Belleville Township High School - Bellevinois Yearbook (Belleville, IL)

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FHCULTY THEODORE A. HARPSTREIT,B.S. Iames Milikin, University CManua1 Art Educationj Belleville, Illinois R. M. DENNY, B.S. Indiana University Bradley Polytechnic Indiana State Teachers' College lMechanical and Architectural Drawingl Belleville, Ill.

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FHCULTY GLADYS GBIGG, AB., AM. University of Illinois Columbia University CEnglishD Belleville, Illinois I. H. YARBBOUGH, B.S. CAssistant Principalj Western Ky. State Normal U Transylvania University Chicago University CEnglish and I-Iistoryj Belleville, Illinois I-I. W. DEY, AB. Blackburn College Illinois State Normal University ot Illinois University of Colorado University of Wisconsin Clfnglishl Gillispie, Illinois ANNETTE FLEISCI-IBEIN, B.S. University of Illinois tlinglishj Belleville, Illinois

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ENGLISH DEPARTMENT ORENA FARMER CDepartment Headj English is primarily a tool subject. The first aim of the department is to teach the student to speak, read, and write his native tongue on the adult plane, with correctness and facility. Such skill is necessary to the individual, for his happiness and satisfaction in life depend much on his successful com- munication with others. Another purpose is to familiarize the student through the content of the course with situations of life and make him think for himself. The regular English courses are divided into two parts, literature and rhetoric. In literature the best works of American and English writers form the nucleus of each course. Composition has two aspects, form and content. Attention is given the latter to help the student to think logically and to recog- nize and consider social problems. The English curriculum has several specialized courses: public speaking, journalism, junior journalism, dramatics, and college preparatory English. THE MATHEMATICS DEPARTMENT E. G. HEXTER CDSDQFIIIISHI Headj If education is to foster the cultivation of thinking that is both critical and independent, then whatever subject is taught should promote this ideal. Fortunately, mathematics has always been regarded as a subject that lends itself best both as a tool of thinking and as a mode for thinking. As a tool for thinking mathematics differs essentially form other fields of knowledge since it is primarily quantative, precise and objective. But as a mode of thinking it differs in no essential respect from most of the other subjects. All thinking as a method involves the definition of the problem, the formulation and testing of hypothesis, and verification of results, it involves certain assumptions or meanings that control the interpretation and solution of the problem, it implies certain attitudes such as suspended judgment, precison and accuracy within the limitations of the data that may be available, it is experimental and not dogmatic in its procedureg and above all, it is individual through and through since in no Way may one be justified in saying that one person can think for another. Education should become a vital preparation for living because it is the whole of living, and consequently, mathematics becomes converted into a tool and mode of thinking as valuable as it is indispensible because it frees the individual from the limitations of routine, habit, prejudices and physical weakness. Mathematics should be a tool and a method that should help humanize education. The Department of Mathematics offers a full four-year course as follows: Elementary Algebra 1 and ll, Plane Geometry lll and IVg Advance Algebra Vg Solid Geometry VI, Trigonometry VII and College Algebra VIII.