Raleigh High School - Excelsior Yearbook (Raleigh, IN)

Text from Pages 1 - 32 of the 1917 volume:

E . 5 5? 3 in N vi, Q ii E in is 2 Ei ? 2-,, E 'A .bv -.4-M.-1,.w--. X ,, wx.-f, K,-. xmmmw .-v,.u.-1,Q,.u---m.m,1-,,L.S.-..,3m....,..:v. umgwaws. .-X ,.,:.,.,....,f..:.1.-E-.mn.m.Am-.,mkw:..L,:JL-.Aamir .-,....f-,,..w-K.-...n..,v-.mv 4 .r-.11-JEL.,-M:.1.-I ..i..-.HN-Q-muff, iigi111Ql'Greeting 'r 'ire --.. K, T is not without a sense of pleasure mingled with sorrow that we present this second volumn of our annual. There are pleasures and joy in the fact that we have passed two milestones since we published our first volumn. VVe have parted from some of our friends and schoolmates that have become near and dear to us. Much has been a part of our life here that shall be no more. For the world is calling us to life and action and we must answer this reveiling without delay. When high school days or over-they with their toil and study, with their bitterness and joy remain as pleasant memories. When you are bent with toil and labor of the years that have gone by, you raise the careworn hand to brush the silver locks from a tear-bedimmed eye, may you find joy and inspiration in this volume. May this volume help you to live again the grand and good old days of school life at R. H. S. EMQRY BEAM, Editor-in-Chief. gc P ln i 3 ' i Dedicationbs t as W1l.l.1AM 0, Fox He is greatest whose strength carries up the most hearts by the attraction of his own.' There is no one more worthy than Mr. Fox to whom we might dedicate this book. His ability as a teacher is merely one of his unsurpassable points. He gets much work from his pupils and at the same time has an enjoyable good time with them. While his pupils are Working he makes work beautiful and perfection-worth while. In the few years that he has been with us every alumnus that has gone from R. H. S. always remembers Prof. Fox as a friend and one who is ready to help him in any way possible. N SHINHTUN 'FUWNSIIII' l'l'I4l,IK' SVHUU D I l- FaCulty of Raleigh High Sch00 ,,.,....,.-.. --' V 1' MIRIAM WHITE WILLIAM O. Fox MAE LAUGHLIN I ' 4 GLADYS A. BARR C. H. MITCHELL ANNA M. LEWIS HAZEL G. JOHNS ' School Year of 1916-17 School Calendar Sept. 4. First semester opened. Oct. 26, 27, 28, Teachers attended State sociation. , Teachers' As- Nov. 30, Dec. I Thanksgiving vacation Dec. 22, jan. 1. Christmas vacation. April 14. Alumni banquet. April 15. Baccalaureate sermon. April 20. Commencement exercises. April 25. junior-Senior reception. Since the publication of 'our first annual great progress has been made iryevery phase of school work. it the last two years we have been gradually moving toward an ideal, that of making our school equal with, if not better than other schools and at least to have a standard school. We feel that we are nearer to that goal than ever before, for in the essential subjects, mathematics, science, English and history we have succeeded in turn- ing out scholars whose knowledge in these studies was almcst com- plete: in mathematics a full credit obtained by all our class, whereas before some of our scholars failed to receive the required amount of mathematical work. The English work of the last years, has been steadily improving. The classes now recieve full work in this line and a thorough and complete perusal of all the classics and rhetoric work is made. Thework in science is up in full. In connection with the scientific work the physical apparatus was moved to another and bet- ter room where it was placed on a more efficient and organized basis, so it now serves as a potent factor in scientific work anddemonstra- tions. The history work also is complete in every detail. , MARK W. BILLS. Y' ,oever state I am, therewith to be content. 'su Class of '17-ffeff e f- Motto: Honor Lies in Honest Toil: Class Colors: Purple and Old Gold: Class Flower: White Rose EMORY BEAM- Beano is one of the very' iridustrions members ofthe Senior class tof '17. A short boy who goes around with a determined look. He is a part of everything important that ever happens in the High School. His favorite study is Latin. He labors hard and is sure to succeed in everything he undertakes. Enough praise cannot be given him. My desire is that my adversary had written the book. - gh Ada has not een wi us v y g, orkmg students of the R H S She is our modest, demure member, whose greatest attrl s a lover of Domestic Science and Latin and never fails to secure a high percentage in His u b 'th er lon she hasishown herself capable of being one among the w . . . ' '- I . , . . , . . . . - lcceed no matter what work she undertakes. She is best characterized in the following lines: Jho s this we have here? Why, Bill! VVe are sure you have heard of himg president of the class manager of the annual. His chief stunt is preparing a lesson during the recitation with which no doubt will some day make himself famous by explaining to the world some of his literary that can so astonish a mother I - 1 ---s fm -ss science The work of science is to substitute facts for appearances and demonstrations for impressions, says John Ruskin. Science as studied in R. H. S. embodies Physics, Physical Geog- raphy, Botany and General Science. Physics is the summary of a part of human experience. Its pur- pose inthe secondary school is the expansion ofthe everday life of the pupil into the broader experience and observation of those whose lives have been devoted to the study. Large portions of the subject matter of physics deal with knowl- edge already possessed by a pupil of legal school ageg for instance the phenomena of rolling thunder, the taste of dissolving sugar, and the smell of evaporating oil. It not only directs our attention to the phe- nomena to which we are accustomed, but to a multitude of more unusual but not less important ones. By means of individual labra- tory experiments these phenomenas