Ranchester High School - Rustler Yearbook (Ranchester, WY)

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20 T H E RE F LECTOR DEPARTMENTS ENGLISH One of the chief objectives of Secondary Education is the worthy use of leisure time. Since reading occupies a fair share of our leisure time and also influences so greatly other uses of our leisure time, we strive to create an appreciation of and a desire for good literature through our English classes. The Junior-Senior English classes have been taught by Mr. Poster. American Literature was covered the first semester while Oral English was taken up the second. Literary movements and historical backgrounds were studied as important factors in literature. Poe’s Prose Tales were read and commented on in class. A short survey of contemporary literature was made near the end of the course. The work in Oral English proved of value in a practical way. The art of delivery was studied and and a great deal of practice given in extemporaneous speaking, and debating. It is generally recognized that English is the most practical study in the schools since it is constantly used in every walk of life. The utilitarian aim of English II ha- been emphasized during the present year. Corrective as well as constructive work has been provided to enable students to acquire a thorough understanding of the fundamentals of spoken and written composition. Letter writing, punctuation and grammar have received much attention. In oral theme work, position and attitude before an audience were stressed, as well as correctness and forcefulness of thought and speech. Written and oral reports on definite books outside of the text book were re- quired. The class was taught by Mr. Foster, Mr. Garland and Mr. Burgoon. Miss Spicer taught Freshman English this year. The work in Freshman English includes oral and written composition and grammar, and study of three classics. Emphasis was put on quality of written work rather than quantity. We wish to have every pupil able to write clear sentences, properly punctuated. Letter-writing and other written work has been correlated with other subjects and school activities; one proiect of the year was the writing of local news items for the Sheridan paper in exchange for a copy of the paper for the High School. The study of the classics “Silas Marner”, “The Lady of the Lake”, and “The Merchant of Venice” has been correlated with history studv. MATHEMATICS Two units of mathematics are offered; Algebra is intended to train the pupil in reasoning, in habits of accuracy and self-confidence, as well as to be practical. The four fundamental processes, addition, subtraction, multiplication, division and solving equations are stressed, and practical problems such as : Interest, ratio and proportion, and assets and liabilities. Our aim is that every member of the class have an intelligent understanding of all work done. All new processes are correlated with like processes in Arithmetic, that the pupil may have a basis of understanding. SPANISH Two units of Spanish are offered: No credit is given for one year’s work. In the first year, pupils acquire a vocabulary and a foundation of grammer, read short stories in Spanish, and have some drill in conversation. In the second year, pupils read two books in Spanish, an account of a trip through Spain and a plav. They write original compositions and criticisms of the book read, in Spanish, continue con- versation, and memorize a few Spanish poems. We read several one and two-act plays in class and planned to give a Spanish play before Assembly. TYPEWRITING Typewriting is a new department, being initiated the year 1925-1926 with two pupils. This year two machines were added and four pupils are taking typewriting; we look forward to a larger enrolllment next year. During the first semester, stress is put on acccuracy rather than speed; in the second semester pupils take ten and fifteen minute speed tests twice per week. One of the requirements of the course is that every pupil be able to scure a certificate of proficiency which is given by the Under- wood Company when the pupil car. write JO net words per minute. When this is won, the pupil then tries for the bronze pin, then for the silver pin. The text is SoRelle’s “New Rational” and all pupils complete work covering all forms of letter-writing including copying from a rough draft. Some complete this in time to do work in billing also. The typewriting class takes care of all typing that is necessary for school affairs; letters, making a course of study, etc. MANUAL TRAINING Manual training offers a most excellent opportunity of employing the student’s natural interest and the inherent disposition toward activity in working out projects which are typical of the great community problems. The community demands that a boy be taught proper care and respect for neat and orderly arrangement in his home life. An unlimited amount of advice on this subject may avail but little. However, if the boy is given the experience of making some of the practical things such as coat hangers, broom holders, tie racks, or other equipment required to carry out these theories, he is practically sure to have the ideas everlastingly instilled into his nature. Manual training was introduced in high school and grades at the beginning

