Wisconsin School for the Deaf - Tattler Yearbook (Delavan, WI)

Text from Pages 1 - 32 of the 1939 volume:

THE TATTLER 1939 Edited and composed by the Juniors Published at Wisconsin School for the Deaf Delavan, Wisconsin School Pres Foreword After several month- of interesting work on the Tat-tier,” we take pleasure and pride in presenting the annual of tho Wisconsin School for Ihrnf to the faculty and friend of the school. The United States h� become enriched hy men and women who have come from different countries bringing with them much of the culture of the Old World. Many of them have been .scientists, authors, ami artists and of other professions. The editors and renders of the Tattler should be grateful and pleased to note the great numbers of splendid men and women who, in deciding to make America—the land of the free, their home have greatly contributed to our welfare. Not only have the c people from other land been a factor In the progress of this great country, hut many more truly patriotic citizens, men and women alike, have given the best years of thrlr lives in service to their native land. Dedication......................... For the many years of jtenerouH service here, for her splendid cooperation in the profrrea of this school, for the numberless times she has aided the dcuf. und for her other numerous activities in tnnkinK the Wisconsin School for the Deaf a better educational center, we honor Mias Katherine William . the principal of the Grade Oral Department, who is retiring from ac.ive service this year. We, who have known her for many years, partly understand the responsibility she hu had to carry, the many strut? tries the has had to face, und the vnrious problems i he has had to solve, and we feel that so worthy a servant of the •date should hove every honor conferred upon that can be. Miss William will loriR be renumbered by her many friends throughout thv state, und, with the wish that she may enjoy irreutest happinea, we dedicate to her this Tat-tler of 1939. School Administration John Callahan Superintendent Department of Public Instruction T. E. Bray Superintendent High School Faculty MARY WILLIAMS Composition EDITH MATTESON Reading DORA LOWE High School Principal LAURA CROSBY Arithmetic F. J. NEKS AM Algebra JOHN GANT (irnmmnr CHARLES DUNN Manual Training SELMA KASTNER lienuty Culture MARVIN ROOD Printing GENEVA LLEWELLYN Art MILDRED HURDIS Home Economic Vocational Faculty PEARL HKLM1N1AK Mending GEORGE WOOD Carpentry In Memoriam $tHn� r ire «rtt� frit Ik tnwiu. Ill ike j±-eetrul J bud u roa.-Slrmtia r «f � v rkeald ihftl lb nolrti, ‘hi ikr Iwfij fhmfft «r |fi'� r -flraniK fAaf iiiri'vr � ( anJ janiAtn nrrrr rr«n aar liaff m fair «l «• !■ •mnrsv'a i«nr� fmiani link Ikr ukilr .f.m a m � .ir air. ELIZARKTH K. RHODES Teacher of High School Enjtlivh REV. WILLARD FULLER Cliuijroom Teacher 1878-1883 REV. F. C. GADK Lutheran Missionary to the Peaf. 1027 1038 • FORMER STUDENTS JAMES BYRNE. Dclavan LORING CAMPBELL. Dc Pcre CHARLES CHRISTIANSON. Galesville MRS. ALICE FITZPATRICK, l.a Crosse GUSTAV TORE,ERSON. St. Paul. Minnesota Claw, of 1891 ALFRED CASHMAN, Racine Class of 1889 CLASS ROLL GLADYS M. BA ERFELDT Marinette DORIS MARIK GRAY Waukesha A KICK V. HENDRICKSON Montreal J. ELMORE HOPKINS Appleton LILLIAN I. OSEN Ellsworth MILLARD DUANE SEYMOUR De Soto EAR I . A. SPRAGUE Berlin CLASS MOTT( . . . . Impossible is Un American CLASS CC)L()RS........ ... I)ubonnet and gold CLASS FLOWER................... Yellow Rose President_____ Vice- President Secretary Treasurer CLASS OFFICERS ................. Gladys Bavcrfeldt ..................... Lillian Osen ................... Earl Sprague ........ ..... .. Elmore I lopkins High School Graduates GLADYS BAVKRFELDT Marinette Wtu dime to trr, 'lu dome Kit Ariadna Literary Society 1. 2, 3, {'resident 4; Home Economic I, 2. 3, 4; Art 1, 2. 3. 4; Beauty Culture I. 2. 3. 4: Bate ball, Basketball. Volleyball, Archery, Tetmi . Class President 3. 4. 4 LICK HENDRICKSON Montreal 'f ? med rtr m cmmdlr t ttn •enr.1' Ariadna Literary Society 2. 3. 4; Girls Monitor 4: Home Economic 2. 3, 4; Art 2. 3, 4; I'eauty Culture 2, 8. 4; Ha� cbali, Archery. Basketball, Volleyball, Swimming. DORIS M. GRAY Waukcshu PfU't t� r Ariadna Literary Society 1. 2. 3, 4; Girls' Monitoi 4; Home Economic I, 2, 3, 4; Beauty Culture I, 2, 3, 4; Weaving 1: Baseball. Basketball, Volleyball, Archery, Swimming. LILLIAN I. OSES KILworth All e,H nimri in It!Hr Ariadna Literary Society 3, 4; Home Economics 8, 4; Art 3, 4; Beauty Culture 3. I; Archery, Baseball, Basketball. Volleyball. M DUANE SEYMOUR De Soto A III Ilf tumor mm tnd itm, h dri'r .itifJ ty � tni 1 mr m. Literary Society 2. 3, 4; Hollister Club 2; Carpentry 2; Art 2; Priming 2. 3. 4; Kittenball 2. 3. KARL A. SPRAGUE Berlin I lit mi It I werr gi n� u Io dir ■ itimirfi-«r. mud flan mt if I trrrt In hvr fotn r. ,.� t tr !• bum.' ryrtt' Literary Society 1. 2. 3. 4; Monitor 3. 4 : Boy Scout 2; Printing 1. 2. 3, 4; Art 1. 2, 3, 4; Carpentry 1, 2: Block Printing I, 2, 3, 4; Gardening I, 2, 3. 4; Shoe Repairing I. 2; Foot bull 1, 2. 3; Baseball 1. 2. 3. 4. J. ELMORE HOPKINS Appleton Urimt good ii a •� •!� Inhioni i‘+: Literary Society 2, 3, 4; Hollister Club 2. 3; Printing 2, 3. 4. Vocational Group FRED. RICHARDSON Arkimxaw Litarary Society, Hollister Club, Carpentry. Baseball, Shoe Repairing. Art. SAMUEL REIGK I)r I ii van Literary Society. Hollister Club, Hoy Scouta. Art. Car-pentry. Raking. HERBERT BOETTCHER Bonrfuel Literary Society, Hollister Club. Roy Scout . Art. Carpentry. Football, Bn.-ket-ball. Shoe Repairing. Kit-tcnball. THERON LEWIS Musrodn Literary Society. Hollister Club, Boy Scout. Art. Football, Baseball. Kittenball. Gardening, Carpentry. HAROLD ROSEN FIELD Milwaukee Literary Society. Hollister Club. Boy Scouts. Shoe Repairing. Art. Football. Basketball. Kittenball. Gardening. The Class of 1940 Standing, loft to right—Ruth Cataract, Roy Rasmus, Ray Kcs enich, Florerce Mojnck, Seated, left to right—Helen Hockert, Kuth Schmidt. Hubert Seidel, Glndy « Davis. Marccnc Schmit. The Junior class shown above had I ho honor and the responsibility of getting out the 1939 Tattler. The class hopes you will like the work they have done. Because of illness, Mr. Neesam (the class sponsor) was unable to be present when the group was photogruphed. Only one member of this class started In our primary department. The rest came in from time to time as the years went by. Class officers are: Ray Rasmus, president: Ruth Cataract, vice-president and secretary: Helen Hockert. treasurer. Editorial Staff Dedication - - - - Foreword........... Organizations - -Athletics - - - - -Backward Glances Bits of Information ClnM. Will .... Calendar........... Class Roll - - - -Art Kditor - - - - Hubert Sr I del - - - Gladys Davla Raymond Ra� mu« Raymond Kesseoieh - - Ruth Cataract • - - Marccnc Schmit • - Helen Hockert • Florence Mujack Ruth Schmidt Raymond Rammi BACCALAUREATE SERVICE Sunday afternoon. June I. 1939 ut 2:30 o'clock SCRIPTURE READING PRAYER SONG—“O Come to My Heart Lord Jesus fiunir by Marlene Lerwick Interpreted by l.a Verne Hannon l.orelta Sziililcutki HrrnudiiK' Huu-er B ACC A LA CREATE A DURESS —Rev. Robert H. Eads SONG— .Master. I-et Me Walk with Thee Sun by Mr. Edwin Evanx Interpreted by Loi« SJoiiuut Dorothy Mae Edith Erickson BENEDICTION COMMENCEMENT EXERCISES Wednesday evening. June 7. 1939 at right o'clock SONG— The Miller- Sung by Robert Lowe Interpreted by Carols Davia INVOCATION WELCOME Olady Bavrrfrldt, Cla � President ADDRESS—Miss Susan Davis Dear of Prrohmon Women, University of Wisconsin PRESENTATION OF DIPLOMAS —Supt. T. E. Bray AWARD OF AMERICAN LEGION MEDALS SONG— The Prayer Perfect” Duet by Mrs. IC. Berwick and Mr . Frits Johannexon Interpreted by Ruth Schmidt and Henry Schmidt BENEDICTION ADDRESS OF WELCOME Commencement Emtcuc . June 7, IK39 ISIndy Baverfeldt. Clm«x Prexident Members of the Board of Education. Superintendent. Faculty Members and Friends: In behalf of the class of 1939. 