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

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6.1 M99 131-1 1 'Pl i .l- 3 'll 1.11 llfl '1 1.1 11 Mil 3521 l?1 111 .1- lag! E 1, ' Q. '1 li . ri .l.1 1-1.. 'lfi ul? lil , 11' ' l11l 1.-1-F l-r 1 ,fl lil 1 1: 1 -1 .W 1. 1l I . 1 1 1'1'i l 1 ,. ls .11 E1 l '- I . . J1 1, ..l 11, 111 ui l 1'. 11 1 l l lt- V 1.. .l 1 11? H ll 1lji 19. ll :li lil? rw' 11'lI 1151 Ile I1l'll 11.11 1 'l l l All M ,lil 1 Fi l 1:1 25' 1 2 ull 11151 1 l11 ..,1 . 5.1 M- -- -1,-1 - H- -7- , Y, - -WY Y Y -W- are-NYT. V - Emru L. CLARK Tenn of WOYWEH HE day is rapidly passing when there is a place in the teaching profession for one who expects to use it as merely a stepping-stone for some other profession that he considers either more lucrative or of better standing. Teaching is becoming more and more a science, and the demands made upon those who succeed within its ranks are grow- ing by leaps and bounds. All are seeking degrees, and the untrained teacher is already a thing of the past. Besides- training, teachers need to cultivate a professional atti- tude, to take a genuine pride in teaching, and to do all that they possibly can to advance its standing among other professions. As W. Crabtree, Secretary ofthe N. E. A., says: The teachers of the nation are gradually discovering what leaders in business and in- dustry learned long ago, 'thatiin Unity there is Strength,' and he agrees with Merle Knope, Editor ofthe Nation's Business, who says: The voice of the individual today is weakg he can make himself heard only through the group. This leads us to urge students of this college to line up with both the National and the State Teachers Associations, to read the Journals published by each, and whenever possible to attend the state and national meetings. At these, do not be merely a uheadshakeru or a listener-in, but an active participant, doing your share of the committee Work, and attending the splen- did programs that have been planned. Many so-called teachers have the poor taste of spending all of their time Whenin attendance upon one of these meetings, sight-seeing, visiting, shopping, and even boasting of not having heard a program. Such teachers immediately brand themselves as not having the least idea of the true professional attitude, and each one is a detriment to the profession. Page 23 11 1 lc . 5:1 .1. il .fu filil l 'fl' .. 'f 5 l ':' 1 112 Ivllli l 152' . HQ. 251 1:1 I-51 '11 1 li ,i 1. 1. l '11 1 .'lL '-11.11 . , lr I 1. 1 1.1 V I. 1 1 L' l 1l1i1 V71 1 1 1 ll' 1 . 1 , v . 1 11. 1 1 11 l 1 1 2 1. 1 111. . 1 TQ! 1 l, ,. 'l .q,, 1 ,1 .11.1, 1: 111 lie ll fl 1 lf Wl 5 l. I .J 5? 'I .L- 1l' if 1 1 iff 1 11l 51 .1 1 1 .1 1 . 1 . 11 .1 ' 1 l1.l is be r .aww-.We t e 'rt drigffp be 4 1.1 . . ,. f ' .,v -. !'7 'f - ' ' ' . Y Y ' ' ' ' '1 .1 1'-777' A 'I 2' li Y. --. 1 ' - . . f , ' f 13, -wh -1i,iZTE'--b1-'-'1c- .int .X ,fzlfvv L, Luz. - ' 'gal ltgjl ,+f5.'Qg.1m-fig ij:

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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

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l r F 1 S ii l L' l 1 I . I l 1 J 3 P. E. MCDONALD Registrar HE President of a denominational college in an eastern state, when asked if his institution did not need more campus grounds, replied that the size of campus caused him no worry. His students were there for work and not for play and they did not make use of the few acres they had. Now, what do you think of that? A college whose students had nothing to do except study their lessons 1 I A professor from another college who had labored long, faithfully and efficiently, but had not reached the traditional three-score years and ten, realized that his health was failing. After a vain effort to secure relief from local medical lore and skill, he went to a well-known clinic in one of the middle northern states. He was put through the usual tests and examination, given reports in esoteric, high-brow terms, with prescriptions the cost of which flattened still further an already depleted purse. But the one thing in the clinic that most interested the professor and provoked the most thought on his part was the question asked by one genial member of the staff, What is your hobby? The diagnostician went on to explain that a hobby is not a vocation, but an avocationg that it is not for gain or profit but for recreation. The professor had to admit that he had no hobby, his life had consisted of Work and study. And now the penalty! The trouble with the president and the professor was that they had overlooked the facts that education does not come only from study of books, and that living does not consist exclusively of work. The seven cardinal objectives of education, worked out by the National Education Association and adopted by the National Congress of Parents and Teachers, include not only vocational efficiency, which makes leisure possible, but also the wise use of this leisure. The North Texas State Teachers College without neglecting other cardinal objectives is making persistent effort to place before its students materials and activities to meet the demand for a wise use of their leisure time while here and to train them for efficient teaching service along this line. Wie would not discourage any student in his laudable ambition to rank high academically, nor would we commend the student on the other extreme who seems determined not to let his books interfere with his education, but the student who fails to catch the spirit of the materials and activities offered for its development may later see the better things of life go to one who ranks academically far below him. P. E. MCDONALD. Page 24 ,, .. M ,7- , .17-X bp,-Tv.-.5 a 7 :J - - -f -.E--rf-:Jn -,caan-, .-.. v,.i,. .- ' : H , -we ---- -- -A-' f -fy' .- V E A' A- -at , KH TH,- f, p. , gg I --T, . , ,-. I -. -: gv-1, . sTZ iT1i,g,?vIa. ' argl, . el-:J ,dia g s .fs-'-,+L-f-We -.- . ral.-1 .,..g.-am., T I I R 4 1 4 l 1 I A .ff , . . K fs lr 1 i - .-