University of Northern Colorado - Cache La Poudre Yearbook (Greeley, CO)
- Class of 1908
Page 1 of 223
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 223 of the 1908 volume:
LUMBER AND COAL
are necessaries and cannot be chosen for
style or pattern. We buy good grades
of both'-the best that can be found, and
our selection, therefore, means economy
and satisfaction for you. Give us a call
The Barrie!! Lumber Co.
Life Insurance a Specialty M
J no. V. Crone, 'Ol Son Tl
REAL ESTATE V A A
718 Ninth Street. Greeley, Colorado A
Beer Sc Thomas
Real ESt21tC,LOa11S Real Estate for Sale
, City Property. Farm Lands
Farms and City Property for sale. 21 Specialty, Fa1'111 Loans,
Bargains in property and lowest . .
rates on loans. Specialty on rentals I V Bulldlng Lomb' Insurance
714 Ninth St. Phone, Greeley 398 721 Sth Street, Greeley, C010,
CAPITAL ...... 525,000.00
SURPLUS ...... 550,000.00
O F F I C E R S:
R. F, GRAHAM . . . P rl t
J. L. Ewmo V' P d t
C. N. JACKSON C h
A. NV, FERGUS -X t L l
We Negotiate First Mortgage Loans
upon Weld County Farms
We Place Funds for Investors
The A.J.Park Dry
GREELEY'S LEADER IN ALL DRY
GOODS NECESSITIES 8: LUXURIES
Linen D a-in a s k, Napkins,
Table Cloths and Sets, Tow-
els, Art Goods and Embroid-
ery Linens, Scarfs, Sheets
and Pillow Cases, VVool and
Silk Dress Goods, Staple and
Fancy Cotton Goods, Hos-
iery, Knit Underwear, Fancy
Collars, Yeilin g, Pocket
Books, Bags, Small jewelry,
Combs, Handkercliiefs and
And above all things, remember that our
PRICE IS ALWAYS THE LOWEST
WHEN YOU CONSIDER QUALITY
A. W. JACOBS
Fresh and Smoked Meats,
Poultry, Game, Fish
Phone, Greeley 186. 816 8th Street
Scott Sz Lyons
Insurance, Real Estate
and Loan Agency.
N o n e b u t First-Class
One Door South of First National
Bank : : : Greeley, Colorado
McC.utcheon Hdw. Co.
821 8th St. - Greeley
Thompson Music Co.
lfVe carry the largest stock of Sheet
Music and Stringed Instruments
in the city
822 Main St. Greeley, Colo.
I. O. GLAZIER
Leezellng Jeweler emel 0,oz'loz'em of Greeley, Colorezelo
The Largest lewelry House in Weld County
Iam headquarters for goods of the best makes. Dia-
monds, Watches, latest patterns of jewelry, etc. Souvenir
spoons of all kinds. Normal flag pins. I do only iirst-
class Work, and such Work as others can not do. I fur-
nished the class of '08 with their class pins, adopted by
the Alumni, and Will furnish any member with pin of year
of graduation upon order of Normal secretary.
815 Main Street, Greeley '
"Where Quality Counts"
First National Bank
Oldest National Bank in
Capital, Surplus and Undivided Proiits
in excess of any other bank in
ASA STERLING, President.
R. I-F. GRA!-IAM,Vice President.
J. M. B. PETRIKIN, CaShier.
J. S. DAVIS, Asst Cashier.
R. F. GRAHAM D. B. WYATT
j. L. EXVING E. R. THAYER
ASA STERLING H. M. DeVOTIE
CAPITAL . . . . S100,000
SURPLUS ..... 5100.000
UNDIVIDED PROFITS . . S 45,000
First Class and Up-to-Date Safe Deposit Vault
Boxes for Rent at Reasonable Prices.
Greeley Electrical Supply Co
H. F. FLOWER, Manager
Electric Bells, Electric Fixtures, Flat rons, Electric
Heaters, All Kinds of Wiring, Fans and Motors.
ELECTRIC SIGNS IN ANY STYLE.
Supplies of all Kinds. Estimates Furnished.
All Kinds Repair Work. All Work Guaranteed.
921 Eighth Ave., Greeley, Colorado
Phone, Weld 269. Open Evenings.
Planing Mill Company
Store anal Ofjqee Fixfzlres
Cabinet 'Work of All Kinds
Neatly and Proinptly Done
001 Eighth St., Greeley, Coloroelo
Cornrerri NiPEILAyeiu? r Corner Ninth Avenue
M... The Coronado a macy
Is the place to get what every lady lilies immensely
A lady's hands bespeak her refinement by their gropming. She can't groom them
properly without the right tools, such as Manicure Scissors, Manicure Files, Manicure
Knives and Buffers, Manicure Powder and Paste, Mamcure Brushes, Emery Boards,
Nail Polishers. Vlfith these she can keep her hands in such perfect condition they will
appear to be groomed by an expert. Let us help you choose a selected Manicure Set
to order from our large stock. Complete line of Perfumes and all other Toilet Articles
Greeley's New Hotel Phone, Greeley 29
J. T. Clough Furniture
Mrs. W. H. Wright, Prop.
Hot and Cold XVater in every Room.
Two Blocks Wlest and a Half
Block South of Depot
One Acre of Furniture
936 Ninth Avenue Greeley, Colorado Greeley, Colorado
Tl-ll: GCJLCDFQAI ICJ TF-TACBII-ll-P-Qin' ASEIXICJY
Rooms 2:-in-237 Empire Building, Denver, Colorado
FRED DICK, Ex-State superintendent, Manager
X -iii? 1 71
Charles Bldg., 15th and Curtis
The Modern School of Business with a city and state
reputaiion for its careful, thorough work, is otlering
greater advantages than ever.
Special Features-Fine business course. Banking and
actual Lzusinesspractice are important features ol' this
course. Large Shorthand department, with classes in
Graham and Gregg. New equipment of typewriters
throughout. Complete Telegraph department in charge
of experienced railroad men. Civnnected with U. P. Rv.
wires. Write today for catalogue. '
Geo. l..aMunyon, Prin. Denver, Colorado
Union Tea Ka Coffee Co.
W. D. Balcom, Mgr., Greeley, Colo.
Manufacturer and Distributor of High-grade
Teas, Coffees, Spices, Extracts, Bluing,
Starch, jelly Powders, etc.
Greeley Steam Laundry
Our auto calls any part of the city for
your laundry. Our specialtyis line work
GREELEY CIGAR CO.
e- IKE OPPENHHMER 4-k
Complete line. of imported and domestic Cigars,
Tobaccos and Smokers' Supplies. Box trade a
specialty. Also have Burnt Leather Novelties.
Phone, Greeley 613 : : : 805 Eighth Street
It Pays to Buy at
Alexander's Notion Store
930 Ninth Avenue, Greeley, Colorado
i HM Schaffnef gf Man' . 12.8. w. and Cluett
i and. Washington Co. X 60 ' Q Shirts.
y Clolhmg- Knox Hats. fCl:0'l'l'lll!IG co. 5 Ng-
in -JL.i-:f,'1 T. 'I'L'Lp.Lf -- ' ' 1" "
wr- Lf 4, Nettleton Shoes
THE OLDEST AND LARGEST DEALERS IN MUSICAL ooons IN NORTHERN COLORADO. ESTABLISHED 1884
1 v .
'll-IE W OODS NIUSIC COMPANY I
Pianos and Organs, Musical Merchandise, Sheet Music and Music Books.
Edison Phonographs and Records. Sewing Machines. Tuning, Repairing
902-90-L COIQONADO BLDG.. GREELEY, COLOIQADO
I Offi Phone, Greeley 5I4. Residence Phone, R 169 4
Land and Immigration Agents. T Y d '
Irrigated Farms of all sizes. Large Own an RanF1dPEOpertfy' Money Loaued and
Tracts for Colonization. Stock Imebte Of Pflvafe Parmes-
RQIICUSS. RHIITOELCI L2111dS. 808 Ninth Street : : Greeley, Colorado
SANBORN Oz HOUSTON
Real Estate, Insurance, Loans. Choice Residence Lots
Phone, Greeley 6 Cor. 9th St. and Sth Av.
"Better Be Sure than Sorry"
For it is a falsely founded economy
W d Q M which does not appreciate that to live
00 u m for the future is to live for the present
-to save for the future is to save for
R I E t t L the present. The hygienic advantages
of Steam and I-Iot Water Heating are
ea S a 6' not shared by any other devices. We
will be glad to tell you all about it.
The J. D. Potter PIumbing84
P. W. ALLEN, Pres. J. B. PHILLIPS, Vice Pres. A. J. ALLEN, Sec. C. H. ENGLISH, Asst. Sec.
The Weld County Abstract and
ABSTRACTS ON PROPERTY IN WELD COUNTY, COLORADO
SAFETY DEPOSIT BOXES FOR RENT
Phone, Greeley 136. Greeley, Colorado
Fancy and Staple Groceries. Marlborough Blk., 926-28 9th Ave.
R. G. MARTIN
To the Students and Friends of the School
A Word fo You
Cnr advertisers have made this Annual possible. They deserve well at our hands.
They have a right to our patronage. Prefer them. Mention your Class Annual when
purchasing. These lirms are reliable. They are choice in their lines. Convince
them of our appreciation and the value of this Annual as an advertising medium.
PAY BRAINARD, Adv. Agent. FRANCES DOULL, Editor.
EDITH FORBUSH, Adv. Agent. TRUBY CAMERON, Bus. Mgr.
The Colorado Teachers' Agency has assisted a number of Norma
graduates to desirable positions.
Illustrators OUR CUTS
. USED IN THIS
Colored Post Cards and
oUR CUTS TALK
The WZ.flZ.d7H50W-HdffW6f C 0.
I 633 Arapahoe Streel, Defzfver
State ormal School ol Colorado
A professional school for the fpreparation of teachersg all departments in a Well
regulated Normal School in excellent shape, a Training School department, com-
prising all the grades from the Kindergarten to the High School inclusive, giving
every one an opportunity to observe and teach While connected with the institution.
High School graduates, or equivalent, are entitled to enter the junior year of the
institution and graduate therefrom in two years. '
Language-Latin, German, French, Italian, Eng-
lish. An opportunity to study the subject and
to teach it in the Training School.
Science-Physics, Chemistry, Zoology, Botany,
Physiology. The student studies the subject
and teaches it.
Mathematics-Arithmetic, Algebra, Geometry,
Trigonometry, Analytic Geometry. The stu-
dent both studies the subject and teaches it.
Social Subjects-Sociology, Ethnology, Civics,
Arts-Crafts-Wood Work, Cooking, Weaving,
Sewing, Basketry, Raphia, Drawing, Painting,
Nature Study-Field NVork, Room YVork, Garden
Work, Laboratory Work.
Professional Subjects-Psychology, Pedagogy, So-
ciology, History of Education, Philosophy of
Education, Teaching, Conferences, Seminar.
Miscellaneous-A diploma from the State Normal
School is a license to teach in the public
schools of Colorado for life.
-Free to citizens of the state, expenses for board and room are very
-l-l moderate-board from 52.50 to 33.5o per Weekg room rent from 75c
to 551.25 per week, two in a room.
The Fall Term Opens September 8, 1908.
For Further Particulars Se-nd for Catalog
Z. X. SNYDER, President.
lil . lil
I e Cruclble
All . . lr
mem Now Is the Tune to Subscmbe My
11. ' -- W
ll For lil
CE Next Year's Q15
ll Volume wl'
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Al Y 5 NSW
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All W W
The Crucible is published
MB monthly by the students of
the State Normal School QM
U- , NSW
Send 25 Two-cent Stamps, or 50C Money Order
gig to l'The Crucible", Box 16,
Steam heat, hot and cold Water, electric
lights, telephone service in every room,
electric elevator, "the prominent hotel in
Northern Colorado. "
J-BIBEALSPIOPI ' Phone, 600 Greeley, Colo.
The W. F. Robinson Printing J. NI. CAIVlERON'S
COIHPHHY SPOT CASH STORE
Printing, Engraving Always th e
Blank Book Manufac- , 1
turers and Publishers Clothing, Shoes, Hats and Furnishing
of Legal Blanks Goods. Special prices on Sample
Shoes, Shirts, Ties and Hosiery.
1508-14 Arapahoe St., Denver, Colo.
815-817 Eighth Ave., Greeley, Colo.
Phone, Main 69. Established 1881
Nearly Opposite Postoffice
The Wilson Grocery Company
Staple and Fancy Groceries
FRESH BAKERY GOODS EVERY DAY
EVERYTHING THAT IS GOOD TO EAT
1 9 OAS 25th Year
The Fisk Teachers' Agencies
The Leading Teachersl Agency of the United States.
Extending from ocean to ocean.
Boston, New York, Chicago, Washington, Minneapolis, Spokane, Portland, Los Angeles,
Berkeley. 25,727 Positions Filled at Salaries Aggregating S16,399,400.00
13th Year-Denver Office, Nathan B. Coy, Mgr., 405 Cooper Bldg.-13th Year
Leading Teachers' Agency of the Rocky Mountain region. Qualified teachers always in clemanrl. Register
now. Manual and full information on application to
405 Cooper Building THE FISK TEACHERS' AGENCY Denver, Colorado
ARTI TIGEPO I G
Coupled with our peerless workmanship, niake our
pictures the kind that are admired-they are artistic.
l1Ve niake special rates to teachers and students. En-
largenients and copies made from all kinds of pictures
G ART NOUVEAU STUDIO
CARLOEQEZEEGER 1539 Arapahoe Street, Denver, Colorado, Opposite Postofhce
QF fx 5?
If You Want F ine Photos
- My E- .,
1 ' -'tif-5 ' 1 - L "
I I C 1 l t C D Xice President j.PEER T X XX C S t
Vw, .. . - a--i .a,e -' E - E E , -
- ,.-- Q '
"ff p- , Q A .... 5' 5. ' 4 5" .1 ti ' -.
." " 'A't" or
Weld 285 fi 1 fp!! V i f - Q i xy, "J " X '1 Ninth Street
4 -- - ' ', . -alf Q -f.,. .5 . ' -- - . -' :VS-.
Ahstracters of Lots and Lands in Weld County. Greeley, Colo.
Corner Ninth Avenue and Sixteenth Street-just across from Campus
Note and Composition Books Normal 85 College Pennants
lnk and Pencil Tablets Normal Stationery
i Art and Drawing Material Full line of Tennis Goods
SOUVENIR POST CARDS NEVIN'S COLLEGE CANDY ICE CREAM SODAS
D E N V E R COLORADO
, k,i A O iv.- Y, ,aaa
Headquarters for Exclusive Styles
In Young Men's Clothes
Our new line of 'gMay Special" UChesterlield" and "Student'l
Clothes which are strictly hand-tailored, embody all the latest
ideas in clothes craft sought after by particular "college chaps"
Choice of the new browns, tans, olives, also London smoked and
elephantls breath grays, as Well as a handsome assortment of fancy
mixed patterns. An endless variety of fabrics to select from, at
SISLOO, S2o.oo,. 5525.00 and 530.00
THE COLORADO TEACHERS' AGENCY
Can and will assist Normal Graduates to desirable positions
CNEELEY, A g COLORADO
w, H, FAM, President E. J. DECKER- Cashier --
B. F. JOHNSON, V. Pres. F. E. GILL. Asst- C3 h A L W A Y S
Capital, Surplus and Undivided
Profits, : 1 : : 585,000.00 Up,t0,Dat9
W. H. Farr, B. F.johnson, j. B. McCutcl-neon. A. A d
Alf d Leaver, E. R. Tha , H. A R ll
If y f stomers and
11 5 tributed t
p p ty th k 5 most hea t
ly W r d d' 1 ' 'mu
t ll t p t "th us and U
d t d .t me:s
everv possible assistance.
. H YS tu IO
Safety Deposit Boxes for Rent avv Greelzya Colo-
-.unnun nan: 1 n nur-nun: nnnunn x munuu aan:-un in vu
n:f':::. ZL'iZ1-.um----.-. 1- hiv.nxnnrfr-ruin.:-r A .nur-nu .nv-mln. A y
T e Shaw Dry oods Co
Complete Stocks Harry H. Shaw, Pres. Lowest Prices
Cloaks and Suits, Millinery, Dress Goods,
Silks, Hosiery, Underwear, Laces, Embroid-
eries, Shoes, Neckwear, Ribbons, Etc., Etc.
Greeleyis Style Center T
'First with the styles," is our motto. Greeley women know that
they can come to Shaw's and in a brief survey get a clear and com-
prehensive idea of Fashion's trend in every line. They know that
what they see will be authoritative. They know our showing is complete
The Store that Emphasizes
Here in Greeley people count a purchase of goods from this store
as carrying sufficient guarantee of merit. The best-not the next
best-has always been our aim. There may be less profit for us in it,
but it satisfies our customers. You can always have confidence in
trading at Shaw's.
. The Store of Good Service
A great business cannot be built up in a day. It must be as thor-
ough in the smaller details of its service as in its broad and important
movements. This store began at the beginning to do things well-to
serve its many customers carefully in every detail of their require-
ments. Adherence to this same principle has brought Shaw's store to
the front today. Your individual needs are our especial business
whether they be .small or great. Good service in little things has
brought this store to its high position today and will bring it to more
perfect completion in the future. Make Shaw's your trading place,
your meeting place, your stopping place-it means economy for you
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Glacbe Ia llboubre
llbublisbeb bg the Glaze of 1908
Giolorabo State 1Hormal
Ebe flbembero of the Glam of '07,
Jfor one abort gear our partners in pleaeure ano
otrifefgour frienoo forever,
Zibio book is affectionatelp oeoicateo.
JBoarb of Crustees
Hon. L. H. Turner . . Trinidad
Hon. L. W. Markham . . Lamar
Hon. Richard Broad, Jr. . . Golden
Hon. C. H. Wheeler, . . . Greeley
Hon. Milton R. Welch . . . Delta
Mrs. Thalia Rhoads . . Denver
Miss Katherine ,Craig .I . . . Denver
Richard Broad, J r ..... . President
A. J, Park . . . . Secretary
J. M. B. Petrikin . . . . Treasurer
In keeping with the precedent established by
the class of 1907, the class of 1908, thru us, its
Board of Editors, leaves to its Alma Materavolume
of the Cache la Poudre. Tho it be imperfect, We
have no apologies to offer. In our humble Way We
have tried to carry out the Wishes of our class-mates
and to present Normal School life from the student's
vievv' point. As a heritage of our renowned and
illustrious class We leave this little volume with the
students, teachers and friends of "Dear Old
Normal". That it may serve in coming years to
call to mind the sacred memories of youth and
school-day pleasures is the sincere Wish of the
Cache la Poudre editors.
wbbs anb Enbs.
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COLORADO STATE NORMAL SCHOOL LIBRARY.
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Z. X. SANYDER, PH. D., President
What could more fitly describe Z. X. Snyder, President of the State
Normal School, than the inscription, "If you seek this greatness, look around
you." Sixteen years ago the State Normal School Building was so meager
and inadequate, it scarcely deserved so dignified a name, but by the earnest
effort of one man, who had the determination and integrity to make a suc-
cess of whatever he attempts, we can now say, perfectly unafraid that any
one will attempt to refute our statement, that we have one of the best Normal
Schools in the west.
What does it mean? What does it show? Nothing but this: thata man
who had the desire to raise the educational ideal of a state, had with it the
wisdom to settle systematically to work and the patience to wait' until the
daily work of the years culminated in this kind of a monument. To say that
it has taken brains to accomplish the work Dr. Snyder has done is putting
it indefinitely. Tact, amiability, with a nice amount of pertinacity, has
won for him many a well deserved tribute. With tact you all know there
must go a certain amount of lieniency, lieniency bespeaks clearsightednessg
all this and more is found in Dr. Snyder, with due regard to his business
qualities, his teaching capabilities, his efforts to rouse and raise the best
within his students. We must not forget to pay due homage to his neolog-
ical ability, which we are made aware of so early in our meetings with our
Students in their last year in school hear Dr. Snyder say a great deal
about adjustability and adaptability to environment, and one can offer as an
argument that he understands fully the pros and cons of the case and gives
us a fair example of adaptation and adjustment in his personal attitude
toward the school faculty and students as it now stands and as it was when
he undertook the task he has so charmingly developed.
LOUISE MORRIS I-IANNUM, PH. D., DEAN OF WOMEN.
Department of English, Literature and History
Louisa DIORRIS HANNUIXI, Professor.
"To say ilflmf gow fzmrn rlmw is not f.lZZ.U!l,!fS fo say zulmf you wwf. And only
zqlfaf you arc 7llKlf?lC'7'S f'fw"r1nNy.'l
Miss Hannum, as dean of girls, necessarily comes into intimate contact
with the students of the school, and seeks, as far as her department Work
permits, to interest herself in all sides of their life. Since her sympathies
are, by nature, rather with the deeper than with the more superficial phases
of experience, newcomers sometimes make the mistake of supposing that
she does not know all their perplexities, and Wishes, and trials. But these
things pass, While there remain problems of thought and life which Miss
Hannum has the keenness to comprehend and the earnestness to meet with
sympathy and Wisdom that takes hold of the lasting issues. Seeking to
make her department practical in its relation to the fundamental Work of
the teacher, she arouses her students to the fact that there are fields of
needed effort about them Which it is Well Worth While to explore and to fit
into the scheme of living and training others to live. Miss Hannum is direc-
tor of the English department now for the tenth year, and her influence
upon the students and upon their feeling for the imaginative side of educa-
tion has been very marked.
JAMES HARVEY HAYs, A. M., VICE PRESIDENT
Department of Latin
There is one man seldom met with in classes, except by those who take
elective Latin. That man is Prof. J. H. Hays. But we all see him at least
six times in the two years we spend in this, our dear old school. Need I
explain further? HaVen't you all girded your armor on just a trifle more
securely, fixed a wan smile upon trembling lips, and marched, "with unas-
sured tread and slow," to a seat in that waiting line of maidens? Another
way in which he has been endeared to us is that in his generosity of spirit
he often permits and assists us to make an astounding effort to sing, true
to time and note, a new song in chapel. '
Prof. Hays has been Vice-president of this institution since 1891, and by
his quiet, unassuming, yet forceful, manner has become one of the magnets
toward which all students naturally turn. He has that keenness of perception
and the logicalness of mind that would make him as successful in the business
world as he is in the professional world. '
GURDON RANSOM MILLER, PH. B.
Professor of History and Sociology.
"And now if I be permitted to go
ABRAM GIDEON, B. L., M. A., PH. D.
Professor of Modern Foreign Languages.
"You don't articulate Well."
ARTHUR EUGENE BEARDSLEY,
B. S., M. S.
Professor of Bioloffv and Economic
"What is it? Eh, what do you
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ELIZABETH MAUD CANNELL
Director of Kindergarten
"It is quite fashionable in other kinder
WILL GRANT CHAMBERS, A. M., M. S.
Professor of Psychology and Child Study
"They are Very much alike and yet Quite
different. ' '
ELEANOR M WILKINSON
Professor of Domestic bcience
Oh, Oh, don t stu too much
SAMUEL MILO HADDEN, Ph. B., A. B.
i Professor of Manual Training
"'Yes. I'll help you in a minute."
GEORGE BRUCE HALSTED, A. B.,
A. M., Ph. D., F. R., A. S.
Ex-Fellow of Princeton Universityg twice Fel-
low of john Hopkins Universityg Intercolleg-
iate Prisiznang sonietiine Instructor in
Post Graduate Mathematics, Princeton Uni-
"I Wouldn't change any of you, if I
could, but I would have it all happiness
for you. "
WILLIAM KENNEDY STIFFEY
Professor of Vocal Music
"If I could make you see things
y Way. "
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FRANCES TCBEY, B. S.
Professor of Reading and Interpretation.
"Yes, yes. All 1'ight.,'
Professor of Drawing and Art.
i "The art room is like achurch' walk
quietly. " I
FRANCIS LORENZO ABBOTT, B.S., M.A.
Professor of Physical Science and Physiology.
"Let us see, just let me think a.
SELA BOYD, PH. B., PD. B,
' 'Hadn't you better change your seat to another
table? ' '
ALICE E. YARDLEY, PD. B.
'TH get it in a minute."
1 W ixii -
ALBERT FRANK CARTER, M. S.
Librarian, Professor of Bibliography.
I think you will find them in the other
case. ' '
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-A pig? LEVERETT ALLEN ADAMS, A. B., M. A.
- T ' Professor of Natural History.
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GEORGE WASHINGTON BARRETT, M. D
Professor of Physical Education.
'Well now, for instance."
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This is simply great.
HANS WELLER HOCHBAUM, B. S. A.
Professor of Agriculture, Nature Study and
"I am rather easily fussed. "
"What can I do for you."
ACHSA PARKER, M. A.
Preceptress of High School, Associate Professor of
English Literature and History. 1
"We are extremely careless about some
ROYAL WESLEY BULLOCK, PH. B.
Principal of High School.
"I quite understand Your atti-
tude. " '
MARSHAL PANCOAST, B. L.
Assistant Principal of High School.
"It isn't such a joke as it
ETHAN ALLEN CROSS, B. A., PH. M.
Associate Professor of English and Literature.
"IWar1t my students to quote me
correctly. ' '
J. C. KENDEL
Associate Professor of Music.
"Let's have that over again. "
DAVID DOUGLAS HUGH, B. A., M. A.
Superintendent of Training School.
Come to my office and I'11 look into this
E. D. RANDOLPH
Assistant Critic Grammar Grades,
Edgar Dunnington Randolph came to the State Normal School from that
fine old state of Illinois and brings with him that thoroughness of equipment,
progressiveness and immutability of ideals that always have been, and
always will be, the foundation, and yet, the finishing touch to the making of
an irreproachable man. Mr. Randolph graduated from the State Normal
School of Eastern Illinois in the year nineteen hundred and three. After
iinishing this course he became instructor in English in the Normal School
of Terre Haute, Indiana, afterwards accepting the position .as instructor of
English and Latin in the High School of Gays, Illinois, which position he held
for two years. He is a man of much executive ability and determination,
conservative and sincere in his attitude toward his work. It would be un-
seemly if such a fortunately, equable person had no hobby or idiosyncrasy
with which we might find fault. It seems though that there are but two-
things to which he adheres, tenaciously, namely: his age, and modesty com-
pels him to refuse absolutely to have his degree mentioned or to be called
professor. We can readily forgive these slight peculiarities if he will only
continue to marshal the small boys and girls up and down the corridors in
that inimitable way of his. -
DORA LADD, PD. B., B. S.
Training Teacher Upper Primary Grades.
"Be more animated, but d0n't talk too much. " Q
ELIZABETH KENDEL, PD. B., PD. M.
Training Teacher Lower Grammar Grades.
"I am busy, but I will do it."
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CHARLES W. WADDLE, A. B.,
' M. A., PH. D.
Assistant Superintendent Training
Training Teacher Upper Grammar Grades.
"I will look after that now."
ALICE N. KRACKOWIZER, B. S.
Assistant Critic Primary Grades.
There is much improvement since you started." -
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BELLA B. SIBLEY, PD. B., PD. M.
Training Teacher Primary Grades.
"You are advancing noblyf'
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- -' 5-5235 Slfiiif'
Homer Kyle . . .
Susie Barry . . .
Ethel Isham . .
Guy Roberts . .
Frances Doull .
William McKelvie .
Margaret Taylor .....
Brainard Allsworth ....
Fred Ramsdell . .
Glass of 1908
Gold and Golden Brown.
"Learn to live."
Sis! boom! ah!
Seniors! Seniors! Rah! Rah!
President . . .
Secretary . . .
Treasurer . . .
. . Sergeant-at-Arms
. . President . . .
Secretary . . .
Treasurer . . .
. . Frances Doull
. . Harry Johnson
. Fay Brainard
. Susan Cleverly
. Sherman Howard
. . Homer Kyle
. Margaret Taylor
. . Fay Brainard
. Chas. Newcum
Call not back the dear departed,
Anchored safe Where storms are o'erg
On the border land We left themg
Soon to meet and part no more.
'lxgbia Eligabeth 1bavohin9
March ninth, eighteen hundred eighty-eight.
October twenty-fourth, nineteen hundred six
Susie jfrancea LfBarrQ
April first, eighteen hundred ninety.
August thirtieth, nineteen hundred seven.
HOMER L. KYLE
First term 1907
SHERMAN H. HOWARD
Second Term 1908
Second Term 1907
First Term 1908
Sherman H. Howard
Senior Class President. 62d ternm
"To know thee is to honor thee.
Class Editor Cache la Poudre.
"Ever gentle, good and trueg
A friend to me
A friend to you."
May Elizabeth West
"Of manners gentle,
Of affections mild."
Sadie M. Myers
Del Norte, Colo.
"A quiet, sensible vvon'1an."
Bessie B. Montague
"Such an unassuming maiden."
Nell J. Cain
ou sayest an indisputahle thing in such
"Her hair is like the fine,
Clear amber of a jostletl wine."
"Silence became such a friend."
9 Edna Gruber
Las Animas, Colo.
"Thou hast no sorrow in thy song
No winter in thy year,"
10 Mabel Wilkenson
G: eeley, Colo.
"Thy studious mind is ever evident."
11 Luella E. Daven
"To see her is to love her
Love but her and love forever?
12 Hallie Gammon
"Thy frankness will ever be admired."
13 Clarice M. Philips
, Denver, Colo.
"XVith wisdom fraught
Not such as books,
But such as practice taught."
14 Etta M. Donaldson
HHer heart is as true as steel."
15 Susie V. Burkitt
"Language was given us that We might say
pleasant things to each other?
16 Clara L. Martin
Denver, Colo. 1
"Delightful task! to rear the tender thought,
To teach the young idea to shoot."
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1 Homer Lewis Kyle
.President Junior-Class. fist tel-m.l
Vice-President Senior class. 62d term.J
President Francescion. t1908.D
"He speaks reservedly, but he speaks with
Nor can a word be changed but for a
2 E. Myrtle Dawson
"An inviting eye, and yet, rnethinks, quite
3 Lela Molly Stark
Colorado Springs, Colo.
"So firm, yet softg so strong, yet so refined. "
4 Mabel A. Faris
Sulphur Springs, Colo.
Proof Reader, Crucible.
"Cudgel thy brains no more about it."
5 Edith A. Wimmer
"Wise to resolve and patient to perforlnfl
6 Ina M. Thoberg
'tMeet then the Senior, far renowned for
W'ith rev'rent awe, but decent confidence?
7 Lizzie Adelle Porter
"A Wonlan who did her own thinking and
needed but little advice."
8, Emily Alice Emery
Sugar Loaf, Colo.
"Her for the studious Shade kind nature
form 'd. "
9 Bernice Bacharach
Colorado Springs, Colo.
Kindergarten Editor, Crucible.
" lTis very sweet to look into thy fair and
10 Russie Douglass
"O Douglas, Oh Douglas!
Tender and truef'
11 Lillian A. Weckel
'tFull many a flower is born to blush unseen,
And waste its sweetness on the desert air."
12 Edna L. Wills
"Exhausting thot, and learning wisdom with
each stndious hour."
13 Barbara Dixon
Colorado Springs, Colo.
"Oh be less, be less enchanting
Let some little grace be wanting
Let my eyes when I'rn expiring
Gaze awhile without admiring."
14 Florence Barrett
"Deep in her heart a passion for fun grows,
In spite of troubles, storms and woes."
15 Nellie M. Thompson
'She speaks, behaves and acts just as she
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1 Juanita Bell
"Happy, kind, and free
Weclrlecl thou shalt be."
