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

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semoRs

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Guy Edwin Speare (1875 — 1945) A Tribute “He that givcth his mind to the law of the most High and is occupied in the meditation thereof, will seek out the wisdom of all the ancient and be occupied in prophecies.” In the death of Guy Edwin Speare, Plymouth Teachers College has lost a great teacher, scholar and philosopher. He needs no eulogy. He loved the simple life, the common touch. He gave richly of himself to hosts of friends. Teaching to him was not merely a vocation; it was a consecration. Children came to him with childlike faith and reverence. When older children, high school, and college students, went out into life, Mr. Spcare's interest followed them. Their successes were his delight; their failures, his regret. Guy Speare never grew old in spirit. His sights were onward and upward. His mind was keenly alert to world affairs. He was a useful and ideal citizen. He thought ardently upon public affairs. His capacity was keen for assimilating facts, appreciating beauty of expression, and for detecting new truth or specious error. His influence was stimulating, uplifting. Guy Spcare's innate loyalty and humility were deep-seated. His intimate friends knew this best and loved him for it. Death to him was not a fearsome prospect. He lived nobly; he died confidently; of the spirit, saintly. “Lead, Kindly Light, lead Thou me on. I do not ask to see the distant scene; One step enough for me.” Ernest L. Silver

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Robert John Ernst To the Graduates of the Commerce Curriculum We arc now in the postwar period we talked so much about during the war. We should no longer talk about what wc are going to do; the time for action is here. The world generally has a problem of reconversion to solve. Wc in educational work have only the problem of conversion, since relatively few changes have been made during the war period. Wc must convert before reconversion is in order. What is there to do? Who is going to do it? How should it be done? It is our responsibility as educators to answer these questions and thereby convert a fairly good prewar educational system into an excellent postwar system. I believe that the first step in the solution of all of our teaching problems is to realize thoroughly, as educators, that we, as well as all school facilities, are incidental to the main purpose of education. The needs of the young men and women of this country should be the beginning and the end of all of our plans and acts. If we undertake our problems with this thought in mind, instead of blindly following our traditional thoughts and theories, then, and then only, can we properly find the answers to the what, the who, and the how. You who arc now starting in this important work can approach these problems without the handicap of tradition, and I am looking forward to your success. 16 Robert John Ernst