Fowlerville High School - Commander Yearbook (Fowlerville, MI)
- Class of 1908
Page 1 of 52
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 52 of the 1908 volume:
Fowlerville High School
MR. HENRY CURTIS
THE CHRONICLE BOARD
A. Etlmlyn Grant
B CSSIC M acD 21111615
,- --'-" ' J,
Asst. Business Manager
Bigelow and Harry
iness Manager. Archie Kingsley.
s. Alfred Pierson. Hartwell G
J. A. WOODRUFF
County Commissioner of Schools
77m School Board
A. E. COLE
J. C. ELLSWORTH
F. G. ROUNSVILLE
'fo .,o, ,
A. R. GARDNER
Superintenclent. Glenn Grieve
Principal. Idalene Webb
Assistant, Lillian Itsell
.Superintendent Music. Goldie Baker
I tx K A72 N'
e i g lm S c lm o o
The high school has been called the "poor
man's college," and as such it ought to take
the place of college to those who are unfortunate,
or fortunate as the case may be, to be compelled
to defer their college course until such a time as
they have mental stamina enough to take their
college course with sense and seriousness.
But our high schools must deal with real not
with ideal condition of things and therefore we
must face the fact that nine-tenths of our pupils
do not enter college. It is then the duty of the
high school to furnish the sinews for the student
in his struggle with the busy world.
Then things the high school should develop
in its students are initiative, independence, integ-
rity. A boy, a girl cannot be reared in a hot house until eighteen years of age
and then be expected to thrive under unfavorable conditions. We mean by this
that a school which is conducted on t-he theory that the pupil should have
everything done for him, that he should be pampered and petted into the be-
lief that life is a rosey path, one continuous round of pleasure from the cradle
to the grave, is the school that breeds the social vampire and the parlor an-
The boy or girl who has all the wrinkles of life smoothed out for him, who
never has had an obstacle to overcome has been cheated out of his birthright,
and the parent or teacher who tries to shield the boy or girl from every nn-
pleasantness falls far short of being an ideal parent or teacher.
When the taxpayer of a locality furnish the means for the support of thc
high school they have a right to expect certain results. They have a right to
expect a graduate of their schools to be a little better prepared to cope with
the duties of life. They have a right to expect him to be a little better citizen,
a little more alive to the topic ot the day, to have a little nicer sense of civic
honor than one without this training.
A pupil who leaves our school, having completed his course, should not
necessiarly be expected to be a walking encyclopedia and compendum of facts,
but he should be expected to be able to do something and do that something
better than one without the high school training. If he cannot wherein lies
the benefit of our schools? If a boy graduates without being able to write a
legible and intelligent business letter, with the common words spelled correctly,
one of two things is certain, either the boy is a fool or the school is a failure, or
both. If the.pupils of our senior classes cannot solve the problems that natur-
ally arise in common business practice, the money spent in teaching mathe-
matics has been thrown away. Unless the pupil can see more beauties in na-
ture, unless he can feellthelleverlasting system that governs and controls this
universe and can comprehend that he himself is but a unit of a stupendous
whole, his science is wrong. So much for the pedagogical side of high school
But after all what a pupil gets from books, while an important part, is not
the whole of an education. The greatest lessons of life are learned from life.
No amount of book learning will make a manly man. The home must do
that. Therefore it is only justice to the school to say that the finished product
of the educational mill largely depends upon the condition of the raw material.
The school can no more build agood man from a diseased boy tit matters not
whether the disease is mental or morall than the sculptor can make a perfect
statue from faulty marble. We can then come to no other conclusion than
this: In order to obtain the best results the home and school must work in
It has been estimated that a high school training is worth several hundreds
of dollars a year to the child in his after life. If this be so ought not the child
be taught that he must give as close application to his school as the business or
professional man does to his business or profession. Should he not under-
stand that regularity and punctuality are the cardinal virtues? Should it not
be impressed upon his mind that he cannot dissipate two or three nights in the
week and expect to get from his school all that there is in it? The duty of the
home is to see that the child attends and that he is in the proper physical con-
dition to receive instruction. Very few children can master the high school
course without constant and steady application of their work.
If all external conditions are met there can be no excuse for the high
school that does not measure up to the full standard of excellence.
cience in the High School
,.. During the last few years the position of
science in the high school has steadily improved.
As once taught by text-books, recitation and ex-
t periments tif anyl by the teacher, the subjects
X became a mere exercise for the memory and were
soon forgotten. Now, with the aid of good lab-
oratories where the student is taught to observe
accurately and to draw correct conclusions from
A l what he sees, the disciplinary value alone is
1 worth all the time spent upon them.
lt is not the purpose of the high school to
make every student a scientist, but rather to
make the person live. The pupil is brought into
closer touch with the things about him, his hor-
izon is broadened and his hold on life intensified.
Now and then a pupil develops a love of
science for science's sake. He should be encouraged to continue his studies at
college or university. Occasionally a parent says: "I don't want my child to
waste his time on chemistry, botany or Zoology. He is never going to be a
a teacher nor go to any higher institution of learning. Give him something
The girl may make just as good bread ifshe does not understand the chem-
istry of bread-inaking, and the boy make a very successful farmer and not
know why the second crop of clover produces the seed, but it certainly will
make work less of a drudgery to know why certain things in every-day life are
as they are. The study of the natural sciences, especially, teaches one to ob-
serve more closely and to discover for ourselves new beauty in bee and butter-
fly, tree and flowerq in fact, teaches us to live so as to enjoy the world about us.
The Value of usic
The value of music is manitold-cultural,
educational, ethical, social and vocational.
Strictly speaking "cultural" and Hedueation-
al'i should be synonymous, but there is a differ-
ence inthe commonly accepted meanings of the
words and they are here used in that sense.
On the culture side music must rank with
literature, painting and sculpture as one of the
greatest factors in the development of the higher
nature and the appreciation of finer things. All
true culture is unconscious and is incidental to
the educational pursuit of the subject. So the
study of music in school is based on its educa-
tional value, not because of any lack of sympathy
with the :esthetic cultural phase, but because
that is included in the other.
To educate is not to till the mind with facts but to develop powers. In
this development there is no other one subject that can do as much as music.
Be it understood that the ordinary endowment is meant. The genius cannot
be suppressed under any circumstances, and the public school does not attempt
to make artists.
Music trains physically, mentally and morally. This has been said so
many times and by so many people that much of its force has been dissipated.
Vocal music, in that it requires deep breathing, develops the body and in-
creases vitality. It gives greater power of physical endurance and a stronger
The pupil who is taught to listen to tones will gain more from his instruct-
or's lecture on any subject than the one whose ear has not been trained. The
one who reads music will read his English with greater accuracy and under-
standing. Music, properly taught, is pre-eminently a sense trainer.
Intellectually, the proper study of music demands absolute attention and
the concentration of every faculty, a habit of inestiluable value to the student
in taking up any new subject.
Morally, its iutiuence is like that of good literature. With this added force,
through song, young people may be led to express and therefore feel more
deeply sentiment to which ditlidence makes them unwilling to give expression
in words. Moreover, the composer acts as an interpreter and the song makes
clear the meaning of the poem.
Socially, music is of more value than any other subject studied in school,
unless it be English. No social or public function is complete without music.
The christening, the wedding, the funeral, the public meeting and informal
social gatherings all require the services of the musician.
Because of this general social use it has great value as a vocational study.
Owing to the nature of the subject it is true that no amount of hard work
in later life can make up for the loss of the study in earlier years. Time and
gradual growth are important factors in the study of music. If primary music
is looked upon as the foundation for advanced music study just as primary
reading is the basis of high school and collegeliterature, many mists and vapors
We should study music for the pure and noble thoughts it brings to us and
develops within us.
True music comes from the true heart, and great music is the thought of
great men who are pure and noble and who are anxious to write nothing but
the best. Great good will come to us if we study daily the music of such men
as these. This constant presence and influence will mold our thought to great-
er strength and beauty.
The essential work in English is: to master
the fundamental ideas underlying the language,
to express thoughts intelligently and accurately,
and to come in contact with the spirit of litera-
ture, that one may take real pleasure in its
truths and beauties.
It IS extremely ditiicult for one knowing no
other language to master his own. Another
language is needed for comparison, and should
be enough like his own in thought, content, and
structure, as well as in vocabulary, to make the
comparison striking and effective. The require-
ments are met admirably by Latin. In the Latin
I x A vocabulary we have the ideas that are at the
fl 2,5 basis of more than half of our English words,
thus making it an excellent instrument for Eng-
lish instruction. The grammatical sense is developed, and declension and con-
jugation begin to mean much. The relation between English and Latin gram-
mar is seen, and by comparison many constructions in our unintlected speech
may be explained.
Along with the increasing grammatical sense comes the appreciation of the
riches of our English vocabulary through the study of Latin words. The trans-
lation of selections, if well done, is proof of great linguistic ability. Every les-
son lil Latin may, or ought to be a lesson in English, an exercise in English
composition, for one must determine how to express with equal brevity, clear-
ness, and force in our own language the thought which the original author has
expressed in his. This helps us to appreciate our own language, and the ulti-
mate end will be to make the learner an artist in words and n conscious master
of his own tongue.
