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

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Miss Marilyn Freedman - Math Mrs. Carol Hoffman - Social Foreign Tongues Parlez - vous francais? i Habla Vd. Espanol? =) { a student’s answer to these questions was yes, then 41 Classical’s foreign language program was designed for him. ) French, Spanish, and Latin, Classical had them all. With this extensive program students had many options in choosing which language to take and what level to work in. French classes offered students a wide range of levels beginning with French I and advancing as far as French VAP; an excelled course for those students who wished to have advanced placement credit for college. French was a greatly favored subject of many students and often prompted them to visit France on a special school trip during the April vacation. Mr. Francis Girr - English Mr. Richard Guzowski - Science - ™ | ; 4 | j Mr. Edward Hart - Math Mr. Armen Jermakian - Math Another of the languages that allowed students freedom of choice was Spanish. Spanish was popular with many students due to its increased use throughout the community and abroad. The sequence for Spanish went as follows: Spanish I, Spanish 2j, Span- ish 3X, and Spanish 4X. This year the Spanish 4X class was based on a newly formed curriculum centered around new texts and teaching material. The course not only allowed students to learn the Spanish language, but also to become acquainted with the geography and culture of Spanish speaking people. This year Latin was also popular with many students. It seemed to be one of the classic languages that met success in its attempted revival. It was especially liked by students planning to enter medi- cal fields of study in college along with those interested in its roots in modern day English. So, if foreign languages were a student’s interest, Classical was defintely the place to pursue the interest. FACULTY 19

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18 Sec No Exceptions! s many new options arise for students each year, so Ae may old ones be taken away. The seniors at Classical T were faced with just that crisis. Their option in taking physical education was no more! They were stranded in the same, dull routine which they had faced in their freshman, sophomore and junior years. The option of taking gym was a privilege granted to those students who reached the final year of their secondary educa- tion; a privilege long awaited for and well appreciated by all seniors; a senior privilege! For one reason or another, un- known to most students, this privilege was taken away. Seniors were required to take gym. This decision not only affected seniors, but the underclass- men as well. No longer could juniors get out of gym to take Driver Education. They had to find an “‘extra”’ study period to take the course. Sophomores were not given health classes during a marking period of gym, previously a mandatory course. Even the athletes were affected. No more athletic studies were granted to allow them time for homework. Every- Mr. Robert Farr - Science Mr. John Denis - Language —i Voeees oa Mr. David Douglas - Language Mr. Elliot Dyer - Art FACULTY iting | ee ¥ : E- i i a Ml i one took gym all the time! There was, however, one advantage to this dilemma, as small and insignificant as it may be. Seniors and juniors only had gym class twice a week, rather than the previous four times a week. For the juniors it was a great improvement — for the seniors it was another senior privilege taken away. English Mrs. Frances Evans - Social Mr. Craig Dinnie - Mr. Robert Donovan - ndust. Arts

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Wonder Workers lone in a rapidly darkening room, a dedicated teacher corrects papers, one cog in the huge machinery of Classi- cal High. He’s doing his part. A counselor slips off his glasses and rests for a moment after a morning rush of schedule- alterations. He’s doing his part. In the halls, the vice-principals patrol, to keep some sort of order. They’re doing their parts. And at the top of the ladder, Mr. Yesu tips back in his chair, making arrangements on the phone. He’s doing his part. So many people did their parts, but what about the less- recognized staff who did their parts too? For instance, the entire school population enjoyed a tidy, well-kept school, thanks to the janitors and matrons. Few, if any thought about the necessary job, yet it was so important! Most students viewed the janitors as the stoic-faced men who tended to the trash barrels at lunch, and i ala Home Ec. Miss Velma Jordan - ik English Miss Patricia Keenan - he Mr. Michael Kokonowski - Mr. John Krom - Science English 20 FACULTY never gave them a second thought. Yet, what a mess the cafete- ria would have been without them to care for it. Another group of less-recognized workers were the cooks. Each morning, they prepared a variety of meals for the students, served them under the pressure of the lunchtime rush, then spent the afternoon cleaning up and enjoying their own well-deserved lunch. Contributing to the organizing of the school was that much abused bunch — the office workers. Often harried, their once peaceful office overrun by students demanding slips for early dismissals, lunch tickets, passes and the morning paper, the office workers helped hold the school together. Without their organiza- tion, the school would have been at a loss. The work of these people often went unpublicized, but the results were always noticed. Three cheers for Classical’s wonder workers! Science Mr. Euclid Lague - Language Mr. Francis Lamoureux -