Hudson High School - True Blue Yearbook (Hudson, WI)

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'Brue 'Blue freshman Cla history The class of 1926 or 1927, we guarantee, will be a class that will be long remembered when we have left behind us the school days at the H. H. S. On entering High school there were twenty students, now we number about twenty-six. We feel proud to have so many athletes and orators in our class and with the progress that has been made so far, we are waiting for the outcome of these classmates. The first day we entered! the High school was a day remembered by all the so-called “freshies.” During the study periods and assemblies we were teased and picked on by all our older schoolmates. The students in the higher classes have been very good in helping the freshies with athletic work and in social gatherings, and we now take the time to give them a hearty thanks. We have had the misfortune to lose some of our classmates that were with us in the grades, but there have been others coming in, so we feel satisfied. We hope to live up to the colors of the Hudson High school, being pure in our hearts and faithful to our athletics and other sports or activities that may take place during our school career. —ALTA JACOBSON ’26

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rue Blue T rizeStories PRODUCING A PLAY. The selection is the first consideration in the production of the play, but this is much simpler than the choosing of the cast. Usually try-outs are held, and the persons, who best portray the fictitious persons, are giv- en the parts. At the first few practices the cast is very earnest and enthusiastic, delivering the lines with fervor and animation. As the novelty wears off, however, the players suddenly develope cousins and aunts who must be met, younger brothers and sisters who must be cared for, and lessons which absolutely must be (Done at the time set for play practice. Hectic weeks follow, filled with agony for both the coach and the actors. Lines are rearranged to suit individual fancies, whole scenes are ingeniously skipped, the scenery shows a maddening desire to waver and fall at the most crucial moments, and the players feverishly seeking excitement, de- velope humorousness hitherto unknown to them. At last, however, lines are learned and delivered after a fashion, and the dress rehearsal is given. This goes horribly, but the play,mangled and dismembered, finally drags through a sea of promptings and wrong cues to its conclusion. The players, nervous, irritable, fearful of the next night, go about frenziedly mumbling to themselves. At last the big night arrives, and the play is given. The players keyed to a nervous tension, go through their lines brilliantly, scoring a huge success. The friends of the actors are awed by the talents of their ilustrious associates and shower compliments on the cast, who forgetting the dull weeks of practice look eagerly forward to another drama. Then, and not until then, does the wan-eyed, gray-haired coach drag herself wearily home to sleep and promise herself that never, never again will she coach a play—until the next time. “THE DUMBELL” “Miss Collinge is my teacher.. I shall not pass; She maketh me show My ignorance before the class. She giveth me more than I can learn, She lowereth my grades. Yea, tho’ I walk the roadway of knowledge, I leameth not; She fireth questions at me in the presence of my classmates, She anointeth my head with slams, My eyes runneth over, Surely outlines and notebooks shall follow me, All the days of my life; And I dwell in, The house of learning forever.” —L. W. ’26