Fort Hays State University - Reveille Yearbook (Hays, KS) - Class of 1914 Page 1 of 156
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Show Hide text for 1914 volume ( OCR) Text from Pages 1 - 156 of the 1914 volume: “ 1 0LtL ■I l i iiii i l JOTr DEDICATED TO William Alexander Lewis WHO BY HIS LARGE VISION, WISE COUNSEL, AND SYMPATHETIC INTEREST HAS BEEN OUR INSPIRATION AND GUIDE DURING THE CLOSING YEAR, THIS BOOK IS RESPECTFULLY DEDICATED. THE CLASS OF NINETEEN HUNDRED FOURTEEN. X ulleb in t Jjc countless chambers of the brain, ©ur thoughts are linfeeb bp manp a hibben chain. toafee bp one, anb lo! tohat mprtabs rise! (Each stamps its image as tfje other flies.” 19 f- c., f Board of Editors Alfred Richmond, Albert Whisnant, Annie Laurie Snow, . James Winchester, . Florence Almond Irwin, Blaine Sites, .... Lena Hastings, Harry Nielsen, Ella Hoxie, ... Editor-in-Chief. Business Manager . Artist . Athletics . Literary . Industrial . Music. Assistant Bus . Manager. Class Historian . The Reveille Staff. WILLIAM A. LEWIS, PRESIDENT. Calling to the Students T HE POWER of forts and regiments was required to control the haughty , stern- spirited Red Man. Eort Hays is our reminder of the unconquerable spirit which ruled the Plains. It is altogether fitting and proper that the land which once sewed the nation s soldiers as a home while they were winning the Plains for cultivation , should now serve the State of Kansas in educating her young men and women to live a life of high service and happy citizenship. The Eort Hays Kansas A ormal School is surrounded with a halo of tradition. Men whose indomitable spirit made them the heroes of our nation , have tramped over our campus and bivouacked on the banks of our lake , and have cooked their meager meals on camp-fires replenished from our woods. Their spirits are calling in bugle-notes to our boys and girls. Their example sets before us a lesson of superb courage , of true comradeship , of clean lives , of unselfish devotion to their people , to their state , and to their nation. The senior has marched on the parade-grounds of unconquerable spirits , has picnicked on the camp- ground of indomitable warriors , has breathed the air of the Plains expanse , and has the same field of vision over which have looked the greatest men of our nation. With such a heritage and such a pres- ence , the senior and the alumnus must live a life of splendid sendee and the undergraduate has for his goal a life of high ambition. Ed. T. Hackney E. W. Hoch Mrs. Cora G. Lewis BOARD OF ADMINISTRATION Page 10 Board of Administration One of the acts of the Legislature of 1913 was the passing of a law placing all the State educational institutions under one board of control. This board is com- posed of three members appointed by the Governor for two and four years. They are paid a salary which compensates for their labor, and are required to spend all their time with the institutions. The president of the board, Mr. Ed. T. Hackney, is a prominent lawyer of Wellington, Kansas. He is widely known for his ability in that profession and his interest in education. Ex-Governor E. W. Hocli, of Marion, Kansas, needs no introduction to the average Kansas citizen, as all know him to be a man who works for the best in- terest of the State and the people. Mrs. Cora G. Lewis, the wife of a prominent newspaper man of Kinsley, Kan- sas, has for many years been a prominent club-worker among women, and is espe- cially interested in educational interests for women. Page 11 CREEK SCENE IN EARLY DAYS. HOME LIFE OF THE INDIANS. HAYS IN THE MAKING, 18G9. Page 12 OLD FORT HAYS, 1808. i WAGON TRAIN EN ROUTE FROM HAYS TO FORT DODGE, 1869. Page 13 k V Group of Distinguished Army Officers and Travelers in Camp on Ranch near Old Fort Hays in 1809. General Custer, on the ground at extreme left, reading newspaper; Lord Uatupark, wearing cloth helmet and seated in chair in front of tent; Lord Paget, wearing white coat and seated on the ground ; General Sturgis, bearded man sitting in chair to the right of tent door ; Mrs. General Custer, sitting to the right of General Sturgis. The preceding scenes, on pages 12, 18 and 14, are all historical ones, taken at or near Fort Ilays in 18G8 and 1869. They are from original photos. Page lJf Page 15 Page 16 GYMNASIUM. Page 17 INDUSTRIAL BUILDING. CREEK SCENES. Page IS u Historical OLD FORT HAYS The School Campus is historic ground. It is a part of the old Fort Hays mili- tary reservation, comprising 7,600 acres of land. Old Fort Hays was one of a line of military posts established soon after the Civil War, to protect the construction camps of the Union Pacific Railroad, and the settlements of the pioneers who had pushed their way westward into the great Plains. The post was established in 1865, and was located on Big creek, about fifteen miles southeast of the present reservation. It was named Fort Fletcher, in honor of former Governor Fletcher, of Mis- souri. About a year later the name was changed to Hays, in honor of General Alexander Hays, an officer in the Civil War. In June, 1867, a disastrous flood destroyed the post and drowned a number of soldiers. A new site was then se- lected, on the high ground lying south of Big creek, about half a mile south of the present city of Hays. The tract of land surveyed for the reservation included about 7,600 acres, lying about three miles along the course of Big creek. The tract was well supplied with water and timber, and made an ideal site for a military reservation. The city of Hays was founded in the spring of 1867, and its industrial and so- cial interests were intimately bound up with the life of the fort for two decades. Many stirring scenes of pioneer days are associated with old Fort Hays. Some of these have been immortalized by Mrs. Margaret Hill McCarter, in “The Price of the Prairie.” Mrs. Custer, in her book, “Following the Guidon,” has presented many vivid pictures of life at old Fort Hays, in the form of personal reminiscences. The annals of the post contain the names of many men in the military history of our country. Among the more noted of these may be mentioned Sheridan, Custer, Corbin, Hancock, Miles, Hazen, Forsythe, Lawton, and Wheaton. Fort Hays was abandoned as a military post in 1889. Various proposals were made for the disposition of the land comprising the reservation. Homesteaders were anxious to file upon such choice land, but public-spirited citizens felt it should be devoted to public purposes. The Legislature of 1889 was induced to ask Con- gress for a cession of the land to the State for a soldiers’ home. Congress did not make the grant. The Legislature of 1895 passed a resolution asking Congress for a cession of the land to the State for the purpose of establishing upon it a public park, an experiment station, and a branch of the State Normal School, but Con- gress failed to act. Finally, in March, 1900, an act was passed by Congress grant- ing the land to the State to be used for a State Normal School, an experiment sta- tion of the Agricultural College, and a public park. In February, 1901, the Leg- islature accepted the grant and created the two institutions. Owing to delays occasioned by controversy over claims of squatters upon the land, the Normal School was not started until 1902. The formal opening oc- curred on June 28 of that year, with thirty-four students and two faculty members. School first opened in the old hospital building. By agreement with the County Superintendent, the Ellis County Normal Institute combined with the Page 19 Normal School for the four- weeks session. In September of that year the School, twenty-three students strong, began business all alone. Through various vicis- situdes, students and faculty waited, hoped and labored in the old quarters until 1904, when the new building provided for by the Legislature of 1903 was ready for occupancy. There was great rejoicing on that day in June when the school moved into the new building. This building comprised what is now the central portion of Picken Hall. The library occupied room 12. The “assembly room” consisted of what is now the quarters occupied by the Commerce and Latin de- partments. Sliding doors permitted these three rooms to be thrown into one. Here were held the general exercises of the School, the lecture course numbers, and the various school entertainments. There were three recitation rooms and one laboratory. Very meager this seems to us now, but then it seemed splendid. We rejoiced in our good fortune and looked forward with faith and hope to the future. The next building to rise upon the campus was the gymnasium. Completed in May, 1906. This at once became the social center of the School. For two years this building was used for “gym” work, general exercises, lecture course entertain- ments, commencements, and social functions galore. For all assemblies folding chairs were used. At the conclusion of “Chapel” each morning, the students would rise, fold their chairs, and to the strains of music would march around the room, depositing the chairs in neat stacks against the wall, — thus converting the auditorium into a gymnasium. A movable stage, built in sections, served the dramatic department in presenting such plays as Hamlet and As You Like It. Some of the scenery now used on the Auditorium stage was first used on this tem- porary stage. The main building was completed in 1908, by the addition of two wings. The Model Rural School building was first occupied on September 1, 1907. Next came the power plant and the dam. The latest addition to the group of buildings on the campus is the Industrial building, completed in 1912. The shops and the engineer’s residence are “immigrants,” having been brought over from the old fort. A good-sized volume might be filled with the chronicles of the School. It is an interesting story, too long for our space, — how the curriculum has expanded from a two-year course with no certificate privileges, to an eight-year course grant- ing one-year, three-year, and life certificates, and the degree B. S. in Education; how the faculty has grown from two members to twenty-four ; how the enrollment has grown from twenty-three to over seven hundred in the school year; how the legal status has changed from that of a branch of the Emporia Normal School to that of an independent institution, with a president of its own. Will the next twelve years witness as great progress as the first twelve of our history? Yes, and greater. Page 20 Fort Hays Kansas Normal School FACULTY OF 1913-1914 William A. Lewis, A. B., B. S., B. S. in Ed., President . Valparaiso University, Armour Institute of Technology, Missouri State Normal School. Clarence J. Smith, A. B., A. M., Professor Manual Arts. Kansas State Normal School, Fairmount College, University of Kansas, University of Chicago, University of Wisconsin. Thomas M. Wood, B. S., . . . Professor of Blacksmithing and Leader of Band. Kansas State Agricultural College, Kansas State Normal School, College of Emporia, Stout Institute. George R. Tilford, A. B. in Ed., B. C. S., . . . . Professor Commerce. Kansas State Normnl School, New York University. Charles A. Shively, A. B., A. M., Professor Education. Kansas State Normal School, University of Kansas, University of Chicago. Anna Keller, Director Training School. Kansas State Normal School, University of Chicago Julia M. Stone, B. S. in Ed., .... Kansas State Normal School, University of Chicago James H. Beach, Kansas State Normal School, University of Kansas. ♦Ward W. Sullivan, A. B., A. M„ Professor History. Fort Ilays Kansas Normal School, University of Illinois. Elizabeth J. Agnew, B. S., Professor Domestic Science. Kansas State Agricultural College, Columbia University. Elizabeth Condit, Professor Domestic Art. Kansas Manual Training Normal. School. ■(■Jennie E. Nickles, A. B., A. M., Professor German. University of Kansas. Elizabeth Apel, A. B., Substitute Professor German. University of Kansas. Annette Foster, Professor Latin. Kansas State Normal School, University of Chicago. Doing advanced work in University of Illinois, t Traveling in Germany and Italy. Page 21 Professor Rural Education. Professor Geography and Civics. Librarian Lulu M. Bice, B. S., in Ed Fort Ilays Kansas Normal School, University of Illinois. Elsie Macintosh, Assistant Librarian and Public Speaking. Fort Hays Kansas Normal School, School of Oratory, Kansas City. Doha E. Grass, B. S., Professor English. Ottawa University, University of Kansas, University of Wisconsin. Ernest B. Matthew, A. B., in Ed., Professor Mathematics. Kansas State Normal School, University of Chicago. Henry E. Malloy, Professor Music. Kansas State Normal School, Bethany College, Voice under George Hamlin. Chicago, Ella Baehus-Behr, Berlin, Hinshaw, Metropolitan Opera. New York, George Fer- guson, Berlin, Kirk Towns, Berlin. Helen C. Bovee, M. M., A. B., .... Professor Public School Music. Michigan University School of Music, Michigan State Normal College. Ira H. Van Cleave, Phys. Dir., . . Professor Physical Education for Men. Springfield Training School. Daisy B. Roper, Phys. Dir., . Professor Physical Education for Women. Sargent School of Physical Education. John S. Bird, A. B. in Ed., Professor Chemistry and Physics. Kansas State Normal School, Kansas State Agricultural College, University of Chicago. Lyman D. Wooster, A. B. in Ed., .... Professor Botany and Zoology. Kansas State Normal School. Whitcomb G. Speer, B. S. in Agri., Professor Agriculture. Kansas State Agricultural College. Aloysius F. Bieker, . Lily I. Moore, Fred J. Wagner, . Alva D. Hull, Registrar and Secretary. Stenographer. Custodian Buildings and Grounds. Engineer. Page 22 Anna Keller, Director Training School. Helen C. Bovee, Public School Music. James II. Beach, Geography and Civics. Ward W. Sullivan, History. Page 23 Clarence J. Smith, Manual Arts. Thomas M. Wood, Blacksinithing and Band leader. George H. Tilford, Commerce. Charles A. Shively, Education. Page 24 Lyman I). Wooster, Botany and Zoology. Elizabeth J. Agnew, Domestic Science. Jennie E. Nickles, German. Elizabeth Apel, German. Page 25 Annette Foster, Latin and English. Lulu M. Bice, Librarian. Elsie Macintosh, Assistant Librarian and Public Speaking. Dora E. Grass, English. Page 26 Ernest B. Matthew, Mathematics. Henry E. Malloy, Music. Julia M. Stone, Rural Education Ira H. Van Cleave, Physical Education for Men. Page 27 Daisy B. Roper, Physical Education for Women. John S. Bird, Chemistry and Physics. Whitcomb G. Speer, Agriculture. Lilly Moore, Stenographer and Clerk. Page 28 Fred J. Wagner, Custodian Buildings and Grounds. Aloysius F. Bieker, Registrar and Secretary. Alva D. Hull, Engineer. Page 29 Calendar Sept. 2 School opened. Sept. 12 Faculty reception. Nov. 14 Cooper football game. Nov. 27 Salina football game. Dec. 1 Governor’s Day. Dec. 1 Opening of Farmers’ Institute. Dec. 18 Box social in gymnasium. Jan. 19 Enrollment for second semester. Feb. 17 Basket-ball game with K. U. College. Feb. 18 19, 20, Farmers’ Unions met. March 0 Inauguration of President Lewis. M ar. 0, 7 Golden Belt Teachers’ Association. March 10 President’s reception to Seniors. March 20 Faculty reception to Seniors. May 1,2 Track meet. May 22 Senior Class Play. May 28 Senior Class Day. May 27 Commencement. Page 30 A vd ii Cqms lo Pass in the 5eM’or yes r Page 31 “Some are horn great, some achieve greatness. And some have greatness thrust upon them!” Horn great? Yea, for verily I say unto you that no such deed could have been wrought by mortals save through immortal gifts. Have we achieved great- ness? Undoubtedly. Why else this annual the first and finest ever produced by a Senior class of F. H. N.? Has greatness been thrust upon us? Methinks I hear the murmur of many voices saying: “Verily, we have not known such marvelous fame — no, not in Kansas counties.” We would not boast. Indeed, Modesty is the watchword of this Genial Three Dozen. Having talents, we dare not hide them, for they are not candles but elec- tric headlights which cannot be hid. Whom have we in our midst? None less than philosophers, statesmen, journalists, poet s and poetesses, speakers and soeak- eresses, actors and actresses, Schumann-Heinks and Carusos, artists and musicians, optimists and “possum ists,” teachers and preachers, missionaries and globe-trot- ters — what more, O insatiable ones, could ye ask? Say on, thou long and endless tongue, say on! Methinks I hear the still, small voice of a fearful Junior pipe in- sinuatingly to its neighbor that our nose is not intellectual. We don ' t suppose it is. Our brains are not in it. Long and earnestly have we considered the momentous question of whether or not to will you Juniors our glittering armor. At last we decided to let you crawl into it and rattle around as best you can. The glitter of its shining surface may reflect a certain glory upon you. You are welcome to the reflection. Strive to grow and fill our place. Take our example and make it your goal. You sigh and say: “We cannot reach it”? Browning offers you consolation: “All, hut a man ' s reach must exceed his grasp. Or what’s a Heaven for?” Strive to attain our height. Keep climbing and you may keep the point in view. To help you on your weary way, here are some suggestions, offered in a paternal spirit of kindness and altogether for your own good. We are like the telegraph, being “well posted,” so we speak advisedly : If you wish to be praised — die. To keej) from stuttering — don’t talk. If you wish to progress — keep going. To save your shoes — pick up your feet. To gain time — borrow a watch. We note that you are inclined to follow the first suggestion and win praise speedily by drowning in tears. We heartily approve. ’Tis a harmless death and is sure to firing about the desired result. Time and a natural modesty prevent our enumerating many of the things we have done, but here are a few. Let them satisfy you. We have shown you what true examples of honor, dignity, courtesy, kindness, sympathy, modesty, scholar- ship, tenacity of purpose and general perfection are. Recognizing true greatness when he saw it, Mr. Lewis elevated us to the first row in the balcony — quite in keeping with our dignity — for from that height we could look down on you. We have produced a set of graduates (with the help of the Faculty) who are well-rounded in an education which does not throw them upon the world as people who can do but one thing. Far from it. No