Hobart Senior High School - Memories Yearbook (Hobart, IN)

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WELL SAID. V o 0 Sonnet XXX. When alone thinking of the past, I sigh because of the time wasted. I think of my friends that are gone. Tears flow, that are unused to flow. I grieve, re- membering things that are said and as I moaned before I moan them again as if they were present occurrences. But when I think of one dear friend, all of my previous losses are restored to me, and my sorrows are ended. Bertha Busse. J Sonnet LXXI. Do not mourn for me after the surly bell has given warning that I am fled from this world. Forget who wrote these lines if it bring you woe, knowing who wrote them. If you look upon this verse long after I am dead mention not my name, but let your love die with me, for fear the world shall mock you after I am gone. Walfred Carlson. Sonnet XXIX. When I am in distress with fortune and poor in men’s eyes, I look at myself and curse my fate and wish that I had friends and art. In these thoughts I al- most despise myself, but on looking up to thee, thy remembered love brings wealth and I would not change my state with kings. Ralph Banks. Cj Sonnet XXV. Fortune gives some men fame and honor and rank. But the goddess is as varying as a spring day and in some new mood may snatch away her favors. But I am happy, though the goddess sees me not. I love and am beloved and Fortune cannot change my joy. Ruth Thompson. 29 Sonnet XVIII. Thou art not to be compared to a summer’s day; thou art more beautiful and always the same. Not as the rough winds that shake the buds in spring. Summer goes too soon and has many faults, whilst thy loveliness can never vanish nor can Death take thee away. Al- ways will men see and worship thy beau- ty. Olive Wood. 0 Q Marlowe was a brilliant young rake, with an Oxford education and some wealth. He wrote “Tamburlane,” “Dr. Faustus,” “Edward t he Second,” and The Jew of Malta.” His dramatic work is better than that of any of his contem- poraries, and he ranks as the greatest playwright before Shakespeare. He died at twenty-nine, before his genius was mature. “Cut is the branch that might have grown full straight, And burned is Apollo ' s laurel bough. That sometime grew within this learned man.” Ruth Thompson. o p The essence of the transcendental doc- trine was a desire to pass beyond human experiences and commune with God in His visible forms; in short — -plain living and high thinking, — a desire to pass beyond the petty things of life, and try to solve or at least enjoy, the great eternal truths and mysteries of God. The Puritan was a transcendentalist as far as his doctrines permitted. He be- lieved in uplifting the soul in order to make it more acceptable to God. But his idea of a wrathful God, angry at the sin of the world, shut him off from a large part of the transcendental ecstasy. Hell- fire was too real to him to allow him to pass entirely beyond this life, to live and think in a higher plane. G. H. White. O Q T) G

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D 0 = a 0 0 THE MILK OF HUMAN KINDNESS. W HATEVER virtues we find Our friends possessed withal. One we prize most highly. That friend who manifests Genuine sympathy for other Human beings — that one Who sacrifices most That we shall suffer least — Holds us with the surest bond. We stand in awe of the brave Victor in battle; we admire The genius of a great dramatist; We sit in rapture near The muse of song; we linger With joy in the glowing presence Of the master painter; we are proud Of those who guide us in social And political affairs; But we love that one who, perchance, Stoops from some high place To relieve the wants of the suffering. To soothe the heart-ache of the distress- ed, To correct the ways of the erring. And to smooth the upward road. Human kindness continues To glisten, a gem amid The fading baubles that strike The fancy of deluded hearts. A wise man is greatly moved, Desiring to behold the face And hear the voice of the king — Even the King of Kings. He carries, his richest gift, Three gems of varied hues And lustre befitting a crown. Not knowing the manner of approach And traveling many days. He is turned aside by the ghostly Sigh of an ebbing life. Time is lost and a third Of this treasure is given to provide Comfort and restore the wasted Strength of a fellow mortal. With misgiving he hastens on, Unaware that his deed of kindness Has brought him nearer to the king. Again in his eager search He stands before a house Wherein is a child in danger; In danger because a tyrant Thinks to take the lives Of children and thereby hold His power. The traveler delays His journey and gives another third Of his wealth to the soldier that passes Down the street and leaves the child Unhurt. Has the pilgrim lost His acceptance before the king? Is one only gem sufficient? He is more acceptable now Than when he held in his hand Three jewels, for compassion Is more precious than rubies. After years of weariness, Disappointment and despair. The traveler stands before The gates of an opulent city And witnesses the tumult Of arrogance and greed. A helpless girl is doomed To a life of servitude And degradation for debts Her father cannot pay. Once more the bearer of the gift To the king is moved by love, And the last luminous gem Is given to ransom the slave. The dire conflict between The expectation of faith And the impulse of love is over. Thrice the precious gift Which had been consecrated To religious worship is drawn To the service of humanity. From out the gathering darkness Comes a voice saying: “Verily, I say unto thee, Inasmuch as thou hast done it Unto one of the least of these My brethren, thou hast done it Unto me.” His journey is ended; His gifts of love are accepted. With perfect peace and joy He beholds the face of his King. G. H. T. 0 Q o p Cj Q 28 =4

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d a THE HOBART SCHOOLS. A Centralized System. UNIQUE feature of the Hobart Township school system is that there is not a country school remaining. Consolidation was begun here more than fifteen years ago and the results of that movement were so satisfactory that now wagons bring all the school children within a territory of seventeen square miles to the central township school in Hobart. In this centralized school there are sixteen teachers besides the superintendent having charge of some four hundred fifty children. Eleven teachers are required in the grade work and the others are in the high school department. At the beginning of this movement five teachers were employed in the grades and two in the high school, but the country schools then maintained required five other grade teachers and no special work could be done in any of the schools. Fourteen years ago the high school was commissioned. Since then the school lias not only kept pace with the changing standard but has gone far beyond the requirements of the State Board of Education. Some of the elective studies maintained are, a year and a half of phonography; a year of typewriting; four years of German; two years each of manual training, free-hand drawing and mechanical drawing; and four years of vocal music. In addition there are classes in hook- keeping, civics, physical geography, commercial arithmetic, American history, and physiology. The required subjects are, three years of mathematics, four years of English, three years of science, two years of history, and four years of Latin or German. The science department is especially strong. The equipment for botany, chemistry, and phys- ics is scarcely equalled in any other high school having twice the num- ber of pupils. Nothing is lacking in apparatus, convenience, or sup- plies. One feature is a powerful projectoscope which is used both in the auditorium and in the laboratory. The facilities for work in the laboratory are of prime consideration and a great majority of the boys, and girls, too, rather than avoid any of the science work, elect the course complete. This condition has been brought about within the last few years. Two principles which the teachers keep constantly in mind are, (1) that each child must be led to express himself, and (2) that he must 30 Advantages. Methods and Ideals. f= =0