West High School - Hesperian Yearbook (Minneapolis, MN)

Text from Pages 1 - 128 of the 1909 volume:

Being the First Annual Publication of the Graduate Class of WEST HIGH SCHOOL The Book of the Class of '09 Printed by Scott Printing Company Edison Building CONTENTS BIET Dedication .............. (Greeting................ Interior of School....... Chronicle of School Year Physics Department....... Chemistry Department .. West High Faculty........ Athletics ............... Organizations............ Freshmen ................ Sophomore ............... Junior .................. Senior .................. Class ()fficers ......... Class Play............... Crystal Gazing........... Most Potent Seniors...... Jokes ................... DEDICATION N presenting this volume of the “Hesperian”, the first annual publication of the West High School, the Senior Class of June, nineteen hundred and nine, desires to dedicate their work to Prof. Albert Newton Ozias, who has not only been the principal of the school, but the friend and guide of all who have come under his kindly and thoughtful direction. PROF. A. N. OZIAS Six GREETING nr HE first annual of a new school may, with propriety, set forth a declaration of its principles, or aims or ideals, which it hopes to incorporate into its future life. A new school has an opportunity that belongs to no other. It is not hampered by any old traditions nor by any established customs. It has a clean, white page upon which to start a new history. Moreover, its early life, even its first year, foretells in great measure its whole future. For, while all schools are similar in their work, and their play—they have an individuality, and generally, each emphasizes some particular trend of thought and ideal. While schools may be alike in prescribed work, they may differ vastly in the way in which the work is performed. Preparatory schools may prepare for widely different futures. Beyond and behind all prescribed work is the real educative force of a school—the force that dominates school life, that furnishes its ideals and ambitions. It is the spirit of the school which is the mightiest factor in its great influence. If this spirit is for loyalty, honesty, earnestness and self-reliance, then the students arc prepared for any vocation in life. May we not hope that already West High is characterized by that lofty spirit, and that in all its future career high qualities of mind and character shall be its ultimate aim? Prof. A. N. Ozias. Seven •Iiiii U AUDITORIUM The Interior of The School HP HE interior of the West High School is in perfect harmony with the simple, yet beautiful architecture of the exterior. Each floor has its large main hall parallel to the front of the building and its two large side halls at right angles to the first. The three together form a U shape with the courtyard across the inner space and the legs terminating in the auditorium. Across the front of the building, between the two steel stairways, is a big, light assembly room for the Seniors on the main floor and a similar room for the Juniors alx ve. The inner side of the base of the L contains the principal's office, one recitation room and the wardrobes for boys and girls respectively, all lighted from the court. Along the outer side of the side halls big glass doors open at regular intervals into about twenty-four class rooms. In the basement, which is half way above the ground, arc the finest chemistry, physics, botany and physical geography laboratories in the state. Here, also, are the mechanical departments, including shop, wood-turning, machine and forge rooms, free-hand and mechanical drawing rooms and commercial departments, all of which surpass, we believe, any in the Northwest. There is, too, a large lunch room where pupils and teachers obtain refreshments at recess and meals after school at “bargain sale prices.” The whole school thus described is artistically decorated in soft green and buff. It is lighted both by electricity and gas; heated by self-regulating radiators and has a very successful and scientific system of ventilation. Finally, we come to the greatest feature of the building, the pride of the school, the auditorium. A large double swinging door on each side gives access from the side halls to the body of the house, while the balcony can be entered only by similar doors from the halls above. One enters and sees a great light hall with windows at sides and back. The walls and ceiling are dull, rough white, the woodwork polished pine. The whole makes a beautiful audience room, accommodating fifteen hundred people. Nine The Formal Opening. THE evening of September twenty-fifth, nineteen hundred and eight. West High School was formally opened to the public. Lights beamed from the windows of every room. As the guests entered they were welcomed by members of the faculty. Then a Senior boy or Senior girl, in festal dress and with badges marked “Reception.'' offered to personally conduct a tour through the new and spotless wonders of the building. From boiler room they went through courtyard, through rooms A and B and remotest recitation rooms, even fire escapes were tested. The guide, with half fearful assurance, often said, “this is to be the literature library, this is to be the chemistry laboratory, these are to have lockers, but.”—the but was lost in the crowd that filled the auditorium to overflowing. Here green and white banners and green and white programs announced the new colors. Here was heard the long eventful history of the location, the august speeches of senators and superintendent, here, too, fond elders listened to Genevieve Griffith’s violin and Mildred Borom and Bessie Fox in vocal numbers. The program closed with the singing of “The Star-Spangled Banner. In this way did West High take her place among the high schools of Minneapolis. Ten Ode lo Bessie When Bessie looms before our eyes We listen in suspense, We clutch with trembling hands, our chairs, We strain our ears, intense. At first the limpid tones melt soft, Then warm in melody. Then tremble, quiver, rise and fall Like larks above the lea. Then louder, louder swell the notes! The pillars tremble, fall. Blust’ring, they rush thru the door, Fly, roaring down the hall! At last the crashing thunders cease. She mourns for faint hopes sunk, We grieve for friends long lost and dead, We grieve for friends who flunk. O Bessie, such thy power is To move us, dull, alas! We bless thee for that princely gift, (For the time you take from class.) Llljmilj Hesperian Committee Harry Evans Olive Bell Marjorie Mortland Rolf Veblen Marion Trask Nancy Brewster Percy Fuge Marie Cheney Margaret Wiiited Business Manager. Ralph L. Goetzen berger Twelve Chronicle of School Year. Sept. 8. School is opened. Sept. 25. Dedication. Reception. Seniors appeared in dignified role of ushers. Oct. 9. Football game with East. First defeat. Oct. 16. Football with South. Mourning once more. Oct. 20. Sensational fire drill. Oct. 23. Football game with North. First victory!! Oct. 27. Hallie Chambers flunked in Vergil. Oct. 30. Football with Central. “Siren'' triumphed although team did not. Nov. 6. Football with St. Paul Central. Nov. 11. Mr. Salt married!!!! Nov. 13. Senior Class organized. Elections. Nov. 14. Football team went down to play Shattuck. Nov. 17. Carrol Speers retires early from French class. Nov. 27. Inter-scholastic football. Sophomores ahead. Dec. 1. Tag day! Dec. 15. Debate with East. Dec. 17. Mr. Burrier got his finger in the way of the “buzz saw” with disastrous results. Dec. 18. Christmas program. Dec. 18. First Senior dance. Jan. 4. School begins after vacation. Don’t see the joke. Jan. 5. Chemistry laboratory opened today with odoriferous NHn experiments. Jan. 8. Girls' Glee Club organized. Jan. 12. Mr. Garfield, of Williams, addressed the school. Jan. 15. Senior boys appear in new class sweaters. Great sensation but a glaring combination. Jan. 23. Senior party at auditorium. Feb. 5. South-West debate. Feb. 11. Lincoln program. Feb. 19. George Washington program. Feb. 27. Cards issued—then question came up—when is a -4- not a -{-. This can only be understood by Seniors who were taking Vergil. Feb. 26. North-West debate. Mar. 5. Inter-class basketball meet. A victory for Juniors. Mar. 16. Freshmen arc seen playing their first game of marbles. Mar. 17. Mr. Hayward appeared in new spring suit. Thirteen Mar. 19. Mar. 22. Mar. 25. Mar. 29. April 1. April 2. April 12. April 14. April 16. April 20. April 22. April 23. April 26. April 30. Mouse is hanged in “A” room as a forewarning of class play. A rally meeting in auditorium for benefit of the “Hesperian.” A few history students are hot on the trail for one of their members accused of assault and battery. President Pierce, of Kenyon College, delivered an interesting talk in the auditorium. All fool’s day. An unusual number in West High. Program and mock trial in the auditorium. The trial sounded like a prayer meeting with Fred Bruchholz at the helm. School resumes after a week’s vacation, and baseball practice commences. No smoking in or around West High. Read the ordinance. West suffers first defeat in baseball from Central. Last Senior hop of the series. Spring fever has hit a number of our students and the attendance has been somewhat diminished. This is a strenuous week for the members of the class play cast. Mr. Hamilton, of Parkc-Davis Co., of Detroit, addressed the chemistry students. Many Seniors are in a gloomy mood because of the announcement that the state examinations in mathematics are not a month off. Nathan Hale, the class play of ’09, was given to the enjoyment of all the people present. hour teen PHYSICS LABORATORY Engineer’s Club. TUI . Engineer's Club has been established as an adjunct to the physics department of the West High School. Like other organizations of the school, it is still in its infancy through no fault of its own. but from the natural force of circumstances, most of its achievements lie in the future. It is not as yet prepared to point with pride to great accomplishments, but must, of necessity, make a statement of the things that it hopes to do. Probably the aims and purposes of the club can be best expressed by quoting a few paragraphs from its constitution: Article II. The object of this organization shall be: First. To make a careful study of the practical application of the principles of physics. Second. To create a library of scientific literature. Third. To establish a scientific lecture course at West High School. Thus far several lectures have been given before the club—one by Prof. Ozias on the value of a careful study of the principles of physics; one bv Mr. Walter Milner on special systems of ignition for automobiles. and one by Mr. Harold Greenly with a practical demonstration of wireless telegraph. Fifteen The association has undertaken to establish a wireless station at West High to communicate with the Greenly station at Hennepin Court. Apparatus for this purpose has been secured and the aerial will be erected on the school building at an early date. OFFICERS OF THE ENGINEERS' CLUB President—Noyes Bright Vice-President—Earl Tumy Secretary—Matthew Crawford Treasurer—Deane Carpenter Librarian—Arnett Leslie Director—John H. Cook Chemistry. nPHE elementary principles and the facts of chemistry are so close-ly associated with the experiences of every-day life, and find such important applications in the useful arts that no one at the present day can be regarded as educated who is ignorant of them. Chemistry furnishes a person with many facts of useful information, broadens his outlook and brings him in touch with one of the great forces of modern thought and civilization. In order that this training should Sixteen CH EM ISTRY LABORATORY WOOD-TURNING ROOM be gained by “first-hand” contact with things the laboratory was established. Every student should be so taught to sec with his own eyes and to feel with his own hands within the narrow boundaries of the school laboratory, that when lie emerges into the greater laboratory of nature he may see more fully and clearly. Therefore we have our laboratories in every school building. Better laboratories today are in the towns of our plains and mountains than Bunsen or Liebig ever worked in. Thanks to the efforts of the past generation, chemistry is taught everywhere in universities and high schools. The chemistry department at West High Sch(x l is the best equipped and the most complete of any in the Twin Cities. The laboratory is a well-lighted, steam-heated, cement-floored and spacious room on the ground floor, and can easily accommodate thirty-two students. Miss Caplin, the teacher in charge of the department, is one of the best teachers of chemistry in the Northwest. In addition to the excellent laboratory is a dark room for the storing of chemicals and also a fine recitation room, used for lectures and demonstrations. It will be worth any one's time and effort to visit the chemistry department of West High. Seventeen The West IIi£li Faculty Deborah Anderson Botany E. D. Baker dries and Political Economy Maud G. Beck Geometry Mary T. Brewer Latin Andalusia Brooks History Eliza K. Brown Latin Carlton Burrier Bench Work Geo. A. Campbell Machine and forge Jessie Caplin Chemistry John II. Cook Physics Inga Daiil Bookkeeping Leon Duflos french Louise Dunbar Latin Fanny Fligelman English Hannah Griffeth English Tiios. E. Hayward Pritieipal A Room Susa n H f.ffern a n German Jennie Hiscock french and German Eleanor Holtz German Clara Hubachek Algebra Fitie Kennedy History Agnes Lodwick Drawing Clara . I andeville English Grammar Lillian B. Marvin History Catherine Millar Algebra Elizabeth Norris Drawing A. N. Ozias Principal E. Dudley Parsons English Edith Penney English Irene Radcliffe Algebra Clifford G. Salt Principal B Room Harriet Sawyer English R. L. South worth Mechanical Drawing Lillian J. Sterrett Geometry Clyde L. Townsend Stenography Josephine Tryon Latin Grace Watts English Lucile Way English Martha B. West Geometry and Algebra Eighteen Nineteen Carleton Burrier, Coach Ben Paris, Mgr. R. Capron C. Webster N. Bright C. Lauritzen P. Ash C. Coppage F. Langdon P. Lewis, Capt. C. Pollock E. Tumy J. Mattern R Stair St. M. Clark Physical Kducation T DI CATIOX in its true sense means the normal development of the whole individual, the physical, mental, moral and spiritual. This needs no argument to convince any person who knows what a symmetrical training means to the individual, the home, and the state. Physical education is of primary importance. It is a sad comment on our modern educational methods that so many pupils are striving for mental growth when the body is weak and puny. The moral and spiritual natures attain greatest heights when the body is strong and vigorous. 