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

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Academics The green fields grow -- we grow — bigger and better than any crop the eye can behold. Our cultivating tools have been books — books supplanting ignorance with an enthusiasm for learning, that we might expand our minds and encourage ourselves to strive to the utmost to improve. Increased knowledge reminds us of nature's manifold network of miracles, which our minds are too limited to absorb. The final harvest of our knowledge reaps the epitome of excellence in stature and staunchness ... so the once fallow field sprouts to display continually the greenest pastures . . . k

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English Department Requirements Include Term Papers. Dave Reinbold, Jim Maxson, and Wanda Ripple portray characters from the novel Les Miserable! as an English 8 hour-long. English students cultivated a better appreciation of lit- erature, skill in creative writing, and an understanding of logic and philosophy in their respective classes. Writing clear, cor- rect, varied sentences and paragraphs with an effective and diversified choice of words was stressed in the year's study. Seniors conquered poetry, drama, essays, and short stories through weekly reports and met the challenge of hour-longs and book reports on three assigned novels. Plays were drama- tized; poems were written; and essays, novels, short stories, and biographies were analyzed. Juniors faced Beowulf, Macbeth, and their research themes, while sophomores studied Julius Caesar, Our Town, and Silas Marner as major projects. Students gained a better appreciation for literature and a better control of the English language through the guidance of the seventeen English instructors. Composition study started with a single sentence and developed through study into a lengthy research paper. Extensive and intensive instruction and drill constituted grammar study. All classes prepared for the Minimum Essentials Test. Since students were a little nervous on the day of reckoning, they felt relieved when the day had finally passed. Many students had the opportunity to improve their reading skills by taking the developmental reading course. In- creasing their reading speed and improving their reading com- prehension and vocabulary were the main aims of the course. While several students read on the accelerators, Mrs. Evlyn Spray drills the remainder of the developmental reading class on vocabulary words. Be- sides rrying to increase his rate of reading and comprehension, each student adds to his vocabulary by learning twenty-five new words each week. 20