High-resolution, full color images available online
Search, browse, read, and print yearbook pages
View college, high school, and military yearbooks
Browse our digital annual library spanning centuries
Support the schools in our program by subscribing
Privacy, as we do not track users or sell information
Page 9 text:
“
unqualified support in their dealings with students. If a teacher’s work was deficient, the students never found it out through the President. In fact, occasional shortcomings in individual members of the faculty were screened by the President with religous care. The centrifugal forces in President Albec’s school never came into play very much. He was bound to maintain authority. His school represented an institutional unit with which every student was obliged to come iu contact. This I consider one of the greatest elements of strength in President Albee’s work. Kvery country boy or girl was made to feel at home in the school. The world which had suddenly become so much bigger for them still had a definite place for everyone. That place was somewhere within the domain of the personal influence of the President, at least indirectly; and directly under the wings of some guardian in the faculty. Country pupils were peculiarly susceptible to this kind of treatment, and usually manifested generous appreciation. When the high school graduates, with their greater insight into affairs and men, first began to appear, the two classes of students presented certain incompatible elements; and the greater love which the President bore the former did not always tend to reconcile the latter. President Albee’s attitude towards young men and women who had a weakness for independent and resolute action was shaped largely, perhaps, by his more intense love of the general trait of the rural element. His heart was in the district school, and he always expressed feelingly “the interest I feel in my friends who were once with us and of us, and I trust will always be of us, even when they are not with us.” The watchword of of President Albee’s pedagogical theory was inspiration ; and the inspiration which comes from close contact with instructors rather than that which grows out of a thorough knowledge of organized material, and from the consciousness of progress. Partly for this reason. j erhaps, was he slow to recognize what in these days is called research work. He desired a teacher “to rouse expression of thought in others and secure that expression not only as a test of knowledge but as a progressive element for the evolution of power.” “Rudimentary stimulation, and not a complete exposition for the sake of imparting mere information.” and engendering “the organizing attitude of mind” should stand among the aims of a teacher in a class-room. Readers of these lines will probably not be surprised to find me writing about the school, the teachers, and the profession when I have been asked to write concerning President Albec. The President’s life cannot be separated from these. His school was the highest expression of his character and life. His devotion to the school and the profession had all the characteristics of a religious sentiment. On holidays even he could be found walking to and fro through the corridors and rooms of the school buildings. To him these places were sacred. To those who knew him well they will always remain sacred. The work and influence of President Albee will ever stand as the finest memorial of his earnest and dignified manhood, of his lovable and reverent nature and of his implicit faith in the gospel of hard work. II. B. Mkykr, University oj Wisconsin. 7
”
Page 8 text:
“
'-Pres. George S. c llbee. E had been standing near the main entrance of the old assembly room. in doubt as to which way to go. Our presence must have been noticed in the office, for in a few moments, a well-built man, whose hair and beard were beginning to turn gray, approached us through the library. “That is my name. Come with me to the office,” he said kindly, in response to our inquiry. President Albee spoke to us concerning the school, the examination and boarding places. He even gave us a simple plan of the city, drawn by his own band. “No, we furnish paper and pencils for the examination. You need not bring anything except a clear head.” Uttered in that characteristic way of his, these words of the President gave encouragement to a country lad of sixteen, who had just had his first ride on a railway train, and who hail never seen such a line face before. Nor has he seen many like it since. The President had made a deep impression upon me. I felt that if only he were within reach, no harm could come to me. In my boyish mind he was the school, and my faith in him was unbounded. No doubt there are thousands of boys and girls who have had the same experience. The President’s solicitude for his pupils extended into all details of their lives. Hike all great teachers he shared their joys and sorrows. Ilis personal interest in the individual student was profoundly sympathetic. None will remember this better than those whom he visited in the sick-room, and those whom other misfortunes overtook. On such occasions his great heart renewed hope and inspired confidence. Having attended to all the minute details of administrative work during the earlier period of the existence of the school, President Albee persisted in continuing to do so to the last. It seems he did not sufficiently realize the impossibility of operating the large school of later years on the former basis. It was commendable zeal on his part to make out personal programmes for students at the opening of each quarter, and to grant excuses, even for permission to leave school an hour earlier in order to get ready for a train; but it was a lavish expenditure of energy, and must have been one of the chief causes which led to his premature decline. President Albee wanted to know every student, and he succeeded marvelously well. He was an excellent judge of men, and had a genius for remembering names and faces! It was probably his fear of not being able to keep up this detailed personal knowledge that prevented him from delegating to members of his faculty many administrative duties which they could have performed with efficiency, and which would have left him freer to devote his energy to the larger problems of the school. Hut he was decidedly patriarchal in his attitude towards both students and faculty; and. quite in accordance with the traditions of the family household, only the house father could perform the sacra. Among the many ways in which President Albee represented models for teachers, there is none which stands out more prominently than his loyalty to the faculty. Members of the instructional force had the President’s 6
Are you trying to find old school friends, old classmates, fellow servicemen or shipmates? Do you want to see past girlfriends or boyfriends? Relive homecoming, prom, graduation, and other moments on campus captured in yearbook pictures. Revisit your fraternity or sorority and see familiar places. See members of old school clubs and relive old times. Start your search today!
Looking for old family members and relatives? Do you want to find pictures of parents or grandparents when they were in school? Want to find out what hairstyle was popular in the 1920s? E-Yearbook.com has a wealth of genealogy information spanning over a century for many schools with full text search. Use our online Genealogy Resource to uncover history quickly!
Are you planning a reunion and need assistance? E-Yearbook.com can help you with scanning and providing access to yearbook images for promotional materials and activities. We can provide you with an electronic version of your yearbook that can assist you with reunion planning. E-Yearbook.com will also publish the yearbook images online for people to share and enjoy.
