Marquette University - Hilltop Yearbook (Milwaukee, WI)

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become knowing beings, and are aided in obtaining fitness for the world. Thus each day this man faces them in his role as a teacher, and in their roles as students they are taught in the light of their capacities to become knowing men. The teacherls very person, his attitudes, ideas and ideals, have an immeasurable influence upon his students. It is not ,rtgg lL solely as a teacher, but as counselor and citizen, perhaps asm' - f'li , , , X writer and moderator, that he faces them. And as such he plays H N an important part in prompting character and personality de- ' l Q' S' ix velopment. He stimulates and challenges his students, aiding them to move ' closer to becoming self-determined, mature and free persons, capable of as- certaining their own futures. He offers them experience in responsibility, challenges their maturity and tests their capacities for self-determination. He inter- weaves moral, intellectual and spiritual considerations, thus kindling their desires for knowledge and wisdom with reason and faith. As a cooperative instrument in the cultivation of the intellect and in the develop- ing of knowing men, he aids the student in coming to a better understanding of himself as well as of others, and in the acquiring of the skills and techniques that can be used in the attaining of knowledge and wisdom. He helps the student to be- come fit for this world and the next, and in so doing he is instrumental in effecting the influence exerted by university education as pointed out by John Henry New- mall. Thus it is that the teacher aids in raising society's intellectual and moral tone and in cultivating its mind. Thus it is that he has a hand in -M purifying the national taste, in supplying true principles and fixed aims ' - to popular enthusiasm and aspirations. Thus it is that he is influential in giving enlargement and sobriety to the ideas of the age, aids to facili- tating the exercise of political power and in rehning the intercourse of jf l private life. Certainly Henry Brooks Adams expressed the teacher's 3: role in saying, The teacher affects eternity- he can never tell where his influence stops. x , i I f x The figure of that man will continue to loom steadfast on the hori- zon of knowledge, and his shadow, cutting a path across the universe of thought, will continue to beckon, and guide and point to truth. And as long as that shadow continues to fall, other figures exemplifying the same wisdom and understanding will be culti- vated and developed, partly as a result of the efforts and influence of the man in the role of JN a university teacher. N

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The FIGURE of a man looms steadfast on the horizon of knowledge, his shadow cutting a path across the infinite universe of thought before him. In that figure is a store of wisdom and understanding, from which that shadow derives its intensity and sense of direction. It is the figure of a knowing man, and the shadow of a university teacher, at once beckoning, guiding and pointing to truth, charting a course across the infinite universe of thought to knowledge and wis- dom. His students embark upon this journey through the sphere of thought, and as a teacher, this man becomes a co-producer of the knowledge and wisdom which result within them. In possessing an understanding of the learning process, he aids the student in adjusting to the learning climate, and in part, creates it. He acts as a motivating force in actualizing that student's capacity and desire to learn, to embark upon this search for truth and to probe into the depths of this universe .Se , . of thought to find it. He plays a cooperative part in the attain- . ing of learning by pointing to that end, to truth. Once a student is fully launched upon this search, the student to apprehend and understand the full contour of that universe of thought and its bases. He aids the student in dis- cerning its great and small features and their inter-relation- ships. He indicates its signs of danger and worth, and directs the student to perceive its illumined aspects and its shadows, its visible and hidden beauty, the harvest to be reaped and that to be sown. He points to the possibilities for cultivation, nourishment and growth in intellect. But most important, he helps the student to perceive the scale and relevance of these truths to the one Truth. He helps him to realize with St. Thomas that learning is the path to truth. He helps him to see that wisdom, related to setting all things in their proper order, is the end of that path. He is the living example of a truth which he endeavors to impart to his students, one found in Aristotle's belief that each thing is mostly that which is principal in SK it. And with man being mostly intellect in his nobler reaches, devotion to the intellectual contemplation of I X 'IW W university teacher continues to chart his course. He helps the Q ff ll?-QQ f 7 '- I truth is the way for him to reach happiness in so far as le 'E 1 is T happiness can be reached in this life. - H ,. J, Thus it is that the university teacher fulfills his ob- jective, that learning takes place, that through the co- N f - operative effort of teacher and student, his students

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CONTENTS UNIVERSITY 19 ACTIVITIES LOG 145 SPORTS 22.3 ADVERTISING 254 , D ffl .fl 1 ' . lm r .I- ' 1 Wg Q 1 I I V 5 I I