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

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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

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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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What Our School Offers THE COMET HEALTH A study of the art of healthful living, or of living so as to keep or to gain health. PHYSICAL TRAINING A course established for the further development of the body. FRENCH An intermixing of grammar and the translation of French stories. BIOLOGY A study of all living things. CHEMISTRY The study of intramolecular changes which material things undergo under various influences, that is, changes which alter the physical pro-perities of matter. PHYSICS A study of the science that treats of the phenomena associated with matter in general, especially in its relations to energy. BOOKKEEPING A course so arranged to acquaint the pupils with bookkeeping principles and procedures, and the mastery of applying them for future use. TYPING A study in which individuals are taught to be skilled typists. SHORTHAND The purpose of this course is to give the pupils a foundation for the writing of words by sound, plus the ability to take transcription of business material at the rate of sixty words per minute. ART Here the talented work to develop, to a higher degree, their talents in the field of art. The course is so arranged as to acquaint the boys with a much sounder knowledge of the fields of mechanics. To an outsider it may be puzzling just what some six hundred students could do in this huge high school building for five hours of every day and five days a week. Now, to students, that presents no problem. The high school’s course has been divided into four general heads, the college preparatory, commercial, agriculture, and the technical arts. Each branch has it own special type courses open only to those in the course. Following we have a statement of what one studies under each particular course: LATIN Beginning—One learns to use his tools, the conjugations, declensions and a vocabulary. Advanced—The study of Roman life, Caesar’s Gallic War, Caesar’s Orations with the principals of oratory. PHYSICAL GEOGRA-PHY A study of the physical aspects of the earth. ECONOMICS A study of the fundamental workings of our Federal government. HISTORY 1-2 A study of the happenings from early Egypt up to modern times. HISTORY 3-4 The study of America ever since its discovery up to the last corner of depression. GEOMETRY AND ALGEBRA The study of these subjects consists of the an-alyzation, discovery, and proof of various geometric and algebraic facts. ARITHMETIC A study of the fundamental processes of mathematics; namely, addition, subtraction, multiplication, and division; their mastery and practical application. ENGLISH 1-2-3-4-5-6-7-8 In the first semester, grammar and composition are the essentials. During the second the literary work is foremost. In English three a continuation of grammar along with composition. English four takes up prose and poetry. Three short stories are studied during the fifth semester, and more grammar. During the sixth, poetry is apprehended from every angle. English seven marks a return to English grammar and composition, written composition being stressed. The final semester concerns the study of drama. HOME ECONOMICS A study prescribed for girls in which they are given the fundamentals for cooking and sewing. MECHANICAL DRAWING The mastery of the ability to draw and use tools well. AGRICULTURE A study of the principles of soils, plants or crops, and their management. THE LIBRARY The last, but one of the most important. Here one has access to reference books on any subject in preparation of one’s lessons. Pane four