Argentine High School - Mustang Yearbook (Kansas City, KS)

Text from Pages 1 - 134 of the 1931 volume:

- I The Argentian 1931THE ARGENTI AN Copyright 1931 LYLE GRAVATT The Editor JUNE SAILS The Business ManagerTHE ARGENTIAN 1931 Published bp ARGENTINE HIGH SCHOOL Kansas City, KansasForeword As friendship is one of the greatest benefits of education, it is the sincere hope of the editors that it may glow anew in the hearts of all who turn the pages of this bool{. The industrial theme was suggested by the technical trend the curriculum of the school is taking as the enrollment increases.Contents Administration Classes Activities and Organizations Athletics Features and Creative Worl{Dedication It is to emphasize the growing need of attention to development of individuality, that quality and power of self-determination and self-expression which is as necessary to the growth of personality as is social environment, and to the growth and development of which this school is giving an ever-widening opportunity, that this bool{ is dedicated to the Student Body.SCHOOL BUILDING Sevenrqenriarv AIRPLANE VIEW OF HIGH SCHOOL BUILDING EightNine JTenThe superintendent showing the layman the intricate parts of a machine and the instructor giving advice and help to the studejit are the same in thought and action. AdministrationThirteenFourteenFifteenFaculty MISS LILLIAN JESSUP Geography History (S) OBJECTIVES OF THE SCHOOL The Argentine High School is located in a very busy industrial section of Kansas City. Kansas. The students in their homes hear much of the various types of work in which their parents are engaged. All about them they see evidence of industrial activities. 1 here is a natural interest because of this environment, and this interest becomes more active when the student comes to realize that in a very short time he will take his place in this world of work. This high school has become definitely committed to the theory that it must continue to offer thorough training in English and the social sciences: English, because each year finds the students reading more wisely and writing and speaking more accurately; social sciences, bc- cause each year finds them more eager to live efficiently. It must do more in the interest of the student's health. Efficient work depends much upon healthy bodies. It must do more in guiding the student wisely. After graduation, some of the students will enter college, some will enter offices, many will enter industry, and many will become home-makers. The school should help the student not only in making his decision, but also in acquiring a knowledge of and a skill in the field of his choice, and it is in the giving of this training that mathematics, sciences, and other subjects not mentioned specifically will continue to function. Upon the philosophy here so briefly outlined, the Argentine High School will continue to build in order to meet the needs of this rapidly-growing country. MISS CORA LUCE American History Geometry Advanced Algebra MISS MONA WALTER Chorus (7) Glee Clubs Orchestra MR. GEORGE HOLTFRERICH Boys' Gymnasium MR. CLYDE SWENDER American History General Science History (S) MR. J. H. NICHOLSON History (7) Social Science MISS EDITH SIMON Arithmetic (8) Business Arithmetic Algebra (9) Sixteen Faculty MISS STELLA COLE Sewing MISS BESS WILHITE English (7) English (8) MISS BERTHA PLUMB Cooking MR. C. L. RICHARDS Manual Training MR. V. E. TIMMINS World History American History MR. G. C. BRINK Typewriting Shorthand MISS FRANCES TAYLOR Journalism English IV PROGRAM OF STUDY (1950'S 1) Sophomore Year REQUIRED SUBJECTS English II Vocations i Science Physical Training i ELECTIVE SUBJECTS Geometry I Caesar Girls’ Glee Club Boys’ Glee Club Cooking I or II Manual Arts I or II Mechanical Drawing European History Orchestra Biology Public Speech Sewing I or II Typewriting I or II Freehand Drawing Dramatics Seventeen rgennarv MR. I. C. SHANKLAND Constitution Speech MR. A. W. BROWN Chemistry Physics MRS. SARAH SULLIVAN Pianist MRS. ESTHER YORK Matron MISS LETHA CLEWELL English I MISS RUTH DUNMIRE Girls’ Gymnasium Vocations MISS MARGARET DANNEBERG Secretary PROGRAM OF STUDY (1930'31) Junior Year REQUIRED SUBJECTS Science Training 1 English III Constitution 1 Physical ELECTIVE SUBJECTS Freehand Drawing Mechanical Drawing European History Manual Arts I or II Cicero Sewing I or II Cooking I or II Algebra II and Geometry II Public Speech Dramatics Shorthand I Typewriting I or II B x kkeeping I Girls' Glee Club Boys' Glee Club Orchestra Physics Chemistry Journalism Eighteenrg entia rC Facultv MR. F. S. HOOVER General Science Biology MISS EDNA BARNES English II Dramatics MISS GRACE DALE Algebra Bookkeeping MR. E. A. MOODY Mechanical Drawing Trades Information MISS EDITH DELANEY Arithmetic Algebra MISS MAUDE HEWITT English (8) Freehand Drawing MISS MYRTLE McCORMICK English III Latin PROGRAM OF STUDY (1930-31) Senior Year REQUIRED SUBJECTS American History Science (if not taken before) ELECTIVE SUBJECTS Bookkeeping I English IV Social Science Physical Training Chemistry Shorthand II Journalism Typewriting I or II Freehand Drawing Girls’ Glee Club Boys' Glee Club Public Speech European History- Orchestra Algebra II and Geometry II Mechanical Drawing Sewing I or II Cooking I or II Manual Arts I or II Physics Dramatics Nineteen:dx'lr9 en ; Departments MR. HARMON CONFERRING WITH STUDENTS It is generally believed that students, if they are to get the most possible out of their school work, should know the objective and purposes of courses of study just the same as do the teachers. With the belief that the scholastic phase of school life should be included in the book to make it a record of the year, summaries of these objectives, as well of some of the things accomplished this year by the various depart' ments have been added. The $126,000 addition to the building, which provides a gymnasium and eight more class rooms has given facilities for more extensive work than formerly, in many departments. Among these are, science, art, auto-mechanics and mechanical drawing. The removal of these to the new part of the building has allowed more space and improvements in the old part of the building for the domestic science and journalism departments. BOOKKEEPING Bookkeeping takes one into the atmosphere of business from the standpoint of the executive. To be an intelligent consumer, one must know something of the prob' lems of the executive. In learning to keep btx ks neatly, accurately, and with g xxJ judgment, one uiv derstands the value of having all information about a business systematically recorded and always at hand. The pupil becomes aware of the necessity of conducting his own business affairs in a businesslike manner correctly, thoroughly, and on time. From the great fund of information in grouped transactions, financial statements, operating costs and income, most pupils get a new idea of the purpose of keeping books. Part of the time is devoted to the study of business science which deals with the major fields of business in general. It takes up the growth of each kind of business, the present development of that business in our community, and the dc- mand for, and requirements of the different jobs in each field. Very important is the ability, attitude, and adaptability of the individual in chtxjsing his job. He must be happy in his work, it must allow him to develop men' tally, physically, and socially and to be of service to the community. It is necessary that one approach his choice of a job with intelligence for a public business or for the home where efficiency is desired. 1931 Twenty ART A general course in art education is planned to de- velop in the student a standard of taste and judgment which will result in an appreciation of beauty in every' day life. This implies a knowledge of the fundamen' tal principles of the theory of art. The course is out' lined to include the various topics necessary for that information. As each unit is presented, numerous problems and projects arc worked out, the paramount aim in every lesson being originality of expression, ex' ecuted with the greatest possible skill the student can command. While the main objective is to develop in all students some degree of appreciation, skill in manipulation, stimulation, observation, and the power of creative thinking, ample provision is made, for encouraging students having special talent. The following list of units has been used in the classes during the past year to aid in an understanding of the nature of the work: I. Composition A study of the laws of order in nature, repetition, variety, interest and balance. II. Color A study of the color wheel with its various possible combinations and the appli' cation of the principles of composition to the arrangement of color. III. Design A study of the principles of line, form and relations and dark and light. Motifs, nature forms, and geometric forms. IV. Lettering Training in a good alphabet, letter arrangement, and its application. V. Representation The training of powers of observation and stimulation of self-expression. VI. Art Appreciation To train appreciation for the fine things of art. Acquaintance with a few artists and their outstanding productions, including picture study, sculpture, and architecture. The Junior High School Course is planned for one semester's study and is part of a general plan of our school in home training. The course includes a brief study of the underlying principles of art, emphasis being placed on the application of these principles to home decoration. LATIN A survey, made recently in a central northern state, shows that since 1921 the number of towns teaching Latin in high schools has risen from 139 to 247. The per- centage of gain of Latin was greater than that of any other foreign language. This survey included these languages: French, German, and Spanish. This shows, that the study of Latin is not on the wane in that particular state, which is probably typical of most sections of the country. Twenty-oneft ft Although Latin, as a language, is not now spoken by any people, it lives in and through many of our words. More than two'thirds of our own words arc derived from the Latin. Many phrases and words have been carried over into English directly from the Latin, and are still preserved in their original forms, such as habeas corpus, dc facto, post mortem, status quo, exit, stadium, vacuum, radio, quotum, and data. Latin is regarded as essential for students of medicine and law, as many of the terms used in these professions are Latin. The students of science and business will find Latin equally helpful. Many names of articles and commodities on the market have taken their names from Latin words. You are really talking Latin when you talk of Duco paint, Lux soap. Premier salad dressing, Aqua Velva shaving cream, a Corona typewriter, or perhaps you own a Duofold fountain pen, or you may buy Rexall drugs. In the study of a great civilization like that of the Romans, the student learns many interesting facts, which give him a broader and a more intelligent view of life. It is rather enlightening to know that the Romans lived in apartment houses, had water heaters in their homes, built huge aqueducts carrying water for many miles, and made cement like that of the present. For the student who cares, Latin is splendid training. Mathematics SENIOR HIGH SCHOOL “Let no one ignorant of geometry enter here," was, we arc told, an inscription carved over the entrance of the first gymnasium or academy in ancient Athens. “Let no one leave here ignorant of geometry," should be a motto of our modern high school. Why did the Greek scholar value mathematics? The Greeks loved mental gymnastics. Geometry is pure logic; its possibilities for abstract reasoning are infinite. The Greeks loved nature. "The laws of nature are the mathematical thoughts of God." The Greeks loved art. The principles of geometry helped to perfect art’s graces. But why does the practical, modern professional or business man urge the study of advanced mathematics? That it is useful as mental discipline, he knows, but that is not the phase in which he is greatly interested, valuable though he concedes it to be. He recog' nizes the fact that the material advantages of our modern civilization are linked with the uses of the formulas of algebra and geometry. The physicist, the chemist, the astronomer, the militarist, the navigator, the aviator, the engineer, each has found mathematics necessary to the development of his branch of knowledge. The designer, the artist, and the architect make constant use of geometric principles. The great industrial organizations are putting expert mathematicians into their plants. We use mathematics in life, therefore it should be studied in our schtxds, is the conclusion the modern man draws. JUNIOR HIGH SCHOOL In junior high school mathematics, we try to develop an attitude of accuracy with reasonable speed in the fundamental operations. We also try to develop an ideal of thoughtful, careful, and punctual preparation of all work and to have the pupil check every process. We stress the fact that mathematics functions in real ¥ 1931 Twenty-tworg entia tv life and that the laws of mathematics are permanent. We endeavor to present mathematics as an interesting field of knowledge and try to include some of its historical background. Some of the specific aims of our course are as follows: 1. To perform the four fundamental operations with mixed numbers and with decimals. 2. To know the meaning of common mathematical terms such as sum, dif- ference, product. 3. To measure an angle with a protractor. 4. To find the percentage one number is of another. 5. To find the percentage of a number. 6. To find simple interest by the year, the month, and the day. 7. To find by measurement the perimeter and area of a rectangle, square triangle, and circle. S. To find the volume of a box. 9. To open an account in a bank, to write a check and a deposit slip. 10. To find discount and deduct it. 11. To make simple scale drawings and interpret them. This year we have tried to have some creative work in some of the classes. The pupils were asked to make an original drawing and color it as they wished. They also graphed some problem which was of particular interest to them such as the relative cost of feeding the does and bucks of their rabbit hutches, the height of the tallest buildings in Greater Kansas City. I TYPING Most young people who remain in the city, at some FTYv future time will work in a business office. Many rrrk offices require applicants to be able to take dictation in shorthand and to operate the typewriter. There are others who will go to a school of higher learning and it is always an advantage to be able to do one’s own class work on a typewriter. The same theme or paper will secure a better grade when neatly written on a machine. A small number of students find that they are able to work their way through a college or university because of their commercial train' ing. The department has been one of the most successful among high schools of the entire country. This is accounted for by reason of a highly-developed technique in the manipulative arts, typewriting and shorthand, and because of the fine spirit pre' vailing among the students enrolled in this work. A few years ago Interstate contests were won at Kansas City, Missouri, Dcs Moines, Iowa, and Omaha, Nebraska. A National contest was won at Chicago in 1924, the only national meet the school has entered. In the Interstate contest in 1923, and in the National meet a year later, a novice or one-year writer made the very fine record of eighty-one words per minute. The school has been singularly success- ful in typewriting meets with thirty-four consecutive victories and no defeats. In the Kansas state contest, an annual event sponsored by the principals of the high schools of the state, all records in performance, both in accuracy and in speed, are held by Argentine students. Our graduates have always proved equally proficient in the business positions which they obtained upon graduating from the school, and have filled these places with great credit to their Alma Mater. 1931 i Twenty-threeEnglish SENIOR HIGH SCHOOL A good command of English, the ability to write it and speak it, is essential in every walk of life. That is why three years of it are required and a fourth is elective. Stated broadly, it is the aim of the English course: First, to quicken the spirit and kindle the imagination of students, to open to them the potential significance and beauty of life, to develop habits of weighing and judging human conduct and of turning to books for enter tainment, instruction, and inspiration as the hours of leisure may permit; second, to supply them with an effective tool of thought and of expression for use in their public and private life, that is, the best command of language which, under the circumstances, can be given them. Stated concisely, the aim of high school English is two-fold: 1. To give pupils command of the art of communication in speech and writing. 2. To teach them to read thoughtfully and with appreciation, to form in them a taste for good reading, and to teach them how to find books that arc worth while. This year emphasis has been put upon creative work, with the result that a large number of creditable poems, stories and plays have been written. JUNIOR HIGH SCHOOL Language is the chief instiument for acquiring and communicating what mankind knows. Junior High School English has three functions which arc: First, to increase the pupil's power to express himself, both in speech and in writing: second, to cultivate in him an appreciation of the best things in literature; third, to develop a fund of knowledge of certain essential, fundamental facts regarding the mother tongue. It is through speech and reading that man acquires the truth regarding the lives of mankind, regardless of time and place, the truth which is so essential to a sympathetic and understanding mind. In accomplishing these aims a multitude of devices must be brought into play. The more variety the teacher can secure the greater will be the interest and effort, for joy and pride in work arc, indeed, the most powerful of lures. The pupil finds real pleasure in creating. His originality may take the form of a few verses, a newspaper where the characters of a classic constitute the news, of clever posters, of a group poster, with various figures costumed to repre- sent characters from favorite books, of tournament fields, of the interior of homes, of soap figures, of dolls dressed carefully to portray prominent characters in the stories, of dramatiza- tions, of games, of stories. Many a small creative effort has been the beginning of genuine effort in a study. 