Fairhaven High School - Huttlestonian Yearbook (Fairhaven, MA)

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28 THE HUTTLESTONI AN Defending the High School Curriculum Isabel Tuell In this era of advanced education, there are many courses I of study offered to secondary school pupils, which are classed as superfluous by a great number of people. These critics be¬ lieve that a simple and strict drilling in the three ' R’s” is suf¬ ficient, and that students who desire further specialization should plan to go to college. They maintain that too much money is extracted from them by school taxes in a time when it is hard to pay for bare necessities. In opposition to this point of view is that of persons who believe that the student should have the opportunity to study in every possible field, so that he may be able to decide in what subject he wishes to specialize. The liberal thinker also believes that, because the education of many youths ends at high school graduation, as broad a knowledge as possible should be acquired by him before this time. For those who do go to college, there is a wide gap be¬ tween their studies in preparatory schools and in their new curriculum. Subjects such as elementary Psychology and Philosophy, taught in high schools, help to shorten this long step between schools. Economics and Political Science are likewise an excellent background for the college student. These same subjects also aid the student who does not further his education, in that they broaden his intellect in preparation for domestic and civil life. Many people feel that Algebra and Geometry will not do the future baker, office clerk, or artist any good. They do not realize that there is no better way to achieve systematic rea¬ soning than by pursuing a course in these subjects. Nor do they know what opportunity for the connection of the actual with the theoretical the student of mathematics has. Anyone who has had any salesmanship experience and he who has had international relations will realize the importance of modern language courses. And the best background for these, of course, is Latin,

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THE HUTTLESTONIAN 27 ents, and in a position to ascertain unprejudiced information, worthwhile and beneficial habits can be formed. Open dis¬ cussion and a wide scope of reading will aid us in meeting this momentous challenge. Lately, youth has received more atten¬ tion and consideration; thus, his education is becoming broader and more modern. This is just one advantage given him in order that he may fill his coming duty, the duty of maintain¬ ing and preserving our present desirable form of government. Lady’s Choice Janice Eldredge If you are planning to go to college To satisfy that thirst for knowledge. Then you have shared my anticipation. My worry and my tribulation. The catalogues come pouring round me. They come as if they’re out to drown me! But I have not made up my mind yet. My alma mater I cannot find yet. I feel the urge to go pell-mell, now. To the grand old college of dear Cornell, How? Tsk, tsk! Tut, tut!” my parents say here. ' ' Cornell is much too far away, dear.” Next I mention Middlebury— I’d like to go there in a hurry! Perhaps Tufts, Wellesley, or Bryn Mawr, Or Poughkeepsie, dear Vassar. Maybe it isn’t the thirst for knowledge That drives one madly towards plans for college; But gay and joyous anticipation The exciting worry and tribulation!

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THE HUTTL,ESTONIAN 29 Domestic Science and Manual Training, two subjects whose worth has been debated for many years, are truly bene¬ ficial to the students. The people who feel that these arts should be taught at home have not learned that conditions do not always permit this. Art is another frowned-upon subject. Those who defend its place in the school course will show the doubter that it prepares future householders for making their homes attrac¬ tive, and it offers a means for the shy pupil to express himself. Music, like Art, is deemed to be a part of the fancy trim¬ mings which are not needed by the ordinary student. But here again is a means for the quiet person to express himself. When home conditions prohibit the purchase of instruments and instruction, is there a better place for him to receive at¬ tention than in the public school? Science has often been classed as unnecessary in the edu¬ cation of youth. But is it not well for him to have a fair knowledge of his environment and the working of the human body? The arguments for physical education are similar. If the youth learns the proper use of his muscles and other organs, he will benefit in later years. Organized sport furthers this knowledge, and teaches him cooperation and self-discipline. At this time, when there are so many drivers on the high¬ ways, and a large percentage of them youthful, it is especially appropriate to have courses in driving and elementary mechan¬ ics. More and more people are being convinced of the value of such courses. There are several subjects which every one agrees to be necessary in a high school course. We hope that some day all critics will realize that a broader and more liberal education should be provided for every secondary pupil.