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Page 28 text:
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■Q MANUAL TRAINING ]T THE present day of our civilization, the advanced world is making a great demand for trained people. Therefore, since many can not go farther than high school, it has become nec- essary to establish in high school some forms of training. Of all these, perhaps the most interesting to the boys is manual training. The first few lessons are to show the boys how to use the different tools. Then they learn how to make the various joints. At first, they are watched closely to see that they make no mistakes, but after they can handle the tools quite well, they are permitted to work along freely. To help the boys in this work, the School Board bought a large number of better tools than was already in the shop. They also installed large, strong benches, which were certainly much better than the old ones, which were then placed to one side of the shop and only used occasionally. When a boy wants to start a new piece of work, he is given a book or pamphlet with that article in it. Then he gets out his mechanical drawing instruments and makes a drawing of it, cross section and all, so that he becomes more familiar with the article which he is going to make. When the drawing is completed, he is given the raw lumber and lie gets to work. This year the boys turned out cedar chests, library tables, center tables, £r=n pedestals, piano benches, chairs, Roman seats, porch swings, magazine and book racks, and many smaller arti- cles. This school term the- boys had to turn on the lathe which thing was never permitted them before. They fin- ished many things here, such as cups, mugs, vases, chair legs, candle sticks, base ball bats and mallets. When working on the lathe, the boys had to watch what they were doing, because if they don’t the chisel will fly out of their hands, the wood will split into a number of pieces, and there will be a general uproar at the lathe, which has happened more than once before they “got the hang of it,” as we would say in slang. About three months after school started, Mr. Epps told the girls they might come down to manual training and work certain nights in the week, from half-past six to half-past eight. And to tell the truth the girls pro- duced a number of very good articles. Along with manual training, the boys take mechani- cal drawing. After half a year of mechanical drawing, they started projection, which was a good deal harder than the former. On the whole, the manual training classes of this year have progressed rapidly. Under the present system the efficient management of Mr. Epps, and his ever ready willingness to help the boys, they certainly derive much benefit from the work. WILL WOLLENBERG, 22
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Page 27 text:
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ALFRED G. EPPS Mathematics and Manual Training MATHEMATICS of Mr. a(a — b) : HE instructors in this department have come and gone, indeed, in mathematical progres- sion. In September, 1911, we set out on our journey through Algebra under the leadership Wiley. By the time we had learned that : a 2 — ab we thought we had learned a great deal 0=0 of Mathematics. What obstacles we surmounted to attain this superiority, are unknown! Then the fleeting face of this instructor was erased by that of Mr. Haughtelin, who took up our unfinished task and led us confidently through the Sophomore term of Algebra. The mucli-feared Plane Geometry, too, became, with him, as clear as noonday to our befuddled brains. By decree of the Fates, a new film displaced this guide to learning, and again a new teacher came to help us through the mazes of Junior Mathematics. Mr. Quig- ley patiently steered us through Plane Geometry into Solid, five girls only, venturing this which we found easier of accomplishment than we had dared to dream. And now, from the proud heights of Seniority have we looked down this year upon this still ever-changing panorama of the Mathematics Department, and lo! we have seen — what? — yes — another new teacher — A. G. Epps— come to take the helm, a stalwart, mighty man — an English Samson — who by his helpful, cheerful person- ality has endeared himself to all his students, and made warm friends among Hobart patrons. We have seen him guide the timid Freshman A’s, the Baby B’s, the redoubt- aide Sophs, and the Juniors, too, by clear and interesting paths to their goal. With many a quip has he whiled the arduous journey, ever ready to explain to the mind not quick of understanding, every ready to serve, he has by his example impressed his ideals upon the life of the students and won a warm place in their memory. The year with him has been both pleasant and profitable. LYDA FULTON. 1 C T
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