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

Page 22 text:

To be, or not to be ... Noreen Burdick practices her oration in a very pointed manner before delivering it to the class. To project a pleasing personality, to improve the fundamen- tal process, to learn the skills involved in the various forms of communications, and to participate in a democratic society were the aims of the students in the Speech Department this past year. Increasing self-confidence was the primary goal of most stu- dents. Erect posture, easy movement, direct eye contact, alertness of mind, and earnestness and energy in the voice were the traits of the poised speaker. Some succeeded in their goal, others failed; but all reached a new understanding of speech preparation and delivery. Whether slurring through the tongue-twisters, tripping off the stage after a demonstration, or freezing during the heckling speech, each student suffered a variety of embarrassing moments. When the year ended, those who experienced such trying moments realized the value of Demosthenes' statement, Men are proved by their speeches whether they be wise or foolish. Another means of communication, writing, was emphasized in the Journalism Department. Important grammatical func- tions were stressed and various techniques and approaches ex- plored. In addition, newspaper terms and techniques were learned and applied by the students. The Times served as a good outlet and stimulus for the practice of journalism. Covering a news story or contemplating an editorial were complicated procedures that were studied by many. Methods of preparing propaganda and advertisement served to stimulate interest among some, while touring the Fort Wayne Newspapers during Newspaper Week provided first-hand experience in its actual presentation. Future Journalists, Orators Perfect Prospective Talents Journalism students in Miss Anne White's class individually read high school newspapers as a part of their analyzation of ideas and presenta- tion. Rosel Gallmeister examines a particular item from the Concordia Lu-Hi Voice, while all of the other students listen. 18

Page 21 text:

Plays, Learn Basic Fundamentals Of Sentence Structure Endeavoring to acquire, improve, and develop by constant study and effort the basic fundamentals of our English language, South Side students were offered an inclusive program by the English Department. The ability to express explicitly one's thoughts through composition and to comprehend and digest literary material was the primary goal of the serious student. By writing a minimum of nine themes per semester, the student improved his writing skills and mastered those dangling participles and run-on sentences. Grammatical rules pene- trated his mind through extensive and intensive instruction and repetition- Serving as additional composition practice, the research paper, which could be constructed from any topic, prepared the student for advanced college work by acquainting him with note and bibliography cards, syllogisms, the Reader's Guide, and various other reference facilities offered by the library. From Julius Caesar to Beowulf, from short stories to novels, the progressing student developed analyzation power and dem- onstrated his dramatic talent in an hour-long book report. The department offered still another opportunity — that of increasing the student's reading speed and improving his com- prehension and vocabulary with a developmental reading course. Through years of exasperating toil, many a student stayed up until the wee hours of the morning but gained an ex- tensive background and foundation in our English heritage. Asleep, my love? ponders Diane Arnold, as she and the rest of the room read and interpret a difficult Shakespearian play. Diagramming sentences helps students to better understand basic sentence structure. After learning about the rules of proper sentence construction, sophomore English 3 students Ann Teague, Julie Buchheit, and Steve Roberts put the 17

Page 23 text:

Linguists Ponder Vocabulary, Translations, Conjugations During a pause from the usual study of Latin vocabulary and translation. Miss Edith Reiff gives an idea of architecture typical in ancient Rome. Bonjour, buenos dias, guten tag, and salute! Representing the four major fields of the Language Department, these greet- ings are but a few of the diverse vocabulary and idomatic expres- sions presented in the foreign language courses. The beginning French student found himself challenged by verb conjugations and grammatical applications, while the prog- ressed etudiant concentrated on oral recitation and the transla- tion of several French novels and plays to good English. Likewise, the Spanish course placed its emphasis on the acquisition of a basic vocabulary and the first principles of grammar. The customs of our Spanish-speaking neighbors were further explained, while their history and legends were intensively explored in the elevated courses of study. Now being offered for the second year, German provided the student with still another tongue to master. Its approach placed emphasis on hearing, speaking, reading, and writing respectively, alternating somewhat in sequence the second year- Through the use of records, the student practiced at home his dialogue adaptations and learned to familiarize his thoughts with the language. Awareness of words and interest in derivations through the study of prefixes, suffixes, and root words were the basic objects of study for beginning Latin scholars. Having received a general foundation in grammar, the student was later intro- duced to Latin authors and translated works such as The Argo- nauts, Pliny's Letters, and Cicero's Four Orations. Thus the student was well equipped for his part in the expanding future of tomorrow in our shrinking world of today. Karen Ditton recites her composition into the tape recorder's micro- phone while Mis? Jeanne Smith and her second-year French class listen. German instructor Mr. Roberts intently watches several of his students puzzling over a sentence that has stumped the class. Putting to good use her knowledge of Spanish, Junior Virginia Gomez reads to her classmates in Mrs. Grimshaw s Spanish 5 class. 19