Lakeland High School - Mirage Yearbook (LaGrange, IN)

Page 11 text:

Learning extendedfurther than books. Experience revealed much to students about living. Breaking away from the old ritual of lectur- ing' and note taking, experiments and actual participation accounted for a large .percentage of the class hour. Under the new ICE program, one-half of the day was devoted to on-the-job training, while the other half included classwork. Audio vi- sual aids and movies helped arouse student interest and deepen the om- niscience of subject matter. These became familiar sights as they were frequently used by instructors to present material. Boosting an awareness of people and helping to develop a concern for others. Lakeland prepares its students to learn from and live in harmony with people with differing beliefs. For LaGrange, , this ability has been dem t t d ons ra e successfully on the local and even the international level. Having gained insight into living, by receiving and storing in their brains experience and knowledge of life within their school, graduates were ready toencounter and con- quer the world and its problems. Twelve yea rs of schooling were over, yet much was left to be learned. The end was the beginning. While school was only a mock society in a small-scale world, it served as a microlaboratory for young minds to test themselves. Before entering the world, young adults were grad- ually seasoned and accustomed to what they had been sheltered from as children, an often uncaring, sel- fish populus.

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. ' ---is Opening doors for the first time, inductees of LHS discover- ed an atmosphere of learning where basic concepts, joined with original teaching procedures pro- duced knowledgeable young adults. Though not fully able to relate to the world outside the classroom, a world in itself was developed from 8:20 to' 3:25 within the walls of Lake- land, where students learned to accept or change the situ- ations put before them. When a new development arose, it was put on trial -judged by students and faculty alike. The decision affected each accord- ing to his role in school life. Boosting an awareness of people and their feelings: de- veloping a concern for others and the ability to live together: Both were a part of the learning process as Lakeland. Accepting differing personalities and opin- ions prepared these young Lak- ers forthe conflicts they would face in our present society. By experiencing actual difficulties on social and business levels, budding graduates prepared themselves to meet the real world of hard knocks , and set their minds to improve their world. Building responsible cit- izens was a key goal of the learning process. Learning Together l l i l l is ,. 'QF my S ' 1 -at

Page 12 text:

This is an age of competition. There is rivalry and even fighting between countries, within countries, and among races. People seem no longer to live for themselves, but only to beat others - to grow by crushing the spirit of a rival. There are no rules, no regulations, and -often there is no love. Lakeland too has rivals, yet our rivalry differs from the previous in that we know and live by sports- manship, rules, and friendship. We live with and learn from our compet- itors fsharing with them the loyal- ' ty, honor, and pride which develop from honest competition. ln all a deep respect and perhaps a form of love risingfrom the competition help us all climb away from the hostility of the worId's misdirected gladiators. ' At times competition seems a way of- life with Lakers, not only on the sports fields, but at every level of contact between students. The day starts with a race for a parking space followed by a challenge to ace an exam, to be first in the lunch line or to maneuver the handsome Competing Together