Lincoln High School - Quill Yearbook (Milwaukee, WI)

Page 27 text:

1931 'Ghz 9Du1Il 1931 Ahminiztratinn While class rooms are the vital ele- ments of every school, the office is im- portant in many and various ways, and this importance is proportional to the number of class room units. The office is responsible for the accuracy and safe- keeping of pupil, teacher, and school rec- ords of all kinds, and the policies of the school are centered there. The principal, the vice-principal, the teacher assistants of the principal, the clerks, the welfare officers, the visiting teacher, the doctor, and the nurse are in control of the organ- ization, the attendance, the discipline, the records, the health, and many other func- tions of modern school. The library attends to the wants of pupils and teachers whenever informa- tion and material other than that which are supplied by teachers and text are desired. It supplies not only supplemen- tary and reference material, but its equip- ment includes newspapers, magazines, charts, and a store if visual aids. The library reaches out beyond the building to secure materials and aids not contained within its own walls. It is eager to serve those who are eager to learn. Francis Bacon says about books and their meaning: Some books are to be tasted, others to be swallowed, and some few to be chewed and digested, that is, some books are to be read only in parts, others to be read, but not curiously, and some few to be read wholly, and with diligence and attention. Reading maketh a full man, conference a ready man, and writing an exact man. l21l

Page 26 text:

1931 WD! QDLIHI 1931 Fllinr-Applivh Ariz Evpartment One might say that the purpose in a study of manual arts is mental training through the hand and eye. Mechanical drawing which is taught in connection with all shop work, develops the power of space thinking-the power of visualiza- tion. Physical training has for its aim the de- velopment of youth into fine men and women, thus stoutly maintaining the old Greek belief of a sound mind in a sound body. It is becoming universally recognized that education in music fundamentals is an improtant part of our school processes - That person who has learned to appre- ciate good music and good singing-who can listen to the compositions of the great masters of music, and feel his soul thrilled to its depths by the emotions which these composers have put into their work-has gained something in this life which no other power but music can give. Art is neither an industry nor a prod- uct, it is a mystery, a manifestation, and a result. Through it alone we come face to face with the spiritual output of the racial soul, through it is revealed all that endures in civilizartion. We claim for it, therefore, a co-ordinate position with all other branches of learning, as in- dispensable in a complete curriculum, and he who is not learned therein, either in its active or its passive aspect, is to that extent ignorant, unlearned, uncul- tured. 1201

Page 28 text:

1931 Uhr QDuiII 1931 ARNOLD LENZ , 3 1 l l' S, t :T . Ti 'ag 5 , 1 if L. fi I Y , is 4 , I S W w ,A .Uuniur Brpartment It is the duty of the junior high schools to prepare students for life in a demo- cracy by reproducing within themselves life situations. The curriculum of the institution is enriched by the broadening of the so-called common branches so as to make them contribute more largely to cultural, social, vocational, and explora- tory ends. The pupils gain the incentive to do well by seeing children of their own age take part in the interesting activities made possible in our modern well-equipped buildings. The personnel of the classes is inter- esting to note. We draw students from so many nationalities that it is a mighty problem and an interesting one, to build a foundation of American ideals and cul- ture in those very young people who com- prise our junior high school classes. In our small citizenry we attempt to lay the basis for character and habits which will make them a little better prepared to go on with high school life and curri- culum, or to meet the problems of indus- try, if they do not pursue academic paths. The little seventh and eighth grader is sometimes overawed by his high school elders. He cringes in the corner to which the upper classmen have relegated him. The sophomore assumes a look of great dignity as he waits his turn. The junior tries to look important but wishes he could unbend somewhat. Last of all, from his enviable elevation the lordly senior designs to smile on the new Lin- colnite. After a time, however, Junior Lincoln is himself again, and gets his education unmindful of his scholarly bet- ters. l22l