Bates College - Mirror Yearbook (Lewiston, ME)

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SENIUIIS Kathryn 'l'homas. l'1'r'1'-I'rr'.v. Richard Loomis, Treus. lilizalieth Stevens, Nw-. Puyr Tuwlfjf-fozzr William Metz, Pres. I am a memher of the Class of 1937 lYhat is the significance of these words? To some of us they merely designate the year in which we cease paying term-hills and get into a world where, as we fondly helieve, we can do as we wish. Others of us rather confidently believe that they are indicators of a certain degree of wisdom and experience. To some of us they bring a definite feeling of pride in the class as a whole and i11 its achievements. And to some of us they mean a vital memhership in the college which makes this designation possible, a living loyalty to an institution which has given us much of happiness and crowded activity and opportunity for development. Such a variation of response naturally raises the question, Hlvhat is the purpose of class organization? The present aim seems to he mechanical for the class does serve chiefly as a means of grouping together students who have done a our the fan fare of commencement sending us out into other fields of activity. These things required amount of work. As such it carries us through college, sponsoring dances. serving as the hasis of li111ited athletic competition, and then, with are necessary to the successful functioning of the college, and as such are of value. In them, then, we can take a certain amount. of pride in proportion to the efficiency with which these e11ds are accomplishedg and of more worth, we gain a sense of coniradeship with classmates as we work together.

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fx? CLASSES My-U1

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But this is not all. What of the relation of class spirit to college spirit, ill- defined though the latter may be? Here we have as unique a relationship as that between the state and the federal government, both of which are sovereign, deriv- ing their powers directly from the people, and exercising separate jurisdiction over them, but each necessary for the existence of the other. So it is with class and college spirit. Each springs directly from the individual, a11d each demands a different type and degree of loyalty from him. In no way, however, are they antipothetic, for each contributes something to the other, and when in proper proportion, com- bine to make up the ideal morale of the student body, which evolves into alumni- spirit after graduation. That statement clearly necessitates a definition of what the ideal morale is. It is, in fact, that spirit which would make the college the perfect place for the development of talents and the strengthening of personality. Through it, every member of the college community would be bound by a sense of unity. Each individual would strive to contribute to the welfare of the whole, participating in activities for which his talents suited him, and respecting the participation of others, whether in the same or in different Helds. In such a way would loyalty of the finest type be developed, for meaningful and enjoyable activity is the mortar which binds individuals together in firm support of each other. Here, then, class and college spirit are closely linked together for the activi- ties of the class deinitely can contribute to the development of a finer college spirit, and the latter makes those sa111e activities more worthwhile as parts of a larger program. One other aspect of the subject is also of vital importance. That is its rela- tion to the effectiveness of alumni support. Around the class is built the major structure of the alumni organization. Only as the class provides enduring links with the college through interest in friends and classmates and through a common fund of memories, can such a set-up be effective. And that it must be if the college whose benefits we have enjoyed and which has held our affection for four years, is to continue to serve. Herein lies the real value of class spirit, an intermediary and an aid to that greater loyalty, the college. Page Tzrenty-jire