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

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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

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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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Mr. Richard Annino — mathematics “I don’t believe it matters what period in history (past, present, or future) that I happen to teach students. What is important is that I enjoy doing the work I do. Hopefully, the enthusiasm I show will be catching. I wish each class period were longer. Fifty minutes is of- ten not time enough to do all I'd like to do.” Mrs. Susan Danton — English “ ‘T'm not afraid of the future because have seen yesterday, and I love today.’ ” Mrs. Audrey Desrochers — gym “T wouldn’t care to move backward through time, but forward. I am a sci- ence fiction buff and my most earnest wish has been to experience interplan- etary space travel. It would probably be a magnificent experience.” Miss Ruth Dickerman — English “While one is often tempted to long for “the good old days” — whatever they were — there is greater wisdom in these words from Longfellow’s Hyperi- on: ‘Look not mournfully into the Past. It comes not back again. Wisely im- prove the Present. It is Thine! Go forth to meet the Shadowy Future, without fear and with a manly heart.” Mrs. Frances Evans — social studies “Teaching is better now. The trend is away from passive learning. Our stu- dents want more than the status of re- ceptacles to be filled with handed- down education. They want to talk, analyze, get involved.” Mr. Clark Henderson — psychology “The past is over. We should not live in it or desire its return except in the sense of learning the lessons of life that it affords us. Indeed, there have been significant changes in the size, charac- ter, and maturity or lack of it in both students and faculty over the years. Qualitatively, I would say the students seem more confused and the faculty- more defused in its impact upon the students.” Mrs. Helen Landry — language “’Now’ has always been the best time for me! I have learned from the Past and look forward to the Future, but I try to enjoy the Now!” Mr. Arnold Matz — language “I think we have learned from the past to help us with teaching in the present and the future. If the past was helpful in any way, it has taught us that we must adapt adequately to the present and try to be more optimistic about the future.” Mr. James Nodurf — mathematics “The many legitimate sectors of society which are competing for the attention and time of today’s student make teaching today both interesting and challenging. It becomes a function of your resourcefulness and creativity and therefore is invigorating.” Miss Lorraine Plasse — English “I'd rather be teaching now. It was very difficult to teach in the recent past; so much has changed so rapidly that goals seemed to disappear while we were on our way to attaining them. Although certainties are now more apparent than they were a short time ago, it seems to me that students and teachers again feel confident that Classical can best prepare its students for the future by stressing a solid background in basic areas such as reading, research meth- - ods, and composition. Skills such as these would enable individuals to deal with problems that are, as yet, not even imagined. Mr. John Sawyer — English “I would prefer teaching in the future about 100 years from now as I foresee tremendous societal pressures eventu- ally destroying artificial national boundaries (political, racial, religious) and leading to an era where education and reality are no longer at odds.” Mr. Neil Yesu — assistant principal “How past is past? Since that is a time period which belongs to another gen- eration, we should have learned from it in an eclectic manner; up-dated its best to make the present and future better. Today, in teaching, there is a greater emphasis placed on the hmanistic ap- proach to subject matter; the past usu- ally catered to a mechanical method or learning for the sake of learning.’” Would You Have Liked To Have Taught In The Past Rather Than Today? Mr. Richard Annino — math 14 Mrs. Susan Danton — English Mrs. Audrey Desrochers — gym Miss Ruth Dickerman — English Mr. Clark Henderson — social studies