Salem State University - Clipper Yearbook

Page 13 text:

vi' Dedicafion . . 6 Presiden+'s Message . I0 College Facul+y ...... I5 The Hundredfh Anniversary of Teacher Training 29 Training School Faculfy ..... 32 Seniors ...... 39 Harold Francis Phillips, An Apprecialion . O4 Senior Ac+ivi+ies .... 07 Undergraduafes . 27 Organizafions 57 Afhlefics . 9l Aclverfisemenis . . 203 9 if fi'-'F

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The I939 CLIPPER has endeavored fo recapfure for you some college memories, chiefly fhrough fhe medium of phofographyg i'r has aHemp+ed 'ro give you a picforial his- +ory of college life. Through fhe eye of fhe camera, fhen, +he edifors preseni' 'rhe I939 CLIPPER of 'rhe S'ra+e Teachers Col- lege a'r Salem. 8

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PRESIDENT'S MESSAGE The fheme of fhis year book is phofography, which has been defined as fhe arf of making picfures by fhe acfion of lighf on surfaces coafed wifh cerfain chemicals. If is a remarkable illusfrafion of man's invenfive genius. If condifions are good and fhe pracfifioner skillful, fhe resulfs are a source of permanenf grafificafion. Educafion resembles phofography in fhaf if also is a process by which impres- sions are recorded-recorded on fhe human soul fhrough fhe alchemy of insfrucfion and experience. How essenfial if is fhaf fhe process of educafion like fhe arf of phofography be performed only by fhose who have been adequafely frained in fechniqueg how equally imporfanf fhaf fhe obiecfs of fheir efforfs be properly sensifized fo reacfion. The maladiusfmenf in fhe world foday is nof enfirely fraceable fo economic causes. Lack of educafion, improper emphasis on cerfain educafional processes, superficial presenfafion of class room maferial, false indocfrinafion, and uninfelligenf response 'ro direcfion and suggesfion have confribufed in no small measure 'ro fhe presenf dis- forfed panorama of civilizafion. The world moves on in bewildering cycles. If is impossfble fo predicf in one gener- afion fhe characfer of fhe next We have seen fhrough fhe pages of hisfory so many forms of human sociefy, so many fypes of human governmenf, so many concepfions of religion. They have come and gone wifh fhe passing years. Buf as we view fhem refro- specfively, fhe inexorable frufh is forced upon us fhaf in fhe end only fhe immufable fhings remain. If is fhese immufable fhings which educafion should sfress and make affracfive. Jusf as fhe phofograph reveals fhe acfual likeness of fhe subiecf, so should educafion imparf fo eager minds fhe realifies of life. Jusf as fhe phofographer eradicafes such imperfecfions as may render fhe picfure unpleasfng fo fhe eye, so should fhe educa- for remove from his mass of maferial whafever is dross or useless. Experimenfafion in fhe fraining of youfh has been foo frequenfly a synonym for fol-de-rol, and many of fhe crificisms which have been leveled againsf if have been more fhan iusfified. The frial and error mefhod has been foo liberally applied. The innocenf vicfims are fhose leasf able fo discriminafe amid a confusion of ideas. If has been said many fimes fhaf fhe sfrongesf bulwark which can possibly be presenfed againsf subversive propaganda is a properly frained cifizenry. This presumes, as far as fhe class room is concerned, sound maferial, capable insfrucfion, and ade- quafe response. l.ef us exerf our energies foward fhe affainmenf of fhese obiecfives. There can never be a perfecf cifizen iusf as fhere can never be a flawless phofograph. Buf bofh are ideals 'foward which we should sfrive now and for all fime. !,f.s..0f 4 ee,