Welcome to Montblanc Online Outlet

Canadian Aboriginal syllabics - Wikipedia ball pen history in hindi

ISBN   0-19-925591-1 Murdoch, John. 1981. Syllabics: A successful educational innovation. MEd thesis, University of Manitoba Nichols, John. 1996. "The Cree syllabary." Peter Daniels and William Bright, eds. The world's writing systems, 599-611. New York: Oxford University Press. ISBN   0-19-507993-0

External links [ edit ]

Wikimedia Commons has media related to Canadian Aboriginal syllabics . Language Geek: All About Syllabics Carrier Writing Systems Paper on Carrier Syllabics Inuktitut syllabary Braille code Description of Evans' manner of casting type at the Rossville mission Methodist Bible in Cree syllabics Dene syllabic prayer book Cree Origin of Syllabics

v t e Writing systems of the Americas Indigenous Alphabets Osage alphabet SENĆOŦEN Syllabaries Afaka syllabary Cherokee syllabary Great Lakes Algonquian syllabics Yugtun script Logographies Mi'kmaq hieroglyphic writing Mixtec writing Semi-logographies Maya script Pictography Aztec writing Unknown Abaj Takalik & Kaminaljuyú scripts Anishinaabe writing Isthmian script Olmec writing Zapotec writing Settler-colonial Alphabets Latin NAPA Gaelic type Sḵwx̱wú7mesh Duployan shorthand Chinook writing Syllabaries Canadian Syllabics Blackfoot Syllabics Dakelh Syllabics (Dʌlk'ʷahke or ᑐᑊᘁᗕᑋᗸ) Dene Syllabics Eastern Cree syllabics Inuktitut syllabics Western Cree syllabics Somacheirographies SignWriting si5s ASLwrite v t e Braille   ⠃⠗⠁⠊⠇⠇⠑ Braille cell 1829 braille International uniformity ASCII braille Unicode braille patterns Braille scripts French-ordered scripts (see for more) Albanian Amharic Arabic Armenian Azerbaijani Belarusian Bharati Devanagari (Hindi  / Marathi  / Nepali) Bengali Punjabi Sinhalese Tamil Urdu etc. Bulgarian Burmese Cambodian Cantonese Catalan Chinese (Mandarin, mainland) Czech Dutch Dzongkha (Bhutanese) English ( Unified English ) Esperanto Estonian Faroese French Georgian German Ghanaian Greek Guarani Hawaiian Hebrew Hungarian Icelandic Inuktitut (reassigned vowels) Iñupiaq IPA Irish Italian Kazakh Kyrgyz Latvian Lithuanian Maltese Mongolian Māori Nigerian Northern Sami Persian Philippine Polish Portuguese Romanian Russian Samoan Scandinavian Slovak South African Spanish Tatar Taiwanese Mandarin (largely reassigned) Thai & Lao (Japanese vowels) Tibetan Turkish Ukrainian Vietnamese Welsh Yugoslav Reordered scripts Algerian Braille (obsolete) Frequency-based scripts American Braille (obsolete) Independent scripts Japanese Korean Two-Cell Chinese Eight-dot scripts Luxembourgish Kanji Gardner–Salinas braille codes (GS8) Symbols in braille Braille music Canadian currency marks Computer Braille Code Gardner–Salinas braille codes (GS8/GS6) International Phonetic Alphabet (IPA) Nemeth braille code Braille technology Braille e-book Braille embosser Braille translator Braille watch Mountbatten Brailler Optical braille recognition Perforation Perkins Brailler Refreshable braille display Slate and stylus Braigo Persons Louis Braille Charles Barbier Valentin Haüy Thakur Vishva Narain Singh Sabriye Tenberken William Bell Wait Organisations Braille Institute of America Braille Without Borders Japan Braille Library National Braille Association Blindness organizations Schools for the blind American Printing House for the Blind Other tactile alphabets Decapoint Moon type New York Point Night writing Vibratese Related topics Accessible publishing Braille literacy RoboBraille v t e Types of writing systems Overview History of writing Grapheme Lists Writing systems undeciphered inventors constructed Languages by writing system / by first written accounts Types Abjads Numerals Aramaic Hatran Arabic Pitman shorthand Hebrew Ashuri Cursive Rashi Solitreo Tifinagh Manichaean Nabataean Old North Arabian Pahlavi Pegon Phoenician Paleo-Hebrew Proto-Sinaitic Psalter Punic Samaritan South Arabian Zabur Musnad Sogdian Syriac ʾEsṭrangēlā Serṭā Maḏnḥāyā Teeline Shorthand Ugaritic Abugidas Brahmic Northern Asamiya (Ôxômiya) Bānglā Bhaikshuki Bhujinmol Brāhmī Devanāgarī Dogri Gujarati Gupta Gurmukhī Kaithi Kalinga Khojki Khotanese Khudawadi Laṇḍā Lepcha Limbu Mahajani Meitei Mayek Modi Multani Nāgarī Nandinagari Odia 'Phags-pa Newar Ranjana Sharada Saurashtra Siddhaṃ Soyombo Sylheti Nagari Takri Tibetan Uchen Umê Tirhuta Tocharian Zanabazar Square Zhang-Zhung Drusha Marchen Marchung Pungs-chen Pungs-chung Southern Ahom Balinese Batak Baybayin Bhattiprolu Buhid Burmese Chakma Cham Grantha Goykanadi Hanunó'o Javanese Kadamba Kannada Kawi Khmer Kulitan Lanna Lao Leke Lontara Malayalam Maldivian Dhives Akuru Eveyla Akuru Thaana Mon Old Makassarese Old Sundanese Pallava Pyu Rejang Rencong Sinhala Sundanese Tagbanwa Tai Le Tai Tham Tai Viet Tamil Telugu Thai Tigalari Vatteluttu Kolezhuthu Malayanma Visayan Others Boyd's syllabic shorthand Canadian syllabics Blackfoot Déné syllabics Fox I Ge'ez Gunjala Gondi Japanese Braille Jenticha Kayah Li Kharosthi Mandombe Masaram Gondi Meroitic Miao Mwangwego Sorang