Bridgewater State University - Alpha Yearbook (Bridgewater, MA)

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' against a background, where as a child,I had pictured my hero, poet, scholar, master : each the purposeful hero of the youth's ideal. During the entire course at the Normal school, whether in this teacher's classes or not, there was felt ever the masterful omniscience of the teacher, 'ZU6lZ'ZZ'7Zg' for the pupil. There was the summit: the teacher viewed it, the pupil slowly gained the view point of looking up to it. The master led, the pupils were far behind. Some hastened, some followed, and some dropped behind with only the memory to accompany them thro' the years of their lack of power to attain. This same pupil, still a student has gathered in somewhat of a glossary, a' silhouetted remembrance of the teacher whom this Magazine delights to honor. The following is in part what his former pupil has expressed. His characteristics are: to be and then to remain always, not in memory but as a living potentiality. Never to assume, but to do unflinchingly g ready ever, to present arms, while always in hislheart he sheathes his sword 5 to give, yet always to keep, busy, yet always at leisure. He was a store- house of facts, a library, or world of wisdom 5 great-hearted, living always in the Delectable mountains 5- 'one who always moved straight forward' in his classes, 'every hour was saved from that eternal silence' , he was ever a bringer of new things. These are some of the characteristics that words cannot express. Even now, after all the years removed from his presence, his students would say with Ulysses, And this gray spirit is yearning in desire to follow knowledge beyond the utmost' bound of human thought. He has also established' the hope that when next the immortal leader guides his pupils, he may say to us: Ye are my Mariners: souls that have toiled, and wrought, and thought with me, you and I are old, but something may be done not unbecoming men that strove with gods. EMILY C. FISHER. 8 JF! J' v s A I' 'A 1 f ,Oc I I S E -I' f lllll

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l El Silhouette. NTIL PERI-IAPS the end of the 17th Century the world was controlled by definite standards of right and of attainment, and of decision: all must abide by them. A definite goal was recognized for all. Human Q effort was necessarily Q ' thwarted and diminished. . Gradually the spirit of life asserted itself with the individual. Each one felt himself a unit of life, and lived in the desire to possess, to attain the life of individuality. This tended to produce separate entities, indi- vidualninterests, and selfish pursuits. Again life expressed itself in 'resent- ment: a movement against the individual's greed, an eager search to establish in others, at least, the right relation. A In this present movement the teacher is the potentiality. It is the teacher's work and privilege to take the little deracinated flocks with their pathways leading from Northern and Southern Europe, from the Eastern hemisphere and the islands of the seas. The schoolroom alone is the place of unification and amalgamation. If the spirit of Americanism is not present there, the ideals are quickly lost. This is at least the great need of this country: if the teachers. fail in pawn there is no other adequate influence : this country's ideal is weakened. To be a teacher in this 'true sense for all the present great demands, one must be a cz'w's of the old Romans, apaidos ago of the Greeks, in both of its senses : to lead the child, and to drive the child. Today he should be a religious believer in the beauty of holiness, a practiser of rites and customs, he should know mirth and sorrow, feel personalities and read tendencies. Above all he must be a poet to discern the great backgrounds. of life and the illuminating influences of the present tendencies. Without a clear vista, and a complete grouping, and a free play of shadows, there can be no complete picture. Even now, however, it seems like a pictured reverie, says one who knew and worked with this teacher. He says, This teacher, even from the first seemed silhouetted positively 7

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