Callaway High School - Lesprit Yearbook (Jackson, MS)

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36 Math and Science

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schE- duU youR caIIs ACAdEiviics Ring-g-g Everyone took a seat and stared blankly into space. The time had come to talk not of, why the sea is boiling hot and whether pigs have wings, but of English, history, and arithmetic among assorted things. Callaway High School was estab- lished first and foremost as a learn- ing institution. Following in fa- shion, there came teachers and tests and papers and books and six per- iods a day that lasted approximate- ly one hour. Here students pre- pared for college and a life in the work-a-day world. The central powers, that was central office, re- quired everyone to take these classes to graduate, English, his- tory, and physical education. How- ever, sone people did manage to squeeze in a little math and science along the way. Electives also filled in blank spaces. Offering courses ranging from home economics to R.O.T.C., everyone found at least one course to suit his tastes. Academics Division 35

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It was a dark and stormy afternoon. The stench of formaldehyde hung in the air as I entered the laboratory (pronounced la-bor-a-tory). I pulled open the musty equipment door containing the cutting utensils left to me by my predecessors. I began to work on the subject I had ob- tained. A new breath of formalde- hyde filled by lungs as I proceeded with my experiment. Deeper and deeper I probed until I reached the now-still heart. I recalled the mus- cles, arteries and veins of other re- lated victims that fate pulled under the control of my amateur hand. Patiently I waited. The hour drew to a close. The bell rang — lunch- time. I tossed my mutilated frog into the garbage. This infamous character also wormed his way into room 105 as students learned to count less on the new computer. Due to the ter- minal, terms like BASIC, PRINT, SAVE, and LOOP became familiar around Callaway this year. With the computer permanently in- stalled, math and science teachers proceeded to load students with as- signments using not books, not ta- bles, not a calculator, but a com- puter. Although accelerated math and physics teachers basically in- stigated this practice, advanced math, algebra, and geometry teachers managed to throw a little computer life into their classwork assignments. Other teachers endea- vored to offend their students ' senses of sight and smell with many experiments. These tests dealt mainly with dissection, exa- mination, and experimentation. Dissection included the mass mul- tilation of frogs and other less for- tunate victims of fate in biology classes. Here students maintained examination of the specimen ' s in- nards. Chemistry students held ex- periments in lab dealing with color, sight, and smell of their chemicals and its reactions and products. If anything, these students learned that not all knowledge is simply obtained through their textbooks. Math and Science 37