Fayette Iowa High School
Overview:: With non-accreditation looming in 1914-1915, from the Iowa State Dept. of Education, due to overcrowding, teacher load, course offerings, attempts to pass a bond issue for a new Fayette Iowa High School failed until March of 1916, when a bond issue for $25,000 passed to build an ‘addition to the 1900 building. Initially the discussion was to build an addition on the south side of the 1900 building, however the end results was to build on the north side, remodeling the entire structure after many other high school being built in the 1900+era. Work was started in June of 1916. High School classes were held, on the order of the college model, in the College Seminary during the fall of 1916 and into the winter of 1917, until the High School building could be occupied in mid-Feb 1917. A gym/auditorium, study hall, classrooms were added and blended into the 1900 structure forming the 1916 Fayette High School, which served until 1984 when the school closed and was demolished during the winter/spring of 1986.. What follows are some articles from Fayette paper, the Fayette County Leader, copied word for word, which give an overview of the educational setting with the State advisory in Jan 1914, to Spring 1917, when the students moved into the new High School. BZ/2004
Larger versions of some the pics on this page, Annuals, class pics, etc.,
Fayette High School
LETTERS FROM THE STATE TO FAYETTE SUP'T MISS GARRISON, BOARD PRES. F.E. FINCH AND THE SCHOOL BOARD
Des Moines, Iowa, Jan 29, 1914, Gentlemen: We notice that many of your rooms are overcrowded. We find as many as 38 pupils enrolled in one high school class and all of the grade rooms showing a larger number of pupils per teacher than is regarded standard. The practice among the better schools of Iowa is to keep the number of pupils per teacher at or near 20. In the grade school rooms the practice is to keep the number of pupils per teacher at or near 30. We hope that your may be able to make provision to reduce the number of pupil’s per teacher in your schools at an early date. We are confident that the usefulness of schools will be materially increased by so doing. Until such times as it may be possible to make such a re-organization, we trust that these crowded rooms will be given the most careful supervision. Respectfully yours, A.M. DeYoe, Supt. Of Public Instruction and A.C. Fuller, Jr., School Inspector.
Sept 28, 1914, Des Moines, Iowa: It probably is apparent to every one who has studied the general school situation in Fayette, that an addition to the present building must come sooner or later, in order to carry on the work as a PUBLIC will wish. A casual investigation indicates that an addition could be constructed to the south of the present high school building at comparatively low cost. John E. Foster, Asst. School Inspector.
March 25, 1915
PRESENT SCHOOL HOUSE
Present Quarters Too Small and Unsanitary
Commercial Club Discusses the Needs of the Community: At its regular meeting Monday night at Atkinson’s Café the Commercial Club took up the subject of school needs for consideration, it being recognized that the present condition of the city schools is unsatisfactory in several respects. F.E. Finch, president of the school board, detailed some of the necessities of the school, and especially the need of more room to accommodate the increasing attendance. Movements going on n neighboring communities for consolidation there discussed and suggestions made as to what ought to be Fayette’s attitude in the matter. O.W. Stevenson referred to several phases of the school question which had come to his notice. C.M. Holmes, of the teaching staff, described the crowded conditions in the schools, called attention to the quality of the work done, and suggested the need of a new building. H.I. Robinson and R.L. Harvey of the school board emphasized the need for prompt and generous action on the part of the community in order to meet the actual needs. Prob. Lowry presented some figures and statistics and outlined a plan whereby the town schools could co-operate with the U.I.U. with mutual benefit. The club adopted a motion expressing the sentiment of the organization as encouraging the school board to initiate a plan for securing additional room, and the president was authorized to appoint a committee of three to confer with the school board.
April 8, 1915
FAYETTE SCHOOL SITUATION
HOPE TO GET TOGETHER
Miss Garrison, Sup’t, Addresses Civic Improvement Club: Supt. Garrison of the Public Schools addressed the Civic Improvement Association last Monday evening on the needs of a growing and overcrowded school. The matter was favorably acted upon, and the desire expressed that these facts be given to the general public. 1. During the last twelve years the H.S. enrollment has nearly quadrupled itself, increasing from 34 in 1902 to 128 in 1914, an increase of almost 300%. 2. In that time along the school held its own in many contests with schools of larger size and better equipment. 3. For the past five years we have needed additional room. The assembly room, which in most places is used only for study and assembly, which should seat all pupils, seats only 67. The other students are accommodated in two overflow rooms, and asked to move on when we need the rooms for recitation. 4. The new State law requires next year the teaching of Agriculture and Domestic Science, which will need specially equipped rooms. If no addition to our present building is made, we shall need to hire some rooms somewhere and temporarily equip them. Do you want to use this sort of a makeshift? 5. After Inspector John E. Foster’s visit to us last September, he made a report on the situation to our Board of Education, from which I quote:
“It probably is apparent to every one who has studied the general school situation in Fayette, that an addition to the present building must come sooner or later, in order to carry on the work as the pupil will wish. A casual investigation indicates that an addition could be constructed to the south of the present high school building at comparatively low cost. The work is being carried now in a credible manner, but if any further expansion is to take place more room should be provided. As far as I could learn, everything about the school situation in Fayette if very hopeful and encouraging.” Let us meet the situation with positive and definite plans for the future advancement of our schools, with the avowed purpose of making a “Better School for a Better Fayette.” Very sincerely yours, Elanor M. Garrison, Supt. Of Schools
Thursday, July 22, 1915
QUESTION OF ADDITION
View of School Boarding Addition: President Finch Presents Conclusions Reached by the Members: At the informal request of a majority of members of the school board of this district, and also at the request of a number of our citizens, I shall endeavor (somewhat against my own inclinations) to present to the patrons and taxpayers of this district some of the reasons appealing to our school board as to why we need an addition to our high school building, and also discuss to some extent whether the amount asked ($16,000) is within reason.
For several years our high school has been crowded so as to meet the disapproval of the high school board. Our assembly room has a capacity of 70 pupils and our attendance last year ran around 130. The crowded condition creates confusion, thereby inviting disorder. The number in the assembly room makes proper ventilation impossible. We have had preliminary plans drawn by J.G. Ralston, architect, of Waterloo, Iowa.
The plans (which may be modified to almost any extent) show an addition to the south of or present high school building somewhat larger than the building we now have. In this preliminary plan its outside dimensions are 40 x 65 feet, with assembly room on the second floor designed to seat over 200 pupils. The first floor is planned for two large manual training and stock room and coal cellar on the east side. With what room we now have in our high school, rearranged somewhat on the second floor, we will have, according to plans, six large recitation rooms, one small recitation room, one assembly room holding over 200 pupils, one manual training room, also store room, where the present manual training room is now located.
We feel that this provides for high school accommodation, considering every possible contingency (excepting a phenomenal growth of Fayette) for a good many years to come. Even if we consolidate with contiguous territory so that we have thirty sections within our limits (very improbable) we should still have room. And should our grades fill up so that we will have to employ teachers for the eight grades instead of six teachers as at present we could still spare two rooms from the high school building to accommodate two grades from the grade building for a good many years to come. We do not feel that the proposed plans should be considered only temporary makeshifts, but that we will still have room not only wholly adequate to our present needs but providing to considerable extent for future expansion.
