St Louis Park High School - Echowan Yearbook (St Louis Park, MN)

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School personnel utilized Time systematically To meet The needs of a large and demanding student body. The cooks arrived at the school by 6 a.m. To have lunch prepared for l,2OO hungry students by lO:3O. Lack of student response To new dishes caused The maiority of meals To consist of either hoT dogs, hoagies or hamburgers. Partial lunch buying caused prices for seconds on a hoT dish To go up To T5 cents and dessert seconds To rise To TO cents. Meanwhile, The custodians were busy giving The building a healthy atmosphere. Early morning and late afternoon roads held 28 bus drivers who opened Their doors To l,8lO passengers and an equal volume of noise daily. The conTrasTing quiet atmosphere of The nurse's office attracted ailing students. Additional services were provided by of- fice secretaries, approached continually To fill out college Transcripts, To enroll new students or To keep Track of new iob opportunities. The efficient staff was fundamental To The operation of a large, metropolitan high school. ' COOKS: Mrs. Norma Born, Mrs. Elna Houll, Mrs. Constance Anderson, Mrs. Marion Steele, Miss Pearl Souers, coordinator and Mrs. Ruth Hume BUS DRIVER: Maynard Nelson CUSTODIANS: Orvin Oilund and Spencer Welin Many realize The availability of the reference books when coming To use the library. 29

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Skillful Personnel Works To Maintain Efficient School SECRETARIES: Mrs. Valera Erickson, Mrs. Margaret Bernlsen and Mrs. Helen Consoliver NURSE: Mrs. Emy Monk and Mrs. Ruth Barrholow, secretary 28 'VW SECRETARY: Mrs. Flo Warner SECRETARIES: Mrs. Evelyn Wilkes and Mrs. Barbara Holfzrnan

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,ff Latin Ill students diligently translate the classical literature of Cicero by combining into small study groups. Besides the regular classroom activities in the Language Department, two foreign language teachers introduced an Audio-Lingual-Visual ap- proach to teaching. Grammar, literary readings, travel or situation expositions, book reports and lab exercises appeared throughout the language curriculum. Bingo games and spelldowns aided French students in learning numbers and vocabu- lary words, while Latin students learned about classical Roman civilizations by reading Cicero and Caesar. ln teaching their first-year classes, French and Spanish teachers used the A.V.L. approach in which students viewed situations, listened to descriptive dialogue and then, after much discus- sion, learned to read the dialogue. Earphones, dangling from an individual microphone, mark the completion of a day's work in the language lab. x ,J- 30 Representing one of many foreign language students who use the language lab, a Russian student learns a spoken language by tape. While reading a lesson from the text Der Anfang , a German student becomes familiar with word pronunciation and usage.