bookworm and grind goes out under the banner of 1914 with the watchword “ Prospice ” held high before him. Page 32 We go out with athletic honors — won from all the school. We leave here versed in language, high art, and culture. Not the least of that culture is the table etiquette learned at many a sumptuous repast given by various clubs of the Domestic Science Department. Ah, yes, we were put to the test, but who shall say we were found wanting? Did we not sit, well poised, on our shaking chairs while men, women, and children filed past us through the dining-room to “view the ani- mals at feeding-tirne”? Did we not sit in unruffled attitudes of calm and quiet while photographers cruelly called a halt in the middle of a bite and then shot us? Was that not bravery? The Seniors say it was bravery, and the Seniors are mod- est always. Was there ever a festive occasion at which the Seniors did not shine forth in all their jollity — at skating parties, picnics, thirty-foot bonfires, marsh- mallow roasts, holiday hikes? When there was a feast of wisdom, who presided? A Senior. When there came, loud and persistent, a call for a poem, a school yell, a musician, a singer, an artist, orator, or progressive candidate — who stepped for- ward and answered the call? A Senior. Yet the Juniors say we are not intellec- tual — as to our noses — but the Juniors are incompetent judges. They should wait till they reach maturity before they try to judge intellect by noses — then they’ll be wise enough, perhaps, not to try. What call do the Seniors issue to their followers? Reveille — Awake! Arise! There’s a difference between waking up and getting up. Heed both calls, fair Juniors. One honor is ours which comes to but one Senior class in the history of an institution. To us be the glory of wearing caps and gowns in the year which marked the independence of our Alma Mater. July the fourth and March the sixth now bear to us a like significance. Hence- forth, let that date be celebrated — not with explosions of gunpowder but with bursts of eloquence and enthusiasm on the part of the student body! If ye have school spirit and pennants, prepare to use them on that day! We entered under the old regime — in those years when a solid foundation was being laid for the years to come — in the pioneer days of a school which will some day be the greatest of the Kansas schools, and proud we are to have been students in those days! We entered under the seal of W. K. S. N. We pass out under the new regime through doors above which are written: “Fort Hays Kansas Normal School!” All honor to the old regime, all loyalty to the new! We would not leave without tendering our thanks and grateful appreciation to the Faculty for all they have done for us and offering humble apologies for all we have caused them to suffer. We are indebted to them for all we know. They beseech us not to mention such a trifle, but we feel in duty bound to give them the honor of what little there is. That Faculty — so easy to exercise, so hard to hood- wink — we salute you! So here ' s to our Faculty! The best, we say. That was ever found In U. S. A ! We bid them a fond and affectionate farewell. Years pass. Time ebbs and flows as does the life of man. We pause to pay tribute to one of our number who left our midst in her senior year and “passed to where, beyond these voices, there is peace.” “God’s finger touched her — and she slept.” Girded with strength, we pass from out thy walls, () Alma Mater, — not to defeat but to Victory! Farewell, fair Juniors. Weep not. “We pass — but shall not die.” Page 33 Blaine E. Sites, B. S., Hays Manual Training. Class Photographer, Senior Play. A monstrous little voice. Ella Hoxie, B. S., Hays English. Sextette, Basket-ball, Y. W. C. A., President Lyceum, Student Assembly. Her voice is ever low and gentle , an excellent thing in woman . D. F. Clemm, .... A business-like man. Carneiro Josephine Andreas, Hays Nor failed to do the thing she undertook . Page dJf Maude McMindes, Portis Vice-President Student Assembly, Secre- tary Senior class. She is wise if I can judge her . David Leighton, Pendennis Senior Play, Debate, Gynasium Team. Whatever he does , he docs with ease , But ’ tis only himself that he tries to please . Ellen Brummit, Hays Basket-ball, Leader Reporter. She seeketh diligently for knowledge. Leslie Oakes, Grainfield Band, Lyceum, Senior Play. In duly firm, composed , resigned. Page 35 1 Lena Hastings, McCracken Sextette, Opera, Delegate Student Volun- teer Convention. Who chooscth me must give and hazard all he hath. Alfred Richmond, Lucas Debate, Editor Leader, Football, Presi- dent Lyceum, President Student As- sembly, Y. M. C. A., Delegate Stu- dent Volunteer Convention, Editor of Annual. Oh, why should life all labor be? Georgia Forkner, Ellsworth Basket-ball. The way to fame is like the way to Heaven — through much tribulation. Karl Noll Ransom Senior Play, Debate, Band, Lyceum, Y. M. C. A. With measured words and ways precise. Page 36 Russell Annie Laurie Snow Chorus, Art Editor Annual. A good deal of dign ity in a very small pack- age. Harry Nielsen, Fairport Senior Play, Football, Baseball, Basket- ball, Literati. He doth indeed show some sparks that are like urit. Luella Davenport, Oakley Basket-ball, Chorus, Senior Play. Smiles , unending smiles in radiant lines for miles and miles. William Bolt, Lucas President Senior Class, President Student Assembly, Football, Basket-ball, Base- ball, President Lyceum, Senior Play. Indeed, he hath a level head. Page 37 Florence Almond Irwin, .... Hays Vice-President Student Assembly, Bas- ket-ball, Lyceum, Literary Editor of Annual. Her modest looks a cottage doth adorn. Frank Carmen, Hays Football, Baseball, Basket-ball, Senior Play. He ' s little hut he ' s wise , he ' s a terror for his size. Alice Beeby Hill City Vice-President Student Assembly, Bas- ket-ball, Lyceum, Senior Play, Vice- President Senior Class. One of our fair maidens , pedagogically in- clined. Clyde McMindes, Portis Baseball, Senior Play. Constant as the Northern Star. Page 38 Josephine Hamblin, . . . Kansas City Chorus. Pretty to walk with , ' pleasant to talk with. And pleasant to think on, too. Leo Bice, Nays Basket-ball, Baseball, Opera, Quartette, Literati, Senior Play. Musical as is Apollo ' s lute. Katherine McLain, Hays City Librarian. Little , but oh my! Lloyd Reynolds, .... Rush Center Debate, Treasurer Senior Class, Senior Play. (Quietude is the most profitable of things. Photo by MA. VOSS Page 39 Photo by M A. Voss Alice Morton, Ellsworth Debate, Basket-ball, Literati. A soft t meek, patient , humble , tranquil spirit. Claude II. Earl, Alton Debate, Band, Asst. Bus. Mgr. Leader, Senior Play. He never murmurs without a cause. Margaret O’Laughlin, .... Hays Basket-ball, Debate. Content to do her duty, and find in duty done a full reward. James Winchester, Morland Debate, Assistant Editor Leader, Band, Cheer Leader, Senior Play, Athletic Editor Annual. Like a circle ending never , doth my tongue run on forever. Page J O Iva Morgan, Hays Basket-ball, Literati. 1 have lived and loied. Jean Cave, Hays Basket-ball, Sextette, Orchestra, Senior Play. Pride in her heart , defiance in her eye. Elsie Nason, Blue Rapids Debate, Chorus. There is nothing so quick ' as her retort. Pearl Hughes, Englewood Y. W. C. A. A prim , proper , precise , Puritan. Page 1 1 Colby Mae Craig, A quiet , modest little maiden. Robert Prizeii, Russell Basket-ball. Always equal to the occasion. Inez Frogge, Ellis Lyceum. When she will she will, and you can depend out; But when she wont she wont, and that ' s an end on ' t. Carrie Darkes, McCracken “He is a fool who thinks ly force To turn the current of a woman s will. " Page 1 2 Page £3 The Seniors’ Farewell The Seniors once seemed very tall. So many miles above us. While we, the Juniors, seemed so small. As they gazed down upon us ; But, now that we have climbed the height Set by our youth’s ambition. We see things in a different light. Nor boast our education. And we have learned that honest worth From the world cannot be hid. Because of all things on this earth It must claim the highest bid ; And this the poor and rich alike, Equal measure may possess, — There is no need for any strife, But only need for happiness. Since one of us has left a place That can never more be filled. And we no more shall see her face Until it is God’s will. Her high ideals shall not be lost. And her work we’ll try to do ; Nor will we think it too great cost, As we think, dear friend, of you. So now, dear friends, we’ve won in class. But we shall soon go down To fill our place, complete our task. Regardless of renown. To our kind teachers, whom we owe Our heartfelt gratitude. We wish that all our friends should know. How loyal they have stood. We know that we shall please them best By all we dare and do. For worthy actions are the test Of all who would be true. And now this tribute we will raise To Fort Hays Normal School, And while we proudly sing her praise Know there’s no better rule. Now, friends and classmates dear, good-by; Kind teachers, one and all. Help and favor did not deny, Whose help we will recall ; But of this knowledge we obtained We to others must repay. And may our lives bear happiness. On this Commencement Day. F. A. I. Page U Diary of a Senior Sept. 6, 1913. — Started to school this morning. Saw the new principal. I am a Senior this year. Gee! I feel smart. Just think, I ' ll graduate in the spring. Saw several pretty girls this morning. Sept. 14, 1913. — Got my subjects and have started to study some. I think I’ll like Girlology best. Wrote a long letter home today. Oct. 3, 1913. — Have a girl ; took her to a football game. I haven’t time for athletics myself; guess I ' ll keep the same girl that I had last year, she is so tall, fair, and has such pretty pink cheeks. Got a long letter from home today. Nov. 4, 1913. — My! It’s getting cold. I can’t think of anything but Snow; you certainly can’t expect a fellow to study when he sees Snow so much. Have to save so I can take my girl to picture show. Nov. 30, 1913. — Weather much warmer now, no — Snow makes one feel stouter. I sure enjoy automobile rides on Sunday evenings. Don ' t have time to write home much now. Dec. 8 , 1913. — There is sure a bunch of farmers and housekeepers here today. I am sure glad that they are having a Farmers’ Institute. Great dope! when a fellow loves violin music. Dec. 16, 1913. — Guess I can’t go to box-supper, so will take my girl to the picture show (10c.). Sis says I am too extravagant lately. Must write home today. Jan. 10, 1914. — Can hardly get down to work since vacation. Was sure glad to get back, though, because she is here. Jan. 24, 1914. — We have been taking in the basket-ball games lately. Great sport. Wish there was ice, so we could go skating again. Jan. 8, 1914. — Had such a fright this morning. The committee girls met me in the hall and asked why I wasn’t at the box-supper. Think of being called a “Piker”! I told them I intended to give them two plunks because I couldn’t be there. Hope they don’t ask me for it, though. Feb. 10, 1914. — Sure am glad we don’t have chapel on Mon., Wed. and Fri. now, on account of practicing the opera ; gives a fellow time to visit a little. Hope they don’t ask me for that $2.00. Feb. 15, 1914. — This sure was a pretty day. We took a long walk ; you can get such a good view of the station from the Thomas bridge. Mar. 1, 1914. — Got my bank statement today. Girls are sure expensive; but then I’ll teach next year. Wanted to give my girl a nice photo of myself, and voted against caps and gown pictures; put up a good sped — but alas! cap and gown it will be. Apr. 4, 1914. — Haven’t had time to write for so long, so much doing, — opera, Golden Belt Teachers’ Association, and Senior doings, and — well, any way it keeps a fellow busy. The opera was sure grand. Apr. 24, 1914. — Raining. Well, I feel blue; I hate quarrels. May 4, 1914. — We Seniors are sure busy; must practice every other night on the Senior play. Will be glad when it’s over, so I can gave some time to myself again. May — , 1914. — Grand doings. I have a sheepskin now. Was sorry to bid my classmates good-by. Nuff Said. Class Officers President, .... Vice-President, Treasurer, .... Secretary, .... Class Historian . Class Poet, .... Class Artist, .... Leader Reporter, Class Photographer, Chairman Joke Committee, William Bolt. Alice Beeby. L. D. Reynolds. Maude McMindes. Ella Hoxie. Florence Almond Irwin. Annie Laurie Snow. Ellen Brummit. Blaine Sites. Clyde McMindes. Pin Committee Carrie Darkes, Chairman. Luella Davenport, Harry Nielsen, COLORS Pink and White flower Carnation YELL II U M — hum — hum — hum Bum— bum — bum Hum — hum — hum — hum HERE WE COME Hum — hum — hum — hum Bum — bum — bum Seniors! Seniors! Watch us come WHEE! ! ! Page J 6 Where U a vt iK e dignified e ??? ■ — — Sa .w Farewell to Institution Page Page First Year First Year College Officers President, Hilma Peterson. Treasurer and Secretary, Walter Scott. Yell Master, John Seuser. colors Violet and Yellow. MOTTO Esse quarn videri — To he rather than to seem. YELL Rum tidy um turn tidy um tee , Rackety , rackety , who are we? Feege , weege , how we roar , Junior College , zip , zara, zoar. Scott, Walter. Mrs. Fulton. Healy, Evangeline. Roberts, Pansy. Wilson, Sadie. Sites, Ethel. Seuser, John. Brummit, Alonzo. Stock, Milo. Peterson, Hilma. Grass, Elsie. Felten, Lucille. Members Darkes, Ida. Jewell, Florence. Leger, Mabel. O’Laughlin, Katherine. Kirkman, Beatrice. Copeland, Grace. Hargitt, Flora. Hargitt, Mary. Gathers, Inez. Ramsey, Eunice. McNabb, Bertha. Rector, Ethel. Rector, Mary. Olson, C. J. Twiselton, Mabel. Grass, Gail. Smith, Laura. Moore, Pearl. McCarthy, William. Leefers, Harriet. Reed, Clark. Mr. Little. Wilson, Claude. Page £9 Page 50 Junior High School Junior High School Officers President, Eric Cummings. Vice-President, Ralph Archer. Secretary Alphonso Brungardt. Treasurer, Fannie Stout. CLASS COLORS Purple and White. CLASS YELL Egg O ' See, Egg O ' See Cream of Wheat Junior High School Can ' t be beat. Archer, Ralph. Poland, Lester. Whisnant, Carrol. Sullivan, Frank. Mock, Thomas. Fritts, Chester. Peterson, Martin. Brungardt, Ah honso. Johnson, Julius. Members Albertson, Fred. Glanville, C. T. Fink, Edwin. Cummings, Eric. Start, James. Stout, Fannie. Hicks, Hattie. Brasted, Mae. Cerney, Clara. Lynch, Agnes. Law, Ada. Strong, Jacque. Johnson, Ethel. Sondburg, Anna. Hogeland, Grace. Hays, Forrest. Peterson, Hildur. Grantham, Dorothy. Page 51 Music “ God is its author, and not man ; He laid The keynote of all harmonies ; He planned All perfect combinations, and He made Us so that we could hear and understand.” — J. G. Brainard. “Heard melodies are sweet, but those unheard Are sweeter ; therefore, ye soft pipes, play on, — Not to the sensual ear, but, more endear’d, Pipe to the spirit ditties of no tone.” - — Keats , “Ode on a Grecian Urn.” Page 52 « “Love is Harmony and Harmony is Music Browning tells us that there are discords so that we may appreciate harmony when we hear it. We verily believe it, for the sounds issuing from the music-rooms in the lower halls of our main building usually change to harmonies in the end ; and that, after all, is the end of all practice. A genius is never appreciated in his own country. Hence, the band was ban- ished to other regions than the main building to practice. What the sounds may be that they produced there we do not venture to say, but we do know what they can do when they emerge. They can play! They can fire all hearts with en- thusiasm and patriotism and appreciation of real harmony. That band with Mr. Wood as its able leader is the pride of the School. We take off our hats to them. Surely, the age of wonders has not passed, for young ladies and gentlemen are taken as “raw recruits” and taught to manipulate stringed instruments with a skill admired by Apollo himself. The orchestra is well on the road to fame, and future school generations may well sit in awe of them. Mr. Wood is the able leader of this organization also. There are, in the music department under Miss Bovee, choruses, quartets, sextets busy with practice that fit them for many public appearances. There are pupils in private piano work and voice work aside from regular classes in Methods of Teaching Public School Music, Certificate Music and Harmony. Students in the music departments are increasing at such a rate that it is impossible for one person to handle all the work, and in June we are to have Pro- fessor Malloy, from the Lindsborg School, where he has directed the chorus for the “Messia ,” given there every Easter week. Mr. Malloy will have the voice work, while Miss Bovee will have piano work and the public-school music classes. In the opera “The Princess Bonnie,” given during the Golden Belt Teachers’ Page 53 Association, in March, the work of the music department gave abundant evidence of what it has accomplished. The solo work of the principals was beyond reproach. There were duets, trios, quartets, sextets and other combinations which put Victor records in the background. A chorus of forty voices sang with such unity that every word could be understood by the audience. Praise is due Miss Bovee for that training. There are other things in an opera beside music, however, — notably the li- bretto and the action, — with dancing steps for chorus and principals alike. Words fail to express the gratitude due Miss Macintosh, public-speaking expert, and Miss Roper, our physical directress, for their patient toil and “tired” efforts to train principals and chorus in the way they should go. Results must have partially at least repaid them, for the action was splendid and the dances introduced put life and vivacity into the performance, which the bright, Spanish costumes intensified. We may say, briefly, that the object of the musical training in the Fort Hays Kansas Normal School is not only to train students to sing and play themselves, but to cultivate, in every individual, the appreciation of good music, an aesthetic taste through which the finer impulses may be expressed, and the ability to impart to others as teachers or social units, the same enjoyment in things worth while. “Music is a thing of the soul — a rose-lipped shell that murmurs of the eternal sea — a strange bird singing the songs of another shore.” Page 5 4 The Faculty Quartet Five years ago IVEessrs. Shively, Smith, M!atthew