Chesterton High School - Singing Sands Yearbook (Chesterton, IN)

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English Is the Lifeblood of an Education Four years of regular English as well as three years of special English are offered to the ChlS students. Stu- dents are admitted to the special English classes when a reading survey test Indicates that the student needs further individual and specialized instruction. This course Is designed to Innprove reading accuracy and speed; to teach phonics, spelling, simple basic grammar; to Improve oral and written work, and to enable the student to find and to use library materials. Grammar, written composition, spelling, and outside reading are emphasized in the English composition classes. The reading In the literature classes Includes short stories, plays, poetry, essays, and novels. American literature receives a special emphasis In the junior year. Speech classes give the senior student a vivid under- standing of conversational speech and principles of public speaking so the student may better express him- self. Records and tape recordings stress finer points of speech making and use of the voice. English literature is also studied during the senior year. In addition, special reports are made by the students to gain skill In research, compiling Information, and organization. The aim of the English department — Miss Kuehnle, Mrs. Carter, Mrs. Meadows, Mr. Clifford, Mr. Rebber, Mr. Lawson, and Mr. Ambler — Is to teach ChlS students to express themselves easily and to understand what has already been expressed by others. Tom Smith and George Hass, juniors, discover how they sound to others by experimenting with the tape recorder used by the English Department. After careful preparation. Susan Davis demonstrates the proper Her facial expressions and use of gestures help in expressing procedure of delivering a speech as Dianne Jeffrey observes. herself successfully to her audience. Susan uses correct posture in standing In a comfortable position. 12

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Left: Schedule problems mean student problems. Pupils fill the »halls as the first day of school brings them together after the summer vacation. Changing schedules, purchasing books, greeting old friends, and making new friends are all part of the hectic day which we term as Orientation Day. Each class has its own specific day to register in order to limit confusion; but when the day comes to find those classes, confusion reigns supreme. Filling out cards, choosing locker partners, and hoping to obtain certain teachers are typical concerns of every- one from freshman to senior. Mrs. Fitzgerald, Dean of Girls, and Mr. Grismer, Dean of Boys, counsel students in subjects offered and in course variations. Their suggestions, time and patience help many students. Also, an important job of the deans is to exolain school policies and rules. To acquaint students with their courses and teachers is the purpose of Orientation Day. Students receive schedule cards and then visit each of their classes as if it were a regular school day. By this procedure students prepare for a new school year. Weighted down with books, and looking forward to another oar, these pupils arrive for the first day. Left: Doug Moir, Webster Burton. Allen Ramey. and Mark Popovich patiently wait their turn to seek schedule changes. II

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Clad in togas swiped from the linen closet, and studying Roman works of art are Paulette Johnson. Anita Sims, Anita Hine, and Linda French. Oh! Senorita! says Erik Peterson as he bargains with Delia Reilly and Pat Flynn, trying his best to sell them the gaily- decorated skirt. Foreign Languages Lend to Understanding Irregular verbs, past participles, and genders bring forth an interest in foreign languages in many CHS students. Miss Cauffman, Mrs. Snnith, and Mr. Clifford share the responsibility of teaching three foreign lan- guages. Miss Cauffman teaches Latin, Spanish, and German; Mrs. Smith, Latin; and Mr. Clifford, Spanish. This year, German v as offered for the first time. The purpose of this course is to acquaint pupils with the life, customs, history, and ideals of the German people through understanding of the German language. Two years of Spanish are offered to students who are interested in this language. In first-year Spanish, students learn the fundamentals of Spanish grammar and composition through the everyday assignments, translations, and conversations. The second year of Spanish is spent in increasing the pupil ' s vocabulary and furthering his cultural background. For those pupils interested in a fundamental lan- guage, CHS offers a two-year Latin program. First- year Latin includes principal grammar points, pronun- ciation, and word derivatives that are brought forth through the translations of various stories of Roman life and mythology. In translating stories, pupils not only learn their Latin, but they are able to obtain a better understanding of early civilizations and their influence on our civilization today. Latin also gives the pupils a good background in the English language and makes for a better understanding of elements of our own language. Second-year Latin is a continuation of the vocabulary and grammar of the first year plus translation of the more prominent poems and essays. Marsha Murawski. George Hass, Bonnie Dillon, Pat Connolly, and Judy BielawskI say that the Schnitielbank Is an easy and Interesting way to learn German. 13