Eau Claire High School - Kodak Yearbook (Eau Claire, WI)

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T1-IE PRINCIPAL OF THE EAU CLAIRE SENIOR HIGH SCHOOL The principal is concerned with everything connected with the in- terests of the school, its students, and its teachers. Mr. Davey has served notably in this capacity for the past six years, His record has been out- ' standing, and his humanness has endeared him to many. The Kodak Staff takes this opportunity to thank him for his loyalty and cooperation. In order to keep abreast of changes in our social order, a modern school must make changes in organization and curricula. The past three ' years we have experienced a Financial crisis which has called for econ- ' omies in educational policies, but this community has been fortunate in being able to oHer its youth the same educational opportunities as dur- ing the period of prosperity. It is hoped that it will not be necessary tohinixugurate economies that will hamper the best interests of our sc oo s. The organization of the Senior High School into separate depart- ments with a competent chairman in charge has been accomplished. Teachers have been assigned to a single department in the majority of cases and with not more than two class preparations. Class sizes have been increased, and regular required classes range from 30 to 36 stu- dents. Teachers are assigned home room, five classes daily, and extra- curricular duties. Academic teachers are assigned about 150 students, but the student load for special elective subjects is somewhat less. Lan- guage teachers are assigned five to six classes with five preparations daily. Prior to 1930, shop and home economics teachers taught three double-period classes daily and were assigned home room, study hall, and extra-curricular duties. At present, shop and home economics teachers teach four double periods daily and are excused from special duties. The teachers, however, volunteer to assist with extra-curricular duties and have contributed freely of their time and energy in this work. By increasing the class load, the services of two additional teachers have been saved. Mr. Brook, Director of the Vocational School, has cooperated splendidly, and our stu- dents have been given greater vocational choices than are offered most high school students. Several changes in the curriculum of the Commercial Department have been made. Business training is now taught in the ninth grade instead of business arithmetic and commercial geography. Bookkeeping is offered the tenth year, and one year of advanced bookkeeping and accounting may be elected the eleventh year. Sten- ography and typewriting may be elected the eleventh and twelfth years, with commercial law, business Eng- lish, economics, and office practice as additional electives the twelfth year. It is now possible for students to complete the necessary subjects for college entrance and at the same time receive a thorough course in commercial studies. Prior to 1930, bookkeeping was taught two periods daily, and the maximum class load per teacher was three classes, At present bookkeeping is taught two double laboratory periods and three single periods weekly. This arrangement permits the assignment of an additional class per teacher and has saved a full-time teacher service without handicapping either student or teacher. The requirements for graduation have been changed in order to permit geometry to be an elective and not a required subject. A student who plans to specialize in mathematics may elect alvebra the ninth year, plane geometry the tenth, advanced algebra and solid geometry the eleventh, and trigonometry and college preparatory mathematics the twelfth year. Students not majoring in mathematics are required to take algebra the tenth year and may elect geometry the eleventh. Although geometry is no longer required for graduation, students planning on attending college should complete one year of plane geometry in addition to one year of required algebra. Our mathematics department offers more advanced work than most schools, and students planning on a life career of engineering are given an opportunity to become familiar with the advanced mathematical procedures. Biology has become very popular and for the past two years it has been necessary to offer eight classes daily. A lecture room in addition to the laboratory and plant room has made possible the utilization of the laboratory every period of the day and has eliminated the need of additional accommodations. We are fortunate in being able to offer three senior sciences-biology, chemistry, and physics. For the past two years an advanced course in chemistry has been offered, and special work in radio has been carried on by physics students. The course of study in English has been broadened to give special training in dramatics, public speaking, debate, and journalism. These special courses permit a broader program for the wise use of leisure time, and students electing such subjects are encouraged to further participate in dramatics, for- ensics, News, and Kodak work. Four years of English is required for graduation and the last semester of senior English gives a final review of grammar and rhetoric, and an opportunity for creative writing. The course of study for social science has been changed because of the introduction of the Rugg social science series in the Junior High School level. American government and culture is taught the ninth year. To permit this change, the course in governmental civics and occupations has been deferred until the tenth year. As the course in occupations is required of all