Mendota High School - Atodnem Yearbook (Mendota, IL)

Text from Pages 1 - 94 of the 1911 volume:

MENDOTA HIGH SCHOOL ANNUAL 3-Xinhnvm W V0 I u m e O n e Nineteen-Eleven :,. .. Q if CJ l?El?TllVG IT is with fear and trem- bling that we present this first number ofthe Atodnem. At the beginning of the school gear the publication of this book was decided upon, and what our efforts have accomplished we will let you decide. A great deal of credit be- longs to Mr. Murray, whose valued assistance has made this book possible. To MYRA J. H0 WES this 1?rst number of the Atodnem is respectfully dedicated 6 MENDOTA HIGH SCHOOL 1911 lfoRMi-:1o.v Easr lllIENDOTA limi-1 SVHOUL, Now THE LINCoi.N St'Hooi. Ifstory of Mendota High School About forty-hve years ago the Mendota school district was divided into two. the East and the West. Consequently two high schools were gradually evolved. The East Mendota High School graduated its first class in 1876. The Superintendent ,at that time was J. R. McGregor. who was succeeded by S. M, Heslet and he by C. VV. An- drews. All this time the school was carried on with a three year course until during the .administration of XV. R. Foster which began in 1892 and lasted fourteen years. During his long and successful leadership it was permanently placed upon a four year basis. When Mr. Foster was elected County Superintendent, his last year in Men- dota was completed by G. B. Coffman who served in that capacity the following year also. ln 1908 J. ll. Light became Superintendent and held that position the remaining two years of its separate existence. The VVest Side High School held its lirst Commencement in 1879 under the superintendency of VVilliam jenkins. He was followed in turn by S. E. Beede in 1893, by Henry H. Robinson in ISSN, by George C. Griswold in 1899. by C. XV. Par- kinson in 19033, and by E. lfl. Murray in 1998. After various fluctuations in its course of study a four year basis was permanently established in 1898. The most important event in the history of both schools was the consolidation in 1910 of the two districts. That year both schools held their Commencement exer- cises together, with State Superintendent Blair as the orator of the occasion. The newly elected Board of liducation appointed Mr. Murray City Superintendent, and Miss Howes, who had served successfully as Principal on the West Side for fifteen years, Principal of the consolidated High School. The opening of the following school year saw the previously separate high schools merged into one in the Wlest Side building and unified with a degree of harmony that surpassed the most san- guine expectations. The Mendota High School draws a number of students from outside districts and has had an enrollment for 1910-11 of ninety-two. lt has a fairly equipped laboratory, a well selected library, maintains a high standard of work and is accredited by all the large universities of the middle west. If the efficiency of a school is best attested by the later life of its pupils, Mendota may well be proud of the preparation given her young people, for among those who are now in successful business and professional life are to be found worthy minis- ters, physicians. lawyers, nurses. teachers. dentists, civil and mechanical engineers, and bankers. lt is gratifying to note than an increasing per cent. of the graduates find their way to the higher institutions of learning. MENDOTA HIGH SCHOOL 1911 3 l'nRxiPiR1.x' BI..n'I4sTuN13 llltill Slilltllllr, Non' KlENIin'l',x Hman SCHUHI. Course of Study FRESHMAN YEAR l IRS'l' SIiMliS'l'lCR SICFUND SICAIICSTLK Required linglisli RL-qnircwl: linglisli .Xlgehra Algebra Ancient History Ancicnt History lficctivc: German lilectivc: Cferinzin Latin Latin Physical lit-ngraplly Botany .SOPHOMORE YEAR Rcquircrl linglisli Requirctl: linglish .Xlgclvrzi l'l. Gcmnetry Mcflizcvztl nnfl Nlmlcrn Ilistnry Meclizuvzil and Nlmlern llistnry lfective: Gernuni Elective: German latin ' Latin Zoology. nn' Cmnincrcial Gcogruplly 1'11ysioln,qy JUNIOR YEAR licquirvcl lfnglislx l Kt'qnil'cml lfnglisli l'l. Gennnctry lilective: Hook-keeping lilectivc: lluok-keeping Gorman Gerinan Latin Latin lfconrnnics Commercial Law ling. Ilistory Solirl Geometrv SENIOR YEAR Rcquirccl: linglisli. .Xm. History Requircil Grzulnatinn Tlieme Physics Physics lflectivc: Hook-kccping lilcctivvsz llouk-keeping Math. Review ' 'l'rigonnnnetry Astrononiy l ling. or .Xmcriczin litcrzitnrc German I German 131111 , ,, Latin. Civics it 1 ul l'1mI1I v- , l'l'w1 Helium hw. : A U. lx1L,Ll1,.1ul. l'1L . , 'I' U' 'Uk I X I nuxlulimm ilul XI I IIN W, XX. lx llwHiN1w1x ' x I I 'l'lwm1'n an MENDOTA HIGH SCHOOL 1911 The Makers of This Book . f !1'frv1'-1'11-Cfzfvf ILLMHR il. I'liIIi .... la RKJUI41Ii'I'l:I,.Xk'Ii . I',xL'I.1N1i SL'lVl L' . l',1mI'rn lluI,l.1s'mN 1'L01uQxn'1a UUUIJXYIX RUTII L'R.xxn.xI.1. Lum Krmussla . QQILREIQT SC'Il.XI.LliR UW . ISSIS T. IX 'I' 5' Scvzioz' Jfoifu: . Xlfllfvffc' . .'ll'lIfCl'Z'C . . . .-1111111111 . j.I.ft'7'fI1'AX' S0fiU1'-x' . . . ,Jai . . l l11mo1'011s Blfsillvss ,1ItllLCIgL'1' Q finish to begin. 10 MENDOTA HIGH SCHOOL 1911 Mylm j. Iluwllzs, lJ7'l.7lt'ff'iI1 JXNNII-I S1mlN1:'mN. Laiin .X. Iii., Oberlin, 'Nil A. B., Kmwx Ii. ll. Mt'RR.xY, .S'zcfvc1'i11tv11u'v1zz' ,X. B.. L. wt Montana: Ph. ll., L. ot Llmwzlgu. Two yours pust 217111112116 :lt Chiczxgo :md ll:u'v:1rd. 'THEOIJHRA PRUEHI., ffffllldll Colm Ilxxsl-11.1, .Stimzrv L'niVc1'sity of XYisc1n1sin ll. S., Slmurtlcff L'11ix'c1'sity of Cllicngw MENDOTA HIGH SCHOOL 1911 JAZZ. fl if WW KX 'j' fy f WV f f? iygzgfy who r iff: f d-'R Sfb N C Nw W ff f x f MZ? gif M9 ,f CN!! lMQV2f6?fQ HJ f f f XJ ff!y,y'f ff lx Mp? 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I5 lx I J , if .Jr iv ai aff , , - .ffwrf 22' f f ff , H . 32Wpvfg,f', 55:1 ,F ' if W Mu f1'JfrfQ'IfLEgE:3', Z fx! f f ' I l' 1 'lf 'ffffl X 5 ij f ,+ , W , ,+' ':.ff:55:AH 1 ff ffl Lf M1 Qggigigfv f, Z! 7 r WVQW hpbalmlll 5 X ' ' ' ,' IWLIIH, N ,fn dui' ii IIIWW p,g W4 1 ,N UH: I ls W I Wlhwdu up 41 1 4 ' wh ,E QQ 'Q ?' .5 Hn- ' 2 l, M kb ,a P ' 1, Q--high .,-. . f V1 5, '-0 sl X'f,f,g,5 , X KX? f 5 :zz ' f f,7', 3 MENDOTA HIGH SCHOOL 1911 Senior Class UILIILRT S. SCIIALLICR Prcsideut. Il, ll. S.: llzmsc ball, '10, 'llg Ilusif A ness Mzmuger A-X'ro1uNEM: Mikey. FORK!-IST I , ICXIILICR Vice President. R. KI. ll. 5.5 Ifmmt ball trous- urer, 'HL RDITII M. IIOLLISTON Secretary. fi. KI. H. S.: .Xlumni editor uf the .X'l'llIlNl-IM. I RUTH CRX NIJALL Treasurer. fi. M. Il. S.: .Xrt editor. iX'l'OlYNIi5II Vice president juuiwr class. 110-'1ll. B, H. S., Vout hall WT, Rus, '09, 'Wg Base ball, HEI, 10, 11 Treasurer, '1Ig Basket hall, '10, 'Hg Athletic editor .'X'l'UDNIiMQ 4'P.ob.'y Ii. M. ll. S.: Prcsimlcut Junior class, '00-'wg ' I'1fl1Ull 1X1-Cl1iL'f ATUDNI-:mg Nehhy, R. H. 5. Ifmnt lvnll, 'uT. HS: Captain. '09, 'lug Base ball, '69, 'IlI, Captain, 'l1g Basket hall, 'Ill'-,ll 3 Jack MENDOTA HIGH SCHOOL 1911 ROBERT S. BLACK IQLMER CQ. FEIK JOHN ll. IQXIEFR YIOLX VINLICY E. xl. H. 5. . k 1 ' MENDOTA HIGH SCHOOL 1911 FLORENCE GOODWIN li. H. S.g Basket ball, '09-,105 Literary editor gX'm1rNE1x1, EARLE KEELER li. M. ll. S.g Base hall, ,11g Foot hall, l10. LEO KR.-XUSSE Troy Grove lligh School, 'log Base ball, 'Ill Editor Humorous Department :X'roDNEM. ELLA LlLlFHElT li. M. II. S5 Basket ball, ,140-'11, B, H. S. Mac. H. ll. S I3. Il. S.: Basket I 'XTcmNml. MENDOTA HIGH SCHOOL 1911 ALBERT MCGINNI S FLOYD MILLER M. H. S. FLORENCE H. OETTINGER .Q Basket hall, '10-'11, PAULINE SCOTT mall, '09, 'lllg Athletic Editor 16 MENDOTA HIGH SCHOOL 1911 Senior Class Prophecy lX.lENIlO'l'A, ILL., Sept. 223, Nriilo My Dear Friend 5 Having returned from a trip around the vi orld I will tell you of my most in- teresting experiences. VVe visited some of the most remote places and l was sur- prised to lind so many people whom I knew. VVe went from New York to Liverpool and traveled through England. Then we crossed to France and into Germany. One noon, while waiting in Strassburg to see the wonderful clock, I was surprised to be addressed by a very stylish young man. Ach, Fraulein Oettinger, es freut mich, Sie wieder zu sehen, Sie sehen gut aus, I turned around and was about to rebuke the young man for being impudent, when I recognized the familiar features of Gilbert S. Schaller. In our conversation I learned that he had been teaching music for a number of years in the conservatory of that city. NVe left Strassburg that evening and went to Sytschxvka, Russia. NVe took an aeroplane from this place to Moscow. VVe traveled about 120 miles an hour. After we reached Moscow our air- ship was put up for repairs in the garage owned by Mr. Robert Black. Vie were unable to see him that evening, but I heard that he is a perfect genius at inventing new ideas for aeroplanes. VVe went from Russia over into Asia into the northern part of Persia. At Kassimabad we met Mr. Leo Krausse who was superintending the building of the one-railed street car lines. From Persia we went through India. where we met Miss Edith Holliston, who is teaching Physics in the American Acad- emy at Bengal. Then we crossed the Gulf of Bengal and went to China. VVe stopped at the little station of Jarmmaimansowm on the Hoangho River. Dr. Floyd Miller, the famous physician, has been there for a number of years trying to check the spread of that dreadful disease, cholera, for which the doctors, as yet, have no rem- edy. In, Yokahama, Japan, Miss Ruth Crandall has realized her ambition as an artist and is quite famous for her Japanese work. Then we crossed the Pacific Ocean. through the Isthmus of Panama, up to Yucatan, on the eastern coast of Mexico. Here I found Mr. John Faber manufacturing gum and shipping it to the United States. As you know, we didn't visit Africa. but I heard that Mr. Earle Keeler and Mr. Albert McGinnis were foremen in the Kimberly diamond mines. VVe went up to Florida where we met Miss Florence Goodwin, the fashionable leader of society. I must tell you a very funny experience we had while in the HPalmetto State. As we were sitting dreaming in one of the city parks, we were suddenly aroused by the familiar voice of Mr. Elmer Feik, the professor of Sciences in the University. Don't let that butterfly get away-don't let that bea-u-ti-ful butterfly escape. He swung his net right over the butterfly on Miss Goodwinls hat. When he saw what he had done he almost fainted. but humbly begged her pardon and rushed off again, I also had a chance to read Mr. Fahler's books. He has some of the strangest ideas. He defines love as HA funny feeling a man has for a woman which supports her for the rest of her lifef, NfVhile passing through Southern Tennessee I visited Miss Viola Finley, She has a cozy little home and is a little comical old maid. Miss Scott is very popular among the younger set at Dimmick. When we reached New York we saw Miss Leifheit coaching a basket ball team. Her team always wins the game. VVell. it feels good to be home again. Answer soon. Yours truly, K CMISSJ F1.oRENcE OETTINGER Q BiIfENPOTA HIGH SCHOOL 3911 W Y H ff' ll ,Kf' Q Y X .: 1 E E U nw' N 'wwf IJ ,, AL: D 1' mx Z E , , , H ..., ., f R 3 XL! ff N ffgrlhlyzff V ' fi. M 5 L in X J H U A .gf S f Q ' X Q A QW. ' gg ' w ns g V Y A N f - . 1 U ifwff W' W' V! ' TX 1 Ti ff C Y N- K K W' i sr Y Y 'ij , 'iiiin 5 Qi X ' gf ' 1 Q 1 A K:-,,i wliwr 'fry ,-- ,-- Z S 18 MENDOTA HIGH SCHOOL 1911 Evwmnm Ari-:x.xNm-:R . . President HfXRfJI.IJ DL'DGEoN . . Vice Presidezzt RIYRTLE CARR . . . .S'ecreta1'y CLARENLTE POTTER . . Trz'a.rzu'er Hlstory Some three years ago a small gathering of eager yet timid children of whom the writer was one, might have been seen assembled outside the classic doorways of the edifices known as the East and the XYest Mendota High schools. VVith the aid of our Grammar school knowledge we could al- ready see our diplomas at the end of our four years' hard toil. Everyone's head and chest swelled visibly at the thought of being a Freshman. At the close of the first day those newly initiated Freshmen departed for home, their backs bent under the weight of unfamiliar books. Elder brothers and sisters smiled benignly at the enthusiasm and winked know- ingly at each other, while younger members of the family wondered if diligence and study would bring them also to such heights. Well, the First Latin Book says, f'Tempus fugitf' and it keeps on fugit- tingg so as time went on, the above mentioned group became less verdant and a little more seasoned. We took part in the literary meetings and when we happened to win a debate we considered ourselves great person- ages. As this first year passed, so we passed Again ahead of us loomed those Sophomore exams. Some passed with high marks, others by a small margin, and still others appanently imbued with more school spirit than the rest, decided to remain another year in the same grade. Those who passed now successfully received the title of Juniors. Wle have almost reached our goal. One more year and then we will be rewarded. The uniting of the East and the West Mendota High schools is the most important thing that has happened during our high school life. Long have the students wished there might be one union high school, and after many years of separation, it has come. It makes no difference what time you visit the school you will always find the juniors busy, for no class has tried as hard as we have to keep the promise which we made when selecting our motto, viz, Labor before Victory. Much material, both for athletics and for oratorical work, has come from our class and We have succeeded in everything we have undertaken. Qne more lap we have to go and then-well, I guess everyone of the studnts knows better than I can describe what will happen. E. A. '12 f. v ..4 -rg I3 G g . 'Ili :mo 'ICT as SMF 261' 3, 147' ..- L1 GCI? D-.4 -E5 . H, ,... :ga Q:-L 71-1. '!f- 73d if mu . fl :'fT. EM.. -sw FEA G:-1 .1 m 5:1 Q-'C-4 -Fr 91 -wg -1' 'v :Zi QQ: Na. ' f: 'TF m A c E 'T '-E 5 'f MENDOTA HIGH SCHOOL 1911 19 20 MENDOTA HIGH SCHOOL 1911 ,.. A-X V I is pe r A ff 'sf' Q x K7 -X X , M, ,- , v,,, C ,Y 1 1 ,fe gbgsqg G G glfffilffgw c 2 3 5 s1-1f7,,, if , Sophomores 0 DMS: WOO o ' V OSA-49 005 .XRTHUR Pkorim. . . . . President J O JLYLIAN Ekims . . Vive President D LESTER G1-:IGER . .... Y erffefary PEARL IFARER .... . TI'Fll.Y1l1'Pf 0 .W0ft0: By the ropes of the past we ring the 3-X U 53 ,Q 'A 15 ,I hells of the future. 9' Q? f WW Iii, 9 nl fx L Q , CX,1i5,feO, O CQ QD 9 1 J 1 , J 4' ?,3 R Y,-4 ff eSOf3llo'rryoY65 1 History In September, 1909, we began our high school career. From the looks exchanged and the sniekering clone by the upper classmen, we must have been no exception to the usual Freshmen. During the first year we went through the usual trials of Freshmen and lost many of our classmates. This year we startecl in with a large class, anal although we have again lost a number of our members, we now boast of a class of twenty-three. Of course we are some class, nearly all of our members taking an active part in athletics, the girls being the winners of the inter-class basket ball championship. Ii. F. '13 -i Z Z 1 if E 7 ,--Z. :1 . fb C Y. i 'T 7 1 fs v T' ..-f- f. :c 5 1 , 5 C .-4 72, 72 ft Z' P 7 rx E. 77' v 1 E Q 'A -. E 1 Z 7 47 2 ft V ,- 4: 'QE C5 .,-. 5 MENDOTA HIGH SCHOOL 1911 22 MENDOTA HIGH SCHOOL 1911 Q 44 N Q, XY!! x W U O S tx 1 -r. 19.10, ' tl'-tu X - I X L K X24 11 ep LIN D61 v 4 XX6 111 5 OHL LO Ussd , J., y Freshmen 6 Il 3 Q RALPH l3An.r:v . . . l,I'f'SI.dC7Zf , fm ., .. . l7W ,,3A LERov Bll'Rl'HY . . I ice lJl'i'S1dC'11f .l., .Ti X KIILDRED llixwuav . . . .S'vr1'rff11'y P ill! 'I 1 frlllfff-lb l IJUROTHY l3,wr1N11cnc'1' . . . T7'l'tI51Il'Cl' ,Q fgrjy' Y ,L I . JMB' R an ll rf 4 . 'fist A 0 0: kl s 'Q ir rl i f Bono Zeit. ' NN' Ii. 'ff ' 1 History 5 3 -1 ,. ei Zin! .5 vi ' , NX -'-' x--1. -- XE, prodigies entered the Mendota lligh School and were thus started upon our extraordinary career fl-fi?-LQ S is S in that noted institution. Our class has the ex- 7 4'1h- ceptional honor of being the first to begin its X , , -'fe High School course under the consolidation. To ..f- the prodigious wonders from. both sides of this city are added four or five skillful talkers from -.12 Z the country and near villages. Vlie have undergone the usual uninteresting stages of being called Freshies and other opprobrious terms which are considered brilliant by the stupid upper classmcn. Wfe have patiently borne their doubting glances until we have proved ourselves not over-verdant, but worthy scholars of renown, who will some day be recognized by the dignified Seniors of the present. That the future generations may know how wonderful a class we are. I will introduce you to Rameses who always knows his Ancient History les- son and who will probably make a journey through the ancient countries. Most of our boys are good at base ball and other sports. One boy is noted for playing the part of a monkey, another is an excellent Latin scholar Q FD and we are confident that some day he will be a professor of Latin in llar- vard. A boy who is always drawing pictures, both when he knows and does not know his lessons, we expect will have a reputation as an illustra- tor or cartoonist. VVe have a professional 'illoc' in our class and when anyone becomes ill we just call on him to prescribe his day dreams. Several of the girls in our class have such sweet and musical voices that we expect they will be second Pattis. Others are making champions of themselves at basket ball. i Most of the class aspire to great riches, to learned professions, to grand opera or to society leadership. while the rest are equally famous for some- thing fme. but as space is limited it will be left for the reader to imagine. D. D. 'H MENDOTA HIGH SCHOOL 1911 23 MENDOTA HIGH SCHOOL 1911 East Mendota Alumni Fannie lfosterzli Ella johnson Mrs. Adaline Meyers Class or Mrs. lfrank Ciuxss or Mrs, Emma lfernherg Goldsinith Lida Dodgex Mrs. Ella VVhitford llaer Ella :Xndress Lucy Johnson Frank Lilly lfred R. Bailey Edward Schick Mrs. Amelia Meisenhach Chaloupka Eva Clark ISTG 1-Xlice Brown Mrs. Nellie Crooker Austin Mrs. I. D. Polachek Green ISIS Charles Dodge? lnez Pearle Charles Driscoll Grace Frost ggins Mrs. Geo. S111ith john Higbee Mrs. Della Hicks Floyd Cmss or 1:4721 Mrs. lrene Swisher Hi Mrs. Ida Castle Greene llerhert Clark Mrs. Ida Evans llarges C1..xss or last! Mrs. Arsenatli Moore Mrs. Harriet johnson Holliston Mrs. Maggie Brazil Allen Mark Rugglestt Mrs. Marnie llicks Stuart Mrs. Clara Rogers Stone Edward Palmer Francis l-leslet Herbert E C:..xss or Mrs. Matie Pulver Madison Mrs. Gertrude Schick Browne Mrs. Bessie Lewey Mrs. Mella Highee Dougherty Eva Rice Hattie .