Middlebury High School - Middiette Yearbook (Middlebury, IN)

Page 26 text:

Growth of math and science department result of importance in technological world Sandy Mast identifies several geometric forms, basics which will help pave the way in advanced courses. 22 John Hershberger finds precise measurements essential.

Page 25 text:

Joe Ricgsecker (Jose') and Edward Kauffman (Eduardo) consult each other on the meaning of a Spanish word. Miss Hoover made her classes more interesting by explaining many Spanish customs, one of which is the piffata. 21

Page 27 text:

The mathematics curriculam offered courses from general math to algebra and advanced math. Students learned to deal with mathematical concepts. These were visual (geometrical forms such as rectangles and spheres) or imaginary (the square root of minus one). Often students felt the concepts were getting the best of them, but to their surprise, at the end of the year, they were still on top. The main objective of the science courses was to help students see what part science plays in daily life, to enable them to apply this knowledge, and to understand scientific advancement of the age. Science was introduced in junior high through a course of general science. Biology is the study of life; consequently, the biology class studied life forms from amoeba to man. Besides discovering why offspring of two pink petunias can be white, red, or pink, students reared and dissected fruit flies and frogs. Chemistry students developed basic lab techniques through experimentation. Quizzes were inevitable. Pam Miller intently observes a chemical reaction. Independent study introduced a new type of challenge to third and fourth year math students. The questioning look of Kathy Groves receives a ready explanation from Mr. Windbigler, the math and science instructor. 23