South Zanesville High School - Conatus Yearbook (Zanesville, OH)

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EIGHTEENTH: I, Francis Gibson, leave my ability to con- trol women to Clarence Patterson, NINETEENTH: We, Verna Sweet and Dorothy Hooper leave our undyin f riendshiri to Jean Allen and Fern ' .Swingle, T ' ' ENTIL:TH : I, Beatrice Reynolds, leave to Rachel Kackley a cooy of my favorite son s:, Wishin?-, TV: ' ENTY-FIRST : liy love affairs, I, Catherine IIc- Q,ulllan, will to Colene cuckley, P. S, Colene, don ' t take Jack for granted, TV. ' SNTY- SECOND : I, Marilynn McClelland, leave my abil- ity as the best cheerleader in the count,-, to Donna Diete- rich, TWENTY- TKI RD : I, Mary France, wil . to Eetty Jean Mendenhall my straight hair, TV ENTY-FOURTK : I, Arthur Steed, will to Chet England my neat appearance. ITEIvI XIY: From all of us who go, to a].l who remain, a message of love, success, and happiness. In testimony vhercof, we have hereunto sot our hands and seal in the presence of each other. -frr ' LijL.U T y r- r - President 7;y . : ...J;|V;Jvice Pres, A-.A-rA.,. ' ' : L -y ' S e c r e t ary r(,( T reasurer ' ?2lc22 Si i l ss Advisor r t -iCZ- , « asc: Attorney THE PAGES OF THE CLASS WILL ARE SPONSORED BY SEARS, ROEBCCK AND COI ANY

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ITEM X: To next year ' s senior class we leave the rio:ht to enter the dlpnlty of the realm of the senior class. ITEM XI: To the girls of the school, we leave the ritiht to ask dumb questions; we leave with them the additional rlpht to use class rooms for beaut parlors, ITEM XII: To the oncoming Junior Class we leave the right to treat the next year ' s senior class with as much disrespect as they have shown us, ITEIvI XIII: The members of the senior class, brine: of a lnd and forr- ' lvlng nature, wish to endow certain UJ der- classmen with some priceless possessions, FIRST: I, Louise Barker, leave Mary Cooper the right to the next best boy In Phllo, P. S, Mary, I have the best one, Earl Bradley, SECONT ' : I, Betty Shook, leave my gift to go.b to Lenora Gibson. THIRD: I, Jack Kackley, leave my bashfulness to Jack Prlt chard, FOURTH: I, Ray France, leave to Chot England my jitter- bugging Ability. FIFTH: I, Virgil Matthews, leave to Russell Gibson my book, V hy I Am A Woman Hater. SIXTH: I, Forrest Gr nt, leave to Laurabel Scott the right and privilege of running around the school as she pleases, SEVENTH: I, Marjorie Wagner, leave to Wanda} FAuley the memory of John Townlng, EIGHTH: i, John Townlng, leave my title, All County, to Earl Thomas, .laNTH: I, Mary Jane Collins, leave Joe Wolfe for the general betterment of the school. He ' s the cream of the crop, TENTH: I, Evr Belle Barker, leave to Elolse Garrett ray book, Shall I Marry or Remain a S iinstor? ELEVENTH: I., Arthur Nelson Burchett, leave the right to play ball with the girls at noon to Elmer Loveberry Ball, TWELFTH: I, Pauline Falres, will to Betty ' Slmoral my ability as a papor-hanger. It gives you marvelous, results, THIRTEENTH: I, Esther Thomas, leave to Don Yarger my singing ability. FOURTEENTH: I, Joy Schoflcld, le-ve my bold ways to Kathleen Stanley, FIFTEENTH: I, Mary Tipton, leave my sorrow at parting from the de.-ir school and schoolmates. I extend most of my sorrow at parting to one Junior hoy, Errl Thomas, SIXTEENTH: I, Esther Jean Riley will my cute giggling to Mildred James. SEVENTEENTH: I, Betty Hr.rkness, will to Junior Kroft my own little self.

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VAaD:[DQCU0KV From the nages of history and literature we learn of the life of past ages. In the various countries of ZuroDe only a few men held the wealth ' and these few dominated the masses. The masses were uneducated and lacked the necessities of life. For the wealthy there were palaces and castles of great beauty; for the Door there were work houses, orisons, and torture chambers. These are the monuments of an early Europe. Today we still have palaces, palatial homes, and prisons; but these are dwarfed by museums, art galler- ies, libraries, and schools. These ar evidences of an intellectual growth. These are the monuments of today. The establishment of the public school has not been easy. From the very beginning the colonists were interested in education. There was no common system of public schools, for the colonies had been founded long before the oublic schools were dreamed of. How- ever, as the various religious denominations grew in the several colonies, each wanted the right to in- struct its youth in its own religious beliefs. The members of these sects laid great erpihasis on teaching young peor:le to read, so that they could learn the Catechism and study the Hible. As a result many schools sprang up for the teaching of reading, writ- ing, and religious doctrines, Massachusetts even went so f r as to order, by law, every town of at least fifty families to establish a school, but the order was not always obeyed. In the South, however, fami- lies were too far apart to gather children together in schools. The well-to-do had tutors for their child- ren, while the poorer people had to teach their own families or see them grow up ignorant. The colleges founded in colonial times, like the lower schools, were nearly all religious in their pur- pose. The training of clergymen was their first task. Tne Puritans had their Harvard, Tale and Dartmouth; tne followers of the Church or ilngland had their King s Colleges-now Columbia-in New York, and Williams and iJIary In Virginia. The College of New Jersey, now Princeton, was under Presbyterian management; Queen ' s