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* Volunteer response ‘overwhelming" **Overwhelming‘!"‘ That‘s the way Charles Rushton, administrator _ of _ Conestoga College‘s Waterloo centre, desâ€" cribes the response to the young adult program which begins here Sept. 7. Fifty persons and groups have volunteered their services since the centre announced the program in July. These include a theatre group, both Waterloo universities, various dropâ€"in centres, social service agencies, churches, and local business and industry. _ Student enrolment has been limited to 100 this year. A comâ€" plex timetable has been worked out by the young organizers to meet the needs of the student participants and the volunteers. The pilot scheme grew from a shortage of space and personnel at the continuing education centre. Concerned people there felt many students could be helped by a program which did not fit into the regular curriculum and set about devising plans to help. They came up with an English program, as one example, which is geared to social responsibility. Two days a week other stuâ€" dents will go to the University of Waterloo‘s recreation deâ€" partment where a recreation program has been devised for them. As part of their education, students in groups of 15, will attend Waterloo County‘s four courts. Judges have agreed to talk to the students during court breaks. Outdoor living will be preâ€" sented at a Galt boy scout camp, where a 10â€"day program has been planned. Other students will attend private homes to learn what a home environment is all about or to study cooking and grooming. Organizers of the program describe its aims and hopes as follows: ‘"‘The young adult program has grown out of the realization that there are fundamental weaknesses in the institutional structure which has allowed such large percentages of youth to be excluded from the general life pattern of our community. We believe that new alternaâ€" tives for learning how to learn must be constantly sought and established in order to reintegrate the growing numbers of alienated youth to the life pattern of the community. Conventional methods of edâ€" ucation still seem to serve the majority, but an â€" increasing minority is finding it very diffiâ€" cult to integrate through the present processes of learning and growth. We are planning a young adult program which wil allow the learner to participate in the life processes of the community which once failed him. We wish to show him, in a concrete way, that the community which parâ€" ticipated in his alienation, also wishes to participate in his reâ€" integration into the life of the community. No amount of money or equipâ€" ment will achieve our goal. Only As an antidote to alcoholic imâ€" pairment, black coffee tastes and smells good, but that‘s about all. The Ontario Safety League says that coffee has no effect whatsoever on alcohol in the body. It is a mild stimulant, but taken to counteract drowsiness, its efâ€" fect is only slight, and transient. It does nothing to improve a driver‘s judgment, pérception, reaction or vision. No antidote Pilot program gets under way next week the direct involvement of the community, physically and spirâ€" itually, can help us to make this project a possible reality. We, therefore, plan to make the comâ€" munity our centre of learning, the members of the community the coparticipants in the learnâ€" It is impossible to imprison a learning situation to a strict plan. Learning is a journey to the unknown where the explorer is often cognizant of the discoveries made only when faced with them. Flexibility thus becomes a key to success and a plan can only serve as a map to be corrected or even abandoned on the way. Our map at this time includes three major areas. â€" In The Waterloo centre classâ€" room, we wish to pursue a curâ€" riculum based on the student‘s perception of reality and to utiâ€" lize an interâ€"disciplinary approach in a search for answers to quesâ€" tions found relevant on the basis of that reality. The Waterloo Think Twice Committee | remaining, as separate cities. All those who feel that Waterloo should Committee has been established to present the case in favour of Waterloo and Kitchener This we shall pursue through developing learning situations within the classroom, utilizing materials and methods found most suitable to our needs. This learning approach has proven successful elsewhere with young adults in pursuit of relevance. A true learning situation should not exist apart from the commuâ€" nity in which it is situated. We wish to rotate between the classâ€" room and the community. Each month the young learner shall be given a chance to spend two weeks in the community classroom and two weeks in our centre classroom. Each physical plant, our homes included, ought to be a place where learning takes place. We plan to make these places our centres of learning. By learning about the process through which the community decides its way of life, by finding out how and why our community functions, the young can learn remain separate are invited to join the Committee and assist in the campaign Please Phone 742â€"9361 how, why, and where his place in that community is determined. We wish to allow the young dbout the whole range of life experiences within his commuâ€" nity. The schools, the shops, industry, courthouses, city counâ€" cils, homes, and churches, are all places which connect to the heartbeat of our life together. Each student is also faced with problems unique to himself. Therefore, we plan to enlist the support of a large number of comâ€" munity volunteers, individuals, and groups, to assist the learner on an individual basis. The real process of learning is a multiple process entailing many different areas in the exâ€" perience of the individual and the community. Learning is partâ€" ly a very individualistic enâ€" deavor. It is a process through which the individual develops a certain independence. Simultaneously however, learnâ€" ing is also a process of integraâ€" Waterloo Chronicle, Thursday, September 3, 1970 out tion to the community and its structures. If learning is arrested at the stage of independence, the individual will never learn the relatedness of man and shall remain an alienated narcissist for whom the awareness of comâ€" munity remains a secret. A community of over 100,000 people includes that number of varied skills and life experiences. The student shall be given a chance for individual tutoring and help in the widest variety of interest and choices. An hour or a day spent with a concerned fellow human being can make a difference no amount of conventional instruction can hope to achieve. In order to salvage the tremenâ€" dous amount of human potenâ€" tial before it is beyond recovery or before the cost of rehabilitaâ€" tion becomes so massive that we no longer find it justifiable, volunteer assistance was sought to give a chance to these young people to reshape their life styles."‘ G .