Sompeng Pahawh Hmong Thomas Natural Shorthand Alphabets Linear Abkhaz Adlam Armenian Avestan Avoiuli Bassa Vah Borama Carian Caucasian Albanian Coorgi–Cox alphabet Coptic Cyrillic Deseret Duployan shorthand Chinook writing Early Cyrillic Eclectic shorthand Elbasan Etruscan Evenki Fox II Fraser Gabelsberger shorthand Garay Georgian Asomtavruli Nuskhuri Mkhedruli Glagolitic Gothic Gregg shorthand Greek Greco-Iberian alphabet Hangul Hanifi IPA Kaddare Latin Beneventan Blackletter Carolingian minuscule Fraktur Gaelic Insular Kurrent Merovingian Sigla Sütterlin Tironian notes Visigothic Luo Lycian Lydian Manchu Mandaic Medefaidrin Molodtsov Mongolian Mru Neo-Tifinagh New Tai Lue N'Ko Ogham Oirat Ol Chiki Old Hungarian Old Italic Old Permic Orkhon Old Uyghur Osage Osmanya Pau Cin Hau Runic Anglo-Saxon Cipher Dalecarlian Elder Futhark Younger Futhark Gothic Marcomannic Medieval Staveless Sidetic Shavian Somali Tifinagh Vagindra Visible Speech Vithkuqi Wancho Zaghawa Non-linear Braille Maritime flags Morse code New York Point Semaphore line Flag semaphore Moon type Ideograms / Pictograms Adinkra Aztec Blissymbol Dongba Ersu Shaba Emoji IConji Isotype Kaidā Míkmaq Mixtec New Epoch Notation Painting Nsibidi Ojibwe Hieroglyphs Siglas poveiras Testerian Yerkish Zapotec Logograms Chinese family of scripts Chinese Characters Simplified Traditional Oracle bone script Bronze Script Seal Script large small bird-worm Hanja Idu Kanji Chữ nôm Zhuang Chinese-influenced Jurchen Khitan large script Sui Tangut Cuneiform Akkadian Assyrian Elamite Hittite Luwian Sumerian Other logo-syllabic Anatolian Bagam Cretan Isthmian Maya Proto-Elamite Yi (Classical) Logo-consonantal Demotic Hieratic Hieroglyphs Numerals Hindu-Arabic Abjad Attic (Greek) Muisca Roman Semi-syllabaries Full Celtiberian Northeastern Iberian Southeastern Iberian Khom Redundant Espanca Pahawh Hmong Khitan small script Southwest Paleohispanic Zhuyin fuhao Somacheirograms ASLwrite SignWriting si5s Stokoe Notation Syllabaries Afaka Bamum Bété Byblos Cherokee Cypriot Cypro-Minoan Ditema tsa Dinoko Eskayan Geba Great Lakes Algonquian syllabics Iban Japanese Hiragana Katakana Man'yōgana Hentaigana Sogana Jindai moji Kikakui Kpelle Linear B Linear Elamite Lisu Loma Nüshu Nwagu Aneke script Old Persian Cuneiform Vai Woleai Yi (Modern) Yugtun v t e Braille   ⠃⠗⠁⠊⠇⠇⠑ Braille cell 1829 braille International uniformity ASCII braille Unicode braille patterns Braille scripts French-ordered scripts (see for more) Albanian Amharic Arabic Armenian Azerbaijani Belarusian Bharati Devanagari (H ball-pen-history-in-hindi-rid-0.html. pens game channel armstrongindi  / Marathi  / Nepali) Bengali Punjabi Sinhalese Tamil Urdu etc. Bulgarian Burmese Cambodian Cantonese Catalan Chinese (Mandarin, mainland) Czech Dutch Dzongkha (Bhutanese) English ( Unified English ) Esperanto Estonian Faroese French Georgian German Ghanaian Greek Guarani Hawaiian Hebrew Hungarian Icelandic Inuktitut (reassigned vowels) Iñupiaq IPA Irish Italian Kazakh Kyrgyz Latvian Lithuanian Maltese Mongolian Māori Nigerian Northern Sami Persian Philippine Polish Portuguese Romanian Russian Samoan Scandinavian Slovak South African Spanish Tatar Taiwanese Mandarin (largely reassigned) Thai & Lao (Japanese vowels) Tibetan Turkish Ukrainian Vietnamese Welsh Yugoslav Reordered scripts Algerian Braille (obsolete) Frequency-based scripts American Braille (obsolete) Independent scripts Japanese Korean Two-Cell Chinese Eight-dot scripts Luxembourgish Kanji Gardner–Salinas braille codes (GS8) Symbols in braille Braille music Canadian currency marks Computer Braille Code Gardner–Salinas braille codes (GS8/GS6) International Phonetic Alphabet (IPA) Nemeth braille code Braille technology Braille e-book Braille embosser Braille translator Braille watch Mountbatten Brailler Optical braille recognition Perforation Perkins Brailler Refreshable braille display Slate and stylus Braigo Persons Louis Braille Charles Barbier Valentin Haüy Thakur Vishva Narain Singh Sabriye Tenberken William Bell Wait Organisations Braille Institute of America Braille Without Borders Japan Braille Library National Braille Association Blindness organizations Schools for the blind American Printing House for the Blind Other tactile alphabets Decapoint Moon type New York Point Night writing Vibratese Related topics Accessible publishing Braille literacy RoboBraille Retrieved from " https://en.wikipedia.org/w/index.php?title=Canadian_Aboriginal_syllabics&oldid=811098635 " Categories : Scripts with ISO 15924 four-letter codes Articles containing Undetermined-language text Canadian Aboriginal syllabics Scripts encoded in Unicode 3.0 Hidden categories: All articles with unsourced statements Articles with unsourced statements from October 2017 Articles with unsourced statements from June 2016 Articles needing additional references from January 2017 All articles needing additional references All articles with vague or ambiguous time Vague or ambiguous time from September 2011
ball pen history in hindi

