Argentine High School - Mustang Yearbook (Kansas City, KS)

Page 32 text:

 erilia fir The pupil soon becomes familiar with the meaning of working drawings, ah phabet of lines, and a few types of pictorial representation. He not only learns the proper use and care of tools used in the drafting room, but establishes habits of neatness and those habits that lead to a healthful life in the drafting room. He learns to make working drawings, and also to read them. The mystery of blue-print making is also revealed. Opportunities offered by industry to those who can readily express ideas by drawings, are also given due consideration in an attempt to guide the pupil who may be especially qualified for commercial drafting. In the ninth grade, the work in drawing is suited to pupils who have had no drawing experience beyond the eighth grade. Pupils are given a broader field of application than is called for in previous courses. Pupils are expected to show a greater advance in technique. They should also have a fuller and broader understanding of the true relation of mechanical drawing to industry and society in general. The work in the tenth grade is a step in advance of that of the ninth grade. The problems used become more complex, the field of application grows larger, and a more nearly perfect technique of execution is expected. Trades Information The work provided in the trades information classes is organized for the eighth grade boys only. The sch(X)l year is divided into four periods of nine weeks each, and each nine weeks period is devoted to one of the following trades, sheet metal, electricity, auto mechanics, and carpentry, plumbing and cement and brick. In each division no attempt whatever is made to train the boys to become skilled mechanics. To do so, in so short a time, would be like making an effort to accomplish the impossible. The short time given and the elementary nature of the work could, at best, only fail to meet the qualifications of a good helper. However, the boys do have an opportunity to know about and try their ability on a few of the many simple processes called for in the few trades mentioned. These contacts, however few or simple, prove to be invaluable to a large number of boys as a means to an end in the form of both a finder and a warning. The concrete work done in the class room is perhaps of less value to the pupil than the general information he gathers. The general information has for its purpose, a kind of guidance training. The general information touches the essentials to be considered when choosing one of the trades mentioned as an occupation, such points «as possibilities in the trade demands, qualifications needed, both physical and mental, training and cost of same necessary to qualify, and the possible monetary return from such industry. Last, but not least, is the first hand contact the boys make with industry by visit- ing many of the local industrial plants. These visits are many and by the splendid cooperation with the managers of the plants the boys are permitted to study actual factory procedure as it exists under local conditions. Upon returning to the class room from these visits, a thorough discussion takes place of the condition found. A few of the many points l(x ked for are sanita- tion, safety-first appliances, lighting and ventilation, training provided workmen, hours per day on duty, and any brotherhood movement or organization established between officials and workmen. Dramatics The dramatics classes arc conducted for the chief purpose of developing the stu- dent’s power of self-expression through training in the co-ordination of mind and body. The study of a play as a classroom exercise encourages team-work on the part of the members of the group, as well as individual effort. An opportunity is afforded for the improvement of speech and for effective oral reading. Twenty-eight

Page 31 text:

Industrial Arts MANUAL ARTS The industrial arts field is not a separate form of education, but is one part of the general scheme of education. This view has many advocates, chief of whom is Dr. Prosser, one of the Deans of the industrial art field. He says all education consists of giving the child training in desirable and efficient habits of thinking and doing which have been found desirable for him to have in later life. The thinking and doing are not and cannot be separated, and the thinking and doing still be efficient and full. Thus our industrial arts courses should involve not only the muscular activi' ties but also the thought processes necessary for the complete performance. The industrial arts program for the junior high school plans to give the boys of the seventh and eighth grades a wider range of exploration than the program for the ninth grade and the three years of senior high school. A new class using production was started this year. Students having had one year or more of wood working arc eligible. This class gives the' boys an in- sight into factory methods and acquaints them with furniture manufacture on a large scale. The cooperative spirit of large industries is shown by the fact that both the Kansas City Structural Steel Company and Atchison, Topeka and Santa Fe, allow hour-forhour credit to their apprentices who are former students of the indus' trial arts department. The beginning class in w x d working has made tie racks, bread boards, foot stools, attention being centered on squaring up. In the advanced classes the choice was much greater. In these, solid walnut cedar-lined chests, chifforobes, tables, writing desks, medicine cab’nets and other attractive useful pieces of furniture have been made. The production class made nineteen sets of lawn furniture of modernistic design. The sets consist of chair, settee and table. This class made all necessary properties for class plays and operettas. MECHANICAL DRAWING Present courses in mechanical drawing are given to only three grades: seventh, ninth and tenth, with hopes that the eleventh and twelfth may be included in the near future. The course given in the seventh grade is never longer than eighteen weeks. The work done is very elementary and has for its purpose acquainting the pupil, as early as possible, with the language of drawing. . i :s nEaa Twenty-seven

Page 33 text:

-- v irgent,c}n. - --. The study of dramatics is intended to stimulate interest in the best literature of the various countries of the world, and to he correlated with the related departments, such as history, English, and art. In these respects, all members of the class arc reached, while a few students who possess real dramatic ability are encouraged in the development of that talent. The class work is conducted largely through the study of the one-act play, but some training is given to platform reading. PHYSICAL EDUCATION Physical education is rapidly taking the place of classes formerly called “gym.” What took place in those classes fell within a very limited range—usually it was only those activities which would develop boys for athletic teams. Leaders in the field of physical education and educators in general, today feel that the department of physical education in a school is maintained not for the development of athletes, those who are far along the road of physical fitness, but for that larger number of boys in a school, who for some reason or other never find time to take part in the athletic program. The physical education of a child is equal in importance to the mental educa- tion, because a keen mind will soon become dull if it is not bolstered up by the vim and vigor of a strong, healthy body. It is, therefore, the aim of physical education to discover any disorders which are retarding physical development, correct them, and educate for the building and maintaining of a strong healthly body, to better fit it to support a sound mind. Social Scimce HISTORY The history department offers courses in United States history in the seventh and eighth grades, World history (elective) in the tenth and eleventh grades, and American history, which is required of all seniors. In the junior high school classes, manual projects and construction activities are emphasized. These stu- dents like to make things with their hands, and some seem to derive a great deal of pleasure from carving historical figures out of soap or wnxxl, w-hile others take more readily to drawing cartoons and historical sketches or making diagrams and graphs. These ac- tivities usually result in a display of miniature “May- flowers,” block-houses, colonial costumes, stage coaches, and pictorial notebooks. Individual decks of history cards were made in some classes for use in drill on historical characters and facts. In the senior high school, manual activity confines itself chiefly to the making of maps and to certain kinds of written work, especially creative historical writing. During the past year, the latter took the form of imaginative diaries, editorials on current events, and comparisons of source materials with textbook accounts. Other wfork, creative in character, consisted of the discovery by some of the more critical students of various discrepancies and even contradictions as to historical facts, as w'ell as mistakes either in grammar or typography in a few' of the textbooks. It wras found, for example, that authors do not agree on what w'as the first newspaper in America, the first settlement in certain districts, or the number killed and wounded in a given battle. An effort has been made this year to make greater use of visual aids in both junior and senior high school classes. r- Twenty nlne