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Page 12 text:
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Page 11 text:
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DEDICATION More than merely instructing us as we learn, the faculty also teach us that, in reality, the nature of learning is reciprocal, subject to a form of our own determination. Moreover, they teach us that learning is an attitude, a way of life, and not confined to these years or this environ- ment or this society. In the end all knowledge interacts, and through their own experiences, our faculty help us to discover how we may define those relationships that ultimately will be most meaningful and most permanent for us. We recognize the purpose and conviction of our professors and the faith they have always had in us as their studentsg and in appreciation of our singular four years with them, we dedicate this yearbook to our faculty. -aff F :La 1.1. it-.-ig., r '- , . au., ,B . R.. x .M ,,. '- f N X4 VS ,' w .ia ill n. if f 1- W ' - '+- S as X 'L 2, I ' x ' '1:'J '- 'W' -'J H 1' .-'-'Og-Wil. H- . . , -, I sl ,- A ' . ' x5 ' 'r'u lu. .1 1 - ,b ,-.. ...H -'Hr . ' xun A 1 . '35 . A t . , ,,x3f Q .j 3.-fs' . WHS Q1 T123 lk.,.-,,...:sEb- Q . 5 I lt... 'rf- xii L... 7,11 ' 'xii ,,-,..l.. u ml- - , . -,He L- , V y v ,-.:,'QLq 'f
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Page 13 text:
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FACULTY It is our privilege that we may know our faculty not only in an academic at- mosphere, but on social and personal lev- els, as well. For, more than teachers, they are educators in the true sense of the wordg more than theorists, they teach by the example of their way of life. Not only do they open to us new dimensions with- in the learning experience, they teach us further to relate our learning, to make sense out of its diversity, in short, to so organize and use our knowledge that we may more accurately understand how the totality of environment affects our de- velopment. Within these four years, then, our faculty plays a large part in the process of our realizing perhaps the deepest and most significant relationships in our educa- tion. iff 7
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