University of Nebraska Lincoln - Cornhusker Yearbook (Lincoln, NE)

Page 29 text:

DEAN AMANDA H. HEPPNER Dean of Women PPROXIMATELY twenty-four hundred undergraduates and one hundred graduate women are registered in the University this year. The office ot the Dean ot Women attends to their needs and assists them in their adjustment to the eoUege environment and college demands. A housing bureau and an employment bureau assist the young women in finding suitable lodgings and gainful employment. The office stands ready at all times to render such service as the needs of the college women may require. Counsel and information dealing with the varied problems and perplexities of women students will be gladly given. The training received in the intra- and e. tra-activities should prepare the student for proper college citizenship and for the larger and more effective citizenship in after-college life. The attitude toward opinions, traditions, and principles of the college world may determine one ' s attitude toward life in the larger world. The scholastic, ethical, moral, and spiritual standards will, in a measure, be responsible for the nature of the precepts and of the character of the maturer individual. The majority of the college women maintain fine standards and ideals, and are amenable to any suggestions which will guide them toward a higher goal. There has been a steady and notable improvement in the desire to promote superior scholarship. In spite of the fact that the requirements have been made more severe, the number of recipients of scholastic honors has been increased. With the enlarged enrollment, the high-minded and right-thinking leaders will need to stress constantly the importance of excellent grades honestly obtained, and help to direct their more confused or misguided classmates toward the worthwhile achievements which repre- sent the real meaning and purpose of University life. J Five I

Page 28 text:

DEAN T. J. THOMPSON Dean of Student Affairs V ,r .■ ' I Four HE primary function of a university education is doubtless to develop intellectual energy and curiosity as well as to offer technical training in the several professions. No one acquainted with the situation will maintain, however, that the information-cramming process and the techni- cal knowledge acquired are the sum total of education as we use the term today. There are also extra-curricular activities which may do much to de- velop individuality, build character, and foster initiative and self-reliance. The great difficulty is that even in our larger institutions of learning only a small percentage of the students avail themselves of the training these activities offer This is regrettable, for through them the student may come in contact with situa- tions which are quite typical of what life will hold for him after graduation. Such activities as an editorship of the CoRNHUSKER, the management of a basketball team, or membership on the student council, et cetera, will do as much, I believe, to make the student a valuable citizen as will a course in organic chemistry or any other subject. Like all good things, however, extra-curricular activities are too often over- emphasized. When this is the case the student often fails to do himself justice schol- astically; and thus fails to get the thorough mental training that should be his pri- mary object in coming to the University. What is most desired, of course, is a proper blending of study and activities into a symmetrical whole. This is the sort of program that this office is very anxious to foster. It is hoped that with the assistance of the faculty and the students we may soon be able to formulate plans which may more effectually distribute among a greater number of students the training available through these extra-curricular activities. This seems to us to be very desirable, for the University may best gauge its accomplishment by the contribution which its graduates make to the citizenship, to the leadership, and to the ideals of the several communities to which they go.

Page 30 text:

.i ASSOCIATE DEAN W. W. BURR College of Agriculture HREE-QUARTERS of a century ago our pioneers braved the prairies because they saw there the opportunity to build for the future. They accepted the challenge of the prairie fires, the drouth, and the grass- hoppers. Those that endured to the end found rewards far beyond their expectations. Today the descendants of those same pioneers are seeking their opportunities. The old frontier has, however, passed. But there is a new frontier as challenging to the young mind of today as any that lured our fathers ever onward. The frontiers today are in chemistry, agronomy, biology, engineering, animal husbandry, rural economics, education, and other lines. We have conquered our old frontiers. We have won our empire. Our problem is now one of development. Intensive competition, such as our fathers never dreamed of, characterizes the development of our prairie empire. The young man or woman of today has just as great an opportunity to prove his or her mettle as ever lured the thousands westward in the early days. The frontier is just a little different, that is all. The opportunity today is one of the mind, rather than of the strong arm. This opportunity for education is for women as well as for men. Two types of instruction are offered by the College of Agriculture — agriculture for men and home economics for women. The opportunities offered by this college are not entirely pro- fessional in nature but have as their basis the elements of a liberal education as well. Six