Yakima High School - Wigwam Yearbook (Yakima, WA)

 - Class of 1928

Page 13 of 128


Yakima High School - Wigwam Yearbook (Yakima, WA) online yearbook collection, 1928 Edition, Page 13 of 128
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Yakima High School - Wigwam Yearbook (Yakima, WA) online yearbook collection, 1928 Edition, Page 12
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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,

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 14 text:

95' THE LOLOMI, 1928 Jae' 11 A ' "Education within a ' democracy, both within - and without the school, should develop in each Q individual the knowl- :QY 1 edge, interests, ideals, -...fg habits, and powers :naman whereby he will find his place and use that place to shape both himself and society toward ever nobler ends? "To shape himself and society toward ever nobler ends" there must be a desire for im- provement which will lead one to gain cul- ture and efficiency after school is left be- hind. In this improvement English is the one thing which is absolutely essential. Eng- lish teaching fails, therefore, if it does not create a desire for improvement and ac- complishment, and provide the tools with which to work toward that accomplishment, and provide the tools with which to work to- ward that accomplishment. There must be vision in the teaching that sees into the years beyond high school to college and out into the world. More and more does the use one makes cf upon culture leisure have a direct bearing and accomplishment, Because of this it is the aim of English teaching to lead students to see the possibilities in the great field of literatureg to show them that "He is a king who has a book," and that through their Contact with great lives and great books each may come into a kingdom of ideals, character, and leadership. It is the hope of the English Department to make the class and collateral reading broader and more varied, and to take into account individual tastes and differences. The tools which must be provided for the accomplishment are reading-both silent and oral, speaking, and writing. Mastery of the tools can be acquired only through train- ing. It is generally agreed that there are but two ways of learning to speak and write well: through imitation and practiceg that is, through listening and reading, through speaking and writing. The English must then provide the opportunity to read, listen, and practice. It is the work of the English class to provide training through the teach- ing of grammar and dictation, not as an end in themselves but as a means toward an end, that of establishing good speech habits, to teach how to writeg and to provide activities which will encourage practice in writing and speaking, to lead students to see 'tthat lan- guage is always to be regarded as a medium- a means-of great power, but never as end in itself." There can be but one purpose if we are to succeed, the same for teacher and student. That purpose must be the mastery of lan- guage to serve in the development of mind and character. "Home Economics in the schools of today en- deavors to work toward the maintenance of the best types of home and family life because they are vital forces in the establishment of a sound democracy." The course in Home Economics includes: the study of the selection and purchasing of food to develop standards of judgment in re- gard to food and nutrition so that girls may help choose and prepare the food for the family more intelligently and economically- the study of the selection and purchasing, or making of clothing to develop standards of judgment in regard to the quality of ma- terial and workmanship found in ready-to- wear garments and to develop skill in gar- ment making and the proper methods of re- pairing and caring for clothing as a means of creating habits of thrift and a pride in looking one's best-the study of the selection and purchasing of household furnishings to develop a more critical attitude in the selec- tion of household furnishings and to appre- ciate the relationship between the house and the furnishings and their influence upon the members of the family. Home Economics includes the study of in- dividual and family budgets so there may be acquired an understanding of the responsi- bilities of women as directors of consumption, and so that students may evaluate the num- erous items of expense which must be met by the family income. The purpose of this study is also to know the need for a system of household accounting, to recognize the value of banks and banking for the house- hold, and to realize the legal and business status of the family. Home-making and child care are studied to give an appreciation of the problem of home- making from the economic and social point of view and the problem of the care, feeding, clothing and training of children for an understanding of the fundamental physical and mental conditions necessary for the per- fect development of body and mind. The Home Economics course prepares one for either home life or further study, because most of the phases of home life are studied and all college requirements are now met by the course. One may enter the Home Economics Course as such, may major in it by taking three years' work in Home Eco- nomics, or may choose many of the subjects as electives. An education in Home Eco- nomics trains one for many vocations which are both remunerative and enjoyable. Among seg-gg.: ,Ig . .Q .2 il j- Z,-fa . Q: R-ya kaya- '. 1-l0l"Xi ECBNOMICS

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