Coe College - Acorn Yearbook (Cedar Rapids, IA)

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- 7 ' 1 l I Q 95:9 gag. g ag? CillllllliIllllIll!l1lNUIl'l'!llUlll,f0IllIllIlil-UIINIIIIIIllllllllllllllillfllllldlilllliINHIOIYHOllMUNIllllllllNlQl'l'lllNi2 -5'-Hibrlinbibig Y ,, H ' I 'W I 1 E 1 1 6 1 1 ,311 1 .. 9 , 9 hi 15 ,1 . DEAN OF MEN g 1 - 2 E2 l ' ' f E 1 5 21 1 , E 1 E 1 - 5 1 E 1 351 3 E 1- 1 1g- 1 1 : :1 1 Q 3 1 1 E 1 1 S 54 i 5 The interest of the Dean's office is primarily in two things, the conduct and the character of if the men with whom he comes in contact. ' E '- ' 1 2 51 . , . . l '2 1 The term conduct as here used 15 a very broad one. By It 1S meant the student's actions on the 1 5 campus, in the class room, in his study. In it is involved his business relations, his social con- 5 1 tacts, his scholastic standing. There is included the student's work and his play, his ideas and 1 Ey his ideals, his ambitions as well as his accomplishments. The student's use of money, of time, of g, , influence, of capacityg these all come under the term. In short it is so all inclusive that by the i 2 Word conduct is meant the student's ability to think, his ability to express himself by means of 1 l language, as well as his ability to act. W E E . 1 E 5 1 And, of course, character is but the resultant of conduct and consequent upon 1t. We may Well i E E! say that a man is what he does though some would put it the other way and say that a 1 2 man does what he is. At any rate the two are closely connected and inseparable. 5 Z l .3 ' . . . - . . . . 1 2 2 Now lt 1S w1th these two that the Dean of Men concerns hlmself. All else 1S 1nc1dental to 1 5 5 them. How does the man behave in the broad sense in which that term is used is the question W 5 W S that interests him. VVhat is his behavior as a student, as a man in difliculty, when in trouble. E , It is therefore of the greatest importance that sudents have fellowship with one another and with , members of the faculty. For it is by means of such contacts that conduct is determined and 2 Q 1 S 1 character developed. 1 5 E X HARRY KREMERS. i Q E Q1 li gm L. , V - . , . e f.. . , - - z , . , 1 - il 0 'nl N - F' W-3 zlpicsaieimciiitelnmummmmmmIlvltilmmmmummmmulu0nmlmmmnmmmmlmammommmmlummls .hzvasmgbr ,Q -Ax i Y Y , Page 22

