Eastern High School - Punch and Judy Yearbook (Washington, DC)

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The Hasterner 20 they have succeeded in at least getting the brightest socks purchaseable on Seventh Street. Nevertheless, I have heard many girls say that “when the 1910 class leaves, then leave I.” Speaking of girls, who of the “Jesser educated” ones can boast of having served their classes in such a manner as have Luella, Ethel and Genevieve; and did you ever stop to think how much the company’s success depends on Ethel? A mere girl influ- encing such a bunch of “fellers,” using as her means—Herb. Is there a girl in school who couldn't just—give him all the ice cream, cakes and candies he could eat. That isn't what I was going to say, but then you know he looks over all this before it goes to press and would cut out anything that would be liable to A Senior’s Musings When I became an Easternite, 1 longed with such a queer delight To be a Senior. The Seniors of that day to me, Real men and women seemed to be, To me, a I reshman. A look of scorn from one of these, A sign of greatness meant to tease, A little Freshman. And when I reached my second year, To see a Senior filled me with fear, A Sophomore. My longing seemed a point to gain, That over Freshmen now could reign, The Sophomore. And thus through work and ungained fame, I climbed the third round and became A learned Junior. make him blush. But then you know Babcock’s one of the most congenial, generous and hospitable fellows over at Eastern, and even when he lost his voice he took the trouble to write what he wanted to say. That takes energy, and what boy in the lower classes would do it? I might go on giving you examples of what you ought to do and what you ought to be, but you don’t impress me as q bunch capable of taking advantage of it so what's the use? I only hope that some day the responsibility of filling our vacancy will lead you to discard your old manner of doing things, and for your's and the school’s sake, to adopt ours. Mervin F . Fiscrer, ‘10, The Seniors then appeared to be No more than human souls to me, Conceited Junior. Though some respect to them was due, (For much they learned and still more knew ) From me, a Junior. Three years have passed since first T came To share with others, Eastern’s fame— I am a Senior. From here and there and everywhere Are duties sweeping through the air, For me, a Senior. Upon my shoulders all I take, Sealing with a haughty shake, Of a lofty Senior. x How different is the longing dream Than actual seniorh ood does seem! But who of us would willing be To turn the years a minus three, A nd once more be a Freshman? Peart A. Sureve, 7B,

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The Easterner mother? Nay, rather should we sa “What is school without a Junior?” The Junior, who is the personification of wis- dom, intelligence, and brilliance, lives on words like velocipedestrianisticality, We must also remember that many of our foremost citizens were Juniors at college. Theodore Roosevelt was a Junior at Har- vard. President Taft was a Junior at Yale, and Daniel Webster was a Junior at Dartmouth. Why can a Junior be compared to the third principal part of a verb? Because he is perfect. But such a discussion is futile. Everyone ac- knowledges the intellectual and physical 19 Superiority of the Juniors. The Fresh- men are infants, Sophomore means wise fool, and Seniors are but has-beens, so only the Juniors remain to comfort the faculty. The following well known poem illustrates: “Lives of Juniors all remind us That they bunco who they may, And departing, leave behind them All they do not take away. Let us, then, be up and doing, i Every one we find to do; Still declaring, always swearing, Juniors are the chosen few.” F. Strrtine WItson. The Pride of the Seniors There comes a time in the life of man when he can defend himself by giving others his opinion of himself. We are taking this opportunity for so doing, hop- ing its contents will be advantageously used by the undergraduates in their re- maining years at school. Of all graduating classes of Eastern, I can rightfully say that the class of 1910 is without an equal and always will be. It has attained such a degree of excel- lence in all its pursuits, that learned men have taken it as an example in disciplin- ing the younger generation. Its superior- ity over the other classes is undoubted, and, indeed, many of the wiser under- graduates have expressed hopes to be able to fill the vacancy as competently as we have filled that of the former class. Alas, their hopes are in vain, for it takes men of courage and mental ability to up- hold the school as we have done, and in whom can they boast of such genii as Manning, Truitt or Kuhnel. The lower classes are so full of Smiths that their fates are sealed, for whoever heard of a bright Smith. The only one the graduat- ing class ever had was so far behind his class, that instead of bringing dis- grace to it he politely left school, and also many broken hearts. Why, boys, there’s courage for you. Who in your classes would have done it? No one. You all are so slow that before taking your reports home you ask a Senior for the way to make a fair report an excel- lent one. Why, the Junior boys are so slow that the girls took it upon them- selves to give a dance in that class name, and, unlike their former dance, they made seventeen cents. Gravy is the fast- est fellow in your class, but that’s only because he’s on the track team, trying to get rid of his freckles. If that isn’t school spirit—going on the track team to get rid of his freckles! Well, Jim, you’re all right, but, as for the rest of the un- dergraduates, it would take a microscope to find any school spirit in them. Their motto must be, “What’s the use of pay- ing when you can get in free?’ Need- less to say, they have lived up to it, and if their pas would have had to pay a fine every time one of the bunch climbed over the fence at the ball games, many fami- lies would now be leading the simple life, and sending their children to school on charity. I will confess that the lower class boys are more captivating with the girls than the Seniors, but it is beneath their dig- nity to attain that honor, in the manner by which the others have attained it. Maybe it’s because everybody's mother hasn't such beautiful shoes as Payne wore, that others don’t wear them, but

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MILITARY NOTES The stage of the raw recruit has passed. The cadet organization is slow- ly rounding into that state of excellence which characterizes the name of the Washington High School Cadets throughout the country. The very fact that our regiment has such a reputation makes it imperative that each cadet, whether colonel, captain or private, should exercise the greatest care lest any indiscretion on his part may cast reflec- tion on his fellow cadets. Although it may appear trivial in itself to see a cadet walking down the street with his hat on the back of his head, consideration of the fact that a West Point cadet, the acknowledged model of the Washington High School cadet, would not commit stich an offense, should prompt a fellow to refrain from such an action. If the High School cadets are to be still superior to other military organizations of their kind, can we afford to commit such breaches of discipline and thus expose ourselves to criticism? It is the duty of every cadet to pride and respect that uni- form, which fellows like Linthicum, Lib- rand and Barnes saw fit to revere. Discipline, that quality without which an army is like a ship without a rudder, again demands our attention. Steadi- ness, that requisite of every winning company, is not as strongly noticeable in some of our companies as it might be. Che tendency of some cadets to giggle and grin over nothing must be suppressed if a company has those treasured ribbons as its goal. The twiddling of one’s fingers may not seem important enough for an officer's correction according to the private’s point of view, but the judge on the drill field deems it worthy of his attention. The statue-like set-up, the un- ruffled steadiness and the famous disci- pline of the West Pointer, should be al- ways kept in mind, When a company has discipline, the excellence of the drill is immediately evi- dent. Conformity to discipline leaves the attention for consideration of the details of the drill. The arm swing, the length of the step, the cadence, the position of the eyes, the angle of the piece and num- erous other matters of detail suffer neg- lect unless the attention of the cadet is properly concentrated. More than half of the cadets do not know the difference in length between full step, half step, side step and back step due to lack of attention to drill caused by laxity of dis- cipline. If anyone would care to learn these details, the Infantry Drill Regula-