Wilmington High School - Mirror Yearbook (Wilmington, VT)

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RUSSELL HANSON --Science and Math. Vacations Yearbooks traditionally appear around school about graduation time for some or vacation time for others. I, therefore, have chosen to write a bit about my philosophy of vacations and what they should do for a person. A vacation has sometimes been referred to as an opportunity for a renewal of energies after a period of extended and possibly tiring effort and activity. It should afford a time for new interests and new activities to be developed. It should be a time, not of do- nothing rest, but rather a period of dynamic re-charge of one's energies. My philosophy of a vaction period pre-supposes that the individual has shown sufficient self-discipline and initiative to go about his or her regular tasks with such fervor that there is really a need for this change in interest and activity. To my way of thinking, too many of our young school people are not sufficiently challenged or do not have sufficient self-discipline to put f0l'l1ll the eff0I't that makes a vaCal1i0I1 21 viable and worthwhile experience, but is rather an extension of needless and fruitless in- activity leading to little but further boredom. So, discipline yourselfto such a degree that you can face a difficult task and see it through to completyon. Then you can really enjoy the fruits of your labor in a way that you never havexthought possible or enjoyable before. Russell S. Hanson 9

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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

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Education in school is often misrepresented as the ingestion of certain portions of infor- mation. Emphasis is placed on the retention of such tidbits as the square ofthe hypo- tenuse is equal to the sum of the squares of the other two sides, Andrew Johnson WAS impeached but not convicted, and i before e except after c, or when sounded like a as in neighbor and weigh. Education is and should be much more than this. Life is a never- ending education. Without any required reading and without any mid-years or finals you have been learning perhaps the most important lessons a school can offer. What you have learned about working with people and about sharing your individuality are things you will use throughout your lives. In this brief note I would like to summarize what I consider to be the most valuable parts of this untaught lesson. To thine own self by true is a line written hundreds of years ago but which is extremely relevant in today's society. Too often these words are interpreted selfishly to mean look out for yourself and only yourself, to get all you can for you alone and don't worry about the welfare of others. These words mean much more than that. During your lifetime you will have to associate with many people, but the only person you must live with forever is your- self. Whatever you do in life you should satisfy yourself first, that this is the best and most honest thing you can do. If you cannot be honest with yourself, you will never be able able to be honest with anyone else. Before you set out on your life's goal, wwatever it may be, satisfy yourself that it is what you want to do and what is best for you. You will find that it is a most hollow existence to live by someone else's standards. Whether it is be- coming a star athlete because of adult pressure or if it is dropping out because your friends think that's where it's at, if you cannot satisfy yourself that this is the best for you, your life will be frustrated and incomplete. . WILLIAM KUNZ--Guidance Counselor. io