1 wish to extend to you a hearty welcome to these sixty-ninth annual commencement exercises at the Wisconsin School for the Deaf. We are glad to see you here tonight, and we want you to know that we greatly appreciate your presence which indicates your interest in us and in our school. We can hardly believe that this is our last day of school and that tomorrow we must face the wide world with all of its problems and troubles, too. We regret the fact that it is necessary for us to leave this dear school where we have spent so many years of our lives. We must make way for other boys and girls eager for the opportunity to receive the excellent training for life which this school gives every pupil here who is willing to accept it. We shall always treasure the memories of happy school days here and of our friends with whom we have played and worked. We feel very grateful to our Superintendent, the principals, and the teachers and wish to express our deep appreciation to them for helping us reach this goal. Again we thank you for your presence. Essays............ AN ENDEAVOR TO SOLVE THE INDIAN PROBLEM By DUANE SEYMOUR TO solve any problem it is well for one to acquaint himself with the causes of the difficulty. In order to do this, in deuling with the Indian problem of our country, it is necessary to turn back the pages of history to the day when the Red Skins met the occupants of the Mayflower at Plyrat uth Rock. Right then the Indian problem started, and it still continues. Today as we criticize foreign countries for cruelty and greed, are they not justified in pointing a finger at us and saying. How about your treatment of the Indians? America, you had better sweep before your own door ? Most truly our treatment of the Indians is a chapter in the history of our development of which we are not very proud. Nevertheless, we can be grateful that in recent years the government has awakened to the great need of reform, and has made a great effort to give these original Americans their just dues. In 1620 approximately 850,000 Indians roamed the forests and plains in a Happy Hunting llround. that had belonged to their ancestors for—nobody knows how long. What was the result of the white man's arrival? He simply moved in ami drove the Indian relentlessly toward the setting sun. As more white men came, the Red Men wen-pushed farther a n d farther westward. Although they fought desperately to hold their land, they were aguin and again overpowered by the vast throng of whites in battle, by tire water.” drugs, the white man’s diseases and vice. Finally nothing was left to them but worthless desert lands. All this time their number had greatly decreased. It was plain to be seen that the Indian race was becoming extinct. As far back as 1862. President Lincoln made this remark: If we get through this war. and I live, this Indian system shall be reformed. And not a great many years later. Uncle Sam woke up. When he realized that something must be done, the Allotment Act went into effect. This was a little over half a century ago. By this plan a certain amount of land was given to each Indian, man. woman, and child, with the agreement that it would be his after he had lived on it for twenty-five years. The purpose of this law was to Americanize the Indian. Schools were established whereby the Indian children could learn American customs and the Knglish language. This resulted in a loss of their ability to weave, to make pottery, and to accomplish other crafts for which the Indian had always been known and admired. However, it seemed quite impossible to make worthy citizens of these people, who were not accustomed to American ways of living. The experiment was put fully to the test. By 1934 practically ninety percent of the 260.000 Indians remaining were homeless, starving, and poverty stricken. They had been b ought down to this low estate simply because crafty, greedy white men had taken advantage of them and gained possession of their land for almost nothing. It was generally agreed that something must be done to overcome this tragic situation. In 1934 a new Bill of Rights for the Indian, the Wheeler-Howard Bill, was introduced in Congress and overwhelmingly passed. By this the old Allotment Law of 1887, which had proved harmful rather than helpful. was repealed and further loss of the remaining Indian lands was stopped. It promoted a new policy to protect tribal life on the reservations, to decrease control by the federal government and increase self government by the Indians themselves. Mr. John Collier, commissioner of Indian affairs, decided that it was better to make an Indian a good Indian than a poor white man. A fund was appropriated to help each tribe acquire a tract of land. Here, the Red Men were to have their own rights and customs restored. To further this Mr. Collier, who, though white of skin, is Indian at heart, obtained money from the government to establish schools and improve the reservations in many ways. On every reservation today one tinds a sincere and growing concern for the three basic principled of the Indian Reorganization Act— Indian self government, the conservation of I rid inn lands and resources, and socially directed credit, which means public improvements in the held of education, health, and in relief projects in road building and irrigation. The efforts made in the field of health have resulted in lowering the death rate twelve per cent. Considering the many obstacles that were to be overcome, opposition of those who hud invested money, the Indians’ suspicion of any plan made by the whites for him. and general disrespect for the Indian and his ways, the pro- gress already made has been gratifying. Achievements thus far seem to be leading to a liberal Indian program. While some who have made a careful study of the New Deal think that under it the Indian is happier and more progressive, others among both the Indians and his palefuce brothers object seriously to the plan. They feel that the Indians could be Americanized if a more earnest effort were mnde. and the greed of a certain few white men curbed by legislation. This reformation of the Indian situation is not only interesting but is worthy of every citizen’s whole hearted consideration and support. THE STORY OF OUR FLAG By LILLIAN OSKN OUR flag, as it is known today, is the result of many centuries of struggle and hardships of our forefathers in Europe and America. Its development in the New World symbolizes continued advancement of a powerful but friendly nation. At the beginning of civilization a dag was found necessary. Different tribes of people began using a dag as a symbol to distinguish one tribe or clan—as they sometimes called themselves—from another. The name Hag has an interesting origin. It comes from the Anglo-Saxon word “deogan. meaning to doat, or fly free in the wind. It has the same meaning in many different languages. A national flag, no matter where or what country it represents, is u symbol of patriotism and the good standards of the country. The usual form of a dag is that of an oblong piece of material, either of cotton or of silk bearing signs and figures of what it is representing. The end of the dag. which it fastened to a staff, is called the hoist, and the length, to the free end. is the fly. There are many different ways in which dags are used. On the prow of each ship we see a flag hoisted, showing to which country it belongs. Different positions of a dag are used to form a code by which ships can communicate when in sight of each other. In army camps, in each regiment, on all public school grounds, post offices and many other public buildings, a dag is hoisted some time after sun- rise and floats until before sunset. Flags of different color are often used for different purposes. Each color has a different meuning. A yellow dag on a ship or a hospital is a warning that a person with some contagious disease is under quarantine there; a red flag represents danger: a black flag signifies piracy. However, a black flag is rarely used today. In the early days when the English colonies were being established, u