1931J Twenty-fourScience CHEMISTRY By means of newspaper and magazine articles we avail ourselves of the opportunity to show how research in modern science is helping the professional and industrial world. Sue’ discoveries as rustless and stainless steel; the nickel alloy making possible the trans Atlantic telephone cable; some of the synthetic drugs and harmoncs as well as vitamines used in com bating disease; radio waves to treat brain tumors, as well as to locate deposits of petroleum and aid lost airplanes in finding their bearings; neon tubes used in display-lighting and tele- vision and photo electric cells have been discussed in class. Motion pictures and film slides of many industrial operations, as the manufacture of (1) liquid air, (2) glass. (3) steel. (4) rubber. (5) X-ray and radio tubes arc used '.o supplement textbook work. Despite this stress of the industrial side of the science, vocational training is not considered an objective. Considerable stress is placed on laboratory work. We do not necessarily think this the most economical method of imparting knowledge, but we wish to accustom the pupils to submit their information to a test and to form opinions on the basis of facts. BIOLOGY Biology is the only science course in this high school that makes a study of the structure of living things: plants and animals and their reactions to the environment. The course centers around four general objectives: How things live and maintain them- selves; the relation of living things to the environment; the relation of living things to each other: man’s power to control living things. It is organized into seven units with definite specific objectives as requirements for credit in each one. These units arc designed to acquaint the student with the functions necessary to life, the structure and composition of organisms, and the adaptations of representative forms for successfully carrying on the necessary functions under changing conditions, with the result that he may better understand his own body and be able to give it more intelligent care. The project work consists of an insect survey collection and identification, field work, flower collections, bird migration observation, original essay work, plant and animal culture, and original diagrams representing the student’s own conception of various subjects. Twenty-five ftArg enfiaTv Home Maying DOMESTIC SCIENCE In the days of our grandmothers, only such subjects as history, Latin, and mathe- matics were studied in school. Now we believe that in addition to these subjects, every girl should learn to do better the worth while things she is doing or is going to do. The course in foods and home making includes units of work which teach the girl the proper selection, preparation and serving of food; the care and training of children; the wise spending of the family income; and the selection, planning and care of the home. The above picture is of the cafeteria. The f xxJ is prepared by Mrs. C. M. Davis, Mrs. M. L. Morse and Mrs. Katherine Gates. Six girls help serve the food at lunch time. CLOTHING The general objectives of the courses in clothing are: First, to develop in the girl ideals as a basis for home membership; second, to cultivate good standards of judg- ment and taste in dress; third, to create a greater interest in her home and develop an ability to apply the principle of good taste and judgment in its furnishings; fourth, to teach the girl to spend wisely not only her own, but also the family income. In the courses this year we have studied the following: First, a historic review of period fashions, in order to better understand those of today; second, the selection of lines and colors best suited to each individual type of girl; third, the selection and wise buying of textiles; and, fourth, the selection and good arrangement of house'fur- nishings. Since every girl will become a home-maker we feel that the home-making phase of the course is one of the most important units. More attractive homes and an appreciation of the better things in life are the purpose of this unit in the course. Each girl in the high school clothing classes constructed a school dress, an after- noon or party frock, and a spring street costume. Emphasis has been laid upon suit- ability, appreciation of beauty of line and color, and modesty in dress. Twenty-sixIndustrial Arts MANUAL ARTS The industrial arts field is not a separate form of education, but is one part of the general scheme of education. This view has many advocates, chief of whom is Dr. Prosser, one of the Deans of the industrial art field. He says all education consists of giving the child training in desirable and efficient habits of thinking and doing which have been found desirable for him to have in later life. The thinking and doing are not and cannot be separated, and the thinking and doing still be efficient and full. Thus our industrial arts courses should involve not only the muscular activi' ties but also the thought processes necessary for the complete performance. The industrial arts program for the junior high school plans to give the boys of the seventh and eighth grades a wider range of exploration than the program for the ninth grade and the three years of senior high school. A new class using production was started this year. Students having had one year or more of wood working arc eligible. This class gives the' boys an in- sight into factory methods and acquaints them with furniture manufacture on a large scale. The cooperative spirit of large industries is shown by the fact that both the Kansas City Structural Steel Company and Atchison, Topeka and Santa Fe, allow hour-forhour credit to their apprentices who are former students of the indus' trial arts department. The beginning class in w x d working has made tie racks, bread boards, foot stools, attention being centered on squaring up. In the advanced classes the choice was much greater. In these, solid walnut cedar-lined chests, chifforobes, tables, writing desks, medicine cab’nets and other attractive useful pieces of furniture have been made. The production class made nineteen sets of lawn furniture of modernistic design. The sets consist of chair, settee and table. This class made all necessary properties for class plays and operettas. MECHANICAL DRAWING Present courses in mechanical drawing are given to only three grades: seventh, ninth and tenth, with hopes that the eleventh and twelfth may be included in the near future. The course given in the seventh grade is never longer than eighteen weeks. The work done is very elementary and has for its purpose acquainting the pupil, as early as possible, with the language of drawing. . i :s nEaa Twenty-seven erilia fir The pupil soon becomes familiar with the meaning of working drawings, ah phabet of lines, and a few types of pictorial representation. He not only learns the proper use and care of tools used in the drafting room, but establishes habits of neatness and those habits that lead to a healthful life in the drafting room. He learns to make working drawings, and also to read them. The mystery of blue-print making is also revealed. Opportunities offered by industry to those who can readily express ideas by drawings, are also given due consideration in an attempt to guide the pupil who may be especially qualified for commercial drafting. In the ninth grade, the work in drawing is suited to pupils who have had no drawing experience beyond the eighth grade. Pupils are given a broader field of application than is called for in previous courses. Pupils are expected to show a greater advance in technique. They should also have a fuller and broader understanding of the true relation of mechanical drawing to industry and society in general. The work in the tenth grade is a step in advance of that of the ninth grade. The problems used become more complex, the field of application grows larger, and a more nearly perfect technique of execution is expected. Trades Information The work provided in the trades information classes is organized for the eighth grade boys only. The sch(X)l year is divided into four periods of nine weeks each, and each nine weeks period is devoted to one of the following trades, sheet metal, electricity, auto mechanics, and carpentry, plumbing and cement and brick. In each division no attempt whatever is made to train the boys to become skilled mechanics. To do so, in so short a time, would be like making an effort to accomplish the impossible. The short time given and the elementary nature of the work could, at best, only fail to meet the qualifications of a good helper. However, the boys do have an opportunity to know about and try their ability on a few of the many simple processes called for in the few trades mentioned. These contacts, however few or simple, prove to be invaluable to a large number of boys as a means to an end in the form of both a finder and a warning. The concrete work done in the class room is perhaps of less value to the pupil than the general information he gathers. The general information has for its purpose, a kind of guidance training. The general information touches the essentials to be considered when choosing one of the trades mentioned as an occupation, such points «as possibilities in the trade demands, qualifications needed, both physical and mental, training and cost of same necessary to qualify, and the possible monetary return from such industry. Last, but not least, is the first hand contact the boys make with industry by visit- ing many of the local industrial plants. These visits are many and by the splendid cooperation with the managers of the plants the boys are permitted to study actual factory procedure as it exists under local conditions. Upon returning to the class room from these visits, a thorough discussion takes place of the condition found. A few of the many points l(x ked for are sanita- tion, safety-first appliances, lighting and ventilation, training provided workmen, hours per day on duty, and any brotherhood movement or organization established between officials and workmen. Dramatics The dramatics classes arc conducted for the chief purpose of developing the stu- dent’s power of self-expression through training in the co-ordination of mind and body. The study of a play as a classroom exercise encourages team-work on the part of the members of the group, as well as individual effort. An opportunity is afforded for the improvement of speech and for effective oral reading. Twenty-eight-- v irgent,c}n. - --. The study of dramatics is intended to stimulate interest in the best literature of the various countries of the world, and to he correlated with the related departments, such as history, English, and art. In these respects, all members of the class arc reached, while a few students who possess real dramatic ability are encouraged in the development of that talent. The class work is conducted largely through the study of the one-act play, but some training is given to platform reading. PHYSICAL EDUCATION Physical education is rapidly taking the place of classes formerly called “gym.” What took place in those classes fell within a very limited range—usually it was only those activities which would develop boys for athletic teams. Leaders in the field of physical education and educators in general, today feel that the department of physical education in a school is maintained not for the development of athletes, those who are far along the road of physical fitness, but for that larger number of boys in a school, who for some reason or other never find time to take part in the athletic program. The physical education of a child is equal in importance to the mental educa- tion, because a keen mind will soon become dull if it is not bolstered up by the vim and vigor of a strong, healthy body. It is, therefore, the aim of physical education to discover any disorders which are retarding physical development, correct them, and educate for the building and maintaining of a strong healthly body, to better fit it to support a sound mind. Social Scimce HISTORY The history department offers courses in United States history in the seventh and eighth grades, World history (elective) in the tenth and eleventh grades, and American history, which is required of all seniors. In the junior high school classes, manual projects and construction activities are emphasized. These stu- dents like to make things with their hands, and some seem to derive a great deal of pleasure from carving historical figures out of soap or wnxxl, w-hile others take more readily to drawing cartoons and historical sketches or making diagrams and graphs. These ac- tivities usually result in a display of miniature “May- flowers,” block-houses, colonial costumes, stage coaches, and pictorial notebooks. Individual decks of history cards were made in some classes for use in drill on historical characters and facts. In the senior high school, manual activity confines itself chiefly to the making of maps and to certain kinds of written work, especially creative historical writing. During the past year, the latter took the form of imaginative diaries, editorials on current events, and comparisons of source materials with textbook accounts. Other wfork, creative in character, consisted of the discovery by some of the more critical students of various discrepancies and even contradictions as to historical facts, as w'ell as mistakes either in grammar or typography in a few' of the textbooks. It wras found, for example, that authors do not agree on what w'as the first newspaper in America, the first settlement in certain districts, or the number killed and wounded in a given battle. An effort has been made this year to make greater use of visual aids in both junior and senior high school classes. r- Twenty nlneCITIZENSHIP The social science department through the teaching of citizenship in the fresh- man year, and through the teaching of constitution in the junior year, has endeavored to keep these general objectives before the mind of the students. In citizenship: 1. To build character. To establish habits of service and good citizenship. To awaken a realization of the personal responsibilities of group life. To create a desire for and appreciation of good government, liberty, law and 2. 3. 4. order. V 6. To develop self-control and to establish high ideals. To stimulate a pride in surroundings. In addition to the above general objectives, certain specific objectives arc added, among which arc: 1. Know ten facts or incidents covering the history of Kansas City, Kansas. 2. Know the meaning, five rights, and five duties of American citizenship. 3. Know four personal responsibilities in the problems of health, fire protec- tion, police protection, recreation, and aiding the handicapped. 4. Know the form of local government, with names and duties of each official. 5. 13c able to recognize three responsibilities of each person to the home, church, and community. 6. Know the American Creed, Flag Salute, Preamble, President’s Oath. GEOGRAPHY The study of geography creates an attitude favorable to world peace by teaching the interdependence of peo- ples. It teaches the appreciation of the results of the physical environment of mankind, how it has affected and continues to affect human development and of the ways in which man utilizes, overcomes and modifies his natural physical environment. It gives a knowledge of the location and character of the leading surface fea- tures of the earth, continents, and countries in their relationship to man. The textbook is used as the first and best source of information, but the pupil docs not depend entirely upon the authority of one. Passports are studied and copies made so that the pupils may better understand the procedure necessary in preparing to travel abroad. Daily news items from the local papers are made more real to those who re- port them and then find their places on the world map. Often the work is enlivened and made to reach more pupils by games such as: Baseball, Where am I?, flash cards, imaginary trips, tallies, and choosiyig slips. To illustrate the interdependence of peoples, ships, loaded with exports of each country studied, arc drawn. Imports are likewise shown. A collection of carved articles has been made during the year. Each of these shows something of interest, a custom of the people, or an animal studied. Note- btxiks for stories and pictures, posters, films, product charts, advertising schemes showing the different countries studied and outline maps for location work all add zest to the regular assignment. The standard of achievement is reached when the pupil thinks for himself in reasoning out the geography problems whether it is by book, picture, or a real trip: when he realizes the independence and relationship between the peoples of the world. ThirtyThe oiler is a student mechanic. There are steps in the mastery of lines of wor in industrial life as there are in the completion of courses of study. Classesraentiarv I It BN K ANDKKSOX Girl Reserves 4; Mu- sic. 2; Trinidad High School. Trinidad. Colo- rado. 1: Ritchey High School, Ritchey Missou- ri; Music anil Basket SKI.MA ANDERSON Batin Club. 1. 2; Reserves, 2. 3. 4. T1IKI.MA ANDKKSON Operetta. 2. 3; Glee Club. 2. 3; Girl Reserves. 2. 3. 1. VIVIAN ANDKKSOX Operetta. 2. 3; G Club. 2. 3; Girl Itesorv 3. 4. KBIT 11 . NDltK VS Argent I an Staff. 2. 3. •IOSKPIIIXK Batin Club, serves, 3. Squat!, 3. I. ASHLOCK 1 : Girl Ro- il Typing KI.RA MAH AT1IKRTON Girl Reserves 2 3. 4 officer 4: Stutlent Conn ell. I; Operetta, i; ;io H’lub. 4; Campfire. 1 Senior Play. KK ANTES ASIIKKN Girl Reserves. 3. CHAItl.KS I1AKKR Argent Ian Staff. 2; Operetta. I; Glee Club, 4; Senior Play. ONONDAN HARTLEY GlrV "A" Club. Girl Reserves. 2. 4. Thirty-three.IKWKI.l. BROWN K Operetta. 2. 3. 4; Glee Club. 2. 3. I; G5rl Ue- erv«j. 2. 4. MARIK BKKMONT Argent inn Staff, 2. 3. ZKI.M V BROWN Girl Reserve», mulotte High French Club, 2. bate Club. t. DOKOTIIY BRICK Annual Staff 1; Girl Reserves, 2 4: Service Club. 4; National Honor Society. w - School 3; De- GLADYS Ill RNS Annual Staff. 4; -lu- nlor l'lay. 3; Press Club. 2. 3. 4: Argentina! Staff. 2. 3. 4: Latin Club. 1. 2: Booster Club. 3; Officer. 4; Girl Reserves. 2. 3. 4: Oftfoer. 3: Typing Squad. 2; Cias» Officer. Secretary. 3. CARL HIRGARD Football. 3. 4; Art Club. 2: “A11 Club 3. 4. KLI.KN CALLAGHAN Girl Reserves, 3. Art Club. 1. 2. PA I I. CAMPBELL Football. I. 2. 3. 4; Annual Staff. 4; Press Club. 2. 3. 4: Track. 3 4. FLOYD CHILDKRS Football. 2. 3. 4; "A" •lub. 2. 3. 4: Basket Ball, 1. 2. 3: Track. 1. 2. 3; Orchestra. 3. 4. Thirty-fouren na tv DORA CLARK Annual Staff, 4; Op- eretta. 4; Glee Club. 4; Glee Club. 4: Girl Re- serve . 3. ♦: National Honor Society. DOKOTIIV CIIK1 STINK Art Club. I. 2. 3 nior Play. III BKKT DAMKI.S Latin Club. 2: Nation al Honor Society. .oi ls COKRK.V IIKI.KN DAMS Latin Club. 1. Reserve. 2. 3. 4. KDN'A DILI N IIKI.MA BARI. Junior Play. 3» •IAMKs DUNN Operetta. I Club 1. GKORGE FOGLKSON4. Football. 3 4; Base- ball. 1; “A,: Club 4 Pep Club 3. 4; Basket- bail. 2: HI -Y. 1; Track, 2: Orchestra. 2. 3; Band, Thirty-fiveII. KOI.I) C1ECK Football. 2. 3 4; Track. 4; "A” Club. 4: Annual Staff. I: Hl-Y. 3: Press Club. 2. 3. 4: Aretnllan Staff. 2. 3 4; Quill ami Scroll. 3. I: I.alln Club. I; Operetta. 4; Debate Squad I; Baseball. 1; Motion Pic- ture Operator. 3: Glee C ub. 4; National Foren- sic League. 4: Student Council 4: Service Club 4: Oratorical Contest. 4. DOROTHY FVI.TZ Operetta. 2. 4; Glee Club. 2. 4; Girl Re- serve . 2. 3. 4; Senior Play. LYLE GK.VVATT Baseball. 1; Annual Staff. Editor. 4: Junior Play. 3: Press Club. 2. 3. 4; Argontlan Staff. 2. 3. 4: Quill and Scroll. 3. I: Latin Club. I; Student Council. 2. 3; Service Club. 4: Motion Picture Operator. 4: National Honor Society. JOAN HAGKMANN Art Club. 2: Girl's "A" Club. 4; Latin Club, 1. 2; Girl Reserves, 2. 3. I; Campfire. 1. TIIKLMA HANKY Art Club. 12. 4; An- nual Staff. 4; Latin Club. 1: Operetta. 4; Glee Club, t: Girl Reserves. 3. 4; National Honor So- ciety. LILLIAN IIAI.K Annual Staff. 4: op- eretta. 3. 4; Glee Club. 3, I; Girl Reserves. 2. 3. I MAI RICK HARRIS Alt Club. 2: "A" Club. 3. I; Pep Club 3. 4; An- nua! Staff. 4: Golf. 3. 4. Art Club. Reserves. 2. LOIS HARRISON Isatin Club. 1. : Reserves. 2, 3. 4. Thirty-sixr geTTfiatv l’Al'UNK HUFF Annual Staff. 4; Press Club. 2. 3, 4; Argentina staff. 2. 3. 4; Booster Club. 4; Girl Reserves. 2. Cabinet, 3. Treasurer. 4; Student Council, 3. Secretary, 4: Service Club. 4; Debate Squad, 2. 3; Typing Squad. 2. 3: Class Officer. Secretary. I; Senior Play. EIGENK HENNINGElt Eat in Club. 1: Oper- etta. 2. 3. 4; Glee Club. JOHN INNES Football. I. 2: Cap- tain. 3. 4; Baseball. 1: Art Club. 2: "A" Club. 2. 3. President. 4; An- nual Staff. 4: Basket Ball. 1. 2. 3. 4: Track. 1. 3: Student Council. I. HORACE JOHN Football. 1. 2; Base- ball. I: Art Club, 3; "A" Club. 3. 4; Annual Staff. Advertising Manager. 4; 2. 3; Tennis, 3. 4: Press Club. 2. 3. 4; Argentlan Staff. 2. 3. 4; Advertis- ing Manager 4; Latin Club. 1; Track. 1. 4. I KEI) JOHNSON Football. 1. 2. 3. 4; •A" Club. 2. 3. 4; Pep Club. 2. 3. 4; Annual Staff. 4: Press Club. 2, 3. President. 4; Argen- tlan Staff. 2. 3. 4; Quill and Scroll. 3. 4; Golf. 2. 3. 4; Student Council. 4; Service Club 4: Debate Squad. I; Oratorical Contest, 3. 4; National Athletic Honor Society, 3. 4; Class Officer. Presi- dent. 4. Treasurer. 2: National Forensic League. 4; National Honor Society. CHARLES JOHNSON Baseball. 1; “A" Club. 2. 3. Secretary. I; Pep Club. 2. 3. 4; Annual Staff. 4; Junior Play. 3; Basket Ball, 1. 2. 3. I: Press Club. 2. 3. 4: Ar- gentlan Staff. 2. 3. 4: Quill and Scroll. 3. Vice- President. 4; Golf. 2. 3 4: State Champions. 3: Service Club, 4; Motion Picture Operator. 4; Na- tional Athletic Honor Society. 3. 4; Track. 4; National Honor Society. GKOVFIt JOHNSON Baseball, 1; "A" Club 2. 3. Vice-president. 4: Pep Club. 2. 3. 4; An- fiu.Hl Staff. 4: Basket Hall. 3. 4: Press Club. 2. 3: Treasurer. 4; Argen- tlan Staff. 2. 3. I; Quill and Scioll. 3. President. 4: Golf. 2. 3. 4: State Champions. 3: Student Council. 1. 2. 3. 4: Ath- letic Society. 3. 4; Class Officer. President. 2. Vice-President. »; Na- tional Honor Society. KENNETH KERR Football. 3. 4: Base- ball 1: "A" Club. 4; Basket Ball. 1. 3: Track. MARGARET KEYES Art Club. 1. 2 3; Op- eretta. 4; Glee Club. 4: Girl Reserves. 1. 2. 3. 4. ( I.ARA M S LAKE Operetta. 4: Glee Club. 4; Girl Reserves. 2. 3. 4: Orchestra. 2. 3. 4. Thirty-sevenHOWARD LASWELL Football. 3; Pop Club. 3. 