University of Wisconsin Stout - Tower Yearbook (Menomonie, WI)

Text from Pages 1 - 206 of the 1911 volume:

l wwf, ,DZ 5 Q P . f STU UT MMNUHL ww DUNN CO. NEWS C0 PRINTERS MENOMONIE. WIS STOUT ANNUAL 191 I YEAR BOOK OF THE SENIOR CLASS CN7STOUTINSUTUTE,QH , IW X qhrmieuf I I Isis - kk--'fi 'bmi' IW VOLUME III STOUT INSTITUTE MENOMONIE, WISCONSIN DEDICATION TO GEORGE F. BUXTON To George Fred Buxton, whose ideas of manhood have been a constant inspiration to his students, whose motto has ever been, Real worth requires no interpreterg its every day deeds form its blazonryu, this book is dedicated by an appreciative board of editors. LATE HON. J. H. STOUT PRESIDENT L, D. HARVEY BOARD OF TRUSTEES W. H. HATTON GEORGE H. PECK W. C. RIBENACK 0 'Q V4 M l f. 2 if A 'Q ,M-QS M ix ,M Q55 mg A - ' ,nm ll' '0 ' 1? 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W -cf L41 .vu 9 ,jim V My ,' fZ44lp7pf'7aZ!?f. ,I ,vi ,,7,Hf,, Z ff, ,Q fppw ff f ff., fll!3Uf97cfwW-.-t nf 4lW,I'p,y,!4 WA N wfhiyivf, WV? f ,gif gt f N, A V I 'Aiwa' ,ffl 1 'LQ yffjff' M- .'4,4YW:5J,'f,M,fWL, f 11,9 -lf! 'f - .uinw-Qyiuwwjqifhf' ,WG !4,,'44,Q'y, ig 15,,,1..,Qe-my f,.'wZu5f4 - - -4.12, WW? f'Wf:Q2,f?W ?',W ii WW' ff- A ' if ,f 3r,,., 1,f' w. 4Zgj1H ,J I ., '7'M,'-'7:f'552p'jmh11 . A, 1 w,,, ,jf,g ,,,, ,V M V JV' ,fi 9,12 Ko, .iq ,IN fEQWXx.,,iM g'1-,H '5,f',wv,1- fy. W. ',,4,f I E TQ UT ANN MQ L 3 E QR A as X - I 5 ,A . ::::: F -5 - ..l4.... 'aa 1 -ELI T 9-IO W- f THE EDITORIAL STAFF Roh W. Schneider Hattie B. Goessling Clara Jacobson Raymond Smith Henrietta Pyre Clifton Richards Ruth Woodward Katherine Vail Francis L. McAleavey Ralph Finnigan Allee Omsted George Stewart George Price Marcella Arthur Gladys Barclay William Segerstrom Helen Cant Clara Breakey Inez St. John Paul H. Craven Dorothy Eger Nicholas Majerus Paul H. Craven Robert F. E. Schaefer Archie Milton - Ernest A. Buellre - Editor-in-Chief junior Editor Literary Organizations Athletics Humorous Poetry Alumni Class Roll Artists - Pictures - Business Manager Assistant Business Manager - Junior Assistant - Advertising WW? 4 Z 4 r f Av-1.5 L. D. Harvey, Psychology and Pedagogy George Fred Buxton, Organization and Literature of Manual Training Drawing and Design Leo Ammann, Machine Shop Practice Wm. T. Elzinga, Pattern Making 'U' Foundry Practice Forging I2 Robert Promberger, Elementary Cabinet Making Furniture Making Wood Finishing Fred L. Curran, ' Elementary Woodwork Primary Handwork History of Manual Training George G. Price, Mechanical Drawing Literature of Manual Training H. W. jimerson, Plumbing and Gas Fitting I3 W, H. Hefelfinger, Briclclaying Cement work O. C. Mauthe, Physical Training Grace Fisher, Organization of Domestic Science Household Management Dietetics Pearl MacDonald, Physiology Food Stucly I4 Wilhelmina H. Spohr, Advanced and Demonstration Cooking Food Study Physiology and Hygiene Home Nursing Daisy A. Kugel, Physiology and Hygiene Cooking Home Nursing Hattie R. Dahlberg, Elementary Cooking Model Sewing Zella I. Perkins, Chemistry Biology I5 i..i.,..,, , Y... ,.,. ,,,.x z. 1 , i , - Q l .. l .- i i i l x vii , R 1 Q ' W l 1 l t 5 , ' fa' .ff 1 K I . .K Jessie F. Cross, Inorganic Chemistry Food Chemistry Mabel H. Leedom, Chemistry Biology Edith Dahlherg, Dressmalcing Lurene Seymour, Dressmalcing Textiles Millinery Art Needlework I6 Elizabeth A. Lathrop, Art Needlework Textiles Anna McMillan, Model Sewing Plain Sewing Primary Handworlc Josephine W. Hobbs, Cooking Model and Plain Sewing Grace R. Darling, English Home and Social Economics I7 'tif Kate Murphy, Interior Decoration and Furnishing - Freehand Drawing Jeanne Tyrrell, I Physical Training Francesca I... Otto, Registrar Adalin M. Wright, Secretary I8 Katherine A. Hahn, Librarian Emma Olson, Bookkeeper Ebba H. Nesseth, Clerk :LM T .. I9 AN APPRECIATION At the close of the present school year Miss Francesca I... Qtto severs her connection with Stout Institute. It is understood that she will make her home with her brother in Oakland, California. From the opening of the Stout Training Schools in l903, Miss Otto has rendered most valuable service in the administrative work of these schools and of the Institute with which the training schools were merged in l908. Ar the outset she had entire charge of the office work and did some teaching, but as the attendance increased it became necessary to add to the office force and to apportion the various Iines of work among the different members. Miss Otto's work brought her into personal contact with every student who has attended the Institution and gave her a personal acquaintance which together with her excellent judgment of the qualities necessary for success in teaching eminently qualified her for the duties of Appointment Clerk, which position she has filled for three years, in addition to performing the duties of registrar. The assistance she has rendered the graduates of Stout Institute in secur- ing positions upon leaving the school, and her interest for their advancement from year to year will be remembered by hundreds. That interest has not been simply that of an employee. From the outset she has shown a loyalty to the interests of the school and a personal interest in its students that have been strong factors in the growth of the school. No one has rejoiced more than she in its steady growth and increasing influence and she has always been in- telligently active and persistent in securing both. She will be missed by students, faculty, and most of all by President Har- vey, who best knows the quality of her work. We wish her success and hap- piness in her new home. 20 MW 6 W X CLASS OFFICERS Rob W. Jackson - - President Hanson F. Blank Vice-President Anna M. Parry - Secretary Lora A. Randal - Treasurer Zl H Q. 4E Y, 3-gi tr Rf Parkinson, Myra-f Parlcie Madison, Wis Domestic Science Talk about troubles, I got 'em an' had 'em, An' know mighty well that l' got 'em from Adam. McCullough, Grace - Manitowoc, Wis. Domestic Science A contented mind is a continual feast. Hinckley, June Harriette - Claremont, Minn. Domestic Science l'm just as tired as l can be, l've had so many dates to keep, My lessons don't appeal to me, So please go way and let me sleep. Barry, Richard - Muscatine, Iowa Manual Training No stufter, no dutler, but some good as a blufter. 22 I W-, -- .W , f MCCOY, Rhoda - Aberdeen, S. D Q . Domestic Science I 1 There is no better ballast for keeping the mind steady K on its keel than business. Q Q l l I i 4 I i L Fogarty, Margaret - Green Bay, Wis Domestic Science I 6' On what small axles do big wheels turn. i i l f Olsen, Ethel Laura - Calumet, Mich f Domestic Science r l A good student and a good friend. l 1 I Gabriel, Bernard F. Gabe Racine, Wis 5 -V H Manual Training ' ii What would happen if an irresistible force should .- ',,f ss ' ' 'ke an immovable body. Z stn ' ii Jaxx 23 i Vail, Katherine Katie - Milnor, N. D. Homemaker To be a Nhausfraun is the aim of her life, So we recommend her to one seeking a wife. She can cook, she can sew she can paint and draw too, What more would you want one Uhausfrauu to do? Wold, Pernnelle M.f Pennie - Alexandria, Minn. Domestic Science The laughter of girls is, and ever was, among the delightful sounds of earth. Bratson, Jeanette - Cambridge, Wis. Homemaker Talk about angels and you hear the Russell of their wings. Clunie, Russell H.- Russ - Racine, Wis Manual Training A good Ha ha, and a great big smile Are ever with him all the while. 24 Patrick, Katherine' fupaclclyn - Eau Claire, Wis Domestic Science She smiled on all alike, all save one. Vennema, Muriel Aleicla - Menominee, Mich. Domestic Science All I desire is a little home and you, Libby, Ruth- Lib - New Richmond, Wis. Domestic Science ll becomes you to be merry, for out of question, you were born in a merry hour. Pitman, Max F. - Anoka, Minn. Manual Training The only man on the team who asked to have the chimney padded. 25 Kaiser, Jessie May Erlin- Jess - St. Paul, Minn Domestic Science Happy and bright, winsome and gay, We all lcnow jess in her own sweet way. Roberts, Edith lVlayv E. - St. Paul, Minn. Domestic Science . Her gravest mood could scarce conceal the dimples. Brealcey, Clara E.. - Alma Center, Wis Domestic Science Would there were more like her. Schaefer, Robert F. Ep HBrewster - North Menomonie, Wis Manual Training An all round athlete. Oh but it's wonderful to have a gianfs strength. 26 Ostergren, Florence Cf Ostie - Gladstone, Minn. Domestic Science Oh where are you going, Billy boy, Billy boy? Oh where are you going, charming Billy? Brown, Hazel Bernice - Minneapolis, Minn. Domestic Science l hate nobody, l'm in charity with the world. Cant, Helen Er ul-lellieu - Duluth, Minn. Domestic Science Simplicity is of all things the hardest to be copied. Finnigan, Ralph jf Red - Tracy, Minn Manual Training Finnigan, Finnigan, Hit again, hit again, O you Miss Nimmons, 27 Tracy, Nellie Agnes - Domestic Science Let the wind blow east, or let it blow The wind that blows is always best. Middleton, Francis Isabelle' -'6Betty Domestic Science Happy am l,from care I am free, Why aren't they all contented like me? Franzman, Gladys 9AMonty - Domestic Science An expert in handling the males Hoeffein, A. V. - Manual Training We know not much of him, but what Z8 Webster, S. D west, - Winona, Minn Philipsburg, Mont Oshkosh, Wis we know is good. Pyre, Mary Henrietta-- Henry - Madison, Wis Domestic Science Full of vigor, dash, and go: She's different than the rest, you know. Corsett, Hallie - Evansville, Ind Domestic Science Where there's a will, there's a way. Smith, Ada E.ster+ Schmidt - Elroy, Wis Kendall, R Domestic Science Experience is a good teacher but she sends in terrible bills. obert E.- Bobbie - Menomonie, Wis. Manual Training Doesn't work unless he has to, Overworlced once on a farm. Will do just what Bobbie has to Without doing Bobisome harm, Z9 Jacobson, Clara' 'ffujalcien - i Domestic Science Her face was fair, her heart was true. Simpson, Jean - Domestic Science Over eight o'cloclc classes she never worriecl, Burlington, Wis Minneapolis, Minn. For 'twas against her principles ever to be hurried, So she'd saunter in at any old time, From a quarter past eight to a quarter of nine. Myers, Marion - Domestic Science Smiling in the morning, Giggling at noon, Laughing in the evening, Grinning at the moon. Buellc, Ernest A.-' HErnie - Manual Training Earnest he is in the morning, Earnest he is at night, Earnestly he strives for Whatever may be right. 30 Green Bay, Wis. Juneau, Wis. Fitzgerald, Margaret - Fond Clu Lac, Wis. Domestic Science Happiness is the whole of culture Anundsen, Milla Bill - Detroit, Minn. Domestic Science She has learned how to cook and bake and sew, And how to make pennies the farthest go. She can clraft a shirt waist, or make mince pies That in her estimation would take the prize. Latta, Nina - Clinton, Wis. Domestic Science With soul all Daunlless to endure And mood so calm that naught can stir it. Mather, John Cotton Jack - Syracuse, N. Y Manual Training O. I. C., I. C. 31 Otto, Lillian Lydia - Forest Junction, Wis Domestic Science Get your happiness out of your work or you will never know what happiness is. Ethier, Clara - Ramsay, Mich Domestic Science Small, but there just the same. Carey, Erminie G. - Wilmot, Wis Domestic Science A pleasant smile for all. Berger, Allen - Middletown, Nlo. Manual Training Exhausting thought ancl hiving wisclom with each studious year. W 32 Y? Gardner, Teresa - Milwaukee, Wis. Domestic Science Her Modest looks a cottage might adorn. MacArthur, Eda - Lake Mills, Wis. Domestic Science A nature so modest and rare, That you hardly at first see the strength that is there. Brewster, Grace - Mankato, Minn Domestic Science Few things have failed to which l set my will, l do my most and best. Eversmeyer, Earl W. E.vey - San Gabriel, Cal Manual Training To the foe on Hallowe'en night:- Come one, come all. These dormitories shall fly from their firm base ere l. 33 1 i l Opsahl, Florence Agatha - Grand Forks, N. D 3 Domestic Science 'R i jolly in disposition and loyal in friendship. Woodward, Ruth E. - Two Harbors, Minn Domestic Science The names of all her lovers to run o er, She would take breath full thirty times or more. Strane, Stella Margaret - St. Paul, Minn Domestic Science The girl with the twinkle in her eye. McAleavey, Francis l...fulVlaclc lxonia, Wis Manual Training Irish wit by Mack is lain, Ne'ertheless it comes with a Strane. 34 Fratt, Elizabeth - Domestic Science The mildest manners and the gentlest Fylpaa, Eleanor Marie - Domestic Science There was a soft and pensive grace, A cast of thought upon her face. Fox, Alta Cecilia - Domestic Science Her ways are ways of pleasantness and all her paths are peace. Stillman, Harold C. - Manual Training Still man, no you can't say that: His racket most does raise your hat. He tries to emphasize the noise By selling horns to all the boys. 35 heart. Racine, Wis. Star Prairie, Wis Devils Lake, N. D. Milton, Wis Omstecl, Allee Marie - Stoughton, Wis Domestic Science A pendulum twixt a smile and a tear. Woodhead, Frances E. - Ashland, Wis Domestic Science A heart to let. Hobbs, Helen Victoria - Eau Claire, Wis Majerus, Ni Domestic Science Nothing is worth doing at all unless it is worth cloing well. cbolasf Nick - Manual Training He's a rusher, he's a fusser, He's a teacher, bet you that. Can't be beat for goocl suggestions Tho they only come to that. 36 Campbellsport, Wis jancla, Marcella Rose - Mankato, Minn Domestic Science Modest, demure, and loved by all who lcnow her. Downer, Flora M. f Floss - Hancock, Mich. Domestic Science Silence, when nothing need be said, is the eloquence of discretion. Kies, Harriet Louise - Green Bay, Wis. Domestic Science Don't lose your baggage from your train of thought. Randall, L. A.-KMC. F. F. - Noblesville, lncl. Manual Training Our champion fc-atherweight fusser, Miss Tyrrell, he certainly does buzz her. He knows where he's at, hardly ever turned flat, Because she sure knows that he loves her. 37 Monteith, Matilda Elizabeth w Tillie Fennimore. Wis Domestic Science She isfbut words would fail to tell thee what, Think what a woman should be, and she's that. Axtell, Edith C. - Pepin, Wis Domestic Science Gay good nature sparkles in her eye. Baughman, Ruth - Oalclane, Pa Domestic Science This lass so neat, With smile so sweet. Segerstrom, William- Willie - River Falls, Wis. Manual Training Willie is noted for his winning ways, Who will fall next victim to his charms. 38 Flinn, Gertrude --- Splash - Admire, Kans Domestic Science Spinster, By the will of Cod and the cruelty of man. Kirby, Margaret Dinsmore - Bloomington, Incl. Domestic Science She was just the quiet kind whose nature never varies Niclclas, Mabel Flora - Worthington, Minn. Domestic Science She coulcln't be serious, try as she woulcl. McCown, Nellie - Spencer, Iowa Domestic Science The softer charm that in her nature lies ls framed to captivate, yet not surprise. 39 Barclay, Gladys - Menominee, lVlicl1 Domestic Science Here dwell no frowns, no angerg From thee all sorrow Hees. Arthur, Marcella - Marinette, Wis Domestic Science A perfect woman, nobly planned, To warm, to comfort, to command. Cliiclcering, lVlary+uCl'1iclc - Menomonie, Wis Domestic Science If you want a friend thafs true, l'm on your list. jackson, Rob W.f Jack - Menomonie, Wis Manual Training jackson dreams of just one thing, Heid like to get his Chick a ring. 40 Munro, Margaret Hr Gretta - Chippewa Falls, Wis Domestic Science Soft peace she brings where ever she arrives. josephson, Julia Elizabeth Joe lronwood, Mich. Domestic Science Good natured without exception. Trestrail, Marjorie Elizabeth ff Uncle Argieu - Eau Claire, Wis. Domestic Science Can always be depended upon. Ferry, Marjorie - St. Paul, Minn. Domestic Science Her air, her manners, all who saw admired, Curteous, tho coy, gentle, tho retired. 4I ,,...,.,...,.....,...,..,v, Q Works, Mildred - Augusta, Wis. 1 Domestic Science l l She is most fair, and thereunto, I Her life doth rightly harmonize. l l i 4 i Anderson, Anna Gurine - Leroy, Wis. X i Domestic Science i Thou art too serious by far. l l l l Bergemann, Laura Virginiaf Bergie Winona, Minn. Domestic Science A woman's heart, like the moon, is always changing, I and there is always a man in it. i Krebs, Albert T. - Watertown, Wis Manual Training Hey fellows, without a josh, you should have been with me when l was in Oshkosh. Delaney, Florence F. - Webster, S. D Domestic Science She has an icleal in mind, but who is it? Reinlce, Jane Clara - Marinette, Wis. Domestic Science Little Miss Up-to-date. Blake, Mildred Mary - Mellen, Wis. Domestic Science l'm lrish, and l'm proud of it. Eger, Dorothy - lshpeming, Mich. Domestic Science The rule of my life is lo make business a pleasure, so I plan my business accordingly. 43 Quilliard, Frances Jacot - Duluth, Minn Domestic Science Let me carry some gift to those who have less than I have. Pelton, Miss Jessie,'fUSpuds - Milton Junction, Wis Domestic Science With ready hand and friendly heart, And mind that never tires, So cheerfully she does her part, That others she inspires. St. John, Inez Elizabeth, '- -Hjohnnien Oshkosh, Wis Domestic Science Alice of old Vincennes Craven, Paul H.fuPete - Menomonie, Wis Manual Training ls Craven behaven? Well I guess. His partner's gone, he's good ne'erlheless. 44 if is i try -4 I' Berg, Myrtle M. Qi . 9 - Kendall, Wis Domestic Science E , f Tho small in size, is wondrous wise. Quilling, Florence l. - Menomonie, Wis. Domestic Science She has a voice of glaclness and a smile. Bieri, Clara l. - Knapp, Wis. Domestic Science You must have noticed that almost everyone that amounts to anything spent his early life in the coun- Cramton, Etta - F lint, Mich. Domestic Science To those who lcnow thee not, no words can paint, And tho se who know thee, know that words are faint. 45 Banta, Ressa - Domestic Science Diligent early and late. Kernan, Emily - Two Harbor Domestic Science She takes to the lower classmen. Parry, Anna May - Domestic Science A little lass, but Oh, My! Blank, Hanson F. --- Dutch - Reeclsburg, ' Manual training A favorite with girls is our Hans, As every one sees at a glance. Manchester, Iowa. s, Minn. Devils Lake, N. D. Wis Adams, Ethel - Domestic Science Superior, Wis. I have heard of the lady and good words went with her name. Dow, Grace M. - Domestic Science A good example is the best sermon. Morgan, Ada Belle ' Domestic Science Nevertheless, to the diligent, labor bringeth bles Kolshorn, C. Henrietta W Kolie - R P Domestic Science One of a pair of slippers . We know her, yet we know her not. 47 I St. Paul, Minn. Antigo, Wis. sing. ed Wing, Minn. , 9 K ...,.,. ,, , Griesen, Me rcy Isabelle - Domestic Science She has a cool, collected look, As if her pulses beat by book. Scott, lva lVl.-- Scotty - Domestic Science 'Twas juzt a womanly presence, An influence unexpressecl. Newcomb, Alta - Richards, C Domestic Science A beautiful and happy girl, With step as light as summer air. lifton E..- Rich - Manual Training My thoughts may ramble to and fro, But all come back to Idaho. 48 Sturgeon Bay, Wis. West Newton, lncl. Pepin, Wis. Muscatine, Iowa Domestic Science For she is wise, if I can judge her, Sweet, calm, unruflled, and serene. U1 M V iii Soulcup, Belle - Sturgeon Bay, Wis. Domestic Science ' V. Always ready for a jaunt. , A ,. ...A 'if S1 . . . 7 Simonson, Helen Edith - Green Bay, Wis. Furness, Leighla Gertrude - Michigan City, Incl. Domestic Science You must have a powerful voice for emphasisf Glendon, Harriet Frances - Oak Park, Ill. L X F Domestic Science One who knows she knows, and if not, she will tell you anyway. 49 4 C oon, Ruby S. - Battle Creek, Mich Domestic Science Oli happy worldgf- all, me seems, are liappyg l llie happiest of tliem all. Mercer, Majorie E. - Spring Green, Wis. Domestic Science She thinks silently, but has a strong will. Gillen, Verna - Racine, Wis. Domestic Science Give me music for mine. Dallman, Daniel A. - Antigo, Wis. Manual Training Dan is the only one of the boys ' Who can really boast of liking a Noyes. 50 Stauclenmayer, Adeline Q - Portage, Wis. Domestic Science Sweet ideas fill her soul And thoughts of loveliness delight her. Wintermute, Ruth A.fuRufus Kilbourn, Wis. Domestic Science True to her word, her work, her friends. Turner, Marguerite - Duluth, Minn. Domestic Science The Music Master. Graham, Florence jean' - Floss - Spring Green, Wis Domestic Science A friend to every one. 51 Hansen, Agnes Marie - Manitowoc, Wis. Domestic Science M. just being happy is a fine thing to do. Kiester, Eclna May - Monroe, Wis. Domestic Science By her kindly ways, She has won great praise Doney, Grace - Faribault, Minn. Domestic Science Quiet reserve is sweet in woman. Stewart, George W. - Durand, Wis Manual Training Ancl why is George out of the race? He has already found his Case. 52 'K -self Amundson, Lillie Grace - Rice Lake, Wis Domestic Science There's no impossibility with her. Shellenberger, Rita+ Shelly - Bozeman, Mont. Domestic Science Fair is she to behold, This maiden from the west. Who alone has wandered here With knowledge to be blest. Markham, Ella - Alma City, Minn. Domestic Science Conscientious and sincere. Bohn, Elizabeth H.- Betty - Cenlralia, lll. Domestic Science Her very frowns are fairer sir, Than smiles of other maidens. 53 Grover, Clarion B.f Trumps - Kenosha, Wis Domestic Science See by degrees a rosy blush arise, A keener lightning quicken in her eyes. Wills, Bertha A. - Ellensburg, Wash. Domestic Science She has no time to sport away, the hours All must he earnest in a world like ours. Swan, Inez Belle Birdie - Minneapolis, Minn. Domestic Science My lacly hath a smile for all, A kindly word for each. Schneider, Rob W. - Sheboygan Falls, Wis. Manual Training A toe in everything, if not the whole foot. 54 Weidenfeller, Ada - Mineral Point, Wis. Domestic Science Life is fortified by many friendships. Wiley, Bertha Cp HBertie - Chippewa Falls, Wis. Domestic Science A True to friends, kind to enemies, a loyal heart withal. Hall, Hazel M.'4 Kinky - Cloquet, Minn. Domestic Science As plump as an apple clumpling. Harper, Florence May'f Nellie - Calumet, Mich Domestic Science A soft answer turneth away wrathf' 55 -..J Garrity, Mildred Helen - St. Paul, Minn. Domestic Science Her eye is blue and calm, as is the sky in the serenest moon. Randall, Edna M.- Aunt Nell - Milwaukee, Wis. Domestic Science She has such pleasing ways that her friends are very many. Moen, Sara - Menomonie, Wis. Domestic Science Who will fall next victim to her charms? Holzer, G. Gill - Green Bay, Wis Manual Training 'Tis sweet to court, but oh how bitter, To court a girl, and then not git 'er. 56 41 6' 1' ' C an 1i, l von Kaas, Jennie, Reheccaf 'Beclcy - Sheboygan, Wis. Domestic Science Her voice was ever soft and low, An excellent thing in woman. Kaestner, Jennie Anna - Plymouth, Wis. Domestic Science Loved by all who know her. Kermott, Helen K. - Hudson, Wis. Domestic Science When joy and duty clash, Let duty go to smash. A Richards, Albia Ann - Little Falls, Minn Domestic Science Full of fun and mischief too, Doing things she shouldnt do. 57 Gottschalk, Lilly Ellen - Chicago, Ill Domestic Science l'm willing to do whaiever the rest do. Miller, Claire Evelyne-- Curly - Negaunee, Mich. Domestic Science A good friend is next to kin. Winter, Fern'-f Pa - New Richmond, Wis. Domestic Science Peace rules the day when reason rules the mind. Brown, Cscar F. - Fennimore, Wis. Manual Training Brown his name is, Broad his fame is, Pretty sure that he right sane is 58 Currie, Louise Harriet - Park River. N. D. Domestic Science You'll like her if you know her. Frinlc, Lila Martha, - South Shore, S. D. Domestic Science Be not always on affairs intent, But let thy thoughts be easy and unbent. Johnson, Mabel May - McKinley, Minn. Domestic Science Her heart line shows that she will never lead a bachelorls life. Lloycl, Irene F. - Domestic Science The milclest manners and the gentlest heart. 59 Neillsville, Wis Schoonmaker, Harriet M. -'uschoonien To love Merrill, Avisrensammyn And Domestic Science Domestic Science well is the loveliness of wisdom mirrorej in a cheerful contenance. Garritt, Harriet Ina'-f 'Carrots - Domestic Science Your face is honest, frank, and true, ,Youc Stollberg, Paul E. There is any happiness with you. and to he loved is my greatest ambition. St. Paul, Nlinn - Waukesha, Wis. Waukesha, Wis. - Two Rivers, Wis. Manual Training an atmosphere of happiness about that man U wonder why?j 60 Kinyon, Viola - Cwatonna, Minn Domestic Science She was tr oubled with an intense desire to do her cluly coupled with an unfortunate lack of d uties to Foncl du Lac, Wis. perform. Reilly, Loretta M. - Domestic Science A girl whom l'k ln you 1 e etter each passing day. Ripley, Ava A. ' Rip - Domestic Science Minneapolis, Minn. She has a voice of gladness ancl a smile. Irwin, Ethel 'ful..emon - Domestic Science She wouldn't be good if she could, an be good if she would. 61 Quincy, lll. d she couldn't Booth, Alma - Chicago, Ill Domcstic Science Plump, and good naturecl too. Eddy, Joyce' V' 'Gustyn Sauk Center, Minn Domestic Science And still the wonder grew, That one small headcould carry all she knew. Orr, Mzrgaretff Peg - Michigan City, Ind Heyden, Ch Domestic Science And why look up to Margaret Orr? She sloops to nothing but the door. arlotte' 'Aunt Lottie - Winona, Minn Domestic Science For if she will, she will, you may depend on't, And if she won't, she won't, so there's an end on't. 62 1 fiW?AwyAfMW 7 W SW? WW W, l , if M W 1 j My M. W W MQ0l I W wf CLASS OFFICERS Harry Nelson - - President Virginia Wolcott - Vice President Cleo Fenton - - Secretary Anker Craven Treasurer 63 64 DOMESTIC SCIENCE JUNIORS Adams, Ollie Allen, Inez Teare Amundson, Mathilda Anderegg, Gertrude Anderegg, Sara Andrae, Louise Andrew, Mary Archibald, Esther Bailey, Beth Baker, Hazel Baker, Vera Barnett, Margaret Barragar, Estella Beck, Kathrine Beland, Louise Bernhisel, Fanny Bisbey, Bertha Bitler, Lillian Blodgett, Helen Bondy, Ruth E. Botsford, F lossie Braxton, Louise Burke, Florence R. Burhans, Edna May Burritt, Catherine Cahalan, Vera Carter, Ethel Carter, Thelma Carroll, Glenella F. Case, Ethel Clark, Mary Rose Cobb, Ethel Coit, Blanche Collins, Frances Corliss, Sadie Corning, Winnilred Dana, Kathleen Dana, Marie Davis, Roy Dayton, Lucy Ruth Devereaux, Jean Frances Dewey, Eula FIRST SECTION Dorwin, Helen Elizabeth - 65 Ontario, Ore. Waukesha, Wis. Rice Lake, Wis. Algoma, Wis. - Algoma, Wis. - Milwaukee, Wis. Glencoe, III. - Ashland, Wis. Menomonie, Wis. Viroqua, Wis. - Kasson, Minn. Neenah, Wis. Sheboygan Falls, Wis. Two Harbors, Minn. Two Harbors, Minn. - Evanston, lll. - Alma, Kan. Fort Wayne, Ind. Fort Washakie, Wyo. C-reat Falls, Mont. Waukesha, Wis. - Paoli, Ind. Algoma, Wis Burlington, Iowa. - Mauston, Wis. Miller, S. D. Lewiston, III. Ellensburg, Wash. Watertown, S. D. Chippewa Falls, Wis. Minneapolis, Minn. Lyle, Minn. - Hudson, Wis. Grand Forks, N. D. - St. Paul, Minn Iron Mountain, Mich - Antigo, Wis - Antigo, Wis Eau Claire, Wis Rhinelander, Wis Detroit, Mich Moville, Iowa Durand, Wis 66 V f W Y l DOMESTIC SCIENCE IUNIORS Doyle, C-enevive Duncan, Nellie Durbin, Frances I-l. Eddy, Beatrice Erickson, Clara Ericson, Amy Farnam, Margaret Fenton, Cleo Camille Ferguson, Janette Ferris, Esther A. Fertig, I..enore Fladoes, Karen Fleming, Alice May Fleming, Elizabeth Flinn, Kathleen Fluelciger, Ruth Franklin, Camilla Franklin, Murrel Fulton, Millicent Helen Furber, Mary Cxesell, C-race Gibson, Grace Cxodfrey, Redella Goessling, Hattie SECOND SECTION de C-olyer, Charlotte Elizabeth Cvreenwald, Emma Lou Cnregerson, Eva Theresa Gunderson, Maybelle Hall, Ruth Hallisey, Elizabeth Haston, Jessie Hefr, Hattie L. Hickcrson, Blanche I-Ioag, F em Hoag, I-Ielen Hoffman, Edna I-loll, Agnes I-loyum, Anna IVI. I-lust, Lucile Jones, Dolia jones, Gwladys Vaughan Klossner, I-lerta Kreatz, Crladys Blanche 67 Negaunee, Mich Clreat Falls, Mont Wauwatosa, Wis Minneapolis, Minn Kasson, Minn Ironwood, Mich La Crosse, Wis Minneapolis, Minn Minneapolis, Minn Eveleth, Minn - Arcadia, Wis Menomonie, Wis Ctlendive, Mont Minneapolis, Minn - LaGrange, Ill - Beloit, Wis. Austin, Minn Chicago, Ill Ada, Minn Detroit, Minn La Crosse, Wis St. Thomas, N. D Whitewater, Wis Cnlenbeulah, Wis - Evanston, Ill Anoka, Minn - Stanley, Wis. Browns Valley, Minn Columbus, Wis Baraboo, Wis Phoenix, N. Y - Louisville, Ky Cnrantsburg, Wis. Hayward, Wis Minneapolis, Minn - Antigo, Wis St. Paul, Minn I-Iudson, Wis. Winona, Minn Wabash, Ind Minneapolis, Minn Winthrop, Minn Bemidji, Minn '1 V ffm, ,.... iii 5:1357 .,' K , M 1'p.,.f Www ,.. 1 DOMESTIC SCIENCE IUNIORS de Lang, Ethel Serene Layden, Winnifred Leslie, Elsie - Lewellin, Leata Marie Lewis, Margaret Lewis, Ruth - Liebermann, Lois Irene Lightbourn, Ada L. Long, Lucy M. - Looney, Minnie Ethel Maas, Celia - Mabett, Jessie M. MacNeill, Julia Mitchell Madson, Vivian Mathews, Catherine H. Maxwell, Nora B. McBride, Joyce McConnell, Bernice McCutcheon, Anna McC1uine, Margaret McKinnon, Anna Meier, Anna Meyer, Ruth Mitchell, Dorothy Moore, Ciladys Morrison, Ruth Moser, Mildred Nadler, Mary Alice Nelson, Ellen Niles, I-Iarriet Nimmons, Charlotte Oliver, Arvilla Oliver, Ruth Olsen, Ethel Laura Pardee, Alice Marie Payne, Adelaide Payne, Madge Pellcey, Cora Pellcey, Elvira M. Peters, Marguerite Vogt Peterson, Hannah Peterson, Ruth Post, Nellie I. - Glencoe, Ill Browns Valley, Minn Madison, Wis Waterloo, Wis - St. Paul, Minn - Ontario, Cal Fort Atkinson, Wis Ada, Minn Preston, Minn Menomonie, Wis Pine Island, Minn Edgerton, Wis South Kaulcauna, Wis Manitowoc, Wis Ashland, Wis Michigan City, Ind Knoxville, Ill Darlington, Wis Thorp, Wis Wonewoc, Wis Chippewa Falls, Wis Edwardsport, Ind Menomonie, Wis Winnipeg, Manitoba Wabasha, Minn Reinbeclc, Iowa Dubuque, Iowa Davenport, Iowa. Menomonie, Wis. Menomonie, Wis. Chippewa Falls, Wis Independence, Iowa - Columbus, Wis Calumet, Mich Antigo, Wis St. Paul, Minn Mount Gilead, Ohio - Oconto, Wis - Oconto, Wis - Milwaukee, Wis Stanley, Wis Chicago, Ill Oconto, Wis i I 70 L DOMESTIC SCIENCE JUNIORS FOURTH SECTION Powell, Eugenie - - - Chicago, Ill. Pride, Elsie - Wells, Minn. Prouty, Florence Edna Sandusky, Wis. Rath, Elizabeth Darling - Waukesha, Wis Remol, Emma - Chippewa Falls, Wis. Reynolds, Marie, Muscatine, Iowa Rittenhouse, Katherine Minneapolis, Minn Robeck, Stella Amie Robie, Eva Roverud, Katherine Schmidt, Lola Schriber, Minnie Shea, Louise Siglinger, Ina Smith, Alice Smith, Anna M. Smith, Evelyn C-ladys Smith, Lucy E. Spence, R. C-race Stevens, Blanche W. Stewart, Mollie E. Stone, Mary C. Sullivan, Doris M. Thayer, Alice Louise Thies, Marie Thorne, Florence r Ticknor, Louise Terry Tims, Marie Topping, Amy Belle Twining, Louise Vanderpool, Verda Vautrot, Charlotte Vessey, Verna Vollmer, Ruth Wade, Martha Wagner, Elsie E. Walrath, Florence Walsh, Inez Weise, Marguerite Weisenborn, Annetta White, Fern S. Williamson, Mary E. Wolcott, Virginia Wooley, Ruth Marinette, Wis Rockford, III Caledonia, Minn New Holstein, Wis Oshkosh, Wis. Ashland, Wis. Webster, S. D Wilmar, Minn Hawarden, Iowa Delavan, Wis Escanaba, Mich Racine, Wis St. Paul, Minn Antigo, Wis Kankakee. III Adrian, Minn St. Paul, Minn Pepin, Vvis Menomonie, Wis Menomonie, Wis Duluth, Minn Burlington, Iowa - Monroe, Wis - Lodi, Wis Durand, Wis - Pierre, S. D - Algoma, Wis Eau Claire, Wis New Richland, Minn Mitchell, S. D Merrill, Wis Mineral Point, Wis Appleton, Wis Claremont, Minn Lisbon, N. D Rockford, Ill Wabash, Ind 72 4'-7, JUNIOR HOIVIEMAKERS Anderson, Hazel Bishop, Lucille Harms, Emma Hoskins, Etta A van Housen, Margaret Huling, Anna Klar, Emma - - MacKenzie, Kate Pepper, Belle Ramsey, Margaret Schneider, Irene Seeber, Helen Taylor, Maggie 'U' mr Winona, Minn Rhinelander, Wis Belmont, Wis Bismark, N. D Alexandria, Minn Downer Grove, Ill Hillsboro, Ill Minneapolis, Minn Duluth, Minn Reedsburg, Wis - Amery, Wis Waterloo, Wis River Falls, Wis A X FEEEEJ E JE , H I E Jig? w 25 ,gi a A 1 ' ,,f,., W li rj i pi fi p I 4 X7 I f 1 W' 1 I ' ' l f' , V -N P , i i eo fa if si ' ' K, .. ..