Riverheads High School - Dimensions / Colosseum Yearbook (Staunton, VA)

Page 17 text:

jf- . : a.' Lj'(i — — —r— c — — if — - - y 7 . jh | ; ; Nellie Johnson, Judy Shaw, Kay Blackwell, Joyce Johnson, Bonnie Back, Terasa Nuckols, and Mary Belle Smith learn to improvise a safe and comfortable baby bed. Materials used are two chairs, sheets and blankets. Through Experience Girls, like Betty Hutchins, enjoy the spaciousness of the the home economics room, and its conveniences. In the home nursing course, pupils learn how to care for the sick. The course helps them to develop a sense of responsibility in offering aid to injured and unfortunate individuals. In learning through direct experience they, too, can help their community— a capability they will value in later life. Sylvia Davis and Jennifer Ramsey display a beautifully set table in a home economics class. 13

Page 16 text:

Brenda Allman and Linda Lotts learn the art of bread making, while Betty Arehart and Stella Bower demonstrate the importance of a clean kitchen. Homemaking education in high school is concern¬ ed with the application of knowledge to the job of homemaking and family living, and with the growth of individuals as contributing members of the com¬ munity. As the new day dawns girls are being educated as homemakers for the present as well as for the future. A primary goal is the development of basic be¬ liefs concerning the family. These beliefs and skills become more important as society becomes more complex and the family is faced w ith problems affect¬ ing their health, happiness, and economic well being. Opportunities Are Gained The homemaking students learn the importance of each individual's acceptance of responsibility, the value of carefully made plans, and the essence of work well done. The real value of homemaking lies in solving problems. Through home economic ex¬ periences girls gain much of the know how in con¬ structive modes of living in a family group. Linda Stover and Joann Long prepare enticing sandwiches in the home economics room. 12

Page 18 text:

Jack Weiss, Victor Arehart, Roger Armstrong, Sammy Fauber, and Roger Harris, under the instruction of Mr. Hollinger, use the equipment offered to them for constructive work. Skill Is Acquired In The arts of industry are so diversified and so many in number that volumes are written to cover the many skills and jobs included in these areas. Thousands of jobs are listed in dictionaries of occupations that stem from the various phases of industry. In studying industrial arts we attempt to introduce students to a few basic ideas and skills that will be closely connected to many types of industry. We do not expect to train a person to be skilled in any one field, but only to introduce him to these areas and attempt to show him the available possibilities. In some areas of the country, industrial arts has taken on a broader concept in the field of vocational training. When this is possible, students, after hav¬ ing a year of exploratory experience in various fields on industry, can choose one of his interests and pursue that area of study for another three or four years. This often includes double periods where enough time can be spent to achieve a degree of proficiency enabling the student to get a job in the field when leaving high school. Many of these can be followed with further study in technical schools which are becoming more and more available throughout the country. I 14