4; Annual Staff. 4: Junior Play. 3; I.ailn Club. 1: Operetta. I: Olee Club. 4: Student Council. 4: Cheer lead- er, 4. ROBERT LATTIN Baseball. 1: Pep Club. 2. Vice-President. 3. Treasurer. 4: Operetta. 4; Glee Club. 4: Student Council. 3; Senior Piny. LE ROY I.ATTIN Football. 3. 4: Base- ball. l; "A" Club. 4: Pop Club. 2. 3. I ‘reni • dent. 4; Annual Staff. 4: Argentlnn Staff. 2. 3. 4; Student Council. 3. I: Service Club 4: Typln« Squad. 4; Orchestra. 1 2. 3: Band. 1; Class Officer President. 3; Senior Play. ; MARJORIE LAYMAN • I,at mi Cfub. I; Op- eretta. 4; Glee Club, t Girl Reserves. 2. 1: Typ liiK Squad. 3. ELIZABETH I.EATON Annual Staff. 4: Ju- nior Play. 3; Press Club. 2. 3. 4: Quill and Scroll. 3. Secretary. 4; I atln Club. 2; Booster Club I: Girl Reserves. 2. 3; Stu- dent Council. 4: Service Club. 4; A mention Staff. 2. 3. 4: Senior Play. O. C. A. Club Prize. FLORENCE LEHMAN Girls' ‘'A" Club. 4 Service Club. I. NORMA LINTON Girls' “A" Club. 2. 3. President. 4: Booster Club. 3: Vice-President. 4; Girl Reserves. 4: Stu- dent Council. 4: Service Club. 4. Vl)R IN LOOMIS Art Club. 2. FRED LOVELACE ••A" Club. 3. I; Pep Club 3. 4; Annual Staff. 4: HI-Y. 3: Tennis. 3. 4: Press Club. 2. 3. 4; Ar- gentian Staff. 2. 3. I; Latin Club. 1. 2: Oper- etta. 4; Glee Club. 4. MARY LONG Latin Club. 1 Ice Club. 4. Thirty-eightTHELMA MARTIN Annual Staff. 4; Op- eretta. 4; Booster Club 4: Glee Club. 4; Girl Re- nerves. z 3. 4: Student Council. 3: Class Officer. Treasuier. 3. Secretary. CLYDE MAMIE Football. 3. 4; Base- ball. I; -A" Club. 4 Basket Ball. 3: Oper- etta. 4: Glee Club 4. IIOMKit MAYO Basket Ball. 2. 3. 4; HI-Y. 2. 3: Track. 4: Or- chestra. 1. 2 3: Class Officer: Vice-President. 1: St. Joseph Central IliKh School Band. 2. 3. NORMAN MASON Glee Club. 2. MAKG.VKKT MeGITKE Operetta. 3. 4: Glee C ul . 3. 4; Girl Reserves. HORACE McKISSICK Football. 4: Basket Ball. 1: Baseball. 1: Op- eretta. 4; Glee Club. 4; Senior Play. I.EON M1NN1X Art Club. 1 2; An- nual Staff. 4; Junior Play. 3. FEENY MITCHELL Football. 4; Junior Play. 3: Press Club. 2. 3. 4; Argent Inn Staff. 2. 3. Business Manager. 4: Quill and Scroll. 3 4: Annual Staff. 4: Student Council. 4: Service Club. 4; Debate Squad. 4: Ora- torical Contest. 3. 4; I Jit In Club. 2. 3: III-Y 3; Tennis. 4: National Forensic League. 4. Thirty-nineK.VriILKKN MON SCH E Girin’ "A” Club. 3 Girl Reserves. 4. IIKEEN MIZE Girl Reserve». 2 4 EILEEN MORSE Junior Piny. 3: Press C ub. 2. 3: Argentlan Staff. 2. 3: Latin Club. 1; Operetta. 2. 3. 4; Rooster Club 3. 4; Glee Club. 2. 3. 4; Girl Re- serves. 2. 3. 4; Debate Squail. 4; Music Contest. 2. 3. 4; Forensic League. ROSE MOORE Turner High School: Glee Club. 1: Operetta. 1: Argentine: Service Club. 4: Girl Reserves. 3; National Honor So- ciety. VERNA OilR.MI NI T Argentina Stuff. 2. 3. 4: Annual Staff. 4; Rooster Club. 4: Press Club. 3. 4: G'rl Reserves. 2 3. 4: Student Council. 2. 3: Service Club. 4; Typing Squad. 2. 3: Or- chestra. 1; Class Officer. MOTOR PACIIECO Football. 1. 2; Ari Club. 3: Basket Ball. 1 2. 4: Track. 1 2. 3. 4 Gill High School. Vice President. 4. ROBERT PAYNE •A" Club. 2. 3. I: Pep Club. 2. 3 4: Annual Staff. 4: Junior Play. 3: Basket Ball. 2. 4; Glee Club. 2. 4: Track. 1. 2. Rl'TII PRICE Typing Team. 3. 4 Argentlan Staff. 2. 3. 4. IRENE PR! ITT Argentlan Staff. 2. 3; Annual Staff. 4; Latin Club. 1. 2: Girl Reserves 2. 3. 4; Service Club. 4. ERMA PRITTT Girl Reserves. 4 LILLIAN PRITTT Art Club. 1: Annual Staff. 4; Argentlan Staff. 2. 3. 4: Quill and Scroll. 3. 4; Latin Club. 2: Girl Reserves 3. 4: Service Club. 4; Typing Squad. 2. 3. I.OITSE REED Art Club. 2: Girl Re serves. 3. 4. FortyCHRISTINA RKISACKKR Annual Staff. 4; Press Club. 2. 3. 4: Argentlan Stalf. 2. 3, 4; Quill and Scroll. 3. Treasurer. 4: Ulrl Reserves. 2. 3[ 4; Service Club. 4: National Honor Society. MARIE RRRD Annual Staff. 4; Press Club. 3. 4; Argentlan Staff. 2. 3. 4: Latin Club. 1; Booster Club. 4: Girl Reserves. 2. 3. 4: Camp- fire. 1; Junor Play. 3: Senior Play: National Honor Society. It XK S. ILS "A" Club. 3. 4; Pep Club. 3 Sec ret ary-Treas- urer. 4; Annual Staff. Business Manager. 4: Junior Play. 3; Hl-Y. 4: Tennis. 3; Press Club. 2; Vice-President. 3. 4. Argentlan Staff. 2. 3; Kdltor. 4; Quill and Scroll. 3. 4; I.atln Club. President. 1. 2: Oper- etta. 4; Glee Club. 4; Track. 2: Student Coun- 'II. 1. President. 4; Serv- ice Club. 4. ICOSKNA ROGERS Wyandotte High School: Latin Club. 1: Argentine: Annual Muff. 4: Glee Club. 4; Girl Reserves. Secretary. 2. 4: Student Council. 4: Operetta. 4. ELM A SCIII T.TZ Wolvln High School. Texas City. Texas: Girl Reserves. I; Pep Club. I; Argentine: Booster Club 3. President 4: Girl Reserves. 2. 3. 4: Stu- dent Council. 4: Orches- tra. 2: Service Club. 4. MARJORIE SIMMONs Annual Staff. 4: Press Club. 3. 4; Argentlan Staff. 2. 3 4; Operetta 2. 3: Girl Reserves. 2: Glee Club. 2. 3. Al l, SELLER Art Club. 1. 2. JAMES STEPHEN Football. 3; Operetta. 4: Glee Club. 4: Track. 1. 2. 3. 4: Class Officer Vice-President. 3. VERA STEWART Art Club. 1, 4: Annual Staff. 4: Press Club. 3. 4; Vrgentlan Staff. 2. 3. 4; I.atln Club. 1. Secretary. 2; Girl Reserve . 2. 3. 4: Typing S |uad. 2. 3. BENJAMIN STOTT Football. 4: Latin Club. Vice-President I: Operetta. 3: Glee Club. 3; Cheer Leader, 2. 3. Forty-oneSHIRLEY SM'KKZY Art Club, 1, 2: An- nual Staff, 4: Argentian Staff. 2, 3. 4: Latin Club, 2; Ctrl Reserves, -t; Stu- dent Council. 1. -I; Ser- vice Club, 4; Typing Squad. 3 4; Librarian. 3. 4; Class Officer. Pres- ident. 1; National Honor Society. KlBY Sl'MNKK I-atln Club. 1. Reserve 2. 3. 4. MARGARET TAYI.OK Girls' "A " Club. • Girl Reserves, 2. 4. .MARGARET THOMAS Latin Club. 1. Treas- urer. 2: Operetta. 3. 4; Glee Club. 3. 4; Girl Re- serves. 2. 3. President. 4; Student Council. 4; Service Club. 4: Music Contest. 3: Librarian, 2. 3; National Honor So- ciety. II'ANITA Tl Ml Latin Club. 1. 2; Op orotla. 4; Glee Club. 4 Girl Reserves 2. 3. CLARK NCR VAX GOSEN Music Contest. 2 Ing Squad. 2. .IKWKI.I. WATERS ''A” Club. 3. 4; Oper' etta. 4; Glee Club. 4 tJolf, 3; Senior Play. FRANCKS WHITE Girl Reserves. 2. 3; Student Council. 3; Service Club 4: Gorgas Medal. 3; Class Officer. Treasurer. 4: National Honor Society. MEI.IIA WILLIAMS Leavenworth High School. Art Club. 1; Glee Club. 1; Operotta. I; Argentine: Operetta. 2; Glee Club, 2. Forty-two fCi rg en tia iv % Officers Officers of the Class of 1931 since it entered Senior High President..... Vice-President. Secretary...... Treasurer...... Cheer Leader. Sponsors...... ...........................Fred Johnson .........................Grover Johnson ..........................Thelma Martin ..........................Frances White ..........................Howard Laswell Miss Frances Taylor. Mr. V. E. Timmins President...... Vice-President Secretary...... Treasurer...... Cheer Leader. ...LeRoy Lattin .James Stephans ...Gladys Burns Thelma Martin ......Ben Stott President..... Vice-President Secretary .... Treasurer...... Cheer Leader. ...Grover Johnson Verna Ohrmundt ......Marie Reed ....Fred Johnson ........Ben Stott First Row—Anderson Foster. Dowell. Maxwell. Childers. Sudduth. Second Row—Eisman, Gibbons. Pratt. Bruce. Gillespie. Berns. Dorrell. C. Craig. Jenkins. B. Craig. Clayton Cooper. Third Row—McCauley. Beatrice Sherry, Browning. Hammer, Hewitt, Cash, Clyde Cooper, Bender. Fourth Row—Ash, Bernice Sherry. Harris, Buck, Franklin, Fisher, Beach, Loetel. Fifth Row Gray, Carr, Ellcrman, Reed, Campbell, Lillich. Gould, Christian. Sixth Row—Haas, Gibbs, Boice, Harmon, Bishop, Fuller, McCullough, Dye, Morris, Hull. Forty-threeK {rgenti(Ttv Officers President...... Vice-President. Secretary...... Treasurer..... Cheer Leader. Sponsors...... ........................Glenn Wise ........................Betty Haas ........................Clyde Cooper .....................Eleanor Smith ...................Blanche Sackman Miss Cora Luce, Mr. A. W. Brown First Row—Knapp, Stockton. Olson, J. Smith, Smeltzer, Tabbcrcr, R, Middleton, C. Middleton Ortega. Second Row—Innes. Sirridgc. Palmer, Rupard, South, Sackman, Moberly, Sheppard, Pyle, Wise, Tansey, Rogers, Thomas, Rowland. Third Row—Amayo, Redwinc. Pctry, Mason, Taylor, Salcr, Wolf, Steffens. Fourth Row—Miller. Reynolds, E. Smith, Nagel, Weaver. Young, White, Wildman. Fifth Row—Woolard, Shores, Mahr, Marlow, Madison, Miles, Ricks, Savage, Thornton. First Row—Adams. Miller, Denny, Ford, Mcnegay, Dcrrington, Bateson, Bclshaw. Second Row Haas, Parkinson. Larkin, Gomez. McCullcy, Merry, Frye, Dix. Abbott. Carpenter Bruce, Petty, Hutchinson. Third Row—Long, F. Pruitt, Offutt, McHenry, Kerr .Metz, Hankins, Cathey. Bohncr. Fourth Row—G. Anderson. Murphy, McKee, Prather, Lusk. Henney. Hughes. House, Larson. Fifth Row- Matncy, Landon, Beer, Monschc, Lee, B. Anderson, Pursley. Hull. Doolittle. r'o. ty fourOfficers ....................Helen Huff ...............Stephen Hankins ...................Herbert Haas ................Robert Thomas F. S. Hoover, Miss Edna Barnes First Row—Cronin Baker, Bolt, Derringer. Bader. E. Hale. Fisher, Gilycat. Second Row—JGirtcn, G. Cooper. Bristow. Fritz. Arnold, Burton. Burgard, Haag. Third Row— Brown, Adams. Hedrick. Badcker. Gravatt, Benlon. Hall, Barton. Fourth Row—Blair, T. Haney, Conrad. M. Cooper. Ashlock, Ettcr, Bender. Gocrlich. Fifth Row Hagcmann, Eike. R. Haney. Gunn. Huff, Glass. Berger, Culp. Dunlap. Sixth Row Anderson. Easter. Gates. Frye, Clark Allen, Crockett. Berry, Brannan. Hills, First Row Waters, Thomas. S. Reed, Van Brunt. Siglor. Olsene, Scott. Sinclair. Second Row—Woods. Williams. Rogers. Robbins, Zarazua, Madison. Payne. Third Row Shutran, Tipps. Rodriguez. Shane. Trent, Peterson, Kerr. J. Reed, Ketchum, Timmerman. Fourth Row—Schoonheart. M. Wells, Webster, Reynolds, Van Goscn. White, Spencer. Shane. Troupe. L. Johnson. Fifth Row—Wilhelm, Verhamme, Solar, Seller. Wcyant, K. Wells, Willard. Shcrer, Rose Kelley. Forty-fivemy- fQ fi tid ] [inth Grade Eisman, Brier, Anderson, Bawn. Officers President.......... Secretary'T reasurer Cheer Leader....... Sponsors........... ..............................Floyd Harris ......................Elizabeth Browning ..............................James Crew Mr. J. C. Shankland, Miss Letha Clewell First Row—Goebel. Hewitt. Lenhart, P. Inncs. Hall, R. Loomis, Loiler, Metz. Second Row Holden, I. Loomis, F. Kendall, Lattin, Green, Zarazua, Gilmore, Wing, Haag. Third Row- 'Hughes, Johnson. K. Long. Keyes, Gartin, Hartegan, J. Kendall, Kelso. Fourth Row—Kelly, Gurlich, Hoover. Hultz. Gross. Larson, Jordan, Heckman, Hedrick, Loetel Fifth Row—-O. Long, Huyck, Henney, Halcomb. Jameson, Gould, Harris, E. Johnson, Harmon Haney. Cain. Forty-sixNinth Grade First Row—Mason, Rider, Moberly, Mavity, McGee, McFaden. Second Row—Roth, Salcr. L. Rice. Prince, F. Smith. Rcith. H. Madison, Phipps. Third Row—Mayden, Riggins, Miller, Sheppard, Meade, McDaniels. McCloud, Merwin, Paine. McCauley. Fourth Row—Mejia. Sherry, Mayo, T. Madison. V. Rice, Mankin. Shores, Rives, Moore. Price. It has an enrollment of 190 students. This year the freshman party was held in the new gymnasium, early in the spring. Relay and saek races were the games that were played. A reading was given by Mar' garet Foster and Junior Hoover sang a solo. The refreshments were served in the cafeteria. First Row—Scott, Williams. Vanderwielc, B. Taylor. Small, McGcc, Wilson, R. Tush. Second Row- Wilhelm, E. Thomas, Wheeler, Tipton. Vaughn, Winningham, Wing. Third Row—Vcrvacckc, D. Thomas, Watson, Jewell, G. Tush, G. Taylor, Vcrgot, Wells. Forty-sevenEighth Grade First Row—Derrington. Dcwccsc Hall, Buck, Brady, Chisham, Gordon, Eckman. Second Row—Hulls, Hootman. F. Collins, Frary, Bradley. Brickey. Gower, Myers, Benlon. Third Row—Campbell. Bastcl. Cantrell. Davidson, Gray, Durham. M. Collins. Hiatt, Babcock. Fourth Row—Caudle, Boyd. Bell. Freese, Anderson, Hattley, Carr. Hutchinson, Franklin, Hawk Fifth Row—Harris. Belshe, Adams, Anderton, Heatherton. Fuller. Compton. Beemont, Holland Griffin. Officers President...... Vice-President. Secretary...... Treasurer ..... Cheer Leaders. Sponsors...... ...........................Jack Fuller ........................Irwin Jenkins ........................Eugene Hiatt ........................Mabel Collins ........Donald Powell, Marie Martin Mr. E. A. Moody, Miss Lillian Jessup First Row Taylor, Moberly, Nixon, Irey .Richardson. Griffith. Taylor. Bryan, Matthews. Second Row- Magnenat, Comley, Menegay. Woolworth. Lovell, Jenkins. Landon. McGee, Howe. Third Row—Jones, Hall, Martin, Maclcod, Ladenburger, McDonald, Dargan, Lovelace, Pooker, Minnex. Fourth Row—John, Killmer, Hares, Fox. McCarty, Lapham, Duluard. Reed, McHenry, Martinas, Jirik. Fifth Row—May, Morgan, Crosslcy, Allen, Haney, Miller, Powell. Tush, Leslie. Forty-eight raentiarv Eighth Grade First Row Sticc, Scabo, Stoddard, E. Walker. Richardson. Williams. Second Row—Smith. Trucblood, H. Servos, West, Worthington, Wheeler. Reynolds, D. Walker, Walton. Third Row -Shannon. V. Servos, Woolard, Mankin, Weber, Thomas, Watson. Warrington. Fourth Row—Stroud. Rcdwinc, Stephen, Thomas. Taylor. Snyder, Wilson. Wiseman. The eighth grade is the smallest class in the junior high school this year. This is because the accelerate group misses this grade entirely. Donald Powell, a member of the eighth grade, won first place in the cornet divb sion at St. Louis, in a music contest sponsored by the Missouri Federation of Music. He also won first place in bugling in a Boy Scout convention, which was held at Ottawa. Seventh Grade First Row—Cornwell, Hcnningcr. Bottcmley, Curran, Hopkins, Denny, Atkinson. Hall. Bean, Appleton. Second Row—Cox. Durrc. Burk. Hutson. Frank. Billups, Bessie, Cash. Carpenter, Forbes. Third Row—Betty Cash, Hastings, Bcsser. Baker, Dillon, Numbers. Green, Bounds. Fourth Row—Coons, Barton, Hogan, Butler. Childs, Moore, Cathey. Cooper. Golclasure, Dar- nell, Arnold. Greenwood. Fifth Row—Gillespie, Buchanan, Edge. Baird, Beaird, Hagcmann, Fleming. Dishman. Gallup, Brewer, Crockett, Beasley. Gicck. Forty-nine Seventh Grade Fit si R..u - Taylor Smith, McGinty, Rogers. Martin. Winningham. Second Row- -W eir. Letcllicr. Horton, MeGuffin, Gibson, Shaubaugh, Mayder, Nuernberg. Third Row—Stiles. Reynolds, Leonard, Nolle. Fisher, Ketchum, Kirkpatrick. Tanner. Fourth Row—Morris. Jesse, Lynch, Metz, Phillips. Mclburn. Johnson. Offutt, J. Porter. Fifth Row Lam pc. McKnight, Liston, Lehman, Miller, R. Porter, Keyes. McKee, Middleton, Nalley. Sixth Row Murphy, Norman. Menegay. Monroe. Moore. McBride, Davidson. Chisam, Doo little. Post. Masterson, Goebel. Officers President.......... Vice-President..... Secretary-T reasurcr. Cheer Leaders...... Sponsors........... ..................Richard Schwitzgebel ............. ............Jane Thomas ..........................Mirian Weir .............Dorothy Hall and Jack Post Mr. J. H. Nicholson, Miss Edith Delaney First Row -Winningham, Rockhold. J. Thomas, Nicholson. Reagan. Williams, Robinson, Vogt, Stevens. Second Row—Sproat. Weaver. Rutledge, Tibbitt, Van Brunt, Sheriff. B. Ritter, D. Taylor, Toatman. Third Row—L. Taylor, Singleton, Schleicher, Smith, Thorstenberg, Thayer. Stewart, Smith, South Fourth Row—Stephenson. E. Ritter, Stone, Schiebcl, Rupard, Schwitzcbcl, H. Thomas, M. Thomas, Rogers. Fifth Row—'Rice, Saler, Rives, Seals, Stoker, Wire, Harold Wildman, Saultz, Herbert Wildman, Westfall. FiftySenior Class Anderson. Irene Hardinc, Hazel Mize, Helen Anderson, Selma Harris, Maurice Monsche. Kathleen Anderson, Thelma Harrison, Lois Moore, Rose Anderson, Vivian Hedrick,Anna Morse, Eileen Andrews, Keith Henninger, Eugene Ohrmundt, Verna Ashlock. Josephine Huff. Pauline Pacheco, Victor Ashren Frances Innes, John Payne, Robert Atherton. Ella Mae John, Horace Price, Ruth Baker. Charles Johnson, Charles Pruitt, Erma Bartley, Onondas Johnson, Fred Pruitt, Irene Bcemont, Marie Johnson. Grover Pruitt, Lillian Brown. Zclma Kerr. Kenneth Reed, Louise Browne, Jewell Keyes. Margaret Reed, Marie Bruce, Dorothy Lake. Claranus Rcisacker. Christina Burgard, Carl Laswell, Howard Rogers. Roscna Burns, Gladys Lattin, Lc Roy Sails. June Callaghan. Ellen Lattin, Robert Schicbcl. Louis Campbell, Paul Layman, Marjorie Schultz, Velma Childers, Floyd Lcaton, Elizabeth Seller, Paul Chisham. Arthur Lehman, Florence Simmons, Marjorie Christine. Dorothy Linton, Norma Spaulding, Theo. Clarke, Dora E. Long. Mary Stephens, James Correa. Louis Loomis, Adrain Stewart, Vera Daniels, Hubert Lovelace, Fred Stott, Benjamin Davis, Helen Mamie, Clyde Sumner, Ruby Dulin, Edna Martin, Thelma Sweezy. Shirley Dunn, James Mason, Norman Taylor. Margaret Earl. Thelma Maxwell. Wallace Thomas. Karl Easley, Mildred Mayo, Homer Thomas.Margaret Foglcsong. George McGuire. Margaret Tush. Juanita Fultz. Dorothy McKissick, Horace Van Goscn. Clarence Gicck. Harold Miller. Elva Waters, Jewell Gravatt, Lyle Minnix. Leon White. Frances Hagcmann, Joan Mitchell, David Williams. Melba Hale, Lillian Mitchell. Feeny Wright. Helen Haney, Thelma Zarazua. Manuel Fifty-one Junior Class Achenbach, Curtis Gillespie, Joe Pctry. Louise Amayo, Joe Girtcn, Bruce Phalp. Margaret Anderson, James Gould, Gladys Pratt, John Ash. Dorothy Gray, Earl Pyle, Benny Beach. Blanche Haas, Betty Rcdwinc, Jcanellc Bender, Louis Harmon, Mary Eileen Reed, Margarcttc Bcrns, Elbert Harris, Vin.'ta Reynolds, Margaret Bishop. Nadine Hewitt, Dorothy Rogers, Elton Boicc. Wilma Hiatt, Clifford Rowland, Russell Browning, William Hull, Kenyon Rupard. Paul Bruce. Harold Innes, Robert Sackman, Blanche Bruce. Murrcl Jenkins, Lowell Salcr. Lucile Buck, Neil Knapp, Howard Savage, June Campbell. Kathryn Lake, Audrey Sheppard, Eunice Carr, Florence Lester, Harry Sherry. Beatrice Cash, Elmer Lillich. Eva Sherry, Bernice Childers. Bernice Loetel. Charles Shores, Bessie Childers. Leonard Madison, Billie Sirridge, Catherine Chisham. Arthur Mahr, Fred Smcltzer, R. V. Christian, Doris Marlow, Naomi Smith. Eleanor Clark, Theodore Mason. Hazel Smith, Jim Cooper, Clayton McCauley, Helen South, Beulah Cooper, Clyde McCullough, George Steffens, Charles Craig, Bernard McKee, Richard Stockton. Harvey Craig, Charles Middleton, Clarence Sudduth, Robert Dorrcll, Calvin Middleton, Robert Tabbcrcr, Arthur Dowell. Glenn Miles. Virginia Tanscy, Charles Dye. Mary Miller. Juanita Taylor, Maxine Eisman, Frederick Mobcrly, Alberta Thomas, Kenneth Ellerman, Helen Morris. Harold Thornton, Maxine Fisher, Lillian Morrison, Wilma White, Calvin Foster, Thomas Nagel, Faye Wildman, John Franklin, Nora Olson. Adolph Wise, Glenn Fuller, Paul Ortega, Harry Wolf. Junior Gaither. Edgar Paine, Clyde Woodruff, Estcl Gibbons. Elda Palmer, Jewell Woolard. Glendoulia Gibbs, Mildred Young, Dcrald Fifty-twor9 entis tv Abbott. Albert Adams. Filbert Adams. Mary Louise Allen, Ralph Anderson, Charles Anderson, Glenn Anderson, William Arnold, Fern Ashlock. Edna Bader, Anna Mac Badeker. Delphine Baker, Edgar Lee Barton, Josephine Bateson, August Beer, Robert Bclshaw, Lewis Bender, Anna Bcnlon, Florinc Berry, Paul Bird, Haily Blair. Theresa Bohner, Joe Bowlin, Vivian Brannen, Neta Jane Bristow, Wayne Brown, Beverly Bruce, Robert Burgard, Beatrice Burger, Raymond Burton, Kathleen Bush, Clifford Campbell, Rita Carpenter, Chester Cathey, Charles Caudle, Arthur Clark,Janet Conrad. Geneva Cooper, Gcnciva Cooper, Mariwilla Correa, Rosa Cronin, Katherine Culp, Russell Denny, William Dcringcr, May Belle Derrington, Clyde Dix, Nathan Doolittle, Randall Dunlap, Delmcr Dunn, Teresa Easter, Nell Eike, Mildred Etter, Josephine Sophomore Class Fisher, Reeves Ford, Waybern Fritz, Roy Fry, Robert Frye, Bernice Gates, Lois Anne Gilycat, Wal De Lee Ginten, Delores Glass, Edythc Gocrlich, Elizabeth Gomez, Ladisladc Gravatt, Jewell Gunn, Alpheretta Haag, Grace Haas, Herbert Hagemann, Junior Hale, Esther Hall, Juanita Hammer. Murray Haney. Marjorie Haney, Robert Hankins, Stephen Henney, Edward Hill, Dorothy Hills, Lorene House, Arthur Huff, Helen Hughes, George Hull. Raymond Hutchison. William Johnson. Louis Kelley, Donald Kerr. Loren Kerr, Warren Kctchum, Maurice Landon, Helen Ruth Larkin. Dorothy Larson. Raymond Lee. Annabel Long. Priscilla Lusk. William Madison, John Madl, Gerald Marsh, Dorothy Martin. Dorothy Matney, Helen McCulley, Louise McHenry. Dorothy McKee, Harold Mcncgay, Glen Merry, Helen Metz, Marguerite Miller, Wayne Monschc. Mary Lou Murphy, Elmer Offutt, Helen Olscene, Robert Parkison, Inez Pearson, Lee Roy Petty, Charles Prather, Orval Pruitt, Florence Purslcy, Ruth Reed,Joe Reed, Samuel Reynolds, Martha Ricks, Julicn Robbins, William Rodriguez, Jesus Rogers, Vernon Rose, June Russell, Elsie Russell. Ruby Salcr, Olive Scherer. Esther Schoonhcart, Clara Scott. Edward Seller. Donald Shane, Charles Shane, Christine Shartran, Lc Roy Sigler, Myron