Morton High School - Top Hat Yearbook (Hammond, IN)

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study of language, customs, land areas CLEARING UP THE CONFU¬ SION, company representa¬ tive George Jones explains the language lab console to Mrs. Bev Petrunich. DAS RAD, a German magazine, provides Mike Krizman with a change of pace. This magazine supplemented the student ' s text. FRENCH STUDENT Pat Boyle adjusts the volume and speed con¬ trol as she prepares to listen to a playback of a French conver¬ sation. Lab facilities enable students to hear speech patterns. 10

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via writing, oration Separate study units in the new library proved a valu¬ able aid to English students doing research for class. Despite a month’s delay in delivery of furniture and shelving, the library soon became a much-used study- research center for Morton’s student body. During the freshman and sophomore years, literature and grammar are taught together to stress the close link between understanding the written word and expressing ideas. These first two years cover a variety of subject material ranging from Greek and Roman mythology to the agreement of subjects and verbs. Juniors and seniors also delved into the study of literature and composition. A comprehensive study of American literary works was undertaken by juniors while seniors analyzed English and world literature. Composi¬ tion classes instructed students in the art of essay writing and enabled them to review the basic fundamentals of correct word and grammar usage. Journalism, speech, and dramatics gave students an opportunity to express their ideas and to communicate with others in their native language. VIOLENT EMOTION proves to be a difficult challenge for Paul Chiki, speech student, who is working to improve facial expression to be used in communication with others. IMITATION and con¬ centration must be used by dramatics students Steve Marlow and Steve Munsey in this mirror exercise. One student acts as a mirror and must imitate his part¬ ner ' s every expression. 9

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acquaints pupils with foreign neighbors Language students studying Spanish, French, or Ger¬ man used the language lab to improve their pronunci¬ ation and understanding of skills. The language lab seats 40 students and equips them with individual tapes and earphones. The classes worked as a group or individually on the translation and pronunciation of certain tapes. Spanish classes used records and movies to help ac¬ quaint them with the Spanish language. Students made speeches in Spanish and had spelling bees, using the Spanish pronunciation of the alphabet. Advanced classes presented skits and sang folk songs, while fourth year students read OMNIBUS OF SPANISH LITERATURE to acquaint them with famous Spanish literary works. French classes, in addition to learning the irregular verbs, vocabulary, and new nasal sounds, spent two days a week in the language lab. The singing of French Christmas carols added variation to the classes. Match, a French magazine, and other pieces of French literature were available in the classroom for student reading. Students studying German were required to make a three minute speech on a topic of their choice. Part of the final exam consisted of an oral speech in which the student selected a card with a topic and had fiva min¬ utes to prepare a talk on it. Every week German students received a magazine written in German which contained features, crossword puzzles, and jokes. SOMBRERO IN HAND, Spanish I student Paul Torres gives a report on Mexico to inform his classmates of the way people live and work in a Spanish speaking country.