-- 'FJ riir l ' .' I1 iii' l 4' Q -' me A ,. 4, M. , it '- I 'i' -1 fr:-Ti ty 1 I 1 E -Ha. 4131- kk- 0 ,,, -5 f Y V gms- X 74 MANUAL TRAINING JUNIORS Abercrombie, Clyde I... Omro, Wis Anderson, Earl - Winton, Minn Cameron, Richard A. Appleton, Wis Condie, Earl f Menomonie, Wis Cooper, Vernon - Hopkins, Minn Davis, Tom - Hampton, Iowa Durbahn, Arthur H. Sleepy Eye, Minn Ecklor, 'F red Edick, Ralph O. Emerson, Paul S. Eslinger, Charles E. Fratt, A. Leroy Grabow, Elmer Craven, Anker S. Green, Bruce G. Hardy, Erle Pepin, Wis. A Omro, Wis. Owatonna, Minn Syracuse, N. Y Burlington, Wis Burlington, Wis Menomonie, Wis. Monroe, Wis. Durand, Wis Heidecker, Theodore W., Menomonie, Wis Heiden, Abe john, Thurston Sheboygan, Wis Garden City, Minn Lyon, Merton MacDonald, Wayne Mathews, Willard Milton, Archie - Mulholland, R. Nelson, Charles H. Patrick, Karl H. Raab, Oscar F. Ransier, Charles D. Reynolds, TllOm3S F. Schaefer, LeRoy P. Shannon, Jean Smith, C. R. ' Soderstrom, Edwin Sverdrup, Harold Swanson, Fred ' Tice, Harvey A. Tinker, Dudley - Towne, Willard - Chicago, Ill. C. Oshkosh, Wis. Burlington, Wis Creston, Mont Menominee, Mich Menomonie, 'Wis Marquette, Mich ' Dorr, Mich. Menomonie, Wis River Falls, Wis - Ely, Minn. Fond du Lac, Wis. Crookston, Minn - Pepin, Wis Minneapolis, Minn St. Cloud, Minn - Omro, Wis Eau Claire, Wis - Eau Claire, Wis Kirk, W. C. Delevan, Wis Vanderbilt, A. - Weiser, Idaho Krogstad, Peter Menomonie, Wis Zillman, Harold A. - Thorp, Wis f A f '-UNI if rg , , y. f---'N lk ' sf E fr aa M A Mao I X f fi , I MMMQ X LJ , N, Q g lr LX ,Z TRADE SCHOGL STUDENTS PLUMBERS Cornwall, C. S. - - Spring Valley, Minn. Gensmer, Allred Caledonia, Minn. Nott, Merlin Menomonie, Wis. O'Sullivan, John Washburn, Wis. Pieper, Wm. - Cincinnati, Ohio Riguerio, Jose Orense, Spain Rolstad, Simon - Barron, Wis. Strand, Oscar Menomonie, Wis. Wright, W. - Richland Center, Wis. BRICKLAYERS Framstad, Melvin - - Shell Lake, Wis. johnson, George W. - - Shell Lalce, Wis. Olson, Oscar Shell Lake, Wis. 76 R an OFFICERS President - - Joyce McBride Vice President Ecia Lord Murphy Secretary Y - Margaret Farnum Treasurer f Thelma Carter i it! V' 5, W --L. I Y A 77 The Young Women's Christian Association of Stout Institute has passed its first mile post, and is beginning to make itself felt in the life of the school. It aims to till a certain place in the social and religious life of the young women students which no other organization can fill. Many times during the past year we have been asked: What is this Y. W. C. A. anyway? What does it stand for? If we were to attempt to answer this question in one word we shculd say, Helpfulness In the busy life which we lead heref almost too busy to Hbe nice to each other sometimes --there are countless opportunities to lend a helping hand, and it is the ideal of every Y. W. C. A. girl to improve these opportunities and to be recog- nized as one who is always glad to help others over the rough places. The Association also means much in the religious life of our girls. We try not only to foster a devotional spirit but to make our Christianity intensely practical by applying it to every phase of every-day life. With this in view it is planned next year to have a series of practical talks on such subjects as uThe Christian girl's responsibility toward the Consumers' Leaguef' How the Christian girl should care for her healthgn and other subjects of vital interest. Although handicapped thru lack of a room of our own in which to hold our meetings, thru the kindness of the Methodist Church we have been able to hold a Vesper Service there every alternate Sunday with a good interest and attendance. Several social affairs have been given during the year, probably the most successful of which was the uLittle girls' party given in the Kindergarten rooms of the High School, where we temporarily forgot the existence of lesson plans and bacteria and went back to the joys of childhood to our own profit and the very evident edihcation of the janitor. The newly elected officers began their duties April I0xh, and under their efficient management we bespeak forthe association the attainment of many high ideals for which it stands and feel assured that it will become a great power for good in the future of Stout lnstitute. E. M. C. 78 X ,1,. Q-, ,a f'.' ., .vl- . . v 44,411 .uf f 2 xl ,.. l A ...., ETS? .... 14 Hug, fi X, Wu-V X x I, .X MX Hx xx A' I M fx 1 Q Xi, 79 VW, -mu , - - V ,kx - t - -.:-': J ,, ,J I .V ay., - A gsm ,U N 5 1 I . . I 4 - . 3 I Whip hz? 1 ! . !, 3 , , Q fe. 1 . 1 -1 1 ff LM, - -A L. so THE LADIES' GLEE CLUB All the girls of Stout Institute who were interested in the Glee Club met for the lirst practice early in the year. There were about thirty at the time and all manifested much en- thusiasm and interest. The club was very fortunate in securing Mr. Paul Gregg, instructor of music in the Public Schools, as director, and under his leadership progressed quite rapidly. The girls were given a hearty welcome at their first appearance at general assembly. They also appeared in public several times and made a very favorable impression which was indeed encouraging. Owing to various other duties, Mr. C-regg was forced to resign and the Club is now under the direcrion of Miss Ciillcerson. The Club has worked very hard on some rather catchy selections and it is even whispered that we may anticipate the rendering of a new Stout Song at Commencement time. Following are the members of the club. Henrietta Pyre, Manager Hattie Goessling Florence Opsahl, Pianiste Ruth Libby Mrs. Hallie Corsett Leila Frinlc Ann McCutcheon Mathilda Monteith Lucy Long Nina Latta Elizabeth .Iosephson Thelma Carter Ruth Lewis Joyce McBride Gladys Moore Eda Lord Murphy Lois Liebermann Marguerite Peters Ina Sieglinger Anna I-Ioyum 8l ' az ORCHESTRA The latest organization in the schools is the orchestra. Altho composed of people of the three schools, yet the Stout people are so much in the majority that it could with propriety be called a Stout Orchestra. When the following notice All students interested in orchestra work please meet in room 26 tonight at 4:l5 was lirst posted on the bulletin, most people were heard to say K'What's the use, they never can organize an orchestra here. Little did they realize how much musical talent there was among the student body. The firstmeeting brought out only ten people, now the number has been raised to eighteen and we are sure thatithere are still other able musicians among the students, and they ought to attend. Of course, the success of the orchestra is due to a great extent to the excellent and earnest work of Mr. Gregg as leader and instructor. Without him, the undertaking would most probable have ended where the boys' glee club and the hiking clubs and german clubs and literary societies usually end. However, this was not the case here and the orchestra has come, apparently to stay. Althq it is not a money making organization, the music and some of the instruments have been paid for out of the money earned by playing at various social gatherings. Following is the membership. Verna Gillen Anna Virum Dalos Grobe jean Shannon Marguerite Turner Leroy Fratt Oscar Raab Harold Zillman Ruth Vollmer Alfred Peterson Rob. W. Schneider Max Clark Earl Steendahl Lois Lieberman Ralph Edick Harold C. Stillman Agnes Zittleman Peter Manley Paul E.. Gregg First violin Second violin Mandolin - Cello Bass viol Flute Clarinet First cornet Second cornet Trombone Piano Drums Director N A 'FTEEAWWL af X 4 fm? iff W B 'I 5, EEE--'sz' Q A 3:-.qq xx ,X,, X VZ? f ' 0 84 BASKET BALL ASSOCIATION OFFICERS President - F. Swanson Vice President C. Richards Treasurer H. Blank Secretary - F. L. IVIcAleavey Faculty Representative, - Wm I-Iefelfmger Auditing Committee, Wm. Segerstrom, R. Schaefer, P. Stollberg The 1910-II basket ball season was the most successful season ever experienced at Stout. The team finished with a percentage of 834, winning all but one game of the sche- dule. The first call for candidates brought out all but one of last year's team along with the most promising bunch of juniors that ever played. After several weeks of good practice Hef- elfmger was elected captain and Bill immediately pushed his first squad preparatory to the County game which never came off. Our first game was played at home against St. Olaf on jan. I4. St. Olaf was one of the best teams we have ever had on our schedule, but our team was out to revenge the two defeats of last year and played St. Olaf off their feet in the first half, the score at the end of this period of play stood I4-6 in our favor. In the second half St. Olaf came back very strong and for a time it looked as though they would break down the lead and take the game, but our boys braced with the score a tie, 27 to 27, when Pete made a pretty field goal on a pass from Bumps, followed by a free throw after a foul had been called on St. Olaf. Final score 30-27. On January 2I, we took our first trip, going to Winona too play the Y. IVI. C. A. of that place. This was the easiest game on our schedule, in spite of the fact that our boys were greatly handicapped not only by the small floor but also by being obliged to play against one of their old team matesg they ran up a 24-6 score in the first half. During the second period of the game the Y. played very flashy ball at times but their spurts were of such short duration that they were unable to overcome the big lead. Final score 49-23. The feature of this game was the work of Manager Schaefer as an official. Rob re- ceived many words of praise for his good work from the Winona crowd. january 28th was to see the County team on our floor, but the County team not having learned the game up to that time, the engagement was cancelled. We then asked the St. Paul Y. IVI. C. A. to come so as to keep our boys in practice. The Y. proved to be a weaker team than they were last year. After we had run away with them to the tune of 25 to 2 in the Hrst half I-Iefelfmger put in both subs in order to give them a good tryout. Swanson and Milton both played a very strong game, have taken the place of Ctraven and Richards, so that at the end of the game the score stood 40-I 3 in our favor. Blank and A. 85 J 86 Craven played the best game for our team, the former caging the ball fourteen times and the latter holding the St. Paul forwards down to three baskets while he scored four for himself. February third saw one of the best and most exciting games we have ever had, when St. Thomas College played us to a very low score of I2-l l. The game started fast and rough with neither team scoring for over five minutes when at last Swanson got away and scored two points. Dries then evened up the score and a few seconds later put his team in the lead by a pretty shot from the center of the field. Swanson then came back and tied the score by his second basket. After a few minutes of playing St. Thomas again took the lead with a basket from both Clemens and Murphy, but the lead was of short duration as Richards slipped in two Held goals in succession and the half ended 8-8. ln the second half both teams fought hard but the close guarding on both sides made it impossible to score. A. Craven was the first man to score in this half, getting a basket on a pass from Blank. After A. C-raven's basket the scoring ceased until the half was well over, then Dries made a held goal and Clem- ens counted with a free throw after a foul had been called on Richards. This made the score l l-l 0 with St. Thomas in the lead, and with but two minutes to play it looked like a defeat, but Richards on a beautiful pass from Swanson ended the suspense by scoring the last basket and placing us in the lead by one point. Final score l2-l l in our favor. St. Thomas had the best of our team on the dribble, but the good work of our guards kept them from scoring. Captain Bill, our big center, played the star game for our team. His work on breaking up the dribbles and passes could not have been better. February llth, we took our only defeat of the season when we lost to St. Olaf on their floor at Northfield by a score of 46-l 7. Our team played this game under two very adversed conditions and therein lies the story of the high score. Bill, our center, played the side lines until forced into the game by Blank receiving an injury to his knee so that at no time did we have our regular team on the floor. The greatest handicap to us was the lack of play- ing space for so small was the Hoor that our boys seemed to be too sociable for playing ball. F. Magnus and Enstead starred for St. Olaf as both of these men scored almost at will. Our last game was played at Minneapolis with the St. Thomas College team. Although St. Thomas was picked as easy winners on account of the close score of our Hrst game with them, our boys played circles around them from whistle to whistle. The first half ended I4-6 in our favor and we retained a good lead all thru the second period so that at the final whistle the score stood 28-l 7. Pete and Bill played the best game of the season, the former counting six field goals and the latter, four. SECOND TEAM Great credit should be given to the second team for the way they put the first squad into condition. Never have we had a better team to practice against than our present first year men. Ecklor as center gave Bill great workouts in the jump, while Schaefer and Soder- strom caused Pete and Blank to work hard to score. Tice and Sverdrup did exceptionally 87 good work against A. Craven and Richards, scoring whenever the regular guards gave them half a chance. ln the games played with outside teams they showed up almost as good as our first team, losing two games out of seven played. SECOND TEAM RECORD First Half Second Half Final 8 5 I3 Stout vs ..................,..... ......, ,.....,,4 . . . ,.,...,, .. .. M. H. S. Second ......... ...,,, .,... . 7 4 l l Stout vs .,............. .,..... ..... ...... ....,..,.. l l l 9 30 County second ,,........... ........ . 0 5 5 Stout vs ................................... ......... 4 I0 I4 M. H. S. Second .,......... ..,....... 4 3 7 Stout vs ...,,,.................... ...., .......... 7 l 0 l 7 Elk Mound ............ ...,....., 2 3 28 5 l Stout vs ...,..............., ...... ..,.,..... 7 l 7 24 Baldwin l-l. S .,..,,.,...... ....,..... l 3 I3 26 Stout vs ....,........,..... .........,......... ....,,.... 7 l 5 22 lVl. H. S. Second ......., ,......,.. 3 4 7 V 1 4 88 Bill. To Bill, the center and backbone of our team, belongs the credit for the successful season just closed. His old familiar Come on boys would make the team play the kind of ball that meant sure victory. As center he had the best of all his opponents, out jumping them with ease and after the jump Bill was everywhere malcing it impossible for a man to stay with him. His ability as a dribbler can only be understood by the men who have tried to stop him. Bill's long suit was to start the game with a one hand basl-ret and to throw fouls in the St. Thomas game. Bill's good worlc did not always end with the game for most of the team needed a chaperon and Bill was appointed Chap. by Mr. Buxton. Of course there is no need to aslc if he ful- hlled his duty, but if you wish just aslc him about St. Thomas at St. Paul. l l J L BILL Pete, the right forward and foul thrower of the team, played the season in a way that won many admirers to his already long list. His unerring eye for baskets made him one of the most dangerous men playing the game, while his accurate passes made it possible for his team mates to score on numerous occasions. To Pete also was intrusted the running of the team and the manner in which he did it showed that he possessed a cool head and sound judgment. His eye for the basket on free throws was always good as he made over three-fifths the tries. Pete had the misfortune of being the only man to miss a game, being siclc when we played St. Thomas here, but he wasn't sick when we played up there. We wonder why? 89 V 'www ' 1 PETE Blank as left forward completed one of the best scoring machines ever seen on our floor. His favorite pas- time of shooting baskets with one hand made him the hard- est man on the team to guard. His passing was of the finest and the way he played the Hoor is shown by the fact that his guard never went down the field for a goal. As a point maker Blank held the record for number of points scored in one game, getting twenty-eight points in the St. Paul Y. game. Blank has two exceptional good points about him, first, he never keeps the waiter waiting for his w l order, second, he was the only man in the team who never Q gave the chaperon trouble. i l t I K A. Craven. Bumps, right guard and only new man on the team, played his position as only a former state champion could do. His work on defense was gilt-edge as he always held his man to a low score and tallied with a goal or two for himself in every game. It was Bumps who made the pass and won the game with St. Olaf. just one bad thing about Bumps, he sometimes forgot to wrap up his toe and leave his false teeth with Mac. on the side lines. .asf pi. ,...,-......,.,........... ,. .......i BUMPS 90 Richards, our right guard, started his excellent work the first day the team was called together. He played every game with a snap that was astonishing to the op- posing forward. Great things were expected of Rich this season and it was only when the strongest teams were pitted against us that his true worth was realized. Rich is smallg ' 'abut just you wait until after the game and l'll knock the spots off of you. Besides being able to find his way around Minneapolis with little or no trouble he could shoot baskets. ln a very few words he was the fastest man on the team. We will watch you, Rich, next year, for, the team believes, you will malce good as a B. B. coach as well as a M. T. teacher. RXCH Swanson, first substitute, and all around player, had all the qualities of the team in one man. He played in three games, doing the greatest work in all. In the St. Thomas game where he filled the position of Pete he played one of the best games ever seen on the Stout Hoor, securing two goals out of the six made by our team, and playing in the team work like a veteran. One good quality about Swanson was that he never required watching on the part ofthe Chap. after the game. Ask Bill if he ever saw him after the game.fAnswer:- Not until the following Monday. 9I I l P CUB Ip l.-it MILT SCl'laCl:Cl'. BYCWSIICI' WHS WlIl'1OL1t 3 ClOl1lJl tl'1C best Milton, second substitute, was a guard of no less ability than the regulars. ln the only game he was called upon to play he filled the place of Richards and played a very flashy game. He had a good eye for basl-tets which made him a valuable man to the team. Milton always hurried home when we played out of town, but of course he just did it so that he could get his work for the following Monday. MacAleavey. Mac, our promoter, and a true fan is a man of unusual business ability. He and Man- ager Schaefer hnanced the team as only two good busi- ness heads could do. One thing worhty of note about Mac is that he won .. every game that he I ' I lcept time for and lost the one at Northfield 1 when he failed to show l up. Oh, its all right! , I 1 just loolc at his honest ' face and all yourdoubts I will be settled. I l I I I I manager a Stout Institute team ever had. He gave us one of the best schedules and although two of the games proved to be wallcaways, this should not reflect any discredit on Brewster as a good judge of teams. He will be the first manager that ever handled his team in such a way as to leave money for the l9II-1912 team to start the season on. Oh, this does not mean that he was tight. Just re- read his new name and it will explain all. Brewster not only shone as a manager but he also played guard on the second team. His work here caused both Richards and Craven to spend many sleepless nights trying to figure out how he made so many baskets with his eyes closed. 92 el BREWSTER r w 1 93 SOCIAL The season's festivities were opened by the picnic at the point. This was a very notable event and one long to be remembered by all those participating. Here was exhibited all the skill and strength that marked the great Olympic games of ancient Greece. Indeed, l think that we may say that the skill and daring of the hobble races has never been surpassed at home or abroad and will go down thru the annals of history as a splendid example of the courage of American women. A splendid picnic dinner was served after which numerous other feats, as canoe races, boat races, relay races, and games of all kinds were entered into with great spirit. It was on this glorious field that President Harvey outclassed Ty Cobb on his slide for home plate and the gilt edge performances displayed thruout the game treated the fans to an unusual spectacle. With HCfClf1HgCf swatting in the l000 class and Tyrrell dis- playing brilliant form the opposing troupe never had a look-in, even tho Orr of the White Sox was there to help. When the games were over the tired dusty fans thronged the vast steamer to its utmost capacity and all agreed that this was a day never to be forgotten. Early in the fall a reception was tendered the Juniors in the Stout Armory. Excellent music was provided and the evenings festivities lacked but one number, which evidently was overlooked fwe refer to the roll-call.D However, the dainty lunch which was served seemed to make up for this deficiency but still they say, there were others. We think that perhaps the deficiencies encountered at the former event were success- fully obliterated when the U. W. Cilee Club made its first appearance in Menomonie. F or once in the history of Stout Institute the lVl. Tfs were not usocially overworked. VThe sup- ply was almost greater than the demand and the joyful singers feasted and made merry at the expense of the faithful few, who, true to their colors, contented themselves with entertaining ua few other faithfulsf' But the climax was reached when the Ripon Cileeful Company arrived on the scene of action. Perhaps it were better not to speak of the after effects as they may speak for themselves when the juniors entertain the seniors. We hope that it may prove a great suc- cess despite the fact that it must necessarily be a little one-sided. The manual training boys, believing that the larger number of the D. S. girls needed more of the social side of life, decided to organize a club for this purpose and so on Novem- ber 7 met and organized what is known as the ustout Dancing Club. Altho it was a case of where the few signers met all the expenses and the ladies had all the entertainment, yet the four dances that were given were pronounced a success by all who attended, in that it brought the young people together so that they might learn to know one another better. This is one ofthe things that this school needs and we hope that the club will be continued, in some form or other for all years to come. Help a good thing along. 94 r - , tlseatlnttirwattttittttlsaslj JAMES H. STOUT james H. Stout, the founder of the Stout Institute, died at his home December eighth. His death is a great loss to the educational interests, not only to his home city, but to his state and the country at large. Memomonie was the first city in the United States to offer an op- portunity to every pupil in the public schools to have instruction in manual training and domes- tic science and art from the kindergarten thru the high school. There was no demand for this work on the part of the people in Nlenomonie. Mr. Stout erected a building and equipped it for both lines of work and employed the teachers to try out the experiment. Soon a demand for its extension was developed and he erected a second building, ample in size to accomodate all pupils for instructional purposes in the subjects. ln 1897 this building was burnedg he then erected the third building and equipped it. He had erected two large buildings to be used as l-rindergartens for public school children and employed the lcindergarteners to inaugurate that work. This was done when the kindergarten was practically unknown in Wisconsin outside of three or four of the large cities. Because of the demand for kindergarten teachers in the northwestern part of the state, a kindergarten training school to prepare teachers was opened. This was continued until the state was prepared to open such a department in the Normal School at Superior, when it was no longer necessary for it to be maintained by private enterprise. ln l903 the work of preparing teachers of manual training and domestic science and art was begun and has continued until the present time. ln l908 the Stout Institute was incorporated to carry on the work and other lines related to it. Mr. Stout was not only a promoter of instruction in the manual and domestic arts in his own city but seemed equally interested in inlluencing other communities in the same direction. For sixteen years preceding his death he was a member of the state senate and chairman of its committee on education. He not cnly secured better educational laws but secured the passage of laws encouraging the establishment of ltindergartens, also was potent in securing the legislation that provided for the establishment of the Wisconsin county training school and county school of agriculture and domestic economy and a law providing for the establishment of local traveling libraries by county boards at county expense. ln legislature or outside of it, his inliuence was for whatever would improve educational conditions either in school or outside the school. While he was particularly interested in and directed most of his beneiactions toward the improvement of conditions in elementary and 95 secondary schools he was one of the best friends the exponents of higher education had inthe state. In later years of his life his interests centered largely in the development of the institu- tion which now bears his name. While its principal work is the training of teachers, he was equally interested in its line of experimental work in the homemakers school and in the work of the trade school with public school pupils. The debt that is owed to him at large is one that can he paid only with love and gratitude. . 96 THE. VALUE AND AIM OF DOMESTIC ART The one institution in our modern civilization which has shifted most of its responsibi- lities to other institutions is that of the home. The neglect of performance of the duties of the home is the thing that creates the problem of the modern school. It is hard to appreciate at the present time the fact that in early Colonial days sewing was one ol the things thought most worth while for a girl to learn. The girls were kept busy at home in the morning with their household duties, and were allowed to attend the Daure schools in the afternoon where they learned to sew, knit, and crochet. As early as the middle of the seventh century we find that a very great deal of time was spent in the making of samples which were exquisite in design and technique. These were recognized as having an educational value for the alphabet, numbers, ethics and other subjects as well as sewing were taught. The aim of Domestic Art is to do its part to reinstate in the home the industries that have been crowded out, and to do this the work in the school must be exceedingly practical and ol vital and direct help to the girl in her own life. ln the first place the girl should be taught to become an efficient home maker and the changes that olten take place in the house through the working out, by the children, of the things taught along these lines are really remarkable. All this tends to make the home life better and certainly good homes make for the happiness of the community at large. Artistic and hygienic clothing, together with a study of textiles which will be of economic value in the home, should form an important part of the course, also a very thorough knowledge cl the practical work done in such subjects as plain sewing, dress making, millinery, design and art needlework. A knowledge of the industries in the Domestic Art held should be gained and many lines of work may be brought to the girls attention which may be of value to her in choosing a life work. An interest around her which will make her more sympathetic, give her a respect for labor and make hm-r more keenly conscious of her social responsibility. Since woman is the greatest consumer, the knowledge of method of productions is ex- tremely important and the work ot the Consumers League, Municipal League and sweat shop labor and so on should be investigated. Domestic art, then, would do its part to make the girls' life a useful and happy one, to help her select a worthy life work, and to promote the welfare of society. Elizabeth A. Lathrop 97 ' l 5. , W, ,J THE SCOPE OF DOMESTIC ECONOMY As we study the history of civilization during the past hundred years, we are amazed at the remarkable progress that has been achieved in all lines, industrial, commercial, social, educational. The achievements in no line, however, have been more wonderful and more far reaching in their results than those in the field of education. Especially is this true in the edu- cation of women. Formerly, women were not admitted to our great universities and later when they were allowed to enter, they were compelled to pursue the same subiects that were offered to the men and to pursue them in the same way. But with the advance in civiliza- tion educators began to realize that if the home is the unit of society and that if men and women are to attain their highest efficiency and take their places in the world and do their share of the world's work in the best way and render the largest possible service to mankind, then they must live their lives in an environment conducive to the fullest growth and highest development. The determination .of the conditions most favorable for living the efficient life and the establishment of certain definite standards of living could come only through the system- atic and thorough study of all the problems connected with the home. Thus the whole field of Domestic Economy was opened up and today in our higher institutions of learning, this sub- ject is slowly pushing its way to an equal footing with the old traditional subjects. For convenience in outlining the work for purposes of study, the subject is usually broken up and considered under the broad general heads of shelter, clothing, food, and Sociology. ln the problem of shelter there is the study of the house, the location most suitable in respect to sunlight, soil and drainageg the proper construction with a view to the right sanitary conditions, the best arrangement considering health and convenienceg the most approved methods of heating, lighting, ventilation and plumbing, the most desirable furnishings from the point of view of health, utility and artistic beauty. Also in connection with the study of the house, there are the principles of household management, the right proportionment of income for rent, food, clothing, operating expenses, and things pertaining to the higher life such as music, books, art and travelg the best method of keeping accountsg the correct solution of the great two-fold present day problem of increasing the income and diminishing the home ex- penditures and the consideration and establishment of the best and most reasonable standards of living. Equally important are the points considered under the head of clothing, the problem of personal hygiene, the effect of clothing upon healthy the kind and amount suitable tothe season of the year, to the age and occupations of the individuals, the question of dress as the expres- sion of the personality and the character of the wearerg the valuable training in handwork and the development of skill through the drafting and making of garments. Then there is the important problem of food, the study of all the foodsg the class to which each 'belongsg the chemical composition of the various foods, the purpose each serves in the bodyg the foods suitable for the young, the middle-aged and elderly people, the kind and amount necessary for the highest efhciencyg the best methods of preparation, and the mastery of the principles of cookery and the processes involved, and the art of economic buying. 