Carteret Academy - Carteret Yearbook (Orange, NJ)

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IOSEPH THOMAS ELLIOTT Columbia College, New York A.B. Music Music Appreciation Glee Club MRS. RUTH KELLY SISK Mary Hardin Baylor Bilton,, Texas Newark State College, Union, N. I. Remedial Reading . A' fi 'T? iii? l,r.' ggi . I fa ff! it . , or-, . .wi -.gaaggf K Srar aaaa . ta , - .3 , Q 5. .,K' ' if lA 1 'P . H ff if . 'N'r Q :JEL ' 2. .QSKf'.-'fyfffgifelld EQIP - ' 2 lf. vc :ff f T ' ' L sf? MRS. CALVIN FERRIS Newark State Teachers College Cornell University Second Grade MRS. ELIZABETH A. NIEMANN Longwood College Farmville, Virginia, B.S. Elementary Education First Grade MISS IRENE D. COUGHLAN Montclair State Teachers College Fordham University, B.S. Principal Carteret junior School Sixth Grade M RS. RANDALL PRICE East Stroudsburg State Teachers Col ege Fourth Grade 4 MRS. RUTH P. MAUGER Upsala College, A.B. Fifth Grade 12- .K v MRS. MARTHA AUBERTIN Bloomsbur State Teachers College, B.S. Pennsylvania State Teachers College Columbia University Third Grade

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SENIOR-CLASS OFFICERS President: Daniel Wheeler Vice President: Leonard I. Raitt I if THE SENIOR CLASS AND POST GRADUATES FIRST ROVV, left to right: Robert E. Caccavale, Norman S. Pollack, Stephen S. Hermatiuk, Leonard J. Raitt, Daniel B. Wheeler, Arnold Von Stein, Martin J. Contzius, Tulio M. Potenza. SECOND ROVV: David K. VVard, Ildemaro A. Guillen, David R. Carbacz, Bruce A. Turton, Francis E. Siwiec, Richard I. Secor, Peter R. Olsen, Joseph Palec, Lester A. Levin, VVilliam C. Yarnall, Ir., Richard T. Spear. THIRD ROW: A Challenge to the Class of 1959 -l'-1 Those Carteret students, members of the Class of 1959, who have earnec the right to receive a diploma at Commencement have, as a result of theii achievements, entered formally and ceremonially into the state of becoming educated men. Education, however, does not end here but goes beyond the classroom wall: so recently vacated-yes, far beyond, often as long as life itself persists. During this time your teachers have attempted to provide you with 2 definite program of useful experiences. From mathematics you were made aware of the fundamental concept of numbers, from science certain materia relationships which exist. In other words, a basis was suggested to satisfy youi somewhat intangible desire for culture. The purpose of a language, for example is to put forward the ground work for an exchange of ideas-so you laborec in Latin, French, and Spanish. In addition to the mental training involved you were introduced to the theories expressed by the great men who spoke these tongues. The study of the past as a means of understanding how conditions evolvec to the present, I am sure, was fascinating to you. A history class perhaps dis- cussed the difficulties which had to be overcome during the transition of thc Thirteen Colonies into a United States. On the same day in a class callec Sociology you might have discovered similar obstacles temporarily preventing a United Nations organization. Thus the importance of learning the presen1 from the past becomes strikingly evident. Now some of you did exploratory work in the creative fields of art, music and literature, whereby a means was found for self expression and interpreta- tion of anotheris views. By consistently reacting to this stimulus of your traditional culture there- fore, much wider fields of thought became fertile and the world about yor more rich and interesting.