Sharon High School - Mirror Yearbook (Sharon, PA)

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i94 %r■f===%Uf yr%==r r%=r% English Department Probably there is nothing of which people know so much and yet so little as their own native tongue. The aim of high school English is to teach the pupil the art of communication and thoughtful reading ability in his own language. Each year builds upon the work of the preceding one in an effort to accomplish this purpose. In the eighth grade a thorough review of the fundamentals of English spelling and grammar attempts to remove glaring errors. A desire for good reading is fostered by the study of appropriate selections from a number of literary masterpieces. In the Freshman year the rules already learned are reviewed and applied. An intellectual interest in composition as a whole is aroused. A special effort is made to inculcate sentence sense, both oral and written. Such books as Ivanhoe”. “The Merchant of Venice’’, The Christmas Carol”, and The Sketch Book” are studied. The Sophomore year emphasizes written and oral composition as a study of distinct literary types. Classroom literature study includes Julius Caesar”. The Lady of the Lake”, Silas Marner”. The Rime of the Ancient Mariner , and Sir Roger dc Cov-erly papers. The Junior year directs its main efforts in composition to argumentation without a text. Composition, oral and written, becomes a study of the organic whole. The history and appreciation of American listerature are studied. Macbeth”. Idylls of the King”, Lincoln’s Speeches, and selections from modern writers are studied. The Senior year rounds out the course of high school English. All that the student has learned is reviewed and applied. The second semester he may continue the regular course, or elect creative or business English. English literature, including Hamlet”, Milton’s poems, and Burke’s “Conciliation Speech”, is studied. Each year requires a certain amount of outside reading from selected lists, thus giving the student some option, but confining him to good literature. Upon completing high school the student should be able to speak and read good English extemporaneously and formally, and to choose the right reading material for himself, due to a developed appreciation of the best. Because these things are essential, regardless of vocation, to man’s success and happiness, four years of English are required in all standard high schools. Rowena Mac Bride, Grove City College. Lit. B..................................English IV Josephine E. Roberts, Oberlin College, A. B.............................. English III Elizabeth McMullen Thiel College, A. B................................... English III Maude Blair Roberts, Allegheny College. A. B..............................English II J. I. Reaney, Westminster College, Pli.B..................................English II Mary Miner, Allegheny College, A. B.......................................English I Frances First, Allegheny College, A. B....................................English I Estella Madden, Pennsylvania State College ............................English VIII Florence Boyd, Westminster College, B. S......................................English VIII Dorothy Morgan. Allegheny College, A. B.......................................English VIII Grace Kerr, Slippery Rock .............................................English VIII Thirteen

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 LOi fri History Department Each day the sun dawns on a world of civilization. Each day since man learned to draw his word pictures, this civilization has been recorded. The philosophies of men, the religious and social enterprises of men. the discoveries and inventions of men tramp down, down through the ages of history. The present plan of history in Sharon High School offers American History in the Eighth Grade: Ancient History during the Freshman year; Modern European History in the Sophomore year; American History for Juniors: Problems of Democracy, or Economics and Civics for Seniors. This schedule varies somewhat, in that commercial students may combine Ancient History by taking what is termed World History. Vocational Civics may be elected by those who desire it. The course is arranged in this manner for three reasons: First, because it is the logical order of history; second, because college requirements must be met: third, because a course thus arranged offers history in the more imaginative stages to the more youthful student, and grows more complex as the age of the student advances. Civics in the Eighth Grade shows the student his civic responsibility. He is given the first lesson in his relations to others and in his direct part in every day life. Ancient History for Freshmen tells the story of man’s development front the time of earliest written records through fully four thousand years to a point where modern civilization begins. In the Sophomore year Modern History follows, with a slight overlapping. By reviewing the ambitions of kings and the tyranny of despots, the student can better understand the democratic aspirations and peaceful ideals of the world today. During his Junior year the student, in order that he may realize how prevailing customs and institutions have come about, studies the history of his own country. The complexities of federal government, the interpretation of the Constitution, the potential forces of our westward expansion, the economic theories of sectional rivalry are not so incomprehensible as they might have been if studied earlier in the course. The final problematic study of national development is found either in Problems of Democracy, or in Civics and Economics: these studies are not a mere repetition of Eighth Grade Civics, They are reserved until the final year because they involve more complicated questions which generally resolve into discussion and debate for which the more mature mind is ready. Since some students, immediately upon leaving High School, find it necessary to face just such problems as those presented in Civics and Economics, it is more practical to place them last in the curriculum. H. F. Grimes. Allegheny, B. S....................................American History, Civics Harvey Moore, Westminster, A. B....................................................... ........................ Problems of Democracy, Commercial Geography, Economics Gretchen Stewart. Grove City, A. B. ..................Modern History, American History Helen F. Reed. Wellesley, B. A............................................Ancient History Sara Barry. Fredonia Institute .................................. American History, Civics Harriett Hamilton, Slippery Rock American History, Civics Mrs. Helen Best wick, Slippery Rock American History Mary Speer, Slippery Rock....................................... American History, Civics Fifteen