Goshen High School - Memories Yearbook (Goshen, VA)

Page 33 text:

f-wS Lorraine Fridley, Marion Jean Withrow, Brenda Thompson, Sharon Sensabaugh, Phyllis Samp¬ son, Linda Burke, Geraldine Terry, Hunter Powell, Linda Hazelwood, Mary Jane Rowe, Peggy Hinkle. CO-EDITORS Linda Hazelwood Marion Jean Withrow CO-BUSINESS MANAGERS Peggy Hinkle Phyllis Sampson

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RELIGIOUS EDUCATION Mrs. R. E. Davidson, Jr. This year grades one through six each have two music classes per week. The seventh grade has only one class and there are no music classes in the high school due to an already crowded schedule. Each of the classes enjoys a variety of activities such as: singing; playing rhythm instruments and the autoharp; clapping and moving to music; playing singing games; doing folk dances; dramatizing songs; listening to music in order to identify the instruments for interpretation and to become acquainted with a v. ' ider range of music. The Virginia Council of Churches has been promot¬ ing Weekday Religious Education in Virginia since 1925. The first classes were started in 1929. Many children are brought to Sunday School and to the church through the efforts of the teachers in the weekday church schools. Weekday Religious Education aids the children in their religious adjustment to their growing knowledge, understanding, and experience. It helps the children to think of religion as a part of every day living and not as something which is intended only for Sunday. The children show marked improvement in their ability to make meaningful prayers and, best of all, they enjoy this work and it serves to enrich life. MUSIC 28 Mrs, H. D. Carter, Jr.

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WHAT ABOUT LATIN? Though Latin is not a hearing-speaking language and at first glance does not seem practical, Latin offers many significant advantages. It is the parent of most western European tongues, and the study of it helps reveal the basic structure of language. Half the English language is made up of Latin root words, and one way to learn how to handle English with sensitivity and precision is by knowing Latin. Because Latin IS the founda¬ tion and source of much of the English language, one can understand much better the structure and organization of one ' s own language by studying Latin forms and grammar. With the help of Latin words one can more easily get the basic and exact meanings of English words and add many new words to one ' s vocabulary. It has been said that the power to think for one ' s self is the main purpose of all education. To the development of this power Latin adds much through exercises in analysis and reasoning which develop the ability to solve problems and to think independently on intellectual subjects. Too, the study of Latin produces fascinating links with the mother tongue and forges a key that will unlock treasures in both prose and poetry, for one knows that Latin literature, along with that of the Greeks, provides the basic concepts of modern political, esthetic and intellectual life--the ideas of humanism, wisdom, justice, self-control, social responsibility, beauty. Latin is an excellent choice, then, for the junior and senior high school years as either a first or second for¬ eign language. It is still highly regarded for college admission. Many schools dropped it in recent years, but it is having a comeback now, under pressure from interested parents and students and teachers. What do the colleges want? Language requirements for admission are getting tougher. More and more colleges say they would like to see at least four years of one language. Three years of one language and two of another are generally acceptable; but two languages for two years each are frowned on. The colleges, of course, are far more interested in proficiency than in the number of years a language has been taken. 30