Archie G. House, President A. Ethlyn Grant, Secretary
Laura E. Holmes, Vice President Edith L. Parsons, Treasurer
Bessie Mac Daniels Carrie M. Loree
Alfred Pierson Hartwell G. Bigelow
Archie C. Kingsley Harry H. Lane
F. H. S.
Mako---Not finished, just hegun.
Colors---Purple and Gold.
Who are, who are,
Who are we,
We are, we are,
We are the
Rah ! Rah! Rah !
Boom ! Boom ! Bah !
The Seniors, the Seniors,
Rah 1 Rah! Rah I
Class Day Program
Music ..... ..., ..... ....... . . . . ..
President s Address .... .,.,............
Instrumental Solo .,.,
. . . Orchestra
. .,,. Archie House
- . , Harry Lane
. . . . Carrie Loree
. . . . Laura Holmes
Prophecy ,,,,, .... A lfil-id Pi9I'SOIl
Music -,-4, ..,..,... K lrchestra
Essay ,,,,, .,.. A rchie Kingsley
Oration ,e,,, ,,,,,., , ,,,,, ,,......,. I I artwell Bigelow
Duet ...-,, .,.. If Edith Parsons and Bessie Mac Daniels
Reading ,,,, ,,,,.,,... , , ,, ,,,...,.,,.,, Hthlyn Grant
Music .-,.w .,,, I lrchestra
Salutatory .... .............
Class Solo ....
Class Poem .,,,.
President's Address ....
Present-ation of Diplomas .... ..............,.
.. . Edith L. Parsons
---- Alfred Pierson
----Carrie M. Loree
Hartwell G. Bigelow
. - -- Bessie Mac Daniels
-, . . .. -. Orchestra
-Archie C. Kingsley
--.--Harry R. Lane
.---- Laura E. Holmes
,-,,Archie G. House
-.-- A. Ethlyn Grant
. - ----. Orchestra
. . . .Glenn Grieve
HARTWELL G. BIGELOW CARRIE M' LOREE
ARCHIE G. HOUSE
LAURA E. HOLMES EDITH L. PARSONS
ARCHIE C. KINGSLEY
HARRY R. LANE
A. ETHLYN GRANT
BESSIE MAC DANIELS
I 11 u C 11 C C
EDITH L. PARSONS
Happy! Of course we are happy, how could
we be otherwise ? We are glad to be greeted by
so many friends, and we extend to you a most
hearty welcome to the exercises of our com-
mencement night. For four long, yet seemingly
short, years we have been striving to reach the
threshold on which we stand to-night. We
stand here waiting our turn to enter upon the
vast field which lies stretched before us, for our
education and our influence in this world is
'tnot finished, just begun."
We are pleased to complete our high school
course and to move on in our development to
what we trust may be truly influential lives. As
"no man liveth to himself" we shall either be a
help or hinderance to others. Had we tests fine
"M0d0Sf.V is DBS! PUUQV-" enough we would find each one's personality the
center of out-reaching influences. We, ourselves,
may be as unconscious of this as we are of the contagion of disease, but if light
is in us, we shine, if darkness rules, we shade, if our heart glows with love, we
warm, but if frozen with selfishness, we chill, if corrupt, we poison, if pure
hearted, we cleanse. No matter how lowly our station in life we exert an in-
fluence either for good or evil. Burritt has said, "As a little silvery circular
ripple, set in motion by the falling pebble, expands from its inch of radius to
the whole compass of a pool, so there is not a child-not an infant Moses,
placed, however safely, in his bulrush ark upon the sea of time, whose existence
does not stir a ripple, gyrating outward and on, until it shall have moved
across and spanned the whole ocean of God's eternity, stirring even the river
of life, and the fountains at which the angels drink."
May it be ours to each possess a personalty whose presence shall restrain,
soften and transform others. We may not do great deeds-these the majority
cannot do. Two-talent men march in millions, but the ten-talent men are rare.
Although the world has produced many scientists, there is but one Newton.
Great is the company of orators, but to each generation one Webster and one
Clay. If great men are infrequent the world's need of great men is as oc-
casional. Society advances in happiness and culture, not through great deeds,
but through myriads of unnumbered, unnoticed acts of kindness. God secures
for us our happiness, not through speech about the heavens and flrmament, but
by comfort that comes through speech over little thing. It is not necessary for
us to go far nor search long for opportunities for helpfulness. Since our lives
possess such a great influence over those of others, how ilnportant it is that we
should do our best, measuring our success by the services we are able to render
t'All are architects of Fate,
Working in these walls of Time,
Some with massive deeds and great,
Some with ornaments of rhyme.
Nothing useless is, or low,
Each thing in its place is best,
And what seems but idle show
Strengthens and supports the rest.
For the structure that we raise,
Time is with materials filledg
Our to-days and yesterdays
Are the blocks with which we build.
Truly shape and fashion these,
Leave no yawning gaps between,
Think not, because no man sees,
Such things will remain unseen.
In the elder days of Art,
Builders wrought with greatest care
Each minute and unseen part:
For the Gods see everywhere.
Let us do our work as well,
Both the unseen and the seeng
Make the house, where Gods may dwell,
Beautiful, entire, and clean.
Else our lives are incomplete,
Standing in these walls of Time,
Broken stairways, where the feet
Stumble as they seek to climb.
Build to-day, then, strong and sure,
With a firm and ample base,
And ascending and secure ,
Shall to-morrow find its place.
Thus alone can we attain
To those turrets, where the eye
Sees the world as one vast plain,
And one boundless reach of sky."
To the 1908 "Fresl1ice"
Verily, verily, I say unto you that shall follow in the unknown path under
Grieve that thou shalt walk in the ways of righteousness lest he chasten thee.
And shouldst thou fail to do his will great would be the end thereof.
Under his rod thou shalt bow and unto hiin thou shalt do homage.
For he is strong and powerful and at his glance thou shalt be as the flower
that wilts in the morning sun.
Unto you is this spoken lest thou shouldst err and great would be your
Therefore profit yourselves thereby that your happiness may be fulfilled.
A B I' 3 8 H1 1 I1 C 0 Il
We, the generation of to-day living in the
luxuries of a mechanical age, possessing the
faculty of perseverance of our grand-sires and
what is far greater, a perpetual yearning l'or
something greater, know little of the trials
and privations which the pioneers of this
We step from the high school or accad-
emy, our diploma in one hand, and grasp
with a firm hold to the round of the ladder
which will step by step lead to the crown of
laurels awaiting us when we have reached
They, with broad shoulders and brawuy
arms, stepped from their rude log cabins and
turning their faces from friends and civiliza-
tion pushed their way along trails and
tangled brushwood into a dreary wilderness,
not for the sake of adventure, but for the love
of liberty and independence. But while gazing upon this comparison with the
younger generations, let us stop for a moment to sketch the life of one of our
greatest patriarchs, Abraham Lincoln.
lle, like many others, stepped from that old log cabin, yet few, if any of
his time, made such a mark for themselves or for their country as the immortal
Lincoln. ' Possessing that faculty of endurance and the ambition for learning,
which was predominant among the early settlers, we find lnm at the early age
of ten years master of the Bible, under the tutorship of his mother. But atthis
age he was deprived of her loving care which cast a gloom upon his boyish
future. Yet, though she died early, she had laid well the foundation
stones in one of the grandest characters in history. In later life he was heard
to say, "All I am, or expect to be, I owe to my angel mother, blessing in her
"I ought to have my own way
and what's more I will. "
The boy longed to read and know something beyond the stumps between
which he planted corn, and to this end he read all the books he could secure.
The "Life of XVashington" inspired him with new energy and enthusiasm, and
along with this the English grammar, which in later life placed him by the ex-
cellence of his written productions, far surperior to the learned men of America.
At the age of twenty-one he started out to make his own fortune, and as
many already know, he was not successful in anything but gaining friendship
and knowledge. Months and years passed and still Lincoln could find no out-
let for his ambition. Life seemed almost despaired of when he found employ-
ment with the surveyor of his county, but knowing little of surveying he set
himself at work and in six weeks became a skilled civil engineer. During his
surveying work he poured over his law books with greater energy, for in early
life he had determined to become a lawyer.
lint as though the developing brain and warm heart needed an extra stimulus,
there came into his life at this time a beautiful affection that left a deeper look
in his far-away eyes.
Ann Ruthledge, the daughter of his friend, was one of the most intelligent
girls in New Salem. Lincoln went to board at her father's house and after
many months succeeded in giving her the homage of his strong nature. At
this time he was elected to the legislature of his state, and living in the happi-
ness of his marriage and political success, he seemed to see a distant light
which glowed with evergrowing brightness, encouraging him to greater effort.