2 Lina C. Webber
Sugar City, Colo.
"A good man never dies?
3 Ada Tupper
Literary Editor Crucible.
"Thy rapt soul sitting in thine eyes."
4' Florence E. McGowan
Ft. Collins, Colo.
Exchange Editor, Crucible.
"As pure and sweet her fair brow seemed
eternal as the sky."
5 Allie Archibald
"Still achieving, still pursuing,
Learn to labor and to wait."
6 Anna Agnes O'Connell
'tGround not upon dreams, you know they
are ever contrary."
7 Mercedes Irene Coughlin
Silver Plume, Colo.
"Everyone is the architect of his own for-
8 Isabelle Warner
"A face with glaclness overspread!
Soft smiles by human kindness bredf'
9 Florence M. Lane
Rocky Ford, Colo.
"Her speech is graced with sweet sounds."
10 Cecilia M. Lawler
"Deep sighted in intelligences,
Ideas, atoms, influences."
11 Edith Rowe
"A gentle woman, sweet and firm."
12 Charles Le Roi Newcum
h Greeley, Colo.
Secretary of Start Cache la Poudre.
Sergeant-at-Arms Senior Class. 42d Term.
Captain of N. H. S. Cadets.
"A self made man.,'
13 Emma Carolyn Wolfe
"Constant as the Northern star,
She hath Dianafs wit."
14 Hazel Hoagland
"A sweet attractive kind of grace,
A full assurance given by looks,
Continual comfort in a face."
15 Florence K. Preston
"How poor are they that have not patience.
16 Bertha Serena Gjellum
"Humility that low, sweet root
From which all heavenly virtues shoot."
17 Edwina Marie Alan
"A frank and open countenance."
:M 3"'., -
9 , ,
1 Wm. R. McKe1Vie
I 1 Hygiene, Colo.
Vice-President Senior Class. Clst term.J
President ofCl1o. l2d term.J
Advertising Agent, Crucible.
"He reads muchg He is a great observer, and
he looks quite thru the deeds of men."
2 Maye Murray
Las Animas, Colo.
"Her voice so gentle
Bespeaks of her rennementf'
3 Ethel Roberts
. "A ministering angel shall she be."
4 Caroline Josephine Feiertag
Ft. Lupton, Colo.
Pedagogical Editor, Crucible.
"Gentle and true, simple and kind was she."
5 De Votie Alpharetta Lemmon
"Gentle in speech, benedcent in niindf'
6 Carrie Margaret Deitrich
Monte Vista, Colo.
"From labor health, from health content-
ment springg Contentrnent opes the source
of every joy.'l
7 Mamie E. O'Connell
"A true and noble woman."
8 Nellie R. Sampson
"ln virtues nothing earthly could surpass
9 Edith L. Forbush
Advertising Agent, Cache la. Poudre.
"A sweet and kindly disposition with a dig-
nified manner is wornan's chief charm."
10 Bonnie E. Wade
"Deep brown eyes are running o'er with glee,
Blue eyes are pale, and grey eyes are soberg
Bonnie brown eyes are the eyes for ine."
11 Eva Watson
Lake City, Colo.
"Be not always on affairs intent.
But let thy thots be easy and unbentf'
12 Trumbel Lois Gavin
t'Not forward but modest, and patient in
13 Rutha Hullender
"A mants best friend is the honest teacher."
14 Letitia A. Scott
"A good book is a Student's greatest friend."
15 Attie Dean Moore
"Modest doubt is called the beacon of the
1 .Fay Brainard
Advertising Agent, Cache la Poudre
Class Treasurer, 62d term, '07, 'OBJ
"No Wher so besy a man as he there n'as,
And yet he seemed besier than he was."
2 Frances Doull
Editor in chief, Cache la Poudre.
President Junior Class. C:Zd term.J
President Senior Class. flst term.J
"A noble type of good heroiciiwomanhoodf'
3 Mabel Grace Padget
K Greeley, Colo.
"Be true to your word and your work and
your friend. "
4 Florence Anna Thompson
"The love of learning the sequestered nooks
and all the sweet serenityxof books."
5 Etta E. Lapharn
Grand Junction, Colo.
'WVin hearts, and you have all men's hands
6 Margaret Florence Marron
"Not aw'd to'duty by superior sway. "
7 Elizabeth Howard
"A woman good without pretense!
8 Bernice Lorena Comstock
"XVhatsover she doeth, she doeth well."
9 Ada Bell Crawford
"Tell me hast thou beheld:a fresher gentle-
Such war of red and white within her
10 Ruby Ruth Curnley
"Kind words are the music of the world.',
11 Alice M. Chester
"You, by the help of tune and time can make
that song which was but rhyme.
12 Guy Halbert Roberts
Sergeant-at-Arms Jumor Class. Clst terrn.l
"In doing what We ought we deserve no
praise, because it is our dutyf'
13 Irrnagarde Latson
Rocky Ford, Colo.
"Fair as the dawn light on the sea,
Blue eyes and happy girl is she."
14 Mary Ethel Dale
"At sight of thee my gloomy soul cheers up,
My hopes revive and gladness clawns within
15 Iona Brainard
"The world knows nothing of its greatest
16 Deborah Anna Ross
" 'Tis the mind that makes the body rich."
- .giji -.xi
F - w'-3..
X-: 'N x .,
1 J. Truby Cameron
President Clio. Clst terrn.l
Advertising Manager Cache la Poudre. '07,
Business Manager Cache la Poudre, 'o8.
"One who never shirks his duty."
2 Irmagarde H. Harris
"The joy of youth and health her eye dis-
And ease of heart her everyzlook conveys."
3 Mabel A. Haney
"'Tl1e happy have whole days and those they
4 Helen Marie Sopp
"impulsive, earnest, prompt to act."
5 May Alice Barrnettler
"The milmlest manners and the gentlest
6 Edna June Purdy
Pedagogical Editor Cache la Poudre.
"This maiden of diligence and happiness."
7 Myrtle Loletta Blair
Athletic Fditor Cache la Poudre.
"Queen rose of the roseburl garden of girls."
8 Julia Murray
"All nature is thy province, life thy care."
9 Alice Irene O'Boyle
"Health and cheerfnlness mutually heget
10 Mabel Stephen
"Now see that noble and most sovereign
11 Merna B. Robison
'A gentle teacher thou."
12 May E. Desjardins
"The brighest ray to light up the night of
iliscouragement emanates from the star
of true friemlsllipf'
13 Grace H. Wilson
"A good woman is an excellent thingfor
those who know how to appreciate her
14 Bessie L. Sperry
Colorado Springs, Colo.
"So unaffecteclg so composed a minrl,"
15 Joysa P. Gaines
Art Editor Cache la. Poud re.
President of Art Club. flelof-1.J
"ln framing an artist, art hath thus rlecreerl
To make somegoocl, hut others tueXC1:t'rl."
.4 .,., ,,,.:Q
1 Brenda Floyd
"All people said she had authority."
2 Holcie Victoria Rosedahl
"None but herself can be her parallelf'
3 Vera M. Linn
"In faith, lady, you have a merry heart."
4 Eva Matilda Berg
Colorado Springs, Colo.
"Be good, sweet maid, and let who will be
5 Leota Glenn Thompson
Las Animas, Colo.
"Her cheerfulness is an offshoot of her good-
6 Elizabeth Miner
Crested Butte, Colo.
"Whose little body lodged a mighty mind."
7 Alice Loave Dobson
t'Thotless of beauty, she was Beautyls self."
8 Catherine Susan Cleverly
Joke Editor Cache la Poudre.
Sergeant-at-Arms Junior Class. Czd term.J
"Enjoy the present hour, be thankful for
And neither fear nor wish the approaches of
9 Hortense Evelyn Knapp
Organization Editor Cache la Poudre.
"Eyes and ears and every thot,
Are with her sweet perfections cauglitf
10 Bernice Kingwell
"And fair she is, that inine eyes prove true
11 Rosalia Geiger
'tLet us enjoy pleasure while we canfl
12 Georgina Anderson
'tQuiet tall-1 she liketh best.
In a bower of gentle looks
lR'atering flowers or reading books."
13 Iona I. Twoiney
"Keep going and growingf'
14 Iva Mallonee
"XVitli eyes that looked into the very soul
Bright and black and burning as a coal.
15 Catherine Beck
"A pleasant face, a happy soul."
16 Blanche Beatrice Byron
t'Her very motion shows happiness."
17 Margaret Taylor
Proof Reader, Crucible.
Secretary of Senior Class. 119083
7 7 17
"She s beautiful and therefore to be wooed
L - 1.165
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. .-f my '
, Q X
.3 4: , . ii,
. K .v
1 Minnie M. Dailey
"A giver of joy."
2 Cora Carolyn Burns
t'Attempt the end, and never stand to doubtg
Nothingls so hard but search will 'find it out. "
3 Mabel Prudence Benning
i Pueble, Colo.
Art Editor, Crucible.
"She was good as she was fair,
'With light blue eyes and flaxen hair.'l
4 Nellie Horton
I Pueblo, Colo.
"She doeth little kindnesses, which most
leave undone or despise."
5 Olive Delling
"Oh, she is fairer than the evening air
Clad in the beauty of a thousand stars."
6 Josie Laura Peterson
"XVho mixed reason with pleasure, and wis-
dom with mirth." '
7 Elsie Lavinia Alexander
"XVearing all that weight of learning like a
8 Louisa Ruth Baird
"Be not disheartened then, nor cloud those
looks, that want to be more cheerful and
9 Charlotte Anna Sackette
"The proper study of rnankind is man."
10 Pearl Wieland
La Junta, Colo.
"I would study, I would know, I would ad-
11 Julia B. Redden
"She doeth all things well."
12 Jessie Force
t'Silence is the perfectest herald of joy."
13 Mary L. Cramer
"Thou hast so good a heartf'
14 Mary E. Beatty
La Junta, Colo.
"Blest with a good reason and sober sense."
1 Wm. R. Hurley
"Most unassuming of our men."
2 Clara B. Shattinger
"Men at some times are masters of their fatesw
3 Mildred Johnson
"A maiden never boldg spirit so still and quiet,
V that her motion blushed at herself?
4 Ella Brooks
Ft. Morgan, Colo.
"A great mind is a good sailor as a great
heart is. "
5 Bonnie Bonham
"All my ambition is, I own,
To proit and please u11known.'7
6 Ruby A. Gardner
"I have but one lamp by which my feet are
guided and that is the lamp of experience."
7 Fred Ramsdell
Sergeant-at-Arms Senior Class. flst Term.J
"The nymph surveys him, And beholds the
grace of charming features and a youth-
8 Bessie Adalaide Prescott
"And in mind very wise."
9 Goldie Prudence Vanatta
Colorado Springs, Colo.
"The manly part is to do with might and
main what you can do."
10 Mollie Elsa Surnrnicht
"Who does the best his circumstance allows,
Does well, acts noblyg angels coulcl do no
11 Isabelle Hamilton
"She with all the charm of woman,
She with all the breadth of man."
12 Harry E. Johnston
Secretary of Junior Class. f2cl term.D
"The man that makes a character, makes
13 Mary M. Stryker
"Her heart is an ocean wirle and deep
'Where swirling waves of frienrlship sweep."
14 Leona Liddith Desmond
"Mischief, thou art afoot."
15 Brainard H. Allsworth
La Junta, Colo.
Treasurer Senior Class. fist term.J
Business Manager Crucible.
t'True as steel."
My . f,,
.4 - '
6 fl v
' U 4
Inga June Callaway
General Notes, Crucible.
"The force that fails not."
Nellie Margaret Statler
President Y. W. G. A. ,f1908.l
General Notes, Crucible.
"None know thee but to love thee,
Nor name thee but to praise."
"Harmony with every grace
in the fair proportions of her face."
Eula A. Smith
flower of sweetest smell is shy and
Lake Elmo, Minn.
mind was the purest treasure mortal
Nellie Nancy Clark
Y. W. C. A. Editor, Crucible.
"She is pretty to walk with,
She is pretty to talk with
And pleasant, too, to think on."
Hazel Leah Soister
tho all resourceful must bow neath
the decrees of heaven."
8 Edith Marx
"He is truly great who hath a great charity. ' l
9 Helen Smith
Literary Editor Cache la Poudre.
t'She has a woman's mouth with all its pearls
10 Dee Williams
"She is short and stout and round about."
11 Marie Anna Kouba
"A modest maid, yet self possessed withal."
12 Esther Bailey
" 'Tis only noble to be good."
13 Florence Eleanor Noll
"A radiant star whose luscent light
Illumes the gloom of life's4dark night."
14 Flora Bennett Deane
"There was a soft and pensive grace
A cast of thot upon her face.'7
1 Laura E. Mau
Young America. Minn,
"My mind is my kingdonifl
2 Eva M. Earle
Music Editor Crucible
"She has so kind, so apt, so amiable a dis-
3 Nellie Bergstrand
"But thou bringst valour, too, and wit,
Two things that seldom fail to hit."
4 ' Edith Brake
President ofthe Clio, ed term. C1907.D
"Round her she makes the atmosphere of
5 Frances Gibson
"The strongest anchor in the storms of life
is the love and conndence of a friendf'
6 Lola Taylor
Exchange Editor Crucible.
"A mind at peace with all below,
A heart whose love is innocentf'
Seniors Whose pictures do not appear:
7 Julia Mallaby
Dramatic Editor Cache la. Poudre.
"Composure is thy charm."
8 Jessie K. Fry
"When in the course of human events it be-
comes necessary for us to scrap, let us scrap."
9 Susie M. Parker
"She is so very studious
And strictly mindeth every rule,
And should she ever misbehave
XVe are all sure 'Lis not in school."
10 Emma Lee
"She is wise who doth talk but little."
11 Jessie M. Gordon
Colorado Springs, Colo.
"Be fair or foul, or rain, or shine,
The joys I have possessed in spite of fate are
12 Ethel Carter
"The noblest mind the best contentment
Louise Holderer, Denver, Colo.
Elizabeth Harnberger, Golden, Colo.
Myrtle Baird, Greeley, Colo.
O. C. Zingg, Greeley, Colo.
Julia Rose, Colorado Springs, Colo.
Annie H. Goodrich, Greeley, Colo.
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Popular Library of Songs and Rah-Rahs, Charitably
Dedicated to the Juniors, Colorado State
Normal School, 1908
VVang, bang, siz, boom, bah!
Rah! Rah! Rah!
"I'1l Do Anything in the Wo1'ld for You."
juniors, there is no room in this world for
We will help you get out if you wish us to.
We'll knock you, slam you proper,
For you're not even worth a cop-per,
VVe'll do anything just to get rid of you,
Clickety! Clackety! Sis!
Rah! Rah! Rah!
"The Junior's life hangs by a threadg
Let it hang," the Junior said,
"For every dog must have his clay,
So we'l1 go marching on our way.
NVe'll march along and sing our song,
Let laughter ring amid the throngg
We'll pass along without a care
And leave the junior hanging there.
Sis! Boom! ah!
Seniors, Seniors! Rahl Rah! Rah!
Tune-Chorus of "School Days."
juniors, juniors, dear innocent juniors,
We're sorry we've heat you but you'll have your
ln fighting a class in the very same way.
So don't let your spirits drop a jot.
For we can advise you an awful lot.
VVe'll coach you and show you a thing or two
XVhen the time comes for us to be friends.
Rip, bang, hip ho,
Get there, by twos and fours!
Set tire! SENIORS!
This is the day for our caps and gowns,
A sign that we are wise, l
'We have earned our pleasure by ourefforts gran
VVe've scored all the victories in this school-
Beat the juniors by a mile,
So today we're marching onward in a band.
NVe wear our gowns with dignity,
W'e march with stately tread
To the echoes of our voices so sublime,
XVe gracefully followed an uphill track-
VVe've earned our caps and gowns,
So we sing it all to you in simple rhyme.
'Who are we? Who are we? SENIORS!
"Oats, Peas, Beans and Barley Grows," etc.
Monday the junior came to school,
And Erst of all he broke a rule.
He stood there talking in the hall
And Dr. Z. X. made him bawl.
Tuesday to school he drove his horse,
Lacking in sense of course, of courseg
You notice now he's looking pale, Why?
He tied that horse to the campus rail.
Wednesday he brought his goat with him,
The poor little thing was weak and slimg
He acted just as Irs. do,
And then he went skiddo, skiddo.
To the library Thursday he did go,
The rules in there he did not know,
His manners rude now cost him dear,
He never went back because of fear.
Friday he came with paint and brush,
He was late and made a rush,
He got one look then turned at the door,
lVe found him bruised on the lower Hoor.
Saturday night was the time of his life,
He started out to find a wifeg
" 'Tis ten o'clock," a voice did call,
XVe saw him scale the garden wall.
Sunday's the day of all the week
That this poor junior felt quite meek,
He went to church with other boys
And there was t'squelched" for making noise,
JU K RS.
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E. VAN GORDER, President
"He conquers who conquers himself."
Elizabeth Van Gorder
Lois White . . .
Phillip Lloyd . .
James Lockheart .
Frank Swart . .
Cherry and black!
Sis, Boom, Bah!
Rah! Rah! Rah!
. Elizabeth Van Gorder
. Die Hibner
. . Lois Wright
. James Lockheart
. . . President . . .
Vice-President . . . .
. Secretary . . .
. Treasurer . . .
. Sergeant-at-Arms . . . Frank Swart
Zlibe Qfuniors Maserve
FLossY, BELL, BESS AND J EssIE-Junior Girls.
A midnight spread in a Normal girl's room, typically furnished. News-
paper spread on the floor, with chafing dish, forming an attractive center-
piece. The four girls seated on the floor.
FLOSSIE. Now, Bell, you make the "rabbit,!' and Jessie will make the
fudge. Bess, you and I will make the banquet table on the iioor and get the
rest of the things ready. And, Bell, for goodness sake, make 'that rich
enough to keep us all home tomorrow, for we have to observe that "dear
Miss KnoWall" teach. According to the reports of some of the teachers and
herself, she is the most wonderful of the seven day wonders. Personally, I
believe that even poor humble I could do as well as she does.
BELL.-Oh, girls! Imagine Floss tyrannizing over that awful class of
eleventh graders. Really, dear, if you were there I am seriously afraid that
you would spend so much of your time trying to captivate the good looking
boys in the class that the "super" would take it from you.
JESSIE. CDodging a cracker aimed at Bess! Hush, O hush, girls! Or
you will have a torrent of wrath poured on your foolish heads in the form of
a calling down from your landlady. If you are chafing over observing Miss
Knowall tomorrow, whom even Miss Harmon calls good, what will you do
when it comes to observing some of the other Seniors? I took occasion to
watch Miss Sleepy the other day, and, I declare, girls, the class was so dull
that I had to pinch myself to keep awake. And the other girls say she is
not much worse than the average. I
BESS. Pray, don't be too hard on the Seniors. Remember that we shall
be there next year.
JESSIE. Yes, the Seniors tell us not to criticise because we couldn't do
any better, but even Mr. Art says that our class is a great improvement on
any of the preceding classes, and Prof. Hughell told us that he had at last
found a class in "Naughty-nine" that he expected to get good work from.
Come, on girls, the tea is ready. Let's drink to the health of our wonder-
ful class. .
O, here's to our class the peer of all others,
Made up of great minds, so illustrious and ine,
The class gaily sporting their cherry and black,
And waving their banners for nineteen naught-nine.
OTHERS TOGETHER. Good! Hurrah for our poet. .
FLOSSY. My, girls, don't we feel proud of such originality coming from
one of the quartet?
BESS. Indeed we do, but let's not get so excited that we forget to
drink the toast. I'll agree that observation is bad enough, but to have these
music exams come the ,same day, and then our art folios and English note-
books to be in this week. Oh, you fortunate Seniors! If your ballads are
the worst of your troubles, we wonder why none of your boasted intellect,
reality and cleverness is expended on your efforts with the coming genera-
tion. Come, girls, it's time to put out the lights. I'll wager we all dream
of observing Miss Knowall tonight, but it can't be any worse than the reality
tomorrow. ' ' Curtain,
Next afternoon. Another room. Jessie, Bell and Bess are actively en-
gaged in an animated discussion. Flossy enters excitedly and interrupts.
FLOSSY. Whew, girls, wasn't that discussion a corker? Do you feel
sufliciently squelched, I wonder? Are you bowing reverently and humbly in
your thoughts to the Seniors?
BESS. We did get taken- down, but think of poor Miss Knowall. Prof.
Hughell certainly picked her to pieces. And Miss Harmon, O my! To think
that that poor girl was there and heard it all.
A BELL. In the first place, Mr. Critic had to criticise her method of pre-
sentation so unmercifully, and then Miss Harmon, naturally disagreeing,
said the method itself was good, but she didn't carry it out right. Then they
both proceeded to find fault with her preparation. By the way, have you
thought out what an "aim" is yet, and how it differs from an Mend?" I
was thankful he didn't call on me for that question.
JESSIE. And what made Mr. Critic ask me what preparation I should
have made if I had been in Miss Knowall's place?
BELL. O, but girls, the way Prof. Hughell asked those rapid fire ques-
tions was enough to frighten anybody. "To what extent did the teacher
utilize the past experiences of the children to bring about the realization of
her aim?" "What opportunities were presented for the development of
self-initiative?" For the advancement of self control? "What alternative
procedures would have been as advantageously used?" "Was the aim of the
lesson fully realized?"
IA chorus of groans from alll
BESS. And then to cap the climax by asking us to write a full plan and
hand it in. '
FLOSSY. "O, that way madness lies, no more of that."
JESSIE. flaughingj It certainly does lie that way, or will, if we have
many more to write.
BELL. Girls, did you discover any commendable features whatsover
in Miss Knowall's teaching? From the discussion, I mean. I had a glimmer
of hope once-when Prof. Hughell said that her summary was good, but he
spoiled it all by adding those two terrible words, "all but." '
BESS. Yes, if they so much as hinted at a compliment, they immedi-
ately covered it up with something disagreeable. They didn't give us the
faintest excuse for thinking next year's teaching an easy task.
BELL. Pray, don't forget what Prof. Chamberlain said of his "atti-
chude" toward the class and their response.
FLOSSY. And Miss Harmon's Commendation on her unity!
JESSIE. Well, we have caught it pretty hard from the faculty for the
way some of our class have started out to criticise without really knowing
how, but just think! If we keep up this kind of observation and criticism
we ought to be able to do wonders next year. We surely are having enough
faults pointed out to us and in us. L
FLOSSY. That's what we are. For my part I shall henceforth walk
softly. But mercy! What awful discord is that coming up from the street?
My prophetic soul, it must be the Juniors.
JESSIE. That is all, my dear. Just a couple of Juniors singing minor
modes. Come on, Bell, we must go. Remember, we observe geography
next week. Good luck to you all in your plan writing.
DIVISION I.-Royer Young' Tierney Brown - I
Landers Sallen u O'Rourke NOFFISS Jones Hlbner
Flnch ,Jones Golrley I Boyd Horton Weeks ,
Smlth Chne Sterne P1eda1ue Reed Grant Cramer NOFFIS
Ross Granger Snooke Hubble Donivan Webster
DIVISION-II. Johnson Delling Yerion Noyes VanGorder White MoNicholgLs
.Beardsley Kennedy. Kelley Cegmeron Rosenberg Tracy Hartung' Tandy Matmg
Llttle Robertson Plerce Wmghb Toelull Geraghty . Burr Stevens
Carlson Wrxght Johnson McN1cho1as McAfee Bower Fllger Brown
DIVISION III.-Baller O'Gonnel MCOFGGPH
Dotson, Ingersoll Kuhnley i Lyon Feddi Smit
Long Wenger Weld Strang Overn Camp Ogle Danmls l .
' Thompson l Wxlhams
Mays Mahoney Bently L111y Reily Heenan
DIVISION IV.- I Cheng' Skank
Reed Lowe Heldman Locker Whlte Swartz' amma. Lookhart LeMoy Avison Baird Skinner Sheldon Imes
Bowles- Moore Urossby Ellerby Slaughter Wlsebart Lewls Rogers Lloyd Hoober Tucker Hutchinson Kuhnley
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flbobern Seconbary Ilibucation.
fAs seen by Pa I-Iadley.D
Well, ma, while I was up to Henry's place last week I went with his
girl, Mandy, to see the Normal High School, and to get some points on re-
cent educational notions. It does beat all things how they do now-a-days
A First, we went up to what she called the industrial history class. Forty
or fifty young folks about Mandy's age were gathered in a big room
that reminded me of Si Perkins' store down to the corner, just before he
went broke. There were shelves all around the room filled with a most
promiscuous stock of junk, but not a very full line of anything. They had
soap, and shoes, and vaseline, and spices, and paint, and breakfast, foods and
axle grease, and some second hand pots and jugs considerably mended up,
and some animal skins put up in jars in about "fifty-seven varieties." Mandy
said this was the museum, and that all these things had a bearing on their
studies. I asked her if the axle grease was to oil the bearings, but she didn't
seem to notice the question. She says they have a museum more or less
like that in every room now.
When we went in all the boys and girls were sitting around tables with
little pieces of different kinds of wood in their hands, and Mandy said they
were discussing the lumber industry. I tell you, ma, I never knew they
could make so much out of a few little boards. These youngsters talked
about "utilization of natural resources," and "conservation of timber," and
"forest reserve policy," and "forests as a factor in civilization" in a way
that made me dizzy. Mandy said that was easy, but that when they studied
"transportation and communication as the basis of culture and intellectual
advancement," it was pretty deep for her.
Up in the physics class we found some girls busy sweeping the room
with a piece of rubber hose. Mandy said this was a "pneumatic vacuum
cleaner" which the girls had made themselves. As near as I could make
out, there was some sort of a force on the other end of the pipe which gath-
ered up all the dust and dirt, burning it down in the furnace. Mandy showed
me a candy floss machine which she had made the week before, and
said that she had a mechanical bread mixer that would run as soon as she
got her sparker to work. I sized up the young fellow that was helping her,
but don't know whether he was the one or not. I thought she seemed a
little bashful about it.
After this came the agricultural class. There was Judge Simpkins'
girl and Dr. Bradshaw's girl and banker Talbot's daughter, and about twenty
other boys and girls that I wouldn't have expected to know a sorrel horse
from a horse chestnut, all talking about "the value of forage crops" and
Vbalanced rations. " If half the things those girls told are true, they know
more about feeding hens than our mothers knew about feeding babies. The
museum here was a sight too. There was all kind of farm tools, and garden
seeds, and grain seeds, and even weed seeds, all put up in glass cans. I
saw some mighty tempting looking preserves in glass jars that Mandy said
was commercial fertilizers. I don't know whether she was joshing or not.
When we went up to the art room and saw all the youngsters drawing
pictures and making mud pies, "working in clay" Mandy called it, it
reminded me of the time I used to get licked for making pictures in school,
and you caught it for playing in the mud. Times have surely changed.
Well, in the afternoon it was just the same way. Everywhere we went
there was always something doing, but it wasn't study by a long shot.
When we first went up, there was about twenty kids having a rough house
on the platform while the teacher sat back looking pensive and mildly criti-
cal. Mandy said this was a reading class dramatizing the mob scene in
"Julius Caesar. "
Down in the gymnasium was a class of about fifty girls swinging their
arms and jumping. Qld Dick Smithers used to make us jump some in
school, but he didn't call the exercise by any fancy names.
Then there was classes in cooking, and sewing, and making furniture,
and wood turning, and iron and copper work, and printing, and about all
the other things that a body ever has occasion to want to know. Icould see
that these scholars were just learning in school the things we had to pick up
the best way we could. Young folks now-a-days have a lot more to learn
than we did anyway, and they seem to learn it pretty well, and to learn
young. The notion in school now seems to be to work at something that is
interesting, and natural, and real, learning from people and from things as
well as from books, and doing things instead of just talking. Judging by
results I guess the "modern educationw is all right after all.
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Overson Bpwland Bashor Samqson Roberts Boneon Bly Truelson Wyatt Wyatt Svvedman
Malm Fxtzlnorrls Horton Mclndoo Jlllson Cozzens Sormgson Dotson Baab McKelvey Phelps Smder
B d 11 Rehn Dobson Lee
Dwining Hockanson Alden Jones ar we . I .
Hunter Swanson Kellog Saniord Bashor Hopkms Delllng Cozzens Konkel Todd Robb Yerlon
TENTH GRADE-I I I .
Wxlmarth Lausrhrey Shambo Olxver Ollver Beardsley Morris Bramgrd
ullver Sweet 'lfruelson Blalsdell Emory
Swanson Mott Anthony Hamlllon Moore McCul1om
Rrobert Shay Henderson Kennedy Bennet
Hunter Vaxl 'l'ur.ner
F1nch Doke Mundy Varvel McCoy Emerson Keefe
Musgrave Oarrithers Hopkins Lockhart Wadlin Steck Nordstrom Tibbits
ELEVENTH GRADE-Dellipi Sherman Cloqk Miller Carfaenter Bernethy Snoddy Johnson Stevens
Alexander .Sm1t Cary Werkhelser Gove -Ca v1n Bedford Kermode HHtCh1USOH
Goodwin McK1bben Rogers Zllar Kondel Graham Kyle I
Go McOrery Chestnut Rowe Blazr I
Gates Henderson Bradfield Peterson Cooper 'Pence Barromen Pame
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El Short Glourse in llbeoagogv
ln Six Easy Lessons, with Supplement and Teacher's Key.
For several years past a growing need has been felt among teachers for
some brief but accurate treatise on the art and science of teaching which
would give in condensed and systematic form those fundamental laws and
principles upon which pedagogy rests. This course is especially designed to
supply this need. It has been arranged under the supervision of a "faculty
of experts," and at all times adheres to the truth, even at the expense of
literary style. For this reason the student may rely implicitly on what he
learns herein. It is true, however, that though the course is intended to
impart valuable information, an attempt has been made to make the lesson
attractive by embellishing them with frequent illustrations, similes, out-
bursts of eloquence, and other rhetorical devices.
The work is arranged in six easy lessons in consecutive and logical order.
It is so simple and lucid that any child can understand it, and consequently
well suited to the intelligence of the ordinary teacher.
At the end of each lesson will be found a list of suggestions and ques-
tions, designed to be of aid in the preparation of the lesson. At the close
of the course are appended a supplement and a teacher's key, which, it is
hoped, will' be of help to those who contemplate becoming professionals in
the application of the principles contained in this course.
It should be constantly borne in mind that no other work of this kind
has ever been put on the market, and consquently we have labored under
exceptional difficulties in its preparation. We, however, feel that it will, in
some measure, supply a long felt want, and, while it is designed primarily
for young and inexperienced teachers, it is hoped that older teachers as well
will be benefitted by a perusal of this work. I
H1sToRY or EDUCATION.
Many teachers are not aware that education has ahistory, yet its history
is as exciting and full of adventure as a Chicago alley at midnight. In
this lesson we shall try to trace the main events in the evolution of education.
