Richard Montgomery High School - Rocket Yearbook (Rockville, MD)

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Tim Colie reads from Moby Dick while Mrs. Dailey looks on thoughtfully FOR COMMUNICATION and tragic, and met in small discussion groups under the supervision of Miss Derrick and Miss O'Neill. These panels first brought forth their own ideas on the works and then en- couraged class participation and controversy. In addition to appreciating literature, we polished our writing styles. The elective speech and the new dramatics course formed another part of the English department. In speech we be- came familiar with the various styles of speeches, and tested our knowledge and poise by presenting talks to our classmates. The formal presentation before an audience made us conscious of posture and pronunciation. Dramatics class, far from being a workshop for novice actors, included a com- prehensive history of drama and the theatre, as well as a study of basic theatre mechanics such as lighting, costuming, make-up techniques, and stagecraft. Personal interpretations through readings, skits, and class discussion performed for the class made this course truly enjoyable. Miss O'Neil helps G. Burke during a class work period. Sophomores conduct a panel discussion in Mrs. Weaver's English class. The dramatics class and Mrs. Burkett watch P. Conley and V. French do a panto- mime. MARY L O'NEIL B.A., Seton Hill College, M.A., Cornell University; English III, IV ROBERT M. WEBER B.A., Indiana University; English I, II; TIDE Co-sponsor HADASSAH YUVAL B.S., New York University; M.A., New York U., English, History CARLETON C. McEACHERN B.A., University of Michigan, M.A., Uni- versity of Alabama; English II: TIDE Co-sponsor SAMUEL R. SHUMAKER B.A., Duke University; M.A., George Peabody College; English II, III HELEN B. WEAVER B.A., Howard University; English II 13

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PAULINE A. BURKETT B.A., East Carolina Teachers College, M.Ed., Maryland University; Public Speaking, Dramatics, English II; Black Maskers, Thespians GRACE E. DAILEY B.A., Colby College, M.Ed., Harvard University; English III; Rocket; Depart ment Head HELEN C. DERRICK B.A., Winthrop College, M.A., Columbia University Teachers College; English IV A. CHESTER FLATHER JR. B. A., Wilson Teachers College; LL.B., George Washington University Law School; English III, IV Mr. Flather helps English II Students with a frustrating assignment. Energetic students answer questions in Mrs. Yuval's class. ENGLISH Mrs. Burkett, Mr. McEachern, Mrs. Weaver, and Mr. Weber led their sophomore English students in class discussion of the durable classics Silas Marner, Julius Caesar, and Lady of the Lake. The sophomores also read and discussed various short stories by such authors as Ring Lardner and Anton Chekov. In addition to literature, sophomores learned some new tricks with grammar and were introduced to weekly vocabulary tests. Meanwhile, Mrs. Dailey, Mr. Flather, Mr. Shumaker, and Miss Smith helped juniors become acquainted with great American Literature. In addition to the novels The Scarlet Let- ter and The Rise of Silas Lapham the juniors studied short stories by Faulkner, Steinbeck, and Hemingway. The most dif- ficult assignment: writing a descriptive paragraph in the style of one of the American authors studied. Grammar and vocabu- lary, an important part of English III, helped improve daily speech and composition. The seniors studied plays both ancient and modern, comic D. Prestemon and J. Isaacs hold a panel dis- Students in Mrs. Dailey's English III class discuss Silas Lapham. cussion on tragedies.

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LOUISE S. ANDERSEN B.A., Connecticut College for Wom- en; Geography, French, English; Pep Club MILDRED C. KING B.S., Central State; World History; Future Teachers Association Mr. McKamey asks his class, What does Business Law mean? Mr. McGee leads a class in Senior Problems. Mrs. Vogt gives individual attention to her U. S. History students. SOCIAL STUDIES United States History, taught by Mr. Marlow, Mrs. Holmead, and Mrs. Vogt, gave us a better understanding of the princi- ples behind the development of our democracy. Our teachers introduced us to long-range responsibility by requiring a term paper. Reading books relevant to the unit we currently studied widened our viewpoints. We also learned interesting facts; for instance, Jeffersonian Republicanism was based on the principles now upheld by our modern Democratic party, and the Emancipation Proclamation was not signed until two years after the Civil War began. Mrs. Marder's and Mrs. King's World History classes studied the dawn of civilization and the decline of the Roman Empire. We were amazed to learn that the Trojans were really another colony of Greeks, and that the French Revolution was respon- sible for the development of the metric system. Special proj- ects added interest and provided opportunities for individual research. As students in Mr. Zimon's Pan-American History Class, we worked hard to keep track of the revolutions in South Ameri- ca and study the new governments. Reading some of our FRANCES S. HOLMEAD A.B., Goucher College; M.A., Uni- versity of Maryland; U.S. History; Department head LUCINDA C. MARDER B.A., Duke University; M.A.T., Duke University; World History; Ameri- can Field Service 14