Abilene High School - Flashlight Yearbook (Abilene, TX)

Page 11 text:

We became our tomorrow As the school year advanced, each of us contributed in our own way to the transpiration of events which unfolded slowly, yet all too quickly. During this process, perplexities arose when incompatible ideas separated groups into individuals. That clashing of opinions supported the individ- ual whose own tastes and desires patterned his life to make it unique. When given the choices in life, we made our decisions. Some of us were condemned; some were praised. Others chose to follow the beaten trail, existing as a part of con- ventional society. We chose how, where, and even why to live as we faced t he consequences of our decisions. Even though the majority often ruled, signs of original- ity and distinctness could be observed as we made resolu- tions for the future. We held too many of these decisions, but soon became disillusioned with some and set them aside to try at a more promising and deserving time in the near future. Opening—9

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ti iments: rat ee i eet ay 1 yeaalgabaiided, oF, La “aay. ) . 1 1. Living during the days of space exploration, students view the universe as a part of the ever-present future. 2. Capturing numerous moods, thoughts and dreams, downtown Abilene and its nightlife create a feeling of serenity. 3, Although the short lifespan of the butterfly doesn’t permit it to accomplish a multitude of achievements, it enhances the beauty of the world by simply existing. 1. Unified but for a moment, the homecoming torchlight pep rally crowd weathers extremely cold temperatures to show their unfaltering support for the AHS football team. Whereas illusions are often lost as maturity is reached, the wonder and awe of fireworks on a dark, still night continue to capture imaginations beyond belief. 6. Showing her exuberance and motivation which go with the task of cheerleading, Paula James gives her all for each pep rall 8—Opening

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Diversity found in student life is revealed only by the sheer amount of energy that every student puts into living. By definition, each student spends a large part of his time in school, and that alone is enough to sap the energy from most people alive. Yet the high school student manages to survive still another life, that one which he lives outside of school. Of course, this double life does affect the stu- dent for what he does in his high school years can determine a significant part of the rest of his exis- tence. Modes of expression for a lifetime can be determined in just that short span of time known as high school. Most emerge from this period un- scathed, but none escape unchanged. Just as the individual is unique, so is his life as a student. Every experience is personally his, and only he can determine what is derived from approximately 3,000 hours in high school and the innumerable other hours spent outside of it. Rela- tionships form; views change; methods of expres- sion solve, and every person who walks away for the last time as a student carries with him mem- ories to be used for the rest of his life. 10—Student life