-Xnihler Ella McDonald John Harris Jennie VVillsY Maude Crooker Mrs. Nellie Dunn Currigan Myra Curtiss Carrie Fernherg M 2111116 Ly11n VVillis Colson Mrs. Clara Ehy Adams George Blanchard :tl-Deceased Cinxss or Mrs. vans 1854 Kate Kate Tucker Violet Gift Shettel Maharyt VVelch Mrs, Mattie linus Wixizni Mattie Price Mrs. Rose Thomson Baker WI11. Aumiller Mrs. Mary S11yder XVestgate P. L. Harris Mrs. lSN5 Mrs. Sarah Johnson Hattie Cipperley Cartha Garard Dr. Letitia XVestgate Class or 15246 Crass or Delia Mal Fannie Scott James Willszg jennie Sackettik Mrs. Lizzie Pohl Schoeneshoffer Mrs. Carrie Garard Elnisliezt Carrie Mundie jesse Crookert ISST Ilarry Shipley james Skernngton Etta Sackett ll. C. Lower iarzk Harher MENDOTA HIGH SCHOOL 1911 Mrs. Ada Shean Collins Nathan Freund Hannah McDonald Mrs. Mamie Eagen Hossack Edward Saline Mrs. Vinnie Dowling Berry Mrs. Budie Hunchtield Cinxss or 1888 Oren Berry Lee Beamer Maud Garardff Mrs, Mable Rogers Ludden Gottl. lfritschel Mrs. Mary Wittgan Mrs. Hattie Harbaugh Tower Mrs. Jessie Thompson Almy Mrs. Ada Compton Petus C1.Ass or 1859 Mrs. Louisa Maus Clinite Dr. O. P. Harris Hrs. Susie Nisely Haeggquist Esther Saline? Mrs. Imogene 'laylor Wagner George NVills Susie Berrygt Kittie McDonald Mrs. Jennie Higgins Kaufman Christine Fritschel Dr. Guy VVormley C1.Ass or 1890 Mrs. Alpha Gibberson llartway Anna Worinleyt O. T. Wills Dr. Mclntire Cora Vincent Kate Neumayer Mrs. Ina Doane Cummings Viola Caswell Mrs. Edith Mundie Brewer Freddie Harbaugh Mrs. Laura Hayes Charles Shipley Edgar XVills Mrs. Millie Powell Gurney Draper Emma Alander Clarence Rogers Mrs. Lula VanSlyke Smith James McCormick? Myrtle Doane Mrs. Ellie Saline Garrett Hattie Shedd Frank Powell Jesse Wormley Mrs. Louisa Barth Baumgartner Mrs. Saide Philips Wilkinson Mrs. Julia Eckert Mrs. Carrie Wilcox Lewis Dr. Thom. Guilfoyle Mamie Simms Mrs, Mayme Keelan Powers CL.xss OF 1391 Mrs. Carrie Dunham Henry Mrs. Artie Gerlach Wicks Mrs. Carrie Bailey NNills Alice Porterdf Mrs. Sarah Cummings Amslxaugh C1.Ass or 18922 Edgar Aumiller Mrs. Meda Jones Miller Mrs. Carrie Hicks Irwin Arthur Harris Mrs. Lila Shipley Erleanborn Mrs. Effie Bender Yard C1.Ass or 18921 Mrs. Cora Aumiller Walker Mrs. Louisa Koerper Klinefelter Mrs. Hattie Johnson Denmark Dr. Jay Garard Mrs. Winnie McBride Appleton Moorehouse 1894 Mrs. Hattie McDowell Eckert Mrs. Etta Sinclair Hoatlley Ruth Mitten Mrs. Josie Vincent Laraluee C1.Ass or Mrs. Josie OlToole Jones Gertrude Yenerich Etta Vlfilliamson lS95 Mabel Nisely Mrs. Grace Bender Shaw C1.Ass or Geo. Kellenberger Gussie NVarner:i Frank McKean VVill Guilfoyle Sam McCormick Carrie Farling Mrs.Olga Riegel Spanier PlDeceased C1.Ass OF 1896 Lula Mrs. Lauterbachg Carrie McDowell Pohl Mrs. Jessie Miller Clienoweth Mrs. Katharine Hall Powell VVill Mclntire VVill Kellenberger Grace Mitteni Mrs. Josephine Eagen Mueller Mrs. Veromica Connoe Wilson Mrs. Minnie Austin Davis? Julius Lauterbachff Mrs. Minnie.llill NVorseley Cora Lewisifz Mrs. Alice Carr Langlitz Mrs. llattie Bender Shaw Mrs. Emma Saline Tarbell Harry Lewis Mary Nolan Edna McCormick Fred Florsheutz Mrs. Grace Crandall VVright lda Yenerich Mrs. Ella McDonald Grubbs John Guilfoyle Maggie McEvoy Mary Crandall Mrs. Addie Aldrich Eckert Annie Sirnrnsx Mabel Imus Ed Walker Mrs. Albia Bastlin Larkins Florence Eckert Claud Eckert Grover Wolff Ruth VVallace C1 26 MENDOTA HIGH SCHOOL 1911 CLASS or Class or 1897 Jessie McCormick Roy Cummings 1-larry VVilcox Mrs. Grace Ferguson Cooper hiss or 1898 Mrs. Kate McDonald Guilfoyle Alvin Baker Geo. Ansteth Emerson Inks Mrs. Cora llarbaugh Roe 1899 Willis Burnett Mrs. Alice Haines Smith Mrs. Merta Wixon VVolcott Earnest Ford XVill Merritt' Cinxss or Cmss or 1900 Chas. Ferguson Amanda Koerper Arthur Wilcox Mrs. Emma ,llotch Julia Bastlin Charles Warner kiss Loach 1901 Lula Sundayx Anna McMahon Mrs. Mamie Gower Boslough Bronson Cranwell Agnes Boyle Josie Nolan Cmss or 1903 James McDonald Mary Stebbins Edna Bragg Sam Swisher Ethel Garard Earl Gephard Clnxss or Mrs. VVinnie Harmon Thomasson Emily Merritt? Mrs. Daisy Phillips Crandall Ada Kilmartin Will Swisher John Landgraf Hope Pollard Leila Setchell Rosa Baker Mrs. Ida Finton Nicholar Reiter Dewing Mrs. Eda Fisher VVollT Grace Walker Mrs. Evelyn Brearly Blue Geo, Tower, Jr. Ray Swisher :'CDeceased Cmss or Cmss OF Cunxss or 1904 Foster Harmon Cora Cowell Ordelia Hotchkiss 1905 Mrs. J. W. Landgraf May Mac Donald Mabel Brown 1906 Alice Holliston Mabel Skiles Mrs. Raena VVorseley Brown Frank Foster Herman Koerper 1907 Mrs. Ella Skiles Swisher Joy Adams Janette Boughton Richard Hart Arthur Holliston MENDOTA HIGH SCHOOL 1911 Cl.Ass or 19118 Grace Vincent Carrie Barth llattie Gower Mrs. Imogene llarbaugh George Hessenherger Claud Sack Iva Landeau Calista llurlhut Ina Crandall Cora Kilmartin Jacob Nisley, jr Chas. Miller CLASS or 1909 Gladys Reeder Bertha Reigel Leo Bastlin Raymond Bean Timothy Vogler james .Xdams felter Near Nellie Gower Ida Skiles Mary Aiming Geo. Simms Paul Madden Karl Pohl Mrs. Rosa Kline CLASS OF 1910 Glenn Lamherton Henry Hnrlhut Karl Erbes Lyle Blair Olive Hoffman Vera Barth Paul Auringer Victor Riegel Lawrence Hart Earl Garard Lola Rogers Ella Finley em Blackstone Alumni CLASS or 1879 Nellie M. Dean Minnie VVylie Lizzie J. Newport Frank A. Larek Henry G. Thayer? Lizzie M. Cooke W. W. NVirt1 CLASS or 1880 Claire N. Harrisbk Sarah M. Himmel Olive Ida Leek Sarah Peart Martha Scott Alice M. VVoodlJridge oodsik Edmund S. Cummings Katherine V. Hiermierzlf Josephine M. Jordan Mrs. VVinnifrecl McKeen Crandall Mrs. Margaret Porter Bradley Caroline Scott Eveline XV CLAss or 188 1 lsahella johnson Robert N. Porterlield Mrs. Emma Rupert Ilerhert CL.xss or 18872 Emma J. Carteret Mrs. Alice Dean Bickford Elmer E. Gardner Frederick S. Miller? lXlrs. Marv Navin Morrissey Arthur C. XVright ' ' Alice VVylie Cl..-XSS or 1883 Johanna Burkart Mrs. Emma Knauer Erbe Mary L. Marksl' Anna lXl. Smith Cyrus B. Best Mary L. Cummings john T. Maddenil :klleceased McNabb s MENDOTA HIGH SCHOOL 1911 Class or 1885 Julia G. Bunker Annie M. Hartan Myra J. Kenworthy Mrs, Mary Mcllride Chaffee Sue B. McG1nnis Clara E. NVylie Mrs, Minnie Knauer Scheidenhelm C1..xss OF 1886 Matthew VVilson Allan Wylie Clnxss or 1887 Corhus Gardner Harriet M. Marks Mrs. Matilda Haass Tesche C1..xss or 1888 Edgar P. Cook Richard E. Cooper Mary E. Pollock Ed. L. Scheidenhelm Cmss or 1889 Mrs. Amelia Erlenborn VValters Katherine G. Frederick Cinxss or 18110 Clara L. Adams Clara E. Goodwin Frederick E. Stevens ' C1..xss or 1891. Mrs. Lucia Fisk Strok T. Lloyd Park Paul M. Cooper Howard N. Haskell? Harriet A. McIntyre Crass Charles J. Miller Mrs. Catherine Wilson Henry 1892 George T. Fisk? Madge M. Jenkinstk Mrs. Georgia Smith Gardner OF Mrs. Della VVershinski Allen CLASS or 1892: Mrs. Anna Klucker Foster Edmund T, Madden Mrs. Elizabeth NVilson Conkey C1.Ass or 18214 Hulda Anderson Georgia Seede Edgar G. Cooper Mrs. Mary Denison Barnett Mrs. Edith Goodwin Henry Albert A. Henry Simon E. Schuetz C1..xss or 1895 Mrs. Margaret Denison Hunt Mrs. Jessica Freedman Meyers Florence E. McLeod Ziska Schuetz Mary J. Stevens Mrs. Lena Taylor Morrison Edmund Volk Mayme NValker Clzxss or 18116 Samuel F. Beetz William A. Cooper Carl Fisher Mrs. Florence VVhitmore Mclntyre CLASS or 1897 Mrs, Ella Cavell Henry Mrs. Bertha Freedman Mandel Hildegard Reul Mrs. Myrtle Smith Vlfhitlield Mrs. Mrs. Mamie English Smith Adaline Hartan McKean Mrs. Josephine Ruedy Tapper Mrs. Lorena VValdorf Hall Rose NVeidner Cl.Ass OF 1898 Carlos H. Ambler Maud M. Bierworth Mrs. Edith Dix Neal Mrs. Anna Goedtner Pierce Mrs. Elizabeth Hopkins Evans Charles B. Stare ffDeceased Frank Blanchard Grace Clarkson Mrs. Belle English Byington Samuel J. Haight Mrs. Cora Madden Haskell Mrs. Emma Swartz Antsteth MENDOTA HIGH SCHOOL 1911 Florence Denison John NV. Dubbs Mrs. Elsa Freedman Zold Mrs. Helen Rice Foster Florence Allen Mrs. Clara Cavell Grieves James A, Dubbs Mrs. Verna llarman Morrison Leone Meisenbach Antoinette Schmitz Clara Meinzer Mrs. Margaret Retz NVirsche1n Carey Stacy George Whitmore Harold Meisenbach Joseph Allen Oswald G. Kieselbach Maud E. Stewart Charles Hansell Lois E. llrearley Faith G. Denison Otto Proehl lllrs. Josephine Haskell Landgraf Aimee L. Madden Mrs. llelen Smith Black Sina Bailey Dorothy Allen Theodora Proehl Bertha Olson Helen Bailey Marie Wallace Edgar Cook Edith Koropp Clara Kieselbach Alice Davenport Bernice Fernberg Xlieceased Class or 1899 Mrs. May Gardner Ingram Arthur NValdorf Crnxss or 19110 Mrs. Anna Erlenborn Bauer Cora M. Hansell John Stengerik Crnxss or 1901. Emma Bauman Mrs. Florence Crandall Huss Mrs. Mabel Haight McKnight Clarence E. Hawley Fred Scheidenhelm llarry E. Vlfright C1.Ass olf 1902 Tillie Bauer Mrs. Anne Merrifield Walker VVilliam Black Phil Buettner Forrest Dix CLA ss or 19113 .Florence Barber? Albert J. Schuetz Clara Biers Harry Pollard Alwin L. Schaller Clnxss or 1904 Mary M. Black George Fritz Louis M. Munson Cmss or 1905 Morey G. Hawley Frank E. Munson Archibald Auringer Claxss or 19116 Joseph P. Langford VValter J. Black Julius Kliyla Lester B. Wells Harry Reck Wlill Schaller Alma Schuetz Crass or 1907 Hazel E. Hackett Paulina VVeidner C1..xss OF 1908 Marion Black Anna E. Cavell Frank Meisenbach 9 32 MENDOTA HIGH SCHOOL 1911 liaber Putter ,Xlexailclcr Sehililberg Shephr rd lllacli The Basket Ba!! Team XYith the disbandment uf the font ball team all interest centered in basket ball. Although the pupils had never had any experience in the game, there was plenty of material out of which to develop a team. XYith lidwin Schildberg, manager, Clarence l'otter. captain, and Edward Alex- ander, treasurer. a team was organized which immediately set to work practicing, but as it was late when we began work the crmld weather soon set in so that we could not practice on the 5Cl1OfJl gmiiiicls, and having no inside place for that purpose. all further training ceased. XYe had to go into our games with only a half trained team. llad we had a gymnasium in the school the results of our experience would have been better. 3. gymnasium is what we need and what we want, for it helps to pass the recesses and leisure hnurs on disagreeable days when all nutcloor spcmrts are prevented, as well as being a place in which tn train our teams. .Ns it was the players made the best nf the situation and played ten games with varying success, playing some schools much larger than our own. Tlllf TF fl ll Clarence Potter john Faber Iidwin Schildberg Robert lilack fieorge Shepard lidward Alexander R. ll. '11 ll ',,,. -f' lfahler llennln lirausse Ifeik lirlmes Faber Sehaller Miller Potter .Xlexander Keeler The Foot Ball Team The foot ball team of lillil proved somewhat disappointing especially after the grand season of lilllfl, when we played nine games. winning seven and tieing two, and defeating such teams as Dixon llusiness College, Polo. Earlville. and Amlzoy. This year only three of the old warriors returned to school. Schildberg. lfaber and Black. XYith john Faber, captain, Robert lilack. manager, and Forrest Fahler, treasurer, a team of raw recruits was organized. A thorough tryout was given each player, but the line was light and most of the players had never participated in any inter-school games. Hoping the team would develop into form, Manager lllack sched- uled games with l.a Salle. Ottawa, Dixon Business College and Earlville. Only one of these was played, this one being with Earlville. The game covered two hours, delays being caused nearly every down. ln the iirst period of the game Earlville succeeded in scoring one touchdown and in kicking their goal. After this the ball was several times within a few feet of being a touchdown for Mendota. but it never crossed the line. Wvith this game Klendota's hopes of having another such team as their school is famed for. faded away. After a thorough discussion of the matter, it was decided to drop foot ball for basket ball. a game for which the pupils of the school were more suited. Next year everybody hopes to see Mendota have one of the best teams in this part of the state. This year the school loses two of her strongest players in ,lohn Faber and Robert lllack, both of whom have played ou the team for' four years. lfaber during this time held the position of quarterback, while lllack worked his way from guard to tackle. and then to fullback. R. ll. 'll MENDOTA HIGH SCHOOL 1911 33 34 MENDOTA HIGH SCHOOL 1911 xx X KX, xl X Owing to the inclenluncy of the weather wc have had Irut une Irusc hull gamma thu spring. VVitl1 :L world of Illllthxfilll in sight. huwcvcr, you may expect great tlmingg our tcum. VVORTH Y SEN 1ORS X 1 1 MENDOTA HIGH SCHOOL 1911 a X46 4 fl 36 MENDOTA HIGH SCHOOL 1911 lfzilver I b llen:-lei' 'l'ruekenhrod Sunmngtnn, t'o:1ch l.eifheit tlettinger llerg Girls' Basket Ba!! liarly in the fall of lillll the girls of Mendota High School formed basket ball teams among their respective classes. lfor a time inter-class games were played, but later one regular team was selected. lly the kind assistance of Miss Simington this regular team was organized and drilled thoroughly during the early months of the school year. This practice would have been continued throughout the winter had suitable quarters been ob- tained. Uur team exhibited good practice, excellent coaching and a great deal of enthusiasm. Only two games were played with any outside team, these being with the liarlville High School, the first of which was played Nov. l'3, lilltl, at Qlllendota, and the next a week later at Iiarlville. l'. S. '11 MENDOTA HIGH SCHOOL 1911 r 1,1 14 1111 11 f C' M W! -'Y NN. ,Mc 'W I V 'W .55 S-if 1r!!,WlJ7!!!i fw ,M f 1 S x X If Lfgfk' X41 . X ,V ,, by , f xi X NN W jf p WWW? mf 1,1 1 ff 1 1+ 1 1 w,1ag1s,,W 1 1 , '9f , ' 5 +5 CW M A13 yu 1 f 1 1 ,5 , f, fi ' Az., ff' , MW 7 M1 1 f fp 4 f Sl XXX 4 GH! A X 4 Z 41 1 Z 3' J 'XV ' . ., W lf J ' f A 1 'ff x, , , 1 l ,X :Wg f 38 MENDOTA HIGH SCHOOL 1911 Of all sad words of tongue or pen, The saddest are, live Hunked againfl tSeniors, after a test in Burkej There was a young man from Savannah, Who stepped on a vacant banana, And the things that he said When he lit on his head, Were not made for a Sunday School banner.-Ex, Miss Simington: Give the principal parts of the verb 'Skate. Freshiez 'tSkate, Slippere, Fallus, Buinptumf' A Freshman walked the burning deck, As far as we could learn, He walked in perfect safety, For he was too green to burn. Miss Howes Cin Geometryj: f'VVhat is a plane angle ? Junior: A plane angle IS the amount of diversion of two lines that meet. She said she didn't need to study grammar, but when the doctor came she told him she was so sick she could neither 'flay nor set Freshie: There is something preying on my mindf, Soph.: Never mind, it will starve to deathf, Pauline ttranslatingin Latinlz f'Aeneas admired the bustlef, Miss Howes fin Senior Englishjz Divided we stand: united we fallf, The mustard Greeks were in one line. -Oh Edna! Miss Hansell: f'How. can we freeze hy evaporation ? ,lack F.: lt's too chilly to think about. U Miss Hansell: You had better Slt near the I'Zill13l1OI'.,, Albert McG. treading in Germanj: The folleringf' The idea, and that from a Senior! Floyd M.: 'flee expands upon solidifyingf' NOTICE lf you see anyone making a monkey of himself tell the Hu'morous.Editor. No Freshman examples wanted, they are too common. Of course no Senior examples could be found. Miss Hansell in laboratory had been lighting the Bunsen burner, the flame had a greenish tint, probably the redection of Elmer's face. A fork in the hash Is worth two in the soup.-G. S. Dine at the Waldorf 5 D Six foolish boys did, much to their sorrow. MENDOTA HIGH SCHOOL 1911 39 Between the dark and the daylight VVhen the night is beginning to lower, Comes a pause in the day's occupations Which is known as the basket ball hour. On the ground outside of the school house, Comes the patter of slippered feet, And the sound of Evelyn's falling, Breaks the silence so calm and so sweet. The elephant is very strong, As strong as fifty men would seem I wish we had an elephant To play upon our foot ball team y The kangaroo can jump, 'tis said, . As high as ten, perhaps twelve feet, If he can throw as well, you know In basket ball we'd ne'er be beat. The rabbit is a common fowl, But then the rabbit runs like sin, If he could do a half or two, Perhaps he'd help our track team win. There is no bird, no beast nor nsh Nor insect that can bat at all, But then for fish we need not wish For we ourselves can play baseball. U7 F1 Z l 1 C 75 lk O 'PU C Ui '-3 O 52Cl 1 WZ. 35' CEU! TTI su .5 F9 V-G. o :T : E5 W5 EEL Eg Luz 34 AE Ii? 25' L52 - ei? Qs N-fr-1. PP I5 c :S cm fb : U1 FD Vi 'H -ierce lessons -ate roller skating -nexpected company -ot prepared -nocked out 'isupposef' said the wise oratorg Tho 'tis a thought stupendous, Suppose a baby one year old With arms of the tremendous Length of 93 odd million miles, Should in a freak of fun Reach up and touch the sung That child would be Two hundred iiftyi-three Years old Ilm told, Before it learned lts hand was burned. To cool a room, open the window and see the tire escape. Harold Dudgeon lin Ger. HID: 1 can't write to-day. I don't feel very well Poor child, I wonder if the examination had anything to do with his sickness. 40 MENDOTA HIGH SCHOOL 1911 A LATIN SENTENCE Czeesar sic dicat undi cur egessi lictum. lfreshman translation: Ca3sar sicked the cat on the cur, l guess he licked him. Edna B. tin Virgil Latin classlz He was raging on the roof. An absent minded professor, calling the roll of his class, called a name to which there was no response. Peering over his spectacles, he asked: XVho is the absent boy l see in the vacant chair beforc me Wonder why the Sophs. looked out of the window while the new lire escape was being built? l guess it was because things attract small children and they are only second year children. Pauline Scott tin Senior Englishj: A sapphire is green. Miss Howes: No. P. S.: VVell, then it is red.' Miss H.: Nov P. S.: VVell, then it is yellow. ' Miss H.: As far as l know a sapphire is usually bluef, lilla L. tin Senior linglishj: llc was a preacher but not religious. When one of the Sophomores was asked if he had ever taken Latin, he said that he had been exposed to it for a whole year, but that he had not gotten it yet. THE AWFUL EXAMlNATlON Oh that Awful Examination! how it causes consternation! just the very contemplation brings on mental abberation. VVith the utmost desolation ever equaled in creation, Do we note the preparation made by teachers in co-operation To prevent thc violation of the rules on communication. Oh! the wretched trepidation ofthe rising generation, When that A'Awful Examinationv comes before their observation. Some in puzzled hesitation seek in vain elucidation, Uthers rave in desperation till they lose self estimation And then make great depredation with bad words of profanation. We, in our great perturbation, almost yield to the temptation To pursue some conversation tho' we risk the stern condemnation, E'en complete extermination. For a teacher's indignation ls devoid of consideration, likewise, too of moderation. So we live in fermentation lest that f'Awful Examinationf' ln its constant recurration, come without our expectation. But time will bring cessation, therein lies our consolation. -E.1'ffIOIIg6 - x.. ,gl , W rx rf lg w xlvllw Xt M MENDOTA HIGH SCHOOL 1911 Q1 1' ii ' fl W ' P YV I 4 qt, 1 Q . 