The amount asked for should make our high school a creditable building in every way, one that none of our citizens needs to apologize for. We have felt that since our present buildings have been made up to date they represent so much value that it would b rather extravagant to throw them away. The writer of this believes that our high school building has a value of above $6,500, and that our grade building is worth in excess of $4,500. Neither building would be disposed.
Your board has not been able to bring itself to see that the Grade School is either so out of date or so hopeless as to justify abandoning it. Its rooms are large and airy. The heating, ventilation and sanitation are good, and if some of the present excess of shade trees cold be removed the lighting would be satisfactory. What there is of it should be a good school building for 15 to 20 years yet. We are still owing on bonds for heating ventilating and sanitary systems installed two years ago (1913), $5,500. Our school taxation rate is now 35 mills. It will probably require 7 mills additional for a number of years for payment of interest and retirement of bonds. The additions to our teaching force that the additional room will demand will probably bring our school tax up to around 45 mills. A school tax going much beyond this is very apt to be considered burdensome, once our tax payers have their attention especially called to it. Your school board I am sure will appreciate it if every voter in the Independent District of Fayette will go to the grade building on July 26, 1915, and register a vote for this question, for or against. We need a full expression of public opinion for our guidance. F.E. Finch.
Thursday, December 2, 1915
NEED MORE ROOM IN OUR
SCHOOLS: The Board of
Education in its regular meeting on November 26, 1915, after discussion
of means to relive the crowded condition of the High School, moved to
place the criticism of our State Inspector before the public by printing the
Supt. Eleanor Garrison, Fayette, Iowa; Dear Supt. Garrison: The Annual Report of the Fayette High School has been received and placed on file. I have examined this report with much interest because I am somewhat familiar with your school. I am glad to note that you are constantly making improvements. I am wondering whether your plan for a new building has matured. I sincerely hope that you have been successful in this project. I wish to call your attention to two or three things in the report which are open to criticism. In the first place, you have eight classes with an enrollment of more than 25 each. Moreover, your recitation periods are only 40 minutes in length, including time for changing classes. There should be forty minutes in the clear. I am certain that with the arrangements you must make it will require three or four minutes of time for the changing of classes.
I note also that your English teacher is responsible for 131 different pupils, besides having charge of one assembly period. It is too much to expect one teacher to do this work satisfactorily. Another place where your crowded condition shows is in Physics. Here you must run laboratory sections of 26 and that is a very difficult matter. Of course the only remedy for your large classes in an additional teacher, and I trust that your board may see its way clear to secure such teacher for you. The graduates of your class of 1915 certainly make an excellent showing. It appears that all have gone to work at once and a very large percent have entered college. I think you appreciate the spirit in which this letter is written. We are anxious to aid in the development of your school and that is why the above suggestions are made. May I ask you to submit this letter to your Board of Education for their consideration? I hope to visit your school before the close of the present year. With best personal regards, I am, Very truly yours, John E. Foster, Asst. Inspector of Secondary Schools.
March 2, 1916
STATEMENT OF HIGH SCHOOL CONDITIONS: An election is to be held March 20, 1916, to vote upon the question of voting bonds to the amount of $25,000 for high school betterments. A statement of the condition of the school seems pertinent at this time, and the information we have been able to gather up is about as follows: The high school building is greatly overcrowded, with 135 pupils in a building that should not accommodate over 65, and even if there were only 65 a modern high school could not be conducted there because there are not a sufficient number of rooms. At present there are 97 pupils who actually belong to the district, which is a large percent, more than could be accommodated properly, and classes are being held in the halls. Two or three separate warnings have been issued by the high school inspectors of the state, regarding the size of the classes, and the overcrowded condition, insistence being made that recitation classes should be reduced to 25, and not to exceed 30 in exceptional cases.
Further ignoring of these demands is likely to result in the removal of the Fayette School from the accredited list. The belief is strong among those who know that the addition probably will provide for future needs for ten or fifteen years. Phenomenal growth in population might result in crowded rooms again in that time, but with normal conditions it is expected that this sum will give ample accommodations for from 200 to 250 students. It should provide in the high school building as remodeled, nine or ten recitation rooms, not counting the adaptation of any basement space. This is aside from assembly room holding 200 to 250 students. This would allow a leeway in recitation room space of 33 percent, even if the seventh and eighth grades were removed from the old building to the new.
Every room in the grade school is now in use and any further growth there will compel accommodation in the high school building. Work in the high school, the health of the students and discipline are doubtless suffering from the present overcrowded condition, and it looks as if the situation were now serious enough to demand that the people of Fayette get together and agree on some step that will give the town a building ready for occupancy at the beginning of next year (1916-1917 school year). Some do not believe that $25,000 is enough for the purpose and others do not believe that this amount is needed, but conservative investigators into the matter believe that this is a fair amount and about what is needed, as well as one which it is most likely to be possible to secure. (Note the Fayette Leader is 12x the cost in 2004 as is 1916. If that standard was applied the bond issue would be asking for $400,000 in 2004. A typical new car is at least 50x more costly so the bond issue as applied would be for about $1,250,000.)
The present levy is 37.1 mills and this year will see the outstanding bonds paid, so that next year the levy would ordinarily be about 34 mills. To add $25,000 in building and equipment, presuming that the bonds would run twenty years, and to supply what necessary increase there would be in teaching force would require in the neighborhood of fifty mills. That is, this would be the requirement at the outset, but of course as the bonds were paid off the amount would gradually be reduced. This, we believe, states the maximum expense to the taxpayers, and yet allows for about the minimum which ought to be voted under the conditions existing.
Thursday, March 16, 1916
VOTE FOR BONDS ISSUE---SCHOOL’S NEEDS GREAT, Education is Safeguard of Nation: Repeated warnings have been received from State Authorities in this matter, as will be shown elsewhere, and we do not believe that, with the facts before the, the people credit the gravity of the situation. We cannot afford to go backward in the matter of education.
IMPORTANT QUESTION BEFORE THE VOTERS MONDAY, March 20, 1916: This page is edited by writes chosen by the Twentieth Century Club of Fayette, Iowa, and printed at their request. Next Monday will be a day of much more than minor importance in Fayette, for during the hours from one till six o’clock in the afternoon the people of the town will record themselves either for or against a progressive movement such as it has not been their privilege to consider in recent years. This is the question of bonding the town in the sum of $25,000 for equipment of an addition to the high school building, and the purchase of additional ground, if necessary, for the purpose.
Last year the call for a smaller bond issue was voted down, many people at that time believing that Fayette should go farther and build more pretentiously, and others objected to any increase in taxation for school purposes. The two forces resulted in defeat for the proposition. A year has passed and meanwhile the need for a step ahead in our schools has not lessened a bit, but has become more acute, until not only the teachers but the school board are utterly at a loss to know what to do with the problem under the present circumstances.
