Raleigh High School - Excelsior Yearbook (Raleigh, IN)

Text from Pages 1 - 56 of the 1915 volume:

2 r u Q 4 E 5 9 1 5 i .Ann-my 1-1. .L-,mg mi. f .-,R-41-.mg , --.au U-312+-.nuupn-rw-.ul ffm.,-.z,.-up-, mn Q .11wwm.nfa1-g...r.-e-Q nwsau. K. , -Q-1f1J::,+xm-.mrrw-.--in-.w uwmzzrugmgxugmwfga-w.fN 5 1.1.1, L L- nm. .ul A-,.v.Q4axw.p:f.-nm. -. K: .Y ,ful--ff :rw-.Q -fhj.-.1-1.21 funn-r RALEIGH SCHOOL ANNUAL Publzkhea' by FACULTY ana' PU PILS of WASHINGTUN TOWNSHIP SCHOOLS 1915 SCHOOL OFFICIALS C. M. GEORGE, County Supt. of Schools, EDNVARD V. JACKSON, Township Trustee FRED LIGHTFOOT P ALVA A, POER , Members of the Advisory Board. PARK scorwl MEMBERS OF FACULTY VVILLIAM O. FOX, Principal ............... Mathematics, Science, and Industrial Education BUREN F. TAYLOR, Asst. Principal ........ Latin, History, and English GLADYS AURELIUS, Supervisor ..... Music, Art, and Domestic Science CLIFTON MITCHELL ......... ..... G rammar Department, Agriculture UNA GREENWOOD ..... Fifth and Sixth Grades GLADYS WALKER . . . ..... Third and Fourth Grades ZELDA MAYSE .... ..... I -'irst and Second Grades . S FOREWORD N presenting this, the first edition of the Annual to the tender mercies of the students, faculty and friends of the Raleigh School, it is with the hope that it will worthily fill its place in their hearts. We contribute this record of deeds and misdeeds with the hope that whatever of good this volume may con- tain, may remain to keep green, the memory of this year. To some it will, we hope, bring pleasant reminiscences made mellow by the magic touch of time,-to others only grim reminders of toil and labor whose sting has been softened because they are a part of the past. Our future is not a cloud- less sky, but even if cloudy, we have the balm in knowing that at least a few of those fleecy clouds in that chimerical azure blue, beyond, must have a silver lining. We leave, hoping that the good-will and friendship existing between the depart-- ments remain as ripe and sincere as it has been pleasant to us. , ORVILLE MORGAN, Editor-in-Chief. Washington Township Public School -Eigisi' V, M, . . ,..,W -W ,M mm .Mu 1 A . LZ 5. .Q 1 ki i. .... Sfilkwff' , ,?. M4 0. A. J. HALL ICDW. V. JACKSON In recognition of thvir Offiwfllill service and in- tm-rvst in thc- Rzlloigh Sullool, wo rvspvcfflllly dvdiczlte this first odition of thc- Allllllill to Mr. Jackson and Mr. Ilnll. Page five Page six From left to right: - VVM. O. FOX, GLADYS WALKER, GLADYS AURELIUS, R. F. TAYLOR C. H. MITCHELL, ZELDA MAYSE, UNA GRXEENWOOD. 42 . High School Department DECADE or two ago the high schools of our state were lookedupon as being unnecessary in the education of our children. A century ago even common schools were not so very popular. In our early hi tory education was not so much needed as it is now. As our nation has advanced a need for more education and better equipment in the way of skill and mental development has forced upon us a larger conception of what education means and of what it can do for the boy or girl who will have to enter the field of action and depend upon their capacity for earning as a means of sustaining life. A young man or woman who enters into his or her life work now without a good education certainly enters the struggle for existence greatly handi- capped. He or she has not an equal footing with those who are educated. The successful farmer in this generation must be one who knows how to make lands, which his grandfather didn 't know how to uti- lize, produce. The world knows and does more than it used to know and do, consequently the pupil must prepare to enter the greater world if he would not be lost in the whirlpool of the masses. The high school is as truly a part of the necessary educational system as is any other grade. It is a continuation of the work done in the grades. The work done in the grades prepares the student to enter a school course which should open up his vision of things about him, make him see the relations in life and help him not only in his future work but to see and appreciate the surroundings into which he is about to enter. The high school course is becoming more flexible. lt can now be suited to the needs of the individual student to a greater extent than ever before. It is the aim to first find for what the student is best adapted and then help him in every Way in realizing his full powers in that direction. It speaks well for a young man or woman to have creditably completed the course of study in high school. It shows that he or she is ready and Willing to grasp opportunity, when it presents itself. Our high school is a certified high school. It of- fers English, Latin, History, Civics, Algebra, Geome- try, Physics, Physical Geography, Commercial Arith- metic, Botany, Music, Art, Mechanical Drawing, Do- mestic Science, Manual Training and Agriculture in its course. Sixteen units of Work are required for graduation. With an institution as well equipped as this school the men and women of the tomorrow should be amply able to take the responsibilities which will devolve upon them. WILLIAM O. FOX. Qi 'Q I l .i .l H il Page seven Page eight LUELLA ELWELL She, for music, has a. knack. ORVILLE MORGAN A poet, a poet, and fond of his books, Yet you wou1dn't know it,-that is from his looks. VERA POPPOON She's bound to have her way. LEONA MULL From the crown of her hehd to the sole of her foot, She was a, suffragette. History of Senior Class N the autumn of 1911 seven bashful boys and girls took a higher step in the ladder of educa- tion, as they filed into the assembly of R. H. S. The freshies, although not a bit fresh, jumped full sway of the X, Y of Algebra, and the Hamo, amare of Latin. Leona Mull was made a welcome member of this class at mid-year. All went well with us freshmen until the exams came with the close of the term, then we puffed and panted but neverthe- less we passed out of the assembly the last day with a Sophomore smile on our faces. The beginning of our Sophomore year witnessed only six of our former members, but it seemed our class was still too large as another soon deserted us. This year two new teachers were added to our fac- ulty which soon resulted in a disposal of our favorite pet, the swift little Caesar pony. Now we began to sit up and take notice. About the middle of the term our class had a debate, Resolved, That Julius Caesarwas greater than Augustus Caesar. This question was hotly debated, which closed with a vic- tory for the negative. The completion of this year meant another round of the ladder reached. After spending a very happy summer vacation, we were all back in the fall ready forfanother year's work. This year we again lost another member of our class, leaving it small but mighty. This year proved to be a very busy one. We studied Cicero first half and wished many times that his notable orations had never been discovered. To our joy we were at mid-year given permission to bid farewell to Cicero and take up the study of Vergil's Aeneid, which we mastered with little difficulty. At the close of this term we took a part in a cantata given by the high school girls. The boys in our class assisted in a minstrel show. Both were a rushing success. After this came our reception given at the home of Luella Elwell in honor of the Senior class. Now we come to the best of all, our Senior year. Old rose and silver gray were taken as our class colors, with the pink. rose as class flower, our motto being Knowledge is Power. Our next step, of course, was to plant our class colors. One Monday morning saw the old rose and silver gray iioat- ing from the belfrey tower. In the class fight which followed no one was seriously injured. We are now taking an active part in building the Annual, which is the first ever attempted here, one of our members being editor-in-chief. As to our studies, we complete American History and Commercial Arithmetic the first half of the term. In the second semester we are studying Civics and Physical Geography, which with our other studies makes our work difficult, yet interesting. Now our high school days are over and we have accomplished much, understanding better the old proverb, Experience is the best teacher. We bid farewell, forever, to the old days of R. H. S. and as the Alma Mater has ever been our faithful guide so may she be to those who follow is the wi h of the Seniors. LEONA MULL. Ill P888 111118 l It l r Page ten SENIOR CLASS POEM As Freshmen, as Sophs, and as Juniors, Where we started, I canlt even guess, But now to be sure we are Seniors, Proud to be in the great R. H. S. We believe that our teachers are the greatest, That our class not another can beat, For they teach us by earnest endeavor, To be able to stand on our feet. The great distant future we picture, The day the R. H. S. will be proud. To find on her roll of alumni, The names of the '15 crowd. Then hurrah for the school we are praising Hurrah for the best class ever seen, And this is the cry we are raising,- R. H. S. of Nineteen Fifteen. SPRING POEM All hail the Spring! When rain-crows sing, In chorus with the jay, Or trill a tune To the silvery moon,- An anthem, dirge, or lay. They soar the sky Through clouds so high That eye can scarcely see, And Warble there, To rag-time air, Nearer, my God, to Theef' ORVILLE MORGAN. Class Rhymer. The robins growl, The red-birds howl, That Spring holds back so long, Whilst chanticleer ' Delights the ear With his melodious song. The blue-bells ring, The screech-owls sing- Their music is divine, The zephyrs bring The bashful Spring With perfume of the pine. All poets sing And welcome Spring, The blue-bird and the wreng So they will sing Until the spring Has passed away again. THOSE NICE LITTLE' SENIORS Six little Freshmen coming thro' the door, Pushing, crowding, making a tremendous roar 5 You must be more careful, can 't you mind the rule ?' Bless me, aren't those Seniors very nice in school. Four careless little Juniors on their road to fame! If they fail to reach it, won't they be to blame? High and lowly classes held together here, But the Seniors are ahead just one-half a year. Anxious Sophomores drop in merely to inquire Why their daily class grades do not shoot up higher Reading,writing,thumping,those who break the rule Blessime aren't those Seniors very nice in school. SONG OF PRAISE R. H. S., the fairest, dearest, R. H. S., the noblest, best, May the God abpve protect thee, May thy future e'er be blest. THE SENIOR COLORS Hail to the old rose and silver gray! They will leave forever and a day. Gray for the night whence the daylight is born, Rose for the glow of the ripe-hearted morn, Gray for the depth of the nourishing mould Rose for the flower that the spring shall unfold, Gray for the storm-cloud that transiently lowers Rose for the triumph of light and its powers: Hail to the old rose and silver gray! In beauty, in splendor, and grand array! Hail to the colors, well-chosen and strong! The colors that live for ages, so long. Gray for the cares which we meet by the way, Rose for the hearts which are loyal for aye, Darkness shall yield us its secrets anew, Light shall grow brighter because we are true, Strong in the strength through 'darkness and night, Ever believes in the ultimate light. Hail to the colors, well-chosen and strong! Swift be their triumphs o'er darkness and wrong! Info rmation CALENDAR. Sept. 7-School term opened. Oct. Dec. Apr. Apr. Apr. May May 29-Teachers attended State Teachers Associa tion. 24-Dismissed for Christmas vacation. 24-Show given by the Raleigh High School 27-Last day of the term. 28-Junior Reception. 2-Baccalaureate sermon. 