Imperial Schools - Diplomat Yearbook (Gladewater, TX)

Page 65 text:

4 Q

Page 64 text:

uThe bond of the diligent shall rule - F ? si rl V'-L. ii' A chief function and essential goal of edu- cation is to train up and prepare the leaders of the World Tomorrow. Leadership is a quality every man should cultivate and nur- ture. It may not be for the sole purpose of leading other men, but to become a leader - a success, in whatever vocation or occupation you are engaged in. To qualify to become a leader in any lield one must first learn to become a follower. One who accepts even the smallest responsi- bilities and dispatches them with zeal and in- terest. He must become a learner, ever build- ing upon an increasing storehouse of know- ledge which he uses to improve himse his ., ' 'X Q :Sw ffl N 7- ? iLBorreIfj Shirley .N . X 33 ' . 'P .. f r-W 2 .r-. elf ts'- i's' f 1 ' 0 Q un, Kevin ' Xliorsey, Donna -7 g I I K , .f + ' ,,-.,, 55 M535 ' A ' ' , , W N I M 555' V. f . ' ' .3 f f ggi :gg A ..kk A T - at V gl-lunter, Rivdg a Justus, M' ehael K 'al . le- job, and his associates. He must grow in . r understanding -- broadening his horizo - H t . 1 shaping his thinking and motivations as tr t ' W , dictates. In other words, he must be contin T ually changing - never stagnating and being T r satisfied with the mediocre or a job that' ' Q' i good enough. 'S Y How does one become a leader? How d ' you teach leadership? When do you start? I Ideally the job of training a leader begins Q! at birth. This is the time when a child can Q learn the first quality of leadership - obedi- ayl g 2. ence. Through these formative years emphasis T lif should be placed on training for self-control, doing what is right instead of what might be p. 2 y desired, with the objective of making the right way the desirable one. Gradually, res- P 'e' m e' ponsibilities should be given the child so that 1 he can learn leadership and authority through direct experience. These tasks will of neces- 'Q ., T i' sity have to be very elementary at first de- ' . l pending upon the age, motor abilities, and ii r.,, iis , personal capacity. Dressing himself, replacing 'A 2 A 'L toys where they belong, making his own bed, and helping with minor household duties such as dusting or picking up papers. ' if ' :' 4 .,.. snipgnrs NOT A p 5' rumen . ' . S O p h O m O S Unliedf, Teresa V L' L' T Walters, Judy 'S' 1 -5 K ! , fQ'. if El X Kuiperkj Qfbria -ie , rw' 'ii f '5 .. Q, , Q 'tt Juris, Q A ss- .uit Slack, Nancy . qu ,rj 3.5 tr w-:ry 3 1 I as' K' r 8 ,E ,V Wilson, John N ..-r T ' s -: 'Harrison, Puffy Klosier, Susanne R , ,: it T ,. f , . Vtitst zip. s .. 1 li. . xg. ls., i Q f we - ,

Page 66 text:

I I I Upon entering school, there is laid upon each child an entirely new set of responsibili- ties. There is now his own desk and storage areas to be kept in order. There is an in- creased demand for self-control, as he may not be able to talk or move about when he would like. There are new games and rules to learn, skills to be acquired, new and totally different children to get along with, all of which can come as quite a shock to a child who has not been trained from the beginning to be responsive and obedient. As they become able to accept more res- ponsibility it is given. Project work which re- quires more independent initiative and origi- nality of thought, committee planning for so- cial functions, and ultimately the Student Council at the high school level all are rooted in self-control. Games serve as the major training ground for developing leadership. Here is where honesty, fairness, decisiveness, judgment, and motives become most evident. And here is where problems in any of these areas can be most quickly and effectively corrected. Here is where leadership can be taught most mean- ingfully to the student as he is actively en- gaged in the type of circumstances which demand the qualities of leadership.