Aitkin High School - A Book Yearbook (Aitkin, MN)

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.--. .-.- 'QS' 1+-ggpgg fi rr-J' 1 Xia ' ' , , ' , 'n'f 'N' ffl ' M '+2f+,ffCi'. of ..:,.' Y f f f Ay ? , f aff 4. .v, B ff 1 Y ,jf ,pn-I fi? f 1,44 F451 ,. .443 ol 'ti N , 'W :G '1 5 if? S ,sl Akngxv lf' '.' STUDENT COUNCIL. Front: Steece, Jer- onimus, Wakefield, Draper, Tierney, Beauneir,Johnson, Warner, Brown, Pitt- man. 2nd: Erling, Cline, Johnson, Christensen, Nelson, Bunt, Dahms, Johnson. Srd: Mushel, Carlstrom, Warner, Casey, Ellig, Peterson. '1' s I XJ HI-LITE. Front: Miss Corrigan, I. Johnson, B. Zilverberg, B. Wakefield, O. Beauneir, L. Swanson, F. Bunt, C. Tierney, B. Christensen, P. Tully, A. Ware, R. Johnson, D. West, M. Johnson. Back: F. Burman, D. Erlandson, M. Swanson, D. Cartie, G. Nelson, L. Galerneault, A. Steece, B. Erling, R. Jeronlmus, J. Newstrom,B. Hunter, H. Nelson, E. Clayton, Miss Aastad. Not on the picture: C. Ackerman, A. Ackerman, L. Johnson, R. Monson, E. Scheuneman, N. Warner, C. Erickson, L. Hendricks, E. McAninch. I .sn -y.', -- n ' ,ly 'Q ' , I D- V' I 237Z' ff? I Q 2--- .., -',,,.,.,,' V, . Ecklund. Znd: L. J. Berggren, M. nel, E. Christenson,G ce. Not on the pi Perry, G. Collins, U ffm! 27

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Mx 1 jx fx v Q COMMERCIAL DEPARTMENT An examination of the courses offered in the business education curriculum shows two groups of subjects: first, those designed pri- marily to provide skills for vocation or per- sonal use, such as typewriting, shorthand, ma- chine operation, filing and bookkeepingg and second, those that deal more with the general nature of business life, such as courses in junior business training, bookkeeping, business organization and law, and economic geography. The Aitkin Public Schools offer the fol- lowing courses in the commercial fields Busi- ness Relations and Occupations, Economic Geog- raphy, Business Principles and Law, Bookkeeping Shorthand I and Typewriting I and Stenography II. Business Relations and Occupations is a one-year course required of students in the ninth year. It is an exploratory course. How to buy, how to be thrifty, how to bank, how to sell, how to send telegrams, and the value of insurance protection are a few of the topics studied. Economic Geography is a study of physical factors such as climate, soil, mineral re- sources, location, etc., and how these factors determine the occupations of the people in va- rious localities. It is taught in the tenth grade. Bookkeeping gives the pupils information concerning the various kinds of business organ- izations such as partnership and corporations together with the fundamental principles of record keeping. A knowledge of bookkeeping is of immeasurable value in aiding one to keep his personal business affairs in a systematic and orderly fashion. Bookkeeping is taught in the eleventh or twelfth years. Business Principles and Law, a practical study of business practices and organization, is offered to juniors and seniors. The stenography course consists of two years of shorthand and one year of typewriting. The first year of shorthand is devoted to learning a vocabulary and the theory of short- hand. The second year's work consists of a re- view and transcription of letters and articles. Students should be able, at the end of the yean to take dictation at a speed of from 80 to 100 words per minute for several consecutive mln- utes. The students should be able to tran- scribe the letter on the typewriter and produce a copy that the business man would be willing to send out as representative of his office. Manuscripts, tabulation and filing are also studied. Pupils are given an opportunity to type and run off material on the hectograph and mimeograph. In addition, this year, they are given practice on the dictaphone. Personal typewriting is taught to sopho- mores, juniors, and