Hudson High School - True Blue Yearbook (Hudson, WI)

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 J. r. BURKNOL DI5R9 Asst. Rrinoipnl.

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3 ular cause, and made sacrifices that will not need to he made again. Men, who willed all good things, and in the execution of that will'gave themselves. Recounting these endowments of Time, Institutions and Examples that posterity has laid at the feet of our youth, 1 think we can see something of the importance of the battles we are supposed to win in the Individual before it became so largely obligated with the responsi- bilities of life. I said that the individual was a compact, and now, in order that we may more plainly see the nature of this compact, I call attention to the units of which it is com- posed, and the nature of the battles to be fought in or- der to possess mastery. The mastery of the Mind. The man who knows, walks with a firm and stead step, and with a calm and patient heart to the duties of life. Have you in your rapid passage through some darkened hallway sud- denly come upon someone slowly groping his way? This was the man who didn’t know. If this man was aspir- ing for congress he would have one chance in 240; if for the senate, one in 345; if for the presidency, one in 487, if for the Supreme bench, one in 547. Daniel Web- ster once said, “Mind is the great lever of all things. This is evident from the pull of life.” To beat back ignorance is an easy task. Emerson asks “What is the hardest task in the world?” And he answers, “To think.” It is harder than facing far flung battle lines, and dying for one’s country, “unhonor- ed and unsung”. For could lie think clearly he would find ample reason for sheathing the sword. And thus it is with every hard problem of life, the training and mastery of the powers of thought is the solving of all the other problems, therefore the greatest. But the mastery of the mind does not mean the ac- quisition of all of the facts of life; but rather the powers to acquire. The things one learns in school are not the valuable asset of schooling; but rather the ability one gains to think. The power to think has a mastery over facts that marshals them for the fray of life. And the greater this power of the mind, the greater will be the number of facts it can summon to its aid. There are three great enemies of which I wish to speak briefly, one of which, usually besets the path of the scholar’s life. The first in order of importance is Indolence. More students fail to become scholars for want of ambition than for want of brains. A lazy man never became a scholar. The great intelligences of the ages have without exception been prodigious work- ers. A certain Prince, who was in the habit of asking for what he wished and getting what he asked for came