pensacola beach condos portofino
mont blanc prices
montblanc meisterstuck fountain pen 4810
mont blanc pen costco canada

Essay in Hindi

For a native English speaker, writ in g an essay in H in di may be a big challenge. This is because the structures of the two languages are somehow different. But sometimes, there are chances when students will be required to write an essay in H in di for the purpose of learn in g the language more. We are not go in g to talk about the students in the general populati on of a school. There are on ly a few students who are c on cerned with this type of an essay.



Essay in Hindi

Did you enroll in a language class? To be more specific, are you tak in g a H in di language course? If you answer yes to both questi on s, then most probably you will so on be writ in g an essay in H in di. Most teachers require their students to write an essay dur in g the course of the semester or academic year. Essay writ in g is technically on e of the best ways to test the communicati on and writ in g skills of the students.



Volleyball

Volleyball is a highly enjoyable sport played by in dividuals of all ages today. It is a sport that requires immense physical activity and coord in ati on with other team players. Volleyball can be very reward in g to our health s in ce it in volves the movement of all our body parts, ma in ly the upper body. It also helps to improve our reflex s in ce you d on 't know when the ball will be head in g your way over the net and in a game of volleyball , every on e has to be ready to set, bump, and spike or dig the ball to their teammates or over the net.



Essay in Hindi

Essay in H in di For a native English speaker, writ in g an essay in H in di may be a big challenge. This is because the structures of the two languages are somehow different. But sometimes, there are chances when students will be required to write an essay in H in di for the purpose of learn in g the language more. We are not go in g to talk about the students in the general populati on of a school. There are on ly a few students who are c on cerned with this type of an essay. If you are a student in college enrolled in a H in di class, then most probably you will be writ in g an essay in H in di. This is on e task that you should complete regularly to familiarize yourself with the terms and words of the language. H in di and all other language electives in college are not provided to all students. If on e is in terested to take the course, then he needs to undertake the essay in structi on s com in g from the professors. Aside from oral exams, written exams and projects are also essential.



Stories in urdu language

Stories in urdu language Stories in Urdu Language is someth in g very anxiously wanted. People specially from Pakistan and In dia are look in g for Stories in Urdu Language so that they can read it and understand it. Desi Story actually means a story that in volves Desi or local characters deal in g with situati on s well known for domestic situati on s. Such story in local language that is Urdu is very easy for people to understand and enjoy read in g and some people also like to read Urdu Sexy Stories and in In dian People like H in di sexy Stories.



PE Coursework

PE Coursework Coursework is an obligatory part of an educati on al life of every student. When you decide to write a course work it is necessary to choose the topic and be sure that you can enlighten such work from different aspects if it is necessary. For some students writ in g a PE coursework is a very important part of the study process and that is why we should pay attenti on to the po in ts which can be helpful for you in such in terest in g process as PE coursework writ in g. First of all we should say that PE coursework is a k in d of work which can be written by the students on the different sport topics, such as Basketball, Volleyball , Hockey, Rugby and many other k in ds of sport. The ma in goal of PE courseworks is to present not on ly the awareness of sport history, but also develop the abilities to describe the ways of activity performance which were chosen before. Due to such factors we can say that PE coursework covers a lot of differently oriented materials.