From the time the caudal appendage went out of style and the prehis-
toric ape began sleeping in a cave, down to the present day, the world has
been more or less infested with children. In fact, modern scientists have
conclusively proved that wherever a civilization has sprung up children have
been present to a greater or less degree. So much evidence of children has
been found in the homes of early cave men that most archeologists now agree
that they were present there in considerable numbers. fSee supplementj
The cave men did not findthem inconvenient and paid little attention to
them, trusting to the cave-bears, tigers, and alligators of that early age to
keep them from overrunning the country. Many of these children would
now be our ancestors had they not perished in this way. Gradually, how-
ever, with improved methods of hunting, the woods became depopulated of
their fierce wild inhabitantsg and mastodons became so scarce in London that
a meat famine occurred. On this account children began to multiply rap-
idly and soon became a social problem. Certain cannibal tribes hit upon the
novel plan of eating their offspring as a solution of the difficulty and others
sacrificed their children to their various gods. But these solutions of the
problem sickened our Aryan ancestors, so they at last hit upon the scheme
of collecting or corralling the children into a herd or school. Thus we see
that to our own ancestors belongs the honor of inventing the school for
children. CSee supplementj The school was governed by an adult individ-
ual called a teacher, whose duty it was to keep the children out of mischief
and immure them in hardships. Solomon, the Hebrew king and philosopher,
suggested the use of the birch rod as the best equipment of the teacher, and
until comparatively recent times it has been the custom to grant second
grade certiiicates on the ability to use this implement with sureness and
vigor. CSee supplement.D j 4
About the time the theory of evolution was at its height, some one sug-
gested that children in schools might be educated to do many cute and useful
tricks, and from this time on pedagogy becamea science. A modern teacher
is not only expected to take the responsibility of taking a child off its parents'
hands, but to instruct him as well in reading, writing, arithmetic, raflia work
and oral composition. Teachers, let us awaken to our responsibility.
Read lesson I over before trying to prepare it. There is no special rule
for the use of the supplement. Keep practicing till you think you know
Do not read the next lesson until you have mastered this one. -
Information concerning Solomon may be found in the Bible.
Children that attend school are called school children, the house in which
they are kept is called a school house. The teacher is called a great many
If the student feels that these lessons are too dry they may be diluted in
a glass of water if nothing more stimulating can be had.
QUESTIONS FOR PREPARATION.
1. What do you think of the monkey theory? ,
2. What do you know about it?
3. How do you account for the presence of children in primitive times?
4. Did any of your ancestors perish in their infancy?
5. How successful are the cannibals in dealing with the child problem?
6. How does their method compare in results with our own?
7. What is the noble function of the modern teacher? Write a ten page
thesis on this subject.
Having found that the school was evolved to take charge of the child,
our next step is to learn something about the child. ' I I
The child is a remarkable creature. No other species of animal creat1on
presents so many problems and difliculties to man, or rather to woman. To
understand the child best, we must not regard him as simplya noisy, freckled,
leggy biological, specimen but as a friendly and, in some ways, useful little
creature, a bundle of possibilities, a poem in flesh and blood.
When we say the child has uses we speak advisedly. In some Normal
schools, children are a part of the equipment of the laboratory in which the
prospective teachers practice and experiment. It is a well known fact that
if there were no children there would soon be no school teachers, and
sociologists declare that without children society would soon cease to exist.
Thus we see that even the most commonplace of things have their uses.
In this connection it is interesting to note that children have gone out
of style in France as household pets, and those of us that are constantly
looking abroad for something to ape are very prompt to follow the for-
eign fashions. In most "up-to-date" American homes their place is now
filled by Teddy bears, poodle dogs, monkeys, spiders, baby crocodiles, etc.,
which are prettier and less troublesome than children.
When the child is born he is full of undeveloped possibilities which it is
the duty of the teacher to unfold and develop. The child is primarily a motor
creature. He loves to play such games as "Indian, " because it gives him an
excuse to scalp his little playmates, and he loves to play marbles, because it
sharpens and develops his shrewd twentieth century business instincts. CSee
supplement? The child will also sometimes ight, if he can do so and show off
at the same time. The sweet and happy innocence of childhood is a beautiful
and poetic vision, but should not influence the teacher in his attitude toward
The child is not his own master, through a wise dispensation of Provi-
dence. Neither are his parents his sole masters, as might be at first supposed.
The child is controlled to a great extent by two forms ofenergy, the internal or
hereditary energies and the external energies called environment. The in-
ternal or hereditary energies may be classed as follows: racial, national,
parental and individual. These energies appear in the child in the form of
certain characteristics. A good example of a racial hereditary characteristic
is the nose. National hereditary characteristics are those inherited from the
nation to which the individual belongs, such as Celtic red hair or the German
tongue. Parental hereditary characteristics are those inherited from par-
ents, such as bad grammar. Individual hereditary characteristics are those
that the individual acquires for himself, as the chewing gum habit, burn-
sides, and sometimes complexion.
' All these energies must be taken into account in dealing with the child,
as he is the concentrated sum of all the oddities and peculiarities of all his
ancestors, racial, nation, parental and individual.
The outer or external energies that mold the life of the child are: the
home, the school, the state, the church, society, and nature. Nature is not
very important to the child. He uses it mostly to spend his vacation in,
hunting, swimming, or bugging potatoes.
The home is where the child eats and sleeps till he gets big enough to
run away. The school is the place where the child is sent at an early age to
keep him out of mischief and bad company. The state is what supports the
school and pays the teacher. The church is where the child goes on Sundays
to develop his morals and to sleep. Society is where the child puts in prac-
tice the cussedness he has thought up in the other places.
The period of childhood is very important, for it is a recoginized part of
the life of every normal individual. Few people have ever reached ma-
turity who have died in childhood. That, "the child is father to the man,"
is no joke, but a stern truth well known to modern philosophy, and on the
individual's success as a child depends to a great extent his success as an
adult. CSee supplementj
Do not study this lesson too hard or too longg it may causeabrainstorm.
When in doubt about the meaning of anything, consult the dictionary.
Children in all sizes for experimental purposes may be had at any good
home for foundlings.
QUESTIONS FOR PREPARATION.
1. What were your hereditary characteristics as a child?
2. Are they still the same? .
3. If so, how old will you be next summer if you live? If you do not
4. Give your reasons for thinking so.
THEORIES OF TEACHING.
Before we come to the actual practice of teaching, there are a few theories
which we should know, and it is the purpose of this lesson to discuss some
of these more important theories.
The fundamental theory upon which the modern science of pedagogy
rests is that the child should not be required to do ,anything that he does
not feel like doing. This theory sprang up because it was found that pupils
did what they liked to do better than they did those things which did notin-
terest them. The object of the modern teacher is so to present the work
that, while the child is really doing what the teacher wants him to do, he
thinks he is doing what he wanted to do all the time and didn't know it.
To present the lesson thus properly requires great skill on the part of the
teacher, for children are very shrewd in detecting the difference between
what they want to do and what some one wants them to do, but this only
adds zest to the sport. E
To follow out this principle of pedagogy, one must know what children
like to do, and here some more theories come in. As a supplement to the
evolutionary theory, we have the recapitulation theory, which says that the
child passes through the same stages of development that the race has
passed through. This theory makes the child a diminutive wild man and
explains many of its peculiarities. Thus the child will play truant to hunt
and fish, because his ancestors hunted and fished in the dim beginning of
time. The child loves to yell and beat tin pans because his savage ancestors
used these methods to scare the wild animals out of the chicken coops. If
the child shows a tendency to put tacks on the teacher's chair, or set the
alarm clock for some inopportune time, it is because these crude antics were
about the only form of amusement of primitive man. A
If he turns a pocket-full of mice or a young snake loose in the school-
room, it is simply his inherited love of adventure seeking expression. Even
a child's name is often the same as that of his ancestors. CSee supplementj
When we view the child in the glaring light of truth which this theory
throws around him, we are filled with pity for him. He is not responsible
for a thing he does, it is all due to his ancestors. and the worst of it is that
each child has twice as many ancestors as either of his parents have.
To trace the child through all the stages of his development from his
birth to that tall gawky age when he reluctantly harvests the last of his
milk teeth and feels the first pangs of calf love creep upon him, is a tedious
task unsuited to this brief course. Therefore we leave this theory with this
brief summary of the bare facts and let the student draw his own conclu-
sions. CSee supplementj
Another theory is that children do not think unless they have to. The
child is primarily a motor creature. He is a victim of Dynamogenesis Cwhich
is not as serious as it sounds and can be cured at homej. He loves all forms
of work except head work. The obj ect of the teacher is to get the child to
think, for that is what he will not do in the native state. Now the best way
to get the child to think is to get him to doing something, and, while he is
interested in what he is doing, he may be made to think a great deal without
knowing it. If, for instance, the child is interested in throwing a bean bag
at a ring on the floor, and the question is suddenly put, "How much is' two
and two?" an answer will be given almost involuntary. iEven very small
children have been known to answer this question correctly, showing the
presence of thought.
We have touched in this lesson only a few of the more fundamental
theories of pedagogy, and have dealt with them in avery superficial manner,
but with this beginning it is believed that a bright, enterprising teacher will
soon learn all there is to know about it. -
Be sure you have the theories well in mind before going on to the next
- If these lessons have been of help to you so far, we should be greatly
obliged if you would speak to your friend about the course.
Do not hurry over the course. Remember, it is very much concentrated
Don't work the theory too hard in practice.
QUESTIONS FOR PREPARATION.
1. In what stage of development are you?
2. What are the symptoms of the wonder period? Of the romantic?
3. Tell how you would motorize in arithmetic. V
4. What can you suggest for a mathematics laboratory?
i LESSON IV.
The recitation is the interesting part of the game. It is here that the
ability of the teacher is tested to its utmost, and the teacher who can con-
duct a recitation successfully need not fear about getting into Heaven.
' No' definite rules for conducting the recitation have yet been formulated,
but a 'great many methods have been invented which help in the game
greatly. However, a set of customs and traditions have grown up around
the recitation till it has become as well regulated as any other form of sport.
The recitation is conducted somewhat as follows: the teacher and pupils
face each other, the teacher usually standing, the pupils sitting-. A desk or
table may be placed between the teacher and the pupils to mark off the ter-
ritory of each. The number of pupils is limited only by the size of the room
and the skill of the teacher.
The object of the teacher is to keep order, find out whether the pupil
has studied his lesson, and make him think. The pupils must be as noisy
and disorderly as possible without being put out of the game. They must
try to conceal all they know, and they must not think. iConsult teacher's
key.l Either side scores if it succeeds in making the other break any of
these rules. The teacher being against heavy odds is allowed a text-book
open before him so that he may always be on the aggressive. Some teachers
conduct the recitation without a teXt-book but such experiments are hazard-
ous and should never be tried by anyone but an expert. CSee supplementl
The teacher has the right to call fouls on the pupil and even put him out of
the game. CConsult teacher's key.j In the Normal school the game is us-
ually refereed by a training teacher who decides whether the teacher or the
pupils have won, but in the ordinary school the teacher and the pupils have
to patch up some sort of compromise. In the old fashioned rules it was
made a foul for the pupil to look anywhere but on his book, but it was found
that this rule prevented open playing and did not give the little fellow 21
chance, so the rules have been changed. "
Now as to the method of the recitation, the five formal steps of the
recitation form the pedagogical ladder from which many a poor teacher has
fallen and injured his professional reputation. The steps are the most slip-
pery things in all pedagogy, but they all have pretty names. CConsult
teacher's key.J -The steps are as follows: preparation, presentation, com-
parison, generalization and application. The intelligent student will notice
several coincidences about these words. First they all end in "on," though
it probably true that most teachers are off rather than on the formal steps.
They are all four syllabled words except one and all but one of them endin
"tion," which is about the best advice on this subject we can leave the
There are many other methods which time has proved or disproved more
or less successfully, but, as we promised in the beginning to make this
course brief, we will stop here before we go any farther. CConsult teacher's
It is well to diet a short time before engaging in a recitation.
Any technical terms in this lesson which the student does not understand
can be found in "Spalding's Base Ball Guide."
Caution-Do not take this lesson on an empty stomach..
The formal steps should be studied carefullyg they are Important.
QUESTIONS Fon PREPARATION.
1. Do you use the Teacher's Key and SupDl9YT19Ut?
2. What do you think of them?
3. What is your favorite method of conducting the recitation? CThis
question is asked to give the older teachers a chance to dispute the author.J
4. Did you ever try to climb the five formal steps?
5. Compare them with Capt. Kidd's method of execution.
The matter of school discipline offers some very knotty problems, since
the hickory switch went out of style. In these weak and effeminate times
the teacher need not be an athlete to manage a school, but he must be a
sort of moral contortionist if he would control the pupils, soothe the parents,
and work the school board at the same time. He must always have a sort
of spiritual oil can about, with which to calm the troubled seas when he tries
any new-fangled notions on the school.
These complications are due to the theory that the school is intended
for the child rather than the teacher. In the good old days the teacher Was
the chief attraction, but now it is the child, child, child, while the poor
teacher is a back number, unless he happens to be a young and blushing
It has been suggested that the best way to manage a school is to win
the love of the pupils. In some cases this will be found pretty hard to do,
but modern pedagogy demands it, and we, who would be pedagogs, must
bow our heads and obey. America is a cosmopolitan country and conse-
quently we find in our schools not only American children Cincluding picka-
ninniesj but young Mexicans, Germans, Russians, French, Polish, I-Iebrews,
Italians, etc., which often tax the affections of the teacher sorely. It some-
times takes weeks before these pupils will respond to the most ordinary
affections, whether it is because they do not know the language, or for some
other reason, science has not yet determined. CSee supplementl
Always see that the children respect you whether they love you or not.
For this reason it is better to be rather stiE and dignified and talk in a deep
tone of voice, and show your pupils by your actions that you are made of a
different stuff from themselves and that you know it. Do not let on that
you ever did a natural act in your life. Make your recitations very formal
and of equal length. CConsult Teacher's Key.l Do not smile or crack a joke
for fear it might lower your dignity in their eyes. Outside the school treat
your pupils with the utmost dignity, and at all times try to be a model of
propriety to the rising generation. In this way you will at least win the
fear of your pupils, which is very desirable.
Try to act differently from every other human being on earth. This
will show your individuality. Develop and cultivate some hobby, and if you
wish to be regarded as especially profound, be very eccentric and acquire a
few idiotic habits. Genius is a form of insanity.
Have order and system. Measure your lessons so that they will occupy
just the alotted time, neither more nor less. Permit no rambling or irreli-
vant discussion. This is a waste of valuable time. Be able to know a week
before just what you will be doing at twenty-seven minutes past ten Thurs-
day morning. CConsult Teacher's Key.D
Plan your work carefully. Know just what questions you will ask and
if possible, know the answers. Only in this way will the child get any dis-
ciplinary value from his school work.
If you don't know anything, never let on, but smile serenely and look
wise as long as you can and then ask the pupil to look that point up. Don't
be discouraged because you don't'know anything. Many excellent teachers
have made a reputation on the strength of their personality. A solemn
countenance and a good bluff are as useful in teaching as in poker. Knowl-
edge does not make a teacher.
If, however, you find a pupil trying to get through on pure native abil-
ity let him know at once that you don't like it, and give him so much to do
that you can consistently "flunk" him.
Acquire opinions and prejudices as soon as you can and stick to them
for dear life. People will not regard you as a fool on account of them, but
rather as a person of great strength of character. Criticize everything and
everybody on all possible occasions, and be very chary of your words of
gracious commendation. Nothing will make a teacher a power in a com-
munity quicker than the following of the above methods. It is a law of
human conduct that people will reverence what they cannot understand.
The ancients worshiped the tumble bug. CConsult Teacher's Key.J
A word as to how to approach a school board. If you write an applica-
tion for a school, be sure to write every word according to Webster, don't
use any reformed spelling. School boards are still a little suspicious of
that. fSee supplementj If your spelling is correct, and you have begun
with a capital and closed with a period you stand a fair chance of being en-
gaged. rCLady teachers are cautioned not to misinterpret this statement?
If you make your application in person, clean your finger nails and talk
learnedly about concentric circles or the adolescent period, and the board
will fall over itself to secure you before you get a bid from Columbia to take
charge of its department of education.
To sum up the thoughts in this lesson, I should advise the young teacher
as follows: Be strict, be dignified, be formal, be queer, be critical and be
intelligent-in appearance at least-and if you can do all these and still love
and be loved by the child you will have no trouble in managing a school. A
Study this lesson when you have time enough to think.
Don't take the thoughts in this lesson too much to heart. A great many
people may have the same faults that you have.
If you find your brain giving way under the immense strain of master-
ing this course, eat a very light breakfast of saw-dust. Sample packages
may be had by writing to Battle Creek, Michigan. A
QUESTIONS FOR PREPARATION.
1. Are you of a loving disposition?
2. Is this a sure sign that you would be a good teacher?
3. I-Iow have very affectionate teachers of your acquaintance usually
4. How would you cultivate a hobby?
5. Do you find the Teacher's Key helpful?
THE FUNCTION OF THE ScHooL.
When the child is born, it is one of the most helpless of creatures. It
is in the sinless period of life. Many men who would confess to having
once been born might hesitate to believe the last statement. Yet it is true.
The child is incapable of sinning at this age, yet he is full of possibilities
which only need development and training. For a short time, however, he
is entirely at the mercy of the world and needs protection till he gets old
enough to "make a living". Providence was especially wise when he made
each mother think her child the prettiest and nicest baby in the world.
Many babies would otherwise be regarded as not worth keeping. As it is,
every individual is regarded as handsome by at least two persons, his mother
The mother begins to lose her hold on the boy soon after he dons trous-
ers. His sinless stage is now over and he is ready to learn how to make a
living. The intricate and complex systems by which men make a living
must all be taught to the child. This is the function of the school. Our
child must now begin to learn the serious work of life, that of amassing
wealth, either for himself or someone else. In this noble work the school
has been singularly successful, and the glorious vindication of the school
lies in the fact that nearly all of our great "captains of industry" have at
least a primary school education.
A word as to the process by which the school develops the powers of the
child. When the child is born, he gives no promise of the greatness that
awaits him. His mother does that. He is simply a bundle of undeveloped
possibilities, a song of immortality-and he looks it. The most important
organ of the child at birth is the head, not the mouth as at first supposed,
for the head contains the child's apperceptive mass. This apperceptive mass
is carried through life by the child, but many individuals go through life
without realizing that they possess this priceless gift.
After nature has crowned the bald and uninteresting infantile appercep-
tive mass with hair, teeth and freckles, the child is turned over to' the school
for further development. The school takes the child in this raw state and
after subjecting him to all kinds of systematic torture for about 'twenty
years, turns out a finished product wearing spectacles and gold teeth, who
usually tries at first to be a journalist or a foot-ball coach, and, failing here,
finally settles down to business. CConsult Teacher's Key.D The process is
called the enlarging of the apperceptive mass. Too great an enlargement
of the apperceptive mass is a disease and requires special treatment the
same as corns.
The teacher is the person whose duty is to properly enlarge the child's
apperceptive mass. There are many different kinds of teachers, but they
may all be divided into two great classes, male and female. You may think
this statement rather strong, yet it is borne out by science. Science has
proved that a distinct gender for teachers does not exist. We realize the
shower of criticism which will probably fall upon us for upholding this the-
ory, yet it is perfectly in accordance with the latest scientific thought, and
therefore we fearlessly insert it in this course without a cent of extra charge
to our patrons.
The task of properly enlarging the child's apperceptive mass is rather
disagreeable, especially when we reflect that the teacher must take any kind
of an apperceptive mass left the child by a long string of no-telling-what-
kind of ancestors, and develop it into something which will not belie the
name that the fond parents have bestowed upon their innocent oispring.
We daily meet examples of bad teaching. The teacher gets the blame when
the child does not turn out to be a second Abraham Lincoln, and, if he does,
the credit goes to his mother. Did she not rock him to sleep in his baby-
hood, and teach him to lisp his first, and last, prayer at her knee?
Yet the teacher must not despair. He may not be appreciated, he may
have enemies where he should have friends, he may have to wait till he gets
to heaven before he will get anything like his just rewardg yet the immense
power for good which he is, and the tremendous influence which he wields
on the future of civilization should keep him staunch and steadfast to his
grand calling. Besides, there is always a possibility of getting married.
There is no reason why the teacher should not get a little enjoyment out of
life the same as any other person, so long as he can hope and aspire. He
can always feel that his hands and mind are in a great measure molding
the future of the human race, and his work will go rolling and vibrating
with mighty power down the awful vale of time we call eternity.
This is the last lesson of the course. Do not review.
Don't take this course too seriously. We do not claim to be infallible.
Please do not go around telling people that we made fun of your mother.
Do not try to get a first grade certificate the first thing on the strength
of this course.
No diploma is given with the regular course. An extra fee is charged
for it. Simply tellupeople you have taken the course. Its reputation will
Our graduates are filling responsible positions all over the country.
Write for free booklet describing our methods of training teachers.
QUESTIONS FOR PREPARATION.
1. Is your health good?
2. Has this course helped it any?
3. Do you feel better equipped to teach than formerly?
4. Are you glad you took the course?
5. Aren't you glad you are through?
1. Aside from the scuffed and battered appearance of most of the early
cave furniture, a prehistoric stone nursing bottle was lately found in a cave
in France, and not long ago a box of primitive baby food was unearthed
among some kitchen middens in Denmark, proving conclusively the presence
2. The Chinese also claim this honor, claiming to have records of schools
as early as 1751, B. C. However, as it would do them no good if they had
it we may as well keep it.
3. Our Puritan ancestors were great lovers of the rod, and fed it to
their children along with their salted codfish. It is said they could never
have stood the New England climate without this preparation in their
1. For a long time it was supposed that the child played marbles for
fun, but close study proved that he has a deeper motive back of his love for
the game. He is training himself to become a millionaire, and the eiects
of this training are evident when we reflect that almost all of our million-
aires got their start playing marbles or something equally helpful in devel-
oping the moral nature so that it would stretch to the fullest extent.
2. This is strikingly true of those children that have died or become
crippled on the road to maturity. They are rarely successful as adults.
1. Cases where children have retained the family name are quite com-
mon, especially in the more conservative eastern states. A striking fact is
that men often retain the family name through life, while women usually
change it somewhere between the sixteenth and twenty-sixth years.
In drawing conclusions it is well to remember that it is an entirely dif-
ferent process from jumping at them. Drawing is an art, while jumping is
merely a form of exercise.
1. We once knew a young man who tried to conduct a recitation without
a text-book, but was scored on so often that his reason became dethroned
and he died in a padded cell surrounded by text-books.
1. California offers a good example of some of the tough propositions
that occasionally come to school in this great land of free education. To ask
the sweet young teacher to love and cherish a class of Jap children ranging
in age between nineteen and forty-five years is certainly expecting a good
deal for the money.
2. The trouble with the reformed spelling is that it is too new. Most
school boards were brought up on the old style of spelling, and when they
run across the reformed spelling in an application they think that either the
applicant doesn't know how to spell or is trying to joke with them. In either
case it is fatal to the applicant.
We have been worrying all along about how we should fittingly close
this course in Pedagogy. As a last resort we consulted a friend. He sug-
gested that we add a sort of a tail piece telling our students that this closes
the course of study and thanking them for the pleasures we have had with
them. When we asked what we should call it he remarked that "Teacher's
Key" was a pretty name and would also help the sale of the work. Rely-
ing implicitly on our friend's advice we have done as he suggested, and
after thanking our students for their kind patronage and hoping that
they have found the work of some value, we remain,
' THE AUTHOR.
Gbe Ziragic Gllash 1fBetween llbrimitive
llmpulses ano flbobern Giulture.
For a great many years the child, in his natural tendencies and charac-
teristics, has been studied and meditated upon. But of all the numerous
books that have been written upon this subject, not one seems fully to depict
the real meaning of the child life. We need a Shakespeare for childhood,
who will interpret justly the child nature and experiences.
Many people have believed and do still believe that a child is a miniature
adultg that all that is necessary is a growing larger, rather than a develop-
ment, to make him a grown and perfect individual. Some books have been
written which are based upon this idea. A notable example is the set of
"Elsie Dinsmore" books, in which a very young girl is portrayed as thinking,
acting, and having the same ideals as a grown person, and as possessing a
wonderfully vigorous will to back her remarkable ideas.
Again, poetic and imaginative people have conceived the child to be a
fairy being. They believed him to be a creature without cares or responsi-
bilities, with nothing to do but to enjoy himself and to accept whatever
comes to him in a happy, irresponsible way. To one who does not consider
how very real and vital to the child his whole environment is, the laughing
eyes with their expression of innocence, the dimpled hands, and graceful
movements of a baby would tend to confirm this opinion. This idea has also
found expression in books. A familiar example is a book entitled "Emmy
Lou" by G. M. Martin. It is a story of a child who merely exists in a
world. She attends school and has her troubles, and joys, anda home which
cares for her. Yet in all this she is acted upon, things happen to her, in-
stead of her being one of the most energetic actors herself and making
things happen all around her. It would be an uninteresting world indeed if
all of one's troubles were thought out and remedied by some one else.
Children possess something of the native barbarity of man, which is
partly hidden by modern civilization. His cruelty to animals and insects,
his love of bright colors, his frankness, curiosity, voracity, his desire always
to approach anything at first by its attractive aspect, all prove this law.
From the culture-epoch theory we learn that as the race has past through
certain stages in its development, so must the child pass through these same
stages. In other words, he, beginning as a small savage with little or no
experience or knowledge back of him, must go through in less than a hun-
dred years what it took his ancestors a thousand years to accomplish.
If this be true, the child is a very tragic being indeed. For must there
not in his life be conflicts between his primitive if not savage instincts and
the modern forces of our twentieth century civilization?
Believing him then to be a small savage, with all of the traits and in-
stincts of his most primitive ancestors, let us consider how these are acted
upon by modern and civilized ideas. For convenience we have arranged a
few of these "conflicts" into a series of "scenes" taken from different stages
of the child's life.
SCENE I. .
A baby nine months old lies in a warm and comfortable place on the bed.
Both his hands and his feet are waving spasmodically in the air, while soft
gurgles of happiness and comfort assure the mother in the adjoining room
that all is well.
Suddenly he hears the pleasantest sound imaginable. Right close it is,
too. His feet grow more calm and his hands reach frantically to grasp the
noise. Soon he feels a furry thing, just big enough for his hands to compass,
brushing his palms. Immediately his hands close, and the more the live
thing tries to get away, the tighter he squeezes. While howls of pain come
from the cat howls of delight come from the baby, until kitty puts her claws
to use. Whereupon baby cries with the pain, and the horrified mother, after
separating baby and kitten, endeavors by cuddles and soft scoldings to re-
prove him for Hpulling poor kitty's tail. "
It is Christmas time and three-year-old Elizabeth has just received a new
box of paints of different colors.
"Aren't they pretty," says Uncle John.
"Here is a pretty one," says grandma, pointing to the yellow. "Which
one do you like best, Elizabeth? "
"This one," says Elizabeth, putting her finger on the red, and to her de-
light mother agrees that this is the prettiest one.
This same afternoon mother has friends Come to call, and she tells
Elizabeth to amuse herself painting on the kitchen table.
For iifteen minutes Elizabeth is happy, painting red blotches intended
to represent people that she knows. Grandma must have a chair and a foot
stool. Aren't they pretty in that beautiful color? Why aren't all chairs
and, in fact, all furniture of this beautiful Color? Mother would like all her
chairs and tables like this.
"Mother's in the parlor. I'll paint her bed room furniture all pretty
and surprise her," she determines. Immediately gathering necessities she
steals through the hall into the bedroom and settles down to work.
When mother's friends leave two hours later, and she comes to find
Elizabeth, she is amazed to see her small daughter sitting in the center of the
guest room floor, paint box in one hand and brush in the other, admiring a
bird's eye maple chair and dresser painted a bright red.
"Aren't they be-eyu-tiful" she cries, waving her brush. "I painted
them for you." And mother of course says, "yes"
Life at times seems very lonely when one is but five years old and lives
in the country and all one's brothers have gone to school. So it seems to
Johnny, who sits gazing mournfully out of the front window.
Suddenly his gaze brightens. There's abuggy-yes-it is the preacher's
buggy, and it stops. That's the man whom for a week he has been longing
He rushes to the door and ushers in the tall, lank, green-spectacled,
country preacher. When they are safely in the parlor, he carefully closes
the door, and, standing squarely in front of the preacher, looks him over
from head to foot. At last he heaves a great sigh of relief and satisfaction.
"Well, I think you do."
"I really don't think you need to worry, 'cause you donit show it any-
"What are you driving at, young man? "
"Whye-e, Pa said last Sunday after church that you didn't look as if
you had a lick of sense and that since you preached that sermon on evolution,
he was sure of it, and I just didn't see what he meant and so-why-ma'll
be here in a minute! " But the preacher was gone when she came.
It is New Year's day and preparations for a fashionable dinner with
out-of-town guests are completed. Johnny, aged seven, has been coached
for a month upon the solemnity of the occasion and upon the necessity of
his watching his older brother and doing as he does.
At last dinner is served, and Johnny, by gazing at his brother and steal-
ing a bite now and then, manages to get through the first half of the meal
without disgracipg himself. At dessert he takes only one piece of cake, and
that the one nearest him. He refrains from asking for more ice-cream.
When the fruit. is started he is happy. O, those beautiful red apples!
Apples are his favorite fruit. Will they come this way, or go clear round
the other side Hrst? No, here they come. "I see the one I want," he thinks.
Cruel fate! some one else takes it. Ah! there's a nice one. Eureka! .it's
here! And he reaches across to the other side of the dish to seize an apple
only to discover one underneath far redder and so much larger that he drops
the first and seizes the second.
Johnny sinks into happy oblivion behind his big apple, all unconscious
of the shocked and dismayed faces around him, while the water from his
glass, which theiflrst apple in its flight had overturned, trickles ominously,
and causes the guest next him to move uncomfortably.
i SCENE V.
At the age of twelve Johnny falls in love. That is not his name for the
calamity, but nevertheless 'tis true.
His affinity is a rosy faced, golden haired damsel, who is daintiness per-
sonified. But she deigns not a glance at the savage beast who is continually
fighting and who discracefully comes to school with dirty hands and un-
Up to this time life to Johnny has been all mockery. What is the use of
coming to this structure of brick and clay and sitting in a close room all day,
trying to find out what makes the earth go round, or something equally non-
senscial which he doesn't care anything about. Why can't he go out and
hunt bears or kill buffalo?
Now J ohnny's main object in life is to win a smile from the fair maiden.
While running to and from school his mind is bent on this great purpose.
What can hedo to please her most? What would she like to have him do?
Ah, yes, girls are fond of birds. Plumage! That is his inspiration.
For a week after school hours Johnny lives in the woods. ' Every bird
of any size that comes within his sight is sacrificed for her, the inspiration
of his affections. At last he seems satisfied with his captures.
Solemnly and secretly he carries the bundle of martyred birds in a rude
package to school. Proudly he walks to his love and wildly thrusts his
precious package into her hands. He turns away, unable to watch her open
it, expectantly awaiting that great cry of joy and admiration of which he
has so long dreamed.
"Oh! How dreadful! You cruel boy! How could you do it! Oh, the poor
little birds," and she breaks down sobbing.
Johnny stares in amazement. What could it mean? Why does everyone
look at him so oddly? Have his labors all been for naught? He wildly
breaks loose from his playmates andruns to throw himself upon the ground
some blocks distant, where he sobs out his great grief and rage at not being
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,. 2652-'H ' 'L 'K
COOKING DEPARTMENT-From left to right.
Top-Grace Moore, Edna, Ingersoll, Rosella. Cline, Anna Rae, Daisy Wengen
Middle-Mary Livsey, Stel1a,Kuhn1ey, Miss Wilkinson, Irmagard Harris, Miss Ladd
Bottom-Margaret Long, Helen Smith, Bernice Kingwill, Theresa Baller
A ' 1 Y s 1
' ' 'N' ' AX 1
The function of this department in the school is to give a course which will
afford the child a natural avenue for the expression of ideas occurring in any
of his fields of observation.
