Catonsville High School - Catonian Yearbook (Baltimore, MD)

Page 21 text:

Legis J. Cunningham (B.A., Duquesne Univ; M.Ed., Univ. of Md.; Guidance Counselor 0 - 12 ). ii ma P. Deas (B.A., Univ. of Md. Eastern | f jr 1 1 x 3l 1C hore; M.Ed., Univ. of Md.; Guidance ■ounselor 10; Neighborhood Youth Corp. ' rogram Coordinator). Jean S. Butcher (B.S., East Stroudsbur; State College; M.Ed., Johns Hopkins Guidance Counselor 11). From the background of cigar seller, Industrial Arts teacher, Physical Education teacher, and English teacher, developed four counselors who were genuinely interested in students and in help¬ ing them work out any problems. These problems ranged from family disagreements to getting enough credits to graduate. Help was also given to students explor¬ ing courses and having trouble deciding what would be most bene¬ ficial to them. Stude nts are going in many different directions now, more so than a few years ago. The Guid¬ ance Department proved helpful to students by showing the pros and cons of going to college. The department scheduled numerous visits from college re¬ presentatives so that students could become more aware of the colleges’ requirements and the courses offered. Through a monthly newsletter, Guidance tried to inform students of testing dates, such as the PSAT in October and the SAT in April. Also included were graduation requirements and the dates of college visitations. Despite this effort by the Guidance Depart¬ ment, students remained unin¬ formed. Mr. Opalski would like to see a spotlight in the ceiling for the showcase with flashing lights on the sides so that students would see this information and take notice. 17

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The other office Benedict T. Opalski (A.B., King’s College; M.Ed., Loyola College; Johns Hopkins; Western Md. Coll.; Counselor, 12; Scholarship Comm. Chairman; Guidance dept, chairman). Roseann Affeldt waits patiently for her upcoming appointment with Mrs. Deas. Carole Dickler diligently schedules Guid¬ ance appointments. Lois Jones (Institute of Modem Business, Aides). Chicago; Guidance Office Secretary; Guidan ! 16

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“ . . . and gladlye teche.” The Graduate and Tom Jones were a few of the movies shown as a part of the new curriculum for the seniors. Seniors chose one of five different study patterns that progressively increased in difficulty, each consisting of five to eight units. The wide selection allowed students to get their English credit according to their individual interests and needs. The units were staggered in the junior English courses, making more materials available. In the sophomore program all units were divided between major and “mini” units. The teaching emphasis was placed in major units; and “mini” units provided for flexibility in individual inter¬ ests. Timothy M. Breslin (B.S., Mt. St. Mary’s; M.L.A., Johns Hopkins; English 12; Journalism I,II; Kay-Hi Advisor). Jerry C. Bonnell (B.S., W. Va. Wesleyan; M.A., Univ. of Md.; Univ. of Oregon; English 10,11; Golf coach). Chase Simmons (A.B., Columbia College; M.A., Univ. of Md.; English 12; Visual Composition). The English Department con¬ ducted a local workshop during the summer of ’73, concentrating on combining ethnic African and Black American literature into major units in all grade levels. New English electives were Speech II, Review and Creative Composi¬ tion, and Stagecraft. All courses were readily sought after, and successfully met ex¬ pectations. Joy C. Kyne (B.A., Univ. of Md.; M.L.A., Johns Hopkins; English 12; Creative Composition; dept, chairman). „ flVn T ML! B vhejm Sue Tustin (B.A., Western Md. College; English 10; Catonian Advisor). Barbara Matyas (B.S., Bowling Green Univ.; M.A., Purdue Univ.; English 11; Junior Class Advisor). Sally R. Grade (B.A., Univ. of Md.; English 12). How’s this for an English candid? 18