Kane Area High School - Hurri Kane Yearbook (Kane, PA)

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emma of fha Scfzoof year The year 1935 should be significant to you, members of the l935 graduat- ing class of Kane High School, for many reasons, but particularly since you have participated in the celebration of the three hundredth anniversary of the public high school, the twenty-fifth anniversary of the Kane High School build- ing, the revival of the Kane High School Alumni Association, the inauguration of a new club for high school leaders, and the production of a new type com- mencement night program which members of your class have written and pro- duced. As the administrator of Kane High School, I wish to congratulate you most heartily upon your successful achievement. Your editorial staff has selected an unusually appropriate theme for your HUBRI-KANE. lt is only proper that we pause to commemorate the Three Hundredth Anniversary of the Boston Latin Grammar School and to reflect upon the development of our schools from their meager, yet secure foundation, to the universal acceptance of free high school education, the germ of which was planted in Boston in 1635. Those who have preceded us have been in- spired by the vision of what free education could do in improving the citizenry of these United States through many crises in public affairs. Our country is today faced with a great economic, social, and moral dilemma that will be solved largely by your vision and faith in the right kind of education. The Boston Latin Grammar School and other schools of its type were for select boys, who received instruction in Greek and Latin to prepare them for college. lt was an exceedingly narrow and impractical curriculum that these boys followed, yet through this the most important of all instruction was at- tempted: namely, the development of character. These schools laid the foun- dation of learning and character that framed our constitution, our democratic ideals, and our government. One hundred and sixteen years later, in the city of Philadelphia, Benjamin Franklin conceived a school which is known' to us as the academy. Franklin did not approve of the limited instruction in Latin and Greek alone for his school was To traintfor the great end and real business of living . Said he, The first and principal object of this institution is the promotion of true piety and virtue. It would be well if they Cpupilsl could be taught everything that is useful and everything that is ornamental. But art is long and time is short. It is therefore, proposed that they learn those things that are likely to be most useful and most ornamental. The modern high school began its rapid growth about 1890 and has doubled its attendance each decade since. The courses since then have be- come more varied, more practical and more thorough in teaching young peo- ple to adapt themselves to adult society. You, we feel, have profited from this instruction. We believe you will courageously face the unknown future with a determination to improve the community in which you live as well as further the quest for true piety and virtue hoped for by Franklin. The reputation of Kane High School in sports and in scholarship has been increased by your efforts. Your interest in citizenship and character as shown by your participation in the group for leaders and the National Honor Society, both of which are new, has been commendable. Through cooperation failure has been reduced to less than five percent while a higher percentage have re- mained in school during the past year. Continue, my friends, to achieve and to represent in whatever community you live in the highest ideals of leader- ship, service, and character for these are the ideals of your Alma Mater. GEORGE H. ABMACOST. Page Fourteen

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jenna gfiqlz Salma! ghrfissimo HUBRI-KANEl Again? But not in too much of a hurry. No indeed! For Seniors should not rush thoughtlessly away from the institution of which they have been so long a part. HUBBI-KANE? A big blow? Why not? When you have something worthwhile showing, why not do some worthwhile blowing? Seniors, you seemed to have been in our public schools a long time, but you will be 'out' a longer time. You have received a great deal of 'good' while in the schools, and you can do a great deal of good for the schools while you are out. lust now, suppose we do some of the blowing. For some years the Kane Public Schools have enjoyed an excellent repu- tation among the school districts of the state. This position has been attained only because of the coordination and cooperation of the board of education, the teaching staff, the pupils and the patrons. These several factors, by a sat- isfactory blending of effort and interest, achieved a product only possible under such auspicious circumstances. For years the school board has so planned and guarded its finances that expenditures were always within the bounds of income. This constructive pol- icy has enabled us to provide unimpaired educational opportunities to our youth even during the period of financial uncertainty. For this foresighted program our district has been praised by state educational authorities. The Department of Public Instruction has also congratulated the district upon the fact that the teachers of Kane have or record which is above average both in preparation for teaching and in the number of those who are college graduates. But more important than this, our teachers are noted because they have always been interested in pupil growth. This interest of theirs has al- ways been shown by the manner in which they have assisted in developing checking and teaching techniques, and also by the extra time which they have spent in aiding puils who needed special attention and stimulus. Pupil in- terests have been teacher interests to such an extent that pupils found in them guides and friends, as well as mentors. ' The largest group directly connected with the school is composed of pupils so it has much to do with determining its tone.- Again Kane can 'blow'l Why? Because the boys and girls are generally well-mannered, well-behaved, and interested in acquiring knowledge. That they have good manners and behavior is shown by the fact that we have little serious trouble with either individuals and groups. Seldom is it necessary to correct behavior with se- verity, and discourtesies are at a premium. All are better than average citizens. The standardized tests which have been given, as well as comparisons of work accomplished by those of our number who move to different districts, show that our pupils are equal to or better than the average in achievement. But even to these elements must be added the patrons of the school. These parents and friends have by their interest and support of plans and policies enabled board, teachers, and pupils to carry on under the least possible strain and with the greatest possible results. The patrons of the Kane schools have always been proud of their schools and proved this by oral expression in no uncertain language. No school project has ever failed, so enthusiastic has been the aid of this loyal group. So blow, HURRI-KANE, blowl Blow to the four corners of Kane that the Kane schools dare be proud of their several component parts, that the town is justified in its pride of its schools. Blow, HURBI-KANE, blowl Blow our boys and girls in the earth's four corners, but as they go, blow with them the very best in ideals and ambitions fostered in Kane's schools. GLENNIS H. RICKERT, Superintendent of Schools. Page Thirteen

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GEORGE H. ARMACOST, M. A. Principal Social Science Dickinson College Iohn Hopkins University Columbia University ggzcuffy Page Fifteen ETHEL M. GREGG Assistant Principal Algebra Grove City College Columbia University