Spencer, Helen St. Clair, Harlow Stiles, Fred Thomas. Robert Timmerman. Charles Tipps, Lowell Trent. Glen Troupe, Claudinc Van Brunt, Thurman Van Gosen, Gladys Verhamme, Irma Waters. James Weaver. Milford Webster. Mary Ruth Wells, Kenneth Wells, Marjorie Weyant. Ernest White, Ruth Wilhelm, Bernice Willard, Rose Williams, Gilbert Woods, Kenneth Zarazua. John Fifty-three Anderson. Russell Ninth Grade Goebel. Margie Andrews, Dale Gocrlich. Helen Baker. George Gomez, Isidoro Bard, Melvin Gould. Maxine Barr. Madge Green. Orville Bartel. Matthew Gross. Dorothy Bastcl. Julius Haag, Harry Beasley. David Halcomb, Dick Beasley. Elden Hall, James Beavers. Carl Haney, Edward Benzette. Frank Harmon, Mary Beth. Helen Harris, Floyd Beth. Lloyd Hartegan, William Boicc, Russell Heckman, Charles Boice, Willard Hedrick, Melvin Bond. Richard Henney, Edna Brill, Helen Hewitt. Mildred Browne, Edwin Holden, Jane Browning. Elizabeth Hoover, Junior Brush, Alfred Hughes, Margaret Hultz, Mildred Bryon, Esther Buck, Eileen Huyek. Edith Buckman, Harold Innes, Peter Buckman. Paul Jameson. Frances Butcher. Rex Jewell. James Campbell. Fay Dora Johnson. Donald Cathey. Wancta Johnson. Emleen Chisam. Roland Jordon. Arlinc Clark. Elsie Kane, James Clark, Marie Kelly, Gertrude Cogdill, Mildred Kelso. Charles Collins, Florence Coons, Carl Kendall, Florence Kendall. James Cowperthwait, Anna Belle Keyes. Wilby Craig, Millieent Larson. Evelyn Crew, James Lattin, Leonard Crockett, Louis Lehman, Louis Daniels. William Lenhart. Gertrude Darnell. Margaret Loetcl, Alfred Deaver, Alfred Loiler, Harold Decker. Glenn Long, Kenneth Dcleplainc, Olive Long. Opal Dishman, Pearl Loomis, Ervin Dobson. Minnie Loomis. Ralph Drier, Leonard Maclcod, Harley Dunn, Roberta Madison, Mary Dunn, Willard Madison, Twanette Durham. Floyd Maes, George Duthoo, Mary Manion, Ludwig Eisman, Martha Mankin. Dorctha Elliott, Evelyn Mason, Robert Fisher, Walter Mavity, Britton Foster, Margaret Mayden, Carrie Freeman, Harry Mayo, Nedra Frick, Joe McCauley. Bud Fultz, Margaret McDaniel, Florence Gartin, Ivan Gilmore. Abner McFaden. Ida Celeste McGee, Katherine McGee, Lc Roy Meade, Stephen Mejia, Mary Merwin. Bernice Metz. James Millcrt. Julius Mitchell. Billie Mobcrly, Glynn Moore, Joe Morrison, Catherine Paine, Agnes Peterson, Paul Phipps, Helen Planzcr, Blanche Price. Leveta Price. Maxine Prince. Frank Rcith. Alice Rice, Lloyd Rice, Violet Rider, John Riggin, Gertrude Rives, Charles Robinson, Jaunetta Roth. Harold Saler, Frank Scott. Mary Sheppard. Emerson Sherry, Irene Shores, George Small. Dorothy Smith,Erlcnc Smith, Frances Smithmicr, Dorothy South, Irene Standley, Roy Stevens, Nellie Mae Stewart lames Taylor, Albert Taylor, Bessie Taylor, Gene Thomas, Dorothy Thomas, Edna Tipton, Florence Tush. Glen Tush. Richard Vandewiclc. Katherine Vaughn. Virginia Vergot, Paul Vcrvaccke. Mary Watson. Margaret Wells, Leo Wheeler. Dorothy Wilhelm, Emmogcnc Williams, Jewell Wilson. Dale Wing, Robert Winningham, Dorothy Fifty-fourI Eighth Grade Adams, Hazel Green, Jack Nixon, Vivian Allen, Leigh Robert Griffin, Berdeen Norwood, Frances Anderson, Helen Griffin, Dennis Pookcr, Lois Anderson, Melvin Hall. Harold Powell. Donald Babcock, Bernard Hall, Margaret Reagan, Elizabeth Bastcl, Esther Haney, Marion Reagan. Ethel Bcemont, Jack Harris. Dale Redwine. Charles Bell Laura Lee Hattley. Tonnie Reed. James Bclshc, Robert Hawk. Kenneth Reynolds. Everett Bcnlon, Darwin Hayes, Leola Richardson.J. D. Boohcr. Kenneth Heatherton, Richard Richardson, Maxine Boyd, Fern Hiatt, Eugene Sebo, Thelma Bradley, Lorcnc Holland, Dora Servos, Hazel Brady, James Hootman, Ralph Servos, Violet Brickcy. Harold Hultz, Arthur Shannon.John Bryan. Ralph Hutchison, Edward Shutt. Robert Buck, Richard Irey. Ralph Smith. Walter Campbell, John Jenkins.Irvin Snyder. Ruth Cantrell, Edna Jirik, Frank Steffens. Wesley Carr, Geraldine John, Gordon Sticc, Agnes Caudlcy, Mac Virginia Johnson, Helen Stockwcll, Dorothy Chisam, Melvin Jones, De Forest Stroud, Anita Collins, Lyle Mablc Killmcr, Riley Studdard. Gladys Comlcy, Hazel Ladenburger, Oleita Taylor, Lorcnc Compton. Gene Landon. Francis Taylor, Lillian Crosslcy, Gladys Lapham. Wanita Thomas. Edmund Dargan. Louise Leslie, Alonzo Thomas. Vivian Davidson, Mary Lovelace. Dorothy Trueblood, Evelyn Derrington, Mable Lovell, Willene Tush, Edith Dcwccse, Irene Macleod, Elma Tuttle, Elsie Dickinson, Leo Magnenat, Mary Vargas, George Dickinson, Rollic Martin, Marie Walker, Dean Drollingcr. Mirel Martinez, Harlinda Walker, Edwin Duluard. Lawrence Matthews, Dan Warrington. Edward Durham, Jean May, Junior Watson. Francis Eckman, Chett McCarty. Evelyn Weber. Ruth Fox. Pauline McDonald. William West. Emma Mac Franklin, Ben McGee, Juanita Wheeler, Willa Frary, Leola McHenry. Virginia Williams, Beulah Freese, Marion McMullen, Edward Wilson, Clyde Fuller, Jack McNcclcy, Madeline Winterstccn, Mary Gieber, Richard Mcncgay. Genell Wiseman, Clyde Gordon, Raymond Miller, Delmar Woolard, Merle Gower, Clarence Minnix. Francis Wool worth, Thcola Gray, Dorothy Moberly. Clyde Morgan. Dewey Worthington, Emogcan S®SagS5a2®feSSeventh Grade Appleton. Shirley Hall, Dorothy Ritter, Byron Arnold, Dean Harris, Dorothy Ritter, Evancile Atkinson. Juanita Hastings, Joyce Rives, Hazel Baird, Frances Henninger, Enid Robinson. Ella Baker, Esther Hogan, Denzcll Rockhold. Virginia Baker. Norma Hopkins, Vincent Rogers, Lester Barton. Marion Horton, Carl Rogers. Willard Bcaird, William Hutson, Bessie Rupard. Gladys Bean. Robert Jessec, Ralph Rutledge, Pauline Beasley. Harold Johnson. Lester Saler. Mildred Bcsscr. Mary Louise Johnson. Thelma Sault:, Vernon Booher, Lucille Ketchum. Lyman Schiebcl, Amy Billups, Maxine Keyes. Emogenc Schleicher. Benjamin Bottomlcy. Betty Kirkpatrick. Raymond Schwitzgcbcl. Richard Bounder, Robert Lampc, Jack Seals. De Voinc Brewer, Eugene Lamphcrc, Josephine Sheriff, Robert Buchanan, Virginia Lehman. Dorothy Shubaugh, Charles Burke, Mary Louise Leonard, Clinton Singleton, John Burton, Marion Katherine Letellicr, Gerard Smith, Geraldine Butler, Eunice Liston, Sue Emily Smith, Ruth Carpenter, Mac Lynch, Ralph South, Prclla Cash. Bessie Martin, Clifford Smith, Virgil Cash, Bettie Mason, Fred Sproat. Mildred Cathey, Mildred Masterson, Charles Stephenson. Helen Childs. Grace Maydcn, Lawrence Stevens, Ernest Chisam, Lowell McBride, Eileen Stewart, Lcvcta Colclosure, Lawrence McGinty, Paul Stewart, Loretta Coons, Dorothy McGuffin, Helga Stiles. William Cooper, Bernard McKee. Melvin Stone, Mary Jane Cox. Maxine McKnight, Francis Strokcr, Charles Crockett, Billy Mcginn. William Tanner, Clarence Curran, Barbara Mcnegay, Loma Taylor, Donald Darnell, Jack Met:. Marie Taylor, Loretta Davidson, Robert Middleton, Clem Taylor, Robert Day, Ernest Milburn, Margaret Thayer, Donald Denny.Virginia Miller, Hazel Thoman, Junior Dillion, Doris Monroe, Myra Thomas, Hillis Dishman, Archie Moore, Doris Thomas, Jane Doolittle, Norman Morris, Huber Thomas, Murrell Durre, Helen Murphy, Lorraine Thorstenbcrg, Clarence Edge, Ellen Nalley, August Tibbitt, Eileen Fischer, Henry Nelson, Bucta Van Brunt, Grant Fleming, Charles Nicholson. Louise Vogt, Leo Forbes, Donald Noernbcrg, Walter Walton. Carl Frank, Lois May Nolty, Ida Weaver, Mildred Gallup. Clarence Norman, Lorine Weir, Marion Garrett. Calvin Numbers, Wayne Westfall. Robert Gibbons. Ruby Offutt, Lyle Wildman, Harold Gibson. Walker Pearl. Alma Wildman. Herbert Gicck, Joe Phillips. Bertha Williams. Etta Gillespie, Grace Porter. Jack Wilson. Rachel Goebel, George Porter. Rosa May Winningham. Kathleen Green, Helen Post, Jack Winningham, Kenneth Greenwood, Claude Reynolds, Orlin Wire, Lester Hagcmann, Melloy Rice, Marjorie L1931 g gg££Eg 3 Fifty-sixIn fitting the student to do his worl{ well, the activities ayid or- ganizations of school are of great aid. He is just a rough'hewn piece of material that must be placed on the lathe of life and polished to fit his niche in life. Activities and OrganizationsFirst Row—Gibbons, Martin, Atherton, Miss Mona Walter (Director), Thomas. Moberly. Haag, Bowlin, Haney. Second Row—Russell. Layman, Fults, Blair, Clark, Hale, McGuire, Brown. Spauiding. Third Row—E. Russell. Hale, Rogers, Eike, Adams (Pianist), Cooper, Tush, Keyes, Lake. The combined Boys' and Girls' Glee Clubs have done much interesting work this year. Their first appearance was made at one of the regular assemblies. This appear' ance was in preparation for their next performance, at which they were combined with the glee clubs from the other Kansas City, Kansas, high schools, to present a program for the Kansas State Teachers’ Convention, held early in November at Memorial Hall. They co-operated in presenting the Christmas cantata, “Chimes of the Holy Night"; the Indian operetta, “Lelawala"; and entering solos, quartettes, and choruses in competition with other high schools in the Spring Festival held at Ottawa, Kansas, April 11. First Row—Mitchell, Browning, Payne. Mcnegay. Sails, Stephens, Hull. Second Row Thomas, Woods. Baker. Hammer, Lusk. Waters, Henningcr. Third Row—Ketchum. Buck, Wright (Pianist). Miss Mona Walter (Director). Laswcll, Pearson Pratt. Fourth Row- Bristow. Gieck. Maxwell. B. Craig. Dix, Petty, Cathey, Bohner. 1931 j Fifty-nineKA rgen ti a tv m Orchestra and Band First Row—Mason, Rowland. F. Childers. Second Row—Peterson. Sudduth, Miller. W. Kerr, Knapp, Reed, Adams. L. Kerr, Kctchum, L. Childers. Shubaugh. Third Row—Redwinc. McHenry, Lake. Baker, Palmer, Powell. King. Berry. Loiler, Wells. Wilson. The senior high orchestra has a membership of twenty-one. It made appearances in Junior Hay and Senior Play, Open House, assembly programs, senior high and junior high commencements, and Music Week. The band made its debut this year with a membership of eleven. The band played at the New Year's football game and all home basket ball games. Debate Squad First Row—Johnson, Mitchell. J. C. Shankland (Coach), Gicck. Second Row—Wells, Dix, Campbell. Morse. Third Row—Gould, Gibbs, Huff, Carr, Lillich. Debate was a popular activity this year. The debate class was large and from it the twelve members for debate teams were chosen. Non-decision debates were held with Osawatomie, Paola, and Haskell Institute. The four debaters who made up the team entered in the Northeast Kansas League, finished in third place. The affirma- tive team won one debate and lost three and the negative won three debates and lost one. The teams this year debated on the question, “Resolved: That chain stores arc socially and economically detrimental to the best interests of the American public." J. C. Shankland was the coach of the debate team. SixtyFirst Row—Ashlock. Drollingcr, Davidson, Cantrell, Boicc, Derrington. T. Haney, Nixon, Brush. Second Row—Cooper. Williams, Bishop, Sewell, Bowlin, Lovell, Regan, Mitchell, Gillespie. Third Row—Burton, Miss Maude Hewitt (Sponsor). Coleman, Ladenburger, Studdard, Worth- ington, Straud, F. Collins, Matney, Stewart. Fourth Row—Bell Kendall, Bird, Frery, Bradley, Lovelace, Dargin, Madison, Doolittle, M. Haney Taylor. Fifth Row—Huyck, McGee, McCarty, M. Collins. Servas. Freese, Hatley. Carr, Worrington Vergot, Holland. The idea of the work in art is not to make an artist out of every student enrolled, hut to promote a greater interest in art and to create a desire to form high ideals. Student. Council First Row J. C. Harmon (Sponsor), Gravatt, Cooper. C. Johnson, Mitchell. Second Row Sails, Lattin, Inncs. Wise. Buck. Brady. Third Row F. Johnson. Atherton. Linton, Thomas, Swcezy, Huff, G. Johnson, Lcaton. Kayes. Fourth Row—Laswcll. Browning, Mayo, Stoddard, Richardson, Haas. Fritz, Doolittle. Kirkpatrick. Fifth Row—-Smith. Rupard. Rogers, Christian. Fursley. Huff, Childers, Fuller, Arnold. The Student Council was organized about six years ago in order to further sch(x l citizenship. To become a member of the Council, a student must be president of any of the various classes and organizations, editor or business manager of either the paper or the annual, captain of any athletic team or a home room chairman. Officers President........................................................June Sails Vice-President...................................................Neil Buck Secretary.....................................................Pauline Huff Sixty-oneAdvanced Journalism Class First Row—Gravatt, C. Johnson. John. Lattin. Second Row—Sails. Mitchell. F. Johnson. Pruitt. G. Johnson. Third Row -Lovelace, Stewart. Sweezy, Lcaton. Price. Gieck. Fourth Row—Miss Frances Taylor (Sponsor). Reisackcr, Reed, Burns, Simmons, Ohrmundt Huff, Campbell. EDITORIAL STAFF Editor, June Sail : Associate Editor . Lyle Ora vatt. Elizabeth I.enton. New Editor. Grover Johnson; Assistant . Florence Carr. Gladys Gould. Fred Mahr, Charles l«oetel. Typing Editor. Pauline Huff; Assistants. June Savage. Lillian Fisher. .Maxine Thornton. Dorothy Ash. Eleanor Smith. Make-Up Editor, Harold deck; Assistant. Charles Uoetel. Copy Editor. Christina Relsacker; Assistants, Doris Christian. Marjorie Simmons. Lillian Pruitt. Ruth Price. Eunice Sheppard. Leltoy Lattin. Dorothy Ash. Eleanor Smith. Gladys Gould. Column Editor. Fred I»velace. Art. Shirley Sweezy. Vera Stewart. Sport Editor. Fred Johnson: Assistants. Charles Johnson. Clyde Cooper. Paul Fuller. Girl ’ Sport . Nora Franklin, Mary Dve. News Broadcast I nit. Betty Haas. Ruth Price, Gladys Burns. Bessie Shore . Robert Sudduth, Paul Campbell. Proof Readers Verna Ohrmundt. Paul Uupard, Bernice Sherry. Hazel Mason. Clyde Cooper. Fred Mahr. Charles Loetel, Florence Carr. Gladys Gould. Filing Clerks. Mario Reed Mildred Gibbs. Morgue Clerks, Lillian Pruitt. Ruth Price. Photographer. Grover Johnson; Assistant. Ar- thur Tabherer. BUSINESS STAFF Business Manager. Focny Mitchell Clyde Cooper.. Glenn Wise. Advertising Manager. Horace John Junior Wolf. Kstel Woodmff. Circulation Manager. June Sails. Exchange Manager Charles 1-oetel; Clayton Cooper Theodore Clark. Subscription .Manager. Fred Mahr. Assistants. Assistants. Assistants. and Scroll Officers President...... Vice-President Secretary ..... T reasurer..... ...Grover Johnson ...Charles Johnson ...Elizabeth Lcaton Christina Reisackcr Sixty-twoSecond Tear Journalism Class First Row Woodruff. Clyde Cooper. Tabbercr. Fuller. Tansey, Loetcl. Second Row—Rupard. E. Smith. Gould. Wise, Lillieh. Sheppard. Clayton. Cooper. Third Row—Fisher. Haas. Ash. Mason, Bernice Sherry. Christian. Franklin, Wolf. Fourth Row—Mahr. Carr. Shores. Gibbs. Thornton. Savage, Dye. T. Clark. The Press Club was organized six years ago in order to stimulate interest in jour- nalism and bring about any betterment to the paper that may be possible. This year a member of the staff made a special trip to Chicago, Illinois, to get an interview with Sydney Smith, world renowned cartoonist, who created the famous Andy Gump cartoons. For several years the paper has been rated All-American by the National Scholas- tic Press Association, and has also won honors in the Columbia University contest. Officers of Press Club President........................................................Fred Johnson Vice-President...................................................Fred Mahr Secretary.......................................................Marie Reed Treasurer......................................................Grover Johnson First Tear Journalism Class First Row—Frits. Miller. Ford. Derrington, Haney, Timmerman. Second Row—Conrad, Metz, Barton, M. Reynolds. Burger. Haas. Landon. Third Row Webster, Arnold. Eikc. Wells, Brown. Allen, Gates. Frye. Fourth Row—Long. M. Haney, C. Anderson. Wilhelm, H. Huff, Culp. Gravatt, Hills, Rose SlxtythrejsriftArgentiarC Annual Staff First Row—Latt.n. Gravatt, C. Johnson, John. Second Row—F. Johnson, Bruce, Sweezy. Campbell, Sails, Payne, G. Johnson, Inncs. Third Row—Pruitt, Price, Stewart, Burns. Reed, Leaton, Martin, Huff, F. Mitchell. Fourth Row—Hale, Rogers, Reisackcr. Ohrmundt, Lovelace, Gicck, Las well, D. Mitchell. Simmons. This year the Annual contains a new section, featuring creative work of students. Each teacher was asked to contribute to this department of the publication one selec- tion from her classes. A total of 580 yearbooks was printed. Last year The Argen- tian placed first in the Kansas State Contest at Manhattan, which was conducted by the Kansas State Agricultural College and Applied Sciences. In the National Contest of the Scholastic Press Association, it won an All-American honor rating. Editor Associate Editor Faculty Advisor Lyle Gravatt ....... Christina Relsacker. Miss Frances Taylor. Le Roy Lattln....... Elizabeth Leaton.... Fred Johnson........ Paulino Huff...... Grover Johnson Harold Clock Feeny Mitchell..... .John Innes......... Charles Johnson..... E'va Miller......... Shirley Sweezy...... Thelma Haney........ Carl Burgard........ June Sails.......... Verna Ohrmundt. ... Grover Johnson... Rosen a Rogers.... Marie Reed...... Robert Payne Vera Stewart... David Mitchell.... Gladys Burns..... Marjorie Simmons Maurice Harris Assistant Editors CTtrses Lillian Hale. Lillian Pruitt... Irene Pruitt..... Ruth Price....... Howard Las well Pauline Huff..... Dora Clark....... Dorothy Bruce.... Athletics Organizations Business Manager .......... sslsiant Horace John. Leon Mi nnix. Advertising Manager Assistant The Annual staff is selected from the members of the senior class. The industrial theme of the Annual this year was chosen in keeping with the en largement of the building and the addition of industrial courses to the curriculum the beginning of changing the school to a technical high school. Sixty-fourScribe Trophy Typing Team First Row—Cooper, Swccsy, Price. G. C. Brink (Instructor), Lattin. Second Row—Carr, Woolard, Gould. Scherer. Third Row—Savage, Marlow. Ash. Ashlock, Thornton. From this squad were picked the typing teams, both for speed and accuracy, compete against the other high schools throughout the state. Slxty-flveBooster Club First Row—Martin. Lcaton. Huff, Smith, Burns, Shultz, Read, Reynolds, Ash, Brown, Mr. J. H. Nicholson (Sponsor). Second Row—Savage, Marlow, Christian, Linton, Haas, Miles. Boicc, Matney, Ohrmundt, Morse. Miss Edith Simon (Sponsor). The Booster Club is a group of girls organized for the purpose of creating more enthusiasm and interest in athletics and activities of the school. These girls are outstanding leaders in other organizations of the school. To be eligible for membership in the Booster Club, a girl must not have failed in any sulv ject in high school. The club sponsors an annual hobo day on April 1. President................................................Velma Schultz Vice-President.........................................Dorothy Ash Secretary-Treasurer....................................Gladys Burns First Row Miss Edith Simon (Sponsor), Wise, Sails, Tabberer, L. Lattin, G. Johnson, C. Cooper. Thomas. Mr. J. H. Nicholson (Sponsor), Payne, C. Johnson. Second Row -Wolf, Harris, Foglcsong, Las well, Mitchell, Woodruff, Buck, F. Johnson, Fuller. R. Lattin. The purpose of the Pep Club is to promote enthusiasm for the activities of the school. Twenty members constitute the club membership this year. President...................................................LeRoy Lattin Vice-President............................................David Mitchell Secretary-Treasurer..................................................June Sails Sixty-sixGirl Reserves First Row—Hike, Boicc, Miles, Martin, M. Cooper, Badeker, Anderson, Brown, Haag. Second Row—Hale, Fry, G. Cooper, Hewitt, Hagemann, Barton, Matney. McHenry. Monschc, Hardinc. Third Row -Lake. Larkin. Gates, Beach, Anderson, Haney, Metz, McCullough. Lillich, Bader. Fourth Row—‘Easter, Clark, Christian. Easley, Davis, Gould, Gunn, Moberly, Earl, Morrison. Fifth Row—C. Lake. Hannon. Bishop, Woolard, Keyes, Gibbs, Hill, Gravatt, L. Hale, Long. Membership in the Girl Reserves Club is open to any senior high school girl who wishes to support the purpose for which the club exists. The club seeks to promote a Christian fellowship in everyday living, to increase the power of leadership, and to create better fellowship among girls. Officers President..... Vice-President Treasurer...... Margaret Thomas ....Virginia Miles ....Pauline Huff First Row -Price, Sweezy. M. Taylor Shane. Offutt, Miss Lctha Clcwcll (Sponsor). Miss Bess Wilhite (Sponsor). White. Second Row—L. Pruitt, Layman. Stewart. Redwine. Reynolds, Ash, Smith, Ashlock, Atherton. Third Row—Schultz, Rcisacker, Haas, Palmer, Phalp. Spaulding, Campbell, 2. Brown, Clark, Harrison. Fourth Row—Wells. V. Anderson. Bartley. McGuire, I. Pruitt. Rogers, Savage, Wright. Thomas. Fifth Row—Carr, Webster. Fultz. Mize, Anderson. Callahan, J. Brown, Shores, Thornton, Sherry. Sixth