Murphy High School - Mohian Yearbook (Mobile, AL)

Page 29 text:

i9-THE MOHIAN-33 Hridirewater. U. Ed.; Brimm, B. S.: Chcape. B. S.; Dobbins: Greer. B. S. Haverman; McGhee, B. S.; Sitz. B. S.; Thomason. M. A. The Physical Education Department The progressive physical education program today tries to combine physical and mental education. It is being realized that the child can not be taken apart and each part developed independently of any other part. The child must be developed as a whole. Therefore the aims and objectives in Physical Education and Education should be the same. We can not take on education but education must come from working desires and instincts, it is an internal development. The finer things in manhood and womanhood can not come from formal calisthenics-gymnastics but controlled situa- tions must exist where the boy or girl will have a chance to react to those situations in the desired way with a resultant satisfaction. Our Physical Education program incorporates the aims of general Education, the activities are based on the finding of a physical examination given to each pupil taking Physical Education. Advice is given on the improvement and corection of acquired or inherited defects. Pupils are required to attend health lectures once each week. These lectures are supple- mented with visual aids. Special lunches are provided for the decidedly under- nourished. A heavy Intra-mural program is sponsored so that all pupils in school can have an opportunity to play and learn how to take advantage of leisure time in later years. In short, we try to teach a wholesome healthful way of living and to take advantage of the finer offerings of life. PAGE 25

Page 28 text:

19-THE MOHIAN-33 Sc later: Brown. B. A.: Cox. B. A.: DoukIah, B. Ed.. B. S.; Moon. B. A. Murphy. B. A.; d’Ornella . B. A.: Pillanii. U. S. M. A.; Vautthan. B. A. The Mathematics Department The Mathematics department of Murphy high school consists of fourteen teach- ers and about five-hundred pupils in arithmetic and 1000 in the other branches of mathematics. These branches include two years of algebra, one and one-half years of geometry, one-half year of trigonometry and one year of arithmetic. Although mathematics is not required for graduation it is taken by nearly every student for at least one year while the ones that are going to college take two years or more. This course is as extensive as given in any high school in the country, except technical high schools and a student who takes four years of mathematics can enter any school without an examination in mathematics except, the highest technical schools such as Annapolis, West Point, and Massachusetts School of Technology. The aim of the department is well described in the Report on the Reorganization of Mathematics in Secondary Education: “The primary purpose of the teaching of mathematics should be to develop those powers of understanding and of analyizing relations of quantity and of space which are necessary to an appreciation of the progress of civilization in its various aspects, and to develop those habits of thought and of action which will make these powers effective in the life of the individual. PAGE 24

Page 30 text:

19-THE MOHIAN-33 Driver. B. A.: Baxter. B. S.: Crnddock. B. A.; Fulcher. B. A.: Jones, B. A.: I«awlcr. B. S. Marion. B. E.; Murray. B. S.; Semple. B. A.; Stapleton. M. A.; Taylor. B. S.; Woolley. M. A. The Science Department The Science department of Murphy high school offers four courses or units of study, two of which are required for graduation. Of these two units one is required in General Science, the freshman year, and the other may be selected from any one of the three laboratory sciences: Biology, Chemistry, and Physics. This program of science does not propose any sequence of courses and a pupil may choose to elect more than one laboratory science. Each is complete unto itself. Guiding principles of the science courses should be: To teach the adolescent boy or girl to think scien- tifically; to create in the pupil an appreciation of the scientific achievements of the world and of the scientists who have achieved; to correlate science with the problems of his everyday life and teach the scientific ideas so that the pupil may carry them over into his or her actual life situations; to give him a deeper appreciation scientific- ally of the industrial life of his environment; and to teach him values of health, worthy use of leisure, and the accurate command of fundamental laws and processes. All of which will lead into a truer and more worthy type of citizenship. PAGE 26