and Wooster, lor their own edification and amusement, and to keep themselves out of mischief, quartetted a few times. In September, 1012, the quartet was revived, Mr. Wood taking the place left vacant by Mr. Matthew’s leave of absence. During the winter, County Superintendent-elect Fred Beeby, of Graham county, threatened to invite the quartet out to his county institute in June. With this threat ringing in its ears the quartet prepared a complete program. The pro- posed trip to Hill City soon grew into a tour of four towns, — Hoxie, Goodland and Colby being the other places visited. In all, the quartet has given ten concerts. Mr. Smith has varied the program with dialect readings, and Mrs. Wooster has served as accompanist reader. No member of the quartet follows music as a profession, each having as his regular work a subject entirely removed from that of music. Multiplying duties finally compelled the quartet to refuse further requests for dates. Curiously enough, the quartet’s last concert was given at Hill City, the birth- place of the quartet’s concert work, where the biggest audience ever gathered in the Hill City opera house heard the entertainment. The members of the quartet and their parts are as follows : C. A. Shively, 1st tenor. C. J. Smith, 2nd tenor. F. A. Wood, 1st bass. L. D. Wooster, 2nd bass. Mrs. Wooster, accompanist and reader. Page 65 Page 56 Opera Scenes — “Princess Bonnie” Page 57 Opera Scenes — “Princess Bonnie’ Page 58 “The Princess Bonnie” A Comic Opera given under the management of Miss Macintosh, Dramatic and Stage Director; Miss Bovee, Vocal Director, and Miss Roper, who trained the principals and chorus in the dances. Pianists, Misses Bovee and Field. Violinist, Mr. J. H. Ward. Drummer, James R. Start. CAST AND PERSONNEL. Shrimps, Thomas Mock. Captain Ben Tarpaulin L. D. Wooster. Roy Sterling, Leo Bice. Bonnie, The Princess Bonnabellavita, Ada Law. Susan Crabbe Tarpaulin, Lillian Pigken. Kitty Clover, Lena Hastings. Captain Surf, Alonzo Brummit. Admiral Pomposo, E. B. Matthew. Salvador, Gail Grass. Donna Pomposa, Pansy Roberts. Count Castinetti Marionetti Flageoletti Falsetti, George King. Lieutenant Fuzee, Herbert Tuttle. Canoeists, Fishermen, Villagers, Sailors, Marines, Spanish Peasants, Soldiers, Spanish Dancers, Spanish Students, etc. Time, present. Evangeline Healey. Alice Craig. Mathilda Meier. Jacque Strong. Hilma Peterson. Hildur Peterson. Pansy Roberts. Elizabeth Apel. Annie Snow. CHORUS. Elizabeth Condit. Flora Hargitt. Elsie Nason. Jean Cave. Ella Hoxie. Martin Peterson. Walter Scott. Jesse Gatewood. Gail Grass. Elmer Pel erson. Asa King. Fred Albertson. Robert Sargent. Leslie Kiser. George Miller. Julius Johnson. John Seuser. Alphonso Brungardt. Elsie Grass. Hazel Rea. Dorothy Hale. SPANISH DANCERS. Josephine Hamblin. Mabel Truan. Beatrice Kirkman. Mabel Robinson. Page 59 Page 60 Fort Hays Kansas Normal School Band Orchestra Twiselton, Mabel, ' lolm. Brungardt, Alpiionso, Violin. Hissing, Richard, iolin. Grass, George, Violin. O’Laugiilin, Katharine, Violin. Grass, Elsie, Violin. Cave, Jean, iolin. Griffith, Howard, Clarinet. Johnson, Julius, Flute. Reeder, Ciias., Flute. Moore, Leo, Comet. Seuser, John, Cornet. Peterson, IIildur, Alto. Miller, Geo., Trombone. Wann, Wilfred, Cello. Tilford, Geo., lo ‘ A - Roberts, Pansy, Piano. Start, James A., Traps. Page 6k Girls’ Sextet Pansy Roberts Hildur Peterson Lena Hastings Jean Cave Hilma Peterson Ella IIoxie Page 62 8 Julius Johnson, 1st Tenor, Flute. Thomas Mock, 2nd Tenor, Baritone. Alonzo Bkummit, 1st Bass, Solo Cornet. Leo Bice, 2nd Bass, Melophonc. Page 63 o Literary Department A Freshman’s Tribute to the Seniors Juniors, Sophomores, Freshmen! Lend me your ears. I come to honor the Seniors, and to praise them ; But the honor of the Seniors lives after them ; Their praise is often not heard outside of their zone ; So let it be with the Seniors. The noble Juniors Have told you that the Seniors are too dignified ; If it were so it were not a grievous fault, Nor grievously have they answered it. Here, under leave of the Juniors and the rest — For the Juniors are honorable classmen ; So are they all honorable classmen, — Come I to speak to the Seniors’ dignity. They are our friends, faithfuhand just to us. But the Juniors say that they are too dignified ; And the Juniors are honorable classmen. They have helped many Freshmen to learn the rules. Which seem to be different in all the schools. Did this in the Seniors seem too dignified? When the Sophomores have wailed over geometry, the Seniors have helped them ; Dignity should be made of sterner stuff : Yet the Juniors say that they are too dignified; And the Juniors are honorable classmen. You all did see the Seniors at the Assembly, When they were presented with the balcony. Which they did graciously receive: were they too dignified? Yet Ihe Juniors say that they are too dignified; And, sure, they are honorable classmen. I speak not to disprove what the Juniors think. Page 65 © But here I am to speak what T do know. The Freshmen and Sophomores love, not without cause : What causes then the Juniors to think the Seniors too dignified? O Dignity! thou art fled from the Juniors, And they have lost their reason. Bear with us; Our thoughts are with the Seniors, And we will rejoice when dignity comes to us. lief ore Commencement the dignity of the Seniors Stands against the world ; afterward it belongs to the Juniors, And none so poor to do it reverence. 0 Sophomores! If the Freshmen were disposed to stir Your minds with rage against the Juniors, We would do the Juniors wrong, Whom you all know are honorable classmen. We will not wrong them ; rather would we choose To wrong ourselves and you, O Sophomores, Than to wrong such honorable classmen. But here’s a parchment with the seal of the Seniors, Which we found in their vault, — It is their will : Let but the Freshmen and Sophomores hear this statement — Which I will read to you : “Unto the Juniors do we bequeath all our dignity, which we hope will be increased two-fold before the Juniors have need of it. We hope that they will have a small portion to hand down to classes fol lowing them.” Page 00 Sights at Fort Hays Kansas Normal School There entered one day at the Normal door A party of guests, full half a seore; Our fame had spread far, and in passing thru They had stopped to see if it could he true. They were greeted at once by a Senior tall, Who said, “Permit me to show you all The sights we have and the work we do. The buildings, the classes, and teachers, too.” To the Library first he led the way. Well stored with books, both grave and gay. Next to the manual training room on the lower floor, With the finest exhibits e’er seen before. There were dressers and tables, all finished with skill, While clubs and dumb-bells the cabinet fill. And Seuscr ' s baskets so carefully braided. At which if you’d laugh you’d surely berated. Then they visited classes in English and Physics, In German and Cicero, History and Civics. At the ringing of bells, the student call. They entered the handsome assembly hall. William Holt, the chairman, keen, Opened the assembly with dignified mien. The singing was led by Miss Helen Bovee, Who said each must sing or go away. Poland was ready with an assembly speech. With flights of eloquence few could reach. As the pupils marched out with yell and shout. The guide politely showed the guests about. Said he, “Not to miss the principal features, We would like you to meet the rest of the teachers. Miss Dora Grass our English instructor And Miss Annette Foster, our Latin conductor. Professor Wood, with dignified mien, Takes the band boys to Katherine.’’ Then Van (’leave said at once, “I ' ll have my boys pull off some stunts.’’ Here’s Miss Keller, who docs instruct Student teachers school to conduct, And Professor Beach, who says, “ ' Neath the shining sun No unconstitutional thing shall be done.” There is Miss Agnew, who always knows The mixing and baking of batter and doughs ; Ami Miss Condit, we all confess. Can teach us to cut and fit a dress. And here is Mr. Speer, with hoe and spade. Who teaches how a garden is made. Now meet Mr. Bird, who ought to have things. For he attends to so many things. Here comes Miss Apel, the teacher of Dutch, And here Mr. Wooster, who worries so much Over bugs, and insects, flowers and trees. And keeps his students busy as bees. This is Mr. Matthew, who on a clear day Can measure a flag-pole a mile away. And Mr. Shively, the teacher of Ed., Who makes us keep dates and facts in our head . Miss Lula Bice the library keeps. And comes down hard on each youngster who cheeps ; And Miss McIntosh, who helps her to see That each student is what he ought to be. Miss Stone teaches across the creek, And helps the little ones to speak. Miss Roper, our latest prize. Teaches the value of exercise. Here is Mr. Tilford, who tries with all his might To teach the student how to write ; And last, President, dignified and tall. Who is honored and respected by each and all. The guests were delighted with the school and its work. With its students all busy with no work to shirk. And as they departed they said, “O yes. We will speak a good word for F. H. N. S.” Page 67 A Romance According to Miss Keller’s Five Formal Steps in Teaching Aim. Cupid : Young man, young man. Whither dost thou stray? Upstairs and downstairs, ] In the halls so gay. There to find a maiden. Very fair to see, To woo as a life companion. Why, what else could it be? I. Preparation: On a bright and sunny morning When cloudless was the sky. We chanced to meet this young man, As he went hurrying by. Quickly he was going To the Normal near at hand. Where there were many maidens, The fairest in all the land ; And into this Normal Went our young man. II. Presentation: A sweet pretty maiden Sat in a class-room. Awaiting the teacher, that day ; Along came this young man And sat down beside her, But did not scare her away. Instead, this wee maiden Sat there beside him, And talked of the — weather — we’ll say. Her face was so sweet and fair. The young man could do naught but stare. So Cupid found work right away. III. Comparison: This young man was a merry young man, And a merry, young bachelor was he ; lie tho’t of his pipe and tho’t of his books And tho’t of his evenings free; Then he tho’t of his love and a cozy home. And how happy together they’d be, — For a home without a mistress Is most incomplete, you’ll agree. IV. Generalization: Woman, they say, was made for man. They try to believe, and maybe they can ; At least they’re both here, and that is quite clear; So man should have one dear, who’s always quite near. V. Application So Old Father Smith went to the church, To join this young couple as one ; When the guests, all so fair, at last had come there. They found that the deed had been done. Page 68 Words of Good Cheer to the Incoming Committee Our successors stand before you. Cheery, smiling, bright and gay ; They soon will involve the power And over us will have full sway. But for fear this smile will vanish When a Thursday morn draws near. We see the need, upon departing. Just to give a word of cheer. We have grown somewhat light-headed When this term first started out, But as time has passed you notice A great change has come about. Hair that once was light in color Now is inter-streaked with gray. For the work cast down upon us Has proven anything but play. But now, dear friends, don ' t be discouraged ; Only two of you are light. And what worried us gray-headed You may figure out all right. When we took our oath of office We soon entered on a career With a great duty cast upon us For Short Course was drawing near. The main part of our third program Was a story of five pigs. And they proved a happy family With their grunts and squeals and gigs. Pigs, like people, must have practice In their actions, grunts and squeals. Before the last fruit of their efforts To an audience appeals. Trouble then upon us hastened. For Short Course was all the go. And with educated people A poor dumb pig stands little show. So with us the question rested, And we practiced here and there. Lost the play, and then composed it. Do you wonder at our hair? Page 69 But it had a happy ending. For ’twas found and phoned to Hays, And just before the program We all practiced on the stage. And so it went with other programs — Trouble like you never saw. And on thirty minutes’ notice I was Heinz’s Mother-in-law. Little things like these just mentioned Oftentimes have crossed our path. But if you’re on a committee Do not grumble, — better laugh. But we’re glad we ' ve had the training, And we’ve tried to do our parts. And you’ve proven faithful helpers, — Lifted burdens from our hearts. And now we wish to tell you, All of you who gave us aid. How we’re grateful for your efforts : Thanks, until you’re better paid. Toast to Seniors Here’s to the Seniors, weary and worn ; Four long years have they toiled for the goal. Great are the burdens they have patiently borne: Exams, and quizzes that torture the soul ; Lessons that often were heavy and long ; Failures, too, have fallen their lot, But, pressing onward with hearts brave and strong. They’ve won great victories in battles hard fought. Page 70 Chronicles of the Class of 1914 The Book of Fresmia Chapter I. Now when Mr. Picken was principal, it came to pass that a number of youths and maidens fair entered the State Normal School. Now these youths and maid- ens fair did form a class, and its name was ’14. A prophet said, “ Mr. Picken, thou shalt love this class. Yea, fourteen times more than any other;” and Mr. Picken an- swered and said unto him, “It shall be so.” Now when this class entered the State Normal there was re- joicing and gladness through- out the land, such as was never before witnessed. Now there was a council of wise men called to see how this class should be arrayed. And seeing this class was good, they spake and said : “We shall make them a mantle of pink and white.” Chapter II. It was at this time that the spirit of ' 14 grew and waxed strong. And six moons had passed over the heads of 14. Chapter III. It was at this time 14 found many inspirations and grew to be ambitious. But now the favored class of Mr. Picken became wearied and fell into a deep sleep. The Book of Sophomorkiza Chapter I. And when ' 14 had awakened from its long sleep, it beheld a new class, and lo! the eyes of ' 14 were opened and it saw the greenness of 15. Now the heart of ' 14 was large and it straightway had compassion on its brother class, ' 15, and was kind to its mem- bers and instructed them in the way they should go. And there was peace and joy throughout the school. And it came to pass at that time that ' 15, seeing the wis- dom of ' 14, was jealous and disobedient. And when ' 15 came and stood where he could see ' 14 in his pride and splendor, ' 15 said, “We will raise up a throne and ' 14 will fall down and worship us.” So ' 15 came unto ' 14, saying, “Thou hast cared for us, but now it is come and thou shalt fall down and worship us.” • But alas! they knew not of the power of ' 14. Chapter II. And there was an enmity sprung up between the two classes which lasted for many days. Now when Mr. Picken saw these things he was troubled, for he was a man of peace. Chapter III. Now by this time the words of the prophet had been ful- filled, and ' 14 had grown to be the most beloved of all the classes of the State Normal. And ' 14 said, “We will make merry and gay, because we are wise and happy.” And ' 14 went to Custer ' s Island and did frolic and eat and drink and was merry. And it was far into the night when they returned, bringing with them the sons and daugh- ters of ' 15, gathered from high- ways and hedges. Now when ' 15 saw its sons and daughters captivated by ' 14 its pride was humbled: And Commencement was the ending of the second year. The Book of Junioriah Chapter I. Now ' when ' 14 awakened from its long sleep it beheld ’13 preparing to overwhelm it. But remembering the words of the prophet, ' 14 gave a call which brought all of the youths of the class together. And they counseled together, saying, “We w’ill take this leather ball, called a Football, and prepare for battle. So saying, eleven of the most stalwart youths prepared them- selves to meet the enemy. Page 71 At last the struggle came, and the two did clash and strive. But, being equal, each went its own way. And ’13 lived for six moons in peace and quiet. Chapter II. And it came to pass that when all was peace and quiet, the prophet appeared, and speaking said, “Since ’13 has been so humble, thou shalt prepare for them a feast.” Then ’14 answered and said, “So be it.” So upon a certain afternoon a committee of three wise mem- Chapter I. Inasmuch as the members had again slumbered and slept, they awakened to find them- selves the most aged of all the classes. So they immediately arose and said, “We will make unto ourselves a name that shall be a sign of learning for all ages to come.” And it came to pass when Mr. Picken betook himself to another center of learning, Mr. Lewis did come into their midst as President of the School and sat with them in council. Now at this time ' 14 ar- rayed themselves in pink and white and worked with great diligence. Chapter II. Now it came to pass that. bers was appointed by 14 to bring to pass the promise given. And it came to pass in the month of March that ’13 ar- rayed and betook themselves to the place appointed. When lo! before the eyes of all 13 there appeared in daz- zling splendor the feast so bountifully prepared. Now when their eyes beheld this vision, there was great re- joicing. And they did eat and drink and make merry. Chapter III. Now when the Annual Hike was proclaimed, all enmity was The Book of Seni when To beheld the glory of T4, their hearts were filled with envy and malice. Whereas one morning in Student Assembly, the multi- tude gazed upon ’15 as they tried to ape T4 in manner, dress and custom, so strong was their desire to resemble their brother class. And it was not long after this that there came a sorrow to ' 14, as T5 did not cease in their determination to imitate the upper class, and this made many stubborn like unto the animal with long ears. But this was not long, for they saw it was foolish. And mended their ways. It was at this time that T5 gave a reception to ' 14, for it was the custom. forever banished between ’13 and ’14. Lo! on a certain morning great