Grimsley High School - Whirligig Yearbook (Greensboro, NC)

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Whether playing or watching, each one participates WHIRL1E REINFORCEMENTS watch intently, hoping for a chance to substitute. AFTER-GAME open houses offer change of pace following tension and stress in the stadium. WHIRLIE PLAYERS, preparing their defense, study opponents’ tactics. 1 ' ' ' Streaming into the gym after a game, our shiver¬ ing evaporates in the warmth of excited chatter, of music and dancing, of encounters with friends. Then at last exhausted, our energy all used up, we stand near a friendly shoulder and just watch. Or we keep remembering the hope¬ ful players hunched on the bench, and the other surging, vibrant ones out on the field — some enduring disappointment, some feeling victory, and all of them sharing with us who watched a conviction of being truly a part of something big and important, a moment of growing maturity. Page 13

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WITH INTENSE concentration, GHS students become a vital part of the football game. All share an infectious enthusiasm When summer drifts into autumn and the odor of burning leaves hangs in the air, our football season begins. Carrying blankets, wearing heav¬ ier coats against the chill of the night wind, we stream into the stadium. Standing together to yell, to sing our Alma Mater, to cheer our team, we are melded into a unit that shares an intangi¬ ble thing called school spirit” — a feeling brought to vivid life by the urgency of victory and the infectious enthusiasm of cheerleaders. ENERGETIC cheerleaders evoke vociferous Whirlie support. Page 12

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INFORMAL GROUP discussions give students an opportunity to exchange ideas and formulate conclusions. GHS English curriculum mirrors the progress English, one of the most comprehensive depart¬ ments at GHS, includes courses in Shakespeare, creative writing, dramatics, and speech, as well as basic English. Inquisitive sophomores meet chivalric characters in Tennyson’s Idylls of the King and, through persistent efforts in weekly themes, improve their own writing skills. Juniors laboriously compose short stories and develop an appreciation for the works of American authors: experienced seniors meet the challenge of Chaucer’s Prologue” and Canterbury Kales and overcome the autobiographical obstacle. MODEL OF Shakespeare’s Globe Theater enriches study of Elizabethan drama. Page 14