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

Page 20 text:

An LC student’s life might feel as if it revolves entirely around classes and home¬ work; but even with the heavy workload, stu¬ dents always find time to bound out from the ordinary routine. Student life is the special moments, the ones that will be remembered most by students after graduation. Maybe it was just “hanging out” at Burger King or Stardust, but the time spent away from the academic scene was always cher¬ ished. Sporting events, field trips, vacations, parties, prom, and formal were all a part of this high school year. There was a life outside of LC’s walls, and never would life be like it was this year. It was an “outrageous!” year; new fash¬ ions, fads, and crazes swept over LC. The wild and crazy Indians were on the warpath for adventure and excitement, no matter how outrageous they had to act to find it. When the power went out during semester finals week, students got psyched-up for more ex¬ citement. The real life of LC students is uncovered by focusing on life outside of the school day. Academics are stressed during the day, but after-school students need tension breakers. School really expands beyond the classroom with the happenings that the students par¬ take in. A student’s life is a life that should be focused on. by Jennifer Palko When the third quarter ended, the anticipation of the beginning of the candy toss began. EnthusiasticaJly, LC students jumped and screamed to rake in a large haul of goodies. 16 Outrageous!

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Darkness Sweeps LC During Day The bell rings ending fifth hour, students rush to their sixth hour classes. All of a sudden, darkness sweeps over LC. Some students are in the halls, others are in classrooms. The school is in a state of mass confusion. Flashlights and lighters are the only sources of light in the darker parts of LC. “During the black out, I frantically searched for my lighter so I could see where I was going and what I was doing. After quite a while of having the class sitting in the light emitted from the lighters, they moved our class to the gym and told us to put away our lighters. We had a great time while it lasted, though,” said Marianne Swanson, 11. The minutes elapse and still no word about the power outage. Principals and teachers roam the halls; students in classrooms without windows are instructed to go to the fieldhouse. Their path is illuminated by floodlights. Once inside the fieldhouse, students complained that they felt caged in and claustrophobic. Doors were blocked by faculty members. Teasing among groups on the gym floor started under the dark cover, and chanting began. “The students began to revolt be¬ cause they felt as if they were caged in. It was like being a hostage that was under strict supervision. Most of us gathered by the doors hoping to catch a glimpse of the world beyond the fieldhouse; it was such an awful feeling of being locked in. I think I realize how terrible it would be to be imprisoned. I never want to feel this way again,” said Shelley Fear, 11. After twenty minutes of ‘captivity’ ”, the wild sa¬ vages are set free. There is a stampede by the doors. Students rush to get to their lockers and on their way home. The hour of darkness helped brighten the first day of the semester finals. HOMEWORK: A Drag! Homework: oh, how students dread the word. Six hours of school followed by usually two hours of studying certainly does not appeal to most students. Michael Gaura, 11, said, “Some¬ times it’s like the day is never going to end; it’s just work, work, and more work.” There are ways, though, that students have found to combat homework wars. Food and music seem to be the most popular aids in study¬ ing. In a more relaxed environment, students find that they can cope with homework a little easier, but most would rather not have to cope with it at all. 4At first I thought it was just someone playing with the lights, but then my teacher yelled ‘the power is out, ' and I sat under one of the tables, said Lisa Pasko, 10. 4Homework is necessary. However, teachers should take into consider¬ ation that stu- dents get homework in most classes ,) said Jeff Jus- tak, 11. Pop Quizzes Fair? A surprise quiz or a ‘pop’ quiz, as it was called, was one of the things a student feared most before entering a classroom everyday. Lisa Yokubaitis, 9, said, “I think they are unfair because I don’t know what to expect.” Mr Robert Rarick, a science teacher, thought surprise quizzes were OK as long as the material covered was understandable to the students. How¬ ever, Ms. Marcy Stemp, a math teacher, stated, I don’t like them because a student might have tests in three other subjects and did not get time to study for my class.” Gillie Jones, 9, summed up the matter by saying, “Pop quizzes don’t really matter if you have been paying attention in class. A teacher is not going to give you a pop quiz over something not covered in class.” Students Experience History Snowballs flew through the air at an innocent British man. Mr. Tom Clark’s Honors U.S. History class portrayed a scene on the Boston Massacre. One un¬ suspecting student was sent on an er¬ rand, while the rest of the class pre¬ pared for the attack. Upon his return, the situation was explained; the class then awaited their cue. Soon, crumbled pieces of paper were tossed at the student. Students got the chance to re-enact history. 41 don ' t like pop quizzes. I think we have the right to know when we are supposed to have a test in a class ,) De¬ anna Csomo, 11. J Outrageous! 15

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“Outrageousness!” was expressed this year In many unique ways. At the first dance sponsored by Pep Club, a group of radical seniors donned sheets, sunglasses, and headbands to show their “outTageousness! Three mem bers of this toga party, Brian Nutini, Mark Pekez. and Chris Moncado, have a contest to see who has the better¬ looking legs Through all the laughing, a winner was never declared.