Tucson High School - Tucsonian Yearbook (Tucson, AZ)

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,, x p i. yy .Ni q, XT. 'vs g A 542 Q This year's Special Events reflected years of tradition. The Junior girls upset the Senior girls in the Tidy Bowl. Because of the aggressive nature of this year's game school officials are considering discontinuing the game. The Student Council sponsored Friendship Week which included a reversal of male, female roles. Rodeo week, one of Tucson High's more traditional events, ended as the Marching One-hundred made their annual appearance in the parade. Many of the homerooms sponsored Christmas boxes which allowed students to donate food and clothing to needy families. pt W

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.av WV Special Events Wm, .Je 'I Ttgh .afq,. , ,,. AY' - av if P ff ex 0, Ki' N This Page: Before the Cholla football game, students attended the Choir's annual Spaghetti Dinner in the cafeteria. itop lefty In order to fund a trip to Disneyland, the band held a contest in which students guessed the amount ot beans in a tuba, icenter left! As graduation approached Sandy Riback itop rightj measured graduating students for caps and gowns. Posters advertising the Tidy Bowl ibottoml were put up by the Juniors and Seniors to encourage game attendance. Facing Page: On Sunglasses Day, students were encouraged tleftl to wear different types of eyewear. Glancing over her homeroom's Christmas box. Sophomore Sally Rusk ibottom rightj inventoried the box's contents. M I

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From many efforts one accomplishment At THS, students of all levels of ability were assigned to the same classes. Often the students with the highest scholastic abilities received the honors and awards. However, other students who performed their best received the equally important reward of self-satisfaction. Students decided early in high school whether or not to strive for honors. Although some students seemed to achieve without effort, it had taken years to build up to their accomplishments. Early in their educational careers they had acquired skills which brought them closer to their goals. Some students found that gains required sacrifices and demands on their time. Every effort made led to achievement and led the student to his ultimate goal. Three factors influenced the extent to which students applied themselves. Teachers provided opportunities and encouragement. Parents' interest, or lack of interest, was a definite influence as was the students own desire to achieve. Some chose not to compete. Apathy was often the reason. Whatever the case, students found that each accomplishment was achieved only after many efforts. l as wl- 32- .fs aff ,. ., l y