John Jay High School - Yearbook (Cross River, NY)

Page 17 text:

More and more the library has become an integral part of our school. Conveniently located in the center of the campus, it is in constant use for reading and reference work. Wlithin the library is a seminar room in which small classes using library material have been conducted. Miss Smith, the librarian, and her assistants have provided invaluable service to all of us in finding material for papers and other projects. For those who xvish to increase ability in reading, necessary for success in higher education, a course in reading skills is offered. Instruction and equipment are provided for improvement in speed, vocabulary, and compree hension. The audio-visual equipment of our school is in constant use. XVe are fortunate to have a wide assortment of these aids to learning, including two combination slide and film strip projectors, about 150 film strips for various departments, several screens, tivo 16 mm. sound projectors, a large projector in the auditorium, a record player, and a tape recorder. all Mr. Cuccia co-ordinates the audio-visual aids department New methods aid the learning process. Mr. Smith checks M. Leonard's reading progress. D. Morrill uses the reading accelerator. .5 L , 'N gy,

Page 16 text:

The library is the center ot educational activity 1. 0 ll .S 6, ?. T. Archer, L. Gordon, T. Scannel, L. Green, M'ss Srnitri. and A. Morris work on rt: tne niqnr, L. Gordon B. Lioster S. Eidridge, and T. Sian L. Gordon, L. Becker, and D, Jaqerna ne mane a dspiay depicting tne ccntribqigqg Q4 In the senior room, L. Garnbinf P. Carran. G. Perry, ard D. Viertirg .icrary polo, with Miss Smith. our namesake. ,A 5, If 3 sg. - se. .s .pp x .l ,! examine the works of the ancient philosophers. 1 1 5,

Page 18 text:

English aims The basic English objectives, with particular emphasis on clear thinking and originality, are stressed in the junior high. As freshmen, we were required to do a lor of comprehensive reading as well as written and oral compositions. N3 R A, l Mi . :pw Mrs Wagner explains fo students C. Vierling and J. Paul the lesson the day in junior high English. at the mastery and Through the reading of Julius Caesar in the sophomore year, we were introduced to Shakespeare and acquired an understanding of the background of drama. XVe did extensive vocabulary study and kept our lists for review. Correct usage and gram- mar studv were also part of the course. The history and development of American liter' ature formed a large part of our junior course. XVC wrote book reports and compositions as well as having a thorough review for English Regents. This year Shakespeare,s .llnclvetlz became a living drama for us. With Mrs. Shechner, who helped us to understand the old English dialogue, we read each act and listened to a recording of Macbetlz by the London players. Through a unit on public speaking, we had an opportunity to voice our opinions on topics that interested us and to develop increased understanding of them. The high point of the year was our term paper. Time stretched before us at the beginning, but all of a sudden we had just a week left and notes that seemed inade- quate. Yvhen the papers were finished, however, we were proud of them and felt that at last we were equipped to face college work. appreciaho is 5 :PGN-gg 6 ,vi s it rl. ffK'Q3Q5 ,F pw gm Q-.tibia-3 .. ' 92 'a -game ai, f' Q .Q .N M .. A. 3iPmm.gY-a Qi Mr. Bachrach, a new remedial English teacher, does well wifh junior high sludents