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Page 9 text:
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.
Page 8 text:
The 1937 .llirror is an interpretation. YYitl1in these pages you will find no
exaggerated element of color. spectacle. or buffoonery. No conscious attempt has
been made. moreover. to vent personal bitterness on any group whether they be
"the fellersf' the faculty. or "the grinds." Our medium. to be sure. is still the lens
of the camera. and page after page will tell a fairly complete and comprehensive
story in pictures. But underlying every picture and far more fundamental to our
purpose is an idea . . . perhaps an ideal . . . that strives to suggest to under-
graduates and faculty alike the possibilities of a Bates not merely glorious in its
yesterdays and todays. but rich in its promise for tomorrows.
It is possible. though hardly probable. that a year book may become a11
art form. Perhaps when editors are granted the privilege of being true to their own
insights into college life, a year-book may some day exalt. with restrained enthusiasm
the ideal of intellectual honesty and creativity that forever lies just over the hori-
zon of every college hill. Within these pages we only hope to focus the vision of
thinking 111en to a Bates enlightened by wise teachers, vigorous in its play spirit..
severe in its mental discipline. yet patient. and encouraging to its failures. We hope,
perhaps, to suggest an alternative to any drastic change in curriculum that may
result in an effort to meet the occasional decrease in seasonal enrollment. In the
very simple arrangement of this book we express our faith that Bates can represent,
if it will, the interests of a lower-middle class group in creative scholarship, original
thinking, and constructive service in the world of men.
Let us remember both our virtues and our faults. Fortunate are we in a
campus cleared by clean winds and lying close to hills and meadowlands and coun-
try-roads where men may walk with silence and their own thoughts. lYeihave
challenged our professors to define an ideally educated man: our returns have been
surprising both in munbers and in singleness of high purpose. Wvhen these men are
willing to submerge personal differences and departmental jealousies into a la1'ge1'
good that encourages and serves the intellectual curiosity of their students. Bates
may well become a center where students are attracted by the light as well as the
sweetness of its professors. Ultimately how far up theladder of light Bates may
climb rests with the enthusiasm and scholarship of its undergraduate body. It
was not without wisdom that a Garnet writer could suggest:
Bates may well raise its standards. eliminate the unfit ruth-
lessly, and encourage the young 111311 and woman who is so radical as to
believe that a college should organize itself around the studies.
Let us take great care. even at tl1e risk of a few lean years, to prefer a thinking to
a drinking population.
The college must function in tl1e interests of truth. By truth we mean an
approximation of first principles, an attempt to give reasonable 2iI1SXV6I'S to our
questions, the application of the ordering synthesis of our minds to the irrational
nature of our sensations, the gift of form to experience. Always before us, student
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