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

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Loss Of Tradition? hat’s going to happen to Classical? That was probably a heavy question in the minds of many students this year. ) Plans deciding Classical’s fate had been in circulation for the past ten years. These plans included not only Classical but her partner Technical High School. City officials hoped that Classical and Technical would someday be one school located away from the already crowded downtown area. new school would be needed. Temporary repairs prolonged Classi- cal’s life and kept her in good working condition for many students. But, Classical has reached a point where repairs would be far too numerous and costly: the only option remaining is a new school. The question of what would happen to Classical’s traditional values if it combined with Technical High also preyed heavily on the minds of those associated with the school. Would Classical still be known for her fine curriculum and excellent college prepara- tion? Or, would Classical move toward a more diversified regional high school? For the answer to this and other questions concerning Of course, sad as the idea was, everyone knew that someday a Classical’s future, time must be allowed to take its course. Mrs. Linda Abbott - Math Mrs. Julia Bale - Math Mr. Francis Baran - Science 16 FACULTY AND CURRICULUM Mr. Miguel Ayerue - Spanish Mr. Arthur Barnes - English Mr. Harold Beaupre - Social

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Mr. Gerald Canter - counselor Mrs. Betty Moody - counselor Mr. James Wilkie - counselor Helping To Reach A Goal hom did every student at Classical see at least twice during the school year? Whom did students go to for course “} changes? That’s right, their guidance counselor. Blue White interviewed a few of the counselors to find out just what their job consisted of and to learn what the goals of their job were. They all had different views on the subject but each agreed on the basic purpose of their job. A counselor’s purpose is to try to help students evaluate themselves honestly and to encour- age them to obtain goals within their potential. Among those interviewed was Mrs. Corcoran, a junior counsel- or. She felt her job was important because it contribu ted to the improvement of society by aiding the future generation. Mr. Wat- son, another junior counselor, felt his job was to help students through rough spots and shed realism when needed. Mr. Watson also believed that it was important to be a good listener. Mrs. Cabana, a senior counselor, held the opinion that her job Miss Mary Corcoran - counselor Mrs. Cathlene Smith - counseling office was to serve all the needs of the students. She believed it essential to guide the students through their educational planning and, when ever possible, to ease their financial worries. The freshman and sophomore counselor, Mr. Wilkie, dealt with many new students this year. He considered it important to help them adjust academically and socially to their new school. He thought that patting the student on the back every now and then was good for morale. Blue White also questioned the counselors on the problems faced in their average day at Classical. The answer was that each counselor conferred with an average of fifteen students per day. They aided the students in course selections, reported college information, and tried to help students realize their own goals in life. Along with helping the students, the counselors spent time in discussions with parents, teachers, and administration. They also attacked heaps of paperwork, program changes, and question- naires. But, even though they had busy schedules, the counselors al- ways found time to help a student with problems. 15

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Mr. Henry Brady - English ls English Mr. Mrs. Kathleen Briotta - Michael Burns - Science Mr. John Christie - Music This can’t be the detention hall? Mr. William Conway - Social Rules And Regulations aa) t seemed to many students at Classical this year that along | with the new administration came many new and strict rules. Rumors were circulating the school. Students heard ne if they skipped one period and got caught it meant six hours of detention, while for skipping a whole day, they would receive twelve hours of detention. Another rumor heard around school was that if a student missed more than thirty days of the school year, he would automatically be required to repeat the grade he was in. Blue and White interviewed Miss Ann McCarthy and Mr. James Nodurf, two of Classical’s assistant principals, to learn the truth of the matter. The facts differed greatly from the rumors. A student caught skipping one class received four hours of detention, not six, while a student caught for skipping the entire day was given five hours of detention, not the twelve hours which You skipped a class! the rumor stated. Along with these rules for punishment of skip- ping were regulations for tardiness and detention. As for tardiness, after a student was tardy seven times, a letter was sent home to the parents of the student making them aware of the problem. Ten tardies during the year may have resulted in suspension, depending on the situation. In relation to this, a new rule passed this year stated that any student late five times received an hour of deten- tion. As for priority of detention, a teacher’s detention out-ranked office detention. Students may have felt that four hours detention for skipping a class seemed terribly strict. The administration felt that by being strict with the students who abused privileges, they would discour- age continued abuse and protect the privileges of the good stu- dents. When asked why all these changes were made, Miss Ann McCar- thy stated that the rules were always there, they were just being enforced more. FACULTY 17