Scranton Central HS 1958 Yearbook (Scranton, PA) - Full Access

inclined can be taught almost any subject from calculus to physiology. Are these people, however, learning only what the book says, or are they learning enough basic information about the subject to develop that subject to a greater extent? I, from personal experience , think that we are not learning how to reason for our– selves. How many high school pupils sit fascinated when the answer to a question cannot be found by simply reading a section of a textbook? How many, instead of really thinking about the question , leave it unanswered? This is the easy way out, one which I have taken at times myself. The easy way, in these instances, will prove to be the wrong way in the final count. "There is a remedy to this problem which is immediately open to some and, in the future, perhaps open to all. I propose we look at the leading so-called liberal arts schools of today. A few of these schools have solved the problem. In addition to the tech– nical courses for those who desire them, the liberal arts colleges provide even the prospective specialist with a liberal education. This is unheard of at many of our finest technical universities. These highly- r a t e d schools teach only the courses neces– sary for the specialized field the student wishes to enter. He is able to work any mathematical problem, but can he really understand his work; or more important, the world about him? Is he merely a talking electronic– a I brain? "We should not wait until college to solve this problem. We should at- tack it now. Children should be taught to read the text and come to their own conclusions. Do teachers have to hesitate to ask a question that is not answered completely in the book? Many teachers do because they feel that such a question is un– fair to the pupils. Is it unfair to make a person think? We should use the vast potential we all have. We must JC ' E. 1958 be fair to ourselves and the world by reasoning, not imitating. The solution is not in teaching more courses but in teaching us to think about the courses we have and to draw our own • conclusions." ~·~~~~?ti Helen Mumford, '59, remarks: "If the proper method of administering is one in which there is rule with an 'iron hand,' discipline to the point of military precision, and a complete ~~~-...JI)... lack of individuality, then the system of the United States must most certainly undergo some very radical changes. "On the other hand, if the United States' present-day system of focus– ing attention on the needs of the in– dividual student, liberality, and free– dom is 'proper,' why change? "It is hardly necessary for us to say that this controversial issue has re– ceived much attention. It will conti– nue to receive just as much attention until a final and definite decision is made. Who is to make this pro- , foundly important decision? "President Eisenhower, the federal government, the state governments, and the city governments are in– capable of making the ultimate deci– sion-alone. No, the absolute answer will be given only after the President and all these agencies collect their thoughts, mass them into one lump, and from that lump, mold the future educational system of the United States. "I am convinced that the United States will never make the transition to an educational system such as that which Russia now possesses. Rather, I see in the future a set of modifica- tions to our present system. "It is important to be a leader; it is useful to be a follower; but it is imperative to lead while following. Moderation is the best plan for the new educational system of the United States of America." 13