Wilmington High School - Mirror Yearbook (Wilmington, VT)

Page 11 text:

It is up to you and others of your gen- eration to examine more closely the officials elected to represent you in the government. This is only possible by taking a truly conscientious look at candidates, their platforms and most importantly at yourselves in order to once again achieve integrity within the government. Then and only then, can the nation operate with the degree of candor and respect it once held. lVlark Fitz patric k lo 5 -rl ,,,...,.......... 5 UPPER RIGHT IVIARK FITZPATRICK--English. UPPER LEFT JllVl KERSHAW--Study Hall Supervi LOWER RIGHT JOHN BILLINGS--Librarian, History. LOWER LEFT FRANCIS KERSHAW--IVIath.

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' ,L,, V Q 5 3 i 6 I it . 1 ROBERT IULIANS --IVlath 84 Physics. TO THE CLASS OF 1974 Since your arrival at the Wilmington School in 1962, many tragic events have occurred in our nation's history. You have seen the assassination of three great leaders, John and Robert Kennedy and lVIartin Luther King, the brutal and deplorable war in Viet Nam, which included the bombing of Cambodia and the NIyLai massacre, the merciless killings of civil rights workers and the mistreatment of minority groups in general. Since 1970 however, perhaps none of these events are as despicable as the events of the past three years. Begin- ning with Kent State you have wit- nessed a cancerous decay in the moral fiber of our great nation. Events such as the PIumber's Break-in in 1971 by government officials for security reasons, the l.T.T. affair, the Water- gate issue Cprobably the worst atroc- ity in the history of the countryl and even the Soap-Box Derby scandal in 1972 at Dayton, Ohio, lead a great majority of the American public to be- lieve something must be done to re- store the integrity which once made our country strong and independent of political and social tyranny. IVIIDD LE ROBERT lVlcKAY--Business Ed. WILLIAIVI FLORY--Driver's Education

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The philosophy underlying a course in the History of Art, Western orientation, is based on the idea that every civilization is a synthesis of man's conquest of life and the spirit of any epoch in that civilization is reflected in the arts. As these autistic conceptions and forms of expression depend on time and space the historical approach structures the course itse . The central focus as indicated above is the development of Western Art. The artist, how- ever, represents his world, his society and his place in the Universe as he himself sees it, the worktsl become a representation of a particular point of view. The procedure, therefore, is to move from the singular to the plural, from unrelatedness to relatedness and eventually toward the order and unity of a style. The search for unity is simplified by dividing such a course into historical periods: the unity of one period becomes the basis for the coherent grouping of diversities of the next period. Art history, within this con- text, is thus seen as a human need to create order and build, to decorate and define, and to impress and express. The historical variables that make the journey exciting are the shifts in taste, evolution of techniques, fluctuations of form, and the momentum of art movements themselves. The study of the arts in relation to the life and time out of which they spring will, in turn, allow a student to achieve a richer, broader, and deeper humanistic understanding of his heritage. The past, as reflected in the arts, exists as continuous process and understanding is achieved when one event is related to another and their sum total can be translated into the universal. To understand the arts as the reflection of ever changing images of man as he journeys across historical time, as he expresses his attitudes toward himself, his fellowman and the universe, as he searches for reality, as he ceaselessly strives to achieve ideals is to understand oneself and one's position within the community at large. It is always to the latter objective that education itself is oriented. Faith Desrochers FAITH DES ROCHERS--History. 8