Great Falls High School - Roundup Yearbook (Great Falls, MT)

Page 32 text:

RO UNDUP gress of mankind that it lias become a part of progress and a stepping stone to success. As educational advantages increase, so must each succeeding generation redouble its efforts to achieve all that oppor- tunity offers, else it will be judged a failure. There is no lunger a comparison between ' nineteenth century achiexement and twentieth century opportunity. The world has become too keen in its esti- mate of greatness to make such an error. One hundred years ago greatness was accorded in proportion to the extent that one ' s achieve- ments measured up to his opportunity. Now. greatness is accorded in precise proportion to the extent that one ' s success outweighs the opportunities of his time. Never before in the history of mankind ha e greater educatinnal advantages been offered to a greater number. In the words of Mux- ley, our educational system is like a ladder on which the ynuth who has the strength may climb from the gutter into the university. It would seem then that education is not only the most essential thing to success, but also the easiest path to reach the coveted goal. The world has come to realize that the man who has both a vocational and axiicatiimal training, and who makes the best of it, is the man of the hciur; fur short-hour legislation would prove a curse instead of a blessing if the time not devoted to rest and sleep were spent in dissi- l)ation and an unprofitable manner. Education in its broadest sense has been defined as the power which enables one to do what he ought to do, when it ought to be done, and whether he wants to do it or not. We all have a work to do, and we must do it if we comply with this test of education. Therefore let us lay aside e ery weight and the sin which doth so easily beset us and run with patience the race wliich is set before us and we are sure to win success. There is l)ut one other career than that of progress and that is retrogression. It is by far the most successful career, in that many find retrogression more to their liking tlian progression: hut it is in no way affiliated with life. We are all endowed with the right to li c, but many improve S(.i few of life ' s opportunities that their career i little more than existence, . lofty aim in life, a clear conception of right and wrong, and a reso- luteness of pur])ose are inducements which lure humanity to the goal marked Success. The pathways to success are narrow and rough, but he who climbs safely the path of life, however humble be his sta- tion or unnoticed his mark in the world, has the satisfaction of claim- ing for imself some coveted reward and of having lived life as it should be lived, which after all is the happier way. . nd to all the world he may issue the challenge 1 have done all that becomes a man. Who dares do more? — W. S., ' 1. , (26)

Page 31 text:

EDITORIAL STAFF 1, ' 15; Katherine Eisenbait lag, MS; Rose Pogrel.a, ' 1 oy Johnson, David Wevthe .ease, ' 15; (Irace Taylor, ' 15 Ethel Parker Norman Gillette Paul Freeman, Gerald Case mt t pra mething, is life. At no ire clearly shown than ■tice the familiar (|Unta- :1 agoressn cness is Ic his char;icter, cnviroi laracter, nothing- is training: and trainii s the greatest essenti N( ) ' r merely to exist, hnt to am time is the truth of this sla in the present age which put tiiin that No man liveth unto himself. The choice of mere existence or undaii to every iiHli -i(lual and is determined only ment, and training. Aside from one ' s ow great a factor in determining his future as builds character to so great an extent that to liim who would rise in the world. Life is a school, hut to find a more concrete example o we have hut to turn to the higli schools and colleges of Not merely to pass, but to better our best is life in school. The mi her of pupils who are content to drift along with no fixed aim school, and no desire for improvement is in later life a boon to great army of those who merely exist. ( )n the other hand, those are alive and awake to the opportunities offered them by educat recei e in full the benefits of training and augment the growing br of those who amount to something. The age is jiast when men can achiexe greatness witliout edu tion. It is so closely wrapped up in the intellectual and nmral p nmg and.

Page 33 text:

Domestic! Science e licit uiily learn lidw , ' t(i prc-pare both l.Hjks attracti -e and is palat; i i tlic f.M, 1 thrdiigh ari ii ' us nietl IN the c( inking department w fncd for the table so that it liut also the different values of preparation. The class has taken notes in ink on. cereals in general, classifica- tion and alue of fruits, the classification of foods, the functions of the foodstuffs, besides the recipes and general directions. We ha e made experiments with baking powder and soda, after- wards writing what we did and the results in our note-books. The whys and wherefores of cooking are made clear to us. We have learned what the baking powder does to the cake, that to make bread, the more you work it the better it is, but the less you work pie crust the better it is, what makes the jelly jell, why baked potatoes are more nutritious than boiled potatoes, and so on. E ery day we are supposed to practice, neatness, quickness, econ- omy, and accuracy. We often burn our fingers and singe our hair, and often fallen cakes and burnt pies are the results of our mistakes, ]jut we learn by making mistakes. Our first lessons were upon different ways to cook potatoes, then came different kinds of soups, cereals, muffins, liiscuits, cakes and pies, and lastly bread. Once a month comes a reckoning day in which we find out how little we know about the notes which we ha e put safely away in our note books instead of our brains. Then too there is cleaning day which all good housekeepers must observe and like- wise cooking pupils. On these days we thoroughly clean all our disli- es and desks and set things neat and orderly on the pantry shelves. The girls, during the year ha e prepared and served several lunch- eons. The first was given to members of the high school faculty. Everything served was made by the class during the class period. The Menu consisted of — Cream of Tomato Soup Creamed Chicken in Timbal Cases Ma.shed Potatoes Perfection Salad Hot Rolls Bread Sticks Celery Olives Cheese Crackers Salt Almonds Cocoanut Sponge Cream Cake Coffee (27)