Quincy High School - Goldenrod Yearbook (Quincy, MA)

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THE GOLDEN ROD. EXCHANGE. EDITED BY Cassie Thayer, John Estabrooks. The Beacon, Vol. I. No. i, is very interesting. The column headed Our Book Table is a good feature of the paper. . One can gain much information concerning the Japanese bv read- ing the “Lecture by Rev. E. G. Porter,” in The Stranger. The Cadet speaks of growth in the Maine State College and of a year of good work. This paper and the Oak, Lily and Ivy are obliged to write In Memoriam. We trust that we shall be spared this painful task. After we have turned the cover upside down several times to see what makes us dizzy when looking at it, we open The Record of the English high school, Boston, and read of military matters. As we believe that all high schools should have a military drill, we congratu- late the said school and commiser- ate ourselves. The Oak, Lily and Ivy is a very pleasing paper. The composition entitled ‘T'ashionable Follies” is especially entertaining and con- tains much common sense. We cannot help wondering what the good democrats of the town will say to the advertisement (?) on the inside of the cover. Ought a school paper to be used for politi- cal purposes ? As the September and October numbers of The Golden Rod are separated from each other by only one week, we have not had time to send our paper and receive ex- changes. However, four papers have been placed in our hands by friends, and we have examined them with pleasure. Our ex- changes wifi see that our experi- ence is very limited, for this is on- ly Vol. I. No. 2, and therefore we read for entertainment and in- struction. We hope to correct our own faults by our private criti- cisms of our exchanges. Publicly, however, we shall try to sympa- thize with the good intentions of those who have voluntarily under- taken so much hard work, and speak of what is best. SCISSORS. How much a dunce that has been sent to roam Excels a dunce that has been kept at home. Nothing sinks so gently and so deeply into men’s minds as exam- ples. Reputation is what men and wo- men think of us; character is what God and the angels know of us. Do not ask if a man has been through the high school. Ask if the high school has been through him. Every person has two.educa- tions ;—one which he receives from others, and one more important which he gives himself. Histories make men wise; poets, witty; the mathematics, subtile; natural philosophy, deep ; morals, grave; logic and rhetoric, able to contend. Railway statistics show that the American takes 27 railway trips a year, the Englishman 19, the Bel- gian ii. the Frenchman, the Ger- man, Swede, Norwegian, and the Spaniard five each, while the Turk, the Swiss and Italian take but one each. The Egyptian pyramids, mauso- leum of Artemisia, Temple of Di- ana at Ephesus, walls and hanging gardens of Babylon, Colossus at Rhodes, the statue of Jupiter Olympus, the Pharos, or watch tower of Alexandria, are the seven wonders of the ancient world. An Italian immigrant carried a stiletto; a German immigrant car- ried a bundle; a Portuguese immi- grant carried a banjo; an Irish im- migrant carried a baby; a Syrian immigrant carried a pouchful of trinkets; a Scotch immigrant car- ried a plaid and a bunch of heath- er ; a Russian Hebrew immigrant carried a purse containing a few foreign coins, and a Scandinavian immigrant carried himself as straight as an arrow.

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THE GOLDEN ROD. year lived on a farm, working there in the summer and in a shoema- ker’s shop in the winter. His scanty education was increased by two years’ academic training. No one who has not felt the cold or the wildness of the storm could have written Snow-Bound, the best poetic description of our New En- gland winters that has ever been produced. “This shall be a sign unto you. Ye shall find the Babe wrapped in swaddling clothes and lying in a manger.” Thus was the news of the greatest manger-birth conveyed to the world, the birth that brought with it the first vital breath of Christianity. Rome was at the zenith of her power, and all author- ity rested with one man, Augustus, when the star of Bethlehem pro- claimed that humble birth over eighteen hundred years ago. As White says, “Whilst in the enjoy- ment of his pre-eminence, the Ro- man emperor was unconscious that in the village of Judea, in the low- est rank of life, amongst the most contemned tribe of his dominion, his Master was born.” Under the same roof with an ox and an ass, Christ, the Saviour of mankind, came upon the earth. Could there have been a birth more lowly, yet where is such majesty and power! What hope did His birth bring to the low classes of that day ? Had He come as an earthly king as the Jews expected, what influence could manger-births have had ? But His birth showed that if the Son of God was willing to come upon this earth in a stable, it is surely no disgrace to be of humble birth. Throughout His life, too, He was associated with the lower class, which was another cause of their rise in the estimation of the world. The influence of manger-births on the world is great. When men of such birth succeed in being rep- resented in the government, the condition of the laboring class is better understood, and such laws as will be beneficial to them will be enacted. The success of men of manger-births in America inspires great hope in those of lowly birth, because of the wonderful opportu- nities offered them. Then let us— “Press on ! for it is godlike to unloose 'I'lie spirit and forget yourself in thought; Pending a pinion tor the deeper skv, And in the verv fetters of your flesh, Mating with the pure essences of heaven ! Press on! for in the grave there is no work And no device.—Press on! while yet you may! ’ 8ui fait le mal, trouve le mal; ui fait le bien, trouve le bien. —Frances C. Sullivan. “The common school is the in- fant republic, because in the com- mon school all castes, classes, shades of belief, meet and learn to love and live for each other. Un- der the divine influence of the common school that bigotry and hate and narrowness which perpet- uate fixed ideas vanish and give place to the profoundest human sympathy. The supreme duty of a nation is to give to each and all the liberty and the means of be- coming free. Liberty is granted by constitutions and laws. The common school is the one central institution which presents to each the means of freedom.” “The common school has for its ideal the common education of all the people of a nation, of all races, classes, sexes, and sects, and social positions.in one school, common to all, from the kindergarten to the university inclusive. Thus the ideal education of America makes the kindergarten, the high school, and the university as free to all as are the primary and grammar schools. The ideal education of the common school comprehends all charities; it sums them up in one gift, that of character.” “New Orleans has a sugar school under state auspices. The course of two years will fit the students to cultivate the cane and manufac- ture the sugar profitably. There are five professors of sugar agricul- ture, sugar chemistry, analytic chemistry, sugar mechanics, and sugar making.. There is also a small sugar plantation and plant.”

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