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Identifier
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wwu:11523
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Title
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Messenger - 1909 March
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Date
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1909-03-01
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Cover title: Messenger
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Digital Collection
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Western Front Historical Collection
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Type of resource
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Text
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Object custodian
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Special Collections
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Related Collection
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Western Front Historical Collection
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Local Identifier
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wfhc_1909_0301
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Text preview (might not show all results)
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1909_0301 ---------- Messenger - 1909 March - Page [1] ---------- THE MESSENGER Let us have faith that right makes might and in that faith, let us to the end, dare to do our duty as we understand it.—A. LINCOLN. SCHOOL PAPER OF THE BELLINGHAM STATE NORMAL SCHOOL BELLINGHAM, WASHINGTON S. B
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1909_0301 ---------- Messenger - 1909 March - Page [1] ---------- THE MESSENGER Let us have faith that right makes might and in that faith, let us to the end, dare to do our duty as we understand it.&
Show more1909_0301 ---------- Messenger - 1909 March - Page [1] ---------- THE MESSENGER Let us have faith that right makes might and in that faith, let us to the end, dare to do our duty as we understand it.—A. LINCOLN. SCHOOL PAPER OF THE BELLINGHAM STATE NORMAL SCHOOL BELLINGHAM, WASHINGTON S. B. Irish Co., Printingef»f|»Ji3ii Railroad Avenue STAFF ROY GOODELL, - Editor ISABEL WILLIAMS, 1 FRANK UMBARGER, - Associate HARRY HEATH, \ 1 GOLDIE BROWN, 1 RUBY MARSTON, » Literary W. T. MYERS, VALE NIXSON, MARGARET BRYANT, Exchanges ANDREA NORD, • Societies CARL STORLIE, Athletics BELLE CREWS, • Art OLA DEAKIN, Alumni HERMAN SMITH, - Business Mgr. TERMS—FIFTY CENTS A YEAR Entered December 21, 1902, at Bellingham, Washington, as second-class matter, under act of Congress of March 3, 1879. Vol. VIII. March, 1909 No. 6 When is the tennis court committee going to report? Welcome to the new members of our staff. The plan suggested by a committee at the Legislature, to wipe out the Ellensburg Normal has been "wet-blan­keted." The three Normal schools of the state are accepted institutions. They have had the approval of the law-making bodies for a number of years, and the present Legislature will not set a new precedent by placing its stamp of disapproval upon any of them. Each Normal school covers a distinct field and each will become more useful to the state as time goes on. The Normal was in a state of confusion, everyone seemed excited. Girl students rushed through the halls to the library, seized the morning paper, glanced at the headlines, then hastily retired to room 31. Gathered in this room was a large crowd of excited embryo teachers, all talking at the same time. From out ---------- Messenger - 1909 March - Page 2 ---------- 2 THE MESSENGER of this babylon I succeeded in catching the following con­versation : "My, isn't that just dandy, and to think our club did so much, too." '' Yes, but we '11 miss those quotations we used to have across the blackboard, though." "Miss B— has gone down to ask Dr. Mathes if we can't have a holiday to commemorate the event.'' "We had a holiday Lincoln's birthday, and surely we ought to have a holiday for such an event as this." At this point some one asked that the society motto be written on the board. One of the number stepped to the front, and this is what I saw written: "Down with man's tyrannical rule. Equality and justice for all." Being much interested and bewildered by the proceed­ings, I sought out the daily paper in the library, where I read the following headlines: "Woman Suffrage Bill Passes Both Houses of the Legislature." Now is the time when nature is most beautiful, and now is the time for the cleanest, best, and manliest of all sports—baseball. We have worked under difficulties in football and basket-ball, and we will have to in base­ball to a certain extent. We are willing to do this. Nevertheless we are going to develop a strong team. Boys, we must get together and organize, must be out on the ground immediately in uniform. We have more boys than last year and some of the old players are among them. Is there any reason why we can't have a successful team? Is there any reason why we should not get busy and get a "nine" that will win from the High and other teams ? None at all; we have the material; all we want is the spirit mingled with it. Then we'll have success. Without the supply room in connection with the text book library, what benefits which the students now enjoy, would they be deprived of? The question may at times be revolved in the minds of the students and faculty, without a satisfacotry answer. Observe, if you please, some of the benefits: Stamps may be obtained without the effort of a trip to the postoffice; checks may be cashed at all times if there be money in the till; writing material is available ---------- Messenger - 1909 March - Page 3 ---------- THE MESSENGER 3 at downtown prices or less, and a general line of school supplies exceeding that of any house in the city is usually on hand. The complaint may be made that "out of stock" is heard too frequently, but you may expect this even among the wholesale dealers. If every small pur­chase that is made at the supply room meant a trip down town, all would come to the realization of the benefits of the supply room. The students who formerly had this ex­perience have come to the conclusion that the supply room is an excellent addition to the school. THE ABORIGINES. There is much uncertainty as to who was the first of the Aborigines to find a home on the American continent. Many hold to the belief that the Indian was the original inhabitants, while others believe that he was pre­ceded by a distinct raee known as the Mound Builders. The cliff dwellers of Colorado and the Aztecs of Mexico are believed by some to be the last of the Mound Builders, There is much cause to believe, however, that they are a separate race, and that there existed a race between the Indian and the Mound Builder known as the Villager. There are several theories of the origin of these races. According to Ignatius Donley's "Island of Atlantis," Johnson attempts to prove by the Bible that they came from the southwest. Another theory is that they came from the northeast. Further theory, founded upon facial expression and customs, claims that they came by way of Bering Straits and are remotely related to the Japanese. Still another theory of the Japanese origin claims that these races came across in ships direct to the Sound. This theory is founded largely upon the tradition among the Makahs and Clallams, near Cape Flattery, that many years ago a Japanese vessel was wrecked near the Cape. The men became members of the tribe and taught them the art of canoe building, pottery and working in silver orna­ments. And in proof of this tribes have been experts in canoe building and working in silver; the art of pottery, however, has been lost. In many habits and customs the eastern Indians are similar to those of our own coast. The difference may be due wholly or in part to environment. Among the eastern Indians or the plains Indians developed a universal sign language; in the west there developed the Chinook jargon, ---------- Messenger - 1909 March - Page 4 ---------- 4 THE MESSENGER believed by some to have originated by the Hudson Bay Company, but in all probability it was one which grew