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Page 12 text:
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Northeastemers realized that learning was not only accomplished by “drinking in” a tedious classroom lecture or reading a “mind-boggling” passage in a text book, but by getting involved in every aspect of school life. Whether one was tackling an oppon- ent in a grueling football game or merely relaxing with a friend, he was developing new interpersonal rela- tionships. As a result of holding leadership positions in clubs, many students realized that they were adult enough to decipher their own problems with- out “bugging the guardians” — the faculty and administration. At one time the Student Congress was con- sidered the “school bully,” because it temporarily suspended many of the senior privileges as a result of the “less than perfect” behavior. It weav- ed its way into the “good graces” of the student body when it finally reached the solution — “the nickle payback system,” a method in which one deposited an extra nickle for his lunch and “withdrew” it upon return- ing his tray. Yes, one needed more than just “book-learning” to be an “educated” Northeasterner. He had to “live” by participating and cooperating with his peers. Indeed, he wished to be the first to set the trend in “century III” of solving his own dilemmas. Left—Ouch! The “cool confident, and coordi- nated Eagle player maneuvers a brutal block as a result of the mental hotline between a player and his opponent. This “communica- tion enables the player to “decode his en- emy's strategy before the play commences. Above—“Calling all cars! Calling all cars! Charma Mitchell is just one of several mem- bers of Mrs. E. Harris’ history class who dis- covers the policeman’s information very in- teresting. but hopefully not useful. “Wow, it’s just like on television!” Opposite top—The beauty of the early morn- ing is accentuated by the lovely young ladies who take a minute to relax amidst masses of chattering students in the smoking area before school begins. Circle—“Maid for hire! Only five cents a tray. Why not leave the walking to me?” Debbie Hartzog. Northeastern’s “Happy Home- maker,” performs her profitable, daily routine of making lunchtime “a little more livable for the cafeteria “connoisseur.
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Page 11 text:
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The most incredible phenomenon that occurred during the school’s existence was the granting of senior privileges bv the administration with- out a ‘‘formal requisition” from the students. In previous years, seniors had fought and demanded for their ‘‘rights,” but the only fighting the present seniors did was to recover from the ‘‘initial shock” of the new occurrence. Of course, there were “strings attached” to the privileges— the major one being an immese clean- up campaign — but many were eventually “knotted”. There were several prized privileges granted to the students. One was a senior court where upperclassmen could relax outside in their own special place. Another privilege was an early dismissal for lunch during which seniors could be the first to al- leviate their hunger pains. A third one was that of parking permits which aided in relieving the daily “3:10 traf- fic jam.” It also enabled students who didn’t have them to judge how much they adored their “towed away” cars by the price of the vehicles’ recovery fee. The need to soothe a growling stomach, the urge to “unwind”, and the idea of knowing that one’s car was where he had parked it made senior privileges precious. These were the reasons a senior spelled relief thus: P-R-I-V-I-L-E-G-E-S. Privileges—The Seniors’ Best Means Of Relief o w 2 2 o PRIVILEGES 7
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