Marion High School - Cactus Yearbook (Marion, IN)

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'Xa Y B 1 5 71 33, '13 if IS U David Gibson, defensive safety, was also a team captain along with lohnny lones, Kelly Browner, and Tony Dixon. ' A ' low Homecoming spirit returned to MHS! Thanks to Student Government, Marion students were once again able to partici- pate in homecoming festivities. A pre- game parade and bonfire boosted the football team's morale while firing up the student body for the big game. The marching band, along with various stu- dent groups, highlighted the parade. Dec- orated cars and banners served as a colorful background. Mildred Hinkle's 6th period government class received a trophy for their poster with the slogan Unplug the Knight Light. The football team, also participated in the parade. The team, riding atop a fire engine, yell- ed cheers to the crowd, After the parade, fans attended a bonfire at the coliseum. The cheerleaders, aided by the football team, led the crowd in rousing cheers. The parade, bonfire, and especially the cheers combined to make homecoming one of the most exciting in years. The Homecoming queen and her court were named during the halftime program. Queen Tammy Hotsinpiller was escorted by Roger Piper. Homecoming 25

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1 W' Y Coach Lootens takes advantage of a timeout to talk to lohnny lones about the defensive position of the Giants. ,Q- ?y ,lx lb! . is Q it MW 'fu am li 3 A I . 1 ..,,.: ,..W --vW' M M ef ' L 24 Homecoming Q i ia J 9,-.fa . Q S A student government sponsored float, with Dan Roland as the Giant was one of the floats in the homecoming parade. A banner contest took place for the homecoming parade. The winner was Mildred HinkIe's 6th pe- riod American Government class. ,-156. ,I 7- W -45 we 1 'u-, -V - 'rf ' ' mi ' 3 ' ' ri:-'S-1 ' ' ,A 'Q , A t f ff: eff: 1 L if mia: .,f:f-'-- -Jfv . ' Z.--ff.?54c',2iZ'.' . v -.aa in xv I 3 5542 ,- -- .fsL:.- g,-,M ,I . 'Kors .fe fw - 2. 4 .... , s . 41 .,s.' 5, 'ii' ,.:'-fzztv-k' 441+-,. 'a-: : ts ff at A gm -.al . - ., au , , 3 aa? J ' 'Has A . , tltz a -. A Q ' if fu, .: ' A Hg ASQ 2

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For Alicia lump, member of the All in the family What would it be like to have a family member who works at the same school in which you work? Several members of the student body and faculty were in this very situation. The following para- graphs spotlight their unique rela- tionships. Most students when they leave In the morning dont have to live under their parents watchful eyes This doesnt apply however to Tanya Huston Her father Lewis Huston is a science teacher at MHS Huston doesnt often see Tanya at school as she is not enrolled in any of his classes Tanya said I think a parent as a teacher would expect a lot more of their child in class It would be very hard for me to act as myself Huston also believes that Tanya would be uneasy in his class Both Tanya and I would probably take classroom problems home with us said Huston Because Tanya and Huston see little of each other during the week they spend much of their week ends together Tanya Huston was not enrolled in any of her father 5 classes The two did however spend time together jf 9 . V 'Q:EE:i. f f 'I N T? girls swim team, her coach is unlike an ordinary coach. Alicia's coach is Gerald lump, her father. Alicia does not think it is unusual to have her father for a coach. My father has been coaching me individually for eight years, stated Alicia. Now that I'm on the team, Dad treats me like any other member. Gerald lump does not seem to mind having Alicia around school. If a person is professional in their job, it shouldn't matter if they are teaching their child, said lump. Alicia knows who is boss even be- fore she gets to school. To Alicia and lerry lump, swimming is a family sport. Mr. lump, swim coach, pri- vately coached Alicia for eight years. 26 All in the Familv 1 n 1 , n '- 1 . , V Y r 1 - r 1 , . ,I . . in A r 7 K f S , ' I A l ' ' n 1 . g 1 ,K Q , ,, ,,., . - r 3 f 7 ' ,X . l E 5 ' ' :xre- , , if . , af f: M --A. ': f.-.1.'f ' , 1 - ll -e-25 . - lf . I, .1 ,... 4 :llL.I3g .. 1 ' ' Vg. Fjfjfif ' ggi.- : I e if . ' ' ll 'A iff . - xx ' X . x V v 'Wi - . 1 ' 5 I , . I 1 n 1 X , , . ' I I X Consider what it would be like to work in the same place as your spouse. lim and loyce Murer are a good example. They are married, and they are also teachers here at MHS. Both agree that they have an ideal arrangement when it comes to working together. Both teach on the same floor, but they rarely see each other during the day except by chance or occasionally at lunch. All working relationships have advantages and disadvantages. The Murer's are no exception and, ex- cluding a few minor differences, they have few problems. The only problem I can think of is that people are always getting our mail mixed up. They just look at the last names, commented jim Murer. Both think the advantages out- weigh the disadvantages, one ad- vantage being car-pooling to work. Both admitted they wouldn't want to change anything con- cerning their life at school. lim 81 loyce Murer not only shared their lives at home but also at work. They are married and both teach at MHS.