Greenville High School - Graduate Yearbook (Greenville, IL)

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THE PRIVATE SECRETARY farce comedy of three- ucts was given at the High School on the nights of Dec. 17th and l8th, 1917. The caste. composed of' students of all four casses. was as follows: Mr. Cattermole ...,.A,,,,,,,,....,.AAAA,,,,..,... Burl Hunter Douglas Cattermolc, his nephew,.Louie Monroe Mi. Marsland. ..,,,,..........,....,,,,,,........,.ll, Vern Root Harry Marsland,his nephew ,.,,,, Douglas Hewes The Rev. Robert Spauhling .......,,. Frank Chasey Mr. Harry Gibson. a tailor .......r Chas. Mansfield Knox, a writ sorvel ',,,, .......,..,,,,,,,,,... E rwin Apple John. a si-rvant ,.,..,...,.,.,..,,,..,......,.l, Leroy Welch Mis. Stead, Mr. Cattermole's housekcperu.. ........,..'l'ony Hayes Edith Marsland ,.,....r...,.,,.,...........,,,.,. Clara Powell Eva Webster, her friend ,.......,, Isabel Breuchaud Miss Ashford .,,....,.............,............ Della Smith ..., There was not a dull moment in the entire performance and each member of the caste performed his part very cleverly, Honorable mention should be given to Frank Chasey by whose action the audience was kept in a con-- tinuous roar of laughter. Della Smitih's repre- sentation of the kind-hearted spinster of 50 summers was remarkably satisfactory. Isabel Breuchaud and Clara Powell, the attractive young girls of the play,who, by their winsome manners and attractive personalities, were won by Harry Marsland and Douglas Catterniole, respectively Douglas Howes and Louie Monroe, were most pleasant in these parts. Burl Hunter, the erratic uncle, rendered his part in an excellent manner. Antonia Hayes was very skillful in por- traying the conscientious housekeeper. Vern Root was very natural in playing the part of Mr. Marsland, father to a giddy girl. Owing to the fact that Chas. Mansfield was unable to appear, Prof. Ferguson assumed the role of Mr. Gibson, the tailor. Mr. Fergu- son had no time whatever to practice, yet his acting was excellent, showing his splendid training in dramatics at the University of Ill- inois. As a whole, the play was very good and no play on the High School stage has shown bet- ter results of faithful work on the part of coach and players. - Music was furnished by H. S. Orchestra. Between acts Frances Breuchaud favored the audience with a few piano selections and May- ard Kneier gave a reading. Both numbers were very Well rendered. 31

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Girls' Basket Ball By Florence Hard ng CUAUH JUNIOR Flrlith NlcYey l .arl Price,Captain lluth llruw- Miss LeVien Agnes Potthast Della Smith Dorothy Mills FREFHBIAN SENIOR Laura Mulforil Ruth Carson, Captain Cir-rtruile Wise, Captain Nclle Carson Milclrecl Snowmlen Callie Weber 'l'ony Hays Nina Wheeler Ruth Matney FOPHOMORE Mona Foster Fae McAlister Florence H:1r1line,'. Captain Geraldine Mey'rs Ruby Lentwiler Verna Neathery Juliette I-loiles VERY Tuesday and Thursrlay evening there is such an uproar from the first- floor of the High School that you would think the French were licking the Germansg but that is not the case at all. The girls are merely playing basket ball. I Although this is only the second year for girls' basket ball in this school, the teams have good team work and some excenenr, players among them. It is difficult to say which team is best and there is no way of deciding, for the toumament had to be put off on account of one of the best players getting hurt. Last year the Freshmen '20 won the championship but this year the ti-:uns are more evenly matched. The Freshmen deserve special mention, for al- though this is only their first year at basket- ball, yet they are excellent players. Much en- thusiasm has been shown by the girls this win- ter and now that spring has come they have been obliged to stop playing basket-ball, but are going to play base-ball instead. The captains of the four class teams are: Ruth Carson-Freshmen, Florence Harding- Sophomoresg Pearl Price-Juniors and Ger- trude Wise--Seniors. JU

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COURSES I-low To Study By Mayard Kneier UR High School Boys have special training on how to play basket-ball, how to jump, vault and put the shot. Have not our students a right to as much and as expert coach- ing on how to study, as they receive on how to play basket-ball or do anything else? Let us see what are some of the prerequisites of study. First the heart must be in the work. No great work will ever be done when the heart is not in it. The harder the work, the more clearly true is this statement. It is true of study. There must be interest of some sort in study or it can- not be continued by the average student. In order to make a hearty effort you must think of all the good reasons you can find for study and must control all inclinations toward idleness. A great deal depends upon our emotional tone. If we value and respect our studies we will have the right emotional tone. Not only must we gain the full consent of our mind to the propo- sition that our work as a student is worth doing -we must also have confidence that we can do it. While we are urged to have confidence it should be understood that we are not to take more work than we can do well. We should be- come acquainted with our own limitations. Just as there are boys who can put the shot 40 feet as easily as others put it 20, so there may be one student who can carry 5 subjects with no more effort than another must put forth to carry three. If we belong to the small group that can do no more than 3 subjects well we should accept that fact and not try to carry more. Nothing can be more helpful to the student than to set certain definite hours for the preparation of definite studies. If hours are fixed, habit steps in and makes it easy to begin the task at the appointed time. In fact if tl.e habit is kept up long enough, study will be easier when the study hour comes than anything else. When once the work is begun, when our mind is limbered up and We are warmed to the work, study will not seem so tedious as it did in contemplation before we began. I think of the group of boys' at the old swimming hole, shivering on the bank 'because the water below looks cold. Presently one plunges in and cries come on fellows its dandy. Another boy puts in first one foot then the other and wades slowly out with a shud-der at every step. It is a long time before he begins to enjoy the swim. In our studies we should be like the hardy swim- mer, who plunges in at once. Don't stand on the bank shivering. We'll find the work less dif- ficult and much more enjoyable. More than that we will accustom ourselves to habits of promptness that will carry us through many a struggle without the loss of time and energy that come from indecision. When studying, however, slender our stock of knowledge maybe, we should make use of what we have in acquiring more. We may be- gin by recalling what we have learned on the subject or lesson in hand. It is well to look at the general topics of the new lesson and recall whether we have learned anything from any source whatever about these topics. When new ideas are bro't out relate tiese to the old ones. Much time may also be gained if a lesson is studied as a whole. Knowledge does not exist as separate units. Altho foolish as a Chinese school may seem with the pupils studying at the top of their voices nevertheless this method is not without scientific justification. The louder voice makes the deeper impression, and it is a decided ad- vantage to the student in difficult work to study in an undertone or with lips moving. While stu- dying we should see that the main points stand out prominently in the mind and that all lesser details are grouped in the right relation to them and to another. A good way to do this is by synopsis. When a synopsis has been made it should be visualized. Thorough learning is necessarily slow and tedious, yet slow and tedi- ous though it be, thoroughness of preparation from day to day, will be found to be the most economical in time and energy, and yet we should learn when and how to abandon slow careful reading. We should know how to skim lightly over 50 or a hundred pages of text. Sup- pose some matter is referred to, it may be necessary to examine 50 or 100 pages of text to find the point in question. Here is ar chance for rapid reading. We should learn to use index-- es and tables of contents to help in locating the 32