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

Page 27 text:

MARY WHITMAN Good fortune go with thee. NA NC Y WOOLF A form dear to the Gods. I' W,A, A, 1, 2 3, 4g Glee Club 1, 2, 3, 4g Mikado 4g Taconic Columns l, 2g Editor 33 College Fel lowship 4. rms 19 an I9 This space we humbly dedicate to those who brightened our college lives while they were here and then passed be- yond our ken to other fields,

Page 26 text:

C2 x s..w 'F MARALYN SPRAGUE Whether thou art a goddess or a mortal. Commuter's Club 1, 2, 3, 4, Honor Society 2, 3, 4 Drama Club 1, Christmas Pageant 2. PA ULINE WAIDLICH 1 see in thee the bright flame of iife. W,A,A, 1, 2, Dorm Council 2,Honor Society 2, 3, Secretary 4, Drama Club 4, Glee Club l, 2, Ta- conic Columns 2, Editor 3, Newman Club l, 2, 3, Treasurer 4, Press Club 3, College Publicity 3 MARION WA LSH She is of heart th! most blessed beyond all others. W, A, A, 1, 2, 3, 4, Glee Club 1, 2,35 Current Events Club l,2,3, Art Club 1, President 2, Taconic Columns 1, 2, Editor 3, College Fellowship 4.

Page 28 text:

IVY DAY ORATION Dr. Bowman, Members of the faculty, honored guests: An astute individual who, no doubt, was phil- osophically inclined, once made the profound state- ment that time passes. The wisdom of these words is, unfortunately, too often disregarded, yet the awful truth holds fast. But in its passing, time certainly brings many benefits, for with age certainly should come wisdom, of which we have a concrete example today. Slightly less than four years ago, our class en- tered this institution of higher learning. At the time the great majority of us were quite immature indi- viduals and, I must confess, quite devoid of the lore which a supposedly well-educated individual should possess to better himself in the world of today. Traditionally, class day marks the emergence of the aforementioned naive individuals from the supposedly cloistered, semi-protected existence they have been leading into the realm of reality, or if you will, into the hard, cruel world. From this moment on we must endeavor to reconcile principle with expedi- ency, supposition with fact, the hypothetical with the actual in our chosen profession as teachers. But what do we find in the world into which we have emerged? Does not this very epithet-teacher- connote an unfavorable meaning in itself? Webster defines the word teacher as one who guides the study of others, and according to the same authority an educator is one who develops and cultivates men- tally and morally . Which is of greater service to his country, the one who merely guides or the one who develops and cultivates ? And for whom should this function be exercised-merely for the pupils during the day in school, or for the community as a whole? The adherents of the policy that a teacher's sole duty lies to his pupils and that this duty consists only of guiding the studies of his charges have made the teacher, in far too many cases, an insignificant, in- nocuous, and insipid individual who is afraid to speak his mind on controversial issues for fear of the consequences which might ensue. The teacher should be a leader in his community, a shaper of public opinion, and a guardian of that most precious of all traits-an objective, logical viewpoint. The teacher should take it upon himself to be not only the guider of young children, but a developer and cultivator 4an educator in every sense of the word, not only of his charges, but of his compeers as well. Today the teacher is faced with a seemingly insoluble dilemma: either to remain in his sanctum sanctorum , safe from the inevitable criticism and difficulties brought about by outspokenessg or to emerge from this rustication, this seclusion, and en- deavor to fulfill his duty to his community, to his country and to his own conscience. But wherein lies this duty, you well may ask? At present, the mass of the populace of the United States are in a state of nervous tension which they seek to aleviate by some painless, effortless method. Everywhere, panacea are being offered by various persons who are capitalizing on this sense of insecurity. Books which deal with the problems of living a peaceful life and of gaining security are best- sellers. Obscure cults which purport to delve into the supernatural are everywhere springing into prom- inence. What is more important, this state of ten- sion is causing us to regress in both our moral and ethical beliefs, and is, moreover, bringing about a change in the hierarchy of the values which many people hold. No longer is the teacher, or any other educated person, looked up to and respected as an individual --Continued on Page 47