Danville High School - Medley Yearbook (Danville, IL)

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cDepartment of y)f(a them a t ics TN 1923 a report was made by a national committee on the reorganization of sec-■ - ondary school mathematics which led to many important changes in methods and text-books. The purpose of the committee was to enrich the mathematics courses, add to their interest, and better adapt them to the needs of high school graduates. Many of the mathematics teachers of Danville High School made a study of this report in summer schools with the result that all of the new course has gradually been introduced. In the fall of 1925 the new text-book in plane geometry was introduced, the following year a modern beginning algebra, and in the spring of 1927 a new solid geometry. In the fall of 1928 the new text in the higher course in algebra will be used. These text-books conform to the requirements of the college entrance board and also contain a great deal of supplementary work to fit the varying ability of different classes. Standard tests are available by which the students may compare their standard of achievement with those of thousands of other students. The tests enable the teachers also to make valuable comparisons. One year of algebra, one year of plane geometry, one semester of higher algebra, one semester of solid geometry and one semester of trigonometry comprise the mathematics course. GERTRUDE PAYNE Ph.B. University of Chicago % j DONALD V. SCHOOLCRAFT, A.B. Wabash College University of Illinois ESTHER COWAN, B.S. Ohio State University University of Illinois S1GNE LARSON, A.B. Augustana College University of Illinois University of Chicago LOIS BUSBY, A.B. Eastern Illinois State Teachers’ College University of Illinois DOROTHY C. WESTALL, B.S. Northwestern University MARY ELIZABETH FRAZIER, A.B. Illinois Woman’s College University of Illinois Columbia University GLENNA M. WILKINS A.B. Bradley Polytechnic Institute University of Wisconsin Paf e Twenty-two

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6Department of Siistoru HE History Department offers a four years’ course. Although only one year of American History with certain civics essentials is required for graduation in either the general or the commercial course, approximately one-half of the students in the general course take all four years’ work in history. A much higher percentage take two or three years. The Freshman course is Ancient and Medieval History, the Sophomore course is Modern History, and either Juniors or Seniors may take American History, Civics, or Economics. Among the various purposes of the social science studies is that principle objective of giving to students an appreciation of the past, and of providing a real understanding of the present day institutions, customs and problems. History and the related subjects are cultural courses whose value constantly impresses one. Reading, whether for study or amusement, is often meaningless without the historical background. There are many other desirable results from the study of the social sciences. A technique in using books is acquired; an ability in handling references is developed ; and skill in organizing material naturally results. The library work includes collateral reading, the finding of references which explain or develop the text, magazine work on current history and gathering of references and accounts for term papers. RUTH SANDESON, A M. University of Chicago Columbia University EVERETT A. BATES, A.B. Iowa State Teachers’ College University of Chicago FERNE HA VI LAN I), Ph.B. Illinois Woman’s College University of Chicago ELLEN C. JOBSON A.B. Ward Belmont College University of Wisconsin University of Illinois IIALL 1K EUNICE LAMB. A.B. University of Illinois MAMIE L. MITCHELL. B.S. EDITH M. WHITFIELD A.B. University of Illinois Page Twenty-one

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(Commercial ( j£OR many years after the origin of high schools, text books and curricula JT were prepared principally for the instruction of those students who were planning to enter institutions of higher learning. As population increased a corresponding increase in high school enrollment was realized. 'This brought into the high school a class of students primarily interested in the practical problems of life which the high school of the original type was unable to serve. Along with this increase in population came a resultant expansion in business, calling for specially trained employers and employees. To meet this need Danville High School introduced Bookkeeping in 1908, and in 1912 Typewriting and Shorthand were added. As requirements demanded, other subjects such as Commercial Law, Salesmanship, and Business Organization have been added, not with the purpose of turning out graduates as perfectly trained experts, but with the hope that the study of these subjects would give the students a wider and better appreciation of business in its various forms. The commercial curriculum is so planned that a student may fulfill university entrance requirements and at the same time take work in this department as outlined. The subjects now included are: Commercial Law, Salesmanship, Business Organization and Commercial Geography each one semester. WILLIAM G. COLLINS B.S. Valparaiso University University of Illinois Brown’s Business College EVE THIES Southern Illinois State Teachers’ College WALTER F. CROWDER, B.S. University of Illinois ERMA H. CHRISTIANSEN Whitewater, Wisconsin Unjversity of Chicago University of Illinois NELUE LAMB. A.B. University of Illinois M.A. G.C.B.C. Quincy, Illinois RALPH M. ESPY. B.Kd. University of Illinois Illinois State Normal University TANK M. ROBERTSON B.S. N ort h western University Gregg School CARL E. GUSTAFSON A.B. University of Illinois Hillsdale College University of Chicago Pone Twcntx-thrcc