University High School - U Highlights Yearbook (Chicago, IL)

Page 20 text:

Rising in the midst of the campus, the University Chapel radiates its magnificence upon the whoie University. Page 16

Page 19 text:

PLAY WRITING PRIZE. Each year the Dramatic Association of U. l-ligh holds a play writing contest and the name of the winner is engraved upon a cup. Won by Frazier Rippy. FRENCH PRIZE. ln order to encourage the study of French and French civilization, the French government offers prizes of bound volumes of French Classics. The Consul General at Chicago has at his disposal two or three of these prizes. ln recognition of the high standing of U. High, we have been designated as being worthy of receiving one of these prizes. Won by Bruce Collins. MEMORIAL PRIZE. One of the highest honors a Senior student can receive is the Student Council Memorial Prize, which was established in 1990 to preserve the memory of the U. f-ligh students who were lcilled in the World War. This prize is to be awarded to that Senior who is thought by the Senior Class to have contributed the most to the life of the school. Won by Joseph Czarnilc. JOHN CRERAR SCHGLARSHIP. This prize, a Full four-year scholarship to the University of Chicago, is awarded to the member of the graduating class who has completed the four-year shop course with the highest honors and average grade, and a high record in studies and school activities. Won by Richard Schindle. Seventh Grade . . .... . . .... ..........,. W . Escoube Eighth Grade .... . C. Wright Ninth Grade . . C. Bahllce Tenth Grade .... F. Alschuler Eleventh Grade . . .... I-l. Friedman MOTHER'S PRIZE. Seventeen years ago the mothers of high school students decided to award a prize, the recipient always being a girl who has, regardless of previous offices held or distinctions won, contributed most to the life of the school. Judgement is on the basis of refinement, initiative, courtesy and moral and intellectual influences. Won by Doris Westfall. Page I5

Page 21 text:

- 7 fE1?X'?g5gv' FWgrW '57'5W q 17v' THE MDlNlllCfDll3 C0lLlLEGE Q Q Q The four-year college program is designed to improve the quality of education at the upper secondary school level by providing a program of unified general education that bridges the sharp gap that has existed between the senior year of high school and the freshman year of college. This purpose is achieved by several means. First, the general courses in the major Fields of knowledge- the humanities, the social sciences, the natural sciences, and reading, writing and criticism-correspond roughly in scope and organization to the introductory general courses in the two-year curriculum of the college. By organizing these courses in a three year sequence students have the advantage of gaining both a more thorough and a more comprehensive mastery of each field of lcnowledge than is possible in a course in which a Field is covered in a single year. Second, the unified four-year program makes it possible to adapt the methods of instruction and the degree of freedom allowed to the progressive maturity of the students. The provision made for an increasing amount of independence from the eleventh to the thirteenth year does away with some of the serious problems of adjustment that college freshmen have heretofore encountered. Third, the introduction of comprehensive examinations earlier in the students' experience opens the way for closer cooperation between the instructors and students without the implication that students are endeavoring to cultivate instructors for the salce of getting better grades. The comprehensive examinations are also means of encouraging students to review and to master their courses as a whole. Moreover, those examinations in the earlier years provide experience in talcing examinations of the type students will encounter in their more advanced worlc. Fourth, studies of individual development indicate that grouping the grades included in the four-year college brings into one group students of similar physical and social maturity. This means, of course, that an appropriate program of extra class activities must be developed. The students in the four-year college with the aid of the social advisers and of the faculty sponsors of special interest groups have shown excellent ability in organizing activities suited to their interests and needs. Further experience will suggest a variety of ways in which these activities can be extended and improved. The four-year college is a new venture and like any new educational undertaking has its problems and limitations. We are convinced, however, that it marlcs a forward step in education and that the problems are not so difficult but that time and experience will lead to a satisfactory solution. ' A. J. BRUMBAUGI-l. Page I7 'vw'