Rensselaer High School - Chaos Yearbook (Rensselaer, IN)

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ittatlmuatirs C. F. BRADSHAW, A. B., Indiana University. Elizabeth Hume, Assistant. Wm. Lee, Assistant. Power to think and to do is one of the ultimate ends of education. The Department of Mathematics of the Rensselaer High School contributes to this end in the training it offers to its students. There is no subject, except the use of the mother tongue, which is so intimately connected with everyday life, and so necessary to the successful conduct of affairs. Wherever we turn in these days of iron, steam, and electricity, we find that mathematics lias been the pioneer and guarantees the results. Mathematics is a venerable subject, that has been included in every curriculum designed for the instruction or punishment of youth ever since primitive man first learned to count on his fingers, thus fixing the basis of our notation at ten. In very recent times, however, distinctive progress has been ' made in the subject of elementary mathematics, both in subject matter and in methods of presentation and it is the ambition of this department to keep abreast of the times. We are opposed to divorce as a general principle and especially opposed to divorcing the closely related divisions of secondary mathematics from each other; hence, in our teaching, we correlate algebra, geometry, and arithmetic at every opportunity. Nor do we neglect to keep the work in close touch with that done in physics, drawing, and manual training. We scarcely hope to develop a second Sir Isaac Lewton. We do not even guarantee the graduates of the department to be completely trained and infallible business men and women. We do strive to acquaint our students with the best business practice of the present day, to give them a glimmering of what constitutes a proof, to develop in them a little, the power of careful inference, to give them some insight into the mathe- matical march of nature, nor do we fear lest they reach the extreme position of attempting to model their whole lives upon the deductive syllogism or the algebraic formula. To obtain a certificate of intellectual health, com- monly called a diploma, every student of the High School is expected to take the entire prescription of seven semestral doses in this department. Without weakening any of their active ingredients, these mathematical tablets are chocolate coated by the instructors, in the hope that the boys and girls will acquire their facial development in some other way than by making grimaces over their “math” assignments. Some fail in their mathematics, but it is our fond desire that none ever leave the school with an unreasoning hatred for this subject. During the Freshman year elementary algebra is the core of the course, with most of the work grouped about a study of the simple equation. Plane geometry, along with considerable related algebra, is studied during the sophomore year. A half year of advanced algebra fol- lowed by a semester of solid geometry constitutes the Junior mathematics. The Seniors take a half vear of advance arithmetic, planned to meet the needs of these who desire to teach arithmetic in the public schools and those who elect to continue their training for a business career.

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OlltemiBtry anil piysirs Elizabeth B. Hume, A. B., Western. In the spring of 1909 the apparatus which the Physics department then had was moved into the Chemical laboratory and, for two years now, the Chemistry and Physics classes have shared in harmony Boom 5. Having the two classes working in the same room has proved a great advantage, since in many cases one set of material has served for both classes, and, with the new equip- ment, which the Board has purchased each year, the classes have been able to do good work. The Chemistry class started the year with an enrollment of sixteen. The text-book used was Brownlee and Others’ “First Principles of Chemistry,” and manual by the same authors. It is a comparatively new text and up-to-date, giving its users not only a thorough knowledge of the general princi- ples of chemistry, but als o its relation to manufacture, agriculture, and everyday life. The Physics class have used Carhart and Chute’s “Physics,” and there were thirteen courageous enough in September to attempt the course, in spite of warnings from classmates, “it is awful hard, don’t take it.” And all remain to testify that their classmates used false testimony. Since the aim in both sciences is to give a practical and useful knowledge of the facts concerning them, it is probable that the Physics text will be changed in Septem- ber, 1911, for a new one, emphasizing the everyday side. The aim is to give to those in these classes the truths in the most interesting and beneficial form.

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ijtstorg C. ROSS DEAN, A. B., Indiana University. I. N. Warren, A. B., Indiana University, Assistant. Edith E. Leonard, Assistant. Three years of work are offered by this department as follows: Ancient History, which is required of all Sophomores; Mediaeval and Modern Europe, open to those who have taken the first course, and the United States History, which is required of all Seniors. In the Ancient History, it is the purpose to study in detail the early civilizations of the Nile and Tigris — Euphrates Valleys, followed by a brief survey of the other Eastern Nations. The remainder of the year is spent in a more detailed study of the civilizations of Greece and Rome. In the study of these countries, it is the aim to discover, if possible, the contribution of each to later civilization and to see. how it was the special mission of one nation to scatter civilization, another to develop art, another to develop government, and so on. The text used is Myers’ “Ancient History” (Ginn Co.). The second year’s work starts with the breaking up of the Roman Empire and continues down to the present- day history of Europe. In the first half-year we spend most of the time on the rise and growth of the church, the development of feudalism, the conflicts of church and state, the crusades, and the origin of the nations. In the second half it is the aim to study the history of Europe down to the present time, but most of the time is spent on the Renaissance, Reformation, and French Revolution. The text used is Robinson’s “History of Western Europe” (Ginn Co.). The United States History commences with the early period of exploration and settlement and extends down to the present time. As in the other courses, certain periods are studied more in detail. For the past three or four years certain old soldiers have given lectures on the Civil War which have been highly instructive. Civics is studied along with the History work, but the students are not required to have a text. The text used in the History is McLaughlin’s “History of the American Nation” (Appleton). Each student is required to make maps, do outside reading, keep a note book, and give reports from time to time. The Rensselaer Public Library furnishes ample opportunity for those to do advanced reading who are not satisfied with the minimum requirement of work. Okrman LOUISE B. KIEFER, A. B., DePauw University. Beginning with the school year of 1910-11, German was offered to the Freshman class as an elective, thus making possible a four-year course of German. In the Freshman year Bacon’s “German Grammar” is completed and “Im Vaterland” is used as a reader. In the Sophomore year short German stories and plays are read with one period a week devoted to theoretical grammar and composition. In a general way, the student may expect to gain from a successful high school course in German : 1. Ability to read with fair fluency. 2. A better understanding of the grammatical structure of the English language. 3. Some ability to speak and understand the German. 4. Some knowledge of the history, the literature, the manners and customs, the culture of Germany and the German people.