Indiana State University - Sycamore Yearbook (Terre Haute, IN)

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AS DIRECTOR OF research and testing, Charles Hardaway showed us what our progress should hi. Because cl his work in administering entrance exaniif -'Q' nations and in conducting general College research, the college was able ta maintain its high standards 'er- ss, ' -P:-fmasfffzxef-41.144 sg. 2' IN THE CLASSROOM, progress was riieasuret damental principles to work with tools and :ii .......... -Q.-.1 A n,,,....f-'- --1-,dm ,,.,. -Y- ,- ....-f-- ,,,....--- ..,.. .- , ..-...-1-1 --,rq ..--Q PROGRESS WAS their business. Kenneth Moul- 1 -133 tan, business manager, lfeiineth Black, purchas- '- ing agent, Richard Bartan, chiet accountant, and Willittrrri Meihart, internal auditor, helped direit 1 States physical ez-:pansian and growth. xl ali' N- Qi in terms it accezrrplishriient and sl-iill. We irzaved train lui achines with everfiricreastrig confidence in our abilities. 15 -mess .e ..-tt ,V

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and progress vga lxq , 5 5 i 1 ,. i V fini. iw 4 YR- x X N l N W Qs: A . t t . x -Q TESTS LIKE these, steppina stones to senior colleae and teachina, were measures of our progress at State. Change and tradition. essential parts of our college year. lrotli contrilvuted tangilnly to the progress of tlie educational standards at Indiana State. As our life improved. our horizons lrroadened and we lvecame lbetter fitted for tlle educational tasks facing us: the development of tlle retarded cliild. the advancement of the gifted cllild. tlle training of adolescent minds and morals. tlie challenge of new generations of in- tellect and intelligence. As our grasp of tlle educational theory lnecame clearer and keener. we looked forward to our future witll increasing desire and mounting im- patience. We were ready. STUDENT TEACHING was the true test ot our progress. 'Working with youna children and de- veloping adolescent minds called tor all the skills we had acquired during our first three years. mm ft ,sw ln , -- w 14

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