out of necessity and which may have been improved and en­larged upon by the Hudson Bay Company. Nowhere has there been anything that approached an alphabet. Their writing of history or tradition was the picture method. The eastern Indians, men and women, were persistent beggars, seemingly having no shame in receiving some­thing for nothing, while the Puget Sound Indians are not beggars, but traders. If they receive anything they are ready to give something in return, regarding it as a trade rather than a gift. The eastern Indians soon adopted the white man's habits and implements; those of the Sound are slow to take up the new, many preferring their own make of fish hook, thinking it superior to the white man's. Many years ago the eastern Indians lived in what was known as the "long house," while the western Indians lived in what was known as "the old man house." The most noted "old man house" was that built near Port Madison, in this state. It was some sixty feet wide and several hundred feet in length, and was divided off into sections fronting the Sound. The front post of each sec­tion was the totem pole, and in each section lived a clan or sub-tribe. The "old man house" at Lummi Eeservation seems to have been more of a council room or assembly room rather than a typical old man house. The "long house" was first one large room in which the whole tribe lived. Later, this was divided to accommodate the sub-tribes. In the later settlements the chief occupied the central lodge surrounded by the wigwams of his most trusted followers, and outside of that lived the less im­portant and those who had joined from other tribes. On the outskirt were those whose loyalty was not above suspicion. Among the Sound Indians danger generally came from the sea, and their camps were built with the defense toward the water. The settlement then occupied some little nook or cove where there was but little danger of surprise by an enemy from the landside. There later developed the idea of union of the tribes for defense and offense against a dangerous enemy. These alliances were of short duration except in the case of the six Nations of New York. Tradition tells us that the Multanomahs and Willamette Valley headed a union of tribes, which union included the Indians in the territory which is now the States of Washington and Oregon. Some disease, probably smallpox, was contracted from goods ---------- Messenger - 1909 March - Page 5 ---------- THE MESSENGER o taken from a wrecked vessel, the goods having been dis­tributed at a general meeting of the tribes on Soves Island, in the mouth of the Willamette River, then known as Wapto or Potato Island. The Indians not being familiar with the treatment of the disease, died in great numbers. In 1841, when Captain Wilkes visited the coast, there was but one of the tribe of Multanomahs left, and he was at the Hudson Bay trading post at Vancouver being cared for by Dr. McLaughlin. The eastern Indian engaged in open air games. One of the most familiar was the game of ball, similar to town ball, out of which grew the national game of baseball. The Sound Indian's principal game was gambling. The most important game was played with two short pieces of wood or bones, one a plain white, while the other had a black band around it. The opposing gamblers sat on opposite sides of the fire and one would pass the bones from one hand to the other in a manner so as to mystify his opponent, who guessed which hand held the marked bone or stick. The women and interested friends would "tamanahmawis" for their friend, hoping to bring him good luck, while the opposition would jeer and make dis­cordant sounds, hoping to drive away good luck. The gambling sometimes lasted for days, or until the men be­came exhausted physically or financially. Trinkets, blan­kets, guns and sometimes a kloochman were the stakes played for, and changed ownership upon a guess. The buffalo dance and the ghost dance of the plains were similar to the potlatch and devil dance of the Sound country. The time was when the potlatch or gift meeting was an important affair. Two or more tribes, being assem­bled, the men would vie with each other in making pres­ents. It is said that in remote times the gifts were de­stroyed by the receiver. The blankets were torn in shreds or the guns broken before they hardly reached the ground to show the receiver's disregard for property. It was not a case where the gift blessed the giver and the receiver, unless the parting with the property is a blessing. In a few hours the wealth that required a life time to accumu­late was lost. The one who could make the greatest gifts was supposed to hold the superior place. It has been the custom of later years not to destroy but to keep the gifts for future use. I have no personal knowledge of the devil dance, and I have not been able to find any old settlers who are familiar with it, and the Indians themselves are loth to ---------- Messenger - 1909 March - Page 6 ---------- 6 THE MESSENGER give any information concerning it. Hezekiah Butter-worth relates the experience of one of the early mission­aries. His description is that, upon arriving at his mis­sion where he expected to hold religious service, all the Indians were gone, except an old klootchman, who was tied to a tree. He could hear voices in the woods imitating the voices of different animals. After dark the Indians came from their hiding places. One group of these In­dians, known as the "biters," whose duty it was to drive in all the members of the tribe, assumed the character of a dog or some wild beast, and snapped at everything within reach, and as the dance progressed they became more furious until a dog happening to pass that way was pounced upon and torn into shreds, the object of the "biters" being to get as much blood on their faces and hands as possible. And on this occasion the unfortunate klootchman is said to have suffered the fate of the dog. The object of the dance seems to have been to appease the evil spirit or the devil. They, like many of the savage races, believed that the good spirit would do no harm and that the evil one had to be propitiated. "THE COUNTERFEIT" By Goldie Wreston Brown, In Three Parts. PART II. '' And yet a maiden hath no tongue, but thought.'' —Shakespeare. The wide veranda, with its cobble stone foundation, lay beautified in the clear light of the July moon. The man's reflections were audible. "Tomorrow we celebrate. A prime example this of our American stick-to-itivness. Every year for the last one hundred and thirty years we have celebrated and tomorrow the pulse of the rising generation will beat with as strong a patriotic ardor as did those of the past gen­eration at that first national christening. Eh, small boy!" This to the lad that came blowing around the corner of the house like a young hurricane. "Whatever dat is, Uncle Richard. Did you remember my firecrackers?" "No more 'Kid Burn's' stunt for me, sir. That case is practically filled with explosives." The nephew clattered up the steps and across the veranda to the large suit case; which stood near the door. ---------- Messenger - 1909 March - Page 7 ---------- THE MESSENGER 7 The uncle sat placidly puffing a cigar, his chair tilted and his feet resting on the veranda railing. In the river's bog to the right, the frogs were hoarsely chugging their nightly seranade. In the distance, to the left, the blazing eye of an approaching automobile sent its angry glare across the well kept lawn. "Bed time, boy." Ah, the mother love and pride in the voice that came from the room beyond. The boy turned from the open suit case. "Bully for you, Uncle Richard! You didn't forget a single one. I'm off. Goodnight." "The car shot noiselessly along the smooth highway." "Good night, Bud, and all the caps you can shoot to­morrow if you are up first, remember." "The man, left alone, sighed. Eighteen years ago to­night he had gone to bed, motherless. Somehow firecrack­ers had lost their place in his heart since that memorable Fourth, and somehow on the days of boyhood celebrations that had followed it, no one had seemed to care just how many burns he had escaped with. He wondered, whim­sically, if any one but a mother did care very much