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Page 11 text:
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nl ' ' Erzgagvtl 111 tu d e n t fffllilllillg . . . dvvotcd to study . . .D But a stu- dent is more complex than ' that described TI by Webster. He thinks, laughs, frowns, puzzles. He does, he doesn'tg he will. He lives, he learns. The student stands apart, an entity . . . separated by sectionalism, divided by politics and economics, split by sex and having widely divergent associational backgrounds. But out of it all, the student here stands unified-a North Texan in name, spirit and activity. From September to September, he lives in a secluded world. Suspended between a memorable past and an unforeseeable future, he walks, runs, often wades through student life-searching. Sometimes the search is for knowledge: sometimes, fung oftentimes, iden- tity. Individually the process takes its own route. A collegian finds that his scholastic value differences change during his school career. Cheating on tests . . . sleeping through class . . . wasting time needlessly . . . all seem irrelevant to the learning process. The stu- dent finds he's related to the process through his actual participation, which includes ab- sorbing and utilizing the negative and posi- tive experiences of each minute, hour and day. The process is slow. Along the way, moments are snatched for personality molding. Purposeful time is con- sumed discussing ideas, activities and people beneath a canopy of contemplation. Serious minutes are savored over an assignment, book or problem, often the time is a picture of abandonment with bare feet dangling and brows quizzically furrowing. Concen- trated effort envelops the soul when one absorbs art, music or drama. Conformity puzzlesg nonconformity is respected. And a small minority has already cast its personali- ty into a hard, impenetrable mold: they look for the remnants of the party school tag, long dead and forgotten. The processes of maturing and learning are identified experientially, aesthetically and intellectually. All take time. Students devour time.
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