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Page 7 text:
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TABLE OF CONTENTS 2-3 4-77 78-115 116-159 160-191 192-231 232-276 277-279 280-297 290-301 302 303 304 ,- s Introduction Magazine section Sports Clubs F acuity Seniors Underclassmen Awards Advertising Supportive Staff Photo credits Editor ! s comment Reaction page ft r
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Page 8 text:
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THE HISTOfW OF FEE Feedback ' 72 was conceived in controversey. In the spring of ' 71, staff members enthusi¬ astically snatched ideas from reliable sources--other yearbooks, magazines, peo¬ ple--and even came up with a few of their own. There was a consensus among us that we would create something good, even if it meant stepping on a few toes or breaking a few conventions. Then we began to work; that was when the trouble started. Specically, a substantial majority of the staff members wanted to experience with a number of innovations that would revolu¬ tionize the state of yearbook journalism at East. The problem was that most of the stu¬ dent body wasn ' t ready to accept these changes; I ' m not sure they are now. These so-called radical ideas included the concept of a two-volume, soft cover year¬ book in a protective box. We felt this would give us an opportunity to categorically divide the candid pictures and commentary sections from the class and organizational pictures. This idea appealed to us because it solved the problem of establishing a book with sec¬ tions that were unified and not artificially related. A cry went up from the halls of tradition. Who ever heard of a soft-cover yearbook, much less one with two volumes? No one. So it couldn ' t be a good idea, right? The idea was dropped. Then another brainstorm came along. How about something new to brighten up that hum¬ drum section we all know and hate--the senior section? We decided that a three- quarter length pose of a person in the surroundings of his or her choice would re¬ veal a great deal about the person and establish some individual identity. A cry went up from the fat people of the world. They were joined by a number of not- so-fat people who felt there was no need for the change. Again, we comprimised. The final decision was to include both types of shots--three quarter length and the standard head shots. If you look at the senior section you will see how badly we lost on that idea. Still smarting from our last two semi-de¬ feats, we cautiously began tangling with the problems of financing the yearbook. Advertisers were scarce. Printing and film prices soared, D ust in time to at the freeze]. We were faced with several alter¬ natives. We could cut back costs by deleting costly sections of the book as the ' 71 book did. We could go into debt deeply as pre¬ vious groups. The result? Well, along came compromise number three. Clubs and teams were asked to help finance their posed pictures and underclassmen were asked to pay fifty cents for their class pictures as had been the prac¬ tice at West for many years. Once again, a cry wnet up--this time from just about everyone. We had no other reasonable alternatives--so we stuck with the idea. Meanwhile, the administration was being bombarded with the same complaints that we had been getting. In response to the wishes of the masses, the idea of a yearbook faculty review board was born. This was to insure that the yearbook staff didn ' t force their arbitrary decisions as to what is good and bad on the student body against their wishes. Somewhere along the way, the idea fell through for reasons unknown to us. In any case, we went ahead with our plans. About this time we were also debating what we would use as a theme and title for the book. Ideas came slowly. Suddenly, we realized that what we had was a bad case of the proverbial not being able to see the forest for the trees. What had we geen getting since the creation of the ' 72 staff -- feedback.. .feedback from scores of teachers, administration, custo¬ dians, parents, student.. .the list goes on and on. For that reason, we chose the title and theme of Feedback ' 72. In this case, we are transmitting a feedback of the year and you, the reader, are receiv¬ ing it. Feedback it-self requires that the transmitter be sensitive to the real responses of the receiver, and in turn it requires that the receiver be willing to attempt to test what he has received either by performing or by checking with the transmitter as to his meaning, intent, purpose, and function. The purpose of this yearbook is to relate the conglomeration of reactions and counter-re¬ actions that occur throughout the school
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