how many burns and scars one escaped with in life. ---------- Messenger - 1909 March - Page 8 ---------- 8 THE MESSENGER Such times and memories make children of us all. The ponderous car stopped at the steps. His cigar fell with a shower of sparks to the turf below. He was six and twenty again. " 0 , the spin through the moonlight was splendid, per­fectly splendid, Richard!" The girl came breathlessly up the broad steps, hatless; her rich color deepening as she extracted several letters from her great coat pocket. There were three addressed to Eichard R. Russel. "Three for three R's," she said, lightly; then turning to the dark-haired woman who tood in the doorway; "and one for you, aunty, and ever so many for uncle." The sleeves of the heavy tan motoring coat increased the apparent fragility of her white fingers, as she held out the package of letters. Mrs. Russel smiled, anxiously. "You are going out again, Dorothy?" "I—I promised Richard to take a spin out to the 'Meadows' with him," the girl answered with a hurried glance at the figure of the man as he arranged the heavy seats of the car. She wondered if he had forgotten. The older woman hesitated a moment. "You are quite happy, girlie?" she asked, as the girl sank into the luxurious morris chair which stood on the veranda. "Happy," the girl echoed, with a pensive little laugh. "So happy, aunty, that I fear it can not last." In her heart she knew that it would not. " I wish," she continued with her characteristic child­ish simplicity, "that all life might be to me just a soft balmy moonlight night like this. One gets so tired of the hot glare of the too bright sun by day and the later night is cold and grey and harsh" The woman's hand was softly caressing her soft hair. "Child, it is the hot glare and the grey harshness that makes us appreciate the calm, peaceful beauty of the life between." Richard turned from the machine and came slowly up the steps. te "Aunty," the girl asked, earnestly, "do you believe that blessings come to those who do not deserve them?" Then as she hastily arose, "do not answer now, dear; tell me some other time." "We are ready, the machine and I . " The man but­toned her heavy coat with an air of calm proprietorship. His calmness was unbearable. ---------- Messenger - 1909 March - Page 9 ---------- THE MESSENGER 9 "Are Florence and Jack ready?" "They are not going," then noting a look of surprise, he added quickly, " I believe I may at least claim the priv­ilege of having my affianced wife to myself, the last few evenings of my vacation." The look of shy happiness in her eyes changed to one of amazement. "Your last few evenings?" she began. "Yes, I leave on the evening of the fifth. Our spend­ing this evening alone seemed imperative." He paused. They were descending the steps. Her silence was ominous. " I admit it seems beastly to have to bore each other for the next two hours, but there appeared to be no other way out of it. We must have that grand finale, you know. We must do the quarreling stunt, or at least appear to." Still the girl was silent. With his characteristic care-fullness he helped her into the car. " I am going to drive tonight," he continued, "it would be the proper thing in a book* you know. I might run away with you." The shaft of sarcasm told. "Let us forget the book for this one evening," she said, quietly. "You wish i t ? " His voice and words were free of any trace of sentiment. " I do wish it; besides, it is nearly ended. I think I shall put it away for a while and finish it—sometime-later." They glided down the wide driveway. The man's attention was given entirely to the wheel. The girl nestled back against the padded cushions of the ear. She was trying to systematize her thoughts. One was painfully prominent—'' the last few evenings." " Finis'' could soon be written in the grey harshness of the later night. The man at her side had played his part. The plot of her book was finished. She wondered, smiling at the absurdity, if the dream characters of her creation were happy. She had been dangerously so. The car shot noiselessly along the smooth highway. The inquisitive bass buzzing of a huge beetle, as it flew by, did not disturb the reverie of the leading couple in this drama of real life. The man was battling with pride.. The girl was trying to shut her eyes to the future, and to rehearse again the scenes of the last six weeks. She remembered the afternoon on the river and wondered i ---------- Messenger - 1909 March - Page 10 ---------- 10 THE MESSENGER vaguely just what she had said. Had she been so perfectly heartless? Since that day she had caught only an occa-si onal of the real Eichard. '' The Counterfeit'' was always present. The level fields of waving grain and hay, which they were passing so rapidly formed a sort of moving canvas, as it were, on which her memory painted pictures of the past month. She saw again the large wainscoted living room of the old homestead house. She felt a thrill of proud sub­mission as she in fancy heard the man at her side again demand '' a temporary engagement, if he were to play the part assigned him.'' He would not have his friends think him forever following a phantom, which forever eluded his grasp. "They could quarrel as all lovers did," he explained," and end it when convenient." She had consented—for the sake of her book. Through it all there had been constant reminders that his was but a part. Just once had the real Richard spoken. The picture was very vivid. There was the great fireplace with its blazing pine log and heavy andirons. It was late and the evening had grown damp and chill. She was bending over the coals, toasting marshmallows on the long toasting fork. They had been speaking of his mother. "Little girl," he had said, suddenly, crushing her to him, "you and she are the only two I have ever loved." Then the door had slammed and he had gone. The moving canvas was dim. Then she remembered his constant care, his thought-fullness about the little things which after all had meant so much to her. He had planned the boat rides, the pic­nics, the auto trips, the balls, that had filled her life to suit the whims of her book. He had studied and planned it with her, giving her his man's experience where her knowledge was lacking. He had taught her that true manhood was that intangible something founded on moral­ity which had courage to battle against adversity and win; to do, to achieve and at last to reach the top through its own strength and determination. She saw life in a broader way. Her belief in blood alone was waning. She saw the worth of the real man and had learned to appreciate it. He had spoken words ---------- Messenger - 1909 March - Page 11 ---------- TEE MESSENGER 11 of tenderness and love, not to her, but for the hero of her book to the heroine of it. The car stopped. The man was speaking: " I shall be but a few moments. Will you wait or go into the house with me ?" " I will wait, please." "You will not be cold, Dorothy?" " I think not." Her voice trembled. The "Meadows" was an old-fashioned farm house at which the caretaker of the lower estate lived. As the man went indoors she tried to measure the future's loneliness by the present moment. She was so alone. None of the others understood. He would not be lonely in the new world of his pro­fession. He had made himself the successful rising lawyer that he was and his life would be filled with the duties and pleasures that success brings. She was so alone. The man came across the yard. " I have given directions for the care of the farms during the remainder of uncle's absence," he said, as he started the machine. There was no silence during the spin back to the homestead house. They chatted easily of surface events which had ap­parently been the sum total of the past few weeks. The car stopped at the broad veranda steps. There was but a momentary pause. "Dorothy!" his voice lingered with a subtle caress on every syllable of her name, " I shall not see you alone again, for after our friends are apprised of this last quar­rel of ours, which has just taken place so silently and peacefully, we shall have to play the new role of strangers as we have played the old role—of lovers." He lifted her from