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THE ROCK ISLAND Altd
LARGE GLASS OF
School Commencement Exer
' cises Attract Big Audience
at Illinois Theatre.
NINETY-TWO ARE HONORED
Prof. Frank M. Leavitt of University
f Chicago Delivers Addrees on
-Work and Education."
The larrrt clasg ever graduated by
Rock Island bigh acnool received
diplomas last - eight after the
completion of the four years' work re
quired by the school. The eierciseal
were beld in the Illinois theatre and
the bouse was prettily decorated in
purple and yellow, class colors, for
the occasion. The class consisted of
ninety-two members, nearly three
times as many as were graduated ten
years ago at similar exercises.
Prior to the : presentation of di
plomas the high school orchestra ren
dered two selections and Miss Bessie
Freistal accompanied by the orchestra
gave a cello Solo, Wagner'a "Evening
The address of Dr. Frank M. Lea
vitt of the University of Chicago was
onjoyed thoroughly by the members of
the class and their many friends who
had gathered together to see them
graduate. Dr. Leavitt denned "Woric
and Education" in a c'.ear concise
manner taking each in its separate
channel and emphasizing the fact that
the work of the class was only begun
instead of being completed.
' In discussing bis subject, the speak
er congratulated Rock Island upon "a
excitant scbool farllties, and then,
summarizing the points he had made
in his address, be said:
. The facts which I have tried to pre
sent briefly to you, and many others
trhlch the limits of my time and of
your patience will not permit me to
discuss, lead us to the following con
clusions: First. Schools were originally for
scholars, the few who were interested
and who posHessed special ability.
The pupils 'already possessed the de
sire for knowledge and an incentive to
study. It was no part of the school
to develop such desire or Incentive.
Second. As new types of schools
came into existence they were Invar
iably for the few who were to lead.
Schools of science, agriculture, and of
mechanic arts, were Intended for
scientific and agricultural experts and
for 'civil, mechanical and electrical
Third. This has Inevitably created
the Impression, in the minds of the
people at large, that education and
work are not very closely related; that
they have little in common; that a
large measure of education will enable
one to earn a living with a corre
sponding small amount of work.
I don't want my boy to work as nard
Fourth. The present educational
Ideals, even in the 'best o! schools,
foster a disinclination for any kind
of laborious work.
Fifth. It is the purpose of the mod
ern educational ideals to greatly im
prove the schools in these particulars.
The modern educational ideal will be
satisfied with nothing less than univer
sal education. It demands that educa
tion shall be for the many, not for the
few; not only for the interested, but
for the uninterested; not only for the
book-minded or abstract minded chil
dren, but for the practical minded or
as some one has said, the thing-mind
ed chilaren; not only for the rich,
but for the poor; not only for the
leaders but for those who follow; not
only for those with ample leiiure but
for those who must .begin work at
an early age.
It should be clear as crystal that
the education for these different types
must itself be different in its appeals
and in its methods.
We have tried, and failed largely
with 50 per cent of our children, to
force an education of uniform type
upon individuals of anything but uni
form tastes, aptitudes, capacities, op
portunities, desires, or needs. We
have attempted to do this by compul
sion, by punishments, by rewards, by
emulation, by cajolery, by entertain
ment, by appeals to false and Impos
sible ambitions, and it simply has
not worked with large numbers of
our children and in the nature of the
case it never can. Universal educa
tion demands not uniformity but diver
sity. It especially demands that our
thetic toward those who must work
and those who eventually axe to be
come the leaders.
But these young people, have I for
gotten them? Theirs will be the duty
of carrying on the good work after
we have laid It aside. We can not
appreciate too greatly the fact that a
school system, in a democracy, Is nev
er finished. It demands development
and regeneration year ,by year and
generation by generation.
As I said earlier I like to think of
this as a "commencement." I like to
think of you., all, pupils and public
alike, as standing here inspired bj
your past successes, ready to move
forward to the accomplishment 01
something finer and more beautiful
and especially more brotherly.
