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Page 20 text:
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. . V is i ' 1 ,,,' Qui' rgnnizotion. and !AXims T IS our conviction as well as that of many others that the best type of citizenship demands as a part of its make-up, sound religious principles and convictions which carry their effects into the life of an individual. We are also convinced that the most effective manner of developing the religious side of the average citizen is to make religious knowledge and religious practice a definite part of youthful growth and training. Hence Catholics have been and still are maintaining a separate system of schools through their own generous contributions over and above their share in the general taxation for public education. In keeping with the aims of Catholic education the school day beings at 8:30 for all students with one of two things, one-half the student-body attends the Holy Sacrifice of the Mass in the school Chapel on two days each week. The other half receives instruction in Religious doctrine and practice on those days. On two alternate days the latter half of the student-body attends Mass in the Chapel while the former group is divided in small sections for religious instruction. On the fifth day at the same hour the entire student body meets in the auditorium for the weekly assembly, vvhich usually consmts of a prograniarranged and executed ahnost enthely by the students. It takes its character from the nature of the general interests of the students at that particular time of the year. Although the school is co-educational in the sense that the enrollment is made up of girls and boys in about equal numbers, it is the policy to group girls and boys separately in classes in all subjects in as far as such grouping is possible. Repeated observations of experiments seem to verify the opinion that the methods of approach as well as the aims in the mastery of high school subjects are somewhat different for girls than for boys, and that consequently it is an advantage to the students as well as to the teacher that they be separated. Increased attendance at high school as well as the fact that only about twenty- five per cent of the students who enter high school enter college, has necessitated the extension of the high school curriculum so as to include a wider variety of subjects than was customary not so long ago when college prefparation was practically the only aim of the secondary school. In fact the extent o the work is so great that a student would need from sixteen to twenty years to complete all the subjects offered in the usual four-year high school. The following courses are adapted to the needs of most students who apply for admission: Academic, Art, Commercial, Drafting, Home Economics, Scientific and Teaching. The Academic, Scientific and Teaching courses are primarily college preparatory in character, while the other four courses have a definite vocational trend. All courses, however, may be made college preparatory by a proper selection of electives. A student who enrolls in one or the other course may later transfer to a different curriculum if circumstances make it advisable. During the last three periods of each day regular rehearsals are held for the Glee Club, Orchestra, and Band respectively, to which classes any student is admitted who is interested and whose schedule can be so arranged as to make it possible. About twenty-five per cent of the student body is scheduled for some form of regular nnwicstudy. The high school studiously tries to provide as many opportunities as possible for the development of the character and personality of its students so as to make them worthy men and women. This brief resume of the organization of the present-day high school indicates that much is being undertaken in the interest of our adolescent boys and girls. There are many diniculties and problems in the organization of a large high school. But the keen interest of the large majority of the students and good-will and co-operation of a competent faculty make the high school one of the most interesting centers of activity that can be found anywhere. R, G, KIRSCH, P,-jnpgpgl, I16l
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Page 19 text:
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Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister Sister daetiity , 4414.474 M. Grace, B. S. E. CUrsulineD: Lilnfaeinn f 'LCb S ' M 1 M M. Hilda, M. A. QN. DQ: An .flex fez.-.74,o,-.S L., M. Hortense, A. B. CFrzincisCanD: Religion, French, and .Ypmziflv M. Ita, Ph. B. QUrsulineD: Englifla . vflzf M. James, Clfrzinciscrtnjz Religion ond Mutbeinntiei' M. Jeanne, CN. DQ: Leztin 4' IZ -.-J. M. Jerome, CFI'2lI'lCiSC2l1'1DI Religion, Mntlveinntitr, one C'hi5'7lll.l'l'If1f fff H ' V- ff' '--'Y--ex M. Louise, M. A. CUrsulineD: Religion and Engliflv M. Louis, A. B. QN. DQ: Religion and .Ytenogmpny M. Louis, B. S. QUrsuIineD: Horne Eeonoinier F2 I Mary Jane, fUrsulineD: Religion and Home Econonzief Vfvdfi X Marie Therese, B. A. CFrancisCz1nD: Religion and Cneniimjy B. A. QUrsu1ineD: Englirb QQ D - C C S. E. QUrsulineD: Englirlr M. Mechtilde, K, M. Paterna, B. . S. QN. DQ: Religion and Bookkeeping V Z, fQj!4,,,,,,4, Q M. Patricia, B. M. Roselmzi, A. B. fFrz1ncisCanD: Religion, .S'pezni.rb, and Frenela M. Teresa, QFranciscanD: Religion, Playfief, and Mezthenznticf M. Theobald, CN. DQ: Religion, Latin, nnd Gernzizn , Mr. Valentine Fischer, B. E. E.: Meelaniiicnl Dmioing W 3' Mr. Alvin Sackstecier, A. B.: Athletic Director Mr. Joseph Sainton: Director of Mnfic Miss Mary Ida Tnlty: Dmnzeitic Art and Ployrienl Education . f ' FI, i ,,f...f.o n. .sf we JW i15i
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