Westfield State University - Tekoa Yearbook (Westfield, MA)

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Life ' s Music Aye, child, life is like music Ever variant, ever moving — The harmony of sweetness; the ecstasy of joy. The sadness of sorrow ; the discord of pain. Bright lilting tunes of our childhood days When care was all unknown, When Fancy held our childish minds Enthralled by rapture blown. Sweet, haunting melodies— elusive— faint, A memory of a tip-tilted moon — These are youth ' s sad fragments Of romance — laughter — love — so soon? Shrieking, squeaking, whining, the barrel-organ plays A melody of lurid life ; Where Beauty and Song are beheld as strangers ; Where life is naught but sordid strife. But, pensive and soft is the music of life When rest and repose seek hold. When life is subdued and serene And gone are the bright and the bold. Then, hushed and solemn, the tones of the organ In sweet, sad harmony play. The symphony of life is ended — May we come to a better day. Aye, child, life is like music Ever variant, ever moving. M. Ruth Reavey ' 35

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Goals Dorothy V. N. Brooks The most important things in college are those very things not in- cluded in the curricula of any school or college in the country. Especially, because of the stress placed on the utilitarian and the concrete, they are likely to be missing altogether in the professional and technical schools. The prevalent concep t of even the liberal arts colleges as a preparation for earning a living has placed disproportionate significance on the earn- ing rather than on the living. What should one get out of four years spent in college? Learning? Yes, because only through the learning which transmits our heritage can the present be fully appreciated or the past interpreted. But what of the art of living, of learning how to live? Of what value the knowledge of how to earn a living, if you know not how to live and for what to live? Yet how many mark time in the greater job of living, while acquiring the outer habiliments of a professional training. Learning should be a part of living, and not isolated from it. Personality is the one permanent resource each individual has, but only as personality expands and develops can it meet the growing demands of life. The outlooks of a child cannot serve the adult. Resources within oneself should be so abundant and so vital that the enthusiasm for pursuing them commands the whole attention above and beyond any requirements or rewards in grades or offices. The satisfaction of achievement and of real comprehension is the surest foundation for an integrated life. Learning of any kind that does not become a part of the learner, is fragmental, unorganized, without any attendant appreciations, and robs the learner of that personality growth which should be her chief asset. Education in its broadest concept is the creation of an ever fuller life, and therefore of an ever expanding personality.

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