Callaway High School - Lesprit Yearbook (Jackson, MS)

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hanilw Hina When you, the reader, look closely at these two pages, I hope you will receive these four impressions: 1. Shop was where things were made not sold; 2. M.D. that had no degree in medicine nor any relation to the lucrative profession; 3. Home Ec. that was not the dirt undergoing spontaneous genera- tion beneath your bed; and 4. Art that was not a Linkletter. In Callaway ' s Industrial Arts building, students could feel the in- spiration in the creation of new masterpieces. Shop and Mechanical Drawing students learned not only through reading material and teachers ' instructions but also through experience. These exper- iences included drawing and plan- ning with tools and machinery us- ing metal and wood. Home Economics tantalized the students ' tastebuds with the aroma of different dishes prepared in class. The future homemakers also spent much of their time sewing and learning about child care, con- sumer education, family living and health. Outlets given to students to express and utilize their talents consisted of three levels of art. These levels in- volved Basic Elements, Materials and Use, and Art Philosophy and Expression. Given chances to use their gained knowledge, the future Picassos painted homecoming de- corations and set designs. Callaway ' s talent entered their work into the Arts Festival and Na- tional Scholastic Art Competitions. On the whole these students re- membered the tired hands, eyes and patience but realized that it paid off in successful recognition towards their future goals. Goggle-eyed, Dean Mottola and Ex- zell Houseworth practice caution in cutting wood in shop. Seeing spots before her eyes, Patricia Ander son determinedly sews onward. Boardwalk. Lawrence Waters, Marshall Roddy and Kerry Brown unload their shop supplies during fifth period class. 38 Home Economics, Art, Mechanical Drawing, and Shop

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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

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Penciled people inclined, Dwight O. Turner sketches an art accomplishment. Drawing attention instead of architecture. Coach Wansley Wright lectures on the finer points of mechanical drawing. Home Economics, Art, Mechanical Drawing, and Shop 39