5--Commencement exercises. '51 V l i Page twelve James Whitcomb Riley AMES WHITCOMB RILEY is a distinguished il- lustration of the truth of the saying, for he is emphatically not a poet of the schools, though many of his productions are of classic beauty and perfection. Biographical dictionaries have fixed 1853 as the date of his birth, but people who have known him long dispute the correctness of the date, some insist- ing that he opened his eyes on the world three or four years earlier. As it is, because of the poet's whim not to satisfy curiosity on this point, he lightly remarks, I'm on this side of liftyfl and by not knowing which side that is, 1853 will probably stand in the books. Unkind time has interfered with his physical activity in recent days, but the alert mind, wise with its accumulations of life 's experiences, is ready to forget its knowledge and he has.within him the deathless spirit of the child-greatest gift of the gods. What he once wrote of another can be truly said of him: Turn any chapter that we will, Read any page, in sooth, VVe find his glad heart owning still The freshness of his youthf' The place of the poetls birth was Greenfield, In- diana, a thriving little city now, but back in the mid- century it must have been a typical country village. The little fiaxen-haired, bare-footed youngster, ab- sorbed with the sports of childhood, did not give much promise then of his later career, but back to that life the inspiration of many of his poems can be traced. Did he have Greenfield in mind when he wrote of Griggsby's Station, 'tBack where we used to be so happy and so pore ? Did he mean Green- field when he wrote The little town of Tailholt is good enough for men? It was there that he knew the delights along the bank of Deer Creek , there he went up and down the Brandywine , from there that he went Out to Old Ant Mary's. Again and again his childhood is recalled: VVhen life was like a story holding neither sob nor sigh, In the olden, golden glory of the days gone by. Mr. Riley spent his boyhood and young manhood in Greenfield, following the pursuits common to the youth of the town, finding companionship in his two brothers and two sisters-only one of whom, a sister, beside himself now survives of the family and among the boys who appear in the verse of his later yearsg atttending school and indulging in the pranks and practices known to all village youngsters. This freckle-faced, fair-haired lad was by no means a model pupil in school, but was what a mod- ern teacher would class as a problem, Yet, even then, his peculiar characteristics were manifesting themselves. He was shy, sensitive, self-conscious, lacking certain qualities that people call practical as skill in mathematics and an adaptability to rou- tine, and possessing some traits that people did not understand and shook their heads over-a disposi- tion to dream and idle the days away and an uncon- querable distaste for the fixed school system of his day. His taste was for variety, for dipping into hooks here and there, for reading more interesting literature than text-books, for wandering at will. Where over the meadow is sunshine and shadow, The meadow larks trill and the bumble bees drone. Echoes come down from that bygone time which indicate that he was something of a trial to his teach- ers, who did not comprehend that this child-mind that would not be interested in the lesson of the text- book was feeling its way to more important things and storing up a folk lore and absorbing nature 's secrets that were afterward transmuted into song and story by the alembic of his fancy. For all of his boy companions he must have been a lonely little fellow, certainly one who took few into his confidence. His mother was sympathetic and comprehending, but she died while he was yet a child and no one ever took her place. To that mother he has paid many a tender tribute in his verse. Of her he says: Oh rarely soft the touches of her hands, As drowsy zephyrs in enchanted lands. But this boy of many gifts, stumbling his Way as best he could along the road to manhood, and find- ing it sometimes a difficult and bewildering path, found in one teacher an appreciative friend. Mr. Lee O. Harris. a teacher of many years, was a type none too common in the educational field at any time. He was a man of fine quality, with a love for literature and a poetic ability of his own that no doubt made him the quicker to discover signs of intellectual promise in others. At all events, he was discerning enough. to see that young Riley could not be pressed into the same mold into which his companions litted, and was wise enough to allow him much latitude in his school pursuits. He proved to be guide, philosopher and friend, to the lad and in later years a valued companion. Riley no doubt gained much inspiration from him. Another educational influence was the village newspaper office, whose fascinations were early dis- covered, and about which he loved to linger. A country newspaper is an excellent school, and it was perhaps in the dingy office that his first lit- erary ambition was born. Though he developed a writing and rhyming knack early, he was, after all, slow in 'fiinding him- self. He made various ventures--a trip with a company of strolling players, another with a travel- ling doctor for whom he painted signs and adver- tisements, and a tour as a sign painter with a part- ner or two being the chief undertakings. One reason for these wanderings was the verdict of the family doctor that he, ought to be out of doors a good deal because of his poor health. He had tried reading law with his father, but the under- taking soon came to an end. He had a distinct talent for painting or drawing and thought of being a portrait painter, his experiments in that line being on the back of wall paper, which he bought for the purpose. Then he descended in the artistic scale and learned ornamental sign painting from an old German. These travels, which were in the company of young men like himself, of good habits and good family, continued for several years. They widened his acquaintance with all sorts and conditions of men, and his insight into character, and his quick eye for originality in others must have caused to Page thirteen be etched upon his memory many of the portraits afterwards presented to the public and to fame. It was perhaps on those journeys that he met Jap Miller. Of Jap he writes: He,ll talk you down on tariifg er he'll talk you down on tax, And prove the pore man pays 'em all-and them's about the fans!- Religiou, law, er politics, prize fightin' er baseball- .Tes tech Jap up a little and he'll post you 'bout 'em all. In the course of his ramblings over Indiana, his propensity to write asserted itself and he found his way to country newspaper offices. With at least two of these, one an Anderson and the other a Koko- mo papers, he established more than casual relations, forming lasting friendships with the editors and contributing many of his earliest productions to their columns. In them, he iirst tried his poetical wings. It was when he began to contribute to the India- napolis Journal, however, that his literary career really began. The Journal, an old, well-established paper, had always given more or less attention to matters not strictly of a news character, and was especially hospitable to writers of the state. On its st-aif at that time were several men who were keenly appreciative of literary merit and quick to discern originality. Meanwhile, Mr. Riley himself was a frequent visitor to the Journal oiiice, coming over from his home in Greenfield and before many months taking up his residence in Indianapolis, which city has since been his permanent home, and with which he is closely identified. He made the Journal office his headquarters, and from that time, in the middle Page fourteen seventies, until 1904, when the Journal was sold and merged with the Star, a desk there was assigned to his use, and there he wrote perhaps the greater number of his poems. But he was not a methodical regular worker He was never one of the authors of whom it is re- lated that they produce a certain number of words each day and accomplishing the task at fixed hours. He wrote when the spirit moved him, when the in- spiration came. He fell into the ways of the morn- ing newspaper and formed a habit of dropping into the editorial rooms at midnight and later, some- times iinding the late hours a favorable time for writing. Once he came after twelve o'clock with a bit of manuscript in his hands. I want this, printed in the morning, he said. But Riley, said the editor in charge, running his eye over the lines, the poem 's all right and we'll use it, but it 's too late to get it in in the morning. We 'll use it next day. It can 't be too late. You've got more news to set and you can set this. I had gone to bed and this thing got into my head and I had to get up and write it or I couldn't have slept. I want to see it in type. 'tBut the editorial page where such things go is already made up, objected the editor. I don 't care where it goes. Put it on the market page or among the advertisements. The editor did as he was asked. The poem was The Song of the Bullet. What inspired the lines in that time of peace he does not himself know. It might have been accounted for had it been produced at the time of the writing of this sketch, when all America stands aghast at the sudden transformation of Europe in a battlefield. The poem expresses in a wonderful way, both by its thought and form, the swift speeding of the murderous missile: lt whizzed and whistled along the blurred And red-blent ranks, and it nicked the star Of an epaulet, as it snarled the word- War! On it sped--and the lifted wrist I Of the ensign-bearer stung, and straight E Dropped at his side as the word was hissed- I Hate! On went the missle-smoothed the blue Of a jaunty cap and the curls thereof, Cooing, soft as a dove might do- Love! ' Sang on!-sang on!-sang hate-sang war- Sung love, in sooth, till it needs must cease ' Hushed in the heart it was questing for,- . Peace! i l Mr. Riley made many contributions to the Journal before he mustered courage to ask for remuneration or before it occurred to the editor that he was en- titled to it by reason of the merit of his oierings. Finally, illumination came to the editorial mind and today there exists a list of poems for which a lump sum was paid to the author. The list includes some of his most familiar and most famous verses, but what was paid for them is the author 's own secret. Then it was proposed that Mr. Riley join the l Journal editorial staff at a fixed salary, which he did. 13 His duties were not well defined, but it was then li that he wrote the Benjamin F. Johnson series, The E Old Swimmin' Hole and 'Leven More Poems, one appearing each week in company with a letter pur- porting to be written by Johnson, an illiterate but intelligent old farmer with a strong vein of senti- ment. Meanwhile, Mr. Riley 's personal acquaintance extended rapidly among appreciative people. Some of the men of his group were John C. New, Rev. Myron W. Reed, William Pickney Fishback, Elijah W. Halford, and General Harrison, afterward Presi- dent. His recognition in the Eastern states came more slowly than elsewhere, but when finally given it was generous and enthusiastic. He became a favorite at Boston and always drew large audiences from the most exclusive intellectual circles. His first appearance in New York City was at an author's reading given for some special cause. Many distinguished writers, including William Dean Howells, Thomas Baily Aldrich, and Richard Watson Gilder were on the program. An author 's reading is usually a dull affair, writers seldom being good speakers, and the great audience grew restless and weary. Riley was last on the program, he was un' known and people were indifferent and impatient to be gone. But he proved to be the star of the occas- ion. Quickly it was seen that here was something new and original, that here was an artist. Wave upon wave of applause followed his recitation of a dialect poem-a character sketch in verse-and late as it was encores were demanded. Newspapers next morning gave him much praise and his fame was firmly established in the literary and artistic world. His life to the onlooker seems an ideal one for a literary man, with full honors and recognition be- stowed upon him while yet living, respected and ll ill! gl ill' ll, ll l 1 1 l l Page fifteen W5 1. ll 4 , l lg l E l l Page sixteen loved by the people among whom he lives, adorned by children, his writings cherished by people every- where, he goes his way serenely, with a hopeful out- look on this life and the next. It remains true that he spoke for the inarticulate and put into words the hopes and dreams of his friends, their inspirations, their longings and their beliefs-that he is the poet of the people. Orville Morgan. Helen Adams Keller N the village of Tuscumbia, Alabama, on June 27, 1880, was born a little baby girl who is now a world-famous young woman, Miss Helen Keller, one of the most interesting characters of the nineteenth century. Her father, Arthur H. Kel- ler, was the editor of a paper. He owned a beauti- ful home, which was named Ivy Green, for the Eng- lish ivy covered the house, trees and the fences. Climbing roses hung in long festoons from the porch, and in the garden grew lilies, roses and trailing clematis. As a baby, Helen was a strong, healthy child, quick and imitative in learning to speak. But when nineteen