Emerson College - Emersonian Yearbook (Boston, MA)

Page 15 text:

DR. RICHARD D. PIERCE Dean of Emerson College The task of becoming a teacher, who is more than an instructor, is not a simple problem. The ability to develop incentive where none exists; to stimulate curiosity where there is only slight interest, is not an inborn talent. It comes from years of experience dedicated to the minds of the young. We find this in Dr. Richard D. Pierce. Add to the task of teaching, the innumerable duties of the Dean of Emerson College, and you will find a full day in the life of a busy man. Add to these things a dry New England wit, a wealth of knowledge and a devotion to the Emerson Family, and we find that the Class of 1961 has much for which to thank Dean Richard D. Pierce. 11

Page 14 text:

s. Justus McKinley President of Emerson College Able, well-directed leadership is the parent of progress. In the past four years, the Senior Class has come to realize and recognize the strong capabilities of S. Justus Mc- Kinley, President of Emerson College, as he has guided us and this institution to the status we now hold. But he will be remembered by the class for more than the increased physical plant. We will remember that he was never so busy that he would not take time out to talk to us as Freshman, to learn our names and to make us feel a part of the Emerson Family”. We will remember that his door is always open, both at school and at home. His advice and council freely given. We will remember his abiding interest in all of us; his concern for our growth and development. We thank him for his loyalty and belief in us, and the Emerson system of education from which we have gained so much in four short years. We thank him here, secure in the knowledge that we are trained for today and prepared for tomorrow. 10

Page 16 text:

MRS. RUTH SOUTHWICK MAXFIELD Counsellor of Women The pictures above these words represent more than individuals. They are vivid illustrations of service above self — a life dedicated to the molding of other individuals so that their lives may be that much more rewarding. These are our confidants, guides, and most important — our friends. The very nature of the Emerson system of education demands that it be comprised of individuals, each seeking through the expressiveness of the Speech Arts, his or her individual end. We have come to Beacon Street, each representing one among the many; and now we leave Beacon Street, still one among the many. We are more strongly bent towards our owm end; we are more individual in thought and deed. Yet, if we pause for a moment of retrospection, we find that within the individual a unity has been molded. Our thoughts are more concise, our objective more clear. The play ' s the thing wherein I’ll catch the conscience of the class.” 12