Duncan High School - Wildkat Yearbook (Duncan, AZ)

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'ii Mrs. M..l. Arrington explains composition of rocks to P.Lee, R.Lunt, L.Mortensen. 'C Mr. Davis, E. Harris. .I.Fisher, K.Wagley observe eroding effects ofwater on sand. ,-Q ,,. I ,4 NED MERRELL. Mathematics, Spon- sor. Junior Class. B.S. Western New Mexico University. Duncan High I967 THOMAS J. DAVIS. Science. Assistant in Football. Sponsor, Senior Class. D Club, B.A., Western New Mexico University. Duncan High l970 X. Medrano appreciates extra explanation from Mr. Merrell on math problem fat left, new student C. Ronquilloj. Above: M. Jones, Mr. Merrell work out solution to difficult problem in advanced math.

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'Put this with that, What will be the result'7 is math, science problem Dependable probabilities, or what a person can expect from known facts, were the lessons math students learned as they solved problems, and science studentslearnedastheyperformed experiments. In math, many students worked at their own speed, from those who found even general math hard to advanced students who went to trigonometry. In- dividual help from Mr. Merrell supplemented homework and blackboard lectures, Mr. Davis emphasized earth science: geology, oceanography, meteorology, environmental problems. Three students-Dan Carrell, Jeff Poage, Chris Weis- lingfstudied physics, Dan built a weather station on the high school roof. Jeff studied physical science also. Something new was the study of career opportunities in the fields of chemistry and biology, with library research and written reports. J.EImer, M.Turman probe for parts of pig fetus s anatomy and oxygen from water Middle D Tucker A Lunt follow manual in J.Pouge studies trigonometry. Top: S.Pugm1re S Smith extract proving existence of piglet s tiny parts

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Students study Ideas of great authors, struggle with grammar J.Nelson uses pocket dictionary to study vocabulary list in English Ill. Ideas in literature to help people understand one anotherg grammar and composition to help them express their own ideas in good language and with logical organization: these were the goals in language classes. Seniors in Mr. Pasco's English IV experimented with new con- cepts of grammar and read great classics of English literature. They dabbled in etymology, using BEOWULF to see how Eng- lish used to be, and uncovering Latin word origins. In English III, Mr. Tellez stressed grammar. They have to learn the basics before they can write or speak well, he said. As he considered listening and speaking to be very important, he required oral book reports and current events regularly. i The sophomores in Miss Esry's English II also studied grammar and read literature. Packing grammar into 65 freshman brains was different from senior class discussions, Mr. Pasco learned. Some- times, he declared, all I could say was 'Help! ' but he and his students enjoyed directed reading, as there students could contract for almost any kind of book, easy or hard, if it was on the approved list fsee Sue Ellen Shreve, page 19, studying lists posted in libraryj. Spanish? Well, said Mr. Tellez, we used a text book this year. You can be sure grammar and pronunciation were basic. Also, in Spanish II we read a simplified DON QUIXOTEY' English IV atmosphere is relaxedg students enjoy discussions with Mr. Pasco. P.Ruiz, however, seems to lind English I tiring.