months old Cin 18823 she was taken seri- ously ill with congestion of the brain, and upon her recovery it was discovered that the extreme illness had left her totally deaf, dumb and blind. This little girl in her world of silence and dark- ness, was constantly trying to make known her wants, which was of intense sorrow to her parents and at the age of six she was taken to Dr. Chisholm, of Baltimore. While on her journey, parents, rela- tives, and friends contributed to make her happy. But Dr, Chisholm gave no hopes, and from there she was taken to an electrician, Dr. Alexander Graham Bell, whose inventions also failed to bring to her light or sound, and by his advice Miss Anne Sulli- man was recommended as a teacher. At the age of fourteen, almost blind, she entered the Perkins institution, where she partially re- gained her sight and graduated in 1886. Now ar' rangements were made for her special training. Miss Sullivan, who sincerely loved her pupil, taught her self-control and obedience. She pursued the plan of spelling into her hand everything they did, until Helen had absorbed the hand language as an ordinary child learns the spoken language. Now, as communication was possible with the outer world, Helen's intellectual improvement was rapid. She manifested eagerness and delight in acquiring information and a vocabulary. After three months' Work she knew about three hundred words. There was also evidence of her power in description, as in her description of a snowy land- scape. The trees stood motionless and white like figures in a marble frieze. There was no odor of pine needles. The rays of the sun fell upon the trees so that the twigs sparkled like diamonds and dropped in showers when we touched them. In 1890 Helen Keller was told of a deaf and blind girl in Norway who had been taught to speak. She now determined to learn. She took eleven les- sons of Miss Fuller, principal of the Horace Mann school. The method of teaching her was to allow her to feel the position of the tongue and lips of someone speaking. In the autumn, after she had learned to speak, she walked among the falling leaves with her teach- er, who described to her the various colors and of Jack Frost and his magic power. And as it seems three years before, a friend had read by the deaf and dumb symbols the story called the Frost Fairies. On her return home, Miss Sullivan read to her Little Lord Fauntleroyf' and after the de- scriptions of the autumn leaves and the frost, she sat down and wrote an imaginative little story which was named The Frost King. As the teacher and parents recognized her descriptive pow- er, sent the story to Mr. Anagnos, at the Perkins Institution, who published it in one of the institu- tion reports, and it was now discovered that she had obtained her material from the Frost Fair- ies, and it had faintly lain in the mind of the child until the realization of autumn and frost had come to her. This explanation is now accepted, but at that time Helen and her teacher were both made to suffer the suspicion of those who questioned and thought that they were deceiving the officers of the institution. They were brought before the court of investigation of otiicers and questioned and cross- questioned separately as to the authorship. This incident proved an unfortunate one for teacher and pupil, as they were for a time in constant fear that all of Helen 's writings would be thus criticised. It was also about this time that Helen Keller's parents decided that the development of her char- acter demanded the teachings of God. Bishop Brooks came to the Alabama home and disclosed the power of her Creator. By the aid of her teach- er, the world's beauty, of nature, mountains. the sky and sea were told to her, and her answer was I have known him all the time, but I never knew his name. Helen now undertook the study of foreign lan- guages and history. In 1896, she entered Cam- bridge school for young ladies, in preparation for the entrance of Radcliife College. In the summer of 1897, she passed the examinations, receiving honors in German and English. After being placed in a separate room from other students, she used her typewriter. The questions were read to her by the means of the manual alphabet. In June, 1899, she passed the final examinations. The ques- tions had been copied in braille, that is, in raised printed letters. No one of acquaintance was al' lowed in the room. As there was no one to read to her the answers as she had written them. the examination was very diiiicult, but as she said, They didn 't realize how difficult they were making my examinations, nor did they understand the peculiar difficulties I had to surmount. But if they unintentionally placed obsta.cles in my way I have the consolation of knowing that I overcame them all. Although her college days were full of trials and discouragements, they were very happy. Her com- ment on college life is the lack of time and multi- plicity of tasks. Also, One goes to college to learn, it seems, not to think, and she praises the instructor who brings the literature to class, allow- ing the students to enjoy its power and beauty with- out interpretation or exposition. ' Page seventeen Though imprisoned in darkness and silence, the beauty of her mind and spirit is shown as she stretches out a helping hand to the world, express- ing not only interest in L'The Training of a Blind Child or the Education of the Deaf, but equally in The Worker's Right the modern woman, so- cialism, sudrage, religion, and politics. From the silent dark she chants: 0 Dark! thou blessed, quiet dark! To the lone exile who must dwell with thee Thou art benign and friendly. - Helen Keller is especially favored with two of the greatest gifts-books and friends-and she is known as the girl Who Found the Bluebird. In her lecture on Happiness, she says, I want to tell people how to be happy. Happiness is greater than senses. There are people who think that one without sight or hearing could not be happy, but I know I am far happier than many people are who have good eyes and ears, and speaking of her abmitions, she had reached one of her highest- being able to tell to the world how she came out of darkness into light. Among some of her distinguished acquaintances and friends are Bishop Brooks, Oliver Wendell Holmes, Whittier, Edward Everett Hale, Dr. Alex- ander Bell. Her dearest and truest friend, who has been more than a teacher, is Anne Mansfield Sulli- van, who now is Mrs. Macy. Helen Keller's present home is in Wrentham, Massachusetts. Since her graduation from college, she has progressed not only intellectually but of broad knowledge and of generous sympathy. Some Page eighteen of her works are: The Story of My Life, books on 'tOptimism,'l The World I Live In, Out of the Dark. In poetry, The Song of the Stone Wall, A Chant of Darkness. Through her activeness to the sense of touch is shown as she describes the scenes of which she can have no conception only through this sense of touch. Accounts of a storm, the Wind, the rattling of branches against the windows, or of a hunt, and speaking of enjoyment of statuary, she says, I sometimes wonder if the hand is not more sensitive to the beauties of sculpture than the eye. Therefore, after seeing the face of Helen Keller, or reading of her wonderful achievements, one can- not help but feel that life is to her happy and full of many joys and interests. She is a tall, strongly built woman, a good talker, and impresses those who meet her or read her works with a respect for her character, charity, achievement, ambition and faith. VERA POPPOON. ' 'Thomas A. Edison' ' HOMAS A. EDISON-whose contributions to the human comfort are of more worth than any amount of gold--is undoubtedly the most celebrated and energetic American of the present age. He is the greatest inventor known, and the nations as a whole owe him great respect. Thomas Alva Edison was born in Milan, Ohio, February 11, 1847. He came of a hardy and in- dustrious stock, but the means of his parents being restricted, the advantages of his early education were few, and he attained only three months of public school education at Port Huron, Michigan. The rest of his learning was taught him by his mother, whose sweet, good, but firm disposition strove to keep her son in the right path. Before he was twelve years old, he became a train newsboy on the Grand Trunk railway between Detroit and Port Huron, and managed to save enough money to purchase a small hand press, and became an editor, printer and publisher of a news- paper, which he called The Weekly Herald. This was a small paper, consisting of a single sheet print- ed on both sides, with the subscription price at eight cents per month. A Still yearning after more knowledge, while on the train he purchased some equipments and made a small laboratory in one corner of the baggage car, but before he had progressed very far with his ex- periments, a bottle of phosphorus having fallen to the floor and broken, the car took fire, and he and his laboratory were doomed to bid farewell to rail- roading. While a newsboy, he had become interested in electricity, probably originating from his time spent in telegraph offices. About this time, an event occurred in his life which added much to his experiences. While stand- ing on the platform of a railway station, he noticed the child of the station agent standing in the middle of the track just as a locomotive was approaching, and with much presence of mind, rescued the child from the jaws of death. As a reward, he was given the position as operator in the station, where he was able to practice telegraphy. He now traveled from city to city, including In- dianapolis, Cincinnati, Memphis, and Boston, inves- tigating into the mysteries of telegraphy. At In- dianapolis, he invented an automatic telegraph re- ceiver. After leaving Boston, he went to New York, without many friends and having no money. Soon, however, an opportunity presented itself. Happen- ing one day to enter an office of a company who managed indicators, he found everything in con- fusion. The gold indicator was out of order, and as the superintendent failed to find the trouble, Edison remarked with great self-confidence that he thought he could correct the disturbance, which he did in a short time. As a result of this, Mr. Edison was made manager at a salary of three hundred dollars per month. While here he invented Edison 's Uni- versal Stock Indicator, for which he received forty thousand dollars, and the first patent on any of his inventions. This was sufficient money to purchase a labora- tory and factory in Newark, New Jersey. Here he employed many assistants and really began his life, making many surprising inventions. The first great invention was the duplex tele- graph, which sent messages two directions over the same wire. He sold this patent to the Western Union Telegraph Company, which made a contract for any further inventions that he might make. This discovery was followed by the quadruple tele- Page nineteen El graph, which sent four messages-two in each direc- tion. This was perfected by the Sextuple Tele- graph, thus making a device worth millions of dol- lars to the company, as they might send six mes- f sages over one wire where previously they used six li wires. , While at Newark, he invented the harmonic l multiplex telegraph, which was a number of tuning i forks, managed by magnets, that sent vibrations i which came into contact with tuning forks at the ii other end of the line. Sixteen messages might be , sent over this system at once. l i Mr. Edisonhalsci, made a pegfeijctios for Qulhe gale- , phone, which ad een invente y exan er ra- l ham Bell. The Bell telephone, however, was prac- K 'tical only for short distances, and Edison set to , work making the telephone transmitter. Bell wished to use Edison's invention, but could not as he didn't have the patent. After much disagree- i ment, they arranged for a compromise, and by Page twenty means of the lampblack button on the transmitter, the buzzing on the telephone was destroyed. Mr. Edison was but thirty years of age when this was completed. The next subject which occupied his time was that relating to the electric light. He had observed, while in the laboratory of Professor Barker, at Philadelphia, the first arc lamp, and noticed that when one light was lighted that all were, and that they were entirely too bright. He desired to obtain small lamps that might be used in private homes, and each light independent of the other. There were two systems before him-the arc