new dag was felt necessary to represent them as one individual organization in a confederation. So in the year of 1701 the British prescribed a merchant flag, with a blue field bearing the cross of St. George in broad red stripes, extending all the way across it. It also bore the diagonal cross of St. Andrew in a narrow white Stripe, in the center of which was a plain white shield. A few years later the New England colonies were allowed to use a blue dag with the red cross of St. George in a white canton, and a globe in the opposite upper corner next to the staff. The globe was changed to a tree on the official dag although it had been used by the colonies for more than thirty years and continued in use with several changes. The idea of a tree is thought to have come from the silver coins, which at that time were minted with the figure of a pine tree on one side. This flag had a background of white, symbolizing purity; with a pine tree in the center. Underneath the tree was printed the words. An Appeal to God. A later flag had a coiled rattlesnake, the idea of Benjamin Franklin, with the legend. “Don't tread on me. In 1776 a flag with red and white horizontal stripes and the rattlesnake diagonally extended across it was introduced and was used by the navy for some time. Once more a new flag was adopted. This was the first standard flag of the United States, raised by Washington in the year of 1776 on Prospect Hill near Boston. This flag was the red ensign flag of Great Britain, with white stripes drawn across its red field making thirteen stripes that represented the thirteen colonics. The “Union-Jack containing the king's colors was on the blue canton in the corner. This flag was raised at Washington's headquarters. when the reading of the Declaration of Independence took place on July 4, 1776. Approximately a year and a half later, the well known Betsy Boss flag with its thirteen stripes was presented to Congress by General George Washington, in the year of 1777. Washington together with a committee had decided to employ Betsy Ross, an expert seamstress of that day. to make a national flag. She made it from a sketch that Washington drew. He explained to her the meaning of the three colors used. He said. “We lake the stars from Heaven, and the red from our mother country, separating it by white stripes, thus showing that we have separated from her; and the white stripes shall go down to posterity, representing liberty. Mrs. Ross insisted on making the stars five-pointed instead of six. and placed them in a circle in the Held of blue, in imitation of King Arthur’s round table. Thus a new constellation was born and in 1818 was established as our definite Mug by Act of Congress. However, it was destined to change only as the nation grew, for the rising of each new star in the blue field of the canton indicated that a new state hud been admitted to the union, and that enlarged the constellation. Our flag, the Flag of the United States, as we know it today, symbolizes to mankind the birth of the first nation on earth, which was dedicated to personal and religious liberty, a haven where men. women, and children from all over the world, because of religious beliefs, might take refuge and enjoy “life, liberty, and the pursuit of happiness. PERRY'S EXPEDITION TO JAPAN B MARY ANN l.AKKN THK newspapers these days publish a great deal about Jupan's aggressiveness, her ruthless invasion into China, and of her flooding our markets with wares to be sold at low prices. In reading of these atrocities the question arose in my mind, Why does Japan do this? In my search for an answer, I was led to the study of Perry’s expedition to Japan in 1854. that really was the seed from which has grown the modernization, yes. even the aggressiveness, of Japan. In order to better understand the present situation, let us go back to the days when Japan was a hermit nation and learn the reason for this seclusion. For hundreds of years previous to 1542, when Europeans first set foot on these islands off the eastern coast of Asia, the Japanese lived simple lives, perfectly happy in their rice fields, and their fishing industry. Then came some Portuguese sailors to pay them a visit. They were so taken with the beauty of the country’s snowcapped mountain peaks, its silvery waterfalls and its blue lakes, that when they returned home, their enthusiasm spread throughout Europe. As a result missionaries were sent from Portugal and Spain to Christianize thin nation, and traders flocked there from Spain. Portugal, England and the Netherlands. The foreigners soon began fighting among themselves over religion. This, with the spirit of trade for big profits, so thoroughly disgusted the people of Japan that an order was issued by the ruler that all foreigners leave the island or be sentenced to death. However, the Dutch were allowed to remain on a small island of about three acres. With them and the Chinese a limited amount of trade was carried on. Whatever was known concerning Japanese history down to the time of Commodore Perry came chiefly from the Dutch, so the world owes them a debt of gratitude for what they accomplished. For nearly two hundred years Japan was practically a hermit nation, allowing no foreigners in. and forbidding any natives to leave the island. In 1848 the United States began to show a special interest in the opening of negotiations with Japan. There were several reasons for this: American citizens had a great deal of money invested in whale fisheries near Japan, trade hail been opened up between America and China, and chief of the reasons was the discovery of gold in California, making that state a centre of trade with the Far East. To travel from San Francisco to Hong Kong, the ships were obliged to be overloaded with coal. The only remedy would be to establish a coaling station on one of the Japanese Islands. It was Anally decided by the United States government that an expedition under Commodore Matthew C. Perry be sent to negotiate with Japan for such a station. For nearly a whole year Perry spent his time making preparations for the great task he had been chosen to perform. It was not diflicult to got men to join his expedition. As soon as the news of his plans had leaked out. ho was flooded with applications, not only from America but from England. However, he took only those who he was reasonably sure would make no trouble for him and would obey his commands. At last everything was in readiness: and on November 21. 1852, four large vessels slowly sailed out of Norfolk harbor enroute for Japan. In spite of the warning that the Japanese government had by the Dutch of the preparation and coming of this expedition, its bold entrance Into Yedo Hay was a great surprise. As the huge ships plowed through the peaceful waters, the bay was lined with troops and frightened people, who ran to their homes and hid. Perry did not hesitate. The boats were were anchored and the crews landed. Commodore Perry had with him a letter from the President of the United States to the Emperor, explaining the object of the expedi- tion. “It whs. the letter said, to establish a friendship between the two countries, to arrange for privileges of trade, for the care of ship wrecked sailors, and for the appointment of a convenient port where coal and other supplies might be obtained by vessels of the United States. In dealing with the Japanese officials Perry, by his force and assurance of his friendly purpose. made a deep impression. As soon as the letter was delivered, they left the island saying they would return for the answer in the near future. The government of Japan was greatly troubled. It was not in favor of negotiations but was afraid to refuse. It had lived in seclusion so long that it had no knowledge of other nations ways. In spite of Perry’s friendliness. the Japanese didn’t trust one with such great ships and powerful armament. The people were reminded by the Shogun of Japan of what happened in China after the foreigners opened up trade with that country. He said. The policy of a foreign nation is first to trade with her. then to introduce its religion, and then to stir up strife. No. Japan will not submit. We will fight before we will do that!” After Perry left, the government made preparations for defense, as it had only small ships and no armament except rusty swords. Monastery bells and many metal articles of luxury were melted into cannons. On Perry's return with a fleet of seven ships, ho presented the Japanese with various kinds of gifts, made in our factories. After much discussion an agreement was made at a meeting in Knuagawa near Yokohoma. which was then merely a village. This took place March 31. 