Wilbur High School - Tomahawk Yearbook (Wilbur, WA)

Page 23 text:

with the world in which he is to live, it must rouse him to actiong and, finally, it sh: uld make life's activities pleasurable. This brings before us the question: What shotld education consist of in order to prepare for life? Before answering this ques- tion, let us make a brief survey of the past. The education of primitive man was to the point. The parent taught his off- spring the rudiments of his simple life. However, as civilization advanced and life became more complex, the parent could no longer perform this task. As a result, schools were established. Of the early nations, the Greeks and Romans developed the most extensive school systems. At Sparta, where there were five slaves to every freeman, physical strength was needed. Hence, education there was largely physical. At Athens, where an almost purely democratic form of government prevailed, the education of the individual for citizenship and culture was the great task of the schools. Rome was even more practical than Greece. Here the boy committed to memory the twelve tables of law, and was early initiated into the mysteries of citizenship. During the republican period, when the rostrum wielded its supreme power, rhetoric and ora- tory were carefully fostered. Later, when Grecian and Oriental culture poured in as a result of conquest, this singleness of aim was to some extent lost. But proud Rome fell! Then came the dark ages, in which leaming was lost sight of for a long time. This was followed bythe awakening-the Renaissance- the revival of leaming. With it came the classical education. This was desirable, for only thru this literature could the leaming of the Greeks and Romans be acquired. After the Renaissance came the great scientific awakening. This produced a new civilization, one entirely different from that of the Greeks and Romans. This should gradually have become the subject-matter for the schools, for henceforth the people were to live in the midst of this civilization. If they were to be really eth- cient in dealing with their surroundings, it was necessary that they should become acquainted with the principles of this new civilization. But what did the schools do about it? Unfortunately, they ignored it. As a result, the classical system remained. lt remained on the plea that Latin and Greek developed the mind more than any other subiects. Hence, for a long time the people were compelled to get their real education outside of the schools. Our American high schools were of this type. Arnong the first of these was the Boston Latin School. Here the bay was prepared for college and given the edu- cation of a gentleman. To use the culturist's own words, The school prepared most effectually for nothing in particular. ln fact, up to the recent past, the chief aim of the American high schcol has been to prepare for college. Consequently, the great mass received but little help from these schools. They were left without adequate preparation for life. No doubt this high school training was of some value in the lc ng run, but it adjusted the individual too slowly: and in some cases it even unhtted him for any adjustment at all. As a result there is a general revolt. The people demand that the schools pre- pare for life. They would do away with the traditional college entrance require- ments. They feel that the college, as well as the high school, should prepare for life, only on a larger and more specialized scale. Hence, they feel that the col-

Page 22 text:

rightfully do not belong in this country. President Wilson proposes to bring these changes about gradually thru the medium of good laws. The Socialist party is the recognized champion of the social unrest of the time. It has tried to dig down to the root of things. Its declaration is, that our entire capitalist system is wrong. The socialist would not do away with big business, but he would have production for use rather than for profit. To this end he would place the control of all public utilities in the hands of the government. Such gov- ernment control, he declares, would eliminate the evils attendant upon big business. It would solve most of our economic and many of our moral problems. The social- ist points to our postal and educational systems which are managed so efficiently by the govemment. I-le would place on the same basis all industries which virtually concem all the people. Such, in brief, are the views held by the four political parties. We are inclined to see things in each which are good. Again, we might find points in each which would seem questionable. We 'will all conce:le, no doubt, that the concentration of wealth, such as we have it, should be prevented. Wle know that big business is necessary in this age. We know that co-operation is not only necessary, but inevitable. But monopolies are neither necessary nor inevitable. Nor will the American people further submit to the injustice imposed by the present system. They are already beginning to assert themselves. Soon radical reforms will follow. The evils will be eradicated. Whether this will be through the Socialist plan of public ownership, or thru legislative control of large industries, we must leave to the future. We hope the very near fixture may decide. We are not yet able to see clearly the way out, but we know that the American people have arrived at an industrial crisis. We are at the forks of the road. If we tum one way, we shall enter the path which leads to decline -we shall share the fate of the civilization of all previous ages. If, on the other hand, we step out con- fidently on the other road, we shall progress to undreamed heights and lift the level of civilization to the very summit of achievement. ALVIN LYSE-'l3. THE SCHOOL IN TRANSITION tThin oration awarded second pIace.I In the life of every individual there are certain factors which strongly influence him. Among these are the home, the church and the school. lt is of the school that I wish to speak. The school is the basis of American civilization. Here the child spends a great part of his time in order to secure an education. To-day a revolution is going on in our schools. Before speaking of this, let us pause and con- sider for a moment the purpose and meaning of education. Education, in the broadest sense, should prepare for life. It should enable one to deal successfully with his environment-to rise above the obstacles which may confront him. The school is the specialized agency for this process of education. In order to fulfill its function, the school must accomplish three things: It must acquaint the pupil

Page 24 text:

lege entrance requirements should not be at variance with the training given in a practical high school. The high school is now in a stage of transition. lndeed, from a school of prepara- tion for college, it is fast becoming an institution for continuing the training begun in the common schools. lr is rapidly adapting itself to the varying modem conditions. Our own school, for example, is undergoing a radical change. Two years ago it was entirely a classical high school. To-day it is a modem industrial school. Of course we have not, as yet, all the courses necessary for a complete vocational edu- cation. But the start has been made. The rest will follow. The same is true of the schools everywhere. The question: What is to be taught ? now confronts the community. This is to be determined by local needs, since life in different places varies so much. Never- theless, certain broad lines will characterize the whole. Above all, this new edu- cation will be practical. Side by side with the academic courses, vocational training will be given. Some form of manual training in the grades will probably be offered almost everywhere. It is of universal interest because it helps the pupil to find him- self. Again, since the great majority of our girls expect, at some time, to become home-makers, domestic science deserves a prominent place in every school. The same is true of certain other subjects. Prominent among these is commerce. A certain amount of commercial and economic training is almost indespensable for the average individual. There are, in fact, few communities where such training is not needed. Business men everywhere need itg the farmer needs it: and so does the up-to-date housewife. But while communities are alike in many respects, they differ very radically in others. Hence, courses may be adapted to the varying needs of different localities. A farming community certainly needs courses in agriculture. F or, if our farmers are to be efficient, we must train them, just as we train our doctors and lawyers. Again, there are many communities where, in this age of the machine, technical and mechanical courses are indispensable. And thus we might continue to speak, if time permitted. It is not only the high school'which is in transition. The elementary schools likewise are undergoing great changes. They are being re-made to meet the needs of the people. If in the past they have fostered the democratic idea that all chil- dren are equal, they will in the future recognize clearly that all children are differ- ent. Methods and courses will be adapted to this end. Again, the elementary school of yesterday was in session three months out of the year: that of to-morrow will continue thruout the year. ln the words of a recent writer: Our schools will become at the same time, schools of health, schools of occupation, schools of plav and schools of study. The kindergarten of to-day is the forerunner of the new type of elementary schools. The chasm between work and play will be bridged. Play as well as work will be productive and eclucativef' The school of to-morrow must be broad and compre- hensive, to quote again: Train a child's intellect exclusively and he becomes a heartless villain 1 train his heart exclusively and he becomes a religious zealotg train his body exclusively and he becomes a daring monsterg train his hand exclusively