Auburn High School - Bulldog Yearbook (Auburn, NE)

Page 13 text:

 A. H. 5. J. A. JIMERSON 0VERY community has a right to expect that those charged with the responsibility of administering school affairs will keep themselves informed as regards to the most recent developments in educational philosophy. The school administrator should have in mind sound educational philosophy when, with the cooperation of his teachers, he sets up the program of school activities. High School annuals constitute a record largely of the extra-curricular work of the schools. This record indicates a tremendous increase in the number of extra-curricular activities and a far wider participation on the part of the pupils of the schools in these activities. It is the part of wisdom, therefore, to check this educational trend against educational philosophy to see whether the increase in these activities is desirable or justifiable. Recently a prominent educator said that he hoped that pedagogical practice in the extra-curricular field would not descend to the level of the curricular methods. Another prominent educator has made the statement that the most significant trend in modern education is the recognition of the high educational value of extra-curricular work. Probably the most significant change in educational work during recent years has been a shifting of emphasis from the subject to the pupil. The work of the school is becoming “pupil-centered.” Only permanent learning takes place when there is activity on the part of the pupil. “We learn to do by doing.” Unquestionably the extra-curricular subjects encourage greater active participation on the part of the pupil than do the curricular subjects. While the extracurricular activities should have a sensible supervision, the students exercise a large measure of initiative and control. School life should more closely approximate civic life. Only as leadership and initiative are encouraged in the school will they be later exercised in civic affairs. —J. A. JIMERSON. 1931 Page Nine

Page 12 text:



Page 14 text:

 A. H. 5. DR. H. L. FEISTNER WILLIAM WULF HOXIE N. HOWE BOARD OF EDUCATION HE statement made by Disraeli that, “Youth is a blunder; manhood a struggle; old age a regre,” has been disproved by modern ideas. A man is literally what he thinks, his character being one complete sum of all his thoughts. Man is made or unmade by himself; in the armoury of thought he forges the weapons by which he destroys himself; he also fashions the tools with which he builds for himself heavenly mansions of joy, strength, and peace. Man is always the master, even in his weakest and most abandoned state; but in his weakness he is the foolish master who misgoverns his household. When he begins to reflect upon his conditions and to search for the law upon which his being is established, he then becomes the wise master, directing his energies with intelligence, and fashioning his thoughts to fruitful issues. Only by searching is truth obtained, and man can find every truth concerning his life if he will look deep within himself. He is the maker of his character, the moulder of his life, and the creator of his destiny; this he may prove if he will watch his thoughts, tracing their effects upon himself and ethers. In this direction is the law, “He that seeketh findeth.” Youth is not a blunder. To youth and youth alone has been given the greatest gift bestowed on mankind, vision—vision without fear—fear of judgment, fear of criticism, fear of failure. It is our task as members of the Board of Education to provide the materials that these young people may take and use to strengthen their thoughts and ideals, to give them hope, courage, and ambition that these visions may become realities, and not be lost to mankind. DR. B. B. SCHAFFER DR. B. B. SCHAFFER. E. F. ARMSTRONG A 1931 Page Ten