1967 MHS Faculty

 

Institutional Profile: Faculty and Curriculum Structure (1967)

1. Executive Overview: The Academic Landscape of 1967

The 1967 faculty composition of this institution captures a significant inflection point in the history of American secondary education. This profile reflects a transitional era where the curriculum sought to preserve the traditional foundations of the liberal arts while simultaneously integrating the burgeoning vocational and specialized programs necessitated by the technical demands of the late 20th century. As an archival record, this document serves to formalize the school’s instructional departments and support systems, providing a structural map of the pedagogical environment. By examining the professional credentials and departmental roles preserved in the 1967 record, we can reconstruct the strategic balance of an institution committed to both classical literacy and modern career readiness. This landscape begins with the core academic departments that served as the primary foundation for the student experience.

2. Core Academic Departments: Language Arts and Social Studies

In the mid-to-late 1960s, the humanities functioned as the central vehicle for student literacy and civic engagement. The Language Arts and Social Studies departments were not merely instructional blocks but were designed to cultivate the critical thinking necessary for a democratic society. The visual record from 1967 depicts educators like Virginia Shafer and Arch G. Wooddell in active, document-heavy environments—Shafer at a desk laden with student compositions and Wooddell in a classroom setting—underscoring the labor-intensive nature of humanistic instruction during this period.

Language Arts and Social Studies Faculty

Faculty Member	Subject Area	Educational Background
Virginia Shafer	English	A.B., Glenville State College
Mary Skaggs	English 7 & 8	A.B., Glenville State, Fairmont State, Davis and Elkins
Francis Mc Elwee	English and Latin	A.B., Hampden-Sydney, Davis and Elkins, West Virginia University, Marshall University
Carolyn Kerr	English	B.M., West Virginia University
Arch G. Wooddell	Social Studies	B.S., West Virginia University
Dale Lee Bennett	Mathematics and Social Studies	A.B., M.A., Tennessee Temple, Glenville State, West Virginia University

The institution maximized its instructional flexibility through the use of cross-disciplinary faculty. This is most notably evidenced by Francis Mc Elwee, whose dual competency in English and the classical rigors of Latin bridged the gap between modern and ancient literacies. Similarly, the role of Dale Lee Bennett demonstrates the high standards of the era’s "versatile" educator; his M.A. from West Virginia University provided the graduate-level expertise necessary to pivot between Social Studies and Mathematics, ensuring institutional agility without sacrificing academic depth. This foundational focus on the "human" element of education prepared students for the increasingly technical rigor found in the STEM disciplines.

3. STEM Disciplines: Science and Mathematics

The strategic importance of Science and Mathematics in 1967 cannot be overstated, as American schools worked to address the era’s intensified focus on technical competency following the Space Age. The faculty in these departments brought a sophisticated blend of regional training and out-of-state academic influence to the classroom.

• Madaline Mc Neill (Science): B.S., Concord College, Davis and Elkins, Glenville State. The archival imagery shows her in a focused classroom setting, reflecting the hands-on laboratory culture of the time.
• Sidney L. Goodwyn (Science): B.S., Bluefield State, DePauw University [sic: Depaw], George Peabody Teacher's College, West Virginia University. Notably, Mr. Goodwyn’s background includes George Peabody Teacher's College, then a premier national institution for educator training.
• Leslie Gehauf (Mathematics): A.B., Marshall University, Miami University. Mr. Gehauf is pictured in the record providing direct instruction at a desk, embodying the personal mentorship model of the 1960s mathematics curriculum.
• Dale Lee Bennett (Mathematics): A.B., M.A., Tennessee Temple, Glenville State, West Virginia University. As noted in his Social Studies role, his Master of Science training likely informed the quantitative precision required for his mathematics instruction.

The STEM faculty’s backgrounds illustrate a significant geographical footprint. By contrasting the local pipelines of Glenville State and Bluefield State with the "Big Ten" influence of Miami University and the elite pedagogical standards of George Peabody, the institution ensured a curriculum informed by both regional needs and national scientific standards. This theoretical foundation in the sciences provided a natural bridge to the school’s practical, career-oriented vocational programs.

4. Vocational and Specialized Instructional Programs

The 1967 curriculum prioritized Vocational and Specialized programs—Agriculture, Home Economics, and Commerce—to provide students with immediate post-secondary career paths. These programs were essential for an institution serving a community that valued both academic achievement and practical mastery.

The effectiveness of these departments was rooted in the specialized professional expertise of the staff:

• Leeta B. Killingsworth (Vocational Home Economics I-II): While the record does not specify a singular degree, her extensive institutional training at West Virginia University, Marshall, and Purdue University indicates a high degree of "import" expertise brought into the regional setting, particularly from a prominent land-grant institution like Purdue.
• Orr Lee Mc Mann (Agriculture): B.S., M.S., Potomac State, West Virginia University. The presence of a Master of Science (M.S.) in the Agriculture department is a key differentiator, signifying an advanced level of professional and technical knowledge that elevated agricultural study from basic farming to scientific management.
• Anna Lee Dean (Commerce): A.B., Marshall University. Pictured at her desk in the visual record, Ms. Dean served as the primary architect of the school's business and clerical training.

These specialized roles allowed the school to provide a comprehensive education that addressed the economic realities of the 1960s. This commitment to the "whole student" extended beyond the classroom into the essential support and extracurricular roles that maintained the school’s vitality.

5. Athletics, Arts, and Institutional Support Services

The 1967 educational model recognized that school spirit, physical health, and a well-maintained physical plant were strategically necessary for a successful learning environment. The staff in these roles were vital to the organizational cohesion of the school.

• Elmer C. Friel (Athletics): Holding a B.A. from West Virginia University, Potomac State, and New Mexico Highland, Mr. Friel’s credentials reflect a multi-state perspective on physical education and athletic discipline.
• James S. Brill (Band): B.S., M.A., George Peabody College, West Virginia University. His graduate-level credentials from the prestigious George Peabody College underscore the school’s commitment to high-standard performing arts.
• Joe Schumaker (Janitor): As the designated Janitor, Mr. Schumaker’s presence in the archival record acknowledges the indispensable role of support staff in school operations.
• Edith May (Faculty): With an extensive academic background spanning Shenandoah, Marshall, Ohio State, and Concord State, Ms. May brought further "Big Ten" influence from Ohio State. Though her primary subject is not listed, her broad institutional training reflects the high caliber of the general faculty.

These roles ensured that the school functioned as more than an academic factory; it was a community center that fostered artistic expression and physical development, all within a facility maintained to a professional standard.

6. Institutional Synthesis: Faculty Credentials and Geographical Footprint

A synthesis of the 1967 faculty data reveals a clear organizational identity. West Virginia University, Marshall University, and Glenville State College served as the primary "pipeline" institutions, creating a unified regional pedagogical culture. However, this local foundation was strategically "cross-pollinated" by faculty who brought credentials from out-of-state institutions like Purdue, Ohio State, DePauw, and Miami University, as well as the elite teacher training of George Peabody College.

The resulting structure was one of calculated balance, weighing the academic rigors of English, Latin, and Mathematics against the life-skill preparation of Agriculture, Commerce, and Home Economics. This faculty profile stands as a definitive snapshot of an institution that successfully balanced regional roots with national professional standards, providing a comprehensive educational model during a transformative era in American history.