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

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Future Craftsmen Study The Industrial Arts George James carefully measures and trims wood as he works on his project in Wood Shop. Since prehistoric times, man has labored to develop the skill needed to use a simple tool. Keep- ing this fact in mind, MHS has nurtured a progressive Industrial Arts Department whose chief aims are to develop Mitchell's students in the manual arts skills and introduce them to the workings of many of man's most basic machines. Mr. Woodrow Wagoner and Mr. Duane Crim shared the responsibility for teaching a wide variety of Industrial Arts courses. Beginning Drawing intro- duced students to the fundamentals of mechanical sketches involved in building. The boys applied these fundamentals by drawing floor plans and blueprints to scale in the Advanced Drawing class. Students in the metal and wood Shops learned skills in the construction of wood and metal products. They used these skills to make hammers, c-clamps, desks, and cedar chests. After learning the functions and parts of a motor the Auto Mechanics class worked on different types of engines and machinery. Electronics was one of the most interesting new courses included in the Industrial Arts curriculum this year. This introductory course acquainted stu- dents with the fundamentals of electrical equipment as well as with the general concepts of the field of electronics. Mr. Crirn and his Metal Shop students watch a demonstration given by joe Rayhill. Accuracy is the objective of Bill Yother as he begins a mechanical drawing.

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Depends Upon The Careful Study Of Science And Math was Mr. Huffman's algebra II students put problems on the board before beginning a class discussion. li... as While several boys work at the board, Mr. Garrett helps those at their seats by answering questions. Mr, Garrett gives a general math student explicit instructions and explanations about the next day's assignments. In today's world mathematics is being stressed more than ever before. MHS has a selection of math courses which allows any student to take four consecu- tive years of math in order to prepare for the increas- ing demands of the Twentieth Century. The first math course offered in this sequence is Algebra I. All Mitchell High School freshmen are required to take algebra or general mathg and, for those students who intend to major in mathematics, algebra is a must. This introductory course aids the beginning student in learning theories necessary for future algebraic courses. Advancing to Algebra II, the sophomore reviews all information gained the year before and goes on to become better acquainted with algebraic manipula- tions as well as some of their practical applications. Geometry is then presented to the math major or any other student wishing to participate in a course dealing with geometric logic. Learning the usefulness of concise definitions and close observations, the geometry student may apply the newly acquired know- ledge to everyday problems. Seniors may take one semester of Sr. Math and one semester of Trigonometry. In Senior Math, the advanced student relates his previous studies to a more definite objective and increases his knowledge in this field. Trig. further acquaints the student with the many functions of the triangle and the relations between these studies and a world dominated by science.

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Exploratory Teachers Study Possible Future Roles Exploratory teachers FrontRow.' Linda Smith, Sheila Paige, Marilyn Bowden. Row 2: Barbara Terry, Becky Daugherty, Mary Ringle. Mary Ringle and Marilyn Bowden gather books at the last minute before going to their elementary classes. Row 31 Vicki Holt, james Pierce, and Bob Caudellj hope for a future career in teaching. Exploratory teaching was introduced for the first time this year. Offered to seniors only, this was a course for those students who hope to make teaching their career. Exploratory teaching gave these future instructors an opportunity to go into the classrooms of the local elementary schools and observe teaching pro- cedures actually in use. The course received a great deal of interest, and several people enrolled in it. g The exploratory teaching course began in Octo- ber, with nine seniors going for one hour a day to Bur- ris, Emerson, or Riley schools. Having selected the grade they wanted to observe, the seniors were intro- duced to their sponsoring teacher and the children of his classroom. For the first few weeks, the manage- ment of the class, the teacher, and the students were closely observed. Gradually the nine seniors came to know the names of the children in their respective grades, the general make-up and attitudes of each, and the disciplines practiced. In addition to the above, these prospective teach- ers became familiar with the extra tasks to which a teacher must attend, from calculating lunch money to decorating bulletin boards. When he and the sponsor- ing teacher felt he was ready, each exploratory teacher was accorded the chance to take over the classroom and instruct the students. This was done following the examples of his sponsoring teacher but, at the same time, using some of his own methods. Exploratory teaching allowed nine seniors to dis- cover the qualities requisite for a career in teaching. Each recognized the effect a teacher has upon his pupils and found out whether or not he wanted this responsibility. Finding this course challenging as well as fun, the first year exploratory teachers felt that it was a success. -