As if by magic the light was extinguished and he stood alone by the grave of
his loved one, overwhelmed with anguish, and insane with sorrow, he was heard
to murmur the lines of the poet, Knox, "Oh, why should the spirit of mortal
be proud." 1
After her death Lincoln threw himself frantically into the political arena
and the next year was admitted to the bar. Ile was also chosen one of the
electors in the Harrison campaign, speaking through the state for the Wlng
In 1839 he was married to Mary Todd, a bright Kentucky girl, and seven
years later was elected to congress. Now begins the struggle which will be
long remembered by the American people. Thro the influence of Stephen A.
Douglas, a brilliant Illinois senator, the Kansas-Nebraska bill was passed which
gave the states the right to determine whether they should be free or slave, con-
tradicting the Missouri compromise, which said slavery should be prohibited in
all territory north oi parallel of 36 deg. and 30 min.
The North arose to the situation and the people refused to listen to Doug-
las upon his return to his native state, but insisted that his questions should be
answered by Lincoln. Great joint debates were heldin which Douglas generally
spoke first and Lincoln afterwards, which gradually gave Lincoln the proun-
nence for his mastery of the situation, and Douglas lost the prize he cherished-
presidency of the United States.
When the Republican party held its second convention in 1856 Lincoln was
chosen candidate for vice president, to which position he was elected when the
national vote was polled. In 1860 he was elected to the presidency and, true
to their threat if he was elected, the South rebelled and began to make raids
upon the loyal states. '
In his inaugural address Lincoln said, "In your hand my dissatisfied fellow-
countrymen, and not in mine, is the monotonous issue of the civil war. The
government will not assail you, you can have no confiict without being your-
selves the aggressors. We will never separate." And they never did.
Throughout the whole war he remained firm in his belief that the nation was
a perpetual union, and that the war was but a tide in the progress of national
The issuing of the "Emancipation Proclamation" decidedly changed the as-
pect ofthe war. Yet, while Lincoln stood outright in saying he had no' consti-
tutional right to free the slaves, it was one of the greatest declarations that any
president has ever issued under the necessity of war.
It is needless to say that the North was successful, and no man living or
dead, fought harder or suffered more for his country than Abraham Lincoln.
He dearly loved the South as well as the North, for in his second inaugural ad-
dress he said, "With malice towards none, with charity for all, with firmness
in right, as God gives us to see the right, let us strive on to finish the work we
are in. to bind up the nation's wounds, to care for him who shall have borne
the battle, and for his widow and orphans, to do all which may achieve and
cherish a just and lasting peace among ourselves, and with all nations."
Barely recovering from the effects of the civil war the nation was over-
whelmed with sorrow by the murder of the president who had guided and pro-
tected it in the hour of need. All nations lent their sympathy, and borne to his
last resting place by those who had fought for and against him, the United
States become reunited over the grave of one whom they all loved.
"From slumbermg cornfields and grass-edged village streets my fellows come
-from humming mill and murmuring wood, from tall, giant buildings in the
marts of trade, from mountain-valley, river, plain and sea, to do you homage,
Lincoln. You know them, great, kind-eyed Chieftain, and their hearts are
turned to water and their souls are warmg warm with the memories of a people
saved, warm with the recognition of an honest man, caught with some glint of
the glory which in a fuller sphere shall make understandings fade forever in
the Sun of Love. We see, behind the tender April sunshine, the pallid hosts
of those who fought with you, and, mingling with them freely, see we too the
gallant ranks of grey. There is no North or South in Heaven, and here, too,
we now remember both sides were sorely scarred, and common sorrow makes us
brothers all. From your high place among the Good and Great you've seen the
South and North unite against a common foe and new wounds, got together,
wash away all save the sigh that brothers ever warred. And also that upon
our flag the sunset never fadesg 'tis always sunrise for the Stars and Stripes.
a m 1 l t o n
HARTWELL G. BIGELOW
Having need in our nation of men good
and true to fight our country's battles and
solve our country's problems, let us stop long
enough to contemplate the career of an ideal
American citizen, but first let us go back to
when our forefathers were imbued with sub-
lime ideas of liberty andleft their native land to
brave dangers of the turbulent and met the at-
tacks of the frenzied savages that they might
found a home. Then followed the colonial
and constitutional periods. War might have
been averted had it not been for a stupid
king and an imbecile foreign policy. The
long Revolutionary struggle resulted in the
permanent establishment of the foundations
of liberty upon the shores of this new country.
Then came the internal strife demanding its
universal acceptance in the nation. It was
the application to ourselves of this same prin-
ciple for the recognition of which by the mother country we had successfully
fought a great war. In this so-called land of the free and home of the brave
there had to be unity and soliditary and so there sprang up the need of a great
man, a man who had the power to harmonize the laws of Providence among all
classes of people. There is scarcely a man whose name is connected with the
early history of our nation that is not noble and memorial.
There was the brilliant and unhappy Raleigh. There was William Penn,
ever acting under the spirit of his own convictions that the just, the pious
and the devout are all of one religion, but upon none of these is vested the very
foundations of our government as we have to acknowledge that this belongs to
our great and honored statesman, Alexander Hamilton.
We then ask the question, what made him great? Was it merely because
he happened to ascend to that position which he so brilliantly fulfilled 'B No !
lt was because character appealed to him as his highest aim. When only a boy
he was mastering problems that were developing a life of a high moral tone.
We find him anxious to serve his generation and country, which high purpose
he accomplished hy his own personal efforts and sincere aim.
"Be silent and pass fora
philosopher. ' '
Ile was a mother-made boy. It was her inspiring nature that prevented
him from being contented on St. Croix Island. Can it be that Providence has
not connected the permanent felicity of a nation with its virtue, this virtue
sprang from lns mother. It was her counsels and prayers that sustained him
through life. He nobly recognized her infiuence when he said, "All I aml
owe to mother," and yonder glistening monument on St. Croix Island as it
leans against the eastern sky is the beautifull memorial to a mother's infinite
patience and perfect love. Mothers hold the destlny of the nation in their con-
trol. It has been said "the hand that rocks the cradle moves the world."
Mothers are our country's statesinen.
When at the age of sixteen Hamilton had so won the respect of his friends
on St. Croix Island that they felt duty bound to send him to an American col-
lege. He seemed to realize that he owed that tragic justice of the American
cause which enabled him to begin with his pen his part in the revolution, forc-
ing the crisis and taking foremost rank among the great philosophers of his day.
When only seventeen he gave his first noted speech. He rehearsed the wrongs
of the British government and emphasized our alienable rights under the Regal
power from which the misisterial party and a foolish sovereign had practically
divorced them. All reformers are ridiculed or outlawed and their measures
are never wholly successful, but they awaken men's minds to something of an
approximate worth and a desire for a stronger government. He insisted that
the time had come in the history of our country to revert the natural rights of
man upon which all civil rights are founded.
The desire to create a nation out of the resources of a vast understanding
controled by a wisdom and honor is an ambition which should be dignified by
a higher name. Small and purely personal ambitions were unknown to llam-
ilton. He labored incessantly in spite of the great clouds hanging over him.
lle set a high mark for himself and accomplished what he attempted. lle
pressed forward with his great measures in congress in opposition to his great
opponents such as Jefferson, Monroe and Madison, who worked night and day
to hurl him from his lofty position. This led him to think as he did when he
said, "What a spectacle is this, that I an alien born am wearing my life away
and sacrificing my whole financial welfare to save those who are panting for
my ruin. Had I remained at the bar I could have accumulated a vast wealth,
but now all I have saved is my country, butl do not regret it."
When we recall the facts we do not marvel that every American citizen loves
and revers the name of Hamilton. So look where you may on the life of this
noble character and you will always find him advocating those principles which
he thought to be right and truthful.
lIamiltou's first report on the public debt was vitalized by the autl1or's over-
whelming sense of the crisis with which he was dealing. Although the Declar-
ation of Independence had been signed our people were enslaved under the
massive debt exceeding 580,000,000 at the close of the revolution. We had no
credit, no way of paying a cent, but at this critical point when the nation was
on the verge of bankruptcy and despair liod favored our nation and came to
our rescue with this great man of immortal fame, then on a tropical island
which most of his countrymen will never see. Here calne into being the seed ol'
an unimagined nation.
What man with mortal strength ever accomplished more for the cause of
humanity ? What man ever left a more fitting monument to stand out bef'ore
the world as a testimony of a successful life than did Alexander Hamilton.
Could we only enumerate the events in which he played so important a part,
but we can only mildly express to you what God had wrought to this nation in
her hour of need. All Europe stood in amazement when he lifted his voice.
Is it any wonder that the United States stands foremost among the great na-
tions of the world to-day when we stop to consider that such a man laid the
foundation of this republic. It could not help but thrive with this guiding star
to pilot us through our infancy. Some might say that Washington was the
forerunner of this republic, but that noted chief would not take one step politi-
cally without previously consulting Hamilton.
