Immaculata High School - Magnificat Yearbook (Somerville, NJ)

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Margaret Cashin directed her attention to the amusing recount of everyone's secret Walter Mitty ambition. English To be or not to be that is the question that puzzled Hamlet and interested fourth year English students. 5? wfg 7 Mis. .1 . David Kanyha responded to the Carpe diem ideas of Lovelace and other Cavalier poets. .f ,ay ff ner feelings of Henry David Thoreau and identified with his response to nature. 37 Sophomores explored the in- English I classes introduced the fresh- men to the beauty and simplicity of Emily Dickinson's works and the humor of Ogden Nash. Fiction and nonfiction selections established a background for the more detailed study of the next three years. A survey in American Literature, English II infused new life into the struggles of the pioneers and the suifer- ings of the American Negro. The sopho- mores marvelled at the different levels of meaning in Robert Frost's 'fStopping by the Woods on a Snowy Eveningf' Juniors delved into every fascinating era of English Literature from the jew- eled, Celtic glitter of the early romances and the sophisticated commentary of Chaucer to the mannerly political cyni- cism of More and the worldly wisdom of Sydney and Spenser. The Doll House by Katherine Mansfield and the Rocking Horse Winner by D. H. Lawrence both related powerful tales through modern situations. A survey of the Greek and Roman writers in senior year posed a challenge in pronunciation as well as comprehen- sion with the introduction of characters such as Eurymachus and Philoetius from the ODYSSEY. English IV critics exam- ined in depth specific works such as Danteas DIVINE COMEDY and Shake- speare's masterpiece, HAMLET. In the study of nineteenth century writers, the seniors discovered the realism of Tolstoy and Dostoevsky in the works Where Love Is, God ISN and 'lAn Honest Thieff'

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Religion According to S. D. Gordon, Jesus is God spelling himself out in a language that man can understand. Freshmen at Immaculata gave wit- ness to this statement as they became iiuent in the language of Christ through the prophets. Re- ligion II scholars built a strong vocabulary in Church History, piecing together the reasons for human worship. Juniors became well versed in the problems of the Church in the modern world-preparing themselves to meet the difficulties of life with awareness and wisdom. Senior year provided a time for each individual to translate his religion into action-witnessing it always with his whole mind and soul. At Immaculata, the true source of love and unity among the students ilowed from the ability to speak the same language-that of their religion. Regina Wurst and classmates rediscovered aspects of faith through the findings of Vatican Phillip Lamson related the diviners' techniques and opened up new channels of thought. Seniors discussed ethics in the world today-a vital topic for personal peace Freshmen studied the Bible and attempted to understand and apply the Endings to their daily lives. 36

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La Fontaine's FABLES held the attention of Michael Dooley in ,....- his quest for the practical application of the lesson. ,,.gnsl ' Languages Through the study of modern languages olfered at Immaculata, students glimpsed into the cultures of the French and Spanish. Latin, laying the foundation for these two subjects, aided the students through similar conjugations and vocab- ulary. Audio-visual aides in the forms of vocabulary posters and tapes of dialogues broadened the linguists, ability to speak and comprehend. Bridging the cultural gap, the study of foreign tongues brought about a fuller understanding of the various peoples of the world. is R Sophomore classicist James Wuelfing translated Caesar's exciting attack on the Helvetians. Los estudiantes del primer aio, Catherine Rascher, Robert Schreiber, and Dolores Trapani gave a puzzling glance to la profesora' while trying to translate the directions. L'eleve Gerald Cahill parsed the subjunctive El deporte peligroso de bulliighting furnished a topic for discussion Hpara of the verb f-avoir -increasing both his knowl- el segundo aio students combining both Spanish culture and adventure. edge and comprehension of the language. 38