Episcopal High School - Whispers Yearbook (Alexandria, VA)

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of Messrs. Callaway, Emmons. and McLaughlin, the students of second algebra learn the theory and systems of quadratic equations. exponents. progres- sions, the binomial theorem. and logarithms. When second year algebra is completed. an entirely new ty pe of math is taken ups- geometry. Geometry is the world of squares. circles. triangles. and other polygons. ln geometry Messrs. C. V. Tompkins and P. ll. Callaway are successful in teaching the Pythagorean and the four hundred and nineteen other accompanying theorems and corollaries. Every student in fourth mathematics is required to take trigonometry for the first half of the school K year. After finishing trig, each boy must choose between complicated numbers or confusing figures tadvanced algebra or solid geometryl, depending upon which is required by the college that he is planning to enter. Both lVlr. Emmons and Mr. Walker attempt to cram the fundamentals of trig into some of the non-Euclidian minds, with a great deal of success. During the second half of the year. Mr. Emmons handles the figures, while Mr. Walker takes care of the numbers. For the real mathematical geniuses we have fifth and sixth math courses. Both of these, which include analytic geometry and differential and in- tegral calculus, are under the direction of Mr. D. S. Walke1'. ncienf ofanguagefi Shakespeare had little Latin and less Creekf' but the modern student, as he is unlikely to be a second HSwan of Avon. would he ill advised not to take advantage of the comprehensive Ancient Languages program here on the Hill. As well as its being a fine training ground for the mind. who but a Latin or Creek scholar could appreciate e pluribus unzun, lioi polloi, or non illegilinzis carborundum? The pedagogucs of this all-important phase of an E.H.S. education are Mr. R. P. Williams and Mr. R. L. Whittle. lVlr. Williaiiis. who is completing a half century of teaching here, is alone but excellent in the teaching of the three Greek courses offered here. If a student has completed three years under Mr. Williams, he has read Plato and Homer in the original and has done considerable prose composition. Mr. Willialiis also overlaps into the Latin division of the department. of which he is the head. ln this field knowledge of forms and basic grammar are drilled into the student until he has become thoroughly grounded in the basic features of the language, and then ancient authors are taken up in order of difficulty. Considerable attention is 3 . 15

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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

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payed to Latin derivatives and Latin cliches on the top of each page quicken the student,s interest. ln first Latin, Messrs. R. P. Williams, M. F. Williams, and R. K. Butler pound conjugations, declensions, syntax, and vocabulary into the zealous students, who wait eagerly for the time when they can peruse the stirring commentaries of Julius Caesar. This comes in Latin ll, under Mr. R. P. Williams, Mr. Murray, and Mr. Whittle. In Mr. Whittle's nearly 50 years of Latin he has led, Latin I having been conquered, many a student against the Belgae and the Nervii. This course is the cornerstone of Latin, in which refinements are added to the foundation gained in First to enable the student to handle Cicero under Mr. Whittle in Latin Ill. Mr. R. P. Williams teaches fourth, fifth, and sixth Latin to anyone who qualifies, and they are rewarding courses to all who reach this level of proficiency. These higher courses as taught by Mr. Williams, who as we have shown is equally at home in Latin, Greek, or English, cover poetry and drama, and encourage the student to read Latin and Greek on his own. The Launcelot Minor Blackford Medal for excel- lence in Latin is presented each year at Finals. Wo eI I'L CBlI6'l.l'l?Llag'e5 The student who aspires to learn a modern language will find a choice selection from which to choose: French, German, and Spanish. As talented professors are essential to good language courses, E.H.S. is fortunate in having a group of highly capable and fluent instructors, who in- doctrinate their classes with equally fluent propa- ganda concerning the boundless merits of their respective adopted fatherlands. The modern languages are especially important today because of the increased stress placed on foreign affairs. The excellent background a boy receives is also a tremendous help in college, if he wishes to con- tinue his study. The seniors who take Spanish are fortunate to have as their instructors Mr. M. F. Williams for first Spanish and Mr. H. K. Murray for first, second, and third Spanish. These Spanish courses are counted among the hardest- in school, and it is very rare indeed that any of the senors are over 90. The course emphasizes grammar and sentence construction the first two years, but light reading is included, and by the third year students are prepared to brave the rigors of the heavier reading that comprises almost the entire course. Additional excitement is added to the course by Mr. Murrayls excursions into acid sarcasm.