George Mason High School - Mustang Yearbook (Falls Church, VA)

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Students don’t value authority as much as their parents did. With our advanced communications and mass media, students today learn the cynical truths of life much sooner — there is a war in Vietnam — people do live among rats in the ghetto. Au- thority figures don’t always make the right decisions. Students don’t accept the explanation that something is right because “so-and-so says so.” Values are changing. Students who accept the traditional values of our society are not confused — they know what they want to do and where they want to go. But the students who do not accept the traditional values of our society are frequently confused. In many cases they have not identified substitute values or goals worth striving for. Individuals need a reason to get up in the morning. They need values and goals to give their life meaning. If material success is not important, what is? Meaningful relations with other humans? A sense of mastery over one’s environment? An openness to new experienc es? Several years ago the Mamas and Papas had a hit song with the theme, “Do what you want to do, go where you want to go.” This refrain haunts me. It seems to me that many students to- day don’t want to do what their parents did or go where society has been going. They want to do their own thing ... but what is their “own thing?” I’m not sure students today know. They are dissatisfied with their education, but do not know what they’d like to substitute. We are facing a crisis in values in our society. The traditional American values are undergoing change. For example, financial success and competitive striving have historically had a revered place in the American value system. The man who struggles and works hard will be rewarded with security and goods in the fu- ture. But f ' students today are not concerned about security. They know they won’t starve. On the other hand, why struggle and work for the future when the world is changing so fast that the future is unpredictable? — Nancy Sprague and we need to build a new feeling of personal interaction and respect. It is much harder to face an individual ■ ■ Sheila Jones o © If anything more is to change, it is we who will do it

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SlL cL ' JjLWsnv(t XXXom Xa Xlj t Xt- xfiyusn jL j yv Amjl X r Jlcwlt o- ' l ruy JIaajl JLctfcfjL AyXj- syrCcku xto H jiJXx-soXXrr a XXZ JLujl Xt xju (yjl cyrm X . CLa J aa A £ c n. MJL XJX. 6 nJh{ a£aXs? scX X X ' X$ c A- aXzatl aXXlaXaXl-4- aj$ cr-yuL yj t DJLSL jlX PC iaJjlJ A 04 kcs fiX XtCbr X C lp i Xi aXaXl . People at George Mason say, “but I’m not really learning any- thing.” Maybe it’s because they never really tried. Apathy seems to be the disease of the day. It is coming on very strong around the country. George Mason seems to have been hit so hard the school should be closed for an epidemic. The disease seems to be so conta- gious that it seems to be spread- ing to the faculty. — Keith Thackerv Education often becomes an end in itself and or enter- tainment for those members of society with the least eco- nomic capacity and social sophistication. George Mason compels the student to live with a limited view of the world outside of Falls Church by leaving him little time or incentive for random experience. — Herman R. Menzer Jr. Education is a lifetime process — a very personal, individ- ualistic thing which provokes the current cry of “relevan- cy” or non-relevancy.” My belief is that one must keep his mind open to all currents and trends, maintain a very broad outlook and educational base — postponing speciali- zation as long as possible — while exploring as many fields of activity and learning as possible, experimenting with new ideas, and absorbing new concepts. With each indi- vidual availing himself fully of the offerings of his environ- ment and contributing proportionally thereafter. — Louise C. Costa One thing I like and think there could be more of is being able to know teachers as people and not just as someone who teaches you French or Social Studies or Math or something. When the teachers and student know each other better, they can better understand each other ' s point of view. When we stop looking at each other simply as students, teachers, parents, or School Board members, but as human beings who will listen and try to understand one another, then everyone will be a lot more satisfied with the school system. — Ed Falkowski mm a

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emph uations. we cation which did not develop tual responsiveness which is essential for its appreciation; if we live a selfish life it is also education which has neglected to teach one of the most es- sential points for co-operation, the ability to identify with the needs of others; and if we do not regard the individual as the most precious good of a demo- cratic society regardless of race, color, or creed, education has failed in one of its most basic aspects. — Linda Stenberg Integrity and excellence need to be redefined. Our allegiance to our inheri- tance is to understand where we have been and where not to go. No matter what has been learned before or what progress has been made by all of civilization, unless the in- dividual has a part in re- discovery of facts and theories and ideas, few of these will be important to him. People like to be skillful and like for any form of excellence they command to be important to others. For learning is an act of love. No one needs to teach the hu- man how to learn. Curiosity and the desire for excellence are natural to man, integral to his being. It is when the excitement of discovery is withheld that learning is dulled. The transition is the hardest, but once tasted, the promise of discovery will make struggle into an act of creation not for artists only, but for the ar- tist in every man. — Barbara Stuckey ' earn to tolerate and live with others different from ourselves while main- g one ' s sense of personal identity and committment is not an easy objec- ) - either student or teacher, but I know of no other logical aim for edu- al institutions that are attempting to train people for self-government in esentative democracy made up of many adversary interest groups, atricia Johnson