South Zanesville High School - Conatus Yearbook (Zanesville, OH)

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VAaD:[DQCU0KV From the nages of history and literature we learn of the life of past ages. In the various countries of ZuroDe only a few men held the wealth ' and these few dominated the masses. The masses were uneducated and lacked the necessities of life. For the wealthy there were palaces and castles of great beauty; for the Door there were work houses, orisons, and torture chambers. These are the monuments of an early Europe. Today we still have palaces, palatial homes, and prisons; but these are dwarfed by museums, art galler- ies, libraries, and schools. These ar evidences of an intellectual growth. These are the monuments of today. The establishment of the public school has not been easy. From the very beginning the colonists were interested in education. There was no common system of public schools, for the colonies had been founded long before the oublic schools were dreamed of. How- ever, as the various religious denominations grew in the several colonies, each wanted the right to in- struct its youth in its own religious beliefs. The members of these sects laid great erpihasis on teaching young peor:le to read, so that they could learn the Catechism and study the Hible. As a result many schools sprang up for the teaching of reading, writ- ing, and religious doctrines, Massachusetts even went so f r as to order, by law, every town of at least fifty families to establish a school, but the order was not always obeyed. In the South, however, fami- lies were too far apart to gather children together in schools. The well-to-do had tutors for their child- ren, while the poorer people had to teach their own families or see them grow up ignorant. The colleges founded in colonial times, like the lower schools, were nearly all religious in their pur- pose. The training of clergymen was their first task. Tne Puritans had their Harvard, Tale and Dartmouth; tne followers of the Church or ilngland had their King s Colleges-now Columbia-in New York, and Williams and iJIary In Virginia. The College of New Jersey, now Princeton, was under Presbyterian management; Queen ' s

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EIGHTEENTH: I, Francis Gibson, leave my ability to con- trol women to Clarence Patterson, NINETEENTH: We, Verna Sweet and Dorothy Hooper leave our undyin f riendshiri to Jean Allen and Fern ' .Swingle, T ' ' ENTIL:TH : I, Beatrice Reynolds, leave to Rachel Kackley a cooy of my favorite son s:, Wishin?-, TV: ' ENTY-FIRST : liy love affairs, I, Catherine IIc- Q,ulllan, will to Colene cuckley, P. S, Colene, don ' t take Jack for granted, TV. ' SNTY- SECOND : I, Marilynn McClelland, leave my abil- ity as the best cheerleader in the count,-, to Donna Diete- rich, TWENTY- TKI RD : I, Mary France, wil . to Eetty Jean Mendenhall my straight hair, TV ENTY-FOURTK : I, Arthur Steed, will to Chet England my neat appearance. ITEIvI XIY: From all of us who go, to a].l who remain, a message of love, success, and happiness. In testimony vhercof, we have hereunto sot our hands and seal in the presence of each other. -frr ' LijL.U T y r- r - President 7;y . : ...J;|V;Jvice Pres, A-.A-rA.,. ' ' : L -y ' S e c r e t ary r(,( T reasurer ' ?2lc22 Si i l ss Advisor r t -iCZ- , « asc: Attorney THE PAGES OF THE CLASS WILL ARE SPONSORED BY SEARS, ROEBCCK AND COI ANY

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these, Brown, established in Rhode Island, and Uni- versity of Pennsylvania had members of various re- ligious sects on their Bonrd of Trustees, Thus early in colonial days America showed that deep interest in education which wns later to make ■■ ' lORSible our great school system. Today there are schools for everyone. Each school is a small world, where children learn to meet and solve their problems. It doesn ' t matter whether it is ' a fine large city school or a small one-room school. The American flag flies above that school, and within, the teacher is training the future citizens. ' Vithin these walls is M future President, a future Congress, and our judges of some future supreme court. A democratic spirit prevails in our public school system. No distinction is made because of race, color, or wealth. Rich and poor sit side by side and face their problems together. Together they study the history of America nd American G-overnment, Together they learn of their duties as American citizens. In school the child orepares himself to be a waie-earner. ' Vith the aid of the teachers, the stu- dent choos-s a voc=:tion, rorof ession, or trade which appeals to his interests. With the aid of teachers he trains himself for this future work For instance, in the home economics deriprtment, the girl learns of health needs: she learns to sew, to coo :, to budget, to r ian a home. These girls are our future homemakers, wives and mothers. Our future citi ' en trained to meet the ever widening o-n ortunities for American life. Vhen we wish to s.-e the symbol of America we have only to look t the school. Our public schools :ir? making our country gr ' t. These public schools •-re our monuments, the gre ' - test monument in the world. A builder biilded a temple, He wrought it with grace and skill; Pillars and groins and arches All fashioned to work his will I ' Aen said as they saw its oeauty It shall never know decay. Great is thy skill, C builder; Thy t».me shall end are for aye.