Windsor Locks High School - Herald Yearbook (Windsor Locks, CT)

Page 12 text:

10 THE HIGH SCHOOL HERALD. end of our High School course, to the end of four pleasant years of toil spent to¬ gether. Let us ever remember and love our Alma Mater and let us now extend our ap¬ preciation to our worthy faculty who have helped to enlighten us, and to the under¬ graduates whose pleasant companionship we have enjoyed. And as we part tonight to take up our different walks through life let us strive to reach the summit most suit¬ ed to our own individuality and there erect a tall, perfect, beautiful temple of life, and let us call that temple Character, not Fame. Nady L. Compaine, ’20. THE HERALD STAFF Edilor-in-Chief Nady L. Compaine, ’20 Assistants Helen Shepard, ’20 Robert Parmelee, ’20 Julia Rooney, ’20 JohnShaughnessey,’21 Joseph Hawley, ’22 Nelson Parmelee, ’23 Marion Eagan, ’22 EDITORIALS This, the last issue of the Herald, is a strictly Commencement Number, and by means of it we wish to extend our thanks and appreciation to all who have contributed to its success this year by articles and sub¬ scriptions. We have endeavored to make the Herald as fine a paper as it lay in our pow er to do so, but we own that it has its faults, and we sincerely hope that the editors of 1920-21 will benefit by our errors. We cannot too strongly urge that there be the closest co-operation between the ed¬ itors and the school. We have appreciated the interest shown by our Alumni during the past year, and we hope that this interest will continue, for the alumni of a school is a very vital part of its support.

Page 11 text:

THE HIGH SCHOOL HERALD. 9 ern point of view their course of study was meager, fixed and neglectful of the litera¬ ture of the classical ages. This period of the Dark Ages when all learning slept was followed by the Renais¬ sance or the Revival of Learning. During this era it was evident that the spirit of the Graeco Roman had returned and that an op¬ portunity was granted for the expression of individuality. Universities throughout Eu¬ rope began to adopt this new learning. They were awakened to the genuine vitality and innate beauty of the ancient writings. Even grammar schools began a systematic change in curricula. After the Renaissance came the period of Reformation. This opened the field for the training of teachers adn broadened the courses in philosophy and mathematics. The so-called grammar schools, so limited in their courses, were found inadequate in the preparation for the universities, and out of this need came the establishment of acad¬ emies in England and America. These acad¬ emies, we must remember, were far differ¬ ent in their scope from those of today. They taught only those branches prepara¬ tory for college, and only those went to college who were preparing for a profession. Then came the development of the modern systems. And with it free elementary edu¬ cation, compulsory attendance, the creation of a board of education, normal schools, vo¬ cational schools, and the placement of ele¬ mentary schools under public control. The growth of inventions and discoveries in the nineteenth century gave rise to the teaching of many natural science branches in technical schools. And even universities began to assimilate these courses with their own. Then, too, elementary schools began to realize the value of this practical training and so equipped themselves with labora¬ tories, lecture rooms, workshops, and in¬ creased their staff of instructors. And so with the dawn of the scientific movement, scientific and technological schools sprang up. Through the academic movement, high schools began to appear, giving special em¬ phasis to sciences. The first high school appeared at Boston in 1821. In the first year it offered in its schedule geography; navigation and surveying, in the second; and natural philosophy and astronomy in the third. In all cases instruction was given mainly through the text book, although ex-’ peri men ts were frequently demonstrated by the teachers, but there was no laboratory work for the student. At this time there was such a tendency to overload the cur¬ riculum with scientific courses that at the end of the century these courses were very numerous and of a rather superficial charac¬ ter. The scientific movement in the educa¬ tional system was marked in all the coun¬ tries during the past two centuries, which demanded entirely different methods of teaching from the traditional ones. So much for science. We have now come to the pre3ent-day tendencies in education. Perhaps one of the finest things of camparatively i ecent devel¬ opment is the evening high school, where students who are occupied during the day can attend in the evening, and also the even¬ ing school for the foreigners. Another fine institution is the industrial schools, estab¬ lished through the philanthropy in the larger cities. Let us stop and consider a moment the striking comparison between the college and the high school courses. Classics are beyond the question, for we all know that classics have always been the foundation of all sec¬ ondary schools. Corresponding to the applied science in the college;, we have the domestic science in the high schools; and in place of finance and economics, business and business law. In the colleges are offered thorough courses in agriculture, while in many high schools both the theoiy and the application are considered and even the grammar schools are beginning to adopt agriculture into their curricula. The commercial department of our schools has done more perhaps than any other insti¬ tution to place the majority of business workers in fine working environments with a chance for intellectual improvement. As a matter of fact, there are more commercial students than classical students in any com¬ munity. The commercial course is a quicker one, thougn its practicability is questioned. We have now come to the schools of the present day. What a short time has elapsed since I spoke of the ancient Greek and Roman education, but how many years it has taken to build up our excellent high schools and colleges upon that foundation. Twenty-five centuries of patient toil, now a lapse, now a revival of learning, but always a striving toward the same goal—a higher standard of education. How grateful we ought to be to those people and to those conditions which have made it possible for us to have the excellent opportunities of education which we now enjoy. Classmates: We have now come to the

