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

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.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

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' 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

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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 - -'