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Page 10 text:
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ed u-ca ' tion; 1 ej u-(or ed uy-)ke ' shen; 2 ej u-(ored yu-)cashon. (n. 1. The process or the result of educat- ing; the systematic development and cultivation of the normal powers of intellect, feeling, and conduct, so as to render them efficient in some particu- lar form of living or for life in gener- al. Education, as understood today, connotes all those processes culti- vated by a given society as means for the realization in the individual of the ideas of the community as a whole ... It includes not only the narrow concept of instruction, but embraces all forms of the human experience, owing to the recognition of the fact that every stimulus with its corre- sponding reaction has a definite effect upon character. 2. Training resulting from the pursuit of a complete course in an institution of learning . . . Education for efficiency; the training of every citi- zen, individually and socially, in such a way as to obtain the greatest meas- ure of fitness for life in each member of a group of society, as well as in such a society as a whole.
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Page 9 text:
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TRANSITION Suffolk University, founded by Glea- son Archer, began as a Law School in 1906 in Archer ' s Roxbury flat. The Uni- versity grew out of the Law School, then in the Archer building, in 1936 with the establishment of the Journalism depart- ment and was chartered as an estab- lished institution in 1937 as a college of Liberal Arts, a graduate school of Law, a college of Journalism, and a college of Business Administration. By 1953 the university was fully accredited. The Suffolk community has increased in size acquiring more buildings and many more stu- dents. We have climbed the Hill for one to four years coming from Boston, its suburbs, from within and from outside of Massachusetts. And perhaps at some point we ' ve thought of hanging up the time spent here, where skipping class to play cards, to catch up on sleep, to study for a forthcoming quiz or just to satisfy that lethargic feeling would become a permanent absence in- stead of a sudden decision for one day. But for some reason we came back for more of the routine — the schedule of classes, that early cup of coffee to stimulate the desire to attend them, waiting in the cafe, the lounge or the library filling time before going to work, catching the crowded trains home or stamping a ticket for that discount at the parking garage and trying to beat the rush hour traffic. What was this com- mon spirit and its purpose?
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