the car. "Little girl, some day you will understand. God grant that you may never suffer as I have. Goodbye." "Goodbye." Her voice was tremulous with hidden tears. The man stood for a moment with bowed head. Then the indomitable will which had moulded his entire life asserted itself. He stepped into the car and was gone. The soft beauty of the moonlight was dimmed; the cold grey harshness of the later night had follen. (To Be Continued.) ---------- Messenger - 1909 March - Page 12 ---------- 12 THE MESSENGER MEMORIES (Edna Staples.) "The day is cold, and dark, and dreary, It rains and the wind is never weary. The vine still clings to the moldering wall, And at every gust the dead leaves fall, And the day is dark, and dreary." —Longfellow. It had been such a lonesome rainy day. One of those short gloomy ones that come to us in the early fall. The morning had passed somehow, but when afternoon drew near, I grew weary of building houses with blocks, dress­ing paper dolls and cutting pictures out of magazines. The house was so quiet and there was nobody to play with. Standing at the window I watched the rain pattering against the window pane. Now and then a man or woman walked swiftly past the house, seeming to have one object in view—to get home as soon as possible out of the rain. A large lumber wagon clattered by, drawn by heavy horses. They splashed through the mud puddles, turned the corner, and left the street vacant once more. Silence again. I turned impatiently from the window with a sigh, and a lump coming up in my throat. Unconsciously I turned to the one person whom I knew would console me, and make me happy. That person was my grandmother. How I loved her. If anything went wrong during the day I could go to her and she would comfort me. Her sym­pathy was never wanting for she always seemed to under­stand and would croon over me and sing songs in her gen­tle quavering voice until the hurt was all washed away and I could again face the world with a smiling coun­tenance. I found her in her room. A fire had been built in the grate, and grandma propped up with endless pillows and comforts was seated before it. She was dreaming when I entered, her gentle faded blue eyes resting dreamily on the crackling wood in the fireplace, her little transparent hands folded lightly over each other, and a look of the utmost tenderness resting upon her face. I rudely broke in upon her dreams with a child's thoughtlessness. She started when I spoke, as though a rude hand had shaken her roughly and gave a frightened little cry. When ---------- Messenger - 1909 March - Page 13 ---------- THE MESSENGER 1* she saw me she gave a sigh of relief and sank trembling back. I did not then realize that she was very very weak or I would have been frightened. In a few minutes she recovered from her fright and, smiling sweetly, told me to bring my stool and sit down by her chair. When I was seated she began: "Shall I tell you, dear. of the time when I was a little girl like youf" "Oh, yes, do," I cried, and then doubtfully, "were you a little girl once upon a time* too, grandma f" "Yes, dear; yes,*' she said, gently. "It was a long, long time ago, dear," speaking softly and dreamily to herself. "During the long summer days I used to go to the garden. The dear old garden," reminiscently speaking the Words as though she loved each syllable. "The birds have never sung as sweetly as they built their nests since then, or the bees hummed as busily as they flew from one bright flower to another. I would take my patchwork with me, for you know little girls had to help make quilts in those days." "I wouldn't like that," I cried with a great deal of ardor. "I didn't very well myself," she answered, smiling. "Well, to go on, I would go down the walk lined with lovely bright-hued holly hocks to a rustic seat under the elm trees. In the summer time when the branches of the big old cherry tree were clustered with large red cherries I would climb into a nook where the main trunk separated and singing to myself pick the fruit. "My, I wish I had some right now, don't youf" The picture indeed looked very tempting to my imagination. "And then mother would call me, maybe to help her in the hot kitchen," she was speaking slowly as though she could yet feel the sensations she experienced in that long ago, When she was a healthy little girl who disliked any work that would bring her into the house. "How I wo gt;uld long to stay among the eool leaves, and continue my child­ish day dream*. But my mother's voice, again calling me, would cause me to scramble hastily down, assuring her that I was coming." Grandma had stopped. It was all so plain and clear before her mind. The years seemed to have rolled away, and she was back in the days of her childhood. A little angular spindle legged girl she seemed to be gazing out tipon the world with great thoughtful eyes, seeing each occurrence in everyday life by means of air-castles and inconceivable usafinings. How very, vary ---------- Messenger - 1909 March - Page 14 ---------- U THE MESSENGER happy she had been in those days. But, again, I shattered her illusions by piping: "Did you go—?" ." The question was never finished for a voice from with­out called to me through the narrow opening in the win­dow: "Kaitherine! Katherine! Come on out doors. The sun's shining." "Oh, the sun's shining," I cried happily in a sing­song voice, and giving my dear old grandma a hurried kiss I skipped gleefully out of the room to join the playmate whom I had called my "Sweetheart," out in the blessed sunshine. My little neighbor and I played all through the long afternoon. The sun had begun to sink below the horizon and the shadows were beginning to creep around us when I. was first recalled by the voice of my mother calling me. ; She was crying, and there was a look of sorrow, and great suffering on her face. I ran to her and flung my arms around her neck, realizing but not knowing why, that something pained her greatly. "Don't cry, mother," I said with a catch in my voice; " i t ' s all right. Please don't cry any more." She caught be to her and kissed me passionately, sobbing aTl the while. After a long time she took me into the house and then I understood my mother's grief. They had found grandma seated in her arm chair before the dead embers, a ray of golden sunshine falling on her gray head and a look of peace and utter contentment on her gentle old face. Grandma, too, had gone to join her sweetheart far into the sunshine, but it was the sunshine of the beauty and glory of heaven. The birds and bees would not be there to sing their happy songs to her through the long summer day, but angels lifting their voices in wondrous music would make her happier than she had ever been before. ' ' i EDUCATIONAL PROBLEMS. No true American should permit himself to doubt the great importance of our present day educational prob­lems. As one of the leading nations of the world we are much concerned with matters of government, of com­merce, and of education. "We know that the foundations of our democratic institutions rest upon public education. As these social institutions become more complex with ---------- Messenger - 1909 March - Page 15 ---------- THE MESSENGER 1? our advancement in civilization, great problems arise. Here arises the necessity of such a solution as will meet the needs of society. These problems are all matters that concern public welfare, either directly or indirectly, and their solution must, to a very great extent, rest upon the Educational Associations, upon prominent educators, and upon higher institutions of learning. A course designated as "Educational Problems,'' classified in the department of education and taught by Professor Deerwester, is offered for the first time this year. This course is intended—First, to assist the Seniors in preparing their graduating essays. A certain amount of time—two hours each week is required for regular class work, while as much time as is necessary for the prepara­tion of class work is required outside of class. Definite lines are planned along which to study, and specified ma­terial is provided with which to work, with directions as . to how this material is to be used. This course is intended