Grimsley High School - Whirligig Yearbook (Greensboro, NC)

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infinite worlds of nature and computation Opening wide avenues of learning to many students, mathematics teachers introduced new concepts in every level of computation. Geom¬ etry students saw into the wonders of planes and solids; algebra classes delved into the mysteries of equations, radicals, exponents, and graphs; and in trigonometry the complexi¬ ties of the triangle proved a formidable but intriguing challenge. Seventeen selected students completed the third year of a course in modern algebra and geometry. This year for the first time the second semester of algebra in the spring was followed in the fall by geometry, rather than by Algebra 3. This program was planned to provide a stronger background for further work in the field of mathematics. COMPASS and concentration clarify geometric problems. Page 23

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In science and mathematics students explore REALISTIC models of human organs fascinate advanced biology students. GHS students kept up with the progressive pace in science this year by an increase in the number of science classes, teachers, and equip¬ ment. Upon arriving at Senior High, sopho¬ mores were introduced to the science depart¬ ment with a year of biology, while juniors and seniors who had acquired a real interest in science moved on to advanced biology, chemistry, and physics. Advanced biology students could easily be recognized by the portable gardens they carried to every class. Chemistry and physics students seemed to wear an expression of wonder and amazement whenever they felt that a mysterious “un¬ known or a baffling problem had been solved. EXPERIMEINTS verify chemical properties of elements. Pace 22

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Majority of GHS students study foreign languages HILL HUDSON good- naturedly enacts the part of “el gordo” — the fat man. Conversing in French or Spanish or translat¬ ing Caesar and Cicero, over three-fourths of the students at GHS furthered their study of foreign languages. With a language, they learned about a country’s culture and history and discovered its contributions to the worlds of art, music, literature, and philosophy. Soon the development and derivation of our own language from foreign tongues became evi¬ dent, and students realized the logic of master¬ ing the Romance languages. The laboratory, only a year old, was in constant use, providing a means for students to compare their pronunciation and intonation with that of a native speaker. The teachers, too, valued the lab, for they heard the students’ individual mistakes and gave each person more special attention. MASTERY of foreign languages comes through imita¬ tion of native speakers in modern language laboratory. Page 24