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

Page 29 text:

Poe, Blake, Themes, Wolfe, Dostoevsky, and Themes Under the swashbuckling leadership of Walter Robinson, the English Department really laid it on ’em” this year. Mr. Robinson and the other English teachers led students on a jolting literary journey from Beoivulf and the Walam Olutn through Macbeth and Great Expectations to For Whom the Bell Tolls and Lord of the Flies, with occasional side trips to accost controversials Ginsberg, Dylan, and Hugh Hefner. Freshman and sophomore English students received the tra¬ ditional preparation, suffering through Dickens and Eliot. Juniors concentrated on American literature and seniors joy¬ fully plunged into the literature of the British Isles. In hopes of earning a few brownie points from Mrs. Phaup, many junior English scholars received training in Norwegian language, literature and tradition to supplement Ben Franklin, Nathaniel Hawthorne, etc. For several weeks, Ahab and Ish- mael became household words for those discovering Moby Dick. Seniors listened to tapes, wrote satires, and produced myriads of research papers. The Bard of Avon was in the thick of it all the way. Emphasis was placed on English literature, but seniors, determined not to confine themselves to the Liverpool realm, delved into other European works. A liberal dose of background material (history, sociology, and politics) was presented Seniors as a study aid. Organization and critical ana¬ lysis were musts. A hope for better grammar and accurate compositions brought a new tribulation to seniors this year. Advanced grammar and composition was initiated into the Lewis curriculum with sweat, blood, and tears. Departure from the traditional characterized this new and exciting course. Morale was high, criticism low, and English became the opiate of the masses. Adding a bit of drama to depart from the daily routine of English class are Debbie Fleming, Mary Jo Sherrard, and Paul Archer. MISS GAIL LEIGH MRS. SUE H. BANNER MRS. 1 SANDRA S. PHAUP English English English and Art 25

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English Scholars Vault through Dickens, Themes, MRS. MARTHA LOGAN English and Latin MISS MYRA MOSELEY English and Public Speaking MR. WALTER ROBINSON English and Advanced Grammar MR. H. HADDEN DUDLEY English Unbeknownst to Mr. Robinson, blushing articulator of the English Department, Preston Garraghty prepares to wreak some havoc on his mistreated teacher; Wonder Warthog and Wendell Key are innocent bystanders. MRS. MARY U. KRAUSE English and Journalism MRS. ELSIE WERTZ English MRS. PATRICIA JOHNSON English 24

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MISS MARY JANE MAXWELL MRS. MARGARET M. BAILEY MR. WILKIE W. CHAFFIN Algebra and Math Math Geometry and Algebra Disciples of Math Struggle with Exasperating The splat of the hastily thrown spitball colliding with the ceiling, a rasping voice proclaiming for the 278th time that division by zero is undefined, the busy click of compasses, the sound of protractors broken by desperate students in moments of great stress—all these were heard in math classes. Freshmen succumbed to the enchantment of first year algebra. These astounded students discovered that in most cases 2 + 2—4. Euclid was proclaimed Man of the Year by those taking geometry. Hosts of theorems were proved and hopefully mastered. Juniors tangling with second year algebra experienced many hours of ennui as they elaborated on Algebra I. This calm gave way to the storm and in a flurry of pages and a whirlwind of tests, Mrs. Chick’s disciples sailed through the textbook at break-neck speed and still managed to remain twenty-eight pages behind other Algebra II classes. The confused gaiety and the comparative ease with which students mastered the principles of Algebra II made this course one of the most tolerable of the school year. All was not fun and games, however. Evident in the faces of many students taking higher math was a gloomy note of distress. Advanced algebra, trigonometry, and math analysis proved to be the Waterloo of many seniors, while math survey was initiated for those less ambi¬ tious. Students taking Algebra III learned to their chagrin that in certain mod systems, 2 + 2 4. Agony. Basic truths, taken for granted for eleven years, had to be proved in thirty steps. Cosines, secants, arctans, vec¬ tors, and identities all contributed to headaches for trig-takers as they daily wracked their overwrought brains. Seniors kept a calendar to count the number of days left in math analysis class. Imaginary num¬ bers and foreign symbols had these valiant martyrs weeping over their seventeen-page exam. In spite of muttering and gaimbling, math scholars acquired a bit of organization from their distraught instructors, even though the cry heard incessantly from classrooms was: Oh, no, written problems!” 26 Ken Robey finally deduces a math analysis problem after much paper,