Appleton High School - Clarion Yearbook (Appleton, WI)

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Illll FIRST Sflllllll AND PRESENT AIIMINISTIIATDIIS IIXIE QUA NON ol tlie Englislwman namely lwis lfiome, cl'1urcl'1 and state, as- sumed tlweir accustomed rela- tionslwips in tlwe new land ol America by developing insti- tutions necessary to promote social and economic progress. Cn tl'1e l3rli ol tlie Qd monetli l635H - tlwe twenty-tlwird ol April, by our calendar, live years altertlie settling ol Boston - tlwe citizens ol tl'iat town voted Htliat our protlwer plwilemon pormont, slwalpe intreated to pecome sclwolemaster lor tl'ie teacliing and nourtering ol clwildren vyitlw us.H August 19,1636 a supscrip- tion Was made.

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l 'H Si R . Q, In 1635 The cifizens of Bos'ron,1'hen in HS second year of exisfence, me? and founded The firm' free school in America

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Titel X MISS CARRIE E. MORGAN MR. BEN. J. ROHAN l Education HE art of living consists of finding the place between too little and too much. The truly educated person possesses this balance and never talces himself, anybody or anything else too seriously. High school education teaches how to live better. The high school of tomorrow may be expected to do its job even more successfully. The colonial schoolmasters included a few scholars for teachers of professional standing, but more often they were dissenting clergymen, educated rogues and adventurers. Professional training for teachers began seriously with the academies and later normal classes in the high school. Today the high school teacher must be qualified with at least a regular college career and a minimum number of hours of practice teaching. Technical requirements in some locali- ties are very strict. However, the modern ten- dency is to place more and more confidence in personal ability in the teacher. Men and women of exceptional independence, intelligence and courage are proving their mettle in high schools. Here may be the place for the future to mal4e its bow, to the past and the present. Good teachers have always been and always will be. Probably no human being who has gone to school any length of time has failed to come under the influence of a teacher who could inspire him to interest and thus to learning. The exceptional teacher of today will be present everywhere tomorrow for the career of teach- ing will be a privileged one and only the finest talents will be enlisted. Teachers will be coun- cilors and guides who will draw out what is strongest and finest in every student. Teachers of tomorrow will have training based upon a broad cultural base. A real mastery of subject matter will be coupled with a true understand- ing of objectives and purposes of life and of education as we lcnow it here in America. Qur teaching problem as well as the training of teachers has changed as well. Three hundred years ago only the privileged class attended school. The curriculum was very limited it being only necessary to teach Latin and reading. As late as 1880 only two per cent of the high school population attended schools. From 'l9lO to 1930 the problem has become radically different. During these years the high school population grew eight times as fast as the rest of the population. ln T932 the percentage has grown to over fifty per cent of the fourteen to seventeen age group. As our whole situation becomes more complex it becomes increasingly hard to deal with its many implications. But education will be its own best defense. lf the future will be as we see it now we will not need to dig deep in old volumes or partici- pate in popular advertising stunts to sell educa- tion to the nation. Schools will prove that the educated mind is not a mere creature of its own time. Hlfducation is emancipation from herd opinion, self mastery, capacity for self criticism suspended judgment, and urbanityf' HERBERT H. HELBLE Page 10 O 0 O - 6 0 O