185-1 It was immediately sent to Washington for ratification. Within a short time there was a rush of other nations into Japan to muko similar terms with the country. Perry’s expedition was the wedge that opened up this once shut-in nation to the world and its advanced ways. It was not very long before this agricultural country had been transformed into a modern industrial nation. Japan developed and became modernized at such great speed that there is little wonder she has reached out for more land to give room for her people and supply natural resources for her manufactories. THE ENGLISH LANGUAGE By ALICE HENDRICKSON FOR more than three hundred years nil of us Americans have been using a language which was adopted by our forefathers. Language is a very valuable gift and without it people probably never would have been able to communicate with one another. Let us think of the growth of speech, which is oral language, from its’ beginning. Speech comes to every person unexpectedly like breathing, but it has to be perfected. The origin of language is an unsolved problem. Some people think God gave it to the very first people or that it was a gift applied by the Deity immediately after CJod created the first man, Adam. More likely, language came to man first by signs or exclamations. It is hard to say which came first. Of course, all language is really expression of thought made by signs, such as the spoken word made with voice, or written signs made with the pen. or signs made with the body. Signs were made by many savage tribes by gestures and without speaking. England was taken by the Angles who came from Northern Germany about the fifth century, and they called it Angleland which later came to be known as England. They called themselves and their language English. England was invaded by other Teuton tribes. Recause of all the different tribes that came into England, in this way the language changed. The language of the upper classes had words such as ••prince , royalty , throne and others which originated from the Norman-French while the most commonly spoken words came from the early English, loiter England became the home of many Greek and Latin scholars, who brought with them the learning and culture of Greece and Rome. Many other tongues soon increased the words in the English language. This English language of ours is continously growing and changing as the years go by. One certain idea may be expressed in several different ways by different people or races. The deaf, for instance, when they use their special language are like this. They use only the necessary signs to make a clear picture, omitting the articles ‘‘the , a , and an , and words similar to these. The same was true when language first came into use. Most words are signs of certain ideas but have been changed more or less as time passed. The English which we speak and write today is not the same as our English ancestors used. The changes take place so slowly that we hardly recognize them. They often effect (1) the vocabulary (2) meaning of words (.1) pronunciation and spelling (4) and the way in which they are used in expressing a thought. Many words that have been used in our English language have gone out of use entirely and are said to be obsolete. They are words such as thilk meaning the same; “tour , buyer; ‘•couth , known; holt , wood; and others. Words such as sooth , truth; wot”, know; eke , also; and ruth”, pity are used in ancient or archaic English. New words spring up just as fast as the old ones go out of use. These new words may either be a way of expressing things just for variety or in naming new things and ideas. Sometimes new words which were in use many eani ago are brought back by newcomers. The process of the rising and disappearing of these words can be readily noticed. Some of these words are sometimes called slang and cultured people dislike using them in their daily speech, but if they are used often enough they become a part of our accepted vocabulary. Boss , chum , mob , snob , and others are examples of this. Slang phrases can also often be found. People often use slang just to be humorous while others, in different kinds of work, often use slang that fits their types of work. Take lumbering for instance. For the expression start in or begin they may say break ground while the soldiers may say gather your pots and kettles . This proves that there is actually little difference between slang and legitimate speech. Another method of word formation is called shortening”. Examples of this are van” from caravan, hobby from hobby horse, “wig from periwig, cab” from cabriolet, cheat from escheat. Still another method is called back formation. For example shoy (chaise), chinee (Chinese). skate (earlier skates), cave (earlier eaves), and others. There are also compound words formed by thinking of two different things and putting these words together, such as hair-pin. paperclip. fountain-pen, hookworm, freshman and many others. So we see that our language is constantly changing and adding new words all the time. Some of the latest words added are jitter-hug. air-liner, television, magic-eye. radio-ear. stratosphere. and zipper. Then there is the present style of using letters for words such as W. P. A.. A. A. A.. T. V. A. If people wish to keep up with these chunges they must live with language and keep awake to the contacts they make with language in newspapers, hooks, conversation, on the radio and in movies every day. THE ART OF WEAVING By DORIS GRAV “Tho IiikIuvo aim of Art in to makr •©me uneful thing beautiful. —Keryon Kox WEAVING, it is believed, is the oldest occupation that man has. Adam, when he left the Garden of Eden, wore a coat of skin hut soon afterwards his descendants wore nn upper garment known to them as a simln”. This was, without duuht. woven coarsely and loosely from the fibers of certain roots and plants. The first piece of weaving was not done sheerly for beauty hut for use. As centuries passed, people began to enjoy beautiful things more and more. They even carried this love into their daily tasks, one of which was weaving. Some one conceived the idea of extracting the juices of certain roots to make dyes with which they could beautify the wool before it was woven Into material. It probably faded at first, but thut, after many experiments, was checked to a certain extent. The Indians in our own country had beautiful. simply woven blankets of many colors. Even today Americans search eagerly for the beautiful Navajo blankets of the Indian. We are all familiar with the wampum of our Indian friends which was so valuable that it was used for money. Wampum, to them, was what silver. gold and paper money are to the white man today. Slowly but surely, weaving progressed until at the present day we find that weaving is no longer a neccessity or duty to be performed by the women of a household, but an occupation to be smoothly, neatly and quickly done by the larger automatic looms of factories. Despite the quickness and neatness of these looms, the work of the smaller lloor or hand looms is preferred by most people because it actually seems to be dearer to one doing the work. The rea- son for this is that the beauty, design, patience and love of the weaver seems to be woven into the pattern. In addition, such a loom gives special happiness to many unfortunates, such a the