Central High School - Centralian Yearbook (Minneapolis, MN)

Page 16 text:

GE 1-l A few of the many articles the students make in a term are: chisel-han- dles, grips, potato mashers, sock and glove darners, rolling pins, dumbbells, Indian clubs, candle sticks, nut bowls, card trays, ink wells, napkin rings, etc., etc. These exercises are preliminary to the course in pattern making. Pattern making is preceded and illustrated both before and during the course by some dernonstrational and practical work in the foundry. Simple parted, segment, loose part, and built up patterns are studied in detail and samples of each are made, together with their core boxes. Castings are made, in soft metal or brass, of each pattern. The entire work is performed in the method gener- ally used in the best industrial shops, and gives the student a splendid idea of the trade aspects of these subjects. Patterns for a complete gas engine have been made and the brass parts cast in our own foundry. In the foundry, at one end of the large room, are to be found a blast cru- cibal furnace, which will melt any metal except irong a gas furnace, which is used for the softer metals and a core oven for baking cores. In the center is a large crane capable of transporting 2,500 pounds of molten metal. Beyond the crane is a large mound of moulding sand and lining the walls of the room are benches for moulding. The students have made shot, discus, hand wheels, anvils, block and tackle, etc. All this takes place in one semester and I am sure it is true that the stu- dent passing out of these shops is benefited in more ways than one. His hands have become extraordinarily useful, for he is now enabled to earn his living with them. He has learned the principles of two useful trades and last but not least he has augmented the power of his braing his perception is quicker and his intellectual powers broader.

Page 15 text:

muah Zlliurning Shop By E. Dudley Haskell. FTER passing through the preliminary drawing and wood-working, the tm student has the opportunity of studying the arts of wood-turning, pat- tern making and foundry practice in one of the best equipped shops in the Northwest. In the turning and pattern making shop there are twenty-four Q24j lathes, run by individual motors, and twenty-four C24Q workman's benches, each fur- nished with a full set of wood-working tools and every student has a complete set of edge tools locked in his private drawer. At one end of the room are tiers of seats where the students may assemble while the teacher demon- strates his lecture on a special lathe and bench. In convenient places are to be foundg a large patternmaker's lathe, on which pieces eight feet long or six feet in diameter may be turnedg a jointerg a band sawg a trimmer and a uni- versal guider, also a wax and glue heater, a wood kiln and a table for mixing stains, etc. Near at hand are several rooms much appreciated by the students: a tool room in which every special tool that could possibly aid him in his work may be foundg a gluing room with glue heaters, wood kilns and clampsg a Hnishing room with everything dust-proof and clean for varnishing piecesg a lecture room with tiers of seats and a demonstration lathe and benchg and a stock room with easy access to every kind of lumber. Here also are machinesg a jointer, a planer, a band saw and a universal circular saw, with which the rough lumber can be smoothed and cut down to size before it goes to the hands of the students.

Page 17 text:

Zllihe iburpuse anh Qhhjert nf bpsiral C!Ehucatiun By Alvin C. Pelton. HE reasons generally advanced to justify Physical Education have been AWA that Physical exercise is absolutely necessary to health, and that the motor activity and mental development go hand in hand. These facts have become recognized throughout the country and Physical Education has found it's place in the program of nearly all large schools and colleges. Not only is Physical Education allowed in the schools, but most schools and colleges are giving credit for the work, thus putting the work on a firm educational basis. Physical training must recognize the needs of the class as a whole, and on the other hand the individual needs of each member of the class. There- fore the director must wait till his class has assembled several times, before making out his course of procedure. Physical work should have the same progression that is followed in other courses of study, throughout the four years. Beginning with work which is characterized by it's simplicity, and increasing the number and com- plexity of the exercises, in each successive lesson. Can any one doubt the educational value of the work, if such a course is followed? When Physical Training work is a required subject, the social side of the work cannot be overlooked. The gymnasium becomes the place where different classes meet as a unit, throughout their four years course. This is the aim towards which we are working. In many schools this is the only subject, which all have in common. Although gymnasium work is not to develop a few gymnasts or athletes, the benefit to the athlete can easily be seen, inasmuch as the work develops agility and co-ordination of muscles, which cannot be obtained except through long continued practice. PAG E 1