While the child is in the primary grades his constructive work is con-
nected with and grows out of his activities at home, at play, or in the school.
As in his earlier years, the constructive work is connected with play, so in
later years when the play broadens and develops into more serious investi-
gation and experiment with the forces of nature, the constructive work takes
the form of experimental apparatus, interesting devices, and ' 'home hobbies. "
Throughout the entire course household conveniences and objects of beauty
for the home and the school find a place in constructive work. These objects
are not only of use, but their use is seen and appreciated by the child.
Care is taken to have them within the child's constructive ability, but
at the same time there is just enough of a demand for effort on his part to
make them valuable and still within his power of accomplishment.
Skill of hand as an educational means is unceasingly cultivated. The
cultivation of such skill does not demand the following of a rigid course of
instruction: the end may be accomplished better, by a flexible course which
adapts itself to individual interests and tastes, and is surer of calling forth
the pupil's best efforts. '
The manual training course is organized and formulated with reference
to fundamental subject-matter elements within itself, not primarily with
reference to the subject-matter of some other kind of schoolwork. Cor-
relation with other subjects comes through natural, not artificial, points of
contact or over-lappings of subject matter, or through the medium of the
social life of the children. One branch of work is never sacrificed for the
other, but we are ever ready to make use of every natural and reasonable
opportunity to allow one subject to assist or illuminate another.
In order to fulfil its function in co-ordination, manual training should be
continuous from the kindergarten through the universityg to rightly stimu-
late creativeness it should deal with things useful and beautifulg to fulfil its
culture function it must be in touch with the pupil's life interests, immedi-
ate and remoteg to have a good influence upon character, it must stick to
honesty and truth. Finally manual training carefully adjusted will give a
mental reaction that is ethical, bring about a definite largeness of life, and
approach nearer to complete living.
. M. FLORENCE MARRON.
In a mood for retrospection
In a calm, collected way,
If you offer no objection,
Some few things I wish to say
With relation to our Normal
Which, I'm sure. you'll all agree
As a topic of discussion
Should be treated earnestly.
Many statements, or misstatements,
We have heard about our school
From an atmospheric stand point,
Which is anything but cool.
As an ':Old-maid-kindergarten"
We're occasionally knowng
This and similar sarcasms
Quite accustomed to, we've grown.
Now the Jester may be licensed,
Like the Poet and the Fool,
To malign an institution
Like our "Greeley Normal School. "
And perhaps the younger brother
Had a motive good and pure
When he said, "'Why Mary's gone
To take the farefamed "Greeley-cure
Now I've wondered as I've pondered
On the younger brother's fling,
Whether, really as a nomer,
This is not the proper thing.
For the ordinary Mary
Will be cured, it seems to me,
Of the very common notion
That her name is spelled "I. T."
She'll be cured of many fancies-
Which she thought had come to stay,
So you'll hardly know your Mary
When it's time to go away.
For her fever of assumption
Will be down to normal sureg
She'll return to you quite :modest
When she takes the Greeley Cure'
Your sluggish pulse, Ambition
Will receive an impetus,
Which will rouse you, Dear Miss Mary,
In a way quite marvelous.
And when your work's indeed begun
And problems vexed appear,
How often will your thoughts revert
To treasures garnered here,
And often as you press along
Your upward, proud career,
Your heart will thrill with longing
To be back among us here.
1.-1 V s'-r f
: . -. any
SENIOR KINDERGARTENERS-Prescott Forbush Donaldson Wolfe Force Vanatta Faris Bacharach Linn Marx
Warner Cannell Lapham.
More than a hundred years ago a lonely-hearted German youth wan-
dered in the Thuringian forest-baffled and bewildered with the seeming
cruelties and contradictions which every aspect of life revealed to him.
A will rose in the hedgeside whispered to him the first word of purpose
and futurityg it breathed the promise of unfolding life and sustaining law.
Later, when Froebel sought the key to the social and educational problems
of his day, he found their solution in the unspoiled nature of the child, who,
like the wild rose of Thuringia, spoke of the life which shall yet be in the
human realization of divinity. As nature's processes were harmonized for
him in the secret of the rose, so did the child harmonize God and man, and
serve as the keystone in the structure of society.
At the head of this page is a cut of the pin worn by graduates of the
kindergarten course in our Normal school. Each device it bears has such
symbolic meaning that an explanation may serve to briefly set forth the
purpose of the kindergarten.
The wild rose in the center of the pin is a constant symbol of the prec-
iousness of childhood and the joyous growth to which it lays claim. In the
child, the past and the future are come, together, in him is the seed of
progress and the promise of immortality. As the seed gains significance to
the work of the root, stem, and leaf-so does infancy give meaning to the
human activity-bringing, as it does, the lovely and the altruistic out of the
cruelty and strife of primitive individualism.
The equilateral triangle typifies the harmonious development which
Froebel would secure to the child on all the three sides of his nature g a keen
response to all the beauty of the natural world g a rich, human personality-
vigorous, complex, and responsiveg and a truly religious inner life, of hope-
fulness and trust and of faith in human divinity.
The three phases of human activity are hinted in the letter "H," to be
found at each angle of triangle. Head, heart, and hand must cooperate in
every normal experience. Knowing is based on feeling and will. To thrill
to emotion and to execute with the joy of the creativeartist are prerequisite
to the clearest, most penetrative understanding.
And finally, the enclosing circle reminds us of Froebel's statement of
the ultimate, universal law of unity. It symbolizes continuity and per-
fection of development, both racial and individual. It implies necessary
unity of purpose and method, it bears upon the curriculum, the learning
process, and school organization.
At the center, the flower-like unto the child who shall grow from
within in a "serene, unimpeded development", at the circumference-univen
sal law and the social whole in which his life must find its meaning. The most
perfect individuality makes for the most complete unity as infinite points of
direction blend to make the continuous curve of the enclosing circle of the pin.
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In a day when so much is being said and written of music, ,when so
great stress is being laid upon its social standing in our curricula, it is not
necessary to prelude an article on the pedagogy of the subject with reasons
for its being taught. We are all convinced of its need in the child's life, but
too often the name "Music" is taken in vain and things which are a veritable
insult to the soul of a musician, are given to children. How many patrons
of the average school ever stop to think that the teacher of music has any
other mission in the world but that of teaching her pupils to sing the songs,
more or less diflicult as the case may be, which she chooses for them to
learn. How many of them think of music as more than a pleasant form of
entertainment? The teacher of the newer school realizes that her, duty is
more than this. She knows that her pupils' power of discrimination in, and
valuation of, musical ,art is being formed and that she, thru their schbol mus-
ical surroundings, has the formative process in her hands. Just asf a taste
for dime novels is ,developed by reading trashy stories, so is a degraded
taste in music fostered by the use of sensuous music, or even worse, of utterly
feelingless or meaningless ditties. Dr. Stanley Hall, a physchologist, not
a musician, said in a recent address: "In a day when physchologists are
realizing with one accord that the feelings are vaster than the intellect and
will and are more important for health and sanity, it is clear that music
teachers are charged' with the custody of the hygiene of the emotional life.
Do you sufficiently realize that poor music may enfeeble, corrupt, seduce,
degrade, let loose, the worst things in the soul, that it may bring neures-
thenia, loss of control, neurotic instability, pollute the very springs of life,
as well as degrade taste to tawdriness and puerility, while, on the other
hand, good music may almost create virtue and tune the heart to all that is
good, beautiful and true, bring poise, courage, enthusiasm, joy to lilfe, tone
up weakness, and cadence the soul to religion and morals?" A
"But," one may say, "How can such appreciation of the right kind of
music be taught a child? The masterpieces are beyond his powerof pro-
duction." Altho there may be some discussion of this point, let us for the
moment grant it to be true. There is yet left the music of the piano and
the violin now heard in almost every school. Since we are firm believers in
the physchological value of music, the foundation for that vague, undefined
feeling for the best and most beautiful in music may be given to children,
by older performers upon these instruments. We see, then, how even, if
unable to reproduce such music themselves, children may nevertheless be
brought under the influence of the noblest in that art.
But now, to go back to our point of discussion, we believe that by means of
the skillful instruction, melodies from the masters are within range of the
child. Abundant proof of this cannot be had in such perfection as in the
schools of England, but even in our own school, 'the truth of the statement
has been demonstrated many times. The most recent, perhaps, and by far
the most perfect-altho given by somewhat older pupils-was the presenta-
tion of the operetta "Cinderella" by the High School. Many of these pupils
have had but a short period of musical instruction, but such difficulties were
met and overcome by the method of instruction until success was the result.
In the chorus work done by the Normal School proper, the same diffi-
culties have presented themselves, but by means of the methods used,
work which otherwise could not have been attempted, has attained a rea-
sonable degree of success, while by persistent practice for tone and not
for amount of noise, wonders have been wrought for people who had never
before thought that they could sing a note. In itsfew public presen-
tations this year, the chorus has shown results whichsp eakfor its able
instruction as well as for its capable work. A recent visitor toour school,
himself, a musician of no small repute, after spending several days in
observing the musical work of the whole institution, said that he had
never, in hisexperience thruout this country, seen such competent work
being done for a Normal School, that if such meah.ods could be used in all
our Normals a few years would bring such a change in musical productions
as would astonish us. Then, let us, who have these advantages do our part
in bringing about such an ideal state of affairs.
f -- THE NORMAL CHORUS. E, .
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"O there be playersthat I have seen play, and heard others praise, and
that highly, not to speak profanely, that neither having the accent of
christian, pagan, nor man, have so strutted and bellowed that I have thought
some of nature's journeymen had made men and not made them well, they
imitated humanity so abominablyf'
"We do not attempt to produce professional actresses," said a member
of the faculty. Our aim is not to present a play that will draw crowds and
money, but to give a production that will say, "we have been living in the
poet's thoughts for the past few months earnestly and sympathetically, and
this rendering of the text conveys our understanding of the poet's meaning. ' '
Owing to lack of time, no dramatic selections were given until this
spring. The selections made are from "King Reve's Daughter," "Cran-
ford", and "The Little Minister".
"King Reve's Daughter" is a Danish lyrical drama, written by Hen-
drick Hertz. '
CAST OF CHARACTERS.
King Reve of Provence .... .... .... .... .........
Count Tristan of Vandemont .... . . . . .
Sir Geoffrey of Orange. . 3 . . . . . . .
Ebu Jubia, a Moorish physician .....
Bertrand .... .... ......
Martha, Bertrand's wife .... .... . .
. .Miss Bruns
. .Miss Moore
. . .Miss Frye
. . . .Miss Cumley
"The Ladies of Cranford" is a dramatization of 'Mrs. Haskell's little
classic, which gives a picture of life in an English village in 1850.
Iolanthe .... ............
CAsT OF CHARACTERS.
Miss Matilda J enkyns .... ................ .... ................ M 1 s s Statler
Miss Mary ....
Miss Jessie. . . .
Miss Pole .... .
Miss Barber .... .... .... ....
Mrs. Forrester.... ....
The Honorable Mrs. Jamison.. .. . . . .
Martha .... . .... . . ........ . . .
.. .. Miss Linn
. . .Miss Knapp
. . .Miss Daniels
. . . .Miss Emery
. . . . .Miss Stern
Peggy .... ........................,....... . . .. . .... Miss Hubbell
Mrs. Burkis. ...,.,.... .... ........ .... .,...... . .... . . . . .. . .Miss Sheldon
SCENES FROM "THE LITTLE MINISTER".
1. In Nannie's Cottage.
2. In the Woods.
The Doctor ............ .... .... M r . Brainard
Gavin Dishart .... . . . ...... . . . Mr. Kyle
Nannie. ...,....,......... .... . .... . .... .............. . . . . .Miss Gammon
Bobbie.. . ...... . .... ............ . . .......... .... .....--. . . Miss Malloby
Unfortunately, the Annual goes to press to early too comment on the
success of these dramatizations.
The class of '07 crowned its commencement program with laurels by the
admirable presentation of Rostrand's "Cyrano de Bergerac". The departure
for the first time from the established custom of presenting a Shakespearean
play Was the result of the class' study of and interest in the modern drama.
The brilliant "heroic comedy" selected was interpreted with discernment
and spirit by the cast of one hundred and six members. From the rising to
the falling of the curtain each act commanded greater plaudits. Charlotte
Augur, in the role of Cyrano, surprised her most enthusiastic admirers by
her vital, intensive response to this character, and With few exceptions was
Well supported. The scenic effects very greatly assisted the romantic feel-
ing of the players. On the Whole, the class members were Well repaid for
The class of '08 followed the example set by its predecessors, and pre-
sented for its finale the modern play, "Joanne d'Arc", Written by Percy
McKaye. For the same reason mentioned before comment on the merits of
the production cannot be given.
The cast was as follows:
Jacques d'Arc, father of Jeanne .... .... .... ........ .... .... . . . M i ss Bruns
Pierre d'Arc, brother of Jeanne Ccourting Mengettej . ...... ..... M iss Linn
Seigneur Pierre de Bourlement, proprietor of the Ladies' Tree. .Miss Knapp
Colin Ccourting J eanneb .... ................ .... .... . . . . ....... Miss Sopp
Pasquerel, St. Augustine friar, J eanne's confessor .... .. .... Miss Moore
Pigachon, Franciscan friar .... .... .... . .......... . .... ...... M i s s Deitrich
Master Sequin, Dominican of Portiers.
Brother Richard, a mendicant friar.
Louis de Contes, Jeanne's page, a boy .... .... ....... M i ss Nellie Thompson
Pierre Canchon, Bishop of Beauvais .... . .... .... . .Miss Cumley
Nicholas Loiseleur, of the Inquisition . .. . . ........ Miss Geiger
Flavy, Governor of Compiegne. .... .... ..... M 1 ss Dawson
A Tailor. ...... . ........ .... . . .. . .Miss Sumnicht
A Bootmaker .... ............ . . .
John Gris, an English gentleman ......
Adam Goodspeed, an English yeoman.. . .
. . . .. .Miss Sperry
. . . .Miss Brainard
An English Herald. . . . .... .... .... .... .... ..... M i s s P orter
gatherine de La Rochellel Ladies of King . . .... Miss Tupper
iane .. . ...... .... . , .. Charles, Court ........ . ..... Miss Brake
Athe1ne.... ...... .... . I .... . ...l.. .....Miss Bell
Miss Lawler Miss McGowan
Other Ladies of the Court ...... .... .... M i ss Gaines Miss Kingwill
Miss Barmettler Miss Floyd
AT ROUEN COnlyJ
Brother Martin Ladvenn, a monk .... ..., ..., . . . . . .... Miss Feiertag
Captain of English guard. .....,... . .... . .. .... ..Miss Delling
First guard .... . ...... . . . . Miss Fry
Second guard, . . . . ...... Miss Blair
Third guard .... ....... .,... M i ss Soister I
Voice of the judge's clerk.. .. .. . ..,.... . . .,.. . .....,... Miss Martin
Gerard Cbetrothed to Hawviettej . ,.,....... . . ,......... Miss Philips
Gerardin CBurgundian, courting Isabellettel .... .... . Miss Stark
Perrin, bell ringer of Domremy .... . ....... .
Jeanne d'Arc, the maid .,.. . . . ........ . . .
Hawviette, her girlfriend .....
.. . .Miss Wasley
.. ..Miss Gammon
.. ...Miss O'Boyle
Isabellette, a peasant girl ...... .... ...... . ............ .... . . M iss Purdy
Mengette, a peasant girl. ........ .....................l..... M iss Benning
Other peasants-Misses Dale, Desmond, Desjardin, Coughlin, Haney,
St. Michael St. Margaret St. Catherine
Ladies of Lorraine
Miss Helen Smith Miss Mallonie Miss May Murray
Miss Miner Miss West Miss Clark
Miss Twomey Miss Lapham Miss Wills
Charles VH, King of France. .... . . ....., . . .
Jean, duc d'Alencon, his cousin ,... .... . .
Seigneur de la Tremonville, his favorite. ..... .
Regnault de Chartres, Archbishop of Reims. . .
Rene de Bouligny, Receiver General of France .... .
Vendome, the King's chamberlain. .,........ .
Dunois, French Commander at Orleans .... . .
MarshallaHire..-.. .......... .......... .
Jean de Metz, of J eanne's escort to the King ....
Bertrand de Poulagny, of the same. . , . . . . . . . . .
-.Miss Frances Doull
.... . . ...Miss Malloby
. . . .. .Miss Cleverly
. . . .. . . . ..Miss Alexander
. . . . .Miss Thoberg
. . . ......... Miss Dixon
. . . . Miss Grace Wilson
. ...... .Miss Carter
. . . . .Miss Robison
long Elgo in flfairxglano
fSCENE-A barren plain. Enter a group of fairies, dancing and singingzj
Happy, happy Wood sprites,
Dancing all day long,
Woodland elves, fairies bright,
We make the Woods echo With song.
Woodland fairies are We,
We make a pretty sight,
And We have come to see
These sunbeams so bright.
Dancing, dancing Wood sprites
Dancing gaily all day long,
Woodland elves, fairies bright,
We make the Woods echo With song.
Never have time for dreaming,
But busy all the time,
lVIoonlight's With us beaming,
Dance thru every clime.
Oh, What a fair level country-M
The most pleasant We've found on our Way,
Shall We try to color it With verdure '
This plain to greet the Queen o' the May?
SECOND FAIRY- '
The birds need a shelter for nesting,
The soil must have moisture 5 so then
Let us deck the Whole country With greenwood
To prepare for the coming of men.
CPut up their hands and look to the right of stage
Where theylusee theirufqueen advancingj
Her advice will We cherish,
Let us ask for her knowledge so rare,
For she is far Wiser than We are,
Her thought she gladly Will share.
CEnter queen and followers. Third fairy ap-
proaches queen and tells her of their Wish to bring
trees. The rest sing.j '
1. Beautiful queen of the fairies
Dancing with us today,
We do most joyfully greet you
And Wish you to join in our play.
We are your fairies, happy and gay,
Sweet as the flowers, charming they say.
2. We will do all that we can
To help you be happy alwayg
And strive every way to assist you
To bring the bright, beautiful May.
QUEEN-Speaking to all-
Dear fairies, your request shall be grantedg
I'll call up the dryads, so we
May be able to judge which is iittest
To cover our barren countree.
CShe summons the wood-nymphs with a wave of
the wand. They come dancing in, singing. Make
obeisance to the queen.J
Kind wood-nymphs, your presence we've summoned
To explain to us all that you need
To live in this dry, sandy country,
Speak out and your answer we'll heed.
In time I grow to be grander
Than others of whom I could tell,
Just give to me plenty of moisture
And rich soil-then here I will dwell.
Two OTHER TREES-
With these conditions we also could flourish
And make this plain charming to see.
But we could not furnish much moisture
Come, speak out, some other tree.
fThey withdraw from stage.D
We need the long, warm summers
For our blossoms to mature into fruit.
These conditions we cannot grant you,
So, fruit trees, you will not suit.
My leaves are the best that I know of
To clothe the whole world in green 3
But the hot, blazing sun of the tropics
Is the condition I ask for, queen.
CQueen dismisses them with wave of wand.D
Oh, dear, this is discouraging,
No tree can with us abide.
Something must surely be doneg
Perhaps there yet remaineth one,
So we'll call trees from far and wide.
To live and flourish, what I need
I here do ind on every side 5
Your sandy soil, even climate cold,
Doth win me with you to abide.
Hardiest one of all the trees,
And the only one willing to stay,
Bring all of your plucky companions
And welll greet you at coming of day.
We'll dance to please you, dear little tree,
And hope to see you grow 3
This place has been dreary without youg '
Try hard-we long for you so.
We dance, we sing,
Good cheer to bring,
And hope to see you grow.
We dance, we sing,
Good cheer to bring,
And hope to see you grow.
As lightly we trip about you
We sing our song so gay,
And carry bright sunbeams to please you
To strengthen you on your way.
CSlowly the fairies droop and drop off to sleep at
the foot of the tree.b
fEnter six fairies and queen, with wands.
Fairies dressed in white. They sing.D
This is a bright spring morning
To inspire a tree to grow.
Where are our green little cottonwoods?
Curled up in sleep so low.
Awake, Awake, O cottonwoods,
'Tis time for you to go,
Awake, Awake, O cottonwoods
Come from your Sleep so low.
' CTrees arisej
Since you have stayed to please us
Can We be of any service to you?
We shall bring all things in our power
From the earth to the sky so blue.
As I slept in my cool, airy bedroom,
Jack Frost came to greet me at dawn.
Could you bring me a comfortable covering
To wrap up my buds at morn?
Down on the edge of our fairyland,
Where the willows droop and sigh,
There we find little green j acketsg
We'll bring' them in the wink of an eye.
CEnter three children dressed in green jackets.
As lightly We trip about you,
We sing our song so gay,
And carry these warm little jackets
To comfort you every day.
QUEEN CTO another treel-
Your sister has told of her troubles,
In a manner which pleased us to hear,
Now what can we do to assist you,
In aiding your progress this year?
Last night I was dreaming of homeland,
And all that my heart holds so dear.
Is there naught in your magical fairyland
To help us and bring us good cheer?
SECOND FAIRY- '
In our home there are many things wonderful,
Things that are happy and bright,
Among them are gay little sunbearns,
We gather them for you ere night.
CSecond fairy trips out, bringing back three
children, dressed to represent sunbeams. Fairies
dance and sing?
As lightly we trip about you,
We sing our song so gay,
And carry bright sunbeams to please you,
To strengthen you on your way.
Tell all now, for we leave you this day
And start for our own fairyland.
Consider what best we may give you g
We are yours, this quaint fairy band.
My branches are quivering with pleasure,
My leaves and my buds are awake,
My seeds are astir in their beds,
All ready for carriers to take.
When your seeds are prepared for the planting,
Downy white balls shall we find,
To nestle them into their places
In dear Mother Earth, who is kind.
QEnter three children dressed as cotton balls.J
COTTON BALLS SING-
As lightly we trip about you
And sing our song so gay,
We'll carry your seeds to be planted
In cosiest nooks, far away.
QUEEN Kto treesb-
For reward, if you faithfully serve us,
We shall crown you as "Tree of Emotion",
And your heart-shaped leaves all a-flutter,
Shall whisper of deepest devotion.
TREES Cin unisonj-
Many thanks to these kind-hearted fairies 3
0ur slightest wish they have granted today.
We promise togblossom and flourish,
For you see we have come here to stay.
We are happy, happy, happy,
On this sunny day,
We shall help each other,
Help in every way.
CTwo years later. -A grove of cottonwoodsg
enter fairiesgand queen. They glance at the trees
in surprise at the growth they have made.D
Kind greetings to trees in this meadow:
Your progress we've seen from afar,
Your branches are strong and enduring,
Your leaves green and beautiful are.
We've come with a plea from your cousins,
Who wish here a visit to make.
They send sincere love and kind wishes,
No trouble, but pleasure, they'll make.
Dear fairyfyour wishes are grantedg
Let them come and join in our play.
May their visit be joyful and happy!
We but wish they couldlcome here to stay.
fEnter maple, oak, fruit and other trees, singingl
O what a beautiful woodland
The cottonwoods have to call home 5
How good it must be to abide here,
Instead of the wide world to roam.
Happy trees of the woodland,
Growing so tall and so straight,
Your lives must truly be cheerful
With such a home for your fate.
Since our woodland home's so inviting,
And calls forth such pleasure from you,
There's room here beside our green branches,
So you trees can find a home, too.
MAPLE TREE -
Our hearts fill with gratitude toward youg
We'll be glad for awhile to stay here.
Everyfmoment we'll give to your pleasure,
We'll help you and bring you good cheer.
fAll fairies and sprites dance and singl:
We are fairies and sprites of the forestg
All our lives will be happy and free,
For we have all our comrades together,
So we'll sing as we dance o'er the lea.
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Gbe illormal Elrt Glub
TheiNormal Art club is composed of the members of the Art depart-
mentj ' In fact, every student who takes the special Art course is expected
to belong to the club and give it his support, since it was organized as a
medium for study in the history af Art, which is so essential in the educa-
tion of the Art student.
Practically the same line of study is carried out each year. A different
period of Art history is taken up at each meeting and the best known artists
who belong to that period are discussed by the leader. Reproductions of
the most famous paintings are obtained from the library for careful study.
The meetings are usually held at the home of some member of the club,
and after the adjournment of the business meeting, the members indulge in
a social time. Thus the organization accomplishes a two-fold purpose, that
of gaining knowledge along Art lines and that of furnishing a means of
recreation for members of the club. p
Frances Doull Bessie Montague
Joysa Gaines 4 Edna Purdy
Elizabeth Howard . Julia Reddin
Florence Marron F Nellie Sampson
Iva Mallonee Florence Thompson
Maye Murray i - Nellie Thompson
fthe jfranccscan literary Society
HOMER L. KYLE, President.
The Francescan Literary Society was organized November 8, 1907, in
response to a feeling thruout the school that oue literary society did not
afford enough opportunity for three hundred students. It was thought also
that rival societies would be more interested in their work, and accomplish
more, than a single society. This recent organization, known as the Fran-
cescan, has been very successful and has grown in membership almost at
once to the size of the older society. Like all organizations, its infancy has
been marked by somewhat spasmodic efforts, due to its lack of settled pur-
poses and definite aim. The aim of the society is primarily to develop the
individualls powers of expression, and incidently his appreciation of litera-
ture thru its interpretation. As the society grows in definiteness of purpose
its policy will doubtless become more conservative. That the Francescan
Literary Society has a future no one can doubt.
Glue Slionian literary Society
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J . TRUBY CAMERON WM. R. MCKELVIE
President Ist Term President 2d Term
An increase of the known is an increase of the unknowng an increase
of light is an increase of the boundary of darkness. Large knowledge
brings humility. This is why we, as a society, are not sailing in the vast
literary realms of space, but stay on the earth, welcoming into our midst
the intellectual, the meek, and the profound.
3 For thirteen years the Clionian Literary society has been one of the
leading literary factors of the school. This year the founding of "The
Francescan" has brought about a good natured rivalry wherein both societies
may find growth, expansion, and educational value.
Our motto is: "We learn to do by doing." No words could be more
expressive of its spirit. Our aim is for broader culture and higher social-
ization, and we believe that the best proof of the realization of this aim is
the power to express one's ideas easily and naturally to an audience. To
this end many lines of work are taken up-music, debating, parliamentary
practice, reading, and drama. The social side of the organization should
not be lost sight of, for thru its reception to new members of the school, its
informal entertainments, and closing with the annual banquet, there is a
great deal of pleasure found for all.
The Shakespearean literary Society
Inour Shakespearean Literary society we learn to do by doing, and it
is here that the foundations for excellent work are laid. The character of
the work has been both practical and enjoyable, and this year, as never be-
fore, the students have combined to make the hour entertainingf' The pro-
grams 'are given in turn by the classes, which have committees for selecting
the material and themes. As often as possible programs are presented by
outsiders, who suggest new thoughts and furnish new inspiration.
The aim of the society is not at all to make great speakersor orators,
but merely to oier an opportunity for advancement along different lines.
However, the progress of those who have belonged for one or two years has
been very marked. This year not only has the literary part of the program
improved, but the music has been vastly better.
Altogether, the outlook for the society is very bright, and it is needless
to say that more and better work will be done in the future.
Ebe Dimerson Qllub
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"There is always time enough for courtesy."
This club was organized January 31, 19085 by seven igirls of the tenth
grade, for the purpose of discussing the problems which confront every
young person preparing for her life Work. They have taken up the club
name and motto from Emerson and hope to profit by a study of his philoso-
phy of life. ,-
President. . . Louise Henderson
Vice-President ...... Lyra Kennedy
Secretary ....... Sarah Hunter
' Nellie Bennett Mary Tucker Jessie Shay Bessie Probert
EDITH FORBUSH CLARICE PHILIPS FLORA BAUER
Treasurer Vice President Secretary
l . UH. Ctabinet W
IRMA HARRIS IOYSA GAINES
Intercollegiate ' Social
FLORA DEANE EDNA PURDY
Bible Study Devotional
NEI,LI E CLARK lVlAY XVEST
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I MARGARET STATLER, President.
"Be stifong and be of good courage, be not affrightened, neither be
thou dismayed, for the Lord thy God is with thee whithersoever thou goestf'
There are about three hundred and fifty girls in our school this year,
and of this number one 'hundred and fifteen are active Y. W. C. A. mem-
bers, while fifteen are associate members. The membership is not so large
as it was last year, but the work accomplished has been a credit to the organ-
ization. There has been that unity of spirit in all the Y. W. C. A work
which is soiihelpful to all of us and which is such an important factor in any
work. Welfeel, too, that we have been very fortunate in being able to have
such a splendid, enthusiastic leader as Mrs. Chambers to guide us and help
us over the hard places.
Our social committee has done its share of work in entertaining. First
at the annual Y. W. C. A. reception to the entire school in October, followed
by several smaller affairs, when the Juniors were entertained in sections ,at
"a tea", an "apple bake", and a "corn roast". Again, during Mrs.,Mc-
Lean's visit in November, the Cabinet girls and Mrs. Chambers gavegia
reception in order that the girls might come to know Mrs. McLean better.
Our weekly meetings have been conducted somewhat diierently this
year. Instead of the regular devotional meetings, we have had only every
other one a devotional meeting, the other days being taken up with the study
of the Old Testament, aided by the two books- "Who Wrote the Bible?" by
Washington Gladdeng and "The Life and Literature of the Ancient
Hebrews" by Lyman Abbott.
The thing for which we have striven for the last two years, and worked
so earnestly to accomplish, was realized in February, when We had Dr.
Hiorswell with us for five days. For two years the association had been
looking forward hungrily to this visit. It meant a great deal of money to
getghim here and that in turn meant work. Many times we had become
discouraged and felt like giving up, but the thought of many good lectures
spurred us on. Our hope was fully realized when Dr. Horswell gave us five
lectures on "Amos", "Hosea", "Isaiah", "Job", and "Jonah", respectively.
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"A fraternity stands for development of the social side of our lives as a
very important part ofour education, and that can best be promoted by
organizing for mutual aid in all things pertaining to our school and social life. "
Organized February 4, 1903.
Colors: Emerald green and white.
FRATER IN FACULTAE.
Will Grant Chambers
FRATRES IN SCHOLA.
Edward F. Brainard
William P. McKelvie
H. Guy Roberts
Earl King Terry
J. Truby Cameron
Harry E. Johnston
July, nineteen hundred and seven
FRATRES EX SCHOLA.
George W. Alps
Ray P. Alexander
W. D. Blaine
Earl S. Curtis
I. C. Hall
Harry W. Heighton
J. Wheeler Kelsey
Horace H. Hedstrom
Ashley T. Near
Charles W. Preston
E. F. Proffett
John A. Sexon
Harry J. Snook
Charles E. Stewart
Victor E. Worley
James H. Worley
iLambba Gamma Tkappa
CrganizedNovember 3, 1903.
Colors: Black and Old Gold.
FRATRES IN FACULTAE.
S. Milo Haddon J. C. Kendel
FRATRES IN SCHOLA.
Brainard Allsvvorth Homer Kyle Lester R. Finch
Russell Roger Philip Lloyd Edgar Apperson
William R. Hurley James Lockhart Frank Swartz
Lynn Jones James Carpenter
FRATRES EX SCHOLA. p
Harry Van Churchill Axel Johnston F. Everette Draper
E. Tyndall Snyder Joseph D. Coles George W. Roup
Francis Chambers Mac Moore Frank Latson
Louis Wyatt Ralph Ellis George 'Wetzel
Jesse Nusbaum Albert G. Draper
Harry McAfee Charles Moore
T C'ILocal Sorosish
A sorority symbolizes love, loyalty, faith, hope, self-rule, and self-
knovvledge. These should ever be a beacon to guide our feet toward all that
is noblest, highest, and best.
