Great Falls High School - Roundup Yearbook (Great Falls, MT)

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Donald Suhr, President

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The Seniors Dedicate ' this Roundup to Mary ' Evans Stone

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Published at Great Falls, Montana by the Great Falls High School Sixth Year JUNE, 1913 Number Two The Log, The Boy and Mark Hopkins DUCATION was defined years ago as a log with a Ijo) ' on one end and Mark Hopkins on the Hy o t h e r. Perhaps the ■ p same definition holds i ood today, hut that the relation of the lioy to his teacher and even to the log has changed, no one can deny. The change in his relation to the log is the most important of all. If the boy of yesterday with his fiat chest and over-developed head had been asked which of this trio is the most important he would have answered in parrot like tones, Mark Hopkins. But ask the boy of today in which he sees the greatest chances of development and he would probab- ly cause the great Mark no little un- easiness in his grave by answering in a stentorian voice, The log. Per- haps there is much truth in the form- er and only a germ of truth in the latter answer, yet the difference of these two truthfully portrays the change in our ideas of education then and now. The aim of education heretofore has been to build up girls and boys. especially boys, without any particu- lar motive. Up to a comparatively recent time the experience and judg- ment of educators led them to the conclusion that school education should not be very definitely correl- ated with the practical affairs of life; that it should be general in its char- acter, aiming primarily at mental dis- cipline and the development of in- tellectual and spiritual qualities, that the things taught and the methods of teaching should promote culture. It is not so many years ago that even those who were to enter the profes- sions had no special school training for their work. Education for the purpose of increasing efficiency was regarded as unworthy of the free man — only the now industrial occupations were worthy. One of the first causes of agitation along t he lines of industrial education was the increase in industrial activ- ities. As these interests grew, the de- mand for workers grew, and we find boys of fourteen and younger in the apprentice shops receiving little or no recompense, in the way of skill, for their slow, laborious task of learning a trade.