Classical High School - Blue and White Yearbook (Springfield, MA)

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Emphasis: Semantics and Logic Semantics and Logic is an English course that An enthusiasm, which is also shared by her introduces the student to aspects of the human classmates, is clearly indicated by Betsy Posnick’s communication process. It is designed to help the remarks on the course: “It’s great! The course is student to begin to learn how to communicate effectively really stimulating. The devoted teacher and the with others. interested students in the class are responsible for Mr. Henry Brady explains, ‘‘the course is a study of that. I’m glad I took Semantics and Logic.” the human factor in assigning meaning to words. This senior elective, like others, has proved to be Meaning lies within the person, not the word. A successful. For the last four years it has shown to be specific word or gesture is used to convey the message a popular course. And, as indicated by students’ from one brain to another; and there are many pitfalls comments, it will probably remain an interesting and in between. If the student grasps the nature of this a popularly satisfying course. communication process, he or she will use it more effectively. A higher degree of meaningful communication results.” The logic aspect of the course is ptimarily treated as a means of checking arguments and other reasoning processes. The student’s goal is to learn how to check and verify a line of reasoning. The theory of mathematical logic is introduced into the course to serve as acomplement to the as pects of logical reasoning. In general, students like the course because it is different and relevant. A. Marc Soukiasian feels that the course is ‘difficult yet interesting. At times the concepts seem confusing, but the problem eventually clears up. Semantics and Logic is actually a course in psychology that deals with the logical mind in the process of communicating with others.” Mrs. Olmeda — clerk Mr. Richard Pare — math Mrs. Olmeda Mr. Richard Pare FACULTY 21

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eh LTT) LT) Mrs. Betty Moody Dr. Philip Miller — language “Classical High School, because it is an inner city school, has a unique opportunity to demonstrate that the students who come to it from every section of the city and from every walk of life can learn together to excel in the course of study which prepare a student for the intellectual life of a university.’ Miss Virginia Mills — English Mrs. Diane Mollaghan — English Dr. Philip Miller N Mr. James Nodurf Mrs. Mary Mushok Mrs. Betty Moody — counselor “Each of us has his own meaningful goal, and that’s ok.” Mrs. Mary Mushok — math Mr. Joseph Nai-— art “T find teaching at Classical, the inner city school, a live vibrant experience. Mr. James Nodurf — math Mr. James O’Donnell — science Dr. Vincent O’Keeffe — music Mr. James O’Donnell

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Mr. Allan Peck Miss Lorraine Plasse Mr. Allan Peck — math “Who says we don’t have any fun here?”’ Mr. Richard Pervonga — English Mr. James Phaneuf — math Mrs. Laurie Pieterse — English Miss Lorraine Plasse — English “Tf the idea of an ‘inner city school’ scares some people, it is obvious that they don’t know about Classical, where the problems of going to school in a city are most often offset by the unique benefits of our envi- ronment.” Mr. Richard Pervonga Mr. James Podworski — English Mrs. Erline Provost — science “Our students will hopefully grow into adults who will be more tolerant of the diversity among people, and who will appreciate the city and try to renew and preserve this heritage.” Miss Teresa Regina — English “The city, built by many, offers the student a record of his personal and national history. The new and old, existing side by side, reminds us of who we are and where we are going.” Mr. Paul Robbins — music Mr. James Phaneuf Mr. James Podworski Miss Teresa Regina Mrs. Laurie Pieterse ha Mr. Paul Robbins