terpersonal relationships within the class as the enrollment increased, the classes still played an important role in campus life. An important phase of the intramural program involved competition between classes in the team sports. The faculty fielded teams in the various events and surprised the freshmen by winning the rag-tag championship which was an early fall event. The classes also played an important role in the football homecoming events since each entered a float in the parade and chose a class representative to participate in the coronation activities of the homecoming queen. The junior class early in September selected the editor and business manager of the 1978 Petit Jean and they served, respectively, as assistant editor and assistant business manager of the 19TT Petit Jean. Each class elected a girl and a boy to serve as class representatives on the Student Council. With but few exceptions, students who enrolled at Harding for the first time this fall were well acquainted with the objectives of the institution and the strong emphasis the college places on moral and spiritual values. Many freshmen were thrilled with the freedom that they had to choose from a wide variety of activities in which they could participate without any reservations. They thrilled at the genuine friendliness that existed on campus and the genuine concern that both students and faculty had for each other. Since pledge week and rough initiation of the social clubs involved freshmen as pledges, pledge week was an important week in the life of freshmen. The feeling of belonging that a freshman had after he was initiated into a social club gave the fre~hmen a true sense of belonging and added to his feeling of being a part of the Harding community. Freshmen were eager to United by the foundation andpurpose of Christianity, students grew to appreciate the differences among themselves and strove to strengthen their common bond of fellowship. participate in various school activities, but they soon found that they must be more selective than in high school because of the demands made upon their time both by their academic programs and tt,e quality of performance expected in the various activities. The sophomore year was a trying year for many members of this class. Many had become disillusioned in regard to the major they had planned to pursue before entering college and were seeking to reorient their lives. Many sophomores could be characterized by the trite expression, "You can always tell a sophomore, but you cannot tell him much." Juniors were involved in finalizing for their major fields of study and they began to consider seriously, some for the first time, vocational and professional objectives. Leadership ability was refined as juniors became understudies to seniors. Major roles of leadership in almost every activity and organization resided in senior members in the organization or activity. Seniors became increasingly concerned with professional goals and plans for life. The great void in leadership left by the seniors who graduated in the spring and summer of 1976 was filled effectively by the seniors who would graduate in the spring of 1977. The effective program at Harding College was evidenced by the maturity of leadership exercised by the seniors. The transition - the metamorphosis - that occurred during the four years that the seniors had been at Harding was in many instances as remarkable and profound as that which occurs in the development of a beautiful butterfly from an ugly worm. 1. DILIGENT strokes are made by Linda Hare as she strives for exact likeness in her still life painting. 2. LISTENING interitly to a Wednesday speaker in August, David Johnson enjoys a warm evening. 3. WORKING on a Homecoming float, Kim Owens gives assistance in constructing an entry. CLASSES - 111
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