and incandescent. As a field for his operations, he chose the latter, although it was thwarted with the difficulty that platinum, when used, was liable to melt under the fierce heat of the electric current, and that carbon might be used under the combined action of gases and the current. He spent thirteen months of experimentation, not becoming discour- aged as most people do. So it was necessary to find some substance which would not only make a bright light, but also one that would not melt. Sitting one day in his laboratory, thinking of some of the unfinished details of his lamp, he began thoughtfully rolling between his fingers a piece of compressed lampblack mixed with tar, used for other purposes. Glancing at the black thread, the thought struck him that it might make a good burn- er. The experiment was tried instantly, and the results were satisfactory, except the carbon was not strong enough. He experimented further by taking a spool of cotton thread, and tried to carbonize it, but it broke and was not successful. For three more days and nights he worked, showing his will, and on the third night, after taking all the air from the glass bulb, lit the lamp, into which he had put car- bonized cotton, and lo and behold! it burned. This lasted for forty hours. Next, he desired to find something which would burn much longer, and after using straw, paper and cardboard, he thought of bamboo and obtained the best results from this. He spent nearly a hundred thousand dollars in search of the best bamboo, which was found in the valley of the Amazon, and when completed strung a number in Menlo Park. Now he attempted to make a central station for electricity in New York City. The first office build- ing using these lights was that of the New York Herald , then a sailing vessel, Jeanette, in search of the North Pole. The electric lighting plants in United States alone are now worth 28750,- 000,000. In the field of amusement, Mr. Edison has also accomplished much. First, the phonograph, con- sisting of two parts-the phonograph and the rec- ord. The record is a cylinder. upon which the sound waves can be impressed in a spiral line, and he reproduced by the machine. This, Mr. Edison says, will sing the baby to sleep, tell us what o'clock it is, summon us to dinner, and warn the lover when it is time to vacate the front porch. Secondly, the kinetoscope, or motion pictures, is a succession of rapidly moving photographs, and por- trays most vividly real life. Edison has also taken advantage of the construc- tion of cement in the Edison Portland Cement Works. This consists of iron molds, just the shape of the desired building, and after setting and filling, the molds are removed, leaving the building ,almost complete, for no plaster is used. This building may be constructed for about 31,200 In December, 1914, his factory in Newark, New Jersey was destroyed by a great fire, with a loss of 567,000,000 But he cares little for money, and though the has made a fortune, he never counts the cost when he is at work on a new invention. Thomas A. Edison is now sixty'eight years old, and there is much expected still from the busy brain,and hand that seem to work out their own great problems regardless of the constant frowns of so-called science. One reason of Edison 's long life and activity is the fact that he never worries, and says, Don't worry, but work hard, and you can look forward to a reasonably lengthy existence. - LUELLA ELWELL. ' 'Jane Addams' ' HAT the world-famous founder of Hull House -the foremost citizen of Chicago, -was as a child painfully handicapped by physical deformity, makes her career the more remarkable. I was an ugly, pigeon-toed little girl, with a crooked back, is the uncompromising comment of the attractive Jane Addams of today. As a child, she was burdened with curvature of the spine, and carried her head a little to one side, but nevertheless she found consolation in reading The Ugly Duckling. No doubt but that the death of her mother when Jane Addams was but two years old developed her supersensitiveness about her appearance that was soothed by this story, and as was the Ugly Duckling transformed into a beautiful swan, so was Jane Addams trans- formed from ugliness and deformity to a beautiful, lovable woman. From a child, Jane Addams was thoughtful and sensitive, as was shown by her on Sundays, when she went to attend the small church with her uncle and father. She would always walk by the side of her more ordinary looking uncle for fear her father would not want to acknowledge such an ugly duckling for a daughter. However, this foolish Page twenty one I a ls W Page twenty fear was forever dispelled when one day he doffed his hat to her, bowing low in courtesy as he passed her in the street. Close by the Addams homestead stood the great iiouring mill owned by her father. On the bank of the mill-stream she and her step-brother built a sac- rificial altar, to which sacred spot they carried dead snakes which they anointed with sweet cider. One day when Jane Addams was not yet seven years of age, she drove with her father through the poor district of Chicago. Until then, the city had always meant beautiful houses and splendid shops. As she looked at the miserable huts, she earnestly exclaimed, Father, why do people live in such horrid little houses so close together? Her father explained the condition as best he could. When I get big, she replied, I am going to live in a great big house right among horrid little houses like these. Miss Addams has fulfilled this youthful promise with Hull House, which has since 1889 been ministering to the needs of the poor among whom it is built. Jane Addams, while yet a mere child, attempted to read her father's library, beginning with Pope's Iliad. This proving unsatisfactory, she began to read the History of the World. She next read Plutarch's Lives, with a reward of five cents for each life she could report on to her father. As a stimulus for more reading, her father gave her twenty-five cents for every volume of Irving's Life of Washington she read. This early reading de- veloped into a real liking so that she made a very successful reading of Gibbon's Decline and Fall of the Roman Empire. -two - In 1877, Miss Addams entered Rockford Semi- nary. She was one of the first four youngpwomen to receive a degree upon its becoming Rockford College. While hcre, she met Ellen Gates Starr, with whom developed a life long friendship, and who, along with Miss Addams, became the co-found- er of Hull House. Miss Addams early took for granted the fran- chise for women, about which her father had talked to her. This belief developed as she grew to wom- anhood, as was shown by her election in 1912 to the vice-presidency of the National Woman's Suf- frage Association, and her activity in the first convention of the Progressive party. Govern- ment, she holds, is in the air we breathe, the water we drink, the food we eat, the diseases that enter into our homes. It has to do with the educa- tion of our children and the living conditions of our men and women. That women can successful- ly deal with subjects of the government is shown by the work of Jane Addams at Hull House. When Rockford Seminary was allowed to enter the oratorical contest of Illinois, she was chosen to represent her school as the champion of the Wom- en's Cause. At the close of the contest, it was found that she ranked fifth, which was not easily forgiven by her angry schoolmates. No doubt but that all bitterness of the decision has been wiped away by the after career of the Winner for Woman Suifrage. While at Rockford, Miss Addams was prevailed upon to enter the church. Although she was a firm believer of God, she did not become a member of the Presbyterian church 'until several years later. Her deep Christian faith has been able to keep Hull' House out of the hands of capital and labor. After she delivered her graduating essay, Cassandra, she entered upon her preparation of the great life work she was to do. She decided to take up medi- cine as her profession and the poor as her clientage. Therefore, the next winter was spent in a Woman 's Medical College, of Philadelphia. Unfortunately, in a few months, the spinal trouble took a serious turn and she became an invalid for many months. Upon the advice of the doctor, she left America for a two years' stay in Europe. Upon her arrival in England with Miss Starr, another wretched picture presented itself, which increased her desire to help the miserable poor of the slums of the city. In the East End, she saw half-starved, poverty-stricken women begging with hands extended for half-decayed vegetables. Wher- ever she traveled after this, even among the cul- tured people, she seemed to see empty hands stretched out appealingly to her for help. So great an impression has the scene left that even today the sight of uplifted hands revives the memory of that miserable scene. Between trips to Europe, she went one summer to visit some farms in a Western state, where she held mortgages. It was after a long drought, and the farmer were in a terrible condition, their fam' ilies were suffering from extreme poverty. With a desire to help them, she withdrew her investments rather than take any of their money for her inter- est. It seemed as if such conditions as these were continually being thrown in her path to lead her on for the great work she was to do for the poor through the Hull House. At last, the turning point of her career came, when she, with other members of her party, attend- ed a bull fight in Madrid, Spain, and because it was a survival of mediaeval times she lingered long after her sickened companions had left. That even- ing, as she thought about the scene she had wit- nessed, she was disgusted to think that she had wit- nessed it without a tremor. This, combined with the misery and suffering of the poor which she had seen in the last few years, she resolved to ask the advice of Ellen Gates Starr about a settlement house. To her great delight, Miss Starr entered heartily into the plan. Miss Addams immediately left for London, to visit the People's Palace, to gather suggestions for her settlement house. In 1889, Miss Adams and Miss Starr selected an old homestead in Chicago, which they called the Hull House, in respect of Mr. Hull, who erected it. This house had been used as a home, the office of a fac- tory, a second-hand furniture store, and its attic was supposed to be haunted. The present owner, Miss Helen Culver, gave a free leasehold of the entire building. The house was then repaired and other buildings added until it now comprises thir- teen buildings. The object of Hull House, as writ- ten in their charter, is To provide a center for a higher civic and social life, to institute and main- tain educational enterprises, and to investigate and improve the conditions in the industrial districts of Chicago. Hull House has done even more than this. It has entered into the lives of the poor and ignorant and kept alive humanity which all too often is destroyed by never ceasing poverty. Hull House was furnished as any other home. It was in the midst of colonies of Italians, Germans, Jews and Page twenty three French. The conditions of the neighborhood may be understood from a single incident. Miss Addams was appointed garbage inspector, which resulted in her discovery of a pavement eighteen inches under- ground in a narrow street which no one remembered ever to have been paved. This and other improve- ments reduced the death rate of the ward from third to seventh among Chicago wards. That Hull House was established to improve the poor is portrayed in a little incident when the manufacturers oiered Hull House 350900, enabling it to become a large institution, if the poor of that district would cease asking for shop reforms. Was it received by Jane Adams? No. She answered that she and her friends were not interested. in exalting Hull House, but that they were interested in protecting their wretched neighbors from un- desirable working conditions. To know the real work of Jane Addams, one must visit Hull House and get an insight into the changed environments and lives which sl-e has up- lifted, and the thousands whom she has touched. That all Chicago loves Jane Addams was shown in 1913, when a banquet was held for her just before her departure for a four months' vacation in Egypt and Italy. Twelve hundred guests assembled at this banquet. At the close of the banquet, twelve hundred voices sang to the tune of My Bonnie Lies Over the Ocean : Jane Addams sails over the