Howard University - Bison Yearbook (Washington, DC)

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Adolescent stage (junior year): A stand for individualism is eminent. It is known (or rather believed) what one wishes to accomplish in life, even though the exact route to take on this goal may not be evident. These persons have formulated the answers to the infinite questions they asked in the toddler stage. These persons may. however, reminisce and miss the carefree and sometimes whimsical lives they led as infants and toddlers. The occasional brutal realization that they are maturing hits them as classes become harder A serious commitment to their education and their major is developed. Toward the end of this year, students arc elated and sad; they are about to begin their last year of college. Adult stage (senior year): It is hard for these students to believe that they have been here for lour or more years, and that this experience is about to come to an end. Plans for the course of their lives arc finalized. They find themselves working feverishly to deal with the university's bureaucracy i.e.: clearing all bills, coughing up the graduation fee. and reluming lost library books from the infant stage. The eminent graduation (wishful thinking for some) is often enough to motivate those poor souls who arc ladencd with 21 credit hours their last semester. Whether the adult stage is stress-filled or a breeze” with few required classes, these adults usually graduate in May, in accordance with the life cycle. making room for the new infants faithfully born in August Mignon Mclcmorc RiearOo A AnJtruxi SENIORITIS. Even though ponding graduation made H difficult for senior , to study, ('destine ox and Yolanda Ash managed to do so. 1111 OP At) Crn Bind m un.l I n T i.hcr chitted m front of ihc T uboun ( diingJr a, i up M of frohmcti Student Life 9 Ah

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College years are growing years, and as such, they should not be classified by such mundane terms as freshman, sophomore, junior and senior. Rather, more accurate terms for progressive classification are; infant, toddler, adolescent and adult respectively. Infant stage (freshman year): Students arrive on campus in early August, ladies in the Quad and gentlemen in Drew Hall. These students are wide-eyed, happy and carefree. Like infants, they are in new surroundings, and arc not wholly aware of everything going on around them. They have no choice but to put their trust in their elders, i.e.: Campus Pals. Resident Assistants, and upperclassmen. Categorically, these persons take classes lightly, preferring to sleep late rather than stagger to an 8:10 class. The most likely cause of this tired infant syndrome is the late night philandering in the infant playpen (the wall in front of the Quad). By the end of the year, these students generally develop infantitus. which is defined as the eagerness to progress to the toddler stage. Toddler stage (sophomore year); T his year is generally a better year for the student than the first year A renewed confidence in self is discovered Like a toddler, these students seem to ask an infinite number of questions about themselves, other people and life in general. This stage involves discovering who one is through interaction with others. Thus, toward the end of the toddler stage, these students tend to seek out and join organizations on campus, and social cliques begin to form. INTELLECTUAL CONVERSATION Juniors Cheryl Peicrsand Michele Martin used time between classes to discuss academic assignments Ri iriio SruJovon 1 1 N HI NO OUT V fil o«Tw e ofir»!ti«i re» J» fon'ass b ulin|inllv j!nKH| hcK ii ihf Pwv h-Oui mkI RictnJo AtaVrw«i Ah 8 Student Life

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It is understood that fashion is of the utmost importance to students here, but there arc few who know from where todays fashions originated. In the 1920’s, with the advent of the Charleston, drop-waist dresses were the rage. Now, the same dresses are in style again, but this time free-style dancing is more vogue Other styles of tnc 20’s arc revitalized today, and can be seen often in the narrow skirts with pleats and flounces. The long-knotted pearl strands accessorise this look as they did 60 years ago. The boyish bob and crimped hairstyles are throwbacks to the carefree days of the 20's as well. Women of the 1930’s set the pace with the long and lean look. The return of this style can be seen today in slim, tight-fitting cotton and polyester skirts that fall below the calves. The 1940’$ military' look of padded shoulders pervades I980's women's fashions. This is evident in the jackets, blazers, shirts and sweaters that students wear. The floral prints, also popular during this decade, decorate the campus, appearing on everything from dresses to jeans. Pedal pushers, loose and slightly . baggy trousers, flats, loafers and varsity sw-eaters and jackets, all reminiscent of the 50’s era. are back in style for women as well as men. The body-skimming leggings, stirrup pants, mini’s and turtlenecks worn by fashionable women on campus, are offspring of the 60’s decade. Skin-tight outfits in burnt orange mustard and lime green teamed with bodacious jewelry are just as common now as they were two decades ago. In essence, fashion-minded students should consider the history of apparel before donating clothes or throwing them away. Although it is highly unlikely that some fashions will be rejuvenated, one can reasonably assume that many of the current fashions w ill be reincarnated in some form. Amazing as it may seem, your children may be wearing bell-bottoms and go-go boots in the year 2000 and be very much in fashion. After all. w ho would have imagined that baroque, tapestry outfits, and paisley print would be the vogue in 1985? Myrlys Stockdalc Milter Yam COORDINATES Carcfull) matched ariatiOM of the vi me color plavcd in campus lath ion Marie Yam STAR QUALITY Aaron Vonev and Terrance Brown sported movie siar shades and paisk-. and floral print lies. dL 1 0 Student Life