Swarthmore College - Halcyon Yearbook (Swarthmore, PA)

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TABLE OF CONTENTS DEDICATION 2 PRESIDENT NASON 4 ADMINISTRATION 8 FACULTY 13 STUDENTS 31 ACTIVITIES 88 FRATERNITIES 106 DORMITORIES 112 MEN ' S SPORTS 118 WOMEN ' S SPORTS 135 THE CHOSEN PEOPLE 143 SWARTHMOREANA 148 ADVERTISING DIRECTORY 168

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certain features in Lne practice and ideals of the college. 1) A liberal education involves the development and discipline of the mind. A disciplined mind is one that knows how to analyze complex data and to rise methods suitable to the material. To do so, it must possess at least some of the common intellectual skills necessary to the understanding of man and his environment, including the appraisal of values inherent in human action. Intellectual discipline is, in the last analysis, self-discipline, and the college can but provide the setting and the tools. Each individual must depend upon his native qualities plus the use made of time and opportunity. Freedom from many conventional academic restrictions puts the responsibility on the indi idual. The honors program, above all, is designed to foster this intellectual discipline and achievement. Introduced twenty-five years ago by President Aydelotte to compensate for what he called the academic lock-step of mass education, it is needed even more today. Some students want combinations not a ailable and elect to remain in course. Some do not want to make the effort that honors work requires. Some are not yet capable of it. Honors work is not the only method of intellectual sahation, but its success at Swarthmore and the subsequent wide imitation elsewhere emphasize the first ideal of genuine education. 2) A liberal education provides a common background. The range of human knowledge and the diversity of individual interests are so great that some degree of specialization is necessary and desirable. Equally necessary and desirable is a certain amount of common information and intellectual background. If men are- to deal intelligently with their problems as members of society, they need to understand each other ' s language. The scientist cannot be a good citizen if he is ignorant of economics and politics. The political economist cannot understand the natural scientist if he knows nothing of the rigor if the scientific method. Both ought to be familiar with the classis expressions in philosophy and literature of tlie way men have conceived human life. Thus, a liberal education ought to deal with certain broad concerns of men in their relations with each other, concerns which underlie their indi idual enjoyment of life and their common efforts to develop a civilized societ). For this purpose some subjects are more important than others. This recog- nition is embodied in the new curriculum vith its various required courses in the first two years. There is room for debate whether the particular subjects now prescribed are the best or whether the content of the requiresd courses best serves the common end. The ideal, howe ' er, is receiving increasingly -svide recognition in contemporar education. S)A liberal education includes the development and disclipine of the emotions. Those who look uison the college or university as a kind of intellectual factory only, are wrong. The development of the mind and of the emotions do not alwa)s go handin hand. The ideal is the growth of the t vo together, and any college which fails to recognize both the ideal and the close i-iterconn°ction of the two in the actual learning process is failing in its responsibility. This is why the spirit and attitude embodied in a college are as important as its intellectual standards and methods. The Quaker tradition of Swarthmore plays an important role in providing a framework of values and attitudes which cannot be taught in classes, but which permeate the institution in the quiet way typical of the Society of Friends. Student activities contribute to the total education. They are not sideshows, but, when used wisely,should form an integral part of the academic program. In proper proportion, they are a vital part of a liberal edu- cation concei cd as the de elopment of men and women whose intelligence is directed bv character and ivhose philosophy of life is sharpened bv discii lined and informed minds. JOHN W. NASON

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CRUM LEDGE GATES AND FACULTY ROW