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Page 12 text:
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This year the students’ sense of responsibility was mani- fested in the several controversies which centered around Student Council and Tech Talk, the campus newspaper. Con- troversies revolved around the Dress Code, the mandatory Alumni Fee, Senior Class elections and the dismissal of Philosophy instructor, Joseph Talarsky. The success or failure of the students in these questions was subordinate to the mere fact that they occurred. Both sides had a lesson to learn in terms of human relations and diplomacy. The most important benefits derived from trying to re- solve these problems must center around the human lessons learned here—stubbornness and pride can wound the pos- sessor; tactlessness can be self-defeating; no one, and no action can or should be above criticism.
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Page 11 text:
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The most volatile component of the educational system and the one for whom the system exists is the student. It is here that the success or failure of the educational system will be felt. It is not so much a quantity of knowledge, as an attitude toward knowledge that it is important to foster. Education does not stop with graduation; a capacity and desire for continued growth must be present. This capacity and desire is basic to a questioning attitude. It is important that the student develop a sense of respon- sibility. He must hold no one in awe, he must accept nothing blindly, he must compromise his principles for no one if he is to find himself and maintain that grip.
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Page 13 text:
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Change is the proper subject of the Question. What is change, what should change, what should be constant, what is possible—these are some of the questions we can apply to any thing or situation. Principles, politics, the nature of man, what is truth— these are all game for reinterpretation and question. It is by considering these things that we can come to rest within our- selves. Peace without complacency and questioning without loss of self-confidence are the fruits of an effective education. No conclusions are unassailable; none should be. Th perreeere
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