students, it permits a thorough study of varied occupations and gives opportunity for educational guidance. The required subject for graduation are: English, four years, mathematics, algebra, one yearg fgeorne- try electivelg social science, four yearsg science, one year general scienceg one year senior science-biology, chemistry, or physics. A student may major in one of the following in addition to meeting college entrance: language, mathe- matics, commercial subjects, industrial arts, home economics, music, or agriculture. Every student is encouraged to participate in at least one extra curricular activity. A broad program in athletics, forensics, dramatics, journalism, service clubs, and department clubs is offered. Superior scho- Iastic preparation is encouraged by special privileges for superior work and possible election to National Honor Society. c2955

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THE SUPERINTENDENT OF SCHOOLS Mr. Keller is a graduate of the University of Chicago and is a member of the Phi Beta Kappa Scholarship Fraternity. He has had thirty-five years of experience in the educational field, and the last nine years have been spent in Eau Claire. The Kodak Staff wishes to take this opportunity to express their appreciation for his help and inspiration. It has been a privilege to work with a man of such fine ideals and scholarship. The year just closing has been the best from the standpoint of growth and fine spirit on the part of the faculty, Some of the advances made during the year are given here: The course of study in the Junior High School was fully completed and rounded out. The work in this school is now being done on a three- level basis running for a full year. The A-B division of groups has been discontinued. The curriculum is in process of adjustment at the entrance to the Junior High School until the work in the grades, up to and including the sixth, has been fully organized on the three-level basis. One semester's work of the junior High School is skeletonized and presented with the 6A work so that there will be no break in the continuity of the various subjects as these 6A students go into the Junior High School in the middle of the year. Beginning with September, 1932, the work in the first grades has been organized on the three-level plan and this work will continue throughout the year. Proper adjust- ments were made in the kindergarten to meet this change in the first grade work. The change to the three-level plan, no doubt, will be con- tinued through all of the departments in the course of time. The unit plan of presentation, as given by Henry Morrison of the University of Chicago, is used as the basis for cur- riculum organization. The work on the curriculum has advanced to the point where it is being put into printed form. The fork-in-the-road plan of making proper choices in the Senior High School is now in full operation. Two groups of courses are available, one leading to the university and the other directly into the business world. If these choices are properly made, this plan should meet all criticisms concerning the type of cur- riculum that should be administered in a secondary school. After the thorough try-out program in the Junior High School, it can be determined whether students are successful in the so-called symbolic type of studies or not. The symbolic type of learning leads to professional courses through the University if a student has this aptitude. The non-symbolic type of learning is equally important and has been provided for especially through objectivated courses such as comercial, home economics, shops, and laboratories. The orthopedic work was extended during this year to care for a total of three academic groups of fifty-four students. An additional teacher was added, and additional room was provided in the Training School building. The economic conditions of the depression were met by reduction and changes in the teaching force and through other items of cost in maintaining buildings and equipment. The total budget reduction of 567,949.32 was accomplished through a reduction in the staff, by having all principals in Elementary Schools teach one-half time, and reduction in educational supplies and building maintenance. Although these reductions have reduced the efficiency somewhat in supervision, the work has not been impaired. Our per capita cost already is the lowest of the cities of our group, further reduction would require a lowering in teachers' salaries to a point where it would not be possible to secure the services of competent teachers. The following educational services were rendered this school year: Orthopedic School-Work with crippled children, Deaf School, Development School, Kindergarten, Elementary School, Junior High School, Senior High School, Extra Curricular Activities, Vocational School, Night School, Supervisors of Music, Art, and Physical Education, and School Nurses, Service. Powers and Duties of the Superintendent 1. To recommend to the Board, through the proper committees, appointments, promotions, and salaries of principals, teachers, and supervisors. 2, To fill temporary vacancies in all positions subject to his juris- diction with the Boardls approval, 3. To assign and transfer members of the faculty staff to positions for the best service of the schools. 4. To file the annual budget estimates with the Secretary of the Board on or before September 15th, each year. 5. To recommend to the Board, through the proper committees, all changes in text books and supplementary educational materials. 6. To recommend to the Board, through the proper committees, all changes in the course of study. 