University of Wisconsin Madison - Badger Yearbook (Madison, WI)

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r o resworn .in the oleas.nt calm of mid-September, 1950, 2,400 young men .and element m common-they were the CLass of 1934. 1 , Iwv Tune dav attended by the curious combination of traditional In a few short weeks, on a lazy June day atte , 1 f,, fUp Class of 1934 wi be graduated, but less tnan i,.- f.ntare and solemmty, the Class of 1 § . . , ,he commencement P- - ' J ; ' , ,, ,,,-„,,. i„ .. ge measure, as . has m all fatalities m the Class of 1934 wete larger upheaval, dislocation, and corners of life. Depression has ominously taken its ternhc price up stagnation. I ■ h follow The Editorial Board of The Badger has sought to tell the story traditions. .; •nrn scores of led. ers and asking innumerable questions of manifesting themselves in a great university community of 10,000 souls seeking life in the face of economic upheaval. Where the figures warrant them, generalizations are made; but where - - j identity in cross-currents and become indistinguishable. The Editors have not ' --ated to mak i abu dantlv clear. As far as they were conscious of their own point of view, they had no b as plent, no student or faculty axe to grind. Besides an appalling paucity of authentic data, The Editors were, of course, deprived of the valuable ally of historical perspective. The Editorial Board. [8] L

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CX) ' TI ' : ' TS C)|- Ti 11.; lK)OK i ' ti I ties Now that it ' s over Publications .... Forensics, Dramatic, Music Government .... Occasions Athletics Mihtary 162 179 191 203 213 227 26S Oronnizntion.s Honorary Professional Sororities Fraternities Dormitories Advertisements Index 273 293 315 337 379 385 398

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w isc-onsin Kick ' s lu ' I )chrcss ion President Glenn Frank I ■ ■H I dcli,i;litccl by the intelligence and rc.ilism L fi-it ' e J the makers of the 1934 BADGER to HW I ' ' ' ° ' ■cscue it from exclusive dependence upon snapshot-and-satire routine which marks so many student yearbooks. Its editors ask me to introduce their attempt to record the impact of the Depression upon the University by stating, with such simplicity and brevity as I can muster, the internal policies with which the University has sought to meet and to mitigate the external pressure that has converged upon it since the economic order backfired on us in 1929. A nation cannot suffer an economic disloca- tion so profound without its institutions having to adjust themselves to its impact. It is no easy matter to pilot a great social institution through rough economic seas. There are, of course, some bright colors as well as black in the picture. ,,.,.,.. , , , ' ' ■ ' of ress produce balance sheets of both ..ssets .ind liabilities for church and state and school. The church, for instance, has not always en.oyed its greatest powder in its moments of greatest prosperity. The next generation may look back upon this phase ot stringency as having purged as well as plagued our universities. We are, perhaps, too close to its difficulties to ,udge justly the beneficient results that mav come rom this time of stress when every expenditure must be freshly cross-examined. For the moment I shall do no more than express my belief that the Depression has brought to the University of Wisconsin alike among its students and its teachers, a seriousness of mind and a solidantv of spirit ,t did not have in the days of the pathological prosperity of the Coolidge Era. On the liability side of the balance sheet, it must be recorded that the Depression has affected he tenipo of development in the University as it has aft ' ected development in all social institutions throughout the nation. As the aaidemic year 1929-30 ended, many reconsiderations of educational policy and organization which had been maturing during the preceding four vears had reached the stage of administrative recommendation, faculty legislation, and regent confirmation. The Experimental College had been a storm center of discussion of the aims and processes of liberal education. It had not produced a total scheme wholly applicable to a large college intimately mterlocked with he duties of pre-professional preparations. It had, how ever, demonstrated the fact that a superior ducational result-m terms of intellectual aliveness, sustained interest in ideas, the hab ' t of reading good books from desire rather than dictation, and a living interest in contemporary social sues-could be produced by a procedure that breaks through the specialized pattern of depart- mentalized courses. One of the first fruits of the Experimental College was the Fish Committee [9]