The copper era and Morenci leader., 1912-11-29
BETTER HIGH SCHOOLS
 FOR CLIFTON
(By R. M. Shreves, PrincipaD

be written on the conditions that
 exist, and the improvements possible,
 in the Clifton High School.
 l While what I say will be concerned
 especially with our own High School
 it will be readily seen by my readers
 that many of my remarks, both criti- , cal and constructive, are broad and
 even of universal application, applica-
 ble not only to High Schools but to all
 education.
 Since the following papers will con-
 cerh themselves with problems so i'm
 portant, both local and universal,I I can
 not help but feel that the task before
 me is no easy one. No matter is of so
 great importance as the education of
 our children, and education as here
 conceived is of general meaning and
 fits for complete living in every sense.
 It therefore includes physical, intellec-
 tual, social, moral and religious train
 ing. It is at once evident, then, that
 other agencies besides the schools
 have a part in education, thus broadly
 conceived. The home, vocation, poli- | tical and civic relations, state and the
 church are all factors in educational
 process. Education thus broadly
 conceived is not a matter to be lightly
 dealt with, and hence if it is thought by
 some impatient reader that I dwell 1 too long on certain matters and delay
 the conclusions of this paper unneces-
 arily, such a one will, in his spare
 moments, reflect upon the meaning of
 his own observations and experiences
 in this matter of education, and then
 decide whether the conclusions of education rightly conceived do not
 justify a careful and thoughtful treat
 ment of the subject even though the
 subject be treated primarily from the local standpoint.
 hot ho tance of the question before us justi- fies a series of papers, each bringing
 out a vital point, or group of closely
 related points, I govern myself accor- dingly, and so have planned the follow ing papers, or you might say chapters
 on a single subject: How we can better our High School in Clifton 7 In order to get before us a perspec- | tive or generl view of the entire field to be surveyed I here present the var iouS Sub-topicS of this general sub ject. The present short paper consti-
 tutes the Introductory division or chap ] ter of the series. The second divis-
 ion will treat of Our Local Needs. =
 and a critical survey will show how sadly we have neglected many of them in the past. The general needs will
 be considered under the heads: h. l tellectual, Social, Moral and Religious 1 Needs. It has already been said above that education rightly conceiv
 ed must concern itself to considerable degree with all these factors: How much it is concerned with each we
 shall attempe to say next time. The third division of the paper will show
 that a critical survey of the condition. will not alone suffice. Criticism kills but does not restore to life, but it's great value lies in the fact thar it shows the need for further action and Nby bringing to light the facts, it
 points to definite lines of action, if progress is to be expected. But to act is often worse than to dispense with action altogether. We must act in accordance with established laws of action. Division four will there fore deal with the true and rationa! guides to action. These are found in human purposes, causes, ideals, aims or ends, as we variously call them Division five, in pursuance of the same ideas brought to light in Division four will show what goals, purposes or aims we should conScienciouSly direct our educational activities, especially in Clifton. But it is not enough that the causes to which we direct our edT- cational endeavor should be local in l their importance; they must fit into larger system of purposes, and thus do the several minor local purposes
  man action. It will be the purpose | of the fifth division to point out ulti- | mates or final purposes or aims which | we must not loose sight of even in an attempt to meet local conditions and | needs. There are national causes to which we should be as loyal, to say the least, as to our local causes. In the sixth division of this subject we review briefly the specific educational l of in, f1,o ioht i of the purposes and ideas set forth in division four and five. We shall then apply the principles there set forth to these needs, with the hope of bringing out our local and universal education al needs into clearer light. We must here show how ideals work. Also we must consider in what ways we are trying to meet our needs, local and universal in accordance with the fore going principles. But certainly to re- count what has been done and what we are now trying to do is not sUff cient. is not complete conSpectus O. the field of local or universal educa tiOn. We must then conclude with seventh part which shows how far we are yet from meeting legitimate de mands made upon us by local and general conditions. We must then point out ways for further progress, ; for if we remain long without progress and degeneration are sure to follow.
 May l indulge in the fond hope that every patron of our High School, IS 1 well as many others, will carefully i persue the contents of these papers :, that we may thereby grow closer to- gether in understanding of each other, and in spirit to carry on our great and l common duty of education. 7