Abilene High School - Orange and Brown Yearbook (Abilene, KS)

 - Class of 1915

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Abilene High School - Orange and Brown Yearbook (Abilene, KS) online yearbook collection, 1915 Edition, Cover

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Text from Pages 1 - 102 of the 1915 volume:

. fu mwpg ,iw ,fflfva ,i-T ,fix X 1' A L- vwmxmmmx Nxxxxxxxmmmx X X H Ll N N ' , L ' Q Q 3 S 5 Q Q - X x x Q x Q Q 5 Q Q E X X Q Q - X x X Q 3 Q X 5 Q Q x Q 5 Q' 5 Q Q x Q E X Q S -'- I ' 2 Q Q Q S fm Q -I is LHNHHJKILL- r- - ' v 1 1 1 4 Ami J 1 5 1 . X N W x S 2 Y' 5 Q Eg +-3 0 ESS X ' e e . X i W nes f Mary Smith Elsie Patterson BUSINESS MANAGER Wesley Gish STAFF Athletics ....... 7,...... R obert Walters and Carrie Lee Debate ,...... ......,...................,..,, X Villard Day Music ...... .,..,.., L illian McLatchey Society ....... ........ E lizabeth Wyandt Classes ..,c.l, ............. ll lildred Oliver Junior ...,,,,,... .c,.... D aphne Swartz Sophomore ...,,, .............. F rances Curry Freshmen ..,c, c,c..7,. D ighton Wliitehead Dramatic .,..,,....,,..,c,....,..,c..c,...,,c...,.....,...........c.,........... Paul Hoffman Art ........,,,c,,....,,,, Earl Gibson, Charles Roop, Harriet Patter- son, John i,.m Haskell, Deane Malott, George Lind, Harley Little THREE A A . ABILENE HIGH SCHOOL Editors' Note N THE publication of The Spotlight the Senior class has a somewhat different purpose than that of former years. Community interest is necessary to a suc- cessful High School. It is especially desired that the community become bet- ter acquainted with the High School-its courses of study, activities and or- ganizations. The editors have endeavored to set forth these things clearly and to make The Spotlight representative of the whole High School instead of devoting it entirely to the interests of the Senior class. Representatives from every class have helped to make this the whole High School's book. FOUR s. Board of Education ll. E. ACKERS, President. R. M. VVHITE J. W. HOWE FIVE SIX Board of Education H.Ii KEEL J.S.ENGLE J.M.FENGEL VV. A. STACEY, B. S. Superintendent Cdmpbell College SEVEN EIGHT , ff" """"rw--r V ix J. W. FRENCH, A. B Principal University of Kansas Economics and History GRACE GALLOXVAY, A. B., RUTH HUNT, A. B., A. M. Assistant Princ-ipal Washburn College English f ALICE BELL, A. B. Ottaw a L nn ersity Mathematics University of Kansas English l. A NINA MOLATCHEY, A. B. CORA AULT, A. B. Washburn College Baker University German Latin IYJIYE ANNA HO PKINS Kansas State Normal and A. University of Kansas Normal Training B. if f-- 'W' rss., MARCIA STORY, B. S. Kansas State Agricultural College Domestic Science H. O. DRESSER, B. S. Kansas State Agricultural College Manual Training and Agriculture j wif wx' A' H- - ww-f...ra..1as,:s:,,-.w. a:t,sm,,,,.m,, ,Aw sn. Ottawa University Washburn ' College Science Muslc TEN I ,,,. cg W wi v-7 f , w " ,ff I, 3 2Q ELEVEN he bilene High School HE Abilene High School consists of 240 young people and their eleven in- structors. These young people are here in the most formative, active and impressionable period of their lives. They are here for the purpose of be- ing trained for the years to comeg of being helped to see clearly what they wish to do, and how to do it. They are here in larger numbers than ever before in response to a rapidly growing conviction that the High School has something to of- fer them that will be valuable. This faith in the High School is everywhere in the country. We are not alone in it. Everywhere the High Schools of the state and the nation are full. The rapidly mounting enrollment evidences both a need and a faith-a recognized need of young people for training, and a faith that the High Schools can give it. This faith of the people in the High Schools throws on the teachers and supervisors in these schools a heavy responsibility. These teachers and supervisors must rise to the faith of the people. This feeling is characteristic of tl1e best schools of today. The dominant idea in the policy of the Abilene High School is the service, aid- ing and guidance, of the students as individuals. We believe that schools exist as institutions of service, that they are designed to aid individuals, not to benefit classes. The following quotation from a report by the teachers of Washington Irving High School for Girls of New York City, entitled, "What We Are For," approximates the point of view in question: "The community sends its children to us expecting them to be educated. lt raises money and pays us in order that the city may be up- lifted. The parents who support us do not subscribe to theory that a High School is an institution for preserving a course of study, or maintaining a system of usages, or keeping up a high standard, or training some youngsters to be leaders, or for supporting us. The people who are supporting us care little for these things. They do care for children. They pay for having the young people trained, not for main- taining a given grade of education. They send us bright, stupid, industrious, lazy, well-behaved, and impudent children, not with the idea that we shall teach those that are able and willing to work, not for a decision that such a child is unfit for High School, but for having each child improved. This is not chiefly a place for those who can succeed without help. Such need us less than the others do. A pub- lic High School differs from an elementary school chiefly in the age of its children. We are not elected, we are not paid, chiefly to train leaders. Everyone, rich or poor, is entitled to our services. Training the children we receive, and securing more to train is our business. We hope to break away from the traditional type of a study-centered lligh School. We are a person-centered High School. The per- son is the one we are teaching. ln a sense, we are responsible for the success of the student. That is chiefly what we are put here for." While the above is open to the criticism of extravagant statement, and needs limitation when put into practice, it comes close to the underlying and animating spirit of our school. And the truth of this statement is attested by the close and friendly companionship existing between our instructors and their pupils. A spirit of this sort testifies in the strongest way to the effectiveness of school organization and to the healthfulness of community educational conditions. The personality and influence of teachers act directly and without hindrance or lessening on the minds of students. This is the best possible of all conditions. It is to a school characterized by the above spirit and by the above conditions that we welcome all students ready to enter. To the parents of such students We are only too glad to offer our services in suggestion or advice as to lines of Work pupils should follow in school. We firmly believe that the time has come when every boy and every girl should receive the good the High School has to offer. The field of the school has become so wide, the training it offers covers so many forms of activity, that every one can be helpedg can be set further on the road to successful and happy living, and to this end we pledge our utmost efforts. TWELVE Courses of Stud in High School Heretofore We have offered three courses in High School. One, the College Preparatory, was intended for students preparing for this work. Another, the Nor- mal Training, led to a teacher's certificate, and was chosen by those looking toward this work. The- third, the General course, was intended for students who were to enter active life on completion of the High School period. These courses, while good, do not serve as they should the pupils who come to us. Too many have aims that are not served by these lines of work. For this as well as for other reasons the en- tire curriculum of the High School has been reorganized. Four courses now exist where before there were only three. A new course has been added and the char- acter of the other courses changed. The College Preparatory course becomes the Classical course. It offers three years of English, four of Latin, three of German, three of Mathemntii-s, four of His- tory and Economics, and three of Science. It is the course to be followed by those who are preparing for the Bachelor of Arts course in any college or university. lt constitutes a broad basis of general culture on which to build subsequent courses of education. It looks especially toward the scholarly professions. The Normal Training course remains practically as it was, since this course is outlined by the State Board of Education. It is taken by students wl1o desire to teach. It offers three years of English, two of Mathematics, three of History and Government, four of Science, one of Music, one and a half of Normal Reviews, and one of Psychology and Methods. The student who completes this course in proper form receives a certificate valid for two years and renewable at expiration. The Industrial course is a new one. While Manual Training and Domestic Science tcookingj and Art tsewingl have been offered in the school before, the work has not been systematized into a four-year course. This work offers three years of English, two years of American History and Economics, four years of Science and three years of Mathematics for boys and two for girls. The girls in this course take two years each of Domestic Science and of Domestic Art, while the boys have four years of Manual Training and Mechanical Drawing. This is preeminently the course for all students Who expect to deal with things rather than ideas. The school will earnestly endeavor to make this course one of the richest in content in the school. The Commercial course is also a new one. The time has come in our estima- tion when any boy or girl looking forward to a business life has a right to ask for adequate preparation for such a life at the hands of the home community. The course will be especially thorough. It offers four years of English, including one of Journalism and Business English: two years of High School Mathematics and one of Commercial Arithmeticg three of History and Economics, one year of Ele- mentary and Advanced Bookkeeping, and one of Business Methods and Commercial Law: one year of Spelling and Word Study, and two of Typewriting and Steno- graphy. No effort will be spared to make this course effective in preparing young people for business life. It offers a thorough High School education combined with the special training necessary for commercial work. A special instructor will be in supervision of this course. THIRTEEN Outline oi Courses CLASSICAL COURSE 9 'I FIRST YEAR SECOND YEAR 1. English I 1. English II -. Algebra I 2. Geometry I 3. Latin I or German I 3. Latin II or German II 4. Ancient History ' 4. Botany THIRD YEAR FOURTH YEAR 1. English III 1. Latin IV 2. Algebra II and Geometry II Z. Physics I U. Latin III or German III 3. American History 4 . Chemistry NOIIMAII THAI 4.' Economics and Contemporary Life NING COURSE 9 FIRST YEAR SECOND YEAR 1. English I 1. English II 2. Algebra I 2. Geometry I TI. Physiography and General Science 3. Agriculture 4. Spelling and Word Study 4. Ancient History TIIIRD YEAR FOURTH YEAR 1. English III 1. Normal Reviews 2. English Ilistory and Civics -. Physics II. Physiology and Psychology 3. lllethods and Arithmetic 4. Music 4. American Ilistory INIIYSTRIA L COURSE ' FIRST YEAR 1. English I 9. Algebra I 3, Physiography and General Science 4. Domestic Art l ffor girlsl 5. Manual Training I ffor boysl THIRD YEAR 1. English III 2. Algebra II and Geolnetry II fboysl 3. Chemistry frequired for girlsl 4. Domestic Art Il fgirlsl 5. Manual Training III fboysl SECOND YEAR English II Geometry I Botany or Agriculture 4. Domestic Science I Cgirlsl Manual Training II fboysl 1. 0 9 -1. 5. FOVRTII YEAR 1. American History 2. Economics and Contemporary Life 3. Physics -1. Domestic Science II 5 Mechanical Drawing fboysl Cl INIBIICIICIAII C0 URSE FIRST YEAR 1. English I 2. Algebral 3 4 . Spelling and IVord Study . Elem. Accts. and Business Methods THIRD YEAR 1. English III 2. English History and Civics fl. ,Commercial Arithmetic 4. Typewriting and Stenography I FOURTEEN SECOND YEAR l 'P . English II . Geometry I . Ancient History . Adv, Bookkeeping and Com. Law 3 4 FOURTH YEAR Journalism and Business English 1. 2. American History . Economics and Contemporary Life 5. Typewriting and Stenography II 9 Q1 he Work of the .School Department of English FRESHMAN ENGLISH The work in Freshman English is necessarily very elementary. Its aim, in modified form, is that of the other years of the course: to stimulate appreciative reading, and to develop in the pupils the ability to express their ideas, both orally and in writing, with a fair degree of correctness. From the beginning, these two sides of the work, literature and composition, are correlated. During the first year, the pupils are encouraged to read "for the storyg" that is, to read with the idea of getting the full message of the author, rather than with the idea of criticism. The first book used is Ashmun's t'Prose Literature for Sec- ondary Schools," a collection of short stories, nature studies, and biographies. This, with a little book of ballad poetry, comprises the class reading for the first semester. The second semester, three novels are studied: "Ivanhoe," "The Last of the Mo- hicans," and "David Copperfield." Outside of class, each pupil reads and reports upon at least one book each six weeks. In the composition work, the Freshmen students use no textbookg instead they build a notebook of rules for themselves. These rules are very few, only enough to serve as the necessary tools in the craft of writing. Many themes are re- quiredg during the first term, one oral and one written theme each week, on an average, are given by every member of the class. The pupils help each other by criticizing the composition work heard in class, and soon come to realize points of weakness and of strength. Letter writing, particularly business correspondence, receives special stress. Along with the constructive work goes the persistent combatting of faulty habits of speech, the almost futile endeavor to replace the picturesque High School vocabulary with another which will be equally expressive even if not aggressively up-to-date. SOPHOMORE ENGLISH After having had one year of rudimentary drill in English, pupils now take up a more advanced study of composition. The first portion of Stebbin's "English for Secondary Schools" is used as a text. Simple rhetorical principles are studied, and many paragraphs and exercises are written. Fewer themes are required than in the first year, the idea being to begin intensive study on certain features rather than to do general work upon a large unit of material. The first classic studied always is "Silas Marnerf' in which pupils have their introduction to character study and plot development. Irving's "Alhambra,', with its description and legends of enchanted palaces, this Year has replaced the "Sketch Book" read formerly. "The Merchant of Venice" marked the high tide of interest in the course, as each division of the Sophomores presented a scene from the play. Just before the end of the term, Goldsmith's "The Deserted Village" and the 'iTrav- eler" were read. The second semester the classes enjoyed "Treasure Island," and then added to their nautical knowledge by studying Dana's "Two Years Before the Mast." Three of Tennyson's "Idylls of the King" complete the reading for the year. In addition to these books studied and recited upon in class, each pupil read one book each six weeks from a list of. suggested literature. If five additional books were read during a semester, the pupil received five per cent more on his term grade. Many pupils took advantage of this opportunity. JUNIOR ENGLISH When the student of A. H. S. becomes a Junior he has ahead of him one more year of required English. 'In this year he is to gain a wider practice in the use of FIFTEEN ' CHAPEL the four classes of discourse: narration, description, exposition, and argumentation. ln themes, oral and written. he relates stories of his own experience or of his imagi- nation, and presents the results of investigations he has made, in language as clear, as vigorous, and as effective as he can command. Clear seeing and vivid reproduc- tion are encouraged in description, and logical thinking and clear expression go hand in hand in argumentation. The Junior needs also to grasp the elementary princi- ples of the art of short story writing. But not only is the third year student trained in further self-expression but his acquaintance with English literature is extended. Such selections from Dickens, Scott, Thoreau, Huxley, Shakespeare and others as reveal the life and thought of certain epochs, or present the problems of all life, thus furnishing a stimulus to vigorous thinking and expression, are studied in class. Outside reading of three books each semester is required. These are to be chosen from a list comprising the best works of fiction, poetry, essays, biography and travel. lf the Junior reads, from the list, five books in addition to those required, during the semester, he is given five extra points of credit. Finally, with a sufficient glance at the history of literature to enable him to surround his reading with the proper atmosphere, the third year student has com- pleted the required course in English. SENIOR ENGLISH The student of Senior English elects the course. In his fourth year's Work the history of English and American literature and much illustrative reading are corre- lated. The lecture method is pursued in part, that the Senior may have some ex- perience in note taking. Special time is devoted to the study of the novel as an art form, and some works of fiction are more or less analytically studied Both Written and oral reports on topics most closely related to the thought and art of the authors studied, and on those opened up by class discussions are an essential part of the SIXTEEN course. Outside reading is encouraged by the offer of extra credit for such read- ing, and written reports-or reviews of books so read-are required. In the main, it is a broad and general view of the field of literature which the fourth year student of English gains. He has the opportunity in this course, through a view of the world movements which have written themselves in literature, to classi- fy and assimilate his reading in the earlier years of his course, as well as to add to it. And no less is the opportunity for greater power of expression afforded in the broad and still more vital themes suggested. Department of Modern Language Why should my boy or girl learn to speak and read a foreign language? Is there "any sense in it?" The same question has had to be answered of late for every subject taught in our schools excepting the "three R's." Oh yes, we say, we will admit spelling is useful. We can't read or write without it, and furthermore a man is rather ignor- ant if he doesn't know where New York, Washington and San Francisco are. And we believe that the history of our nation is also a beneficial and profitable subject of study. Oh, do we? Aren't we admitting a little too much? All the sane and sound reasons for this study can be repeated as sane and sound reasons for the study of the history of any other nation on earth. We all admit these reasons and we will not repeat them here. The one that could not be stated for another land is that we want to know the history of the United States because it is our nation. Well, if we are interested in the history because it is "ours," we will be just slightly less interested in England's because the English are our first cousins and only a little less interested in Germany's because the Germans are our second cousins, be- ing also of the Teutonic race. The human mind will never be content to know merely "useful" things. The tendency to investigate and discover is instinctive. Those of us who are calling loudly for "practical" or vocational education admit the benefits of studying United States history. Why? Largely because we have studied it. If we hadn't, we would- n't know it is beneficial. But see to what that brings us. Are the subjects we have studied the only "practical" subjects? Again, is there any one of us who would willingly part with any portion of his knowledge, no matter how obtained? No, we are never content with our present fund of information, no one ever wishes to stoll learning. The mind thrives on exercise just as truly and literally as the body does and just as surely degenerates without it. And any study that gives occasion for healthful exercise of mental faculties, no matter what its content, is bound to be "practical," We can no more hope to develop mental proportion, symmetry and grace, by means of a very limited course of study than we can hope to develop a perfect body by means of one sort of physical exercise. The latter case is very dif- ficult to picture but it calls to mind the mediaeval Huns, ugly beyond description, stunted and misshapen, as a consequence of practically living on horseback. The first reason then for studying a modern language is the same we would give for studying anything-we like it, it interests us. It is a field that offers it- self where we can satisfy natural human interest. Second, it offers a new field of study, a new line of growth to the High School pupil, and so affords variety, which is as essential to proper mental as to proper phy- sical growth. Third, we have no use for prejudice, have we? We want to know facts. How can we lose our prejudices against peoples, how can a true knowledge Of them be better gained than by learning to speak their language, to be able to talk to them if occasion offers, to read what they think instead of what others say they think? HOW can we better come to sympathize with them and respect them than by reading their noblest literature, or how as Well 1201116 to feel that they are 3 P90910 With very, very SEVENTEEN much the same ideals as ours. Ignorance was never known to foster kindly feeling or confidence-just the contrary. Fourth, a foreign language is just difficult enough for the High School pupil to make it a prized posession. A silver cup won by close contesting in athletics is highly valued, whereas the receipt of the same cup as a gift would bring absolutely no pleasure. The ancient Greeks devoted much time to the study of grammar, giv- ing it the formidable title of "logic." It is not a subject made up of words and rules to be committed, as is often supposed, but is systematic, reasonable and logi- cal, calling for fine distinctions and subtle discriminations. It is worthy of the time of a student and is necessarily the frame work of any language whatsoever. Last, a modern foreign language is not merely an abstract, intellectual posses- sion. lt is tangible, usable. We have the pleasure of expression, the pleasure of actual employment of our new faculty. Theodore Roosevelt says every reasonably intelligent youth of today should be able to read and understand at least one for- eign tongue-that it requires only average intelligence to do so and that the mental benefits doubly repay the time and effort spent. The pleasure and benefits then would seem to warrant the study of German. There is the satisfaction of natural human curiosity and interestg there is the men- tal proportion resulting from variety: there is the healthful, stimulating mental aC- tivity of a reasonably difficult subject, the enjoyment of actually speaking as the people of another nation speak, the pleasure of putting our knowledge into practice? and the knowledge of the history, customs and literature of a foreign people, the knowledge which destroys narrowness and prejudice. lt is for such knowledge that we study. Whatever more immediate and selfish reasons there may be, We must admit we hope to obtain them by virtue of being able to think clearly, honestly and logically. FIRST YEAR' GERMAN The scope of first year German depends largely upon the place it is assigned in the course of study. ln our school it is a Freshman subject and as such it should be as concrete as possible. The pupil requires a knowledge of the use of cases, the formation and use of tenses, declension of nouns and adjectives, comparison of ad- jectives and adverbs, relative pronouns, effects of inseparable verb-prefixes, uses of verbs with separable prefixes, general and special uses of modal auxiliaries, the formation of the subjunctive mode and such uses as may be briefly, clearly and logically stated. These things cannot be learned without also learning the different orders of words in German sentences. One hundred to one hundred and twenty-five pages of simple German prose, legends, stories, history and biography are read. Some idiomatic, conversational prose, four or five simple poems, and a number of German songs are committed to memory. The average pupil has a speaking vocab- ulary of 200 to 250 words, acquired from vocabularies in the texts and made familiar by 'tconversation drills"-discussions of weather, local happenings, retelling of anecdotes, questions and answers on assigned reading. The number of words a pupil understands when reading or knows on hearing far exceeds the number he can actually use in speaking. This is inevitable. 