SEVENTY-FIVE GRADUATES OF OGDEN SCHOOLS! (Continued from page 1.) uct of influences which, having tested I and movilded our characters, have j prepared us to enter active life. It is : not strange, then, that we. should ex­perience an emotion of sadness upon taking the first step, and I trust j that you will bear with me on such j an occasion. "Upon entering the High school, j the first influence the freshman feels i is that exerted upon him by the va- J rious teachers. It is to them, that he turns instinctively. For the upper classes are unhesitating in their ef­forts, to bewilder, frighten and ridi­cule him. Though he receives the pity of the junior, he is, by tradition, the, lawful prey of the sophomore, L and is looked upon with scorn by the mighty seinor. He" becomes the ob­ject of darts, hazing plots and the subject of practical jokes because of his traditional greenness. Despite his wishes, he is powerless to improve himself unless he speedily finds some­one whom he feels he can - trust; someone he can rely upon to" help him. Afraid to trust the upper class­men; realizing that his classmates are ! as green, as he is, he turns in all con- j fidence to his teachers. It is the teacher who encourages and helps himi in his first school troubles and vvjTq.j thus gains: his confidence and admira-.j tion at the very start. Troubles Just Beginning.- . "But he soon realizes that'rhis trou­bles are just beginning. The sub­jects are new, the lessons assigned are longer and it becomes more dif­ficult for him to master them. Dayj by day his difficulties increase until j he feels that the school expects too much of him. This is the critical point in his school life. If he com­plains and tries to squirm out of his lessons, he is likely to be classed | among the failures. If determined ! to succeed, he turns again to his : teacher for assistance. And once ! more it is the teacher that lifts him out of the rut of despondency, and : by explaining the folly of leaving : school, again starts him along the j pathway that leads to success. 1 We were all freshmen, and we all | had these experiences. As we ad­vanced in school we discovered that 1 more and more was expected of us. The more we learned, the more we I were expected to learn. When we ! wrote our first themes and handed them to the teachers, we were filled with the hope-vain hope-of receiv­ing praise and easier recitations. But j back came the theme, a mass of cor- ! rections, and with it that bugbear j term of all English students, namely, | 're-write.' Nor was this all. Anoth­er theme and a heavier recitation was ; assigned and that same day, expecting j a Latin or history test, we neglected Jour algebra or geometry, and failed in our recitations in those1'subjects. -The fact that we had been preparing another subject made no difference. | Each teacher expected us to prepare 1 well his subjects, and -it seemed ;-, to us that he expected us to spend all of our time preparing his subjects. Tasks and Tests. "Our school life became one con­tinuous round of tasks and tests, and we were expected to accomplish what seemed to, us the impossible. Under the strain we began to fret; and vre grew suspicious of the teachers whom before we trusted confidently. We dis­trusted our fellow students who -seemed more brilliant than we. Some loved pleasure and entertainment too well to keep up their daily work; some preferred the easy sliding methods of getting the fv'ork from others- to tin: hard and honest method of .working it .out themselves. And so when ex­aminations game, these* failed .miser­ably. Others deluded themselves With that time-worn hallucination, 'The teacher has a grudge against me!' And, failing in their work, they too were dropped. Thus the process of elimina­tion went on until this class that en­tered High school two hundred strong, tonight numbers but seventy-five. Only the fittest survived, and the process turned out in four years only seventy-five who were fit to grad­uate. . ( . \ "But' at the time we were pressing through that process, we did not even know it was a process. We knew only that for three years we had1 studied hard; that for three years the teach­ers had been storing ,vast ;amouhtS' of learning in our heads, and, think­ing of these things, our personalities began to grow and swell, much as does the. mushroom. To us it seemed that " there was very little else to do in High school. Nothing remained except the graduation exercises. "Graduation! The word caused us to think. What did it mean?. And at this point we learned another lesson. The bubble, the opinion that we'had of our kneWledge, burst. The'great lesson was learned when we realized that we did not 'know it all.' That we were just apjoroaching a thresh­old, a gateway, opening upon life's immense, immeasurable field of knowledge, filled with .countless hu­man beings, each striving for him­self. Who;were we that we dared to step over , thrat threshold into the great field? Equipped with a knowl­edge gained from books, what were our chances of success in a game which everyone kjiew better than we? Instinctive to Rescue. "Here, indeed, was a danger point for us: If we, in this period of abject abasement, had crossed that thresh­old, had gone forth feeling that we were unprepared, that we were doomed to be failures, our chances for success would- indeed have been poor. But at this point our instruct­ors once again came 'to our rescue. Their cheerful influences" raised us from despair. They showed us that we were better prepared to enter that great field than many of those who held high positions had been at the time of their entry. We had been given the tools of knowledge, and had been taught to use those tools. • "And so they led us ross that slough of melancholy and we approached the gateway 'with cpnfi- dence