Lutesville High School - Cardinal Yearbook (Lutesville, MO)

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V aledictory IN compliance with a custom as old as the school itself I come tonight to deliver this address which is the closing effort of the four years of work done by this class. As the representative of the graduating class of 1919, it is my duty to speak for the class certain sentiments. First, we wish to express our sense of appreciation to the citizens of Lutesville for their considerate efforts in providing a place of instruction and thus placing a High School education within our reach. Second, we wish to express our gratitude to the Board of Education for their painstaking efforts to maintain our school on an approved basis, a task not easy in a small town. Third, we wish to extend our thanks to Mr. Abernathy, Mr. Welker and Mrs. Riley, who have now gone from us, but whose kindly precepts and good example we still cherish. Friends of the class of 1919, it is our privilege to live in a great age. The world is not the same world as it was when we first entered High School. Since then mil- lions of men have died at the hands of their fellowmen amid the strife and turmoil of war. Billions of dollars of property have been destroyed, nations have been swept away, and the world has gone down to the valley of the shadow of desolation, despair and death. But from this toil and suffering, from this care and sorrow, a new civili- zation has has been born, conceived in liberty, fraternity and equality, crowned with the diadem of brotherly love and dedicated to the proposition that every man is his brother’s keeper. The path civilization has been a long and toilsome one. Slowly with torn and bleeding feet the human race has struggled towards that lofty mountain of perfection whose summits are crowned with the light of everlasting day. As I speak tonight I have a vision or dream in which I see that long journey which our race has made. I see man in the beginning a puny creature, clad in skins, scarcely more civilized than the wild animals by which he is surrounded. I see him hiding in caverns amid the rocks or in the thick foliage of the forests as he hides himself from the wild forest prowlers. Then I behold him again; he has learned to make the bow and arrow and the rude implements of the chase and war. He now has a place of abode which he has built with his own hands. Once more the scene changes, and I behold a civilization of ancient times. Great Babylon and Nineva have become centers of art and business, while the banks of the Nile are studded with pyramid and palace. I see Moses lead the chosen people towards the land of their forefathers and from Sinia’s lofty summits receive the commands of Israel’s God. I see beautiful and artistic Greece give to the world its wealth of beauty in poetry, sculpture, painting and literature. I behold martial Rome send out her invincible armies and humble the entire known world and bring it under the direction of the Eternal City on Tiber’s banks. Once more the curtain lifts, and I see a being on the shores of Galilee teaching peace and good will to mankind and pointing the way to that true perfection which mankind is struggling to maintain. I witness the terrors of that intellectual night known as the Dark Ages, and then the coming of that dawn known as the Renaissance. I see Christopher Columbus give to Europe a new world. I see that world grow and prosper through four hun- dred years of development, and then I see standing before the world that greatest of all nations, the United States of America. I see her prosperous, free and happy in the full vigor of her young and healthy growth. And then across from the sea, borne on the eastern winds, comes a cry of a world in distress, and I see my country and yours give her blood and treasure to make the world safe for Democracy. Friends and classmates, the world has been made safe for Democracy. It is our duty to make Democracy safe for the world. Let us think more of others and less of ourselves. Let us hasten the progress when we can say with the poet: “Out from the darkness of night, the world rose into light. Now ’tis daybreak everywhere.” ESSIE COLE.

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 Freshman Class Top row (left to right)—Fern McGee, Viva Jones, Ruby Francis, Eula Cole, Alta Crites. Bottom row—Leonard Miller, Alma Crites, Myrtle Miller. CLASS HISTORY FOUR years ago, three eighth-grade students entered Lutesville High School. They arose at three o’clock with trembling hearts and prepared themselves for the unknown dangers of that fearful day. After having ornamented their person with divers articles, such as hand mirrors, powder puffs, two encyclopedias, together with an almanac, and a “Who’s Who’’ in 1915, they ascended the hill and entered the building from whose walls ignorance is secluded. During the four years that followed, they played quite a bit, ate a great deal, and perhaps studied a little, though I am not quite sure. Though I am sure they flirted with the Nebula Hypothesis and exchanged chewing gum with old bionomial theorem. They also made the acquaintance of Julius Caesar and his somewhat doubtful friend Brutus, who loaned them a pony to ride to Caesar’s funeral. They also became quite learned in law, that is, I think they learned Mendel’s law. They then browsed into the fields of economics where they found that people drink whiskey because they like it. They studied history, too, and discovered that George Washington discovered America in 1492, and Ferda Navdo De Mississippi discovered Desoto in 1886, the same year that Grover Cleveland circumnavigated the globe for the first time. They also found that Bill Hohenzollern started to carry out a little program in which a house or two were burned and a few people got hurt. After learning these facts they were permitted to receive their diplomas. By MAUDE MYERS.

