Atwood Hammond High School - Post Yearbook (Atwood, IL)

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CLASS HIS T O R Y 1JY MYRTLE McCLAIN The American race lias its historians, its artists and its prophets. Every class that graduates from the Atwood High School, and especially is this true of the class of 1908,— has its own wonderful class history. So wonderful, indeed, that as I look back upon the records of our own class, I am overwhelmed with the magnitude of our accomplishments. But our class annals will soon come to an end. From now on, it will be known as prophecy, which will in time become history, for “history is prophecy fulfilled.” So as a historian, I will endeavor to give you, briefly, the events that go to make up the story of the class of 1908. On the first Monday morning in September, 1904, eleven pupils entered the high school. I will mention, but will not attempt to describe, how frightened they were, how much they stood in awe of their teacher, Mr. Thrasher, how with trembling hands, and fluttering hearts, they arose, in the presence of that august body of high school pupils and endeavored with stammering tongues to recite their first lesson. This was only the beginning of their course in the Atwood High School. The class had seemingly, entered another world, and, although it was strange at first, they soon became accustomed to their surroundings. They began to realize that work must be done f any good was to be accomplished; so with a will to work and to win,—which was a characteristic of the class, they took up their studies with this one aim in view. When the class of ten, from the eighth grade entered the high school, Ethel Sutton, from Huinbolt joined us, making eleven pupils in all. Hitherto, the course, had consisted of three years only, but in 1904 another year was added. The board of education asked Prof. Hollister, the High School inspector from the University of Illinois to visit our school; and we received a few credits, which tended to put us in the rauk with others. At the end of the first year for various reasons five members of the class dropped out, leaving onlv six to take up the second year’s work. It was in the second year tbatour president, Leslie Lewis, went to Mont ice Ho with some other boys from our high school. Here by Leslie’s help they obtained third place in the athletic contest; for many of the points were won by him. Our president, Leslie Lewis, was born near Atwood, Illinois, in the nineteenth century. At an early age he began school, and before he joined us he had attended about fifteen different country schools. It was at the mature age of eleven that he became identified with the class of 1908. In 1907 he was chosen by the

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day laborer get $1.50 per day, 300 days in the year, or $450 in a year. In forty years he earns $18,000. The difference or $22,-000, equals the value of an education. To acquire this earning' capacity requires twelve j’ears at school of 180 days each, or 2,160 days. Dividing 22,000, the value of an education, by 2160, the number of days required in getting it, we find that each day at school is worth a little more than $10 to a pupil. Can’t afford to miss school, can we?’ We have met people who ask us—has our High School course benefited us if we have forgotten a greater part of what it taught us? We ask them how much they remember of their work, and whether or not they are the better off for having gone to school. Their skepticism has lost its force. We insist, that if the good afforded by any training is to be measured by the facts retained in after life, all schooling is a waste of time. One eminent educator of today has well said that “we are what we are more because of what we have forgotten than what we know”. That has the ring of sound sense in it. We cannot recall all we have learned, but we have it and it has left its mark. Just as w’e perform the thousand acts of everyday life without any consciousness on our part, so are wre constant- ly applying the lessons our school days have given us. The past has recast us, we forget some of it, but the effect of all has been left with us. Whatever training one receives will be of little avail if i does not awaken in that person a profound desire for the truth, a love of the beautiful in literature and in life, and a determination to work out more thoroughly and to solve some of the problems of human endeavor The school can never be the laboratory where the problems of life are done, but it can be, and is the rock, the foundation upon which we may more safely build a towering superstructure. All progress has been brought about by a raising of ideals. We would, if you please, have the school aid in inculcating the most exalted and the worthiest ideals of life. We would have it impart a thirst for something about fhe ordinary. We would have it arouse us to a greater appreciation of the world about us. We have heard of a certain 8th grade teacher who told his pupils that unless they intended to teach, there was no need going through the high school. We say that such a narrow and perverted person is not fit to have a class in charge. He will crush whatever spark of ambition and inspiration there is inherent in its breast. Give it nourishment, give it the proper food, and it will burst forth. Point to the light that is burning for those willing to make an effort to reach it.

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class, to reply to the presentation of the ladder, which he did with great credit. During the third, year two more members of the class dropped out. In April, 1907, a concert was given for the purpose of paying off the piano debt. Our class assisted in the preparations for the concert, and felt amply rewarded. when we found that the door receipts were sufficient to pay the indebtedness. On Monday evening, April 15, our junior class gave a farewell reception to the seniors of 1907. Three of those members now remain in the class. Of these Lora Biggs was chosen to represent the Atwood High School in the preliminary oratorical contest held in Bement, April 17, 1908. Here her essay obtained five hundred and twenty-eight points against the five V A I, K D BY LOKJ The time has now come when the class of nineteen hundred eight must gather up her books, and depart from the sheltering roof of the old school building. For tour long years (perhaps we should not say long' years for looking back over them time seems to have down) have we met within these walls, and shared alike each other’s joys and sorrows. Here indestructible friendships were formed, and though several members of the class have left us we still have an affection for them—an affection which we are unable hundred and thirty-one, the essay in whose favor the judges decided. Lora is a native of Atwood. At the age of seven she started to school. After a few years study her teachers noticed a decided preference tor the study of literature, and in the last few j ears, her literary talent has been developed to a remarkable degree. The third senior, Myrtle McClain was born in Josephine, Kentucky, and has been with Hie present class since the second grade, when she began to attend the Atwood school. I suppose many of the little incidents I have given, will be of small interest to those outside of our high school, but we will recall them with pleasure. The records of the class of 1908 will hereafter no longer fill the pages of the Atwood High School’s annals, but will be entered in the chronicles of higher institutions. C T O R Y BIGGS to describe but which will continue through the coming years and be recalled in old age. We indeed realize that our graduation is the first great event of our lives. We are to depart from our home, the high school, and go into the world where things are new and strange; decisions must be made in which no one can help us; our future careers are to be settled. Our ways will divide, but whatever bent we follow we are determined to put forth our best efforts. Our hope is that we may ever be useful to those