Madera Union High School - Blue and White Yearbook (Madera, CA)

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HIG ss C HOO ANNUAL. found something to be true he is more ready to believe it than he would be if he had to take someone’s word for it. In the chemical laboratory many interesting facts are brought to light by the student. Many things, e. g., pouring gas from oue bottle to another, weighing gas, or burning steel, which, at first thought, seem almost im- possible, are done, and thus indelibly impressed upon the mind of the learner. The mind is trained to note carefully every little thing in relation to an experiment, and the student, being required to write down everything he has observed, and from these facts to draw his own conclusions, is trained in the habit of thinking and in the power of observation. Thus, though his conclusions are sometimes wrong, they are much more valuable to him than a whole book full of facts simply com- mitted to memory. Although our laboratory is a converted cloak room, with very few of the conveniences of a good laboratory, still, under the guidance of our esteemed teacher, Miss Nicholson, we have spent many profitable hours in it. We are tolerably well supplied with chemicals and apparatis. Tn relation to the laboratory, R. P. Williams says: ‘‘T'o theaverage young person chemistry is the most fascinating of sciences. Its exper- iments teem with newness, odorous gases, colored liquids, and precipitates stimulate the powers of observation, and explosions fill his mind with wonder.’’ Although this newness seems very fascinating to the Juniors, and the work seems, to them, to be easy, yet we have had many hard lessons during the year. Exper- imenting does not take the place of studying, but is used to aid us in understanding our work. We will now turn our attention to Physics for a short time. ‘Tt is wholly beyond question that to him who desires to become a physicist practical laboratory work is absolutely essential. Thor- ough knowledge must be drunk in by the eyes and the ears, and absorbed by the finger-tips,’’ says Daniell, Chemistry deals with the elements and the different compounds and mixtures which they make. It hunts up the different elements of which rocks, earth, air, etc., are composed; while physics deals with matter and energy and the relation of the one to the other. Physics in its broadest sense takes in Biology, Chemistry, Chemical and Physiological Phys- ics. Physics is continually growing in import- ance asa study. It formerly was, and is yet to a certain extent, possible for a student to receive the degree M. D. without having any adequate knowledge of physics. But times are changing, and it will probably soon be impossible for a person to receive that title until he has a good knowledge of natural philosophy. During the past year Mr. Zion has been our instructor in this branch of our work and, as a class, we can say that the time spent in the Physical Laboratory, as well as that spent in the Chemical Laboratory, has been pleasant and profitable. We are glad that we live in a time when these advantages are given to students, and we intend to make the most of our opportunities. We Me Co O@e Our English Course. ar The course in English prescribed by the University of California, is arranged for High Schools having a four years’ course. While there is just enough work to be mastered in that time, it is entirely too much for a three years’ course as our school has. In order to finish, the work must be rushed over, and in this way the purpose of some selections is en- tirely lost. Neither beauty of style nor depth of thought can be fully appreciated without time for discussion of these points in class. Under these circumstances we can never learn to criticise, properly, authors whose works we read. Great authors are open to criticism as well as insignificant writers, and we are entitled to our opinion of them as well as other critics. To criticise does not necessarily mean to find

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HIGH SCHOOL ANNUAL: Physical Geography, Ancient History, Latin. Second Half—English, Algebra, Physics, Greek and Roman History, Latin. Middle Year—First half—English, Plane Geometry, Botany, Medizeval History, Latin. Second Half—English, Plane Geometry, Zoology, Modern History, Latin. Senior) Vear—First Half—English, Solid Geometry, Chemistry, Political Economy, Latin. Second Half—English, Solid Geom- etry, Astronomy, Civil Government, Latin. During the years that have elapsed some variations in the course of study have been made. ‘The work in science has been ma- terially changed. Zoology, Astronomy and Geology were dropped from the course, while the time for Botany, Physics and Chemistry was lengthened to a year’s work. In the second term,: commencing Sept. ro, ’95, there entered: Cora. Kessler, Sophia Wolters, Leo Woodson, Alberta Smith, George Wells, Alice Stockton, Walter Wells, Maggie McNally, Will Clark, and Will Stahl took some special work in Latin. During ’95 and ’96 the library was started and since that time the number of books in this department has been increasing. During its new term opening Sept. 14, ’96, Mr. W. L. Williams, principal of Grammar Grades, assisted in High School work. He took charge of the History Department. There entered as Juniors Craig Cunning- ham, Louise Mordecai, Nellie Dwyer, La Roy Kendall, Fannie Gooden, Grace Breslin and Mayme Saunders. G. W. Giles attended for several months. Attention during this term was directed toward the establishment of a chemical laboratory. Also apparatus was purchased for the Physics Department. The High School now having been in opera- tion for three years, the first Senior grade of Madera High School received their diplomas. George Mordecai, Irene Slaten, George Nich- olson, Maggie O’Mara, Merle Rush, Lois Wilson and James O’Mara were the fortunate ones. : At the beginning of the year ’97-98, the Board of ‘Trustees, consisting now of Messrs. J. W. Watkins, D. F. Edwards and J. R. Barnett, selected as teacher of History, Civil Government and Mathematics, Mr. E. R. Zion of Stanford. ‘The addition of a teacher gave opportunity for much more satisfactory work in all branches. The year of ’97-’98 welcomed in as Juniors Dow Ransome, Martha Ritter, Frank Cook, Genevieve Nicholson, Agnes Brown, Philip Carey, Martha Slover, Lorena Kendall, Belle Rivas, Mary Trincano, May Searles and Katie Bailey. For several month Essie Rosenthal and Maude Currans took special work. The improvement to the High School dur- ing this year is in the Physical Laboratory. Considering the fact that this department is so new there is considerable apparatus. The year ’98 finds another class of Seniors ready to launch upon life’s great sea, though there are but three to receive the parchments this year, it is whispered that they “make up in quality what they lack in quantity.’’ That our High School may prosper in the future is the earnest wish of the pupils, past and present. MAYME SAUNDERS. Chemistry and Physics. ar “The object of primary education should be to discipline the senses to habits of quick and accurate observation, and the mind to the habit of forming correct judgments from facts which the senses reveal,’’ says Cooley. And how can this be done better than by work in the laboratory? As someone says, ‘‘Read nature in the language of experiment.”’ Educators all over our land are beginning to realize that this is the best method of teach- ing and the scholar hails with joy the time spent in the laboratory. He enjoys it because, instead of learning rules and laws from the dry pages of a text book, he is set to work to discover facts for himself. And when he has poss upon tral relat