Now, it seems from what conversation the writer of this article has had with various citizens, that the sentiment for an entirely new building at a cost of $40,000 or $50,000 has practically disappeared, due to the growth of the idea that a $25,000 appropriation will correct the faults now so painfully apparent, and provide for the future for a considerable term of years. If it be tree that the sentiment for a new structure has given away to one in favor of a bettering of the buildings we now have, the opposition to the proposition comes chiefly from those who do not wish any increase in taxes and those who do not realize the dire need of the town for adequate school facilities. Some think that the present building is large enough.
BUILDING IS CROWDED: Again and again the teaches have had it forcibly brought to their consciousness that they are cramped for room. With an assembly room capable of holding some 65 pupils they are obliged to find quarters for 135. It is true that not all of these are from Fayette itself, but 97 of them are, and this certainly is a case of overcrowding, even were there no other pupils to consider but those residing within the confines of the district. This crowding is not only found in the assembly room---it is apparent everywhere; in recitations, in domestic science, in manual training, in cloak rooms. Under such conditions the best work is impossible. The wonder is not that they do as well as they do but that they do anything at all. In order to remain on the accredited list of high schools it is necessary that something be done to relieve this crowded condition.
INCREASING THE TAXES: As a matter of fact it is probable that the question of increasing taxes has more influence in the consideration of the bond issue than any other one things, and therefore we refer to it again here. There is no doubt that there will be some increase in taxes. No one is going to deny that, or attempt to deny it. But is there any other one thing on the face of the earth, for which taxes are levied, from which more benefit accrues to a community than from taxes for educational purposes? Undoubtedly thee isn’t a man in Fayette to day, if it were, necessary to go down in the pocket to the extent of his ability to raise funds to keep off a foreign foe, who would not go the limit in the matter and do it cheerfully. If it were a question of necessary battleships to meet a national danger this town, any town, would pour out money like water. Shall we be less willing to raise the money to educate out youth to run the ship of state? Education of the best costs money. It takes money to do a good thing and do it well. Do you know of any better thing to do with money than to spend it for the good of the community in which you live? Did you ever get anything that was any good for nothing? Do you ever expect too? Do you want too?
WHAT IS PROPOSED? Of course a definite statement as to the exact character of the proposed addition to the high school building is to of the question at this time. That is a matter for the school board to determine. Generally speaking, however, it can be stated that it is the plan to make use of the present building to the fullest extent. There is some considerable sentiment in favor of the construction of another building of the same general outlines to the south of the old one, these two to be connected by a large central structure, which may be used for a general assembly room. In many towns this identical plan of procedure has been followed---one building having been erected as the town could afford it and the additions made in later years when the need arose and the funds were available. If this plan is followed a symmetrical, commodious building would be the result, and we believe it would be one in which the town could take pride. Whether this particular plan shall be adopted or not, it seems to be the opinion that there is only one direction in which an extension could logically be made—toward the south. In order to do this advantageously, it may be necessary to have more ground and it is for this reason that the election call contains the reference to the purchase of land.
BUSINESS JUDGMENT: This plan of preserving the high school building is merely one of good business sense. Instead of “scrapping” a structure which is good enough as far as it goes, the fullest possible use will be made of it. We believe that the original cost of the building was about $7,500 (in 1899-1900). To build one like it now (1916) would require more money, of course, but by using this building there would be a large saving compared with the cost of any entirely new building which could be put up, which would meet the present day requirements. That $25,000 spent in addition or extension will meet thee requirements and provide for a reasonably long term of years is the judgment of careful investigators. Nothing of the present equipment need be wasted. The heating plant and ventilating fan now in use is considerably larger than is actually needed, and can be utilized without difficulty for the same purpose in the extended structure.
THE GAIN WOULD BE? In the event of a vote for this improvement what would the town of Fayette gain? We would have a building equal to any demands made upon it for many years. It would be one in which the requirements of the present day could be met without difficulty. There could be more enthusiasm among the pupils and more ini the teaching force, now hampered to the limit of their endurance by conditions which they ought not be called on to endure. There would be no more recitations heard in the halls, no more confusion and difficulty of maintaining discipline, no further curtailment of development, because there would be room in which to grow. Fayette, would have spent a little money but would have something to show for it. And the expenditure would be easily distributed over a term of years. We would have an educational equipment we could be proud of, instead of one which we have to apologize for. There would be a visible evidence of the fact Fayette people are alive to their opportunities and willing to take advantage of them. We would maintain out standing as a place where the benefits of the fullest education are appreciated. In out opinion it will be worth the while of every voter to register his vote next Monday and being keenly alive, glad he is alive, and willing to prove it. The best dollar a man can spend is for the public schools the uplift of humanity.
AID FROM THE OUTSIDE: Perhaps a word or two about non-resident pupils may not be out of place. When pupils outside the district enter the Grades, their tuition which ranges from $13.50 to $15.75 per year, depending upon the grade entered. In any year of the High School,, the tuition amounts to $31.50 per pupil yearly, and is paid by the district from which the student comes. Besides other benefits which arise from having these young people and their parents interested in our town, the Fayette Independent District received from this source along $1,325.00 last year (1915).
PAYING INVESTMENT: There are some who seem to think money paid in school taxes is a loss. In truth no money that goes from our pickets is more really a paying, a saving investment. In the first place the benefit of the school tax is more immediate and direct than any other. The taxes we pay in support of state and county officers is just, but the return is indirect. What I pay, for example, to meet the salary of county sheriffs, or attorneys, or even courts, may be no direct benefit to me in a score of years. My school tax gives me a school at my door five days in every week, nearly 200 days in every year. Nine months of every year my harvest is coming in for my sowing in the children of my family or my neighbor’s family, and what farmer would be satisfied with second or third class planter or harvesters because a little cheaper? We cannot afford a school less than the very best.
Building a fine school house in Fayette is no more a loss to the taxpayers than the change of a ten dollar gold piece from on of his pickets to another. Nay, it is like adding two or three dollars to it in the transfer. I will tell you how. Suppose 200 of our residents and farm homes add say an improvement of $125 each in the next year. Again suppose these same 200 families, instead of this, put $125 each (payable in small annual parts for ten or twenty years) in an adequate improvement to our school property. Now were I coming to Fayette to buy a farm or a home, how much would I notice the 200 little patches added to 200 homes of $125 each? But what man among us would fail to see the same sum in a splendid addition to our school property? I would not be likely to pay even $125 more for a farm or a home in the former case, would you? I would be far more likely to pay $500 more for a farm or a home in a vicinity of the first class. Wouldn’t you?
WHY DO A “LITTLE?” This year the State Department gave overcrowded schools permission to offer in Domestic Science the MINIMUM course required by law, one hour’s teaching of sewing per week in any grade. That’s what we’re offering now—less than we offered last year (1915)—much less than most schools of our class are offering. The minimum requirement includes Cooking and Sewing and Agriculture of next year. Will you be satisfied to have your school offer only the least amount that will be accepted by LAW?