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THE REFLECTOR 19 If Miss Issippi gave Miss Ouri her New Jersey what would Delaware? Lost: A ease of measles. Finder please keep. Wanted: Some radio waves for Win- field’s hair. Ruth: It took me until twelve o’clock to get my Algebra. Miss Spicer: What have you for your pains ? Ruth: Liniment. Mr. Burgoon, in Economics class: “I want to talk about honesty in relation to our daily living, to-day. How many of vou have read Chapter 27 in your text”? Every member of the class raised his hand. Mr. B.: “That’s fine; you are just the ones I want to talk to. There is no Chapter 27 in your text.” Mr. Burgoon: My boy, it will pay you to be diligent in your studies. Re- member, what you have learned no one can take from you. Leo: Well, they can’t take from me what I haven’t learned, either, can they? Mr. Foster (in Biologv class): Didn’t you study this last chapter on the nervous system ? Mabel: I read a page and then it said that the brain should never be forced to work when already tired, so I followed the direction. Clifford: “Would you like to go driv- ing. Sunday”? Vera: “Yes.” Clifford: “Here is a nail, go get your- self a hammer.” Winfield: “Are you tired of walk- ing” ? Esther (with visions of riding) :“Yes.” Winfield: “Let’s run a while then.” Sister: “Where is the snonge I asked you to get at the store”? Marjorie: “I couldn’t find a good one. They all had holes in them”! Mr. Foster: “The man who labeled this bottle of malaria cure must have had a sense of humor.” Mr. Hallinan: “Why?” Mr. Foster: “It reads: ‘Shake well before using.’ ” Esther: “I have to go to Biologv sandwich. 1 don't know what the meat is made of. Winfield: “I wish I had lived 200 years ago.” Clifford: “Why”? Winfield: “I shouldn’t have so much history to learn.” )K KS Esther: Have you a good imagina- tion ? Miss Spicer (reading English Exam, papers): I must have to understand exam, papers; listen to this: Shakes- peare wrote “The Merchant of Venice”, “Hamlet”, Macbeth”, and “Ten Knights in a Bar-Room.” Rosie: “What’s the matter, Ruth, you’re looking worried”? Ruth: “Work—nothing but work from morning till night.” Rose: How long have you been at it”? Ruth: “I begin tomorrow.” Mrs. Paulus: “I don’t believe Vieva’s young man is all we thought he was, Frank.” Mr. Paulus: “What’s the trouble, now” ? Mrs. Paulus: “He has hung his hat over the keyhole.” Esther: “Windy certainly is a nice boy, but he knows the worst songs.” Vera: “Does he sing them to you”? Esther: “No, he just whistles the tunes.” Ben, the barber: “Does that suit you”? Windy, the wonder: “You’ve cut it too short, a little longer please.” Cecil, scratching his head: “Oh, mother. I’ve got an idea”! His mother: “Please don’t let it get on the table, Cecil.” Mr. Foster: “Gerald, could you tell me where I could get some lice for experimental purposes”? Gerald: “Search me.” Miss Spicer, to English class: Nadia has lost her copy of ‘The Lady of the Lake’: please look and see if you can find it.” Virginia: She probably drowned.” Father: “How did you make out in Algebra this term”? John: “I got 100 in the course.” Father: “That’s fine”! John: “Yes, I made 35 in the first quiz. 25 in the second, and 40 on the third.” Joe: “Too bad about Clifford wreck- ing his roadster last night, especially with his sweetie along.” John: “Did something go wrong with the car”? Joe: “Yes, too much play at the wheel.” Wife: What happened to you? Were you in an accident” ? ? Hubby: No. I was being shaved by a lady barber when a mouse ran across the floor.”

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THE REFLECTOR 21 of the school year of 1925-26. Work benches, tools, etc., are sufficient to accommodate eight pupils working together. Such projects as match boxes, tie racks, broom holders, and shoe polishing boxes have been successfully worked out by the 7th grade. More advanced work is done by the high school pupils in the way of taborets, book cases, trophy cases, medicine cabinets and farm gates. SCIENCE “There is no lie in nature; no discords in the revelations of science, in the laws of the Universe.”—Kingsley. GENERAL SCIENCE This introductory course is given to Freshmen and while its primary purpose it is not to pave the way for other courses in science yet it does this, and more. It develops the so-called scientific attitude of mind and helps the pupil acquire much useful information. It gives the pupil on idea of world activities which is of value in the choosing of a life work. In addition the pupil learns to interpret the phenomena of nature so that things once puzzling become clear in the mind of the student. BIOLOGY This course, defined as being the study of life, both plant and animal, is given to Sophomore students. It has proven a most interesting course, such topics as plant morphology and physiology, embryology, and heredity having been studied. Field trips were taken in both sciences and Witten reports required. Some laboratory work was done and the experiments carefully recorded in the class notebooks. BOOKKEEPING Bookkeeping is an elective course and on account of several late entrants, the class has representatives from each of the four classes this year. The presentation of the course expects the beginner to master the simple principles of debiting and crediting with which he can appreciate the more complicated principles of accounting necessary in the transaction of a business of extensive operations. He becomes acquainted with the various business forms and is shown how to fill out the same. Thus he recognizes a transaction from the paper it represents in business and is required to make his record in the working sets from the reproduced business papers. These transactions are practical and identical with those which occur in business. Instructors—Mr. Garland and Mr. Burgoon. SOCIAL SCIENCE FOCK—ECONOMICS The course in Economics has included a study of Social Progress and modern Economic Organization. Primative economic relations. Industrial Revolutions. Labor Organizations, Production, Distribution, the tools of business. Money, Crime and its Causes and Prevention, Poverty, Foreign Relationships, Machine Industry, Specializa- tion of Business Units. Tasks of Enterprisers, Utilization of Natural and Human Re- sources, Capital, Wealth and Efficiency are among the subjects receiving special attention. Our Economic Organization and American Problems were the texts used as the basis of the course. These were supplemented by various references» on which term papers were submitted by the members of the class. Instructor's Mr. Garland and Mr. Burgoon. AMERICAN HISTORY FOUR The course in American History has emphasized the factors in our National Development which appeals to us as most vital from the standpoint of today. This to explain prevailing conditions and institutions by showing how they came about. Thus we place ourselves in a position to participate intelligently in the solution of the great problems of social and political betterment which is the duty of all to face. The importance of the American Constitution has been impressed and an appreciation of the work of the Pioneer has been duly emphasized. We have tried to discover how the human will—that mysterious force—shapes the web of history. How one deed leads to another and determines the next, one event succeeds another, in what seems to be a fated chain of cause and effect. The subject matter of history is the life of people in the process of growth. To make good citizens by having a knowledge of the needs and manner of meeting these needs is one of the aims of the course. Sketches of the leaders discussing their personalities and reports on the various American institutions have been made by members of the class. MEDIAEVAL HISTORY ONE The leading aim of the study of history is to enable one to understand the world today. The life and work of a few men and women of first rate influence in the various fields of human endeavor and their achievements and the economic, literary and scientific progress has formed the basis of the study during the year. This has been accomplished by means of topical recitations, map making and special reports from the members of the class. The growing interest shown by the members of both history classes indicates that the value of the study of history is fully appreciated. Mr. Garland and Mr. Burgoon taught both classes.