Falls Church High School - Jaguar Yearbook (Falls Church, VA)

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MR. GEORGE ROBERT ALLEN-B.A. Indiana State University—English 2; Drama 1,2,3; Drama Club; Thespians MRS. JUDITH ANDERSON-B.A. Mary Washington College- English 1; Journalism 1 .Jaquar Journal; Ouill and Scroll Honor Soci 6ty MR. SIDNEY BENNETT-B.S. West Virginia University- English 1; Freshman Basketball; Varsity Golf MRS. SUSAN COMBS—A.B. University of Kentucky—English 1,2; Keyettes MRS. SUE CUNNINGHAM-B.A. West Virginia University- English 2 MR. LARRY DOWELL-B.A. University of Denver; M.A. and M.Ed. American University—English 4; Va. and U.S. Govern¬ ment MRS. SUSAN FREEMAN—B.A. Illinois Wesleyan University— English 2,4; Pep Club MRS. SANDI GREEN—B.A. Mary Washington College—English 2; Keyettes MISS BETSY ANN HARRIS-B.A. University of North Carolina at Greensboro—English 3; Yearbook MRS. JAN GRAYSON HERMAN—A.B. Sanford University — Dept. Chairman; English 4; Adv. PI. English MRS. CINDY KODISH—B.A. George Washington University— English 2; Forensics; Torch and Banner; NTE Representative MRS. ELIZABETH FAY MARTIN-B.A. Lynchburg College- English 3; French 1; Creative Writing; Paw Print MRS. MARCIA G. MINER-B.A. Douglas College-English 1; Kadens MISS ANNIE LEE POWELL-B.A. Greensboro College- English 3; F.T.A. MRS. ANNIE A. ROMANUS—A.B. and M.A. Louisiana State University—English 1; National Honor Society MRS. MARY SHEARON—B.A. and M.A. Austin Peay State College-English 3; National Junior Honor Society MISS Ml LDRED SPINDLE—B.S. Longwood College-English 1 MISS SUSAN K. WAKEFIELD-B.A. George Washington University; M.A. Temple University—English 4; Public Speak¬ ing; Cheerleaders Mrs. Martin reflects on audio-visual aids for the English 3 rotation project. You must learn to write logical conclusions to your exposition, emphasizes Mr. Bennett. 17 I

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Innovation and Tradition Direct English Department Action Provoke, beseech, cajole! Although the English faculty used differ¬ ent tactics to present the subject, they shared the problem of drawing the students from their shells and teaching them to express their thoughts and ideas. An appreciation of functional grammar, poetry, and literature was the reward for those students who strived toward their goal of free thought and expression. Not only were the topics diverse but so were the English classes themselves. For the first time, the teaching of English was inter¬ related with social studies. The seniors re¬ ceived instruction in Chaucer, philosophy, government and abstract thinking while select juniors were caught up in an English-history struggle which strived to develop an appre¬ ciation of the American culture. Due to last year ' s success Project 9, was continued through this year along with the addition of Project 10. Public speaking, creative writing journalism were just a few of the English-oriented elec¬ tives, that along with the rest of the depart¬ ment courses dealt with the same problem of getting students to say what ' s on their mind either by the oral word or on paper. Mrs. Freeman suppresses her mirth over a senior ' s oral presentation on Shakespearean comedy. First Row.—L. to R. — Mrs. Combs, Mrs. Anderson, Miss Spindle, Mrs. Martin, Mrs. Shearon. Second Row, L. to R. — Miss Harris, Mrs. Cunningham, Miss Powell, Mrs. Miner, Mrs. Herman, Department Chair¬ man; Mrs. Kodish, Mrs. Freeman, Mrs. Romanus, Miss Wakefield, Mr. Bennett, Mrs. Green. Not pictured—Mr. Allen, Mr. Dowell. 16

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y Mrs. Romanus: Concentration on a Latin translation. Under the direction of Mrs. Love, Spanish-speaking stu¬ dents practice native dances. Foreign Language Students Enlarge Sphere of Knowledge Humming tape recorders, colorful travel posters of unfamiliar places, the buzz of repeated phrases, flags of many nations— these sights and sounds became familiar to foreigh language students. While first year students struggled their way through the first lines of dialogues and basic stories, students on the second level practiced grammatical constructions and learned about the cultures of the countries whose languages they were studying. Ad¬ vanced classes attempted to solve puzzling mystery stories, worked on translations of works of famous authors and became more fluent through conversations about such subjects as existentialism, mountain climbing or transcendatalism. No matter what methods of instruction were used, the students had a clearer picture of the countries whose languages they had studied. Donkey Shane is not the correct German pronunciation of thank you,” kindly explains Mrs. Welk.