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

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Current events acquaint students with events that will one day make up the curricula in a history class. rtfrican history students into :atf Icture material on desk.) MR. FRED EICHELMAN Bridgewater College, B.A., civics and sociology. MR. DALE FOSTER Bridgewater College, B.A., geogra¬ phy and government.

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MR. OTHA B. ST. CLAIR RoanokeCollege, B.A., history and social studies. MRS. JOY ERGLE Converse College, B.A., world his¬ tory. MR. GEORGE SUMMERS Hampden-Sydney, B.A., history and economics. MR. DAN RICHARDS Roanoke College, B.S., history and government. World Relations Inspire Debates And Flaring Tempers Students of social studies, inspired by class¬ room debates and questioning, acquired a deep curiosity of affairs of men, both past and present. Government scholars listened as the in¬ structor pointed out the elasticity and en¬ durance of America’s laws and organiza¬ tion. Comparative government classes compared America’s government with those of the world’s major nations. Geography enlightened students as to loca¬ tion of countries, their climate, industries, and population. In World history, man evolved from a primi¬ tive being to eventual rulers and guardians of the earth. American history traced the United States from early English settle¬ ments to today’s tense and fascinating politi¬ cal situation. Students of economics researched thor¬ oughly the nation’s industrial development. Amateur sociologists studied man and his culture. Minds were inquisitive, arguments were heated, and students were awakened to world affairs. Becky Smith concentrates on Mr. St. Clair’s lecture on American government. The new Mrs. Duke endeavors to mol well-informed citizens. (Note the gat

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Students Are Endowed with Basic Math Concepts and Cheryl Eison looks up from an uninteresting math problem to cast a sul¬ try glance at a prying photographer. MRS. HAZEL WATERS Radford College, B.S., geometry. MR. WILKIE W. CHAFFIN Old Dominion College, B.A., alge bra and math. “Shades of Euclid! What was that theorem again?” “If x is equal to y, what is one-half of C?” (“I flunked math analy¬ sis—that’ll keep me off the honor roll.”) While perplexed students wandered through a maze of figures, the math department of Andrew Lewis was fulfilling two of their edu¬ cational needs. It supplied them with mechanics needed in all varieties of mathematical situations. Math also taught each person to think independently and in a logical way. Math eight, math nine, and math twelve presented the ba sic arithmetic principles necessary in dealing with every¬ day problems and were useful in teaching the students to think when confronted with a difficult situation. The 3 A’s, Algebra I, Algebra II and Advanced Algebra, had a reputation for confusing, as opposed to teaching good thinking habits. But students who completed these courses had amassed vast quantities of algebraic information. Meanwhile, trigonometry students were losing their own identities. Fearing their college math courses, some stu¬ dents decided to survey. These courses gave each pupil a firm concept of the ideas our mathematical systems are based on, as well as numerous headaches and sleepless nights. Most students possessed an inherent hatred of mathema¬ tics. However, after successfully completing a course in the Lewis math department, these students suddenly realized that they had learned very much in spite of that antipathy. Larry Cecil asks a question before he joins his fel v $