Plymouth State University - Conning Tower Yearbook (Plymouth, NH)

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The Conning Tower of 19 3 5 Mrs. Minnie Lcathcrbury Matron Samuel Read Hall Dormitory Mrs. Edith A. Real Dietitian Living It’s a long, long way we must travel, and the stones are sharp and hard. It’s an unknown path that’s before us, and the door of its secrets is barred. Today it may be a sorrow or a disappointment we meet, Tomorrow it may be something that will make life thrilling and sweet. It may take a lifetime to learn it—the balance of right and wrong, But what docs past fortune now matter we still have the memory of song, That has made our hearts glad when we knew it, the memory of many things That have made life a thrilling adventure in spite of its sorrows and stings. Docs it matter how many sorrows we’ve met or how many joys? Docs it matter to us in the future how much life enthralls or annoys? For heartaches and wee bits of heaven each toiling adventurer finds, As trudging the long, long highway through sunshine or shadow he climbs. Emily Collins [14]

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The Conning Tower of 19 3 5 Marion Edith Giles Critic Plymouth Normal School. B. of Ed.; Summer School, Boston University. Esther Bozarth Critic Illinois State Normal University; University of Chicago. Ph.B. Marion Katherine Scavcy Principal of Training School Plymouth Normal School; Rhode Island College of Education, Summer; University of New Hampshire; Boston University, B. S. in Ed. Marguerite Wacgeneerc Critic Plymouth Normal School. B. of Ed., 1932. Mrs. Dorothy Suitor Fussell Critic Plymouth Normal School; Summer School, University of Vermont. Bates College, University of New Hampshire. Wilma L. Roberts Kindergarten Graduate of the Wheel -ock School of Kindergarten and Primary training. Frances Ephlin Assistant Librarian Plymouth Normal School, B. of Ed., 1932. Gertrude Ida Shaw Registrar and Secretary to President Mrs. Mabel Haigh Mary Lyon Hall Matron [13]

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The Conning Tower of 19 3 5 To the Graduates of the Four Year Commerce Curriculum 1 realize that the part which you arc to play, for a few years at least, in the whole process of education will be, primarily, that of carrying out of policies determined by others rather than that of formulating policies. Ability to carry out policies is greatly improved however if one understands “what it is all about.” The individual teacher therefore has a purpose in studying and thinking about the theory of education. At the present time there is still much discussion about what ought to be the real objectives in Commercial Education. Is it to be strictly vocational, or social, or for consumer education, or for personal use? It is not my purpose at this time to discuss the merits of each objective nor to say which of these is the proper one or ones. I do wish, however, to repeat that the degree to which any commercial course contributes to all of these, or other objectives depends largely on the personal aims of the teacher. In some of the schools in which you are to teach, one type of education will be desirable, and in other schools another entirely different type may be needed. Study of the local problem will enable you to determine the proper objective. Robkrt John Ernst Fire Place in Library [151