Lakeland High School - Mirage Yearbook (LaGrange, IN)

Page 9 text:

As the year progressed, a sense of belonging and acceptance as Lakers developed from the effort of upperclassmen, who offered help and friendship. This radiated a glow of caring as feelings, spread by working together for a Laker accomplishment, produced a family type security, with a closeness and concern felt for others. lndrividuals discovered strength in numbers: if some- thing was to be achieved, support was needed. Backing a cause the students believed in, whether it be the establishment of the senior lou nge or the hope of a wrestling sectional triumph, Lakers pulled together to attain victory. For seniors the realization that soon their whole lifewould be changed became something to ponder. The dream of graduation would soon be a reality as these experienced students became inf experienced adults. The memo- ries, both good and bad, were re- called as friends relived experi- ences with laughs, a few tea rs, and perhaps the wishto have done things differently. They faced a world where adjustments in principles and beliefs must be made to accomodate the new-found peace of our nation. Pitched into the world to be on their own, graduates passed from school's life into life's school. A Coming together from four separate environ- and accepting each other enjoying life at ments individuals merged at LHS to become an school and having pride in it - these were fac- inseparable part of their school. Living together tors that made the learninggoal tolerable.

Page 8 text:

Alone within the mass of 650 fellow cohorts clutching books, pens, anddrulers used to provide a wall not meant to be penetrat- ed by faculty or classmates, mem- bers ofthe student body prepared to charge into life at Lakeland High School and face the empty stares and blank faces of other confused draftees. ln anxious anticipation toward the upcom- ing year, returning classmates wondered what changes had taken place in their three month absence. Mixed facial expressions showed an unwillingness to sur- render the excitement of summer but friends were glad to be re- united once again. With the arrival of the fresh- men as well as the sophomores, over half the population of the school was new, inexperienced, and uneducated as to its customs and traditions. Finding them- selves in the same dilemna, other rookies offered help. Mistakes were laughed about, while friend- ships developed. Smiles and happy words came as the young- er set found its place amid the earlier confusion, and watched the juniors and seniors for gui- dance. Some concepts and ex- periments such as the senior lou nge and team-teaching were new to all and had to be accepted by everyone. LIVING TOGETHER

Page 10 text:

. ' ---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