Churchland High School - Trucker Yearbook (Portsmouth, VA)

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Obsolete? Written by Alvin Toffler Reprinted from September 1972 SEVENTEEN. Copyright 1972 by Triangle Communication Inc. All Rights Reserved. Obsolete schools give only one kind of organizational experience — the standard lecture type in which one person dominates the group. Innovative schools are trying to give students experience with a variety of forms: student-led seminars; faculty-student interdisciplinary problem-solving teams; “open,”’ seemingly unstructured classes or projects; all in addition to the lecture system. This not only makes learning more interesting, it provides a taste of the organizational diversity we'll face in the future. 7. s it still age-segregated? Most high schools segregate one age group from another, creating a kind of age-based apartheid. Fifteen-year-olds. . . have little opportunity to learn from older students or help younger ones. . . . Schools should invite adults of all ages — including retired people from the nearby community — into the classrooms and the work teams, so that the generation gap is bridged. People from the community have a lot to teach. . . Similarly, older folks have a lot to learn from young people and can benefit from contact with the freshness of youth. One idea: Finding a ‘’community mentor’ for each student. . . so that the student has a chance to see that knowledge being put to practical use and has a chance to talk about it with someone rather than his teacher. 8. To what extent is racism (conscious or unconscious) part of the school atmosphere? We are moving into a world in which peoples of diverse backgrounds — racial, religious, national, as well as economic and educational — will be brought into first-hand contact with one another. The student who grows up dealing with only his or her “own kind” is ill- prepared for the new realities. Racismis. ..a question of psychological attitudes and hidden stereotypes. For a long time many blacks (not to mention Jews, Italians, Ukrainians, Catholics and others) were secretly ashamed of not looking like Doris Day or not being white Anglo-Saxon and Protestant. Survival in the decades ahead will be based on a recognition of the need for social diversity rather than uniformity,. . . 9. Is the school itself an ecological menace? Each school is part of the ecological network of the society. The school that pollutes or contributes to environmental breakdown is, by its very existence, teaching a lesson that damages the students’ chances for survival. In short, schools teach both through the formal program in the classroom and by the way they are conducted in relation to the community. A school that is ecologically irresponsible is not only a menace, it is a bad teacher, since its purpose presumably is to help students live better in the future — or even just live. 10. Do values get short shrift? The faster the world changes and the more complicated it grows, the harder it becomes for all of us as individuals, and as groups, to make sensible decisions. Anyone who thinks seriously about it for amoment will recognize that it is impossible for schools to avoid dealing with values. Schools that avoid discussion of the hard questions (such as ‘‘What an | living for?” “What would | be willing to die for — it anything?” ‘‘What are my responsibilities to society and the people close to me?” ‘‘What things are more important than others?”’) fail to develop the student’s ability to cope with rapid change and complex choice. This, then, is my test for academic obsolescence. It’s up to students, along with change-oriented educators and community people, to help bring the schools into the present so that they can help prepare all of us — young and old alike — for the future. Student Lite 15

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To Cathy Parrino, lunch means a brief respite from studies, a chance to quench her thirst, or to finish some homework for her next class. Violent reactions have arisen concerning the cafeteria-style food. This has become a serious controversy which centers itself around three major points. The points of great discussion are: the food, the extremely long lines, and the lunch shifts themselves. Most widely publicized is the food. Some people don’t even consider it food! What the students don’t realize is that the cafeteria provides us with a well-balanced meal within their limited budget. The lunchroom even loses money on each plate lunch. Even if you went to McDonald's or a place of that sort, a meal costs almost a dollar. What do people expect, a steak dinner with all the trimmings? A number of dishes offered do include tasty, nourishing food like turkey, chicken, pizza, barbecue, and spaghetti. Another trouble spot is the lunch line. By the time you battle your way through the mass of people, fight for a plate, and get to the cash register, your meal is cold or the period has ended. Someone finally came up with the idea of forming a line on the other side of the cafeteria for those who want ice cream and milk. Although there are still long lines, this has helped move people away from the cash register which handles complete lunch purchases. This year’s two-break lunch system has packed a greater number of students into an equal amount of space, and has added to the already great confusion. People complain about the problems but no one is willing to come up with any suggestions. ‘Those are the breaks!”’