Fairmont High School - Cardinal Yearbook (Fairmont, MN)

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Communications And Llferary Heritage LATIN CLUB ROW I John Schmtdt John Daly Don Totzke Robert Dyslrn Donald Peymann Melva Larson Julra Kannrng ROW II Jean Mrller Jacquelyn Hodgman Mary Uren Mary Plorde Jean Kastner Susan Thayer Rosemary Grunert L1ndaCur1ts Joyce Haertel ROW III Sally Duncan Vrctorxa Fordyce Norma Luckow RODIHNCISOD Mar1lynOmv1g Judrth Meyer Marllyn Moeller Myla I-Iartung Karen Meyer ROW VI Elrzabeth Anderson Claudra Peterson Valerla Mannrng Kathleen Camgan Madelyn McLaughl1n Helen Lrvermore Ramona Kakeldey Kathryn Frtch Neva Mackeben ROW V Clement Mrller HomerW1ll1amson LarryChr1stxanson Roy Pope Charles Champlne V1rgxn1aWeech Rosanne Klrsch Karen Clark Nancy Schuder ROW Vl Maxxne Moore Lots Van Metre Nancy Monhardt Judy Pleser Rlchard Maday Mary Jo Landhurs IVJISS Parkos LATIN CLUB ROW I Paul Van Metre Paul Johnson Thomas Kramer Mrckey Ellenbecker Steven Drosman Robert FIISDIC John Prerce Stanton Coffrn ROW II Luc1lleL1vermore Marte Ltvermore LaRee Olson Colette Murtha Marlys Gehrke Ann McDonald Eleanor Gette Madonna Oleson ROW III Ann Fancher Sharon Kaatz Janet Tenhoff Jane Sanders Donna Hmnchs Rosemary Strert Jolane Jose Connre Cox ROW IV Mane Wannarka Roma Schjaastad Mary Eddle Patrrcla Kuhns Karen Eltgroth Kathy Markquardt Rrta Smed ROW V Thomas Gunther Mary Flynn Mary Paulrs Carmen Stevens Jane Wannarka JoAnn Totzke JanerR1ch ROW VI Kenneth Nutt Bruce Hettke R1chardWessel Joseph Vandracek Ervrn Hoffmeyer James Malcolm Judrth Webb Jacquelrne Byers Janet Haeckel 43

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English and Language Departments -J 1 ,N ff 137 Q , , , SPANISH CLUB ROW I Io Ann Carney Evelyn Peterson Shrrley Wehner Vtolet Schrnrckrng Nancy Duflo Carol Klessrg Sharon Anderson ROW II MaryCoff1n SharonKotewa LauraGrant Judy Cer Inlocih Mrss Parkos ROW III Davrd Kropp Leelaqua James Lasley Greg Endersbe Trm Brandt B111 u tgren In a real sense, every department to a hlgher cultural level The study 1nh1gh schoolls concernedwlth help of forelgn language throws new lrght mga student to read w1th understand OH the 5t1'l1Ctll1'e and the meafllllg Of 1ng and to express hlmself 1n wrrtlng Enghsh language prepares hlm for and speech The Language Arts de spec1al f1elds of servrce and enrrch partment tr1es to elevate these skllls es h1s knowledge of the world ENGLISH TEACHERS ROW I MBIIOD Parkos Malrnda Stangl Elsre Schmrdt Hrldreth Tlach Dorothy C Blake ROW II Donald E Nelson l-rreda Kraft Judrth B Danrelson Betty Hartman Olrve Butts 42 x 5 if i , A I ys I I

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Speech And Dramatics Activities INSTRUCTOR Dona1dE Nelson IS charged wrth responsrbrlrty for promoung a dynamrc speech and dramatrcs department gn- rr, J DRAMATICS CLASS Davxd Kanmng John Owens and Dave Howard pantomrne Lrttle Red Rrdrng Hood rn their speech class Speech is as old as the human race. In simple forms it was used by prim- itive man before he discovered fire . . long before he learned to write or even to draw w1th a charcoal St1Ck It was the tool by whlch he developed c1v1l1 zatron As he progressed h1s speech became more complex unt1l today lt 1S an 1ntr1cate system by whlch he en gages 1n 1dle gOSS1p and ser1ous con versat1on transacts bus1ness d1s cusses problems that beset h1m and translates h1s 1deals and hopes mto drama poetry and prose hterature The people 1n democrac1es have free speech and because they have free speech they have the opportun1ty to possess free m1nds Democracy 1n fact has been descr1bed as a g vernment by talk The truth 15 that unless the people of a democracy are art1culate they cannot long ma1n ta1n thls freedom The rlght of free speech 1na democracy has never been ser1ously questloned The duty of 1n telhgent speech has never been ade quately emphas1zed Those who mut ter or mumble the1r way through l1fe must not expect to compete w1th others on even terms Those w1th super1or speech w11l w1n rewards above those less talented or tralned Th1s 15 a law of l1fe under what we call the free en terpr1se system under wh1ch talent 1S not reg1mented but 1S allowed full play Good speech 1S a soc1al act1v1ty the way we speak Good speech 1S pur poseful and the accompl1shment f worthy purposes requ1res our greatest effort In general educat1on we teach the mechan1cs of good speech the sk1ll 1n the use of tools wh1ch are the means to the end the vo1ce the art1culat1on, the language the bodlly actlon the man1pulat1on of 1deas These are the SpCC1f1C ObJCCt1VeS of our effort Thence the real purpose of speech tra1n1ng 15 to make us more effect1ve persons 1n our contacts Wlth other people for good human relatlons de pend upon effect1ve speech . . , . 3 . , . , . - I Q I ' ' I . . l ! . A ' . , Q O ll ' , - pp p . , . . ru T T R 1 . L 'li' 4 Q 1 and we are all judged all the t1me by ' ' 0 X ,p - 'RO a' ' o'1 Q.. ,.lV gl . . to ' W' ' . . ' Q K OL. i,, 'v a . , . . 'e . . 1 i 44