Middlebury High School - Middiette Yearbook (Middlebury, IN)

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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

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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.

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Keeping the mind occupied while taking an Occupations test was found to be hard tedious work, even by Jolm Swartzentruber. Occupational guidance pointed to future Mr. J. Marvin Nafzigcr, guidance counselor, sought to guide students in their choosing colleges and occupations through many methods. Xhc basic assumption behind occupational guidance is that the future need not be a blank wall for any individual. The freshman class learned that the objective of the course was not to choose the line of work that the student was to enter, but to give him ideas about various and sundry jobs, and to encourage him to do research on occupations that were the most interesting. Proficient methods used to achieve the objective were: viewing occupational films, hearing various speakers, studying the textbook; being tested to find what skills with which one may be endowed, analyzing one's personality, and learning the proper way to apply for a job. Knowledge of the many opportunities available helped students make their own decisions about future occupations or at least offered them something firm on which to build. 24