University of Nebraska Kearney - Blue and Gold Yearbook (Kearney, NE)

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EMMA E HANTHOHN. A. 13, MATHEMATICS T,HE value to anyone of a thoro course in Mathematics is beyond question, it is therefore especially valuable to teachers, who go forth as leaders and directors of the young. No subject, except the use of the mother Longue, so intimately connected with the affairs of everyday life and so necessary to the successful conduct of everyday affairs as Mathematics. Thoroneas in arithmetic is essential and this matter has been carefully con- sidered in planning our courses. Accuracy, rapidity, and neatness are the watch- words. Our courses in higher mathematics are planned to strengthen the teacher's ability in ihe lower work, to broaden the view, and to serve various practical and cultural purposes. To this end are offered various courses in Arithmetic, Algebra. Geometry. Trigonometry, Analytics, Calculus and Methods. Throughout all the work emphasis is placed on careful, thoughtful reading, thus understanding directions given; the picking out of essentials; properly repre- senting what is given or set forth: arranging these essential features in clear, neat, logical order and drawing proper conclusions therefrom. By proper comparisons students are led lo see how this kind of training is applied in other studies and to the various affairs or problems of one’s life. Not only the mastery of subject matter and its applications are emphasized but also the various methods of presenting these matters. Special attention is given to this side of the work in the Methods Class. Enroll with us and we assure von full value in return for all the energy you in vest.

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BLANOHE E. BIGGS. M. I U Ph. H. A. M, L2G| EFEIE H. ABBOTT. B. Ed.

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Ar IF Ki B5 IS r. N. ANDERSON, B. S. ETTA BROWN, M. Di. HISTORY AND CIVICS THE department of history includes history, civics, and economics. The funda- mental idea thruout is to teach teachers how to teach these subjects in the grades and high schools of Nebraska, The needs of rural, town, and city schools have been considered in planning the various courses. The complete equipment of the teacher for his work is aimed at knowledge of the nature of history, civics, and economics. Knowledge of the ends to be sought in teaching nr studying each of these for any given subject; knowledge of the facts pertaining to this subject; knowledge of the materials to be used; and knowledge of the methods and devices for attaining the ends sought. History is taught with the central idea that the present is the product of the past.” History that is not made to explain the present and help solve its problems is not worth the teaching. Conversely, the present s viewed in the light of the past, as an effect from it, united to it, and dependent upon it. Knowledge of the past makes clearer the view of the present, and more intelligent the plan- ning for progress in the future. Civics is taught similarly. The present; and one's surroundings are kept in mind always and the subject is studied with a view to a better understanding of one's duties and opportunities as a citizen, now and here. As current events are used in history at all times, so society in its community phases is kept in the foreground in civics. In Economics the society in which we live is again used as a laboratory Tor investigation, classification, and interpretation. The aim is to show the every day value or the subject, not only in one’s private affairs, but in his community relations also. [28]