Episcopal High School - Whispers Yearbook (Alexandria, VA)

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l-' Cl sses The ultimate academic goal of each boy who comes to E.H.S. is graduation. In order to achieve this goal he must have sixteen credits, each course in a major field of study counting as one credit. By taking the normal four subjects per year, a boy may easily graduate in four years. Getting oneis diploma, however, is not as simple as it may sound. The studies at Episcopal are not easy. They are not meant to be. They are meant to require conscientious effort on the part of every student. Boys who will not make this effort are justly rewarded, usually in the form of having to spend five years getting the diploma that normally requires only four. Some boys never graduate at all. But those who are willing to make the effort find that a great deal may be learned merely by putting oneself in the right frame of mind. To the non-student, these studies are just a group of subjects taught at a high school in Virginia. To the students they are the personifications of the masters who teach them. What little we have learned we have learned because there was a group of patient, unselfish men who were willing to help us in our endeavors. This is a fitting time to pay tribute to them, to their unselfish devotion to the training of the boys of the school, not only in the classrooms, but in all phases of life. flgdffk Qepdftnienf The English Department forms so integral a part of our E.H.S. 'education that it has become the foundation upon which many other branches of school and later life operate. This department is notable for 'the corps of erudite gentlemen who comprise its faculty-3 it is also notorious for the English Reference Book, which is irreverently termed The Grey Gospeln by students who, regard- less of circumstances, maintain strict adherence to all its edicts, laws, and orders, which are better known as rules and definitions. Too much praise cannot be given to Mr. Ravenel, who in his few short years at the helm of the department, has molded it into the outstanding one among Southern preparatory schools. As stated by Mr- Ravenel, the objective of the English Department is to develop in each boy the ability to read with comprehension and a reasonable degree of speed, to cultivate in him an appreciation of good literature, and to give him adequate control over the tools of language so that he may speak and write effectivelyn. Believing that a little learning is a dangerous thing, the llnglishinstructors insure that pupils imbibe magnitudinous quantities of nthe Pierian spring. These imbibings begin with swallows of fundamentals under the tutelage of Mr. Ravenel and Mr. .l. C. Boggs in freshman English. 13 a

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JAMES ROBINSON TAYLOR, SR. BENJAMIN EUGENE HARNLY 9118 W4-stdalc Au-nuc, Swartlnnore, Pennsylvania 338 S. Florida Avenue, Lakeland, Florida HA. Trinity College, University of Pennsylvania BA. Florida Southern College, M.A. Middlebury College. Ewuusn University of Paris Assistant Coach Varsity Football, Head Coach Wrestling. FRENCH Head Coach Varsity Baseball Advisor Fairfax Literary Society, Advisor llramatics joined 1 f11'11lry-H1951 Joined Faculty-1951 LYMAN RANDLETT EMMONS HESLETT KlLl.lN MURRAY 8 Stratford Road, Andover, Massachusetts Episcopal High School. Alexandria, Virginia h'.S. 'lirinity College. Harvard University BA. Kings College University of London. liloLom', MATni:MA1'ics Diploma in Ezluraziun llristol University, .ll.A. Jolm Head Coach 130 Football, Assistant Coach Hopkins University Greenway Raseliall I SPANISH, LATIN joined l m'ulty---1951 Assistant Coach Cake Football, Head Coach Soccer Joined Faculty- 1952 ROBERT EMJL KARLSON RAYMOND KENNETH BUTLER, JR. Episcopal High School, Alexandria, Virginia Front Royal, Virginia A.B. College of William and Mary, Emory University, BA. University of Richmond, George Washington University Middlebury College . LATIN, MATHEMATICS ENGLISH Assistant Coach 130 Football, Head Coach J.V. Basketball Assistant Coach J.V. Football, Assistant Coach Greenway Joined Faculty-1950 liasehall ,luinezl Fzlflllty---1953 FARNHAM WARRINER JOHN CAMPBELL BOCCQ Montrose, Pennsylvania Randolph-Macon Academy, Front Royal, Virginia B'S' Iilaverfflrd College' MA' University of Pennsylvania A.lm'. Duke University, Columbia University ENGLISH EN4,L1sH, SPEECH Research Librarian, Coach Tennis and Squash Assistant Coach J.V. Football Joined Faculty-1954 Joined Faculty-1949 12

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Sophomore English requires the fundamental approach also, and rules and definitions must therefore be memorized once more, and the applica- tion of rules is stressed. Mr. J. R. Taylor, Mr. J. C. Boggs, and Mr- W. R. Deeble hold down the teaching end of second-year English. They teach the basic types and terminology of literature, and introduce the pupils to the works of some major authors. When a pupil reaches junior English, the functional approach is emphasized by his teachers, Mr. R. E. Karlsen. and Mr. Taylor. lt is assumed that the rules of 4'The Grey Gospel have been memorized enough by the junior year that the average idiot will have learned them. Since most E.ll.S. boys are at least average idiots, no memor- ization is required, although application of rules is still stressed considerably. English literature is mafdemafica 1-1- generally surveyed, with occasional brief looks at the historical background. Senior English offers not only a broad look at world literature, but also an introduction to the standards by which literature is judged and appreciated. Unhappily, but necessarily, the students of Mr. Karlson's and Mr. Ravenel's fourth English classes are forced to behold the damnation of their favorite pieces of literature under the critical analyses of the aforementioned pedagogues. Ultimately, however, the student becomes better able to appreciate all the literature the world has to offer. Also, there is a happy excursion into the realm of higher methods of composition 4'Don't say ain't J, which Mr- Karlsen chose to introduce thusly: If you'll pretend to be interested I'll try to look interested toof' A study of early American literature and reams of notes terminate the course. el0al fl'l'lQl'lf Mathematics at E.H.S. consists of a medley of chalk-evading and hours of long, arduous study each day. The chalk-evading is necessitated by the chalk-throwing of Mr. G. V. Tompkins, head of the Math Department, whose theory it is that a well-aimed piece of chalk helps to eliminate false concepts about mathematics. The long hours of study are necessitated by the extensive homework assignments of the mathematics professors. The six members of t-he Math Department of E.H.S. are all top-notch men in their fields, who are more than capable of teaching anything from arithmetic to differential and integral calculus. On account of the necessity for a broad knowledge of mathe- matics in college and in later life, four mathematics credits are required for graduation from E.H.S. As Thomas Edison once said, Genius is one per cent inspiration and ninety-nine per cent perspirationv. Most of the perspiration which is worked up by the pupils of Mr. L. M. McLaughlin, Mr. L. R. Emmons, and Mr. R. K. Butler in Hrst year algebra comes as the result of learning the fundamentals of mathematics. The fundamentals learned in first year algebra are employed in the more elaborate and complex studies of second year algebra. Under the tutoring