Shields High School - Patriot Yearbook (Seymour, IN)

Page 15 text:

TOP ROW LILLIAN PREWITT— English, Social Studies; Franklin College: Ball State Teachers College. LILLIE E. FOSBRINK — English: Moores Hill College, B. S. : In- diana University, A. B. LILLIAN WELLS — Latin, Algebra: Indiana University, A, B., A. M. MINA McHENRY — English, Dean of Cirls: Earlham College, A. B; Columbia University, A. M. ELIZABETH FAY FEASTER — English, Spanish: Western College: University of Wisconsin, A. B.: Graduate Work. SECOND ROW MURIEL TRUEBLOOD — History, English; Indiana Ur A. B.; Graduate work at the University of Wiscor Colunnbia University. EVA E. HIEN — General Science, Home Economics: India versify; State Teachers College, B. S. THELMA ERNEST— English, Mathematics: Hanover Collej L. GRACE ANDERSON — Latin; State Teachers College University, A. B., A. M. ALICE WALTERS — Librarian; Indiana University. DOROTHY JANE 5WEAZEY— Clerk of Board. iversify, sin and =e, A. B. Indiana FIRST ROW ALMA BELLE CHARLES — English: Western College, A. B.: State Teachers College. ROSE HAMILTON— Arithmetic, Special Room— All lunior High Subjects: State Teachers College; Indiana Central; Ball Teachers College. SOPHIA DEMAS — Secretary to Principal. PATIENCE DRYDEN— Hygiene, Physical Education, Biology; Han- over College, A. B.; Columbia University, M A. PEARL SHAFFER— Home Economics; Indiana State Teachers Col- lege, B. S.; Columbia University, M. A. GRACE HEMMER i no picfurel — Supervisor of Public School Music; Cincinnati Conservatory of Music, B. S.; Columbia ANNETTE K. TEST (no picture) — Visiting Teacher; Wesferi College, A. B. Ijfi FACULTY

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FACULTY TOP ROW HOWARD C. HENDERSON— Agri University. B. S. A., M. S.; C NORMAN J. LASHER — Superintendent of Seymour Sclnools; In- diana State Teachers College; Marion College, A. B.; Wis- consin University. M. A. ERNEST ASBELL— Civics. Economics, Commercial Law, Office Training; Butler University, M. A. HOWARD R. NOE — Science; Franklin College, A. B, ; Indiana University, M. S. KENNETH N. WARBR ITTON— English, Speech, Journalism; Wa- bash College. A. B,; University of Wisconsin, FRANCIS MURRAY— Supervisor of Public School Art; Ball State Teachers College. B. S.; Indiana Unwersity; Ohio State. State Teachers Col- SECOND ROW ERNEST E. TRUEX— Mathema lege. B. S.; Franklin College; Butler University. J, RUSSELL MITCHELL — Principal of Senior High School. Mathe- matics; State Teachers College; Indiana University, M.S.; Graduate work at the University of Colorado. WALTER L. SURFACE — Athletic Director. Basketball. Football, Track, Hygiene and Physical Education; Franklin College, A. B. GLENN M. KEACH — Assistant Basketball Coach, History, Civics; Butler University, A. B. ; Indiana State Teachers College. CHARLES F. WOOD— Industrial Arts; Indiana State Normal; Purdu Uni ;ity. FIRST ROW DEWITTE OCAN — Co lercial Department; Ohio University, stant Principal of Senior High School, ARTHUR L. CLAZE- Mathematics, B; ALBERT C. JUDD — Biology, History, Physical Geography, Base- ball; Indiana Central, B. S. NORVAL L. MARTIN— Mathematics; Franklin College, A. B.; Butler University. M.S.; LaSalle University. LL. B. VICTOR B. EVERDON — Principal of junior High School. History, Community Civics; State Teachers College, B. S.

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The Father of the American Public Schools URINC the school year of 1936-37 the one-hundredth anniversary of Horace Mann ' s coming to the secretaryship of the Massachusetts ' newly-created Board of Educa- tion is being celebrated throughout the country. Wher Horace Mann received this appointment, a financial panic dominated the nation and distressed conditions prevailed for many. The well-to-do were sending their children to private schools, hence they felt little concern for the public schools which they thought only good enough for paupers. In such a time people needed to place a higher value upon them- selves and to attach more importance to the homely virtues and to thinking as a way of life. In 1837 Horace Mann came forward to express the needs of the people in a language so clear that his writings are still an important part of the national culture. Horace Mann, who has been called the Father of the American Public School, gave his life to the improvement of education through universal, tax-supported, free, public schools in charge of carefully chosen and especially prepared teachers. A,; jurist, orator, and legislator, Mann brought the layman ' s experience in public affairs to the cause of education. He knew the people could be relied upon if they understood what was at stake. On September 15, 1852, Mann was nominated for Governor of Massachusetts by the Free-Soil party. On the same day he was chosen president of the newly-established Antioch College at Yellow Springs, Ohio. He accepted the latter because it opened a new field of pioneering in the great West. Mann insisted upon complete educational equality for the sexes and for all races, he emphasized the importance of student health, introduced the elective system of study, and steadily opposed any kind of competition as a spur to study. At all times he strove to introduce into the school life thoroughness, order, purity, and self-reliance. One of Mann ' s students in speaking about him said, He endeavored to impress each student with the idea that the state of society in which he lived should and would be in- fluenced by his own personality and that to shirk this responsibilty was to commit a crime. On Mann ' s tomb were inscribed the last words of his last address to the graduating class of 1859. 1 BESEECH YOU TO TREASURE UP IN YOUR HEARtS THESE MY PARTING WORDS: BE ASHAMED TO DIE UNTIL YOU HAVE WON SOME VICTORY FOR HUMANITY. The influence of Horace Mann is today keenly felt in the educational realm. Because America has adopted his educational theme and has faith in the common man and a determination to give him equality of opportunity, she has developed faster and farther than any other in all history. America realizes education awakens aspiration, establishes ideals, trains skills, and forms character. The growth of the educational enterprise is strikingly shown in the expansion of the high school which in round numbers enrolled 200,000 in 1890, 500,000 in 1900, a million in 1910, two million in 1920, five million in 1930, and seven million in 1936. Today one of four of the total population is engaged as teacher or student.