Harmony High School - Cardinal Yearbook (Harmony, MN)

Text from Pages 1 - 60 of the 1906 volume:

Co Htr JFrirnfts of (Our School UWjosr Welcome of the 1005 Annual mnfcr Hiis effort seem a labor taortb hal|ilr. iEittfnr’s JffnmunrJi dmtum he Moccasin greets you. This greeting is most cordial. We hope wyour first impressions of The Moccasin, the second high school annual, are favorable. We would like to have it please you from cover to cover. If its appearance and its contents are such as to impress you happily, we shall feel our pleasant task has been done, to a degree at least, as well as we would have it done. The plan of the 19(Mi book is somewhat different from the one of last year. A new dress, a different shape, a greater variety in the contents, and a new name, are some of the minor changes. We believe in the new name. Even on the ground where our beloved high school stands there grew in the days of long ago, the wild moccasin flower. Here, in his noiseless moccasin, trod the red man. And, mayhaps, attracted by the modest beauty of the moccasin flower, he has plucked it time and oft, long before our forefathers ever thought of erecting on this spot the walls of our dear old school. This graceful flower, then, which so becomingly blossomed forth in the beautiful month of May, gave us a name for our annual. There is no other name so appropriate for our unassuming booklet. It is not unpleasant for one whose school days are in the dim past to cast aside, for the passing moment, thi busy rush of the present day, and gaze on those years when school life and school days were his, all his very own. The Moccasin may remind such a one of those happy days and, perhaps, awaken joyful memories To read the accounts of success along lines of worthy school endeavor will cause the ambitious and energetic student, now in the high school, to plan thru future effort conquests for himself. Not conquests over others. To conquer one’s inefficient self leads to the noblest fruitage, a bountiful harvest of good deeds. The Moccasin greets him and bids him strive on, strive on! And to the younger school boys and school girls who have before them the work of a number of years before they can go into the ‘-big room upstairs”, The Moccasin says, “Co ni on! You can do it! Prepare today’s tasks well in order to get tomorow’s better, and be obedient, careful, kind. Come on!” V occasm _____y . . . Tin r runny iig t Sc inn Thilmnr ituui. ffluit. lUflD. CONTENTS Editorial Forkwoku Our School Contests— Declamatory and Debate. Literary An Incident—A Norway Bear, Charlotte Arneson, Class of ’09. A Description—On the Iowa, Susan Lindsay, Class of ‘08. A Criticism—Pope’s Translation of the Iliad, Hannah Burrneister, Class of ‘07. A Character Contrast-Khan and Zebek Dorchi, Eugene Hunt, Class of 0H. Pbrsonals News ( omment Bubbles Poetry Quizzes, Sonnet to Spring, Sonnet to Cicero. Vale. Social Events Alumni Notes Athletics Chronicle Senior Class Roll Class Day. 1906, Motto, “Courage and Toil.’’ Salutatory, “Character.” Oration, “The United States Senate,” Class Oration, “Courage and Toil,” Class History and Will, Acceptance of Pen—For the Junior Class, Oration, “John Hay,” Class Prophecy and Valedictory, High School Roll Moccasin Board, 1906, Rubie P. Dunn Floyd V. Newell. Ora L WiIlford. Eda Kasen. Ed a Ka9en. Eugene Hunt. Teddy Ryan. Lillie YVinnega. Ora Will ford. Hubert Russell. Thea Larson. L. O Haugen. President J. A. Lund. Treasurer Win. HaMman P. A. McKay M. C. Will ford E. VV. Pust, Secretary ffinarii of time at urn (!)itr Sfriuuil Harmony Hi li School became the sixth hi h school in Fillmore County when it was placed on the state list in li'02. Eleven students had enrolled in the high school department in IPO I. This was the tirst class and they successfully completed the work of a full four years’ course, graduating last year at the first commencement exercises ever held here. Six students complete the course this year. A large class is working faithfully and expects to complete the course next year. The hiyli school has experienced an encouraging growth and enjoyed a period of important development during this time. In enrollment, the number has increased from eleven to fifty eight. The whole school has enjoyed a corresponding increase In no grade is this so marked as in the eighth. There the enrollment this year is the largest in the history of the tcl.ool. '1 his insures for next year a still larger high schoolenrollment. The policy of the Hoard of Education thruout this period has been to secure the services of the best and most skillful teachers possible. In addition to this, provision has been made to procure the necessary working facilities in all departments, adding to the efficiency of the entire system. This wise policy, made possible only thru the aettve co-operation of the patrons of the school, lias resulted in the upbuilding of a school here of which all are justly proud (fiutriir nf First Ykak Second Year Third Year Fourth Year English I Elementary Algebra English il Plane Geometry English III Physics English IV Senior History and Civics Lati’a Gr:imm:ir Zoolrgy and l!oian German 1 Hookkeeping Caesar Ancient History German II Cicero Modern History Solid Geometry and Higher Algebra Vergil Chemistry Senior Arithmetic and Senior Grammar thtlcn anil EnutUitinur. Literary work and spelling are required thruout the entire course. Full year subjects count one credit: half year subjects one half credit. Sixteen credits are required for graduation. All subjects in section one are required; subjects in the second section are elective The student may choose two each year. All students should choose at least one year of history and one of science. Students planning to teach or enter the Normal should take Physiology, Civics and Senior American History. Those wishing to enter college should take Physics. For a course in Engineering one year of Chemistry is required; for Medicine, two years of Latin and one of college academic work. Physiography and Physiology arc given every other year instead of Zoology and Hotany. C. G. Selvig Mildred Chalfant Metiora A Paddock Ellen L. Bakke Gertrude Skeftington Otella Langum May L. Hall Emily L. Bonwell (Ii'arlu'rfi � Srarhrra ) (Cnnrah (6. £rlut« Born at Rushford, Minnesota. Educated at Rushford High School, Class of 1895, and University of Minnesota. Superintendent of Harmony Schools and Instructor in History, Civics, and Physics, in high school, 1901-1906. Emily E. Sunutrll Born at Blue Earth City, Minnesota. Educated at Blue Earth High School, Class of 1900, and University of Minnesota, Class of 1905. Instructor in English, German, and Drawing, in high school, 1905-. Home, Blue Earth. ifldmra A. }Jai imrk Born at Minneapolis. Educated at North High School, Class of 1901, and University of Minnesota, Class of 1905. Instructor in Latin, Mathematics, and Music, in high school, 1905-. Home, Minneapolis. Ellru II. Hiakkr Born at Bloomfield, Minnesota. Educated at Winona Normal (Academic and Professional Courses), Class of 1891. Teacher of sixth and seventh grades, 1904 5; of eighth grade, 1905-6. Home, Spring Valley. OSrrtritfir krffimitim Born at Northfield, Minnesota. Educated at Northfield High School, Class of 1902, and Mankato Normal School, Class of 1904. Teacher, sixth and seventh grades, 1905-. Home. Northfield. ilia it €. Sail Born at Beaver, Minnesota. Educated at Spring Valley High School, Class of 1902, and Carleton College. Teacher, fifth and sixth grades, 1905 (i. Home, Spring Valley. lllUitrrh (Clmlfaut Born at C'ariraona, Minnesota. Educated at Rushford High School, Class of 1882. Teacher, third and fourth grades, 1902 1906. Home, Preston. (Otrlia Camutm Born at Bloomfield, Minnesota. Educated at Winona Normal School (Academic and Professional Courses), Class of 1890. Teacher, first and second grades, 1899 1900 Home, Spring Valley. (Enutrats Mur High School contests have always been marked by enthusiasm and friendly competition amon the students. The contests are close, and, although the ambition of every contestant is to win, nevertheless each realizes that honors cannot be given to all, and is grateful for the training and practise which is given him. 1 ’RKl.IMINARY CONTEST This year another opportunity was given the pupils of the High School to have a second annual contest. It was to be a contest consisting of orations, declamations, humorous recitations, and a debate. It was decided to hold first a preliminary contest in orations, declamations, and humorous recitations, and tochoosetwo from each division to compete for honors at the final contest and the preliminary debate. The date set for the preliminary contest was the sixteenth of February . On the evening of the contest a fair sized audience greeted the contestants in the High School assembly room. The program opened with an instrumental solo by Miss Paddock. After this Gerhard Kasen opened the first division with his oration, entitled “The Father of his Country”, in which he showed the natural force and eloquence of an orator. He was followed by Teddy Ryan with his oration, “Toussaint IT Ouverture”, which was given with his accustomed skill and energy. Eugene Hunt gave “The Soldier Boy” with a particularly clear articulation which is a valuable acquirement. Ellsworth Duxbury in his “Dignity of Labor” had a good topic and gave it with great skill. Second on the program were the declamations: first came Lela Patterson with “A Scene from a Battlefield”; next, Ausie Harsted with “A Second Trial” and Ora Willford “One Niche the Highest”. They held the close attention of the audience as their selections were good. Last on the program were the humorous recitations. Myrtle Linder-man gave “Mrs- Caudle’s Lecture” in which she showed the spirit of Mrs. Caudle herself. Tillman Brokken’s“The Imaginary Invalid”, portrayed with exactness the diseases of “the decrepit wreck”. Oscar Larson’s “The Cyclopeedy”, and Byron Houck’s “The Deacon’s Masterpiece”, were both well rendered. All parts given were exceptionally good and each contestant held his own with the audience. Also during the evening instrumental solos were given by Dora Daniels and Hannah Burmeister. The contest was very close in all parts and the judges found it a hard task toaward the honors. At the close a tenor solo was given by Floyd Newell who responded to an encore, and after this Mr. Selvig announced the decision of the judges. The two chosen to compete for honors at the final contest in orations were Teddy Ryan and Eugene Hunt: in declamations, Ausie Harsted and Ora Willford; and in humorous recitations, Myrtle Lindermau and Tillman Brokken. Oscar Larson kda icasex Gerhard Kasen Myrtle Linderman Hubert Russell Ellsworth Duxbury plow nbwkll Lela Patterson teddy hyan Blanche Houck Byron Houck Ausie Harsted tillman hkokkkn huhie dunn Eupene Hunt Thea Larsen ora xvillkord (Tmtlriit antii (Enntpatfii Final Contest. The date set for the final contest and the preliminary debate was the twenty third of February. The evening of the contest was a fine one and a large crowd assembled. First on the program came the High School girls, with Dennee’s “Lullaby.” Then the contest proper began. Eugene Hunt ojamed the program with his oration, “The Soldier Boy”, and was followed by Teddy Kyan with his oration, “Toussaint L’ Ouverture.” Both showed marked improvement since the preliminary. Second on the program was the debate. Thea Larsen opened for the affirmative side on the question, Resolved: “That all elective state, district, county and city officers should be nominated by direct primaries, held under state regulations, rather than by delegate conventions.” Rubie Dunn answered for the Negative. The second speaker for the affirmative was Blanche Houck; for the negative Eda Ka3en; the third for the affirmative, Hubert Russell and for the negative Floyd Newell. Then followed spirited rebuttals on both sides. The question is one that has been debated thruout the state and the points were brought out well on either side. After the debate Ausie Harsted gave her declamation, “The Second Trial”; Ora Willford followed with “One Niche the Highest.” The humorous recitations were the last division on the program. Myrtle Linderman gave “Mrs. Caudle's Lecture”, and Tillman Brokken, “The Imaginary Invalid.” Between the different parts of the program the crowd were entertained by solos sung by Floyd Newell and Norval Helle and a number by the High School boys’ quartette. Then Mr. Selvig announced the decision of the judges, who were L. O. Haugen and Dr. F. A. Rowdy of Harmony, and Supt. R. A. Buell of Lanesboro. In oration, first place was given to Teddy Ryan. In the debate, to the negative side. In declamation, to Ora Willford. In humorous recitation, to Tillman Brokken. All the parts were exceptionally well rendered and there was general satisfaction with the decision of the judges. Debate With Mabel High School. After the preliminary debate on this question, Rubie Dunn, Kel t Kasen, and Floyd Newell were chosen to represent Harmony High School at Mabel, the eighth of March, to defend the negative side of the same question. The Mabel High School debaters were Earl Funk, Hattie Dayton, and Walter Larson. Harmony’s representatives found them worthy opponents, but owing to the better delivery and finished arguments which they advanced the negative side won by a unanimous decision of the judges. The judges were Hon. W. H. Harris of Caledonia; Hon. D. K. Michener of Spring Valley; and Supt. Oinlie of Spring Grove. The Harmony debaters and others who attended the debate were all as one in their praise of the hospitality and kindness which were shown them by school and townspeople of Mabel. Eda Kasen Floyd Newell Rubie Dunn Drliatiny a rant, ’00 IGiti'rarii A Norurag Srar -- (EharUittr Arnraott. 