wagons came, and when they w’ere filled with youths and maidens fair of 13 and T4 they departed to Custer’s Island. Now r there were maidens in those classes that understood Domestic Science, and they did prepare a feast that brought gladness unto the hearts of the youths. There w r as great feasting and rejoicing. And there was sadness in the hearts of T4 w ' hen T3 left for- ever the Halls of Learning. Chapter III. Now it came to pass that ’14 spent much time over a Book called the Annual. Now this Book was to pay tribute to the Fort Hays Kan- sas Normal School, as the school was lately dedicated by wise people called the Board of Ad- ministration. Inasmuch as T4 had long been called Seni, there ap- peared the prophet unto them saying, “ Fear not ; as long as the stars shine, thou shalt prosper and do good unto man- kind. Verily I say unto you of all the classes of the Normal, thou art most w ? ise. Blessed are they that seek wisdom, for they are the gainers thereby.” And it shall be so even in the name of Fort Hays Kansas Normal School. Page 72 To the Ones Who Take Our Place When springtime comes to close the year. And classmates have to part, There’s a feeling kin to sorrow, And a sadness in the heart. Some perhaps will leave forever Scenes and faces now held dear. Common ties may soon be broken That so closely bound us here. But this gift we leave behind us, Tho ' forgotten be each face. The memory of a golden friendship To the ones who take our place. Sometimes tis hard to leave and know The honored place we filled Another holds and receives the praise. That once our hearts has thrilled, But the order of the old must change And make way for the new. So departing, underclassmen, We give our place to you. You perhaps will far outreach us. Still we wish both strength and grace, For work to do the coming year By the ones who fill our place. The old familiar scenes we loved. The winding path, where waters flow. May to you bring still more gladness, Tho’ we’re loath to leave them so. A pleasant year, a happy life, The best we wish for you, A star of hope, a memory golden. To guide the journey thro’. Your name upon the honor roll, That time can ne’er erase. Together, Pals, we’ll drink the health, Of the ones who take our place. A. L. S. Page Verselings Advice to Freshies Don ' t try to hide from Assembly , F reshies, Don’t talk within the halls, Don’t push your chairs across the floor. Don’t mark upon the walls. Don’t visit in the Library, Don’t tear the books and papers, Don’t mar the backs of reference books. Don’t try to cut up capers. Advice to Juniors Don ' t speak until you’re spoken to. Be careful not to fall. Don’t be afraid of Seniors, Don’t think they think they’re all. Don’t miss your early morning class, Don ' t ever get there late. And don’t forget that rubber band To strap around your pate. The Seniors’ Lament Nobody works but the Seniors, And we toil the livelong day. Writing themes and orations. With never a minute to play. Besides, we must write for an Annual, Anecdote, joke and rhyme. Until we are almost rushed to death For just a little more time. Astronomy 1. The surging students busily work These lovers stop — no, never! In spite of Chapel, lab. or Prof. They just stroll on forever. 2. They whisper, whisper soft and low. In accents both together; For work may come and work may go. But they go on forever. Page Recipes from the Domestic Science Department Angel Food. Recommended by Clyde MeMindes. First get your angel. Then feed her a liberal amount of chocolates. Mix all with American Beauties and Violets, and flavor with flattery, ardent glances and opera tickets. Assembly dates may be added if desired. Motto: Be careful not to let any other fellow walk across the campus with her, as the slightest jar may cause th e angel to fall out with you. Library Sandwiches. Recommended by Fannie Stout. Take two chairs in the farthest corner of the library. Spread well with text-books and magazines. For filling, use two students, — Domestic Science and Agriculture make a good combination, — with a dressing made of low whispers, coquettish glances, and suppressed giggles. Note : Do not allow too much time, as Librarian may spoil the results. The Call of Kansas Surfeited here with beauty, and the sensuous, sweet perfume Borne in from a thousand gardens and orchards of orange bloom, Awed by the silent mountains, stunned by the breakers ' roar, The restless ocean pounding and trigging away at the shore, I lie on the warm sand beach and hear, above the cry of the sea, The voice of the prairie, calling, calling me. Sweeter to me than the salt sea spray, the fragrance of summer rains. Nearer my heart than these mighty hills are the wind-swept Kansas plains ; Dearer the sight of a shy wild rose by the roadside ' s dusty way. Than all the splendor of poppy fields, ablaze in the sun of May. Gay as the bold poinsettia is, and the burden of pepper trees. The sunflower, tawny and gold and brown, is richer to me than these. And rising ever above the song of the hoarse, insistent sea. The voice of the prairie, calling, calling me. Kansas, beloved Mother, today in an alien land. Yours is the name I have idly traced with a bit of wood in the sand. The name that, sprung from a scornful lip, will make the hot blood start, The name that is graven, hard and deep, on the core of my loyal heart. O, higher, clearer and stronger yet, than the boom of the savage sea, The voice of the prairie, calling, calling me. Esther M. Clark. Page 75 The Western J ormal ILeaticr H » • , K««wwa. Saturday, March 2 ' ; 1914 No. 14 Cratory i» Right. c t udeiit • im l faculty wen ii to one of the o.viiihi Hut Sr Vo i , ' % ■ v - r»‘H d l I lit i a 1 he is at Frank election to the otlii » of first vice elmirman is m doubt a great vie Jury lor the Progressive parly. It - ' .subsequent success is now assured. Library Changes. Many chaimes are being made in ilic library these day •. The south t. i ' i i- to l»o tisei I wholly for i -tiirk room ami all (be hooks will In ' kept thorn. The middle r » tti i- to In- used .i- a reading loom and art gallery. Many of the picture. - of the now collection will ! • placed there . The north room will ho used as a reading room. It will also serve »- a museum and the buffalo that i- being mounted for the Normal will be placed in that room. The library is entirely too small to MofomjnoiiaU W ' " tie Its it t ■ ' 11 .dgftgSRSj 9L t : . ' Preliminaries in Debate. ' I lie preliminary debut to select team to represent the Fort Mays Katinas Xorio ' -‘ ” wi. )v( j jn debate Senior Play Chosen. tj obeli Smith is I lie phy cleeted hy tile seniors for their annual pro duet ion. ‘hat ran th-. f 1 |t ‘‘ have In t J l‘Ut tio 1 H tn !• ' ' the i lid on the fro lid g-ms to the country to seek his fortune. Of course, lu is Micros- ful but in the meantime many interesting thing ' occur. It 00 ted ' were ' pro paw jp _ a lew well ehoson H.. nmeif t lie -plan ; nf the i MUTniltee and I ' r.-t vice j idoiirmnb Sullivan told tin political : faith of each mem her of tin com : mittee. (“Mappy” said he wa- still a I ‘regressive.) Miss lanv i spoke a word in Itohalf of tin gent . ter sex and their iinportnnee on the ' committee. Hrungardt. the new cheer leader said, some very nice thing.- Hbuut j himself. That lie was the man for the place, having experience dating back to when he was quite young : when In alvravH led the yells, j Hen is to the success of the new coiooiitte ' . . - r I’t’opo team, i the Millie The judges in the preliminary were 1 N . A. S. Hah . Atty. F. A. Ih a and Prof, t ' . A. Shively. Seniors Entertained. Mr. and .Mi .‘l;ewi . ii " i-t ‘ l hy Misses Roper and ' oitdit enter tained iim senior class on St. Pat rick’s eve. asantlv ss, toll Irish were out ou a lark and wished to pay their respects to tin seniors. Light refreshments wen served C nliainsi nn fovcntl) p»ko Page 76 The Western Normal Leader The Western Normal Leader is the official paper of the Fort Hays Kansas Normal School. The editor and business manager are elected by the student body each year. The assistant editor and assistant business manager and the various reporters are appointed by the editor and business manager. Staff Alfred Richmond, James A. Winchester, Albert Whisnant, Claude H. Earle, Ralph Archer, Editor-in-Chief. Assistant Editor. Business Manager. Assistant Business Manager. Athletic Reporter. With the beginning of this year the Leader has undergone many changes. The size of the paper was changed from the booklet form to the semi-magazine style. Regular departments have been maintained and appropriate material given to them in each issue. The policy of the paper is to reflect student opinion and student life as it is, and to give to each enterprise in the School such recognition as its merits deserve. The publication is maintained on a regular business basis, the staff sharing the responsibility and proceeds of the enterprise. Page 77 Page 78 Page 79 © The Students’ Social Center The Students’ Social Center is a new movement in the Fort Hays Normal School. It is a unified effort of the students to develop a cosmopolitan social atmosphere that will include every student of the School. It was recognized by Mr. Lewis, the President of the School, that to be efficient, in the life-work which the students of this Normal School have chosen as their life-work, there must come to each student a realization of the social requirements of community life, and to fully understand these requirements would necessitate actual participation in so- cial life with that end in view. Therefore, being fully convinced of the practical benefits to be derived from such a movement, Mr. Lewis, with and through the cooperation of the School faculty, devised a “Social Center Movement” within the institution. The organization thus formed is composed of the student body as a whole. They have one day each week for Students’ day. The Assembly exercises that day are conducted by them and for them. The executive power of the organiza- tion is vested in a committee of three chosen from the student body, who serve for one term. They have charge of all the meetings and social functions of the organization. They prepare and present a program each Thursday at the regular assembly hour. It has been the aim of each committee to arrange the program so as to (rover the several phases of school activities, and at the same time make it entertaining. In addition to the executive committee there is elected a “yeU leader,” whose duty is to concentrate the energy of the students into vocal expres- sion whenever there is need for demonstrating school spirit in a forceful manner. The student officers work under the direction of an appointed member of the faculty, who is called the faculty adviser. Judging from the accomplishments of this year, and the favorable comment of all who are familiar with student activities of all forms, we feel safe in saying that the part the Social Center will play in the future in the School’s development will be of increasing importance. It is expected that the opportunities and powers of the organization will be enlarged until it becomes an authoritative force for the control of most of the student affairs. Page 80 WILLIAM BOLT CHAIRMAN FLORENCE IRWIN 3 RACE COPELAND ALFRED RICHMOND CHAIRMAN MAUDE M C MINDES ELLA HOXI E WALTER SCOTT CHAIRMA in IDA DARKES ALICE BEEBY ERIE CUMMINGS CHAIR MAN ADA LAW FRANK SULLIVAN Student Assembly Page 81 Lyceum Travel east, west, north or south, through all this broad land, and you will find no happier group than this. The reason why, may be plainly seen : we are Lyceums. One of our principles is to have a pocket with holes. Why? That’s not hard to guess, but we will tell you. It’s such a fine receptacle in which to carry our troubles. We were organized ten years ago, March 14, in the original Normal building on Fort Hill. W e adopted the name, colors and constitution of the Lyceum society of the Emporia Normal School, merely amending the constitution to fit our par- ticular needs. Through the years that have come and gone we have grown from a hearty infancy, through a sturdy youth to a vigorous, enterprising maturity, capable of accomplishing whatsoever we will. So well have we thrived that our once com- modious hall is no longer large enough to hold 11 s, and we have been obliged to abandon it. One might be led to believe, by the number of orations and debaters the society furnishes, that our success is possibly due to the fact that w r e were organ- ized in March. We cannot say as to that. All we know is, that w r e are very proud of those who have brought us honor. Not only have we been successful in literary work, but in athletics our boys and girls have won glory for us in the past, and we have no fear for the future in this respect. One noticeable feature in all society work has been the true sports- manship with which we have either lost or won. To be among us in our social gatherings is to wish to be one of us. Thus our society cannot do otherwise than flourish. Our position here has been, thus far, that of pioneers, but as we dream dreams of the glorious future of the Fort Hays Normal School, we must not forget that our mission is but partly completed if we send out men and women strong in physical and intellectual strength only. That is not the sole purpose of our being. The development of souls eourgaeous and helpful, who have seen the vision of life in its true aspect and can impart it to others and realize it in themselves, should be our greatest pride and glorious en- deavor. Page 82 Lyceum Groups Page 83 Literati Society Color, Crimson. Motto, Non Scholar Sed Vitas. YELL. Hoo-rah , Iloo-rah . Oh! My, Rah, rah , rah , IAt-cr-ati. Back in the misty history of the Fort Hays Normal School we see intermingled that of its first noble offspring, the Literati Society. There are certain preat land- marks that loom up in the shadows of that far-distant past. There is much in it that is hard to separate from that of the history of the School, because of the fact that for a considerable period of time it was the only organized literary and social force in the institution. The debates, parliamentary drills, declamation work, plays, socials, and athletic work were largely dominated by its benign influence. Its organization marks one of the great steps forward in the history of the in- stitution. On the 19th day of September, 1902, Mr. Picken, who was our worthy principal in those days, called a mass meeting of the students for the purpose of organizing a society. This was a great meeting. Questions of great moment were discussed, fiery speeches were made, almost ending sometimes in hand-to-hand en- counters ; but through it all there was a determination to establish a society with a strong democratic constitution, giving equal rights to all. The purpose was finally accomplished, and today this society stands the peer of any in this institu- tion or in any school. Much of the early history is lost. In fact, the early records were stolen — perhaps by a savage Comanche or a desperado of the prairies, for those were wild days. That early history has been handed down by word of mouth. In this day the younger members of the Society are gathered around the camp-fires in the evening, and stories of the valiant deeds of such historic characters as Fat Wallace, Crocker, Bice’s, Smith, McVey’s, Leahy and many others, are related. As the younger members hear these inspiring stories their blood runs warm, eyes shine, faces flush, and hands clench as they resolve that they will equal or even surpass these wonderful feats. Rage 8k Those were great days! Meetings were held at 8:55 a. m. every two weeks. Every member was compelled to attend and take part in the program. The fac- ulty of the School gave credit for work done. Contests, socials and athletic sports were engaged in. Plays were staged, and great enthusiasm and earnestness were exhibited in everything. In the year 1903 it was thought best that another society be organized. As a result, a part of the Literati members organized a sister society which was called Lyceum. This gave more competition and a greater opportunity for every one to have a chance for literary work. These two societies have worked harmoniously through the years, and have been a great inspiration to each other. At the beginning our membership included all the students of the School. Since the organization of the sister society our society has kept its quota of stu- dents as members. We have engaged in many contests in literary and athletic work, and have easily won a majority, as the records will show. We now hold reg- ular meetings every Friday evening, elect officers at the beginning of each term, have committees of various kinds, a fine hall, well seated, and decorated with pic- tures, and a membership that surpasses any other in numbers and enthusiasm. With such inspiration, what can we not do! Our young men and women have all this rich heritage! They will strive to surpass any of these achievements. With all these facts we can feel asured that the work and usefulness of the Literati Society will broaden out into more fields and bring honor and fame to our Alma Mater. Page 85 Literati Groups Page 86 Literati and Lyceum Scenes Page 87 Brief History of Debate The first work in debate began in 1905, with Mr. E. B. Matthew as coach. Much interest was aroused among the boys for this work, and in the following year the work was carried into the societies. This resulted in a contest in the spring, the Literati winning the debate. The result awakened a still greater interest in this work in 1907, and again the Literati won from the Lyceum. Debate work reached its climax in the societies in the winter of 1908, when the faculty offered a prize to the winning team. The Lyceum Society won this contest, and the rest of the year was spent in organizing debating clubs. In 1910 the Delphian and Entre Nous organized, and in February the Delphian, which was composed of undergraduates, challenged the Entre Nous or Seniors for a contest debate. The Delphians won the contest by a decision of tw o to one. In 1912 debate was approached in a more scientific manner. Ward Sullivan organized a class for the technical work. The class was organized with an aim, and definite results were accomplished. At the beginning of this year three societies were organized : the Delphian, a continuation of the old society; the Forum, which took the place of the Entre Nous; and the Olympian, composed entirely of girls. For the first time in the history of the School a contest debate was secured. A preliminary debate was held for the purpose of selecting debaters to represent the school against Emporia and Pittsburg Normals. The State contest will be held at a late date — May 8th, 1914. Page 88 Page 89 Debating Group Debating Teams Fort Hays Kansas Normal School vs. Pittsburg Normal and State Normal. Question: “ Resolved , That to further materially increase the army and navy of the United States is undesirable.” Affirmative team, A. F. Whisnant and A. B. Richmond ; meet Pittsburg at Pittsburg, May 8, 1914. Negative Team, Karl Noll and L. I). Reynolds; meet Emporia at Hays, May 8, 1914. Page 90 Creek Scenes Page 92 cO cO Page 95 Athletic Association Officers Pres. W. A. Lewis I. H. Van Cleave Geo. R. Tilford FACULTY BOARD OF CONTROL. Chairman. General Manager Athletics Secy.