4, Y ull 1 . . , I l. . 1 ,I , ul KW '! Y A ' I Y J'tQ':,4' A ,. 1, - 4111 ' if Y an ' W' 'J I 'Ks' t1 Www' Q15Rw?NYX5 n '2, , Q' ,W V WN Y w i W' 4 Qi ' KAIX - NMXQ lxlhlfl x' 'mum , 11Hh N'NgXN X x j mg ' H gf! HI? + W '- N' ' . ' A ' l '1'+ 4 M V-w ig , ey ffm, rf W ' 1, 'I W.4, ' .,f uf M . M VL I ,N BA Jim, X W2 ' MQW HM WP if Alf WI jx HX: M ig X2 Q Q Lf N J! 'W f f X ,Y I9 .gm ly HK xg ML umm Nr' K+ lm Nm x kx wkxfx Y!! K I X XX X If 1' 'N W M Im' Nw Q AIIMNS1 J 1' I vf W HJ fi W L, ' :MW EH 1 Q. EK Rafi QW, :HH 1 ,aug JM, Iwi, 6 :S i'4i7w.xN.d9'F' 3 W WWW 1 'X 11 ya W 4 f H -www mxismk 'W' UN 42 MENDOTA HIGH SCHOOL 1911 Our Literary Society CLARENCE l'U l'T!ER . . . . P1'e.s'idcnt RoBERT lllaxtiii . . Vice PVt?Slid67'Zf SLJPT. AIURRAY ............. Mauagtwf Meetings devoted to training in public speaking are held at intervals in the assembly room of our school. Attendant at these ane all the stu- dents, the faculty and such visitors as wish to be present. The program usually consists of a debate, the reading of the High School paper, a dis- cussion of current events and an address by the Superintendent. At every meeting of our literary society a school paper is read. This feature, as well as debating, was introduced by Mr. Murray when he first came here as our sperintendent and under his management and with his helpful advice they have proved a great success. Our paper was named 'LThe Bladefl which name it still bears. Each edition consists of an edi- torial, amateur poetry, fiction and Witticisms. A novel feature of the paper is that in each successive issue the editorial is a continuation of the previous one, so that if every division were taken from their respective papers and arranged consecutively the result would be a complete theme. Another rule is that all material must be strictly original. The first number of The Blade this year was read by Myrtle Carr fjuniorj. Subsequent numbers have been read by Eva Price Qlfreshnianj, Elsie Faber QSophomiorej, and Edward Alexander Cjuniorj. ' Following is a list of the subjects and debaters this year to date: October 737, 1910-Resolved, That the Study of Classics is more bene- ficial than the Study of Mathematics. A ml'7lLwLZil'i7, lI .' liLoRENcE H. QDETTINGER CSeniorj ElJ1'1'H M. fTO'LLISTU'N fS'eniorj Negat'i1xe .' CLARENCE VV. POTTER Clluniorj L EDWARD E. ALEXANDER Cjuniorj Decision-Tie. 'November 23, 15310-Resolved, That the Annexation of Canada would be beneficial to the United States. AffirmattiUe.' GILBERT S. SCHALLIQR fSeniorj RC,7l3ER'f E. BLACK CSeniorj .Ycgatioc'.' LEO ICRAUSSE QSeniorj EDWIN SCHILDBERG QSophom.orej Decision-ln favor of the Negative. MENDOTA HIGH SCHOOL 1911 43 january 20, 1531 I-Resolved, That the height-hour day should be adopted wfithin the L'nited States. .f1H51'111c1,tif'c.' Liao Krmcssii tSeniorj RUBERT .l'3L.xcic tSeniorj X vga titre ,- CLARENCE l'of1 1'I4:k tjuniorj EUWARD iALliXANllliR Cvluniorj Decision-In favor of the Affirmative. February 213, 1911-Resolved, That woman suffrage should be adopted within the United States. f1fH7'1Il-flfi'Zf't'.' FLoR1-LNCE SCIINUCKLE Cjuniorj DoRoTHv D'Av1z.N1'oR'r Clfreshmanj I,1a'r.fx SI.oN.x1c12R tlfreshmanj .Yr'gatir'c'.' fiILBl-IRT ScIl,x1.l.1aR fSeniorj EDWARD AI.1+:x.xxlm1aR tjuniorj CI.AR1iNc12 llO'l l'lCR tjuniorj Decision-In favor of the Affirmative. April 7. 1911--Resolved, That the execution of Charles I was justifiable. x1fHl'll1'l1ff'Ut' .' CI..xR1eNc13 P4Yl l'liR tjuniorj -Y fgatizfc .' L1-:o KRAUssx2 QSeniorj No decision rendered. On one occasion the extemporaneous speaking was introduced at our meeting. Mabel Cavell and Rudolph Anschicks QSophomoresj, and Ralph Bailey QFreshmanj were called upon for speeches on various subjects. The results were highly appreciated. In the presentation of Current Events such events are given as are of general interest. At our lirst meeting the problems of the day were ably discussed by Miss Simington, instructor in Latin. Since then that topic has been presented by Gilbert Schaller and by Edward Alexander. At Christmas time a class play entitled, A Perplexing Situation, was presented by the Seniors, with the aid of Miss Simington. This also proved a ffenuinle success. Last, but by no means least, on our programs are the talks by Mr. Murray. On each occasion he has discoursed on some subj-ect in science, and his talks have been exceedingly interesting and have won the hearty 25 applause of all the students. EI.oRENcE L. Cioomvix. Senior MENDOTA HIGH SCHOOL 1911 E1 X T' X LW TQ- X W ff gr K 1 ff I 0 'fwmfq XM , lx 1 .WH N 'A Wi, ,fi 'L G :Q , rgwm M -, gg, . X - 5 5 Kf?'7fiE2'4., fl f -' ' -' ' . ' HIWJX U Qi..- H Hwkxwsvw 5 gf A rdnjws V Q- l,iQk?f??k- f',,-,.,. Tai it x Viegl I ,Y--f , . V N Ib '47, M Xix..A4 ? AT H O 'ffl' l N fd fin-6 T WT V 3 ------I-y ' ' fx - , 1 . 33 H 3 H J M 'ffl ww z 1 V , , ,U :IJ 1 P , HHHH H 1 H H-ff ,G CM -1-5 Q X fx fini , , , W. J fi-J -5 -ff -1 B im ,f , ,' lvl..-X XM , X3 I 5 X K f .A fa E fx gg G 1 ,UQEH gif-6 ZP, 1Ef 'ACE EGYSMH 4 , 1 ' I K YE-i T1x2,XAX'L giqhfs PPV H15 rxfwwi RUNN- MENDOTA HIGH SCHOOL 1911 45 The Crisis lly Enrrn Nl. lloi.I.1sToN Once to every man and .nation comes the moment to decide, ln the strife of Truth and Falsehood for the good or evil side. Throughout the pages of history, in the life of every nation as in the life of every individual comes the supreme moment, that moment at which one of two paths must be chosen,-either the path of dishonesty and cor- ruption which leads to failure, unhappiness, and destruction, or the path of honor and justice which leads to success, happiness and growth. This opportunity to choose comes but once to everyone, and when the choice is made it is final. After the decision has been made we often wish we might have th-e opportunity to 1nake the choioe over, and wonder what a difference it would have made in our lives if we had been wiser at the critical time. ln the great crisis of every nation it has been necessary for one man to come to the front and decide for his fellow-countrymen. lf we go back as far as Bible times we may mention as an example the case of Moses when he came forward as the champion of the Israelites and led them out of their bondage into the promised land. The crisis had indeed arrived for these peopleg for years they had been held in bondage by the Egyptians, and the time had come when they should break their bonds and regain their liberty. But they could not do this without a leader, and so Moses was called to liberate his people. Had Moses not chosen wisely in his early life, his people would in all probability have been kept in bondage, but he refused to be taken into the Egyptian court and educated as a young prince, preferring rather to be a poor man and a leader of his own people. If we advance a little further in the pages of history we may still find a leader for each nation's crisis. VVhen the Senate of Rome sent word to Caesar to resign his office of consul, and to disband his army in Gaul, he did not hestitate a moment, but crossed the rubicon, exclaiming, The die is castfl and marched into Italy. Before many days he had that country at his feet, and was the acknowledged leader of the Romans until his death. Coming down to a still later period in the wor1d's history, Napoleon might be taken as an illustration of this same truth when he led the French in their revolution. For years France had been in the hands of selfish men who cared nothing for the interests of their country, but simply controlled it for their own good. But when Napoleon first appeared defending the convention against the mob of Terrorists that assailed it, everyone declared that France had at last brought forth a man who was capable of leading his countrymen to victory. The supreme crisis came to our own country at the time of the Civil VVar, when the question at isue was whether or not slavery should be al- lowed to exist in the land. For years the question had been discussed by the ablest men of the time: compromises had been suggested: laws had been passedg in fact, everything short of war had been tried, but nothing 46 MENDOTA HIGH SCHOOL 1911 seemed to remedy the complaint. lt was evident that the turning point had come in the life of our nation. and it was necessary for someone to come to the front and make the dfecision for his people. But who was capable of this task? lt seemed to the people that since VVashington's time no one American had been ab-le to be the real leader of the people, and lead them through their crisis, and so, when the greatest crisis of all came, no wonder they looked anxiously for a leader. But they were not to look in vain, for the greatest American of all, Abraham Lin- coln, came forward to lead his people. True, indeed, he was a railsplitter and a backswoodsman, but he came to the aid of his people with a life pre- pared for the great task which he was to assume, and finally, when his work was finished, died a martyr to the cause which he had loved and lived for. There are many other men, who if they had lived at the time of their country's greatest need might have been its leaders. For example, if Vllebster had lived a few years later he might have been the leader of his people at the time when they needed just such a man as he. Vtlhittier said of XYeb- ster in his poem, The Lost Occasionu: No stronger voice than thine had then Called out the utmost might of men, To make the Union's charter free And strengthen law by liberty. VVe have now shown how at each nations great crisis a man is sent to lead his countrymen, and to make the wise or unwise decision for them. But now let us consider the crises which have arrived in the lives of certain individuals and show how this truth holds in the case of persons as well as nations. The critical moment arrived in the life of joan of Arc at the time when she realized that she was the one, and the only one who could liberate France. This realization came to her when she was but a child, and her life was changed from then on. Of course it took a struggle for her to tear herself away from her parents and her quiet home life, but if she had not chosen as she did. her country would have been the loser. Perhaps it might be said that a crisis arrives in each of our lives when we decide what our life work is to be. If we decide on something that will beneht no one but ourselves, and will be only a source of worldly wealth to us, we make a very unwise decisiong but if we determine to do and to be something which will help toward the improvement of mankind. we take the first step on the road to success and prosperity. MENDOTA HIGH SCHOOL 1911 47 Educational Retrospection and Outlook ELMIQR G. Ificik , Education, altho in a very primitive stage, began with the barbarians or savages. They had no schools, but the children were taught by their parents to fish and hunt for their living. Thus, altho no system of learning was followed, the foundation for modern systems was laid. the old world was settled much in advance of the new. one would naturally think the modes of living and learning would also be further advanced. Such was the case for a short time in Europe, but during the seventeenth century. after the landing of the l'ilgrims, education in the new world was begun in a more advanced form than that of the savages. The clearing of the land and struggle for existence occupied a great deal of the l'ilgrims' time, but as more people kept constantly coming over in search of fortunes in America. the need of schools became a recognized necessity. Naturally, as the New England country was settled hrst, there the lirst schools were instituted. ln 16155 a public school was established at lloston, and by 11150 a public school system was in operation. which provided for the instruction of every child in Massachusetts. As the line of civiliza- tion was extended farther west, the schools followed, tho very slowly. as will be shown by the education Lincoln received. Altho this was as late as the nineteenth century, Lincoln received his education in a log cabin and for paper he used the back of a shovel. Thus the schools steadily advanced until now America has the best equipped schools in the world. During the several wars in which .-Xmerica participated, a number of foreign islands were secured. These were immediately provided with schools and now let us look at the result. The Philippines, Cuba and Hawaii are rapidly coming to the front as civilized nations. japan and China are beginning to see the necessity of educating their children and are establishing schools throughout their whole territories. This may be seen from the fact that recently the lloard of Education of China pass-ed a number of regulations governing the educational matters of which the following are a few: Every child at the age of seven years shall be compelled to attend schoolg the parents of said child shall be held responsible for its attendance, and for failure thereof shall be punishedg every capital city must have one hundred primary schoolsg each village must have at least one primary school. Thus it may be seen that the other coun- trics are waking up to the fact that education is necessary for the welfare of the nation. The question now arises. ls an education really necessary? Most assuredly it is not, neither were farming utensils necessary in former times. but please note what the result of such farming was. Practically the same result is reached to-day by the uneducated man as by the man in olden times who farmed with the most primitive tools. Nowadays an uneducated per- son is looked down upon by his associates, for who is not able in this time of free schools to secure at least a common school education? Another 48 MENDOTA HIGH SCHOOL 1911 question arises after the common school education is completed: Ts a high school cours-e advisable? Generally the circumstances of the person con- cerned will answer this question, but the advanced education of the child should be prepared for before the common school education is completed. After the high school course is completed, the question arises of the advisability of a college course. The examples of successful business men who are college graduates should help to decide this question. That college graduates as a rule in the business world arae more successful than the common school graduates has been proved by an actual count taken for this very purpose by a magazine which recently published a list of 17,500 names of men who had achieved more than ordinary success in life. Of this num- b-er 58 per cent. were college graduates. A college education may not help one to become great, but it will help him to make more of himself than he otherwise would. VVhat is a college education for? One good answer is, To furnish the necessary mental development for beginning the preparation for any one of life's activities. whether professional or non-professional. The argument may be raised that, of a great many college students, a large number of them are failures in life. An old saying answers this, Out of nothing, nothing is made. If a student does not make use of the opportunities offered him at college, no one but himself is to blame. Many people think education is valuable only in that it fills the mind with knowledge, whether useful or not, concerning a large mnnber of sub- jects. Tn this they greatly err. The knowledge thus acquired is useful, but that is not the only thing. Education develops, often out of unpromising material. keen and bright minds which are very necessary in this great world of hustle and bustle. The mind, as some folks think, is not a store- house or granary to be filled at the proper time, but it is an instrument to be adjusted and fitted for the highest uses. Vvhen one once has this instru- ment correctly adjusted, he need have no fear for his future, as that will take care of itself. That a college education does not pay, which view is very often upheld, can be easily disproved by looking over the want ads of any daily newspa- per. Every position which has any responsibility attached to it always calls for Trained men, no other need applyf' This, together with the army of unemployed ordinarily seen in the city, should spur one to do one's utmost in securing an education. ' Many people have spoiled their future by trying to hurry thru their school work and launch out into the world. To secure the best education one cannot hurry matters: the longer he spends at college. the greater will be his advancement and development. Many students try to enter college after they have been deficient in their high school work. At Amherst -HJ out of a class of 165 were delicient. At Princeton 201 out of 360, and at the Lfniversity of lllinois 218 out of 482 were deficient in one branch or another. Such conditions are prevalent the world over. How to correct them is a problem, but if each person could only realize, during his high school course. MENDOTA HIGH SCHOOL 1911 49 how much it meant to keep up in his studies, the standard of our schools would he appreciably raised. Now what does education, in the real sense of the word mean? Edu- cation is the development and cultivation of the physical, mental and moral powers of man so that he may be of value in the world. Vlfhen these powers are once developed, one can truthfully say with Thoreau: t'Time is but the stream I go a-Hshing in. I drink at itg but while I drink I see the sandy bottom and detect how shallow it is. Its thin current slides away, but eternity remains. I would drink deeper: fish in the sky, whose bottom is pebbly with starsf, ' The Italian Masters FLo1e1iNc1Q Uoonwix Une of the greatest gifts which have been handed down to ns from the Old XYorld comes through the Italian artists. Let us consider for a moment what art is. Emerson says, The conscious utterance of thought, by speech or action, to any end, is Art. Historically viewed it has been the office of art to educate the perception of beauty. Its virtue lies in detach- ment, in sequestering one object from the embarassing variety. Coler- idge gives us this definition of painting: Painting is a middle quality be- tween a thought and a thing-the union of that which is nature with that which is exclusively human. It was in Italy that