Page 13 text:

THE HIGH SCHOOL HERALD. 11 Turner The W. L. H. S. has always been noted for adhering to its traditional customs, and, although late, we presented our annual ex¬ hibition on Friday, June 11. On May 28 a concert and dance was given in the Memorial Hall by the members of the junior class. The program, which was most carefully arranged, and which proved to be a credit to the school, was composed of the following numbers: Orchestra March Anchored Veazie High School Chorus Irish Love Song Lang Eva Colli Piano solo, “La Manola-Caprice Espagnola” C. W. Kern Francis Wallace “Pit, Pat, Pit, Pat” Bailey Girls’ Chorus “Hail, Land of Freedom” Sextette from Eighth Grade Nellie Betley, Ethel Goldfarb, Laura Parlette, Dorothy Pease, Frederick Mather, Raymond Hancock. Reading, “Last Hymn” Mrs. M. Farmingham Eva Colli The freshman class presented their final rhetorical program for the year in the as¬ sembly hall on May 28. The program was uniformly successful, and some of the mem¬ bers seem rather disappointed to think they cannot display their oratorical ability again until they are sophomores. Now that school is over the Seniors won’t have an opportunity for cutting a day or so every week. The chemistry class has made a slight transposition in the formula for Cuperic Iodide, I Cuj (I see you too). JUNIOR PRIZE ESSAYS. ANDREW CARNEGIE FIRST PRIZE. Not only the United States, but prac¬ tically the whole world was sadiened last August to hear of the death of one of our most honored citizens and one of the world’s greatest philanthropists. Andrew Carnegie was born on November 25, 1835 in Scotland. He started to work in a cotton factory for a little over a dollar a week. He learned telegraphy when he was messenger boy in Pittsburgh and he very soon became an operator and rapidly advanced to the ranks of division superin¬ tendent for the Pennsylvania railroad. By cautious investments in Pennsylvania oil lands he increased his wealth enormously. After the war of Secession he entered the iron business and soon became one of the industrial leaders of America. In 1868 he introduced the Bessemer pro¬ cess into the American steel industry. In 1899 he consolidated all his interests in the Carnegie Steel Company at that time one of the greatest industrial institutions ever established. When, later, it was merged with the United States Steel Cor¬ poration, he retired from business with a fortune estimated at a half billion dollars. The scope of his public spirit has been world wide. Besides the five institutions which receive special attention, his gifts in¬ clude $11,000,000 to the Carnegie Institute of Technology, $10,000,000 to Scotch univer¬ sities including St. Andrews and Aberdeen; $5,000,000 as a benefit fund for employees of the Carnegie Steel Company; $2,500,000 trust for Dunfermline his native town. The annual proceeds of the fund of $15,000,000 given to the Carnegie Founda¬ tion for the advancement of teaching by Mr. Carnegie in 1905, and 1908 are dis¬ tributed in pensions to teachers in the United States, Canada and New Foundland retiring from the faculties of universities and coUeges. An educational research fund of $1,250,000 was added by him in 1913. The Carnegie institute organized in 1902 to encourage in the broadest and most liberal manner, investigation, research and discovery, and the application of knowledge to the improvement of mankind has an en¬ dowment of $22,000,000. The institution offers no regular class-work and no degrees. Its administration building is in Washing¬ ton, D. C. The president of the United States, the vice-president, Speaker of the