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Page 11 text:
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of Individuality What's the difference being different when it's difference that looks alike? John Hartford It seemed this year that more emphasis was placed on individuality. The attitude of accepting people for what they were, not condemning them for what they were not, was felt nationwide as well as at CHS. Teaching methods also stressed an individualized approach. Students had an opportunity to select which type of English and homemaking class they wished to take. Next year’s choices will be extended to include social studies, science, and math courses according to interest, abilities, and needs. We all found different ways of expressing ourselves whether it was through the volleyball team, Interact Club, or in class. We were pan of a whole, yet unique since we were indi- viduals with our own ideas and feel- ings. Individuals stood out at CHS while representing their school. They earned recognition scholastically, at live- stock showing, as individuals playing as a team, as part of the band, and through in-and-out-of-school activi- ties. We all found time for being selfish - doing what we wanted to do, not nec- essarily what we should have done. We had to be ourselves all by ourselves at times. We learned to like and accept who we were and why we were that person. At times we found it difficult to be different - we were afraid of not being accepted, so we conformed and went along with our friends. We tried not to be different for the sake of being dif- ferent, yet to be original and unique in our own way. We were all different. We were all unique. We were all original ... we were ourselves. 7
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Page 10 text:
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There Were Moments a. Teresa Anderson prepares current events for research and composition, b. Mrs. Janet Peek flashes a smile to the class in response to a com- pliment about her hat. c. Finding solitude in music, Charles McClure practices during lunch period, d. Steve Maniscalco and Kenny Plunkett transform into Groucho Marxes, e. Mr. Steve Scroggin appears quite anxious for the bell to ring.
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