Sunset Hill High School - Sundial Yearbook (Kansas City, MO)

Text from Pages 1 - 86 of the 1925 volume:

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A, , .,,. ,U A,-wnkm M -NYM .L 'ft' - ffv- --Q r.. .I A , ., 1 --'J -ww-auf:--:uL.a 1-1: A I I I II I I I I I I9Z2-1923 MMUNITY HOOL CO THE SC S? K ff E Q li Q43 O AV ba F' l lg Qi., gi 'i : ...Q UNITY 922-1923 MM CO HOOL THE. SC 'hr ifvnnnri 'Bill Srhnnl A COUNTRY DAY SCHOOL FOR GIRLS 51st Street and Wornall Road Kansas City, Missouri Kindergarten, Primary and Intermediate Grades. Junior and Senior High School Departments. General and College Preparatory Courses. Accrediled High School. HELEN ERICSON, Principal School Opens Tuesday, September 16, 1924 A Registration Begins August 28 Miss Ericson will be at the -school for consultation beginning August 28th, from 9:00 a. m. to 4:00 p. m. each day. A personal interview is required of all new applicants. Appointments may be ' made by telephoning the school, Hiland 4529. Application blanks and the school catalogue will be sent upon request. fssconm EDITION? ,, Hffu-. M4 ,, '- -1 A- L. ' 'f 2- -. , -.Q-.-a 'f -'r' 11 - ' ' QIMID-CUNTINENT iffifft aiflljlulLIILE11l1TjlI' iQlE1EyiJIQHiU FROM A FATHER WHOSE DAUGHTER CREW UP IN THE SCHOOL Set upon a hill amid broad green spaces, bathed in quiet sunshine tempered by the refreshing shades of stately trees, unmarred by a single sight or sugges- tion of the grime and turmoil of the city, is Sunset Hill School. With its faculty of earnest, scholarly, cheerful, kindly women, it is the realization of one who founded it. In such naturally beautiful sur- roundings, in an atmosphere of Quiet dignity and charming simplicity, full of cheerfulness, thoughtful- ness and friendly personal interest there is no place for pretense or petty discord. It is a place where beautiful thoughts come easily and high ideals are developed. It is a fitting environment for the natural and healthy unfoldingof sweet girlhood into refined, fsultured and happy young womanhood. Its charac- teristic atmosphere is such as to instill, in material at all susceptible, a spirit of democracy, kindly thoughtfulness, generosity and good sportsmanship in its highest sense, which is splendid equipment for life-long happiness. Should it then be surprising if paternal pruie and happiness on Commencement Day is touched with something more than a mere regret that the days at Sunset Hill School are ended? JOHN A. PRESCOTT. y PusucL1aaARy1 1 , cr-N It-gg 4 --A1 .1 f-,. , .,f,,-. . uh , W ' V. . . .. .... ,,- , A- rf'-.rr .X , 4- Q L Q 4 me-,:vx1-r , , . ri:v ..'.,-i gj f'l ? 'f '5' .- l. .bfi fwi 'f f '-'f -W' -' iii , If -'l :' I-u 'v . ....f. 'WT , A f . . --'- ' . . .A -CC.. I ,I , , W - .Y -f A - y 5 1 H . , if - - --- .A---1-'----- s n .. - I W -Y - - ' - -'-- . f 1 . . ,. ..,-., - '1:'e--'-I'-frwv,-, .'. ,.- 'Q' 31255-7N3531'5mvi-1-I+-:LL-f4'9-'Hflf- IRWIN 99, I THIS CATALOGUE IS PUBLISHED IN COMMEMORATION OF THE COMPLE- TION OF THE TENTH YEAR OF THE SCHOOL T0 REAFFIRM T0 PARENTS AND FRIENDS THE IDEALS AND PRIN- CIPLES UPON WHICH THE SCHOOL IS FOUNDED, SETTING FORTH THROUGH THE DETAILS OF THE CURRICULUM THE MANNER IN WHICH THESE IDEALS ARE PUT INTO PRACTICE. IT IS DEDICATED TO THE MEMORY OF ONE OF THE FOUNDERS, RUTH CARR PATTON I --PM-A v ' nf. LOCATION, GROUNDS AND BUILDING The school is located on the northwest corner of Wornall Road and 51st Street and is accessible from the Country Club car. The grounds, beautified with line old forest trees and shrub- be-ry, cover nearly eight acres, giving ample space for playgrounds, hockey and baseball fields, basket ball courts, the school gardens and lawns for out-of-door dramatics and pageants. The three buildings of practically fire-proof construction, in Tudor Gothic stone architecture, are placed on a high elevation, insuring pure, fresh air and perfect drainage. These buildings, used for school purposes only, contain thirty rooms, for class and special recitation purposes, two laboratories, art room, workshop and kitchen, an auditorium with complete stage facilities. The auditorium serves in double capacity as the school dining hall at present. The rooms are well lighted and ventilated and all rooms used for classrooms rec-eive sunshine during the school day. Fire es- capes have been installed from the second and third floors of the main building and also the second floor room of the wing of the auditorium. Other appliances for safety are at hand. A CALENDAR 1924-1925 School Year begins 9:00 A. M., Tuesday, September 16th, 1924. Thanksgiving Holidays November 27th and 28th. A Christmas vacation begins at noon Friday, December 19th. School re-assesmbles 9:00 A. M., Wednesday, january Sth, 1925. Spring vacation begins at the close of the -session, Thursday, April 9th, School re-assetmbles Monday, April 20th. School Year ends Friday, june 6th. Special Days. Days commemorated by special patriotic exercises: Armistice Day, Washington's, Lincoln's and Roosevelt's anniversaries and Memorial Day. Days celebrated for their universal signitlcancei Thanksgiving Harvest Festival, Christmas, Easter, and May Day. Annual School Field Day. Class and Commencement Day. CDate-s to be announced laterg -.-.4-... Mr Pa' loc Mi gr: ers at 192 of th: its lar Pr' by 19 ha We pu to: th bs ha he of cl. be gi F '. - .,.. .... ,. .A W H. ,-V IV I , A f A A V I A V M -1- in-is-W i AV . . .- -,..,-,.., ,,.. ,jg-L '--5-gf - 4. . -- A - - 1.1: nf, --g 2 - -f a.,..,Qm '-gj,1... ',,,:'. : f'.1 '? fQ ' ff ' E .. V 9'QF3'r'3H-' - e i ' I it 9 9 it I .- -' 31 A - ' -- liaise -1'f f- Q - ,...,f Jrnall J car. hrub- unds, rdens an, in ation, thirty zories, aplete ls the L used re es- af the af the 924. ZS. rsday, 2 Day, 5 and giving A HISTORY THE SCHOOL The Sunset Hill School was established in the fall of 1913 by Mrs. Justin B. Bowersock, Mrs. A. Ross Hill and Mrs. William F. Patton, and was named for the section of the city in which it was located A 4 For the first year and a half the classes met in the home of Mrs. Hill. The six classes from the kindergarten through the fifth grade, numbered twenty children, under the direction of five teach- ers. In the spring of 1915 the school moved into larger quarters at 420 West 57th Street and remained there until the spring of 1919. The membership of the school then included an enrollment of ninety pupils and twelve teachers. It had become imperative that the school should have a larger home and it was decided that its continuous growth warranted the -securing of a permanent site, large enough to permit its future development. p Through a bond issue taken by parents and friends the present property was purchased at 51st and Wornall Road. A board of trustees selected from the parents was appointed by the founders and the school was incorporated by the State in 1919, as a non-profit making educational institution. The property purchased at that time consisted of six and one- half acres of land with a fine stone building and garage which were adapted for school needs. Two years later, more land was purchased and another building constructed to serve as an audi- torium, dining hall with a kitchen, and three additional classrooms. Since its third year the school has been self-sus-taining, through the income obtained from tuitions. The initial deficit was shared by the founders. In addition to be-ing self-sustaining, the school has met its obligations of the yearly interest due on the bonds and has placed a considerable amount in a sinking fund. The first class graduated from the high school in 1920, and of the nine graduates, four were of the original school group. A class has graduated each year since, the total number of graduates being forty-one. In 1923 the largest class, numbering fourteen girls, was graduated. ....5... aw vK.a.a,.. ig sp-,vw r .L 1i5!7'-...-4-9--.gc-Jli:p!.meLx:lz, A I 3,,r1.9y At the close of this, its tenth year, the school has a member- ship of one hundred seventy-five pupils, twenty full time teachers and three assistants. The Sunset Hill School was admitted to the South Central Association of Accredited Schools and Colleges in 1919, and to the North Central Association in 1921. This membership permits all graduates from the school who have carried the required courses to enter any college admitting students without examination. Sunset Hill graduates have been admitted to Vassar and Wel- lesley Colleges by examination and to several other colleges ad- mitting by certihcate. Their records have been uniformly of high quality. , . i TRUSTEES I Chairman, Mrs. A. Ross Hill Vice-Chairman, Mr. Walter M. jaccard 9 Treasurer, Mr. Henry C. Flower Secretary, Mrs. John C. Grover Miss Helen Ericson Mr. J. C. Nichols Mrs. A. T. Hemingway Mr. E. A. Raymond Mrs. Herbert V. Jones Mr. J. C. Swift Mr. A. R. jones Mrs. john Thacher COMMITTEES Finance: House and Grounds: Mr. Henry C. Flower Mr. A. R. Jones Mr. 1. C. Nichols Mr. E. A. Raymond Mr. C. Swift Parents' Association Chairman: Mrs. A. T. Hemingway. Educational: School Luncheons: Mrs. A. Ross Hill Mrs. Herbert V. jones Mrs. A. T. Hemingway Mrs. john C. Grover Mrs. John Thacher Mrs. john Thacher Transportation: Mr. E. A. Raymond. . -6.-h -- - - 1-'E-1 3.3 ,--,133 A-':'-n4.rfa. 5re. ' 'fs' . v- rf. . - - ' x -- - - .-.sh--,.-Qqwhv, - - .-,. .. ,. ,,.,, h ,A NN, - , YW 'WW' Y Y Y' 4 ' Y ' 'Y Y 'T' ' ' ' -r '---A'-M' ' -1214.4 ,1,',,.,,, ,Y Y Y Y '4f '3A'ilg ll . ..,--..............-:z-yi-5 'l-fi-wry-- .,f- ' -A!-f7 E2g'i.-. ,c .f-..,.,.-..,..,-. J. ., ember- achers Ientral to the rits all ourses n. I Wel- 'es ad- rf high Ly. 5 TEACHING STAFF Laura Argue-History and Student Government Head B. A. Randolph-Macon Women.'s College M. A., Columbia University, Graduate work at the University of Chicago. Mary Louise Bird--Biology, English and Dramatic Club Director B. A. Gouclier College, Graduate work at the University of Wis- consin. Rachel Borders--High School French A. B., Mississippi Women's College Graduate work at the University of Wisconsin. Lucile Craven--High School Latin and Eleventh Grade l-lead B. A. Lombard College A M. A., University of lllinois Ph. D., University of Missouri. Josephine Evans--Domestic Arts B. S. University of Kentucky Muriel Fee--Kindergarten Director Chicago Kindergarten College. Alice Fyock--Fourth Grade Head B. A. Wellesley College H Diploma, Chicago Froeloel Association. Eleanor Halley--Fifth Grade Head B. S., University of Missouri. Mary Chorn Hazard--English, Mathematics and Eighth Grade Head B. A. University of Missouri Myrtle Osborne Lowe-Sixth Grade Head Pd. B., Warrenshurg Normal School B. A., Stanford University. Gillian McFal1-Athletic Director Diploma Kansas City Junior College Graduate of Posse Normal School of Gymnastics, Boston University of Missouri, Chalif Dancing School, Rocky Mountain Dancing Camp. ..7..... 9 ' 14.c:a.utiw4u5 ,f.1--H-aazgaaaimgggggn ' - ' -. . .. , , , - , , - vga- - ' - 95,gaqgus y.:ff . . ., Gertrude Van Aiken Smith-Singing and Music Diplomas, The Eleanor Smith Institute, Thomas Normal Training School, Bush Temple Conservatory of Music. . Madame Henriette Straley-Lower School French Native French Teacher. Gladys Webster--First Grade Head Diploma, Chicago Kindergarten College. Eva McKinley West-High School English and Tenth Grade Head A. B., Wellesley College M. A., Columbia University. julia Frances Wood-English, French and Seventh Grade Head Smith College, Columbia Teachers College, University of Madrid. Mary Miller Woods--English, French and Latin B. A. Washington University, St. Louis, Mo. Mary C. Young-Junior and Senior High School Mathematics and Ninth Grade Head B. A. University of Nebraska, Graduate work at the University of Wisconsin, and Teachefs College, Columbia University. Two teachers to be appointed. . ASSISTANTS Helen Bryant-Secretary. Elizabeth Forrest-Eurythmics in primary grades. Grace Guthrie-Accompanist. Nelle Word-House manager and in charge of lunch room. The teaching staff for 1924-25 is almost identical with that of the past three years, with two additions. 1 For 1924-1925 Home Economics courses will be given in the Lower School beginning with the Third Grade. ...3.... ' W' Y 'A --L 3 9- fi- 2 . Ydnnmaal A L -t' ' ' . '- 'f W-f'M4'V' W -,- , . -. , . . - - 'rr' -'--'- A--f ..A.i,.A... -3 Lina ii, --.r51T'E,,, 4, L V A- -. .J-11-..v.-rg., I I -H -- .m .,,,., -- ,,, 1,L Y A V - v 'Q-ki - .mv -V f-7 ,WH 4.1 .K .,. .41 , -- ' .-'.i'T SQL 'Q' -- - ...-..-1' --... 3 , ' ' r- -: 'fc' :!.Y1?1' .. - raining 1 HS3.d lead Madrid. cs and rsity of of the Lower FOREWORD The subject of education is in the foreground of the thought of the day. Public attention is focussed upon schools and educational methods. The excerpts quoted below express the judgment of men who have had wide experience in varied fields of education and who have made valuable contributions to educational phi- losophy and progress. 1 Dr. Charles W. Eliot, President Emeritus of Harvard Uni- versity, in an address at a meeting of the Harvard Teacher's Asso- ciation at Cambridge, April 29, 1921, made the following state- ment: I realize to the full the formidable characterof the campaign on which the progressive schools have entered. It is much more formidable than that upon which I entered sixty years agog because the teaching profession at the elementary and secondary stages is even more conservative, even more tied to traditional practices than was the teaching profession at the University stage sixty years ago. The campaign for freedom and attention to the powers and rights of the individual child is difficult at this moment in the legislatures and boards of education of this country. I admire the courage with which advocates of progressive schools and colleges are today attach- ing their formidable problems. I believe that these pioneers are acting on principles which alone can make elementary and srecondary education in the United States the firm support of political and industrial freedom, and the true safeguard of democracy. In a letter to the Progressive Education Association Conven- tion 1922, Dr. Eliot Said, The progressive school movement is, in my judgment, without exception, the most promising movement now going on in regard to American education? I james Harvey Robin-son, the eminent historian, Writes in his introduction to a recent bool! on education: Mayhap when future generations look back upon the days.in which we happen to live they will assign to us the. proud distinction of having discovered Childhood. 4' 'X lf' Perhaps this will prove to be one of the most overwhelming advances in the history of knowledge. if 4' li I f human intelligence is to be raised to a point where it can cope successfully with the burning problemsnow facing mankind it can be done only by revolutionizing the minds of the young who must grow up differently from us .with the happy chance of seeing what escaped us and acting upon lt. ...Q-. I 1 1 I 4 1 1 1 E 1 1 i F 1 1 1 1 l 1 l 1 1 1 i 1 l 1 l 1 1 1 1 l 1 1 i l 5 1 1 1 1 P 1 1 i 1 l i 1 1 1 1 I N 1 1 N N 11 J '1 1 1 i 15 l '1 1. 1 i 1 1 I 1 Q 1 1 z I A 1 41 ! E k 1 I 1 1 ig l A is V V - - A' 4--K - 1--4-I-1-L- -- . . Y .L - Q Y ' -Y - Y V i Y f,,,, i I Q?,Dp:,g':1'Qg'L1ShgaiE??g, zS 1 1 4141 'l N'F'5' U4mRU11v+ .K pf,'wf?uuh VJ'A V mm- Progressive Schools. The following summary of the purposes and ideals of the new school movement will perhaps prove helpful in interpreting the work of our own school: Progressive schools have been established in various parts of the country for over a generation. It is therefore possible to study in the concrete their aims, methods and results. However much they may differ in plan and in practice, all have certain outstand- ing characteristics in common. They are: 1. A greater freedom for the child in school. 2. An identification of the child's school life with his en- vironment and child outlook. 3. The recognition of the part which education must play in democracy. , The first-freedom--is both physical and mental. Physical freedom is made possible by spaciousness oi the school rooms and comfortable, easily moved furniture and equipmentg at- tention is given to health, rest and nourishmentg and the bodily activities of playing,,dancing, sports, making and doing have their place in the school program. Mental freedom is assured by giving the child opportunities for experimentation through self-initiated projects, by cultivating independent choiceiof activities, and by offering a wide range for the expression of ideas, in language, music, dramatics and the fine arts. The second--identification with the chilcfs outlook--is realized by constantly using the natural instincts and impulses of children, not for mere amusement, but for genuine educative growthg by taking advantage oi these instincts and impulses to reproduce on the child's plane the typical doings and occupations oi the larger mature society into which he will go forth, by securing and clinch- ing valuable knowledge through his inborn desire to create and reproduce. The third-education for democracy-is evidenced by the S0- eial life within these schoolsg the personal participation of the pu- pils in the affairs of the school, their discussion and solution of community problernsg forms of co-operative governmentg free ex- pression of opinion, freedom of choice controlled by the sense of responsibility toward the whole group. The school life is so plan- ned that there is constant opportunity to realize both the pleas- .....IO.... ure sel+ tioi chi the ful am A ti-3 ide ex ed S111 su to: art in eq of pr its ed re th tic of is sc ar th .hz tli 1- 21- . -. - ' es-:ve - ., -- '-r - -- V - '- - -an --.-1 . .- -- ...et--...--... -- , -- -- ----- 4- fem- -- fLf11 A '.,.,-..-ar e ' fg,,,,, M, ' ' f'-- Is e , - V - -' --D ilii . I -Gif -H he new Lng the warts of J study r much tstand- his en- 1 mu-st hysical rooms 1t, at- bodily 'e their giving iitiated ind by iguage, ealized nildren, thg by uce on larger clinch- te and the so- :he pu- tion of ree ex- :nse of or plan- pleas- i n V F i 41 i Q f - -.-...,.,,, M., mf... .,....s-..,,.....,.. ures and obligations of democratic life---to gain knowledge in the selection of leaders and followers--and to form ideals of co-opera- tion and comradeship. In brief, these new schools are endeavoring to cultivate the child s whole being, physical, mental and spiritual, by creating in the school an environment in which he can be trained to carry his full part of the burdens and privileges ot citizenship. Life is the great thing after ell, the life of the child in its time and in its measure no less than that of the adult. -John Dewey. A STATEMENT or THE EDUCATIONAL PRINCIPLES or SUNSET HILL scfnooi. The Sunset Hill School is one of many throughout the coun- try founded for the purpose of giving concrete expression to the ideals and methods oi progressive education. The school is not an experiment but puts into practice the findings of psychologists, educational and health specialists and other experts-, who have studied childhood and adolescence under all conditions and have subjected each new theory to severe and prolonged tests in labora- tory schools established for the purpose. While public schools are constantly modifying their methods to embody these findings in their curricula, their problems of securing adequate space and equipment and a teaching force large enough to meet the needs of the enormous numbers of pupils are so serious as to retard progress. It is the privilege of the private school, therefore, with its smaller numbers, greater relative teaching iorce and less crowd- ed physical conditions to put into practice more rapidly the best results of educational investigation. -Parents who have faith in the new education will find in the Sunset Hill School those condi- tions a.nd opportunities which they desire for their children. The plan of the life in the school is based upon the principle of the right of every child to the highest development of which he is capable. It is the purpose of the school, throughout the entire school course, to train its pupils to worl-r happily, whole-heartedly, and intelligently to their own maximum capacity. VV e hold that the school has fulfilled its obligation to its pupils only when it has stimulated them to their best effort. We believe that self-actuated work causes the greatest gain to the pupilg that training in initiative is the child's great needg that ...Ila- -wwf-'?'SrL-im-is ,. . -- - -- .