-Treas. INTER-SCHOLASTIC TRACK MEET COMMITTEE. I. H. Van Cleave, C. J. Smith. John S. Bird. Chairman. Frank Carmen, FOOTBALL, 1913. Captain. FOOTBALL, 1914. Walter Scott Captain. Clarence Loreditsch, Manager. BASKET-BALL, 1914. Harry Nielsen, Captain. Martin Peterson, Manager. Jesse Gatewood, BASEBALL, 1914. Manager. Page 94 Tlie Football Season of 1913 Frank Carmen. Position, right half. Weight 150 lbs. Captain Carmen was the “pepper-box” of the team. His long forward passes and twisting runs were always in evidence in the game. " Car” also used his “educated toe” when the opportunity came. The season of 1913 was one of the most successful the Normal has ever had. Only one defeat was registered against the team. As many of the players were playing their first year, this record speaks very highly for the team and the coach. With several of the “K” men back next year and the large amount of promising material that showed up this season, a winning team is assured for 1914. Besides the men who were granted letters this year, several others deserve special mention. These are : Rector, Emmett Fink, Ed Fink, M Vey, Chittenden, Quint, Wilson, Beeby, Crissman, Albertson, Seuser, Gatewood, Mil- liken, Ottken, and Scott, who is next year’s captain. The 1913 Record Normal. Opponents. Oakley at Hays, . 96 0 Oberlin High School at Hays, 35 3 Norton at Hays, . 33 6 Cooper College at Hays, . 0 23 Salina “All Stars” at Hays, . 125 7 Total, . . . 289 39 Page 95 Walter Scott. Position, tackle. Weight, 100 lbs. The only reason that Cap- tain-elect Scott didn’t get his letter this year was on account of a serious injury at the be- ginning of the season. An ex- perienced aggressive player, self-possessed, quick in thought and action. With these qual- ities he is in every way qual- ified to captain the team of next year. Harry Nielsen. Position, fullback. Weight, 105 lbs. With the graduation of Harry Nielsen this year the Normal loses one of the best athletes it ever produced. “Swede” as a line plunger and punter was hard to beat. Always fighting and never giving up, regardless of how the game was going, made him one of the main- stays of the team. William Bolt. Position, left half. Weight, 158 lbs. When it came to hard tack- ling “Billy” was always on the job. He also had a special lik- ing for off-tackle plunges. A steady, consistent player, who could be counted on as a sure ground-gainer. This was Bolt’s first year in football. Page 96 William Miller. Position, right end. Weight, 155 lbs. The “ kid” of the team, being only seventeen years old ; nevertheless “Bill” played “some” football this year. Breaking up interference and hard tackling were his special- ties. Great things are expected of Miller next year. Clarence Loreditsch. Position, quarterback. Weight, 161 lbs. Clarence Loreditsch played a star game at quarterback this year, being noted for his speed and head work. He was a sure tackier and ground-gainer. " Fat” is our next year’s Manager. Martin Peterson. Position, left end. Weight, 160 lbs. " Pete ” was one of the speed- iest and flashiest players on the squad. These were not all of his good points. He also had the ability to pluck forward passes out of the air and get away with them. Page 97 Alfred Richmond. Position, right tackle. Weight, 155 lbs. Having an unusual ability to adapt himself to any position made Richmond a very useful man on the team. “Dad” also had the knack of getting through the line and nailing the quarter-back in his tracks. Frank Wasinger. Position, right guard. Weight, 185 lbs. A steady player, always to be relied upon. Ilis ability to make large holes in the op- posing line earned Wasinger a sure place on the team. Ralph Archer. Position, center. Weight, 180 lbs. Archer played a fine game this year in the keystone posi- tion, and with another year’s experience he will prove him- self a world-beater. A fighter from start to finish, playing a clean, hard game. Page 98 E. C. Cummings. Position, left tackle. Weight, 150 lbs. Starting out with little knowl- edge of the game, Cummings developed rapidly into a steady player. Being a hard worker, and with his ability to play in several positions, he promises to be one of the future star players for the Normal. Walter IIuck. Position, guard. Weight, 175 lbs. Although a new man at the game, his ability for hitting the line as hard the last down as the first, won Huck a place on the team which he filled like an “old head.” Lots is ex- pected of him next year. James Lambert. Position, guard. Weight, 215 lbs. For hard work alone, Lam- bert deserves a place on the team. He is a new’ man at the game, but is always willing to learn. With his weight and experience, he will be a val- uable man next year. Page 99 Page 100 Football Group Basket-Ball IIakry Nielsen Position, guard. Height, 5 feet 11 inches: Weight, lG. r pounds. As in football, Captain Niel- sen played a game of basket- bull that makes people sit up and take notice. His aggres- siveness and loyalty to the team are his chief character- istics in basket-ball. The past season in basket-ball was a very success- ful one for the “Tigers.” Playing some of the best teams in the State, and losing but one game. The team was fast and played a snappy game. Another feature of the team was its fighting spirit. Several of the old players who have so well defended the honor of the Normal in basket-ball in past seasons are going out this year, but a promising bunch of youngsters are coming on ; so there is no need to worry about next year’s team. The second-string men who did good work this year are : Ralph Archer, Glen Archer, Griffith, Ed Fink, Spencer, Albertson, Blackburne, and Richmeir. THE TEAM’S RECORD. Normal. Opponents McPherson at Hays, . . . . 36 27 McPherson at Hays, .... 43 30 McPherson at McPherson, .... 19 20 Cooper College at Sterling, .... 32 31 K. U. College at Hays, .... 24 23 Cooper College at Hays, . 14 Cooper College at Hays, . . . . . 40 32 Total, .... 24.5 177 Page 101 VV ALTEH It Cl N V ON . Position, guard. Height, 5 feet 7 inches. Although “ Frenchie” was slightly handicapped in weight and height, he never met his match. He was one of the Nor- mal’s most dependable players, always being at the right spot at the right time. As a free goal-tosser he had little trouble in locating the basket. William Bolt. Position, center. Height, 5 feet 10| inches. Bolt played a remarkable game at center the past season. Being noted for caging goals when goals are needed. Many times, " Billy’s” long shots from the field won a closely contested game. Leo Bice. Position, forward. Height, 5 feet 10 inches. " Jack” has always known how to play basket-ball. His playing is fast, flashy and sen- sational, being able to shoot- goals from any position. With his head work and tricks he is able to hold his own with the best of his opponents. Page 102 Frank Carmen. Position, forward. Height, 5 feet C inches. Carmen is noted for his abil- ity to keep the team in action. He has also scored many points for the Normal. “Car” gained his early experience in basket- ball on the Hays High School team. Thomas Mock. Position, forward. Height, 5 feet 11 inches. “Tommy” is one of the youngsters, but he is already a player of some promise. His team work and speed were very commendable this year. Stanley Chittenden. Position, utility. Height, 5 feet 10 inches. “Chick” is another one o the youngsters, but he is al- ways after the ball and has a special knack of getting rid of it quickly. Page 103 Page 10i Basket-Ball Squad Page 105 Baseball Team, 1913 CARMEN NIELSEN PETERSON VAN CLEAVE, COACH BEAR ARCHER BICE RUNYON MOCK BOLT HIENZ Baseball Team, 1914 Gatewood. Carmen. Nielsen. Fred Archer. Ralph Archer. Bolt. Runyon. Unrugh. Loreditsii. Peterson. Chittiden. Hutty. Page 106 Girls’ Athletics A new era in physical development has opened for the girls of F. H. N. with the coming of Miss Roper, from the Sargent Training School of Boston. Gym. work is now a delight. To help all the girls to get acquainted and to take part in the kind of physical exercise they like, an athletic association was formed in January, with the purpose of making girls better scholars and healthier ones. The following are the officers : President, Ida Darkes; Vice-President, Ella Hoxie; Secretary, Jean Cave; Treasurer, Alice Beeby. Four basket-ball teams were organized, each team hav- ing a captain and a manager. Captains. Lillian Picken. Hildur Peterson. Fanny Stout. Adelia Ottken. Managers. Luella Davenport. Hazel Rea. Clarissa McNay. Hattie Hicks. Girls’ intercollegiate games are not allowed, but match games may be played between the school teams. Basket-ball is not the “rough-and-tumble” game it once was, but is a scientific game, where agility and skill are the winning points — not mere physical strength. Basket-ball has been ill-fated this spring for a num- ber of reasons. Chiefly because there have been too many other things to do! All classes were in a demonstration given by Miss Roper during the Golden Belt Teachers’ Association, when they gave marching tactics and Indian and Swedish dances in costume. Other demonstrations will consist of marching, Indian-club, wand and dumb-bell drills, and esthetic dancing. Two baseball teams have been formed, with Hattie Hicks and Cecelia Dorney as captains, and every favorable afternoon find the girls out on the field. With the spring will come tennis, volley ball, and all sorts of track and field events, such as running, high and broad jump, putting the shot, hurl-ball, baseball throw for distance, and 35 and 50 go dashes. Page 107 Girls ' Gym. Class Spanish Dancers Page 108 Boys’ Gym. Class Boys ' Gym. Class with Flag Page 109 “POWDER FACE” Director of Athletics in 18G8-G9 Page 110 Houses in Town Page 111 © The Model Rural School The Model Rural School is carried on in connection with the Normal, for the purpose of demonstrating what can be done in the rural school. The building was planned and equipped with the aim that in addition to receiving the best of instruction, the children should have the best sanitary conditions. The play- ground is equipped with simple apparatus which makes outdoor sports possible and enjoyable to the pupils. In this school are the first six grades. They are taught by Miss Stone, a teacher especially trained and qualified. The seventh and eighth grades are included in the Teachers’ Training De- partment. The practice-teaching is done here under the direction of Miss Keller. Page 112 Normal Training School The Teachers’ Training Department was organized April 2, 1906, and met in what are now Rooms 19 and 22, in William Picken Hall. It consisted of the seventh and eighth grades. For three years the ninth grade was a part of the department. Its abiding-place has been somewhat that of an itinerant. It was moved from the two rooms mentioned to the four small rooms of the gymnasium ; from thence to the basement in William Picken Hall ; then to the two small rooms of the present Library ; then to its present quarters in the basement again. More than two hundred normal students have done at least ten weeks of practice-teaching in the department. About ten per cent of this number were at some time enrolled as students in the training classes. All graduates until re- cently were required to do forty weeks of practice-teaching. Now four hours for college credit are required and a certain amount of time spent in observing the work in the Model Rural School. Plans are being formed whereby the department may be even more service- able to teachers of all grades. Page 113 Inauguration of William A, Lewis The induction of William A. Lewis into the office of President of the Fort Hays Kansas Normal School took place Friday morning, March 6, 1914. The President of the Board of Administration, Honorable E. T. Hackney, presided at the ceremonies. After a short program had been given, opening the Golden Belt Educational Association, Mr. Hackney in a short but impressive speech introduced Ex-Gov- ernor Hoch, who gave an address on “Educational Visions.” At the close ot his address he inducted William A. Lewis into the office of President of the Fort Hays Kansas Normal School. The new name being given to the institution by the Board of Administration. Addresses by John R. Kirk, of the Kirksville Normal School, President Lewis, and responses by Presidents Waters, Butcher, and Brandenburg, followed. The program was concluded by a musical number. President Lewis came to us from the University of Utah. He is a Missouri man, having been reared on a Missouri farm, receiving his elementary education in a country school and a town high school. He graduated from the Chillicothe Normal and Business College, taught a country school, and later graduated from Valparaiso University. He was a stu- dent at the Armour Institute of Technology, and took special work in both the University of Illinois and University of Wisconsin. He was principal of the High School at Warrensburg, Missouri, and was pro- fessor of physics in the Missouri State Normal School at the same place. He taught chemistry in the Central High School of Kansas City, and was professor of Chemistry in Kansas City College of Pharmacy for two years. He was professor of Chemistry, and later made head of the department of Farm and Household Economics, Professor of Agriculture, and director of the State Demonstration Farm, in the Missouri State Normal School. Lastly, he occupied the chair of Industrial Education, was Professor of Agri- culture and director of the State Demonstration Farm at the University of Utah. Page Ilk € The Work Before Us Inaugural Address of William A. Lewis, President Fort Hays Kansas Normal School According to custom, the man who accepts a responsible position of a public character is ex- pected to take the public frankly into his confidence and tell them the policy in education which he hopes the institution will assume. Perfect frankness with the public in school work ofttimes brings strong opposition, but the work before us in this Normal School is sufficiently far-reaching in its scope that it is well to understand ourselves in the outset. The school man who practices policies for the purpose of steering with the popular winds and who does not do so from conviction should not be allowed to occupy the position of adviser and associate to a student body. Western Kansas has a problem all its own. Western Kansas has a type of people of the character of the pioneer, and their courage and resourcefulness have been tried as probably no other community in the United States has ever been tried. Western Kansas has many things to solve of an elemental nature. It is the heritage of this people to match the mysteries of arid farming as well as the systems of irrigation. It is theirs to use the knowledge of the scientist and work it into an art applicable to a climate, soil and season whose counterpart can be found nowhere else in the United States. In my short stay of eight months here I have learned to respect their resourcefulness under trying odds and their resiliency under discouragements more than any with whom I have ever associated. Our treeless plains, swept by the biting blasts of winter and scorched by the sun and drying winds of the summer, present a task of mastery fit for the brain of the greatest student of soils and plants, and offer an opportunity to try the skill of the craftiest farmer who ever tilled the soil. A school established in the heart of such surroundings must not attempt to be a reproduction of a Normal School established in a section whose seasons offer wealth with little effort. This Normal School has a future and a task distinctly its own. We have no pattern in America to furnish us a guide in map- ping out our career. The future before us is as truly pioneering in its character as a successful system of agriculture for us is pioneering in its development. There are fundamental principles of education which are applicable to any school and to any location, but the practices differ widely. An institution which is to give valuable service to western Kansas could not be the same in construction as a Normal School of Illinois, Iowa, Missouri, or even of eastern Kansas. The man who is responsible for the direction of a school should have tw r o goals constantly in mind : First, the machinery must turn out a product of high usefulness for the present; and second, his vision of the future must be sufficiently clear to enable him to sec to it that in the growth which necessarily must come, the machinery w ill be undergoing such constant and almost imperceptible readjustments that a product will be furnished at all times of high efficiency and successful endurance. Western Kansas must emphasize the practical, but build into its courses enriching materials which give expression in wholesome social joys and serviceable citizenship. Relaxation must be the counter- acting agency in relieving the strain of constant effort. Man cannot, at all times, be under strain with- out serious harm ; for even iron under constant strain w ill eventually break. The school which educates the children of the men and women of western Kansas must bring into their consciousness facilities for matching practical problems of the home life, and bring to their souls a joy in relaxation by developing in them an acquaintanceship w ith music, art, good literature, and the social pleasures which are a part of a well-rounded life and a happy and hopeful citizen. This institution is proud of the