Mitchell High School - Gold and Blue Yearbook (Mitchell, IN)

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The MHS Library - Headquarters Of Central Information The Mitchell High School library served students well during the entire school year. The library, more than a quiet place to study, was a whole galaxy of adventure to challenge each student who passed through its wide double doors. Assembled on its shelves were the most up-to-date reference materials, a collection of more than 4000 titles, 40 current peri- odicals, and educational displays of all kinds. The MHS library was the academic hub ofthe en- tire schoolg and as such, its use was constantly en- couraged by the faculty. Thus many students visited this literary environment under the compulsion of ful- filling a daily assignment in English, history, or science. But far more entered voluntarily with the in- tent of selecting from among the newly arrived novels for leisure reading. Whatever his reasons for going to the library were, however, each felt that the experi- ence had enriched him in some way and that he had added to his own personal knowledge. To aid the students in gaining this knowledge, Miss Blanche Boyd, school librarian, with her staff of student helpers was ever ready. Early in the year, through instructive slides and informative lectures, Miss Boyd introduced students to the uses and serv- ices of the MHS library. The student librarians as- sisted her by directing literary-minded pupils to the card catalogue, checking out books, and carefully re- shelving returned books. With this help and the expert guidance of Miss Boyd, students found the library to be an excellent center in which to find materials to enrich classroom assignments and in which to browse for interesting publications to read in spare moments. Following the advice of the bulletin board in the background, Judy Poole looks for a book in the card catalogue. Front Row: Ronnie Reynolds, jackie Reynolds, Terry Sanders, Rita King, Susan Anderson. Row 2: Larry Robertson, joe Conley, Dennis Dor- sett, Debbie Baker, Judy Pace, Frank Silvers, Miss Boyd, Gary Hawkins.

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Spanish And Latin Emphasize The Use Uf New Tongues One man can establish communication among people of other countries and his own when he learns to speak their language and gains a knowledge of their culture and civilization. MHS made an attempt at improving this type of communication by offering two years of Latin and two years of Spanish to its students. In the Latin classes pronunciation and conjuga- tion were continually studied. Thus, the ground-work was laid for a thorough study of the language. Facts about Roman history provided these students with a base from which to go on into fields of Roman culture and philosophy. This type of study added greatly to their understanding of present-day law and govern- ment. The application of a working Latin vocabulary proved invaluable to these students when achievement tests came around because Latin loan words and Eng- lish derivatives measurably increased their test per- formance. A completely new and different way of learning Spanish was introduced, and the Spanish students made use of new equipment which added greatly to their interest in the study. In addition to learning the language itself, many of the customs of the people of Spanish-speaking nations became familiar to the students through films and books. As a result of this varied study, the MHS halls rang with Spanish stu- dents greeting each other with phrases such as hola or vamanos . Being able to use the knowledge gained in future language study was only one of the many benefits gained by students through the study of either Latin or Spanish. This knowledge provided a step toward bet- ter understanding between other countries and their own and each student received enriching information about improving this bond. P' By explaining a difficult lesson on the blackboard, Mrs. Knight clears up many questions for Latin Il students. Using part of the Spanish class's new equipment, Mrs. Cox narrates Mrs. Knight is pleased by her class's attention as she assigns and an informative film for her Spanish l students. explains the lesson for the following day.

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Social Studies Revive The Past And Explain The Present A 21 Surveying his class during a free discussion time, Mr. Henry Polson listens to the studentscomments. World Organization student jim jolliff gives an interesting oral report on one of the world's conflicts. Senior government students wait patiently in line to analyze their six-weeks grades. .V 1-1231- Social studies was an integral part of everyone's education at Mitchell High School. This study allowed students to look at the many aspects of the world they would someday inherit. Mitchell High School students began these courses in the sophomore year with World History. This course provided an extensive look at the world from the time of prehistoric man to the present age of space travel. Continuing their study with United States History, they were presented with a look at the past and present happenings in our own country. Later as Seniors, they received one semester of gov- ernment, which concentrated on the Constitution and how it is applied as well as a semester of economics which discussed matters ranging from the gross nation- al product to the price of canned goods at local stores. To supplement these requisite courses, World Geography, Latin American History, and World Organization, were electives open to MHS students. The geography course attempted to show the relation- ship between man's environment and his political, social, and economical institutions. Latin American History introduced its students to Americas neigh- bors to the south and their many problems. World Organization was broader in scope in that it explained the development of the various types of governments and cultures of the entire world. Thus, social studies provided the opportunity needed for young people to gain an insight into the various cultures of our world, how they originated, and how they function.