Provo High School - Provost Yearbook (Provo, UT)

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BERT ASAY — American Problems, World History. Sophomore counselor. U.N. Club chairman, caps and gowns. KAY M. WILLIAMS — World History. Sponsor of Sophomore Class as- Mr. Crabb explains to Peter Oleson and Judy Ritz some questions they missed on a test. Jun- sembly, and sophomore Class parties. iors found the American history books never-ending, especially when studying for a test. LEE CRABB — American History, Commercial Law. Chairman Social Science Department, Projection Club sponsor. KENNETH E. WEIGHT — World History. PA announcements, Assembly committee chairman and activity cards. THEODORE HAYNES—World History Sponsor of Sophomore Class Assembly and parties, sponsor of Projection Club. —21—

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MILTON NELSON — World History American History. Finances of Provottian, judge speech activities, soph, sponsor. GLEN A. PATTEN — World History, American History. United Nations Club, and Junior Class Assembly and parties. LEON ROWLEY — American History, Practical English and English IV. Honor society, sponsor Junior Class Prom. Pupils Gain Respect for their Heritage Larry Loveridge and Kerry Lee proudly display their projects for history. Students are encouraged to make projects relative to their studies. INTO I HE HISTORY and social studies classes they, a motley collection of students, turned their steps. For one period every day they learned about the things that made, were making, and were going to make history. They spanned the gulf of time from Athens and the Civil War to the latest dances or hit songs. BUT THE STUDENTS found out that history didn’t all come out of the textbook. Their rooms were decorated with charts, maps, and posters. Their hours were filled with important dates, men and places. They also listened to tapes, saw films, and gave oral reports for the class. They made journals, worked on committees, and wrote special research papers. AS TIME WENT ON, they became more aware of how important history was. With the new phrases and terms they had learned, they were better able to understand the events of today. AS SOPHOMORES, they took world history. Their studies ranged from prehistoric man to World War II. They learned about the world’s people and their relationships with each other. AMERICAN HISTORY was studied by juniors. Their study was not limited to events but included the basic issues, treatises, and documents of the day. They developed a greater sense of loyalty and respect for their country. -20-

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Adele Buckwalter helps Ronald Gardner check out a book on reading day in their English class. Students were to read several books each term. STRUGGLING WITH NOUNS, verbs, book reports, themes, Shakespeare, and exams were all a part of the students’ daily life at Provo High School. Since English was a required subject, all of the student body took an active part in learning about our language. Courses in Practical English, English II, III, IV, and an advanced placement class were offered. Students who planned to attend college after graduation found that these courses would be especially helpful and necessary later on. SOPHOMORES SOON discovered that English was a very complex language. Ordinary everyday speech proved to be a complicated network of diagrams. Literature, as well as grammar, had its place in the English II classes. The world of Shakespeare was introduced to tenth graders, particularly his well-known Julius Caesar. They also read a novel about miserly Silas Marner whose life was completely changed. JUNIORS LEARNED that reading for the author’s purpose and universal truth made interpretive literature more meaningful. They became familiar with the works of such famous authors as Poe and Hawthorne. Our Town was the play which they studied. They also read novels each term, memorized grammatical definitions and rules, and learned more about the basal parts of the sentence, and the eight parts of speech. “OUT, OUT BRIEF CANDLE.” sounded familiar to all the seniors who studied Macbeth. They also learned how to develop thesis statements and continued to practice writing themes— trying, of course, to perfect them. Many hours were spent by the seniors in compiling notes and ideas to prepare their research papers. Languages Develop Creative Thinking PAUL LLOYD — Spanish, Retail Merchandising. Sponsor Spanish and Dcca clubs. School Spirit chairman. SHIRLF.Y THOMAS — English IV. Graduate of Brigham Young University, second year of teaching at Provo High. FRANK WILLES — English II and English III. Junior Class Assembly and parties, corrects Provost copy. —22—