fact that it is a Normal School, and the purposes of its curriculum are strongly flavored with agricultural application and its work is largely with the rural boy and the rural girl. This Normal School has no desire or ambition of becoming an Agricultural College. I make this statement for the reason that the unthoughtful, or the one who does not follow closely in my presenta- tion of the work w hich we hope to pursue in attempting to meet our obligations, might accuse us of ambitions and designs of which we are wdiolly innocent. Anyone who will question unselfishly and patriotically will come to the conclusion that the Normal School whose central efforts are agricultural, has its own distinct sphere in the educational world. And it is our purpose, in so far as it is possible for us to do, to furnish the people of western Kansas the kind of education which shall be to their chil- dren the most helpful and the most serviceable. In doing our work, this institution has no ambition to grow ' into a technical or research college. Kansas has two great institutions devoting their energies to this field, and they are doing this work splendidly. There are two phases in the teaching of rural industries. It depends whether you accent the sciences or place the emphasis upon the art. The one is the presentation of the subject-matter from the standpoint of the scientist, w ith just enough art to connect up the explanation of the sciences. On the other hand, we have the teaching of the art of rural industries, with just sufficient science to explain the applied art. The teaching of these subjects in this Normal School is confined to this last method Page 115 of presentation, and in addition, this Normal School weaves into the art every related subject of the whole school curriculum. Our graduates must carry to the country boy and to the country girl, and the same to the boy and the girl in the village, the most successful art in the practice of the home life, whether in the house or in the field, which is at the present time obtainable. The Normal School should be, and this Normal School hopes it at least is going to be, an intelligent disseminator of the best art in the prac- tice of agricultural business and of agricultural management that the Kansas Agricultural College and Experiment Station and our Federal department have discovered to be progressive and sound. In order that our attitude may be a little more fully understood, I should like to emphasize the fact : It is our belief that language, literature, romance, music, and tradition are necessary to make a people warm-blooded, sympathetic, and patriotic. While our school may seem to be extremely material, we put as little reliance in the judgment of the man who has only contempt for the fine, joyous things of life, as we do in the judgment of the man who confesses that to use his hands he is helpless, and wears this helplessness as a badge of honor. We simply assume that both of these types represent a species of mutation which has never had ancestry nor will be followed with posterity. The State institution whose entire student body is practically made up of the sons and daughters of the farmer man and the farmer woman is facing a people in whose business there is a tendency to skip the cultural and pleasurable arts for the serious purpose of increasing their resources of land and credit. Our mission, then, is with the boys and girls who have been reared in an atmosphere of sobriety and frugal living, as well as ceaseless physical labor. We must teach history, science, mathematics, commerce, and the other subjects in our curriculum in a spirit such that the student may carry back into his community a knowledge and habits which will make of him an agency of practical value as well as a social uplift. To illustrate : History fundamentally is a picture of common humanity in action. However, in most schools history teaching is biographical and descriptive of political incidents. To make history more valuable to our boys and girls, we must place our emphasis on the industrial rather than the political interpretation. An understanding of the development of the human race as it applies to communities should be clearly in mind, to enable one to interpret economic conditions. In other words, it is quite unusual today to make a substantial success of any rural industry without being able to interpret the tendencies of the community which you expect to be your buyers. Every day men are going into the live-stock business because they like the looks of animals. Every day men are being forced out of this business because they know so very little about the animal except its looks. I believe for the country school, we can enter into an intelligent service for our State if w r e w ill teach our boys and girls European history as soon as we begin to teach any history. Particularly do I believe this to be true for the boys and girls of western Kansas. I believe it is an imperative need that they should know ' something about world history. They must visit at the homes of some of the famous Englishmen, such as the Codings or the Booths in the North of England or cross the border and visit with that shrewd old Scotchman, Amos Cruikshank, and from him learn how the early English cattle w hich he purchased w ' ere bred and developed, inbre d and selected, and how he, through years of patient toil and careful selection and breeding, developed a strain of cattle whose history is the history of ro- mance and whose posterity was destined to cross the Atlantic Ocean and travel the length and breadth of America and have a decided influence on every cattle community and every cattle man in America who w r as either a breeder of, or a competitor against, the Scotch strain of the Shorthorn cattle. Our attitude is, that in place of spending all our time between the Parliament House and the Tower of London, which is the ordinary path of history, a path which boys and girls with extreme difficulty are able to follow, the boys and girls of western Kansas know the country, and we can take them into the country of England and give them such a background of w ' orld history of animal industry, of shre wdness and wisdom, that w ' hen they look upon the animal of high breeding they see more than one individual composed of a skeleton, flesh, hide, and hair. The animal which the boy sees should be but an expres- sion, in his mind, of a procession of ancestry extending back for generation after generation, back through the world’s history, and with this picture in his mind to form his background, the appearance of a high- bred animal to a boy then means a distinct picture, not of an individual, but of forces, of prepotency, of law ' s in conflict, and the evolution out of which has sprung the individual. Anyone w ' hose vision is so short-sighted that it only encompasses the individual animal has lost sight of the meaning of animal industry, of animal development, of a knowledge that speaks the difference between success and failure on the part of the animal husbandmen. With this picture for a background, the boy of the country school would have as a fundamental part of his information the skill and knowledge needed by anyone w ' ho expects to breed up to a high standard and maintain a superior class of animals of any kind or de- scription. I believe that if we can bring to our boys and girls Industrial England, as England devel- uped in the pastures, and in the fields, and in the shops, we shall be doing something which they can readily understand and w ' hich will be of infinitely more service to them than the mummery which is now maintained in the rural school curriculum or the curriculum of our town and city schools. The country boy and the country girl are essentially children of romance until that period of life w ' hen romance is ground out of them by ceaseless labor. A romance which is rich in magic and the tragedy of the w ' orld’s civilization, is to be found in the story of Mohammedanism ; not Mohamme- Page 116 danism as so much political intolerance or religious fanaticism, but Mohammedanism whose part in the world’s history vitally affects to this day our boys and girls. We can take the story of the Mohamme- dans to our boys and girls and find them intelligent, delighted, eager listeners of this marvelous page in the world’s development. Contrary to the usual methods of studying the life history of Allah the Prophet, we have but to take our boys and girls into the interior of Arabia and there they will discover in the highland pastures of the Bedouin tribes the real powor and strategic force of the followers of this remarkable religion. It is not for the purpose of measuring the fanaticism of the religious zealots, but it is for the purpose of going to the home of the marvelous steed which carried the followers of the great Saracen chief through the campaigns in the Barbary states up to the terrific battle of Tours. And when the boys and girls learn of the influence of this great battle, it becomes not a battle where blood is shed, but a great mark in the world’s development which is typified by the battle of the followers of Ab- durrahman m leading his Moslem hosts in death struggle with the Christians under the leadership of Charles Martel. The important thing in that battle, the vital thing which happened, was not the slaying of three hundred thousand of the Saracen soldiery, but the fact that that battle marked a tre- mendous influence on the United States of America, which was as yet over one thousand years unborn. Think of the tremendous interest awakened in the lad when he learns that most of the French soldiers of the battle of Tours who fought the fight of the Christians came from the provinces of LaPerche, Orleans, and Normandy; and carrying his investigation still further, he will discover that Martel divided the Arabian steeds, yet whole among his soldiers, who took them back to their homes and fused the hot oriental blood of the Arabian horse with the cold, phlegmatic blood of the horses of the North- land, and produced an animal of surpassing beauty, intelligence, and size. When the boy ten or twelve years of age who wants to be a horseman, who has love for horseflesh, has this picture in his mind, he is able to read the history of centuries and the love and romance w r hen the world was young, written in the beautiful heads and necks of the Pereheron horses. A young man with this information as a back- ground would know without question the fatal results awaiting him if he lapses in his constant care and watchfulness against the rough, rugged foundation which has taken centuries of skillful and selective breeding to cover up. At first thought this would appear to one as a violent change in the long-established practice in the presentation of history. But think of what vital, interesting, influential history that would be. Can’t you imagine yourself a boy on your father’s farm looking at the Pereheron horses and dreaming of the love and passion and religious fanaticism and world struggle w ' hich made possible the beautiful animal which serves you so intelligently and so faithfully? However, if you will observe closer, this method of history-teaching does no violence to the old traditional methods of teaching, except as to where the emphasis is placed. History-teaching like that which I have been sketching is the history of the common man who lived his life as your father and my father are now living their lives. The old method was to emphasize the history of the king, the emperor, the general, and the politician. Your father and my father have been neither emperors, kings, generals, nor politicians. And I am positive that there can be no good reason offered against emphasizing the history of the people who lived as your people and my people have lived. While I have only sketched a bit of the history of the ox and the horse, the whole of the industrial activities of the people who lived and worked is just as interesting and just as full of romance. I believe we should give this kind of history so that our boys and girls who never see the high school or the college will have a vision and a knowledge which will permit them to make use of an ancestry worth while. Remember, that a great percentage, less than half, of the boys and girls who enter the first grade ever have any school advantage except that which they receive in the rural school. And I am pleading for enriching their life, for joy in their life, and for a vision and knowledge of the fact that they belong to a great line of active humanity reaching back into a thousand generations. I wish to remind you that the public school began within the tow r n and has reached its highest degree of perfection there. Because of an insistent demand from the farmer folk the school-room and the school-master were moved bodily into the country. In the transfer from within to without the corporate limits, there was not a single change made in the subjects presented, or in the methods of pres- entation, or in the attitude tow ards the subject-matter. For years and years the practice of maintain- ing a city one-room school, with city books and city methods and city attitude, has been going on in country schools, and while this statement may sound to you a bit unusual, in a large measure the coun- try schools are this very day still using the city curriculum with the city attitude. The cause for this is easily understood. The cities paid good salaries. Men preferred to work in cities, and therefore the leading minds and the most skillful leaders would naturally congregate in the cities. Particularly is this true when we remember that in the past the ambition of the higher educational institutions has been to furnish teachers for the cities ; and in their enthusiasm for their work to meet the demands placed upon them by these cities, the teacher of the country school has been simply a by-product. Therefore, it is not any wonder that since the fountain-head w r as enthusiastically working with a major product to go into and supply the demands of the city life, the life of the boy and the girl which was agricultural escaped notice. When the Normal School of America became sensitive to the fact that during all the years of Page 117 their life they have been fostering a system of education which kept calling, calling to the country boy to leave the farm and the forge and go into the city and the office, they were appalled at the years of blindness. Then came a period in the development of the Normal Schools in America in which there was a desperate effort made to reach a fair distribution of their energies between service to the city and service to the country. Some of the Normal Schools in their zeal to retrieve their shortsighted past, at great expense and not well thought out policies, established what they called Rural Depart- ments. I have no disposition to find fault with any effort, however weak it may have been, to reach the rural boy and the rural girl, but on the face of it the problem of the rural boy and the rural girl cannot be solved by a thin veneering. Their problems are just as fundamental and just as deep seated and just as comprehensive as the problems of anyone anywhere. And so now I come to the fundamental attitude of this Normal School in the business of Edu- cation. I shall try to sketch for you in a brief way the work before us. I believe that thoughtful men and women who know our problem will agree with me. We at this school shall have a central purpose. That central purpose is agricultural, not agri- culture. Please remember that the education of the country boy and the country girl is not to be dished out in spoonful doses as so much wheat-farming, so much poultry-raising, so much horticulture, and so much home economics. Agricultural education is an attitude rather than a series of specific facts taught. Now from my viewpoint, without at all intending to split hairs, a professor of agricul- ture in the present day is as absurd as a professor of science. I want to say that in my opinion our professor of psychology is just as much a professor of agriculture as is the man who graduated from the Agricultural College ; so is the professor of mathematics, history, commerce, chemistry, physics, biology, and any other department, if his teaching is from the agricultural attitude. The professor of psychology in the Normal School is usually thought of as a man who simply theorizes and speculates about the mind in general and nothing in very particular. Rut the professor in the Normal School who teaches his psychology from the agricultural attitude, his psychology becomes a living, vital psy- chology, and it becomes then a study of eugenics and goes down into the domesticated animal for a determination for the fact of its existence, and thereby furnishes to the student a vital, serviceable information which is both valuable and practical. Likewise, the student who has had his psychology from the standpoint of eugenics can better understand the delicate adjustments of an animal of high specialization and what seemingly small forces can wreck and ruin. If his attitude is right the depart- ment of commerce is agricultural by simply his substitution of making capital, live stock load, methods of marketing products, farm management, systems of permanent agriculture for the long-used methods of stocks and bonds, discounts, short-time loans, and such other city business which used to be found almost wholly in the department of commerce. To be specific, the professor of commerce to become a professor of agricultural subjects simply needs to transfer the interest of his department from the city community into the country. In a similar way, the professor of chemistry is a professor of manu- facturing or mining or agricultural subjects, just depending upon his attitude in attacking the prob- lems before him. Therefore, I believe that no Normal School, however great and powerful it may be, can give the right viewpoint to the boy and the girl of the rural community unless that attitude is the life of the institution itself. The Western Kansas Normal School is particularly fortunate in having a student body practically made up of boys and girls from the country or the small village, and it is also fortunate in this, that it need not attempt to maintain within itself two distinct attitudes toward education. For many years to