'Two much is expected of modern language instruction by a majority of people, at least from the first year of instruction. Our recitations average perhaps forty minutes in length. That cannot be spent in conversation in the foreign language except at the cost of ignoring all prepared work. So that is not to be considered. These discussions of assigned work cannot be limited entirely to German either, un- der present circumstances. The average pupilys understanding of grammar is such that he must be instructed thoroughly and in detail on simple parts of speech, tenses and modes before there is any foundation for acquiring a new language. To try to do this in the foreign language in 40 minutes per day is an absurd waste of time. Furthermore the time is past when a child learns a new language "naturally." Time is too precious to spend in learning by imitation. To ignore at the outset this gen- eral lack of knowledge of grammar in an attempt to gain a greater vocabulary .for conversational purposes is to build a showy but unsound structure. The fact that more time is essential in this work is being recognized and a plan is coming into EIGHTEEN quite general use of having double recitation periods and requiring less prepared work. SECOND YEAR GERMAN Under our arrangement of recitation periods the pupil has much more time for speaking the language in the second year's work. And the better the understanding of grammatical principles obtained from the first year's' work, the more time there is for actual use of German later and the more correct will the use of it be. All topics mentioned under German I are carefully reviewed, more detailed work is done with pronouns-relative, demonstrative and indefiniteg the passive voice is learned, reflexive and impersonal verbs, and the uses of the subjunctive mode taken up ih detail. For all this review work lessons are outlined and kept in a note book. There are in these outlined lessons references to the state textg fuller or different statements concerning the topic under consideration, when profitable: and new sets of sentences to be written in German. Repetition of once-used exercises is un- interesting and unnecessary. The reading for this year is selected from the follow- ing list: Grimm's "Maerc-hen," Gerstaecker's "Germelshauser," Zschoppe's "Der Zerbrochene Krugj, Storm's "Immensee," Wildenbruch's "Das Edle Blut," Benedix's 'Die Luegnerinf' Leander's "Traeumereien," Bacon's "Im Vater1and," Auerbach's "Brigitta,', Mosher's "Wilkommen in Deutchlandf' It is easy and profitable to have good and varied reading for the second year. THI RD YEA R GE RMAN Each added year in modern language is more satisfactory and more pleasant. There is little need now for drill on fundamentals. Such an advanced Composition as Bacon's offers exactly the kind of work needed-drills on specific words of com- mon use, typical German phrases, much-used idioms, interesting historical notes and, incidental to this "brand new" material, the review of every grammatical prin- ciple. The reading can be from the very best of German works. It is generally chosen from the following list: Heyse's "L'Anabbiatta," Heyse's "Die Blinden," Auerbach's "Brigitta," Baumbach's "Der Schwiegersohnf' Goethe's "Herman und Dorothea," Lessing's 'Minna von Barnhelmf' Riehl's "Der Fluch der Shonheitj' Riehl's "Das Spielniannskindu and Schiller's "Wilhelm Tell." We have always put off the study of "Wilhelm Tell" until the second half of the third year and it has always been the favorite classic of all pupils. At that time it is actually easy read- ing, is invariably considered so. Sixty to eighty lines is one assignment. Enough German has been previously read that each individual pupil of his own accord re- marks the beauty of the diction. The translation is so easy that the characters and action stand out clearly in the pupil's mind and he is enthusiastic from the start and throughout the reading. He has studied the construction of plays in English and intelligently criticizes the development of characters and formation of plots. This is all the natural outcome of reserving it to the last of the third year's work. We have listened to recitations on Wilhelm Tell by second-year pupils where thirty lines were laboriously untangled for one day's work, grammatical constructions had to be dwelt upon and the effort was so great that the story was lost, characters were confused and the idea of beauty of language never occurred to the pupil's mind. 0116 and a half years can make that great a difference. When it is reserved for the third year there is always a "good taste" left and frequently a stronger desire to continue the study of German. There is a great abundance of interesting collateral reading with Wilhelm Tell, suchlas Swiss legends, Swiss customs and stories of the Alpine avalanches mentioned in 'the play. There are scores of beautiful postcards of Swiss scenery which we show with the reflectoscope. We have also heard the Tell music by Rossini on the grafonola. Last of the work in connection with this play is the biography of Schiller, whose nobility of character throughout a life of adversity seems to enlist still greater interest in and love for his work. We have had occasional meetings of all German pupils after school, Where we have played games, speaking only Germang shown, with the reflectoscope, postcards of German cities and the Rhine, listened to legends of these places told by the DU' pils, and have heard records of German songs on the grafonola or have ours-elves sung German folk-songs. NINE TEEN STUDY HALL Department of Latin THE FRESHMAN YEAR The High School offers four years of Latin. The first year is a study of begin- ning Latin, based on the text "A Latin Reading Book," by Whittemore. In this year the foundation principles of Latin grammar are studied along with illustrative sentences, both Latin sentences to be translated into good English and English sen- tences to be translated into Latin. Sentences of the latter type are of particular value in developing the memory and reasoning faculties. There are also reading lessons- based on the early history of Rome, which appeal to the students' usual lik- ing for history and thus aptly connect the Latin language with the ancient Romans who spoke it. Another practice employed in beginning Latin classes which adds greatly to the general interest is the comparative study of Latin and English. Dif- ferent Latin roots are taken and their English derivatives searched out and discussed. In this way the students increase their English vocabulary and fix in mind more firmly the Latin roots. THE SOPHOMORE YEAR In the second year some real Roman history is read as written by Caesar. The first four books of his "Gallic Wars" are translated. Besides the excellent training obtained by translating the Latin into good and correct English there are some im- portant historical facts. We learn of the traits and habits of the barbarians living north and West of Rome. The fickleness and instability of the Gauls, the hardiness of the Germans and the peculiar characteristics of the maritime people on the island of Britain are all of unusual interest as depicted by Caesar, who carried on so many TWENTY v successful wars with these peoples. The composition of the Roman army, its man- ner of marching and its camp life are all items of equal interest. There is also a composition course studied in the second year. In this course a review of the main principles of grammar as presented in the first year is taken up with illustrative sentences based on the writings of Caesar. Besides this some new rules of grammar as illustrated by Caesar are studied, particularly the use of the subjuuctive mood in dependent sentences. The objects of the second year Latin are to fix firmly in mind the fundamental principles of Latin grammar, to translate readily and correctly into good English, and to relate the subject matter which is translated to Roman history and to practical life. THE J l'Nl0R YEAR Cicero's orations as edited by D'Ooge are studied in the third year. The four oraticns against the Catilinarian conspiracy are read, also one in defense of the poet Archias and one in behalf of the Manilian Law-six in all. ln this year we get an even better view of Roman life. The city of Rome, the Roman Senate, govern- ment officers, Roman religion and the home life of the Romans are all topics of vital interest during this year's study. The composition course in the third year takes up the more difficult rules of grammar as they are found illustrated in Cicero's orations and as the students find them illustrated in fourth year Latin. A thorough study of the use of the subjuuctive mood is made. This includes its use both in in- dependent and dependent clauses. Bennett's Latin Grammar is the reference text throughout the second, third and fourth year Latin. THE FOURTH YEAR In fourth year Latin the first six books of Vergil's Aeneid are studied. This is perhaps the most interesting Latin which is read in High School. The historical set- ting of the Aeneid, its mythological allusions, its inherent literary value, make it a subject of great interest and charm to the students. Some of the descriptive pass- ages are easily on a par with any descriptions found in English literature, and the making of these comparisons adds greatly to the interest and ability in translating. Due to the poetic style of the Aeneid there is much freedom of translation given, which demands tl1e use of the best English at the student's command. Naturally too, much attention is given to scansion and poetic structure. No course in composition is offered in this year. The grammatical principles are studied only as they are illustrated by the text. Thus the second, third and fourth years embrace three distinct styles of litera- ture-history, oratory and poetry. The three great authors-Caesar, Cicero and Vergil-are worthy of study by everyone. Department of Mathematics ALGEBRA I High School Mathematics owes its place in the curriculum not to the informa- tion obtained from it, but to the difference it makes in the thinking of students. So far as mere knowledge is concerned all the facts of Algebra and Geometry needed by the average individual are taught in Arithmetic under the topics of mensuration and the use of the equation. Nor is skill in computation the aim of the High School. The boy and girl who do not come out of the eighth grade able to handle figures accurately and with reasonable speed rarely get this ability later, for the simple reason that the operations of Arithmetic to be performed efficiently must become automatic, and consequently must be mastered during the years when memory is the chief activity of the mind. This period is past by the time the average boy and TWENTY-ONE girl enter High School. At High School age the most important factor in education is the development of the newly awakened self-consciousness and individuality of the pupil. Algebra and Geometry function largely in this development in that they set before the student simple, definite examples of clear, accuiate, logical reasoning, and train him to rely on his own judgment rather than the authority of some one else. ln a more particular sense, they form an excellent introduction to scientilic study in general, for the reason that of all the sciences, 11l2LLil8ll1HLlcS is the most nearly exact in method and by far the simplest in material. r'tli-thermore, mathe- matics furnishes the language in which the results of all scientific investigation are finally stated, namely, the algebraic formula. The Freshman course in Algebra is an introduction to mathematics considered in this larger sense as a science and not as a body of rules by which problems may be Worked. 'lhe numbers and concrete terms of Arithmetic are replaced by letters, and the laws of the four combinations familiar in Arithnletic, addition, subtraction, multiplication and division, are applied to them. The use of letters instead of nunl- bers brings out the tact that expressions tend to group LHQIHSGIVGS under a lew dis- tinct types-for example, "a" may represent any whole number whatever, "a" over "b" any fractional number. 'lo classify problems under their type forms, and to discover and put to use the principle by which each type is handled, then becomes a very large part of the work. Fractions are treated very Illlllliil as in Arithmetirs, and about the same share ot time is given to tllein as in the average year s work in Arithmetic. The statement OL problems in Algebraic terms is emphasized in the chapters on the equation, and is very inlportaiit ln that it emphasizes the necessity or a definite, precise understanding OL what one has 1'6k:Lll. rowers and ioots are also discussed, as these are employed in the S0111L10I1 of the quadlatic equation, which is the last new topic studied in the year. 'l he solving of 13100161115 is really the least important pa1't of the course, as this is largely 11l6C1li:l.1l1C2l.1, and may DS purely iinita- tive. ALGEBRA II Algebra in the High School should be taught from two standpoints, first, as a tool, and second as a type of thought. From the first point of view, it is the most powerful instrument yet devised for handling the problems of science. Accordingly, the formation and use of the formula and equation should become so familiar to the student as to be automatic. To this end, constant repetition and drill are neces- sary, and consequently are a large and important part of the third year of Algebra. One point in which the state text is weak and which must be guarded against is the constant use of the same letters. Very frequently a pupil can think and work only in terms of 'xv and "y," and has to translate the and "V" of Physics into those letters before he can proceed any further. For this reason, the literal equation such as D-RT, in which each letter is to be expressed in terms of the others, is a topic which requires particular emphasis. Another topic which is valuable on account of its usefulness and applicability is that of logarithms. ln logarithms, addition and subtraction take the place of multiplication and division, while the latter take the place of powers and roots. Thus the cube root of a number may be found by dividing its logarithm by 3. Very fre- quently, the work in Algebra is so crowded that there is not sufficient time left for logarithms. In this event the topic may be included in the course in Solid Geometry. Viewing algebra as a type of thought, its chief characteristic is the substitution of symbols for concrete things. The parts of Algebra in which this idea is brought out most clearly are those dealing with the theory of exponents and the quadratic equation. In the former, powers and roots, radicals, fractional and negative expo- nents and imaginaries are shown to be merely a development in various forms of such simple expressions as A.A equals A squared, and K-AJ squared equals A squared. To be sure, these topics are discussed in Algebra I, but the student is much better able in his Junior year to get a clear understanding and appreciation of the process of reasoning by which their relationship is established. The quadratic equation, however, is the most striking instance found in elementary science of the Way in which a single expression may serve as a type for a multitude of forms. The solu- tion of the quadratic is developed in three ways Q19 Factoring, Q21 Square root-or, TWENTY-TWO "completing the square," Q33 The use of a formula developed from solution by square root. In addition to this, a study is made of the features of the equation which determine the nature of the roots. The graph is used, not only as an introduction to the study of equations, but also as a means of relating Algebra to Geometry. Considered in this light, the first degree equation corresponds to the straight line, and the quadratic becomes the Algebraic interpretation of two-dimensional space. The solution of equations by the use of graphs, that is, the determination of points which satisfy the required conditions, gives a new meaning to the "locus" of Geometry. The object of the course is not to present Algebra as a complete and finished subject, but rather to impress the pupil with the idea that while he has gained enough knowledge to be of valuable assistance, he really has mastered only the "a, b, c" of mathematics, and that there lies ahead of him a world of thought which will challenge every faculty of mind and imagination to conquer it. PLANE GEOMETRY Geometry is both a mental and a physical science. It is concerned with every- thing which occupies space, for it is the study of forms. In this respect it is the business of Geometry to investigate and classify figures according to their common properties, and to formulate the laws which determine their relationship to each other. From this standpoint Geometry serves to point out the common laws which are in force in all forms of nature. For instance, take the regular hexagon, which may be made up of six triangles, the sides and angles of which are all equal. This figure is the basis for all the various forms of snow-flakes, the cell of the bee is in- variably hexagonalg the blood vessels of the human body under unusual pressure are forced into such a shape that a cross-section takes the shape of a hexagon, and an orchard may be planted to the best advantage by laying out the ground in a series of equilateral triangles with a tree at each vertex. A close observation will discover the fact that wherever in nature conomy of space is needed, the hexagon is the form chosen. Furthermore, Geometrical forms are the basis of architecture, of painting, and in fact, almost every other art, and a knowledge of them is necessary for an aD- preciation of the elements of proportion and symmetry wherever these occur. Ac- cordingly, drawing is an important part of the work in Geometry, as there is no bet- ter method of becoming familiar with the properties of a figure than by constructing it accurately. But Geometry is also a mental science in that the truth of its theorems- is es- tablished not by observation or measurement, but by a rigid process of reasoning, commonly called the "demonstration" Certain assumptions are made, and on these as a foundation, principles are carefully and logically worked out. Nothing is ad- mitted to be true merely because it looks reasonable, and on the other hand, nothing is accepted contrary to the guidance of common sense merely because a proof con- vincing in appearance has been worked out. From this point of view the object of Geometry is, as it has been for several hundreds of years, to train the brain to an appreciation of clear cut, logical thinking, unprejudiced by feeling. This is not ac- complished, of course, by the mere memorizing of proofs, but rather by original work, so arranged that the argument consists! of but one simple step at first, but gradually becomes more difficult. The demonstration of theorems- given in the text-book is required, in order to see how well the pupils have followed and under- stood the reasoning, but exact reproduction is neither demanded nor encouraged. In fact, some of the more complicated theorems are discussed in class, and the student required to master only certain points of the proof. Numerical exercises, While they do not call for any careful or sustained reasoning on the part of the pupil as a rule, are of value in that they help to make clear and fix in mind the more important theorems, and also show the applicability of the algebraic formula to the work of Geometry. The note book is a feature of the work enjoyed by neither teacher nor pupil, but is useful in that it emphasizes concise, accurate statements and neatly drawn figures. SOLID GEOMETRY The Geometry of two dimensions is studied today before that of three dimen- V TWENTY-THREE TWENTY-FOUR g ,.,1 SNAPSHOTS IN THE BUILDING sions, possibly because it was so developed in the history of the race. The first Geometry was a crude kind of land measurements and it was several hundred years before solids were discovered. WVith the use of drawings only, Solid Geometry rc- quires a more vivid space-imagination than does Plane Geometry, but with actual models of cubes, cylinders and spheres, the work becomes quite simple. The theorems' of Plane Geometry are employed freely, and a large part of the work consists of combining and applying these wherever possible. The content value of Solid Geom- etry is greater as a Whole than that of Plane Geometry. The measurement of sur- faces and volumes is worked out by means of algebraic formulas, and the exerciscs consist to a large extent of applications of these formulas. COMMERCIAL ARITHMETIC The course in Commercial Arithmetic covers one term, and is open to any High School student. 