Watkins Glen High School - Senecan Oracle Yearbook (Watkins Glen, NY)

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1941 THE ORACLE 1941 tional ideas as that which is apparent in the history of the school buildings of the community. The early years of the academy seem to have been rather unstable ones. The fact that there were six different principals during the period from April 1863 to July 1874, would appear to lend some support to this assumption. This was to be expected, however. It should be remembered that the idea of the American high school-a publicly supported institution for the education of all-was still in an early stage of its evolution in 1863. There were only about a hundred high schools in the entire country in 1860 and probably less than a dozen in New York State in 1863. Thus, this community, rather than being criticized concerning its early efforts, is, rather, to be commended for its pioneer work in the field of publicly supported secondary education. That this pioneer work was fruitful is evident in the progress which has been made since these early beginnings. It is a noteworthy fact that the history of Watkins Glen High School since 1874 is to a large extent a history of the work of two schoolmen. In 1874 Samuel Johnson was elected principal and held that position continuously until 1909. Then John A. Beers, who had been on the school staff since 1901, replaced Mr. Johnson and has served the school as principal since that time. Thus the principal- ships of two men have spanned sixty-seven years of the school's seventy-eight year history. It is true, furthermore, that the history of the educational policies and prac- tices of the school are found to fall into two periods closely coinciding with the periods of service of these two men. During the period from 1874 up to the early years of the twentieth century the school is marked with the stamp of an earlier educational philosophy. The second period is characterized by innumerable changes indicative of a more modern conception of the function of secondary education. No doubt the differences between these two periods is in part traceable to the different educational backgrounds and philosophies of these two men: those differences are equally the result, however, of changed conditions and of changes in the educational thinking of the community. It is only natural that the high school should have been considerably influ- enced in its early years by the earlier privately supported academy. This institution had arisen to meet the needs of a wealthier class and in particular to serve as a preparation for colleges where at that time Greek, Latin and mathematics were the predominating courses. The fact that the term academy was appropriated by the first high schools is indicative of that influence. Thus it is not surprising that in the Watkins Academy and other high schools of the 60's and 70's we find the program of studies made up largely of such subjects as Greek, English Literature and trigonometry. Thus while the school of Mr. Johnson's time may be set up in contrast to that of a later period, its character was in line with the theory and practice of that time. 9 One of the first acts of Mr. Johnson was the addition of a seventh grade and the supervision of the writing of a new curriculum for both the primary and secondary grades. Prior to Mr. Johnson's appointment there had been six grades and the course for each grade was designed to cover a two-year period. Thus the covering of the elementary subjects required a period so long as to make it impos- sible for many to receive any high school work before it was necessary for them to leave school. The new course of studies based on one year to each grade enabled a pupil to prepare for high school in almost half the time that it had taken previously. So startling was the change that parents objected to it on the ground that it would ruin the health of their children. Its effectiveness was proved, how- ever, by the increased enrollment in the secondary department of the school. As a result, in part, of this growth it became possible to make increased offerings in the secondary department and by the 1880's the academic offerings were such as to enable the school to grant secondary certificates or diplomas. The first class of one 17

