Schenley High School - Schenley Journal Yearbook (Pittsburgh, PA)

Page 13 text:

Dr. Hoechst has been able to do his part in making Schenley a school for both the person who wishes to prepare himself for college in an accredited high school and for the person who, though already a high school graduate, wants to extend his knowledge into new fields. Dr. Hoechst believes that Schenley with its accredited standards is bound to make its presence felt as a unit of cultural advancement in the life of the community. In one of his recent articles we read: Democracy is safe only when the public is intelligently informed. Through the continuance and extension of adult education, democracy can be more nearly assured, for then the citizen, understanding his govern- ment and the problems confronting society, will less easily be swayed by propagandists. Having directed classes in Americanization in the city and having instructed prospective teachers of this work at the University' of Pittsburgh for many years, Dr. Hoechst has much that is constructive to offer for the future development of adult education. The following achievements, he believes, will help tremendously towards its ad- vancement in Pittsburgh: Clj richer auditorium meetings, C25 confer- ences with students who have attended the evening schools for sug- gestions and criticisms to better the program, C35 a planned program of recreation, and C45 the development of the forum idea with not a teacher nor a referee, but an inspirational leader to develop the dis- cussion group. These helps, together with such a sympathetic under- standing of our problems should assure the continued development of adult education. Dr. Hoechst, in quoting the words of Calvin Coolidge, said: We cannot abandon our education at the school- house door. We must keep it up through life. -CONSTANCE C. Rononns .tv C gf 9

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ADULT EDUCATION AND DR. HOECHST Dr. Coit R. Hoechst, Director of the Department of Extension Education in the Pittsburgh Public Schools, has done much to make Schenley Evening School what it now is. At first the curriculum of Schenley consisted almost entirely of commercial studies, later aca- demic subiects were added, in the last few years music and art appre- ciation have also been offered. Now plans are being made to open classes in drawing, including the study of color, harmony of design, and the use of pencil and brush. Dr. Hoechst's modesty does not permit him to take credit for so enriched a program of studies, but we as students know it is largely due to his efforts and vision that Schenley Evening School offers such varied courses. Dr. Hoechst, who just bubbles over with enthusiasm, is quick, energetic, humorous, appreciative, verstile and sympathetic. This lin- guist of Pennsylvania Dutch ancestry has a foundation of Latin and Greek, speaks both French and German, and reads Italian, Spanish and Russian. His enthusiasm and versatility are revealed in the many different hobbies he has pursued. Radio-making was one of his first interests, later he took up engrossing and lettered the diplomas for many schools and colleges including the University of Pittsburgh and Carnegie Institute of Technology. For some time his leisure hours have been spent in violin-making. This clever instrument maker, who is now putting the finishing touches on a bass viol, also plays the piano, organ, cello and harp. When he is away from his busy office and not absorbed by some other activity we may Hnd him engaged in his newest hobby, amateur photography. Dr. Hoechst believes such varied interests play a vital part in enriching an idividual's life. Some may classify hobbies as mere diversion, but this educator calls them recreation. This is his analysis of a hobby: It must be a real recreation, a spiritual rejuvenation, something that you can give yourself to devotedly and with enthusiasm, it must come to you-you do not hunt for it Clike love, it comes without seekingD, it must be dropped when you lose interest in it, for it has ful- Hlled its purpose, it must be strictly limited to non- work-a-day hours, and it must be something of a social constructive nature. Through this understanding of the adult's needs and through a conscious desire to improve and broaden the scope of adult education, 8

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ADMINISTRATION l,. L, I-IARTLEY, Principal LLB., University of Oregon M.I3.A., Duquesne University i ll V I-IOMIER C. BOXVER, Colnziefm' AB., McKendree College M.A., University of Illinois