The Hawaiian gazette. [volume] (Honolulu [Oahu, Hawaii]) 1865-1918, 1904-06-17

college man waits some TOUR years
longer, during which time the High
School boy has been learning the bust
ness and then dislikes to assume
position beneath that occupied by
man of inferior education.
"The High School boy has however a
tendency to specialize and has not the
wider horizon of the college man nor
the latter's adaptability to take hold
of any department with some pre-
knowledge of it's requirements. The
broader studies of the college man too
enable him to refresh his mind with
other studies when his work pals upon
him.
colleges, however" concluded the
speaker, ARE rapidly taking more
generous view of such matters and
many as Chicago, Vermont, Illinois,
Iowa, Wisconsin and others are teach
ing commercial courses as a part OF
their regular curriculum. Electrical
concerns and insurance companies often
send men to college commandments to
select the brightest of the graduating
classes. If a man can take up col
lege education in the right spirit and
without becoming a burden upon those
at home he will never regret the time
and money he has spent upon it,"
Miss Agnes Lyle contributed Arditfs
valse "L'Ardita," with much brilliance
of effect and pure quality of voice, the
selection being a very agreeable fea-
ture of the evening and one greeted
with hearty applause.
The valedictorian, Miss Ottelyn
Smith, proved a young lady of pre-
possessing appearance and a particu-
! larly pleasing delivery which consider
ably enhanced the subject matter of
her grafton, the quality of which guar
anteed the speakers claim to be vale
dictorian of her class. Miss Smith
chose as her theme the development of
the Public High School deeming Il re-
view of its growth not inappropriate to
the occasion and her well chosen pc
RODS were listened to with interested
attention.
1.-THE Public High School course of
today said the speaker, lis about
equal to the collegiate course of few
years ago. In the colleges of earlier
days liberal time was bestowed upon
the dead languages to the practical eN-
clusion of English, little was read of
history or the literature of our own ma
tions. The academy was the next step
towards the Public High School, the
first of which institutions was started
at Boston in 1921. In the Southern
States many disagreed as to the neces-
sitF of the government providing n
liberal education and thought the sys-
TEN of district schools then in vogue
all sufficient. Yet in those same States
today 1900 Public High Schools now
flourish while the United States boasts
a total of 5000.
1.-The High School makes good citi-
zens, good men and women for private
life who do much for the general de-
velopment Many of the best editors
of the country and other prominent
men have had only High School edu
cation. The study of English. our prin-
cipal means of thought and commune
cation, is prominent in the High School
course, with mathematics, the founda-
ton of all sciences while the business
department course needs no recon-
mendation.
zone thing should be particularly re-
membered of the teachers precepts
that what we do for ourselves is best
NntlUeF III lne solution OF Beplnttllthl
or life problem. The class with true
attachment and regard for the head OF
our institution, with true affection for
our teachers we bid 10 all fond
aloha
In introducing the speaker OF the
evening Professor Scott stated that he
had often wished 10 get In the position
whore he could make public acknowl-
edgment of the debt owing Mr. Castle
for the grounds, building, central, local
and grand possibilities of the High
school secured when Mr. Castle was
president ~ thr Board ~ Education
ana ly hls tact Hepl spnse ana diplor
macy brrurrd ihe purchase at a
nominal nHurr "a Was 0ulR ntingn
| concluded M scott that MI rasile
deliver Che allrrsa 20 lhg spdpalmg
NlRaah
hF NHsilr AppWAipl lhr ira ihat
h' nlNNr 800 rsrNf'n.F M H'.uHnH
/ in' lith f0hnnl WHHH nlhue N
NNl'NH hF AlllNsaN HHi tNff.nr
ANhH.A. iHl .Wfl IlN MrNf fNl
Nl NII.a ll# HI"I N M. lI
I" N.W IHI'. HHN lH I'D.
Nr I W IN HNI "a
| I I.I
III