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Page 15 text:
“
DEFEAT No one is beat till he quits. No one is through till he stops. No matter how hard Fate hits, No matter how often he drops, A fellow ' s not down till he lies In the dust and refuses to rise. Fate can slam him and bang him around And batter his frame till he ' s sore, But she never can say that he ' s downed While he bobs up serenely for more A fellow ' s not dead till he dies, Nor beat till no longer he tries!
”
Page 16 text:
“
EDITORIALS ' LOOK BENEATH In the spring when one searches for Mayflowers, first brown leaves have to be swept away and then the more tender green leaves have to be parted before the dainty flower is found. But when it is found all the foregoing work is forgotten in admiration of its delicate beauty. As this is true so also are human rela- tions. The brown leaves of the exterior action have to be swept away, then it is much easier to find the Mayflower — thought beneath the green leaves of deeds. The first time I discovered this fact, I was disgusted by the banging of one piece over and over on a nearby piano. Every fresh start was accompanied by crashing chords and lively time ; this soon died out and then two or three tortuous passages followed which were waded thru somehow. Time after time this happened till I was nearly distracted. Sensing my feelings a wise woman murmured to me, Wouldn ' t she love to play it well? My sense of irritability faded. I could now appreciate the courage behind each fresh effort with the music. From that time on it was amazing how many times I was in sympathy with my neighbors just because of mv knowledge of their wish TO PLAY IT WELL. T. Fitzgerald DIG IN, WHILE THE BIGGIN ' S GOOD Make the most of your opportunities. Think! You surely want to in school. The state gives us schools because it wants to have the next generation intelligent and able to support itself. For this reason we are compelled to go to these schools and d to study alter we get there. We hould repay the state by taking advantage of the offered learning and using it to make civilization better and we may use this education for our own good. There are some few of us who for no reason at all think it is clever to waste time, harangue the teachers and see how far we can bluff it, but not many take the uble. Most of us, almost all of us, just prepare our lessons well enough to get a pretty gocd idea of the subject and a fair rank. As long as the work in school doesn ' t pile up too high and there ' s time for out- side fun we are content. But, ten years from your graduation will you distinctly remember Silas Marner? or will you say in some conversation which unfortunately for you is literary, I ' ve read the book but I don ' t remember that it was very interesting. Will your taste in liter- ature really have been improved and will Silas ' experience perhaps help you in your life when you might be inclined to become bitter? Will you have gained something for life from your English course? Sometime when you ' re visiting arr out- of-town friend and meet a young French person will you say uncertainly (you may have remembered this rriuch French) Je N ne parle pas francais bien mais j ' ai lu quatre ou cinq livres en francais and then wonder what to do and say. Or will her, or his conversation in French be partially, at least, understood? Will you remember the differences in the sounds? Will you have read, in those ten years, anything besides what you had to in school? And your chemistry? Can you remember most of the fundamental terms and prin- ciples? In your future business you may d to know something about the science and how much easier it will be to pick it up anew if you truly learned the principles at school.
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