Lincoln High School - Quill Yearbook (Milwaukee, WI)

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1931 'ZILIJ2 91211111 1931 Srienre - illiathrmatirz Bvpartnwni Science and Mathematics are two sub- jects which are very closely related to one another. Without one the other would be useless and progress would be impossible. During the last one hun- dred years science gave us many great inventions and conveniences without which we would be lost. Science receives most of the credit for these advances, but were it not for mathematics, we would still be waiting for the automo- bile, radio, and other things. Professor Maxwell, a mathematical-physicist, de- veloped the theory of radio and proved its possibility fifty years before Professor Hertz verified the theory in the labora- tory and actually produced radio waves. Many such examples may be cited to show the dependence of one of these subjects upon the other. The ability to interpret the graph which frequently appears in the newspapers and magazines enables the student to grasp a situation at a glance. Thus may mathe- matics be used in business and profes- sional life. The aim of the science course is to teach students to think logically, to form correct conclusions about certain funda- mental principles selected from scientific data. In this age of rapid scientific de- velopment, a wealth of knowledge is daily added to our lives. Our homes are lighted and furnished with conveniences-va- cuum cleaners, telephones, and radios- for the scientist has learned to achieve greater miracles than he ever dreamed of, by adapting scientific theories to the aid of humanity. I16l

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1931 TID! Qlltlill 1931 English Eepartmrnt The old picture of the bored school- boy who finds his classes unutterably dull and lifeless will rarely be found when he is traveling blithely down Eng- land's brightest roads of song and story. He hears the jangling of spurs, the bus- tle at the inn, and the cries of the post- boy, as the loved characters in bookland take the coach down literary way through the streets of London town, to Sherwood forest, and from thence to hear the rhyme of the Shropshire Lad. He tar- ries a while with the Bard of Avon, he follows the road of the coach with Black- more to the land of the Doones, and he picks heather in Sussex with Clem Yeo- bright. He rolls along the great high way to Buckingham and Kent, and stops for a space with the Earl of Huntingdon. He journeys up, down, and around Eng- land with some of the most famed and jolly traveling companions of all time - the members of the Pickwick Club. They are jolly good companions all and have at their fingers' ends a large fund of fact and merry quip. There is Tony Weller, who drives the coach, and his irrepressi- ble son Sam who spells his last name with a we. There is the beau ideal, Tracy Tupman, and then there is the widow Bardell. To travel with Samuel Pickwick, Esquire, and to share some of the vicissi- tudes of the road with his fellow club members is a privilege unparalleled. Our schoolboy lives with these many friends and learns to speak their language-the King's English. I15l HL + 7 nl y if '7 15 ' i, lvl Q 7 f i il ii 1: 1, 'i 2 T 1 cl i 4 4.1 gr 1 i lg' g tl' .W il . 1 il li ,I l l F V 4 ' ' M I w .3 I Q l i . ' l5li 1! 1 Q

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1931 QED! QDLIHI 1931 Glnmmrrrial Bepartmrnt It is often stated that modern business is of such a complex nature that the in- dividual loses his identity and becomes a mere cog in the wheel. This is true, to a certain extent, because of the divi- sion of labor. Individuals spend their time at one minute part of the whole process. The tendency to reduce the individu- ality of the worker may be overcome by the efforts and native ability of the worker. This is where the commercial training steps in and helps the individual. Com- mercial Education may be of two types, first that which applies to one particular branch of business and second, that which applies generally, to all branches of business. The business man in large affairs re- quires keen observation, a quick mental grasp of new subjects, and a wide range of knowledge. Whence come these powers and attainments-either to the educated or to the uneducated-save through practice and study? The ob- ject of all good education is to develop just these powers- accuracy in observa- tion, quickness and certainty in seizing upon the main points of a new subject, and discrimination in separating the tri- vial from the important in great masses of facts. . . Is not active business a field in which mental power finds full play? Again, education imparts knowledge, and who has greater need to know economics, history, and natural science than the man of large business ? The department endeavors to give the student this enlarged scope of informa- tion by aiming to develop his initiative, reliability, and business eiliciency. l17l YHCD y ,,,s,v,,AxV x, 5,