the individual pride of the artist was first aroused. Before the Renaissance painting had been con- fined to altar pieces, stained windows and delineations of sacred history. The great Revival brought with it works of art which were produced to satisfy a strong instinct of the soul, a personal love for the beautiful, and which were no longer offered simply to meet the needs of the church. From 1420 to 1520 the sister arts ruled a common territory. During this period not even cultured Greece excelled. It has been said that genius is the fruit of no nation, but it almost seems as if genius was the product of Italy in this century when we recall the four great masters who lived at this time, Raphael Sanzio, Michael Angelo lfluonarroti, Leonardo da Yinci, and Titian. XVhat beauty of art or sculpture has not been obtained by one of this won- derful group, the quartette of world-masters! I will speak first of Michael Angelo lluonarroti, more commonly known as lylichzel Angelo, the most majestic of the four. Skilled alike as painter, sculptor, architect, engineer, poet and musician, this genius regarded him- self most proficient in sculpture. Of all his accomplishments let it be suf- ficient to say that he produced incomparable works in sculpture, poetry and painting. Ile was a severe, impetuous man. simple, frugal, temperate, im- patient of contradiction and careless and scornfnl of ceremony. I have no friends. I need none. T wish for none, he once was heard to say. The great characteristic of his work is the strength manifested. Ile scorned 50 MENDOTA HIGH SCHOOL 1911 laws of architectural creation, preferring to follow his own natural bent. Michrel Angelo planned the entire Roman capitol and his greatest Work is the dome of St. Peters cathedral. This wonderful creation has become a lasting standard of beauty. composition and design. Next in consideration comes Leonardo da Vinci. There is great sim- ilarity in the lines in which Angelo and da Vinci were skilled, da Vinci being accom.plished as a painter, sculptor, architect, engineer, musician and poet. Similar in skill these two mlen were extremely dissimilar in charac- ter, the latter being inclined to indulge in luxurious habits and being a great lover of social pleasure, he enjoyed riding, fencing and dancing. He was vlery jealous of Michael Angelo and once told him, HI was famous before you weref' His greatest gift to art was his discovery of the poetry of mystery in light and shades. The study- of expression was a passion with him. Among his best works are the portraits. Leonardo's masterpiece in portraiture is Mona Lisa, that wonderful cr-eation so widely studied in the present day. Another picture of lasting fame of this great genius is The Last Supper, which was painted on the Walls of the Dominican convent at Milan. As a sculptor da Vinci would probably have been the most distinguished of the Renaissance had not his masterpiece in this line, the statue of Francesco Sfarza, been destroyed. As his fame now stands he is called the Miracle of that miraculous age, the Renaissance. Uf the four masters in discussion probably the least is said historically of Titian, the master of portrait painters. As a small child Titian began his career as an artist, using juices of plants when paints were not available. He was a painter of humanity no-t of religion, although one of his few neligious subjects, The Assumption of the Virgin, has been considered by some critics as his masterpiece. In one respect Titian is different from each of the other three of the quartette. He was accomplished as a landscape painter. Wie do not anywhere find this said of Angelo, da Yinei or Raphael. Titian's strongest point is his coloring which is grand and true. Speaking of his character this man had an irritable and passionate temper. It is said that Pordenome, on account of Titian's hatred, worked constantly with a shield and sword beside him. Last, but by no means least, comes Raphrel. Certainly this good man's character could be described in no better terms than the following words of Professor Lubke: Raphael Sanzio was one of those very exceptional men who seem born to happiness, to inspire love and only love, to pass through the world making friends and disarming enemies, who are fully armed to confer pleasure while almost incapable of either inflicting or receiving pain. He was the warm friend of all his fellow-painters except Michael Angelo. He took advantage of Raphael at every opportunity, but Raphael only said he was glad Michael Angelo deemed him worthy to be his rival. Raphael's works are marked on account of the noble subjects, fine composition, serene landscape, correct drawing, true perspective, grace and naturalness of figure, beauty and gentleness of expression and pleasing color. He has been called the king of painters by his admirers and his MENDOTA HIGH SCHOOL 1911 51 especial renown lies in his lXfladonnas of which the Sistine is the greatest. Other titl-es given Raphael are 'fRaphzel, the Divine, The Harmonist of the Renaissance, and it has been said, Every grace and mind and hand was Raphael's.', Wlieii the boy, Raphrel, went to become a pupil of Peru- gino, the teacher said, Let 'him be 1ny pupil and he will soon become my master. Titian excelled in color, Angelo in power, Leonardo in charm and feeling, but Raphael excelled in all. There are in the world four surpassingly beautiful portraits of women. among which are Mona Lisa,', by da Yinci, Fornarina, by Raphael, and Bella Donna, by Titian. Besides these, we have the so-called twelve masterpieces. among which each of these four wonderful geniuses whom I have discussed have one picture. Raphzel is represented by The Sistine Madonna, Titian by The Assumption of the Virgin, da Yinci by The Last Supp-er, and Angelo by The Last judgment. It is the function of art to arouse in man a sense of the beautiful by its deep mysteries of the canvas. Through the artist many old historical scenes are brought to prominence which would otherwise probably have been forgotten. Again, art has played a prominent part in religion. ln olden times almost every masterpiece had a religious subject, so that now if all the Bibles were destroyed our faith would still be materially represented by our famous pictures. Surely this world would be barren in many re- spects were it not for the all-inspiring, beautiful productions of art. Our Navy lfoRR1zs'r lf.tx1i1.13R Is it necessary to sustain the large navy the United States has to-day? This is one of the important questions of our Government at the present time. The necessity for a navy first became apparent at the beginning of the Revolutionary war. Great Hritain had at this time one of the best equipped navies in the world, whilc the colonies had none. The latter at once saw that if they were to protect their coast from the British ships they must have one. Rhode Island has the honor of being the first colony to provide a ship for this purpose, and in this vessel was centered the germ of our great navy of to-day. Late in 1775 Congress saw the increasing necessity of a navy, and ordered thirteen ships to bc built for this purpose, and Esek Hopkins was made commander-in-chief. lt is also interesting to know that among the first lieutenants appointed was John Paul jones, a young Scoitchman who won the admiration of the American people before the war closed. This navy was largely increased by privateers, and the injury indicted upon the British commerce by them was enormous. The total number of ships en- 52 MENDOTA HIGH SCHOOL 1911 gaged by the Colonies as privateers is not known, but the number belong- ing to the Government was thirty-six. The total number of prizes taken to port was fixed at six hundred and fifty. while a large number were de- stroyed at sea. After the war this navy which had been of so much service was neglected till it dwindled down almost to nothing. VVhen the President saw that in order to have our independence es- tablished at sea as it was on land, we must engage in another war, namely, The lYar of 1812f. Congress authorized him to procure about two hun- dred and fifty gun boats. Up to this time this was the largest number of ships ever engaged by the Government for naval purposes. Our navy was but a handful compared with that of Great Britain, which at this time consisted of about one thousand ships of which eight hundred were powerful cruisers, but what the navy of the United States lacked in force they made up in strategy, and so damaged the British commerce that by the end of 1813 Great llritain was ready to declare her- self in favor of peace. The American navy and privateers during the six months of war in 1812 captured about three hundred prizes and the total damages iniiicted upon the British Gov-ernment was enormous. The next great need of a navy presented itself with the Civil VVar. The navy at this time consisted of ninety vessels and only forty-two of this number were in commission, but before the close of the first year of the war the Secretary of the Navy had already put in commission one hundred and thirty-seven ships of the old class. and was now building a number of steamships for the same purpose. About this time the question of iron clad vessels originated and the Secretary of the Navy in his report to Congress called attention to this fact. but they had just spent half a million dollars in building a floating battery for harbor defence, and this with the enormous cost of expanding the navy caused them to place the matter in the hands of a board for further investigation. The South, however, was not so slow to grasp this new idea and soon raised thie previously sunk Merrimac and converted it into a powerful ironclad. The North was not far behind, and under the direc- tion of Captain john Ericsson had constructed the famous Monitor, These two vessels soon met, and proved to the world that the day of wooden warships was past. The most important part the Union navy played in the Civil war was the blockading of the Confederate states, and during this time they cap- tured fourteen hundred blockade runners, many of them belonging to Great llritain. The United States at the close of th-e war sued llritain for damages and recovered SSl5,5lJll,HOU. Since this time the United States had realized what it means to have a large navy ready for service at any time, and much time and money has been spent upon it. Uncle Sam is proud of it and although it is not so large as those of some of the other powers, its success could not have been greater. After the Civil war the navy yards turned their attention to the building of iron clads. The cost of one of these modern ships is enormous. MENDOTA HIGH SCHOOL 1911 53 The battleship, New York, now under construction, will cost about 312,- 700,000 and will be ready for the scrap pile in tw-enty years. The modern battleship is a city by itself, having all the conveniences that a city could have, from electric lights to an ice plant. The navy at the time of the Spanish-American war consisted of one hundred and seventy-three armed vessels and fifty torpedo boats and torpedo boat destroyers. XYithout this navy our success in this war would have been doubtful, troops could not have been transferred nor our coast defended. ln time of peace prepare for war. Make our navy among the strong- est in the world and other nations, knowing this, will not be anxious to get into trouble with us. For it is widely known that the Yankee gunners, trained by the Gunnery School at XYashington, are among the finest in the world. The United States cannot get along without a large navyg it must have it in order to protect our coast, and the annexation of the Philippines makes this necessity greater. Great American Women lEI.L.x l.lill9lllEIT Although America has not reached the highest standard in her pro- duction of men of genius, of capability, or of intellect, that has been at- tained by many European nations, she has not fallen very much to the rear in her production of great and intelligent women. No country in liurope has enjoyed the peaceful years after any great war, as has America, yet during this tranquility, her women have seized the opportunity to bring out their true character. VVe need only to reflect upon the lives of llarriet lleechier Stowe, Clara Barton. Mary Livermore or Frances VVillard to learn their real worth. XYhat book has done more for the poor negro than Uncle Tours Clllfllllfy Yet this is only a small part of the good Harriet lleecher Stowe has ac- complish-ed for them. liorn and reared in poverty, she read and re-read the few books she had. ln fact. the first novel, 1fz'a11I10e, which she pos- sessed, was read seven times. She attended the Seminary established by her sister, taught school a number of years and in 18315 married Reverend Stowe. A few years later she went South to improve her health. lt was here she saw the cruelty imposed upon the slaves. From then on she sym- pathized with them and could not rest until she had told the world of her hatred for their cruel masters. NN'hat Mrs. Stowe has done for the negroes, lelelen jackson has done for the lndians. This woman was born at Amherst, Massachusetts, in 1831. Until she was nearly twenty, she did little but rove through the fields and woods. A year later she married Captain Ilunt, but her happy life was soon saddened by his death.. The young widow's health failed and her friends 54 MENDOTA HIGH SCHOOL 1911 advised her to go to Colorado, where she became the friend of all the set- tlers. The Indians who were driven from their homes aroused her sym- pathy. She talked and wrote continually of the hardships they endured at the hands of the white men. Ramona, her best book, gives her complete description of the struggle between the Indian and white man. She said of Ramona, herself, 'II put my heart and soul into it.', No American woman has expressed her desire to see the Indian civilized and educated as has Helen jackson. Ever since her death the work which she dared begin is still going on and the red men share some of the rights that white men do. Americas great women have done more than write interesting books. They have gone on the battlefields and aided the sick and the wounded. Those who rank the highest in their achievements in this class are Clara Barton and Mary Livermore. Clara liarton was born in Massachusetts, and sp-ent her life until twenty-one attending and teaching district schools. She was very loving and sympathetic and through these characteristics she established a grade school in New jersey where before no teacher had been able to manage the lscholars. About the time of the outbreak of the Civil War she was in VVashington as thse first troops arrived. Many soldiers were sick, but with- out any orders she began to nurse them. She worked continually until her money and strength was exhausted. She appealed to Congress for aid and from that time until the close of the war her wagons containing pro- visions could be seen following the men on the march. She worked many hours every day exposing herself to a bad climate and partaking of poor food in order to benefit the wounded. After the war she went to Annapo- lis and sent letters to all the homes, where those who were killed had rela- tives, giving them all the information she could obtain. Soon after she started the records of missing men of the army. ln 1869 Miss Barton went to Europe to improve her health, but she was not permitted to have a rest. The Franco-Prussian war was raging so. she immediately forgot herself for the soldiers. At Geneva she conceived the idea for the organization of the Society of the Red Cross, which she established in America. Ever since the Civil war the Society has done work beyond value in the United States and elsewhere. Beside Clara llarton stands Mary Ashton Livermore. XYhile the former was delivering words of cheer and food to the soldiers, the latter was col- lecting supplies in St. Louis and Chicago. Miss Livermore did most of her great work in the hospitals. At one time in St. Louis she made tea in a three-pint teapot for over one hundred men. She held many fairs in Illinois and Iowa and at one time in Dubuque the sum of money raised was over one hundred thousand dollars. Her persevering nature has not only been an inspiration on the battlefield, but to hundneds of young men and women fighting the battles of life. Among the greatest reformers stands Frances E. VVillard. Her par- ents were very strict Christians, never allowing her to read, play or even go visiting on Sunday. She was born in New York, but the family after- Z1 MENDOTA HIGH SCHOOL 1911 55 wards mvoved to Vlfisconsin where a large sheep ranch was started. Here Miss Willard could not attend a public school as there was none there. Her education was carried on by her parents and elder brother, but when she was eighteen years of age, she attended Evanston College for two years. Then for over twenty years she taught school with the greatest success. About the time the temperance wave swept over the eastern part of America, Frances VVillard became one of its greatest advocates. Until the end of her life she knew no greater pleasure than lecturing in Chicago and nleighboring towns. In 1870 she was elected president of the VVoman's Chiristian Temperance Union. She has inspired many men and women with her great desire to free the nation from its evils. Amierica may well be proud of the standard to which her women have risen. Their great work has made the nation what it is to-day-a nation consisting of a cultivated and well educated class of people. The Battle-Ship Maine EARLE KEELER The battle-ship Maine was built in 1895, and was one of the most modern and efficient vessels in the United States navy at that time. She was 324 feet long, 51 feet wide, had a displacement of 6650 tons, and a speed of 17 knots an hour. The main engine which propelled the ship and turned the turrets had a horse power of 9293. In each turret there were two ten-inch rifles and fourteen smaller guns. Her crew consisted of twenty officers and three hundred well drilled men. For several wieeks before her destruction she was stationed at Key West, Florida, and commanded by Captain Sigsbee. At this place the cap- tain was in constant cable communication with the officials at Vkfashington and with General Lee of Cuba, and all the time kept in readiness to sail to thle Havana port at any moment. But it was not until several weeks later that Captain Sigsbee received orders to sail to the port, and on the twenty-fifth of january, 1898, the ship steamed into the Cuban harbor with full naval ceremony. The officers were clad in uniform and the crew in ordinary sailing suits. The pilot steered the ship to a buoy selected by the harbor master and dropped anchor. The Spanish lieutenant soon arrived to make the customary visit. The next day Captain Sigsbee and General Lee paid a visit of ceremony to the Governor General and inspected the condition and attitude of the people, and found them in perfect order, even the Spanish soldiers who stood around in groups saluted thle captain as he passed. Everything seemed peaceful as far as appearance went, but it was not many days before Captain Sigsbee discovered that the Spaniards were not as peaceful as they appeared, and that he was really in a hostile port and every precaution against attack must be observed. 