"Nulla dies sine facie."
Colors: Turquoise blue and black.
Mrs. Chas. W. Waddle Mrs. C. H. English
Miss Dora Ladd Mrs. J. A. Weaver
Miss Frances Tobey
SORORES IN SCHOLA.
M. Faye Read
Edna J. Purdy
Vera M. Linn
SORORES EX SCHOLA.
Mrs. H. H. Hedstrorn
' SORORES IN SCHOLA.
Eelta lbbi Qmega
A sorority symbolizes love, loyalty, faith, hope, self-rule, and self-
knowledge. These should ever be a beacon to guide our feet toward all
that is noblest, ,highest and best.
Organized April 5 1905.
Colors: Violet and white.
Miss Elizabeth Kendel Mrs. Bruce Eaton
Miss Elizabeth M. Cannell Mrs. Gurdon R. Miller
Miss Achsa Parker Mrs. S. P. Saunders
Eva Maude Earle
Mary Louise Cherry
SORORES EX SCHOLA.
E. Mary Harrington
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Every school publication should have a twofold value: that of giving
information and entertainment to its readers and that of giving benefit
along lines of composition and executive power to its publishers. The first
value mentioned is fulfilled by the various departments of our own paper,
The Crucible. Our Literary department furnishes us with an entertaining
bit of life, real or romantic, historical or fictitious, as the taste of the author
dictates. Our Pedagogical editor gives us each month helpful suggestions
on subject matter and methods, in articles drawn from faculty and student
sources. Ther kindergartners have a corner all their own, but the benefit
accruing from the department is not all theirs, for many outside .gain an in-
sight into things which had never before presented themselves. Our de-
partments of Music and Art and Handicraft aim to set down some of the
broader principles of their subjects. Picture study has been a profitable
theme of the latter department this year. For fear we, in our absorbing
interest in ourselves, might forget the rest of the world, a department of
Current Things and Thought has been ably managed this year. In line with
the same spirit, our Exchange department gives its readers the best things
found in other school publications. To keep us informed of school news is
the business of the editors of the General Notes, Junior Notes, High School
Notes, and Y. W. C. A. Notes, while those who go out into the world from
C. S. N. S. are kept track of by the Alumni department.
The second value, which we affirmed in the beginning of this sketch to
be necessary to a school publication, is just as well distributed as is possible
from the nature of the case. We have tried this year to give as many as
possible a chance to gain the benefit which comes from writing for print.
Our hope is that next year this plan may be more fully realized, so that
while many have the pleasure of reading the paper, just as many may get
the value which comes to one from helping to make the paper.
THE BO!-XR D.
JMMQ EUITAA IN EHxEE
z5WM,L BU S, MANAQEA
gip2i2' , AD. HGENTS
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Che Sacha Ia llbouore JBoarb
Assistant Editor. . .
Society .... ,,....
Literary .... .... . ........ .
Pedagogy.. . .... .... .... . . . .
Fraternities and Sororities .....
Athletics.. .. ..
Junior Class . .. .
High School .... .
. . .Donna M. Lewis
gf J. T. Cameron
I A. G. Draper
. . . .Jesse Nusbaum
. . . . .Mary Webster
I Mary Harrington
nl Eva Linville
. . . .... Helen Shaw
. . .... . . . Nell Byron
. . Charlotte Augur
. . ..Gail Gilpatrick
.. ..... Carrie Mills
. . . . . . Orrin Forsyth
if Ada Meddings
l Hortense Knapp
. . .... Nora Wilson
. . . . Clarice Phillips
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1Reception to '07 bg '08
The class of '07 was made extremely happy on a balmy moonlight even-
ing in May by being allowed to participate in a social function in Japan.
Dainty little Japanese maidens met the guests at the door and gracefully
conducted them about the room. Exclamations of wonder were heard as the
spectators advanced and saw the beauties everywhere. Picturesque decor-
ations covered' every bit of the chapel, and all combined made a scene of ar-
tistic perfection. Strains of the orchestra blended with the voices and car-
ried., joy to every corner, even into the remote rooms where Winsome tea
girls served refreshments. Charming Japanese songs and fantastics de-
lighted all present, and, when the clock chimed twelve, wondering ejacula-
tions were expressed as to where the evening had gone. "And to think
that this festival in quaint Japan was due to the genius of the class of '08
and its good feeling and respect for the Seniors!"
"Variety is the spice of life." So the faculty must have thought when
the time for their usual reception came. The students were delightfully
surprised at the announcement made in chapel on September 19 that each
was to find some new student and take him down to the campus. As the
difficulty in former years has been in making this affair too formal to ac-
complish its aim of getting acquainted, this year was far more successful.
A friendly feeling was certainly evident when we all met the different in-
structors and had a chat in place of the formal handshake. Punch, which
was served by some of the former students, and the orchestra wafting its
sweet strains, certainly put every one in an equable frame of mind.
1balIoween llbartsg bp 'os to 'oo
One of the most unique parties in the history of the school was given
'09 by '08. The Senior ghost's invitation having been accepted by a Junior
witch, nearly every one came dressed as a witch or as a ghost. As the
spooks began to arrive, the gymnasium and lower hall presented a rather
uncanny appearance. The walls were covered with stalks of corn, and
shocks stood here and there. Jack-'o-lanterns, black cats, and witches
added to the ghostly appearance of the scene. Fortune tellers, stationed
in the corners and nooks, told marvelous tales to their credulous listeners.
After the refreshments, consisting of doughnuts, popcorn balls and cider
drawn from a keg and drunk from tin cups, had been served in a leafy
alcove, everyone joined in playing the old time favorite, the "Virginia Reel".
Late in the evening, the ghostly revellers departed, wishing Halloween
would come more often.
' Social Elffairs of 19. Ulu. GZ. El. '
The Y. W. C. A. has done its share this year in social affairs. Early in
the fall its annual reception was given to the entire school. The upper hall,
where the program was given, was decorated very attractively. The guests
then adjourned to the lower hall, where punch and wafers were served. A
few weeks later the girls entertained the different divisions of the Juniors at a
corn roast, an apple bake, and a tea. During the visit of Mrs. McLean,
the cabinet members and Mrs. Chambers gave a reception at the home of
the latter so that the girls of the school might have an opportunity of meet-
ing Mrs. McLean.
JBanquet to Hnnual 5Boaro
The Crucible staff delightfully entertained the Annual board April 2,
at the home of Miss Statler.
At half past seven the guests were ushered down to the dining room,
where a progressive dinner was served, the domestic science class having
this part of the entertainment in charge. The guests had forgotten what
time of the year it was until they discovered the delicious looking fish to be
brown paper. Upon the fish were written numerous questions, the answers
to which caused much merriment. The guests were led to believe that a
toast would be called for from one of them, but were surprised again,
agreeably no doubt.
After dinner the guests were invited to take part in the vaudeville which
followed. There was a "German band" and an "Italian band", the latter
of which gave selections from grand opera only. The latest acrobatic stunts
were exhibited and various other performances finished this "entirely new
and thrilling entertainment". A
The Annual board will always remember, with pleasure, their delightful
entertainers of the evening.
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Em 'Unusual Glass flbeeting
"O tempora! O moresl" are the words which say themselves when the
mind reverts to the never-to-be-forgotten days which ushered in the spring
term of the year nineteen hundred and seven, the days when every Senior had
"A feeling of unrest
Within his UD noble breast,"
and the Juniors were observing the Seniors, not only on the days set for the
classes in pedagogy to visit the training school, but at all other times and in
all other places. In fact, the situation was very like that described by the
little boy who, in telling of a cock-fight, said: "Now they are thooking at
each other. "
When one morning in chapel it was announced that there would be
a Senior class meeting in the gymnasium at seven-thirty, and a Junior class
meeting in the chapel at eight, it was as though each had taken a step nearer
While the Juniors were transacting interesting and important business,
the sergeant-at-arms, quietly entering, summoned her corps of assistants.
An ominous silence was followed by the startling dramatic entrance of the
Junior boys, who held captive a pitiable, shaking wretch, who was vainly
attempting to hide his whole miserable self within his hat. The hat being
snatched from him there stood disclosed to the astonished Juniors the crafti-
est, shrewdest Senior, the Senior who, till then, had been so clever that he
could carry through to a successful issue any scheme whatsoever without
There in the presence of the august Juniors, the Senior, erstwhile a
dapper, self-confident swaggerer, stood trembling violently, an ashen pallor
over his countenance. But, upon being assured that he would not be sub-
mitted to torture, he so far regained his composure that he could form short,
When the Juniors, by displaying great courtesy and kindness, had
finally succeeded in their attempts to put their unexpected, though by no
means unwelcome, guest a little more at ease, their president requested an
explanation of the unanticipated pleasure.
The Senior suavely explained that he had no such base motive as
listening to Junior business, but that, impelled by a lofty desire to do some-
thing to aid scientific research, he had proved, not that a monkey might
develop into a man, but that by reversion to type, through disuse of his
higher faculties, man might become monkey.
The Juniors, exercising their better tendencies, voted to return the un-
fortunate creature to the arms of his solicitous classmates, hoping that
tender, loving care would restore him, enabling him to "press on toward the
characteristics which distinguish the class of nineteen hundred and eight.
The hope for his improvement was vain. He soon escaped his care-
takers, and sought a habitat in the Philippine jungles, where to this day he
may be found swinging gayly from bough to bough.
'Tis two short years since we of nineteen-eight
Did enter Normal halls to try our fate,
To win new friends, gain high ideals, too,
And seek new fields of study to pursue.
Some friendships made cling close, hold fast and dear,
And consecrate alone the time spent here.
These match the gains of knowledge, dues of thought,
Which Alma Mater has upon us wrought.
The toil has not been light, some hours seemed long,
But mingled with it all there's been a song.
Ah, could our lives still move in these safe ways,
And love and friendship gladden all our days,
Our work and our worry, our rush and our hurry,
Made ever light by fun and frolic's flurry!
But all things change, and still must change forsooth
All things, 'twas ever thus, but love and truth.
Our Normal days draw swiftly to a close,
And forth, our store of knowledge to disclose,
We'll go to town and city, hill and plain,
There using heart to train both hand and brain.
Our teachers faithfully have played their part
To make us true disciples of their art,
To them we owe our present hopeful state,
'Tis ours to make success our future fate.
First to be men, to be women,
True in all to the best within!
Then shall our undisputed right
Of the true teacher be assured quite.
Athwart our way, as days and months go on,
Discouragements, defeats, will come anon.
Our fondly cherished hope sometimes may wane,
And all our eiort still seem weak and vain.
All things of life look then but drear and dark,
On nothing can we mortals see hope's mark,
Discord doth reign, the whole world's unjust-
We look about us in dismay, distrust.
Yet if we ponder, we still may imbue,
By changing somewhat our own point of view,
Our life and others' with that faith in mankind
Which leads us virtues and not flaws to find.
We part, we leave this Alma Mater dear
To teach, to spread the truths of life learned here.
May we, like the great Teacher from above,
Show by our words, our deeds, that God is love.
Farewell! O Alma Mater, have no fears 3
Anon, across the distance of the years,
We'll send our hearty "godspeed" back to you,
And echo forth your many truths anew.
lbistorxg of the Glass of '08
We, the Seniors about to depart from the sheltering walls of our Alma
Mater, turn to bid adieu to classroom and professors, to society halls, li-
braries, and corridors, and while yet sounds of chapel music and the fac-
ulty's good advice linger in our ears, we pause, O Juniors, and from the
lofty summit we have reached let fall our mantle upon you. Wear it well.
Remember that the tattered folds of this reverend mantle once adorned
shoulders broader than yours, covered heads brainier than yours 5 that it has
waved in triumph over you. Close up the rents with reverent fingers. It
was not always large enough for us and has sometimes been strained in the
seams. But we have no fear that you will have difficulty in finding abund-
ant room within it. Its folds are suiiiciently ample for you. Take it, and
our blessing with it. Follow in our footsteps and go where glory waits you.
Yet be not proud, be not puied up, remember that only vanity vaunteth
itself and is proud. Now, while you adjust its folds to your lesser dimen-
sions, we will review the course we have run.
We will proceed pedagogically, following a definite method, and ac-
quaint you with the inspiration which brought us here. Many were lured
by the lorelei song of a fairyland of science, as sung in divers places by Mr.
Abbott-science and the mysterious new geography, which is still a mystery,
even as the science still belongs to the region of fairlandg others listened to
tones mellowed by Latin liquids, singing also an alluring song, and steered
their barks to that singer's genial shoreg some responded in the hopes of
abundant motorization, and some came docile in the tow of a Senior, who
said triumphantly to himself, as he turned his victim over to Dr. Snyder,
"Now my success in philosophy is doubly assured", and finally, some who
had been perusing a wondrous book of fiction Cdistributed universally by
the board of trustees of the C. S. N. SJ, came eager to take up their abode
in Greeley, the center of the public school system, the Utopia of the educa-
Well, it is always so. The far away prospect always has the glow,
nearer at hand it turns to sober gray. Did we not even then debate, re-
solving that there is more pleasure in pursuit than in possession? Maybe
we did not know precisely how wide the application of the saying is. Things
ahead still seem to be in the light, and we go toward them with the same
confidence' that we had in the beginning. But enough of this, there is
history to be written!
It was in the year 1906 A. D., in the gracious month of September, that
we, the class of '08, first assembled at the C. S. N. S. Some of our mem-
bers were from towns on the Atlantic coast, some from towns on the Pacific
coastg and the remainder from the states and territories lying between these
two great oceans. However, the most careless observation showed that the
greater number were natives of Colorado.
Upon our arrival we found the anterior portion of the assembly room
occupied by two hundred giddy, giggling, gossiping girls and upon each
countenance had lately been branded the word "Senior".
We quietly took our place in the rear of the room and awaited develop-
ments. Just before the last bell rang, seven overworked, careworn boys
sneaked into the room and meekly took the very front seat. These, too,
bore the brand "Senior", We also observed that at irregular intervals a
distinguished looking man or woman entered the room and with haughty
step ascended the rostrum, which was in front of the Seniors. As these
took their seats the front end of the assembly room became somewhat illu-
minated. When all of these individuals of the noble bearing were assembled
a perfect halo of brightness overhung the rostrum. Surrounded by this
nimbus we first beheld the faculty, the marvelous faculty of experts. The
dazzled Seniors now stopped their prattleg the class of '08 gazed with awe
upon the spectacle. Suddenly a chord was sounded and all rose to their
feet. The doxology was sung in double quick time and we, the class of '08,
realized that our work had really begun.
For a few days we were in the wonder period. We wondered which
one of the numerous museums received our 81 museum fee? Why pay a
laboratory fee when we were not using a laboratory? What is that industrial
fee for? Had I better send this receipt to papa? Why had the cost of
board and room suddenly risen? Where were those famous athletes of
which we had read? How could the child be a composite potential, an invo-
lution of possibilities? In many ways our sense of mystery has narrowed,
but how some manage to graduate without removing their conditions is to
us still, as to certain members of the faculty, a problem belonging to the
realm of the esoteric.
With such vagaries as these our Junior year began. Oh, our glorious
Junior year! How we shone! That the class of '08 would be an unusual
one was plainly evident to the most casual observer of the faculty, when as
Juniors we astonished its members with our ability in Declamation, Art,
Music, English, and Psychology. The professors frequently fell back in
their chairs and gazed in astonishment at the originality of thought and
individuality of research displayed by us as Juniors. Indeed some of our
members acquired such a fund of knowledge and discernment that certain
members of the faculty trembled for the future peaceful possession of their
respective chairs. Our English teachers smiled to see us come and predicted
great things of us, when we should have overcome a few trifling short-
comings. Some of our thoughts, potent with the might of intellect and
musty with library smell, are preserved in the columns of the Crucible and
the Cache la Poudre.
Not only in English did we distinguish ourselves, but today the
instructors in mathematics and music are telling the Juniors that former
classes fthe class of '08 being obviously intendedj had no trouble in master-
ing those problems or singing those exercises. They remember US! On
every hand the fact has been demonstrated that we have brains and fur-
thermore that we use them.
As individuals our records were many, as a Junior class We have never
been equalled. Never in the history of the school has so much class spirit
been evinced, never did Juniors fight harder, never were Seniors more
signally and uniformly vanquished.
We organized early and chose for our first sovreign Homer II CKylel.
His wise and capable administration is a tradition to this day. The name
and fame of Mr. Kyle will be sung by many generations of students. No
sooner was our leader appointed than he displayed his great military ability
by leading his Warriors out against an invading band of Seniors. Our
class arose as one man and fell upon the foremost of the imposters. Sundry
bits of wearing apparel belonging to the Seniors were seen whizzing through
the air, and occasionally one of their members was thrown high above his
fellows. The Seniors were soon defeated and hobbled wrathfully away.
We had won. Our socialization was complete. From that time on we have
been a pulsing, efficient organizm. So ended our first class meeting and our
first glorious victory. For a time we disturbed not, neither were we dis-
turbed. Our time was spent pondering upon ideas, the fruits of which
came later, when -J-1
Again we assembled, at another class meeting, the time being at hand
to elect a new president. Each member knew that strenuous times were in
store for us and that our leader must be a person of iron nerve and over-
flowing with pluck and determination. Our old love of extemporaneous
oratory asserted itself, and the nominations were made with great tact, each
speaker setting forth the merits of his favorite in a very convincing man-
ner. The nominations were closed, the votes were counted, a deep voice
announced the name of our new president-Miss Frances Doull. We had
chosen wisely. Who has done more for her class? Show us a member of
the class of '08 who does not appreciate the work Miss Doull has done for
our cause. Ever patient, but persistent, always working for the good of
the majority, never failing to give a word of advice or to warn us of im-
pending danger. No one could have been better qualified to guide us safely
and successfully through the thrilling experiences about to be narrated.
First our president decided upon a definite plan of procedure. To aid her
in this the several committees were appointed. All of these did excellent
work, but especially prominent and efficient was the committee on songs
and yells. Beautiful were the songs and hideous were the yells concocted
by this committee. Well do we remember those nightly rehearsals, some of
these were held at the home of a generous classmate, some were held out
on the unvintaged prairie where the coyote often took up the refrain, and
still others were held in low swamps, where sand burs grew thick and
snakes and toads were wont to dwell.
What did we care for difficulties! Overcoming them has made us
great. We worked both night and day. As we gained victories our ardor
increased. Many a Senior was awakened from dreams of victory by our
blood curdling yells only to be lulled to sleep again by one of our songs of
sympathy. From this time on the Seniors were harassed morning, noon,
and night. The omnipresence of the Juniors was at first to them oppressive,
but a little later it became almost unbearable. Juniors seemed to bein every
nook and corner, they trailed the Seniors in their walks g they floated above
them in their dreams. The class of '07 has lately acknowledged these last
Time passed on according to its arbitrary fashion, now fast, now slow.
On a certain afternoon in early spring Cwhen all nature should have been
atunej the Seniors were in secret session in one of the city churches. They
held, in reality, a council of war to decide how best to carry out "cap and
gown day". Certain members of our class heard of the meeting and very
graciously spread the word to the class of '07, Their kindness was not
appreciated, however, as will be shown later. The whole band of Seniors
assembled at the church and their president had just started to address
them thus: "We are convened this-" when suddenly their small sergeant-
at-arms leaped breathlessly into their midst and announced in a trembling
voice that the Juniors were without. Each Senior's face became white as
death. Their sovereign asked the number of the enemy. The sergeant-at-
arms, now speechless with fear, mysteriously held up four fingers and two
thumbs. After much wrangling the Seniors decided to capture the intruders.
Five Junior girls and one Junior boy were finally overpowered by the com-
bined efforts of two hundred and two Seniors. The captors now tried to
force their captives to reveal the secrets of the Junior class. Certain chem-
ical compounds, supposed to produce talkativeness, were administered and
numerous external applications were given, but the staunch Juniors said
never a word. Seeing that the Juniors could not be moved by threat or
torture, the Seniors suddenly realized that the members of '08 were the
right sort of students and many began to admire such great endurance.
Some became so attached to this group that they decided they must have
their pictures to carry with them through life as symbols of strength and
loyalty. The captives were taken to a photographer, and those pictures are
to this day an inspiration to those who have them. Admiration for the
captives did not cease here, for the Seniors engaged cabs in which they con-
veyed the Juniors, now the heroes of the hour, in great splendor to their
homes. The Seniors gained great but enviable notoriety by this episode,
for the good people of the town poured torrents of abuse upon the members
of the class for desecrating the sanctity of a church by such actions. The
ministers, too, berated them soundly. -
Scarcely had they atoned for this sin than they were again brought to
tears by beholding, one morning, two of their likenesses Cbrilliantly arrayed
in purple and whitej beckoning from the highest place on the school build-
ing. None of the gallant Senior boys could be persuaded to climb to such a
height to rescue his class colors. The janitor, moved by the tears and
entreaties of the young ladies, finally gave his services and brought the
dummies to earth, where they were received with joy by the class of '07 .
The class of '08 received credit for hanging those dummies. As the class of
'07 lacked the ability to conjure up some means of retaliation, they secured
five hundred second-hand posters from the Senior class of the U. of C., and
planned to post them about the town on a certain stormy night. The boys
of our class learned of the night these descriptive documents were to be
posted, and followed a short distance behind the Senior bill posters, and be-
fore the paste was dry, removed every poster. Oh! what a triumph! The
Seniors were astir early the next morning, expecting to see the town aglow
with flaming posters, but to their astonishment and dismay not a poster was
to be seen. Ah, they had planned well but "there's many a slip twixt cup
and lip"! They should have learned long ago through experience that we
were far beyond them!
Time fied swiftly, the first of May drew near and we, knowing that the
Senior class MUST wear their caps and gowns before they would be allowed
to graduate, decided to let them do so. We resolved, however, that we
would not follow the Junior custom of going to chapel on cap and gown day.
Accordingly, after going to the chapel door in a body and taking one good
look at the expectant Senior class, we marched heartlessly away, leaving
the Seniors to sing their songs of derision- to empty benches. This was a
iinal blow to the already stricken class of '0'7. Their "O, my!" sank to a
groan and finally expired in a dismal wail. Never again did they appear in
war paint and headgear against the victorious class of '08,
Now, as soon as the class of '07 recognized and acknowledged our
superiority over them, we began giving them the best of care, hoping that
they might recover from the recent hard usage and yet amount to some-
thing. We first decided to hold, in their honor, a grand and glorious recep-
tion to be carried out in true Japanese style. How the Junior girls labored
to work out color combinations! How many a Junior boy risked breaking
his neck by climbing a wabbling ladder in order to gain the praises of a
bright-eyed classmate who directed his efforts! How the girls worked work-
ing the boys. We were encouraged in it all by members of the faculty, who
came around anxious to see how we were getting along and to gather ideas
for the aid of future classes. Each one in turn declared that nothing so
unique and grand had been seen in the history of the institution. At last
all was completed and our eyes looked upon a beautiful scene. Our efforts
had as usual been intelligently directed and we felt well repaid for our labor.
What a glorious time we had! Who will forget those happy faces! Or those
beautiful decorations! Or the good-fellowship enjoyed at that Junior re-
June drew near and with it our summer vacation. The last few days
of our Junior year were strenuous ones, but we enjoyed them all. On the
last day of school we were called together by Dr. Snyder to receive our final
reports. That was the crucial moment of our Junior year. On those report
cards were symbols, which represented our real worth as students. We
were greatly gratified to learn that every member of our class had passed
without condition. Hurrah for the class of '08! We had passed through
the Junior year with flying colors. The Senior class meekly left the shelter-
ing walls of C. S. N. S. to us. We had been ruling there for many moons,
but upon their departure our claim of ownership could not even be disputed.
We now went to our homes with light hearts and happy thoughts, resolving
to come back to C. S. N. S. in the fall and do even greater things.
In September the members of the class of '08 again assembled at C. S.
N. S. Lo! Behold us now! A mighty band of Seniors, throbbing With a
desire to be doing, ready for any emergency. In unity, coherence, and mass
we had never been surpassed. We had cast off the characteristics of
childhood and of Juniors and now assumed the dignity becoming philosophers
and school teachers. Again we assembled in chapel. Oh, joy of hearing
the happy voices, as old associates greeted each other! We were all glad to
be back and were trying to relate at the same time our holiday experiences.
Why, we had taken the front seats! Yes, they belonged to us! A few seats
in the rear were assigned to a heterogeneous mass of people who shall be
called hereafter Juniors, or the class of '09. There they sat spell-bound,
speechless. Let your memory, O classmates, carry you back to that day.
Shall we ever again see a sight equal to that motley array of Juniors, as
theyfirst appeared on that September morning? Can we even hope for the
privilege of again viewing such a ludicrous spectacle? From the first they
were the source of much amusement to us. They looked to us as their oracles.
It was a common occurrence during the first of the year to be asked such
questions as these: "Can you show me Mr. Hadden's music room?"
"Where does Mr. Chambers teach nature study?" "Is room 302 in the base-
ment of the new library?" Many others equally absurd might be mentioned.
We were patient through it all and taught them many thingsg despite our
efforts, however, it will probably take them the full four years to approach
the height we have attained in two. But that is Junior speculation, now
for our own history.
We all received assignments, or didn't, as the case might beg and some
taught very well, and some taught English, but in all cases the mental
horizon of the model school children broadened and they learned much. We
all worked, learned, and began to see ourselves as future Froebels and
Pestalozzis. We held another class meeting and Miss Doull was again chosen
class president, upon the theory that one term deserves another. What
higher tribute could have been given her! At that meeting plans were made
for the year. We decided to sweep everything before us as we had always
done. We have not been disappointed. Altho our work was more arduous
than during our Junior year we, nevertheless, found considerable time for
merry-making and many hours were spent in each other's company. Some
seemed to enjoy nightly walks in the country. Did they relish the country
air or the country watermelons most? '
After the bustle of the first few weeks we had some surplus time, and
so began wondering how we could do something to benefit humanity. See-
ing the deplorable condition of the ,Junior class we, wishing to introduce
them into the social life and hoping to cure them of the pangs of home-
sickness, decided to honor them with a reception. Now, as most of the
Juniors were fresh from the country, it was decided that a farm scene would
be greatly appreciated by them. Accordingly all the corn fodder and
pumpkins in Weld County were collected and brought to the Normal school.
These were artistically arranged in the lower hall and the gymnasium, and
when our work was done these rooms had been changed into a typical farm.
The Juniors arrived and for the first time since coming to town really felt
at home. How lovingly they fondled those ears of corn! How they laughed
in childlike glee at the funny expressions on the faces of the jack o' lanterns!
We amused them by many simple devices and the evening passed merrily
along. The refreshments of doughnuts and cider pleased our guests most
of all and they departed, declaring that they felt as if they had really had a
Visit to the old home on the farm. Indeed, they had enjoyed themselves so
much that they decided to have a party of their own the next Friday night.
They were at the height of their merriment when a dread rumor, which
caused each one present to shake at the knees, passed through the crowd.
Their worst fears were confirmed when it was announced that a group of
Seniors had complacently carried of their dainties. Now, they were sorely
troubled and loud were their lamentations. They went to Dr. Snyder with
tears in their eyes, and with choking voices told him of the dreadful treat-
ment they had received. He expressed his sympathy, but told them that
legitimate retaliation was their only recourse. Now, the Juniors learned
that the Word "retaliation" meant essentially "getting even". Not know-
ing the meaning of the word "legitimate" they foolishly concluded that Dr.
Snyder had given them permission to square up by fair means or foul.
Christmas time came and the Seniors graciously showed the Juniors the
beautiful presents to be given to the faculty. The Juniors thought that at
last their time had come. While the fair-minded Seniors were not looking
they, with the agility of professional shoplifters, thrust a number of the
smaller articles into their pockets, thinking in their ignorance that they had
"done" the Senior class. They had discommoded us for a time, it is true,
but the brunt of the affair fell upon their own heads. In "doing" the
Senior class they had involved the entire faculty and one hundred innocent
visitors Cmany of them relatives of the Juniorsb who had sacrificed much
that they might see the annual presentation of gifts to the faculty. Thus
the Juniors had benightedly made a class row public. They received the
condemnation of the president and the entire countryside, and have since
been thought of as a bunch of kleptomaniacs.
Now, discordant times arose. For reasons not to be recorded in a
cheerful history, were not permitted to use the building for class meeting.
A spirited meeting was held on neutral grounds. Mr. Howard was chosen
president. Some say that his election was due to his famous electric light
speech. Be that as it may, we have never regretted our choice. He has
done well the many duties that have come before him. The hour just after
his election was one of the most exciting ones ever experienced by the class
of '08, As no agreement could be reached, we adjourned at midnight to
meet again in secret session on the following afternoon. We sallied forth
from that meeting loudly asserting our rights and repeatedly demanding
justice. Even Dr. Snyder took notice of our resolutions, and after explana-
tions were made by all, peace was declared and a reconciliation was brought
Then came a night so dark and blustery that no Junior dared venture
forth from his mother's fireside, However, a small band of hardy Seniors
was at work and that night a deep, dark plot was carried out. The caps
and gowns were hoisted to the top of the building. Then they were carried
over the roof about one hundred feet to an opening. They were then carried
through a long, dark passage to the garret over a room adjoining the chapel.
Next day at the appointed time the gowns were lowered by means of
pulleys, and two minutes afterwards every member of the class of '08 was
arrayed in cap and gown. Then we sang our songs and gave our yells for
the benefit of the Juniors. How fitting were those songs! How they wore
upon the feelings of the poor Juniors! How we Seniors mercilessly gloated
over them! Cap and gown day had never been so effectually carried out.
Juniors had never been so completely annihilated. They collected all their
forces and energies for a final attack, hoping by so doing to carry Junior
day. But, alas, that ambition was never realized, for we appropriated the
paraphernalia Cincluding their class songsl they had intended using. Know-
ing that the Juniors could never carry Junior day successfully, we decided
to do so for them. Accordingly we donned the bogus caps and gowns and
marched about the building, triumphantly singing the Junior class songs.
The Juniors, realizing their utter defeat, and being heartily discouraged
sought refuge in seclusion, and there, With their fingers in their ears, they
writhed upon the floor in a perfect agony of shame and remorse. From that
time the poor Juniors were perfectly submissive. We amused ourselves by
attending their secret meetings, either in groups or as individuals, and not
a protest was given. One of these young men thought to return our visit,
but did not, as he was kindly informed by our president that no Junior had
yet attained sufficient age or dignity to even enter a Senior class meeting.
So we worked on in peace and harmony, and the end of our Senior year
drew near. We worked patiently over plans and our fame as teachers was
assured. We came through the ordeal with the board a little the worse for
wear and tear, but still smiling with conscious merit. As the school year
drew to its close we liked Greeley and the people of Greeley more and moreg
the faculty who had done so much for us became dearerg we no longer even
tried to express our love for C. S. N. S. and our co-workers there.
Our thoughts still dwell upon those pleasant hours spent at the Snyder
home during the Junior-Senior reception and we remember with pleasure
the other evenings so enjoyaloly spent there.
Our beautiful class memento will be looked upon with love and admira-
tion. It will bring to the faculty and to others who knew, fond recollections
of the staunch and brilliant class of '08--the class that always was victorious.
Our class play, "Jeanne d'Arc", will go on record as one of our greatest
achievements. It is a fitting culmination for our wonderful career. Mem-
bers of the faculty, Juniors, Seniors of the High School, behold us! We
challenge your admiration. Do you seek orators? We have them among
us. Do you desire poetry? Poets are in our ranks. Would you ind beauty?
