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

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RADIOLITES AND HI-Y RADIO. Front: B. Wakefield, B. Stellmaker, B. Vandervest, D. Holmbeck, H. Hagman, G. Wharton. 2ndz C. Miles, C. Swanson. L- 316599. 7- SWGG' berg, I. Sternitzke, M. Wagner. Back: Gu Livingston, E. Toppila, L. WAY. J- LGT' son. D. Bovd. Bot on the picture: B. Erling. JUNIOR HIGH DRAMATIC CLUB. Front: V. Lewis, C. Casey, M. Erickson, C. Vanderpool, H. Young, L. Erickson, B. Johnson, B. Parks, M. Linn. 2nd: Miss Kjalstrom, C. Er- ling, M. Hanlon, M. Peterson, F. Erickson, L. Armstead, M. Ellig, M. Tollefson. Srd: D. Ratcliffe, A. Hanson, E. Johnson, I. Welbanks, Y. Anderson, B. Woodrow, L. Henderson, D. Morgan. 4th: B. Peterson, C. Warner, G. Dotzler, B. Sherman, K. Carlstrom, P. Huff, M, Young, E. Cartie. Not on the pic- , ture: J. Bretz, V. Burman,.L. Heineman, H. Riley, C. Sanfont CLIT CLUB. Front: H. Collin, H. Meacham, H. Nelson, F. Crab- tree, B. Scheuneman, H. Estene sin, I. Berggren, M. Ecklund. 2nd: L. Nix, E. Paulson, L. Collin, E. Dahlquist, B. Ekmgn, G. Nordoan, D. Berggren, M. Bodine, E. Haapanen. Srd: V. Johnson, I. Blaw- ek, B. Hamel, J. Hamel, E. Christenson,G. Schsuneman, E. Kingsley, L. Gray, Lucille Collin, Miss 0'Rourke. Not on the picture: E. Beneke, E. Bodle, M. Gobel, L1 John- son, H. Johnson, M. Perry, G. Collins, U. Bowlds, B. Weston. 29

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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

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DID YOU KNOW? We have in our school really three schodh? Firstly, the first six grades called the elemmr tary schoolg secondly, the next three grades, the seventh, eighth, and ninth lor High School, and then the and twelfth, called the Senior Most new pupils who enter in the ninth year or the last lor High School. called the Jun- tenth, eleventh, High School. our school enter year of the Jun- Every good school has a rating. We are proud of the excellent rating of our entire school. We are members of the North Central Association of Colleges and Secondary Schools. This rating is the highest rating possible for any school to attain. In the state of Minnesota all of the extn curricular activities are governed by the rules of the Minnesota State High School League. The requirements are that all students participat- ing in the activities of our school must meet certain regulations and abide the State High School League. by the rules of STUDENTS AND PARENTS, MAY WE HELP YOU? The individual who works for himself and himself alone, never giving any consideration for the rights and privileges of the other fel- low, certainly is a useless citizen in our pres ent day society. A good citizen is ready and willing at all times to help insofar as he is able to help. In the same manner a good ested in helping every boy and or her goal. The Altkin Public cally is at the service of all the other fellow school is inter- girl achieve his Schools emphati- youth regardless of where they live. Our philosophy of adminis- tration has been that of service at all times and we want you to know we are always ready to help. As we look back to some of the early days of our high school we find many of our boys and girls undergoing extreme hardships in order that they might receive an education. The mod- ernization of our present generation has chang- ed the number of opportunities for our youth. Boys and girls, if you are thinking of attend- ing high school and you feel your problem is insurmountable, won't you think back to the early days, recognize the difficulty of their problems, and then I am sure you will feel you should firmly resolve to succeed with the pres- ent day opportunities. If you desire to attend high school and really are interested enough to put forth the required effort, we want you to know we will consider it a pleasure to be able to help you. We are able to find a number of jobs for both boys and girls. During the past few years there has been a State and Federal High School Aid plan through which many deserving boys and girls have been given help. This is carried on through a work program and is available only for those stu- dents who are ready and willing to work for what they get. If you are interested we would suggest that you apply at once. LET'S BE REASONABLE! Many of our boys and girls today have the idea that they will be able to be highly suc- cessful as adult citizens without securing an education. Many of our fathers and mothers to- day, unfortunately, have the idea that because they did not attend high school and receive a high school education and yet are reasonably successful, it is unnecessary for their child- ren to attend high school. Dads, Mothers, and Students, let's be reasonable for just a few minutes and compare the past with the present- When Dad and Mother were young, very fe' YOUDS people secured a high school education. Today the vast majority of our young P90P19 are Se curing a good high school education. The boy or girl today who fails to seri- ously consider going to high school is not even attempting to be reasonable and look very obvi- ous facts squarely in the face. You must com- pete with your neighbor boys and girls Wh0 are receiving high school education. Please be reasonable and realize that you may not live all your life in the place where you now remde. When you move you're going to find new neigh- bors and those new neighbors are going to have the benefit of a high school education. You may not have difficult competition where you are now, but difficult competition is going to face you in the future. May I urge you to be reasonable and recog- nize the fact that an eighth grade education is no longer sufficient. The information and know- ledge that you receive during your high school experience unquestionably better prepares you for your future experience in life. You boys and girls who completed part of your high school training should also be reasonable and recognize the fact that the complete high mdunl course is needed. You may find a temporary job for the present. Maybe the problems you must encounter, the difficulties you must overcome in order to continue in high school, seem to be absolutely impossibleg but if you will reason logically there 1sn't any question about the fact that you will eventually decide to return to high school and complete your high school education. YOU WRITE YOUR OWN CHECK Checks are cashed at a bank according to the figures written on them. Just so is it true that the boys and girls attendingon' school will make a success of their school work in exact proportion to the effort extended by them. In the Aitkin Public Schools we place a great deal of emphasis on the development of character and personality. We feel that the greatest responsibility in the field of educa- tion is the development of an individual with a positive sense of fairness, the ability to judge right from wrong, plus a personality that is at all times not only acceptable but sought after by others. The successful student is the student who learns how to act and has common sense enough to act the way he knows he should. We welcome to our school all boys and girls who are really interested in securing an education. We find every year that there are a few who come only to play. These boys and girls are soon discovered and usually they drop out of school before many months have passed. The members of our faculty are positively interest- ed in and more than willing to help any boy or girl who will demonstrate to us that he or she is in school for business. EDUCATIONAL OPPORTUNITIES IN AM RICA We are truly fortunate here in America, and particularly in Minnesota, to have an oppo tunlty to attend high school free. There are no tuition costs for boys and girls attending high school. In our school you should also know we furnish free textbooks. There are a few small costs such as workbooks, supplies,and department. fees in various subjects. All of these, however, do not amount to but a very little over the entire year.