Valparaiso High School - Valenian Yearbook (Valparaiso, IN)

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EDITORIAL STAFF Q a ORVAL MAINS VELMA DAGGETT WALTER LLOYD JAMES KELIHER MARTHA STONER, Historian EDITH WEEMS, Prophecy OWEN KENWORTHY, Alumni EDITH JONES, Jokes Editor-in-Chief Assistant Editor Business Manager - Assistant Manager MARY McCUE, Class Will JEANNETTE BARNES, Society GARRETT CONOVER, Athletics ROSEMARY LAWRENCE, ' I 7. Artist P U Q EDITORIAL. N PUESUANCE of the past custom of the Senior Classes of the High School of editing an annual, we, the Seniors of 1914, launch this publication upon tlie critical public. It has been our aim in selecting the pictures, recording- events, and in gathering material for this book, to use such material as would recall pleasant memories; promote a better feeling among our fellow students; tend to produce the right imderstanding between the faculty and the student body; and to lay things forth just as they are. Therefore, if some of our articles seem a little pessimistic, we beg our readers not to censure the authors as individuals Init the institution, and to arouse yourselves and work for the betterment of the existing conditions. We wish to thank all of those whose help has made this publication possible — especially Miss Mclntyre and Mr. Jessee, who, by their help- ful advice, have shown us through many difficulties — and we hope that this vear ' s edition will plav no little part in making a bigger and better V. H. S. EDITOR-IN-CHIEF. P P n ) G

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MINNIE BRUNS Mlny For she was jes ' the quiet kind, Wliose natures never vary. It is impossible to see how Garrett could become so angry at her because there happened to be a button off his shirt. EDNA CURTISS Ed A quiet little miss with the sweetest of smiles. You can always depend on Edna — unless you want a noise. At such times, she lets Harold make the noise. EX-MEMBERS OF THE CLASS OF 1914 Pearl Anderson Clarence Brown Myrtle Davidson Althea Gustafson Dorothy Heineman Irene Hicks Fred Lansdown Walter Shroeder John Van Ness Theron Young Joe Cosgrove Clara Hutton Lucia Spayd Helen Billings Clifford Chartier Grace Huddleston Charles Miller Martha Vevia Dale Dolson Carl Corson Mabel Hallinger Gertrude Volkee Ethel Spray Florence Beem Ethel Cuson Fay Dillingham Raymond Hayworth Lane Herrick Lizzie Hineline Harriet Marimon Clifton Tidholm Alice Vogelei Margaret Keliher Hubert Runkel Ralph Russell Geneva Brummitt Forest Brown Irene Griebel Bernhard Lemster Harold Miller Mary Ellen Brown King Bailey Carl Haman Claude Prentiss Emerson Cota Florine Goetz Smith

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m DEPARTMENTS m HISTORY. ■jYRON has said, History with all her vohimes, hath but one page, and our able instructors of history in High School have planned the work so well and made it so interesting that the pupils are inspired with enthusiasm to learn more of this page than can be learned in the short High School course. Tlie history course as required consists of four terms ' work — two of Ancient History and one each of Mediaeval and Modern History. In the first term a study is made of the antique civilizations. Egypt, Assyria, Babylonia, Phoenica, Persia, India, China and Greece are care- fully studied. Not only the essential facts of their respective history are studied but also some time is given to their literature, religion, architecture, character and habits. The entire second term of the first year is given up to the study of Roman History. Rome is studied in its beginning, under the kings, as a republic, an empire and finally through its decline and fall. These two terms complete the study of Ancient History. The study of Mediaeval History is divided into two periods — the Dark Age covering the time between the fall of Rome and the opening of the eleventh century and the Age of Revival extending from the opening of the eleventh century to the discovery of America in 1492. The history of the various nations is traced through the Age of Revival when the slow but sure advancement of civilization is the marked char- acteristic. The Modern Age naturally divides itself into two periods — the Age of Reformation embracing the sixteenth century and the first half of the seventeenth and the Era of Political Revolution extending from the Peace of Westphalia in 1648 to the present time. The conflict between despotic and liberal prinei])les in religion and government, always resulting in a victory for the liberal, is the subject in general of Modern History. A great deal of time is spent on the French Revolution and its effect upon the World. Each pupil is, from time to time, given special topics to enlarge upon and report to the entire class and at least one day a week is devoted to current literature. Thus a pupil studying Ancient History O Q a u