seniors. At the end of the year it is necessary to attain, at least, a speed of 50 words a minute. Business letters tabulation, copying from rough drafts, typing legal forms, how to cut a stencil and how to run a mimeograph and hectograph, are some of the items taught in this course. Students who wish to register for commer- cial work are not permitted to do so unless they have marks that prove they will be able to carry on the work. HOM ECONOMICS 'To have faith in the American Home, To make our own homes existing examples of thrift, of unselfishness, and of only that which is sweet and sincere in human lives. To help make our communities extensions of such homes. This is the introductory paragraph to the Minnesota Homemakers' Creed, as it appears in the special home economics department bulletin recently ls- sued by the Aitkin Public Schools. We have a very firm belief that every girl should take some course in the home economics field during her junior and senior high school years. The information given to the girls will be of value to them in their daily contacts,1n- terests, and responsibilities both at school and at home. In the ninth year, home economics becomes an elective subject. The girls coming into our school from the rural eighth grades are not re- quired to have seventh and eighth grade home economics courses to be eligible for the fresh- man home economics class. Because of the broad offering of subjects and interesting worth while information, we do encourage all girls to plan to take ninth grade home economics. In this field we pay special attention to the problem of food preservation. Meal prepa- ration and the serving of dinners is a very im- portant unlt. The child and his food brings, for the first time in the home economics course, the study of children in a more concentrated manner. The planning and care of the kitchen is of vital importance to every home, and the study of this unit is of vast interest. The girl and her friends enables our students to do considerable thinking regarding the development of their personalities. The clothing management and construction unit is very fascinating for those girls with an interest in clothing. In the sophomore year there are seven very interesting units of work beginning with the construction of wool and silk clothes. The selection and purchasing of clothing is of great value to all girls, as the training in this field is used over a period of a life time. In the tenth grade course we also have a unit with more advanced concentration on the problem of the girl, her fam1ly,and her friends. Health care and home nursing are of special in- terest to those girls interested in nursing, although the problems studied are of practical value for all. The food management unit gives an opportunity for not only the preparation, but the serving of meals to guests. The fur- nishing and care of the home enables every one of the girls to do a number of practical pro- jects at home and mother has an opportunity to discuss to a great extent the proposed work. Last but not least, the study of vocations re- lated to home economics gives the students an opportunity to secure pertinent information as to ways and means of earning a living in the home economics field. We also have an excellent advanced course offered to junior and senior girls who have had previous home economics training. In the fresh- man and sophomore years, in like manner, a course is offered to the girls who have not had home economics training. Our home economics is conducted on a pro- ject basis. Each girl selects the project that has some activity connected with home making at the beginning of each semester. This work is done outside of school hours and at home. At the end of the semester, reports are made and visits are made by the home economics teachers to the homes of the girls taking this home eco- nomica course.

