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

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LULA E. WIKT. A. B. THE LATIN DEPARTMENT THE Latin. Department has been one of the active departments of the institution since its foundation in 1905. An appreciation of the cultural and practical values of Latin is evinced b.v the interest and the earnestness of the students enrolled in this department. Four years of college Latin are offered besides special courses in Mythology and Latin Methods. Each course has its specific aim. but the relation of the English and Latin is emphasized in all. A grammatical and rhetorical study of the Latin sentence both simplifies and clarifies the English sentence. A knowledge of Latin derivations lends added interest to word study and helps purify the native language. The classics always inspire a taste for good literature. Thru Caesar's vivid descriptions of his campaigns we learn much concerning the life and customs of the Roman people. The oratory of Cicero, as well as his information of Roman law is everywhere felt in the modern world. No message can be greater than that of Virgil’s in his account of willingness to sacrifice personal happiness for the sake of common good. The Aeueld abounds in deeds of courage, honesty and loyalty. Similar literary values are found in all advanced work. Besides the great values in English and literary lines, Latin is the foundation of modern Romance languages and is a great assistance in the every day business and professional world. In order to supplement the regular work, and to develop and broaden teachers, a Latin Club is maintained thru student organization. The aim of the department in every phase of the work is to train teachers for true service in the High Schools of our stale. 129]

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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]

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ALMA HOSIC, R. Ed.. A. M. GERMAN THE study of any foreign language affords the culture that comes from contact with new people, new en- vironment, new ideals. It helps to develop citizens with world-wide interests and sym- pathies. A reading knowledge of German is the key to some of the world's best products in education, philosophy, med- icine. music, and literature. Such a knowl- edge of German is indispensible for one who would become a specialist in any of these lines. He who studies a foreign language has a much better understanding of his own language. This is especially true of English and German since inflection and a generous per cent, of the vocabulary of both languages have a common great.grand- mother, the Teutonic language. No other foreign language is more practical for us since we can use it so advantageously with our German-speaking neighbors. Such a practical command of German is acquired through a sane use of the direct method; making the spoken word the basis of all work, using German words as thought symbols, forming German language habits. Four years of German or 36 hours, is the minimum requirement for students who are preparing to teach it. Many who go out have had five years. The children of the training school may begin German in the fifth grade and carry it thru the tenth grade. This affords abundant and varied opportunity for practice in teaching German both in the grades and in the high school. The six years of German offered are elective for all students who are eligible for college work. Two years of secondary German is given to meet the language entrance requirements. The chief aim of the first and second years is a good foundation for further appreciative study and use thru a proper correlation of grammar, composition, conversation, reading, and translation. Classical literature predominates in the third year. The fourth year is professional, including Methods in Teaching German. In the firth year we read modern dramas. The sixth year is devoted to the study of the History of German Literature, The fifth and sixth years alternate. Every available means is used to create a German atmosphere. The kind of reading, maps, postcards, lantern slides, plays, games, songs, and dramatization all contribute much toward “das Spniehgefnhl.” The German Club is an invaluable aid in giving life and color to the work of the class room. r oi