are put to tests that will enable the pupil to understand, and fix in mind the laws connecting action with their causes. Increasing acquaintance with nature and naturaly has been the means of elavating man from the life of limited power and dulness of the savage, to his condition of present day enlighten- ment. BOTANY--Although botany is a very modern science, it has found its way into most high schools, and an increasingly large num- ber of boys and girls are engaged in its study. One year is devoted to its study in our school course. The aim is to bring us to a better appreciation of nature, to show the close relation existing between man and plant life, and to apply its princi- ples for the good of man. A careful study is made of the text. Such specimens as are at hand are collected, and a close observation of their composition is made a discussion on their habits of life and their economic relation is given. PHYSICAL GEOGRAPHY-Although this is known ofiicially as a course in physical geography, that term does not fully describe it, It also comprises regional and economic geography. In the first part of the term the physical features of the earth are taken up and studied in detail. The pupil is taught to read the map as he would the symbols of mathematics and chemistry. No other science has a means of expression equal to that of the map. We all carry a men- tal map of some part of the earth and the purpose of geography may be said to be, to make that map as extensive, clear and detailed as possible. Locational geography is studied extensively. Economic geography is designed to show the intimate relationship existing be- tween human life and natural conditions of all parts of the world. GENERAL SCIENCE -The aim of this subject in sehool is to start the young high school pupils on scientific subjects which will influence for good their present lives, and which under different guise will equally ini-luence for good their future lives. Among the scientific projects presented to the pupils are those of the selection of economic means or dietry standards,the selection of suitable paints, oils and varnishcs for actual daily use, the examination of diierent fuels, and their adaptability to fumace and kitchen range, the em- ployment of chemical agents to transform useless waste products, such as grease and sewage into useful products, such as soaps and fertilizers and the application of hygienic facts and theories to schoolg home and community sanitation. MARIE SEEGERS. me r 'i'l'l1o Junior Class of '18 LLM,-,-,temboli ,LLLA CLASS COLORS--Orange and Black CLASS FLOWER--Tea Rose CLASS MOTTO-4'Not Drifting But Rowing JUNIOR CLASS ROLL fBillie Thomas, Glenn Poer, Loa Caldwell, Hazel Rider, Davis Nelson 1 Now as we are each week, nearing the end of our high school course, nevertheless we have come to the realization of the Denetits of high school or mental training. When we first entered into the work of solving algebraic problems and learning the amo-amare of Latin, We be an to think we were not amply armed to conquer these tasks, but as we neared the end of our first high school term, We saw how tasks ' ' ' f l k. E seemingly invincible Were falling before us. School opened this year wlth a Junlor class of eleven, all of whom went eager y to wor T p as s ssss ss ss ssrzngiishs--me--smf -is-fps--M flood English is the door lo opporiunily and flu? short road io 8IlCCl'SS.,' No matter what your vocation, position or education, you have found or will find that effective English is the foundation upon which your success is built. If your Ihiglish is weak, then your success is limitedg if it is strong you may climb as high as you wish. You never write a letter, you never speak a word but does not measure your ability to some one. In trying to carry this out in our high school course in English we study 'Composition and Rhetoric, A First Viewof English and American Literature and Classics Our definite aim in studying Composition and Rhetoric is to enable us to speak and write in strong, simple, clear and correct Eng- lish. Having secured the habitual strength, simplicity, clearness and correctness, it arouses interest in English. Therefore we study both oral and written composition. Our aim in studying A First View 0' English and American Literature is to arouse the interest in literature, so that we may well understand the association of the English and American litera- ture a.id to gain an appreciation of the classic written by the great authors. In studying the classics our object is to come in contact with the thoughts of higher men. In this way we may understand things without having experienced them: also that we may raise our thoughts higher, and leam to appreciate the value of literature. In- cluded in this study is the collateral reading of which each pupil must both read and give a written report on the book. The purpose of this is so we may become better acquainted with good literature. AVANELL POER. 7- -'r'r 'W' ir1fr'-' i'l,3t1ng- - it Why study Latin? This is a question asked by two-thirds of the parents of High School students. If this class of people would look over the past they would unnerstand the present, because civilizat'on rests upon that of the Greeks and Romans. It is also true that the knowledge of Latin not only leads to a more exact aud effective use of our lan- guage, but it also has a vital importance and is of a practical value to any one preparing for a literary career. The study of Latin throws very much light upon the structure ot language and lays a fine foundation for all grammatical points. The greatest thing in studying it is that there is no more effective means of strenghtening the mind than by the earnest pursuit of studving Latin. In the first year of Latin the pupils learn the technique of Latin. He does some sight reading, committing and transl ting. In the second year the pupil studies Caesar's Gallic wars. Gen- erally in this year the language is the chief study. In the third year the pupil studies Cicero's Orations and Letters. By this time the pupil should have a pretty good knowledge of Latin. 