George Washington University - Cherry Tree Yearbook (Washington, DC)

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EXCHANGE Well, of all the ways to spend a perfectly good Sunday afternoon, when I could be, be — well, study- ing And to miss Sammy Kaye, too If it were anyone, just anyone, but those . . . - Yes, and that house is like a mortuary . ; . . Of course she ' d say they were best on campus, she ' s pinned to the vice president Is that the buzzer? They ' re here already- Well, don ' t hog the mirror. Why, yes, Fd love to ride over with you Aren ' t some of the other girls going with us? . . Oh, well, no there isn ' t much room on a motorcycle One of the pledges, you say Oh, yes, right ahead of us It is a Cadillac convertible, isn’t it? . - Don’t be silly; this is much more fun. You thought we ' d never get here, Ann. We finally got old mechanized Dobbin Oh, thank you Sign here? For me? Well, no, technically Daisy isn ' t our Hower, but its very close and so thoughtful of you all. The 75 cent tour. Ha, ha Fm dying to see the house, I really do think you have the nicest of any on campus. It’s, its laid out more like a fraternity house should be. , . . No, I don ' t care for theirs either — so cluttered My, how many actives do you have? IVe always heard you were the best on campus, but I didn ' t realize you were the biggest, too. Oh, only — well, we always go out for quality, too, Fve been dying to sample the punch. Hmm, it is different I think its just wonderful you do all your own cooking . No, thanks, I ' ll get one of the cookies later. How-do-you-do, What? , . The 75-cent tour, ha . Well, took at all those trophies, gracious- . - But its so nice to know you have such terrific alums and really the cups they give now aren ' t nearly as elaborate. Fd love to dance You don ' t mind holding this cup? Polka — no it sort of sounds like a Tango, but they ' re so similar, it is hard to differentiate. Maybe if we wait a minute. That is a tricky step you have , Made it up your- self — clever. You must teach it to me — sometime Oh, off beat, how original. rWell now, ain’t we the cat ' s pajamas! Sundry flappers at the Sigma Nu ' s Roar- ing Twenties Party, Hot-plate special Dear, I ' m just perishing for some of that — or you don ' t possibly have a drop of water. How sweet =- I ' ll wait Hello Just deserted for the moment Flatterer The 75-cent tour, eh — here comes my water, , . 1 bet you did The scrapbook? My, listen, someone ' s playing Let ' s go see. May I have an edge on this couch? , He is a genius, plays by ear? Well, now, really Now, really Ann, we aren ' t the last ones to leave, are we? With that tall blond and he ' s in law school. You have to be absolutely brilliant even to get through the doors of Stockton We ' re going down to the Palladium Room, imagine isn ' t he a doll? I hope he looks up my name in the guest book. . Yes, of course, I wrote it big. I know — never have I had such a terrific time. Listen, do you suppose there ' s any chance of getting another exchange with them soon? There’s A Hot time in the Oid House Tonight! Sadie Hawkins Day Ball . . . guess who got caught?

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The Study Room in the new Student Union, WHY They asked me why. Why waste time on such archaic pursuits as litera- ture and arts? Culture, fine arts were all right for the ancients. Homer had lots of time to fool with the stuff. Socrates didn’t have to keep up payment on the family car. There weren’t any 1040 forms to bother Plato or Aristotle. This is a practical age, the scien- tific era. Competition is tough. A fellow’s got to specialize. Know your job and stick to it. And there aren’t many jobs in poetics and Old Norse. It’s an old question. An argument that liberal arts students have now found themselves embroiled in for years. This dissension between classic and practical education first became formidable a century ago when Darwin exploded his revolutionary scientific theories. The old pedagogical methods were abandoned in a rash of empirical curricula, Emphasis was exclusively on apprehension of natural laws and forces. Then flaws became apparent in this system. It somehow began to seem a trifle one-sided, Some very vital part of man’s education was being neglected. Thinkers came to realize the truth of Newman’s earlier cry for the cultivated gentleman; for knowledge as its own end, to render an intelligent being more intel- ligent, Matthew Arnold existed in a practical Philistine world, a very confused world. His answer was a liberal education. Whether this was the solution is Gilbert Stuart ' s portrait of Washington in Lisner library yet being debated, Arnold, however, concisely defined the aims and values of liberal education. It is to enable man to see the whole and see it steadily; and by knowing the best that has been thought and said in the world to produce a well-rounded individual. These are the concepts on which a liberal arts uni- versity bases its precepts today. While realizing it is essential to be skilled in a single trade or profession, it feels that basically man is a reasoning, thinking creature and these powers must be trained, expanded in order that he may function more perfectly in his world; in order that he may propagate a fine continuing world. They asked me why — but what could I answer. 28

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Howard Kouzel Clement D. J, Kresstey Clarence E, Kuldell Matthew W. Kulisli j . Wesley Kulp Robert E. Lancaster, Jr, Robert S. Landsman Ben F. Larrick Jennie M. Latino Susan B. Law Kenneth A. Leikari F. Ted Lemons Tad A. Lindner Robert 0, Link Robert W. Link James R. Lipkey 30