98 Under the head of Sociology there is the consideration of the family, its origin, growth. and place in the social order, and the study of all the present social and industrial problems. The young woman who takes up the subject of Domestic Economy with a view to teaching it has, indeed, a vast amount of work before her. It is a subject which requires the continuous and devoted efforts of a life time. It is a subject which can never be exhausted because it touches so vitally all the phases of life, and life is always changing and progressing ln her college days, the young woman can only hope to have the field of effort outlined and be- gin the mastery of certain underlying principles and lay the foundation for that broader educa- tion which is a continuation of the education begun in the school. As a student, she must secure the mental discipline and acquire the scholarly method of work through the complete mastery of the subject matter which is the teacher's working equipment. The subject matter involves all of the special lines of work as outlined above and many allied subjects such as Biology, Physiology and Hygiene, Chemistry and others. She must gain also that skill in handwork which comes through repetition in doing and through the thorough understanding and mastery of all processes involved. She must attain the perfect muscular control which renders her capable of making the hand execute what the mind conceives. Furthermore, the normal school student must work with the definite purpose in mind of fitting herself to impart this knowledge to others and train them in acquiring skill in the doing of the things. This involves the understanding of the principles of Psychology, the knowledge of the laws of mind and body, and the application of these principles in teaching. It is not sufficient for the normal school student to have the hand trained to respond to and obey the mind quickly and efficiently, and to have a mind trained to think clearly, logi- cally and intensely, to plan definitely and accurately, to weigh and measure conditions correctly and to form judgments wisely. But in addition to the trained mind and hand, the student of Domestic Economy who is to become a teacher must also possess the high ideals and fine heart qualities which are characteristic of the womanly woman and absolutely essential to the true teacher. The teacher's business is not only to impart knowledge and to make pupils skill- ful in handwork, but also to make strong, womanly women. And so she herself must have the noblest ideal, the highest standards of living, the strongest sense of responsibility, the great- est self control. She must possess infinite patience, abounding faith and cheerfulness. She must ever love the good, seek the true and appreciate the beautiful. She must be absolutely dependable and true and sincere in thought, word and action. She must have the open mind and that broad, keen, true, generous and kindly sympathy and sense of justice which will en- able her to see and appreciate the good in everyone and in everything. She must be dominated by the ideal of service to others, never content with her present knowledge and attainments, but always striving to perfect her skill and increase her efficiency, to broaden and deepen her knowledge, to measure up to a higher standard of life and to higher ideals and to make herself more worthy to be the teacher, counselor and friend of young people. Pearl MacDonald. 99 A FORMER HOMEMAKER'S IDEA OF WOMAN'S RESPON- SIBILITY IN TI-IE MAKING OF A I-IOME, FROM AN ECONOMIC AND ETHICAL POINT OF VIEW The study of Domestic Science has not only given me many new ideals but is has taught me how I may attain them. It has taught me that no work is so menial but what it is worthy of our best efforts and our respect. It has taught me many good habits such as neatness, promptness, thoroughness and accuracy. Household work will never be drudgery. The course in domestic science has shown me the magnitude of the subject. It has revealed the many arts, crafts and sciences that make up the stock of ideas of one who is aiming to advance the cause of scientific living. The re- lation of the sciences to the work in the home is a correlation of recent origin. The many prin- ciples I have learned will be useful in understanding the causes of different phenomena and help me out of many difficulties. The course has not only helped me but has also made it pos- sible for me to help others, thereby increasing its value. I-Iavinga knowledge of details makes it easier to impart information to employees, and get better service with less friction. The course of study here, in its many and varied lines, has given me a vast stock of ideas which will continue to growg every little bit of information or new idea meaning the more to me because of the basic knowledge which it will furnish for future work. The work has given me new opportunities, new and higher aims, many new ideals, all of which, after all, make up the cultural and practical value of the two years' course. My ideas in regard to diet have been changed. A few things well cooked and attrac- tively served are better than a greater variety not well cooked. We need food for growth, repair and energy in their proper combinations, and in right proportions. The need of a bal- anced ration, not necessarily for one meal, but in the course of a day, must be understood. Too much food is harmful. The many modifying conditions such as climate, temperature, and occupation should aid in determining the diet. By eating the proper foods at the proper time we can keep well. Diet is not only for the sick but the well too. Special diets are necessary for regaining strength. Meals should be cooked and served in the best manner possible. These two things should not be slighted in these strenuous days. The cooking of food is an art and a science, one demanding thought, energy and skill. Food well cooked and attractively and daintily served is a great factor in the health and the happiness of the members of the family. Upon woman rests the responsibility of making the home and of improving the welfare of each and every member in the home. She is responsible for their health, happiness, and comfort, all of which are influenced by what she does or does not do. Since woman is the homemaker she either spends most of the income or directs the spending of it. Care, thought, time, common-sense, and system, besides a thorough knowledge of what she buys, are necessary. Knowledge of the conditions of production and of vital needs and also the necessity of higher living for promoting the welfare of the family is necessary. Economy of time, of effort l00 and of strength should be taken into account. The woman as a homemaker can well afford to study the economy of consumption with the art and ethics of spending money. She is the guiding factor in the lives of a small number and should have, as she usually has, a very great influence over her children and to some, though a less extent, over the husband and employees. To those in the world at large, she can best teach ethics by Iivingin the right way. The woman is the mother of the race. To assume her responsibility in the best man- ner a course in home and social economics would mean much. G. Mc. C. In - sl Z- H .1 WHY SOME GIRLS ARE PURSUING THE DOMESTIC SCIENCE. THE DOMESTIC ART, OR TI-IE I-IOMEMAKERS COURSE I. To make housekeeing an inspiring profession instead of a deadening drudgery. 2 To make the daily work in the home of fascinating interest instead of monotonous labor. 3. To make housekeeping easier and simpler by utilizing modern science in the home. 4. To make the household money go farther that higher things of life may be included. 5 To preserve and increase health and thereby promote happiness and prosperity. 6. To develop the children mentally, morally, and physicallymto their finest possibilities. 7. To effect the conservation and improvement of the American home. 8 To raise ideals of American homemaking. IOI THE MECHANIC AS A TEACHER There exists in the United States a condition in manufacturing that we will not find in any other country on the globe. This condition consists of the minute division of labor, each man doing a certain kind of work day in and day out, year in and year out. This condition does not produce mechanics, it merely makes narrow specialists and au- tomatons. The schools could not very well pick a man from such establishments for a teacher of shopwork. Notwithstanding this deplorable condition, there are in all trades many workers who are what the manufacturer calls Hall around men. ln Machine shops they are the general machinists, the tool, die, and instrument makers, in forge shops they are the machine, tool, and carriage smiths, in the foundry they are the all around molders who can mold in green and dry sand as well as in loam: in the building trades we have the first-class carpenter who can do the woodwork of a building. It is from these men that we can safely pick our future teachers of shop work in schools. This article is based upon the assumption that shop training is, or should be, mainly for the poor boy, that is, the large majority, and incidentally for those who will not enter trades for a livelihood, and that manual training should be practical, that is, cultural and educational, and not amateurish, which is playing at and filling in the time. The making of polished junk is not and never will be practical. Ir is pure play work and might just as well be left out or left undone, because it teaches false values to those who might chose it for a livelihood. Bent iron work, weaving, clay modeling, paper and cardboard and sloyd in the grades are not within the scope of this article. just as soon as schools wake up to the fact that a trade is a much bigger proposition than they really think it is, will they demand that its teachers of shopwork shall not be only experts pedagogically, but also experts in the use of the tools of their trades, experts in the knowledge of industrial methods, experts in the fullest sense of the word. The present demand for teachers of manual training has forced many schools to em- ploy amateur mechanics, who were trained in colleges, universities or normal schools, by teachers who were themselves amateurs. The scarcity of good teachers has caused many men to get a good salary, who could not earn a dollar a day in a shop at the work they teach. Such teachers do not always have the respect of the communities, because they are not qualified to impart the kind of knowledge that the boy needs to hold his own in the Hght for a living. The time is coming fast when those teachers will have to know their business better or mechanics will take their places. This does not mean that anyone who knows a trade can teach boys the elements of it, but it will take the average intelligent mechanic, who has the making of a teacher in him, much less time to learn how to teach than it will take a high school graduate to acquire a trade and learn how to teach it in the same time. Of course the present demand for teachers who can do a little of everything, will grow IOZ for some time, because many communities cannot employ several experts at good salaries. But in the near future many of these teachers may be put in charge of grade work only, unless they become experts in some one line of work. Where and how they can become experts in any line of work is a difficult question to answer. If they go to a shop and ask for work for a month or two in summer, they very likely will be turned down because in the first place, they are neither journeymen nor apprentices, or the unions may keep them out, and very often shop owners will not break in a new man if they know he will stay only a short time. Universities, colleges and normal schools do not teach trades as such. Where then is a student to go? It is diffcult to judge a school by the catalogue it sends out, but the very best plan is to find a school of good standing that has for teachers men who learned their trades in a com- mercial establishment or in a good trade school. l use the word Htradei' because I believe it is necessary to know a trade in all its details to be a real teacher of manual training. Let us see whether this is so or not. supposing a teacher has learned well how to chip and file and fitg a manufacturer would call him a vise hand, chipping, filing and fitting would be all he could teach, causing his pupils to be narrow and dependent. If he had learned well how to run a lathe or machine of some kind and knew nothing of benchwork, erecting, laying out and the like, his pupils would certainly be one-sided and on the road to become specialists. There is no place where hand training is of more value to a mechanic than in a machine shop. By hand training we mean the proper use of the file, hammer and chisel, calipers, taps and dies, scrapers, etc. Without the skillful use of these the worker invariably drops back into the specialist class. Teach a boy how to cut a key seat by hand and he will learn almost from observation how to do it on the milling machine, or in the shaper. But let him do it on the milling machine and forget to teach him the hand method or what kind of a tool to use in the shaper and he will have a hard time of it later on. The hand method is best acquired when the pupil is young. We must not forget that machinery is used in many manufacturing plants because that is the cheapest way of making the products, not because it is the most skillful way. ln the machine or semi-automatic method the human element is very often totally neglected. ln schools the fault is often with the teacher, who may never have to learn how to use his hands, except in the manipulation of machines. The same argument would apply to foundry work, smithing and carpentry. A teacher of bench molding may not know anything of floor molding or the melting of metals. A teacher of woodwork may be able to teach a boy how to make a mortise and tenon joint, but if he does not give him all the elements of building, including framing, stairbuilding, roofing, shingling, etc., he can not lay claim to the honor of teaching carpentry. You may ask, when shall we teach a boy all this, how can we do it in one semester IO3 of one hour a day? You cannot, that is all there is to it. But if this boy likes carpentry and does good work, keep him at it until he leaves school and he will have a good general educa- tion, besides having a foundation for the carpenters' trade and thus be on the road to become a useful citizen. Perhaps you will say what a prominent superintendent said in Boston, at the last meeting of the National Society for the Promotion of Industrial Education: We are not teaching a trade, we are training the faculties of a boy, training the observation, the imagina- tion, the will. We hold to a democratic ideal, which prevents our condemning any boy to a life of hard labor. Our Boston friend is not very well informed on this subjeet of trades. He does not seem to know that we do condemn many boys to a life of hard labor, because we do noi teach them a trade. ' The skilled mechanic does not lead a life of hard labor in this country. There is another side to this question. The latest literature of education, both aca- demic and manual, is full of the new thought, Hlndustrial Education. Employers and employees alike demand that the schools teach the industrial or practi- cal method of doing things and the only way to do this is to employ teachers who know these methods, no matter where they acquired them, and to let these men do work similar to that of the shops. Many large establishments have started apprentice schools of their own. A very small number of mechanics will be trained by them, true, but it is a step in the right direction. Those apprentice schools employ only the best mechanics they can find, amateurs are not wanted on their teaching force. Why should schools not employ the same class of men for machine shop work, forging, carpentry and the like? To employ an amateur is simply wasteing time and money, because he can, at best, teach amateur methods, and that is just what l believe the schools ought not to do. These methods will do the boy no good whatever. No one- would be foolish' enough to employ a medical student to perform a difficult operation, or a plumber's apprentice to put all the plumbing in a building, or a high school graduate to teach mathematics. Why then should we employ a graduate of an engineering or normal school, who is neither an engineer nor a mechanic, or a mechanic who can not teach, to teach the founda- tion of a trade to boys who are in the most impressionable age, when what they learn may make or mar their future? Why should a community employ such a man, at a good salary, to fool boys into the belief, that they are learning to do practical work? That is about all an amateur can do, fool the people and draw his salary. Why do educational institutions not demand of their teachers to make good in the same sense that manufacturers demand of employees? How long would an amateur foreman be able to hold his job in a machine shop or foundry? How long would he have the respeet of his men? The product fmachinery and apprentices? could not hold its own in competition with that of a plant that employed none but first class men and foremen. IO4 This applies to schools as as well as shops. Poor teachers mean poor pupils. Put an amateur mechanic, who is brim full of the theory of engineering, design, archi- tecture, education, or what not, in charge of a manual training class and you will have a pro- duct that cannot hold its own in competition with that which has been trained by practical men. Notice the manual training teachers that attend summer schools. Where do they go? lnvariably to the schools where some expert handles the work they want to study. These men have learned thru experience that it is the practical side of their work they lack. The large number of kinks and short cuts of some trades are very often of more value to the worker than anything he may know. Without them he is often unable to hold a position. The all round mechanic knows these uwrinklesn and when and where and how to apply them. Schools do no teach these kinks unless they employ mechanics as teachers. Few people realize how many thousands of men and,boys and girls are working as automatons, who in a few years will be unfit for anything else, because they cannot keep up the pace. Speed of hand and eye, without any particular skill or thinking, except to preserve their limbs, is all that is required of them. Having no trade or education, they have nothing to sell but their bare muscles, and they are absolutely at the mercy of speed bosses. Only a mechanic who has tasted the hardships of this life can sympathize with these people. An amateur manual training teacher will add to this vast army of specialists. A me- chanic, no matter whether he be trained in school or shop, so long as he is a practical man and knows his business, will see to it that his pupils do not get caught in this net of pauperism, by training them in many branches of his craft. A teacher need not be ashamed or think any the less of himself for not being a first class mechanic, because not all men have the same capacity or natural ability, but the old Dutch saying, HShoemaker stick to your last could well be practiced by many who would be mechanical teachers. Menomonie, Wisconsin, Wm. T. Elzinga March 30, I9I I. IO5 AS IT LOOKED TO HER As the train neared Menomonie Junction a fair young maid, suit case in hand, walked briskly down the aisle, stopping abruptly beside a young traveling man. Pardon me, she said, but can you tell me if the next station is lVIenomonie? I am going there to enter Stout Institute as a Domestic Science Student and I don't know anything about the city. Oh dear, I wish I were back home for I simply dread to go there alone! . The young man saw the discouraged look in her face and told her that if she would sit down, he would tell her about the place. I-Ie took charge of her suit case while she sat down beside him drawing a sigh of relief. Soon the train slowed upg the conductor called' IVIenon2onie, and the young people W hurried down the aisle and descended to the pIatform. an 5355 I 1 VN-:lun .J 'f m- aMw.r- 5, I .9 f 5 ii:. '-V I I IIYUII I .' ' I! btw I f Vff sfy . . .- X! ! 9511.45 jj H , X N! Gracious Sake! this isn't IVIenomonie! she exclaimed. HI just won't stay here. I'm going to take the next train back home! UNO! No! This is only the junction, he explained. We must take the train at the other side of the depot to go down to the city. Oh do Iet's hurry for I want to get out of this place, I think its just dreadful here. They entered the Pullman car on the Grand Stub I..ine and were soon riding smoothly thru the beautiful country. 'IDO tell me what kind of a place Menomonie is 'f'It must be a wonderful city. I've heard so much about it' father says it's such a busy place because there are so many manu- facturing establishments there. I'Ie said I must be sure to visit the Monte for that is where all the best candies are made. I have never been thru a candy factory and am just dying to visit one. K The conductor then entered the car and called, uIVIenomonie! IVIenomonie! Oh! here we are at last, she said, and are you going to get off too? I'm making my usual stop here and if I may, I'II walk up town with you. Do you know where you are going to stay? nYes, I have engaged a room at the dormitory and I'lI be glad to have you walk up town with me and show me the city. I06 He attended to her baggage and soon they were on ls that red building ahead of us a hotel? No, that is the High School building and other side of it is the Institute. Shall we walk around the buildings so that you may see them better? 'KWhat in the world is that little 5 X G ji m m rn m Qi i f l .y Q 5 l' Xl if 'Ihr 1 l l ll fl? ll all tl l li 1457- +A 37 3 93 t , J , X l f 4 W' P A 5 ,N A UU ,V :L , -Q -, ,iiljt eg nott ' W -4+'f?Jsa:eie L- I red bridge be- their way up the hill to the city on the ff 'Y' X3 N: in n 41000000 ,imrtrftf iiifum 0000000 Qflftfjff tw een ii ' 1 U th e ,f, build- 1 V i n g s I for?,' That was put there so that the Stout girls would experience no difhculty in arranging dates with the High School boys for Friday and Saturday evenings. This is Wilson avenue. In the spring and fall and students are carried back and forth in boats because the road is always full of water. HDoes that sign say 'Stout Insti- tute Office?' Well of all things that doesn't look much like an office. It looks more like the house of the mayor. Across the street is the gymnasium and natatorium where the girls are taught to ride the goat so that they will be able to join any of the sororities. UDO they have sororities here? Yes, the Phi Tappa Keg, Alfalfa Dalta and Eta Bitta Pye are the best ones. You will have no trouble joining one if you can dance -good dancers are in great demand. The fellows are very particular about getting good partners at the Stout dances. Oftentimes they become disgusted because of the scarcity of girls and leave the dances early. 1 J,g fr'sfe A it Tfl tl tttltt 0 U l i.:- V V . - ' L' tl t M, c - ls there a dancing class where l can its take lessons? I want to learn as soon as QED Yi:--V' ?Ji- 2 l.'E1i: L ' H wwotrt. . IE ID Uffflf' P0551 - . ED g, Yes. Mr. Mauthe has a class. He is fr - l i . V s fl: I gltt lr quite successful in teaching people to shake .?-- . Y jf , H 4' f tliif f their feet. Now let's go on down town. There is the 'Monte,' but we won't stop now for the factory hands have gone on a strike at present, sol read in the Evening Wisconsin. We'll turn north on Broadway and go down to the Hall and Annex. IO7 As the girl glanced dow n the street she looked rather disgusted. Then asked if that W l m m i i llflllllllll U l ' ' dna MWEQ fi i and lonesome. You must not say that was all there was to Menomonie. Oh no, there are several beautiful sub- urbs quite a distance out, but it is too late to visit them now. If you ever have a chance do not fail to visit'Dog Town' and 'Dutch Town' for the scenery is beautiful. The first building ahead is the Annex and the next is the Hall. At which place did you say you were going to stay? 'Tm going to stay at the Hall, but I don't want to stay there for it looks so dreary for it is a delightful place. If -gf, 'T l'm not mistaken the building 7, was once a haunted house but X f n 4 it has been remodeled so that it .I if lllm' . 9 is in splendid condition now. 'K' M A-fsgifimf H 'SAre you sure that it is , , If -f i-5 594-- all right to stay there? Dear-1-7?fil...QQ4 iff li 'li-i. me, I hate to go in. nYes, l think it is a splendid place and am sure you will have a jolly time while you are there. l know several girls who have stayed there and they said the life was great, 'just a conglomeration of fudge partiesf AAs the fair maid stccd upon the Hall steps her new found friend saw tears in her eyes. He knew it was the sign of homesickness and what could he do but ask permission to call that evening. This he did and gained permission. The two then parted, she to be introduced to her room mate while he retraced his steps and entered the Hotel Royal. About eight o'clock that evening an unusual ring of the door bell was answered by the matron. The caller was politely informed that no visitors were allowed after study hours, which began at seven-thirty. The young man paused avmoment, than turned sadly away. Was he never to see his friend again? No, for she was left among three hundred girls who were learning the meaning of Domestic Economy fnot Manual Trainingj. Motto: uGrind! Grind! Grind ! IO8 1.t t.1 LJ nlluumuulnumun 'I , f,-1 V Ayn I2 W E f f I A :E h'1llNVz5TlC,. Now it came to pass that this same young man again found himself called to Menomonie on business but this time it was on a Saturday. He at once proceeded to look up his friend of a few weeks before and of course she was very glad to see him. After a bit of preliminary chatting and mutual exchange of confidence they ar- ? ranged for a stroll during the after- : noon so that they might see all the sights of the town. They started down Broadway and she E i T' M seq l im' rllmg they are certainly grand and majestic. The next thing to attract their atten- tion was that magnificent structure of wood and stone on the corner of Main and Broad- her that it had on inally been Noah's Ark w told him about the magnificent theaters. My, she said, but an ' ,.., :fe l EIU sw trseg ggw way. Upon asking him what it was he told W lf K ,ff g , but was now being used as a trade school e for bricklayers and plumbers. He 551 I I K b also told her that it was here that ,Vg g i l ff- lgffiz, --,iQ A VV Bill teaches the boys to sling K ii - X ' - 772- .-...gi ..6- ,. -V 7 . 410' f , ,! Z as X A few blocks farther on and they see one of the greatest modern engineering triumphs, the elevated road on Broadway. They stand and gaze on this wonderful, stupendous piece of work for some time be- fore they can finally break away to continue their explorations. They make the rounds of the Flats and finally emerge on Wilson Avenue near 7 Mutt and Jimmie shows Mer- lin Nott how to burn his fingers wiping joints and then heal them again by applying picric acid. E jMLlMl IlllIll lla'-. ftimmmuumminlllllll mmm ,, ff . -, 5? V Vi V A+-.ifl E., xr' -. i Y -g Hfgur ' t Ll' I K gi ' a lg' i V if Illl -fi-EE'-l -'eiaglm ql l09 Dobbyn's Castle. He tells her that this is the home of the HAlfalfa Delta society, and also where Dan Cupid and Angel Gabriel were entertained at a week-end house party in Novem- ber and promised a fancy dress ball on Washington's birthday. Then a few more blocks and they see stretched before them that ,,Y,.,,hgX beautiful sheet of water, Lake Meno- X 'dei 'gl-W 5 min. And how beautiful is that row of poles stretched from shore to shore -,,:QgTit'ag gp: gfiyf and what is that, strange, graceful ob- - Ei' is ject moving swiftly across its surface? ' -f WL WH . f- Why that is the M. T. Co. Uncle fa Sam making regular daily trips be- tween Menomonie, the Point and Cedar Falls. ts i I I a A K They finally turn about and walk Htl -S ,Nl , i Wy '11 down Main street. On their way they Qifg M i pass the great Monument Square and 1 mn tmrilqlrim v Mtn ml the Flat Iron Building. Next they ix, HIM ll, N ' 'Z' ' -,, '1i' 'iliilfldlll : U illlq 'vim lllil U ' fl lm ', 7 wr ' l ll - ' E . lul l ' l t mhl lx fm . : g m W, ll llfll l ' - qw , . gfQi ggglgi -fe Vlf, f X 1 stand in front of another of Menomonies famous struc- if ' X tures, the Memorial.H It is here that the 'Ladies' Glee lil' nf f,,.' Tfuggl ' Club and the Orchestra occassionally show off, also the X .'