Malden High School - Maldonian Yearbook (Malden, MA)

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Phaneuf: Public Schools Stand Ready To Help SUPERINTENDENT OF SCHOOLS, PAUL H. PHANEUF The experts tell us that the first six years of life set our basic character. We carry this basic character throughout our days. How very important, then, is the training of the little child to the future of hu- manity. The twelve years of school which follow this home training fill us with information, the discipline of study, the skills which we offer our employers. As each of you graduates looks back at your career in the Malden Public Schools, the happiest of you will be those who can take pride in having done your best. Others of you must determine to go forward and somehow make up in years to come any gaps or omissions of past years. Your public schools stand ready to help you in this endeavor through counsel and encouragement. As Su- perintendent of Schools, I pray for your success as persons--for your safe return from military service- for your eventual fulfillment as good citizens and as parents of the next generation. 'Peat H. PP -HV' SCHOOL ADMINISTRATION: Asst. Supt. Thomas F. Cosgrove, joan M. Aliberte, Kenneth V. Desmond, Supt. Paul Pha- neuf, john F. Glynn, Neil A. Cooper, Asst. Supt. T. Richard Kelliher, Secy. Norma M. Greeng not shown is Joseph G. Amelio.

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administration

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Webster: Education Seeks To Give Man An Aim HEADMASTER F. CHAMPLIN WEBSTER JR. A GOOD EDUCATION CONSISTS IN GIVING TO THE BODY AND THE SOUL ALL THE BEAUTY AND ALL THE PERFECTION OF WHICH THEY ARE CAPABLE. Plato, 427-347 B.C. In his first annual report as Secretary of the Massa- chusetts School Board, Horace Mann said, The object of the common school system is to give every child a free, straight, solid pathway by which he can walk directly up from the ignorance of the infant to a knowledge of the primary duties of a man and can have the power and an invincible will to discharge them. Man should be educated to the point where, in every phase of his life, he should be able to make a moral and responsible choice by asking, What do I think? rather than What did the teacher and the book say? Some time ago, I issued a short bulletin for my teachers. It read: Students are closing their ears to Advice and opening their eyes to Example . The longer I remain in the teaching profession, the more truth I find in this statement. The late Thomas Huxley believed the greatest value of all education was the ability to make oneself do the thing he has to do when it ought to be done, whether he likes to do it or not. That , he said, is the kind of education that comes from inside us and very little from books or teachers. It is something that we acquire from the example of good men and apply to our own actions as the occa- sion arises. It is gumption at work. The second year the speaker taught school was at the Lakeside School for Boys on the shores of Lake Washington in Seattle. The first day I entered my classroom I found the head master had written the following for the delectation of the new teacher and his students: It is remarkable the persistence with which the human family resists the acquisition of knowledge. CAnon.D From that day on I have now and again asked my- self, What makes an educated man? Many others have tried to answer the same question. One authority says Education is Modification of Behavior , If his thesis is so, then the Wag who changed the teacher's Know Thyselfn to Behave Yourself may have a point. What must the whole man have to be educated? He must know the three R's first. As he matures he should be: Literate and Articulate Informed and Curious, as to the world of nature and the Deity Sensitive to Moral and Aesthetic values Able to see the Relationship of Man to Man, past to present Oriented and Integrated. Others have defined education for the Whole Man as the process of bringing out what's in you. The actions of many college students today perhaps proves that colleges donlt make fools, it develops them. Biographies show that men who achieve, regardless of their normal education, usually have an aim-they sacrifice rest and pleasure and applause for that aim. Thus Education for the Whole Man seeks to give him an aim, it seeks to encourage a man to think for himself and to try for himself. I would like to close with a rather old quatrain by a writer whose name is unknown. If you say, my son, that it can't be done What you say, my son, is not true. What you mean, my son, is it can be done Though it may not be done by you. My wish for you as you leave Malden High School for the world of higher education, or businessg is that you have an aim, a goal, a desire that will make you the whole man, the whole woman. Senior Class Banquet June 1968 MISS MABEL MCQUESTEN AND F. CHAMPLIN WEBSTER