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Page 8 text:
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Mavahi movement expands, develops individual interests As he fled from self, the in¬ dividual began to consider who he was and why he was... Certainty emerged from the smog of confusion ... Growing up was a fright¬ ening experience which in¬ cluded a search for knowl¬ edge and the acceptance of more responsibility ... Involvement in school meant stepping into a new kind of life . . . one where contributions of time and energies to strengthen the whole overpowered selfish interests... Wondering, and wandering, searching and explor¬ ing... Mavahi today w’as where youth learned to cherish tomorrow. 8:15—ringing bells, scurrying feet, rushed voices, exchanging ideas . . The five minute interval between classes allowed for conversing, sharing, expounding, laughing . . . involvement. Experiencing a unique oneness and expressing a common goal, Mavahians actively supported their team. Individual attentions surged beyond the classroom into extracurricular activities. 4 Opening Theme
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Page 7 text:
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Understanding through involvement, man reaches out Wrapped up in his own small world the youth is involved ... Engulfed in private thoughts, concerns, ambitions, and fears he dares to dream ... of a better world ... A world where his classmates are not killed in Vietnam ... Where he can feel genuine con¬ cern for his fellow man ... Where color, class, and creed really make no difference ... A dream shared by his father’s generation ... and his father’s ... Clinging to the hope that maybe his generation can change things ... The individual lives a life apart— all his own ... To mold and build ... To gradually expand and include others... But first to understand himself and his small world. Scopes were broadened and minds strengthened as individuals sharing a common interest joined together each adding their own thing to form a harmonious whole. Theme Opening 3
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