Philadelphia High School for Girls - Milestone Yearbook (Philadelphia, PA)

Text from Pages 1 - 46 of the 1916 volume:

111' u , r' . x -, . H. nw in A , Q 1 - , , x ' ' 'Ss 1 5 5. ,s.,.,, 1 -. My 1 fb! 'ei' ,Q , ,,t4',, ' Y , , . -L. :': . , xy ia - 2 .. 5 11 . ' rf- , :fy I f 3 A '..f. . ,Qt vii. , ,xy A . p- ' 3 K. 4. . , F. X in xv A . 1 3:0 ' ,. -. w. L 3 . ' , , ff. ,. x Ai sw J L x g . tgp: 2 'L Z:- ' X, ., V EQ The zarLf5nnh as published bg U19 Gllw nf 15113 .mm,. X' I 1 x I-hgh School for G1-fls RCC1dlT1Q,Penns1e4lvdhl0. June, l9l6 WB H Un mr. 31. Ehmarh mannvr in appreriatinn nf what he has hum, fm' the Srhnnla nf illmhing, Uhr Qllann nf1EI1E nf Flhr iiigh Svrhnnl fnr Girlz hrhiratra thin hunk. Mr. ll. Ehmarh mannm' iirwihvnt nf Ihr lleahing Svrhnnl Eintrirt Rvahing, Ba. L5 '55 e. Year Book Committees Advertising Chairmen CLASS OF 1916 Humorous Mary Darlington, Chairman Grace H. Maurer Mildred E. Runyeon Ida L. Weinhold Anna K. B. Flatt Mamie Sherman Susan E. Fick Miriam S. Fehr Laura M. McGrath Mary L. Plotts L. Emily Myers Gertrude S. Stauffer Miriam E. Werner Myrle M. Schofer Grace M. Sampsel Mabel G. Dreibelbis Esther C. Reber Mary Wolfe Florence M. Shade Literary Marion R. Cleaver, Chairman Elizabeth M. Fry Margaret M. Merkel Dorothy E. Deppen Minerva G. Matz E. Virginia Smith Helen E. Rothermel Picture Personals Anna C. Thun, Chairman Laura E. Britton Rheba V. Sehofer Dorothy M. Kachline Helen M. Lins Edna E. Webber Mary Diener Ella N. Schucker Ella R. Angstadt Eleanor I.'Renninger llelen M. Reitz Ethel M. Knaut Christine A. Sandt Subscription Jennie R. Esterlx Chnrnni Alice M. Schwartz Helen McKnight Helen H. Day Emily l. Loseh Hilda C. W. Clarke Marian R. Moyer Alma Frey Grace J. Miller Adelaide G. Kessler Illustration an Cover Marea H. Schaelltr Lhnrmi Grace M. McCall lrma M. Riegel Catharine M. Spatz Lillian E. Schmelll Pearl A. Frobey Photographs Marian XV. Fehr Lhurman Mae T. Moser Helen C. Nies Kathryn M. Schaeffer Helen G. Heim Miss Charlotte Heckman Vice-Principal Miss Mary H. Mayer Principal 4 Miss Florence B. Beitenman Vice-Principal Miss Johnston Miss Hallock Miss Burr H A I Miss Lawson Miss Shearer Miss Ancona xxzihflg Miss Dumn Miss Deck 5 Miss Sander Miss Hergesheimer Miss Dobbln Miss Medlar Miss Holi Miss Doyle Miss Tyson Miss Fulton 6 Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Miss Swartz Miss Ruth Miss Silver Elizabeth Holi ........ Commercial Branches Minta Fulton .......... Latin Flora A. Dobbin .......... Science Eleanor H. T. Sander ......... ...... G erman Ethel M. Silver ............... ....... M athematids Susie Lawson ................. ....... M zdthematicis, Science Marietta E. Johnston.. English Edna A. Tyson ............ English Annie Swartz .......... ....... M athematics Helen L. Ruth ...... ....... 2 Mathematics Reba N. Medlar .......... German, Science Constance M. Hallock ......... ....... H istory, English Laura J. Doyle ............ Commercial Branches Clara M. Deck ............ English Evelyn M. Ancona ...... Domestic Science Alma S. Dumn ......... Art Margaret Burr ............. Science Myrtie M. Hergesheimer ......... ...... Anna M. Shearer .............. ...... Latin, English Music QDLI1' Gllaaa O, our Class's like a bright, bright star That twinkles in the sky. O, our Class's like the shining sun That's above our heads so high. So brilliant you are, beloved class, lAt least we think it's trueJ- And so it shall always be, dear class,- Dear Class of White and Blue. After we leave old Reading High, We still,shall think it's sog And so we shall always be, O shining class, Wherever we may go. Other classes may be almost as bright, Or so they perhaps may seem, But they cannot exceed the brilliancy, 3 Of the class of 1916. -Laura E. Britton 8 A Prince Among Men Mildred E. Runyeon ANY, many years ago, on the borders of the civilized world, there lay a mighty kingdom, famed throughout the earth for its mar- velous natural beauty. One day a stranger from a foreign land crossed the lofty mountains which served as a protection to its inhabitants, and descended into the valley. He, too, had heard of the charm of its hills and vales, and had come from far, hoping that here he might be free from the harassing cares which had surrounded his life in the great, envious, toiling world beyond those barrier ridges he had so lately crossed. The last rays of tihe setting sun were gilding the western sky ere he reached the high