Windsor Locks High School - Herald Yearbook (Windsor Locks, CT)

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Senior Class News President Vice-President Secretary Treasurer Phyllis Kucharski Edmond Arrighini .. Sonia Tomaszek .Gail Root The first meeting of the senior class was held on September 15, 1958. At this meeting a representative of the Curtis Publishing Company spoke about the magazine sale, which started that day and ended on September 29. The sale was a success. At a meeting on September 19. 1958, G. Fox Company was awarded the contract to take pictures for the yearbook. At the third meeting nominations were made for School Editor and Sports Editor for the yearbook. The student body later elected Patricia Samuelrich and Peter Agey. Judith Agnoli was elected Senior Class Editor. Maroon and white were the colors selected for caps and gowns, and blue and gold for class colors. On October 31, 1958, committees began to prepare for the Get-Acquainted Dance in honor of the Freshman Class. This dance was held on November 10, 1958, and was very well attended. The proceeds from this dance, and from the Election Day Food Sale, and from the Senior Class Cake Sale were put into the fund for the Washington trip. The class presented ALMOST SUMMER, a three-act comedy, on April 10, 1959. The play proved to be a financial success, and the class would like to thank everyone who helped on this project. From April 21 through April 24 the Senior Class enjoyed the annual trip to Wash¬ ington, D. C. The last senior social event before graduation was the Senior Ball held on May 2. Judith Agnoli ’59

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Editorial EDUCATION’S ANNUAL REPORT Since the end of World War II the public has become aroused about education. What was once considered the world ' s greatest system of education is now judged adequate by some and alarmingly lacking by others. While one group is complacent, the majority feels that radical changes are necessary In our educational organiza¬ tion if we are to maintain world leadership. With which group do you agree ? We the editors believe that our nation ' s school systems are not meeting the challenge of our expanding, yet contracting world, and this exigency must be relieved. We are particularly concerned here with the high school, but before we scrutinize the American high school, we must briefly mention the elementary school, which lays the foundation for higher education. Equally as important as the teaching of the basic three R’s is the formation of good study habits. A good teacher influences a student to learn to apply the knowledge gained from his subjects, not merely to memorize subject matter; to appreciate the value of learning, not to complete manda¬ tory work with little effort; to lead willingly, not to follow passively. The learning of good study habits must start in the elementary school. In turning to a specific analysis of today ' s high schools, we believe that students are too frequently offered the course of least resistance. Too many students avoid languages, sciences, and advanced mathematics, apparently without the disapproval of authorities. How ' do the educators of the United States expect future leaders to solve difficult problems if they do not give students the opportunity for stimulating preparation in the high school years? We see education as a corporation, with the administration and other members of the board of education, teachers, parents, and students as the stockholders, and the future as the dividend. No corporation can expect to turn out a quality finished prod¬ uct through skilled workers who have been given inadequate tools, defective microm¬ eters, and muddled blueprints. Likewise, we can hardly expect qualitv functioning in adult life from students w ' ho have not been provided with proper facilities and atmos¬ phere for intellectual achievement. Boards of education must furnish the cultural programs necessary in today ' s socially conscious world. Failure to include studies in the school ' s program closes the door to the worlds of art, music, literature, and past civilizations. The paucity of library facilities in many American schools further weakens cultural progress. Do teachers demand enough from their students? At the beginning of the school year each teacher should set the highest standards possible and maintain these stand¬ ards; he should offer his students stimulating and varied assignments and grade stu¬ dents according to their effort and progress. Are our teachers well enough prepared to have the responsibility of teaching? Six well-educated teachers are more valuable to a school than a dozen teachers interested only in a means of making a living. So too, five parents with sincere interest in their children’s achievements are worth a hundred with only perfunctory interest. Parents can do much to stimulate the stu¬ dent’s desire to acquire knowledge and to achieve goals commensurate with his abilities. How many shares has a student in our educational corporation? Does his attitude play a decisive part in his ability to learn? We consider the student to be the prime stockholder, because only through his perseverance and initiative can our nation realize a favorable dividend. Indeed a student’s attitude is equally as important as his intelligence and is a determining factor in his success. Whether he tackles each assignment as a new experience or as an exhausting task is indicative of the manner in which he will face problems of later life. If each stockholder does not cooperate, the other stockholders will have invested vainly, and the corporation will fail. Yes, the challenge confronts each of us— boards of education and administrators, teache rs, parents, students. Through the ut¬ most effort and only through the utmost effort of this combined force can we reach our goal of meaningful education for all and thus collect a dividend of peace pros- peruy, ana progress. r e Carol A. Sicbaldi ’60 Kathleen M. Burke ’61 CO CNI Page