ocean, Jane Addams sails over the sea, VVe're glad she's to have a vacation, But bring back Jane Addams to me. Page twenty-four HNVe'll lend hcl' to Greece and to Egypt, Jerusalem, Athens, and Rome, We'll lend her to Europe and Asia, So long as we get her back home J The Peace Dove will perch on her shoulder, All Europe will dwell in accord, The Turks will go back to rug-making, The Balkans will put up the sword. What abeautiful life is hers, and how well she has fulfilled her mission. LEONA MULL. 3 li Athletics in Raleigh School DA- .t .. - ,, .,.. -- NE month after the beginning of the 1914 term ot' school there were two tennis courts and eight racquets in possession ot' the high school boys. liavon Hall and Dwight Brooks start- ed the game by making the first court early in the fall bcforc school began. Every bov wanted to play and they were also willing to make another court so we set to work. The enthusiasm over ten- nis grew rapidly, and even the teachers entered into thc game which proved to give them great sport. Dwight Brooks ventured to play the alumni and we held a tournament here. Hassel Sweet and Ray White composed the alumni team. Although White was a Muncie Normal Institute player, the Raleigh team was too much for l1in1 and his partner. The high school won the doubles in straight sets. The score was 6 to Jig 6 to 35 6 to Ii. Raleigh is too fast for her alumni ill tennis. After the 0I1ll1llSl?lSIl1 over tennis subsided, basket ball was taken up. I 'ag e twenty-flve Despite the unfavorable conditions here, we de- veloped a promising first team. The players were Lavon Hall, Captain and guardg Emory Bean. guardg Dwight Brooks, centerg Glenn Pom-r, for, wardg and Orville Morgan, forward. The team played well, and they could handle the Lewisville second team. On the night ot' February 13th, Ral- eigh's first team journeyed to Lewisville to meet their seconds. The game was one-sided from begin- ning to end. Raleigh team won. After this en- gagement, we organized a second team andnon the night of March 12th, both teams ,journeyed to Fair- view. Again the Raleigh crowd won. The teams improved very fast and on the night of March 26th, both teams went again to Fairviewg their second time in one season to play their first and second team. At this time Raleigh did not meet with so good success, for both teams were defeated. Both games were rough. Fate was against us, two of our boys being in no shape at the beginning of the games, and another being knocked out by their roughness, they won by a rising score in the second hal . R. H. S. Others. At Lewisville . . . . . . 34 5 At Fairview .... .... 2 5 13 At Fairview .... .... 1 0 7 At Fairview .... .... 2 0 48 At Fairview .... .... 1 0 22 Page twenty-six A' Q 4 ,W Y- ,f 1- lv.. .L ,. fri, ham. j - -f, --Q. . Q, . lv. i. .y .1 ...N :L as A . i -sf- ir. . . , s',.. w,I. K. . 'Lt .ELI 1 -I -1 th . 7 . .' N K. 4734 ' rs 'fs 5 . v. - v.. .. .,,, -t. - a.'Lf st ,. .. 5 Ii 4. A 4, ' ',.'l . ,. l, , PQI: 'nf--' ' .tk f 4592: c --Q' ' 'jy.i:'.-1.4 3,1 , . .. wr-,f fzfg. 55' flff Ti 'Pt-2. ' LI.. ., 4 ,Eu A Lf.. K .7 3 v '.' JUNIORS l CLARA HINER: Miss Clara, better known to her classmates as Miss Frankie, is noted for her abil- ity. both vocal and instrumental. She has a spirit of self confidence which is appropriately described in the following lines: l'm the best friend I ever had, l like to he with meg I like to sit and tell myself Things eonlltlentiallyf' I LAVON HALL: Vony. Ile is the finest gen- tleman of them all. The kid specializes in high grades and merit marks, and never fails to knock a home run or two in the examination series. Mem- ber of the Il. S. play. 'l-1-'15, Il. S. basket ball team, '14-'15g captain, '15, A guard on the basket hall team, whose close guarding drove terror into the hearts of all opposing powers and whose wield- ing of thetennis raclfets is sure to count up in points for him. His record is: First in sports, first in his studies, and first in the admiration of his femi- nine friends. ELSIE SCOTT: Miss Elsie Scott, or Miss Seat. as she is frequently called, is a member of all the social functions ol' li. ll. S., among them the Glee Club. She does not hesitate to acknowledge that Geometry is her favorite subject. Her eyes are as blue as the sky, ller ways so eharining and right, ller dimples so deep and spry That you know she's a Junior bright. DWIGHT BROOKS: Bookie g 'tHungry. Member of the Athletic Club, center for the as- piring R. H. S. basket ball team, and a promising baseball man. This studious youth, being crowned at his feet, has become a sky-scraper. Hence he looks down on us from his commanding positiong but with a grave and sympathetic expression on his clear-cut face. llis words are bonds, his oaths are oracles. llis love sincere. and his thoughts immaculate. Page twenty seven LARRY KNECHT MELVIN COLE EMORY BEAM MABEL HAMILTON RUTH LAUGHLIN EDGAR DEAN Mc-MATH SOPHOMORES N the eighth of September, 1913, live Freshmen entered the Raleigh High School. We did not Want to come incontact with the jolly Juniors and Seniors at first. We progressed very Well and in about one Week after school commenced a Sophomore joined us. Great progress was made in the algebra class under Mr. Fox and in the Latin Work under Mr. Marlatt. Most of the class were exempt in Latin and Algebra the first semester. At the beginning of the second semester we lost one of our class in Latin. Page twenty-eight At the beginning of our Sophomore year one was added to our class, Edgar Dean McMath. We pro- gressed very nicely until Christmas, at which time one of class deserted us. Though few in number We Went at our Work with a zest that Won for us an in- terest in our subjects that has been both an inspira- tion to ourselves and to our teachers, no doubt. Mabel Hamilton was forced to leave school on ac- count of ill health. Though few in number We are still looking forward to our Junior year with a great deal of enthusiasm. N the sixth of September, ISII4, seven gay I reshmen entered the Iialeign lligh School. It seemed strange wI1en we tirst came in contact with our larger friends. How- ever, wc were determined that we would do our best to make the school proud of us. Although we were Freshies we advanced very nicely in our lessons the Iirst semester and nearly all escaped taking the examination. Roy Ilox, one of our number, moved to Illi- nois. Soon after his departure Robert, think- ing high school lit'e none too pleasant, decided to work on the farm. About March our num- ber was again increased to seven bv the addi- tion oi' Davis Nelson, formerly ot' liushville, and Lilly Keith. of Lewisville. Soon after their joining us, Blanche was forced to lose four weeks of school on account of her health. 'I'he remaining ones have progressed rapidly, study' ing sometimes both night and day. Now as the last day of school dawns upon us we feel that we have fulfilled our duties as I'1l'0SIlIl'lPIl. We have made many friends dur- ing our Freshman year and feel that the school would be deserted without us. However, we are going to strive to the end so that when our school days are over we will have been a credit to the Raleigh High School. l -Agin- YOORIIIESE THOMAS IIAZIZL RIDER , LOA CALIJWICLL FRESHMAN CLASS POEM. 'I'eIl me not while others slumber, That the Freslnnen have a lIl'0Zllll1 Our elass being few in number. 7 leople know not what we mean. Lives of Seniors all remind us, XVe eau make our grades sublime: And departing leave behind us. Ileudmarks that will just look line. IILANCHE WOOLVERTON LILLY KEITH ROISER'I' LAVGIILIN GLENN I'0'IfIR DAVIS NELSON Hurrah! for the pink and white. As it tioats on the sehoolhouse tower. I'i-aised by all the II. S. multitudes, Ileeause they know they are the colors of the hour. Page twenty-nine Page thirty YERUII. TUNER AARON I.Al'1AIILlX ICARNICST IEISIIMAN llHRH'l'llY l'0I.E ALLEN XYICYI, FRANK l,Il4Il'l'lf0U'I' LAYl'fRNl'I XICXVKIRIQ IIURAVE l'Il,XVEI,L IIUXYARD .IUIINSUN lil-IURHTC MAYS IIILIJA NIYRHIAN k'l'X'Il. HARVHR IIICNRY KIARYICR HULIJIIC XYILLIABIS lll'l!liR'l' 1-IAl'lilCR FRAXIQLIX MARTIN IIICIJCN NICICGERN IQATIIICRINIC IHCYAIEE GRAVE VARSHN l'1Dl'l'll XYOUl.YliR'l'0N ANNA l'AH'l'lCR MARK RILLS IQICRMIT COX HLADYS RLAVK USVAR IJICIIART 11lCR'l'Rl7lJlC IJIYICIMISS l'A'l'lll'IRlNlC l,Al'lIIlI,IN NICI.I.llC KICITII AYANICLI. POER l'ARl, ROGERS Hl'Y SXYIClC'l' IIICURHIC GURIDHN ROY HROXYN A Brief Summary of the Work in the Seventh and Eighth Grades N the brief space allotted to me in this manual, I will attempt to give you an outline of the work done by the above grades. Recognizing that a correct interpretation of the printed page is the main essential in gaining knowl- edge, we have laid particular stress upon Reading, because all subjects require fir t a careful reading before correct interpretation can come. True read- ing stimulates to know, to enjoy, to do. Recog- nizing the truth of the above statement, the course in Reading is so arranged as to give an extensive knowledge. In the seventh year are presented such selections as Who Owns the Mountains, Reces- sional, Herve Riel, How Much Land a Man Needs, O, Captain! My Captain! Supposed Speech of John Adams, The Taking of Quebec, The Gettysburg Address, The Sea Fight, Ichabod Crane, The Siege of Leydenf' Speech Before the Virginia Convention, The Courtship of Miles Standish, and Snow Bound, to teach lessons of ownership, bravery, patriotism, evil effects of greed, love of God, kindness, charity, love of home, character of different peoples, and in- spiration to do better. The eighth year reading includes such selections as Elegy Written in a Country Church Yard, Charity, Opportunity, The Great Stone Face, The Runaway Cannon, Great Men, The Lady of the Lake, Horatius, Julius Caesar, Evangeline,', and The Spy. An intensive study of the classics is begun in these grades to get children to like this kind of lit- erature. A careful study of spelling, and an intensive use of the dictionary followed all the reading work. Oral spelling and written spelling have been alternated in both grades with much success, as the record will show. W1'iting has received close attention, both with pencil and pen. Page thirty one The work in Arithmetic in the seventh year has included Fundamental Processes with Integers and Fractions, Denominate Amounts, A Simple Knowledge of the Equation in Algebra, and t'Per- centagef' In the 8th year the underlying principles of both common and decimal fractions, and percentage were reviewed. Then new subjects such as Ratio, Propor- tion, Partnership, Involution, Evolution, and Men' suration were introduced, followed by review of practical measurements and miscellaneous problems. The 7th grade studied the continents, using the following topics: Geographical features, position, cli- mate, plant and animal life, countries and principal cities, exports and imports with other geographical knowledge naturally arising. The 8th grade reviewed Geography for the pur- pose of getting a broader view of the subject. The 7th grade History included an extensive study of Discovery of America, Exploration and Col- onization, Struggle for Possession between the Eng- lish and French, War for Independence, Growth to- ward Union, culminating in the formation of the Con- stitution, and the beginning of our national govern- ment. The 8th grade History was a study of events in our national history, great men who were leaders in all movements, political questions, growth of our nation into a world power, the Constitution. Page thirty two The 7th year English Work was a careful study of the parts of speech, their properties, relations to each other, and correct usages to secure proper use of English. This was supplemented by composition work. The same kind of English work was followed by the 8th grade excepting they took a more intensive study of technical grammar, followed by composi- tions, rhetoric, narrative work and descriptions. In Physiology and Hygiene, the work is com- pleted in the 7th grade. The course includes a study of the framework and motion of the body, organs of excretion, special and general senses, how to develop our bodies, health and disease, public hygiene, and review. The 8th year reviewed special topics and ques- tions in Physiology. Before completing any topic in all the work I have mentioned, drill exercises and test lessons- both oral and written-were held with two purposes in view, viz., speed and accuracy. C. H. MITCHELL. Q NI A R1 J A R l'l'I' S IC ICG ICR S K l'IliAI,IP WICYI1 IVRHNA l'l,II 'l'HN ICIWIICNIC MARTIN ICNNIS IRRIIJHMAN IIUNIICR