03 This i.s an incident which happened in Norway to a little girl about twelve or thirteen years old, who stayed with some people that lived about two miles away from her own home. One day-they were going to makechee9e ar.d “prim” which generally took more than one day to make. This they cooked in a house a mile distant from the dwelling house. When evening came, the rest of the family went home and left this little girl to look after the cooking. She was told to remain and watch it until it was nearly finished and bring it to the house where they lived; afterwards she could go to her home. After the sun had set and all were gone, she commenced to pace the floor and chanced to stop before one of the windows. To her great horror what should she see but a large black bear in the woods not very far from this house. Her fright at that instant may be imagined as she was in a house all alone, surrounded by a large gloomy forest, with night fast coming on. Hastily she emptied the contents of the kettle into two pails and started for the house. As she was running, she glanced back every now and then to see if the bear were coming after her. By the time she reached the house half of the contents of the pails was spilled along the way. After she had delivered these pails,she started for her own home and ran all the way. She found her mother sitting by the fireside, waiting for her and wondering what had happened as it was so late. She was exhausted from running and poured out the whole story to her mother who told her that spilling some of the cheese had doubtless saved her from an attack from the bear, for he had stopped to lick up what she had spilled and in the meantime she gained a greater distance from him. She was now glatf that she had spilled so much, altho she was rather sorry at first. “(On life .Kama” — £ uaait iCitthaag. ’08 One fine morning early in Septeml er, while crossing a bridge on the Iowa river, I thought what a lovely scene there is to inspire either an artist or a poet, not only at this time, when all nature is beautiful, but, as it seems to me, even when nature is asleep and all the world is quiet. In the first place there is the broad, winding river, flowing in and out among the hills and valleys, which can be seen a long way stretching toward the east and west: then the bridge, scarcely less picturesque than the river itself, from which there is an extensive view. The road, sloping up to the bridge on the north from a level plain, is lost from view on the south among the high bluffs and the trees which grow on either side of it. On all sides can be seen huge rocks and cliffs and also a great variety of foliage. On the banks of the river and extending a short distance into the water are a number of different kinds of water plants. A little farther up among the rocks there are a great many mosses and ferns, while still farther up grow immense oak and elm trees and smailer shrubs as well. Grape and hop vines,twining around and nearly covering some of the smaller trees, make a very pretty picture. In some places it even looks as if some one had been trying to make a tent by training the vines. On the very summit of the highest of the cliffs are tall evergreen trees which show off beautifully against the pale blue of the sky. It seems as though this place with all its charms ought to attract the attention of every one, even of those who are generally thoughtless of nature. ■‘Jhipr'H ilrauHlatuin nf thr Jliair — Samtali SlurmriBtrr, ’nr Homer’s Iliad, translated by Pope, is considered by some critics as being the greatest of all ep.c poems, and, by reading it, we find that it fulfills all the requirements of a great epic. There have been several translations of the Iliad, wherein the substance of the story is told very well by all: but the translators have failed to give it in Homer’s wonderful, fasinating manner. One of these translations was made by Pope, who wrote in the age succeeding Shakespeare and Milton. It was a period devoted to literary form, and tho Pope takes the lead in clear, orderly, arid effective expression, he often sacrifices thought to form, making the work stilted and stiff for the sake of polish. Pope has been influenced by the characteristics of his age, as is shown thru out his translation of the Iliad. He is continually spoiling the noble simplicity of Homer, by using too many ornaments or figures. In many instances he has omitted, expanded, condensed, and mistranslated, often giving a different light from that which Homer intended. In translating Homer's words, ‘‘the people began to perish”, Pope says, “The camp was heaped with mountains of the dead.” Again in speaking of Apollo’s putting the plague on the people, Pope savs, “A sudden night he spread”, so that the stealthy, fateful descent which Homer wished to express is lost. Pope uses a great many figures and much alliteration, as in translating Homer’s simple expression, “Apollo let the arrow fly ”, Pope gives, “and hissing fly the feathered fates below.” Homer is very plain and blunt in some of his expressions, as in speaking of Hera, he says, “The oxeyed queen”. Pope tries to improve this and uses instead “the large or bs of her majestic eyes.” Pope says, “Achilles sorrowed in wild resentment over the loss of Briseis,” which gives us a false impression of his character. Homer says more simply, “He was vexed in spirit for the fair-girdled woman's sake.” Homer's “rosyfingered dawn” is changed to Pope’s “bright morning orient”, in which Pope gains nothing. Substance changes are often necessary to bring out the rhyme. Many of these defects in Pope's translation of the Iliad may be pardoned as it would he impossible to translate poetry of one tongue into that of another without making many changes. But l’ope has been in the main successful in doing the work faithfully and brilliantly; his expression is good and he excells especially in the art of “putting” things. Pope gave the heroic couplet the greatest possible smoothness, variety, and point. His influence in poetry was supreme thru out nearly all of the eighteenth century. “Dr (puinrro'n IChatt auh Zrhrk Dnrrlii” -- Etuumr D. Simt, ’lUi In De Quincey’s “Flight of the Tartar Tribe,” we have a very good example of the evil in one man working against the good in another. The Kalmucks, a branch of the Tartar tribe, lived among the Caspian steppes, subject to the Russian rule, during the first half of the eighteenth century. There were two influential men among them:—the Khan, their ruler, and Zebek Dorchi, his cousin, who was desirous of gaining control of the royal power among the Kalmucks. The first time the Khan is introduced, we find him mentioned as being amiable in his personal character. This characteristic holds true all thru the book, where in many instances we find his character in sharp contrast with that of Zebec Dorchi. In the first of the book we find the Khan working for the benefit of his tribe, although he was at a disadvantage in this, for the people hated anyone who ruled under the power of the Russian government. De Quincey says he would have made a good ruler, if natural conditions had not been against him, in that the Kalmucks were not civilized nor at peace. However, with all these odds against him, he progressed very well in the first of his reign, and would no doubt have finished his service with honor, if he had not come into contact with the wicked designs of Zebek Dorchi. This man had as much legal right to the sceptre as the Khan, and wished to depose him in order to become supreme. To this end he instigated a plot whereby the whole Kalmuck tribe should flee to China. This plan was easily carried out on account of the fear and hatred these people had for the Russians. His aim was to do away with the Khan on the march and assume the reins of government. Here are shown the characteristics of both men. Zebek Dorchi shows his hatred for, and powerful influence over the Khan, also his untiring diligence to gain his own end. The unsuspecting Khan, as De Quincey styles him, shows his friendly ways, and his desire to help his people in any way he can. The following instance shows these two men in a true light. At the time of their arrival at the river Torgau, when the Khan advised the Kalmucks to return to their former allegiance to Russia, he offered to sacrifice himself, in order to bring them back into Russian favor. Zebek Dorchi counselled otherwise in order to fulfill his designs. This brings out another of his characteristics, an iron will and unyielding firmness. At the very beginning1 we find Zebek Dorchi with a great deal of political influence and it seems as if he must have been very intelligent. He would be considered the best thinker and statesman, as we might term him, of all the Tartars, and if had used his influence on the right side, would certainly have been honored and powerful among the Kalmucks. No man with less intellect could have so fooled the Russians, the Khan, and the entire Kalmuck tribe. Hut however successful Zebek Dorchi was at first, his “Machcavelian plot” was not proof against the steady honor and dignity of the Khan’s character. In the end his interested motives were suspected while the disinterested and patriotic Khan received the trust and loyalty which his character merited. dattnrt to CEirrru Declare, O Muse, in what ill fated hour The greatest of men put forth his gifted power, Those works of History and War, Declare why he a task so great hath wrought, That all our labors, trials and efforts come to nought. Little is known of the hours in toil we spend, Or a light on the subject they’d kindly lend. But alas, we are doomed to fret and stew But not because we have nothing to do. O, for the time of June to come, When we’ll Did farewell to our old time chum. Meanwhile by day and night the brain From thee and thy work, no relief can obtain. O. L. W. liubblra When asked who Cooper was, one of the children in the grades said: “A man who keeps hens.” Who says Freshmen are not ordinal? Caesar et Vergil ins clari Romani fuerunt. ‘‘Caesar and the virgin came to Home together.” The children in one of the grades were studying about a man who was to be punished by being put into a hogshead and rolled down hill. The next day a young hopeful gave this revised version: “He was to be put into a pigpen ” From a Physiology paper: Nerves are very important. If it were not for nerves we would never know when we were hurt We could creak our arm and it would heal up