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

Page 29 text:

Logical Reasoning by Math Department MRS. GLADYS E. GILLESPIE Radford College, B.S., geometry and algebra. “Help!” cries Barry Young as he finds himself fast sinking into the utmost depths of mathematical confusion. MRS. GERRY HARPER Radford College, B.A., algebra and math. MISS MARY JANE MAXWELL Roanoke College, B.S., algebra, math. MRS. MARTHA T. DANTZLER Converse College, B.A., Univer¬ sity of Virginia, M.Ed., algebra, trigonometry. MRS. DOROTHEA CHICK Bridgewater College, B.A., alge¬ bra and math. MRS. MARGARET BAILEY Roanoke College, B.S., math.

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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 $

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MISS FRANCES HURT Roanoke College, B.S., chemistry. MRS. ALICE COULTER University of North Carolina, A.B., physics. MISS DOROTHY O’DELL East Tennessee State University, B.S., biology. MRS. PHYLLIS BUTTS Radford College, B.S., chemistry home economics. A well-rounded science department was available to stu¬ dents who wished to challenge their minds and were willing to put in some extra hours of study. Underclassmen were introduced to earth science, biolo¬ gy, chemistry, and physics, thus establishing a back¬ ground for a more thorough study in later years. Sopho¬ mores grimaced at the enormous amount of work in¬ volved in the acquisition of biological facts, classifica¬ tions, and the cultivation of fruit flies. After falling asleep over data tables the night before, weary Juniors spent all-too-short homeroom periods balancing (?) com¬ plicated chemical equations. Those courageous enough to attempt Senior physics found a vast world of graphs, calculations, and headaches awaiting them. Despite in¬ tervals of utter bewilderment and confusing experi¬ ments, students managed to come away with hard- earned grades and a new understanding of the world around them. Chemical Curiosity and Willingness to Learn Lead Holding the undivided attention of her students, Mrs. Coulter stresses a vital point in Freshman physics class. 26