Wilson High School - Troyan Yearbook (Portland, OR)

Page 33 text:

Ann Cavanuugh Candi Cole Diane Davies Shirley Everett Linda Fairfax Linda Hayden Barbara Johnson Tom Grace ,,,:,,,, MAE if . V, t -f ' jk ,,- in Jan Jones 29 Sue Dawson Irene Grants mt 16 5 3: 4154 if W 182 5, + , -1 '52 ke WL if , 4 s ji' s J., ..., 1,555 H 1-i f 1? .,b,-JW -1.5711 ' f Beniamin Cheryl Morris Sharon O'DeIl Linda Ostomel Bud Partipilo Sally Reeves Sandy Runkle Diane Saari Cliff Sanborn Barbara Souther Kathy Steinbach Carol Vernstrom

Page 32 text:

Miss Jill Edgar Miss Kathy Sherfey Miss Carol Siddens Miss Nancy Weinberg Layout Editor Make-up Editor Copy Editor Editor Confusion Brought Patterns . . Are there any more ads coming in today? . . . . . Hey, who turned the glue iar upside down? . . . . . Oh, no. All my layouts are done on the wrong size sheets! . . . . . . Can't you do anything right? . . . Mistakes followed by criticism prevailed during a large segment of time spent in creating Patterns. But each mistake taught an important lesson, and led closer and closer to the aim of perfection. Criticism became a part of each staff member's life and did not serve in any way as a detriment. They were warned early by the advisor that in the publishing game one could not entertain tender feel- ings. Members learned to let criticism roll off their backs, and proceed with their occupation. Sometimes, perhaps, they let it roll off too easily, and crises developed, but none that were completely irresolv- able. None could prevent the final ac- complishment of the goal which was to leave one more pattern on the sketchbook of an era. Mr. Ray Conlon John Bay Gary Cowles Advisor Asst. Business Manager Photographer Alicia Miller larry Morris Betsy Pattee Photo Co-ordinator Photographer Asst. Make-up Editor 28

Page 34 text:

Q . . . awareness . . . . . practice . . . . . fluency . . . . . perfection . . COMPLETE confusion covered the class, coupled with amused disbelief, as the students strained to comprehend a play- ing language record. The teacher found herself on the end of surprised looks that seemed to say, Surely you must be kidding, Nobody could ever understand that! Such was the situation in the first year language classes at the commencement of school. Much to the student's amaze- ment, however, he did begin to under- stand, speak and write the foreign tongue of his choice. With the aid of personal records in French and Russian, and an emphasis on the oral phase of language in Spanish and German, the students also discovered he could do these feats almost fluently. Fluency increased through continued prac- tice, second year classes perfected gram- matical deficiencies and looked forward to third and fourth year classes, where the thrill of reading proficiently whetted appetites for more stimulating, original works. All students became less self- centered Americans in their awareness, through language, of other countries and cultures. Bob Sever received extra help from Kermit Miller in difficult Latin study. Vocabulary played an important part of language learning, as Gail Zimmerman discovered. 30