McClellan High School - Lion Yearbook (Little Rock, AR)

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'52 :fl I f,f' x ' V 'vii mul-,Z 'Q sf 1 5 V W if kan M r 1 X W 2 a , 41' mf ,s N , v Y A W, me , W SNR . QMQSS sf ii We '-2'-:. ,.nf, Anxious to get home,junior Jay Summerlin leaves campus after sixth period. mn....s.W.. .J I Although most students have already left campus, some were faced with a ride on the A bus. A front courtyard planter provides a seat for senior Patrick Hill to do some last minute studying. I Typical Day1'29 + i S

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Back To The Grind For Most Students, Everyday Was A Typical Day. he alarm sounded as the voice of radio disc jockey Craig O'Neill blared in their ears. It was 6:15 am, the beginning of a typical school day. At about 6:30 a.m. most students rolled out of bed and stum- bled to the shower. Some used the refreshing vitalizing essence of Coast deodorant soap to help them awak- en. They were not, however, in a pep- py, happy mood like the man on the Coast commercial. Boys then shaved, brushed their teeth and left for school. Girls, usually taking more time to get ready than boys, rushed to finish applying their makeup or tried to catch a glimpse of the best looking news caster on early morning T.V., Greg Hurst. ' After rushing to school, students gathered in the front and back court- yards to talk, gossip, or finish home- work. In a last minute effort to hear the latest gossip or finish the last problem on their Algebra assign- ments, students rushed to class try- ing to beat the tardy bell. After roll was checked in first peri- od, students prepared themselves for another typical day of attending three morning classes, NAP, and for The cafeteria was not only a place to eat but also a place to see friends as shown by juniors Chris Yount and Sheri Melton. 28!'1 yp1cal -g',. ii iigggigig many three more classes in the after- noon. First and second period seemed to go by rather quickly for many students. Third period, however, was a killer. No matter what class students were in, whether it was an elective such as choir, or a required course, like English, they desperately awaited the 11:35 bell. While some teachers insisted upon torturing their students until 11:35, a few gracious teachers allowed students to leave a class a few minutes early. Students bounded down the hall only to run into Mr. Stueart. Realizing that they did not have a pass, they did a military about face and a double-time step to the cafeteria. Some students had visions of McDonaldland, while others longed for a soft pillow to sleep on. For many students NAP was not just a time to eat, but a time to catch up on sleep they had missed the weekend before. Avid soap opera fans rushed home to see what was going on with Nina and Cliff or Jenny and Greg. Although NAP was a time for rest, few students were prepared or ready to go to fourth period. As the clock neared 12:30, students, in the back of their minds thought, I better go back to school. More often than not, however, students shoved aside those thoughts and continued eating, sleeping, and watching All My Children. Then in a rushed effort students dashed to their fourth period class in an effort to avoid their fourth tardy. Many students were successful, yet there were still many pink tardy slips signed by Mrs. Hartwick everyday. Back in the swing and prepared for their fifth and sixth period classes, stu- dents with a sad yet happy feeling went to fifth period. They weren't too happy about more chemistry homework or an- otherpaper deadline, they were excited because it was now 1:30. Only one hour, and they would be free to leave school and spend their time as they wished. When the 2:30 bell rang many went home. But other students involved in extracurricular activities such as athlet- ics, band, and yearbook faced another grueling hour of hard work. After the 3:30 bell had rung, a deligent few deter- mined students remained for hours on end in order to perfect the offensive play, to play every note with impecca- bility, or to finally produce a lasting memory of the school year and its events. With books in hand, students found the energy to make it home and once again begin a typical evening filled with Shakespeare, algebra, chemistry, or his- tory. To most students, this was an al- most perfect end to a typical day.

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it 1 In AP English, Kathy Gallagher, senior, fol- lows the reading while the rest of the class watches the television production of Hamlet. .,....,.,-vm While many students do their homework, junior Mitch Mitchell takes the opportunity to nap during class. The Peppermint Patt Syndrome Falling Asleep In Class Was Embarrassing For Some, Amusing For Gthers ost students at some time during the class day became bored with what was going on in class and daydreamed about things much more interesting, wrote notes, cre- ated abstract art, or even fell asleep. The highlight of many students' day was when a person sitting next to them dozed off. Not only were they able to play some funny practical jokes, but sometimes the entire class devised pranks to play on the unsu- specting sleeper. Mrs. Morrison's third period Eng- lish class seemed to be particularly cruel to one student who made the terrible mistake of falling asleep. When the snoozing student did not awaken at the sound of the bell, the class of thirty quietly tip-toed out of the room and turned off the lights, leaving the sleeper to his dreams. When senior Mitch James finally 30fCiassroom Sleepers awoke, he stomped out of class more embarrassed than mad, as he asked, Was I really asleep that long? As his friends laughed hysterically, the sleep- er, now completely awake, quickly walked down the hall, trying to escape his embarrassment. Although events such as these may have caused embarrassment for some and amusement for others, they were all a means of not only disrupting class but also creating lasting memories. .,...- A rubber band and a piece of paper provide a means of avoiding work for junior Jamie Cole.