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

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AGNES ELLEN HARRIGAN BETHLEHEM. NEW HAMPSHIRE Social Club 1, 2, 3, 4, Secretary 1, Vice-President 2, 3; Athletic Association 2, 3, 4, Secretary 2; Pan Athenaeum 1, 2, 3; Band 2, 3. 4; Glee Club 1, 2, 3, 4; Chapel Choir 2. 3, 4; Tap Dancing 2. 3; Conning Tower, Advertising Manager 4; Basketball 1, 2. 3. 4; Volleyball 1, 2, 3, 4; Field Hockey I, 2, 3, 4; Softball 1, 2, 3; Deck Tennis 1, 2, 3; Badminton I, 2, 3; Bowling 1, 2. ELEANOR MAY JACKSON ALSTEAD. NEW HAMPSHIRE Band I, 2, 3, 4. President 3, Vice-President 4; Orchestra 1. 2, 3, 4. Secretary 2; Social Club 4; Pan Athenaeum I, 2, 3, 4, Secretary-Treasurer 4; Athletic Association 2; Conning Tower, Business Manager 4; A Capella Choir 4; Basketball 1, 2, 3, 4; Volleyball 1, 2, 3; Bowling 1, 2; Tennis 1, 2, 3, 4; Ping Pong I; Badminton 1, 2, 3, 4; Deck Tennis 1, 2, 3; Softball 1, 2, 3, 4. VIRGINIA LYDIA MATTILA NEWPORT. NEW HAMPSHIRE Pan Athenaeum 1, 2. 3. 4; Publicity Committee 2; House Committee 2; Mid-Summer Nights Dream 3; Usher for Graduation 2; Head Marshall for Graduation 3; Basketball 1. 2, 3. 4; Field Hockey I. 2. 3; Softball 1, 2. 3; Volleyball 1. 2, 3; Tennis 1, 2; Bowling 1, 2; Deck Tennis I, 2, 3; Badminton 1, 2, 3. MARJORIE BELLE THOMPSON HANOVER, NEW HAMPSHIRE Social Club 2, 3, 4; Art Club 4; Athletic Association I, 2. 3, 4, Secretary 1; P.T.C. Proipeet, Sports Editor 4; Conning Tower, Editor 4; Pan Athenaeum 1, 2, 3, 4; Glee Club I, 2, 3, 4; Band 2, 3; Orchestra 3; Tap Dancing 2; Basketball 1, 2, 3, 4; Volleyball I, 2, 3, 4; Field Hockey 1, 2, 3, 4; Softball 1, 2, 3; Deck Tennis 1, 3; Badminton 1, 3; Bowling 1, 2; Class Secretary-Treasurer 1. DORIS CLAIRE YEATON PLYMOUTH. NEW HAMPSHIRE Conning Tower, Assistant Business Manager 4; Basketball 2; Bowling 2; Commuter I, 2, 3, 4.

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Robert J. Ernst To the Graduates of the Commerce Curriculum During the war period many predictions were made about the changes in education that would come in the postwar period. We arc now in the early stage of that period. Some changes have already been made but after years of discussion we still have much to do: objectives must be determined or clarified, better courses and programs must be prepared, methods of selecting and guiding students must be improved, and necessary funds for suitable equipment and teachers must be procured. Business men arc taking a greater interest in business education in general. Tangible evidence of this interest is the joint action of the National Office Management Association and Business Educational Associations in developing testing services and standards for use in schools. If we arc to believe these business men, the future employers of our students, we can be certain that in this new period, business education will need to continue to emphasize the three R’s as a basis for any special or general training. As the character of the business needs of the community change, so will we have to change our objectives, methods, and courses. If business skills arc to be taught, enough instruction should be provided to insure the attainment of a usable skill. If general business understanding or consumer business knowledge proves to be our goal, then wc should see that this understanding or knowledge is developed to the point of usefulness. As classroom teachers you will undoubtedly be busy but, if business education is going to continue to exist as an important phase of secondary education, you will find it necessary to assume leadership in your community. 16 Robert J. Ernst

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Luther J. Pollard To the Graduates of the Secondary Curriculum “I have set before you an open door, and no man can shut it.” That is the door through which you shall leave the careless undergraduate days to enter into a fellowship with members of the oldest profession known to man. The teacher, whether he be poet or prophet, philosopher or scientist, has carried the torch through the ages to light men on their way toward truth. Without the teacher man would still be living in the darkness of superstition and ignorance, learning only by personal individual experiences. Man’s understanding of the world has been developed through the direction of the teacher in the classroom and laboratory. The great teacher has always challenged youth to seek out and to solve the mysteries of life. In developing the intellectual side of man, teachers may draw from the vast accumulation of knowledge and experience which has been conserved through the ages. Thus invention and scientific discovery has been accelerated. On the other hand the emotional experiences of the race cannot be collected and conserved in great libraries. Great social teachers of the past have set forth certain moral and religious principles by which the individual may develop his character and personality. The social order in which we live is largely the product of these teachings. However, the responsibility of developing a moral and religious character rests upon the individual. Character development is personal and can be accomplished only by the individual through his own volition. The work of the teacher is to stimulate and challenge youth to purposeful living, to set before it an open door that no man can shut, and to develop an open mind free to search for truth. Luther J. Pollard