Friendly High School - Spirit Yearbook (Fort Washington, MD)

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xc? AMN Fe T, ,., ,,, Ei. I JF .Q 4 i ii JOHN BEMISS Social Studies 1r.-.,,. R if Co N,Nc T ' 'S .,, H R .H xi, ,IE xg u in ,Gu cm As-eh.. U 'lt Pd Ani I- x ' If s v I I' ff- 2. 2 Cd ln Sn Ry. . Y' r W Rl Q5 l Aho -I YI l I A ij fn- i Na R . .. .1 A su Uv Ho if Tm Y' i -- ' I- 1, 1 I W ix K: t .st 1 I BRUCE BINGHAM Mathematics and Science n Students are cleaner, better behaved and more industrious. There is an increase in the overall maturity level, but a decline in student interest. They are taking responsibility for actions. Old fashioned ideas are gone, and these changes have influenced dress. They are much more interested in all the things going on in school. I really think they have become more seri- ous minded in the past five years. I think the peak of dissent was about 1969. Wa-EW NINA BOLFING Art Zhi 0 There was a dissension between the differ- ent schools in the first year, but now the schools are together. Athletic programs have brought the students together. Kids are beginning to see that school is the answer for the future. Students at Friendly seem to get better each year. Generally, the young have calmed down. It's a cycle. The over-all attitude toward authority has gone down. There are differ- ent styles, attitudes, and hair lengths, but overall they are the same kids. They've become more of one unit instead of the divided segments we used to have. I think this is because of athletics. They have become more sophisticated to the ways of the world. Students have become more mature. They're more concerned with academics and seem to be impatient with extra-curric- ular activities. They expect more of teach- ers. More independent, more intelligent, and more informed. Y- .. , x.,t KEN BOWLIN Industrial Arts MIKE BROWN Science

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R 'l'inlay'.' Slllllllfllllf - nmlzurc X .'oplli.'I:ii:aI:ei ln an effort to give o more rounded view of the the questions along with various responses have pictures on the page. We'd like to thank the teac school, we turned to interviewing the members of our been printed. ln the interest of conserving space there for their cooperation. faculty. The questions were concerned basically with is no correspondence between the answers and the YEARBOOK STAFF students and school affairs. On the following pages l rs? yea ive tif las qx f - 1 1 1 U1 1 i qx 6 3 T 1 1 1 OU 1 l IN 3 ts 011 I: url S lmve 7 Nl 5 Ili Students show unity and demonstrate loyalty for the school in increasing num- bers. There are a lot of changes. The biggest change is the loss of respect students have for rules and regulations and authority in general. In a lot of ways, the students show more maturity. For the better. Students are more what they should be. lt's a good idea to reincar- nate the 5O's. They are better educated informally, but sophistication at a very young age can be bad. Individual students are still distinctive as they were five years ago. Collectively, atti- tudes and behavior at our school has aged and our programs have developed. They have become more lethargic towards learning, expecting to be force-fed rather than inquire. They aren't as hostile toward others. They are more sophisticated and more socially aware. Education levels have dropped, academic excellence has declined, students aren't as involved and there's a tendency towards apathy. JANET AGNEW Music Students have not changed substantially in the last five years. There might be less emphasis on grades because there is not as much of a rush to attend college. With the end of the draft there is not as much fear of not succeeding in school. They're more aware of the smaller things - care less about world wide events and more about local issues that affect them directly. Students go their own way more freely, they're more independent. The ties to the school aren't as strong as before. JOSIE ANDERSON Science ,, V sf ' '1f . :- SHARON BALL English it ANNE BEAVER English uw , 3,9394 . , . 'T'-xx na'-.5 ' 'i . A J, y ..,. ., , ur 1 wr , Q Z Ast glitz . wi1,,,s , f 1 H Q9 will Wt Q ggi y at r 355 1 Q ,V V 11, ' , it T i t Wi - T 1 ,, I .Q Y xt.i.vm1 fi.:u,,pff-, , , - gift? wig? 1,'g,ia??12gg,'iW 5:1,2635 g at 'Y 'n Q r haw BONNIE BECKETT Q in s V I Business Education

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5: rel ll loud uf l Code qs 1 .. ,.I 1 T -Z 1 li 1 1 . . 1 1 A 1 'Ps 0 'hat rl TT 5 N hotle of Clllllllllill There is one main flaw. The code assumes that kids have a desire to be in class, are happy and want to be there. There is a need for everyone to feel it is a privilege to be in school. It seems to me that if we had fewer rules and enforced them better we would be more effective than we are now with many rules and little or vague enforcement. It gives the teachers a leg to stand on. l'm glad we have a definite set of rules to fall back on - IF WE NEED TO. Students are under more tension. No measurable change. It's a Day late dollar short. It's like a rubber duck that costs 5l00,000. This code is designed for weak administra- tors and teachers who use it instead of a backbone. MIKE CAVALLINI Vocational Development it . , . ' - rules lll black R wlnlzc These are rules which have been in exist- ence for years. They are iust now written down. I think they are good and should be followed by the school and applied fairly to everyone. lt might be what we need to bring order back into the schools. I feel it is ambiguous and ill-defined. BETTY CLASPELL Deaf Education V f -2Y' ' 'QQ JIM CRAWFORD Physical Education DAVID CLAYPOOL English SHARIE DEAN Physical Education MARGARET DYSON Vocational Development