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Page 20 text:
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Kathleen G. Delaney Director of Vocational Education The editors and staff ot the 1976 Gryphon proudly and appreciatively dedicate this yearbook to the woman who for forty years has given of her services to the education of the youth of Greater Lowell, Miss Kathleen G. Delaney. First, at Lowell Trade and Vocational High School and then, here at the Regional, Miss Delaney has served the community as an outstanding ex- ample of both a teacher and administrator. Miss Delaney was widely known for her expertise, thoroughness, leadership, and professionalism in Voca- tional Education. Her philosophy was based on respect for the indiv idual, lots of hard work and loyalty to her school. Throughout her professional career, Miss Delaney’s thoughts and unending efforts were concentrated on her students and her school. She stood for excellence in Vocational Educa- tion and honesty in her relations with people. Truly, Miss Delaney is the Regional’s Woman of the Year. The Administration, Faculty, Staff, student body and her many former students join in wishing her joy and happiness in the years to come. 16
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Page 21 text:
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Mary J. Kennedy Social Studies Elizabeth A. Hamblett Home Arts Let him above all adopt the attitude of a parent towards his pupils and think of himself as taking the place of those who have committed their children to his charge. He should neither be vicious himself, nor tolerate vice in others. He should be strict without being gloomy, genial without being slack; otherwise the first quality will make him disliked, the second will bring him into contempt. He should have much to say on what is good and honourable; for the more he advises, the less he will punish. He must not be prone to anger, though at the same time he should not ignore faults that need correction; he should be straightforward in his teaching, ready to take trouble, assiduous but not ex- cessively so. He should willingly reply to questions, and should himself question those who do not ask. In praising the compositions of his pupils he should be neither grudging nor effusive; the former causes a distaste for work, the latter complacency. In correcting faults he must not be harsh and certainly not insulting; there are some teachers whose re- bukes give the impression of dislike, and this has the effect of discouraging many from study . . . Pupils rightly instructed regard their teacher with affection and respect. And it is scarcely possible to say how much more willingly we imitate those whom we like. — Quintilian 17
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