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

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d a SCIENCE Q 0 N HOBART High School there are three years of Science, in the first year we had Botany from which we learned the structure of the different plants and how they grew, the names of the parts and their use, and the uses of the plants them- selves, and we greatly enjoyed the Botanical excursions which we made. In the second year, Science is left out to be taken up in the third year in Physics which deals with all kinds of machines, elec- tricity, light and sound and it is from the laws of Physics that we are able to fly through the air and to have our fast locomotives, and with the aid of electricity we are able to have the telephone, telegraph and wireless and many other equally useful instruments and machines. In the Senior year we study Chemistry which deals with the different elements that go to make up the earth and all things on it, and it is with the aid of this science that we are able to make our powerful explosives and many other things which we use in the war, also it is with the aid of Chemistry that we can combat many diseases. — John Martin. 0 Q DEEP RIVER NEAR HOBART Nineteen -V- A) (7

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Dear Friends: — d r J AM glad to welcome you to this, our graduation night. We, as the class of ’18, have looked forward to this night of nights as a self-satisfying time because we have climbed a step nearer the goal which we hope to attain. I think you realize as much as we do, the difference between our High School caieer and that of all previous graduates. Since 1914, when we entered High School as Freshmen and up to this time, a great world-wide struggle has been going on. During a crisis like this, one is fortunate to be in the school room under the guidance of patient teachers. We have studied the remote causes of the war, the character of the nations in the war, our own entrance on the side of the allied forces, and we recognize the great issues which now separate us from our enemies. We all know the great men of our country. These qualities are theirs: courage, unselfishness, and a willingness to do every duty to the best of their ability in spite of public criticism. They have high airirs; they look to God for strength and inspiration. We are asked to cultivate these qualities. We now have high aims, it remains to be seen whether we shall hold fast to these ideals and aims. May the test of adversity find us loyal and true. To have victory we must be obedient to our government’s wishes, — we must bear the hard things without complaint. In this way we shall stand in the path of duty and make our lives count most to our country. It is the atmosphere of the school that nourishes the growth of these principles. One does not drift into the possession of the qualities which make a hero; these qualities do not just happen to come. They are the things for which we pay the highest price. As we leave this school tonight each one of us hopes to be able to do something specific in this great struggle. Our boys are planning to take up special work so as to be prepared if they are needed. Some of the girls are preparing themselves for clerical work; — experts for which the government is calling continually. Some are going forth as teachers, and several expect to enter college. But whatever we do, and wherever we go, we have the same aim. A rJ 0 r iJ 0 My hope tonight is that we may live to see our motto, “Truth Conquers,” win, and that we as a class and as individuals may play our part in the winning. - — Evelyn M. Fredrick ■ A Eighteen T) G

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LITERATURE “Reading maketh a full man, conference a ready man, and writing an exact man.” — Bacon. HE true value of the study of English is not easy to comprehend unless we study conscientiously all its factors. Its departments are so varied, its scope so wide, its application so universal, that it is the broadest subject in the High School curriculum. It is invaluable to every citizen, in fact to be a good citizen we must be able to speak good English. In its study we learn about the customs and thoughts of people who lived in the past and who are living in the present. As Freshmen and Sophomores we studied Rhetoric and Composition. This taught us the unity of thought and the structure of sentences. We were drilled in the use of words, their relation to each other in sentences and to the composition as a whole. We studied description, narration, and argu- mentation. This work gave us instruction in theory and practice of the dif- ferent forms of discourse in the English composition. Daily and long themes were required. We studied Dicken’s “Tale of Two Cities”, Stevenson’s “Treasure Island”, and Shakespeare’s “Merchant of Venice ”. In our Junior year we studied Halleck’s “American Literature”. This work required extended reading from the entire field of American Prose and Poetry with emphasis upon Franklin, Irving, Poe, Emerson, Bryant, Long- fellow, Hawthorne and Lowell. In addition we studied the following classics from the English writers, — Eliot’s “Silas Marner”, Tennyson’s “Idylls of the King”, and Dicken’s “David Copperfield”. As Seniors we were introduced to English Literature. This was divided into three periods. The first was from 450-1 150. This is called the Anglo- Saxon period and the words are written with full inflection. We read parts of the greatest English epic “Beowulf”. From 1 150-1550 is termed the mid- dle English period and during this time part of the inflection was dropped and many French words were added. We enjoyed greatly the minute descrip- tion of Chaucer’s “Pilgrims” from his Canterbury Tales. After 1550 it is called the Modern English. We used Manly’s books of Prose and Poetry to supplement our text books. In these works we read the manv wonderful English poems and chief prose selections. In addition we read Shakespeare’s “Hamlet”. Due to the unusual conditions of the present day and the necessity of getting the right viewpoint on the issues of the war we studied “The Forum of Democracy” which contains all the great speeches of the foremost men of all the allied people, such as Winston Churchill, Sir Edward Grey, Rene Doumic, Carton de Wiart, and President Wilson. Using this as the basis for our work and supplementing a continental viewpoint as well as American which is so very necessary at this time, we found this work very interesting and also helpful in understanding our position in the present crisis of this great World War. — Evelyn M . Fredrick- Twenty