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Page 25 text:
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In tmoriam Galen Besco was a soft spoken gentleman. But like the quiet waters of a woodland stream which conceals its real depth to the casual observer, his modest manner and his genuine dignity concealed the profound understanding which he had of life ' s real meaning. Only to those who knew him intimately was there revealed the constant desire to improve his work with young men and young women to which he dedicated his whole life. He had a capacity for creative thinking which challenged not only those who were priv- ileged to study with him but with his colleagues as well. And his tolerance of the ideas of other people influenced many of us to become more tolerant ourselves. Constantly he worked to improve his own good teaching even though many of us could not understand how such improvement could be possible. The selfless manner in which he dedicated him- self has been an inspiration and an ideal which few attain. His loyalty to his colleagues and to his college was surpassed only by his devotion to his family. May their pride in a life so devoted help in this dark hour to assuage the sorrow which is theirs. Only those who knew him most intimately were aware of his almost constant struggle with poor physical health. Never complaining, he sacrificed his own well-being in order that he might make the greatest possible contribution to the life of teaching in which he so profoundly believed. His was, in truth, a life of sacrifice for the good of others which so often goes unheralded. -- - . His soul was like a great book in which all of us who knew him had read a little. Whether we had turned many pages or few we found wisdom, comfort, and inspiration. We knew we were always welcome to go back and read more, and we half-believed that the book would always be there to give up its treasures. Tomorrow we would read with greater understanding and deeper satisfaction. Tomorrow, perhaps, we shall. 7 lu 0C A !Sr 21
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Page 24 text:
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First Row: Warren, DiBiase, Woodle, fair, Errigo, Hill, Agnew, Hysong, Fitzmaurtce, Griffith, Eggleston. Second Row: Colterone, Elliott, Dittmar, Vosilko, Griffin, Bos- well, Potter, Young, Bianco, deFroncesco, Snyder, Chel- gren, Kordistos. Third Row: Terpack, Owens, Tessier, Sorber, Blohm, Hetrick, Mock, Maurer, Lutes, Hoffman, Cassidy, Whitlatch, Hitchens, Schussler. Fourth Row: Miller, Way, Viggiani, Erickson, Del Greco, Balint, Gill, Belli, Goss, Nickels, Bennett, Edwards, Runyan, Georges, Kritzer. STUDENT TEACHING SUPERVISORS: Seated: Miss Alice St. Clair, Miss Martha Zimmerman, Miss Lois Anderson, Earl S. Hoenstine, John E. Davis (Director), Mrs. Elf a Porter, Miss Helen McLean, Miss Blanche Waugaman; Standing: Miss Jane Mervine, Miss Anna Gorman, Dr. Mary Swarts, James McKinley, Miss Lois Blair, Dr. Niles Normon, Dr. P. D. Lott, Miss Aagot Borge. John E. Davis, Director of Student Teaching and Place- ment, and Earl S. Hoenstine, Assistant Director. Student teaching is one of the most important aspects of edu- cation insofar as the future teacher is concerned. Actually going into a classroom and attempting to explain the princi- ples of multiplication is much different from merely reading about how to tell the fourth-grader that three times three is nine. And while it may seem perfectly easy to gain and hold the attention of twenty-five or thirty children, first hand knowl- edge teaches that certain techniques must also be developed. Indiana students may do their student teaching right on campus at Keith school, in the town schools, or in participating schools as far away as Clearfield or Tyrone. With so many opportunities available, the prospective teacher may gain experience in all types of teaching situations. 20
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