Nicolet High School - Shield Yearbook (Glendale, WI)

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,NNN R. by, -af 17' , f, eff?-1f'f ,J C-WI GCLASS S MEANT BUSINESS Students received preparation for the world of business as well as every day economics through such business courses as typing, shorthand, bookkeeping, gener- al business, clerical practice and office practice. Those students interested in working beyond the regular class curricu- lum could study advanced typing and shorthand in a two-hour class. With a background in business, students could pursue careers in office occupations, law, accounting and business management. Tape recorders were the teachers in the advanced shorthand classes as students practiced taking dicta- tion. gf, B' shorthand class. l hour bookkeeping class. Girls worked independently on areas in which they felt they needed practice in the two hour advanced typing and y Diagraming on the board, Miss Hansen explained the use of a l cash receipt journal to her first

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Dan Flynn helped the juniors edge the seniors in the first semester model house competition. I DUSTRIAL ARTS DEVELOPED CRAFTSMANSHIP The varied curriculum of Industrial Arts of- fered the enterprising student valuable work experiences and personal satisfaction. Whether working in the metal shop or in the drawing room, the boys acquired proficiency. The skills learned in Industrial Arts added to the pride gained from successfully completing a job. whether it be a blueprint, model house, or book- case, helped these boys in embarking upon a career as an architect, draftsman, or engineer. The boys spent six weeks working on projects such as this stepladder Whether operating a drill press, or, as in this case, a table saw, the boys made bY Dan DBY- had to be able to work efficiently with power machines. I l ,err ft!

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GLISH EXTE DED SKILLS AND CCNCEPTS Mwst is e ,Q'L' ' 2 I , Free period was not so free for these teachers who busily prepared tests or graded themes. Each year in English involved a more complex curricu- lum. In the freshman year a student learned to write para- graphs. He acquired knowledge about literature and inves- tigated the contents of a one-act play. The following year this same student worked on longer oral and written com- positions and learned to read three-act plays and Shake- speare. By his junior year he discovered how to refine his compositions. He also studied the famous poems, short sto- ries, and plays from American literature. His last year of high school, he analyzed literature and learned to express his ideas in a term paper, utilizing all the skills gained in his study of English. After students had discussed clear thinking, Miss Hoefs helped them in- corporate these ideas into their compositions. These freshmen English students conducted a panel discussion of the clear and logical thinking used by short story characters. W -ag,- -1g