Baltimore City College - Green Bag Yearbook (Baltimore, MD)

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PRESIDENT FRANCIS A. SOPER

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faculty, 1901-1902. .99 FRANCIS A. SOPER. A.M..Prer1'dent free ml. Inge I0i. Professor of Higher Mathematics. Q 2.-CHARLES F. RADDATZ, Vl'cc-President. Professor of 4.-ALFRED Z. HARTMAN. A.M.. Professor of Latin and Greek.l German. POWIIATAN CLARKE, M.D. Professor of Natural Sciences. 5.-JOSEPH H. ELLIOTT. Secretrzr1y ofthe Rxcully. Professor of Book-keepi ALEXANDER HAMILTON. Professor of Mathematics. ng and Penmanship. 3.-STEPHEN F. NORRIS. Professor of Astronomy and Mathematics 6.-GERARD E. MORGAN, A.M.. Professor of Latin and Psychology. 7.-JULIUS G. MILLER. Professor of Mathematics. 8.-1'HlLlP H. FRIESE, Professor of Natural Sciences 9.-JOHN F. ARTHUR. Professor of 1.-WILBUR F. SMITH. Professor of English. xo.-ARISTO M. English. B. WHEELER SWEANY Professor of Drawing. SOHO. Ph.D.. Professor of French and Latin. 13.-RICHARD C. WILLIAMS. A.B.. Teacher of Latin. 14.-'CHARLES Teacher of Stenograph PHILIP L. ROBB. B.S.. 12.-GEORGE L. RADCLIFFIC, l'h.D. Teacher of History. M. SMITH. y and Typewriting. u.-ERNEST J. BECKER, 1'h.D. Teacher of German and English. Laboratory Assistant and Teacher of Physical Geography. C. F. E. SCHULZ. Director of Phy 9 sical Culture. 1 ROBERT H. WRIGHT. ILS , Temporary Teacher of History and Poliuical Economy

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College Spirit. X.-ACTLY what is meant by college spirit is difficult to state in a four or five- word definition, and yet to every college man the term has definite and significant meaning. 'Many a student, who would hesitate to put into words his understanding of the term, would have little difficulty in applying the test contained in them to any given action or utterance. His conception of their content has developed with his college life, and he is conscious of the existence of a code, not titled, articled and numbered, but none the less definite and accurate. The fact is, this thing called college spirit is practically a kind of public spirit in miniature. The college is the student's community, and within its confines his communifty sense is first awakened and developed, and his consideration of what is for the best interest of this community is first claimed. Regarding many ques- tions, tests are to be applied and decisions -demanded, for which previou-s experi- ence has been by no means a preparationg there is novelty, there may be con- fusion in the situation, but there are also interest and mental stimulus. The point of view is radically changed and materially elevated, self becomes less insistent, steps are taken and courses decided upon because they are believed to be for what We may call public welfare, and the training of the future citizen as a member of a community has begun. Very few, we think, will deny the ben-ent of this enlarged outlook or the advantage attendant upon this extended activity. All will concede, rather, that the training in this college or public sense is one of the most valuable features of a college education. Imagine, if you can, the case of a student absolutely lacking in college spirit. Let him be an absorbed, a devoted student, but still a kind of literary recluse without interest or activity in college affairs. Whatever pride every man of the college may feel in such a student's ability and attainments, there will be linked with it a sense of disappointment, a regret that the power of this man has not been made pervasive and communi- cable--a feeling that his absorption and concentration in self have wilfully abridged great opportunities for usefulness. We can hardly expect such a stu- dent to become, by any normal development, a public-spirited citizen. We believe, however, that to every man his college means more than merely an educational facility, and we know that there is abundant authority for the opinion that the attachment of a student for his college is sincere and lasting. To confirm this opinion we have but to take the testimony of eminent alumni when they steal away from engrossing occupations to become boys again, to talk II