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Page 65 text:
Science Science opens for us a highway to liberty or a highway to bondage; to liberty by freeing us from superstition and from disease, giving us improved machines and better living through more exact knowledge; to bondage by being used for mass destruction of man and man’s achievements. In an effort to follow the way to liberty, our high school provides for us a program of science planned to include every pupil. Science, made up of two years of general science and two years of mathematics—the science of numbers—is required. After this fundamental study, we may add to our basic sciences the values of biology, chemistry, solid geometry, plane geometry, and trigonometry. This program of science gives us a command of useful knowledge, an understanding of significant scientific ideas, and an opportunity to practice the solution of problems of “satisfying wonder.” This develops in us the scientific attitude. To be more definite, one of the outstanding practical values that the student has gained by mathematics is the realization that results are failures when reasoning is wrong or confused. It is not expected that every one who studies high school science will enter college, but for those who do, Andrew Lewis provides a sound college preparatory course in its elective sciences. Chemistry may be used merely as a pastime, a means of amusement—by making solutions change color or by performing seemingly magical tricks. Biology can lead to false ideas concerning the origin and the purpose of man’s life on earth. It can give him a broader and deeper under¬ standing of man and of God. Some may choose a biological hobby. On the other hand, it may be used as Pasteur used it—to save the lives of animals and of men and to build up health and human life. The same information which gives these many values can lead up to bondage. Does it not seem that o ur most scientific nation today is our most destructive? With a change of the goal, science no longer wages war against disease, ignorance and other bad factors, but it wages war of nation against nation, man against man. If this warped goal is in our own com¬ munity, overlooking religion, placing power attained by science above all else, then we follow the highway to bondage. If motivated properly it will lead us to peace and prosperity. When science in high school is completed, the student has improved his sense of real values, and learned clear thinking through a situation to a real conclusion. He is better fitted to take his place in the community, be¬ cause he has cultivated the scientific attitude toward all phases of life and will not be guilty of teaching or living with false ideals. —John Gleason Mrs. Stahl ' s Science Class
Page 64 text:
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Page 66 text:
Social Sciences A Class in Sociology How do the social sciences prepare the High School student to become an asset to his com¬ munity? The answer is a simple one. These subjects, sociology, history, and civics, teach the students of Andrew Lewis the fundamentals of culture and personalities, of ancient, medieval and modern civilizations and of our government, local, state and national. They instill an appreciation for the long way that man has come; and they give a challenge to us for the future. Let us consider some of our Social Science courses. In our Sociology class we hold open dis¬ cussions on topics of general interest in the lines of personality, individual adjustments and cultural relationships. Most interesting of all are the debates on heredity and environment and which has the most to do with the personality of the individual. Several Social Science classes have given a number of broadcasts during the past two years. These were round-table discussions on issues of current interest, some of them of personal interest topics, others on problems of economic and political phases of life in our world of today. “To know nothing of the past is to understand little of the present and to have no conception of the future,” so said an old Greek philosopher. In our study of world history we learn of the 62 }
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