Crown Point High School - Excalibur Yearbook (Crown Point, IN)

Page 7 text:

CROWN POINT Lady Bulldogs We Don ' t Quit We Are CP From the street the trees seem to stand like senti¬ nels guarding Crown Point High School. Barb Neely assists Beth Hedges from a hospital bed to a wheelchair in HOE. The bumper plate “Crown Point Lady Bulldogs (middle left) is just one of many seen throughout the community. Student Council president, Jeff Georgas, and vice-president, Larry Geisen, run an I.D. card through the processing machine.

Page 6 text:

WE ore CP ond WE ore one As far as any standard, chronological sequence of events hold, CPHS once again opened its doors and resumed ac¬ tion for another school year on the usual prescribed date. For the most part, the customary scheme remained intact. It was not destined to be a year to end all years, but nonetheless, it would have its moments. The time would pass with relative ease, and soon yet another class of students would retire to the ranks of CPHS alumni, and a new await¬ ing group take its place to continue the everlasting cycle. The graduating class of 1982 cele¬ brated 100 years of academics in a long tradition of excellence at CPHS. Al¬ though a 102nd year of existence at CPHS is far from as glamorous as that of the 100th graduating class, the year was as exciting as any before it in any aspect. The “tradition of excellence” was just as apparent as in previous school years. The year, to say the least, was an interesting one. CPHS showed its strength both academically and athleti¬ cally, accomplishing much in both fields. There were, of course, losses and dis¬ appointments as far as both areas go, but these could never shroud Crown Point’s never-ending drive and determi¬ nation. Extracurricular activities anri rinh« Trees add a gracious charm to the setting of Crown Point High School. Dan Kernagis (above right) puts together I.D. cards for upcoming freshmen. Miss Donna Phillips and Dawn Wilson organize candy for the HOE fund raiser . 2 also provided students with a chance for exercising their talents and skills as well. All of this was primarily achieved through simple dedication to their par¬ ticular objectives. Dedication of any kind has always been a stronghold at CPHS and remains so. The year 1983-84 was no exception as students followed an intense drive towards their set goals by way of this proclaimed dedication. This dedication involves a large array of fields from ath¬ letics to academics. Dedication on ath¬ letics is an essential guideline for any athlete to follow who must compete in setting a personal or team goal.

Page 8 text:

(cont ' d) This drive involves the area of academics as well. College requirements demand a certain amount of dedica¬ tion from students that will build a definite sense of pride and discipline as well. Stu¬ dents involved in all school activities must direct them¬ selves in a positive way for any positive outcome. All of these efforts, wheth¬ er they are successful or not, are not lost. The balance and harmony of any particular school is determined by those individuals who dedi¬ cate themselves to their work. All of this dedication eventually spawns a bond of unity throughout the school. Unity is a state of oneness that two or more people share in accord or harmony with one another. This unity within the school was a com¬ plex or systematic whole that involved students, teachers, and community. A certain air of unity seemed to draw the school together in an even tighter Mark Vasko pours milk on on his corn flakes after a strenuous early morning swim practice. Joey Wu (above right) works on circle proportions in Mrs. Donna Pancini ' s drawing and printing class. Freshman cheerleaders Kelly Bal, Sara Combs, and Jennifer Johnston practice one of their many routines during their after school practice. — WE ore CP bond than expected. Unity has never been a prerequi¬ site for the overall survival of any school, but it still remains an extremely important fac¬ tor. As essential to any school as a sound education¬ al system, a sense of unity lends anchorage to where it is needed most. CPHS received tremen¬ dous support from the sur¬ rounding community. The support was always well-re¬ ceived and came through one way or another, knitting a co¬ hesive bond. Many students involved in various activities also lent their support with many com¬ munity-related extracurricu¬ lar activities. Teachers like¬ wise worked within the area in order to further mold and shape events. It was this combined effort that worked together on an equal basis in order to build a better sense of unity as a whole. No one’s effort was sought in vain. The result was the resound¬ ing success of school spirit.