DePauw University - Mirage Yearbook (Greencastle, IN)

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ACADEeMIC Scholarship -the core of DePauw's existence Freshmen with the tough,' high school records quickly and pai-nfully came down to earth, then set themselves to the task counted paper turned in. of learning how to study all over again. The hour exam, the term paper, the project, and the final were groaiiediover studied for, and accomplished . . . until' the next time. Srophomores, for the most part, refused to become at victim to the. fabled slump. juniors began thinking in terms of graduate schools and future occupations. Seniors the number of hours needed to graduate while some visualized a'Phi Beta Kappa chapel in the springtime. The day came in june when the last final was taken or Students went over their academic programs for the next year. ,. 1 il..--X Q-'hi H322 fl A . 1 el- - Ill- ., g, L ' J' A V 7x W A U- A Q 'fd S 4 -2,41 .gb 59 44-Lg SED OO O9 Q Q ao

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FROM A TO Z... College education is by no means a gift of faculty, as any DePauw student can testify. In a school where activities and social functions are important, oneis most necessary activity by far is the proverbial usearch for knowledgef, It is this quest which, despite occasional indications to the contrary, occupies the major portion of the time and thought for most DePauw students. The necessity to learn at DePauw does not go long unnoticed. It is the pervading atmosphere of the campus, affecting every social function and living situation. That activities must be squeezed into study schedules is one of the most important doctrines of freshman orientation. Quiet hour programs of some sort are in evidence in every living unit. Students come into constant contact with learningg it is to be found in scribbled classroom notes, under piles of homework, in frantic seminars before tests. One can trace it from the stacks to Hle cards to research papers. It can be witnessed on field trips, by lights burning late in Asbury, and as far away as the Art Building. In education courses and in the frustration of labs students meddle with it directly. The necessity to learn is not the only compelling educational force at DePauw-the desire to learn is present also, although it occasionally may be found hibernating. Desire for knowledge often manifests brilliantly at various times during the year, for example, towards the end of the semester. As classes draw to a close and other activities dwindle, learning suddenly becomes extremely important. The student may ex- perience a compelling desire to know, lasting through final week and often lingering into the next semester. At the end of four years of such processes the student emerges. Since the time when, as a freshman, he took legions of tests to determine his learning ability, he has either heeded or ignored the necessity to study. If he has ignored it, the results have probably been disas- trous. Most likely, however, he has absorbed enough knowledge from the intensive program to be considered or define this achievement in successful in his grapple with learning. f if PX if he has reached the grad- uate stage, the student has become a product of that won- derful, indehnable thing known as a liberal arts education. One can only attempt to evaluate terms of its effects upon the college graduate, in general, chances are that his training will have enough effect to make him a constructive citizen. If so, then it may rightly be said that he has achieved the goal of being educated at DePauw. yi fx i it kg A neoph yte to the matriculative habits of the DePauw Univer sity student body searches for inspiration as she encounters the common bugaboo of the freshman-the English theme. As the deadline for submission of the paper draws near, her mind still remains in a state of complete shock. A comrade-in-arms appears, however, and lends a sympathetic ear and an idea.