Western Hills High School - Annual Yearbook (Cincinnati, OH)

Page 24 text:

ll? llD liQ llEll 11:; H llLAUHT lEZUAVQLc UNTIL A COMPARATIVELY RECENT Fijmon. the study of languages was the traditional bane of the student. As he pitted his will- power againsc supposedly dry grammar, conw iugntions, and vocabulary, he would grit his teeth and wonder what was the use, for he'd merely forget all he'd learned soon after leaving school. In the vast majority of cases, this is exactly what happened. Lane guage courses appealed only to those students who had superior linguEStic ability. The ordinary student struggled along 215 best he might. Today this condition is greatly changed. Due, in part, to improved methods of reach- ing; due, in putt, to the fact that the modern youth has been proved more industrious than were his gtandsites, the tendency is toward a greater appreciation of languages. Partic- ularly in the more advanced classes, there are evidences to show that the majority of 5th dents are enjoying thoroughly the foreign classics they read. This enjoyment is the hrst step in realizd ing the ultimate value of language study, which is an acquaintance with foreign lltef' atutes and peoples- the end toward which all language study tends, and the attainment of which will do much in the cause of inter- national pence brotherhood, and good-will. ROBERT ARMSTRONG, '34. Left 10 righf, lap to burrow: Fouch, Joseph, Fallon. Kiel, Hurle, Klassernet, Bolan.

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tlUtlDNWIHIEllQ'ME IAM GLAD THAT I enrolled in the commercial course because I feel that the course has fulfilled my expecca- tions In the first place, the explora- tory courses in the Junior high school taught me that I wished to seek 3 ca- reer in business. Consequently, I set about preparing myself as soon as I could. Indeed, so specialized and, on the other hand, so varied in its oppor- tunities is our modern civilization that it is imperative that we learn to select and choose early from a multitude of experiences those which will be most beneficial to us and to concentrate on them. Second to be stated, but not less important in my mind, was the idea that the commercial course was not mere practical training for business, but was just as cultural in value as any other course. Such traditionally cul- tural subjects as English, history, and foreign language combine well with business subjects to make a balanced ration. Still more significant, I think, is the new idea that real Cultural con- tent is found in many commercial sub- jects. Whether one ever uses this knowledge for vocational purposes or not, we are more intelligent if we know some of the principles upon which business is based; we become wiser consumers; we regulate our affairs mote ethciently. LILLIAN KAHN, '34. Lefl to right, tap to 1201mm: Yaien, Schilling, Hein, Zeller, Shank.

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1W JIDIIUKHBMAXIIL AJIQTFS IN THESE DAYS of much talk of the fads and frills in education and of the elimination of nonessentials, perhaps the elders may be inter- ested in What we young people ourselves think of the necessity 0t advisability of industrial edu- cation. The annual stat? decided to End out by submitting a questionnaire asking our opinion of dropping household arts and manual training from the curriculum. Ninety-one per cent said these subjects were necessary and should be kept. That Should be a fairly decisive answer. Much is said today about training boys and girls for marriage and happy domestic life. Which Will mean more to me in the future, to be able to arrive logically at a Q. E. D. or to set a delectable lemon chiffon pie before my tired husband? In future depressions which will aid most in balancing the budget, my knowl- edge of Latin or the ability to make my own dress? Perhaps also there may come a day when it will mean more to me to have my husband Elx an electric cord or draft the plans for our new home than to recite ten lines of Chaucer. Speak- ing more seriously, there are certain types of high school students who are happy only in shop or kitchen. Should not these students be Considered? We, the youth, say to the educa- tors, Do not eliminate that part of our modern education which contributes most directly to our future happy adjustment. Left :0 right, top ta 110110171: Deitemeier, Herrle, Lambirth, Schwenker, Schick, Clark, Mendenhall, Klippel, Rabe.