Wilkinsburg High School - Annual Yearbook (Wilkinsburg, PA)

Page 25 text:

j - :N Explaining the t'cutlal estate . . . a stnrlents map ofa crus.i.le . . . history in dramatic form: Betsy Ross' tirst flag . . . vcrztfng a message to Congress . . . Valley Forge . . . taking the oath of office. :LAB tory ep em? .gfdeff HISTORY DEPARTMENT AESAR, Cleopatra, Napoleon, Wzlshiiigtori, Henry VIII and even the Neanderthal man become close acquaintances of every history student. The progress of man in the infancy of the world, how he coped with the harshness of his environment, and how he learned to improve the crude tools he used, form the background of the course. Continuing this study in chronological order the customs, governments, and wars of European countries are investigated. Dates, names, and the opposition and defense in all the wars are provof cative urges to the struggling pupil to try to remember it all. To top it, he usually remembers unimportant things as who threw the first stone or Hred the opening shot of an undecisive battle. The most fascinating subject is the eternal conflict ll21ll Q O O concerning thrones and the rise and fall of kingdoms, but even then the usual nightmare of dates arises. American history which, naturally enough, is not too hir removed from us, is especially interesting. The story of the struggle of the early colonists is filled with Hery adventure and lively romance. In economics, the history of commerce in the United States is studied, whereby a student discovers the underlying reasons for the various conditions which existed in our country. This detailed study of history gives one an excellent insight concerning presentfday afhiirs. The what, the when, the where, and the why of history may seem difficult to some but it is mighty interesting to most of us. If history repeats itself we hope to be able to anticipate the repetition and Dront thereby.

Page 24 text:

MR. ED. A. JENKINS, JR. History Q Q O 19 3 f 'Z 'LHisto'ry is the chart and compass for national endeavor. -gm!! pda! ana! 141111124 Mr. Golden locates the scene of action . . . Miss McQuiston takes a boat rinle . . . Mr. Creigh . . . Miss Coulter locks up for the night . . . Mr. Elliott ready to begin . . . Mr. Shupe surveys the landscape . . . Mr. Rodgers among his books . . . Mr. Campbell, ll20ll

Page 26 text:

My S99 Miss SARA PARSON Speech Director J' the Speech, finely framed, delights. HAT future Barrymores and Cornells may be found, the sophomores learn how to talk with ease and good English before an audience. Pre' sentation and exteinporaneous speeches are given dur' ing the course of study. If a student finds that he has talent or if he enjoys speech interpretation, he conf tinues in this work in his junior year and reads aloud many excerpts from prose for practice in voice inflecf tions and tone. As a senior he may elect to continue the Work, concentrating more upon play production. Here he works with his classmates, observing all stage directions and movements. These productions of plays are the most advanced drama study in high school. At their easels, the art students hold their pallettes and apply the oils skillfully to their canvasses. They -Q28 -gre ne Scene from When the Chimes Rang . . . a section of the orchestra, Woodwinds and strings . . . the marimhaphone . . . another scene from the Christmas play . . . Mr. Scott, the orchestra leader . . . the Woodwinds in action . , . Miss Sleppy, speech . . . drummer boys . . . a third scene from the Christmas play. ll22ll