'Ihe primary object is to give practical training and drill to those students who intend to take up commercial work later. The course is not at all technical, however, and the simple business applications made are such as every one should be familiar with. A thorough and systematic review of the fundamental processes-addition, sub- traction, multiplication and division-is given, including whole numbers, common fractions-, and decimals. Abundant drill exercises are furnished through which pupils may learn to deal with numbers accurately and with reasonable speed. Pro- portion, square root, and niensuration, with common business measurements, are discussed later, and application made to practical problems of an industrial nature. The general applications of Arithmetic to business are made under the following topics: Accounts, buying and selling, borrowing, loaning, and investing money, and cancelling indebtedness. lt is not forgotten, however, that before the average per- son invests money, he must save it, and problems dealing with efficient household management are given. The emphasis is laid not so much on the method of solution and results, as on tl1e application of topics to the affairs of the ordinary individual. lt does not mat- ter very much whether or not a pupil knows what the yearly cost of an accumulative bond is, but it may make a great deal of difference to him later if he realizes that a little over S25 of his own money saved and put at interest every year at 6 per cent will amount to S1000 in 20 years. lt causes some amusement to see 10 minutes of labor at the rate of 12c an hour counted in the cost of canning one jar of fruit, but the pupil who works out problems of this kind will come to see that the really ridicu- lous thing is the hap-hazard housekeeping which puts no money value whatever on home labor. A course in Lonimercial Arithmetic cannot train a boy to become an expert business man any more than it can train a girl to become an efficient home maker, but it has accomplished its aim if it teaches boys and girls to have an in- telligent appreciation of efficiency and business management both in making a living and keeping a home. Department of Science GENERAL SCIENCE The Science courses offered in a High School Curriculum have of late become so numerous and specialized that no student can longer hope to cover the whole field. These courses, however, are so inter-related that some knowledge of all is necessary for a mastery of any particular branch. What a beginner in Science should have is an understanding of some of the general principles underlying all the sciences, before attempting to specialize along any particular line. This condition is met by the course offered in Elementary or General Science. While the aim of the course is not to have the student acquire but rather TWENTY-FIVE 2 ' I' E Correlate facts, still the course supplies the student an abundance of useful infor- mation. The subject matter deals with the every day experiences of life, giving the "How and Why" of many natural phenomena without becoming technical. Material peculiarly suited to the minds of the beginners in High School is selected from the abundance of information to be obtained from the realms of Physics, Chemistry, Botany, Zoology, Agriculture, etc., and organized into a unified whole. In this course many of the wonders of the physical world surrounding the student, as Well as the scientific world of man's creation, are explained, many of the miracles and unexplained phenomena about him become intelligible and useful to him. PH YSIOGRAPHY Physiography deals in part with the relation of the earth to the sun, but more especially with its relation to man. A study of the solar system reveals the cause of seasonal changes, climatic zones, day and night, tides, and the phases of the moon. The three most general physiographic features of the earth are, the atmosphere, the ocean, and the solid crust. The atmosphere varies as to pressure, temperature and moisture content. The proper variation of these factors results in the produc- tion of winds, clouds, and precipitation in its various forms. The ocean is the Hhigh- way of the nationsf, Its waters are acted on by the wind to produce waves and ocean currents, by the sun and moon to produce tides. These movements of the water are responsible for the complete alteration of the outline of continents. The crust of the earth is not fixed, but is continually undergoing changes. Rocks are formed and later decomposed into soil. Mountains rise out of the ocean, exist fO1' a time, are worn down by the variors erosive and weathering agents until they are completely obliterated. River systems, lakes, volcanoes, and water falls develop and later cease to be. Even continents come and go. The physiographic features of the earth and the changes they undergo are respon- sible for the production and distribution of our present forms of animal and plant life. The plant life in turn is a vital factor in determining national development and prosperity. PHYSICS The year's course in Elementary Physics embraces a study of mechanics, heat, sound, light and electricity. The attempt is made to preserve the golden mean be- tween an empirical and a purely technical course. Frequent use is made of every day phenomena in illustrating the principles of Physics. A collateral laboratory course is given along with the text-book work, the aim being to dovetail the fund of information about things physical already possessed by the student with results obtained in the laboratory. A number of problems are introduced for the purpose of fixing in the student's mind the applications of general principles to a variety of specific cases. The subject is studied as far as possible from the local standpoint. In case a study is being made of hydrostatics and hydraulics, the local municipal water system becomes a topic for discussion. In case it be heat, the operation and points of su- periority of the heating systems of the school buildings and homes is made clear. Should the class be faniiliarizing themselves with the gas laws and their application in refrigeration, the local gas plant and the Belle Springs creamery are inspected. The subject of current electricity is illuminated by making a visit to the power plant Where the student has an opportunity of seeing how electrical energy is generated on a commercial scale. The Physics laboratory is fitted with water, gas, and the city current connec- tions. It contains a dark room in which experiments in light are performed and demonstrations made of various electrical discharges. The department possesses, in addition to the apparatus required for the performance of the regularly prescribed experiments, a number of pieces of apparatus which are invaluable for class demon- stration purposes. The experiments performed by the students during the past year are as follows: l. Determination of relation between diameter and circumference of sphere. 2. How to find the volume of a cylinder. TWENTY-SIX ll . 7 ,ml PHYSICS LABORATORY How to find the density of steel spheres, llow pressure beneath the free surface Of a liquid varies with depth. Archimedes' principle and the density of a solid. Archimedes' principle and the density of a liquid. Density ol' El solid lighter than water. lSoyle's Law. Cooling by exaporation, Dew point. liesultant of two forces. The laws of the pendulum. llooke's Law. Charles' Law. Coefficient of expansion of brass. The principle of nionients. The inclined plane. The specific heat of a metal. The mechanical equivalent of heat. Cooling through change of state. The heat ol' fusion of ice. The heat of vaporization of water. The boiling point of alcohol. Effect of pressure on the boiling point. Laws of reflection from plane mirrors. Relation between intensity of light and distance. Magnifying power of a single convex lens. The focal length of a concave mirror. Laws of iniage formation in convex lenses. Prisms. Index of refraction. TWENTY-SEVEN CHEMISTRY LABOR ATORY 31. Laws of vibrating strings. 32. Wave length of a note of a tuning fork. 33. Magnetic fields. 34. Molecular nature of magnetism. 35. The voltaic cell. 36. The magnetic effect of a current. 37. Properties and applications of the electromagnet. 38. Wheatst0ne's bridge. 39. Efficiency of carbon and tungsten lamps. 40. Boiling an egg by means of electricity. 41. Electrolysis and the storage battery. 42. Induced currents. 43. A study of a small motor and generator. UHEMISTRAY Chemistry is one of the great forces which is determining the civilization and development of mankind. The physician makes abundant use of it in combatting disease, the progressive manufacturer in improving processes and products of manu- facture, the sanitary chemist in the treatment of municipal water supply and sew- age, and the metallurgist in the extraction of metals from their ores. Progress in other sciences has been in a measure based on the discovery of the chemist. The scope of chemistry is so great that some knowledge of the subject is essential to those who wish to keep in touch with the progress of civilization. The course as offered gives as much attention as possible to the practical sides of the subject without neglecting the basis for its advanced pursuit. Some time is devoted to the consideration of the fundamental laws, theories, and principles of the subject. These must be understood for they serve as a foundation upon which the applications rest. Among the many phenomena of every day life which require some knowledge of chemistry for their proper interpretation may be mentioned, the decay of wood, rusting of iron and tarnishing of metals, combustion, bread-making, souring of milk, the conversion of cider into vinegar, the proper use of cleaning powders, and TWENTY-EIGHT the nature, preparation and digestion of food. Along with the study of the various elements and compounds, the use of these substances in the manufacture of some of our great commodities is shown as, for example, explosives, mortar and cement, soap, crude oil and coal tar products, sugar, paint and steel. Department of History and Government ANCIENT HISTORY The aim of this course is to give a real background for the student's knowledge of present social, political, industrial, religious and economic conditions. A reason for each of these conditions is to be found some where in ancient or modern Euro- pean history. The object is to lead the pupil to see that civilization is not a product of chance but a slow and gradual development. Emphasis throughout the year is on the present and its relation to the past rather than on the past and its relation to the present. The point of view is from the present back to the past. Questions asking explanation of present institutions in the light of past history are a daily part of the course. lt is hoped that in this way the interdependence of past and present may be partly shown, although it is recognized that a year course in Modern European History should be added to the history work of the High School before the work can be thoroughly done. ECONOMICS Many of the well-known principles of economics are encountered by the average High School student before he reaches the last of his High School work, but without a study of these economic laws and conditions he fails to get an adequate concep- tion of their operation and effect. The knowledge gained by experience often is not organized and related consciously and this is best done in the class room. Ap- plication of the law to outside conditions is asked for frequently and examples of the practical working of economic law are called into discussion daily. A correla- tion between the theory of economis- and current history is also attempted and this phase of the work will be more fully developed next year with the hope the more vital live issues may be introduced and discussed from their economic standpoint. ENGLISH HISTORY This course is given with a two-fold purpose. One is to trace the development of the Anglo-Saxon race as a matter of world history, and the other is to provide a proper foundation for the study of American History in the Senior year. The lat- ter point of view colors the work quite largely. All the great landmarks in the strug- gle for freedom by Englishmen from the granting of Magna Charta in 1215 to the Revolution of 1911 are emphasized. Students are led to see their own history in the field covered prior to American colonial settlement. Those events that brought about the migration of the Puritans from England in the Stuart reign. and later the revolt of the colonies so formed and their consequent independence receive especial attention. CIVICS A systematic study of the structure and development of the American Govern- ment, national, state, and local, with emphasis upon actual workings. Current events as well as historical in executive, legislative and judicial departments of national and state governments are used to illustrate the various provisions in the constitution. AMERICAN HISTORY The place of American History in the American High School is undisputed and no justification for the time spent in its study is needed. The opportunity offered to TWENTY-NINE the teacher of American History to impress the pupils with the benefits, needs and dangers of our government is unlimited and neglect to do so is unpardonable in the teacher. Nowhere else, except in the teaching of Civics, is this opportunity so great and nowhere else is the opportunity for impressing the younger generation with the duties and privileges of citizenship more pronounced. With these ideas in mind the purpose of American History in this High School is obvious. It is not to be a matter of fact or memory study. It is not to learn of the past that the pupils ought to study American History, but rather to learn of the present and future. A knowledge of past experience of a nation is the only safe basis for future action in that nation, and without a study of American History with this fact always in mind the High School pupils of America go into life without a single conscious effort having been made to give them a firm basis for future social activity. Department of Home Economics DOMESTIC ART The object of this course is to teach economy and suitability in the purchase and making of clothing, and to give one an understanding of the principles of hand and machine sewing with practice to enable one to make and keep in repair one's own clothing. The first semester recitation work is studying fully the production of the dif- ferent subjects as: needles, pins, scissors and shears, machines, einery, thimbles, buttons, hooks and eyes, cotton, linen, silk and wool. The practice work consists of making simple stitches, as running, basting, over- casting, overhaulingghemming, backstitching, seams, as, French, felled, hemmed and overhandg hems, as plain, French, faced and extensiong repairing ill by patch- ing as hemmed, overhand and darned patch, C25 by darning, as on iinen, cotton or stocking darn: fastenings, buttonholes, hooks and eyes, eyelets, tape and blind loop, simple embroidery stitches as chainstitch, feather stitch, hemstitch and blanket- stitch. Sewing bags, lau.ndry bags, boudoir caps, handkerchief cases and pillow cases were made the latter part of the semester to illustrate stitches, seams and hems made the former part of the semester. The second semester lecture work takes up in detail the production of cotton and linen goods, also embroideries and laces as used in trimming garments, the comparing home-made and ready-made underwear as to durability and condition under which it is made. The practice work consists of the drafting of individual patterns for under- wear and the making of it. DOMESTIC SCIENCE The purpose of this course is to teach the application of the principles of cook- ery in the preparation of foodg to teach the general principles in accordance with which food materials are combined in the foundation dishes, so that the student need not be dependent upon a recipe book, to illustrate methods by which heat is applied to foodg to show by experiment the effect of heat upon food materialsg to illustrate various ways of serving foods prepared: to familiarize the student with cost of food by the calculation of actual cost of recipes used: and that work well and skillfully done is not a drudgery. The first semester recitation or lecture work consists of a study of the differ- ent classes of foods and these combined to make more complex foods. The laboratory work consists of a study of the food materials as follows: Water as in beverages and water iceg fruits, fresh and driedg sugar, illustrating different stages as in cookery of candy: starch, experiments especially show effect of dry and moist heat, then applied to cookery of starchy foodsg fats, as in deep fat ffryingj THIRTY DOMESTIC SCIENCE ROOM THIRTY-ONE w Y ' or shallow fat fsauteingjg protein, as to cookery of meats especiallyg gelatine dishes, leavening agents and flour mixtures, saladsg frozen dishes, and a study of table setting and serving a meal. The second semester is devoted to Chalf timel invalids' cookery and fhalf timel canning and preserving of fruits and vegetables. In the lecture or recitation work in invalids' cookery, diseases are studied under the following general classes: 1. Functional disorders. 2. Digestive disorders. 3. Disorders of absorption. 4. Disorders of metabolism. Each is studied as to the general causes, symptoms and treatment. While in the laboratory work each is studied as to dietetic causes and treatment. This is illustrated in practice work by preparing foods, then trays for the sick and con- valescent. The last half of tlfe semester is devoted to canning and preserving of fruits and vegetables. The lecture work covers: the favorable and unfavorable growth of yeast, bacteria and moldsg the methods of destroying these micro-organ- ismsg and methods of food preservation. ln the laboratory work some fruits or vegetables as, tomatoes, asparagus, rhubarb, etc., may be canned, jellies such as orange or lemon may be prepared and rhubarb jam to illustrate different ways of preserving fruits. Department of anuall Training Years ago began a revolt, now widespread, against the purely bookish character of school education. This revolt has so changed the nature of our schools that now any school would be seriously discredited if it did not offer some form of hand work or manual training. We have come to know that many of the pupils in the public schools are able to think best in things, and not in wordsg that their field in life is the practical and the constructive, rather than the ideal and the theoretical. Fur- ther, we now see clearly that this large class of students have a sound and valid claim on so:-iety for education designed to meet their needs. lf we deny these, we must deny all. We are coming to see that a boy may put just as much sound think- ing, scholarship, and idealism into the making of a library table or a lamp stand as he does into the translation of a passage of the Aeneid. And there is the added fact that the skill and knowledge gained in the making of the table has a more ap- parent and marketable value than has the skill he gains from the translation of the ancient language. The problem of the school is to organize and direct the work in Manual Training so that it calls for truly educational effort, cultivates proper ideals of accurate and artistic construction and finish, and at the same time brings to the pupil the largest possible amount of practical and useful information to be applied in his life after school. Orr Manual Training room is equipped' with 19 single benches. each provided with a separate drawer and complete set of tools for each student who uses the bench. Each bench is provided also with an excellent quick-action vise. The room is furnished with a Crescent Machine Company band-saw, motor driven, a most use- ful tool, saving many hours of unproductive hand labor. The success of the department during the two years it has been in operation has been very gratifying. The large majority of the students develop real skill in construction and design, and display great interest in the work. While the students are at times required to construct various articles for school use, and to make repairs and additions in the various school rooms, they are also permitted to con- struct work to take home as their own possession. ln this latter case, the cost of the material used is charged against them. In first year work each pupil is required to make a number of Hproblemsj' THIHTY-TVVO small models involving a progressively difficult series of joints to be applied in later work. This is followed by cabinet making and carpentry of the simpler form. The interest of the pupil is caught by leading him to construct articles for which he has a need. In the second year students advance to more difficult work. Cabinet making of a much more advanced type is undertaken. Library tables, desks, decorative lamp shades and stands of walnut and oak are some of the things made in this year. Special attention is paid to finishing, and to form and design in this year. LIST UF ARTICLES MANUFACTURED IN MANUAL TRAINING DEPARTMENT FIRST YEAR CLASS. 1914-15 15 Waste Baskets at S2 .............. 3530 1 Book Holder ,...e,.e,Y.Y,.,... ..,. 1 1 Book Shelf ..,,. ....Y ,... 1 1 Leg Rest ..,,,,.. .... 2 1 Pedestal .... ..., 5 1 Toe Board ,... .... 1 1 Hall Tree .... .... 3 1 Pedestal .,,,,...,,,, .,,. 2 1 Lamp Stand 3 1 A. H. S. Stool ,...., 1 1 Tie Rack ...,.,... .. 1 1 Tie Rack ..........,,,, ..,, 1 Silverware Box .... .... 1 1 Tie Rack ........... . 1 Pedestal ...,......... .... 3 1 Lamp CNewelJ ,.., 10 1 Shaving Rack ,, . 1 4 Boat Oars ......... .... 3 1 Book Rack . 1 Comb Case .....l. . 1 Medicine Case ..... .... 3 1 Clock Shelf ..... . .... 2 1 Electric Lamp ,,,.,, ..., 1 0 1 Stool ............,.,r.. 1 1 Chandelier ........ 7 1 Porch Swing ...,.,., ,... 7 1 Caesar's Bridge ..... .... 1 1 Foot Stool ......,..,, .... 1 1 A. H. S. Stool ,,,,, ,,,, 1 1 Tie Rack ,l...... . 1 Pedestal .,....,....,. 5 1 .Reading Lamp d , 15 1 Drawing Cabinet ..... 15 1 Book Rack ,. .,,e1...,,, . . 1 Tie Rack ,,,,,,,,,,,,,,,,,,,,,, . Work on Chapel Doors.. .. 5 1 Book Rack ....., ..,..,....., . 1 Blotter Holder ..,, .... 1 Book Rack ,,.., . ,,,. 1 l Foot Stool ,,,,,,,.,. ,,,,,,.,,,,...,..... 1 1 Magazine Rack ., ......,.....,.... . 3 Repairs on Camera fenlargem'tl 1 Medicine Case ,,,,,,,,,,,,,,,,,,,,.... 3 1 Small Lamp ............-,...., ........ 4 1 VVriting Desk 5. 1 Bulletin Board .... . 00 50 25 00 00 00 00 50 00 00 00 50 50 40 00 00 00 00 60 30 00 50 00 00 .00 00 00 00 50 50 00 00 00 75 50 00 75 50 00 00 00 50 00 00 00 75 Reading Lamp .. 5.00 Foot Stool .....l .. 1.00 Necktie Racks .75 Clock Shelf ..... .. 2.50 Picture Frame .,.. .15 Motor Frame .... .. .25 Ribbon Rack ..,.. .. 