, 1949-07-02
LUTAToR
by MILO GONZALEZ

by MILO GONZALEZ
Mr.. Chairman, Hon Harry +. Taylor, Administrator for St. crdx,
Members of the School Board, Mesdames Superintendent and Asst
Superintendent of Education, Honored Guests, Principal and Mem
bers of the Faculty, Fellow Classmates, Ladies and Gentlement:
Making use of this opportunity, which I consider a great. honor
and superb privilege, ! welcome you as Salutatorian, and O behalf
of the Graduating Class, / thank you for the patience and coopera-
ton which you have manifested, both as parents, guardians, and
taxpayers.
Once more, as a group, we are showing you that we have tried
to live up to your confidence and expectation.
May / again thank you for your golden spirit, and express the
hope that. your strength and energy may continue to fortify your
efforts to keep our school and country triumphant over attempts
to weaken them.
In my capacity as Salutatorian of the Graduating Glass of '49, /
take great pleasure in bringing to your attention a new phase of
education, known as Progressive Education. NV reason for this is
that I would like you to know that 1 have a deep and sincere inter
est in the education ofthosewho are coming behind us. Encourage
them, for discoura cement is easy, but encouragement is hard.
This is my parting contribution, and / hope my effort to differ
entiate between Progressive Education and Conservative Educa-
ton will be fruitful
No one can formulate a theory of Education except from the stand
point of its aim. In general, the aims of human education can be
grouped under two headings: PERSONAL CULTURE andPARCTI-
CAL EFFICIENCY. If we conceive the ideal of education to be Per-
sonal Culture we ae compelled to make some form of psychological
analysis OF the person or individual Perfection of some sort is the de
finite aim of the soul. On the other hand, the ideal of Practical Eff
ficiency directs the attention, not within, but outward, to the en-
vironment, and to the conditions of life.
A study of the general Educational Literature of the last half CEN
tury reveals that the evolution ofAmerican Education is rapidly
tending towards a proper balance of the cultural and vocational OBJ
jechves. In the past decades there has been much strife between
the advocates OF Progressive and Conservative Education. Progress
sive leaders in the general educational field now insist upon ade-
quate provision for the practical education of all persons seeking
occupaional preparation. The ablest leaders Of the Conservative
educators with equal emphasis insist that all persons seeking fun
danental general training that the capacities and resources of the
trainees permit This balance is being accepted viii q full recogni
ton of the principles that educational adjustments must be made
to fit individual needs, to an extentthat does not conflict with Soc
ietys interest.
tie certain beliefs that are tending to dominate the beliefs Of the
leaders of conservative education.
The conservative form of educationis what we have here in St.
Croix. A form of education under which a child is compelled to go
to school, under threat of the Municipal Law, punished today for his
inability, and rewarded tomorrow for his scholastic ability.
Let US touch briefly on the beliefs Of Progressive Educational
leaders: