Medina High School - Mirror Yearbook (Medina, NY)

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Q Q Q Q THEMIRROR Q Q Q 1 books and note-books. They also make place cards, favors, and posters, which help to emphasize the aims of the Home Economics work. Perhaps thc very busiest periods of the day are the third and fourth in the morning. During these periods, one girl taking High School Home Economics, and four students, who work for their lunch, prepare the noon lunch for the students. The aims of the luuchroom course arc: to plan, prepare and serve suitable refreshments for various occasions, to plan and prepare dietaries, to preserve and store food for future use, to emphasize the selection and preparation of suitable foods for the school lunch-that is, foods which will give the students the most nourishment for the amount of money expended. YVhen the 11:45 bell rings, the student customers begin to line up. XVhen they reach the counter, they provide themselves with trays and necessary silver. As they pass along the counter, they are first served the main or hot dishes, next the beverages-either cocoa or milk, next, salads, then rolls, and lastly, the dessert, oranges, and ice cream. Each dish is sold for five cents, except milk and oranges, which are slightly less. A complete, well-balanced lunch costs not more than twenty or twenty-five cents. The number of students served each day averages between ninety and one hundred and fifty. Between 12:00 and 12:45 eight girls take entire charge of running the electric dish washer and of washing all cooking utensils and trays. These girls receive only their lunch in return for their services rendered. The first two periods in the afternoon are devoted to a Senior High School clothing class. The aims of this course are: to teach the relation of the principles of design to beauty and choice of clothing, to teach the characteristics and comparative values of textile fabrics, so as to de- velop an interest in those factors which influence the cost of the family and personal clothing, to teach the efficient use of equipment in the construction of clothing, to encourage a spirit of service through work- ing for others, to teach the relations of hygiene to health, and the care of body and clothing. In the Junior High School Group there are four different classes, which meet the seventh and eighth periods of the day. Because of limited time, each of these classes meets only once a week. The classes are divided according to the grade of the student: YB, 7A, 8B, and 8A. The first class learns how to care for and run the sewing machines. Their first problem is the making of a white uniform to be worn later for all food Work. The next term this class is given instruction in food selection and preparation. The third term the girls are again given more advanced work in clothing selection and construction, while the fourth and last term is devoted to more advanced food study. --Verna Garrett Page Twenty-eight

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lr Q Q Q THEMIRROR Q Q 1 Q him a taste of art, music, a foreign language, or an industrial course, and may thus help him decide upon his future vocation. That explains why the freshman year's work is often called 'texploratoryf' By the second, or at least by the third year, the student should have some definite ideas as to what he likes best. Having formed these ideas, he specializes in those subjects which most appeal to him. For example, let us say the student is interested in the commercial subjects. He may specialize in that field by taking the regular com- mercial course, or he may take the general academic course and branch out into the commercial field for his electives. Likewise, the students interested in classical, art or music courses may study foreign language, drawing, music, history or science as electives. This brief outline may give some idea as to what the student may do to graduate from high school. The times call for men who have special- ized in a certain line, and the more proficient a man is in his single course, the more successful he is bound to be. Medina High School is not a machine into which boys and girls are fed like so much raw ma- terial to be ground by a. four-year process and then turned out as dupli- cate copies of a single mechanical product. A thousand times no ! When our diploma is handed to us, we as human individuals leave our Alma Mater to take up the challenge of a richer, fuller, and better life. -Vlfinthrop Curvin Around the School Clock with Home Economics HE Home Fconomics department of Medina High School is J 'xg -' 1 - made up of three different groups of students. The first group is composed of High School students, the second, Junior High School, and the third, Pre-Vocational students. THE PRE-VoeATIoNAL XVOHK At nine o'clock every morning the Pre-Vocational group comes over from the Central school. They are instructed in Clothing, Home Nurs- ing, Foods, and Drawing. These girls spend at least two periods in the department every day. Mondays and Tuesdays are spent in the sewing room. There they are given a general knowledge of garment construction, renovation, and wise clothing selection. Their first project is to make a white smock. On Wednesdays they are taught how to care for and prepare dietaries for the sick in the home. The foods class meets every Thursday, and is taught not only how to prepare foods, but also how to plan and serve meals, what to do in emergency cases of fire, burns, etc., and how to use and care for the equipment in the laboratory. In the drawing class on Fridays the girls make their own recipe Page TWBIIYZY-SBVEII

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E E Q Q THEMIRROR Q Q Q Q Printing Courses ,- YVO years of printing are oltered in our High School with the major aim of teaching p1'esent day methods of hand setting for commercial and school forms. Each year's work consists of from twenty to twenty-five projects, and includes the keeping of a speci- men note book of the work done. The course in Printing I is divided into three major divisions. The first unit is the setting of straight matter composition and involves learning the case, the terms and tools used, simple make-ready and press work, and the setting of prose paragraphs for the school paper, poetry, initial printing, cut-in notes, proof-reading, punctuation, and the like. The second unit is the setting of commercial job work and display composition, such as: tickets, lctterheads, bill heads, hand bills, window cards, etc. The third unit is the setting of school record cards and other book- lets and printing. This includes programs, library forms, athletic and health forms for records, banquet and dance programs, census cards, Regents' cards, etc. Printing II is offered to those who have completed Printing I, and is designed to give greater skill in more difficult typography and press work to those already interested in printing. Briefly, it consists of about twenty projects involving more elaborate rule work, and border and ornamental designs for covers, title pages, tabular work, and twof color work for mottoes and holiday cards. Both Printing I and Printing Il. are taken daily either one period a day for forty weeks, or two periods a. day for twenty weeks. Sheet Metal I-IEET Metal work is a new course being offered to High School students this term and will probably be put in tl1e Junior High and prevocational curricula in January. This course aims to give the students the fundamentals which a sheet metal worker should know, including the use and care of soldering coppers, floxes used on various metals, lay out of patterns, correct use of metals, and the use and care of the machines and hand tools. The projects made include cake tins, cookie cutters, flour scoops, dust pans, funnels, liquid and dry measures, open and covered pails, waste paper baskets, garbage pails, and many other useful articles for the farm or city home. Page Twenty-nine