As we look back o'er the vast plains of history we do not find such noted
statesmanship since the days of Czesar, when he usurped the throne of Rome and
became master of his country. Napoleon lifted his hand and all Europe
trembled, but he soon lost his power as he did not abide by the great laws of
Providence. From the time when Hamilton made his appearance in public life
the United States have progressed more rapidly. As exponents of liberty we
have always believed in expanding our territory. During Jefferson's adminis-
tration we purchased the vast area known as Louisana at the expense of 5815,-
000,000. Later we acquired the magnificent territory of the North-west. Ex-
pansion is not entirely necessary to imperialism. Our duty to the world, as we
have learned from Hamilton, is to give to the world freedom and put liberty
within reach of all. He conquered not to gratify his love of power, not to set
up an aristocracy of which he would be the head, but for the creation and wel-
fare of his beloved country.
Not only were the cardinal principles laid down by Hamilton, so important
and useful in the establishment of this government, but his works have been
carried on ever expanding until the present day. What would the United
States have done without the tariff system and U. S. bank ? How many times
in the dark hours of this nation has the tariff lent a helping hand to our people?
Our whole commercial prosperity has depended upon the system of finance so
skillfully founded by Hamilton. and from which our National Bank finally
Looking back upon the scene from our vantage ground of enlightened under-
standing concerning arbitration and justice, we cannot hardly account for such
bitter political prejudices as existed at that time, but he so bravely encounter-
ed his foes that many of them fled from the fury of his courage.
We cannot all be poets, sculptors or statesmen, yet each one may cultivate
character and prepare for a brighter day and when we have come to the final
realization of the triumphs and everlasting gains of this life, may we be consol-
ed with the thought that our labors are "Not finished, just begun."
Paper Handed in by a Member of Chemistry Class
I We haven't had that.
II That isn't in my,book.
III You didn't say that in class.
IV I didn't think you'd ask that.
V I never understood that.
VI I can't remember that equation.
VII I never could do anything with those acids.
VIII I wasn't here when we had that Exp.
IX That Exp. didn't work for me.
X Haven't time to finish.
C HSS P06111
' Then she will talk-
Oh, how she will talk. "
BESSIE MAC DANIELS
Kind friend, well thou has said
That in school we can frame
A ladder, if we will but tread
Beneath our feet each thot of fame.
All common things, each day's events
That with the day begin and end,
Our happiness and discontent,
Are rounds by which we may ascend.
My class-mates have lived this mottog
And find that it holds true,
So if the ladder you would climb,
We'll give the rule to you.
The first round is the English one
Which every climber learnsg
Next, Physical Geography
For which each one must yearn.
We next ascend to History,
Written by saints of old,
And then comes puzzling Algebra,
Hooks that should not be sold.
We all now pass on to Grammar,
A study of interest to all,
Then clambor on to Rhetoric
For which all high schools call.
We are now prepared for Physics,
Which teaches to us all
The laws of gravitation,
And why the apples fall.
From these we go to Chemistry,
Which appeals to great and small,
To this we apply the maxim old,
Stand up and you'll grow tall.
The Juniors meet Geometry,
And U! the trials and woe,
Although to reach the ladder top
Every therom you must know.
Next to the last is Civics,
The government of the state
Which legislation tried to change,
But met with an awful fate.
The last round is Commencement,
This we must always see
So in the many trials to come,
From right we will not flee.
This is the ladder we must climb,
These we must each one meet,
But in the reaching of the top
Comes the close of school days sweet
The friends with whom we climbed.
Must now all drift away,
To choose their life's long path,
For this we meet today.
Ties formed in the past are broken,
Memories dear to every heart,
Which in many coming days
'Will never be forgot.
Long days that we spent together
In the dreary climb of fate,
Will be as faint remembrances
To the climbers sedate.
Although many trials we've met,
We've slowly climbed o'er all,
And we pause to-night to listen
To the charm of the great world's call.
So with a fond and last farewell,
To my class-mates all sedate,
I extend my heartiest wishes
To members of Class '08.
And thus we anchor our life boats,
With spirits light and bold,
Under the flaunting colors
Of the purple and the gold.
1 f t o r 1 a n
ARCHIE C. KINGSLEY
Yesterday we were students of the Fow-
lerville High School. Tomorrow our school
days will be over and we must face life's bat-
tle and solve the problems which confront us
without the aid of skillful teachers as we have
had in the past. As we may never all meet
together again it seems fitting that each one
should be given some simple gift that will
in the future bring back to his or her mind
the sweet memories of the high school days.
As this duty devolved on me I truly hope each
one will receive their present in the same lov-
ing and happy spirit in which it is given.
It would have been difficult for me to
make selection of these gifts, but one day
when earnestly thinking on the subject I
"He was the Clown Offwr Cl-HSS-" thought myself transported to a large city.
Before me was a beautiful castle on which our
class motto was printed over the doorway in golden letters. Wondering what
could be in this grand castle and thinking it strange to see our class motto on
it I resolved to enter. On entering and viewing my situation I found that the
building contained everything from the most simple toy to the greatest imagin-
able piece of art.
The first room proved to be a toy shop. My mind ran back to our class-
mate, Harry, who was always trying to amuse himself and others with some
plaything. Perhaps this horn may answer the purpose for his gift and that he
may use it and imagine himself back in the school-room.
The next room I entered was a library. I thought of Ethlyn who never
had any time to play but was always studying or reading some book. Thinking
she would still enjoy reading when lonesome and thinking of her high school
days I resolved to buy her this book entitled, "Little Ho-Peep."
l next looked for something appropriate for our class poet. Bessie, butl
did not have to search long for before me laid a pen. This being the first ne-
cessity of a poet and the most useful it may serve as our token of love to her.
Un going to the next floor of the building and entering asmall room I
found this curling iron. Knowing that this would be of much use to Hartwell
who had often curled his hair while attending school I decided to bring it to
him for use in the future when teaching, and so he may look natural to the
Class of '08,
I then saw this rule which made we think of Laura who has prepared to
become a school teacher. The school teacher must have rules. If she is not
too strict this might last her a few days when she begins teaching.
I next saw this broom standing in the corner of aroom. I thought this was
a very queer article to Rnd in this place but it was just what I needed for Car-
rie, who has always been so fond of house-keeping and no good house-keeper
can get along without this useful article.
I then passed on to the next room where I found this rubber ball which
made me think of our class president, Archie, who was always in his glory
when playing ball, and by presenting this ball to him as a reminder of the class
it will always make him think of some great ball game.
Edith is our model girl, although she is sometimes inclined to have her own
way she is up to the standard as a model. She has not made known what she
intends to do in the future, thereby making it difficult to select anything to aid
her in her work, but perhaps this book will remind her of school days as much
There was but one more room to inspect. On entering the place I heard
some fine singing which reminded me that one member of our class, Alfred,
was preparing himself for the stage as a singer. As he usually sings without
the aid of a piano I thought perhaps this mouth organ would assist him in
striking the key when about to sing.
Someone then spoke tome, and to my surprise I was not in a beautiful
castle, but at my desk in the high school room with a geometry problem before
me to solve.
We will not forget our teachers who have so faithfully instructed us during
the past four years. Better than any gift would be our hearty thanks to them
for their work administered in our behalf, and wishing them as great success in
the future as they have won in dealing with our class. There will be other
classes to take our place but we hope and trust they will not forget the Class of
Dear class-mates we must now separate, and although we are glad to have
reached this night, we must also feel great sadness along with our joy, but my
most sincere hope is that we may keep our class motto well in mind and realize
that we have not finished our work but have just begun.
The Purple and the Gold
Tune: The Orange and the Black
Although some have always favored the violet's dark blue,
Though many a class of honor to the crimson rose is true,
We will own the yellow roses, and their beauty shall he told,
And united stand defender of the purple and the gold.
Through the four long years of High School, midst the scenes we know so well,
And the mystic charm to knowledge, we vainly seek to spell,
We shall strive with earnest effort, as our plans of life unfold,
As we think of dear old High School, and the purple and the gold.
When the cares of life o'ertake us, mingling fast our locks of gray,
Should our dearest hopes betray us, false fortune fall away,
Still we'll banish care and sadness, as we think of things of old,
And recall those days of gladness 'neath the purple and the gold.
How John uit the Farm
HARRY R. LANE
Nobody on the old farm here but Mother, me
Except, of course, the extra he-'p when harvest-
time comes on,-
A11d then, I want to say to you, we needed he'p
As y0u'd admit, ef youid a-seen the way crops
BY JAMES WHITCOMB RILEY
A better quarter-section ner a richer soil warn't
Than this-here old-home place 'o ourn fer fifty
The house was small-but plenty-big we found
it from the day
That John-our only livin' son-packed np and
You see, we tuk sich pride in John-his mother
That's natchurulg but both of us was proud as
proud could beg
Fer the boy, from a little chap, was most oncom-
And seemed in work as well as play to take the
Not dead-but sleeping. "
He allus went a-whistlin' round the place, as glad at heart
As robins up at live o'clock to get an airly startg
And many a time 'fore daylight Mother's waked me up to say-
".Iest listen, David !-listen l-Johnny's beat the birds to-day l
High-sperited from boyhood, with a most inqulrin' turn,-
lie wanted to learn ever'thing on earth they was to learn:
lIe'd ast more plaguy questions in a mortal minute here
Than his grandpap in Paradise could answer in a year.