- -, - ,sa-..-A--. .. . , - - -. 1. real experience with actual material is an essential to learningg that opportunity for varied expression is necessary to right edu- cationg that freedom, with a balancing responsibility, is the best condition of moral and intellectual growth, that one of the most effective and wholesome motives of work is the social motiveg that for their best development children must be treated as individuals and not as a group. i The school does not believe that school work should be made easy. On the contrary, it is planned to be as difficult as the child, by diligent effort, can perform. The child learns that everything worth doing involves the performance of disagreeable tasks, which must be performed cheerfully and promptly. It is through real in- terest that the chi1d's best effort is put forth. The school is a place for hard work done eagerly and with definite purpose, and expects of its pupils intellectual achievement of high quality. The school prepares students for college. In this prepara- tion greater emphasis is placed upon the values inherent to the subject-matter than upon the -mere preparation for college exami- nations. The pupils are prepared to tal-ze the college entrance examinations but the school desires to prepare them in a larger way for the opportunities which college offers. The school's aim is so to train its pupils that they are fully prepared to make the most of their years in college, and that they may carry the work with ease and success. This means- that they must have acquired in their training the power to Work independently and hard g that they have been equipped with tastes, interests, judgment, and an out- look which will make college life rich and full of meaning. With such training students go to college eager for all that is most worthwhile in college life. The supreme object of the school is to educate its children for right human relationship by cultivating the spirit of intelligent social service: by developing the sympathies and the finer emo- tionsg by training the mind to become the efficient instrument of the will disciplined for purposeful living, and by inculcating prin- ciples of true democracy. The following quotation from the writings of Colonel Francis W. Parker, a pioneer in education in America, epitomizes our ideal: 6'The value of a school should he judged hy the growth of its pupils in honesty, courage, helpfulness, unselfishness, charity, wisdom and strength. ......l2.... beg Scl six int 11W of sax Tk sci tio me thl an ch fin tr: da pe stm pr ea of sc sc sl . in L -Hi Y- -- i H -- A l V- . -n. L in. W. LHH W-gli - . - T J Q LJL- -:-- -Z -nv lg p L . . Q- 5:--: f ,.,,, L, , ' ' . 4: i V 'Tm' TT A' W ' ' 'f f 'r1':..,, -1 .-'. 1 55, -, - U ,,1..',glg.s,,EP. un, I IAQ-vu - .nl !n 5f ms lrningg it edu- le best e most eg that viduals : made : child, 'ything which real in- a place expects repara- to the exami- itrance larger aim is e most k with ired in at they ln out- With s most hildren slligent r emo- 1ent of g prin- Francis 7 ideal: L of its wisdom PLAN OF SCHOOL ORGANIZATION The entire school course covers a period of thirteen years, beginning with the Kindergarten and continuing through the High School. The first six grades comprise the Lower School, the last six the Upper School. In the Lower School the work embodies interests and activities which are adapted to children from live to twelve years of age. The technical requirements, the essentials of reading, and arithmetic of these grades correspond to that of the same grades of the public schools. The seventh and eighth grades form the junior High School. The work of these grades covers a wide range of study in the sciences, history, literature and language. The elementary por- tion -of high school subjects is given in the eighth grade. In large measure the work is departmental. The ninth, tenth, eleventh and twelfth grades correspond to the usual High School. A full and thorough college preparatory and a special cultural academic course are given. The courses in- clude subjects in the sciences, literature, language, music and the line arts. The High School is admitted into both the North-Cen- tral and South-Central Associations of Accredited Schools. The school is planned as a country day school, i. e., a school day long enough to include the full number of class periods, periods for study, gymnastics and out of door recreation, music study and group interests of a social nature. This plan, with the proper arrangement of the school program, with a hot luncheon eaten without haste, results in better health and lessens the amount of home study. The wholesome social activities provided during the regular school hours should make unnecessary additional social life on the school days except in the home circle. More hours of rest and sleep are possible by this plan. .....l3..... E ,, .. . , - - V . . -.,-....., -S v: -- - V . , A , . ..-.V ,- ., - , - A ff- --' ' 1-eg'.'grmqfu - ' ' ' ' ' ' W' - -4 .f - qggfnauguavp- url!! General School Policies and lnforrnation CO-OPERATION OF Tl-IE I-IGME AND THE SCHOOL The school desires a close contact with the home, believing that the home- and the school share equally in the education of the children. Frequent visits to the school for the observation of the occupations of the regular school day as well as the special activities and exercises are urged. Such intercourse aids in mak- ing clear the educational procedure and ideals of the school and fosters a sympathetic understanding and co-operation between teachers and parents. Parents who wish conferences for the consideration of their particular problems are aslred to make appointments for such in- terviews in order that the teachers may be free to give adequate time and attention. This is not possible during the school session. ' Afternoon meetings are held for the discussion of topics of common interests of each grade. These meetings, held monthly or at some regular interval, are in charge of the grade teacher and a parent chairman and have been a most valuable means for a better understanding of the grade work and the methods followed. They have also served as a clearing-house for mothers in the com- paring and discussion of problems which concern children of sim- ilar age. The Parents Association, organized two years ago, is now only at its beginning as a systematic and valuable means for the growth of the school in efficiency and influence. Such co- operation from the parent body is peculiarly necessary for the best results of the educational methods for which the -school stands. REPORTS Reports are sent to the parents at stated intervals fin the Lower School in the middle and at the end' of the school year, in the Upper School, at the completion of each twelve weeks of Iworkj. These reports are intended merely to supple- ment the personal conferences between the teachers and parents which are desired and sought by the school. In the report a SHIT!- mary is made of the pupil's progress, achievement and difficulties to the end that the school and the home may complement one an- other for the best good of the child. The report is more than the usual form filled out with marks and grades. A complete and ......l4...... thc lati act ana acl um ex: res hel na1 Ur cis co- the con sta scl ast go tog thi org in co ge di: fo: pr th tra of an of ,, .. -W ...W -. ---f---------- -- -X--------H --Vf f--'fee---------W-f' ef--f f W -f 'wa-1.,-r. DOL :lieving .tion of rvation special n mak- :ol and 'etween mf their uch in- lequate session. pics of monthly ner and 5 for a llowed. Le com- of sim- ago, is ans for ich co- he best stands. rtervals of the twelve supple- parents a sum- iculties me an- ian the :te and W-new-wwefe .....-.UC , - - . r .- --.-.- . -'- . .-, - . ' Y' ' -- s ., -- ' .---.-'w-'...' v - Y- ....,...,-..-..-.a..,- - - , srnrnrais, .A ,rfg,,.,,,,, thoughtful statement is made about the child concerning his re- lations and reactions to the various aspects of school life, his char- acter revelations, his capacities and limitations. In addition to- this analysis an estimate of the pupil's work, based upon the possible achievement of a normal child is given Qstated as good, medi- um, 'fpoor, etc.j In the High School it is necessary for a more exact deiinition of marks, with the percentage equivalents cor- responding to those of other institutions. Every effort is made to malre these reports of the greatest helpfulness to the parents and with insight regarding the child's nature and needs. A personal report is given to the pupils of the Upper School, giving them their subject grades and helpful criti- cisms of their methods and attitudes. DISCIPLINE The plan of the school discipline is based upon the ideal of co-operation. The children are led to loole upon themselves with their teachers and comrades as associates, working together for the common good of all. They work with the teachers in establishing standards of conduct, in developing a satisfactory and interesting school life and in creating a wholesome, stimulating and enthusi- astic ,school spirit. Beginning with the junior High School a more or less formal government is organized--co-operative with teachers and pupils together working out problems and plans. In the lo-wer grades the children are prepared for these larger responsibilities by the organizing of small committees for work? and full-llling certain .duties in the schoolroom. Group discussions of definite problems of conduct are held, not personal recriminations, yet arising from genuine and known circumstances connected with conduct. Such training is carried throughout the school and through discussion regulations for personal conduct and group conduct are formulated. Unruly members are isolated as hindrances to the proper movement and welfare of the whole. Town meetings of the entire school are sometimes called for the discussion or regulation of some school problem. There are certain definite regulations which must be arbi- trarily imposed, i. e., those which concern the safety and health of the children, those which form a corporate part of the policy and ideals of the school and those which are established by the law of the land. ...I 5... -- r - -1- Ui. 1--g . fi.-:uf , . 4. 3' ' 4- . zif!1 '-: '-g-'-6,g'4H- -'M All the problems of the school life which bear directly upon the child and which he has the po-wer to help or hinder are left for group consideration and regulation. Such training for young people, we believe, offers the best training for the privileges and responsibilities of citizenship in later life. Where the pupils fail it is the privilege and duty of the teach- ers, as members of the community, to correct wrong conditions and establish the right ones. HEALTH AND P'I-IYSICAL EDUCATION It is of primary importance that the child haveahealthy, ac- tive, well co-ordinated body. To that end the school contributes in many ways: the healthful site of the school, high, with good drain- age and clean fresh air, and the attention paid to the hygienic con- ditions in the buildings, to ventilation and sunlighted roomsg the plan of the school day with its balance of physical and mental ac- tivity, the bodily and emotional freedom of the children, periods for rest and relaxation. Over-strain and over-stimulation are guarded against. The expression of the emotional nature and the free, spontaneous activity of the body are as important as nourish- ing food in the healthful development of the young chi1d's or- ganism. Another factor of health and proper growth of the 'vital organs is the systematic exercise both in and out of doors. This is provided by the school and is under the direction of a trained expert. Gymnastics, dancing, and active games are a part of each day's program. Attention is given to correct posture in standing and sitting and the prevention of habits which cause eye-strain. A physical examination is made at the beginning of each school year to ascertain the physical condition of each child. When defects or deficiencies are discovered, remedial or corrective exer- cise is given. Unusual defects are reported immediately to the parents. A similar examination is made at the end of the year and the differences noted. Weight, height, chest, girth, lung ex- pansion, etc., are measured and the children are encouraged 'to strive to make a normal gain by personally attending to the rules and requirement-s for health. Milk: and crackers or fruit is provided for those requiring food between meals. The school luncheon will be served in two di- ---16... '- . . -V ... ,- . --.-. ' -4.-K--.ir-.1--.,., ,- . -- . a- .5-.U . -4-g a-, - ', ' .- , .,., . fr' y upon lre left ae best ln later teach- ditions zhy, ac- nutes in . drain- .ic con- nsg the ntal ac- periods Jn are Lnd the ourish- d's or- ae Vital This is expert. 1 day's ag and rf each When e exer- to the ne year mg ex- aged to .e rules xg food :wo di- f,'jf1au1n.:fs-zflkfffi,11???4'f'ff?'fQf1.'- .:1w:g5g33yjz59?sn11rzs. A , L- g:,,.,.g:' ... - - 7--.----.L-'.7L'-.,.- x - -:-:-.f 5 I 'H f 4 p-.217 A nub- 1 I a Q1 w 1 .n wg?-f '41 . . -n.-qv-n- ,L N we , J if I rv A f 4 I visi old car and not iso! bee cpe dre reg city the par wit of 1 at ' has are the ma vis: var dre no plia no Th chi sch l .ff--ffm ifmmfiw lap-xzimewqsmgzv:fumat:!:.K-.'.-1'1xff1n3sn:v!- -4'-f' ,' f 'fy ZT ':' musing f ' ' M' , . 1' visions this coming year in order better to .meet the needs of the older and younger children. The school has no school nurse or physician at present but care and vigilance is taken to safeguard. the children against illness and contagion. The physical condition of the child is carefully noted each morning upon his arrival and if not satisfactory he is isolated and the home notilied to call for him. The school has been particularly free from epidemics and diseases. With the co- operation of the home and care much can be prevented. Chil- dren with colds must be kept at home. In regard to contagious disease the school complies with the regulations of the medical authorities and the requirements of the city health board. SCHOOL LUNCHEONS A wholesome and substantial hot luncheon in the middle of the day is served to all pupils above the second grade. It is pre- pared under the supervision of a capable dietitian in consultation with a committee of mothers who are members of the school board of trustees. ' n This meal is served as the home luncheon would be, seated at tables in small groups, each with a teacher. It is eaten without haste and the same decorum and table courtesies and reiinements are required as are customary at the home table. The hour of the noon meal is one of social enjoyment and recreation, quiet and mannerly as the number makes possible. a T In the coming year the luncheon will be served in two di- visions for the sake of greater ease in serving and to cater more ad- vantageously to the requirements of the older and younger chil- dren. Milk is always served with these meals. D-RESS i ' The school has no uniform type of d1'6SS and 1T1HkCS no regulations in the matter except that it be of the utmost sim- plicity, modest, free and healthfully adequate. There should be no ,attempt atdisplay nor should inappropriate acceSSOrieS be W0I'I1- The clothing should be of such a kind-, especially for the younger children, that they may freely take part in any activity of the school day. A special outfit of eimiddies, blouses, gymnasium shoes, ....l7-- . , w 5'f3:H-f'-hr-11.11r-.MMsg4.q..F,,,., , .1.i,r.' .-'ee-J-. 'Ar - -r4i?', ' ws . ,- - -- . . ' ' ' --'A -- ff . --i.. etc., are needed by pupils above the fourth grade. Special notifica- tions are sent in regard to these Every child should have a eavy i V f utdoor recreations and the noon hour. or o All articles of clothing should be marked with the pupil's full name. h sweater in winter weather HOME WIORK AND STUDY The younger children of the school have very little work given them for home study. We wish their time after school to be free ' ' ' Some in- for wholesome activities, rest and independent reading. f b ' f s elling list is all that is ever vestigation or the learning o a rie p asked of a child below the fifth grade. Beginning with the iifth ' h urs may be needed grade from one-half hour to occasionally two o for assignments, but it is the policy to have children under the ' ' ' f their Hi h School prepare their work under the supervision o Q teachers in order to acquire proper methods of study. q Th Hi h School program is so planned that each pupil may C g have from two to three forty minutes of study daily, during the school session. Pupils who are diligent and have gained a sense ' ' ' ' d thods of ersonal responsibility for their work and have goo me P of study can prepare completely two or more assignments during h hool session It is difficult to plan a High School course te SC ' . which requires less than three or four hours daily, for an average student, of lesson preparation. This is a serious problem for a ' d l ct conscientious student who works slowly and tends towar neg e of healthful recreation and proper hours of sleep and rest. The ommendation is that such a student be permittedto take best rec an additional year for accomplishing the course. In cases where lack of adequate preparation is due to poor use oi study time, habits of inattention and lack of concentration, the home can aid the child by insisting that the hour of retirement be -strictly adhered to and that the place for study be apart from the family group and the home-study hour uninterrupted by tele- phone calls. Such regulations have frequently improved the use of time at school as well, and established better conditions and effort in the home study. Parents are urgently requested to consider the school days as belonging to the school and particularly asked that there be no evening engagements or distractions for the high school pupils during the school week, and that their weekl-end and holiday recre- ations be of a simple refreshing type and in moderation. 1 some ten a to ket findir wish from of th prepa motir bers i OYICS C 5 I' schoc schoo ment: time l quent the li rectly are n inspir partie schoo sense young childl little . large 'l bring: of uni subjet delibe M Y' VmWWYn Y ' ull 'r' Av--- Jas- ' ' ' ' T' ' ---u-mn-f -- . M-Wm-fe-1-t e-- d d , , snnmmnzmra '99 Maxxum' A M, ,,-' f Y 'Hi f V H , , ,HW Y -mi--U------W 6 -Q '- ..