Madison Central High School - Tychoberahn Yearbook (Madison, WI)

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Department of Mathematics Wlrs. lean M. Cowles. Miss Anna E. Syftestad. Bliss lllyrtle H. Stocking. Nliss Ethel F. Schilling. Nliss Harriet 0. Kruger. Nliss Florence I. Morris. lllr. Selmer C. Larson. lllr. Benjamin H. Ashman. Top Row: Larson, Ashman.7Bottom Row: Syftestad, Stocking, Cowles, Schilling, Krueger, Nlorris. MATHEMATICS The broad general aims of the work in mathematics are three in number: the practical, the disciplinary, and the cultural. All of these overlap more or less. The practical aim of the required work is again on the part of the student ot' such mathematical knowledge and skill as is likely to be Qlj of actual use in pursuing his work in other high school subjectsg C25 of actual use to those who need these elementary courses as a foundation for all further work in mathematics and related fields: C51 of actual use in the everyday life of the average citizen, in question of taxation and investment, etc., ability to understand and interpret correctly graphical representations ot' various kinds which abound in popular discussions of current scientihc, social, industrial, and practical problems. The practical aim of the elective courses in mathematics is primarily preparation on the part of the student for still more advanced work in pure mathematics, science, and engineering. ln regard to the disciplinary value, by which is meant mental training as distin- guished from the aquisition of certain specific skills, there is lack of agreement on the part of modern educators. The study of mathematics should train theistudent to think wellg to develop power of concentration, constructive and spatial imagin- ation, hahits of logical reasoning and organization, a love for precision, accuracy, truth, thoroughness, and a dislike for vagueness and incompleteness. The cultural value of the subject is less tangible and consequently more ditlicult to measure. A love for the symmetry and beauty of the geometrical forms common in nature, industry, and art should be fostered. Aquisition of ability to discriminate between the true and the false should be en ethical gain. An appreciation of the power of mathematics should be gained through a knowledge of the permanence of its laws, through a knowledge ofits origin and growth, and through a knowledge of the im- portant role it has played in the development of our civilization. Page Twenty-one

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0 1 v 1 Department of English Aliss Alary Hargrave. Nliss Esther Hibbard. Aliss leanette E. Nlarsli. Alrs. Ruth Benson. Miss Ruth A. Skewes. Nliss Cathrine A. Afloore. Nliss Amanda Kluth. . Aliss Edith Al. lsely. Miss Dorothy B. Harrison. Nliss lane Nl. Salter. Aliss Annah C. Pierce. Miss Laura S. Stark. Bliss Iulia F. Tormey. Nliss Nlary G. Powers. LIBRARY M .... I n rN....i:rr m:..- un.. 1.1.4. .. Top Row: lxlarsh, Hargrave, Skewes, Kluth. Harrison, Pierce, Tormey, lohnson. Bottom Row: Hibbard, Benson, Moore, lsely, Salter, Stark, Cardiff, Powers. ENGLISH DEPARTMENT The first aim of the English course in our high school is a practical one. English is the language in which business must be carried on, and the business world each year demands greater proficiency and skill in its use. As essentials which make for proficiency and skill, the course emphasizes ability to spell, to punctuate, to apply the rules of grammar, to speak correctly, to compose a clear forceful letter, to use the dictionary and other books of information, and to read and understand the printed page. These are commonplace requirements, but fundamental, and vital to success in almost every vocation. The second objective is more personal. It is concerned with the inner life and experience, or with so called cultural values. It has to do with the study of literature. As the serious student becomes acquainted with the masterpieces of Shakespeare, Alilton, Wordsworth, Dickens, Browning, and the best living authors, his reading interests will be extended and his taste refined. He will discover that books may take the place of travel and of experience and that they will lift him from the commonplace and set him in a large world of thought and experience. The department of English hopes to so train pupils that they will find in good books one of the chief recreations for their leisure hours. Briefly, the aims in English are to train pupils in the use of correct English as a necessity in the business of earning a living, and to teach them to find in books one of the principal joys of life. Page Twenty

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Department of H istorjy bliss ixlartha E. Sell. Bliss Ella C. Schuldt. Dir. Leonard H. Vlaehler. Nliss fwarie Wittxve1'. Bliss Grace E. Bailey. Aliss lulia lf. Alurphy. ixliss Lxlargarel 0'Neil. Bliss ixlatilda Arneson. Dir. Neal II. Stoddard IVaeliler, Sell, Bailey, O'Ncil, Schuldl, Ivittwer, Arneson, Stoddard. THE VALUE AND AIMS OF HISTORY AND OTHER SOCIAL SCIENCE STUDIES ln high schools of the country new opportunities are being offered for a broader understanding of conditions under which we live, and how these conditions came to be. Ilistory and other social science studies, that isfcivics, economics, and problems of democracy, aim to teach young people what it means to live together in organized society. Social, economic and political factors have helped shape man's civilization for ages. Aluch of this has come as a result of blind groping for better things. Nlore and more, however, a conscious effort to shape our lives toward living together well is loolced upon as a positive need in education. The social sciences teach young people historical facts as tools for thinking and analyzing. These become guide-poses in the solving of present-day problems. A study of modern conditions alone will not be sufficient. They train young people to render decisions on evidence, and not to render response off-hand. They train them in proper civic ideals and habits. History, especially, gives perspective, because it teaches them to understand and appreciate that human advance in civilization is continuous and forever changing. It makes intelligible the constant references to people and conditions of the past in literature, speeches, public discussions and in the daily press. It gives more interest to travel. It develops fair-mindedness by showing how loyal citizens have honestly differed on public uestions. Lastly, the study of the social sciences leads to the comprehension of the necessity of team-work and the interdependence of man. Organized society works for the welfare of all, and each must strive to be an intelligent part of the social group in which he is. Page Twenty-two