Adlai E Stevenson High School - Ambassador Yearbook (Prarie View, IL)

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The Social Science Department strongly stressed the principle that simple possession of facts does not make one educated. The purpose of education is to equip one for independent inquiry and reasoning. A student taking a history course was asked to know why things happened instead of just when they happened. A stu- dent taking government learned the principles and for- ces which made our government what it is today. Emphasis was placed on current events in Social Science classes. Written evaluations of outside reading was necessary to earn an A in all Social Science classes. It was possible tor a social science student to learn much more than history or government from the Social Science Department. A student could learn about the drives present in men of all cultures and ages which incited them to revolt or caused them to explore or investigate. The subjects included in the Social Science Depart- ment were World History, American History, British History, Russian History, Government, Psychology, and Sociology. In the study of World History, it was possible for a student to become acquainted with the important cul- tures and ideas which have developed since men left their caves. It gave a student a perspective with which to view our own culture and its accomplishments. In American History, the student learned the events immediately leading to the environment he lives in now British History showed the student the ideos and men which shaped our American culture. Russian History provided insight into the psychological make-up of the Russian people. Government taught the infernal work- ings of our democracy and the difference between it and other forms of government. Psychology revealed to the student the fascinating labyrinth of the human mind. Sociology informed the student about cultures other than his own. It's France, $ays Mike Fournier. PASCAL M. GILMORE—A.B. at University of Miami, M.A. at University of Illinois; Sociology, World History, General History, Russian History; Freshman Foot- ball Coach; Varsity Track Cooch . . . THOMAS M. BAUMANN- B.A. at Lake Forest College; M. A. at Northwestern Universe- Government, U S. History, World Geography, U.S. History Since 1945; Heod Football Cooch; Letterman's Club Sponsor . . . WAYNE D. SCHNABLE—B.S. and M.S. at Northern Illinois Uni- versity; United States History; English History, General History; Chairman of Humanities Division; Chairman of Social Science De- partment. 29

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First and Second year Russian was offered to students by Adlai Stevenson's Language Depart- ment. This year's curriculum also included four years of French, German, and Spanish. Along with increasing a student's proficiency in speaking, a foreign language also increases international understanding. This understanding was added to by the study of German, Spanish, Russian, and French literature in its native form. The Audio-Lingual Method increased the stu- dent's ability to speak and understand a foreign language. Oral work and structural patterns were greatly used in the first two years of study in conjunction with the language lab. A tape recorder with French and Spanish re- cordings, a record player, filmstrips, and the in- tricate language lab all contributed to the master- ing of a foreign language. Was is lost? The Key to A Foreign Culture LAZIO TAKACS—B.A. at Illinois State University at Normal; Rus- sian, German I, II, lll-IV, Ger- man Club sponsor . . . MARY ANN M. HILLS—B.A. at North- ern Illinois University; French I, II, III, IV; French Club Advisor; A. F.S. Advisor; Department Chairman . . . ROBERT WALSH- B. A. at Northern Illinois Uni- versity; Spanish I, II, III, IV; Spanish Club Advisor, Freshman Basketball Coach. . . And now the Eiffel Tower comes into view . . 28

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Foundations for Scientific Inquiry HARRIET JECQUAT—B.E. ot Illi- nois State University at Normal, M.S. at University of Wisconsin; Biology I, Biology II, Chairman, Biology Department . . . LOUIS A. FORNERO—B.S. ot Eastern Illinois University; Biology la. Biology lu; Varsity Basketball Coach; Varsity Golf Coach . . . J. D. ALLEN—B.S. and M.E. at University of Illinois; General Science, Physical Science, Biology I; Freshman Class Sponsor . . . ROBERT A. BEEDE-BS. at Northern Illinois University, M. S. at University of Illinois; Chem- istry, Physical Science; Chairman, Science Department; Choirman, Math and Science Division; Sen- ior Class Sponsor . . . WILLIAM HALVERSON—B.S. ot Wisconsin State University at Whitewater; Geometry, Algebra II, Physics, Enrichment Course in Advanced Algebra and Trigonometry; Pep Club Sponsor; Student Council Sponsor; Director, Co-Curricular Activities; Varsity Baseball Coach It's a cross-eyed, flat-headed, ameba-eafing planaria.' In the Physical Science Department the foundations for higher levels of study in science and mathematics were laid. A student was exposed to the elementary methods of scientific inquiry in Physical Science. He also became accustomed to using mathematics as a tool in science. This use of mathematics becomes indispensable in the study of Chemistry and Physics. The Physical Science Department also introduced the student to the use of the laboratory. In the laboratory, the student proved and demonstrated the principles which he learned from the text book. Laboratory work provided the student with a clear idea of the principles he was studying. At the end of a year of laboratory work and math- ematical work in Physical Science students had an in- creased understanding of the methods and procedures of scientific inquiry and the physical world. No, Pete, you don't drink hydrochloric ocid.