Goshen High School - Crimson Yearbook (Goshen, IN)

Page 15 text:

HAROLD H. BECHTEL Until recently a belief has prevailed that although universal training in the three R ' s and patriotism constituted a legitimate goal to be achieved as quickly as possible, secondary education need be acquired by no more than a portion of the citizens — those destined to be leaders. But a prominent statesman has lately point ed out the necessity in America for the education of the entire citizenry beyond the level which might suffice in nondemocratic so- cieties. He warns us that literacy is not enough, because the leadership of the country must be drawn from the entire population. The often quoted statement of President Madison that democracy without education is a prologue either to farce or tragedy, or both, is typical of the beliefs, held by men of vision in national af- fairs from Franklin on, concerning the implications of democracy is that those who govern are responsible to the electorate. This implies much more than literacv or an elementarv education. With the increased complexity which comes as a result of the evolution of modern economic, political and international structures and functions, the need for education has been correspondingly increased. Domestic and international interdependence have multiplied the number and complexity of political issues and problems. The increased influence of propaganda by countless groups, each with its own selfish point of view, makes continuous demands upon pop- ular education in terms of skills and habits in clear and defensive reasoning. If every citizen were to have the equivalent of a high school education em- phasizing these outcomes, he would possess but a minimum preparation for modern economic and political conditions and influences operating under a democratic form of government. The threat to safety, to prosperity and se- curity that lies in a democracy without adequate universal education can be seen without unusual powers of insight. =The Crimson, 1938=

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ORT L. WALTER The extent of influence the Ordinance of 1788 has had on the development of the Ameri- can school system is difficult to determine, but we can safely conclude that the growth and de- velopment would have been different had this ordinance and its subsequent developments been unratified by the States. The land survey plan as finally approved by Congress for this territory provided for the subdivision of the land into townships and for the subdivision of these in turn into thirty-six squares or sections. The township thus created has become generally the unit of school control. Another action that laid the foundation for the acquisition of state school funds and properties was the outgrowth of a real estate deal between Ohio Company of Associates and Congress in the disposition of Northwest Terri- tory land. This resulted in the reservation of Section 16 in every township for schools. This action was followed by most states of the middle west, either by statute or by state constitution. As time elapsed and the several divisions of the Northwest Territory de- veloped into states, these sections of state school lands increased in value, and when sold created an ever increasing school fund of which only the interest could be used for school maintenance. This necessitated the creation of a state office, an officer whose duty it was to superintend the investment of these school funds, and out of this office grew the office of state superintendent of schools. Thus, directly or indirectly, the Ordinance of 1787 has influenced the de- velopment of public schools by determining a unit of school control, by cre- ating the Congressional State School Fund for the support of public schools, and by creating and developing the office of state superintendent of schools. =The Crimson, 1938=

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FACULTY Harold Bechtel — Principal B. S. Manchester College M. A. Columbia University University of Southern California Gertrude Wahl — Dean of Girls, Latin Ph. B. University of Chicago Columbia University Doris Beaman — Latin A. B. Indiana University Eda Margaret Barnes- Librarian A. B. Butler University -English, Grace Galentine — English Ph. B. University of Chicago Bonnie Deniston — English A. B. Indiana University Columbia University University of Chicago -English, Merle L. Shanklin- Debate Coach A. B. Wabash College Indiana University Samuel Welty — Chemistry A. B. Goshen College University of Chicago B. S. Valparaiso Leon Green walt — Science B. A. Oberlin College B. S. Goshen College Eva Graham — Mathematics A. B. Indiana University Ralph L. Beck — Physical Science B. S. Indiana Teachers ' College Indiana University Daniel Gerig — Social Science A. B. Wooster College A. M. University of Chicago Lorin M. Evans — Social Science A. B. Manchester College University of Wisconsin Frances Stutz — History Ph. B. University of Chicago Melba S mith — History A. B. Butler University Faye Nixon — School Nurse R. N. Proctor Hospital Reginald Brinklow — Music B. M. DePauw University Columbia University Alice Vawter — Music B. M. Indiana University R. R. Kintigh — Auto Mechanics Chicago School of Auto Mechanics Ira Fleck — Wood Work Claude French — Manual Training A. B. Indiana Teachers ' College -Mathematics Stanley F. Schenck A. B. Franklin College A. B. Indiana University Indiana University Arthur Sprunger — Art A. B. Goshen College Chicago Art Institute John Herron Art Institute Evelyn V. Brooks — Commercial A. B. North Central College Ball State Teachers ' College Indiana State Teachers ' College Arthur Jordan Conservatory John E. Weaver — Commercial A. B. Goshen College A. M. Indiana University A. R. Sabin — Agriculture B. S. University of Illinois Martha Jane Davisson — Physical Education B. S. Ball State Teachers ' College Herman Byers — Physical Education, Athletic Coach A. B. Indiana University Nada Wright — Home Economics B. S. Purdue University Gladys Peckinpaugh — Home Economics B. S. Purdue University ; The Crimson 193 8 =