Classical High School - Blue and White Yearbook (Springfield, MA)

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72 Speech, Speech Would it not be astonishing to walk into a classroom and find a girl stooped down on the floor imitating a dog as her classmates seriously gaze on? This sight is not unusual, however, for those enrolled in Miss Dickerman’s speech class, a full credit course offered in addition to regular English, which deals with expressing ideas clearly and correctly before the public. Miss Dickerman, who has been teaching the course since she first organized it in 1957, feels “our language is a beautiful language when it is spoken correctly; consequently, she works with students to help beautify it. Various concepts are taken up through the year which aid in improving the students’ ability to deliver speeches publicly. Some of these concepts include articulation, voice, diction, planning, outlining, delivering speeches, and learning to practice these techniques at home. Grammar, while emphasized in most English classes, is not particularly emphasized in the speech course; however, diction and the elimination of words that distort our language are. Although a textbook is used, most of the work throughout the year is oral, and among the many oral projects are various types of individual speeches and demonstrations, public announcements, dicussion panels, pantomime, and even charades. Enrolling in this course would prove useful for any student, especially one who is fearful or uncomfortable when faced with an oral project before a class. However, there are those who would find it especially beneficial. A student thinking of majoring in speech, wishing to become a speech Miss Judith Carlson — English Mr. Raymond Lussier — language therapist, or even considering entering the field of enterainment would find speech significantly advantageous. Students could enter several careers that one would not ordinarily think of and find a background in speech very helpful. One of Miss Dickerman’s past students, for example, is now an auctioneer. Success proves the worthwhile nature of any endeavor. After one year in speech class, a student can expect to gain self-assurance before a class. The year of speech class, then, would not only be an enjoyable learning experience, it would prove worthwhile as well. Miss Ann McCarthy — English Miss Mary McCarthy — language Mrs. Susan Metzidakis — English Mr. Richard Pervonga — English

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— principal Mr. Russell Peterson Mr. Russell Peterson — principal “Even through the pei ten years of social and moral turbulence in Amer- ica, our young people have continued to be challenged by their liberal arts studies since they realize that a thor- ough, sound education prepares them to meet future challenges. “Today's students are not in an ivory tower; they demand relevance in their studies and are aware of and respond to social issues more so than students | from the quieter past.” Mrs. Julia Bale — mathematics “For one thing the faculty has become younger. We used to have only mature teachers. The students used to be more serious in their approach to their stud- ies. They tried harder to get good grades.” Mrs. Jean Bogan — English “T don’t know that young people, as such, have changed, but their world certainly has. Remembering very clear- ly the difficulties of teen years, I have much sympathy for students today and, I might add, a great deal of admi- ration.” Mr. Henry Brady — English “T think the faculty and students have changed significantly in several ways. The Seri is much younger, probably better trained, and certainly more casu- al in relation to students. Students are less studious but more ‘alive’ and re- sponsive to ideas.” Mrs. Mildred Cabana — counselor “Today's students differ widely among themselves and from students of earli- er times. Classical recognizes these dif- ferences, and its educational program, vital and contemporary, responds to them. It is a timely educational ven- ture, flexible to the changing needs of the indivudual student and those of so- ciety in which the school plays a vigor- ous role.” Mr. Gerald Canter — counselor “Student concerns have changed in two significant ways in the few years I’ve been at Classical. In general, it would seem as if fewer students are commit- ted to a liberal arts education, with more students manifesting an interest in specialized undergraduate programs that are vocational in nature. In addi- tion, it is also apparent that the econo- my and Hsing college costs have made it necessary for greater percentages of students to attend state subsidized in- stitutions of higher learning.” Mr. David Douglas — language “ Unfortunately there has been an aca- demic decline. Faculty morale has de- clined.” Mr. Richard Guzowski — science “Having been associated with Classical for almost fifteen years as both a stu- dent and as a teacher, it disturbs me to see the direction in which we are head- ” ing. Mr. Paul Robbins — music “As one who has been around long enough, as a student and as a teacher, to compare several generations of high school students, | Pate that funda- mental abilities, ideals and aspirations do not change greatly over the years. “Each generation is made up in about the same proportions of those who, in varying degrees, direct their lives pur- SEER and of those to whom life merely happens. The ratio of ‘good ane to ‘bad guys’ remains substan- tially the same. “If today’s youth are different in any way, it has to do with seemingly more sophisticated social awareness involv- ing an intensive search for honest, reli- able human values. Many have found in music a close relationship with and a retlection of such values.” Mrs. Rubino — clerk “Students today are more involved in the curriculum, in the governing of the school.” Mr. Alexander Schmid — health “In recent years, I’ve noticed a decline in the amount of experiences students and faculty share with each other out- side of the classroom. “There is a definite lack of interaction between students and faculty. This can only widen the gap that has already been created by tradition and age. My hope for the future is to see aeuley and students taking more of an interest in each other.” Miss Barbara Weissbrod — mathemat- ics “With the passing years, my students have become more community orient- ed — they seem to be more willing to participate in service projects for the benefit of the community.” Mr. Harriet Widland — English “In the years I have been teaching I have noticed greater receptivity to stu- dents’ ideas and interests. This prob- ably leads to greater rapport between faculty and students.” Have You Noticed Any Significant Changes In Classical’s Students Or Faculty? science Mr. Paul Robbins — music Mrs. Rose Rubino — chief clerk Mr. Alexander Schmid — health Miss Barbara Weissbrod — math Mrs. Harriet Widland — English FACULTY 11

