Brookfield Central High School - Legend Yearbook (Brookfield, WI)

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I -.. . 5..........w.. ...-,.,... , LAW U M07 pe Ax landalism is probably a result of an appy situation in life, probably stem- g from a bad home life. Perhaps the answer is to show vandals on an ridual level exactly what they are Ig, and give them the individual ntion they are looking for in doing ct of violence. tSue Nellenl think that a kid's feeling of personal inificance contributes to his readi- a to vandalize. There's a great feel- af power associated with destroying ething, a feeling that many kids t get from other sources. I also feel the high level of affluence out here e suburbs leads to a general disres- for property, which is certainly a Jr in the vandalism problem. tJohn 0 'ounger people are getting into a trouble these days. The problem is teachers watch over the kids too W, and as a result, the kids vandalize ee if they can get away with it. ila Hinkley 'eople seem to be taking their frus- :ns out on physical objects, and I g , think it's really sad. Kids have to come up with another outlet, a replacement for destruction. It might help if these kids were given a chance to talk out their problems in discussion groups Students are taking the example which society pres- ents to them, which is one of a loss of moral values and of not caring for what others own or value. This type of attitude seeps down to youths from society, and with nothing else to base their thinking on, because of no moral values, do what society has dictated them to do - vandalize. - Mr. Carlsen such as the ones which Guidance has been setting up. Even then, I don't think kids realize the damage that they are doing until it comes out of their own ED .... it pockets, which it's not. tJenny Gawel- skil I think a lot of vandalism stems from teachers' lack of responsibility and lack of interest in the health and safety of students. Teachers stand in the hall and let students smoke in the bathrooms, and then complain about how students won't obey them. The administration makes rules which, though they were designed to punish the deviants, end up punishing those who try to be compati- ble with the system. If the school would stop making rules to control students and start enforcing the rules they've already made, life would not only be more enjoyable, there would be less vandalism as a result of mutual respect for human rights and needs. fChris Craggsl Q11 The destruction ol the school greenhouse is a pltilul but real example of the purposelessness of vandalism. 12, The delacement ofa wall in studyhall room 224 shows the frustration of some students who took it out on an inanimate object. This type of vandalism raises questions ot morality. A Problem of Morals f 181

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XA Problem of IVQVQISH 2 3 E Purposeful destruction or defacement of another's property without expressly given consent. This is vandalism. It is also a growing problem at Brookfield Central High School and at High Schools across the land, as youths increase their malicious tendencies, vandalizing more and to a greater degree than has ever been recorded. In New York state alone, the monetary value of property damaged or destroyed at public schools across the state in the year 1979 amounted to over one billion dollars, not to mention the countless bil- lions of dollars lost to the vandalism of private property. The vandalism prob- lem is obviously a growing problem in contemporary society, becoming worse each year. . What is at the root of this alarming rise in vandalism by the youth of Amer- ica, including BCHS? There are many complicated interwoven factors that contribute to its growth, factors which must be taken into account before one can figure out the secret behind this enigma. A rising number of angry youths is one reason. High School students angry at the whole world need the release of their penned-up hostility, and a High School, which to the youth may seem a prison, is an obvious target. Comments Senior Todd Hart, To me, it seems that there are many students who destroy because they have something against the school. lt's crazy. Another important factor, which is also a sign of the times, is accelerating declines in moral values. Students sim- ply do not care about others' property, deriving perhaps a cheap thrill out of the 180 f A Problem of Morals destruction of vandalism, or having not a thing more constructive to do, vandal- ize to escape boredom. Some kids wreck stuff just for the fun of it, declares Senior Adam Rudolph. They just don't care that it is not theirs to destroy. Morality, or a lack of it, is cer- 1 Z.. -' tainly involved with this problem. There is an obvious hole in the grow- ing and development of America's youth, exhibited in the increasing disre- gard for what is not theirs. BCHS shows this disregard, defacement and destruc- tion a grim reminder of our vandalistic tendencies. Vandalism is really a probler because out of 1500 students, only on or two per cent is doing it, and yet th whole school suffers. lt's hard to knot what to do about it - it seems tha we've tried so hard and gotten fel results. Maybe if students had a way t vent their frustrations other than break ing windows and writing on walls, we't see less vandalism. lLaura Lyonsj I don't approve of vandalismg I thin it's disgusting and worthless. These stu dents are showing less respect for prop erty, and that seems to say that thei morale is down and they just don't care The problem is, lt's hard to even knoi how to approach the problem. We jus have to hope that it's only a stage, ant they'll grow out of it. lSteve Donleyj The reason, I think, that vandalisn has been increasing over the past fel years is that teachers are controlling thi school so much more, and kids art rebelling against it. It seems that ther' are more followers than leaders, ani that seems to go along with the increasl in vandalism. tWendi Flivelandl Vandalism is one of the major con cerns of the administration, and i should be of the students in general as well, because when it comes down to il it's not the administrators' loss, but tht students', for they have to go to schoc here for three years. So those who van dalize are really doing the act to them selves. There seems to be a negativi trend in morality, but perhaps it is jus publicized more now. ln any case, we should all concern ourselves with the vandalism problem and realize tha there is no one-shot solution to a prob lem this complex. lFran Ruzickaj

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.luniurs Being a junior has proven to be a surprising experience. l am quite at ease as a student and really feel like I belong here at BCHS, remarks jun- ior Mike Rytel. This statement, for many, illustrates the best part of being a junior, the familiarity with the surroundings, the people, and the teachers at school which eliminates the cause of much anxiety which is suffered by sophomores. My junior year has been a time of discovering exactly what I want to do, and to some extent, what I can do, comments Jill Lehrer. Juniors are able to explore college and career choices without the pressure that is felt by seniors who must decide upon their destination in less than a year's Qme. Juniors also participate in par- ent-guidance counselor conferences to discuss post-high school and career plans. The CPP, a comprehen- sive set of tests, helps students match their interests and abilities with the career areas for which they are best suited. After I got most of my required courses out of the way as a sopho- more, I could take classes that I was really interested in as a junior, states junior Elaine Flogers. Although Health and Physical Education are the only courses required of a junior, many students choose to get one or both of their literature and social studies requirements out of the way. Classes such as PsychoI09Y, Com- puter Science, foreign languages, and music courses are all popular 2 5 E I s 5 i S E z among juniors. Some students fin that with their junior year, there ar greater ,opportunities for studying i study halls rather than loading the schedules. With all the elective courses an extracurricular activities available t them, and without the pressures sul tered by seniors and the insecuritie suffered by sophomores, many sti dents find their junior year the best. Q13 Hiding behind her textbook in Sociolog class, junior Cathy Dupar tries to hide from tr camera after a joke made by Martin Hallange i2j Measuring a gram of silver chloride, Joh Selas completes a chemistry experiment. C Junior Class Officers - Liz Little, Secretan Caroline Hogan, Treasurer, Mrs. Pretzel, Jur ior Class Advisor: Connie Hurley, Vice-Pres dent, Steve Wyman, President. Linda Ackermann Jeanne Adelmann Laura Albert William Alexander Judy Alll80fl Gwenn Anderson Kim Anderson Mlke Anderson Rohan Anderson Daniel Andrews Lorraine Andrews Todd Anger Chrlstlne Angricii Robert Artt Laurie Arnold Robert Avery 182 f Juniors in . ,g