And read! w'y, his own mother learnt him how to read and spellg
And "The Children of the Abbey"-w'y, he knowed that book as well
At fifteen as his parents l-and "The Pilgrim's Progress," too-
Jest knuckled down, the shaver did, and read 'em through and through !
At eighteen, Mother 'lowed the boy must have a better chance-
That we ort to educate him, under any circumstance,
And John he j'ined his mother, and they ding-donged and kep' on,
Tel I sent him off to school in town, half glad that he was gone.
But-I missed him-w'y of course I did!-The Fall and Winter through
I never built the kitchen fire, 'er split a stick in two,
Er fed the stock, er butchered, er swung up a gambrel-pin,
But what I thought io John, and wished that he was home ag in.
Ile'd come, sometimes-on Sund'ys most-and stay the Sund'y out,
And on Thanksgivin'-Day he 'peared to like to be about:
But a change was workin' on him-he was stiller than before,
And didn't joke, ner laugh, ner sing and whistle any more.
And his talk was all so proper, and 1 noticed, with a sigh,
He was tryin' to raise side-whiskers, and had on a striped tie,
And a standin'-collar, ironed up as slick and stiff as hone,
And a breast-pin, and a watch and chain and plug-hat of his own.
But when Spring-weather opened out, and John was to come home
And he'p me through the season, I was glad to see him come,
But my happiness, that evening, with the settin' sun went down,
When he bragged of a "position" that was offered him in town.
"But," says I, "you'Il not accept it?" "W'y, ofcourse I will," says he.-
"This drudgin' on a farm," he says, "is not the hfe fer me,
I've set my stakes up higher," he continued, light and gay,
"And town's the place fer me, and I'm going right away l"
And go he did !-his mother clingin' to him at the gate,
A-pleadin' and a-cryin'g but hadn't any weight.
I was tranquiller, and told her 'twarn't no use to worry so,
And onclasped her arms from round his neck round mine-and let him go!
I felt a little bitter feelin' foolin' round about
The aidges of my conscienceg but I didn't let it outg-
I simply retch out, trembly-like, and tuk the boy's hand,
And though I didn't say a word, I knowed he'd understand.
And-well !-sence then the old home here was mighty lonesome, shore !
With me a-workin' in the field, and Mother at the door,
Her face ferever to'rds the town, and fadin' more and more-
Her only son nine miles away, a-clerkin' in a store.
The weeks and months dragged by us, and sometimes the boy would write
A letter to his mother, sayin' that his work was light,
And not to feel oneasy about his health a bit-
Though his business was conHnin', he was gettin' used to it.
And sometimes he would write and ast how I was gettin' on,
And if I had to pay out much fer he'p sence he was goneg
And how the hogs was doin', and the balance of the stock,
And talk on fer a page er two jest like he used to talk.
And he wrote, along 'fore harvest, that he guessed he would get home,
Fer business would, of course, be dull in town.-But didn't come:-
We got a postal later, sayin' when they had no trade
They filled the time "invoicin' goods," and that was why he stayed.
And then he quit a-writin' altogether: Not a word-
Exceptin' what the neighbers brung who'd been to town and heard
What store John was clerkin' in, and went round to inquire
If they could buy their goods there less and sell their produce higher.
And so the Summer faded out, and Autumn wore away,
And a keener winter never fetched around Thanksgivin'-Day !
The night before that day of thanks I'll never quit forgit,
The wind a-blowm' round the house-it makes me creepy yit !
And there set me and Mother-me a-twistin' at the prongs
Of a green scrub-ellum forestick with a vicious pair of tongs,
And Mother sayin', "David! Davidf' in 'a undertone,
As though she thought that I was thinkin' bad words unbeknown.
"I've dressed the turkey, David, for tomorrow," Mother said,
A-tryin' to wedge some pleasant subject in my stubborn head,-
"And the mince-meat I'm a-mixin' is perfection mighty nighg
And the pound-cake is delicious-rich-" "Who'll eat 'em ?" I-says-I.
"The cramberries is drippin'-sweet," says Mother, runnin' on,
P'tendin' not to hear meg-"and somehow I thought of John
All the time they was a-jellin'-fer you know they allus was
llis fovoritc-he likes 'em so " Says I, "Well, s'pose he does
"Uh, nothin' much !" says Mother, with a quiet sort 'o smile-
"This gentleman behind my cheer may tell you after while V,
And as I turnt and looked around, some one riz up and leant
And putt his arms round Mother's neck, and laughed in low content.
'tIt's me," he says-Hyour fool-boy John, come back to shake your handg
Set down with you, and talk with you, and make you understand
llow dearer yit than all the world is this old home that we
Will spend Thanksgivin' in fer life-jest Mother, you and mel"
Nobody on the old farm here but Mother, me and Jolm,
Except, of course, the extra he'p when harvest time come ong
And then, I want to say to you, we need sich he'p about,
As you'd admit. ef you could see the way the crops turn out l
LAURA E. HOLMES
From remote ages history has been a source
of interest, a fountain of inspiration and a
well of thought to mankind. As well care-
fully trace the evolution of the intellectual
world down the path of time we feel that our
opportunity is great in being permitted to live
in an age so much superior to that in which
our ancestors lived. Zealously we rush into
life's unceasing battle with renewed courage.
But this great and vast army must have com-
mandersg must have leaders, and who are
they? To-day it is the man or woman who
possesses intellectual power, moral courage
and physical strength, together with good
judgment and sound common sense. In this
the school is perhaps the greatest factor that
imparts to man all of these elements. So for
four years these ten member ot the class of
"naughty-eightll have toiled in the High
School in order that they might. live more noble lives and become better citi-
The trials and pleasures of H. S. classes are quite similar yet each class has
its little differences that distinguish it from the others. The history of this class
of 1908 seems so important tto usl that we feel it should not be left unrecorded.
Our Freshmen year seems less important to us now, but at that time we
felt that our responsibilities were great. We looked with wonder and amazement.
upon the Seniors and imagined how grand we should be when we had attained
that exalted position. In imitation of them we called a meeting to organize
and elect class officers and chose our colors and flower.
Our Sophomore year was in many respects a repetition of our Freshmen
year but how we did feel the importance of our position when we came back
the third year as Juniors. We were so near the coveted goal and during this
year were to make our first how to the public. Uh, the class meetings that were
"An open hearted maiden
true and pure. "
called and the consultations and discussions held over that important event!
At last the day, long-looked forward to, April 26, arrived and we found our-
selves the center of an admiring audience of friends. Although not bestowing
any great benetit upon them we feel that the experience was invaluable to us.
In the autumn of 1907 we returned in all the glory of our Senior dignity.
Although it has been hard to always maintain that dignity, we feel that we
have proven a fair model for our sister class-the Freshmen.
As a class we are well balanced-five young men and tive young women.
Our understanding is fairly good-average size of shoe No. 6. The general
color of our hair and eyes denote a mild disposition. We have certainly shown
our ability to get along with few class jars.
Individually we have a few distinctive characteristics. There's Edith our
modest and quiet girl who has often asserted her intentions of becoming a
bachelor girl. We all think she would make a model one and we hope that no
Thornfel may be found in her path. Hartwell is honest and stern and has
shown his ability asa modern pedagogue, but he still clings to the good, old
maxim, "Spare the rod and spoil the child."
Truly our class prophet was not mistaken concerning the future of our se-
date LZPJ class-mate, Archie Kingsley, who was to follow the life of a clergyman
for he has recently begun the study of, perhaps the most beautiful Bible char-
acter-Ruth. Ethlyn is our book lover and studious member and oftentimes
she has reluctantly left her books when reminded that Mr. Curtis, our janitor,
was waiting for his supper.
Then there's Harry, better known as "Doc," who was honored t?l with a
front seat during his Junior year, but the trials of geometry overcame his mis-
chief-making propensities and gave him a place among his class-mates on the
back row. Alfred has solved and satisfactorily demonstrated to H. S. faculty
one of the greatest problems of the present age-the truth of the theory of
"perpetual motionf' '
Carrie has liked chemistry and has taken special interest in the laboratory
work where she has kept her table in perfect order so that she might become a
successful "House"-keeper. Bessie is our girl for fun-always jolly and ever
willing to give concisely her opinion on any current topic.
Archie House has successfully filled the otlice of class president for three
years. The fact that he has held a position of such responsibility so long a
time shows his ability as a manager, and doubtless the strenuous CID duties of
his otlice accounts for his dignified bearing. Last of all is the writer of whom
you doubtless already know too much.
Hut pray, do not think it was all in play,
For we worked, we labored, we toiled each day,
'Till now, at last we have won the fray.
Page from a Senior Boy.s Diary
March 26-Seniors had a lunch.
April 8-Archie Kingsley had his Latin lesson.
April 10-Seniors wish to thank Mr. Curtis for his treat to ice cream.
April 1-l-Miss Webb lectured chemistry class.
