Cathedral Preparatory School - Literulae Yearbook (Erie, PA)

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fi. v 5- - - . , --M ,Q -ww 'mf N . xxx' Left: The former guidance office :ig s p1il',,:..f, J, I 4 fa. .,, Below: What was previously 1 f I rl -r ' if yur.-rf,f,f, A V -r,-, - Guidance Department Endures Adversity As the plans for a computer lah reached the final stages, it became apparent that the lab would displace the Guidance Office. The administration based the decision onthe need to keep down the costs of electrical wiring and the installation of an conditioning. The central location of the rooin satis' fied these considerations and afso provided an additional security feature since it barred access from the outside, This decision, however, affected the Guidance Department quite significantly, It entailed inox na both Father Nowalcs office and the guidance ref, erence rooni. The problem was resofsed alien the dressing rooni offstage was conseiteil into an ef fice for Father Nowak, and the upper part ef Rear-i lO8, which convetitetttls adloined Father S elhce was designated as the Guidance Gftice reference IOOFIT. Having weathered through that inaier inaxe 'fre ,..i Guidance G ji rttowt WG ' c. c -- ff, ance -Xue-T 'D 'er' Jie N A eaatd he 'as .3 sdfr 1' rrtew eas arp: JG reg' 5 s fee'e:afv f'e'11ec: Vs. we The G, ac: ce feng changes s Q git PMQOS Q' . 'ea ln 'J ta ' LSC: SKTL' K w- - qi .-1 l

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Not Terminally lllll iTeraTe lyxwjrull it lite possible for Cl student to have T11 .1 li,r,1tc-dl'ori1 Prep and be Considetecl illiterate? in Prep s lfCtli'llTtillilQITl to e-cellence in educaf t 1j,ri this nightniare seemed impossible. but until this ijt tl wfli t'Ftl't Gtxl'Il7lP Prior to this school year. Prep had no courses in computer prograrnming, in lact, Prep did not even have 131 computer, These deficiencies made the Prep student cjuite susceptible to computer illiteracy. In fact researchers noted that within five or ten ,ears anyone not able to communicate with com' puters would be legally illiterate. This fact, coupled with Preps commitment to prepare its students lor college and the work ing world, led to the introduc- tion of a computer science course in our school. lt meant that Preps students today could prepare to meet the expectations of tomorrow's business ca' FQQT. Miss Maxwell and Father Amy, providing the impetus for launching a successful computer pro- gram, outlined the major objectives of the course. According to Miss Maxwell, the primary purpose yr , A. of the course was to 'linsure that our graduates would be computer literate and fit comfortably into their college program. Such a basic objective did not insure that students would become whizzes at the keyboard - our facilities limited this kind of achievement - rather, it meant that the student would be able to adequately communicate with computers in order to attain basic use of them. This course, like Senior calculus and physics, was not meant to replace the college course, but to intro- duce it. The computer science course also gave the stu- dents an idea of what computers were really like. Miss Maxwell hoped that the course would help each student decide whether computer science was the type of college major for him. Too often a student entered college, enrolled in a certain ma- jor, purchased numerous text books, only to find out that he was not interested in the subject or that the major did not meet his needs and expectations. By being introduced to basic programming, the prospective computer science major would have .J Junior John Kloecker 21lC'Vl 'fJ'l'Tl'i1Y'lf'lll1l'l, r1'.hr- wr,1trhrf5 f 1 4 . 1' :'1f' ' 1'1'r'r1r'1,rlf-r -Jr11i'rhrfi.sl1llslvf-lrirre passiria 24 N :QQ Ta L- . l Y I 1'-1' .ISV TN ' them on to the students some idea of what to expect in a more sophisticat- ed college program. Besides being used for instructional purposes, the computer also provided administrative services such as programming the payroll system, recording attendance and demerits, and filing alumni lists. Miss Maxwell hoped that within the next few years Prep would also be able to process its own report cards. Such practical services, Miss Maxwell noted, not only saved time and effort, but provided stu- dents with hands-on experience since the students themselves wrote some of the programs. Junior Jeff Baron, for example, wrote the attendancefdemerit program, while Freshman Michael Kerner set up the listing of Prep alumni. Senior James Rogers, antici- pating its use in the future, worked on the report card program. ln fact, by the year's end most of the students proved their competence at the terminals. Conse- quently, they went to bed at night without having nightmares about computer illiteracy. Rather, these students easily fell into a sound sleep. They did not even have to count the proverbial sheep, the com' puter was programmed to do it for them. Miss Maxwell ollers some pointers that will hopefully remove the 'lsnagsu from a homework assignment.