EVERyONE SHOULD BOOST FOR NEEDED IMPROVEMENTS: Every one of us and every citizen has a duty to vote his convictions on the proposed addition to our high school This opportunity also affords the women of Fayette an opportunity to show that they are ready for suffrage by securing the vote on next Monday of every woman entitled to vote. Provision will be made so that every woman voter may be accompanied into the polling place by some other woman, and for any instruction she may desire on the mysteries of voting.
CONSOLIDATION TALK: In the discussions concerning the high school addition one very frequently hears the objection urged that a Consolidated District should be effected before building. All the neighboring districts now know that they will always be welcomed into a consolidated district with us, yet no one has made a move to get in. Should three or four surrounding districts come in with us they would do no more than add from 40-50 students to our grades, which number could be easily handled under proposed building plans. There is no danger that our high school will be suddenly larger by reason of consolidation as we now have the high school students from a greater territory than will ever consolidate with us.
Ex-county attorney Hughes and Attorney General Cosson united in the opinion that any new territory uniting with an existing district must share in payment of bonds and interest that such existing may have had at the time of the new territory with the existing district. So if any new territory unites with us, they must help us pay our bonds.
COME OUT TOMORROW: The
question of voting bonds for a school house addition is before the people.
There is need of a more clear understanding of the real situation than we have
at present. The Fayette Commercial Club have arranged for a meeting in the
Fayette Opera House, Friday afternoon at 2p.m., for the discussion of this
important problem. Opportunity will be given for an informal discussion of the
matter, and every voter at the coming election is urged to be present to present
his views. Let’s not vote blindly in a matter of which we know nothing. Let’s
get a clear understanding of the matter. If the proposition is worthy of our
support, let’s know it. If there are reasons why we should vote against it, let
us know those also.
QUOTE: Any man who votes against an appropriation for additional school buildings because the school is now better than when he attended, is selfish.
Thursday, March 23, 1916
BOND ISSUE CARRIES; LARGE VOTE CAST: Monday was a day of unusual interest among the votes of the school district of Fayette, it being the date of the special election called for the purpose of deciding whether or not the board should issue bonds to the amount of $25,000 for erecting an addition to the high school building. The voters began at one o’clock in the grade school building and continuted until six o’clock, the proposition being carried by a large majority. There were 516 votes cast, six of these being spoiled. Of the 510 properly marked ballots 372 were for and 138 against. Men to the number of 144 favored it and 100 opposed it, while among the women who voted there were 228 for and only 38 against.
March 30, 1916
NEW $20,000 SCHOOL BUILDING AT DELHI: the Hopkinton Leader last week continued a write-up and pictures of the new consolidated school at Hopkinton. The building and equipment cost $20,000. We take pleasure in presenting an account of the equipment as follows. Each room is equipped with lavatories and hot and cold water and cloak rooms, for both boys and girls. In the halls are sanitary drinking fountains. In the basement a shower bath is provided for athletes. In the basement is located the heating plant and coal bunkers. One section of the basement is equipment with a fine gymnasium room, with an elevated stage at each end and rolling partitions between. One end is used for the domestic science classes and equipment. These rooms can be turned into one auditorium on occasion, with a very satisfactory stage when required for public entertainments. All floors and sections of the building are conveniently connected thru the medium of easy stairways and halls, so the other is had without disturbing any of the classrooms. (Note, bz/2005, this school model and appearance is similar to the final Fayette High School)
Sept 7, 1916
HIGH SCHOOL WILL BE HELD AT THE U.I.U CHAPEL FOR THE PRESENT: The College authorities have kindly offered the use of some of their rooms for the assembling and work of the High School until such time as we are able to enter out new building. The High School will therefore assemble on next Monday morning at nine o’clock at the College Chapel for registration, assignment of lesions, and introduction to the progress of studies. Lacking an adequate study assembly room, the new program will have to follow, more nearly than is our custom, the college method. This will necessitate more study at home or more unsupervised study. This is one of the very best methods of study. Parents can assist in this matter by helping to arrange a definite time and place for each study. E.M. Garrison, Sup’t of Schools.
UIU Chapel 1897
Feb 15, 1917
H. S. BUILDING FINISHED, READY FOR OCCUPANCY NEXT WEEK: Plans are being made this week for moving into Fayette’s High School building next Monday. The contractors have complete their work and the architect was here yesterday to look over the building. If everything is found satisfactory, and it no doubt will be, school will commence in the new building Monday. At a date to be announced later, appropriate exercises will be held and a chance given the people of Fayette and vicinity to view their gift to our young people—one of the finest modern buildings of its kind in this section of the State.
Mar 1, 1917
HIGH SCHOOL SETTLED IN NEW BUILDING, SOME FACTS ABOUT THE SCHOOL AND ERECTION OF THE NEW IMPROVEMENT; Fayette Has Distinction of Having the First Public School Gymnasium in the County—An Interesting Description of New Home: The High School “moved in” last week. They moved into a building which for commodiousness, convenience, good interior finish and attractive outside appearance certainly surpasses the expectations of the most optimistic as to what the Fayette School Board cold do with an additional $25,000.
Assembly (Study Hall, 1925)
A Leader representative yielding to the prompting of curiosity walked over the other day to see how the folks looked in their new quarters. It made him almost want to go through High School again. He found a big assembly room with a good stage, single seats for 120 and room for 100 more, book cases around the walls, fine stained oak woodwork, and beautiful hardware trimmings. It seemed like quite a change from the old wood stove heated crowded quarters in the old building of not so many years ago.
Assembly (Study Hall, 1925)
And room! We almost wondered what they could do with it until we were informed. One room is for Domestic Science, with tables for gas stoves, sinks, supplied with hot and cold water, a small dining room in which to experiment upon what they cook, a store room, and a large class room adjoining which can be sued for “feed affairs” too large for the small dining room and not large enough for the gym. Here seemed a good place for Commercial Club, Church or other public dinner events for the whole community.
Then there was another room with benches, tools, grindstones and lumber that looked like a carpenter shop. They said that was for manual training. We could not help thinking that such a room as this would make a better headquarters than a store for a men's “Whittlers and Knockers Club,” if one could be organized in town. If crippled soldiers and old men and old women in Europe can learn to support themselves in simple woodworking occupations, why could not many men in Fayette who are going to pieces physically for want of some agreeable light occupation since they have retired from hard work, by organizing and securing a competent instructor and earn a little extra spending money and get a lot more fun out of life as they live along? Or are such things only for the barbarous Germans, the immoral French and the degenerated English People, as we sometimes hear them maligned? But-but-but we started out to tell what we saw, not what all we thought on that trip to the High School.
Another room that we saw was rigged up with old seats and they told us they would probably fix that room up for a lunch room which is almost required now that so many students bring their dinners to school.
When we looked into cloak rooms we thought we had found a small clothing store—there was such space. The hooks were nearly all full, however, and Mr. Simar was erecting clothes cabinets in the big hall.
