Elwood Community High School - Crescent Yearbook (Elwood, IN)

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THE COMET Row One—Marcella Woodsides, Harold Athan, Woodrow Meyer, Edward Boggess, Dortha Yohe. Row Two—Robert Foster, Mary E. Stevens, Alberta Becker, Helen Ruth Purtee, Kelton Goodwin. Row Three—Billy Wann, Francis Henderson, Mr. Donald Brown, Bill DeHority, Freddy Frazier You Are The Judge Through depression, bank holiday, and destructive comments we have struggled in an effort to create an annual that, though lacking in style, would be rich in quality. Representatives of every organized class faced these adverse conditions that you, the student body, might have something that would cause you to remember the school year 1932-33. Upon my shoulders as editor were placed the responsibilities of management, but without the support and cooperation of every member of the staff my work on this publication would have been useless. Perhaps it was my assistants that experienced the most despairing part of the work, because it was their duty to find or invent ways of completing the tasks assigned them. There is no doubt but what Edward Boggess and his assistants. Freddy Frazier, Francis Henderson, and Billy Wann, carried out a successful advertising campaign. Despite the conditions of the business houses in this city they turned in more than the required amount of advertising. Because of the financial situation in the city and schools the year proved a trying one for the circulation manager. Marcella Woodsides, through her witty ideas of salesmanship, showed her ability to master such a situation when she managed the pledge drive which resulted in the soliciting of over 450 pledges. The Student body is also to be congratulated for supporting this publication. Harold Athan acted as banker in a most efficient way. Throughout the year he showed his ability by offering money-saving ideas. It is to him that we must give credit for the financial success of the 1933 Comet. For the creation and collection of literary material, which was required in large amounts by this year’s book, numerous members of the staff assisted. Bob Foster with his wit and humor which was the cause of many new and original literary features proved to be a valuable fellow. But a large amount of the success, if it has been, of this part of the book must be accredited to his assistants, Alberta Becker, assistant literary editor; Helen Ruth Purtee and Mary E. Stevens, senior editors; Bill DeHority, athletic editor; Dortha Yohe, junior editor, and Kelton Goodwin, class president. To Bob Evans we express our thanks for the fine art work which he contributed. Though Bob was not a member of the staff he cooperated with us in every way possible. Last but not least we must remember and give credit to our faculty adviser, Mr. Brown. He gave words of encouragement and gave freely of his time when problems apparently without light presented themselves to us. It would be futile to explain this book further, and likewise a member of the staff cannot openly declare the book a success or a failure. It is the reader’s opinion of this book that determine its success. You are the judge. —W. Meyer Page two

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THE COMET Successor to The Crescent B-O-O-O-O! SAID THE BOOGEY MAN! “A yearbook would not be advisable this year,” they said. “It will be a complete failure. No one has any money to spend on such things because of the depression.” Beautiful sentiments! Such advice was doubly inspiring to the staff. It was up to us to decide. AND HERE IS We are willing to admit that this publication is not so large, or so nicely bound, or so full of color as its predecessor, the 1932 Crescent. We admit that the cost of this book to us was small as compared with that in many previous years. We admit that it is different! And we are glad of it I That was our aim for the 1933 Comet. We concluded that if we did have a yearbook, (and where would our school rate if we didn’t?) it could not be an expensive, old-type book. Some wanted to drop the publication until conditions got better, but we knew that if we did that, it would be twice as hard to start again. Here was our chance to show whether we really had any initiative, ability, or determination. Were we to let the groaners tell us what to do? Were we to be dictated to by the “depression”, to how our weakness before its awful majesty? Were we to be pointed out as cowards and quitters'! THE ANSWER! We changed the name of the Crescent to the Comet for the purpose of making the book still more different. Since this is an entirely different style of a book, we felt it would be unfair to the name of the Crescent to continue using it. Even if you do find this book with less pages, we will guarantee you that if you look in every nook and corner you will be amply rewarded. We hope this book has not been cheapened in spite of the lowered price. We have tried to build this book in such a way that you would be proud of it and be glad to say, “How’s this for a depression publication?” If you like it, tell your friends; and if you don’t like it, tell us. So here it is, The 1933 Comet. Published by the Elwood High School Elwood, Indiana 1933

