Radford University - Beehive Yearbook (Radford, VA)

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Iiai I ofuc 12 Introduction

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8n»c Dent mi Since coming to Radford College in 1965, Dr. Preston Durrill has served the students in the roles of teacher and administrator. In these roles he has worked toward the goals of a university. As a chemistry professor he is respected by both his colleagues and students and is recognized as a scholar in his field. After being appointed Dean of the Graduate School in 1972. Dr. Durrill continued to teach in addition to his other duties. The growth in quality and quantity of graduate curricula can be attributed to the dedication and enthusiasm of Dean Durrill. He is also responsible for the initiation and coordination of the Continuing Education program at the University. His respected opinion, often voiced on the University Affairs Council, has brought about many positive changes at Radford. Perhaps Dean Durrill's most outstanding characteristic is his overriding concern for other people and his willingness to serve them. He has, in the words of a student. . . . taken the time to listen and help in ways that one would never expect from a busy administrator. He took an interest in me as a person.” He finds ways to serve each student and in doing so often takes on responsibilities which are not required or expected of him. One Radford University student relates his experience with Dean Durrill: “I called Dr. Durrill when I was snowed in at home on registration day and he said. ‘Don't worry. I'll take care of it.' And he did.” Dean Durrill took it upon himself to contact the necessary people, and, sure enough, the student found himself registered when he returned to school. This dedication to the individual student is in itself enough to make Dean Durrill outstanding. With all his administrative duties and the extra time he spends working for and with students. Dean Durrill still finds time for family. It is not unusual to see him with one or another of his three children at student activities or faculty softball games. Thus, he seems to make time for all the people in his life — the students at Radford, the faculty, the administrators. and his family. It is to this tireless man who exemplifies scholar, teacher, administrator, and sensitive human being that we dedicate this yearbook. Introduction 11

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“If we cannot stuff them with all the facts they will need on the job ten years hence or polish up the precise skills they will call upon in earning a living, have we then conceded the uselessness of liberal education? I think not. Elie Abel By learning how to learn, he will know how to incorporate education as a continuous life process. Mary C. Weisensee What power docs the educated person have? Is it the power to ascertain fact or the power to judge value; the power to describe, analyze, control, and use or the power to understand and enjoy? Peter Schmiechen “The desired end of general education is to produce not books or machines, but involved, responsible, competent men and women — not passengers in life, manipulated by social, economic, physical. and psychological forces, but participants with their hands on the controls, understanding and directing those forces to increase the quality of life.” George N. Rainsford Jim Loptc Introduction 13