'l'he public schools are doing by far the largest part in preparing boys and girls for their life’s work. The state wants the finished product. Our schools should keep pace with the demands made upon them by the state. It is unfortunate that school athletics should meet with the disapproval of so large a number of patrons. It is unfortunate, also, that so small a percent of our student body get any real benefit from athletics through active participation. These conditions can be attributed to a poorly organized system and lack of proper facilities. In every school there should be adequate playgrounds equipped for all legitimate outdoor games, such as baseball, football, track work, etc., for such have a place in our educational scheme. There should he a gymnasium in every school so that systematic courses of physical training could be offered to the students. A trained director should he provided: an all-around man; a man who knows educational values; who can assign each phase of athletics its true place in the normal development of the individual. All pupils should be required to take some part in the prescribed course; that part which is best suited to his or her needs and tastes. It is imperative upon the school authorities to take an advanced step in the department of athletics to the end that better equipment he furnished. It behooves educators to take an advanced stand in the matter of organizing athletics to the end that all pupils may get benefit from it. Such a course of action is rational, essential to the full development of our pupils, and furthermore, would popularize this important branch of education. All objections would be eradicated as they now exist. Is this not what West High School wants? Let us be alert as to our own interests and push hard toward that end. Cari.kton Birrif.r. 71venty-one The Foot Ball Season of 1908, ri IIE football season we have just passed through, though we were badly defeated by five out of the six teams we met, on the whole was not altogether unsuccessful for a new team, when you stop to consider that no two men on the team had ever I played together before, and that only two had ever played in high school games before. We started the season on the 19th of September and the rest of the week was spent in passing and punting the ball and trotting around the field. In the week following we tried two different practice fields and finally decided on the first. During the next week the squad grew larger every day until on Friday it numbered fortv men answering to roll call, all of whom were duly equipped by the school. The next two weeks were spent in signal practice and learning the fundamental parts of football. T After this we started on Philip Lewis, Captain . . ,. , 1 scrimmage work, which daily grew longer and harder. The first team was rounded into shape for the first game of the season, which was played with East High on the 9th of October. It was here that we first met defeat by the score of 26 to 11. The next week was a hard one for all of us. Monday we spent in light signal practice and in getting limbered up, and the remainder of the week was devoted to hard, rough scrimmage work, preparing for the South Siders. Bright, one of the promising “backs,” had, 7'wenty-two in the East High game, broken his hand and so was unable to take part in the next three games. We met South on October l'6th and were handed another defeat, the score being 21 to 6. The following week was a discouraging one for us, but we kept at it, determined to hold North down to as low a score as possible for they were looked upon as the champions of the city. As this game was our first victory of the season it deserves notice. Friday, the 23rd of ()ctober, was a wet and dark day, but the rain stopped just before the game started. The team certainly showed what it could do, and at the end of the game we had won by a score of 22 to 11. and this against the team that had not been scored on the year before. From this time on we had work, work, work, to perfect the plays that our coach had already drilled into us, but the next Friday we met defeat at the hands of Central by the score of 17 to 0. On the Friday following, we journeyed to St. Paul and held the fast St. Paul Central down to a score of 10 to 0 in their favor. The next Saturday we met Shattuck in Faribault where we were again defeated 17 to 0, and this ended our games for 1908. Next year, under the captaincy of Bright, the West High team should be one of the strongest in the city, as every man will be back except Webster, our star fullback. The men to earn the first football “W” given by West High are as follows: Joe Mattern....... Carroll Coppage. .. Floyd Langdon Earl Tumy......... Clifford Pollock. . St. Mathew Clark Russell Stair..... Noyes Bright...... Clinton Webster. . Ralph Capron...... Paul Ash.......... Carl Laurit .en ... Philip Lewis..... ......Right End ...Right Tackle ...Right Guard .....Left Tackle .....Left Guard .......Left End .....Quarterback ....Right Half .........Fullback ......Left Half .......Substitute .......Substitute Center, Capt. ’08 Philip Lewis. Twenty-three West Hockey Team Bruce Lewis Calloway Overlock Bateman Gainsle Orth (Capt.) Schobbrg Brown Minneapolis High School Champions, 1908-1909 T N POINT of championship laurels in the athletics of the school, West hockey team, through a season of clean victories, must be conceded the palm. The loyal support of the school has done much to interest and further the comparatively new game among the student body. Under an organized league a schedule of games has been played. Through the help of Carl F. Struck, the use of the M. A. H. A. rink was obtained, and some very fine exhibitions of the Canadian sport were pulled off. Central was the first team to fall before West, the score being 12 to 0. South did not fare so well, being defeated by a score of 17 to 1. North was next taken and worsted by a score of 7 to 0. The last game, with East, proved to be an exciting struggle from bell to bell. The final count, however, resulted in a victory for West, with a 5 to 2 score. Twenty-four To try to select individual stars would be unfair to the other players, for each and every man proved to be a mountain of strength (especially Phil Lewis) in his position. Much can be said in praise of the team-work, the machine-like precision of every play proving a terror to opposing players. Considering the newness of the game, the attendance was more than gratifying to the management; after deducting one-half of the receipts for the use of the rink and one-fourth of the remainder for the visiting teams, there was left in tne treasury the sum of twelve dollars. The players receiving “W V for the season’s splendid work are as follows: Callaway. Gainsle. Brown, Overlook, Schoberg. Lewis. Bruce, Bateman and Orth. As all these players are to be with us again next year we can surely anticipate a brilliant season and another pennant-winning team. Harold Orth. Tumy McCarthy Haynes Thompson Shepardson Bateman Inter-Class Champions, 1909 Junior Class Twenty-five Tennis Wll.UAMS C� X Reedy TEXXIS is rapidly coming to the front in high school athletics. This fact is due largely to Mr. Ward C. Burton, of Deephaven. Every spring Mr. Burton lias the interscholastic tennis tournament on his private courts and at his expense. Besides this, he donated a beautiful silver loving-cup. to he kept by the school winning it three times. The quality of tennis at West High is yet to he learned. Last fall a tournament was started, hut owing to the lateness of the time we organized, it was not finished. However, the tournament brought out some fast playing and there were more entries than in the tourneys of Central and East, showing that tennis enthusiasm is at the highest pitch in West. This spring we hope to have a fine turnout for the team, and one that will represent our school very well. There are several fairly expert men in W est, and a host of others who will probably make good, and the team which goes to Deephaven should stand a very good chance to return home with the beautiful silver loving cup, emblematic of the championship of the Twin City high schools in tennis. Twenty-six Harold Williams. The West Track Team TRACK TEAM. 1909. WEST was the first of the Minneapolis High Schools to begin spring training for the Track Team. The first meeting was held in January; Donald Thayer being elected manager. Training was made difficult on account of having no place of our own to practice in; but nevertheless many candidates had daily practice. The Minnesota National Guard Armory being secured, the first trials were held. From the records made there a relay team was chosen, consisting of Sprague Gee, Lewis Hopper. Harold Mattcrn and Lester Badger. The first three were all from the Freshman class. The use of the St. Paul V. M. C. A. was kindly offered and many of the candidates were to be seen practicing daily for the Northwestern Indoor Meet. This meet was held at the St. Paul Auditorium, Feb. 17. West had nineteen entries, it being the only Twin City High School to have men entered in any other than that of the relay race. In this latter race, West came in second. Outdoor training commenced Mar. 15. At the University Annual Indoor Meet, March 20, there were thirteen entered from West, and being represented by the same relay team. With the same enthusiasm that Mr. Burrier has instilled in the men and with our new field captain, Joseph Mattern, we hope and know that the West Track Team will have a successful season for 1909. Lester R. Badger. Twenty-seven West in Baseball. bask ball team, i yoi . CR baseball team of 1909, although handicapped by rules of eligibility and delay in obtaining uniforms, are doing all that can be expected to at least make a favorable showing for a school in its infancy. The first game with Central, although played fairly well considering the meager school support, was the signal of our initial downfall by the score of 10 to 3. The following week South handed us a 13 to 0 defeat. After a week’s hard training the team again met South, and. in spite of the fact that they played an aggressive game, were beaten by a score of 5 to 4. redeeming themselves somewhat for their poor showing the week before. North was our next opponent and won a 6 to 4 victory from us. We have yet to play several different high schools of the Twin Cities and on June 5th the team will journey down to Owatonna to meet the fast Pillsbury Academy team of that town. Next year, without any doubt. West will make a stronger showing and fight for the championship of the interscholastic baseball league. When that season comes let the student body be ready with enthusiasm. The team will do its best. Twenty-eight The following composed the 1909 team : Catchers—Armatage, an Duzzee (captain). Pitchers—Gage, Tumy. Infieldcrs—Bright, Owen, Newman, Ayers, Walker (captain). Outfielders—Lees, Ash, Xewmire. Roy Walker, Captain, ’09. LAST HOWL. The primary object of this last “howl from a departing rooter captain is to call the attention of succeeding generations to the size of crowds which turned out at every one of the games last year and to what they accomplished. West High was a new school last fall and many who came here left good friends behind. Under these conditions one might naturally expect a certain amount of skepticism. But there was not one bit of it. Every one of you opened your hearts and adopted West freely and for all time. When that first mass meeting was called in the Auditorium, there was a grand response and at the game a better. Remember that all this was not done by the hovs. for the girls fully equalled the boys. Well, we lost that first game, but that didn’t make a bit of difference, you turned out better than ever next time. And so it was all thru the year. Now the point is this. Last year was the first year of West High and you were expected to set an example. You did it. Now if you made a great showing last year, and the team lost in the championship race, what are you going to do next fall when you have a seasoned team from which not a member was lost bv graduation. a team from which you may rightfully expect big things. Now they will do their part if you will do yours. It’s up to you. The following are some of the yells: Green—White—Green—White We do—do fight Sis-boom-ba—Sis-boom-ba West Side High School Rah-Rah-Rah. Rah-Rah-Rah-Rah-Rah-Rah-Rah-Rah-Rah W-E-S-T—West! Tiger! Nigger, nigger, hoe pertater Half-fast alligator Ram-Ram-Bully nigger Chick-a-wa-da! West Side High School! Rah! Rah! Rah! Twenty-nine West in Debate Brown Frost Bowers Camp Campbell EST High, though newly organized, neglected none of the ’ activities which mark the rounded development of a school. Our High School entered the League, organized in 1908, among.the high schools of Minneapolis. By withdrawing from the State League, and by this new formation, the various high schools can more effectively develop the art of debate among its members, since the city league gives an opportunity for prolonged practice in the four successive debates which each high school must enter.- It is safe to predict that this new organization, “The Debating League of the Minneapolis High Schools, will stimulate interest in debate to a point where the rivalry between the schools will be as keen as in athletics. This is desirable in every way, for debate will then take its true place among high school activities, greater numbers will compete for the honor of representing the school and the standard of the work done in the respective high schools and among them will, undoubtedly, be greatly raised. The record of West High School’s first year in debate is hardly surprising. We did not win the decision of the judges in any of the four debates. This is due, in a large part, to the very late organization Thirty and to frequent changes in the personnel of the team. Whereas the other schools had. with some degree of certainty, designated its debaters and even considered the question during the preceding year. West High School could select its team and proceed to work only after a good portion of the present school year had passed. West is to he congratulated that, in spite of the handicap of a late organization, four such forceful and convincing debates were presented. After a preliminary trial, in which about thirty appeared, a team of six was chosen. These were Yernett Bowers, Evalyn Camp, Beatrice Lambrecht, Ray Brown, Dean Campbell and Harlan Frost. loiter, through special arrangement, Floyd Langdon was admitted. From these three were chosen, by trial, to constitute the active team. The team which met East (in debate) consisted of Evalyn Camp, Vernett Bowers and Harlan Frost. The South and North were met by Evalyn Camp. Ray Brown and Floyd Langdon. In the debate with Central, we were represented by Evalyn Camp, Dean Campbell and Rav Brown. The debaters, as a whole, showed a valiant, “never say die” spirit which was admirable. Ours was always an honorable defeat, for we never yielded victory without a close and spirited fight. The perseverance and effort of each member is to be commended. The work of Ray Brown and Evalyn Camp merits special remark. Both showed a sure knowledge of the question, force and magnetism in delivery and initiative in rebuttal. The future of West High in debate lies with the student body. The value of debate is recognized and inestimable. It is a sure and direct way of acquiring those qualities we all seek.—the ability to think consecutively and logically, to express thought in telling words, to hold attention and to convince. Debate should become a feature of the activities of every student. Miss Fligelman. The Debating and Literary Society. fT' H E Debating and Literary Society is an organization of the West High School, founded in 1909, for the purpose of increasing the facility for speaking extemporaneously, writing intelligibly and thinking continually. These are the results of an enthusiastic election at the first meeting. President—1 )kan Cam pbell Vice-President—Agnes Potter Secretary—Harlan Frost Treasurer—Frederick Brccii iiolz Thirty-one Every Tuesday afternoon there arc debates in which questions of the day are thoroughly discussed and settled. Essays and comj)ositions involving both deep thought and subtle humor arc read by the various members. Occasionally monologues of scholarly wit arc gracefully executed. In spite of their profound tendency, the members of this Phi Beta Kappan Society are deeply interested in the manners and customs of humanity, for they gave, in honor of the Debating Team, a sumptuous spread, at which M. Dullos proved himself an interesting specimen of the genus homo by consuming three plates of salad. Three philosophic toasts furnished food for many minds. Then the dishes were conscientiously washed by appreciative members. To conclude, the Debating and Literary Society earnestly desires the membership of all students who wish to ride a grave and sober goat. Thirty-two The Girls’ Glee Club of West High School HE school “that hath not music in itself and is not moved with concord of sweet sounds, is fit for treasons, stratagems, and spoils.' West High is loyalty and patriotism personified. It opened its doors to the public with music. Tt early gathered into orchestra and glee clubs every student, who could pipe, or fiddle, or warble, or in any way invoke the heavenly muse. Along with other organizations came the Girls’ Glee Club, but considering the fact that it did not materialize until the beginning of the second semester, this society cannot boast of a very extensive past history. Pint finally spurred by the rousing tones of the boys’ club, forty girls, more or less, effected an organization under the management of Miss Grace Watts. The club has been so fortunate as to secure the services of Miss Edna Hall, as director. It was also fortunate in its accompanist, Miss Ethel Harwood. The officers were elected as follows : There has been much diligent practice, and the prospect of participating in a concert with the other musical organizations in the school, is spurring the club to redoubled activity, and it bids fair to become worthy of the school for which it is named. Pres id cn t—M i ldred Ozi as Vice-President—Bessie Fox Secretary—Helen Wingate Treasurer—IIelen Newuall Ttte President. First Sopranos Editii Andersen Gerta Andersen Ruth Dow Bessie Fox Mildred Ozias Cecilia O’Neill Jane Pickering Ele a nor Row f.tt Martha Fibigar Doris Hobart Margaret Whited Margaret Mahoney Mildred Bard well Mable Monahan Blanche McClatchie Mae Millet Mable Meaclous Susie McBrath Vera Foster Ettiel McMath Seco)id Sopranos Ruth Stephen sen Elizabeth Lawrence Helen Clyborn Olive Fletcher Bernice Pratt Olive Knappen Maf. Olston Mary McCune Endna Browne Pita Brundagf. A It os Helen Wingate Alice Warren-Rose Hoag Helen New hall Maraie Biglow Elsie Cove Ruth Dutton Ada Hamilton Vera Smollet Thirty-three Till- WEST HIGH SCHOOL ORCHESTRA The West High School Orchestra AMONG the musical organizations of the West High School is the West High School Orchestra. Its organization was effected in October, 1908, and rehearsals were begun in the latter part of that month. The first appearance of the orchestra before the school was on the Friday previous to the Christmas holidays, on which occasion a program was given by students and instructors of the school,—Mr. Ozias officiating. The numbers rendered by the orchestra were distinctly successful considering the short period of organization, and from then until the present time the organization has played for the school on several different occasions. The orchestra at present has thirty-six members, and is very fortunate in having an unusually large number of competent players to draw from. Of the violins, Edward H. 