crippled, sick, convalescent, handicapped. and so forth. Some people make a living solely Irom weaving. Such must have great patience and perseverance, as without these a weaver would accomplish little. One can imagine the satisfaction in a piece of work well done. As Anson G. Chester has expressed it in his poem. “The Tapestry Weavers, Oh the •ight of it drllcatc beauty. How it pay him for all it cost, No rarer, daintier work than his Wm over done by the froi� t What awes me the most is how a blind person weaves in beautiful colors, not making a single noticeable mistake. It requires all of my sight to string-up a loom. Even then I make mistake x:fter mistake. Yet strange as it may seem. I truly believe that they do better work than most people who can see. They probably are more conscientious about their work as they know that those who can see will judge them by their work. The interlacing of threads into cloth isn't the only form of weaving. Man has found that woven reeds make excellent baskets This form of weaving is probably us old as that of clothmaking. possibly older. As the years come and go. white men are trying to get the Indians interested in their forefather's occupation. In due time, they may become outstanding leaders in the weaving world, but that will not prevent other people from being vitally interested in the century old occupation. weaving. BLOCK PRINTING By KARL SPRAGUR BLOCK PRINTING originated in the Orient, having been invented by the Chinese in the latter part of the seventh century. Early in the eighth century it had spread to Japan. The Japanese lost no time in developing this art. They continued to improve block printing until they had become far more skilled in the art than the Chinese originators. Today, most of the finest block printing is produced by the Japanese people. Not until the fourteenth century, did block printing find its way into Europe. It was first used for illustrating Bibles. Bibles were written by hand until Johann Gutenburg invented movable type. This invention, with the use of block prints for illustrations, made it possible to put out books on a larger and cheaper scale. Block prints, carved out of wood, have given way to linoleum blocks. Instead of being carved out. prints are now etched on linoleum. Although results from wood carving give finer lines, linoleum etching is much easier and quicker. Block printing today plays an important part in the world of art. It is done by different methods in various countries. Japan bus the most colorful method. Many people are taking up block printing as a worth while hobby. Block printing, from the drawing of the picture to the printing of the block, takes several steps. White drawing paper is used for the drawing and lettering which is done with a soft lead pencil. The drawing and the lettering is then traced on tissue paper and again on the back of the same piece of tissue paper by holding it against a window or placing it over a white sheet of paper so a pencil can be run over the lines which show through. This gives you the figure in reverse. Holding a mirror close to a printed page and looking at the reflected image in the glass will give you an idea %vhat the reverse figure is like. It is necessary to make the block in reverse because when a print is made from it. the figure is reversed back again to its original and desired form. The reversed copy of the drawing is placed on a linoleum block. It is kept in place by two or three thumb tacks while the impression is being made on the block. With different types of etching knives, the etcher then cuts out the picture. To do this requires a firm hand and greut care as one little sup ui me smie � s enough to spoil the work. All except that part of the linoleum which makes the impression when printed is etched out. Cuts of many lines require more skill than those with just a few lines. Straight lines are hurder to etch than those that are curved. After a proof has been taken, the cut is corrected to remove imperfections. More proofs are also taken, and corrected if necessary, until one feels that the block will give the print wanted. The block should be type-high for the press. If it is not, it can be built up from the bottom with bond paper or thin card-board. With the aid of wood furniture, quoins, a quoin key, and tin iron frame called a chase, the block is locked up and ready for the press. In making ready, weak impression spots are built up on the draw sheet with tissue paper or a heavier stock if the impression is very weak in spots. The guides used for holding the puper in correct alignment are then set. The work is then ready for printing. While printing, the ink should be watched so that it will lie uniform throughout. If one wanted to print the United Stales flag in colors, he would have to make three cuts, one for each color, red. white and blue. The blue field of the flag would first be printed from one block. Then the white stripes and white start on the blue field. I ist. the third block, with red stripes would be printed to complete the picture. The cuts must be so made that the blue field, stars, red and white stripes fit into their proper places. Very simple equipment is required for block printing in the home. An old wash-wringer can he used in the place of a press. Other items are a plate of glass for the inking, a rubber cushion or a rubber roller for inking the block, paper and etching knives. Very beautiful Christmas, tally, and greeting cards can be made by block printing as well as programs, posters, book illustrations, paper and magazine covers, place cards, menu cards, and the marking of detours on maps. Block printing is also used for making book plates. The textile industry uses block printing extensively for its designs. By making a hobby of block printing, a person can find great pleasure in printing his own cards, book plates and other similar articles. CITIZENSHIP DAY IN WISCONSIN By J. KL.MORE HOPKINS A I)AY has been set aside in Wisconsin for the purpose of initiating into the ranks of citizens all persons who became twenty-one years of age during the current year terminating with the third Sunday in May. Citizenship Day, as it is known, was held this year on the twenty-first day of May in the hope of stimulating the interest of new citizens and educating them in their duties, responsibilities and obligations. For several years civic leaders, government officials, and citizens interested in government and citizenship have pondered over the question of what Could be done to lend the average citizen into more active participation in city, state, and national government. Each year some two and a half million young men and women in the United States celebrate their twenty-first birthdays. Many of them commence going to the polls to vote on election day. As often as not. on this first trip to cast their ballot, they have no deep sense of duty, responsibility, or obligation. They are twenty-one years old and. therefore, entitled to vote. True, they studied civics in their grammar and high school days, but that only gave them a general idea of what citizenship meant. Their minds were too immature to comprehend the details so these were not stressed. Furthermore. they cannot fully appreciate their duties, responsibilities, or obligations ns voters until they become of age and assume them. The best time, therefore, to give young Americans a complete picture of the part they play in the administration of public affairs is when they have reached their twenty-first birthdays. Wisconsin voters are very lax. Fifty-three percent of the eligible voters went to the polls in the general election Inst year, and only twenty-nine percent voted in the primaries. This shows the great indifference of the average voter. We should seek by all means to conserve and capitalize the interest and enthusiasm of the young voter. He should he impressed with the fact that his decisions are of importance: that they do affect the future of the state and nation although he may not at the moment be able to perceive the fact. A number of times during the past few years the suggestion has been made that we adopt Citizenship Day as a means of reawakening citizen interest and pnrticiimtion in governmental affairs. Everywhere the suggestion was hailed ns “an excellent idea. but nothing was ever done to carry it out. On October 13. 