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

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THE HIGH SCHOOL HERALD 21 public schools. The Dartmouth College Decision guaranteeing the perpe¬ tuity of endowments was followed by a great period of development of both private and public institutions of higher learning. In 1838, Henry Barnard introduced a bill into the Connecticut State Legislature which pro¬ vided for the establishment of a state board of education. The main objectives of education are included in the seven cardinal principles; namely, to produce a sound mind in a strong health body; to achieve for every child a home life that is happy, unselfish and democratic; to enable one to read and write; to think, study, and act; to teach the knowledge and skill needed to earn a good living; to prepare for the use of free time for worthy activities and pleasures; to enable one to have an informed citizenship dedicated to the common gocd; and to endow ' every child with a fine spiritual character that is trusted and admired. The chil¬ dren of today have far greater opportunities to obtain an education than did their fathers and grand-fathers who had no public schools to attend. Let us demonstrate to our parents the gratitude and appreciation which we have for the opportunity that they have given us. The announcement of the Federal Relief Administration that the national government would extend aid in the emergency to unemployed teachers and crippled rural schools marks a new step in the recognition by the federal government of its obligation to equalize educational oppor¬ tunity throughout the nation. The American high school is the people’s college maintained by all and for all; the mainstay of self-government, and the surest guarantee of our liberties. Glenn White, ’35. “SCHOOLS OF THE FUTURE” Now that you have witnessed a few scenes concerning the schools of the past and the present, 1 will attempt to outline for you a few r of the things that 1 think will play an important part in the schools of the future. First, we shall have more specialized classes and more opportunity for children to work individually and in small groups. Pupils w r ho do not learn easily will not be dismissed as in the past because they are incom¬ petent or annoy the teacher, but will be studied by medical, psychological and educational specialists to determine the cause of this failure and to provide remedies. For social problems and science in the typical high school there will be provision for laboratory work such as a small but carefully chosen zoo through which the children may study the life cycles of various animal forms and types. Our youth today need an education that gives them a clearer under¬ standing of the perplexities of our civilization; an education that develops a sense of social responsibility for the intelligent and effective solution of developing problems which endanger and retard the blessings of democ¬ racy; an education that will make of our youth the builders of a finer and more enduring civilization.

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20 THE HIGH SCHOOL HERALD ENGLISH If American students are to cultivate their taste and appreciation of literary values, the schools must provide the opportunity. This year, as a part of our English course, we have studied, read, and discussed modern verse. Through this study we have learned to appreciate poetic expression, to enjoy “wholesome” humor, and to evaluate social principles and ideals, so prevalent in our modern verse. We have also learned that variety is fundamental in selecting a general course of poetry. Patriotism, nature, out-of-door life, home life, social ideals, and narrative poems have been some of the various types we have considered. Finally, we have learned that melody (though often in unique phases) is as essential to modern poetry as to classical verse. For this reason many of our modern lyrics have been readily set to music, as Kathryn Lee Bates’ “America the Beauti¬ ful”, Joyce Kilmer’s “Trees”, Rudyard Kipling’s “Recessional” and Henry Van Dyke’s “Home Thoughts from Europe.” Let us take the late Henry Van Dyke as an example of a versatile writer. He is noted as an American essayist, poet, fiction writer, clergyman and educator. As a writer he has covered a wide range of subjects includ¬ ing fiction, literary criticism, religious works, poetry, and essavs. His poems are noteworthy for their delicate art and vivid pictures. His most popular books are “The Other Wise Man” and the “Blue Flower” His most popular poems are “Poetry of Psalms” and “Other Poems.” Because we enjoyed reading Van Dyke’s poem “Home Thoughts fiom Eu 1 ope , let us listen to this same poem as it has been set to music under the title “America for Me.” Frances Sluzinski, ’35. “HISTORY OF SECONDARY EDUCATION” The year 1935 marks the three hundredth anniversary of the found¬ ing of the first secondary school in America—the Boston Latin School, riom the establishment of this institution with one instructor and few students we can trace with pride the progress and advancement made during 300 years of growth until we now have a great and mightv system of education which is provided by 26,000 public and private high schools for over 6,000,000 young Americans. Through the efforts of John Harvard, the college which now bears ns name was established in 1636 with a purpose of presenting a higher education to the ambitious of young America. The Massachusetts State Law of 1642 was unique for the fact that it was the first instance in the English-speaking world that a state legislature passed a ruling that all children should be taught to read and write. The next important step in the expansion of education was the opening of Franklin’s Academy in Philadelphia In addition to Latin, this new academy included the English School and the School of Mathematics. the Ordinance of 1785, national aid for education was assured by the reservation of one section in every township for the maintenance of

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22 THE HIGH SCHOOL HERALD No longer will it be considered desirable to exclude political discus¬ sion from the schools because of bad influences upon the children. Instead, each school building will become a laboratory in practical politics. We can not prophesy too far into the future to know whether or not the radio and the moving picture will play an important part in our future schools, but we do know that the main feature of education will be a series of adaptations and adjustments to all sorts of conditions that may arise. Dorothy Cavanna, 35. PROPHECY Scene—Redville Hotel. Time—1955. Mad.—Carrie, I attended the 250th performance of your play “The Carologans’’ at the Lombardi Theater on Shaughnessy Street in Rainbow! You certainly are a box-office demand. The world is still looking at you as one of the foremost actresses of all times. Car.—Madelyn, is it true that you are the “Twilight Princess” over Station T-A-R every Monday night? The children look forward to your programs and enjoy your stories. You will have to tell me the story of the Three Little Pigs some time, it’s so long since 1 have heard it. Mad.—Yes, I’ll do that. Did you know that Malvina Draghi is the owner of the Tip-Toe Dairy Farm in Broad Brook? Car.—Good for her! Doesn’t that look like Barbara Cooney coming toward us? Mad.—Well, if it isn’t! Bar.—Well, here are two of my class-mates! Carrie and Maddy! It seems like old times seeing you together again. (Shake) It is indeed a pleasure to shake hands with the greatest actress since the time of • Katherine Hepburn. Mad.—Glad to see you, Barbara. You’re looking well. Car.—What are you doing in the Redville Hotel, Barbara ? Bar.—I am keeping an appointment with Madame Jennie of Roberta’s in Paris. Car.—Madame Jennie! Mad.—Not Madame Jennie who is famous for her knitted creations? Bar.—Yes, she is to display her creations in our shop. Mad.—In your shop? Bar.—Yes, I am the Commercial Designer at the L’Adele Shoppee at Granby. You know it is under the management of Adele Wolnick, vou remember Adele, don’t you? Car.—Oh, yes, an old acquaintance of mine. Mad.—Will you ever forget the time we initiated her in the cloak¬ room at school.