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Page 17 text:
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W 1: ,a I HKU :W 1 1 1. 1 : 31: ' WJMJIL V 1l-',!lM!!' fi V 1: U' se V' se V fl V' fi sz 9 is 9 ll V fl 7 si V- fi V' 11 V iz 'fx F 1: V iz U' :Q F fl Y 111111 'Ill F sa V :Mg i fn J Q L 1 fa x 1 1 :tunic 1 6 1 fish I Q 5 l I Q X 5 PUBLISHED SEMI- ,tj ANNUALLY BY 'rim . . E: STUDENTS OF Tm, VOLUME XXII . . . . QNUMBER II FARMINGTON ' H 1 c H S c H o o L Q : : :ur :ilu-an , fr: 1 JL 1 rg 1 :111 mfr 1 'L 1 lc 1: 1 1' 1 J: QNX Hama: 5 zi',fai,3ii .iii .iI,.li ,ai 3 lijlif 'aamii-.ii ii it jligjii it Alf,-.vii iirgiiaii izriii iifg FARMINGTON, MAINE, MAY, 1926 EDITORIAL BOARD we can safely say that this self-same oppor- Ed1'l0f-ffl-Chfff CAROLINE SWEET. '26 tunity is waiting for us, that is, in unlimited Assistant Editor OWEN GILMAN, '27 Assistant Edilor PRISCILLA GOODWIN, '28 Business Manager ELIZABETH TAYLOR, '26 Assisfunl: MONETTE ROSS, '28 JAMES WHITTEN, '28 PETER MILLS, '29 SAYWARD ROSS, '29 Athletic HARRY I-IUFF, '28 Alumni NORMAN I-IODGKINS, '26 Exchange: GERALDINE MERCHANT, '26 Art ALLEN SWEET, '28 Class Edilors Seniors VIRGINIA MILLS, '26 Juniors ELSIE SAVAGE, '27 Soplwmores MIRIAM BARKER, '28 Freshmen IRMA. RUSSELL, '29 fIs4ssonH0 EDITORIALS IRCUMSTANCES and conditions are pinioned upon two prevailing oppor- tunities. One of these opportunities is time, that which is enduring and perpetual, the limit of all remembrance and occur- rence, and yet because of our very rapid consumption of it, time seems fast Hying and oftentimes lacking. This primary op- portunity is always present. Now in con- sideration of the short limits of our life, futurity. . In spite of thissoothing consideration that there is a future, there is one limited concession. In every attempt, success or failure there is a one time upon which the 'entire function, great or small, is concen- trated. That one time is the present, the present which is unconditional. In other words, Now 's the time. A past time, looked upon as a moment of unfulnllxnent of purpose, holds nothing but a cruel sting and unmending regret. A future time, looked forward to as a moment of possible fulnllment of purpose of which the ideal time for accomplishment is really focused upon the present is a mo- ment which is only waiting to clutch us, and then at that time we must bitterly re- gard our opportune present as past and a moment never to be regained. This, again, can only bring us regret. Nevertheless to be more optimistic, we can realize that a full-Heclged fulfillment of purpose in the ideal and only present time can completely overhalance the regret of un- fulfillment in the past, and hesitation con- cerning the possibility of accomplishment in the future. The second opportunity, which is truly the primary undercurrent for all opportu- nities, is correct attitude. Before a steady
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Page 18 text:
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12 - THE LAUREL surge of pure, sincere and line attitude, even a very remote idea of possibility may be developed into a smashing success. On the other hand, even a self reliant possibility of success may go down to cold defeat and de- struction when suppressed by an entirely'or partially wrong attitude. Since we can see so very readily that correct attitude is really our source of po- tential energy upon which we may run our success, we may now consider our present life, in which we are so vitally concerned at present-that is, our school. Students are, as a general rule, prone to regard school life as a routine for gaining a ready knowledge of pure, hard facts. In truth, however, after careful consideration, we can easily see that, while we gain our facts through careful study of that which is really useful and practical, at the same time we are gaining something ideal and more noble. Now let us consider this idealism, which is usually brought forth and acquired by us subconsciously. In this consideration cor- rect attitude also fiashes out as the primary function and pulse of idealism. Idealism is really unlimited in its restriction over the development of fine character. But in our branch of life it is principally embodied in causing a more acute understanding of mutual relationship. Thus it is in this school life that we develop an attitude of equality among ourselves, self control, re- gard, attentiveness, and all that is a symbol of idealism. ' And so, fellow-students and friends, let us unfailingly make it our aim and purpose to synchronize our attitude and time-our two big, ever present opportunities-into a development and persistent use of finer ideals. Now is the time. 1.2 THE EVILS OF NOTE THROWING IN SCHOOL OME do not realize the real harm and absurdness of passing notes. I shall endeavor to show a few of the unmannerly creatures some of the inconveniences and the childislmess of passing and throwing notes. The last period before recess I sit beside one of these uncouth urchins who might well be called a note fiend. I will be well absorbed digging into my French, when all of a sudden something will land on the exact word I am about to look up. I jump in my seat with such sur- prise that I find the principal's eyes glued upon me. I-Iastily I turn a leaf in the book to cover up what I know is a note, saying on the outside, Please pass to -, six seats back. I then feel like a dirty culprit with the note in my hands and I watch continually for a chance to pass it on. , Finally the chance comes! I make a hissing noise to my next door neighbor-just then the principal turns around and I gaze in front of him, making my lips move to make him think I am memorizing something. At last it is out of my hands, and just twenty minutes from the first time, I started again to look up the word the note fell on. Discouraged and disgusted, I put down the book and begin on my Latin. I just find my place when the answer to the note comes whizzing back on my desk. just as I get it back to its owner the bell rings. Where does my studying come in? And all for a single note! Why couldn't they just as well have waited and said it at recess time? But, oh no, they had rather bother at least five people and have the feeling that they are disobeying someone. Oh, how childish this seems to me! When I was a Freshman and in the beginning of my Sophomore year, I was myself one of these troublesome things. But now, I have an altogether different attitude toward school and note throwing. Very seldom is there anything that cannot wait and be said just as well as bothering everyone else and making a nuisance of yourself.
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