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

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SCIENCE JUNIOR First Row: Richard lioulcy, Nancy Downing, Fay Rollins, Thctxlorc Satldic. Second row: Herbert Wheeler, Theodore Parker, Richard Day, Arthur Slade. In the current furor over the so-called ‘Academic Freedom’ controversy in the United States, there arc two storm centers, situated in the Social Science field and in the field on natural science. “Strange,” you may say to yourself, “Why should these subject matter areas be the location of such serious stress and strain?” The answer is simple — how can one study either social or natural phenomena by being hindered with one group’s mores? They cannot. In both fields, the so-called radicals, reactionaries, and progressives are found. What should one do with such individuals? They should honor them for their convictions, as they dare hold their faith against great pressures. Who knows but what your ideals may be next to be questioned? What is the duty of a student in both fields of science? The duty is summed up in the old maxim, “Know ye the truth, and the truth shall make you free.” In recent times, one often hears the question which has been raised by many students. This is, “Why study history?” There are many answers, and we must realize that to know history is to be well informed. Information in turn aids understanding, which is a worthy objective, indeed. And to know history, is to be familiar with some of the finest examples of elegant and brilliant writing. What has history done for the world? Even the most turhulent revolutionary that ever lived, the most bitter hater of the past, finds many to admire. It may be Cromwell, it may be Rousseau, or Voltaire, it may be Robert Owen, but some such leader, each must have. His memory he will revere, his influence he will admit, his principles he will contend for. No serious individual can fail to recognize the fact, that although he claims to be acting freely, he is actually following the path made by earlier leaders, and is walking the trail which he has chosen, and which he believes will lead to his desired ends. Therefore, the man who claims history is of no importance is not rational. It has been said, “The proper study of mankind is man. How may this be achieved except by the use of records as to man’s behavior in the past. All knowledge of history is worthless unless it tends to give us sounder notions of our human and social interests. Not all generations can be equally observant of human nature, however they may cxccll in one field. Thus, it may leave its mark on one area of development. Then, like a great river, which is built up by contributions of various tributary streams, we may reach still farther in the direction of our final achievement. Hence, it is that in all political, all social, and all human questions whatever, history is the main source of the Inquirer. 29

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SOCIAL FRESHMEN First row: N rman«l Spooner, John MacArthur, Ctaira Pirozxi, Rita LaPlantc, Patricia Wcdcn, Charles Ronnqimt. Second row: Donald Drooin, William Andrews, Russell No]in, Benjamin March, Richard Duchesne, James Leary. Thud row: Stephen Beaupre, Norman Charpentier, Jack W’elch, Rodolphe Simon, Nelson Dane, Gary Gilcris, David Davio, Raymond Burton. SOPHOMORE First row: Ju«lith Wrijjht. Deborah Matsis, Dawn Thurston, Sylvia Wcldcn. Second row: Alexander Bantis, Rolicrt Corriveau, Winthrop Buswell, Richard Michaels.

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SCIENCE First row: Rndcric Row, Sarah Harriman, James Boyd. Second row: Richard Vcrrill, William Locke, Richard Rnllock. SOPHOMORE First row: William Hoag, Sally Allard, Virginia Morgan, Robert Proulx. Second row: Richard Haney, Peter Jensen, John Barrett. JUNIOR First row: Francis Douglas, Charles Bailey, Porter Schoff. Second row: Conrad Perreault. Richard Saari, Nelson Harjicr, John Cavanaugh. The Natural Science major studies the basic branches of the field, in their theoretical and practical aspects, toward the goal of attaining a perspective of the scientific enterprise in our day. Basic in the major’s development is growth to some degree of intellectual autonomy, certainly with respect to scientific principles and usually with respect to the social milieu, particularly in an educational context. Paramount in this is the aim of aiding the Natural Science undergraduate to partake of the spirit of science in itself and in its relation to man’s other affairs. 'Hie Natural Science graduate is a person of inquiring disposition, equipped at least with basic understandings to pursue new inquiries, fitted by experience to seek to extend his understandings, and inclined to reserve judgment pending the acquisition of defensible bases for conclusions. Completion of the Natural Science curriculum signifies a level of personal development which enables and encourages a continuing individual growth in understanding and capability.