1- '-'l- ' 'H iam ' 'im--r' A IN MEMORIAM' HORACE HOLLAND ELWELL, member of the Freshmen Class of Raleigh High School, departed from this life into the happy world beyond, Feb. 17, 1917, at the age of 15 years. Horace was a hard working and earnest student. He was always ready to champion the cause of justice. Having as his motto, If you want to succeed you must go straight ahead. We miss his kindness, thankfulness and cheerfulness very much. Horace is gone but will not be forgotten by the Freshmen Class of 1916-17 and other beloved associates. And now we think of one who in his youthful beauty died, The fair, meek blossom that grew up and faded by our sideg In the cold moist earth we laid him, when the forest cast the leaf, And we wept that one so lovely should have a life so briefg Yet not unmeet it was that one, like that young friend of ours, So gentle and so beautiful, should perish wfth the flowers. -His CLASSMATES ' r 1 ' -A mi W' ki NI3th0ll'lHtiCSwAll ' The mathematical ccurse of the present day school consists of Algebra, Plane and Solid Geometry and Commercial Arithmetic. Algebra is taught in the first year and the first half of the sec- ond year. Geometry is taught the last half of the second year and all the third year. Commercial Arithmetic is given in the first half of the last year. Algebra is a subject that requires a great deal of mental power and is taught for the purpose of increasing one's mental power, ac- curacy of thought and process. In algreba efficiency in arithmetic is maintained and increased by the use of fractional and decimal co- efficients by requiring evolution of expression, and by expressing quadratic surds in their approximate decimal form. Formulae are introduced and tried as one of the most practical uses of algebra. Graphical representations are introduced from the secondary school point of view. They are viewed as a means of instruction rather than an end. The date for statistical graphs contain only two, or at most three, significant figures. Geometry brings to view only that which is reasonable and practical. It deals with the study of mensuration and correlates with the algebra which has been already studif d. The study of geometry is actuall-y made interesting in the ways that it is practical. No defi- nitions are given until actually needed, only well recognized terms present themselves to the beginners of this study. A Commercial or business arithmetic course should train the pu- pil to figure easily: correctly and with some rapidity, and should fit him to solve the problems that arise in the ordinary course of busi- ness. The mechanical part of arithmetic is illustrated and explained by the use of diagrams, examples, operations and notes. The intel- lectual part is developed in the pupil's mind by mental problems, questions and statements. In the business of the time the problems do not come ta bled ,with article and rule, but the business man must find the principle involved and then by a process of reasoning deter- minating the result. It is the object of this work to present prob- lems as nearly like they are in business. A student should solve the problems from his knowledge of the facts or conditions of the prob- lems and the principles involvedg therefore, rules and cases are su- perseded by development exercises which will make him thoughtful and independent. - --DAVIS NELSON, R. H. S., '18 - Industrial Arts' . t' Among the industrial arts manual training and its kindred subject, mechanical drawing are most essential to the boy. Manual train- ing is a means in which the boy may find himself and his place in the industrial world. It also gives him an opportunity to work out into a realized form, the set forms of language and mathematics. The object of manual training is to train the hands to work with the mind. The boys of the Freshman class comprise tho manual training class. George Gordon, Frank Lightfoot and Emory Beam comprise the me- chanical drawing class. After the manual training class had completed the different kinds of joints, they began upon larger problems. La- veme Newkirk undertook to make a library table, Guy Sweet and myself a pedestal. Laverne was not able to finish the library table this year, but will be able to next year. 1--Y CLASS OF '19 CLASS MOTTO: Honor waits on honest toil. SOPHOMORES CLASS COLORS: Copenhagen Blue and Gold. The beginning of the 1915 term of school witnessed eleven boys and girls just liberated from the grades into the etheral bliss and gran- deur of H. S. straggle into R. H. S, assembly and take their seats, wearing a Freshman grin, We soon overcame the newness of our new strata and were at work with a zest. It was not long until a mastery of the unknown in algebra and the aims of Latin had been made and in the other subjects we were progressing rapidly. The term passed with incredible swiftness, and as all of us escaped the scythe of the exams, eleven boys and girls no longer Freshman, but Sophomores tiled out of school at the end of the term. Our vacation o'er, we returned with the hope of progress still in our minds. During the summer two of our number had moved to another locality, bringing our number down to nine. Though we were somewhat diminshed in numbers, all of us went at our work with a will. During the term we again lost two of our classmates, but with the coming of Russel Dora, of Salem, we were still able to muster eight diligent scholars. Though vacation is just in sight we would not for a minute be lagging in our work, but will work up to the end. then our goal being obtained, will take our vacation planning all the while for the next term and future