Central High School - Maroon and White Yearbook (Sioux City, IA)

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e oreign anguagea may imemiiona fo U, en if l ble ne comprends pasfy N T' , T lch verstehe nicht. ' 3 Non intellegof' Yo no comprendof' Regardless of the language, the problem was the same: T do not understand. However, students consistently overcame this problem as they con- quered the four foreign language offered in the curriculum. Language students acquired a basis for a better understanding of world problems, a knowledge of customs in other lands, an interest in future travels, and the skill necessary in occupations related to foreign service. The study of each language offered it own re- wards. lfrench and Spanish students reaped the benefits of the new audio-lingual teaching method, which stressed listening and speaking. Some seniors completed their sixth year of lfreneh study, begun in the seventh grade. Learning German, a language often required in the fields of science and music, proved an engrossing task. The classicists, as they mastered Latin, were able to grasp the fundamentals of English. Conjuyuting a diffirulf Latin verb, liud Smith struggles with the subjunctive tense. Row 1: Roberta Furnish, l3.A.g Jewell Haskins, Nl..X., Arlone Malcom, IZJX. Row 2: Joseph MeGuill, M.Iid.g Gerald Olsen, BLA Theodore Pappas, Bla-X., Sharon llrichard, HA. Employing special prfvps, Pat Berkler, Sherry Mittleman, and Nlargaret Ann Everist convey the meaning of a French farce. Millenia! , xiiiini.g-isp, T if wr 41 rl . , ,V A, L,,H,,,,,,,W,w,,at,,,, If nnlwruwn Q ,,av M f ,

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3-ia,J School librarian.: Mrs. Talcott and Mr. Moritz check out Centralites. Connie Talcott Clerk William Moritz M'.A. library books to QPULCQ 0l :5 Oflflef pau if Enola Downard, MA., Raymond Hansen, ME., Head Coun- selor Ray Obermiller, ME., Eugene Speraw, ME. The registration problems of Greg Axelson worry Mr. Hansen and Mr Speraw. l fine lfU'll'lU'lg l'l'L00fA!g The responsibility of all the books, magazines, and reference material for the Central student body was charged to Mr. Moritz, the librarian, and Mrs. Talcott, library clerk. They worked many hours classifying mater- ial so that students could find information easily in time to meet deadlines for special reports. Four counselors guided Centralites in planning the courses that best coordinated with their personal objec- tives. Academic problems which the students themselves could not solve were often answered in the counseling office by Miss Downard, Klr. Hansen. Xlr.. Obermiller, or Mr. Speraw. Six office workers kept Central in efficient operation. Mr. Jensen, the technical assistant, was in charge of the printing for all Sioux City schools. Mrs. Quinlan managed the office and sent transcripts to colleges for seniors who requested this service, Xlrs. ,lohnson kept the books in order and up to date. Mrs. Hilton, the counseling clerk, maintained orderly progress records of each student and dispensed college information and application blanks. Mrs. Swift, the attendance clerk, helped record absences and checked on maintenance and use of textbooks. Mrs. Maxon attended to the secretarial work in the main office, Row l: jean Hilton, Counseling Clerk, Donald Jensen, Technical Assistant: Bessie johnson, Bookkeeper. Row 2: Audria Maxon, Secretary, Linnea Swift, Attend- ance Clerkg Rose Quinlan, Office Manager, Registrar.

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Wafiue anguage Again Central students attempted to con- quer the English language. Sophomores attack- ed the problems presented hy English II: cor- rect grammar usage, and effective sentence structure, and read quantities of biographies, essays, poems, short stories, and JULIUS CAESAR. juniors studied English HI, which emphasized American literature from pre- colonial times to the present day. The organ- ization and writing of a term paper took a large chunk of the student's leisure time. Some prospective graduates chose to conclude studies in their native language with English IV, an examination of English literature from the Anglo-Saxon epic Beowulf to contem- porary masterpieces and samplings of world literature. Closely associated with the English courses, Speech I equipped prospective speakers to meet the many demands of self-expression that society would place upon him. The stu- dents entertained each other with extemporan- eous and after-dinner speeches, and orations, attempting to develop confidence in them- selves. The Dramatics student learned to enjoy, understand, and interpret drama. lfiy partici- pating in one-act plays, he gained experience in constructing and painting scenery, costuming, and managing sound effects. Ilzwrzzvss, ,lluvI1cf!z's home, appears on this Scottish map, discover Diane Lebowitz, Shelley Horsley, and Jan Melland, in English IV. Jmzzors study the new XX ords air important booklets to improve their vocabularies.