Massachusetts College of Liberal Arts - Mohawk Yearbook (North Adams, MA)

Page 29 text:

SEHIUR CHP and GUUIH UH!! SPEECH E, the graduating class of '48, with the hesitation of the untried, accept these academic caps and gowns as symbols of the four years we have spent here in preparation for teaching. We accept them, also, as symbolic of our whole- hearted willingness to teach. But we cannot, yet, accept them as symbols of our teaching ability. The new generation will serve as either proud or poor testimony to our teaching ability. The new generation will be much more accurate a judge than anything that could be summoned here to judge us today. Those who take an interest in our college always hold out the hope that the members of each graduating class will turn out to be thinking-doers. We cannot assure you of that dream but we can, with much' certainty, assure you that the principles and methods to which we have been conditioned here will be govern- ing factors in most of the responses that we shall make to the stimuli of life. With trust in the system that has been our master in our bachelor days and with faith in the ideals that carry us upward and on, we hope to be, not only, thinking educated people, but also, active educators. Rolland IV. jones 27

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SEHIUH CLHSS HISTUHU ARL MARX saw history in terms of a class struggle. We might reword his comment to rather accurately describe ourselvesg our class history has also been that of a struggle. Nor is the writing of our chronicle an easy matter. Four years of rich and varied, shared experience are not quickly condensed into a short essay by one member of the class. The task of noting the incidents and slogans that are part of our college life without becoming so clannish that others won't know what we are talking about is rather difficult. Bosnia-Herzego-vine, Verweile doch! Du his! so schon , the solid citizen, the shovel philosophy, Be brave, begin -These are all bywords with us because they symbolize experiences we have had together just as the same kind of words do for any group of friends. But to the uninitiated, they are insig- nificant speech -to use another quote the Seniors like. If an impressionistic write-up of our memories won't do for the yearbook, shall we try to be witty and factual at the same time? Something like: Our junior year found us in the Training School trying to discover the elusive distinctions between appreciations and understandings and repeating Dewey's two criteria-quickly, now, what are they? It can be seen that this sort of thing has been done too often to be particularly original with us. Shall we then attempt a little satire on progressive philosophers' pedaguese? Taking a paragraph from Mursell, we could remark that our college careers have been vital learning experiences in which we dynamically and strongly interacted and which have engaged our interest, will, and active purpose. 28