Harvard School - Sentinel Yearbook (North Hollywood, CA)

Page 30 text:

Another curious dilemma you will be faced with will be the problem of greet- ing a member of the faculty. You think I've got to say hello to him even though I really don't like him and if he was a student everybody would hate him but he's not, so you greet him cordially and he asks how you are. Well, you want to answer him honestly and say, Well, sir, I feel like a piece of shit, I can't seem to accomplish anything, and I feel like I haven't got a friend in the world. But you don't want to shake' him up because he'll mention it to someone and pretty soon you'll have all kinds of people try- ing to understand you. So you say fine and keep on going. sm-4,1 of .X 26

Page 29 text:

COLETTE J. DEES Foreign Languages B.A. Montana State M.A. U.C.L.A. One Year lm, -1 JON RINNANDER English B.A. University of Pennsylvania M.A. Princeton Three Years I had immense plans, he mut- tered irresolutely. - flfhe Heart of Darkness 25

Page 31 text:

.,q.?? 7H ,kms . Enthusiasm is frowned upon, since it is likely to be noisy. The admiral Cadministrative assistantj had caught a few kids who had caught a few kids who came to school before class, eager to practice on the type- writers. He issued a manifesto forbidding any student in the building before 8:20 or after 3:00 - outside of school hours, students are unauthorized, They are not allowed to remain in a classroom unsupervised by a teacher. They are not allowed to linger in corridors. They are not allowed to speak without raising a hand. They are not allowed to feel too strongly or to laugh too loudly. -from Up the Down Staircase. John Reynolds quotes from an eighteenth century novelist: The boys fil'l into the classroom, and their presence noted by the master. A younger one by name Reginalde was asked to recite his Latin, and his Catechism, and having falter'd his commandments was caned twenty times, with four others as example, to demonstrate the austerity of the master. Familiar images for Harvard School? Not frequently. Obviously the above examples are extreme cases, but at this school we have an extreme, too. While most institutes of learning have interested and helpful instructors, we have something better. The relations between students and faculty . . . what can I say . . . some may hold grudges against the administration, others may reject their fellow students, but I think that all of us realize that our teachers, who are what the leaming bit is all about, are an incredible lot of great people, And this counts inside and out of class. They teach us their subject and we learn it, but we also learn from them as people. Perhaps this is the difference between an instructor and a teacher: the former translates amigo, the later is one. Inside the classroom we submit to the necessary learning facades, outside, though, we'll wine, dine, sport, and joke with our teachers. We enjoy them and they seem to enjoy us. And in this way we must per- ceive the wisdom of Henry Brooks Adams' comment, A teacher affects etemityg he can never tell where his influence stops. - David Theis