Park University - Narva Yearbook (Parkville, MO)

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o! 5 ' ox D D D Q Q D D D D D D D D D D D D D D D D D D D D D D D D D D D D oni A STUDENT’S CREED By Etta A. Collins, ’14. I believe in Park! Not because it is a great institution and not because it is a renowned school, but because it is mine, and I love it. Out of the great world’s need, it has been given as an answer to a definite cry. I believe in her purpose—to aid students who are earnest in their quest for knowledge. I believe in her faith which dwells on the mountain top of vision, while she labors below in the valley of realities. I believe in her past—in her wonderful heritage of Trust and Sacrifice. No college has come into its present through longer hours of pain and prayer, and none revere the memory of lives more self-less or more consecrated than those whom we call the founders of Park College. I believe in her loyal Alumni which belt the world in grateful remembrance and homage to her. I believe in her present—in the efforts and worth of her now. I believe in her vine-clad walls and turret-crowned hills; I believe in the glad sunshine which tints a-glow the homely things of the campus and makes them more beloved. I believe in her buoyancy and grit. I believe in the work she does with her hands ,and in the dignity and joy which she finds in physical labor. I believe in the enthusiasm and fun of college days and in the songs that are sung. I believe in the rare flowers of friendship which blossom at her blessing. I believe in Park’s future—in the unborn years of service and achievement of which we know not; I believe in her students which are to come. I believe in God and man, and in this Faith is my belief in Park sustained. id mo D !n D in n n D D D D D D a a D D D D a D D D D D D a D D D D D D D D D

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WHAT THE PUBLIC EXPECTS OF THE COLLEGE GRADUATE By Frank S. Arnold, D. D. What does the public expect of a College, and up to what standard is a Student expected to measure, with spe¬ cial reference to Park and its graduates? What the populace expects is wide of the mark, for the untutored world has many vagaries on matters educational. But, in general, the thinking, reading public seems to have decided on about three definite lines of measurement for a graduate—he must have a certain amount of book knowledge, a good deal of character, and a large portion of common sense. People will even forgive the evidence of the lack of the first; they will not forgive lack of the other two. The man who measures up to a marvelous height in the languages may achieve a reputation—and be a joke. The public wants more evidence of a career than a subjective knowledge of vocabulary and syntax. That is, people expect College Students to be Men and Women. They think learning ought to be the instrument of personality; that education i s a means, not an end. Person¬ ality can use knowledge, but learning without personality is like Saul’s armor on David—out of proportion. Students should get the idea that they are expected to lead, and should learn to fit into the environment. Conceit is a poor thing, but a sense of responsibility with the conscious¬ ness of a fair equipment tones the mental life, and enables a man to take his rightful place at the front. Park Students have made their way, and will continue to do so. In general, the discriminating mind that knows the Park environment will expect its students to be religious and sterling men and women with a worth-while ring. If they achieve the honors of learning, that will be incidental. What is expected is the bone and sinew of vital moral and religious force, the stuff that makes good among the seething masses of mankind. Not specialties and fads, not cloistered knowl¬ edge, nor pranks of genius, but sensible, well-equipped, well- balanced leaders in the great world’s work—this is what is expected of the graduates of Park College.

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IDEALS OF A COLLEGE PROFESSOR By W. F. Sanders. The traditional college professor whose idiosyncrasies made him a welcome field of investigation at the hands of the writers of the “Funny Column” is fast becoming obsolete. His faults were exaggerated; his virtues condoned, and his ideals misunderstood. The real college professor is an idealist; not in a sense that he is oblivious or indifferent to the life about him, but in the sense that his ideals are not the grossly materialistic ideals of those who measure the achievement of the human soul in dollars and cents. In so far as he is specialist he nat¬ urally finds his own department of knowledge an absorbingly interesting one. But his interests should not be confined within such a narrow compass. The demands upon his at¬ tention from the outside are loud and insistent: The progress in literature, science and art; the call for service to his fel¬ low-men; his concern for good citizenship and good govern¬ ment. He who is indifferent to these demands is scarcely a less grotesque figure in his noble profession than he who is lacking in scholarship. What are the ideals that inspire him and make his life real and satisfying? His intellectual ideals are high. He sees the great possibilities in the acquisition of knowledge and culture to refine and elevate the human soul. Perhaps his in¬ sistence on scholarship may sometimes seem to his students over-emphasized, but it is the key that will admit him into that great company of free spirits—in Park College not an aristocracy, but a true democracy, for Park College stands for democracy in education and not aristocracy. He has a high regard for the dignity of his profession. It is invested with certain honors and privileges that are dear to his soul. Some of these are a sacred inheritance, descended from the traditional ideal of a University. “Academic freedom” is also a phrase dear to the heart of a teacher. But academic free¬ dom in a College should not be confused with academic free¬ dom in a University. The College, founded for certain specific purposes, naturally wishes that its teachers should be men of broadness of vision and independence of judgment, but at the same time it expects them to be in sympathy with the purpose for which the College was founded. Service is the secret of the college professor’s satisfaction in life: To serve his fellow-men; to guide the steady growth of knowledge; to promote ideals of righteousness and justice; to develop spiritual and intellectual leadership. These are in¬ spiring opportunities and they bring him rich compensations. His interest in life never wanes. He comes daily into con¬ tact with the ambitions and purposes of youth. To have his little part in molding and shaping the destiny of a human life is a wonderful reward. Life becomes rich; not in ma¬ terial rewards, but in contentment and happiness.