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

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-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

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-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':..,,

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,, .. . , - - 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.