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Page 43 text:
“
BUCCANEER - 1957 37 -Mim..-ml..,minn1,.,....uu1m,1. .... 1 .-. 1 .- 1 .... 1.11.-nu--nn-nnu1nu-uu-nu1nu-nn--nn-nn-nn--W1un--un-nn-uu1 QTDUM Chas. D. Yates, vice principal EDUCATORS TODAY generally recog- nize the place and importance of stu- dent activities as a part of the educative process in the college program. Since education may rightly be defined as the process of learning how to live, any- thing that lends itself to effective living should be a part of the school's curri- culm. Formerly these activities were desig- nated as extra-curricular. That is, all student organizations or interests, apart from formal classroom procedure, were regarded as something outside and be- yond the curriculum. Some of us on the faculty remem- ber Wheiysuch activities as debating, journalism, dramatics, and athletics of all kinds were little more than tolerat- ed. Certainly direction and supervision were not regarded as a part of the school,s responsibilities. Today they are considered as indispensable parts of the curricular offerings of a modern college. The Moiesto Junior College recog- nizes the value of student activities. Every possible encouragement is given to club work, athletics, debating, jour- nalism, music, and dramatics. The community, the Board of Education, the school administration and the mem- bers of the faculty are generous with their money or time in supporting these interests. The students of the Modesto Junior College have in turn responded gener- ously and enthusiastically with their time and energy to this encouragement and supervision. Representatives of these various activities have taken their assignments seriously and have brought to the college a reputation throughout the state for outstanding achievements. These achievements, we believe, have been of inestimable value to the school in general but in particular to the participating students. We learn to do by doing, and if, as the Wise men among the Greeks admonished two thousand years ago, We avoid too much of anything, activities are ef- fective teachers in this process of learn- ing how to live.
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Page 44 text:
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