in the second place to bring the student in touch with the great educational problems of the day, and give him a much broader view of the field of education. The idea of running through all the course is that of research, or investigation, dealing with knowledge already obtained by someone else, until there is an understanding of the relations of these known facts, and their bearing upon education. This research work is based largely upon pedagogical literature. The sources of material most used are the reports of the National Educational Association and of the United States Commissioner of Education. Also magazine literature of recent years, and pedagogical books and pamphlets of all kinds, dealing with subject matter of the following nature, as Histories of Education. Philosophies of Education, Great Educational Reformers, Educational Ideals and Theories, Histories of Pedagogy, Education in Religion and Morals, and Educational Sys­tems of other Countries; also articles written by some prominent educators of recent years, as Munroe, O'Shea, James, McMurry, Laurie, Thorndike, Mann, Huxley and Johonnot. The work required is—First, a written report by some student upon his individual investigation of some problem. This report should show to as full an extent as possible all that has been done toward the solution of this particular problem; the difficulties encountered, and what has been done toward their solution; also the lines along which work is being undertaken at the present time. Sec-r ---------- Messenger - 1909 March - Page 16 ---------- U THE MESSENGER ond, a written criticism, by some other student. This crit­icism is made upon the material in the first report, and requires careful research work. The critic must be able to defend his or her criticism. The first research paper must be in the hands of the critic at least one week before the day set for its presentation before the class. Third, the leading of an oral discussion, by another student, of the material of both preceding papers. To lead this discussion requires research reading in order to be familiar with any point that may be brought up, and to mention any other fact that has not been brought out in either of the papers. Fourth, is an informal discussion of any question relative to the problem, by any pupil when called upon. Thus there is required a reading, by each student, of some article upon the problem then being investigated. By this method eaeh member of the class is held re­sponsible for a definite study of three problems, and a general knowledge of all of the thirty-four that will be dealt with this semester. Each student is also required to keep a bibliography of the material used in the writing of either of his papers. This bibliography is for the use of the other members of the class. Some of the problems that will be taken up this semester are: "Failures in the High School." "Preparation of the Elementary Teacher." "Fraternities in the High School." '' Industrial Education.'' "Education of the Negro." "Education for the Farm." "Fear in the Life of Child and Man." "Function and Place of the Normal School." "The Kindergarten." "George Junior Republic." i.: —Emma Currier. AH INCIDENT AT SEA. It was a eold Easter morning in April. The sun was slowly peeping over the horizon. Her greeting rays lighted the waves with a coppery gleam that, however beautiful to gaze upon, did not quite please the crew aboard the "Antigone," which was about to heave up anchor in the majestic bay of Copenhagen. Presently the anchor was on the beak. The sailors squared up the sails and now she ploughed through the blue billows at the rate of seventeen knots an hour. Thus she sped on all day. A German proverb says: "Morgenrot, Abendtod," ---------- Messenger - 1909 March - Page 17 ---------- THE MESSENGER 17 and that was realized when we saw the red hot luminous evening sky and heard that the barometer was lowering. The captain, who was every inch a sailor and navi­gator, was to take the first watch on deck. When he ap­peared he ordered the mate and his watch below. I hap­pened to be there. We had been below hut a short time When we heard the usual premonitions of a coming storm. The seas with titantic force washed over the whole bow of the vessel, beating against it with the force and sound of a cannon. The watch, too, seemed very busy tramping about the deck and singing out at the ropes. Every min­ute we waited to be called, when suddenly a loud com­mand came to us, "All hands on deck! Reef in topsail!" Everyone hurried. I shall never forget the dreadful sight. Just imagine yourself in the presence of a similar situa­tion— not a single star in the heavens, everything about you darkness and desolation, the lap of the waves hurling against the side of the ship and occasionally the boiling waves breaking over as if they would utterly smash the rail. On every hand death seemed to face us. We at­tempted to take in the topsail, but as soon as we let go the ropes it was torn to shreds. We proceeded to wrap the fragments around the yard; just as we furled the sails a huge breaker dashed over the side, causing the ship to lurch. One of the boys fell from the yard and the old gray haired mtate of sixty was hurled into the shiphold directly on the top of the ballast consisting of sand, gravel and huge rocks. A flush spread over the captain's face as he saw us carry the old mate into the cabin. But this did not end the catastrophe. Another breaker came with such a tremendou scrash that it caused a leak. There was no time to lose. In a few moment all the pumps were set in action. I, with other sailor boys, worked at the pumps for thirty-six hours, without sleep or warm food. Finally the storm calmed and after taking our bear­ings we found ourselves close to a large reef in the Baltic sea, near the coast of Finland. It was useless to attempt to reach our destination, which was Haparanda, the most northern city on the Baltic sea, so we hoisted new sails and put for the nearest port for repairs. —Marius Hansen. The First Years entertained the Second Years February 13th in Society Hall. Refreshments were served late in the evening, after which a short program was rendered. ---------- Messenger - 1909 March - Page 18 ---------- 18 THE MESSENGER IN MEMORY OF GRACIE JOHNSON. GRACIE E. JOHNSON "Blessed are the pure in heart, for they shall see God." Grace Ethel Johnson was born at Emerson, Illinois, on May 7,1889, and came to Washington with her parents on March 4, 1892. Her gramnuar school training was re­ceived at Almira, Washington. The first year away from home she spent at Cheney. Wishing to be nearer home she entered the Davenport High School. She graduated with honors in the class of 1906. The next year she taught several miles from her home. We at the Bellingham Normal remember her as being one of our most active Juniors last year. Being ambitious to teach she accepted the third grade at Hartline, Wash­ington. There she taught very satisfactorily, but because of catarrhal trouble, which was causing her health to fail, she gave up her work the latter part of December. In order to obtain better medical attention she was taken to the St. Luke's hospital in Spokane. Gastric ulcer­ation of the stomach developed so rapidly that although the best of care was given her she quietly passed away dur­ing the evening of February 16, 1909. Funeral services were held at the Methodist Church at Almira, where she had labored. Interment was made near her home town. Surely there must be some purpose in the calling away ---------- Messenger - 1909 March - Page 19 ---------- THE MESSENGER 19 of such a bright young life. May we each live so close to our Master that we shall meet Gracie when our time shall come. "Yet the strong one must go, For the journey is done, And the summit attained." —L. B. W., B. M. L. MISS POLLY SYLLABLE, SCHOOL MISTRESS. (After Two Years of Normal Life) Miss Polly Syllable's appearance was anything but attractive. She was a tall, slim, ungainly person with long skinny arms. She wore a simple black dress with a belt to match, to which was attached a small steel purse; a white waist with a tight-fitting collar of some severely plain material; a small round black bonnet