Roosevelt High School - Strenuous Life Yearbook (Seattle, WA)

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fl 7 4 1 'Aa N OUR HANDS? They fashion dresses in the clothing rooms, run machines in the shops, perform experiments and make delicate adjustments in the laboratories, trace outlines and fill in details in drawing and art, guide the pencil that demonstrates the mathematics problem, create the English composition, and produce the history theme. They carry on the work ofthe school. But how? Moved without purpose as the feverish fingers of the sick clutch at the bed clothing in accompaniment to incoherent ramblings of an unbalanced mind? No. From rude sketches of the kindergartner and simple phrases of the second grader there must be steady development of the intelligence that controls these hands until they produce art work and English themes Worthy of the upper reaches of high school. And finally their efforts should demonstrate development of the moral purpose of their owner. Must they be used to drop bombs on the defenseless, or may they guide the surgeon's lancet for the relief of sullering? Yes, our hands will do the work of the world. Throughout school life may we train them to increasing skill, skill that shall be used with high intelligence to forward the aims and purposes of a moral will that shall work toward the betterment of conditions of life for all men everywhere. I 10

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IN ANCIENT ATHENS it was believed a Well--balanced education should combine training of mind and body. Later, education departed from this philosophy and centered chiefly on the mental. Today, however, We have returned to lirst principles and are emphasizing again the need of balance in education. ln fact, modern psychology teaches us that mind and body are so closely related that one cannot say Where the training of one begins and the other ends. At Roosevelt, in line with this philosophy, we have developed a broad program of courses and activities based on the idea that a good education should include the train- ing of body and hands as well as mind. Through these activities pupils learn to build stage sets, produce plays, produce ballets, publish newspapers, take photographs, design posters, design costumes, prepare meals, keep accounts, play instruments, direct or- chestras, build boats, participate in athletics and acquire many other skills. There is much evidence to indicate that the skills and manual dexterity acquired in these school activities continue to be useful in adult life, both vocationally and avocationally. The world needs people who not only know something but also know how to do something with trained hands. Such people get more out of life because they are able to put more into ll' s CECIL BULLOCK 11