Breck School - Mustang Yearbook (Minneapolis, MN)

Page 30 text:

HISTORY The History Department, directed by Mr. Thomas Beech, is one which provides the Breck student with a broad background of social, historical, and literary knowledge. In the Lower School, students in the first through third grades study a three year sequence course in social disciplines, which serves primarily as an introduction to skills used in later courses. In the fourth through sixth grades, cooperation between Mr. Lund and Mrs. Matoush has resulted in a unique program which integrates the social and physical sciences in a study of world geography, ancient history, and American History- In the Upper School, the seventh and eighth grade students study a two year sequence in world history under Mr. Graham, Mr. Dolen and Mr. Herbert. Ninth grade students are engaged in a study of Africa from the various points of view of archeology, anthropology, geography, and political history. Students in the tenth, eleventh, and twelfth grades may enroll at any grade level in several courses, although they must fulfill a certain number of credits. They may study Modern European History, taught by Mr. Dolen, which covers the eighteenth and nineteenth centuries to World War II. American History, taught by Mr. Beech, offers history as a group of topics, such as foreign policy, power, and the Presidency, Mr. Dolen teaches two courses in Economics, the first of which is an examination of the basic economic terms and concepts. The second is a study of economics as applied to social life and politics. Designed exclusively for twelfth and eleventh grade students is the unparalleled course. Seminar on Social Deprivation, which includes field work with disadvantaged children, presentations by experts in the area, and extensive reading. In the Seminar, students have the opportunity to evaluate theories and ideas which they read and hear in relation to practical application in their field work. The emphasis in the History Department is upon research, writing, the ability to express oneself, and sound critical analysis and evaluation of what one reads and hears. In this way, the imaginative programs devised by individual teachers have been highly successful in fully educating the Breck student in the areas of history, economics, and sociology. 26

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RELIGION That religion is an integral part of a Breck education is one of the principles that this school is founded on. The religious education of the student body is directed by Canon Henderson and Rev. Robinson, Breck’s Chaplain. The Sacred Studies classes for grades 8, 10, and 12, were a major part of this religious education. These courses gave the student a background in Judeo-Christian philosophy and discussed the problems of modern life. The spiritual life of the school centers around the Chapel of the Holy Spirit, to which was added this year a fine stained-glass window. Services were held Mondays for the whole school, and the rest of the week the Upper and Lower Schools met separately. Sermons and Chapel talks were given by Canon Henderson, Rev. Robinson, guest speakers, faculty and seniors. The Glee Club has provided inspirational music for the services under the direction of Mr. Beech. On Wednesdays communion services were oflTercd to those students and faculty who wished to attend. Occasions such as several Corporate Communions added luster to a fine year of extracurricular activities. In order to help promote religious organization among the students, various groups such as the Student Vestry were formed. The boys in these groups helped with the Chapel format and offered constructive advice about student reaction to the Chapel programs. Religion has always been part of the students’ life at Breck, and it is hoped that the training given here will have an enduring influence on their lives and on Breck’s future. 28