Andrew Lewis High School - Pioneer Yearbook (Salem, VA)

Page 33 text:

MR. CARL COLLEY, English, Creative Writing, Ink- slinger Advisor; B.A., Oklaho¬ ma University. MR. HADDON DUDLEY, English; M.A., WiTiam and Mary College. MRS. MARTHA LOGAN, English; A.B., Agnes Scott College. MISS MYRA MOSELEY, English, Newspaper Advisor; B.S., Middle Tennessee State College. MR. WALTER ROBINSON, English, Debate Coach; B.A., Emory and Henry College. MR. JOHN THOMPSON, English, F.T.A. Advisor; B.A. Roanoke College. MRS. ELSIE WERTZ, English, History; B.A., Madi¬ son College. MISS MARY ELLEN WETTA, English, Keynette Advisor; B.A., Mississippi State Col¬ lege. MR. MARVIN WINTERS, English, B.A., Emory and Hen¬ ry College. Junior English students, under the instruction of Mr. John Thompson, de¬ veloped an ear for poetic elegance in the works of gifted American authors. An eighth grader, deeply engrossed in his work applied some of the study techniques taught in directed study. This course, offered only to eighth graders, lasted for a minimum of six weeks.

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Students no longer considered English courses strictly as one part grammar and one part literature. Most teachers reduced grammar study to a mini¬ mum, devoting much class time to literature, com¬ posing themes and research papers, and reading and drawing conclusions about books. Literature anthologies included choice selections of the poems, short stories, and essays of noted authors. Ninth and tenth grade books each included a novel; freshmen studied Great Expectations, while sophomores read George Elliot ' s Silas Marner. Those texts which did not include a novel were often supplemented with one. In this case, students usually studied a well-known work in paper-back form. An increased number of compositions were re¬ quired, as students frequently wrote themes using either personal subjects or one su ggested by the instructor. Often themes explored controversial events or ideas, so that students learned to examine a subject well and to express their own opinions. All seniors as well as some underclassmen composed a research paper. Using the library and compiling detailed information provided the opportunity to become truly familiar with a single subject. To a degree, composition and the reading of litera¬ ture were combined in making book reports. Stu¬ dents selected novels, biographies, or nonfiction books to fulfill reading assignments, which ranged from, one book per six weeks to 1000 pages each semester. Emphasis on literature and writing relieved the monotony the repititious grammar rules had created and caused the students to become aware of their own opinions and the need to express them. Junior English entailed the study of American Literature and the more complicated parts of speech, all of which required Sandy Dalton ' s full concentration. English Courses Emphasize Reading and Writing, Play Down Grammar. MRS. MARGARET BALLARD, English, Reading; A.B., De Pauw University. MRS. SUE BANNER, English, French; A.B., Univer¬ sity of North Carol ina. MRS. LOIS BOARD, English, History, Yearbook Ad¬ visor; B.S., Radford College. MISS MELBA CALAWAY, English; A.B., Roanoke Col¬ lege.

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Betty DeHart quickly learns the art of constructing a skirt in Home Economics I. Vocational Students Discover MRS. EVELYN BLAKE, Home Economics, F.H.A. and Yearbook Advisor; A.B., Concord College, M.S., V.P.I. MISS ELIZABETH LAWRENCE, Typing, General Business; B.A., Concord College. MRS. DEMATRIS MEADOR ' , Bookkeeping, Typing; B.S., Radford College. MISS ELSIE PROFFITT, Typing, Stenography; B.S., Madison College, M.Ed., V.P.I. MISS JUDY STUTZMAN, Vocational Office Training, Co-ordinator Voca¬ tional Office Practice; B.S., University of Southern Mississippi. MR. RICHARD THOMAS, Mechanical Drawing, Industrial Arts, Junior Class Advisor; M.Ed., University of Virginia. 30