Griffith High School - Reflector Yearbook (Griffith, IN)

Page 17 text:

To get around is a problem for those students who are just entering high school. Sophomore Tina Schmell tries to locate her locker on the first day of school. Taste! Some lockers have taste in the form of goodies but others have it in the form of art. One art class student adorned his locker with painted scenery. 13

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Education fallout. Stacking too many books on the top compartment finally takes its toll as senior Cindy Welch ' s locker pops open under the strain of overload To some, lockers are of no great significance, but to senior Joanne Kregel and junior Michele Simac, decorating them represents showing their school spirit. rvm I can ' t believe This ! $% locker I irtv tennis shoes, leftover paper bag lunches, pom pons and between-class snacks sandwiched between books are a few of the things stored in students ' lockers. The day of registration serves as an introduction, to your closet away from home. The moment you look at the combination and attempt unsuccessfully to open it on first try determines the relationship you and your locker will endure. If opened easily it ends up without a scratch. If it won ' t open after the third try, its inevitable destiny is bumps, bruises and dents. Besides using it as a tension releaser, a locker is a blessing in disguise for girls in Booster club. It is a way of getting close to that special someone by decorating his locker with edible goodies. Eventually comes the annual spring locker cleaning, when every student, like it or not, pays his respects to the locker. It ' s as much of a required chore as cleaning your closet at home. Whatever the reasons for using a locker, the bottom line is: What would you do without it? Share and share alike. Junior Deneen Johnson and senior Dave Lattin decide on the locker space division, realizing both tne advantages and disadvantages of sharing. 12

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Chem-symptom of contagious disease Whether by their own desire to develop and sharpen their skills, or by the overly ambitious designs of a counselor, many students find themselves taking hard classes (scientifically classified as brainus-ache-us). But is this all there is to it? Are these classes just for developing and sharpening skills? Or do these classes instill something terrible in people: a subversive disease implanted in the student possessing and compelling him to do shocking things he would ordinarily never do. As stunning as it may seem, it is all true. Science is one department which sows the seeds of this evil, and many are led toward the field of science by the example of tv ' s Carl Sagan. The disease starts when the naive sophomore takes Biology 1-2, and finds that work is required to pass the class. He works and excels, and eventually begins to delight in the taxing labor. As the malignancy grows, the student uncringingly disects a fetal pig in Biology 3-4, relishes discussion of icky, slimy huhtan organs and after taking Chemistry 1-2 and Physics, becomes haughty, often endulging himself in enigmatic midnight strolls beneath the frosty glare of a full moon, muttering molecular weights and reciting motion equation. The difficult mathematics courses are also transmitters of this invisible disease, and so those interested in medicine, engineering, chemistry, physics or teaching must also beware this subversive malady. The intense (continued on pg. 16 ) Working with the mind 14