'Fowler, who has the first desk, has proven himself a very capable player and conscientious worker ever since the orchestra was organized. The clarinets are led by Roswell S. Wilkes, who is indispensable as a strong and tasteful player. The orchestra is fortunate also in having a very good flutist, Horton Daniels. A good flute player is not commonly found in the schools, and this addition gives command of a wider scope of music than could otherwise be attempted. Lastly, but not least, is Miss Ethel Harwood at the piano. This young lady is one of the best amateur pianists in the city, and her services .give much strength and confidence to the orchestra as a whole. Since the first rehearsal all members have been faithful and interested in the work, and if such interest prevails for any considerable length of time, the orchestra bids fair to become one of the best High School Orchestras the city has yet had. It is the orchestra’s earnest aim to be a pleasure and credit to the school: to help in the effort to give West High School its distinctive qualities, and it is hoped that all students will give it their hearty support. J. D. Heising, Director. Thirly-Hvc PERSONNEL OF THE ORCHESTRA First Violins Edward H. Towler Howard Gould Robert Jackson A rune Folsom Beulah MacClatchie Mary IIocum Julius Fugleman Alden Coffin Rachel Simmons Clifford Currier Albert J. Robertson Ralph Cornwell Frank Lasley Reed Parker Second I'iolins Ralph Colby Eugene Day Alice L. Stout Helen Goodspeed Donald Hawley George Allen Arnold Morrison ♦Maurice W illiams Violoncello Robert George Flute Horton Daniels Clarinets Roswell S. Wilkes Donald Piatt Harmon Watt James W eeks Otis Brewster Cornets Herbert Berry France Daly Lewis Hopper Joseph Hallaran Trombone William Trout Drums Chester Brown Piano Ethel M. Harwood ♦Absent when the above picture was taken. Thirty-six The Foundation for an Alumni Association WE, being the first graduates of West High, purpose, through the able assistance and cooperation of every member of class and faculty to establish a firm foundation for a successful alumni organization. Plans have already been drawn up by various enthusiastic members of our class whereby West High shall be the proud possessor of an active alumni association. It is needless for me to lead your minds into the most minute details of these plans. In general the purpose is to promote good fellowship among the graduates in a scholastic, athletic and social way. It is true that, almost without exception, every higher school of learning has what is called an alumni organization, but furthermore it is not true that all these associations are active. Of course, we must admit that a high school graduate, being young in this life’s work, loses interest in the affairs and daily occurrences of this preparatory school, after two or three years an alumni member. All these things the 09 class of West has to contend with and we earnestly hope to overcome the difficulties that have so often broken a massive alumni association. It is our desire to hold a meeting of the alumni once a year, at which assemblage the necessary officers shall be elected for the following year and suitable committees appointed to look after and assist in the current affairs of the school. It may be folly for some persons whose minds are not in tune with the affairs of our unparalleled West High to say that all these plans are in vain. All these remarks shall be taken as discouragement to those who are always alive to the daily routine of their school. But what is discouragement? It is the result of giving up to an imaginary obstacle. Strictly speaking, there are no obstacles;—they arc essentially steppingstones to success. Let us, the Class of ’09, ever remain in touch with dear old West and enthuse the hearts of those who follow us to do the same. Ralph L. Goetz enderger. Thirty-seven Thirty-eight The Lack of Class Spirit Among the Freshmen. THK Freshmen classes at West High are doomed to have little, if any, class spirit. Why? That is the problem that we propose to solve. West High School (long may it live so that we may graduate) has been organized in such a way as to give the Seniors and Juniors only, an opportunity to assemble and congregate and so foster class-spirit. So strong is this class feeling among the upper classmen that it aids their various class activities. But the poor Freshmen arc divided in groups and scattered from the furnace to the flagstaff. How solemn they wander about at recess without friends, even from their own class. How amazed they gaze from a distance at noted athletes. Now a Senior brushes by and their faces lengthen, their mouths fall, their eyes project. Having had no opportunity to discover the class heroes among themselves and having had no interest roused in Freshmen activities, they are forced to seek heroes among the upper classes and feast on scraps of Junior and Senior gossip. If the Freshmen is ever to find himself, if he is to develop a class interest of his own; if he is to learn how to conduct business meetings, how to discover the best candidate for offices, and to make orations and public speeches, and the other important school business, they must have some sort of class organization. Kenneth A. Merriman. Thirty-nine Night With Caesar ONE night 1 was sitting in my room, studying a particularly puzzling sentence in Caesar. It baffled me, and 1 leaned my head on my hand and stared hopelessly at the wall paper, with its yellow bands, surmounted by yellow roses. In vexation, 1 cried, 'Td like to see Caesar and ask him about that.” Suddenly there was a soft, whirring sound and 1 felt myself carried dizzily through mid-air. Before I recovered from my astonishment, 1 found myself in the court of a Roman villa, encircled with pillars of yellow marble, about which clambered the glorious yellow roses of the Campagna. At the farther end of the court, was an august personage who addressed me thus: “ ’Speak, Caesar is turn'd to hear ” For the life of me, I couldn't obey the command. 1 was too terrified to speak. Besides 1 couldn't remember what it was 1 wanted to ask him. He evidently saw that 1 was frightened, for he said: “ ‘Cowards die many times before their death’.” Then he added in a confidential way: “Speaking of dying, ’the die is cast.’ Do you follow me?” I didn’t—exactly, but 1 didn’t like to tell him so. Besides curiosity got the better of all other feelings, and 1 said: “But I thought you spoke Latin?” “Why, my dear,” he replied, ‘‘that was two thousand years ago. You must remember the world has made progress since the days of ‘Veni; vidi; vici But what was it you wanted to ask me? Thus encouraged, my wits came back and 1 said, i wanted to ask you what you meant by ‘Hi omnes, lingua, institutis, legibus inter se differunt.’ ” ‘Tm sure I don’t know. But haven’t you a pony? If you want to know anything more about me, read that admirable work on Julius Ciesar written by James Anthony Froude. He knew a great deal about me. In fact 1 have sometimes suspected that he knew more than I did. “Now run along home, like a good girl, and don't bother me any more, I have promised Harper Bros, to write a sequel to my Commentaries and I am in a hurry.” Again came the soft, whirring sound. The yellow marble pillars receded into yellow bands and the yellow roses were only painted roses on a painted paper. The august personage at the farther end of the room was my Mother, saying entreatingly: “Come, my child, you must go to bed.” forty Elizabeth Gray. School in tlie Year Two Thousand. O a person living in the year two thousand, a teacher's desk will probably present the appearance of a switch-board at a telephone exchange. When the teacher wishes to ask a question she will spell it out by means of light, then press another button which will indicate a number and thus designate some pupil. On each pupil's desk will he a few buttons and lights, the operation of which will answer the question by “yes’’ or no.” It is easy to imagine that all homes in the year two thousand will be equipped with lights, operated in the same way as the wireless telegraph of today for the different studies, thus keeping teachers, parents, and pupils in closer touch with one another. If a pupil is not conducting himself becomingly there will he a means of punishment operated from the teacher's desk, lie will be subjected to an electric shock, which will, no doubt, serve to electrify his stupid brain. L. R. C., ’12. WUNDER KIND Forty-one Six Jolly Freshmen 1. Six jolly Freshmen Very much alive; One got too fresh, Then there were five. 2. Five merry Freshmen Slid on the floor; One was suspended, Then there were four. 3. Four sturdy Freshmen Didn’t agree; One got beaten. Then there were three. 4. Three funny Freshmen, Alas, ’twill never do. One flunked his studies. Now there are two. 5. Two happy Freshmen, The good die young, He got all his lessons Now there is one. 6. One melancholy Freshman Felt blue and sore. That’s all the jolly Freshmen, So, “Au Revoir.” A Trip With A Freshie TAKING the reader by the hand, providing said reader doesn’t object, 1 will endeavor to guide him through the corridors of W. II. S. at recess time. The first thing of interest to be visited is the main hall on the first floor. This is generally littered with numerous small groups of freshmen, who are trying their best to look important, and various social gatherings of sophomores, juniors and seniors who are trying their best not to. But stop. Why this unusually large throng of eager, wide-eyed and clamoring freshmen? Making our way into the midst of this rabble, which is an almost superhuman feat, we see R-lph C-p-on (we name no names) modestly admitting to his ardent admirers that he is undoubtedly the greatest runner on earth, and that the next time he runs, he expects he will owe himself about four seconds. Sauntering leisurely toward the end of the corridor we suddenly come upon a great and mighty personage. It is none other than the bold and fearless J-e M-tt-rn, he who inspired terror in the breasts of so many who lined up against him on the gridiron last fall. There he stands, long blonde tresses partially covering his noble, intelligent brow, one foot idly reposing on the other, and fearlessly sucking his thumb. In his right hand, grasped firmly between thumb and forefinger he holds a torn lc lunch ticket, llis is a fitting attitude for such a hero. On fighting our way back down the hall we run into H-r-ld M-tt-rn, he who sports the latest thing in pompadours, vainly beseeching a very small and frightened freshman to lend him a lunch ticket, wherewith to purchase his simple noon-dav repast. The small and frightened freshman complies with his request, and away he Hits to the lunch room, whither we will follow him. No this is not a suffragette meeting, nor a prize fight. It is merely the pupils stowing away their noon-day lunch. If any one should find any ham in their sandwich, they are to report the accident to the professor, who will apologize and promise that it will not occur again. The last bell has just rung, and the pupils are passing to their various classes. Crouching close to the wall, to avoid being tread on by some careless senior, we stand and watch the parade go by. And such a procession. Tiny freshmen with kilts on, and golden curls, come tripping merrily along beside their nurses, munching on a cream puff, to strengthen their teeth. Tall seniors wrestling with some weighty problem, saunter by, with slow, majestic tread. Oh, and look Forty-three what wc have discovered out of this vast sea of humanity! Tis I)-n-ld Th-y-r walking hand in hand with Miss M-nd-ville on their way up to room 18. Now that the pupils are all in their respective classes, we straighten our collars, brush our clothes, feel ruefully of our newly acquired bruises, and repair to the office where we tell the janitor what a lovely time we have had, and depart from whence we came. Otto Knobetok. Coming Thru The Rye. if a Freshman meets a Freshman, Coming through the hall; 1 f the Freshman knows the Freshman, Into his arms he'll fall. (Chorus.) livery Freshman loves a Freshman 'Cause it is their way. Will they always love each other? That is hard to say. If a Sophomore meets a Freshman, Coming through the hall; If a Sophomore greets a Freshman Need the heavens fall! (Chorus.) Every Sophomore scorns a Freshman, Naught, he thinks, is he, Yet if there were no little Freshmen How could a Sophomore be? If a Junior meets a Freshman, Coming through the hall, If the Junior greets the Freshman, Doesn't he feel tall? (Chorus.) Every Freshman thinks a Junior Really is quite nice, 'Cause a Junior sometimes stoops To give Freshmen advice. If a Senior meets a Freshman Coming through the hall, If the Senior sees the Freshman Truly, that is all. (Chorus.) Every Senior was a Freshman, Doesn’t that seem queer? Yet a Senior cannot even See a Freshman near. Forty-four Forty-five THE SOPHOMORES. WHY is it that we hear so much about Sophomores? Tradition says it is because they are proud, but as tradition is the greatest bigot in the world it is not a fit judge. Tradition says that Sophomores have nothing to be proud of (if they are proud) and so are “complacently ignorant and “conceited. Now as a matter of fact, if Sophomores did not have the vitality of camels, they would never come through the desert of the second high school year alive. Nature has kindly seen to it that they have their own resources. And if teachers did but know it, this is the only reason that the ] oor beasts can endure to kneel down before their masters and be piled high with their pack. Caesar's commentaries, Emerson's essay on self-reliance, angles, squares and tangents, the nasals and gutturals of foreign tongues, these are a few of the parts which make up their load. Sopohomores would not be unappreciative of Cicero’s eloquence or of the chivalrous adventures in Ivanhoe. They could pick flowers and hunt bugs with the Juniors. But the powers that be have decreed otherwise, and so they plod along under their packs during school hours to refresh themselves with their own resources when school hours are done. Would that those powers could see them then absorbing dime