Danville High School - Medley Yearbook (Danville, IL)

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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

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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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cDepartment of §cience CT HE science department of Danville High School offers a well balanced se- ries of subjects, adapted not only to qualify those preparing for college or university but also to furnish a general cultural background in science. Four years, or eight semesters work are offered in the sciences. During the Freshman year one semester courses in physiography and physiology are offered. The course in physiography is limited to Freshmen only. To the Sophomore is offered a two semester course in biology, the first semester consisting mainly of a study of animal life and the second of plant life. Juniors and seniors are offeerd two semesters each of physics and chemistry. When both subjects are taken, either may precede, but usually physics is chosen for the Junior and chemistry for the Senior year. For students selecting the general curriculum of the high school course a year’s work in either biology, physics or chemistry is required. Having taken one of these three, all other science subjects are counted as elective courses. To students of the commercial curriculum all of the science subjects are offered as elective courses. Biology can be tak hi at any time after the student has attained Sophomore standing, while physics and chemistry require Junior standing. ith the exception of physiography and physiology the full two semesters work in any science must be completed in order to receive credit for graduation for college entrance. These two-semester subjects are laboratory courses, each week's work comprising three days of single periods devoted to lectures and recitations and two days of double periods devoted to laboratory work. IRVIN w. WHITE, A.B. CI.ARKNCE O. JOHNSON, A.II. Augustana College Massachusetts Institute of Technology Ohio University University qi Chicago RUTH ERNEST, A.R. University of Illinois Oregon Agriculture College JOSEPH B. CUSHMAN A.B. DePauw University Hanover College Page Twenty-four