Dalton High School - Tiger Yearbook (Dalton, GA)

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 2) JCJ «c7ns tAe (9 Ae t Q)qy r . . . ★The first Catamount Annuals were published in 1935 and 1936. The 1935 annual had 63 pages including four pages of advertisements. After a lapse of 17 years, the Catamount Annual was again printed in 1953. ★Bicycle racks were once one of the most important parts of the school campus. ★The first school lunch program was approved by the U.S. Congress in 1948. Dalton High’s first cafeteria was located under the Old Gym where the present Industrial Arts is located. ★DHS students once had an hour for lunch! ★Dalton High had a Bookmobile as their portable library. ★The Spring musical was once con- sidered the Senior Play because only Seniors were allowed to participate. ★Students did the Bunnyhop dur- ing break. ★May Day was a big” celebration with a May King, Queen, and Court along with Maypoles and intramural field competition. ★The Barn was an old army barracks located in the present-day student parking lot. It was used by the band for bandroom and storage. ★October 31 meant another favorite school activity when the Halloween Carnival was celebrated. ★Each homeroom once had a group picture taken and was pictured in the annual and in the city newspaper. ★1954 was the first twelve year school term. Only three students graduated that year. 9 Lane Zbar, a DHS Junior!

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«V I 'dtSAi. • + . V J Students: Circa 1776 Rich, industrious, studious, religious and male.” These were the words that might have been used to describe the typical high school” student of the colonial days. For high school then meant Latin grammar school, and since the subjects taught were classical in nature and designed solely for college preparation, children from less well-to-do families were forced to take apprenticeships. (Latin grammar, rheto- ric, etc., have never been heralded for their ability to prepare one for a trade or vocation.) The very wealthy young men (those from the top echelon of colonial society) usually went to Europe for their education or stayed at home (in the South) to be taught by tutors from England or Scotland. The real highbrows” of the day still thought American schools inferior. Students in the lower grade levels were far more heterogeneous. Almost every colony or township, as the case may be, provided for every child to be taught the basics in reading and writing and arithmetic, regardless of sex or social standing. (Girls from middle and upper income families often went on to attend Dame Schools and or the academics. However, more emphasis was placed on the social graces than on academic subject matter. Needlework, singing, music and dancing were deemed more necessary in preparing a girl to assume a woman’s role than astronomy and literature.) The college students were a fun-loving lot, as well as industrious and studious. And, the stria discipline exerted by the schools combined with the heavy academic load produced more than one near catastrophe. In addition to pulling routine pranks such as placing a cow in the chapel, students were frequently expelled for such tricks as setting off powder charges under their tutors’ chairs.” Portraits at modest prices were supplied by itinerant painters who came around with pre- painted figures and pastoral backgrounds. Only the faces had to be painted in during the actual sitting. Most portraits looked alike. Reprinted from ’ Taylor Talk ' issue 3. 1976 By permission of Taylor Publishing Co Dallas. Texas

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The typical teacher of the 18th century had much in common with teachers today. He was educated, dedicated, inspired, respected and, oftentimes, he was underpaid. Usually, he was strangely paid — in cows, pigs, vegetables, shoes, and, if he was lucky, room and board. In many instances, his pay wasn’t regular. But, being the diligent person that he was, he supplemented his income. He preached, kept books, served as a juryman, appraiser, translator and letter writer. Sometimes he was asked to ring the church bell. Financially, the teacher in the colonial days ranked below ministers and gentry, above unskilled laborers. If we had to put him on an economic level, he would have shared it with masons, carpenters and wheelwrights. Since his income came from tuition, voluntary gifts and or rental fees from town lands, the salary he received depended largely on the economic conditions of his surroundings. Socially, he fared much better. Though his rank varied according to geographic location and the position that he held, he was highly regarded. Teachers in colleges and Latin grammar schools were held in the highest esteem. Most were college graduates; many were ordained ministers; a few were famous. Notice the teacher has been referred to as he.” The typical teacher of the 18th century was almost always a man. The few women in education could be found in the Dame Schools, though women in the South instructed the children during the summer while their teacher-husbands were tending the fields. Though colonists had little time for art as such, the wealthiest had plenty of time for vanity. Therefore, early limners (painters) had a fair portrait business going. Since they had little contact with the great European painters, their early portraits were provincial, a little wooden and quite polite. They depicted colonial people — strong, reserved and formal. Reprinted from -Taylor Talk Issue 3. 1976 By permission of Taylor Publishing Co. Dallas. Texas