Montpelier High School - Mirror Yearbook (Montpelier, OH)

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SOLVING SCHOOL PROBLEMS Seated: Miss Burns, Miss Heth, Miss Park, Miss Lattanner, Supt. Newton, Mr. Kannel. Standing: Mr. Morris, Mr. Shaeffer, Miss Brevicr, Mr. Bower, Miss Sharp, Mr. Faben, Miss Connel, Mr. D. G. Swanson, Mr. D. V. Swanson, Mr. Radenhaugh. We, of Montpelier High School are extremely fortunate in having a sta1T of instructors who take a wholefhearted interest in our welfare and progress. In their meetings they have decided upon many changes and departures which have heen exceedingly desirahle and advantageous to the student hody. They have shown unusual sympathy and patience in their capacity as teachers, and I am sure that to them we owe the credit to them for what henefits wc have received from our schooling. I . Q ' 1 . Q1 1 J .. . -:aJi::g?5i fs! , if 5 H My ' --A 'KKK' x .,p-as ' 4,.s:g,. x . Zh A ' ,Q if In ,.3:.. I cw -5 vi q j 2355 -' V , gg, I L1P?9fp'+f14fEii,Eitii NS? 5, 1' '- -::. I - -' . 'iseiefwxiie W is y ,.,, - Bliffwtifww . . .D t,o,i..i.fIeE 'i'73r'Vi5E3 1 535355555 roi? 5 fm ' f i Q D r A College Preparatory General English I CRD Commerclal English I CRD L English I CRD English I CRD General Math. English I CRD Agriculture I as Algebra General Math. General Science Home Econ. I General Science gf General Science General Science Community Civics M General Science Elect One: Latin I Elect One: and Elect One: Algebra or .... Rigging: Community Civics UQ Industrial Geog. 15 Algebra I or General Math. 2 Physical Education Industrial Geog. 15 Music General Math. Early European Hist. Lf Home Economics Physical Education Early European Hist. Music Early European Hist. Music Physical Education Physical Education Physical Education L English ll CRD English ll CRD English II CRD English ll CRD English Il CRD 3 Plane Geometry Mod. European Hist, lioolikeeping Home Econ. Il Agriculture ll 5. Latin II Elect Two: lhology Elect Two: Farm Shop Elect One: Biology Elect One: Biology Elect One: 'E Biology Itookkeeping Bus. Train. k Arith Mod. European Hist. Biology Q Mod. European Hist, Home Econ. II Mod. European Hist. Plane Geometry Mod, European Hist. 3 Music Music Music Music Plane Geometry gp Physical Education Physical Education Physical Education Physical Education Music Physical Education English III CRD English III CRD English III CRD English III CRD English III CRD je Amer. History CRD Amer. History CRD Amer. History CRD Amer, History CRD Amer, History CRD tu Elect Two: Elect Two: Elect Two: Home Econ. III Agriculture III P- Latin III Chemistry Shorthand I Elect One: Elect One: U French I Sales. and Com. 'Law Typing I Chemistry Chemistry L. Chemistry Home Econ. III Sales. and C'oin. Law Public Speaking Public Speaking E Advanced Math. Typing I Music lfugiq Music 5- Music Music Physical Education Physical Education Physical Education Physical Education Pliysical Education English IV CRD English iv CRD English IV CRD English IV CRD English IV CRD R Ammo Govwnmft KR, Aijqgpl Govei-nm'f CRD Amer. GoVernm't CRD Amer. Governnrt CRD Amer. Governnrt CRD 4, Elect Two: Elect Two: Elect Two: Elect Two: Agriculture IV P- Latin IV Physics Shorthand Il Physics Elect One: I French II Sociology and Econ. Typing II Sociology and Econ. Physics 41 Physics Public Speaking Sociology and Econ. Public Speaking Sociology and Econ. 5 Sociology and Econ. Typing II Music Music Public Speaking o Public Speaking Music Physical Education Physical Education Music U- Music Physical Education Physical Education Physical Education Page I 3 -Mary Kirk

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Name: H. M. SHAEFFER Department: Mathematics Horne: Montpelier Schools: Heidelberg College and Ohio State University Degrees: B. A. First 'Teaching Experience: Boys' Industrial School, Lancaster, Ohio Teaching Careet: 15 years Extra Activities: Student Council Advisor Outside Interests: Presbyterian Church, Mas' on, Library Board, American Legion and Rotary Club Hobby: Fishing H. M. Shaeffer, Principal TRANSITION It is not so many years ago that a high school pupil attended school and asked few, if any questions concerning what course or subjects he should take or study. In fact there were only about sixteen or seventeen offerings, therefore he had the choice of taking what the curriculum offered or considering his education completed and find a job. He was a child or at least a near cousin of the behaviorists. That there should have been a change from that philosophy is not surprising. Surely the limitations of such a curriculum were ill adapted to the democratic philosophy or the present day pragamatism. Today we find every high school, large or small, offering as many courses of study in the curriculum as staff, class periods, and administration can muster. In fact some schools have found it quite advisable to increase the offerings and yet maintain a low per capita class cost by investing in correspondence courses. In addition to the curricular we have seen the extrafcurricular expand until at times it seems to take the place of the parent. That such work is worthwhile is not to be questioned. The point in question is how large a dose should the patient take. The pendulum has moved from the very conservative position of the past to, it would seem, an almost radical liberalism of the present, until we are again questioning what is grain and what is chaff. Various committees of local, state, and national char' acter are trying to determine an answer to the question. It is not an answer and yet, out of the complacency of yesterday has arisen the conf fusion of today from which it is to be hoped there may emerge the practicalness of doing, the emotionalism of invention, and the genius of control, our material which we have so needlessly wasted, humanity, so neglected and forgotten, and spiritual, which though denied will rise again. Page 12

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