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Page 210 text:
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San Marcos, like all high schools, is many things to many people. lt is a unique situation, having fifteen through eighteen year olds associated so closely with adults. It is unique in offering academic and extracurricular activities, that stimulate both the will to knowledge and the will to create. Students can take part in theater, art, vocational - Tiff, if It 7 1.1 . P -, ,L u f 'if i , jiijfbgj' wg, ,L l , f m , g,f '9 f' , 1 f ', 1 f ' f V ,, 4! ?w',Z'5,,, ,, by JL' 3 if fl' VV ? Zfilyy I ff 151. 1 fx? I 1' ' . Q 'Y A 9, 5-' if ,rf ' ,J ?9 , 124425 Y' a n ff, 1, af, if 49044 sz V71 143 4 Z
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Page 209 text:
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df teachers. In bridging the gap between generations, doesn't that make the work worth it? To actually open a young person's eyes to something, and see this person learn something valuable in the process? This effect is laid not only upon the teachers. The students also must have desires to learn. In realizing that perhaps the teacher has something to say, it should be easier to learn. But it doesn't always work that way. The teacher is not able to bridge the gap all of the time, for the student must be willing to reach over that gap also, and meet the teacher halfway. This is the most frustrating part of education, of bridging the gap that separates the teacher from the student. Perhaps another problem lies in that sentence right there. The teacher should sometimes realize that the roles must reverseg the teacher must become the student, and the student the teacher. Students have things to teach, too. Defining the roles too strictly of teacher and student only widens the gap between them. There must be mutual understanding that together, the two can learn from each other. This is no doubt the most valuable thing learned in the education process. Learning is a life process, it is growing. To grow we must learng and to learn how to learn is the real process of education.
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Page 211 text:
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