Lake Central High School - Quiver Yearbook (St. John, IN)

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Seniors Try Voting w r hen election day ar¬ rived on November 4, only a few seniors were eligible to vote. Howev¬ er, the purchase of a voting machine allowed seniors to practice voting. They were shown where the candidates and their parties were placed, what levers to pull to make their choices, and how to vote a straight ticket. In the mock election, seniors voted for Scott Strong prepares to vote as part of the government class lessons about the election. president, Indiana congress¬ men, and the first and fifth district representatives. The machines familiarized seniors with voting tech¬ niques and prepared them for voting. Richelle Orich said, “I’m glad they showed us how to use them because I wouldn’t know how to use them in the future.” by Carolyn Werler Carmen Baker Teacher Gives Life to the Dead R unning from chalk¬ board to chalkboard, pointing to flags or posters and inventing new ways to present his material were part of history teacher Tom Clark’s teaching format. He had an immense amount of energy. Talking non-stop, except to take an occasional breather or to crack a joke, was his style. Students paid attention in his class because they didn’t have a chance to get tired. As Mr. Clark whizzed around the room, he’d occasionally stop to draw a picture on the board, or to point out some¬ thing of interest on a poster. Mr. Clark was also famous for bringing in his collections of military uniforms and war medals. He always had some¬ thing new to show. Steve Put¬ nam said, ‘‘It’s pretty nice and makes a class interest¬ ing.” His unique style and re¬ laxed manner made U.S. His¬ tory a liveable subject. by Carolyn Werler A Shocking Story A nyone who had elec¬ tronics in the past knew that students were al¬ lowed to work at their own pace. Work consisted of work¬ sheets, labs, chapter ques¬ tions, and tests. Students fol¬ lowed the assignments sheets, which outlined the whole se¬ mester, that were posted on the wall. Mr. Labus, the electronics teacher, had an interesting way to keep people from sleeping in class. He used an electronic zapper which didn’t hurt the person, but it surely got his attention. Usu¬ ally, the person would wake up before Mr. Labus could plug in the zapper. No one would wake the sleeping per¬ son because everyone wanted to see someone get zapped. The zapper method seemed to work because no one fell asleep all year. In electronics, students learned basic concepts about an electric circuit, and how to use a multimeter and oscilis- cope. Electronics was an ex¬ cellent class for preparing students going into that field. by Robert Bonner Before getting hands on exper¬ ience, students must receive in¬ formation from Mr. Labus ii I love working here as cook. It’s the best job I could have. I re¬ tire this year after 24 years.— Lois Stratten 9 men Baker Preparing lunches for the students, Lois Stratten adds just the right amount of spice. Pay Attention! 15

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A 180 Minute Headache SAT Blues T aking the SAT was funny if you thought about it. Paying money to take a test on a Saturday to take it. It was crazy. When going to take the test, everyone looked nervous and did things subconciously, like the guy in front of you who shook his leg up and down. A sexy girl sitting next to you was constantly stretching, yawning, and checking her nails. The guy behind you was tapping his pencil as if he was trying out for Van Halen. Your only bad habit was looking at the clock more often than at the test. The worst part was the supervisor was peering over your shoulder every time you looked up, and he was laughing. Taking the SAT was not the best way to have a good time. There were six sections which took 30 minutes each. The test consisted of two verbal sections, two math sec¬ tions, and the test of standard written English. The ex¬ perimental section could either be verbal or mathemat¬ ical, or on standard written English. It will probably be the section that you do the best on; unfortunately, it didn’t count toward your score. The hardest part of taking the SAT was trying to main¬ tain concentration. When you get to sections five and six, you were so bored with the test that you were beginning to spell words with your dots. The verbal section has a few articles to read with four or five questions to answer after each. Topics of the articles are so boring that you can’t remember what they were after you get done with the test. They include history, science, and sports. I pick sports for $100. Oh, wrong game. The secret to the article questions is to read the questions first and then skim the paragraphs for the answers, because if you read the para¬ graphs first, you will forget what was in it anyway. The verbal section also contains some words that an English teacher may not have heard of, and it expects you to know their definitions. The words in this section are useless. If you used them in conversation, nobody would know what you were talking about. Verbal was amusing because if you looked around the room during this section, it was easy to tell who else was doing it by the puzzled looks on their faces. The math section of the test should have been easy for anyone who got to geometry 7 and had some semblance of intelligence. With questions like x + 10 10, what does x equal? a. 110, b. 1000, c. 10, d. 0. Of course, you know the answer; or do you? by Robert Bonner Producing his I.D M Ralph Korthauer signs in for the SAT. All college bound students took the dreaded test.

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Students Prepare for Future Learn Job Skills T here were vocational classes available in auto¬ motive, carpentry, graphics, and machine shop. These classes offered an excellent opportunity for students to gather skills essential in everyday living, as well as providing a good background for further educa¬ tion in those areas. Julie Schafer, a vocational graphics art student, said, “It’s going to help you out in the long run, and if you plan on going to college, you’ll be more prepared.” In vocational auto, students learned mechanical and body work by working on their own cars and engines. The vocational carpentry class rebuilt a Schererville home by tearing off the leaking roof and replacing it with a new one and adding new siding and new windows. They also built a garage in Schererville. The graphics class printed the Scout and Rune, among other things. In machine shop, students repaired machines around the school and became acquainted with machines in general. by Robert Bonner Rebuilding an old house in Schererville, the students of voca¬ tional carpentry get hands on experience. Baker Breaking the Silence M r. Lowe, who began teaching speech class at LC in 1966, said, “Speech class enables you to communicate with more com¬ fort and conficence.” He felt that speech should be re¬ quired for at least one semes¬ ter. In class, the students learned all forms of commu¬ nication. Several weeks were devoted to debate, discussion, Demonstrating her ballet skills, Michelle Rose adds visu¬ al effects to her speech. radio theory, and logic. Speech could not take the place of a full year of senior English because both have a broad field to cover. For non¬ college bound students, speech was a great asset. Sen¬ ior Mike Kiral thought speech class should be re¬ quired. He said, “It makes people less shy if they ever had to talk in front of a group of people.” by Carolyn Werler 16 Pay Attention!