Versailles High School - Portal Yearbook (Versailles, OH)

Page 13 text:

THE VERSAILLES Page 13 THE FACULTY A public school is a composite social unit. Though not so apparent, yet its existence depends upon four distinct factors: children, teachers, patrons and physicahequipment. Of these, we would place the teacher second in order of importance, for, as has been said, where there is a Garfield on one end of the log and a Mark Hopkins on the other, there is a school. Indeed, i t is apparent than an earnest pupil and a competent teacher are the essentials of a real school. Nor would we discount the importance of interested and cooperative parents, nor the asset of good buildings and equipment, but rather would we emphasize the work of the teacher in the learning process of youth. But if teachers are to measure up to their trust, they must meet the requirements of this modern age. First and basically the real teache -must have a strong moral character—character that emerges in worthy ideals and deed rather than precepts; character that feels consecration to duty. Never has this been more truly so than at present. And with an optimism that knows not defeat, the teacher must believe in the character of youth. Yet not blinded to the many foibles and pitfalls so apparent in the present, he must have foresight in preparin'- youth for the demands of the future. Moreover, certain standardizing agencies are set up with which the teacher must reckon. More training is being required each year of him or her who would teach. No longer can one with no professional as well as academic training enter the teaching profession. On the con-trary, theory and content in specific fields must be mastered before one may begin to teach. II- conformity to these general truths, the faculty of Versailles High School has been chosen. Each member of this corps of teachers has been selected because of his or her training and ability to fill some specific position. Not one of them is teaching any subject without having had minor or major preparation in that subject. Chosen from as many different colleges, these teachers represent quite a breadth of educational theories and practices that should prevent localism and bias. 1 v o state universities, four denominational colleges, one municipal university, and two privately owned colleges have furnished these teachers. Consequently, an attitude of respect for differing views should exist. In fact such does exist, making possible a spirit of cooperation and helpfulness between these teachers. Realizing that the chief cause for the existence of the public school is training of youth for most efficient citizenship, the members of our faculty have throughout the year exhibited in a splendid way that “higher loyalty” of which Itoyce speaks. And the students, sensing this ideal, have shown generally an excellent spirit of cooperation with the faculty and a readiness to be guided in their intellectual and social activities. And, what is the teacher’s reward? Salary, yes. But more final and enduring is the reward realized by the teacher, whose boys and girls have “caught the gleam”. Unlike the mason who sees the tangible work created by his mind and hand, the teacher must look for results in the changes than any wealth ever created. And the greatest reward of any teacher occurs when there has been aroused in the mind of some boy or girl a burning desire for knowledge and moral growth. Such a reward is perennial, a living monument to the American teacher, and to the teachers of Versailles.

Page 12 text:

Page 12 THE VERSAILLES a circulation of several thousand among these folks throughout the United States and part of Canada. Versailles, in all wars of the past, has given freely of its manhood and wealth. At all times the town and Wayne Township have been in the fore when any worthy project was on. Good roads and paved streets have replaced the dirt thoroughfares that once were in use. The town has many organizations that are helpful. It has five churches, two schools, six lodges, a grange, and minor societies. More than fifty business men and women; the old G. A. R. and W. R. C. whose good works were always noticeable, have as their worthy successors the American Legion and Auxiliary. Many fine things may be said of this community, but our space is limited. In conclusion, let us, in this year 1930, pause for a while and look back over the days that are gone, and be thankful that our pioneer forbears left so good a place for us to live. Let it be said of us, as we say of them, by the one who edits the school publication a hundred years hence, that “our works do follow us and we builded better than wo knew”. That they will dedicate their efforts as we dedicate ours, to the Old Home Town—and thus make it a still bigger and better VERSAILLES. —VIRGINIA BROWN, ’31.

Page 14 text:

Page 14 THE VERSAILLES Mr. Elliott, A. B. Muskingum College Principal of V. H. S. English II Civics Algebra I Economics Miss Swartz Wittenberg College Home Economics English III and IV Mr. Everhart, A B., Ph. B., A. M. Superintendent of V. H. S. Ohio State University Ohio Northern University French I and II Miss Murphy, B. S. in Education B. C. S. Office Training School Zaner College Commercial Miss Harn Chicago College of Music University of Cincinnati Conservatory of Music Music