novels, ponies and such pigeon French and German as may spontaneously embellish their native tongue, 'finis refreshed they are enabled to hopefully rise in the cool of the morning and in dusky file to train into their recitation rooms and taciturnly kneel once more before their lords and masters. These, though very wise, have never solved the deep enigma of the camel's mind and so do not know what excuses they may have for their proud and lofty manner. But now, “The Campbells are coming. Hurrah! Hurrah!” Agnes Pottf.r, ’ll. forty-six Our Alphabet A is for Miss Anderson, whose room is down below; And she is teaching Botany, which everyone should know. B is for Baker, a gentleman he— But if you're a faker, he stings like a bee. C is for Miss Caplin, who teaches Chemistry: At her sink a rappin’, she’s busy as can be. D is for Duflos, who has a cute mustache; Don't you josh him so, because it’s rather rash. E is for Miss Eleanor, whose other name is Holtz; Miss Heffcrnan and she are more than German thunderbolts. F is for Miss Fligclman, with hair and eyes so dark; Follow all her rules, my son, and you will make your mark. G is for Miss Griffith, an English lady she; If you are a dummy, from her you'd better flee. H is for Hayward, so courtly and tall; Next to “Prof” Ozias he's greatest of all. I is for Idiot, who comes to this school, Hunting a cure for being a fool. J is for the Janitor, who keeps the furnace fire; Oft it is so chilly here a sweater we require. K is for Miss Kennedy, a pleasant lady she. Who in room eleven “lives,' and teaches History. L is for Miss Ludwick, from her you learn to draw The homeliest (?) little pictures that some folks ever saw. M is for Miss Marvin, whose smile is very sweet. But when it comes to markin’, you cannot find her beat. N is for the Newlywed, whose proper name is Salt; He’s very much in love, ’tis said; I s’pose it's not his fault. O is for “Prof” Ozias, our honored principal: To knowledge he would “mosy us, though we be large or small. P is for the Parson, who’s very fond of joking; Oft he gets us “larfin,” so we come nigh to choking. Q is for the Questions of which we hear so many, Sometimes we get so nervous (?) that we can't answer any. R is for Miss Radcliffe, a lady young and pretty; In her verse I ask if you will forgive this ditty. S is for Miss Sterret, who has to Cuba been— She says she could not bear it to cross the sea “agin. T is for Miss Tryon, who teaches Cicero; She’s sure to send you “flyon. if lessons you don’t know. U is for Us, including one and all; Forty-seven Don't make a fuss if we be short or tall. V is for Vacations; they’re few and far between— The fear of our relations is that we shall get lean. W is for Miss West, an excellent name has she; It's like the school that’s best, I’m sure you’ll all agree. X is for examples, we’ve plenty here you see; Our teachers arc the samples of what we all should be. Y is for the Youths who run this building o’er, Smiling at the girls who throng about the door. Z is for the Zero, a weapon of the teachers, Checking “I don’t know” which issues from our features. C. S., Tl. Caesar (Sees Her). Gesar for breakfast, Gesar for dinner, Gesar for fun. You poor new beginner. Gesar at night, Gesar in the morn, But cursed be the day That Gesar was born. The Tatest Definition of Sophomore. SOPHOMORE—From the southern U. S. “soffo,” or suffer, and the northern I . S. “more.” Who suffer more than Sophomores plodding through History, Caesar, Geometry and English? Forty-eight SOPHOMORE CLASS TEAM Inter-Class Champions, ’08 School Spirit. VTHAT is school spirit? And docs it exist in our West High? If not. are we doing all we can to cultivate it and by what means may we attain our end? These arc a few questions we should consider. School spirit is two-fold in its development, first toward the mental and second toward the physical. The first important factor in our mental growth is interest in our work, or assuming the right attitude toward it. Are we dreading our work each day? Are we playing an active part in our work? Or are we consenting to let others receive its benefits? If at times we become discouraged and wish our work were easier, let us say to ourselves, with Phillips Brooks: “O do not pray for easy lives. Pray to be stronger men. Do not pray for tasks equal to your powers. Pray for powers equal to vour tasks.” Our work, having at last become a real factor in our lives, we will find ourselves grasping our opportunities and making the most of our advantges, of which we of West High have many. Forty-nine Probably the most potent fact in our mental development is the mastering of our work. Are we masters of our studies or are they masters of us? In other words, are we consenting to let them defeat us in the battle for knowledge? Have we the great power of self-reliance? ()r are we dependent on others and making the foundation of our life house weak, so that when we have nailed the last shingle we shall have to call others to our rescue in order that our house may not fall? If we are masters, let us learn our lessons, not for a day, hut for a lifetime, so that each day will serve as a link in the chain of knowledge. Is it just as much a person’s duty to support his school’s football, debating or track team with fine spirit, as it is to learn his lessons? Yes, it is; the success of our representatives depends, to a great extent, on the performance of this duty. Rarely does a team meet with victory .unless they know that the school is behind them, wishing them success. We should not think that the winning of this victory lies wholly with those who may represent us: it does not. The greatest share of responsibility is on us. If we fulfill our part, they will fulfill theirs. However discouraging the outlook before an encounter may he, no team representing our school should ever lack support. If it ever does the occurrence is a disgrace to us. Let us, the members of West High, he loyal to our representatives, giving them our full support in times of defeat as well as victory. In the development of this spirit, mind is as important as body, for a good athelete must he a clear thinker and the body is as important as the mind, for the best thinker is he who has physical development. Frederick Bruch holz. Fifty .JUNIOR. !• iffy-one A Word to the Junior Class. T N SEPT. 08, what is now the class of 1012, assembled for the first time as a whole. The problem that confronted this class was not a simple one for ours was the task of bringing together under one head students that had conic from the four parts of the city, from different schools, and each practically a stranger to the other. The manner in which you responded to your work and task is worthy of commendation and 1 desire to congratulate you upon the success and c. c. salt the spirit of good fellowship that you have shown in all things connected not only directly with your junior organization, but with those things affecting the school as a whole. 1 feel that to you West has been your first thought always in things that you have done; and that you have considered your first duty to be to your school, and I hope that when you have become seniors vou will bear out to its fullest the reputation you have made and fulfill all expectations we have for you. 1 mav say, with sincerity, that I feel that our relations have been most pleasant and it is with regret that I know you will not be with me next year. But wherever you may be I wish you all success. C. G. Salt. Fifty-two The June Class of 1910 Karl Tumy—President Hester Camp— Vice rresident Helen Clark-Sec r ary Fred Weeks— Treasuret y FTER our fellow students, the Seniors. had almost given up hope of being able to look down upon an organized class, we, the June class of '10. finally consented to call ourselves an organization. Before doing this we were bound together bv individual friendship; now we have developed a strong feeling of class spirit, which will, no doubt, make itself evident before we graduate. Why shouldn’t we have a strong class spirit? Are we not the first full sized class in this school? True, there will be two classes that graduate before us, but the members of these all admit that they belong to exceptionally small classes. Therefore it is plainly up to us to make this class one to be remembered by our principal, our teachers and the pupils who come after us, not for the evil that we do but for the wisdom and class spirit which we show. When we graduate we shall represent the best high school in the West, and as there is still a year before our graduation we want to do all that can be done for the good of this school and for the good of this class in that year. Earl Tumy, Class ‘‘10. Fifty-three The Junior TO A JUNIOR, graduation looks like a pretty nice thing. It is hard for him to see the Seniors preparing for the great event; harder still to witness that final and triumphant ceremony. Whole centuries seem to him to have elapsed since his Freshman days; the thought of another year is unbearable. Still the Seniors have missed many things which we Juniors have not. They have been together as a class for but one year. Their experience is confined to A room. They have never heard Mr. Cook-crack a joke—no, not one, poor things! As for next year, it can’t be so very bad. We shall he Seniors ourselves. Even the German and Latin and all the rest will still he with us,—never mind—there will be lunch tickets, too. Even though we shall have to pay class dues, without number, never mind—at the end of the term, if we can only hold onto our locker keys, we shall each he refunded a quarter. But the best reason for not wanting to graduate this year, is that we want to graduate only in 1910. Gladys Harrison, Chairman. Cookies. Four girlies had some cookies. Yea verily, and more. But Hayward saw those cookies And it did make him sore. Oh, Hayward took those cookies And put them in his drawer. Then said he to the girlies. “I want to see you four!” He kept them in at recess And lectured the whole bunch And then he took the cookies And ate them for his lunch! Ruth Kerridge. Fifty-four Concerning Mr. Cook THE story of this great man. as told by himself, reads like a modern fairy tale. 1 le is familiar with all the means by which studying, reciting, or had marks may he avoided, because, he says, he practiced them all in his youth. Having listened to his account of such misdeeds, we picture Mr. Cook as a boy, attired in knee pants and a blouse with the draw-string dangling, purloining green apples to eat in school behind the traditional desk-top. Thus are we inspired to emulate greatness. It is a simple thing for those who have attended Mr. Cook’s classes, to boil water till it freezes. Our worthy instructor got his start in life as an Leman in Cincinnati, making ice from the river by the above method. It seems that once the Ohio became rebellious, overflowed its hanks, and carried off Mr. Cook, his personal belongings and various live stock. Mr. Cook is not a sea-dog but he boasts of being a pretty good land-lubber, and that when he went sailing on the Atlantic coast it was his duty to entertain the others in the boat—though of whom the party consisted he does not say. It is possible that he studied, at this time, the art of star-gazing to which he alludes so often in discussing light. Mr. Cook once drew us a bird. We know it was a bird because he said so. lie is. therefore, an artist. He was once a circus performer. too. He did not sav this himself, but the way lie juggled erasers one first period leaves no room for doubt—and the bow with which he acknowledged our applause had that perfection which comes from practice. To sum up. Mr. Cook has been schoolboy, iceman, land-lubb; r, star-gazer, artist, circus performer, physicist, and instructor of youth, —a remarkable record. We shall be sorry to leave his classes. Xote.—For the facts in this article, we extend our thanks 10 the Hon. Mr. Cook, professor of phvsics. West High School, Minneapolis. G. II. We re proud to sav we’re Juniors, Of the Class of 1910. The Seniors’ life won’t last long, So cheer our class again ! Yes. the Seniors run the school now.— They think they’re very fine; But wait till we are Seniors, Then.—what was 1909? —A. J. Fifty-five Wanderings of a Junior The Junior, son of Sophomore, hero brave, Persistent searcher for that pot of gold, Diploma called, now braved the tossing sea, B room, upon the frail craft Study-Not, Which that dread rock, Rock Salt, to pieces dashed. The Junior, gaining land, grim Physics slew. Its formulas for Cooking kids lie burned, Passed on through Penneyville and Wattsingford, Quaint towns, and came to German's baleful land. A haunting cry rang through this place. It called: Oh Junior, hurry on.” He fled. But now 'I'he ground began to shake beneath his feet— A demon fierce, with awful pointer armed. Pursued him fast across La Languc Franqaise. Firm ground once more attained, to labor hard And heavy tribute Cicero laid claim. A cheerful place to one so sore distressed, The Garden of the Lunch Room was at hand; But when his tickets all had slipped away, Perforce he journeyed on. Ambitious grown, He left the beaten trail to climb with toil The mountain Double Plus. A moment brief He stood upon the summit Big Head Peak— Then, in his pride, he fell. The land below Frivolity was called. From there he came Into the region of the Yearning Heart. A brainstorm wild swept down upon him here, lie struggled through the valley Midnight Oil To meet the last, the grimmest and most cruel Of all the perils that beset his path— The dragon Faculty, who heartless cried, Turn back. Xow was the Junior sorely tried Yet faltered not till he triumphant stood The victor o'er a slain and conquered foe, And gazed before him to where lay the land Vacation, end of all his wanderings. —G. H. Why are the girls of B room like Lot’s wife? Because when leaving the room they look back and turn to Salt. Fifty-six MEDICINE ENGINEERING business PULPIT PRESS agriculture w ■■ - SENIOR. Fifty seven A Parting Word IT IS NOT my intention to overload you with advice. You have received a good deal of that in the past and no doubt will in the future; but 1 should like to say a word as to the position you will occupy next year and in succeeding ones in relation to the school. You are our first graduating class and consequently will Ik. , after June, the alumni and alumna; of the school. There is a fine work awaiting you in the matter of keeping up relations with your school and of building tip a loyal school spirit. I trust that you will all do Titos. E. Hayward your duty in this respect. A loyal alumni association will be an invaluable asset to us. Speaking of graduates makes me think that after your graduation. we can take our place among the high schools of the city as having not only alumni and alumiue hut also an “oldest living graduate ' Of course. I shall mention no names and furthermore I will assure the young ladies that the honor ( ?) of being the oldest living graduate will not rest among them. I am sure of this. However, for fear I may be wrong, 1 will look the matter up later. You know, I have all your ages duly tabulated in my register. I sat down to write something clever and original; but for the life of me, I can't think of anything clever or original. However, in order that no one of the readers of your annual outside the school may be led to think that a teacher's life is rather prosaic and deadens one’s wits, let me say that 1 have enjoyed my work with you very much. I can recall no unpleasantness and any “excitement” we may have had came only as a part of the day’s work and kept us from stagnating. In closing, let me wish you all kinds of success and let me hope you will always believe me, Fifty-eight Your friend, Thos. E. Hayward. CLASS OFFICERS. Carrol SPKKRS, President. Paul Goldsborough, Treasurer. Evalyn Camp, Secretary. Fifty-nine PRESIDENT’S FAREWELL MAY I have the attention of the class for a few moments? (I have acquired this habit of speaking to the class.) This will probably be the last attempt of speech-making on my part to you as a class, so I take this privilege and happy opportunity of saving a few last words before we pack our books and become separated, either by our pursuits of