again without our knowing anything about it, if we didn’t have nerves. Then there would be no need for doctors. John Jones Knute Berg Byron Houck Ella Sanderson George Todd Lydia Young Martin Burtness Alma Frad Karl Lange Ellsworth Duxbury Anna McNee Clarence Wolsted Charlotte Arneson Tillman Brokken Alir.eda Heglund Ingolf Lund Amelia Flatstol Edna Hanson James McNee Sabin Aaberg Harris Ellis Sibert Erickson Elmer Hanson Ausik Hakwtkd Nouyal Hblle Gerhard Kasbn Oscar Larsen John McCarty Hay Moore Norrin Nelson Florence Reid Erwin Spencer Ella Winch Ralph Spencer Those capitalized, with conditions removed, will belong to Class of 1903. (ElasH of 13D9 (fhuZZffl Often come the horrid quizzes To our classes in the school room, To the pupils watching, waiting-, Assailed by careful doubts and fears Of what is coming, hastening nearer, Of a terrible dread disaster, Which will wring the souls with anguish And reduce a mark to zero. So it goes until report week, ’Till our cards we carry home, And with halting, lingering actions Lay them in parental hands: With a quaking heart we watch them As they scan them o’er and o’er: But we know a day is coming When no quizzes we will fear, When we’ro high and mighty Seniors, And well versed in all good lore. Then we’ll be the Juniors’ envy, And the Sophomores’ proud example, And excite the Freshies’ wonder, For no Senior fears “quiz thunder”. — K. P. D. ■Nruta Cmuuu'ut £X chool opened Monday, Sept. Third, with an increased enrollment, especially in the High School. Hy the smiling countenances of everyone, we judged that they were all glad to get back at work again. The earnest work done ptoved Lhis beyond a doubt. Four new teachers were on hand to commence work, Misses Hon well of Blue Earth, and Paddock of Minneapolis in the High School: Miss Skeffington of Northtield in the sixth and seventh grades, and Miss Hall of Spring Valley, in the lifth and sixth grades. On Friday, December 8th, the W. C. T. U. of Harmony, presented the High School with a beautiful portrait of Miss Frances E. Willard. It is beautifully framed and will always be an object of inspiration to the pupils as well as an ornament to the room. The following resolutions were adopted by a rising vote: “Resolved, That we, the students of the Harmony High School, express our sincere thanks to the Harmony Union of the W. C. T. U. for the beautiful portrait of Frances E. Willard, that has been this day presented to the High School.” The following program was rendered on that occasion: Music— Selected, H. S. and Eighth Grade Chorus. Conversational— Miss Willard’s Home, Ella Sanderson. Recitation— Dorothy’s Mustn'ts, Florence Reid. Conversational— Mrs L N. Stevens’Address at W. C. T. U. National Convention, Ora Willford. Recitation— Poor Little .Joe, Lela Patterson. Music— Selected, Miss Medora A. Paddock. Oration— An Apostrophe to Water, Timothy Ryan. Presentation of Picture of Miss Frances E. Willard, Mrs. W. E. Thompson. Acceptance for the High School, Eda Kasen. Character Sketch of Miss Willard, Miss Emily L. Bonwell- C. G. Selvig. An Appreciation— Niutta (Unmmcut The High School on December 22nd was th3 recipient of a framed copy of the Declaration of Independence, presented to them by the Board of Education of the year 1904—5. The following program was rendered on this occasion: Music, (a) Vesper Hymn, Russian Melody (b) Silent Night, Hadyn High School and Eighth Grade Chorus Recitation, Ring Out, Wild Hells, Tennyson Theresa Stenviok Recitation, The Little Christmas Tree. Susan Coolidge — James McNee Piano Solo, May Bells Peal, H. Siewert Dora Daniels Recitation. The Gift That None Could See. Mary Collins — Ruby Dunn Oration, The Declaration of Independence, J. Q. Adams — Eugene Hunt Piano Soi,o, Vesper Chimes, F. G. Rathbun Josie Vail Monologue, How Girls Study, H. McDonald Thea Larson Ohation. The Signing of the Declaration of Independence, — Hubert Russell The members of the Board of Education, of the year 1904-5, privately subscribed for this copy of the Declaration of Independence to be presented to the High School. Presentation. — For the Board. L. O. Haugen acceptance, For the High School. Floyd Newell Music, Annie Laurie. F. D. Jacobs High School Girls' Trio Besolutions thanking the members of the Board were adopted unanimously by the students. We were very much pleased on February seventh to receive a visit from Mr. Aiton of Minneapolis, State Inspector of High Schools, and K. W. Buell of Preston, County Superintendent. They both gave very interesting addresses to the pupils of the High Sehool and eighth grade. Mr. Buell spoke on the growth of our school, saying it was second to none and an honor to the community. The advice he gave on the worth of work in declamations, oratory and debate made everyone feel that they ought to take an active part along this line. The only thing Mr. Buell regretted was that so few from the country schools enjoy the privileges we have. Mr. Aiton spoke on the value of an education. He said no one should pet an education merely to shine in high society, but thinks it ought to give us a broader and truer view of the world at large. He closed by speaking of our advance along educational lines, saying it was due in no small measure to the work of our superintendent, Mr. Selvig. They visited the different rooms until the 10:il(J train and then left for Preston. The school will always appeeiate the visits of such men and remember the inspiring addresses given us. The attractive cover design of this annual was executed by Miss Bon-well to whom The Moccasin Board expresses sincere appreciation. The Moccasin Board gratefully acknowledges valuable suggestions and assistance from the high school teachers, Misses Bonwell, Paddock and Mr. Selvig, in planning this booklet. Also to Mr. Haugen, the publisher of the annual, who has spent extra time and energy in making it attractive. To all others, too, who have so freely given both time and effort to aid the High School in this endeavor are due our sincere thanks. IBuhhlfii Before the debate:- “Where is Mr. Selvig?” “Developing the negatives.” “Who’s been taking pictures now?” Has auyone heard our School Board sing, “ Watch on the Rhine?” Too bad the Seniors did not engage them for Commencement Exercises. Say, boys, is it consistent with Senior dignity to take Spelling after school? We are quite cheered about the state of alfairs in the U. S. Senate since Josie informed the Senior U. S. History Class that they were restricted by the tenth commandment. Surprise greeted the information from a Senior that Macaulay’s essays on “Milton” and “Addison” were among Carlyle’s most noteworthy works. Come on, Sophomores 1 Don’t be afraid of German. Freshman Junior . Senior Out of the mouths of babes-translation- “The girl wanted to be at home.” Teacher, “No, that wasn’t what she wanted.” Freshman-” Well, its mighty hard to tell what a girl does want anyway.” In the Physical Geography class aquestion was asked one day whether, if he went up high, a person could sit down and watch the earth go round. 1 (Elasii nf 190B Lela Patterson M.vrtle Linderraan Susan Lindsay Francis Scanlon burial tEttruta 3itniur- ruuir Srrrptimt On the evening of May 4th, the Juniors gave their annual reception to the Seniors. The faculty were also guests. The Juniors were especially fortunate in having a clear, warm evening for their reception as they had chosen to hold it at the beautiful country home of Mr. and Mrs. Win. Burmeister. The Juniors had spared neither time, trouble, nor expense in preparing an evening’s entertainment which should be a delightful memory to everyone present. As each full carriage of guests drove up, it was greeted at the gate by the Junior reception committee and then passed on into the house. Here, as soon as all had arrived, a chance was given to show brilliance in identifying the trade marks of various articles. As soon as it was demonstrated that no one was clever enough to remember them all, an exceedingly funny “initial description” took place. This was followed by a peanut relay rac . Woe unto the man who was in too great haste to eat his peanuts for he was almost certain to lose them all. While the relay race was still at its height, at just 10;JO, the doors of the dining room were opened, revealing tiny tables, each bearing a tall vase of white carnations, the Senior flower, while from the ceiling the Senior colors floated in long festoons. When each guest had found his place, the Juniors rose to give their class yell, which was heartily applauded. After the sumptuous banquet, served by four Sopohmore girls, was finished, an excellent program of toasts, both verbal and musical, was given. When the guests were homeward bound, they one and all agreed that the ride to and from town added one more delight to an already perfect evening. (To the CmUiuh Crpartment This poetry they think we can, With inspiration, in an hour. With ease to please most any man. Compose-------but ‘tis beyond our power. —T. L. burial iEmntts ilirnir at Crrnira A9 soon as our instructors had set the wheels of learning a-going they proved the truth of the old sayiug that ‘‘all work and no play makes .laek a dull boy” by uniting with the teachers of the Mabel Schools in a picnic at Lenora woods. That even pedagogues can forget their school room cares and duties and go back to the happy days when they were boys and girls wras proved beyond a doubt: for signs of their merriment were visible weeks afterwards and a cross teacher was unknown as long as the effects of their pleasure trip lasted. We hope they may enjoy many other such outingsr. tKrrrptuin to tlir Srarljrrfl A short time before Thanksgiving the members of the board with their wives and families spread the laboratory table with innumerable dainties and invited the teachers to partake of them. Having fully enjoyed the festive meal, enhanced by toasts, impromptu and prepared alike, a social evening followed. Ferns and red carnations brightened the rooms. Soqb At Snmr” Shortly after the Holiday vacation the FI. S. boys entertained the FI. S. girls. The special feature of the evening was a humorous program. A delicious luncheon was served after which several toasts were given. The reception room was artistically decorated with greens. The boys proved themselves excellent hosts. itrarlfrro-Hiuirft In the early part of February, the members of the board and their wives were entertained by the teachers at the home of Mr. and Mrs. Selvig. Hilarity reigned supreme as everybody joined in the games that “hit the sense” of all. Hot house (lowers added their beauty and fragrance to the scene, while the aesthetic sense was further gratified by the dainty refreshments served. Hannah Burmeister Ruth Lindsay Theresa Stenvick Floyd Newell Jessie Houck Ole Brokken Blanche Houck Josie Vail Ora Will ford Harry Boyd Maud Case Ruby Amy Brokken Dunn Zella Case (Eiasfi of ignr Alumni Nutrs ifllf the nine students who graduated from Harmony High School in 'J7190'), we are glad to say none has remained idle. Their class motto was, “No Victory Without Labor.” They believe this to be true, to judge from the business like air they carry and the energetic way in which they do their work. Harmony High is proud of them. Their progress thru life will be watched with much interest. Dora Daniels taught a successful term in a rural school near Harmony. Since the close of her school she has entered the Senior History class in the High School. Ethel Daniels has charge of the eighth grade work at I’ine Island, Minnesota. She has been re-elected for the coming year which speaks well for her success there. Clinton Harrison attended the summer school at Minnesota University last summer and is now teaching, successfully, in a district near Henry town. Nettie Larsen is teaching in district No. 4 near Newburgh. She will attend the summer session at the Winona Normal this year to fit herself the better for her work next year. Vida Russell is teaching in Elliota where she is having a successful school, enjoying the best wishes of parents and children alike. Pauline Stenviek taught a fall term of school near Canton, but to be