Robbinsdale High School - Robin Yearbook (Robbinsdale, MN)

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Mr. Grygelko leads his physical education class in rigorous push-ups, part of the daily physical fitness program. Strength, Agility, Health Sophomore girls developed the more feminine characteristics of poise, grace, and rhythm, in addition to coordination and balance, through their program of exercises, games, rhythms, and group sports. Training for best use of leisure time was emphasized by teaching girls individual dual sports like tennis, golf, archery, and bowling. Girls were also taught good health habits and the principles of physical fitness. Girls and boys alike learned the importance of cooperation and sportsmanship through their participation in team sports. Above: Mr. Stensrud. holding a soccer ball, reviews basic principles of the game. Loft: Miss Christensen, department chairman, explains to her class what clothes and equipment the girls will need. ,, S 15

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Shirley Willems. Linda St. John, Jean Kriesel, end Nency Paulus watch as Miss Skartvedt demonstrates. Physical Education Builds The future of any nation depends upon the bodily as well as the mental soundness of its youth. The purpose of the RHS Physical Education Department was to educate each student in health and physical training. Through calisthenics. weight training, and sports requiring specific skills, boys established life-long habits of physical fitness. Students participated in extra-curricular, as well as classroom, sports. Both boys and girls in tenth grade were required to take physical education courses, Boys in eleventh and twelfth grades could elect these classes. Above: After an active game of basketball, girls hurriedly groom themselves for academic classes. Right: Mr. McDonald's class prepares to play a challenging game of soccer. From left to right are Greg Newman. Keith Noreen, Steve Weber. Gary Amon. Larry Davis. Larry Sohr, Mr. McDonald. Chuck Nygaard, John Har-garten, James Brust. and Bob Brust. 14

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Mr. Luebke, department chairman, instructs Jackie Sherman. Egil Knutson, Karin Elias. Karlene Dalthorp. and Cleve Pedersen in record mg a dramatic reading, os the rest of the first hour drama class observe. Speech and Drama Develop Self-Expression Speech and drama courses taught poise and clarity of expression. Drama included a study of the history of the theater from ancient Greece through the English Reformation and early American periods to modern theater, and a study of the different types of theaters, important dramatists, and significant plays. Speech produced critical listeners as well as effective speakers. In addition to providing opportunities for students to convince, explain, persuade, and entertain through classroom speaking, speech trained students to organize ideas logically and coherently, to evaluate facts and opinions carefully, to interpret poetry and prose intelligently, and to work cooperatively with classmates when presenting discussions, forums, and choral readings. The speech and drama departments encouraged all RHS students to participate in extra-curricular forensic and dramatic activities. 16 Mr. Robinson criticizes Pat Digatono’s speaking techniques.