walls of the royal city. All that glorious summer day he had feasted his eyes on sights of such loveliness that he had many times caught his breath in bewilderment, and wondered if this were not a veritable fairyland. Yet the busy people, laboring in the warm sun-lit Gelds, had given it all an air of reality and their happy songs, the expression of the peace that filled their hearts, had connrmed the truth of the name which they had given to their country, the Land of Brotherly Love. H The impressions of the day were still fresh in the mind of the weary traveller as he sat that night in the great, cool hall of the inn and engaged in conversation with his host, a venerable, white-bearded man. The spirit of peace which had Hlled all nature had rather surprised him. He could not comprehend this distinction from the world of man in which he had always lived. Perhaps his companion would explain it. Sadly the older man shook his head. Even here it was not ever thus, he said. Years ago, when l was but a mere youth, the king perceived that his people, in the multitudinous cares of life, had lost sight of the significance of the name of their country, and he feared lest their petty quarrels should breed internal strife. How to meet the threatening danger he did not know, for he realized that no royal mandate could ever change the hearts of men. But this was not the only question that troubled his mind. There was another, just as important, just as difficult to answer. He had one daughter, a lovely, golden-haired, blue-eyed little maiden, the joy of his life. Now princes from foreign lands were eagerly seeking his court, each hoping to win the beautiful princess as his bride. As for the little lady herself, she disdained every one of them, and inwardly vowed that she would never, never leave her royal father's kingdom. Thus matters con- tinued until one day there arrived another suitor, who, by his personal charm, changed the course of events. But although he found favor in the eyes of the princess, he was coldly received by his rivals, more powerful men than he, who soon made it clear to the old king that, should he consent to the match, it would not be a very difficult matter for any one of them 9 to lead armed bands against this fair land and destroy its beauties. So day after day the king delayed his decision, while the princess fretted, and the prince almost despaired. lt was well that he did not entirely give up hope, for one night a wonderful plan suggested itself to the princess' father. The next day he announced to the assembled princes that they themselves should decide who should have his daughter. Exactly one year from that day she should be given to him who had done the greatest deed for the upbuilding of the kingdom. And looking down upon the eager, thoughtful face of the favored one, the king smiled a wise little smile, which no one but the princess saw, and even she did not understand. Then the national activities tfook on a new aspect. Most of the foreign princes were displaying a zeal that made every one of the inhabitants of the land wonder. They were spending great fortunes upon the work, which each felt would be greater than that of any of the others. But one of the company was performing his chosen task in a far different manner from the rest. His greatest resources lay in his own keen intellect, his power of perception. Wisely he worked among us, quietly he carried on his ditiicult undertaking. The people did not recognize him as one of the rival princes. To them he was simply a youthful stranger who worked and talked with the highest or the lowest subject in the land with the same thoughtful, winning manner, displaying in his intercourse with all a spirit of friendliness that quite disarmed the most prejudiced and self-centered. Totally unconscious of the powerful influence to change the trend of their lives which lay behind his quiet words, they loved him for himself, and their regard for him became the first common tie that had ever united their lives. And as the year drew to a close the old king's heart glowed with pride and satisfaction in the favored prince. At last the great day came, and the princess, lovelier than ever before, took her seat beside her father, and anxiously awaited the moment that should decide her fate. The people of the land eagerly thronged the great castle hall. Rich and poor alike were there, keenly desirous of knowing who their future