Douglas Southall Freeman High School - Historian Yearbook (Richmond, VA)

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School's open doors extend challenging invitation Each September brings a complete change in a high school. Newcomers enter the wide, strange halls for the first time. Re- turning students enter familiar winding corridors. Some of these students will fill positions of leadership; for others, there are smaller but equally important places. As students and instructors walk up the steps and through the doors on that first day, they immediately enter the realm of challenge and never leave it. Challenge manifests it- self in the readjustments, the new problems, minor and major, which erupt during each class period, at each lunch period, after school in football practice, at a club’s first meeting of the year; it confronts every Rebel as he enters Douglas Freeman High School. Challenge shows its face in the expressions of others. it is bewildered anxiety in the face of the weary cheerleader who struggles to raise spectators’ waning spirits. It is puz- zled determination in the face of the science student who works on a difficult problem or completes a complicated project. It is satis- fied assurance in the face of the student who knows the answer to a tricky test question. Often defined more often undefined, chal- lenges gradually materialize day by day.

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Reg ie é oe Pe Rebels meet challenges from unusual sources Every challenge does not arise from a crisis. There are the subtler ones—improvement of an academic average, qualification for col- lege entra nce, acquisition of teachers’ and classmates’ respect. These come forth quietly and stand in the background. They are the forces that cause Rebels to set their goals, then strive to reach them. There are the chal- lenges that one expects, looks for, and recog- nizes. But there are the others, the unex- pected ones that come quickly and without warning. These arrive disguised as special announcements, heavy snowstorms, re- peated fire drills, which interrupt the orderly progression of school life. After these intru- sions, scattered students must resume tasks and pick up the broken threads of their dif- ferent activities to join them together again.