Row—Blair, Conrad. H. Huff, P. Huff, Glass, Reed, Burns, Pursley, Wilhelm. Rose. Sixty-seven Parent'Teacher Association MICS. T. KOV IIOOVKK. I’riVuIcnt The Pa rent'Teacher Association this year sponsored the annual reception for the teachers shortly after school opened. Approximately 200 attended this affair. The organization, in conjunction with the Argentine Activities Association, sponsored the dedication of the new gymnasium building, October ?0. Chancellor E. H. Lindley, of Kansas University, was the principal speaker on the program. Frank Rushton, presi- dent of the Board of Education, formally presented the new building to the commu- nity and school. Fred Johnson, president of the senior class, and Mrs. Bertha McMann, librarian, representing the student body and the community, made the responses. The Community-School banquet, held January 26, in the cafeteria, was spon- sored by the Argentine Activities Association and the Parent-Teacher Association. Each organization in the school was represented by students. B. P. McMillen, ath- letic coach at Kansas State Agricultural College, Manhattan, Kansas, was the speaker. The annual Founders' Day celebration of the Parent-Teacher Association was held in conjunction with the mid-winter open house. A candle-lighting service was presented by the past presidents of the Parent-Teacher Association. One of the outstanding features of this year's work was the Mutual Help Com- mittee’s service. The Argentine Activities Association The Argentine Activities Association is an Argentine civic organization, watch- ing carefully and effectively after the civic development of this part of the city. Street paving, park development, school development, and all other public im- provements, are watched and prompted by this organization. The organization has as its membership most of the live business men in the com- munity. Meetings are held twice monthly, with the exception of the hot summer months, when a vacation is taken for a two-month period. The association is non-political and politics is never discussed from the floor at any meeting or given consideration in any other way. The interests of the organization are wide in their scope. A close relationship is kept with the corporations having plants in this part of the city. It is the policy of the organization to hold out the hand of good fellowship to the men of these in- stitutions and to work with them in all ways possible. The membership in the Argentine Activities Association is open to any resident in the Argentine district desiring to join. The fee is $5.00 per year. A paid secre- tary is kept in the employ of the organization and it is his duty to care for the rou- tine work of the organization. He cares for much of the committee work. The Argentine Activities Association stands staunchly back of the work of Argen- tine High School and gives its undivided support to the students. ill M 31 J Sixty-eightWhen the steel worker is balancing himself hundreds of feet above the earth on an I'beam or a girder he must l(eep his bah ance of mind and muscle. He is an athlete. Athleticsfid The Football Season Nearly forty men answered the first call. This group settled down to stiff prac- tice for the opening game, which was to be with Osawatomie, October 4. The strength of the team was centered around six letter men. The outcome of the season looked very hopeful until Kansas City, Kansas, was quarantined because of infantile paral " sis. The quarantine caused the Osawatomie game to be cancelled and also the Ottawa game, which was to be played October 11. Only five games were left on the schedule when the Osawatomie and Ottawa games were cancelled. Argentine, 0; Atchison, 6 The Mustangs came closer to winning this game than any other game of the sea son. The Argentine team outplayed the Atchison eleven in every part of the game, but lost when an Atchison player intercepted an Argentine pass and ran 98 yards to a touchdown. In this game the Mustangs threatened to score several times, but failed. Argentine, 0; Topeka, The Argentine eleven met their strongest foe when they played the strong and heavy team trom Topeka, October 25. The Trojan team scored freely, and only when Topeka had inserted its reserves did the light Mustangs gain. The score at the end of the first half was 28'0. Argentine, 0; Shawnee Mission, 6. The Indian team turned the table on the Mustang team this year by defeating the Mustangs 6-0. The game was played on the Indian field in a steady rain. First Team First Row—George Holtfrcrich (Coach), Lattin. Burgard Rowland, Stockton. R. lnncs. Kerr. Childers, J. Innes, Amayo, J. C. Shankland (Coach). Second Row—Foglcsong. Gicck. Thomas, Browning. Miller, Wise, Johnson, P. lnncs, Jenkins, Mamie. Seventy-oneNIGHT GAME ON WYANDOTTE FIELD Argentine, 0; Wyandotte, 7 This game was the first night game for Coach George Holtfrerich's eleven. Dur ing the first half, the Mustangs outplayed the Wyandotte team, hut weakened in the second half before the much heavier team. Argentine, 0; Rosedale, 6 Argentine met Rosedale this year in the annual Thanksgiving Day game on the Mustang field. Tne Rosedale team scored early on the light Argentine eleven, hut did not threaten again. In the fourth quarter the Mustangs reached the Rosedale eievcivyard line, but failed to score. Second Tcam First Row—George Ho'tfrcrich (Coach), Thomas, Browning. Stott. Wise, Mcncgay. Dcrrington, Pratt Miller. P. Innes. Second Row—Jenkins, Brady, Keyes, Loctcl, Kctchum, Chisham, Anderson. Mason, J. C. Shank- land (Coach). Third Row—Middleton, Cathey. Brush. B. Craig. 1931 Seventy-tworgentiarv Football Letter Men FRED JOHNSON (halfback) made his see ond letter this year. JOE AMAYO (fullback) was slowed down considerably by a bad knee, but was always trying hard. He earned his third letter. He will be back next year. KENNETH KERR (center) earned his first letter this year. He was always ready to go in and do his best. He graduates. CARL BURGARD (end) was another fine player at end. He was consistent and made his second letter this year. He is a senior. GEORGE FOGLESONG (halfback) was the best brokcnfield runner on the squad. He made his first letter this year. He is a senior. FLOYD CHILDERS (end) was out a great deal because of injuries, but showed he was a great defensive player when in the game. He earned his second letter. He graduates. CLYDE MAMIE (halfback) alternated with Foglcsong. He showed plenty of fight and spirit. He earned his first letter in football. He graduates. LEROY LATTIN (guard) was always fight' ing. Lattin made his first letter in football this year. He is a senior. HOWARD KNAPP (guard, captain-elect) always kept the team's morale up with his fighting spirit. He again made the all-city team. He will be back next year. JOHN INNES (Obtain) John made his third letter this year. This was his second year as quarterback on the all-city team. He is a senior. ROBERT INNES (tackle) was always in battling. He made his second letter this year, but he will be a mainstay next season. HARVEY STOCKTON (tackle) made his first letter this year. He will return next season. RUSSELL ROWLAND (center) was a good passer and a fine defensive player. He earned his first football letter this year. He will be back as a mainstay next year. HAROLD GIECK (end) earned his first letter this year. His spirit always kept the gang fighting. He is a senior. Ssventy-three Senior High Basket Ball Squad First Row—-Tabbcrcr, Steffens, Payne, Menegay, C. Johnson, Pacheco, Thomas. Second Row—Woodruff. Shane Kctchum, Innes, Woods. Eisman, Mr. George Holtfrcrich (Coach). Third Row—Trent, Pyle. Middleton, Dix, G. Johnson, Mayo. Wells. The Basket Ball Season The basket ball season started December 8, when forty men reported for the first practice. Coach George Holtfrcrich had four letter men and plenty of experienced men, who had not won a letter before, to center a team around, but was unable to find a scoring combination. As the team had only a few weeks to prepare for the first game, the squad was cut early and the first string settled down to hard practice for the Excelsior Springs game. This year's team had a slight advantage over the teams of previous years, being the first to use the new gymnasium. The team had a very stiff schedule this year, playing ten Northeast Kansas League games and several strong nondeague teams. December 16 found the Mustangs journeying to Excelsior Springs, Missouri, to play their first game of the year. The game was won 34-17. Both teams played roughly and raggedly and many fouls were called. The first league game was played at Topeka against the capital city five. In this game, the Mustangs were unable to score a field goal. The game ended 18-4 in favor of Topeka. The team entered the district tournament at Olathe, March 13, and drew the Kansas City Catholic High School for the first round game. The Argentine quintet held an 11-0 advantage over the Catholic school in the first quarter, but was soon overtaken and lost the final game of the season, 19-14. The team showed improvement as the season advanced, one of the finest things that can be shown in any team, whether winning or losing. In the Atchison game, the players changed from a slow, stationary style of offense to a fast style, which proved very effective. The remaining games of the season were very close. The Mus- tangs won the Shawnee Mission game 22-20, lost to Rosedale twice by scores of 16-15 and 21-20, respectively, and lost the Wyandotte game 27-26. Seventy-fourumor Firs: Row Mr. C. E. Swcndcr (Coach), Walker, Innes, P. Buckman, Mr. J. H. Nicholson (Coach). Second Row—Heatherton, Irey, Keyes. Hall, Gomes. Mason. Third Row—Kane, Hiatt, Bastcl, Beth, Brady. H. Buckman. 4 Rosedale . 4 Wyandotte 12 Central .... 2 Rosedale . 10 Northwest 2 Wyandotte 2 Wyandotte 8 Central .... Seventy-fiveFirst Row Waters Mr. George Holtfrerich (Coach), Harris. Second Row—F. Johnson. C. Johnson, G. Johnson, With five letter men back from last year’s undefeated and state championship golf team, Argentine High School was represented by a strong team in several meets this year. The letter men: Charles Johnson, Maurice Harris, Jewell Waters, Fred Johnson and Grover Johnson. The team entered several meets this year and played several dual matches. The following are the meets entered: Baker Relays golf tournament at Baldwin, April 23, 24 and 25; Northeast Kansas League meet. May 2, and the state meet held at Emporia, May 15 and 16. The team last year scheduled nine dual meetings. It won eight and tied one. Grover and Charles Johnson won third and fourth places in the Baker Relays tourn.v ment and won the state doubles championship at Manhattan. Tennis Team First Row—Sails, Lovelace, Holtfrerich (Coach), John, R. Middleton. The 1930 team placed third in the Northeast League meet at Topeka, and Horace John, a twodetter man, won the Kansas City, Kansas, city boys' championship last summer. The 1931 team centered around four letter men. The letter men were: Horace John, Robert Middleton, Fred Lovelace, and June Sails. The team entered the Northeast League meet, held in Kansas City, Kansas, and the Baldwin relays. Seventy-sixThe “A” Club is an organization of the young men of Argentine High School, who by their hard efforts, have earned one or more first team letters in any of the outstanding sports: Football, basket ball, baseball, golf, tennis, or track. The club was founded in 1918 by Coach L. L. Watt and a small group of boys for the purpose of inspiring young men to participate in physical activities; to promote closer relationship between the members of the teams, the coach, the student body, and to help the success of the team in stimulating the interest of the students in true and clean sportsmanship. The letter not only represents the physical and athletic success of the individual, but stimulates courage, ability to think quickly, and understand higher things. The presentation of a letter depends upon the amount of participation in any first-team games in one season. The receiver of each letter must be approved by the coach and the principal. The receiver of each letter automatically becomes a member of the “A" Club. There are no special requirements as to the amount of playing time in each sport, but the coach recommends the person for a letter. The club sponsors a banquet each year. The money for this banquet is raised by a picture show and usually a basket ball tournament. The alumni members of the club may attend the banquet as guests. The initiation of the new members always creates a great deal of interest. Officers President.......... Vice-President..... Secretary'T reasurer. ......John Innes ..Grover Johnson Charles Johnson Firs: Rcw Mr. G:orge Holtfrcrich (Coach). Steffens, C. Johnson, Pacheco, Payne. John, Kerr. R. Inncs. Second Row—Waters, Sails. Knapp Thomas. Lovelace, Rowland. Burgard, Stockton, Childers. Third Row—Foglesong Trent. Gieck. Innes, F. Johnson. Mamie, Middleton, Harris, G. Johnson. Seventy-sevenFirst Row Miss Ruth Dunmirc (Sponsor), Bartley. Hagemann Second Row—Fisher, Taylor. Third Row—Lehman, Monsche. Linton. For every game in which a girl plays she is given a certain number of points. When the total of one thousand points has been earned, she becomes a member of the Girls’ “A” Ciub. The girls' sweaters this year are dark blue, trimmed with gold and with a on the front. Volley ball, basket ball, baseball, tennis, and archery are some of the sports which make up the girls’ athletics in the high school. Any girl, with the exception of sev enth grade, can participate in any of the girls’ activities. Each year, interclass basket ball, volley ball, and baseball tournaments are held. Miss Ruth Dunmire, gymnasium instructor, is sponsor of the group. Officers ....Norma Linton ...Onondas Bartley Kathleen Monsche ...Joan Hagemann President..... Vice-President, Secretary...... Treasurer...... Seventy-eightGIRLS THIRD HOUR GYMNASIUM CLASS IN CALISTHENICS LINEUP The spring activities included archery, baseball, deck tennis, and tennis. During archery practice, hikes were taken to the archery range at the Edison school. The teams organized earlier m the year were given points tor winning games. Tap dances, pyramids, flag drills, light apparatus work, and folk dances took up much time. These were in preparation for the gymnasium show, the main feature of the annual Open House. The various classes dressed according to their dances or other performances. Beach pajamas, Russian costumes, and gymnasium suits were represented in the dances. Rompers were worn for apparatus work. I'he crowning of the May Queen by the Girls' Athletic Association was held as in former years. Hazel Hardine '31 was chosen May Queen. Her attendants were Virginia Miles '32 and Beatrice Burgard '33. Girls' Volley Ball Teams First Row M:ller. Fisher, Franklin, Dye, Bender, Hagcmann. Palmer, Bartley. Second Row Moore, Martin, Lehman. Ashlock, Monschc, E. Pruitt. Blair, Barton. Mason. Third Row—Hale, Brown Sackman, Miles, Boicc, Gunn. Easter. Haney. Three teams participated in the interclass tournament this year, the sophomore, junior, and senior. Each team was defeated once. The sophomore was defeated by the junior; the junior, by the senior, and the senior, by the sophomore. Seventy-nine School Songs GOLD AND BLUE Argentine, Argentine, is the high school Where we learn and are taught the Golden Rule. To be fair to the foe is the one great motto. Of this high school in Argentine So with loyal hearts we sing. Our sincere tribute we bring, To honor with one thought and voice. The high school of our choice. Chorus Now you laddies, lassies, listen. It's Argentine, Argentine, with its colors so true. We are thinking of you always, Dear Argentine. Argentine with its Gold and Blue, It's our pride upon the hillside, Where we work with will and win, Now you laddies, lassies, listen, It's Argentine, Argentine, that will make all things spin. COCK'A'DOODLE'DO SONG Cock'a'doodle'do, I'm for Old Argentine; I am proud of it and so, I will crow and crow and crow; Cock-a-doodie-do, I'm for Old Argentine: And I'm crowing, for I’m growing In Old Argentine. ARGENTINE STEIN SONG Sing to dear Old Argentine, Fight for the Gold and Blue, Stand and let us honor our school. Let every loyal Mustang sing. Sing with all our heart and soul, Eyes always toward our goal; Keep this one and only motto, Be fajr and honest to our foe. Helen Wright Eighty The industrial field offers many opportunities to the person who has originality—the one who can see ahead and thinly things out, therefore, schools are trying to encourage students in the field of creative wor . Features and Creative XVor t Three Little Uoh nSO 7 s Z S u To Mechanics 3 Office " 4 Fore F Manh atfah Golf Club 6 Close Friends 7 Thattksqh'inq Game 6 Book Review Posters 9 Bob Eighty-threej -irg en tia Ac V OOCO Kjoorrro snr 2 A. Woods q immie Crew 4. Trophy Case 5 Debate. Coach 6 Foreign C orrespendents 7 VetQ '? ' Ve fna 8 Tennis Cho mpio n 9 Typing Room Eighty-fourArgentlarC Ch te f Wokomis 2 Head I i tiers 3 Daniel Boone Jr. 4Le!aLYalo S The Red Coats are Coming 6Lord Tatler Elghty-f Ivergen fid Art Display 2. i dub Sho 3 E Ha, Ue we U 0 7 Jremr 4 HHusta i q Team 5 Cheer e ac ers 6 H'ltss - a e 7 Eighty-six  Interview With Sidney Smith by Paul Campbell, Advanced Journalism. This interview won first place in the State Contest conducted by the University of Kansas, and first place in the state in the National Contest conducted by the QuiII and Scroll. Interna- tional Honorary Society for High School journalists. y Si His Ambition Was to He World’s Greatest Artist Creator of Andy Gump Keeps Three Months Ahead on Drawings for Sunday Papers. "How do you do Mr. Smith, how do you feel today?" “Not very good,” replied Mr. Sidney Smith, well known cartoonist and originator of "Andy Gump." to an Argcntian representative. "My best dog just died, my son just got fired, and I just got word my mother- in-law got over the lock-jaw. Aside from that, every- thing is O. K. "When I was young. I wanted to be an artist, the greatest artist that ever lived. When I would see a painting. I would always say. ‘I can do better than that.' I had high ideals all right, but one day I drew a picture of a schoolmarm when I was supposedly study- ing. She caught me, much to my surprise, and said. ‘Go ing but a cartoonist’." He went home and told his father what the teacher Drawn for "The Arjcentlan" home, young man! You arc fit for noth- had called him. Father Things Title Is Curse "Thinking this was a curse,” he said, "my father became very angry. He did not change his decision until he looked up the word cartoonist. Its meaning was found to be: (An Artist). "Well, this made my father look at things differently and I returned to school. “No, Goliath will never grow up." he said in reply to a question. "There is no use of having him grow up. “If he did. that would be like the father who asked his son why he didn't learn to write better and he said. ‘Well if 1 learned to write better, you would want me to learn to spell better.' That is just like the public. Give it one thing, it asks for another. It doesn't know what it wants. Uncle Bim Will Stay Single "No. I don't think Uncle Bim is going to get married, but you never can tell what he is going to do. "In drawing cartoons like this, you have to keep the public in suspense all the time. Keep it wondering what is going to take place next, then fool it. "I have drawn all kinds of cartoons for the papers but it wasn't until sixteen years ago that I started into a new field by drawing 'Andy Gump.’ I realized that we needed something of continuity, something where the true phases of life could be brought out, something that I could bring jokes into but that would still keep the public interested and in suspense." Off hand. Mr. Smith named twenty-nine characters that have appeared so far in "Andy Gump." When Mr. Smith was asked what advice he could give high school students he said. “Tell them to be anything but a cartoonist!” Tries to Hide From Public Mr. Smith has a one-room studio away from his main offices in the Tribune Tower. Chicago. He says he tries to sneak away from the public, but a few people still outwit him and find him anyway. Neither his name, address or telephone number appears in the telephone directory. One has to be rather tricky to come in personal contact with him, but his mail still reaches him and he has pictures to prove it. On one occasion he received eighty-five thousand letters in one day. He intended to answer personally each letter he received, but estimated that to answer all these letters that covered over half of his small one-room studio would cost him $2,500, so he changed his mind. mU Eighty-sevenr Much Wor in Maying Cartoons “There is much work about something like this, that other people do not realise," he said. "I have to keep three weeks ahead on the daily cartoons for the paper and three months ahead on my Sunday issues. Sometimes I can sit here in my ‘sneak-away and finish six cartoons, while other times, 1 can sit here and won't even finish one." His father wanted him to be a dentist but Sidney decided that the pen was less painful than the forceps and with monumental crust, he set forth on a pcrsonally'conducted, one-man art lecture tour of the country, playing Sunday Schools and saloons impartially, taking fees ranging from feeds to five dollars. He learned what made people "tick." Gets Job On Excange of Insults Some years later, he went to a managing editor of a Pittsburgh paper and said with beautiful directness, "Do you want a cartoonist?" "How in thunder do I know you arc a cartoonist?" challenged the managing editor, and Sid came back, "How in thunder do I know you’re a managing editor?" This exchange of insults .von him a $25-a-wcck job. The Gumps became the widest-read comic on earth, and earned mote than a million dollars in ten years for their creator. But money and fame haven't changed Sid Smith. Sid will let a big deal slide to catch a good story and keep bankers waiting while he in- vents balloons of conversations for his Gump family. Just a cartoonist, but the most successful, best-known and most-loved on earth. Transportation in America By Marie Bf.emont. Erma Pri itt and Florence Lehman, Business Science The whole story of transportation may be summed up in five words- -man, animal, boat, wheel and power. Primitive man carried his possessions on his back. Then he learned to domesticate wild animals and use them for beasts of burden. Later he learned the use of the litter. Next came the making of sledges with crude solid wheels not very round, then carts with two wheels, carts with four wheels and from that to carriages, coaches and wagons. These vehicles made better roads necessary. Communities of early times were developed along the water ways. First, man rode logs downstream, then he found that by hollowing the log out, he could ride more comfortably and carry more with him. The birch bark canoe could be carried over land and used in different waters. Other methods of water transportation were by galley boats, sailing vessels and sloops. The next step forward was the invention of the steamboat and the motor boat. The first steam boat seems very crude when compared to the palatial (Kean liner of today. The first railroad was the Baltimore and Ohio which started operation in 1829. John Stevens was called "The Father of American Railroads." The first locomotives were very slow, crude and uncertain and had to be improved greatly before being of much use for transportation. Today the railroads afford the safest and surest means of transportation by land and are used more extensively for long distances than any other method. We now have electrically propelled locomotives replacing many of the st cam-propel led. Automobiles were at first just carriages with motors attached and were called “horseless carriages." During the last twenty-five years, automobiles have been greatly improved. Now they are beautiful of line, luxurious and comfortable. The automo- bile is used for short distances more than any other means of transportation. From very early times man has tried to develop mechanical means of flying but in 1908 the Wright brothers had the first real success with the airplane. The World War advanced the use of the airplanes and they have been used ex- tensively in the last five years. Colonel Charles Lindbergh was the lirst to make a non- stop flight from New York to Paris. Dirigibles and larger planes are making the flight now. It may be that soon we shall have regular ocean travel by airplane. MISS GRACE DALE, Instructor. 1931 Eighty-eight Pride Wins A Morality Flay by Dora Clark. Twblth Grade English (Written in imitation of “Everyman,” a fifteenth century play) CHARACTERS Student ..........................................Tardiness Pride ............................................Knowledge Ignorance........................................Promptness Study....................................Knowledge's Cousin Scene—Hall of any school. Student and Pride are talking together as the curtain opens. Student (complaining to Pride)—I don't see why some people have to be so terribly snobbish. Pride—What's the matter, now? Student—When I was going down the hall with Tardiness and Ignorance, I passed Knowledge and Promptness. They were standing together but they weren't talking so I spoke to them. They just stared at me as if I were the dust under their feet and didn't even answer me. Pride Who did you say was with you? Student -Tardiness and Ignorance were walking with me. Pride Oh! That is the reason that they snubbed you. You see. Knowledge loathes Ignorance and Promptness abhors Tardiness. Student What has that to do with me? Pride—You know that old saying, ‘'Birds of a feather flock together." They would naturally think that you would be like your companions. Student (angrily)—If that is the way they feel- Pride—Don't be that way about it. L x k at it from the right angle. Ever since you have been chums with Ignorance and Tardiness you haven't been accomplishing anything at school. You never have your lessons prepared. You are always late to class. It does you no good to come to school because you never know what the teacher is talking about. Student (reluctantly)—I guess you're right. But what can I do about it? I can't tell my friends that I won't go with them. It would hurt their feelings. Pride—You will have to do something very soon or I won't stand it any longer. 1 can stand a lot but some things are too much. Now that you realize what kind of companions they arc if you don't get rid of them you needn't expect me to be your friend. Student (despairingly)—I don't know what to do. Pride—I have an idea! You know Study, Knowledge's cousin, don't you? (Stu- dent nods.) Knowledge thinks that anyone who is Study's friend is just all right. If you tried you could make friends with Study. Why don't you try? Student (interestedly) How could I do it? Pride—Find out if Study will be home tonight and call on her if she is home. Student—I will. Here come Ignorance and Tardiness now. Will you stay here with me while I tell them that I can't go with them tonight? Pride—Certainly. (Ignorance and Tardiness come up, arm in arm.) Ignorance—Well, if that there ain't old Stude! Tardiness—What time were we supposed to meet you? Student—About ten min— Ignorance (interrupting)— Who's your snooty friend? Why don't you intro- duce her and us? Elflhty-nineT Student—This is my friend Pride. Pride, this is Ignorance and this is Tardiness. Pride—How do you do. Ignorance—Pleased ter meetya. Tardiness (mumbling after Ignorance)—Ter meetya. Ignorance— Ya goin’ with us tanight? Student- I'm very sorry but 1 promised to call on Study with Pride, tonight. Ignorance (turning away from Student and Pride) Anybody who goes round with Study ain't no friend of ours. Tardiness- No, sir! Curtain closes to denote a lapse of time. Curtain opens showing Study, Knowledge, Promptness, Student, and Pride don- ning their wraps in the hall preparatory to leaving. Pride (in an aside to Student) We certainly do have a nice group of people to chum with now, don't we? Student (aside to Pride) -Yes, we do, thanks to you. Knowledge (to Pride and Student) - -Since you folks joined our crowd we have lust enough to make it the right size. Promptness—We never have to worry about your being on time, either. Study- The teachers all like to have us in class because we never cause them any trouble as some of the other groups do. Student—I always like to go with all of you. Pride—I like this group because no one can say that we don't do what is right. All join hands and start off together as the curtain closes. The White Cells of the Blood By June Rose, Tenth Grade Biology The white cells in the blood are very few compared with the red cells. A volume of blood equal to two pinheads, which should contain some four or five millions of the red cells, should contain only a few thousand white cells. In many kinds of illness, however, the number of white cells greatly increases; perhaps five or even ten times. It happens because the white cells are specially useful in illness, and this is one of the ways in which the healing power of nature shows itself. These white cells vary a good deal, unlike the red cells, which are all of the same pattern. They vary in size, in the way they stain with various coloring matters, and so on. They have no elastic coat, but they can, and do, change their shape readily. White cells were seen with microbes inside them, and at first it was though; that the microbes had invaded the cell and were killing it, but then white cells were found with little specks of coal dust in them, which the cells must have picked up for themselves. Then we found that we could actually see the white cells picking up microbes or specks of any foreign matter in the blood and dealing with them just as the amoeba deals with anything that it is feeding on. Suppose there has been a little damage to your finger; perhaps some dirt and some microbes have gotten into the wound. We find that the white cells make their way through the blood vessels in the neighborhood of the injury, not single but in thousands. They can be watched doing so, and we find that it may take as long as half an hour for a single cell, to make its way through. There they gather around the wound. F. S. HOOVER, Intructor. 1931 Ninety Domestic Science POODS m HOME-MAKIM- BREAKFAST Orange Pouched 6gg on Toast Cocoa CorribiVdiion S l d StLnduiich Butter MilK n PINNER l?oast i ccT Masked FoUtocs Spin ash Brown Bread Butter Fruit Set lad Ice Cream Cake Cot fee Food Preservation Nat r i t i o n or adequate diet Hospitality am good warmers Family It elatiov ships The Family Dinner . Howe Care of the Sick Family Finances C are ard Feeding of Children S electing and Planning the H owe Marketing G-ivc the ctitrlcL Fle-ntj miifr daily) Toast a7id cereak WjUcocJCeivcgdlaJJcs Soft cooked eggs Frcst Fruits t a I The course in Home Making is divided into units of work which are illustrated by Thelma Haney of the fourtlvhour class. MISS BERTHA PLUMB, Instructor. Ninety-one Clothing A SPRING STREET FROCK This is an original design made by Marie Reed, of the fourth-hour advanced cloth- ing class. MISS STELLA COLE, Instructor. Shorthand and Typing By Frances White, Twelfth Grade Shorthand Class If you were given a finger nail could you form the whole skeleton? On first thought you would probably say no, but that is just what the shorthand department has been doing. The shorthand character is the finger nail. In shorthand a word is not written according to its spelling but it is written as a skeleton of the word. To read shorthand characters you must take the few bones given in one small character and from this you will be able to make up the whole skeleton, which is the word. The more skeletons you build up from the finger nail the better animals you will get because the more practice you get in reading, the better your translations or the better shaped animal you have. In the typing department in writing from the various copies, you have a chance to become familiar with new words and then when you have an occasion to use new words, they are at your command. Once when a man was asked to judge a contest he chose the three best papers and someone remarked that they were all typewritten, a point which had escaped his attention. Then he remarked, he would wager that in any contest it pen students wrote the larger majority of papers, all the winners would be among the typing stu- dents. just because they handle more words. So it can be seen that both the shorthand and typewriting departments are very beneficial to the students. G. C. BRINK, Instructor. 1 Ninety-twoBenjamin Franklin By Sue Liston. Seventh Grade History Benjamin Franklin was born January 17, 1706, in Boston, Massachusetts, where his father was a tallow chandler. As the family was poor, he had no special advantages and went to school less than a year. He disliked the work in his father’s shop and was therefore apprenticed to his older brother, who was a printer, though it had been the family's intention to devote this tenth son as its "tithe” for the ministry. In his new trade, he found time to read much and thoughtfully. B(x ks were not numerous, but "Pilgrim’s Progress,” "Plutarch’s Lives,” and an old volume of the "Spectator,” never lost their charm for him. That he was forming an English style as well as entertaining himself was soon evident from the little essays which began to appear in his brother's paper, the "New England Courant” These, Franklin slipped under the office d x r, and the brother was well pleased to print them. In 1723 Franklin ran away to Philadelphia, because his older brother gave ill treatment. Franklin's knowledge of printing soon secured him work, and so able did he prove to be, that in the next year. Sir William Keith, the governor of the colony, sent him to England to buy a printing outfit. Keith, however, did not live up to his promises, and Franklin worked a year and a half in London, acquiring new skill. Shortly after his return to Philadelphia, he found a partner who had money, so he opened a printing shop for himself, and in 1729 bought the "Penn- sylvania Gazette," which he edited and printed so ably that he became known through- out the colonies. His public life now began, and his influence became stronger and stronger, especially on questions of frugality, industry, and temperance. "Poor Rich- ard's Almanac,” which appeared yearly from 1732 to 1757, was found in thousands of homes in colonial America. His practical wisdom made his quaint sayings part of the national speech. On every tongue were to be heard such of his proverbs as: "God helps them who help themselves.” "Never leave till tomorrow what you can do today,” and, " Tis hard for an empty bag to stand upright.” During the Revolutionary War, Franklin showed his intense patriotism by many acts of loyalty to his country. His most distinguished service was in his office of ambassador to France when he established himself in the hearts of the French nobility and was entirely responsible for the French aid to America. He died April 17, 1790, after a life of devoted service to his country. J. H. NICHOLSON, Instructor. The Bubbling Spring By Pauline Huff. Twelfth Grade English A recent ramble down a glade 'Mid blooming flowers and leafy trees. Disclosed beneath a poplar’s shade, A spring which rose 'mong fallen leaves. The water there had formed a pool, Among the rocks above its source. And glistening serene and cool. Had wended then its onward course. A pleasant spot to sit and think; To dream, perhaps philosophise; To quench your thirst with wholesome drink. To loll beneath blue summer skies. But ever restless, never still The water from the bubbling spring Flowed then away in noisy rill For others' dreams and joy to bring. Instructor. Miss Frances Taylor. Ninety-three John Marshall and the Constitution By Feeny Mitchell. Twelfth Grade. Public Speech The world has labored for ages to solve the greatest of all governmental problems: that of finding a balance between liberty and union, states' rights and national powers. Greece in her desire for pure democracy had forgotten the necessity of a federal power, had forgotten to provide for the strength that union brings and she perished. Rome went to the opposite extreme- fostering a domineering central power disre garding personal freedom. She became autocratic strangling the liberties of the people. Rome, also, perished. It remained for our Constitution to establish the perfect combination of nation- alistic and democratic principles, whence comes the power that has made it possible to strike the keynote of balance between state government and federal power and has, also, made possible over a century of uninterrupted coordination between the legisla tive, executive, and judicial departments. Our government as it existed one hundred and thirty-five years ago, was but a mere skeleton of that towering bulwark that stands today supported by judicial de- cisions. At that crucial period following the institution of the new government, there were conflicting theories as to the true interpretation of the Constitution: state rights or federal supremacy, liberal or strict construction? Upon the answers to these mo- mentous questions hinged the entire future of the nation. The greatest minds of that generation could find no answer to this seemingly unsolvable problem. Would all our statesmen fail? Was America to add one more to that long list of fallen republics? Beneath all the arguments of our statesmen there was a working force moving slowly Out surely toward an ultimate goal. For three decades there came forth from the supreme court, the teaching of a master, building from the chaotic facts and princi- ples of American law, a perfect system of Constitutional interpretation. That force was John Marshall, the judiciary of American government. Throughout all the issues that rose and fell, throughout all the bitter strife of sectionalism, the great chief justice moved steadily onward toward the settlement of that paramount problem. Where was the effective medium and balance of power between state and national govern- ment? He saw the futility of a government whose powers were divided among the sev- eral states. He realized that the success of the Constitution depended upon the estab- lishment of a strong central government, but vital to his conception of federal su- premacy was the principle that the sovereign power should reside with the people. He entered the supreme court at the time when decisions involving Constitutional interpretation would make of the states either an inefficient confederation or a suc- cessful union. Our general application of the Constitution is actually determined in forty-four masterly decisions, written or inspired by that great Constitutional jurist. The precedents created in Marshall's court are not ancient landmarks but a living force; although not actually a part of the Constitution they have outlined the course of the supreme court and have laid the foundation of our economic and political struc- ture. They vitalized the Constitution; and built upon a slender fabric of laws a mighty structure of Constitutional government, strong and unyielding, yet whose flexibility- lias met the expanding needs of the people. Marshall welded with the fire of his purpose, thirteen feeble separate common- wealths into one powerful nation. He raised our country from the position of a weak- ling among nations to that of the greatest and most influential of world powers. For his accomplishment, he takes his place among America's immortals. He made the supreme court the anchor of the Constitution. Swept by the rain and hail of states rights, washed by the waves of southern secession, buffeted and battered by internal dissension, and shaken to its very foundation by federal usurpation, the great rock of the Constitution, set by the masterly genius of John Marshall still stands as the guardian of liberty and justice throughout the world. This was Argentine high's winning oratorical speech. I. C. SHANKLAND, Instructor. 1931 Ninety-fourScore Board Graduating Classes of A. H. S. By Clinton Leonard, Seventh Grade Arithmetic 1931------------------------------------------------------------------ 19 M ------------------------------------- 1929----------------------------------------------------- 1928---------------------------------- 1927---------------------------------- 1926------------------------ 1925--------------------------------------- 1924------------------------------ 1923------------------------------ 1922---------------------------------- 1921------------------------ 192( i---------------- This is one of the bar graphs made in Seventh grade. It shows how the size of the grad uating classes has varied in the ten years from 1920 to 1931. Rug Problem By Charles Lee Fleming. Seventh Grade Arithmetic What will it cost to cover my kitchen floor with linoleum at $1.75 per square yard? 9X12=108 108-s-9= 12 12X51.75—$21.00 Students measured their own kitchen and solved the problem MISS EDITH DELANEY. Instructor. Ninety-five Unique Methods—Business Arithmetic By Elsie Kincaid Ninth Grade Arithmetic 2. 