Garinger High School - Snips and Cuts Yearbook (Charlotte, NC)

Page 28 text:

Mrs. Frances Hawn Mrs. Georgia Lewis Mrs. Rena Cole Parks Mr. James Edwards Mrs. Flora Huntley Mr. Daniel McNeil Miss Janet Robinson Mrs. Mary Etchison Mr. Fred Ingold Mrs. Jessi Ogburn Mrs. Eunice Wolfe We learn “I wish that clock weren’t in the back of the room.”

Page 27 text:

Miss JoAnn Kirsh Miss Helen MacManus Miss Pauline Owens Miss Ann Peacock Miss Philecta Reinhardt Mrs. Irene Travis Miss Gray Vincent Miss Sarah Wallace Mrs. Jean Withers Mrs. Imogene Yongue “An education does not consist of how many books you read, only how deeply you go into them — like a stream; if you widen it without deepening it, it stays shallow.” Although college book lists often appear to ex¬ press the concept of a wide stream, it is the devoted purpose of the English courses at Garinger to deepen, as well as widen it, at its beginning, middle and end. At its source, the stream offers Greek tragedy and Homeric adventure, both seasoned with applied mythology. As the waters sweep onward, the current increases into contemporary novels by Golding, Hem¬ ingway and Steinbeck. Toward the middle, the waters arc wide into the cycle of American literature, flowing over works by Hawthorne, Poe and Melville. Continually deepening with intensive reading, disc ussion and ex¬ pository departures, this education runs on into re¬ search and experience in style analysis. It is towards the end that the stream runs rapidly and the snags are most frequent and sharp. The studies 3re of man’s nature as expressed in his writings on tragedy, comedy, satire and the Utopian desire. Shake¬ spearean undercurrents line the waters which encom¬ pass Huxley and Swift, Shaw and Chaucer, as well as a remnant of Sophocles. The concern is for a deeper understanding of man, his actions and his reactions, as portrayed in skillfully constructed works by authors who have reigned supreme for just such expoundings as MacBeth, Brave New World, and Canterbury Tales. In the end, this education flows out to widen and deepen the river of life. Being head of the English Department does cause headaches.

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from history 77 “We learn from history that we learn nothing from history.” —George Wilhelm Fredrick Hegel In this concise statement we are able to see the irony of historic events, as it reminds us how men repeatedly have deemed it necessary to war, and then inevitably re-learn the price of defeat, or victory; how they rediscover the frequent burden of loyalty and the seeming futility of rebellion. Still all of this redundancy is not foolishness, but, instead, an insight into the nature of the individual, that he must experience his own hardships, make his own mistakes. Otherwise his existence would become a mere lesson concerning the past affairs of both living and dying. History courses, while covering various materials, all seem to be expos¬ ing this factor of man’s nature and are lessons, not of widom passed on, but of precise examples involving this characteristic. It is this open awareness which is the true wisdom to be gained. Naturally, the more interested students will best see this, but everyone has it laid before him, either to pick up, or walk over. From lessons in obedience and its benefits taught from the Bible, through courses on the development of to¬ day’s world, taught in Current Events, World History and American environment, taught in Economics and Sociology, the student is offered a precious insight he need never and could never obtain through experi¬ ence. Historian Charles A. Beard used this insight to observe the following on the subject of history: “1.) When it gets darkest, the stars come out. 2. ) When a bee steals from a flower it also fertilizes it. 3. ) Whom the gods would destroy, they first make mad with power. 4. ) Though the mills of God grind slowly, yet they grind exceedingly small.” “Mr. Edwards, do you have a heart?” 25