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Page 28 text:
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J. Smith President J. Latham Vice-President D. Lange Secretary C. Juergens Treasurer ' Naturally our attitude toward learning is rush, rush, rush! ' As class standing changed from sophomore to sen¬ ior, changes in attitude and education were observed. Possibly, Rogers underwent more change in the past three years than in any other period—the dress code, the school day, and also school spirit. As the dress code weakened, students became more liberal in their dress; girls donned slacks and hotpants, boys began letting their hair grow. Possibly the biggest adjustment came when classes began to last only a half-day. Seniors attended morn¬ ing classes; most were out by noon. As sophomores, these students came to school at 7:30 a.m., the girls dressed in dresses or skirts, the boys with hair rarely over their ears. During the day a few girls were sent to the dean’s office to have the length of skirts measured, and some boys were asked to get haircuts. In 1971-72, it was rare to hear of dress limitations. The no-dress-code trend began in 1970 when the girls were given permission to wear slacks. Though some students preferred no dress limita¬ tions, Jennifer Brewer expressed that “student pride in the school has diminished . . . the student body has gotten trashier-looking over the past few years.” However, Greg Kneller believed that the change in dress was “for the better,” and Dave Ankney, though not commenting directly on dress code, believed there was a definite trend to be more easygoing as far as school rules are concerned.” Another change was the decline in school spirit. “The spirit at Rogers now is zero — we were full of spirit as sophomores. Remember the sign contests and red and white day? You were strange if you didn’t wear tennis shoes on tennis shoe day. Now things are different,” Jill Kopp commented. John Latham commented there was a “general lack of enthusiasm among students. Response to athletics is poor and there is a lack of school pride.” Judi Bowen thought that attitudes affected the school. “The most significant change I have noticed here is the apathetic attitudes of the students. In years past students took a real interest in school activities — everyone took part. Now only a very few care at all about school pride, spirit, or about what students try to accomplish,” she said. However, even though seniors considered these changes major, probably the most influential change was the schedule. “In the ‘split’ schedule of my junior and senior years, I felt that I was being pushed and rushed out of school as fast as they could get me out. I had no time to enjoy seeing my friends and talking with them, an important factor in high school life,” said Gary Bowers. Bowers also believed that this schedule was a rea¬ son for the lack of interest—“What kind of devotion or feeling can you have toward a school when you are only here a few hours?” Janette Wille also thought her education was hur¬ ried. “The atmosphere is rush, rush, rush. Learn this, learn that, go home, so the next group can be herded in. Naturally our attitude toward learning is rush, rush, rush!” Others believed the schedule hampered learning. Mike Willard believed this “because when you go into your first hour class you are too tired to be pre¬ pared to take in all that the teachers are trying to teach you.” Eileen Miller believed the schedule benefited her. “I think I am doing better in school. It is helpful to do homework right after school so it will be done before work.” “The schedule seemed all right to me. One can take all the subjects he wants — it gives more oppor¬ tunities,” Marie Konieczka contended. However, Tim Snyder commented, “I really don’t think my education is hindered, but the opportunity for taking classes is. One thing I noticed is that by the time I am interested in the classes, the day is over.” Because of uncontrollable conditions, such as the hiring freeze and overcrowding, these changes were inevitable. Whether a student was a “winner” or “loser” depended on the situation. Jan Greene summed up the situation by citing indi¬ vidual responsibility as the deciding factor. “Your education is influenced by your attitude and it’s up to the student whether he really wants to learn or not.” 24
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Page 29 text:
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MARK ABRAMCZYK BECKY ADAMS RANDALL ADERMAN JOHN ALLEN LINDA ANDRZEJEWSKI RENEE AUGUSTYNIAK SCOTT ARCHAMBEAU MARK ASHLEY PRISCILLA ASHLEY V DAVE ANKNEY KATHY BECK MARILYN BAUMAN SHARON BALL CAROL BARNER JEFF BAKER CHERYL BENDER JAY BENOIT JUANITA BERGH RICHARD BILLAU LAURA BILLIG BOB BIRD PATRICIA BLUBAUGH STEVE BOHL MARTHA BOHNSACK BRAD BOOR 25
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