ruler would be. Of all that mighty company the king alone was calm, for he had watched and knew. Gravely he listened to the rival princes as they told of their achievements. Some had built great highways of intercourse with other nations, bridges, and buildings, others had, in various ways changed the commercial standard of the kingdom, each felt that he had done the best. At last all had been heard save one. Slowly the last prince stepped forward. His thoughtful eyes swept the assembled company before him. A prince! The murmured surprise of the people died down into expectant silence. What was he going to say, they wondered. Then his simple, quiet words rang clear and true through the hall, 'O King,' he said, and again his eyes dwelt upon the happy faces of the people, 'I have not added to, but taken from thy kingdom. I have banished the Spirit of Discontent! And the old King smiled, while the shout of his subjects hailed the future 10 ruler who already reigned enthroned in their hearts. And from that day to this contentment has filled the lives of the people throughout the realm The old man Hnished his story. Thoughtfully the stranger gazed out into the night. There was much to learn in this Land of we THE BUBBLE What is that in the fairy bubble? Is that joy or is it trouble? ls it hardship, is itlcare? That to me is pictured there. I look and now the phantom fades, This is no game for fair young maids! Mayhap the vision tells the worst! But no, no fear, the bubble burst. -H. 11 Brotherly Love A. Lachman In Our Idle Momgnfg 12 Education in Colonial and Revolutionary Times D. A. R. PRIZE ESSAY E. Virginia Smith F' DUCATION is a mighty foundation stone without which the structure of any nation is unfinished and not worthy to be called the dwelling place of a people of high and noble ideals. Our ancestors, by whose toil and manhood the foundations of this republic were laid, saw the true value of so great a support, and, as they slowly and laboriously piled upon one huge stone after another, brought education into its rightful position. It is true that education was not the first consideration of our pilgrim fathers, when they landed on these wild and unknown shores. Not at all, the first thought was that of shelter from savage men and beasts,-and not only a shelter, but a home, the desire of every heart. What place could schools, such as they had left in their fatherland, have had in the small widely-scattered settlements, which were so busily striving to establish a government, under which the children of the nation-to-be might ever press onward and upward? But, when the weightier problems had been solved and the home and church well established, the minds of these early founders of the nation turned immediately to this new task of establishing a successful system of education. This task of founding schools and colleges was by no means an easy one. Among the many obstacles to be overcome was the lack of teachers and books. The difiiculty of securing instructors was met in many ways. Very often the parson also served as schoolmaster. ln other cases we find the schoolmaster carrying on some such trade as tailoring or shoemaking while he taught. We find an ordinance of the selectmen of Portsmouth, New Hampshire, which details the following as the duties of the school- master: To act as a court messenger, to serve summonsesg to lead the choir on Sundays, to dig the graves, to ring the bell for public worship, to take charge of the school, and to perform other occasional duties. The lack of books also had to be contended with, although this want was not so serious in the common and elementary schools as in the colleges, which were springing into existence. The founding of Harvard and Yale Colleges was made possible by contributions of books from the private libraries of learned men. In like manner many other schools were begun. Despite the many difhculties, schools were established, but we find a marked difference between their success in New England and the colonies of the central and southern regions. The schools of the northeastern colonies flourished rapidly, while in the central and southern settlements they were often decided failures. This difference was most likely due to the fact that the latter colonies were more widely scattered than the former. So we 13 tind New England forgin,g ahead in the establishment of both public schools and colleges. As early as 1640 we