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3 — — Es 10 HIGH SCHgolL ANNUAL. fault, as scholars are apt to think, but to praise also; then weigh good and bad care- fully, and the result will be your own opinion. Even if the decision is wrong it has benefited you to form it. Each study in the course, whether it be poetry or prose, is selected with some par- ticular object in view, and each is intended to illustrate some peculiarity in style, time, place, subject or prosody, so that when the course has been completed a fair knowledge of the standard authors will have been gained. Rhetoric is studied in connection with read- ing so that we may see the rules applied, and when a composition is required, thoughts can be logically and intelligibly expressed. Grammar is reviewed while studying the con- struction of good works and can be i ntelli- gently applied. Classic myths are also studied, and while a knowledge necessary for intelligent reading is acquired, a respect for classic art is en- gendered, a love for the beauties of nature either cultivated or inspired, and the imagina- tions stimulated. Special attention to composition work is ad- vised by the University, and as much time is given to that branch as is possible in our lim- ited time. Immediately after finishing the study of any selection, one or more compositions are written by each one, and often character sketches are required. c The unity, concord, construction, grammar, mode of expression and thoughts are severely criticised, so each may see his faults, and by repeated trial, endeavor to amend them. The life of each author, whose works we intend to read, is studied. His peculiarities are discussed by the class, so that after they begin to read, his traits can be traced. Enough books are given in the course to il- lustrate the most noted styles of composition but there are more books in the list than are required to be read, so the teacher may choose those that are most suitable for the class. For convenience and to economize time, the Junior and Middle classes were combined this year, and consequently tried to do two years’ work in one. ‘They read the Alhambra, Lady of the Lake, Merchant of Venice, Prisoner of Chillon and Deserted Village and Gayley’s Classic Myths. The Senior class also were compelled to finish more than one year’s work. ‘They read “‘Comus,’’ Burke’s Speech at Bristol, Webster’s Reply to Hayne, Warren Hastings, and Lyle’s From Milton to Tennyson, containing poems by Milton, Dryden, Pope, Thompson, John- son, Gray, Goldsmith, Cowper, Burns, Coler- idge, Byron, Keats, Shelley, Wordsworth, Macauley, Clough, Arnold and Tennyson. L. M. ’g9. Our School Days. ar How gently comes back to us the memory of the few short years that are fled; how like the last lingering ray of the golden sunbeam sadly settles down upon the youthful breast the sorrowful truth that the happiest and brightest of his school days have passed. In after years how fondly will reflect upon our vague and indistinct memories the few little incidents and pleasures of our past school days. O, those glorious school days! Who would rob us of their charms? Who would de- prive us of the sweet memory of the day when we took that blissful vacation all by ourselves without the consent of the teacher, and in the sultry solstice of the summer day took our sleds and skates and went to the San Joaquin river a fishing, and when we returned with no compensation for our journey except one poor old fish that we bought of a peddler, half a quart of blackberries and mosquito bites, a lost fish rod and a bad cold. When we are grown old and wise like those noble professors who come around making ‘Paleontological collections”’ of ‘“Topographi- cal Gazetteers,’’ ‘Sociological ‘I'reatises,’’? and a few other things like that, then we will rub our deeply furrowed brows and think of the Dae Se CAE eee ine irene hele ha ae =a