Grand View University - Viking Yearbook (Des Moines, IA)

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1926-VIKING-1927 4' J P Zin Zlmplitatiun N the open forest one tree is quite unlike any other. The majestic elm with its wealth of mystery is an individual. Tested by storms, petted by the breeze, smiled at by sunlight from above, and a heaven for flowers and grasses beneath, it stands there so massive and sound. Birds call it home. Its buds flower forth to the thrill of music. It is symmetry, it is strength, it is poetry. Quite useless for fuel, worse for lumber, in short, worthless if dead, but a kingdom of joy when alive. ln the dense and gloomy thicket, squeezed in by its mates, stands the tall and naked tamarack tree. No room in any direction except up-and up only at the expense of its neighbor whom it must choke out or be choked by. No time for development except for the top. Dead limbs therefore cling on in despair. Death claimed them, the ambitious top left them behind. No grasses, no flowers, no birds around it. Needles instead of leaves-darkness instead of light. Prosaic it stands there, but useful-only when dead. Lumber and posts, wealth for exploiters. The still more prosaic lumber magnate eyes the tamarack, cuts it down and fills his coffers, cursing the thousands that should have been millions, But young people make for the elm and picnic under it, expending what little wealth they have for happiness. Many a super-modern school is a swamp of tamarack trees. Students there fight each others root, limbs, and top for a place in the sun. Iust as the sun beacons the tree out of the depth in unscrupulous haste, so desire for ma- terial wealth and power pulls the student up and ever up forgetting every- thing in his race for distinction and financial well-being. Dead branches of hope dangle dismally below. First there was love. It had to be sacrificed for a career. Then there was truthfulness. lt died for advantage. Last there was faith. Vanity choked it. Abandoned all and left to diel The head must be pushed on, up to gain its mammon. And to what purpose this onesided, ruth- less haste? That they might like the tamarack be used for posts-worthless in life, gold when dead. That their toil might fall the spoils of money-mad, greedy posterity which curses the thousands that should have been millions. But out in the open stands the elm. Plenty of room and abundance of sunlight. P. Iorgensen.

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1926-VIKING-1927 4 ,- gerl i ,,skolen for livet . Naar et menneske fgziler, at det er naaet frem til noget sandt i dets liv, da prgaver det at forklare og udvikle det sande til bedste for andre. I dette tankens arbejde har Dewey udfgzirt et stort vaerk. Ieg taenker Kold vilde givet sit bifald til Dewey's, ,,Education is life and growth , og saa vilde han sagt lidt mere om, hvad han havde erfaret, at livet var. leg tvivler om, at filosofen var naaet saa langt i sin udvikling af opdragelseslove flaws of learningl eller kommen saa dybt ind til livets kerne, hvis ikke der bag ved laa noget af det levende personlige forhold til sit eget selv og til alt andet. Det er dette - det faelles ved Iohn Dewey, Amerikansk nytids, ,,Educa- tional Philosopheru, og Kristen Kold, dansk skolelaerer, som jeg gerne vilde fremhaeve. Thi noget af det, den ene har givet mig fgennem andrel, har den anden hjulpen mig at fastholde i denne Hforandrede tid . Det er ikke, at ,,fortaellernaaden er bedre end ,,egen-laesning methodenu, men det er det, at man bruger den rnethode, som er mest levende, og som passer bedst med de unges kraefter og motiver. At Kold maaske saa' dybere og mere inderligt ned - eller op - i det danske folks inderste, og at Dewey derimod saa' langere ud over sleegten som helhed er en naturlig fgdlge af deres ,,personlige forholdu. Den ene levede i et forholdsvis lille ensartet folk, den anden, i en stgzSrre blan- det affaere. Der er bleven talt alvorligt i lang tid om vore hgzljskolers fremtid. Gaar de en fremtid i mgzide, da maa de vokse ud over, hvad de nu er, og op over, hvad andre skoler kan frembringe. Den maa gribe det Koldske i den egentlige forstand uden hensyn til dens dervaerende former. Den maa tilegne sig det, Dewey og andre har arbejdet sig frem til. Hvorledes griber vi unge fat paa dette? Vil vi lade vinden tage vore doktorgrader, hvorhen den vil, og sige, at livet laeres kun ved at leve det? Lever vi, da faar vi saadan en tiltreeknings- kraft, at kundskaber sirnpelthen ikke kan blive borte. Kommer vi i et levende ,,personligt forholdu til de kundskaber, som ligger aaben for os, da fgirst bliver de en kraft i vore haender. Kommer vi i et per- sonligt forhold til det kulturudviklende, der ligger i historien og litteraturen, da fgzirst bliver slaegternes fald og haab levende for os. Da fgirst kan vi undgaa deres trageclier og give deres haab vinger. Begejstringl Det er det maaske. Den er farlig, hvis den ikke er sund. Vi siger endnu fremad. Ikke fremad for det danske. Ikke fremad for det amerikanske. Frernad for det, som livet ejer, det vaere dansk eller engelsk, tysk eller indisk. ,,Reve1ation? To those who heed the truth behind the words I use And yet for those who heed this truth themselves I do not need to term it revelation. Iohs, Mortensen. - 10-