find that a free school had been estab- lished in Salem of the Massachusetts Bay Colony. In 1642 or even earlier both Boston and Cambridge had their public schools. Very soon every promising little settlement had its school, and not long after the state adopted a system of public schooling. A bill passed in 1647 provided for the establishment of common and grammar schools in every township. Turning again to the remaining colonies we may readily see that the progress of education was here less swift. New York had no system of public schooling until 1760. The schools of Pennsylvania and New Jersey were mostly parish schools under the control of the Presbyterians and Quakers. These schools, however, were partially successful. In fact it is said Considering the mass of immigrants their efforts were crowned with success. In Mary- land slaves were sold as teachers. Virginia's scattered settlements prevented the establishment of a public system, and farther south than this we do not hear of any attempts which had been made to found public schools. This does not mean that the sons of the southern planters were not educated, for they were usually sent to the famous old schools of England. At this time our own colleges were being established and were speedily developing into favor. Harvard was founded in 1638 by Reverend John Harvard, who gave half his estate and many of his books. William and Mary College was founded at Williamsburg, Virginia in 1692. This college was the pride of the Virginians, and to it they devoted the funds whch hitherto had been unsuccessfully employed in the establishment of public schools, Eight years after the founding of William and Mary, ten clergy- men held a conference at Saybrook, with intention to establish a college there. Through their contributions of books and money this was made possible the following year. Elihu Yale was the most important patron of this college and from him it received its name. In 1717 Yale was moved tc New Haven, Connecticut, the birthplace of its patron. Another famous college of the day was King's College-now Columbia University,-which was established in 1750. The courses of education offered by these colleges were not very advanced and were greatly influenced by religious feeling. The branches taught were not as many as those in a high school course of today. There were no schools of medicine or law, and the physician and lawyer were lightly esteemed. The sole object of most of the colleges was to train the youth in the old doctrine of the church. In the common schools there was the same strong religious element, and here too we find the studies not at all advanced. In the Dutch settlements, in particular, the clergymen were also the masters of the schools. And, this method was not without its advantages, for should you on a Sunday hear the master in his stately robes hurl down his fiery warnings from the pulpit far above your head, you would surely go to school the next day in a meeker and more passive frame of mind, lest some of that brimstone fall on you, 01' CVCI1 a Worse punishment,-the birchrod. The branches taught in these 14 schools were few. The boys were taught spelling, reading, writing and casting accounts. lt was not considered necessary to trouble the brains of the feminine element with more than spelling, reading, and probably a little writing. Fancy work and cooking were considered by far the more necessary accompl-ishments. Girls were trained to be useful wives and mothers of the coming generation. This training was indeed necessary, for the country was soon to meet a crisis upon which the balance of the nation's future existence hung. The Revolutionary War loomed up before the faces of an earnest, resolute people and threatened destruction to the very foundations of the noble structure of self-government, which they were erecting. ln 1775 the flames of war broke forth in all their blazing fury, and threatened to devour the nation as a whole. But though tried in the dread furnace of the white-hot Gres of savage war, these patriots, our ancestors, came forth bravely bearing the banner of liberty. Nlen's souls and works had stood the test, the nation had proven itself worthy. A Misfortune had united these scattered banks of colonists, and the desire for liberty had welded them together in an almost unbreakable union. Each man's thoughts then centered in the progress of a country, his very own. It is natural