Oregon State University - Beaver Yearbook (Corvallis, OR)

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The President Through his sympathetic understanding of youth, (icorgc Wilcox Peavy, sixth president of Oregon State college, has been able to work successfully with students be one of them—thus uniting and directing the interests of students, faculty and alumni to the greater service and expanded objectives of Oregon State. He is revered by students and alumni for his unfailing support of all activities making for the best interests of Oregon State college. His progressive spirit pervades the campus and is expressed in his following message to Oregon State students: “Events, not years, mark civilization’s progress. The discoveries of science, the machines of technologists, the application of power by the engineer, have packed into a few years accomplishments surpassing those of many centuries. The Columbia, harnessed by man, will turn thousands of wheels in man’s service. The Bonneville development is the harbinger of a new day for the great Pacific northwest. In effecting the industrial, social and economic adjustments imposed by this t remendous power release, Oregon State college will play an outstanding role.” As chief executive of Oregon State, President Peavy has already demonstrated that in addition to maintaining his leadership in the sch(X)l of forestry, he is able to till also the larger administrative post. '9] |'ri:»idext Pkavv

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CII. SCIL LOR ktRK Chancellor Kerr For twenty-five years President of Oregon State college, since 1932 Chancellor of the Oregon State System of Higher Education, Dr. William Jasper Kerr is not only the most honored and beloved friend of the state college, but the most constructive figure in Oregon higher education. Chancellor Kerr portrays part of his great personality in the following message: “'The Bonneville Dam, with the vast potentialities for serving the Pacific northwest, is the product of many types of specialization. The correlation of all these elements, involving the contributions of the engineer, the geologist, the chemist, the economist, the business analyst and sociologist, is the obligation of the leaders of this far-reaching project on the Columbia. In the same way, the synthesis of varied types of knowl- edge is the function of modern higher education. Whether concentrated on one campus or distributed to several centers, a state system of higher education, to be efficient, must coordinate diverse but often complementary activities. Through team work of these activities, the effectiveness of their separate contributions is multiplied, and all the resources of higher education arc thus mobilized into a unified service to the state.” [is

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Dean of Women’s “In dedicating Message this year’s Beaver to the Bonnevillcdam, the senior class might well declare itself to be marching under the banner of Progress. This great undertaking in its inception, in the money which is making it possible, in its purpose and the standards which arc to be established in the future—is distinctly a symbol of modern social thought. It is well that men and women now in our institutions of higher learning realize the importance of understanding the Dr. Kate v. Jamemx. Dram if iFom n world of today. It matters little, what we wish were the standards and ideals of our present day civilization! It is necessary to know what they arc, how these standards have changed and what is the underlying thought in present social policies. To spend four years preparing for a life work by obtaining a thorough knowledge of the past, a courageous acceptance of the present, and a vision of the future is well worth while. It is to be hoped that the men and women in college today will so prepare themselves that they will be ready to meet the needs of the present day world.” Kate W. Jameson, Dean of Women. Dr. I'. G. Dcrach. l)ran oj Mm Dean of Men’s Message “Bonneville when completed will represent the results of one of the great efforts of our government to transform the power of a mighty river into electric current. Kducation, science, research have made this possible. The project will be helpful only to the extent we arc able to devise means of wise distribution of the electric power so that it may be made available to satisfy the needs of the people to a maximum extent. In almost every phase of our living, education has developed tremendous power knowledge. And yet society, generally, is in distress. 'The problem now—for those who have the privilege of education—is to develop wise controls of this power so that social needs may be satisfied through its judicious use.” U. G. Dubach, Dean of Men. 20