Frankfurt American High School - Focus Yearbook (Frankfurt, Germany)

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wedge 1' cmguage The head of the foreign language department is Miss Anne Moore. Frankfurt High School offers first through fourth year German and French courses. First, second, third year Latin are offered and two years of Russian are also available. The Russian class was offered for the first time in 1958, and has been continued because of student interest. In this subject, students become familiar with the Cyrillic alphabet, acquire an introductory knowledge ofRussian grammar and conversation, and learn some of the cultural aspects of Russia. These language courses are not required for graduation, but, considering the unique opportunity of living in a foreign land and the general language requirements of many colleges, two years or more of a language are recommended. However, students who have not obtained a C average the first year are not encouraged to take the second year. Three years of one language are required for a major, two years of one other language for a minor. Because American high schools in Europe are often attended by both German nationals and American students who already have had French or German instruction in elementary schools, admission to a second year class is sometimes granted if students can pass special examinations. The study of a foreign language takes intense concentration. Miss Moore's French II class studies their reading lesson. ltopj They must be familiar enough with the material to answer questions in French the next day. A second requirement is fluency in speak- ing. Pat Mozley fsecond rightj reads a French selection during the oral reading test held in Miss Moore's second year classes to improve reading skill. Intraclass competition is encour- aged with the best reader from each row chosen and then these five or six people compete. A third requirement is accuracy in written work. Shelley Hall fthird rightl practices Russian forms while Donna Hennessy, Helgard Voigt andMargaret Wignall look on, Sandy Scott and Douglas Voit combine their knowl- edge to write aproper German sentence. tfourth rightj Miss Costello, the Latin teacher, dictates a test to her students fbottomj.

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Wlazdmuaw To find one's way through the mathematical maze, one must have a logical mind, a good memory, tenacity of purpose and lots of time. Miss Stewart ftop leftj demonstrates the use of one of the many formulas that her trig student must have at the tips of their fingers at all times. Geometry students become adept in the use of two different instru- m e nts. Harry Burchstead fsec- ond lefty prepares to measure a circle witha protractor and Eddie Gross fthird lefty draws anearly perfect circle with a compass. A larger version of the latter used for board work is manipulatedby Jeff Rogers ffourth leftj. Algebra classes must apply themselves to the acquisition of new skills which take time to perfect. Mr. Jackman ffifth lefty explains a new formula to his Algebra class. Awards in this strenuous field are highly coveted. The three top students fbottom leftjgwinners of- the F.H.S. branch of the National Contest in High School Mathe- matics are fleft to rightJRichard Lacey, Mark Goldenberg, and Karl Friberg. One can easily see that a typical day in math class fbottom rightj is usually a chal- lenging experience. Wim!! Dopcvufmenzf 5..4..3..2..1..O Blast off! Another rocket is suc- cessfully in orbit. Every part works to perfection and is co-ordinated mathematically with every other part. Miss Solman, this proportion.just won't work out right! Yearbook staff members crop pictures to exact measurements to fit into certain places. Scientists and high school students both need mathe- matics to successfully complete their jobs. The two years of mathematics, algebra I and plane geometry, that are required for graduation from F.H.S. form the basis uponwhich allthe sciences and higher forms of mathematics are built. They introduce the student to the intricacies of variable numbers and develop his logical thinking process using the step-by-step proof of geometric theortuns. With this foundation the student is ready for the next step, algebra ll, which plunges him into proportions and imaginary numbers. Advanced Mathematics and Trigonometry, subjects for the very advanced student, enable.them to supply knowledge learned thus far to specific situations. Trigonometry delves into themeasurement of triangles that the student had previously only been given a taste of in Geometry. This year, the math department formed amathematics club composed of those students who seemed to be potential high scorers for the National Contest in High School Mathematics sponsored by the Mathematical Associ- ation of America. The members reviewed math skills and theory for use in problems much more difficult than those ordinarily given in math courses. Six of the fifteen members were selected to take the test and three of those six qualified for the final team by making a combined score of 302.5 points. These students have set a precedent by being the first Juniors in Advanced Mathematics courses at F,H.S. A college math course is envisioned for them for next year.

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1 fm: -.emi 1 .. .,. .iw .a HW Fi 1. , p we ffm! Vndaahccd ide as ' 2 1 , X1-wg., , Creative ability is turned into Mr. Cole and Herr Wargel are teaching -W F Sfiisfict mad hindusitfial S1511 students of various abilities and skills the . 22 llflllg HI' all S OPC HSSSS. US . . . g ,, Hamilton and Sharon Parker methods used in indus-try. Their goals are no gf'-s... watch John Nestler qtopy add different than those of industry. . ,M ,yx M X : , ' 1 .uv-at 'Z' ' V n at' ivggft i fi' i ii. l iii.. X 1 Rpm V , ,,,, . 3, 'M W, - if X H 5 in i finishing touches to his still-life. Using a band saw to rip small stocks, Eugene Watts fsecond, lefty improves his ability and skill during an Industrial Arts class. Isaac Davis fthird, leftj, demonstrating the e mp h a s is placed on perfecting ones' work, uses a wood rasp to round the corners on his solid maple dish. Gluing his checkerboard table top together is Chris Hutchinson ffourth, leftj. The working hands of the advanced art class ffifth, lefty symbolize the purpose of art. Working hands are also found performing the trivial but neces- sary tasks that make possible creativity, i.e., John Warner industriously applies himself t0 the job of replacing a saw blade. fbottom, leftj. Color, Compo- sition, creativity, and skill are all combined to produce each art assignment. The girls fbottom, rightj muse over their papers during one of the art classes. Shop, given in a unit of three years, is only an introduction to industry and should not be mistaken for vocational training. Practice and proficiency are the main require- ments, rather than the actual learning of a profession. True, actual articles of furniture and small items can be made in the classes, however, they are only projects in which one's skill is tested and one's sense of creativity enlarged. lt is the opinion of these teachers and many parents that this course should be mand- itory because it gives everyone a chance to work with his hands and enlarges his abilities. The Fine Arts department, under the direction of Mr. Lyons, is broken up into three groups: advanced, intermediate, and beginning. The advanced class is the first one at Frankfurt and is doing work in such fields as architecture and European History of Art. The course for each group is afull year long and is divided into quarters. They are: nine weeks of painting with a free choice of subject and medium, nine weeks of painting skills and experimental water coloring, nine weeks of ceramics and sculptering, and nine weeks of drawing. This is the finest year Frankfurt has had talent Wise because, out of every three students, two are doing outstanding work.