56 MENDOTA HIGH SCHOOL 1911 On the battleship Maine an extra watch was maintained on deck at night. sentries were posted at every point of vantage, and the most minute reports were made directly to the captain. Even the ammunition was kept ready for rapid firing and steam was kept up in the boilers so the turrets could be turned at a moment's warning. lt hardly seems possible when all these precautions were taken that such a calamity as the destruction of the Maine could occur, but this actually took place. On that mlemorable night of February 15th, 1898, the llavana port was dotted with vessels, the American liner on one side, the battleship ttMaine and two Spanish men-of-war on the other. Captain Sigsbce was in his cabin writing to his wife when a terrific explosion came that shook the entire ship and caused the electric lights to go out, thus leaving the ship in total darkness and enveloped in a huge volume of smoke. This ex- plosion was followed by a succession of h-eavy metallic sounds, caused by the falling of the center superstructure. The captain rushed through the darkness to the deck. On his way he met a man who reported the ship blown up and sinking. XVhen the captain arrived on deck lie could see that the entire front part of his ship had been shattered, and by the moans and shrieks of men all around he knew there had been a great loss of life. lle commanded that boats should be lowered to gather up the wounded and drowning men. But the ship was sinking so fast it was only a few minutes before everything was over and it disappeared beneath the sur- face, leaving nothing but a bubble behind. This gneat disaster occurred about half past nine in the evening, but owing to the darkness and the surrounding condition, it was nearly sun- rise before thiey could estimate the loss of life. VVl1CH the roll was called. two hundred and fifty-four men were missing who had been killed outright and thirteen others died afterwards in the hospital. This one disaster had killed more than seven times as many men as fell on the American side during the entire war which followed. Certainly this was a great loss for the United States, both in lives of men and in the loss of their best ship which cost 32,500,000 when built. liut for all this, it was one of the best things that could have happened, for it brought on immediately that war which was destined to come some time. If the Maine had not been blown up the quarrel would likely have been continued for perhaps a year or so, and during that time both Spain and the Lfnited States would have kept on making hostile preparations and by the time the war actually was declared both countries would have been in good fighting condition, thus causing the struggle to be prolonged at greater cost. After the Maine had found a resting place at the bottom of the har- bor, nothing more was done to her, except the examination as to the nature of the explosion by the divers, until the year 1010, when the question of recovering her came up in Congress. There were three reasons given in favor of the raising of this ship: first, that she should be preserved in mem- ory of those who lost their lives at the time of the disasterg secondly, that she should be taken to a navy yard, overhauled and fixed up for a trading MENDOTA HIGH SCHOOL 1911 57 vesselg thirdly, that she should be raised in order to determine whether the explosion came from within or without. The first two reasons were hardly worth mentioning in comparison with the cost, but the third reason appealed to Congress and caused them to appropriate 3300.000 for the purpose. Congress having appropriated the money, the next question was, Wl1at is the right way to raise her? For this there were two methods set forth. The first one was to put cables under the vessel at distances of eighteen to twenty-four inches, build a wooden frame-work on each side and then lift the vessel up. But this method was soon abandoned for they found that the vessel was filled with mud and partly covered besides: so this made it practically impossible to raise her without first removing part of the mud. If this could be done it would likely wreck the hull so they could not de- termine where the explosion came from, so this plan was set aside. The second method was to drive large steel cylinders into the mud to a depth of about thirty feet, all around the ship. and to have them very close together so as to make it nearly water tightg then the cylinders were to be filled with clay, to give strength, and insure this inclosure to be water tight smaller cylinders were to be driven down between the larger ones on the outside. VVhen this was done the enclosure was to be pumped dry. Then the ship could be emptied and straightened up and, as the Water would be let back, the ship would rise to the surface and could be tugged to a navy yard for close inspection. Congress accepted this second method and the contractors began driv- ing the ste-el cylinders. They estimated the cost to be about S250,000, but owing to some mishaps they soon used up this amount and 350,000 more, thus using all the money that Congress had appropriated and the Blaine was still where she had been for the last twelve years. Congress then appropriated 3100.000 more which is considered sufficient. It is not of the value of the old wrecked battleship that the p-eople of the United States are so interested in and for which they are willing to spend large sums of money to have it raised. But it is that they want to settle once and forever the question whether the explosion was caused by a submarine mine set by the Spaniards, or by th-e explosion of the ammuni- tion on the ship itself. and the only way left by which this can be deter- mined is by the raising of the Nlaine. 58 MENDOTA HIGH SCHOOL 1911 The American Negro Liao Kmossiz . What is to be done with the great mass of colored people in the United States, is one of the most important questions that confronts the American pfeople to-day. In the year 1619, fourteen negroes were brought to this country from their native African abode by an adventurous sea captain. They had been stolen from their homes or bought for a triiie. They were sold to planters in Yirginia and put to work in the fields. Cotton having been introduced in the colonies shortly before this it was found that the negro being used to the heat could labor in the fields without discomfort. This gave a great impetus to the buying of slaves because the class of people that inhabited the South at this time were not generally fond of work. Thus the black man was brought to this country against his will and set to work and the great institution of slavery was established. All the people in the Republic who were able to purchase slaves now bought them. The importation of slaves was carried on to a great extent and sea captains 1nade fortunes at the traffic. Very little attention was paid to the moral side of the question. A few clergymen strenuously opposed the enslavement of the black race, but they were not able to point out the great danger to the people. lt seemed natural that the black race should be held in servitude. How was the negro treated after being brought to this country? Let us look for a moment at his condition in the South. He had a home con- sisting of a small cottage set aside for his own useg he was fed, clothed and cared for in old age. He had a church in which to worship and in rar! cases his children were allowed to attend school. With these advantages he was in a far better condition than in his native home. Conditions in slave traffic grew steadily worse, and slaves were bought and sold as cattle. Families were separated and sold to different masters. About this time Harriet Beecher Stowe's great work, Uncle Tours Cabin., was written showing the slave in different conditions. This book aroused the North and for the first time they seemed to see and realize the horrors of slavery. About this time Garrison began the publication of the Liberator. This, because of its anti-slave sentiment, nearly cost him his life several times. Rapidly scanning the events of the next few years we see the North aroused more and more. Various acts and bills were passed and then came the climax-the election of Abraham Lincoln as chief executive of the na- tion. Secession and civil war followed. Three long bloody years of war and then came thie Proclamation of Emancipation, one of the most mo- mentous documents recorded in the history of the nation. A stroke of the pen freed all the slaves in the lfnited States. VVhile these events were transpiring, what was the negro doing? Did he rise against his master? No: the slaves remained peacefully at work, MENDOTA HIGH SCHOOL 1911 59 laboring for the support of an army which, if successful, would still keep them slaves. Can a better example of loyalty to one's master be found? The colored population at the North, or at least a greater part of them. joined the Union army and served through the war. Recounting events, we see that the fourteen negroes brought to this country cost the nation no less than 700,000 human lives and involved the nation in much suffering and sorrow, besides the enormous loss of property and money. a terrible price to pay for the value received from them. But altho the civil war seem-ed to decide the fate of the negro, we still have the negro question to-day. Forty-five years after his emancipation he is again coming forward as a very puzzling factor in American politics. Ry some writers all the colored man's shortcomings are charged to slavery, but these writers seem to ignore the fact that th-e negro is much more civil- ized than when he was brought from Africa. There are three classes of black meng those possessing a good educa- tion, the illiterate, but well behaved, and those wholly ignorant and lawless. The first two classes are good citizens, but the third class, which unfortun- ately comprises the majority, are very poor citizens and cause most of the trouble. . Various steps have been taken for the education of the colored people. In the South the efforts of Booker T. XVashington are probably foremost. Many schools have been established throughout the Southg in all about S100,000,000 have been expended to educate the negro. A Can we make a politician out of the negro? There have been colored people in high positions in our government with complete success, but the negro rule in the South at the end of the war, in which the black population hneld high offices for a while, was disastrous and cost the South millions of dollars. The colored population of the republic is over four millions and this number is centered in a few of the Southern states. The negroes in these states could absolutely control the power there and elect whom they please, but as yet they are too ignorant to realize this fact. Can the negro be al- lowed to hold petty offices to any great extent? VVill it be advantageous for the republic if they do? The negro is of a stubborn disposition and if once given over to a certain opinion it is difficult to change his mind. From these and similar facts grew the race question which is, Shall the black population of this country have the right to choose their own rulers, or shall they vote the white man's ticket? This complication of affairs was caused by the Franchise of Redundancy granted to the negro. This franchise was not granted him because he was capable of citizenship, but it was given him in a spirit of revenge, a feeling which may yet be rued by the North. This franchise set the South back in their Reconstruction by virtually giving the negro the upper hand. The colored race has stead- fastly followed the same party sincle the war regardless of all political issues. Can two races. the white and the black, opposite in color and tem- perament, 'live together with mutual benefit to each other? The black race 60 MENDOTA HIGH SCHOOL 1911 in the United States has nearly doubled three times in the last century. Thlere will be sixty to eighty millions of negroes in this country by the end of this century unless conditions change. What is to be done with this colored population? They cannot be disposed of by being set aside in an isolated part of the United States. Now this is the history of the negro in this country and the question he has brought upg how are we going to solve it? One solution proposed was to send them. all back to Africa, but this is utterly absurdg it would be a physical impossibility to do this when we consider the half, quarter or even eighth breeds that exist in our country. The best and only possible solution so far advanced is to let the question settle itself in the natural order of events. Woman Suffrage RUTH CR.xND.x1.1. VVhether or not women should be given the ballot is a question that is blecoming more and more discussed. A 'few years ago the women them- selves were doubtful about the advisability of accepting it, but a large num- ber of them have now come to see that it would be vastly helpful in the ad- vancement and development of the country in many ways. The distinguished ex-minister of China, who has seen all nationalities and all forms of government, says he believes equal suffrage would be a good thing for Amrerica because he has seen so many educated and intel- lectual women here, but he deplores the fact that an almost equal number of ignorant women of a lower class would be enabled to vote also. But this is also true of the men of this country. A great number of the male citi- zens of to-day are uneducated foreigners, who know very little of the American language, laws, or customs, and who are indifferent as well as uninformed as to the great movements and needs of the country. They are commonly herded together by politicians and instructed as to how to mark the ballot, in return for which they are treated to cigars or some trivial thing. VVomen as a rule have a higher sense of honor than men. They would l:e more ready to vote for the things which would advance the country as a whole than for private ends. Very few wom.en would tolerate a man in office who was so reproachable in character as to be many times before the courts. If there were such serious and well founded charges against a man high in power it would be too uncertain to allow him to retain that power. To argue that to give women the ballot would double the vote without affecting the result, because they would be influenced by father or husband, would be to argue against giving the vote to the young man, because he would be influenced by the father. In that case the ballot should be given MENDOTA HIGH SCHOOL 1911 61 to the head of each family only, to the father, first, and after his death, to the wife, as she would then be the head. VVomen, as a rule, take things more seriously than most men. They would be more careful and exacting and would look more closely to details. For instance, they would not overlook the labor question for one of tariff. The fact that children of five years and upwards are allowed to work in factories and young boys to spend their childhood in mines, would not be overlooked for a new tariff bill or the Panama canal question. Yet the mien do not pay much attention to it. If these children are allowed to work thus and be deformed mentally and physically by overwork during their childhood, what sort of citizens will the next generation be? What a blot it will be upon our nation! No cry of suffering childhood could pass a woman's heart unheeded. Then, too, thie case of working women needs serious attention-which the men refuse to give it. It is not right that men, just because they are men, should receive better salaries than the womlen who are holding the same positions and doing the same work shoulder to shoulder with them. ln the state of Utah, for example, where women have the voting privilege, there is a law declaring that women shall receive the same salaries as men, in positions of the same rank and standing. This is only one case where women have benefitted themselves by use of the ballot, they have succeeded in obtaining a fine system of hospitals, schools and charitable institutions in those states where they were given the use of it. It is argued by some that the exercise of suffrage would not be quite womanlyg that women are too good for politics and that it would be de- grading to see them flock to the polls and become intimate with the ways and means of the law. If the laws and government would be degrading to women, it seems they might need bettering even for the men. It is just as possible that women would uplift politics as that politics would lower women. A woman is no longer looked upon as a faddist, or as idle and eccen- tric, if she dleclares her adherence to the cause. The demand for suffrage is not sectional, it is universal. There is probably not a state in the union, nor a town in any state which does not contain many enthusiastic suf- fragettes. There is no class distinction. The women of high social posi- tion and great wealth join their more humble sisters in demanding their rights. Perhaps the women of wealth desire it most of all, for they have more interests at stake and should certainly be allowed some voice in the matter of laws concerning the taxation of their own property. It is a case of taxation without representation. They are not exempt from paying the taxes, however, nor from punishment if they trespass a law. Wfomen do not want the head of the government, they simply want a voice in it, a right to protect themselves and their property if need be. It is also argued that all women do not want the ballot and would not use it if thley had it. This is doubtless true. There were also many slaves of the South who did not comprehend emancipation and who would not take their liberty after it was given them, but that did not affect the prin- 62 MENDOTA HIGH SCHOOL 1911 ciple, nor prevent those dho did understand and want it from obtaining their rights. The emancipation olf women is the next great step and it is inevitably coming in the near future. The women of France, England, Canada and Denmark are striving for recognition. The women of New