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Page 32 text:
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Maude E. Mahoney, B.A., West- hampton College, University of Pennsylvania, Columbia Univer- sity; Head of the department; Plane and Solid Geometry, Ad- vanced Algebra, Trigonometry; Cafeteria Manager. Mrs. Edna A. Friel, B.A., Bridge- water College, University of Vir- ginia; Math I, II; Freshman Spon- sor. Mrs. Louise V. Curfman, B.S., Longwood College, University of Florida; Algebra I, II; Future Teachers of America; Senior Sponsor. Mrs. Margaret F. Ives, A.B., Lynchburg College, Richmond Professional Institute; Mathema- tics I. Mrs. Edith W. Noel, B.A., Mary Washington College; Algebra I, Commercial Arithmetic; Sopho- more Sponsor. For a class demonstration Miss Jones has Marion Paxton and Gary Stone explain a commer- cial arithmetic problem. i I I 28
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Page 31 text:
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Mrs. Gay A. Parker, B.A., Madi- son College; Head of the depart- ment; U.S. history, Government; Tri-Hi-Y. Francis Joseph Albert, Jr., ( Boodie ) B.S., University of Notre Dame; Social Studies lA, World Geography; Head Football Coach, Head Wrestling Coach, Boys ' Monogram Club. Mrs. Margaret H. Hancock, B.A., Mary Baldwin College; U.S. History. Mrs. Wilsie M. VanOsdol, A.B. Marshall University; World His- tory, U. S. History. Miss Ward ' s history class is over, but Barbara Drumheller and Jay Hardy are loath to leave without first learning their quiz grades. Mrs. Parker encourages parallel study of current events with the regular government text, and a ' timely political cartoon in Senior Scholastic evokes a grin from Johnny Kessinger. 27
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Page 33 text:
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TEACHERS SPARK INTEREST IN CONTEMPORARY MATH That Two and two are not necessarily four, is but one startling concept in the entirely new approach to math which was introduced at Covington High School this year. In order to meet this challenge to mathema- tical thinking, it was necessary to adopt new text- books and to revise teaching methods. This revision of teacher-approach meant many extra hours of prepa- ration for the math teachers. Students also have been required to adapt to these innovations as ' the theories of set notation and inequal- ities were introduced. The modern discovery method is emphasized, and, often for the first time, students are not only concerned with the Why? , but also with the why-behind-the-why. Kim Brooks graphs a circle os Mrs. Curfmon keeps on eye on the class. Miss Mahaney points out to an erring trig student, “There are a lot of people pushing up daisies just because they failed to ob- serve a sign. 29
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