Arkansas Tech University - Agricola Yearbook (Russellville, AR)

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ye A ies ee Ret He ae Evangeline Roberts We feel that Miss Evangeline Roberts ze Instructors) ) PMO Hina sais Was RY oe TLL. 7 — ad ‘ exemplifies the ideal type of spoken of in the dedicat ting the first half of the 1952 AGRICOL to Miss Roberts. ion. We are dedi ah ‘oh ve ; She? ott Tate te 4 LBB OPV FEE OX ie! ARRAN a 8 Ae

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TO EDUCATION It is a truism that a college can be no better than its faculty. Without minimization of the place of extracurricular activities, social functions, and group living in-the rounded development of the student, one cannot ignore that e heart of the college educational process is the faculty. Without faculty mem- gers dévoted to quickening the growth of its students, with resultant inevitable changes in attitudes and horizons, a college cannot serve its proper function. To select and build a faculty of the necessary stature is the most important problem of the college administrator. What are the major qualities which identify the ideal instructor? First, he must have intellectual capacity and insight. Knowledge of the subject he teach- es, basically essential, must be supplemented by breadth of learning and by under- standing of the interrelationships of his subject and other fields. Secondly, he must be articulate, able to communicate his ideas to his students. Thirdly, he must have deep interest in his students as individuals, concerning himself with their variations in ability, background, and motivation, anxious to learn their needs and to fulfill these insofar as he may. Fourthly, he must have enthusiasm for teaching and for his subjec t. This enthusiasm is the surest motivation for the hard work and continued study that underlie all good teaching, for the con- stant search for more effective methods of presentation, for the continual re-evalu- ation of one’s teaching. ‘Too, the enthusiasm of the student can seldom be engendered except by the enthusiasm of the instructor. Finally, the instructor must have personal integrity. Honesty, fairness, and justice must be engrained in his being. At every grading period, for example, he faces a test of his ethical standards; only if he successfully passes this test of fairness and justice can he merit the respect of his students and aid to instill in them a similar ideal of person- al integrity. Inherent in these essentials, or entwined with them, are other estimable qualities which might be named. Cooperation and institutional loyalty can scare- ly be absent in a man of intelligence and personal integrity, or human sympathy and tolerance in a person deeply interested in his students. Where the five essentials are combined in a teacher the college administrator can be confident of the growth of his students under his warm and kindly light. With a faculty composed exclusively of men and women of such stature, details of curricula and course organization would become relatively insignificant. Education — in its truest sense — would be the end-result.

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FOREWORD A college yearbook should be a reflection of campus life. Cam- pus life includes a lot of things. There are the events which are unfor- gettable—the last minute touchdown that won the game on that cold November night, the big dance-with the “name” band, our own per- sonal achievements, and finally graduation. Moreover, there are the little things—the little unimportant things such as the Coke in the Techionery, the conversation and cigarette between classes, the lazy afternoon in the Spring, the walk to the Dorm from the Library on a warm moonlight night, and the friendly dormitory life. All these things, the big and the little go together to give the real sematical meaning to that which we call “campus life.” It is the college atmos- phere which we have tried to portray in the 1952 AGRICOLA. FE reese es Greenest WTAE AY? PYSTET NC IN STEER 18 SUPER RLY OAT) CRCEEDN OM PVD CLIC Tr engin acorn? Pree US reer mr creer IPSCO AP? vm trai Seer Mar T Iie vices vere rience acme ae aa a re ™ v4 i} ' (' a Prd fee iw « yo