Zealand have voted for years and are the most beautifully feminine women in the world. They seldom speak in public meetings, but do a great deal of good among themselves and win over many doubtful voters. Objections have been made against giving woman the ballot because of 'her inexperience. There is no way to gain experience except by trying. It would be about as sensible for a mother to say that she would allow her daughter to use the piano as soon as she could play well enough. The women have heretofore taken little interest in politics because they have had no use for itg they have had nothing to do with the affairs of the government and so were not brought into contact with it, but if they were allowed to help select the different men and give their opinions on the different move- myents, they would inform. themselves as thoroughly as the men. In the ollden days domestic duties were gr-eater. Our grandmothers were obliged to do every detail themselves, from spinning the yarn to wteaving the cloth from which their clothes were made. They worked in- cessantly from sunrise to sunset and had no time in which to cultivate their minds or study the condition of affairs around them. Our modern women, however, have every convenience conceivab-le. VVith. the aid of the tele- phone, gas, electricity, steam laundries, canned goods, ready made clothes and the thousand other helps at hand, they find plenty of time for study, recreation, social life and clubs, sec and take a vital interest in the affairs of the world around them. They are loyal and patriotic citizens and see the need of securing good men in office and of having just, honorable laws which will protect the weak and unprotected, the public institutions and the children, so the country will prosper and become all that it should be. They think they can do these things better by actual ballot than by any influence they might be able to exert over father or brother. People are coming to see that the bright cultured American women of to-day are fast advancing the standard of American men and are in no sense inferior to them in judgment or intellect, and will in a reasonably short time take their place on an equal plane and cast their ballots with them. Panama Canal FI.oYn XIILLER The desire for a canal at Panama presented itself with the discovery of America. Columbus on his last voyage searched the coast of the Isth- mus very closely, vainly trying to discover a passage which should divide the two great continents of North and South America. Not long afterward Ferdinand, King of Spain, sent a number of men to survey a route for a canal, but found himself financially unable to un- dertake such a work. He therefore ordered his men' to leave the Istlnnus for fear other countries might become suspicious of his intentions. This did not help matters, for in 113135 Great Britain obtained the right and at- tempted to build a canalg but aft.er working a quarter of a century and spending large sums of money the work was abandoned. This great feat was next attempted by the United States in 1825. by Holland in 1828, by England again in 13-H, and by the Cornelius Yander- bilt Company in 1849. All spent large sums of money, but the work to be done was too great. In 1878 a congress of engineers was called under Ferdinand De Les- scps. the builder of the Suez Canal, to decide upon a route for the canal at Panama, and also to estimate its cost. which they calculated at SS2l4,000,- 000. The people of France were eager to put their money into the enter- prise, because De Lesseps had gained renown as a canal builder. Great preparations were made to conquer the tropical diseases, machinery was bought. and in 1882 under the leadership of De Lesseps the soil of the Isthmus was broken. The work progressed favorably for some time, but disease. waste and theft were all against its success. The constant death rate of the workmen was very high. The supply was becoming exhausted and. finally. no one could be induced to work on the Isthmus. Therefore with only part of the machinery working, the progress was very slow. The money was also nearly exhausted, for about one-third of it was wasted. one-third stolen and the rest was used for what work was done. If it had all been used properly the canal would probably have been constructed. sg: :g: rg: 13: sg: sg: 15: rg: :gf als After the Spanish-American war the desire for a canal was indicated by the discussions of the subjectg therefore in 1904 the French rights of the canal were bought by the United States for S'p40,0ll0,000. and also a strip of land ten miles wide extending across Panama, for SlS10,000,000. This strip is now known as the Canal Zone, and is under the absolute con- trol of the United States. In a tropical region during the wet season health conditions are much worse than in a temperate climate. The hot sun and rain tend to breed disease where any decaying substance exists. Several important cities were already in the Zone, but their unsanitary conditions, caused by the filth of the natives, showed that no work could be done until the tropical diseases were conquered. MENDOTA HIGH SCHOOL 1911 63 64 MENDOTA HIGH SCHOOL 1911 Someone was now wanted to exterminate disease, and for this, Colonel VVilliam C. Gorgas, who had conquered yellow fever in Havana, was chosen. The task at Panama was much greater, but he undertook it nlrver- theless. rs The first w-ork to be done was to clean up the cities. This was a very difficult task, as the people were accustomed to filth so long they had no de- sire to be otherwise. At first the work progressed very slowly, but by the help of some of the most intelligent natives they saw the necessity of clean- liness. XVhen sanitation was effected it was then necessary to maintain it. and to do so, water systems, sewage systems and paving were constructed. The main cause of disease was now conquered, but there were still two others. These were the mosquitoes, which carry yellow fever and malaria. and the rats on incoming vessels from infected ports which carry the plague. To overcome the former large quantities of kerosene and mosquito oil were poured over the stagnant pools, the swamps were cleared quite a distance from the towns, and much of the undergrowth was burned. Thus the breeding places were destroyed and soon the pest was greatly diminished. At the same time all incoming ships were searched and the rats killed. Tons of rat poison were used until those animals are now practically exter- minated. This work cost the United States S10,000,000, but without it the Canal could not be built. Now that disease was conquered, the work of building the canal was soon to begin, but first the question had to be decided whether it should be of the sea-level type, or the lock type. Many were in favor of each, but to dig a sea-level canal would require at least S500,000,000, while one of the lock type could be constructed for S300,000,000 and in half the time, therefore, on june 29, 1906, Congress decided in favor of the lock type. The markets from which the requisite machinery must come were not easily accessible, hence the work was delayed. The hardest problem that confronted thiem now was to obtain laborers. If enough Americans could be hired the solution would have been easy. This was soon found to be impossible, so the best foreign laborers were procured. Preparations having been completed, excavation began. Among the Americans who are at present there are the engineers, draftsmen, clerks, steam shovelmen, surveyors and foremen. The natives and foreigners do the manual labor. tv The work is now in progress but is very difficult because much of it must be cut through solid rock. lt is worst at Culebra cut, where for nine miles such a cutting is required, and in some places is more than 300 feet in depth. To make possible the removal of this rock, large charges of dynamite are used. The steam shovels are then set to work loading it on cars which carry it away. There are about 100 of these shovels at work on the canal, 50 of which are working at the Culebra cut. Une has been known to excavate 3,500 cubic yards in an eight hour day. The canal is now more than half finished and as its completion is in sight, an important question to consider is its fortification. Treaties might MENDOTA HIGH SCHOOL 1911 65 be made with the leading powers of the world, which would be 'favorable to us. but we cannot be certain about it. Suppose treaties were made and we should become involved in a war with one of these powers. lt would no doubt try to gain control of the canal and might succeed, because we could not send a large force to fortify it in such a short time. We cannot afford to put such an amount of work and money into this great enterprise for one of the other nations to procure. lf the canal should be fortified, the only country it would discommode is England, she having possessions that would not be easily reached except through th-e canal. The detriment to France or japan would be very little, because they have no possessions to be reached by such a route. But in time of war suppose japan conquered our fleet on the Pacific, she would hardly wish to go through the canal to attack the other and leave her own coasts unguarded. The same suggestion would apply to France. Neither would those nations wish to carry on trade through the canal, for a ship could be captured at any place except while passing through. Thenefore. if it will interfere with the interests of only one country, and then only in time of war. it should be fortihed. The future of the canal is now what interests us most. lly it nearly all the steamship lines of the world will be changed. The long route of 13,000 miles from New York to San Francisco will be reduced to 5,300 miles. lletween our Pacific ports and Europe 5,000 miles will be saved. Our Atlantic and Pacific coasts will become practically one coast line. The commerce of the Mississippi Valley will be enhanced, the present shipping rates will be greatly reduced, and much trade will also be taken from the railroads. The trade with South America will increase, because its ports will be much more easily accessible than before. The products that were expen sive on account of the cost of shipping will become cheaper. There will also be a great change in Panama. lts swamps will be drained and will become the home of thousands of people who will cultivate them 5 it will then lead the states of Central America in industry, while heretofore it has been of very little importance. An important subject now is whether the canal will pay. There is no reason why it should not, for it will certainly be much cheaper to use the canal. if a reasonable toll is charged, than to go around South America. Take the Suez Canal, for exampleg the receipts for an average vessel which carries about 2.500 tons is 310,000 and 552 for each passenger. The total receipts for a year are Sl58,000,000. The expense of the Panama Canal being much greater. the toll should be greater. lt is, therefore, estimated that the receipts of the first year will reach S5150,000,000. liy building the Suez Canal one great isthmus was conquered and by the Panama Canal another soon will be. This feat has been attempted by nearly all the leading nations. and at last the United States has undertaken it. and is moving forward to success. XVhen it will have been completed the commerce of the world can be carried on more easily. more cheaply 66 MENDOTA HIGH SCHOOL 1911 and more securely than before, and an impetus will be given to travel. The additional steamship lines required to meet the new developments will furnish employment to many thousands of people, and will provide a market for the surplus products of several nations. Mark Twain 'S Influence on the World Lymix VIOLA FINLEY Samuel Langhorne Clemens, better known as Mark Twain, little real ized as a child what remarkable influence he was to exert upon the world at large. Mark Twain was a youth to the end of his daysg we might say he had the heart of a youth and the head of a sage. His youth was shown in his style of dress, with which we are all familiar. VVe will always have many things by which to remember him. Gnte vivid impression which he left upon us is of the surfeiting nature of subscription publication. At one time in England a large body otf agents were delivering his books by the thousand in complete sale. It was said of 111110661113 .tfIJl'0lld, lt sells right along like the Bible. This is so with a great many of his worksg they were not only popular when first published, but their popularity is lasting. An other remembrance we have of him is the love he showed for his wife and children. He was a tender father and delighted in the minds of his chil- dren, but though he would sometimes join in singing with them or in teaching them some dramas, he was wise enough to leave their training principally to their mother. Again it is noticed he did not have a great pleasure for poetry, neither did he care for masterpieces of literature which had to be accepted con- ventionally. He liked to find out good and great things for himself. Of a large number of literary men he seems the most unliterary man in manner and style. He knew little or no Latin, but knew German fairly well. His style was as entirely his ow11 as if no one had ever written before. Witlioiit using favorite phrases or pet words he surpasses all other authors on minor points. He could not bear the avoidance of repetitions. If a particular word satisfied his whim better than a substitute he would use it many times in a paragraph. His works show a single-minded use of words. They are not of a cultured but creative type. Mark Twain was -entirely satisfied with the Civil war and was also eager to have its results and facts brought out at once in history. lle ridiculed the idea held by many that it was not yet time to philosophiz: the events of that great struggle, and that we miust wait until its passiors had cooled and the clouds of strife had cleared away. Still he was like most good talkers, he liked other people to have their say. He would stop at once at another's remark and gladly or politely hear MENDOTA HIGH SCHOOL 1911 67 him through. And yet a person becoming only slightly acquaint-ed with him might come away disgusted. but one could not know him well without realizing he was the most serious, most humane, most conscientious of men. There is in his writings that which draws one to the man as much as to the author: and it is not merely for his books, but for the character revealed in them and from all the Englishmen have heard of his life. its trials and triumphs, that they feel a tender pride in him. XYe have long looked upon him as the national author. It will be extremely doubtful if any one will ever rise to his fame. llooker T. XVashington has said, and I think we all agree. As to Mark Twain's successor, he can have none. There come critical moments in th-e lives of men which test whether they are made of clay or pure gold. Mark Twain proved to be the latter. Perhaps his success in literature rests largely upon the fact that he came from among the common people. Practically all he wrote had an interest for the com- monest man and woman. Perhaps, too, his success rests largely upon the fact that he disregarded many of the ordinary rules of rhetoric. which often only serve to cramp and make writers unnatural and uninteresting. Each book that he wrote was so different from its predecessor that comparisons would be almost impossible. llis works are so human you seem to see him in every paragraph. llorn in the South, he of course had the Southern temperament and most of what he has written has a touch of the South in it. His interest in the negro race is perhaps best shown in HuckIrbc1'1'y Finn. ln this story Mark Twain has, perhaps unconsciously, -exhibited his sympathy and interest in the masses of negro people. He was known to have a kind heart. At the time of the cruel treatment of the natives in Congo Free State. he became very much stirred up over the question, do-ing all in his power to bring about reform with his pen. Mark Twain was very popular and much loved by all who knew him. VVherever he went he was greeted by large crowds and treated as a king. In the latter part of 1900, after spending several years abroad, he returned to America. Throngs treated him as if it were a national event. VVe may say, therefore, in conclusion that although Mark Twain is dead. he still lives. The world will greatly miss him. Even though he had been in retirement and inactive sometime before his death he had never been ignored nor forgotten. lirander Matthers has said, In humor and narrative he was a great artist and in style a great moralist. and a great man in himself. Other men may do equally interesting work in a diff-erent manner. but Mark Twain will always stand out as a unique personality, the results of whose works and inliuence will be more and more manifest with the progress of time. 68 MENDOTA HIGH SCHOOL 1911 Opportunities of the Past and of T 0-day GIl,n1sn'r S. ScH.xI.I.1zR Occasions make opportunities. Let us consider this statement from the standpoint of history, and then compare it with existing conditions. The greatest crisis in American history-the Revolution-is a very good example of the above statement. An army had to be raised and an able man selected to command it. Washingtoii was the man. lle led our ill-fed and half-clad armies against Englandls trained veterans with amaz- ing success. The occasion presented the opportunity and Vlfashingtou grasped it. llad it not been for this great event he would undoubtedly re- mained an aristocratic planter surrounded by his slaves. Ile would never have become one of the world's greatest generals. Our country needed foreign aid to be able to carry on the war. An occasion presented itself to send a diplomat to France. This opened an opportunity. Benjamin Franklin saw the task before him. Ile took the opportunity and made a name as a diplomat that will forever live in history. Many other parallels can be drawn. Had there never been a Revolu tion we would never have known Robert Morris, Alexander Hamilton Samuel .