Benton High School - Benecho Yearbook (Benton, PA)

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if The Messenger Freshman Class arjory Remley- Clara M Everitt. 3 Evans, Ett y Fa Left to riglltl ' 1 ll RO TOP Marguelite Knouse. Ruth Applenmn, Buck, Hess, Netu a triee Be elen Dilcline. H Shultz. e McH0nr5 len Folhner. Manly: He ul Ag- Sn Franklin Beishline. Evelyn 911911 D I, Isabelle Deue 8 Ed n O XV DLE R MID -Xllrertson. U9 A eatri B Hess nes Fritz. Helen LHI1- Edwards Guy Eugene Wetzel. Garret Frank Houseweart, ROW' BOTTOM N 1 1 Q w N I OSS ler, R 99 K Cl' rainer, Lest dT uubach, Donal erson L ID Hoffa, li Keller' Jack Russel Ch ba Z5 1 5 Miller. R shline' Bc Gra ydt an ll 8. 111 6 Howard Col th, Snli

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,-15-'I ' , ,J Y 1' 1' S' w 26 The Messenger Quo Vadis? By William R.. Jones, A.' B. Some folks wear hats but no shoes: others go bare-headed in hip-boots. What is the chief end ofman? Our answer to that question will determine not only the goal of our education but also the means to be employed. 'Z' Two major goals have been set up: education for utility, and education for person- ality. By the former we mean all forms of technical training, elementary or advanced, which aid men in making a living. ily the latter we refer to those disciplines which aid in making a. life. Educaton for utility is the newer of the two great goals and at present the one with the larger popular appeal. Our desire to go to school is based upon a wish to enable our- selves to earn more money. Nearly all of the present popularity of education is based upon htis commercial appeal. While recognizing the necessity of training for making a living. and the aid that an education may be thereto- we are not persuaded that this is the chief goal of education. Education for 'personality recognizes the fact that much, if not most, of what is valuable in life is in the form of imponderables: such as beauty, courage, sympathy, loy- alty, appreciation and such like. Education for personality gives itself to the cultivation of these attributes of being. Knowledge is acquired to guard sympathy from maudlin sentimentnllty: to base appreciation upon sound values: to cultivate judgment. Discipline is endured that self-mastery may be learned- and training is practiced in order that ease and facility may be achieved. None of these is directed toward any particular field of endeavor but all taken together form a broad foundation upon which technical training may be built. If the later technical training is omitted this education forms a complete unit in itself. Wth these two goals in mind we approach the other side of the question, the limita- tions of the candidate. These may be of varied kinds-intellectual- economic, limitations that have to do with innate abilities, and those that have to do with limitations of oppor- tunity. It may be that the candidate belongs to that group whose iinancial limitations compel a choice between the utilitarian and the liberal goals of education into which class the majority of our public school people feel that they are forced. The argument is advanced that because one is limited, his education should be nar- rowed to that which will definitely aid him in earning more money. 'l'he question arises then, Shall we deprive those who are limited- of the training that will add richness and tone to their limited sphere 'F' To chzinge the figure. we may feel that a man is so limited that he cannot possess a plantation with its rich varied life, so we give him the choice be- tween a two thousand acre desert of wheat and a two by four hot-bed of exotic liowers. Is there no middle course? By combining vocational and liberal education- a broad foundation is laid upon which a rich life may be developed by the artisan. and sntiicient technical discipline is giv- en- to open the way of sympathy between the idealist and the pragmatlst. Our education will be complete only when we remember that technical training can express only the ideals of the mind. and no adequate expression is possible without some mastery of techniques. But of the two the ideal is the more important, in as much as a pure and intense ideal will veolve a technique of its own, while purely mechanical training will never infuse life into its machine oi' its own force. ' Thus each will be equipped in some measure for making a living- and all will be given the means for making a life.