with one soli­tary feather in it. Her head was long and narrow, and was covered with black, fuzzy hair which was supposed to stay in a tight knot. She had a long stern looking face; a high, narrow forehead; large ears that heard the slight­est whisper; black eyes that saw the least movement; a long hooked nose; a large mouth with very white teeth, and a chin that showed determination. When teaching she was in the habit of walking up and down before the class with a book in her hand. As she walked she had the bad habit of shaking one long bony, finger at the class. She always frowned at the pupil whom she wanted to recite. BASKET BALL. On the evening of February 22nd the basketball teams of the Ellensburg Normal and the local Normal met on the floor of our gymnasium. Both teams were in the pink of conditions and to say that the game was fast and ---------- Messenger - 1909 March - Page 20 ---------- 20 THE MESSENGER exciting is putting it mildly. Prom the moment the ball was hurled into the air by the referee till the final clarion of the timekeeper every player was in the game. During the first half the Ellensburg quintette had the better of the game, and it looked as though they had the game surely won. The Bellingham boys, however, came back strong, outplayed the visitors, running the score up to 24 to 20 at one time, but failed to hold that lead, and time was called with the score 25 to 25. In accordance with the rules play was resumed until a chance basket was made by the Ellensburg team, which ended the game, 27 to 25. The teams seemed wondrously well matched, and at no time was the final outcome out of the hands of the goddess of fate. The practice of holding inter-Normal basketball meets seems a good one and we hope there will always be the amiable spirit shown in the last contest. FRIDAY MORNING ENTERTAINMENTS. On Friday. February 5th, Professor Frye of the Uni­versity of Washington gave a very interesting illustrated lecture on the marine life of Puget Sound. The summer school at Friday Harbor sends forth excursions among the islands for the purpose of studying the marine life and collecting specimens. Mr. Frye's story of these trips was interesting as well as profitable. On Lincoln's birthday Dr. Simons of Cleveland, Ohio, gave a very finished address, a further account of which is given in another part of this issue. February 17th Will D. Pratt, assistant postmaster of Bellingham. talked to the students about the machinery of the postal system. The Postmaster-General recently requested all postmasters to co-operate with the heads of the various schools in informing the students about the postal system. Mr. Pratt began his educational campaign at the Normal and gave a very straightforward and manly address. He told of the organization of the department, explained the four classes of mail matter, and gave in­structions for preparing mail. An interesting part of the lecture were the several reasons why government envel­opes should be used. Mr. Pratt also discussed the dead-letter work, the safe money order system and the valua­ble feature of registered mail. Mr. Pratt closed with a brief survey of the growing rural delivery system. ---------- Messenger - 1909 March - Page 21 ---------- THE MESSENGER 21 On February 26th J. Wayland Clark spoke upon the subject of Exposition, and particularly the coming A.-Y.-P. Exposition at Seattle. Mr. Clark is collecting the What­com County exhibit and has had a great deal of experience in other expositions. His talk was very interesting and furnished some valuable information for those who expect to visit the Exposition. —H. F. H. HENRY ALBERT M'LEAN. Perhaps the most finished address that has been given at the Normal this year was "The Village Statesman," de­livered by Henry Albert McLean on the evening of Febru­ary 25th. Mr. McLean's stage presence wes perfect and the spoke with a directness and earnestness that found a ready response in the hearts of his audience. He is a deep thinker and his sterling character shone through the entire lecture illumining his thoughts and adding to their force. Under the title of "The Village Statesman" Mr. MrLean brought to the students a message of great im­portance. He spoke of the common things of life, but em­phasized the fact that the village statesman has the priv­ilege, and it is his duty, to exert his influence through the common things. In the home the unit of government, in the schoolroom, in the country or in the city, the village statesman labors doing the little things which are often such great factors in creating public sentiment. School teachers are among the most powerful village statesmen. To the future school teachers of Washington, Mr. McLean brought the message of the great opportuni­ties for helping to shape the character of this state, for Washington will some day be the great center of the world's activities and we may each help to make it great. Mr. McLean discussed some of the problems with which the state must contend and which the«village states­man can influence by his sentiment. He mentioned the coming Oriental problem and the condition of labor in our own land. He emphasized the destruction of the liquor traffic as most necessary to advancement. After all, what we build here does not last, but our influence upon an immortal soul lives throughout eternity. "Life is but a clock tick between two eternities. Let us make the most of it." With this thought he left us. —H. F. H. ---------- Messenger - 1909 March - Page 22 ---------- 22 THE MESSENGER LINCOLN'S ADDRESS. It is seldom that we have in Assembly the pleasure of listening to such an inspiring and masterful address as that given by Rev. Simons of Cleveland on Abraham Lincoln. Mr. Simons said in part: "Washington is the synonym for Liberty. Lincoln is the synonym for Union. We have no unite of measure to decide which was greater; they should go together for they were one in spirit. "Lincoln spent his boyhood amid the hardships and poverty of out-door pioneer life. Such a life was healthful but struggling. Thus he typifies the great possibilities of the common man. "Lincoln was educated because he had a passion for knowledge and made the most of his opportunities. Be­sides, the three books which are said to make a library, the Bible, Shakespeare and Blackstone's Commentaries, he had Burns, Pilgrim's Progress, Aesop's Fables and a Life of Washington. Not only had he a passion for knowl­edge, but he had also a passion for self expression by speech and writing. He possessed an extraordinary mas­tery of English; some of his speeches are among the classics and there is a framed copy of his Gettysburg ad­dress in Oxford. A man may have vast information and yet be a fool. Lincoln had not vast information, but he did have vast experience. He was trained and disciplined to master his situation in life and he did so in the interest of noble effectiveness. Accordingly his life is an immense inspiration to teachers. "Humaneness, tenderness and gentleness were Lin­coln's chief characteristics. It has been a question as to whether or not he abused the pardoning power. Even if he did, we have gained more than we have lost by it. He showed great magnanimity in the face of misunder­standing and abuse. This alone would have made him great. "Familiarity with them should not cause us to lose sight of the immortal words: 'With malice toward none —with charity for all.' Problems are still on hand which he left unsettled. The spirit of those words still lives and must be the guide of our country. Our leaders must have the same consecration to what is true. It is our fault if we haven't the right kind of leaders, for our ideals are realized in our leaders. '' Some people can never understand human greatness ---------- Messenger - 1909 March - Page 23 ---------- * THE MESSENGER 23 such as Lincoln's but in terms of supernatural endow­ment. They recognize the great virtues to which we are all called. It is our place in our smaller world to serve our country with as great consecration as did our beloved Lincoln. Let us be faithful in little where he was faithful in much. Let us be patient in little where he was patient in much." It was Friday afternoon. "Been to society today?" Asked