Chicago Jewish Academy - Memoirs Yearbook (Chicago, IL)

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MFMOIRS 131 THE ENGLISH English is offered for four years three of which are required and one elective The required English curri culum is comprised of dealing with the history and ap preciation of literature composition grammar and rhet oric English I IV presents the study of literature in gener al an introduction to the fundamentals ldiagraming analyzing parslngl and a writing and speaking con scuousness of the various literary types the Colonial Period up to and including the modern authors and their works Drills ln grammatical structure both written and spoken English are contmued English VII VIII specializes in English Literature CURRICULUM English VII which is a survey of English History and Lterature pictures briefly through the works of the authors and their interpretations of the English language in its various stages the original the inflected and modern adaption of the language The biographical sketch and literary standing of the authors introduce each period and explam the general historical and social trends of the times The selections studied are from the well known works of the outstanding authors English VIII is unique in its organization nn that it is based upon the world novel ln its many develop ments Book reports of great classics are made by the students and analyzed in class under the guidance of the teacher ENGLISH 8 The next best thmg to a good book is a good book review The tudents of this course are discover mg this to be quite true for their sublect is very enloyable and en tertammg The class too serves as a good audience to develop public speakmg ability Some of the best novels of our times are read and reported upon The stu dent shown here is reporting about My Antonia in her own lnimnt able way Thirty srx f J I1 1 - I . . I . . r . . . . I 1 I - I ' I I . . . I .. I - . . . I . . I . I . . . . I Q n n A 1 1 ' ' English V-VI is devoted to American literature from - - - - - , . I - ' .2 J , . . . C . . - I I ' I ' .fyf ,. , . Y 'I ' 1 . . 1 1 I w

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NIEMOIRS 4 'I 8B A Furs? Row B Wnnchester L Sky F Neumark P Bach rs o man S S!ern S au Sfennhnk J Bettsak Second Row J Mark S NadofT B Shane A Gerstem T Lowen braun H Perlsteun J Schachter M Skudelsky F Nayman M Guns urg M I B Omens M Wolf A Shapnro en B Halpert N F x scher A Sered E ChernofT G nn L KranzIer A Su ver Fwrsv Row L Breznner C Effrnes lsenberg R Cohen M Po R Godberger S Brown L BI lows Scond Row S Rosenbaum R Fnedman F Kwalwasser S Z I berberg E Ste1nmeYz L Shulman G Parzen D Fnshbaun Third Row H Abrams S Good man L en Ansenstar a an E ace Venus Perman Flrst Row M Rnch A Barron M Levnn Mrs Meyerson P Pevsner Z Goodman S Bellows Second Row S Essen M Gordon D Onorof? V Frank A Resmck In I us Le z u ru z Isaacs anmovnz F MnIIer L Tan ef Thurd Row M Shafrer R Farcas Benuck B Chudnov S an m vnz J dosh Lo an Klnernan G z Kras Fallenbaum I l I l I' n I I 1 I 9B J. ,I . I, I. lerI . I , . , . e- I , . ' , f al , .Rosh s. 'I I k, E, K 9 , . MI , N, , 5. .3 I deII,. ' ,.'fM. Gld , . , . R I, S. H, .W-IL, . . Third Row-B. Green, J. Katz, S. Coh,. ,.o,J.Fi- Abl'I, .I 'I I I ' 7A 8.4 Kle' , F'nc , IR. I sser, LI Kar , P. K p 't , S. , Ch. ch' ' , . ' , . d E. , .I ', I. Ch 'I o ' , . Ka , L, p' , A. ' , . Kar, H. h, M. Thirty-five

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MEMOIRS 112 MATH EMATICS DEPARTM ENT Todays acceptance of cyclotrons betatrons and hugh speed electromc calculators as common tools makes a knowledge of mathematlcs a must for every mature cutuzen How do the electromc calculators work? we may ask Our experuence wlth geometry tells us that they must functuon through loglcal reasonmg Certannly the theo rems of plane geometry are as mechamcal as the com putmg machnnes If the rnght hypotheses are proposed the correct concluslons are a certalnty But the study f plane geometry ns not mechamcal for the student of geometry must make the chance of the many hypotheses ava 'xble The calculator on the other hand can make no .Jch choice lt must accept whatever hypothesns ut ns gn n by the person operatnng ut Hence ut lS a machune whsle the student of plane geometry as not means of a code Its language us that of the actnvnty of the fraduo typej vacuum tube on and oFf Hence cam blnatlons of these two possnbllatues for thousands of tubes must be made to mean all of the symbols of mathematics But anyone who studues polynomials In algebra knows that all clecnmals for example can be written equally well an the bmary system of numbers where only two symbols Q0 for off and I for on D are used We have seen that the snmplest understandmg of tnese modern tools requures an understanding of algebra and geometrv But what are the fruats of such mach1nes7 we may ask One sugmflcant contrlbutuon accomplushed by means of the electromc calculator as a set of trngono metruc tables accurate to enghteen decimal places Such accuracy was prevuously lmpratlcal but subsequently found necessary Although the sane and coslne laws are stull of value to the bunlder of bndges they are of greater use to the research scnentnst The progress of tomorrow as measured by the dnl: the Academy offers nts students a complete program ln hugh school mathematics The algebra the geometry the tngonometry students ascertam our destnny through their scholarly mastery of Mathematucs, the Queen of Scnences GEOMETRY The teacher nn thus pncture dnsplaynng one of the phenomenal constructnons mherent nn the geo metry course The oblect cuboud or tesseract a four dtmen sxonal cube lt has snxteen vertnces thurty two edges and twenty four faces Most unusual of Its charact r ustncs IS the agreement that all four lanes whnch meet at a pomt are mutually perpenducular Slnce thus cannot be realized ln our famlllar space of three dlmenslons this re latnonshup must be portrayed by perspectnve To understand such a tngure and see at nn the mmds eye betters ones knowledge of conventnonal salad geometry Iii Thirty seven TW 1 J T ' ' ll ll ll ll l o - q - l T . I I i O i . ' . . . - The high speed electronic calculator operates by gence of the students of today. To insure this progress l . Z Q - . . I I I . . . is . ' is a . . ' .. A