Stuyvesant High School - Indicator Yearbook (New York, NY)

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This also provides a means through which the students can work together and develop new skills, hobbies, and also friends. This eflicient equation of capable students plus complete educational facilities resulting in astounding achievements has been a tireless for- mula at Stuyvesant. Our academic rating and suc- cess in obtaining scholarships has set us apart from other schools throughout the entire nation. Though these are glittering accomplishments, they are not the essence of Stuyvesant's character. Something more complex and subtle is the quin- tessence of our quality. It is the inquisitive and energetic atmosphere that lines our halls and fills our classrooms. It is a drive toward a keen knowl- edge and broad understanding that forces us to seek and find, instead of sit and follow. Our deep desire for such learning finds its medium of expression in our scholastic and extra- curricular activities. When we talk of our deeds, it is not only of a finished product, dead and barren, but represents something which is alive and ac- tive. Our school has directed our ability and desire into the channels of accomplishments. It is this well guided force, this drive towards comprehension and creation, that makes Stuyves- ant a school of promise and potential-a special school. ployed. renowned Cyclotron. French class utilizing the Language Lab. Top Right-Mrs. Midonick usingi VU-graph, one of the many modern teaching aids em- Hottom Right- Mr. Bender with Stuyvesanfs A udztorzum, site of constant actzv Stuyvesantian working radio station WZCLE. Q4 in-... . practicing on organ. ity, now only occupied by student 'i

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Stuyvesant H. . Our 9,000 volume library-center of study, research, and relaxation. National Science Trophy scholastic prowess. Case, symbol of A Special School Athletic Trophy Case, symbol of athletic prowess. Stuyvesant is one of the three special schools in the city, yet every school is special in a particu- lar field. Some have great athletic teams, others have unsurpassed laboratory facilities, and still others have different characteristics which distin- guish them from all other schools. What makes Stuyvesant more unique? The mechanical answer to this question lies in the consistent achievements of our school body. A selective entrance examination insures the school of boys with a high intellectual ability. These students are subjected to a vigorous educa- tional program which is enhanced by elaborate, modern facilities such as the language laboratory and the cyclotron. We also have advanced courses to expand the pupil's knowledge beyond the ordi- nary boundaries of the high school curriculum. This permits each boy to get a preview of his life in college and possibly an insight into his profes- sion. However, the student's participation in school activities does not end in the classroom. There are many clubs to further the student's knowledge in a particular area, publications to permit progress and development in creative Writing and journal- ism, and teams to develop sportsmanship and character. These extra-curricular activities give the pupil a wide range of interests to choose from so that there is something for virtually everyone. ---....,ir,,. maiia!-'Li l af ' V. 1' M 1: -:Quai 'Sf , ,gs,55,,Z1.,i5,,gg:4:g-3-5.59.5 ,V g .J-,.-1-2' ll 1 --5353. 'f, , 1 , Y ..,. .s , . f - -1- - 4 . fi 4 7191- Y' Eg v7s1 i- a l sfi??1'f'2?',fsi-'ici t l-Q1 'YET 9377? .' 'Q' ' 3 fflif L 1 ti' 1 'N it N l

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ve ., ' eg? f'f'5,'V,,f.. , V, a,,y'fjL.f-, M ,J f tt, If f, :?,iQa+,Rgf,5f rf. ,KT if Kg? fra 1 - ' 1. J ,M J , ,f-'Y v - fr s X , I :Q W. ' 'M ,rf , Q' I ,, - 5 f an A t We .V 1, it f f A, ,ggg,,,,,,m, J, V . QP? 'Q ggngy page my at T . . , ' ,., f 'W A. e -' 1 , . we ge.: , 2 V, 1 at 2 M ' Jia, f 'Ez -2,1 44 5451? -' fr-' f' . ,, 4 i i is 1 Cheering team leads Clinton Game Rally. Pre-Cinton Game enthusiasm is present everywhere. .sm . .-H Mwqw Quin Seven hundred and sixty boys graduate from Stuyvesant in June of 1963. What do they leave behind to show for four years of work and study? There are no tangible and definite evidences which distinguish one graduating class from another. Rather, it is the small details and little triumphs, which when put together, illustrate and highlight the achievements of one group and set it apart as something special. Almost every class that has entered Stuyves- ant has been aware of the schoolis reputation for scholastic excellence and therefore, has endeav- ored to live up to this high caliber of scholarship. The class of 1963 has proven its capability by performing admirably in the field of intellectual competition. The graduates have won an excep- tional number of New York State Regents, Merit, National Honor Society, Westinghouse, and Gen- eral Motors Scholarships. The athletic traditions have also been carried upwards by the class. The fencing, bowling, and math teams have captured the City championships while the Manhattan championships went to the swimming, rifle, debating, and chess teams. Vari- ous other teams, specifically the baseball, tennis and track teams, have good chances for high honors. Many previous classes have also accomplished the same. What then differentiates us from those others? Perhaps it is the school spirit and the lack Above: Symbol of this year's Interscholastic teams' success -Math team member, Lehecka, solves problem. Below: Symbol of this year's Athletic teams' t success-Bowling team Captain Weiss scor- ing a strike. Social activity peak reached in '63,' Hunter- Sneaker Dance, one of the many dances of the year.