Rogers High School - Rogerian Yearbook (Toledo, OH)

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I FACULTY — STAFF P. 4 SENIORS P. 22 UNDERCLASSMEN P. 42 ORGANIZATIONS P. 68 ADVERTISING — INDEX P. 104 2

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1972 ROGERIAN Rogers High School Toledo, Ohio Volume XVI 1

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Foreword “Two-in-one” was the essence of the 1971-72 school y ear. Rogers High School was divided into two schools by the extended-day schedule. The juniors and seniors arrived at school at 7:30 a.m. and the majority of these students left by 12. About 11a.m. the “second” school consisting of freshmen and sophomores began. These classes and their teachers left the building at 4 p.m. The 1972 Rogerian, also an example of “two-in- one ’ will attempt to explain the impact the “two-in- ; one” had on various parts of the school. In examining the year and determining what mate¬ rial to use in the book the staff noted an assortment ! of happy and sad events. These things were categor- 1 ized as “winners” and “losers” of the year. The stu- ! dents who were able to accept the new schedule and ! adjust to it, were considered winners. Those who gave I up on their education and only came to school for the ' credits toward graduation became losers. The first book deals with faculty, seniors, under¬ classmen, organizations, and advertising-index. Because of the new schedule, Rogers’ students ex¬ perienced many changes in the curriculum. Seniors, who attended Rogers for three years, noticed differ¬ ences [n the student body, teachers, and basically, education. The class of 1972 saw a gradual decrease in en¬ thusiasm as its high school education continued. Some blamed this on the schedule, others said it was just student attitude. The class saw the school divide from one unit into two as juniors and seniors were separated from fresh¬ men and sophomores because of overcrowding. Some seniors believed their education became rushed. Teachers also observed changes. Classes were shortened, cutting down on teaching time. The tight¬ ness of the schedule was demonstrated as instructors tried to teach students in 45 minutes. Two schools in one also was reflected by the or¬ ganizations as they sought ways to have an entire club meet at once, instead of two meetings in one day. If clubs wanted to have united activities, meet¬ ings after school were necessary. This was difficult to arrange because of jobs and other outside activities. Because the 1971-72 school year was a time of change for Rogers, it was a period of adj jstment for all Involved with the school. Major problems due to the schedule were worked out in advance and minor quirks (such as transportation) were solved at the be¬ ginning of the year. Essentially, the changes were ac¬ cepted, not always because they were liked but be¬ cause they were necessary . . . Rogers High School learned to cope.