Classical High School - Caduceus Yearbook (Providence, RI)

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Vlb Y . A ! W e Coat of Arms DR. MICHAEL F. WALSH State Commissioner of Education State Seal Science in iz Liberal Arts Education The objectives of a liberal education are the objec- tives of a lifetime. It is a course of study that should be encouraged in all the high schools of America, both for those who are planning post-secondary education as well as for those who plan to enter the various occupations in which they may be interested. The po- sition of the United States Government in the world of affairs today demands the development of a citizen- ry that is liberal in its thoughts and actions. The more one knows about self, about others, about the scientific world, about his own society and its relationship to the cultures of other people, and last, but not least, his understanding of religion and man's relationship to his God, the more is man able to enjoy what jefferson wished for every American when he said the pursuit of happinessfl Oh, I have slipped the surly bonds of earth, And danced the skies on laughter-silvered wings, Sunward I've climbed and joined the tumbling mirth Of sun-split clouds - and done a hundred things Today we are living in a highly scientific age- the age of the atom. If we are to accept the objectives of a liberal education as those that free man from the chains of ignorance and misunderstanding, it is im- perative that we include in the curriculum those sci- entilic studies that enable him to observe that the development of science is a medium through which the life of man is enriched. To deny young Americans the pursuit of scientific study in a liberal education would be to deny them the opportunity to develop the liberal thinking that is essential to American citizens. I believe that the freedom, the hopes, and the objec- tives of a liberal education, of which science must be an integral part is expressed in the poem, High Flight by john Gillespie Magee, jr. My eager craft through footless halls of air. Up, up the long delirious, burning blue I've topped the wind-swept height with easy grace Where never lark, or even eagle flewg You have not dreamed of - wheeled and soared and swung And, while with silent, lifting mind I've trod High in the sunlit silence. Hov'ring there, The high untrespassed sanctity of space I've chased the shouting wind along and flung Put out my hand, and touched the face of God.

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A Liberal Education I am tired of hearing about the sciences and liberal arts as if the sciences were not'liberal arts, for they are and always have been. I propose that we speak in the future of a liberal educa- tion, which may include some of the physical and biological sciences and mathematics, some history and some study of society, some litera- ture, some study of thought through philosophy, and some of the tools of expression such as language, the visual arts, and music. Such studies provide a person with a body of knowledge, but, more important, they develop his mind: he learns to collect evidence, to reason on the basis of the evidence, to draw conclusions, to express those conclusions in an understandable way, and to put them into effect. He learns, further, about the emotions - their scope, sensitivity, and con- trol. In short, he acquires both understanding and wisdom. The person who thus develops his mind and his emotions is in a position to learn quite quickly any skill for which he is physically qualified and almost any body of information that he is likely to need. There is no better pre- paration for life than a liberal education, for al- most every occupation requires thought and thoughtfulness, wisdom and understanding, tol- ,..A M-,.,,r., 912225 ...ru cvuvicuuu. -BARNABY C. KEENEY January 22, 1957 Sczence m a Lzberal Education Students at a Liberal Arts School study science. 5 l

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CLASSICAL HIGH SCHOOL There is much controversy as to the exact year Classical was founded. Some claim 1843, but that was merely the year in which the original Providence High School was founded. It was not until 1855 that a Classical department was es- tablished there. Classical became a school in itself in 1897 by moving into its present build- ing. The school has not changed much since then, except for the original gyms which are now cafeterias, and the lecture hall which is now the Guidance Office. In this long span of time, Classical has had but three principals, Dr. William T. Peck 41881-19315, Mr. Charles E. Paine C1931-19435, and Mr. James F. O'Neil, our present principal. B. Granoff, K. Blackman, R. Pritsker, M. Bomes hustle to arrive before the 8:30 bell.