Columbus North High School - Log Yearbook (Columbus, IN)

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■ »miHii iiMh. Senior Circle Replaces lost traditions By Amy Schnapp Quick! Tell me what a tradi- tion is? It ' s hard to do, isn ' t it? Can you imagine how hard it would be to create one? Well, Mr. Judson Erne, former prin- cipal of Columbus High School, developed a tradition that has withstood 27 years. He helped to develop and design what is known as the Senior Circle. Senior Circle was designed in hopes of becoming a traditio n, and that is exactly what it has done. It became a tradition de- signed to help replace those lost when the school was moved from the old high school (now the Central Junior High building) to the present building. As soon as the possibility of a move was announced, the stu- dents became upset, because they felt they would be losing part of themselves when they moved out of the old building. Mr. Erne talked to one of the art teachers, Mr. Karl McCan about designing something for the en- trance of the new school that would be special to the student body, yet represent all the areas of education. After many weeks of work, they agreed upon an idea. It was to be a simple circle actually laid in the floor with various symbols for the different fields of learn- ing. They set a date for the dedi- cation and announced it to the school. The Circle was to be ded- icated to the seniors so that they would have a place to call their own, a place to prove their pow- er, as many underclassmen have discovered over the years. The simple mistake of walking throuh the circle by anyone other than a senior can result in hours of scrubbing with a tiny toothbrush. Senior Circle turned out to be only one of several traditions Mr. Erne helped to originate. The others? That ' s another story. Above: Senior Circle has become a stead- fast tradtion at CNHS. Look Into It 25

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Being a water fountain is not as easy as it looks. ' Hasley Taylor tolerates students ' rude habits By Amy Titus My name is Hasley Taylor. I have been a familiar fixture by the dean ' s office for almost 26 years. I have seen alot in my ye- ars as a water fountain in this school, and I am ready to tell the world of some of the strange hab- its of high school students. When I was first installed back in ' 57, 1 was told, Hasley, you ' re a water fountain and your pur- pose is to quench the students ' thirst. Well, I was kicked, punched and bumped so much that at first I thought I was a punching bag instead of a water fountain. Things have changed in many ways since I first came to North. Music has always been impor- tant to the students. I will never forget the first time I heard Elvis and saw his greasy hair. Elvis started what thay call rock ' n roll . The students began to dance funny, something called the jitterbug. I was just about to learn to tolerate Elvis and his gang when along came the Bea- tles. Their music was louder thanElvis ' music; their hair was long and in their eyes. All of a sudden, I saw boys with long hair in their eyes roaming the halls of North! After the Beatles, came all kinds of singing groups. Each one got a little louder, the Beach Boys, Herman ' s Hermits, Dave Clark Five, The Mamas and Pa- pas and the Rolling Stones just to mention a few of the popular singing groups. Then hard rock entered the scene. All I could hear was loud guitars and drums! Being a water fountain is not as easy it looks. People can be so rude! They are always coughing and sneezing as they start to take a sip from my foutain. Another obnoxious habit the students have is depositing a wad called bubble gum in my drain! Dur- ing the past 26 years, I have had 839,553 pieces of bubble gum left on good ol ' Hasley Taylor ' s head. As students gather around me between classes, (makes me feel so popular) lots of topics are dis- cussed. The three most talked about subjects are teachers, homework and dates. If you only knew how many dates have been made and broken in front of me, you wouldn ' t believe it if I told you. This boy back in ' 64 was so nervous that before he had enough courage to ask a girl for a date, he took 20 sips of water. The poor chap was turned down. I sure fixed that girl! She leaned down to get a drink after saying no and I spit in her eye! For the record, if anyone cares, 353,093 dates have been made in front of my fountain and 125,575 girls have said no to the boy asking for a date. You know what they get from me when they say no to a boy! (Beware! Hasley Taylor may strike again! ) Something I would love to dis- cuss is the conversations the teachers have had around my fountain. Boy, could I tell some good whoppers on the teachers, but I love my job as a water foun- tain here at North; so Hasley Taylor will turn off the fountain for now. Right: Seniors Dean Bush and Sarah Gar- rett debate the prospects of going out again. Apparently, the first time didn ' t get Has- ley ' s blessing. 24 Look Into It

