Greenhill School - Cavalcade Yearbook (Addison, TX)

Page 17 text:

SECRETARIES, LIBRARIANS, STAFF Vi, , ,-ii V ' ,- 12 VLV,. zgk, K f 5 4 . i V, f , J . ,,,,,L,,,,,,,, Mrs. Marilyn Aaron Speech Pathologist Mrs. Jeanne Baker Librarian Mr. Charles Barksdale Head of Maintenance Mrs. Maxine Brittain Librarian Ms. Jill Cohen Middle and Upper School Typing, Computer Mrs. Rosemary Cox Head Librarian Mrs. Mel Curtis Upper School Secretary Mrs. Jean Ferguson Development Secretary Directory of Publications Mrs. Patricia Haase Librarian Mrs. Darlene Hall Executive Secretary to the Headmaster Mrs. Debbie Harris Xerox Mrs. Jean Henderson Lower Schoof Secretary Mrs. Arlene Henry Nurse Mrs. Maria Honza Switchboard Operator Mrs. Patsy Jacobs College Counseling Secretary Mrs. Lavonda Monk Bookstore Manager Mrs. Sue Porter Middle School Secretary Mrs. Virginia Pringle Preschool Secretary Mrs. Lorene Richardson Dietician Mrs. Justine Scheffey Admissions Secretary Mrs. Oleta Willard Language Tutor

Page 16 text:

ADMINISTRATIO Mr. Stephen Blanchard Admissions Director, Registrar, Eighth Grade History Mr. Dick Cadigan Director of Development Mrs. Lucinda F. Carter Head of Middle School Mr. Peter Cooper Head of Upper School d love to, eight o'clock The Dewey Decimal System can be An who W1 win he uld be fine. Mr. Jeff Devin Assistant to the Headma er, st Eighth Grade History Mrs. Estelle Dickens Head of Lower School, Director of Testing Mr. Michael Eaton Program Co-ordinator, Computer Co-ordinator Mr. Robert Murphy Upper School Dean, Upper School Math Mrs. Drew Parham Director Of Upper School Activities, Upper School Spanish Mr. Kenneth Peil Business Manager Dr. Ian Rule Head of Preschool, Upper School Philosophy Mrs. Randy Thompson Assistant to the Head of Middle School Upper School Math Mrs. Rhea Wolfram College Counselor Mrs. Lorene Zeiter Assistant to the Head of Lower School confusing at times H mecomlng football game?

Page 18 text:

GLISH Lower School: The child is introduced to the rudiments of the English language by acquainting him with the sound, the appearance, the formation, and the meaning of the symbols it employs, by detailing the need to organize these symbols into coherent, intelligent, and logical vehicle for communication. An understanding and appreciation for the limitless variety of ways in which these symbols are used in the literature of the language is cultivated. Middle School: Throughfrequentevaluation,the teachers determine the level of each student's competency and work with him to improve his manipulation and understanding of the English language. The program strives for relevancy. As reading, grammar, literature, history, and science merge, the student's skills and concepts begin to connect, and thus, acquisition of knowledge becomes more fulfilling. -Use of the library is taught and cultivated on each grade level in cooperation with the Mrs. Christine Eastus Chairman of Language Arts Department, Upper School English Miss Genie Ballard Third Grade Language Arts Mr. John Beall Upper School English Mr. Jack Clifford Fifth Grade Reading Mrs. Laurie Cumming Fourth Grade English Ms. Leta Davis Third Grade Language Arts Mrs. Barbara Erwin Sixth Grade Language Arts Mrs. Doris Gonzales Eighth Grade Language Arts Mrs. Barbara Gunnin Seventh Grade Language Arts Mrs. Karen Hagood Sixth Grade Language Arts Mrs. Timmi Kuykendall Upper School English Mrs. Joan McDole Fifth Grade Language Arts Mr. Jeffery Nordgren Eighth Grade Reading Mr. Peter Norris Upper School English Mr. Julian Smith Seventh Grade Language Arts Mr. Richard Williams Upper School English, Psychology Yes, I am a sailor man 14 librarians. Upper School: Language is man's unique means of relating to his universe and to other men and, as such, it is indispensable as a tool of practical and artistic expression. 11 Logical development of ideas in concise and clear written form, 25 Analytical and sensitive interpretive reading, 35 Comprehensive familiarity with our literary heritage, and 43 Vocabulary enrichment The ninth grade writing program is directed to alleviate the problems of conceptualization and organization, which are so essential to success in all academic areas. We constantly utilize our students' knowledge ofnot only history, but also psychology, philosophy, and science to make literature more relevant and meaningful. We use geometry as a model for writing, we employ art as the visual representation of the various literary schools, and we relate music to poetry. Naturally, we are avid users of all libraries. We squeeze the universe into a ball, to roll it toward some overwhelming question . . . Wiz-Quiz, Quiz-Wiz, Wiz-Quiz