Gaze upon our maidens. Do you admire constancy and manly fortitude?
The men of the class of ,O8 have proved themselves heroes on many a hard
fought field. Would you gather wisdom and knowledge? We are teachers
-teachers with life and energy. Dr. Snyder recommends us, and we are
modestly conscious of the fact that we can do well what we undertake.
Already we are in demand. The call for our services comes from the East
and from the uttermost bounds of the West, and we obey. Yet before tak-
ing up the work life holds out to us we turn and hold out the right hand of
fellowship to you, Juniors, now Seniors, and we become the class of yester-
day, the teachers of today, the founders of future days.
WM. R. MCKELVIE.
Oh most glorious class of 1908! When I was asked to come before you
and deliberately tell you what your future would be, I felt that my life was
not worth a straw. It is news I had rather keep from you, but I know
how curious you are to know how you will "turn out", so I have taken pity
and will tell you the important events of your life as they were revealed to
me by a spirit from the other world. I hunted up a spiritualist who had
quite a reputation as a medium, and told him I should like to see one of the
old Hebrew prophets, buthe said they were all busy in other quarters of the
universe, so I said that anyone would do. He then called up an old Arabian
brother who had been dead for some time and was well acquainted in the
other world. When I inquired about the future of the class of '08, he said,
"It has a great future before it. Taken collectively and individually it is a
remarkable class. The class will produce poets, statesmen, scientists, phi-
losophers, and a few grass widows.
"Being a leap year class, it will witness the overthrow of the tyrant
man, and the complete establishment of woman in her rights."
"There are three important events in the life of almost every normal in-
dividual", said I, "her birth, her marriage and her death. The class has
already been born and please tell about the other two events, will they occur?"
"The other two events are bound to, occur," said the shade, with con-
viction. "Most of the class, however, will marry men or something resem-
bling them, and those who do not will either marry women or remain single.
The whole class will die within the next one thousand years unless someone
breaks the record for length of life, which is not likely. "
I felt that thus far the old philosopher had spoken the truth, as I asked
him to go on and tell about the future of some of the individual members of
the class. As he went on I concluded that one cannot tell by a child what
he will be like as a man. The proverb, "The child is father to the manf'
is only a half truth 5 the child is just as often the mother. However, I no-
ticed that most of the members of this renowned class followed in after life
the tendencies that distinguished them here in school.
"Mr, Howard, " said the spirit, "will become a farmer. He will make
many experiments along agricultural lines, particularly in an effort to in-
crease the egg production from our hens. He will become famous for
raising a hen that will produce 513 eggs a year and hatch them herself.
"Miss Doull will raise an army and Hy to the rescue of Ireland. She
will liberate the Irish and establish the Irish republic. She will be chosen
its first president. The army, of course, will be composed entirely of
women, and in its ranks will be found the following members of the class:
Misses Anderson, Byron, Calloway, Emery, Frey, Gjellum, Hubbard, John-
son, Kouba, Linn, Murray, Noll, O'Boyle, Parrott, Ross, Stephens, Twomy,
Vanatta, and Watson, and Mrs. Zingg. Mr. Zingg will go along and write
up the affair for the associated press. Most of the girls will marry Irish
"A group of the class will club together and buy one of the Sandwich
Islands, where they will try to lead the simple life. Miss Brake will be
chosen leader of the company, which will be composed of Misses Bacharach,
Dale, Forbush, Gammon, Knapp, Blair, Wood, Alexander, Purdy, Marron,
Soister, and Benning. The project will fail because the hot sun will ruin
"Among those who will teach school till an event happens which will
change the whole future current of their lives will be Misses Thoberg,
Weckel, Lee, Duenweg, Rockefeller, Sampson, Peterson, Chester, Beck,
Wade, Berg, Hullander, Cramer, Gruber, Latson, Archibald, Crawford,
Dawson, Sopp, Clark, Sackett, Wieland, L. Taylor, Fiertag, Stryker, Red-
den, Montague, Moore, McDonald, Cain, Lemmon, Williams, Floyd, and
Schattinger. I shall not say what the event will be, but leave you all in
"Mr, Ramsdell will become a great psychologist and unravel all the
mysteries of soul affinity. He will revolutionize the art of wooing.
"Miss Rosendahl will write a book entitled 'One Thousand Curious
Questions', with a foreward written by Miss Hoagland.
"Miss Mallaby will become an actress and star in a play written by C.
Newcum, the cast of which will be composed entirely of women. Other
leading parts will be taken by Misses Bruns, Haney, Daley, Meyers,
Dietrich, Brainard, Desmond, and Padgett.
"The three Miss Thompsons I will class together, for convenience, and
say they will all get married.
"Miss Desjardins will go to Europe and marry an Italian count.
"Mr, Guy Roberts will become famous as the inventor of a special brand
of chewing gum, guaranteed to remove freckles and re-sod bald craniums.
"Miss Margaret Taylor will organize a society for the care and pro-
tection of aged and decrepit cats. The other ladies in this society will be
Misses Cumley, Wills, Goodrich, Douglas, Daven, Kingwill, and Eula Smith.
They will rescue untold numbers of homeless feline waifs.
"Miss Preston will be the founder of a new faith cure sect. Among her
followers will be found, Miss Mau, Miss Harris, Miss Dean, Miss Burkett,
Miss Bell, Miss Horton, and Miss O'Connell. .
"Mr. Cameron will enter the prize ring in a few years and become the
world's champion lightweight pugilist. He will lose many old friends and
make many new ones by this move.
"Miss Philips will found and edit a journal devoted exclusively to the
wants and needs of the sterner sex. On the staff will be: Miss Tupper,
literary, Miss Stark, agriculture, Miss Wimmer, handicraft, Miss Berg-
strand, needlework, Miss O'Connell, hairdressingg Miss Alan, child study,
Miss Wilson, animal husbandry, Miss Myrtle Baird, sports.
"Brainard and Johnston will join a circus, Brainard as a strong man,
Johnston as the juggler and trick bicycle rider. Johnston will later join the
police force of New York city, while Brainard will marry and hustle to sup-
port a large and handsome family.
"Miss Dobson will organize an Arctic expedition in the cause of science.
She will be assisted by Misses Crowell, Donaldson, Baird, Faris, Hamilton,
Lapham, and Cavan. They will not discover the pole, however.
"Miss Martin will be the Woman's Rights candidate for president in
1932. Her campaign will be conducted by Misses McGowan, Mallonee,
Miner, Murray, and Marx. I can not say at this time whether she will be
elected or not.
"Mr. McKelvie will settle down in a New Mexican village and become
the proprietor of a steam laundry. He will also build and operate a roller
skating rink with ice cream parlors adjoining. He will be assisted in his
enterprises by Miss H. Smith.
"Miss Statler will found an association for the study of social conditions
all over the world. Among those persons whom the association will send to
foreign countries will be Miss Rose, Miss Lawler, Miss Wasley, Miss Parker,
Miss Wolf, Miss Cleverly, Miss Hershey, and Mrs. Scott. Miss Wasley will
figure in a romantic elopement with a Russian nobleman, and Miss Cleverly
will become the bride of a Chinese mandarin.
"Many of the members of the class will join the U. S. navy. Of these
I can name Miss Robinson, who will become an admiral, Misses Bonham and
Warner, who will become commodores, while Misses Baily, Lane, and
Brooks will each be a captain of a vessel.
"Not a few of the class will distinguish themselves in the field of science.
Miss Barmettler will invent a new breakfast food, Mrs. Gardener, a clothes
wringerg Miss Coughlin will work on the air ship proposition, and Miss Earle
will spend seventeen years of her life teaching a pet monkey to talk, just
to prove to science that it can be done.
"Miss Carter will become a missionary and go to Japan.
"Mr. Allsworth will go to Boston and become a cab driver. He will
finally win immortality by writing a dictionary containing 739 new words.
The word upon which his chief claim to distinction will rest will contain 119
joints and 276 bones inthe complete skeleton. I cannot think just now
what it will mean.
"Miss Donaldson will become a banker and invent a new kind of elastic
"Miss Gaines will start a movement for the beautifying of our country
roads and school houses. She will enlist in her services Misses Dixon,
Ellsworth, Roberts, West, Sperry, and Mrs. Howard. They will make the
whole country blossom as a rose. They will introduce the custom among
the farmers of painting the cows and pigs to match the colors of the
"Mr. Hurley will become a Methodist minister and work in the slums
of one of our large cities. His work will be supplemented by the W. C. T.
U., and his untiring efforts in behalf of the cause will win him undying
"Thus will the hand of fate work out thy destiny, oh glorious class of
1908, and woe to him who would by any effort or wicked subterfuge attempt
to change his fate as it is herein written. "
We, the class of '08 of the Colorado State Normal School, at the city of
Greeley, where the wind, blowing without ceasing, has carried us to school
every morning for two years, our brains having been tossed about in the
whirlwind of learning until enlarged by the deposit of knowledge in the
form of psychology, pedagogy, philosophy, and experience in the training
school, being about to enlist as pedagogs in the battle of life, putting on the
armor of knowledge, the helmet of discipline, the shield of optimism, and
the sword of determination, and realizing the dangers and difliculties in-
volved in the accomplishing of our purpose, namely, to unfold the bundles
of possibilities of our land, knowing the perils of encounters with school
boards and parents, do hereby make this, our last will and testament:
To the faculty, who opened the bag containing the whirlwind of learn-
ing which has prepared our brains and labeled us pedagogs, we leave the
knife of skill sharpened on the whetstone of our unusual ability, that they
may more easily cut the strings of the bags of learning prepared for suc-
ceeding classes aspiring to join our ranks.
We do also leave to our revered friends, the members of the faculty, the
flower of memory, sweetened and enriched by our personalities.
'To Zachariah Xenophon Snyder, our honored president, we leave a hap-
pier, more cheerful outlook upon life, because of our brilliancy in the expo-
sition of philosophical topics. We do also leave the aforesaid Zachariah
Xenophon a vivid mind-picture of the last developed stage in the evolution
of women's hats.
To David Douglas Hugh we leave the possibilties of the training school
more possible because of our genius.
To Vernon McKelvey we leave the fond memory of having secured some
of our good money, and also the privilege of getting as much more as pos-
sible from our successors, assigns, and residuary legatees.
To Albert Frank Carter we leave a greater joy in the care of the library,
because of the multitudinous imprints of our fingers left in those volumes
now under his care, as we endeavored to perfect, to brighten our armor of
To our worthy, tho unsophisticated, successor, the Junior class, we
leave the time-honored title, Senior, hoping that the shining light which our
career has placed about it may be a stimulus to them to push onward and
upwardg that they may not dim, tho they can never surpass, that light.
We do also bequeath, give, and assign to the said Juniors the campus,
made more delightful because we have trod its paths, these walls, made
harmoniously resonant by the echoes of our voices g the class rooms, where
each bench and chair, and even the very atmosphere, bears witness to the
illustrious demonstrations of our superior "thinkability"g the chapel, sol-
emnized by our presence, where they may occupy the notorious front seats,
and in so doing become edified, dignified, and magnified thru the example of
To the said class we do also bequeath all privileges appertaining to the
title of Senior. Chief among these is Senior day, when the said class may,
by imitating the methods used in our victory over them, together with the
utilizing of their skill as seamstresses, vanquish the Juniors, and with all
the dignity of bearing and intelligence of mind becoming Seniors, don cap
and gown, the emblems of wisdom and integrity, and establish their
authority over the Juniors. In connection with the accomplishment of this
victory we do also bestow upon the said class the privileges of molesting
Juniors whenever opportunity may offer, of interfering with any class meet-
ings or gatherings outside of the building, and of playing the part of the
"foot-pad" in connection with Junior day, whenever circumstances may
We do also bequeath to our said successors, assigns, and residuary lega-
tees the privilege of setting apart one day in the year to "take off" the
faculty. beseeching the said successors to endeavor earnestly to do this with-
out injuring, bending, breaking, tearing, lacerating, or otherwise demolish-
ing the supersensitive feelings of any member of the said faculty, but-to
do it anyhow.
To the aforesaid Junior class, we do also give and bequeath the Cruci-
ble and Cache la Poudre, by means of which they may give evidence of
their literary and artistic ability, striving to attain the pinnacle of fame
which we have established, but to which it seems doubtful that there in-
feriority can ever soar.
We do also bequeath to and bestow upon the said Juniors the privilege
of making their mark in the world's history, exhorting them to cram their
brains so full of dramatic art thru the reading of innumerable plays, that
some of this art will find its way to the hand-motor centre, and thus assist
the American drama in reaching the highest standard of excellency.
We do also give, bestow and bequeath to the said class, wit-h tears of
sorrow and regret that we cannot be with them always, the possibilities of
the training school, to be guided, as we have started them, 'in the way they
should ago, that when they are old, they will not depart from it.'
To the said Junior class, having their welfare at heart, and desiring
that they "arrive", though it must be after much toil and labor, at that
stage in the process of education and culture, where they may be honored
with the degree Bachelor of Pedagogy, we do bequeath the record of our
career to remind them that
"They can make their lives sublime,
And departing, leave behind them
Footprints in the sands of time."
We do hereby make and declare the aforementioned bequests, grants,
and devises, by our own voluntary will, to be possessed and enjoyed by the
aforenamed persons, their heirs and assigns, forever.
Done this fourth day of June, in the year of our Lord, nineteen hundred
and eight, in the City of Greeley, State of Colorado, in the presence of the
three competent witnesses required by law, and in accordance with our
solemn will and earnest desire. In witness whereof we do hereby affix our
hand and seal, and cause to be affixed through the oflices of a legal notary,
the great seal of the-State of Colorado.
So help us Zachariah,
THE CLASS or 1908.
Usefulness of Grace
Perhaps few people realize the part that trees have played in the his-
tory of the human race. A tree, a mere apple tree, caused Mother Eve and
Father Adam to transfer their household Wares to less pleasant quarters.
Had it not been for that apple tree they might still be doing light house-
keeping in the Garden of Eden. Normal schools and pedagogs would still
be undiscovered treasures.
Even before Adam's time trees were indispensable to the life, liberty,
and pursuit of happiness of our primitive ancestors who swung from limb
to limb in the dense forests, never dreaming of a posterity who would walk
about on sandy plains.
Somewhat later, when man had evolved from the tree climbing race,
and even after the time of the Garden of Eden, our forefathers crossing the
desert waste in search of the "Promised Land" rested beneath the shade of
There is a story told of a lonely hermit, who, having lost his hut in
time of flood, imitated his august ancestors and spent the remainder of his
life in an oak tree. It is told also of this hermit that he liked the tree much
better than the hut, delighting in throwing acorns at the few pedestrians,
and acquired much agility in climbing among the branches. fThis is only
another proof that man recapitulates the history of the race, and a tree
helps prove itll
Then, have we not the story of the Immortal Father of our country?
Pause and consider, Ipray you, what an important part a cherry tree played
in the history of America. This story is a life-long reproach to prevaricat-
ing mankind-and all through a cherry tree!
Trees have ever been the delight of beauty-loving man, who it seems
inherits a love for them and a realization of their usefulness.
The people of Switzerland at one time, feeling a necessity for trees,
planted acorns in a favored spot, and with characteristic patience waited
for them to grow. This planting in Switzerland is said, by many, to be the
origin of Arbor day.
So, from the time of Adam down to the days of the truthful George
and to the present day, trees have been acknowledged as important factors
Certain it is that the poets who wrote the modern sentimental ballads
on the shade of the old apple tree, etc., appreciated the use of trees for
Twentieth century Normal school people recognize this fact. That is
why we are celebrating Arbor day.
We may not plant cherry trees for a modern George to cut down, nor
an apple tree to tempt a second Eve, but who knows to what use today's
planting may be put some future time.
Experiences of a JBeech
In undertaking to write something mirthful upon trees, I hear I have
been transplanted bodily from my native literary soil and in this paper am
only putting out the merest shoots. In fact, I never hope to become fully
acclimated here. At any rate I shall tell you a little about a fine old tree
which is now anticipating its fiftieth birthday. It was planted when a
young sapling on a secluded lane within a hundred yards of a little farm-
house, the home of six ruddy boys. During its early years it lived a very
peaceful and joyous sort of life.
As you know, every child has too little to do, but during the youth of
this tree things were in a Worse condition than at the present time, when
teachers' minds are very active in inventing useless but amusing things to
keep young hands busy and to make parents feel that they are getting
more for their money. The six boys, who were the tree's nearest neighbors,
were no exception to the rule of having spare time occasionally. This
usually happened on Saturday when their parents went to town. Imust
say in defense of the boys that it was a very short while that they were
without something to do. Childish minds work rapidly and action immedi-
ately follows thought. Any Senior will bear me witness to that fact. The
parents of the boys thought they had never seen quite such prompt action,
when, on their return from town one day, the wonderful transiguration of
the little beech into a barber-pole, greeted their eyes. Red, white, and blue
rings encircled its trunk as far up as the tallest boy could reach. But the
tree was not through its suffering, or the boys theirs, by the way. After
undergoing vigorous scrubbing to remove the paint, it suffered the amputa-
tation of six small limbs and the boys endured the application of the same
according to the most approved methods of laying on. The tree has never
been a participant in playing barber-shop from that day to this.
Nevertheless in spite of the application of paint, the loss of limbs for-
well, you all know for what they were used, the tree was a hardy one and
grew year by year more stately. One very trying thing it had to endure
was the agony of having a name carved out of its bark by small boys, who
had just come to the realization of how very beautiful their names looked in
writing, or by larger boys who were experiencing for the first time the
peculiar pleasure of seeing their initials coupled with those of another.
In spring the tree was very generous in offering a home to little birds
and a hiding place to truant boys. That was before the present system was
in force, when the children much prefer being with their dear teachers.
Besides having occasional occupants of its topmost branches many pre-
ferred resting under their shade, especially during the long, moonlight
evenings. Perhaps I had better explain that besides the many new bran-
ches of our tree, it had acquired at its foot a most inviting rustic bench,
put there for the welfare of the community at large.
Automobilists traveling along this road, when accompanied by charming
young ladies, very frequently had trouble with the sparker just at this
point. The beech with its rustic bench never failed in its hospitality and
many scenes under its branches reminded one of that picture entitled "A
Touch of Nature." Often on "the edge of evening" the tree had to shake
its branches vigorously before the couple realized that the automobile wasn't
really in such bad condition after all.
Very often a young naturalist, who was exceedingly interested in trees,
strolled in this vicinity, accompanied by a young lady doing her best to be
enthusiastic in the same line. Upon one occasion, after pointing out some
of the fine trees of the neighborhood, they turned their attention to our old
friend. The young woman commented on how the noble aspect of beauti-
ful trees stirs up the deepest emotions of the soul, and patting its great
round trunk she went on, "you superb old oak, what would you say if you
could talk?" The young man smiled and said, "I believe I can be his in-
terpreter," he murmured. "He would probably say, 'I beg your pardon,
miss, I am a beech". There then ensued a talk in a scientific strain upon
beech trees in general. I Will merely say that though the conversation
started on the analysis of the beech, it ended, as conversations under simi-
lar conditions often do, very Wide of the mark. In fact, the last Words the
old beech heard before nodding its head in slumber Was decidedly unscien-
tific. But, as you seniors know, it is now agreed that one man may live with
another With a comparative degree of safety. Judging from appearances I
believe some such arrangement Was made right there.
Since Arbor day has been so faithfully kept in that district the beech is
still hale and hearty. It no doubt feels from its experience that human be-
ings are rather interesting phenomena at any rate.
FLORENCE A. THOMPSON.
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1Rcminisccncc of a Senior
As I sit idly dreaming of the days novv done,
Of the struggles, the defeats, and the vict'ries Won,
I forget the many months that have passed since We
First climbed Old Normal Hill as happy as could be.
It Was early in October and the long, autumnal rain
Had left the Normal campus all green With grass again.
The breeze that waved the branches on that bright, beguiling day,
Brought forth the fairest visions in the rain-bovv of the spray.
Early in the morning, when the coming of the light
Together with Aurora, had put the stars to flight,
Old Sol arose in glory and brightened as he sped,
While he painted all the heaven a bright and glorious red.
The grandeur of the morning and the splendor of the noon,
With its bright and dazzling sunlight all passed away too soon,
And all that quiet afternoon, as onward came the night,
On cedars, elms, and maples there was a golden light.
It sifted through the aspen leaves, it glorified the hill,
It made the town and river look brighter, fairer still.
Here and there among the branches scampered forth the little squirrels,
Now and then along the breezes floated-sounds of Normal girls.
Finally the splendid setting of the sun had come and gone,
Then the deepening shadows lengthened and the darkness staid till dawn
Ah, the world seemed far away and I was at my rest,
Every lambkin in its fold, each birdie in its nest.
Early, at the gray of dawn, I awoke me with a start,
Whence that dread and restlessness? Why that sinking of the heart?
What it was I did not know, naught could I about it tell,
But a terrible foreboding seemed to hold me in its spell.
The day is dark, the clouds are broad and deep,
No sound is there save from the wild wind's sweep,
The aspen leaves hiss out like spectral ghosts,
In gusts the elm of his great power boasts.
And now the tempest rages in its might,
The rain pours down mid streaks of yellow light,
In all its fury now bursts forth the storm,
When Prexy thunders forth-"Hast thou a HornCeD?"
Soon the storm was over and the clouds had passed awayg
The dream and the dreamer had gone away to stay.
Oft the sky was dark and oft times 'twas light,
But tho the way was rocky, yet for wisdom did we iight.
And now, all ye Juniors, so fresh and so new,
Remember that we Seniors were ONCE Juniors, too.
Don't get discouraged and do not be sad,
When you smooth off the corners, you'll not be so bad.
We know it is painful to see your crude looks
By the side of a Senior, so learned in books.
But cheer up, old Junior, if you cannot be wise,
Be as wise as you can be and emit no more sighs.
-A. LOAVE DOBSON.
SNAPSHOTS OF THE FACULTY
CLASS MOMENTO OF 1907
The growth of the library of the State Normal School has been an inter-
esting one. The first library room was eight by sixteen feet, with about
two hundred and fifty volumes, most of which were reference works. This
little room was on the second floor of the east wing, being originally inten-
ded for a cloak room. In it, during the fall of 1891, some real, earnest
work was done. In the spring of 1892 the library was moved to the room
now occupied by the first and second grades, on the Hrst floor of the east
wing. Books were added, cases purchased, a librarian secured and much
interest was centered in this new room, twenty-four by forty feet. It here
became the den of every earnest student. In 1893 it was moved to the
room now occupied by the kindergarten. This room is twenty-six by fifty
feet. Here it remained till 1894 when it was removed to the central room,
thirty by ninety feet, on the second floor of the main building. It was soon
found necessary to enlarge these quarters, by adding two more rooms, one
at the end of the regular library, and one across the hall foradocument
room. These quarters were kept, altho the rapid growth of the library
made it almost imperative for more room, until the fall of 1907, when the
splendid new building now occupied was completed.
This building is constructed of white pressed brick and white sandstone
in the Renaissance style of architecture. Its dome may be seen from down
town directing wayfarers to the path of learning. The main entrance, with
its beautiful Corinthian columns, is an imposing gateway to the pursuit of
culture and knowledge. ' i i i
Inside the building is essentially modern American. The main floor,
eighty-five by one hundred and eighty feet, is in one large room, with book
stacks and working places for about four hundred students at the tables.
Rooms for the librarian's office and for cataloging are separated from
the main room by natural oak partitions. The text-book room, several of
the museums, the needle work section of the domestic science department,
and the "Crucible-Annual" office are in the basement.
The woodwork, finishing, and furnishing of the library thruout, except
the bookstacks, is done in natural oak. The bookstacks are of art metal,
constructed by the Library Bureau, in most approved style, giving the best
possible arrangement for the books, and at the same time giving little sur-
face for obstruction of light or accumalation of dust. Footfalls are dead-
ened by the Scotch cork linoleum, which covers the entire iioor of the main
room and the hallway leading to the Normal building.
The wall decorations are dignified and harmonious. The colorings are
soft and restful. Many windows afford an abundance of light and air. The
large stained glass window, representing art, music, and history in the east
end of the main room was given by the .class of 1907. It stands as a me-
mento of their love and loyalty to Dame Normal. In the evening the build-
ing is well lighted with fixtures in black metal, with opal globes.
There are 28,000 volumes in the library, exclusive of text-books. Pam-
flets, to the number of three thousand are cataloged and placed in boxes
under the class number with the books on the same subject. There are also
about 9000 pictures. These include a fine collection of photographs of paint-
ings. colored pictures of animals, birds, places, etc., for use in the classes.
Besides these. lantern slides and stereoscopic views are kept for the student
Government publications are almost complete in agriculture, geology,
education, Smithsonian, and ethnology.
The library subscribes regularly for about two hundred and ifty-five of
the best magazines and educational journals. Some of the leading daily
and weekly nswspapers are taken by subscription in the reading room. It
also receives, through the courtesy of the publishers, most of the county
papers of the state, and many of the religious papers of the country. As
volumes of the leading magazines are completed, they are bound and placed
on the shelves as reference books, forming a magnificent collection such as
is rarely seen in any library. To facilitate the use of periodicals, Poole's
and many other good indexes are provided.
The library contains many rare and valuable works, such as Audubon's
Birds of America, Buifon's Natural History, Nuttall and MichauX's North
American Sylva, Linnaeus' General system of Nature, and the works of
Kirby and Spence, Cuvier, Jardine, Brehm, and others. It all contains all
the best modern works in natural history and science. It is also particularly
rich along the lines of American History, Pedagogy, Psychology, Philosophy,
English and Literature, Music and Art. It has recently received the valuable
works of Sargent. The rapid growth of the library may be ascertained
from the fact that 2,247 books have been added since September.
The juvenile library is a very interesting and essential part of the work.
There are many volumes of juvenile literature, ranging from what interests
children in first grade to high school, inclusive. Many of the books are
found in the different grades, where pupils act as librarians. Thus the
children are led to read such literature as will form correct notions of life,
and cultivate in them a taste for what is good and wholesome in the forma-
tion of character.
The library, With all of its advantages, is an attractive place for students.
As many a visitor has remarked, "It is an inspiration to study". Any hour
in the day, numbers of students are seen, busy at the tables. A vast amount
of reading and much earnest work is done here. The library is in charge of
a most efficient library stai, consisting of Mr. Carter, chief librarian, and
his two able assistants, Miss Boyd and Miss Yardley.
J . M. GoRDoN.
The class of 1908, after having considered fairly its every chance for
beautifying our already artistic building, found its golden opportunity exist-
ing in the Library, where the sun's brilliant rays flash through a large,
three-panel, arched window in the western end of the room. Here it was
decided to put in a stained-glass window significant of Western Civilization,
as a companion to the Eastern Civilization window, placed in the opposite
end of the Library by the class of 1907.
A masterful design for such a work, made by the Copeland Glass Co.,
of Denver, the same which so ably filled the contract last year, was accepted.
The panel effect is worked out in much the same way, except that because
of the difference in 'Hl01l1f, "The Advance of Western Civilization," not the
arts but the industries are the theme. The left hand panel shows the savage
Indian alone on the plain with its background of snow-topped mountainsg
the middle panel advances to the taming of the animals, the bison, guided
by the arm of Progress, being the strong figure of this part of the design,
the third panel shows the smelter and the factory with Civilization in the
foreground, the crowning step in advance. At the base of each panel are
narrow plates, giving the name of the window, as well as its doner. Fin-
ishing all is the arched portion, containing a running design in leaves and
flowers. The very theme of the window gives a broad scope to the painter's
brush in the use of rich shading and richer blendings. It is done in harmo-
nious tones of brown, blue, yellow, and green, all giving life and meaning
to the figures represented.
Another field of reference has this year been added to the school. Pre-
viously the well-stocked library, which is the usual place for reference work,
was thought sufficient. All observation work on art, history, and industry,
was necessarily confined to a very limited field. But a museum for each de-
partment has now been established, and things which could only be read
about may now be seen. A museum is a place to gain information from
tangible objects, a place not to read of things, but to see them. Most of
these museums are located in the class rooms, where they will be of use in
recitation work. Hence they are working museums, particularly adapted to
their own field of research, but overlapping in relation to other subjects and
making of the whole a unit.
The English museum contains all the material necessary to show the
evolution of text books, old illustrated editions, pictures of literary char-
acters, and plastic forms to illustrate the great pieces of literature. The
dramatic museum in the same room will illustrate the evolution of the dra-
matic art by small statues, pictures of great theaters, choice editions of
plays, and representations of actors and actresses in different characters.
The historical field is very far-reaching. Among the many things
which will illustrate the work are the flags of all nations, Indian relics,
samples of modern industry, the evolutionary stages in pottery, and pictures
with frames which are easily adjusted and so made as to keep the pictures
from the wear to which they are subjected when contantly handled. Relics
of historical interest will be added from time to time.
In the classical museum are installed copies of old Greek and Roman
writers, pieces of statuary and bas-reliefs, all showing the activities of these
The psychological museum will be mostly in laboratory form. Collections
of brains, old books on psychology, old charts, apparatus for experiments,
and many modern texts will all tend to make this museum a working suc-
In the museums of the lower forms of life, or in the biological depart-
ment, all the necessary material for this extensive study is found. There
are insects, reptiles, star fishes, and many other specimens. All are
mounted and set up so as to be a joy to the study of natural history.
A branch of nature study that has developed a museum worthy of special
attention is the department of taxidermy. Birds of all species may be found
here. One collection is of two hundred and twenty-five humming birds.
There are seventy-five nests and three hundred sets of' eggs. The mam-
mals, mounted and unmounted, number two hundred and fifty.
In the art museum' there are collections of statuary, pictures, lantern
slides and ceramics. Anything, in fact, that has been considered art and
is of esthetic value, may be placed in these rooms. Of this division of ref-
erence work the part that deserves special mention is the ceramic museum.
There are now in this museum over two thousand specimens of exceptional
beauty from all over the world. The vase form of each country is repre-
sented. There are terra cottas, bricks and tiles, all in the finished product.
Among the museums that cannot be described at length are those of'
pedagogy, geography, mathematics, domestic science, and manual training.
While some of the products in all the museums may not be original,
they will at least be splendid reproductions and will contribute greatly to
the standing of the school.
jfestival Celebrations in the Cbraoes
Among the many interesting features which characterize the work of
the Normal training school none were more unique or of greater interest
than the Thanksgiving and Christmas entertainments.
These entertainments were given by the third and fourth grades and
the fifth and sixth grades, under the direction of their training teachers,
Miss Dora Ladd and Miss Elizabeth Kendel, assisted by Senior teachers.
Many people think that Thanksgiving is strictly an American institu-
tion, originating with the Pilgrims, but had they been fortunate enough to
secure seats in the Normal gymnasium the day before Thanksgiving, the
little people of the third and fourth grades would have proven their ideas
After careful searching by Miss Ladd among the customs of ancient
peoples at the times of planting and harvesting their crops, and the compo-
sition of rhymes by the children, a program was arranged, called "An
Aryan Thanksgiving Festival." The children, dressed in suitable costumes,
acted the different parts of the festival, each child being responsible for the
direction of some particular part of the program. '
An Aryan father and his children were first represented, eagerly watch-
ing for the "Seven Little Sisters" to disappear out of the sky before the
sun was up, for,
'lWhen the twinkling Pleiads go out of sight
Ere morning breaks over hill and plain,
To the 'Wise Old Man' Aiva takes his flight,
For 'tis time to plant our grain." 4
Aiva found the "Wise Old Man" and brought him back to his father.