Learn To Speak Chinese Mandarin – 1 Of 3 Golden Keys To Start Speaking In 58 Minutes With No Pen, No Paper

In any language, regardless of which on e, be it English, German, Spanish, H in di, Zulu – even Ch in ese – they share 3 comm on , powerful traits – Ch in aSpeak traits. Understand in g what these powerful traits are, is your passport to surge forward in your language ability regardless of whether you’re just beg in n in g to learn Ch in ese or you’re already well on your Ch in aSpeak in g journey. A word of advice before you read on : These po in ts are simple. I believe that it’s the simple thi...



Writing a Malayalam Essay can be an Unfamiliar Task

Writ in g a Malayalam Essay can be an Unfamiliar Task Malayalam Essays – Obta in a Good Understand in g of its Orig in s before Writ in g Many students are c on fused when they are assigned the Malayalam essay. What is Malayalam? Malayalam is on e of the four ma in languages used in south In dia. Unless your are from the state of Kerala or have some affiliati on s to Keralites, you may f in d the language unfamiliar even if you are an In dian. This is because many languages are spoken in different parts of In dia rang in g from H in di, Urdu, Kannada to Tamil. Malayalam is ma in ly used in the state of Kerala. As there are many south In dians, especially Keralites who have immigrated to different parts of the globe, Malayalam is also used in the USA, S in gapore and Europe. An essay on Malayalam can encompass many elements. These in clude life in Kerala, the history of the language, art and culture in Kerala etc.



Getting Physical on Campus

Gett in g Physical on Campus When high school ends, so does active participati on in physical activity for most people. You’re in college now and you have more important th in gs to worry about, like party in g and study in g – not necessarily in that order. Then comes the on set of the "freshmen 15" and reality has smacked you right in the gut. You realize that you can no l on ger eat and dr in k what you want and not experience the unsightly repercussi on s. In order to take c on trol of your weight, you need to take c on trol of your life. Compose a daily schedule and follow it religiously. Wake up at about the same time every morn in g – at least on the weekdays – and go to class. Reserve an hour for work in g out at your campus recreati on center. Many campuses now offer state-of-the-art facilities that are funded by student fees, so any student can use them.



Speech

Pagkatapos ng lahat, lubos ko pa r in g p in asasalamatan ang Philipp in e Science High School sa apat na ta on g paghubog sa ak in , di lamang sa walang kapantay na edukasy on , kundi pati sa mga naibahagi sa labas ng apat na sulok ng silid-aralan. Toto on g k in ailangan ko ang diploma mo, O ikaw na nasa taluktok ng dun on g at talastas, ngunit mas k in ailangan kita bilang totoo’t walang pagbabalatkayo, bilang patas, bilang taas-noo. At sa layun in g ito’y p in asasalamatan ko kayo, mga guro na sa dun on g at in tegridad ay di k in apos. O m in amahal k on g Philipp in e Science High School, narito ang dalawandaan at dalawampu’t apat m on g anak na nagsisipagtapos. Tanggap in mo ngay on ang ham on na sa iyo’y ip in atatalos. Bumang on ka muli't patunayan mo sa



Category

Home Analytical essay Creative Essay Writing tips and guides Essay format Essay samples College Essay Environmental Essay Homeschooling Essay K-12 Education Essay Language Essay Legal Essay Philosophy Essay Psychology Essay Science Essay Sociology Essay Weather Essay Cause and effect essays Argumentative Essay Comparison Essay Critical Essay Definition Essay Exploratory Essay Expository Essay Narrative Essay Personal Essay Persuasive Essay 5-paragraph Essay Scholarship Essay Informative essay Process Essay Illustration essay Controversial Essay Reflection Essay Classification essay Opinion essay Discussion essay Writing Help Essay Ideas

Essay Types

Search

Online Essays

live chat software

Writing Service

road deasters essay in punjabi | pustakache atmarutta marathi nibandh | falcon birds inmarathi in essay | pustakce aatmkatha in marathi | CPIM mudhravakyam pdf | if i win a lotry essay in marath | katturai tamil yenathu manilam | maddata jagruk hindi | lauers of earth atmosphere in marathi | Read the ABC murders online | fatkya pustaka ka che atmakatha in maarathi | persuasive speech on sharks | riwer malayalam presagam | thansutham drawing | saxihindiadio | the wonders of artifical rain speech | tamil katturaigal about tree | guru tegh bahadur in hindi essay | odia essay prakrutika biparjaya | energy saving in houses upanyasam on malayalam | aessy on food in urdu | essay on baba guru teg bahadur in punjabi | essay no woman harassment in Kannada | nagasakhi malayalam assignment | holi in Punjabi lekh | marathi ghosh vakya on village | pavsalyatil gamti jamti essay | taqreer i written form urdu | zadacha mahatva eassy in marathi | pinjaratil popatache manogat

Eastern's History

Preface

Let these volumes serve as a beginning.

In 1978 Eastern will celebrate its fiftieth anniversary!

Brief paragraphs about "The Way It Was At Eastern" appearing on the Quaker Daily Bulletin Board several years ago served as a nucleus for the History of Eastern. Primarily the period covered in these two volumes is from 1928-1953. A few chapters cover more recent times. Chapters were intentionally brief so one could be posted weekly in the central foyer throughout the school year.

Sources included the author's journals, copies of "The Easterner" and Lantern, as well as many private communications.

A continued weaving of Eastern's tapestry will doubtless serve as a great interest to all who celebrate a half century of Quaker history three years hence.

