George Washington Carver Regional High School - Hawk Yearbook (Culpeper, VA)

Page 17 text:

MRS. ALEASE S. HUBB B. S. , Virginia State College Cornell University Science Advisory Council, Guidance Committee Thirteen Years at Carver In Eighth Grade Science, introduced in 1948, the problem of science education is approached from the point of view of environment. The basic scientific theories are developed logically and clearly. The what, how and why of science are inter- preted as an integral and important part of the pupil’s life, his work and his recreation. In order that science may become even more meaningful to the pupils, they are provided with opportunities to participate in classroom and home projects; individual class reports; to learn how to use simple laboratory apparatus through demonstrations and to carry out projects involving outside natural and artificial environmental factors. Another role that Eighth Grade Science plays is to stimulate within the pupils an interest in science to the extent that they will pursue other science courses throughout their high school career. Raymond Orange, Arthur Payne, Diane Rawls, Ivadean Shanks, Calvin Minor, and Julia Waters experiment to find out which is heavier, an equal volume of motor oil or an equal volume of water.

Page 16 text:

MRS. CARRIE MICHIE B. S. , M. S. , Virginia State College University of Virginia Mathematics and Algebra Advisory Council, Scholarship Committee, Vice-Principal Twelve Years at Carver MR. BOBBY CROSSLING B. S. , St. Augustine’s College General Mathematics Football and Baseball Coach Two Years at Carver Classes in arithmetic, algebra, and geometry here at Carver High School have grown from year to year. The school ' s enrollment has been one of ever increasing numbers. Students are encouraged to understand and appreciate the application of mathematics to problems of human progress as the basis of modern technology and improved standards of living. Audio-visual aids, among which may be found metric charts, meter sticks, slide rules, transit, blackboard compasses, and protractors, offer concrete opportunities for progress not given to the early graduates of this school. The study of mathematics should promote for all youth the behaviors of thrift and consumer judgment which lead to financial security and social competence. The arithmetic classes attempt to master the fundamentals but make many applica- tions using the knowledge gained to solve problems found in the home, the market, the bank, etc. Algebra classes broaden and strengthen the fundamental concepts developed in arithmetic and gradually make the transition to a workable transition of the terminology, notation, and symbolism of algebra.

Page 18 text:

MISS ALEASE A. JONES B. S. , Virginia Union University Biology Guidance Committee, Counselor Three Years at Carver Probably the most interesting of all things are the ones which are alive, the plants and the animals. When students study biology, they study the science of living things. They study their structure and life processes, so that they may understand their habits. Each Monday the biology classes go into the laboratory to observe many different kinds of plants and animals. These students are observing the paramecia with the aid of microscopes.