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Page 12 text:
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MARGUERITE L. GOURVILLE Chairman of Professional Education Director, Student Teaching and Placement For many generations scientific, inquiring minds have been seeking answers to such questions as — What is outer space? How far does it extend? For many generations humanistic, inquiring minds have been seek- ing the answer to — When science has solved the problem of outer space will man be ready to assimilate this change? If these are valid predictive questions and if IGY is the most signif- icant activity of mankind since the Renaissance, you have much independent reading and studying to do in the very near future. My question is — Will your generation be ready to furnish the sta- bility and leadership that the world will need? Marguerite L. Gourville DR. EDWARD F. GILDAY, JR. Chairman, Music Education The first wheel was as great a challenge and as great a problem in its day as the first space ship will be in ours. People — not machines — will have to decide how to use it wisely. The answer to such problems is where it always has been — in the accumulated wisdom of the ages. That wisdom is stored away in the academic ' disciplines we call the Humanities. To neglect them is to thumb our noses at Fate. Edward Gilday 8
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Page 13 text:
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DR. MARY E. McGAURVRAN Dean of Women Director of Admissions What a challenge you face, Class of 1959! How fortunate you are to begin your teaching career in this time w hen there is renewed and wide-spread interest in education! The teachers of 1959 must be more conscious than ever of the ways in which children differ. They must be able to select the talented youth and to challenge them to their optimum. While doing this, the teachers of 1959 must continue to care for the interests and needs of the average child and of the less talented. In setting your sights on outer space and educating those young people who may some day conquer the great beyond, do not forget that you are the teachers of all children. You must remember that truth and purpose go beyond space to things celestial. Your greatest responsibility to the other children you teach is to make certain that they become better persons for having known you. Class of 1959, you have been one in spirit for four years. Now, you go forth as satellites of your class and of your College. Ple ase don ' t forget that the newest stars in space now send messages back to us. We want to hear from you. Keep in touch. Mary E. McGauvran DR. JULIAN ROBERTS Dean of Men Director of Extension Studies At one time, the phrase, Reaching for the Moon, meant dreaming of the impossible. Today, the phrase signifies achieving the possible. Somewhere between the two ideas there lies a message for graduates in this Space Age. The English writer, Matthew Arnold, once defined culture as a growing and a becoming, not a having and a resting. You have reached for the moon, and in the second sense you have achieved the goal, member of the teaching profession. But, if Arnold ' s definition holds true, then so does the first concept of reaching for the moon for if your achievement does not degenerate into a having and a resting, then you will bend every effort to grow and become men and women of stature in our profession. That you should endeavor to reach for the impossible as a creative teacher and leader of our profession follows the advice of another English writer, Robert Browning ... for this sense of reaching for the moon despite the feeling that everything can be achieved in the Space Age is no better expressed than in Browning ' s phrase Ah, that a man ' s reach should exceed his grasp or what ' s a heaven for. Keep reaching for that moon . . . keep on achieving the possible; keep on dreaming of the impossible . . . keep reaching for the moon. Julian Roberts 9
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