Lafayette High School - Oak Yearbook (St Joseph, MO)

Page 9 text:

A YV- .F -.v.-- .-1 t ll in iahtmaki it ui 1 A BRIEF HISTORY OF THE AMERICAN HIGH SCHOOL EAR the middle of the eighteenth century, a tendency toward higher education arose in America. It became evident that the old Latin grammar school type of education was inadequate for the youth of America. The result was the rise of a tuition academy. The most characteristic features of these academies were their broader course of study, their religious purpose and the extension of their instruction to girls. The old Latin school was a free school, maintained by the towns for the higher instruction of the sons of the wealthy. It was aristocratic. The academy, offering a broader opportunity, was a step toward democracy. One of the main purposes expressed in the creation of the academy was to establish courses in a number of subjects, valuable aside from being a mere preparation for college, useful in preparing youths for the larger opportunities in business, and society. A new emphasis on the study of English, mathe- matics, and book science was noticeable. New subjects appeared as the academies increased in number and importance. Among the new subjects were: algebra, astronomy, botany, chemistry, philosophy, declamation and debating. In religious matters the academies represented a change. They were pervaded by a religious spirit, yet they were kept free from the doctrines of any particular church. The functions of the academy were: to lay the foun- dations for the American free public school: to teach the GREAT AND REAL BUSINESS OF LIVING. The academy represents the period during which democratic ideals were taking shape in the American mind. It continued until these democratic ten- dencies turned to the idea of free public high schools. The history of the American high school, proper, began in 1821-. It was in that year that the first high school in the United States was established at Boston, Massachusetts. This was a school for boys. In 1823 Boston opened a high school for girls which was abolished five years later. The boys' school was a three-year school. Its teachers were required to have been educated at some university. English, declamation, sciences, math- ematics and its application, history and logic were the primary studies. r in i ii 1928 it in I Page Five

Page 8 text:

Hfwlafwfikzrlg DEDICATION Because of his devotion to the business of educating boys and girls, because of his enthusiastic loyalty to Lafayette, we, the Class of 1928, dedicate this book to our principal, Arthur L. Dailey.

Page 10 text:

5, 1 ll ll . ,.,..,T,,,,-. A. tv, , uv an raihzabuhi ' it at '-17 ' The aim of the first high school was purely American in the ideals it embodied. These ideals were: to furnish young men of the city with the means of completing a good English education g to fit them for active life or qualify them for eminence in private or public station. The development of the American high school was at first very slow. The cost of maintenance was a factor in this. The school movement met with the same opposition we find today-the opposition to increased taxation. Even after the establishment of a high school in a community, constant watchful- ness was necessary to prevent its abandonment. Up to 1880 the public high school had made little headway. This was due in part to the Civil War. However, after 1880, a rapid growth began. There were probably 500 high schools in 1870, in 1890, the number was increased to 2526. Legislative ob- jection to the establishment of schools had practically ceased because people had become accustomed to the idea that public support of high schools was necessary in a democracy. VVhile not originally begun with the idea of preparing young people for college, the high school soon manifested this purpose. Since 1900, however, laboratory sciences, manual, domestic and agricultural subjects have occupied a large place in the course of study. The introduction of new subjects was so rapid that the course of study became poorly organized. The results were: the extension of the high school course to four years, the introduction of elec- tive courses, and the custom of a number of parallel four-year courses. Today we have in our many high schools, courses such as the classical, the scientific, business, manual art, household art, agricultural, teacher training and special vocational courses. The American high school has become a place for trying out boys and girls, for developing tastes, for testing capacities, and for opening up life op- portunities. As our civilization grows the responsibility of each individual to society increases, and the' responsibility of society must increase correspond- ingly. This fact has come to be recognized and our country is providing for further improvements of the public school system. It is the duty of the American Youth to make the best of the educational opportunities given him by his forefathersg to educate and prepare himself for responsibility he must bear as a member of society. 1928 it ui 1 Page Six