Hoover High School - Husky Yearbook (Des Moines, IA)

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Mounting daily pressures and complex lifestyles are detrimental to many persons. Society is trying to regain some of the value in life; people are searching to grow. Youth is par- ticularly concerned with living something more than a tedious existence. Young people demand that their lives be made of meaningful ex- periences from which they may learn and grow. Many students developed interests in ac- tivities not related to school. Even so, the majori- ty of students who realized that ‘life is what you make it’ saw that the same applied to high school. Between tests and homework assignments, students talked of ways to make their school days less boring. Ambitious students trans- formed thought into the actions which helped Hoover grow. At Hoover four types of growth were evi- dent. Growth as a school was the dominant growth, with student growth in the community and physical growth on much smaller scales. Per- sonal growth, a matter the individual developed alone, was the springboard for school growth, physical growth, and student growth in the com- munity. 2 Introduction

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Building expansions and moditications enabled three academic departments to expand. The science department obtained a new chemistry and physical science room when two classrooms on second floor were remodeled. English and music teachers moved into a new wing that included four regular classrooms, ad- ditional practice rooms for musicians, and facilities for concert band and jazz band. School growth was erratic and unbalanced among Hoover’s curriculum, organizations, and activities. Hoover’s academic curriculum show- ed the strongest, most even growth of any area of Hoover life. Spanish students, spurred by the success of their previous trip to Mexico, left for Spain in July of 1973- Math students created, packaged, and sold wooden puzzles during Christmas time to raise money for a computer, a welcome addition for students interested in com- puter technology. Debaters again excelled in forensics tour- naments as two students represented Hoover in the national finals in Illinois. Marching, sightseeing, and a flight delay due to April’s unexpected blizzard were among the experiences of the 175 -member marching band during their trip to Washington, D.C. The band was Iowa’s delegate to the Cherry Blossom Festival Parade. One of the few assemblies students enjoyed and participated in was October’s Mock Conven- tion. The junior and senior government classes holding the convention were interested in parliamentary procedures, law making, and nominating candidates instead of the number of classes they could skip during the two-day af- fair. Student response to “Projection ’73,” Hoover’s 1973 edition of the Film Follies, grew in creativity and number of films made for presen- tation. As with many other activities, however, students waited until the last minute to finish their films. 4 Introduction