North Side High School - Legend Yearbook (Fort Wayne, IN)

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From Revised Themes to Et Tu, Brute Pupils Accepted American literature, emphasized in the sophomore year, offered pupils an understanding of American authors and their works. Jun- iors studied English literature and grammar. Senior English included srudy of compararive literarure and different types of literary mate- rial with special emphasis on composition and grammar review. In all three years of English, students practiced spelling, composing themes, and perfecting their grammar. Through use of record players, English reachers introduced more material; for example, readings of Shakespeare ' s Macberh and Julius Caesar and poems of Edgar Allen Poe. The opaque projec- tor, an enlarging device for projecting written materials on a screen, demonstrated English composition. Several new texts and plays were added to the English curricu- lum. Comparative Classics, contrasting Julius Caesar with Eliza- beth the Queen, and Macbeth with Emperor Jones, gave sru- dents a new method of studying these plays. In the first semester, seniors read from Comparative Essays, and in the second semester, rhey studied the plays Hamlet and Oedipus Rex. English classes were not limired ro just reading and writing. Students acted in plays, delivered floor talks, participated in panel discussions, and memorized poetry. English courses at Norrh Side are designed to create more in- terest in good literature, and through the srudy of grammar, promote better stlf-expression. Clutching his per comprehension. il, Mike Boles tests hi: ading ability against hii The light begins Got that, cla ipt titles should be

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Academic Attempting to maintain the standards of academic ex- cellence that had been the policy of North Side High School in the past became increasingly more difficult in 1964. The bewildering phrases of modern education were hurled at stu- dents at an increasingly faster and more concenfrated rate. Terms like proportionality constant, stream of consciousness, standard deviation from the mean, and existentialism were quickly absorbed and utilized. In order for the average student to retain the more technical and complicated material, it was necessary for him to spend longer and more concentrated hours doing what was commonly called homework. Education was not entirely abstract. As more and more employers required a high school education as a prerequisite for employment, up-to-date knowledge of the fields of busi- ness and mechanics increased in importance to those who wished to be employed immediately after their high school education was finished. No matter what area of education was involved, learning the basic required material plus acquiring a certain amount of competence in the subject took more time, effort, and con- centration than ever before.

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Challenges Presented, Developed Philosophies for Life inelv to the three witches. Linda Concentrating: on what Teacher Lewinski is demonstrating with the opaque projector, these double-i English students develop their skills.