Raleigh High School - Excelsior Yearbook (Raleigh, IN)

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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.

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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