RICYAIJ-IIC NIICIKIN HURIJIIN NIINIA NIYICRS NIICLYIN XYRIGIIT ANTIIUNY IIUUIJ IIAZICL XVILSUN I IAlRlCN4'l'I t'UI,!'I NllCIQRll.I, lSA'l'Il ICNIURY XYRIHIITSKIAN IIAROLIJ RIIHCR lJI'ZI,l,A IUNIICRS .lUNI'Il'll I,Al'HIII,IN I'Al'I, t'LIl 'l'0N IIICLICN Q'l,ll+ l'ON SHVIVI' POICR AIM' Iill,I,S NIAHY lililll. UPAI, I'0l7S'l' BIYRON IIUUIJ MANY RIIJICR X l'IS'l'A IJIYI'II,IiISS A'l l'll'I NlAl'l.l'I NIIIAI AIKEN MYR'l'l.lC JONES 1 I,Al'IlI'l I5A'I'lI IHNSICIA WILSHN ISICLYA CARSON UVA l'l,UNlMlCR I IAIYID KIRIQIIANI IHCNSIIC l7'RlClCR NVIRY ER'l'lCL I.AYUNNl'I NELSON Il'IRRl'IHSIIC l'AS'l'HlC NIALISSA IJAYISSUN NIVRRAY GRAY 1'I,YDlC XYlII'I'l'I Pago thirty-thrPe VVho are we, who are we? Fives and Sixos or room Ill. VVe love to go to the Raleigu School, From this place ne'er went 21 fool, If there were we never knew And if they did they were but few. The Story of a Loaf of Bread N the fall the farmer plows his ground and har- rows it. Then it is ready for the wheat. After sowing the wheat he waits for the sun and the rain to come so as to help make it grow. While it is ripening the harvest time comes. The farmer takes his reaper and reaps the grain. Then he takes the wheat to the mill, after having it threshed. He gives it to the miller, the miller takes it, grinds it into flour and puts it into sacks, then ships it far away. One day a merchant bought some of these sacks of flour for his store, and took one sack home to his Wife. The next day his wife told the cook to make some bread, and this is the Way she made it: In the evening she soaked one cake and a half of yeast- foam in a pint of lukewarm water half an hour. When it was dissolved she mixed it with one quart of flour and stirred it till it became a medium sponge. She covered it, put it in a warm place and let is rise over night. ' In the morning she mixed the sponge with one pint of warm Water, two teaspoonsful of salt, two Page thirty four tablespoons each ot sugar and lard. Then two quarts of flour mixed to medium sponge. She kneaded the dough about fifteen minutes, and let it rise three hours. Then she kneaded the dough down again, and let it rise one hour more. The next thing she did was to mould it into loaves and let raise to double their size. After that she put the loaves in the oven and baked it forty-five minutes. When they came out of the oven there were five nice, big, brown loaves of bread. I MELISSA DAVISSON., The Story of the Connecticut Charter I CHARTER is a paper given by a ruler to a people in which he grants them the right to certain things or hold certain powers. Charles Il gave Connecticut the best charter. They could do almost as they pleased. They were very proud of their charter. . f But Charles H died and James II came to the throne. He thought that Connecticut had too many' rights. He sent a governor named Andros to takej their charter from them. The people of Connecticut did not want to give up their charter and so Went to the statehouse to talk it over. Governor Andros sat in a high chair, while some men of Connecticut FRED GRAY LICNA IIILL IIICRYL MANERS JUNE LIIIII'l'I OO'I' MARY WILLIAMS IDA DIIRIIAM LIICILLE BEAM VIRGINIA WILDRIDGE WILLIAM NICWKIRK WILLIAM ER'l'LI'I IIICIIRIIIC OARVER H'I'I+ILLA CARSON MILDRED RIIOADES ALIIICRT DISIIMAN MAY MYERS IRICNE NICIIOLSON SKINS WAHONICR 'I'I I ICLM ER WI I I'I'l'l ICLMER RIDER MAIIEL GRAY .IOIIN ARNOLD OPAL VVRIGIIT IIICLICN DISIIMAN WILLIAM KASTER OPHELIA HEATH IVRANCICS RIINYAN CLEONA DURHAM BEULAH IIORSEMAN IQATIIERINE CLII '1'ON NELL JOHNSON CECIL DEHART ERNEST' GORDON ARTHUR CLIFTON GEORGIE DURHAM MARION RIDER ADDIE MARTIN LILLIAN VVRIGHT Page thirty-five sat in chairs opposite to him. A table with the charter on it was between them. In those days people burned tallow candles for lights. Several of these lit up the room where An- dros and the men were talking over the charter. They made a very poor light. When they were talk- ing. all of a sudden the lights went out. If that had happened nowadays a dozen matches would have been produced, but there were no such things as matches in those days. They made their fire with flint and steel. When the lights were lit once more the charter was not to be seen. The charter was taken and this is how it came about. While they were talking a young soldier named Captain Wadsworth came in the room. He threw his coat over the candles and put them out. And while the people were lighting the lights he took the charter, escaped through a door or window and ran the main street of Hartford, where stood an oak which had a hole in its side. He slipped the case which held the charter into the hole and it dropped to the bottom of the tree, where no one would think of looking for it. The charter was kept there until James II was driven from the throne. The tree was then called the Charter Oak.'l In the Revolutionary War the general let the soldiers cut down trees for tire, but he would not let them touch the Charter Oak. Nothing is left of it now but a piece of its wood. Page thirty six ' The Lucky Stone' ' NCE upon a time the birds and beasts talked and wore clothes. Timothy Titus knew some .of the animals. Timothy Titus was always kind and good but rather silly. The way Timothy Titus made his bread he went along by the roadside and mashed stones. He did not know one of them was a Lucky Stone and he hit it with his hammer. The first blow his hammer flew into pieces. I wish that evil stone were in the river, he said. Just then the Lucky Stone hopped out of his hand and rolled to the river. Timothy shouted, Stop, stop. He ran after the stone. He looked funny. The children said, Timothy Titus, Timothy Titus, Mind you don 't bite us I Billy Mouse had his tail caught between two stones. It pained him very much. Salt tears ran down his cheeks. Timothy Titus heard some one hol- lowing for help. He looked all around but saw no one. He looked again and saw a little mouse with his tail caught between two stones. Timothy Titus did not know whether to help the mouse or to get the Lucky Stone. He thought he had better help the little mouse. Along came a man leading a monkey. The mon- key was in great pain. Salt tears ran down his cheeks. Timothy Titus put his hand into his pocket and found he had a few pence. With the pence he bought the monkey. While he was helping the mon- key the Lucky Stone floated down the river. XI XX II,Il,X Ii.X'I'II XX XI III.N Iil'I.I,I'1N III I I'I IVI' I'I.,XXX'NHN 1 I UI,IJ H,XI'IiI'III XI XI. I II 'X IIIC.fX'I'II I IIII.I, XLXNICIIS IIII'I'IIX I.,Xl'tJIII,IN IIlI'II,NI.X IIIIIIIIICS XIII IDICIVIJ XX'III'l'I X 'l I I, FUN UIDIS XX'IIl'I I'HY I I lXI.XII.X IPISIIXIAN XllrvYr:nliI1nN I II XNIQ ILXYIHSHN I XXII. III'I.X'I'II III II.Iz XIANICIIN HI IX'I'I' ICIIHIHCN III XIII IIC NXII'I'II 4IUIIl'I' XX'IIIHII'I'NX I,.XXX'III'IN1'I VHII4' XX'XYXI'I IIlI.I.N IJIIIAICZIAIMX XI.XII'l'IX I.HI..X IiICI'I'II .IUIIN ILXYISNUN INXM' III'IX'.XI.I'II4I XIINNIIC XI.XI'I.I-I IAPIIIX XYILSHN l2I.I'IN XIUIII,I'IlI IIUNX IUNGICIQN HI'III'I'IIl'IJI'I NIIIICLIJS HI+III'I'IlI'IlI'I IiII'I'I'II. XXQXYXIC I'fII'I'ICI, I3UIIU'I'IIX' I lIl'N'I' IQXIII, XIl'IIHI,N YIIIHIII III IIII.XXI IIUXIICII H.Xl'IiI'fIC ,XIJXICS IiIIIIiII.XXI .IIC,XNI'I'I I'IC IRIX I'.Xl'I,INI-I I.AXl'4JIII IN X'I'IIINII'I YXII'I'II I'I'I'N III'IX'.Xl,ICI'I I..Xl'lI.X IIICAXXI I'III'III XICXYIQIIIIQ - SUV Fi' iw w K l Page thirty- After a little While he saw the monkey running down the river after the mouse, who was running after the Lucky Stone. They got the Lucky stone for Timothy Titus. Jacko monkey had the stone in his mouth. He took it to Timothy Titus. After that Timothy got all the things he wished. ROSA ROGERS, Grade II. The Primary Room HE primary room has its value in every school. It is one of the most essential rooms. In the primary grades the child begins his school life and it is there that he has his first conception of the use of Word and number. Room One of the Raleign school consists of the first and second grades. This year the 1A class has completed a supplementary reader and they are far advanced in number Work. The second grade has also taken up supplement- eight ary work. Splendid results have been accomplished in second year writing and composition. Several original compositions have been Written and many stories reproduced along with dictation exercises. The entire room has kept a Weather record, filling the blanks of the calendar With a color correspond- ing to the kind of day. Busy work has been a fea- ture in both first and second grades and the children have kept their room beautifully decorated With the products of their hands. ZELDA MAYSE. Manual Training Class 'E' l l Page forty Why Manual Training? HE American interpretation of the purpose of education is to prepare for living. The dominant thing in America is life, life in all of its meanings. We sometimes think of our country as possessing unlimited resources. In a measure this conception is right, yet there is certainly a limit to the resources of any country. The economist teaches that at the present time, a time of commercial and industrial progress. every resource must be utilized to the ex- treme. Every mine, every quarry, every field and orchard, and every manufacturing industry must de- velop the maximum of its output in quality and quantity. Competition is sharper than it has ever been before. The world buys in the best market. This necessitates the highest efficiency in workmen, who are to be instrumental in the development of the industries which are successfully competing in the worldls markets. Repeating the American interpretation of the pur- pose of education Ceducation is preparation for liv- ingj brings to us a problem that is fundamentally important, not only among factory owners and pro- moters of industries in general but to the educators of our country 's future workmen. The problem before 'us is,--What can be done for the per cent of our boys? We are trying to make our answer tangible, in fact, we hope and think we have a solution formulated that, when put into our schools, stands ready to lift the boy onto the plane of efficient workmanship. Educators have, since the beginning of the his- tory of education been devising and redevising, throwing away and thinking out new theories but never have they been able to get around the fact, work. Work is here, has always been and will con- tinue to be, so long as material things are the prin' cipal utilities of human life. Every man must eat, drink, have shelter and warmth. To get these things he will have to enter the fields of industry well equipped to do the work that awaits him. It is not the aim to thoroughly equip but to give a boy a right beginning so that he can quickly and profitably step into his place in the economic world. Manual training does not aim to make carpenters, or blacksmiths of all boys but it has as its aim two things: first, to hep the boy to find himself and his place in the industrial sphereg second, to give him an opportunity to work out into tangible form the con- cepts of mathematics and language. Manual training, as the name implies, is a train- ing of the hands to work with the mind. It simply rounds out and makes a more perfect mental develop- ment. We cannot always locate the mind in the brain but we may think of it as being in every part of our bodies which is capable of being trained for action, thus the musician's mind is out in her very finger tips. She thinks out at the ends of her fingers. The mechanics mind is nearest to his work. With this in mind we can readily see that manual training is supplementary to the studies pursued in our schools. There is probably no line of work to which man- ual training ,and its kindred subject, mechanical drawing, does not add in that it prepares workmen, better prepared for the work they have to do. This may be illustrated by the following observation made by Mr. John L. Mathews: ' A stalwart young German-American butcher, not- ed for his skill of cutting meat and for the pride he had for the appearance of his meat, was putting up a roast. He vouchsafed the information that he was going to night-school at the University. What course? I inquired idly, watching him deftly trim, roll, and decorate two ribs of beef. Mechanical drawing, he replied. Do you like that better than butchering? You are making a mighty good job of that roast. Butchering is a gift with me, just like art, he astonish me by replying, and added, seriously: They are something alike-one helps the other. I've been working at this trade since I was a kid, but I can cut meat a lot better since I began