that in such a turmoil and readjustment of affairs a public school system and the progress of the higher seats of learning should be overlooked for the moment. But now, when the nation, having recovered from the terrors of war, looked again to the education of the youth, it found con- ditions in decided need of improvement. The public school system, to be sure, had progressed to some extent, but the management of these schools -.vas now at fault. The instructors of the school were often very severe in the discipline of the scholars,,and, in some cases, brutal. The colleges did not seem to increase rapidly in attendance. The number of students in the graduating classes of all the colleges together was scarcely more than that of a single university of today. But these faults were not lasting, for with this new era of liberty came a progress which bore all before it. Public schools were established all over the United States. The colleges flourished. New schools of medicine and law sprang up all over the country. In fact, America have excelled, especially in one branch of literature-the public papers of our great statesmen. The toil of establishing schools and colleges has not been in vain, for it has brought forth many noble men, whose eloquent speech and fiery pen have done much for the glory of our government. Men such as these were Patrick Henry, Daniel Webster, Thomas Jefferson, and many other famous orators and writers. And so we come to the conclusion that education in the day of our forefathers was just as vital a force as it is today. Without it we should have been unable to lay claim to the great educational system that is ours today. With it as the base we are erecting a mighty monument to wisdom today. We do not at all wonder at the rather slow progress of education in the early days of the nation's history. We appreciate the untiring efforts 15 by which the foundations have been laid. lt is with pride in our own work- manship that we view the noble structure we are erecting, and we believe with proud hopes that our descendants will carry the work forward. 'Qs' THE VIOLET While walking through the woods one day, I saw a maiden by the way: She was so very sweet and shy, That every one seemed to pass her by. l stopped and looked at this maiden fair, l seemed to see her everywhereg She was the loveliest person I ever met, It was the little violet. -Hilda Clarke. 16 rw .Q Qllewn nf 15113 M2540 PRESIDEN I ............. ............... VICE-PRESIDENT ....... 5I:CRI: I ARY ......... TREASURER ......... . . 40-'V Xvawwfi 4 .1 .........ANNA C. THUN MYRLE M. SCHOFER .......NIARIAN W. FEHR E. VIRGINIA SMITH Class Motto-Ad astra per aspera Class Flower-The Larkspur Class Colors-Blue and White 17 A. Miriam Acker Her head is crowned with yellow curlsg Her lips wreathed with a smile. Esther Caroline Airhart DCtt2I'11'llll2lilOll,S writ upon her brow. Ruth Albert lt is more becoming to me to be silent than to talk? Ella R. Angstadt Wise men say little, but saw wood. 18 Alice C. Barnes A dancing shape, an image gay, To haunt, to startle, and waylay. Helen Barber Helen's grin is slow to heed, But when she grins, she grins indeed Marion E. Brumbach Spirits light as air. Laura E. Britton Dear little Miss Britton, Her eyes dancing with fun, She'll never stop laughing When once shets begun. 19 Hilda C. W. Clarke I have a heart with room for every joy Marian Ruth Cleaver f'Let the world slide. Rebecca Cohn A stenographer of note she'll he, If you will only wait and see. With ready ease her notes she reads, And typewrites with incredible speed. Mary Darlington She looks the whole world in the face. 20 Helen H. Day Our gymnast, who greets the day with a smile Josephine B. Delany O, I forgot, but l'll do it now. Dorothy E. Deppen Infinite tricks in little room. Mary Diener To be merry best becomes youg for, out of question, you were born in a merry hour. x, 4 ,f my 21 Carolyn E. Dotts Hue are her eyes as the fair Hax Mabel A. Dreibelbis maid who hath not tongue but thought. Ann Duvall With eyes alluringfly dark. Kathryn R. Endy 'fAin't we havin' the fun! 22 Jennie R. Esterly Much like other people, no worse, no better only funnier. Marian Wagner Fehr Every one thinks I need 21 vacation Qfrom talkingj Miriam S. Fehr Swift as a shadow, short as any dream. Susan E. Fick She smiles valiantly, does she not? O yes, an it were I1 cloud in autumn. . X . 