Marshall University - Chief Justice Yearbook (Huntington, WV)

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Table Of Contents Chapter I introduction Chapter 2 Living Chapter 3 Photographers ' Gallery Chapter 4 Activities Chapter 5 Trends Chapter 6 Sports Chapter 7 Academics Chapter 8 Classes Chapter 9 Organizations Photographers ' Index Page 4 Page 12 Page 40 Page 48 Page 104 Page 128 Page 186 Page 220 Page 252 Page 288 Table Of Contents

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Foreword The textbook is certainly a dominant aspect of college life, as any student can testify after spend- ing hours pouring over one. Intellectual maturity is gained not only in the classroom. Yet costly textbooks are a key element in the battle for quality points and grade-point averages. All this leads to the coveted academic degree, the goal sought with varying degrees of effort by every Marshall student. Why discuss a textbook in a yearbook? Because of the inherent difficulties in producing a year- book. In theory, a yearbook should have a central theme that typifies the year it strives to summa- rize. However, the more Marshall was dissected and analyzed, the more obvious it became that no sin- gle concept exists that could apply to such a vast, disjointed entity as Marshall University. Since all Marshall students, no matter how di- verse their individual interests, can relate to text- books, it seemed appropriate to incorporate text- book qualities within the 1978 Chief Justice. Like a textbook, the yearbook supplies informa- tion on its subject, Marshall University, during the 1977-78 academic year. Like a textbook, the year- book features questions concerning its contents. While patterned after textbook questions, the questions in this yearbook have a distinct differ- ence - they fail to take themselves seriously. These questions have failed to appreciate the necessary emphasis placed on academic concerns. Perhaps that is the main point of the 1978 Chief Justice. If students, and perceptive professors, re- alize the most relevant questions and decisions of a Marshall student ' s college career lie beyond classroom walls, why should the yearbook try to superficially present a view otherwise? Foreword

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Clasfiroom Marrtfttg ' byeremphasized Is enrollment in source of educif ' tion has com e from a tg2Ubook.— i ' Can lilyher education offer no more to college stud ents than the same sys- tem of learning used for the previous 12 years? — — — How did such an overemphasis come to be placed on classroom learn- ing? Many professors act as if their class were the only ( MMMg e essay te«s. a term papS m ffbook re- ports are the lea a-sttidaat an do to earn three valuable hours of college credit. , . — -Vei, lliij Mmi l4i discredit Mar- shall ' s professors, many of them are as frustrated by students as students are m-. f ' -v ' .t ' $ ■■rii - -i ..