I wish to acknowledge my grateful appreciate to Mrs. Helen Smith, Secretary for Eastern's Student Services Center. Without her these volumes would still be the stuff of dreams.

Jon L. Young January, 1976

The Early Years

Chapter I

Eastern High School 1928

What was it like in the early days when Eastern First opened its doors almost half a century ago?

Pennsylvania Avenue was almost as wide as it is today, but the boulevard islands were much wider green carpets towered over by stately elms and maples. There was a huge elm tree on the corner of Jerome and Pennsylvania where the planter is located. Jerome Street was lined with private homes. There was no school store or parking lot. Houses were kept up better; neatly painted with well manicured lawns and shrubbery. There was no necessity for traffic lights near the school.

Michigan Avenue was regarded as one of the finest residential avenues in the city. The business section extended up to the railroad tracks from Washington Avenue. Beyond the avenue was shaded in summer by rows of elms and maples almost arching overhead. In winter they stood like sentinels in front of many large homes with long sweeps of lawn extending to the sidewalks. The avenue has been considerably widened since those days and the street-car track which ran down the center was torn up long age.

On the northeast corner of Michigan and Pennsylvania Avenues was the Joseph Davey home. It was a very large wooden structure of almost mansion size. Mr. Davey was an important attorney and his son was one of Eastern's first students. Some students envied him for living so close to school. The nearest church (Presbyterian) was in the first block south of Pennsylvania, but that, too, has long since disappeared along with the Michigan Avenue Methodist Church located on the corner of Michigan Avenue and Furguson Street.

Across the street from the Lavey home was Phillips and DeVries Drugstore where the laundry mat is now located. What a popular place that was at noon. Students flocked there and to Wilson's Sandwich Shop across Michigan Avenue diagonally for malted milks, toasted tuna fish sandwiches, or hamburgers. The daring sometimes had a coke with aspirin which they claimed made them "giddy" or "squiffy." The word "high" simply meant tall then. Hamburgers were $.05, malteds $.15 and a glass of coke $.05. Sales tax? Unheard of.

Sparrow Hospital was much smaller than today. Nurses lived in a large yellow house next to it. There were no gas stations in the area and no stores or business offices until one reached Clemens Street going east. Traveling beyond Foster Street on Michigan Avenue was like jumping into the country stretching toward East Lansing. There was a nine hole golf course where Frandor is now.

Street-cars with conductor and motorman passed Pennsylvania Ave. about every 12 minutes. They ran east to East Lansing. One could ride up-town for $.05. Most passengers bought three tokens for $.25. It cost $.10 to ride to East Lansing and other parts of the city. There were no buses.

The new East Side School (Eastern was still to be christened) was the pride of Lansing and every student who entered that fall of 1928 (all 700+ of them) doubtless experienced a mixture of excitement and pride in being among the first to attend this splendid new $1,000,000 school.

That first morning we all met in the large auditorium amid exclamations of how grand and large it was with its 1660 seats, big balcony, brightly painted wall cornices and sculptured plasterwork. Then the huge orange curtains parted and there stood Eastern's first principal, Mr. Dwight Rich, a tall, imposing blond headed man in a dark blue serge suit (I never saw him wear any other color) standing behind a podium and waiting in a very dignified, serious manner for us to quiet down. A hush soon settled over the audience. He welcomed us to the new school, described it briefly, then introduced his assistant principal, Miss Mary Derby, a short slender woman with severly bobbed hair and a rather wry smile. Many in the audience had heard her. She wrote all the grammar and composition booklets--those little blue books for Central High School and the junior high schools. To the poor English student they were an abomination. He also introduced the football coach, Mr. Walter Graff, and urged all boys (who would think of calling us young men!) to go out for football. Then we were dismissed to find our home rooms.

In those days home room period was 45 minutes long and a lot of things took place there.

 

Chapter II

Wouldn't a 45 minute home room seem like an eternity to you today? Well, it didn't then. Let me tell you why. There was no counselor to go to for one thing and since we spent most of our time in our home room during a three year period, we got to know our home room teacher quite well. If this teacher turned us on, he became in many respects like a relative away from home, a confidant, and sometimes in later years a retained friend.

Aside from the usual school business that takes place in a home room today, there were many little pep-talks, announcements on slips of paper brought by bearers from the main office, and all kinds of contests between home rooms, especially by grade. These included intramural sports, attendance, scholarship, magazine sales, and banked savings (to be explained later). Then, too, during home room club meetings took place on certain days of the week. There were many clubs organized in the early years. Every student was encouraged to join at least one club. They met weekly or on alternate weeks. The most you could belong to was two and you had to keep passing grades to be a member. There were about 30 different clubs to choose from. There was an abortive effort to organize fraternities similar to those on college campuses, but Mr. Rich quickly squashed that idea. In fact, there is a state law against the organization of any fraternity, sorority, or secret club in high schools. Every Thursday during home room period there was a general assembly in the large auditorium. This was a high point of the week. Many delightful and entertaining programs were presented by students representing clubs, music and drama groups. Guest speakers frequently appeared. Assemblies were under the control of an Assembly Committee composed of faculty and students.

