Standish High School - Crimson Rambler Yearbook (Standish, ME)

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THE U. 'L H LT O HAL.LnL Published by the Students of btandish High school A---.-.. Q. ,VY 7, ,4: --'f-use Q., ,:- - ig. --4.-L ....-.-.--on--Q-QQ.. VOLUME XX J' uI1e,liJ E14 ITUMPER 1 ,.4..q-.,. -.---.4..........--....--.4--.......--. ' EDITORIAL Ed1tOI'in'chiefooonlouounoooaso lst Assistant Editor-in-chief.. 2nd Assistant Editor-in-chief.. Editor C1853 of 1.954:ooooanuanQs Editoi Class of 1935... .... .. Editor Class of l956.... Editor Class of lQ37....... Business Manager.... ..... .... Assistant Business Manager... Exchangeseooooaonnnonconsist Art Editor........ ..... .... Sport Editor... Editorooanooo Literary Editor... --.. ----...-.-- V .......--u-on Iertha Frost Barbara Higgins Louise Sanborn Virginia York Naomi Woodbrey Marion Rising Elizabeth Brazier Evelyn Foster Myra Chick Phyllis Shaw Pichaid Higgins Evelyn Toster Fred fendextew iarbura Hinpins students not included in the editorial board, who have given considerable time typewliting and mimeographing the Crimson Rambler: Helene Draokett June Carr Richard Chase Arnold Chick Irene Dolloff Virginia Dow Stuart Elwell Pauline Fernald Doris Craffam Jlifford Libby Winifred Marean Joseihine Norton Ruth Partridge Earle Plummer ndelaide Rowe John Wyall Alice smith Vera Lmith

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FTIGI' TUHVCLTJ Iowa State College has followed the course of 8,800 of its students throurh their school records from tie dev of their entrance to High School. Poor work among these students has been traced Wwith amazing monotonyu to Hlack of purpose.' When the wood student suddenly drops, it is likely to be proved that something has hapnened to his purpose. The article from which the above report is taken says, HOvercomina indif- ference with zest for life, musterinr force to drive through current obstacles, arousing the passion for perfection, is the great problem of education.U Alexander, son of Philip II of Macedonia, became conscious at an early age that he was the son and heir of a treat Kina whose power was constantly srovinn, and that he was destined to be the successor of tie mythical heroes of ancient Greece. At thirteen years of are Cwhen modern boys enter Fifi Schooll he became the pupil of Aristotle, the freatest teacher of the ancient world if not of all time, vith one exception. Aristotle opened up to the exnandins mino and ambitious soul of the young prince the reocraphic l and physical xorld in which he lived and imparted to him a keen insirht into tie meaninf of life. He chose as tie hirh purpose of his life in those early years to become the military master and cultural leader of this world. Te ray be said to have accom- plished his first purpose within thirteen years of the time he left his great teacher. If he had followed the disciplinary teachings of his great master he might have attained his second end. But his hivh purpose wave way before the seducing influ- ences of debauchery and insane delusions of his own divinity. He might have become the greatest monarch as well as the greatest military leader of the ancient torld. It is interestins to note, however, that, under the provi- dence of God he paved the way by the spread of Greek culture for the success of the Gospel of Jesus, the Founder of the Kingdom of God. High purpose tenaciously held is essential to success in High School and in life. Vithout it there can be no strong character, no high achievement, no ultimate happiness. It is as necessary to a worth while human life as the vertebral column. Without it people are but putty in the hands of others who use them for their own selfish ends. Like putty, too, people without purpose soon become hardened and use- less for any good thing. , Strong purpose may lead to tyranny,-despotism, cruelty, crime. High purpose leads to high moral ideals, altruistic service, devotion to human welfare, achievement of great social and political ends, to high attainments in education and culture, and leaves behind a fine heritage for future generations.