Danville High School - Medley Yearbook (Danville, IL)

Page 31 text:

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

Page 33 text:

cDepartment of Siffanim Arts ANVILLE high school has ample room to develop an excellent manual arts department. Three types of work are given. These are woodworking, mechanical drawing and auto-mechanics. A great deal of range is allowed in woodworking in the selection of projects. The first semester’s work is mostly hand work, but in the second semester the students are allowed to use the machines to some extent. When they get to the third semester as much work is done on the machines as possible, so that the students can form some idea of how work is carried on in industry. Our mechanical drawing course is two years in length. In the first year the fundamentals of orthographic projection are given. Small machine parts, development of surfaces, screw threads and one or two isometric projections are given. The second year consists in advanced machine drawing and architectural drawing. In the auto-mechanics department about one-third of the time is spent in studying the theory of the automobile. The remaining two-thirds of the time i spent upon the cars. Here the student grinds valves, fits piston rings, adjusts bearings or does anything that needs to be done. Strictly speaking the objectives are of general educational value. The big WILLIAM R. WALTER B.S. University of Illinois thing to keep in mind in any course of this kind is not so much whethei the boy is in Junior or Senior high school, whether he takes one type ol work or another, but, how soon is lu to leave school, and does he know what he is going to do when ht leaves. J. H. HAWKINS Central Normal College Indiana University Bradley Institute University of Illinois DAVIS WEST WATER, B.S. State Teachers’ College University of Illinois HARRY A. FRINGER State Teachers’ College, Charleston University of Illinois Indiana Mate Normal W. D. MINGEE Charleston Normal Normal University University of Illinois Page Twenty-seven