1038. Professor R. J. Colbert of the University of Wisconsin Extension Division offered the idea at a round-table conference of the municipal administration class at the Manitowoc School for Adult and Vocational Education. It was offered as a possible project for the class. At first no attempt was made to act upon the suggestion of Doctor Colbert. A week later he again brought the matter before the class, hut this time he stressed it more strongly by contending that a greater interest and wider participation of new voters in government would result. After the lapse of another week. Judge Albert Schmidt, attending the class, made a motion that they adopt the suggestion of Doctor Colbert. The class was unanimously in favor of it and asked Mr. A. L. Nimtz. director of the vocational school, to appoint a committee. composed of people from all parts of the county to study the idea and plan a well-rounded program. An executive committee was chosen to take charge of the proiect. Members of the com mittce included a local judge, the directors of the vocational school, other school principals and superintendents, the county superintendent, newspaper representatives, the county agricultural agent, representatives of organized labor, representatives from civic and sendee organizations. representatives from women's clubs and municipal representatives. The inspiration and satisfaction, which result from community action on an important idea, drives the interest and incentive of the young citizen toward a better understanding and more active participation in governmental affairs. Citizenship Day, therefore, must be regarded as essentially an educational movement and conducted as such. A series of six teachers' institutes were held and from three hundred to four hundred men and women attended. From among this large group, seventy-six men and women were selected, one man and one woman for each of the thirty-eight governmental units in Manitowoc County, to take charge of the citizenship classes which were held prior to Citizenship Day. The three aims of the educational program were: 1. To acquaint new voters (and others) with the set-up of their local, state and national governments, with the greatest emphasis on the county unit. 2. To encourage and stimulate discussion and questions by new voters without partisan prejudice or efforts to restrain expressions and view-points. 8. To inspire ana create a more dynamic enthusiasm in governmental affairs All meetings were held in a non-political, non-sectarian, non-partisan manner. The program was put on a county-wide basis and. from the outset, emphasis was placed on the county unit of government—the towns, villages, city wards, and county as a whole. The voter has his closest contacts with municipal management in local government. He casts his votes in the county unit and his chief interests lie in the county. Intelligent participation in state and national affairs is assured if the voter takes an active interest in the county unit. As u climax to all this preparation and training. Citizenship Day was held on May twenty-first at Manitowoc and was a major holiday. Streets and buildings were decorated. A mammoth parade featuring floats from each of the thirty-eight county units, was an out- standing event of the day. A dozen hands and drum corps took part. The national guard “color guard was present. A state-wide Citizenship Day will be held on the third Sunday of May. 1010. The third Sunday in May was chosen because schools are still in session, so few persons are away on vacations, teachers are available to assist, and the school buildings may be used. Sunday gives laborers and farmers an opportunity to be present. The clergy can prepare suitable sermons. It will create a greater interest in Memorial Day and last, but not least, there is no danger of political tampering. A $258 appropriation was approved by the Board of Regents of the University for the purpose of printing a new hand-hook for Citizen ship Day. It was prepared as a V. P. A. Project. It is called Citizenship Day for the Instruction of New Voters. a pattern for a permanent national Citizenship Day. It contains the citizenship oath and certificate, an explanation of the plan, its purpose, committees and duties, and general suggestions ns well as detailed information. Any community desiring to organize a Citizenship Day of its own will find this hand-book indispensible. Judge Marvin B. Rosen berry of our supreme court, who had been actively interested in the project since its inception. President Dykstra of the University of Wisconsin, and Prof. Colbert were present. President Dykstra gave the opening address and Chief Justice Rosen-berry administered the oath to the new citizens. It was a day long to he remembered and a forerunner, we hope, of many such days. Organizations ARIADNA 1.ITKRARN SOCIKTY Thi Ariuilnu Literary Society, tamed after Ariadna Chexebro, who.-r eariy education led to thr founding of thi school, li made uu of girl «ludont� above thr nixth grade Mr-. Wallace William ard Mi• Nellie Geiger are advisei . The metnlwh inert every third Thursday of .ht month in the KirU’ tudy room. Thr officer for |U3M-3!i won?: President, Glady Buvcrfrldt; VUrc-Prrtide nt, Ruth Schmidt; Secretary. Huth Cataract; Trea surer, Grace Byrne and tru-tec , Ida Speth. Alice Bel-dermann and Anna Popovich. The Milwaukee Jourral waa taken thi year for it nu mber . Biographic , poem , current event , debate , a-d play form very interesting program . Among the out� tnnd-mg number giver thi year were play depicitinv . “The Home of u Pilgrim Family , and Little Bed Hiding Hood. At ihe la t meeting of thi society. April 20th, MU Katherine William- wn- a guc t of honor. After a rice talk by Mi William member; pm-ented her with Bate Translation of the Bible. NIOKNIX IJTKKAUY SOCIETY Thi oigunizution v n founded to promote literary activities among the boy and er courage public speaking and debate. The member learn how to conduct meeting according to accepted rlub practice and par-limnei tuiy procedure. The third Thursday of each month in act aside for it meeting . The member meet with Mr. Rood and Mr. Cameron, our advisor . Thi year there are fifty-five member enrolled. The officer are: President, Ray Rasmus; Vice-President, Raymond Krmcrleh; Sec ictary. Royal Kklof; Trenrurer, Hubert Seidel; Librarian! Silas Hiite. Two joint meeting with the Ariadna Society were held in Ham an Hall. The Chicago Tribune and Life niagaxinr were subftcribed to by the o-cicty. Through the generosity of members of the faculty other imigaxi! e� were provided. The program are varied and include topic of interest, current events, biographies, declamations, short dialogues and discussions. Topic. we particular)- enjoyed were a talk on Fire Prevention Week . Interesting People”. Why don't they' and a biography of William Cullen Bryant. During the post year much of the literature used in the preparation of program was taken from current mugaxire and newspapers. More Mtm wn thu placed on contemporary life than on the literary works of the past. December fifteenth the first joirt meeting In Hannan Hull was held to observe Guilnucb-t Day. The program dealt with the work, of Thoma llopkin Gallaudct, founder of thr first permanent rchool for the Deaf ir America, and of his on. Edward Miner Gallnudet, founder of Gallaudet College. On Ma.ch sixteenth there was another Joint meeting. Thi wan a St. Patrick’ Day program. Member of the Ariadna Literary Society rvdered in signtwo Irish folk song- They were appropriately dre-M d in costume. Herbert Boettcher fold the story of Enoch Arden. He had the -et-ting of the story very carefully illustrated or a hlucklmaril which gave u a better idea of the