Wayne High School - Sentry Yearbook (Fort Wayne, IN)

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ually do — we in the edu- cation business. It is further hoped that some of what we learn has to do with the courses we take and give. And it is known In questioning we push against our limits and, in pushing, expand our hor- izons. In addition to giving us the atomic bomb, Al- bert Einstein gave us a different picture of our universe. According to Einstein, our universe We learn in the present, of the past, for the future. that what teachers primar- ily teach and students pri- marily learn is how to be students. How to take tests. How to do homework. How to answer questions. How to live up to the ex- pectations of others. How, in a word, to get along in a structured society. And this is valuable, but is it all? No it is not. Life is not true-false, multiple choice, or even short es- say, and a student ' s job is not to worship the known but to question it. does not go on forever, but rather, at some point, space as we know it ends. It has an edge, but that edge is moving. Our un- iverse, though finite, is growing, expanding into the void, becoming larger. This can also be seen as a picture of ourselves and the way we learn, for know- ledge is personal— an un- ending adventure at the edge of uncertainty. We do not go on forever, but If we try, we can keep expan- ding into new areas of knowledge. All of us, stu- dents and teachers alike, must keep questioning and learning and expanding. The only tragedy is that occasionally some teachers stop expanding and some students never start. Our expansion is also into the future. We learn in the present, of the past, for the future. We must be free to go eas- ily with the waves of that future and diciplined e- nough to keep that future from becoming a night- mare. It is a tense and English philosopher A.N. Whitehead put it, It is the business of the future to be dangerous. If this is true, then it is the business of education to be fearless and teach courage. We must learn as It is the business of education to be fearless and teach courage . . . Let us be brave. dangerous business, ed- ucation, the adventure of learning things— strik- ing out into the unknown of the future— but as the much as we can — it is our destiny. Let us be brave, —alien peters, may first 11

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We spend a lot of time together at Wayne over the space of four year ' s time — we in the edu- cation business. We give and take tests, assign and complete mountains of homework assignments. We all are happy on Fridays, cheer when vacation comes around, secretly dread Mondays, get totally bored during the summer, and are visibly saddened when we finally realize that some old friends, having grad- uated, are gone forever. But what does it mean? But what should it mean? And why are these not always the same? It means that we are supposed to learn some- thing, and it is hoped that on occasion we act-

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IHREE Little perfection bis- cuit girl, honey hair and a blue barette, sits on her blue shag carpet in her blue shoes and shoves a plant into her terrarium. is periodically sprink- led with bull— Our blue suede teachers place our roots in the soil, prompt- ing us to thrive, to grow, to soak up the minerals of knowledge. The best of us take hold, shoot up, grabbing at the sun only to feel the ceiling of It rains, it shines, and is periodically sprinkled with bull. She covers the roots, pours in crystal blue water, and places her carefully folded paper doll into her glass encased world, closes the lid, turns on the sunlamp and sits back in her blue suede chair, and waits for her green leaf of life to grow. Is she playing God ... or teacher? Life at Wayne revolves in the cyclelike process of learning we call school. It rains, it shines and glass covering us. We feel we ' ve reached as far as we can go. We ' re fully grown seniors, fully grown right to the level that you wanted us to reach. Looking up we see the sun that we ' ve been grab- bing for, the basis for our growth. It ' s only a G E Bulb, easily switched on or off. We question known facts, subjective truths and of course tea- chers. Now what? We must be transplanted or thwarted. Many times an eerie feel- ing creeps up on me that our teachers are not on the outside ready to help transplant us but are caged into this glass world with us, likewise afraid to step right or left of the norm or they will shake the glass caus- ing the looming hands of Administrators to quickly relocate their roots elsewhere. Are our educators stoic wind-blown babblers or meek lions whispering an ode to the west wind — night and day, living with their own Frankenstein mon- ster? But what of those of us that don ' t grow? Those that can ' t separate the nutrients from the bull, can ' t decipher the useable from the wasteful. We then are also like the water poured into the glass ter- rarium world. We seep down into our society, used by others, evaporated, risen to the top only to condense and fall again. We falter, carving through no new paths but always flowing the way of least resistance. We— like water drops— are not noticeable, yet we make up society. There are those of us that neither shrink nor grow. Folded and molded by our teachers into nice lit- tle paper student dolls Knowledge doesn ' t seep in- to us, we wear it for all to see, newsprint declaring our intelligence. We stand straight, crisp, and easily readable in our terrarium world. But thrown into the gutter of real life? 12