Horace Mann Lincoln High School - Lincolnian Yearbook (New York, NY)

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The candlestick maker The movie's purpose was to illustrate, to teachers, the processof cooper- ative planning. Its effects and results were many. Our planning committees and and evaluation techniques, used effectively throughout the year, were now tested in practice. In a sense we were being tested, for the whole method of planning this movie involved our ability to cooperate. Lights - action - camera! --- Glamour. The idea was attractive, but there was real work involved. We were an ambitious group, out to make a first rate movie, a movie with a point. But hold on! What did we know? Script writing, editing, camera techniques and movie makeup were all foreign to us. We had to start somewhere, so we set up a steering committee. The library and the arts and music departments served as excellent resources for background material that none of us had and all of us needed. Technological employment Page 46

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J are ' in for Mr. Berger guides a planning committee meeting. and economize on lighting. To compensate for the deficit, Rd Horowitz suggested that Morty Zolotow hock his jacket. Beyond the bounds of Core, some of us were precocious. Joel, Noel, and the Eddies - Prenowitz and Rock - forged ahead in calculus and nu- clear physics. Welmd several advanced language students. We won't easily forget Mr. Mirick's N.Y. Central railroad ride, Mr. Hunter's cockroach class, or Mr. Donchian and his struggle for democracy in the classroom. In February we took over Highlights. With Pat as guiding light, Mark and Muni as right and left hand men, the issues started rolling along. Carl Wagner found his elementas feature editor. AllcH'our budding journalists appreciated the paper. Mr. Adkins let the cat out of the bag about Miss White. So it was not a complete surprise when she returned from a week's vacation with M.W.C. on her handbag. Among the student teachers, we had McConnell, a long drink of water with hay on top, who thinks that capitalism is just a form of socialism, Bowler, whohas had previous experiencewiiJxMr. Berger, and Mr. Donchian's Impola, who tactfully owns a Modern Library edition of War and Peace. Then it came! Through the doors, through the windows, through Donchian and Berger, it saturated homerooms, classrooms, Core, even the 'glob of timen. Script writing, more writingand rewriting ---the movie! The big question: Who is photogenic? Page 45

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Creative expression We weren't too sure where to begin, but by the following Monday, every in- dividual had written his ideas in the form of a script. These were incorporated and boiled down until we finally had two scripts. We presented them to the In- stitute CHorace Mann-Lincoln Institute for School Experimentationj. They se- lected one script, but when we finished rewriting it, we found that it was a combination of the two. More rehashing by the writing committee followed. Light- ing, make-up, art, and technical committees were a vital part of the production. The publications committee mimeographed the entire job. Film conference: Mrs. Campbell reserves judgement Page 47