Kent State University - Chestnut Burr Yearbook (Kent, OH)

Page 30 text:

ADVISOR TO MEN Being creatures of habit we are always the victims of customary procedure. Because the early schools were so organized that military discipline was necessary to guarantee existence, we find ourselves still thinking of administratioii in terms of reward and punishment. So it is that too often the student thinks of the advisor as one especially designated to do the scolding and punishing. At Kent State we are organized with the thought of making the Advisor to Men as help- ing friend. We believe that successful admin- istration must be based upon a desire to give guidance and suggestion and carried out through democratic cooperation between faculty and students. The oflice of Advisor to Men gives a varied service including — 1. An attempt to provide better rooms and better rooming conditions. 2. An effort to arrange part time employment. Advice to students concerning programs. The giving of encouragement and inspiration to those students who have not adapted themselves to new conditions. Supervison of the social life of men students. The giving of aid to fraternal and other student organizations in the conduct of their affairs. It is the hope of those directing the affairs of the college that the growth in service rendered may keep pace with the growth of the institution and that the idealism of the typical Kent man may be such as to set him apart as a leader in any community. Raymond Manchestek I ' nge tivenly-iivo

Page 29 text:

OUR GRADUATES AS TEACHERS We Americans believe in education. Our faith in it is unquestioning. We be- lieve in schools. We believe in schools because we regard them as the strongest safe- guard of society, as the best means of developing individual personality, as the surest way of enlightening the entire human race; and we are certain that in them are laid the soundest foundations for national stability. The prime factor contributing to the effectiveness of these schools is the teacher. It is generally agreed that the teacher constitutes the heart and soul of the school. To supply schools with adequately trained teachers is looked upon by many as the largest field of professional service in America. Teachers colleges have been developed as specialized institutions for the express purpose of training teachers. Kent State College is classed among the worthy mem- bers of this group of professional schools. It has been and it continues to be the aim at Kent to maintain a faculty which shall be the life giver — the soul of the institution. This group of teachers must transmit to the teachers-to-be the ideals, knowledge and skills which they in turn will use in directing the children and adolescents to a realiza- tion of their greatest possibilities. Kent State recognizes in the candidates for graduation in the classes of 1927 many of the native and acquired qualities that make for success. Among these qualities your Alma Mater prizes especially worthy character which gives security in every walk of life; scholarship or wealth of knowledge which is the first essential in teaching; faith in education, in young life, in humanity, and in the teaching pro- fession; vision that looks beyond the day ' s routine into the inclusive life of society; fine idealism; and self-control. These are the qualities that have enabl ed Kent ' s alumni to achieve success and to gain recognition among the leaders in their chosen field. These same qualities will enable the graduates of succeeding years to become noble men and women — teachers capable of transforming American youth into a better citizenship. David Allen Anderson Page tiventy-one

Page 31 text:

Blanche A. Verder DEAN OF WOMEN OUR COLLEGE DAYS John Ruskin once said: There are few things more wonderful to me, than that old people never tell young ones how precious their youth is. They — scarcely ever warn or watch them. Remember, then, that I at least have warned you (young men and young women) that the happiness of life, and its power — de- pend on the way you pass your days now. They are not to be sad days, far from that, for the first duty of young people is to be delighted and delightful; but they are to be in the deepest sense solemn days. During no four years of your life can Ruskin ' s words be more applicable than during your college years. They are not to be sad years, but years full of joy — because they should be full of all good things. First, you should be enjoying robust health. We watch and warn, for ' e do not want you to learn to prize your health through the sad experience of losing it. Youth and health are precious. Secondly, you should rejoice in mental growth. There should be joy and zest in intellectual attainment. You should know the thrill that comes from performing perfectly the mental tasks set for you in college. Particularly should you rejoice in the hard thinking out of a problem to its logical conclusion. Thirdly, you should rejoice because these college years are afforded you for spiritual growth. This does not mean that college will prove to be a storehouse of spiritual manna, though it should be that far more than it is. But for the normally developing soul, college years should be a period when spiritual problems are squarely met, and when insight and faith are developed. We warn, and watch, and hope. Have you ever heard a better answer to the question, Why go to college than this, — We go to college to learn how to live with others. College years, therefore, should be full of the joy of social contacts. Perhaps of all the subjects offered in any college, the one not listed in any curriculum is most fruitful in our lives — the study of human nature. Alumni generally seem to prize most highly, and to find most en- during, the blessings offered during undergraduate days of acquaintanceship and friendship. If there is any other more valued asset taken out of college halls, it is the ability to know how to attack a problem. And here again, we of the faculty stand by, and with Ruskin, watch and warn. Happy are they who arrive at the end of their college course with no regrets, and who leave colleg e better than they entered it. And happy is their Alma Mater, for she gives them her blessing with a sense of confidence in their ability and in their spirit to solve even greater problems beyond her fair campus. Page twenty -three