years. --MARK W. BILLS. CLASS ROLLf-Mark Bills, Marie Seegers, Avanell Poer, Russel Dora, Aaron Laughlin, Goldie Williams, George Gordon, Frank Lightfoot is M' Fresh man Class4- we- Millie Keith Carl Rogers Gladys Black Catherine Laughlin Horace Elwell Hilda Summan Grace Carson Cecil Garver Grace Clenienz Franklin Martin Dorothy Cole Laverne Newkirk Guy Sweet Edith Wolverton On Sept. l, lillti, thereenterecl into the Raleigh High School the largest number that ever composed the Freshman class. We had as our motto. Ast-enrle litsi Saxa Sint Aspt-ra or Climb Though the Rocks be Rugged. Our flowers were sweet peas and colors Old Rose and Silver Gray. In the first half of the term, we lost one of our members, Carl, who thought farm life better than school. We went along very well, although thirteen in number. On Feb. l7th one ot our dearest and most beloved companions, Horace Elwell, died. He was an intelligent, inclustiious pupil anal always ready to champion the cause of justice. We may live long but we shall never forget him. About the tirst ot Marrli we lost another, filarlys Black, who liked housekeeping better than the good old Freshman class of '16 17. Now as the encl of our lfreslnnan career is about to close, we are looking, with hopeful eyes towa1'ds the Sophomore year. - LAVERNE NEWKIRK, '20. H I S 'l' 0 R Yi-e- M -as THE aim of the study of history in the high school course, is to furnish an opportunity for the study of man in various social relationships. The study of history brings the man of life and experience during the past age to bear a vital relationship toward man of the present age. History, the written record of what civilized man has done, may be divided, into distinct classes. They are: Ancient, Medieval, Mod- ern, American and Civics. The study of Ancient History is taken up in the Sophmore year. The main facts center about parts of Asia, Europe and Africa. There was a continual struggle between tribes of ancient peoplesas to which tribe should be most powerful. During this period we see arapid change in development of the people. The Medieval History is studied in the first part of the Junior year. In this study we see a rise, then a gradual decline of most every established race of people, living at that time. We must notice the growth of social, industrial and cultural topics. Throughout the middle age? we see a continual struggle between the church and state in trying to make a final decision as to which shall be superior, the ,church or t e state. The Modern History is studied in the latter part of the Junior year. In this study we see that after man has passed through ancient and medieval periods, he is now ready to clear away present difliculties. Some questions for decision at this time are, who is a citizen, and the right of a citizen in regard to being able to. help make laws. This is also a period of intellectual development. ' The study of American History is taken up in the first half of the Senioryear. We trace the growth of America from the time of its discovery to the present time. The United States, owing to various reasons, stands out foremost of American countries. V The study of Civics is taken up in the latter half of Senior year. We learn the facts concerning the organization and activities of Na- tional, Stats- and Local governments in the United States. After the study of all these periods has been completed we ought to depart from the high school as citizens who are able to cast intelli- gent votes, and to take part in everyday activities of life.-ADA IVINS. , , ' A R 'l' c Public school drawing is one of the greatest means for the training of the hand, as well as the mind, in our school curriculum. The child has an idea of form of representing objects with his crayon, long before he has acquired the power of coordinating the hand with the mind. This coordination is brought out by having him work in mass, making large drawings, through the media, crayon and by means of free hand paper cutting. Along with this training runs the art to know, select and combine colors. As he passes through the grades he is taught to be able to place on paper what he really sees every day, passing to and from school. He must learn to see what is before him, to see and realize nature's beauties and be able to reproduce them. Proportion, balance, unity and form, if instilled in the young is but a simple problem, if acquired by degrees. As Robert Aley says: 'tAny subject, if pursued long enough will give power and culture. No subject can give either of these results if studied but a short time. ln the higher grades we have all these principles worked out in more dinicult problems. The student must constantly think of line, proportion, light and shade, and in all these care and accuracy must be portrayed. It has been said that any deviation from simplicity, re- sults in a loss of dignity, so simplicity is one important thing to watch. Some one has said: Art must anchor in nature and through all be grand and simple. Art is nothing more than the shadow of humanity. -HY JAMES. t . o , o , as as , .fQjM U S I Q Womens--so-e-so PHILANDER P. CLAXTON has said: Among practical, industrial and commercial people, like ourselves, good music is necessary, not only for enjoyment and recreation, but also for inspiration and for salvation from death in the din and dust of trade, and this music should be democratic in the truest and best sense. This can never be until it becomes an integral part of the education given in the schools of all grades: . Music is a science and an art. As a science it teaches the combination of musical sounds and as an art it appeals to our emotions and love for the beautiful. ' Today music plays an important part in our schools. Good tones and'-best of all, training by means of the selection of good song material. In the grades the children are able to read notes and