University of Arkansas Monticello - Boll Weevil Yearbook (Monticello, AR)

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Left: Art McCants wrestles with his tape in the chain throwing competition. Below: Two wet birlers roll it out in hopes of representing the UAM Foresters in” conclave. Below right: Kathy Hicks vies for the title in the women’s cross-cut event. second in conclave. Joey VanDee took second place at conclave in timber estimation. The two wins at this year’s Blackburg, Va. conclave came from Roger McClendon of Ashdown, a dark- horse victor in bowsawing, and Lenny Lott in knife throwing. It wasn’t enough, though, as the foresters finished second to host school, VPI. Student Life 93

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Top left: Nicky Smith takes aim in the axe-throwing event. Below: David Hunt puts his back into chopping through his cant. Below left: Art McCants cuts through his cant in the bow sawing competition. a surprise that they are good at it, so good that they’ve won the conclave twelve times in twenty-two outings against such schools as Clemson, Texas A M, North Carolina State, and VPI. . A well-attended annual field-day decides which for- ester will represent UAM in conclave competition. Buddy Hale, who won dendrology at field day placed 92 Student Life

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94 Student Life Though it often appears secondary in importance to the student, labs and classes are the crux of the college education. As we well know, a student’s preoccupation with other matters sometimes diminishes the importance of a class. They are frequently “blown off” or “ce Cutie: On the other hand, certain students will make classes come rank, hail or high water. This achievement is made even more remarkable when one considers that there are few classes that a studet can claim to truly enjoy. It’s only human nature to discard something disinteresting ur rebel against someone who “‘rubs one the wrong way’’. Whatever the case, labs and classes serve a singular purpose; instruction and Cindy Watts and Derrick Black work on an experiment in chemistry lab. education. If | may quote an instructor’s wise words, the student who disregards classes is, in effect, “attempting to CLEP out of college, entirely.”’ That’s a fine concept, but unfortunately most of us do not have and cannot independently acquire the knowledge to become degreed in a field of study, without attending classes. Classes themselves can be boring to the point of sedative. It is not at all uncommon to see nodding heads and hidden faces at odd angles enjoying forty winks in less interesting classes. Labs may be just as boring, and almost always at least twice as long as the