-Xdams. Thomas jefferson, or Paul jones. These men saw oppor- tunities and thru them gained fame that will live as long as history. The opportunities made the men. Should one search history it would be diffi- cult. if not impossible, to find heroes as true and as great as our galaxy of Revolutionary heroes. W'hen an occasion presented an opportunity the opportunity made its man. Passing down the annals of history we come to the UWHI' of 1813 England had' been defeated once, but sought revenge. She sent over great men-of-war to cope with our small, half-manned ships. Oliver H. Perry built a navy out of the forest in one summer. He met the llritish navy and destroyed England's greatest men-of-war. It was a repetition of the Revolution and again opportunity made its man. Let us pass on further. XVe meet the darkest pages of American history. Wie rind our country divided against itself, anti-slave in the north and pro-slave in the south. A great pamphlet war was going on and Con- gress likewise found itself engaged in a struggl-e. Compromising had lteen tried and proved a failure. Able statesmen debated the subject pro and con without any result. Every possible method had been tried by Congress and the president. The gold rush put the question aside, only to be soon brought up stronger. Events had reached a crisis, and to cap the climax, came the presidential election of 18130. This election had a world-wide interest. Everyone knew existing con- ditions could not remain. They held their breath to see what Cromwell should appear and settle matters. The fate of our great American nation depended on the one man who was to step in, grasp the reins of govern- ment and put our country on a firm basis again. No one knows what anxiety prevailed in the hearts of the Americans. VVould America fall? MENDOTA HIGH SCHOOL 1911 69 Vtfould she be divided among European powers as meat is among dogs? These were the questions the coming president had to answer. The election was held, and after the din settled, Abraham Lincoln was placed in the highest position in our govermnent. He saw the task before him was of a very difficult nature. He acted cautiously and when finally the break came, he was master of the situation. The war was fought and America remained a nation. The slaves were freed, and henceforth we were not to be a honse divided against itself, but a compact body working in perfect unison. Lincoln was hailed the saviour of his country. liy his heroic efforts he rid America of the slavery evil. His masterly hand led her out of her deep degradation. This was only another occasion which presented an opportunity and again the opportunity made its man. We have thus far considered revolutions of the political type. Let us now view one of the industrial type. There have been several such in the history of our country. A striking one was the invention of the cotton gin. A great setback to the cotton industry in our country was the inability of separating seeds from the cotton with any degree of speedl. A machine was needed for this purpose. Eli XYhitney succeeded in inventing such a ma- chine. This was just a repetition of opportunity producing her man. judging from the past we see that opportunity has made its man. Can she do so in the future? There are opportunities open everywhere. XVill these produce their men? First, let us carefully consider the question of greatest importance to the American public of to-day-the trusts. The question of their dissolution is a momentous one. lt has been considered by the greatest minds in the world, but as yet no solution has been found. Our gigantic trusts and corporations are a menace to public welfare. They have expanded enormously in the past decade. They control practically every branch of industry, with the exception of the postal system. If they continue their phenomenal growth, what will they be ten years hence? Suits have been brought against them but have never accomplished any- thing. They employ the best lawyers and every possible method of beating the government. Ex-President Roos-evelt did considerable toward their downfall, but this has nearly all been lost. Great frauds have been un- earthed from time to time showing the corruptness of such institutions. VVhat can be done to check them? How can they be dissolved? Let us not be deluded any longer, something must be done, and that very soon. This great evil has so enlarged itself that it controls all markets. It can fix prices and quality. XYho can hinder it? ls it unconstitutional? lf not. what is it? lt is becoming so strong it will bind our country hand and foot. Can anyone suggest a remedy? XN'ill the man come who can crush these evils and forge governmental bonds so strong that they will never break? Vtfhen such a man appears he will go down in history as the greatest Amer- ican statesman. XYe want a political Moses to lead us out of our industrial bondage? Cannot history again repeat itself? Here is a great opportunity. VVho is the man? 70 MENDOTA HIGH SCHOOL 1911 The existence of monoplies indicates the need of a pure democracy. Had we a pure democracy there would be no chance for the trusts to gain so strong a hold on the American public. VVe ought to have a democracy similar to that of New Zealand, Australia or Switzerland. ln these coun- tries governmental bars have been set up against monopolistic invasions. VX'e ought to follow the example of Switzerland in the initiative and refer- endum. This can be brought about easily enough by our statesmen. Here is an opportunity for making a name for someone. VV'ho will he be? The Held of to-day's opportunities is so large we cannot help con- templating it. These opportunities are not limited to any one form of occupation, but are found in every line of business. Look at the immense opportunities which the Panama Canal will offer. lt will call for new steamships and railway lines. Tt will call for an extension in practically every business line. Let us next consider the opportunities offered by our large universities. They offer scholarships in every course. Even more than this. they pro- vide means by which students can work their way through. Consider the once great Salt Lake desert. Land worth absolutely noth- ing a few years ago is now growing fruit and is worth 351,000 an acre. Ir- rigation is responsible for this. There is still an enormous field open to this branch of farming. Aerial navigation, too, is something new, but it has al- ready been proved that it will be useful in war as well as commerce. The perfection o-f this will certainly bring honor to its inventor. Our present supply of building stone is rapidly diminishing and the demand increasing. VVe must turn our attention to the soil. VVe must use clay to a greater extent in the future. A great field is open to the ceramist and is certainly an opportunity for the ambitious man to grasp. I could enumerate other Helds just as striking as those already men- tioned. VVar offers opportunities in both the army and navy. The truth is that our country being still new, presents opportunities in every line. Fifty years ago Horace Greeley said: UGo west, young man, go west! To-day, as we are launching out upon the twentieth century. let us say. Look around, young man, look around! Higher Education for Women FLoin:Nc1a H. f,li'l l'INGliR The question whether or not a college education is desirable for women is much debated at present. The home department, the business depart- ment, in fact, almost anything with which a woman comes in contact, points to advanced education. One author says, Every woman, whether in the home or out side of it, lives her life in three relationships: First, in relation to herselfg secondly, in relation to other peopleg thirdly, in relation to MENDOTA HIGH SCHOOL 1911 71 things and circumstances. The best solution of such a problem is, in my opinion, a college education. First, consider the two types of women-the educated and the unedu- cated. in relation to themselves. An educated 'woman does not require the companionship of people: she has that of the unseen characters of literature. livery woman has built a little world of hcr own. But consider the differ- ence between the worlds of the educated and the uneducated woman. The world of the former is broad. beautiful, ever moving toward the higher and clearer light of knowledge. She does not confine her world to people alone. She allows all nature to step in and allows its beauties to lie seen. Emerson says, Beauty is the mark God sets upon virtue. Knowledge is virtue. An educated woman may live the life of a hermit and still have company. Living alone in a little hut deep in the forest she makes friends of the birds, trees and flowers. Each little Hower brings some message for her. They may bring back the events of earlier days, or perchance recall the Roman myth, each one teaching some lesson. Even a thunder-storm means much to her. lt may recall the golden days of chivalry when every knight paid tribute to some lady whose name inspired courage within him. Dark clouds represent the tournament grounds, lightning the Hash of shields and armor in the sun, and thunder the thud of horses' hoofs or the clash of lances when the knights come together. liattles are fought and re-- fought. an endless procession of kings and queens passes in imagination before her eyes. She wakes from this dream and notices that everything is bright again, that nature is again shining in her full glory. She may go up into a mountain, stand at the top and look down on the beauties of na- ture. Lofty thoughts, calm inspiring thoughts, come to her, forgetful of the darkness of the world, mindful only of the glories of nature. She has in her presence poets and authors, such as Longfellow and Emerson, whos-e words have in them the deeper and clearer light of knowledge. So she goes on and on over the road of life, sometimes in fair weather, sometimes, in hurricanes, only to come to the end, having picked up the brightest and best on the way. Consider the uneducated woman in relation to herself. Books, flowers. and trees are not companions for her. She broods over troubles when alone. No little gems taken from the books of great authors come to cheer her. She has no deep knowledge of nature. She only sees and hears with- out knowing. An electric storm means nothing but destruction and terror to her. .-Xfter a long. wearisome day of labor she may have something to refresh herself physically, but not mentally. Secondly, woman lives her life in relation to other people. She is continually meeting men and women, some of culture and refinement and some rude and ignorant. An educated woman finds enjoyment in mingling with cultured people.. She can converse intelligently about current events. about politics and about the leading novels of the day. She derives pleas- ure from seeing the characters of literature reliected in the world around her. She may study the laws of hygiene and medicine and do for herself 72 MENDOTA HIGH SCHOOL 1911 those trivial things for which. an uneducated woman would have to employ professional aid. Constantly meeting new people, each one impresses her differently. She is able to judge them, not in the prejudiced manner of the uneducated woman, but in a broad minded way. She may attend wom- en's clubs and literary societies which only cultured minds can enjoy. To be a good conversationalist is an enviable accomplishment. No woman can completely fill her place in society without this art. A woman who can talk well is always the center of attraction. But notice the difference between the meetings of educated and uneducated women. Wliere two of the former class meet, even if enemies, there is no lack of self-control. They can con- verse upon ordinary topics without touching upon the personal. On the other hand, if two uncultured women meet they almost always touch upon personal things and, if enemies, manifest not self-control, but anger. An illiterate woman does not like to mingle with society because she knows it is no place for her. She can not attend womens clubs or literary societies because she is not cultured enough to appreciate them. Her nat- ural place is her home and even there it would be better if she were educated. Thirdly, a woman lives her life in relation to things and circumstances. An educated and uneducated' womans environments are decidedly different. They might both be women of wealth or women of poverty. An educated womans refinement shows itself in her surroundings. If wealthy, she has pictures from the best artists and books by leading authors. If in poverty, 'her home is well kept, neat and sanitary. An uneducated woman of wealth probably has showy pictures and a few unrelining books. Again, consider the two women in business. First, take the college bred woman. She goes to one of the high class colleges of the country, receives her diploma, applies for some position and usually gets it because she has credentials from her instructors. In direct contrast to this are the troubles of the uneducated woman in securing employment. Some get good positions if luck so favors them, but the if looks big to most of this class. She starts in the morning, goes from place to place and is asked for references. She has nothing to indi- cate culture and refinement, or possibly she has references from a small firm which have to be investigated before she is employed. Both her time and that of the employer is lost. The uneducated girls and boys who are working to-day scarcely have anything to show for their labor except clothes. Th-e educated wo-man is fitted for positions of usefulness and honor. She knows when and how to do things. On the other hand, the mere wage earner is dependent upon another for her work and salary. time goes on woman is steadily growing more independent. She has better opportunities and uses them advantageously. Lastly. we may consider Higher Education in itself. The girl who goes to college learns self-control. Her mind is broadened. She sees more than the weak and crabbed existence of an uneducated woman. Cultured foreigners coming to this country say, 41-Xmerica has many charming and beautiful women, but those who attract most keenly are those who are MENDOTA HIGH SCHOOL 1911 73 educated in the colleges. It is true that those who are at first strongly opposed to this movement first become reconciled and then enthusiastic over it. A noble principle or thought, like the widow's barrel and cruse, is never dry. VVe draw on it for our daily life. Therefore books from Shakespeare and other great writers can never be dry because they are filled with noble principles and thoughts. To study these books is education. The college woman has room for high achievements. She sees the pros- pects the work offers. f'Great truths are portions of the soul of man. These truths are found in nature, they are found in books, they are found in actual experience. Colleges offer opportunities to find them in books and nature. VVoman helped settle the U. S., she helped in the revolutionary and civil wars, she helps in the political struggles of to-day. Therefore, since the lives of man and woman are so interwoven, the same education and culture is necessary for both to meet the trials of life. The Greatest Scottish Hero RoB1zn'r BLACK Independence for a country is, and always has been, one of the greatest intiuences which have stirred men to a realization that freedom is man's birthright and that no earthly power has a right to deprive him of it. XVith this love for Scotland in his heart, VVilliam VVallace rose from the ranks of the lower Scotch nobles to defend them against the tyranny of England. XYallace was a military genius and one who had never sworn allegiance to Edward I of England. VVallace's early life has come down to us mostly through legends, but it is thought his early years were spent under the care of his uncle, a clergyman in Stirlingshire. He was gifted with rare mental faculties, was tall in stature and had a commanding pres- ence. NVallace began his public career by plundering English outposts. In a short time he had Edward's plan for attacking Scotland completely thwarted. Edward could not believe the rebellion in Scotland was again started, for most of the nobles were either with him or in prison. He never imagined the Scotch would resist without their nobles. Thinking the rebellion would be short lived, he sent Bishop Beck to extinguish the rising. This leader soon had to retreat without his army and barely with his life. In hearing this Edward, commanding the entire military force north of the Trent, marched to crush the rebellion. At the head of an army of 40,000 men he marched into Scotland. The Scotch were undecided and concluded a treaty of peace with the English at Irine. A copy of this treaty was sent to XVallace who refused to accept it, he being at this time engaged in attacking the castle of Dundee. On hearing that the English were marching to Stirling he withdrew from Dundee and 74 MENDOTA HIGH SCHOOL 1911 hurried to the passage of Forth. XVallace posted his men on rising ground which comanded the bridge of Stirling. The English, 5,000 strong, were awaiting him on the other side of the river. The English general, seeing the position VVallace held, tried to draw him into a treaty, but Wallace answered, l will fight to set my country free. The English started to cross the bridge. XVallace waited until one-half of the army had crossed and then attacked thern in the rear and cut in between them and the bridge. VVith this done, th-e main body of the Scots rushed in and assail-ed the lines of English. This put the entire army into confusion. A panic seized them and a headlong rout ensued. This battle was effective in clearing the country of th-e enemy and many of the strongholds were recovered. XVallace being anxious to promote peace dispatched a document to Lubeck and Hamburgh, thanking the people of those cities for their assistance. This same year he was chosen guardian of the Realm and commander of itsarmies. Although the greatness of his abilities were undoubted, hope for the freedom of the nation was small because conditions rendered it almost impossible. W'hen Edward entered Scotland in 1298 with an army of 80,000 men. XVallace could not raise an army to face him in the field. VVallace carried off everything which could be taken away and left the country behind him a barren waste. The English began to suffer and for a time it seemed as if XVallace would succeed, but through the treachery of some of his men he was forced to give battle at Falkirk. Notwithstanding the great mili tary skill he showed in arranging his men, his army was too small and he received a crushing defeat. VVallace now retreated and Edward was forced to take his army back to England. After this battle VVallace resigned his position as guardian, but his connection with the country was n-ever really severed. VVhen Edward led his last army into Scotland in 13033, the country was in such a condition that it could offer no resistance.. Dumferline was made Edwards headquarters and he proceeded to bring about terms of peace. He offered to allow the nobles to retain their lands and titles on condition that they would pay a nominal fine to show they had been subdued. The condition of VVallace was different. Edward