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

Page 32 text:

28 Mrs. Laurie Pieterse - English Mr. Baron McDuffee - Counselor At the end of each school year, Classical students chose at least four courses for the coming year. These courses ranged from Advanced Physics to Art 1 to Math 4s. The reason for the wide diversity of courses is that in the society of today, students must have a wide education in order to support themselves in a successive future. Years ago, students had to take Latin, whereas today it was a choice students made. Students were also required to take English, Math, a Foreign Language, Science, and American History, just as today. There wasn’t a wide diversity of levels in each subject, however, as there was today. French, for example, came in 1,2,2),2ja,3,3x,3xa,4x,4m, and French Conversation and writing. Thus, a particular French course was suitable for any and all students. In offering the diversification of courses to students, the students were allowed to work at the best pace for themselves. They were also urged to deal with what they did best through their selection of interesting courses. Course diversification did not only benefit the students academically, but the freedom of choosing his own courses may have helped him to overcome his boredom with school life. STAFF Mr. James Phaneuf - Math Mr. Adam Montagna - Custodian Mrs. Erline Provost - Science Course Diversification a tsi a Joanne Spinelli diversifies her courses.

Page 31 text:

Distridbutive Education Jackie Coleman knows her business. Mr. Daniel Meder -Social Mr. James O’Donnell - Science Dr. Philip Miller - Language Over the decade more and more students at Classical have enrolled in general courses. With the increase in students new and different courses were added. This year the newest program added to the curriculum was Distributive Education. Distributive Education is primarily for general students; however, college preparatory students should be able to take this course in the future. Distributive Education dealt with teaching students in business related fields. Companies, such as Bradlees and Steigers, provided jobs for students. The qualified individuals worked about 15 hours a week. In addition to the pay they were graded on their performances on the job, as well as in the classroom. Managers and Mrs. Ann Henry, teacher of Distributive Education, evaluated students. In the classroom students were also responsible for written and class work. Distributive Education was held for double periods. During this time span students were taught how to fill out check stubs, sales slips, and other basic items in the business field. For the 40 students who took this course, it gave them an idea of how business operates. This type of course was beneficial for students because of the knowledge they gained about business. Hopefully in the future more programs, like this, will be added to the curriculum at Classical. oe Mrs. Mary Mushok - Math

Page 33 text:

Mr. Richard Ricci - Science Miss Teresa Regina - English Mr. Paul Robbins - Music Miss Linda Rozzi - Math Mrs. Elizabeth Latham - Clerk Mr. Alexander Schmid - Gym Although its walls were erumbling, its paint was peeling : and its plaster was falling, the faculty felt there was a What Do They Think? positive future in store for Classical High. Through learning to blend what was good from the past with what is relevant for the future, Mr. John Sawyer saw a good future for the school. This idea of blending the past with the future seemed to have been the key in the development of the newest program at Classical — Distrubitive Education. In looking ahead into the future, faculty members saw the need to educate students in the field of business. Thus, the students involved in the course, could graduate with some preparations for a career in business. Also viewed in the future was a renaissance of the liberal arts and a decrease of general courses. Although the percentage of the general students enrolled at Classical had increased over the decade, Mr. David Macomber felt a decrease would begin, and more college preparatory students would head toward the liberal arts again. As for Mr. Robert Smith’s opinion of the future of Classical High, he felt that Classical would not have a future unless a decision was soon made about the building. Since over the decade, proposals and suggestions concerning the renovation or rebuilding of Classical High School continually arose and fell, Mr. Smith felt nothing could be said or done about the future without a sturdy building to work with. However, since Classical was always noted as a fine Is this the future of Classical? college preparatory school, a slightly deteriorating building certainly will not affect the reputation it has always had. STAFF 29