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

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“Among the Breaker ,” May fi, ’OS, under uuspiee of A thiatio As oolntlon

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0 business of life. Why fill this library of the soul with all the newspaper jingo, with sentimental love stories, with fantastic and farfetched novels, when there is such an abundance of mind and heart building material to be found? We all know people who have spent time enough reading waste-basket fiction, to have given them a liberal education without the assistance of colleges and universities. Indolence, impatience and intemper- ance are great enemies of the mind. Cherish this great power of the soul, my hearer. Make it the great ally of your life; for it will fill your soul with the light of the ages. Another member of this individual compact is the heart. It is the center of sentiment; from it proceeds the affections of life. There is an education of the heart which is largely dependant upon the resources of the mind; and there is an education of the mind that is largely dependant upon the resources of the heart. “In tlie day when the clear thinker stands alone the world perishes through coldness and lack of love. And, in the day when there is no clear thinker, love does its blundering best but falls pitifully short.” Christian Student, Aug. 1903. One of the very largest contributions to life is the noble sentiments that spring from the heart. Chief among these sentiments is that of Love. It is this senti- ment that makes the Great-hearts of the ages. Love of truth, beauty and righteousness, are salient springs from which to draw the water of life. They are the laughter of heaven in the soul of man. Love of truth made the world’s philosophers, our painters and our sculptors; love of righteousness gave us our reformers, philanthropists, and our saints. How could the world prosper without sentiment? It is sentiment that rules the multitude, and sentiment is the product of the cul- tured heart. “An eminent psychologist from New England, lectur- ing last summer at the University of Chicago, asserted that, “We no longer look to education to bring the mil- lenium. We used to imagine that if we could only pro- vide good schools and get boys and girls under the influ- ence of education we could finally do away with every kind of disorder, sin or crime. In fact, however, we have found that education has failed on this side. No matter how much we may educate the intellect, the in- tellect still remains the slave of passions. Men will do, not what they know, but what they love to do. Reason appears to have been given man chiefly to enable him to discover reasons, for doing what he likes. Consequently while the training of the intellect may save us from the grosser sins and crimes, it reveals to us the meaner ones.”