Bishop Bradley High School - Red and Blue Yearbook (Manchester, NH)

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I l' -f-'-'i OU RG' N PARK lhammna-rs l W .,-INRIA - Ill? Mu, R 4 ni X 'GQ X, 'lil l jk H Q EA gk?-WT 'I V.. 2 .,' Fhflpw ' 1 QV '5 9 '- f ' ,H N j A l' . f i , I -Y Ai l' f ei e ' fe: fa, X L. l E t im?-fd? , ELI!! .X iff : 55 1 'J 7 c cs- 4-L49 f fs-ff 0 till.-- it t if N M.,,,1Ml mf QQ gas, 652 lI'i I954-I955 Even the glitter of awards did not deceive us, in testimony where- of, we present Senior - 305 who allowed sentiment to supercede arithmetic and logic as they bowed aside to permit an underclass to receive first place awards. As classroom procedure settled into its accustomed routine, extra-curricular activities provided outlets for talent. The more articulate among us found opportunity for self-expression in Seven Keys to Baldpatej' We Shall Meet the Dead, and the public speaking contest. In basketball, the accent was on youth and speed. At mid- season, the coaching reins were taken over by the resourceful, capable Brother Amedy who guided the quintet into the semi-finals of the State Tournament. Artists of percussion, wind and string took their places in the band. They shared their musical interpretations with us during the parades, assemblies and every day's third period. Jazzmen among them cultivated our aesthetic sense with free-wheeling cadenzas. The culmination of the musicians' efforts came with this year's Musicale as Mr. Peter Conforti reaped unqualified praise for his organization. Our memories will be of these activities but also of those events, usually unplanned, when, becoming strangers to our homes, we staked out at school preparing for a dance or building scenery for a play. Each senior will weave his own memories, relish the successes of his school and secretly hope that he had a share in them. EHl1Ygi'l..., l ' Til gf-vrem I f I QV? swf dl . M L N-224421 X 22?iWf5fiJ L itil E W. T ,215 YWWDQ

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ultural act! ltl0S In keepin with jc-:Hersonian principles of democracy, we believe there is a natural aristocracy among rneng the grounds of this being virtue and talents. By the measure that we have parti- cipated in the cultural aspects of school life we became aware of this hierarchy. Though culture and education are difficult to circumscribe, they are not indeiinable. They are not snobbishness not aloofness on one hand nor can they be equated with the pedestrian evalua- tion of the adroit technician. Indeed, a fundamental principle of culture is an appreciation for that education having no cash value. The cultured person strives to sharpen his intelligence to see into the complexities of our world and see its order and har- mony. This he may do by science, music, literature. He must be able to adapt himself to his environment and yet control it. And in the train of his continual search for truth will come the beauty and goodness that will be the fulfillment of his being. Then he will have touched wisdom.