There were nine class sessions. School started at 8:15 and ended at 3:32 with two lunch periods. There was a 10th hour study hall from 3:32-4:15 in Room 311 which had a seating capacity of 200 students. This was for students "recommended to study by their teachers." Others were welcome. The study hall teacher reported in the "Easterner" that "the room was filled with the atmosphere of good spirit and ambition!"

A majority of students went out to lunch instead of eating in the cafeteria. Few carried a lunch. Eating in the halls or reception room was taboo. Vending machines had yet to appear.

There were fewer course offerings than we have today. World History was offered in the 10th grade, U.S. History was required in the 11th. Almost everyone took government and economics. English offerings were American Literature, English Literature, Advanced Composition, drama, journalism, and speech. Six semesters of English were required and four semesters of physical education. Industrial arts offered woodworking, general mechanics, drafting and printing. Home Economics offered food and clothing. Latin, Spanish and French were the foreign language electives. The commercial Department offered typewriting, shorthand, and bookkeeping. Highest math offered was trigonometry. Music courses were boys' glee club, girls' glee club and Madrigal Choir. There was a 40 piece boys' band and a 26 piece orchestra.

In 1931 a girls' band was organized. The following article appeared in the "Easterner," Oct. 21, 1931:

 

Boom! Awk! Squee! Shut that door! These sounds may be heard almost any place around the little auditorium, ninth hour. In case you don't know what that noise is all about, go down and look in. You'll find the Girls' Band in all its glory, which isn't much at the present.

But wait, who knows how soon all those all those squees and squaws will turn into melodious tunes? The girls have been working diligently for quite a while, and it won't be long before the boys will have to toot a little sweeter or the girls will get up with them.

Very few of them knew a thing about music when they started. Now under the direction of Mr. McIntyre, they are able to play simple tunes. There are eleven girls in the band. As soon as the membership reaches thirty (it never did) they are to have uniforms. Everyone is eagerly anticipating her first public appearance. Mat it be soon! But in the meantime girls, blow 'em down!

 

Chapter III

Now you may hold to the mistaken belief that buildings can't communicate, but they can! Buildings live in the mind, writing and art of mankind. Think of those buildings which have disappeared, like the Olds and Barnes mansions, the Downey Hotel, Capitol, Plaza and Orpheum theaters, the Senate Grill, the old city hall, yet live on in pictures and written records. Buildings can impart a host of memories through their architectural distinction, inhabitants, statues, paintings, events witnessed, silences, echoes, the patina and cracks which accompany mellowing age.

In the course of almost half a century more than 20,000 students have passed through Estern's halls, played and gained knowledge in various rooms, dreamed, mused between the covers of some book, experienced exaltation, witnessed spine tingling events on the stage and athletic courts. Grandparents, parents, and their children have received portions of their formal education within these walls. Loves have blossomed and become blighted, friendships have flourished and expired unrequited. Young men who gave their lives for their country have been enshrined. The clocks continue to tick measuring out our days.

Let us take a tour now through the building stopping to recall scenes of yesteryear.

Eastern once could boast of possessing one of the most attractive apartments in the city. Entrance was gained through a door near room 238 into a rather small but very attractively carpeted and furnished living-room with a sofa, occasional chairs, tables, lamps and bookcases. Beyond was a dining room capable of seating 12 comfortably for dinner. Leading off the dining room was a short hall connecting a full bath and completely furnished bedroom. From the apartment used as part of the training area in home economics, a door in the dining room led directly into the food instruction area. This apartment became the setting for many teas and dinners hosted by various school departments. Occasionally Mr. Rich entertained members of the Board of Education and V.I.P. visitors for dinner.

The library was located where the Student Services Center is today. The fireplace had an artificial brazier. One librarian mothered 4,000 volumes. There were draperies at the windows and the plaster wall carvings were brilliantly painted. The library remained open until five p.m. Monday through Friday. Can you imagine the stampede toward the library which would occur on Friday after school?!

Assistant Principal, Mary Derby's office was located in a room just beyond where the teachers' mail boxes are found today. Despite her diminutive size she left no doubt in antone's mind that she was second in command. She was peppery and used a waspish tongue on occasion. Some students thought her disposition paralleled that of her ginger colored airdale, Julius, which she frequently brought to school and kept chained in her office with the inevitable results. Teachers began to grumble about having to do a fancy twostep getting in and out of her office. Suddenly Julius disappeared forever and all concluded the "commander" must have given her the good word.

The only other office located near Miss Doersam's office and the clinic today belonged to Ralph Peterman, chairman of the commercial department. He was known as a wheeler-dealer and the third most influential member of the faculty. Department chairmen possessed then considerable more clout than they do today.

The Reception Room, today called the Social Room, was by far the most attractive room in Eastern. It has changed greatly over the years and not for the better. Students possessed more pride and expressed more thoughtful concern toward Eastern and its possessions in those days. With its richly carpeted floor in gray and blue, sofas, comfortable lounge chairs, red leather covered benches and straight occasional chairs, tables, lamps and rich draperies, the room seemed to compare favorably with what one might find in a mansion. The Social Room gave Eastern students an added reason to develop an early sense of pride in the appearance of their school. It represented a haven for conversation and relaxation. Ther was always a teacher, sort of "social director" on duty during the noon hours to see that decorum was maintained and visit with students. The furniture remained in excellent condition for many years. Finally the furnishings simply wore out, never to be replaced with furnishings of equal value or taste.