Millie of her companions twae. "Yes," said merry little Em, " I was at the Thespian; But a private session it did hold, What they did I must not tell; so I was told." "Then at the Athenian you should have been," Quoth the sedate and formal Win; "For Miss Bunker favored us with a recitation, And Miss Junk a reading gave; While Mr. Stultz, knowing we were not perfect in creation, Talked 'Rules of Order,' so we'd know how to behave." "Oh, you should have been with me And beautiful Iceland gone to see. I studied the map with aid of Miss McKechnie, To see the customs odd and grandeurs great, Mrs. Peterson helped me; Miss McConihe sang their national song. Its sweetness and melody carried me right along." "Now mind, that was at the Alkisiah," Said the all important Miss Maria. —Andrea North ---------- Messenger - 1909 March - Page 24 ---------- 24 THE MESSENGER Miss Alma Hildebrand is teaching at Colfax. Miss Anna Drummond, a graduate of our school, is now a student in the U. of W. Miss Christine Thomle is principal of the school at Cedar Home. Miss Jennie Deichman is teaching her home school at Hillsboro, Oregon. Miss Thelma Olsen is teaching at Eagle Cliff. Miss Hazel Shull (El.) will commence a school, the first of April, near Friday Harbor. Miss Alice Carmon is now a high school teacher at Stanwood. Miss Fae Arnold (El.) is teaching at Nason Creek, about thirty miles from Wenatchee. Mr. Fred Johnson is a senior at Cheney. Miss Helena Domerude is teaching the primary grades at Stanwood. Miss Maggie McKinnon is a senior at Ellensburg. Miss Ragnhild Thomle (El.) is teaching at Silvana. Miss Eva Crippen is attending the University of Den­ver, Colorado. Miss Florence Chapin is teaching at The Dalles, Ore­gon. Miss Alma Wills ('08) is a student in the U. of W. Miss Hazel Huges is teaching at North Yakima. Miss Irma Blau ('07) is married and now lives in Washington, D. C. Miss Gladys Watts and Miss Maud Whipple are teach­ing at Mt. Vernon. Miss Annibell Noble ('08) has been teaching at Cen-tralia, but had to give up her school on account of her health. Miss Helen Linden, who was a Junior last year, is teaching the primary grades at Colby. Miss Jennie Gilchrist is teaching the seventh and eighth grades at Stanwood. ---------- Messenger - 1909 March - Page 25 ---------- THE MESSENGER 25 Miss Annie Caraway (El.) is teaching at Grouse, Oregon. Miss Jessie Dilabaugh (El.) is teaching a country school in Okanogan County. Miss Maggie Howe is teaching near Burlington. Miss Margaret Bird, a Junior of last year, is teaching at Monroe. Miss Perrault is a senior at Ellensburg. Miss Irma Whittier is teaching the intermediate grades at Foster. The marriage f Miss Mary Lea Pemberton of Tacoma and Mr. George Foster Kendall of Centralia, took place Thursday, February 11th, at high noon at the Trinity Church, the rector, Rev. H. Horace Chapham, performing the ceremony. The bride is well known in this city, where she has a host of friends. She graduated from our school last year. Mr. and Mrs. Kendall will make their home in Centralia. Miss Maud Dickenson (Sec.) is at her home in Dayton. Miss Lydia Carlton is married to Mr. Frank Buckman of Riverton. Miss Gracie Johnson, a Junior of last year, died on February 17th in a hospital in Spokane. Miss May Greenman ('08%) is now teaching at Ros-lyn. She came to our school from a college in Oregon, and while here made many friends. She was president of the Y. W. C. A.; also a member of the student board of control of the Students' Association. We were sorry to lose her from our ranks; but all wish her success. Miss Mary Templin (Secondary) is teaching at the Bennett school, near town. Miss Pearl Barnette (Sec.) is teaching at Van Wyck. Miss Nora Walkup is teaching at a private school in Seattle. Miss Clara Eason is teaching at Anacortes. Mrs William O. Osborne, formerly Miss Gertrude Smith ('03) is living in Tacoma. She has a little girl about a month old. Miss Edna Swanson (Sec.) is visiting with relatives at Clearbrook. Miss Emma Honrath (Sec.) is teaching at Acme. Mr. Lucius A. Jones ('03) is now principal at Nook-sack. Miss Florence Griffith ('01) is now making her home in Baker City, Oregon. Miss Elva Krausse, class of '06, was married to Mr. ---------- Messenger - 1909 March - Page 26 ---------- 26 THE MESSENGER Robert H. Lacey, in Colfax, on January 21, 1909. Mr. and Mrs. Lacey will make their home in Colfax, where Mr. Lacey is in business. Miss Genevieve Davis is teaching in Enumclaw school. Mr. Guy Allison, president of the Alumni Association, has had to give up teaching for the rest of the school year. I declare if February isn't just about gone, Monday is the first of March. I tell you when a fellow gits old like me, time flies. Here it is plowin' time again and as I plow along an' turn up the rich black soil an' think of the fine crop I'll get this fall; I can't help but think of how people an' institutions, if they have anythin' good about 'em, it will come out some time. I've been won-derin' if some of those Botany folks from the big school on the hill won't be comin' out to see how Uncle Si does things. If I'd had a chance when I was a boy I 'low I'd been smart too. Say, I wonder if the students of the Oregon State Normal School are as wise as the owl on the "Courier." They have a good paper, anyway. I like the spirit that pervades the "Vox Studentes." There seems to be a union spirit between the faculty and stu­dents. The Everett "Kodak" is good, too, but let your 4 ---------- Messenger - 1909 March - Page 27 ---------- THE MESSENGER 27 uncle suggest that you use thicker paper. Say, now I want everybody to look at that "Tocsin" and read the poem in it. It is fine, and the paper is dandy all through. I have seen the "Record" (Sioux City) from year to year and I think it is better this year than ever. I reckon as how the "Pedestal" is read more than any other ex­change. Read the story "The Apostate" in the Adjutant; it is as Sally would say a "sweet, pretty story." Comus is good, I 'low. They are pretty much interested in athletics at that school. It has some purty good stories, too, but I reckon you (young feller) wouldn't want to be a "Silent Bob." A new exchange and a nice one, too, is the Pruderic of Walla Walla. I wish Sally could see them pictures, wouldn't she have a spell, fur she likes artistic things. Another new one is the Tattler, a small but good paper. We have some good stand-bys. such as The Spinster, The Normal Byte, Tempe Normal Student, McMinnville College Review, The Kilikilik, The Industrial Normal Exponent, The Review (Lowell High School). LOCALS. On Thursday evening, February 11th, in the Domestic Science Dining Room, Mis Lawrence was hostess at an attractive four-course dinner in honor of her mother, Mrs. V. A. Lawrence, of Sequin, who was her guest for a few days. The table with its snowy linen and beautiful springlike centerpiece of yellow daffodil was extremely pleasing. Covers were laid for eight. Those who en­joyed the repast were Mr. and Mrs. Charles F. Easton and sons Martin and Edwin; Mrs. Mary Cook of Seattle, Dr. Katherine Parrish of this city, and the guest of honor, Miss Lawrence's mother. Mr. Easton, Mrs. Cook and Mrs. Lawrence are brother and sisters and this meeting brought the three together for the first time in thirty years. This is the fifth of a series of dinners being served by the students in the Cooking Department. This dinner was served by Mrs. Atkinson and Miss Harriet Clouston. Have you seen the new curtains at the windows of Dr. Mathes' office? The Y. W. C. A., which has long wished to contribute something to help in beautifying the building, made the donation, and the girls of the sewing class gladly contributed the work of their deft fingers for the .sewing of them. ---------- Messenger - 1909 March - Page 28 ---------- 28 THE MESSENGER Professor Deerwester spent two days, February 22 and 23, at Olympia attending the Schoolmasters' Club, at which meeting he gave addresses along his line of work—pedagogy. Miss Frances Hays went to Olympia to talk to the Teachers assembled in Institute at that place, February 24, 25 and 26. Her subject is Reading Methods. The Messenger was brought before the public in an unusual way a few days ago, when it was thought to be the tool of a man collecting money under false pretenses. But all fear subsided when the man proved to be in legiti­mate business collecting signs for the Faculty Bulletin Board. The confusion was caused by the business men mistaking the Bulletin Board for the Messenger. When the E. N. S.