Indiana University - Arbutus Yearbook (Bloomington, IN)

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Faculty— Incentive for Student Self-Loconfiotion Prominent men stand before lecturns, trying to impart an understanding of ideas to students who have yet to learn about both the subject and its applications. With their greying beards and glasses that slip down to the end of their noses, these men may appear somewhat formidable— especially when they are viewed from hard, wooden seats by students fresh from the sheltered comforts of home. A smile of recognition, an office conference, an invitation to dinner, a probing chat over a cup of coffee all help to change this impression. The student can discover, if he cares to, that, although these men have distinguished themselves in many areas, they are willing to help the student gain a more mature and adult outlook. Although they are critical when necessary, their comments are constructive rather than destructive. A small word of encouragement at the right moment is sometimes the incentive necessary for self-loco- motion. Leaning back in their chairs, lighting their pipes, they ask thought-provoking questions. The answers remain for the student to discover. Four avid Hurryin ' Hoosier fans replay the night ' s game 1 nomas F. Barton, professor of geography, discusses his favorite topic— conservation— in an appropriate setting. 16

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' ' y ere Poor Little Lambs ... While life and song shall last describes part of the restless spirit of college youth fighting to remove the restraining bonds of supervisory forces. Before assuming the responsibilities of mature adulthood, they have the right and the opportunity to be mo- mentarily carefree, to pause in the pursuit of aca- demic studies, and to experience some of the things they have read about in books. Whether it is during a round of TGIFing, a picnic at Brown Coimty, a quick dip in an off-limits quarry, or a thousand other settings, there appears a never-to- come-again opportunity to know people from a va- riety of backgrounds on an equal basis. They have their youthful fling, are scoffed at by the siiort-memo- ried older generation, and then they pass and are forgotten like the rest. We ' re poor little lambs who have lo st our way .... and we ' ll pass and be forgotten like the rest. 15

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After finishing a warm meal, John E. Stoner, profes- sor of government, launches Into a hot discussion. Robert H. Ferrell, professor of history, ex- tends his teaching beyond textbook material. Watermelon-polishing replaces apple-polishing in the case of James L. Mahler, professor of journalism.