Amherst College - Olio Yearbook (Amherst, MA)

Page 8 text:

Pre ace-:.i T is not our purpose to detine what an OLIO should beg the book defines ' itself. 'The standard of the present is judged by the standard of the past. With this thought ever in mind, the Olio Board has aimed to attain accuracy, originality and a standard befitting the Class it repre- sents. More than the usual time has been devoted to the mechanical con- struction, and innovations for the better have been made. Artotypes of tl1e College organizations have taken the place of half-tones, an improvement at once noticeable. Illustrations have been freely used, that the effect might be more artistic, and thus efface the impression that there is nothing interest- ing in the pages of statistics. The College year has been one of prosperity, and no mention of the numerous gifts in a College book would be an injus- tice both to the donors and our President, who has already accomplished so much towards strengthening the various departments and improving the buildings. With active Alumni and a strong Faculty, we feel assured that the reign of prosperity has only begun. It is a source of congratulation that there has been improvement all along the line, and that the College organi- zations are on a higher plane than a year ago. For the first time in the his- tory of the OLIO, a brief record of each member of the Senior Class is printed. This innovation has been made with the hope that it will be made a perma- nent feature by future Boards. The approval of the character and excellence of this book is left to the Junior Class, of which the Board of Editors are humble servants. 6

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c-.mpg fffxn YXIDQ, Professor of Logic, Rhetoric and Public Speaking. - IT is easy to sketch a life that has tangible results. But labor spent upon invisible but imperishable material is as difficult adequately to portray as it is to paint the effect of sunshine or the wave that beats upon the shore,-leaving its impress, but too subtle to be measured except by the centuries. In nearly every walk of life except that of the teacher, there are material results to display to the world, and which can be noted by all men. The teacher makes an impression upon the mind and character, moulds habit, stimulates and fires the aspiring soul, gives direction to life, teaches the use and marshaling of forces, wakes up the dormant powers and shows the delight that comes from their use,-in short, is like one who directs the actors in a play, who watches their success, and has his reward in hearing the applause given those he has trained. These words I have written, not as a formal opening to the sketch I am about to attempt, but as an essential part of it. It is the outline, the details of which I will try to so fill in that others may know something of the character I have been so long intimate with and know so well. This sketch, is not only of a teacher, but of an inspiring and eloquent preach- er, a brilliant writer, a man of executive power, with natural gifts thatevidently would have made an able lawyer. It is, however, in teaching that he has centered his activities and done his characteristic work. My qualification for writing this sketch is that not only was I associated with him in his earlier ex- perience in teaching, but until his connection with Amherst College, I have been so situated as to have intimate knowledge of his work and influence throughout his career. His preparation for college was made in the Academy at Binghamton, N. Y., and undertheprivate instruction of Professor Metcalf of Deposit, N. Y., a well-known teacher of the classics. A student with him under this instructor, I had abundant opportunity to observe the mental characteristics of Professor Frink. They were a quick apprehension, great application, unusual power of sustained mental effort, and an ideal of study that was only satisfied when the subject was mastererl. After graduating from the Binghamton Academy with the Valedictory, he accepted an invitation to teach History and Mathematics in that institution. So marked was his success that in a little time he shared the responsibilities of the principal, and received a like salary. Although only eighteen when he began teaching, he set before himself well-defined objects, to attain which has 7