higher knowledge or by bringing our already acquired knowledge into practical use for solving life’s problems. Mow proud we all feel that we are the pioneers of this beautiful West High School, and why shouldn’t we feel so? We have “blazed the trail” for all succeeding classes and the first annals of this school will record the graduation of this class. What a promiscuous crowd we were upon our entrance to this great building; having emigrated from different schools with divided interests and school-spirit! But before long our interests combined and overcame that great difficulty which so handicapped us at the beginning. Our motto (Facta non verba), so admirably chosen, became foremost in our minds and through the fruit of good works we have certainly “made good by “doing things’’ (with the aid of a few words). It is with great pleasure that I seize this opportunity to extend my hearty congratulations and personal appreciation to all committees and their respective chairmen for what they have accomplished. Social and decoration committees, you have given a most pleasing scries of dances. Every dance a “hopping success. The picture committee was the means of “showing up the class with its most artistic selection. The sweater-committee has distinguished the West High Senior from all other seniors by their “classy choice. To the pin, color and motto committees, special commendation is to be given for their sharp, striking, and stirring powers of selection. The class of '09 will ever be remembered by their elaborate and fitting token of expressed appreciation which was so skillfully decided upon by our memorial committee. Last, but not least, I wish to award special credit and praise to the senior annual board for the publication of such a successful book as this “Hesperian ’ West High’s first annual, has proven to be. Now to our corps of teachers, too much praise cannot be given for their indefatigable labor in inaugurating a new system in a new school. It sems to me a pardonable pride to consider it a great honor to be chosen as president of any class, of any school, but surely more than an ordinary honor to be chosen to preside over the affairs of the first class graduating from this new and beautiful school-edifice known as the West Side High School. Faithfully your president, Carrol M. Speers. i Sixty Secretary’s Report. WEDNESDAY, November fourth, nineteen hundred and eight, marked an era in the school life of Minneapolis. The first Senior class of W est High School assembled for organization. Carrol Speers was chosen temporary chairman. After several days of successive meetings in which nominees for the various offices were presented, and stirring speeches made by eager partisans, elections by Australian ballot resulted as follows: President—Carrol Speers Vice-President—Genevieve Griffith Secretary—Evaly n Ca m i� Treasurer—Paul Goldsborough Committees to direct the various interests of the class were appointed by the president, and this annual stands a monument to the decision of a first meeting. A lively meeting was that in which the subject of cap and gown for the “sweet girl graduate,” was presented. One young man, versed in the knowledge of feminine apparel, discoursed wisely on the economic advantage of the gown but the “maidens making much ado voted overwhelmingly for the time-honored fluffy white that would not be relegated to a box—a memento only—but would grace many an occasion. The momentous questions of motto, colors, pins and pictures were successively presented. The class claimed green and gold as their colors and adopted the motto best exemplifying their character and spirit—Facta non Verba. Evai.yn Camp. Sixty-one Treasurer’s Report HT'HE class of ’09, the first class to graduate from West High School, has tried to establish a standard tor future Seniors. The class has every reason to he proud of the work done in the three branches, the social, the dramatic, and the literary. The four dances which have been given, while not financial successes. were socially all that could be desired. The class play, under the careful direction of its instructor, together with the hard work of the Seniors, has made a model worthy of future emulation. The class annual, The Hesperian,” speaks for itself. One of the essentials for carrying out this program has been a full treasury, which was not lacking, thanks to the aid of the Junior class and of the whole school in general. Paul Goldsborough, Treasurer 09. List of Committee Chairmen. Social—Harry Evans Financial— Paul Goldsiu k ugi i Decoration—Samuel Keen Tictii re—I „aw ren ce Eggleston Fin—Ray Brown Color—Mildred Borom Motto—Ralph Cairns Cap, Sweater—Spencer Owen Yell—Joseph Mayer Memorial—Rolf Veblen Sixty-two Report of the Social Com in it tee. THE social committee, appointed early in the fall term, gave its first dance at the Auditorium annex on Friday evening, December 18. This was the first of a series of four dances, all at the annex. The attendance at this dance was not as large as could have been desired, owing to the fact that three other high school functions were given the same night. About thirty couples attended. The next dance was given on Saturday evening, January 23. The attendance at this dance was extremely gratifying. The remaining dances were given on the Friday evenings, March 12 and April 16. They were well attended and every one seemed to have a first class time. The music throughout was furnished by Cafa-rella's orchestra and was all that could he desired. The dances, as a whole, were more of a success socially than financially, but we were nevertheless able, at the end, to put a little money in the treasury. Many thanks are due the decorating committee for the abundance and tastefulness of the decorations with which the hall was made attractive each time. Harry Evans. Sixty-three HONOR STUDENTS Olive Bell Valedictorian Evalyn Cami Salutatorian Honor Roll Ray Brown R a Li 11 L. Goetz e n ber ;kr Mabel Colburn Floy Skinner Marik Cheney Role Vkhlen I IENRI ETTA NIEARS Marjorie Boardman Louise Frary Mildred Borom Mary Stone Rutii Hamil Xancy Brewster Mildred Ozias Marjorie Child Hallik Chambers Sixty-four The Class Play A FTER much deliberation the Class of 1909 decided to present as its class play “Nathan Hale,” a patriotic drama by Clyde Fitch. The production was a test of the capabilities of the class in financial management as well as in dramatic presentation. To build and buy scenery and a drop curtain for a hall devoid of accessories and to dress and mount the play beautifully, made a financial problem which such members of the class as Carrol Speers and John Moir successfully managed. The cast which was chosen in a preliminary contest, gave assurance that the play would be a triumph for the school. The success of the performance would have been impossible but for the skill, the unselfish efforts and untiring patience of Miss Iloltz, who gave so much of her time to drilling and managing the play. Danke schon. Miss Holtz. Danke Ilmen sehr! NATHAN HALE (In after years, that we may refer to the “Hesperian” and refresh our memories, may they never need it. we offer a brief outline of the play.) ACT I. “ ’Twas in the year that gave the nation birth.” Nathan Hale, a whig, is a young schoolmaster in New London. Conn. There is in his school a charming young girl, Alice Adams, with whom he falls in love. Her villainous cousin. Fitzrov, a British officer, loves her also. Hale takes every opportunity to keep her in after school. During one of these “punishments he professes his love for her. Her cousin. Angelica Knowlton. enters the school and becomes infatuated with the assistant schoolmaster, Lebanon. ACT II. “A battle fierce And obstinate had laid a thousand patriots low. To Washington a knowledge of the plans. Position, strength of England’s force Must compensate for lack of numbers.” A year later Angelica elopes with the brave (?) Lcbananon. Hale, now in his country’s service, comes to Col. Knowlton’s house to attend a conference, where he finds Alice and tells her of the difficulties besetting the Continental Army. Fearful of the outcome she makes him promise never to risk his life unnecessarily. The conference is called. Her desire to remain is refused; unseen she hides behind the curtains. The country calls for a volunteer to discover the British plan of attack. Seeing that no one else will undertake this service, Hale, after a struggle, volunteers. The conference is closed. Alice rushes out and reminds him of his promise. She pleads with him. implores him, and finally, overcome with grief and anger, and crying out that she hates him, falls unconscious. Sixty-five THE ARREST THE ELOPERS ACT 111. “(), Judas, self-condemned! thou art But the type of many a trait’rous friend, Who ere and since thy time, betrayed to death A noble heart.” In an inn on Long Island, Hale, acting as a spy, meets Fitzroy, who suspects him. and after trying many ways, without success, to make him reveal himself, sends for Alice, saying that her lover is dying and wishes to see her. He tells Hale of his suspicion and his plan. When Fitzroy is not near. Hale bids the Widow Chic, the innkeeper. to warn the girl. Alice comes, but pretends not to recognize her lover. Fitzroy is enraged and leaves them together, when, overcome by his love. Hale begs her to tell him that she loves him. She does,—and Fitzroy. entering, arrests him. Fitzroy starts toward Alice, determined to have her, but Hale overpowers him and flees with Alice while Fitzroy calls to the pickets to fire on them as they pass. ACT IV. On the evening before his death Hale learns that he has saved the states. The information came from Alice’s brother Tom, who tells him that he has brought Alice to say farewell and asks that he hear this last meeting for her sake. 'Pom brings her to Hale. As she leaves, Alice gives her lover a rose, and with it clasped in his hands, he kneels and repeats those well-known words, “I only regret that I have but one life to give to my country.” Margaret Menzel. Sixty-six THE PERSONS OF THE PLAY: Nathan Hale (Yale 1773), teacher in Union Grammar School, New London, Conn...................Carrol M. Speers Ebenezer Lebanon, Asst, teacher to Mr. Hale....Samuel B. Keen William Hull (Yale 1773), Colonial Officer.............Kay Brown Lieut. Col. Knowlton, of the Continental Army.........Rolf Veblen Captain Adams, of the Continental Army..............Conrad Wilbur Thomas Adams, his son..........Henry Robertson (borrowed from the class of ’ll). Captain Fitzroy, of the British Army.................Harry Evans Lieut. Cunningham, of the British Army.....Wellesley Armatage British Soldiers........................................... David Williams Conrad Wilbur Edwin Moore Spencer Owen Colonial Officers.......................................... Robert Tuttle Ralph Cairns Morris Owen Frank Lasley alter kocpke British Sentinel................................... . TT Jasper, Servant in the Knowlton home......... s' auncc CVN1 General George Washington.............Noyes Bright (Class of TO) Alice Adams, daughter to Captain Adams............Margaret Menzel Mistress Knowlton. wife to Colonel Knowlton and Aunt to Alice Adams...................................Marjorie Child Angelica Knowlton, her daughter.........................Irene Fay The Widow Chichester, innkeeper.............................Nancy Brewster School Girls:—Nancy Brewster. Anne Ferguson, Bessie Fox. Lulu Woodbcek. Lucinda Ttedding, Louise Frary, Helen Wingate, School Boys:—Robert Tuttle, David Williams, Ray Brown, Morris Owen, Walter Kocpke, Spencer Owen. Robert Robertson (’ll), Dean Campbell (’ll), Julius PTiegelman (T2). -SYNOPSIS-ACT I Time—April. 1775. morning. Place—The Union Grammar School, New London, Conn. ACT II Time—September, 1776, afternoon. Place—Colonel Knowlton's Home, Harlem Heights. ACT III Scene I Time—September. 1776. evening. Place—Widow Chichester’s Tavern, Long Island. Scene IT Time—The next morning. Place—The same. ACT IV. Time—September, 1776. the night following. Place—The Tent of a British Officer. Scenic Drop Curtain and Scenery in Act IV, left as a memorial by the June ’09 Class of West High School. Sixty-seven Commencement CHANGE is unwelcome. We like to know that “seed-time and harvest shall not fail until we come to the “new heaven and the new earth.” This sentiment being yours as well as mine, mv reader, we shall agree upon the matter of our first “commencement.” We shall make no startling innovations. There will he the same pretty girls in the same pretty dresses, only prettier to us because they are ours; the same honest, manly lads, handsome and stronger than common, we think; there’ll be the same assemblage of parents, proud they should be. and a little anxious they will lx? if “son John” or daughter Mary” is “on the programme; ’ there’ll be the over-warmth, the scent of too many flowers, the programme a little too long, which no one would have the heart to shorten, the fresh young voices not quite filling the house, but doing their brave best to sjxak out the fine high thoughts of youth, the relief of music, the receiving of diplomas. The same old thing in the same old way, and yet like any other great symbolical spectacle, always new, and if looked upon with the thoughtful eye, always interesting. Here is another untried group going into an untried world; the sight gives a thrill like that one has on seeing a launching.—there is the new force upon the unknown deep and the emptiness left where the vessel once stood upon the stocks. Our little band that leaves the West High, the first sons and daughters of the new school, will be to the school and its patrons, always of special interest as the first offspring. I have likened your commencement, boys and girls, to a launching, let me quote what the gentle poet said to the ship— “In spite of rock, and tempest’s roar. In spite of false lights from the shore. Sail on, nor fear to breast the sea. Our hearts, our hopes, are all with thee,— Our hearts, our hopes, our prayers, our tears. Our faith triumphant o’er our fears. Are all with thee—are all with thee.” Grace Watts. Sixty-eight Turn Square Around. (With apologies to Henry W. Longfellow and Thomas E. Hayward.) I. The Seniors were assembling fast. And thru the aisles of A room passed A man whose finger sadly whirled. As round the room these words he hurled, “Turn square around!” II. His brow was sad; his eye below It gleamed and shone with weary woe; Hut on he stalked from aisle to aisle, And vainly shouted all the while, “Turn square around!” III. “O say!” a maiden cried, “did we In English Lit. have Essay Three?” Before her neighbor might reply, A thund'ring roar 'most rent the sky— “Turn square around!” IV. When e’er one turns to ask a friend, “Where does the Vergil lesson end? A tall, lean figure does appear And hollos in one’s startled ear. “Turn square around!” V. From half-past eight to one o’clock. He tends his whispering, giggling fioek; His weary vigil well he keeps. I’ll bet he murmurs while he sleeps— “Turn square around! Marjorie Morti.axd. Sixty- line Crystal Gazing TC ELLOW SENIORS, would you see into the future and learn what it contains for you? Then come with me, enter this small room, the sole furniture of which is a tall, slender table, with a mirror top. Resting upon the table, behold the instrument of our forward look—a small globe of clearest crystal, glowing mysteriously. As I look into it the circles of light seem to whirl and eddy, and as it settles down I can see our class president, Carrol Speers. No, not as president of the United States, but as one far higher in honor and renown. Rising from a poor minister to the greatest divine of the country, he has, by wonderful strength of character, force of will, and insight into humanity, gained a great temporal power over all men. Let him condemn a law, and no member of Congress can see aught but evil in it; let him propose a new bill and it becomes a law without one dissenting vote; great corporations bend to his iron will; at his instigation men of vast wealth devote their entire fortunes to the betterment of humanity. His influence has made our country a veritable Utopia. Even Samuel Keen, who appears to be one of the greatest presidents the country has ever known, yields to the eminent divine in matters where their ideas conflict. Marjorie Mortland, noted for her ability to handle state secrets, holds the position of private secretary to Mr. Speers, and is envied by princes because of being in Mr. Speer's employ. Now there is a shifting of lights within the crystal, and I see a great Xew York opera house filled to overflowing with eager listeners for tonight the great prima donna, Bessie Fox, sings to one of the largest audiences the metropolis has ever known. In her company I see Edna Overlock, Mildred Ozias, David Williams, and Edwin Moore, all famous singers. The manager is John Moir, whose great business ability has done much toward making the company one of the most successful in existence. In one of the boxes I recognize Rolf Veblcn, a social lion of great wealth and talent, sitting among many admiring women. In another, I see Elizabeth Partridge, Florence Simon, and Willimina Stevens, all very prominent in the social world, and as good friends as ever. Again the lights shift and I see an office in Wall Street, a meeting of bank directors, with Paul Goldsborough at the head, and Russell Reed and Maurice Hewett among the prominent members. Now another man is ushered in with great ceremony. His face seems familiar, but I cannot tell who he is; he seems to be a financier of some importance. Ah, now he smiles and I recognize him as Ralph Goetzenberger, but how changed! The cares of wealth and responsibility have weighed heavily upon him. Seventy Now the scene changes and I see our dear West High School, grown to twice its original size, planned by the foremost architect of the city, Rachel Simmons. Behind the building is a large field for athletics, with a well-equipped gymnasium in one corner. 