Lincoln Sudbury High School - Dyad Yearbook (Sudbury, MA)

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4 | ape { : Ee | | | gs ea } : | a ; eee 3 Summer

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2 Summer Summer Fun -Barry Kane Ah, the summer of 1988 . . . Three months that went by quicker than a Roger Clemens fastball. Three of the shortest months known to teenagers; three of the longest months in the eyes of our parents. As an impartial observ- er, I’d say that last summer was a good one by most standards. However, there was one drawback to those neverend- ing beach parties, picnics, and outside activities- Can you say “The Green- house Effect’? Yes, it was hot. Hot and humid. Hot, humid and horrrribly un- comfortable. As good an excuse to hit the surf as I’ve ever heard! This pre- sented a major problem to the fine folks at Boston Edison, though. It was virtually impossible for them to keep up with the demand for electricity. As an employee for a company that heavily relies on computers, power: surges did pose a threat to our well-being. Did I just mention working during James Andrews (89), Tad Horne (89) and Jesse Biddle (89) catch their breath while looking at the view from Mt. Moosilauke. Ben Hadar (89) catches a gust of wind in West Dennis, MA. At five a.m. on Friday, June 24 Cynthia Miekka (89) and Anna Balogh (89) huddled together at Scituate Beach to keep warm while watching the sun rise. Astrid Delori (89) and Sontine Kalba (89) sit back and watch Tom Stason (89) ride the waves on Silver Lake, in New Hampshire. the summer? We all know that our fa- vorite summertime activities required a monetary supply. Mucho dinero. Plus d’argent. Dough. How do we spell fi- nancial relief? E-m-p-l-o-y-m-e-n-t. I noticed, being one of those who are em- ployed, that on s ome nights, throngs of my fellow students were out having a veritable festival o’ fun watching all of the current films rented from my store. Often times, however, on my nights off, it was those same fellow students who were behind the cash register duti- fully assisting me. Virtually no one es- caped the working bug. What were the most popular legal ac- tivities during the summer? As far as | could tell, the high school population provided the local cinemas with three- quarters of their profits. What with “Big,” “Who Framed Roger Rabbit,” “Die Hard,” and countless others, we were drawn to the theaters l ike flies toa massive vat of old potato salad, which, by the way, is the stuff that your shoes stick to under the seats. The beaches were innundated with vacationing stu- | oo 3 i hae dents, that is, while they weren’t watch- ing movies. Tanning took on a whole new meaning, thanks to our diminish- ing ozone layer, which I wrote about earlier. Somebody pass the 50 strength sunblock! Of course, we also have a pack of freshly licensed juniors who envisioned driving their cars to school for the next two years, and parking free of care... no, wait. I don’t want to get into that. The summer of ’88 was also a time of goodbyes to friends, college bound. In late August early September, the class of ‘88 headed off all over the U.S. and abroad, to their respective learning sites. To the class of ’89, it was just a taste of the inevitable. After next sum- mer it is we who leave the legacy of senioritis to the class of 1990. Now, we have the wait. That long, long wait until next summer. Of course to get to next summer, we have to en- dure the longest three months of the year... winter. But that... is another story. ———

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4 What We Learn In High School Well, here I am again, it’s eleven p.m. Sunday night and I have barely even thought about what I’m going to say. One thing that we all learn are habits, and this is an example of a bad one. So what do we learn in school? I now know that in a right triangle the square of the sum of the sides equals the square of the hypot- enuse. We also have all learned what the insides of a pig look like. I know, well I used to know, all the Presi- dents in order. Did you know that Odysseus had major problems get- ting back to his wife? Can you climb walls? Seriously though, there is more to learning than just facts. It may not seem like there is in the middle of your math final, but somewhere out there .. . If you care enough to look beyond just the facts that some teachers seem to pile upon you, there is so much (I was going to say “a lot,” but I learned that that was bad English) about life in what is being said. You most likely won’t find it during a Trig class of while you're making explosions in a Chem lab. Not that I have anything against math and science, I'll get into them in a little, however, in my experi- ence, the History and English courses try to teach not only just the facts, but impart a fleeting taste of the world out there. Within the “confines” of history, a sense of re- Terry Brennan (89) lifts her attention from her schoolwork to flash a classmate a sparkling smile. Karam Maira (92), Eric Gustafson (92), Scott Fitz- gerald (92), and Mark Whipple (92) attempt to distract Paul Healy (92) during Freshmen Orientation. Adam Kreisel (90) contemplates Tender Nights in his future. Amy Heinicke (92) and Paige Ruddy (92) redis- cover the theory of “Empty vs. Full.” In Class -Josh Spiewak sponsibility not to do what our an- cestors have done is taught; the old saying goes “learn about history or be doomed to repeat it.” Issues are raised on the morality of what the United States was and is doing abroad. I guess what I’m trying to say is that our teachers are trying to make us care about what happens. Well, here is math and science. These are the paths to the future. New and great achievements will be accomplished by the next genera- tion, us. We have only to reach for it, and the tools for these feats are being given to us. You may scoff at this, but there is no denying that we are the future, the world will become how we wish it to be. Putting classes aside altogether, there is one last aspect to our educa- tion, the social aspect. We learn what friendship really means in the four years at high school. Some of us learn what love is, too. Most of us learn what it means to be part of a team. We learn what pain and sor- row are. Everyone learns what peer pressure is. Many donate their time to feeding the hungry, trying to free political prisoners, or in some way trying to make a difference. But per- haps the single most important thing we are only just beginning to learn, is who we are...