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Page 30 text:
“
Shadows . Activities Social activities are often regard¬ ed as an unimportant part of high school life, but it is through these ac¬ tivities that we actually learn to live. Students . . . people . . . contribute feeling, mood, and sentiment to school life; without people, the school would be an inanimate stage; The entire creation of a personality involves not only a well-developed curriculum, but also a well-rounded social life. The undercurrent of our activi¬ ties vitalize the entire school, and it is these same activities that create en¬ during memories of our high school career. We will recall when we . . . cheered our teams to victory . . . fev¬ erishly prepared Homecoming floats . . . breathlessly awaited the final judging results . . . crammed for se¬ mester finals . . . attended the prom in all its splendor and beauty . . . strolled hand in hand with that certain someone. Whatever the future holds for us, we will never forget these mo¬ ments of fun and excitement, even though many other phases of our school life will pass into obscurity. For some, these things will be no more . . . but our activities will re¬ main vivid in our memories as they simply become shadows of the past, as we tread further along the path of life.
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Page 29 text:
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Hands And Heads Work Together IHAT IS YQU Mrs. Lenora Smith B.A., Indiana University. Art and driving are two closely related subjects taught at Dyer Central. Driving is an art. Many broad courses in art are available for present day living. Art class provides for creative activity, appreciational experiences, and for functional use of art knowledge. Dri¬ ver s education develops a workable attitude toward driving. The class concerns itself chief¬ ly with experience. The vicarious experiences gained by the student prepare him for driv¬ ing. Carol Sauser and Diane Autry piece together their mosaics as Mrs. Smith watches them. Mr. Tom Peyton B.A., DePauw University. Kathy Crider is seen fastening her safety belt in drivers train¬ ing. 25 -
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