Trinity High School - Trinhian Yearbook (Trinity, NC)

Page 33 text:

N Look. 17 Zfhgmgoiersflfj' ff a We ' . n 02 ef fb e hx eds any 'fit e 551900163X he' Z ,Wk fo r00l7 5 dl r 7 Sp 15. before lafy r an Billy Lee and Renee Cfavef share a ten relationship. Yidfll 'p n esperate need of a locle.. Scott Dalton makes a ecideel to buy this locla after several of his hooles were s def mo THEY!! of slight imcertainiy in their 7 uvchas n impo tolen. e ai she school stofekle Bfgdk pl

Page 32 text:

SHORT S WEET B U T .ff- 5,010 wb C1 'Il 3 050 ado . New 4061! the GTC Cbvhw Gift, dowd W1 the il S Buildwgto Mb f neat 'W M he L00 ' ' ...J ovdflo e 4 Renee Anders and Amanda Lockhart prove that the arcade is not always the favorite spot on campus during break. X 28 Break Obviously relieved, Chad Butler answers the call of nature at an opportune moment during break. This break was not a time to break a leg, but it was the time students enjoyed most besides lunch and the 3 :03 bell. Webster dejqnes break as a pause or gap such as one made by breaking, but Trinity students defined it as the much-awaited inter- mission between second and third periods. During this time, girls visited bathrooms to attend to their hairstyles while guys used the restroom for more practical purposes. I n the arcade, the 'QDreps and Hacks conversed and were sometimes visited by the members of the smoking area. These visits sometimes ended in combat battles of which General Patton would have been proud. Meanwhile, at the opposite end ofthe arcade, many couples reunited for ten minutes of close encounters of hugging and kissing. It was love at frst bite. Students needing locks or supplies paid a visit to the school store during break. The long line sometimes caused problems for students in the near vicinity. As the bell rang for students to report to third period, students continued wearily on their way to sufer through the remaining four periods of the school day. The Short But Sweetu time of the clay had ended. Q54

Page 34 text:

GOING THROUGH b sion! Wu- E Y ' Ywisb ww ut ' P417 901' 0 M 411 W Whether it was walking, sitting, eating, or showing affection towards others, students ex- pressed their feelings with and without words. just looking at students and faculty revealed that they knew how to use their bodies to send messages. Flirting was the most obvious body language. From hugging and touching to innocent smiles and facial expressions, students definitely showed their interest in members of the opposite sex. Casual and carefree was the way some students wanted to appear. A laid-back saunter and relaxed attitude gave the image of freedom and maturity. The faculty also sent out body signals. Whether it was giving a disruptive student the evil-eye or flashing a smile to a student with a correct answer, teachers most certainbf got their point across. Students and faculty thought, felt, and behaved in dnjferent ways, but one common trait brought them together. I t was body language. 30 Body Language WM