nearer home, has taught during the winter and spring a few miles from Harmony. Allen Stork has entered the University of Minnesota, taking the Academic course. He is a member of the Forum Literary Society and has taken part in several debates in which he has done well. Julius Wolsted taught school in Stirum, N. Dak. Since his school closed he has been engaged in managing his father's farm near that place. Ole Wolsted also entered the Academic course at the University of Minnesota and, we understand, intends to secure a medical education. He is prominent in athletic circles at the ’Varsity, being one of the twirlers on the “U” base ball team this spring. fjuinnrt to prtmt O Spring, fairest of the year. Would that you were ever near, While your babbling brooks go singing. To our memories always bringing. Happy thoughts of times to come, Fishing trips with rod and gun. Solemn winter, dark and drear. Has shrunk away and fled with fear. How charming arsyour merry songs. That are borne to us the whole day long The whole world seems to smile anew, For all is fair and bright with you If you the choice to us would bring, Gladly would we all shout “Spring.” —F. V N. Athlrtirs 7Khe American people love athletic sports. The participation in them is general, hut to none do they appeal as to the average boy. That the active participation in safe, enjoyable out-door exercises is conducive to better health and fuller development, needs no defence. The loveof outdoor life, the keen interest in the sport, and the competition which is a factor in most athletic contests make this development, also, a matter of great interest. The rules governing high school athletics, debarring as they do all students from taking part in the contests who are not regular students, have greatly improved the tone of the contests among high schools. This is as it should be. The gamis should teach fair play, manliness, consideration for others, as well as cultivate skill. The base ball season of nineteen hundred and five was a very successful one The high school boys, with O. A. Wolsted as captain, won the seven games played with high school teams, and lost, only, the game played with Luther College Second at Decorah. The players and their positions were as follows: O. Wolsted, (captain) pitcher: Julius Wolsted, catcher: Floyd Newell, short stop; Allen Stork, first base; Norval Helle, second base; O. Brokken, third base; Earl Lang, left-field; Teddy Ryan, center-field; and Eugene Hunt, right-field. Indoor Base Bali, During the fall of nineteen hundred and five an indoor base ball team was organized. It proved difficult to arrange for games, so, after a short time, the team disbanded. Foot ball and basket ball teams were not organized. The former, because of lack of ra.aterial, the latter,because of no suitable place in which to play. Base Ball—190H The base ball season of nineteen hundred and six began, as far as talk and interest among the candidates for the team is concerned, early in March. At a meeting the High School Athletic Association decided to organize a base ball team. Norval Helle was elected captain. The following boys determined to try out for positions on the team: Teddy Ryan, O. Brokken, Floyd Newell, Norval Helle, Earl Lang, Gerhard Kaseu, Eugene Hunt, Oscar Larsen. Knute Berg, Philip Hayes, Harris Ellis, Clarence Wolsted, Norrin Nelson and Tillman Brokken. Out of this number of candidates the first seven had played on the high school team before. The rivalry, friendly tho keen, for the remaining positions, was interesting. The boys went to work and practiced with the will and determination that has had, always, a great deal to do with Harmony High’s successes. A schedule of games was arranged in April. It embraced contests with the high school teams of Caledonia, Decorah, Lanesboro, and Rochester. O. I-arson, rf. F. Newell, ss. E. Hunt, If. C. G. Selvig, Mgr. I). Houck, rf. H. Ellis, cf. O. lirokken. 3b. N. Hclle. ab. T. Ryan, lb. G. Jonn.son, p. E. Lung. c. Harmony High School Base Ball Team, ’06 GUfamjitmta nf mtlhprn ifluutfsnta SJl jLAohjaLe Jr . The first game of the season was played with Lanesboro, April 21st., at Lanesboro. The following line-up was used in that game and continued during the rest of the season: E Lange,c: G. Johnson, p: F. Newell,ss; T. Ryan, lb: N. Helle, 2b: O. Brokken, 3b: E. Hunt, If: H. Ellis, cf: ). Larsen and B. Houck, rf. In this game Harmony did some heavy batting, securing in all 12 hits, and won the game, score 12 to 1. On Saturday, April 28, the team went to Decorah and met a team representing Decorah High which had, however, three ex-high school players in their line up. Both teams made even hits but Harmony’s were not bunched right and so lost by a score of 4 to 2. A weik later the same team came to play at Wildwood Park. It was Decorah's Waterloo as defeat came to them without Harmony half trying. Score 23 to 0; 21 hits were made by off Decorah’s twirlers. On May 12 at Caledonia came the first defeat by a high school team, in a close game, score 4 to 1. Caledonia High played a splendid game while Harmony had hard luck in missing some plays at critical times. The game was close and contested with great spirit. The return game was played on local grounds. It proved one of the most brilliant high school games ever played here. Caledonia was outplayed in every department and scored only on an infield error. Clever and timely hitting gave Harmony 8 hits, netting 3 runs. The game was played in one hour. Score3 to 1 in favor of Harmony. On Saturday, May 2t th. the high school team went to Spring Grove to play a third game with Caledonia High. That team had not succeeded in wrestling the championship honors from Harmony, but wanted to try to do so. Rain, however, prevented the game, All indications pointed to a result favorable to us, had the game been played. The Moccasin went to press before the last game of the season with Lanesboro High, June 2,on home grounds. The season has been a splendid one in that the Harmony High School Base Ball Team defended its Championship Banner creditably. In all six games were played. In five of them our boys scored 42 times to their opponent’s 12. Oailtt (ClmntirU' I September 4.—School opens. Misses Langum, Chalfant, Hall, Skef-fington, Honwell. Paddock, Mrs. Bakke, and Mr. Selvig, teachers. September 7.—Ole Wolsted and Allen B. Stork, Class ’05, leave Harmony to enter the State University, Minneapolis. September 14—“Kids’’baseball team plays game with Preston at Preston. Harmony, 11; Preston, 7. September 21.—Harmony “Kids” play game with Preston at Harmony. Harmony, 10; Preston, 4. September 23.—Harmony and Mabel teachers picnic near Lenora... Mrs. Hall of Spring Valley visits her daughter. Miss Hall, here. October 4. — School Board elects L. O. Haugen, President: E. W. Past, Secretary: J. A. Lund, Treasurer. Decides to enforce state truancy law. Drawing introduced in grades and high school. October 10. — High School boys decide to have no football team. November 2.—October attendance, 96 per cent. Best record in High School... Indoor baseball game at Canton. Harmony H. S., 20;Canton, 10. November 9.—High School boys’literary society elects officers...L. O. Haugen donates periodicals to High School ..Supt. Selvig attends educational meeting at the State University... .Misses Lipe and Nelson, Preston teachers, visit school. November 17.—Reception by Board of Education to Teachers—Pencil and water color exhibit in hall. November 23.—Indoor baseball game between Canton and Harmony. Canton, 7: Harmony, 21...Win. G. Smith, editor “Minnesota School Journal,” visits High School and gives address. November 30.—Elmer Hanson’s paper “What Ponce de Leon Missed”, published in Journal Junior....November attendance, 255....Number neither absent nor tardy, 139. December 7.—Ausie Harsted’s paper, “ Bossy Hardly to blame”, published in Journal Junior.Mrs. Bakke and Miss Hall visit Spring Valley Schools — Thanksgiving program given by the pupils of the lower grades. December 7.—Frances E. Willard program given in High School. Portrait of Frances E Willard presented to H. S. by W. C. T. U. December 14—Caesar Class finished Book II.....Cicero Class, The Third Catilian Oration. December 22.—School closes for the Holiday vacation.....Declara- tion of Independence program given in H. S. Copy of Declaration of Independence presented to the High School by the School Board. ..Christmas program given by the grades and High School___December attend- ance. 264—Supt. Selvig and H. S. teachers attend Educational Assoeia-ion. Mr. Selvig, secretary of High School section...Teachers go home for Christmas Vacation. January 4.—A. W. Rankin elected president of Minnesota Educational Association. January 18 —Finals given in Civics, Physiology, Higher Algebra — New subjects taken up: Physical Geography, Senior U. S. History, and Bookkeeping. January 25. — Misses Langum and Skeffington visit the Mabel Schools __Fifteen take teachers’ examination given in the High School Room... Supt. Kent, of Mabel, in Harmony arranging for a debate between the two high schools. The question is chosen. Harmony to support the Negative... nigh School noys “At Home” to the H.S. Girls... Supt. Selvig and all the teachers are unanimously re-elected at a meeting of Board of Education . February 8.—State Inspector Aiton and County Superintendent Buell visit school and give addresses_L. O. Haugen, E. W Pust. and M. C. Willford visit school. February 9.— Faculty entertains school board at the home of Mr. and Mrs. Selvig.. .Miss Chalfant visits Preston schools. February 22.—Misses Lorhen, Isberg, and Melgaard, teachers at Lanesboro, visit school . Annual preliminary declamatory contest...Supt. Selvig, Mrs.Bakke, Misses Chalfant, Hall and Langum decline re-election. February 22. — Washington’s birthday program given in High School room by pupils of all grades__J. A. Lund visits school. February 23.—Declamatory contest and preliminary debate. ..Supt.R. A. Buell of Lanesboro visits school. ...Fawcett Thompson’s paper, “A Careless Chauffeur,” published io Journal Junior. March 2. — Supt. F. E. Maxon of Mantorville visits High School and is elected Superintendent of Harmony Schools for the ensuing year. March S —Harmony wins debate at Mabel.......supt. Selvig and a number from Harmony attend debate......Misses Bonwell aud Paddock visit Mabel Schools. March 9.—Teachers and a number of pupils go to Preston to attend Teachers’Convention and to hear President Northrop speak.......Mr. Selvig and Miss Bonwell on program. “Perk” and “Rush” get left. March 15.—Allen Stork,’05' appointed Cadet Corporal at the “U.” Ole Wolsted, ’05, trying for a position in University baseball team. Miss Chalfant is elected to teach at Rushford.“What’s in a name?” __High School boys organize a base ball team. April 5.—Graduating dates decided. June 2nd and 4th... Valedictory honors are awarded to Thea Larson, Salutatory to Eda Kasen and Teddy Ryan is to deliver the class oration.. Hon. J. A. Tawney presents to h. s. a valuable map. April 12.