Alfred University - Kanakadea Yearbook (Alfred, NY)

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TH E STUDENT SENATE MEMBERS I. W. Ifxcox, '11, IJ7'L'.fl?IQ'llf IB. D. S'rRAlc:H'r, '11 W. H. I.,11:AcH, '11 W. B. CI.ARK1f:, 112. Srwwfmjy P. S. BURDICK, '12 REPRESENTATIVES C. B. NoR'roN, '13 A. E. G1zANc:1cR, '14 19

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Sdn Mrmnriam i EIJWARD INIULFORD TONILINSON The ancient adage that manners mayketh man was never better ex- emplified than in the life of Edward M. Tomlinson, who for thirty-one years filled the chair of Greek Language and Literature at Alfred University. The grace of classic lore seemed to touch his life and he moved in the circle of the college as one who radiated the influence of pure and perfect manhood. As each opening year brought bands of eager students with minds plastic and ready for shaping, the personality of the senior professor made itself felt but with so gentle a stroke as to be almost a caress, and before long the newcomers, even if not students of Greek, would join heartily in the praises of dear old Tommy. His place may be filled but his memory lingers as a fragrant aroma in the atmosphere of the college. MAY STONE IIA X'DOCIi May Stone Haydock was the daughter of Robert and Emma Ball Haydock. After completing her high school course, she studied in the School of Design for Women at Philadelphia. After this she spent one year each in the Academy of Fine Arts and the School of Industrial Arts. She con- tinued her study abroad in the Central School of Arts and Crafts at London and also with Charles Cottet in Paris. In 1907 Miss Haydock accepted the position of instructor in Art in the New York State School of Clay- Working and Ceramics, a position she held for the next three years, her death occuring on September 16th, 1910. Miss Haydock brought to her associates not only the ability and culture acquired by much study and training, but also a character of rare beauty. She was esteemed by the faculty, beloved by the students and admired by all. Her death, after a severe illness, was a shock and grief to the entire community for they felt not only the loss of a talented artist but of a refined and noble personality. 18

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THE 'elk m ag vig, B1 A I L ,Bt 'S' 1 K we af Q I 'A W ,,. , 4 , s l. fl 2? swf ra, . Q 5 f f 1 STUDENT SENATE---1910-11 INCE the organization of the Student Senate in 1906, to look after the government of the student-body, there has developed a spirit of self-control among the students that has far surpassed anticipation. The feeling is steadily growing that increased individuality and personality are the outcome of four years of college life when one is given the chance to test himself and to choose for himself those things which he deems for his best interest toward culture, and to thrust aside evil tendencies and temptations. ill No greater proof of this elevation of conditions is seen than in the adoption of the Honor System. While the Senate has charge of cases of violation of this System's rules, the students themselves are responsible for its successful working. It is a step toward ideal conditions when parents and guardians can feel that by sending their boys and girls to our college they will ll0t be obliged to depend upon the faculty for their development so much as upon the student-body, whose unflinching spirit and sense of honor will permeate the life of the freshman, inspiring in him a desire for true culture and at the same time giving rise to an abhorrence for meanness. This is the attitude which the Senate wishes to take and which the students should take and are taking. Ill In some measure it is the students who are responsible for the downfall of individuals. They should make newcomers feel the value of personal honor and impress on their minds that the mere getting through college with a degree amounts to nothing unless self-control and moderation accompany it. Freshmen sometimes think that the Student Senate is antagonistic toward them, because, coming as they do from high schools where law and order are enforced by the teachers, they feel that they are being imposed upon when campus rules, are made for their benefit by students. Thus, rules are means of testing the new student's stamina and they give an insight to the faculty as well as to the students of what is needed for those who are found wanting- In this way, the Senate is a link between the faculty and the student-body. ill There has been much criticism regarding the Constitution and By-laws of the campus, and amendments and changes have been enacted which have been more adequate. Proposals have been presented for consideration to make our campus rules like those of certain other colleges. While this is all right in its place, it tends to take away the originality of our own ideas and destroy our independence. We can take more pride in putting up a copy for others than in copying after them. Then, rules formulated within our own walls naturally mean more to us. Many students in times past have looked upon the rules as something of a farce, never failing to violate them whenever possible. Upperclassmen have been known to give the freshmen this idea. This, if anything, is what kills college spirit. We feel justified in saying that this indifference is giving place to a realization of the value of rules both for college spirit and for individual discipline. The strength of the college lies in units' and for this unity the Student Senate stands. lt is not the interests of an individual, a clique, or a class that the Senate has at heart, but of the student body as a whole. The faculty, by making the curriculum more elective, has given an opportunity for individual choice. l.et us work to uplift the spirit of our college, not from the choice of at few only but of the students in general. 2 U