Blackford High School - Reflections Yearbook (Hartford City, IN)

Page 17 text:

One 6i0n ' t have xo look in a cpystaL baU to Be AWARe that we wepe developing. We wece pemmOeO evepy O y of our pRoqcess iowarC) matuRity. We are not the new school anymore. Many changes have taken place in ten years. We still improve. By improving, we had to come together to achieve whatever goals we wanted. This year ' s goals included building a green- house, for which life science, biology, and agriculture classes combined with indus- trial arts to make something useful for everyone. Improving pertained not only to educa- tional needs. We also improved our image in the community. We raised money for the heart fund, for two welfare faniilies, and two blind former students. The com- munity could see we did more than attend school; we also learned to participate in major projects. The process of impro ing proWded us with fresh knowledge while making a con- tribution to others. By making things bet- ter for others, an appreciation for each other, as well as for the community, result- ed. School Improvement, 13

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A school that took was also one that gave: Art in the cafeteria halls (above) developed an appreciation for the others ' skills. Mike Tarr takes a look at paintings. In another area, Vanessa Claytor (far right) renders a service by working in the new DECA store. Mr. Dan Seymour works with Jeff Duncan (top right) to help build the new greenhouse for other departments. Information was provided at Open House in Novem- ber during American Education Week (lower right). Science Club members (second from bottom), deco- rating a Christmas tree, brighten shcool halls. Paul Montgomery does his part for others by selling Christmas wishes (right) to help the needy. 12 School Improvement

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Sometimes rt ' s misepy to C)o a tough assignment alone, so a little company saves the 6ay--an0 sometimes the gcaOe. It takes more than flour to bake a cake. All ingredients must go together in the right combination to produce a good re- sult. Just as the mixing process makes the cake, so students mixing harmoniously of- ten make a class. Working together in a class often pro- duces a better result than working sepa- rately. Combined efforts of interested stu- dents made easier and faster solutions than with one single person. Working together was not limited to the classroom. The administration also came together advantageously with faculty; bus drivers came together with students; stu- dents came together with each other and the community came together with the school. Working together was a continuing circular procedure. As the old saying goes: Two (or even more) heads are better than one. More learning can be accomplished with teamwork: For example, Kim Hummer and Darnella Pugh (above) make office lab information easier to find, with joint effort. Electricity classmates Tony King and Steve Grigsby (nght) work together because of a shortage of tools. Gym class takes everyone ' s cooper- ation (upper right) to return the volleyball. A psy- chology puzzle for Cindy Troyer (middle right) is solved with help of Beth Armstrong. Even dissecting a worm in Mr. Cooper ' s life science c ass(far right) is easier when doing one together first. 14 Working Toegelher