St Mel High School - Knight Yearbook (Chicago, IL)

Page 28 text:

Jafin, .glue Cyzurcfzii :saving a guage Top Left: Caesar, one of the world's greatest generals, is a familiar but not too popular figure for second year Latin students. Here George Jerz helps Anthony Rufiolo diagram one of his complicated sentences. Diagramming helps the students see the purpose of each word in the sentence and its relation to the others. Top Right: Learning coniugations and declensions is an- other difficult thing at the beginning of foreign language study, but here Joseph Burianek seems to need very little prompting from John Sweeney to conjugate the subiunctive imperfect passive of a rather complex word. Norbert Talend dares him to try pronouncing all those syllables. Lower Left: Stanley Sierocinski and Lawrence O'Connor try to figure out just what was the relation of Venus to Aeneas in preparation for an examination in third year Latin. Lower Right: Joseph Pavila, William Murphy, Stanley Waida, and Alan Benning struggle through the hard- est part of Latin, the first year's drills on nouns and verbs. 24

Page 27 text:

Bookkeeping forms an impor- tant part of our training for out- ol-school life, Gerald Graham and Frank Lentine look puzzled now, though. Theodore Kuby seems to have met his Waterloo as Pat Napoleon finishes a little Shorthand message. Complicated worksheets take a lot of time and patient effort, but orderly business could not be done without them. Donald Wood in the rear, Don- ald Crowder, Arthur Jesse, Jerome Bednarkiewicz, and Thomas Bar- nicle strive for accuracy in their first year of typing. Next year, like Donald Feist and Frank Kennedy, standing, and John Fisherkeller, Paul St. Laurent, and Philip Deike they can concentrate on speed. P

Page 29 text:

as- S s S A f :,j,Kx.kQA. A ' Qglyz.. :iq QALQA arm! tl95 Wahe aihfiforg ive Top Left: Robert Nowak points out to John Flood and Joseph McNamara the seven hills on which ancient Rome was built. This is one oi the ways various teachers, here for example, a Latin and a history teacher can co-operate in teaching related materials. Right: Joseph Koebl agrees that Robert Bergmann and Jerome Zip- rich are wise in preferring the investigation ot the globe to his Top P research in the book. Lower Lett: Robert Schiavoni finds out from Andrew Reuss the historic sites of the Confederacy as Dennis Noakes watches with interest. Lower Right: James Jecmen traces the route of the Santa Fe Railroad through Atchison and Topeka for Robert Finnerty, James Fogarty and Michael Fitzpatrirk. 25 I