Highland High School - Shield Yearbook (Highland, IN)

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Speech , debate, drama, and discussion round out Highland’s growing curriculum Senior Maryann Queer exhibits the finer points of public speaking as she confidently explains one of the more confusing aspects of her speech to inform. Communication and student ex- pression finds fundamental fulfillment in Highland speech and debate classes. Enthusiastic and convincing pupils are always to be found in both classes of study. Stimulation by experienced teachers send many interested alumni into related fields of study after gradu- ation from Highland High. Golf clubs and guitars often find their way to the classrooms during dem- onstration periods. Yet, the most exact- ing operations of a typical speech class is the difficult impromptu speech. This demanding speech never fails to throw many an unsuspecting scholar into a dire state of disarrangement. Future actors, politicians, and ordinary citizens find that learning correct public speak- ing benefits their entire life. After students have mastered these major methods of approach, they move on to debate and drama. The- ater arts include not only actual acting, but also props, makeup, and costumes. Debaters try to sway other classmates by the use of opening speeches, cross- examinations, and rebuttals. Frequent trips to the library for reference material are made by the dedicated debate students. Magazines are feverishly scoured for contributing information concerning one specific as- signed thesis. Not a relating encyclo- pedia or book is overlooked in the com- prehensive pursuit of relevent facts and persuasive statistics. Speech and debate classmates join in with other interested regional school pupils in Highland’s Invitational Speech Conference. Revolutionary and classical literature and poetry are em- ployed by many of these adept chal- lengers. School plays are partly organ- ized and backed by the efforts of both classes. Utilizing interpretative reading in her se- mester speech, junior Sue Lakatos displays proper speaking form. ■l Presenting the affirmative side of the debate, senior Tom O’Hara sums up the main views of his fellow team members as they await the final decision of the judges. Opening Section 23

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“One . . . two . . . three ...” is the refrain echoed throughout the gymnasium by students in physical education classes as they go through a carefully planned series of exercises. Such daily calisthenics are specifically designed to insure the physical fitness of each student. Youth fitness strengthened through With excited squeals, P.E. students go through their paces. Physical education students shoot for two during a spirited game sports participation Rhythmic cries of “one-two, one- two” can be heard faintly in the hall as students in physical education classes keep the beat of rigorous calisthenics in unison. Working to build strong, healthy bodies, they strive to increase the natural vitality and stamina so necessary and typical of youth. In answer to the growing em- phasis on physical fitness, required gym classes provide the opportunity for stu- dents to keep themselves bodily sound. Strenuous exercise combined with the stimulating experience of rousing team rivalry serve this purpose. Many team sports whet keen competitive spirit. Indoor play includes volleyball, cageball, and basket- ball. Stirring games of baseball are en- joyed in warmer weather. Individual skills are measured and developed in various other types of physical activity. Instruction in proper trampoline meth- ods, tumbling, and gymnastics all pro- vide personal satisfaction. Interrupting the daily schedule of athletics is the fine art of dancing. Students are taught rudiments of the dance steps, while at the same time they are developing dexterity and agil- ity, important factors in reaching com- plete physical fitness. Through gym classes, students learn to heed the con- stant need for this body maintenance.

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Advanced program gains momentum with modern physics and general science labs Using the overhead projector , Mr. Ronald Surdzial, chemistry instructor, explains to his students the use of a complicated form- ula in the experiment they are about to perform. With the tinkle of test tubes and the aroma of a freshly mixed sulfur compound, busy young scientists con- gregate around lab tables, attempting to create the correct chemical mixture. Designed to facilitate learning through practical experience, such laboratory experiments are an important part of the extensive science program at High- land High. Physics classes were taught in a new room this year. Also moving to a different classroom, inquisitive general science students made use of new fur- niture. Equally important as science in this technological day is a competence in mathematical skills. Having mas- tered the basics in geometry and algebra classes, students can advance to higher levels of math study, and may complete a six-year program. Thorough training in these courses pave the way for in- creasingly difficult college work which will rely heavily upon background gained in high school mathematics and science. Describing the various parts of the ear structure to inquisitive students, Mr. Jon Hendrix, biology instructor, makes use of the science department’s many costly, educational models. 24 Opening Section Beginning chemistry students find that working with mole- cular orbital models give them a keener insight into the workings of chemistry. In preparation for more complicated experiments which will be completer} later in the year, chem- istry students learn the fundamentals of molecular make-up, while making use of the many modern facilities.