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Page 10 text:
“
ACADEMIC EXPLOITS CONTINUED AS. . . the Lewis student frequently found himself willingly visit¬ ing the library on gain time just for the sake of learning a little more than he was taught. Quite often, a budding young scholar would discover himself spending hours of gain time per week discussing a subject with teachers, not for the sake of a better grade, but simply for more knowledge. Nor was it uncommon to find a large number of interested students in one of the various science labs doing research without a teacher ' s making them do it . . . 4
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Page 11 text:
“
From the loftiest perch in room 200 to the farthermost corner of the horticulture lab, these two snappily dressed and quick-witted gentlemen can easily be spotted mak¬ ing their daily rounds. Always alert to the shortcomings of modular scheduling, these two are the first to admit that this type of scheduling is not perfect, but they do believe it to be a favorable improvement over the stan¬ dard seven-period schedule. Their faith in the students ' ability to make the most of their academic opportunities is nearly boundless, but they are also the first to observe early signs of unruliness and apprehend gain time viola¬ tors. Together they have ridden over the hills and valleys of success, the commendations and criticisms. They continually roam the school, exchanging ideas with both students and teachers, analyzing the various opinions gathered and observing the reaction to the various changes made in the school. A visitor to the guidance office often spies one team member hiding his cynical smirk behind piles of schedule forms. Any humanities student may identify the other partner by his rousing renditions of I ' ll Fly Away and other folk songs, while providing his own guitar accompaniment. Yet even before the advent of modular scheduling, these two gentlemen were known for their many contributions to the students ' well-being, though each worked indepen¬ dently of the other. One member of this duo has long been noted for his ability to ease many a troubled se¬ nior ' s mind whether the problem stemmed from aca¬ demic troubles, choice of college, or personal life. This man has willingly listened, advised, and comforted these students, many of whom have returned in later years to show their gratitude. Meanwhile his counterpart, before receiving the post of Project Director, served as Band Director. The students who studied under him remember all too well his critical inspections of the young rookie squads, but they more eagerly recall his quick, reassuring smile and his complimentary pat on the back. Nor can they hear his clear, sharp voice over the intercom without thinking back to the many commands and comments given over his infamous squawk box at rehearsals. Because they have so unhesitatingly given of them¬ selves, not only to aid us in our decisions, but to stand beside us in our tribulations, we find it most appropriate to dedicate the ' 71 PIONEER to those moderately modest men, Mr. Allan Earley and Mr. Gary Kelly. DEDICATION 7
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