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

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HAROLD ELMER ANNIS MARTHA ANNETTE LEFEBVRE LULA EVELYN PRICE JULIA AGNES STULB MARJORIE ETTA YEATON

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Ida Rosselli To the Graduates of the Commerce Curriculum “No individual lives unto himself alone.” With the fuller recognition of the indisputable fact that the success of democracy depends not only upon an educated people, but also upon a socially-minded people, educators arc attaching more and more importance to the needs of society in its development of a commercial education program. Commercial education has metamorphosed into one of semi-social, semi-occupational interests, the real purport of which is, through the discovery and nurture of each individual’s talents, interests, and capacities, the realization of sound social, cultural, and vocational aims and values. This goal is not tangible. Teachers of Commerce must formulate a philosophy of teaching that gives it unity. If Commercial education is to become more responsive to the needs of society, there must be recognition of the social implications of secondary education. As of all institutions of higher learning, that of Commercial Education, too, is committed, by its very existence, to the perpetuation of the Rights of Man. 16 Ida Rosselli

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Harry Preble Svett To the Graduates of the Secondary Curriculum I suggest a maxim—a maxim for you to apply to yourselves and also for you, as citizens of a free country, to apply in judging social and political leaders. This is the maxim: Think completely and act accordingly. Moreover, intuitive action is the process of all thinking. Remember what Professor Barrett says concerning aesthetic thinking. You are familiar with historic insights: Archimedes and the crown; Newton and the apple; Descartes and analytic geometry; McKinley and the Philippine Islands. But we do the same way with smaller matters. We assemble the particulars that we need, or can get; then in some way comes the generalization. It is always an interesting process. Although we arc doing this all the time, we do not fully understand the mental activity. Professor Woodbridge, then of Columbia, said that nobody has ever settled the controversy over universals. He added: “The glory that would come from doing so could not be endured by mortal man.” It may be objected that human beings are imperfect and can never think completely. This is true of large philosophical, social, and political themes. But lesser problems can be outlined, and satisfactory conclusions can be reached. Professor Dewey’s “Steps” are relevant here. As for the larger themes that cannot be completely mastered, another maxim may be suggested, which will give courage in spite of human limitations: Never act upon a principle that is likely to cause harm to any person. This, in brief, is the democratic way of thought and action. Harry Preble Svett