declared him an out- law and a traitor and openly promised special compensation to those who would exert themselves to capture him. Thus one of Scotland's greatest patriots was hunted like a wild beast. In the country in which he had lived. he did not have enough whereon to lay his head. His offences were far smaller than many of those who were set free. but for the simple reason that he stood by his convictions in not swearing allegiance to Edward he was to suffer all this. XVallace was found in Glasgow, put in shackles and taken to London and executed, one of the most innocent prisoners that ever stood on a scaffold. It is certain 'his death did not advance the cause for which it was intended. That memorable appeal of his made at the mock trial when he was accused of being a traitor, Traitor! I could never be a traitor, for I MENDOTA HIGH SCHOOL 1911 75 never was a subject of Edwards, again started the Hame of hatred burn- ing in the hearts of the loyal Scots, and when his body, mutilated and out- raged, was exhibited in the market place of New Castle the people became infuriated and thus his body became a more dangerous enemy of Edwards than he had ever been during his life. Although the people in London lauded his death, Glasgow wailed over it and within four months Scotland was again in revolt under Robert llruce. The story of the heroic deeds and actions of VVallaee were embalmed in the Scotch people until he become their idol. To this day in a niche in the steeple of the parish kirk in Lanark stands a monument to his memory overlooking High street where Wallace struck his first blow for liberty. ln the latter part of the fifteenth century Blind Harry, the minstrel. in his book of rhymes, wrote many verses con- cerning the greatest Scottish hero. Thus the story of the one Scotchman who never faltered to do what he thought was right has come down to the present day partly through tradition and partly through history. Feminine Friendship lf',xL'I.1x15 Sco'r'r In searching for friendship of women. it is difficult to lind at iirst striking examples. Their lives are so private. their dispositions so modest, and their experiences have been so little noticed by history that the annals of the feminine heart are, for the most part, a secret chapter. Nothing. perhaps. will strike the literary investigator of the subject more forcibly than the frequency with which he meets the expression that women have none, or no real friendships. Miss Mulack said, The friendship of men is much more commn than that of women, but rarely so enduring. XVomen are naturally less selfish and more sympathetic than men, They have more affection to bestow. have greater need of sympathy, and therefore are more sure in the absence of love to seek friendship. No friendship is so cordial as that of one girl for another. Among women it is true only a few of those memorable unions of soul and life are known which entitles the parties to be ranked as pairs of friends, but there have been and there are thousands of them. The friendship of mothers and sons. daughters and fathers, sisters and brothers are many in all periods of history.. Alexander the Great and his mother. Charles and Mary Lamb. Cicero and his sister, Cornelia. Lord Byron and his sister, Ada, VVhittier and his sister, Hannah Moore and her three sisters, and school girl friendships are proverbial. The friendship of Mary Stuart and her maids of honor, called The Queen's Marysf' is also noteworthy. Through all of 'her unhappy misfortunes they remained with her and ardently loved her, and all. with the exception of Mary Seton, who was ill, witnessed her execution for the sake of support- ing and comforting her. So unlike Queen Elizabeth, whose maids detested 76 MENDOTA HIGH SCHOOL 1911 her when in her old age and ugliness, she would no longer look in the glass. It is said they used to amuse themselves with powdering her cheeks and rouging her nose. If one-tenth of the efforts which women now make to fill their time with amusements, or to gratify outward ambition, were de- voted to personal improvements and to the cultivation of high-toned friend- ship with each other, it would do more than anything else to enrich their lives and crown them with contentment. A crowd of the most brilliant artists or statesmen might each point to his wife and say to that bosom friend he owes what he is and what he has done all to her. The good wife and mother fulf1lls a beautiful and sublime office. If her domestic cares occupy and satisfy her faculties it is a fortunate adjustment, and it is right that her husband should relieve her of the duties of providing for her sub sistence. lt is her mission to inrluence by seemingly yielding, rule by obey- ing, conquer by surrendering, put the crowning grace of joy in her sex by ministering to the hurts and wants of humanity, and kindled by her example and compensated by her smile, man will aspire to complete his highest destiny. It is not in cities that friendships are supposed to thrive. People in great towns are too busy, too pre-occupied, to shine in those amenities which require peace, rest and leisure. But it is in cities where real solitude dwells since friends are scattered and crowds are not company but faces only as a gallery of pictures, and talk but a tinkling cymbal where there is no love. Friendship is not philanthropy. It is a refined and subtle sentiment, which binds hearts together in similar labors and experiences. There can be no true harmony among friends when their sensibilities are shocked or their views discordant. In spite of envy poets cling to poets, artists to artists. Genius, like a magnet, draws only congenial natures to itself. There must be in lofty friendship not only congenial tastes, but some common and which both parties strive to secure, and both love better than they love themselves. Society and friendship were created by Christianity. Take away the holy dignity of the soul and how impossible is a lofty friendship. The soul craves for friendship. Female friendship, however, must ever have adorned and cheered the world. It naturally springs from the depths of a woman's soul. However dark a11d dismal society may have been under the withering influence of paganism, it is probable that glorious instances could be chronicled of the devotion of woman to man and man to woman. We read of courage, fortitude, patriotism and parental love, but how seldom. do we read of women who are capable of an exalted friendship for men without provoking scandal or suspicion. Who among the poets paint friendship without love? Whatever' the heights to which woman is destined to rise and however exalted the sphere she may learn to fill, she must remember that it was friendship which first distinguished her from Pagan women, and which will ever constitute one of her most peerless charms. Long and dreary has been her progress from the obscurity to which even the Middle Ages doomed her, with all the boasted' admiration of chivalry, to her present free MENDOTA HIGH SCHOOL 1911 77 and exalted state. She is now recognized as the equal of man in her intel- lectual gifts, and is sought everywhere as teacher and as writer. She may become whatever she pleases-actress, singer, painter, novelist, poetess or queen of society, sharing with men the great prizes bestowed on genius and learning. llut woman's nature cannot be half developed, her capacities cannot be known, even to herself, until she has learned to mingle with man in the free interchange of those sentiments which keep the soul alive, and which stim- ulate the noblest powers. Then only does she realize her aesthetic mission. Then only can she rise in the dignity of a guardian angel, and education of the heart, a dispenser of the blessings by which she would atone for the evil originally brought upon mankind. Now, to administer this antidote to evil, by which lahor is made sweet, and pain assuaged, and courage forti- fied, and truth made beautiful, and duty sacred, this is the true mission and destiny of woman. She made a great advance from the pollutions and slaveries of the ancient world when she proved herself like Paula capable of a pure and lofty friendship without becoming entangled in the snares and labyrinths of an earthly love, but she will make a still greater advance when our cynical world shall comprehend that it is not for the foolish pleasure, nor for matrimonial ends that she extends her hand of generous courtesy to man, but that he may be aided by the strength she gives in weakness, en couraged by the smiles she bestows in sympathy, and enlightened by the wisdom she has gained by inspiration. Q' -X 4 QE N ya? ,gg ' 5 14-w.,U X ,ff gli D O ,L ,f - lk fu, - C! 11 X , ZIV , uw 6 G ff fl Nm f M 1 S as gg Q M E1SI 12 OTA HIGH scHooL 1911 auwq-dh l5'7H1f 1 'LM ,QI ,W WRX .. fx FQ qi , 11 1 1 'A Oc 1 ff' ' - -'full f 'D 11 61 f 1' W J QX 1: 1 , Qvmwl Q gf , 1?V, , le 1 W W L X limi, N1 M - NX ff? imWgiMJ W -1 1, Pwr Wx K I 1 X-1 fo fl Sl ff X fi L Ji fu ,W X1 P' 0 X 9 j- A 66 1 117511111111 'jf 1 ff' 'X I -HM-A 1 I 1 W , 1 ' 'WM ' ' i2'1,9mwf1f WN ' - g .K gfXA,'.M.Nel,0 rx 1 J J 1 5 I WIA M .1 1 A ' Hffmy 'OD ,V ff' H 171, A Q, 7 'f f eglfvie. rw CQHOPM- A Iumbfvmt, ,-,m,,,,!2 L , MENDOTA HIGH SC I-Iall' Clothes... l Some models are particularly lively. Some of the fabrics are also quite lively l in pattern. One plus the other makes a very pleasing combination. ffm ey if-if in 'Illia ' 5 is e X. if fig! ' - ' a -rv ' s' I ' sf. .4 X lvhq ff. . ,MII -3 .-1, 1.-, - ' lr- .. 1 H 'agz.-:- , . my '- - M725 , f 'ff '-wIr..- -I-r.,.-qs-s.w'-- '. ,, I -- Q ugfqgglg- 2-,'LiffIP3P-1. QI! ' .1351-. 'I41m,wt4s:1iuf' 'Ss-Miygyirrtss-ipgsriwylimi'' . ,.. I .- -wr f1ef..'.' 1. ., 1 ., .I--.vs . 1 'i'-A '-f -fe-V ,mg 'pau--w?'iee5'Ns4 Wg, e' Xin 1 f. - -ll -' -' '- . -, 11.1.-pTff,fs-1J f 'X V- i'1'2v:1 'fri' ,' iz'-I .- 1 sie- -- . -. J '- 1-QQ'-Lg I K A I 484 iw! - ug.. ggi H3 lp? 3115-,, X 'f -ISELQ: ' , , -f .V wqggsggg .a552sfffs:sz:4fs:s. X . gs .Q yi-,Q ggag'g'5r'f :,s vw? .'1'9li I5ff if , 51. ir... f' in We 'E21w,,,-ll 261' f b f ve fu . L. R. E. I-IALL LEVER MEN LOTI-IES FORM Bovs ILLINOIS ST. MENDOTA, ILL. ef? if H O O L 1 9 1 1 79 I III Jumurl I 555-N! ,re IW fi 5 Gi ll , .X fl f 1 S sl li K' I Q5 I' T Nj l 1 I ' f l X P I I I A 1 I l A I IUIIIWIIIHMAQ xl 23' lvl Mlllllfi f .1 i xv ,,QSllllL.kfNf the members of your family and thev want yours But cIo not neglect the family group for such are the pictures that are most chenshecl years go by. e have the IaciIIfies ancl the skillfor making group pictures that you will like now that money could not buy from you ten years from now. THE MUZZY STUDIO Washington Street IVIENDOTA, ILL. fe' ,ff f 1 GF COURSE you want individual pictures of I ' 4 as, the W Ice Cream Soclas Fruits and CEIIIJICS Nothing is Too Good For Our patrons We Waldorf A. J. WILLIAMS. Prop. Meals and Luncheon Sunday Dinners a Specialty MENDOTA HIGH SCHOOL 1911 A Bank Account Helps You to realize the value of money. Makes it easier to Imancile your financial affairs, and creates a desire to increase your balance each month. Our and assure you a safe place to deposit your earnings. We invite your account. Large or small it help you to save. we pay three per cent interest in our Savings Department, FIRST NATIONAL BANK MENDOTA. ILL. Capital S100,000.00 Surplus and Profits 585,000.00 J. R. WOODS. President GILBERT FABER. Cashier M. A. McKEY, Vice President F. P. MCKEAN. Ass't Cashier KNOX COLLEGE QIAIILIEIQIB Il 1394 1 L L1 N 92.5 A college of the highest stanciing, both east and west, A new 3100000.00 Science Hall ready for use at opening of scI1ooI year next September. WHITING HALL affords an ideal home for young Women. is vigorous and enthusi- astic. Knox has for years ranked among the first coueges of the west in Debating, Ora- tory and Athletics. T T-FOR CATALOGUES. ETC.. ADDRESS f ' Y Y PRE SIDENT THOS. MCCLELLAND MENDOTA HIGH SCHOOL 1911 S.D.Childsb2Compzm 136 Sovth Clark Slrcel, Chicago Lltlxograplaccl and Prlntecl Diplomas Engravers ancl Stationers Wedding. Corresponclence, Visiting STATIONE RY Correct Styles and Prices HE Mississippi starts lilce a tiny stream ancl graclually grows into a mighty river. This may also be true of your lnanlc ac- count. Your Hrst cleposlts may lie small, but if they continue regularly your account grow rapidly. The interest We pay on savings cleposits lmelp to increase your account. Men once the lmalait is formecl. it is an easy matter to set asicle a certain per cent of your salary. Begin your account at once in tlme illlrnhnial atinnal Eank THE CORNER BANK Capital 350.000, Surplus and Undivided Profits, 5570.000 R. N. CRAWFORD. President B. FEIK. Cashier J. C. FISHER. Vice-President L. F. KNAUER. Asslt Cashier MENDOTA HIGH SCHOOL 1911 ortb zwestern Glo liege Imaperville, f 3lIinois BOTH SEXES ADMITTED TO EQUAL PRIVILEGES SixDepartments of Instructionfully equipped for efficient worlc COLLEGIATE, PREPARATORY COMMERCIAL, MUSIC. ART and PHYSICAL CULTURE Three Collegiate Courses of Study of 134 Semester hours each CLASSICAL. SCIENTIFIC. a J MODERN LANGUAGE T1 Leading respectively to the degrees of A. B., B. S., and B. I... Graduate Courses lead to the Corresponding MasIer's Degrees FOR CATALOGUE AND FURTHER INFORMATION ADDRESS 1. Ib. EQHQEY, IDPC5., OI' jf. mu. UIIIDPQII, 511685. Z. E. SCI-IUETZ nqb 63' if DRUGS Stationery, Wall Paper, Paints, Oils, Books, Sporting Cuoods and especially SCHOOL BOOKS and everything else in School Supplies, including Tablets, Pen- cils, Pens, Ink, Paper, Erasers, Rulers, Composition, Copy, Drawing and Note Books, Crayons, Pencil Compass and Protractors, Water Colors, Brushes MENDOTA HIGH SCHOOL 1911 J. Stenger... Eat Wixom 'S Ice Cream 3 F ' Best in Mendota 1I1C Foot- a Save money, pay cash and buy We al' your Sh ees AQ? and Washington Street Largeqs Cash Shoe Store WHEN You are loolung for Fancy China -and-- Cut Glass Q . Dont Fall to Call on MAX JOH N AT THE ANNEX mcndota manufacturing and UGIISTQI' 20. Foundry, Mzchlnc Boilefixforks. General Agents for Gaar Scott fd Co. mQIld0I6, llIitl0iS l 83 4 MENDOTA HIGH SCHOOL 1911 G R O S C H lg. E.uq ,nga ave S 5 and l0c S0115 Fresh and Salt L E or? n MEATS acesmcclfifilffm' Poulffyand Hiiflfige. Home-Made Sausages Novelties of All Kinds Nga Lowe?-,6:tPrices Geo. D. Feik illivnhnia I C E1 -Qivpnrtvr 1- AND'- QD. iliimrlharh C 0 A L lilrnprirtur south Main su-ee: Zjnh lgfiniing Phone 101 A Svperialtg MENDOTA HIGH SCHOOL 1911 S5 1 . inte l liiliiiir- I ailnr - iliillii- MEN DOTA, ILL. 'Glhr HEI P 11 il n in nuvlig Sturt is the place for all kinds of Novelties Fancy Dishes Stationery Silverware, Jewelry Fancy Work Agentfor Richardson's Embroidery Silk O. J. BUETTNER, Prop. Washington Street F5112 Mnnk Sturt X First door west of Postogfce BOOKS 1 By Standard Authors BIBLES In Variety of Bindings STATIONERY WRITING MATERIALS POST CARDS ALBUMS, LEATHER GOODS, ETC. Visitors wanted and welcome y Satisfactiornln l Kitchen Supplies r-Kitchen duties are A made an actual plea- I sure with the right ' Mu kind of equipment. We would like , N the opportunity to tw 'f 0 show you the many V l excellent things we yu L, ' have in utensils and lk X i labor-savers for the , if j M kitchen. K L Pl We carry the well kgown fix-earn Ciily :ine ll! Wi C-X o meta ware w ic is -E i attractively Finished and if , so durable it never wears out. K Call today just t l what we have. Q5 l K I E D W A K DS HARDWARE CO. Mendota, Ill. S6 MENDOTA HIGH SCHOOL 1911 0.Schildberg G R O C E 1 G, K For Everything Good to Eat Dhone 100 CLINITE'S Wall Duper Store Wall Paper, Paint. Var- nish, Muresco Lead, Oils, Mouldings, picture Framing, Paper Hanging, and au kinds of Decorating. mC-55: West washington Street. EISQSSOI' 81 RON? Groceries, ' Flour, Provisions, Crockery, Glassware, Tobacco, a Cigars, E tc. Sole agents for Washburn- Crosby Gold Metal and If If Flour. Phone 111. liaass as Cegcbe G m0lld0Id'S UP40-Ddtt AA Druggists MENDOTA HIGH SCHOOL 1911 rs Frank Wittgan Uhr Evninnn Hardware s'rovE s A N D -I RANGES Brug Gln. Sheet Metal Work OF ALL KINDS Want your tracie FU RN ACE 5 You Want their goods A SPECIALTY L t t H V7 C US P11 MENDOTA, ILLINOIS our Wants together FRITZ SHOES For over 50 years the home of Good Shoes at Right Prices Fine Repairing A SPECIALTY Gbe FRITZ Shoe Store GUSTAV FRITZ, Prop. Washington Stre et Chas. Erbes Gllnthing 'V FURNISHINGS HATS AND CAPS Trunks and Suitcases The Right Quality at The Right Price BS MENDOTA HIGH SCHOOL 1911 Karger MCD' O11 E CI' S t tt BooTs Best Goods at , SHOES Lowest Prlces ni MENDOTA - ILLINOIS MENDOTA - ILLINOIS BUY YoUR.....-L A - Wedding Rings 'bo To Diamonds B Watches and al ey Jewelry FOR YOUR TAT- . Munson S Furntcure NEW STORE QYDQYI Hl'0S.... Harry Donahue Wgolesalers HHHHH H Ilghtailers mQdlS of Hll Kinds s H Phone 103 Washington St. llelilvfrggry Day Theo. Etzlnach When ioouufhmk of Cit Baker , Regtauranty and Think of Lunch Counter MENDOTA - ILLINOIS Fitch 'S It's the Best. 1911 SU MENDOTA HIGH SCHOOL Young Man ' I '11 e who clresses well and economically canst fail to fincl satisfaction I'1ere. 5 M X hhshape-Makerqu N 3 Tl-ie Hart Sclial'-fner ar The David Acller Ed Sons Ncollege n Tlle Eclerlleimer, Stine EE? Co. Extra Goocln Are THE Up-to-Date Clothes for Young Men and are sold exclusively in this vicinity by N CLOTHING CO. MENDOTA. and Ambov THE COLSO ONE-PRICE CLOTHIERS QXXN Tl Q wp Q I Woo , if QI fa O ,' 'U E2 li 3 I H 5 CNJBUQCJ Hiagnnrr rinting Gln. PRINTERS OF UNIQUE COLLEGE ANNUALS I07-I27 South Kellogg St. Galesburg, Illinois MENDOTA HIGH SCHOOL 1911 Brown on Education is Like Sterling on Silver. Nineteenth Year It is safe to attend a school whose work has heen tested, Whose reference is a passport to the hest husiness houses. Brown 's of Ottawa has for nineteen years heen doing its work and to-clay its standing is unquestioned. Its graduates are in every walk of life doing honor to them- selves and the school. A fair investigation and an honest jugclment is all we ask. Positions Guaranteed Graduates of the Combined Course or Money Refunded. Write or call and We will answer your ques- tions, explain our course of study, show you our school rooms and equipment, tell you ahout our methods of instruction, or refer you to a long list of pupils who have heen greatly henefitecl hy our studies here and who speak enthusiastically of our school and its work. Address M J Morrissey Principal Brown's Business College OTTA WA, ILLINOIS UWM-3 IS A GOOD TIME T0 START! Use our Engravings and ei flme Halnf. DRAWINGS HALF Tomas ZINC ETCHINGS f?E12TRi3?1E2? ILLUSTRATI NSWDESIGNS f ,Q ELLCIR XFES co. C H G O ! -i 2 7 ' 'S mf P.. !',x-, ,,- i iw fukin ff . s 2. si , . 'I J E ,kv :E Wu an . Eli lg 51 4 . ew ik? 1 4 'Y' ? 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