Eastern Michigan University - Aurora Yearbook (Ypsilanti, MI)

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unknown. So he got the best education of his day and made the most of it, and this happened to be the best pos- sible course for him. For my own part, I have always been in the habit of attributing no small part of his success as an expositor of classic English to his interest in the Greek of his college course. Thus gifted and thus fitted for his work there is no wonder that Professor Barbour has had unusual acceptance in his chosen field. Indeed, few men in the state have ever won a more wide and generous recognition in this field. As the high priest of a noble profession, worshipping at an ancient and enduring altar, it has been his joy to see mul- titudes of young people bow with him at the shrine of immortal beauty. Personally, too, he has made hosts of ardent friends and admirers among the young people of the state, who feel that life has become something nobler and richer for his teaching. But the study of artistic literature has not absorbed all his energies. He has great interest in educational, philos- ophical, and moral questionsg has a keen sense of justice, and is ever ready to place his talent at the service of the ever-losing and ever-Winning cause of righteousness. Hence, as an occasional speaker throughout the state, on commencement occasions, at inspiration institutes, and the like, I M Fis a most attractive and welcome figure. His use- fulness this direction seems to be limited only by his strength and the time at his disposal. Biographically, I am not aware of anything especially signincant in the life of Professor Barbour. He was born, brought up, and educated in Michigan, a fact which. how- ever fortunate for Michigan, ought hardly to be imputed to him for righteousness. He is a lover of sport, and an expert in athletics, but has hitherto modestly managed to keep out of the championship classg and as he seems to make no point of his athletic prowess, I will not. And this reminds me that Professor Barbour is a very manly man, averse to laudation, and sure to be restless under analysis and exploitation. He must, however, permit me to add that I am only giving feeble voice to the feeling of a great multitude of people, who will heartily join me in wishing him still many years of happy and useful work among us. EDWIN A. STRONG.

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Ellyn Iliarnltg xr: x ZN GLANCING back over our two-year course at E the Michigan State Normal College, we ask f N ourselves the questions, What have we V learned? How have we grown?,' What are We Etted to do? 2 ogg That we have gleaned certain facts and truths from text-books and from lectures, we know, but what they are we cannot say, we feel that we have grown, socially, intellectually, and spiritually, but by what processes, and under just what circumstances, we have never until now paused to consider. Has our outlook upon the world been broadened, have our sympathies been deepened by the amount of actual knowledge acquired? To a small extent only. The greater part of our growth and development must be attributed to our daily associations, to the silent influence of those with whom we came in contact. It is said that culture comes from a wide association with men and books. If this be true, the degree of culture must, of course, depend upon the kind of men and the quality of books. We have been associated in a way with all our fellow students, but the greatest influence has been exerted over us by those under whose instruction we have worked, who have directed our reading and helped to mold our opinions,--the members of our College faculty. From our loved and respected President to the humblest assistant instructor, they are men and women of keen intellect and broad sympathies. They have stimulated us to the for- mation of high ideals of life and usefulness, and have encouraged us in our efforts to realize those ideals. We have enjoyed privileges of personal contact and fellowship with our instructors not found in other similar institutions, and we know that we shall appreciate the resulting beneits more and more fully as the years pass. We desire to express our appreciation, but what shall we say? Can words repay the debt of gratitude we owe to our faculty? Assuredly, no. They have devoted them- selves to the training, instruction, and inspiration of each student, in order that he might, in his turn, train, instruct, and inspire those under his care. Let us prove ourselves worthy of their efforts by our devotion to our profession, by our zeal in the cause of education, and our loyalty to our Alma Mater. L. MARGUERITE LUX, '06.