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I A 'N-s QZQZ T fgf-ia INDUSTRIAL EDUCATION EI X X5 !-5 lax f We may define Industrial Arts as one of the practical arts, a form of general, or non- vocatlonal education, which provides learners with experiences, understandings, and appreci- ations of materials, tools, processes, producm, and of the vocational conditions and require- ments incident, generally, to the manufacturing and mechanical industries. In general, its purposes are educationally social rather than vocationally economic, although in the senior high lt may increasingly emphasize vocational objectives in a non-legal sense for certain students. SEVENTH GRADE A course in general mechanics covering woodwork, tin and soldering, rope, glass, and electricity units. This course is designed to appeal to boy interest and passing fancies. The class meets twice weekly. EIGHTH GRADE This course is divided into three shops. Mechanical drawing is offered to acquaint the boy with the language of the shop. This is followed by-a unit on woodwork and then elec- tricity. Again we try to stress boy interest in this class that meets three times per week. NINTH GRADE INDUSTRIAL ARTS I In this class the boys spend their time in two shops. One is mechanical drawing where we emphasize more fully the mechanics of drafting. The different types of drawing are studied, orthogrsphic, isometric, and pictorial with some time spent on tracing and blueprinting. In woodwork tool operations are stressed. A study of the uses of different woods and wood finishes is made. Projects are selected with certain operations in view which will acquaint the boys with the different tool uses. TENTH GRADE INDUSTRIAL ARTS II This grade spends the year on metal work. Time is spent on each of the following phases of the work, benchmetal lathe, forging, and sheet metal work. For the first time, we plan next year to offer a unit of metal casting. ELEVENTH AND TWELFTH GRADE INDUSTRIAL ARTS III These grades in 1959-40 will be offered cabinet work for the first time in this school. This class will work on furniture and equipment for the home. Much of the instruction in this work will be individual. Industrial Arts II is a pre-requisite to this course. ELEVENTH AND IWELFTH GRADES BUILDING TRADES This course is of a vocational nature and will be offered to a selected oup from the ST eleventh and twelfth grades who will make applb cation for the class. Work will be offered on the following units of the trade including blue print reading, carpentry, plumbing, decorating, and masonry. Industrial arts I and II are a pre-requisite to this course. 28 I AGRICULTURE Every farm boy who is interested in get- ting the most out of farming, learning the best and most efficient methods, will be vitally in- terested ln the vocational agriculture OOUPBSS offered in our school. The past few years have seen great changes in the methods and machinery used in farming. One of the aims of high school vocational agriculture is to offer information to rural youth which will enable them to keep abreast of the constant changes. Agriculture I is an introductory courseand aims to present the facts and knowledge that are vital to a successful farming business. The various crop and animal enterprises are analinm and subdivided into the different jobs which are essential in the carrying out of any farm- ing practice. An analysis of the enterprises enables the student to compare and use his information in solving the different problems on the home farms Every enterprise has a certain number of approv- ed practices. Approved practices are methods and procedures used by successful farmers. This course motivates a desire for self and home im- provement and easily makes a student ask him- self the question, What can I do to help make the home farm more profitable during my four years in high school? Opportunity is provided for appropriate work in farm practice on the home farm. The following are thefarm practice projects usually selected: dairy records, chick raising, egg and feed records, raising capons, turkey raising, sheep and swine records, bees, variety trials on crops, hybrid corn. Agriculture II gives the student a work- able knowledge of the skills associated with the crop and animal enterprises. Improvement practices can be illustrated by the following problems: balance rations, culling, caponizing, post mortem on diseased animals, rope splices and haulters, livestock judging, dairy records, grafting fruit trees, vermin and parasite con- trol, feeding poultry and sheep. Agriculture III gives the student more in- tensive training in the crop and animal enter- prises along with a more advanced type of in- formation. A few illustrated problems are! growing crops to furnish balanced feedsg judg- ing poultryg animal breeding and- pedigrees, Mendel's lawg engineering problems, such as, farm sanitation, drainage, water supply, barn plansg parliamentary lawg farm accountsg forest and soil conservation: rural leadershipg farm organizations. Agriculture IV offers the student a scien- tific background in the crop and animal enter- PI'2E.99..bI-mHEi.!1.e s..m.9z:a.edvanced Study Of sene- opportunity to secure pe animals: experiment to yays and means of statistics as will en- decisions and adjust- home economics field. we also have an excfered to students who offered to Junior and se'0Tk in Agriculture II previous home economics man and sophomore years! making his living course is offered to theenroll-for the course home economics train1ng.1m to make a valuable Our home economics farm and to his home ject basis. Each girl s has some activity connericulture are urged at the beginning of ea of America. In this is done outside of schooi about farm organiza- the end of the semesterzl knowledge of busi- visits are made by the bs which will help to to the homes of the girllhip S0 necessary in nomics course. 'ming in an efficient