Case Western Reserve University - Lux / Differential Yearbook (Cleveland, OH)

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114933341 NTIIHICCDN SIDNEY S. WILSON HIOFC- WWIESTIEIRN TRIESIEIRWIE U N II VIE IRR S I T Y 5 WINFRED GEORGE LEUTN ER Western Reserve University, now that it is more than a century old, may appear to have grown intoa tem complcx institution. lt includes thirteen schools and colleges either directly operated by the University or afhliated with it, as are Adelbert College, the Cleveland School of Architecture and Cleveland College. In reality, howexcr, this xerv com plexity we regard as a source of strength, hee tuse each collcgc retains its own identityg its faculty is responsible solelx for the interests of that college and its students The students and faculty of each college are not lost in the mass hut function as well-knit independent groups in cooperatixe rel tttons mth all other groups of the University. Two buildings in a pathless orchard made the campus of 1884 and I was one of the fewer than a hundred students Todav as an ofiicer, I rejoice in the growth I have seen, our increased acreage, our line structures, our daily population of more than live thousand. Attendance costs are higher, much higher but the opportunities and quality of instruction haue risen ftr The lighter side of university life changes the least students i play the same pranks, enjoy the same pleasures they did in 1884,--'pleasures that in 1933 still seem delightful to me llut I observe one outstanding difference, the ohlective of the student today is not scholarship alone, but definite training for leadership and success.

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ZjllCS7331llN'lllHlCGDNKi' 'X DR. ROBERT E. VINSON, D. D., LL. D., L. H. D. PRESIDENT OME time ago, addressing the students of Adelbert College, President Vinson spoke of the nature of higher education in America--its' origin in the cultural influence of the English university, modified later byfthe French tradition of public support, by the German tradition of specialization and regard for expansion of things known, by the development of denominational colleges educating leaders in the newer settlements, and by the forces inherent in American life. And he called. emphatic attention to the opportunities today challenging the social as well as physical sciences. Our own Western Reserve University, since its establishment as a college in 1826, has been a symbol of the growing civilization in this region, sprung from the Great Tradition of the Western World and modified. by the unique forces giving us our identity. An historian of our social life might not be badly fortihed if he pos- sessed the documents and catalogues of the University, and noted the growth: the nature and the year of organization of the hundreds upon hundreds of courses, of the numerous new departments, and of the several under-graduate, graduate, and professional schools and colleges instructing in the wide domains of the arts, sciences, and social sciences. But schools and departments are developed in terms of current needs. The con- stant factor in determining value is the quality of the graduates: their integrity, sanity, wisdom, social-consciousness, and cultural responses. President Thwing, at the close of The Anzerieeen eznei German Univermjf Cl928D, clearly aware of world-history of universities, wrote with conviction yet admonition for the future: Education, using the force and material of learning, will become a greater and greater power for human enlightenment, for the discipline of individual character, and for en- larging and enriching the mind of the race and of the races .... Especially neces- sary is the co-operative effort of every student, of every scholar, of every teacher and of every lover of men unto the attaining of this human and divine consum- mation. Lyon N. Rieloezrelson. WVIESTPIEIRN RESERVE U N JI VIE IR S I 'llf Y

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51149933111 NHHQDN f' Dorm, Deon, Deon , Deon , WILLIAM D. TRAUTMAN Aolelhert College Over a hundred years of solid liberal arts education, training for all lielcls of activity open to educated men-f-and what field is closed-is a record which arouses pride in our in- stitution. But pride is good only when matched with per- formance and performance means responsibility. The cloud of witnesses of whom we are conscious make demands that we ofthe uresent day must meet. Doing the best we can with what we Iave is not enough. Can we do better? is the question we must ask ourselves. Not until we can answer Better and better can we feel that we are really carrying on the noble tradition of Adelbert College in Western Reserve University. CHAI1I,1ss W. HUNT School of Eclucnrion Teaching in periods of social confusion is more interesting and more rewarding than in normal times. While the con- ditions of work are adversely affected, teachers are for the present relatively fortunate in the stability of the profession. The respect of the public for teaching was never so high. Hi her standards of preparation and performance add to their sel -respect. There Is, too, an unusual chance for helping children. Some need food and clothing. All especially need the normal life of the school as an emotiona outlet. The obligation upon teachers to interpret life, difficult as this may be, presents itself now as a great challenge to preserve the ideals of youth and in fact to save an orderly and worthy life for us all. DI1. TORALD SOLLMANN School of Mcclicirfe These unquiet and uncertain days weigh us in the balance. By old standards, the times and prospects may seem not mere- ly bad, but desperate. New times, perhaps new standards, may mean momentous changes where construction and de- struction will contend. When ends and ways and means are all obscure, it is not always easy to keep the active mind on studies in the school. And yet, that is the obvious way in which the student best can serve himself and others, for so he best prepares himself to take that part, to do that work, by which he may be useful to the world, be it new or be it old, when his own time for service comes. FRANCIS R. BACON School of Architecture The revolution through which we are passing is having its effect upon architecture. We are thinking neither of majestic government buildings nor of commercial enterprises on an extravagant scale, We are thinking of better living and work- ing conditions for the avera e and the under-privileged resident of American cities an towns, In other words, the services of the architect are no longer the prerogative of the merchant prince but of the people as a whole. Architecture is becoming humanized and, if you like, technocratic. The vast expense in labor and material, ordinarily entering into the building industry, will be effectively used for in- creasing human welfare only when it is directed by men of technical training, imagination, and sympathetic under- standing of all the factors involved. Our School is cooperating with other agencies in fostering the idea of good community planning, elimination of un- wholesome living conditions, creation of new housing with recreation facilities, all in proper relation to the commercial, industrial, and agricultural life of the community. To this task the architects of today and tomorrow are dedicated. WYIESTIEIRN IRIESIEIRBVIE U N II VIE HK S I rllf' Y