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Page 9 text:
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0 9TJ SAn tAc OA( en Q)cu a . . . The following calendar, reprinted from the 1936 Cat- amount, Second Edition, Page 6, is so interesting that we decided to share it with the readers of the 1976 Catamount. 1936 CALENDAR 1936 Sept. Hot! Same old thing. Registration. Hunting for credits. Get- ting courses and schedules settled. Telling college folks a tearful good-bye. Wondering if our time will ever come. Se- nior privileges? They ain’t no such animal. Oct. Cooler. Football. Parades. Cheer leaders. Sponsors. Pep meetings. Any old reason for keeping the brain from activi- ty. Circus! Hallowe'en! Carnival!! Life begins to be worth while. Nov. More football. Trips to colleges. Clubs. High School dances for visiting teams. Thanksgiving and holidays. And are we thankful! Dec. White Christmas. Adopting families. Playing Santa Claus. A wonderful feeling of joy in service. Christmas! Boys and girls home from college. Visitors. Parties. Dances. A good time is had by all. Jan. Blues. Semi-final exams. Tears. Snow. Sleds. Sleet. Sleigh rides. Frostbite. Hard work. Basketball. Snow-bound after 11 years of waiting. Thrill of a lifetime. Feb. Very cold. More sleet. More snow. More fun in winter sports. So glad exams are over. Hope dawns. Plans for the Annual. Two basketball tournaments in which our boys won. Class elections of ’ bests . Flu! More flu!! Mar. Freshman Day (Don't we like to see 'em squirm!) Selecting invitations for graduation. Class play. More money for that Washington trip. Measured for caps and gowns. Ahem!! Apr. Green things growing. Also our hopes. Getting dignified as become those who are soon to pass from these classic halls out into a world of service (That's original). Serious minded. Thoughtful. Realizing that one more month will see the end of our life in D.H.S. (So sorry for the dear teachers. How can they give us up!) Plans! Plans!! Plans!!! May The long awaited month! A feeling of sadness. Ten- derness. Old age. Wisdom. Discussion of clothes. Parties. Class pictures taken. Class honors. Investiture. (And do we strut as we step out!) Junior-Senior Prom. Class Play. Kid Day. (How dear to our hearts are the scenes of our childhood!) Baccalaureate sermon by Dr. Sims at the First Presbyterian Church to which we walk in an imposing col- umn. Class banquet. Beautiful event and beautiful food! Grown up at last. Eats and fun a-plenty. Graduation Day. Sad, sweet. The Alma Mater for the last time. Tears. Farewells. Joys. Gifts! A load lifted. Then, the best gift of all: THE TRIP TO WASHINGTON!!! Vale Class of '36. 5
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Page 10 text:
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School Life: Circa 1776 Our school story begins in 1776, the year of our independence. In reality, however, it began more than a century earlier — shortly after the Pilgrims landed at Plymouth Rock. That’s when the first American schools were started. The Puritans were practical people, you see, and they felt that their ability to conquer the wilderness lay in their children’s state of preparation. Only through education could they attain the knowledge they needed to confound Satan.” First, these children of the Puritans needed desperately to learn to read — English in order to master business and the law and Latin in order to understand important religious materials. (Massachusetts passed a compulsory education law in 1642. Later, the state made provisions for each town of 60 families to provide an elementary teacher; a town of 100 families or more had to maintain a suitable Latin grammar school in addition to the elemen- tary teacher.) Books and classroom materials? They were neither varied nor sophisticated. The Bay Psalm Book, the Bible and the Catechism were at the top of the recommended reading list. Supplementary classroom aids were in the form of oral talcs and allegories to teach moral lessons of the day. There was a hornbook of ABCs for teaching the vernacular. Colonial charters of the Dutch colonics — Pennsylvania, etc. — also provided for gov- ernment-established schools. The middle colonies had difficulties. Varied as to religion and heritage, there was dissension among the people on educational issues. In short, each reli- gion insisted that its children receive educational training in keeping with its creed. The South’s problems were different, too. Because of the rural nature of the population, central- ized schools were impractical. As a result, wealthy planters employed tutors and set up schoolhouses on their lands. Their children as well as the children of their less well-to-do neighbors received instruction from the tutors. By 1776, both the curriculum and teaching methods had progressed considerably from the earlier days. In keeping with European tradition, vocational studies and applied sciences had largely been omitted from the early 18th century curricula in favor of the classics — Cato, Virgil and Cicero. But, America was bom at a time when science and rationalism were challenging the validity of many traditions. The students benefited. Science, math, writing, astronomy, etc., were added to the school-day agenda. And, there was more of a choice in schools themselves. Although the Latin grammar schools still flourished as prep schools for the Harvards and Yales, private English schools had been introduced to better prepare mid- dle class students for the business world and for the task of governing themselves. (Some private schools even agreed to admit girls alongside the boys, though most offered special classes for females — classes emphasizing sewing, music, an, reading and penmanship.) Even then, however, it was impossible to please all of the people all of the time or even most of the people at a single instance. Just as some had thought the Latin grammar schools too restrictive, others felt that the private English schools lacked discipline. The academies were their answer. The academies were the forerunners of our public schools. • • • I a i • j TvV ; 6 Reprinted from Taylor Talk-' issue 3. 1976 By permission of Taylor Publishing Co. Dallas. Texas
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