We did not count them, but Miss Garrison, the Superintendent, told us that there were eight recitation rooms or laboratories besides store rooms, closets, assembly room and gym.
The Gymnasium was the rival or superior of the (old) Assembly room in interest and attractiveness. A room with an asphalt floor, 40x69 feet, good high ceiling, smooth plastered walls, beautiful balcony on two sides where a crowd from 250-300 can be accommodated, bath rooms with four shower baths and 24 steel lockers, everything good and solid looking and ready to be connected with sewer and electric light system—it certainly struck us as something fine for the community and we felt proud to think that Fayette was the first town in Fayette county to furnish this modern equipment to the boys and girls of our public schools.
Steam heat goes everywhere and there is the most modern of ventilation systems so that air once passed thru the rooms is forced out thru the roof. The entire force of the ventilation system can be turned onto the gym so that even when crowded for games the air can be kept warm and pure.
We are not sure that one is a fool to prophesy a new interest in our public schools and a much greater community service from them now that they have been given these new facilities for work. Everybody ought to go over and see what we have. It belongs to us all. It is more than a town affair for 35 of the 126 High School scholars are tuition students from the surrounding country. If one has friends looking for a good place to move with a family to be educated one need not hesitate to advise them to come to Fayette. We now have more than a College—we have a modern High School plant.
This educational plant is manned by the following teaching staff: Eleanor Garrison, Sup’t; Clifford Brause, principal and teacher of agriculture, science and athletics; Lela Buhlman, English; Laura Molsberry, Mathematics; Mollie P. McGowan, Latin; and J.W. Crain, music and manual training. All the foregoing teachers are in the High School building. The grades in the old building are handled by the following ladies: Mrs. Olive Wheeler and Misses Kate Proctor, Rose Hastings, Rena Hunderford, Ethel Young and Florence Wylam. Marion Dennis as janitor and custodian looks after the buldings and the comfort of all the folks therin.
The Fayette School Board who have so faithfully discharge the trust reposed in them of providing this building, listened to kicks, sifted suggestions, and given generously of their time “without hope of fee or reward” are surely to be congratulated upon the product of their labors. It is a sad fact (if it is true, as social scientist claim it is) that crowds or masses of men who constitute “the public” are absolutely lacking in the sense of gratitude. They have other psychic senses it is claimed but no proper sense of gratitude. We are inclined to think sometimes that the public has a sense of gratitude but lacks proper organs for its normal expression or the social scientists are lacking in the proper organs to detect the sense in the crowd when it is expressed individually to our public servants for any good work they have done. Our newspaper comment is the best we can do toward expressing or proportion of the community appreciations which we are sure all of us feel is due to President F. E. Finch and his associates: Adam Shafer, R.R. Fussel, R.I. Harvey, Wm. Kelly and Peter Jubb, secretary, and C.R. Carpenter, treasurer of the board, for what they have contributed indivisually and collectively toward this work.
It is perhaps proper that we remember to that this board would have been unable to accomplish this work had it not been for the agitation (yes, we did need it at the start) and the active support of many private citizens and especially the organized effort of the Commercial Club and the Twentieth Century Club.
But “hot air,” agitation, even money and hard working school boards do not really build school houses. They are built by men who draw plans, who excavate, who mix concrete, who lay brick upon brick and who saw and finish. One gratifying mater in connection with the finishing of our High School building is the fact that hears of practically nothing but complimentary words for the architect and contractors who have actually done the work. For a public work the general approval is wonderfully unanimous.
J.G. Ralston, of Waterloo, Iowa, (whose third job of work this is in the town of Fayette) prepared the plans for the board and acted as their supervisor of the work. In keeping watch of the progress of the job, refereeing little questions of interpretation of specifications or modifications of plans, Mr. Ralston made a dozen or more trips to Fayette. The Board express themselves as highly pleased with his work in every respect, the consider him a genius in making the most possible out of an old building.
The Board also feel that they have been very fairly dealt with by The T.F. McDonnell Co., of Waterloo, who were the general contractors for the entire job, except the plumbing. A.A. Shippy and T.F. McDonnell have been in local charge of the work and E.A. Noble has been their foreman. These men have been agreeable accommodating, and apparently very honorable in all their work. Seldom has the representative of an outside contracting firm made the favorable impression upon a community that has been made by Mr. Shippy who became a sort of oracle among us.
Sub-contracting firms under the general contractors were: The Johns-Manville Co., who built the rood (guaranteed for ten years); The Oelwein Electrical Company, who did the electrical wiring and conduit work; Dow & Dow, of Waterloo, who did the plastering; the Fulton Asphalt Co., of Chicago, who laid the floor in the gymnasium, and the Fayette Cement Co., who did the foundation and cement work.
There are many interesting little features about the building that will impress the visitor but none more worth mentioning than the expensive patented arrangements on the inside of all outside doors. Instead of a knob or latch on the inside there is a railing across the whole width of the door. Pressure downward or against the door opens the latch and allows the door to swing open outward. In case of fire these doors would always open when there was a rush of children against them from the inside. It is impossible for any one to be locked in the building too, though folks can be locked out easily enough.
THE COST: Did the Board get out even on the $25,000 bond money that was voted? Very nearly so. There are a few little items to be settled yet before the Board finish for publication their detailed statement of the cost of the entire job. They are now sure, however, that the entire cost is going to be under $27,000. The little excess above $25,000 will be taken care of ot of the Contingent Fund, so that no more bonds will be necessary to care for the matter.
It may safely be stated now that Fayette has a High School Building worth at least $30,000 for Mr. Shippy expressed the opinion that taken in connection with the new part the old part of the building has a present value of not less than $4,000.
ONE REGRET: The only regret we have heard the School Board express is that they did not have money enough or did not have the nerve to ask the public for enough more to have enabled them to buy the Van Sickle lot before Mr. Fox bought it and moved the Fields house onto it thereby unfortunately obscuring the only good view from town of the front of out most attractive public building. The space between the two school buildings should be an open one and the day will come after we get rested up from this time forward when the public will demand the clearing of that space.
Mar 15, 1917
DEDICATION OF FAYETTE HIGH SCHOOL; EXERCISES LAST FRIDAY BOTH INTERESTING AND IMPRESSIVE WITH NOTABLE ADDRESSES; STATE INSPECTOR AND COUNTY SUPERINTENDENT ASSIST; Some of the Addresses Published Herein and Are Well Work Reading; New Fayette High School Building a Model in Its Appointments: A large crowd of adult citizens from town and country gathered at the New High School Building at two o’clock last Friday afternoon for the dedicatory exercises arranged by the High School Teachers and School Board. At the conclusion of the formal exercises and after the splendid crowd had scattered to look through the various rooms of the building the State School inspector remarked to one of the teachers that, “You can do most anything with a High School where you have a spirit that brings out a crowd like this to “such exercises.”