produce tonesiby positiong also keys- key relation -all scales, major aad minor and all the details, K Chorus work is used exclusively through the high school and by the use of codas the best result is obtained. u.iflI.S'iIf is Me llllillfl'-S'lIZ lllllgllllflhp 'i i fi Wllomcstic Science M .. uE'l'1'l'1f i11rlivia'1ml has ll place lo Fl! in Mis world, and is imporfalzt, in some respccfs, mluflhfr he l,'hll0Slf io be or fmt. -B. ! r1111kli1z. ' For years we have been striving hard for equal educational opportunities, and it has taken many years to bring it about. At first it was elective and now compulsory. Every child is compelled to take some of the Industrial Art or Household Arts, in the standard school of today. F -- , Our work has been along the different lines of household economics- taking in the three phases- cooking, sewing and lecture work. The work in our school i compulsory from the seventh grade through the eighth and first year high school. From there on, it is elective. Iii cooking we have taken up the foods of everyday needs, such as canning, jelly making, vegetables, meats, baking and desserts? However, our time and material has been limited and we have done practically nothing along the line of dainty dishes, and some of the work that might and should be doneg ' Le The purpose of the lecture work is for the scientific study of foods and sewing, how to do things and why it is best to do them-Athat way. Also to create a round table to bring forth questions and problems confronting all of us. It has been our purpose to arouse interest, have the girls to aid in the work at home, read household articles and become able to apply the things they observe and see, can better their work at home. Ill' um-y lim' ruiflmut fnflrjy. muxlis u ml' u rf. R ll 'if um-y lim' 111171111141 murr 1'vm1' 11 mi lhv rwrhnnf hmrl, V Il '4' may lhu' 7Ul1hllllf lnlrnftlg fum' lhw' 'u-ilhuut brmkr Q lint l1'1f11i.':ni man mmm! lin' 7K'IYhlUlf l'0lll'.l',-.'It'fl'1I,ffll, -HAZEL G, JOHNS Literary Department I The Red und White Oh we have always favored our beloved Red and White, As grand and great and glorious as thy sons can make for And we have always labored to do for thee the right, thee? , l Then three times three for Raleigh and the dear old Red So then we will always guard thee from any deed of shame, 1 and White, , Wggilfiigvrggan Sfilldefend thee' naught Shall Stain thY honor' Yngwie prepared us, dear old Raleigh, to win life's earnest 1 tg As beneath our honored colors, our knowledge we attain Thgn to thee give homage, for teaching us the right, Or gain athletic honors, to place beside thy nameg And ne'r shall fade the prestige of the dear old Red and So despite our many failings, thy honor shall be White. - MARK BILLS Spring P - .- ' There are very few of us who know what the coming of Spring means to man as well as the school children, and in order to get a closer view of the term spring we must look at it from the school children's point of view. Spring to the one who attends school, or in fact any- one who is kept indoors the largest per cent of the day, means a time of increased joy and happiness, not only because the coming of birds and flowers, puts new life and vim into their bodies fatigued by-the long winter work, but also because we are unable to travel about more freely and inhale into your lungs the pure spring air, made sweet by spring rains which invigorate and encourage the growth of plants. Spring is also the,time 0' a great event which we look forward to, during those long winter days spent in pouring over the books of various sorts, and that is the close of school. As school closes in the spring we leave it with our hearts full of hope and joy and eager to enter into our work, on the farm, traveling or whateverit may be. The Old School House -Tower -A . In the old school house tower, In the old school house tower In the old school house tower Hangs the Bellg Hangs the Bell, Hangs the Bellg And above it on the vane. You can hear its great heart beat, Deep and solemn. Hark again! In the snnshine and the rain, Ah, so measured, mild and sweet, Ah, what passion and what pain! Stands the wooden steeple ball And the janitorfthe floor so patiently sweeps, When we hear from our exam With the flag above us all, While below, marbles we plays for keeps Finding that we were but a sham, And all is well! So all is well! Yet all is well ! fThe Old School House Tower-Continuedl In the old school house tower Alas, must we leave it once more! Hangs the Bell: - What? Why the old school house doorg A quaint friend that seems to know Just as Freshmen through it we passed, All our joys and all our woeg Now as Juniors we fondly askg ,V It is merry when we are glad, Are we notproud its great steps to pass oe'r, It is solemn when we are sad And the long stairs we adore. . And so long it's there 'All is well l -BILL THOMAS I When Daddy Sings . When Daddy sings he keeps his chin When Daddy sings it makes him frown Black Joe and Cradle of the Deep Pressed tight against his chest, Or wrinkle up his noseg He growls them extra strong, And just before the folks begin, He waves one finger up and down I don't see why he cares a heap He gives his voice a test, The way the music goes, What ever words belong: He growls Do, do, first high, then low, And when the song lasts very long, You just hear Tum ti iddy um To see which way sounds best. He rises on his toes. When daddy sings a song. Picture of the Grammar Department CLASS ROLL GRADE 7-Vesta Divelbiss, Ennis Bridgman, Bessie Freer, Myrl Gordon, Mary Kehl, Della Rogers, Eugene Martin, Floyd Kirkham, Frona Clifton, Florence Cole, Lavanne Nelson, Ova Plummer, Joseph Laughlin, Belva Carson, Anthony Hood, George Rogers, Levi Ivins, Jennie Cloud. GRADE 8-' Opal Foust, Harold Rider, Mary Rider, Myrtle Jones, Mildred Banks, Scott Poer, Ruby Ertel, Margret Seegers Milo