Oakmont High School - Periscope Yearbook (Oakmont, PA)

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4959 -- 0H CTIOOLS may be successfully organized only through the coopera- Q X 'm fg tion of the several agencies provided for their operation. These X p N Q agencies manifest themselves ln the Board of Education, the.School X JZ Plant, the Equipment, the Faculty, and of course, the Pupils who ' are primarily the important factors. Schools serve a dual purpose. They must meet tl1e needs of the pupils and be of service to the public. We are prone to think of schools only in re- lation to pupil needs. but the public, who pays, has a right to consideration in that the schools shall produce worthwhile citizens who shall function in right ideals, right living and service. Uakmont is indeed fortunate, and has been for many years, in the ex- ceedingly high type of men who have served this distirct on the Board of Edu- cation. Taking the right viewpoint on every moral question, believing that every dollar of the people'sVmoney spent shall return one hundred cents on the investment and in beingsteadfast in its conviction to demand results from every department, this Board of Education is exceptional in vision, interest, application to duty and achievement. A The Plant and Equipment ,compare favorably with that of any com- munity of its size and when the building under construction is completed, the physical conditions for successful operation will be a just source of pride and satisfaction. Several factors are considered in the selection and retaining of the Faculty. The first essential is character. The school authorities believing this quality of Hrst importance. Culture and refinement, in all probability, deserve second consideration. Then follow ability to Teach, Scholarship, and Co- operation. Perhaps no teacher is satisfactory who is found wanting in any one of these characteristics but as listed they seem in the logical order in which they deserve to rank. S ' Scholarship no doubt ranks first in the specific purpose of the schools in order that pupils may be equipped for right living. Yet the school must also have for its objectives appreciation for the beautiful in Music, Art, Literature and the Drama. The schools nlust provide expressional and community ac- tivities. ' The ultimate end of education, however, must manifest itself in this one great appeal, the recovery of moral control over children. Direct moral train- ing in the schools must be conspicuously impressive. That practice is un- fortunate which makes scholarship the chief aim. School life must be pre- sented to the pupil as high duty to be accomplished. That scholarship is illogical which obscures character value and operates to forfeit that lnoral con- trol over youth which is the only satisfactory control that can ever be exercised. Arc the youths passing beyond the control of parents in the home and of teachers in the schools? ls it true that the church is not in itself a train- ing agency? Prominent authority so holds. If this is correct then the re- covery of moral control over children must be the outstanding object of our education. Recognition of and reward for faithful effort and character build- ing must loom large in our scheme of educational develoment. THREE