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

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A Time To Sing Quality singing groups have long been a tradition at Classical, and much of the credit for the vocal music program’s success belongs to Mr. Paul Robbins. For eight years this veteran music teacher has directed the girls’ and boys’ chorus as well as the choir and the madrigal singers. As if that were not enough, Mr. Robbins also teaches classes in music appreciation and American History which is his ‘second interest.” Mr. Robbins admits with pride that Classical not only has one of the best programs in the area, but also that the program includes 140 students, more than any other high school in the city. Ample proof of the talent in the vocal groups is that all twenty Classical students who auditioned for the Western Massachusetts District Chorus in 1975 were picked to perform. Many Classical singers have voiced their displeasure at the type of music sung. Mr. Robbins explains by saying, “Some students dislike the fact that we don’t sing popular music, but all these students are already familiar with popular music. The purpose of the choral groups is to broaden their knowledge and interest of different forms of music. That is the principal reasons why classical and folk music are used, while popular music is not.” Mr. Francis Baran — science Mrs. Ellen Barkhuff — science Mr. Robert Donovan — shop Mr. Robert Farr — science Mr. Francis Lamoreaux — science 26

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No Fair Peeking! “Fingers on the keys, everyone. Now, begin, a; sl dk fj gh space a; sl ... ”’ All members of Classical’s typing classes are familiar with this greeting which they receive each time they enter room 118. The first thing students are taught by both Miss Dorothy Porter and Miss Velma Jordan is how to type these keys without looking at their hands. Commenting on her initial year as a typing teacher after many years as a home economice instructor, Miss Jordan says, “I like the variety of teaching two different types of courses. Home ec is still fun, but typing makes things more interesting.” When Miss Porter was asked why she hadn't remained a secretary (a job she admits was easier) she confessed, “I like the challenge of teaching best.” Why have a typing course at all at a college preparatory high school? Miss Porter, a Classical teacher for many years, explained it best by saying, ‘This course is a personal typing course. It is designed to help students get ready for college term papers, and it teaches how to set them up. It is not intended to be used as a springboard for a career which requires extensive typing skills. It certainly is as advantage to go to college with the ability to type. In fact, other students might be forced to pay good money to have their papers typed for them.” With the economy the way it is, the typing teachers’ traditional greeting is a good one to respond to. Mr. Euclid Lague — language Mr. Robert Stevens — math Mr. James Walsh — counselor Mrs. Jeanne Wessman — language FACULTY 25

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Science By studying science, Classical students can participate in gaining knowledge by firsthand experimentation instead of the more passive learning situation provided by the sole reading of text- books. Mr. Howard Lynch, chairman of the science department, emphasizes the need for extensive science study as preparation for college and careers in related fields. The advanced physics and biology programs have been espe- cially helpful in this area. Mr. Lynch also adds, “Since we live in a world of science, its study is needed as a matter of general culture, applicable to conser- vation of energy as well as to the use and possible dangers of atomic ener- gy.” Science is also essential to aspects of life to which it is not directly related. As Mrs. Ellen Barkhuff, a science teacher, notes, “It gives students a broad background and trains their minds, while teaching logic and disci- pline.” Both Mr. Lynch and Mrs. Barkhuff have noticed a recent decline in student interest but are encouraged by the high caliber students choosing to pursue the study of science. Art, Shop, and Gym Do you want to see some action classes instead of the lectures and class discus- sions that are supposed to be preparing you for college? Well just come down to the gyms, art rooms, or shops and get involved. As Mr. Joseph Nai, an art teacher, explains, “These non-academic subjects give students an opportunity for creative self-expression, making them more well-rounded. Designed to give students a greater perspective of color and design, Classical’s art courses also provide students with an aware- ness of their surroundings and an ap- preciation of sculptural form which will help them even if they do not be- come “artists.” Despite limited facilities, Classical stu- dents can also “get into action” by tak- ing gym. Mr. Alexander Schmid, a gym teacher, stresses that the physical edu- cation program now includes what are called “carryover sports’ such as ten- nis, volleyball, and golf that can be successfully pursued after a student leaves school. The traditional varsity Gmnrses That Get Us Out From Behind The Books Mr. Joseph Nai — art Mr. Dave Stratton — gym Mrs. Gale Sullivan — science sports, such as wrestling and basket- ball, are interspersed with these new selections to spark enthusiasm. For the mechanically inclined, Classi- cal offers courses in technical drawing and wood shop. These courses, formed primarily for avocational application, acquaint students with the various tools and their uses while encouraging creativity. Mr. Robert Donovan sees increased interest in the shop courses, especially among Classical’s girls. He finds that girls seem to be just as suc- cessful in shop as boys are and find it just as useful later in life. i “ is LETS Mr. Miles Tipton — drivers ed. FACULTY 27