Petersburg High School - Missile Yearbook (Petersburg, VA)

Page 33 text:

Develop Varied Vocations On their arrival at school home economics teachers, Mrs. Dorothy Sears and Mrs. Carolyn Rennie, enter their home away from home. Mrs. Katherine Prince begins her mornings by watering her elephant-earred coleus. Special education class members take time from their usual schedule to make favors for Central State Hospital. 29

Page 32 text:

Technical and Domestic Skills Instruction through experience is the main ob- jective of mechanical drawing, home economics, and special education classes. As complex machinery and modern appliances help formulate our present environment, these classes attempt to familarize the student with the skills necessary to take his place in the mechanical world of tomorrow. Through mechanical drawing instruction the stu- dent develops perception and accuracy. These prin- ciples formulate the basics for a future in drafting or engineering. Future homemaking is important to every girl. Through home economics each girl can receive first hand experience in the domestic arts — sewing, cooking, and housekeeping. In special edu- cation classes certain students receive individual help and guidance in a variety of subjects designed to make them better acquainted with the world and community in wfeich they will be active citizens. In all of these classes each day provides a new experience, a step by step method which culminates in the well-rounded, well-adjusted student. Carlton Tew and Robert Jolly decide to find out if you really meet the nicest people on a Honda. Mike Walker takes advantage of a class day spent outside. The object of his mechanical drawing study is the school. Sewing proves to be an interesting as well as practical skill to home economics student Nancy Gates. 28

Page 34 text:

With interest and determination, DE coordinators, Bob Parr and Charlie Williams, find a job for a new student. His work completed, Carter Murphy reflects that there are not enough hours in the day for a Vocational Coordinator. In preparation for post-high school training in technically oriented fields, students in the Vocational course endeavor to complete a rigorous program which introduces them to the areas of their interest. These students acquire skills which will be lucrative, regardless of the field eventually chosen. The Vo- cational Department strives to fit the aptitudes of the individual to the current demands of business and industry. Unique among Virginia schools is the recently initiated Pre-Technical Vocational Course. This pilot program entails a combination of academics with vocational orientation. The eighth grader may choose manual skills or business directed courses alternating through four different areas of study, each running nine weeks. Students enrolled in this program must carry a full complement of English, mathematics, and science. Further specialization occurs in the ninth grade, where the student concentrates his efforts in only two areas. The freshman must choose as his elective a vocationally related subject. It is hoped that this program will enable students in the first two years of high school to make a logical career choice based on understanding. Beginning with the sophomore year, students spend half their time receiving training in their particular field, while the remainder is taken up with academics. Vocational Administrators Industrial Trai CLASSROOM UOY PLANNIN ' 1 i Filing data on students and their training, Frank Teass, ICT Coordinator, keeps the clearly stated ideals of VICA in mind. 30