Jefferson High School - Acorn Yearbook (Roanoke, VA)

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.. + Group Activities In these pages, 12-18, we present to you pictures that illustrate the work of students in our school. (Page 12, upper left.) In the LIBRARY J. Baggett and G. Eliott look up publication sources in The Reader's Guide, an important aid to all students doing research. At Jefferson we have a choice of FRENCH, LATIN, or SPANISH. The study of a foreign language promotes straight thinking and draws us closer to our world friends. It gives us new ways of expressing our feelings. The next picture shows Madame Fallwell explaining verb endings to her third year French students. Jefferson is one of the few high schools to offer four years of Latin, which we feel is the basis for all languages and an essential in translation of modern romance languages. Lower left, Miss Johnson explains a translation to her Caesar class. Three big releated fields are BIOLOGY, PHYSICS and CHEMISTRY. PHYSICS is the study of heat, light, sound, elec- tricity and mechanics, understanding techniques of experiments and nature of proof, always trying to prove a theory or to work problems. To illustrate, Mr. Harker shows the mechanics of an angle of refraction to L. P. Roberts, B. White, J. Walker, P. Hammond and S. Heslep. CHEMISTRY is the study of the composition of matter. Our long hours of study to prove an idea right are often accompanied by horrible odors, ghastly colors and the fear that something has gone wrong. Using a special ‘‘code”’ unfamiliar to non-Chem students, P. McVeigh, N. Havens, J. Akers and P. Drott are working on an interesting experiment. These three sciences em- phasize to us the value of knowing and understanding our enviornment. They make us appreciate the great world of, as yet unexplored, science, of which we ALG TeVenIsO, a part: Compasses, pencils and numbers are important tools of all MATH classes. Here we apply what we learn to our daily lives and to the possibilities of our future. 5. Angle in the center right photo explains to his class the construction of his problem. The study of ENGLISH gives each Jeffite a better appreciation of the world literature as well as a knowl- edge of grammar usage and speech. S. Lunsford, D. Labson and D. Altizer examine what they fondly hope is a model of Macbeth’s fortress on Dun- sinane Hill.

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Homework, Themes .. . Many courses are offered at Jefferson—courses for college- bound students, for professional workers and for homemakers training us to take our places in daily life, in Roanoke and in America. Not everyone can take all—business, vocational, academic and general courses—but Jefferson offers whatever subjects are needed by each person. The 1957 Jeffite doesn’t realize how lucky he is, compared with a student in the 1890’s. Now certain subjects in the basic fields are required for graduation. To make up the remaining 16 credits, the Jeffite may take electives of his own choosing. This was not the case in the early days of Roanoke High School. In 1894, for example, all courses taught were required for graduation. These included four years of Latin through Virgil, three years of German, two years of French, four years each of History, English and Mathematics, and both Physics and Chemistry. Thus an Academic or college preparatory schedule was the only one available for the high school student. If a pupil could not measure up to these prescribed requirements or if he felt that the curriculum offered did not prepare him for earning a livelihood, his only alternative was to drop out of high school. Because educators have realized that the public schools have an obligation to all youth—not just to the college- bound group—they have arranged, through the years, an ever-widening curriculum. We are very grateful for this understanding and provision for our needs. First a Com- mercial Department was added; in 1909, the first small library. In subsequent years we have been offered oppor- tunity for study in other Vocational fields such as Welding, Auto Mechanics, Electricity, Graphic Arts, Woodworking and Metal Craft, Homemaking, Distributive Education, where students combine school work with active down-town experience, receiving both school credits and salary, Physical Education, in which we learn not only calesthenics but or- ganized sports and folk dancing, and receive training in rules of health and first aid. In addition, we now have opportunity to take lessons in Art and Music, in instrumental, choral or appreciation classes. We sincerely feel that our participa- tion in the many aspects of the modern high school curriculum make us more aware of our opportunities and more cognizant of our responsibilities as young adults.

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Written Lessons... MUSIC CLASSES train our minds to appreciate different types of music— Classical, Jazz or Popular. By increasing our knowledge and by practice, we develop our abilities, understanding and enjoying of music as a serious study or as a recreation. The top picture shows Mr. White giving instruction to clarinet players R. Coverstone, J. Prillaman, G. Kelly and L. Crouch. Transferring one’s feelings to the canvas helps us to develop creative ability. Besides offering instruc- tion, the ART department is frequently called on for pictures for the Yearbook, Magazine, Newspaper, props for assem- blies and plays, campaign signs, festival decorations and so on. Imaginative minds find a way to express themselves, as we see four art students sketching from life. A. Booth takes her turn as model. HISTORY, a study of man’s actions through time, gives us a basis of under- standing of not only our country’s development but of that of our whole ONE WORLD. We continually resolve to preserve our American heritage as we study how dearly it has been achieved. In the lower picture, C. Huffman points out a Virginia city being studied to Mrs. Field, V. Rogers, B. Davis and members of the class. In D. E. the students learn the principles of selling, display, stock-