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

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THE HIGH SCHOOL HERALD 26 THE VALUE OF THE EDUCATED MAN TO THE COMMUNITY What have educated people done for their communities in the past, and what are educated people doing for their communities in the present? Without hesitation we can safely answer that they have done a great deal. Educated people make good citizens, and as gootl citizens they perform many tasks that are of benefit to the community. What are some of the qualities of a good citizen? First, he is in¬ telligent. He learns what is going on in his community and is interested in its affairs. Second, he is open-minded. He sees the viewpoint of others and does not act in a stubborn, prejudiced fashion. Third, he is courageous. He stands up for what he believes is light. Fourth, he is honest. He keeps his word and anyone can trust and depend upon him. Fifth , he is unselfish. He is thoughtful of the rights of others. Sixth, he is coopera¬ tive, that is, he is a good companion and tries to get along with people. He gives as well as receives. These are only a few of the qualities an edu¬ cated person possesses. Even Abraham Lincoln had these qualities in mind w ' hen he said, “I am not bound to win, but I am bound to be true. I am not bound to succeed, but 1 am bound to live up to what light I have. I must stand with anybody that stands right; stand with him while he is right and part with him when he goes wrong.” The character of any community is determined largely by the people who dwell in it. As a member of the community, an educated person is more interested in its welfare. He knows its problems and what sort of voters decide its elections. He helps a great deal to improve his com¬ munity, to keep it clean, and to give it a good name. He is more friendly and courteous. He takes pride in his community. He boasts about it, tries to beautify it, and stands up for it. Benjamin Franklin was such a citizen. He was always on the watch for ways in which to better the place in which he lived. He was the first person to put up a street lamp in front of his house to aid passers- by fn the night. He emplove d a man to keep the street clean in front of his home. He founded the first hospital and helped to establish the first tree library in the city. He also played a part in organizing a fire depart¬ ment, a police force, and an academy. Another example of such a citizen was the late John D. Rockefeller. “His religion was to advance, extend that kingdom here on earth, and to do it through the foundations which he established and the institutions which he generously supported.” In the past, educated people have done a great deal for your com¬ munity, and the educated people ctf today should continue with the good work which they have left unfinished. Horace Mann once wrote, “If ever there was a cause, if ever there can be a cause, worthy to be upheld by all of toil or sacrifice that the human heart can endure, it is the cause of education.” Stephania Andrik, ’37

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THE HIGH SCHOOL HERALD 25 THE VALUE OF THE EDUCATED MAN TO THE HOME The affairs of the household are of great importance to our national welfare. Many years ago home economics was not taught in schools as a subject of the curriculum, as the home trained its future homemakers, but today as the home has become lax in this typo of training so neces¬ sary to the happiness and well being of individuals, the school has to un¬ dertake the task. Only in recent years this subject has derveloped into a real science which is most practicable and helpful to the smooth running of a home. Many people hold the belief that home economics can be taught to pupils in elementary schools, but real problems in iiomemaking demand the judgment that a university can develop. Social problems and food research are home affairs that demand the best brains in the land. In a true sense, however, home economics is an examination of all lines of activities and then adapting whatever may be of use in the art of making a home. There are really five major divisions of home making: first, family relationship; second, family economics; third, the housia; fourth, food and nutrition; and fifth, clothing. Family relationship brings about the matter of regarding the responsibilities of a high school bey or girl. Child development and care and questions of parent education are an essential part of a well-rounded home economics course. Household budgeting comes under the division of family economics. Everyone should know about the costs erf living,standards of living, and planes of living because they are of vital interest. Furnishing a beautiful home means as much to domestic happiness as a well-cooked meal. Fi¬ nancing the home is also a pertinent subject. Another important factor in domestic life is the forming of good food habits. Every boy and every girl should be able to plan, buy, and prepare simple wholesome meals. Every citizen should know how much it costs to provide food for a family. Also every person should know a little about the selection of clothing. From the point erf view of general education, problems in home economics have served to encourage reflective thinking. Therefore, this subject is a worthy one, and the young man or young woman who knows something about homo, economi cs is a valuable member of his family. It should be taught in every school all over the United States, for it will make the domestic life of a community much happier than it has ever been. Thus we hope to see the day when Windsor Locks High School can have added to its course of study some of these valuable courses in Home Economics. Julia M. Wolnick, 37

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THE HIGH SCHOOL HERALD 27 THE VALUE OF THE EDUCATED MAN TO THE STATE At this time of year when the youth of our nation attracts the attention of the country by its commencement exercises we are brought to realize that millions of young people enter the portals- of our schools and colleges each year. Upon graduating from high school most students are fast approaching the age when the will have the opportunity of that great democratic privilege—the right to vote. How will they use this privilege when it is granted to them? Will they be able to exercise this right in a manner intelligent enough to preserve our Democracy? The answers to these questions depend upon the degree that education has fitted these yciung people for their places in the state. The primary aim of public education should be to enable a citizen to get such a clear understanding of public problems that he is able to act intelligently with respect to them; for the greatest enemy of democratic government is civic ignorance. A man need not think that he is doing his duty every two years if he votes, for real citizenship means he must have an understanding of the society in which he lives and a desire to im¬ prove it. Especially at a time like this when changes in our political system comie much faster than usual, we cannot afford to take chances in training our youth fn the ways of Democracy. In this w r orld today torn by the conflicting forces of Communism and Fascism, every citizen is in need of the type of education w r hich will give him an honest insight of the realities of Democracy showing him both the failures and the achievements of Democracy. He must also under¬ stand the machinery of other governments in order to realize the full value of his own government. Communist and Fascist schools do not hesitate to use their educa¬ tional system to indoctrinate their types of governments in the minds of children. Surely w’e cannot even attempt to make adherents of Democracy unless we teach thoroughly the structure of our government and its national history. In past periods of American History the common man has had much less power than he has today. Because of this he must be taught to live up to his obligations rather than let himself become of the rabble. If he is well trained, he will not become the slave of newspaper propaganda, to be influenqed by every demagogue to whom he listens. He will be able to judge from his early discussions and studies which political and economic philosophies he should accept. Since we understand, therefore, that the preservation of our Dem¬ ocratic Governmnt depends upon the creating of an intelligent responsi¬ ble citizenry, it is tow r ard that end that w r e must now make rapid strides. Along this read lies the way to peace and security. Delay in mov¬ ing in this direction may mean the decline and decay of American Democ¬ racy. As Horace Mann declared, “We need general intelligence and in¬ tegrity as w r e need our daily bread. A famine in the latter would not be more fatal to health and life, than a dearth in the former to political health and life. Misgovernment can more than cancel all the blessings of science and the bounties of Heaven.” Raphael Boyle, ’37