'Phis addition has been obtained through the influence of the mayor himself, Wellesley Armatage. In the auditorium the pupils are being addressed by men and women of great prominence. Evalyn Camp, the principal, first introduces Governor Ray Brown, and afterward Nancy Brewster, a writer of some note, and Ruth Hamil, a lecturer. Ralph Beattie, the superintendent of schools, closes the program. Xow a softer light glows over the crystal and I see a beautiful church. Trank Lasley, who seems to have entirely overcome his diffi- J 7 • deuce, occupies the pulpit, and Olive Bell, a missionary from China, is addressing the congregation. Louise Frary sits at the organ, and with the choir, Mildred Borom, the great soloist. I see in the audience several whom I know—Florence Ford and Marguerite Willson still in close companionship, Margaret Smith sitting with a tall distinguished-looking man I have never seen before, and Helen Goodspced, a noted reformer. Next 1 see Helen Wingate and Edith Woolsev entertaining a woman’s club whose president is I lallie Chambers. The famous violinist, Genevieve Griffith, plays to the admiring audience, and the magazine illustrator. Anne Ferguson, gives a chalk talk. Esther Davis and Ruth Rossman read papers, and Marjorie Child, now president of Vassar, addresses the club. Among the most popular of the members are Irene bay and Margaret Whited, both brilliant society women. Now the crystal clouds for a moment, then a brighter glow than before passes over it, and I see a rich salon in Paris where many celebrities are being received by Marian Trask, now the beautiful and much-adored wife of a Russian count. She is assisted bv Doris Dalrvmple and Marian Miller, and near her stands Marjorie Hoard-man. now the princess of a small principality in southern Europe. Among those in the salon are Leona Lawson, a famous painter. Brenda I eland, the greatest novelist of the time, Walter Koepke. the American embassador to France, and Helen Enegren. for whom a German prince stepped down from his throne. Xow another enters, whom I recognize as Harry Evans, the great archeologist, and close behind him Conrad Wilbur, an eminent scientist. A group of well-dressed society women follow, ami among them I recognize Ida Barclay and Madeline McVoy. But as 1 look the crystal again shifts its light, and one by one 1 see the rest of the class pass before me, some in wealth, some in poverty, some in joy and some in sorrow, but all living to the honor of the class of 1909. Marie Cheney. Seventy-one iUnat ftatpnt, drabp an Spbpfpnb § murs Mii.dkkd Ozias Latin “Thou neat one, thou sweet one. John Moik Manual 'raining “Keep on smiling!' Charlotte Blair Latin Still the wonder grew That one small head could carry all she knew.” Helen Enegren Edwin Moore Marguerite Willson Latin Latin Latin “Not because your hair A fellow of infinite “Her gravest mood could is curly. Not because your eyes jest.” scarce displace The dimples.” are blue.” Seventy-three Louise Frary Latin Honors come by diligence.” Robert Tuttle Manual Training “Seldom he smiles.” Olive Bell Latin “And she is wise if I can judge of her.” Florence Ford Latin “Well, Florence, aren’t you going to read first ? Maurice Hewitt Manual Training His modest looks win all our praise.” Myrtle Steen son Latin “Laugh every time you’re tickled and once in a while any how.” Seventy-four May Ken kel Latin “H c r bright smile haunts me still.” Wellesley Arm atage Manual Training “Prithee, put a kinder face on.” Madeline McVoy Latin “No tranced summer calm is thine, Ever varying Madeline.” Majokie Child Latin “A tender heart; a will inflexible.” Conrad Wilbur English “See heah. no moah of that.” Marian Collins Latin “As cheerful as the day is long.” Seventy-five Mary Hubachkk Latin “She is meekness it self.” Russell Reed English “His hair is of the dissembling color.” Esther Davis Latin “There never was a girl like you.” Bernice Pratt Latin Her hair can teach the night How to seem dark.” Robert De Veau English He speaks an infinite deal of nothing.” Doris Dalrymple Literary “Conte then, nymph, and bring with thee Jest, and youthful jollity.” Seventy-six El.17. ABET II PARTKIIKJE Latin “A sweet and virtuous soul.” Ralph Goktzknkerckr Latin Manual Training My only books were woman’s looks And folly’s all they’ve taught me.” Wi i-i,i m i na Stevens Latin She walks in beauty like the night Of cloudless climes and starry skies.” Ida Barclay English With a perfect taste in dresses.” Van Renton Latin For his years lie’s tall. Marjorie Boardman Latin Is she not passing fair? Seventy-seven Brenda Uklanu Latin The softer charm that in her manner lies Is framed to captivate, yet not surprise.” Lawrence Eooleston I.at in “A virtuous and well govern'd youth.” Florence Simon Latin “No doubt there is m u c h mischief under those sparkling eyes. Majokie Mortland Latin To those who know her. all words are faint.” Joseph Mayer Commercial There's something in his look which marks him for a young and learned boy.” Marian Trask Latin She’s pretty to walk with And witty to talk with.” Seventy-eight Marian Miller Rolf Verlen Ruth Rossman Latin English Latin “Ah. those serene blue “A wise old owl was A winning way. a eyes.” he.” pleasant smile.” Avazell Sample Latin “Alas, she has no speech. Ralph Beattie Commercial He thinks too much-such men are dangcr- B ESS IF. Fox Literary She was just a little lassie. Full of smiles and wiles and song.” Seventy-nine Luklla Harlan Literary G o o (1 disposition ’tends your ladyship.” Roy Gold Latin As honest as any man living.” Irene Fay Latin Her hair's the raven's wing in lute, 1 ler eyes a bit of heaven’s blue” Mabel Smith Lillian Johnson Leona Lawson English Latin English Mindful not of her- Her knowledge o f She hath a clev' :lf.” history is astounding— pencil.” simply astounding. Eighty A DELLA KOEPKE Walter Koepke Dorothy Chapman English Latin Latin “A modest blue-eyed Phoebus! w hat a “She has two eyes. one. name.” soft and brown And she has hair of golden hue.” Mildred Borom Latin A decorous. little Puritan maid.” Frank Lasley Latin “I’ve done all but the last eight lines.” Henrietta Mears Latin “French she spake ful fairc.” Eighty-one Marc.aret Whited Literary “Checks that resemble the roses so fair.” Samuel Keen English Then he will talk—ye gods, how lie will talk !' Mar(;aket Men .ei. Latin “Thy voice is a celestial melody.” Marie Cheney Latin ‘She was of great disport And ful plcasannt and amiable of part.” David Williams Commercial Laughter holding both his sides.” Florence Wetmoke Latin “With earnest, pensive look Bending o’er an open book.” Eighty-two I III.DEGARDE S VENSON Latin “Thou art marvellous wise. Anne Ferguson Latin “She is wise who does hut little.’ Maude Spence Latin “I’nvexed was she by scholar’s art. Emily Pyke Latin “Courteous, t h o u g h coy and gentle, though retired. Ray Brown Latin A proper man as one shall see in a summer’s day.” Ruth Van Tuyi. Latin Whence is thy learning? Hath thy toil O'er books consumed the midnight oil.” Eighty-three Ruth 11 am ill Latin Generally s p c aking she is—generally speaking.” Chester Overlook Commercial Thou arc long and lank As in the ribbed sea sand.” Margaret Kinney Latin Maiden with the fair brown tresses.” Marian Siiarretts Latin The merriest girl that’s out.” Helen GoonsrEEn Literary She laughs and we all laugh with her.” Helen Osterman Commercial I know her by her angry air, And bright dark eyes.” Eighty-four Edith Woolsey Latin “I would the gods had made thee poetical.” Ralph Cairns Manual Training A very gentle beast and of a good conscience.” Hazel Schultz English “Blue eyes and tresses of brown.” Susie Cole Latin Apparently she is as quiet as a mouse.” Spencer Owen Latin Sir, your wit ambles well; it walks easily.” Hallie Chambers Latin The swiftness of her speech outstrips the lightning's speed.” Eighty five Helen Wingate Latin “A cheerful temper makes wit good natured.” Harold Hen ess y English '‘Up! up! my friend, and quit your hooks Or surely you’ll grow double.” Linnea Lou n be kg Literary “With a smile for each and for all.” Mary Stone Latin Calm and quiet, cheerful without mirth.” Cokinne Kei.ty Literary A model lassie Seen hut seldom heard.” Almeua J AC KISH Literary Thy modesty’s a candle to thy merit.” Eighty-six Mildred Foote Latin What I say, 1 stick by. Maurice Owen Literary “With thoughts that carry farther than his speech.” Verna Belcher Commercial A serious lassie still believing all she sees.” Eillen Boylon Commercial Maiden with the meek brown eyes. Beulah McClatchie English Hoi modest look the cottage might adorn. Sweet as the primrose peeps beneath t h e thorn. Nancy Brewster Latin She is of a noble sweet nature.” Eighty-seven Bertha Griffiths Latin That’s what it said in the notes.” Margaret Smith Latin Wit sparkled on her lips.” Myrtle Farrar Latin Oh ! never, never, look so shy.” Lulu Woodheck Latin A little girl with ringlets.” Harry Evans Latin He doth bestride the narrow world Like a Collossus.” Rachel Simmons Latin Hers is a spirit deep and crystal clear.” Eighty-eight Lucia Loehl Latin “A rosy blonde.” Edna Overlock Latin “Thy every smile is warm and bright.” Floy Skinner Latin A flying charm of blushes o’er the cheek.” Ethel Smith English “Those eyes of tender deep repose.” Paul Goldsborough English He is a pretty youth; —not very pretty.” Evalyn Camp Latin “What she wills to say Is wisest and discreet-est” Eighty-nine Mabel Colburn Carrol Speers Ruth Barnes Literary English English “Away, away, your He was a man, take him Blue were her eyes as flattering arts. for all in all 1 shall not look upon his like again.” the fairy flax.” Lucinda Hkdiunc Latin “A sweet voice, which caresses and does not thrill. Percy Fuce Commercial “If you pull your face into that shape again I shall be angry.” Frances Griswold Latin Radiant and changeful as the wave” Ninety dltmpHP of Oilrp. i N inety-one Flaiiiiignn?on School Spirit. H’ youth iv t’day is shoor wild,’ says Flannigan. “Phwats up, now?” says Hogan. “Thim high school fellies is scrappin’ again. I say be th paper th’ Saynyer an Junyer classes have been mixin it again; paintin’ iv th buildin’ wid their class dates an greasin' iv th’ flagpoles thot flung th’r nobul banner-rs t’ th’ braze, loike th’ pigs we wanst chased at ol Killarnev’s fairs. ’ “School spirit will out, as Pat Ryan wanst says in shpaking iv other spirits he thryed t’ hide fr’m his wife, says Hogan. “School spirit, yer gran’mother, ’ snorts Flannigan. “Thot’s no more loike school spirit than your loike a monkey; though I’m not afther sayin th're might same t be a ravsimblance. 1 mane baytwixt phwat th paper says, an’ school spirit. School spirit is th’ thing thot’s afther makin’ iv th’ school, not breakin’ iv it. It's loike party spirit, Ilogan. Luk at you n’ me ’n’ Mr. Taft ’n’ a lot iv other good Raypublicans. We didn’t go round a gettin iv a bad name f’r th’ Raypublican party last fall. We wasn’t scrappin’ baytwane us an’ th loikes iv thot. No, sir! We was makin’ iv it pop'lar be wurruking t’gither. School spirit wurruks on th’ sain gr-rand principul. It’s pullin’ t’gither f’r a . reputayshun insthead iv fightin an’ daysthroyin’ pr-raperty t' spoil wan. It’s a foine reputayshun thim bvs is a gettin' f’r thimsilves an’ th' school be disfigerin’ th' buildin’ wid paints an’ th’ loike. I’m tellin’ ye, Hogan, th’r’s no school spirit in thot. “Now this same school spirit is afther showin' iv itself in sivral wavs. It’s surprisin' t me but wan iv th’ commonest is in sports. Cornin’ home fr’m th’ fact’ry wan ave’nin’ I boorded an up-town car. ’Twas full iv young guruls an’ fellies. They was jist coinin’ fr’m wan iv thim football games an’ was covered wid grane an' white streamers. Most iv thim was yellin’ somthing loike. Rickety Wow, Rickety Wow, We’ve bate Cathaydral, We don’t car now. “ ‘Quite a loively bunch,’ says I t' th’ conductor. “‘Oh they’re alright,’ says he. ‘Nothin’ rough about thim. Jist glad f’r tli’r tame,’ says he. Ninety-two “Wan wake later I was aftlier cornin’ home on th’ same car. Th’ same crowd was on again. But they wasn’t quite so chippcry. They yelled wanst in a while though. ’Twas somethin’ loike this: We’ve been licked. But we don’t care. We’re goin’ afthcr thim Again nixt year. “There was school spirit f’r ye. Th’ crowd iv thim tur-rned out whin th’ school tame wan an’ cheered thim. They tur-runed out whin th’ tame lost an’ cheered thim, too. Sthuck t’gither all th’ toime f’r helpin’ th’ tame an’ winnin’ glory f’r th’ school. But it ain’t sthickin’ t’gither an wan thing an’ lettin iv the rest go tliot’s afther makin' school spirit. Av th’ blind gintleman wid th’ sthrong legs had only carried th’ currippled gintleman wid th' good peepers half iv th’ way naythur iv thim wild iv rached th’r distvnayshun. Th’ same wid th’ school. Tvry thing dapyinds an sthicking t’gither. “T see be th’ papers not many attinded thim daybates. “What’re daybates?” says Hogan. “Daybates ’re intylckchool scraps.” says Flannigan. “In schools th're afther formin’ tames, thray an ayche tame. Most always only thim thot’s very studijus thry t’ git an th’ tames. Now it sames t’ me. in schools, ballplayers an’ athclaytes ought t’ get an daybatin’ tames as much as any wan else. But they ginerallv don’t. Any by shud be as proud t’ throw an’ audince such good argymints in such good wor’rds thot they’ll h’lavc him as he wild t’ throw a hall sthraight an' thrue over th’ home plate. An’ he ought t’ be as proud t’ knock an argymitit sky-high whin th’ other soide throus it at him as he wild he t’ knock a home run in th' last innin’ iv a tic game. “Well, as I was savin,’ they saylict th' tames an’ thin they thrv an' think iv a har-rd quistion t' scrap about. This sittled, they mate iv an avenin’ bayfore an audjince. if they can get wan. an’ call ayche other liars in th’ best Ianguige they know how. Tliot's a daybate. Ivry wan in th’ school ought t’ go t’ th’ daybates. As I say. they’re rale intvlekchool an’ most’ ginerallv about things we shud know. An’ bavsides. they're part iv th’ school an’ it’s thrue school spirit t’ pathoronize thim. “Av ivry wan in th’ school tur-runed out f'r daybates an’ th’ loike th’ way they turrun out f’r football, th’ intylckchool standard iv th’ school wild go up loike a bunch iv toy balloons an’ thots what thrue school spirit aims at. “No. Hogan! What thim bvs done thot ye read about ain’t school spirit but what’s called rowdvism an th’ Bowerv. School spirit is what thries t’ make ivry thing in an’ connicted wid th’ school as foine as possible.” Edwin Moore. Ninety-three The Lunch Hours With apologies to the originator. At one o’clock throughout t he veare. All loyal West High Folke appeare. Downstairs to order out their luncheon, That they may have wherewith to munchon. Members of our society Are there in great variety, Each one a paper napkin fetcheth. With which some of his crumbs he catcheth. Then sitteth down upon his stoole, ,And eateth fast—but not by rule, l or forks Ray Brown lie never lingers, But useth gaily all his fingers; While Mr. Hayward with his knife, Eateth away for very life. In the corner sits McLellan, Feasting, he, on watermellon. In the distance dim. Miss Potter Yearneth for a pat of butter. Piatt’s nose so aquiline, In his teacup plungeth inne. And Marshall Dunn, in tic of silke. Drowneth his woe in a mug of milke. Bruchholz, he who’s ne’er in doubt. Crieth loud for sauerkraut. All forlorn. Miss Uamiltonne Sadly cheweth cinnamonne. While Mr. Parsons sits apart. Stabbing his beef-steak through the heart. With Miss Camp’s manners. 