McCallum High School - Knight Yearbook (Austin, TX)

Page 10 text:

Openingfb Above lop: A +ypical classroom sifuafion creafes boredom for The apafhefic s+udenf. Above: Sland- ing around in flue halls is a lavorife pastime of apafhefic sfudenis. Righf: Apafhefic sfudenfs show Their spirif during pep rally lime. Middle: Apafhy prepares lo false anofher vicfim, as its effecfs are displayed. For righh Knighf-A-Burger provides a s+age for apafhefic sfudenfs.

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ObiecT of The game is To win. Winning is knocking off The num, ber one ranked Team. Winning is having The all imporTanT edge aT The end of The game. However, winning is also being able To endure losing wiThouT sacrificing always needed spiriT. As iT seems, losing is The failure of someone or someThing, wiTh The blame being placed accordingly. The guys iusT aren'T Trying hard enough, cry The all-knowing specTaTors. Ya'lI yell, demand spiriT organizaTion leaders. Think as They may, a yell is only effecTive in a confined area, like a gym, where The sound arises in uproarious cries of spiriT. On The fooTball field, wifh iTs vasT air space, The yells are losT and only an exercising of The vocal chords is achieved. While The sTudenT-specTaTor is aT home sTudying, sleeping. or iusT siTTing around, The high school aThleTe is aT pracTice. working his hardesf To achieve perTecTion: drills, drills, and more drills are pounded inTo his disTraughT. weaTher-beaTen body. FooTball and iTs players become one - a single mass of humaniTy possessing deTerminaTion, spiriT and a desire To win. Supporfed by boosTer organizaTions. The Team prepares for a sfrenuous, Trying and somewhaT bruTal conflicT wiTh an equally desTrucTive opposiTion. IT is now ThaT The inTerplay of spiriT is seen. SpiriT in aTTendance, spiriT in yelling and spiriT in The Team, all deTermine The final ouTcome of The game. BuT is iT all worTh iT? Does spiriT really make a difference in winning? Does iT spur The player on To vicTory? MosT say yes. buT declaraTions of apaThy. such as l don'T care, lT's Too much Trouble, and How will iT help me? seem To indicaTe-oTherwise.

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Traditions and Rules Help Create Apathy Gorging themselves with food, sup- porting their nicotine habits, and trying to be seen by others would seem to describe-theactivities of the apathetic student. The all important l is stressed in this type person. What will l gain? , Why should l do it? and I don't care. all show this fact. However, it would appear that the apathetic student doesn't have it all so bad. The typical school related activities are irrelevant to the apatheticystudent, producing a multitude of extra time to pursue more so called apathetic inter- ests. These people are concerned with more than status. To them, individuality is the key. Traditions, rules. and regulations tend to turn off apathetic students. Their per- sonal rights are infringed upon, as rules are enforced. The necessary identity of the apathetic student is lost in a mass of cans and can'ts associated with school functions. Only a select few of the status seekers are able to support their individuality - these include squad lead- ers, presidents of organizations and glory seeking iocks. Many apathetic students find no inter- est in high school. Backward tradition coupled with status freaks ,create a sick- ening atmosphere for the apathetic stu- dent. To them, education is the reason for going to school, not popularity. New subjects such as media and mini-mester English courses have been installed, try- ing to meet the demands of the apath- etic student. Others want more courses, creating heavier course loads, to get away from the effects of status. Maybe he is labeled apathetic. But he is allowed to be himself. He doesn't need or rely on status to prop his social stand- ings. To the apathetic student, his inner self is what he is. Opemng!7