April 21-Freshmen had a class meeting. Also strange sounds were heard
proceeding from the library. Qlflvidently some unfortunate boy has come in
close contact with Prof.j Prof. advised Seniors to go out and set on the wood-
pile. tEventfu1 day.l
April 27-Ethlyn tried to commit suicide while returning from chemistry
April 30-Prof. fupon coming into room where oral chemistry test had been
heldj "There's so much carbon dioxide, CO 2, in the room t-hat it has lique-
tied." After that he cheered us up.
May 19-Strange sounds, very strange sounds, were again heard proceeding
from the library.
May 26-Prof. gave all us Seniors a roasting. CDon't tell anyone, but it is so.l
ARCHIE G. HOUSE
We are gathered here to-night to participate
in the closing exercises of our High School ca-
reer. We now complete the first division of our
educational life and have just begun to appreci-
ate the advantage which our age offers to us,
more than that of any other age in the history of
the world. It might be interesting to sketch
briefly the progress and growth of education
since the beginning of the sixteenth century.
Education at this time received a great advance-
ment and was known as the renaissance, or the
revival of learning.
The reformation of the sixteenth century is
the greatest event in modern history. Its vast
influence upon human development is surpassed
only by the advent of Christ. It marks the close
of a long, dark night and dates a new era in
human progress. After the reformation the
stream of history broadens and deepens and the various influences often in
conflict with one another control the course of events. During the period ex-
tending from the middle of the sixteenth to the beginning of the eighteenth
century three leading tendencies are apparent in education. These may be
characterized as the theological, the humanistic and the practical. As the
theological tendency maintained a domination over the others in the schools
it is allowed to give the name to the period. The humanistic tendency, which
was not very well marked, was an echo from the revival of learning. The
practical tendency was a reaction against the unfruitful learning cultivated by
theology and humanism. We find from history that the education in the Unit-
ed States begins in Boston early in the seventeenth century and recorded that
the public Latin schools of Boston enjoy the distinction of being the oldest ex-
isting school within the bounds of the United States. A few years later Harvard
university was established. This Puritan university, like the Boston Latin
school, was for boys only. Girls then, and for many years to come, received
all their instruction at home. In Virginia popular education was almost wholly
neglected during the colonial period. This was owing largely to the aristocratic
spirit which existed in the colony from the beginning, and partly to the scatter-
ed condition of the population. While in New England the people naturally
collected in towns, in Virginia the colonists devoted to agriculture and seeking
to reproduce the condition of the mother country. settled on large plantations.
For half a century after founding Jamestown schools were almost unknown.
Education was confined to the parental roof and successive generations grew up
in comparative ignorance. All the other colonies of the south followed the ex-
ample of Virginia while those of the north manifested the same interest in pop-
ular education as shown by the Puritans. The south had taken no steps to-
wards education until about the beginning of the nineteenth century when we
find in the north that education had spread as far west as the Mississippi.
At this time congress had made grants of school lands to the state of Ohio,
the first of its kind in our history. It marks the beginning of that wise
policy by which public education became an essential part of the common-
wealth organization. In the west the states took upon themselves the respon-
sibility of giving to all children the advantge of public instruction. After the
"Greater men than I may have
lived, but I doubt it."
independence of the United States had been achieved and a constitution adopt-
ed education was left to the care of the separate states. By destroying the sys-
tem of slavery. and leading in some measures to a recognization of society, the
civil war has brought the southern states into harmonious relations with the
rest of the country. The south has broken away from the hurtful traditionsg
it is rapidly developing its material resources, it is looking to the future with
a confident hopefulness that gives vigor and courage to every effort.
At the beginning of the history of education in the United States we find
that schools were controled by the government of each town and that the care
of the schools was put into the hands of a few select men of the community
and taught by the clergy who was paid his small salary by the people within
the community where he taught. For a long time we find that this means of
education was kept up and encouraged. But as we see the nation climbing
step by step we find the progress of education with it. In the course of time
we find the control of education was taken from the hands of the separate com-
munities and placed under the government of the state separate from all other
government, and in each town was placed a school board whose duties were to
hire the teachers and to look after the welfare of the school. At the head was
placed a higher teacher who was to superintend the school but his time was al-
most wholly devoted to teaching. Later we find an outgrowth of this, an ed-
ucational system which exists within the bounds of the United States today, a
system which gives all boys and girls alike an advantage to obtain an education
if they wish. This system was controled by the government like the others and
supported by the state, and at the head a superintendent was placed who de-
voted his time to the business of the schools.
We find that today the practical education has advanced above all others
within the last twenty years. Nearly every high school in the United States
has some form of practical work, where twenty years ago it was thought of
only in the higher institutions.
Now we stand at the opening ofthe twentieth century which has gathered
within its embraces all the fruits of the labors, struggles and suffering of
the past. The field of knowledge has not only been widened, but it has
been brought within reach of the masses. Mighty forces of nature have been
brought into subjugation to the will of man, and are made obedient servants
in the cause of progress, the seeds of human liberty sown in the blood at the
close of the last century having sprung up into a beautiful harvest.
When Michigan was in the primitive state, before the thistle had ceased to
wave and the Indian had ended his war dance and scalping expeditions, to a
uian of great ability was given the task of working out a plan of primary and
universal education. To-day the high school practically takes the place of the
colleges of less than fifty years ago, and at the head stands the university
crowning our educational system. So in how short a time has education ad-
vanced. The moral, religious and educational advantages have crept beyond
all former exceptions. The intelligence of the public rival itself is the build-
ing up of the great free school system and the endowment of higheriustitutions
One has said, "the world is all gates, all opportunities for him who can use
them." In the last clause a strong condition is expressed. For he who can
use these gates is the successful man, one who by toiling and laboring has al-
ready learned the common, every-day lesson which costs too much after our
educational career has been fully established. Thus we must have experience
as well as knowledge, and what better way is there to acquire this quality than
by earning our education through our own efforts, for the educated and ex-
perienced inan is the one with whom we must cont-end.
I A --.fy
1-5. l . L
14 . ji, 'l
. ii "
.e . , In
Valedictory--The Utility of Ambition
A. ETHLYN GRANT
It has often been said that ambition is the
source of both good and evil. But the good
resulting from ambition need only be consid-
ered, for the evil derived from it is the result
of man allowing his thoughts to arise purely
from a selfish motive of acquiring power and
superiority, regardless of the suffering he may
cause others. This, however, should not be
regarded as the result of ambition taken in its
true sense, for ambition is an earliest desire
to attain that which is higher and better, and
which will not only be a benefit to the person
striving towards that end, but shall be a
factor in aiding the advancement of others as
well. One may possess ambition for educa-
ucoment t,,.,,se,,- to be 0bsc,,,.e,y tion, ambition for church, ambition for state,
good... ambition to educate, not only for personal ad-
vantages obtained, but that all persons so ed-
ucated may help in the betterment of man-
kind, ambition for church, not to create envy and contention among them, but
to cause harmony and good-will to exist in their steady ambition for state, not
to conquer the world, but to better the condition of the people. Thus ambition
may become one of the great-est of utilities, the benefits obtained therefrom
being almost without number and boundless in extent.
Ambition may be utilized in the building of each individual ladder by
which success may be obtained. In considering ambition as a ladder it will be
well to recognize the importance of foundation, material and construction.
First of all we must set our ladder on a firm foundation, for in this as in all
things, the foundation counts for much, and it might be said for all. Ambi-
tion's ladder should possess stability, and each one building his ladder should
have a high sense of honor and integrity, for if the quality with which he
builds is good, he will be apt to build that which shall stand the test of time.
We should construct carefully, round by round, using only the best material,
for it is in the building of the ladder that we may profit from the experiences
of others. We may learn where their ambition has carried. them, some being
wise, others careless in the erection, thus resulting in the downfall of their
greatest hopes. But the saddest feature in the downfall is that it brings others
down also and many are crushed beneath its weight. Accordingly, we should
so build that we may have no cause for regret in after years, when we look
back and view the way by which we have mounted.
We should not lose sight of the fact that ambition is an incentive to spur
one on to success. As soon as ambition ceases to be a factor in life, stagnation
ensues, and from inactivity springs up indifference from which one must at
once extricate himself, if he does not wish to remain at a standstill in the midst
of the activity of those around him.
Life itself is warfare in which ambition plays an important part, and out
of this warfare should come peace, contentment and happines, not only for
ourselves but for others. We, as a class, are not unmindful of the assistance
rendered us by the board and faculty of this school in assisting us to prepare
for the beginning of the battle of life.
And to the class I would say that we should strive to attain that condition
which Wordsworth attributes to the happy warrior:
"Who is the happy warrior ? Who is he
Whom every man in arms should wish to be ?
-It is the generous spirit, who, when brought
Among the tasks of real life. hath wrought
Upon the plan that pleased our childish thought:
Whose high endeavors are an inward light
That make the path before always bright,
Who, with a natural instinct to discern
What knowledge can perform, is diligent to learn,
Abides by this resolve, and stops not there,
But makes his moral being his prime care,
Who, doom'd to go in company with pain,
And fear, and bloodshed, miserable train l
Turns his necessity to glorious gain, '
In face of these doth exercise a power
Which is our human nature's highest dower,
Controls them and subdue, transmutes, bereaves
Of their bad influence, and their good receives,
By objects which might force the soul to abate
Her feeling, render'd more compassionate,
Is placable-because occasions rise
So often that demand such sacrifice, '
More skillful in self-knowledge, even more pure,
As tempted more, more able to endure,
As more exposed to suffering and distress,
Thence also more alive to tenderness.
