Mason City High School - Masonian Yearbook (Mason City, IA)

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Athletic Transfers THE psychologists in the laboratories and class rooms have been engaged for several years past in endeavoring to solve the problem of transfer in subject matter. They have tried to find out what one specific field of endeavor contributes to the success in another field wholly unrelated, partially related, or specifically related. The old conception of general mental training seems to have lost ground. To sustain the teaching of any part of subject mat- ter on the mere basis of general mental training is gradually losing importance in the selection of sub- ject matter for the training of young people. lt is quite evident that a study of algebra does not help much in the laying of brick. Does the study of geometry contribute to the success of a horse- trader? Do we doubt that four years' study of Latin would enable a young man to go into a corn field and do more adequately the tasks that underlie correct provision in the planting and caring for a corn crop in a most efficient manner? What has four years of study in the Latin language to con- tribute to the work of a Botanist, to the task of the Lawyer, to the work of a Linguist, to the teaching of Latin? ls there not presented in these different lines of work a gradual corre- spondence from practically none to a perfect correspondence? Surely one whose vocation is to teach Latin, must know Latin. What is the degree and amount of transfer in skill, knowledge and technique in the mental processes of these types af activities? The psychologists of the present day are quite generally agreed that training in one specific field offers general training only in so far as there are correspondingly identical elements in the fields related. It seems to be more nearly the truth to say that any specific line of training and preparation offers a small amount of general power in unrelated fields. If a group of children is trained to add fractions using only even numbers for denominators they will also after this process has been thoroughly learned, transfer, to some extent, their skill in the process of adding fractions with denominators both even or odd. One would expect that transfers in such closely re- lated fields as even and odd numbered denominators ought to be perfectg experi- ments show, however, that it is not. One also expects that when a child has learned thor- oughly all his addition facts, that these should be applied to addition examples three fig- ures wide and nine high with perfect success. Tests show that the transfer is not perfect. What has this to do with athletics? It suggests a question. What specific ele- ments are found in athletic training that will produce perfect transfer in social and business endeavor? If we apply the same reasoning to athletic work as to other sub- ject matter in the school curriculum we have grounds to believe that athletics will contribute to life's successes in every phase where there are identical elements. The amount or degree of transfer will depend upon the degree of relatedness. Any type of social endeavor that has in its method and content, identical elements with playing football, basketball, or any other sort of athletic games, will show more or less perfect transfer. There appears to me to be at least three general lines of identical elements that are quite outstanding. They are: FIRST-Specific skills acquired in group activity, such as co-operation, effect of praise and blame, the give and take reactionsg all types of responses that grow out of human relationship while striving toward a certain goal. SECOND-A definite and specific train- ing in persistency in effort toward a desired end. Much of the school work lacks this element. Hard work training is a valuable life asset. THIRD-Conformity to the standards of social conduct set by the group in which the individual works. To modify one's be- havior in order to make a greater group contribution is a valuable lesson to learn. It is learned only in activity. Directors and coaches of athletics need to study the life values of football, basketball and other nationally recognized games. These values will finally be found to be only those elements that are found to be common between athletic games and contests, and those of adult business and social life. There may be many. F,T,VASEY