Aiken, Myron Hood, Pauline Mattix, Harold Cloud, Blanche Allison, The Aim and Scope of the Seventh and Eighth Grades Iwill try to herein briefly summarize the work of the 7th and 8th grad- s. It is the aim of the reading work to instill into the pupii a de- sire to read more of such classics as are now included in the course of study. The reading course of the 7th grade is constituted of pages 144 to 306 in the Child's Classics Fifth Reader, and the poems, Courtship of Miles Standish and Snow Bound. The 8th grade reading course includes the completion of the Child Classics Fifth Reader and the selections Lady of the Lake, Horatius, Julius Caesar, and the book entitled the Hoosiers The aim of Grammar is to give the pupil a mastery of the funda- mental facts of it, and to lead him to use that knowledge in the in- terpretation of lilerature and in the expression of his own thought. The 7th year Grammar consists of studying the parts of speech. their relation to each other and also composition upon which special stress has been laid. The Grammar work of the eighth year covers much the same ground as the 7th year except that it is more intensive. The aim of History is to give the pupil a thorough understand- ing of the meaning of human life as revealed in the records of the past. The 7th grade History is made up a study of the discovery, exploration and colonization of America and the Revo- lution. The 8th grade History is made up of a study of the Second War of Independence. the Civil war, the Spanish-American war and the Constitution of the U. S. The aim of Arithmetic is to train the pupil to a high degree of facility in reckoning, to reason accurately, and to be able to apply arithmetic to the solution of everyday proble.ns which he will meet in the future. The 7th year course consists of making a study of the fundamental processes, denominate amounts and the different branches of percentage. The 8th year course consists of reviewing decimals and per centage, and then taking up ratio, proportion, part- nership, involution, evolution and mensuration, and ending with a study of practical measurements and a general review. The aim of Geography is to train the pupil to learn to accurately and carefully observe the phenomena in Nature, as well as how the powers and effects of Nature are adopted to the use of man. The 7th grade made a study of the continents in relation to, geographical features, cli-mate, plant and animal life. position, exports, imports and principal cities. The eighth grade had no recitation periods in geography but made -a thorough general review. The aim of Physiology is to give the pupil a thorough knowledge of his body so that he may more properly care for it. The 7th grade Physiology is made up of a study of the special and general senses, motion and framework of the body. organs of excretion, how to develop our bodies and review. The eighth grade Physiology is made up of a general review, conducted in the same manner as the geography review. The aim of Spelling is to give the pupil a knowledge of the cor- rect spelling of the words which are used in ordinary correspondence. In both grades written and oral spelling have been used alternately. The aim of Writing is to give the pupil legibility, neatness and ease in his written work. Writing h1s not been treated as a distinct subject but has been used in all subjects. The aim of Music is to train the pupil to appreciate beauty, cul- ture, harmony, and to give the pupil the taste to enjoy some of the world's best music. The course in music consists of a study keys and scales, definitions of musical terms and different kinds notes. The aim of Drawing is to train the pupil to express himself in construction and drawing, and to appreciate the beautiful works the masters of art. The course in drawing consisted of a study sketching, color study, designing, stenciling and the breaking up of squares and circles by the use of the medias, pencil, crayon and water colors. of of of of - MILO AIKEN, Grade 8. Class Roll of Room Ill Virginia Wildridge, Christina Herbert, June Lightfoot, Buelah Horseman, William Newkirk, Ernest Gordon, Stella Carson, Seiss Wagner, Mary Bills, john Arnold, Beryl Maners, Nell Johnson, Lena Hill, Fred Gray, Mary Williams, Merle Qraig Lucile Beam, Adda Martin, William Ertel, Marion Rider, George Garver, Frances Runyan, Mable Gray, Arthur Clifton Margaret Tragar, Thelmer White, Ophelia Heath, Harold mharp, Elmer Rider, Ralph Mattix, Paul Whitton. ...L l -fr-.l Ziiiii-'T-The Work of the Fifth and Sixth Grades'-ll-J-'- Z School opened on Sept. 4, 1916 with an attendance of thirty- three of which thirteen were members of the Sixth grade. From the first we all strove to have a right to climb the stairs next fall. There has been little change among our number for we now number eleven. Tressia Koster left us soon after school commenc- ed. A short time before mid-year examinations were we joined by Ora Parkhurst who stayed but a short time. Next Mildred Rhodes left us. Outside of these there have been no changes. We have had a great deal of trouble with arithmetic, geography and grammar. Percentage problems sometimes look like great im- passable walls, but once we get the key to them they disappear like magic. In geography we have studied the different sections ot the United States. her dependencies and territories, study of the earth as a whole, standard time. winds and rain and ocean movements, their effects. W i4 In grammar the eight parts of speech, correct uses of words and compositions. European history was taken. At first it seemed very hard. But we were told to make ourselves live inhi old times to make it easier. So now we don't consider it so hard. But instead find it very interesting those stories of the beginning of civilization, the de- velopment of the christian religion, the Roman empire in her prime, feudalism, the