West Mecklenburg High School - Tomahawk Yearbook (Charlotte, NC)

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In Spanish, Paul Outlaw uses the laboratory equipment, which gives language students an opportunity to practice conversa- tion and pronunciation. Linda Stall, a third-year Latin student, explains a complicated sentence which stresses certain grammatical functions. Language Department Adds Latin III, French III By means of laboratory instruction, visual aids, and classroom instruction, the foreign language teachers of West Mecklenburg gave thorough in- struction in their respective languages. This year they exhibited an improved and broadened curricu- lum. Each language course not only gave instruction in grammar but also provided the students with an adequate background of the language’s history. Such background subjects as history and literature supplemented the direct study of the languages. For the first time Latin and French were offered in advanced third-year courses. These courses af- forded the students a chance to go further into a language and gave them a better background of literature. Two years of Spanish were offered. Latin’s first two years dealt mainly with grammar and translations of selections from Caesar. The third-year course presented translations from Cae- sar, Cicero, Gellius, and other noted Latin scholars. Students in all Latin classes were responsible for a project. Students in the third-year course took time out to discuss the lives of many authors who wrote the material which they translated. They discussed the styles of these authors and the conditions of Rome during the period in which the authors lived. The first two years of French dealt with gram- mar and usage. The advanced course entailed more difficult translations and introduced the students to French literature and French philosophy. The two years of Spanish offered the students an opportunity to obtain an adequate background of grammar and experience in translation. Showing their French projects of artwork are Linda Hutchinson and Helena Hinson. Page 29

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English Prepares for Accurate Communication Communicating accurately one’s thoughts to an- other person requires mastery of his native tongue. Functions of substantives, punctuation, agreement, reference, diction—these and other phases of gram- mar are presented in our English courses because they contain the rules governing the English lan- guage. In English II intensive work on sentence structure, punctuation, and vocabulary prepares the student for the writing which he will be required to do. Sophomores write short compositions at the be- ginning of the year and longer ones during the latter part of the year. English Il emphasizes types of world literature. Such works as Silas Marner, Idylls of the King, and Julius Caesar are read. Sophomore English student Phyllis Warren explains various grammar functions and sentence structures. Jimmy Ashe and Vicky Johnston study Greek mythology, a memorable part of senior English. | J Page 28 Junior English continues intensive study in gram- mar, punctuation and vocabulary. Juniors study the development of literature in America. Beginning with colonial writers, students trace the progress of American literature in relation to the changes that took place as America passed through the phases of its history. Finally, they sample more modern works such as The Red Badge of Courage, Our Town, and In the Zone. Research projects in Greek drama and Greek mythology are undertaken by seniors. In addition, they delve into English literature with emphasis placed on the works of Shakespeare, Milton, and Chaucer. They continue to work with a detailed course of grammar and they write at least one term paper. Miss Browder, a student teacher in Mr. Pearson’s English III class, checks Sandra Teague’s test.

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One of the major fields of study at West is math- ematics. It is needed not only in many science courses but also for future study and use. Courses suitable for nearly every student are offered. Algebra | and II, by presenting the rudimentary techniques for manipulating and solving algebraic equations, give students both knowledge with in- trinsic value and principles on which to base further algebra study. Rational and irrational numbers, in- equalities, logarithms, and polynomials are a few topics studied in these courses. Since most college-bound students are required to take a year of geometry, this course is important. Logical thinking is a major factor in this more dif- ficult course in which postulates, axioms, and later theorems are used to help solve problems. Students who plan to enter the business field find the course of business math very helpful. In this course fundamental principles of math, which will be of particular help in the business field, are taught. Newly introduced this year, trigonometry and modern algebra provide students with a more ad- vanced and exacting course. It affords a firm and comprehensive background of mathematics. Sets eases and numbers, circular functions, linear and quad- Gaining experience on the slide rule in her business math ratic functions, and logarithmic functions are some class is Delores Faile. of the concepts explained in this course. Math Courses Encourage Logical Reasoning In modern algebra and trigonometry, Mrs. Shannon explains Wayne Stowe graphs a linear equation, one of the various con- the circular functions to Mike Mosteller. structions undertaken in geometry. Bes BSe se aes Page 30