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

Page 24 text:

22 Thk Hic.h School Herald HENRY BARNARD Just as Horace Mann deserves to be called the Father of the Free Public Schools in America,” so does Henry Barnard merit the title Father of Teacher Preparation and Fducation. It was cnce said that Barnard ' s method was that of Abraham Lincoln and other great social leaders, because he did the necessary work first and from the results determined the absolute objectives. Henry Barnard has been called the outstanding American educational reformer of the nineteenth century, but he was much more than a reformer. He was a pioneer; for he not only corrected abuses in public education, but he gave to it a new meaning a new foundation. To Henry Barnard we are indebted for the first teachers ' institute or the forerunner of the modern normal school, also the first library connected with a common school in Connecticut, and the earliest recognition of education by the Federal government. In 1838, Barnard ' s professional life began. Before ten years had passed, he had spoken in behalf of free schools in every state of the Union except Texas. Some of his early school reports contain the bases of the state and city school govern¬ ments in existence today. He advocated better graded schools, school supervision, and trained teachers. He was also insistent that there should be better schoolhouses. Through all his career, the center of Barnard’s real interest was the teacher. In 1839, he issued an invitation to teachers in Hartford to meet for several days in Hartford, where they would be given lessons—in the teaching of reading, arithmetic, the use of globes, and other devices—by competent men, all hired and paid by Henry Barnard himself. Twenty-five teachers responded. Although this was only seven weeks in length, it was one of the first teacher’s institutes. One of Barnard’s most famous thoughts was this: The common school should be common as the light and air. That day will come. For me, I mean to enjoy the satis¬ faction of the labor, let who will enter the harvest. The day of the common school has come. We have entered the harvest. Let us therefore, in this centennial year, praise the man who performed the labor. Alice Friss, ’38. THROUGH TRIALS TO TRIUMPH What is a triumph ? In its true meaning, a triumph is the condition of being vic¬ torious or of having attained success. There is, however, a kind of success which is obtained by means of wealth, fame, or social position. But this type does not constitute a triumph; for it results from selfish¬ ness, greed, and sometimes moral loss, and thus should be avoided. Then there is the kind of success which comes through honest effort and patience. In order to attain this type, one often endures bitterness, trials, and defeat. If a person lacks patience and the determination to forge ahead in the face of obstacles and trials, he will never taste the joy of triumph. In addition to being patient, one must be able to apply himself vigorously, industriously, and courageously to the vocation or path of life he has chosen. He should not forsake his life work because he has come in contact with the thorns which lie on the path to triumph.

Page 23 text:

The Hic.h School Herald 21 GRADUATION NIGHT PROGRAM m SALUTATORY Members of the Board of Education, Teachers, Parents, and Friends: It is an honor to be able to welcome you here tonight in behalf of the Class of 1938. We wish to thank you for your cooperation and interest in our activities and we sincerely hope you will enjoy our commencement program. One hundred years ago, Henry Barnard was chosen as Secretary of the board of Commissioners of Common Schools in Connecticut. Perhaps you will ask. Who is Henry Barnard?” If you are a student, an educator, a parent, or a lover of little children, you are enjoying the results of his effort and vision. This man often called the godfather to the kindergarten” was born in Hartford, January 24, 1811, the son of a prosperous farmer. Because his early school days were so unhappy, Barnard contemplated following his father ' s example and seeking freedom and happiness at sea. The elder Barnard heard of his son ' s plans and immediately determined to discuss the situation with the boy. As a result of this, young Henry was given two choices: the sea or boarding school. He chose the latter and entered Monson Academy where he learned for the first time in his life that the world was beautiful. After graduating from Yale in 1830, Barnard taught school for a year and then began the study of law. His experience in college as a debator and orator later aided him a great deal in his legal and political life. During the next few years, in order to enlarge his experience and continue his education, Henry Barnard traveled through Europe, seeking advice from European educators, attending lectures and meeting people in social gatherings. All the information secured in this way was stored in his brain to be used later on in his books and journals on education. On his return to Connecticut, he was elected to the Connecticut General Assembly at the age of 26. He served three terms and was then appointed Secretary of the Conn¬ ecticut Board of Education. Thus he was compelled to forsake his legal career and devote the rest of his life to improving common schools. Barnard continued his educa¬ tional work in Connecticut, Rhode Island, Wisconsin, and Maryland until 1870, when he withdrew from public life to write his Journal of Education.” He returned to Hartford and died in the house of his birth at the age of 89, still full of eager visions which might benefit both adults and children. The names of Henry Barnard and Horace Mann are often associated with the begin¬ ning of free education in this country. True, they often worked together but Barnard lacked Mann’s executive ability while Mann lacked Barnard’s vision. What Mann did for Massachusetts, Barnard did for Connecticut. For this reason, we can truthfully call Horace Mann The Father of Child Education” and Henry Barnard, The Father of Teacher Education.” Rita Furey, ' 38.

Page 25 text:

23 The High Sc:h X)L Herald Among the famous men who have endured trials in order to attain success, Abraham Lincoln serves as one of the most famous examples. Everyone is acquainted with the poverty cf his early life, with his determination to become educated, and finally with his illustrious political career. Another striking example is Henry Barnard, who, by his untiring efforts, helped advance education in the common schools of Connecticut. Truly, these two great men climbed THROUGH TRIALS TO TRIUMPH. Therefore, success in life is not offered to one on a goiden platter. It must be earned through honest, patient, unceasing toil. A person must pass THROUGH TRIALS TO TRIUMPH , and, as the poet writes: He must take a blow or give one, He must risk and he must lose, And expect that in the struggle He will suffer from the bruise. But he mustn ' t wince or falter, If the fight does once begin, But be a man and face the battle — That ' s the only way to win. Clarence E. Roszelle, ‘38. VALEDICTORY WE ARE THE FAITH OF THE FUTURE We are the faith of the future. In us is vested net only the destiny of ourselves, but also the destiny cf the world. We, who are about to take our places in the world, who will carry on the work heretofore carried on by you, are the unknown quantity in life. On our shoulders will rest the cares, the worries, and the responsibilities formerly borne by you. What have you left to us? At the present time, we are in the midst of a business recession, how serious nobody knows. Undoubtedly this recession will make our task much more difficult. We have a staggering national debt which must be shouldered by us. We are menaced on all sides by Communism, Fascism, nationalism, and militarism. All of these political theories can be united into just one ism , egotism. Therefore, our task is not an enviable one. In short, this is what we must do. We must pay off a national debt of at least ten billions of dollars, at the same time bringing back prosperity to the United States and keeping the United States out of war. You may say, You ' re just getting out of high school. You won ' t have to worry about those things for a long time. But, do we not have to worry about those things? The day after tomorrow, most of us will be looking for jobs that do not exist. Ten short years from now, we shall begin to take over the reins of government from your hands, and still you say we do not have to worry. Nevertheless, do not think that we are discouraged, for we are not. It is merely that we realize fully the responsibilities that we shall assume during the next few years. We intend to shoulder those responsibilities with the zeal of youth tempered with the