University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI)

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Zf --?- SCQPEL -h- Friday, Beatrice, R. N., L'11i1'ersity Hospital, ixllll Arbor, Micl1. Fox, Maria11, R. N., Cniversity Hospital, .A1111 Arbor. Micl1. Funk, Mary, Bucyrus. Ohio Grierson, Lois, R. N.. Cniversity Hospital, .A1111 Arbor. Mich. Haist, Pearl, 713 li. Catherine St., .A1111 Ar- bor, Mich. Hanson, Eleanor, R. N., Grand Haven, Mich. Holrleman, Zola, R. N., 1544 S. Mai11 St.. Elkhart. 11111. Kallio, A1111a, R. N., Herman Keifer Hos- pital, T. B. Cnit, Detroit, Mich. Kellogg, 1Yi11ifrefl, R. N., University Hos- pital. Ann Arbor, Micl1. Kennedy, Kathryn, 902 E. Huron St., A1111 Arbor. Mich. Knapp, Marjorie. R. N., 349 Ohio St.. lien- ton Harbor, Mich. Knecht, Martha, R. N., 213 S. State St.. .A1111 Arbor, Mich. Kobe, Francis, R. N., University Hospital, .A1111 Arbor, Mich. Larson. Mamie, R. N., Marshall City, Hos- pital, Marshall, Micl1. l-e1111ur, Rachel, R. N., University Hospital. .A1111 Arbor, Micl1. Linn, Helen, R. N.. Cniversity Hospital, .A1111 Arbor, Mich. Macllonalcl, Olive, R. N., 215 N. Division St., Ann Arbor, Mich. McGa11', Jean, R. N., Ford Hospital, Detroit, VMicl1. McG11g'a11. Muriel. R. N., London. Ontario. Canada l?U.'!175Fd. Marsl1all, Dora. R. N., Cniversity Hospital. .A1111 Arbor, Mich. Mills, Ethyle, R. N.. 513 S, Division St., .A1111 Arbor, Mich. Morehouse, Frances. R. N.. .A1111 Arbor. Micl1. Morton, XYilla, R. N., A1111 Arbor, Mich. Myres, Phyllis, R. N., Bucyrus, Ohio Nelson, Anna, R. N., 234 Meclbury Ave., Detroit, Mich. Nelson, Katherine, R. N., Cniversity Hosf pital, .A1111 Arbor. Micl1. Nichol, Elma Nellie, R. N.. 210 S. Thayer St., .A1111 Arbor, Micl1. Paveyi Yivian, R. N., 21.3 S. State St., fxllll Arbor. Mich. Scharer, Gladys. R. 519 Linden St., A1111 Arbor, Mich. Schneicler. Margie. R. N.. Couzens Hall, .A1111 Arbor, Mich. Scholton, He11rietta. R. N., Couzens Hall, ,A1111 Arbor. Mich. Sherrick, Pearl. 519 Linde11 St., .A1111 Ar- bor, Micl1. Slough, Mary, 500 E. Catherine St.. A1111 Arbor. Micl1. Steffe, Dorothy. 712 E. XYasl1i11gton St.. .A1111 Arbor, Micl1. Sullivan. Dorothy. R. N., 712 E. Miashing- ton St., .A1111 Arbor. Micl1. Sweers, R. N., 712 E. XYasl1i11gto11 St., .A1111 Arbor, Mich. YX'e11g, Florence, R. N., Ciiiversity Hospital, ,A1111 Arbor, Micl1. XYillis. Cecile. R. N., 745 Cinyersity Ave.. .A1111 Arbor. Mich,

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- scfgppg -- Concerning the Need of A New Emphasis in the Education of the Nurse Shirley C. Titus HE BIRTH of the democratic ideal into the world has had a far-reaching effect upon education. In a society where the government rests upon the masses, the preparation of the masses for citizenship becomes of a necessity one of the gravest and most important of social problems. The school likewise is forced to assume a new role and the aims or objectives uf education become complex and diversified. V ln 1918 a commission was appointed by the National liducation .Xssociation to study ways and means of reorganizing secondary education, The report of this commission, among other things, set forth in an admirable wav the main objectives ot education in a democracy. The activities of the individual were first analyzed and the commission reports as follows in regard to such activities: Nor- mally the individual is a member of a family. of a vocational group, of various civic groups, and by virtue of these relationships he is called upon to engage in activities that enrich the family life, to render important vocational services to his fellows, and to promote the coinon welfare. ln the light of such analysis the commission sets forth the following objectives of a democratic education, namely: Qlj Health, txlj Command of fundamental processes, 135 XYortliy home- membership, tx-lj Vocation, L51 Citizenship, 1,67 XYorthy use of leisure, 479 lith- ical character. These ideal objectives have not been received whole-heartedly by all educa- tional groups, for the educational world is at the present time divided into two great camps, namely the cultural education group and the vocational education group, and each of these two groups, even if they accepted in theory these educa- tional objectives, would tind the carrying out of such objectives impossible with- out a radical change in their philosophy of education. The cultural education group sincerely believe that when a subject is pur- sued with the view of ultimately gaining a livelihood from it that such an education is not the highest or best form of education-that it is, in fact. hardly education fas they see educationb at all. Learning as a preparation for a life careeriis self-interested learning: it is narrow in range and application: it does not liberalize the mind of the learner. -il The opposing camp, the vocational educational group, thoroughly believe that the so-called liberal education results in a loss to society and prevents the individual f1'OIU developing his best social self. They believe that any educgatioi. that does not prepare the individual to actually ,vcrt'c the comnnuiity in a definite, concrete way is a sterile education, and that the individual who gains such educa- tion which permits him to enjoy only certain phases of life is made a social parasite. Fortunately, all signs point to the fact that leaders in education are. in the main, slowly but surely pressing forward to a third position. namely, an acceptance of a form of education that shall liberalize the mind as well as intuse real social purpose and efficiency into the individual who shall confe under its intiuence. The education of the nurse has always been, and is today, vnarrowly voca- tional in conceptg if measured by the objectives set up by the National Educa- Clj Goodsell, Education of XVomen.'