Sayreville War Memorial High School - Quo Vadis Yearbook (Parlin, NJ)

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17 Curriculum

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Am With the wide range of patterns of study, the curriculum at Sayreville High School aims to suit individual needs and interests. Within the confines of a particular course exist a variety of ways in which both teacher and student can tap creative inner resources and generate enthusiastic response. With guidance from interested faculty, students begin to define their academic inter- ests. This interest surfaces in the classroom through active participation and effort. The exchange of knowledge is not an end in itself. With insight, the gifted teacher sparks enthusiasm and teaches appreciation by giving the course relevance to today’s world. Learning is an interactive process through which both teacher and student contribute not only knowledge, but atmosphere, and occasionally lasting values as well.

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Education Under Fire Unlike the old saying, 1977-78 was not a vintage year for education. Complaints in the media of a faltering public educational system rose to a peak. Newsweek and Time were among the magazines which published report after report of states that had instituted proficiency testing and continually featured columns written by concerned educators. Due to a number of factors including location and what Mr. Counsman feels is a “strong faculty and an extremely cooperative Board of Educa- tion,” Sayreville was immune to the brunt of the nation's problems. However. Sayreville adminis- trators, along with other educators across the country were faced with “apathetic student atti- tudes towards attendance and academic work.” New Jersey's answer to the ailing educational system was the T E program, which was man- dated in 1976. After the completion of its first phase, has it significantly changed Sayreville sec- ondary education? Dr. Parnell, who serves as the coordinator on the T E Committee, explained that “the Sayre- ville High School approach to T E has been to take the process and bring it into the school for positive outcomes. We seek to fulfill the state requirements.” Although Dr. Parnell “has not found it uncomfortable working within the guide- lines of T E. she concedes that it is “time consum- ing with an emphasis on the process.” Dr. Parnell was frank in stating that she was more concerned with the results. In the words of Mr. Counsman, continuing “to give students the best possible education” and as Dr. Parnell adds, “to try to interest those who don't want it,” was the prime concern of the 1977- 78 school year. Mr. Henry Counsman Top: Robert J. Fleming. Edwin S. Smith. Danny DiPoalo. Douglas A. Cowan. Gerald A. Pondo. Bottom: Barbara A. Anderson. Adeline R. Wranovics. Thomas J. Strugala. Ger- trude G. Goldkopf.