St Anthony High School - Tattler Yearbook (St Anthony, ID)

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Page Eight THE TATTLER minated, they would have illustrated the inability of their species to exist in the face of difficulties. School has been defined as a hurdling- race and he who graduates stands for the pupil who has been able to clear every barrier. Perhaps he has been stopped by some particular difficult bar- rier for him, but if he has not given up but has doggedly persisted until the end of the four years and has finally reached that goal we call “commencement,” he has certainly illustrated some of those sterling qualities that are the requisites for adjustment. Some times these barriers are difficult courses and sometimes they are certain rules and regulations which 2re neces- sary for the good of the many. Wheth- er they be the former or the latter, the boy or girl who can cheerfully submit himself to the powers that be, who can make the best of a hard task, who can see something bigger on his horizon than personal aggrandizement, is the pupil who will he worth while in life’s battle— the pupil who will be of most worth to his fellow men. It is the person who looks at life with all its joys and sorrows as a training school in which he may for a time strive to develop his ideals, who is not above considering the lilies of the fields, who is willing to accept the lessons in the “Art of Living,” who can find tongues in trees, books in running brooks, ser- mons in stones and good in everything, and is ready to say with Browning: “Then welcome each rebuff That turns earth’s smoothness rough, Each sting that bids nor sit nor stand, but go! Be our joys three parts pain, Strive and hold cheap the strain, Learn nor account the pang; dare, Never grudge the throe!” He it is who has learned somewhat the purpose of life and the value of ad- justment. HIGH SCHOOL SONG Tune: Hold the Fort COMMENCEMENT Where the river dashes madly O’er its rocky bed, Where the yellow water lily Nods its graceful head. CHORUS Lift the chorus, speed it onward Echo answers back. Hail, all hail, our voices loyal To the Red and Black. Where the lofty Tetons guard us From Wyoming’s blast, Stands our glorious Alma Mater, Built so strong and fast. Let us live to bring it glory Adding to its fame, May we never cause dishonor To its glorious name. May we never lose the standards Fixed by grand old Prof. Let them be our shield and breast plate Never leave them off.-- G. E. D. ’18 Away with youthful follies now , Away with idle pleasure; Before stern duty we must how No more luxurious leisure. Before us rolls the ocean life, One brilliant , sparkling sea, They tell us therein lies much strife, From that we will not flee. Ambition holds us in his grip, We ' re ready for the leap. We’re ready for that giddy dip In life ' s great crimson deep. Our muscles strong, our brains so clear , Well breast it for the goat, And on the other side appear When the ynaster calls the roll. - Alfred Taylor.

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THE TATTLER Page Seven JVbjustmettt (TONSIDER the lilies of the fields, how they grow; they toil not, neither do they spin and yet Solomon in all his glory was not arrayed like one of these — Oh ye of little faith — ” was said hundreds of years ago by one of the world’s great- est teachers. Could such a statement still hold a lesson for us? Could we of the twentieth century still find any applica- tion for this doctrine? The application of this teaching has been made, according to various inter- pretations, by many thoughtful men and women. The lesson which lies in this commandment is still recognized by all educators. They all feel that each form of life, whether it be the lily of the field or the worm of the earth, has some small niche to fill in this vast universe, and no matter how small that niche may be it can be filled to its uttermost extent if the forms of life can adjust them- selves to their existing environment. But often, too often, the forms of life which should fill their respective places are en- tirely obliterated. In fact, each and every form of life must struggle to over- come the antagonistic forms of life or its enemies, and the climatic conditions with which it is daily and hourly brought in contact. Or, in case it cannot over- come its enemies, it must adjust itself to the new conditions and in some instances change its whole organism in order to survive. In other words, every existing form of life exemplifies the product or result brought about by the “survival of the fittest.” It may seem queer, but this adjust- ment or non-adjustment to environment, this “survival of the fittest,” is nowhere better illustrated than in the results of successes and failures, as found in the high school records. These successes and failures, as shown by these records, may not continue to prove true in after life, but to no inconsiderable extent they do determine the power of the pupil to adjust himself to certain rules and reg- ulations, and to the extent that these re- cords are able to do this, just to that same extent they set for the student of edu- cation and human nature a criterion by which to determine the future of each and every pupil whose record is recorded. The successful man or woman today is the one who has learned how to adjust himself or herself most readily and favorably to new conditions and circum- stances. This matter of proper adjust- ment is not the easiest accomplishment in the world. In fact, adjustment is so difficult that it has been said by learned psychologists and educators to constitute the sum and substance of a liberal edu- cation. Professor Bolton, formerly of the University of Iowa, says “Education is adjustment.” Now, if there is so much in this idea of adjustment, and if it is the character- istic which determines whether the per- son has received a broad, practical edu- cation, is it not worthy of our serious thought and consideration? When the multitudes were asked to “consider the lilies of the field” they were in a way asked to notice how these same flowers adjusted themselves to their environ- ment. Since they were perfect in their development, they were examples of successful adjustment. Had they been stunted in growth or completely exter-

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LOU KENNEDY, B. A. State University of Iowa, ’ll Columbia Summer Session, ’13 Instructress in Latin and German. ModeSt, sweet, and quiet- Sophomore class advisor, and dearly do they love her. To be loved, needs only to be seen.” H. LILLIAN MAIDEN, B. A. Humboldt Business College, ’04 Iowa State Teachers College, ’09 State University of Iowa, T4 Principal and InStruCtress of Eng!:s Debating and glee club specialist. Senior class advisor. Girls basket ball coach. Loves work. It would be impossible to tell you all Miss Maiden has done for us. Men were born for the sake of men, that each shou.d assist the other.” J. M. PATTERSON Salt Lake City Business College, TO Hansam School, Penart. T5 Commercial instructor. Humorous, Patterson is forever wondering why the world don’t turn the other way for a change.” I dare do all that may become a man; Who dare do more is none.”