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Page 23 text:
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s summer ' s fleeing warmth blends into fall ' s brisk awaken- ing, seasons come alive, uniting -i w eacA o ier in transitional v harmony, closely parallel to the academic climate at the Univer- sity of Michigan. Each year, formal study transpires with shifts arid transitions: trad- itional programs continue as new ones develop, changing academic curricula, adding new limits to knowledge. Michigan ' s autumn seasons flare-up in bright cloaks of color, heralding Spring ' s rebirth, before dying in the frozen winter earth. Like passing seasons, Michigan stu- dents spend part of their lifetime here and are gone. Just as one season causes certain occur- rences in another, each class of Michigan students effectuate change in the education of classes following. Student involvement in . the academic community leaves an indelible mark on the framework for future learning at the University. Family tradition has brought many stu- dents to Ann Arbor for a University educa- tion. Other students come as the first in their family ' s history to ever receive a College education. Like continual seasons, the ideal College experience is the beginning of a learning process that will continue after graduation: College years being only one phase or stepping stone in a student ' s lifetime. The diversity and multiplicity of nature ' s talents corresponds to the diverse elements of educational opportunity in each of Michi- gan ' s 17 separate schools. Believing that fields of learning are not autonomous, the University encourages performance in areas of study which not only subsume those needed by all educated men and women, but those as well that lead to effective integra- tion of human values, ethical commitment, and individual responsibilities. Faculty and students at Michigan integrate knowledge, exploration, and discovery into Ann Arbor and surrounding communities. Community interaction develops as a stu- dent ' s theoretical ideas become manifest in the world of practical reality. Ann Arbor provides a sounding board for ideas, a testing ground for research. Local, state, and national politics serve as a ' battering ram ' for initiating change: students organize strikes, speeches, and rallies, as they stand up for their rights as human beings. Each season is part of a necessary cycle; an orderly system partially dependent on in- fluence and links from seasons past. Pro- grams at Michigan offer practical and sys- tematic application of knowledge rather than discovery and transmission ajone. Students are encouraged to identify with the past; to learn and grow in understanding former gains and losses. From each semester ' s learn- ing, a student develops new skills and aware- ness: skills necessary for meeting needs of the future; awareness essential to the under- standing of civilization ' s problems. The end of each academic year at Michigan scatters students across our planet much as the springtime wind scatters seeds upon the ground: each with a separate fate, an indi- vidual direction. Ideally, students who leave Michigan do so with a greater sense of self- understanding and self-expression: concepts of self and society which will help serve the world they live in during a lifetime of seasons. r M?
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