Miss Garrison (Sup’t) after calling the crowd to order, introduced as the first speaker Dr. J.D. Parker, President of the Fayette Commercial Club. Dr. Parker congratulated the students and the community upon the new building and stated that in his judgment we had done well but had not overdone the mater of our school improvement. He gave statistics from educational reports from which it appeared that during the past year the average amount spent by communities which were adding to their equipment or erecting new building was about $27,000. This being the outside estimate of the cost of our local improvement it is apparent that we are only up with, not ahead of the average to the State in our expenditure for building last year.
After mentioning the obligation the community was under to the students to furnish building and courses of study to promote the physical, mental and moral welfare of the child, Dr. Parker discussed the obligation of the student to the tax payer without whom the erection of buildings would be impossible. He called the tax payers, Mr. Work Hard and Mr. Save A. Little, and he showed that these men who save and work and accumulate property upon which the State must levy taxes to raise funds for improvements are the most important members of the community. He declared that the students owe it to these men that the buildings should be well taken care of and that the most be made by the students of the good opportunities afforded them. Good citizens are the product which Mr. Work Hard and Mr. Save a Little expect to see turned out from the schools which they pay taxes to build.
Mrs. Nora Graf,
President of the Twentieth Century Club which was especially active in the
campaign for the erection of this improvement, was thankful that she was a woman
for she said no man ever amounted to anything but that his mother always
received the credit for it. After referring to the activities of the Twentieth
Century Club and the women in general in Fayette, in helping secure the
improvements made in during the last twenty years she said, “We are glad that
only a few women voted against giving their children and their neighbors’
children the advantages obtained by this well equipped school building.”
“We as women believe that all children should have equal chances of development, intellectually, physically and morally. Those of you who have united the city slums and been interested in philanthropic work or have had reasons to visit some of the homes in our own district will admit that some children do not have proper home living. The child that comes from a home where there is discord, drunkenness, licentiousness and idleness is handicapped from the very beginning.
“For these children the only salvation is in the training they can get in the public schools and we as taxpayers (without representation) believe it is much more to our credit to built and equip school houses than to build reform schools and penitentiaries.” “We are glad we live in Fayette, and are proud to call this home for we believe that no other village in the United States can boast of being able to give its children better educational advantages that can Fayette. We believe no city in the United State has educated better men and women than can the Fayette High School and the Upper Iowa University. “We congratulate the school board, the students and ourselves upon having a woman as Superintendent of this school. We as women appreciate Miss Garrson’s earnest endeavor and untiring efforts in forwarding this movement for better school conditions in Fayette. She has the respect and loyal support of all citizens."
“The pupil that cannot and will not make good in this building under the guidance of their capable teachers is mentally defective or physically unfit, or a shirk. If defective or physically unfit, he deserves only the kindest consideration of teachers and parents and should have prompt attention. If the diagnosis proves that he is afflicted with the shirking but he to should receive prompt parental and medical attention and if there is no change in symptoms I should advise an old remedy in the form of hickory tea or a larger dose of strap oil which I believe might bring about the desired results."
“In closing we ask the pupils of the Fayette Public Schools to prove their appreciation of this, out gift by making good, remembering that it is not what one has but what one does that counts. And may the ambitions and ideals developed here make every boy and every girl more manly—more womanly. We ask you to say you can believe you can do it. And in after years when this building shall have served its purpose and another or larger and better one is needed, may the woman of Fayette and the Twentieth Century Club, or its spirit embodied in a new Century Club stand served and ‘jess be glad.’ “
Dr. J.W. Dickman (who was thankful he was a man) as Vice-President of Upper Iowa University spoke in behalf of the College. His address on the subject: “The Value of a College Education” was pronounced by some who heard it as the finest exposition of that subject they had ever heard. It ought to be read by every young man and woman and we are expecting to print the body of the address in full elsewhere in this issue of our paper. (long, rambling, and perhaps offensive to working farmers and laborers, placed at the end of this text, bz/2004).
Mrs. Belle Thorp Ocker, County Superintendent of Schools was next, presented and gave a fine talk on the subject of the more general use of High School equipment by the entire community. This address we have secured and are also printing in full in this issue. (near the end of this text, bz)
The last speaker of the afternoon was A.C. Fuller, Jr., State Inspector of High Schools. After telling a number of humorous experiences Mr. Fuller entered upon a discussion of school problems in general taking pains to set forth the general speed and universal success of the rural consolidation movement. He prophesied that the little half-hearted and ambitionless country school would soon be a thing of the past in Iowa. The problem of transportation, which appears so serious in advance amounts to nothing in actual practice. Mr. Fuller explained how schools are graded according to standards of buildings, apparatus, organization, teachers, and community spirit. He congratulated us that as last this community has a plant and a spirit that speaks well for the town and gives promise of much improvement in the public schools o the community.
After the program one farmer in the audience was overheard asking the Inspector is he did not think that now would a good time for the framers to begin to talk up the matter of arranging for consolidation with the Fayette school. In looking over the audience during the program one could not help but be impressed with the fact that the farmers and their wives were much in evidence. Men were there from several miles out in the country. Over thirty of the present High School students are from out of town and they are among the very best of the students too. A tremendous increase of High School students everywhere is prophesied for the next few years.
The High School Orchestra and Misses Platt and Cronk furnished music during the program. The High School students acted as ushers and welcomed guests of the day. Everyone present appeared glad they went. Seeing what we have makes it a little easier to pay the taxes now due.
THE HIGH SCHOOL AND THE COMMUNITY (Address by County Superintendent Bell Thorp Ocker at the dedication of the Fayette High School Building.) Nearly every school paper, weekly paper, and I might say daily paper that one reads, have accounts like these: “Audubon, Iowa, is completing the erection of a fine $75,000 High School Building;” “The magnificent new building at Grundy Center has been completed;” “A handsome new High School building at Odgen is nearing completion and when finished will be one of the best equipped in the state;” or as often is the case, “The consolidated district of Greeley has dedicated its new Grade and High School building.” For our rural communities are coming to the front educationally, there now being over 200 consolidated districts in Iowa, all offering some High School work and doing in modern buildings. If any of you have ever had to work with rural patrons and school boards, you know what this must mean. Too often do we find rural homes, modern in every respect, hog houses of the latest type, but children coming from these homes, attending the old box car style school house which they inherited from “their immediate or remote ancestors,” and with which they are seemingly perfectly satisfied. They are opposed to building a new one because “what was good enough for me is good enough for my children.” If consolidation is mentioned, they immediately become suspicious and say “the people down town want us to build them a new school house or help pay for the one they have build.” The American people object to being forced into anything. However, the number of consolidated districts in Iowa now proves that the farmer is beginning to put more trust in the townspeople and is willing to trust them with his children as well as his bank account. They are beginning to realize that the High School building in their midst is an asset, not a liability.
Today we have met to dedicate Fayette’s new High School building. I am proud to have this building in the county. It will mean much to this community. This is the culmination of the efforts of a patient, faithful superintendent, an interested people and an enthusiastic, public spirited and untiring Board of Education. Many voted against the best interest of education when this matter was first submitted to the voters and even the last time it was submitted it was not a unanimous vote. But before this day is passed, I belive all will point with pride to “Our New School Building.”
