Bridgeton High School - Baconian Yearbook (Bridgeton, NJ)

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wk-A F CULTY -4' ' A :L .gr .. ' gif , '-inf! 'lf ,..,. E J A K Qi S JULIA GIBSON Mathematics x ELIZABFTH GLOSS Art CARL GRAY Science -af MARGARET GRAY Guidance WALTER GRAY Science 1 , in pt Q 'J' ,- IRVING GREENBERG Social Science 'I I' JOSEPH GUERRA ' Driver Education , ' QXX I RODNEY GIBSON Industrial Arts In

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EA ALICE ELWELL LAURENCE ELWELL GEORGE FIELD English Industrial Arts Mrs, Contino holds the attention of seniors as she lectures on the background of English literature. ID. X lc .-'I lv' gulf' CARMELA FIORI Social Science Commercial cf' BERYL FRENCH LeROY GARRISON Mathematics Commercial men are doing now. He must cultivate in himself a critical and imaginative faculty which is never content with what is and which leads him to form new independent judgments and to build his own philosophy of life. Both of these attitudes we find in ancient Greece where freedom of thought and ex- pression were encouraged, where democracy as a political ideal was practiced, where arts and letters were created, where science flowered and flourished. Like those of the classic Greeks, part of our educational practices. are conservative. We train our young children in the tradi- tional customs of our country, state, and community. We teach them the time-honored facts about our history, our heroes, our Continzlcd on Page 21

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X 145, ink JK-x ' .-I 1 CHARLES HARRIS EDWIN HARRIS LAURENCE HENDERSON ELIZABETH HENINGER Science Mathematics Industrial Arts Science, Social Science it ' 'ex I4 Q5 .K 09' :figs '.1 in Electrons fly as chemistry students watch Miss Sut- ton begin demonstrating the methods of coordinate- covalent bonding. n , v' ' -v ' N uf.: n , ,QQ xi' 8 . .. ...Q , x., I ' , , .nv x., , tu . ,L - -A .Bl 5, ANN HOTCHKISS JEAN HOYER Commercial Physical Education inheritance from the past. We drill our pupils in the fundamentals of reading, writ- ing, and arithmeticg we give them training in drawing, music, and spo1'ts. We aim to develop not only the mind but the body as well, to produce healthy, emotionally well behaved young men and women. And, like the ancient Greeks, we offer advanced instruction in mathematics, rheto- ric, science, and fine arts to those young people who are financially able and mentally capable of continuing their education beyond the elementary stage. Athens, the center of liberal learning, provided courses in litera- ture, oratory, and philosophy not unlike those provided for academic students today. Sparta, however, developed an educational pattern that contrasted sharply with that of Continued on Page 23