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Ray H. Allen Lombard College University of Illinois University of Iowa Gymnasium j. Olson Anders University of S. Dakota, A. M. University of Minnesota University of Chicago Government Josephine Barclay Unfvsrsity of Iowa, B. Graduate work University of Chicago Domestic Science H. H. Boyce University of Nebraska, A. B. Chemistry and Agriculture Genevieve Brown Simpson Coll:-go, A. B. University of Iowa English Lillian L. Bruce Stott' Normal, Oshkosh, Wi.r. Librarian Mary Bullock Lawrence Collcgc, B. University of Wisconsin History Grace Ellis Burke University of Indiana, A.B., A.M. Art Institute of Chicago English Rosetta Byers University of Iowa, B. A. English Ethel Cooke University of Iowa, B. A. Geography Harriet B. Crabb Grinnell College Graduate Chicago Art Instituto Art Florence E. Flynn Iowa Stale Teachers. College Post Graduate University at Iowa Latin Helen P. Fullerton Iowa Stair Teachers College, B.A. Mathematics G. L.. Crosen Tarlzio College, B. L. Valparaiso U niv1'r.rity History Edith A. Gibbs Tarkio College, B. A. Tarkio Normal Stat-r Teachers, Greeley, Colo. Commercial O. A. George University of Minnesota, M Mathematics Mary L. Green Carroll College University of Iowa, A. B. Commercial Avril Grimsley Southwestern College, Winfield, Kansas History lnez M. Gwynn University of Iowa, B. A. Mathematics Alma Harris University of Iowa. B. A. English F. B. Hathaway Ifmdlry .Polytechnic Institute, Peoria, Illinois . Manual Training Harold H. Henley .A. Purdue University, B. S., M. C. Mechanical Drawing Marian Henry University of Iowa, B. A. History Audrey Hickman Iowa State College, B. S. Design K Jessie L. Hoff Penn College Commercial Hazel L. Hull University of'Iowa Normal Training Helen Hyland Iowa State College, B. S. Home Economics J. Leonard Kline Coe College, B. S. University ol Iowa University of Notre Domi' Director of Athletics Mildred l. Leven Macalester College, A. B. Biology Mollie P. Ma cGowan University of Iowa, B. A. Graduate work Columbia U. Mathematics Jay B. MacGregor Grinnell College, A. B. History john W. MacMillan Carroll College, Waukesha, Wisconsin, B. A. Economics Mabel L. McEwen Piano Marie Mendenhall Cac College, B. A. Mathematics Marion E. Miller Oberlin Conservatory of Music Violin L. L. Minor University of Illinois, B. A. University of Chicago, A. Ill. Chemistry R. F.. Nyquist .Yorthwrst1'rn University, B. S. Commercial Florence E. O'Leary Stout Instituto Home Economics Hannes S. Olsson Pupil ol William Sherwood Pupil of Frederick Grant Gleason Pupil of Arlolt Wcidig Music ' Esther E. Oltrogge Iowa State Teachers College University of Iowa Oral English Helen L. Platt Michigan State 'Vormul Battle Creek Normal University of Michigan Physical Training Mrs. H. F. Pool University of Iowa, Ph. B. French Ruth Ramer University of Iowa English Maude E. Shelburne University of Indiana, A. B. University of Chicago French Reta Spooner Cor College English Mrs. Helen Steinberg Shurtleji College, Alton, Ill. Post Graduate, U. of Chicago Latin Cora Sundell Cornell College, I'h. B. English Florence E.. Teager University of Iowa University of Chicago, B. A. English Miriam Winter Vassar Collegr, A. B. . History

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High School Standards SATlSl7A'CTlON with one's condition and circumstances is largely relative. By pleasing contrasts we arrive at posi- tions of contentment and by unsatisfac- tory comparisons we become dissatisfied. The driver of the newest Ford in a given community is fully content until someone appears with a Studebaker, whereupon he lays his plans to surpass his neighbor by acquiring a Cadillac, and only upon its possession does his former peace of mind return. This characteristic of human na- ture to surpass our ancestors and associ- ates in possessions and attainments has contributed much to bring our race to its present advanced position and will con- tinue to be an incentive to further achieve- ments. The law of contentment and dis- satisfaction is fully operative in educa- tional matters. Pitiful is the case of the young person who from his own reasoning or through the influence of others is fully satisfied because his educational attain- ments equal or surpass those of his parents. His comparisons involve too few cases and his horizon of view is too limited. l-lis field of opportunity will have very narrow boundaries. Fortunate is the young person who has the visions to foresee the satisfaction to accrue from surpassing ancestors and com- panions in educational proficiency. The Mason City l-ligh School is organized to give the young people of this community the opportunities and the advantages to attain to a proficiency surpassing many others. It takes the young people for training just as the homes of Mason City furnish them. There is no formula or prescription by which a magic charm is wrought in the natures and tendencies of these young people when they cross the threshold of the high school building. Neither is the school privileged to select or reject its material. The school cannot be legitimately criticised because some of its members may not at all times deport themselves properly. The population of the High School and junior College this year is twelve hundred. ls there any community of this number, even if carefully selected, in which no criticism may be directed at some of its mem- bers? The High School is not a reform school, but it does aim to inculcate as far as possible correct habits of thought and action on the part of its mem- bers. It cannot, however, assume those obligations which because of their very nature belong to the home. Coming specifically to some standards as applied to our High School, we feel proud of our standing. Because of our equipment, faculty, program of studies and scholarship of students, this school has been placed in the highest class of schools by the accrediting agencies in the state and in the middle west group of states. Our students compete successfully with those of other schools in extra curricular activities, debate, declamatory, extemporaneous speaking, athletics, etc. We are proud of our rating by other schools of our standards of sportsmanship in all contests. We prize the respect and good fellowship established by competitive relationships. To govern our actions we have two expressed standards, the attainment of which we feel will accomplish success in whatever undertaking a student may engage. Be at all times ladies and gentlemen and 'il-lonor thy father and thy mother. JAMES RAE.