Yakima High School - Wigwam Yearbook (Yakima, WA)

 - Class of 1928

Page 12 of 128


Yakima High School - Wigwam Yearbook (Yakima, WA) online yearbook collection, 1928 Edition, Page 12 of 128
Page 12 of 128

Yakima High School - Wigwam Yearbook (Yakima, WA) online yearbook collection, 1928 Edition, Page 11
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Yakima High School - Wigwam Yearbook (Yakima, WA) online yearbook collection, 1928 Edition, Page 13
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Page 12 text:

96 THE LOLOMI, 1928 ao' 9 pay him wages, and provide him with a foun- dation for further development of his powers. Every grown person should know how to keep his own accounts, even if he is not a bookkeeper. He should be able to type an acceptable letter or report. He should know enough of economics and history to under- stand the trends of businessg of business law to enable him to protect his own interests. A knowledge of stenography and office practice enables him to enter employment immedi- ately upon graduationg it has helped to pay the way of many through college. The world's amazing developments in transportation and communication open ever wider fields. The rapidly increasing business relations of our own community and of the state of Washington sound a call for the young people now growing up to prepare themselves for the time when their energies will be required, each to do his part of the day's work. Never before have there been such opportunities, but the essentials of suc- cess have not changed-good mentality, edu- cation, character, and culture. The general purpose in teaching the social if studies is preparation 1 for citizenship to meet the demands of demo- cratic conditions. Under democratic conditions we must include uni- versal literacy, a press with a somewhat undeveloped sence of re- sponsibility, universal suffrage, and an eco- nomic system that makes the welfare of every family depend upon the conduct of others scattered throughout the world. In organizing any field of education the most difficult thing to do is to understand the concrete purposes to be attained, but the purposes of the social studies are more diffi- cult to understand and to state than those of any other field. It is easy for anyone to see certain definite advantages in the acquisition of mathematics or science. The student may use that knowledge in his trade or his pro- fession. But we are all citizens anyway and it may not seem worth while to spend time definitely preparing for the job. Educators, however, have spent much time in recent years inquiring into the value of what was being taught, and into the possi- bility that other material should be intro- duced into the course of study even at the sacrifice of some details formerly included. It was once thought that the study of history should consist mainly of memorizing the leading facts in the history of our own coun- try, however isolated those facts might be. "But," says Professor Albert Bushwell Hart, "Isolated facts in themselves are not history." The pupil who completes a high school www SOLIRL. SCILNCE . ..'f ' ' 1 51' 3 ,,...., Z? Q. .,kE,VLr,? if course must learn some facts and he must also learn to reason about them, to draw con- clusions, and to use these conclusions in deal- ing with situations similar to those about which he has studied. He should learn to interpret modern institutions by training in bold strokes their origin and evolution. He should learn to organize historical data into large concepts or historical ideas so that lib- erty, state politics, classes, democracy, loom up as large and rich world ideas long chang- ing and ever swinging into new meanings. Geography and psychology are closely re- lated to history. The student can not follow understandingly what men have done without some knowledge of this environment, with its effects of climate and the struggle for natural resources and advantages. When he learns in psychology some of the reasons why peo- ple become angry or joyous or indifferent, he is on the road to learning why people behave as they do either as individuals or in groups. The pupil who has learned some of the facts of history and its allied social sciences, who has discussed thoughtfully some of the pres- ent day problems of American democracy, will come to have a respect for knowledge and training and experience. He will be bet- ter able to choose between the demagogue who appeals to emotionalism and the trained and competent political leader. He will rea- lize that his state and nation suffer because too many good men refuse to serve in office. If the time comes, when he is himself the best man for civic office he will make reasonable sacrifice for the sake of his country, He will take intelligent and active interest in the civic and social life of his community. He will see that in spite of many failures of in- dividuals and of nations, still there has been from earliest times a gradual development of more reasonable relations between men, more respect for democracy, and a higher degree of moral character. The pupil who has finished his high school course should, then, have acquired consider- able knowledge of historical facts, an under- standing of those facts, a respect for trained leadership and legitimate authority, and a faith in the future. Foreign Language The present condition of world affairs makes the study of foreign languages one of more than ordinary interest. There was a time when girls took French as they took dancing and embroidery, because no young ladyls education was considered 'ifinished" without itg and boys took German because it was the language of scientific treatises. Un- der present conditions, When we are looking forward to a world federation of nations, the study of foreign languages assumes a broader scope. All advocates of universal peace re- alize that before we can reconcile interna-

