Bolles School - Eagle Yearbook (Jacksonville, FL)

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all 59. 'in l :af HereIAm... What Shall I Do? What did Bolles offer? Student Council. Basketball. Girls' Volleyball. Serteen. Astronomy. Fine Arts. Class Representative. Homecoming. Bolles offered me a sound academic background as well as a variety of sports, explained Troy Douglas. Junior Margaret Groh felt that she was offered courses that were more advanced than those in other high schools. Comparing Bolles with public schools, Sandra Rosenberg, a Senior who previously attended Wolfson, found that, The curriculum here was much more in depth. ln public school, I had very little to say about my schedule. There was also more of an incentive to work at Bolles. The advantage of a smaller school meant closer friendships. At Bolles, everyone had the right to a voice in student government and concerns of students were heard. Bolles offered Nlarjie Cohen the assurance of having and being with friends. Ginny Bright felt that although there were many options offered, students did not have the choice of whether to work or goof off. Agneta Persson agreed, Everyone had to work, even me! Here l am . . . will anyone know l am here? N.. L LOG I Il9l-lS lel-IM

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Do? 6 What Shall I 4 - a if ti. :QF- ABOVE: GrueIing describes the year-round practice to which 1111 swimmers are subject. Connie Copps takes a break during the morning work out which begins at seven o'cIock. RIGHT: Bugle reporter Marjie Cohen interviews exchange student Agneta Persson for the newspapers September issue.

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We're All Alike, Only Different individualism. Independence. Freedom. Involvement. Conformity. Are we individuals, or just part of the whole? For seventh grader Cameron Robertson, Being a part of the whole means being a part of the seventh grade. I do not feel a part of the whole school yet. Because of the population, ex- plained Freshman Catherine Baum, I feel like an individual. Bridget Thompson said, The atmosphere hinders anyone from being an in- dividual because it stresses confor- mity and because of peer pressure. People shun those who are different. As for getting into college, Bridget felt more like an individual because of the attention she receiv- ed from the college counselors. Some students felt more like in- dividuals when it came to academics. Socially, they felt more like a part of the whole. When the school day ended at 3:25, students boarded busses, cars, and bicycles, each going separate ways. Many had talents and interests that were not included in the school day. These students, alike in that' all attended Bolles, were also different because of their special talents. This year's TURRIS profiles some, though certainly not all, of these individuals in the student profiles which appear throughout the annual.