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“T ain’t got no pencil” is one statement that is sure to anger any language teacher. All Classical teachers flinch when they hear such atrocious gram- mar, but these same teachers have trou- ble deciding who should teach students to express themselves in the accepted manner. Foreign language teachers have repeatedly complained that they spend too much of their time explain- ing English grammar, so that the stu- dents are able to understand the proper usage of the foreign languages. Mr. Raymond Lussier, a French teacher, has often asked his students if there wasn'ta third language that they knew. He claims it is impossible to communi- cate with them in English. English teachers respond by saying that they should not be forced to cater to the foreign language department's needs. “If they want their kids to un- derstand the grammar of a foreign lan- guage, they must teach it,” is the re- sponse given by Miss Lorraine Plasse, the chairman of the English depart- ment. Miss Plasse noted that the Eng- lish program at Classical is a reading writing program which does not de- pend on an extensive knowledge of fo r- mal grammar for student success. Countless studies have shown that there is little if any correlation between knowledge of grammar and student success in composition. Students of English as their second language would benefit from the formal study of grammar, perhaps, and grammar ter- minology is, of course, necessary for correcting and revising student writ- ing. For this reason, grammar termin- ology is routinely reviewed, but in the context of composition and usage study. It is not true, then, that the English department has totally given up on the Do Students Know Their Grammar? Mr. James Podworski — English Miss Teresa Regina — English Mr. Stanley Stolarz —English teaching of grammar. The ninth, tenth, and twelfth grade programs have all been drastically changed within the past year. Under the new format, all phases of English will be taught throughout the year. Grammar will never be taught per se, but neither will there be any book read just for the sake of reading a book. Each novel, short story, or play will be accompanied by instruction in composition from which practical grammar will be learned. Mrs. Helen Landry, the foreign lan- guage department chairman, will not directly blame Classical’s English de- partment, but she does say that gram- mar is not being emphasized as it once was. English teacher Mrs. Jean Bogan agrees with this and adds that, “By eleventh and twelfth grade it is too late to start teaching things that should have been taught much earlier.” Even if this is so, the kids do seem to be re- Mrs. Phyllis Thomas — English sponding to foreign language courses as much as ever. In spite of the grammar controversy, Mrs. Landry expresses overall satisfac- tion with the department. “Sure there is a decline in Latin, but what practical use is there for it anyway? The Russian coures have become very popular, and German and Italian are being revived after a bit of a decline.” “While teachers may never agree on who should be teaching grammar, they all should take pride in knowing that they care enough about the students to trouble themselves with the grammar issue. Such concern will assure future students of Classical High a quality education. Mrs. Doris Wuraftic — English FACULTY 13