Alameda High School - Acorn Yearbook (Alameda, CA)

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Che Acorn of December, 1915 is respertfully dedicated tn CG. J. AuHK our Superintendent of Schools hay the Graduating Class, the Class in Journalism and the Administrative Board of the Alameda Gigh School

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Dr. George C. Miss Abernethy Mr. Agard Miss Berg Miss Blacow.. Mr. Carpenter Mr. Chourre.. Mr. Coan.. Miss Connelly. Mr. Daniels....... Miss Du Bois Miss Dyer. Mr. Evans. Miss Garretson Miss Hair... Mrs. Hallett Miss Haworth Thompson, Principal Alamrida High School Cerm July-December, 1915 The Faculty Subjects Taught and Number in Classes Enrollment 644 Metal 29, Freehand Drawing 29, Decoration 14, History of Art 12 Literature and Composition 48, Study 140, Novel 21, Journalism 27, Drama 2] Study 152, Latin 22, Literature and Composition 122 Sewing 42, Costume 7, Textiles 3, Millinery 30 Electric Wiring 20, Arithmetic 25, Elementary Physics 15, Applied Mechanics 10 Mechanical Drawing 30, Forge and Drawing 46 European History 26, American History 72 General History 28, European History 97, Library 10 -Latin 114 cee Algebra 151 ..Botany 51, Zoology 23, Hygiene 19, Study 154 .........Stenography 54, Penmanship 66, Commercial Law 17, Bookkeeping 144 chee ....French $0, German 25, Study 132 Commercial English 32, Typing 81, Office Practice 7 Bank 2, Arithmetic 55, School Secretary Geometry 83, Solid Geometry 11, Study in Room 37 Miss Hewett......Household Chemistry 15, Geometry 22, Physical Geography 12 Algebra 40 History of Music 8, Choral 31, Harmony 7 Physics 39, Chemistry 74 Miss McDermott Mr. Minium... Miss Neale............ Miss Oehlmann Mrs. Partch Mr. Phelps...........- Mr. Rittler Miss Schloss......... Mr. Smith............. Miss Tornoe Miss Venard psd English Literature and Composition 144, Study 145 ....German 65, German Conversation 11, Study 140 Typing 126, Stenography 31, Office Appliances 13 PE Ia ee ees ee. Manual Training and Pattern Making 42 amma, Ce Dae tae Cooking 42, Household Expenditure 12 Ma a eee ee NE English 124, Economics 14, Study 200

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HE high school of yesterday was a strictly academic institution. The scope of its curriculum was limited by the entrance requirements of the leading universities and elasticity in its course of study was an unknown quantity. During the past ten years high school education has been subjected to a closer scrutiny and its usefulness has become a theme for scholarly investiga- tion and much intensive study. The educator of today is no longer able to satisfy his fellows, nor indeed his own conscience, with dogmatic or visionary reasons for the teaching of subjects, for the methods employed, for the time allotment, or indeed for any- thing bearing upon the conduct of his school or department. The Alameda High School has apprec iably broadened both in the scope of its curriculum and in its co-ordination with the life of the community. A few years ago it was a creditable academic institution and an excellent college preparatory school. Today it stands solidly as a training school for life, taking into account not only the general intelligence that is a part of good citizenship, but the ability to earn a livelihood as well. Courses under trained instructors are now available in manual training, millinery, dress making, cooking, nutrition, food chemistry, household expen- ditures, interior decorating, copper and leather work, bookkeeping, stenog- raphy, business law, commercial arithmetic, accounting, practical banking, applied mechanics, forge and foundry work, mechanical drawing, machine design, surveying, practical journalism and in other vocational and prevoca- tional lines. In striving to meet the economic demands of the times there has beep no underrating of the educating and refining influences of subjects usually classified as cultural. Through an effective division of faculty labor a class advisory system has constantly before it the problem of properly balancing courses in the interest of broadening rather than narrowing the vision of the student. The strength of the academic or college preparatory departments has steadily increased and the rating of our graduates attending the universities is, as it always has been, high. A volume might be written upon “The Spirit of the Alameda High School.” The atmosphere there is earnest and serene and the loyalty of faculty and student body for their school and for each other is something distinctly worthy of admiration. My interest and belief in the Alameda High School makes my apprecia- tion for the dedication of this volume the deeper. —C. J. DuFour, Superintendent of Alameda Schools: