Sharon High School - Mirror Yearbook (Sharon, PA)

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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 • •

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uV' s wsT • - • O JD • $ O - • Mathematics Department 0 The average High School student probably does not fully appreciate the • o importance and necessity of mathematics as a factor of world progress. To him it is a subject that is dull and uninteresting and he studies it only to meet the re- o V § quirements of his course. To his imaginative sense only the spectacular things of life appeal. Aviation, progress in electricity, and new designs in machinery are all matters of far greater importance to him. Yet, if he were to study these A things with a little greater care and interest he would find that they are all di- A 0 rectly the results of mathematical progress. The designing of the engine that pulled Lindbergh across the ocean was based on mathematics. That floating palace, the Leviathan, would never have been built were it not for the mathematical genius of a few men who spent years in trying to bring about a revolution 6 • from the old, weary modes of sea travel. The Twentieth Century locomotives, the fast motor coaches that link together nearly all the cities in the country, our • modern home appliances, and practically everything else that we have today are results of a slow, steady growth of mathematics that has taken place over many • centuries. The history of mathematics dates back to the earliest ages of civilization. Written records have been found in Egypt which show that the people of that country, as early as the latter part of the third millenium B. C. had a wide knowledge of the subject. The Babylonians later, and the Greeks about the year 600 B.C. also made extensive use of mathematics, especially of arithmetic and geometry. The Romans, while contributing little to mathematics itself, never- theless were instrumental in developing the science of surveying. • During the past term there has been nothing special to mark the season for • the Mathematics Department. Each class has carried out practically the same • schedule every day throughout the year, and, owing to the fact that no calls have arisen, there have been no mathematics clubs or other social activities of the A 0 mathematics classes. V Among the seven hundred and twenty-five mathematics students in Sharon t W High School, eighty-one have taken Arithmetic; three hundred and forty-five Algebra I; one hundred and sixty. Plane Geometry; eighty-two, Solid Geometry; and fifty-eight, Algebra II. k A Irene Williamson—Ohio State University, A.B., M.A.—Plane Geometry. Solid Geometry, 0 V Algebra II. David L. Mink—Bucknell University, B.S.—Plane Geometry. • I. J. Laws—Carthage College, A.B.—Geometry, Algebra II. Beulah Cousins—Geneva College, A.B.—Algebra I. F.lla Boyce—State College—Algebra I. Margaret Hyde—Thiel College—Arithmetic. • M LYILE • -• O 3$) O • ’