- ,...:Q. atifica- eather pupi1's given ne free me in- .s ever e fifth ieeded fer the E their il may ng the t sense ethods during course verage 1 for a neglect . The :o take ,o poor tration, rement rt from my tele- :he use ns and Jl days : be no pupils r recre- SCHOOL PARTIES r Evening parties are given each month which are in charge of some group of the High School. These parties close at half past ten and are of a very simple type. The pupils are encouraged to keep a spirit of wholesome fun and to develop resourcefulness in finding and providing enjoyment through their own efforts. Vile wish them to find pleasure in natural, simple things and be free from sophistication, and artificiality in their social life. The blight of the times lies in the too early maturity of our youth. The preparation of these school parties is one of the means for pro- moting school spirit and a mutual understanding among the mem- bers of the various class groups. Some of the best school mem- ories center about these occasions. t SPECIAL ENGAGEMENTS AND APPOINTMENTS The school tries to adapt the program arrangements of the school to other important claims upon. the pupil's time. If the school is notified in: regard to music lessons and necessary appoint- ments for the chi1d's health, consideration will be given and the time planned for. P MORNING EXERCISES It has been the custom of the school to come together fre- quently to share with one another the good things of interest in the life of the separate groups. The subjects presented grow di- rectly from the classroom studies and activities. These gatherings are not an attempt at show nor are they a mere exhibit but are inspired by the desire to contribute something of the best of the particular group interests for the benefit and pleasure of the whole school. By means of these assemblies the school maintains its sense of unity and a sympathetic relationship between its older and younger members. An attitude of love and understanding of childhood is fostered in the relations of the older girls with the little children and the subjects presented by the older children en- large the interests of those younger. The morning exercise presentation is often the motive which brings a piece of work to its finest culmination or serves as method of unifying and crystallizing the valuable informational details of a subject. All preparation is done thoughtfully and organized with deliberate care that the result may be one of merit in its literary and ....l9..... me C 'flisfliqrf--3354512 -'ilf'5f?'?f'f'?' .- -1- - - l v -5:35. .- ' ' . ---.ls---.If ' ' '-- 'f -- . 'iff- art forms and acceptable in every way. Thus, in addition to their social value, the morning exercises are of distinct educational worth andjmay be the best of the day. The type of exercise given is of great variety. Topics of his- tory, science, geography, art, dramatics, musicals, debates, recita- tion-s of beautiful poetry and prose have been the theme. In the celebrations of the great days of the year all of the school partici- pate and unite in their observance. Through class -study each age of child is given the information and experience which will enhance the significance of the occasion and which enables each group to make its contribution. The morning exercises offer the best opportunities for ex- temporary speaking as the children are trained to present their subjects in their own words, to speak clearly, with poise and free from self-consciousness. Colonel Francis W. Parker under whose influence many chil- dren, parents, and teachers were inspired with an appreciation of the Morning Exercise ideal said, The morning exercise is the efflorescence of the life in the class and grade? --2 0- -' f -A- lj---L -------------' ---44+ H--. ,.,::...n 1.1, ,, ,, ,- W -1, - Y- Eg? . ....-.,-9. , 9, - 1, 'mf , . - Am ,, -- 1-1-H...-. ,,, ,. , 1 'M - :ax-:!z?m,2iza'...,r. , . f .f their 'orth F his- :cita- 1 the rtici- each will each r ex- their l free ' chil- .on of is the The Kindergarten It is no longer necessary to make a plea for the place of the Kindergarten in education. During the past ten years it has be- come a firmly established part of school systems and the kinder- garten stands paramount as the best first step for the child from the home environment. It offers to children between the ages of four and six years the environment and opportunities needed at that age. The growing social instincts require companionship of other children of the same or approximately the same develop- ment and the satisfaction of sharing in play and other interests. In the kindergarten two distinct considerations dominate the procedure-one has to do with the development of the child pri- marily as an individual-aiding him to gain control over himself and to acquire physical and mental co-ordination, and drawing out his interests and abilities, and on the other hand conditions are made which will aid the child in making the adjustment to group life-the gradual subjugation of self to the good of others. The environment of the kindergarten is planned to stimulate a wide range of interest. There is at hand an endless variety of material for use in various projects and interests: 1. Large and small building-blocks: The large blocks are heavy and large enough to give exercise and development to the larger muscles of the arms and back. They are so con- structed with peg holes and fitted and supplemented with wheels and bars that structures erected and made will hold together and be satisfactory for actual use and seem areal. 2. Wood and tools: Plenty of soft wood in small pieces, sets of simple necessary tools and nails are at hand and are a never-ending source of interest for experiment and actual making of toys, boats, air-planes, furniture, wagons, and innumerable other objects of which the children conceive. 3. Clay: This is for some children the most satisfactory medium with which to express their ideas and the sense of form and proportion is gained through its use. Reproductions Of fruits, vegetables and animal-forms, making vases, dishes and plaques, are a few of the creations in this medium. Other outstanding modes of expression and creation are black- board drawings, water color painting, paper-cuttmg, 1T10u1d11'1g 111 sand, sewing and cooking. .....2I.... ' Sayfig-3- .:!', The use of all these varieties of material quicl-tens the senses and gives scope for full play of the children's imagination and their desire to construct, permitting them to project their ideas in a concrete manner. The kindergarten Doll is a very present and considered mem- ber of the group. Those children whose interests lie in the direc- tion of doll-play have opportunity for the care of the doll, doll's house and its furnishings. The kindergarten session is so planned that there is oppor- tunity for group and individual projects of the self-initiated type. It is with those that the morning usually begins, the first hour being given over to them. Parallel to these interests are those initiated by the teacher, story-telling, presenting informational material from pictures and the personal experiences of the children of human interests and occupations, special day and festival commemorations. . Rhythm supplies one of the greatest co-ordinating forces. Through a variety of carefully selected and tested music rhythmic discriminations are increased. Singing of simple folk-melodies and children's singing-verses gives another means oi development in the sense of rhythm and also gives the necessary ear-training. Careful attention is given to the children and note intervals emphasized. The songs selected are those of the best musical quality ob- tainable and of a thought content Within the childrerfs understand- ing and experience, such as Mother-Goose rhymes, songs of the school, home, nature and songs for special days. In the selection of literature and poetry great care is taken that it shall be simple, true and line, not over-exciting or com- monplace. A few beautiful and worthy folk' tales, fairy stories and hero-legends are told and read over and over by the teacher and re-told or dramatized by the children. Mother-Goose rhymes and poems by Robert Louis Stevenson, Christina Rossetti, William Blake, Susan Coolige, Franlr Dempster Sherman are read to the children and many of the poems memorized by them. Each day has its excursion and Walk out-of-doors to see what the world is doing, and to discover nature's secrets. Out-of-doon games and supervised play on the apparatus of the playground follow the daily luncheon and rest period. ...22... HA - HM , , ,, , , . N ,. f , - ' 6 ' K J , -- - K-,..----..... gmag gg ' - sm-I L15 5-Y? ' ' ' 'L ' ' Q '- ' - - - - - . .,, ,vqq gg n d Y, rg , 4 ' -qv-11:-rl-.1 h 1-1-q'L .,' l - MJ af-QZ'.R3R?:?E'Il1l'5g -silt.-.ru--.rf'9.-TE-2 -' -in nses :heir ina nem- lirec- 1011's ?P0f' type. hour Lcher, s and s and Jrces. thmic zerses 1 and given :y ob- stand- of the taken ' com- stories eacher hymes Iilliarm to the e what f-door- ground In addition to the other usual kindergarten interests it seems desirable to give children some training in the French language which serves as valuable ear-training. This is given chiefly in the rhymes and phrases of old French games and songs. In addition, a few expressions of greeting and farewell and names of objects are learned. No especial effort is made to have the children gain a definite, quantitive fund of information of a formal kind as the entire emphasis is upon the fundamental purposes, pi. e., developing the child's interests and bodily co-ordination and his training for group life. However, a sense of numbers is gained through the constant counting of materials needed and in games, and the sequence of numbers learned. In some cases when the children are interested in making signs or placards in their play, the words or numbers are printed for them and thus learned. Some children wish to read the rhymes and titles of stories or pictures and are aided and en- couraged to do so. Wlieeneiver a group or individuals show this interest they are given the opportunity to learn to read, write or make numbers. It is not necessary or expected that all the chil- dren acquire this interest. ...za-W ' . ' :Luge-5-:- .1 - -.4--..:r'-,',.,,-g. 't . -- t' 4141 'el Summaries of the Subjects of Study in the Lower School In selecting material for a course of study from the infinite amount and range of knowledge which modern civilization has gathered together and made available, schools must select those subjects and activities for study which experience has taught the race its youth should know and which provide that abundance of interest and experience that make for breadth of view and the development of keen perceptions. The test applied everywhere by the school to each subject and activity, of our particular course of study, has been whether it had possibilities for stimulating the children to the best educative action, whether it was of intrinsic value-capable of arousing vivid images, possessing po-wer for infinite growth-and would tend di- rectly to good habits, and good taste and was in all ways adapted to comprehension on the child's plane. The actual school subjects diner very little from those of the old type of -school, being concerned chiefly with the story of man and nature which forconvenience has been classified under the divisions of History, Geography, Science, etc. The fundamental difference, however, lies in the governing ideal of modern school procedure. The subjects are studied not for a quantitive acquisi- tion of knowledge or the memorizing of a group of more or less meaningless facts to be repeated to the teacher, but the knowledge is sought through a motive which has significance to the child, as a necessity in carrying forward some self-actuated project. This makes the child a seeker after knowledge which he appreciates as having value and importance to himself, and thus the teacher, be- cause of superior experience becomes his guide in opening the way to the treasure houses of the world. Our belief that without enlist- ing the child's whole interest, good thinking or purposeful effort is not put forth, requires that subjects and activities be such as make a vital appeal to the child's interests and comprehension. In the summaries which follow an attempt is made to present the objectives sought in the study of the various 'subjects of the curriculum and the progression from grade to grade. It is obvi- ously impossible to give this in detail. A more complete idea of the work in each subject may be gained from the grade outlines ......24... eys www . ,N ji. :Q-'fAf'1:--4955 '-M----. .. . . f - -M f- -- - - ---f - - - -- ----- - --- - ' 5 iff 1- ' ' -iii 1 ' . ' f, --- ..-..-----..-N ' - ' ' ' ' . - - f- - . , . ..- . - , . ....- Te- UFFRWWBFRWTL I dy finite has those .t the ,ce of :l the :t and it had cative vivid id di- lapted of the f man er the nental school cquisi- Jr less Jvledge ld, as a This ates as ter, be- ae way enlist- ffort is s make present of the is obvi- idea of outlines under separate cover. These -summaries and outlines are entirely from the teacher's point of view and present the work quantitively in order that the correlation and increase of knowledge may be more easily followed. j The summaries of each division of the school, i. e., Kinder- garten, Lower School, junior High School and High School, are presented under the separate group division. The same educa- tional ideals and pedagogical principles underlie the treatment of subjects throughout the school. I ARITHMETIC Number is an abstraction, an idea representing a group of things. The meaning of the abstraction can not be gained except in association and at the time of presentation of the group of ob- jects. All the elementary work in number is done with the direct association of objects in forming the basic concepts of number. In these grades counting, measuring, weighing, comparing are done with actual materials and objects, using the various units of measure, rules, weights, measures for liquid and dry substances, money, etc. Number combinations and processes are built up on a concrete basis and as the number concepts are learned drill is constantly given to insure the firm establishment of valuable, time- saving knowledge. This should be automatic, ready for immediate use. . A dehnite course is followed in the estimate of the minimum knowledge which should be automatic in each grade. With the facts added, those previously learned are constantly reviewed. Brief drills are given daily upon the number facts and processes of arithmetic with the use of drill sheets, some of which are compiled by the school and others by mathematics specialists, i. e., the Thorndike, Thompson, and Courtis tests. In the beginning speed is secondaryg later both time and accuracy are considered in the scores. Beginning with the third grade a text-book is used, which is of a type which presents problems and applications of number in practical ways, similar to those which arise in daily life. These problems use all processes, number facts and combinations, with whole numbers and fractions, decimals and other subjects which are usually taught in the grades from the third through the sixth. In addition to the text-book, frequently as a better means of gaining applications of number, a definite plan is followed in using ....25... the elements of number which enter into the other subjects of study. The solving of the problems involved requires the Same good effort on the part of the pupils as the formalized Work of a text, and is planned to have sequence and make advance in arith- metical knowledge from grade to grade. The material for such work is found in geography, science, handwork, econofmic and industrial topics, and the practical business of the school life. The games involving number scores contribute valuable drill and re- petition for the younger grades. The mathematical knowledge and thinking which is acquired when the subject is taught in relation to vital problems is infinitely more valuable and functions more readily than that gained through formal and mechanical applications of ruleslto long sets of mis- cellaneous text problems. Genuine thinking rather than mechani- cal memorizing is a better preparation for the abstract and theo- retic mathematics of the High School. ART Art education in school is not given for the purpose of making artists of all children, nor is it included as a mere decorative fringe. The purpose is, wholly, to lead children to discover and enjoy beauty in life and nature, and to give them the knowledge by which they may understand and learn to appreciate the great achievements in the art of the world. The impressions gained from the art education should not form a mere accumulation of facts about art, nor should they be sentimental enthusiasms or purely sensory stimulations, but should inspire the child to assimi- late all he can of beauty everywhere and to transform these im- pressions into ideas and visions. Art training should teach the child to see things with the mind and with the imagination as well as the eye. This is the true significance of art as the finest expression of the human spirit. The motive for art expression in the school springs, in large measure, from the interests of the child's day and from the subjects of study. Through the various media of art the children give ex- pression to the ideas and pictures which these subjects inspire. The children are constantly given opportunity for self-expression of this kind, in drawing, painting and clay-modelling. Repeating such efforts over and over again the children can be led to improve their form and to gain skill in adequate and complete representa- ...2 6... vsmswsmzsem ?Pum-'Wm'9' 'L W rf p.,.,,,..,--7.145 . . 'j-,Tp ,- .Q 1 n v n .7 g N ----rj Z' 'U '11, L,,J,v' j' ' - K ij Q jfs' , hm L. . , as .-ki-his-rg V' - - . , - . . - .f , ,.-,.,,,4,,,k,u-AL, - - . --Urn 1 -kg,-.rn . . ' , -A-,:,-:ru g-1 -wk. I M v - Y i f ,oQ.lLuFa..s va -'L -- - - - .----.. --...,..,.., -- ---.1-.-ei.. x s of Lame of a rith- such and The i re- mired .itely :ugh mis- hani- theo- :king inge. :njoy ze by great ained an of ns or ssimi- e im- h the Jn as finest large bjects re ex- lspire. ession eating nprove Senta- tions. These can grow in beauty and yet be kept simple and genu- ine expressions of the chi1d's spirit and insight. The younger children are given very little instruction except to teach them the correct and econo-mical use of the various medi- ums. In portraying natural objects they are taught to observe care- fully by suggestions directing attention to certain details. The child is given freedom to represent in his own way and no work in art expression is directed or copied. All through the grades a free creative attitude is kept alive. Only such practice and instruction is given as will aid the child to have results which will grow :more satisfactory as his critical powers develop. Beginning with fourth grade a definite plan is followed in learning art forms, and principles which are applied immediately to some project in which the children are interested. Problems in spacing, proportion, perspective, composition, studies from nature, figure-drawing, lettering, designing and many other problems and elements of art study are presented. Reproductions and examples of works of art value are used for illustration and study. Every picture used to beautify the school- rooms is one of true art merit. The subjects chosen are those that have some appeal to childhood and which may be enjoyed even more as the children grow up. The school is fortunate in having a fine example of American or European painting loaned to it each month to live with and learn to appreciate. ENGLISH Literature A conspicuous feature of modern life is the enor- mous annual output of books. To be a discriminating appreciative judge in this flood of printed matter a modern reader needs definite literary standards based upon a broad and intimate acquaintance with the great literature of the past. l By fostering in childhood and youth a love for literature hav- ing beauty of imagery and form, vigor and clarity in the expres- sion of ideas, charm of word selection and musical nuances, as well as worthy content, ataste may be formed which will continue through life. Standards of judgment and discrimination can be so firmly established that mediocre or poor literature will not satisfy. There is much in our rich literary inheritance which even the youngest child can enjoy. We wish the experience in school ...2 7... '559l'-'T1'f3f5Tff7fiJ? i 4'-?Y-if4i'l:'3v5'fr:'2'-:-gblieihiiazaauezrw--geieng' ' - iiii-'T ' -f ---1:g:'- r -'- -- . --.,-,.. -' ' -'-'-'- -- .. f ' f f1-'-we-L.,-, h Q17 - -'-we --.