John Marshall High School - Lex Yearbook (Portland, OR)

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jk -we A English at the same time, she com- mented. Mahlstedt involved herself in var- ious activities and was a member of the Girls' Varsity Basketball team. During winter vacation, six Marshall students, chaperoned by Betty Lindsay and Vi Watson, traveled to New York. The group stayed on Manhattan ls- land for one week and enjoyed live the- ater, museums, and sight-seeing. ,fl 1 J ,Z 3 Senior Humanities hw been a very practical and useful course. EUROPEAN FOOD was an enjoyable part of traveling abroad. Brenda Schmick, Chris Schloe, and Debbie Armstrong dine in a Bavarian Village restaurant. THE NEW YORK GANG-FRONT ROW: Betty Lindsay, Kaci McNally, Margi Gould, Randy Sheets. BACK ROW: Vi Watson, Jon Maynard, Sam Drennan, Suzy Messing. DISCUSSING PHILOSOPHIES ranging from Buddhism to existentialism are Frauke Mahlstedt and Kelley Phillips. The search for self identity is stressed in this course. Senior Humanities ' Trips Don Ross

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Discovering Traveling, Discussions Aid Curriculum Senior Humanities, the only course of its kind in the city of Portland, cov- ered a diverse range of subjects. Stu- dents studied the areas of western civil- ization, music, art, literature, life, death and philosophy. Team taught by Betty Lindsay, Kris Martens, and Vi Watson, the course offered a change of routine throughout the week. Each week was divided into lecture days, small group meetings of about ll to 12 students, and one study day. The flexible schedule is really nice because it's different from the stan- dard pace of other classes, remarked Senior Hannah Best. Travel among Marshall students was found both in the United States and abroad. German teacher Mr. Robert Sager took a group of students and graduates to Germany and other areas in Europe. The ll travelers, three of whom .7 S gi f 5 3 5 were Marshall Seniors Chris Schloe, Debbie Armstrong, and Brenda Schmick, spent seven weeks averag- ing about 100 miles per day touring parts of Germany, Austria, Switzer- land, Liechtenstein, and northern Italy. Coming to Marshall from Bad Zwis- chenahn, Hamburg, West Germany, was foreign exchange student Frauke Mahlstedt. l came to get to know other people and their culture while improving my 3 i r 5 it Q 6 Z if ' ar 4? 1 'Z r 'fi SPECTACULAR SCENES such as the Eiger in the ,,,, Alps offered unforgettable memories to members of '42 ','i, 2:41, r',, ' r , l l' Mr, Robert Sager's summer European tour. W ,Wi SMALL GROUP DISCUSSIONS helped students ap' zy. V ply complex ideas to personal experiences. Here, Mrs. V ,,.. ,,.. , . , . - ffii 21- I e fn Lindsay s small group reviews a recent movie. ' sr'r I n v. k .A 5 ,, Senior Humanities 0 Trips

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Individual Attention Key To Success Reading classes had a successful en- rollment with l25 students who were willing to accept the challenge of im- proving their reading skills. To enroll in this course, students must have been reading at least two years below their present grade level. Each student was required to master 200 vocabulary words, approximately 30 short stories and at least 6 books of their choice. When they finished their reading, a stu- dent-teacher conference was held. FLASH CARDS are helpful in sounding out words. A.J. Morrison shows her teaching technology to her students. HELPFUL HANDS are always welcome. Here, Junior David Lechner receives instructions from faculty member Kerry Luber. Advisor A.J. Morrison helped stu- dents concentrate on understanding the main idea of a story, using context clues, critical thinking skills and vo- cabulary development. Also, students learned to appreciate the literary value of many short stories. Serving to help out Morrison in class was Aide Tina Bell. The majority of the students in- crease their reading skills at least two grades if they remain in the course and complete a full year's work, Morrison 104 Special Education 0 Reading concluded. Special education classes were prop- erly titled for some very special stu- dents at Marshall. Besides the basic programs run with these eleven stu- dents, grooming, language conversa- tion, social leisure and sign language skills were also included. But the main goals for the handicapped were to teach them vocational skills. With these skills handicapped students pre- pare for the opportunity to work. Hav-