Davidson College - Quips and Cranks Yearbook (Davidson, NC)

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Seated: Lester, McGeachy, Labanov-Rostovsky ; standing: Reike, Thompson, Johnston, Davidson. Drake, Burley, Minter, Reid. HISTORY He who is ignorant of history is doomed to repeat it. No more valid testimony to the essentiality of his- tory has ever been penned. Wrecked empires and superseded civiliza- tions bear witness, from the dawn of recorded time to the present day, to the folly of ignoring the lessons of the past. The Italian sociologist Pareto, whose homeland suffered the clas- sic decline and fall, concluded from years of investigation and study that what we learn from his- tory and experience is more useful to the human race for survival than all the impertinent logic of the reformers. Chalmers G. Davidson SOCIAL SCIENCES Beginning in the fall of 1962, four departments in the Division of So- cial Science are combining to offer an interdepartmental major. The program is designed with the idea that students who wish to, will be able to enter graduate work in either sociology, social work, economics, political science, law, or geography. A wise choice of courses for the major will make this pos- sible and will, at the same time, give the students a broad back- ground in j ' elated social science sub- jects. Students who do not plan to go into graduate work will find in the Social Science Major the kind of program which should enable them to take an active, intelligent ap- proach to problems involved in leadership in the economic, political and social life of the community. Joseph T. Drake

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ENGLISH We Ifiirn tht suuntls uf laiit;iiaK« ' Moon nftfi- our first iti ' P- Wi- iisy them— fur worse or better iinlil our last. For worse, if we lioM them eoiiimoii liecause they coiiif as cheap as breath. For better, il ' we eheiisli them because they ari- our human bailee. Without hiii- trua e, thoutfht wnuKI die uiuillereil, anil hive wouKI be only touch. Willi lantruaKe. thought can span the anes, and love can build a bridtre from man to man and make a poem to tlod. The sounds we learn are those that Shakespeare formed into lancua e as lastin); as the trreat jrlobe itself, that Milton hymned To justify the ways of Cod, that Chaucer shaped into his rilirrimajre that has no end . . . The sounds belon r to all of us, the lantruatre to those who cherish them. W. K. (;o i l ko.)nlz (umminn. (iood) kooniz, l.lc (l. Holland, (iross, Lilly, Cole, I ' urcell. FOREIGN LANGUAGE Iiaile. . (.oldierc. I.abban. I ' inkerlon. (Jhitro. Heaty, Tucker, Winkler, Kmbry, Causey. Why study a modern foreiKn lanpuaRe? The .Army language pro- jrrams, the National Detense Edu- cation Act, and the .lunior Year Abroad projrrams point to the na- tional need for foreign lanfruage study. Modern means of travel and com- munication have put us in touch with many countries where French, Ciernian, and or Spanish is readily understood. Graduate study, the diplomatic service, foreign trade, and travel agencies are some of the most obvious utilitarian reasons for such study. Moreover, a truly educated man should be able to use moderately well at least one language not his own and to have substantial knowl- edge about its history, civilization, and literature. A. V. (;oldiere [17]

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BUSINESS ECONOMICS Kiist, whiit I commiii ' s riiiiiinl do: it rHtiMot ti ' iic-h om- how to bulunrr his liud)ri ' t or how to makv a fast buck ! Kconomii-s is a social scienci ' . To understand what economics cmi do, it is necessary to distinguish the social sciences from the physical (and natural) sciences. The latter can only teach one to understand the laws of nature. The formei teach one both tti niHlirstaiKt and to chtniyv the laws of society. They must show not only what is, liut also what ought to be. Economics can give one an under- standinir of hew the capitalist economy currently functions and an intellectual and philosophical basis for deciding what institu- tional changes should be made. Ernest F . I ' atterson PSYCHOLOGY The program in psychology is designed to confront the student in three areas, listed here in order of increasing importance. First, there is the effort to equip the student for greater self-control and personal and social efficiency. Second, there is the attempt to broaden and deepen culture by ac- quainting the student with a body of knowledge. Third, and most important, there is the objective of inculcating a de- sire and an ability to examine hu- man nature by the methods of natural science. This last is stressed as the surest foundation for con- tinuing increase in psychological understanding after college courses have been completed. W. ;. Workniiiii U iibhcn. Kalliff. I ' alKTMi (.riffiii. l.iiidvcN. OsHall, orkman. Hurl [19]