Rochester Institute of Technology - Techmila / Ramikin Yearbook (Rochester, NY)

Page 14 text:

Concern . . . for Ihe goals, for the future attempts and successes. There is no actual separation of upper and lower classes. The newer student works with and learns from the advanced craftsman, while both are under the active guidance of their instructor, who shapes and molds the students as they shape and mold the objects of their handiwork. The present day appeal of the mass-produced article is not one of quantity alone. This craftsman-designer is striving for higher quality of design in industry ... in utilizing the values of the craftsman in the work of the machine. Nonetheless, he is also aiming his work at satisfac- tion of individual tastes his efforts culminate in sensitive new worlds of harmonizing surroundings. Photographed, by Joe Clay Page Eighteen

Page 13 text:

Relaxation for each in his own way . . . renews outside interests — panacea for all problems. The element . . . that draws forth the teacher’s guiding knowledge — a student's handiwork. Supple fingers . . . control the paths of many threads, their destinies foretold in a bright curtain.

Page 15 text:

Groundwork . . . an outline sketch predicts the artist’s conception. I remember how different it seemed at first. In high school the teachers had been so remote, standing in front of the classes, following a strict method of teaching, with the inevitable line drawn between student and teacher, Here, it is the direct opposite, and this is the first thing I noted with approval. In the Art Department, classes are informal. We move around, stand, or walk away from our work when necessary—or desirable! We talk, discuss, and have a general feeling of companionship. Soon it all seems very natural and wonderful to be treated as adults. We’re presented with sketch books, our faithful compan- ions even yet. In the beginning I tried to keep it hidden and at the same time attempted to draw someone. But this Page Nineteen