—High Sehool Annual editors decide to name the 1900 annual “The Moccasin Nettie Larson and Paulene Stenvick of class ‘05. visit school. (ElaHH «f IHlUt Thea Sophie, the 8tar of the class, Is a very bright girl. But alas! She had a talkative fit And her tongue she did split Which brought things to a very had pass. Valedictorian is she And well fitted to be From her study of English Lit. Slica t annul Eda’s such a bright flower of earth That of words to describe her there’s dearth. She’s modest and sweet, Besides, very neat And a debater of very great worth. She’s studious and deep But your wits you must keep If you’ll equal her laughter and mirth. Oa Sutnrn One young man in the class called Ted Bad a very intelligent head; It was made by hard work For he never would shirk And was third in the class it is said. In athletics he beat, In debate he’s a treat, And in orations has always led. tEfitiUl Shiau There was a young- Senior named ’Gene Who thoug-ht he was terribly keen. Me read all he could lind To better his mind, And studied until he was lean. He often plays ball But that’s not all— In a eontest he once was seen. Emmtr Sunt She goes by the name of Lillian Maude; By her remarkable wit the Freshmen are awed. In Latin she makes Such magnificent breaks, Yet somehow never is jawed. Tn exams she’ll ne’er fail: Before her wisdom we quail: But by envy never are gnawed. tillir Ifliintrua Hubert Vroome is a wonder But once he committed a blunder. He poured oil on the tire And it rose in its ire And parted his courage asunder. Since that he is wise And something else tries And keeps such foolishness under. irithrrt iKmuirll Class Night -Sunr -- iLuithrruu (£linpH Music— “Farewell to the Forest” High School Chorus Salutatory— “Character” Eda Kasen Oration— “The United States Senate” Eugene Hunt Oration— “John Hay” Hubert Russell Music— “Come Flit Around” High School Chorus Class Will and Presentation of Pen— Lillie Winnega Acceptance of Pen, For Junior Class— Ora Willford Class Oration— “Courage and Toil” Teddy Ryan Class Prophecy and Valedictory— Thea Larson MUSIC— “Whip-poor-will Song” Girls’Chorus Unrralmtrratr rrmnti June Third, M. E. Church Rev. W. E. Thompson Commencement Exercises Jliutr Jf mirth -- llulhrrau (Ilpiprl Music,—“ Before the Sun Awakes the Morn” Girls’ Chorus Commencement Address— Dr. D. L. Kiehle “Education as a Factor in Our Civilization” Presentation of Diplomas— L. O. Haugen Music— “Kentucky Babe” Boys’ Quartette CLASS MOTTO COURAGE AND TOIL CLASS FLOWER: WHITE CARNATION (Hans uf 1U lift EUGENE HUNT HUBERT RUSSELL EDA KASEN THEA LARSON TEDDY RYAN LILLIE WINNEGA alutatnrg - (Eharartrr Sill ti'm Kaartt j|lt is with real pleasure that I extend greetings, in behalf of this sW Class of 1906, to all who have assembled here tonight. For four years our little Heet has been riding in harbor: today the anchors are weighed and slowly we sail together down the tide. A few hours more and these clustering sails will be scattered and fading specks, each in its own horizon, straining or drifting toward its goal. There are those before us tonight who hold especial claims upon our gratitude. Parents, thru whose kindly aid we have been able to finish our High School course; patrons, by whose liberal support the school has been maintained; friends, who have always shown an interest in our efforts; our honorable Board of Education, who we realize have always worked for the best interests of the school; able instructors, who have so carefully and safely piloted us “out of the harbor into the sea”; and school nates who will now largely assume the duties which were once ours, I bid you all a sincere and cordial welcome. Let us pause a moment on the threshold of our High School days and look back on what we have achieved. From a thousand streams of intellectual influences, we have gathered into our minds the power of thought aud action which we are hereafter to turn on the problems of human life. Our High School has inspired us with an ambition for better and higher ideals: it has developed a greater faculty for understanding and for working out life’s problems for ourselves. But most of all it has been a character builder. Character is a reserve force, by the impulses of which a man is guided but whose counsels he cannot impart. There is a vast difference between character and reputation A person may have a good reputation aud stilt not have a good character, and again a person may have a good character and have a poor reputation. C’hauney Depew of New York had a high reputation but he has fallen in public estimation because his character was not good. A character builder may be either for good or bad: making a character which shines forth from the windows of the soul, either as a golden beam of purity or as a clouded ray which betrays the impurity within. The formation of character is most active during school life,as youth, the springtime of man, is the time for growth and motion. Our character is formed in school or out of school by the association with each friend, for nothing reveals character more than the company we keep; by the thoughts over which we brood, “for swiftly do we become like the thoughts we love,” and by every wish and desire of the heart, for our true character is like unto the innate dictates of our conscience. It is therefore of vital importance that these thoughts and aspirations should be noble and pure, for, as “repetition forms habit,” we might otherwise acquire a habit that would mar or ruin our whole life. It is as difficult to change one’s character as to turn aside the course of a river from its accustomed channel. It is character no less than intellect which our teachers have striven to develop. They have given us a new spirit of mind; a new vision of light and a new standard of life. The influence of our High School becomes a guiding principle in our lives; it shapes our destinies and moulds our character. It has stimulated us to seek constantly for the best and to have high and noble ideals, for the real end and aim of study is a strong, noble and pure character. It is within the power of each one to build up sueh a character, which will bo as a mighty fortress against the evils that will beset us and which shall form an element of power that shall live in ages to come. A good character is never a gift of fortune—this, man must make for himself. Altho talent, genius, or respect can be gifts of nature or bought with money, none of these can give character. There may be slender abilities, no wealth or position in “Society,” yet if there be a character of sterling qualities, it will give influence and respect. Character building is not the work of a moment; it is a slow process which is aided by every thoughtandaction.lt issaid that to form character isto form grooves iu which are to flow the purposes of our lives and to form these grooves is to adopt principles which are to be the measure of every action and the criteria of our deeds. A good character is a person’s most intimate and noble possession. It exercises a greater power than wealth, for it is thru character that we gain power. Nothing creates more confidence in a person than a good character; it was said of the first Emperor of Russia that his personal character was equivalent to a constitution. What then is the essence of a good character? Truthfulness, integrity, honor, justice, charity, and goodness. Integrity, as shown in words and acts, is the very foundation of character anrt it is the little acts of self denial, of love and duty, which exemplify an individual character. Altho truth alone may not compose a good character it is a very essential factor for, as Burns said: “An honest man, tho e’reso poor, Is king of men for a’ that.” By what is true greatness attained? Is it by rank? Is it by talents? No,it is rather by the force of one's character, which is one’s latent monitor. Thus, as we are about to leave our High School, we can echo the words of Hillis: “The youth begins indeed with rushing tides of hope and inspiration, but, moving on toward his maturity, the freshness and innocence of his earlier days do not die out, but the morning splendor strengthens into the richer, fuller noon.” (Umiraiji' anfi Untl Sil Sritftg Span Q|ourage and Toil! These are homely words but hopeful. Courage,the stuff out of which heroes are made. Toil, that earns for one his daily bread Courage, manliest of all human virtues, faces trials and difficulties, and makes man strong in the discharge of his duties to the rest of the world. Toil, by the sweat of the brow, carries one’s work to a successful close. There has been no great service accomplished that has not needed courage,and no great work done without toil.There must be toi I, toil by the hand as well as work by the head, and there must be courage, to create the energy to carry the work to completion. On the threshold of our entrance into the world of action, we pause to ponder for a moment upon words so fruitful, Courage and Toil. Courage of the staunchest kind is needed. Upon it we must depend for our little contrihut’on to the world’s uplift. It shall inspire us to live our highest, think our noblest, and do our best. With courage to dare, and with persistent toil to do our work, we hope in a measure to meet with success. History’s pages are illumined with countless examples of rare courage. Co back with me to the days when Greece was in her highest glory, when her Pagan gods were supreme. We see Socrates, condemned to drink the fatal hemlock because he dared to speak against those gods, and the follies of his time. He could have saved himself. One word would have sufficed. Hut no! That great teacher and philosopher possessed courage. Courage of that high kind which led him to disregard the verdict of his countrymen when his own conscience told him he was right; courage to stand up for his own heart’s convictions, even in the face of death: the courage which makes man face death with a smile on his lips. This kind of courage made him what he was. King Alfred of Kngland was a man of courage. He dared enter the camp of the enemy in the face of the greatest perils. One false step, one eareless word, would have meant death to himself and defeat to his country. He braved the dangers of his enemy’s camp to gain the information by which he was able to conquer the Danes. Shall we not say he possessed courage? He could have sent others. He went himself, alone. Dauntless courage was needed. Hut he succeeded in conquering the enemies of his country. Prompted by the noblest emotion of the human heart, love for his native land, he obeyed his country’s voice. And how many other instances I might name. You remember them. Hut not only on the field of battle has courage been shown. Cicero, the greatest of the Homan orators, risked his popularity and fame, life even, to expose a conspiracy aimed at the very life of the Roman Republic. In one of the greatest orations ever delivered by human tongue, he exposed Catiline and his gang of arch-conspirators, to avert the coming of evil days to his beloved Rome. Such an act required courage of the highest type. What shall we say prompted Regulus, that noble Roman patriot, to return to Carthage and certain death? He was taken prisoner by the Cat thaginians and ottered his freedom if he would go to Rome and urge It is country to give up the war; not succeeding, he was to return to Carthage and suffer a most cruel death. Carthage never expected to see him again. Rut they were to learn that honor and courage reigned a-mong these Seven Hills of Rome. Regulus went to Rome and urged energetic continuance of the war. Then he returned to Carthage where he was tortured to death. Here courage meant the sacrifice of his own life to save his country. At Thermopylae, the Spartans displayed to the world sublime courage. Recall the band of three hundred Spartan soldiers withstanding the attack of the entire Persian horde. Will not the message of that courageous Spartan leader, “Stranger, tell the Lacedaemonians that we lie here in obedience to their orders,” be forever remembered by all? What but courage prompted this brave act? What hut courage made it possible? Courage is the force that moves the world But, toil too, is necessary. Gibbon, in writing his matchless “History of the Ilomam Empire” toiled almost incessantly for thirteen long years to accomplish this great work. What sacrifice, what devotion to a cause? Toil incessant, from morn till eve, produced a monument which shall always exist. George Peabody was schooled in a life of toil. A son of poor parents, at the age of eleven, he began to earn his own living, clerking. Constant, unremitting, toil won for him a partnership at nineteen. Honesty, energy and perseverance were his capital. They sufficed. At thirty-five lie owned the entire business. That his life of toil did n t dwarf him, is shown by the munificent bequests he made. Peabody Institute at Baltimore, vast sums of money for the poor in tenement districts are 90113 of his good deeds. He helped the great mass of humanity thru his life of toil. Bayard Taylor began life with toil and ambition as his only inheritance. Buthe never was discouraged. The obstacles in his way only made him the more determined. Literature