Beloit Memorial High School - Beloiter Yearbook (Beloit, WI)

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Department I . THE FACULTY. Here's Nelson, Matthews, Downs, Montgomery, Adams, H The fiercest proposition ever faced by man, And plots we've heard by them sometimes preplex us ally all, The things that they can't do there's nobody who can. Whatever we may do, that bunch we cannot fool, They watch us in our class, they watch us on the stair N o matter where we go about that old high school, At morning, noon or night we'll tind a teacher there. But now if anything comes up which we don't know, Or if we want advice about the trials of life, Why, there's the place for every one of us .to go- They're willing to assist and aid in every strife. 7

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7 'W g De Omnibus Rebus et Quibusdam Allis Dear reader, do you wish to know What in this book resides ? There's alittle bit of everything, And something more besides.

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HISTORY. Contrary to what many people are inclined to think there is, perhaps, no one study that will J. o. HALL, SUPERINTENDENT OF CITY SCHOOLS. DEPARTMENT on HISTORY. be more effective in giving a per- son a thorough, comprehensive and just view of men and of the world than will a proper and thorough study of history. President Eliot, of Harvard Uni- versity, has well said: Ii the humanity or liberality of a study depends upon its power to en- large the intellectual and moral interests of the student, quicken his sympathies, impel him to the side of truth and virtue, and make him loathe falsehood and vice, no study can be more hu- mane and liberal than historyf' Many people are inclined to look upon t-he study of history simply from the standpoint of chro- nology. This is a very narrow and unjust view, for historical facts by themselves are not his- tory. They must be elaborated and combined 5 they must be organized, that is, be brought to- gether and integrated with reference to their relations. Since his- tory is man-picturing, as geography is earth-picturing, the study of history serves as a proper exercise of the powers of representa- tiong but it does more than this-it serves a valuable discipline ofthe thinking iacultiesg and still further-the historical knowl- edge of the student becomes his moral knowledge. Unlike the method in the so-called exact sciences the method of forming judg- ments in history is very similar to the method employed in the problems oi practical life. In the transaction of human business we accumulate data, weigh the force of opposing evidence, recon-