Mount Gilead High School - Mizpah Yearbook (Mount Gilead, OH)

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fm ---,., K U ,- ...... ,.,.,, ... NW. W. A v-. . , W-, W, . 1-we ., ,,,,W..- f. V. h ,Y - W --Q., i .. A ,gsm kLw.4 , ' ..,Q u jgn 4,,' V, 'M s , .. , -V K K F V tx f s - , .. .V K ,VA ,ix dz, yf .,-,.. y f.Jf .-.f .f1.,fm,., K.LL A 7f.- :? .g1gi',.', lp' L. M .. t V': g . H: v i' B g',k E ip . . x e 7 'Jr y L l A. L.,i A A Q .K K Lhkx A i F NX-v ' i ' -' l f E o duca tzon . There naturally arises the fundamental inquiry as to what education is. Does education which occupies so large a place in human history and whose,-ideal is so difficult to define, education which the best minds of the universe are diligently attempting to determine its significance and 'upon which incredible sums of money are annually spent, have anything to do with human hap- piness, human progress and human destiny? We might well ask: Does education imply anything as to the final truth of man and his world? The term education is always an abstraction and exists only as a concept of the human mind. The concrete existent thing, with which it has to do, is the individual and as such is endowed with varying degrees of intelligence. This intelligence recognizes that life is a great fundamental fact and upon this truth the answer to our question must start. Therefore, education at once merges into the learning process which in its simplest form is the strength?- ening or weakening of a native reaction and as such is a native capacity of the individual. Heredity, therefore, sets the first and absolute limitation and within its limits we only can work. In this sense the child is utterably unapproachable, fixed, unchangeable and autonomous, and it is well that we are ever cognizant of this fact in our educational program. Then, if we cannot change the cmld, where is our hope? What is the sense of all this we call education? The answer must lie in our ability to influence the actions of the individual in the way of pleasure and pain. That is. we may, to a certain degree, control environment, but more than this we cannot do. Therefore, what the product of our education will be depends largely upon how well we can manipulate the envi- ronment of the individual, consistent with his native capacities, which we call ability. Society establishes ,a norm to which the children of each generation shall be made to conform, thereby training the child in accordance with the ideas and ideals of the time. Fortunate indeed is the child whose father, mother, or teacher realizes the tremendous effect that right environment has upon his career. If there is early instilled in the young life a love for truth, what fruit it may bear in later years. To quote the great abstract thinker, Doctor Colvin, Truth is immanent, not transcendent, it gives a world of pulsating vital values, which, however, cannot be seen by the sordid eye of prejudice, nor comprehended by a mind dulled and besotted by narrowly practical and selfish ends. In conclusion I wish to quote from the great Dr. Horne in his Philosophy of Education, who has given a masterful summary of the subject in his definition of education in which he says: Educa tion is the eternal process of superior adjustments of the physical and mentally developed, free, conscious, human being to God, as manifested in the intellectual, emotional and volitional environment of man. hy ,ZAA , SUPERINTENDENT ARNOLD.

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I k .1 .f y ' A K i ' LOIS DOOLITTLE, B. S. f Ohio State University Q 3 Home Economics H' l s GLADYS HUFFMAN Tiifin Business College Commercial N ELVON J. FITCHHORN ' Gray's Conservatory of Musicg Studied with. H. A Vandercook, School of Music, Chicago, Jeroslav Cimera, Augustia Francisinia, Pisa, Italy. is i RACHEL VAUGHN Secretary to Mr. Arnold Y K l l Q l X I Q ,iid

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