Lexington High School - Lexington Yearbook (Lexington, MA)

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AND CAMPUS % “4 da succes clasp yp OO perros (above) Wheels are a boy’s best friend... (left) Guy Kaluminzer is hoping that he won't be transported via the dollie used to carry dead bodies. OTHER PAGE (top, left) This moped is left outside after its owner gave up trying to ride it up the stairs ... (top, right) On a rare occasion, the Lexpress is waiting for people, rather than people waiting for Lex- press. (bottom, left) Susan Farris decides to try the Superman Leap up to the reading center. (bottom, right) These students wish the school would incorporate con- veyor belts so that they don’t have to walk to class... a: Saggy PN : v) af

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Lexington High bustles with activity; it seems that there is always something going on in or around the school. To accomodate for the great wealth of move- ment that occurs, several types of transportation are utilized. Walking is the most com- mon form, whether it be just crossing the campus en route to class, going down- town for lunch or on a free 22 GETTING AROUND TOWN block, or walking to school, sometimes even braving the b risk winter mornings. There is always the rumor on cold mornings that the campus was designed by a Californian, with no knowl- edge of New England weather. An alternate form of get- ting to and from School is by bus. People while away the free time talking, catching up on some work, or just re- laxing. Besides the school buses, which queue up be- hind F-house twice daily, many people take Lexpress or the T. Bikes always abound, ex- cept in the colder months. The bike rack and the music hall always seem to fill up fast, accounting for the sight of bikes attached to posts by cables and kryp- tonites. But by far, the most popu- lar form of transportation is the car. The diversity and number of cars to be seen in the student parking lot at- tests to this fact, and seems to justify the boring driv- ers’ ed classes that most students endure. However they get about, the people at Lexington High are always on the move, and keep the place alive with activity.

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Sometimes it seems that the majority of experiences at LHS are non-academic. Students find that non-aca- demic learning brings them a sense of experience and knowledge which usually seems more viable and help- ful than classroom learning. Non-academic exper- iences are especially plenti- 24 LIFE BEYOND SCHOOL ful on weekends. Here they range from structured evenings including the tra- ditional movie and dinner, to unplanned merrymaking in Harvard Square, at the ‘mall’, or just driving around in a friend’s car. On campus, the open- campus system, available to those with strong academic backgrounds, promotes non-academic freedom. The open campus system al- lows for time in the snack- bar, library most definitely a non-academic experience, or the various hang-outs es- tablished throughout the house-system. The house-system also provides a special familiar non-academic unity. Each student finds time to spend in their house, which con- tains their locker, home- room, guidance counselor, and even the computer which holds students ac- countable for missed classes.