Gilman School - Cynosure Yearbook (Baltimore, MD)

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0l SIXTH FORM: Seated: Buck, E, Second Vice President; Anderson, D., Secretary; Father, P., President; Irwin, Treasurer; Johnson, R., First Vice President. Second Row: Kain; Green, R.; Zeigler; Farber, R.; Sheff; Hopkins; Iliff; Means; Hart, J.; Ingalls, G. S. Third Row: Davis, M.; Reynolds; Chapin, P.; Veale; Morris; Haas; Millstone; Hendrix; Lloyd. Fourth Row: Price, Owens, R; Baker, R.; Naquin, D.; Wurts; Kolodner; Moore, J.; Deford, C.; Legg, B.; Jones, C. Fifth Row: Robins; Cook; Miller, R.; Leonard; Foster; Michelson; Tevis; Hart, 0.; Rich; Campbell, E.; Cover. Sixth Row: McCarty; Bore; Harriman; Stanton, M. J.; Wasserman; Klinefelter; Sachs; Baetjer, Ha.; Perry; Riepe, G. M. S. Seventh Row': Hendin; Koman; Marcus; Crocker; Curtis, R.; Fulford; Koester; McCleary. Eighth Row: Klimt; Qabazard; Hoffman; Tumulty; Boland; Novak, E. R; Grady; Gibbons-Neff. Absent: Dell

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1966 ANNUAL FAREWELL On entering Gilman, not one of the members of the Class of 1966 could possibly have imag- ined. what was in store for him during his at- tendance here. Now, as we leave, we remember vaguely those things that happened to us here long ago, and more clearly the events of our last few years. Within a relatively short time we will forget the details of our experiences here, and we may even forget some of the experiences themselves. When the details become dim, we will begin to see the true meaning of our edu- cation here. As we look back now, Gilman has meant many different things; we see a collection of often completely unrelated memories. We recall the major hardships we once dreaded: finishing a term paper at four in the morning, studying until exhaustion for exams, and the like. We also recall less important tbut still unpleasantl tasks, such as serving demerits, waiting at lunch, and studying boring material. We all have had let-downs during our affiliation with Gilman. Everyone has at one time or another lost a big,r game or match, or failed an important test. While we still remember our failures and the resulting anxieties: the bitter taste will fade with time. Similarly, we will remember the gratifying experiences we have all had, and their mean- ing to us; scoring:r high on an exam, winning a tough and important game7 receiving an athletic, scholastic, or service award, or winning a club or class election. These events Certainly caused elation when they occurred, but as time passes, the excitement will wear off; our memories of them will grow dimmer. The accomplishments of the class also form a part of the total experience. All of us have participated in school, class, or Club projects: the Circus, the Hopkins Project, the Tutorial Project, the Revue, the plays, and many other undertakings. Such group accomplishments are now separate memories, but will merge in a short time with recollections from other areas of school life. All of us remember the academic program, athletics, Clubs, extracurricular projects, work jobs, and other major activities, all of which comprise what we can call lgThe Gilman System? It is hard for us to understand fully the institu- tion of which we are tlproducts? because when we think of Gilman, we think of one or another of our experiences either good or bad. As we grow older, however, as we come to know more about ourselves, our capabilities7 our values, and our goals, and as our memories of Gilman begin to blend, we will gradually become aware of what Gilman, as a total influence, has meant to 115.