Page 11 text:

3 Qc' THE LOLOMI. 1928 as Departments 1, I it "The gates which sci- Qx iw ence opens to the in- 2f.11.::i.:':2 .izw science 'f INSTRUCTION Z To give to pupils an understanding and appreciation of what the development of science means in modern social, industrial and national life. To satisfy the natural interests in the things and forces of nature with which men are surrounded and with which they must dealg to give information for its own sake. EXPLORATION AND GUIDANCE: To provide opportunity for the student to become acquainted with the application of science to industry for the purpose of educa- tional and vocational guidance, that he may discover whether he has an aptitude for further study in science. To lay the founda- tions for such study or to furnish a beginning of vocational training. HEALTH: To provide opportunity for acquaintance with such applications of science as will con- tribute to the individual and to the com- munity. TRAINING: To contribute such specific ideals, habits, and concepts as those of accuracy, achieve- ment, persistence, open-mindedness, honesty, cause and effect, which are essential to the study of science. To develop system, order, neatness and other such attributes to the end that they will function in the ordinary affairs of life. ' POWER TO INTERPRET: To develop broad concepts and understand- ing of natural laws to the end that science, reason, and reality may function in place of prejudice, superstition, and uncertainty in explaining natural phenomena, leaving pup- ils with ability to pick the false from the true. DISCIPLINE: To establish a sense of fairness and cau- tion that brings an attitude of mind which craves accuracy and exactness, a willingness to hear both sides of a question and to wait for all facts, but a state of mind that de- mands all the facts-a discipline which is to- day a necessity where the welfare of a na- tion rests upon the ability of the people to see and to think. IN SPIRATION : To afford, in some measure, an oppor- tunity to show the importance of scientific research and to stimulate the spirit of in- vestigation and invention on the part of the student. RECREATION: To make pupils able to read more intel- ligently and with greater interest, articles on science in magazines and in scientific books of a popular character. To produce a store of tastes and apprecia- tions which should be an inexhaustible source of recreation and pleasure. ommercial A few years ago it would not have been thought possible for schools to prepare boys and girls to enter business. The fact that schools of various types are now entrusted with the training of young people for busi- ness is an evidence of the great change that is in progress, both in business and in educa- tion. We believe that it is not the function of secondary schools to train and to graduate specialists. We believe that the high schools should train in the elementsg that their courses should enable students to understand the meaning of business, to have an apprecia- tion and respect for the romance of commer- cial enterprise. Business has at all times been the back-bone of life, for "without great business there has never been great art, nor patronage for great artists." John Dewey says that we must have "a right attitude to- ward work, combined with an appreciation of the finer things of life. Rich culture springs from the black soil of economic competence, and labor is most faithful when it is fertilized by art and joy and a well rounded philosophy of life." We believe that our country needs the serv- ices of the very best minds to aid in carrying on the enterprises which will hold it in its position as a leader among the nations. We do not believe that children should be placed in business positions, for they cannot succeed because of lack of understanding of the de- mands of business. The grammar grades and junior high school years should be devoted to the laying of a strong foundation of English and spelling and mathematics, of geography and history and civics, This done, we believe possessing good average health, good morals, and that a boy or girl brain power, good good manners, can, in the senior high school, pursue certain sub- jects which will prepare work for which business him to do certain men are willing to

Page 13 text:

