Walter Hines Page High School - Buccaneer Yearbook (Greensboro, NC)

Page 30 text:

MR. G. O. MANN Industrial Arts Taylor Barrow and Billy Bookout work with metal, one of the many phases of industrial arts. Hands combine with intelligence in auto mechanics class. “The purpose of general shop is to enrich educa¬ tional experiences as well as to enable students to learn an avocation,” said Mr. G. O. Mann, shop in¬ structor. General Shop I offered training in at least four fields this year: woodworking, drafting, general metal, and leather craft. Mr. Mann began his in¬ struction with the basic fundamentals, so that a stu¬ dent with little experience could take the course and develop as fast as possible. Three to six weeks were spent in drawing, and for two or three weeks the students had a thorough introduction to hand tools, lumber, wood joints, and wood finishes. All drafting classes were divided into two main sections—beginners and advanced. Assignments var¬ ied from fundamental exercise in lettering and geo¬ metry to advanced machine drawings and develop¬ ment. During the latter part of second semester, most of the students did inking, while the more accelerated students took up blueprinting. One of the main pro- George Lee runs wood jects of the drafting classes was a demonstration through jointers radio and television program. This year Page offered a new and very interesting course in auto-mechanics taught by William P. Shields. During the first six weeks, students spent almost one hundred per cent of the class time learning the material in the textbook, which explain¬ ed the mechanics of the automobile. The second six weeks was spent almost entirely in the actual break¬ down of the motor. Mr. Shields assigned a motor to William Bennett listens intently as Mr. Schultz explains drafting problem. Jimmy Comer uses lathe to finish his industrial art project. MR. GEORGE D. SCHULTZ Drafting

Page 29 text:

MR. MARSHALL P. DuVAL Diversified Occupations MR. ALBERT P. LOCHRA Distributive Education Education and business combine D.E., D.O. “Distributive Education is a course designed to help students acquire on the job training, ” commented Mr. Albert Lochra, D. E. instructor. Training was given in selling, merchandising, advertising, display¬ ing, shipping and instruction leading to personnel work. In the morning students attended their academic classes and the D.E. class. In D.E., students received factual information about the job they had in the afternoon. The class also included such topics as business orientation, human relations, spelling, busi¬ ness arithmetic, commercial law, taxes, and insur¬ ance. Thirty-eight students were enrolled in Distri¬ butive Education. D.O. student Marty Coble gets on-the-job practice as student nurse at Cone Memorial Hospital. I Diversified Occupations had as its purpose the promotion of co-operation in the school and work- program. D.O. students attended regular classes and the D.O. class in the morning, and went to work in the afternoon. The student-learner was considered an employee by the business and was paid for the job. The hours spent at school had to equal the hours spent at work. To qualify for Diversified Occupa¬ tions, a student had to be sixteen years of age. Mr. Marshall DuVal has thirty-three students en¬ rolled in his class. Charles Ruble demonstrates a novel product of the textile industry to Mr. Albert Lochra’s D.E. class. 25

Page 31 text:

MR. WILLIAM P. SHIELDS Auto Mechanics Aubrey Bennett installs brakes on a ’32 Ford. a group of three boys. Each group was to take the motor apart, find the deficiency, and repair it. The third six weeks dealt mainly with the electrical parts of an automobile; however, about forty per cent of the class time was spent in studying the text. Second semester offered a more advanced auto-mechanics course for more accelerated students. In all Industrial Arts classes safety and student welfare were given consideration. Safety rules were discussed and the students were tested on the mater¬ ial. A passing grade on the test was a prerequisite to operating power machinery. Driver Education is defined as those learned ex¬ periences provided by the school to teach the safe and efficient use of the motor car. A good driver is taught that he is involved in a complex and constant process of observing, evaluating and deciding how to best control the speed and position of his car. Observation of traffic, road conditions, pedestrian and animal crossings, traffic signals and weather conditions were a few fields of driver observation taught by Mr. J. W. Wilder. During study periods the students practiced to become skilled drivers with actual driving experience, which gave them self- assurance and confidence. While in the classroom, students were taught the parts of a car, the functions of those parts, and the use of the accessories. This class was taught before school every morning for a six-weeks period. Mr. Wilder instructs student in the rules of parking. Charles Turner simulates an actual traffic situation in drivers’ training class. MR. I. W. WILDER Driver Training