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.V ' ' think it is an excellent program, V y because it makes use of a lot of students who •|y have something to give other students. ' ) English classes utilize peer tutors By Greg Fish Those old dangling partici- ples and run-on sentances are just a few of the problems that composition teachers have been facing for years. There have al- ways been an abundance of stu- dents but only one teacher to see to their writing problems. How- ever, teachers in Columbus North ' s English department have found a way to combat that problem. It ' s called the Peer Tutor Program . A peer tutor is a student (in most cases, a senior) who works with an English teacher in a Composition class. This tutor as- sists the teacher by helping the students correct fundamental composition errors, so that the teacher may spend more time conferring with the students on a one-to-one basis. This year, peer tutors were utilized during the first nine weeks and they had to sacrifice their free time in order to serve as a tutor. However, next year peer tutoring will be regarded a class , so that stu- dents may keep their free time. According to Mr. Dennnis Or- win a Columbus North English teacher, last year ' s program was very successful. He ex- plains the need for such a pro- gram by saying, Most English teachers end up with such a large composition class, it is ex- traordinarily hard to teach com- position to each student individ- ually. Mr. Orwin says that he feels like the program is some- what of a solution, explaining that, Teachers can get in some conference time, and students can get help with their questions. Even in this seemingly perfect program, there are a few prob- lems. For example, the English department faces the posibility of rejection by potential tutors. For example, Mr. Orwin points out that, We usually get only half of what we invite. Considering that this is only the second year for peer tutoring in Columbus North ' s English department, it has received much acclaim from other Co- lumbus North faculty members. Mr. LeRoy Nelson, principal, commented, I think it (peer tu- toring) is an excellent program, because it makes use of a lot of students who have something to give to other students. It ' s a learning experience for them (the peer tutors) because they see what it ' s like to try to teach somebody something. At the same time, it benefits the stu- dent who is receiving the assist- ance. I think the program is ex- cellent. Last year it went very well ... all of the evaluations from the teachers were very positive. Mr. Bill McCaa, Dean of Men, was also quite thrilled with the program. He said, Personally, I feel that the peer tutoring pro- gram is one of the finer things in education that we do. We allow young people with talent and ability to teach other young peo- ple, to show them that some- times we can learn from people our own age. If they can do it, why can ' t I do it? Also, it helps the person doing the tutoring gain a better understanding of themselves . . .when you teach something, that ' s when you gain a better understanding of it. Not only is this program be- coming very beneficial to the English department, but other departments see a possibility of expanding the peer tutoring pro- gram into other departments was discussed. Mr. Nelson pointed out, We ' re going to meet with them (the school board) and talk about this possibility. He felt optimistic that the board would accept it. Mr. McCaa, speaking from the point of view of an old biology teacher , commented, When the teacher has 25 micro- scopes and 25 students needing help, a peer tutor would be use- ful. He also felt that math would be a natural for a peer tutoring program. Peer tutors this year were Bev Huffman, Amy Tosti, Sha Gor- don, Karen Yahnkee, Bonnie Go- ing, Laura Heaten, Brad Nyers, Melissa Ayers, Mary Johnson, Dawn Bozell, Kim Young, Staci Dinucci, Susie Brandenburger, Diane Wheatley, Deanne Graves, Anita Perkins, Greg Fish, Cindy Thomas, Kye Chest- nut, Mike Halashak, Kyle Cop- pie, Staci Fleck, Stacy Sorg, Fred Slone and Laury Bickel. Teachers involved in this ye- ar ' s program were Mr. Orwin, Mr. Bill Patterson, Miss Susan Finke, Mr. Dennis Lindsay, Miss Debbie Shoultz, Mrs. Melba Lloyd and Mr. Don Kihm. .•=S -, Above: Assistant Principal Jim Powell awards diplomas to the graduates of the 26 Look Into It