University of North Texas - Yucca Yearbook (Denton, TX)

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-,,,mTff':' f ikffsf9 -7 ifT71T T fl, W 'il 7'T2 T Zffff-f-1 I J zwjh-j, 1 nb I , lndll , Kl '. -.-, .j,..f: ,:,,,Y: lv., .-.:,.: r- ki' 4.,.,,- ,Mfg -.lv-.,iL,,oe' ai- -... Q, Z-g .W 2,2-...- .4j-W --- -- f f is i VV. MCCONNELL ifhazn Qjfihe C2uUage T HAS been said that youth gathers together material to build a bridge to the moon and that - age uses it to build a woodshed. If the statement is true, or, in so far as it may be true, it behooves youth, while dreaming, to dream to some extent at least in realities, otherwise there may be no material worthy of use when the time for building operations arrives. The dreamer is usually referred to in derisiong he is admonished by those about him to do something worthwhile. But is it not worthwhile to dream? The fault, if there be any, lies not in the act but in the thing acted. The dream of benighted and superstitious people has times beyond our power to estimate reduced such a people to lower levels, the dream of Worthy ends possible of realization has quite as often marked the transplanting of civilization to a higher plane. Theilndustrial Revolution was the product of a few dreams considered by contemporaries of the dreamers of little conse- quence. The discovery of the New 'World was the realization of a dream of one who was regarded as a victim of neurosis. The transportation of his real place on the periphery of the universe was the product of the so-called dreamer who was considered unworthy of serious notice by the intelligentsia of his day. The great religions of the world had their inceptions in the minds of dreamers, some of whom were Hrst thought to be eccentrics or even fanatics. It is not commonly given to youth to weigh seriously the problems of the future, and it is well that this is so. But is it not consistent that with all the care-free existence of the college student there may yet be ever-present in his consciousness a thread of purpose which he will not suffer to be broken and which, when followed, will ultimately lead him through the maze of his eyiperiences to the threshold of opportunity? Do not despair because your dreams are not all possible of realization. Find an ideal worthy of: pursuit about which all your dreams revolve, an ideal which will remain constant and un- impaired irrespective of temporary failure or success. E ,- W. MCCONNELL, Dfau. Page 21 terra 'rrfror are i ,mol out i 1 3

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.fa iff ,f-Q59 T6 - 4 E.. ,,.,-....aJ L ,-,,,,.,..,,l, sw, Ar -1 .1 . . n 'V fe - , ..- 'L AA'- K -its W K ,V a - a -.a,-a. .ref-31 . f--. , 1 -A ,H ' X m1fI?TYlH, FEL WILLIAM Hhnscnm. BRUCE, A. B., A. M., Ph. D., LL. D. Y-71'efz'denZ Elmerzfuf I L OF us are not destmed to be great, nor do we all have the opportumty to come 1n contact w1th the great We however, have been 1ncluded ID th1s latter class of the el1te, and 1n our very mldst we have the towermg personal1ty of the greatest educator of Texas, Dr Wllllam Herschel Bruce Dr Bruce took h1s A B at Alabama Polytechmc Instltute, h1s lVI A at Baylor, and Ph D at Mercer UH1VCfS1tY In IQI7 he was awarded the LL D degree from Tr1n1ty Umverslty for the publ1cat1on of h1s book on Mathematlcs He has glven the rernamder of h1s llfe to educa tlon S1nce 1884, he has taught 1n Texas, flrst, at Blance, wh1ch was one of the 'first of the hlgh schools alllhated w1th UH1VCfS1t1CS, unt1l 1893 He was superlntendent of Athens schools for four years, first pres1dent of ohn Tarleton College, an outstandmg Junlor college of today, and Pro fessor of Mathemat1cs ln Denton, 1n 1901 In October, 1906, he was made Presrdent of the College, 1n wh1ch capac1ty he served fa1thful1y untrl 1923, when he was made Presldent Ementus and Professor of the Ph1losophy of Educatlon Dr Bruce has g1ven the educatxonal fleld two books of great value, PI'1l'lC1plSS and Process of Educauon and, collaborately Wlth Dr Sutton, an Ar1thmet1c, Plane and Sohd Geometry, W1th new ed1t1ons Not only does h1s adopted state owe hun much gratrtude and compensatron, but we, as a student body, owe to hlm a great percentage of our present stand1ng as a college It was through h1s requests that we succeeded 1n all our bu1ld1ng enterpnses, and not only thls, but durmg h1s actlve hfe on the campus, he took It as one of h1s dut1es to keep our campus one of the most attractlve and envlable spots 1n the state As a great nature lover, he has been zealous ln h1s study of human nature, whlch he under stands and loves Emboched 1n h1s phys1calbe1ng 1S a royal gem ofa soul, sparklmg w1th gemahty, good w1ll, and embowered rn a settlng of sympathy and love One could not take 1nto cons1derat1on h1s sacrxflces and achlevements alone and not hold h1m 1n h1gh esteem, but together w1th these achlevernents he has a beaut1ful d1spos1t1on that demands one s love and that 1ntell1gence that IS a requ1s1te of respect Such an exqu1s1te person ahty w1ll surely radxate glowmg happmess and fuendshxp to the seekers of th1s wealth, and departmg, leave ln 1ts Wake ' Footprxnts on the sands of tune Page Z0 J . 74 ' ' . , . . . . H . . . ,, . . . . . . 7. I 7 . . . . . . . C . . ,, , .1 Y, ,..,.... - - - -4- gl , 'V : Y ---V ...-.-N--f, Q-,S . ..-.,... Aff 1 I 1 ifarllfifdl ,Fifi ' Tl i'f Z Z' ' 7 7 Tiff 1 M .Q QQ ..,. , ,-

