Converse Jackson High School - Borderlite Yearbook (Converse, IN)

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GLENDA JOHNSON confers with Miss Norris about a geometry problem. Students found that teachers were willing to help answer questions. us and hold a bright future In recent years the public has developed a sharp interest in science and mathematics. Because of this interest, anyone advancing his knowledge of mathe- matics has automatically been placed in the scientific mechanism of the atomic world. At Converse High School, however, the applica- tion of the principles of mathematics to the problems of everyday living was not forgotten, while at the same time teachers strove to give their pupils a good preparation for college. Seventh and eighth grade pupils learned new skills while constantly reviewing old skills. Early de- velopment of the skill of taking words out of a writ- ten problem and translating them into mathematical symbols was stressed. ln a general mathematics course pupils received training in mathematics that is needed in the shop, in the store, in the kitchen, and in ordinary business affairs. lt included training in arithmetic, algebra, and geometry. Geometry and trigonometry students learned how to reason and how to calculate problems they will meet in everyday life. Geometry students learned the basic definitions, axioms, and propositions, work- ing the related problems on the board. Trigonom- etry students studied the relationships between lines as the angle between them varies.

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JV? 1 F' . '.. it 5 5-'H x, FASCINATED by a lobster, Judy Cain holds it while Mr. Carbaugh, the biology teacher, explains howto dissect it. Science and math challenge The importance ot science has only recently be- gun to be fully realized. We need not only scientists, engineers, and technicians, but all ot us need to have a fuller knowledge of science in order to be vvell-rounded citizens in the modern vvorld. The tirst objective of science courses is to de- velop scientitic attitudes-curiosity, open-mindedness, and the ability to use scientific methods in solving problems. Other goals ot science courses are to de- velop the desire to achieve and to maintain good health tor oneself and tor the community, to pro- mote conservation of natural resources, to develop hobbies, and to help discover vocational interests. The goals ot biology, in addition to these, are to develop understanding ot plants and animals be- longing to the environment and understanding ot lite processes. In biology these aims are achieved by compara- tive study ot plants from microscopic forms to trees. Biology students studied representative animals of a group, learning their habits, body structure, and lite processes. They also studied the basic concepts of heredity. Chemistry students studied elements and com- poundsftheir chemical and physical properties, re- actions vvith other chemicals, and the equations re- lating to the reactions. After this study they per- tormed experiments vvith the element or compound, observed the results, and answered the questions in the Workbook.

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MRS MORGAN supervises whxle Jim Golliher Jim Brown, and Marvin Mooneyhan experiment with the tape recorder. We strive to communicate better After developing the desire to be understood, speech students tried to develop good speech habits, poise, and the ability to think on one's feet. To ac- complish these ends they studied the various types of public speeches, debate, discussion, and oral in- terpretation of literature. The first semester of English was spent studying written communication skills, including theme writ- ing, grammar, punctuation, and capitalization. Vo- cabulary and spelling were also stressed. The second semester was spent studying literature. BUSlLY LOOKING UP vocabulary words for English class is Amaryllis Sheneman. English students also studied spelling and grammar and wrote themes.