Temple University - Templar Yearbook (Philadelphia, PA)

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FACULTY JAMES A. BARNES, Ph.D. HAROLD F. BERNHARDT, A.M. J. LLOYD BOHN, Ph.D. THADDEUS L. BOLTON, Ph.D. WILLIAM T. CALDWELL, Ph.D. LEOPOLD CARDON, B.A. FRANCIS H. CASE, Ph.D. .ARTHUR N. COOK, Ph.D. WALTER M. CRITTEANDEN, M.A. GERTRUDE S. DUNCAN, M.A. WILBUR G. DUNNING, B.S. THADDEUS E. DUVAL, JR., A.M. EARNEST P. F.ARNEST, M.A. FRANK L. ELSE, B.S. ANDREAS ELVIKEN, Ph.D. CHARLES EVANS, A.M. HAYIM FINEMAN, Ph.D. DANIEL M. FISK, A.M. CHARLES A. FORD, Ph.D. RUTIJERFORD E. GLEASON, Ph.D. W. BROOKE GRAVES, A.M. CARL P. GREAVES, A.M. HUGHBERT C. HAMILTON, Ph.D. RICHARD S. HARTER, Ph.D. NAPOLEON B. HELLER, Ph.D. CLARENCE HODGES, Ph.D. MILES E. HOFFMAN, M.A. A. SIDNEY HYDE, M.A. AMES JOHNSTON, M.A. JOHN S. KRAMER, A.M. WALTER LAWTON, A.M. WILLIAM J. LEACH, M.S. Twenty-one HENRY D. LEARNED, Ph.D. JOHN A. LESH, Ph.D. THOMAS D. MCCORMICK, A.B. CLAUDE S. MCGINNIS, Ph.D. GEORGE R. MITCHELL, A.M. ANSON EQLY MORSE, Ph.D. RAYMOND B. MUNSON, A.M. A. MICHAEL MYERS, A.M. FRANCIS NADIG, A.M. HENRI C. NEEL, A.M. . RALPH D. QWEN, Ph.D. I FRANK PADDOCK, Ph.D. J ' Q FREDERICK PROSCH, M.S. in Ed. ROBERT L. RANKIN, Ph.B. A STUART ROBERTSON, Ph.D.Q A WILLIAM ROGERS, JR., Ph.D. CLARENCE H. SCHETTLER, A.M RAYMOND S. SHORT, GEORGE E. SIMBSON, A.M. J MARIA VVILKINHS SMITH, Ph.D. WILLIAM C. STEERE, B.S. LORIN STUCKEY, Ph.D. NEGLEY K. TEETERS, A.M. ARTHUR J. TOBIAS, A.B. HAZEL M. TOMLINSON, A.M RAPHAEL TROISI, M.A. FLOYD T. TYSON, Ph.D. NICHOLAS P. VLACHOS, Ph.D. GEORGE E. WALK, Ph.D. ROBERT BURNS WALLACE, D.D. LOUIS GEORGE WALZ, M.A. HERBERT S. WARREN, Ph.D.

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ebrargpere br prnpiwtp writers .rtiirp sierraiirieies To the Class of 1931: The period of the Renaissance contributed a new appreciation of the function of joy in the career of individual and community. It registered a revolt against the ascetic aloofness and mawkish A e sentiment of the later middle ages. It affirmed the important truth thatthe immediate businCSS of every competent man and woman was to understand the purposes of common experience and extractthe wine of satisfaction from them. The sense of knighthood which had expressed itself in the engagements of war was now trans- ferred to the pursuits of peace. The Renaissance is thus a fair anticipation of the program which the modern college offers to its multiplying students. Education makes its demands upon every new initiate for serious and arduous labor. But at the same time it guaran- tees an enthusiasm in study and a delight in W achievement that reflect the temper of awakened Europe. The knights of scholarship are now en- dowed with a zest for learning as keen and compelling as that which stirred the medieval warrior to his heroic tasks. College training is inept and fruit- less without the accompanying joy of acquisition, I If the graduates of the present year have obtained this joy, their college course may be set dowin as genuinely successful. DC-311, C0Hege of Liberal Arts and Sciences. Twenty

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Grisaterrrsias ebibibieeis To the Class of l93l, Greeting: The TEMPLAR of this year carries, I understand, an art motif that reflec ts the period of knighthood. This is to me very suggestive. Every college ' T graduate and in particul-ar every prospective teacher ought to be in a figurative sense an armed Warrior, carrying a bright and shining lance to hurl against the ramparts of ignorance and the foes- of enlightenment. It is true that we have long since passed the days of Ivanhoe, but there still exists a great deal of shallow and superhcial thinking -about the deeper issues of life and destiny. Every graduate of Teachers College .owes it to his Alma Mater as well as to himself to spread the gospel of high social ideals and to apply to the problems of this democracy of ours a trained intelligence and a disciplined will and character. The teacher's function is by no means confined to the proce-sses of imparting knowledge of subject-matter, This is important but not paramount. The supreme mission of the teacher is rather to help his students appreciate life in its underlying meanings and its deeper, truer values. The acid test of education is not knowledge: it is life, and the finest of -all -arts is the art of living. You carry with you my very best wishes forthe highest possible success in your respective spheres of influence and leadership. . Ever cordially yours, ' ff I Dean, Teachers College. . Twenty-two