Sapulpa High School - Sapulphan Yearbook (Sapulpa, OK)

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THE KODAK DEPARTMENT of HISTORY BY C. H. WOODRUFF History, an elective subject in Sapulpa High School, plays an important part in the curriculum. Planned to extend over three of the student’s four years in the school, it includes Ancient, Medieval and Modern History in the Freshman and Sophomore years, and U. S. History and Civics at any future time in the course of study. This year a course in Economics, which has proved to be one of the most popular subjects offered, has been added. The chief purpose of the courses in History, Civics and Economics as taught in Sapulpa High School is to prepare the student for future citizenship, and especially is this true in Civics and Economics instruction. The student is led to realize the rights, privileges, duties and obligations that are the heritage of all citizens of America. The dangers and evils of wrong systems of government are pointed out. The ideals of patriotism, tempered by humanitarian ideas, are inculcated. Old and worn out systems of government are disclosed in their weaknesses and errors. Present and new systems are studied with regard to their advantages and disadvantages. Credit and reverence, where they are due, are rendered to the past. Hope and energy to right wrongs are directed toward the future. And the results, we earnestly hope, are revealed in well-informed, intelligent, alert boys and girls, anxious to assume the responsibilities and rewards of a great democratic government. The History department of Sapulpa High School is of great and present importance. ENGLISH and DRAMATIC ART BY MISS LULU DEAL One of the many minor, yet important, human desires, is to chip a corner from each milestone passed in the slow and steady course of progress, and carry it as a souvenir of ideals. The purpose of the individual largely determines the type of souvenirs he may choose to claim, but the most lasting and most valuable remembrance any of us carry with us from school is the lesson we learn in the art of living and the science of co-operation with our fellows. The High School course in English is framed to aid in this preparation for social and personal life—that is, for manhood and womanhood and cit-

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THE KODAK MISS LULA DEAL Professor of English MRS. MARY E. WHARTON Professor of Music

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THE KODAK izenship; it must be fashioned with an eye to all the leading types of character and proclivity, the intellectual or scientific type, the humanitarian, the artistic and the practical. Nothing is literature in or of itself. A poem or a story is merely the medium through which the feeling that possessed an author is transferred to a reader. If the reader gets from the masterpiece no emotion, only information, he has found no literature, whatever critics may say is there. Today, under the teaching of the new psychology, the dramatic instinct of the child is being used in a definite, systematic way as an aid in the study of English literature. At the High School age the dramatic and imitative instincts are still vital forces in the life of the boy and girl. Dramatization with its power to rouse interest, to stir imagination, to induce appreciation of the masterpiece, and thus to quicken a love for literature, has no equal. For literature is life, the life of other times and peoples—real or fantastic, and life is action. Hence the dramatic appeal is perhaps the most compelling force in the interpretation of literature. FO R EIGN LAN GUAGES BY MISS NINA KF.IGER Of all the practical benefits that we can confer upon our young people in their education, there is nothing that will contribute more directly to real success in life than the power of logical and lucid expression. For the English-speaking student, the chief training will always come from the vernacular itself, but the most effective means of deve’oping this power is undoubtedly to be found in the use of a foreign tongue which will force us to compare and contrast expressions, to analyse and combine words and sentences, to notice and reflect upon speech and it’s peculiarities—in a word, to foster and upbuild within us the linguistic sense. In addition to developing the power of expression the study of foreign languages broadens the mind. It also gives intellectual perspective, it widens our knowledge of life and man, it makes one more capable of facing the various problems and difficulties of personal, social and political life. That is, it develops the historic sense. But it is not only the linguistic sense and the historic sense that the foreign language student is cultivating. There is this crowning merit that he is feeding his mind upon literary models of a lofty type and building up an excellent taste, a sense of order and proportion, and an instinct for the seemly and beautiful in prose and poetry—in a word, the literary sense. This last is especially true of the study of Latin.