Ipswich High School - Tiger Yearbook (Ipswich, MA)

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conduct us through the late war with the least possible suffering and struggle. We may not hope to be as great as these people or do such things as they have done, but if we pattern our lives as nearly like theirs as possible, we may achieve some degree of success. Then again if we have only five cents to our name, by reading books of travel we are taken from our own coun- try and are made familiar with the beau- ties of other lands. We can hunt with Roosevelt in the African jungles, or travel with Captain Perry in Alaska. We can enjoy the thrilling experiences of the life of a Mexican, or we can fly across the Atlantic in an aeroplane to visit Venice where we may spend some beautiful evenings in a Venetian gon- dola. Education gained in this way is an unexcelled joy. Through poetry Nature is revealed to us and we are uplifted by its pure thought and harmony. Milton takes us away from our every day thoughts to a land of imagination and beauty where we may learn the truths that he reveals, and appreciate the sublime pictures that he paints. W ' ordsworth inspires us to pursue the path of duty and tries to bring back “plain living and high think- ing.” We ought to read more poetry and take time to discover the hidden thought in each poem. When we be- come indifferent in our reading, we should think of these words which are sure to encourage us, of J. C. and A. W. Hare: “I have even gained the most profit, and the most pleasure also, from the bocks which have made me think the most; and when the difficulties have once been overcome, these are the books which have struck the deepest root, not only in my memory and understanding, but in my affections.” Since human happiness is dependent on the cultivation of the mind and because books are the best edu- cators we should gain our knowledge from them and profit by their teachings. NATALIE BROWN “ARETINT STUDTA IN MORES” Since we of the senior class of 1925 began our education we have been con- fined, more or less, to the same activities, P ' e same interests, and the same studies through practically the same circum- stances. Because of the companionship in these interests and studies, we have chosen as a motto for the Class of 1925, “Abeunt Studia in Mores” — Studies Change Into Habits. Not only does this motto serve as a guiding star for us, but it also contains a tribute deep and sincere, to those who have instructed us and planned our stud- ies so that we not only desire, but are zealously eager to change that which we have studied into our own habits. In our different courses we have studied the development and progress of mankind from books and learned of the appellations by which we could designate periods of progress or change. As we study the great men and women of the ages, they lead us to conjecture how they changed their studies into habits. For example Aristotle, by changing his studies into habits, became a highly re- spected and a remarkable teacher to be remembered down through the ages. He studied under Plato; then he himself taught, a thing which he could not have done unless he his changed his studies into habits. Then there are the great leaders in war, such as Alexander, Cae ' jar, and Napoleon. After extensive studying es- pecially in military tactics, it became a habit for them to think in military terms and to lead great armies. There is Tallyrand, the greatest diplo- mat the world has ever known. He put every minutest detail that he had studied and learned to practical use whenever he had the slightest chance, thus changing his studies into habits. Dante, Shakespeare, George Eliot, and Stevenson by studying, became writers of i-enowned fame. They studied language and — what is more important — human nature until it became a habit for them to express themselves veffectively and with truth. There are also the scientists as Galileo, Paste ur, and Edison. After much study- ing they used every opportunity to change their studies into habits, and be- cause they did this successfully, the world has profited by their discoveries and inventions and living conditions have been improved to a great extent. We may not be able in any sense to equal the greatness of these men and women, but their lives do teach us that success and greatness do not come by accMent and that only by diligent study and practice can habits be formed which are to determine our whole lives and characters. How then may we make use of those studies which we have been pursuing for the last four years? Let us consider English foj example. In our study of 25

