South Side High School - Totem Yearbook (Fort Wayne, IN)

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Journalism students Sally McClain, Sharon Burr, Tom Galland, Pat Cooney, and Wendy Keyser help the Times business staff by checking through the advertising files. This practice was employed to make the students tealize the necessity of the business phase of publishing a newspaper. Prospective Journalists Cover Beats, Proofread Stories Having memorized the proofreading marks in the Style Book,' Doug Pickell and Rosalie Curtis correct several Times galleys. Take away the newspaper — and the world would become a scene of chaos. To diminish this threat, a constant stream of journalists must be trained. By publishing The South Side Times, which again received its high national rating, the student pre- pared himself for a wide range of communication fields such as news-editorial, magazine, and radio-television. Serving as text for the course, the Style Book listed basic rules of good journalism in order to secure greater uniformity in the writing and editing of newspaper copy. After the reporter-in-training learned that such phrases as held a meeting are taboo, he covered a beat on which he interviewed members of the faculty as to topics presented and high grades achieved in their respective classes. Meanwhile, the student worked on various jobs, such as point recording and proofreading, to give him a greater understanding of the systematic publication process. Completed, the paper then rolled off the press; but the job was not finished. The student participated in the circulation pro- gram by folding and mailing outside subscriptions. Only then was concluded the weekly agenda of the journalism class. However, realizing that a journalistic career demands a sound knowledge of the world and its people, the members of the de- partment also required the students to study such works as A Nation of Sheep, Masters of Deceit, and The Status Seekers. Veritably, by the close of the semester, a high mortality rate had been attained for such violations as failure to meet a dead- line; but students who survived rhe rigors of the course were well prepared with the basic essentials of a journalist, quite capable of putting a newspaper to press. 22

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Tests After Year Of M.E.'s,9' Themes, Literary Analyses To cultivate a knowledge of literature — an indispensable part of a rich life — and a skill in composition, the English Depart- ment administered a program of study to cover all phases of English literature from short stories to poetry and allowed the student to try his hand at each. For the student progressing from the days of Chaucer to the era of Hemingway, class dramatizations provided an opportunity to enact such distinguished roles as Lady Macbeth and Henry Higgins. Also aiding his study were oral reports, dealing with the authors and even the architecture of the times. In preparation for the Minimum Essentials Test, sufficient time was allotted for studying grammar. By writing a minimum of nine themes per semester, the student increased his under- standing of the parts of the sentence and their functions. Serving as an additional composition aid, the research theme, which could be constructed on any topic, acquainted him with syllogisms, note cards, the Reader's Guide, and other resources of the library. This method of permitting the student to browse through the library on his own was employed as a preparation for his advanced work in college. With the same objective in mind, a semester's training in hour-long book reports was offered. Here the student analyzed the universality of such works as Shakespeare's Twelfth Night, Tolstoy's Anna Karenina, and Finland's Kalevala, In addition to this work, the department instructed a class in developmental reading in which the student was timed in speed reading, tested for comprehension, and introduced to 1,000 vo- cabulary words by means of group drill. With this exasperating schedule many a student had to burn the midnight oil, but he verified the excellence of the program by convincingly rating in the top one per cent of the nation on the English Composition Achievement Tests. M. E. stands for more than Marsha Ehrmann as the new sophomore learned when she struggled through the Minimum Essentials Test. Developmental reading students concentrate on the him strip being shown to train them to read important words and omit irrelevant modifiers. Each student kept a daily record of his speed and comprehension on the films so that he could note his progress and overcome his weaknesses.

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The more languages a man knows, he is so many more times a man. It was with this concept in mind that the Language De- partment furnished the student with instruction in any of three languages including Latin, French, and Spanish. No matter which branch was chosen, the student in the first or second year class devoted his study to memorizing vocabularies, learning verb conjugations, and practicing pronunciations. For the advanced student, language study meant translation — trans- lation of such works as the French Les Miserable , the Spanish Tres Cuentas, and the Latin Aeneid. To supplement this bookwork with local color, the French student joined in the singing of La Marseillaise, the national anthem of France and in the reading of he Figaro, a French news- paper. He also delved into the study of famous French cities, landmarks, and geographic and economic areas. To climax his work, the student reported to the class on the daily life of a French pen pal with whom he had corresponded. Similarly, the Spanish student examined La Prensa. the first Spanish newspaper printed in the United States, as well as actual Spanish newspapers and comic books; and the Latin linquist indulged in such festivities as Roman Saturnalias, ban- quets, and circuses, sometimes garbed in a toga. Thus, this program enabled the student to understand not only the speech but also the history, customs, and traditions, and thereby, the people of his chosen country. To depict Ancassir. et Nicohtte, a French tale, Laurie Wadlington displays a medieval castle and colored illustrations to Mike Young. Pronunciations, Dictations, Conjugations Perplex Linguists Canto, salimos, compro . . . With the aid of a Spanish drilling record. Ivan Green assumes the role of teacher as he leads his class in word pronunciation. The language record provided an opportunity for the students to note the different accents of peoples living in other countries. 23