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E.-is If . I I - I I I i I . I W f I I I I I I i I DI I I WILTON W. Cook 'i eazfz of Jlfen AM thoroughly convinced that of all the many duties which Deans of Men have to perform, that of personal workl' comes hrst. In American education the social life of the college and the campus activities have been en- couraged becau-se we have recognized that personality and character traits have a large part in determining the success and social usefulness of the individual. The give-and-take of campus life, it is supposed, teaches our students how to get on with their fellows, how to swap and co- ordinate ideas, how to make real friends, and how to deal with opposition. As a matter of fact, alumni and parents again and again will tell our students that there is more of real value to be learned on the campus than in the classroom. ' We all rate our campus activities high as a factor in developing personality, not because we have in mind merely the development of the background and the entertainment of the accom- plished, but rather because We are convinced that real assimilation of experiences gained in extra- curricular work relates positively to the growth of native ability. The Dean of Men spends much time in serving on committees, in attending student meetings, in conference with students and parents, but these duties do not express the deeper significance of his work. It is, rather, a service which has for its aim the effecting of closer relationships between student and the faculty, and the world in which he must live. Routine duties are the means only to the great end of the development of personality and character by the conscious and comprehensive adjustment of personal needs. To unite and keep the loyal co-operation of the student and faculty is no mean task, and I would consider my work a failure if I could not, in some Way, awaken student sentiment to a full appreciation of college work and of college opportunities. Personal work touches practically every phase of student life. gives an insight into student mode of thought, and enables him to give expression to his own opinions. The Dean of Men then becomes several things- starter, a go-between, and an adjuster. If I can be that, and not the popularly-called police or spy, then I shall feel that, in part, my time spent in such a capacity is helpful. Page 22 Sagud- I -V Y W -- - ' '-A-' ' ' ' ' W' ' 2,11 5-, ' L- F ...... - , , . :ar :A , -.. - ,-'I-,W V- 1 -212-'T' , M, 1' Ji' ' ff? -1 7 '- 1-' ': jff if-I -, :I PI ?'- I 'if' 'WEI5.g5k.x.!QlQ 3?-gllilel'f '..i?! 9'97'ii':lyI -Thi'-35 -'-1II .I - S .A ,a - Ish- 2 .,4f7 'I -Q-ti-sa-I-i.st:gn+-I-u-2-an