What does this building mean to this community? It can mean much or it can mean little. When an organization has been transferred from an old inadequate building to one designed and equipped in accordance with latter day ideas, greater things are expected. There are many well proved instances where there has been a remarkable increase in the efficiency of the teaching; it also reacts very strongly on the personnel of the teaching force and the pupils. We all know that there is a certain pleasure in during even routine work in pleasant and convenient surrounding whether it be the school room or the kitchen: Every housewife knows what it means to have a pleasant and convenient kitchen.
This greater efficiency will be noticed throughout the community and attain all will point with pride to “Our School.” Towns and small cities are coming to realize more and more that the school building, if properly arranged, may become the community’s most useful public structure which the greatest number of citizens can enjoy.
I believe that the school building should serve a wide variety of purposes. It belongs to every one and should be used more than just during school time hours. Certain events may come to be celebrated annually at the school house and so community customs may be established which will create a love for the schools and a loyalty to our neighbors. This community spirit is being carried out in some districts, even in one room buildings that have no advantages whatsoever, but the get-to-gather, help-one-another spirit is emphasized. In time this will demand a new building.
Night schools are becoming very popular. These are held for different classes of people in different localities. In some places it is held exclusively for the aliens who desire to learn to read and write the English language or who wish to be taught American citizenship. In other places manual training, mechanical drawing, domestic science, and commercial subjects are offered.
Thomas Jefferson said, “Enlighten the people generally and the tyranny and oppression of mind and body will flee like evil spirits at the dawn of the day.” If these are men and women in the district, no matter how old, who have never had the chance to learn to read and write or who have had to leave school early, this school belongs to them and they should have the chance of learning the things that they were not privileges to learn when they were young. Community lectures, concerts, and moving pictures are successfully carried on in the modern school house. These activities need not interfere with the regular school work, but if properly planned and carried out, will stimulate interest in the regular work. A school which has an interested student body does not complain of irregular attendance.
Too often the motion picture houses are social centers; often times family resorts. Most of the films shown are neither bad nor good. Constant observation of them, however, is demoralizing. What an opportunity for systematic education. If films of high educational value are to be offered, why shouldn’t the school be the place to show them? As soon as the demand is strong enough, the films will be produced. I understand that Iowa State College at Ames has a film, depicting (college) student life, which is loaned to schools and theaters.
School boards of the past seem not to have considered the social and physical needs of the school. “I have tried to impress you with the possibilities of the social life and now will say a few words of school life in favor of physical training. It is generally believed that children need something besides mental training. We need to think that student activities were for the spring and fall seasons only. We, who have had to work with these same children during the winter months knew too well the restlessness of pupils who are very troublesome because thee is no outlet for a lot of stored up energy. So no school house plan is complete now without its gymnasium or playroom. Anyone who has made a study of the activities of youth realizes that provision for muscular activity is needed most during the adolescent period. However, a wide-a-wake teacher who it willing to put something of herself into the activities of the children can find some means to supervise their play whether they have playrooms or not. I believe all play whether it be in the high school or grades should be supervised. In closing I wish to say that I am for a more complete utilization of the school plant for the community.
“THE VALUE OF A COLLEGE EDUCATION,” (An address by Dr. J.W. Dickman, Dean of Upper Iowa University, at the dedication of Fayette High School building): The education of the mind is like the cultivation of a plant. You can change the form and size and beauty and richness and utility of the plant until it is almost perfect, but you can not change its nature. By cultivation you may develop a wonderful thistle or a beautiful and fragrant rose, but cultivation will never cause the thistle to blossom like the rose. If you start a thistle to school, don’t expect a rose to return at night; but start a rose to school and you my expect it to return at night with increased fragrance and greater beauty.
Education is no exception to the great and eternal law of reaping what you sow. Not marble from clay nor a pearl from a sponge but a brighter marble and more dazzling pearl is the law of education. There are those who oppose education in our country and say, “I saw an energetic, hard working, promising young man sent to school and he turned out a worthless, dudish, lazy man and education spoiled him.” I hold this is not true. There was something in the boy or in the school or in his associates that was at fault. A man may grow weary while sleeping but it is not the sleeping, but the conditions under which he sleeps that makes him so. The ruin is such cases comes in spite of, not because of education. Let him who disbelieves in education read—if he can—Anglo Saxon History then Chinese History,--the latter task will not take long—and open his eyes and behold.
of true education is good and only good always and forever. In proof of this
proposition, let us inquire into the rewards of a cultured mind and heart. We
have statistics at hand showing the rewards of education to college graduates
which are of peculiar interest, involving significant facts. Before giving
these, however, let me say that the acquisition of a cultured mind is not
absolutely conditioned upon attendance at some college or even graduation from
some high school. The school assists, makes easy, directs, inspires, sets
problems, gives enthusiasm, and provokes activity in the student A forceful
character, with sufficient energy and an indomitable will, will secure an
education without school or college. Many of them have. Benjamin Franklin
without a college training, became the deepest thinker of his day, and Abraham
Lincoln, whose mother’s funeral he himself arranged at the age of ten, became
without the aid of high school or college walls, one of the profoundest students
of all time.
Education is the drawing ot of something from within, not the pouring in of something from without. But what are the rewards of an education? The Commissioner of Education for the United States finds the present ratio of college graduates to men over 21 years of age to be 1 to 91. Going back to 1872, the earliest statistics that can be obtained on the subject, he finds the ratio only one-third so large, or 1 to 273. If we take our whole history into consideration it will not be more than 1 to 750, and yet although only one in 751 men of our country have been college graduates, yet 32% of our representatives, 46% of our Senators, 50% of our Vice Presidents, 65% of our Presidents, 73% of our Judges, and 83% of our Chief Justices of the United States have been college men. By a little computation, you will see that a college education multiplies a man’s chances of being a United States Representative 240 times; of President 487 times; of being a Chief Justice 642 times. The educated man’s chances to rule his country are very good; to carry the load, very poor.
Thirty-five per cent of the names appearing in the Cyclopedia of America Biography are college-bed men. A college education therefore multiplies a man’s chance of reaching recognition 262 times. Of 100 names selected from this same Cyclopedia, which men of good judgment thought would be immortal, 75 were found to be college men, so the chances of having one’s name become immortal are increased 562 times for the graduate. Thus, one of the rewards of education is political, social, and administrative power. If power and influence and leadership is your ambition, get wisdom. “By it kings reign and princes decree justice.” Educate, exercise, discipline, and train your mind and the people will call you to the high places.
A second reward
of education is increased ability to produce wealth. If exception be taken to
this proposition let me call your attention to the exact statement; namely, that
education gives increased ability to produce wealth. I am disposed to believe
that education decreased one’s desire for wealth, or rather, centers one’s
desires on other things, and the mere ability to accumulate wealth without a
paramount desire to do so will not result in its accumulation. This however, in
no way disproves the existence of the ability. Few liberally educated men, who
might become wealthy if they wished, do so, simply because they desire something
else more than great wealth. If you desire a dollar but desire a new book more,
will you keep the dollar or buy the book? If you desire $200 and have the
unquestioned ability to save it in one-tenth the time your uneducated neighbor
requires, but desire a view of the mountains and cities of the West More, will
you save the money or take the trip? The money would fill your coffers but the
book and the trip will fill your life. Some people endure a narrow, selfish,
unhappy miserable life to create a fortune, others with multiplied cumulative
powers spend largely of their easily earned moneys to enjoy a broad, generous,
happy and complete life.
