Raleigh High School - Excelsior Yearbook (Raleigh, IN)

Page 15 text:

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.

Page 14 text:

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

Page 16 text:

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.