1 who peddle This shocking gossip, dare not meddle. As meed for feats of valor done, She feasteth on a mustard bun. And close beside her gobbleth Campbell, IIis manly bosom swathed in flannel. Beneath the table, Harlan Frostc Bewaileth loud a ticket loste. There also sits Miss Fligelman. A’ dining on baked beans and ham: While Mr. Baker stalks alonge, Ninety-four Holding his tray above the thronge, Singing this sad. melodious songc. “Ham and eggs.” Meaniinic Don Hawley’s spoon of tin Shoveleth many a baked bean in. While Stanley Harper skippeth by Waving a slice of cold mince pic. Here at this corner. Miss Van Tuylc Suppeth upon the olive ile. Last of all Miss Swenson strayeth. And for cocoa humbly prayeth. F. T. FIRE LAWS. W F ANY person shall detect smoke or sulphurous fumes, he shall ask permission of room principal to report it to Mr. Ozias. The same being ob ained, he shall wait in the office until aforesaid individual shall be at leisure. He shall thereupon report the time, place and circumstances of said discovery. Mr. Ozias shall then send for the janitor to ring the alarm. Upon the sixth stroke of bell pupils shall sit in active position and at the command of the teacher shall stand heels together, head and shoulders back and march with measured steps to the hall. Perfect order having been gained, Mr. Ozias shall command the orchestra to play a slow march. Single file and in step, all shall march out the twenty-eighth street door where special care shall be taken not to trample on the lawn. Pupils skipping shall remain motionless and silent where they are until rescued. For those that have perished a special program shall be held the next day in the auditorium. If by any chance the fumes came from the chemistry room, all shall march in the same order into the auditorium where Mr. Ozias shall reassure the panic-stricken. The exercises of the day may then be resumed. To stay or not to stay—that is the question; Whether tis nobler in the mind to suffer The whims and lectures of unfriendly teachers, Or to rise up against a score of tests And graduate to end them. Ninety-five A Medley of Cognomens BREAK CAMP at once! Go to it, boys; it means GOLD to you all. WILSON, take that gun and WHEELER down to the FORD; mount the signal on a fifty-foot pole, and when you get my signal HEWETT down. You understand—now hurry. Listen men! That’s the BELL across the river. It means that that crafty old general has made GOODSPEED and is now RENTON cutting off our supply of COLE, which must be prevented. Wc will give them a SAMPLE of what we can do in the way of maneuvering. Now attention! Fill all five CHAMBERS of your revolvers but mind you, not a shot is to be fired. Absolute silence! You PYKE men, when you hear the BLAIR of my trumpet you are to advance on FOOTE toward those BROWN BARNES in the distance. The rest of you, each with a STEVENS rifle, and carrying SPEERS are to be mounted. Ride as fast as possible around to your left, taking care not to let so much as a STONE be dislodged as you scale the embankments within the enemy’s lines. From there make your way to where the MILLER lives. The two divisions will then unite, HEDDING off that KEEN old FOX from opposite directions. When you close with them, boys.—well, you know what to do. Just do your duty. BOROM right through and if necessary stick SPEERS into each one of them. It’s sure victory—just like taking candy from the CHILD. Right about-face! Forward, march! S. B. Keen. Ninety-six ERECTING TILE AERIAL I'OR WEST HIGH WIRELESS STATION. THE WILD WEST SHOW. THE CLOWN O let Me introduce Myself, I wildly Crave Renown. O Put not up upon the Shelf The Kind, Obliging Clown. I take Delight to show you thru The School Menagerie, And give a crief description too Of all wc there shall see. Ninety-seven THE LION. The cozy Lion pray Behold! In Mighty Deeds he is quite Bold. But as the Idol of the Crowd The Lion is completely Cowed. His Heart is tilled with shrinking Fears, He blushes Pink about the Ears, He wildly Prays for some Release, For e’en Sahara’s desert Peace. THE MONKEY. Now here’s a Creature born to Vex And all the Faculty Perplex. He scatters Chalk and Paper Scraps And knocks down Other people's Wraps. Throws Rubbers all around the Room And makes his Neighbors fret and fume. He works on tender Maidens’ Fears By Hanging Mice on Chandeliers. THE BOOKWORM. The Bookworm is a patient Grub; He works both Day and Night. He shuns the Naughty Monkey’s Club. And Burrows out of Sight. Ninety-eight But here’s a Fact we much Deplore; With all his Greedy Feast, lie’s Thinner than he was Before, Nor Prospers in the Least. THE SHARK. The Shark’s a Creature very Fierce, He gets on Swimmingly, His Wits the darkest Subjects Pierce And Shine Undimmingly. • He Seizes every chance to Spout With wide inspired grin. There’s naught he does not know about, He can't be taken in. THE CRAWFISH. The Crawfish loves Society, But I’ve a Glim’ring Notion He mars his Neat Sobriety With a Curious Sidewise Motion. Ninety-nine Sometimes he Seems superbly Straight, But when a Danger Threats, With Nifty, Shifty Sideward Gait, He Out from Under gets. THE SPONGE. Of most Absorbing interest The Sponge appears to be, Most every Place he does Infest As we can Plainly see. Pencils, Ink, and Pens, and Books, And Information too. These he Absorbs and Shrewdly looks About for Something new. THE GOOSE Our Friend the Goose Is so very Obtuse His Mind cannot keep on the Track. The Blunders he makes After absolute Fakes Simply Prove that his Head has a Crack. One Hundred THE PEACOCK The Peacock is a Gaudy Bird Who is far Better Seen than I Ieard; Her Gown, a Marvel to Behold Is always Strictly a la mode. Her Coiffure is the Peacock’s Pride; It Snuff’s out all she Keeps Inside. A Monster Comb, a Healthy Rat, And then on Top a Gorgeous Hat. THE BUTTERFLY. Dainty, airy Butterfly, Queen where'er she Goes, Lilting Voice and Glances shy, Pretty, graceful Pose. Lovely, sylphlike Beauty she Flutters on her Way, Ever changing, conscience Free, Has not Power to Stay. Behold the Sweet Poetic Tones Our proud Chameleon shows, At Jarring Shades he loudly Groans He Rhymes from Head to Toes. THE CHAMELEON. One hundred and one Lav .wi — He ut touched He Strncr THE SLOTH. Here is the Sloth. Behold him Sprawl, Oil cl never Guess how very Tall The Sloth could he if he would Rise. Because you see he Never tries. He leans his Head upon a Book Alone in some sequestered Nook, lie does not Read what is Inside, But hopes that thru his Skull 'twill Glide. 1 prav you not to be Misled By that Misleading Name. . ' .. _ romoanv s the boring animal. 1 pray you ’Tis not the Parlor Company s We raise to Lasting l ame. s Dread On „� ,,dred and tu o It is instead an Active Beast Who digs with Knives and Pins, And one reformed has Scarcely Ceased Before the next Begins. THE ClT) CHEWER. See this Ruminating Creature, Pretty little Bud. Exercising every Feature Chewing on a Cud. There are Many in these Meadows Scattered Everywhere, Calmly Munching in the Shadows, Browsing Here and There. THE PONY. A Poor Old Ragged Pony have we Here. Who Helps the Stupid Pupil—to the Rear. At first he Seems to Prance in Golden Light, Then Bucks; and Leaves the Dunce in Blackest Night. So Dear, Aspiring Travelers. Take Heed: No Matter how severe May he your Need, Give a Wide Berth to this Misleading Nag And Virtuously thru your Classes Drag. Mary Daniel. One hundred and three Soup on Monday (In the lunch room at one o’clock.) Olive and Pickle are hurriedly Hinging dishes and with sullen rapidity are filling the orders of the Great Impatient. Olive is a woman about twenty-five, with dark hair, a row of cylindrical crimps sitting close to a flushed brow. With experienced diplomacy she masks her feeling. In speaking she looks at one in round-eyed accusation, raising her voice with a scornful inflection. Pickle is a tall, young woman with dark, mild eyes and brows that rise in inquiry. A tall languidly humorous young man is leaning over the counter, tray in hand, grimacing expectantly. Young Man (playfully)—Say, ve you got my lunch ready, Olive? (briskly but indifferently turning away as she speaks). Where's your order? Young Man—Didn't you—? (Olive shoves him the orders which lie scans with persistent good humor.) Here it is for you. Olive (recklessly filling soup plates, glances reproachfully at him) —You’ll have to wait. 1 can't wait on everybody at once. (To Pickle) Will you wait on Mr. Hayward next? Pickle (soothingly to an insistent freshman) You’d better buy your tickets, dearie, while you have time. Senior (in the throng)—O subtle one! O mighty Pickle! Junior (in the throng, wittily to the senior)—Joke!! (Followers of the junior laugh uproariously.) (Group of Sophomores in unison)—We want Olive! We want Olive!! (Group of Freshmen in opposition)—We want Pickle! We want Pickle!! (The Freshmen and Sophomores glare at each other.) Olive (ominously to Pickle)—Wait on those boys last. (Freshmen and Sophomores laugh feebly. Some leave the room jeering, while others, driven by hunger, remain with outstretched trays.) Senior (musing)—O thou crafty one! O serpent!! Junior (sparkling)—Joke! Followers of the Junior (frantic with glee)—Ho! Ho!! O gee!!! (Senior leaning back in disdain overturns a milk jar.) Juniors (in derision)—Mh-hm! Now you’ve done it! We’ll tell teacher! (Senior is pallid with embarrassment. There is an ominous mumbling among the unfed teachers.) (Miss West comes in, ruddy and genial. At once the disorder subsides. Mr. Hayward, with a heaping tray, saunters lankly to his seat. The teachers wax gently hilarious. The milk is sopped up. Kacli classman soberly drowns his emotions in the cocoa.) Miss West (beaming)—How do you like the soup on Monday? Curtain. One hundred and four Brenda Ueland. With Apologies to Mr. Poe I was sitting weak and weary, thinking of Hesperian dreary, When 1 threw my paper from me in great rage upon the floor; Of what use was thinking, thinking, when my tliots were sinking, sinking, And I might be drinking, drinking, cream from books of ancient lore? ' Tis no use, J muttered angry, “to rack my brain unto the core,” Only this, and nothing more. Suddenly I had a feeling of that something o’er me stealing, Which would aid me in my troubles as the fairies did of yore. Eagerly I siezed my paper, hastily 1 lit a taper. All the rest I’ll tell you later, lror 1 saw a long procession passing by my open door, Nameless here for evermore. Then my heart began to flutter; 1 with joy these words did utter: “They’re my teachers who have saved me what few wits I had in store. Here is one who caught me napping, here is one who tliot me lacking, In that knowledge which is backing, This one counselled, that one scolded, with this we’d foreign lands explore, Deutsch spracli sie uns, but nie nichts more. “This one often caught me peering in my book and without fearing That artistic, rounded circle, known to us so well as zero. At rare times came double pluses, gained when to success one rushes, When to heights ambition pushes, But to fall from plus to minus, into pain and into sorrow, Just to try again tomorrow. Thus it passed—that long procession, and I felt no protestation, Tho before I had not noticed that my school life all was over. And 1 was no longer daunted, neither by that dread tliot haunted, Rather was 1 quite enchanted with this crude chaotic store, Of poor thots and nothing more. LIN NEA LouNBERG. One hundred and five . Aeneas and Ilis Cap. NOW the idea of a cap itself is not so bad. It is somewhat incongruous, certainly, to imagine the brave Trojan slashing around among the Greeks with a close-fitting gray cloth afifair (such as Mr. Hayward wears on windy days) upon his noble caput. It wouldn’t match his armour very well and a helmet would seem preferable, but still, it is not absolutely ridiculous. If he had only been content to stop there. But subnexus mentum! I'ied under his chin! There's no getting around it. Now we wonder! Was it one of these dainty lace affairs with a big frill enclosing his manly bearded countenance and a big white bow under his chin? Was it a coquettish little Dutch cap with blue bows over each ear and tied with blue ribbons? Was it a big, scoopy affair like a sunbonnet, to prevent freckles or tan? (We understand it was rather warm in Carthage.) Surely it could not have been steel; and if it was, what about the strings? You cannot tie steel into any sort of a bow. Maybe Dido made him a nice embroidered purple bonnet to go with the gold trimmed robe she presented to him. How could Dido love any man, even if he was pulchcr-i in us ante omnes alias, who wore a cap tied under his chin? Ah, well, love was ever blind. M. M. It Happened in Vergil Whenever Miss Tryon wants a beautifully poetical translation she calls on Edith Woolscy. Why, just listen to what Edith said about Venus: “As the goddess turned away a rosy light shown from her neck and a most divine smell smelled from her top ' Madeline McVoy announced that “Iris, dying down from Olympus, lights on her head. Juno should dismiss the awkward creature and employ a new messenger. By the way, do you remember what Miss Tryon said Iris represented? Wonder if Mercury ever sang, Come be my Rainbow, my pretty Rainbow, my heart beguile. etc., to her when they were both off duty? Ruth Van Tuyl accused Dido of saying, I did not swear when the Trojan race was destroyed. Still, when she saw Eneas going, she said “pro Juppiter,” but maybe that was only slang. “The ships were shattered and the sky was not navigable.” Query—Did the Trojans use balloons or aeroplanes? “Thus I spoke, and fastened on my broad shoulders. One hundred and six Query—Was neas a foot-hall player? “The thought came to me, how beautiful it is to die in arms.” Query—Whose ? “Then 1 go home to see if she had brought her foot hence. Poor Creusa, was it wood or cork? Ruth Rossman evidently thinks Eneas a beast. “ Tineas stood with ears erect.” Here’s Ruth again: “Fugite, miseros, fugite! “Flee, oh miserable flea!” Miss Tryon has had difficulty in making her classes remember that all Romans went to the lower world when they died. “Really 1 don’t see why you all choke over Hades!” Famous Remarks of F'amous People. Ralph Goetzcnberger—“I like those illustrated pictures.” Mr. Hayward—“T - - n a---d t - - s w- y.” Ned Moore—“1 didn't get that far. Miss West—“Figures are the only things that do not lie.” Harry Evans— Some are bom crazy, some achieve craziness and sonic have craziness thrust upon them.” Miss Tryon—“Prepared or not prepared; that is the question.” Evalyn Camp—“Minutes of last meeting read and approved.” Miss Holtz—“Ein Bischen lauter, Fraulein.” Monsieur Dufios—“If we have sorrows in this world it is due to the indiscretions of a lady.” Carrol Speers—“All in favor of this motion hold hands.” Florence Wetmore—“Romolus and Remus founded Troy. Heard in Room Thirteen. Mr. Baker—“Go on with the French expedition after the settlement on the delta of the Mississippi, Miss McClatchie.” Miss McClatchie—“I didn’t have time to go farther than that.” “Peter Stuyvesant was a very severe man and lie lost a leg in this way.” Mr. Baker— Mr. Fuge, for what was tobacco used, in early Virginia, besides for chewing and smoking.” Mr. Fuge—“Incense!”