John Marshall High School - Marshallite Yearbook (Richmond, VA)

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Mr. Carter Mr. Clarke TOP LEFT: Mr. Harwood, Mr. Carro and Mr. Clarke joke about the frolics of the language department. TOP RIGHT: Nat Rackett receives instructions from Mr. Carter in the language lab. BOTTOM FAR LEFT: As Mr. Clarke checks the roll, students work on their French assignments. BOTTOM RIGHT: Mr. Carro ponders over a student's question. Miss Johnston Mrs. Mahanes Mrs. Kornegay Mr. Tiers 2!

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20 Languages add to students’ knowledge of world affairs Communication is an essential part of life and a wider knowledge of languages was offered to John Marshall students. Not only grammar and literature were included in these courses, but also a study of history, culture and customs was taught to enrich the student's understanding of life in other parts of the world. Teachers showed slides and films to complement foreign studies. To improve pronunciation and oral compre- hension, classes were taken into the language labs where they listened to tapes and records. Special students taking a language since ele- mentary school were placed in advanced classes. JAMES C. HARWOOD, B.A., University of Rich- mond, Key Club. Sponsor, Head of Language Department. LOUIS CARRO, B.A., University of Richmond, Spanish Club Sponsor, Co-sponsor of Human Relations Club, Baseball Coach. EDWARD CARTER, JR., B.A., Randolph-Macon College, German Club Sponsor. CLINTON B. CLARKE, JR., B.A., University of Mr. Harwood Mr. Carro Richmond, M.A., Columbia University. C. SUZANNE JOHNSTON, B.A., Westhampton College, French Club Co-sponsor. BETTIE A. KORNEGAY, B.A., Mary Washington College, French Club Co-sponsor. RITA D. MAHANES, B.A., Westhampton College, Latin Club Sponsor. GEORGE TIERS, Latvian College.

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22 Mr. Cooper Mr. Mallory Mrs. Bishop Miss Morey Math students strive to unlock doors Faced with incomprehensible problems, math students strove to unlock the door to their mathematical ability. The eleven teachers patiently aided confused students by showing them the correct methods of arriving at an answer. Two years of algebra, one year of geometry, and one year of college algebra and trigonometry were the credits included in traditional math- ematics. For those wishing to further themselves in the field of mathematics, a college level course in calculus was offered. Students who did not wish to take the traditional courses were offered four years of general math. This consisted of one year of modern math, two years of busi- ness math and one year stressing mathematical readings and setting up of equations. Mr. Foster Mrs. Quirk Mr. Hargis Mrs. Schmitt y