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

Page 23 text:

develops facilit and appreciation Making up the front page of the Chatterbox seems impossible to Journalism I students. However, as they learn to write leads and headlines and to understand news- paper style, this assignment be- comes more reasonable. Pupils are also taught what to expect of our city newspapers. Speech students are trained to voice their thoughts effectively and are instructed in the use of a microphone and in speaking before an audience. Spe- cial speech students make a more detailed study of dramatics and present an assembly each year. Writing for the Gleam, interpreta- tions of Shakespeare, and heated debates carried on after school were the motivating forces behind our present well-established and outstanding departments of speech and journalism. As a result of in- creased interest in these activities, courses in journalism and speech were offered for the entire school. These departments now provide the best practical backgrounds in the media of speaking and writing. ABOVE: Miss Mabel Schweikert, Mr. Wayne Gregory, Miss Frieda Lotze, Miss Mary Louise Schroth, Miss Helen A. Carson, Miss Helen Wilkinson. LEFT: Special speech students rc- hearse for a radio play. 19

Page 22 text:

apable instruction in language arts ABOVE: Miss Jane Acomb, Miss Esther Cahill, Miss Wilma Hutchison, Mr. Harold E. Inskeep, Miss Martha Keegan, Mrs. Katherine Lappa. Miss Eleanor McDevitt. Miss Vivian Ross. RIGHT: Pupils acquire a useful, ex- pressive vocabulary by classroom dic- tionary work. INSERT: Miss Etta 0'Hara, head of the English depart- ment. 18 Appreciation and expression - these two words might well serve as the keynote of the English de- partment at Walnut Hills. Students learn to understand and enjoy the prose classics from Treasure Is- landw to The Scarlet Letterl' and also to appreciate poetry, drama, essays, and biography. They learn to express their ideas through written compositions and class dis- cussion. By continuing their study of grammar, students become more fluent in their use of the English language. The senior source theme climaxes preparation for college. By variations in the course of study, the English department has helped Walnut Hills to be a mod- ern and progressive high school. Galsworthy's Man of Proper- tyu and Hardyis Return of the Nativen have replaced books like Henry Esmond by Thaclcery. Poems by Milton have been taken from the curriculum in favor of Benetis John Brownis Body. Re- cently the source theme was intro- duced in place of the briefing of a formal argument.

Page 24 text:

Latin fosters our classical tradition The living language of the Latins is the basis for the classical curriculum of Walnut Hills just as Roman architecture provides the plan for the school building. In the seventh and eighth grades Latin students are taught grammar fundamentals through stories of Roman life and mythological tales. Ninth grade pu- pils are introduced to Caesar's Gallic campaigns and sophomores enrich their Latin vocabularies by study- ing Nepos and Cicero. The poetry of Ovid is read during the eleventh year course while seniors come to appreciate the beauty of the Latin language as used by Virgil. When Walnut Hills became a col- lege preparatory high school in 1919, Latin was made a required subject for the junior high. With- in the past twenty years the stress has switched from excessive gram- mar study to more literature, which has given the student a greater sense of the reality of Ro- man life. The study of derivatives reveals the dependence of English on Latin. Preliminary Latin also aids many in later study of the Romance languages. Latin Weeks sponsored by the lower school also develop interest through model displays and posters. LEFT: Students participate in Ohio Latin Week by preparing displays on Roman life. INSERT: Miss Laura Riffe, head of the Latin department. ABOVE: Miss Bernice Bartlett, Mr. Arthur Condit, Mrs. Madge Galbreath, Miss Helen Pel- ton, Mrs. Dixie Campbell. 20