Montpelier High School - Record Yearbook (Montpelier, VT)

Page 12 text:

Stuart Bradley George Brown French Head Coach of Football Bertha Conkling Robert Cromey Homemaking Ancient History, World History CURRICULUM AND FACULTY recognize that the teacher’s desire to help us is con- tinuous. Our success depends on our constantly chang- ing attitude toward our studies. For an appreciation of our teachers, we must seek more than is presented to us in the day’s curriculum. We can gain much from our outside associations with our teachers. If we show an interest in their opinions, we will find that they take an interest in our feelings. These relationships can both enrich our lives and lead to a greater awareness of the purpose of school for us. Putnam Clayton Geometry, Math Mrs. Illingworth—Life is too intense to let it flit away. Mr. Beck—The intelligent young mind needs careful direction.

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CURRICULUM AND FACULTY Dorothy Allen Librarian Linda Amsden English Paul Anderson Music Peter Beck Alan Blakeman English Geography, Economics Stanley Bond Donald Bowles V. S. History Industrial Arts Mr. Rocchio—A man who grasps life in its entirety yet never fails to question it. Somewhere in the maze that is the hu- man mind, there is an ill-defined shape, an intimation of what is to be, a clue to some future reality. This is the material a teacher must work with in the fulfillment of his design. A teacher must put this raw material through a subtle and envel- oping process, painstakingly and de- votedly. This material is inherent in each one of us, and it is upon us that this transfor- mation has been worked. Sometimes, we have been blind. We have not always recognized this process as one of even- tual improvement for ourselves. We have seen our teachers as tormentors. Too often, we have adopted this attitude in defense, not wishing to admit that we are as yet unfinished creatures, needing the skilled hand of the craftsman. At other times we have been realistic, and a feel- ing of comradeship, of readiness to be instructed, has accelerated us toward our common goal. Although our goals differ, it does not matter whether our ideal be the beauty of literature, fluency in a language, the precision of a mathematical formula, an appreciation of the past, or the acquisi- tion of some skill for future use. We must Mr. Seaver—The mind is never still. . . . let there be four faculties in the soul—reason answering to the highest, understanding to the second, faith (or conviction) to the third, and perception of shadows to the last. . . —Plato 1

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Harlan Farnsworth Math, Algebra Mrs. Allen—A gentle lady whose interest and hard work is to our continuous benefit. CURRICULUM AND FACULTY At times, all of us have had a glimpse into the inner sanctum of that rare being, the teacher. We have been affected by his devotion to us, his pain at our uncer- tainties and weaknesses, his delight in our accomplish- ments. But more important, we have seen him as a human being, rather than a blank authority or dis- penser of facts. We can perceive his personal joys and uncertainties, his interests and idiosyncrasies. We can Karen Hancock Joyce Hickel Physical Education Typingl Office Practice, Introduction to Business James Good Arvilla Griggs Industrial Arts, Homemaking, Electronics Commercial Foods Irwin Hoxie Chemistry, Physics Mary Good Art, Mechanical Drawing Mr. Hoxie—A watchful eye—a quiet knowing smile.