Lincoln University - Lion Yearbook (Lincoln University, PA)

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 I President Wachman 7

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TO THE CLASS OF 1968 The history of Lincoln University is organic. Yet every class and every student generation has its unique qualities, and in every student generation transitions from one level of operation to another, from one point of view to another, from one type of psychology to another, may be noted. It would be difficult, however, to find a period of transition more intense, and at the same time broader, than the past four years at Lincoln University. In many ways the campus of Lincoln University manifested the cross currents of thought and action sweeping across the United States and the world. The black revolt, psychological, political and social, had its counterpart on this cam- pus. And the escalation of the war in Viet Nam contributed a great deal of ferment. The shifting emphasis on the national scene from DE JURE to DE FACTO freedom and equality was reflected on the campus. As some students put it, emphasis on emanci- pation gave way to emphasis on pride and self-respect. All of this was apparent in changing vocabulary and in changing dress and in hair styles. It was apparent each year in the rise of groups with different labels, each stressing racial uniqueness, pride, and historical contributions in one way or another. Student participation was sought and became more active in the past four years than it had in previous college generations. On another level, the past four years marked serious elements of transition in Lincoln's development. Residential coeducation began with fewer than twenty young ladies in 1965; within three years there were over 200 coeds on the campus. A college which had enrolled normally about 300 students reached almost 1,000 in enrollment in the fall of 1967. At the same time, the faculty more than doubled within two years, actually lowering the faculty-student ratio to a point where student contact with faculty members could be greater than ever before. Each year in the past four at least one building was constructed, and the facilities were improved in some way. Many new courses, programs, and several new majors were added to the curriculum, along with the new members of the faculty. Particularly in the humanities, the last four years provided a transition in academic opportunities for Lincoln students. All the de- partments in the humanities were strengthened, and the opening of a Fine Arts and Humanities Center symbolized a new balance to the work at Lincoln University. Sci- ences. social sciences, and humanities reached levels in opportunities and in quality hitherto unavailable to the students at the University. With all these developments and changes, we hope that you have achieved at Lin- coln a base of knowledge and understanding on which to build. We trust you have learned that cynicism and despair are no match for faith and hope. We hope, also, that you operate on the assumption that horizons are unlimited, that life is very much worth living, and that the pursuit of freedom and equality is a never-ending pursuit in which all of us must be committed to participate as fully as we can and in whatever vocation and way of life we happen to function. Faithfully yours, Marvin Wachman President 6

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TO THE CLASS OF 1968 -- In other days when one spoke of power blocs, he was referring to the alliances among nations. Today, we hear of Black Power, White Power, Green Power and Stu- dent Power, among others. In the passionate scramble to become aligned with some of these power blocs, men in our universities must not forget the power of the human in- tellect. Man's hope for a better, a more humanitarian existence depends upon the ex- tent to which the human intellect can control and direct his passions. Where reason and emotion are compatible the individual makes a better life for himself and for the so- ciety of which he is a part. James Bonner MacRae Dean of Students (retired) 8 H