North Baltimore High School - Tiger En Bee Yearbook (North Baltimore, OH)

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, ,ff - -423 .A 2 ll ,f HP. TGLuSmfii Mrs, haldvrman, Clerk ' s if 4 ret WH, . if :Vida Dr. Fowell, Freq. Hr, zushey 17. Mrs. Nong Mrs. Slough

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f f ' it EDITORIAL 'Q North Baltimore has an excellent high school. It is fully accredited by the state department of education. It has courses galore, to teach not only history, civics, the sciences, English gram- mar, and the history of literature, but such vo- cational alternatives as stenography, the keeping of books for businesses, home-making, and carpentry. If one wishes, he can even study vocal or instru- mental music, or athletic training. These courses are to aid one in broadening out in many, many directions, and they add a great diversity to life. They aid one in specializing, for this is the age of specialization. 'I 'll' 'll' I know people who will graduate from our high school, who cannot read. Oh, yes, they can read simple sentences, and common words, and they can gain information from books like the Hggld glmanac. There are, however, books which are written not to give information, but to give understandingg and of course, when you read a book like that you must look not just for what the author says, but for what he really means. You must explore thru the mire of facts until you get to the truth that is hidden on the other side. a There is a difference, you knew, between a fact and a truth. A fact is a simple, disconnected bit of realityg a truth is not only a harmonious aggrega tion of facts, but a knowledge of their relation to each other, and to truth in general. When these boys and girls I know run up against books like that, they are in a blind alley, and it is not entirely their fault. o It makes me wonder--before education builds in diversified ways, shouldn't it build a foundation? And before it lets us specialize, shouldn't it make us build a general groundwork of good things? And anyway, how can we study all these courses in dib verse and specialized things if we can't read? Why couldn't we, why shouldn't we have a course in read- ing, just as an extra-curricular actlvity?

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OUR EDUCATION' There comes a time in the life of each student when he must make an important decision. The time comes as he enters high school and the decision is found in the answer to the question, nwhat do I seek?n The student's entire life, the life of his children and his duties as a worker, parent and citizen will be affected by this decision. The answers to the above question are usually divided into two groups. First, I am going to high school to acquire truths, and to learn to re- tain as many of these truths as possible. I seek to use these acquired and retained truths in my daily life for years to come. Second, I am going to high school for a diploma, a good time and per- haps a bit of training for a job that I may get eventually. I seek to become an infinitesimal part a mere cog in the gigantic wheel of industry and with it, I hope, will come happiness and money. It is needless to say which of the two schools of thought is the better one. In the latter one, we get the Ford's River Rouge Plant, and the shoe-shiner at the city corner. In the former school, we see a barber using the truths acquired in high school by reading good books, listening to great music and studying great paintings. Our electric furnace operator may make more money than our barber, but this kind of riches is so transient and worrysome Our education provides us with riches that are in- separable and very satisfying--if we use this edu cation in the light of the first group which was mentioned. . operator of the electric furnace in --Edward Crist 0 0 I !