In a most mysterious manner the "Wise Old Man" repeats his incantation:
"Sesha, Sesha, Sesha, Naga,
I must know Where you lie, great snake.
Sesha, Sesha, Sesha, Naga,
The sacred furrow I now must make,"
which he proceeded to do, and the crops were planted 3 but to make doubly
sure of bountiful harvests the Aryan farmers chanted,
'KFive clods of earth we throw up high,
Seven grains of corn in each hole lie,
The sacred bush over each hangs low,
And now we know our crops will grow."
The clouds and the rain were asked to come and the wind was given a sack
of "nice yellow meal" to feed its hungry child, so that it would not harm
the newly planted crops.
The cultivation of the growing crops was carried on in the same mys-
terious and solemn manner, and then came the great harvest time. The
many incantations and ceremonies had secured for the people the most plen-
tiful returns, and now they Wish to give thanks for the kindness which has
been shown them. Wearing wreaths of autumn grain and bearing the best
of all of their fruits, they bring them to their "harvest queen," who, seated
upon her throne of sheaves of ripened grain, received their offerings and
the crown which they placed upon her head.
After giving their offerings and crowning their queen, the children
dance and sang in their happiness over the success of their toil, and in this man-
ner the "Aryan Thanksgiving Festival" closed. Though based upon the
customs and superstitious ceremonies of olden times, the regular school
work done by the children entered very largely into the making of the fes-
tival, especially that done in history, while all of the marches and fancy
steps were those given them in their daily lessons.
Very different in character, but fully as pleasing, was the program
given by the pupils of the fifth and sixth grades, under the supervision of
Miss Kendel, representing Christmas in "Merrie England". This, too, was
the outgrowth of regular school work, based upon selections from Sir Walter
Scott. The costumes worn by those taking part added much to the enjoy-
ment of the program, for they were as nearly like those worn in the days of
"Merrie England" as possible. The girls decorating the "Hall" in the
Christmas greens, especially the charmed mistletoe, created a holiday atmos-
phere in -the very beginning, which was intensified by the procession of
women waving their banners, some blowing horns, and others singing:
"Come, bring with a noise,
My merry, merry boys,
P The,Christmas log for firing."
Soon appeared the servants bearing the yule-log, the signal for the
Christmas merriment to begin.
"Kindle the Christmas brand, and then
Till sunne-set let it burn.
Which quenched, then lay it up again,
Till Christmas next return."
"Part must be kept wherewith to teend
The Christmas log next yeareg
And where 'tis safely kept, the fiend
Can do no mischiefe there,"
told us the superstitions connected with the lighting and burning of the
yule-log. After being cheered by the blaze of the yule-log, everyone, from
the highest to the lowest, including any strangers who might have come in,
were bidden to the Christmas feast, the menu of which, given in the lines
below, made those in the audience long for a portion, too.
"All you that to feasting and mirth are inclined,
Come, here is good news to pleasure your mind,
Old Christmas is come for to keep open house,
He scorns to be guilty of starving a mouse:
Then come, boys, and welcome for diet the chief,
Plum pudding, goose, capon, minc'd pies, and roast beef."
The Christmas dinner was followed by the most exciting event of holi-
day time in "Merrie England", the boar's head procession, which consisted
of the slayer of the boar, followed by the bearer carrying the boar's head,
gaily decorated, upon a silver platter, while back of him came a merry
throng of hunters, pages, blowers of horns, and the singers chanting,
"The boar is dead,
Lo, here is his head,
What man could have done more,
Than his head off to strike,
And bring it as I do before?"
One of the prettiest scenes upon the program was that of Wassailing of
the apple trees, where the actors formed a circle around the apple trees,
dancing and singing the charmed words which they believed Would insure a
bountiful supply of apples for the coming year: '
"Hats full I caps full I
Good bushel-sacks full,
And my pockets, too!
Waes-hael I ' '
Next in order came the dancing of the minuet, and then the merry-
makers abandoned themselves to the pleasures of the old-fashioned games
of "blindman's buff," "hot cocklesf' and "snapdragon," until the mum-
mers, men, women, and children, who Were in costumes of disguise, and
who went about from dwelling to dwelling, giving performances for the en-
joyment of the spectators, were announced, and all gave their attention to
the play, "St. George and the Dragon," which the mummers presented in
the most tragic manner.
The happy Christmas festivities were brought to a close by the singing
of carols and the telling of Christmas stories.
XX . xl " , 1-422.4 V.
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In the Normal the value of athletics is very highly estimated. Gym-
nastics is considered as one of the most essential things in school life, since
it keeps up the health of the students, making them strong and powerful,
both mentally and physically. A mental education gives us the practical
things which we use in every day life, while the physical education gives
us the finishing touches, so to speak. Its aim is health, strength, bodily
development, promotion of growth and functions, discipline and attention,
those things which tend to make a perfect man. If we would be strong
mentally we must be strong physically, and this is just what our gymnastic
course aims to do for us.
Our gymnasium is large and contains every equipment necessary, and
with the excellent instruction which we have, the very best of results are
obtained. Besides these advantages, we have an excellent field, which is in
good condition, as well as several basket ball fields and tennis courts, which
are always in use. . ,
It is almost -impossible for us to expect to have a good foot ball team on
account of the small number of young men, but this difficulty is bridged by
the interest and enthusiasm shown in basket ball. Both Juniors and Seniors
have teams which practice and play to the very best of their ability. The
girls also take great interest in basket ball. Teams have been organized
and have done some good, hard practicing, which has shown its worth in
the scores of the inter-class games. i
Besides basket ball there is another phase in the girls' gymnastics, that
of folk-dancing. For a time there was some discussion as to whether this
line of work should be taken up in the school. There is no doubt as to
whether it is good bodily training. The fundamental movements of all the
muscles are called into play, and it is very helpful in the development of the
body. So at last it was decided that dancing was closely allied to gymnas-
tics in its movements and to games in its spirit. This has been fully realized
by the girls who have been interested and Who have taken part in it. It
gives one excellent control over motor centers, as Well as sense centers, and
We feel that much can be gained from proper teaching of dancing.
Tennis tournaments have been planned for and scarcely a day passes
but that one may see students spending their afternoons in practice, that
they may come up to the expectations of their instructor.
y 1bigb School Eltblctiics .
The high school has always been handicapped by the three years course,
which graduates a person about the time he begins to take interest and do
good Work athletics. In spite of this the high school has put out some
very creditable teams in the past and bids fair to do so in the future.
During the fall the athletic Work consists mostly of training for basket
ball, as the men are too light to produce a Hrst-class foot ball team. In the
winter basket ball is at its height. Both girls and boys have their teams
and play their games alike. Besides the regular high school team, each
class has a lteam and a series of inter-class games are played, Which are
very interesting and enthusiastic.
There is also a cadet company, managed and oiiicered by the boys.
This company does excellent Work along military lines. For those who do
not belong to the company, a gymnasium class has been organized, which
gives drill in marching, dumb-bell exercises, and basket ball.
In the spring, track Work is taken up and every man is expected to try
for the track team. The great event of the season is the Northern Colorado
High School Field Day. There are seven high schools represented in this
meet, and for the last three years the Normal high school has held fourth
place, but this spring an extra effort is being made to raise our position.
Besides the Northern Colorado meet there is a High School Field Day, in
which each class competes for a cup. There are also numerous dual meets
during the season, Which helps to keep us the enthusiasm of the sports.
The outlook this year is not over bright as a number of our old stars
have taken their leave, so the team will have to be developed practically
from new material. However, there is plenty of material to Work With and
the field is in excellent condition this spring. Under these circumstances
We hope to put out a team at least the equal of our former teams, and one
which Will break the spell which the fourth place seems to have cast over us.
The basket ball interests of the High School have been Well represented
by the team of the Cadets. James Carpenter, Allie Gates, Merton Bed-
ford, Chief Davidson, Robert Henderson, Louis Bradfield, substitute.
The following representative scores speak for themselves
Dec 20-Cadets vs Athletics, 53-13.
Dec. 24-Cadets vs. Athletics, 43-28.
Dec 26-Cadets vs Athletics, 24-21.
J an. 9-Cadets vs Stars, 52-28.
Jan. 14-Cadets vs. High School Faculty, 12-42.
Jan. 15-Cadets vs. Company D, 52-30.
Jan. 16--Cadets vs Company D, 53-19.
Jan. 17-Cadets vs Normal Juniors, 22-18.
Jan. 28-Cadets vs Company D, 49-22.
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C21 Sxgmposiumj .
The following questions were sent, by the Alumni editor of this volume,
to various members of the several graduating classes of the Normal school:
1. What Was the best thing derived from your Normal course?
2. What is your most happy remembrance of Normal days?
3. Your best joke on class or faculty?
4. Does the Normal it one for business and housekeeping as Well as
for school teaching?
George M. Houston, '93, Sanborn Sz Houston, Greeley, Colo.
While it is a very difficult thing to apportion the benefits derived from
such an institution as the State Normal School, I am inclined to place most
of the credit upon the exercise I had in extemporaneous and formal debate,
as a member of one of its literary societies. Nor do I overlook the great
help I received from many other sources in my connection with that
From Whatl have been able to see of life, I have concluded that a ready
mind, skilled in shrewd but rather quick decision, is of the first importance
in success. Debate teaches, first, the necessity of being prepared, second,
the advantage that comes from practice and effort, third, confidence arising
from experience, fourth, gives development from the struggle with brighter
minds, fifth, affords training in quick perception, and sixth, a seasoning of
the qualities of diplomacy, courtesy, and good feeling, all so necessary in
every Walk of life. ,
G. M. HOUSTON, '93,
Nana Wright, '94, Greeley, Colorado.
The best thing derived from my Normal course was "inspiration for
Myrna Woodruff Snyder, '95, fMrs. Cecil E. Snyderl Las Animas, Colorado.
There were many good things to be derived from our Normal course,
even way back in 1895. The class was small, numbering only thirty-two, so
the class spirit was strong, though the opportunities afforded then were not
all they are today. However, each one carried away with him the desire
for further knowledge of books, of travel, and of people. As it was there
I met my husband, I can say that the Normal course did much for me.
The best joke played on our class occurred after we had buried all our
class records, songs, etc., in a miniature coffin, with appropriate funeral
rites and later discovered it suspended from our class tree, bearing the fol-
lowing inscription: "On the fifth day it rose, two days late as usual".
C. A. Hollingshead, '96, Principal Wyman School, Denver.
The best thing I got from the Normal course was through an acquaint-
ance with the lives, purposes, and achievements of many of the great
characters of history. This acquaintance could have been gotten outside
the walls of any institution, in so far as facts are concerned, but the
knowledge is small in comparison with the spirit of the instruction, for
almost without exception, every member of our faculty was an inspiring
teacher and able to impart his inspiration to the class. I am sure that the
Beardsley I imbibed is of more value to me than the botany, the Hays than
the Latin, or the Snyder than the pedagogy. In short, the most valuable
thing I derived was an inspiration to make myself worth while, and for this
I am indebted to the quality of the teachers. '
Lucian H. Harrison, '99, County Superintendent of Schools, Weld County,
OLD NORMAL,S BEST GIFTS.
A generous widening of the horizon of my life's work, a vision of the
real nobility of the teacher's calling, a balancing of the scale of personal
interest in community life constitutes the major portion of my debt toward
Alma Mater. Next to these things, I should put the conscious bringing of
one's self again into the attitude of a learner, after occupying for some
years the pedestal of teacher. So far as my own capacity for influencing
the lives of learners is concerned, I esteem this temporary reversion to the
view-point of disciple of the utmost value. Never again, I hope, shall I be
guilty of holding myself aloof on a high pinnacle of superiority and doling
out to the small mendicants below spare morsels of wisdom! Rather let
me submerge my unimportant self in the stream of young life about me,
for so only shall the ancient miracle find repetition in the finding of life by
the losing of it.
Grace Filkins, '01, Principal South Ward, Greeley Colorado.
ENLARGEMENT OF THE INTELLECTUAL HORIZON.
That which most of the members of the class of '01 derived from their
Normal course more than anything else, was an enlarged intellectual horizon.
The members of this class came to Greeley from factory and farm, from
mountain and plain, from east and west, and north and south, and with them
they brought their narrow conceptions, their idiosyncrasies and their
From Emerald Isle via Missouri came an untutored youth who thought
the United States a part of that Missouri and who believed the whole world
to be controlled by Ireland. Lest this son of Erin's soil fail to make an
impression, he wore tie of red, vest of green, blue coat eight inches short,
and large white bloomer trousers, a yard too long, rolled up many times to
prevent their touching common soil.
From distant Iowa came a phlegmatic but pretty youth, Tyro the
Beautiful, with massaged and powdered face, oiled hair, and lips red with
rouge. Aside from his beauty this young man had just one thing in his
favor, he could tell whether a paragraph was long or short.
From some far away eastern state, woe unto the gods for disclosing
him, came a tenderfoot, our Hamlet in embryo, seeing visions and dreaming
dreams, bringing with him the narrow conceptions and childish fancies of
the land from which he came.
From our own Colorado came the "fair Ophelia" Cto bel, with braids of
long, red hair and listless eyes of blue, who, though outwardly performing
the tasks of the common day, was inwardly dreaming of some river of melody
in some enchanted land.
And so the limitation of the other members of the class could likewise
be enumerated. They were awkward, callow, and undeveloped. But with a
firm belief in their motto, "Honors wait at labor's gate," they decided to
make the most of their abilities and delved into the mysteries of Science
and Art of Literature and Philosophy, and gradually from day to day and
month to month they left behind them their childlike conceptions and lived
in a greater world, a world of broader, nobler, and more related thought.
And this capacity to see things in their larger aspect and their loftier
significance, it may be said, is the best thing derived from our Normal
course by the class '01,
M. Madilene Veverka, '01, County Superintendent of Schools, Logan
What is your best joke on class or faculty? It is on Dr. Snyder.
In the days when the kindergarten did not have its own outside en-
trance we were compelled to march the children through the hall, down
stairs, and out through the basement. The children did not mingle with
the other children in the practice school, and very seldom saw any Of the
Normal faculty. Indeed, there were several children who did not know the
Doctor. They had, perhaps, never seen him. It was the duty of one of the
Junior girls to form the children in line, accompany them through the hall,
put on their wraps and send them home. One morning when the little
flock was marching in perfect line down the hall, with a girl at the head of
the line, and perhaps one at' the rear, suddenly there approached from the
direction of the office the goodly proportions of the Doctor himself. For a
moment there was an awful hush, then the line broke and several of the
more timid children ran to the girls in charge. Some even cried and hid
their faces in "Tanta's" skirt. The Doctor saw nothing of this and came
on and down upon us like the real giant out of one of the kindergarten
stories. He stopped and spoke pleasantly to the girls and then turned to
the children themselves, who, by this time, were in a perfect frenzy of
fright. One little fellow, who knew the doctor well, having lived in his
neighborhood, was not at all afraid of him. Like a true knight, he resented
the terror that the Doctor had caused among his little classmates. And,
too, like atrue knight, longed to avenge the wrong that had been done
them. Stepping out of line, he thrust his hands into his pockets. Then he
looked up and, fixing his eyes on the doctor's face, began to mumble some-
thing which we could not understand. All this time the Doctor paid no at-
tention to him, for I believe he did not see him. At last the little knight
became tired of this lack of recognition and spoke thus: "Say, Doctor
Snyder, did you know what I was saying?" "No, my little man, I did not.
What were you saying?" "Well, I was saying, 'damn you, damn you,
damn you, damn you'." And the kindergarten class was avenged.
Marcella Gibbons, '02, Las Animas, Colorado.
What modern Eve is responsible for the fallacy that school teaching is
incompatible with business or home making? Or is it a modern Adam who
with the irresponsible tendencies of his progenitor, would blame the woman
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should the domestic or business world be "out of j oint?" In any event 'tis
heresy, as our own Normal School statistics prove, and, as a member of a
class containing eleven known solitaires, two elopements and a Christmas
wedding, I must also concur.
Can one plan and execute a systematic and intelligent program of work
and thereby not affect every plan of one's life by such a discipline? Can
one prepare, aim, present, and summarize a lesson and not be definite? Do
not scope, purpose, method, and source, with their corresponding what, why,
how, and where, enter into every cell of brain and character tissue? Where,
then, is the conflict in business ? The above pedagogical terms might
compose a business man's creed.
In his warm, human way, Henry Van Dyke says, "It is a thousand
pities to waste a woman for the sake of making a female pedant." When
the system succeeds in creating an animated library with no shelves for
sympathy, love, and humanity, then may we worry over the loss of the
home-making qualities. So long as woman deals with children, so long will
lsahe be womanly, and so long as she is womanly, so long will she revere the
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Mildred Howard, '03, Third Grade, Fort Collins, Colo.
Does the Normal course fit one for housekeeping as well as for teach-
ing? Well, Ishould say so. At least it fits one for keeping "Old Maids'
Hall". This year four of us teachers are using two phases of our Normal
training by teaching and keeping house, The success of these two occupa-
tions would be apparent if you could see us at the end of each month cash-
ing our warrants, and at each meal time emptying a well-filled table.
"How did you schoolmarms learn to cook?" asked the surprised guest, as
the two, who were doing the cooking for the week, brought on the care-
fully prepared meal.
"We took cooking at the Normal School."
"Is that so? Do they teach sewing, too?" V
"Oh, yes, we make all our own clothes," and the weary pedagog in-
wardly hugged herself, hoping she had made an impression.
The only thing that lacks in our housekeeping scheme is the man. There
was the same lack at the Normal. Let us hope it will not become a habit.
Axel Johnson, '04, Principal Park Schools, Trinidad, Colorado.
The class of '04 has demonstrated that the Normal course fits one for
business and housekeeping as well as for school teaching. The course deals
with the most interesting of all created things,-human life-theoretically,
practically, intimately, and sympatheticallyg it deals with real life for the
sake of a better life. What institution can do more?
One of the best things derived by the class of '04 was the result of its
unusual social advantages g no other claas has made so many and abused them
so little. The social organization of the class went beyond the class
organization. For athletics, social and religious purposes, it included all
the young men of the school. For loyalty to school, fraternities and
sororities were organized. In all these, the closest sympathy existed
between the boys' and girls' organization.
The class of '04 knew how to organize, used its organizations judiciously
and derived great benefit from them.
Harry Van Churchill, '05, Wyman School, Denver.
As whatever we get anywhere is crystallized in some belief, hence I offer
the following as being the portion, which I got at the two years' feast, of
that which is of most avail in this world:
Credo:-That humanity is good and has those inherent qualities which
promise to posterity that it will have a better place wherein to dwell than
We have today.
That the qualities that give promise are embraced in the heart.
That the heart is supreme, the head and hand inferior.
That the chief end of any school system should be the cultivation of the
That the chief requisite quality of a teacher is that the teacher possess
not only a mind known for its charity, not only a motor power known for
its ability, but most of all that she possess an emotional nature that glorifies
the product of mind and hand.
That one of the essentials of any system of education is humor-humor
here meaning the cognizance and recognizance of the eternal fitness of
That the pre-eminence of the State Normal School is due to the wonder-
ful directive and creative genius of its head.
That our Alma Mater is a school of promise.
That what she is today she will surpass on the morrow.
That we should never cease striving to widen the influence of the State
Normal School-that there is but one way to do this, and that is to be true
to those principles which in the aggregate make our Alma Mater what it is,
the greatest Normal school in the world. Selah. .
W. D. Blaine, '05, Principal, Pueblo, Colorado.
Through my instruction at the Normal, I learned one of the best lessons
that the true teacher can ever learn: utter disgust for that kind of work,
which still pervades a large percentage of our schools-" Dead Work." If
the Colorado State Normal School has stood in strong opposition to any one
feature of our public school work, it has .been against this: the doing of
aimless, useless, lifeless work, work that is all lost because the functional
value, the life value, is never reached, work that does not appeal to the
child since it is so presented that he cannot welcome it, because he sees no
value in itg work that is not planned with the view to reach that plain where
a generalization may be made, work that is void of all the essentials that
make work pleasant, helpful, and inspiring. The question ever before me
in my teaching is: what life value has this lesson for these boys and girls ?
IThe class of '06 has done its duty in making this article a success, for
the three answers all came promptly, which cannot be said of the other
classes, and as a reward we give them extra space.-Ed.l
Winifred Sibley, '06, Denver.
At first thought it seems impossible to pick out one from the many joyful
times, both in work and in play, and deliberately, in cold blood, call it the
best. Gym? No, although I must confess, I found a keen and wicked
delight in taking as many "cuts" ss I could. Nor are thrilling C175 lectures
by Miss Dopp my most treasured recollections. But the most lasting, the
most satisfying of all was the chorus work under the able and skillful
direction of Mr. Stiffey. Singing in chorus or playing for it, I did thoroughly
enjoy every minute. What wonderful things we use to do, and how proud
we would be when someone commended our work! At the same time it was
all Mr. Stiffey's work, but he stood modestly back and smiled. Yes, I think
I can truthfully say that the one thing I long for more than all others is
chorus practice. -
Lelia M. Wells, '06, Superintendent City Kindergarten, Grand Junction,
In considering the kindergarten work with its many phases, andas a
result, the widely differing channels of thought which are opened to one,
there stands pre-eminent among all the realization of the two not to be
separated facts, that in every life there exists apossibility of much good, and
that in every part of the universe there is to be found wondrous beauty.
The one depends on the other. The good which lies latent in the soul of
some human being may be aroused and developed only though an apprecia-
tion of some beauty which the Creator has placed within the grasp of such
an idividual. The realization of these existing truths seems more than to
double the pleasures andtjoys of one's life. Surely this alone would make
the two years spent at the Colorado State Normal School worth while.
Myrtle Marshal Blaine, '06, Pueblo, Colorado.
Housekeeping, as I understand it, comes under the broad head of home-
making, with all its various responsibilities and opportunities. Does one,
after leaving the Normal, feel as confident to undertake the management of
a home as of a schoolroom? If he has partaken of the depths and not the
routine of the work, I should say yes. There is a beautiful spirit of con-
secration about Normal school work, which, fostered during one's stay there,
may be carried into the home as into the channels of school work. The work
in philosophy was full of food for thought on homemaking, since the home
was considered the unit of society and on its preservation rests the worth of
any nation. The Normal training gives one a sense of personal obligation
and management. Each student is made responsible for carrying out a part
of the work of the institution. When one is placed in a home, something
confronts one each day which must be arranged for, and one's executive abil-
ity is called into action.
I feel, if one were contemplating marriage alone when entering the
Normal School, that he could profitably spend two years with the prescribed
course, paying especial attention to the excellent course oiered in Domestic
Franklin E. Latson, '07, Portland Cement Co., Rocky Ford, Colo.
Dear old Alma Mater! What fond recollections twine themselves about
you! How happy and full were the days spent in your halls and upon your
broad campus! What a Hood of happy memories comes rushing over us as
we give ourselves up to reverie! How hard for us, the youngest of the
flock, to confine ourselves within reason when we recall the apple bake in
the gulch that night when we, as recreant Juniors, painted the campus fence
posts! How high the excitement ran when the Seniors were to don cap and
gown and we were working so hard upon our mock gowns! And how good
"Mother" Forsyth was to us all! And didn't we worl: for field-day, and
weren't we proud of the showing our girls made even against fearful odds!
The Senior year! How like one long, glorious dream it is even now, and yet
how real at our awakening out in the cold world! So let's
"Give a cheer for naughty seven,
For that class that knew no fear."
and boost for the promised reunion in 1912. g
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5okes anb Grimes
"Use everyone according to his deserts and who shall, escape a grinding?"
The latest scientific theory states that it is best for the advancement of
the human race to point out to man his few 'faults. In accordance with this
theory, the staff wishes to lay before a limited number their minor defic-
iencies in a kind and sympathetic way. Prominent people are mentioned
here. Others should be sorry that they are not thus immortalized.
Rev. Bayley, when speaking in chapel. "How did Romeo know Juliet?"
Student body. "By heart."
According to Dr. H. the human race is divided into two parts, as follows:
Young men are cattle, young women are angels.
While Dr. Roberts wasispeaking to us in chapel one morning, the 10:15
bell rang and some of the Seniors left the room. The Dr. looked bewildered
for a minute and finally said, "Well, Ithought the fact that I made a speech
here eight years ago had been forgotten by this time."
Has Mr. Cross ever seen five poetic feet?
How many stars does Miss Parker really have? CMy Starsllll
Prof. Ernesti. "In studying the principles of perspective, remember
that the height of the observer varies with the height of her pampadourf'
A Prof. Chambers remarked in class that the beaver is the nearest of all
animals to the human species because it can dam so well,
On November 4 Prof. B. cracked a joke in biology. Too bad the ma-
jority of the students missed such a rare opportunity.
Prof. C., during a discussion of auditory sensations. "What do you get
when you pull a cork out of a bottle?"
Prof. C. "Yes, sometimes you get pop and sometimes something else."
Heard in psychology. '4When a Greeley audience is listening to an or-
chestra or any kind of music, you may be sure it notices the beats." CLoud
Dr. S. in philosophy. "Were you raised in the woods?"
Mr. H. Cemphaticallyb. "Yes, sir, Iwas."
The pupils of the sixth grade were requested to write a paper about the
oath of allegiance which was taken by the knights in the middle ages.
When the papers were handed in, one of them began with this startling
statement: "When the knights took the oats-." i
Prof. Hugh, when calling for our preferences in teaching for the term.
"Now, if you find that your subjects conflict, don't have hysterics, but come
around and consult me."
jfavorite Songs of Etuoents
Bessie Alexander- ' 'Alex-Lander. ' '
Homer Kyle-"A Nice Girl Could Do Wonders for Me."
Cecelia Lawler- "The Maiden with the Dreamy Eyes. "
N ellie .Sampson-"Wait Till the Sun Shines, Nellie."
J. S. I-Ioward-"Because I'm Married Now."
Anna Duenweg- ' 'Cheyenne ' '
Charlie Newcum-"Little Tin Soldier."
Brainard Allsworth- "The Waning Honeymoon. "
Will Hurley-' 'Coax Me. "
Harry Johnston-"Can't You See I'm Lonesome?"
Mr. and Mrs. Zingg-"Picnic for Two."
Edith Forbush- ' 'Dreaming ' '
Clarice Philips-"Ah, I Have Sighed to Rest Me."
Hallie Gammon-"Ah Wants to Be the Leadin' Lady. "
Hazel Hoagland- "Take Me to St. Joe, J oe."
Isabel Warner-"Absence Makes the Heart Grow Fonder.
Lynn Jones- "I'm Trying to Find a Sweetheart."
Florence Noll-"Can You Blame Me for Loving that Man?
Juanita Bell-"Fare Thee Well, My Fairy Fay."
Edith Stern-"Hush, Honey, Hush."
Eva Earle- ' 'Fiddle and I. ' '
Hortense Knapp-"The Message of the Violet."
Grace McDonald- "Since My Love Now Loves Me Not. "
Deborah Ross-"Why Don't You Try?"
Florence McGowan- "Dangle Him Lightly."
Jimmy Lockhart-"I'm Glad I Met You, Mary."
Anna'Roe- "You Can't Guess Who Flirted with Me. "
Clarence Finch-"When Man Is Fancy Free. "
The Normal Girls- "When Maidens Wait."
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Why does " V " apply the paint so well on " show night ? "
Who has Fred's heart ?
How many girls has Brainard had?
. Will Kyle delay much longer ? Is he depending on his " native ability "
along all lines ?
Why did Ethel feel as though she were in other shoes when teaching
before the Juniors ? ,
Why do they call Edna the " Forward " child ? '
Does Maye still hear from Jack ?
Does Clarice stand for the " Wright ? "
How long have the two " B's " in the eleventh grade been so devoted ?
Why it is always so quiet in the Crucible-Annual office ?
Questions anb Elnswerc
Why will Howard make a good angel? Because he harps so much.
What's Kyle's favorite compliment to others? Telling them that one
glance at their facial expression makes him laugh.
What is McKelvie's bad habit? Trying to convince others how conceited
What three letters of the alphabet look well together? B, C, and D.
Name an old fashioned joke. "Frederic has been caught knapping. "
What are Murray's favorite names? Maye and Jack.
Name some good bluffers. Forbush, Hibner, Tupper, Calloway, Rams-
dell, Lane, Haney, and Wasley.
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BLESS OUR Boys
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Chreatest Ebiscovetxg of the .Elge
1Floteo Eluthoritn 'Qiflins Immortal Jfame through Startling Disclosure
After nearly a life-time spent in research and experimentation, Profes-
sor Hans Weller Hochbaum positively declares that it is the Wall-flower that
attracts the kissing-bugs. On account of this important contribution to
science, the habitues of the Normal are seriously considering the erection of
a monument in his honor. The professor is very reticent, and since he re-
fused to give our representative a hearing, no further particulars can be
disclosed to the eager public.
Laugh of Harris,
Stride of Malloby,
Sarcasm of Philips, '
Deadly glances of Cleverly,
Would-be innocence of Wills,
Flirtations of Brainard and Ramsdell,
Physical strength of Hurley,
Voice of Gammon,
Style of Desjardines and Bacharach,
Classical noses of Doull, Howard, Gaines, and Zingg.
Forgetfulness of Taylor,
Stump speeches of Cameron,
Poetry of Allsvvorth,
Pertness of Linn, V
Glances of Kingvvill,
Determination of Rosendahl,
Green necktie on Hamilton, i -
Criticisms of Soister,
Evening Walks of Roberts and B--.
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EVULUTIDN UF THE HIGH EDHUUL. EADET
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llbatients in CE. 5. llfl. S. 'islospital
Modesty .... .... . . . . . .
Speaking in public ......
"Such eyes do not dim the light of day
Over grown .. . .. .
A trip abroad. ......... .
"Around the blonde his fancy lingers
Pale pills for pink people '
'To blush is so becoming.
Zingg, Howard .....
Married .... . .... . . .
Incurable.. . .... .... , . . .
"The wisest of our men. '
Had a thought .........
Apply June remedies ....
"Eyes of brown, hair so red perpetual motion of
the head. H
Juniors . ...........
Softening of the brain. .
Apply starch . . .... . . . .
"Mind is the lever of all things
Gloominess .... .
More "Guy"ing .... . ..
"LaugliTand be merry."
Jones, Lockhart ....
Brain fever. .... ..,. . . .
More sleep. .,.. .... . . .
' 'Murder will out. "
Hamilton .. .... .. ..
Apoplexy, caused by ex-
cessive energy .... . . .
Continuous frivolity .... .
STO row with thee is pleasure
West, Earle ,... . . . .
Need none ..,.. . .... . . .
"A sweet and gentle woman
Brainard, Hurley . . .
Nervous prostration, caus
ed by excessive motori
zation ..., ...........
Inhibition . .... . , . . . . .
"Decide on ONE to guide thee
Parrot, Noll, Linn ..
Loss of mind ...... ....
Less poetry. .... .... . . . .
"Shakespeare fain would meet thee
Statler, Daven.. . , . .
Missing trainsf.. . . .. ..
Absence of men friends. .
fl-llorgive our mentioning this too good to keep J
Rosedahl, Brake . . .
Dreaming .... . . . . . . .
Total absence from men-
tal effort . ......
"The best of men have ever loved repose
Cleverly, Stern .....
Talking .... .... .......,
Solitary confinement ....
"Less of it, gentle dames
Chronic heart disease . . .
A sight of whim". .. ...
" Iknow not why I love this youth
Kyle, Ramsdell. . . . .
