Palmer High School - Terror Trail Yearbook (Colorado Springs, CO)

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D. Haley, Cincinnati Conservatory and University, to train singers so they can enter any of the best choirs. . . R. Hampshire, Colorado College, 'Aa Speech course aimed to adjust pupils to their social environ- ments. . . , F. Handke, Colorado College, to teach people to be happy through their own person- alities by Speech expression, E. Hedblom, Colorado College, to make Physiology practical and use- ful. . . , C. Horner, University of Wisconsin, to teach, by Commercial Subjects, that life's pleasures depend on economic independence. . . . R. Huber, Columbia University, Hto help girls develop a sane and scien- tific knowledge and understanding of individual and family problems through Home Economics. F. Hunter, Colorado College, Alto stir a thirst in the mind that will lead the pupil to gratify himself. . . . L. lack- son, George Washington University, to teach Biology students to see what they look at. . . . L. Iohnson, Colorado College, Uto develop in- dividual thinking and make good citizens through Social Science. N. Iuden, Colorado College, to teach up-to-date business training and use of English in business. . . . F. Langridge, Colorado 'iAggies to teach the use of hands through VVoodwork. . . E. Lee, University of Denver, to teach pupils to speak and write English with special refer- ence to business situations. O. Lee, Chicago University, to develop, in History, the qualities necessary for citizenship in a democracy. . . . R. Lee, Colorado College, Hto teach the handling of Algebraic equations demanded in many branches of science. . . . A. MacKenzie, Colorado Aggies . to promote a skilled use of metals. R. Monroe, Oklahoma University, art to aid students in appreciating art and nature through theory and practice. . . . E. Parsons, Columbia University, in Art History to get students interested enough to study and learn after leaving school. . , . R, Patterson, Wellesley, to promote powers of observation and develop- ment of imagination in life.

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Tactful Task Masters I. Albrecht, Wisconsin, to develop initiative, good workmanship habits, visualization, accuracy, neatness, and insight with Mechanical Draw- ing. . . . E. Allen, University of Illinois to teach life's prospects and problems and control of them in respect to commercial. . . M. Avery, Olivet College, Hto make chemists think instead of jumping at con- clusions, and no memorizing. W. Ballinger, William Iewell Col- lege, through Mathematics to higher science and engineering. . L. Bateman, Colorado College, try- ing to teach English to the young. . . M. Bateman, Colorado College, to accommodate Mathematics to living problems, surveying, industry, and statistics. I. Bischof, Colorado College, to jog students awake with Iournalism and see if they can get mentally curious. . . T. Burbrink, University of Illinois, to give a rounded program of Physical Education. . . F. Carmody, University of Colorado, under- standing of speech and writing fundamentals and an appreciation and enjoyment of literature. W. Davis, University of Denver, Hendeavoring to make Geology interesting to the general student, and not a specialized science. . . . E. Dessaint, University of Wiscon- sin, to picture Roman life and civil- ization through Latinf' . . . O. Ecke, Colorado State Teachers' College, to get pupils to think accurately and to read good English. I. Erps, St. Marys College, general physical development through Physi- cal Education. . . F. Fink, H. Clark Thayer Conservatory of Music, to promote band and orchestra. . . E. Fowler, Colorado Aggies , to teach neatness and accuracy and a regular trade practice in the Print Shop. A. Freeman, Colorado College, to teach appreciation for life and cus- toms of foreign people through Spanish. , . C. Graves, Colorado College, Uto teach Biology from a cultural point of view by introducing certain fundamental facts, . . . E. Hale, Colorado Aggies , 'Ain Auto-Mechanics to teach respect for the other fellow's problems.

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N. Winburne, University of Colo- rado, appreciation of drama and of giving plays that are good dramatic literature. Plays must be acted to be appreciated. L. Pratt, Colorado State Teachers' College, to teach Commercial in a way to be of the most use to students in later life. . . W. Preston, Colo- rado State Teachers' College, 'lto prepare his Commercial students to step into jobs. . . E. Shutts, West- plains, Missouri, Iunior College, 'Ato keep law and order with a minimum of quiet in the Study Hall. B, Skidmore, Drury College, to develop interests going beyond im- mediate subjects, English and Latin, and respect and tolerance for others. . , L. Smith, Stanford, Hthrough her English course to help people with imagination to express ideas, see things in pictures, observe details, and express them exactly with an economy of words. . . W. Steele, Albany College, to define the physi- cal introduction to the scientific, electrical. and mechanical world, and to give, in Physics, a better understanding and control of our immediate surroundings. W. Still, Cornell, to relate his sub- ject, History, to the modern world as it is today. . . . M. Strachan, Wellesley, to develop the imagi- nation in regard to relations of lines and figures and to make the student more appreciative and adept in the use of deductive reasoning. . . E. Taylor, Colorado College, to teach the appreciation of languages and the relation between our lan- guage, theirs, and Latin. I. Tharp, Washburn College, 'Ito develop good taste of styles, and color to be of a practical use in school and outside of it. . . . V, Trovinger, New State Library School, Hto get Library students to be quiet, to settle down, and to study. . . P. Turner, University of Colorado, 'Ito teach an appreciation of business standards and require- ments. L. Votaw, University of Missouri, through his History course he tries to create a kind of good citizen for democracy. . . . VV. Willis, Colo- rado College, Hby teaching Chemis- try so that our surroundings will mean more to us and so that nothing will ever seem commonplace. . . .