Fostoria High School - Red and Black Yearbook (Fostoria, OH)

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-'EEPHIE IQRQKEID GRIHID IBILACBIIYS 09932, 4 4 . 4, . . . ' 1.11 . , History of Education in Fostoria fCon't.l This shows an increase in city population of 4472, and an increase in high school population of six hundred and five percent. The number of teachers has increased from five in 1900 to thirty in 1930, to meet the great increase in the enrollment. A great many noteworthy changes have taken place in the last thirty years since the beginning of the new century. In addition to the great increase in enrollment it has been necessary to broaden our school curriculum to include many more offerings and branches in order that every boy and girl may be given an opportun- ity to take those subjects that will best develop the talents within them. In the evaluation of industrial procedures modern methods of teaching, known as directed or supervised study, socialized recitation, project method, all of which emphasize active student part participation, have made their appearance in the high school. The student is given so many more opportunities for apprecia- tion and development in music, physical education and health, art, literature, mathematics, science, drama, debate, journalism, clubs, and many other activities curricular and extra-curricular. The richness of the curriculum and the better qualified teacher has added blessings and benefits to thousands of boys and girls and to a host of parents and friends. It is not too much to say that in the moulding of the best lives of this community the school has worked hand in hand with the home and the church. ' It is reasonable to suppose that any program of education can justify itself only in terms of the aims and objectives sought. There are many more branches of knowledge than any program of education can hope to embrace. To make a 'judicious selection of the courses and the aims by which their worth will be judged requires most careful consideration. The following seem to be acceptable and tenable objectives for future consideration: character, health, worthy home membership, citizenship, vocational guidance, and proper use of leisure time. Those subjects will be most useful which make the largest contributions to these ends. In attaining these ends we are guided by the true goal of education in a democracy, which is to develop in each individual the knowledge, interests, ideals, habits, attitudes and powers whereby he will find his place to shape both himself and society toward ever nobler ends. The youth of Fostoria is worthy of the highest consideration and merits of the earnest endeavor of every citizen of Fostoria to do everything within his or her power to avail them the greatest possible development. Supl. J. M. REED Twenty-F ive ' - .,.. ff if .rf l 7 'I 1 ' 1 V1 1 f fl' ' f L' . M f l faq I 7 1 if rw J ,W l 'CCAC -ff i fgfzi ' J X f f ji' ' ! f 9 l j l I l . l 1. ll qi l l I l l T 1 il lli lil, ll gl, l .iw ll ll l il l l 1' lk l r wir! ff 5 fff M! rm!

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'UTKHIIB IRQIIEID CXXRIID IlIlE?wlLQkXCBUtS. 'IBQJEDZ ' ' 1 S v .,, lr 5 ,if ff' F ri ' . g 3 5 .3 , -5 it Nxgi-ill Nil Qfg 6 .1 'Q g 11 yi el A le 5 .Qt i 'xxx , 1 I Rx J ' i of An . ' I 2 5. I ' l F :g I ,N , , . . f. . ig J I . Nite! . I gi. 1 ir if' Q lff il' 1 . .li I, 1 i fi 1 . . 41, 1 1 I 'l . 1 4 f I I r I 3 VE . l I I ., l' 1 .iii 1 ' 1 I l l I , i 1 1 , ' i l 1 1 'r -- I 1 i 5 if 1 f 1' if ri g i N I lx 1 A 1 r i i rl if 3 1 I . 1 ' ll . 1 1 I I ri fy .T i A 1 , i lil p 1 1 iii! i i 1 1 v 'V+ n 1 4 , . 4 , . i , V . 'V 1 , . ' 1, 1 1 li , W f 1 5 .5 I X X N rl T 'z L Ii i: L L X ,vf 1 3' XX 1 X Vx i 1-'nn XX X X' ' 'f ,g x. it 1 W l , .f lr ,ff History of Education in Fostoria I'r IS INTERESTING to know that one hundred years ago our city had its beginning when Rome and Risdon were platted and founded, the former by Charles W. Foster and John Russel Crocker, and the latter by David Risdon and John Gorshuh in 1832. Risdon was located in the northwestern part, and Rome in the central part of the present city of Fostoria. On january 2, 1854, Risdon and Rome united, taking the name of Fostoria. The only provision for Public Schools was made by the ordinance of 1887 which set aside section 16 in each congressional township in Ohio where it had title for the support of the common schools. The land in these two villages was sold for enough money to net the public, at six percent, approximately seven hundred dollars per year. . The first public school of Fostoria opened with john McCauley as principal and Miss Frances Feeble, assistant, on the first Monday of january, 1856. In 1862, under the principalship of C. C. Nestlerode, the school was divided into five departments: Infant, Primary, Secondary, Grammar, and High School. Work was planned by terms, teachers' meetings were inaugurated, class-books were adopted and class records keptg in brief, school work was systematized, an unusual procedure to pursue at such a critical time. On March 3, 1863, a petition was drawn up and signed which asked that an election be held for the purpose of organizing the city into one school district under the provision of the General School Law enacted in 1848. Fostoria, by unanimous vote, organized under the General Laws for cities and towns. The first school board was made up of R. C. Caples, Charles W. Foster, Edwin Bennet, Rev. J. S. Thropp, Rev. Levi Moore and J. V. jones, secretary, and was elected April 4, 1863. At this time we received our first charter from the State Depart- ment of Education. The first class, composed of Lucille and Ida Whitacre, graduated from the high school in 1874. For a period of twenty-five years Fostoria High School grew from a small group of twenty-five pupils to about eighty-five in 1900. During these years four grade buildings and a High School building were erected. The High School was erected in 1877 on the present location. The east and west wings were erected in 1909 and the central part, or the original building, was replaced in 1916 by the new unit of modern architecture which included an auditorium and gymnasium. The history of education in the senior high school since 1900 presents a series of changes. In the year of 1900 the enrollment was eighty-five and the teachers numbered five. The number of pupils increased normally to 125 in 1905, 200 in 1910, 300 in 1915, 500 in 1925 and 600 in 1930. An interesting feature concerning enrollment was that the school population increased much more rapidly than the population of the city. The population of the city of Fostoria in 1900 was approximately nine thousand, in 1930 it was thirteen thousand. Twenty -F our . .ismfm ....,,sa.,.1 ...N g.ilf....fi..:.i er 11 f ll

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