Wabash High School - Sycamore Yearbook (Wabash, IN)

Page 26 text:

These Apaches may well be wondering, “And what is Poe’s Mrs. Jones attempts to instill in the hearts and minds of relationship to the development of the short story.” these Apaches some understanding of the Romantic poets. APACHES VS. Sf-Af£ESPEAR£. From Macbeth to research papers, book reports to the poetry of Poe, Apaches at WHS were put through a vigorous campaign in the battlefield of English this year. They fired periods and hurled commas and fought long bouts with Wordsworth and Whitman. Sometimes the students won; sometimes they didn’t. However, the Apaches learned. They learned to write their themes with unity, emphasis, and coherence. They learned to appreciate the beau¬ ty and rhythm of poetry and the scope of literature. Pacers, essays, and films helped to increase the speed and comprehension with which Apaches read. Freshmen, sophomores, juniors, and seniors all spent some time this year underlining the subject of the sentence once and the verb twice. They stum¬ bled through the finer points of a bibliography, and through the iambic pentameter in blank verse. The study of English trained the Apaches in the art of making decisions. They went through a whole year thinking, “Here a comma; there a comma. Every¬ where a comma.” Faster and faster—these students attempt to increase their rate of reading along with their comprehension. 22

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lexander Pope once said that a little learning a dangerous thing. He wrote “Drink deep, r taste not the Pierian spring . . As any pache can testify, the classes at WHS—from lemistry to home economics—are designed • prevent students from acquiring a “danger- is thing.” In fact, many Apaches develop le preposterous, but persisting misconception lat teachers are trying to drown them in that ' ierian spring. Yet, in their moments, Apaches ealize that teachers are helping them by serv- ng large draughts of knowledge and that tests, eport cards, tests, themes, experiments, tests, aook reports, and more tests are all a part of a student’s daily lot. Just ask them. Just ask an Apache.

Page 27 text:

APACRES ATTEMPT BfUNGU4U£M SPAIN FOR THE SPANIARDS—and also for these schol¬ ars under the direction and guidance of that old Spaniard, Mr. Hunsberger. “Conjugate the verb to be.” Apaches heard this command more than once this year, and it seemed a simple chore—to conjugate the most irregular verb in the English language. But, the conjugating had to be done in an unfamiliar, foreign language (simple?). After Apaches had conquered their own mother tongue—or been conquered by it—they chose from French, Spanish, German, or Latin to satisfy their desire to talk all the time and to any¬ body. They learned not only about a language but also about the history, politics, customs, and people. The facilities of the language lab greatly aided the efforts of the Apaches struggling with a modern language despite the fact that it made them look as though they were grounded airplane pilots. Stu¬ dents memorized vocabulary, read aloud, and trans¬ lated in a vigorous attempt to master a foreign language and to appreciate its literature. If, at any time, it all became too much for an Apache, he simply joined the ancient Roman who said, as Rome fell about him, “Quid facio hie?” “Gaul really is divided into three parts.” Mrs. Lavengood Mr. Hunsberger advances his students’ knowledge of French instructs potential classicists in Roman civilization. from a book-cluttered table in an object-cluttered staff room. 23