come, and probably not within the life of any of us present, will it be necessary for this Normal School to make any difference in the preparation which it makes for the boys and girls who teach in the towns of western Kansas from that ot the boys and girls who teach in the rural districts of western Kansas. The position in this respect of this Normal School is unique in the history of Normal Schools in America. And for this reason this Normal School has another distinctly advantageous position in regard to the fundamental subject-matter which it presents. To illustrate : According to long-established custom, the student studies certain courses in history for an arbitrarily determined period of time. lie studies his courses in mathematics, in science, in literature, and in art, for the periods of time determined as arbitrary. He is in these courses for the mastery of the subject- matter in them and because he has a blind faith in the integrity of this institution and his professor s guidance, and he feels that some day, somehow, the things which he is studying will be of vital im- portance to him and will in the nature of things be the means of making a man out of him Here is our unique and decided advantage. The divisions in history and science and agricultural education can be natural divisions, because we are one people working towards one destiny. The stu- dent in field crops, when he wants to learn the chemical analysis for starch and gluten, can go to the professor of chemistry with a distinct purpose in mind to learn a definite, distinct thing because he has a definite need of knowing. As a professor of chemistry, I suppose that I have seen at least a thou- sand students perform the experiment of the test for starch without any conscious knowledge that that experiment was of vital economic importance. They were performing that experiment because it was an exercise in a course in a subject called chemistry, and they felt that they were called upon to master subject-matter and so all their attention was given to the mastery of subject-matter. I have had hun- dreds of students in my classes who had their college courses in theoretical chemistry who were amazed Page 118 when they discovered the very simple applications to which they could put their knowledge when they knew that there was an application which could he made of it. The student of education readily recognizes that this Normal School then is a kindergarten grown up. If one will but watch the skillful kindergartener with an open mind, he wdll come to two definite conclusions : First, the most skillful teaching to he found anywhere in any school-room is by all odds in the kindergarten. And second, everything presented to the hoy and the girl has distinct and definite motive in the possession of the knowledge. In a w r ord, no study of subject-matter for simply seeking a knowledge of facts, but a mastery of just as many facts because they possess some definite use and are needed in the w ' ork and play of the child. If a student expects to be a breeder of Shire horses, then he would have definite need in the mastery of the w r eak points to be guarded against in the breed- ing of high-class horses of this breed. Hut if the student simply masters the knowledge that there are such things as weak points in Shire horses, the knowledge he possesses has not had the educative value for him which the same knowledge has had for the boy wdio mastered the same subject-matter because he had a definite need for it. So the Western Kansas State Normal School is in a most happy situation. Its life is one of sin- gleness of purpose. And its students and graduates can go out of its halls feeling that they possess as broad an education as students of any other Normal School, and at the same time possess an education which w r ill express itself in high service in the communities of western Kansas. This Normal School has a still more fortunate situation than the happy circumstances which I have just been describing to you. By the decrees of chance and transmitted by the Federal Government, Kansas has for the use of her sons and daughters a gigantic tract of land, totaling 7600 acres. Over five hundred acres of this land lies adjacent to this campus, and nature has seen to it that, at practically no expense, it can be made the garden spot of western Kansas. Lying practically level, bordered by a lake with an abun- dance of water, this tract of land lends itself to irrigation at a minimum cost. This incidental combi- nation of school and land and lake makes possible here on this campus a combination now r here else possible in America. If we are alive to the things about us and if w r e have the brain capacity to grasp the magnitude of the situation, we shall have established at this school a means by w r hich boys and girls may educate themselves independent of parents and friends. Under expert gardeners w ho have had years of experience in irrigation, every three acres of this tract will maintain independently three boys and two girls in college. The boys would naturally be the producers. The girls the manufacturers, the distributing agents, and the middle-men, looking after the markets and the trade and the collec- tions. It is not necessary at this time to discuss this further, except I should like to say that I have no fear of the future or the broadness of the education and the usefulness of the student who shall then have the proud distinction of saying : “For six or eight or ten years I was in partnership with my State, and I conducted my business up to the highest known efficiency. I mastered the highest known arts in intensive production, and I have been an independent, self-supporting citizen all my school life. If I have one ambition, one hope which stands boldly above and beyond all others, it is the ambi- tion and the hope that I shall be permitted to be a helper in the development of this school and that tract of land, so that Kansas can say to its boys and girls : “If you have not the money to get a college education, the State of Kansas, through its State Normal School at Hays, stands ready to enter into a business partnership wdth you whereby you can secure your education.” So Kansas can say to her boys and girls: “Live your life as a student, learn the difficult art of intensive production and profit- able marketing, and, greatest of all, learn to give large and enriching service in the business of the world and be an active participant and producer all your school life, instead of an expense on society during the years you w r ere developing your latent talents into large social service and high-minded citizenship.” Page 119 Page 120 Normal Dining Club The Normal Dining Club first saw the light of clay Monday noon. May 81 , 1909, in the old frame house southeast of the main build ng. The Model School had been moved to the basement of the main building to make room for the Club. The Club originated in the mind of Mr. Picken the last week of the spring term of 1909, owing to a threatened rise in board. Miss Kellar, Mr. Shively and Mr. Matthew were appointed as a committee to “look into things.” Accordingly, on Friday, May 28, 1909, 5 : 00 p. m., after a banquet this committee sallied forth to set things moving. Mrs. Cave after a great deal of persuasion was induced to direct the movement. The purchases for the beginning amounted to $26.00. The knives and forks bought cost 75c. per dozen and the spoons 20c. per dozen. In the beginning there were about 15 regular boarders and 10 or 15 ticket or dinner boarders. The price of board per week was $2.75, which has been maintained throughout the life of the club. The Club moved to its present pleasant quarters in the new Industrial Build- ing in 1912. In connection with the Club is a laundry fitted with electric appliances, at a cost of about $125. The saving per week over the old method of sending the linen out is not only paying for the equipment, but is furnishing the means by which two people are earning their way through school. The Club has grown rapidly. There are now about 80 regular boarders and 20 or 25 ticket or dinner boarders. During the Farmers’ Union $49.48, almost twice as much as was spent for the entire purchases at first, was paid for additional silverware. The supplies purchased during the past year amounted to more than $ 6 , 000 . The Club pays its own way entirely. There is a bright future in store for it, not only from a financial standpoint but for the men and women it is bringing up. It is the biggest social center in school. No parents need be afraid to trust their boy or girl there. Its members are true men and women, ever ready to lend a helping hand to those who need it. Page 121 Page 122 Industrial Department The Fort Hays Kansas Normal School is proud of its industrial work. The Normal School is located in the heart of the Great Plains region of the United States, and stands as the only school representative of that section. Here, where there is a plot of 4,000 acres belonging to the School, consisting in part of valley, of slope and of upland, the three types of field sites in the rolling prairie country, we have possibilities, able to be used, namely : to teach the boy of the Plains, while he is here in school, how to successfully work the farm at home. There is a plan to irrigate a number of acres of creek bottom with water taken from the stream. The woodworking department gives boys practical problems, lets them pay for cost of materials used, and take to their homes the result of their work. The ironworking department — what boy does not like to form the metals into useful things? — is new, but rapidly assuming its position of helpfulness to the young farmer. As th e boys have their department of manual arts, so the girls are given domestic economy. The girls who learn to properly prepare and serve the meals which we seniors are able to declare excellent, will surely be able to make the prairie homes attractive for future generations. At the same time they are being trained in the seamstress’s art. The display of dresses during the Golden Belt shows some of the results accomplished. Farmers ' Union Meets Page 123 Class in Field Crops. Class in Soils. Page 12 k Agriculture This Department has successively been headed by J. L. Pelham, S. W. Cunningham, Josiah Main, and W. G. Speer. At present the aim of the depart- ment is to be the exponent of practical agriculture in western Kansas. The courses offered include work in various soils, field crops, and farm ani- mals. As these are the three prime requisites of a good farm, you may easily ex- plain their usefulness. Remember, also, that we are located at the side of the Fort Hays Experiment Station, which has for more than ten years been working out the problems the farmers of this section have to confront. The classes often make excursions to the Station and neighboring fields, and emphasis is placed on the things being done there in connection with the course they are following. So, when the class in field crops makes an excursion to the Station they will probably be interested mostly in the sorghums and other growing crops, and the practical, money-getting side of the work will give them new interest. The Department of Agriculture is also concerned in a plan through which they expect to furnish the needed employment for the boys that are working their way through school. First, the Department, in connection with the Dining Club, is fitting out a tract to be irrigated. This tract is near the Model District School. The plan is to irrigate five or six acres of garden, and to have the necessary work done by students. More of this cooperative work is being planned, such as dairy- ing and poultry-raising. Page 125 Manual Training Department. r Class in Blacksmithing. Page 126 Manual Arts No School giving any part of its course to the practical or industrial side of education could exist without having a department of manual arts. Our course sends the pupils who enter this department first to the mechanical drawing division, where they learn to appreciate the value of exact dimensions. Next they take the course in sloyd — the making of small useful articles. After that follows work that the pupil may elect. We have observed some fine pieces of furniture going through the process of construction during the year. Most of the articles made are of practical use. In wood-turning the boys turn out chisel handles, mallets, and those innumerable articles in daily use in civilized countries, the darners, both for stockings and gloves. Many new things about the strength and adaptability of different kinds of wood are learned. Then we have the course in forging or farm blacksmithing. This is not a very old course, but it is a big thing to offer the farmer boys. In the course, ex- ercises in drawing out, bending, welding and case-hardening mild steel are given. Then comes the more practical work of making and tempering tools from tool steel. In connection with this department we have the Smith daily present in the wood shop, while the Wood is directingjdie work in the smithy. Page 127 Banquet Course for Seniors. Page 128 Domestic Science Department “All the world is on a still-hunt for a good square meal three times a day.” The Department of Domestic Science stands for a higher appreciation of t lie home and a wider knowledge of things that pertain to the home. Its aim is to develop habits of order, accuracy, cleanliness, and self-reliance. The object of the course is to fit teachers for teaching the subject as well as to teach girls to do their own housework in an orderly way ; to remove drudgery from housework ; to teach girls to economize time, strength, and money ; and to elevate woman’s work to the rank and level of a science. This department was established in the Fort Hays Normal School in June, 1910, with Miss Agnew, its present director, at the head. In the spring of 1910, Miss Dow, of Manhattan, conducted a movable school in which the girls of the Normal and the ladies of the town were enrolled, which showed the desire manifested here for the work. But we owe more to Mrs. Picken than any other individual for the establish- ment of the department in our school, she being a promoter of anything adding to the development of womanhood. During the year 1909 while entertaining the Board of Regents at dinner in her own home she made the plea for “her girls” as she always called the girls of the Normal, and what she said at this dinner gained the consent of the Board for the establishment of a Domestic Science Department in the Fort Hays Normal School. During the first two years the department was housed in Picken Hall, but in September, 1912, it was moved to its new apartments in the Industrial Building, where it now has the advantage of all modern equipment. A two-years course is now offered, the first year being given to the study of the kitchen, its care and equipment, classification of goods, and the principles un- derlying the cookery of such. It also includes the planning, preparation and serv- ing of course breakfasts, luncheons, and dinners ; the members of the class acting as host and hostess, with the seniors as their guests. The second year of the course includes Dietetics, Home Nursing, Home Man- agement, and laundry work, and the Presentation of Domestic Science. The Dietetics includes a study of the nutritive value and digestibility of foods. In Home Nursing the students are taught the home care of the sick, loca- tion and care of sick-room, and practice in invalid cookery. Under Home Management a study is made of the cost of home furnishings and the general cost of living. Under laundry work the study of equipment and care of laundry is taken up, together with the chemistry of cleaning, and the cor- rect method of bluing, starching and ironing clothes. The Presentation of Domestic Science is given for the preparation of teachers. The Department is also doing some things in the way of extension work in the community. A Domestic Science Club consisting of ladies of Hays meets every other w r eek in the Domestic Science Laboratory, for class demonstration. This department is one of the leading features of the Farmers’ and Housekeep- ers’ Institute, held annually at the Normal School, and during the last institute one hundred fifty ladies availed themselves of the opportunity offered them. Page 129 Class in Domestic Art In the summer of 1910, sewing became a feature in the course of study of the Fort Hays Kansas Normal School. Miss Stone had charge of the work, the mod- els being taught. In the fall of that year, Miss Elizabeth Agnew took charge of Home Economics, but the growth of the departments was so rapid, and the classes necessary to meet the demand for these subjects so numerous, espeically during the spring and summer terms, that Miss Eda McArthur was employed to handle the work in sewing during the spring and summer of 1911. The steady growth of both departments then necessitated a permanent teacher for the sewing, and Miss Bessie Armstrong was appointed to fill the position. In the fall of 1913 the Do- mestic Art became a distinct department in charge of Miss Elizabeth Condit. The equipment for the sewing classes is all that could be desired. The stu- dent is trained in the fundamental stitches, is taught the making, care and repair of garments, is given a thorough course in textiles, including work in color and de- sign and practice in making courses of study for domestic art. There is also time given for the more decorative stitches, so that the girls may have a knowledge of embroidery, crocheting, and the popular tatting. Page 130 Farmers’ and Housekeepers’ Institute The Farmers’ and Housekeepers’ Institute held at the Normal School during the first twenty days of December, 1913, enrolled over 500 people. It is re cognized by the near-by farmers to be a great benefit to them. The farmers of Ellis county and their wives made up the largest per cent of attendance this year. Their location, so near to the School, made possible their attending with a mini- mum amount of expense. But after the farmers of the adjoining counties learn how helpful this course of courses would be to them, there will doubtless be many more of them in attendance. Courses in farm blacksmithing are given, which enable the farmer to sharpen plow lays, weld links in broken chains, and to do the odd jobs in this line which are