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Page 11 text:
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WISCONSIN—an educational institution with magnitude of size and purpose, a cradle of endeavor, a monument to hopes realized, and an incentive to a greater life. It is this Wisconsin, multiple-sided and many-minded, where purpose and plan mingle with heedlessness of future care and worry, where exuberant youth meets prevocative thought, that is proffered. Not in disparagement, nor with an idealistic approach, but Wisconsin as we believe it to exist. In just what way may an enterprise of life and learning be best presented to those who would know the truth of it? What form of presentation is there that will adequately conjure a concept of the university as it really is, in the minds of those who read? A cross-section of the school, one year's life and interests pictorially and factually detailed, seems entirely insufficient to transcribe Wisconsin into the minds of those who would know. University life, because of its intricate trends, motives, intents, and purposes, cannot be segregated in set and bounded lengths of time and space. The incidents and happenings of this year, and every other year are but links that gradually crystalize and form the great and extensive chain which is University life. An adequate portrayal of the University demands realization of the existence of many such intertwining strands. It necessitates full realization of the past events, and the purposes of the future, that the present may be intelligently depicted. The assumption of this viewpoint as opposed to that holding a mere cross-sectioning of the University life and affairs, adequate is vital to such a showing. Facts of the current year are of prime importance to the portrayal of Wisconsin as it exists. The Badger, as the yearbook of the University, must concern itself with the events and incidents of the year which creates it. Record must be made of the calendar year that those who have lived it may remember, and those who follow may learn. But facts alone may be interpreted in many ways. The identical occurrences may free or condemn; history is replete with such instances. Facts in themselves will not adequately present the University to those who wish to learn of it. Something more than fact is required to fulfill the formula of an adequate presentation. The 1933 Badger holds interpretation of facts to be the essential element necessary to a complete and rounded reproduction of University life and interests. Interpretation, not individualistic, but from an open-minded student group with faculty conference and all possible information on which to base its conclusions. Wisconsin, as seen by student and faculty, and interpreted upon the triple bases of common sense, historical background, and future purpose, is here presented to he who would read.
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Page 12 text:
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ON BEING ENTERTAINED The art of being connected with a university must presuppose an ability ... to discern the perpetual, the insistent University Form. By ZONA GALE A UNIVERSITY, which stands for the long ern croachment of the things of the mind, is yet for' ever finding itself involved in other routines. Politics, policies, budgets, realignments, all the variations of physical pattern continually occupy the foreground. It is only in the noticeable moments that the essential Uni' versity Form emerges: in the great convocation, the out' standing class'hour, the memorable drama, the rich and sincere college annual, the ceremonial which contrives to express itself and not merely its own humor, the arresting faculty personality, or the spectacle and the reactions of the really integrated group. But during much of the time, just as in family or community living, one cannot see the city for the houses, the forest for the trees. If I may write of a personal experience, there was the naive amazement and shock of my first meeting with the Wisconsin University board of regents. I had taken my appointment seriously, as giving me a part in the processes of that educational institution which means the most to me. Here should be moving those matters which should shape and stimulate the lives of thousands; the oppor' tunity seemed one of incredible moment to me. On that first day I went into the Administration Building with a revival of all that I had felt when, still a high school stu-dent, I had first walked up the hill; or when I went out from my own commencement day. And then, far from preoccupations with great policies and possibilities, we spent virtually the whole morning discussing whether somebody should be engaged as foot' ball coach, and whether the University could afford to pay him so-and-so many thousand dollars a year. There followed, at later meetings, inspection of in-terminable lists of fellows and instructors who were to be advanced, or to have vacation without pay, or to have substitute appointments; hours of reports about utterly dull routines, hours of complaints to be heard, full days of figures. Once I thought, “If it were not for apprecia' tion of the appointment, I should resign from the board, saying, ‘I love the University, but I cannot go through these meetings'. Of course all this lightened. There came days of thrill' ing discussion and decision, there came matters of sig-nificance and sovereign interest, there came the quite delightful fellowship of the group. But it was only in these noticeable moments that the University Form emerged and could be met. I had had this kind of experience before. I had gone to visit a celebrated club, whose name was regarded as that of some center of energy. And after an hour there, I remember thinking: But this must be an off night. Surely these people . . . this program ... But it was not an off night; it was the usual routine, participated in by the usual members. But the Form of the club (as an energy center and as a brightness) was in that routine utterly obscured. First days of school, of dormitory life, first days at jobs, at the practice of any art—it is not in these that the es' sencc of the experience is opened. One owns to the initial thrill, then the disillusion, the fatigue, the grind; last of all comes divination of the Form. But even after the Form emerges, still the routine, the grind, the insistence of physical pattern, and ail the domain of the discrete, remains to curtain and even to obscure it. The art of being connected with a university, in any capacity, must presuppose an ability to receive the dis-Crete, the cumbersome, the routine of the physical pat-tern—even the politics and the budget and the dull con' nective tissue of development—and still to be aware, to discern the perpetual, the insistent University Form. What is the Form? What is this Form that lies back of
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