reeiM? of the story. The climnx of the program was � visit by Charlie McCarthy. Raymond Boettcher imitated Edgcr Bergen ard Richard Parker. Charlie McCarthy. Shortly before the clor.e of ochool we h-id n picnic ut the scout cabin. Ths athletic field wa? used for game and race . HOI.USTKR CLUB The Holliuer ( lub is one of the mo� t recently organized dub In our school with Mr. August K turner, the bo V supervisor, our adviser. To qualify for membership. a boy must reside in the upper study of Phoenix Mull. The major purpose of the club in to supply recreation for its members. Thi� club, with n membership of fifty student. , meets every other work with their adviser. Meeting are eagerly looked foiward to by th. member . Short play:, a Christmas party, basketball, ping-pong, billiards and chess tournaments were :om� of the activities sponsored by the club. This year’s oflicers were: President, Raymond Rasmus; Vice-President. Sila llirte; Secretary, Hubert Seidel: Treasurer, Herbert Boettcher; Librarian. Donald Baumann; Quartermaster, Warren Rioge. During the quarantine period a hiukethull tournu-mert wa held March, 3-4-5. Four teams, the Wild Cats, Indians, Gophers and Badger- took part. They finished in the order named. Raymord Boettcher was named the outstanding player and Silas llirte received the •portsmannhip award. ■ ■ • - BOV SCOUTS We have a troop of Boy Scouts, on organization founded in Kngland by Sir Badcn-Powell in 1909 and it traduced in America in 1910. Our t roop in under the supervision of the State l.lne Council. The official Boy Scout family in ns follows: Scoutmaster, Duncan Cameron; Assistant Scoutmaster, Au gust Kastner; Jr. Ass’L Scoutmasters, Silas llirte and Ray Rasmus; Senior Patrol Lender, Gabriel Vortz; Tiger Patrol Leader, Edward Moyer ; Hying Ragle Patrol Leader, Russell Jurat ; Fox Patrol Leader. Albert Arnraon, Black Bear Patrol L-ader, Wallace Rcinick; Troop Scribe, Hubert Seidel; Troop Treasurer, Russell James; Quarter-mniter, Robert Shields. Meetings have been held every two weeks in the Lower Study room, Hnnran Hull and our Log Cabin. Naming leaves, a treasure hunt and rope ticing were •omc of the contests held. At the meetings we had first aid demonstration! , tioop � lu ti and various pro-grams The member hove been .-ptcially interested in making bird house tnd other small article . During the Homecomirg football game the Scout old mndwiche. and coffee to help the Athletic Association. The annual Boy Scout Basketball tournament was held February 24, 2ft and the Black Bear patrol won. The game wan clo - and exciting. Wallace Rotnick won the outstanding player charm and Kdward Meyer the sportsmanship award. Athletics............................. THE 1938 FOOTBALL SEASON Our team 'hewed much improvement this year especially in forward patwing ami punting. Our Homecoming game was with India a We were weakened by the low of ('apt. 11. Hoe.tcher, who hroko hi wrist the Saturdjy before, but we won by the score of 9 to ft. There un- u good turn out of alumni and friei d� of the school. Th:- following week we made u trip to Flint, Michigan to play the Michigan .School and had quite an easy time winning by thirr touchdown . The trip v;u greatly enjoyed. THE SEASON S RECORD W. S. D. 7 Jefferson 0 W. S. D. 14 Walworth 0 W. S. D U Edgewood 32 W. S. D. 13 St. Mary's 19 W. S. I). 13 St Catherine 18 W. S. I). 9 India a S. D. • W. 8.D. 18 Michigan S. 1 . 0 The following player .-aw service in our games. End : flecker, Walsvick, Hiege. Krull; Tackle : Zeier, Chrirtainaer, Van Duxen; Guards: Perry, Kluck, L. Boettcher, Campion; Centers: Rasmus, Baumann; Backs: H. Boettcher, R. Boettcher, Fitch, Kossenich, Erickson. Ray Boettcher and Albert decker were cbo.wn on the All-American Football Team. 19.' 8-.'19 BASKETBALL SEASON Injuries and sickness wore .o great thi year that we were never oi re able to put our full strength in a game. In spite of th(« handicap, the 1938-39 basketball season cun be looked upon ox a very succejaful one. Some of the gamed were lost by only one or two points. THE SEASON'S RECORD W.S.D. 16 St. Mary's 17 W. 8. D. 24 Stoughton 27 W. S. I). 28 SL Cut lie ri re 23 W. S. D. 39 Jefferson 12 W. s. D. 2y Kdgorton 31 W.S.D. 16 Deinvan 36 W. S. D. 36 Milton College II 39 W. S. D. 28 University Extension 48 W. S. D. 29 St. Thomn- 26 W. S. D. 28 Kdgowood 48 W. S. D. 27 St. Catherine 2ft W.S. D. 38 St. Thomn- 31 W.S. D. 33 Milton College II 27 W. S. I). 31 Walworth 26 W. S. I). 17 Edge wood 28 W. S. D 37 University Extension 3ft 1938 Football Term When r went to the Control States Toarnament at Fulton. Missouri, wo won forced to leave our star, Mock � -r, at homo with the rtu. Our team defeated Ohio 30 to 26. In thr game with lllit ois the score wa 27 to 27 with a few second to go. II. Boettcher drew a free throw and made it but It waa rot al'owrd because one of our players stepped into the free throw Inne too soon. So instead of Wisconsin winning 28 to 27. The in me ended in n tie. In the play off lliirio won. W won from Missouri 2U to 26 in another overtime game. Fitch was high scorer of the meet with SO points. The all Tout name-1 team chosen by the offical were: First To.im: Burris of lllinios, F; Karri of Ohio, F; Ripley of Missouri, R. Boettcher of Wisconsin. G; Bullin-er of Illinois, 0. Second team: Crovatta of Illinois. F; Fitch of Wisconsin. F; H. Boettcher of Wisconsin, C; Kramer of Mis-rouii. G; Shroycr of Ohio, G. Kay and Herbert Boettcher, who have euch played fcn-hetball for four years, will be missed next year. However, we hive several promising young players and hould have a good team. ---------• ■■ ■ Backward Glances The Hallowe'en Party this year was a little unu. ual; in tend of dresaing up in costumes we had a dance. This Was because the Home Coming football game with Indiana was scheduled far the same day as the Hallowe'en Party and it is a custom with u to have a Home Coming Ponce. On the afternoor of October 22nd, Miss Florence Berkboltl took the Juniors and Seniors for a hike. After a three mile walk, Mias Bcrkholtx Invited them to her home for a party. They played gimc and ducked for apples after which a lunch of hot chocolate. sandwiches ami cookie w s served. The girl. returned to school just in time to change for supper. A Thanksgiving party was held in Hannon Hall on Thank'giving evening. The student- danced to the music of Boh Peuk's orchestra and reported a lovely time. Christmas vacation wn an enjoyable one. All of those who stayed hero received lots of present.- . The vnration ended January 2nd, and, since Ruth Cataract was exposed to srnrlet fever the hitter pail of the vacation, the entire school wax quarantined. The New- Year’s Party wn similiar to the Christmas party. Games were played and Ice cream und cookie, made up the refreshments. In January and February the boys made a rink In the pasture for ice skating. Henry Schmidt and Frcdrrick Richardson started the idea. Every day they put water on it and every day the ice became smoother and smoother. The hoys and girls took turns skating until it became too warm to keep up the care of the rink. Thi is how fomc of the time during the flu epidemic was spent. The monthly dances this year were greatly enjoyed by the studentiu These dance provides! an opportunity to learn for those who did not know how to dar.ee. It also provider! them with recreatio-. and for practice in rfendrg while h- re at school. Class Will and Testament To whom it may concern: Wo, the esteemed graduate of this institution of learning and training in the year of our I-ord one thousand nine hundred and thirty-nine desiring to be of -•till more service to the cta e that are to come, do hereby make, publish and decree thi our last will and testament: Section 1—To the Juniors n- a class we bequeath the profound knowledge we have gathered in the post year. May it help them on the wonderful way to wisdom. Section 2—To the Po t Graduates, we express our appreciation of their kindness in uniting with u to share their valuahle qualities with the seniors of the future. S?ctlon 3—A individuals: Gladys Baverfeldt gives: To N'elda Kressin. her ability in the beauty parlor. To Doris Thom, her leadership and scholarship. Mary Ann Laken wills: To Ruth Cataract, her primness. To Marion Meeker, her beauty and conversational ability. Doris Gray bequeaths: To Loretta Sxablewski. her stability. To Josephine VenRooy. her charming personality. Elmore Hopkim leaves: To Francis Burhholz. his skill a a stone man. To Royal Flklof, his keen un r of humor. Earl Sprague To Emil Kiuck. his way with the girls. To Franklin Moelk. hi fiery temper. Gene Perhai To Rose Johnson, her poise and social standing. To Ruth Schmidt, her ability to sew and rook. Alice Hendrickson To Lloyd Ilngen. her ambition. To Iji Verne Hnnson. her winning Finnish .