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and teacher alike, should be the educational ideal: men balanced with an enthu-
siasm for life itself and a compassion for human frailty: men patient in the beautiful
dullness of acquiring the facts and wise in the intelligent application of their ex-
perience in their dealings with other meng men superior to. yet conscious of tragedy.
who without Pollyana optimism can see beyond immediate disaster to the wonder
of universal law: men who have l'9ilSOI12Il3l6 faiths and reasonable doubts and find
the highest satisfaction in life to be a perpetual striving to understand God. Finally.
whenever and wherever the college directly affects the state. it must take great
care to serve the state wisely and well. With such an understanding Bates will not
recommend to the field of public school teaching students whose college record
reveals meagre background and whose interest in teaching is purely a matter of
earning a living. For all practical purposes this world may run on a "dog eat dog"
basis. Yet. if we, the student and the teacher, are more than mere hyprocrites who
talk delightful theory, no man or woman will make an exodus from Bates into the
teaching field upon thc sole recommendation that after certain courses in educa-
tion plus the receipt of a diploma, our teaching bureau will secure graduates a job.
Unfortunate is the falsehood retold on many campuses each Commencement.
The college diploma does not signify an educated man: rather its significance lies
in the hope that those receiving it go into the world with a love of truth. a sense of
justice, a capacity for thorouglmess, and a desire to create the perfect and the
In these terms we deliver a year-book. Bates stands on the verge of a
renaissance. Insofar as both students and professors will join hands in mutual
contemplation of beauty. truth, and farsighted application of theory for the ulti-
mate good of the state: we prophecy that Bates will have a place in contributing to
man's understanding of man and his adjustment to his universe.