Lowell High School - Lowellian Yearbook (Lowell, IN)

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science math L. to R.: Michael Hynes, Lawrence Ouwenga, Jack Rees, William Weiand, Omer Beeching, and Jack Ford The Science and Math Department is a unit in name only as both groups oper¬ ate autonomously under Mr. Grabill. The science division is one of the stabl¬ est groups in the school, moving steadily forward toward new goals while avoiding the pitfalls of rapid change. Already, the open lab concept is an integral part of the science cur¬ riculum and, with the adoption of new texts this year, more is being done with process oriented and group discovery method. In keeping with the ideals of the inductive method, our resident scientists emphasize depth rather than breadth in curriculum planning. In con¬ trast to science ' s resolute growth, the Math Department has attempted sev¬ eral daring programs in an attempt to provide our math students with the best possible program. Because of the in¬ dividualistic nature of the math person¬ nel, the innovations of the Math Department have been varied and inter¬ esting. As one might predict, with this type of highly experimental program, everything has not been peaches and cream; there have been some failures along with the triumphs. The math peo¬ ple are now beginning to investigate the fields of practical mathematics and sta¬ tistics and probabilities with an eye to providing for the heeds of more stu¬ dents at more levels of interest and abil¬ ity. 24 1 AM ACADEMIC

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SITTINC, L. to R.: Keith McCloud, Thomas Wilson, Barbara Foss, Hazel Nichols, Vivian Hile. STANDING, David Hunt, James Emmhizer, and Ruth Keithley. The English Department is enjoying its first year of togetherness in many years. They are all scheduled into the area around the English Resource Cen¬ ter, and this has contributed to a more effective program. One of the newest innovations in the department has been the use of programmed grammar at freshman, sophomore, and junior levels that has enabled students to learn fun¬ damentals of grammar at their own speed. Visitors pausing to listen at vari¬ ous classes have heard active discus¬ sions being led by students themselves on Billy Budd, The Scarlet Letter, Mar¬ tian Chronicles, Romeo and uliet, Sid- dhartha, The Pearl, Canterbury Tales, and many other classic and contempo¬ rary works. Reaction to the classes by the students themselves have ranged from I hate English to English is my favorite class . All in all, the English Dept, has had great success with their new program. I AM ACADEMIC 23

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guidance L. R.: Elaine Bever, Mr. Earnest, Lee Perry, and Arline Vandermark. A not uncommon occurance during the school day is the sight of an obviously disturbed student rushing up the south stairs, past the administrative offices, and into the guidance office, for it is here that students take their problems. The personnel in this office is trained to handle every sort of perplexity from cross sectioning, to dropping out, to personal problems, to the tears of a young lady. The Guidance Department is the haven of the worried and dis¬ traught. It is the center of schedule con¬ flicts; it is a sounding board for students who have had it with a teacher. Here there is sympathy and understanding and a solution. But the guidance office is much more than the crying towel of the school; it handles testing and record keeping for the staff. It is in this small office that teachers may go to find out more about the students. Discussion of problems by counselors and teachers leads many times to a better classroom situation for both the teacher and the student. It is through the guidance pro¬ gram also that students with special needs and abilities may find suitable programs and opportunities through special education programs and infor¬ mation on post-high school education. The guidance office, then, is the par¬ ent of the student services. I AM ACADEMIC 2S