Towson University - Tower Echoes Yearbook (Towson, MD)

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THE TCDWER LIGHT A Challenge When I was a child, I spake as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things. -thus speaketh the scriptures. This philosophy is just as true today as it was in the days of old, and it is a truth particularly applicable to college students. In this country we attempt to prolong infancy and extend it into the college years. Play periods and athletics take care of the play spirit, but when college students attempt to study as if they were children, having to be led every step of the way-when they assimi- late as they did in childhood with no greater power than they had in the early high school grades-when they are careless in work habits, slow in reading comprehension and lag behind as if they expected to be coddled like babes-then a college suffers. A college is strong only in so far as its students are strong, and unless a student has a contribution to make to all of the ideals and ideas for which the college stands, ideals and ideas suffer. This is true of character as well as of knowledge. So I challenge each person who reads this TOWER' LIGHT issue who is a member of the student body at the Towson State Teachers College to take stock of his contribution. Is it that of an actual child, or is it that of the more mature adolescent student? Remember the words: But when I became a man I put away childish things. LIDA LEE TALL. 3 g!.355fWf

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THE TOWER LIGHT Looking Forward OLLEGE is the highest type of formal introduction into that great game we call life. As the debutante is launched on the sea of society at a certain age, so after a period of time do we hope to enter the portals of some higher institution, both for the benefit of our- selves and for posterity. It has often been said by learned men that a college is as strong as its weakest student, and this statement can be applied to our own Mary- land State Teachers College as well as others. We, of this college, are training to enter a profession. That is, we expect to enter the educational field fully equipped to meet and help satisfy the demands of future generations for knowledge. The faculty of the school is most eager to impart to us what they have gleaned from long years of training and research work. We should be just as eager to accept and apply this knowledge. When one contemplates seriously the purpose of our training, one cannot help thinking how responsible we are for the well-being and advancement of our population. On our shoulders rests the burden of teaching the child how to meet life with a frank, open mind and how to bear the brunt of responsibility and hardships with fortitude. In other words, future civilization depends in a measure on us. Do unto others as you would have them do unto you , is a saying of the ancients that is still as true as it was long ago. Rewritten in an educational vein it could be stated: Learn from others as you would have others learn from you. Give your instructors your undivided attention. Listen with an open mind to all that they have to impart. It's not wrong to question an individuals statement, but above all, be open-minded and accept his statement if he has data with which to prove it. In this scientific and curious age more and more intelligent teachers are needed to meet the demands of our children. Politics, the Industrial World, and World Relations are all very closely interwoven in the lives of the American people. The world is growing smaller and more closely related, while our knowledge of all phenomena is ever increasing. We are more closely connected with the doings of the entire human race than we ever were before. The environment into which each generation is born is becoming more and more complex. Therefore, a wider and richer curriculum is required and more intelligent and eager teachers are necessary to supply it. ja. 6. 4