Mondovi High School - Mirror Yearbook (Mondovi, WI)

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boys are plowing their way toward the end of Solid Geometry. Several of their comrades had planned to join them but were hindered on account of conflicts with other subjects. The |uintet has learned how to compute the lateral area, the total area, and the volume of a prism, a cylinder, a pyramid, a frustum of a pyramid, a cone, and a frustum of a cone. The sphere will be studied next. A mathematical magazine states that instruction in mathematics has in general the important duty of co-operating in the development of the power of thought of the pupils, to lead them to the formation of independent judgments, to facilitate the understanding of the laws of nature, and no less than any other branch of instruction, to cultivate the clear expression of thoughts in correct language. Teachers' Training. Principal D. A. Swartz. Instructor. The Teachers’ Training Course is one of the most practical and most popular of the several vocational courses offered in our high school. It is practical because it trains directly for the job. Every graduate, who desires to teach will have a position at an initial salary perhaps greater Uian could be commanded in most other lines of work. The popularity of the course is manifested by the fact that thirty are enrolled in it in the vaiious years. Students who complete the course in the Mondovi high sc!tool are not required to take the advanced professional training required by law of inexperienced teachers. Four years of English are required in the course. Otherwise than that English is obligatory, the first two years of the teachers Course is the same as that required in the other courses. In the third year, • however, a complete unit is given to reviews of common school branches, such as English Grammar, History, Geography and Arithmetic. In the Senior year there is a full unit of psychology theory and art and School Management, besides a semester of practice teaching under supervision. In the Theory and Art class are worked out material and methods of presentation in the various subjects to be taught in the rulal school. In the practice teaching this knowledge is put into actual practice under the direct daily supervision of both Principal Swartz and the grade teacher in whose room the practicing is done. Students are required to make out daily lesson plans which must meet the approval of both supervisors. Tins lesson plan making compels the student teacher to carefully prepare her lesson, organize and arrange her facts, and originate methods and devices for presenting the work in a skillful and interesting manner. In the administration of this course we assume that we have a problem of education in the country which is separate and distinct from that in the city- that educational standards, material, and to some extent methods u. instruction must of necessity differ from the same as applied to urban

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schools. We arc convinced that, if tlie rural school is to reach a high standard of efficiency, it must reflect the actual life of the country community in which it is placed. It must be so administered that it will reach boys and girls with an interest strong enough to hold them in school until they finish the course. It must train them into their environment and fit them to live their best lives right on the farm. It must give them respect for the farm through an intelligent insight into its many and varied problems, the solution of which calls for the application of the best thought which men possess. It must above all. give the children a strong and abiding love for the things of nature and of the out-of-door life. ... , The high school assumes it to lie its function to furnish in the graduates of its training course , teachers who shall Ik trained, not only to teach well, but who shall he able to make their schools count as aggressive and vital factors in the actual life of the community. ur students are never allowed to lose ,i2ht of the fact that tlicv arc to teach in the country. The problem at every step is: How can I make this lesson, this exercise, this subject, count for the most out there in that rural district where I am going. 1” The farm and the farm environment are freely drawn upon for subject matter and illustrative matciial in the various branches of study. It is our ideal that our graduates shall take to the district in which they wil teach, not alone professional skill, but an intelligent appreciation of rural life in all its phase a »enuino love for the country, high ideals of the importance ami the possibilities of the teachers work there, and the ambition to make the ideal become a reality. ... , . , nl ... Following is the enrollment in this department: Elwood Cleasby, Eva Kllenberger, Ada Halverson. Estelle Halverson, Marian llalberg, Bessy Hardy, I eland Lamb. William Mnv. Ol-ra Martinson. Louise Munson, Susan McOinley, Irene linseling, Algia Smith. Laura Smith, Vida Smith, Buelah Rrowbndge, Loretta WerreTl, Floy Perry, Fern Cosford. C' rI Krickson, Myra Pabst, Everitte Smith. Leland Melrose. Myrtle Gates. era It usehng. I.ucl a Holmes, Irene Fitzpatrick. Ella Kcllom. l ouise Parker. Myrtle Paulson. cltna Smith, Mina tleisch-auer. Mary Fleming, Beatrice Iverson. Isabelle Ede. Marion beasions. Cora Thompson. Irene Voll, Hazel Cosford. History. Ella C. Schuldt, Instructor. ’I’ll K V ALL F. OF HISTORY. The old idea that history is i niv a record of man’s past is now relegated to the limb., of outworn ideas, flic new idea i- that history is life: that it has to do with all the activities of life. Mr. Hart in the preface of 11s recent historical work. The American State.” brings out the newer idea when he says: ’A history today must not simply be a political or constitutional history; it must include the'social life of the people, their religion, their literature, and their schools It must include their economic life, occupations, labor systems and or-