-B. N. S. basketball game was over on the evening of February 22nd, the visiting and home team/3 found prepared for them by the Student Associa­tion a reception and luncheon, the latter in charge of the Junior basketball girls. That the decoration were beauti­ful and the luncheon delicious was tesified to by the boys. Sunday afternoon, February 14th, the Y. W. C. A. held a prayer service in Society Hall, the occasion being the day when prayers are offered up all over the world for colleges. Mrs. Campbell of Seatle, who assisted a few weeks ago in making the Bible Institute such a grand success, came up on an invitation from the Association to take charge of this service. Her talks have all been so interesting, instructive and inspiring, and her strong fine personality has made such an impression on those who have listened to her talks that the girls of the Normal School have become very enthusiastic under her leadership. The basketball boys have arranged for a series of games with the Y. M. C. A. and the Bellingham High School. We will look forward to a number of hard fought battles in these games. The boys are anxious to make up a part of the expense incurred in the trip east of the mountains. A humorous though instructive spelling match will be held at the Normal in the near future. It will be con­ducted on the line of the down-east spelling-bees of long ago. Get out your blue-backed spellers and brush up. ---------- Messenger - 1909 March - Page 29 ---------- THE MESSENGER 29 CALENDAR. February 4—Prof. D. (after Psychology exam.): "If we could see ourselves as others see us." February 5—Messrs. Bond, Goodell, Davenport, Becker, Rogers and Petheram—gone but not forgotten. February 6—Almira B. B. vs. B. S. N. S. Score 13-16. February 7—Dr. Mathes tells students of another Normal. February 8—Wilbur Athletic Association B. B. vs. B. S. N. S. Score 10-6. February 9—Gonzaga B. B. vs. B. S. N. S. Score 40-8. February 10—Sale B. S. N. S. badge. February 11—C. S. N. S. vs. B. S. N. S. Score 32-18. February 12—Lincoln's Birthday. Rev. Simons of Cleve­land, Ohio, addresses students in assembly. Half hol­iday. Students march in body to Beck's Theatre to attend memorial exercises. February 13—E. S. N. S. vs. B. S. N. S. Score 25-24. February 14—Valentine Day. February 15—Senior paper bag and candy sale. February 16—Return of B. B. boys. Mr. Bond fails to be seen. No embarrassing questions asked the others. February 17—Miss LeC.: "If any of you girls wish to have your names changed, see me at once.'' Shy looks and blushes ensue. February 18—Juniors display their artistic talent in pea­nut posters. February 19—Students hear Assistant Postmaster William D. Pratt lecture on Postal Department. Mr. Deer-wester speaks on Basketball. Miss Johnson: "Girls, we MUST make a good impression on those Ellens-burg boys." February 22—Washington's Birthday. Students are both privileged to look at and hear a speech from Mr. Saunders, Manager E. S. N. S. B. B. team. Dr. Mathes suggests that teachers make light lesson as­signments for following day. Miss Gray threatens to take attendance at B. B. game. Dr. Mathes assigns eleven-page lesson in Sociology. E. L. N. S. vs. B. S. N. S. Score 27-25. February 23—More peanuts. February 24—Miss Gray (in History class): "If you wanted .to learn something about the early days of Bellingham, what would be your source of informa­tion?" Student (promptly): "Mr. Forrest." February 25—Third number on lecture course "The ---------- Messenger - 1909 March - Page 30 ---------- 30 THE MESSENGER Village Statesman," by Hon. Henry Alberts McLean. February 26—Mr. Epley makes a last call. March 5—Japanese operetta. March 12—Junior reception. JOSHES. Normal Alphabet. (Vale Nixon.) A—stands for alphabet we learned so long ago. B—is for Bellingham where aspiring teachers go. C—we know means credits, for them we all do pine. D—stands for the words we say when we find we are behind. E—is for Professor Epley, the man who makes us work. F—Oh! that is Mr. Forrest, whose work we some times shirk. G—the first of goodness we hope (at exams.) all teachers have. H—is for help and the straw of hope at which every one of us grab. I—stands for interest, a thing some of us lack. J—is for jawing when teachers are on our track. K—is for higher knowledge, Ave need it in our "biz." L—stands for the lack of it we show when on a quiz. M—We know means Mathes, the man who knows us all. N—Means the Normal bunch who harken to his call. 0—is for good order we don't have in training school. P—stands for paddling, which should be an enforced rule. Q—Oh! just queer questions we get at our exams. R—is for the rest we take after a week of crams. g—stands for supervisor, a woman noble, staunch and true. T—we know means trouble; has it ever troubled you ? U—means undertaking and universal grit. V—is for victory, and we will gain it, "yet." W—stands for women, there are a few (?) here. X—is for the good old ten we pay here every year. Y—is to each of you, may happiness and success be lurking. Z—stands for the zenith for which each of you are working. The Songs. " I 'm wearing my heart away for you, "Dreaming love, of you," and " I wonder if you miss me just as much as I miss you?" are included in Mr. H. F. Smith's repertoire. ---------- Messenger - 1909 March - Page 31 ---------- THE MESSENGER 31 Messenger Classified Ads. Wanted:— Some artists for the Senior class. Some incense for room 10. A glacier for the Geolog class. A change of diet in Literary Interpretation. A phonograph that says "Let's have the whispering stopped,'' Miss Moore. Some one to keep Daisy from feeling lonesome. The SENIORS' posters we admire, That make the peanuts sell, T'was the JUNIORS we should mention Who made those posters, swell. Did we make impressions on the Ellensburg basket­ball boys? Where, oh where, is our Normal school house of Reps.? It has gone—but the Boys' Debating Club is living yet. One on the Senior. Mighty Junior, fresh from agriculture, to patronizing Senior, who has been kindly (?) propounding his knowl­edge: "Say, you put me in mind of sand loam." Senior (in surprise): "Why?" Disappearing Junior: "So easily worked." Mr. Deerwester: Perhaps you didn't dig up Latin roots when you were young. In Educational Problems (discussing the slow pupil) —Miss Brackett: "Now in reference to Mr. Foster's case." Now I lay me down to rest, To study hard I done my best; If I should die before I wake I'll have no blamed exam, to take. —Ex. Prof. Epley: '' Unbroken coast lines are found where, Mr. Brink?" Mr. B.: "At Martha's 'barn' yard." Mr. Hogan (in Algebra): Change the transparent sign of the fraction. ---------- Messenger - 1909 March - Page 32 ---------- 32 THE MESSENGER Miss C. (in beginning Rhetoric Class): "Now you must not neglect your consultation with me." First Year Boy: '' How will we know when we are to come for consolation?" In Geology Class. Prof. Epley: "What vegetable material do rivers transport, Miss M.?" Miss M.: " Why, er—er—'' Prof. E.: "Fallen leaves?" Miss M.: "Yes, fallen leaves, and—er—" Prof. E.: "Roots." Miss M.: "Roots, and, and—" Prof. E.: "Branches." Miss M.: "Branches, and, er—" Prof. E.: "Twigs." Miss M.: "Twigs." As Heard in the Classes. Miss Cribbs (in English Gram.): "What is the fem­inine of schoolmaster?" Mary K.: " School ma 'am." Miss K. (in training school) : "What is the meaning of 'dismayed?' " Pupil: "Not made right." Prof E. (calling roll): "Miss A., Miss B., Miss M—' Miss M.: "Miss who?" Mr. Epley: '' What is an estuary ?' Miss Messick: "Oh, let me tell!'' Mr. E.: "Well, what is i t ?" Miss M.: "It is a big mouth." Miss E. (In Eng. Gram.): "What is the feminine of schoolmaster ?" Mary K.: " Schoolma 'am.'' Every lassy has her laddy, To whisper words of love; Every lassy has her daddy To knock on the floor above. —Ex. Who does not enjoy Mr. Deerwester's dry wit?PPPPP
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