Divine Child High School - Clarion Yearbook (Dearborn, MI)

Page 20 text:

16 “Resolved: Mike Jarema will sit next to me tomorrow,” says Eileen On- in Miss Pacquct’s Debate Class. TOP: Joe Mendenhall, Ron Parzuchowski, and Greg Grazioli collaborate in displaying a Greek god’s wrath. BOTTOM: Tim Caldaron tells “how” in his demon- stration speech.

Page 19 text:

TOP: Through group projects, junior girls gain a deeper insight into religious principles. RIGHT: Sue Rivard, Donna Barancewicz, and Sally Stevens position the Bible lectern for scripture club. Group Participation Provides Spiritual Inter-communication From its formal birth on the first Tues- day of September to its climax on June 9th, religious spirit of Divine Child is a dominant factor in every student’s life. Re- ligious beliefs are something that each in- dividual must find within himself and de- velop as an integral part of his personality. To help the student in this search, various activities have been introduced. The Synod takes into consideration the problems of present day living. Retreat helps the student to understand his inner capabilities and how to use them to his fullest potential. May Crowning is the stu- dents’ way of giving themselves to Mary. The religious atmosphere is all about Di- vine Child. The faculty inspires it and stu- dents have it embedded in them. As high school prepares a student for future life, D.C. adds an extra touch of religious spirit.

Page 21 text:

Mark Carpenter aids Kevin Burke in laying out the next edition. Meanwhile. John Bonfiglio types the copy. English — Journey Through The Center Of Self-Expression “The Scarlet Letter' stimulates a group discussion in English II. Walking past the different classes, one could become involved in the “Legend of Sleepy Hollow,” encounter Billy Budd, witness Macbeth’s murders, or tour Dante’s hell. Further investigation, how- ever, reveals the complete story of the D.C. cur- riculum. By wading through English rules, reports or term papers, students learn the techniques of style and the clear thinking involved in accurate expres- sion. These skills are further enhanced at each level through the literary arts. Mr. Mikonczyk’s freshmen patiently chisel at the “Great Books;’ Miss Madigan helps sophs become aware of the color interpretations in Hawthorne’s Scarlet Letter; “my pal. Bill” slips into many of Miss Paquet’s English III lectures; while Sr. Luiza’s seniors charm the assembly with an original of “Sir Gawain and the Green Knight.” Real enthusiasts also find their way into the de- bate, speech, or journalism classes. English is thus packed with many new fields for more involvement, learning and future opportunities. 17