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Page 17 text:
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ADMINISTRATION Shakespeare said, All the world's a stage. It is a striking metaphor. I-le continues, And all the men and women merely players. Docs Shakespeare mean that we play assumed parts on the stage of life? l think not. We cast ourselves for the parts we play. The great Director does not say, You play the part of a villain and you play the part of a fool and you play the part of a noble. In a play one may take the part of a villain and ilCt the part so well that the hisses of thc audience are the highest acclaim. It is not so in life. He who is mean and sordid and dishonest by choice wins not the applause of right thinking people but rather their condemnation. One may be handicapped by heredity. In early life one may be more or Iess the victim of environment but free choice in casting ourselves for the parts we play on life's stage is the lot of most of us. We are the mouldc-rs of our own character, the masters of our own destiny. Education helps us to mould that character. Our great system of public schools affords every one the opportunity to prepare for playing well an honorable part in life. In Sharon I-Iigli School you arc rehearsing to-day. May you take seriously your part so that in the great drama of life the character you represent may win for you your own selfrespect and the respect of thc cast among whom your part will be played. W. D. GANIBl.E, Superintendent Page 1
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Page 18 text:
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Mr. Mr. Mr. Illr. Mr. Mr M r. .M r. Mr Mr Mr .Mr Ill r. Mr Mr. Mr. Mr. Mr. Mr Mr ADMINISTRATION Gamblc: All the world's a stage. lanes: Yes, this is true, but how are our students to find their parts? Irvine: Our state, out of experience, suggests many parts from which pupils mav make their choices. ' Gamble: What help do we offer? Irvine: We offer one semester of vocational Civics which gives pupils an insight into the various vocations. lanes: True, but is this enough? Gamble: No! ln many schools a wide variety of courses are offered and there are teachers whose whole time is given over to vocational guidance. Irvine: But how may students know if their choices are sound? lanes: By actual contact with and trial in some of the fundamental vocational skills and experiences. Gamble: I-low may this be done? Iones: By offering courses, such as cooking, sewing, manual training, auto repairing, printing, radio engineering, etc., and installing machine shops. Gamble: How can we justify such procedure? loner: From the very fact that surveys in our own school show that a high percentage of all our students have, no.adequate idea' of the vocation for which they are best fitted, it seems to me to be an important part of our duties to help them to make a wise choice. Gamble: l feel sure that this is the case and l agree that our high school should look forward to setting up such situations as will enable boys and girls to discover their abilities and thus aid them more wisely to choose their life work. Irvine: What measures should we take now? Gamble: We should make a survey of our situation and of the vocational guidance practices in the high schools, and with this evidence propose such courses and pro- cedures as would best fit our own needs. Irvine: Will the cost be too great? loner: It will add an additional expense to the school district, but I would not say that the cost would be too great, rather that the cost to individuals of not aiding them to find their place in life is too great. Irvine: Do you believe that the public would be willing to bear the additional expense of adding vocational' courses and a full time director of vocational guidance? lanes: It is often difficult to have the public see some of the indirect values that come from education. Ir seems to me in this case that the need is so obvious that if the public were made acquainted with the facts that they would gladly give their support. Page 2
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