In Pursuit of Distant Horizons

Our lasting human desire to rationalize the phenomena of nature manifests as ceaseless attempts to fix fluid landscapes within the rigid boundaries of an image. Each landscape with its own physical language, rooted in the temporal and subjective particularities of sense—taste, touch, smell, sound, and sight—requires a lived immersion to be read and as such, eludes static interpretation or expression. The physical horizon provides both a physical and metaphorical reminder of the limits we constantly find ourselves confronted with—those limits of perception, language, and knowledge—as we seek to expresses the immediate experience and profound vastness of a world far exceeding our human reach. Acknowledging these limits, yet still longing to move beyond them, the exquisite space of poetics offers a foundation from which we can, at the very least, grasp towards the ineffable. The potential for metaphorically understanding landscapes through the filter of comprehensible human experiences, terms, or qualities allows us to move beyond the boundaries of language and knowledge into what we could imagine—hinting at what we cannot know. Anchoring the physical language of landscapes to ephemeral landscapes of collective human longing, desire, and emotion emphasizes a translation revealing more about human nature than nature itself. Valuing the infinite meditations of a humanly expressed landscape subtly brings to light a more elusive, shifting interior horizon—the invisible boundaries of self. Drawn towards extremes of landscapes and self, we perpetually redefine human boundaries in the blank space of sublime repose, the cavernous echo between immediate experience and the stilled distance of expression

Editorial: Health care in times of crisis

No Abstrac

A Follow-up Study of the Graduates of the Gettysburg High School for the Years 1950 and 1951

The demand for more and better qualified workers has risen sharply in the past decade. The changing technology of civilization is demanding less unskilled jobs and more professional and skilled jobs. It is the school’s responsibility to try to locate the vocational choice of students by the time they graduate from high school, so they need not waste their immediate years after graduation trying to figure out what vocational choice they plan to follow. It is understood that people may change their occupational choice in later life because of technical changes, illness, accident, or because their job may be a young man’s job in which age may limit progress and earnings. School systems have more and more come to recognize an obligation to inform themselves of what happens to students after they graduate, and to use this knowledge in guiding the student to meet his future needs. Since counseling is a requirement in all first class schools, follow-up is a responsibility which high schools must assume. The schools have often been confronted with the many types of preparation for their students. Considerable interest has been raised concerning the type of training to be offered. Many benefits may be deprived from the findings reported here. High schools may use the information for comparison and evaluation of their own programs. Statement of the problem: The plan of this study is to answer some of the questions asked about our high school graduates: (1) How has the high school curriculum of four years influenced the choice of vocation? (2) What high school subjects should be added or dropped from the curriculum based on findings from the educational preparation and choice of vocations? (3) What differences in higher education and choice of vocations occurred between the above average, the average, and below average ranks in scholarships? It is necessary to present the findings in a manner as helpful as possible and to offer suggestions where possible for the improvement of guidance in schools

Junior Recital, Emma-Claire Polich, soprano

The presentation of this junior recital will fulfill in part the requirements for the Bachelor of Music degree in Performance. Emma-Claire Polich studies voice with James R. Smith-Parham and receives vocal coaching from Melanie Kohn Day

Senior Recital, Emma-Claire Polich, soprano

The presentation of this senior recital will fulfill in part the requirements for the Bachelor of Music degree in Performance. Emma-Claire Polich studies voice with James R. Smith-Parham and receives vocal coaching from Melanie Kohn Day