Deplorable "'l1eaning t 0 -
Ward fairer sex .......
Shoulder braces .... . .
"Her snares will catch thee yet
Webster, Deane .. ..
Gradual pining away.. . .
Change of climate .. . . . .
"Divinely bent on meditation
O'Boyle, Noll ......
Making eyes . . .... . .. . .
A chaperon. .... . ..... . .
"She laughs, commands, and talks with her eyes
Faculty in General. .
Enlargement of the head
Take students' place for
UA little knowledge is a dangerous thing
Useful Elrticles jfouno '
in the Senior Glass
A brave Alexander.
A pastry Cook.
A strong Cane.
A shady Lane.
A "Well King".
A "great Scott".
A ravenous Wolfe. -
A speaking Dofubll.
A modern Homer.
A tinkling Bell.
An inviting Dale.
A safe Brake.
A Brainfyj ard.
An eloquent Deane.
Plenty of Force.
A young Guy.
SMALL ADS TOO LATE TO CLASSIFY
Open all night-Lynn J ones' mouth. I
Wanted, rough on rats-Mary Louise I
A STUDY IN EXPRESSION
Poor Fay was lonely I One day he Was Wandering listlessly about when
suddenly he beheld a beautiful Dale ! Long after entering he could not
Brake the charm that seemed to hold him. Finally he fell into the snares of
a most refreshing Knapp. While this sleep of perfect contentment seemed
to hover over him, the most delicate chimes of some enchanting Bell were
heard from afar. Madly the boy rushed to do homage to the most beautiful
sounds he had ever heard, and long, long did these melodious tinklings ring
in his ears. Little Fay has since grown to manhood and scorns the above
tale, Chalf fable and all factj insisting that he cannot believe that his early
experiences Were so varied and so Mattfyjied. To-day the gentle sounds of
the Linnfetj give him immeasurable Content.
1. The athletic association and hard times.
2. Gaines and her leather bag.
3. Miss Kendel and her smiles.
4. Abbott and his lavender tie. '
5. Seniors' and teachers' meetings.
6. Prof. Hugh and his "Five Formal Steps"
7. Allsworth and his intellectual expression.
8. Harris and her little white cap.
9. Cleverly and her dramatic stride.
10. Doull and the "Cache la Poudre".
11. Juniors and their troubles.
12. Hortense and Fred.
13. Swarts and his latest girl.
14: M. Murray and her happy look.
Halstead and "chainless".
16. Malloby and that distant gaze.
17. Miss Woods and red cheeks.
18. Vera and her camera.
19. McDonald and her "sparkler".
20. Statler and her accommodating way.
Much Ado About Nothing . . . . . . . . Junior-Senior Scrap
A Comedy of Errors . .... ............ . .... S tiffey's Music Class
One who knows nothing ...... .......... ........ . . . . .A Junior
One who knows that he knows nothing ....... . . . .... . . .... . .... A Senior
Shake well before taking. . . .... ..., ........ . ................... T h ompson
An uprising .... .... .....,.. .... .... ........ W h e n P rexie left the platform
Lo, the Conquering Hero Comes . .... ................ .
"I know you by the wagging of your head? .. .. . . .
Where there's a "Will" there's a way .... .. . .. .. .
"Faint heart never won fair lady" . . . . . . . . .
"Why don't you speak for yourself ?" ....
Conspicuous by her absence. . . .... .... . . . . . .
"In sooth, I know not why I am so sad" . . ..
Everything handsome about him .... , .... .
Heavenly Twins .... ....... V . .... . .
. . . . .The Athlete
. . . . .... .Roberts
.To Class Meeting
. .... .... D ickson
. . . .Rockefeller
... .. ..McDonald
Doull and Philips
Breakfast flfooos we Ztahe at the 1Flormal
Vigor... .... ....Gym.
Force .. .. .,.. .. . .......... ..Chapel
Vim .... .... .... . . . . .... English Lessons
Cream of Wheat. .... . . . .Teachers' Meetings
Egg-O-See . ...... . ........... Librarians
Malta Vitae .... . . .... . . . .Philosophy
Mush .... .... . . .. .. ..Juniors
Eictionarv of latest Germs
Cram-Act of getting short-order knowledge.
Flunk-To sink into the slough of despond. '
Gym Nasiume-The only room in the building that has a Christian name.
Fill of Ed. -What you have when you are almost out.
Physical Torture-A remedy taken twice a week.
Prof. -The man you are constantly trying to impress with your knowledge
Home Run-What the Seniors made.
Third Base-Place where the Juniors are now.
Spelling-A Senior subject.
Etc. -General knowledge.
See Me-Invitation to look at the new wallpaper in the ofiice.
Faculty Meeting-The only place where the faculty can joke without its
getting into the Annual.
Society-Place for the Juniors to wear off some of their bashfulness.
Love All-Something you can't do.
Clio and Francescan Speeches-An unlimited supply of natural gas.
Campus-A sacred precinct where no foot may tread.
Chapel-Place for devotionals and faculty posing.
Teacher's Meeting-Monday afternoon matinee.
Faculty Lecture-Bureau of information for empty seats.
Extemporaneous Speech-Spontaneous combustion.
Crucible-Annual Dinner-First square meal in Greeley.
Junior Social-Time out.
College Spirit-Something found outside of C. S. N. S.
All Out-The chorus begins to sing.
Faculty Reception-Dignity served in courses.
Home Run-Fail in four subjects.
Library-Cold storage room.
Faculty-Those who learn their lessons for the students.
Clio Herald-Place to find out how much people know about you.
what Tl Tllfloulb Do if 1I 1Ran GZ. 5. 1H. 5.
1. Appropriate all rubbers and books found in the halls.
2. Take roll at chapel.
3. Have students keep note books on "chapel talks".
4. Devote iive hours a week to studying the Coda.
5. Request the faculty to make less outlines and follow what are made.
6. Give the training school a holiday twice a week.
7. Place a mirror in every secluded room.
8. Have treats by the faculty on the last day of school.
9. Extend the recess time thirty minutes.
10. Compel all stragglers to chapel to remain standing during exercises.
11. Permit Seniors to walk on the grass.
12. Have something in teacher's meeting besides the five formal steps.
13. Have Prof. Stiffey teach the faculty to sing.
14. Give good bluffers a special diploma.
15. Have the state board take extemporaneous speaking.
16. Have the faculty look pleasant, at least while they sit in chapel.
17. Have "gym" on the first and last days only, in order to give some
expression to hidden feelings.
18. Require faculty ladies lead chapel. '
19. Have the president "co-operate" with the students in running the
A. T. -To get nearer the faculty.
F. R.-To win fewer hearts.
W. H.-Not to patronize the soda fountain so often.
J . M.-To improve on my millionaire walk.
F. B. -Not to make two dates for one night.
F. S. -To save the Juniors from the Seniors. So help me Rogers!
C. N.-Not to sing again in public.
G. R. -Not to have more than one girl a week.
F. M. -Not to lose my heart again.
W. M.-Not to tell others how conceited they are.
M. S. and L. D.-Never to miss another train.
H. H. -Not to be so bashful.
We intended to publish a short article on the recent marriage of Hon. B.
Allsworth, but owing to his bashfulness he asked, through some fellow-
students, that the article be omitted. It is said that some small threats
were made against the life of the editors, hence it is both through
indescribable fear for safety and through kind consideration for him that
we refrain from making the slightest comment on his marriage. We even
go so far as not to mention it.
NAME AGE ACTS LIKE AMBITION ACCOMPLISHMENT KNOXVN AS FAVORITE SONG
McKelvie --- Fla-3312023 6o .... ---- To be known .... - Self- Hattery- --- -. Mac.--- --- "Why Am I Fickle" ...... ---- In the moonlight.
N, Thompson- ,.,O ---, . ,-,, , 26 ,-,-,. ,-,, -,--, - T o grow- .,.. .,,, S arcasm .... .... T ommy .... "Mary Had a Little Lambll -- - Art room.
O'Boyle ..., - .---- ..., She was younger-. Detective --- ,,.. Eyes - --- ---- O'COOk- --- "I Don't Love Thee"--------U Anywhere.
Desjardines- . ---- .... 30 ,.... .... . .- .... To get fat ....,,.. Talking --- ---- May D .... . "I DOn"t Like You Nohow"--- On the stairs.
Beck - ..... -
O'Connel .... ---
Knapp - --
Kyle - ----
Calloway - .--
Brainard - .-
Lemon - --
Marron- - ---
Wilson - .---
18 .... ---
25 .... ,..,
40 .... ---,
I4 .... -----------.
49 ---- ------ ------
She was younger--
6 ........... ..... .
20 .... - --
16.--- --- .
16 .... ....
To be a good
To make friends --
To make a hit ...,
Newport belle- ----
Q To please Q
Ieverybody S "
To graduate ......
Missionary - - .... .
Author .... ---,
To get thin- -----
Seem dignified ....
Not to tell a lie ---
To know something
Know more- .... --
To decide --- ----
Laughing .... ....
Breaking hearts --
Flirting .,,... ....
Smiling .... ......
Q Making stump
2 speeches o
Kicking- .... ----
Thinking- --. ----
Talking --- ----
Speaking .... ....
Getting new girls-
Sliding th rough- -
Arguing- ,,,, ----
Keeping still ..... .
Art ...... --- ----
Wondering - ..... -
Boss - -- .
Anna O' ....
Clara L- .---
Carrie - - - - -
Brain Yard -
Alpha .---- -
Helen ---. ,.
Flos .--- - - -
"live a Cozy Corner in My
Heart For You"
Teasing"-- - ----- ---- - -
Eyes of Brown" - .----- ------
Then You'll Remember Me"- -
"Please G0 VVay and Let
Love, I Am Lonely"- -- ---
"SchoO1 Days" - ------ --- -
Let Me Pass UnnOticed"- ----
I'm Dwindling Away"- ----- .
t'Love Me and the World
I "Lemon in a Garden of
"I've a Feeling For Youl' ------
"Gates Ajar"- ....---......- --
"You Don't Know Nelliel
Like I Do" S
Spanish Cavalier" - -- ---
Driving on 9th Ave
With some one else
In the halls.
Elrbor Ebay, Elpril 17, 1908
Song .... ................................ S eniors
Piano Solo ,... .... .... .... . . . .... . .Miss Lemon
The Use of Trees .... . . .... Miss Mae Murray
Vocal Solo .... . .... . .. .. ....... Miss Cleverly
Experiences of a Tree .... . . .... Miss Thompson
Violin Solo .... z ......... .... . . . .Miss Earle
Marching Song .... ...... . . . .... Seniors
Oak tree, to Faculty .. .. .. .... .Miss Philips
Ash tree, to Motorization ........ Miss Dobson
- 51Walnut tree, to Realism ..,. .... .... M r . Zingg
j Oak tree, to Perseverance ,. . .... -Miss Taylor
Ash tree, to Loyalty. ......... Miss Alexander
Walnut tree, to Romance ...... . . .. . .Mr. Kyle
Walnut tree, to Juniors ....-.... Mr. Brainard
K Oak tree, to 'Seniors . .... ....... . Mr. Howard
Presentation of Spadeto Juniors ..... Mr, Howard
Acceptance of Spade ............ Miss Van Gorder
- jf6f6 QHQ, 311116 1, 1908
Song.. . ...... ........ . ........... . .Class of 1908
A - f:Eva Earle, Elizabeth Slaughter,
Stung Quartet" ll C. Kendel, Scott Thompson
Class History .... .... .... . ........ W m . McKelvie
Vocal Solo .... , . . .. . .Susan Cleverly
Class Poem .... .... M argaret Statler
Cornet Solo .. . .... .... M r. Zingg
Class Will. ...... . . ..... Florence Noll
Class Prophecy .... .. .... Homer Kyle
Piano Solo .... .... ................. L o ave Dobson
String Quartet. .
Presentation of Class Memento by Mr. Howard.
Song ............................... Class of 1908
Sunday, May 31-Baccalaureate Sermon by Rev. Father O'Ryan.
Monday, June 1-Fete Day.
Tuesday, June 2-Class Play.
Wednesday, June 3-Alumni Anniversary. Special celebration class '98
Thursday, June 4-Commencement.
Thursday, June 4-President Snyder's reception to graduating class.
. REV. WM. O'RYAN,
The eloquent orator who delivered the Baccalaureate
for CL S. N. S. 1908. ' '
Who spoke to the Y. W. C. A. on Biblical subjects
Zlrbor Ebay Songs
TUNE-TO the chorus of "A Lemon in the Garden
Does some one want to ask us,
Why we are gathered here?
To us it is a pleasure,
That comes to us each year.
A million hopes around us
As we plant these trees today,
Each leaf that buds out will show our love for the school,
When we are far, far away.
So when you see these branches, .
In the years that are to come,
Think of the class of 0-8
And the good that it has done,
And when you hear the sighing
As the leaves wave to and fro,
Remember all the good that we have done at this school,
Then, oh then, you'll miss us so.
TUNE-H Dixie. ' '
Oh, aren't you glad you're at the Normal,
Best old school and quite informal,
Happy day, happy day, happy day, Arbor day.
The faculty gave us a welcome royal,
The Senior class is true and loyal,
Happy day, happy day, happy day, Arbor day,
CHORUS- The Senior class is willing, Hooray! Hooray!
To plant some trees on Arbor day,
Boom, boom, Hooray!
Boom, boom, Hooray!
Boom, boom, Hooray!
When these sturdy trees are tall and grand,
Oh, where will be this happy band,
Far away, far away, far away, Arbor day.
We'll wish to be on the campus ground,
To see our trees a-growin' a-round,
Sorry day, sorry day, sorry day, Arbor day.
CHORUS-The senior class is willing, Hooray! etc.
We'll plant these trees with thought and care,
Some day to see them growing there,
Yes we will, yes we will, yes we will, sure we will.
They'll wave their lofty branches oier us,
And softly join us in the chorus,
Happy day, happy day, happy day, Arbor Day.
CHORUS-The Senior class is willing, Hooray! etc,
TUNE- " Hail, hail, etc, "
'Tis the spring time of the year,
These trees we are now planting here,
They all grow together in rain or shiny weather,
All future classes to cheer.
CHORUS- Hail, hail to Arbor Day,
Just so our trees grow, just so our trees grow
Hail, hail to Arbor Day,
For these are the 0-8 trees.
Song of the Elrmual 1fBoaro
Gur band is few, but tried and true,
Our leader frank and bold,
And everybody trembles
When the Annual's name is told.
Our fortress is a downstairs room,
In the basement, fast and strong,
We know the rooms around us
As the faculty know our throng.
We know their walls of plaster white,
Their doors that stand ajar,
Our safe and silent room there
Behind its sheltering bar.
But woe to us of the Annual Board,
Little dreaming the time is nearg
On us shall light at midnight
A strange and sudden fear,
When waking to our "copy due",
We grasp our pens in vain,
And the blank, white sheets that face us
We cover with inky staing
For they who fail to be on time
Will have it called to mind
By hearing the voice of the editor
On every hollow wind.
Then our commencement brings release
From planning, writing, toil,-
We talk the Annual over,
Forgetting our turmoil.
The campus rings with laugh and shou
As all its pages praise,
And campus tlow'rs are gathered
To crown our Normal days.
With merry song we mock the winds
That in the treetops grieve,
And gazing long and tenderly
We look back ere we leave.
Well knows the fair electric light
The band the Annual heads,
The glitter of their sharpened wits
The scratching of their "leads".
'Tis life to guide the inspired point
Across the lamp-lit sheet,
'Tis life to feel your energy
Produce poetic feet.
A moment in "societies",
A moment-then away,
Back to the pathless "Jokes and Grinds
To remain 'til break of day.
Grave men are there in Normal's halls,
Grave men with hoary hairs,
Their hearts are with the Annual,
For the Annual are their prayers.
And loving schoolmates greet our band
With a varied welcomingg
If pleased, with smiles of summer,
If "stang", with tears of spring.
For them we've used the trusty pen,
Nor yet lay it down, be sure
'Til we have finished the Annual,
Far-famed "Cache la Poudre".
C. P. TZZARD
Glass JBabx2 'GS
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and Gents' Furnishing Goods
to be found in Greeley. All merchandise is priced on a
cash basis. This means a great saving to students, being
a strictly cash trade. This is a point Well Worth consid-
eration When purchasing your Wants. We instruct our
salespeople to extend a most cordial Welcome to Normal
students and give them the best possible attention at all
times. We desire to thank the students who are finishing
this year for the liberal patronage they have extended us
and wish them great success in the future. We hope for a
continuance of the patronage from those remaining.
The Condon Mere. Co
GREELEY's ONE-PRICE CASH STORE
Your Salary ls Too
WHY? You donlt know enough. You
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THE REMEDY. Learn more. Get out
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HOW? Study bookkeeping, shorthand,
telegraphy, drafting, penmanship, three
evenings weekly. '
THE RESULT. An increase in salaryg
a promotion, more happiness and less
Our schools are located in Denver, Fort
Collins, Greeley and Cheyenne. They are
all good. schools. Individual instruction
is made a specialty. Assistance to posi-
tions when qualified. Write or call for
our free catalogue. -
L. A. ARNOLD, President
Mrs. Edna E. Van. Craig
Class of 1892
Dealer in Fine Stationery and Art Goods.
Shows superior lines in Gift Books and
Art Pictures, suitable for graduating gifts
Miss Nellie Chestnut
Room 2:6 Coronado Bldg.
Electrolysis a specialty. Shampooing,
Manicuring, Scalp Treatment,
W. H. SEARING
Can supply you with anything in Cut
Flowers or Design Work on short notice
712 13th Street Greeley, Colo.
Morgan's Candy Box
G. WQMORGAN, Prop.
CORONADO BLDG. - - GREELEY
G. J. CONRAD
Agent for National and Iver johnson.
First-class Bicycle Repairing
811 Ninth St. Greeley, Colo.
Registration with The Colorado Teachers' Agency places a candl
date in line for promotion.
-52 The Warren-lVluth Shoe Co.
For good, up-to-date College Footwear
813 EIGHTH ST REET' GREELEY, COLORADO
Eat af CORONADO GROCERY
Groceries and Frgsh
MRS. MARY E. BROWN Fruits
823 Eighth Street, Basement, Greeley 914 Ninth Avenue - Greeley, Colorado
WM- DOUGHERTY Bread, Pies and Cakes
SHOE SANITORIUNI . Phoenix Bakery
The place for repairs. Oppos1te Park
3105 Ninth AV. Greeley Corner 9th Street and Sth Avenue
THE FLAG CLOTHING THE ALBION HOUSE
GULLBRANDT, JOHANSON 8 Bone R. T. COLLINS, Prop.
Clothing, Shoes, Gents' Furnishings and ElrSt'Cl?5SSCCo1?i?Qfiigg2nt?5titigymlgatilgige
F1116 Tallorlng. lghls. One-half block from depot, GREELEY
The Thompson Clothing Co.
Good Clothing and Up-to-date
Dr. Snyder returns victorious from Denver. " Only one Normal."
Students served with punch and wafers at President's residence.
Seniors wear their caps and gowns. They sing their songs and
give their yells to empty seats, while the Juniors have an inter-
esting class meeting in the gym.
Seniors .are disappointed because the Juniors observe their usual
Regular class meeting, after which a grand and memorable torch
light parade closes the evening's amusements.
Prof. Stiffey expounds the folly of serenading.
Dr. Halsted reads in chapel a paper on " Idealization of Women."
Dr. Snyder lectures on the indecencies of yellow posters.
Prof. Chambers reads in chapel Emerson's essay on ' 'Compensation ' '
"Every one must pay his own debt."
Dr. Geil tells of his experiences in Africa.
Dr. Snyder loses his temper in chapel.
Dr. Snyder finds his temper and lets it fall on the Seniors in the
form of an " exam."
Another "exam" in philosophy.
Dr. Halsted lets his wrath fall upon one of his " angels" in his
Arbor Day, Seniors' "blow out" spoiled by snow storm.
Dr. Halsted appears in his white suit.
Seniors give their Arbor Day program.
President's annual reception to Senior and Junior classes.
N. H. S. Boys have and inter-class field meet. Tenth grade wins.
Thurlby makes your watch keep time.
The Normal School can give you better assistance if you are a.
member of the Colorado Teachers' Agency
Mr. Halleck talks in the chapel on " The Isthmus of Panama. "
Science workers of the state are here.
N. C. I. A. L. meet is held at Island Grove Park.
Senior class attends funeral services of Miss Carrie Mills, a member
of their class.
Tenth grade banquet to High School graduating class.
G. K. Boyajian, an Armenian, talks in chapel, telling of his experi-
ences in Turkey.
Y. W. C. A. candy sale. Mrs. Guss talks in Chapel. Such a pity
she isn't here now.
Prof. Stiffey has a spite at Hreformatory birds running loose. "
Sigma Upsilon girls entertain Delta Phi Omega girls.
Dr. Pain talks in chapel about the Hawaiian Islands. State board
starts its annual visits. A
Supt. Keating lectures to the philosophy class.
State Supt. Katherine L. Craig speaks in chapel.
Second annual N. H. S. Alumni reception held in the gym.
In evening the N. H. S. graduates give K' Twelvth Night."
N. H. S. commencement address by D. H. Cameron of Ft, Morgan.
2. Baccalaureate sermon by the Rev. Thomas Uzzell of Denver.
3. The Rev. Mr. Petty leads chapel. Fete Day.
4. Senior class play.
5. C. S. N. S. Alumni reception in gym.
9. We meet all our friends at the station.
10. Registration day.
11. We take charge of our classes for the Hrst time.
12. Miss Hannum gives her irst talk to the girls.
13. Prof. Hugh expounds a few pedagogical principles in philosophy.
316. Miss Hannum's second lecture. Teachers' meeting.
17. Fay Brainard goes to the call of the H Bell."
18, A student's parade in philosophy.
23. Harry Johnston has finally decided on his girl.
25. Dr. Snyder gets excited over some missing books.
26. Mrs. McClenahan entertains Normal students.
27. Y. W. C. A. girls entertain faculty and students.
30. Students swear never to use wrong library number.
Thurlby makes your watch keep time.
Normal School graduates should start out right by placing their names
with the Colorado Teachers' Agency
Thurlby makcs your watch keep time.
1. J. C.'s heart transferred its affections. Let's hope it's final.
3. W. F. Crafts of Washington, D. C., leads morning exercises. Jun-
iors gets hoplessly tangled up because of late chapel.
4. First Senior class meeting. Election of officers.
3. Dr. Snyder in philosophy: " A teacher is no good who has her
love squeezed out. "
9. Prof. Stiffey springs his reformatory joke.
10. Many W. C. T. U. visitors. Prof. Hays in chapel: " A small lady's
watch has been found."
11. Prof. Hochbaum: " Stick to the walks."
15. Dr. Snyder gives us a dramatization of the romantic stage.
16. Mr. McKelvie has again claimed his own heart.
21. The temperature goes up in the philosophy class and we get roasted.
22. Dr. Snyder starts motorization in philosophy.
23. Strays run into chapel.
25. Second 4' Clio" meeting.
28. " Heredity " the new subject in philosophy.
29. Dr. Snyder ill. Prof. Hugh attempts to teach us the way a peda-
gog must go.
31. Halloween. All the "young children" are out enjoying themselves.
1. Seniors entertain Juniors at a Halloween party.
- 4. Prof. Stiffey made happy by the appearance of a new Steinway
5. Dr. Snyder has some motorizing in philosophy.
6. " Woman's Suffrage " the theme of the morning talk.
7. Dr. Snyder: " I shrink from hugging or being hugged. "
8. Francescan literary society is organized, Mr. Cross an honorary
12. Robley Quartet here this evening. g
13. Unlucky day.
14. Dean Russell of Columbia Teachers' College lectures.
1 15. Prof. Stiffey roasts the string instruments.
20. Charles Clark sings in the opera house. Very large attendance.
21. Dr. Bayley talks in chapel.
22. Seniors receive assignments for coming term's work.
25. More motorizing in philosophy.
26. Swarts and Jones "run in" the Lambda Gamma Kappa.
27. Annual "stag feed" at the Club restaurant. Latson's toast inter-
rupted by the blowing up of Johnston's pipe.
28 Prof. and Mrs. Hugh entertain Senior boys at six o'clock dinner.
Truby becomes of age.
Thurlby makes your watch keep time.
Nine Graduates of the State Normal were placed in good positions last
year by the Colorado Teachers' Agency
Thzlv Second Nnrnher ofthe Annnez! lfVezs
T he Greeley T rthnne
'whteh zlv hetter egnzjlped for nl! clones of Printzng
than ony ojiee tn ZVorthern Colortzdo.
Hzgh-gffneie Prtn ting inode
7.22 Seventh Street Phone, Greeley 5
Seniors take charge of new classes.
Prohibition talk by Chrictlow. He tells us the " Harry " story.
Senior class meeting.
Dr. Halsted has an inspiration to leave chapel and rushes out re-
gardless of feet, chairs, or ladies.
Margaret Statler and Hallie Gammon sent from library for talking.
Delta Psi boys and their young ladies enjoy a skating party.
Prof. Ernesti MAD-lantern wouldn't work.
A cousin of the Juniors, dressed in their colors, appeared before us.
Dr. Phillips of the Denver University speaks to the student body.
Truby finds it necessary to visit Collins.
Normal boys have a skating party.
Christmas presents given to the faculty.
The Normal Dames entertain all faculty members at the home of
Dr. Snyder. Appropriate gifts are given.
Thurlby makes your watch keep time.
The Colorado Teachers' Agency has the confidence of school
boards in this state. Give it a trial.
January, 1 908
Thurlby makes your watch keep time.
All Normal boys at the train.
Sad hearts wend their way to the classes. Dr. Snyder has the grip.
Mrs. Miller at chapel. Wonder why?
Electric lights a great subject of discussion.
Electric lights are discussed and it seems that the prices have
Senior class election at the home of Misses Fry and Emery. Cadet
Basketball game Seniors vs Juniors. Championship awarded to
Seniors. Score 37-17.
Jimmy states that a " kiss is satisfaction."
Faculty and students turn out in full force to see " The College
" Don't anybody buy any more of my lectures of Miss Rose, for I
don't like the way they look in print." Ernesti.
Fred makes a speech in English.
An important class meeting at noon.
Prof. Abbott sends his geography class out to get their lessons.
Clio meeting. Election of officers.
Mr. Bullock meets with a serious accident. " The way of the
transgressor is hard. "
Dr. Snyder's Irish side is dominant this morning.
Miss Rosedahl searches " Silver and Gold " to see if a certain
young man's picture can be seen.
Francescan Literary Society has an interesting meeting. Many
4. Ellen Quinby returns for a " flighty visit."
5. Dean Hart of Denver talks to the philosophy class. Dr. Horsvvell
- starts his course of lectures-" Amos " the first one.
6. " Hosea," the morning lecture.
7. Mr. Shannon sings in chapel. Mr. Hibbard talks in chapel about
the advancement the Japanese have made. " The Vision of
Isaiah, " Dr. HorsWell's lecture this afternoon.
9. Dr. Horswell gives two lectures. Mr. Stiffey's chorus sings, so
indeed We have a treat.
10. Dr. Halsted appears in a red tie and Mr. Hochbaum has his hair cut.
11. Prof. S. H. Clark of Chicago University reads " Ulysses."
12. Vacation. Prof. Clark lectures in the afternoon and reads " King
Lear " in the evening.
' 14. Valentine Day. Harry Johnston has a new girl.
17. Prof. Hadden Will not meet his manual training class to-day.
18. Senior day a perfect success. Juniors forget to leave chapel, and
take their medicine as gracefully as possible.
Thurlby makes your watch keep time.
Be business-like. Do not depend on the Normal School. Register
with the Colorado Teachers' Agency
W MA Everything in Ladies' and
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l: 2552! m av :4i:i...l:V E S
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Now usmg them the world over
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For the rapid and continuous
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You Are Always Welcome
C. A.. House
Flag Co. mZ.ll'f?Sf'e'
Pennants, Wall Squares
Agts. wanted in schools lk colleges
19. Juniors worsteol again. Seniors appear in the bogus caps and
gowns which the Juniors were to wear to chapel.
20. Ada Tupper boldly states that she has lost her heart, but hopes it
will be substituted.
21. We hand in our choices for teaching for the last time.
24. Dr. Halsted says he wants to visit Mars in order to see all the
25. Two Senior girls royally entertained by Juniors.
26. Johnston "Read"s on a Hlockerl' that "Crowell" goes "Roe"ing
and then "Sweet"ly smiles.
27. Leotats "papa" sends her a beautiful diamond. O, for a "papa"
28. Hurrah I Spring Vaction. '
29. Girls this is your extra day, better get busy.
Thurlby makes your watch keep time.
REGISTER WITH THE COLORADO TEACHER'S AGENCY.
FRED DICK, Manager, Denver, Colorado.
Business lVlen's Clearing House Co. G0 Z0
A "Placing" Agency for teachers. XN'rite """"
x for catalog of terms and methods. FOR ALL KINDS OF REPAIRING
C.. A. DONNI'-LLX, Mgr. Ecluczitional Department
304-305-306-307-303 Century Bldg, Agency the Racycle, Sterling, Columbia,
Denver, Colorado Rambler, and Standard Bicycles
The Ramsay Dry Goods Co.
ALXVAYS THE BEST QUALITIES AT LOXVEST PRICES
We make a specialty of the following famous makes: -A
AMERICAN BEAUTY CORSETS,
LA VOGUE SUITS FOR LADIES,
KAUFMAN SUITS FOR MEN
CALL AND CALL AGAIN -A
9. Sad hearts find the same old classes.
. We find out whether we passed in English.
. Allsworth tells us of the romantic period in his own life.
12. We read for parts in the class play.
13. Dr. Snyder says we live in "his" environment better than our own.
Is it because it's Friday and the 13th 'Z
14. Truby makes one of his flowery stump speeches.
16 Prof. Abbott is looking sad because he hasn't his 11:10 division
back this term.
17. Cast begins work on the class play. Green, green everywhere.
18 Everybody is thankful because Dr. Snyder talks all the time in
19 New curriculum read. It is rumored that there will be no boys in
English next year. I - 3
20 Prof. Hochbaum, after Prof. Abbott finishes one of his wonderful
speeches on electricity: " Is there a window up. "
23. Prof. Abbot again appears in his "dull" necktie.
24 Who hears the Doctor say " Our Educational Creed ?"
25. Crucible-Annual office vacant for one afternoon.
26. Doull and Kyle talk on the " necessity and propriety of roasting."
30. Strange man in chapel-great confusion I
31. Beware! For tomorrow you may be a fool.
Thurlby makes your watch Keep time.
i We take Special Care in
Any Normal student who trades
at our store knows that. We
always seek your trade. .-
M. H. LGWE
Confections Groceries Stationery
Phone, Greeley 467. Get a blotter-free as the air. 917 Sixteenth St.
The Jennings Engraving Co.
WM. KRAFT, Mgr. and Sec.
Ari Smzioners and
Engraved Wedding Invitations and
Announcements. Embossed Corre-
spondence Paper. College and Fra-
ternity Stationery. Visiting Cards,
etc. Highest Grade of WO1'k at
832 Eighteenth Street, Denver, Colorado
' Thxirlby malies your watch Keep time.
u 1-S G qw
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W-..- W" 3 U P rv
Y-.4L,443,, , , 1, L, Hg
IN THE CERAMIC MUSEUM
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The Annual Board Wishes to extend a Word of thanks to Professors
Chambers and Ernesti and to all others who have labored ' t
make Volume II a success.
in any Way o
Edna Purdy A
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