Richmond High School - Pierian Yearbook (Richmond, IN)

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•P I EJR I TNt?- - 2 i Faculty Personnel Priiici a! E. C. Clim-. A.B., M.A. Dean of Boys J. F. Thc.mpson. M.S. ' ocatiomil Dcpavtmcnt G. H. Xichnlas. B..S. ( I ' ocational Director I Daniel ' aii Etten G. L. Turn(|uist V. H. M,...rc, B.S.I.K. E. .S. Wrisht. A.B. Domestic clrts and Seience Emma Bund Mary Clay, A.B.. M.A. Dean of iHrls Dr.mvd I. Parke, A.B., M.A. Soeial Seience Department S. D. Neff, A.B. Pauline Gordon, A.B. Harriett Thompson, . .B. Janus Beane, .A.B. MLfiitt Stafford, .A.B. Art Elizabeth Bidgood Music Xils Boson l- ' lf.ra W ' illman, B.Mus. Harold M. Little, B.S. Study Hall and Library Florence Ratlitl , . .B. Leda Needham Offiee Leora Johannint; liiu lisli Department -Mian W. Grissom, M.A. . nna I.. Finfrock, Ph.B., Pd.M. Inez Trueblood, A.B. Flora Broaddiis, .A.B. Mary Alice Fornsliell, M.. . Helen Rig!;s. . .B., M.A. Science Department Raymond L. I )onaker. M.. . Esta Bedford, .A.B. John F. Thompson, M.S. Ezra A. Miller, Ph.B. Ora V. Xicely, A.B.. B.S., M.S. Pliysieal Trainimj Harold M. Little, B.S. Mary h ' rances Baughman, .A.B. Foreiijn Lamjuage Department Elizabeth Smelscr. Ph.B. Carrie Lane Charles, A.B. Mary E. Richcson, A.B. .Anna Bradbury, .A.B., M.. . Donna L ParkL-, A.B.. M.A. Commercial Department A. K. Protsman, .A.B. K..bert C. Sollars, A.B., B.C.S. Helen C. Hicks, A.B. Helena Smton. .A.B. Miilhematies Department Martha Whitacre. A.B., M.A. Ora V. Xicely, A.B. Sheldon Osborn, A.B. Elbert A ' ickrev

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me:.] ! ; Qp3= ' = ...., t When You Can t Learn, How Old Are You ? E. C. Clin ' e. Principal WV. used to be told that our ability to learn is practically exhausted when we reach the age of about twenty- five. It was believed that, if foreign lan- guages were not learned under eighteen, they could not be learned at all, or at least only with extreme difficulty, .Any- one who learned anything new after fifty was pointed out as a freak. All this was believed when opinion, guessing, or apparent common sense, was accepted as fact. In this experimental age of science when we accept only those facts that can be proved, we have demonstrated that the age of learning is extended to forty, fifty, eighty, one hun- dred, depending on these factors : 1. Care of the physical health, so that the body does not become senile or broken down early in life. 2. Mental interests and activities that keep the mind busy and in working condition all through life. It follows, then, that the proposition that learning and education stop when school stops is true only for those people who believe it is true ; that the business of people in school is to acquire a wide range of interests, ambitions, ideals, activi- ties, and friendshijis, and to learn hi)w to study, how to read, how to enjoy pic- tures, music, and the theatre, how to get along with people, how and when to travel, how to find a respectable place in the world ' s workshop — in other words, to find a variety of worthy interests and the means of pursuing these interests successfully as long as life lasts: and that a pupil has wasted his time in school if he has not been mentally alert and variously interested while in school, and if he believes he can not continue this alertness indefinitely. ' hen you are too old to learn, you are too old to be of much use in the world. E. C. Cli.n ' e. Page nine

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— = = 1 M l ir TslP - — -- 2 8f= ' ' = - S:S The Messages of the Sponsors of the ' 28 ' s EAIERSOX said. It is the one liase thing, to receive and not to give. Infancy and childhood necessarily receive service, but vouth and maturity can and should give it. What we give may depend on many things, but there is one service which the world greatly needs and which we all can give ; intelligent following of worthy leaders. All thru the ages there has been much blind, stupid following of anv demagogue who had many words and a suave manner. .All about us we see people following foolish or unworthy fads only because others are doing it. In our school experience we have learned to examine evidence on both sides of a problem and to (luestion values. Therefore, let us examine without prejudice the ideas and purposes of those who would lead : let us weigh them carefully and form our own opinions ; then let us courageously follow those leaders whose principles we approve. AI. RY E. RiCHESOX. The Lantern-Bearers T. R.L.S. ( ) ' .ARD the end of Septeml)er. when school-time was drawing near and the nights were alreadv black, we would begin to salh ' fmm our respective villas, each equipped with a tin bull ' s-eye lantern. We wore them buckled to the waist upon a cricket lielt, and over them, such was the rigiir of the game, a buttoned top-coat. They smelled noisomely of blistered tin : they never burned aright, though they would always burn our fingers ; their use was naught: the pleasure of them merely fanciful; and yet a bov with a bull ' s-eye under his top-coat asked fur nothing mcire. The pleasure of the thing was substantive ; and to be a boy with a bull ' s-eye under his top-coat was good enough f ir us. When two of these asses met. there would be an .anxious Tlave you got your lantern? and a gratified ' Yes ' . That was the shibboleth. The essence of this bliss was to walk by yourself in the black night ; the slide shut, the top-coat buttoned; not a ray escaping, whether to conduct your footsteps or to make your glory pulilic ; a mere pillar of darkness in the dark ; and all the while, deep down in the privacy of yoiu fool ' s heart, to know you had a bull ' s-eye at your belt, and to exult and sing over the knowledge. { l££a. H( $ t t r ' ■ J ;igc eleven