was his chosen field. He toiled with great zeal in the study of the works o' great writers. A teacher at sixteen, abroad at nineteen, a writer at twenty one, lie returned to America to find his letters had been widely read and that he himself was on the road to fame. A worldwide reputation came to him before his death. Tireless, incessant toil won the race. It will not always be the battle to the strong. It is victory to the toiler. The man who delves, who digs, be it in books or with a spade, that man will first see success. What we have noted has been what courage alone, or what toil alone has accomplished. More comes from a union of the two. With Courage and Toil as our slogan, the world is ours. The Great Commoner and Emancipator, Abraham Lincoln, has shown the world what courage will dare and what toil can do. I need hardly recall to you the circumstances of his birth, training, and deeds. These are known to every American. Born in a log cabin, with no advantages ol education, huj ing what books he could from the money he earned thru hard toil studying by the light of the open lire place, these are some of the trials he had to undergo while yet a young man. Still only such trials could have given him the courage that won for him his later victories: only such toil in youth could have given him the strength to meet the great trials of his later life, when he was called to the highest office in the power of the people to bestow upon one of their sons; only that early toil could have made him what he was. His work was well done. He fully earned the veneration and love in which he is held by every American citizen. He has won a place in the hearts of the American people, second to no man, noteven the Immortal Washington, and as time rolls on, his 9tar will continue to grow brighter as it mounts u its full zenith. Allow me to point out hut another instance. Before thousands of our fellow citizens in a far western state, there was enacted not long ago, a catastrophe which was appaling in its nature and dreadful in its results. The work of generations crumbled before the mighty forces of nature. The earth rocked and heaved. The visible manifestations of man’s prosperity arid wealth were as tinder before the unconquerable (lames. But even as the earth rocked and the flames raged, think you the courage of the people of San Francisco wavered? No! Courage rose above the rumble of the earth’s crust, and above the roar of the flames came the voice of the courageous San Franciscans ready to toil onward and upward till the fair city and beautiful homes shall be better than before. The power of courage and the usefulness of toil are shown in this disaster. Out of the ruins will rise a beautiful city iuspired thru courage, raised by toil. The spirit that dares and the energy that does are still abroad in the land. Courage has inspired and toil accomplished wonders in every land. In th No’ lh where Nansen dared and toiled to reach the Pole, to the south whereon Cuba's Isle Kooscveit led his troops up El Caney Hill, from the East, where the Mikado’s men hurled delianee at the Czar’s slaves, and worked to secure their victory, to the West, here, where many a faithful pioneer has toiled and bled to maintain himself and family on Minnesota’s broad plains. In choosing our class motto we have sought one whose words may ever recur to us and help us. We need courage We must toil. Both are essential. Courage is the thing that says, “Never die.’’ Wealth may come without it, but a full and noble lifenever. It is the courage to do and dare a thing, to persist in striving,that lifts life from the curse of commonness. It is the dauntless spririt of resolution that disdains to travel in the rut and dares to look to the stars. He that can keep up a good heart and can toil in the face of a dull future, shall win h s goal. He that can smile at obstacles and see his hopes die out and not sink into despair, is the true hero. That is courage and resolution before which we may all pause with venerataion and admiration. QUaiiB ffitBlurti anif Mill � $ht lltlltf lUtuurya class of six confronts you this evening, throe young men and three young women. For four years we have worked together to master the subjects in our High School course. In our Freshman year, we were ten. Teddy Ryan and Eugene Hunt did not join us until we entered upon the Sophomore year. We entered upon our Junior year work six strong. The histories of the great are always interesting and so before I take up our history, as a class, officered and incorporated, I shall briefly give the main events in the life of each individual member. Teddy was born at Masonville, Iowa. He went to school at Kendall-ville, lrom where he came to Harmony to attend school, ranking here as one of our most industrious students. He has taken an active part in debates and has shown skill as orator. He has also a line record in athletics, especially as center in our foot ball team, and as a member of our base ball team. Thea, our valedictorian, shows her ability to surmount great difficulties by the honor she has received. She was born here and always attended school here. Besides doing her regular school work so creditably, she has shown great skill as a debater. Eugene, was born at Granger, where he attended school, until he joined us in our second year’s work. His energies have spread in so many directions, that he seems like a, “Jack of all trades,’’ but his success forbids the application of the latter part of the proverb, “Master of none.” His oratorical abilities show promise of future greatness, worthy of a member of our '(H5 Class. He is on the Editorial Board of “The Moccasin,” of 19U(i. He was a prominent player in our Foot Ball Team and now is indispensable to our Base Ball Team. Eda. our salutatorian has always lived on a farm, but one near enough to town, so that she could constantly attend the school. She has taken part in declamation, first here in a preliminary contest, then as a member of the team sent to Preston for a Declamatory Contest of the High Schools in Fillmore County. She has, more over, been a debater and has shown her power to master the many difficulties in the path of an amateur Burke. She was a member of the debating team, sent to Mabel this spring,and we feel proud of her for the honor she won for our class there. Hubert, roamed about the country on a pleasant farm near Canton and attended school in the little country “Fay School” until he began attending here. He, as well as Eda, has taken part in debating and oratorical work. He was a member of the final contest of 190 in oratory and and this year was a member of the preliminary debating team. A historian should always efface himself, consequently, lest I should step over the line, I shall simply state that I attended school a short time at Chester, Iowa, ar.d then came here, whore I have finished the High School course. Now that you are possessed of this Information concerning us as individuals, I should like to present us as a class. We organized as a class in our Junior year. At our first class meeting, held in the Library room, Eda was chosen President, Eugeue,Secretary and Hubert, Treasurer. All three served so faithfully, and with such marked ability,that they were re-elected to those offices in the senior year. The motto which our class has chosen is “Courage and Toil,” showing that we realize that nothing can be accomplished without hard work. Our appreciation for the beautiful is shown in the selection of our flower, the white carnation, and our class colors lavender, and buff. So, taking all in all, you surely see that we are a remarkable class. Such a class may be expected to leave “its foot prints in the sands of time,” and more, too; we fulfil the expectations and are now ready to bequeath the valuables we leave behind us,for the expiring moments of the class of 190b are drawing near. tElffn iff or Qr! rar |}r! UJIubb HUH of 1306! We, the class of 190b, of Harmony, Fillmore County, Minnesota, Ireing of sound mind aud body,and aware that our High School dajs are about to clo e forever, do declare this our last will and testament. First: To Mr. Selvig,our superintendent, we give our good will and gratitude for guiding us through our four years of high school work. His sound advice will ever inspire and remain with us. To Miss Bonwell, our principal, we give our gratitude and our forgiveness for those book reviews. To Miss Paddock, our Latin teacher, who was always so generous and kind if we did not know our Latin lessons, we give our good wishes. To the Board of Education, who have done so much in carefully selecting our instructors, we give our sincere thanks. To the High School, as the 190b memorial, we bequeath the furnishings of the office. As you enter that room in later years may you remember the class of 1906. To the Sophomore and Freshman Classes, we give our sympathies and advise them to ktep od in the upward path until they reach the honorable goal of Seniors. To the Juniors, our successors, we give and bequeath what we prize the most, our position of dignity and honor as Seniors of this school. We ho| e they will fill this position with the same success as their predecessors have done. Furthermore, we bequeath to the Juniors the desks on the east side of the main room, where the r ays of sunshine linger longest.Next, we bequeath to them the opportunity and privilege of reading all the reference books required in the English fourth year course. Moreover, we bequeath to them a number of samples of ribbon of various hues, to be handed down to the following class. We hope they will preserve them carefully, as we have done. They have been, very useful to us in the selection of our class colors, so we think they will be to the lt� 0T Seniors. Lastly, we bequeath to them this pen, the symbol of learning. We sincerely hope they will not stain or tarnish it, bill keep it as the most honored symbol,as we have so sincerely tried to do. The words, “Think much, speaa little,and write less”.could well be considered in noticing the huge size of this pen. When the 1907 bark is launched, a year hence, the class will take this occasion to give it to the present Sophomores. Since the 1907 class will be a large one it will have more people to take care of this emblem, than the doughty class of 190b had. Therefore, let the class of 1907 see to it, that it strive to equal us in cherishing it. In conclusion, we appoint the Juniors the executors of this last will and testament of the class of 190b, and we hereby revoke and annul all former wills by us made, and confirm this one and no other to be our last will and testament. As a witness whereof, we, the class of 1906, have hereunto set our seal, this second day of June, 1906. Arrrjitmur nf }Jru - 3f in tin' JJiumir (Clami By (Ora lUillfnrft In behalf of the Juniors,I accept this pen. For the last year you have been its watchful protector and it has been your trusted monitor, in your English work especially. We are fully aware that without the aid of this mighty instrument you could not have appreciated the beauties which Spenser puts forth in his “Faerie Queene” or Chaucer in his ‘ Canterbury Tales.” No doubt you hesitate to entrust it to us. Do not fear. We will take most excellent care of it and it shall receive our highest esteem and love. Last year you made rash and fanciful promises to the class of ?Uf ,— among them a promise to guard and keep it. There are doubts in our minds as to the entire fulfil.neat of these, or I am sure even greater accomplishments would have resulted. We regard the pen as a magic wand, and with our care and reverence, it will prove us to be the Star Class of Harmony High School. From our numbers, I anticipate philosophers like Emerson, famous musicians like Mendelssohn, and, perhaps, to grow more fanciful,a president of our great country. We are pained at the seeming lack of reverence and respect which it has received from you in some cases. I certainly recall that the Seniors once used it to support an open window and again that they tried to make a wheatstone bridge of it. 19U7 shall sulfer no such