Muskegon Heights High School - Oaks Yearbook (Muskegon Heights, MI)

Page 12 text:

THE OAKS 101 F Y 43?-'I Tables at Left, Left to Right at back: Unidentified th ddenj, Rogers thlurredl, Buckwald, He'zman, Coburn, A. Carlson tstandingl. Cater tstandingl. Mills te:d of tahlel. Left Tables, Left to Right, at Front: Fortier, H. Bartels, Matuz. Tables at Right, Left to Right: K. Kooi, Kaiser, Lelazd Pitcher, Groeneveld, Hart fstandingb. Standing at Rear, Left to Right: Pacyga, J. Krenns. Right Foreground, Left to Right: Aue, M. Kovarcik, H. Seng thiddenj, Miss Worcester, instructor. 100,000,000 guinea pigs cari't be wrong! Biology, a science that is alive. is the study of the origin, structure, func- tions, and life-history of plant and animal organisms. It is unaccompa- nied by cold figures and teaches ca e- ful observation in the held, woods, and stream. A realization of the greatness of God is a natural result of this study. This year, one hundred eighty stu- dents studied biology. It shows a de- cided increase over other years. A factor in the increasing number of stu- dents is the well equipped laboratory. A part the modern equipment follows: six compound microscopes and one binocular microscope, powered to see tiny bacteria and plant structures, a herbariam containing moss and plants of different species are grown, and many shelves for keeping specimens and equipment. Besides these articles, there is a sizable population of frogs, polliwogs ffuture frogsj, turtles, crabs, snakes BIOLOGY Mitchell Kobierski 1'non-poisonousil, lizards, spiders, a resident and a non-resident ali- gator, and cocoons, all of which are for observation purposes. All work connected with the collection of speci- mens is done by ambitious students. To be sure, without the intrusion of the Homo Sapiens the classroom would be a balanced nature world. Texts, consisting of a manual for experiments and a book for studying, and paper, constitute the students only expense. Experiments in pre- paring oxygen and nitrogen and test- ing for starch, carbohydrates, and sugar and others give the students the technique of experiment which prove invaluable later. The last ten weeks of school are spent studying man, with emphasis upon his health and well-being. llliss Margaret XN'orcester, instructor, hopes next year to have white rats for diet observation and a glass enclosed beehive and ant nest also for observation.

Page 11 text:

100 THE OAKS MATHEMATICS Yes, ma'am, it's an octa-octa-octahedron! Allison Blanshine Students wishing to study mathe- matics, whether they intend to be engi- neers, business men or women, or simply managers of a home, will find there is about as complete a course here as could be desired. Four semesters of algebra, two of plane geometry, one of solid geometry, and one of trigonometry, are offered. Beginning algebra, and advanced alge- bra are taught by Miss Florence Kurtz: college algebra, by Miss Vera Cum- mings. lllane geometry is a sophomore course extending throughout the year and is taught by both Miss Kurtz and Miss Cummings. Solid geometry and trig are taught by Miss Cummings. First year algebra deals with the fundamental operations and the use of positive and negative expressions. Un- less the student continues in mathe- matics, this first year's work will prove of little practical value aside from the practice which may carry over into business mathematics, soc- ial, or science, studies. Third semester algebra stresses functions and their graphs, the graph- ical solution of equations with both one and two unknowns College algebra deals with the quadratiefequa- tion, their graphs, the study of pro- gressions, permutations, combinations, and determinants. Students who do not use this credit toward graduation, have been allowed college credit. Plane geometry is the study of tri- angles, parallel lines, circles, polygons. and rectilinear tigures. Solid geometry is the study of prisms, pyramids, cylin- ders, cones, spheres, and their uses. Trigonometry presents the function of an acute angle of a right triangle. It demonstrates that the function of any angle can be reduced to the func- tion of an acute angle, and applies this principle to the study of the right and oblique triangles. Row on Left, Facing Glock: Buddy Dendrino fin immediate foregroundb: Irene and Julia Kosteles are hidden. Standing at Blackboard. Left to Right: S. Polanyi. Herbert Barfels. Front Row Near Blackboard, Left to Right: Coburn, Sc'1uster, Fortier lhidden, all but earb. Second Row, Left to Right: Hatch, Wood Cpartly hiddenl, Jensen, McFheron, Pierce, Engle, DeMars tnearest clockl. Third Row. Left to Right: E. Purchase, McCormack, Kioi, N. Leisman, Hinchman. Miss Florence Kurtz. instructor, was hidden at far right in this picture. , s..... , l ' . .

Page 13 text:

FOREWORD MICHIGAN CENTENNIAL 1835-'37 -- 1935-'37 For a hundred years, Michigan has extended a mighty hand in the direction of progress. As far back as September, 1835, when Michigan was a frontier community filled with daring men and women who stood ready to defend their homes and rights with rifles, the spirit of progress was uppermost. Governor Horner, on the occasion of his first speech in Detroit, received a bullet through his hat and is reported to have said, I apprehend no danger! That is the sort of courage upon which our great state is founded. But in their feverish zest to build a state by carving and hewing their way through a wilderness, our pioneer fathers found no time for cul- ture. Indeed, there was no need for culture in those days. Yet in the history of every civilization there comes a time when culture is necessary to progress. Our forefathers realized this fact. It was during the Constitutional Convention of 1835, therefore, that a basis was laid for what is now a fine school system. Only a little had been accomplished before this time. Much has been accomplished since. Much more re- mains to be done. We have chosen the Michigan Centennial as the theme of the 1937 Oaks, not for the sake of flowery tribute, but simply out of gratitude. We are glad for what we have and what our state has been. The problem is nevertheless ever before us. We need strength to carry on, and we shall carry on, for we feel that in the schools of today rests the future of the next one hundred years even as our good fortune of the hour depended upon the foresight of men and women of a century ago.