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Page 8 text:
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CHAPTER ONE ITUDE T LIFE Having recently emerged from its period of infancy and growth, East Brunswick High this year found itself enter- ing its academic adolescence. And unlike older schools where tradition often dictates all policies and decisions, it found that its earlier experiences, more often than not, were inadequate as guidelines - that change was a by- word. But like the rest of the nation in 1965-66, the high school did not always find it easy either to accept or to adapt to change. For change meant the passing of what had become familiar and therefore comfortable. Hence the school en- dured most of the year with a split personality, one half of which was trying to perpetuate what was, while the other half worked for what was to be. While the administration and the faculty labored to re- solve this dichotomy on their respective levels, the real problem of adjustment fell to the student who, in the final analysis, would have to live with the situation. More often than not, his efforts were paradoxical. Consider the matter of the Seniors, who had been resident here since the sixth grade - the last of the long classes. Af- ter six years of waiting 'to be on top, they arrived only to find that values had changed and that no one was really impressed by their achievement. Or take the matter of the photo-identification cards. This proposal was quite practical for a large school such as this. Yet it was overwhelmed by the small-school syndrome that found such cards unthinkable because they reduced the in- dividual to a student number. Those who could recall that the popular student of a few years ago knew just about everybody in school were cha- grined to realize that, this year, he might be graduated not even knowing everyone in his class. Most of us rode to this metropolitan-sized high school on rural-type school buses. We still managed to become excited over our traditional rivalry with small-town South River High, yet we realized its days were numbered as bigger New Brunswick High loomed more and more as public enemy number one, from a Bear point of view. And so it went. Reticent students more frequently hesitat- ed to raise their hands in classes that now held ever-in- creasing numbers of students. More hopeful candidates tried out for berths on more varsity teams, with less chance of success. The same situation applied to clubs and student offices. Yet the negatives of change nurtured the positives. More competition brought about greater achievement. More courses made it possible to satisfy a wide range of student interests and needs. More participation and talent afforded all activities the opportunity to deepen and broaden their' range of effort. i But most important - the increasingly impersonal aspects of student life forced more and more of us to rely upon ourselves and, in the process, we discovered what we coul do on our own. We matured. And that was the purpose o it all to begin with. l l , Y ,W ,Wi , .
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Page 7 text:
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TABLE OF CONTENTS STUDENT LIFE 6 CURRICULUM 18 ORGANIZATIONS 52 FEATURES 74 CREATIVE ARTS 94 SPORTS 104 THE CLASSES 144 ADVERTISING 205 EPILOGUE 234 5 A
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