-'Tis he whose law is reason, who depends
Upon that law as on the best of friends,
Whence, in a state where men are tempted still
To evil for a guard against worse ill,
And what in quality or act is best
Doth seldom on a right foundation rest.
He fixes good on good alone, and owes
To virtue every triumph that he knows,
-Who, if he rise to station of command,
Rises by open means, and there will stand
Ou honorable terms, or else retire,
And in himself possess his own desire,
Who comprehends his trust, and to the same
Keeps faithful with a singleness of aim,
And therefore does not stoop, nor lie in wait
For wealth, or honors, or for worldly state,
Whom they must follow, or whose head must fall,
Like showers of manna, if they come at all,
Whose powers shed round him in the common strife,
Or mild concerns of ordinary life,
A constant influence, a peculiar grace,
But who, if be be called upon to face
Some awful moment to which Heaven has join'd
Great issues, good or bad for human kind,
Is happy as a lover, and attired
With sudden brightness, like a man inspired,
And, through the heat of conflict, keeps the law
In calmness made, and sees what he foresaw,
Or if an unexpected call succeed,
Come when it will, is equal to the need:
-He who, though thus endued as with a sense
And faculty for storm and turbulence,
Is yet a soul whose master bias leans
To homefelt pleasures and to gentle scenes,
Sweet images l which, wheresoe'er he be,
Are at his heart, and such fidelity
It is his darling passion to approve,
More brave for this, that he hath much to lover
'Tis, finally, the man, who lifted high,
Conspicuous object in a nation's eye,
Or left unthought of in obscurity,-
Who, with a toward or untoward lot,
Prosperous or adverse, to his wish or not,
Plays in the many games of life, that one
Where what he doth most value must be wong
Whom neither shape of danger can dismay,
Nor thought of tender happiness betrayg
Who, not content that former worth stand fast,
Looks forward, persevering until the last,
From well to better, daily self-surpass'd:
Who, whether praise of him must walk the earth
For ever, and to noble deeds give birth,
Or he must go to dust without his fame,
And leave a dead, unprofitable name,
Finds comfort in himself and in his cause,
And, while the mortal mist is gathering, draws
His breath in confidence of I-Ieaven's applauseg
This is the happy warrior, this is he
Whom every man in arms should wish to be."
"But e'er we start on life's great work, we'd say farew ll,
Farewell High School, teachers, class-mates, all a fond farewell
We say farewell, not like those who never meet again,
But like ambitious ones bent on upward journeyings."
Miss Wehbqs Want Column.
I want no more whispering.
I don't want to speak about that again.
1 want you to take your seats and remain there.
I want that talking to cease.
I want everyone who is going to sing to remain.
I want all books laid aside.
Did You Ever Hear Tell Of
Mr. Grieve's practical demonstration in Geom.
Seniors going to Howell.
Freshmen not being fresh.
A Dutch lunch.
A Senior quarrel.
Class day of Class '08.
Archie K. having his Latin lesson.
Good Times of the Class of '08
The first of our many good times occurr-
ed when Ethlyn's parents, in the winter of
'04, opened their home to twenty-six noisy
Freshmen. We enjoyed the sleigh-ride,
games and the bountiful repast as only Fresh-
In the fall of '05, believing that "to be
out of fashion is to be out of the world," and
not wishing to be outdone by the other
classes, we decided that Hallow'een must be
celebrated. Winona kindly invited us to
spend the evening with her, and she enter-
tained us in truly ghostly fashion with the
help of a couple of Freshman girls.
wh During our Sophomore year we got a lit-
tle the start of the other classes by being the
"Actions speak louder than words." only one to have a sleigh-ride. We are in-
debted to Hartwell for this pleasure.
Early in our Junior year we learned that
M. R. really had a birthday and so determined to help him celebrate. After
recovering from his surprise he entertained us royally. We had a slight mis-
hap on our return, but were able to reach home in good season.
Having attained the honored position of Juniors and knowing what it is to
be a Freshman, we felt it our duty to welcome the Class of 1910 and make them
feel at home. Alma kindly opened her home for the occasion and we feel sure
that we then made that jolly class our firm friends.
The event of our Junior year was Junior Ex., when we made our bow to
the public. Having acquitted ourselves to the satisfaction of the Superintend-
ent, and thinking we needed rest after our strenuous effort, he granted us a
half holiday in which to get ready for our regular school duties again. We im-
proved the opportunity by going to Howell to a ball game-only to see our boys
Later in the year Alfred invited us to an oyster supper at his home. Here
we broke our good record for early hours by not getting home until five o'clock
in the morning.
As is the custom, we were preparing to entertain the Seniors, when Miss
Webb made known her intention to entertain them also, and at her invitation
we decided to entertain with her. A very enjoyable evening was spent, al-
though it was a difiicult matter for the Seniors to act their part in the "panto-
mime," and it was necessary to furnish a black-board and crayon for them to
record the wise thoughts that crowded their brains.
The Sophomores, to show their appreciation of our attention to them dur-
ing their Freshmen year, invited us to a "Progressive Pumpkin" party at
llah's. Here this class showed themselves as capable of entertaining as of be-
The nice sleighing made us anxious for a ride before the holidays, so
Archie CKingsleyl invited us to his home. Three teachers and a Junior acted
The class has spent a number of evenings at the author's home. Perhaps
the most enjoyable was the "Dutch Lunch'l at which the boys furnished the
lunch and the girls brought and made Qwith the help of the boysl a laboratory
apron for Miss Webb.
Certainly we cannot complain of a lack of good times during our four years
in the high school and we begin to believe, as is often told us, that these have
been our happiest days. V
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unior lass History
FLORENCE E. HICKS
Our history as a class began in September 1905 when thirty-two Fresh-
men gathered in the assembly room of the Fowlerville high school. During
the year some members were obliged to leave and some new ones were enrolled.
At our first Freshmen Class meeting we elected the following oHicers: Earl
Tedman, president, Bessie Kelley, vice presidentg Ethel Hicks, secretary and
treasurer. We chose blue and yellow for our class colors and white carnations
for our class fiowers.
In Septenber 1906 we again assembled, as Sophomores, to resume our
high school duties. Although we were only seventeen in number we were de-
termined to win in the race for knowledge. For our class officers we elected
Newton McKenzie, presidentg Ethel Hicks, vice president, Bessie Kelley, sec-
retary and treasurer. We also changed our class colors to crimson and white
and our class flowers to red and white roses.
When we returned as Juniors in 1907 our class was represented by only eleven
members. We organized as a class with the following otiicers: Thorne Sny-
der, presidentg Florence Hicks, vice president, Millie Sowders, secretary and
treasurer. But in a short time our secretary and treasurer being unable to re-
main with us we chose Monnie Thayer to fill vacancy.
We have already many pleasant experiences to remember. We shall never
forget our Sophomore sleigh-ride to the home of Raymond Allen and how, ow-
ing to the pranks of some of the other class boys, were obliged to exchange our
sleigh for a wagon. We have also been pleasantly entertained at the homes of
Myrtie Andrews, Grace Price and Thorne Snyder. These little social gather-
ings have served to lighten our school duties.
Now, as the third year draws to a close we know that we are nearing the
goal which has always seemed so far away. The members of the Class of '09
realize that one more year of patient labor will see their high school course
completed, and they will stand ready to enter some higher school of learning
or take up the more active duties of life.
Class roll-Thorne Snyder, Grace Price, Monnie Thayer, Raymond Allen,
Myrtie Andrews, Bertha Klein, Bessie Kelley, William Berry, Florence Hicks.
Sophomore Class History
RUTH L. CLEMENTS
We have somewhat recovered from our Freshmen timidity. We have not
acquired the confidence of jolly Juniors, nor yet assumed the dignity and air of
superiority of the Seniors-we are just "Sophornores," but we hope to be able
in the near future to fill in a manner acceptable to ourselves and the facility
t-he places vacated by our worthy school-mates.
Our high school course is not yet quite half completed, consequently our
history is brief. On the first Monday of September of 1906, twenty-two of us
with trembling feet and rapidly beating hearts, ascended the broad stairway
and entered the assembly room of the high school, each determined to win the
victory of school life-graduation.
During the first month we organized as a class, electing Raymond Holt,
president, Frank Rehyl, vice president, Arthur Krause, secretary and treasurer.
We also chose orange and purple as our class colors. Our Freshmen year was
a very pleasant one and the social gatherings enjoyed at the homes of different
members of the class will be bemembered by us all as happy incidents in our
Our Sophomore year has been an uneventful one. We have been busy with
our studies, the winter has quickly passed, the year is drawing to a close and
we find ourselves standing on the threshold waiting for the door to open that
will lead us to a higher stage of action and we hope to continued success.