-mile. Lillian Osen gives: To Mnrcene Schmit, her ability to enjoy Me friendship of girls. To Betty Brown, her coquettish ways, with a guarantee of their usefulnei on some of the undercla � -men. Duane Seymour To Charles Winchester, half Interest in the girl of his dream . To Raymond Keuenich. hia interest in farming. In witness whereof we do hereunto set our hand this fifth day of June and do declare all previous wills null and void. Notary: Helen Hockert —The Senior Class School Calendar of 1938-1939 1938— Sept £� —School opened with many new faces. Ml� « Esther Sleek became our new gym” teacher Oct. I —Royal Eklof’s mother died. Oct. 29—Homecoming game in Delavan with Indiana. We won. OCt. 29—Hollowc'en Party. Sov. 4—Herbert Boettcher broke his wrist while playing again St. Catherine' team from Racine. Nov. 19—Martha Pawlowski had an operation for appendicitis. Nov. 23 28—Thanksgiving Vacation. Nov. 24—Thanksgiving Day. Turkey with all the fixings. Dec. 10—GalUudet’a birthday. The program was pro vided by the Literary Societies. Dee. 20—First joint meeting of the Boys’ and Girls' Literary Societies held in Assembly Hall. Pec. 22—Christmas Vacation begin?. Pec. 26— Christmas party. 1939— Jan. 1—New Year's Pay with a party in the evening. Jan. 2—Francis Perry went to Madison for a- opera too—the after effects of pneumon a. Jan. 17-18-19-20—Mid-year Examinations. Jan. 21—Florence Mojack relumed to .school after a long illness. Jan. 21—A dance was given in the Assembly Hall. Jan. 31 Marion Paris of Racine joined our school family. Feb. 12- grnm in Assembly Hall. Feb. 23—Basketball boy- left for Missouri to take part in the Central States Tournament. Feb. 24—Telegram received announcing that our boy had won second place. March 9—Alice Hendrickson had an operation for appen dieiti in Madison, and came back feeling better than ever. March 17—W. S. D. student were entertained by the Welfare Committee at a dance on St. Patrick's Pay in the Assembly Hall. April 6—Easter Vacation begins. April 9—Easier Sunday. Bright and fair. April 10—All students return to achool. April 11—The Rotary Club of Delavan invited our football and basketball player? to a sapper at the Con grcgntional Church. Conch Sundt of the University of Wisconsin gave a short talk. April 10—Thirty-two Catholic children were confirmed. April 10- Henry Wurm'� mother pn ed away. May S—Hamid Roscnfield's father panned away. May 0—Junior Prom. The auditorium was beautifully arranged like a Dutch garden. May 11-12—College Examinations. May 12—Arlior Pay. May 18 or 19—Senior Picnic. May 24 Senior Banquet. May 3U—Decoration Day. June 1-2-6-6—Final Examinations. June 4—Baccalaureate Address. June 7—Commencement. Feb. 14 -Valrntine' party and dance. Feb. 22—Washington's birthday with a Patriotic Pro- Juno 8-9—Home going day . Bits of Information Seniors Favorite Expression Pet Peeve Strong Point Favorite Pastime Ambition Baverfeldt. Gladys Well, why not? To be bothered when .the's busy Common -ense Fancy work To lw ii good citiren Gray, Doris You know that Stray locks Mode t ways Reading To teach weaving Hendrickson. Alice Thai's funny Weight Getting thing- done in it hurry Clipping fur a scrap book A quiet life Os-en. Lillian •Oh! that Algebra! Algebra problem Wit Tolling jokes To meet the right one Sprague. Earl You would think so To be teased General information Playing caroms To win an argument Hopkins, Elmore Well. 1 think no lw«ck of freedom to •go w'ic: e he p'eaies Humor Being lonesome To find a printing job Seymour, Duane What! Height The girls Dancing To make it easier for the farmer Chaff 'n Chatter Touche:--- Maw many muke u doxen! rlum—Twelve. Teacher—How many mak n million? Cla —Vary few. I hear your � on in college I doing a lot of extra work.” Yes, he’ it Girl heout. You moan ;i Boy Seoul.” No, he's nlway« -routing for a girl. 1 • ------- Mike: Last weak 1 � va« -peaking to twenty thousund people in Madl� on Square Garden. Tike: Yeah? What did you nay? Mike: Peanut —crack jack—cardy! Father: Johnny whot le this CO on your report card? Johnny: l-I th think '.hat- the temperature of the ehool room. How did you like '.hose ivory bnck-xcratcher 1 re t you from Ohirn? Oh, were tho-e back-.M-rutrhetx? | v� been makin; m husband eat hi salad with them! ---------• ■ Grandpa: Hew are ou getting along at school? Harold: Fine, s andpa. Fullltack lr. football end half back in Icsaor. . ---------• --------- Little Dorothy: There woa a � trange man here to so? you today. Father: Did he have n bill? Dorothy: No. papa; h- ju� t had a plain ordinary rose. Angry Employer (to I irhma • who insisted on leaving hi service): Well, good-bye. Pat, and bad luck to you. Pat: Good luck to you. sir, i ml may neither of us be right. Voice over Phone: Pop, fUlo who jurt got kick'd out of college. 1 • -------- •'Careful. One inglc move and thi canoe will collapse. Can 1 move my chewing gum to the other side of my mouth? -------- • • - ‘Hello! Hello! Hello! This i Smith, Smith and Smith, Lawyers. Oh, ye ! Good morning, good moral'g. good morning Mother: Marilyn, were you a good little girl nt church today? Marilyn: Yes, mother. A man offer'd mo u big plate of morey, and 1 • W, No, thank you. A high-rchno! girl, seated next to a famou- n t-o .ome nt a dinner party, struck up it conversation with him by aeki’g. Whnt do you do In life? He explained. I study astro omy. Dear me, said the girl, I finished astro otsj la t year. First Soldier—Whnt’ up. Bill! Second Soldier—I sent my girl two letter every tiay since | went nbroad, and now hr'� married the postnm The pee-wee auto wn speeding fifty miles an hour. Every seventy foot, the little car would hop right up in the air about five feet A cop fir ally brought it to a i top. Whut'a the big Idea of that car jumpin' lhat way? nuked the cop. The driver answered: There's nothing wrong with the car, officer. But you see I’ve got the hie hiccups. What are you doing in the pantry, Willie? “Fightirg temptation, mothev. He' been sitting there all day. doing nothing but wasting time. How do you know? Because 1 have been sitting hero watching him. The Englishman sternly reprimanded a fellow country-.nan who had become a naturalised L’rited States Citi-icn. Whnt have you gained by becoming tiaiuralixed? asked the Englishman. “Well.” replied the other. M! win the American Revolution. --------•--------- Billy: Mummic, you said if I was good for half an hour 1 could do what I liked. Mother: Well? Billy: I want to he naughty for two hour . Bobby, aged five, wa� taken to church recently for the flr t time- He whispered to his mother quite loud'.v. I� thi a sit-down trike? Mr. Neesam: A man ha x mile to travel. He go a miles by frnlr, h miles by boat and c mile he walks. The rest he cycle . How far doe he cycle? Hubert: d. e. f. g. h. 1, j, k. I, m, n, o, p. r. , t, u. v, w, x, y miles. Alice was teasing Lillian who dared her to repent what she had mid. Alice didr't wish to repeat o she came back with. You heard me. You're not blind.” Miss Mary: Glndy . can you tell me what lobbying is? Gladys: Yes, lobbying U the lawmaking body outside of the hall. ■ •---------------- Mix? Mary; (in civic class) Name the outstanding political parti In the United States. Pupil: Hallowe'en Parties, Thanksgiving Parties, ard Christmas Parties.