Beaverton High School - Beaver Yearbook (Beaverton, OR)

Page 6 text:

f , as f. A e X Academically Beaverton students were once again kept busy and on their toes, their attention focused on such endeavors as the study, by record, of Mark Twain. . . From 8:00 A.M. to 3:30 P.M. Beaverton is alive with the murmur of discussion, the solitude of the lecture period, the action of experimentation and the quietness of study as the school day, the academic day works its way from beginning to end. Under the guiding eyes of Beaverton's 84-member faculty, students work toward grad- uation in courses ranging from General Math to Russian, P.E. to Home Economics and Biology to Number Theory. Although tiring and sometimes bothersome, the parade of homework, papers and tests suddenly becomes worthwhile when the mark of approval, a good grade, is accorded them. But the knowledge and experience gained by these efforts is the important thing, making the student a better person, more capable to cope with today's world.

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Beaverton! That is its name. And from September until June this is home for 1,750 students. Beaverton, first and foremost, is an educational institution, its purpose to supply to the student population the necessary background and knowledge needed to face today's college campus or labor force. But Beaverton is more. It's the thrill of a touchdown, the tenseness before a play, the excitement of an assembly, the suspense of elections, the gaiety of an after-game dance, the wonder of a formal and all that makes Beaverton a center for the crazy, wonderful world of the teenager. For this- then-the academic and activity side, the spirit, the image, and the year of excitement, growth and controversy-a. trophy. . . . And the element disruptions mat played havoc with school attendance, . WM the devastating Columbus Day Storm and the unexpected Late-January X - 550 SETQM ' snowfall. e - .- . i- i. A.- s. .ss as 1. . . . The addition of a long desired Beaver Mascot for the wall of the East Gym

Page 7 text:

Beaverionu Glie Road to Knowledge . . . The discussion of the proof concerning a difficult geometry problem. . . wwlqgwqpp, . . . The daily, never-ending bout with the tuba. . . . . . Or the concentration of individual study, in this case the write-up of an after-school physics experiment.