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

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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.

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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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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