Rensselaer High School - Chaos Yearbook (Rensselaer, IN)

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Annual draining »ooni Sntmatrial 3rts CARL CLEAVER. Chicago University. The taxpayer expects the school to educate the boy so that he may become a good citizen. The success of this will depend upon the extern and ability of the school to adjust itself to the individual needs of the boy. If tlhc common subjects do not appeal to him. their study will not fully develop his best qualities. Then the school must if possible try to discover what will do this and give it to him. In teaching woodwork, one step has been taken toward this condition. Woodwork appeals to some because it is concrete. The image is not only formed in the mind but also produced in actual realization. The simple process of a boy’s coming to an understanding of something to be attempted and then going thru with it is highly educational. It develops ambition and purpose. Woodwork should have for its aim tool process, development of individuality, ns well as a sense of doing things right and well. Interest as the principal clement of the boy’s mental comj osition should be the basis of this work and projects closely related to his community life should be attempted. It is not the intention of the school to teach the carpenter or cabinetmaker’s trades, but at the same time if the boy wishes to learn these trades, lie gets a “running start’’ in the woodworking shop. “Wish I had a bid to the dance!’’—Any Soph girl. I-AGE EI.KVES

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science so that the student from this school may continue his work in college without loss of time; second, to make the work as practical as possible for those whose education ends with graduation. This first object has been accomplished by a study of Brownlee’s Elementary Chemistry; the second, by a selection of laboratory exercises from outside sources such as: (1) testing of fertilizers ami soils, (2) milk testing (Babcock pro-cess), (3) testing of foods for adulterers ion, (4) testing of paints and oils. (5) removing of stains. (6) dyeing, etc. At the present time the tendency is to require a high , school subject to justify its existence by showing of what practical value it is. We believe that chemistry can prove its right to exist by the above test. By this statement we do not claim that a high school graduate is enabled to sell his services as a chemist, but we do claim that the course is practical in that it. to a greater extent than any otiher science, touches the many phases of life into which the student goes, regardless of what his calling may be. IMstorp C. R. DEAN', A. B. Indiana University. To the great majority of students and pupils, history is an entertaining ami interesting subject. Its scope is broad and much of the subject matter is rich in biography, which always adds itrterest in a subject. One might say that the aim is at least two fold:—1. Namely to enable one to enter into an understanding of the present thru a sympathetic study of the past. 2. To sec the development of man and his various institutions step by step as they have come down thru the ages. In teaching such a subject as history, the text hook is used very much as a manual or guide. The interest in history is largely determined by the outside or collatcrial reading. Of course the main topics in the text are always discussed but much time is spent on the subject from information obtained in other texts, biographies, historical fiction, pictures and stories. In most of the courses rite students are asked to read so many books on historical fiction ami each book lias a certain value. The History Department docs not aim to uncover a Hcrodrtus, a Tacitus or a Rhodes but to have each pupil get the so called historical point of view. By a sympathetic study of tlic past, as mentioned above, together with a brief analysis of the various institutions of the |»st, pupils are able to understand something of the present. This is accomplished thru debates, class discussions and reports. Altogether, there arc two and one-half years of history offered by this detriment. 'Hie student’s first taste of the subject comes in the Sophomore year and that is Ancient History. All students are required to take this course. It commences with the earliest history ami concludes with the breaking up of the Roman Empire. The Mediaeval work comes in the Junior year and continues thru the first semester and is followed by the Modern History in the second semester. This is an elective course open to all students who have ] asscd in the Ancient History. The Seniors are required to take the third years work which consists of American History the first semester and Civics the last semester. In the Civics much time is spent on the study of the local governments of Rensselaer. Marion Township and Jasper County. This is used as a basis for the study of the state and national governments. We aim to show that the principles underlying the local governments arc the same as those in the state and nation. The facilities for history work arc very good in Rensselaer. The city library has many excellent books which are accessible to all history students’ The department has good maps in the class rooms which add much to the work. PACK TEN “From a woman’s standp(o)int! —Miss White.

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Our work this year l cgan with the sixth grade and included second year high school work. Six tables for the Domestic Science Department, twelve lockers for the gymnasium and several small articles for the school were made by the advanced pupils. Tlic grade pupils and first year high school students have made different articles ranging from a sandpaper block to a morris chair. Next year it is planned to give as much time and credit to this work in high school as to any other subject. Mechanical drawing will be made a part of the work and will be closely related to the shop work. Tracing and blue printing will also be done by the mechanical drawing students. It is hoped that next year we may have some woodworking machinery and possibly a few wood-turning lathes. As much of the Industrial Arts work as possible will be given, that will further the development of the boy. ia tin PEARL A. RUIHLEY, A. B. Western College. During the last decade, the survival of Latin in the common school course has been a mooted question with school men. In this day of vocational education, in which Hie spirit of commercialism applies to all subjects the tests of practical and immediate value. Hie study of I.atin lias seemed doomed to a gradual deliquescence, as a study purely ornamental and of hereditary social position in the high school curriculum. 'Hie inevitable reaction from the ultra-practical tendencies has set in. Educators deem Latin worthy of position, not alone because of its disciplinarian value, but because of its historic and cultural associations. Since, approximately, fifty per cent of our English language is derived from this tongue, its study, from the standpoint of self-expression, seems worthy of retention. Text liooks, written in accordance with the newer ideas of language teaching are being published. As these texts arc improved Latin will gradually lie taught in the methods now approved for the teaching of German, French, and other modern tongues. Its study will become less a matter of memory drill and mental discipline in the abstractions of grammar: its presentation will, in time, vary from the traditional, rigid methods, so long followed. In addition to the more attractive texts, charts, 4iich show graphically the relation between Latin ami English, directly and indirectly through the Romance languages may be secured. Other equipment for making the study of first year grammer more efficient and more spontaneous is now being prepared. These aids, both to study and teaching. Hie department hopes at some time to secure. The full course of Latin, required for college entrance, is given by the Rensselaer High School, with those texts defined by state law. Of these books. D’Oogc’s Text for Beginners is the most commendable, reflecting in its illustra-lions and arrangement some part of the newer tendencies. The remaining texts arc still of the old type, but may be amplified by outside material. Listen.”■—Emily Thompson. PAGE TWELVE