Centennial High School - Bulldog Yearbook (Pueblo, CO)

Page 16 text:

'EEN' V A RT ROOM THE FACULTY ln the last three hundred years, the secondary school has passed through one transition after another. Each development has been made to meet the changing needs and conditions of our country. Continual innovations will be needed if secondary schools are to keep abreast with social, economical, and political revolutions. The Boston Latin Grammar school, established in 1635, included very little in its curriculum-Latin and a little Greek forming the basis of all study. In this school, as the education of girls was considered unnecessary, boys were prepared for further study in the professions, such as the ministry and law. Few variations were made in the curriculum during the colonial and revolution- ary periods. In 1751, due to the efforts of Benjamin Franklin, Prank1in's Academy in Philadelphia Was established, making the curriculum more practical, for in addition to Latin the new Academy included an English and a Mathematical school. It Was not until 1821 that the first public high school was established in the city of Boston, and it was left to Chicago to establish the first co-educa- tional high school. Early in the period following the Civil War, Centennial High School was established. The number of subjects taught was limited. By 1898, the curricu- Page Twelve

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FACULTY , 'Q . ,. ,. it if wg J U 3 .4 is ' 7 . 1.-K i Z., . .r w K K .k,v I P1 t A i J tttt t .. . V ' RF ft 'si' Jw w in i, - . . .5 .6 ' . f-A i lakir fi . 'K , I Q V A 3, ei?-'tif -:f'- , 1 M wa' X' ' 5 it 6 j. , ., I ' . 5 5 -L: 'V-: Ak .., r . .. . ffl , ec . iw Q, 5' 5 NJ f'-C Q i 32' ii4'a'i-Q E. C. Jones, K. Jacobs, D. Jackson, V. Hooper, E. T. Kelly NV. S. Kettering, M. Melcher, R. E. Mathews, A. S. Kops, A. Meyers R. Scott, E. Melin, J. L. Pound, R. Moery, F. W. Shaver F. K. Smith, M. M. Smith, M. Taylor, H. Spencer, J. I.. Tomlinson E. Wentworth, H. Young, A. E. Stanley Page Elf.-um

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...L PRINT DEPARTMENT lum included languages, history, mathematics, reading, and English in the Classical course: history, languages, chemistry, and physics in the scientific course, and English, Latin, mathematics, civics, history, reading, and science in the Latin Scientific course. At this time, nine faculty members constituted a good sized teaching body, and teaching was their only job, for there were few extra curriculum activities in the gay nineties. In 1900, a Commercial course was added which included English, reading, Latin, Cierman, physical geography, bookkeeping, history, mathematics, typewriting, and science. From this time on, more and more subjects have been added to the curriculum until we now have eight extensive courses: namely--the College Preparatory Course, Engineering Pre- paratory Course, Business Course, Home Economics Course, Industrial Course, General Course, Auto Trades Course, and a Mill and Carpentry Trade Course. In these courses all the necessary subjects are available, in addition to extra ones. The faculty now consists of forty-seven members and their work is not limited to teaching in the classroom. Societies, clubs, the school newspaper, the annual, the position of class critic, and many additional odd jobs require untold work and time. And the secondary schools of today will be just as antiquated as were the first secondary schools, if schools keep pace with the times. -MARJORIE BLATNIK. Page Thirl een