Decatur Catholic High School - Tattler Yearbook (Decatur, IN)

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Q 1 f i Iv1lvI4!ll required honest effort. Impulsive frankness prompts the writer to be extremely funda- mental on this point and he begs, tlieiefore, to retrograde, visualizing the past rather than the future: for past accomplishments are a fair index to future achievements, Success and confidence may be regarded as synonymous terms, success is the legitimate product of confidence. No one will ever succeed who does not confront the problem with the Iirm determination to master it. The student, therefore, who would win must be amply endowed with coniidence in his abilities. This confidence will formulate itself in a measure equalling the honest effoits he attaches to his school work. This applies, in particuar to the high school pupil for he is supposed to have reached the age when he can grasp the value of an education, which is a necessary asset to every one who wishes to rise above the mediocre. How important, therefore, how valuable, how precious, is that period of life devoted to high school! It can be safely said that the interest a pupil takes in the pursuit of his studies, the manner in which he avails himself of his academical opportunities are indicative of his future failure or success. The future will not, but in rare cases, mind what the past has neglected. If, then, during that precious period. the student has developed the microbe of mental rheumatism, he has forfeited his hopes of efficiency and consequently closed the avenues to success. His undeveloped mind will be encased in the ignorance of his earlier neglect. The student, therefore, who does not mean to employ his time in school to the greatest possible advantage might as well, at once, enter upon his sen- tense of discard: he would thus confer an appreciable benefit to others. He would not blast the fond hopes and wound the pardonable pride of his parents who had hoped to school him for something loftierg would not monopolize the time and patience of his teachers, would not be a hindrance to the piogi ess of other pupils: would not reflect the stigma of inefficency on the school he attended. Conscience must guide the student in his work, not the scowl of the teacher nor parental pressure. No student can progress in his studies unless he honor implicitly the obligation imposed upon him by the natural law itself-the necessity of knowledge. He must recognize that he is an individual link of the chain which must lift the burdens of mankind. Hence he owes it to himself and to his fellow-man to qualify for the life task for which Providence has selected him. He owes his best and must do his best to propogate the eternal designs of ProvideuceAanytliing short of this makes him a parasite. a useless entity, a debtor to God and man. But how can he give his best if he scorns the very opportunity intended to fit him for his specific service in the world: when he slights those precious moments ticked off by the school-room clock? No honest occupation is disgraceful, be it ever so humble, but the indolent student forfeits his life's calling and is a positive mislit even in the most menial occupancy. The reason is very obviousg his fervor has never been awakened to a conscientous recognition of his obligations and, like the proverbial tree, he burdens the soil, stands in the way ofa better, a worthier man. He has engendered a malignant case of mental rheumatism. His morbid drowsiness cultivated in school: his disinclination to ally- thing that disturbs his freedom from activity, closes against him all avenues to suc- cessg he can never successfully rise above his lixed habit of inertia. Many, all too many, it is to be feared, enter high school with the feeling like the victim strapped in :AT,.'A'. '.L'..'J.' v'Js'.v'A.' .'A'.'.'.C 'Je' 'A' i,'4.' 'L fa! Q l.'A',:'a.'- 'A LL ,- ' 1- 'A' A 1 X 1, . 4.--.5,--,5,-.,.f,--4,--4,--.5.A-...A-...A-.,.'-.5--...wie,.--.,, .i,-.5 ...ni 5 -5 fo 0' 6 u 4 a o n I' 1 0 Eleven.