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Page 127 text:
Following this item is found the Ciceronian Debating Club’s membership, those persons who have been such enthusiasts and have sought to build up Cicero this year:
Frank Adams Burton Barnes FI. M. Berkcy W. L. Best
E. (). Blackstone W. E. Burrell Jas. J. Byrne O. L. Coale l’ Crook C. J. Skinner C. W. Smith J. B. Dennis C. Dallam J. A. Eastwood Fred Ebert
Guy Eversole L. Garev
A. J. Hill W. T. Harrington
A. F. Holtzen L. L. Spafford-C. K. Morse
A. Hosterman II. M. Humphrey
H. Johnson (i. 1). Jenkins
A. C. Kuenning Geo. Kirsch C. B. Moore 'I'. (j. Lang
L. C. Leonard Oren Lincoln
B. E. Swenson J. D. McMillen W. MacDowell -J. E. Morgan Otto Mutz
R. P. Poole E. Pettit G. E. Sanders II. Sanders E. Seeley li. M. Stephens
KEARNEY GIRLS’ SQUAD
One bundled twenty-three
Page 126 text:
CICERONIAN DEBATING SOCIETY
The Ciceronian Debating Club is a small number of men of the school who hold the art of debating at a high premium. Every member of the club is an enthusiast as far as debating goes. This club meets every Saturday evening in the Philomathean Hall, and great is the work that it accomplishes. Every boy of the school may become a member if he chooses, and debate frequently, because the membership is quite small. It is here the boys have the privilege of training themselves for the Preliminaries that come later in the year, and we lake pride in being able to say that those boys who won places on the squads were good, loyal members of old Cicero.
They had had the privilege of debating before the members of the Ciceronian Club, which prepared them for the strife that came later.
The members endeavored this year to keep the club going even after the Preliminaries, because debating ought to be just as good after the Preliminaries as before. Consequently the members, being so enthusiastic, have kept the good work going and hope to put Cicero on a substantial basis. May that hope be realized, for great is the value of debating.
We, the members of the Ciceronian Debating Club, believe that a teacher has not done his duty if he has not availed himself of every opportunity to develop his forensic abilities. We believe that in order to teach the youth of the land the teacher must understand at least the art of debate, and if he has made debating a study, just that much greater is he as a teacher.
One hundred twenty-two
Page 128 text:
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