-Q---.4---.1 .. - '-'wa'----fr , ,-e . . ' 4'7 V ' and the guidance given to reveal to the child the beauties and pleas- ure to be found in the vvorld's great literature. From the very be- ginning of his schooling the foundation is begun and only the best in prose and poetry is given him. r The great stories of heroes, famous legends, fables, folkl and fairy stories, nature myths which form the background of much of our poetry and prose and which have been the source of joy to countless generations, all are told and re-told. Each grade has its central interest of stories, poetry and books, some closely allied to the history and nature subjects, others of general interest and value to children of that particular age. The foundation is laid on broad lines' tal-:ing care not to force classics nor create prejudice, but to develop interests naturally, as discoveries on the part of the child himself. Much healthful browsing is done in the library hour. There is a well selected collection of books for library reading in each classroom. This independent silent reading begins just as soon as the children have the technique and pronciency to enable them to do so. Every book given the child to read, from the first, is one of valuable content and of literary worth. The children are encouraged, frolm time to time, to discuss the books which they are enjoying. The reading done by the children falls into three groups: reading for class study, school library reading and home reading, all of which is of distinct value in forming the child's literary back'- ground and taste. Home Reading. The avenues opened up in the school reading should carry over into the home reading. To aid in the selection of the bookls for this purpose the school compiles a list for each grade, the choice being based upon the long experience of children's librarians and of teachers. The lists contain numerous titles to suit every interest and taste. Selected literature, i. e., good reading, need not be dry, There is enough absorbing story-telling, dramatic inci- dent and adventure, mystery and emotional excitement in wel1-writ- ten books to outclass any cheap substitute. There is fun, wit, even pure foolery and nonsense to make the Whole house merry. There are, also, books of beautiful sentiment, pathos, and tragedy to make unnecessary the hastily written series and sequels which are making so many publishers rich. ......28.. . .',,- -uw. 1..-,.-.. 1-17.4 --. , -- ...... v, Val. .,-... L Nw,-N V WV nn r YlnLW,n-nf -, -, , M-.. --1- - - ru-.., V- ., H A, I I I- I- p , ,ml ,,..?, ,,,,,.m,,AA Mg-Q-A A 'WA W 1 gi- gil . .v V .-,r?4g ,N - , , , V ,M 1 - - ug,-,,. i-TEN , gpusiwvl- NM- 429-L 'l -:-- , . , , , , , .W .W . VYV- Y. Wa- 1- f- - -- W- 11. --H . : ' 'r H 'H 1 -Ji ,.- --,NN i ,. - - ' ' - ' . - V -'- - , ., , .-.Ag a ' X . . --1. ' 'ij'j'-y n -.1 i ' '-I- '1g:: -': we as- be- rest and uch 505' has sely rest Jrce ally, hful cted Fhis iave very able 'rolm ups : ling, rack- :arry noolds hoice a and :erest at be inci- -writ- even There make h are In this avalanche of new books there are many good books but many more that are not good enough. The school lists include all those which are good as well as standard classics. The children should be given a larger proportion of the very best than of any others. If they are difficult to get into, some judicious help or sharing may be needed. Children -should associate good reading with the home as well as the school. The reading done at home may be a source of pleasure to the entire family and, in after life, the most beloved memories may be of such childhood experiences. i The sharing of a good book is one of the aesthetic joys of a cultured mind. In these days, when such endless, less worthy 'uses of their margin of leisure crowd in upon them, our young people should be fortified with a taste for the art of reading. No pleasure is so easily procured if the mind and liner perceptions are alive and unsullied. It is the duty of educators and parents to lead youth into these paths of wholesome enjoyment. Other amusements and pastimes will find a way of themselves. Reading lists are prepared for all of the children beginning with the Kindergarten. No child is asked to become acquainted with all of the books on the list, but each is expected to read or have read to him one book each month. Compositio-n. The themes for composition, both written and oral, are found in the subjects of study and interests of the classroom.. Especial emphasis is given to oral composition in that for most people this means of communicating ideas is the one more constantly used. As the basic training for written composition it is also valuable. Children who have been given opportunity of formulating their ideas for presentation orally express themselves better in written composition, with better organization and feeling for sentence structure. There are many opportunities in the class discussions for the children to express themselves freely, spontaneously and adequately through -speech. Not only in the English class but in all other subjects lucid, forceful organization of thought is culti- vated. In the younger grades this is largely done through story- telling, self-initiated plays, recounting experiences, and descrip- ..-2 9... 5 4 .2 3 -fifffffif:3E? ?'?i-'fsfwfcffaszfri-ee-Qmresnszzy.-::-are-51 7 I V -- . . -- . . . a......,..,,, I can - -- f-- 1---A----.-.:..--, . . -N-'-f--'--ef.- - , - - f-is----I-.,-.. -T ww f- tions in guessing games, in the preparation for the morning exer- cise presentation, and in countless other ways. In the lower grades, a brief theme topic is given for written composition in order that in the slow process of the child's writ- ing his thought may remain a cqmplete, intact whole. Dictations to the teacher, when longer stories or records are desired, keep a fresh eager attitude toward written expression in the younger children. Long, tedious writing kills the interest in written composition. By the time the children have reached the fifth grade they begin to be interested in longer themes and continuous compositions. In the sixth grade practice and ex- perimentation is made with various literary forms, descriptive, narrative, etc., upon themes from their own life. Some imaginative writing is done. In the upper grades more ambitious compositions are tried. At all times the children are trained to make brief, paragraphic statements. From the Kindergarten through the school the children are encouraged and helped to express themselves in verse forms. Spelling. Spelling is begun in the first grade by the use of word-books which are compiled from the words- learned in reading. No spell- ing book is used before the sixth grade where, as in all the previ- ous study of spelling, wo-rd study is continued upon words actually used and found necessary in the other subjects. This is continued through the High School. A pupil who does not acquire the minimum power required in the grade must be given individual drill. Special spelling groups are formed for those dei-icient. . R 'e a d i n g . i The method by which the children learn to read is presented in the first grade outline. The real living interest in reading is developed in the fourth grade. Up to this time the task has been one of functioning of words and gaining the key to the printed page. A child should have mastered this by the end of the third grade and if he has not must be given special drill. All children do not have their interest awakened or the power to begin in the first grade but should be given individual drill in the third grade in order to be able to enjoy and carry the work of the next grades. --3 0...- wmmmm' is 99 WWW .... ' .- p t b al. e .V .- ,. ,,. , A - -' -..- ' ' - ' s - ' Y ' ' A I ' I an AT! 1 a!25li??nSEil7E.p ' ' -' ' A UM ---- -'fl' H1-v-vxb-an' -- . , . ':.1.mf-1-R4-.4,,-:QU , A' , ---Src:-A---.,,,,.,.l,:,,.,..A,,--.-fn.M. H ,. ,. , EI'- en it- ins :ep :he est ive ies ex- ve, ive :ns ief, ool in Jks ell- :vi- llly vho .ust for lted g is 'een ited aird lren the fade des. Dramatics. The social life characteristic of the school and the morning ex- ercise periods give rise to the presentation of plays and the train- ing in dramatic expression. The wish to impersonate, to live in the life of another personality, is a very part of childhood and continues, for those whose spirit is kept free, all through life. A few perfected performances are given each year, and .there are constant occasions for less linished plays and dramatic expression. In this work special attention is given to aiding the children to acquire beauty of voice quality, as Well as careful enunciation and pronunciation. Plays given by the younger children are in all cases given in their own words-rather than the memorizing of a published play. The plays are written or dictated for presentation and re-reading. All subjects of the dramatic work grow directly from the subjects of the grade. FRENCH COURSE Kindergarten through junior High School. At present the school offers only one modern foreign lan- guage for continuous study in the grades. The purpose of the language work is to help the children toward an intimate knowl- edge of a foreign people, their home and social life, theirhistory and literature and to give some facility of expression in the lan- guage. In the Kindergarten and primary grades the home life of the people becomes familiar through games, stories and songs. A definite effort is made to give them a vocabulary including the names of familiar objects, colors and a few verb forms and ex- pressions of greeting and farewell. In the Intermediate and Junior High School the geographical view of the country is taken and the children become acquainted with the customs, legends and dress of the people. The literature consists of selected poems, stories and hero legends. Beginning with the sixth grade a simple reading book is used and a few definite grammar rules are learned. In the junior High School thegrammar of their own tongue and the French are correlated as far as possible. HANDWORK The course in handwork is planned to give the children ex- perience with many of the basic materials used in industry and, ....-31... ,MV , ,V , I, .-. , , 4 2 1n1fff?? ? '??'i1'l1 T5H1s'ef1i':':ee4e1':'FFsliGl11e1!?::::. -13.11 5 ' : 1'--11-15, 1- - ' ' 'Q 1 ' I-C-3'f--------- 'M - Q ' ' ' by experimentation with these materials, to have them gain an insight into the industrial progress of the race and an apprecia- tion of our industrial inheritance. This motive, rather than the production of certain pieces of work or set of models, forms the keynote for the handwork course, and determines the types of hand- work performed. As a rule the subject background of a group inspires its hand- world interests. The handwork in turn enriches the subject values. Some of the industrial processes with which the children have had experience have been milling, weaving, dyeing, printing, churn- ing, etc. They have experimented with certain materials from their raw state and prepared them for use. Textile fibers, grains, pulp for paper-making, skins and other materials have been used. Carpentry, building, sewing, and other hand-crafts are carried on. The first aim ofthe course is to develop an intelligent under- standing and appreciation of the world of industry, the second is to provide a means of satisfaction for the child's intuitive desire to make things. The development of skill with certain forms of handwork gives pleasure through personal achievement. There is joy in a piece of work the creation of one's own hand. Handwork aids in inculcating moral and aesthetic ideals through habits of good workmanship and standards of excellence. Some type of handwork is done in every grade from the Kin- dergarten to the High School. In the High School courses which are elective are given applied art. T MUSIC We believe 'K that music is fundamental in education. It is one of the best means of self-expression and an essential element in aesthetic development. Music provides larger spiritual experi- ences than are to be found in other artistic expressions. As a n.ecessary factor for the full development of the individual music holds an important and vital place in our school curriculum. The aesthetic and moral ideals of the school community are given expression in beautiful and emotional form on festival oc- casions and in the frequent gatherings of the entire school group. These community undertakings vitalize the motive for acquiring the skill-processes necessary for the beauty and harmony of the whole and provide the opportunity for the children to work for a community good. ...3 2... 1 A 1 V , , 1 .ww I- - 've---..-.....,,fL.swl . n an ecia- L the s the land- mand- dues. : had mum- from rains, used. d on. nder- nd is iesire ns of ere is Lwork its of Kin- which It is ement xperi- As a music ty are al oc- group. uiring of the tk for IAIOOH AGfl.I.S NIVW CINV EDU510 'l'lVH 33N'v'HlN'El -- M- A Z .,..---Q-- fu-2113-a!Si1'.:i1':S'H51j?ffi '?4 W5'W-'?S:'lfH:'uf:'5--x-e!?1?f'-H 1' 'YQ I 11 Y ggnuu fu-.h, ' 1 1' ' ' f -H ' ' 7 11 1 4. 1 1 1 1 1 1 1 1 111 1'1 11 111- 1 1 1, 1 .1 1 1, 1 1 3 1 41 31 , 11 I1 1 I1 ' .1 1 11 1 I 11' 1 1 1 1 41 1 I1 1 I E 3 ' 1 11 1111 1 1 11 11 1 11 71 1 ' 1 4 1 11' 1 11 1 1 1 1 1 11 1 ,1 1 4 X1 I1 1 11 1 4 . 1 1 1 11 1 1 1 1 1 5 '1 1111' 11 11 1 111 V 1, 1' I 1' 1' 1' 1 1 1 1 11 11 11 11 1 1 111 -' 11 111 1 11 1 A1 111 1 1 I1 1 1 '1 1 1 I1 11 111' 11:11 1 111 1 111 1 111111 1 1 1 11 1 11 '11 1 12 'l '11':I 1 11 1 ' 11 ,1V 1 I 11 1 11' '1 '1111 1 11 11111 1 11: jj 11 ' 1 A 1 1111 11 1,1111 1 I1 1 1 '11 11111111 1 12 1 11 11 1 11 11g QM 1111 1 11 1 11' 11 1 1111 111111 'j11f1111 1 1 1 11 1 11 1 1 1 1 1.111 '11E 31' 11 ': 1' f 11f 1 11 I1 1 1 1 1 1 111 1 11. 111 1 '-1 11 1 1 1 ' 1 11 1' 11 ' ' 1. F 1 1, 1 11 1 15' 11 A 1 11 1 1 1 T 1 1 1 1 1 1' It 1 '5 11 1 1 I 1 1 1 I V 1 l l, 1- -1 --- . -., ., y V I n!N1f.'2fAI1z1i..:w--t --M 1 , ,H , .,. , . ,..., - ,. . 1, ,Q A - . , A .1 , . 1 1 . - , , A X, ,, --f- 1:-4-.,-f..,fv .,g,5f ,, , A , Y -1 '-Y...g,q,1p.,3.,Liqc 5-NWY155- 1-,.. - .- .--1.-.-,3-igqsi. . I . 1,,.,,,.- . . V in , ,, , ,, ,,,, WH, Mn? ,,,,,,,AA,,A ,,-,,,, W.-H Mimi, Ykhn ir ,hr H nh-77775 f lv: , ,. . -.--2 1- . ,, 1 .. 5 1 --K - ff 1 f 1? YW--1 -1 nf 1, ,Y 1-q-mvdv' Y 1. 'semsmmm-mm w5V 45 7mmW , ,, , , r W.- . -. V--f -fn..-ff --e---ff ff-' ,-ff' --- i.i'i'T'i'1. ' -W -3:4 v i 'W-Pl-5liE55Y7'5ir. -f . ' ,. . ' ' ., -6 33 . ,- ..,., -1-r y ' S. ' ' M ,' .13Q7lf-Le u -'l' ?E'1'-'N-f-Q-:-..-.---fig., ,,.i---,-TEETTT1-fff.:i'fffi?-ri-.flin-'7:--':.:g' fe 's Children love good music as instinctively as poor and it is the problem of the school to provide enough good music to give them the experience necessary for discrimination. With firmly established standards, based upon a rich experience with good music, the poor or mediocre will not satisfy. This is as it should be as music is an Art and should lift the spirit to the higher planes of enjoyment. The simple and natural art of singing is the best means of giving children music training in school and of introducing them to the great music of the world. By singing and hearing through- out his years in school music of fine quality and artistic merit every child may be led into some appreciation of music. The training in singing begins in the Kindergarten and con- tinues throughout the upper grades. All the training is planned with consideration of the children's period of development and the special grade interests. The technical work goes hand in hand with the artistic phases of singing. Attention is given at the very beginning to ear-training, the establishment of habits of careful pronunciation and enunciation and the producing of pure and beau- tiful tone quality. The children are taught to sing simply, free from strain or affectation. The natural range of chi1dren's voices is kept in mind in the choice of songs. As far as possible tone- deaf children are given special training and individual help. Training in the technique of reading and writing music is begun in the elementary grades. The proportion of time given and the difficulty of this technical drill increases as the pupils ad- vance in the grades. In the sixth year of school the children are able to read at sight all the simple combinations of melody and rhythm presented, through the major and minor scales. With this training the children begin two-part singing in the fourth grade. The junior High School continues the work begun in the lower grades with more difficult problems and in addition make a beginning in the study of music forms and of harmony. In the High School four-part singing is done and sight-reading pursued regularly. Carefully selected folk-songs are given in the beginning and are used to some extent throughout the course. Every type of musical composition and melody is studied which has value as musical knowledge. To supplement the music education of the regular school work we wish the children to hear artist recitals, both vocal and .....33..... fl 'I elif 'lg' fig! Wh 'P Mu 1,1 14 :I il Sl Qi' Md wr ,fx ,i r 22 J 'fin 1 , J I in lr bl 1 ,: 1 'I il i . I, . 1 Q I . Ti Fi 1. I rl' M., ml 4, fl ia! v i W X w-fp ,el it it ,y ml 'Li ... .,,i 1 1, .1 LW ll ,i L, 4 1-J 'lf' up 5! J N, 221 it sr ,-Q p, l , 1 .iii Il .- uf L W . ,I .,1.1 FV- . 4!l!!'T,,-.-.IL ,, . 'f ,. -i'-,sw rr--4-1.m:z,...f1q ,-C.-... ' ... hrs? -1 -'f i-'-'A' l'H-'f e- ' L - wi instrumental. We hope to establish a fund whereby concerts may be given at the school which will meet the particular needs of the children. For those children who attend the Symphony Concerts in- struction is given preceding the concert to prepare them to appre- ciate the compositions on the programme. The details of the music study are stated in the grade out- lines. NATURE STUDY AND PHYSICAL SCIENCE All children are inherently interested in the plant and animal life about them, in rocks and minerals, and also the mechanics and forces operating the machinery with which they come in contact. This interest makes a natural demand for the introduction of some phase of nature and science study in every grade of the school. The natural, early interest in nature should be kept alive and grow more intelligent and observation more accurate. A fuller apprecia- tion and enjoyment of the wonder and perfections will grow with knowledge. In this study opportunity is given for a rich and varied experience with actual material and organisms of the plant and animal and mineral world. Experimentation and the individual use of apparatus take precedence over the mere presentation of facts for gaining of knowledge from scientific texts. First-hand ex- perience, open-minded investigation as the basis for inference is the method of scientific thinking. The science training should give the children the power to withhold judgment until a sufficient basis of fact has been established. Such an attitude of mind is of great value in life, and children can be trained to use this scientific procedure in their other problems. The school grounds and the immediate environlment are rich in material and interests for nature study. Each class is provided with its own materials and apparatus and also has access to the school laboratory equipment. The care of pets and the study of ani-mals in the schoolroom and grounds provide projects of special value as opportunity for wholesome Contact with animal life and the facts of the reproduc- tion and renewal of life. ,Teachers and children are encouraged to use the school grounds for the housing and care of animals, for making school gardens and for other ways which enlarge the inter- ests and scope of science study. ...S 4... St' fo rn. wi tlT14 to me ma mn jec no to of of lea sa: ac: he Cal Hp' tha mo Lo' ing thi: to rigi weI ma imj 'wr'-' 'w -'Y Y ' Y Y- -1.31:-5,14 ' ' V , ,,,, - H -- ' ,...