Many organizations in the community, school clubs, and faculty groups used the social room evenings for social occasions. Often passing outside the social room at night one could see candle lit tapers at a table before the fireplace and students or adults seated at dinner, conveniently served from the adjoining kitchen.

Another handsome place was the foyer with its richly, highly polished panelled walls and slate floor. In the center of the foyer hung a huge stained glass lantern, a delight to behold both in and outside the school. It's disappearance one summer has always remained a mystery.

One great improvement made over the years was in the main office. Sometimes it's difficult to recall that the front of the main office was once covered with an iron grill which extended from the ceiling to a counter with three windows, similar to a bank. If a student had any reason to contact the main office, he went to one of the windows and stated his business to one of the two secretaries. he never entered the main office without permission and he never walked into Mr. Rich's office without being granted permission and announced. The "open door" policy was years away.

It wasn't until near the end of the first year that much landscaping was done around Eastern. However, when school opened the second year, grass and shrubs had been planted. The courtyard was much larger and was planted with red bud, magnolia, maple and wild cherry trees. In the center of the lawnwas a fountain and a fish pond. Trees in the courtyard still blossom early in the spring reminding one of fragrances wafted through open windows in days gone by.

Outside athletic facilities were limited and have always been shared with Pattengill students. There were no tennis courts or practice fields as exist today. One imposing structure missing is Pattengill Stadium. It stood where the parking lot is today on Jerome Street directly across from Sparrow Hospital. It was a concrete structure with wooden benches and seated about 5,000 people. All city football games were held here and it was one of the first fields to be lighted in 1930 so games could be played at night.

Sparrow Hospital personnel frequently objected to the location of the stadium because of the noisy bands and crowds which "disturbed patients" on Fridays and Saturdays. As the stadium fell into disrepair, it also fell into disrepair, it also fell into disrepute, becoming sort of a hide away for noon and evening rendezvous lovers. Occasionally the school would receive a do-gooder's phone call from the hospital about a loving couple possessed of stadiumitus. Commanding an excellent view of the stadium from the top floor of the hospital, nurses and orderlies must have occasionally been afforded activities of trysting fit for closet queens. One can only hope such strength through joy spectacles didn't interfere with the recouperation of patients. After Sexton's Memorial Field was built, the days of the stadium were numbered. Space was badly needed for parking lots and a garage for driver's education cars. An attempt was made in the late fifties to repair the stadium. Actually it was money wasted, all football games having been moved to Memorial Field. By 1960 the stadium was gone as well as entertainment for the nurses and medics.

Chapter IV

Decisions, Decisions, Decisions

That must have been the feeling of those first students who entered Eastern in the fall of 1928. Upperclassmen were keenly aware that many decisions would become a part of Eastern's permanent history. The name of the school was decided early. There remained the school alma mater, the school "fight" song for athletic centests, school colors, school uniforms for sports and the band. Who would design the school flag, name the school paper and the yearbook? What name would be applied to a student identifying him with Eastern?

Many students, especially juniors and seniors, entered Eastern with what might be termed split loyalties. Most of them had been students at Central High School on Capital Avenue for one or two years. Strong ties remained with the "Indians" of Central until the junior and senior classes graduated.

No one knows who suggested the name, Quaker. Probably the name was suggested by a committee of the Student Council and voted upon. As you are aware, the name seemed appropiate because Eastern was located on Pennsylvania Avenue and the Quakers had founded the state of Pennsylvania. In years past several minor campaigns have been waged to change the name. Coaches concerned about Eastern's fighting spirit sometimes considered the name Quaker had too much of a peaceful connotation to instill a will to win in the playing field. One year a coach insisted that football players be referred to in the school paper as "Quaker Guardsmen." Later it was suggested that our students be called "Fighting Quakers," but these names were of short duration and the name, Quaker, stuck. No change has been suggested for many years. Doubtless any suggested change would encounter an alumni hornet's nest! The first school song was entitled "Hail Eastern" with music composed by Russell Wood and the words by Lucille Kennedy, both of the Class of 1930.

Hail Eastern

Come Eastern boost our team, our football heroes bold And we'll be off to victory 'neath banners blue and gold Now let us get together and raise our colors high Join with our voices to sound the battle cry Hail! Eastern High School Hail Hail to thee With thy banners flying, march on to victory Juniors, Sophs and Seniors all join in and try We will win for Eastern. We will do or die. Give the team a big yell. Yell with all your might. Come on Quakers, shout our fight! fight! fight! Lift the colors higher. To them we'll all be true. Hail Eastern High School. We will win for you.

 

The alma mater and Quaker Fight Song (to the tune of The Caissons Go Marching Along) were to come later.

The student body decided on school colors of blue and gold. The Athletic Board of Control, comprised of coaches, students and Mr. Rich, decided on uniforms for athletes.

The class in Journalism, which started putting out a newspaper on a semi-monthly basis, selected the name, "Easterner." The first copy was published September 18, 1928. Eight by ten inches, it was eight pages in length. It achieved immediate popularity and support.