indignity to befall it. It has been quoted that the pen is the tongue of the mind. Hut the Juniors can see no work worthy of special mention which the Seniors have given us—but I refrain from drawing the conclusion. Next year the Junior class will find it impossible to say this of us, for we shall accomplish deeds immemorial to men. This pen is a symbol of High School education. It should cultivate grace, power and all good faculties,but in the past it has failed to render these qualities openly apparent, tho its influence has been quietly taking strong root in the Juniors. Can you imagine the result when we really possess it? At our departure, we will bequeath this sacred treasure to our honored successor. Meanwhile, we wish you, who now depart, a safe and pleasant journey upon the sea of life. 3nhtt 2iau 2 Bjl ffiithrrt tKmuu'll jjohn Hay is foremost in the diplomatic ranks of recent years. To no other man does the world owe so much. Thru years of experience with large world-atTairs as a journalist: thru the fruitage of the study and research that make an author successful; thru talent and energy of a high order as a statesman: finally, thru his career to the tilting culmination of his brilliant life as a diplomat,we trace the influence of John Hay. When Mr. Hay became Secretary of State, the American people did not know him. He had not yet made a deep impression upon the national consciousness. He had a public to win. He did it not with any posing or theatricals: not with the slightest bid for popularity, but with conscientious work at his desk. Gradually it dawued upon the American people that they had a great man in the State Department. His work told. Little by little he won faith, until the whole world knew of his achievements. By the time President McKinley fell at Buffalo, Mr. Hay had come into his own. He had found his place. He had won the hearts of the American people, as he had long before won the affections of all who really knew him. He had become one of the most popular, most trusted, of American public men. “To my mind:’ said President McKinley, “John Hay is the fairest flower of our civilization.Cultured, wealthy,with a love of travel, of leisure, of scholarly pursuits,with money enough to go where he likes and do what he likes, he is yet patriotic enough to give his great talents to his country.” Mr. Hay’s first work as Secretary of State was that of restoring diplomatic relations with Spain, but in spite of his preoccupation with these ond other current matters,he at once plunged into the work of solving the Panama Canal problem. His policy in regard to this great work was severely criticised by the American people. He was assailed as a blundering amateur, incompetent to conduct the foreign relations of the country. Severely wounded by the harsh criticism visited upon him on this occasion, he, however, renewed his negotiations and carried out Lis policy, in the end receiving the approval of the people. Whatever Mr. Hay's faults, crookedness in diplomatic dealing is not one of them. Mr. Hay’s greatest fame today rests upon the triumph of his diplomacy in China, but in his negotiations in regard to the canal, his character as a public man underwent the severest test to which it was ever subjected. His subjection of China to full intercourse with western civilization is regarded as the most stupendous event since the discovery of America by Columbus. Mr. Hay regarded the United States as the great Neutral of theworld, standing for peace, not as the boon of a suppliant noncombatant; but as the right of a peace loving, armoured, powerful, nation, whose rights are secured by its manifest ability to cause other nations to respect them. As to what he tried to do—what the United States is still trying to do—in the general field of diplomacy, there Is no reason for doubt on the one hand or reticence on the other. He strove on the lines laid down by Washington, to cultivate friendly relations with all powers, but not to take part in the formation of groups or combinations among them. He kept always in view the fact that we are preeminently a peace loving people; that our normal activities are in the direction of trade and com. merce; that the vast development of our industries imperatively demands that we shall not only retain and confirm our hold on our present markets, but seek constantly, by all honorable means, to extend our commercial interests in every practicable direction. It was for this reason he negotiated the treaties of reciprocity; all of them conceived in the traditional American spirit of protection to our own industries and yet mutually advantageous to ourselves and our neighbors. In the same spirit he sought, successfully, to induce all the great powers to unite in a recognition of the general principle of equality of commercial access and opportunity in the orient. Mr. Hay’s health had long been failing him, and it was only with difficulty that he carried out his public service during the McKinley and Roosevelt administrations. He at last returned to his home on Lake Sunapee, New Hampshire, where he died suddenly, on the morning of July 1, lDOi). The tributes of respect and esteem that were paid his memory were without a single discordant note. He was a gentleman, not only in all the private relations of life, but also in his conduct of public and international affairs. He carried tine manners as well as high principles into the duties of hi9 office. He brought to his work not so much a profound and scholarly mind as one of rare cultivation and refinement. Brilliant as a statesman, and far seeing as a diplomat, Mr. Hay was more than this. He was loved for his warm and generous nature. His patriotism was so broad that he won the applause of his political opponents; even they believed in the man. They honored his opinion and his honesty even though they dilTered from him in the former. No grander record of great achievements can be placed under the and far-seeing statesmanship—not merely as a great leader and advocate of our national industries, welfare and great prosperity-hut as a man of noble virtues and exalted character, Mr. Hay stood in a towering position. He fell at the moment of his greatest fame, when all the world took note and felt his loss. From his boyhood to his entrance into the army,from his noble stand for his country to the close of the civil war,from his obscure beginning as a public man to the grand success that painted to him as a fit Secretary of State, we follow him with ever increasing interest and admiration. He was the master statesman of his age, the magnetic leader and gallant defender of American rights, and the idol of his nation. In Congress he was considered an authority on every subject upon which he expressed an opinion.Clear in his grasp of public questions,eloquent in advocating the principles he professed, considerate and lenient toward his opponents, affable in all intercourse with others,and manifesting always a certain dignity, strength and sincerity that impressed all who knew him, he was for years one of most conspicious figures in the h ills of Congress. He is an admirable example for young men. Let them einulate his deligence, his lawful ambition, his devotion to duty, and enthusiasm as a worker. he United States Senate is the Forum of the American Republic. Above the Senate Chamber rises majestically the dome of our capi-tol Would that it could tell the story of the Senate. How many of the things then that are dark today would be brought to light. We should know the truth about our highest law-making body. Then we could learn whether the Senators have gloriously symbolized in loftiness and greatness that majestic dome. Alexander Hamilton, in his letters to the Federalist, just before the ratification of our Constitution, then, lucidly set forth the aims for which the Senate was created. They were five. First: to conciliate the spirit of independence in the several states by giving each state, however small, equal representation in one branch of our National Government. Second: to create a council qualified to advise and check the President. Third: to restrain the impetuosity and fickleness of the House of Representatives. Fourth: to provide a body of men whose greater expeiience, longer term of membership, and comparative independence of popular election would make them an element of stability in the government of the Nation. Fifth: to establish a court proper for the tiial of impeachments. name of any diplomat of modern times. Not merely in intellect,eloquence (hltr Unitrif Stairs g ntatr Uy tiuintr ffiiutl In view of the recent developments concerning legislation, the character of the Senate has been a subject of vital importance In consequence, there are several points that present themselves for consideration:- Is the Senatedegenerating? Are the recent rabid criticisms of individual Senators well taken? Is the popular estimate of the U. S. Senate, aH a whole, just? i No subject in the country today has a wider discussion than this same U. S. Senate. We hear of it in our every day conversations. Scarcely a newspaper page but contains some views of it or its action .Magazine writers have used the muck-rake and have run the gauntlet in vilifying individual Senators, belittling that body as a whole and adding to the confusion thru which the people behold it. Are the general public, and the newspapers justified in giving vent to this flood of abuse? Have they collectively and individually investigated the real conditions that exist before uttering condemnatory opinions? It is of vital importance in a country like ours that the people should have full faith in their governing bodies, for distrust will often causa the downfall of the nation. This does not forbid honest and intelligent criticism. Any public body will come in for a share of that, because there is human nature in the world. Let us turn the light of experience upon the past record of the Senate. Experience of now more than one hundred years has shown that all the objects intended that the Senate should fulfil,have been more or less perfectly attained and that the Senate has acquired a position scarcely hoped for by Hamilton. The States have been given that voice which their sovereignty demanded. Senators, as a body have been wise in their counsel to the President concerning his appointments and foreign affairs.More than once has the Upper House restrained the inmature, hasty, and precipitate action of the House of Representatives. Time and again, have the wise counsels of the Elder Statesmen piloted the government over shoals and shallows, where hotheaded and short-sighted statesmen would have worked unwisely. Our U. S. Senate has been the admiration of foreign critics of highest authority. Gladstone, the great English statesman, I)e Tocqueville and Hryce are. among the number. Bryce, who ranks foremost among the critics of England says of it: “It has shown great capacity for managing the the public business and has won th • respect of the people by its sustained intellectual power.” Daniel Webster is a fine example of this intellectual power among its members. The United States has never had a man his equal in farsighted and keen statesmanship was always a firm believer that ‘‘in Union there is strength”; a strongly centralized righteous, government was ever his hope and aim. But today the air reeks with mal-informttion, scandal and crime. Is the distrust of the U. S. Senate justified in a strict sense of the word? Are the most of the members corrupt, less efficient, less able,less talented, than at any other period of our existence? There is no denial of the fact that there may be men susceptible to corrupt influences in the Senate Chamber. But, as a whole, are the ninety censurable? Are they blanr.eable because there is a Depew,Platt or Aldrich among them? Such men as these are a disgrace to the Senate, but just as much and more t3 the legislature which elected them. They arc a blot on the escutcheon of the state from which they coma. But are the Senators alone entirely to blame? No. Beyond the point that we should elect honest Senators, we