Newspapers / Grimsley High School Student … / Oct. 29, 1976, edition 1 / Page 2
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Page 2 HIGH LIFE October 29, 1976 An Alternate Choice; Traditional English The basic idea of education is information. The basic idea of American public education is a general understanding of the various realms of knowledge. The idea of an elective education is concordant with my ideals toward a more satisfactory education. If instructive schooling is to be emulatable, then the individual should determine his or her own objective. Asked to consider Miss Caroline Johnson’s proposal for a new elective designated “Tradi tional English”, I affirmed, as long as there is a) substantial proof that the course is desired, and that that proclivity can be manifested by a considerable amount of the student body, or their parents, in the four high schools; and b) a consensus of, say ten high school English teachers who have considerable background, draft a constitution of the heretofore mentioned course through conjecture and transigence, such that there is an almagation of the proper and fitting components of this “Traditional English” curricu lum. 1 hope that parents, students (including disinterested seniors, or should 1 say uninterested seniors), and teachers will rejoin and consider the English education of the student. It is most palpable that many students have no idea what English is - “the language of intellects, I says”. We must encourage the people of this land, and this school in particular, that the words and phrases that they speak have a greater intrinsical value than that of incohate colloquial-glot. Why must we put up with disencouragement of education by many? We must consider the ways to put ourselves back on a feasible course. This regression is unfortuante, but it is mostly unfair to this generation. But again, the problem is threefold; parent! student! teacher! All must refute and be recompensed to where A can converse with B - that says that the intellect can talk with the guy who pursues a blue collar job. Grimsiey Registration: 'Grim' Impressions “Grimsiey” can be considered aptly named when the matter of the school’s means of pre-instruc- tional class registration is at hand. “Grim” is exactly the impression left with many arriving sophomores after their first encounter with the disorgan ized affair. The typical Grimsiey student must stand in line on registration day for often an hour or more hoping and wishing for one certain class, which inevitably will fill up, either with or without that student. He must repeat the process several times, being refused often, and fitted in seldom. In addition, this “ritual” occurs only twice a year, in the blistering heat of the late summer, and during the middle of the freezing winter. When hundreds of students, all hoping to put together their “puzzel” perfectly, are put placed together under such conditions, there is bound to be discontent - and there is. After attending Grimsiey for several years, few students hear praising remarks considering this method of class registration. It seems that if, indeed, the faculty and alumni and anyone else concerned with the school’s welfare want a more positive response from a greater number of students toward Grimsiey, such minute issues such as class registration should be fashioned to meet the needs of the students, already working under newly found pressure. And certainly, there are enough oth_er discou raging factors which students associate with school to really turn their minds off about education. The best policy would be to unscramble the masses of confused Grimsiey students on registration day by having each student’s proposed schedule balanced by computer during the summer, so that it could be awaiting its owner when the The. A>/EjRA&t GRIMSLCV CCl-l.E.»e STUDENT. (9RIIWA3UV GMOMA*re Letters to the Editor school year begins. Grimsiey is one of the few remaining schools which has not switched to this computerized method. While this measure might not be a decisive one in determining whether students at Grimsiey would jump for joy at the thought of school, or simply retain their general low opinions of the institution, it could perhaps lighten one more of the students’ many burdens, which may have helped cause such feelings. Perhaps if students here at GHS thought that the admini stration cared enough to take an active role in alleviating the pains of registration, they might hold a little higher regard for the school and its administration. All in all, the beginning of school at Grimsiey, and the beginning of second semester might be a little bit easier for students to bear, and thus shed a bit of that first "grim” impression bestowed upon them at their alma mater. To the Editor: While I would like to commend Mr. Bulla on his attempt to review a book such as J. Bronowski’s The Ascent of Man, I feel that I must make a statement. In discussion the review and the book itself, several friends and 1 feel that Mr. Bulla missed the point of the book. The point of Bronowski’s book is not that man grows culturally as he evolves, but that he grows culturally as he grows intellectually. There is a difference between evolution and the intellectual maturation of man. It is, of course, true that man’s culture is augmented as evolution progresses; yet as man evolves, his intellect increases, and it is from this intellectual growth that man’s culture stems. This is the point that Bronowski was trying to set forth; that from evolution comes intellectual growth, and from intellect come culture. And it is from this culture that a civilization is born and nurtured. To further