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Page 21 text:
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T. J. JONES Progress. Its Advantages to the Youth of Today THIS is an Age of Progress in Western civ- ilization. The Orient lives and moves and has its being much as it did three thousand years ago except where inHuenced by the civilization of the Occident. The great strides in Western civilization have been made in the past century or the last century and a half or almost within the memory of men now living. The distinctive PROGRESS in our civiliza- tion has been a material one. Man ' s knowledge of applied science has transformed our modes of living, our means of communication, our trans- portation, our agricultural and industrial pro- cesses into realms undreamed of even b the sages of a hundred vears ago. What is meant by PROGRESS in the field of religion, of government, in education, in in- dustray? Let us say that it is an adxance toward better or ideal knowledge or condition or that conceived of as better and tends to in- crease human happiness. Herbert Spencer ad- vances the theory that it is a change of the simple into the complex bv successive differentia- tions. Think of PROCURESS as thus defined ill the de elopment of the earth, of the life on its surface, of society, of government, of lan- guage, of science, of industry, of commerce. What tremendous PROGRESS these changes have brought. Vhat comfort and happiness have added to human existence! Vhat lessening of human toil and poverty ! Surely the dawn of the millemuum is here. I ife has never been richer. The world has iie er w R. (). WEST Progress are li ing today in an age when progress is rapid and impressive. Almost every day brings forth startling discov- eries and inventions. Never before has the out- look for still further progress been so promising as it is for the students of the present. It must be remembered, however, that progress is not inevitable, not voluntary. Progress results from intelligent effort and hard work. The progre.ss in this ear-book from its inception to its completion is the result of many patient hours, as the staff well knows. The progress which most of us experience is steady and constant, rather than spasmodic and sensational. For example, we begin a high school course. Steady progress over a period of ears is required before the achievmnt is com- lilete. But this stead ' and constant and prosaic progress is familiar to all graduates. School is very much like life; and life is very iinich like school. R. O. VEST, Principal. (Continued from colmnn 1) been better. It is a time when man can live and rejoice. Think of the thousands who are succeeding in the world whose success was made possible by modern PROCtRESS. In no other era in the world ' s history have there been so many oppor- tunities for success and happiness. Never give up; there are chances and changes. Helping the hopeful, a hundred to one. And, through the chaos, high wisdom arranges E er success, if you ' ll only hold nn. ' T. J. JONES, Superintendent 17
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Page 22 text:
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MR. H. B. NASH MR. V H. STONE Department of Educational Research THIS department is now in its tenth year. It operates in our high school and its ac- tivities are in harmony with what is being attempted in our other schools. The work may be briefly divided as follows : 1. More accurate measurement of pupil ' s achieve- ment. a. Development of a fairer and more accu- rate marking scheme. b. Direction of teachers in the construction of objective measures of the work done by their pupils. 2. Educational guidance. a. Pupils in junior high school are assigned to classes where they can best profit by the work given. b. In senior high school classes are not so arranged . Teachers are provided with the information whereby the classroom work can be adapted to the needs of the individual. c. Case studies are made in co-operation with principal and teacher. 3. Maintenance of high standards. a. All classes doing the same work receive the same final objective test. b. Standard tests are given in all subjects from time to time. This compares the work of our pupils with the work of pupils in the rest of the country. 4. Direction of Curriculum in terms of modern educational needs. This project obtains directions and unit} ' through this department. Vocational Guidance Work VOCATIONAL Guidance work was begun five years ago when a faculty committee was appointed to make a report of the problem. This committee studied the matter and made a report to the superintendent of schools for establishing a department to aid pupils in the selection of, preparation for, and progress in life occupations. The ' also recommended that cer- tain things be immediately started and others left to be later adopted until eventually a com- plete system would be adopted in the West Allis school system. At present, the following activities are being carried on : first, one home room period each week is given to discussions ; second, the senior class holds a life career dinner each spring, to which men and women from various occupations counsel with seniors concerning their future ca- reers ; third, several auditorium programs have been given; fourth, the office of the vocational counsellor has been open to all students for pri- vate conferences. This has done wonders for the students. They are choosing major studies with a view to the future. X ' ocational Guidance is still in its growing stage, but progress is being made with the co- operation of the faculty and the students. Ibis past year, vocational guidance note books, to be used by pupils in looking forward to their chosen occupations, were sold by the book store. 18
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