Mentone High School - Bulldog Yearbook (Mentone, IN)

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COMMUNICATION’S Expression starts with the indi- vidual. ABOVE: Larry strives for the “right” nose. BELOW: Kris could feel mighty lonely. 20

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Cobwebs are hurriedly swept from his mind as each student realizes it’s the start of a new day at M.H.S. The rustling of pages noisily brings each class to order. Homework assignments are torn out of workbooks. The lonely steps of the office clerk are the only sounds in the hall as absentee slips are picked up and announce- ments are passed out from room to room. Upon opening the band room door the steps are immediately forgotten as the music fills the air. The numerous instruments led with the drums’ beat are breaking the silence in harmony. Working minds keep functioning as the tapping adding machines, clicking typewriters, and swishing sliderules fol- low their manipulators’ tempo. As the day grows older, whining oscillators, excitement over a successful experiment and the whoosh of an ignited Bunsen burner add a soundtrack to its log of accomplish- ments. But sometimes, teachers prefer to hope often, some- thing sparks. “Education” is not only pounded into but ab- sorbed into the brain. Sound waves travel through the mind, transmitting bits of information which ignite. Then the only sound waves that leave the brain are in the form of questions, the tools of learning. All of these combined are THE SOUNDS OF LEARNING

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DIFFERENT FORMS Communication through art forms became the goal of Mrs. Finney’s two high school art classes. Students pro- jected their talents through work in paper mache con- struction. They were continually cutting-up with their cut paper projects and developing into the study of potatoe block printing. A nervous “Hello, my name is ... ” was the first big step for beginning speech students. Their assignments in- cluded, T.V. commercials, visual aids, and informative speeches. For students who wanted to put their ideas into practice there was the advanced speech and drama class. They not only learned more about the art of speaking, drama students provided programs for the student body and the reading club. Susan Romine attended a pre-college institute on speech and hearing therapy at Purdue. She was sponsored by the Psi Iota Xi. The three English teachers combined forces in making rigorous well-rounded classes. American, English, and 20th Century novels were read in as well as out of class. Also, many contemporary and classic plays were read and papers written on them. Mr. McClure made a change with book reports by assigning complicated 1500-word precises. Creative writing was done in all the English classes. Mrs. Hoke supplied each senior English student with a personal jt,. folder to keep their work in. Beginning Latin students attended enjoyable classes when Mr. McClure introduced Latin Bingo, exercises at the board and the new use of workbooks along with language, the students studied Roman customs and traditions. Chris Miner and Debbie Smythe composed the Latin II class which met during activity periods. Spanish 1 and II classes were unique in the sense that Mr. Bazzini used more than a textbook. Reciting sentences, using picture cards and film strips added to the visual aids while the use of a tape recorder or record player served the purpose of hearing the syllables in Spanish. Many masterpieces come suddenly. ‘Pictures make learning Spanish easier,” say Mollie and Reid. 21