Duke University - Chanticleer Yearbook (Durham, NC)

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WOMEN ' S COLLEGE GOVERNMENT ASSOCIATION )EEDING an organization hy which the students could govern themselves, students of the Woman ' s College had organized the first student govern- ment in 1919. A few years later in 1924, when the Woman ' s College became a part of the University, the Woman ' s Student Govern- ment Association of Duke University was founded. The Association was organized with these chief purposes: to regulate all matters pertain- ing to the life of the women of the College not under the jurisdiction of the Faculty; to further a spirit of unity among the women at Duke; and to cooperate with the Faculty in creating and maintaining high ideals for the women of the University. To effect these ends, a system was set up by which the execution of the business of the Association was placed in the hands of two bodies: the Executive Council and tiic Judicial Board. The students who serve on these bodies are selected by the entire Association, after the candidates are eliminated by a scries of tests and interviews. This year ' s Council had as its aim to further the purposes listed above, but the year 1941- 1942 brought with it new problems which the Council was called upon to face. With the national emergency and the subsequent war, many new situations and duties were created, and the entire Student Government Association began to lay the foundations for the defense work which college students will be called upon to do. It is the hope of this year ' s Council that in some way it has furthered the ideas upon which the Association was founded, and that the Association will be stronger because of the Council ' s work this year. 41 JL MJi t It 9.$. Top row, left to right: Jones, Ramsey, Imas, Stroiipe, Steinenger, Maddox, Bracken, Curry, Haislip, Watkins. Bottom row. Brooks, Jones, Merritt, Cooper, Waters, President, Walker, Cnrtls, Lncke, Kamerer. 23

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CLASSES THE SENIORS, CLASS OF 1942 — THE JUA ' IORS, CLASS OF 1943 — THE SOPHOMORES, CLASS OF 1944 — THE FRESHMEN, CLASS OF 1945 KCL ' LIAR to each class is its definite connotation to the students them- sel es and its salutary function for the college. The freshmen are the necessary new material bringing with them en- tirely different back- grounds and ievvpoints. They are introduced to the Duke way; and they learn to adjust to it. When they enter, college is merely a word full of mystery; by the end of their first year they have served the initial ap- prenticeship and are ready to assume responsi- bilities. In their sophomore year they return tcj a familiar place where they begin to con- structively lay down the foundation of their future development in college, whether it be scholastically, in activities, or in a general culture background. The sophomore has a touch of the proverbial superiority but not enough to be obnoxious to the upperclassmen or burdensome to the Freshmen, yet he has a sufficient amount to impress himself. The main responsibility of the Juniors is that of beuig the incoming Senior class. It is in this year that their time is spent in working to fulfill their ambitions for high honors so that they can be attained when they are Seniors. The Juniors begin to concentrate on their scholastic major and to specialize. The Senior year marks the culmination of all the three preceding classes. Those who have been outstanding in activities have now reached the top; it is they who are training the incoming Freshmen. There are also those who have obtained highly coveted scholastic honors. et now when they have become the leaders of the campus the time has come when their thoughts and plans turn to the future. Thus each student has progressively advanced from the time when he was a neophyte till now when he has completed his four years. Perhaps he has gained all he expected from college, perhaps more, but in all probability he has missed some of those honors and benefits he had hoped for. Yet, despite this, he has matured a great deal; he has learned to adjust to new ways and live with widely diflering people. College, in taking off the rough edges and training the students to think, has prepared them to start at the bottom again in the outer world, onl) ' this time they have a substantial background to guide them — a background which will anchor them to stability and better service their abilities. For they are to utilize their training in a World now torn with war and later to be reconstructed by men who ha e had a specialized training in the different phases ol scholastic endeavor; Engineering and Chemistr} ' for the rebuilding of destruction; Business Administration for the reestablishing of broken commerce; and Medicine for the mending of broken bodies.