--.--...w g h i K F WW 7 Jump.. -nf W ,..,L..i. ,J M.: ,K d mv 5 E . . ti -V u.r-,.,gam,.imt.1l.t- ..- fl 1 1 -M X' 12.4 'H' 'Vx' sc ig nay 5 of in- pre- Out- imal and tact. some hool. grow ecia- with and plant idual an of .d ex- is the give lcient is of cI1'iZif1C ich in vided o the lroom :y for oduc- ged to s, for inter- Excursions and field trips are important factors in the science study. Wherever opportunity for enhancing the work may be found in the museums, parks and industries of the city, visits are made by the class for special study. PENMANSHIP Children begin to write in the first grade. All of their first writing is done on the blackboard with crayon. Such writing uses the larger muscles of the hand and arm which the child is able to control and co-ordinate. Practice is first made with free large movements in drawing lines and circles and gradually these are made 'smallerg when the child shows control and freedom of move- ment, he is given short words which occur in his reading or sub- jects of study to write rapidly with flowing movement. There is nop: attempt to reduce the size of his writing until he has the power to do so smoothly and rapidly. This same practiced is done with black crayon on large sheets of paper until the child is ready for a pencil. His first pencil is of a diameter thicker than the ordinary pencil, with a heavy soft lead. He is taught to hold this correctly and to write with the same smooth rapidity as with the crayons. His letter models are acquired from the teacher's written forms. r By the end of the year the child's writing is still large and he is not encouraged to reduce it in size until he shows that he can do so with skill and without drawing. This is the first step in penmanship. The child begins to use ink in the third grade and it is here that the true drill is begun with short exercises upon position and movement. Standard writing 'scales are used throughout the Lower School by which the children may compare their own writ- ing and discover their ratings. Children who need particular drill are formed into groups for this purpose. Writing which is good in form and legibility and up to standard requires no special drill except that of use. Incor- rigible hands are acquired when the first steps have not been well taken or are due to defective eye-sight. When this latter matter is adjusted, it is fair to make a demand upon the child for improvement. ....35..... .. '?2S1 '1- '1 f'1Y125Zi'?Q'Fwqw4--azafta-zznpynggg-.vm-Jaan,-' ' , , V , M, .i ... . ,. N ,L it - I , , , ' 'K' ' '.---4-1 ' .- , Penmanship will be given this year twice a week in each grade above the third, continuing when necessary into the High School. SOCIAL SCIENCE STUDIES The social studies embrace those subjects which are con- cerned chieiiy with the relations of people with one another, i. e., those usually classified under the headings of History, Geography, Economics, Sociology and Civics. The various aspects of human life comprehended in these subjects are often so inextricably inter- woven that a sharp distinction can scarcely be made. They are best presented to children as a unity with their intrinsic correla- tions. The scientific classifications and transitions from one field of knowledge to another have significance only to a mature mind. In the school programme, in the lower grades especially, no periods are allotted for specific study of any separate aspect of these subjects. Yet facts of History, Geography, etc., are learned and form the vivifying background and the nucleus about which other subjects and activities center. History. A' systematic, though not necessarily chronological sequence, is followed in the study of History. Its character and quality are aptly expressed by H. G. Wells' title, T he Great Adventure of Mankind? History thus considered is not a mere memorization of lists of facts, names and dates but is an absorbing and illumi- nating study of the evolution of present day society. From it the pupils should gain a sense of the development, continuity and unity of human life. They should' have had revealed to them an insight into the forces natural, human and divine which have led society to ever higher attainments and those also which have as surely debased or destroyed it. I The motive for the History study is to make the child conscious of the onward sweep of humanity and to create in him an eager desire to fit himself to participate in the solution of problems which will offer themselves in his own day and generation. It is difficult to indicate the exact manner in which this in- Huence is brought to the child. Presented with the proper view- point and treatment it is inherent in the subject itself. The story of the unfolding of Man, his conquest of his material environment, .......3 6..- his pos Pas mei cu11 prii thej the ple: vele ploi the chii Thi mo: of 1 the Eig the pro' sig: our cer1 con wit and Sin eral wit whf I'ea1 und and A, .Q -1 .... -4-. -1...--.. 1-5-. e. -.-,A . V'- - -. ' -1G'S0b?4'r2-v ' ' J -- -- . .--.- ' H f ' W W ' -' f ' -W f -'--- ---1 -f--4- -4-.-L-.-l--.-:f - Lg sggrlgn Vwrrg r ' JN . ' - - N , 3 , ' , .. g, - K w 'l ' rw- WH- -' - ff- -- . -gg-:w,.. - ' .- ' EP uzxqmgx- , , l l. W - - - ..- ---mf .., , . - - -V--A - WH- Y ,g g,.'j: i' f' -- - ' ' ar e ' -1 -'N -M -f -- . . a e ,. . , - . -N . ., . , RU-emeeiwf -v- -- -4-'LF - . ' -- -l. ':. - ..-..-., may-41 . ' .1 ' ' . ' '-'H'0- 1.---....- .-L A - . .. - 4'7 11--1'-1---. Q--. .' .T ? ' f 1 ' ' ' 1 . 7 3 each Iigh COD- i. e., -PhYv Lman nter- T r are 'rela- field nind. y, no ct of irned vhich lence, :y are ure of :ation llumi- it the unity asight ociety surely scious eager which his in- view- : story nment, his manifold expressions of spiritual aspirations ive unlimited g possibility to bring home to the child his vast inheritance from the Past and his great individual obligation to the Future. Through the study of various races and peoples the develop- ment of civilization is followed in its -savage, barbaric' and later cultural stages. Beginning in the first grade with the story of primitive peoples, their physical needs and the manner in which they solved the problems of obtaining food, clothing and shelter the work culminates in the eighth grade with a study of the com- plex life of the present day. The outstanding stages of man's de- velopment are studied in the types presented by the Vikings, ex- plorers and tradersg the Homeric Greeksg American colonial lifeg the westward expansion of the American people 3 the age of ma- chinery and industrial studies. This comprises the work from the Third through the Sixth Grade. 4 In this study of History, from the lowest grades to those more advanced, a true scientific ba-sis is maintained by the use of original sources and records. ' A summary of the work in History for each grade is given in the grade outlines. C i v i c s . The history study of the preceding grades culminates in the Eighth Grade with the study of Civics. With the knowledge of the evolution of society as a basis the complicated and manifold problems of modern society are better understood and have greater significance. The study is not merely a study of governments or of our own government but has a broader scope. It is chiefly con- cerned with the relations of individuals to community life. A consideration of the rights of each person is counterbalanced with the consideration of his duties, A study of the bearings andy-inter-relations of these two aspects of personal life are studied. Simple basic principles of economics are gained. A study of sev- eral institutionsand problems is made with emphasis upon those with which the child comes in contact and the workings of which he may observe in his daily life. Field trips and a wide reading of biography, fiction and other books adapted to the child's understanding reveal the social facts and conditions surrounding and influencing life today. ...3 7... - .: ,, ,f, ' -1' .. 5.-1?-lffif'5'4 ?'g'--'fxrsjsnsor1.,.,nvaf-img-sue-211-r:z:':e:3.,.,V , s ,-an-1-lesaafnnaes fa. at ,. in-an ' , The purpose of the Civics course is to have the knowledge gained function in behaviourg to have the study emphasize the re- sponsibility of the child as a citizen, to create ideals for service in the community of which the child is a part. Along with the study of Civics goes actual participation and experience in the problqms of the School Community and the practice of civic virtues in school life. At this age in their development children are idealistic and have an especially clear sense of justice which should be given full and free expressiong they should be allowed to look frankly upon the conditions in society today in order that they may b. made eager deal with the many problems left to them to work out and make right. The study is a survey of the important social, economic and political organizations of modern society. The work in Civics of the Eighth' Grade is an intensive course and covers a whole school year. Civics in the Grades. Topics of a civic nature are presented in even the elementary grades. These concern institutions and people with which the child comes in personal contact, and which contribute to his comfort and safety. Among theseare the milk-man, farmer, postman, fire- man, parks, playgrounds, etc. Such studies interest children be- cause of their dramatic appeal and their relation to their own lives. Another means by which the young, child's hoijizon is enlarged through interests in civic and 'social life is ,connected with the cele- brations of the great days of the year. For these occasions they are prepared by being taught facts and ideas which fill these an- niversaries with greater significance each year. Throughout his school year the child is constantly helped to see himself as a unit in the whole from which he receives valuable aid and to which he can contribute. Small but necessary responsi- bilities and tasks are given to the child, even in the Kindergarten, which are of service to the group. The child is led to recognize early in his contact with group life that all action which is a hindrance to the best conditions for work or play is an offense to the group, that he is not offending the teacher but is breaking the law of the social organization of which he is a part. Conduct is considered entirely in the light of the obligation of the individual to his neighbors. ......3 81 citi an: gre cor get as new rec the inii rea uni of 1 is J a s' Thi sev rel: api sire lar: ogi sta: clo sul to ura zor F101 ma pla bot thi: Nygggm gs .-4: . '.:. me t -va..- --.. 1. i 1 5, Q - - '-'-'-H 'W 7 4-3 3A gl, ,, A ' -' :socnmh e 5 ,l , I , 513:35-, an Z 3 , t .,. . 1. .. :a-.,.n.v,a:!av. ,l -- 4: L , Lyvm. , , ' ' ' ' ' ' 'W ' ' 'WAY' ' W ' ' T P -' i 'y L-we- -----ff ---- --V--- f---V. H4--at -. Y.. . 'mn M, W, im., .M ' .D r . , , .. ---- -ff' W if j.j.,g:,', T ' L--1 '-i.f.- -.J V ' . 'I' ' i '-l'N 'W3tm 3m' 'L np -. in -v'! Um-qgam kv wb.. rl t .ns 1 N V . ,Q , ,mv E Q 1 -- .R? !e!s. iim-.ue .1 dge re- vice the the :ues and full pon made and rnnhl UFSC tary :hild :fort Hre- . be- ives. rged cele- they : an- ed to lable onsi- rten, group s for g the vhich f the We believe this is the most effective and the true training in citizenship. G e o g r a p h y . Geography teaching has been greatly modified in recent years, and compared to the days when memorized definitions of geo- graphic terms, lists of political divisions, boundaries, and capitals constituted geography, it may be said to be revolutionized. Place geography and map study are still important but serve more vitally as the frame-work for the fuller and more human aspect. The new geography looks upon the earth as the home oi man, and the recent term, Human Geography? indicates the angle from which the subject is approached. Human geography begins the study with consideration of the influences of the natural environment upon human life. For that reason the unity studied is the regional rather than the political unit. i p The natural region is the determining factor of practically all of the occupations and business of a locality. An intensive study is made of the type regions of the world. ' The study begins with a study of Kansas City, lying in the great Corn Belt of America. The various regions are considered and acquaintance is made' with several types, each having its own determining factor of unity in relation to the .human life. The knowledge gained is readily applied to the study of similar regions elsewhere on the earth. Abstract, scientific facts in regard to winds, climate, ocean- streams, etc., no longer precede the study of geography, but are larned as they function in the region studied. Facts of physi-5 ography enter in the same way when necessary to a better under- standing of a region from its human aspect. p From the very beginning the geography study holds a very close relationship to the history topic of the gradeg frequently the subjects go hand in hand. In the first three grades in relation to the historical topics, the children have become acquainted nat-- urally and as a matter of course with characteristics of all of the zones, many natural phenomena, deserts, jungles, m0L11'11Cai1'1S, fiords, hot and cold springs, volcanoes, oceans, land forms, the map of the world and much place geography, the pr0C1L1C'CS and plant and animals of various parts of the world, etc. No text, but books of travel, pictures, descriptions, stories, are used. In this way geography study begins naturally in the first grade. ..39.. x I I x I ....Jl,ig'.,' , ug' --:fe , Tffff'-EQQE-v1 fg?'-' .-f!4lf'.'TS'Hn'1fr-f -Iwi f A lm., p g , ,- fin.. 5.7. unc A -- . . . - .A - . .. . . M W, ---' is In the Fifth Grade a definite and conprehensive study of all the continents is begun which is colrnpleted in the Seventh Grade. In each grade, beginning with the fourth, a travel project is undertaken, either individually or by a group. Time-tables for rail and steamer travel, maps, pictures, and reference material in newspapers, advertising and books of all kinds are used. A pic- torial record is kept as well as other clipping data. By such imag- inary journeys the children acquire much valuable information with avidity. ' In the upper grades, a fairly close relationship is kept be- tween the geographic studies and those of history. . MINIMUM ESSENTIALS In addition to the general cultural, informational and mind developing -subject-matter a definite minimum of achievement is set forth for each grade in the knowledge and use of numbers, reading and writing. A certain portion of the program of each day is given over to the acquiring of and drill in these rnrinirnum essentials. Without these tools and skills the child is handicapped in undertakings and interests which he finds desirable andthere-' fore accepts the necessary drudgery in acquiring them. In fact, to measure himself from day to day and week to week by the tests and standardized ratings makes a decided appeal to his sense of good performance. Various standardized tests and scales are used in measuring these minimum essentials in English, spelling, read- ing, penmanship, arithmetic, such as the Courtis tests, Hillegas, Thorndike and Howard-Newton Scales. These have the value of impartial, impersonal judges. Whenever a gain is not made after conscientious effort on the part of the child, the source of the difficulty is sought, as it is considered important that the child be equipped to carry easily and with pleasure- the interests which the subjects of the grade stimu- late. e The minimum requirement in English and Arithmetic for each grade is stated in the outlines of the grades. ...4 0... bu for Ei Se a l Sc pil gr. in we ba mi hig of of we gr ch pr an de so an te: sti co of er ar TI so th th -ff! ' 1 '.'1,, 'N vt -,i,,,.,.,, .' -.. . ' ' - - - r.-' '-l'- ,, y:5r3n-f- . .- - . - - - -- - - - Y--if-ig------------+-----V - ,- A4-.Msg , M, KF- - - 9' .. '1 9-vv ! - 4- .nv - f - .Q w, - ' - '-'--f'---e-'------- ---- -- ---- 4--W --W I V4--1-. 5 . - ' tepuawvl- YT ti? E o l g a., i ci. . . as be My , as 1 .J i . ' ' -,:s::.m-:mcrizf -.irij --5 -, N-:ge .,5 . V W ' . , L f ' ' ' . ,, 4 p A 4 ---L--.. -1 , ...O - W -ff., ' , xvx -.J my.mgm,:gaz:!3, -a.g..se,.,pv.--.-1:-11.--f3-7 - - .4 4 ' W I V -. .. - L- . N ,-..... - Y 1 - leg., wa,.e:L'9e.-33,--A--W Q: .- '-1, Agn- ' i ,g M,:,.g,L, , , - -W 5 i Air'-4'- - .'g.,,:-,R gdb., V. gf- 3--'f'-'---j--Q-ff.---.-f-x..:...aaW- -'.-i.1i,- V. f..:. -f-N.- -.- 75 - - -' - - - - - ' il' N all le. is For in ic- mg- on oe- ind C is ers, ich um ped :re- ict, :sts of sed :ad- gas, Llue on ,t is and mu- :ach The Work of Junior High School The work of the junior High School is arranged in sequence but is so planned that the phases studied in each of the two grades form a complete unit in themselves. The subject-matter of the Eighth Grade is not a repetition of that usually covered in the Seventh Grade of a seven grade elementary school plan but makes a full and complete advance in the study of English, History, and Science. Latin is begun and French is continued by former pu- pilsof the school. For new pupils a beginners' class is formed. Pupils who have completed the Seventh Grade of a seven grade system are advised to enter the Eighth Grade in this school in order to gain the valuable practice and experience which the work of this grade provides. The subjects studied form a rich background for the work of the High School and in addition per- mit the pupils to complete some of the elefmentary portions of high school subjects. The Civics course of this grade and also that of English have been given High School credit by the Associations of Accredited Schools. j The teaching in these grades is departmental, some of the work being carried by teachers of the High School faculty. Each grade has a separate classrooim with an individual teacher in charge in order that there may be greater opportunity for group projects and interests. This plan also maintains a more intimate and personal contact between the pupils and teacher than a strictly departmental arrangement, and creates a sense of unity in the social life of the group. The History topics of these grades center in a study of social and political development and organization. Through the in- tensive study of the Feudal Age in Europe and of Civics the in- stitutions of present day life acquire significance. The growth of constitutional government is followed and an understanding gained of the problems presented in the framing of our own plan of gov- ernment. The history of the formation of the nations of Europe and eminent national leaders are studied in the Seventh Grade. The subjects of the Civics study stress the contrasts between the social life and political organization of medieval times and that of the present. Community problems of our own nation today form the main theme of the Civics course of the Eighth Grade. ...41... . 1 1 .,. ,. .2 4 il ,M ' i. 1- .i .. 3 w.,-4 fl.: I 4 ,- 1. A 1 'El ll ily: Ut In, .il il . 591 l Vx 3,-ll iii' 1 'W.l w ix x I 1 ll. 1 'x 31311 l 11. I. 1 it 1,14 .Ii ml tl .al .Ir .fl yt. .j, v N1 ' is ,Q .'f . .si will pil. .H it 'HI AL. Ml 'MY 'twill l l 1 Y Vsfi .H j aww. iii!! ffl l 14' .W M 'Fm l M .jx ill nail 1.353 lil l wg 132: mx will . wp QW. l: ' ml, . my l !':w , fav Nik M Ni-1 tml: ill W. W' ull. My .fl l sl!! jill. ki l 415' iii. W ll. .lj ml li? .yi ,fri wig! .. .. r.. ll 1.5 'VI 'x 1 A -JY? F . 4 4 'VFW'-YE5?355Tffff?'1'34fqi'-4--''f S'i'1'.'r-f- -.-1-a-ical.-s1te.':!2 -'-1 ,..........-- 1 f-1 L .L-........ The study of Eur-Asia correlates with the work in history in the Seventh Grade. t The English course of these grades considers much selected literature for critical study, in historical fiction related to subjects in the Hi-story and Civics, standard classics in prose, poetry and drama. Much practice in written and oral composition and debat- ing is given. Drill is given in the' use of grammatical constructions, spelling and writing. Related to the study of Latin and French a complete study of grammar is made. The language work in Latin begins with .a study of the ele- ments of Latin in English words, preiixes, suffixes, and roots. A portion of first year high school Latin grammar and reading is covered. The mathematics of the Seventh Grade is concerned with prac- tical business applications of Arithmetic and practice in the funda- mental operations. That of the Eighth Grade is with problems of theoretic mathematics in Algebra and Geometry. Problems re- lated to Geography, graphs, budgeting, etc., are worked out. A course in free-hand drawing and design, and handwork is given. Music study is continued. Social Clubs, Athletic Teams, Student Government Activities and Dramatics form a vital part of the grade life and education. .....42.... sth. Mllmr' -- ag. '.:.,-.: -:.,.- --.. .. el: ri.,-V: i . i Lil' ' 2 r l-Arlii Qigl gg -. - '9' is 'A ' :1m,-ng-.1 E . , , ' 1 1- -v .-..n. .:i,i,-REQ ' ' ' H ' ' 'A Y '- X '-'wr' -----4'f- f-e4-f-- - -- - M- --W 4 rgpsslitvli- '89 , . ' . , 0 , -.. - H g T T . .T .. . U fe .. A if , r Arif- -A.. g -wsnrtniumuwlp ,- ' ' . , J - -' - - f -- fa-if. '.: 2i - .g. -. ' .'e' 2LfI-.Pa r r . 1 ', .xl gg ls in ed .ts 1d lt- is, iy le- A is ic- la- ns re- is ies The High School Department NOTES Each of the four grades of the high school has a teacher in general 'charge of the grade who is responsible for details in the matters of program, attendance, reports and records of the pupils. She has supervision of the social life of her pupils at school and acts as a friendly adviser to whom they may bring their personal problems and class matters. The sponsor heads for this year are given in the faculty list. Each high school grade assembles at 8:55 in its own room for roll call and necessary announcements. Each class has a president elected from the group who takes the initiative in all matters per- taining to the class. The high school has at present four student organizations, The Touchstone Dramatic Club, The Sunset Hill School Glee Club, The Play-Readers Club and The Sunset Hill School Athletic Association. Each of these has a student chairman and its own officers elected by the club. Each club has a director, a teacher, who is expert in the given interest of the club and aids the club in its activities. These activities are determined by the club members as the purpose of the club is to establish a means by which each student may have expression along some self-chosen interest. Each organization has a constitution which is in har- mony with the school's ideals, and contributes to the pleasure of the whole. Other organizations will come into being as the inter- ests of the students create them. Another important student organization functions jointly with the teaching staff. This is The Student-Faculty Association. A faculty member acts as adviser and represents the teaching-body andga president representing the students is elected for each year from the Senior Class. The president, with a secretary, has charge of the Town Meeting of the entire high school which is held once each month. At this meeting discussions and considerations of matters of conduct and co-urtesy are taken up and other important phases of the school life. A council with representatives from each class meets once each week for the purpose of determining ...43.. - - . - -A A,,.,,,,,, ,iw W -1 V -1 .., -- r ,127 x 'N' .ii Ui 2 .if 1 Ii all I , W xx ' r X ..1 l 'Q i it ' I Iw . 5 mg ij M iii! 1 ...I ri: ... M. N, lil .ra Up. lx .will N a V. l lim W '1 1 Null if 4551 ii u N w 'Vi it il' rv. . 4 if f .H 1 SET i N r i. it I H31 F HHH if E .L 'x iii' H . .egg 1 hu . il: ' .W 5 . .,. fill 5 1 i Z Ibm W wir .gil . at Q3 ef! uf ' I 5 iii: l 'ff H HF, Mi l 'Sli 4 ww. r .. 5:11. wilt' MVK my N W . - Nil T K -A 1 W uw l tl' I., QQ sl. V1' 35141 N H. I. 4' . lu! r N. I, iw i i. VIE H I E ' J 4 1 mi, r Ve' ' V A! if .1 .. L. .L,. iw l'! ri 1 E as 5 i 1 1 . 1 f l A 5 f , : mls 5 I 2 N' 3 I W' g 2 Il! T me I 1 ,K. 1 it E 2 M S il if 1.7 1,2 I1 4 V 'ilfil'-2fE:f?gi9W lW'l3Ii 'r -:vii-'win-Q.Q:?ilQQEff1QyI5EfgZ34Q1a.g7 T- ' r - - v':-a-41 ways of meeting specific problems. Inasmuch as the faculty ad- viser meets with the council of students, the group has the aid of an experienced and mature judgment, as well as the faculty point of view. The ideal of the government in the schools is that it be co-operative and therefore must represent all members within the community. The effort and interest of the Association have been to foster the growth of a sense of personal honor, the gain of self-control, self-direction, and to promote the highest ideals in the life of the school. One period each week is set apart for the community interests of the High School, such as the monthly Town Meeting, a Morn- ing Exercise gathering of the entire school, community singing, discussion of current topics, a lecture, reading or recital. A series of informal talks will be given this year on Historical Periods of Art. One period each week will be taken in the different English and History classes for the study of current topics. This study will be supplemented by a bulletin board and table for the display of clippings and other material bearing upon the outstanding events and movements of the times. Current periodicals and pictorial magazines which stimulate an interest in world affairs are received by the school to which the pupils have free access. REQUIREMENTS FOR GRADUATION A A minimum of sixteen units of credit is required of each student of the High School for graduation. A unit of credit is given for each subject satisfactorily completed which has been studied continuously for one school year with four or five class periods a week, science and handwork subjects with six or seven periods a week. Two half-year courses count as one. One unit of credit is given for Music if studied throughout the four years. Credits from other schools which correspond to the above are accepted for the school diploma. Each student, whether she is carrying the general or college preparatory course, is required to complete the following units: 4 units of English, 4 units of Language, Z units of Mathematics, 1 unit of History, 1 unit of Science, 1 unit of Music, making a total of 13 units required. These definite subjects form a well rounded course with latitude for individual choice, and permit a desirable sequence. ....44... Em'1nn. ,eit:ik ...A x 1- .5 A ,,',.,s -1 : U A F!-k- 4..3-,. N. 'sim Q l l l u - -F 'T i- .. .-v --- . -L , dr .i - ..,, R H- - . I. . - ,, 1, , -,hh may 'K A A f ' ' ' f H ' writ- 7 'fAY r'r'-r't'-M r'--f f14--i4 -l1'----f+f- 1 .1 : -,- : ,a , ,, ,:c ,,.,, : fav- . EP U-Hr-'WSUL , V - -- -, , -- - f , , A , ' ' ' . ,',-,g 'T 1 ' ' if - -'-11.7- -Q , . 77 -7-5----J ' ' sE':3 '- i u iifii, ...ir A- f' ' ' ' ,K 4 1. 1 H .- - .. .. - ,, ...-1.4. 1-army' . ' ' ' ' af.-ees. V .'-4-'f's.'-:--1...-.r...-:-.-.-FiTff.',,:'-A -i'2'fff7i'.',.?L' ,, ..,- . , 4 , ad- of 'int be the :ter rol, the :sts arn- ng, ries s of lish udy :lay :nts vrial Lved each it is :meen :lass even unit TS. 2 are llege nits : atics, total nded rable The college preparatory subjects offered by the school at pres- ent are as follows: English 3 or 4 units, French 2 or 3 units, History 1 to 4 units, Latin 3 to 4 units, Mathematics 3 to Sy, units, Science 1 or 2 units. A .minimum of 15 units is required by all colleges. There are some differences in the number of credits accepted in different subjects by the individual colleges which makes it necessary that the student should designate the college of choice and her course be planned accordingly. The subjects of the High School curriculum are given below. From these selection may be made, with the advice of the principal to form a well rounded and balanced course. A sequence of two units in any language course. is required and two in any combina- tion in the mathematics subjects. Four units of English are re- quired of each student. SUBJECTS OF THE COURSE OF STUDY E n g li s h . Four year college preparatory course. First two yearsthe same for all students. A study of the English novel. . A study of the English drama. H i s t o r y . Ancient, American, Medieval, and Modern European History. Languages. French-Two or three year college preparatory course. Two or three year reading and conversation course. Latin-Three or four year college preparatory course. Two year reading course. Latin derivatives word study. Mathematics. Algebra, lst and Znd courses. Plane Geometry and Solid Geometry. Business Arithmetic and Bookkeeping. S c i e n c e . 4 . Biology, General Science and Physics. ...45.... l 'll ' 7 ' - , , 2' '1n11'I Q Yer. 3 1 LT' Tl i I 51 3: -I Q7 ,. 51 lp '1 I1 '- 4 4 fl 1 I 1 1 11 W W f' 1 11 , 1 2 2.1 ,11 f 1 Z1 ' 1 1 , 1, 1 1 11 .1 T 11- I 1 J U 11 l 21' 1 , 1 1 4 1 Y i -Z1 I 1 4 N 'V31 11, 1 .15 ,' 'ser-t:dQE-z. 5 ii 1. Q11 lf , 1 I g. 1 L I 1 I1 l 5 H1 I s 1 F 4. 1 1 I l 1 1 Q Fine Arts. Drawing and applied design. Historic design. Applied art in metal and other materials. Jewelry design and application. Music. Music appreciation. Sight reading, four part and chorus singing. CERTIFICATE TO COLLEGE The school has certification privileges to all colleges admit- ting students by this plan. In order to protect these privileges, a higher standard of work! than the bare passing work is required for certification to college. The monthly reports to the parents show clearly whether their children are of certification quality. f Medium 75 to 85? or higherj. COLLEGE BOARD EXAMINATIONS p A special program in the third quarter of the year, especially in the Senior year is arranged for those girls taking the College Board Examinations so that they may have special attention and a thorough review in the subjects in which they are to be ex- amined. This review continues up to the week during which the examinations are held in june. All those who wish to be recom- mended for the College Board examinations mu-st make an average grade of 8096 or above in each subject. For those taking the examinations who are on the honor or special lists of applicants to any college, an average grade of 85? or above must be attained in each subject. The school does not adhere to or recommend any one plan for college entrance and students are prepared for either the old or the new plan of the College Entrance Examinations. The fol- lowing explanation may prove helpful. The old plan permits a student to take an examination in a preparatory subject at the com- pletion of each year of work. On the other hand the new plan re- quires that no examination be taken until the completion of the final year of the High School. At that time four examinations covering, approximately, twelve of the units of the college prepara- tory subjects, are tal-ten. ...4 6... sh In ye HS fm th: an i111 da pt St ur re ul? 10: by SC cii ill vi tv pr co a st' th se 1 1 1 l 1 3 Y U . , 1 I' '- . , , . K ,, - . . - - D Ne.. -.5-.Q - g -NH '- ' ' - ' H., 'M L' A ' Saciezw ' -' f- . ' - T 'l'i'Hq: if H , ' , , N I i' -. - ' 1' w1'f1'gfg4:1i1 ..g,.fg.:g4:-fx-gg ,gpmn-ra 'M-'L -4 '--Y if - '-3 gf- , 1:4 pm.--.,:. ..,,, . . ..-..----------H- ------M?-+2-'-'mr' 'mmm' T ' 1 . l Y. 3 .. . I .--... -g:i:r.rm'ik!'it9'3-2151 , a - Q- , Q V , f f - e ,gg -'Q ----5 --:aw -1 ASX -' rr. v 4 . - ' .sgb-,YH ,-11, 5 - up A 4 .x-sv, Vg-H 5,-Z .VM . -'- e --'-'-'--.-f---1,:-.y.---'..,.'-.,. -- -f---xv-. e ..:, ---c.- -.- - - -- - ' - - -V - .dmit- leges, luired :rents lality. cially allege 1 and e ex- h the :com- erage g the ,cants ained plan old e fol- 1its a com- n re- vf the Ltions fpara- The school is committed to the policy that no examinations should be taken until the end of the second year of High School. In many cases it is advisable to postpone them until after the third year to insure success. The school recommends that the English examination known as English Comprehensive 3, be taken at the completion of the fourth year. Most of the women's colleges recommend or require this examination. Pupils of the school have successfully passed both the old and new plan type of examination. It depends largely upon the individual and circumstances which is to be advised. CONSULTATION PERIODS Each teacher of the High School has from one to three periods daily during which she may have individual conferences with her pupils. Appointments may be made by either teacher or pupil. Students are expected not to abuse this privilege by making an undue claim upon the teacher's time or becoming dependent upon receiving individual instructions regarding their work. These conferences are planned so that an immediate clearing- up of difficulties is possible and also to aid pupils to make up for losses in work due to unavoidable absence. Appointments made by teacher must be kept by the pupil. Parents may make appointments with teachers through the school office. TUTORING The school deems tutoring undesirable except under special circumstances, i. e., to make up school work lost by prolonged illness or absence. In such cases the school will plan and super- vise the tutoring. EXAMINATION S .The High School year is divided into three terms of about twelve weeks each. At the close of each term a thorough, com- prehensive examination is given in each subject of each student's course. These examinations are intended to serve the -student as a reorganization and survey of the salient aspects of her courseof study. For the teachers it is a means by which they may discover the growth of each pupil in the power to make a concentrated pre- sentation of her knowledge and its applications. ...4 7... L r L I N L 1 J ,. le M il 'v 1 I r 1 E N wt 'v ,U w r E 1 1 l E I I 3, . I .I 11 M ffl In IH w 4 . il 41 N ly V H . 9, V t I I 1 . I, V n 5 A- V i my i Y - I I A v b f I , ., U ' g: ::::r,i'2-QE!!--, 4'E'? i'-'?5ii4Tff?'x3F??i? 51 - ........ A r- - ... 1 i N.. ' -'-- - - A . . - .,- ,.- .t ...-:.-. .- ---.--r - . - - - - rfzr- ---A H Y.:- f-2114 f - - - ' -- Constant brief reviews and recapitulations are made during the term so that these periodical examinations should cause no anxiety nor require cramming, provided study has been carried on intelligently and conscientiously each day. As the school considers these quarterly examinations of vital importance in the school work no pupil may be excused from them. If it is necessary to schedule an examination at another time a fee of 33.00 is charged for each examination. REPORTS, A report is made to the parents and a special one to each student at the close of each term. This report states the quality and character of the pupil'-s work, its weakness and strength with helpful suggestions. The examination grade and an estimate of the daily work on a percentage scale are given. DEFICIENCIES A deficiency card is mailed each week to the parent when a pupil's school record is in any manner unsatisfactory. No re- port is made otherwise. A list is posted on the day preceding so that each student knows when and to whom she must report on the afternoon session set apart for making up work. No pupil is excused when posted for this session. Grave dei-iciencies are reported immediately and a conference with the parents requested. ...43.... YU . 's f' 1-. . -- - . LTV. AV, ,- , T ' . -' --ri I ' A J - .,..:Q-.rfsfzff-wr,----v-'--,, Y. -uw...-.1-q,,,,,:,,-f.1, - T ,, AA , , f - - Y- - - -V ---Y -in mgmm . , . . H, -Mlgiigi . . -A .,. 1-AF., ,,. , -A. - . , V - - -R Eg.. V H'-A --W--f -if 1-----w.:.,..-'4,.Y ..,,, ...LQ - during use no carried af vital 1 them. time a to each quality th with nate of lt when No re- student , session 1 posted nference JP C Q -1 O V IAIUIH GN DNINIG H FVIV SLU Ol? 'DNICVIIHH 011211 NHLHVDHEIGNDI 'DNICVIIFIEI 42.5 2 jlw '.,i I N ... ', gfgg ring: .- - 4- gh . ,- ,,,, .... , -, ' . . ,' , , , , , , , 1' ' 'THW7--4--f f ' f '-- Y Y H-f-W : -W ,y -An W- ' --- ffA -f--ff' , ' - ,---1' . 'QTXVILAfihf:ffhffu'S7!f!7E',Tf':?f:ffjf-j4'-4?15'4f7S?iYHi'E'!'Q':::j:i? :'Fff'f14'3l'lCK?1'L :iTF31'f4'?f53, - - .H -3 -,, ,.-, H- M- --q :gn-Q.-f-M AA -- V -- A 'v 1 . , , E if 515 Ai K W -1 HL AL, 1 , w ,J , fl 53 , 1 f A ,N ' 11 'nw lg ,.? ,N .,,, if 'rv' W :Iv :- ' I X 1 ig TH, 311' 'R' it , ,. :. , x fi fx, ,N QI ! 'hw - ,A ,ug ., , H ' W 4 -4 'IT' .I fw- 3 r 74-' f'.E'j, xx , 1 1 1 qu-,w r . Q VINN , 'Mil u 1 I .,: I, v, w' ' Ha: ,mg ,, 1.91 ,W 11 u w f 1 ,Wy ,- :M ' 35 . L4 5 Y .M pg H, .3-, n, 1, fum QV! 1, 'fl H, 'Lp' ,QW f , N J' '. mn' iv' -. ' ,yew b gf, ' ,Sym 'Zu mi A .Il w , , H:-fu ,Y '. ,mi .W , mf , Au ,I 1 M! 1-,SW 1,11 W wwf' M ' 'www 1i:.L1',!.f,,N V, xml 4,9 g-W a ,MM 1. f-ww ,g'-- mn ,1-151V L-'QV 1,-,,v-V' j.,.ya V1 1271- 'wh 1+ HN .,1,NQ' ,, , ,r ,Mm f.,,,'J1f, lf1 a1-wif .-' 1' 1' Q 'im 'FEW' .. , , . V 3: Wi 'Ill11':'mN! f , ,W ,i3g5j 'fm Mill ,limit 3f . u:, iw. J: ' QW' 'iw'g. 2 M1114 ' 2o:1wfQH4 N ,LU '1 yiwfb, M., MLIWU M MH IM 11 WS :M HM, Ni 1' WW l'9 4f1,'!,?1NTf1 f -1 ' 1, ,,l:, Ei u f 1 Y mug W !m1V7,'113E1i:: 1Q,jw1'!' 1 w ..2w!1H1 ,-,1gyfwg,!1 :1,jMd,5 :g:fEiZ,V, 1 an 1,1-.lq+:1N' , '5l:',fv11f KQ'1 'M1w N W vwN1j1,W,xN: ,F 11 , l , M I 1 L4 F M w11 1 '7gu,,'rw'-N , ,y,, ':'4ae+1 1' , ,UU wr-Lil C'f1', x1 Liv , Z41 i'e ' ,gm ,wh QFZ nw 1, mi:-'la 2 ww lgw, E 4!f',,IE'p? nhl-'.w::13Y. Nj! l7:Q5L? w.rW:w':,M: fqv:'w:P:li' 5 ffqgbw : v 1.411 V 4, x Y ffml. uw lx P, , gg f-':,, ,5 lf, ,mu , W, 1,,,sw .AML ww A '.y-,wm,,,+ :A ,4g1,w:'11 I A ,Mtg G-'1f'MrfifN rl'I4N,31 L 53'xg 'EW 'L4 u,u,3-1 1 21W: My 15 1 .3!,1,,,,,: il? Mgfgiiff. M, wi' .. . ff N5vl: 1 ,fl '1I:':f1Q dxf, 'IW ,. .,l1f1'- ,M 1' ,fq 'fgi ' A 'If , in :f la'! 3 fwyl' Wg, 3:'1 11 'EF-2,1 .1 M! .w'1 ' ,'vf!1U,',lJ' Maj N :NIE W! ' jwff 'fw5 f?a1 Jim 41 4 limi' TWH !I : -'W1 :'I ,. :XM levi' ff, ' V Y' le r- If , ff!! I TW gg 15311 'f 1,11-:U 'rf .1 .. .iw 1, N, , ' w M mul 1 1 ,, 'M ,w w .l ,vw , N., V , , M' M M l W , , ,L fr, VM xl o i I n x 1 Q 1, E 1 u i I Q 6 I S g. K W 1 r 1 1 V 3 F 1 I r I Z 1 I 4 4 v I ' s r 4 0 Q , Q 5 A W t , I mw an tic de je' ev of va f01 m. ed a co Cc re' leg lis th m4 th 1a1 wx fo1 in1 an m1 In in en w SP 'Y - 5 I l 11 , 4 , f X 4, 2 ' , ' , - .,., ,. . , I ..., . ., V, I , ., ., .,,,,,,,,,Y Y .., ,. .. , , - W, W Y -Y . Q. , VY 1, L , -- -1-in-N -.,5g.,y.,, .r2v:.'1L4vQ,f..g,.r...f4,.,k-MA-A.N--, .,, - -.,. -M4 . . w-.am --- 1. AA.. ,--., , , . . . - . - . - . -f' -.- -- , , 'f f 4 x lf - ,, V. , 1 P-J-vufinnnw - 1 Ep: - - . - -....s..::u..,,' . , - ,Q--f 3 - ' ' -H 'f 'W' ' 'A ' ' WW- ' --W---f -- - - H - --W -f V f f - ' , -' ' . 1 if e if , g N ' W ' r'.,-:.: ' .i ' lf-ill 7 TEE' '-'if I if 9 .- , . ..,. ,,,, . -.,,.,...,, :. .L.V 4,-Q f ggi., p , Q , ' 1 YW ' A dmv - ,.4. - , . . -'-'-'J--Lt-----f--Q.:-.--'.-'-'....