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Page 26 text:
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EDUCATIONAL Faculty Albert Lindsay Rowland, Ph.D. J. Linwood Eisenberg, Ph.D. Keith B. Allan, A.M. Mary Ethel Beamer, A.M. Jane Beardwood, Ph.D. Marion H. Blood, A.M. Clara W. Bragg Raymond S. Brunner, M.S. Ralph D. Clement, Ph.D. Ruth A. Cunningham, A.M. N. B. Curtis, M.Ed. J. Seth Grove, A.M. Edward Gulian, A.M. W. P. Harley, A.M. Jane L. Hoffman, A.M. S. Alice Huber, A.M. Gertrude E. Kauffman, A.M. Nora A. Kieffer, A.M. Leslie C. Krebs, Ed.M. Florence May Kunkel, A.M. Grace Kyle, R.N. Emerson H. Loucks, Ph.D. George E. Mark, A.M. Peter J. Mulder, Ph.D. Frances W. Oyer, A.M. Vinton H. Rambo, A.M. Claudia C. Robb, A.M. Erma K. Rolar, A.M. Paul W. Seaton, B.S. S. S. Shearer, M.S. Thelma E. Small, A.M. Elvin L. Valentine, Ph.D. Rose E. Walters, Litt.M. James C. Weaver, A.M. Harriet Willoughby, A.M. Alma Mae Winton, B.S. Earl W. Wright, Ed.D. Mary E. York, A.M. I [ 22
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Page 25 text:
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PEDAGOGICAL PHILOSOPHY To the Class of 1939 You go forth to teach at a critical time, and as I review the rolls of the Class of 1939 I am satisfied that your quality of mind and heart as evidenced by your growth in these four past years and by your in- tellectual and spiritual stature today will not fail but will be worthy of your Alma Mater and of your high calling. At no period in our national history has teaching made a higher challenge to its recruits. Democracy is on trial. The years of development since 1 776 have forged a complicated social and political machine which must now meet the contemptuous threat of the new totalitarian states of Europe. To our ideal of democracy they oppose an ideology wholly different. The teachers of tomorrow must understand democracy, must believe in democracy, and must be capable of ex- plaining democracy that the imperfect achievement of today may become the more perfect accomplishment of tomorrow and that government of the people, by the people, for the people shall not perish from the earth. Albert Lindsay Rowland. May. 1939
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Page 27 text:
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CONGLOMERATION Faculty On these two pages are the pictures of the men and women who make the Shippensburg philosophy of education a living, breathing actuality. However, in all justice we must admit that they do not look in the classroom or on the campus as they do here. Indeed it may be said that as a whole the faculty are possessors of split per- sonalities. When they face a group of students assembled to acquire credits or knowledge, our instructors seem like pile-driving machines, eternally slugging an assortment of facts and fancies into very resisting minds. However, once outside the classroom, they can be distinguished from the student body only by the fact that the faculty carry books. These, our leaders into the charted lands of learnings, are as marked by their profession as other guides are. They are earnestly and constantly hopeful that the problem student will sometime see the light. They are inexpressibly de- lighted when someone reveals that he has actually thought. Each one sincerely believes that he or she brings to us a small fragment of the elusive truth. To our prejudiced eye their greatest fault is their insistence on our working. To our wondering gaze that characteristic is exceeded only by the realization that they labor unendingly with no reward except an occasional thanks and a fairly regular but incredibly minute salary. Editor ' s note: — Mr. McGuire ' s impression after chuckling at these pictures does not necessarily reflect the opinion of the staff of the CUMBERLAND. [ 23 ]
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