Florence High School - Husky La Bran Yearbook (Florence, CO)

Page 11 text:

while a visual record, a visual idiom, perhaps, it is in no sense historical or definitive. Rather, it is at once factual and it is an impression------an impression of the school as it exists in the minds of those who worked on the yearbook staff. Springing from sevetal points of departure, and containing pop images and other elements of contemporary art, it is hoped the yearbook is progressive enough to command interest and attention. A great deal of deserving credit goes to senior Jim Roberts. Without his dedicated work in the dark room, the yearbook would have been an impossibility. We are appreciative, too, for the generous help of Mrs. Wolking and Mr. Charles Wagner of the' Daily Record who more than once gave us valuable assistance. Finally, the 1965 Husky marks the end of Mr. Ilench’s era as yearbook sponsor. Since 1959 he has patiently bludgeoned editors into varying degrees of productivity. Becky Hinkle, Editor

Page 10 text:

WHEN THE yearbook staff began plans in September for the 1965 Husky yearbook, the immediate decision was whether to use a traditional approach or one involving newer techniques of production. Editors and staff members, it soon appeared, were in a creative frame of mind and while the usual yearbook would have been easier to produce, it was felt there was no particular challenge in repeating what for many schools has become a yearbook cliche. Accordingly, the staff became concerned with new outlooks, new perspectives, and new dimensions in communication. Dealing with education in general and with students and their achievements more specifically, the yearbook entails the presentation of much that is factual and much that is basically conservative in content. Visions of a school can be varied and yet overlapping, can be parallel and yet convergent. The 1965 Husky yearbook has been planned with several points of view and

Page 12 text:

FLORENCE HIGH School is a unique web of events, actions, personalities, and human relationships. Four hundred students spend four years of their lives in close contact with faculty members who are responsible for subject matter fields ranging from nutrition to shorthand, from physics to French, from biology to Bach. These same teachers also happen to be skiers, antique collectors, cyclists, carpenters, Sunday painters, sports car buffs, mountain climbers, etc. The great majority of students at Florence High School are alert, serious-minded, active young people who realize the importance of a sound education. They have leadership potential, intellectual ability, and a capacity for creative behavior and useful citizenship. In an age of increasing scientific and industrial complexity, there arc infinite challenges and education must prepare both the narrow specialist and the broadly educated, humane citizen. Thus these students study history and learn of the past in order to live more fully in the present. They study mathematics in order to cope with probabilities, chance, and computers. Their study of English endows them with basic skill in communication. There is another side to education at Florence High School. There is the area of tradition, the area of student activities, the rich panorama of sports and organizations. Band, chorus, debate, drama, and art provide welcome opportunities for creative behavior while traits of leadership and self-discipline are developed in the personal relations rising from participation in the student council, the F-club, and other similar group activities. Because they are so ubiquitous, so colorful, and because they are elected by the student body, the cheerleaders typify .the diverse pattern of student activities. At right arc head cheerleader Linda Hudnall, and cheerleaders Anne Heid, Cathy Irvine, Darlene States, Juanita Moore, and Lupie Alvarez.