Gardiner Area High School - Quill Yearbook (Gardiner, ME)

 - Class of 1936

Page 10 of 128

 

Gardiner Area High School - Quill Yearbook (Gardiner, ME) online collection, 1936 Edition, Page 10 of 128
Page 10 of 128



Gardiner Area High School - Quill Yearbook (Gardiner, ME) online collection, 1936 Edition, Page 9
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Page 10 text:

8 THE QUILL discussion. Thus it happened that my thoughts turned from the chemical radical to the human radical mentioned in one of Herbert Hoover's recent radio talks. How similar the two are, I thought! Neither one can exist alone. The chemical radical immediately breaks down when sep- arated from its compound and refuses to serve, likewise the human radical is lost when it has nothing to cling to. The chem- ical radical, being very active, combines with practically anything near it and is al- ways in motion. The same is true of those people today who are called radicalsg they are always changing, keeping in motion, clinging to what is popular with little thought or reason. just how stable and worth while is such a person? You can never be sure of what his next move will be and under what condi- tions it will occur. Most experienced busi- ness and professional men will agree that it is not the radical type that gets the steady job and climbs the ladder of success. Are we going to think and reason out a move before taking it, or are we going to keep continually jumping from one thing to another? It is for us to decide whether the compound we are building of ourselves is going to be stable, endurable, and worth while. - Ruby Cottle, '36 BILIKINS One cold December day a friend, who lives near us, came over and told my sister and me if we wanted a lamb, to come over and he would give us one. The mother had died, and our neighbors did not have time to bother with the lambg so we took him. He was almost frozen when we got him home. We laid him on the furnace and every once in a while we gave him a tea- spoonful of milk. By night he was bleating and moving around in his box. The next day I built a pen for him and named him Bilikins. I had often heard of people bringing up lambs on a bottleg so I decided to try it. He used to pull the nipple off and lose most of the milk. I broke him of that by not giving him any more milk after he had taken the nipple off. I believe he decided he wanted the milk instead of the nipple. The day I got him he seemed to' be all legs, but in a few weeks he was plump and very lively. I shall never forget the first day I took him out-doors. He ran and jumped and rolled over and pawed the ground. Then he would bleat and smell of the grass and take a mouthful now and then. I did not dare to leave him out too long at first. I started to put him in his pen, but he had a mind of his own, and he had decided he wanted to stay out. We had quite a strug- gle before I could get him in. I used to take him out every day and play with him. I taught him to bunt, to my great sorrow. At the end of the summer I couldn't go out unless he would chase and try to bunt me. He was so large I was really afraid of him. The children in the neighborhood did not dare to come into the yard when he was around, unless they had a large stick with them. One experience I had with him stands out clearly in my mind. It happened when I was going to grammar school. I was walk- ing across the lawn when I heard something behind me. I glanced around and saw him coming with his head lowered. I dropped my books and dinner box and started to run across the field toward the woods. I didn't look back until I got over a fence. When I did look back, there was Bilikins

Page 9 text:

