Deering High School - Amethyst Yearbook (Portland, ME)

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THE AMETHYST AQHHHRQ 'i t' c-98-Q H '15 xx 1 I 14 E61

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DEDICATION To Amd Emstus Linscozfzf Beloved Latin Instructor And Sub-master With Deep Respect For His Sincere Friendship, True Understanding, And Inspiring Scholarship, A And In Recognition Of His Twenty-five Years Uf Loyal Service To Deering High School, We, The Class Of 1934, Dedicate Our Volume Of The Amerhyft E53 L--THErrArsMEeTHYsT.f-f

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THE AME'I'HYST Tomorrow May Be Too Late By DR. JOHN DEWEY fProfessor of Philosophy and Education, Columbia Universityl The number of pupils in our public schools has rapidly increased since the de- pression. In the period between I930 and 1932 our school population has in- creased by the size of the population of the entire state of Montana. This in- crease represents more than the number of all the pupils enrolled in our public high schools in IQOO. It is in the the face of this increased need for schooling that operating expenses have been so indiscriminately slashed . . . Special education is being cut out of many of our schools in the program of economy. Health care is being cut down. Vocational training is being eliminated in many places, kindergartens done away with, school terms shortened, the number of teachers reduced, and the size of classes increased. The situation in regard to textbooks is also acute. . . Good education costs more than poor education. It is like good plumbing, good clothing, good furniture. If we want shoddy material, we can get it at a cheaper price, but if we want quality, we cannot expect to get it at the bargain mark-down rate to which education has been reduced in many parts of the Country. Taking a long-range view of the situation, we should compare the costs of edu- cating a child at an average of 591.00 a year, and the cost of keeping a man in prison at f300.00 a year. In cutting down our costs for education, we are almost certain to run up our bill for crime. About 40 years ago, a new idea dawned in education. Many things were added to schools which before had been considered out of their province. In a survey of secondary education in this Country made by the Federal Oflice of Education re- cently, it was found that the number of courses has practically doubled in recent years . . . What does this mean? Simply that the modern school offers to the pupils what the school of earlier days gave them, plus much that the home used to teach. As the nature of the home has been changed and as all our life has become more complex, due to the contributions of science and machinery, the child cannot de- pend upon home opportunities and tasks for his training. When girls used to learn the fine arts of cooking and sewing under the tutelage of their mothers and their grandmothers, it was not considered a frill or useless knowledge. Now the teaching of sewing and cooking, together with the chemistry of foods and a good deal more is transferred to the school under the name of Home Economics . . .The change from healthy country living to cramped city life has been met by physical education and health Work. Music, art and dancing, which children used to get in their home and community life, are woven into the school's activities. Civics, athletics, out-of-classroom interests give training in coopera- tive group living made necessary in our present complex civilization. Science, manual-training, and the crafts, should play a larger part in the schools . . . We do not need fewer of these subjects 3 we need more. QReprinted from the March issue of Good Housekeeping by permission of the publishersj E73