Coughlin High School - Breidlin Yearbook (Wilkes Barre, PA)

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Table of Contents Dedication .V.. ...... Administration ,,..,..... Senior Class ...... Iunior Class ....,, Sophomore Class , Freshman Class ,. Seventh and Eighth Grades, .o,o.. Clubs ooo,,o... Sports ,, o.oo

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CLE . N Y-z.. -4:1 a- X5fif't 5 2. fs :ff am-. Wfff,-511-ifxf P-'ii '5-'Tig- f I iii? -- Hiviitfif-261 flf'-T 13-iwgaaiep 5:12 ng-1' .4 :af Ezekffzasa 5151: .QQEIL-E33 55-.jg-5. L z:s2e'f- 9-2559? aww 'iiiilf 11:3 3.12: :,7 .fy:'n- I .-i IAMES M. COUGHLIN HIGH SCHOOL WILKES-BARRE, PENNSYLVANIA Member N. S. P. A. three 1 1 I

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7 1 X1 ,,,.. if . fr .. , ,bog 5' af r' ll L k , wil it fy' fwlilxifm A . . 4,-'Eh' -' fs jfief, . 262 , -, -v 'f 1 -W -'ff - .. r .- We N'.f!5'i ar' f 5151? ,dvrlf f its A x,,. fs -ff e ,I ' x ff f I , . lt is custom often to give some alliterative and complimentary title to the ' athletic teams and other groups who represent a school. Traditionally we, in this high school have been called Crusaders . From this cognomen came the inspiration for our theme of the Breidlin of 1951. K Through the centuries, the patterns of education have been altered, but ' ,ti If 'Af' the principles of truth upon which all education is based do not change. f-.,' F -e 'w Q 'fasuff 323, .e..?f'Fe.iQ'.. ' f' -f I, , x '.,,.5 w, -4, -.3 N ,, l V Avg: '57-'gn I X. ..m.V,g,Uq4n ii-hh lg J.-.,?'l',1 , 11 . - 4, t ,f .1 ,- --, ,, , f 12, , ' ' gap. J! L' tv. .,f L. I ' '- . ' U., '-1 1 ' '.- H' . YE ' . :iff ' wi .51 -. im '-, fa' 'fr -' we ' :E ' :ef fy.-. ..f,i.v . .K ll ' ENV l 'sf H5 58 tiv,glt'xf,fl ' .7 - iff 'a A -t . - V, . tu. ., 7 , I I, . , , -7.55. 5 - 1 -Qi A , , ' i A uf . 1 , . + -Q. Q vt I 131-1' tt-1222 R ' l .. ff AJR W? fx in t w 5 4215 . - 's -, txiiiifff 5Pf5fw5!ifr31s'ms12g7 f Vt? :wi rl X. 'W 1, I. V .H V -.N .. i L4 1 s 1 H34 ,557 116- iw, EW, .n,:,.,, Ia, je' -,I ., v. Q v A 1 ' f x .. 4 it E M11 ' -, ., ,Q + ggast ' saw 'Q sz 1 'I Z .4 A8 5 ,L if misfit ffg 142.9 'K l .., ' 'af -- ' .: gg: '. . f' ' X X ' 'f 4fl..? .-X-' - .f'..' 'S 1 'sf' '95 'A WX -5-'.2 - . fr +7 ? 4 9 - R' In atm it .. .a-fs Q- f gn: it 32.19,-e xx. 5 -f 1, '- IQ .fa 14' X f Q1 -2'5,f.i,,s-!' 5 'if' ., --f 1.5. . 1 gf' ' lla 12' 'Z- Sr -1-1 ' 5 fi, I. fx? 342-' 1 ltr' + - I N: 3,151 6.1.5 , , 44 'lisp 1. .l .g at 5 1-ei Ai. wi. ' :ll ' 551ffzfm':W' -72 . . . ,, ,, A if , .t . gg fl X H 35. -a ' '1. :' If ' - ' 'l' ' .ff 'A L,-, Y ' . lckf' if 151, 3' f W. .A .S Y' ', 14 . 'J 1' 'A if ll. r 1- ' 'ff 'YV' Ml A The educational pattern of the Middle Ages, for instance, was created by a way of life called feudalism. A part of the design of this pattern was the system known as chivalry. Imagine a young fearless crusader, trained in the ways of courage, honor, and courtesy, about to set forth upon a guest to far-distant lands. He was not always a fearless warrior, for only seven or eight years earlier he had been a humble page in some great household. Only by years of effort and study and devotion had he proved himself worthy of knighthood. As he went forth, though he was untried, he faced life un- afraid because he had been well educated in the arts and skills necessary to meet his life experiences. He knew he would risk his life defending the ideals in which he believed. Yet, his courage was high, and his faith was strong, he set out, confident in his future. The chivalric ideal, though the pattern is changed, still inspires us, and, though our pattern of education differs from that of the medieval crusader, we feel that our school has educated us well so that we go out equipped with knowledge and strength and faith to meet the challenge of the modern chaotic world. five