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1 1926-VIKING-1927 -1 u VF literature HAT is literature? This question has been at large since man realized the value in written expressions. Each age has its own literature characteristic of the times in which it was written. Each changing age has its good and bad literature. The age in which we are now living has its own literature, but how many of us are aware of the fact? How many of us are ready to question the quality of the literature we are reading. These are only two of the questions we should try to face in solving this problem of a better life. A complete definition of literature is impossible. If it were, the subject would cease to be a part of life. Those who are ready to give de- finitions revealing their innermost convictions on literature are only doing justice towards themselves. Definitions presented are numerous. One writer has said that it is every bit of writing since the dawn of time. This is probably correct though rather vague. We learn from Long's Literature that it is reflected life. We observe the subject by realizing the object. Literature is the revelation of the inner- most soul of a people. They are probably correct but I am in doubt as to whether or not they are complete. Literature is sincere expression of typical and genuine emotions. This definition comes closer to reaching the goal than any l have yet found. It considers the source, which in turn determines the quality of literature produced. lt means this: Literature is the expression in words of the writer's deepest emotions, the feelings or sensations of pleasure, pain, passion, excitement and all that is not prompted by the more intellectual side of life. There are two qualities of literature, namely good and bad, as critics choose to call them. One contains art while the other does not. lt is clear that a piece of literature may be considered good by one person and not by another, or that a book may be accepted as great by a majority of critics and writers and not seem at all great to others. There are two sets of standards by which literature is judged. The one is the individual's standard and the other is the collective or the standard of the majority. Each individual should have certain standards and ideals upon which he bases his opinions of good and bad literature. The collective standard is for the benefit of all. We are all aware of the constant impulse that urges us on to expression. We feel it necessary to make others share our thoughts, our experience and our emotions. A man calls another man his friend because he is forever willing to listen to his unending stories of mental sensations. There is a class of people who do not care to relate their experiences to others. They confide in themselves, one might say. They are not driven to express themselves. This characteristic is typical of our northern hunters or our earlier settlers. Why do we study literature? lt is said that the nature of the books a man reads is a most accurate gauge of his moral character. As was stated be- fore, a book may not affect two people the same way. The poem or the poet, the book or the writer, must do something with us. That something must be important, influential, permanent and original. There are two spheres where the contents of a poem or book may touch: the sphere of our emotions and the sphere of our intelligence. One may read a dozen books and receive noth- ing at all from them, and then again one may read another book that has been renounced by hundreds which stirs one's emotions and opens a new range of ideas. Every good piece of literature, whether history or poetry, will operate in both the sphere of the emotions and the sphere of intelligence. Literature reveals and interprets human life. It is forever pointing towards and trying to solve the most important problems in life. We study it in order that we may see ourselves as others see us. It is entertaining, instructive and inspiring. -42-