Stanford University - Quad Yearbook (Palo Alto, CA)

Page 12 text:

Stanford ' s traditions pro ' ide a testing gronnd for tlie student and the information he acquires. Everything the student ex- periences at Stanford, from the intellectual Tuesday night scries of lectures to the not-so-inlelleetual Sundax niglit series of movies, contributes to his ahihty to evaluate the inlormation he accumulates in his studies. Knowledge, then, cannot be divorced from experience and still remain a thing of value. The liie of a student at Staniord is one of learning both through A reliff from .stmlii ' s can easily be- liail ul Stanford. Traditional riots after Western Civilization mid-tenns are one way to relieve ten.sion.

Page 11 text:

Good weather brings classes outdoors. :y- ■ The major puq ose of a university is to develop the student ' s mind. The task of mental development, however, is far more involved than the mere ac- cumulation of information. It involves the student ' s abihty to select, to evaluate, and to correlate informa- tion with experience. In this abiHty lies the difference between knowledge and intelligence. The islands of Inner Quad are often used for a period of quick study between classes.

Page 13 text:

Intellectual development is stimulated in the lecture hall. the classroom and through society outside the classroom. Tra- dition at Stanford involves both phases of learning. These tra- ditions are the result of approximately seventy years of univer- sity life. As the University grows, as traditions become altered or destroyed, and as new traditions are formed, more than the mere history of tradition at Stanford is being written; the his- tor ' that is being written is that of a University — a group of people coming to an awareness of themselves and their fellow men.