Danville High School - Medley Yearbook (Danville, IL)

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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

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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 3 Come Economics subjects in home economics will help the student perform her social du-ties with more intelligence, greater interest and less labor, thus resulting in increased health and happiness to her and her associates. The Clothing course teaches the student to dress attractively for all occasions, keeping in mind the conservation and economical use of materials. The study of clothing production leads to more rational ideas of clothing needs, and the relation of clothing costs to the family budget. Textile study is given each week. Simple lessons in hygiene stimulate good habits of health and personal grooming. By applying the principles of art the student is able to use color, texture and pattern harmoniously in clothing selection. The course of Foods gives the student opportunity for investigation and practical demonstration. The students prepare and serve meals with the idea of obtaining the most health, and pleasure at the least cost of effort, time, and money. The size of the food budget and its needs is one of the important problems which are solved. The course in Home Management includes six units: social relationships, the house and home, clothing, economics, food and health. Social relationships include activities which train correct behavior in school, business, religious or social contacts. The proper attitude toward one’s elders, friends, parents, and loved ones is cultivated. Through observation and comparison the student develops a sense of fitness or good taste. Thus she may create beauty by the proper use of line, color, balance, and ornamentation in wall coverings, hangings, pictures, rugs, and furniture. Economics helps the student to budget her time, energy, and money, that she may enjoy these possessions to the fullest extent. The factors which control health, such as food, exercise, and cleanliness are also determined. MARTHA M. CLEAVEUN, A.B. Park College University of Illinois i n c Twenty-five NORMA FLESHHR B.S. Millikin University DOROTHY L. GAINES A.B. University of Illinois DOLPHA PARKER PTi.B. University of Chicago