Horace Mann High School - Horace Manual Yearbook (Gary, IN)

Page 28 text:

Mrs. Donna Mills explains how to use phonetics to Tom Vlamos, Gregory Hite, Bob Rodriquez and Robert Maldonado. Reading Needed in Every Type of Study Individual Developmental Reading is designed to improve reading skills and comprehension of students hav¬ ing difficulty with reading. Since reading is a necessary part of every course, pupils must be able to read well. Students’ test scores and teach¬ ers’ recommendations aided Mrs. Mills in selecting her classes. Greg, Robert and Tom test their reading comprehension. Tom, Greg, Robert and Bob pace their reading by using shadowscopes. Bob, Robert, Greg and Tom browse through the reading material available to I DR students.

Page 27 text:

Mrs. Shirley Shaevel shows Gordon Lind examples of style in painting. Miss Mary Clark directs her advanced choir class in some warm-up exercises. Fine Arts Seek to Complement Education Necessary for the attainment of a well-rounded education are the Fine Arts: music, drama, speech, graphic arts and sculpture. To help students toward under¬ standing art, appreciation was accented. Interpretation, essential in creating and comprehending artistic works, was taught through modern art. In the music department, General Music offered a view of the field. For those wishing more advanced study, courses requiring talent and technique together with Music Ap¬ preciation and Theory and Harmony were available. Speech classes emphasized im¬ provement of voice and diction. Stu¬ dents electing these courses prac¬ ticed extemporaneous speaking, storytelling, and debate. Introducing pupils to drama through impromptu play reading and interpretation was a task of the Drama department. Mr. Gary McKim taught drama classes and directed Drama Club. Donna Cutler and Marie Del Busto practice pencil sketching in art class.

Page 29 text:

Students Informed for Greater Safety Richard Komenich practices the art of making a sling on Rick Galic. Knowledge as the best safeguard against injury was the philosophy of courses in Driver ' s Training and Health and Safety. Teachers in¬ structed pupils so that they could cope with most emergency situations. Health and Safety concentrated on teaching functions and needs of the human body. Consequences of smoking, drinking, and narcotics were explained in classwork and films. Driver’s Training, required for graduation without credit, related in¬ formation on the functioning of mo¬ tor vehicles as well as operating skills. After obtaining beginner ' s permits, students signed up from study halls for a five-week period of lessons. Pupils received booklets and mimeographed sheets contain¬ ing the rules of the road.