Dalton High School - Tiger Yearbook (Dalton, GA)

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Q) 9CJ . f ts O c eM Q)at A . . . ★Miss May Belle Thompson was the coordinator of the DHS football games in the forties. ★Mr. Charles Bowen's house was once located on the site of the present day principal's office. ★If it was raining at 11:30, a short session day was announced and school was dismissed at 1:30. ★At one time, DHS had only two male faculty members. Mr. Cliff Hale was the principal and Mr. Orivlle Moffitt was the assistant principal and music director. ★Mr. and Mrs. Jim Martin met at DHS way back when she was the girls' basketball coach and he was the boys’ B-team coach. ★The DHS faculty once had special yells at Pep Session. ★ Most all of the faculty lived in Dal- ton (many of them in a house which was rented just for faculty members) with 90% of them being unmarried and young. We had a lot of fun dating each other and doing things as a group, which made the favorite sport of the students Teacher Watching . (MEM) ★One's date for Homecoming came from one's own homeroom. Homeroom teachers often insisted on matching dates for the dance! ★Once the DHS Football team and the DHS Band were coached and di- rected by the same man! ★ The worst thing I can think of that students wanted to do . . . there was a time when they wanted to chew to- bacco. They would have to go to the windows so often! (MEM) Mr. Denman during his retirement year — 1976. 11

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The typical teacher of the 18th century had much in common with teachers today. He was educated, dedicated, inspired, respected and, oftentimes, he was underpaid. Usually, he was strangely paid — in cows, pigs, vegetables, shoes, and, if he was lucky, room and board. In many instances, his pay wasn’t regular. But, being the diligent person that he was, he supplemented his income. He preached, kept books, served as a juryman, appraiser, translator and letter writer. Sometimes he was asked to ring the church bell. Financially, the teacher in the colonial days ranked below ministers and gentry, above unskilled laborers. If we had to put him on an economic level, he would have shared it with masons, carpenters and wheelwrights. Since his income came from tuition, voluntary gifts and or rental fees from town lands, the salary he received depended largely on the economic conditions of his surroundings. Socially, he fared much better. Though his rank varied according to geographic location and the position that he held, he was highly regarded. Teachers in colleges and Latin grammar schools were held in the highest esteem. Most were college graduates; many were ordained ministers; a few were famous. Notice the teacher has been referred to as he.” The typical teacher of the 18th century was almost always a man. The few women in education could be found in the Dame Schools, though women in the South instructed the children during the summer while their teacher-husbands were tending the fields. Though colonists had little time for art as such, the wealthiest had plenty of time for vanity. Therefore, early limners (painters) had a fair portrait business going. Since they had little contact with the great European painters, their early portraits were provincial, a little wooden and quite polite. They depicted colonial people — strong, reserved and formal. Reprinted from -Taylor Talk Issue 3. 1976 By permission of Taylor Publishing Co. Dallas. Texas

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• «•» ( Activities: Circa 1776 Because many colonists tried desperately to hang on to their European trappings (particularly codes of behavior and cultural things) as weapons against the wilder- ness, they placed much emphasis on the social graces — drama, art, music and dancing. Many of a student's activities, then, might have been of a cultural nature. (We know from the colonists’ diaries that some used more care in selecting their chil- dren’s music and dancing teachers than they did in selecting their academic tutors.) Favorite reading material of the children of upper and middle class families con- sisted of handbooks which gave instructions for civility and deportment.” A PRETTY LITTLE POCKET BOOK advised young children of the proper time to rise on one’s toes before a curtsy, and Lady Pennington’s UNFORTUNATE MOTHER’S ADVICE TO HER DAUGHTERS emphasized the religious basis of proper social behavior. But, there was a practical side to the colonists’ activities, too. During the Revolu- tion, colonists pretty much had to supply themselves with the things that they needed, and barn raisings, quilting bees, needlework parties, etc., provided a pleas- ant way to get needed goods. Fairs of a type were frequent in less populated areas, and students attended these. In the school itself, the activities were more likely to be in the form of spelling bees. Here students pitted themselves against one another to test their academic skills, another example of the way a people absorbed in the organization of a new nation poured their efforts into practical affairs. Shortly after the Revolutionary War, a few American painters became more in tern ted in sincerity and detail than their European peers. Though candid-type paintings wouldn't be in vogue until the Genre school, this sketch for a painting showed uomen in action. ” V y V. A a. 12 Reprinted from Taylor Talk issue 3, 1976 By permission ol Taylor Publishing Co Dallas. Texas