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1941 THE ORACLE 1941 stove in the library. Since the new building was not completed the remainder of the school had to be housed about the village. Accommodations for the high school and the rest of the grades were found in the Baldwin Block located. on the site of the Glen Theater and the Beach Building of the Shelton Block just east of the Jefferson Hotel. The new Watkins High School, as it was styled in the caption over the front entrance, was in the opinion of that time one of the most beautiful appointed edifices in the State. In it were incorporated what were at that time the most up-to-date ideas in school building construction in the way of materials, in heating, lighting, and ventilation and in educational facilities. The Watkins High School, with its spacious lawns, its hydrangea lined walks and its ivy covered walls became a cherished landmark in the community. It was not long, however, before new and more progressive ideas and a grow- ing school population rendered the building inadequate. In 1915 a steam heating system replaced the unpredictable hot air system. Fire escapes and a clock system were added. Electric lighting replaced the Welsbach gas lights. In 1923 the symmetry of the building was broken by the addition of a wing to the north which not only provided for new departments and an increasing school body but also for the first gymnasium fthe garret and hallway had been serving this pur- posej and for more adequate library facilities. Again the community felt that it had a school building which would meet its educational needs. This improved school plant was not destined to serve for long. On Monday evening of January 14, 1929, the village witnessed a disastrous school fire for the third time. The fire started in the basement and within the space of a few minutes it had reached the oil-soaked floors and the whole main structure was in flames. Again, as in 1898, the entire school was housed about the village. The high school for the first week was held in the Glen Theater with a class in every corner. It was then moved to Cole-Royce Hall where for several weeks teachers vied with one another to make themselves heard and the pupils in the Latin class learned more chemistry than they did history. Meanwhile the Board supplied funds for a rush completion of the new Masonic Temple. Here the high school was housed from April 1929 until September 1930. To provide for the grades every avail- able building in the village was pressed into service-the Catholic Daughters rooms, the American Legion rooms. Red Mens Hall, Odd Fellows Hall, the Episcopal Parish House, the Court House, Sciore's store, the Crofut house and the Sullivan house. Thus was the school scattered about the village. Yet the com- munity, teachers and pupils' took this adversity in stride and the damage to the educational program appears to have been slight. A goodly share of the credit belongs to Principal Beers for his untiring efforts during this difiicult time to keep the school on an even keel. Again the Board of Education was supported by the community in its deter- mination to build a school plant incorporating the most modern ideas and providing as far as humanly possible for the future. The result is our present fire- proof structure with its automatic heat and ventilation control: its oflice broad- casting system and radio hook-up for each room: its auditorium, gymnasium and shower rooms: its built-in safety deposit vault and individual lockers: its innumerable other features which go to make up the modern conception of an adequate school building. And thus again today, as in the past, has the community provided a building which it believes will meet the educational needs of its youth. ADMINISTRATION AND CURRICULUM A survey of the administrative and educational program in Watkins Glen High School since the creation of the academic department in 1863 reveals the same evolution brought about by changing conditions and the advance of educa- 16

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1941 THE ORACLE 1941 L L V member was graduated in 1883. The first Regents diploma was granted the next year to Lulie Martin CMrs. Loel Smithj. At the same time that the academic department was being built up, the teach- ing and scholarship standards were being raised. It is necessary only to follow the later careers of some of the early teachers in Watkins Glen High School and to note the quality of much of the material in the early ORACLES to observe that high standards were laid down. That the school did attain a high level of achievement is evident in the fact that it was one of nine schools in the State to be requested by the Board of Regents to prepare an exhibit for the St. Louis Exposition in 1904. The changes which mark the last three decades of the history of the school are the result of the trend toward universal secondary education, a new conception of the function of the high school, a great advance in educational sciences, and the leadership of a man who has appreciated the significance of these factors and has introduced many changes to adapt the school to the demands of new condi- tions and to keep it in step with educational advances. Cne of the early acts of Mr. Beers' principalship was to advocate and adopt with the consent of the Board of Education, a form of diploma based on achieve- ment throughout the years rather than on the passing of Regents examinations. While there are many who differ on this question, particularly among those who were graduated back when one had to pass the Regents, yet due consideration of the signincance of increased enrollment in high schools will indicate the wisdom of the policy. Closely related to this change in graduation requirements is the marked change which has been made in the curriculum. In 1900 two diplomas were given, the Academic and the Classical. The latter was a set course of studies including Latin, German. algebra, geometry, English and science. The former varied little except for a less extensive language requirement. The only non-academic subject on the curriculum seems to have been bookkeeping. The function of the high school was conceived in terms of cultural training and preparation for college and the professions. The newer conception of the function of the high school is one which includes the above but under the broader principle that it must meet the needs of all who enter. The steps by which the Watkins Glen High School has progressed in the direction of this goal are evident in the additions to the curriculum which have been made in the last twenty years. An agricultural department was organized in 1923, a separate music department in 1924, and a homemaking department in 1925. An art department was added in 1927, a commercial department in 1927 and an industrial arts department in 1936. In addition to these new courses the interests and abilities of the pupils have been met by a wide range of new extra curricular activities. Thus have the offerings of the school been enriched to meet the needs of today. Not only has the curriculum of the school been enriched, but through many other changes in educational and administrative policies it has kept step with educational progress. In 1919 the first kindergarten was established. In 1930 the seventh and eighth grades were organized on a Junior High School plan, thus enabling each teacher to teach her specialty and facilitating the transition from lower grades to high school. About 1918 the first student council was organized and student self-government thus encouraged. The responsibility of students was further encouraged in 1936 when a service organization program was introduced -organizations of students such as attendance takers, library assistants, hall monitors, etc.-a program which has done much to promote pupil responsibility and better pupil-teacher relationships. Such are the changes which have marked the progress of Watkins Glen High School since its early beginning-changes which have been brought about in part by changing conditions and in part through the work of two men who have guided its destiny throughout the greater part of its history. 18