THE QUILL 7 worst enemies. Did Hitler rise to power at the hand of thinking people? Can a thoughtful person today, and an intelligent one, subscribe to the heresy of Aryanism? Can the thinking person see a New Free- dom when his home is packed with secret dictaphones? When his every movement is under the scrutiny of secret police? While his life is endangered every movement by the firing squad and worse? While his son is taught to be cannon fodder and his daughter to bear more children of misery? To see the result of this lack of thinking we can recall the days of the late Republic and Early Empire of Rome. We see the Roman people, sterling and sturdy, as they lose their reasoning and morals, become a snarling pack of wolves, fed or starved at the whim of their leaders and ever ready to arise at the whim of a new leader to tear the old to pieces. For centuries the matter grows steadily worse until come the emper- ors who check the last powers of the mob and reduce them to basest slavery. In his Man with the Hoe, Markham says, Whose was the hand that slanted back this brow? Whose hand, indeed! With his own hand and with the hand of his fathers the man hath slanted back his brow! His own empty mind and the empty minds of his forbears reduce him to the beast. They and they alone must account for it. Whenever we do as others because they do, we ourselves flatten our brows imper- ceptibly. As we allow that animal instinct to follow others and let the morrow take care of itself to hold sway, we regain, to a small extent, the unadmirable characteris- tics of our cousins, the monkeys. Can we in this country today believe that by destroying food we shall have plenty? That two times two equals ninety-nine and one-half? That a dollar worth fifty cents is as good in purchasing power as a dollar of one hundred cents, while in earning power it is worth fifty? That the fact that a thing is up does not mean it will come down? That black is white? To get closer to home, how can we expect to learn if we let others do the work and thinking? The way to settle a question is not to answer it the way they do. Do not be afraid to be in a minority. Go into your closet and coolly and carefully examine the question at length. Before making a decis- ion, weigh the factors as they stand and not as others dog to keep with the crowd is selfish to yourself, to your fellows, and to your country. The future of this country of ours lies not in talking and rushing hap- hazardly about, but in quiet, purposeful thinking followed in turn by cool and decisive action. -Robert B. Linsley, '36 PASSING THOUGHTS The attendance bell has just rung. The monitors are taking their seats and there is a general buzz of conversation as classmates exchange ideas, questions, and opinions on the day's lesson. Mr. Danforth rises, takes the attendance, then addressing the class he asks, What are your questions on this lesson? Questions always lead to discussions and before long our attention is centered on the subject, radicals. Today it is particularly the sulphate radical QS O4j, which plays such a large part in modern industry, that is up for discussion. Like all other classes and subjects chemis- try has its monotonous moments when try as one will, he cannot keep his mind od' the



Page 11 text:

THE QUILL 9 walking toward home just as unconcerned as he could be. He grew so plump, just before it was time to put him in for the winter, that we did not dare to make him run very much, but one day we had guests, and they got him chas- ing them all over the farm. The next morn- ing when my father went to the barn, Bilikins was dead. We all were sorry we had played so hard with him the day be- fore, because we felt we were the cause of his death. - Grace Williams, '37 TWILIGHT I was sitting by my window One warm evening just at dusk. The hovering shadows were creeping near, All tired birds had hushed. The flowers drooped their drowsy heads. Their petals all closed up. A butterfly was lingering near Perched on a butter-cup. The sky took on a lovely hue 'Twas white, and pink, and blue, It looked as if an artist's hand Had painted it a-new. We wonder how God made the world, His numerous gifts bestowed, But this we know, His loving gifts Help us to bear life's load. - Mary McCollett, '36 SPRING TRAGEDY I Bring the step ladder and bring the pail, Take down the pictures from the railg Take up each rug and carpet, Clean all the over-stuffed chairs. Then go and clean the attic - And scrub the cellar stairs. II Bring the soap and make some sudsg Wash the windows and curtain dudsg Tie a towel about your headg Take the clothes all off the bed, Beat the mattress spic and span - Find some more dust if you can. III All the family's in a stew, For mother finds so much to do: Now, johnny, beat that parlor rug. Now, dad, you must the ashes lug From out that dirty heater. I want my cellar to look nearer. Even the dog runs and hangs his tail Whenever mother comes with the cleaning pail. IV At night we all are nearly dead, Tired and cross and ready for bed -- But just as sure as Spring comes round, House-cleaning time is always found. - Mercedes Follansbee, '38

Suggestions in the Gardiner Area High School - Quill Yearbook (Gardiner, ME) collection:

Gardiner Area High School - Quill Yearbook (Gardiner, ME) online collection, 1933 Edition, Page 1

1933

Gardiner Area High School - Quill Yearbook (Gardiner, ME) online collection, 1938 Edition, Page 1

1938

Gardiner Area High School - Quill Yearbook (Gardiner, ME) online collection, 1939 Edition, Page 1

1939

Gardiner Area High School - Quill Yearbook (Gardiner, ME) online collection, 1941 Edition, Page 1

1941

Gardiner Area High School - Quill Yearbook (Gardiner, ME) online collection, 1944 Edition, Page 1

1944

Gardiner Area High School - Quill Yearbook (Gardiner, ME) online collection, 1950 Edition, Page 1

1950


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