I0 as THE LOL tional differences we must understand na- tional difficulties, and appreciate the social, political and economic problems each nation is facing. Differences in language certainly form a barrier to such an understanding, and the breaking down of this barrier and the promoting of good fellowship among nations, now becomes the goal of language study. Although comparatively few who study French, German or Spanish in high school will ever go to Europe, they will have learned to appreciate the difficulties which immi- grants encounter when they try to adjust themselves to new ways of living in a strange land where everyone speaks a strange tongue. The few minutes each day a student uses the foreign language in school cannot make a fluent speaker of him, but can teach him how hard it is for others to learn English, as well as giving him an insight into the manners, customs, character, traditions, history and ideals of the countries whose language he studies. The ancient languages also con- tribute their share, because not only do they furnish the foundation of our modern lan- guages, but human nature has changed very little during the centuries, and as we read we learn that most of our institutions are found- ed upon the fundamental needs and desires felt by Greeks and Romans and Teutons long ago. As we come to understand that sorrows, temptations, aspirations and ideals of all mankind have always been the same and are the same, no matter what the race or where the dwelling place, we shall be able to plan for universal peace and the t'United States of the World." An English writer has said, "A person to be really 'educated' should have been taught the importance of mathe- ff matics as an instru- ment of material con- quests and of social or- ganization, and should be able to appreciate the value and signifi- cance of an ordered system of mathematical ideas." Our Yakima junior high schools lay the broad foundation for such an education. They offer and require the study of the arith- metic of the home, business and the commun- ity, the geometry of size, form, and position, and the simple but essential facts of algebra and of numerical trigonometry. As we have said, this is a broad training, purposely so, and consequently rather "shallowg" hence the function of the senior high school must be specialization-at least to some degree. So we have the traditional year and a half of geometry-plane and solid-, a half year of intermediate algebra, and half year courses in advanced algebra and in trigonometry. X X y . Y' is ' l"1'lru-aamnrrcb OMI, 1928 .os The course in plane geometry is designed to give the pupil the knowledge of the basic theorems of geometry and an appreciation of what is meant by a "proof" and by Udeduc- tive reasoning." He is taught a conscious me- thod of problem attack and is given careful training in the formation of habits of ex- act, truthful statements and of logical or- ganization of ideas. These are habits which are of utmost importance and which carry over into life if properly taught, according to late psychological theory. The aims of the course in solid geometry, an elective, are much the sameg this course however is planned to round out the "spatial imagination" of the pupil as well as his knowledge of spatial relationships, and to develop an acquaintance with practical men- suration problems, correlating the work with arithmetic and trigonometry. Solid ge- ometry is required for entrance into many engineering schools. Pupils who expect to go to college should take intermediate algebra and perhaps ad- vanced algebra as well. Nunn says, "The ob- ject of algebra is to develop a calculus, that is, a system of symbols and rules for the manipulation of symbols, by means of which the investigation of some definite province of thought or of some external experience may be facilitated." The intermediate algebra re- views the work of elementary algebra- stressing the underlying theory, but takes up advanced work in radicals, imaginaries, qua- dratics, and graphs. Advanced algebra usually proves quite fas- cinating. Acquaintance with the formulae of permutations and combinations, of determi- nants of progressions and their application to investments etc. arouses much interest and enthusiasm. A few elementary ideas of calculus and of analytical geometry are in- troduced, and more of this work will be done in the future. The course in trigonometry aims to carry out "the project of indirect measurement by the solution of triangles, and to develop the knowledge and the skill to do it intelli- gently." The use of the slide rule, for pur- poses of checking, is taught in connection with this course. The slide rule is sometimes introduced into earlier courses as a supple- mentary topic when time permits. Whenever practicable, classes are organized for the rapid, average, and retarded groups with the purpose of giving each pupil the work which will be of most benefit to him at the time. This plan has seemed to increase the interest of the pupils as well as to de- crease the percent of failures, Throughout the curriculum a conscious ef- fort is made to make the work practical, to provide interests for leisure time, and to pro- voke a desire for further knowledge,

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