Fairfax High School - Fare Fac Sampler Yearbook (Fairfax, VA)

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Table Of Contents FORWARD 8 ADMINISTRATION 10 CLASSES 34 Seniors 36 Juniors 70 Sophomores 90 Freshmen 108 ATHLETICS 140 Boys’ Sports 146 Girls’ Sports 176 ORGANIZATIONS 188 ACTIVITIES 226 SENIOR DIRECTORY 244 PATRONS 268 ADVERTISEMENTS 269 INDEX. 300 9

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From Many - One . . . High school is the model of man’s world society, the proving ground in which each student must survive and prosper if he hopes to become a useful citizen. It is during his high school years that an adolescent learns that his world must include the company of others; it is during these years that he experiences his first major vic¬ tories and disappointments and learns to accept both in good grace; and it is also during these years that he learns to value himself as a person. He sees his society, not as a mass of senseless, mechanical beings, but as a vital, living community of breathing, feeling people. He is only one in a vast number, but he senses that the quantity is nothing; the quality is all. This man willingly accepts the responsibility of making himself worthy of distinction. He strives continually to develop his character. He observes, he contemplates, and he builds for himself a pattern of ideals. The person who constantly aspires to reach the zenith of his cap¬ abilities represents the epitome of human existence. His is a whole being; his life is rich because, through his efforts toward self-develop¬ ment, he has learned to meet the challenge of the world around him. His efforts to reach an understanding of his world may require intense contemplation; his questions may at times seem unanswerable. But he should never despair, for, by developing himself, he becomes a be¬ ing of supreme significance: he becomes an individual. 8

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ADMINISTRATION “What sculpture is to a block of marble, education is to the soul” —Joseph Addison The artist selects a coarse fragment of stone, rough to the touch, cold to the eye. He takes his chisel and his hammer in hand, and carefully rounds the jagged edges. And the dirty chunk of ugly stone assumes a form; it becomes a creation, molded by his hand, by his mind. It belongs to him alone. It is individual. So does the educator develop the student. He grasps the hollows of the callow mind, and fills the void with knowledge. He delicately probes the soul, seeking to discover its virtues, refining its strengths and encouraging its weaknesses. Thus he molds an individual. His responsibility is sacred, for he is shaping the citizen of to¬ morrow. He is influencing the mind which will determine the fate of society. He is instilling a portion of his experience into that of an¬ other being. And he is enriching his life as well. He is being instructed as he instructs. He is sharing the lives of others as he shares his life with others. He is fulfilling his capacities as he develops the capacities of his students. Learning is a mutual process; each individual can teach his fellow man while he himself is learning. But to a man who dedicates himself to the profession of teaching is due supreme praise. For the develop¬ ment of an individual, like the formation of a masterpiece of sculpture, is a timeless art. 10