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, , Teacher Legends Vxvheri ,ist eil wttdt they remembered most about ilfi.i't'ieilrr.il Prep, most graduates mentioned the ii, .ilm etluiiigitrorw, the championship athletic teams, 'tae rtteitse sfihciigtl spirit, and the abundance of ff-trct Curricular activities. Since most of the time in fi gn school was spent in the classroom, however, most graduates' thoughts turned towards the teachers themselves. Certain teachers, especially, stood out in the minds ot Prep alumni because of their unique qualities as educators. Among these memorable faculty members were Father Kond- Qielsli, Stster Virginia l-lofmann, GSB., Mr. VVenY rick, Miss Makwell, and tvlr. Zambrowski. Combine ing untgue teaching methods, dedication to the students' growth spiritually, academically, and ath- leticallyi, availability for indtvidual guidance, and riilirround school spirit, these teachers have proudly been labeled as teaching legends!! at Cathedral Prep. The first teaching legend most students heard about was Father 'iDuke Kondzielski. While in eighth grade prospective Prep students were al- , rr I i u . , . . tr ill .Ft ,' , pi ' i ttf' - .Ili-ia ' H . Mr. Wenrick tqitttr-f, th - ztutlrtrit liijirly fit fi fall, try rf-lqtiriq one -L f if, 1 ,rf yn , ie., Expecting a student t' : for qirftufrffr Fiihei Diikr'f'ff V 'tiffit ,rt trrr t if-iirlirid l-'lf' fllffn rillrjirrlg the if ' V' i Q- th hint 26 ready familiar wtth terms like liDuke , Nguidancef' and Ubuddiesff After receiving their schedules they eagerly looked to see if they were enrolled in Father Dukes class. More often than not, the un- wary Freshmen would be disappointed, they got Father Kondzielski instead. How soon they learned! Graduating from Prep in l959, Father Kond- gtelski carrie back to teach at his Alma Mater in l967. He wanted to teach Freshmen because they were not radical like their older counterparts and had minds open for growth and suggestions. To Father Kondzielski, an important part of teaching was imparting knowledge to the students. lust as important, though, was making himself avail- able to them. Thus, Father Kondzielski's individual guidance became the hallmark of his teaching ca- reer. Giving up free periods and staying after school, Father Kondzielski would spend time with any student who needed to talk. l-le also made himself available outside of school, students often visited him at his home, HDukeopia, to talk about problems or just chit-chat. Father Kondzielski be- came a close friend to the many students who sought his companionship. These students, affec- tionately known as Hbrowniesn or Hbuddiesf' often popped in on Father Kondzielski years after they had him in class. Father llDuke became a legend lor his closeness to the students, he was a priest and a teacher, but he was also a Ureal person. By the time Prep students became Sophomores, they were introduced to a new teaching legend, Sister Virginia, one of the few remaining nuns at Prep. Teaching at Prep at various times since l946, Sister Virginia has seen both the low and the high points of the school. She remembered when the entire school was packed in the gym for quarter sessions, and the Freshmen had to sit on the floor, but she also witnessed Prep's growth over the years. the addition of classrooms, an auditorium, and a science wing. Through her many years of teaching English, German and forensics lwhich she helped organize in l953l she herself became a hallmark of Prep's commitment to excellence in education. The key to Sister Virginia's success as a teacher was her dedication to the students. Whether it be academically or spiritually, Sister Virginia helped her students fulfill Bishop Gannon's dream for Prep: to produce Christian gentlemen who were equipped with the academic competence to make their mark upon the community. Academically, Sister Virginia believed that Urepetition was the mother of studies. She drilled her students indefatigably in grammar, punctuation, and vocabulary: instilling in them the need to com- 3117 QP 43'