.f 'I 1 I wlll 7 1 iff students meet here once every week to listen to talks I f ll ff , Q X, , given by the various members of the faculty and hear 'iif Y l Mr. Harvey tell about Habit, Apperception, and so on, '3 f lil. ly ,lt lilly. and also how to get permanent excuses. if ,ip Wig , X ' But while they stand there admiring the really ' ' YL ' hh beautiful architecture their attention is attracted Ely a pecular noise ang Rook- . E t X I Y l , lj lZl 1 lt rhrrflfullll ffjmuflrigniepcfmlflfihe Mr?- ClT1lI 3125 Y9Q7 Itomonie Street Car System. This car gm. , V- x g - l line has one advantage over and above .JW I, ,' l 7 ! all other systems ever heard of. Ir ff X- X I, Q' YK j not only runs daily, and nightly, but at - i X - lt any time you want it, and it will call for you to take you from or to any part of the city. It is entirely independent of bells, trolleys, tracks, or trusts. But they must not stay, and walking along they find themselves crossing the Red Cedar at the power house and finally come to the beautiful boat landing on Wilson Creek. Ir is already late in the afternoon, but as it is not a school night they decide to take a trip up the creek and soon accommodating Mrs. Doyle has fitted out a craft for the two. And who can describe their expressions of wonder and delight as at each new turn the creek displays to their eager gaze new scenes, new wonders, and yet more wonder- ful things. Never before have they seen such splendor, such grandeur, and such beauty all in one. And the beautiful sunset sky, it is becoming more beautiful every moment and as they slowly travel on, they finally reach the foot bridge. My, what a romantic spot. Who ever thought to put this lovely little bridge right here. I don't know why but I feel so happy, so strangely contented. Don't you? says the maiden. Yes, said the man drawing up to the shore, let us stop here a moment, and as she steps out he helps her alight, oh so tenderly, oh so carefully. And did you notice that queer light in her eye, and also did you notice how excited he was? Well f They sit down side by side on the bridge, holding hands, and watch the sunset slowly fade away. They are touched by the beauty and grandeur of it all. Nature has done her work and they respond. Gentle reader, let us draw the curtain. B. D. T. 5 Hi: 415 '55 -QL Q33 45 , ' ii' Q -' 5195 -F gl: - N al TQN-Ig:--' sf- 'ff' this- A- H. - S3 iff- . ' ft? , -. , 1 1 I gf: ix-3 , 4 ga o-2-' f..-, .fy Q .J '-:F . l , - Yi , W Q - 1 .iuvr 358 -dfiah-J4'-Qfa... 9' , --4 - -- , , -'-sk -.. ffl.,-:e,.---5e ' 14 gf' L- ---'-,gf-'W--vb v - fi 1 W A W , It-1, g- Nl as lf , - - M eemez' in V- A 7-122. V. l gL F V - x III nd CHITIC to the COl'1ClLlSlOI'l lllat the door WHS A LETTER TO PEACH BLOSSOM Menomonie, Wis., Tuesday, January I7, I9I l. Dear Peach Blossom:-H You are an old pill for not answering my letterg but in spite of that fact, l'm at it again. Simply couldn't resist the temptation of telling you of the lark, escapade, or whatever you choose to call it, that Dot and l had last 5 er. , 4, i - ' K 'pf f' i .iq s NXQI h Qi . . , A X. .. Ui s- Y if Cl sa l 'ff' Y -il Finally we heard a variety of strange noises a night. It shows that life in Menomonie is not always slow and we have some big times in spite of rules and study hours. How l wish you could have been here for you are a game sport. But l must on with my story ' here's hoping it wont end as a tale of woe. l fear it will if L. D. H. or any of the faculty find it out. So, keep mum when you write to the girls. It all started innocently enough. Dot and I began the evening with good intentions by withdrawing from the noisy bunch in the front rooms and starting to study behind a Busy sign. That proved our hoodoo. We soon heard giggles just outside the door. The girls were curious about what was doing but didn't dare to come in as we have an unwritten law that no one can walk in over a Busy, tied, to keep us in for the night. Dot whispered, l..et's pay no attention to them but stay in all day tomorrow, as quiet as two mice. lt's a good excuse to cut classes. But when the question of food came up we decided to lay that on the table. fNot the food, but the proposi- tion., Let's slip one over on them, suggested this chicken. We mustn't let them get the best of us. The first thing that entered our heads was to vacate and the girls, when their hard hearts melted and they decided to let us out, would find their birds flown and thus be beautifully stung and sat on. We opened the window to see what our chances for escape were. The view looked good to us and the snow beneath seemed inviting. Dot unscrewed the storm window to swing it out and we tied the sheets together in divers and sundry knots. ffhanks to lessons in crocheting at school., Can you guess the rest? We locked the door so that the girls couldn't IIZ 'll xx N Q i. 'DONT i f D'5TuH5i . bk Q4 W5 T9 - l s- s f t i- st . . Jl K I1 l Air' J . LN f 'I ' disturb us, tied the sheets to the radiator, and !,,,,,,,: ventured out on the porch roof outside the window. We slid down the sheets 'sounds I easy, but try it once, using slippery, snowy fd sheets, with cold hngers, the thermometer at twenty below. We made tracks for the Monte 5 arriving in a frozen condition, but were soon sg? fr e eff- fy- -i L A 2 wf 'Q 3 'E 5 'ft rx ,N o cv :r l E Y 9, E 5' , 4' ,D cn UQ P-' 'T' O- D' F If 'V o E' 1 l 2' E. n bv A i E ' O ,2- 91 '4 'Ke it ,z ,. , V' 5' Xfef W - x E 5- .- , ' as : : 0 gr' .JL X , O rn . 5 :J- S x vi ' 9- :Ld V-is rt - ,.,,iQ- QT ,. 0 Q Ai ' .. 5 Q' rn 5. -..4x , 5- 5 o 21- 5 N X. E-rn U. , , ,L 2 .-.. N. I X 2 E- fb X-.Je 2' .s 'D 3 gf , aft, X g f sf -, ' na - F N'!-- ' :s 'c 4 'E WT and some of the faculty might come in any ' minute. If they had I l ? P ff it would have been ta ta to Stout for two littte blue uniformed other house, but when we got the high mogul there he refused to call her. After duly im- pressing him with the importance of the mes- Dot spoke. ulrlello Peg? Don't seem surprised, this is Dot at the Monte. Polly and ' l are locked out of house and home, will be up X f I sage, we got our party. y . i to stay all night with you if we can get in. l All Can we? All right. ln a few minutes. Relieved we started for the house. But this isn't the end of our troubles. When lasses. We phoned to one of the girls in an- H3 gli? l ll ,, sf 'X f , f fi 7 A, ,I xl i'ls', ,U , ll l , I f'-l il li V2 l, 'N t we got near the place we heard whispers of Be quiet, from an upstairs window. Off went our shoes while we were still in the street wg HHQM W i , y 1 uri f rr-c,.,?... .1 H f' I. ia ' L 'gg YQ A 'f f P' ,if 1' 1 I . EN' A X X ll k , X N L, 7 ,- - in 1 ' .Y E f 'Y l l 1 i Fgnqsi' .l ll - - if M . -aides-as and then we tip-toed in. Such a greeting as we got! Questions! They were shot at us from every side. Why--? What--? Where--9 When--? Who--? When we got thru ex- plaining we thought we were some heroes. Well--we slept all night there, Dot had frozen fingers, my arms ached, and we both worried about how in blazes we were to get into my room with the beastly door locked and no skeleton key or rope ladder. The sheets had lost their charm. flt's one thing to slide down a sheet, but it isn't so easy to shin up one., I found this out later when in the wee sma' hours, namely at five a. m., I stood before my window in a snow bank, confronting a brick wall aud icy porch posts, and gazing at a dismal looking, dingy, gray sheet fiapping in the morning breeze. Pathetic, wasn't it? Dot gave me a few words of encouragement and I made my first attempt by getting upon her shoulders and tying a loop in the sheet in which H4 to put my foot. Then I began the shinning stunt. Arriving at the edge of the porch roof, therel stuck and couldn't get down or up. To make a bad matter worse, the sheet began to tear and I knew I had to do something or plunge to my dooms-a snowy death. By a stren- uous effort fas they say in novelsl, and with much frantic kicking, I gained the top. Then I climbed into my room and unlocked the door to find the ropes removed and the coast clear for Dot's entrance by the front door. We were both peacefully sleeping when the girls awoke us, asking if we had enioyed sleeping on a single bed. They have jollied us about that all day and are in blissful ignorance about the fun we two had. Some day we will spring the tale of our little adventure on them and enjoy their surprise. All we hope and pray for now, is that we don't receive a call from the office this week to come up on the carpet and explain the matter. We wouldn't mind explaining, don't you know, but I fear it wouldn't be duly appreciated in that quarter. Things may go on smoothly if we keep this dark. This all sounds tamer than it was, Peach. It was truly ex- citing when we stood in the glamour of the moonlight with the awful suspense of the liklihood of being caught any second hanging over our heads. It's one hundred per cent worse than any of our High School scrapes. This seems a lengthy epistle but I hope you will gladly pay an extra two cents if due and not relegate this chatter to the waste basket unanswered. Most truly yours, Polly. P. S. just heard our escape was breathlessly witnessed by a lady next door but she's a good scout and wont peach. Hope no one else saw it. II5 MRS. I-IAI-IN i l If with my pen, l'd won great fame, And all the world in praises sung my name, just then when my renown had reached its height, My masterpiece, A Portrait of a Lady, I would write With humor l'd endow her, And with just the lcindliest grace, With cheerfulness and patience And with temper, fjust a trace, And reading itfbefore you were half done, You'd recognize our much loved Mrs. Hahn. II6 TO NELS Who is the man now here at Stout, Who's always here, year in, year out, And always will be, without doubt? Who elsefbut Nels. Who is it always will be seen Keeping the shops and hallways clean Spies every speck with eyes so keen? Who elsefbut Nels. And who's the friend of all the boys, Knows all their troubles and their joys Yet always keeps a neutral poise? Who else-but Nels. And who, when it is six o'clock, Proceeds at once the doors to lock: But lets you in if you will knock? Who else ibut Nels. And who, as soon as craft will float ln spring, on our little moat, Who is the man that has the boat? Who elsewbut Nels. And who, on some nice eve in June, When you would softly hum love's tune Can well equip you for a spoon? Who else -but Nels. And who, when we are over glad At close of school in june, feels bad: Because the partings make him sad, Who else--but Nels. II7 '-BILL l-le's always in the building, Yes, always on the job, With a smile that makes you happy And drives away a sob. He lends a hand where needed, Asks nothing in return. He is a sincere friend indeed And deserves a friendly turn. We are deeply grateful to him For many a nice warm day When cold winds raged about us And the slcy with clouds was gray Then here's to Bill, the students' friend, I-lere's to a heart that's true, You leave behind a friend indeed, And he parts with a friend in you. G. W. IIS S TOM This is a lcind face surely, A look that knows no fear, That of a good mechanic, And a first class engineer. The boys, they cannot fool him ' Their bribes, they do no good: He starts the engine just on time And shuts down when he should. Now uTom is very obstinate And very stern indeed, But he sets a good example, He plants a useful seed. Then here's to Tom the engineer, Here's to the engine room's o'erseer, Here's to his every charge so dear. Three cheers for Tom the engineer C. W. S. II9 WILSON CREEK Wilson Creek, Menomonie, That was just a name to me, And a picture on a carcl, With its beauty travel-marred. Wilson Creek, Menomonie, Now has pleasant thots for me. Thots of hours on Wilson spent And hOUl'S to COITIC, 0l'l plC8Sl1l'C bCl'lt First the landing and the boats, With expectation each one floats, Suicide and Echo Rock, Can't you hear the echo moclc? Board of Health, you call out too, And it comes right baclc to you. Then the bridge where you can swing Cross it ancl you hnd a spring. Ancl as further up you go, Still more you find its beauty grow, Till you hate to turn around, But you must or run aground. Wilson Creek, Menomonie, Will soon be but a memory, Some memories last just one short But this is one that's come to stay. I20 da --Che l'T1l.STY -1-- ul:cEulec:t ji H - tc e if fl ' Ik , K tw , M Ckiagjf R CHEMISTRY LAB. Filtering, evaporating, testing, Onward thru lab she goes, Each period starts an experiment: Spills acid on her clothes. Everything attempted, nothing done! The period's about to close Tubes and beakers everywhere. What havoc she has wrought ! From that old burning Bunsen thing, The ether the flame has caught ! Tomorrow do the stunt again Oh why is chemistry taught? Plumbing student, while making repairs in the D. S. kitchen, to D. S. Juniorzmul-lave you any B-2E-R in the laboratory? D. S. 'ul don't know but l'll ask Miss Perkins and see. D. S. to Miss Perkins:A Oh Miss Perkins, have we have we any B2E.R? Miss Perkinszffsl think not, never heard of it. D. S. later to fatherf' Father, what is B2ER? Father: Why you foolish child, B-EE-R. IZI Senior, on a warm daysfmfhis is such a divalent day and I feel so hydroxy-'MI think I shall go and have an ethylbutrate Sundaef' -li.. Miss Cross? sUl..actic acid is found in milk, heef, beer. Miss Spence, in stage whisper:-f That's the way I take mine, in beer. Miss MacArthur:- l've seen contests where the boys had to eat dried biscuits tied to strings but never thought of them as saliva contests. - Miss Perkins:g Miss Quilling, will you please name the amido acids. Miss 'f Glycin, alanin, amido valerianis, leucin, aspartis, glutaminis, tyrosin, phenyl alanin, alpha-pyrrolidine carboxylic acid, tryptophan, lysin, arginin and histidine. Miss P.- Is that all? Miss 's Oh no, these are only a few of the most important ones. Miss 13.- Miss Chickering, give the properties of soap. fAfter a pause, Well don't you know, haven't you ever used it ? Miss P.f Miss Omsted, tell us what you know about cane sugar. Miss O.e It grows. --1-, Miss Cross: 'What is an element? Miss J., after a vain attempt to answer the questionzf-ul know what it is all right but can't tell it. Miss Cfusome people claim that if you really know you can tell. Heard daily in Miss Leedom's class:-eucirls bring your graduates to the front of the room. Miss C. in laboratory, to class: HBe sure to save the bones of the organic people, they'll need them next semester. l22 IIQIOL oar A 4 l k QP . , ff: ,X ' ' QQ, ' . x 1 R-v Y 1 ' ' -l'l X , - Y e'1 -.. V rg .p-- : yay X if X f I im I A l4,l f 1 ssc cz, If A Qi, A Biology occupies a very considerable amount of space in the Domestic Science course, firstly because it requires the worlc of hands, feet and brains from early morn till the janitor loclcs up at nightg secondly, because it deals with all the various kinds of germs found in S. I., including the swimming variety found in the gymnasium. It also deals with the proper food to be fed to the little animals to insure their most vigorous growth and in Dietetics we determine the amount of protein, fat and carbo hydrate that should be administered in their diet. Thirdly, it developes a certain amount of skill in handling of materials, such as washing test tubes in a pan at an elevation on a level with the head. This may be applied in the art of dish washing. Lastly it gives specihc directions for sterilizing the hands and all materials that have become contaminated with infectious substances. D. S. Seniorze'- Speaking of molds, these eternal molds, why l'd die to getaway from them. But what's the use, even then they would put me under a black one. Miss P-lt-n has proven by careful experimenting that it is much more dangerous to study from a second hand psychology than to kiss. Give the conditions favorable for the growth of molds. Ansf The air must have Spohrs in it. . l 1- Inez Belle:-f Please pass the cry-some. 123 feast-we Sfij tttfiiifpfyft it it 2-'H ts' ' if 5 ' tilim, N, rf Mvygtp l 'f Waiting' if alt -1 ' L f, ity, ymiiiiflillitltiliwt sig p f 6 , 'S' Zmgfgii x I Kviigii , 'Wttrqg Mmm Foo Study. Miss S.-' Hearts are scarce, but you can get them here for flfteen or twenty cents some places they are given away. Food applied to the body produces fuel and energy. Miss S.e Brains can be bought for twenty-five cents. fin food study., FV ii ii ' ' T i f' W 1 fr, Ni C fi , Ji g C4 5 X 33 .A Q Nei 1 ,L 2 :NN 1 gf ' - E - v G i wwd hungry, :fr 'X I is ,gi 'WTAE ' if N X W j iff -L-gk av N A -XX 1 if ' A 'fe' KM, X i 9 -' ii ,I t 174' 'E-it if i Ph' J Efcrwgq N SEi'Pvtrvc2I I24 I X PHC? E R K X437 56 i ff K flx fil I U V ,gs iii i s Miss S - - r fin lesson on the chiclcenl: 'mlialce the chicken by the hind legs and plunge it into hot water. Miss Sf fA What did you do to get the clown off? Miss C - e - : Picked it off. Miss S. fin review worlclf What is the object of review work? Miss To bring back to mind. Miss S.f- WhyP Miss W.4 For examination. .1..l..-1l1 All tubercular vegetables contain starch. Miss S. fwhile presenting a lesson on the lobster., 'il have never seen a real live lobster of any lcind in Menomonie. GQCI DP: 400 F11 Qlhchesl COO FY I rw C1 To f X bQhhL.Qk- 21505711-rg' W i : office s X is X Tl Tf2.'E,'I.?r. ft l 'Flqq nc' Am -H i w A! , IXXZX m er. b I L 'ttf I o0 . f r i his i KJ 4 Q f, it U 6022121 yi fy 4 X J I ,la '-'. 'seas-is! f' f l X if , .f f 1 ,A ii ' 1. if 1 ll Q 4 1 1 Xmii? ,- I4 , Y, r Y 1 r If lti pe:-5 ,. 6 gt ' l E -i LT e ,ji kd-ei!-:fi 'j?H'f5 h ess of milling flour., The Hour is ground on con- D. S. Junior fDiscussing t e proc I ,. jugated rollers and is then forced through perforated ho es. of the calf afld Miss S. tells how rennet is gotten from one of the several stomachs Splash remarks in a stage whisper that it would be nice to be a calf at Thanksgiving time. red that f cl 'n the human bocly it was sta While studying the different minerals oun 1 ' h b ain. The inquisitive junior wants to know whether everyone has more or less copper in t e r o le have more brass than others. that is the reason why some pe p ? fWill some ln coolcingzf' Say clon't you just love mosquito cherries in fruit salad h' b tween a mosquito and a Maraschino cherry., one please explain the relations lp e QD? V UQET TlC lllm W' Q l U sc I f X X g 1 ' I g i X . Vt ' fi K B t .V - iii i fa lffmt 'Wal 4 ll Y ff My ,fgflsi if ' AV J f'-' Hi! f WAC! Illf l l l l ill. 4 ln t 3 l ' , ,V rw lit t t l 352: il l it bt , X l .i ll W i ll i il 'N' il l ' X l X :f i , Villll l , ,I Nl nf 1 fll X XX I 5 F li ll -'ll l ll i 'i' l i ff f , 1'-s r ' A l ' seee f f f f ff f f sip r f?f'l6 Lf? ffm ef-a s ff ffe-ef ' , e .- W if ff I :i,,i H52 'Dear me, this recipe calls for butter the size of an egg After all things have passed away, even our friends and enemies we will remember dietetics, our dear old eight o'clock. Here we have learned the things that will malce for the comfort and happiness of the coming generationg the enormous amcui t cf food required by the average man sitting at rest and while doing Stout worlcg the amount of sauerlcraut, wieners, fudge and gelatin desserts that can possibly be assimilated in the body in one dayg the amount of sand required by a girl to maintain her equilibrium when asking for an excuse for a prolonged Easter vacationg the effects of swimming and too much chemistry on the nervous systemg which is better as a fat sparer food study or biology laboratory? These are only a few of the many weighty prob- lems which have usurped our most valuable waking and sleeping hours. ln conclusion I wish to leave with you one table, which I shall aslc you to learn, one that will be invaluable to you as teachers, etc. IZ7 SUBJECT AGE HEIGHTH WEIGHT Miss Heydon 45 5 ft. 300 lbs. Miss Omsted I6 5 ft. l00 lbs. Mr. Gabriel 42 5 ft. 9 in. 200 lbs. Mr. Emerson I6 4 ft I20 lbs. Foon REQUIREMENTS 4000 Cal. I500 Cal. 7000 Cal. 6000 Cal. DIDN'T KNOW SHE HAD ONE Senior fin dietetics classJ'f 'But I don't see the relation? Miss Kugel: 'ful was thinking about MY man. LATER Miss K. f We'll feed our man this dietary today. Senior:- Gee he must be a Mormon. Miss K. tells that a person gains a certain amount for every hour spent in sleeping The mischievous Junior would like to know how many hours of the spends that way. !-ior-rwe-- Nw-smq twenty-four Miss K :gg -'140-, 9 W 2, V V fp Zin 5 EXW X Afx f Z ff f ll ff! 2 Ll M 128 X Househ old i ' Mo nagemenf 4 X Wi f 42 X 1 V I ' l 'I ff in f X lt f Q1 -06 ts e , ,.v ...- ,., 'il-louse Man embraces all the most delightful subjects found in a school of this kind Ir deals with the servant girl problem which has perplexed many a house- wife, the conclusion being reached that it is always advisable to em- ploy the honieliest girl available. It also seeks to broaden woman's phere, to enlighten her on the mechanism of plumbing, car- pentry, laundering, house cleaning, etc., so that when 'the house man' isn't around to be worked, she may at least be able to give directions to the servant and thus save her- self much nervous energy. To sum up. I think we may say, with- out a doubt, that household man- agement includes everything that Dietitics does not. Krebs:--f Canoes are awfully ner- l lOrrwe 5orviTcaTiorv Q Qgyfsffl e ri l 'ilfvf in 4 0: 1 ' f it ' xvifxr J X A' if 'W X ll i 1 ff 4: P-gli Vczcuurvi CI vous creatures. e Q rs, l n q I29 ik? xii! 4 nfs ,TW 2 R472, Ak I f utr I M W 3 It pf X f QE' l V tx, N 5 -Dr-esSr'rac1Kw-,q NN Mm f f MJ 7 U4 K Z Xf 1 S - m - - r in clressmakin class -H- Miss Ba - - - m - - - , our skirt would fit - on y Kr' I forgot to brmg my system along. , . We laugh at our teachers lokes No matter what they b Not because they're funny CS Jokes, But because it's policy.- Ex. 130 QTTEFD A P4oYGrwq QT X ZQ -g,.-'---5 X 'X -f-'- 1.31, ,.5. nffy' if ENGLBH I J f ,iBW, 4 f J, fl X ,V ,F N if T4 fx , M l li 5 in r 1 5 y fi X ' 'i .gjf 4572'-5 1 Miss P - - l - - sz!- The word awful is used incorrectly more often than it is used correctly. Considering the word in its true meaning, would it not be proper to say M Harvey is an awful person? wfhere are three parties in politics, the republicans, the democrats and the politicians Vegetables should never be given to a diabetic that contains much starch and none that contain carbon. A woman's two hour preparation for the street' ' Fitting on dress - Buttoning same Arranging hair Touching up face Setting hat - Mirror contemplation I3I minutes minutes minutes minutes minutes minutes 7 , j G if, D lf lf? 1 X '-N Zig ' 7 , lp fl? f elt' N is - f ,E 0 y flll ll mmrvrrw il M Q1 ' iiilllllttkh., a all ll i , it 6951? AC il A iw ,l s ' NS 77 fjifj ' 5 JQ54 fi cg This season's styles are more varied and more perfectly grand than ever. Never before in the history of millinery, have such wonderful creations of art been brot forth: such dear little peanut shapes, such charming waste paper baskets and such adorable exquisite col- lapsibles. It may well be said of the Senior girls aUBy their hats shall ye know them, and it is to be hoped that the juniors of today will, owing to the excellent standards set by their worthy sisters, also do credit to the institution when the opportunity presents itself next year. ln short, the millinery department speaks for itself. MILLINERY DIRECTIONS '6Beaux, to be effective, should be generous. If soft and flimsy, handle carefully. Always have an even number of beaux. f' Quoted. My bonnet spreads over the ocean, My bonnet spreads over the sea, To just spread all over the sidewalk Is not enough bonnet for me.'WExchange. 132 ,f DEQ f :jx ,LID ,fel , l X1 F -2 X D K ,z, is X f' t , J yy X ical If ' 1 A . ,A R, X .X f if avi .li :il l l 6 l e Lg at ,. Y 'l ' r ' f' i. -N . X lf' X 1 5 it ll , A l X X , Y, ,U IX 1 'K sig K KL f i 951 a , f is ,f ' O Y p 'f 'XY i Q3 0 hu-use L - ' l ' 'F fi ff l 1--ftlff. if si ' ' 4 I 'ho ' Mr. V - - de - - - l - ,- This design was taken from an Indian rug. Mr. Buxtonr Why wasn't it left there? Mr. B. fmlqhis anvil has grown rather a wtde tail. The following was given out as an assignment:f You may draw either one good large drawing or four poor ones. This drawing looks 'pineyf H We must make it hold to its horizontalityf' Mr. Buxton would make a good tooth extractor. He has a remarkable power ot drawing little things out. CLASS TALKS Fred E.. S - - n - :W HlVlr. Watt has devised a new method of securing humidity in a school room. He found that by boring holes in his air chambers and then forcing steam thru them, the desired result could be obtained. Sheboygan says:J We may have occassion to paint or varnish ourselves, and may have difficulty in finding that the first coat crawls away from the second. Theodore W. advocates: The establishment of rubber heels for our children so as to prevent the wearing out of stairwaysf' U3 ly! W! , g, . Tx . , f,6l fQ fl f fl lf ll s l' ,- fl!! r M 59 ,N if l i vf f t ll l llll lllst lt 1 4- fr X-2 L ff i ,4l'll ' Lfi f Wl fm ill - ffiwillymixi it l. i f 1 fi wi. 1. l ill' t .1 if AWN He li ? 5 Z' gk' li mgarf - gg f g dia ii I 31 if ll! x W e fd' f ll ff ,' of All ft . H '34 bt. gf! -453T' ! gl i ii 'ii' ' H? WMQAE QQNCE Nliss Wg Say now, couldn't we have a Hne time if there were just as many boys as girls? A girl can't have a really good time here unless she is attended by a boy. Alta says: Oh, if I could have even only one dance with a man l'd go home happy. Says Miss G.-A lVly kingdom for a man. The day after: Did you dance with Mr. '? No, hut I jollied him a lot. Says one D. S. girl to anothergm' HOh, but these Stout dances are such delightful affairs, I wouldn't miss them for the world. One goes there alone, dances alone, and goes home alone. mls your mother here? nN0. ls your father here? UNO. Are you here alone? UNO. Are you afraid to go home in the dark? UNO. May I walk home with you? UNOI. And S. thinks that the boys are socially overworked. Yes, there may be ex- ceptional cases, you know, you must not judge everybody by yourself. I34 a spring blanks. RUMOR lt is rumored lhat there are three new sororities just formed among the juniors. ls that so? What are they? i The 'Eta Bita Pi', the 'Alfalfa Delta' and the 'Ai Tappa Kegf u as Why does Fratt never get up for breakfast Sunday mornings? Why should he? He can have a roll or turnover any time he wants to and there is within reach. sn What is the difference between Roosevelt and Miss l..---o-? Roosevelt carries a club and Miss l... uses a switch. This year, in obtaining excuses for absence, students are expected to fill out certain All the Giese boarders know how hard it is to lill out a Blank , Every time the phone rings Miss Blake repeats her little phrase: Sit still, my heart. Economical lVl. T. Junior: l am going to get a partner and start light housekeeping. D. S, Junior: l canned some peaches yesterday. Emily K. iiwho is that tall complected junior? E.--rm---r: I am a Senior now and am going to raise a beard. Advice to E.. Shave yourself, remember it is better to look like a kid than like an idiot. r X 1184? 7 Q aff kgllfkl, W 9, X, f YM Xsscgfftgq ' f-I AAQETN ix rx IN 5 i C W. I t .c f1ef'TY'Lv . Mg., . g N sexy Ev?-iif, ,Y:TT4X gi V f if 1 F56 l35 Lee: cl i nq The '7j5O P5?cboloqw..,5ecTio rm 2 lll y l i s I 2 M fi! If llf WT ,, 1 Z , lf,, l ill Hi y ,l W ' llllxy A i Cf l l l eff A l it iii llllll ' X l l If all - are lf x Li L- ,il-.jk - 6JQg Y ZJ' A ' 'Q I Lead kindly light, amid the encircling gloom Lead thou me ong The morn is dark, and I am tar from home Lead thou me on. Just to he in time! I do not ask to see The risimg sun, one lantern light enough for me. So long l've made this early class, the habit now Will lead me on. I do not ask to see my friends who sleep 'Till night is goneg But hurry on to join those angle laces who smile, And yawningly absorb psychology the while. A kiss, a sigh, a long good-bye, And she is gone. A glance, a curl, another girl, And life goes on. A briclclaying student at dinner drops his fork in the butter and absentmindedly re- marlcsz' UA good mason will not get mortar on the handle of his trowelf' 136 TO THE SEVEN-TI-IIRTY PSYCHOLOGY CLASS Half a block, half a block, Half a block onward, All of them scared to death, Haste those who hlundered, What a rash choice they made When half past seven they said. Now they are all dismayed, Oh how they hlundered. Darkness to right of them, Darkness to left of them, Darkness in front of them, Yet they haste onward, Stormed at by how and why, Knowing not their reply, All of them out of breath, All of them scared to death. Can it he wondered? Forward this Light Brigade, Is there a man delayed? At last each student knew That he had hlundered. They have to make reply, They have to reason why, They with their lanterns hie, Often you hear them sigh, Those few who blundered. When can their glory fade? Oh the wild choice they made, All the school wondered. Wild answers often made, Many bold bluffs assayed, Squelched hy, What of it? Cub: Hsay, Rosy, can I borrow your mug to shave? Rosy: Aw, go shave your own mug. I37 A55EP'lEvl.T TO-NIGHT LI-,'I5 MEMORIAL Ev'ry Friday night, almost, The kids Kat goes to Stout All gathers in the 'Morial 'Nthings are talked about. Sometimes they ketch it fierce, I guess, An 'then sometimes its jist as nice All about Art'n rhythm 'n it's free CBout the only thing without a price., An sometimes strange men talks to 'em, An' l heard fn' this came straight, you het That there aint none that's talked, that can Come up to Mr. Harvey yet. For the various uses of corn cure, see Miss Strane. l 138 N JA ' I STO U T. V. f X ' ,111 , tk -r f If T 1 ' I-1 F ll N vii? . V Aff' 'N fig? dl '7l'!in5'f ' I Qiffresng. 460,-Mit 5. it - to t , Qftxf -I ffl ua gg . , . f Y al la- X5 li N5 l'u1 ll1'lllli .,,.