Hyde Park High School - Aitchpe Yearbook (Chicago, IL)

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THE AITCHPE -I9I4 Agnes A. Smyth, P11. B. .................................. English University of Chicago, $BK Bertha A. Spink ........................................ Drawing Julia Frances Tear, A. B. ................................ Sewing; University of Illinois Jane Chapin Tunnell, B. S. ............................... English Kansas College, University of Chicago Caroline XVatson, B. S. ............................. Physiography University Of Michigan, University of Chicago Wvorrallo XVhitney, A. B., A. M. ............................ Botany Oberlin College, Harvard Hulda Catherine VVitte, A. B. ............................. German University of Illinois, thK Margaret 0. Young, B. L., M. S. ............... Biology and Geoloyy Wisconsin University, University of Chicago Mary E. Zurawski, P11. B. ................................ Hisfory University of Chicago

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THE AITCHPE-1914 whiz Qturritulum EizglislzeThe English Department has directed its efforts to se- curing better articulation of the work done in eight semesters. Ae- COi'ding t0 Ruskin, education consists in ttleai'ning to admire what we once despisedW In the English classes we try to train boys and girls to like what is gOOd-in sentences, that they may write well; in books, that they may read well. Debutirng-Debating teaches a pupil to secure accurate informa- tion, to analyse and correlate this material; to bring his own judg- ment to bear upon the problem at issue, and to state his convictions s0 convincingly as to persuade others that he is correct. It is an indespensible corollary to the English course and bridges the gulf between written and oral composition. Oral Expressioa'z-aAn elective course of one to four semesters of oral expression aims to teach students to speak with correct enunci- ation, to cultivate pleasant speaking voices and to learn to use them effectively. For the tirst two semesters the readings are short selec- tions, prose and verse. The third and fourth semesters there is of- ferred a Choice of storytelling, oral reading of a play, 01' informal exteniporaneous speaking and declaniations. LuvtmeXVe offer the regular classical course: Caesar, Cicero and Virgil and as much Gri'eek ;s we have demand for. As one, Of the youngest of nations, living in a land without a long past7 we need a linguistic perspective longer than English affords and an acquain- tance with sentence building which is both accurate and complicated. To supply these 'arieus needs is the aim in the study of Greek and atin. GermaneLanguage makes its strongest appeal orally. In Ger- man we attempt to imitate the natural process of grasping phrases rather than words. From the beginning the pupil is trained to hear and to speak so that ultimately literature may impress him with its thought and its music and that at the end of three years he will read for his own pleasure. Fl'e'nchelt has always been our aim to make French a living language and to have pupils, in the very beginning, hear and use it. Translation has been superseded by practical questions and answers. Great stress is laid upon pi'ononnciation and rhythm. In the second and third years, we study modern French literature and, in the fourth year Collegiate French. There are three French teachers: Miss Jennie Shipman, Mademoiselle Favard and Monsieur Loeai'd. Histem eTo correlate today to the long course of human events that lies behind it, is the ultimate aim of history teaching. The greater the knowledge of the facts and influences of the past, the closer is that dependence seen to be. For that reason High School history teaching I4