Rockford East High School - Argus Yearbook (Rockford, IL)

Page 11 text:

In order to acquaint students with East, an orientation program was held before school commenced in September. Incoming students and their parents were welcomed by Mr. lVelsh and Student Council members. As the new students f0lll'GCl the building, the parents viewed a film on student high school adjustment. E-Rab handbooks, which contained descriptions of classes and extra cu1'1'icular activities, the rules and reg- ulations of the school, and other helpful in- formation, were made available for sale. Student Council members answered ques- tions and aided the students in every way possible. This program helped to lessen the con- fusion and bewilderment that confronts sophomores on opening day. At thc Sophomore Orientation, sophomores arc taken on a tour of East High. Conducting this group of students is john Mt-Ilwain. 6 if ls-Rah handbooks QIVK' new students a key to East. Sophomore Stcvc Lundc buys a copy froni iuniors Craig Carlson, Bill Larson and 'Indy Stonis. P U' N ' L CALCULATINC PRACTICINC2 LEAVINC S.-

Page 10 text:

Social and Academic Life Commcnces As school opened in September, East High once again became the center of each student's life. Students returned from their three-month long vacation filled with the thoughts of summer trips and experiences. Those who attended summer school returned after one month of school-free time. Leaving pleasant summer memories behind, classmates renewed old acquaintances and looked with anxious anticipation to the year ahead. MIHIVINC . ORGANIZING I i I l i ffl' we , ' . ' QIJTQ-i' ' I 'wifi 'sg ' ' 2 fvifffa. . 1- 2 it ,M c ' .ali D Faculty members also returned from vacation trips, summer jobs, and graduate school, pre- pared to meet the coming year. This year has brought many changes to East: the return of the one-shift system, new side- walks, tennis courts, and the transfer of many students to the newly constructed Auburn High. These changes have enabled East to carry out more effectively its function of preparing the student for his future role in society. PARTICIPATING EATING . S

Page 12 text:

51.25- 'El'-. f I f if .J L ti L -sf? A p XVA, N . 1 :4: I . ,s:f. r F -fri? ffpq fii-.igxlg-:-',,,f - K X, b I X 1- . ik S ,..x, i -- N , ' 5. .L s ' , rg,--, Q A? . ' si A A V. gs' 'K 39' The task of filling out registration blanks, book cards, and class sched- ules characterizes the opening days of school. Senior hoys' counselor, Mr. Emil Berzinski, helps Bob Ceurich reschedule his class program. Xl'- Pupils Resume Daily Routin The opening days of school are days of adjustment. Teachers and students alike must become acquainted with their new schedules and daily routines. Faculty members had to become familiar with names of students enrolled in their classes, and stu- dents undertook the preparation of daily assignments. As classes commenced, the task of enrollment was necessary for the efficient functioning of the school. Book cards and fees, locker assignments, distribution of texts, and the blue striped attendance cards are all essential to manage the school effectively. Another function which characterizes the initial days of school is the perfection of class scheduling. Many students found that they had been placed in classes which did not fit their daily routines. Certain classrooms were filled to excess, whereas others lacked enough students to form a functional class. It was the job of the class counselors to balance class enrollment and remedy and correct the schedules of those students whose courses required changes. As students began to take their places in the class- rooms, and school functions started, most pupils stopped and found the time to question the purpose of attending school. The furthering of oneis culture and knowledge is the objective of education. This is the knowledge and information which is to serve the student in the future and form a basis for added learning. Textbooks, lectures with supplementary informa- tion, visual aids, and practical experiences help to in- spire the student to augment his primary education. The majority of students also supplement this aca- demic training with extra-curricular activities which help the student mature socially and scholastically. Seniors Kathy Klontz, Louise Burch, and Linda Nyquist find time to prepare their daily assignments in the library. i