Waukegan High School - Annual W Yearbook (Waukegan, IL)

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l l Scene above is in Mrs. BIcLean's 4A English class in Jr. 340 where students make extensive use of illustrative and reference materials in their daily assignments. 1 ln W. T. H. . English Class TOP ROVV, left to right: Everett Blisunas, 3A English, Arty Eva Oke, 2A English Julia Osling, 1B-3A, Blelba Reid, Public Speaking, Speech Orientationg Ellen Tidy, 2A-3A. BOTTOM ROW: Stanley F. Tomkovick, IA-2B3 Mrs. Jean Torrance, 1A Eng lish, Remedial Readingg Laura Trevenen, lA-2Bg Francis Weiss, English IA, French lA. APY' MW

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TOP ROW, left to right: Mrs. Ruby Kirk McLean, Head of Department, 1A-4Ag Mrs. Ruth Bowman, Dramatics, Public Speaking, Elizabeth Craine, 3A-4Bg Helen Cunning- ham, 1A-3Bg Lucille Heaney, 2A, Remedial Reading. BOTTOM ROW: Julien D. Hills, 1A-2B English, Director Veterans' Training, Hazel L. Hurlbutt, 1A-2Ag Elsie Katter- john, 1B-3Ag Edwin C. Meslow, Publications, Visual Aidsg Eleanor Mihan, 3B. Remedial Reading ls New Emphasis PEAKING, writing, reading, listening, acquaintance with books magazines, newsf papers, radio and motion pictures-all these are included in the English cur' riculum. This year, in addition to stressing finer American citizenship, teachers have tried to develop a sympathetic understanding of the culture and language of people in other countries. In freshman classes, pupils were introduced to the art, music, literaf ture, customs, and languages of the four leading European countries, namely, Italy, Frances, Spain, and Germany. Through a study of how people first began to com' municate, of how words received their meanings, and of how our English language evolved, pupils will, in many cases, acquire a greater respect for our language and an intensified interest in speaking correctly. During the current year, particular attention has been given to promoting growth in reading. By giving consideration to the meaning inherent in various types of literaf ture and by studying different patterns of writing, pupils have gained efficiency in reading, in harmony with their increasing demands. Special classes have been orf ganized to help deficient readers. For these pupils, books with easy vocabulary require' ments but with content material of interest to pupils of high school age, have been purchased and are bringing satisfaction to many who formerly disliked reading. Throughout all classes in English, the curriculum remains flexible and work is adjusted to the individual needs of pupils. A continuous growth in skills, under' standings, and appreciations is the ultimate goal. 24

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In Trade Progressive Program tri ' city class Conduct Perimenr in th an SX, e ' 9 ID qlllpped elegl-tical fiefn H Ora. tO1' BO . YS in Vocational Elec TOP ROW, left to right: Orlin D. Trapp, Director of Industrial and Visual Education, Electricity, Raymond C. Bant, Machine Shopg Nello E. Bardonner, Electricity Orienta- H. Dalton, Woodshop Orientation. BOTTOM ROW: Ingevar Erickson, ' Mechanical Drawing, Shop Mathg Howard H. Jackson, Ma hanical Drawing. - S lffApprais al re rn CBJ tiong Charles Weldingg W. E. GIEGH, es Orientationg G. E. McAfee, Mec f llows three progressive steps. 1. e rinting and wood shop a - QAJ lea chin , NDUSTRIAL education at W.T.H.S. o and Orientation courses in auto, electrical, machine, p , required of all freshmen. These units are designed to assist the student to. about the many phases of work in industry, and the offerings of the department. learn about his likes, dislikes, and abilities. QCD add to his general education, 2. The sophomore having made a selection in a definite field as a result of his experiences in SelffAppraisal and Qrientation selects one of the following courses: Aviation, Auto Mechanics, Electricity, Mechanical Drawing, Machine Shop, Printing, Vxfelding, or Wood Shop. Industrial Arts is the basic or primary training given to students who are beginning their step toward Industrial Education. 26