Cody High School - Comet Yearbook (Detroit, MI)

Page 48 text:

In search of ideas and information for term reports, Cody students seek answers from a l1brary's major resource. J Forty-six Literature students saw Mr. Ross, a Cody T.V. resource teacher, on WTVS-TV when he gave a special lecture on propaganda for English courses. Both Miss Caraher and her students find the benefit of private conferences in the reading clinic valuable for improving and stimulating student interest in classwork. Oral reports were the order of the day in many English classes. The above panel members are examining and discussing fully the good and bad qualities of a well-known novel.

Page 47 text:

Colorful posters and traditional costumes add local color to American customs as well as the Spanish language gives the Spanish classroom as language students live lt up them an appreciation of life and culture in South American south-of-the-border style. Learning to understand Latln Countries, Other languages were no longer foreign to Cody students who spoke French, Spanish, Latin, and Russian. Bridging the language barrier, they learned to translate and speak languages used around the world. Only then could they interpret the ideology and customs of many nationalities in a more natural way. In the classroom, students started their study of a new language with a basic vocabulary drill. They practiced putting words together in writing and speaking the native dialect. And students became more familiar with the language as they used it in informal conversation. In addition to textbook work, French students sang songs and told stories in French. Magazines and newspapers printed in Mexico were read by Spanish classes. Latin students poured over ancient myths and Caesar's commentaries, written in the original context. And advanced Russian students tried translating Soviet diplomatic conversations over television when Nikita Khrushchev visited the United States this year. Many students also joined in the activities of Cody's language league to support a better understanding of people and languages throughout the world. Forty-five

Page 49 text:

English studies demand literary insight and imagination ENGLISH TEACHERS . . . Top Row: E. Beckwith, W. Bothwell, R. Bovill, C. Caraher, E. Case Clibrarianj, J. Dee, V. Dene. Second Row: O. Gardner, M. Hirsch, J. Kyriacopoulos, N. Leavell, R. Lehman, R. Mulvena, E. Nau. Bottom Row: S. Nycek, M. Quinn, W. Riker, F. Ross, A. Schultze, P. Tocco, M. White. The Cody student in English learns to express many ideas as he composes a poem, an essay, or perhaps a short story. But the challenge of putting words together in writing successful narrative or exposition demands more than a knowledge of grammar and punctuation. It demands imagination. Students were taught how to organize their thoughts into the right words, and these words into clear, ejective sentences in composition classes. To express their ideas imaginatively, however, they needed a thorough understanding of grammer, punctuation, and outlining techniques. Impromptu compositions and talks then tested their ability to write and think quickly and adeptly. Imaginative insight was characteristic of studies in literature, as well. Students learned to interpret the philosophy behind the poetry and prose of leading American and European authors. Classroom study also included a comparative analysis of the romantic and realistic ages in literature. Forty-seven