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

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Department of Music Bliss Anna lVlenaul. ' Mr. Paul P. Sanders. Mrs. Rachel G. Wille5'. Nlr. Louis Nl. Gordon. DRAMATICS Miss Cornelia Cooper Sanders Xllilley Cooper Gordon MUSIC hlusic is the only language understood by all racesg it is democratic. Alusic is not only a form of recreation but it is also of great educational value. Air. Wlm. Claxton says, After the beginnings of readings, writing, arithmetic, and geography, music is of greater educational value than any other subject in the schools. ln both vocal and instrumental work, music is being adapted to the needs of the student. Alusical appreciation conforms to all who love music and wish to understand it more fully. It is especially adapted to those people who can not sing or play an instrument. As the large majority of people in the world are listeners, not performers, it is important that intelligent listeners be developed in the schools. The chorus classes meet the need of the people who have average musical ability. Opportunity is offered for serious study in reading and interpreting the type music that will be used in daily lite. The glee clubs are comprised ot' those people having superior musical ability. 'llhese organizations are capable of studying music, of higher quality. Harmony is not a formidable subject. It is merely the grammar of music, as it were. All students studying music seriously should have a course in high school harmony. The development ot' music begins in the grades. The choral and instrumental phases are being worked out along similar lines. Two grade school bands have been organized. The members of the tirst band are chosen from each school as students superior in musical, mental, and physical ability. A set of excellent instruments has been purchased, these are rented to the members oti this band. The second band is made up of children ol' average musical ability who own their instruments. Anyone with usual talent may be accepted. With three years of training in the grade school bands and orchestras, these students will come to the high schools with considerable musical etliciency. Con- sequently, high school bands and orchestras will develop, expand, and progress more easily and quickly. Page Twenty-six

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Department of I ndustrial A rt.r Alr. Hippaka. Alr. Ralph Todd. Mr Floyd Briese. Nlr Fred Todd. Mr Henry Bergner. Mr. Henry Schulze. Mr lra Fuller. Mr. Wayne Hepola. Ali' Conrad Bechtold. Nlr Thomas Hippaka. hir. Ioseph O. Iohnson. Top Row: Briese, Bergner, Fuller, Bechtolcl. Bottom Row: Iohnson, Todd, Todd, Schulze, Hepola, Hippaka. INDUSTRIAL ARTS Industrial Arts as offered in the Central High School provides a variety of worth while activities. During the ninth and tenth years, semester courses in mechanical drawing, woodworking, printing, auto mechanics, electrical work, and sheet metal work are provided. As a junior or a senior the student may take a full year or more of architectural drawing, machine shop, woodwork, mechanical drawing, or printing. What does the work aim to accomplish during the ninth and tenth years? To a certain extent the various lines of work provide a period of exploration and ex- perimentation. They afford the pupil an opportunity to discover his likes and dislikes as well as his aptitudes and primary interests in industrial arts. It is hoped that the work will add to the general mechanical and industrial intelligence and skill of the pupil and aid in broadening his outlook upon the world about him. Certainly to have completed some practical problem and to have experienced the successful accomplishment of some task is a thing to be desired. During the eleventh and twelfth years the work functions somewhat differently. The pupil has to a certain degree discovered his likes and dislikes while taking the work in the ninth and tenth grades. He has completed an exploratory period. He will no longer be in need of the self-finding or short explanatory courses offered. The student is ready to enroll for an entire year or more in one particular line of work during which time he can go more deeply into the chosen industrial activity. Often he is compelled to make the work vocational although quite frequently it becomes avocational. Pa ge Twcn ty-tive

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Department of Home Arts Miss Loretta M. Reilly. Miss Alice M. Earlle. Mrs. Ruth T. Stewart. Mrs. Frances K. Trafford. Earlle Reilly Stewart Trafford HOME ARTS Home economics in the modern school aims to influence the life people live, and the work they do today. More and more is home economics built on the present life of youth in the belief that habits attained in intelligent right living today will carry over into succeeding periods of life. To live intelligently today is to practice right health habits, to be possessed of good health and a knowledge of the laws of individual and community health. Perhaps no other single factor has greater bearing on health than nutrition. Human effort and accomplishment are so directly related to an efficient food supply that every student in Central High School owes to himself in early youth and always, the practice of those habits of nutrition that make for health. Without health all else is naught, and to be possessed of buoyant good health is to radiate happiness. ln the ten thousand homes in Madison there is need for worthy home members- worthy house daughters who are sharing day by day the mother's problems of home- making. The home-maker realizes that her home is limited by her knowledge of home- making and that upon the standards of living she sets up in her home is determined the type of family life that will be lived in that home. The intelligent home-maker is keenly aware of this responsibility and of the fact that in so far as she has had training for her work she is successful. She is no longer of the traditional belief that instinct or tuition will guide her safely but is increasingly recognizing that to keep pace with developments training in the home needs to be supplemented by the train- ing of the school in the art of personal living and home-making. It is the thought of the present day that culture is not necessarily the result of the academic study of any particular group of subjects traditional in the school, but is rather the deepening and widening, the ripening and refining ofthe mind and soul that come from intelligent successful living and working, not for selfish ends alone, but also for the welfare and happiness of others. To the degree that house daughters become aware of and are interested in the problem of creating happy ,cultured homes, of contributing a daughter's share to a happy family life will our homes be successful. lt is a great office to make life pleasant-to make it worth living. This is an ideal to which courses in home economics make a contribution. Page Twenty-seven