A senior named Merlin Crane came up with the favorite choice for the yearbook, "The Lantern." He took the first three letters of Lansing and the last four letters of Eastern. The choice seemed all the more appropriate because of the large stained glass lantern which graced the foyer. The first editor was Alois Staelens, who later became a lawyer.

That first fall there was a frantic search for money to purchase band uniforms. The Reo Motor Car Company came to the rescue when it decided to donate its old band uniforms to Eastern's band. While they were gratefully received, you can imagine the amount of altering that had to be done by mothers. Many of us thought they looked quite snappy on the band, even though they were secondhand. An off the cuff remark made by a Redskin to the effect that Eastern's band looked like a bunch of marching street-car conductors resulted in a nose punch by a loyal Quaker. Despite its lack of satorial splendor, the band won a district first in Class B ratings. Band mascot was pudgy Judson Foust, a math teacher, who later became President of Central Michigan University. New blue and gold uniforms were purchased the following year with $1700 raised from a rumage sale contributed to by students, parents, and teachers. There was a total community involvement in school affairs during these years.

Chapter V

Jack Hernly was elected the first president of the Student Council. It was composed of 33 members elected by home rooms and classes to "assist in solving student and school problems." Guided and supported by Principal Rich it rapidly became the hub of student activities and expression. The first year of its existence it sponsored Christmas decorations in the halls, organized the Student Duty Officers and wrote a constitution. The 1929 Lantern stated "Council members are striving to make our little community at Eastern a better, happier, more beautiful place, to add to the welfare of the students and to help fit them to take responsibilities in and out of school."

Rivaling the Student Council in influence was an organization called The Student Duty Officers. The chief hall officer, called Captain of the Guards, was appointed by the Student Council President, subject to approval of the Council. He stationed throughout the halls every hour certain students who were to stop any student in the hall sithout a proper written permit and offer to be of service to all visitors. Lockers left unlocked had their contents confiscated and the student lost his $1.00 lock deposit. Duty officers wore blue arm bands with a gold "E" in the center. There were sergeants in charge of hall officers each hour except during lunch period.

Thrift was encouraged among students. A student could open a savings account through one of the local banks and make deposits through his home room. About 55% of the students opened savings accounts. There was considerable rivalry between home rooms to rank first in saving.

Everyone was urged to purchase a General Organization Ticket for $3.50. You could pay $0.25 down and $0.25 weekly. It was promoted as a terrific bargain offering free admission to all athletic events, two senior plays, the annual musical, admission to all hour dances held after school every Monday for your G.O. Ticket and $0.10, all debates and special assembly programs. Twenty-five cents was applied toward purchase of a Lantern.

Two major organizations were the Boys' and Girls' Leagues. These organizations were formed so "girl talk" and "boy talk" meetings could be held separately. The girls got started with a meeting that must have been musical if little else. According to "The Easterner,"

"Under the direction of a 'song bird,' the girls dutifully warbled 'Till We Meet Again,' 'Comin' Thru the Rye' and 'Follow the Gleam'. Miss Derby told the girls to go to the Reception Room if they were sick. She also told of her silk hosiery hospital in her office. Here anyone may find and color or kind of thread she needs for mending runners."

 

In the Boys' League Assembly, Principal Rich urged boys to join the Boys' Glee Club. Included in a fatherly talk by Mr. Cretcher, the debate coach, was personel advice to boys on "how to conduct themselves in the toilets."

Not many students worked part time and those who did went to work after school without credit. Co-op was called Continuation School and was only for those going to work directly after graduation. They had to attend school eight hours per week. They studied math, reading, writing, and how to act on the job. No other work programs offered credit.

Chapter VI

"The Lantern"

Primary historical sources for any educational institution are its school paper and yearbook. There is an inherent catch for the reviewer and it's a big one involving an entrapment in statistics; number of athletic and forensiccontests won and lost, number of graduates, faculty, a listing of plays, and a rendering of comparisons. Mindful that this is presumed to be a short history and hopefully not a dry husk to paw and cast aside, a persistent attempt will be made to avoid this pitfall.

However, with any institution there are always a number of "firsts." For this reason more will be written about the first issue of The Lantern in the spring of 1929 than subsequent yearbooks.

To begin with there are so few copies left today that for students and many alumni possession of a copy could be classified as a collectors item. Years ago when we placed this first edition of The Lantern on the students' reading table, I would cast a surreptitious glance at the reader's changing expressions. Occasionally a reader would recognize a parent, smile at a picture of a former teacher long past prime, or utter an exclamation of surprise over a dress length, hair style, or vintage car. Amused at the student's euphoric state, it was, nevertheless, often prudent at this juncture to melt out of sight. Failure to do so frequently involved some enterprising young eyes finding my tender likeness and with a look of astonishment tinged with a mixture of incredulity and humor, would ask--"Is that really you?" It was akin to being caught red-handed at the cookie jar. Alas, the ravage of age!

The first volume is appropiately dedicated to the citizens of Lansing and their representatives, the Board of Education, "whose vision and loyal support made Eastern High School a reality."

Following is a picture of the front of Eastern showing the building in all its glory of motley deep red and black brick outlined in cream colored stone.



\n