Sharon High School - Mirror Yearbook (Sharon, PA)

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O «£- o 0 k MISS STEWART MISS REED 0 MR. GRIMES MR. MOORE 0 § a 0 i 0 MRS BESTWICK MISS BARRY • • O • 4S O Fourteen

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 0 0 0 English Department When the pupil enters High School, he is equipped with the simple English fundamentals which he has acquired through the lower grades. In the Eighth Grade a review of these fundamentals is given. Here the teachers impress upon the minds of their pupils the importance and practice of speaking and writing good English. The pupil must now further th's knowledge, not through memorizing rules, hut through a practical method. When he enters the Freshman class he learns different me.hods of dealing with the difficulties of grammar, but still has his book of rules which now he may call a handbook. Through the study of such books as “The Merchant of Venice,” “The Sketch Book” and “Ivanhoe,” and through oral and written original productions he puts into practice what he has learned. Here more emphasis perhaps is placed upon the original composition than upon anything else. The Sophomore, more accustomed by this time to High School requirements, pursues his advancement in the study of English by studying types of characters. To this end he is encouraged through the authors, Scott, Elliot, and Shakespeare. In the Sophomore year too, is stressed the review of rules. The book report here as well as in other classes is an important part of the work. The Junior English class enters a world of still greater interest. The study of the classics is contrasted with the work of modern writers. Unlike former years the Junior year is almost purely literary, and it takes up the study of American writers. It is in the Junior and Senior years that the most emphasis is placed upon originality. Original familiar essays both for class and “Mirror” production form as much instruction as the text-book. The Senior year is also devoted to literary work chiefly. The student, while studying the beginning and progress of literature, must try his own hand at writing sonnets, lyrics, ballads, and essays. Milton, Shakespeare, Tennyson, and Jonson serve as fitting examples for this work. After the completion of such an English course the student ought to be well equipped for whatever he may do in the future. Elizabeth McMullen Thiel College, A.B. Columbia University, M.A. Eng. IV-III Rowena McBride Grove City College, Lit.B. Eng. IV Maude Blair Roberts Allegheny College, A.B. Eng. II-III J. I. Reaney Westminster College, Ph.B. Eng. I-II Virginia B. Fleming Ohio Wesleyan University, A.B. Eng. I Kvelyn Brown Oberlin College, A.B. Eng. I-II Mary Miner Allegheny College, A.B. Columbia University, M.A. Eng. I-II Bessie Eckles Ohio Wesleyan University, A.B. Eng. ii-m Florence Boyd Westminster College, A.B. Eng. VIII Estella Madden Pennsylvania State College Eng. VIII • • O -3D • OS O ' 0 © 0 0 0

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 - • O • Qj) O • History Department • History—This all-important word to many of us means nothing more than a • A. tedious course of study and the memorizing of a long list of dates and dry facts. A 0 As we ponder half-heartedly over a text-book assignment, the thought occurs to 0 us that here is a splendid opportunity for us to become acquainted with the world and with its people. Every day we marvel at the modern, well-arranged systems • of political and social life, and we thrill with a feeling of superiority over our • forefathers with their apparently crude customs. Yet, in order for us to fully ! understand these modern conditions, and in order to do justice to those who have A made it possible, it is necessary for us to turn back the pages of Time, and follow A the progress of man through the ages. The present plan of history in Sharon V High School is admirably suited to this purpose, giving the student a complete. • unbroken course in world progress, from the very beginning down to the • I • present day. • • Civics in the Eighth Grade tends to impress upon the student his responsi- • bility of citizenship. Ancient History for Freshmen is a story of the wondrous development of man since the tine of the earliest written record. Vocational Civics teaches the student how to make the proper use of leisure time and how to develop char- acter and citizenship. In ike Sophomore year, Modern History cultivates the idea of orderly ad- vancement and it helps one to understand the present. In the Junior vear, the student studies American History in order that he • | may more readily become acquainted with the institutions and complexities of his • own country. Through the study of the potential problems in the development A of his country, the student realizes the great responsibility of citizenship that is his. 0 In the Senior year, Problems of Democracy completes the history course. This may be divided into three parts, of which one-third is Political Science, the f science of citizenship; one-third Sociology, the science of living with one another; 4 and one-third Economics, the science of getting and expending wealth. J© Miss Stewart—Grove City College, A. B.—American History and Modern European A A History. 0 Miss Reed—Wellesley, A. B.—Ancient and Medieval and Vocational Civics. Mr. Grimes—Allegheny College, B.S.—American History. • Mr. Moore—Westminster College, A.B.—Problems of Democracy, Economics and Com- mcrcial Geography. • Miss Barry—Fredonia Institute—American History and Civics. Mrs. Bestwick—Slippery Rock—American History and Civics. ■ • • • o co • •