Centralia Township High School - Sphinx Yearbook (Centralia, IL)

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Languages and Library Every student who hopes to go to college some day should study a foreign language for at least two years. Latin is sometimes required of students planning to enter certain professions. A reading knowledge of German and French is usually required of persons interested in earning advanced degrees. Spanish is highly favored because of its probable commercial importance. While some schools are becoming more lenie-nt with respect to their former require- ment of two years of entrance Latin, the subject is still recognized as being of utmost importance to persons interested in developing a good vocabulary and a proper apprecia- tion for great accomplishments of an earlier age in human history. The German language is forceful and direct. In the course of his studies the student acquires an added ability to express his thoughts concisely and to think clearly. He, likewise, learns to appreciate the extent of the German influence in the advancement of the Western civilization. French is well worth a student's time whether the need for a reading knowledge of the language exists or not. Its beauty of form and vitality recommend it to students who wish to improve their command of vocabulary, ease of expression and wealth of cultural background. The French stories, songs, and plays studied in class make a decided contribution to a well-rounded education. Spanish has practically the same advantages. The importance of a well-planned library to the modern high school can hardly be overestimated. To make certain that our own is of the greatest good to the greatest number we have a full-time librarian who carefully selects the books to be purchased and who shows the students how to use reference books, the card index, and the reader,s guide. Students needing to use the reference materials regularly may be assigned to the libraryg others may get permits from the teacher assigning the extra reading. Mae Kessing Vera Goessling Cleo Curtis julia Phillips Caroline Luther Eiglaifen

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Physical Education and Qthletios The physical education program for girls is divided into seasonal activities. During the iirst year much time is spent in learning the techniques and skills fundamental to the various activities. Rhythms, folk dancing, and clogging assist the girls in over- coming adolescent awkwardness and in acquiring poise and gracefulness. In the fall all classes are held out of doors with soccer the order of the day. There are work-outs on exercises and lead-up games until the girls develop sufficient skill to play the game. Following the soccer season, classes are held inside the gymnasium at which time attention is turned to volley ball and tap dancing. The semester is brought to a close with stunts, tumbling, Danish gymnastics and basketball. Looking ahead to the May Fete, the second semester's work begins with a course in rhythms and folk dances. After the May Fete, the girls again are out of doors with tennis and baseball which brings the year's work and play to a close. There is also a very extensive program of physical education for boys. Calisthenics, tumbling, basketball, football, track and other sports are included in the program. The exercises are of such nature as to promote the proper development of man' muscles which would normally not be used often enough. Basketball is taught and played in these classes. Some of the boys develop considerable skill in dribbling, passing, and shooting. Both Mr. Trout and Mr. Lutz coach interested boys in, football. In this way a large number can enjoy the sport. Mr. Lutzls squad usually plays in one or more interschool contests. During the winter those boys who are not yet good enough to have a chance to make the school team can play in inter-class competition under Mr. Lutz's supervision. In the spring, boys who care for the sport are coached in track by Mr. Clarida. Meets are scheduled in other schools and boys who are good enough are entered in the state meets at Urbana. A. L. Trout T. NV. Cilarida Jane XY'helan Harry Lutz I Si'zr11li'i'u

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Paul I.. Spencer Charles A. Herfurth Dorothy Jennings Opal C. Hartlinc Frances Cottrell The Natural Sciences General science is designed as an orientation course. It is not preparatory to the other sciences, but a unit Within itself. The emphasis is placed upon the correct interpreta- tion of the physical and biological environment of the student. There is a concerted effort made to develop a scientific attitude toward the great variety of phenomena and experiences met by the student in his civic, school, and home life. W'hen B. S. Haldane said, Without a knowledge of science, one cannot understand current events, he expressed the keynote in the teaching of so diversified a subject as general science. In Zoology and botany, the pupil is given an active experience with living organisms in order to acquaint him with the structure and life habits of representative forms of the different plant and animal groups. As a part of the botany course one studies the relation of bacteria to every-day life. Chemistry in high school enables the student to begin early to learn the fundamentals that are necessary for the successful pursuit of the following professions or vocations: medicine, pharmacy, ceramics, dentistry, nursing, and dietetics. For the student who does not expect to enter any of the above helds, the subject has great cultural values, acquainting him with some of the most marvelous advances already made in science. The course in physics aims to explain the ordinary things of the world about us. Students learn: why water rises in pumps, how thermometers work, the physical basis of music, why objects are red or blue, the relation between electricity and magnetism, and scores of other fascinating things. The course is necessary for prospective engineers and invaluable to all others. The radio course is intended to introduce the student to the fundamental theory of radio design. Practice is given in the actual construction of sets. It is not at all uncommon for good students to build five or six tube superheterodynes as a part of their laboratory work. Nim'lr1'n