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THE COMET CONTENTS B 0-0-0-0! Said the Boogey Man .............. 1 You Are the Judge ........................... 2 What Our School Offers ...................... 4 Sackcloth with Laurels ...................... 5 Seniors ..................................... 6 By Their Initials You Shall Know Them .......13 Ships In Our Lives ..........................14 Not an Uncommon Feeling .....................15 Coming Up .................................. 16 Juniors .....................................17 Extracts From a Student’s Diary .............21 Sophomores ..................................22 A Locker’s Contemplation ....................24 The Green Horde or Why Is a Freshman? .......25 Freshmen ....................................26 Cometorials .................................28 Waste Basket Scraps .........................20 Getting the Lowdown .........................30 The Art of Marble Shooting ..................31 Unclaimed Compositions ......................32 The Administration ..........................33 Learning That Counts ........................34 In the Words of Our Principal ...............35 Expressions in Feet .........................36 The Student’s Work and His Attitude Toward the Faculty ............................37 Faculty .....................................38 The Men Behind Our Boys .....................41 Football ....................................42 The Charge of the Eleven ....................42 Following In ................................46 El wood! ..................................49 As It Came from the Platform ..............51 Soap ......................................52 That’s Life ............................. 52 “Speeding Along” ..........................53 “I Like Your Nerve” .......................54 “Oh! Professor” ...........................55 “The Revolt” ..............................56 “Sunup” ...................................57 Bells and Bells ...........................58 Misplaced Eyebrows 59 Junior Department Club ....................60 Richard Cooley and His Orchestra ..........60 Hear the Blare ............................61 A Change in the Course of Events ..........62 An Argument for Elevators .................63 King Lear .................................64 The Hearse Is At Our Door .................65 Skimping Sleep ............................65 The Library ...............................66 Our Trophy Case ...........................67 Alibies Made To Order .....................68 A New Angle ...............................69 My Rural Community ........................70 Our Swimming Pool .........................71 Success ...................................72 The Nightingale ...................-.......72 Classified Advertising ....................73 Do We Know Our Advertisers? ...............73 Advertising ...............................71 Autographs ................................79 What Our School Means to the Community What does our school mean to the community? Have we given this question serious thought? Upon our school rests the life and power of the community, and its teachings are the guide and standard by which we judge the people with whom we associate. Our school leads us to a deeper understanding and a broader sympathy for those with whom we daily come in contact. Through our school we are able to make more secure the health and happiness of those about us. We are brought together in such a way as to make it necessary for us, the students of Elwood High School, to sacrifice petty desires and selfish motives for the good of the larger groups, thus adapting ourselves for a life of public service. We learn of the trials and mistakes of those who have trod the rocky path of experience. We are able to profit by their errors and be able to use a more successful plan in pursuit of our life’s work. To us is brought an understanding more general than was usually held by the people of a generation ago at the close of their lives. We come to realize that others, as well as ourselves, have their problems, and we are drawn closer together as we strive to help our fellow-men solve their problems. The success of a community is entirely dependent upon the ability of its residents to work together for the betterment of all. This is almost impossible unless there are men and women of broad sympathy and common interests. A good education brings with it a better understanding and, therefore, common interests and the cooperation of its followers. Our school leads us to better moral standards. We are taught a broader conception of the Bible, and come to recognize it as a masterpiece, both of spiritual value and of literary accomplishment. It contains the highest code of morals and the noblest gems of thought ever given to mankind. Upon the principal of common education is our country founded. Its strength lies in the ability of the governed to see and realize the great strain of its activities. It is necessary for our community and country, if it would reach a higher govermental standard, to place its support upon firmer communities and better citizens. Through our school our community life shall reach a higher level, and our people a broader, nobler conception of life. We must be more able to cope unselfishly and broadmindedly with the issues which are ever arising before every home, community, state, and nation in the future. We, the youth of today, are the leaders of tomorrow. Page three