The Ely miner. [volume] (Ely, Minn.) 1895-1986, 1922-03-10
THE ELIGHTER
STAFF


ferent points of view on this ques-
cion, but setting aside most OF
them, let us discuss a few.
Let small school-boy give you
his opinion of the question. de
will answer you, nine out OF ten IN
stances, that it is duty. ms
cannot convince the ordinary per-
son because we all know that
child has not the same power OF
thinking and analysis as a grown
up person has. Ask an old person
he will doubtless tell you that it
is privilege and an exceptional
privilege. The small boy will re-
luctantly take up his books and
study but when the average scholar
breaks his way into the high school
and college world, he realizes that
education is a privilege-not only
for his own good but for the good
of the world at large.
Education is spreading rapidly
throughout the world! Is it not
rue that the human being of today
s more learned than his fellow man
of Yesterday? Take father time"
back about one hundred years. Did
the people of that day and age
have the railroads of today? Did
they benefit by the wireless tele-
graph and telephone, the fast ocean
steamers, the aeroplane? Did they
possess the public school of today's
calibre? The word mo" answers
all of these questions. The human
race has rapidly gained in know
iedge-g lining that knowledge
through schools. Beginning with a
crude form of education the world
S now reviewing the best form of
education it has ever seen. Is
school, then, a duty or a privilege?
Why did Abraham Lincoln study?
We find, through history, that al
though Lincoln was born in log
cabin and earned his living by split.
ting rails, he nevertheless found
time to study the meager supply OF
books he received. He considered
himself fortunate in having a few
books to study. But coming back
to the question again, why did he
study? He studied because he
knew that working mind took
procedure over a working hand.
Leaving the question to the read
er-did he benefit himself and
others?
What is the student of today GO
ing to school for? Is he going for
the material benefit he can derive?
The main object should not be.
this? In reality, he is getting some
thing that everyone cannot receive.
Duty-In one sense of the word,
it really is the students duty to go
to school. The world of civiliza-
ton is putting education into the
homes. Is it not the students
duty to contribute something to
civilization and mankind that will
stand out and make the world a
little better?
The reader may draw his own
conclusion.
Mr.. White returned Sunday from
Chicago where he attended the
meeting of the Department of Su-
perintendents of the National As
ISOLATION, held Feb. 27-March z
inclusive. He reports the meeting
to be a success More than eight
thousand superintendents, principals,
supervisors, and school officials at
tended the meeting. Many papers
covering every phase OF educatlon
and new ideas and developments In
educational lines were read and dis
cussed. Another subject discussed
was the designing and construction
of school buildings.
The wonderful exhibit of school
work and materials used in the
school, which filled a three story
building, was one feature that was
very impressing. Everything from
pencils, paper and materials used in
the construction of school build
was shown.
Mr.. White was highly pleased
with the meeting. In the near fut-
ure the students will learn some
more of the subjects discussed at
the meeting.
The High School Dramatic Art
Club is soon to present its first pro-
auctions. "Miss Civilization" by
Richard Harding Davis, and "The
Teeth of the Sift Horse" by Mar
garet Cameron. Each is one act
play, complete and active from be-
ginning to end, each demanding a
fair conception Of dramatic art.
Both are plays which can be appre
ciated by all, the former demanding
tact, the latter appealing to human
emotions and true to life.
The High School Dramatic Art
Club will present other works be-
fore the school year is over. Fur
ther information in regard. to these
plays will be published in the next
issue of the Fighter"
Eveleth Loses to Ely.
Going into the game doped to
lose, the Ely basket ball team
played real basket ball and took
the strong Eveleth quint into camp
by a score of 10 to 16.
There was not much scoring
done in the first half, but there
sure was some action. The Eveleth
boys tired themselves out trying to
smash thru our defense and trying
to break up our teamwork A
whole new team was put in by the
Eveleth coach. This team proved
to be faster than the first one and
our boys had to step to keep up
with them. The first half ended
with score "a in favor of Ely.
During the second half the Ev-
eleth boys outscored Ely 1911.
In turn Ely showed them how to
break up passes and spoil shots.
When the final whistle blew, the
score was 1916 in favor of Ely.
The Eveleth coach, evidently
meant to win on the theory that
fresh men are better than tired
men. But he underestimate the
stamina of the Ely boys, and did
not use enough fresh men.
Lindbeck was high man for Ely
while Kentta was the star for
Eveleth.
Ely Eyeleth
Lindbeck Co L. FL. F., Dahlquist
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