Yakima High School - Wigwam Yearbook (Yakima, WA)

 - Class of 1928

Page 14 of 128

 

Yakima High School - Wigwam Yearbook (Yakima, WA) online yearbook collection, 1928 Edition, Page 14 of 128
Page 14 of 128



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

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 15 text:

12 oe' THE LOLOMI, 1928 96 them are listed, home-making, which is probably the most important, teaching, in- stitutional management, such as hotel, dor- mitory, cafeteria, or tea-room managing, dietetics in hospitals, designing, dressmaking, millinery and interior decorating. The value of the course has been included in the aims and objectives discussed at the beginning, but in addition to the value re- ceived one finds it an extremely interesting and broadening course. One is constantly making or doing some actual thing from preparing foods that can be eaten and mak- ing garments that can be worn to planning a house and furniture arrangement that can be carried out in the home. Upon a satisfactory completion of the Home Eco- nomics Course one may be well equipped with an abundance of practical knowledge. Physical education in the popular mind, is concerned with the de- velopment of muscles, the correction of de- formity, and the attain- ment of motor skills, strength, and endur- ance. Modern physical education in America is rapidly getting away from this type, long ago introduced here by foreign refugees and propagandists. The modern tendency is seeking to determine the functions of physical education in a democ- racy and is striving constantly to be scientific and rational. Students are being initiated into a program that has meaning for the par- ticipants and offers an opportunity to de- velop a love for and a skill in mtor practices that may be continued throughout life. This tendency in physical education is leading us toward consideration of values in addition to the physical ones. Hence the program of activities is rapidly being altered and includes instruction in health habits, inspection for physical defects, free natural exercises, rhythmics, sports, games and relay races in place of the "formal gymnastics" which has occupied a prominent place in our schools until the last few years. The specific objectives for the modern course of physical education are: 1. To promote physical activities for the benefit of all students rather than for the limited few. 2. To correct physical defects and to im- prove posture. 3. To offer activities necessary for the de- velopment of normal, robust, organically sound bodies. 4. To teach wise use of leisure time outside of school by instilling an appreciation of outdoor activities. 5. To offer suggestion for the conservation and improvement of health. SW, r v v RTHLET lCb 6. To establish habits and principles of liv- ing, and to create a desire for wholesome activities which throughout school life and later years will assure that abundant vigor and vitality which provide the basis for the greatest possible happiness and service in personal, family, and commun- ity life. -Q? ' The building of a na- g L' tion should be and is the ' ' sole aim of every worth- while educational insti- tution. Our American - schools can hope to suc- ceed in proportion to their ability to hold in balance the economic situation surrounding us as a people. Of all the factors required in the building of a na- tion, the human one is by far the most im- portant. Nations have grown rich in the midst of rather poor geological surroundings by virtue of the fact that they have made good use of the human materials. Others have become poor because they permitted human talent to go to waste. We group the leading forms of wasted hu- man talent as follows for simple analysis and consideration, viz: The imperfectly em- ployed, the improperly employed, the volun- tarily idle and the involuntarily idle. By a proper and careful analysis and study of the causes and effects of wasted human talent, you will find the basis for an adequate and efficient system of industrial education in our Yakima schools. Proper industrial edu- cation is not an easy task for the dullard. It is a solid and difficult problem for the bright and intelligent boy. It may be true, however, that the dullard may find greater interest and consequently derive more bene- fits in the industrial department than in others elsewhere about the schools. The study of industries and the conditions under which laborers work furnish invaluable in- formational background for any student, whatever may be his course of study, or whatever may be his occupation in after life. He will be better able to see the light by which others work. The department sets up and maintains a high standard of in- dustrial ethics which brings to the attention of every student his personal duty and abli- gation to industry and capital if he wishes to advance. The Yakima high school maintains a de- partment of industrial education for the pur- pose of giving students contact and experi- ences with some of the mechanical processes of industry, and for the giving of such in- struction as seems fitting and necessary for the preparation of our boys to become intelli- gent workers in the trades and industries. Vocations are analyzed and appraised. In- ,,1-' ,, . .an 1 ff V 5 ' rf 1 N ? Y 11:54 INDLJ STQIRLI KQT5

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