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Page 25 text:
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L - bo 3 ... a . e o ri G b 5 21 What now? ..m o B - c. Shhhh . . Aa et Monument to Engineering. 1 Physics, anyone?
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Page 24 text:
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Thirsty ? The ehortest distance between two points is a straight line, Looks like cut glass to me! 20
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Page 26 text:
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DEAN WILLIAM O. PENROSE School Education is a commitment to the idea that man's excellence consists in the selective realization of man's potentialities. This is especially true in higher educa- tion. Thus intellectuality is not something extrinsic, but intrinsic to every effort and course, as it is to the very purposes of higher education. The power to reason, to judge, to comprehend, and to understand is at the same time a need to do g0, Man wants to see relationships; he wants meaning, significance, patterns so much that he either finds them or imposes them on himself and his surround- ings. In his attempts to do this, he may appeal to authority, religion, science, music, or art, to make the subconscious conscious. And education is the lawyer and the mediator, Thus the teacher-to-be has the exacting and exciting taskin which the University must helpof becoming intellectually effective. He must observe the activities of children and discern recurring patterns of behavior, and estimate the implications of these for teaching long division. He must prepare to exert critical intelligence and effective leadership in studying the essential ideas, beliefs, and values of our culture, recognizing them as dynamie rather than stalic, carried by human beings rather than impersonal. In methods courses he is faced, sometimes for the first time, with the immense job of reconstructing his knowledge and reorganizing it. In student teaching he learns whether or not he can make this reconstruction intelligible to others. It is not too much to say that intellectuality contains the seeds of both freedom and slavery. To determine which of these seeds shall grow is implicit in the task of all education, and especially teacher education. of 22 Alison Hall
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