Fairport High School - Hourglass Yearbook (Fairport, NY)

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EDUC TEQN

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0l lI ! THE HOUR GLASS l !l !'0 Preface It has been our aim, in compiling this book, to bring together for our students and readers, some considerations on the value of a high school education. We have called upon some of the greatest men and women of our country and all of them have been extremely interested and also very generous in their efforts to make this book a suc- cess. All of the quotations of our prominent friends have been Written by them especially for the Hour Glass. We Wish to express our gratitude to them in a special manner. We Wish to thank also our advertisers for they have made our book possible. We hope our readers Will adopt our slogan, Patronize our advertisers. In conclusion, We Wish to state that We Will hold in grateful memory all of the Whole-hearted expressions of cooperation with which We have been gifted While We have had the pleasure of doing this Work. -The Staff Page TQD- .

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o THE Hoon c.LAss wixx-4-xo The Aim of Education Manhood, not scholarship, is the first aim of education. Education is defined as the harmonious development of all our faculties. It begins in the nursery, goes on at school, and con- tinues through life whether we will it or not. These words from the pen of John Ruskin have in them a note so full of truth as to convince even the most skeptical. Educa- tion does not mean teaching people what they do not know. It means teaching them to behave as they do not behave. It is not teaching the youth the shapes of letters and the tricks of num- bers, and then leaving them to turn their arithmetic to roguery, and their literature to lust. It means, on the contrary, training them into the perfect exercise and kingly continuence of their bodies and souls. It is a painful, continual, and difficult work, to be done by kindness, by watching, by warning, by precept, andyby praise, but above all--by example. To prepare us for complete living is the function which edu- cation has to discharge. Education is three-fold. There is the development of the body, of the intellect, and also, the emotional nature. We are influenced by chance, or by intent. One of these may counteract the other. The intellect, according to Aristotle, is perfected not by knowledge but by activity. Rightly used, the powers expand, strengthen, and progress toward perfection. But if they are allowed to remain idle, they lose their elasticity, their power both of growth, and of ready action, and move in only a lethargic and feeble manner. It is the noble office of education, writes Marcel, to direct natural activity of the mind, to extend and multiply their various energies, and also to indicate the means by which they may best perform their work, and by which they are made subservient to happiness. Knowledge can be gained only by an expenditure of time and effort. An old Chinese philosopher once said that the more a man is educated the more necessary it is for the welfare of the state to instruct him how to make a proper use of his talents. Education is like a double-edged sword. It may be turned to dangerous usages if not properly handled. An enlightened mind is not limited in its scope, whereas a man of ignorance is hemmed in by his lack of knowledge as if it were a prison wall. The chief difference between a wise man and an ignorant man is that the former understands the things which the latter only sees. Page Twelve