--' - -- -'-'-:1 .s--1- Summaries of the Subjects of the High School Course of' Studies ENGLISH n The main objects of every English course in secondary schools must be the command of correct and clear English both in writing and speaking and ability to read with intelligence and apprecia- tion. High Schools and colleges universally have agreed upon this definition in fixing their standards of attainment. With such ob- jects it can be seen at once that the course must be related with every Waking moment of the child's life and with her whole body of experience both at home and in school. Its content must be varied and flexible 3 it must be planned to meet the growing needs for self-expression of each yearg and its standard of attainment must be an exhibition of power rather than a summary of knowl- edge. I A uniform standard of attainment in English for each grade has been determined by the work of a number of conferences and committees, national in scope, notable among which was The Conference on Uniform Entrance Requirements in English. The recommendations of this conference have been adopted by the Col- lege Entrance Examination Board, and their examination on Eng? lish is based upon an exhibition of power in the student. It is therefore possible for the school to plan a course in English which meets uniform requirements and yet which is freely adapted to the tastes and interests of the individual group and closely corre- lated with the other work of the school. The command of cle-ar and correct English in speaking and writing can only be gained by constant practice. The conditions for Msuccessful expression are always something in which we are interested to talld or write about and an audience in whom we are interested to listen to us. The activities of the school com- munity offer many problems to be discussed, explained, or debated. Individual experience and hqme life, are full of stories worth tell- ing, once their possibilities are grasped. The class forms an audi- ence at once sympathetic, interested, and critically appreciative. Every week throughout her school course every girl expresses in speech or writing for this audience some interest that she has. ...4 9.- '+'i!!m:E::'nd1fff-1f4'2lfv1S'x:r5u-fwsfasaueasuuaa-r-.Q- --- - . um .. , ,, I i . '-'r- ' ' ' : '-'--- -'.'. ' ' '4--41-'-s--'U - '4r-111- ' - ' ' - N 1-qluanar ' 1- ' -'-' '-' 1.4-:-a:.,+ ' ' ' ' ' -- f i 1, li l ! I 1 I Es ecial opportunities for the exhibition of power thus gained are P afforded in Town Meetings, the school publications, in the May Day poetry competition and in club activities. Grammar, spelling . ' 1 and pronunciation are problems of composition. The long schoo day and the small classes make possible any individual conferences in which particular difficulties may be met, but class drill in these fundamental requirements of English composition is also main- - tained throughout all the grades. By these methods it has been found that it is possible to secure not only clearness and correct- ness in English composition but also, in most cases, interest, abil- ity, and often imagination. r Classroom study of literature has for its aims the development of intelligent methods in reading and in the use of books, increase in the common language, training of tastes. It is never hard in the classroom, where discussion is stimulating and where the appreci- ative judgment of the teacher may assist in the formation of taste to secure real enthusiasm for the great works of literature which have stood the test of time. It is from these the child may best learn the use of literature as a possession and a source of delight, a personal intimacy and the gaining of personal experience, and end in itself and at the same ti-me an equipment for the understanding of life. A , Such a use of literature leads at once from the classroom to the home. Book intimacies are for the most part formed at the family hearth-side. On every library table, bought at the book- sellers or brought hcame from the circulating library, are bo-oks of many qualities. The child like her elders is interested in con- temporary literature. The power over literature which she gains at school .must manifest itself in her choice and use of these books. In a time of many books the -school must help the child to choose wisely as well as to read wisely. For this reason ho-me-reading lists are given the child suggesting books of many types, both old and new, none of them harmful or worthless in quality, though they differ in value. From these lists the children are asked to make reading selections and to bring to the group some definite reaction. ln this way most surely can parents and school develop the habit of reading good literature with enjoyment. i FRENCH At the present time the school offers a course in only one modern language' and the choice has been that of French as it is ...S 0... 7.47. . 1 .., . Y r. - ,- T 1 , Y N Y ' - - . MI I .III - a- -- .- -- Q..-.3--l4..r,.,q'-..,.,.. '...., nrt.. . ,,.,, , . . V-5 I K i I M - t V I rr W ' r---AM------1 -- .... .,:,g,:,4, 4, ,, - . ' ' f-- L.,n,,,,.,w., , ,Y 3 777 V :Ln AV ,A V wi jikwl- mamm a, e- - -efapssuzximtl ed are : May xelling school rences these main- s been orrect- :, abil- pment Lcrease in the ppreci- f taste which .y best lelight, nd end 'anding :om to at the book- :-oks of n con- : gains books. choose reading oth old though aked to :lefinite levelop ily one as it is one of more universal value for girls. The value of other lan guages is not discounted and additional ones will be added with the fuller growth of the school. The aim of the French Course in the high school is to famil- iarize the students with the home and social life of the French people and to learn to know them, gain a knowledge of their his- tory and literature as well as to acquire some facility in appreciation in the French language. The plan of the course is to enable students to read with pleasure many of the French literary master-pieces and to become familiar with French ideals and the quality of spirit and mind of the nation. For those pupils who have studied the language in the Lower School, the background has already been laid which makes the work and study of the first two years much more flexible than for those beginning both pronunciation and grammar in the High School. The desire is that a fluency and correctness of speech, as far as is attainable when the language is not of daily need, shall be achieved by each student. The student is expected to use the French language in the classroom after the second y-ear of work. The study of the language of a pe-ople has been recognized as the nearest means of gaining a conception of their psychology and a sympathetic understanding of their character. Thus the study of language becomes not only an ornament and acquisition but a valuable instrument for knowledge. The reading and literature is selected from the best modern writers and includes history, fiction, poetry and the drama. A well written collection of legend-s and tales is read, giving the pupils a first hand acquaintance with the national folk-lore. In a.ddition, a French periodical concerning French current affairs is used. Besides the general cultural aim the course gives adequate preparation for the requirements of college entrance. In fact, in most cases the ground covered is over and above the usual re- quirements. The course is carried throughout the four years of high school for the three units of credit of college requirement, or for three years for two units of credit. A special class is formed for those who have completed the course or who do not wish to carry the college requirements of reading. For ....5l..... , 4 :4 7f7f'fl''3l4'5?? f7'3fKfHf'.srf:--.e-:--ff-1r-cvszn'szxa::7-w-.. , f -'nf those who begin French for the first time 'in high school, during . . . d the first two years emphasis is laid upon phonetics, ear training an the building up of a spoken and reading vocabulary, as well as elements of grammar. In the third and fourth years the French language isiused entirely in the classroom. The study of syntax and idiornat1c French is combined with composition both oral and written. At the end of the high school course the pupil should be able to follow an ordinary conversation and to express herself with some degree of ease in spoken and written language. If she has had the language throughout the school course, lower grades and high school,'she should be able to read without translating con- temporary literature. F HISTORY The study of history has been undergoing a revision in the last few years which has made it radically different from the sub- ject our fathers memorized and more or less promptly forgot. The former conventional emphasis on political history has given place largely to a realization that common man and common things are of fundamental importance. The changing interests of present day society have made it essential that the questions we ask the past must endeavor to bring history into relation with modern needs and demands. Consequently, hi-story study must concern itself with man's everyday life, his economic and social development, his customs and ideals rather than with activities of rulers, move- ments of armies and deliberations of governing bodies. With this new conception in mind we must recast the values of history, giv- ing first place to civic and cultural at the expense of academic or informational. These methods contribute to making this theory of history study effective: 1. The choice of a textbook in which the social, industrial and civic progress of everyday people have their place be-side the political happenings. 2. The placing of the student in direct contact with earlier times through the use of source material that he may experience the spirit of the past expressed in writings, and archeological re- pmains, that he may weigh for himself historical evidence and by the use of his critical judgment be led to weigh evidence for in- dependent conclusions. .....52..... 'fu 'frfnfll' 159114 7 -S1 .' 'Z ...,'-- 1. V b , ' - ' e . V - - -:ni .- - - - sf . i V W . , ' 'L LL j1.1.,'-.,,L.., ,, ,AW ' '. lL-:: :,,n i ' multi -I' tl -L ' - -eff:-L 1, A ...B .WTY 4 T -vw -tv--ls-4-l 5L. 4g,,4g 4-, A ' if- . . - , elf - 'f f -- - 53155932 'P E5-Wm' ..-. ' ' . , , . .-. . -. W--. -s- --V --f J-V 17.1. g -- y.gi'.,I Q, i 'l -N --Q-w 5 luring .g and 'ell as afused :matic ne able E with he has es and g con- in the me sub- rt. The n place ngs are ent day he past 1 needs n itself Jpment, ., move- 'ith this fry, giv- .emic or history zdustrial :side the n earlier Lperience gical re- : and by e for in- -T-nr'-vs-wafer 3. I The analyzing of real causes in the story of human prog- ress and the relation of those causes to their proper effect, the pointing out of contributions of earlier times to our own issues and problems with a view to enabling the student to understand and relate his experience to that of the past and better to interpret our own civic problems and institutions. This may be done through written and oral comparisons and regular discussion of current topics in connection with the work of the class. 4. The extensive use of the geographical aspect of history to localize the stude-nt's knowledge in relation to his own and other countries. 5. The biographical treatment, wherever possible, of leaders to stimulate the appreciation and inspiration of personal achieve- ment. This is an essential part of history study in a democratic country where the schools have a part in shaping the ideals of its future citizens. With these methods the history student is trained in power of correlation, ability to maintain an open and unprejudiced atti- tude toward political problems, to discriminate and reject what is worthy and to form judgments for thinking in civic terms based on a real understanding of our own life in relation to the past. In other words modern history training fits the student for intel- ligent sympathetic participation in the life of his times. LATIN It is not the aim of a high school course in Latin to make a student proficient in the translation of certain prescribed reading from authors of a long ago Roman age. The study of Latin is no longer urged as a formal mental discipline, nor is the fact that it is a definite agent for culture any longer over-emphasized. In thisrather practical age teachers of Latin call attention to its value in relation to other studies, particularly English and History. From :experiments made upon five hundred university fresh- men and sophomores chosen at random from the colleges of liberal arts, law, engineering, and agriculture, Stuart P. Sherman, Pro- fessor of English at the University of Illinois, formulated the fol- lowing so-called laws: a. A student's acquaintance with the commonplaces of clas- sical allusion varies directly with the number of years in which he has studied Latin. ,.53... f.. , .. f , A - A. - W- ., f- ' -LI -Lil 'I-3-5 ???Q?frff9 -. - . . .- . 'm '-2- ,, x 33 'F ic. - ' urn - E e I b. A student's ability to read a page oi Shakespeare varies directly with the number of years in which he has studied Latin. c. A student's power over the English dictionary varies dr- rectly with the number of years in which he has studied Latin. He found this conclusion confirmed in general by his daily experience in the classroom: The study of Latinlis cz condition imposed upon us by the wealth of our word lzoa.rcl. It is a wealth burden and a knowledge committed to us by our innumerable ancestors which we must sus- tain under the peril of forfeiting our inheritance--M The study of Latin is begun in the eighth grade. After a review of grammatical terms used in both English and Latin, the simpler uses of the nominatives, genitive, dative and accusative cases are given. The vocabulary used in sentences contains words of the lirst and second declension and the present tense of first and 'second conjugation verbs. The subject matter of the sentences is based on the stories of early Roman History. Even in this year some work on Roman customs is given. This usually takes the form of a simple Latin play illustrative of some phase of a childis life in Rome. In the ninth grade a text for beginning Latin is completed and additional stories of mythology or Roman history are trans- lated. The text for Latin I is chosen with especial regard for the subject matter of the translations, the presentation and derivation of words and for the number and quality of the illustrations. By class discussion of these illustrations the pupils learn something of the points of interest to be seen now at Rome and Pompeii. In the tenth grade, selections from seven books of Caesar's Gallic Wars and three books of civil wars are translated. With the help of assigned readings from such a book as Ward Fowler's Julius Caesar an outline is made of Caesar's entire stay in Gaul. These Gallic compaigns are compared with those of the World War. The work in derivation of words is continued with a View of increasing the student's English vocabulary. In the eleventh grade Latin a knowledge of Cicero's life and his relations with other prominent men of the day is gained by trans- lations from his letters. With translation of the orations especial emphasis is laid on references of historical interest. In the twelfth grade selections from both Gvid and Vergil are given. Emphasis is placed upon the correct reading of Latin verse. ...S 4.- -emiaalin-1: 'ee f'-sv 3 ...,r s-ri- at .. nys-. . ,- - A-M . I Inl ine-1,14-41-I IIG '7 ..i' -fi .. ,.?-ess-.., ,L I , ... -r V f f-W f W- --ff ff-'- fn- ff2---v--A---'A--- ---,A. ,,. ,.-.,,.,,Yn4,4Y 4,3 f Y M Wi YY :im ' Y r . - . e- 4 , I . wersmumm 'VP 35-Wynn ew- J- - ' . 'mp - - .. ,, ,,, . 5 . ' --A - i.,.,,,- -'-----.. - - . -. 1 1 '3,'m -.X 'ggjgy . taszzzratraizizmr .ai -- -- .. 155.51 .., ..d--. - --g.,- , - , ' ' - ---'- -'-.W----,.f.,. .--.:.,..-,..,. -- sg.--L.-., gg:- 'aries .atin. as di- tin. daily if the :ledge at sus- Eter a n, the sative words E first :ences 5 year as the :hi1d's pleted trans- or the vation s. By .ing of li. aesar's With :wler's Gaul. Viforld a View and his trans- special 'gil are 1 verse. In all four years assignments are given for summer reading which will prove helpful in the next year's work. The aim of the entire course is to give to each girl a real appreciation for things classical. , MATHEMATICS t l Along with the movement for the organization of junior High Schools which has been sweeping over our country the past few years there has been a movement for the reorganization of they teaching of mathematics beginning with the seventh grade. To a certain extent the mathematics courses for the junior High Schools are in an experimental stage but all leaders of this movement are agreed that this course should be a general one in- cluding elements of arithmetic, algebra, geometry and trigonometry within the range of the pupil's ability and interest. Such a general course is being given in our seventh and eighth grades. Through experiment and observation pupils are trained to see geometric forms in the world about them, to become familiar with their properties and appreciate their beauty and use in art and industry. Simple drawing instruments are used in the construction of geo- metric forms. The arithmetic becomes a valuable and necessary tool in working out practical problems of measurement so that with the broader knowledge comes also greater efficiency and ac- curacy in the fundamental operations with integers, fractions and decimals. The pupils learn to make and interpret graphs or mathe- matical pictures, a very valuable means of expressing numerical relations which is being used more and more in the world today. This course leads in a very natural way to the use of the algebraic equation as an expression of mathematical laws of the universe and to the extension of number concepts to include the field of negative numbers. Mathematics :should have a place in the High School curric- ulum: l First, because the student should learn to appreciate its laws and the part it has played and is playing in the history and prog- ress of civilization. Dr. David Eugene Smith of Columbia Uni- versity, New York city, says in the Teachers College Record, May, 1917, that if by chance every trace of mathematical material should be removed frornthe World, every mill in the whole world would slow clown and every large concern would close until it could replace its accounts, its statistical material, its formulas for work, its measures, ..55..... . g - V r -- - -f . --rf' M..- .e . r e- T ' a t '-as f1f:aaaaaa2siE '3JQ'zgcaazsef re 'errzfif' M'eee'mf--'ww-'H-Q-A-A-H--1---he in it its tables, and its computing machinery--every ship in the seven seas would' be stricken with blindness and would wallow helplessly await- ing the probably starvation of its human burden. Not a rivet would be driven in a skyscraper in New York City-Wall Street would close its portals, the engineering world would awaken tomorrow morning with a living death, the mines would shut down, and trade would relapse to the conditions of barter as in the days of savagryf' Second, because it gives training in clear thinking and logical organization of facts. Third, it instills habits of accuracy, thoroughness and order. Fourth, its language is a valuable tool to be used in the study of other sciences. In the first year of High School elementary algebra is con- tinued through quadratic equations solved by factoring. New ideas are taught inductively, that is the pupil is led to discover the general law underlying certain types of problems. Emphasis is placed upon thoughtful rather than mechanical processes and upon ability to solve numerous concrete problems by setting up and solving the necessary equations. By using numerical checks the course maintains and increases efficiency in arithmetic. First year algebra is reviewed and completed in the early part of the senior year. It continues the Work through quadratic equations and geometric and arithmetical progressions with their practical appli- cations. Graphic methods are used to illustrate algebraic solutions. Geometry is taught in the third year of the high school. It should familiarize the -student with the fundamental facts regard- ing form and space, show its applications in the student's sur- roundings and give an appreciation of the beauty and use of geo- metric forms in art and industry. It should develop an under- standing and appreciation for a deductive proof and ability to use logical reasoning, in short it should develop thought power. Use is made of the pupil's ability in arithmetic and algebra. Because of present college entrance requirements the course must necessa- rily include for the student going to college, a very definite list of theorems and constructions as Well as numerous exercises since the latter are the real test of her development and mental ability. Bookkeeping. For students who are not taking the regular mathematics course of the high school a course in business arithmetic and general bookkeeping is available. ' --5 6-- 4 A Mx. F-L ,AQ A u h - - X X- HA n - A E I - . 