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Page 14 text:
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C. Q , 'run 5 5' CI-IINIROCK V . Y t V V -L - , 'fx hx f g , ' l l ! W I ALMA MATER t We love our dear old high school, And its glories to recite, We lift our hearts and voices For the dear old blue and white. Other high schools have their colors, And Haunt them day and night, But for our dear old Hollidaysburg, We wear the blue and white. Chorus Hurrah! Hurrah! Hollidaysburg High! Hurrah for the blue and white. I Hurrah, Hurrah, Hurrah, Hurrah, Hurrah for the blue and white. .AvgpfN1llvlNXsA!li.i5i5 unmaurlhlllllllgfhlllvlh , --HI - , . Page Eight '
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Page 13 text:
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if ,,, V Q . -- p N 0, 5X .1 4 -1 CI-IINIROCK. I recall, I rang the old bell for the last time, to drop-the curtain upon the usefulness of the old school building forever. When the schools reassembled after vacation, it was a gay and happy lot of teachers and pupils which met in the fine new school building on the hill. James H. Craig, '79. IN 1979 The future of the Hollidaysburg High School is dependent upon numerous exigencies of the next fifty years. The public has been very eager to demand a more widely, and at the same time, a more specially trained high school graduate. These too numerous demands have served as the stimuli for faculty and subject attractions. There is no reason to believe that the process will not continue. It is speculative to say what the high school of 1979 will be. Prophecy is inti- mately related to history, on the one hand, and present tendencies and imagination, on the other. In a period of fifty years it may go wide of the mark. It would be most interesting to have that time unfolded for a moment right now. There is reason to believe that the public school span will include the educational experiences from the pre-kindergarten to the completion of the common college. The present high school will be only an intermediary stage of public school life. In- stead of a specified nine months' term there may be a term extending throughout the year. School facilities will be far better adapted to educational purposes. There will be more laboratories, work and trade shops, libraries, gymnasiums and athletic fields, practice halls, lecture halls, and auditoriums. The tendency in educational equip- ment seems to bear the shop idea in every phase of its development. The traditional courses will still be present fifty years hence, but perhaps scarce- ly recognized. It may be expected that to these may be added very special courses- health, natural science, trades, public service, politics, religion, art, and music. The general course will no longer suffice in fitting the student to become a productive citizen. The future faculty will be comprised of persons specially selected and adapted for the public educational profession. The members will be better trained as special- ists. They will make a better application of psychology to each individual student. The methods, techniques, and devices of instruction are too elusive to be prophetic. The unborn student of half a century hence will have an opportunity to advance to the extent of his ability and capacity instead of being in any manner handicapped by any such thing as his class. Public school organization and procedure will permit the development of the individual with more freedom toward creation. Guidance experts will assist him, and he will become a specialist. The present common college will become the high school of the future. The then college and university will still have the same function they have today, and they will receive their entrants from the public high school. The advancement of education which is akin to the advancement of civilization makes such progress and growth assured. Who will pay the increased cost? The public will pay for this development, just as it has done in the past and is now doing. The cost to the individual cannot be increased. The worth of the new education will be increasingly recognized as the greatest asset to a democratic government. Calvin V. Erdly N, iii- l 4,,,,,g.mm..i.m.-.wmmtsmmmm....n , g Page Seven
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