Harding High School - Saga Yearbook (St Paul, MN)

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Playing their favorite piece ot music is Harding's band as they practice tor the sport's assembly. Students learn the ways of self-expression through achievements in art classes. They give students a broader sense of art appreciation by teaching the basics of form, texture, tone, balance, and color har- mony. The art courses are divided into the four di- visions ot Art I, ll, Ill, and IV. Students in Art I and ll deal with the study of art fundamentals, history and the building of simple crafts, preparing them forthe higher and advanced proiects. ln Art Ill and IV, they are self-supervised as they create more complex and advanced proiects. Band classes instruct students in music comprehension. Harding's band plays a large part in school assemblies and games. Fine Arts Display Self-Expression I I Below, explaining the process to Joe Magnuson, is Karen Dahl as .ludy Trcka watches. 29 Busy working, above, is Gerald Baltes while Mr. Glenn Nordgaard shows Brendan Bakken and Thomas Bober how to put the sticks together. Painting the profile of a student model is on the agenda for Terry Steele Carol Wetschka, and Frank Schneider.

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ln metal shop, above, Mr. Clarence Leino points out minor faults of Gene LeVake's product to Richard Althoff, while others are working on their projects. Tothelett, Al Freitag and Charles Marik set up a machine for Daryl Yaritz and Duane Downey in the electricity shop. Industrial Arts Increase Manual Abilities After learning the fundamentals, the boys in the industrial arts classes are free to work on individual proiects, such as making a lamp,draw- ing blueprints, constructing a stereo cabinet, or building radio. Taught in one semestercourses are bo i fundamentals of the subiect and the use an i, ety of the various tools. Along with more specific and technical information, knowl- edge of the course to industry is gained through the advanced courses. This department opens countless new views, consisting of metal work, electricity, woodworking, and drawing, to pro- spective workers in trade or industry. Explaining the process to Steve Berry is Mr. Robert Fish, above, as Arnold Lovell and Thomas Anderson work on the proiect. At the right, Gene LeVake and Mike Schultz shape the wood for their proiects as Dennis Terhark looks on. 28

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Mr. Dennis Osborn's Period 2 Social Studies class sits quietly through the lecture on education. Waiting to take notes in her team Social Studies class is senior Patty Hinrichs. i T l In the junior year of high school, all students are obliged to take American History. Mr. George Katz delivers a lecture to this class. Social Studies Classes Since history is everything man has ever thought or done covering the development of philosophy, religion, governments, art, and technology, history students who explore the advancement of the human race in civi- lization from earliest times to the present day are chiefly concerned with man's past failures and achievements. Evolution of constant progress is the age in which man is living today. Because of this, school time is de- voted in part to current problems and events-history in the making. The required Social Studies course takes in economics, income tax forms, and current events teaching, which is on the mind of most seniors of today. Included is the study of the governments of the United States and the city. The development of understanding oneself is the goal of one sec- tion of the Social Studies course. Tackling the growth of the 'land of unlimited opportunities' and the red-blooded American is the essential task of American History teachers. The study of American History helps the students realize the great value of their national heritage. World History, although not required, is highly recommended to all sopho- mores. Great persons, places, and situations find their way into the stu- dent's mind and help him to appreciate the development of the human race. 30