Churchland High School - Trucker Yearbook (Portsmouth, VA)

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“If all a drug does is kill you, it isn’t so bad. It’s the quality of life it fe) ce)U (elem elU MLM elUMI Yom tar-lan alelel(e| be of most concern.” — Anony- mous : A youth was stopped for a traffic violation. EH on an asenaia aM The public safety official recognized the odor aiteaea tn ce in the violator’s car and it was found that he | had a few “joints” with him. He was convicted — of marijuana possession — an automatic felony because it was his second offense. He received a suspended sentence. (if it had been a first offense, the judge could have convicted him of a misdemeanor, in which case, the following questions are not pertinent). Maybe WolUm calla ar-Mizi(elahmeclauledelam-larem- Wiel elciale(cre| sentence aren’t that bad, something the youth could take in stride and not lose much. What did he lose? TorF 1. He lost his right to vote and to aviamcolm ollie) emeltirecn TorF 2. Hecannot own a gun. TorF 3. He lost his chance to ever be a licensed doctor, dentist or lawyer. : TorF 4. He cannot be a certified public accountant or school teacher. TorF 5. He cannot be an engineer or Flee aliccel@ TorF 6. He cannot be a funeral director ro) a} (ole 40) (0). -1 : TorF 7. He can never get a job where he has to be bonded or licensed. TorF 8. He cannot work for the City, County, State or Federal Government. : TorF 9. He cannot be admitted to West Point, Annapolis, or the Air Force Academy. eae TorF 10. Hedid not lose very much. Answers: 1-9 are TRUE, 10 is FALSE. TSO ASSESS CW CG) (Gar SG) | DSS mK C@€ RET

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tarting from its lowest | , You desperately | »f the building, but you tairway from the very beginning. g you're sure of is that you must eality of that dull confine is too | All you:can dream of is that distant nos roof-and.its potential. So there you.are.at the elevator door in a. auilding — and even as you step in, before. irt moving, your heart races a little as sf the possible dangers: first the fight break and you'd never get off second, there’s the possibility of its . stuck between floors; third, there’s the | sibility that the hotel management will catch you and accuse you of abusing the Trelags cell atale-lelop Etaeme (ct otclalellar-aul efelam Ut: slevator, your ride may fall sizably yftop or your elevator may gain: um that the brakes will fail and. ‘Il literally fly through the ceiling. - ‘to ignore this and let’s assume that your is safe. As the elevator surges upward, ess seems slow. Soon, however, the tion hits you and you're off. All of a. u've reached the rooftop. With the ent s an increasing loss of feeling — a ness lingers after the elevator has he'door opens onto the. roof, and bounce out. Your thoughts in the éem to have occurred years ago fay, and besides, if they did tend ‘dangerously close, a raucous laugh ‘repel them away. The long ride to the s likely left you with.a light stomach ‘which craves in hunger. Therefore, you simply pick up the house phone and call up the gourmet dishes of your choice. top’ot the roof is the best. You have discovered a better feeling than the thought of eing the top. Alas, all honeymoons end in — me, and there Comes the moment when you must leave your rooftop haven behind. The aM trip:down is slow, but not at all unpleasant. As you come back to earth, it’s as if you never ay pa ‘missed a thing . 4. You wait for another trip. cae fig den burst of speed hurling you upward

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ml (Giab st@]akKOXONL Is Your High School No one has to tell you that something is wrong with America’s high schools. And most thinking people of all ages are ready to agree that those institutions are suffering from some gut-deep disease. But there’s little agreement about what is wrong. I'd like to suggest that the disease is obsolescence: most of our high schools are as Outdated as the stone ax. Routinely you are told that you must finish high school because it will help equip you to lead a better life “in the future.” Most adults view the future as a straightline continuation of the present. Yet we are living through a period of the most rapid change in history. Everything changes. Not all these changes are necessarily good. But good or bad, they are creating a future drastically different from the present. When we apply the idea of obsolescence to high schools. . . these are some of the questions | would ask: 1. Is its curriculum oriented toward the future? Hundreds of schools are now introducing fascinating courses. . . in which future life styles, Careers, crises, and opportunities are discussed. Courses in which students have a chance to prove their own values with respect to change. . . Students have a right to ask any teacher: ‘‘What does this have to do with my tomorrow?” 2. Does it offer action — learning opportunities? Not all learning takes place in the classroom. In recognition of that fact, some schools now make it possible for students to work at jobs, or to perform volunteer service in the community, and to get educational credit for it. Programs for care of the aged, for pollution control, traffic controls or noise control, full or part-time jobs in fields like photography, journalism, . . . if the school cooperates, can be turned into extremely valuable learning. 3. How diverse are the courses it offers? Are students saddled with too many requirements? Or are they able to choose from many alternatives? Most of us do recognize a need for certain basic requirements. We need the ability to read, write, and converse with others. We need certain shared knowledge. But. . . does the school allow a student to work out an independent study program? Can he or she take a Course at a nearby school or college, for credit? If not, why not? 4. Is the school run from the top down? Today most businesses and government organizations are set up as rigid hierarchies, with orders coming down a chain of command, very much like the army. Can students at the school really influence schedules, dress codes, curriculum? Or is the school still autocratic? Certainly, students should not have full control of curriculum or administrative matters. They may be permitted to decide how many dances to hold ina semester, but they are not allowed to deal with significant educational issues. Is the student government free to be critical of school policies? What about the school newspaper? Or are they simply a puppet government and a public relations mouthpiece? 5. Is the work largely routine? Some routines are necessary in life. Eating and sleeping are biologically required routines. But obsolete schools are so busy training us to use routines that they often drill the adaptability out of us. In the past, schools emphasized repetitive work because adult life was routine and repetitive. At the same time, as change in all fields makes us confront new problems and first- time situations in our personal lives, old habits, programmed behavior and routine responses become less and less helpful. 6. Does it offer alternatives to the lecture? Since time immemorial, school has meant a classroom in which an older person pumped knowledge into the heads of a large number of younger people.