Ypsilanti High School - Ypsi Dixit Yearbook (Ypsilanti, MI)

Page 7 text:

It was his purpose from his lirst connection with the schools to restore the Ypsilanti High. School to its place of esteem, honor, and pride in the'minds of the citizens of the town. In the early history of the school, while under the charge of Professor Estabrook, the school had'been an object of great pride on the part of the people. Gradually it had lost this high place. Systematically, Professor George set about creating the old feeling in the minds of the people toward the school. It is not necessary to say here how fully and thor- oughly he accomplished his purpose. The second o-biect he had in view was to create in the alumni of the school a feeling of pride in the school and re- gard for it and a desire to labor for its advancement and pros- perity. He created the organization of the alumni association. Into this association a very large part of the alumni now living were gathered and the animal meetings of this association con- tributed very much to increase the esteem in which the school was held. The third purpose which he had in view was to create an C'.S'f7l'I-f do mrfvx in the teachers of the school and to lead them to think that they were a body of co-laborers in a great work and in an honorable sphere of action. I-low well he succeeded, the teachers can testify. Connected with this, he also aimed to create in the minds of the pupils of the school a becoming p1'ide in the institution itself-a spirit of loyalty to it and an enthusiasm in its support. How well he succeeded in this, the pupils of the school can testify. It will be no more than the truth to assert that the schools, their teachers and pupils have 1'CCOV6l'CCl to a very large degree the high position which they had during the administration of Professor Estabrook: and the administration of Professor George will go down in history side by side with that of the first great superintendent of the schools. Professor George will be remembered in Ypsilanti as a public spirited citizen, one ready to do his full share of public work without regard to compensation. as a warm personal friend to a great number of people in the town: but he will be remembered especially by those who during the years of his superintendencv went out from the schools bearing the impress of his high and manly character.

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managed them with marked success for six years. During his superintendency, these schools increased in value and reputa- tion. He established a training school for teachers and a de- partmental school, one of the first in the state. He came into the Normal School as professor of rhetoric in 1879. In 1882 he became director of the training school. His work in this department of the school was characterized by his untiring energy and good judgment. He prepared a broad plan of or- ganization, which included in its scope a kindergarten, a well equipped primary and grammar school of eight grades, with critic teachers for each grade. The work of teaching was thoroughly systeinatized and the value of the school was very greatly increased. Besides attending to the work of his own department, Professor George was always active in furthering any enter- prise looking to the good of the school as a whole. He pro- posed and started the Norma! News, becoming financially re- sponsible for its support. He was influential with the legisla- ture in securing an appropriation for the erection of the gym- nasium. He secured by his own personal efforts the sum necessary to purchase the grounds upon which the gymnasium stands and at the dedication of the building delivered the ad- dress in behalf of the faculty. He took charge of the city schools as superintendent in 1896. He came into the superintendencv at a critical time and under some unusual conditions, but he was peculiarly fitted for this work by natural traits of character and bv long ex- perience in various positions in educational fields. His influ- ence upon the schools was in every way of the most happy character. The spirit of kindliness and helpfulness always manifested by him in his official and personal relations, both to instructors and patrons, kindled the same spirit in them. He knew how to give suggestions and advice and council with- out seeming to dictate or even to advise. I am sure the young ladies and gentlemen of the high school will remember and recall hereafter with gratitude the brief lessons bearing upon practical every-day life and conduct given in connection with the chapel exercises-lessons intended to impress upon young minds high ideals of manhood and womanhood--lessons of integrity, honesty, truthfulness, kindness and courtesy.

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The Library as a Monument to Prof. George. . MILDRED S. SMITH. MONUMENT,--tl12lt is just the word--a good, substan- tial, lasting remembrance to one whom we all love and respect. The work of Mr. George is done, and now only the fruit of his labor and the influence of his life remain. Our High School Library is the fruit of some of his labor, and its in- Huence will extend beyond us into the coming generations. Mr. George's work from day to day and week to week will in time pass away, but the Library will remain--a memorial which time cannot efface. In the equipment of a school a Library is of indispensable value, and when Mr. George took up his work of superintend- ent in 1896 he fully understood this and sought to bring the small collection of books then on hand into systematic order and immediate use. This collection consisted of some 2000 volumes, and he at once took up the work of swelling the number in numerical, educational and historical value. As in all things, he first established a precedent by putting on the shelves many of his own books, before seeking to obtain them through other sources. ' Before Mr. George became superintendent, the School Board made a small yearly appropriation for the Library and then used the money for other purposes. Prof. George saw that the money was used for the object for which it was given, and also expressed a wish that there might be enough appropriated with which to secure the services of some one who was able to give his or her entire attention to library work. In the fall of 1899 his wish was realized, and the office of Librarian established. From an appropriation, the position of Librarian became a salaried one, the same as the High School teachers. Thus are things gradually builded.