3. Multiply 26 4 by 18 A (Four Steps). Place one number below the other and multiply both fractions ( xVs) — j,. Criss-cross multiply (%x26) and ( x 18). The first result is 8%; the second is 1 3 2. Multiply the whole numbers (26x18) = 468. 4. Add the partial products ( 4 + 8% + 131 2 + 468). The result is 490 5 12. ARITHMETIC PUZZLES. Can you show how sixteen trees may be set in twelve straight rows with four trees in each row? If you can’t figure it out, note this plan. MISS EDITH SIMON. Instructor. An Original Geometrical Exercise By Russell Culp. Tenth Grade, Geometry Class THE ABBREVIATED PROOF Theorem: If all the angles of an isocclcs trapezoid arc bisected, the bisectors form a kite which can be inscribed in a circle. Given: A B C D is an isoceles trapezoid with each angle bisected. To Prove: N O H S is a kite which can be inscribed in a circle. Statements 1. A B C D is an isocclcs trapezoid with 1. each angle bisected. 2. Triangle A O C is congruent to triangle 2. BHD. 3. O A equals H B, C O equals H D. 3. 4. S A equals S B. C N equals O N. 4. 5. NO equals N H, SO equals S H. 5. 6. N O H S is a kite. 6. 7. The angles at O and H are right angles. 7. 8. The kite ON H S can be inscribed in a circle. Given. If a triangle has two angles and the in- cluded side equal respectively to two angles and the included sides of another triangle, the triangles arc congruent. Corresponding parts of congruent tri- angles arc equal. If two angles of a triangle arc equal the sides opposite those angles arc equal. Equals subtracted from equals give equals. A quadrilateral with two pairs of ad- jacent sides equal is a kite. The bisectors of the interior angles of parallel lines cut by a transversal are perpendicular. If a quadrilateral has a pair of opposite angles supplementary it may be inscribed in a circle. MISS CORA LUCE. Instructor. 1931 Ninety-six How May the Pact for the Renunciation of War Be Made Effective? By Rosa Correa, Tenth Grade History This essay won first place in the State contest which was sponsored by "The National Student Forum on the Paris Pact. The treaty for the renunciation of war which is popularly referred to both as the Briand-Kellogg pact after its co-authors, and as the Pact of Paris, after the city where it was signed, went into effect on July 24th, 1929. No ceremony in history has ever served in a given moment to hind so many Governments of the world to a specific standard of conduct. By the treaty, the contracting parties renounce war as an instrument of national policy in their mutual relations, condemn recourse to war as a means of solving inter- national controversies and agree that the settlement of all disputes of whatever kind which may arise among them shall never he sought except by pacific means. The treaty contains no provision for its abrogation or for the withdrawal of any party. Its engagements are not limited among and between the contracting parties. Forty-four other governments have informed the United States that they have taken the necessary steps to adhere to the treaty or that they intend so to do. The indorsement of fifty-nine of the sixty-four independent nations of the world has thus been given to “this new movement for world peace". The condemnation of recourse to war for the solution of international contro- versies and its renunciation as an instrument of national policy in Article 1 of the anti-war treaty are declarations by the contracting states “in the names of their respec- tive peoples. Article II of the treaty supplies such an obligation, for by it the parties agree that the settlement or the solution of all disputes or conflicts of whatever nature or of whatever origin which may arise among them shall never be sought except by pacific means. The United States declined to enter into the European system and some condemn America for her “selfishness" and “cowardice" and international irresponsibility; others still believe in the sincerity of America's devotion to world peace and are seeking a way by which the controversy over the league system can be appeased and the power- ful impulse of this country released and directed toward the goal for which all the world is working. America is primarily interested in attaining such a goal but not in this particular way. Therefore it is trying to find some other means under whose banner a peace movement may be launched which will deal directly with war and with nothing else, namely by an international agreement renouncing forever its use and setting up in its place a supreme court of justice and law. We would sec standing in the place where war stands, a world court, adjudicating disputes between nations by the application of laws recognised by them, nations going to court first, as is done in civil life, instead of resorting to war. That is what the Paris Peace Pact is trying to secure and, if possible, to establish such a court and effectually to commit the nations to take part in it. In case the treaty is not enforced in any member nation the European people are empowered to use force (as the treaty states) and the United States docs not wish to become entangled in European affairs. Even though it has not progressed as satisfactorily as it co-authors expected, the treaty is doing much more for the outlawry of war than any other plan with the same point of view. It will become even more effective when more nations are willing to enter it. V. E. TIMMINS, Instructor. Ninety-seven The Boys of ’61 to '65 By June Sails. Twelfth Grade History This Essay was written for the contest conducted by the Woman's Relief Corps. The Civil War was one of the greatest catastrophes in American history. When one thinks of that war, he thinks of a horrible but unavoidable conflict between two factions of a country, a conflict so great that it completely disregarded and belittled all family ties. Men who believed themselves right, fought, bled, and died some for a lost cause, others for a cause so great that it could not fail. The two factions, the North and the South were of a completely different nature. Compromise was useless and entirely out of the question. The men of the South were proud, em- phasised family tradition and bitterly opposed Northern tactics, believing themselves absolutely right—so right, that they were ready to see their cause through at any cost. The men of the North were earnest, conscientious, and believing implicitly that they were in the right—resolving to prevent the execution of that Southern plan either by arbitration or by force, and thereby save the thing which was so greatly im- periled and yet so vital to the success of a great nation—the UNION. The people of the South firmly believed that they had the right to take their states out of the Union. They had been taught by no less an authority than their champion, Calhoun. The people of the North believed just as firmly that no state had the right to leave the Union, and that secession was treason. In the last years of the Buchanan administration, South Carolina took the lead and almost imme- diately was followed by six other states. These seven states banded together in a union of their own, calling themselves the Confederate States of America. Naturally, this drastic action brought on the inevitable war. Immediately the men of the South, called by what they thought a patriotic cause responded to a call for men. The South was not ready for war. It could raise cotton, but there was no means of manufacturing the cotton into clothing. No guns, no ammunition—but a feeling of confidence carried it through for four years. Lincoln's plan of the blockade effectively prevented the addition of any supplies. The men of the North who had plenty of clothing, ammunition, and food, fought on with that great desire and self-determination always shining before them that the Union must be saved, however great the cost or sacrifice. In the end, the North won. Its cause was victorious. The Union had been saved. Never before had such a catastrophe presented itself before the American people and never has one since. It was brother against brother—father against son, and the greatest of all, secession against the Union, and the Union had won! C. E. SWENDER, Instructor. Politeness By Helen Offutt, Tenth Grade English "Two small keys that open with ease, T thank you, sir,’ and ‘If you please. Politeness is a mark of refinement. It makes no difference where one is, or why he is there, a person is judged by his civility. Every day one is constantly be- ing either esteemed for his courtesy, or criticized because of the lack of it. Courtesy is unlimited. It should be practiced in the home, in the school, and in business and social life. The most successful hostess is the one who is the most courteous, and the most welcome guest is the one whose manners are always irre- proachable. This is also true of an individual's success in the business field. An em- ployee or an applicant for a position must be eager to serve faithfully, efficiently, and willingly. The employer, t(x , must be courteous and possess a sense of appre- ciation. Regardless of the time and place of the deed, a kind action or word is always remembered. Rudeness is usually the result of ignorance, but it is inexcusable and often unpardonable. Politeness is inexpensive, but it is invaluable. ML Ninety-eight  Charon Entertains By Cicero Class (Sketches from the diary of Charon, the boatman, who, according to the belief of the Romans, ferried all dead souls across the river Styx, which is the boundary be- tween the land of living and the land of dead and across which all spirits of the dead must pass.) January 1—The Cicero class of A. H. S. came for a visit today. They came to see only famous Romans, and no noted men of later times. I told them of some of my experiences, but they were insignificant compared with the deeds told by Paul Fuller in his yarns. January 3—The students saw Catiline and Cicero. They are still bitter ene mies because of Ciceros famous orations. Both greeted the class pleasantly enough and were profusely greeted by June Savage and Helen Wright, the welcome com- mittee of the class. Hubert Daniels, the curious, asked Catiline’s opinion of Cicero's speeches. He expressed his opinion in very effective words. Cicero objected and started a physical battle, much more satisfying and more easily followed than the untranslated-verbal battles of Catiline and Cicero. The pupils disdained to help rescue Cicero from Catiline; they thought it a good time to revenge themselves on Cicero for having to translate his speeches daily. January 5—The class came again today and I introduced them to Romulus, Remus, and Nero. Romulus and Remus were friendly again, even though Remus had been killed by his brother. Nero carried his violin. Bessie Shores asked him to play; and he agreed as if he had a girl like her to inspire him. Raymond remarked that seeing a fire like Rome burning would excite him to nothing except watching the fire trucks. Nero told of the burning of the city which Romulus and Remus had founded. This infuriated the brothers and they started a combat with Nero. Acting as mediator I did not see the class leave. January 8—The Cicero students met Caesar today. He was like an old ac- quaintance to them. They had become acquainted with him during their second year of Latin, much to their grief. They had found Caesar's commentaries very hard to translate. January 11— Ovid and Virgil met the students. They entertained the class by reciting poetry. January 15—The Cicero class came to bid me good-bye. They thanked me for the good times which they had in meeting the different Romans. They then took their departure. MISS MYRTLE McCORMICK, Instructor. How Cattails Came To Be By Dorothy Harris, Seventh Grade English One day a cat was running after a mouse. The cat was brown and white with a beautiful, long, brown tail. Now, as I have said, the cat was chasing a mouse and was indeed very, very hungry. Just as the cat almost snatched him, the mouse ran in a door and the cat did, too, all but his tail. Bang! The mistress shut the door, catching the cat's tail, and letting the mouse escape. The cat was so angry at his tail for causing him such pain and humiliation that he marched straightway to Mother Nature and had his tail cut off. He took it home and stuck it on a stick in the swamp where he lived, and ever since, we have had cattails. Ninety-nine How Scientists Have Aided in the Advancement of Civilization Through the Research Laboratories By Nadine Bishop. Eleventh Grade Chemistry and Physics Science has been almost entirely responsible for the present contribution to civ- ilization. The physicist, the doctor, the astronomer, and many others have aided in the advancement of civilization. The physicist has found the great secret of getting electricity under control, so that it will do man's work. The chemist has discovered new metals for the manufacturing age that we are living in. He has also aided in bettering the human health, and the astronomer has discovered ways of directing navigation by studying the stars. All of this work has been brought about through research in the different scien- tific fields. The growth of the scientific field was shown in a very interesting demonstration by Mr. S. P. Grace, vice-president of the Bell Telephone Laboratories. The demonstration t x k place at the University of Kansas. He called the attention of his audience to a box-like telephone, a reproduction of the first speaking instrue ment that was invented by Alexander Graham Bell. He compared the old telephone with the one that we use today. One of the most wonderful instruments that the research scientists of the tele- phone company has invented is the artificial larynx. This instrument is used by breathing through it and forming words with the mouth. This device gives its char- acteristic notes and, therefore, one is able to talk without using the vocal organs. Men and women rendered speechless by loss of the use of the larynx can use this artificial larynx and make themselves heard over great distances. A rod of permalloy metal (an alloy of about eighty per cent nickel and the other part iron), if turned parallel to the earth's magnetic lines of force or north and south, is magnetized sufficiently to pick up a small piece of tin. The rod then turned at a ninety-degree angle, east and west drops the piece of tin because the metal has become demagnetized. This shows the ease with which permalloy gains and loses magnetism. This metal together with a new kind of insulation makes possible a trans-At- lantic telephone which is to be constructed s x n. Science has contributed great advancements of knowledge to the world, will continue to contribute, and thus be a principal factor in the advancement of the universe. This is a report of a demonstration given at the University of Kansas. A. W. BROWN, Instructor. The Clocl{ By Wayne Bristow. Tenth Grade English The faithful old clock never stops. Its weary hands it never drops; It stands in the hall out of the way. And desires to be wound every eighth day It stands there so still, No time docs it kill; It tells us in its kindly way Every hour the time of day. It is never sighing nor complaining. Even though it may be raining; All through the dark, still night. It strikes the hours with all its might. MISS EDNA BARNES. Instructor. 1 931,3 One HundredThe Roaming Rover By Marii. Metz. Seventh Grade Geography Oh. the day is so cold and so dreary. And I'm so tired of staying at home, lor thcic is a feeling comes o’er me: That feeling of longing to roam. So I’m going to roam o’er the country; Roam o’er the land lar and near. And see all the fights of the Continents, From my dream airplane so dear. it will, probably, take a year or two, For traveling I’d never tire. For I shall sec lands that are far away; The lands of :ny desire. I'll leave before the stars have fled; In the dawning, fresh and cool. I’ll leave in my small dream ship; It has just been loaded with fuel. Why. I will fly to old Brasil. And sail down the Amazon. I’ll eat Brazil nuts by the ton. Gee, but it will be loads of fun! Then to Rio de Janeiro I will go. And drink some coffee there. I'm not supposed to but I will; All just because of a dare. Now I'll speed to the Sahara, And have afternoon tea there, And see the nomads wand’ring "round, I think it only fair! Then onward I would go. On to Spain and France, I would go to Monte Carlo, And win by the “Wheel of Chance." But all my winnings would be for naught. I’d lose them again you see. And then I w-ould be no richer. Oh well it’s Rome lor me. While there I‘d see the Pope, And the Vatican so grand. I d get lost in the many rooms. But they’d find me at the Pope’s command. Then I would go to Scotland. And scale the Ben Nevis Peak. I wonder just how long 'twould take; I hope not more than a week. Then I'll hop to Sicily. And sec Mt. Etna there, And the lava flowing down. It’d give me quite a scare. I’ll get to Tokio, And leave my good will token. I’ll try to speak Japanese. That language in Japan is spoken. I’d go to Australia, Down to Tasmania, too. Then to New Zealand and Then across the ocean blue. I would stop at Hawaiian Isle And hear the guitar too. But I w'ould be eager to arrive Back in U. S. A. so true. Oh, my! How happy I will be To fly to K. C. K. To know I am back home again. After roaming so far away. I’ll land iny plane at Fairfax Field, And hurry home to sleep, I don’t know what this trip's done for you But for me it's done a heap. I've learned of many countries. That I never knew before. So next time when I'm tired of home, Why, I will roam some more! MISS LILLIAN JESSUP. Instructor. 1931 One Hundred Oneen m mt. T'V II ' Arc Light ARC LIGHT f. • 4 (H mil ■ Its . MB» JAB »:«sa Mit,«j?A, : :: KesnsPnr "',v Ul | »H- U| : »»»fimi w. i IMUlMm O inf ); i jr,-:.; ;;. . ■ ,•.; »«•, «« • ■ — 6 J « fv» • • The arc light shown in the diagram is made by using a one-half gallon fruit jar (C), a wooden insulator (A), two pieces of metal (D) one-half by one-eighth by six inches, that extend down into the jar. The solution (F) is composed of one and one-half quarts of water and two table- spoonfuls of salt. The jar is mounted on a board (G) one by three by nine inches, and is held in place by four spring steel clips (E). The carbons (J) are mounted on a board (N) one by four by eight inches. The braces (M) holding the carbons are cut from pieces of wood one by one and one-half by three inches. The carbons (J) were taken from discarded flash light batteries. Friction tape (L) is placed on the ends of the carbons for insulation When connected with a light socket, the current starts through one wire (I) going to the binding post (B) on the rheostat. The current passes down the pole (D) going through the salt water to the other pole. A wire connected to this pole carries the current to one of the carbons. Place the two carbons together to close the circuit, then pull the carbons apart slowly until the arc appears. From the other carbon, a wire carries the current back to the light socket. The power used is 110 A. C. current. The arc light was built as a special project in the trades information class. It was designed and built by Clyde Wilson, an eighth grade pupil. The drawing of the project for the annual was made by Jack Fuller, another eighth grade pupil in the trades information class. E. A. MOODY, Instructor. One Hundred TwoA Call at the Wrong Time By Lyman Ketchum, Seventh Grade English All is quiet on a hot July night about twelve o'clock when R-rr-rrr-ring! R-r rivring! “The telephone! Who can it be at this time of the night and what on earth can he want? I think I will lie still for awhile and see if one of the rest of the family will answer it." A minute passes in silence. R-r-rr-rring! R rr-rring. “Can't he wait until morning? Well, I guess I will have to answer it." A rattle of bed springs and— crash! “Oh, my head!" Those steps were in the wrong place it seems to me." R rrring! Bang! "Who put that chair out here in the middle of the floor? At last, here is the telephone." "Hello! What?—Can I play the trombone?— Hello, hello, hello! If I could only lay my hand on that person I would Oh, well, I think I will go back to bed. "Now, where can the door leading to the stairway be? Here it is. Ouch! My. but I stubbed my toe. At last, here I am at the top of the stairway. Ah!