always to be done on a farm. At the same time in the woodworking depart- ment another division of the farmers were given elementary work in the use of the common tools used by carpenters. They were also given a course showing the use of the steel square in framing houses, barns, frame silos and other buildings. The possibilities of steam and gas tractors were demonstrated, and everyone in- terested was supposed to get into the cab and really start, guide, stop and reverse the engine. In addition to this outdoor working engineering, President Lewis gave a number of most instructive and interesting lectures on the details of the engine. In the Industrial Building the lecturers and demonstrators of Domestic Sci- ence and Art were kept busy by the women in attendance. The Agricultural De- partment was also found in this building. The half-dozen bulletin boards were put in conspicuous places, and upon them the places and times of meeting of the various divisions were listed. During the Short Course there could be heard from t he biology laboratory the vocal proclamations of their presence by the prize-winning cockerels of the poultry show, and the football field served as an arena around which pranced the blooded stock of the show. The engines used by the engineering students did their share in beautifying the campus. We ought at least to have one place now where we are sure of a solid foundation, packed firmly by the continuous tramping of the big wheels. The Short Course has a big future before it. Through it the school is able to come in contact with and help a number of people that otherwise would never be helped. % v d j 4 n- the fi n Points of -f h. e S tr o c Page 131 Short Course Scenes Page 132 Page 133 Governor Hodges’ “Escort of Honor” — December 1 , 1913 Home Nursing The suite of rooms devoted to the training of our girls in the art of home nursing is fitted with up-to-date hospital cots, tables, chairs, sanitary dresser, baths, lavatory, and washstand. No hospital in the country anywhere has a more perfectly appointed room for the care of the sick. These rooms have been equipped in order that girls may know how to have a room in which to care for the sick, and to appreciate what it takes to make a sick-room comfortable for the invalid. All students in home economics will be required to take the course in home nursing, and it is expected, while they will not have the training of a graduate nurse, that they will be capable nurses to care for the sick in their homes. Page 13 If A Bunch of old grads hack for a two-days visit to see Princess Bonnie and attend the Golden Belt Teachers’ Association. Some are Superintendents and Principals, some are wives and some are hoping to be. The group represents practically every graduating class of the institution. The School is always glad to welcome home its sons and daughters. Page 135 The above cut is from a picture of the twenty-cow Ayrshire Dairy which is to furnish the students practical demonstration and experience in the business of practical farm dairying. The products from the dairy, such as the milk, butter, and cheese, will be used to furnish students at the dining clubs with high-class butter and pure and healthful milk. The dairy will probably be one of the most visited buildings on the campus, and it is hoped that it shall be one of the most profitable parts of the Normal School, both in financial return and in the mission of spreading the idea that western Kansas is a dairy country. Page 136 Kansas and Fort Hays Students in Partnership The Fort Hays Kansas Normal School is now working on an equipment which will enable her to irrigate some 500 acres when she completes the three units. There is an abundance of water in a lake lying adjacent to the land. The soil is very fertile and very deep, which makes it suitable for any kind of garden truck which the climate will permit to be grown. The School expects to employ as su- perintendent of the gardens the most skillful and practical gardener that can be found. All the work in the gardens will be under the personal supervision of this man. He will select the crops to be planted, direct the boys in their planting, cul- tivation and irrigation, and be their counselor and adviser in all things connected with their garden work. The School expects to grow in these gardens all the vari- eties of marketable products which will grow in this section of the country. The boys probably will garden one acre each. They will deliver their products to the School distributing plant, which will be operated by the girls of the School. The vegetables and berries will be hand-picked, hand-graded, and hand-packed in suitable containers. Commission houses have already written the Fort Hays Normal School, requesting that they be given a chance to bid on her products. They said they would pay a premium on her goods because they knew they could warrant them to be absolutely pure, to be what they were labeled, and of uniform size and character throughout the package. The garden products which are not marketable as fresh produce will be canned by the girls and put on the market in in unperishable packages. At the season of the year when the garden products are at a low price, the girls will can or dry all the products, so that the goods will be delivered to the market at a time of higher profit. The boys will learn intensive farming under scientific management and skillful application. They will learn the important lesson of the adaptation of plants to soil, climate, and season. Under this system the girls become the “middlemen” of the community. They will market the perishable products at the highest mar- ket prices obtainable. When the markets go down they can turn their attention to canning and preserving and converting their goods into unperishable conditions thus enabling them to sell their goods on the market at any season of the year. The girls will label, pack, ship, and collect the bills. They will not only represent the manufacturing end but the distributing end of our community. The girls will learn the important lesson that every housewife should master : What good goods are. How they are put up. How to market the surplus supply advantageously. The student body of the School will be her trade representatives, because of their wide acquaintanceship among the people whom the School expects to be her cus- tomers. In addition to the garden and the canning factory, the Fort Hays Nor- mal School shall have a thoroughly up-to-date Ayrshire Dairy in which she hopes Page 137 to teach the boys and girls the highest art of dairying. How to make first-class butter and how to make good home-made cheese. The School shall raise her own hogs and cattle and teach her boys and girls how to butcher, how to dress meat, how to sugar-cure hams and smoke meats. It is the purpose to so organize this School and the 4,000 acres lying about it which belong to the State of Kansas, that any boy or girl may come to Fort Hays with the understanding that the great State of Kansas is ready to go into a part- nership with them and help them to complete a high-class, usable college educa- tion. With this arrangement they may go to school four, six, eight, or even ten years and know that they never need to ask mother or father or friend for a dollar. The great State of Kansas is their partner in business, and they can clothe them- selves, furnish themselves with books, pay their board, live in a comfortable house, and be happy, prosperous citizens while yet students in college. The chief hope in this is outside of providing the boy or girl with means of educating themselves, to teach the boy the vital lesson of adaptability and of adjustment which is the definition of good citizenship. It is not the purpose to make the boy or girl an object of charity. They will be expected to pay a liberal rental to the State for the use of the property, and thereby they may retain their entire self-respect. They will not be indebted to a soul on earth except the State of Kansas, to whom they shall owe a life of useful- ness for the honor which they have enjoyed. Page 138 CRANE COMPANY Topeka, Kansas 45 Years in Topeka, 45 Years in Kansas, Furnishing “Crane Quality” Ail the Time. -WE RESPECTFULLY SOLICIT YOUR ORDERS FOR PRINTIN G BINDING PUBLISHING RULING ENGRAVING LITHOGRAPHING ELECTROTYPING STEREOTYPING TYPEWRITERS TYPEWRITER SUPPLIES (Carbons, Typewriter Papers, Oil and Ribbons) TYPEWRITER REPAIRS OFFICE AND HOUSE SAFES SAFE REPAIRS (Combinations Changed and Safes Opened) FILING DEVICES BOOKCASES METAL FURNITURE EVERY KNOWN LOOSE LEAF DEVICE and in fact every single article needed for the furnishing of an office. All county, city, township and school-district records and blanks in stock. Please write for our full illustrated Catalogue. We print High School and College Annuals. We printed “THE REVEILLE.” How does our work impress you? Page 139 Fort Hays Branch Experiment Station OF THE KANSAS AGRICULTURAL COLLEGE Kansas’ 3C00 Acre Demonstration Farm. A Practical Field Laboratory for the Fort Hays Kansas Normal School. Departments. Diversified Commercial Farming. Livestock Breeding and Feeding. Dry Land Agriculture Investigations Practical Dairy Farm, 160 Acres. Cereal Crop Investigations. Forest Nursery Project. Forage Crop Investigations. Public Park Development. Grows and Distributes Hogs and Cattle, Pure Seeds of adapted farm crops, Forest trees, for Kansas planting. Correspondence is invited upon agricultural problems pertaining to farming under semi- arid conditions. Information available is cheerfully imparted. The Experiment Station is twelve years old. Page 1J 0 A Business Luxury checking account is in- deed a business neces- sity ; and he who tries to get along without one is at great disadvantages. It is not required that a person should have a large bulk of business or a great amount of money in order to open an account. Professional men, farm- ers, and even many women, are running checking ac- counts. If you have never done business in this way, and are not familiar with the plan, come to us and we will get you started. CITIZENS STATE BANK Hays, Kansas Page lJ l GOOD WILL The success of any local public utility concern depends largely upon the well-earned good will of the community. These relations become real when attended by an earnest desire to further each other’s mutual interests. May our desire and endeavor to furnish efficient service be sufficient for your consideration to have a telephone installed in your home or place of business. Each additional telephone connected to our system creates a greater service value to every subscriber. Come in and talk it over with us. THE HAYS TELEPHONE COMPANY H. F. ADDISON, Manager PETER R. STAAR CO. DEALERS IN Fresh and Cured Meats, Groceries Cash in 30 days Phone 169 HAYS, KANSAS Page 1 2 KING’S BARBER SHOP THE HOME OF FINE HAIR-CUTS AND RICH SHAVES Cigars and barbers’ supplies. Normal students, give us a call. Basement Citizens State Bank. Chas. King, Proprietor HAYS, KANSAS WINDSOR HOTEL Everything new and up to date. We solicit your patronage. Special rates to Normal students. Mulroy Bros., Proprietors HAYS, KANSAS Attention, Normal Students If you want the best entertainment, and at the same time get something of educational value, come and spend your evening seeing our moving pictures. The students constitute a greater part of our attendance, therefore we order films suited to your wants. We are at your service. Give us a trial. Show every night at 8 o’clock and 9 o’clock. Admission 5 and 10 cents. Special prices on special occasions. Theatre opposite depot, north side of street. THE CRYSTAL THEATRE T. K. FREDOVOUICY, Mgr. ARMY GIRLS AND BOYS Page lltf Page 1U A. A. WIESNER SON We cordially invite you to make this store your headquarters when you are in the city, using the many conveniences at your will. We carry one of the largest and most complete stocks at all times. We carry a complete line of dry goods, clothing and groceries. HAYS, KANSAS GEO. S. GRASS DEALER IN Staple and Fancy Groceries The quality store Phone 4 HAYS, KANSAS GEO. PHILIP GEO. PHILIP, Jr. GEO. PHILIP SON DEALER IN Hardware, Paint, Oil and Glass IIAYS, KANSAS J. B. BASGALL DEALER IN Groceries, Queensware and Fruit HAYS, KANSAS Page 1 5 C. M. WANN SELLS Dry Goods, Clothing Hats and Shoes Qu een Quality Bostonian Shoes Shoes FOR WOMEN FOR MEN GENTLEMEN: We are with you, come he with us. We appreciate your trade, and we will treat, you right. We have everything you need to wear, — it’s up to date. “MADE-TO-MEASURE SUITS OUR SPECIALTY.” ALEX. E. BISSING HAYS, KANSAS Treat Shaffer LUMBER AND COAL DEALERS F. IIAVEMANN, Manager, HAYS, KANSAS FRANK KING DEALER IN Fresh and Salt Meats, Oysters, Fish and Game HAYS, KANSAS Page 1 6 I F you are particular About the things you eat. Then buy them all at Nickl.es’ store — Their groceries can’t be beat. And if you’re still particular About the way you’re dressed, Buy your Dry Goods at Nickles’ store ; There you will look your best. H. A. NICKLES Phone 17 HAYS, KANSAS THE MILLER’S MASTER PIECE SEMOLINO BEST FOR Bread Biscuits and Fancy Pastry SOLD — In near’y every State in the Union. USED — By the Government Army Posts, and recognized as a standard. If your grocer appreciates quality he handles Semolino. ASK FOR IT. The Hays City Milling and Elevator Co. HAYS, KANSAS 1914 HAYS, KANSAS J. T. MORRISON 1914 Phone No. 152 Jeweler and Optometrist OUR EARNEST ENDEAVOR has always been to accommodate, to co-operate with, and please those who trade with us. If we served you well during nineteen thirteen, feel assured that we can serve you better during the coming year. We shall continue to put forth our best efforts to make our relations with you a valid reason for mutual thankfulness. Satisfaction Guaranteed J.T. MORRISON Guarantees Satisfaction Page U7 Markwell’s Book Store School Books and School Supplies. Everything needed in school work. Sheaffer’s Self-filling Fountain Pen. Waterman’s Ideal Fountain Pen. Guaranteed to give satisfaction. OFFICE SUPPLIES. Filing Cabinets, Letter Files, Blank Books, and Typewriter Supplies. BOOKS. Art Books, Fiction, Juvenile, and B ibles. ATHLETIC BOOKS. Baseball, Football, Basket-ball, Track, Tennis and Gynasium. Our specialty is Students’ Supplies. R. S. MARKWELL HAYS, KANSAS Schlyer Arnhold DEALERS IN Implements Farm Machinery Automobiles HAYS, KANSAS LADIES: MAKE OUR STORE YOUR MEETING PLAC E We carry an up-to-date line in anything you want to wear, we appreciate your trade, and we will treat you right ; our stock is clean. " MADE-TO-MEASURE SUIT AND SHIRTS OUR SPECIALTY.” ALEX. E. BISSING HAYS, KANSAS C. Schwaller s Sons DEALERS IN ALL KINDS OF BUILDING MATERIAL, COAL AND BARBED WIRE Let us figure your bill before you build, as wc can save you money. VE HANDLE THE BEST CHAND- LER CANON COAL HAYS, KANSAS Page U8 Chas. W. Reeder ATTORNEY AT LAW HAYS, KANSAS C. M. Ilolmquist ATTORNEY First National Bank Building 201 North Chestnut St. Phone 180 HAYS, KANSAS Dr. H. B. Neiswan er DENTIST Guaranteed Dentistry Painless Extraction of Teeth Stainer Block Phone 204 HAYS, KANSAS Dr. K. C. Haas PHYSICIAN and SURGEON Office over First National Bank Phones : Office, 273 Residence, 333 Calls answered day or night HAYS, KANSAS Dr. C. H. Jameson Office over Philips’ Hardware Store Phones : Office, 340 Residence, 340 HAYS, KANSAS E. A. Rea A T T O R N E Y Hays, Kansas Dr. W in. Jordan DENTIST Office over New Bank Building Entrance South Side All Work Guaranteed Phones : Office, 84 Residence, 50 J. H. Middlekauff M. D. PHYSICIAN AND SURGEON Phone 2 HAYS, KANSAS Page 11 9 Page 150 The Ellis County News-Republican • THE OFFICIAL COUNTY PAPER OF ELLIS COUNTY One of the best Advertising Mediums in West- ern Kansas. Stands for Progress and every- thing that is for the best. A first-class job- printing establishment. First-class work always guaranteed. We solicit your patronage. The Ellis County News-Republican HAYS, KANSAS Page 151 Having a Bank Account is a ■ Stimulus to Thrift 1 — AND THRIFT MEANS PROGRESS While your student days are passing learn to be thrifty. This bank will show every student every possible courtesy. U This institution is possibly the oldest business in this county. It has a capital of $50,- 000.00 and surplus and profits of $18,000. First National Bank of Hays J. H. SIMMINGER. LL. B. Attorney and Counselor at Law County Attorney of Ellis Co. IIays City, Kansas IT PAYS TO TRADE AT THE MODEL THE STORE OF QUALITY We carry everything in ready-to- wear for Ladies and Gentlemen. The Selz, Selby and King Quality Shoes all in the latest styles. Suits to your measure. We invite the patronage of the student body. OSHANT SMITH Zeigler Block South Side Page 152 Anton Herl Anto Livery ATTENTION, NORMAL STUDENTS If ' you arc coming to the Fort Hays Normal School or going home, see us. We will take you quicker than you can go hv rail, and at a reason- able rate. Special rates to Nor- mal Students. Call on us before you go. We will treat you right. IIAYS, KANSAS Phone 320 DRUGS, DRUGGIST SUNDRIES, TOILET ARTICLES ATHLETIC GOODS, STATIONERY, CIGARS, CONKLIN PENS We serve the best at our fountain King Brothers Red Cross Pharmacy Telephone 80 The Rexall Store The Home of Good Goods and a Square Deal. PHYSICIANS’ PRESCRIPTIONS A SPECIALTY Hays, Kansas WE NEVER SUBSTITUTE CALL US FOR A TRANSFER Job Printing WE ARE HEADQUARTERS FOR FINE JOB PRINTING All work neatly and quickly done. Special attention given Rush Orders. TIIE FREE PRESS HAYS, KANSAS •jjc Page 153 H. H. Winters GENERAL HARDWARE HAYS, KANSAS Kirkman Bros. I) I! A Y AN1 T R A N S F K R TRUNKS A SPECIALTY WE DELIVER FOR THE CITY ICE PLANT HAYS, KANSAS People’s Meat Market SIMON FRANK SONS, Props. Fresh and Salt Meats, Oysters, Fish, etc. Phone 22 HAYS CITY, KANSAS In buying candy, beware of the cheap kind. ou know, factories make good candies and a iot of it. You also know, where a lot of material is used, there is a lot of waste. This waste, floor-sweeping and a lot of other filth, somehow find their way into candy for which some people pay 10 cents per pound, and all of it is stale before it reaches the merchants. Good candy is healthful. Our Peanut, Fudges and Creams are in a class by themselves, strictly home-made, pure in their make-up, fine in qual- ity, delicious in taste, and made under the strictest sanitary conditions. Hays Candy Kitchen Page 15b ”
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