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ing- opportunities. Only recently a wom- an has been sent as an ambassador to Switzerland, and others have been elected j?overnors of their states. Think of the leadership such women have! Other women have a part in their town gov- ernment or even in their state govern- ment. Some day we may have a woman president. Some time ago I saw a poem contain- ing the words, “Beautiful child, beautiful girl, triumphant woman!” What is a woman leader but triumphant! And if through her even one person is brought into a better life, she is a woman who leads. MARY BEAI..S. BOOKS AS EDUCATORS There is hardly any phase of modern life so widely spread as the habit of read- ing. Almost everyone reads something whether it is the newspapers, fiction, dime novels, good literature, or fairy stories. Reading is certainly a good habit, too, if cairied on in the right way. The point is that we should make the best selections from the great variety of material from which we have to choose. We can’t read everything in a life time; so we should read what is worth while. We should choose what books to read with carefulness and consideration. Some books may not be actually bad for us to read, but they are a waste of time if they do not set the mind to thinking, the imagination working, and the whole mental mechanism in motion. Of cours ' there are times when we are too tired to concentrate on Shakespeare or Burke, and a little light reading is restful, but on the whole we are lazy if we do not read those books which at first offer some resistance but which later become valuable parts of our experience. A book that is worth reading should be read slowly and conscientiously. We should not skip some passages of a poem because they are so imaginative that they are at first hard to understand, noi should we skip part of a book because it is involved, but we should take the time to picture the descriptions of th“ poet and reason out the statements of the author. Careless reading does more harm than no reading at all. As we read a book the question to ask ourselves is: “Does this book leave any kind of wholesome a d kind feeling in my mind after I read it?” If the answer is nega- tive, we must at once discontinue read- ing books of this kind. If the answer is affirmative, we should continue to read the books with great earnestness, for we are gaining some valuable knowl- edge from them. Books are educators. This is a well proved fact, for the well-i ' ead man is the successful man whether in business, politics, law, or science. Almost all of us realize that anything which is worth having must be earned and all may earn an education through the study of the great poets and writers. Fiction teaches us habits of life and true morals which should influence our lives. Through Dickens and Thackeray we learn the customs and manners of the English people in all walks of life. Kipling teaches us of India and the odd habits of the natives. Through George Eliot’s “Silas Marner” we are taught that sin brings retribution in proportion to the crime committed. Surely, to gain an education in such a way is the most enjoyable thing possible. History, in informing us of the past, reveals to us the present and the future. We cannot hope to discuss the politics of our time if we do not know the events of the past. If is very interesting to observe the characteristics of the differ- ent men in Roman, European, and American history, and to notice the qualities peculiar to each. Some of us have the impression that Washington was immortal because he was not able to prevaricate as easily as some of us. However, when we e ' ter into an actual study of his life we learn that he was as brave and manlv an American as we have ever had. Gibbons in his “Decline and Fall of the Roman Empire” has gi’’’- US the most complete account of Roman history that we have, and Car- Ivle through his “Heroes ard Hero Wor- ship” acquaints us with the lives of some of the world’s greatest leaders. Biography also can help us to guide our own lives through the actions of others. From the “Life of Abigail Adams” we learn that during the Revo- lutionary War John Adams did all he could to promote the cause of liberty a’ d his whole life was spent in help- i’ g his country. In reading “Remi- niscences of Julia Ward Howe” we learn t at when the soldiers of the Civil War were tired and discouraged, she eom- posed the “Battle Hymn of the Republ’c” which aroused new courage in them and mspired them on to victorv. After studying White’s “Woodrow Wilson” we know that he did all in his power to 24

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the richest language on earth we learn good speaking and writing habits be- cause we are daily called upon to speak and to write correctly. We have also learned, to our sorrow and demonstrated the fact that no amount of careful drill and training in good English habits in school can offset careless and lazy habits out of school. We need to be constantly on our guard if we are to make our study of f]nglish speaking and writing a habit. As for the study of literature, the works of the masters how may we change this into habits? Perhaps this study is even more valuable than that of English gi ' ammar and composition, for by the study of the characters in literature, we may profit by their failures and suc- cesses and thereby form good living habits. Godfrey Cass in “Silas Marner” teaches us that we cannot sin without causing unhappiness to others, and that concealed sin will at length be brought to light. Sidney Carton, on the other hand, in “The Tale of Two Cities” teaches us the value of a life of un- selfishness and of self-sacrifice. By the study of literature, therefore, we learn to apply the truths exemplified by the characters and thus to form good habits of character. In the study of history and biography also, “Lives of great men all remind us, We can make our lives sublime. And departing leave behind us Footprints on the sands of time.” Closely connected with history is the study of civics from which we may learn habits of good citizenship and of civic pride. A serious study of economies helps to form habits of thrift, a virtue which as the life of Benjamin Franklin demonstrates is of no mean importance. Thus we could go on enumerating every subject which is offered in high school and show its possibilities for forming good habits. Not only in the class-room however, is the fact of our motto demonstrated ; even in our recrea- tion, in athletics, we have a concrete ex- ample of its truth. Through our partici- pation in athletics we learn to form habits of good sportmanship, of coopera- tion, and of sacrificing individual inter- est for the good of the team, qualities which after they become habits are of inestimable value in st curing success in life. Having completed our studies at Man- ning High School and received from them an equipment which has enabled and will enable us to change our studies into habits let us go on realizing that educa- tion in life for us has not ended, but just begun; that therefore, we can go on changing our studies into habits. Let our motto then be a guide and inspira- tion to the Class of 1925 through all the coming years. Let us take pride in it and testify to its truth by our own lives. “Abeunt Studia in Mores.” MARK HAYES HISTORY of OUR COLONY. Founded at Manning Height s in the year 1921 In the month of September of the year nineteen hundred and twenty-one a new colony was founded in the country of Manning Heights. We had our site all picked out. Plot I in the government lands for we had sent a skirmishing party ahead in the month of June to scout around for that purpose. After having selected individual resi- dences and settled ddwn, we next as- sembled to choose a governor or presi- dent, and to that position we elected William Martel an active go-getter whom we were sorry to lose at the ex- piration of our first year. There were many troubles during our first year. We w ' ere frequently attacked by tribes of savages known as Seniors and Sophomores and subjected to all kinds of indignities and cruel treatment in a chamber of horrors located under- ground. , Besides this, members of our colony were frequently wandering from the beaten path and becoming lost in the vast wilderness. One of our members, a Hardy youth was lost time and time again, and we had just about decided to tie a cowbell around his neck when he at last succeeded in finding himself. Then, too, we w ere unused to the cus- toms of the new land and our members were frequntly falling into trouble owing to ignorance of them. But as a whole we worked hard and did our level best, and by the end of the first year our colony was firmly established, and we had ac- complished much. At the launching of our second year we lost our former governor. Martel, and we elected to his place, Reedy, who later turned out to be one of our great grid- iron warriors. By this time we were getting used to the change and our roughnecks (yes, I am bound to confess we had some) began to think less of law 26