7. To send to the Secretary, prior to any regular meeting, a brief outline or statement of the matter he wishes the Board to consider at its next meeting. 8. To see to it that materials requisitioned for educational use in the schools are of the oroper standards. 9. To be responsible, with the Secretary, for the requisitioning of proper materials for the schools. 10. To control and direct all supervisory and instructional functions of the faculty. 11. To direct conferences of principals, supervisors, and teachers, to look toward the improvement of instruction, to develop the curricula, and to increase the efficiency of the whole faculty organization. 12. To present to the Board, from time to time, recommendations for their consideration, looking toward the economical and efficient development of the whole school system, items such as, a building program, a financial plan to meet the need of a building program, educational program developments, tests and teaching efficiency, salary schedule considerations, eco- nomies in the organization and management of the schools. 13. To carry out as executive officer of the Board the policies adopted and prescribed by the Board of Education. To direct and supervise the execution of all matters acted on by the Board pertaining to the welfare of the schools which may be delegated to the execu- tive officer by the Board, or which duties naturally belong to him. To see to it that all rules and regulations laid down by the Board for the conduct of the schools shall be carried out by the principals, supervisors, teachers, engineers, janitors, and pupils. 14. To report to the Board, from time to time on the progress of the schools and the general status of all educational business, school plant, and equipment of the city schools. 44 28 my

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Top Row-Left zo Right: Mr. Hzkansoii. Miss Bottensek, Mr. Skalbeck, Miss Elmgren. Miss Trewyn, Mr. Lawrence. Bottom Row: Miss Waters, Miss Regli, Miss King, Miss Nystrom, Miss Newell, Miss Gower. THE ENGLISH DEPARTMENT The English Department of the Eau Claire Senior High School includes about fifty-three classes and twelve teachers. The aim of the department is to teach students to form habits of writing and speaking English which conforms to established usage, to encourage students to choose and to read good books, and to communicate to students, through the best representative books, a sense of the beauty and power of good literature, The Chairman of the English Department is Miss Ruth Wheaton Waters, B. A., Mount Holyoke College, M. A, University of California, who teaches English VI and VIII, is an assistant adviser for the June Class of 1935, and the adviser for the Quill Club, Miss Virginia S. Newell, University of Wisconsin, teaches English I, II, and V, is assistant adviser for the June Class of 1954, adviser for Quill and Scroll, and director for the Kodak. Miss Mabel Regli, North Central College, teaches English III and IV, and is head class ad- viser for the June Class of 1934. Miss Ethel King, Lawrence College, teaches English V, VII, and VIII, is assistant adviser for the January classes of 1933 and 1934, and directs the Boys' Glee Club. Miss Drusilla Elm- gren, Washington State College, teaches English III and IV, is assistant adviser for June Class of 1933, and directs the Junior and Senior Girls' Glee Clubs and the Girls' Quartette. Miss Grace Nystrom, Macalester Col- lege, teaches English I, III, IV, and VIII, is assistant adviser for June Class of 1935, and helps in coaching oratory. Miss Anne E. Bottensek, University of Wisconsin, teaches English VI and VII, is assistant adviser for the January Class of 1933 and June Class of 1936, and helps in coaching forensics. Mr. Ray Hakanson, Superior State Teachers' College, teaches English III, VI, and VIII, is assistant adviser for January Class of 1934, and helps coach foreniscs. Mr. Oliver Skalbeck, St. Olaf College, teaches public speaking and dra- matics, directs the Senior Class plays and other plays, and is assistant adviser for June Class of 1933. Mr. Carmi Lawrence, St. Thomas College, teaches English IV, is assistant class adviser for the January Class of 1935 and for the June Class of 1936, and helps in coaching forensics. Miss Caryl Trewyn, Lawrence College, teaches English I and II, is assistant adviser of June Class of 1935, is assistant adviser for Quill and Scroll, and is director of the High School News. Mr. H. Waldemar Mathison, Carroll College, teaches cltibating, assists in coaching forensics, is the adviser the Lyceum, and is assistant adviser for the January Cass of 1935. The English Department has many projects. Among the most interesting of these is photoplay appre- ciation, for it is important to train the taste of school children in films as in other forms of art, The stu- dents have written critical themes on recommended moving pictures, and received prizes of free tickets for the best of these. They have also written themes on Tuberculosis, for which prize money was given by the Wisconsin Tuberculosis Association. They have joined in projects for Better Homes Week, and in contests in declamation, oratory, and oral reading. Many students show much ability in creative writing of story, essay, and verse, And the debating teams have been especially successful this semester, having won five out gf six decision debates. Certainly the study of our own language and literature is an important element in e ucation, Miss Wateft Englirb VI class dramatized the famous court room scene from the Tale of Two Cities. It must be a tense moment. e30v