Hesston College - Lark Yearbook (Hesston, KS)

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F OUR The Lark DANIEL D. DRIVER, A. M. M athematics, Science Some, when asked, 'Why are you going to school? will ans- swer, lo get an education! Some may become educated without going to school, While others may go to school for years and not become educated. It seems to me education is adjusting oneys self to his environment now and also making preparation for futule living. We can never become perfectly educated. This period of adjustment and preparation does not end until we leave this scene of action. Education involves not only the training of the head and the hand but also of the heart. One must also prepare for life after death to be truly educated. MAURICE A. YODER, A. M. Bible, Biological Science About us is a world of mystery. Its origin, its existence, its continuation baffles every normal mind. The endeavor to compre- hend, to understand, to know, to have faith in this world is th-- task of education. The man who without distraction, and without fretting or worry learns the lesson of comprehension, understand- ing, knowledge, and faith, -is able to adjust himself to the ever new in life and has found happiness, joy and contentment. He acknow- ledges that over and above all he sees and feels there is a Divine intelligence and an outside force which has entered into his World and makes for solidarity, continuity, and harmony. ELIZABETH YODER, A. B. Correspondence, Domestic Science To my mind, education is the means by which individuals are enabled better to contribute- their share in -the ordinary as Well as the unusual situations of life. We think of books as the great sources of knowledge, and theyareg yet the value of such knowl- edge depends upon, .the actual benefit realized in the character of the individual. Someone has said: 'The making of books is all in vain, if books. in turn do not make 1nen!f Upright character, with the vision of service for God and humanity, should be the practical test and fruitfulness of Christian education. ALTA MAE ERB, A. M. A Education Education is preparation for life? Yes, if the life spoken of is the life of the student tomorrow. And as the tomorrows of school days go by the teacher, the parent, and all of true educational in- Light can see if the student is being educated or not. Let me men- tion just one test I would put. Are the experiences of today an- swering questions and problems of the student's mind, heart, and soul? If so, he is being educated. No questions, no explorations, no discoveries? Then no education. No solutions, no new vsatisfactions, no victories? Then no education. No thrills of accomplishments, no joys of higher ground, no new ideas for tomorrow's growth? 'l hen no education.

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The Lark Paul lfrb, A.M. ' i Dean Music, English Education as Exploration From the hour of his birth the child becomes an explorer. The mysteries of his bed, of his toes, of the shadows moving on the wall engage him for hours and days, When he learns to crawl, and later to toddle around, his curiosity stops at nothing. Every recess of the room, every leaf fallen from the geraniums, every loose thread of the rug must be investigated for its possi-f bilities of interest and pleasure. When he is able to roam out doors, the calls to attention multiply. The catalpa grove behind the implement shed, the little creek in the pasture, the dark corners of the haymow, the hranchy paths of the great elm in the yard-these all become familiar realms of delight. There no nook of his own home, or probably of the neighbor's either, that hc does not become familiar with. He is an explorer who will not be denied. For the normal individual this process never ends. As long as he lives he is receiving through his various senses bits of knowledge from here and there. I want to know, he calls, looking i11 every direction for possible sources of information. Something new to be seen, or heard, or felt, or tasted - how alluring it is, how impossible to he resisted. Learning is a delight, a pleasure which always calls for IDOIG. lVhen the boy or the girl goes to school, the haphazard nature of his learning gives way somewhat to the system of a cu1'riculum. Knowledge has been organized by his teachers into integrated bodies, and is presented to him in somewhat logical and related forms. He learns how to get facts from books, from laboratories, from observation in field and factory. A well organized and well conducted school experience sets l1i1n on paths of life-long exploration. It stimulates in him the fun of knowing, and teaches him what there is to be learned and how to go about it. The business of learning is life-longg but a limited period in school and college is such a concentrated and directed devotion to this business as will make it vastly more effective. The curriculum of I-Iesston College, of other similar institutions, introduces the learner to the facts in various fields of knowledge. He discovers what hc does not know and something of how he may find out. He thrills to see the crystals in the begonia leaf and the curious variety among the one-celled animals. He marvels at the orderly laws and infinite possibilities of com- bination in chemistry, he fairly loses his breath at the vastness of the interstellar spaces. The synapse ill psychology and the law of diminishing returns in economics become to him more than words and phrases. Pericles and Napoleon step out of the darkness of historical shadows and walk before him i11 the reality of their achievements in the world. Aristotle and Kant are no longer merely words to pronounce, but stand for something definite in the history of the world's thought. Through actual acquaintance with great literature, he discovers that Shakespeare is more exciting than the Rover Boys Series, and Walter Scott more worthwhile than Zane Grey. The list he makes of the books he wants to read sometime will probably last most of a lifetime. Through the study of language, both his native tongue and several foreign ones, he discovers the romance of etymol- ogy and the indefinable charm of sentence structure. In a school with such an emphasis as ours he will get at least an outline knowledge of the Bible. He will at least have a splendid opportunity to know God bettter and the experience of daily salvation. - It is fun to know. It is more fun to know more. Explore! Discover! It is the life! THREE

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The Lark JOSEPH N. BYLER, A. M. History, Social Science ln order to be educated one must not only possess a sound mind in a sound body, but must be brought into active and har- monious relations with his environment and his God. The educated man must feel his dependence upon society. His ideas must he social as well as personal. His moral and ethical views as well as his intellectual notions must harmonize with those of society or he will be isolated and his life thereby ren- dered futile. Education must train the individual for his place in the family, the community, the State, and the Church. J. HAROLD SMITH, A. B. English, History Education, ctymologically, means the process of leading or drawing out. We may think of knowledge as a vast storehouse from which the individual is constantly drawing. Education begins in infancy and should continue throughout life. The chief duty of the school is to provide the individual with the necessary materials, to show him how to use them effectively. to develop in him an appreciation for the best, and to motivate him to the greatest achievements of which he is capable. It is then that the individual is prepared to fill nobly and well his place in community, church, and state. SAMUEL C. SWARTZ, A. B. Bible, English We live in deeds, thoughts, and feelings. To my mind educa- tion is learning to do great deeds humbly and small deeds well: it is learning to think much, to think clearly, cleanly, and unself- ishlyg and it is learning to have and obey the deeper and nobler feelings. One who has learned to do these will come to the know- ledge of the highest and best in life. He will know that happiness is in living justly before God and honestly with his fellowmcn. ll is obvious that to achieve this end education must be basically Christian. VERNA L. ENNS, B. S. Commercial Arts, Algebra There are several phases of education that appeal to an in- dividual interested in the teaching profession. In the field of edu cation probably more than in any other it is possible, as well .ts necessary, to keep alert and interested in the progress and devel- opments which time and circumstances bring about. This gives the teacher an opportunity to continually 'enlarge his coasts' and learn as well as teach. However, to me the greatest appeal comes from the student. To notice or hear on expression of 'Oh, I seel' come from the student as facts and theories are presented, is an inspiration that makes any effort put forth in helping the young people of our church receive :Ln education a real pleasure. FIVE