Auburn High School - Follies Yearbook (Auburn, IN)

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who are graduates of four-year standard colleges and universities. Our faculty is composed of graduates of the following well known institutions: University of Chicago. Indiana University. University of Michigan. DePauw University. Albion College. Earlham College and the Michigan State Normal School. There can be no better incentive to student life than to daily come in contact with instructors whose education is thorough, broad and completo. As to equipment, our laboratories for the teaching of Botany. Physics and Chemistry are constantly being replenished and apparatus for the teaching of all subjects connected with these sciences is supplied. The school library consists mostly of reference books and new books are added from time to time. The Eckhart Public Library is also at the command of the entire student body and students are not only encouraged to use this library but a competent librarian is always present to assist in any line the student may desire to carry out. It is not necessary to say that our students avail themselves of this opportunity, for at the close of the sessions of school both morning and evening the reading rooms are filled with student reading good magazines or books which are ever at their command or perchance following up some line of reference which has been assigned them for a report the following day in their classes. Space will not permit a complete enumeration of the advantages offered the students of our High School but it suffice to say that every advantage offered anywhere is given here and many more than can be found in a number of places. Transfer students from anywhere in the county are always welcome and receive the same attention and advantages as resident students. We believe parents who are thinking of sending their children to High School, and whose children must be transferred, are anxious for them to have every possible advantage, and in the light of this should carefully consider the advantages offered by the schools of their county seat city. Any information along this line may be readily obtained by calling on. pr writing the Superintendent of Schools of Auburn at any time.

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The Auburn 7 HE history of Auburn High School practically begins with the year 1876 when the Harrison building was erected. While the school had been organized long before this and some of the higher branches taught, the uniform course of study may be said to have gone into effect about this time. In the beginning the number of students persuing the High school course was small but it continued to grow until it was seen that the Harrison building could no longer accommodate the High School and the grades which occupied a large part of the building. In 1893 the present High School building was erected and it was thought that this building, which is modern in both architecture and arrangement. would not only furnish ample room for the High School but for some of the upper grades for decades to come. During the last four years, however, the High School has enjoyed an unusual growth and the entire building is now needed for its accommodation. This unusual growth comes about from two main causes: First, because of the growing demand for a better education on the part of the young people of the present and. second, because of the determination on the part of the Auburn School Trustees to give the people the best that can be obtained in both teachers and general school facilities. High School Concerning the first of these reasons it may be said that parents everywhere arc coming to recognize the fact that it is not enough for them to givo their children the education they themselves were forced to be satisfied with, but that in order to compete successfully with future generations their boys and girls must be better equipped than over before. Not only does competition in business become stronger, but the men and women of the future who are to take the places of those who are doing things today must have better foundations. This is plainly shown by the fact that many of our trades and professions are demanding High School diplomas for entrance requirements to their schools. The many advantages of a high school education will be even more plainly seen in a few years than now. The faculty of the High School numbers six exclusive of the Superintendent. It may be readily seen that when this number of teachers are needed, school authorities are able to choose a specialist in every line and assign to them the work of their choice and the work which they have especially prepared to teach. It has been well said that a stream cannot rise higher than its source. We believe this to also be true in educational fields and with this in view the Board of Education has placed men and women in each of these departments

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Gourse of Study--English HE best Educators of today agree that English in the High School should be a unit of study. Grammar. Composition. Rhetoric. Literature.- all are inter-related and come under the one head. COMPOSITION. The purpose of composition in the High School, both oral and written, is to develop the pupil's ability to express his thoughts in a clear and concise manner. Each pupil is possessed of a definite individuality, the development of which means tho building of character, which is the aim of all education. It is recognized that the work in composition is a means of discovering to the pupil this self: thus tho reason for emphasizing the work of composition. PITST YEAR COURSE. The work of the first year is opened with a thorough review of Grammar, after which the formal work in composition is begun. The different forms of prose composition. narration, description, exposition and argumentation are studied, the first being especially emphasized. The aim is to gain facility and spontaneity of expression, and as pupils learn to do by doing, much oral and written work is required throughout the year. Training in spelling and punctuation is also given. The work in Literature is carried on simultaneously with that of composition, the Classics chosen for study being those which best illustrate the narrative style of composition. The aim is to create a taste for good literature and to stimulate a desire to read. To this end the Literature chosen has life and movement. Books such as the following are studied intensely in class: Irving's Sketch Book.'' Scott's “The Lady of the Lake Longfellow's Tales of the Wayside Inn. Dicken's Christmas Carol. Shakespeare's Julius Caesar.” etc. In addition to the books studied in class, others are assigned to each pupil to be read at home, written reports being required on the same. For such study books like the following are chosen: Hughe's Tom Brown at Rugby. Cooper's Deerslayer. Hale's “Man Without a Country. Eggleston's “Hoosier School Boy. Gasket's Cranford. Roosevelt's Winning of the West. Dodge's Hans Brinker, etc. SECOND YEAR COURSE. The composition work now becomes more progressive. The first year has given much drill in the mechanics of expression.—punctuation, indentation and sentence structure: a wider vocabulary has been acquired through word study and Literature. Through constant practice in expression. both oral and written, a foundation has been laid. The work now becomes more definite and progressive. Stress is laid upon unity, mass and coherence of the composition as a whole. Both oral compositions and written themes are required during the entire year. Later in the year, paragraph development and figures of speech are