Liberally educated people usually do the latter, for to them life is more than wealth. Do not misunderstand me. I have no quarrel with wealth. Wealth-getting, if it be honest, is honorable, and absolutely necessary to the gigantic enterprises of a might people. Selfish spending is often more censurable than honest saving. The man who produces a great fortune and uses it in the great commercial and Industrial development of his country is a benefactor of inestimable value. But some educated men do become rich. A list of 80 of the wealthiest men in the United States was recently compiled and it was found that 37% of them were college graduates, making an educated man’s chances of being rich 277 times that which his less educated brother enjoys. If learned people are not rich, it is because they do not care to be, not because they do not know how to be. If you, like Rockefeller, are dreaming of riches and power, if you desire an income of , 10, 20, 50, or $100 per day, instead of $2, get an education. Such statistics prove the proposition that public power, social station, an immortal name, and great riches are multiplied to the educated. But this is not the best.
An ancient wise man said, “Happy is the man that findeth wisdom and the man that getteth understanding; for the merchandise of it is better than the gain therof than fine gold. She is more precious than rubies and all the things thou canst desire are not to be compared unto her. Length of days is in her right hand and in her left hand riches and honor. Her ways are always of pleasantness and all her paths are peace. She is a tree of life to them that lay hold upon her and happy is every one that retaineth her.
The real, the greater, the better reward of an education is the higher, nobler, happier and completer life which it brings to its possessor. It brings a higher life because the world yields us her secrets in exact proportion to the knowledge we have. Talk with a dozen persons who visited the World’s Fair in St. Louis and you will find that the benefits derived by each was in direct proportion to the knowledge he possessed. Many people who attended the Fair saw and comprehended and feasted their minds with ecatatic joy as they beheld the wonderful conquests of human intellect, while thousands of others saw little but the sides of the building through which they passed.
The student of History as he travels abroad sees, and thinks, and lives over the history of past ages while his uneducated companion sees nothing but the ocean, the snow-capped peaks of Switzerland and the ox-cart and driver of the ancient city. The uneducated goes through life and sees little but the clear blue or darkly clouded dome of Heaven above the earth clothed in green or brown or white beneath. His educated brother, on the other hand, turning to the heavens hear the starts singing together as they speed along their courses; measures the forces by which they are kept in their ceaseless flight through space; sees power in the black storm fiend and beholds law order and god in the seasons as they come and go. Turning to the earth beneath, he finds beauty, and symmetry and design and life in all nature, he finds his mind, and his soul is lifted up and he rejoices in a higher life.
Education brings a nobler life because of the exalted ideals which its possessor cherishes. Wisdom lifts our thoughts from the earth to the skies, from the pebbles to the stars, from the sensual to the spiritual, and makes us nobler. It reveals to man his brother’s need and degradation and opens his heart to nobler deeds of mercy.
The educated man walks erect, keeps pure his heart, keeps clean his hands and mouth, and despises an ignoble though or deed. Knowledge brings a happier life because it makes one less like beast and more like God. The beast spends it weary life in a ceaseless search for food. God speaks and Nature obeys. With no education, life consists in working, eating, sleeping, seasoned with much suffering and anxiety, repeated with monotonous regularity day after day from cradle to the grave. Ceaseless toil with scanty food and broken slumber, pinching cold and disappointment but circumscribed and dwarfed and cheerless and hopeless and with intellect blind to the beauties and harmonies and blessing which surround one is the lot of such a life.
How different with the trained person. To him the sun rises with splendor and runs his course with joy each day. Labor is not a bitter cup to him for it is easily and quickly done. He goes about his task with zest and self respect, meditates and prays, hopes and loves, comforts and cheers the poor, strengthens and inspires the faltering, and feeds his mind and soul on truth. If you would be happy get wisdom. “Her ways are ways of pleasantness and all her paths are peace.”
The Class of 1917 attended the first/old 1900 High School up the time the students moved into the 1916 'New' High School, in Feb of 1917, and were the first graduating class from the 1916 High School.
Fayette Iowa High School Class of 1917
the first to graduate from the new high school
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The eighth grade class moved from the Grade School to the High School building, creating more room for the elementary grades.
May 21, 1920
An election was held for the movement to consolidate with various area Country Schools. The vote was carried, greatly increasing the number of students for the Fall of 1920, especially in the grades.
More land was added to the school grounds and the sixth and seventh grades were moved to the new building that fall, thus leaving the old building completely to the elementary grades. Shop classes would eventually be moved into the house on the new property to the south of the High School.
The FHS mascot changed from 'Little Peacock's' to the Cardinals.
A new gymnasium with a stage and locker rooms was built in 1950-51, south of the high school building. The old gym had been in the basement of the high school building. The old gym was changed into an auditorium, but in the 1970’s was converted to classrooms housing the fifth and sixth grades.
1984 the High School closes as the district joins North Fayette High of West Union:
High School is demolished during the winter to early summer:
FHS Birth and Death:
1851-52---The first school in the Fayette valley was a log, 12"x18', structure
on West Clark Street (west of the 'Bank' intersection).
1857---The school was moved into the Seminary (College Hall, limestone main building) for a short period.
1859-67---The first brick grade school building constructed, on the SW corner of Clark and King Streets (the 'Grade School').
1881---The addition to the west side of the grade school was added (the 'platform' behind the Grade School).
1900---The first high school was occupied (and would be incorporated into the southern portion of the 1916 High School (addition).
1916---A new high school was built and moved into mid Feb 1917.
1917--The eighth grade moved to the High School building.
1920--Consolidation with area country schools.
1921--Sixth and seventh grades moved to the High School. The remainder of the H. S. land was acquired.
1922---Bob Pond, a high school student wrote the school song, "Crimson Always Stands for Courage."
1934---The west side of the old elementary school burned (the foundation/basement remained to form the 'platform'). It was said that Swede Wilson, living nearby, saved the rest of the building single handed,. Professor Morse was quite unhappy, as he wanted a new building, so the story goes.
1946---The mascot was changed from "Little Peacocks" to "Cardinals", and the school song to "On Wisconsin."
1950-51---The gym was built to the south of the High School. The old gym in the H.S. basement was used until into the 1940's when the college gym was used for games. Grade classes would be moved into the two gym classrooms.
1984---Fayette High School closes and consolidates with North High in West Union.
1986---The High School is demolished during the winter and following spring.
1994---The first All-Cardinal Reunion started with classes of the late '50's and early '60's.
1999---The sixth annual All-Cardinal Gathering became the first all-class weekend.
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Last uploaded: Jan 2007