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Page 17 text:
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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
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Page 16 text:
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