Paxton High School - Reflector Yearbook (Paxton, IL)

Page 24 text:

English Our English courses have been so planned as to give every student a thorough knowledge of grammar, composition, and literature. Four years of English are required for this purpose. During all four years, outside reading in the form of fiction, biography, and drama is required in addition to classwork. Our excellent school library proves an invaluable source of books for both required and recreational reading. ENGLISH I During the first half of the freshman year, emphasis is laid upon the fundamentals of grammar and composition—how to speak before an audience, correct spelling and pronounciation, letter and theme writing, and punctuation. The other semester is devoted to a general study of literature, including short stories, essays, simpler poetry, and a Shakespearean drama, “Julius Caesar.” ENGLISH II Sophomore English also consists of a half year of grammar and composition, with the remaining time devoted to a study of literature. A very thorough review of the essentials of grammar and written composition is made. Although general, the study of literature is more detailed. ENGLISH III Junior English deals with the literature of England, tracing its development from the Anglo-Saxon epics to that of the present day. A study is made of the life and works of such famous authors as Chaucer, Shakespeare, and Milton. The last six weeks are devoted to a review of grammar, punctuation, and sentence structure. ENGLISH IV In senior English, we study the development and representative works of American literature. This is an especially interesting course because of our familiarity with American literature. During the last six weeks a final grammar review is made.

Page 23 text:

WELCOME TO PAXTON COMMUNITY HIGH SCHOOL In this section of our high school annual we extend greetings to the pupils who may enter our high school next year. We also extend greetings to the parents of these pupils. We hope that both parents and pupils will get a clear-cut understanding as to what we attempt to do in Paxton Community High School. On the following pages, you will find a brief discussion of each department of our school, with the names of the teachers of that department. The teachers were chosen because of their outstanding ability in their particular field. We are sure that our faculty is much above the average. Those students who attend our school, and who cooperate with the teachers, are sure to benefit from their contact with them. It is our purpose through our high school courses to develop individuals who are happy, broad-minded, and prepared for the next steps of their lives. We want them to have the proper attitudes toward people and things. We want them to be fair-minded and of a cooperative turn of mind. In the democratic form of government, people must learn to cooperate and to respect the opinions of others. Our high school enrollment is made up of about one hundred twenty-five pupils from the country and about one hundred sixty-five from the city of Paxton. We realize that the boys and girls from the country are sometimes at a disadvantage because they are coming into new surroundings. We pay special attention to these people and do our best to make them feel at home. Teachers are instructed to give special help to the freshmen from the country. In addition to our regular studies, pupils are encouraged to take part in some extra-curricular activity. Such activities as band, glee club, drama club, art club, athletics, plays, journalism club, annual staff, student council, and safety patrols are open to all pupils. We feel that participation in these activities helps develop a pleasant and well-rounded personality. We hope that you get much pleasure and information from the material that you will find in this book. We would welcome a comparison between our school and others. We feel that our school is second to none, and we do not have any apologies to make for any of its departments. We are looking forward to next year and to our association with you. JOHN J. SWINNEY.

Page 25 text:

Languages FRENCH Two years of French are offered, namely, for the juniors and seniors. With a Latin background, the study of French is simplified; however, Latin is not a prerequisite for French. Instruction is given in the fundamentals of the language so that the student can read, write, and speak it with some degree of skill. These two years can also form a valuable foundation for college or university language work. Constantly, new words are added to our English vocabulary, and the vast majority of them originate in the Latin and French languages. Thus, through the study of these languages, our working vocabulary is greatly enriched. Language study exercises the memory; consequently, it is recognized as excellent mental discipline. Language study offers the opportunity to acquire such abilities as accuracy, skill, and careful attention to details. Most of the class work is carried on in French because speaking and understanding a modern language constitutes our primary aim. In addition to the text and readers, French newspapers increase comprehensive ability. During the second semester this year, an electric phonograph in the classroom made it possible to conduct a careful study of the pronunciation and intonation of French phoneticians. We also had a taste of French folk music. It is hoped that later we may add a recorder to our equipment so that the students can make records of their voices in order to discover and correct their speech errors. In April, a dinner in true French style was served by the Home Economics class for the students in the French classes. At this time a sound movie film of Paris was shown. Songs and games added to our imaginary French environment. LATIN The two years of Latin offered at Paxton High are usually taken during the freshman and sophomore years. Latin I is a course teaching the fundamentals of Latin grammar and pronunciation. The first semester of Latin II is also spent in a study of grammar and preparatory translation. During the last semester, the course consists of translating “Caesar’s Commentaries.” “Will it be to my advantage to study Latin?” This question must be answered annually by thousands of high school freshmen. Some arrive at a decision which is actually no more than a blind stab in the dark; others approach the problem in a very common-sense manner. Answering one question with another, those who are prepared to advise usually ask, “What do you plan to do?” If you want to follow certain professions, then by all means take Latin. These certain professions will always include medicine, law, pharmacy, nursing, and teaching. Although true, this is not inclusive enough. One of the most practical values of a study of Latin is too often overlooked—its aid in the everyday use of our own American speech. For everyone will have need of this, whatever his profession. Probably no other study gives the wide vocabulary and polished grammar which comes with a knowledge of Latin.