Your school work has been a fail
ure, so far bS the state is concerned.
unless it has made you aspire to give
back in service something of what
the state has done for you; a service
which 13 altruistic and democratic.
You are the successful few. I do
not know what the statistics are for
Rock Island, but for the country at
large only 26 per cent of the children
ever reach the first year of the high
school, and you have successfully fin
ished the entire course.
THE GREAT TEACHER.
Remember the saying of the great
teacher whose words and example
turned many to righteousness "Other
sheep I have which are not of this
fold; them also I must bring." It was
clear to him that the stereot-ved
teachings of the traditional education
of his day was inadequate to the great
project with which his heart was
filled, the betterment of the whole
human family. Similarly we must see
that our traditional education is
equally inadequate to the accomplish
ment of the great project which the
American democracy has et itself to
accomplish, namely, universal education.
Tonight I hope that your hearts are
filled with pride and gratitude, tinged,
however, with regret, and sanctified
with resolve. Y'ou are justified in he-
ing proud of the fine result of your
years of hard and faithful work. You
should, of course, feel grateful for the
wipe generosity and public spirit of
the community which has made it
all possible for you. But you should
regret that there are others who have
not had your opportunity who, for one
reason or another, generally through
schools shall show-an equal interest I no fault of their own, have failed of
the accomplishment which today you
- " j
of education, being equally sympa-
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CONTEST CLOSES ' JUNE 4 .
Mail or brine; your answer to our store today. Ad
dress Manufacturer's representative, care of
NEWMAN BROS. COMPANY
Sit Went Third Street
are celebrating, and you should re
solve that, in the generations durftg
which you are to manage and direct
the education of the young people of
i Rock Island, a much larger number
; shall be brought under the saving in'
I fluence of a high school training.
Remember that many have succeed'
ed without a high school education
and have succeeded in the best sense
of the word success. They have been
efficient and honorable and service
giving citizens. But remember also
that many of those who have made
a failure of life might have had a
happier fate If they could have had
something of the ennobling influence
which your school has been to you
during the past four years. Remem
ber that sometimes they have been
excluded from the high school be
; cause of scholastic standards which
have no rightful place in the second
ary school of a democracy.
APPROPRIATE EOrCATIOX FOR ALL..
Remember especially that education I
in a democracy universal education j
means a diversified education; not I
the same education for all but an
education for each which is equally
appropriate for him and which enables
him to work along the lines of his
greatest ability and so achieve his
Fine as your schools are in Rock
Island there is in me tonight a great
hope and a strong belief that you will
; steadily continue the work of estab
lishing a glorified public school sys-
tern which will develop your young i
j people to the point where they are as !
different as God intended them to be j
j and as success in their various social, j
l vocational and personal relationships j
I will demand that they shall be. It j
! is my hope and my belief that you '
i will help by such measures in the i
, development of a race of jnen and i
women who will work with their hands
or will work with their heads without i
feeling any class consciousness on J
that account and who will respect '
each other sincerely and who win I
place the common good above the 1
j achievement of individual success. i
i Remember that, if this is t3 be the j
j case, education and work cannot be j
! thought of as being inconsistent and i
(as things apart. !
' Remember that it Is as much a mat- j
ter for Just pride that one is able to j
take bis place in the world as a suq- j
cessful worker as that he exhibit great i
j And finally remember that, on ac-i
count of the long tradition of the past, !
; you will find it necessary for the ;
' schools to lay special emphasis on the '
development of such sentiments as the
The world is at its best. 1 feel !
! A triumph in the work I do.
With every turning of the wheel
I I add a little that is new.
The masses, shapeless through the
I, even I, give shape. I bring
From silent uselessness, at last.
1 The pleasing, useful thirg.
. All that has been f ince first the light
Shot out across the gulf of space.