Crusades and exploration and conquests of the New World. ' In reading, outside of our text books, The King of the Golden River and The Great Stone Face were studied. In preparation of every lesson we studied with dictionary for the meanings of the words not understood. Both written and oral spelling were studied. So we will finish this term with hard Study and many hopes for upstairs. MARY W1LuAMs JUNE Llc:-rrsoor MAE LAUGHLIN i Lt to c G r jiPicture of the Third and Fourth Gradoseeiic an B THIRD GRADE it RW Glen Mohler Delbert Clawson Pauline Clemenz Bertha Laughlin Laura Beam Edward Gorman Thelma Banks Jeanette Sharp Henry Gilliland Ross Hill Grace Trager Ruth Trager FOURTH GRADE Lawrence Cole Wayne Ertel Dorothy Foust Wayne Bills Karl Ertel llraezilla Martin Francis Glemenz Pauline Laughlin Fred Newkirk Rosa Rogers Gertrude Ertel Lola Keith Jeanette Fox Esther Rice Agnes Kirkham Robert Trager Aim and Scope of the Workin the Third and Fourth Grades Room Two Q - Come lei as live with oiir children, so shall ilzeir lives bring peace and joy io us, so shall we begin io be and become wise. ln all our work we have tried to use reading as a center of cor- relation. When the pupil is taught to read he makes a beginning in writing and spelling and receives his first specific training in oral ex- pression. Through his reading, even while still in the primary stage, he should come to know somewhat of the grammar of the language, and, as he advances, should make some acquaintance biography, his- tory and geography in its broadest sense. To learn to spell English words is a diHicult matter, requiring years of effort, yet there is no test of literacy or illiteracy quite so rapidly applied as the ability to spell. Solecisms of speech are made constantly, on the rostrum, in the pulpit, in the press, and are pardon- ed or not noticed, but let a man commit himself to writing unless he can spell, or blame his mispelled words on the typewriter and he has fatally blundered. No one pardonsa poor speller. An orthographic slip lon a printed page or in a letterj is a personal affront to the readerg it offends the ear more than an orthoepio slip does the ear. In view of this we have placed spelling next to our reading. The mechanics of composition capitalizing, punctuatng, paragraphing should be almost automatic with pupils in the fourth grade, and this result should be reached mainly through the reading exercises and practice in sentence making in connection with them. - Froebel. In the later primary grades a great deal may be done incidentally in biography, history and geography. It is not best that the reading matter be specifically biographical, historical or geographical, but whenever the literature of the lesson presents these kinds of facts they should be made to yield their full share of stimulus and nutri- ment. This should be done with especial care in descriptive prose and in poetry. The best poetry is the poetry of nature, and it is good in direct proportion to the truth with which it states, in poetic form, the accurately observed facts of nature. In our weekly memory gems we have tried to observe these The following one illustrates: There can't be sunshine every day, At times the tempest lowers, We can't always take our way, Through meadows strewn with flowers. Then, little children, never fear, God knows each want of ours, And sure as comes the tempest drear, As surely come the flowers. facts. GL ADYS A. BARR 1-vw O '1oiPicture of the First and Second Gradesataa LL, LL L y I l ROOM ONE E Mildred White, Alton Gordon, Ray Garver, Gayle Heath, Lorene Hill, Margaret Miles, Oved Burch, Mildred Wingate, Hazel Runyan, Miriam Hubbard, Odis Whitton, Mary Pugh, Vinton May, Frances Sharp, Helena Robey, Howard Laughlin, Elsie Beam, Lloyd Cole, Hester C G W' ' ' arson, eneva lngate, Joe Carson, Clara Langly, Alfred Miller, Carroll Kirkham, Charlie Rider, Everet Gray, Roy Davis, Oren Whitton, Golda Clemenz, Marven Gardner, Martha Heath, Omar Gorman. Delilah Ivins, Marion Hubble, Cora Langley, Loyd Cloud, Fern Gwinnup, Fred Gwinnup, Mabel Trager, Barbara Herbert, George Craig, Edwin Graig, Evelyn Vance, Howard May, Herald May. Primary Department . Room One The primary department is one of importance for it is in the first grades the foundation of school life is laid. Here habits of study, industry and discipline are framed. In room one the aim has been to give the children the right viewpoint of and love for school life. They must learn the lessons of truthfulness, unselfishness politeness and cleanli- ness. fhey must learn that there is only one riaht way to do a thing and this, without exception, is the way to pro- ceed to do the task that is set before them. Children learn, in their first school years, the habits of industry. All work must of a necessity be neat and uniform. There has been no variety in the organization of our room, for we tound the easiest, quickest and most quiet way of conducting our work, and made that our set way, for good habits of industry eliminate variety as th-re is only one right way. Now we think that if children learn these good habits in their first years, and these are required of them in the higher grades, there is a chance of them making good, systematic business managers. We have hoped to realize these aims along with the aim of giving them a working basis in their studies. It is not so much for a child to read his readers from cover to cover if he does not know how to get a. word in another book, so we have aimed not only to teach them to read the primer, first reader and second reader, but to make them independent of anyone's help in learning new words and just so in numbers and spelling. Our aims are and should be higher than our accomplishments, but we feel that they have been realized, at least, in part. MIRIAAI VVHITE. n - ' 1 Gan- g -f 4- W Edit0rial staff--A+ MEMBERS OF THE EDITORIAL STAFF EMORY BEAM, Editor-in-Chief UATHERINE LAVGHLIN. Business Manager VOORHIES THOMAQ, Litf-rary Emlitor DAVIS NELSON. Joke Editor ASSOCIATE EDITORS Ada Ivins, Senior Mark Bills, Sophomore Laverne Newkirk, I-'reshnmn ?.T 'oMw+A4Y.