Presidents of Central High School
- Alexander Dallas Bache, LL.D. – 1839–1842
- John Seely Hart, LL.D. – 1842–1858
- Nicholas Harper Maguire, A.M. – 1858–1866
- George Inman Riché, A.M. – 1866–1886 (19th Class)
- Franklin Taylor, M.D. – 1886–1888
- Henry Clark Johnson, A.M., LL.B. – 1888–1893
- Robert Ellis Thompson, A.M., Ph.D., D.D., LL.D. – 1894–1920
- John Louis Haney, A.M., Ph.D., LL.D. – 1920–1943 (100th Class)
- William Hafner Cornog, A.M., L.H.D., Ph.D. – 1943–1955 (146th Class)
- Elmer Field, B.S., M.S., Ed.D. – 1955–1962 (122nd Class)
- William H. Gregory, B.S., Ed.M. – 1962–1969
- Howard Carlisle, B.S., A.M., Ed.D. – 1969–1983 (162nd Class)
- Sheldon S. Pavel, A.B., Ed.M, Ed.D. – 1984–2012
- Timothy J. McKenna, B.S., Ed. M. – 2012–present
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Famous quotes containing the words presidents, central, high and/or school:
“All Presidents start out to run a crusade but after a couple of years they find they are running something less heroic and much more intractable: namely the presidency. The people are well cured by then of election fever, during which they think they are choosing Moses. In the third year, they look on the man as a sinner and a bumbler and begin to poke around for rumours of another Messiah.”
—Alistair Cooke (b. 1908)
“Parental attitudes have greater correlation with pupil achievement than material home circumstances or variations in school and classroom organization, instructional materials, and particular teaching practices.”
—Children and Their Primary Schools, vol. 1, ch. 3, Central Advisory Council for Education, London (1967)
“There is a sort of homely truth and naturalness in some books which is very rare to find, and yet looks cheap enough. There may be nothing lofty in the sentiment, or fine in the expression, but it is careless country talk. Homeliness is almost as great a merit in a book as in a house, if the reader would abide there. It is next to beauty, and a very high art. Some have this merit only.”
—Henry David Thoreau (1817–1862)
“The child to be concerned about is the one who is actively unhappy, [in school].... In the long run, a child’s emotional development has a far greater impact on his life than his school performance or the curriculum’s richness, so it is wise to do everything possible to change a situation in which a child is suffering excessively.”
—Dorothy H. Cohen (20th century)