Moline High School - M Yearbook (Moline, IL)

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...ana .Nev 1 fi' RNS 'f Q D 9 s XX 15 The story starts with individuals. If one were to consider an individual not only as an enterprising and capable being, but also as a creatively ambitious element in society, as a single part of a much greater machine comprised of other like indivi- duals, he would recognize that individual as a very significant ingredient. Ingredients combined, ingredients as varied as people's personalities come, may seem likely to add up to a very strange, and almost obsolete product if it were to be utilized for even the briefest of moments. At times in a society, havoc and despair are all too evident, but people can also, on the other hand, live in peace. And this state of harmony is the once common goal of mankind. It is the com- mon cause we all strive for. Here at MHS, although on a smaller scale, we all strive to express ourselves, to share and grow. This is the time we begin to learn the importance of interaction with others, and in the process we be- come better people. The individual is all importantg we each have a role to play.

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life f -any castle looms in the distance as 2 Q1 l a sinister mist obscures the .xnxx xc: 0 tk '31 gli, f gy view. Although the setting at MHS may not have been quite so dramatic it still Played a big part in A Story Of Success. Seemingly innocent hallways suddenly would erupt into a frenzy of color as the bells would ringg people would pour into the halls, out of classes, and lockers would be flung open. Pictures, wallpaper, shelves, mirrors, and assorted text books would be instantly exposed, and the per- sonality of the lockers' inhabitants would be revealed. When walking through the school, the scenes would change quickly. Everything from sports to music could be seen. The science rooms would constantly be filled with eagerly busy students trying new experiments. Students who, many times, would be trying to avoid the smoke they would accidentally create. A Story of Success Walking further would take you past the industrial arts wing, where students acquired significant skills for preparation for their futures. If you went to the other end of the building, you would see the school's re- spective choirs practicing for concerts and performances. The bands and or- chestras could also be observed while studying their music, and playing the many represented instruments. Probably the most appreciated time of the day was lunch time. Students could be seen relaxing in the student center on the couches there, or maybe even in the guidance center where they could be seen talking with friends or with counselors. And then, of course, there would be those students who actually ate lunch. These people had the choice of eating in the senior or underclassman patios. They could also opt to spend their lunch peri- od in the cafeteria itself. Lunch could be purchased at school, with a variety of meals being served. But a lot of students also brought lunch to school, only buying beverages. Meeting friends in the cafeteria and discussing the day's events would help the students get through the many long days at this school setting: their home away from home. 't . '- ..t-., -i ,r, , ,:. . ,r . ,:, ., ,X ,.,i .. -4 .. -r m -1 , -t.. -t .. gt .. it .. rt .. -a -- 'a -l st 4 Prologue George Woods works carefully and diligently while in an industrial arts class. These students of Mr. Spranger study diligently as he figures grades. t E'