1.25 Wall Cabinet ..---- .. 4.00 Pedestal ............ .. 4.50 Hall Tree ....... .. 4.00 Foot Stool ..... ,, 1.00 Tie Rack ....... .. 1.00 Foot Stool ..... .. 1.00 Tabouret .... .. 1.75 Pedestal ......................... .. 2.00 Small Library Table ........ .75 Walnut Tie Rack ................. .35 Cedar Tie Racks at 75c ........ .60 Oak Tie Rack ............................ .15 Repairs on benches, hurdles, etc. 3.00 Foot Stool ................................ 1.00 Pedestal ................. .. 1.00 Hot Bed Frame ........ .. .75 Porch Box ................ Wall Shelf ................... 1.50 Motor box for band saw, repairs on hurdles and benches .......... 1.00 Porch Swing ....................... .. 6.00 Foot Stool ............. ........ . . 1.00 Ash Tray ......... .. 2.50 Ironing Board .. 3.00 Porch Swing .... .. 8.00 Flower Box ...... .. 1.00 Tie Rack .... .. 1.00 Tabouret .......... ........... . . 3.00 Foot Stool ........................... .. 1.00 Magazine Racks at S3 ....... .. 6.00 Necktie Rack ,,,,,,,1.. Ceiling Lamp .,.. Clock Shelf ........... Reading Lamp Bulletin Board Book Rack ...... Total .,.. .. .25 .. 5.00 ., 2.50 .. 7.50 .75 2.00 ......S258.05 THIRTY-THREE 20 Waste Baskets ....... 1 Small Box ........,... 1 Clock Shelf ....,......,..,, 1 Clock ....,...................., Work on Chapel Doors.. 1 Piano Lamp ................ 1 Serving Table 1 Stool ......,........... 1 Shaving Mirror 1 Sink Drain .,...... 1 Flower Stand .,.,., 1 A. H. S. Stool ...... 1 Foot Stool ...,,..,. 1 Box .,,......... Book Shelves ,... 1 Book Rack ..... 1 Writing Desk .... 1 Foot Stool ,........... 1 Chair ..,.............,...... 1 Medicine Cabinet ...... LIST OF ARTICLES MANUFACTURED IN MANUAL TRAINING DEPARTMENT SECOND YEAR CLASS, 191-1-15 ff 5 .. 7 .. 6 20 8 3 2 3 1 1 7 1 10 4 5 1 Writing Table ......... 15 1 Lamp .....,.......,. 8 1 Stool ....,.,..,....,. 1 1 Necktie Rack .... 1 Porch Swing .,,t.......,.... 7 1 Lamp Stand .,.................. 2 1 Sewing Box Cupboard ,,...,.. 5 1 Ward Robe ...........,......... 2 4 Benches ............, 6 2 Tie Racks ....,,...,,, . 1 Hot Bed Frame ....... 2 Collar Boxes ........ 2 1 2 Large Boxes .......,,,.... 2 1 Checker Board ....,....... . Trestles under Lockers ....... 1 1 Pedestal ...............,........ 8 1 Foot Stool ,... 1 Foot Stool ....... 7 Boat Oars ,,.,.....,.. 1 Picture Frame ..... 1 Lap Board ......... 1 Book Rack .,......,....,,,, 1 Leg Rest ............,....... Work on Chapel Doors.. 7 7 10 3 2 4 .. 10 . 1 Miscellaneous' .........,,.,,,,,., 5 Shelves .......... Doors ........ 1 Table ......... 1 Tabouret 1 Stool ......,........... 1 Medicine Case ...... 1 Hall Tree .............. Window Boxes ........... Cup and Dish Holder ...... Shelves ......,,....,..,,,,,,,,Y Legs for Table .......... 1 Tabouret ,-,,,,,,,,,,,,,4,,,, 6 15 10 8 1 5 6 5 .00 .50 .50 .50 .00 .50 .00 .50 .50 .00 .00 .00 .50 .50 .50 .00 .00 65 .00 .00 .00 .00 .00 .50 .00 .00 .00 .00 .00 .50 .50 .00 .00 .75 .00 .80 .30 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .50 .00 .00 .00 8.00 3 5. 1 Small Veneered Wood Box .... THTRTY-FOUR .00 00 00 6. .50 1 Wall Book Rack ......... .. 2.25 2 Stools at 50 cents .......... .. 1.00 1 Sleeve Ironing Board ...,... .. .75 1 Clock Shelf .................... .. 2.25 1 Tool Chest ....... 10.00 1 Library Lamp .........,... .. 5.00 Book Shelves ......................... .. 6.00 T:-estles for under lockers .......... 2.00 1 Table ......,......,..........,....... ..... 1 5.00 1 Foot Stool ...... 2.50 1 Stand .......... 10.00 1 Lamp ............. 6.00 1 Book Stand ....... 3.00 1 Table ............. 15.00 1 Clock Case ........ .50 1 Table ........,.... 15.00 1 Table Lamp ....... 5.00 5 Tie Racks .............. 1.25 5 Light Chandeliers .... 50.00 Lockers ................... 5.00 Wall Lamp ........ 1.00 1 Porch Swing .... 5.00 1 Chair ....,........ 10.00 1 Table .,.............. 15.00 1 Table .................. 20.00 1 Extension Table 40.00 1 Pedestal ............... 5.00 4 Stools .................. 3.00 1 Magazine Rack .,...... 5.00 2 Book Racks at S1 .... 2.00 1 Library Table ....... 30.00 4 Stools at S51 ......... 4.00 1 Tabouret ,,,,,,. 5.25 1 Pedestal ...... 7.25 1 Coat Rack ..... 6.25 1 Pedestal ...... 1.50 1 Foot Stool ..... 4.00 Cabinet Doors .,,... 10.00 2 Porch Swings ..... 14.50 1 Tabouret ............... .75 1 Medicine Case .......... 6.00 1 Handkerchief Box .75 1 Book Rack .............. 1.50 1 Picture Frame ...... 3.50 1 Clock Shelf ,,w,,,,, 2.50 1 Small Box ,.......,...,,., .75 Work on Chanel Doors ...... 1 2.00 1 Small Child's Swing. .50 1 Ironing Board .......... 1.75 1 Paper Rack ...... 5.00 Shelves ................. 6,00 1 Book Rack ........... 4.50 Book Rack Blocks ........ 4.00 1 Paper Roll Rack .....,. 1.00 Repairs on Lamp .......... .50 Assembling of Parts of Lamp .... 3.50 4 Wall Bracket Lamps ..............., 30.00 1 Library Table ............. ............ 3 0.00 MANUAL TRAINING ROOM THIRTY-FIVE 1 Library Lamp .... ...... 2 Porch Lamps ,.,. 1 Book Rack ..,. 1 Piano Lamp ......,.. ..,... Vaulting Standards Lockers fAthletics-J 2 Stools ,..........,........ 1 Writing Desk 1 Pedestal ..,.1....... 3 Foot Stools .,.,.. 1 Drain Board ...., 1 Table ,............ 1 Trophy Case ...... ...... Laboratory Stools . 1 Screen Door .,.... 1 Cypress Table ..., 1 Tie Rack ....... 15.00 15.00 .40 15.00 1.00 5.00 1.00 20.00 3.00 6.00 1.50 3.00 25.00 .50 3.00 5.00 .50 1 Walnut Book Rack ...,.... .. 1.00 1 Walnut Sewing Cabinet ........... 30.00 l Display Stand ,,,,,,,,,..,,,, 1 Trophy Case .... 1 Book Rack .......... 1 Medicine Chest .........,. 1 Mahogany Tabouret ..... 1 Stand Lamp ,,,,.,.,,,,,,,,,,, 1 Mahogany Collar Box... 1 Mahogany Pedestal .,,. 1 VVork Box ,,.,,,,.,.,,,,,,, 2 Stools ........ 1 Chest Total Second Year .,...,... Total of both sections, '14-' Department of ormal Training NORMAL REVIEXVS The Normal Training review subjects include Geography, Grammar, Reading, catch twelve weeks, and Arithmetic one semester. GEOGRAPHY 155 .. 1.00 .. 25.00 .. 3.00 .. 5.00 .. 15.00 .. 20.00 .. 5.00 .. 10.00 .. 2.50 .. 1.00 .. 7.50 25982.15 1280.20 The subject matter of Geography is presented as a condition of controls and responses. The world as a whole is reviewed as to temperature, zones, wind belts, and ocean currents. Each continent is located in regard to these physiographic ele- ments. The modifying effect of its topographic features and consequent control over life is emphasized. G RAMMAR A period of five weeks is devoted to a review of the essential elements of the sentenceg adjunctsg adjective, adverbial, and noun clauses and the independent ele- ments of the sentence from Gowdy's English Grammar. The same length of time is given to discussing the parts of speech in detail from Scott 85 Southworth's "Les- sons in English." Two weeks' discussion of methods of teaching composition closes this course. Rules that relate to the correct use of English and their application to daily speech are a prominent feature of this work. READING The theory as set forth in Sherman 85 Reed's "Essentials of Teaching Reading' is studied and discussed. Freqrent drills in articulation and in the use of the dia- critical marks are given. Selections are memorized illustrating time, grouping, em- phasis, expression, inflection, force, quality, and effects. A RITHMETIC This course, given the second semester, is a review of the fundamental rules, fractions, decimals, the application of percentage involving commission, profit and loss, bank discount. trade discount, interest, partial payments, insurance, taxes, stocks, bonds, and mensuration with all its variations. Especial attention is given to methods of solution and presentation of the Subject to pupils. THIRTY-SIX PSYCHOLOGY While this subject is prescribed by the State Board of Education as a part of the Normal Training Course, it is open to other than Normal Training students. Pupils in all courses find it an interesting and very valuable study. On the Normal Training side, special attention is paid to child psychology, the law of development of mental powers, the succession of instincts and interests, and the problem of cor- relating school work successfully with these. The psychology of all school work, both instruction and discipline, is the subject of attention. The significance of play as a factor in child development and school work receives recognition. Needed re- forms in present school practice and systems are suggested and the reason for these made clear. On the general side of the subject, the non-normal training student learns the mode of operation of the human mind. He learns what significance mental habits have, how to choose the valuable and avoid the injurious ones. He learns to be tol- erant of other people, to respect individuality, and especially to form his judgments carefully and to respect those who differ from his point of view. The course is both valuable and popular. This is attested by the large enroll- ment, which always is the full capacity of a class room. At the close of the half yearls work in this study, the normal training students of the class are required to take the state examination in it. ln the five years this course has been offered, only one student from the Abilene l-ligh School has failed in the state examination. METHODS AND MANAGEMENT This course is one of the required subjects in the Senior year of the Normal Training course. It is open to students in this course only. Two texts are used, Charter's "Teaching the Common Branches" and Seeley's "School Management." The students find that there really is a science of teaching, a recognized method of procedure, based on psychological principles. Each study found in the common school curriculum is in turn studied. After the various types and methods of teach- ing are studied in theory, the students are taken to visit the class-rooms in the Gar- field school close by, where they see teachers and pupils at work in cxemplification of the principles they have been studying. Under "School Management" is taken up the question of how to organize and conduct a rural school. All forms of work from what to do on the first day to the making of the final report, receive the at- tention of the class and the instructor. That it is a valuable course for those who teach is self-evident. The student taking it leaves high school with a fairly definite notion of the problem awaiting her in the country school and is thus saved from failure. e PHYSIOLOGY This course is required of Normal Training students, and very properly so, since a knowledge of hygiene is obviously necessary for the teacher. The course is, how- ever, open to other students, and is desirable for all. To promote the physical wel- fare of the child is, therefore, the principal aim in the teaching of this study. This includes a knowledge of conditions favorable to growth and conducive to health and bodily vigor. The structure and functions of the body are taught as a scientific basis for an intelligent understanding of hygiene and sanitation. Sanitary condi- tions, diseases, their cause and prevention, are made concrete and personal. Bulletins from the State Board of Health are read and referred to throughout the course. The special text is Conn Sz Budington's Physiology. Miscellaneous Courses BOOKKEEPING The principles of debit and credit, the use of the day-book, journal, and ledger, closing the ledger, taking proof trial balance are the essentials covered in this course. THIRTY-SEVEN Thoroughness in the fundamental principles is secured by drill. Twelve sets of books are opened and closed in one semester. BUSINESS METHODS This course follows Bookkeeping the second semester. The writing of business letters and practical information pertaining to business matters, such as the making of promissory notes, checks, drafts, mortgages, wills, etc., is the scope of this work. XVORD STUDY Students learn and are drilled in the Greek and Latin prefixes and stems. Words are formed by various combinations of the prefixes and stems learned. Words found in all the branches pursued by the student as well as those found in current literature are brought to class, analyzed and discussed. One hundred words of curious and interesting derivations are studied. The aim is to make this subject one that the student carries over into all his work. It is a means to securing wider and more exact knowledge in other subjects rather than an end in itself. MUSIC Music was introduced as a unit in the High School this year, primarily for the Normal Training class. So the music has been largely a preparation for public school work. The first part of the year was devoted to Solfeggio or sight-singing. Book I, Intervallia, by Cole, was used for a text. All major, minor, perfect, augmented and diminished intervals were mastered to such an extent that they could be readily recognized when written, distinguished when played or sung, and written and sung quickly from any given note. All major and minor keys were included in the ex- ercises as well as both treble and bass clefs. The second semester of the year was devoted to the public school work. For this the Eleanor Smith series was used. The entire work of the eight grades was covered. After a thorough understanding of all points of technique for the eight grades was gained, each member of the class was required to conduct classes in the first six grades of the Garfield School several times. After this a course of music was outlined for an average rural school. During the year a number of operas were studied. It was made possible for the class to hear selections from many of the operas on the Victrola. AGRICULTURE Agriculture is one of the industrial studies for the maintenance of which the High School receives from the state the sum of S1000 per year. The legislature be- lieves that Kansas is so preminently an agricultural state that the subject should have attention in the public schools. From the growth and drift of public senti- ment it is evident that education in Agriculture will soon be offered in all good ele- mentary and high schools of our country. This, from the nature of the case, seems unavoidable, because such instruction is essential both for utility and culture. It is an essential utility, because it is the only means of furnishing adequate conceptions of the one fundamental occupation of mankind upon which all other occupations dependj. For the general run of students it is an essential basis of true culture and re- finement, as is illustrated in its earliest result and fruitage, which is the adornment of homes through improved lawns, shade trees, walks, driveways, gardens, flowers, etc. Further, while agriculture is the oldest of occupations, and there is connected with it a vast amount of empirical knowledge, there has also been connected with the practice of it, and is yet, an amazingly large amount of erroneous procedure and even superstition. It is easily seen how this came about when we stop to think that the intelligent practice of Agriculture has use for a wide and accurate knowledge of some of our most complex and intricate sciences, as chemistry, physics and botany. The study of Agriculture is especially necessary in the schools in our commun- ity, as we are a non-manufacturing town set in the midst of one of the richest farm- THIRTY-EIGHT ing sections of the United States, and many of the families with students in the School derive their income, in whole or in part, directly from farm property, and many of the pupils will continue the business of their parents by farming after they leave school. - The course in Agriculture in our High School covers a year. Three periods a week are devoted to recitation and two double periods a week to laboratory work. The texts used are Warren's "Elements of Agriculture" and Elliif's "A Unit in Agri- culture" as a laboratory manual. The following topics show the content of the year's work: The Improvement of Plants and Animals, Propagation of Plants, Plant Food, The Soil, Maintaining the Fertility of the Land, Important Farm Crops, Ene- mies of Farm Crops, Systems of Cropping, Feeds and Feeding, Farm Animals, Farm Management, The Farm Home, The Farm Community. In the laboratory seventy ex- periments are performed, illustrating the various principles and operations set forth in the year's work. THE SCHOOL CHORUS While this is not really a study but a drill, yet credits are earned by proper attendance and work in it. The School Chorus meets after chapel two days each week. Any student may enter and continue in the class as long as he shows by at- tendance and work that he is profiting by being there. Attendance in the Chorus is usually from 125 to 150. The work consists chiefly in learning how to sing and to like to sing good music. Practically all the pupils have some ability to read music, though simple instruction of this sort is given incidentally. In the course of the year a considerable number of attractive songs and choruses of excellent musical character are sung. Our special object is the cultivation of musical taste and musi- cal appreciation as to what is good singing and what is good music. One credit a year is earned in this course, and a maximum of two credits in the entire four-year course is allowed. THIRTY-NINE lll 1 Y QQ X W' f L'gig1.fi1tf.'f .AALg'fJM ' 5 X ' 'Vx f wvifffm 5 aff EV X , g " ?f' 5 -fa ' W ' ,' K ,W E ' I A Q v T312 gig? ,I I fi EL? ..gZ?f?'? 1 'J f J? 'L W' EX X zgffffifj I 1 ws w wbqllyll, 41'X'w11 N M J 1 fw Ai? 5, . ' 1 1 I 4 2 J 1 j N W U H lx Q sl 7 ff , l ft , L N S X 1 W NX X: W w R V, If X X , X g f Ai r 4 x R ,ff x ,, Y r'1'w" f"j X I'l,, X X ' ., Vff'+4' Y --" c4.?5T4-af, IG C A L. L E D MMO H 55' 44.7Q:fZ,Teg.yp, , m: fi 5 - . FORTY bilene High 1880 May Brenizer-YVilson, Abilene, Kan. E. C. Little, Kansas City, Kan. Lida Itomig, Abilene, Kan. Stuart O. Henry, New York, N. Y. Nettie McCoy-Makins, Tacoma, Wash. 1881 Frank C. Curts, Chicago, Ill. Ella Hamaker-Gleissner, Kansas City, Mo. Thomas Hoffmire, Pueblo, Colo. Louise VVorthington-Miller, Topeka, Kan. Minnie Hutchins, deceased. Evelyn Smith-Miller, Pasadena, Calif. Della Thornton, deceased. 1882 Perry L. Friz, VVaukesha, Wis. Winnie McNall, deceased. NV. T. Little, deceased. Homer W. VVilson, Abilene, Kan. Clark H. Mahan, Kensington, Md. Ella Ream-Worthington, Cherryvale, Kan. Estella liugh-Shirk, Topeka, Kan. 1883 Frankie Baker-Patterson, Aberdeen, Wash. Lillie Bonnell-Nolting, Denver, Colo. Annie Gleissner-Good. Anna Huff-Seeds, Cripple Creek, Col. Frank Jacoby, Phillipsburg, Mont. Helen Meyer, Long Beach, Calif. Mamie Osgood, Fort Smith, Ark. Margaret VVilson-Humbarger, Aberdeen, VVa.sh. 1884 Jessie Anderson-Baker, deceased. Anna Jacoby-Broughton, Clay Center, Kan. Lillian Junken, deceased. Edith Tozier. Mildred Lewis-Morrel, Los Angeles, Calif. Minnie Sprung-Schwendener, Abilene, Kan. Hattie Terrill-Sherwood. 1885 Harry Barnes, Philadelphia, Pa. Orleana Fisher-McClellan, Seattle, Wash. Clyde N. Friz, Baltimore, Md. Howard Smith, Houston, Texas. Anna McDonald-Toms, Huehuetenango, Guatenada, Central America. Mammie Peters, Houston, Texas. Carrie Kohler-Linkin, Kinsley, Kan. 1886 Lucy Carpenter-Meek,,Solomon, Kan. Dora Cobb, deceased. Anna Cable-Scott, Evanston, Ill. Annie L. Curtis-Brewer, Abilene, Kan. Louella C. Collins, deceased. Nine L. Hodge-Keifer, Chillicothe, Ohio. Mamie Hoisington-Neisley, Wakeeney, Kan. Alice Wilson. Rose Gleissner-Steinman, Seattle, Wash. Will W. Wetzel, Chicago, Ill. Nellie Thornton-Sunderland, Carmen, Ok. lda Scoggins-Goss, Chicago, Ill. Minnie Parent-Ross, Kansas City, Mo. VVinnie Schopp-Scott, Pittsburg, Kan. Emma M. Wilson-Blackburn, Ryley, Al- berta, Canada. 1887 Florence Elston-Hill, Joliette, Ill. Mabel Crary-Bradshaw, Herington, Kan. Helen Typer-Childs, Abilene, Kan. Cora Lott-Rockefeller, Zion City, Ill. Birdie St. Peter-Graves. Lizzie Anderson-Hill, Tacoma, Wash. Sara Bonnell. Lotta Thornton-Trask, Los Angeles, Calif. Carrie Corbett-Ellison, Denver, Col. Ida Lebold-Ellison, St. Paul, Minn. Nathan Merrifield, Vancouver, Wash. Schuyler Pettit, Kansas City, Mo. George Westfall. Anna Lesher, Lincoln, Neb. 1888 Sarah Hunton-Hartzell, Los Angeles, Calif. Hattie Rice-Malott, Abilene, Kan. School Alumni Ella Thornton, Los Angeles, Calif. Homer Ellison, Denver, Col. George Bright. llalph Jones. Levi G. Humbarger, Aberdeen, Wash. Geo. Upshaw. John Mustard, Cherryvale, Kan. 1889 Dora Fisher, San Diego, Calif. Grace l'ete1's, Abilene, Kan. Grace Sewell, deceased. Eva Gleissner, Seattle, Wash. Jennie Parent, Abilene, Kan. Josie Simmons-Sutter, Anadarko, Okla. Martin Eicholtz, Muskogee, Okla. Edward Johntz, Abilene, Kan. will Jolley, Boulder, Col. will Matteson, Abilene, Kan. Abe Lott, NVashington, D. C. Belle Kauffman-Hill, Abilene, Kan. Alla Wellman. Vvilliam Mustard, Philippine, Islands. italph Dyer, Admire, Kan. Geo. Kenyon, Seattle, Wash. 1890 Cleyson Brown, Abilene, Kan. Mary Lesher, deceased. Alice Humbargei'-Baker, Solomon, Kan. ira Hunibarger-Stattz, Enterprise, Kan. May Scherer-Kaneer, Topeka, Kan. .Jesse bi Elston, Salina, Kan. Addie B. Over, Abilene, Kan. Florence McMaster-Litts, Abilene, Kan. harry S. Taylor, Abilene, Kan. Maud Eames-Moore, Topeka, Kan. Grace M. Hodge-Herman, Chillicothe, O. Maude CuI'tiss, Portland, Ore. Nettie Geauque-Breneman, Abilene, Kan. Florifince Steves-McFer1'en, Williamsburg, an. Bertha Blevins-Denny, Nina, Texas. 1891 Lou Carpenter-Brown, Indianapolis, Ind. Mary J. Downey-Carpenter, St. Joe, Mo. Lizzie Fritz, deceased. ltalph N. Gorden, East Sound, Wash. Edna M. Hornaday, Emporia, Kan. Lottie M. Howard-Wallace, Denver, Col. Paul Hurd, deceased. Emma Parent, Abilene, Kan. Hattie K. Reed-Adair, Pueblo, Col. Minnie Smith, Abilene, Kan. Chas. A. Snider, Elkhart, Ind. Pearl Taylor, deceased. Anna M. Wetzel-Shaffer. Arthur H. Zook, Kansas City, Mo. 1892 Emily Merrill-Newman, Syracuse, N. Y. Emma Parent, Abilene, Kan. 1893 Alma May Brown, deceased. Arthur D. Colby, Kansas City, Mo. Etta May Bruckhart-Rugh, Abilene, Kan Chas. Edward Smith, Kansas City, Mo. Jacob Edward Fair, Kansas City, Mo. 1894 Eliza N. Elston-Fricke, Chicago, Ill. E. Porter VVilson, Durango, Colo. Ethel McCoy, deceased. Edgar Allen Fry, Vancouver, NVash. Mary Humbarger-Hunter, Pawhuska, Ok. Guy Morton Cranston, Wilkinsburg, Pa. Chas. W. Jolley, Sharon Springs, Kan. Clarence W. Schreiner, Kansas City, Mo. Wm. G. Anderson, Winfield, Kan. Bertha Alice Jacobs-Keve, Hiawatha, Kan Elinor C. Seymour-Perry, Syracuse, N. Y. Jennie E. Brown, Abilene, Kan. 1895 Hannah Lois Nutt-Forney, Abilene. Daisy Irene Balliet-Steen, Abilene, Kan. Daisy G. Hunton-Kugler, Abilene, Kan. Guy Franklin Turner, Dong Point, Ill. Beatrice Jane Waring-Young, Abilene. Elizabeth Pennington, deceased. FORTY-ONE Bertha E. Perring-Taylor, Abilene, Kan. Lillian Esther Colby-Dyer, Abilene, Kan. Emma M. Hasshagen-Wolte, Abilene, Kan Mary Alice Giles, Abilene, Kan. I Lotta M. Northcraft, Abilene, Kan. Conner Hawes Malott, Spokane, VVash. Lillian F. Jackson-Woodruf, Black Foot, ldaho. Frances Hornaday, Emporia, Kan. Bertha May Lesher, Lincoln, Neb. Grace A. 