Bridgeton High School - Baconian Yearbook (Bridgeton, NJ)

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FACULTY Q9 I ,269 'rn Z 45. il' ff Y .S .im 4 I, . 4 vb .1- IX ...A I Qi .K vt, Q .Q-L-1 ALMA HUSTED Commercial KENNETH JONES Science VERA JOSLIN Mathematics ARTHUR KELLY Industrial Arts ELIZABETH KIRBY English KATHERINE LODER English EDNA LOEW Home Economics jfs I KARL JACKSON English 0- -I li' i ul, al

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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

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inn. i fix ' -. . f ' EDWIN LOWDEN ELIZABETH LUPTON Physical Education Commercial Hrs. Gibson goes to the board to explain a problem to the fifth period consumer math class. A ll., . ., 9- 'rx' 1 3 A xl N. BERNARD LYNCH GAIL McC7ALLlC'K Physical Education Commcrvilll THOMAS Mc-CLEANE Commercial 7'-4 RITA MCGEI-IH.-KN History ,xv . hx JL X her sister city. Here there was a toleration of only one aim- to train loyal and sturdy citizens. From them we have learned the futility of a program of education which pro- duced citizens cast in one mold of military elliciency and blind patriotism. Teachers today are concerned with the progress of the individual student, with his individual ability, with his individual achieve- ment. We know that each generation has those who have intellectual and moral quali- ties that will inspire the intellectual and moral qualities of others, who will organize and administer our gigantic economic and intellectual machinery, who will invent, create, and produce masterpieces of science and industry far greater than we ever imagined. We believe that it is our respon- Continued on Page 25