-- Z-f 19- Illlllllllllg? XN E ,msreeiaiita E . hfiiimigiszfz :ijQgc3aa',, E : J 5 x his THE STOUT GRAD By Her Suffering Dad. lVly girl has just arrived from Stout, And things begin to move about. One thing is certain, she don't bake Bread, Like mother used to make. Of all the cooks l've met in life, The list live headed with my wifeg And now here comes from 'iStout this Crad, Who says her ma can't e'en cook shad. Each night the kids start making fudge, And from the fire they're hard to budge. Now, l have always thought this candy Was just bang up and fine and dandy. I39 And here shows up this Cooking Shark, Who at the College made her mark, Declares A'Goocl candy can't be made, By kids who never learned the trade. I have a cook, she's from the South, Her cakes and pies melt in the mouth, She is untidy, very black, l thought her line to fix a snack. My D. S. Grad she treats with scorn Cooks cawn't he made dey mus' be ho'n And l wont try to cook hy rule Fer no gal jes fresh from Cookin' Skule. An' if dis chile comes putterin' roun', 'Wid by de pint and hy de poun', I will, now you jes hear me shout Pack my ole grip and jes clar out. Grad comes right hack, imposing figure, She 'Kwon't he run hy any nigger. Says right out loud our U 'Old Reliance' ls no ht cook she lacks the science. Of our cookeree this Grad has charge, Grocer and meat hills they enlarge, But she's all right, she's passed exam. tOh, Lord how hunger ee I am.J Also our kitchen shows much change, From sink up to the kitchen range. Ifl had not been there before, l'd think l'd struck a hardware store. Of our food she makes strange talk, Till cold chills up my spine do walk. Bacteria, Adulterants galore, l knew not what I ate before. The children she just loves to train, She makes the Hwhysn so very plain. She does not stop right there 'tis true! She wants to train her parents too. 140 This Grad of mine is sure a peach, Soon will she go henceforth to teach Kids to cook well and sew neat. Then l'll get something good to eat. She wants a job, she wants one bad, If it's far away I will be glad. l'Il happy be to see her start, In absence fonder grows the heart. BETTER WATCH OUT When you enter Stout Institute, 'Bout green enough to sprout, Wondering where the school would be If you dropped out, You'd better watch your manners, And cast your eye about, Or Prexy'll get you If you don't watch out. When your fooling in the library And cuttin' up like sin, A whisperin' and gigglin', And punching with a pin, You'd better settle clown a bit, And notice what you're about, Or the librarian'll get you If you don't watch out. When the winter days are over And you're feeling pretty smart, Calling steady on a girl And fooling with her heart You'd better watch your 'fections, And scatter them about Or the lady dear'll get you If you don't watch out. lf you are in doubt as to the propriety of kissing a girl, always give her the benefit of the doubt. l4I DREAMS I Last night as the hours rolled slowly along, I wondered if dreams come true, I dreamed that things at school had gone wrong, CI wonder if dreams come truej In place of the office so crowded and small Was a beautiful building, full ten stories tall, With tables and books and equipment for all. CI wonder if dreams come true.l I dreamed that around the Institute dear, CI wonder if dreams come true., A beautiful campus now had appeared, CI wonder if dreams come true.J That no more stairs we had to climb, That elevators now saved us lots of time, That those who refused them planked down a dime. CI wonder if dreams come truej I dreamed that assembly was a thing of the past, A CI wonder if dreams come trueli That notebook work was abandoned at last, CI wonder if dreams come true., That Mr. Price had a new style hat, That Miss McDonald was reducing her fat, That Mr. Promberger went off on a bat. CI wonder if dreams come truej I dreamed that there were positions for all, CI wonder if dreams come true., I dreamed that the faculty gave a dress ball, CI wonder if dreams come true., That Miss Spohr's classes were sort of a joke, That that the students were never known to go broke That all zeros disappeared like smoke. tl wonder if dreams come true., But the last dream I dreamed was the queerest of all, CI wonder if dreams come true., That when the students come back in the fall, CI wonder if dreams come true., They found that the faculty had all been fired, That the whole I9I l class had been hired, That excuses for absence no more were required. tl wonder if dreams come truej 142 THE STUDY HOUR CWirh apologies to Longfellow, After a day of worry, When the night is beginning to lower, Comes a time for which we have been waiting U That is known as the Study Hour. I hear on the wall-r below me The rushing of many feet, And the sound of doors that are opened As the girls come in from the street. From my study I see in the gas light, Ascending the broad hall stairs, Girls in stripes filing up to their rooms, Their bright faces clouded with cares. A whisper and then a silence, Yet I know by their saddened eyes They are trying hard to determine Where duty most pressingly lies. For two hours all is quiet, And save for the clock in the hall, There is nothing to break the silence But the night bird's lonely call. Behind the closed doors I wonder, If they'll notice should we peep. Oh, see over there by the table, ls a tired little Junior asleep. The tall girl with red lcimona ls busily trying to find The difference between albumen and peptone For she has a Lab. quiz in mind. In the next room we see a dear Senior Studiously wrinltling her brow, Wondering if she can in her method Show the points of the Aim and how I43 Her room mate, a dark little maiden, A Biology student l fear, ls writing a thesis on ferments, And the trouble they cause every year. As we go on we notice A young girl deep in the lore Of Hutcheson, bulletins and text books, Of which F ood Study girls can tell more. See a copy of James in the right hand Of a very determined young maid, For she lcnows the Purpose of Education May make or mar a grade. The next two rooms appear strangely vacant But in an alcove nearby, A small table surrounded by fair ones, Deep in some mysterious fry. And as we peer in still more closely The odor of fudge in the air Creets our nostrils and tells us the story Of how they keep study hours there, Farther we go, and then find Four in a brain racking state Of planning a luncheon on 3150, With sufficient eats for eight. Another is wearily puzzling How she can match that plaid In the waist she has to demonstrate, And it makes her very sad. Another is busily embroideringg While a chum sits by working hard At a rafha mat, denouncing uI..3Zy SQUHWH Wl'1O her l'1HppiI1CSS l'laS maffed Then when the clock strikes nine-thirty, As quiclc as a cannon ball The doors fly open, and once more Merry laughter rings in the hall. I44 After the visits are over, And the signal is given lights out, It soon grows quiet and ghost like, And forgotten are all troubles at Stout. -E. Carry. Some years ago When maids were wooed, And sentiment Was daily food, Each swain would beg A tiny curl To wear in memory Of his girl '- But now, alas! The times have changed, And sentiment ls disarranged K With curls a dollar fifty per, There's really quite A little stir as About his nerve Then --stop to think- Who wants to wear Hair of some Chinlc? So he'll not ask F or any loan 'Till curls again Are sure home grown There are bats at the Hall, but we have our doubts as to the lung power of these little creatures when they utter such unearthly shrieks at midnight. How about it, E.. A. D? A blacksmith whose name is Tom D. ls as lazy as he can B. l-le'll stretch and he'll yawn, Ar noon, night, and dawn, But he never works much, you can C. l45 WOI' We wallced Menominis heach, We wandered on the sand, ' The moon was coming up, I held her little 4shawI. I held her little shawl, I-low fast time sometimes Hies, The band played After the Ball , I gazed into herfflunch-basket. I gazed into her lunch-basket, And wished I had a taste, Here sat my Iittle damsel, My arm around herwumbrella. My arm around her umbrella, On the beach we quietly sat. I softly whispered Stella She was sitting on myffhandlcerchief. She was sitting on my handkerchief This charming little miss. I-Ier eyes so full of mischief That I slyly stole an'-sandwich. H, IVI, Sf-'I I. THEIR WORDS SHALL BETRAY THEM We can't stand for anything like this, there must be some misunderstanding somewhere. You fellows will have to get that girl out of your heads. Well, I guess so,wperhaps you had better. If,Qon the other hand- What say? Rotten, absolutely Rotten. Oh, I see, I see. I-law, haw, haw. Say, Mr. Price, I'd like to ask a question. Say guys. Gee, I had the time of my life last night. We shall now begin to commence to get ready to prepare to start to proceed to go to I46 e9 gf il . I , f ' N IV Vi V !VV , 1 if , M wdlirjgl, Vfy. Q bv Null S lil' A 5 E Q g There was a Stout girl at the Junction, Who was evidently wrung with cumpuction, When asked what gave her pain, She said look at that train, l must take that or stay at this Junction. ODD REMARKS Miss Lathrop in sewing class: fs Of course adding a stitch each time makes your ribs turn a little to the right. Mr. Price, dictating in mechanical drawing: The line is drawn with a 6h pencil broken in the middle for the dimension. Mr. Jimerson, dictating to plumbing class? This heating and water system can be used for all large buildings, especially for large buildings, and asylums, such as our school. Miss Spohr, in physiology class: People usually get their wisdom teeth when they are in the twenties, but I haven't got mine yet. Louise K.: - Can you really tell the age of a chicken by the number of teeth it has? Francis C.: 'H Why, I thought the oil can of a chicken was in its neck. Mr. Pricezs 6Who belongs to this 30-60 triangle? I47 ? ff gi' 1 Q fi - 1' f fr ffzif ' ff' ,.c 5 ll?-1 5E .E 5? sa 4s. a, g i , ' fx + Q1 mg! 8-6 ! Q' Z fb fy f ,i fN 'i 5 Z X 4 Z ,ggi 4 i NQQWJX s U U ,f ax lll lllllllllllllllllllllwlll' X 'W E X X 76 ' ? 4 ' ll l' 223 1111515 Q it flltllllrnrvmrfmlflllllllli is . f 4 , 1 E 2 Y Fir! Y 6 . W 1? ' i 1 tl ,1f. ' 6 1 ' S -X y ' K ' 55 ' W 7- ' 13, .1 I X Z xg J g 4 H t ?N 1' II Ll 0 4 A ' x x X 'X ,X W it A Z 5 Q ff f l lk f I ,ff 'Di 'X rl Yi,,, i? ,w V 5 ' ' f il r l , 2542 7 K f , L3 '5 ' :g!!,ggggii2Ef!? ' ,f t 2 s t f gf ipreyralzllrrlllllt ' 3 f N 5 t i H' f in t 'ss K r 2 157 it Qf to 9 N E 'zlgigl l l Sli? Q ' ' if E52 W f ' V AS A if- I r ?i 1 f'ii i ii!- 4:2 Nm 0 3... x X J lg , M mum -xi '- li ,ii V J ' 'Q ,prol EXCELSIOR Our senior year was closing fast, Phys. Chem. and Lab. were over at last, When dear Miss Kugel came in view And said, How will this thesis do? Excelsior ! We did not think the task so great! Alas, we didjnot know our fate, Nor what the future had in storef-' We welcomed it and asked for more. Excelsior ! Excelsior we just did bring, It had a tendency to spring, We pounded, pushed, and packed it down, For Excelsior we searched the town. Excelsior! 148 Asbestos, newspaper, next we tried, Cork and concentric rings beside. The packings added to our fame, But sill this seemed the fitting name, Excelsior ! Our efforts Mrs. N. did scorn When we arrived in the early morng And when we stayed to work quite late, We earned her ever lasting hate, Excelsior! Oatmeal was cooked day after day, But cooking oatmeal didn't pay. We wished to cook good things to eat, And so we tried tough cuts of meat,w Excelsior. A little cooker next we made, And not a cent for it was paid. From a pail that once held candy We made a cooker that was a dandy Excelsior! Though of their virtues there's no doubt, We'll gladly leave them here at Stout, Fireless cookers are a bore We quote the Raven Never More . Excelsior! DON'TS Dont wc ar your stripes on the street after 7:30 on a school night Dont stay to more than one performance at the Majestic on Sunday evenings Dont vwear the same gown to two dances in any one week. Dont read the bulletin board. There might be a notice on it for you Dont study later than midnight. After that begin all over again Dont be afraid to show your ignorance, that's assumed. Miss MacArthur 'H The moon is following us. Miss Gardner lt is a good thing something will follow us l49 THE PRACTICE TEACHER See that Senior over there, With such neat and tidy hair, Just above her dainty nose A deep wrinkle comes and goes. Why is she dressed up today, ls it for some meeting gay? No for there's the wrinkle there, And that sad, despairing air. Later in the day we find What was on the poor girl's mind, F or the sad but dressed up lass Was going to teach a practice class. Miss H. fto practice classD'f Now cut the thread with the scissors off. John C. fto 5th grade boy, iWhat is the distance from one side of a circle to the other called? The boy f- Refrigerator. Agnes H. fto class of grade girls, ff 'Now girls, you can all get thru if you work hard and don't stop till you get thru. FROM THE I-IOMEMAKERS. Who stole Schaefefs heart? uKatydid. Why does Tom R. go to the homemakers? Because he is looking for a Taylor. Tell Belle not to worry about her Foote because Graven keeps shoes. Etta- Every day Phil sends me violets. Where was Helen kissed? On the platform. Even tho Margaret is far away from home, she swears, By George. Janette says Cluny lace is very popular. .... .... Miss Clara R-i-k-. Don't you think I have taking ways? 150 HONESTY Some things have ways of leaving, Some people a taking knack, But the one who took my T square, I wish would bring it back. Why take a thing you own not? Why do another wrong? Instead of taking, give a bit, And help a friend along. To me it is a mystery l cannot comprehend, Unless, as the twig on the crippled oak When young, received a bend. 'Twas not as the maker meant it, l am sure of that as fate: ln the forest where all is natural The trees grow tall and straight. Yet we find a cripple sometimes, . Influenced from without, Some evil influence tempted And turned a twig about. So in the lives of many Who mingle with the crowd, There's something missing, something gone Of them no nation's proud. They've lost the sense of justice, They know not what's their own, Like the selfish cur and lawless, Runs away with anothers bone. ln their lives so young and innocent, Temptation came to them, Like the little twig in the forest, They yielded there and then: ISI What's the remedy? Please do tell me Keep them from you if you can? Put everything in your locker? They're safe not even then. In a school so elevating Their pride should assert itself In being true to others, By Hrst being true to sell. All students please take notice, And read above the sill, U For the promotion of learning, I-Ionor, Industry and Skill. Honor comes first most natural, Industry without it must fail, While worlc that laclcs the honesty Puts skill within the pale. Anonymous -li-11 THE ELECTED What is the most popular course in Stout Institute? There was much discussion about this but finally first honors were given to Psychology and second honors to Food Chemistry as many students seem to take these courses more than once. What is your favorite Amusement? A variety of opinions prevailed. Fussing, the Grand and Fudge parties received the greatest number of votes. Who is the most religous? There were many contestants for this place but we have reason to believe that there was method in their madness when they attended church on Sunday evenings. .1T.1 -.- TO PREXY FROM HIS VALENTINE She said I love you dear And you alone I covet. From habit he at once did point And softly asked, What of it? 152 SOME DOMESTIC ANIMALS IN OUR SCHOOL MENAGERIE THE CLOTHES HORSE This angular and ribby steed Is famed for neither grace nor speed And yet its worth is recognized When once a week 'tis exercised, For maidens then upon it place The trappings of the human race, THE F IRE-DOGS Upon the hearth these faithful dogs Guard zealously the blazing logs. They boast a lengthy pedigree Of ancient English ancestry. Their breed is growing very rare: I am in luck to own a pair. THE MONKEY-WRENCH Thou art, to woman lcind at least, A wily and unfriendly beast, Elusive, slippery, and wild, Altho with man thou'rt tame and mild Since thou to him art such a friend. Perhaps from monkeys men descend THE SEWING-BEE This is, in truth, a busy bee! lt hums about the family tree! To sting it oftentimes contrives, And on a dish of gossip thrives. Whene'er its baneful buzz I hear, If possible, I disappear. f H. B. in The Century . A girl recently sent this extraordinary request to the editor of her church paper Do you think it is right for a girl to sit in a man's lap even if she is engaged3 The editor answered her question thuszm' If it were our girl and our lap, yesg if it was another fellow s girl and our lap yes but it it were our girl and another feIlow's lap, never I never ! I never I 'I I53 soL1LoQUY To be killed or scared to death, that is the question Whether it is better to grow fat than thin, Better to eat your bread and drink your tea Unmindful of the germs that lurk therein, Or to take arms against the bacteria horde, To sterilize, to Pasteurize, to boil, to chew. To chew, and by much chewing end The stomach-ache and all aches, not a few, That flesh is heir to. 'Tis a consumation Devoutly to be wished. Chewing is good, But what is good to chew? Ay, there's the rub. We must not chew adulterated food, And what is good? The vegetarian Says, Naught with eyes is proper food for man. Alas for all the habits of the race! Meat and potatoes fall beneath this ban. uproteids are poison, says A. B. and C. The conquering races eat 'em, answers Z. Says A, You quite forget the Japanese. Thus everlastingly they disagree, Argue, assert, question and criticise, 'Till naught is left to eat that's really nice, Except, for those who like it, buttermilk, And for a treat, occasionally rice. And who would stand eternally on guard Against the germ that lurks in every kiss. ln every cup, in every breath of air, When he might easily escape from this With a bare bodkin, duly sterilized, But for the paralyzing, awful fear Of meeting after death the souls of germs That he has slaughtered in cold blood down here? Perchance I err, but oft' it seems to me ln certain restless atavistic moods That I would gladly give up my near-tea, Near-coffee and the latest breakfast foods, To live as all my ancestors have lived On pork and pickles, apple pie and cheese: To die as all my ancestors have died Of some old fashioned orthodox disease, And if the idea strikes my ancient head, I may die on a nice fat featherbed.-Nautilus. I54 RUB'AIY'AT OF OMAR, THE SENIOR Wake! for the Son who scattered into llight His fathers Shekels on the dance last night, Sees not the Smoke Shop, plays no game of pool, But being busted, is a Christian quite. Indeed the Follies I have loved so long Have done my credits in this school much wrongg I've drowned my glory in a Shallow Dance And sold my Rep. and Standing for a Song. My book of Psych, after a tough Row That must be conned ere morning comes,vand Thou4 O grim-faced Teacher in my Tartarus My Tartarus were doubly Hades now! I sometimes think that my whole mind is dead, So scorn my eight o'clock and stay in bedg But soon the right'ous Wrath of Powers that be Is poured in malediction on my head, All they who scattered Flunks about like grain, And they who lavish Zero's like the rain Now vanished like the snow on Wilson Creek- If this be Dreaming, let me Dream again. Some Sorrow over pangs of Flunks to come, Some lament Lack of Knowledge in the Dome. Oh take that Poor, and let the VG's go, Nor heed the grumblings or the cards sent home. Miss Otto's fingers write, and having writ, Move on, nor all your Grinding or your Wit They will avail you not the slightest bit, Nor all your tears wipe out one sign of it. Myself when young did carefully frequent The paths of Studiousness and argument And studied hard and bucked, but ever more Myself down in the lists of Flunked ones went. 155 Would you then all study period spend To get a credit? Quick about it friend! A single point divides the Pass and Flunk. Upon the biggest Bluff does all depend. Strange, is it not? That of the many who Before us passed the door, and saw and knew, Not one would tell one question of the Quizf And if we Flunked, they would not give a Sou. Oh, make the most of what we yet may spend, In happy hours with our latest friendew In Paradise, up Creek, or on the Trail, For soon we know our good times have an end. Then when the keeper on commencement's Stage Shall draw Diplomas from his Wicker Cage, And thou shalt listen for thy name in vaing Go back and buck, nor leave it in a Rage. Grace Gessell. HEARD OUTSIDE OF STOUT INSTITUTE The Landladyzf- C730 each nightl, Is everybody in? Cl O.3OJ, Lights out all along de line. When it is convenient I generally like to be congenial. Too much noise, I can't undergo it. You had too much of a jew picnic last night. Room rent's due, I have a bill to pay and I need the money. I'm all unstrungf' Don't walk heavy, you'll breark the Tungstensf' H60 is warm enough for anybody. Take off your rubbers at the front gate. This is rule evening. The I..andlord: - From now on they'll deal with mef' AN AWFUL NIGHTMARE One of our poor, tired out, worn our Senior Specials recently told us of the frightful dream she had. She dreamt that she was to write a thesis for her graduation on the subject, Morphology of Gymnospermsf' 156 THE F USSER'S HOUR Between the dark and the daylight, When the night is begining to lower, Comes a stir in the day's occupations, The approach of the study hour. From my room I see by the arclight, Walking the thoughfare, Dear Harriet on the arm of Cameron, And Stewart with a case so fair. A whisper and then a silenceg Yet I know their actions plain, They are thinking and sighing softly. This parting, dear, gives me pain. Sudden pause then consternation, And I think it's sure a joke That the old clock in the tower Should peal off a solemn stroke. They stop at the porch of the annex, They would kiss if they only could, And I think as I quietly sit there, Better beat it while your shoes are good. But they linger yet a while longer, Two more couple come strolling along, Their hands are touching each other, Their hearts must be one sweet song. Shall I mention their names but briefly, Or is there no need to explain, One couple is Kausrud and Vennema. The other Franklin and lVIcI..ean. I could name you some more without trouble That hold hands and linger there, Miss Patrick is one of a couple, Miss Davis is one of a pair. But from persons to facts I will take you And end up my little song, The dinner goes on at seven-thirty, The clock is three minutes strong. I57 Three minutes is short I acknowledge, But to these people precious and sweet just time enough I am thinking- F or a date to be made complete. Oh yes its complete I assure you, They certainly fix it neat, As I gaze the next night following,- I just witness a mere repeat. They hold hands I've already told you Their heads are in secret inclined, And sure to the eye invisible, Their hearts must be also entwined. Do you think, O you youthful maidens Because you have lover Stout That we, the more unfortunate, Have nothing to think about. We spend our spare time studying, Our beaux are far away, And though we don't now go fussing, That's not saying we wont some day. Now this story has a moral, As all tales surely do, But I will not reveal it, lt's merely up to you. G. W. S. PUZZLE Why was Anna May so interested in the Stout-St. Olaf game? Answer:-U-'---.U Teacher:--f Are Ministers and doctors producers or consumers3 Miss MacArthur:- They are neither, but mendersf' .......... Tl Ralph Waldo:- I don't believe I know you ladies but does that make any particular difference? I58 1 DIS HAR STGUT Ay come all vay from lVlanasota Tu dis slcule call Stout Dis har cook and sewing bisness For tu study out. Ay ent going to work on hotel Yuggling dishes all my life Ay slcoll larning proper vay, and lVlalc some Lumber yaclcu gude vile. But Yee Whiss, dis monlcey bisness Vat yu call it-- Chemistry, Ve har many big exploshuns, Ay ban scart, by Yiminee! An dis stufl-oh ay forget now Vat it is-Psychology, ' Ya shure, dats it, how yu say it Yumping yiminee, dats gets me. Yerusalem! Ay som tam vonder, Vat dis teacher's tink ve ar, Always kep us yumping, running First on dis, den over har. R. W. A TOAST A health to the girl that can dance like a dream, And the girl that can pound a piano, A health to the girl that writes verse by the ream, Or toys with high C in sopranog To the girl that can tallc, and the girl that does not: To the saint, and the sweet little sinner 'Y But here's to the cleverest girl of the lot, The girl that can cook a good dinner. --W. C. D. in Good Housekeeping l59 A LIFE DREAIVI There! little girl, don't cry! They have llunkecl you in Chem, I know, And PsychoIogie's jokes, And fooclstudy notes, Are things of the long agog But Junior troubles will soon pass by. - There! little girl, don't cry! There! little girl, don't cry! They have Ilunked you in Bi, I knowg And the good old trips Up Wilson Creek, Are things of the long ago, But Phys., Chem. and I-IowelI's will soon come by. There! little girl, don't cry! There! little girl, don't cry! They have broken your heart, I knowg And the fellows to burn That are handsome, we learn Are things of the long agog But Madison holds all for whichyou sigh There! little girl, donlt cry! M. M. With apologies to Riley, -11--.-il EXTRACTS FROM THE MAXIIVIS OF IVIET!-IUSELAH'S WIFE Editor's Note:-This little book was discovered at the same time as the Maxims of Methuselahf' but the editor has had much difficulty in translating it, and for that reason it has not been published before. As many parts of the book do not concern the women of our own day, the editor has deemed it advisable to put before the public only such parts of it as may help some soul to understand the life about her. CHAPTER I Editors Note:- This chapter was practically destroyed in excavation. 6. General advice as to cutting. 7. Chem. classes. I I-IZ. Snap courses. 6. Verily, I say unto thee, it were better to have eaten lunch at the Monte than to have cut Psychology. I6O 7. Cut not thy Chem. classes, for the day cometh when thou thyself shalt be cut, the Hunk notes shall come out, and thy name shall be spoken by all lips. I I. Beware of the Snap courses, my daughter. Shun her who sayeth: Lo, l never went to class and yet l drew an E. IZ. For the day of the snap course is past, and the Biology exam. calleth the roll. CHAPTER II 5-6. The Faculty and her ways, 7-8 She meeteth a student, 9 She smileth, IO- I 3 She giveth tea. 5. The ways of a faculty, who can understand them? 6. She lectureth fast that no one may follow herg she giveth much required readingg even an hundred pages at a time. Then she spriugeth a quiz, yea, she examineth unannounced. 7. She mecteth thee up Wilson Creek after thou hastcut her class. 8. When thou placeth thine oar between thy face and her eyes, she sayeth sweetly: Good afternoon Miss ---- . 9. She smileth on thee all the days in class, verily, she beamethg but when thy report- card cometh in, thou hast an F. I0. Hast thou seen a D. S. girl at a Faculty tea? Notice her and observe her ways. I I. She smileth much and is fussed and sayeth often, I do not care for any more. IZ. She feeleth her hands that they are large, for she spilleth her tea. I3. She seeth the Instructor of the course which she is flunking and she riseth straight- way and goeth to her and sayeth: I am So interested in my work. CHAPTER lll S H I-last thou seen a student clean her room? Verily her speed is as the speed of Uncle am , She hideth the wet dish under his fellows, the tumbler drielh she not, the fudge pan gathereth much bacteria. 4. l say unto thee, the voice of her who thinketh she can sing is as the alarm clock which goeth off at six in the morning, for it disturbeth every one but the owner thereof. 5. I have seen the maiden in her gymnasium suit: She leapeth into the air, yea, verily, she doeth the Spanish dance. 6. Shd raiseth her arms over her head to dreamy musicg verily, she is a scare crow which Happeth in the wind, for grace is not in her, she is very awkward, yea, even as the dancing class. 8. l have heard a maiden train her voice, behold lhave seen her preparing for an exam. 9. ln the lone places in Tainter basement she crieth Ha! I-la! Ha! She riseth on tip- toe, she breatheth deep as in agony. IO. Then she goeth forth to class, but she forgetteth her formulas, yea, her poise, il is naughty. I I. So that the faculty looketh at her and sayeth: Thou hast not control from tl.e centre, thou hast no soul and thy diaphragm, where is it? IZ. As a candle which sputtereth and goeth out, so is the -lunicr who needs must wait on table and make a 7:l5 class in Psychology, yea and there is no light of the sun or the moon and she loseth her way. I6I G fl P E fi 'Q X lt , I - ,W if t qtllltg' f l Alcoholsis undigestibilitis, spreadsifolia-eommunis. Most every family. Infection from this plant often necessitates the doctor. It is a native of Wales and the Welsh rabbit is often seen making a meal on this plant. Toastaiis-humoiis, noisesome. This plant is cultivated to a great extent in Me- nomonie. It needs lots of water lest it get dry. This is a good plant for the table. Invitis Formalaens, multus varietas. fThe Bidberry plant., A shy and beautiful plant but exceedingly rare in Menomonie. Fudge is considered good for this plant, Stung-againiensis, try-oncemoria, Slcidoo family. The nettles on this plant often sting terribly but the leaves of the Solid plant, if applied within a few days, are nearly always healing. 162 IN THE LIBRARY M. T. Junior? ML Buxton has asked us to get some good book on art. He says he is going to make artists of us. What book would you suggest? Mrs. H. Morris f Hopes, and Fears for Art. D. S. Seniorzrf - Mrs. Hahn, have you a 'Mann' l can take? Mrs. H. No, but here is a 'Batchelderf Miss P-r--ns:-' uAre these books in the library, 'Till the Doctor Comes' and 'Cooking for two?' Mrs. H.W Yes, l saved them for you. Some favorite books and who draws them: Abbott' Gentle Measures in the Training of the Young. Gabriel. Mortonf' UFirst Aid to the lnjuredf' Schneider. Bryantff ul-low to Tell Stories. Mr. Promberger. Everett Ethics for Young People. john. Dewey'- The School and Society. Shannon, Ronald' l..uncheons. Miss l-leydon. Colvinef-npattern Making Kinks. Schaefer, R. F. E, Woodworth 'iGrinding and Lappingf' MacAleavey. Hill 'rcooking for Two. Miss Vennema. Snyder' Human Foods. Miss Swan. Terrillf 'Household Management. Randall and Shannon. ' Chittendon The Nutrition of Man. Miss Schoonmaker. Noyesff 'il-landwork in Wood. Dallman. Merrill Winning the Boy. Miss Kernan. Forbush The Boy Problem. Miss Woodhead. The Blank look that Miss K. wore when she was i'Heiden was simply Rich, And did you see Margaret Turner head and Hstella Stranen to see who came in? We wil never re Gretta Munro Doctrine. If Helen Canti' do you think that Lillie Otto, or shall UErmine Carey it? Say, was iVlerton Lyon when he told us that story? Frances Vvoodheadn the procession. Of course, it shall be just a Bertha Wills. Did you hear Sara Moen when Hazel Hall ed her out of bed? Ruth Woodward oft, and Anna Parry the blow, when anyone tried to lay Hanson Blank. Will Charles Ransiern home. ls that cook book in, Ujust we Two? I63 LATEST BOOKS BY POPULAR AUTHORS Biography of Morgan Grace Gesell. Mercer's Thirsty john. A charming romance for those who know. uThe Story of Pat. -'Inez Walsh. Memoirs of 'Stonewall' Marcella Arthur. The 'Tice' That Bind -Vera Baker. White As a 'Swan' ' E. D. ltor. The Wearing of The 'Green' N Loretta Reilly. Much Ado About Tyrrell Author unknown. u . u u ss Dearien' Gladys Franzmann. The Pedagoguei' Camilla Franklin. Letters from Chinanf Cora Pelkey. The Barry fiery' Vivian Madsen. If You Can't Keep Warm, Move fto Alaska? H E.. Carey and C. Ethier An Ode to Lenore + Jean Shannon. Tippecanoe f'fFarnum and Krebs. Every Day ls My 'jonesey' Daynf Raymond Smith. Should 'Noyes' Be Allowed to lnterfere With School Work? '- Dan Dallman. How to Keep Your Curls on While Dancingn' 'Muriel Franklin. as sc no u sa u as u u INFORMATION BLANK By F. F. Office of Matrimonial Dept. Doctor Cupid Ladies Please read carefully and answer the following questions to the best of your know- ledge and discretion. l . What is your age as shown in the family Bible? 