Phillips High School - Mirror Yearbook (Birmingham, AL)

Page 10 text:

FROM A PARENT T IS with sincere appreciation of the privilege that Phillips Parent-Teacher Association adds its message of good wishes and congratulations to the graduating class to whom this Annual is of especial interest, and to the undergraduate body who still have an opportunity by their continued work to uphold the school's standards. The entire program of this association is dedicated to the welfare of the students. Therefore, its members are most grateful for the fine spirit of co-operation exemplified throughout the year in both program and service hy pupils and teachers. In the development of your school slogan, you have made a delightful and interesting contribution to our year’s work. As we have a keen interest in the aims and accomplishments of Phillips High School, our hearty good wishes follow you and every class as you complete your work here, and we hope for you all success in every honest effort. Your nuual is dedicated to the memory of Mark Twain on this, his one hundredth anniversary. YYc can suggest no finer thought to carry through the days ahead than that which he expressed when he said: The only necessary thing to do. as I understand it. is that a man shall keep himself clean. It is not parties that make or save countries or that huild them t » greatness—it i- clean men. clean ordinary citizens, rank and file, the masses. A man’s first duty is to his own conscience and honor. We leave with you these words of a man, so worthy of imitation, of whom the poet wrote: “Doubt not behind that mash There dwelt the soul of a man. Resolute, sorrmviny. sage, els sure a champion of good els ever rode forth to fray.

Page 9 text:

DEDICATION )o Mary Louise Griggs; whose spontaneity inspires, and whose ability stimulates, we, the members of the Annual Board, dedicate this volume, in sincere appreciation of her skill as director, and her warm-hearted activity as counsellor and friend.

Page 11 text:

FROM A TEACHER HIS YEAR wc are celebrating the three-hundredth anniversary of high school education in America. In the early part of the year 1635, the town of Boston, moved by a desire to perpetuate knowledge, voted that our brother, Philemon Pormont shall Ik' in-treated to become schoolmaster for the teaching and nurturing of children with us. That brief record is all that is today known of the movement to establish a school that later became famous as the Boston Latin School. I he school was founded to teach Latin and Greek and thereby train its students for the learned professions. es| ecially the clergy. Space will not permit even a brief sketch of the vicissitudes through which the high schools passed. After the Latin schools the Academies flourished. The first high school was established in 1S21. By 1840 there were only fifty public high schools in this country. After 1850 the public high school grew rapidly in favor and importance and soon became the dominant secondary institution in the L’nited States. During the changing historic and economic scenes many educational readjustments have taken place. At present a closer relationship l»ctwecn school and community is being stressed. This means the social studies are being given major consideration. As we observe the progressive schools of today, we find that these subjects are being considered as a basic common denominator of all teaching regardless of students’ later objectives. )ur personal welfare and our social responsibility cannot Ik considered apart from each other. The topics we teach, the methods we use, the subjects we emphasize may change, but we at Phillips know that now, as in the beginning, the teaching and nurturing of children with us,” is our accepted obligation.