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President’s Address THE AMERICAN HIGH SCHOOL occupies a position which is both unique and import- ant. I nique because it occupies a position different essentially from other institu- tions of learning: and important because it is the only source of higher education within the reach of everybody. The high school differs materially from the old-time academy. The primary duty of the academy was to prepare for college, that of the high school to prepare for life. When we come to consider that only two per cent of the high- school students go to college, while the other ninety-eight per cent receive no further training than the high school gives, we are enabled to realize the tremendous importance of this institution. It has long been a recognized fact that if the people are to be educated the schools must be taken to them. If we wait for them to go to the schools, the great majority of them will never go. That is to say, if the people in a certain community have no high school, expect to send their children away from the home community for their education, those who go will be the exception and those who do not go will be the rule. For every one that goes there will be a hundred who will not go. The conclusion is plainly to be seen that every township in the United States should maintain a high school. Another thing that suggests itself as a corrolary to that proposition above is that the institu- tions of this kind foster and develop wholesome recreation and proper amusement. These things are absolutely indispensable to a progressive community. ‘Some people ask why are the young people rushing away from the small towns and rural neighborhoods. The answer is plain. They are seeking something that the country cannot give. Now. psychologists tell us that play is as necessary to a human being as work. In fact, they say that if he does not have the proper recreation he cannot do proper work. Young peo- ple must have some place to go. If they do not have a good place to go they will go to some place not so good. If they do not have wholesome amusement they may seek that of a nature which is not so wholesome. Imagine for one Instant if the town of Lutesville had four or live public tennis courts, golf links, some amusement in the form of a moving- picture show or opera how much pleasanter it would be for the young people. The school develops an appreciation for refined recreation. The high schools are also professional schools. Many excellent teachers receive their only training here. Numerous bookkeepers and stenographers are now prepared for their vocation, not in the expensive business college in the far off city, but in the little high school of their home town. The high school is reaching out its hand and endeavoring to give each future citizen of the republic that education which will enable him to make the best of life. So universal is high-school education becoming that they are now affection- ately spoken of as the people's college. 1 have discussed at length the merits of this institution, let us glance for a moment at its defects. The chief of these are. that the schools of today are not sufficient tech- nically. Each high school should have its manual training, carpenter work, and cabinet maker, its forge where blaoksmithing can be learned, as well as a good course in do- mestic science for girls. The literary work of the high school should be of that kind which will foster Christian character, intense patriotism and a wide spirit of philan- thropy. In short the mission of the high school is to train the body of the youth so it will vibrate with the red blooded desire for action. It is to fill his mind with a youthful knowledge which the experience of the race has proved to be beneficial and to establish a character founded on a rock against which the storms of evil will beat in vain. In the words of Aristotle, It develops the highest excellency of body, mind and soul. Class of Nineteen and Nineteen, we stand at the parting of the ways. Yet a little while and our high school days will be history. They will not be numbered among the things that are but the things that have been. The days of childhood now seem a far off dream, while the broad tableland of manhood and womanhood stretch out before us. The amateur world of the school to the pulsating world of humanty. It is a time of sadness and a time of gladness, a time of gladness when we think of work well done, of tasks fully completed and of a past stained with no action that can give us any remorse of conscience. Rut a time of sadness when we think of our former friends and classmates who are separated from us by the great ocean itself and some by that greater ocean which separates life and death. Standing on the dividing line tonight full of hope for the future, with profound gratitude to the many friends of our childhood and youth we pass from the protected vista of our young days to the broad avenue of manhood and womanhood. ROBERT KINDER.