23 X. Helen Anna Fisher Anna K. B. Flatt She wriggles when she walks And giggles when she talks. Alma Frey I love to work, labor and toil, And often burn the midnight oil. Alma L. Fries Wisdom and extreme youth go well together. 24 Deep brown eyes running over wilh gleeg Bonnie brown eyes are the eyes for me. Twill be, sure tok tind them. Mamie Fritz She hath a pleasant look. Good-nature radiates from her Pearl A. Frobey A business education is economic freedom. xx . 8 Elizabeth M. Fry An archaeologist l'll be, For that will suit me to a T. Margaret R. Fry You will get from the world exactly what you Hive it' looking for generosity and friendliness, you -i.. 25 If Ruth Pauline Gartmann Talk and the World talks with you Anna C. Gring I love to hurry and get every one into 21 flurry. 1 Helen G. Heim 5he laughs and blushes But says ne'er fl word. May Heydt Faithful to the very end. 26 Helen Hiller l'll be merry and free, I'll he sad for naelvodyg If naebody cares for me, l'll care for naebody. Dorothy M. Kachline And cloudy care has often took A gentle beamy smile reflected from thy look? Emily A. Kalbacl. What is Emily Kalbach made of? Sugar and spice and everything nice? ls that what Emily's made of? Frances Kase Frances doesn't come to school To try hard to obey the rule. Frances loves to laugh and play And fritter lots of time away 27 Edith Virginia Keffer I cannot check my girlish blush, My color comes and goes. I redden to my Hngertips And sometimes to my nose. Adelaide G. Kessler An open-hearted maiden, true and pure. Lottie Kessler She controls the sunshine of the room Lucia Weimer Kline Fashion doth often reason overrule. 'wx 28 Ruth Krug Kline Smile! Nay, smiles are far too precious to waste. A Ethel M. Knaut Youth holds no society with grief. Elizabeth Sara Kutz True as the dial to the sun, Although it be not shined upon Hilda Annette Lachman The poet's pen turns them to shapes and gives to airy nothing a local habitation and a namcf 29 Mary E. Leader Her manners are perfectly unrtssurnlng' ind gentle. Hilda E. Liefter Tell me, pretty maiden, are there any more at home like you? Helen M. Lins 'tWit and humor belong to genius alone Edna A. Litch lndustrious by tits and starts! 30 Emily I. Losch A favorite expression of hers l've heard And l'm sure you, too, is, O, my word!' Grace M. McCall Sweet maid that shunnst the noise of folly, Most studious, most melancholy, To thee, dear maiden, oft we go With lessons that we do not know. 1' dz. - we Laura M. McGrath lrish maid with eyes of blue, Gay and happy, fair and true. Helen McKnight The right girl in any place. 31 Grace H. Maurer She doth little kindnesses Which most leave undone or despise. Minerva A. Matz Never had a master a mere willing and studious pupil. S I Margaret M. Merkel She has a wise and level head, A bearing sure, serene. Lulu K. Meade Always a joke and always a grin Has this dear maiden, tall and thin 32 Esther M. Miller 'l'liere's 21 bliss beyond all tlizit the minstrel has sung,- The feeling that never Il deed's been done wrong. Grace J. Miller Slow but sure. Sadie A. Miller Sadie has :1 voice so sweet, 'flint il's very lizlrd to bent. Ludema Moore Out of sight is out of mind, Yet she's not the tickle kind. 33 NWI N fu look lllll wise. Pray, correct that error. Mae T. Moser l1llCU1lfll1CCl.H Hazel Mountz 1:lle'er you dream, with doubt posoesseul Keep, keep it snug xvitlrlu your breast. Marian R. Moyer Heres Il plump mzlirleu that we pr Always Il smlle 15 ru ller eyes. L. Emily Myers 34 H011 witlr the rlxluceg let joy be Helen Katherine Nies HA couutcnfmce in which did meet Q, n . FL' - V in R i J Sweet l'CCOl'LlS, promises as sweet. WD' Mary Louise Plotts Do l look all right? Margaret H. Potteiger Nl Speak what I think, but I dm1't think much Mary D. Prutzman Ah, why should life all luhor hc! 35 S. Alma Quinter A maid of quiet ways, A student of old books and days. Josephine M. Ranwats tiknotlier flood of words, :L very torrent. Esther Catherine Reber 'left to myself l wander as I will And as my fancy leads me. Helen May Reitz On Tuesday in speed test, that's where I shine, Soon llll raise my record to 299. 36 Eleanor Irene Renninger Patience makes kings. Irma M. Riegel A girl she seems of cheerful yesterdays and confident tomorrows. Helen E. Rothennel 'tlf there were dreams to sell What would you buy? Mildred Elizabeth Runyeon Have you wings of Mercury To Climb your shining way? Or only rules and paradigms? 'l'hey're better, some folks say. 37