Benton Vocational High School - Black and Orange Yearbook (Benton, PA)

Page 27 text:

The Messenger Freshman Class fd F-1 'T-1 .- 'v f-1 F' ,-4 if A3 I-1 P 5-4 C 'H F-1 G3 H-1 6 J 4-4 .-1 F-4 if fi A d 4- 21 I-V1 i CI fl ff -n lv. n 5-4 A 4.1 ,- .- EL ..-4 F-1 C 4- 4-1 9-4 Cla 1 P-4 v , , , 6 if A4 P'-4 . P1 A 5, r4 r. G4 :. .. fl ,. S i' r. cz. 'fl Q 4-4 : QI Z - .. ,. :: .. td 'L 4-4 .H 7-1 0 : gc ... 73 H1 6 4 J : A. P-'1 ,. I if , A f A GJ I 9' ... -:-1 ... 4-1 'E' Gu CI 11 ,- -. .,-1 ,- V - ..- A r-4 -4 -4 Ga -1 GJ u-4 v--4 N 4- ,- .- ,- F- .- Z M eHeu1'y. ollmer, Madge F len He eishline. Evelyn Saul, Ag- B lv Franklin 6 P911 I Isabelle l. Edna I Jvue V MIDDLE ROY -I '2 Z 4- I-1 L .-4 'C zu Q --. F-1 6-1 m' L Di i Z v I -1 - iv -4 in v-4 H4 s dd ..-. 7:-. A-4 Z Qa S21 Wetzel. Garret Edwzlrrls, Guy Lau- Frank Huusewea rt. Eng.rene R0 XV M BOTTO eeler, Ross K Lester ald Trainer, Don h ubac La ban-11. Russel Keller, Jack Hoffa. 1-I111erso11 25 ulelnan. G1'z1ydm1 Beishline' Roy Miller. C 'C F-1 '41 5 3 ,-1. 4-4 .-1 ,- Q Z

Page 26 text:

11.193011 11.111031 11111111.1811 111sV 111011311 .I 'f' 11111 1111111 If 's '111s1:11 's 1 2 1111x4111 '1 1111911 111111111 'Xa X011 1111151 111111151 'S I 111laso1' -9101 'I '.1a11111n1 11,1051 111211111 1211 11.11011 11.1 AKOII N01L.L02I 93.1099 4.41111-451 sv 1101111111 '.1a112e,1 111111.1aZ .II 1111zuoq1 -.1a11111 19111111 'I' 'D -f-r ..- ,.. v b-I c c P1 FD SHIXIIJ iS '11a1111.1 WIJ-UID '11411:1111I11a,1 1911151 '.if1l1.l01,1 vm' -.1a11111u1,1 14.141161 1.1111 11112'1 '1 'HZIIH 1z1111v 1.1151 0 1151511 '.1 ,la 81111611 111111111 's1.1a41o11 14111 101111, -011111 11111111 'ssn11 .C 11 a11.1 'lmspoq 1 f'I'IfIIIIIY AH HI 'I 'HHH 'ZH-Tcl 'sy1.113,1 11.-11.111 's11.11':.1111p1, 1111111111 11 11111111 B .Y .1 -s 11.9.1 1.1 'SU -: D 3' -I. S Ti -r I- 1- V P- 93 3 '1 ,... 1- 'T' L 1--1 1-1 DD 'S -r -1 IL' 23 H ..f m o 'U 5' o 5 o '1 co Q. sv W W IMI 1110.1 X fsfugq 11.1anI'2.11211 H19 '.1a1111a H s1no'1 -s11.1n31 11111 I 6 'UJJUI 1 Jug .i111n.1o11 .NS111111 'ng 71 'D CE. fn F v P-1 no S '4 Z 1: .- N .- P-1-4 M1 1 .- 'C ... .. -1 -.4 -1 'D 1 II' 'D I1 V P-N 2 1-s 'IQ 95 1-1 'D F? T 2 1-: FT' :L v ?l .... - 1 P1 H: 3-1 5' : 5 1-: ST :. 7 Pi H4 m N 'c .- v TF Q P-I -. A :L A: 'l XX O II J 0.1L l 1 '1 H9 1111511 111 11112.19 10111111 -11os.1a111z,1 015111 :I '-I S0011 UJ 1-TIUJ a1111:5

Page 28 text:

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 thc goal of our education but also the means to be employed. 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. Hy 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. VVhile 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 sentimentality: 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 bc 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 teclmical training is omitted this education forms a complete unit in itself. VVth 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 financial 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 f1I'f.flllllPHf is advanced that because one is limited, his education should be nar- rowed to that which will definitely aid him in earning more money. The question arises then, Shall we deprive those who are limited, of the training that will add richness and tone to their limited sphere? To change the figure. we 111ay feel that a man is so limited that he cannot possess a plantation with its rich varied life, so we give him the choice bc- tween a two thousand acre desert of wheat and a two by four hot-bed of exotic iiowers. 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 sufficient teclmical discipline is giv- en' to open the way of sympathy between the idealist and the pragmatist. Our education will be colnplete only when we remember that teclmical 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 n pure and intense ideal will veolve a teclmique of its own, while purely mechanical training will never infuse life into its machine of 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.