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

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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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Page Six THE TATTLER face of the little mother was still safe- guarding him. And so it was that Shorty came to us in the twilight of the year and left us in the morning, but all of us who heard his story that night were made better for it. -K. R. T7 Si ' titors’ pi ensure (Trip e Senior class will ever remember their trip to Steele’s ranch on Sand Creek. From the time we were invited - two weeks before — we had looked forward to the time we were to leave for the coun- try. Day after day we had watched the sky, the almanac and all forcasts. How- ever, all signs seemed to be favorable for good weather and we were all hope- ful. But lo, when April 16th dawned and it was raining our spirits fell. When school called we looked doubt- fully at one another, but Elda said: “Never mind, we’ll go rain or shine.” And go we did. It was about three thirty when we left town. The roads were fine and we made good time. Mae and Lew rode horseback half of the way and Ella and the writer rode the other half of the way. The way seemed long and we were tired but on our arrival we re- ceived such a warm welcome from Mr. and Mrs. Steele that we were able to do full justice to the delicious supper pre- pared for us. That night we girls made the house ring with our songs. Occa- sionally we could hear Miss Smith say, “For land’s sakes, girls, it is half past two; do go to sleep.” Miss Spence was by that time in the land of dreams and we could hear her gentle snores. Just as we would all settle down to go to sleep “All aboard,” Erma would say, and Mae would answer, “toot-toot.” Despite the fact that we were awake so late, we were out at six in the morn- ing and were off for a ride or a walk be- fore breakfast. After breakfast the morning was spent in riding and it was then that the excitement occurred as Miss Smith was thrown from her horse. We were all very much frightened and sympathized with her but she has ceased to limp. We feel that she has now fully recovered. In the afternoon we rode over to Pine Creek, a small stream which flows through a deep pine and hemlock- covered canyon. That night the boys kept each other awake the whole night and Sunday were so sleepy that they could hardly keep their eyes open, though of course they would not admit it. Sunday morning many of the squirrels lost their lives. It was reported that at least two hundred were killed. Mae and Esther claim that they alone killed nearly one hundred and thirty-five, counting those that were so frightened that they died after running into their holes. We bade the Steeles good-bye that afternoon at about three o’clock and had a jolly ride home, arriving about six p. m. We surely had a good time and the hospitality of Mrs. Steele will long be remembered by the class of 1915.— L.J. T5.

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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.