University of Iowa - Hawkeye Yearbook (Iowa City, IA)

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Page 29 A MESSAGE TO From Preszkfent Hancher HE second century begins. The Univer- sity's first century has ended, and its sec- ond century opens before us. What of hope and promise does the second century bring? Foresight is among the most fallible of hu- man attributes, and the gift of prophecy is be- stowed but rarely on the sons of men. He would be rash indeed who would venture to prophesy the status of the University in the year 2047 or the developments which would take it there, It is permissible to hope, however, that cer- tain things will come to pass. And, among others, let us hope for at least three. Let us hope for a new sense of responsibility in the individual for all aspects of his daily life, in education, in morals, in citizenship, in family obligations. Let us hope especially that our students everywhere will come to believe that the primary responsibility for their education rests upon them. This will require a revision of thought and attitude upon the part of parents and students, and, in some instances, of faculty. It calls for a recognition of the fact that few institutions are so poor that the student cannot get an education if he is determined to have it, and that few institutions are so rich and persu- asive that they can force an education upon the student who does not want it. With a changed point of view, students and faculty become al- lies and not adversaries in the educational pro- cess, and all recognize that the final test of the educational procedure is what goes on within the student. Nothing would free our institu- tions to do their proper work so much as a recognition that responsibility for his education finally rests upon the student. That this may come to pass in the next century is my first hope. Let us also hope that our faith in education may lead us truly to provide a land of equal educational opportunity for all, so that no child shall be deprived of an education because of race, religion, color, or economic or social status. At the same time, let us reaffirm and renew our faith in the quality of excellence, and act ac- cordingly. Does democracy have the courage to select and develop her best? Can democracy survive if it does not? Let us hope that our university can contribute to the solution of these questions within the next century. And, finally, let us hope that we may achieve a more complete understanding of the fact that education is a lifelong process, that it goes on from birth to death, that the University, there- fore, is not concerned alone with a brief span of years-two, four, six, or eight'but that it is concerned with what goes on in the minds of men and women after they have left the Uni- versity. We have embarked upon a great ex- periment in democracy. lt can succeed and survive only if our citizens are prepared to con- tinue their education beyond their University days. The lawyer, the doctor, the dentist, and the engineer dare not practice his profession only with the knowledge he acquired in the University. The price of professional excellence is continuous study and advancement. How, then, can the citizen expect to practice his citi- zenship only on the knowledge acquired as a student? The price of good citizenship in a great democracy is continuous study and ad- vancement. Let us hope that this too will be the concern of our University. If these hopes are fulfilled, the University's next century will be truly great! VIRGIL M. HANCHER