Elston High School - Elstonian Yearbook (Michigan City, IN)

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EVS T 0 W J. H. NICHOLAS Ely, Minnesota. Auto Mechanics. B. S.. Bradley Polytechnic. FRANCES SEBESTA „ M Chicago. Illinois. Physical Education. Indiana University; Chicago Normal School of Physical Education. FLORENCE PALM Michigan City. Household Arts. Valparaiso University; Columbia University; Chicago University; University of California ; University of Colorado. R. O. SCHAEFFER Dayton. Ohio. Machine Shop Practice. Valparaiso University; Purdue University. MILDRED A. SMITH Westville, Indiana. Home Economics Supervisor. B. S.. Northwestern University; University of Chicago. BERN RISACHER Loogootee. Indiana. Art. Art Institute; John Heron Art Institute. GRACE HART Michigan City. Home Economics. A. B., Ohio Wesleyan University.

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A. J. PARSONS Michigan City. Economics, Civics, History. B. A.. Ohio Wesleyan University. ESTELLE BURNS Almond. Wisconsin. History. B. A., A. M.. University of Wisconsin. ELISABETH C. LEE Coshocton. Ohio. Biology. B. S.. Ohio State University. ORLANDO JOHNSON Plymouth. Indiana. Director of Vocational Education and Industrial Arts. B. S., Valparaiso versily ; Stout Institute ; Michigan University. MELLIE LUCK Michigan City. French. A. B.. Indiana University. GEORGE LLOYD IRGANG Ancona. Illinois. English. Ph. B.. University of Chicago. CORNELIA L. ANDERSON Michigan City. Latin, English. Ph. B., Western Reserve University. Uni- 16

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EVST0NIM CURRICULAR ORGANIZATION IN MICHIGAN CITY SENIOR HIGH SCHOOL We believe that a community has the right to expect its public high schocl to provide those types of training for its older boys and girls which will help them best to meet their needs, both immediate and future. Practice in Michigan City as elsewhere indicates that a much larger number of those who graduate from high school will go into some business field immediately than will go to college. Records for the past several years show that approximately thirty-five percent of our graduates go to college while sixty-five percent go into other lines of work. The problem for the high school then is to provide as well for the interests of those who do not go to college as for those who do. In order to do this we offer three curriculums. One of these, the Vocational Curriculum, is designed especially for those boys who wish to go into shop work or other technical work and for those girls who wish to improve and prepare themselves in the domestic arts. This curriculum is so arranged that a student may complete eight units in the shops and in correlated subjects and yet be eligible to enter a technical college. A large number of students, especially girls, wish to go into stenographic or other office work and to them the Commercial Curriculum offers the opportunity for preparation and practice. The Academic Curriculum is planned to meet the needs of those expecting to enter colleges or universities. The courses of study are so arranged in each curriculum that any student who completes satisfactorily the requirements of that curriculum automatically meets our state’s requirements for graduation. In addition to the required subjects in each curriculum there are a number of electives of a purely cultural nature in the fields of art, music, literature, etc., which are open to all students. Members of the faculty, through their sponsor room activities, seek to give educational and vocational guidance which will be of value not only in choosing a curriculum but in checking the validity of that choice in subsequent achievement. While it is necessary to be well grounded in the fundamentals of specific training in order to be successful, it is equally important that one develops qualities of character to make that success sure. We try to aid in developing qualities of dependability, industry, punctuality, honesty, initiative, etc., by placing each one on his own responsibility as a citizen and by demanding the practice in daily work of such qualities. Student cooperative government, clubs, daily class work, participation on all school teams regardless of their nature, give ample opportunity for the development of character in the laboratory of experience and practice. We regard the ideals and standards mutually set for our accomplishment as a high school as sacred obligations which can be reached only by mutually cooperative effort on the part of students and faculty. M. L. KNAPP.