should go deeper to remedy this canker, graft, in society and elect honest men to elect honest senators. The citizenship of the state that allows dishonest men to represent her in the state legislature is to blame. We must have citizens with average high intelligence behind the ballots. Direct election by the people is not necessary,for an intelligent voter can prevent the election of a bad Senator by whatever machinery he may have at hand. When the general public refuses to sanction graft,then.and no faster,willthe Senate rise to a still higher position than it has occupied in the past. This is a blight outlook. Honor in high places is coming as surely as the light of the new day, just breaking, comes. We are entered upon a period when people are awakening to their responsibilties. The Senate has heard the call and it is responding. The Senate is more than ever our Forum. We look to that great dome above the Senate Chamber and it betokens hope. It images what shall be and we arc contented with its message. (Hlaas JJrnphrru anil 'Halrltirtnru Slg dlira iCariuut JFluring my tour of the south in 1914, the center of interest was the Mardi Gias,and I made it a point to be at New Orleans for the day. I arrived there, at about ten o’clock in the forenoon of Monday, the day before. Going to my hotel at once, I was about to enter, when my own name, spoken in a loud, deep voice, caused me to turn suddenly. The only person I could sec who was looking my way was a broad shouldered. sun hurned rancher, who stepped up to me, as I turned, and offered me his hand Upon close scrutiny I decided it was Timothy J. Ryan, in days of yore kowu as Ted; in almost no time we were deeply interested in the days of ’03. ’04, ’On and ’0( and wlun H. H. S. was our home. He was going to be in the city until Friday and invite.l me to go with him to Tulane University on Wednesday. When registering at my hotel, I happened to glance over the names already there and found this one—Miss Kasen, Boston! Familiarity was in every turn of the letters but I could not convince myself that it was our own Eda But soon I had to believe it for I met her face to face. She expected to leave town on a five oclock train so I formed a rapid plan whereby we might run across Ted in the afternoon as tho by accident, in order to doubly surprise her. As we went along the street, a young man came out of a bank and started off just ahead of us and in the same direction that we were going. He looked busy and c treworn but there was something in his manner that put our brains to work. Once he stopped and looked around as if to be sure that he was on the right street, and we looked at each other in surprise as we both recognized our old classmate Eugene! By quickening our pace we soon overtook him. I could hardly refrain from telling them about Ted but we were soon so completely buried in the past that I almost forgot all about him until, rather suddenly, he turned a corner and was right in front of us. We succeeded in persuading Eda to stay until Thursday and Eugene to postpone business till then and go with us to Tulane. Now Hubert and Lillie were the only ones lacking to make the class roll complete and none of us had heard of or from either for three years. By night our plans were all made and we were in the best of spirits for enjoying the sights of the next day, which we agreed to spend together. Tuesday, however, we became so interested in ourselves that the carnival was thrust into the background until Ted was struck with the idea that he would like to know the queen’s n i.nbut as this would not be made known until later in the day, we satisfied ourselves by watching events, only to forget our curiosity later. Wednesday when we were just nicely started on our trip, out in the outskirts of the city, we mot a small band of men of whom one appeared to be a prisoner. This did not surprise us so much but the behavior of one of the other men was rather strange. When we were well past them he turned and came quickly toward us, frantically waving his hands. We stopped and when almost up to us ho began to call our names. Eda at once recognized Hubert, of all people! We tried to get him to go on with us but as heco'’ld not. He finally persuaded us to return with him and have our meeting at the home of his aunt, where the flower gardens and orchards would be at our disposal. Hubert seemed to be the happiest man on earth but would give no answer save another broad smile to questions as to the reason. He had to leave us, however,and ietuin to the men —they were waiting by the roadside-and we agreed on a meeting place in the city. The day grew and we had our noon-day meal before he returned. When he had at last conducted us to his aunt’s home, he led us straight into the flower garden and went to bring his aunt to us. We anxiously awaited his return and were surprised to see with him a woman in the bloom of life, when we expected to see a silver headed one. They gaily approached and we all held our breath when he introduced Miss Lillie Winnega, Queen of the‘‘Twelfth Night Revelers.” So that was the aunt he was taking us to see and our anticipated amazement was the cause of his unusual happiness. Our roll call was again complete and our President, Eda, again called us to ord-r. Naturally in our talks up to this time, some of us had told little incidents in our lives but the business before that meeting was a brief sketch, by each member, of his life from the spring of 1906 to that date. First of all Lillie was called upon. In the winter of 1907, her grandfather, who lived in New Orleans, had died. Her father was his only child and he left him all his property. As her health was poor, the physician prescribed a year in the south, so they moved down there. She grew strong rapidly and taught school in the spring of 1908 and the year 1908-9. Since th n she had been at home. Modesty prevented her telling us the rest as we already knew the high position she held. Hardly less interesting than Lillie’s story, was the one Ted told. After leaving school, he travelled for a millinery establishment for two years, but there was not the desired profit in it, so he went to California to try fruit raising. He was very successful at this but did not seem content and in 11)12 he moved to Texas to take possession of a large cattle ranch which he had purchased. Success attended him there also and he was then in New Orleans to ship a boat load of cattle to New York Eugene next told his story. After leaving High School, he taught one year in Minnesota, one in Dakota, and then attended the U for one year; but during the grand rush for the newly discovered gold fields in Alaska in the summer of 11)01),he caught the fevet and went up.Luck was with him this was the first time he had been to the states since, lie was in New Orleans then with gold for the United States mint. Kda next held our attention. Her lirst experience was book-keeping but soon tiring of this she took a year of cooking and plain sewing at Stanley Hall Then she spent a year at home, making use of her lately acquired knowledge. During her year at home, she joined a “Travel Siudy Club”,which chanced to be one of the “ Women’s Federated Clubs.” Becoming rather interested she began to travel. The east was her chosen field. After travelling a year, she taught school iu Maine for two years. Then she moved to Boston where, after a year’s active work in various clubs, she became the president of the “Women’s Federated Clubs.” She was, at that time, making a study of the south during the northern winter. Hubert kept the ball rolling, nor did he let it lose speed, cither. His career had been a rather unsteady one. He spent a year at photography, one at clerking, and another at farming, but there was not enough excitement about it to please him. He moved to the city, and on account of his great resemblance to an Irishman, became a member of the police force Here he came in contact with such an abundance of crime, especially chicken stealing, that it was an easy step to become a member of the detective department. Success after success gave him a reputation that warranted his employment in the investigations after the daring robbery in the First National Bank at Minneapolis. He had billowed to the south a mau whom none but himself suspected, and had that morning succeeded in ascertaining bis guilt and in capturing him. If it would please anyone in the assembly to know the history of the prophet, the postmaster will forward inquiries. To get real perspectivi one must look at both sides of a subject Tonight you have heard one side of it; time only can tell the other. I am herein behalf of the senior class to bid you all farewell and to welcome this indefinite future. To the Board of Education: Tho our number m vy be few, it is beyond doubt that you have spent many hours for our welfare. Our appreciation of your interest and kindness can hardly be expressed, but we wish to thank you as well as we may in words, hoping that any sleepless nights, there may have been, cannot be counted in gray hairs. To the Faculty: Altho wo do not as yet, perhaps, fully realize the patience and kindliness of your work for us, still we shall sincerely try to gladden your hearts with some worthy result. It is our hope that we shall not be forgotten entirely as ’07 comes in to till our places and you may test assured that you will not be, by us, especially Mr. Selvig, who has been with us, laboring with such energy and zeal, for live long years. Schoolmates: It is usually said that elders influence their youngers, but we have found that the opposite is also true. You little realize the place you hold in the hearts of the seniors, nor will you miss us as we shall miss you for the ratio is as three is to one. Classmates: After our years of pleasant work together, the time has come when wc are to be separated, cer tainly to meet again as one body only in class reunions. But, however separate our path may be, may wc, as we have so often sung together at school,each go ‘where honor calls us. ” VALE Farewell, dear school! a fond farewell. What deep emotions rise, and swell Our hearts, as we gaze on ‘‘lange syne” Familiar scene, at parting time. Not till now, when we must part, Did we quite know how dear thou art. Farewell, dear school! alas, we fain Would yet awhile with thee remain; We’re loth to leave thy tender care, Thy kindly guiding hand that e’er Did curb our young unwary flight, With mild restraint and moral light. Altho at times we deemed the task Too hard, it only wore a mask, And when o’ercome, the barriers shone With golden hues, a stepping-stone To higher plains and loftier heights, From gloomy doubts, to hopeful lights. Tho uow art past thy pleasant days, Thy tender care and gentle ways, Yet, wheresoe ’er our steps may tend And wheresoe ’er our course shall end, Tho distant far, thou’lt ever be The morning star of memory. — Ed a Kasen. S d}nol § tahttttfl, 19U5-G Sabin Aaberg Charlotte Arneson Knute Berg Harry Boyd Tillman Brokken Amy Brokken Ole Brokken Hannah Burraeister Martin Burtness Maud Case Zella Case Kubie Dunn Ellsworth Duxbury Harris Ellis Sibert Erickson Amelia Fladstol Alma Frad Edna Hanson Elmer Hanson A usie Harsted A lined a Hegland Norval Helle Byron Houck Blanche Houck Jessie Houck Eugene Hunt John Jones Gerhard Jonhson Ed a K asen Earl Lange Oscar Larson Thea Larson Myrtle Linderman Susan Lindsay Ruth Lindsay Ingolf Lund John McCarty James Me Nee Anna MeNee Ray Moore Norrin Nelson Floyd Newell Lei a Patterson Florence Reid Hubert Russell Teddy Ryan Ella Sanderson Francis Scanlou Erwin Spencer Ralph Spencer Theiesa Stenvick George Todd Josie Vail Ora WiIlford Ella Winch Lillie Winnega Clarence WoJsted Lydia Young tUir jUnrramtt Unarft Eugene D. Hunt, 06 — — Editor-in-Chief Our School, Personals, and News Comment Departments Thioa S. Larsen, ’0(j — — — Business Manager Social Events and Bubbles Departments Rubik P. Dunn, 07 — — Associate Editor Alumni and Class of 1906 Departments LELA PATTERSON, ’08 — — Associate Editor Contests and Chronicle Departments Norval Helle, ’09 — — Associate Editor Athletics Department