clarify may point, I would like to present a non-reifiable model of the mind, developed by Dr. H. Michael Lewis. In Dr. Lewis’ model, the mind is divided into five separate, yet connected, levels. These levels are: 1) inspection, which deals wkh direct sensory observation; 2) perception, the cognition of what is sensed; 3) imagination, the mental synthesis of new ideas from element previously experienced; 4) intel lection, the relating of the imagination to the perception; and 5) the undifferentiated continuism, or, stream of consciousness. For our purposes here, we shall only need the first four. Each of these four levels may SSBAG Works For Students The Student-School Board Action Group (SSBAG) has been established by the School Board to provide an outlet for student concerns. The School Board has raised the SSBAG to an official advisory capacity like that of the Parents’ Council. The Board hopes to alleviate student difficulties by providing students with a means for finding solutions. Interested students are invited to request to attend SSBAG meetings through one of the four permanent members or Mr. Gwynn. John Hepler, Gene Saunders, Beverly Waddell and Carol Eddy are the permanent representatives. The SSBAG attempts to resolve concerns through conflicts with the Board and Administration sometimes develop. The group had much input into the new attendance policy. In fact, October 19th, the SSBAG requested that the Board send out a memo either defining a school function or leaving the definition up to school principals. The SSBAG gave the Curricu lum Committee many ideas especially concerning a compre hensive English program. One great concern of the SSBAG was a place for students to go and socialize. The Greensboro Sports Council has responded with a Greensboro High School basketball tourna ment on December 29 and 30, 1976 at the Coliseum. Tickets providing admission to the basket ball games and a giant dance on December 30th will be sold for $4.50. be related to either the entire history of man, or to separate periods of that history, or even to various facets of that history. The first level, inspection, is the basis of all intellection. It serves as thestimulus, while the remaining levels acts as the response. Through inspection, man sees, hears, feels, smells, and tastes the world in which he lives. Following the first, the second level, perception, is what man senses the stimuli to be. Perception is the abstraction of reality in man’s mind. Percep tion, combined with inspection, are the primary levels of the mind, but are relatively unimpor tant to the growth of man through intellection. The third level, imagination, is the beginning of the major factors involved in man’s cultural growth through thought. Through imagi nation, man takes what he has perceived about the works around him, and from it comes up with new ideas. Seeing an eagle soaring above him, man may imagine himself in flight. Observing a log floating on water, he may imagine himself, too, traveling by water. It is in the fourth level, that of intellection, that everything found in the first three levels come together. By intellection, man is able to relate how the bird flies to his desire to fly; how the log floats to his desire to travel on water. He is able to connect what he knows about flight and bouyancy to these desires, and thereby accomplish what he wishes to do. It is this level that the achievements agriculture, archecture, language and other forms of communication, and other aspects of civilization in general, have developed. Therefore, by observing that as man evolves he in turn natures intellectually it may be seen that through his intellection he creates and improves upon civilization. That is the point that my friends and 1 would like to accentuate. That is the point that Bronowski set forth in his book The Ascent of Man. Russ White Editor’s Note: - Mr. White, 1 acquiesce. I must admit to not correlating Dr. Bronowski’s affirmation, that man’s evolve- ment is biological, intellectual, and then cultural; this is axiomatic. -DWB To the Editor: Most of us as students have known about the new attendance policy since the very first day of school. I assume that the teachers knew about the policy before we did, and therefore, the adminis trators before the teachers. I have not yet heard the same thing twice from anyone explaining the attendance policy. I feel that for any policy to be effective, students, teachers, and administrators should understand and be able to explain it enough to be understood and repeated effectively by a six-year-old. As of now, 1 don’t think that the policy is very effective, simply because no one seems to understand it completely. Somebody needs to “get it together” and find out exactly what this new attendance policy is, stands for, and just how we, as students, are effected by it. Connye Florance [cant, on page 3] HIGH LIFE Published Monthly by Grimsiey Senior High School 801 Westover Terrace Greensboro, N.C. 27408 HIGH LIFE is a member of Qnill and ScroU and the National Scholastic Press Association. The cost is Sl.SO per semester, $2.00 per year. EDITOR: Lee Evans SPORTS EDITOR: BiUy Tsintzos NEWS EDITOR: Carol Eddy FEATURE EDITOR: David BoUa ART EDITOR: Curtis Fields ADVERTISING MANAGER: David Bolton BUSINESS MANAGER: Susan McGlamery PHOTOGRAPHERS: Terry Williams, Richard BUler, Randy Apple, Kathy McEachem ADDI'TIONAL STAFF: Charlie Brown, John Canble, fiank Howard, Steve Theriot, Gary Sue ADVISOR: Ms. Kathi Sroog
Grimsley High School Student Newspaper
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Oct. 29, 1976, edition 1
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