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Page 9 text:
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zJn V6wt r wM4 ea m o vZaSAacMutettds co tow STATE TEACHERS COLLEGE AT LOWELL Socrates once said, If I could get to the highest place in Athens, I would lift my voice and say: ' What mean ye, fellow citizens, that ye turn every stone to scrape wealth together and take so little care of your children, to whom you must one day relinquish all? ' The Class of 1953 has lived through many changes in gaining an education at Lowell. First of the larger classes in recent years, you have cooperated through many stringencies, have helped to orient a doubled faculty and a troubled new President, have borne with the rebuilding of an overcrowded plant, and have cheerfully grown in maturity and wisdom through it all. It has been said that no one can become a true teacher without learning the meaning of sacrifice. You have passed the test. You have done well in a Spartan era. We are proud that vou have learned so much; be humble that you know no more; remember that he who dares to teach must never cease to learn. My wish for all of you is that the chiselling hand of time through the years may do for you what the tools of Michelangelo did for the stone on which he worked and of which he once wrote: The more the marble wastes, the more the Statue grows. r Z £ )£. o (
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Page 10 text:
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In searching for a leit motif that distinguishes the Class of 1953, the word originality inescapably comes to mind. Since the early days of the 1949-1950 academic year, an attitude of conformity has given way to an attitude of self- assertion. It is time to evaluate both the self that has been asserted, and the concept of originality that has been the concurrent theme of our group. Petrarch once said that Everyone has not only in his countenance and gesture, but also in his voice and language something peculiarly his own, which it is both easier and wiser to cultivate and correct than it is to alter. Our group has certainly been bent on cultivating the self. But a look into the quality of that cultivation will reveal an initial exercise of license gradually giving way to an acceptance of responsibility. Gradually, too, have we seen a loss of standards being replaced by a set of standards that have started us on the way toward a realization of what is universally human. If Babbitt is correct when he says, Genuine originality, however, is a hardy growth, then we have met the beginning of the test of a valuable originality. During our growth we have learned that genuine originality imposes upon us the difficult task of achieving work that is of general human truth and at the same time intensely individual. Such a task involves among other things the creative use of our cultural heritage, a realization that the most original man comes into the world with a predecessor. As we approach graduation, we have become mankind-thinking . . . we have learned through self-knowledge comes self-realization; through that a good life can be achieved. But we have learned too that a good life is realized among mankind with the help of all . . . and we have kept in mind and will continue to do so that the aim of the good man and the good teacher, the original teacher, is to liberate the young from ignorance, prejudice, foolishness, and the like. We shall strive to continue in our original way to help youngsters attain their originality.
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