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

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JEAN DORA BOLTON “Dora” Beebe River, N. H. Charming, Naive, Eloquent Class Marshall 3; Field Hockey 3; Basketball 2; Badminton 1, 2; Deck Tennis 1, 2; Yearbook Staff 4. BARBARA B. FLURI Barbe Antrim, N. H. Industrious, Poised, Versatile Junior Glee Club I; Senior Glee Club 2, 3, 4, Librarian 3, 4; Band 1, 2, 3, 4; Ping Pong 2, 3; Yearbook Editor 4. MILDRED ELIZABETH GARLAND “Millie” Sanbornville, N. H. Efficient, Enterprising, Effectual Class Vice President 3; Student Council 2, 4; Secretary; Assistant House Chairman 4; Social Club 2, 3; Pan Athenaeum 1, 2, 3, 4; Board of Directors 3, 4; Forensic I, 2, 3, 4; Recording Secretary 1; Corresponding Secretary 3; Prospect 1, 2, 3; Assistant Editor I, 2, 3; Athletic Association 3; Field Hockey I, 2, 3; Volley Ball 2, 3; Basketball I, 2. 3, 4; Soft-ball I, 2, 3, 4; Badminton 3; Deck Tennis 3; Yearbook Staff 4. LUCILLE BEATRICE NUTTING Lou Wendell, N. H. Amiable, Attractive, Athletic Class Secretary 3; Class President 4; Social Club 4; Junior Glee Club 1; Band I, 2, 3, 4; Orchestra I, 2, 3, 4; Pan Athenaeum 3; Athletic Association; Vice President 2; President 4; Field Hockey 2, 3, 4; Volley Ball 1, 2, 3, 4; Basketball 1, 2, 3, 4; Varsity 1, 2; Badminton 1, 2, 3; Yearbook Staff 4. 1 FERNANDE M. STANFORD Ferdy Lebanon, N. H. Mischievous, Enthusiastic, Sociable Social Club 3, 4; Junior Glee Club 1; Senior Glee Club 2, 3, 4; Pan Athenaeum 2, 3, 4; Prospect Staff 2; French Club I, 2; Badminton 2, 3; Deck Tennis 2, 3. 16

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Robert John Ernst To the Graduates of the Commerce Curriculum “The schools can render an important patriotic service by producing thoroughly trained clerical workers, and strongly encouraging students to stay in school until their training is really completed. —The poorly trained worker is a handicap rather than an asset in winning a war.” This is the message that the President of the U. S. Civil Service Commission has asked to be passed on to business educators. Business educators have trained thousands of workers—and trained them adequately. The records of failures to pass examinations given by war industries and Governmental agencies, by applicants who were supposed to be trained, indicate, however, that some of our training has not been adequate. Secondary schools can, and do, provide two major types of business education: (1) training in those phases of business that concern every member of organized society, and (2) specialized instruction for those who wish to become wage earners in specialized occupations. To the extent that our objectives arc vocational, we should strive individually to eliminate any necessity for “retraining” and “in-service” training, not only in this war-time emergency, but in the more enduring peace-time which is to come. The need for patriotic service to your state and your nation will not end with the order to “cease firing”. 15 Robert J. Ernst

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Geneva M. Smith To the Graduates of the Secondary Curriculum For four years Plymouth Teachers College has been concerned with your professional development. If you have not acquired a respect for learning and a desire to continue to extend your education beyond this training, then your college has failed in one of its greatest obligations. The schools of this nation are not safe unless teachers realize that their college degree signifies but the first step on their way toward intellectual maturity. A greater obligation of a teacher training institution is to help develop, according to your individual capacities, your reasoning powers which are so greatly needed in discriminating between knowledge and that which often is mistakenly accepted as knowledge. Scientific and social developments can not be judged by their immediate values. What seems practical today may seem irrational and inconsistent in the world of tomorrow, while much that now appears useless and remote, because we cannot see its unlimited potentialities, may prove of deepest concern. Teachers must try to understand and to appraise those changes which arc fundamental in a democratic state and which today arc intensified by closer world contacts. An understanding of a complex society like ours demands a constant reviewing, evaluating, and reorganizing of our knowledge and of our aims. In order to do this effectively we must, in the words of Madame Chiang Kai-shek, “remember that while we must not be visionary we must have vision”—vision based on deep, broad, understandings and insights in an inquiring, maturing mind. 17 Geneva M. Smith