Belmont High School - Blueprint Yearbook (Belmont, MA)

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French (Miss Anlonelli. J. Culvert. .S'. Foliari. B. Iinn lop) Spanish (Mr. Marlellucci—i Mire usted a la revista!) German Mr. Penta—J. Rotman recites in German) Italian (M. Farina, S. Smith at hoard) Latin (Miss Steuenvald. A. Balterman, D. Forman. J. Santoro) LANGUAGES FRENCH—Guided tours through the sewers of Paris with Jean Valjcan . . . Qui vient passer les 'College Boards’?” . . . irregular verbs and long vocabulary lists . . . obtaining fluency in speaking . . . Vas-y! . . . “Arc we having a vocabulary test today?” LATIN—Assignments for the week . . . Baker and Inglis . . . deriving English words from the Latin . . . practicing for the A.P.S.L. Exam . . . rule for the Genitive of the Whole ... learning to SPEAK Latin SPANISH—“Como csta usted?” . . . studying Spanish and Mexican culture . . . Give me the command forms, negative familiar and familiar, of the verb 'dcscubrir’ ”... colorful talcs enliven the lessons . . . Take 10 minutes” GF.RMAN— Isn't German logical?” . . . So help me, Herr Penta . . . Gerstackcr wrote claptrap” . . . The Penta system: mimeographed vocabulary sheets, red pencils, daily secretary reports, and those snap make-up tests . . . “This is NOT a degenerate French class!” ITALIAN—Who was Dante? . . . “Come si dice, ’little artichoke’? . . . those confusing objective pronouns . . . learning II Saluto alia Bandiera Americana . . . interesting discussions on the derivation of Italian RUSSIAN—“Not quantity but quality” . . . Ycscho raz pazhalsta . . . struggling through Pushkin and Lermontov . . . those U.N. translations . . . Russian is a MASCULINE language” . . . The oligarchy of the intellectual” Russian (S. Babaian. K. Doyle. Mr. Penta)

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Emphasis! (Miss Cross, I). Dargie) SPEECH ARTS—To speak with poise, case and effectiveness . . . impromptu talks . . . improving tone and voice projection . . . formal speeches . . . dramatic interpretations . . . real debates Aiming for Originality (Fifth Period Writing Class, Miss O'Reilly) Ml '’ ENGLISH CREATIVE WRITING—Criticizing constructively . . . reading the Atlantic Monthly” educational edition . . . “Okay-ten minutes —write subjectively about something that happened this morning” . . . leading impcrceptively to the point of illumination . . . stream of consciousness DEVELOPMENTAL READING—Attempting to read live digits in 1 100 of a second . . . graphing our progress on speed and comprehension charts . . . “Read the numbers on license plates!” . . . analyzing analogies . . . realizing that it is possible to read 800 words per minute Tlic S.R.A. Accelerator helps! (J. Helanger, S. Irwin, Mrs. Schiff) ENGLISH—Usage vs. grammar . . . exercises in the blue section of Vitalized English . . . studying vocabulary lists during lunch . . . nervously waiting to give oral reports . . . straightening out dangling participles ... “Is there a departmental today?” ... a book report every two weeks . . . extemporaneous writing . . . oral discussions . . . writing a sonnet . . . analyzing theme, tone, style, and character . . . more essays than ever . . . working towards unity, coherence, and emphasis B.H.S. LIBRARY—7000 books . . . clipping files . . . magazines galore . . . peaceful place for study . . . invaluable aid for book reports, theses, oral talks . . . “This is your second notice” . . . Miss Blcnncrhassctt's ever-ready assistance and advice Reading, Reference, and Research (Miss lllennerhassctt, Librarian) 9 ■■h

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SOCIAL STUDIES MODF.RN PROBLEMS—lively discussions . . . long mimeographed bibliographies . . . cutting up newspapers and magazines . . . “Remember, write both the answer and the question!” . . . the night before notebooks are due . . . memorizing statistics for monthly “American Observer” Ouiz-zes . . . Should China be admitted to the U.N.? U.S. HISTORY—“Are we all set?” . . . North on the Sabine River to the 94 longitude . . . “Do you know the Preamble?—Yes?—Say it! . . . campaigns. elections, acts, tariffs, banking . . . You should have finished note-taking for your theses by now . . . short, revealing quizzes HUMAN RELATIONS—Understanding ourselves and our behavior . . . informative movies . . . special reports . . . frequent notebooks . . . the missing Engles? . . . emphasis on outside work . . . lengthy tests Modern Problems (E. MacLeod expounds on Russia as Mr. Meyers listens) Typing (Miss Mathews. L. Howutt. J. Mello. I). Harvey, C. Martin) Human Relations (J. Emery, J. Brule, J. Bruno, Mr. MacBain) SECRETARIAL PRACTICE—Machines humming . . . future secretaries scurrying . . . troubles with the duplicator and mimeographing machines . . . improving speed and accuracy all the time! COMMERCIAL BOOKEEPING—Think! ... Be neat and accurate—especially when recording in ink . . . double-entry bookkeeping must have a debit and a credit Bookkeeping (Mr. Smith. T. Connolly. T. I.a via not