Our roll call-Florence Allison, Roland Brooks, Ilah Van Buren, Clement
Knoop, Florence Jacobs, Frank Reyhl, Mae Allen, Ray Allen, Etha Smith,
s Freshmen Class History
BERTHA E. THAYER -
One seemingly short year has passed since we, the Freshmen class of the
Fowlerville high school, timidly entered the assembly room. At that time we
were sixteen in number, nine of whom were foreign pupils. As time rolled on
some left our class while others entered, making at present thirteen members.
During the first few months we were fearful lest some awkwardness on our
part should bring upon us the ridicule of the higher classes. But we have
come to know that they are harmless and really very considerate.
Several months passed before any event of great interest took place. It
was then decided lwith much whispering in the hall and across desksl that we
hold a class meeting and elect officers. We did this and it resulted in the elec-
tion of Ruth Betterly, president, Clare Canfield, vice presidentg Bertha Thayer,
secretary and treasurer. Our class motto-"Honors wait at labor's gate," and
the choice for our class colors crimson and gold. After a few weeks our class
president was compelled to leave us and resigned her duties to the vice presi-
On the twenty-eighth of February we were invited to the home of our
class-mate, J. C. Sherwood, to give him a surprise. It was one of those moon-
light nights when the snow was the deepest and the roads were the smoothest
f?l that we, a load of jolly Freshmen, drove from this village out to his home.
It was indeed a great surprise which we gave him and the event will be cher-
ished in memory as one of the brightest spots in our Freshmen year.
As the year is drawing to its close we feel that we have gained much and
only hope that the future will lead us to still greater success.
Roll call-Mabel Andrews, Alta Berry, Clare Canfield, Joe Cook, Ival Fow-
ler, Helen Ketchum, Harry Loree, Margaret Meyers, Howard Pond, J. C. Sher-
wood, Harvey Smith, Bertha Thayer, Harry Teachworth.
You Ever SCC
Prof. administer parental advice?
Miss Webb's face wear a smile?
Edith when she wasn't prim ?
Seniors have their Geo. lesson ?
How afraid the Freshmen are ?
Miss Itsell blush ?
How little the Seniors know ?
A "real neat" invitation card?
The Seniors eat candy ?
Any of Chem. class anxious for lab. practice ?
Watermellon spread by the brook ?
W, , 'Cy
ur A B C S
A stands for Alfred a Senior boy,
B stands for Bigelow our pride and joy.
C stands for Carrie a girl dear to all,
D is for Daniels who is not very tall.
E is for Edith, modest and meek fill,
F for Freshies who never dare speak.
G stands for Grant with lessons well done,
ll is for Harry, always looking for fun.
I stands for Itsell, tall and proud,
H is home where we are always allowed.
J stands for Juniors who think they know it,
K is for Kingsley who is always solemn-fnitl.
L is for Laura who is always sedate,
M is for members of the Class naughty-eight.
N stands for noise in which Freshmen excell,
0 is for order which Seniors know well.
P stands tor the president always so slow,
R is for quartet of which we all know.
R is rudiments which we all try to learn,
S stands for study for which we all yearn.
T is for truth which we all try to give,
U is for unison for which we all live.
V is for vanity, quick to believe,
W is for wealth for which all classes grieve.
X, Y and Z are unknown, so they say,
So we leave them to you to think what you may.
Fowlerville, Livingston Co., Mich., June 6, 1908.
WHEREAS, Our High School life is drawing to a close, and without legal
descendants to inherit our property we are obliged in this, our last will and test-
ament, to make the following bequest:
To the Juniors we leave the coveted back seats, and to the Sophomores our
text books, such as will be of any value.
To the Freshmen we leave our class Hag-the purple and gold.
For our Principal and Preceptress we leave the high school. To the As-
sistant Preceptress we leave our Latin text books, and the Music Teacher we
leave the boys chorus to its fate.
To our Janitor we leave the care of the high school rooms during our ab-
sence, and our blessing to all.
In witness whereof we have hereunto set our foot
this 6th day of June, A. ll., 1908.
Laura E. Holmes,
Archie C. Kingsley,
Carrie M. Loree,
A. Ethlyn Grant,
Bessie Mac Daniels,
Edith L. Parsons
Archie G. House
Hartwell G. Bigelow
Harry R. Lane
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Mr. Grieve does not approve of the members of the Alg. class going to
board to chew chalkg they might better use it with their fingers.
No wonder Archie House is so stuck up, considering the amount of gum
When Alfred said, "There's a spider," you ought to have seen Bess jump.
QJust like a girl anyway.J
Did you hear that the Parson could Carrie Daniel Hofljmefsj to the Big-
low house by the Lane and give the Pier-son the Grant that Kings-ley.
Prof. fabout to inflict corporal punishmentj.-"Young man which style
would you prefer ?"
Boy-"Please sir, on the Latin style of penmanship, the heavy stroke up
and the light stroke down."
Alfred is a boy who is bound to rise.
It is thought that Alfred would make a good politician. fAt least he en-
joys having one foot on the platform.J ' .
Miss Webb to Harry Lane-"When you get rattled you just don't know
what a. Relief it would be If---
Hartwell's hair would curl naturally.
Archie Kingsley could succeed in figuring up his relation.
Harry Lane would stop grinning. '
During Lab. Practice
Harry-"Miss Webb, I don't understand what that means."
Miss Webb fwith look of astonishmentj-"What, you a Senior, and can't
read plain English l"
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READY TO WEAR FANCY DRY GOO
SHOES AND GROCERIES
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Physician and Surgeon
Palmerton Block-Phone 18-21-
Residcnce 18-3r Fowlerville. Mich.
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IF YOU WANT
EIII' of SIIOCS
Pay Attention, Everybody! CALL ON
If any man or woman in this hurg has
a nntinn tn possess themselves of a
scrumptious, new pair of Shoes, and lacks
not the necessary coin to vinch the trade
with, let them forthwith apply here and
walk away in those notably popular shoes
Pingree:n1ade Clothing and Shoe House
W H H FOWLERVILLE MICHIGAN
S. T. Blackmer
Suit of lothes
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BYRO D DEFE DORF
Physician and Optlcian
Phone No. 24 Fowlerville, Michigan
. R. MI ER fc? SONS
Dry Goods, Clothing. Boots and Shoes., Mensa Furnish-
mgs and Everytlung Up-to-date. an
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Offzce ovcr Hamilton s Store
Phone No 94 Fowlervxlle Much Te-I
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Fine Perfumery, Toilet Articles. Toilet Soaps and PDW-
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mule dere, Drugs and Grocerxes.
S3 SCHOOL BOOKS AND SCHOOL SUPPLIES. jfagg
J. L. COOPER an s0N. Egg
3. Q. Mnmnwiglprim
Physician and Surgeon
Office on Main Street
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Phone No. 108. Residence No. G0 Fowlerville. Mich. if
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Palnts, Olls, Doors, Sash and Glass.
Tat FOWLERVILLE, MICHIGAN.
5 IM. 51. QB, Eliiaggnm'
5 A U. of M. Graduate and Reliable Dentist M
5 Office over State Bank.
5 Phone I2 Fowlerville, Mich.
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A111 c e County News whileit is new.
Independent, Fearless and Accurate.
a year. Subscribe at Dunnqs Restaurant or send to
5191355 Qi Ziliwlvlvii
2-'Q HOWELL. MICHIGAN
ucollege Clotlmesn for Young
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Leading Clothier Howell, Mich.
Q Our Motto: "Live and let live."
MERCHANT TAILOR -'
A full line of Clothes '
on hand. HOWELL, MICHIGAN
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The tent of time lmao proven all we claim for the
Garland and Jewel Stoves :incl Ranges
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We are also Heaclquarters for
Sheli and Heavy Hardware, Oils,
Paints and Putty.
A ricultural Im lements,
Buggies and Wagons
f Sash, Doors and Glass.
A practical Tinsmith in Our Tinshop. Give Us a Call.
vouns T0 PLEASE
1 LOREE a DEFENDORF.
Boots and Shoes
Q Fancy Groceries and Fruits
OF ALL Kmos, CALL ON
s. F o W L E R
. , . 21 ml 011
, Furniture and Novelties
Come and See the Goods and
Buy what You See.
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Are you trying to find old school friends, old classmates, fellow servicemen or shipmates? Do you want to see past girlfriends or boyfriends? Relive homecoming, prom, graduation, and other moments on campus captured in yearbook pictures. Revisit your fraternity or sorority and see familiar places. See members of old school clubs and relive old times. Start your search today!
Looking for old family members and relatives? Do you want to find pictures of parents or grandparents when they were in school? Want to find out what hairstyle was popular in the 1920s? E-Yearbook.com has a wealth of genealogy information spanning over a century for many schools with full text search. Use our online Genealogy Resource to uncover history quickly!
Are you planning a reunion and need assistance? E-Yearbook.com can help you with scanning and providing access to yearbook images for promotional materials and activities. We can provide you with an electronic version of your yearbook that can assist you with reunion planning. E-Yearbook.com will also publish the yearbook images online for people to share and enjoy.
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