and the determination neces­sary for success. "But in all this influence of the teachers, in all the tasks and tests we passed through, and with all the knowledge we gained wi did not make our greatest advance. That ad­vance came not.with solving the hard­est problem in mathematics; not with mastering the most difficult theories in science; neither did we acquire it through an acquaintance with the great writers and artists. It came to us partly when we developed a broad­er outlook upon life's problems. In school and class activities We were constantly confronted with prob­lems which we had to solve ourselves, independent of our instructors. Jri producing a gpod'..class play or hold­ing a. successful social affair we were cbnsfantly confronted with the prob- leiW of the nqeessary funds. The ex­perience derived from raising the cash for thes,e?affairs, in the face of diffi­culties, will be";of more benefit to us in later life tlian the writing of a theme or the solving of a dozen prob­lems. In learning to meet a problem and to solve it quickly and easily we learned one of the greatest lessons of life. ' Joined With Fellows. "Another great'advance .came when we learned to "come into close tough with our fellows.. In our everyday school life we had our little strifes and ;little troubles. Bj.i.t . . during a school contest we 'forgot those things. We conVoi.idated. During a football, baseball, or basketball game, or dur­ing a debating or oratorical. contest, our school patriotism was, called; forth. We got behind our team, we j cheered them on and on, and did all j in our power to "help them'to victory. ' We developed school prTttc" aird also the spirit'of fellowship. We; learned to respect and love"our school; fellows; their interests became our interests and when we learned to > love and re­spect humanity and take an interest in it we learned another lesson that will be of benefit to us in later years. "But those things alone do not make up the great advance. When we saw that around school the stu- dent' who constantly worked for his own advantage, who had no pride for his school and who had no respect or interest for others, was unpopular-and not very successful, we were learning a great lesson. When we; saw that the student who had helped others, who had worked, hard fox-'the good of his school, and (had .studied/ hard, was the most popullar and most; $Uc- qessful student, we learned , along with all the other things, that, under any and all circumstances, we must be kind. "And having learned these lessons we seventy-five can look back tonight and smile at the thought of thOse tests and tasks, for we realize that they were designed to strengthen . us for life's future battle. WTe realize that tomorrow,; when we go forth into the world, the-: tasks find tests and trou­bles we will meet there, will - be eas­ier to overcome because of . the pro­cess we came through in getting our high school education. "In bidding farewell: to our school mates, the faculty, and the board of education, we do in all reverence, thanking them from our overflowing ..hearts for the patience and cheerful ;influences they have exerted in our behalf." Program of Evening. The following is the complete pro­gram as given. Music Orpheum Orchestra Invocation Rev. J. E. Carver Salutatory Miss Maude Allen Chorus-"With Sheathed Swords" Graduates (From "Damascus"-Michael Costa.) Oration Mr. Clinton Jones Double Quartet-"Who Is Silva" Fr. Schubert Misses Iris Malone, Evah Fouts, Edella Dalton and Cecile Farley. Messrs. Val Browning; McFarlane, Cecil Wright and Harry Stowe. Declamation-"Oh, No!" Mrs. Hugh Bell Miss Very Frey. Chorus-"Springtime" . .-Graduates Valedictory Mr. Roland Williams Presentation of Graduates--Iii be­half of Faculty, Principal Henry . Peterson. , Conferring of . Diplomas-In^belialf of : Board of Education, Superintendent J. M. Mills. Class of 1912 1/2. , Harriet Farley,' Vernon Maw, Helen. Bichsel, Margaret Dills, Willis Smith, Henrietta Meyer, Alta Calvert, Ethel Smyth, Alvira Boyle, Beatrice Pingree, Orella Blackman, Trilby Jarman, Florence Dinsmore, Laura Randall, Kathryn Melvin. Alice Stone, Francis Coray, Marguerite Hart, ' Raymond Pearson, Minnie Grooms, Roland Wil­liams, Ray Everett, Russell Lund, Byron Farnulund. Class of 1913. Susie Simister, Blanche Johnson, Hannah Heyman, Viola Cledhill, Pauline Malan, Inez Ingehretson, Ralph Parker, Vera Frey, Lorna Jen­kins, --Myra Grout, Grace Atkinson Amelia Ford, Irene Seanson, Bernice Whitaker, Hideh Yokoyama, Nellie McQuade, Josephine Taggart, Clara Davis, Lulu Hinchcliff, Iris Malone, Sarah Van Patten, Margaret Sims, Ida Anderson, Maud Allen, Maria Smith, Ruth Mosteller, John Checkers, Ruth Wattis, George Hamill, Rulon Tillotson, Don Hastings, William Baker, Florence Zimmerman, Edella Dalton, Eva Fouts, Val Browning, Kate New­man, Clara Koepp, Albert Greenwell, Loyal Griffin, Oliver Ellis,. Harry Stowe, Agnes Rogers, Margaret Long, Lura Chambers, Lucy Fuller, Raymond Allison, J. Clinton Jones, Martha Scudder. Orlaf Farr. Possibly the only undignified re­treat ever made by Loord Wolsley, Britain's great soldier, ocqurred in In­dia in 1858: ' After a long and dusty march in the very, hot season he sought the waters of one of the tanks surrounded with a fine grpve of trees 4-which are the gifts of the pichas and charitable.-V^hilef he was rolling a^out in luxurious enjoyment .'a yellow snake- shook it^ tongue close to his face, and, almost paralyzed with ter­ror, he struck put for the stepped side | of- the /bank as fast as if, to use his ! own .words, he "were pursued by a! who|e zoological garden full- of hos-I tile and mandevouring beasts and : reptiles." Lord. Wolseley confessed ! to "having, more than most men, "a lothing horror and indescribable/.re- XHignapce to all sorts of reptiles,"