-.--.S?F'I'l1e Alumni Association +sss----s.---s--s-- JOHN NIPP, President. By request I will give a little history of the alumni of the Raleigh High School, which is located in the center of Washington township, Rush county, Indiana. Let us first look over the roll of alumni that we may get an, idea of whom we are speaking. Hollie E. Clawson, Red Granite, Wis., Una Greenwood, Philadel- phia, Pa.g Harvey A. Gordon, New York City, N. Y., Lottie Wolverton, Noblesville, Ind.: Mable Edgar, Pansy Hall, Elsie Bateman Toms, Straughn. Ind., Roy A. Mayse,Rushville,Ind.g Chas. Gordon, Mays,Ind., Dollie Brothers Palmer, Wellsville, Mo.: Elric Bridgeman Hendricks. Lewisville, Ind., Omer Greenwood, Lewisville, Ind., Emil Knecht, Rushville, lnd.g Murlie Mohler Kellamg George W. Bridgeman, Lewis- ville, Ind.: Homer Kellamg Ethel Shaw Rice, Indianapolis, Ind., Maude Nugen Leonard, Indianapolis, Ind., Ralph Miles, Mays, Ind., Glenn Crayton, Chicago, Ill., Mildred Mohler Bellg Margaret Harp, Falmouth, Ivid.g Blanche Hunt Greenwood, Lewisville, Ind.g Walter Bell, Conners- ville, Ind.: John Nipp, Rushville, Ind.g Eli Martin, Mays, Ind.: Mina Crayton Reeves, Connersville, Ind.g Ira E. Martin, Portland, Ore.g Ray Kellam, Straughn, Ind., Cora Parrish, Cambridge City, Ind.g George Hooper, Dunreith, Ind.: Mae Laughlin, Falmouth, Ind.g Bertha Crist Gordon, Bentonville, Ind.g Sue Hill Abernathy, Oklahoma City, Okla.g Myrtle McBride Brooks, Rushville, Ind.: Clyde Owens. Mays, Ind.g Hazel Jackson Bitner, Lewisville, Ind.: Minnie Aiken Fryback, Tulsa, Okla.g Eugene Kemmer, Lima, Ohio.: Lorene Jackson Nipp, Rushville, Ind., Carlton Legg, New Castle, Ind., Margaret Laughlin Rich, Dun- reith, Ind., Goldie Davis Parker, Rushville, Ind., L. Meredith Hall, Mays, Ind: Gilbert Miner, Knightstown, Ind., Ruth Miles Hill, Lewis- ville, Ind.: Sylvia Hollowell Redick, Mays, Ind., Zula Jackson, Fal- mouth, Ind., Lucy Keith Beck, Andersou, Ind., Luther D. Nixon,TFa- Zula Jackson, Secretary. mouth, Ind., Carl Beam, Lewisvil'e, Ind.g Nellie Hays, Falmouth, Ind., Myriam White, Mays, Ind., Paul Beam, Indianapolis, Ind., Gurney Gray, Lewisviile, Ind., Eulalia Sweet Bailey, Connersville, Ind., Elsie Cox, Rossville, Ind., Orville Hood, Mays, Ind., Zella Mayse, Spiceland, Ind., Hassel Sweet, Falmouth, Ind.: Ray White, Falmouth, Ind., Earl Beam, Indianapolis, Ind.g Ozella Clifton, Falmouth, Ind., Gladys Cole Kirkham, Mays, Ind.g Mable Huber, Mays, Ind., Nellie Myers, Mays, Ind., Lavonne Hall, Mays, Ind.: Clara I-Iinerg Dwight Brooks, Detroit, Mich.: Luella Elwell Baker, Falmouth, Ind.: Orville Morgan, Lewis- ville, Ind.g Vera Poppoon Hinchman, Falmouth, Ind.g Leona Mull, Mrys, Ind., Faye Whitton, Mays, Ind, This group of graduates represent almost every occupation in the walk of life. There are among us physicians, book-keepers, Boy Scout master, salesmen, a large number of farmers, machinists, insurance agents, managers, electrical engineers,, artists and a number of teach- ers of schools. As one will notice from the names, a number have embarked upon the sea of matrimony. Some have gone on to the Great Beyond. We are scattered over the United States and each is doing his share of making the world go on and on. If we could all meet at one time, what a happy reunion it would be and how wewould enjoy giving tribute to old Raleigh High! Old R. H. S., old R. H. S., Let it be the rule 9 Never to her prove disloyal-- To our old high school. ' --ZULA JACKSON. Tint gf' if I I CIW-.- elf .. . uJ0keS,, ' TCI Wu V Miss Lewis: Do you know I never had a birthday celebration in my life? Pupil fsympatheticallyl: And you have had ever so many. Y Mr. Fox Cin Geoml: Now you people watch my work and see if I make any mistakes. Pupil: What did you prove? Miss Lewis: Melvin, I wish you would take that gum out of your mouth. Melvin: Can't do it: it's my tongue. Latin Teacher: What does satis mean ?f Frank F.: I don't know unless it means salvation. History Teacher Q to Juniorslz What does t'tithe mean ?q Members of Class: Don't know. Grace Carson fan aspiring Freshiej: Oh! ,I know Teacher: Well, tell them. Grace C.: A tithe is a long rod with a 'rabbit's foot on one end and a knob on the other, used to keep people awake in church in Colonial days. When school is over And grades are righted, Books are forgotten V And teachers slighted. Miss Lewis says: Experience is the best teacher. Mr. Fox: Melvin, what kind of trees grow in swamps? Melvin: Carniverous trees grow in swamps. George Ade says: You can lead a boy to college but you can't make him think. Miss Lewis says: The above quotation is so with some of our high school students. I Frank: fhelping make an outlinel Greece comes next. Miss Lewis: No, wait a minute, Frank, before we go to Greece. Visitor: That new janitor of yours seems nice and quiet. Trustee: Oh, very quiet. He doesn't even disturb the dust. Goldie was asked, What is your favorite color? She replied, Gray. Loa: The reporter took him to the room. Hazel: No, Loa, you mean the page. Laverne and Melly were seen talking over class affairs. fStrictly businessj Miss Lewis: fin Englishl Who do we communicate with? Hilda: Me. Grace Clemenz doesn't think Davis Nelson would make a very good Latin teacher. QI wonder zvhy?J 1 x -M ,L fn ,4- , v P? :V L- r Q ,L .,,'?,w- S.,--My 32 ., , N, ,, ,EF fl M ' f' .1-yn., 'A ,- - -R-,ji3g,-gg? 4 ,- ,J 42-3,1 -Af' ,. Tue- vi 2 Yr, '- - .-?Q35iiE1-1' . Tiff? 'ef , ...V ,L ,I , ,, gm., ,V L. .. , A , fav za V ' -.:, V ' 1. , ff' 4 , .,,, Sw Hhiiv WF 333.231 11567 ' f ' 'li4e55E4Em5EB'MhS:'K'A9iilBE5!15B2iXfw :fS:2.'i4'f Yfihiiifiii 4Yl.'fbJ'a3'JJiE2:S' -T2?7iZImD'252?l'Si 22.5 z?1BQhW'?I-T EVE-E!