Was that my crowning labor might
Put something in its ordered olace.
i The sound the toiling thousands make
i Is earth's subllmest symphony.
And I, a worker, proudly take
' The part assigned to me.
i A. G. Anderson, actng for the
board of education, presented the
members cf the tlars thtir
diplomas. Mr. Anderson stated that
te class cf 1913 was nearly three
times as large as the class of 1903
snd that the enrcllment c the school
tras mere than doubled in the last
tea years. Five yeara ago there were I
61 members of the graduating class!
and next year it ia emected that at I
least 100 will receive diplomas from
The list of graduates follows: ,
Huber W. Ward, Jr., Mae Palmquist,
Marie B. Hansen, Bernlce R. Ely,
Glenn L .Reid, Russell Wilmington
Thomson, Cecil F. Koch, Jay G. Hun-
toon, Myra Vida Wood, Ethel Eliza
beth Westbay, Marc F. Koenlg, Don
ald. M. Vance, Anna Elizabeth Rettig.
Albert Livingston, Inn a Rochow, Alice
M. Buncher. Olive Marion Cleaveland,
Louis H. Clemann, Greta Marie Curry,
Clara PrlBcilla. Blakemore, Arno J.
Tremann, William A. Smith, James
L. McXamara, Earl J. Williams, Dale.
E. Newland, Helen E. Johnson, Cora
Lillian Emery, Sarah A. Olson, Walter
A, Forgy, Earl J. Vermers, Helen
Martha Morrison, Emma Pauline See
burger, Irene Hildegrade Sundehn,
Dorothy Mary Rhoads, John Elmer
Babcock, Neil Irvin McNeill, Mabel Lee
Martin, Bessie Lavina Miller, Myrtle
Margaret Pahl, John Marcus Hawes,
Wilma Agnes Kane, Florence Lillian
Long, Pauline Arnold Levi, Ida Sosna.
Dorothy Horblit, Clyde R, Buffum,
Morris Den Eckhardt, E. Le Barnett,
Edward Lerch, Katherine Marian
White. Samuel P. Schleuter. Aca Lu-
ella Martin, Harriet Holley Sheldon,
Jual R. Ford, Marguerite E. Foote,
Frederick Bernard Ingram, Lois A.
Bruner. Frank L. Bladel, Lewis H.
Crandell, Susie A. Forgy. Helen Holis
ton Hazard, Matilda Katherine Bleuer,
Helen Gertrude Blakslee, Mollie Dal-
rymple Graham, Elsie Veda Grove.
Larned Vernon Eklund, Beulah Eliza
beth Harris, Eleanor Dorothy Dahlen,
Esther Frances Doyle, Florence Mabel
Easley, Irene Florence Dodson, Agnes
Haggerty Ferry Marguerite Gaffey,
Orville Glenn Fry. Israel Goldman,
Anna Goldman, Mary Edith Beeler,
William Coulter Robb, Jacob Rlmmer-
man, Edwin Maurice Willett. Rose
Kathryn Carnes, Lila Katherine Hud
son, Mary B. Gillespie, Eugene C.
Lundberg, Jean Lillian Welch, Helen
Isabelle Parker, Annie Walton Gil
lispie, Marcus Stephen Brough, Jessie
Mae Thacher, Bernard H. Bregger, Ju
lius Hams, WTalter Beck.
The evening's program follows:
March, "Tannhauser" (Wagner)
Invocation Rev. J. L. Vance.
ceno solo, "Evening Star" (Wag
ner) Miss Bessie Freistat and or
Address, "Work and Education"
Dr. Frank M. Leavitt of the Univer
sity of Chicago.
"Wedding of the Winds" (Hall)
Presentation of Diplomas A. G. An
derson, for the board of education.
Minneapolis An investigation was
begun by the police of charges that
there ia an open traffic in cocaine in
Minneapolis upon request from Munic
ipal Judge C. E. Smith.
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