2. What is your actual age? 3. Were you ever engaged? flf so, furnish references., 4. Can you cook? Clf so, what will you cook for?? 5. Can you sew? Clf so, say sew., 6. Can you keep a secret? Ut so, state how long? 7. Do you experience a tired feeling after washing, ironing and scrubbing? 8. Are you addicted to perfume, pepsin, pickles, primping, or pouting? 9. Do you approve of kissing? Ut so, don't tell it., l0. Explain the physiological and psychological difference between a soul kiss and a porous plaster. l l. Do you like children? IZ. Do you believe thirteen is an unlucky number? I3. Attach a statement fnot over ten thousand words? giving a list of remedies you have used for the complexion. l4. Draw a diagram of your family tree, showing any artificial limbs. l5. Would you consider an empty bottle under the bath tub a matter requiring an explanation? I64 BOARDING-HOUSE GEOMETRY The boarding-house has Iong held high rank as a subject for mild sarcasm. Some scapegrace student, instead of studying psychology has evolved the following, which might be called An introduction to the study of plain Iivingf' DEFINITIONS AND AXIOMS All boarding houses are the same boarding house. Boarders in the same boarding house, and on the same Hat, are equal to one another. A single room is that which has no parts, and no magnitude. The landlady of a boarding-house is a parallegramg that is an oblong and angular figure, which cannot be described but which is equal to anything. A wrangle is the disinclination of two boarders to each other, that meet together but are not on the same Hat. All rooms being taken, a single room is said to be a double room. POSTULATES AND PROPOSITIONS A pie may be produced any number of times. The landlady can be reduced to her Iowest terms by a series of propositions. A bee-Iine can be made from one boarding house to any other boarding house. The clothes of a boarding-house bed, though produced ever so far both ways, will not meet. Any two meals at a boarding-house are together Iess than two square meals. If from opposite ends of a boarding house a line be drawn, passing through all the rooms in turn, then the stove pipe which warms the boarding-house wiII Iie within that Iine. On the same bill, and on the same side of it, there should not be two charges of the same thing. If there be two boarders on the same Hat, and the amount of side of one be equal to the amount of side of the other, each to each, and the wrangle between one boarder and the landlady and the other, then shall the weekly bills of the two boarders be equal, also, each to each. For, if not, Iet one bill be greater, then the other bill is Iess than it might have been, which is absurd. ,-ii-.11 COMPOSITION OF COIFFURES fBasecI on investigations held at the bottom of the coasting hill in IVIenomonie,Ian. I3, I9I IJ Real hair - - I0 per cent Rat or wire roII 40 per cent Detachable puffs 20 per cent Switch - - 30 per cent l. .... R. H. C. 'I-Iis ears laugh as his mouth goes by. I65 THE MICROBEIS SERENADE A love lorn microbe met by chance, At a swagger bacterial dance, A proud bacillian belle, and she Was first of the animalculse, Of organisms saccharine She was the protoplasmic queen, The microscopical pride and pet Of the biological smartest set. And so this infinitesimal swain Evolved this pleading, low refrain: Oh, lovely metamorphic germ, What futile scientific term Can well describe your many charms? Come to these embryonic arms Then hie away to my cellular home And be my little diatone. His epithelium beamed with loveg He swore by molecules above She'd be his own gregarious mate Or else he would disintegrate' This amorous mite of a parisite Pursued the Germ both day and night And 'neath her window often played This Darwin-Huxley Serenade: Oh, most primordial type of spore, I never met your like beforeg And tho a microbe has no heart From you, sweet germ, l'll never part. We'll sit beneath some fungus growth Till dissolution claims us both. fcteorge Ade Even after all this North Pole controversy we have with us a Parry who is becoming 3 Cook. Miss Fox, telling about leaving Devils Lalcezf We didn't have time to say good bye We only shook hands. 166 4 V i . g , 7 A 4. LASTING INFLUENCES OF STOUT INSTITUTE The influence of an institution is difficult to define. Its influence does not forma single concept, but a combination of many and varied ones. Were it possible to abstract from the life of an institution its power to convey knowledge and skill, the task of tracing its influence would be comparatively easy. One goes to a school for the purpose of getting a stock of new ideas of learning and skill in using themg but when one stops to think how much more he gets in the way of character building, which is of inhnite value, he finds himself in a quandary as to what changes really have taken place in his character during his stay with the school. Compare for instance a person first entering Stout Institute with one of its graduates. His at- titude toward work has changed, he has gained standards of work and character from his co- Iaborers and instructors of the schoolg and has gained a new idea of what life means. Of course it depends upon the receptive quality of the student as to what the change will be during his stay at Stout Institute: upon the plasticity of his mindg upon his power of self analysis in his own life to find out his faults, as well as his good qualities, and eventually upon his will power to curb the undesirable traits and build up the desirable ones. In this process the school has an important duty to perform, first to help the student realize his deli- ciencies, and an equally great duty to help him find his most efhcient qualities. An institution that does not perform this double function, fails in building up the highest standards of charac- ter and efficiency in the students. One of the lasting influences of Stout Institute is the setting of standards of work along its various lines of activity. The student does a piece of work. He has reached his standard, but the instructor points out to him features of weakness in his concept, by description or by comparison with an excellent product of the same kind. The student is seldom able to real- ize the standards set by the instructor, but the ideal will stay in the mind of the student to af- fect future efforts. A student once completed an inlaid box. The inlaying was excellent but the joints of the box were poor. The instructor said, The joints in your box are not up to your standard of excellency in the inlaying. That standard has always remained with the student. In the same way the students gain ideals of teaching, of class discipline, of personal appearance, and of character thru the lives of the individuals in the institution. Let it be borne in mind that the teacher going out from Stout Instute will inculcate these habits and tendencies toward behavior in the minds and lives of the students he goes out to teach. There is another influence to which every one is subjected and that is the personality I67 of the different people with whom one works as co-laborer. A person hncls his ideals of life not in a single person but in a great number of persons. In one he may find his ideal of hon- esty, in another his ideal of honor, in another persistency in gaining a desired result, and so on indefinitely. And to the extent that these qualities become fixed in the character of the indi- vidual, does this influence become a factor in life. A third lasting influence of Stout Institute are the friendships made, John Keas says, I would not live without the love of my friend, and Trumbell says, Friendship consists in being a friend, not in having a friend. Here we have the two secrets, hrst that friendships are of the greatest value to one, and second that true friendship must be built on the desire to serve. One who desires friends must want to serve and this desire is one of the greatest motive forces today. Anyone who grasps this idea at Stout Institute gains an asset of great value, first as a teacher of boys and girls who require service in shaping character, and second as a member of society which needs service in shaping its ideals. In so far as the graduates of the school lay hold of these lasting influences do they be- come successful teachers and useful members of society. The teacher who is only seeking personal ends, who is not interested in securing standards of efficiency, of character and conduct of those taught, has no place in the schoolroom. I-Ie is a detriment rather than a help to the best interests of humanity. He is not giving the boys and girls of our schools what Theodore Roosevelt calls, A Square Deal. April 29, l9l I. Geo. G. Price TI-IE STOUT IDEAL AND TI-IE STOUT SPIRIT The futures of the Stout alumni depend on the Stout ranking thru out the country in competition with other institutions in the production of instructors, directors and supervisors of industrial educational work. Success in this competition would be largely enhanced by a more active support of the Stout Ideal and the Stout Spirit . The HStout Idealn is the development in its graduates of the highest possible standard of workmanship and teaching efficiency for the promotion of I-Ionor, Skill, and Industry. The Stout Spirit should mean that every one connected with Stout is a booster for all of Stout's commendable activities. It should mean a mutual helpfulness between Stout graduates and a mutual strife for a high HStout Ideal. The Stout Ideal and the 'SStout Spirit are and should ever increasingly be made felt, as established recognized facts, in every community where an alumnus takes up the work. With the Stout Ideal and the Stout Spirit already established and recognized facts thru the efforts of the founder, faculty and school, the promotion of these two essential factors in our future mutual success depends. The Stout School and faculty should maintain the Stout Ideal and encourage the Stout Spirit , in the student body in seeing that the student activities, be they social, literary, athletic or the regular clay's work are controlled by the Stout Ideal and encouraged by the Stout Spirit . These two factors should be impressed on the 168 alumni in living up to the Stout Ideal , which we now more than ever before help to raise or lower, and by exercising the uStout Spirit, thus widening the knowledge and appreciation of these factors so essential to the future of Stout and its alumni. The Stout Annual should be an annual message of glad tidings from the source of light. It shoud throb with the StoutSpirit . It should represent the best efforts of many willing minds from the faculty, student body and alumni. Each should consider it a duty and privilege to contribute to the best of his ability in the interest and success of the Annual. The purpose of the Stout Alumni meeting should be a renewal and cultivation of the Stout Spirit . It should be an occasion of good fellowship and mutual assistance as well. There should be a fratermal feeling at these gatherings. With the high standard of workmanship and teaching efficiency already established by the school in its graduates, as shown by the grade of positions they are able to demand, as a basis on which the alumni may further the Stout ldealii and build the Stout Spirit, this organization should rise to such eminence that a membership in it would be accepted as a recommendation thruout the land. This would necessitate that the membership ever stand for the high i'Stout Ideal promoted by the i'Stout Spirit , the spirit of mutual helpfulness by which each stands ready to recommend a worthy brother to promotion. R. D. West KITE DAY The making and flying of kites has received a great deal of attention during the last few years, due to the fact that older people have experimented with them. Men of Science have found them particularly advantageous in securing results to certain aerial schemes they are try- ing to work out. All of this has been carefully watched by the boy and thru imitation he has found great pleasure in developing a certain knowledge of aerial craftsmanship. The possibilities of kites are great, the varieties of kites are more than few, the making of kites at home is an excellent pastime, also the flying of the kite is very interesting to the boy as there is more than :in added interest, and better than all, it seems to awaken an inventive development in him. He thinks out a certain idea and immediately puts his idea into con- struction. All of this requires good, hard, original thinking. The kite day for Columbus was planned by the manual training department, under the supervision of Director W. B. Dee, with the co-operation of E.. S. Marten, secretary of the recreation department. The kite contest is as follows: Twenty-five boys from each of the 5A, 5B, and 6B grades from each of the forty-three schools of the city will participate, Memorial day being chosen as the contest day. The contest will be the first of its kind in Columbus and is expected to be very interst- ing. All of the kites will be made from material furnished by the Board of Education. When the plan was suggested to the boys thruout the city it was met with a hearty applause. Since the announcement of kite day, boys have seemed to take a double interest in I69 their work and are always anxious to relate some experience they have had at home in the construction of a box kite, an aeroplane model, or what not. The kites for the contest will be of two designs, bow and box 'kites all of the same shape and construction. The boys are required to make a mechanical drawing of each be- fore making the construction of the model. Four prizes are to be offered, One to the class making the best kites, One to the boy making the best kite, One to the boy sending his kite out the farthest, One to the boy getting his kite up the quickest. April l0, l9l l. T. Grant Raitt, Columbus, Ohio. To The Alumni Editor 'ln response to your request for a few lines to the Annual, I thought it might not be amiss for one now engaged in teaching manual training to say a few words in regard to the value of a thoro preparation for this particular work. We sometimes feel, while attending school, that many of the subjects taught are of little value, and that the time might better be spent at some other work that seems more bene- ficial. But, little do we know at that time what demands will be made of us after leaving. This being the case, the scope of preparation cannot be too broad. Different communities have different ideas, and since a teacher is very much ofa migratory being it is well to be pre- pared for all emergencies. The work in manual training has not yet developed to such an extent in most cities that aspecial teacher can be employed for each branch taught, so, usually, one man must be 'slack of all Trades. He must be a carpenter, a cabinet maker, a pattern-maker and molcler, be well versed in mechanical drawing, and what not. These are all things that the public looks for in a manual training teacher, and they rather expect one to be quite an expert in each line. They do not stop to think that in about two years, the time usually spent in preparation for this work, one cannot be an adept in so many vocations, each in itself a speciality. So it be- comes necessary in order that we may make good and arouse and increase the interest in man- ual training that we make ourselves men quite proficient in several of the above named branches. We can never expect to be an expert in all of them but should be prepared to teach these branches in excess of the extent to which they are being introduced in the public schools. But, in order to do this, one must be a student at all times, in school and out of school. One occasional summer session at some good college or university is time well spent and money well invested. V However, all the training cannot be acquired in the shops alone, for much of it is theory and must be learned from books. The teacher of manual training should spend a goodly l70 portion of his spare time in reading and studying literature, of which there is at the present time quite an abundance bearing directly on shop subjects. This not only broadens one's knowledge along these lines but emphasizes and clinches the things learned by experience in the shop. ln addition to being able to handle a variety of shop subjects, the public usually ex- pects us to be able to do one other thing, the training for which is often badly neglected, and that is to stand before a crowd of people and talk fluently and intelligentlyg in other words, to address an audience. This is something people feel we ought to be able to do because we are teachers and because of the kind of training we have had. People usually do not stop to think that training for public speaking is not made a strong feature in every educational institu- tion. If this one phase of our education has been overlooked we may often be at a disad- vantage, for in many schools it is customary that the teachers talk to the students at morning exercises, or take charge of chapel exercises at different times during the year. It is also cus- tomary in some localities to call upon the teachers to address small gatherings on some topic of public interest. The greater one's ability to do these things the better is one's standing in the school or community. Thus, it appears to me, that we cannot get too much preparation as teachers, It matters not along what, nor how many, vocational lines we may have had some training or experience, there will always come a time when that experience will be most valuable. M. Wm. Heckman. n --1-ii. THE PARABLE OF THE SCROLLS By E.. H. Harlacher fDedicated to the class of I908.D Tho the first shafts of morning light had begun to gild the distant mountain peak, the near by city slumbered. The aged priest stood as usual before The Temple of the Scrolls contemplating the sunrise. A builder on his way to the city approached. As was his wont he carried in one hand a setting maul and in the other a gift of flowess for the shrine in the temple. May the goddess of morning greet thee a thousand times , said he to the old man as he entered to deposit his gift. V At the opening of day when others were hurrying to their active employment the guardian of the temple was in no mood for pleasantries for at this time he felt the great gulf that divided him, a man of letters, from what he regarded his more fortunate brothers, the men of action. As the sturdy builder was about to pass the learned priest he paused and said, Why art thou of all men desponclent this beautiful morning? If I could but take thy place and spend my day among the writings of the ancients in the Temple of the Scrollsl am sure yonder I7l lark could be no happier than I. Truly thou art a thousand times blest to have such grand company while I must direct the building of yonder city gate with only common laborers for companions and thots of stone and mortar, for company. For the first time the old keeper of the temple made answer. That thou mayest know the folly of thy words listen to what the reader of books has to say for, wilt thou believe me, but now I envy thee. Many years ago when I passed the seven tests for scholarship I was appointed keeper of this temple. My ambition grew. I would dig up all the treasured knowledge of the past. Scroll after scroll I studied. Night became day. I forgot the living present in my mad search for the dead past. My brothers knew me not and I knew not them. I was a stranger to mine own. Now I have received my due reward for men say of me, :Lo he is the greatest scholar of all times. The builder looked perplexed and said, And thou art not happy? Far from it. I have great thots but most of them are copies. I am a mental storehouse of the products of other minds. My knowledge of the past enables me to see great things to do but this does not make me act. I read of great things done but do nothing. I am like an athlete trained for a race that was never rung like a building planned but never builtg like a bridge that was never crossed. Ihave great learning but I produce nothing. Ioriginate nothing. Inever act. As he ceased speaking the old man's eyes were cast down and his face was sad, But presently he looked up and placing his hand on the shoulder ofthe builder said, Ent thou with much less learning hast done vastly more than I. For thou hast a thot in stone and presently it becomes an arch. Thy thots are purposes and thy purposes become realities. For a moment the slanting rays lit up two faces, one eager, one thotful. Then the builder turned to mingle with the men of the living present and the scholar to mingle with the men of the dead past. 11.-l-1-1 INDUSTRIAL EDUCATION IN THE SOUTH Montgomery, Ala., March I5, l9l I. Stout Annual, I9l I. Industrial Education is, no doubt, needed everywhere, but I think it is needed in the South most of all. As in almost everything else, the South has been somewhat behind in ed- ucation, but is now making rapid advancements. One look at IVIontgomery'sIarge new I-Iigh School and its equipment in the various departments will convince anyone that Montgomery is up to date. Manual Training and Domestic Science were just introduced this year and both have become very popular with the students and the general public. Altho the equipment was large to begin with, it will be doubled for next year. Instruction in bench woodwork 172 and mechanical drawing are now given, but with the additional equipment, woodturning and branches of drawing will be added. I am very much pleased with teaching conditions here and prospects are very bright. The South is O. K. Very truly yours, I-I. G. Funsett. M. T. Class of l909. -lvl-li DOMESTIC SCIENCE IN THE SOUTHLAND Even in the States of the Confederacy, where all the work of the household has been left to the colored servants for these many years, Domestic Science is coming rapidly to the front. Of course the Southern woman has many prejudices to overcome before she will have any desire to know how to do her own housekeeping, and actually doing it is still further in the distance. We Northerners may criticize her too harshly for this unless we have been in the South and know the conditions that exist there. But the prejudices are being overcome and many women are anxious that their daughters shall learn what they, themselves, have never known. Many of the girls are interested in the work which is being done in the kitchen and serving room. Some of them begin in a very mincing manner and are quite shocked at some of the things they are told to do, but soon they seem to realize the reasons for these things and are really anxious for the cooking or sewing day. The work is so novel to many of the stu- dents that they think it great fun. Occasionly one hears a teacher make such a remark of a delinquent student as, Perhaps she can learn domestic science, she cannot learn history. Of course the domestic science teacher feels complimented and wishes that the said history teach- er might have had a course in focd chemistry and dietetics at Stout, so she would realize what an easy subject domestic science is. But on the whole domestic science is appreciated and Southern educators have much respect for the education from the North which is going to aid the South so greatly in solving her servant problem. Very truly yours, Miriam Hooker. rlii- FRGIVI VIRGINIA I-Iampton, Virginia, March 27, I9l I. My dear friends of the Stout Annualr To all, whoever you may be, I send my heartiest greetings. Perhaps the late date of this letter may be accounted for in the fact that it is from Virginia. During the lirst two months of my stay here, that opinion would have been thoroughly conhrmed in my own mind, but at present though the conditions in this part of the country are vastly different from our Middle States, I feel keenly sympathetic with the'Southern spirit in many ways. Only con- servative changes will allow the retaining of its individuality which is undoubtedly charming, Virginia is the most progressive state in this section along the lines of Domestic Science, Manual Training, and Agricultural work in the schools. The state pays for the maintenance I73 of this work in one I-Iigh School in each Congressional District of Virginia. But of this, I am not going to write, feeling that as Americans, as well as Stout Institute students, you may be in- terested in a little of the history of the first free school in America, 6'The Syms-Eaton Academyf' Hampton, the home of this school, is the oldest incorporated town in the United States, and it was here that john Smith landed before going up the James River, where he founded Jamestown. It is very decidedly a Southern town, tho it is not as typical as some of the towns farther inland. In I634 Benjamin Syms bequeathed two hundred acres of land and eight cows for the maintenance of a free school in this county. One month Iater Thomas Eaton willed another grant of land for the same purpose. From that time until alter the Revolution- ary War two separate schools were maintained according to the intentions of the founders, with the exception of the war time and a few years previous, when the property was shamc- fully neglected. After the war, in order to protect the property of the two schools they were incorporated as one by an act of the Assembly. From this time on the school prospered, and a position as trustee was considered a very great honor. During the Civil War, Hampton was burned and with it the school house, but fortunately the deeds were taken to Richmond, where they passed safely thru the siege and were brought back to Hampton and recorded. After the war, the school was rebuilt and, at the present time, there is standing a red brick building on the walls of which hangs the original will. Since coming here, I have not come in contact with any people who were in the school work but was very glad to note that lVIr. Cole would teach in the summer school at the Uni- versity of Virginia. At Christmas time I had the privilege of spending a delightful week in Washington, S. C., at the home of Mrs. P. M. Anderson, known at Stout as Miss Grace Harden. Her success as a home maker certainly is a fine recommendation for Stout Institute, With kindest wishes for happiness and success in the work, I remain Very sincerely yours, Clarasia Martha Works. .-..-1-----m.