!!! “Cornwallis, having lost his feet, couldn’t do anything more.” “The period before the Revolution was very prosperous for the colonists, but they were without arms. One hundred and seven Apologies to James Whitcomb Riley Tall Professor Hayward’s come to our school to stay, To watch the idle scholars an' pass the time away, An’ send the loafers all off home an' scare the rest, an' teach An’ mark the cards, an' jolly the girls, an’ earn his board an’ keep. An' all us poor children when Professor's on the run We set around the room an’ have the mostest fun A' listenin’ to the stories that the kids tells about An’ Professor '11 ketch you Ef you Don’t W atch Out. Onc’t there was a little boy ud alius laugh an’ grin An’ make fun of every one an' start all sorts of din, An’ onc’t when Prof, was near an' the kid didn’t know He yelled right out to Esther, “Say, can 1 be your beau? An just as she was answerin’ Prof, came skip an’ jump An’ says, “Come, come there, Mr. D., I could hear you clear up front. Now let this be a warnin’ to note what lie’s about Er Professor ’ll get you Ef you Don’t Watch Out. Tall Professor Hayward says, when your marks is low An’ you like to talk a lot an’ you don't want to know, An’ you hear the master’s gentle voice a orderin’ you around An’ you don't mind a thing he says, an’ only sit an’ frown, You better mind yer parents an’ your teachers fond an’ dear An’ churish them 'at cuffs you, an' get your lessons clear. Altho you’re awful clever let the master have no doubt Er the Professor ’ll ketch you Ef you Don’t Watch Out. One hundred and eight The Morning Session of the Vergil Class, (Scene—A Room. Time, 8:00 a. m. Room is deserted except for Mr. Hayward at his desk, Harold Hennessy and a few other early arrivals. Enter Hallie Chambers, begins to study. A few minutes later, enter Charlotte Blair, turns and sees Hallie.) Charlotte—Hello, Hallie, have you done your Vergil. Hallie—Yes, but let’s go over it again. (Enter Helen Wingate, catches sight of other two.) Helen—O girls, are you going to do Vergil? Wait a minute, please, until I get my book. Hallie—Who’s going to begin? Charlotte and Helen—O, you do it. (Hallie begins.) Hallie—“O fortunate one l efore all other daughters of Priam etc.” (Enter Mildred Borom in a hurry, with her Vergil.) Mildred—Oh, where are you? Only five lines? Wouldn’t you just as soon go back? Others—All right. Do it over Hallie. (Hallie translates first five lines again, then stops.) Hallie—I can’t do it there. How did you do that, Charlotte? Charlotte -T couldn’t get that line. Mildred—Here comes Evalyn. All—Evalyn Camp, do come and do this place for us. (She translates. Hallie continues. One at a time enter Louise Frarv. Marie Cheney, Margaret Kinney. Olive Bell, Henrietta Mears, Mary Stone. Margaret Mcnzel and others.) Chorus—That isn’t the way I did it. Hallie—Well, is that ablative or dative? Olive—My book says its dative of— Helen—Don’t stop to argue over construction. Go on somebody, please. (Hallie finishes.) Mildred—Who’s going to do the review? Henrietta—Who will do the advance again. I didn’t get here in time to hear the first. Louise—I’d just as soon do the review. Evalyn—T’ll do the advance again if any one wants me to. (The group separates. Evalyn translates ten lines, then stops.) Evalyn—Some one else do this place. (Margaret Menzel translates a few lines, then she stops.) Margaret—Is that ablative of means or what? One hundred and nine Henrietta—Why I thought it was ablative of cause. Several—No, it can’t be that! Helen—Do go on; it’s twenty minutes past. (Evalyn goes on to within five lines of the end. Five minute bell rings. Mr. Hayward hurries down the aisle, clapping his hands.) Mr. 11 ay ward—Hurry up there, you people! Didn’t you hear that bell ? Go to your seats. All—In just a minute. Hurry up, Evalyn. (Group slowly breaks up, Evalyn still translating and Mr. Hayward gesticulating.) Helen—Won’t somebody do just these last two lines. I know I shall be called on and I don’t know a thing. Please, Mr. Hayward. Mr. Hayward—No, no. Take vour seats. ' (Group scatters.) Curtain. SECTION ON A-R AS SEEN THROUGH A SENIOR S HEAD One hundred ana ten The Universal Inkwell Postal Service. The Inkwell postal service, Precarious though it is. Is a well discovered crevice For nonsense such as this. When life is dull and dreary. And seriousness is pain, Then never mind how dreary For this much rest we gain. A hasty scribbled letter Or gentle billet doux, Could anything strive better To lighten life for you? You open it and read it, Nor do you always know What knight it was who wrote it Nor yet who is the beau. Many may have read it E’er it meets your eye, Write an answer to it Fraught with smile and sigh. There was a young man in the spring. Who fell victim to Cupid’s bright sling. So he used an inkwell His devotion to tell And received three replies to the thing. Mary Daxikl. One hundred and eleven CHEMISTRY QUIBBLES. Hydrogen forms an exclusive mixture with air. Chemical properties are those which can he prohibited without spoiling the substance. Q. “In the experiment to show that hydrogen forms an explosive mixture with air, what substance comes out of the apparatus?” A. “First hydrogen, then the cork comes out.” An element is a chemically invisible substance. “Consecrated sulphuric acid-------!!!” In a notebook in cooking, a young scholar who was taking elementary chemistry, wrote that water was not exactly a food but it helped some. You must, however, always be careful to take it in the right proportions: two parts of hydrogen to one of oxygen. “I put a magnate into a box of nails.” Let the labor party rejoice. “T put a burning match into a bottle of carbon dioxide and it became distinguished!” Why doesn’t some ambitious person undergo the same process? OW it came to pass in the first year of the reign of King Ozias over the Western Kingdom, that a great plague came upon the land at the advent of which there arose a mighty sound of wailing and weeping over all the land. Nor did this plague abate throughout a period of two seasons. Now the name of this plague as set forth by its guiding hand, the mighty witch of the Parallelepipeds, was “The Lunch Room.” Now the chief of the evils of this plague were two in number. Soup and Cocoa, and unto the last named evil was added the additional horror of a Marshmallow. All in the land were subject to this plague; not one was exempt, and until this awful sending is withdrawn, what hope have we of a conquering army of leather-clad warriors or conquering hands of statesmen? Avert it, oh ve immortal gods1 One hundred and twelve SIMPLE ADVICE COMPLAINING of our use of English, the following excellent advice has been received from friends who are interested in our little career: “In promulgating your esoteric cogitations or articulating your superficial sentimentalities and amicable philosophical or phychological observations, beware of platitudinous ponderosity. Let your conversational communications possess a clarified conciseness, a compacted comprehensiveness. coalescent consistency, and a concatenated cogency. Eschew all conglomerations of fistulent garrulity, jejune babblement and awkward affectations. Let your extemporaneous descantings and unpremeditated expatiations have intelligibility and veracious vivacity without rhodomontade or thrasonical liombast. Sedulously avoid all polysyllabic profundity, pom| ous prolixity, psittaceous vacuity, ven-triloquial verbosity and grandiloquent vapidity. Slum double-tendres, prurient jocosity, and pestiferous profanity, obscurent or apparent.” A careful study of these rules should make one a master of a clear English style. Resolutions Adopted By Various Seniors. Resolved: That I will cease flunking in Vergil.—llallic Chambers. That I skip no more.—Louise Frarv. That I stop flirting.—Evalyn Camp. That I smile occasionally.—Carrol Speers. That I conquer my bash fulness.—Sam Keen. That henceforward I’ll part my hair in the middle: for a change. —Ralph Beattie. That my name is not “Baby Doll. —Rolf Veblen. Sophomore—“I’m taking commercial geography—” Teacher—“From whom?” Sophomore—“I don’t know the teacher’s name but I know it isn’t a woman. Marian Trask, scanning Vergil the other day, stopped and asked pensively, “Is there an elisian between you and I?” One hundred and thirteen ODE TO FRESHMAN O Freshman green! attempt ye still to rise By study pil’d on study to the skies? Seniors with laughter your vain toil surveys, And smiles at “1 resides with their childish ways. (), labors of thy infant minds! () footsteps of thee, little grinds, On a remote and lofty floor! W hen now we Seniors strive no more, We feel a wave of sympathy As we look down to gaze on thee. Methought I heard a voice cry. work no more For work doth number fun. the innocent fun. Fun, that speeds the slowly lagging time The death of each day's task. Hard Study’s foe. ALPHABET OF SENIOR BOYS. A is for Armatage. with basket-hall for his trait, B is for Brown, who is a “shark” at debate. C is for Cairns, a lad mild and meek. 1) is for De Yean who ne’er ceases to speak. H is for Eggleston, so thin and so blonde, F is for h uge who of joking is fond. (1 is for Gold, as good as he sounds, H is for Hewett who in silence abounds. I is for I who is writing this “dope, J is for John (Moir) with the mien of a pope. K is for Keen, bright and scholastic. L is for Lasley with queries fantastic. M is for Mayer, inclined to he small. X is for no one—no one at all. () is for Ovcrlock, yes he is slim. P is for Possibilities, but no, not for him. O is for ‘'Quitters” whom our class won’t support, R is for Reed, a try-to-be sport. S is for Speers, the scribe of this ryme. T is for Tuttle who should come at this time. I’ is for Us, that means us all. V is for Yeblen. broad-shouldered and tall. W is for Wilbur who comes last in line, X-Y-Z for our teachers so fine. One hundred and fourteen FAVORITE SONGS. Ronnie Sweet Bessie ................................Carrol Speers “Cheyenne ......................................Anne Ferguson “Pride of the Prairie ...............................Myrtle Farrar The Storm ......................................Edith Woolscv “Christmas Carrol ..........................................Bessie Fox “Can't You See 1 Love You .........................Ruth Van Tuyl “Are You Sincere .....................................Ray Brown “Taffy ...............................................Percy Fugc “Baby Doll ............................................Rolf Veblen “None of Them's Got Anything ( n Me ..........W ellesley Armatage The latest Sensation In Girls ..................Florence Simon The FORD March ....................................Maurice Hewitt “I Couldn't Do Anything Wrong if I Tried ............Evalyn Camp “Sammy”.................................................Irene Fay My Gal Irene .................................................Sam Keen I’m Clad I’m Married”...................................Mr. Salt “Always Leave Them Laughing When You Say Goodbye ..............................................Mr. Hayward “Honey Boy ....................................................Mr. Burrier “Let Frenchmen Boast ............................Monsieur Dutlos “I’ve Lost My Heart But I Don’t Care ..............Madeline McYoy I Want a Gibson Man”..........................................Ida Barclay “Smarty ................................................Olive Bell “I May Be Crazy But I Ain’t No Fool”..................Harry Evans “Keep On The Sunny Side ....................Marjorie Mortland “Maiden With The Dreamy Eyes ...............................Marian Trask Dill Pickles”...................................Doris Dalrvmplc “Nothing Ever. Ever, Ever. Hardly Ever Troubles Me’’...Ned Moore “Sweet and Low ...........................................Florence Ford “I'm Afraid to Come Home in the Dark ..........Lawrence Eggleston “Hang Out the Front Door Key ....................Robert De Mean Mooning .....................................Elizabeth Partridge “Rain-in-the-Facc ...........................................Ralph Cairns “It Looks Like a Big Night Tonight ...................Percy Fuge “Best I Get is Much Obliged to You”....................John Moir “The Girl W ho Threw Me Down ........................Joseph Mayer One hundred ami fifteen IT IS TO LAUGH. All freshmen, sophomores, etc., desiring helpful advice should consult Marie Cheney. She says, “Don't let your lessons interfere with your education.” Miss Tryon (to Mr. Hayward)—“Take back those plus minuses thou gavest.” Mr. Duflos—“ Madanioiselle, who told Jeanne d'Arc of her mission ?” Madanioiselle—“The archangel Mike.” Mr. Cook—“De Veau, can you prove that black is white and white is black?” DcVeau—“No, sir; but I can prove that blackberries are red when they are green.” Visitor (at the reception)—“And what is this room?” Ruth Ilamill—“Why this is the forge room.” Visitor—“Well, what do they teach here?” Ruth H.—“Forgery!” Miss Watts—“Mr. Beattie, do women have more prominence in the ‘Prologue’ or in the ‘Knight’s Talc?’ ” Mr. Beattie (with a start)—“Uni—oh—why yes, I should think Mr. Cook (seating a class alphabetically)—“Has any girl changed her name since Friday?” Esther Davis to Monsieur Duflos—“Can’t you turn off the radiator, please?” Monsieur Duflos—“No madanioiselle. I cannot. I have no more power over the radiator than I have over the tongue of Mademoiselle Mortland!” Miss West—“If a mere boy can get 97 in geometry what ought the girls do?” M. Duflos (translating from a French menu card)—“Spinach and lost eggs. Can any one think what lost eggs are? Pupil—“Oh I know! Devilled eggs!” One hundred and sixteen Miss Watts (in English Literature, 3rd period)—“If you ever hear an epigram that is said to be well known you may be sure it comes from one of three sources—Pope, Shakespeare or the Bible. Mr. Baker (in U. S. History, 4th period)—“Who said, ‘In time of peace prepare for war?’ ” Marjorie Mortland (sotto voce)—“Pope, Shakespeare or the Bible.” Sam Keen—“What is the formula for borax? Russell Reed— Twcntv-mulc team. Miss West—“Mr. Koepke, state that first proposition. Mr. Koepke—“You’ve got me. Miss West—“Probably; I don't want you. A German Shark— In the middle ages Germany was made up wf dutch ies.” Miss West—“Too many total eclipses on the papers today.” Sam Keen—“The loins of all points--” Rachel Simmons—“Shall we draw a picture of the first proposition ?” Same Keen—“A cube is a parallelobipcd.” Monsieur Dufios desires to have it distinctly understood that he is not Paul Goldsborough’s sister and Paul Goldsborough desires to have it distinctly understood that he never said he was. Miss West—“Mr. Armatage, please work that problem mentally, so that I may hear you. Miss Sawyer (in English IV)—“Mr. Abies, when are elegies written?” Mr. Abies (after a few moments of deep thought)—“Why, at night, I suppose.” A cautious look around Sam stole, His bags of chink he chunk ; And many a wicked smile he smole, And many a wink he wunk. One hundred and seventeen Mr. Hayward—“I have been asked to advertise for Paradise Lost. ’ Did you hear the casters on the piano squeak and scream and scrape and squeal and screech? .Mr. Hayward announced, “Mildred Borom will sing for us.” Then he moved the piano. No slam on Mildred. It's all true anyhow. A Difference. In a student’s face on Sunday What a difference is found Twixt his look at church and dinner When the plate comes round. To the Class of ’09. Come, classmates, fill the cheerful bowl! Never let any one fail, No matter how Life’s billows roll, ()r roars each day’s gale. There’s toil and danger in our lives. But let us jovial be. And think of schoolmates and of ties Which we at W est did see! R. L. G. One hundred and eighteen Maybe you think it's easy To toil and think and write, To get out a high school annual, That's snappy and good and bright. And maybe you think it's easy To slave week after week, And in weary, tired intellects For fresh ideas seek; Maybe you think it's easy To write a lot of verse, When you know your mind isn’t meant for that And your rhyme could not be worse; But if you think it’s easy— If there’s any one in West High, Who thinks this annual board has failed, Perhaps you’d better try! —Majorie Mortland One hundred and nineteen