'l'oliVer-Vanderwilt, Solomon Kan. Hayes Belle Shreve-Townsend, Shawnee Okla. 1896 Chas. C. Schiveley, Abilene, Kan. Lillie Etta Dyer-Butterfield, Phoenix, Ariz. Ida Gl'ace Fisk-Coverdill, lvladerson, S. D. Edna Anderson-Johnson, Hilo, 1-1. I. Florence Bradshaw-Murphy, Foss, Okla. Cora Myrtle Shane-Roberts, San Diego, Calif. Horace Johnson, Hilo. Hawaii. Idella Brown-Rogers, Abilene, Kan. Clara Victoria Ross-Marshall, Yacolt, Wash. Grace Lee VVoolVerton, Abilene, Kan. Georgia May Nichols-Howard, Abilene. Mary Erma Edwards, Abilene, Kan. Josephine Allen-Kleinhesselink, Big Tim- ber, Mont. Rosella Swanson-Baldwin, Monta Vista, Colo. Susan Pearl Johntz, Abilene, Kan. 1897 Adell Brown-Murray, Wagon Md., N. M. WVm. B. Brillhart, San Diego, Cal. Wm. E. Brown, Atchison, Kan. Edna Susan Close-Patton, Solomon, Kan. Elizabeth D. Coble-Shilkis, Houston, Tex. Mabel E. Cuthbert, Abilene, Kan. Saralut Morse Curtis-Starkey, Kansas City, 0. Mae Belle Haithcox-NVO1-ley, Abilene, Kan Etta Marie Hiddleton, Zuinfer, Kan. Jess O. Humble-Heller, Cllapman, Kan. Crecy Alma Hollar-Jaggard, Kansas City, Kan. Carrie Edna Johntz-Humphrey, Bellfon- taine, Ohio. Amy Cordula Kump-Dixon, Frederick, Md Elsbeth Kreider-Malvig, Sauslito, Cal. Rachel Malott-Fisher, 'Walland, Tenn. Nina Dean Nichols, Abilene, Kan. Frank Dyal Parent, Inglewood, Cal. Anna Isabel Skiles-Pickett, Hinton, Okla. Daisy Myrtle Snider-Foster, Bowling Green, Ky. VVesley M. Smith, Baxter Springs, Kan. Flora Mildred Snider, Abilene, Kan. Mary Whiteburst-Bath, Abilene, Kan. Edna H. Worley, Abilene, Kan. Anna E. Warfield-Murray, Lawrence, Kan 1898 Clara A. Case-Roberts, Muskogee, Okla. Dolly Elinor Davis-Shick, deceased. Anna B. Edwards, Abilene, Kan. - Daisy Belle Fenton-Strother, Fresno, Cal Ethel May Giles, Abilene, Kan. Stellg Lillian Herr-Rogers, Santa Monica, a . Anna Flore Johnson, Oahu College, Hon- olulu, Hawaii. Herbert W. Jacobs, Abilene, Kan. George Makins, San Francisco, Cal. Virginia T. Osbourn-Ramsey, Abilene. VVil1iam A. Ross, St. Paul, Minn. L dia J Reed Horne McAlester Okla. Y - ' l , Jennie C. Rugh-Bolten, Detroit, Kan. Helen Myrtle Steves-Haynes, Abilene, Kan 1899 Fred L. Anderson, deceased. Welcome May Barcus-Taylor, Abilene. James Robb Brady, Caney, Kan. Rachel Noble Curtis-Blair, Curtis, Okla. Cyrus Foss Crawford, Cincinnati, Ohio. Lina Anna Curtis-Jolley, Kansas City, Mo Solomon C. Gary, Carter, S. D. Mamie Belle Hersh, deceased. Frederick C. Lesher, Abilene, Kan. Josephine Miller-Matte, Elgin, Okla. Frank Pinkham, Abilene, Kan. Pearl Parker-Allman, Kansas City, Mo. Hiland G. Southworth, Artesia, N. M. Florence Southworth-Covert, Abilene, Kan Fannie Ann Toles, deceased. Melvin Davis Trott. FORTY-TWO Chas. F, Holzworth, E1 Paso, Tex. Maud Hampton-Curtis, Abilene, Kan. Elva Clare Lower, Kansas City, Mo. ltea Wilson, deceased. lteba Naomi wx orley-Mera, Abilene, Kan. C. E. Williams, Pliiladelpliia, Pa. 1900 Roberta Bradfield-Hodges, Pratt, Kan. Grace Banks, deceased. .Jessie Frances Close-Beeghly, Abilene. Ella Hill Dixon-Law, Hill City, Kan. Vera C. Dunnett, Abilene, Kan. .Jesse Ralph Engle, Emporia, Kan. Bebe Emma Humble, rXDl16DB, Kan. ri1'T.1ll,ll' Adam Hees, Kansas City, Mo. lra H. Johntz, Abilene, Kan. Mary Ethel KGDHBI'-S1l81'WOOd, Lawrence, Kan. Alice E. Lesher-Mauch, Lincoln, Neb. Laura Ellen Landis-Landis, Burns, Kan. italpli Dennis Monroe, Drew, Ore. LVLGLZUIIH. Mae Ross-Beighley, Salina, Kan Frank Koepke Smith, Manhattan, Kan. Geo. Pitts Stoddard, Chicago, 111. Elizabeth L. Shellhaas-'l'urner, N. Pem- brake, Mass. Jennie Sutter, Abilene, Kan. 1901 Grace G. Anderson-Ryan, Detroit, Kan. b1lZL5 Ebert Brady, El Reno, Okla. .Lilkllllllle Evelyn Colby, deceased. Jennie U. Clark-Keopke, Muskogee, Okla. .John Rezin Davis, Solomon, Kan. Juclltll Amelia Hopkins, Abilene, Kan. Alekanorina 1-lalm-Wharton, Nlcodemus, Kan. Alverole Irene Landis-Tier. Clara Mary Maier, Jasper, Mo. Clara Molgard-'lillotson, Beatrice, Neb. Grace Edna Monroe-Milhke, Kansas City. Dora Beatrice Nixon, Abilene, Kan. Albert E. Robson, Abilene, Kan. Keturah C. Swartz, Redlands, Cal. 1902 Anna M. M. Cafferty-Riordan, Solomon, Kan. Leltoy F. Cooper, Abilene, Kan. Eunice E. Cryderman, Abilene, Kan. C. Marie Cuthbert, Abilene, Kan. llarvey E. Engle, deceased. Bessie E. B. Faulkner-Baker, Aberdeen, iw ash. Mary H. Forney, Abilene, Kan. Dudley K. M. Lansing, San Antonio, Tex. lcetta L. NVhite-Duckwall, Abilene, Kan. George H. Gross, Los Angeles, Cal. lVl.3,I'T.1l2l, Luker-Glendenning, Abilene, Kan. Jennie L. Martin-Babbitt, Seattle, Wash. Myrtle C. Picking-Nanninga, Leonard- ville, Kan. Rachel Stoddard-Ruff, New York, N. Y. Anna C. Tate, Vancouver, B. C. 1903 Hattie D. Augustine-Harris, Des Moines, iowa. George Bigller, Clay Center, Kan. Estelle Pearl Bolster-Nellis, Denver, Col. W'alter E. Carkuff, Montrose, Col. Naomi Ethel Engle, Abilene, Kan. Ella May Flenner, Denver, Colo. Emily Hall, Empogia, Kan. Emilia Elizabeth Hees-DeHaven, Omaha, Neb. Bessie L. Lamon-Wilson, Denver, Col. Harriet A. Landis-Johnson, Chicago, Ill. Anna C. Makins-Gribbins, Gypsum City, Kan. Harry B. Minick, Kansas City, Mo. Pearl Grace Spangler-lleese, Abilene, Kan 1904 Clarice Grove Cramer-Johnson, Abilene. William E. Eddy, Hugoton, Kan. George Lenhart Eyer, deceased. James R. Garyer, Lafayette, Ind. . Blanche A. Hobble-Monninger, Colorado Springs, Col. Harry H. Johntz, Parsons, Kan. Elizabeth M. Kepner-Hammond, Kansas City, Mo. Benjamin Kessinger, Abilene, Kan. Giles H. Nellis, Denver, Col. Clifford Fry Royer, St. Louis, Mo. Grace E. Sherwood-Betz, Chapman, Kan. Charles Cecil Trott. Clarence L. Waring. Rothiemay, Mont. 1905 Earl Bigler, Artesia, N. M. Glenn Bushey, Solomon, Kan. Elmer Carkuff, Montrose, Col. Edith Cormack-Ramsey, Moore, Idaho. Mary Dixon, Dodge City, Kan. Olive Hopkins-Beagle, Abilene. Nellie Hersh-Kinderdick, Arnett, Okla. John Hall, Fayettesville, Ark. Albert Johntz, Lawrence, Kan. Howard Keel, Abilene, Kan. Jennie Lucier-Fittinger, Herington. Fern Ramsey, Moore, Idaho. Della Sexton, Abilene, Kan. Lena Swick, Lawrence, Kan. 1906 Iva Opal Brown, Abilene, Kan. H. Marguerite Cuthbert, Abilene, Kan. Herbert Melvin Cowan, Lawrence, Kan. Nelle E. Dobson-Glade, Grand Island, Neb. Nicholas Beebe Evans, deceased. Beulah Foster-Herman, Hill City, Kan. Helen Gleissner, Clay Center, Kan. Grace M. Goodwin, Topeka, Kan. Abbie Malinda Hobble-Lowry, Abilene. Ruby Alice Johntz, Enterprise, Kan. Mabelle P. Landis-Myer, Abilene, Kan. Effie-M. Martin, Rupert, Idaho. Ernest LeRoy Morse, Abilene, Kan. Anna M. Murphy, Clarkford, Idaho. William Edward Nellis, deceased. Georgia E. Snider, Columbus, Kan. Robt. A. Snider, Windber, Pa. lialph H. Spotts, Lawrence, Kan. Helen G. Sterl-Bender, Springfield, Ill. Emily L. Swick, Lawrence, Kan. Bessie Minor-Hunter, Blackburn, Mo. 1907 Elsie Wolverton-Fackler, Manchester, Kan. Nellie Wilkie, Abilene, Kan. D. Dwight Eisenhower, Nvest Point, N. Y Nelle A. Graves-Lutton, Chicago, Ill. Lois B. Harger, Abilene, Kan. Bruce Hurd, Abilene, Kan. Harry M. Makins, Halescieek, Alaska. Annie C. Malott, Kansas City, Mo. Mabel V. Morrison, Topeka, Kan. Beulah Belle Parker, deceased. Ruth L. Patten, Topeka, Kan. Lelia G. Picking, Abilene, Kan. Wade Harper Priest. Paul H. Royer, Abilene, Kan. Velma Salls, Topeka, Kan. Vvinnie Salls, Topeka, lian. Herbert G. Schiveiey, Kansas City, Mo. Herbert C. Sommers, Abilene, Kan. Edna Grace Swanger, Enterprise, Kan. Vieva Viola Vickers, Abilene, Kan. Sarah E. YVoolverton-Asling, Duluth, Minn. WVinnie K. VVilliams, Abilene, Kan. Jessie B. Williams, Abilene, Kan. Alice J. NVoolverton, Tescott, Kan. 1910 Frances Aspley-Stegeman, Abilene. Kan. Hazel May Beaver-Llhler, Abilene, Kan. Agnes Mary Curry, Abilene, Kan. Thomas Roy Dahnke, Abilene, Kan. Florence A. Dayton-Goodwin, Abilene. Florence M. Engle, Lawrence, Kan. Edith Fenton, Abilene, Kan. Jessie C. Hall, Kansas City, Mo. Drusilla E. Halleck, Abilene, Kan. Gladys C. Harding, Abilene, Kan. Myrtle M. Hoffnell, Abilene, Kan. Genevieve Huffman, Abilene, Kan. Paul S. Jolley, Boulder, Col. Ruth Wilkie, Abilene, Kan. Vet Goodwin, Los Angeles. Cal. Grace Mary Brewer-VVillis, Kirwin, Kan. Ross, Reedley, Calif. Genevieve Davis-Bennell, Salem, Ore. lhas lose Abilene Kan L '. C , , . Bertha Minick-Eicholtz, Abilene, Kan. Be1'tha Kruger-Baker, Abilene. Ethel Bryan, Heppner, Ore. Harold Eicholtz, Abilene, Kan. Samuel Gross, Los Angeles, Cal. Orin Snyder, Abilene, Kansas. Robert Boyd, 'Blackfoot, Idaho. Leslie Wagaman, Manhattan, Kan. Ralph Focht, Manchester, Kan. Marie Augustine-Smith, Des Moines, Iowa. Ethel Lena Edith Neora Mabel Thayer, Abilene, Kan. Shearer-Rogers, Marion, Kan. Anderson-Shockey, Riley, Kan. Sauer-Black, Bellevue, Kan. Fair, Minneapolis, Kan. Lillian Stebbings-Mickel, Abilene, Kan. lvlabel Andrews, Lincoln. Neb. 1908 Therene Weckel, Abilene, Kan. Vera Hampton-Tyler, Abilene, Kan. Bertha Burkholder-Kugler, Abilene, Kan. Verna M. Pautz, Abilene, Kan. Pearle Garver, Abilene, Kan. Marie Gary, Abilene, Kan. Amanda Engle, Abilene, Kan. Anna. Engle, Topeka, Kan. Maude Fair, Minneapolis, Kan. Miriam Picking, Abilene, Kan. Russell Bryan, Kansas City, Mo. Jessie Mary Swigart, Cunningham, Kan. Sexton, Kansas City, Mo. Lester Schuerman, Abilene, Kan. Jimmie Tull, Solomon, Kan. ' Hazel Jones-Emig, Abilene, Kan. Philo Halleck, Phoenix, Arizona. Harry Minor, Chicago, Ill. Mabel .Bigler, Abilene, Kan. 1909 Florence E. Amess-Everhardt, Gypsum, Kan. Clarence R. Asling, Duluth, Minn. Hilda Benn, Freeport, N. Y. Ada Marion Cooley, Abilene, Kan. Estella M. Cooper, Toronto, Canada. Cecelia E. Curry-Gans, Abilene, Kan. May E. Curtis, Kansas City, Mo. Elizabeth DeWolfe, Chino, Calif. Edgar N. Eisenhower, Tacoma, Wash. Edith E. Kauffman, Seattle, XVash. ltuth Martin, Abilene, Kan. Edith M. Morse, Abilene, Kan. Jesse NVilbur Nicolay, Abilene, Kan. Ruby Grace Norman, Abilene, Kan. Encie Elizabeth Picking, Abilene, Kan. Grazella Puliver, Emporia, Kan. Mabel B. Puliver-Stillie, Abilene, Kan. John H. Ross, Abilene, Kan. Adah C. Sachue, Manhattan, Kan. Anna Mary Sauer-Monroe, Junction City Rudolph Ernest Sexton, Abilene, Kan. Iona Blanche Shearer, Abilene, Kan. liate Orpha Shearer, Salina, Kan. Bessie May Shockey, Abilene, Kan. Arthur Stacey, Lawrence,'Kan. 1911 Frank C. Ackers, Lawrence, Kan. Esther Baer, Abilene, Kan. VVard S. Barber, Lawrence, Kan. Ethel Berry, Monrovia, Cal. Carolyne E. Coffenberger, Abilene, Ethel Coleman, Guthrie, Okla. Amos H. Engle, Enterprise, Kan. Cora Grace Engle, Abilene, Kan. Irene Etherington, Abilene, Kan. Gula Garver, Centerton, Ark. Ethel Garvie, Manhattan, Kan. Owen Gish, Topeka, Kan. Lucile Halleck, Abilene, Kan. Hazel Hobble, Abilene, Kan. Edna Kugler, Abilene, Kan. Lucy Lee, Abilene, Kan. Frank Madden, Lawrence, Kan. Vaughn McCormick, Eugene, Ore. Gladys Pautz, Kansas City, Mo. Earl Merrifield, Cleveland, O. Ceiia Faron. Orin McCoy, Abilene, Kan. Esther Roop, Atchison, Kan. Alfred Schmutz, Abilene, Kan. Katy Young-Pettit, Talmage, Kan. Hedwig Schmutz, Abilene, Kan. Gladys Tufts, Baldwin, Kan. Lela Towne, Abilene, Kan. Estella Sherwood, Abilene, Kan. VVarren Coleman, Guthrie, Okla. 1912 Deane Ackers, Lawrence, Kan. clara Elliott Mitsch, Woodbine, Kan. Alma Etherington, Abilene, Kan. Ruth French, Abilene, Kan. Robert Graves, Manhattan, Kan. Ruby Landis, Abilene, Kan. Margaret Mize, Abilene, Kan. Alice Parks, Abilene, Kan. Raymond Snare, Enid, Okla. Edward WVilcox, Abilene, Kansas. Edward Crawford, Abilene, Kan. Kan FORTY-THREE Maude Haffa Abilene Kan Jack Hutton Abilene Kan Ralph Lucier, Abilene, Kan Carl Nicolay, Abilene, Kan. Florence Robson-Meek, Abilene, an. Clinton Solt, Kansas City, Kan. Eva Diehl, McPherson, Kan. Esther Engle, Abilene, Kan. Frances Focht, Hays, Kan. John Gleissner, Lawrence, Kan. Ben Haskell, Abilene, Kan. Vera McCoy, Abilene, Kan. Edith Engle, Abilene, Kan. K Elma Noble-Denman, Des Moines, Iowa. 1913 Ada Anderson, Emporia, Kan. Curtis Brewer, Abilene, Kan. Maggie Cooley, Abilene, Kan. Marie Curry, Abilene, Kan. May Dahnke, Abilene, Kan. Arthur Dodge, Abilene, Kan. Helen Engle, Abilene, Kan. Juanita Engle, Manhattan, Kan. Mary Engle, Abilene, Kan. Rowena Engle, Oxford, Ohio, Howard Hoffman, Lawrence, Kan. Chauncey Hunter, Lawrence, Kan. .lack Hutton, Lawrence, Kan, Lee Hutton, St. Louis, Mo. Bertha Issitt, Abilene, Kan. Milton Jones, Abilene, Kan. Florence Keel, Abilene, Kan. Harold Kraybill, Lincoln, Neb. Elizabeth Landis-Kauffman, Abilene. Mary McClellan, Glasco, Kan. .Tames Makins, St. Louis, Mo. Freda Marsh Gooden, Abilene, Kan. Florence Musser, Abilene, Kan. Marie Nusz, Mexico, Mo. Ethel Paxson, Abilene, Kan. Eileen Price, Abilene, Kan. Stanley Raub, YVarren, Ohio. FORTY-FOUR Ames Rogers, Lawrence, Kan. Gladys Shadinger, Abilene, Kan. VVade Snider, Abilene, Kan. Daisy Stebbings, Abilene, Kan. Paul Steelsmith, Lawrence, Kan. Mildred Thompson, Abilene, Kan. Hilda Tober, Abilene, Kan. 1914 Minnie Alvord, Abilene, Kan. Noble Brewe1', Abilene, Kan. Wilna Cutler, Abilene, Kan. Eva Dilley, Ottawa, Kan. Ethel Engle, Abilene, Kan. Gertrude Engle, Donegal, Kan. Vesta Engle, Abilene, Kan. lloy Garver, Baldwin, Kan. Anna May Garvie, Manhattan, Kan Hugh Garvie, Lawrence, Kan. Lloyd Geoffroy, Abilene, Kan. Anna Gish, Topeka, Kan. Henry Gish, Lawrence, Kan. Nettie Gish, Topeka, Kan. Myron Goodell, Abilene, Kan. Alice Gooden, Hubbell, Neb. Mary Haffa, Abilene, Kan. Ethel Haynes, Abilene, Kan. Noah Hershey, Abilene, Kan. Ida Houlton, Abilene, Kan. Clyde Kauffman, Lawrence, Kan. Leslie Kauffman, Abilene, Kan. Katherine Lewis, Abilene, Kan. Francis Little, Emporia, Kan. Doris Nickels, Talmage, Kan. Mary Rauch, Abilene, Kan. Earl ltodgers, Navarre,-Kan. Ernest Ross, Abilene Kan. Meaze Sauer, Herington, Kan. Marion Seelye, Abilene, Kan. Lulu Spangler, Abilene, Kan. Elsie Tucker, Lihdsborg, Kan. .ildred White, Chicago, Ill. Helen Whitehair, Abilene, Kan. 1' 6 HE. 'gli 0 fl I'OP'1 X FIX T I 1 1 1 LK FORTY-SIX ROBERT WALTERS fCol1egeJ Football '11, '12, '13, '14, Captain '14. Baseball '12, '13, Manager '14, '15. Basketball '14, '15. Glee Club '15, Orchestra '12, '13, '14, '15, Class Athletic Representative '12, '13, '14, Student Representative Athletic Board '15. Junior Play '14. Annual Staff '15. English Play Lovers' Club '14, '15. "So faithful in love and so dauntless in war." JENNIE LAIRD QNOFIHRI Trainingj English Play Lovers' Club '15. Class Poet '15. "A lightsome lovely lassie." EARL GIBSON CCollegeD Orchestra '15. Annual Staff '15, English Play Lovers' Club '15, A "Methinks he's dying all for love, - But that can never be." LELA SHAD fNornia1 Trainingj . English Play Lovers' Club '15, "More yellow Was her hair than the flow- er of the broom." '+T VIOLA PAXSON lflollegel Class Vice President '12, Junior Play '14, English Play Lovers' Club '15. "Alack, there lies more peril in her eye Than in twenty of their swords." CLARA WILLIAMS C General J Class Secretary '13, Junior Play '14, News Staff '15. English Play Lovers' Club '15. "Were she perfect, one would admire her more but love her less." MABEL HOFFMAN fN0rmal Trainingl English Play Lovers' Club '14, 15. "The Reasonable Woman." lSABEL ALVORD fNorrnal Trainingl English Play Lovers' Club '15. "Not much talk-a sweet silence." FOATY-SEVEN FORTY-EIGHT SHERIDAN SPANGLER fC0l1egeJ Junior Play '14. News Staff ,15. English Play Lovers' Club '15, "O Lord, how long." HELEN PICKING CCollegeJ English Play Lovers' Club '14, 15. "I will be brief." GEORGE MULLIN CGeneralJ Baseball '14, 15. Football '15. Basketball '15. . English Play Lovers' Club '15. "And never noted in him any study. EDITH FRENCH CCol1egeJ Debate Team '13, 14, '15. Vice President Debate Club '14. Annual Staff '13, Girls' Glee Club '14. English Play Lovers' Club '15. "Fie, what a spendthrift is she of tongue." her ANNA HANNIGAN fNOI'1l1i1l 'l'rainingl English Play Lovers' Club '14, 'l5, Junior Play 'l4. "A girl who had so niany wistful ways she would have vaused .lob's puticm-o to forsake him." lil'SSlCl. Iiaseb Trac-k Footb. Vive Vive "An cl P ELSIE BROOKS CGeneralJ English Play Lover's Club 'l4, '15, "'l'l1cre is none like her, none." FIMXRK STEYER lG9I19I'El1l liziskvtball 315. English Play Loxers' Club '15, Baseball 'l5. Trac-k 'l5. Alfreeping like a snail unwillingly to School," FORT Y-NINE FIFTY HARRY LANCASTER 1C0llegeJ German Club '14, '15. English Play Lovers' Flub '14, 15. Trainer '15. "And yet he seemed busier than he was." IRENE LANCASTER 1C0llegeJ English Play Lovers' Club '15. "And were she otherwise than she is, sl1e were unpleasingf' ERNEST KUGLER 1Collegeb Glee Club '12, '13, '14, 'I5. A. H. S. Yell Leader '15. News Staff '15. English Play Lovers' Club '14, 15. "For the apparel oft procrlaiins the man." VIOLA ENGLE CCollegeJ Orchestra '13, '14, '15. English Play L0ver's Club '14, '15, "That of her smyling was full simple and Coy." ELIZABETH ENGLE fNormal Trainingj Class Vice President '15, English Play Lovers' Club '14, 15. "In each cheek resides a pretty dirnplef' HAROLD GARVER CGenerall Debate Team '15, News Staff '15, English Play Lovers' Club '15. "Saddled and bridled and gallant rode he," LILLIAN McLATCHEY QCollegel Orchestra '15, Glee Club '15, Annual Staff '15, English Play Lovers' Club '15, "Sometimes from her eyes I did receive fair speechless messages," CHARLES ROOP fCollegel Class President '14, Football '13, '14, Track '14, Manager '15, Debate '15, Class Athletic Representative '15, Junior Play '14. English Play Lovers' Club '15. "Beware, 0 Cruel fair, how you srnile on me." FIFTY-ONE ,L FIFTY-TWO ELIZABETH WYANDT CCOllegeJ Class Vice President '14, Secretary-Treasurer Tennis Club '14. Secretary German Club '14, News Staff '12. Annual Staff '15, English Play Lovers' Club '14, '15. "For if she will, she Will, You may depend on't, And if she won't, she vvon't, And there's an end on't." WESLEY GISH fCollegeJ Class President '12, Glee Club '12, '13, '15. Football '14, Manager '15. Baseball '13, '14, '15. Annual Representative '13. Annual Board '15, Junior Play '14, English Play Lovers' Club '14, '15. "He is, he is, he is all right." CARRIE LEE fNormal Trainingj Basketball '14. Debate Team '15. Junior Play '14. Annual Staff 'l5. Class Prophecy. English Play Lovers' Club '15, "Varium et mutable semper femina." W ILLARD DAY fC0llegeJ Class Representative '14. Debate Team '15, Annual Staff '15, Junior Play '14. English Play Lovers' Club '14, '15. "Company, villainous company, hath been the spoil of me." GLADYS FLIPPO fCo1legeJ English Play Lovers' Club '15. "Sweet as the primrose peeps beneath the thorn." CHARLES DAVIS CGeneralJ News Staff '13, English Play Lovers' Club '14, '15. "He is as fresh as is the month of May." MILDRED OLIVER fCollegeJ Class Secretary '12, Class Vice President '13, Glee Club '13, '14, '15. Orchestra '12, '13, '14, '15. Basketball '13, '14, President Tennis Club '14. Debate Team '15. Annual Staff '15. Junior Play '14, English Play Lovers' Club '14, '15. "Her very frowns are fairer far Than smiles of other maidens are, as HAROLD ROYER fGenera1J Class President '15. Baseball '14, Orchestra '13, '14, '15. Glee Club '14, '15, News Staff '15. English Play Lovers' Club '15, "I am not in the roll of common men." FIFTY-THREE FIFTY-FOUR LEWIS HUNT fCollegel Track Team '13. German Club '14, '15. Class Treasurer '15. English Play Lovers' Club '14, '15, "Me thinks I might recover by and bye! ?l' GRACE DANIELS fNormal Trainingj English Play Lovers' Club '15, "Serene and resolute and steel." ROGER KYLE CGeneralJ Track '12, '14, Captain '1'5. Football '12, Captain '13, '14 Vice President Athletic Association '14. President Athletic Association '15, Secretary English Play Lovers' Club '15. "He could speak but txliat he lacked a tongue." FRANCES WITMER fCollegel Glee Club '14, '15. Junior Play '14, News Staff' '15. English Play Lovers' Club '15, "For nature made her what she is, And ne'er made sic'anither." PAUL HOFFMAN CCollegel Class President '13. Baseball '14. President Tennis Club. English Play Lovers' Club '14, '15. "He is divinely bent on meditation." MARY SMITH CCollegeJ Salutatorian. Class Representative '13, President Debate Club '14. Debate Team '13, '14. Annual Board '15. English Play Lovers' Club '14, 15. n "Lord, what fools these mortals be. TRACY CONKLIN CC0llegeJ Class Treasurer '13, '14, Treasurer Athletic Association '15. Baseball '14, 15, Manager '15. Junior Play '14. English Play Lovers' Club '15. "Three-fifths of him genius and two-fifths sheer fudge." GOLDA LYNN fNormal Trainingl English Play Lovers' Club '15. "Haste is needful in a desperate case." FIFTY-FIVE i 1 FIFTY-SIX r MILDRED STEEVES CN0rn1al Trainingb English Play Lovers' Club il4, '15. "A nickname never dies." ELSIE PATTERSON fCollegeJ Valedictorian. Junior Play '14. Annual Staff '14. Annual Board '15, English Play Lovers' Club '14, Pres. '15. "They gazed and gazed and still the won- der grew That one small head could carry all she knew." Senior Class OFFICERS President ........... .......................... ....... I I arold Royer Vice President ........... ...,.A E lizabeth Engle Secretary-Treasurer ..,,,7..............,..,. .......,,,, l ,lewis Hunt Class Motto: Labor omnia vincit. Class Flower: Cream Rose. Class Yell: Razzle-dazzle! Razzle-dazzle! Sis! Boom! Bang! What's tl1e matter with the Senior gang? Nothing, they are it, The class of '15's got the grit. DO NOT wish to picture to you the past of the class of 1915. Let that speak for itself. It is said that the reason Americans differ so much from and make so much more progress than Europeans, is that we live i'or the future, not for the past. We strive to gain a name for ourselves by our future life work, not live on the name made by our ancestors. So we, the class of 1915, wish to give you, readers, a peep into our future. We are forty-three. Twenty-two members of our class are enrolled in the Col- lege Preparatory course: eighteen of this enrollment are going to enter college in September. The Normal Training course has an enrollment of nine: three of these pupils hope to enter college in the fall, others after teaching a few years have tl1e same purpose in view. We have enrolled in the General Course nine members, five to enter college next fall. The majority of our College Freshmen-to-be plan to en- ter K. S. A. S.: the other schools which are to receive members of our class are: Washburn, Nebraska University, Baker, Midland, University of Kansas and Ferry Hall. The chosen life work of the members of our class covers a wide field. We have eight members who hope to teach school. What would we do without school teach- ers? They will be very, very important factors in modern life. Our school teachers are all members of the 'weaker" sex. Our boys have varied occupations in view. Three are to be tillers of the soil: one, a minister: another, a chemical engineer: one an electrical engineer: another, dairying: while still another hopes to make forestry his life work, and two members have a set purpose to practice law. Our girls also are hoping to enter into the great field of labor. We have one to be a journalist: another, an interior decorator: a stenographer: a music teacher. Two of our number are going to take up the noble work of nursing: one, only one, aspires to housekeeping t?J. Have not we a fine showing? I said at the beginning our life work covered a vast field, but is it not noble? I would also show you the earning capacity of our class. In nine months the members of our class earned the sum of 353,638.35 This was not all earned during tl1e summer months. It is the purpose of our annual to let the people of our community see the "in- side wheelsn of our school. We wish to show you what is going on inside the four walls of our beloved A. H. S. After serious thinking on the part of each member of our class, each tabulated the studies that had done him the most good in his High School career. The studies of most importance are as follows: History 5, Manual Training 2, Mathematics 5, Economics 4, Latin 5, English 9, Psychology 7, Science The second choice was: History 6, Manual Training 1, Mathematics 3, Economics 's, Latin 2, English 9, Psychology 5, Science 9, Professional Subjects 1. The third choice was, History 3, Manual Training 2, Mathematics 4, Economics 2, Latin 2, English 3, Psychology 6, Science 11, Normal Reviews 2, German 1, Civics 1. I hope I have succeeded in picturing the future and ability of the Class of 1915. Who knows but what a future president is among our number: a world famed sur- geon or statesman: men and women famed tomorrow? FIFTY-SEVEN Correspondence Bureau INCE we have perceived that many of the student body and likewise faculty have been doubtful as to why and what to do under certain perplexing and embarrassing conditions, the annual board has thought it wise to allay these doubts and fears, and to enlighten those harassed by the exactions of society. You may be sure that your question has been answered after long and earnest cou- sideration. We will likewise publish no names. R. E. H.: I would not cultivate him if he doesn't admire Dickens. Such a discrepancy would be fatal. Perplexed: I would ask her for a date, even if I didnit have the money. You may acquire the money at a late hour-never the date. Leone: 1. Yes, we are aware that George is a Freshman. 