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(1) Don W ams paints hB version of on Egyptian mask during or! class (2) Betsy Stover reods My First Picture Octionary (3) Phip Pork on Haloween (4) Megan Vale ond Mtcoh Gin contemplotng tno significance ot sondcosfle design (5) C»vt Reinertson txXds tno foot-txM as Steve Tapper kicks during the Brock- S.P.A foot-bal gome Life 7
The Lunch Dilemma Lunch hour was not only a time for students to eat. but also a chonce to meet with friends, to talk to people they would otherwise not see. or to dash off the French questions due to Mme Rhetts sixth hour. For most students it was a time to relax m the middle of a busy day. When 384 students are m the same room talking at the same time, noise and overcrowding become onnoy-ing. To take care of these problems, the administration introduced a new arrangement in 1983: lunch was spit Into two sections. People wanting to eat hot lunch ate in the main dining room, while people wanting soup and salad ate in the auxiliary dining room. There were some complaints about the split, the most common being that students could no longer talk with friends who ate different lunches. Most people felt, however, that the split made lunch quieter, faster, and less hectic. Despite this new arrangement, assigned seating was instituted on October 19 due to a recurring mess in the main dining room and an incident involving a tray of white cake being stolen from the kitchen and subsequently dumped on the floor. The students were upset with this for several reasons. First, they felt they were being treoted like five year olds, and second, they felt it un-foir to punish the student body for the octions of a few. When normal seating was reinstituted. reieved students tried to keep the noise level down and retain their re won privilege. The lunchroom problem was not totaBy solved by these steps, but it did make the students more aware of their behavior and its consequences. Renee Riviere fries casing a spel Scoff Scfstxrv cro trend waf for o ::rxj proct.ce 8 Current Events
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