—Here is the nice soft bed." R'r'r'r'r'ring! R-r-r-r-ring! “Let it ring! Who cares?" After a few moments, all is again quiet on a hot July night. MISS BESS WILHITE, Instructor. The Stream That Sings the Sweetest By Britton Mavity, Ninth Grade English The stream that sings the sweetest And dances with the breeze Is not as wide as shadows Of its friendly mountain trees. And it cannot hear the ocean For it’s own wild harmonies The stream that sings the sweetest Makes the greatest stir When it meets the bitter ocean: But it bears a bicath like myrrh And spells the moon had woven When the mountain sang to her. O heart that knows the gladness Of earth that has its dream, Why cannot you go singing Like this little mountain stream That gleams to death in waters That, a moment, catch the gleam? Pi Pirate Bold By Mary Harmon. Ninth Grade English I'm going to be a pirate bold. On the Spanish Main FI! dig for gold. When the moon comes out a ghostly white. We'll lay our treasure down. If any one should find it, He'd be rich as China Town. We'll smooth the place with rocks and sand. And mark the nearest tree. But these precious marks, I'm telling you. None will ever see. I'll wear a sash of crimson velvet. And a diamond'hiltod sword. I'll wear a whistle round my neck. Held by a golden cord. I'll have a habit of taking natives. And walking them aboard. I'll be a regular pirate. With my diamond'hiltcd sword. A flag of skull and cross bones. The wickedest that ever flew. We'll have a most enjoyable time. Just me alone and my crew. MISS LEI HA CLEWELL. Instructor. to One Hundred Three Art SPRINGTIME By Nadine Bishop. Eleventh Grade. Advanced Art Ci.ass A Textile design, used as a cloth pattern. Students Should Pick Vocation Early This editorial by Christina Rcisackcr, won first place in the state in the High School Awards Contest. The introduction of a course in vocations to the school curriculum this year env phasizes the necessity for a high school student to put forth his best efforts to find himself. That is, it is generally recognized that a high school education should help a student discover the type of work he prefers and for which he has the necessary quali' fica lions. Often a hoy goes through high school not realizing the importance of choosing a vocation. He assumes that he is to go to college, and thinks no more about it. When he reaches college, he is at a loss. He finds there that it is to his special benefit to spe- cialize in some subject. He has not taken time to think about the type of work that appeals to him and for which he is qualified. He chooses hastily and no doubt uiv willingly and the result is disastrous. He finds he does not like his work; it does not interest him; it is difficult for him because he is not suited to that type of work, and he is a miserable failure. Many students allow themselves to be influenced by the opinions of others. Some' one tells a student that since he can perform what seems to be marvels, by making an old car run, he is destined to become a great mechanic, when perhaps his real inter' est, if found out, would make him a successful author. Am I giving the proper attention to chosing a vocation? Have I taken an iiv ventory of myself to discover my tastes and my personal qualifications? These are questions that every high school student should consider seriously. In school he has the opportunity to find his vocation and prepare himself for it. If he has chosen properly, and soundly prepared himself, he will eventually become first'dass in his work and rise to success. One Hundred Fourtia r£ Our Robber By Vernon Saultz, Seventh Grade English I awoke with a start. What was that noise I heard in the parlor? It was a soft, sliding noise, just like what a cautious burglar would make, I thought. I went over and put on my house slippers and slipped into daddy’s and mother’s bedroom. I stepped over and shook daddy gently, softly calling his name. “What is it, son?" “Some one is in the parlor,” I told him. “I’ll see,” he said. I then heard mother’s voice behind me, “Who is it, I wonder; it may be a burgler.” Daddy went over and took a flashlight and an automatic pistol out of a drawer in the bureau. Then he turned to mother and me. “You stay here, and if anything goes wrong, you go into one of the closets,” he said. “All right," said mother. Then he left us and went into the parlor. We still heard that sliding noise, but it seemed louder now as 1 listened more intently to it. All at once a crash resounded through the house. It was followed by a startled cry, and mother said that we had better go into the closet. Presently we heard daddy's voice, "You can come out now, I have the burglar, so that he won’t shoot you.” So we went out into the light. There was daddy holding Jeff, our collie dog, by the collar. We had forgotten to let him outside when we went to bed. The crash that we heard was daddy falling down when Jeff ran against his legs. Jeff got frightened just as any other burglar would when the light was thrown on him. We all laughed and went back to bed and soon all was quiet again. Miss Bess Wilhite, Instructor. The Lighthouse By Herbert Wildman, Seventh Grade English The lighthouse shines through the foreboding dark night And woe to the ship which heeds not its light For many a ship which has skimmed o'er the crest Has been broken and crushed on the grim island's breast So there in the night it stands brave and tall, Flashing a light—giving warning to all. Alone on the island it stands through the years Steady and brave without any fears But with only a wish to help ships that arc true Which is the very bravest thing any lighthouse can do. Miss Bess Wilhite, Instructor One Hundred Five -r g 7 Al How It Began By Louis Correa, Twelfth Grade English One day through an ancient wood, A black cat walked as all cats should. But looked about as he said “meow", Speaking as only cats can do. Since then three hundred years have fled, And I am sure that cat is dead. A savage who was passing by, Chanced to hear the old cat sigh; He was anxious to be on his way, And soon be a fishing in the bay. As he sat there he fell asleep, And soon fell within the deep. He uttered words of righteous wrath. Because it was a cold, cold bath. The old black rubbed his head and spat. He blamed it on the old black cat, Still we believe—since he his hair did pluck That all black cats bring us bad luck. Companions By Gladys Gould, Eleventh Grade I walked with Pleasure. She talked of leisure As along the way We journeyed long Living a song How wisely, none may say. I walked with Sorrow, She spoke of the morrow And o'er my heart A shadow crept As together we wept For many lost hearts. I walked with Pleasure, She left me memories to treasure. Need I, not more than this? I walked with Sorrow. She caused me to doubt the morrow. Can e’er this bring me bliss? Spring By Florence Carr. Eleventh Grade English Spring is here. The time of year That children say Is best for play. Kites fly high Up in the sky And marbles round Are on the ground. Dolls arc dressed In Sunday best. And roller skates On feet arc placed. Tops arc spun And, oh, what fun! In a month or two The school year's through. One Hundred Six entia tv The Treasure Hunt By Edith Huyck, Ninth Grade The Indians told my great grandfather, who was their friend, that a long time ago there was a log cabin on his land, and that the occupants had about forty thousand dollars in gold. Then the bush whackers came to this cabin. The people had seen them coming and they, running into the back garden buried the money. The bush whackers caught and killed them, burning the cabin. Now in our back garden, we find pieces of beauti' ful old dishes, arrowheads, parts of blackened spoons and other proofs of people long since gone. My great grandfather spent many years of his life digging for this treasure. In fact he dug all over his many acres of land unearthing nothing. The neighborhood children and I, thinking to dig up this wonderful treasure, toiled many a summer day throwing out shovelfuls of brown earth. One sultry afternoon we were working then resting, and again working, and making trips to the spring to fill our water jug. I took my turn at the shovel, and as I was wearily throwing out the earth my eye fell upon a white something that I had not noticed before. It was at the further end projecting into the side of our hole. I stepped over to dig it up but I found it would not budge. It looked very much like bones our dog had scattered over the yard, so I supposed this was one of them he had buried some time ago. I told the others who were not so sure it was. I also changed my mind upon digging further because it was a large bone, half the size of our dog and to my thinking, far too big for him to carry. Besides, if he had buried it the ground would have been soft above it. Added to that, it was far too deep for any sensible dog to bury a bone. All the children were highly excited, as 1 was myself. My hands shook. I was the only one digging, the others having gathered in a semicircle to watch what would be unearthed with the next shovelful. What did happen, made them gasp and turn pale. Many more bones were found and arrow heads, also one large tomahawk. It was plain to see that this was an Indian skeleton. Probably it had been a chief. The children all ran home and would not come back again. Tradition tells how a skeleton is often found above treasure, how the genie, who protects the gold when displeased, takes the gold just as the treasure seekers are about to find it. I was some what afraid and I had half a dozen excuses at a time for not digging during the next few weeks, but finally the wish for gold came upon me again. On the way to the digging grounds, I thought of the money. Just to think of all the money, forty thousand dollars, I had built mansions with gardens and flowers and purchased expensive clothes, and all that would accompany my riches. In fact I had spent the money over and over again. When I reached my destination, I looked for the skeleton, when to my horror, I realized it had disappeared. In my childish mind it was plain that the genie had come and taken the skeleton. It seemed like an eternity before I could move. Then I ran so fast that this day I can remember that I thought I was going as fast as the wind. After a day or two I went back for the spade and shovel, but as for my resuming my digging, that was entirely out of the question, and as for the gold, if it is not gone, it is buried there still. One Hundred Seven Argentine Backers A-5 Cleaners Kansas City Advertiser Anchor Harware Store No. 8 Kansas City Kansan Argentine Activities Association LaGrange, A. J. Argentine Coal Co. Argentine Meat Market Badger Lumber Co. Campbell Lake Clopper, I)r. D. E. Commercial National Bank Davidson Bros. Motor Co. DeCoursey Creamery Co. First State Bank Fleming Drug Co. Glanville-Smitli Furniture Co. Greer’s Grocery Industrial State Bank Loose-Wiles Biscuit Co. Mace and Reynolds Malir Transfer Co. McGeorge’s Pharmacy Meyer’s Ice Cream Co. Mutual Press Parisian Studio Rawles, J. C. and Co. Rushton Bakery Simmons, G. W. Son Tibbs Book Store White’s Grocery Wvandotte Countv Gas Co. Young’s Department Store 1931, One Hundred Eight ..iS i A H S I h I 1 "(io Itp Antlriluuts is tn Adiirup” CONGRATULATIONS AND BEST WISHES TO THE SENIORS OF 1931 MacHDeyincUdls Jewelry «tiff Clothing 3010 Strong Avenue Kansas City, Kansas One Hundred Nine raenharv 1 1 A H s I I You Have Now Graduated to A Bank Account Save As You Grow! The First State Bank OFFICERS AND DIRECTORS CLAYTON BODLEY, President O. C. SMITH, Vice-President HOWARD HAINES, Cashier WM. STIRLING, Vice-President HELEN ELEVENS, Asst-Casliier JUDGE II. J. SMITH E. L. CLARK V. M. BODLEY m V l Dne Hundred Ten The Kansas City Kansan ARTHt'K CAPPER, PUBLISHER One Hundred Eleven May Your Highest Ambitions Be Realized J. C. RAWLES CO. Druggists THE REXALL STORES 2615 Strong Avenue 3418 Strong Avenue 3118 Strong Avenue One Hundred Twelve One Hundred Thirteen The Mutual Press The Mutual Printing Company (SUCCESSOR TO THE CO-OPERATIVE PRESS) R. A. GILCREST, JR.. Manager Fine Printing Paper Ruling 44Ver Craft” Stationer 2101 METROPOLITAN AVENUE Phone, Argentine 0051 One Hundred Fourteen The Activities Association DO YOU KNOW WHAT IT IS, AND WHAT IT STANDS FOR? Congrat ulat ion s and Hast Wishes to the Graduates of 1931 Argentine Activities Association KANSAS CITY, KANSAS One Hundred Fifteen Congratulations to the Class of 1931 A. J. LaGrange DRY GOODS—SHOES—-HOSIERY We Offer First Grade Merchandise at the I.nicest Reasonable Price. 3008 Strong Avenue Argentine 0097 Fleming Drug Store A. G. FLEMING, Prop. A-I-D Try the Drug Store First TWENTY-FIRST AND RUBY AVE. Free Delivery Phone, Argentine 0242 One Hundred SixteenftArgentiarC Industrial State Bank 32ND STREET AND STRONG AVENUE STRONG enough to protect von LARGE enough to serve you SMALL enough to know you Capital and Surplus Commercial National Bank Under United States Govern merit Su per vision Your Patronage Invited 6th and MinneHota Ave. One Hundred Seventeen Argentine Meat Market CHAS. E. SMITH Fresh tnul Salt Meats 3005 STRONG AVENUE TELEPHONES, ARGENTINE 0895 AND 0896 Real Drug Store Service at Your Door Phone, Argentine 003 1 McGEORGE’S PHARMACY PRESCRIPTIONS COMPOUNDED A Full Line of School Supplies 22nd and Metropolitan Ave. Kansas City, Kansas I SI H S One Hundred Eighteenraentiarv ARGENTINE COAL COMPANY WM. STIRLING, Proprietor Coal9 Feed anti Gravel Phone, Argentine 0600 2013 Metropolitan Avenu BEST WISHES TO THE CLASS OF 1931 Greer’s GROCERIES “Gootls Thai Satisfy 1504 Woodland Blvd, Phone, Argentine 0901 One Hundred Nineteen Insist on DeCoursey’s“A Home Product” DeCoursey Creamery Co KANSAS CITY, KANSAS Campbell Lake Now Open SWIMMING - BOATING - DANCING - FISHING An Ideal Place for Picnicking Special Invitation Extended to Argentine Scholars to Come and Enjoy Themselves The Lake is Fed by Springs and an Artesian Well g ftSggf One Hundred TwentyBSSBjl £ Compliment» of The George Rushton Baking Co. A Kansas City, Kansas Institution Best Wishes to the Seniors of 1931 MR. and MRS. R. P. JOHN W. H. REED J. L. WILHM MR. and MRS. P. K. EVERSOLE CAMPBELL STUDIO SMITH SHIRT SHOP VM. E. McKISICK MR. and MRS. E. C. HUTCHINGS GEORGE H. LONG MORTUARY One Hundred Twenty-one For Your Athletic Equipment Kansas City, Kansas Springfield, Missouri Hudson-Essex Motor Cars Davidson Brothers Motor Company Drexel 3370 709 North 7th Street Kansas City, Kansas Congratulations and Bast Wishes to the Class of 1931 “BETTER CLEANING” A-5 CLEANERS Telephone, Argentine 0834 3109 Strong Avenue Kansas City, Kansas One Hundred Twenty-two CONGRATULATIONS TO THE CLASS OF Compliments of 1931 C. A. WHITE GROCERIES AND MEATS A Home-Owned Store Glanville-Smith Furniture Co. 2617 STRONG AVENUE c PHONE ARGENTINE 0590 Always the Newest in Quality Merchandise at the Rest Prices. Picture Frames Made to Order It Will Pay You to Shop at HARRY T. TIBBS STATIONERY - BOOKS Kansas City's Dominant Store AND SCHOOL SUPPLIES TELEPHONE 526-528 Minnesota Ave. DRexel 0155 We dive ami Redeem Surety Coupons 604 MINNESOTA AVE. KANSAS CITY, KANSAS Drexel 2665 Free Delivery A H S One Hundred Twenty-threeCompliments of Mahr Transfer Company Moving — Shipping Packing — Storage 2708 Strong Ave. Argentine 0797 Compliments of KANSAS CITY ADVERTISER Printing and Advertising 3115 STRONG AVENUE KANSAS CITY, KANSAS MEYER’S ICE CREAM A Delicious Treat MEYER SANITARY MILK COMPANY TELEPHONE, DREXEL 2196 It has been a pleasure to triage the Photographs for this Publi cation, and we wish to express our gratefulness to the Faculty and Seniors for their confidence and splendid cooperation. Parisian Studio 1121 GRAND AVENUE SUITE 400 VICTOR 0777 % One Hundred Twenty-four One Hundred Twenty-five The Capper Engraving Company Designers . . . and , . . Engravers Topeka, Kansas One Hundred Twenty-sixFrom the Press of Fratcher Printing Company PHONE VICTOR 8517 408-10 ADMIRAL BOULEVARD KANSAS CITY, MISSOURI L1931J One Hundred Twenty-seven A H s Index "A" Club, Boys’................................................................ 77 “A” Club, Girls’............................................................... 78 Administration ............................................................... 11 Advertising ...................................................................108 Annual Staff .................................................................. 64 Argentine Activities Association............................................... 68 Art Club....................................................................... 61 Athletics ...................................................................69-80 Basket Ball, Junior High..................................................... 75 Basket Ball, Senior High....................................................... 74 Booster Club................................................................... 66 Campfire Groups .............................................................. 65 Classes .....................................................................31-54 Contents ...................................................................... 5 Creative Section ........................................................... 87-104 English .....................................................89-98-99-101-103 Home Making.............................................................91-92 Industrial Arts..................................................... 95-102 Mathematics .............................................................. 96 Science ............................................................90-97-100 Social Science................................................... 93-94-97-98 Debate Squad................................................................... 60 Dedication ................................................................... 6 Department Section...........................................................20-30 English .................................................................. 24 Home Making............................................................... 26 Industrial Arts.........................................................27-28 Mathematics ............................................................22-23 Science .................................................................. 25 Social Science..........................................................29-30 Faculty .....................................................................17-19 Features .....................................................................81-104 Football Squad...............................................................71-73 Football. Letter Men........................................................... 73 Foreword ...................................................................... j Girl Reserves.................................................................. 6; Glee Club. Boys'................................................................. 59 Glee Club, Girls’.............................................................. 59 Golf Team...................................................................... 76 Gymnasium Class................................................................. 79 Harmon, J. C., Principal....................................................... 15 Harmon, J. C., Principal In Conferente With Students........................... 20 Journalism Class. Advanced..................................................... 62 Journalism Class. Beginning.................................................... 63 Journalism Class, Second Year................................................ 63 Kodaks .................................................................... 83-86 Orchestra and Band............................................................ 60 Organizations .................................................................57-68 Parent-Teacher Association..................................................... 68 Pearson, M. E., Superintendent................................................ 14 Pep Club....................................................................... 66 Publications ............................................................... 6 -64 Schlaglc. F. L.. Assistant Superintendent...................................... 15 School Songs.................................................................. Student Council............................................................... 61 Student Roll.................................................................51-56 Tennis Team.................................................................... 76 Theme .......................................................................... 4 Trophy Typing Team............................................................. 65 Volley Ball, Girls'............................................................ 79 Views ..................................................................2-7-8-9-10 One Hundred Twenty-eight