Frankfort High School - Cauldron Yearbook (Frankfort, IN)

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The Staff

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The Staff EDITOR-IN-CHIEF Orvan I. Cohee. ASSOCIATE EDITORS Gretchen Miller Evelyn Russell. JOKES Mary Kelly Cecil Bury Napoleon Zarick. ART Anna Petty Mary Oliphant Lela Coin. ORATORY AND DEBATE Millard Morrison Halfred Brown. ORGANIZATIONS Okal Hart Lelah Jones. BUSINESS MANAGER Alfred W. Mersch. ASSISTANT BUSINESS MANAGER Claude Conley.

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High School English HE learner should always recollect and review his lectures, read over some other author or authors on the subject, confer upon it with his instructor, or with his associates, and write down the clearest results of his present thoughts, reasonings, and inquiries, to which he may have recourse hereafter, either to re-examine them and apply them to proper use, or to improve them farther to his own advantage.” The purpose of high school English is two-fold: to familiarize the student with the lives and works of the best authors, and to teach him the easiest and best expression of his thoughts, both in composition and conversation. Bacon’s oft-quoted dictum, that ‘‘reading maketh a full man, conference a ready man, and writing an exact man,” applies with unusual aptness to the study of English, for the wise teacher will combine all of these habits in the English course he gives to his pupils. He will cause them to read the most famous and most representative works of the recognized masters in literature; he will so train them that they will be able to discuss fluently and clearly what they have studied; and he will demand written work of them, covering their own experiences as well as subjects they have read about. When a youth has really completed a high school course in English, he should at least be familiar with, if he has not studied, such classics as ‘‘Gil Bias,” ‘ Don Quixote,” ‘‘Tom Jones,” ‘‘Hamlet,” and In Memoriam.” He should be able to express himself clearly and simply in written composition and in oral conversation. There are by-products of an English course, too. For instance, one is the “dictionary habit.” If Samuel Johnson or Noah Webster (suddenly and secretly resurrected) should walk into a class room or home where we are studying, and see the multitude of words that we daily pass by with only a vague— and often no—idea of their meaning, I fancy their opinion of the good results which are said to have accrued from their labors would very noticeably decrease. In a conversation with a well educated woman of my acquaintance, a question arose as to whether the famous sculptor Saint-Gaudens were yet living. The question was quickly disposed of, when, consulting a dictionary, she informed me that he had died in 1907. This seems a petty example, yet it has remained stamped on my memory, and 1 doubt whether I shall ever entirely forget the date of the death of the sculptor of the famous Stevenson bas-relief. A high school English course should be a key to the best that has been written in the world, a kind of “Open Sesame” to the higher things, a taste presented in such a way that the mind hungers continually after what is best, and does not rest until it is nourished by contact with such recognized masters of style as Addison and Macaulay, such masters of content as Wordsworth and Scott. DONALD BOND, ’18. Nine