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Page 11 text:
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The academic ache is an every year occurrence for a Hauser student. It usually begins around December or January when the winter weather really gets here. School is snowed out from Wednesday to Friday, and on the following Monday every teacher hits you with a quiz or a test when you can not even remember the name of the chapter you were studying. Why are they always in such bad moods after having a few days off? It seems like they just sit at home plotting on how they can lower the grade average of every student they teach. Can they actually enjoy school that much? What is it that drives these teaching machines? Is it the thrill of victory, or the agony of defeat? What puts their noses against the grinding wheel each and every day? .. . The answer is a simple one. It's you, and me, and every other healthy, young, good-looking, Godfearing Hauser student that they are privileged to teach. Lets face it, we're a challenge to these teachers. We should back them up and show them what we think of them. So rally around your faculty, and support your local teacher. And when the academic ache hits you, follow your teachers orders . . . rest, drink plenty of fluids, and study twice a day. A: Rayetta Blair hides buttons before button day during spirit week. B: Seventh grader Doug Wood studies in Music. B Academic Division 7
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Page 12 text:
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Language and Culture Taught The two branches of our Language Arts department here at Hauser were, Spanish, taught by Mrs. Joyce Israel, and Latin, taught by Miss Susan Finke. These courses enabled students to learn a foreign language, which is required for entrance into some colleges. In Spanish I and II this year, students were instructed in both the speaking and grammatical aspects of the Spanish language. They learned the traditions of some of the countries where the language is spoken and about the people who speak it. Mrs. Israel made learning fun by allowing the students to play different games while they learned Spanish words and phrases. In Latin I and II, Miss Finke gave life to a supposedly dead language by helping her students understand the time periods in which the language was spoken. They also gained insight into the lives of the people who long ago spoke the Latin language, by constructing small models of buildings dating from those time periods. They learned about how different parts of our language were derived from the Latin. These two courses helped students to learn a foreign language. They were also helpful in assisting them to understand their own English language better. A: Mrs. Israel tosses a prize to Michele Gommel while playing a game in her Spanish I class. B: Mrs. Israel strolls up and down the aisles in her Spanish class surveying her students' work. 8 Foreign Languages
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