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Page 186 text:
A " Habegger hairy bear " is methodically worked out by Mr. Philip Habegger. Most students could see the practical side of many of their classes, such as training for a career in typing. Other courses may have simply been requirements for graduation. But there remained several subjects, and several teachers, that deserved special recognition. Hair was pulled, fingernails bitten, and knuckles were gnashed because of them . . . and the seem- ingly dictatorial reign of the teachers. These teachers assigned the most homework, gave the hardest tests, and the books nec- essary for their classes were by far the heaviest. The social studies teachers brought students in touch with what happened and to whom it happened in history and the price that it all cost in economics. Students learned " why " things happened in sociology, while some took psychology just to keep sane enough to make it through the rest of their classes. Social studies was enlightening and informative, but oh the books . . . Science was another story. This department even went so far as to provide daily entertainment. One could delight in the miraculous miniature world beneath the microscope or open innocent eyes in wonder with impromptu explosions. Advanced students even had the opportunity to dissect smelly, repulsive animals, conduct experiments with putrid chemicals, and take home equally disgusting assignments. In regard to math, one student was overheard admitting, " as balanced as teachers may appear (sigh), they teach us science to amaze us, social studies to enlighten us, and, ah . . .maybe math to flunk us. " But one must admit that other than support- ing the crusade against high grade point averages, the math teachers opened us up to an indescribable feeling of reassu- rance. Isn ' t it a comfort to know that parallel lines will never mysteriously cross during Christmas vacation? And despite snow days, SAT tests, or even lunch at the infamous EHS cafe- teria, a right angle will never equal anything other than 90 degrees, and a " Habegger hairy t)ear " will not have dissipated into oblivion. Such consistency! Maybe the only, if not small, consolation to students taking the " traditionally tough " classes is that they make one feel great if they can be passed ... or even survived. Aloyse Moritz Prue Oberlin Betty Overdeer 182 — Foculty
Page 185 text:
blahs blaz unquestionably a noun. 1. sheer monotony 2. sheer monotony 3. sheer monotony. Although it was possible for one to survive the blizzard, flood, and flus of various nationalities, avoiding the blahs was doubtful. School became painfully dull, going to the games became routine. And life in general evolved into something much less than exciting. The teachers kicked back. Different techniques were employed to break the sheer monotony of school . . . and to keep their classes awake. Students participated in skits and plays, enjoyed guest speakers and films, and were even allowed an occasional field trip. Lunch always helped to temporarily beat the boredom of the day, Cafete ria Workers: Mary Allmandmger, Annabelle Detter, Dorothy Hensmger, Margie Abbott, Hellen Wiebke, Betty Maskiewicz, Eilene Schiffli, Jeanette Black, Helen DeGrandchamp, Dulla Schlaudraff, Joann Guggisberg, Delores Shultz, Amelia Harris, Elline Dennis. Cheryl Hite Robert Horn Jane Hoylman Charles Kammeyer Nancy Kelley Donald Kemp Caria Kolin James Lambert Carter Lohr Richard Mattix Glenn Miller Joseph Miller Faculty — 181
Page 187 text:
.___ — — — -_.. .J 1:1 Mrs. Shelley Wellington lectures to her class. During " Back to School Night, " Mr. William Derbyshire explains some of the difficulties of geometry to parents. T- | Hie Trial of Ihe Traditionally Ibugh Susan Owen Jean Perego Richard Poor Arland Reinhard Catherine Russell Al Schmutz David Smith Rotjert E. Snyder Fftculty — 183
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