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Page 64 text:
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INTERNATIONAL RELATIONS CLUB Falley, Reynolds. Mc- Eachern. Blackmere. A!- dred. Boyd. Kirschcn- baum. In this year of world wide insecurity and un- stable diplomatic relations, the need for mutual understanding among peoples has become more acute. The International Relations Club, a charted member of the Carnegie Endowment for Interna- tional Peace, recognizes the need, and during the past year has included in its agenda lectures, films, and reports which have added to the students’ awareness of current problems. By raising these issues, in open discussion, the IRC has objectively tried to clarify prevalent questions pertaining to the world situation.
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Page 63 text:
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Executive Board: Thomee, Sloss, Langer, Rosenwald, Delaney, Hoeber. Graham. Booker, Zucker. NAACP This year the Philosophy Roundtable has made an attempt to become a study group. It has also continued to sponsor Roundtable meetings to offer a greater opportunity for intellectual discussion on a serious plane. Speakers were invited to talk on a topic in some specific area in philosophy, or its relation to other fields or current problems. This resulted in an exchange of ideas among the persons present, whether students, faculty or visitors. PHILOSOPHY ROUNDTABLE The Sarah Lawrence Chapter of the NAACP is one of the many groups of this kind organized in our colleges and universities. It is a unit of National Association for the Advancement of Colored Peo- ple, an organization founded in 1909. The primary function is that of informing students of the prob- lems affecting Negroes and other minority groups, and of advancing the economic, social, and political status of all oppressed peoples; our group hopes to further the development of an intelligent and ac- tive youth leadership through the college campus as well as in the nearby vicinities. Catcnacci, Rey- nolds, Martinson. Gill, Williamson, Wolf. Hodgson, Harris. M. Page Fifty-nine
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Page 65 text:
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Provide a liberal or general education. . . . Increase understanding and insight. . . . Train in habits of independent work useful in any activity or vocation. . . . Three courses a year. . No system of required courses for all students. . . . No sequence of studies which all must follow. . . . Strongly directed interests and special gifts are permitted to be followed at once. . . . Guard against narrowness which comes from too early specialization. . . . Conference work shaped by teachers to fit needs of the individual student. . . . Find the best program for each student and to plan it to insure maximum growth. . . .” THE INDIVIDUAL
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