to draw. If I lived in the old country, you know, I would have been trained to draw so I could be a better butcher. Every boy going into any trade gets that sort of training. Whereat I marveled greatly. I marveled even more as time went on and my butcher remained a butcher and did not become an advertising artist. He had the whole sense of the new ideal in educa- tion: to train for a trade as though it were a pro- fession, and to use in that trade all the correlated aid of art and science he could obtain. Drawing helped him to cut in the same fashion that it helps a sculptor to model, the principles perceived in the flat presentation showed him truth in the full mass which was his medium. We are not the first to take up this idea of in- dustrial eduaction. In this, as in many things, we are following the Germans. In Germany for those boys who cannot aford the advantages of the sec- ondary schools, there are provided industrial schools in which the various trades and crafts are taught. The effect is already seen, for in no other country in the world is there so wide a diffusion of knowl- edge and skill among workmen as is found among the common people of Germany. WM. 0. FOX, Supervisor M. T. Page forty one The Object of Domestic Science HE essential thing in the Domestic Science work is teaching the children helpfulness in the home, giving them a right appreciation for the business of home-making, teaching them the economic Value of the things brought into the home, their proper use and care, and giving them actual help in solving more economically and efficiently the Page flirty-i!VO particular problems which the home-makers in the community are called upon to solve. lt should he remembered that one lesson cannot make an expert seamstress or cook, and that many lessons are required to make an efficient home' maker.. GLADYS AUREIJ US, Supervisor. Some Reasons Why Music Should be Taught in all Public Schools A X V Music-! O! how faint, how weak. Language fades before they spell: ' Why should feeling ever speak, VVhen thou canst breathe her soul so well? NE of the annoying problems confronting the music supervisor today, is how to deal with tho e migrator pupils who come from the rural districts and towns where music is not up to grade. Practically all of our city schools require the teaching of music the same as that of any other study in the curriculum. If a pupil from outside ap- plies for admission to-say the fifth grade-and is up to the standard in other branches taught in that grade, he i permitted to enter, even though he may never have had any previous training in music and knows nothing whatever of the subject. I do not advocate that his musical illiteracy should prevent him from entering any grade in which he can meet the requirements in other branch- es. But the question is, what can the music super- visor do for him when he comes to the music lesson? Those who have come up through the grades thus far have had a musical training and experience such as he has not had and cannot now obtain, and with- out which he is incapable of doing the music work required in his grade. They have had a period of training in rote songs, of which they learn from seventy-five to a hundred. In doing this they ac- quire a valuable musical experience and become grounded in the first elements of rhythm expression and tone culture. During the second year they learn much about the notation of music through observation work on the notation of the songs previously learned by rote. During the first year they learned music-the thing itself. The second year they learned to observe the signs they already knew and thus lay the founda- tion for future sight reading. The work of the first year was devoted to ear training, that of the second year principally to eye training. Music work throughout the entire school period is based largely upon these two things. During the third year much about practical sight singing through the study of songs from their books and charts, mastering them partly by note and part- ly by application of knowledge gained through ob- servation. The fourth year was spent almost entire- ly in practical sight reading. Hence they entered the fifth grade with a fair knowledge of music nota- tion and the power to read plain music at sight. The fifth year is devoted to theory and much practice for the purpose of acquiring skill in sight reading and execution. Page forty three Now what can the pupil do who enters the fifth grade, having missed those first four years of val- uable training in the fundamental principles of the subject? He is absolutely helpless. lf he is espe- cially talented, he may catch on to some things and ride along, so to speak, but he is always lacking in independence, a load for the pupils to carry and a hindrance to any high attainment on the part of the class as a whole. lf he isn't especially talented, he flounders along blindly, learns nothing and soon loses interest in the thing he cannot comprehend. And one uninterested discouraged pupil is a menace to the success of any class. But the fact is, there is not only one of him so migratory in our population, that it is not unusual to find a half dozen or.even more of these pupils in a single class. ' Now why is this condition permitted to exist? Is it because music in comparison with other things taught is lacking in practical value as a means of education? But what is the opinion of great educa- tors of all times with regard to the practical value of music E! The educational system of ancient Greece was based upon music. Of course, with the Greeks the term music had a much broader significance than it has with us today. The arts of poetry, song and gesture were supposed to have emanated from the Muses, and they were all comprehended in the word musa, from which the word music is derived. It was a reproach not to be well versed in art. It was considered indispensable in education, from the de- veloping of a beautiful soul in a beautiful body, to the training Spartan youth for war Page fortv four There is not a single great educator of the pres- ent day who does not advocate the teaching of music as one of the most vital and practical subjects. The chief inspector of the educational system of England says: A musical atmosphere in education develops the higher ideals and brings the child into closer touch with nature. The spring with its fiowers, the summer with its fruitage, the autumn with its har- vest and golden glow, the winter with its snow, the rain and the sunshine, the darkness of night and the stary heavens about us, the coming of the morn- ing, the noonday, the setting of the sun, the glowing twilight and the deepening night, can only be in- terpreted to children in song and instrumental music. It was Froebel who introduced the occupational songs into education, putting the work of the world into music in simple songs, which have been most effective in giving the child higher ideals of the work of the farmer, the carpenter, the blacksmith, the shoemaker and of every useful occupation. It is a well established fact in Germany, that anyone who aspires to teaching in the public schools must stand an examination in music. Equally as much stress is laid upon the teaching of music in schools of Denmark, England, France and Switzerland. Philander P. Claxton, the United States Commis- sioner of Education, in an address delivered at the National Educational meeting at Minneapolis last summer, said: lf I were making a public school curriculum, I would put in a little reading and writ- ing, a little arithmetic, a little history and geogra- phy, and a great deal of music. The same author- ity said: Next to reading and writing, even ahead of writing, and next to the power to count the sim- plest things in arithmetic, music is the most prac- tical thing in our schools. Let us briefly consider some of the ways in which music is practical: First, it is practical from a religious standpoint. Now, it must be understood that our educational sys- tem of today, like that of all times, is the out-growth of a philosophy based upon religious ideas. This is true no matter how far the idea of practical utility may enter into it. Take away our churches and what would become of our moral and social struc- ture? No church service would be complete Without music. Music is the child of prayer, the companion of religion. We must have choirs, and there must be choir and congregational singing in order to give inspiration to the service and put us in a proper frame of mind and soul to be benefited by it. We cannot get along without music in our Sunday schools and prayer meetings. It is the one part of the service in which all can join, and which gives unity to the exercises. And, as Dr. Talmage once remarked: A singing church is a living, growing church. Second, it is of practical value from a social standpoint. No social meeting would be satisfactory without music of some kind. We must have music to give inspiration to our political meetings, and every nation has its patriotic songs. That person who said: Let me write the songs of a nation and I care not who makes its laws, knew something of the practical value of music in the everyday affairs of mankind. The United States government realizes something of the practical value of music when it pays enlisted musicians twice the salary paid to the men behind the guns. It is music that inspires the men behind the guns to achieve deeds of heroism. Third, music of practical value from an altruistic standpoint. In the singing of a song, whether it be of a religious, social, moral or patriotic nature, all experience the same emotions and thought and are thus bound together by a common experience. It is difficult, says Gottschalk, not to treat as a brother, one Whose voice has mingled with yours and whose heart has been united with your own in a community of pure and joyful emotions. Fourth, music is practical from the standpoint of mental training and discipline. There is no study in the curriculum that requires greater concentration than that of reading music from the printed nota- tion. The eye, the ear, the power of memory and dis- crimination-in fact, nearly all the mental and phys- ical faculties-are called into play, While the rhyth- mic performance is an element of discipline that can- not be over-estimated. Indeed, we are just begin- ning to comprehend something of the value of rhythm as an educational factor. It has long been known that one who stutters in speech can sing with perfect freedom. But it took us a long time to wake EIS to the educational possibilities suggested by this act. Fifth, music is practical from a cultural stand- point, for Culture and refinement are not adjuncts of the toilet, but things of the head and heart. The music that comes down to us from any period in the world's history reflects the intellectual, social and Page forty flve moral conditions of the people at that time. It does more than this: it tells us of things which written or spoken language cannot express. It reflects the ideal. When it comes to expressing the deeper emo- tions of the soul, there is a point beyond which the poet or orator cannot go, because of the limitations of language. But music begins here where words leave off, and leads onward toward that indefinable sense of the ideal. Music washes away from the soul the dust of everyday life. The folk songs of the various nations reflect the hopes, trials, joys and ambitions of the human race at all stages of its development. The works of the great composers give expression to the noblest thoughts, the loftiest sentiments and the highest as- pirations of the greatest genius of the ages. All this is a wealth of inheritance which each child has a right to expect from those intrusted with his train- ing for future citizenship-a training which should enable him to grasp, appreciate and enjoy the larger things of life. Thus, in a brief way I have endeavored to set forth some reasons Why music should be regarded as a practical study of the most vital importance in the training of the child. This view is supported by the best educational thought of all time. It is the view taken by those in authority over our schools who have any degree of enlightment as to the real object of education. GLADYS AURELIUS, Supervisor of Music and Art. Page forty six M erry times we've had this year A nd our work is full of cheer R aleigh is the school for me, Girls are jolly as can be A nd we have to get to work, R ight away, we mustn't shirk, E very day our task is new rr eacher says, We must pass, too. S uch good pupils in Room Three, E ach as busy as can be, E very moment precious seems G ood are all those bright new themes, E very boy and every girl R ollick in one merry whirl. S oon this school term will be o'er, nex year we'll be on second floor. ORVILLE MORGAN, Editor-in-Chief. DWIGHT BROOKS, Business Manager. MELVIN COLE, Athletic Editor. VOORHIESE THOMAS, Joke Editor. Page forty-seven A Brief First History of the Raleigh School HE first successful Centralized Township School in the United States is situated in the center of Washington Township, Rush County, Indiana. For some years the first school of this kind to prove a success was said to be located near Cincin- nati, Ohio, but facts in connection with this school claiming first honors, shows that it was not in exist- ence until a dozen years after the school in Raleigh was started. When our Indiana townships were first organized it was thought necessary to elect three trustees to look after township affairs. William S. Hall, an early pioneer of the state, son of a soldier of 1812, grandson of a soldier of the War of Independence, was chosen as one of these trustees of Washington township. Very soon it was noticed that all matters pertaining especially to the schools were left for William Hall to see after. When the time came that but one trustee was thought necessary to fill the duties of this office, then the voters, insisting that Mr. Hall was best fitted for these duties, kept him, year after year, in this office. Under Mr. Hall were eight district schools, and do the best he could, Mr. Hall found it impossible to fill these schools with competent teachers. Too often he found the boys and girls leaving the district schools entirely too young, their school education merely begun at the age they were leaving school. Page forty eight As this trustee, now an ageing man, possessed of a mind of the highest excellence, and a strong belief that the hope of our country lay in the education of the masses, tried to better his schools, there crept into his brain the dream of a central township school in which every country child could receive an academic education without price to the child, or leaving home to get it. This was not a new dream, as Eastern educators had tried to get such schools, butfailed in every instance. Not so William S. Hall. When ready to resign township duties to younger brains and hands, he formulated his plans secretly, for he was a man of old time action in public affairs. Opposition against throwing one district school out was strong against him. He went ahead as though it had not been, bonded his township for the money to build this first central country school, and at the date the tax was all paid, purchased this site of ground for his school, setting the brick makers right upon the spot to make the brick for his school house. This was in the year 1876. In the beginning of this year he threw out and abandoned four of his inner lying school houses, leaving the four outlying district schools supplied with teachers, the scholars of these schools given the privilege to attend the central school if they so pleased. By fall the house of three rooms, one large room covering all of the upper floor, the lower part divid- ed into two rooms called Primary and Intermediate, was ready for trial. Professor Taylor Kitchen and wife, aided by Miss Cornelia Loder, were hired to teach in this school. To the surprise of the people who had no faith in this new departure of a school, pupils came crowding into the school. A Principal endowed with the presence, dignity and learning of Taylor Kitchen could not but draw the presence of large boys and girls, many of whom had long, it seemed, given over school. The school was crowded, and a success from the first day. In the year 1879, Prof. Lemuel Shock, assisted by Lizzie Ging and Miss Fannie Meredith, took charge of the school, now taught on what was tht.-n called the seminary plan. As there seemed to be no age limit, a child of four or a man of twenty-,five was accepted as of proper age if they thought so themselves. The school was even more crowded under Prof. Shock than before, as it fame had gone abroad and scholars came seeking admittance from other townships and states. The higher grade were all taught on the upper floor, and the Intermediate grades in the second room down-stairs, and in this room, in the winter of 1879, was crowded a large scholarship of boys and girls ranging from fourteen to fifteen years old. The youngest scholar in this room that winter was Mattie McEntie, thirteen years old, who afterward taught that same room, and is now Mrs. Fart Gos nell, of Cambridge City, Indiana, and the oldest scholar was Mr. George Brothers, whose age was 25. Mr. Brothers from here went to a State Normal School and came back to teach several terms in this Intermediate room. The Principals that followed Professor Shock, who afterward became County School Superintend- ent, were Will Meredith, of Rushville, Indiana, Harry Williamson, now a prominent doctor, J. A. Buck, John W. Ball, Israel Gregg, John Peek, J. W. Worsham, Lot Hufferd, Ed. Hufferd, O. V. Staley, Arie Taylor, Miss Bertha Bunker. A. W. Kennedy, G. 0. Ball, Isaac Stanley, Earl B. Marlatt, W. 0. Fox. Of the teachers occupying positions in the Pri- mary and Intermediate grades during this time might be mentioned Ada F. Miles, daughter of the school's founder, Mrs. David Williamson, Lizzie Schooley, Connie and Fannie Meredith, Charles Bales and Professor Alfred Hall, nephew of William S. Hall. Of the Principals occupying this school since 1876, but two have gone Beyond: Prof. John Ball and J. W. Worsham. Of the other teachers, as far as known, but Lizzie Ging has passed away. During the years the school was conducted by Prof. Lot A. Huiferd, ranging from the year 1888 to 1891, the teaching passed from what was called Seminary rules to that of the strictly graded sys- tem, and the ninth year work was introduced. Under the leadership of Prof. Arie Taylor, it took on all of the high school courses. MRS. IDA SHEPLAR. Page forty nine IE E Page Hfty 1899. H. E. Clawson, physician, Red Granite VVis. Una Greenwood, teacher, Raleign, lnd. 1900. Harvey A. Gordon, insurance, Philadel- phia, Pa. Lattie Viloolverton, bookkeeper, Nobles- ville, Ind. Mable Edgar . 1901. Pansy Hall? Elsie CBatemani Toms, housekeeper. Lewisville, lnd. Roy Mayse, salesman Remington Type- writer, Rushville, lnd. Charles Gordon, farmer, Mays, Ind. Dollie fBrothersj Palmer, housekeeper, VVellsville, Missouri. 1902, From nth Year. 0 Elsie fl?-atemani Toms. Dollie fBrothers5 Palmer. Lattie VV0olverton. 1903, llth Year. Effie 1Bridgemani Hendricks, housekeep- ing, Lewisville, Ind. Omar Greenwood, farmer, Lewisville, lnd. Emil Knecht, clothier, Rushville, Ind. Murlie Mohler, teacher and housekeep- ing'. 1904, 11th Year. George VV. Bridgeman, farmer, Lewis- ville, Ind. Homer Kellam, farmer, Lewisville, Ind. Ethel fShawl Rice, housekeeping, India- napolis, Ind. Maude Nugen. ALUMNI 1906. 12th Year. Ralph Miles, farmer, Mays, lnd. Margaret Hayes, Falmouth, Ind. Blanche 1HuntJ Greenwood, housekeeper Lewisville, Ind. Omar Greenwood. XValter Bell, machinist, Indianapolis, Ind 1907. .lohn Nipp, insurance, Rushville, lnd. Eli Martin, farmer, Mays, lnd. Glenn Crayton, salesman for Singer ma- chines, Chicago, Ill. 1908. Mildred 1Moh1erJ Bell, housekeeper, ln- dianapolis, Ind. Mina 1CraytonJ Reeves, housekeeper Falmouth, Ind. Katie Hayes, Falmouth, lnd. Ira E. Martin, Creamery manager, Port- land, Oregon. Ray Kellam, farmer, Beritonville, Ind. Cora Parrish, Raleign, lnd. George Hopper, machinist, Dunreith, lnd Mae Laughlin, teacher, Falmouth, Ind. 1909. Bertha fCrist1 Gordon, housekeeper, Ra- leigh, Ind. Sue 11-lilly Abernathy, housekeeper, Ok- lahoma City, Okla. Myrtle' iMcBrideJ Brooks, housekeeper, Rushville, lnd. Clyde Owen, farmer, Mays, Ind. 1910. Hazel Llacksonl Bitner, housekeeper, Mays, Ind. Minnie 1Aikenj Fryback, Tulsa, Okla. r Eugene Kemmer, electrical engineer. Lorene iJacksonb Nipp, housekeeper Rushville, Ind. 1911. Carlton Legg. Margaret fLaughlinl Rich, Mays, Ind. L. Merideth Hall. 1912. Ruth fMilesl Hill, Lewisville, Ind. Silvia IHollowellj Reddick, Mays, Ind. Zula Jackson, Falmouth, lnd. Lucy ilieithl Beck, housekeeper, Ander- son, lnd. Luther Nixon, farmer, Falmouth, Ind. Carl Beam, farmer, Lewisville, Ind. Nellie Hayes, teacher, Falmouth, Ind. Meriam WVhite, teacher, Mays, Ind. Paul Beam, bookkeeper, Indianapolis. Gurney Gray, farmer, Lewisville, Ind. 1913. Eulala 1Sweeti Bailey, housekeeper, Con nersville, Ind. Elsie Cox, Rossville, Ill. Orville Hood, auto agent, Mays, Ind. Zelda Mayse, teacher, Mays, Ind. Hassel Sweet, farmer, Lewisville, Ind. Ray VVhite, farmer, Falmouth, lnd. 1914. , Earl Beam, Indianapolis, Ind. Ozella Clifton, Falmouth, Ind. Gladys Cole, Lewisville, Ind. Mable Huber, Mays, Ind. Nellie Myers, Mays, Ind. JOKES Teacher: What is the plural of he? Grace Canxiouslyjz The plural of he is she Mr. Taylor: Leona, where was the first contin- ental congress held? Leona: At Indianapolis. Mr. Taylor Cin history classiz Hazel, what battle was fought in the year 451 A. D.? Hazel: I don 't remember. U Mr. T. :Don 't you know what was fought in the year 451 A. D.? H. :Oh yes, that was when the Revolutionary battle was fought. 7 Miss Aurelius Cin music classjz Voorhiese, where is do in the key of C- Voorhiese: I don 't know. Miss A.: Where are your eyes? It is on the board. Voorhiese: They 're in my head and I don 't have to have glasses to see with either. Mr. Fox: Gee, I don 't weigh anything now. I've fallen oif an awful lot since school began. Mr. Taylor: You can 't prove it by your looks. Teacher: What was the first period of Shake- in speare's dramatic writings called? l I Davis: The period of joy. He believed in God, so he wrote comedies. Mr. Taylor: Glenn, who taught the Germans in olden times? Glenn: The tutors teached them. i Luella: Lt won't take Dwight long to go to heaven. Leona: Why? Luella: It won't take Dwight long to go to Mr. Fox Cholding up a helixj : Lavon, what is this called ? Lavon: It is a hellix. Dwight: Why is Vera always around your desk? Lavon: Don 't know, must be some attraction. Junior: Why does Emory Beam stop when he is about half way through a proposition? Senior: To get his breath, I suppose. e. Junior: Oh no, bonehead, because he is stuck and has nothing to unload. Mr. Taylor Cin history classl : Orville, where was the Declaration of Independence signed? Orville: At the bottom. Latin teacher: Miss Aurelius, what are the prin- cipal parts of do ? Miss A. CDomestic Science teacherj: Wheat, flour, dough and biscuits. Page fifty-one 4 . s Pa ' -,rw , Civics Teacher: Now, if the President, Vice President, and all the.C,abinet. officers should die, l . . .. , whouwould ofliciate? M ' Luella: Thevundertaker. lll L' N , . f 1 Dwight -Cin Physics laboratoryj: What do we lll use in this experiment DI V : l 1 ll Lavon: Brains. . ll Leona Cpointing past Mr. Fox to a piece of ap tl paratusbz 'What is that? ' gl Dwight: Mr. Fox. A l 1 . l , Mr. Fox: We want jokeswith local setting. ' Glenn: I slipped and fell on the walk yesterday. Mr. Fox: Well, what of it young man '? Glenn: Wasnjt thatglocal setting? Dwiglit Brooks, lank and tall, took fertilizer by mistake, that 's all. I Emory Beam: Mr. Fox, have you a city of two tails you would loan me for a while? We are going ' to study that for a while now. f Mr. Fox: No, Emory. ,The nearest thing I have to that is A Tale of Two Cities. Leona Mull: Where is my Vicar of Wakefield? Freshman: Howilong have you had him? ge fifty-two 1 I l Luella Elwell, when asked what occupation she intended to follow through life, replied: I think shall be a Cliakerj. Departing Senior: I came to thank you for all I know. ' Proli: Oh, don't mention the trifle. Physics Teacher: Vera, define a vacuum. Vera Ca little confusedl: I got it in my head all right, but I can't explain it. Teacher: What do they raise over in Europe ll Smart Boy: I'guess they are raising Cainmovhr there now. Mr. Fox: We used an electric iron all' last sum- mer. f Vera: With a battery tl ' I Mr. F.: No, We lived in the city then. In fact, it was very cheap-onlyten cents a week. ' p Luella:,Oh, you had it charged did you 'L' Mr. F.: I don't remember. Mr. Fox: Mr. Taylor, what three words are used most by the sophomores? , ' Mr. T.: I donit know. Mr. F.: Correct. ' E 5? 9 14 Z it F 4 WSL? 'fW'22+ aSiZf0T'E1'!i?'ii .fw''..GE5i1'5SiQ',1d?2 9i3IWT?E'i2.iLi1S-LQEBE' 1 ' ' .limivwsgk42651:Qi5H3HPSRWlFf,'i?1 bL'W-l5.liRiaT8lfEZRi3i' . ,' ilkl.