14 Student life. As the term implies, it was not life in the most general sense of the word. Rather, students voluntarily extracted themselves from the mainstream and stepped into a four-year time capsule known as college. Because so many lived on campus, it was inevitable that Harding wa s a society within itself. A familiar contention was that it was an isolated unrealistic socie ty. As participants in thi s year, however, Harding students accepted the regulation s, paid their tuition and launched four years of transition. They sought a career, academic achievement, a foundation for financial security and social acceptance. Student lives wefe distinctive in several ways. Time was scheduled hour-la-hour. From 6:00 a.m. when students were allowed to leave the dorms until cu rfew when they were expected back, days wt:'re arbitrarily divided into slOts for classes, labs and even O1eal~. Life Introduction Most made the framework workable. Ob ligations were immediate; to complete a term paper , memorize lines fo r a one act, finish a chemistry experiment o r just to make it to class or chape l. for those who did not have the incentive to meet those obligations, sanctions were instituted to guarantee cooperation. Whether scholars kept up with their course load or procrastinated on a day-to-day basis was a personal responsibility. In the tina I analysis, Harding offered the same opportunities to each - what was derived from the experience depended on the individual. Mandatory chapel and Bible classes were a part of the regula - tion intended, according to President Clifton Ganus, "to se t the climate of opinion" on campus. This spirit warranted some students' traveling farther and investing more than was required to receive a comparab le academic education elsewhere. Within the boundaries of regulations, students were free to come and go. Within the rules tht:;y were independent. Inside th"e curriculum they learned what they chose. Other lessons, not of an academic nature, were throst upon them by their relationships with one ano ther. This section includes something to which each can relate, from Mount Benson to money, and from Sound of Music to the sounds of Michael Iceberg's incredible machine. Life focuses on individual facets of the year - who students were and where they came from, how they adjusted to Harding and influenced each other and the things, tangible and intangible, that had an impact on them. Life covers opportunities for spiritual maturity, outlets for academic steam and how individuals celebrated themselves and entertained each other. This was Life in a year of new beginning:. - Palli Far/l/cr. Edit~Jr f,;:j ABOVE: FRESHMAN Cuml 011'('// I,h)/.. S 1111 Ib HtI""III~ I:. ,,'I"I'IIIPllillllv ,/e.-Ia/",''/ II IIl1ii't'f:./I.v RICHT: BREAKING 1//.' "/tll/!l/t ll/ .V ",'i'.'I(/1 Ifw,h"x .~IHdl'/I/;, tl.~ 1.1 I"c,,/.. 1/ f,',·",d tll },/),I/lI' .l!""IIt-~/IIIJ/II,I{ a .. il'l'lI.
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