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Page 21 text:
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Making A Name In Academics meant dissecting frogs in biology . . . learning the basics of cooking . . . reading David Copperfield by Dickens, Silas Mar net, by Eliot, and The Scarlet Letter by Hawthorne . . . graphing the function of an equation . . . speaking several languages . . . making salt and flour maps . . . figuring out a complex geometry problem . . . learning how to tumble . . . experimenting with the new physics equipment . . . inventing dances and setting them to mood mu- sic .. . learning self-expression in shop . . . performing plays for classes . . . and studying for all-important finals.
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Page 22 text:
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Tom Bainbridge (lion), Vicki Withrow, George Clarke, Buddy Fleitner, and Sue VonAlmen enact a scene from “Pyramus and Thisbe . New Courses, Scheduling Method, Projects Added T English teachers, under the direc- tion of Mr. L. Wray, added new cour- ses and various projects to the depart- ment curriculum. They also tried to schedule students according to ability. Junior English courses, Composition V and American Literature VI, were two of the new additions. Students gained research experience by .writing 1 200 word term papers in comp classes. Sophomore classes broadened their knowledge of literature by reading A Tale of Two Cities by Charles Dickens, Silas Marner by George Eliot and Shakespeare’s Julius Caesar. A project completed by some of Miss C. Quinn’s students was construction of a model of the Shakespearean Globe Theater. Reviewing grammar was a major part of the freshman course of study. A general introduction to literature was also included. Various plays, such as Pyramus and Thisbe” were also dra matized by some of these classes. Teachers attempted to develop eacl student’s abilities to their greates extent by scheduling pupils according to their past English record. Plu regular and minus classes were abl to advance at their own rates. Journ alism was also added to th English curriculum as an elective course Classes learned how to write variou 18
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