Robert F Munroe Day School - Reflections Yearbook (Quincy, FL)

Page 14 text:

Mrs. Chamberlain discloses the hidden meaning of Robert Frost’s poem, “Mending Wall,” to the eleventh grade class. M4 Eloisc Chamberlain, B.S. Florida State University Puzzled eighth graders listen attentively to the explanation of a difficult sentence structure from their new grammar books. Kathryn Agerton and Janet Fletcher labor over their journalism layout as they worry about the ever pressing deadline. 10

Page 13 text:

S. M. Eubanks, HEADMASTER, became a representative of Robert F. Munroe Day School. He stood for authority and disciplinary principles. In parental concern, Mr. Eubanks helped prospective college students with applications to their preferred schools. With the help of the SCHOOL BOARD, Mr. Eubanks was able to overcome most difficulties he encountered. The board consisted of men and women concerned about quality education plus meaningful extracurricular activities. Everette E. Gay, chairman of the board, skillfully managed and directed the course of the school. Thus, the second year of existence for Robert F. Munroe Day School was considered a great success. 9 Mr. E. E. Gay is willing to cope with all matters confronting Robert F. Munroe Day School.

Page 15 text:

Buck Gregory discovers how nerve-wracking a speech can be - es- Ann Fortner, B.A.E. pecialiy one made in Mrs. Fortner’s class. University of Florida Mrs. Fortner provides a senior, Ann Taylor, with individual help in interpreting the language of Shakespeare’s tragic play, Hamlet. The expansion of the ENGLISH department was marked by the acquisition of new visual aids such as records, filmstrips and movies, modern books and workbooks, as well as the new teachers, Mrs. Fortner and Mr. Smith. Mrs. Chamberlain stimulated the inter- ests of the eleventh grade in the comp- osition of themes, poems and a term paper. She encouraged the eighth grade in their writing of autobiogra- phies, and was relied upon by the JOURNALISM class for her expert guid- ance. Preparation for college was Mrs. Fort- ner’s objective for the seniors. She led their struggle toward this goal by emphasizing grammar through creative writing, term papers, and other exer- cises. Hamlet was studied to broaden their knowledge of Skakespeare. The SPEECH class polished their speak- ing technique by incorporating Mrs. Fortner’s constructive criticism into the improvement of their delivery and by refining their voice projection. Mrs. Howell led the sixth and seventh graders in the indepth study of English grammar, necessary background for high school. The ninth and tenth grades continued their study of increasingly more complex grammar rules under Mr. Smith. 11