Arizona republican., 1911-06-03
Es PHOENIX, ARIZONA, SATURDAY MORNING. JUNE g. 1911

The next number was the singing ! of the boys quartet composed of John Creighton, Stanley Hibbs. Gordon
 Brooks and Marshall Broadway. Their ! first number was a delight but the | second was scarcely so creditable
 though the audience demanded a third appearance. which produced the only comedy of the evening. They had no third number but They marched
 right in and turned around and
 marched right out again.. with the augh on their admirers. Miss Blanche Lunbeck was the accompanist.
 After the class address the program called for the presentation of diplo
 mas by Eugene Brady O'Nein. Mir
 O'Nein was called to Los Angeles last night on business and Territorial Sec retary George U. Young who was in the audience was called upon to per form that office, which he did with much gracefulness and many kindly and inspiring words. He remarked in the beginning though that it was an unexpected pleasure and caught him with only his business suit on but had he been previously advised he would have attired himself in his speaking clothes Among other fine sentiments expressed by Mir. Young was a laudation of the prac
 tical side of life He said the world is suffering from a flood of educa- ton and a dearth of common sense Addressing the young ladies he said that however estimable those women may be he hoped the young grad uates would not all become Jane Addamses or Ida Tarbells for what the world needs most is good wives and mothers.
 The graduating class is composed of the following named young ladies and gentlemen:
 Minnie Bivin. Evangeline Irvine. Pearl Butler. Victor Jackson, Louise RIount. Ruby Jones. Lucy Clark, J. M Johnston. Richard Comfort. Audra Lawrence. Mary Creighton. Caroline Lutz Marion Doris, Harry Jane. Dorothy Elder. Mary Mollett. Jean ette Elliott Randolph McElhaney. EZ- ra Eglv. Edna Paulson. Selma Gold berg. William Pickrell. Naomi Griffin, Mary Perkins. Justus GOebel, William Robbins, Edith Hickey. Edward Rod enbeck Bert Hurley. Corinne Stabler, Lewis Hirst. Ruth St Claire. Helen Hirst Abbie Smith, Helen Howard. Katherine Stilwen. Winfield Hart ranft. Lucy TollesOn. Herbert Hodges, Gladys Toney. Henry Harvey, Walter Thalheimer Morley Howard. Jessie Vroman. Clarence Herwig. Helen Will COX. Carol Tough and Vivian Young.
 President Wide's Address.
 In his address, Dr Wilde said:
 The Hiqh School and the City.
 My purpose tonight is to give some answers to the question-What is the relation of the high school and the community to each other. The answer is pertinent to this occasion; it isl vital to the future of the high school.
 For the few years back the high school with the college has been un- der fire. It has become the fashion to criticize existing conditions and that too without sympathy or con- structive argument. But this does no good either to the school or to the critic. The spirit of criticism should be that of inquiry and friendly sug- gestion. Most criticism of schools is uninrormed A few questions put to the school administration will often remove all the grounds for criticism or will reveal the fact that the school officers are as much concerned about the matter as are the critics. Co., operate with the administration-nOt interfere with if. If you were to in- terfere with the work of the boy in the store. the employer would quick Iy give reasons. and good ones too. for leaving the direction of his clerks to himself. It is true. teachers and superintendents do not hirS pupils. but the public does hire teachers for expert service and it must permit the teacher to do his work expertly; else you irritate and discourage him and waste your money on inefficient ser vice. Schools. curricula, and the boys and girls themselves are complex things The most experienced of us do not find the problem an easy one, | but be assured that we are working faithfully at it A critic would sur prise himself by trying the effect of something to the schools be- sides criticism-a book for the library, a piece of laboratory apparatus. or even hearty recognition of something he approves. UnfavorabIe Conditions in Arizona.
 Have you though how unfavorable are educational conditions in Arizona. The country is new: the people have not learned to call it home: traditions are lacking. There are no large cities l and but few cities over 10000 popula tion. The fewer the people of a giv en area. the less experience we have to draw from There is too little unity of sentiment on any large question. Towns are remote from one another. so that teachers with other people lack / the inspiration of comparing notes with their neighbors. The peo- ole are now heterogeneous. It would be a miracle if under these circum stances the educational system of the territory were a model Nothing in the territory requires more patience. devotion and practical wisdom
 The Superintendent and the City Gov
 errr-ent.
 I wish Phoenix would do thing not vet done. so far as I know. by any other city in the country. Ap- point the superintendent of schools a member of the mayors cabinet with the commissioners of public works. police. public health and other forms of public service This may be so