2. I wouldn't advise you to look for information concerning vaccination in a Physical Geography class. 3. Ruskin is a great English writer, not a kind of fur. "Latin": 1. Yes, without doubt, "View was right. Probably, Willard is 6 ft., 6 in. tall and weighs 240 lbs., without an ounce of fat. 2. No, I can't say I think one should leave church to go auto riding. G. A.: l. Why yes, I think the society of Freshmen girls is charming. 2. I see no reason why you should know anything about millinery, but if it interests you, why go ahead-there s no accounting for tastes! E. G. F.: We cannot translate your first question. Please write simple Eng- lish. The editors are not "walking dictionariesnflikewise, they're busy. German: Your case is quite hopeless. We see no reason why a science teacher should make so much noise while teaching. You will just have to make allowances for the scientific temperament and endure it to the end. Senior Boys: Your questions are very foolish: common sense should have an- swered you. 1. No, I wou1dn't ask her for a date after six o'clock. A few might appreciate this extreme honor, but the species is almost extinct. 2. No, don't contemplate murder if she can't go: she really may have "made other arrangements" by that time. 3. To preserve your cherished pompadour in its pristine condition, encircle the head with adhesive plasterg sleeping in a breakfast cap was recommended by our correspondent, Mr. Steyer. 4. By all means, buy a 'stove-pipe"-they give distinction to even the young- est and simplest. H. L.: No, I wouldn't be more than an hour and a half late. it may be fash- ionable but not suited to "lite in the Far West without a gun"4likewise there are human limitations. FIFTY-EIGHT ZZ Qf yf ,0Z,v,v,, ' 'A WW WWW! W!! , M ff? FIFTY-NINE N SIXTY Junior Class PFGSid6I1t 7.......YfV, .....7,.,.......,,-.- --..... D e ane Malott Vice President ,,,,,,., , .,.,... Marie Davis Secretary ..,,A....A,., ....... D aphne Swartz Treasurer V... ,YYVV..VVVV..VVV ,.,..... C 1 mester Cassel Class Motto: Excelsior. Class Flower: Daffodil. Class Yell: Razzlefdazzle-sis-boom-bah! Nineteen Sixteen. Rah! Rah! Rah! Razzle te-dazzle te-boom-crack Here's to our Colors Millie Barr Chester Cassel Vercie Darling Earl Edwards Clara Hanne Charles Hershey Ruth Landes Mary Loyd Deane Malott Ward Oakman Gladys Shuey Harold Tober Ruth Bigler Muriel Close Marie Davis Bruce Engle John Haskell Edna Issitt Ernest Lahr Mary Machen Evon Markley Harriett Patterson Daphne Swartz Leona Carpenter Verla Dahnke Mabel Diehl Walter Herman Herbert Kraybill Harley Little Ignace Malin Gladys Paul Cecil Taylor THE By DA PHNE SXVARTZ 11.0-1 fl IVE facts and leave out the hot air," said Mr. Editor-in-Chief. So be it! In September, 1912, we, the class of 1916, enrolled in A. H. S., sixty-seven strong. During the three years following our entrance, our enrollment de- creased greatly, so that there are at present only thirty-six Juniors ol' the average age of seventeen years. All but one of these intend to graduate from High School. After leaving High School, twenty-four of our number expect to attend college. With the exception of three boys who desire to be farmers, all those not going to C0ll6ge will teach school. Many and varied are the occupations chose.1 by those who intend first to go to college. Several of the girls, influenced no doubt by their learned instructors, have chosen teaching as their life work. Three desire to teach music. One girl who is very artistically inclined desires to spend her life drawing magazine covers. Another girl, fond of art, hopes to become an actress. Two have decided to become nurses, and one a dietist. Others of the girls are undecided, prob- ably because they hope that the "prince charming" will appear before they are forced to earn a living. Seven of the boys are as yet undecided about their professions. Two desire to be agriculturists. One wishes to be an electriciang another to do forestry work. Only one has any desire to teach. Three others wish to follow their fathers' profes- sions and become a banker, a business salesman, and a jeweler, respectively. It will undoubtedly be rather startling to some who think of students as idlers to learn that since last May members of our class have earned 325564. Each of the boys, except one who evidently works without compensation, has earned at least 550. The most earned by any one was 3450. Of the total. 52.140 was earned by boys. Altogether the girls have earned S2245 one has earned the whole sum of one dollar, while two have earned S70 each. Forty-seven per cent of the Juniors are taking the College Preparatory course, twenty per cent the Normal Training course, and thirty-three per cent the General course. The people pursuing these various courses are, of course, all taking Eng- lish. Fourteen of them have stated that they think English has been most profit- able to them in High School. Six members, or nearly one-half of those taking Latin, think that it has been most profitable to them. Business Methods, one of the most practical studies given, has been of help to many. Manual Training and Domestic Science have found great favor among the boys and girls respectively. Algebra is considered by some, who have particular talent in that line, as very beneficial. Psy- chology and Civics are made very interesting by the illuminating remarks offered by Seniors in these classes, Chemistry is being enjoyed by only ten Juniors this year. Probably the idea may be conveyed by all these facts and figures that the Juniors are all very studiously inclined. Perhaps we are-at times--but we have other interests, too. In the play given by High School students. our class president was the "Mysterious Mr. Brown" himself. "Patty." the charming maid, and "Miss Becky," the dignified maiden lady, also were Juniors. Three of our boys are num- bered among the best athletes of A. H. S., and we are well represented in the musi- cal organizations. SIXTY -ONE -I Sophomore Class OFFICERS President .,,,,,.,,. ,,,,4.........,..... ,.,.,A,, I I erbert Gish Vice President ..i,,, .,.,,7 I Jauline Jeffcoat Treasurer .....,,... ..,,,.,.... P aul Hershey Secretary ,,,,...,,,.............,,,............,.,..,,........,, ...,, L illian Kinderdifk Class Motto: Nulla vestigia retrorsum. Class Flower: Red and White Rose. Class Yell: Ray Baer Gladys Burton Daisy Crane Earl Eisenhower Colvin Enoch Milo Ewald Hazel Fulton William Goodell Sylvia Hancock Hazel Heiens Paul Jeffcoat Mary Kauffman Esther Leach Grace Nemecheck Lorene Reynolds Helen Seelye Anna Sprecher Ora Williams Emmett Waring Clyde Brooks SIXTY-TWO We have the girls, We have the boys, We have the brains, We have the noise, Welre at the High School Sophomore stage, We're at the silly, giggly ageg But we'll come out of it double strongjg The stage cant last so awfully long. And you'll admit v.'e're terribly clever. Such a class will happen again? Oh never! Mary Cassat Francis Curry Milton Eisenhower Mildred Etherington Mildred Farrell Laura Ginn Irene Graham Marie Hassler Paul Hershey Pauline Jeffcoat Lillian Kinderdick Lottie Lilley Madeleine Nicolay Harvey Rohrer Darthula Simpson Luke Steele Leta Williams Mildred Wilkie Mona Brown Lucille Comer Anna Davis Martha Engle Ray Etherinsgton Frances Fengel Herbert Gish Norman Gross Grace Hawk Bertha Hill Lesta Kauffman Ada Koenig Virgil McKee Lucille Polley Irvan Sampson Helen Shellhaas Thelma Wilson LaVern Wilcox Lester Gish Alice Mustard THE UFHDMUQF5 Hy FRANCES CURRY HEN the class of 1917 entered A. H. S., it was composed of about seventy- five promising students, wl1o ranged in age from thirteen to sixteen. It began its sojourn in High School very satisfactorily: first, by having Miss Hunt for sponsor, second, by being very well represented in football, bas- ketball and trackg and last, but not least, by electing the very capable president, Harvey Rohrer. Many social functions were very successfully superintended by him. Although so capable, even he was not able to keep tl1e class from being some- what verdant. Like most Freshman classes, this class used practically the whole first year in becoming acquainted with its surroundings. in which respect it closely resembled the "A, B, C" or primary class of the grades. This fact probably ac- counted for the various courses which were followed. However, the class had at last, by continually striving upward, attained the rung of the ladder which is known by the name of Sophomore. Although it had lost about fifteen of its members, those remaining had gained much in wisdom. The work of High School was now really begun, and the courses followed more regularly. From the number taking the College course, which is about fifty per cent of the class, it appears that many are to have tl1e advantage of a college education. Since about one-third of the students are taking the Normal course, let it be known that in 1917 many capable teachers will be looking for positions. The remaining members of the class are taking the General course, as they have not yet decided what work or profession they will pursue after leaving school. Of all the different subjects in these various courses, the ones which seem of the most benefit to the class as a whole are: English, firstg Latin, second, and Mathematics, third. To the few wl1o are able to take Domestic Science and Domestic Art and Manual Training, since the school is too small to offer this advantage to a larger sumber, these three subjects are of inestimable value. Although the members of the class study diligently, nevertheless, a great deal of fun is intermingled with the work. For instance: many delightful hikes, sleigh rides, and parties have been immensely enjoyed by the Sophomores on various Fri- day evenings. These were always under the supervision of Herbert Gish, the presi- dent of the Sophomore class, and Miss Mc-Latchey, the present class sponsor. They were usually well attended both by the members of the class and the faculty. An- other welcome diversion for both boys and girls has been the game of tennis. This is especially welcome to the girls, who have not been able to play basketball this year, since the school has not a gymnasium. The boys are able to play in any kinfl of a building, however, and therefore the Sophomore class was quite well represented. llut when either at work or at play our ambitions are always uppermost in our minds. By the amount of money earned by the class in the last year, which alto- gether amounted to about fifteen hundred dollars, the fact that the class will rea1iZ9 its ambitions is clearly shown. Some would be teachers of Latin, Music, English, and Domestic Scienceg others would be lawyers, engineers, bankers, carpenters. photo- graphers and stenographers. The class of 1917 is no "quitter." Daily it is going up and up, never turning back, doing its best to live up to its motto: f'Nulla Vestigia Retrorsusfi A 'SIXTY-THREE 44, w Freshman Class OFFICERS President ,,,,,,..,, ,..........,...,,,,,,,,,,,,,,,,, 1 Klexander XVl1itel1air Vice President ...... .......... l Dudley Wyandt Treasurer .,..,,.,,, ....... R uth Hoffman Secretary ,,,,,,,,,...,.....A...,.,,........,A .,,.,.. 13 eulah Briney Class Motto: Esto Perpetuo. Flower: Blue and White daisies. Class Colors: Blue and White. Class Class YValter Alexander Eileen Bannigan Beulah Briney Marie Cook Nannie Davis Ralph Dellaven Majorie Dunham Grant Engle Leone Forney Leslie Garyie Ralph Haynes Jean Hill Florence Hostetler Esther Johnson Tracey Johntz Martha Kauffman Leslie Krens Laure Lucier Mason McDonald Harold Muench Orene Need Virginia Oliver Charlie Reep Anna Roggendorft' Irene Sexton SIXTY-FOUR Yell: Alic, Garoo! Garoo! Garoo! Wa, Hoo! Bah, Zoo! Hi ix! Hi ix! llika! Pika! domin ika! Alecka! Bolecka! Bah! Nineteen Eighteen! Rah! Rah! Rah! Harry Simmers Marie Smith Madeline Sullivan lllah Van Doren Lynn XVagoner Marie Matthews Edna Mohler Paul Muench Florence Nichols Zelnia Paxson Alexander Whitehair Otto Romberger Edna Young Florence Zook Esther Aspley Erwin Daumgarth Mary Broughton Mary Cooley Carrie Dayton Lucille Denman Will Eisele Carl Foust Otta Geoffrey Edith Gish Helen Harrison Winifred Herbage Karl .leffcoat Mildred Johnson llelen .lardon Robert Kennedy Florence Linn Ada Roggendorff May Sexton Everett Sleichter lva Strong Guy Sherman Floyd Walters Harry NVilliams Dighton Whitehead Ethel Young Rollins Clemence Oneta Aumiller Francis Rrenneman Joe Callahan Eva Danford Theodore Dederick Murel Dobkins Dorothy Engle lrene Folk Grace Garver Louis Hanne Elsie Haugh Ruth Hoffman Flossie Johnson Julia Johnson Marie Kauffman Emmett Kraybill George Lind Augusta McComb Edith Morris Margaret Murray Isabel Noble Carl Predmore James Robson Carl Sampson Juanita Shellhaas Lena Smith Carl Stirtz Lorna Troup May White Lydia YVinnes Dudley VVyandt Elsie Young Nellie Derrick THE RE EHMEN By DIG HTON VVHITEHEAD N THE seventh day of September, 1914, one hundred and one girls and boys entered the Abilene High School and took their place as Freshmen. This class was composed of forty boys and sixty-one girls, the largest class that ever entered this school. The staying power of the class is evidently very good, as it lost only eight of the one hundred and one during the entire year. This shows that although they average only fifteen years old, the Freshmen are very in- terested and good in their studies. At the end of the first semester only three or four had done failing work. The majority of these pupills are aspiring to a higher education, since about thir- ty-seven are taking College Preparatory course. Many of the girls expect to make teaching their life work, twenty-three girls taking the Normal Training course.. Sev- eral boys of our number aspire to a business career for they have chosen the Com- mercial course. The other members of the class are taking the General course. A general survey of the class shows that the boys an-d girls are a very indus- trious set. All the boys work during vacations. and some have employment through- out the entire year. We find some farming, others carrying papers. Many are em- ployed by the business men of the town. Most of them have a very good income. The total sum of money earned by the Freshmen who worked during the past year amounted to 553,000. Several of the boys earned S200 apiece, while several of the girls earned from S40 to S50 each. Three of our Freshmen girls have entered the Girls' Glee Club, and one Fresh- man boy the Boys' Glee Club. In the Orchestra we have four members. ln Athletics we started out energetically with two men who won "A's'i on the football team. We also contributed one man to the basketball team. One little instance of Freshman class spirit follows: .lust before the play, "The Mysterious Mr. Brown," the pupils were given tickets to sell. The class which sold the most tickets was t0 be SiV9H H "hike" at the expense of the Athletic Association. We won the hike. Of course, we could not get along without having some kind of entertainment during the year. Shortly after school had opened, we took a t'hike" to Engle's grove. We had a Nwienerwurst roast." and then spent the remainder of the evening in play- ing games. WVe returned home about ten o'clock after having a delightful time. Our next entertainment was a masquerade party held on Halloween at the home of Francis Brenneman on North Buckeye. The house was decorated with cats, bats, witches. and other appropriate decorations cut from black cardboard. ln January the class held another party at the home of Lorna TrollD- We had a great deal of fun at this party. The feature of the evening was an auction of the numerous things which the pupils had brought from home. Paper money was the medium of exchange. After an evening of frolic, refreshments were served. At the beginning of the year, the Freshmen were full of enthusiasm over A. H. S. with its new friends and duties. Now, at the close of the year, they are even proud- er, if possible, of becoming a part of the loyal student body. Their attitude toward the school is well shown by their motto, "Esto perpetuoj' fEndure Foreveri. A s1X'rY-Five I T.-w-tm F' .- VY .. Y W-Y V vr ew- V , 4 I-51 tffi H3190 10575510 THQ 7 IIOZF F5017 THE DOOR- T 4 l 'Q 4 f '.x:.+ .-4: .1 J, 31. I 4 - -' r 3 , -L . l, x . ,, iff..- N 5 tb . M QM- I , gf y ,fW:,',, l 'A Us , M l h ' . ' 5- '-- F Y 'TV' -vw' ,XJ . 'A 9 g f - ,' S" fff' A J ,-,iffy T f , it - '45 T 'is ' 'Biff T . I 4. 2 - "I, L - ., 3 . f , A eff A H J gyrgfv 'V T E'-is 311' W. 1,3 vri i 1 lla ff-iii ' MHIYUHL 7 Pflllvnvg. 0011155 77C .5 cfffvce .D.EPl7R7'!l7EN'T' R0 001'- H faHlV ff -1 ' ' 1 'f'f xuuuunk A 3 -- In-nu 17- Mysteries of A. H. . 1. The J. W. French Grafting System. 2. The Great Case of Witmer vs. Hunt. 31 G. A. Anderson's Grading System. 4. The Date of the Junior-Senior Reception. 5. The Deep Dark Past of George Irvin Lind. 6 .Why Did the Football Team Have Six Pictures Taken? 7. The Sophomore Plot Against the Annual Board. 8. Why Irwin Sampson Answers to Cognomen of "Utah," 9. What Happened to "Much Ado?" 10. Mr. Anderson's Authoritative Discourses on Millinery. NATURAL PHENOMENA 1. The Boys' Glee Club. 2. The Second Year Manual Training Class. 3. The "Roman" Headgear Affected by the Basketball Team. 4. The FOOTBALL BANQUET. 5. The Information Willard Day Acquires in Senior Latin Class. 6. E. Kugler's Neckwear. 7. The Freshmen. 8. "Sis's,' giggle. 9. The Questions Asked in Physics Class. 10. Jessie Arndt and Leone Forney Singing "De Coppah Moon." HOVV COULD ALL THESE APPLY TO ONE SENIOR! "New Girls! Well bring them around." EQ "Why so pale and wan, fond lover?" N "Thus hath the candle singed the mothf' "S "On the levelAthe high cost of loving is Nr L I keeping me broke." I ' Y my "Let me play the fool!" u Q "Man in sooth, marvelous, vain, fickle and if unstable subject". "I have loved lots of girls in the sweet long ' x ago." I s "They that do change old loves for new, Pray the gods they change for worse." 5' , 'What mighty contests rise from trivial 'ri g' things." --" f- 2 SIXTY-SIX ,Q Jb'wHAMfLL --eq., SIXTY-SEVEN Athletics THLETICS at the Abilene High School is promoted for the purpose of stimu- lating school spirit and developing physical and mental efficiency. It is carried on the basis of clean sportsmanship for which A. H. S. always stands. All forms of athletics are financed by the Athletic Association, which is composed of every enrolled student of the High School. The officers of the Athletic Association are: Roger Kyle, presidentg Russel Briney, vice presidentg Tracey Conklin, secretary-treasurer, and Robert Walters, student representative. All athletic matters are ruled by the Athletic Board which consists of two faculty mem- bers, the student representative and the manager of the respective teams. The "A" Club consists of those students who have won a letter for service on the respective teams. HAH FOOTBALL BASEBALL Russel Briney Wesley Gish Roger Kyle Harley Little Robert Walters Cecil Taylor George Mullin Mason McDonald George Lind Ivan Sampson Virgil McKee Chas. Roop Emmett Waring BASKETBALL Clarke Steyer Robert Walters George Mullin Harley Little Linn Wagoner H. Gish SIXTY-EIGHT Harley Little Russel Briney Robert Walters Cecil Taylor Tracy Conklin Otto Romberger Carl Sampson NVesley Gish George Mullin Clarke Steyer TRACK Roger Kyle Herbert Gish Cecil Taylor Charles Roop John Haskell Bruce Engle ' Paul Muench Lynn Wagoner George Lind SIXTY-NINE 1 M y ll 7 ll . alll M By ROBFRT YVALTERS .fem .,.,,,E,V, m Coach Dresser pass, Little to Taylor, just at the end of the game. Athletic Editor lll x FTZIUTBALL - 'm fllllllllfr I , - HE iootball season of 1914 was one of the most sueressiul ' that A. H. S. l las experienced for several years. lt was :1 success in games won and in a financial way. Eight games were played dt. Abilene was fortunate K. S. A. ring the seasong six were won and two lost. this year in having H. O. Dresser, a former C. Cluilrter-Lark, as ooarli. lle knows the game and aroused the Upep' and spirit the team displayed in e.ery game. With six 'AAU men to start the season and plenty of good new material, Coach Dresser worked together a well-balanced team. The team averaged 143 pon played. The first game pla nds, being outweighed by nearly every team yed was the Manhattan High School at Blan- hattan. This game was won 6-0, but showed many weak places on the team. ln the next two games, we were handicapped by sickness and injuries. These were the only two games lost during tl1e sea- son. The great triumph of the season was the 28-0 victory over Salina High School. This was the first time Abilene has defeated S. H. S. for six year. The last and hardest at Abilene with Manhattan High School. Thirteen men won "A's" this year, captain-elect for 1915 is Cecil Taylor, turned out. Center ........... Left Guard ........ game of the season was played Thanksgiving A. l-l. S. won this game, 7-0. A long forward of the first half, netted the only touchdown six of whom have played their last year. The one of the fastest half-backs A. H. S. ever THE TEAM ......Mas0n McDonald .......George Lind Right Guard ...,.. ..... G eorge Mullin Left Tackle ........ Right Tackle ........ Left End .,....,.. .......Roger Kyle ......Wesley Gish Right End ...... ...... I rvin Sampson Left Half ........... ...... C ecil Taylor Right Half .......................... Harley Little Full Back ......,,......,........,.. Russel Briney Quarter Back .... Robert Walters fCapt.J .......Charles Roop Subs......Emmett Waring, Virgil McKee SCORES Manhattan H. S. 0 ........................ ........ A . H. S. 6 Minneapolis H. S. 20 ..... ..... A . H. S. 14 J. C H, S, 33 .,,,, ........ A . H. S. 7 Hope H. S. 0 ..... ........ A . H. S. 62 Salina H. S. 0 ..... ........ A . H. S. 28 J. C. H. S. 3 ..... ..... A . H. S. 14 Minneapolis H. S. 6 ..... ..... A . H. S. 19 Manhattan H. S. 0 ..... --...... A . H. S. 7 Opponents 62 ...... ........ A . H. S. 157 SEVENTY FOOTBALL TEAM TEAM IN TOGS SEVENTY-ONE Athletic' Fditor ' .115A5 L E-AL L - my iillllml am I E I mlm 1 I Ry nommfr XVALTERS 'l.1u1,,X 1' '. J' any A sreiaa - ASEBALL practice at A. H. S. started early this season. lndoor praetice started the latter part ol' Februaiy and tontinued until the weather per- mitted us to get ortsido. About thirty men reported for positions. The bat- tery men were worked daily under direction of Coach Dresser and much was acromplished. Coach Dresser had eight men from last year around whom to build the teamg and some promising Freshmen filled the other positions. The L-oach's greatest prob- lem at the first of the season was to develop a Oompetent pitcher. This problem was quickly solved as the record the team has made so far shows, The Kaw Valley League was formed again this year, consisting of Junction City, Manhattan, Chapman and Abilene. Abilene won the championship last year and the chances for success this year are very pr-omising. 'Ihe first game of the season was with the old A. H. S, stars. This game proved to be one of the best of the season. Francis Little, pitcher of the 1914 team, pitched for the "Old Stars' and pitched a good game. With the 'score 4-0 against them, A. ll. S. executed a batting rally in the ninth inning and tied the score. ln the tenth inning A. H. S. won the game. The serond game was the fi.st league game, played ut Chapman. The team was not in the best of shape in this game and in a batting slump, lost the game by the score of 5-2. 'i he team showed its true spirit a week later by defeating Manhat- tan High School 9-1. Abilene played eriorless ball in this game, hit the ball all over the field for a total ol' fourteen hits, and ran the bases like veterans. The pitching of Harley Little deserves much credit and solved the problem ol' the day. Coach Dresser put the same spirit and enthusiasm into baseball that he did football, which is bound to bring .a successful season to A. li. S. Russel Briney tCapt.J ..... ..........Catcher Tracey Conklin tlllgizl ......... Robert Walters ................ Harley Little .................... Cecil Taylor ,,.... "Old Stars" D. C. H. S. Manhattan H. S Herington H. S. Junction City D. C. H. S. Manhattan H. SEVENTY-TWO THE TEAD1 ...Shortstop Wesley Gish ....... George Mullin ....... .First Base Clark Steyer .......... .......Pitcher Otto Rombergerm... Third Base Carl Sampson ........ SCORES 4 ...................... ..... A . H. 5 ....... ..... A . H. 1 ,,..,.. . ..... A. H. 1 ....,.. ..... A . H. H. S. - .... ..... A . H. - .... ..... A . H. H. Center ....Lelt .....Right Second Center 5 2 9 9 Field Field Field Base Field BASEBALL TEAM TRACK TEAM SEVENTY-THREE R A r.: K - .-"' W ,P 1. dill alll K, N, ll' , ll, t By nonnar wALTERs V' vM'iN W fNMtxi mlW I , . .LM4 Mall,-,L .. I T THE first call for track candidates the outlook for a successful season was not very promising. Five men of last year's team had graduated, leaving only four old men for this year's team. But the team possessed "pep" and ability, and worked hard under Coach French, a former K. U. track captain. The first meet held at Abilene was the Dickinson County Meet on April 17. Abilene won the cup for Class A events with 46 1-3 points, D. C. H. S. was second with 23 l-3, and Herington third with 7 1-3. Gish of Abilene broke two county rec- ords, running the 120-yard high hurdles in 17 2-5 seconds and setting a record of 5 feet, 4 inches for the high jump. Gish also won first in the broad jump and second in the low hurdles. Taylor of Abilene broke the county record of 11 1-5 seconds for the 100 yards, running it in ll seconds. Roop of Abilene won first place in the shot put, Haskell first in the pole vault, Wagoner in the half mile. Kyle took sec- ond in the 50 and the 440, Steyer second in the discus, and Muench second in the mile. The mile relay was forfeited to Abilene. Gish of Abilene was high point winner. The Fifth District Track Meet was held at Abilene April 30. There were 50 athletes entered in this meet. representing nine schools. Abilene won second place with 25 points, Enterprise first with 30, and Collier of Marquette third with 20. This meet was held in the rain, which made the track very heavy. Gish of Abilene broke the district record in the high hurdles, running them in 1.7 3-5 seconds. This was the only record broken. Gish also won first in the low hurdles, with Kyle sec- ond. Gish won third in the broad jumpg Haskell took second in the pole vault and Roop third. Abilene wonthe mile relay with Kyle, Gish, Taylor and Roop running it, which proved to be the most exciting event of the meet. The following Friday the winners of the district meet went to Manhattan to the State Meet, and the following day a few went to the Invitation Meet at Lawrence. THE TE ABI Roger Kyle, CCapt.J .lohn Haskell Charles Roop Ernest Lahr Bruce Engle Herbert Gish George Lind Paul Muench Cecil Taylor Lynn Wagoner SEVENTY-FOUR , ,, 9 BA SKETBALL TEAM Tennis ENNIS made its entrance into high srhool athletifs last year with the organi- zation of a Tennis Cl1.b. At first this ronsisted simply ot' the girls of the lligh St-hool, but later so muvh enthusiasm was manifested by the boys that another vourt was proxided in sell' defense. Last year there were no games or tournaments with other schools, but :L sum-L-essful inter-class tournament was held. Roy Garrer and Iieslie Kauffman won tho boys' doubles lllildred Oliver and Elsie Patterson the girls'. The prizes were A. ll. S. pennants and pillows, given by Mr. M. D. Collins and Mr. G. A. Anderson. The Tennis Club was reorgaui dent, Paul lloffmang serretary and "able bodied citizens" of the High mittee was appointed to draw up a allowed to use the courts and only play. Because ot' the large number classes was arranged. Zed this spring with the following ot't'i4'ers: Presi- treasurer, Lesta Kauffman. With the help of all Sc-hool, three courts were put into shape. A Com- set ot' regulations. Only members of the club are on payment of an assessment are they allowed to ot' members in the Club, il srheflule for tl1e Various Plans are being made for a tournament with another srhool this spring, and tennis promises to take its place as a permanent force of athletirs in the High School. It was especially necfessary to provide equipment for such a game since there is no other form of athletics in which the girls have been able to take part this year. SEVENTY-FIVE X Wu! .lI' " ,M .M ll, ll M 1 lllllllllzlf 1- B 'WM1' Mfllfl A 5 K E T L Li l1'lMlW1' 'ug 1 11 l 1 ,ll . A1 px. '11 lm 1.1111uw ll 1 1J1ff'lf1,l1l1lll By ROBERT VVALTERS Athletic Editor JSM fffvfw L L - HE basketball season of 1914-15 was one of ill luck in many ways. Abilene failed to rank with the other high schools of the district on account of the difficulties with which we had to contend. A good gymnasium is absolutely essential to a successful season in this branch of school athletics, and this, unfortunately, we do not have. 'lhe building secured for use of the team was H0 doubt the best obtainable, but it was unsuitable in two very important ways. It could not be heated properly, and it could not accommodate the necessary number of spectators to support the financial side of the game. Besides this, we were handi- capped by sickness and injuries just at the time of the season when the men were most needed. A. H. S. was fortunate, however, in one respect in having J. W. French as coach. Coach French coached the Winfield High School last year and built up one of the best teams in the state. With only two men from last year as a foundation for a new team, the coach worked together a fast, scrappy team which only lacked experience. As luck would have it our captain was taken sick, which kept him out of the game for the rest of the season. 'l hough weakened considerably, nevertheless the team more determined than ever went ahead with the season until one of the guards sprained his ankle. In so nuich as we were financially behind and the team crippled, the schedule was called ofl for the rest of the season. Seven games were played, of which three were W0ll and four lost. Six inen won A's, two of whom have played their last game at A. H. S. TH IC TEAM Right Forward t,,.,.,,....,.....,, Clark Steyer Right Guard ...... ..,... G eorge Mullin Left Forward ..,...t,,,.....,.. Robert Walters Left Guard ..... ........ H erbert Gish Center ........,,..,,,,,, Harley Little CCapt.J Guard ......... ...,, l .Lynn Wagoner SCORES '?.lt-Flierson H. S. 17 ..... ....... A . H. S. 34 ll, C, ll, S, T0 ,,,,, ..,..,. A . H. S. 32 C. K. ll. C. 11 ..... ....... A . H. S. 72 Nlanliattan ll. S. 357 ..... ....... A . H. S. 26 Wamego ll. S. 28 ..... ....... A . H. S. 17 CT. K. B, C, 16 ,..,. ....... A . H. S. 104 Manhattan H. S. 38 ..... ....... A . H. S. 21 SEVENTY-SIX -1 9. 'r b V w 11 I . 1 ? I QV ,gt-- ' L 1 7 i A ifm- -+-5 - Y 'i1:,, ff" 2-5-igggq ,1 in - fg . 411 yy W ' 'rf - - J BH 1 M.. ' NM "w ' I + -.-4-1'-"-' "E jill ' 42- ' ka I f' fx E: n I I , EN I fi gx ,f 'ff I + ' M ,, V r, X JE I ' 'X , A G O, Q.. xxx. 5 JW 2 ,' gg Q XFN 2 C Q X ,N r I 7 ' F ELM' P , 'A F 'Q if V1 qf 'x-fm? A Q r, ' ,' ' il . 4 ' 'W 'gg , pn i'f 'I ,-l 4-'IN '15 ,V x gm G' J-ff " ,M X ,' ff ' 4 H ,WH 1 fix M! ,N ' flflf LQ fmt? HI P W J , I 91 5 "M Lwfrfq ! 55 ff f W rf. g' fx! i, E ll 1 "Hi" , ,ew N 4-- 5 Q Q ,I 2 ft N 1:-V my ' ' L52-11. N I7 I!! I r I I' QMMMJ D ,Z fy I ' - 'S v' f ,X , I y 71 if A-f .I y , N4 I 'JQN 'M' Y X I'- 1 1' l ,I .JI Z! ww X 1 1 f 'X 7 fff ' 411 ff ' ,sv f f ,wf Q Q " "M N ffffd .Ni 2 :wi f in V ' W' , fffffj' 4 42 Lf: ' If XI! w 1 " ' i I , I I1 g 1. n X 1v -L -1? A G Q r f D.r-'mano-rr ,LL Y f Y ' ' "-.E ' l.- ii:-'11 744- 25" Y 471091 f,ff , . , ,4. .- .:7- - g Y ,ii SEVENTY-bl X LN ,,.,. J.,-.," T -Q. fb If ATE.- " 1 , 4 V' "1 -1 K U lm 'Q-. 'F I f 1.4 M510 I , xx ' W y ll -J -ll if". J- lg xi, By VVILLARD DAY .ff or . e wll, S51 Xxx f ARLY in the winter a meeting Was Called of all students who wished to Utry out" in the forensic art. It was here explained that a triangular debating league had been formed with the Abilene, Sa- lina and .lunction City High Schools Compet- ing. These cities did not enter the state de- bating league as they had formerly done, They believed that the benefits of debating could be obtained without the burden of preparing sev- eral debates required in the state debating lea- gue. The question which was chosen by the three schools was: "Resolved, That the prin- ciples of the Single Tax as advocated by Henry George should be adopted by the state of Kan- J. W. French, Coach sas? D A debating class was formed which met every Monday and Wednesday mornings for 20 minutes with Coach French to discuss the various points of t.he question. Credit for this work was given in English, Eco- nomics and American History. Each debater selected a single point to argue in the try-out and worked it out in full. The try-out, held in February, differed from the ones held in former years in that it was not open to the public. Our worthy judges selected the following to represent the Abilene High School in debate: Affirmative team, Jessie Arndt, Chester Cassel and Willard Day, with Carrie Lee as an alternateg Negative team, Edith French, Mildred Oliver and Charles Roop, with Harold Carver as an alternate. After the try-out work began in earnest. The briefs were first carefully worked out. Then after much thought and study, the arguments were written. The entire week before the debate was spent in perfecting the delivery of the debates. Large charts were prepared so that the debaters might convince the eyes as Well as the cars of t.he judges. The night of April Zilrd was a memorable one for the Abilene debaters. Our Negative team defeated Salina at Salinag while our Affirmative team at home suf- fered a defeat at the hands of the Junction City orators. The same night Junction City defeated Salina at Junction City. These results gave us second place in the lea- gue. .Junction City taking first and Salina third. Great credit is due to Coach French for his untiring work with the teams and for his excellent coaching. In accordance with the custom, gold A's were awarded to the members of the debating teams. On the whole this has been a successful year in debating and although A. H. S. did not win the championship, the debaters feel that their time has been well and profitably spent. SEVENTY-EIGHT AFFIRAlA'l'lVE DEBATE TEAM Jessie Arndt Willard Day Chester Cassel Carrie Lee NEGATIVE DEBATE TEAM Edith French Charles Roop Mildred Oliver Harold Garver SEVENTY-NINE EIGHTY SNAPSHOTS OF THE FACULTY vofx in me Q17 x VX! X51 b f ' S, Q f I 1 WI Y 061 WE In 55 lf V' ' K 1 r A A fir m 5' 570 XX 5 6 I , 170 B 1, . B df, U X ,045 14-0' x -'!Z,E":fiig,, .,v,.,.y.1 :1if11f-'f"'- '-'- H"-'f E GHTY ONE Music epartment HE Music Department has been a distinguished success this year throughout all four divisions, Girls' Glee Club, Boys' Glee Club, Chorus and Orchestra. This has been largely due to the interest and ability of Miss Winona Mc- Latchey, Supervisor of Music. The first department organized was the Girls' Glee Club. Ten girls were chos- en from those who tried out: Jessie Arndt, Beulah Briney, Ruth liigler, Muriel Dob- kins, Leone Forney, Lillian McLatchey, Madeline Nicolay, Mildred Oliver, Gladys Paul and Frances WVitT1lEl'. The club has been very popular not only in school af- fairs but also in the work of the community organizations, as the Ladies' Literary League, Womenys Institute, County Teachers Association, and others. A full concert was given December 18 by the Glee Club and Orchestra. It was a great success and added much to the reputation of the music department. The program was as follows: Butterfly Days ........................... ........ O sborne Glee Club Polish Danse .... ..................... ,,.... . S chwarenka Orchestra Gypsy Daisies ........ ..... .................... ....... W o o dman Sing, Smile, Slumber ............................... . ...l.. Gounod Glee Club Little' Pigeon Lullaby .......,.......,.................,.,. ....l.........l........ . lamison Miss Nina McLatchey, Miss Jessie Arndt and Glee Club Spanish Tambourine Girl ...................,.....,. ..................l..... S chumann When Love is Kind ..... ............. ............... ......... N e v in Glee Club LaAnquaintaine ..... ..................... ....... G a briel Marck Orchestra Windy Nights ...., .................. ............. G a ul Barcarolle ....... ...........,.,,,.............. ..... O f fenbach Glee Club My Lady Chloe ...,. . ,...,...................... ..,......... C . Leighter The Year's at the Spring ........................................ li. H. A. Beach Miss Marion Seelye, Accornpanist The Club sings a very good class of music by such composers as Nevin, Schu- mann, Matther, Victor Harris, Woodman, VVagner, Gounod and Shelley. One of the songs has been exceedingly popular wherever it has been sung, yes, especially in the Science Department of the High School. This song is a dialect song, by name, '1The Coppah Moon." A large part of the success of the organization is due to Miss Marion Seelye. She is an ex-graduate, but has willingly given her time and extraordinary talent to the Club. Another concert 'ls to be given this spring by the Boys' and Girls' Glee Club. To sum up the Girls' Glee Club in the words of Professor Stacey, "It is the best organization of its kind that ever existed in the Abilene High School." .suede t The boys have not been organized as long as the girls, but are "going some." The Club was started in February, but on account of baseball, track and other High School activities, practice has been irregular. This Club, as the other one, sings a class of music much above that sung by most High Schools. It has sung in chapel almost every other Friday and the applause that follows certainly shows its popu- fConcluded on Page Eighty-four? I EIGHTY-TWO 1 7 "ii-'T GIRLS'GLEE CLUB r BOYS'GLEE CLUB EIGHTY-THREE i I ' ORCHESTRA Music Department fContinued from Page Eighty-tWoJ larity. The Club will be a part of the Spring Concert and everyone who has heard it knows that it will add much to the program. The boys who sing in the Club are: First tenor, Ernest Kugler, John Haskellg second tenor, Norman Gross, Deane Ma- lottg first base, Robert Walters, Harold Royerg second base, Wesley Gish, Robert Kennedy. 5 QF 5 The Chorus was organized before Christmas. lt meets after chapel on Mondays and Wednesdays and one can hear 'fmerry warblingsh anywhere throughout the building at that time. About one hundred pupils belong to it and all are very inter- ested. They have new books this year called "Art Songs for High Schools." The book is a very good one and contains a large variety of songs. The Chorus has learned a dozen of the very best in the book and has sung two or three of them in chapel. The work is not much like the other studies for all are reciting at once, but is like them in that it involves a quiz. 5 at V5 The Orchestra began practicing about the same time as the Girls' Glee Club. members have practiced almost every Wednesday night since that time and have improved wonderfully. They have played in chapel, at the play for the Athletic As- sociation, "The Mysterious Mr. Brown," and for the G. A. R. on Lincoln's birthday. The Orchestra played also at the concert given last fall and will also play at the Spring Concert. They have some new music on which they have been working in- dustriously for this event. This organization is an example of Hquality and not quantity," as it consists only of eleven pieces. They are arranged in the following order: First violins, Mildred Oliver, Viola Engle, Robert Waltersg second violins, Beulah Briney, Dorothy Engleg clarinets, Edith Gish, Walter Alexanderg cornets, Harold Royer, Earl Gibsong trombone, Albert Geoffreyg pianist, Lillian Mclaatchey. EIGHTY-FOUR 1H4 Nmwmf A 1' 3 'B T245 N3 I , rum: . X 4,Y: ,qu 7 W :' Xl: t 5 1 'Xf 'QQ Q EELIE DRAMA Play Lovers' Club T AN enthusiastic class meeting held in the latter part of November the Seniors reorganized the English Play Lovers' Club, similar to the Shake- speare Club of two years ago. It was formed for the purpose of giving a detailed and yet interesting study of plays without the formality of a class room. "Much Ado About Nothing" was studied throughout the year. Miss Galloway, Senior class sponsor, was the director of the Club. The follow- ing officers were chosen: President, Elsie Pattersong vice president, Russell Brineyg secretary-treasurer, Roger Kyle. One may wonder why a treasurer was needed. But then "eats" do come in handy, you know, and are a great assistance in appre- ciating the classics. The officers in cooperation with Miss Galloway planned the programs and assigned parts in the play to Club members. The first meeting was held at the home of Mildred Oliver. Several acts of the play were read and talks on the history of Shakespeares play and Shakespeare's characters given. Meetings were held on alternate Monday nights throughout the winter. The programs were most interesting and with violin solors, Victrola con- certs, masculine sewing societies, and delicious refreshments the class spent many pleasant evenings together. The study and practice of "Much Ado About Nothing" kept up steadily, especial- ly when the class found that it might be necessary to give it in order to have an Annual. A good deal of work had been done on the play when later circumstances forced us to give up the project. However, the labor has not been lost and the class will be the better prepared for the Senior Play. Some might think that it has been indeed much ado about nothing, but we know better. For a Club of this kind beside its social and educational value forms and keeps a good class spirit. Senior Pla GREAT deal of interest on the part of the community at large is aroused by the production of the Senior play. However, it never compares with that manifested by the Seniors themselves. It was greater this year than usual because they were compelled to give up the idea of presenting "Much Ado About Nothing." Although practice was started rather late, enthusiasm has been just that much higher and every effort has been expended to make the play a suc- cess. A successful production is assured since Mrs. French, director of "The Mys- terious Mr. Brown," will coach this also. The play is a spirited, amusing story of college life. The Swede with his dia- lect, the different types of college students, the naturalist professor and Mrs. Poore of the "Poor-house"-all unite to make a play full of amusing, even ridiculous, sit- uations. EIGHTY-SIX ,X Freshman Pla "CHRISTMAS AT MOTHER HUl!BAlRlD'S" HE practice and giving of the Freshman play, "Christmas at Mother Hub- bard's" was attended by a great deal of secrecy. It was given in the latter part of December to 'Freshmen Only." The play was a new adaptation of "Old Mother Hubbard's Cupboard." In this case the clipboard was full Ot presents, which under Santa Claus' direction, Jack, .Iill, Mistress Mary and the other familiar characters distributed. 