Hudson High School - Hornet Yearbook (Hudson, NC)

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Math Developed Logical Thoughts ' Instructions in mechanical drawing from Dr. Rabina were found most helpful by Pat Pitts, Larry Crump, Merja Lehto, Sandra Nelson, and Janice Alley. Mr. Larry Douglas Overbay B. S. , A. S. T. C. General Math, Algebra I Dr. Manuel J. Rabins Ph. D. University of Havana General mathematics, Algebra I, Il, and III, plain and unified geometry, and m e ch an i c al drawing were the math courses offered to the students at Hudson. Eighty mechanically-inclined stu- dents enrolled in one of four c 1 a s s e s. This universal industrial language was a different type of challenge for the stu- dents. Bi s e ct i ng a straight line, six planes of projection, graphical symbols, and cylinders were terms that the stu- dents became well- acquainted with. Inadequacy was a word be fitting many students as they faced unified ge- ometry. This course was designed to help the student reason and think deep- ly. Problems consisted of different fig- ures which gave the students the back- ground needed to better complete their algebraic needs. Cubs Mr. W. D. Short Spanish I, Mechanical Drawing B. S., A. S. T. C., Mr. Samuel B. Travis I, II Algebra II, III, Trigonometry M.A. , A. S. T. C. Advisor to: Chess Club, Spanish Solid Geometry Algebra I, II, Contemporary Club Advisor to: F. T. A. Geometry 20

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in Modern Development Linda Smith and Carolyn Kincaid found reference b o ok s, a type- writer, and India ink necessities in preparing the plant and animal classification system. Mr. joseph F. Oliver M. A. , A. S. T. C. Chemistry, Physics As long as man has been on earth, he has studies himself and his environ- ment. His curiosity led him first to determine his order and then to try and explain why there was such an order. As the science instructors at Hudson pre- pared the ir lectures and experiments, they trusted that th e y could originate more curiosity so that s c i e n t i fi c re- search and discoveries would continue in the minds of their pupils. Students in general science classes were ctu'ious and asked many varieties of questions that arose in every aspect of their lives. They gained an important knowledge from their classroom work and from participating in many experi- ments. Aristotle and Linnus became famil- iar names as sophomores searched for leaves, insects, and then attempted to classifythem by their biological names. The night before the deadline for these collections was somewhat hectic. There was always a missing bug and the dis- covery that a spider was classed as an Arachnida rather than Insecta. Physics and chemistry were advanc- ed science courses. Physics dealt with p h e n o m e n a which pertained to all classes of m atte r as long as they re- mained free of chemical change. Chemistry dealt with matter in the world, its makeup, and how this matter was constructed. From these c l a s s e s came students who were enriched with a better under- standing of their daily environment, human behavior, and universe. .19 These hands diligently performed the dissecting of the frog which was a long awaited dread of sophomores.

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and Mental Alertness Hesitant freshmen found no by-pass and no substitution for general math as they filled out their four-year plan. Algebra I and II were very impor- tant in the curriculum since one year of math was required for graduation and two or more for college entrance. The solving of equations, both written and numerical, was a greater task than was expected by most students. During the year stud e nts grasped the knowledge laid before them and were capable of taking more advanced course s at the completion of Algebra II. Miss Donna Elizabeth Gilley B. S. , A. S. T. C. A B , Lenoir Rhyne General Math, Algebra I Algebra I, II - ..., ,,.. - mwmawmmr., if an mamwxwmssxsesw mx A .zmesrr W.awwwamz:avssfsfuessnsmssfwfssssmmzzezuzzrvfares, 1: 1