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Page 15 text:
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structions, and papers to fill out. They swallowed this and proceeded with the rest of the day which provided a new experience for everyone. The end of the first day finally came. People began to shuffle home, most with a temporary feeling of indif- ference. Over the horizon covdd be seen 179 more school days and hours of work and involvement. Some might have looked forward to these days to come with enthusiasm and anticipa- tion; others might have looked back- ward with apathy, but nevertheless they looked. With the first day here, the end could not be far behind. People-packed halls are characteristic of the high school. Students on the first day become accustomed to fighting the crowd. Kathy Kinsey collects money for books she turned in the previous year to be sold by the FBLA. Even before school actually begins, students start collecting books and supplies. Donna Bragg, a member of the FBLA, helps sell needed books. 11
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Page 14 text:
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FIRST DAY UNFOLDS The changing of routines and of habits, the dusting off of school mem- ories, and the mindful reawakening of scholastic abilities signify the beginn- ing of school. On August 30, most stu- dents in Culpeper faced the some- what cold reality of the first day. They saw their leisure summer lives dis- solve in a flood of responsibility. The first day of school was a confus- ing conglomeration of questions and answers. Upon entering the building, students felt the atmosphere charac- teristic of school — saw and talked to friends, remembered last year’s hap- penings and previous places of sig- nificance. In homeroom students were bombarded with announcements, in- Searching for her designated homeroom. Carol Brown skims through the list of teachers, students, and room numbers. 10
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Page 16 text:
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Nancy Kidwell prepares to vote for the nominated Homecoming beauties in the experimental and much discussed voting machine. The cheerleaders provide entertainment for the student body at the Homecoming pep rally. 12
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