'l he play was interesting and cleverly performed. Under Miss Hunt's direction, this class gives promise of great things along the line ot dramatics. Sophomore and Junior Plays A pleasing diversion from the regular English work in Sophomore and Junior classes was tl1e presentation of seve1'al scenes from 'The Merchant of Venicei' and AAs You Like lt," which had been studied in class. The casts were elected by the class and practice was held during the regular recitation periods. The scenes were given October 29 and 30 in the chapel. An Elizabethan atmosphere was created through the stage setting and costumes. Tl1e Sophomores gave scenes from "The Merchant of Veniceg" the scene between Portia and Nerissa, the signing of the bond and the trial scene. The would-be Sotherns and Marlowes could well be proud of their work. The Juniors presented two scenes from "As You Like ltf' Despite the fact that the sonnets were hung on pole vault standards and the hero wore his sword with an nnaceustomed air, Orlando wooed Rosalind in a manner worthy of the Forest of Ardeng the immortal Touchstone gamboled with the flirtatious Audrey, and Jaques, seated upon a bench lroni the Manual Training room, railed against his mistress, the world. Portia ...... Nerissa ...... Antonio ..... Bassanio .....,. Gratiano ....... Salario ....... Salarino ............. Shylock .............. Duke of ' Lorenzo ,.......,......... Jessica .....,. Balthaser ..... Orlando ..... Rosalind ....... Celia .......... Jaques .......... Touchstone ..... Audrey .....,... Corin ..l..., Venice ..... ,. CAST-- 'THE MERCHANT .....l......Fran0es OF VENICE" Curry, Jessie Arndt, Leta Williams .......Pauline Jeffcoat, Frances Fengel, Mildred Farrell Cecil Taylor, Paul Jeffcoat Earl Eisenhower, Ray Etherington llerbert Gish, Milton Eisenhower ........llrwin Sampson, Carl Jeftcoat Milo Ewald Baer, Paul Hershey .......Harvey Rohrer, Emmett Waring Verne Wilcox Mona Brown CAST-"AS YOU LI . ,. Mildred Etherington KE IT" Harley Little Ruth Bigler Marie Davis Chester Cassel Deane Malott Harriet Patterson Bruce Engle EIGHTY-SEVEN 6' he Mysterious Mr. Brown" REAT excitement was created at High School by the coming of the "Myste- rious Mr. Brown? Especially since he came with the worthy purpose of helping fill the yawning coffers of the Athletic Association-an "independ- ent and struggling' organization which, through no fault of its own, has a chronic tendency to go 'broke' about January first. Otherwise speaking, "'1he Mysterious Mr. Brown" was a farce given by High School students at the Seelye theatre, February 26. The house was sold out for the performance-a fact which can be recorded about very few high school plays. Jn a race among the classes to sell the most tickets for the play the Freshmen won. 'lhis was largely due to their greatness numerically, and to their innocent youthfulness. Their prize was the privilege of walking to Engle's grove, ruining their teeth on "dog-biscuit" furnished gratis by the Athletic Association, and walking home. The farce was coached by Mrs. J. W. French and the great hit made by it was in a large part due to her interest and enthusiasm. The cast was selected from the High School as a whole: the play was in no sense a class play. The character parts were especially humorous and admirably played by Miss Marie Davis as Aunt Becky, Mr. Harvey Rolirer as Jenkins, "a dream of a butler," and Miss Harriet Patterson as Patty, the maid with an ardent longing for the footlights. Indeed Mr. Rolirer would make a success in the future if he follows this vocation. Mr. Deane Malott as Mr. Brown of Benson Kr Benson's law firm found himself entangled in the most amazing mesh of circumstance, and, in escaping, ac- quitted hmself nobly. Miss Mildred Oliver as the mysterious "Mr, Bob,'l otherwise Marion Bryant, Miss Elizabeth Wyandt as Katherine, the charming niece of Aunt Becky, and Mr. Ray Baer as Philip Royson, were much appreciated. The Athletic Association and the High School greatly appreciated the work of the cast and it is hoped that the mid-winter play may become an annual event. SYNOPSIS Act 1. Miss Rebecca Luke, a maiden lady, has decided to establish a home for cats. Because of opposition in the household to her plans, she desires to keep secret the visit of an architect, Mr. Brown, who is to bring plans for remodelling the house. Marion Bryant, known as "Mr, Bobf, comes to visit Katherine, Miss Becky's niece. Philip Royson, Katlierine's cousin, believing 'Mr. Bob" to be a boy, agrees to help entertain him. Mr. Brown, solicitor for Benson Sz Benson, arrives and is mistaken for "Mr, Bob," Mr. Royson and finally Mr. Saunders, never being allowed to ex- plain his mission, because the servants assure him that his visit is to be kept secret. Act. 2. Humorous complications result in which Mr. Brown is all but forced to propose to Katherine, whose suitor i'Mr. Bob" is thought to be. Because of a compact which Philip has made to give up the yacht race if Aunt Becky will give up the cats, "Mr, Bob" takes Philip's place, wins the race, the yacht itself, and with it the hand of Philip. Act 1. Scene: Breakfast room of Miss Luke's home. Time: Morning. Act 2. Scene: Same as Act 1. Time: Afternoon. CHARACTERS Miss Rebecca Luke, a maiden lady with a fondness for cats .........,.... Miss Marie Davis Philip Royson, her nephew ....................................-----.....-.....................-.-- Mr. Ray Baer Katherine Rogers, her niece ......... .--.-- B HSS Elizabeth Wyanfli Jenkins, Miss Rebeccats butler .... : ................. -----..---.-- ll '1F. Harvey ROIIYGF Patty, a Stage-struck maid ..,,,,,,,,.,...,................. ....... B 'iiss Harriet Patterson Marion Bryant-UBob"+Katherine's friend ...... ..-,-- D 1iSS Mildred Oliver Robert Brown, clerk of Benson Sr Benson ...... -------- M r. Deane Ma10tt EIGH TY-EIGHT Latin Pla DAY of School in Rome" was given on the 26th of February: preceding the 'Mysterious Mr. Brown." The students who made up the cast were chosen from the Junior and Senior Latin classes of the High School, and were coached by Miss Ault. Wearing the Roman toga and sitting on low benches, these would-be Romans spoke with ease their adopted mother tongue. Old Roman games were played, a lesson in grammar recited and orations and Poems delivered with much gusto. With the exception of one poem which was an amusing jingle of English and Latin, the "Day of Schooll' was given entirely in Latin. lt was very interesting even if the hearer could not understand anything but HHIDO, amare" and Hstella, stellaef' This was the first entertainment ever given in Latin by the High School. CAST OF CHARACTERS Magister tteacherb ..,.., ,..,,7,...............,.7.....,.......,,.,...................,, M r. Deane Malott .Iudges .........,7,....,7............ 77,...,.. ll liss Edna Issitt, Miss Gladys Shuey Student from Rhodes ...,,.. .4l................................,............... R liss Marie Davis Servants ,.................,,...,.............,.,....,,,...,.....,,.. Mr. Herbert Gish, Mr. Earl Eisenhower Pupils: Mr. Willard Day, Miss Viola Engle, Mr. Chester Cassel, Miss Irene Lan- caster, Mr. Bruce Engle, Miss Frances Witrner, Miss Mary Smith, Miss Elsie Patterson, Miss Mary Machen, Miss Verla Dahnke, Miss Rtth Bigler, Miss Har- riet Patterson, Miss Muriel Close. SYNOPSIS This is a typical Roman school in which all the discipuli are boys. Before the magister enters, the discipuli are enjoying themselves in various games. The magis- ter enters and calls the rolls, and finds two absent, Lucius Sergius Catiline and Ap- pius Claudius Caecus. The first thing is a lesson in grammar based on the sentence "Omnes res di regunt"-the gods rule all things. During the lesson Catiline enters and is flogged for his tardiness. Appius Caecus is late also and must recite ' Mica, mica-Twinkle, twinkle little star." Others recite "Tom, Toni, the Piper's Son,', "Jack and Jill," and 'fLittle Jack Horner." After that the discipuli have their gymnastic drill and then recite a geography lesson. The magister now tells them they may sing a song and Caesar chooses "Milites Christianif' After this occurs the oratorical contest between Marcus Tullius, Cicero and Caius Julius Caesar. 'i he laurel wreath of victory goes to Cicero. Caius Crassss, a student from Rhodes, enters and, at the request of Cicero, recites "Poem of a Pos- sum." The discipuli are then dismissed. German lay As is the custom, a German play is given as a curtain raiser for the Senior play. This year "Eigensinn" has been selected. Although it is short and the cast small, a play of this kind always demands extensive preparation. The six students who comprise the cast have practiced most faithfully under the direction of Miss Nina McLatchey. The play gives every promise of being a complete success. EIGHTY-NINE NINETY SNAPSHOTS OF SCHOOL LIFE 7 inf .7 4 MX 'J 0 9 J 5 T Lines on a ienie Roast tWith Apologies to Thomas Hoodb I We remember, we remember The grove at Engle's farm- How often through this flying year XVe all have felt its charm! The classes one, the classes all, Have hiked to that famed spot, To spend that time in idle play, In weather cold or hot. II We remember, we remember How short the distance seemed, And once the barbed-wire fence was crossed How bright the firelight gleamed! How luscious then the "wienies" swelled, And coffee, boiling hot, And what a scramble then ensued For plenty-there was not! III We remember, we remember When supper time was o'er, How wildly we played "Run, Sheep, Run," Till we could play no more! And how at last the chaperones Grew rather short and snappy, 'Twas then we journeyed home again, Arriving Htired-but happy!" That these lines express the sentiments of the High School students can scarce ly be doubted. During the year the Seniors have had two hikes, the Juniors two tone to Enterprisej, Sophoniores two, and Freshmen three. The last Freshman hike was won by them in a ticket-selling contest and was given by the Athletic As sociation as a reward for their valiant efforts. iwiNE1'Y-TWO Who's Who and Wh A DRAMA OF HIGH LIFE ACT I Scene I Time: December 1, 1914. Place: East end of hall. Speakers:TWo coy maidens. First Coy Maiden: Oh, say! I hear there is going to be a football banquet next week. Second Coy Maiden: There is! Who do you suppose will go? lst C. M.: I don't know, but I heard- CEnter Dignified Senior Girll 1st and 2nd C. M. in Cho.: Oh, do you know anything aboit the football banquet? Dig. Sen. Cln superior tonelz Why, yes. I'm going. iExitJ fShort silence! 2nd C. M.: My, doesn't she think she's smart! 1st C. M.: I don't care much about going anyway. I bet it will be dry! 2nd C. M.: So do I! fCurtainJ Scene II Time: 15 minutes later. Place: Study hall. Speakers: Football Hero and Coy Maiden. KF. B. H. clears throat. C. M. seems ready for deaf and dumb institute.J F. B. H.: Er-I say, there's going to be a football banquet next week. C. M. iStudying hardjz Indeed! CSilenceJ F. .B. H. CDesperatelyJ: Will you-go with me? C. M.: Well-I don't know. When will it be? F. B. H.: Next Wednesday, I think. C M. flnwardly palpitatinglz Well, I'll have to ask mamma and see. CCurtainJ ACT II Scene I Time: December 9, 1914. Place: U. P. Hotel. CTable heavily laden with delicious viands. Nobody speaks-too busy eating. All register great contentmentj Scene II Late same night. Steps of C. M.'s home. 44 if Pk wk F. B. H.: Well-good night. C. M. fTruthful at lastlz Good night, and-I never had such a grand time in my life. THE END NINETY-THREE HalloWe'en arties T WAS the evening after a gloriously victorious football game. A hilarious crowd gathered in the center of town and-according to the customs of the ancient Roman-commemorated the great event. Wild shouts and yells were heard, a procession was formed, the gods invoked and, finally, a great funeral pyre Cmade of dry goods boxesj was erectedfour last tribute to the departed spirits of our opponents. Then, as the shades of night fell fast, the crowd dispersed, "Some flew east, some flew west, and some flew over the cuckoo's nest." A little later groups of High School students might have been seen hurrying in different direc- tions, for each class was having a Halloween party. 9235.95 At the G, A. R. rooms appeared a merry group of Mother Goose characters. llere, with Mother Goose herself presiding, were Mistress Mary quite contrary, Lit- tle llliss Muffett, Tweedleduni and Tweedledee quite inseparable, Little Bo-Peep, Little .lack Horner, the Old Woman Who Lived in a Shoe, and many other illustrious personages known to us. They spent a gay evening tripping lightly in folk dances, writing nursery rhymes, and devouring delicious little pumpkin pies made by the D. S. department. Q at .92 '99 The Juniors celebrated with .a masquerade. All sorts of strange and grotesque figures appeared. They had fortunes told fand there were some very strange pro- phesies indeedl, bobbed for apples, walked downstairs backwards with mirrors to discover true loves, and tried many other Hallowefen charms. The party did end rather suddenly when some practical jokers extinguished the lights, but they never- theless agreed that "a charming time was had." 2295.22 On the Fengel farm, a weird company of ghosts gathered in mysterious council. .After some deliberation a hunt for Captain Kiddls treasure ensued, with c0H1D1iCat6d instructions. They hunted high and low the whole evening long, through golden gates, over enchanted trellises, so many times around a stump and just so many feet from it in a certain direction. Here the treasure was found, and for the rest oi' the time the Sophomores ffor that is who they really werej feasted upon the treasure and enjoyed themselves hi gely doing so. .M V59 .92 The Freshmen's first party was held that night and they quite outdid them- selves on this occasion. The Blrenneman home was decorated with pumpkins, corn- stalks, and lanterns until it had a very festive appearance. There were fortune tellers in abundancefone in the garret, a witch in a cave outside and many other mysterious personages assisting. Doughnuts hung on a string causedgreat fun, as did many other "stunts" the Freshmen attempted. They even got into a quarrel with some upper classmen who came to watch t?7, and it is related that one handsome youth nearly lcst some of his curly locks at the hands of a dignified but exasperated member of the faculty. But that is merely rumor! NINETY-FOUR unioir-Senior Reception BOUT the thirteenth of April great excitement was created among the Seniors upon the appearance of invitations for the Junior-Senior reception. Great preparations were made by both classes: the Juniors to have an original partyg the Seniors to make a good appearance. Needless to say each suc- ceeded admirably. On the evening of the twenty-seventh, ninety High School students and faculty members gathered at the A. O. U. W. hall. The first number was a 'tscandaln song by a sextette of Juniors, which caused much merriment, to say the least. After this Deane Malott sang a ditty entitled "Matildy Ann from Beaver Dam," which was wildly applauded. Then Miss Ault announced that the Juniors thought it might be interesting for the Seniors to see themselves as others saw them-at an early age, however, Con- sequently, with the aid of Mr. Anderson and his picture machine, baby pictures of each and every Senior were shown amid shouts of laughter. Remarks such as "Didn't she used to be cute, tho'!" and "My, wasn't he darling!" were heard on all sides. Next tl1e Seniors learned that a promising young author was numbered among the Juniors, who had not only written a best-seller, but had dramatized it as well. The last three chapters of this stirring romance were read aloud by Marie Davis and the play at the same time cleverly presented with the following cast: The Heroine .............................. ' ................. 1 ........... H arriet Patterson The Villain ...... ........ N orman Gross Our Hero ......, ....... D eane Malott His Mother ......, ....... ll lildred Wilkie The Butler .................................................................... Evan Markley The heroine's curly locks, the butler's skill in making time fly. the realistic death of hero and villain, not to mention the death gurgles of all actors, were re- ceived with great delight by the enthusiastic audience. Later in the evening ice cream roses, too pretty to eat, and luscious little cakes made their appearance-but not for long. 'Tis feared the Freshmen waitresses for all their demureness, were inwardly astonished at the appetites displayed by upper classmen. Last but not least came the speeches, The Senior President, Mr. Stacey, Mr. French, and the members of the faculty who will not return next year. each spoke a few words, assuring the Juniors of the success of their party, and telling the Sen- iors that the memory of the evening would long be cherished by them. Everyone agreed. It was indeed a delightful evening and in the words of a certain Seniors-"lt did give him such a pleasant feeling to see all the pretty girls in their new dresses. and to hear all the Junior jokes, and eat all those good things? Some Merr Makin s The Juniors had a sleigh ride during February, which-according to all ac-- counts-was a very "salubrious" affair. As a fitting climax to their good time, they perched on stools in the Home Rule cafe and devoured chili and other fearful and wonderful concoctions. 5 .3 5 The Freshmen began the new year with a party at the home of Lorna Troup. The chief event of the evening was an auction sale to which each guest contributed a carefully wrapped package. Some strange bargains were bought and sold. The class left with but one regret-that they forgot to lock the screen door on the back NINETY-FIVE porch! But Miss Hunt says they never speak of that any more and it doubtless furnished an opportunity for resolutions quite fitting to the time and occasion. MMV! At Thanksgiving time the Sophomores held a party at Sylvia Hancock's home. The rooms were gay with their festive decorations, and progressive games were played during the evening. Last, but by no means least, came refreshments which added the finishing touch to their happiness. 555 The first social event for the Seniors after Easter was a most interesting even- ing spent at the home of Dr. and Mrs. T. R. Conklin. The celebrities of the High School and the High School language were discussed and disposed of during the first part of the evening. After ' delicious viands" had been served, the Senior boys gave an impromptu musical program consisting of solos and ccncert numbers. Sheri- den Spangler received great applause for his clever recitation of "The High Cost of Living." With this fitting conclusion, the guests departed. Discontinued Stories-Ur the End Scene: Junior-Senior reception. Time: After supper-Faculty's toasts in progress. Rising Action: Mr. Anderson is called upon to say a few words in farewell. Climax: "Let me tell you a storyfl-The End. Lillian "come down" from Toreka and was glimpsed by Ernest.AThe End. They CHe and Shel went to see a feature at the Seelye. Afterwards they went to the Greek's.-The End. Lewis said "---f-." And Sid said nf--! ! !',!The End. Stub's heart. broken during the summer, was mending nicely when-Lillian came from Topeka.vThe End. A Chapman rooter yelled t'Get that batter nowll' And Taylor made a home run but-The End was not yet. The attraction was in town for two nights. A Senior Society Bud had two dates -butithey bought tickets for the same night.-The End. And part of the Physics class went to Brown's mill in Whoopee's car.-The End. Time: Five minutes before time to start. He fat telephonebz "W'hyf+-er-may l come up?" She. if ,, He: "But really, I have been telephoning for two weeks and you were never at home-or central was asleep."-fThe End. The two-hundredth person to Mr. French: "Why weren't you at chapel Friday morning?" Mr. French-hands clutching hair.-The End. t'Shorty" Fowler wears white duck trousers to the District Meet.-The End. -Twelve little Freshmen, returning from a hike are tempted by the glaring lights of a "movie" show. They evade chaperon. Next morning.-The End. The spark that leaped the gap of the lvinhurst Electrical machine was so Cute- A Senior girl, vitally interested in scientific research, put forth her index finger.- The End. NINETY-SIX 1 f "f M, ,, ,M ,fm Z, WW f 4+ , fy fw .f , zfv W . f f 1 NINETY-SEVEN Program Class Night Exercises Music ,,,,,,,,,,,,,,,,,,,,,,,,,Y,, Senior Class Senior Class Prophecy Music ...,,,.,,,,,,,,,-,,,,,,-,,,,,,,,,, Senior Class Will ........ Music ....,......,..........,,,.,,,,, Junior Class Toast ....,, Music .......,...............l...,,,ss,,, Freshman Class Toast ..,s,, History .,,i.., Sophomore Class Toast ...... SEELYE THEATRE, MAY 24 School Orchestra ...Tracey Conklin .,.........Vio1a Paxson Boys' Glee Club Lee Boys, and Girls' Glee Clubs Haskell ......Lesta Kauffman Girls' Glee Club .....Julia Johnson Music ..... .,,,,,..,,,,.,.,,,.,....,,..,s..ss....................... ,,,.... H i gh School Orchestra High School Song, "Orange and Brown".. 7,...... School and Orchestra P o rogram Commencement ight Music ,.,,,,.,,,,, ......, H igh School Orchestra Invocation ,,,,,, ..,,,,,,.. R ev, J W, DeYoe Music .....,,.,.. ....... G irls' Glee Club Salutatory ...... ......... ll liss Mary Smith Valedictory ,.,.,....,.....,...,.... .,.,. ll liss Elsie Patterson Music ........,........................... ...Y,... ..... .............V..,........... G i r ls, Glee Club Commencement Address ..,7,,, ,.,,,,....,..........,.,....Y,.............,.. R ev. N. S. Elderkin, Pastor Congregational Church, Lawrence, Kansas Music .,...t..,,,,............,......,...... ...,e,..,,,,....,...,.,................. B oys' and Girls' Glee Clubs Presentation of Diplomas ,.,..,e, ..,,.... lX lr. H. E. Ackers, President Board of Education Benediction ,,,,,,,,,,,,,,,,,,,,,e,e, e,e..,,,,,,......,,,,...,...............,i. R ev. Dr. F. S. Blayney NINETY-EIGHT The Senior Pla "TI-IE EDUCATION OF OLAF" Cast of Characrters Marcus Aurelius Gaskill, Professor of Latin, also interested in bu gs ........ Wesley Gish Bullock Eggleston, Football, etc .,o,,,,.,,.,l.,,,,,....,..,,,,,..,,,......,,l,,,.............. Charles Roop Frank Harley, a student ..l,,,....,,., ,......... P aul Hoffman Percy Wilkins, a student ..,..... ,t....,, Robert Walters Olaf Nielson, Olaf the Assassin, , ........ Charles Davis Brown, a student l,,,,,...., ..,,t,.,t,, . .. ....,,.,.... Clark Steyer Tin Star Shine, a constable.. . .... Sheridan Spangler Mr. Fish Forgotson, a loan shark ..,, ,,,.....,.... Willard Day Minerva Hope, the Professors niece .l.,., Ethel Wilkins, a society 'bud".. ,,,t,,,, ., Mrs. Poore, of the "Poor-house".,. ..,,,....Jennie Laird .......Mildred Oliver l,.....Viola Paxson Jane Hampton, co-ed ..,,. ...,,.t.,,.,,., ...,.... M a ry Smith Mary Madden, co-ed ,...,,,.,.. ..,,,,..,,t...,..,,,............,........,...............,............ E lsie Patterson Macedonian Torturers and Football Playersa, .....,..,,,,,.,,, ..ll,,, , ..........,,.............. , ..,...,...,t......George Mullin, Roger Kyle, Clark Steyer, Russell Briney Boys of the Kappa-Omicron-Nu: Lewis Hunt, Harold Royer, Willard Day. Pillow Girls: Carrie Lee, Elizabeth Wyandt, Elizabeth Engle, Mildred Steves, Viola Engle, Frances Witmer. Co-eds: Isabel Alvord, Gladys Flippo, Grace Daniels, Elsie Brooks, Elizabeth Engle, Clara Williams, Irene Lancaster, Frances Witmer, Carrie Lee, Anna Bannigan, Edith French, Mildred Steeves, Viola Engle, The erman Play Elizabeth Wyandt, Lillian McLatchey. HEIGENSINN-ODER GOTT SEI DANKT, DER TISCH IST GEDECKTN Cast of Characrters Alfred, a young married man ...,,t, ............. E rncst Kugler Emma, his wife ,,,,,,..,,,,l.,,,,,..,,,,,, ,..... E lizabeth Wyandt Elizabeth, the maid ,,..,,,, ...... L illian McLatChey Heinrich, the butler ,......,.. ..,,...... N Vard Oakman Ausdorf, Emmajs father ..... ....... N Valter Herman Katherine, his wife ,.,.,,..... .,,,.,.,,Lucile Comer NINETY-NINE il

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