Walnut Hills High School - Remembrancer Yearbook (Cincinnati, OH)

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niuerdaf aliiiucfe fodferd amily Never has There been a Time in The hisTory of The world when we wished more Tor a universal aTTi- Tude. Headlines, radio, lecTures: all have been cenTered abouT The Topic, one world. Lafely, increas- ing pressure has been puT upon The schools To Teach This univer- saliTy. NaTional leaders impress upon us ThaT only Through con- cerTed educaTion can we hope To achieve lasTing peace and under- sTanding. We ask ourselves if we have given Time, money, and lives only for The purpose of TosTering more sTriTe. We answer ThaT progress is slow, buT we are go- ing forward. ss Evidences of a universal aTTiTude in high school are numerous. Books acquainT us wiTh many races in The English class, The hisTory class gives us a deTailed sTudy of The UniTed NaTions. Mod- ern languages bring us closer To The people of France, Germany, Spain and LaTin America. The aalvanTages of fewer Trade barriers or of The PoinT Four plan leave no doubT To The sTudenT of economics of The imporTance of a universal aTTiTude.

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cultural The curriculum at Walnut Hills offers a maximum of cultural advantages. One may choose to follow Latin from the suc- cessful campaigns of Caesar and the powerful orations of Cicero to the delightful poetry of Virgil, culminating work be- gun in the seventh grade. Latin history is of secondary importance compared with the knowledge of rhetoric and English derivatives. Ancient and medieval history is devoted largely to the spec- tacular wors, customs, and problems of distant lands and races, backgroun enriched ua It is significant that we grow cul- turally from a study of the English language, What senior is there who has not vicariously seen Caesar killed, visited the Shake- spearean stage, spoken with the good wife of Bath, or been daz- zled by Excalibur? Special art classes reveal arts, customs, and forgotten figures from the past.

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cienii ic meflzocl bringa program lima, Especially in The sciences do vve learn The meThod of making observaTions and from Them dravving conclusions. Our chemisTry Teachers impress upon us ThaT Through The scienTiTic meThod, The kineTic, elecTron, and graviTaTional Theories may be proved correcT. STudenTs of physics musT Think logically and musT search consTanTly Tor The underlying causes oT physical reacTions. VVe see educaTion and The scienTific meThod inseparable. UTilizaTion of The scienTiTic aTTi- Tude is TaughT in our physical and living science courses. inexora- bly, iT is a mosT viTal asseT in col- lege and ThroughouT life. Briefly, The meThod consisTs of observa- Tion, experimenTaTion, and The unpreiudiced inTerpreTaTion ol empirical resulTs. We learn To Tace our problems vviTh an open, criTical mind. The research and decisions ThaT will Tlovver inTo progress and inTo a higher sTand- ard of living sTem from This meThod, for The scienTific aTTiTude noT only applies To The scienTiTic Tields, buT also illuminaTes The way To everyday conclusions. ,.-vfff' 4