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

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and dramatized plays to further their understanding Blackboards, books, and each other ' s help all seem to make diagramming sentences easier to understand. A typical junior English class under Mrs. Diane Holtz increases their knowledge oj diagramming ' s basic pattern .4 little talent and a large imagination go into the writing of children ' s stories. Mrs. Dana Wichem develops both through her story books. In finding a theme and thesis for note cards, Marsha Dill and Marcy Grove seek Miss Elizabeth Little for help. 19

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English students analyzed literature, vrote themes, Sophomores investigated American literature cov- ering the short story, biography, essay, narrative, and poem. They read and dramatized Julius Caesar, which was compared with the modern drama Our Town. Classes drew comparisons between the con- temporary and classical novels Silas Marner, and The Pearl, My Antonia, and Huckleberry Finn. Students developed the techniques of good para- graph writing. Basic principles of good grammar and usage of English were probed. Juniors undertook classical and contemporary English literature. They acted out and memorized parts from Macbeth and other tragic dramas of Shakespeare. Students continued learning the me- chanics of good paragraphs and began argumentative theme writing. In closing the year, juniors spent much time writing research papers on subjects which interested them. Seniors analyzed short stories, poetry, plays, and essays. They compared all types of Afherican con- temporary literature, using as a study aid The At- lantic Monthly. Hamlet and Oedipus were the English and Greek dramas studied by seniors. In addition to presentations, classes listened to plays and poetry recordings. They reviewed grammar and wrote expository themes. Developmental reading was a newly organized course offered to those who were interested in in- creasing reading speed, vocabulary, and comprehen- sion. Students worked during study halls at their own rate during the nine week course. Pencil in teeth, Jim Cassell gathers material for a forth- coming book report. Senior English students of Miss Catherine Cleary supple- ment their literary knowledge by listening to recordings as they follow along in their books. The play Julius Caesar ' was one such play. 18

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Miss Jacquelyn Moses uses Spanish jlash cards to teach her first year students. Students gained flavor Conversations, skits, and magazines aided the stu- dents taking one or more of the five foreign lan- guages offered. There was little homework as Spanish students memorized dialogues and oral exercises. A new audio-lingual approach introduced first year students to a switch from the book to that of study with the aid of actual hearing and speaking. The more advanced classes concentrated on the cultural study of Spain. Latin students gained an introduction to an ancient language and increased their own vocabulary by studying derivitives. Those who choose to go on in the language studied Caesar ' s Commentaries on the Gallic Wars, an epic poem The Aenid by Virgil, and poetry of Ovid. Beginning German and Russian classes offered practice in speaking and reading the language. There were dialogues to be memorized and presented to the class weekly. All classes of Russian and German viewed slides presented by the teacher. French students learned how to pronounce the different sounds of the language by forming their lips. Advanced students applied their knowledge by reading novels, plays, and magazines. Turning in Christmas cards written in Latin. Gary Parker- son and Eddie Meisner used their knowledge and imagina- tions. Mr. Paul Lemke ' s third year Spanish students read Spanish migazines to increase their vocabulary. 20