Brookville High School - Buzzer Yearbook (Lynchburg, VA)

Page 15 text:

Stimulate School Morale and Academic Interest A student then might attend study hall in the auditorium or cafeteria for the next 55 minutes. At lunch time the a la carte line, one of the newest innovations, provides students with a wide choice of foods in addition to plate lunches. Following lunch hour students encounter classes such as algebra, English, history and science that 8AM OF PLEntY PLENTY OF sans a 4 pty Kee Karen Saunders and Kathy Myers undoubtedly have found something more amusing than books. inevitably fit into their curriculum. Recreational Activity class sixth period gives Juniors and Seniors the opportunity for further participation in physical education. At three o’clock the bell sounds the end of a day at B.H.S. and everyone returns to his own way of life. Is it Miss Cash or the painting that David Duff and Reggie Woodford are admiring so?

Page 14 text:

Innovations and Modern Surroundings School life has become a predominate factor in the molding of character at Brookville. This includes character of the individual student as well as a dis- tinct and recognizable character of the student body. School life begins at B.H.S. with the transporta- tion to school either by means of a bus or car. For those students who drive to school, a special parking area is provided; and this locality can, indeed, be the scene of many unusual incidents both before and after school. The homeroom bell which rings at 8:45 usually commences a mass confusion and shuffling Third Period Spanish class concentrates on the use of foreign language’s latest inno- vali the language lab. between lockers. At precisely 9:00 o’clock the actual working part of the school day begins. Perhaps a student then goes to art class, where he attempts to develop his natural talents and to promote new talents. Painting and drawing are two accentuated skills of this class. The scene switches to the lan- guage labs where students for the first time have been able to experience the use of tapes; the teacher thus can weigh the students’ learning experience with those of previous classes.

Page 16 text:

Office and Guidance Assistants Make The following girls gave up their study halls to help in the office. First Row: B. Giles, M. Porter, J. Sligh, J. Tyree, R. Bell, J. Wilson. Second Row: D. Tolley, H. Jackson, D. Feagans, W. Roberts, J. Farrar. This year fifty-one students performed special services for the offices and the annual staff. Taking a great burden off the shoulders of the administra- tive staff, twenty-one girls worked in the Main Of- fice and the Guidance Department aiding visitors and students. Thirty-one other students, one from each homeroom, collected payments for the year- book. Their homeroom periods were spent hurriedly writing receipts and counting change. These people faced some unusual problems such as late payments, illegible handwriting, and all sorts of excuses. Al- though no real complaints were heard, there were some comments like, “Golly where did all the people come from?” The following students served as yearbook representatives. First Row: M. Dossett, F. Gigliotti, D. Creger, K. Tucker, V. Kotljar, D. Padgett, C. Albert, D. Crouse, K. Martin, M. Has- kins. Second Row: J. Dolan, D. Hamlett, M. Haley, B. Sander- son, C. Stinnett, W. Maddox, B. Wirt, M. Cannaday, R. Buchanan, P. Eastman. Third Row: D. Crist, D. Duff, D. Morey, P. McCarthy, R. Derbin, G. Watson, B. Hedrick,-G. Clingempeel, C. Miear, A. Hogan, S. Hall.