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n , F. . Q - Q 1- 1 'Q 3 .1 v. ll- f- , ,??-.-- W YL' 'Lt 4 - ' , Y 'V Y' fl E-.. . 2 elelauzi I IIllImummIulumilileiumlmiillllilmhililpisiavglflrlv .HifimtlfttiitlftfQtlltwlirlrtlpolvifputllr I PQQE I R Q f - - f A W f . - .... 1.1 1 . 1 H n 1- B14 we . , Q . ' nu 1, ,a 1. ... X F, :Aa l THE DEAN 2 JZ. : l ,., - I vii - . 3 E 5 li E ' C -'O' E ' 5 I5 a t ls I . f ' E, . .E- . . ... 1 'P e E., 4 'S E' ff! it fi 3 3 E . 5 E J i C ii E 9 1 E ' The growth of an educational institution is analogous to that of a living organism, or of soci- Q! E ety,-it is an unfolding, an enlargement with constant change, an evolution. The first colleges E established by the colonists in America had for their chief purpose to provide an educated min- i .2 E! istryf, Gradually this ideal was enlarged to embrace the provision for the so-called learned E, rofessionsn in general. Compare this sim le ur ose, involvin a colle e bud et of a few YE , P Q P P P g g g U ,, E' thousand dollars, a college plant of a few classrooms, and a small group of young men studying E Divinity, or preparing for Law or Medicine, with the Harvard, the Columbia C:'King's Col- QE 5 legenj, or the Yale of today. What a contrast! Yet a very large part of the vast growth and : development in these institutions has taken place in the last seventy-five years. 'There are alumni E of Princeton still in active life who graduated when that institution was half the size of Coe 5 College today and offered perhaps not one-tenth the diversity of courses we offer now. E The development of collegiate education in Iowa dates back to the time of the admission of ,E 5 1 the state into the Union in 1846. Indeed there is no doubt that the intent to follow the example 'E E 1 of the Hrst colonists in the provision for higher education was in the hearts of the earliest settlers ' Q' E i of the state and it is si nificant that this im ulse in every case had a reli ious basis. Grinnell V5 -y , g P g n . ,- :1 Cornell Iowa Wesle 'ang and erha s others ma thus be traced to sources even earlier than the 1 : , d fy d . 5 P P Y N , 3' ate o a mission. 21 3 . . . . . l : :M Doubtless the im ulse that led to the founding of Coe Colle e mi ht also be found in the 3 Q . P - 1 s g n g 1 5 hearts of the earliest settlers of this immediate part of the state, but it seems to have first taken - 2, 5 5 . definite sha e in the zealous mind and heart of a minister of the Presb terian Church in Cedar E 3 1 p I Q u I y 4 4 1 3 5 Rapids, the Rev. Williston jones, in 1851. The first educational work done under the 1nsp1rat1on W 5 Q' x of this desire of Rev. Jones and his co-workers to provide for the education of young men de- 5 Q siring to devote themselves to Christian service was in his own house Hrst, and'then in the little E 5. church adjacent, where eighteen young men received. instruction from this good man and his ,5 Q wife, the first faculty of Coe College. Contrast that first year with the Coe of today and behold ' Q E 1 the result of the Evolution of a College. E Q STEPHEN W. Srooxer. '5 ' 1 fm U ' l- ' 4- nj. . - , ,, ., . ,.., ,, ' . ,A r ., ., mseteleseexezeicitlsulllunullammllmummnmmnmmmln mmllmmnim murmllullmmuunmlmm mllulimsa'-maria- .il - - V 1 1 Page 21

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we-e-1: c ezezazeea mamsme1q.nmmsosoQsnuimnsiu'awnup mm mm mqggp f ugsnnqfnemgmg mm, .m.m,ma,: 5 3,5 l , ,, ,W WV, W , mg, ,,,. ,-YH, W Y -,ivy , . NU l Q 1 ' r P , DEAN or WOMEN , i - w : l l 15 1 : fl 5 7 3 x . M2 11 4 l E 1 3 1 ii The modern student is, decidedly self-conscious! He has been so continually talked about that 5 he is almost painfully aware of his own virtues and vices. Moreover, most people discuss him as , E though he were of a different species from the restof humanity. How can one come at the truth 3 about the modern student? He is so various and complex as to defy analysis or dennition. We l 2 hear that he is strikingly independent, rebellious against authority, contemptuous of tradition. 1 Strange, then, to observe that he slavishly follows fashions and seldom has courage to be dif- 3 ferent from ,his crowd! Interesting, also, to discover that authority, when based on superior i ' Worth, readily wins his respect and allegiance. We declare him to be irreligious and :irreverentg , E then we unexpectedly ind him thinking with deep interest on the most vital matters of religion. We are shocked at his morals,-his indifference to traditional standards of right and wrong. But the better we 'know him, the more we become aware of the soundness of his motives, and his , 2 loyalty to his own ideas of the right and true. Moreover, the leading students on one campus ,i may show very different characteristics from those on another. One group may be radical, aesthetically appreciative, or Puritanic in morals, While in another college, they may be con- ' servative, jazzy, or wild! 1 What, then, can we write of the modern student? Anything We may say seems to be true, nothing we can say squares with the facts! The truth is that the modern student is not a clearly I 2 defined type,-he is but a cross section of 'humanity in 1927. He is no worse than his contempo- E raries, possibly he is little better! One comment only, it seems to me, may justly be made on all E these varying individual students,-a comment made on 'youth by the young heroine in The ,H E Romantic Comedians, -- Even if we aren't any better today, we are certainly more real, and E that's something to be said for us. ' , FLORENCE M. N1cHoLsoN. j E , l , ll 3? 1 ! ' G G G 1 czseicinlnulllmmmmmmmmmmam llllflllll IZIIIIlllllllllllllllillllllllllllllIlllHillllllllllllllllllllllllllllliiibliiiibfibliii Page 23