-i- DOMESTIC SCIENCE AT ELY, MINNESOTA Being a stranger in the state of Minnesota, Iam not prepared to discuss the State Public Schools as a whole, but I am pleased to drop a few words of commendation for our public schools here in this little mining town. Ely has a population of about five or six thousand, which is made up chiefly of foreigners, namely Austrians, Finns, Swedes and Italians, with a light sprinkling of English and Americans, and yet under the wise and skillful manage- ment of Supt. C. I-I. Barnes, the schools throughout the town and adjoining settlements have been brought up to a high standard of excellence. The department of domestic science is emphatically needed in such a locality, as many of the foreigners are comparatively new-comers and entirely unused to the American mode of living. In this course I have found the young I74 girls, without exception, interested and anxious to learn, but slow and awkward at first. After a half year's work thru the seventh and eighth grades and a full course thru the freshman and sophomore years they become wonderfully capable. During the sophomore year each girl is required to purchase materials, prepare and serve a luncheon to ten people for 51.50. Owing to the high cost of food stuffs it is not an easy problem to figure out a dainty, tasty and complete luncheon for Sl 50. ln the line of sewing, we emphasize neat and careful work in preference to a large amount. The result is that the girls are not satisfied now with the class work which pleased them a year ago. ln the junior year their time is given to Household Decoration, Pottery, Art Needlework, Leather and Brass Work. Some representative work from our Domestic Science and Manual Training depart- ments competed with other schools at the State F air last F all. We got first place and won the silver cup, which has proved to be a great incentive for good and better work this year. What's the matter with Ely? Elizabeth Dodson. ONE. VOCATIONAL PHASE OF MECHANICAL DRAWING ln seeking for a course in drafting that would be of the most value to the greatest num- ber of students in the high school offering the manual training in the hrst two years only, architectural work presents the greatest possibilities. Considering the number of boys who will follow the machine trades, the number who will follow woodworking trades and allied lines and the number who will follow neither and will have only incidental use for the knowledge and ability gained in their manual training work it is evident that architectural drawing and the lines of work that may be connected with it is by far the most practical. Where the work is in but the first two years of high school, extensive work in machine drawing cannot be carried on for several reasons. The lack of time, lack of room for sufficient shop courses to balance and parallel the work and the degree of difficulty that is necessary to make the machine draw- ing worth while are some of the reasons. The technique gained in other phases of drawing is gained in architectural work, an appreciation of one line of industrial activity which will come reasonably close to all later on is cultivated and a practical working knowledge is gained which will be of value whether the boy should elect to follow the trade or not. The local conditions will have a very definite bearing on the course. ln the city where the leaning, if any, seems to be toward the woodworking lines the following best meets the conditions. Ir is what is be- lieved to be the solution of the problem in one type of school under its own particular condi- tions. ln the Stillwater High School the manual training is offered to the first and second year boys only. The first year of drafting, two ninety minutes periods per week, is given over to l75 lettering, use of instruments, working drawings and the principles of projection. The second year drawing, same time per week, as at present planned, will consist of several sheets of arch- itectural details, copies of one or more typical floor plans, a sketch of the drafting room and Hoor plan to scale and two problems in house planning. The first problem in house planning is a small fuel house. As worked out this year it is about twelve feet by fifteen, inside, has a gable roof, matched siding and a brick foundation. It involves the type construction of a simple frame building. ln presenting this problem all of the information necessary is presented in the form of notes and specifications. When necessary sketches are put on the board and new details named. Many of the details have been learned at the beginning of the course. ln no case is the same problem used to illustrate a detail that will be drawn by the student. While the fuel house is not a stupendous project it covers the type constructions, gives a definite knowledge of a building that is very likely to be actually needed, tends to appreciate a very healthy appreciation of details and gives the stu- dents the technical knowledge necessary to work on the plans of a small house. The fact that the son can discuss intelligently the plans for improvements on the home and even offer criticisms of value is sometimes a very excellent point for both the boy and the school. The conventions of floor plans are known from the plan made of the drafting room. The size of the fuel house, walls, dimensions for coal bin, wood rack, work bench, etc., are given the student and the plan made. Attention is paid to the construction of the coal bin as regards convenience in placing and getting the coal and keeping the dust where it belongs, placing of the wood rack in the least valuable space and yet convenient, lighting of work bench, etc, The type framing details have been made at the beginning of the course. A sketch on the board gives the names of new details. The method of working out the pitch of the roof and some of the possibilities of the steel square are covered briefly. The framing plans for the front and left side and the elevations for the same follow in order. For supple- mentary work the lumber bill can be worked out stating the number of feet of the various kinds and sizes to be used and estimating the total bill. The number of problems of value, such as sections and interior details, not merely repetitions of work already gone over, that are available in connection with this project and the following one is one of the strong points in favor of the architectural work. Following this are the plans for a small house or bungalow. A number of sample plans are at the disposal of students. These are consulted, a series of notes are taken relative to the arrangement of rooms, materials to use in construction, etc., and books on the subject of house planning are referred to. The size of the house and the construction will be limited to such a degree that the cost of building will be within the reach of the average family. Building operations in the city can be studied when representing what is being drawn. Note can be made of the materials. Some idea of the cost of materials and the possibilities of the local supply has been gained in the other problem. For supplementary work comparative costs based on local prices can be worked up. How far such work can be carried out and still be considered a part of the drafting work lies with the one presenting the course. There are, of course, many possibilities in the way of correlating the drawing work with a carpentry course. The study of materials could probably be worked out more in de- I76 tail were this done. It cannot be at present for a number of local reasons. With the supplementary work ommitted the course is sufficient for the average student. Clyde A. Bowman, Stillwater, Minn. EDUCATING THE CHILD The greatest power and the richest treasures of our state are the children of our public schools. Everything that we do to minister towards the building of the right kind of character in our children means that we shall have higher minded and more intelligent citizens to carry on the affairs of the common wealth in the future. Not alone for the individual then is it wise to give the child the best during his early years, but for the progress of the race, for it is only thru education that progress is possible. Because so much depends cn the child, and because by far the great majority of the homes can not furnish the proper material for his development, it is the business of education to prepare him for happy, efficient citizenship. ' While the period of education is from three to twenty-six or more years, there are very few who can spend more than a small fraction of that time in the schools, hence the need of selection of material for education arises, and becomes one of profound importance. The best course of study places the kindergarten as the hrst two years of the childs school life. If the child is left to his own devices until he is seven or eight the range of his activities is so small when he does enter school that not only his development may be arrested, but if his enviroment has been wrong, he may he started in bad habits or even in vice. The kindergarten strives to strengthen the good habits begun at home and to check the bad in- fluences. The work is based on the interests and tendencies of the child. The spirit of cheerfulness, the feeling of enjoyment of the work, and of regards for the rights of his fellow playmates are the marked characteristics of a well trained kindergarten child. Another funda- mental thot of the kindergarten is to aid the child to express his feelings thru some outward means. What the child can express in one form or another he enjoys and understands. That which furnishes opportunity for self-expression is that which educates. Manual training and drawing are classified under expressive work. Music also appeals to the child. From it he not only gets enjoyment, but thru the use of the excellent songs prepared today he has a means of expression and finds something to make his life fuller. As society realizes more and more that its duties to itself demands the provision of the best for the education of its future members, then shall we find more men and women reach- ing the ideal for the truly educated. The educated man is happy. Happiness counts in the possession and use of one's full powers. He knows the truth and the truth has made him free. He feels the beautiful and the beautiful has macle him gentle. He wills the good and the good has made him strong. Helen Crombie Clark. I77 STANDARDS IN MANUAL TRAINING CLASSES If there is any one conditton that manual training teachers must recognize and prepare to meet above all others, it is the general awakening on the part of the superintendents. prin- cipals and the public, of what constitutes a proper standard of work in the various manual training subjects. The idea that to put a boy at a task in a shop is necessarily beneficial is much less prevelant than formerly. It is coming to be understood the manual training shop is a place which affords unusual opportunities for extraordinarily good training or- extraordinary bad training. It is being found that there is no magical influence for good in tools and ma- chines and shop equipment that habits of inaccuracy, shiftlessness, and general inefliciency are just as easily and sometimes more quickly acquired than their opposites. Ir is not alone in habits of conduct and skill of construction, however, that values are being more clearly defined and standards raised. To meet with complete approval, a given problem must include the best art elements and also present whatever is appropriate in indus- trial significance. In order to be successful then, the present day teacher must attain high standards in the creation of a busy and business like shop atmosphere, in the requirements of proper methods of execution and construction, in the development of appreciation of design, and in the planning of courses that shall not only be more pedagogical but also have more of an industrial content. In my estimation our own Stout Institute has contributed much in this upward move' ment. The influence of the school itself, and the work of its hundred of graduates has always been, and will continue to be a force that will tend to establish the manual arts upon a more logical and more defensible basis. Louis F. Olson, Madison, Wis. ----ll-. THE SCHOOL LUNCH To educate children is an expense but a right and just expense, if this education is given to the healthy child, and, to the properly nourished child. But this expense becomes a waste, if this education is extended to the underfed or the illy nourished individual. It is the privilege of every child to receive a fair and liberal education, but before ex- tending such education the condition of improper nourishment should be removed. In trying to eradicate this evil of wasteful expense, we are confronted with a long-timed agitated pro- blem-the problem of School Lunches. This is not a fad, not a frill, and not a fashion, but a serious reality, and a matter of great importance. This problem has been very lightly and passively thought of by many cities and locali- ties, but it is gradually coming to the front to stay. The time is not far off when in every school, even in our remote rural districts, there will be planted firmly, the School Lunch Sys- tem. I78 It is to be regretted that parents have been too long in realizing the vast importance of this matter. They have lost view of the fact that diet has a direct relation to growth. This growth may be mental, moral, or physical, or all three combined. Food taken into the body should contribute to these three lines of growth in correct proportions. It is an easy matter to feed the body without giving any forethought to the result of such feeding and with such thoughtless feeding the development of the body is not and can not be correct. Food should not be given in such proportions and quality that will cause any one of these lines of growth to be a sacrifice to some other. Certain foods may be used to contribute mainly to the physical development and thereby neglecting other phases. For ex- ample, the excessive Flesh eaters have greatly undeveloped brain power, partly due to the kind of food eaten. The more civilized and rehned person makes a more careful selection, and he lacks this bestial development, but has the mental and moral development along with the physical. Look to the various nations and study what they eat and its gives one a fairly good insight as to the character of the development of the nation. Some one has said and much truth there is in it. lbelieve, Tell me what you eat and l will tell you what you are. I firmly believe that there is a close connection between mental development and the charac- ter, quantity, and quality of the food. The diet of the school child includes, in a broad sense, the diet of the individual for 23 years. This time may be divided into four periods?- First?-' early childhood which means infancy to completion of the period of rapid growth. This is often termed the restless ageinextending from 3 to 8. Second:-Middle childhood fa short period after rapid growth, and sometimes called the slowing up period. Third:-A-Later childhood a uniform period of growth extending from the uslowing up to the adolescent, somewhere near IZ or l4. - Fourth: Adolescence:-'which extends from approaching maturity to completion of growth. ' Children from three to eight years, the restless age, need food especially adapted to nervous temperaments. Food that is nourishing, soothing, and attractive. Such as good milk, eggs, fruit, green vegetables, cereals. Avoid the rich foods as pastry, heavy cake, hot bread, rich puddings, tea and coffee. These last named are difficult to digest, and to the nervous child act as an irritant and cause the child to become fretful. Dr. O'Shea, aphysician whose opinion along this line is of value, cities cases wherein children of nervous ailings have been cured by the use of proper diet. During the restless age from 3 to 8, there is an intense development of the sense of taste and desire for variety in food. Kirkpatrick in his child study talks says: Variety in food develops the instinct of eating in such a way that by the time the child is 3 or 4, sensations of taste occupy a prominent place in his consciousness. This continues for several years and there is probably no time in life when the sense of taste is more intense than at 5 or 6. To gratify the desire for agreeable food and to avoid disagreeable tastes is at this time one of the chief motives in life. It is possible to influence temperament thru diet. It is at this early periocl more than I79 at any other, that the seeds of character which grow and bear fruit thruout life, are planted. Some of our best educators go so far, as to say that in selecting women for responsible posi- tions, they would not look so much to the record of her degrees and work at college, but rather to her record of life before the age of 7. The second period, or slowing up period, is the time when all activities of the body are slackened or retarded. This age needs careful attention so that the following years may be full of vigor. Unless at this age the child be given a careful diet, and careful attention to avoid overtaxing, the child will later suffer from the dreadful nervous diseases as St. Vitus Dance, Cholera, and the like. The age up to ten is marked with great tendencies to infec- tion. For this reason it is better to omit meat entirely or use it sparingly until after the age of ten. Instead of meat, the following foods may be used:-eggs, milk, cereals, fruits, and green vegetables. The third period, eight to twelve, marks a more uniform growth. Ar this age the nutrition of the body must be kept up so as to prepare the child for the age of adolescence. lr is a common occurence that the poorly fed child of this age, often falls behind in growth and development, height and weight when compared with the child that is more carefully fed. The age of adolescence covers a long period including the life of the college as well as the high school life. During the age of adolescence there is a great demand for sugar, and food in the form of sweets. This craving for sweets is a natural one. These sweets should be given freely but they should be of the proper kinds, as plain sugar, simple sweet desserts, fruit sugars, and when eaten immediately after a meal, they seldom disturb digestion. Sweets are such a con- densed form of energy that the craving for them at this time seems almost instinctive. ln feeding the school child it must be borne in mind that we are dealing with a brain worker, who is an indoor worker, and not a wood chopper, who is an outdoor worker. In the planning of a lunch for the school child, these points must be considered:---time for recreation after lunch is eaten, digestibility of food, composition of food, food value of food, its preparation. For instance, if the time for recreation after lunch is very short, say 20 minutes, food must be selected that will digest easily and in a short time, and, at the same time furnish suffi- cient nourishment to stay the child over until the night meal. The following may be usedfua glass of milk, ginger cookies, simple sandwich, as lettuce and chicken, graham wafers, a bowl of good soup, zwieback, dish of rice pudding, cocoa, fruits, as orange, apple, figs. All these are easy to digest and furnish enough nourishment to tide the child over until the next meal. Let me cite, if you please, the atrocious tastes of school children. They demand and ask for foods as pie, rich cakes, rich puddings, fried foods, fried oyster sandwich, ham sand- wich, and various other foods that are an abomination to the brain worker. These named foods are unfit for the school child. They cause him to be drowsy, inattentive, and loggy. ln nine cases out of ten, if sleepy and non-attentive children are questioned as to their noon or breakfast meal, the reply will certainly explain the cause of non-attention. Much has been, and is being done by school authorities to do away with the vile push carts on the streets, and the atrocious eating houses and food stands which are a menace to 180 hundreds of our children yearly. ln the city of Washington the principal of the Friend's School had trouble with the push cart men. One day a pupil whose father is manager of a large hotel said in a speech before the school authorities that a push cart man had offered to buy all the ice cream left on the plates in this hotel. This put an end to Push-cart trouble in this school. In Springfield, Mo., a case arose that should have awakened the sleepy public to the fact that in their own city the vilest kind of food was being sold to innocent boys and girls. A young boy purchased a sandwich at one of the public food stands. A few hours after eating this food he became violently ill and later very much nauseatedg and thru over- exertion as a result of this nauseous condition, hemorrhage in the brain resulted. For months the boy was not in his right mind, he was unable to even speak one full sentence. All this was brought about by this severe case of ptomaine poisoning. The schools thruout the world are working to secure the school lunch system, but parents have not as yet co-operated willingly with the school authorities to help this work along. K A few cases might be citied to show what some of the schools are doing. ln one of the schools of New York the teachers in charge found that the boys from her school spent their pennies for ice cream sandwiches and ginger beer. This teacher, after much struggling, served a glass of milk to each child for one cent, and persuade the children to bring bread and butter from home. The day has been won. Many of the country schools in the state of Maine are working out schemes for serv- ing the dishes to the children. The state of Minnesota is enthusiastic to the extreme along this line. 1 ln Rochester, New York, over ll00 pupils are fed daily in each of the two high schools. The scheme employed here has been such a great success that many of the factories in that city have started the serving of hot lunches to the working people. The Rockford, lll., high school serves over 250 each day. Altoona, Pa., high school serves several hundred every day in a very few minutes. This system has so appealed to the manufacturing plants of that city that they have started a similar system in their factories. The various high schools of Chicago, Lewis Institute, and various other educational in- stitutions of Chicago are using this lunch system with great success. ln the Eau Claire, Wis., high school, over 500 pupils are fed daily in less than IZZ minutes of time. Grand Rapids, Mich., introduced this system in their new elegent high school building last january. Grand Rapids, Wis, high school has made a success of the lunch problem. ln the Milwaukee, Wis., Normal School several hundred are fed daily without any jar or friction, and both faculty and student body are delighted with the situation. Philadelphia is introducing this work thruout the city. The William Penn high school is one of the foremost ones. Look to the far western states, and they have been up and doing what every progres- sive city and locality should be doing. ln Wilmington, Del., the only public high school in the state, introduced the system ISI in January, I9I l. The people have been exceedingly slow in realizing the importance of this work. European countries have so out done us in this phase of progress that it becomes nec- essary for us Americans to take a back seat with surely, no credit to us. ln England before 1902 most of the cities were giving free lunches for school children. ln Paris, for 30 years, this work regarding the furnishing of school lumches has been going on. And today Paris is proud of the success attained in this work. Physicians thruout the country have made tests with school children before and after the introduction of the school lunch, and statistics show a marked increase in development, and grade work, after the child had been under the regime of the school lunches. Whenl say every child has a right to be fed properly and correctly, l do not mean to say that costly and luxurious food be bought, but whatever food is used, let it be of the high- est standard, and in smaller quantities if the latter be necessary. Would that parents would realize the importance of having their children eat clean and wholesome food, instead of allow- ing them to spend their coppers for vile, unclean unwholesome food. Rather let children go hungry than fill their stomachs with vile, dirty, food which is alive with bacteria. Parents owe it to their state and nation to feed children properly so as to have this rising generation grow up into fully developed men and woman who will be able and cap- able of preforming their duties as American citizens according to the higest standard. I herewith give a list of references which may prove' helpful to some cooker in domes- tic science, who will be confronted with the problem under discussion. Daily lV'eals of School Children, Caroline Hunt, U. S. Bulletin. Outlook. Journal of Home Economics. Boston Cooking School Magazine. School Education, March l9l0. Jennie V. Gossling, Wilmington, Delaware. THE ONE HUNDRED CALORIE PORTION The time devoted to the practical application of dietetics in the average home is insig- nificant. At present there are comparatively few housewives who know the value of a glass of milk, a pound of beef or flour in the terms of food and fuel value. Many can give the cost per pound but few, I believe, can give the comparative costs and fuel values. ln order to maintain healthful bodies quite as much depends upon the knowledge of food and fuel values, in order to make suitable selections of food and regulate the amounts eaten, as upon the preparation of food. The necessity for the proper preparation of food is, af present, acknowledged by many, and in order to understand the underlying principles which govern the best cooking of food, 182 knowledge of their compositions, changes which may be produced in them by cooking and other processes are essential. In addition to the above mentioned, the housewife should know just how much energy a certain amount of food contains, how much energy man uses up in a day and finally how to prepare balanced rations for man, the same as farmers prepare rations for their stock. Dr. Beverly Robinson, of New York, says, ' All medical men today who are thougth- ful and informed, recognize fully how much more important it is to prevent disease than to cure it, and it is true that a large percentage of sickness and insanity is due to lack of knowledge in the preparation and cookery of proper rations. If the above is true, than it is the duty of all housewives to get as much information as possible on what man's daily ration should be, not only in dollars and cents but in other terms such as ounces or measurements and calories.- Every food taken into the body helps to build it up, give energy or both. The amount of energy that this food gives can be measured, i. e., we have a definite unit of measure of en- ergy, just as we have a unit of linear measure, the foot or yard. The unit of measure that we use in determining the amount of heat energy that any food will give to the body is called the calorie A calorie is approximately the amount of heat required to raise the temperature of one pound of water four degrees Farenheit. Physiologists, by the use of four or five methods have determined about how many cal- ories are used by man hourly and the results vary according to whether the man is at rest, sitt- ing up, doing light exercise, moderate exercise, severe or very heavy work. Hencezw' Man asleep requires hourly 65 calories. Man sitting up requires l00 calories. Man doing light exercise requires l 70 calories. Man doing moderate exercise 290 calories. Man doing severe work requires 450 calories. - Man doing very severe work requires 600 calories. For illustration, in case aman weighed one hundred and sixty pounds, if he sleeps eight hours he uses up five-hundred and twenty calories, if he sits up, doing nothing, about six hours. perhaps while eating or reading, he uses six-hundred and if he does light exercise, say to and from work an hour's time, he uses one-hundred and seventy calories. Then perhaps his work calls for moderate exercise where he is expending two-hundred and ninety calories per hour, Working nine hours, he uses two-thousand six-hundred and ten calories. The sum of these expenditures in calories is three-thousand nine-hundred. Now this energy must all be replaced by food. The problem is how much food and what kind ought the man to eat to keep himself in good condition and be able to do his work cheerfully and well. It is here that our knowl- edge of dietaries and balanced rations cannot be to great. ln studying the fuel value of foods and by this l mean the number of calories that foods will produce, we find that a one-hundred calorie portion is easy to handle, i. e., we find out 183 how much of each kind of food will give one-hundred calories of heat and call this a portion. The following is a list of common foods and the amounts required to give one-hundred calories. Cranulated sugar - - 2 level table spoonsful Butter - l level table spoonsful Corn Starch 4 level table spoonsful Lard - 2-3 level table spoonsful , Flour - 4 level table spoonsful Corn meal 3 level table spoonsful Rice - 2 level table spoonsful Milk - 3-4 cup full Egg - - I large Apple - - l large Raisins - 2 I-2 level table spoonsful Dried Prunes Q - 3 cubic inches Cheese - l I-2 cubic inches Canned Peas - 2 large servings Bread - An ordinary thick slice Rolled oats - - l l-2 servings Potato ---- l large Let us see how much we can use the above figures. F or example use the following menus: Breakfast Oatmeal, l large serving, l00 calories. Sugar, 2 table spoonsful, 200 calories Cream, l-4 cup, l00 calories Coffee Potatoes, 2 large, 200 calories. Bread, 3 slices, 300 calories Butter, I l-2 table spoonsful, l50 calories Bacon, a large serving, 200 calories Dinner Ham, large serving, 400 calories Baked potatoes, 2 large, 200 calories Canned peas, l serving, 50 calories Apple sauce, l serving, l00 calories Bread, 3 slices, 300 calories Butter, 2 table spoonsful, 200 calories Lemon pie, l piece, 300 calories Supper Bread, 4 slices, 400 calories Butter, 2 table spoonsful 200 calories I84 Peach sauce, l00 calories Cold pork. 300 calories Chocolate cake, 200 calories. Milk, 250 calories The above daily ration, figured with amounts required for just one person, will pro- duce four thousand two hundred and fifty heat calories, an ample amount for a man doing severe exercise and putting in long hours. A twelve year old boy, weighing seventy-seven pounds, doing very light work requires only twelve-hundred and fifty-four calories. A man five feet and eight inches tall, weighing one-hundred and fifty-one pounds re- quires about twenty-two hundred and seventy calories, if doing very light work. Now this is only one phase of the knowledge required in order to scientifically balance a day's ration. One must not only know how many calories are required for man, but should know in what proportion to serve food. By the latter I mean how much of the food served should be starchy, fatty or protein food. ln fact several things influence the amounts and kinds of food in adiet. Some of them are the age, sex, season of the year, weight, height and lastly the kind of work that is done by the person. i And thus you see that this subject is much to large too discuss in so small aspace. How- ever this information cannot help but aid the housewife to a certain extent and the knowledge that girls attain in schools of Domestic Economy is invaluable. ,lllix-1 Domestic Science for High School students is becoming more possible every day. The new instructor going to anew community finds new conditions to meet in every case. The success and growth of the department depends in a large measure upon the instructor. She will find one community able to understand only the practical results, while another puts most stress upon the theoretical. She herself must keep a reasonable balance, live up to her own ideals of thoro preparation, while at the same time she must satisfy the public in the things they can understand and appreaciate. By doing this she will win their hearty support and cooperation in the project she is most interested in. It is not the easiest thing to meet the patrons of school, especially in the case of the new teacher and yet one must meet the fathers and mothers of the new students if the best results are to be obtained. ln my experience one of the most satisfactory methods for accomplishing this purpose has been the serving problem. The expense may be met in any one of three waysg first, by 185 each student, if able, paying one clollor for each meal she servesg second, by selling tickets to invitated guests, and third, the school boad, if itdesires, may set aside a definite sum to be used by the class for that purpose. This year the board voted two dollors apiece for every girl in the serving classes, each girlvto serve two meals to six friends. The girl carefully plans the meals, menu, preparation, serving, and list of guests under the direction of the instructor, does her own marketing, and brings twelve friends into the school kitchen during the term. These guests come from every social class in the town so that from meeting them and talking with them a good general idea is gained of the directions in which the department can grow best. lncidentally the department is well advertised. V Barbaba Sweet, St. Joseph, Mo. T KINDERGARTEN CLASS OF l906. Ir is with much pleasure that l look on the two years the kindergarten class of '06 spent so profitably at Stout , not only from an educational point of view, but from the stand- point of friendship. The class spirit began to show itself early in the Hrst year and ripened very rapidly, owing to the personal interest of our supervisor Mrs. Martha Logsden Coull. The class spirit thus developed had