1 ......... ..f,. N . - i n ,, . -1 -..fv.-'f.: :-eg:-cxgrwv fy j,-7,17 ?- .. ...-.... q .Y ---A-aangaqqg. 'N E --, -.Q , h -.--. - .avi l , mm' agpvztwmnr-fr.. . f . .U V f' ' r' N . ' ' ' f- .'11g:: ' W ' ' ii L.-1,4J.jgT -- ' -:ii ' L I 1 '55' '- ,Q-,K - --'- :xr-of : - v . , '- -- ' -A ,- . -- - -,, ..Ru . .... A ii-i-rr. , f-Q,-U 'n -- Aix . --.mv 41,-4... 1 '-'. - ' rm- :gnu I 1 'N' 5-2.-' gh-a s,..L iw. - ...-. ., . 1 A -- ....,....-,,,, ,M .M.Mn ,,,. .-.-Z., L.,- n seas await- uould would orrow trade rzgryf' ogical order. study s con- T ideas :r the isis is . upon p and rs the t year senior s and appli- Jtions. ol. It egard- 's sur- if geo- under- to use . Use Lecause ecessa- list of 5 since ability. :matics ic and This course is planned to conform to the standard require- ments for the one unit of credit given by the state universities. The course is a laboratory course done largely under the eye of the teacher. As given in this school the practical application is made directly with the school store which purchases and sells supplies and books to the pupils of the school. In addition a school bank for the students of the school is maintained and supervised by the bookkeeping department. The students of the course keep the accounts, render bills, make orders, write business letters and in all ways carry on a definite banking and store business. They become familiar with business forms, bills, receipts, checks, notes, time and sight drafts, endorsements, invoices, ac- counts, sales, deposit tickets, bills of lading, statement of accounts balance sheets, etc. They also become acquainted with forms of business letters, telegrarns, simple study of stocks and bonds. Did time permit we would wish each pupil to carry this course with particular emphasis upon personal accounts and al- lowances. As it is now arranged each pupil above the fourth grade through contact with the school store and bank becomes personally familiar in a practical and responsible way with order sheets and receipts, bank deposits and the use of a checking ac- count. MUSIC Throughout the high school course two periods a week are required of each student for the study of music, these period-s hav- ing the same value per credit hour as in other subjects. Here attention is given to the study of harmony and musical analysis and to the appreciation of the vast amount of music literature which is available, such as the artistic songs of Schubert, Schu- mann, Mendelssohn, Brahms, Franz, Liszt, and Reine-keg the folk- songs of Eurasia and those of America, including the Negro and Indian. Some study is given to the lives and works of great musicians, the development of the orchestra in its modern form, the opera, the oratorio andato the study of current concert pro- grams. . The programs for festival and holiday occasions have always been points of interest in the school g such as the Christmas Service which has grown to be a regular institution. The High School Glee Club, which meets one day a week, has presented in costume several public performances, such as, ex- ...5 7... -. . V . A .- ,, , ., .T ,W ,,, , ' ,A- ,, .- ,n , , . ..- ,, ' ' ' 1 - -.-. . V' , . . 1-..-. .,, -, QS, -fe-me he--i-,A f 43 , Babes in Toyland, William cerpts from Victor Herbert's opera Lester's Indian Lyric operetta, Se-a-wa-na, and Gilbert and Sul- 1ivan's comic opera, Patience The Glee Club has this year founded an, endowment for music appreciation and it is proposed that an artist's recital be given for the benefit of the school com- munity. PHYSICAL EDUCATION One period of forty ,minutes daily for definite physical train- ing and exercise is given. Every pupil is required to take part unless physically debarred and such exercise be detrimental to health. A request from a physician, stating the cause must be submitted in order to be excused from this participation in this work. The aim of the course is to maintain the proper balance of the entire physical system, to increase the strength and integrity of the vital organs, and above all to furnish opportunity for the development of a healthy, active, symmetrical body. In order to acquire correct bodily posture, muscular co-ordi- nation and grace of movement, special corrective and drill exer- cises, marching tactics and rhythmic and aesthetic dancing are given. Out-of-door sports, team games, running, broad-jumping and similar activities provide for the more vigorous bodily exercise. The policy of the school is not in favor of inter-scholastic games, but to provide opportunity for the instruction oi competition and test skill in games, the school is divided into two teams, Yellow and Brown, Inter-class games are also played. A new depar-U ture, due to an expressed desire of the student-body, will be tried in the coming year. The plan is to have a picked team of the school play one game with a similar team of another school, the winning team to acquire for its school the trophy and honor for the year.. The Barstow School has accepted the invitation to be- come our competitor. An athletic association has been organized and adds much zest to the interest in school athletics, and health and physical development. r A point system is maintained for game scores of tennis, base- ball, hockey, etc., as well as walking a set number of miles, and observation of laws of health. Trophy cups for team work, and one for especial distinction of individual good sportsmanship in both attainment and spirit, are awarded. ...S 8..- 'CA4 fanfslgr ill-'..'f FH:-.1 .1 .rfinwi . 1- :V . a.. . - :V A F1 Y Y Vi ni uvl mi :-Y AJ W - --1-, ,,,,.,,.,v, , HU., 5 'I - K 1 V p Y V iiwvv-:Nm 1. K F A Y 4M'rrr't+--+s-- -M r'r-1--rf - ,Wulf I. elm, r :mm .-rrfsm, ' S v -. ,, .. ' 5 1 ,. K - : ',' s A .:Zi.-'.1'agfij:.g4g A- ' f- , . -1---g , ,....., ..i..,..... 1-J-.....-.,,.,,,.,.., on. W 'M' -.-f ' warren-mint. llliam l Sul- year posed r com- train- : part mental 1st be 1 this ace of egrity Jr the x-ordi- exer- g are .g and .se. games, an and ellowv depar- e tried of the ol, the lor for to be- much aysical , base- es, and 'k, and ship in SCIENCE The Nature Study and Science which is of a general character in the Lower and junior High School Grades becomes specialized in the High School. Biology and Physics are offered at present. We desire that each student, before graduation, have a spe- cialized course in one science and recommend if only one course is possible, that Biology be selected. This is urged because of the value of the subject being directly applicable to human life and knowledge of self. The -scientific comprehension of the laws and unity of life is best gained in the study of plants and animals. This scientific study gives dignity and value to both the humblest and noblest functions of the human organism and creates a respect for proper development and care of the body. It is in this sense, -the most fundamental of the sciences. Biology. The course in Biology covers, for the organic world, what Physics considers in the mechanical world and is more particularly adapted to the needs and interests of the girls in the junior and Senior years. The fundamental principles of the living world are studied, and comparisons between animal and plant life are freely drawn. This gives an opportunity for an interpretation and understanding of life in' its broadest sense and each student is led to a more mature comprehension of those phenomena which have aroused their attention and interest from their early work in nature study. p Beginning with the study of the simplest plants, the Algae, and tracing the development of plant life through to the bean, the student is led to consider, in scientific manner, the similarity mani- fested in all of nature and the importance of each step in the growth of plants. At the same time the economic importance of each class of plants is given careful consideration. M In Zoology the same plan is followed as in Botany, the simplest animals being studied and consideration drawn logically to the development of all the life processes until we reach the more complicated frog. From this point, the study is carried, with a brief intermediate consideration of Evolution, to Anatomy, Physi- ology and Hygiene where the gross structure of the human body and its functions are studied. In conclusion the general rules of good health underlying the care of each part of the body studied, ...5 9... T L., 'L - 3'ft'f1!f3 ,t 4fs?4v'fWS- -.-1-'ffvafrf-ffftf-war-rsruszz-2.-r,.i11: .... .tam are formulated and interest for the larger scope of community hygiene is stimulated. i Physics. The same objectives and principles determine the selection of the topics of study and the experiments of the Physics course as govern that of the Biology, i. e., that the 'student should gain, through the study of this science, knowledge which shall have significance and value in every-day living. The High School Physics course is not given as a purely theoretic or mathematical science, but the principles of mechanical laws and forces are seen to function in the home, in the machinery in daily use and in the mechanics involved -in the use of the human body. The deinite laws and Wonderful forces operating every- where in the world are thus associated vitally with practical ap- plications, not merely with laboratory demonstrations and the solv- ing of mathematical problems involved. The type of Work done in the school is based upon actual pro-jects of investigation and experimentation. The student is led to make first-hand deductions from experiments rather than mere verifications from the laboratory manual and accepted facts gen- erally. Visits are made to industrial plants and to municipal' Works and institutions in which the laws of mechanics and the forces are put to use and service in .modern life. The course includes a study of inventions and discoveries, and the evolution of machinery. The lives of certain of the great scientists are read. The course covers all the requirement for college entrance preparation. A standard modern text and laboratory manual are used. s The course is given where four or more students, who have had a sufficient and satisfactory mathematics preparation, elect the course. The course requires seven forty-minute periods a week, arranged for adequate laboratory experimentation and for class- room demonstrations and discussions. t A The school laboratory is completely equipped with ample ap- paratus and appliances for eight students: General Science. This course is planned to be as comprehensive as possible and includes the practical inter-relations of Biology, Chemistry, Phys- --60... -mutant-1z' -ea .:.-r- X f . - . ., , - -N-fl - . -e . 4 - --- -Y lv- .,,, , r f . . , -. V , -47 r , Q ' A W ' ' ' ' ' ' ' ' cr 'f ' ' r '--'mr ff e -- ' f-- Vwlrxg-Y. - -A ., . 7-ly---AA-,Y ,.:,.:':yq.,:.,'-, , N f. f---Qzmuzu . .. . .,.... J ... - My f- Q- . - K . .- -- .A--n.s......,............... his-sr'-szv A ' f' t at.-!lb'.?Xee.l-Ink L . Lunity ion of :se as gain, have Jurely anical iinery .uman :very- al ap- e solv- actual is led mere s gen- Works forces veries, great trance al are n have :ct the week, class- :le ap- ple and Phys- ics and Physiology in their direct bearing upon foods, nutrition, sanitation, household mechanics, etc. Phases usually included in Domestic Science courses are also a part of the course. This course has for its aim a survey of the part which science takes in daily living. It is discontinued at present because of the lack of adequate space and other facilities. Art-Applied Design. These courses are given in two consecutive years and consist chiefly in the application of design to gmetal. This work is begun with copper because of its easy manipulation and adaptability to many uses and types of craft. Sawing, filing, drilling, hammering, etc., are experimented with. The first work is done with large pieces of metal and later designs applicable to jewelry are worked out and applied. The main work is done with silver. Later stone- settings in various ways are worked out. Silver wire designing, and chain making are other possibilities of the craft.. Experiments in acid etching are made, and applied to a variety of articles. Deftness and ingenuity are gained through the work and an appreciation of the beauty and skill necessary in hand-wrought metal work of all types. A critical sense is developed in judging design, proportion, adaptation to use, etc. The sources and qualities of various metals, semi-precious stones, crystallization are studied. The lives and work of great craftsmen and smiths are read. Museums, and exhibits and art shops are visited. Inspiration is found in current art magazines and reproductions of masterpieces. The second year of work deals with the application of design to leather repousse and book-binding, with a study of related interests which enhance the work and appreciation. HOME ECONOMICS QCourse Under Considerationj ....6l.-. i , -A , 'Q-:H,:V'i,,',f'f,, . ' . . ' anvvs .W4 ' - 1' -.l m-' hm m r g' ' '-' ' -- , M, ' , . W I 3577-'fffff' !41f45'f.WS7??'WQtFrf?F ,g.,,1.- ,- -' fam- L,-,,.,,, I 'S C .. ...-L. Charlotte Aiken '20 University of Missouri, University of Kansas. Virginia Avery '22 The Bennett School Dorothea Breyfogle '23 University of Missouri. Ritchie Brinton '20 Randolph-Macon W'oman's College. Helen Bryant '21 Northwestern University, Sarachon-Hooley School. Barbara Bunting '22 Bradford Academy. Margaret Bush '22 University of Redlands. Edwina Christopher '20 Vassar College. Mary Conover '21 Vassar College. Courtnay Ferguson '20 Elizabeth Forrest '20 Miss Williams' French School. Martha Florsheim '22 Vassar College. Sarah Jane Gregg '22 Sullins College, Goucher College. Grace Guthrie '21 Mrs. Dow's School, Kansas City Conservatory of Music. Christine Harwood '22 Goucher College. Elizabeth Holmes '21 Bradford Academy. Eleanor Hunt '23 University of Kansas. Dorothy Ismert '23 University of Kansas. Marion Martin '21 Bradford Academy. Elizabeth Meriwether '21 t Sweet Briar College. ALUMNAE Carolyn Moore '20 The Bennett School, Kansas City Conservatory of Music. Martha Moore '23 The Bennett School. Eunice Morgan '21 Kansas City Art Institute, Mrs. Dow's School. Catherine Patrick '23 Post-Graduate work Sunse School. Ruth Carr Patton '20 Vassar College. julia Pickard '23 s Katherine Prescott '23 School in Rome. Lucile Ross '23 Marymount College. Selma Rothenberg '22 tHi Sophie Newcomb College. jane Rothschild '21 Vassar College. Virginia Ruhl '23 Goucher College. Mary Schutz '20 Bradford Academy, University of Missouri. Imogen Simonds '23 Bradford Academy. Mildred Smith '21 Randolph-Macon Woman's College. Judith Stern '23 Wellesley College. Mary Swift '21 Vassar College. Carolyn Waldron '22 University of Kansas. Martha Waldron '23 University of Kansas. Frances Ward '20 Vassar College. Alice Webb '21 The Bennett School. Mina Mary Webb '23 The Bennett School. .......62....... Tl insti to dl tutic lem, tuitl to k mak avai H1 of 131 of tl and thos resp N o peri schc tute ent in t O dere uarj rent Kin lst 3rd 5th 7 th Hig A abc yea des fee 554 tho I Yeti itia que gra and keg tur sch I cer T311 : -, . ,,- . A-, A.: . i,,,,,.., N .Y G lil.-L Lfwwh -- - . i Yi - l l: -A -M , ,hx .... ,..- -2-...-, v. . A . .,,, - , l r- i..,....,.,-.w+4 , l . , , , - , ,, I - , b I. -T-2.5. -:hip-l.,M,.:H ,- nf Music. A Hill College. TUITION The Sunset Hill School is not a commercial institution. It is conducted, not for profit, but to do educational service. Like all such insti- tutions it is continually faced with the prob- lem of meeting its needs from the limited tuition income. It is the policy of the school to keep the fees as low as possible so as to make the advantages of the school widely available. Having no source of income other than that of tuition upon which to draw for the salaries of the teachers and the up-keep of the grounds and buildings the school is obliged to hold those whose children are enrolled in the school responsible for the tuition of the full year. No reductions will be made for late entry, periods of absence, or withdrawals during the school year. The entrance of a pupil consti- tutes a contract with the school that the par- ent will conform to the regulations set forth in this matter. On October first a state-ment will be ren- dered for 60W of the yearly tuition. On Jan- uary first statement for the balance will be rendered. TUITION RATES Kind arte . ---.-.................... Hours 9-12 .... . .... 81:50- lst an nd des ......... ..... - e. 1 - 2 ........ S269 fSPec' 1 aft s for .Second 3rd an f Gr 1 . ........ ...Ho s 9-3 ............ 95250 5th 1 d 6th Gr me ............... ........................ .... I ............ 3 399 C Ja- ab e 4th 11-' 9- 7th . 1 1 th Grades ........ ............. ............................ . . S856 Hlgh School fall 2 sesj ....... ............... ........ ' . 50 ff OTHER EXPENSES A school luncheon is served for all children above the Second grade at a cost of S70 a Year. .Milk is served to those children who desire it at a cost of 2512 a year. A Material fee IS charged to cover incidental expenses at 334 a year. A Laboratory fee is charged for those taking Laboratory Science at EB6 a year. Books and supplies may be purchased at retail prices from the school store. An in- 1t1al deposit of S10 in the school bank is re- quested from the children above the Second grade, and from those of Kindergarten, First and Second grades, 35. A careful account is kept, and a monthly statement of expendi- tures may be had upon application to the school store. TRANSPORTATION Bus transportation will be furnished within certaln limits of one or two trips daily. Ar- rangements may be made at the school office. .g,ffK...4!? 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 CDPH as F I-I' hd v-:B ,gl ogg: 'S-msg 1-15 CD 891.55m s. :-15:55-'Z 5? .55-1 cr - 25.1 as SE'-. FLG. HS. 512'- v-1- ' ' QE.. 5160551- -cs Es- UJF4' . cvgj 2'ffv 3-qs. zwgfggz gal 72.9, 52. LFE' 1-H 2 F-I Q.- 89.- I-H. 5-S- Q 1 sm. Q-'52 Q.: s . 5.31 1113, E'-S.. GCD: l sseursng PV SSC-LIP eu1oH SSQIPPV 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 l 1 I '. 1 .IO TIIIQIBJ JO QIHBN fl S' an v-1 Q-I in sz: P , - E W!-l -....:ac.111l . ., ,,,,,,,,, , .,. M.. ,..... - .. - -, n...,,.,.. 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I L S -Q 1 5 L .KVA ff Y 1 1' .um l'a-.s eel . 1 M A .,,.A .L K. I . ,X l V, 0 WL, N, di 4 l L. s I V MMA YA .W 1 Q E :Q - Y A ., 1 ,..,,.-L Km 'M xl 4 A, 4 ,,f , ,J L '-....- 1 . ,-M. , ' ' ,, ., . - f V f' H .. , .,...f,,.j, ,J K, --J YV. . E -, A ,- 1 , -v-M4 . . u 1 .r - 5- x f, ' Q A .f- 5:,,-gg,--N,,,-, ,- I , 1 .fr ...- 4 f 1 1 1 , 1 , x 4 v ,Q ' v 1 V 1 J X , 1 1 X if l f . -1,-9-a 5---T . , , , f-- - - vLE,v.,-,: .-- 'Y-f.':.:.,51-V 73-:s-in ,. . , ,, HNAA, - - , J-I.. 1... ,.W..,., -fr G..-f,..,..,- - ,-..- ....M...-...f1,,f..,.-,'..,......4:4a.Lna..f...u.1 L' ' f ' A -.. , 'Ny n 1 3 3 I 3 1 J 1 A L. 1 1 1 1 W 's P i s 4 1 1 , a,. . 1 . W Q i 1 w ,I I 1 n 1 i E E I v I - 2+5i.:a.:-K: 314:51 , . .:fF'f1 f'1?ff+1w11m.'mv2i:i:H:'i Eff-Hi1'f-1:-v.'fzxfzfv:ufv:1-1:ef-Fgivusznar-,i...J-J2 F' f -'-1 A 0 ' ' 08292005 . g . ,, ,,,...w --v-v ..4 x wr- V. .- --vf - ... -.-,- , g - ., 1. .. M ..... F , -5A, ,.,- . 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