Braham High School - Echo Yearbook (Braham, MN)

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isiniloioioiniui iuiuiui loin? ini Quark 1 iris-11:1 ici 1:1 one pays much attention to them.. In spite of this fact that greenness is continued until toward the end of the season when it decreases until finally the Freshmen are no more. - The Sophomores would correspond to the roots. Although they do not make up the whole plant, they are by far the most essential part. They are the real workers. They start their work as soon -as possible each season and continue until the season is over. They are the ones upon which the success of the plant depends to a very large extent. They do their work even under very- poor conditions, but when -the teachers for some reason do not do their part, the Sophomores cannot do theirs, and as a result, the bush makes very little progress. They' receive a shamefully small amount of attention. The teachers seem to think that it is only a matter of course that they should work as they do. The Juniors correspond to the stem and branches. Much of what is true of the Sophomores is also true of the Juniors. They are also very important. They have risen to a higher level than the Sophomores and are given more attention. A The Seniors correspond to the fiowers. In the beginning of the season they are scarcely noticed but still they hold their heads up in a very proud manner. As they develop they assume a still prouder aspect and they are changed to a very marked degree. They are -merely orna- mental as they have nothing to do with the welfare of the plant. Seniors receive far more attention than they deserve. They leave the school when the season is over. ' ' The teachers correspond to the leaves. As the leaves control the temperature of the plant, the teachers control the work of the students. As the chlorophyl in the leaf changes the elements of the air and soil into compounds which can be used by the root and shoot, the teachers brain simplifies the knowledge in the text books sothat the students can under- stand it. ' . T -Clarence Mickelson. ' ABRAHAM LINCOLN , No man since Washington has become to Americans so familiar or so beloved a figure as Abraham Lincoln. He is to them the representa- tive and typical American, the man who best embodies the political ideals of the nation. He is typical in the fact that he sprang from the masses of the people, that he remained through his Whole career a man of the people, that his chief desire was to be in accord with the belief and wishes of the people, and that he never failed to trust in them and to rely on their support. - ' U He belongs, however, not only 'to the United States, but to the 'whole of civilized mankind. He is now grown to be a conspicious figure, not only in the United States, but in the whole civilized world. He guided the nation which is now the world's foremost power, through a period of

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1-iw? -1411011-ini-vial' 1--141'-ini-niwidili -zuqnnxnqnnqpnao-:ern-mvcmnsi. school education. Many regard this preliminary step in advanced learning the last one required to complete the period of schooling. Here, then, is the need of a correct explanation of the matter. True enough, after the senior graduation, qualifications are attained, the participant is prepared for fa fair start in life as far as primary education is concerned, but he or she is far from being adequately supplied with a knowledge capable of meeting the deeper affairs of the world with success. Here is the definition. High School is a preparatory for higher and concentrated learningg the attainment of which is the final goal of institutional education. Thus we readily comprehend the fact that a High School course is only a preliminary preparation for the significant finish which is to come. One important detail concerning this preparatory step should be dealt with in order that a true understanding of its underlying principles is rendered. The main subjects, English, mathematics, history and science are taught thoroughly in courses of four, three and two years respectively. This plan is used for the very reason that the subjects mentioned are the fundamentals of knowledge which are to form the growing foundations upon which the higher education obtained must rest. The sole purpc se of the plan is to do this in the best way possible. That is preparation and will answer sufficiently for the purely education- al side of the ideals involved. There is another phase of the subject, however, which exists in close connection with the foregoing and which is extended to a greater or less degree in every high school. This is social education and training. Politeness, respect, responsibility, character and correct form, and many other adult qualities are very quickly impressed upon the minds of every Freshman entering high school. Co-operation and system are taught. social association is begun, indispensable keys to health and right living are deliberately offered, in fact all things so important in after life are brought out constantly and vividly to every developing young mind in each particular plan of instruction. This then, is also representative of that one outstanding factor, preparation. Thus it has been proven and is consequently a true fact, that a high school education is mainly a preparatory for higher and concentrated learning and clearly shows the urgent necessity for every high school student's possession of that attainment which is the final goal of institut- ional education. -William Harris A SOPHOMORES VERSION A school may be compared to a rose bush. The Freshmen would then correspond to the green color of the bush. They add greenness and freshness. In the opening of the season, they are not very prominent, but soon they become conspicuous. However, no

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ii-ifvzaiui 1'A1avi.siIwilininiuihiuiwililoiiai-ec-snihiui 1 at 0111 uiuiu :uint if 1 3 -2-1 :ca-'11'11-iwi-vi--:wilvi.-31-101w1u1--3-ucusw1-.1- :ui-ni ni I1 civil strife, and had a great deal to do with making that country from what it was then to what it is now. In foreign countries the writings of Lincoln are greatly in demand. ln popularly governed countries, the great statesman is almost of necessity as an oratcr. There have been famous orators whose speeches we have read for the beauty of their language or wealth of ideas they contain, with comparatively little regard to the circumstance of time and place that led to their being delivered. Lincoln is not of these. His speeches need to be studied in close relation to the occasions which called them forth. They are not noted for their philosophic value or brilliant displays of rhetoric. They are a part of his life. Few great characters stand out so clearly revealed by their words, whether spoken or written, as he does. There is no superfluous ornament in his orations, but each is very plain and striking. For the most part, he addresses the reason of his liearers, and credits them with desiring to have none but solid arguments laid before them. When he does appeal to emotion, he does it quietly. perhaps even solemnly. The impressiveness of the appeal comes not from fervid vehemence of language, but from the sincerity of his own convic- tions. Lincoln speaks his own belief upon the subject, and his speeches are always given with the steady heat of an intense and strenuous soul. The impression which most of his speeches leaves on the reader is that their matter has been carefully thought over when the words have not been memorized. The famous Gettysburg speech is the best example one could desire of the characteristic quality of Lincoln's eloquence. It is short and is wonderfully terse in expression. It is quiet, so quiet that at the moment it did not make an impression upon the audience, an audience wrought rp by a long and highly decorated speech from one of the prominent orators of the day. The career of Lincoln is often held up to ambitious young Americans as an example to show what a man may achieve by his native strength, with no advantage of birth or environment or education. He triumphed over the adverse cfnditions of his early years because nature had be- stowed upon him high and rare powers. What is a great man? Common speech, which, after all, must be our guide to the sense of the terms which the world uses. has given this name to many sorts of men. How far greatness lies in the power and range of the intellect, how far in the strength of the will, how far in elevation of view, aim and purpose, -this is a question too large to be debated here. But of Abraham Lincoln it may be truly said that in his greatness all three elements were present. He had not the brilliance, either in thought or word or act, that dazzles, nor the restless activity that occasionally pushes to the front even persons with gifts not of the first order. He was a patient, thoughtful, melancholy man, whose intelli- gence, Working sometimes slowly but always steadily and surely was capacious enough to embrace, and vigorous enough to master, the incomparably difficult facts and problems he was called upon to deal with. His executive talent showed itself in the calm serenity with which