a tendency to make the girls do their utmost to advance the standards of the class as a whole, as well as the individual. Since leaving Stout the class spirit which made the girls feel that they belonged to one large family, has been kept up by means of the ever welcome uClass letter which circu- lates alphabetically. What joy it brings with it and how the letters are read and re-ready then it is hurried on so that it amy soon return bringing news of school work and of the homes. When the two years at Stout were ended the class of '06 scattered in all directions to take up its chosen work and each one taught for at least one year before changing her work from that of Kindergartner to that of Homemaker, a ulife certihcaten being granted to each one that made this change. The wedding march was headed quite properly by our supervisor, Mrs. M. L. Coull who became Mrs. John A. Greenlee. She was followed a year later by H. Breck, Jayne E. Burrowes, and l-latty Lou Smith, then Grace Dahlberg gracefully fell into line, and also Evelyn McMillan and Gussie Grover. The girls who are still teaching are doing so with great success, and l feel sure that the class as a whole will join with me once more in saying Hurrah for Stout our Alma Mater. Josephine B. Nott. I86 STOUT KINDERGARTEN CLASS OF l905 ln the fall of I903 the Naught Five class was born. On that memorable day the wind blew not at all, the thermometer rose to IOOQ and the air sparlclecl with the brilliancy of the sun. All nature was jolted by this protentious event, for the Naught Five class was des- tined to become the real chocolate fcreamj of all classes. There was more courage, more I4 karat brightness, and more hefty intellect amalgamated in this class than in any other. Their fifteen story minds were a wonder to all. You've surely heard of us, of course, We're famed both far and wide. Our knowledge, strength and brilliancy, Are impossible to hide. You will lind us scattered thru the west, From Wisconsin to the coast, We've traveled far from dear old Stout The college of which we boast. ln the far-away city of Everett, You will find our little Eva, On the broad rich plains of North Dakota, Miss Dillon, in gay Aneta. Elinor Field, the city of Billings, Found in the state of Montana, And Miss Dayton in fair Minneapolis, ln Eau Claire, our dear Johanna. Blanche Millerin the city of Ironwood, Hermione Silverthorne, Wausau, Martha Field, the village of Ossea, Jessie Adams in Waukesha. We hear of our Elizabeth Sumner ln the fine city of Hibbing, And Ringling's gay city of Baraboo Sees Wanda Dudgeon performing. Little Miss Lawler is true to old Stout , Loitering there in gay pleasure, Well she realizes Menomonie, Has in those schools a rare treasure. Elinor Field, Billings, Mont. l87 TI-IE. I 909 I-IOIVIEIVIAKERS I I-lark ye all. Listen with earnest intent to the destiny of those who first took leave of the Alma Mater's most favored course. When on the opening day of school in September, l908, three girls, Enid Isaacson, Adelaide Dunn, and Gussie Niles found their way to the Yellow Cottage , the first home of the Homemakers, they were greeted by Mrs. Maria Arnolds, who was to be their inspira- tion for that year. For some time these three fortunate girls were the envy of all their sisters, who were heavily laden with lesson plans and methods of conducting classes. But temptation was too strong for some, and before the year was ended, the future home establishers had swelled their number to five, by the addition of Edna Vidger and Ida Hanquist. The second semester went on very smoothly and proved the department, which was in the experimental stage, a great success. The growth since has been upward. Before the end of the first year Miss Hanquist decided to carry her experiment a little farther and after attaching Martin to her name, established a home for two in Chicago. In June of l909, Mrs. Hobbs, who had succeeded Mrs. Arnold as chief adviser, bade farewell to the remaining four homemalcers. She sent them out confident that they were well ready to battle with the ever rising cost of living which is baffling those less fortunate heads of homes who have never been trained to serve a well-balanced, hygienic meal at ten cents a plate. Mrs. Hobbs and the other members of the Stout faculty were not the only persons who realized the worth of such knowledge for in less than a year Miss Niles became known as Mrs. Murdock and is now overseeing the household of a scientifically conducted farm in Brodhead, Wis. The culture of Stout homemakers has been spread broadcast. Way down in sunny California Enid Isaacson made preparation for a permanent home in Menomonie and she, is now Mrs. Earl Steenclahl. Now you have heard of the success of all but two of these first homemakers, Adelaide Dunn, who is still at home in St. Cloud, Minn., and Edna Vidger, who is attending the Uni- versity of Washington, and during leisure hours assisting her mother in scientific housekeeping, These last two maids have not by any means become bachelor girls, but still plan on the size and color scheme of their future home. The first class sends Greetings to the class of l9l l and the Alumni. THE I-IOIVIEMAKERS OF I9I0 This class consisted of only three members. Miss Walker is now teaching in Rock- ville, lnd., as instructor in music and sewing, Miss Orr will complete the regular domestic science course at Stout this year while Miss McCoy is at her home in New Richmond, Wis. 188 KINDERGARTEN CLASS OF 1901 Elsie M. Danger, Mrs. Charles H. Kircher, Og- den, Utah. Stella H. Devereux, Teacher, Ada, Minn. Mary Ehrhard, Supervisor Kindergartens, Menom- onie, Wis. Edith M. Fitzgerald, Teacher Kindergarten, Hon- olulu, Hawaiian lslands. Marguerite A. Grannis, Mrs. P. O'Malley, Bayfield, Wis. Blanche A. Ring, Mrs. V. A. Huntzicker, St. George, Utah. Edna B. Thomas, Mrs. Adam Airis, Eau Claire, Wis. Alice V. Wilson, Mrs. A. E. Walrath, Chippe- wa Falls, Wis. KINDERCARTEN CLASS OF 1902 Margaret Feldhausen, Racine, Wis. Cora Morford, Teacher, Merrill, Wis. Minnie Perry, Algoma, Wis. Bess Alice Thayer, Mrs. Hector L. Bourgerie, Minneapolis, Minn Edith Webber, Mrs. W. Fulmer, Chicago, lll. Harriet Wilson, Mrs N. Curtis, Carrollton, Ala. KINDERC-ARTEN CLASS OF 1903 Anna Bandli, Teacher, Spokane, Wash. Cora Barron, Mrs. Grant, Modesto, California. Laura Cox, Mrs. Chas. Williams, Augusta, Wis- Amy james, Teacher, Shawano, Wis. Adalyn james, Mrs. Frank Bissell, Edgar, Wis. Myrtle Lillie, Teacher, Wausau, Wis. Carrie Powers, Teacher, Chippewa Falls, Wis. Gertrude Relph, Mrs. Ralph Sowden, 102 South B. St., Arkansas City, Kans. Florence Rowell, Mrs. Tom Anderson, Med- ford, Wis. lda Tonnar, Mrs. Thornton Mathews, Spokane, Wash. Stella Trainor. KINDERGARTEN CLASS OF 1904 Alice Lester Bennett, at home, New Richmond. Wis. Nina O. Blank, at home, Reedsburg, Wis. Lydia Bundy, wife of Rev. Clyde Blakeslee, Hud- son, Wis. Gertrude Faye Butterfield, Mrs. W. H. Wolpert, Antigo, Wis. Lillian Caesar, Mrs. Alvin Greenwood, 860 Cor- bett St., Portland, Oregon. lda Callahan, Tacoma, Wash. Mary Jane Carney, Mrs. Louis F. Olson, 514 East johnson St., Madison, Wis. Maud Alice Davis, Teachers College, Columbia University, New York City. Mary George, Teacher, Eau Claire, Wis. Anna Johnson, Mrs. Frederick Noer, Glenwood, Wis. Katherine Kelly, Teacher, Eau Claire, Wis. Florence Eleanor Richardson, Mrs, john Ballan- tyne, New London, Wis. Bessie Sargent, Mrs. Arthur W. Roper, Menom- onie, Wis. Helga Toft, wife of Rev. H. Glenn, Grand Forks, N. D. Pearl Xvilley, Teacher, Hayward, Wis. Franklin Worthington, at home, Richland, lowa. KINDERGARTEN CLASS OF 1905 Jessie E. Adams, Teacher, Waukesha, Wis. Almeda Dayton, Teacher, Red Wing, Minn. Lelia Dillon, Aneta, N. D. Wanda Dudgeon, Teacher, Baraboo, Wis. Blanch Farquharson, Mrs. Elmer Miller, lron- Wood, Mich. Eleanor Field, Supervisor of Kindergartens , Bill- ings, Mont. Martha Field, Osseo, Wis. Johanna Holm, Teacher, Eau Claire, Wis. Marguerite Lawler, Teacher, Menomonie, Wis. Hermione Silverthorn, at home, Mausau, Wis. Elizabeth L. Summer, Teacher, Hibbing, Minn. Eva Varnell, Teacher, Baraboo, Wis. KINDERGARTEN CLASS OF 1906 Mattie Austin, Teacher, Kenosha, Wis. Henrietta Josephine Breck, Mrs. F. L. Nott, Col- umbus, Ohio. Lydia Bretl, Teacher, Houghton, Mich. Mora von Briesesi, Teacher, Wausau, Wis. jane F.. Burrows, Mrs. Gerald Arnold, Gales- ville, Wis. Alice Caesar, Teacher Kindergarten, School for Feehle Minded, Chippewa Falls, Wis. Grace Dahlberg, Mrs. Lewis David Crane, Crane, Wis. Gussie Grover, Mrs. Roy Chady, Oshkosh, Wis. Elsbeth H. Hatch, Teacher, Racine, Wis. Helen Hughdahl, Teacher, Eau Claire, Wis. Evelyn R. McMillan, Mrs. Francis C. Cutter, Schnectady, N. Y. Elizabeth C. Momberg, Teacher, Wausaukee, Wis. Bessie Peck, Teacher, lronwood, Mich. Laura B. Powers, Teacher on Ranch, Glendive, Mont. Sadie L. Slagg, Teacher, Eau Claire, Wis. Hattie Lou Smith, Mrs. Irving R. Hippenmeyer, Fort Atkinson, Wis. Henrietta C. Zander, Student Pascavant Hospital, 192 East Superior St., Chicago, lll. KINDERGARTEN CLASS OF 1907 Bessie Brown, Visiting 107 W. Popular St. Stock- ton, Cal. Lillian Brown, Mrs. L. Page, 107 Popular St., Stockton, Cal. Bertha Drowatzky, Teacher, Grand Rapids, Wis. Ida Dumville, Teacher, Marinelte, Wis. Leone Hanton, Mrs. B. L. Smith, Barnesville, Minn. Susan McCutcheon, Mrs. M. D. Garrison, Thorpe, Wis. Minnie Murphy, Teacher, Eugene, Oregon. Fannie Scribner, Mrs. A. A. Michaud, 1501 East 2nd, St., Duluth, Minn. Emma Strand, Mrs. C. Rockman, Barron, Wis. Hallie Sutherland, Teacher, Rice Lake, Wis. Myrta Thomas, Teacher, Payson, Utah. Jennie Vernon, Teacher, Kenosha, Wis. Mary Wilcox, Teacher, Eau Claire, Wis. Martha Wilson, Edgerton, Wis. KINDERGARTEN CLASS OF 1908 Marjorie Bailey, Teacher, Wausau, Wis. Maude Bartlett, Teacher, Eau Claire, Wis. Beryl Campbell, Teacher, Rice Lake, Wis. Helen C. Clark, Teacher, Wausau, Wis. Edna Hamar, Teacher, Marinette, Wis. Clara B. Jahn, Teacher, Cannon Falls, Minn, Jane Kyle, Teacher, Appleton, Wis. Grace Lusk, Teacher, Boise, Idaho. Mayme Mayers, Teacher, Wausau, Wis. Minnie Pingel, Teacher, Sparta, Wis. Agnes Pinkerton, Teacher, Hibbing, Minn. Helen Quinlan, Teacher, Burbank, Wash. Emma Schweppe, Teacher, Medford, Wis. Catherine Sullivan, Teacher, Bayfield, Wis. Alice Tilleson, Teacher, Merrill, Wis. Bertha Volkman, Teacher, Edgerton, Wis. Margaret Young, at home, Wausau, Wis. KINDERGARTEN CLASS OF 1909 Hazel Arnold, Married, Niagara, Wis. Ruth Byrne, Teacher, Nekoosa, Wis. Della Decker, Teacher, Hudson, Wis. Ella Drowatzky, Teacher, Omak, Wash. Sadie Egleston, Teacher, Oshkosh, Wis. Gwendolyn Fenton, Teacher, LaCrosse, Wis. Alice Frautschi, Teacher, Chassel, Mich. Bonnie Grimshaw, Teacher, Mondovi, Wis. Marie Huntsman, Teacher, Calumet, Mich. Cora Hurlburt, Teacher, Brookings, S. D. Iva Liver, Teacher, Menomonie, Wis. Agnes Lewis, Teacher, West De Pere, Wis. Elsie Maurer, Teacher, Marshfield, Wis. Ruth Morrison, Teacher, Rice Lake, Wis. Pearl Neuman, Teacher, Merrillan, Wis. Bessie Van Hale, Teacher, Mauston, Wis. MANUAL TRAINING CLASS OF I904 -I. H. Bonell, Instructor State College, Brookings, S. D. V. E.. Thompson, Director Manual Training, Grand Rapids, Wis. MANUAL TRAINING CLASS OF I905 Harvey McComb, Director of Manual Training, University ol Porto Rico, Rio Piedras, Elmer E. Miller, Supervisor Manual Training, Ironwood, Mich. Edward T. Snively, Instructor Manual Training, High School, Fort Dodge, Iowa. john O. Steendahl, Instructor, Portland School of Trades, Portland, Oregon. MANUAL TRAINING CLASS OF I906 F.IIery W. Barber. Robert H. Corzdie, Director Manual Training, Northheld, Minn. L. M. Cole, Director Manual Training, Milliken University, Decatur, Iil. Glenn H. Hill, Director Manual Training, Boise, Idaho. Geo. R. Holeton, Director Manual Training, Win- nebago County Agricultural School, Winneconne, Wis. Rollin Marsden, Director Manual Training, Full- erton, California. Louis F. Olson, Supervisor Manual Training, Madison, Wis. Amos D. Stetler, Assistant Manual Training, Pub- Iic Schools. St. Louis, Mo. Allen D. Towne, Director Manual Training, State Normal School, Kirksville, Mo. Stephen F. Wall, Director Manual Training, Fond du Lac, Wis. F. Huse-Webster, Director Manual Training, Meadville, Pa. MANUAL TRAINING CLASS OF l907 Valdamere V. Beers, Director Director Manual Training, Janesville, Wis. Louis F. Best, Director Manual Training, State Normal School, LaCrosse, Wis. Ira S. Fuller, in business, LaCros:e, Wis. Harry A. Jacobson, Director Manual Training, Crystal Falls, Mich. Jay F. Knowlton, Director Manual Training, MANUAL TRAINING Paul H. Bailey, Supervisor ManuaITraining, Ash- land, Wis. Charles A. Brockus, Armington, Montana. Charles W' Byrnes, Director Manual Training, Green Bay, Wis. Fred L. Curran, Instructor Manual Training, Stout Institute, Menomonie, Wis. Edward Engeseth, Director Manual Training, Wauwatosa, Wis. Eugene H. Harlacher, Superviscr Manual Training, Eau Claire, Wis. J. Raymond McNeeI, Teacher Manual Training, Seattle, Wash. Max F.. Newcomb, Supervisor Manual Training, La Crosse, Wis. Frank L. Nott, Instructor Columbus Trade School, Columbus, Ohio. Minot, N. D. Adolph Raeth, Teacher Manual Training, Mil- waukee, Wis. Theo. H. Smith, Teacher Manual Training, Seattle, Wash. Clarasia M. Works, Director Manual Training, Hampton, Virginia. CLASS OF I 908 Arthur L. Osen, Director Manual Training, Ne- gaunee, Mich. Thomas S. Rees, Supervisor Manual Training, Racine, Wis. Benjamin W. Spaulding, Teacher Manual Train- ing and Principal, Bozeman, Mont. Frank S. Steakel, Director Manual Training, Man- itowoc, Wis. Luis L. Touton, Instructor High School, Kansas City, Mo. Newton Van Dalsem, Director Manual Training, Neenah, Wis. R. D. West, Director Manual Training, Menom- inee, Mich. Henry T. Zittleman, Teacher Manual Training, Minneapolis, Minn. MAIVIUAL TRAINING CLASS OF l909 Max H. Bauman, Director Manual Training, Mobile, Ala. Grant A. Bonell, Director ManualTraining, Salem, Oregon. Clyde A. Bowman, Supervisor Manual Training, Stillwater, Minn. R. E. Chloupek, Director Manual Training, Baker City, Oregon. Theodora Catlin, Teacher Manual Training, Frank- fort, Kentucky. Arthur R. Coram, Teacher Manual Training, Rio Piedras, Porto Rico. I-I. G. Funsett, Director Manual Training, Mont- omer Ala g Yr - Henry C. Gerber, Director Manual Training, Stanley, Wis. Chas. P. Kavanaugh, Teacher Manual Training, Antigo, Wis. Michael Kavanaugh, Director Manual Training, Muscatine. Iowa. James F. Mclieever, Director Manual Training, North Side High School, Milwaukee, Wis. O. M. Miller, Teacher Manual Training, Colum- bus, Ohio. Claude E. Nihart, Teacher Manual Training, Butte, Mont. George G. Price Instructor ManualTraining, Stout Institute, Menomonie, Wis. L. M. Rcehl, Director Manual Training, Dunn County School of Agriculture, Menomonie, Wis. Harvey Schaar, Director Manual Training, Ely, Minn. MANUAL TRAINING CLASS OF I9I0 Ray E. Abercrombie, Teacher Manual Training, Ely, Minn. Frank H. Beckman, Teacher Manual Training, Everett, Wash. Floyd V. Churchill, Director Manual Training, Winona, Minn. Albert M. Cornwell, Supervisor Manual Training, Fort Smith, Ark. Irl R. Davis, Director Manual Training, Blue Earth, Minn. Charles A Flagg, Director Manual Training, Bay- field, Wis. George F. Grant, Teacher Manual Training, Butte, Mont. M. W. I-Ieckmann, Instructor Manual Training, Normal Industrial School, Aberdeen, South Dakota. Ernest E. Heuser, Director Manual Training, Po- catello, Idaho. Martin W. I-Iilgendorf, Director Manual Training, Butler, Penn. Edvard Huntemer, Director Manual Training, Normal School, Wayne, Neb. J. Nevin Johnson, Director Manual Training, Canby, Minn. Chris Lindem, Instructor Manual Training, Nor- DOIVIESTIC SCIENCE Alice M. I-lodge, Director Domestic Science, North Yakima, Wash. Nina Lowater, Instructor, I-Iigh School, Rock Elm, Wis. Mrs. Alma W. McMahon, Director Elementary Manual Training, Iowa State Teachers' College, mal Industrial School, Aberdeen, South Dakota. Wesley R. Lockwood, Teacher Manual Training, Columbus, Ohio. Vernon G. Nichols, Director Manual Training, Douglas, Arizona. Ervin A. Peart, Teacher Manual Training, La Crosse, Wis. T. Grant Raitt, Teacher Manual Training, Col- umbus Ohio. I-Ienry Schaefer. Teacher Manual Training, Ironwood, Mich. Loren Shove, Director Manual Training, Fertile, Minn. Albert Siepert, Teacher Manual Training, Mont- clair, New jersey. Frank I. Solar, Director Manual Training, Hib- bing, Minn. Earl M. Stauffacher, Teacher Manual Training, Manual Training High School, Indianapolis, Ind. Earl W. Vangilcler, Teacher Manual Training, Sacramento, Cal. I-Iarvey I-I. Vickers, Director Manual Training, Columbus, Wis. Otis O. Wheeler, Supervisor Manual Training, Chippewa Falls, Wis. CLASS OF I 904 Cedar Falls, Iowa. Anna Schurtz, Supervisor Domestic Science, Calu- met, Mich. Helen Schurtz, Supervisor Domestic Science and Art, Ironwood, Mich. DOMESTIC SCIENCE CLASS OF l905 Pearl L. Bailey, Supervisor Domestic Science, City Schools, and Director Domestic Science, St. Paul Institute of Arts and Sciences, St. Paul, Minn. Louise Christianson, Director Domcstic Science and Arr, Public Schools, Lead, S. D. Marie Christensen, at home, Sunset City, Cal. Jessie Clark, Demonstrator, Madison, Wis. Florence Daggett, Mrs. C. B. McCoy, Dupree, S. D. Edith A. Dahlberg, Instructor Domestic Science Stout Institute, Menomonie, Wis. Hattie Dahlberg, Instructor Domestic Science, Stout Institute, Menomonie, Wis. Mabel Dickinson, Newspaper Reporter, Fond du Lac, Wis. Nellie W. Farnsworth, Director Domestic Science and Art, State Normal, Valley City, N. D. Lou M. Gallaway, at home, Hood River, Ore. May Hansis, Instructor Domestic Science, High School, Birmingham, Ala. Margaret Johnston, Supervisor Domestic Science and Art, Public Schools, Waukegan, Ill. Ruth F. Heller, Director Domestic Science and Economy, Winnebago County Agricultural School' Winneconne, Wis. Madge Lesure, Mrs. Guy M. johnson, Traverse City, Mich. Olive F. McKay, Mrs. Thomas Hedge, jr., Bur- lington, Iowa. Martha Meiklejohn, Mrs. A. V. Kendall, Rock- ford, Ill. Ruth E. Michaels, Director Domestic Science and Art, State Normal School, Mt. Pleasant, Mich. Emily Newsom, Mrs. Sam Wilson, Menomonie, Wis. Eva Richards, Director Domestic Science, Wau- watosa, Wis. Jeanette Steendahl, Director Domestic Science Charleston, W. Va. Louise Streckenbach, Teacher, Public Schools, jackson, Mich. Sara Porter Strong, Instructor Domestic Science Flushing, L. I. Sarah L. Tudhope, Mrs. john Howells, Kansas City, Mo. DOMESTIC SCIENCE CLASS OF 1906 Mabel Adams, at home, Madison, Wis. Mrs. Marion Arnold, Supervisor Domestic Science and Art, Everett, Wash. Nellie E. Babcock, Instructor Domestic Science and Art, High School, Lincoln, Neb. Edith Bemis, Mrs. Fred A. Potts, Empire, Canal Zone. Erica Christiansen, Director Domestic Science and Manual Training, Benson, Minn. Nina Daria, Instructor Domestic Science, Central High School, St. Paul, Minn. Amy R. Gott, Dlregtcr Domestic Science, State Normal School, Millrt gcvrlle, Ga. Mrs. Margaret Gray, Mznomonie, Wis, Grace M. Harden, Mrs. Peter M. Anderson Washington, D. C. Mabel Holthofl, Student Ripon College, Ripon, Wis. Ruth Hood, Assistant Domestic Science and Art, Public Schools, Bellevue, Allegheny, Pa. Cornelia Moran, Supervisor Domestic Science and Art, Public Schools, Waterloo, Ia. Madge Nott, Assistant Domestic Science and Art, Public Schools, Allegheny, Pa. Edna Steves, Mrs. George F. Grant, Butte, Mont. Clarice Weinleld, Mrs. Charles G. Moore, Eau Claire, Wis. Martha Whitham, Caterer, Platteville, Wis. DOMESTIC SCIENCE CLASS OF 1907 Nellie Tucker Adams, Director Domestic Science and Art, Public Schools, Douglas, Ariz. May S. Ames, Director Domestic Science and Art, Public Schools, St. James, Minn. Ann Blackburn, Director Domestic Science, Watertown, Wis. Elizabeth Fulton, Director Domestic Science and Art, State Normal, Cape Girardeau, Mo. Lynne Gagnon, Director Domestic Science and Art, Public Schools, Marinette, Wis. Lucy Gleeson, Mrs. E. P. Christensen, Two Har- bors, Minn. Marion Ingalls, Supervisor Domestic Science and Art, Public Schools, Hibbing, Minn. Augusta Jahn, Director Domestic Science and Art, Public Schools, Houghton, Mich. Florence Lander, at home, Beaver Dam, Wis. Veda McGilIivray, Assistant Domestic Science, Escanaba, Mich. Margaret Pattison, Director Domestic Science and Art, Stillwater, Minn. Elizabeth Pugh, Matron and Director Domestic Science, State Normal School, Greenville, N. C. Martha Schedler, Mrs Chas. Lingeback, Oconto, Wis. Lettitia Snively, Instructor Domestic Science, Wen- dell-Phillips High School, Chicago, III. Wilhelmina Spohr, Assistant Domestic Science and Art, Stout Institute, Menomonie, Wis. Barbara Sweet, Director Domestic Science, Cen- tral High School, St. Joseph, Mo. Jean Worden, at home, Menasha, Wis. Edith Watts, Assistant Domestic Science and Art, Public Schools, Milwaukee, Wis. Carrie Young, deceased. DOMESTIC SCIENCE CLASS OF 1908 Eula Blaisdell, Mrs. Harold Webster, Milwaukee, Wis. Kittie L. Bishoff, Supervisor Domestic Science Public Schools, Ashland, Wis. Ester W. Carlsted, Assistant Domestic Science Public Schools, La Crosse, Wis, Elizabeth Dodson, Supervisor Domestic Science, Public Schools, Ely, Minn. Mayranda Evien, Assistant Domestic Science, La Crosse, Wis. Theo Fenton, Director Domestic Science, Madi- son, Wis. Alice Fruit, at home, La Crosse, Wis. Irma Gorton, Assistant Domestic Science, Public Schools, Allegheny, Pa. Elisabeth Graham, Supervisor Domestic Science Public Schools, Burlington, Iowa. Anna Kramer, at home, Menomonie, Wis. Clarabelle Marsh, Assistant Domestic Science, Mc- Keesport, Pa. Florence Moore, Director Domestic Science, Vir- oqua, Wis. Anna McMillan, Assistant Domestic Sciene, Stout Institute, Menomonie, Wis. Josephine Moran, Supervisor Domestic Science and Drawing, Public Schools, Sheldon, Iowa. Katherine Moran, Teacher Domestic Science, In- dustrial School, Arden, N. C. Caroline Morterud, Director Domestic Science, Two Rivers, Wis. Blanche Newton, Assistant Domestic Science, St. Joseph, Mo. Elizabeth Perkins, Director Domestic Science, Bur- ington, Wis. Ethel Strong, at home, Lake Mills, Wis. Matilda Wasch, Teacher, Onalaska, Wis Amy Wearne, Assistant Domestic Science, Calu- met, Mich. iDOIVIESTIC SCIENCE CLASS OF I909 ' Ethel Anderson, Teacher Domestic Science, State School, Sparta, Wis. Frances Beck, Assistant Domestic Science, Colum- bus, Ohio. Cora B. Burdick, Director Domestic Science, Mon- tana College, Deer Lodge, Mont. Bessie A. Chamberlain, , Supervisor Domestic Science, Antigo, Wis. Brightie E. Considine, Director Domestic Sci- ence, Great Falls, Mont. Genevieve Davis, Assistant Domestic Science McKeesport, Pa. Mildred D. Devereaux, Assistant Domestic Science Everett, Wash. Clifhe S. Englebretson, Director Domestic Science State Industrial School, Frankfort Ky. Anna V. Farwell, at home, Dodgeville, Wis. Nellie Fitzgerald, Director Domestic Science and Economy, Dunn County Agricultural School, Men- omonie, Wis. Jennie Goessling, Director Domestic Science, High School, Wilmington, Del. Elizabeth Hogan, Deceased, April I909. Helen M. I-Iooey, Director Domestic Science, Hat- tiesburg, Miss. Helen E. I-Iough, Director Domestic Science, Ar- gyle, Minn. , Emily Ingram, Director Domestic Sceince, Lady- smith, Wis. Jessica P. Jackson, Director Domestic Science Fort Smith, Ark. Anna C. Jensen, Director Domestic Science, Ne- gaunee, Mich. Edna M. Klumb, High School Instructor Domes- tic Art, Topeka, Kans. C lrflargie Looney, Mrs. Lon Dennison, Tehachapie, a . Edith R. Mc Dowell, Director Domestic Science Dillon, Mont. Marguerite L. McLean, Director Domestic Science, in Playground Movement, Pittsburg, Pa. Ester Moran, Assistant Domestic Science, St Paul, Minn. Grace E. Moreland, Director Domestic Science Hayward, Wis. Francis M. Oliver, Director Domestic Science Humbolt High School, St. Paul, Minn. Jessie M. Oliver, Director Domestic Science, Mo- bile, Ala. Alice C. Patterson, Dietitian, Knowlton Hospital, Milwaukee, Wis. Lucile W. Reynolds, Director Domestic Science and Economy, La Crosse County School of Agri- DOMESTIC SCIE Gertrude Anderson, Teacher Domestic Science, l. O. O. F. Home, Checotah, Oklahoma, Lenna G. Baker, Assistant Domestic Science, Ever- ett, Wash. Etta M. Barnes, Director Domestic Science, Neils- ville, Wis. Hazel B. Barron, Director Domestic Science, Can- by, Minn. Carrie Becklielt, at home, Grand Rapids, Minn. Marie A. Biklen, Assistant Domestic Science, Des Moines, lowa. Myrtle Billings, Director Domestic Science, State Normal School, Nachitoches, La. Louise Binzel, Assistant Domestic Science, Madi- son, Wis. Della E. Bonell, Director Domestic Science, Pres! cott, Ariz. Lucy E. Bonell, Director Domestic Science, Nash- wauk, Minn. Clara Boughton, Supervisor Domestic Science Racine, Wis. Vivian M. Brown, lnstructor Domestic Science Green Bay, Wis. Edna KM. Bryden, Director Domestic Science Grants Pass, Ore. Majorie L. Bullard, Director Domestic Science Alexandria, Minn. Ella B. Butz, Director Domestic Science, Sheboy- gan, Wis. Alice Chase, Assistant Domestic Science, Oshkosh, NCE 195 culture, Onalaska, Wis. Laura Riley, Director of Domestic Science, Chip- pewa Falls, Wis. Lillian L. Ristow, Director Domestic Science, State Science School, Wahpeton, N. D. Lillian Royce, Director Domestic Science, Ogden, Utah. Blanche W. Taft, lnstructor Domestic Art, High School, Appleton, Wis. Emily M. Thomas, Director Domestic Science Glencoe, Minn. Jessie L. Thuerer, lnstructor Domestic Science, Manitowoc, Wis. Nellie Warner, lnstructor School for Dependent Children, Milwaukee, Wis. Ethel U. Wyatt, Assistant Domestic Science, Bur- lington, lowa. Nora Zaudke CLASS OF I9 I 0 Wis. ' Marjorie E. Claycomb, at home, Brodhead, Wis. Mary Colwell, Director Domestic Science, Two Harbors, Minn. U Maybell E. Cornish, Assistant Domestic Science, Houston, Texas. Floris L. Culver, Director Domestic Science, Bay- Eeld, Wis. Ethel R. Dean,Settlement Work, Milwaukee, Wis. Ruth l. Dyar, Student, University of Wisconsin. Edna G. Dyar, Student, University of Wisconsin Lillian Farness, at home, Rice Lake, Wis. Charlotte T. Gallaher, Director Domestic Science Cape Giradeau, Mo' lsabella A. Gold, at home, St. James, Minn. Elsa M. Groll, Assistant Domestic Science, Cin- cinnati, Ohio. Bertha Hansen, Grade Supervisor Domestic Science Muskogee, Oklahoma. Joy Hawley, at home, Rockford, lll. Grace O. l-lodgkins, Director Domestic Science Rhinelander, Wis, Miriam Hooker, Director Domestic Science, Nor- mal School, Athens, Ga. Elizabeth C. Jennings, Teacher Domestic Science High School, Mankato, Minn. Lora V. Jensen, Director Domestic Art Depar- ment, Y. W. C. A., Minneapolis, Minn. Ruby M. Jourdan, Assistant Domestic Science Evansville, lnd. Harriet M. Keating, Director Domestic Science Stockton, Cal. Cora A. Kempter, at home, La Crosse, Wis. Helen C. Lantz, at home, Marinette, Wis. Mabel H. Leedom, Assistant Science Department, Stout Institute, Menomonie, Wis. Mabel L. MacDonald, Assistant Domestic Art, Y. W. C. A., Cincinnati, Ohio. Kathryn, B. Mackie, Assistant Domestic Science Oakland, Cal. Anna M. Madden, Director Domestic Science Winona Seminary, Winona, Minn. Caroline S. Marken, at home, Valders, Wis. Marion I. Mason, Assistant Domestic Science State School of Science, Wahpeton, N. D. Mabel McBain, Assistant Domestic Science Houstan, Texas. Zita N. McGivern, Director Domestic Science, Fond du Lac, Wis. Marie C. Minder, Director Domestic Science, May- ville, N. D. Geneva C. New house, Director Domestic Science Missoula, lVIcnl. Grace W. Ncrton, Director Domestic Science Fertile, Minn. Florence E. O'Leary, Teacher Domestic Science, Austin, Texas. Ruth E.Parker, Director Domestic Science, Marsh- field, Wis. Marcia H. Potter, Assistant Domestic Science, El- Paso, Texas. Ethel K. Rader, at home, Boise, Idaho. Viola C. Raisler, at home, Shawano, Wis. Elsa Rawlings, Teacher Domestic Science, Grade Center, Chicago, lll. Mary Reid, Teacher Industrial work Primary Grades, Allegheny, Pa. Lillian E. Ring, Instructor Domestic Science, Gil- bert, Minn. Agnes M. Russel, Assistant Domestic Science, Oak- land, Cal. Sophia M. Schaefer, at home, Appleton, Wis. Josephine Schuler, Teacher Domestic Science in Grade Center, Chicago, Ill. I Rose D. Sexton, Director Domestic Science, Platte- ville, Wis. Nelle V. Spensley, Assistant Domestic Science State Normal School, Valley City, N. D. Alice W. Stanley, Director Y. W. C. A. Domestic Science, Greenville, S. C. Alma M. Smith, Assistant Domestic Science, South Bend, Ind. Edith S. Swan, Director Domestic Science and Drawing, State Normal, Madison, S. D. Leone E. Taylor, Instructor, Domestic Science, Elementary School of Throop Polytechnic Institute, Pasadena, Cal, I Elma O. Thompson, Teacher Domestic Science Bethel College, Hopkinsville, Ky. Elizabeth Tonigan, Supervisor Domestic Science Escanaba, Mich. Giralda E. Wackler, Supervisor Domestic Science Dubuque, Iowa. Katherine Wackler, Assistant Domestic Science Oakland, Cal. Irene M. Walker, Assistant Domestic Science, Du- luth, Minn. Gertrude M. Whitmore Director Domestic Science, Albert Lea College, Albert Lea, Minn. Hester Wieman, Dietitian, St Luke's Hospital, St. Paul, Minn. Nettie C. Williams, Director Domestic Science University Preparatary School, Claremore, Okla, - Jessie Wilson, at home, Burlington, Wis. Olive A. Wilson, Instructor Needlewoork, State Hospital, Fergus Falls, Minn. Charlotte Winterheimer, Director Domestic Science and Physical Training, Eellevue College, Bellevue, Neb. Helen S. Wolfe at home, Beloit, Wis. Irma H. Ziegler, Assistant Domestic Science, Cin- cinnati, Ohio. THE 1909 HOMEMAKERS Adelaide Dunn, at home, St. Cloud, Minn. Enid Isaacson, Mrs. Earl Steendahl, Menomonie. Wis. Gussie Niles, Mrs. Clayton Murdock, Brodhead, Wis. Edna Vidger, at home, Fargo, N. D. ' THE 1910 I-IOMEMAKERS Grace McCoy, at home, New Richmond, Wis. Lillian Walker, Teacher Domestic Science, and Music Rockville, Ind. Margaret Orr, Student Domestic Science Depart- ment, Stout Institute. I ,- 1 I - kv- u l rw rw rs mmmmmmmmm 'LUmmmmmmmUl Umm 1DilLl1l,I1llD Hit ab ....AL..DU'3 AD--...D WH' Filled is this volume to the brim, And tho perhaps its sense is dim, You see what's made our heads all swim And us to Hunk,--ls that a sin? With solemn voice and low. Thru labors wrought with painful art, And nights where hideous dreams up start, Thru toilsome days with troubled heart And tho'ts by doubt oft rent apart, Can book come out just so? Down in your hearts all censure press, All ye who harbor bitterness, We've done our bestymno more, no less. Will you our weary minds distress, With things o'er which we sighed and sighed? No purple flowers, no garlands green, We ask from critics cold and keen, But may sweet mercy eier serene, With justice now be always seen, And at her bar our case be tried.