University of Wisconsin Oshkosh - Quiver Yearbook (Oshkosh, WI)

Page 33 text:

THl QUIVER Ruth S. Mace Dean of Women While it may not apjiear so on the surface, there is a marked similarity be-tween the development of a professional conscience and the playing of a round of golf. In playing golf, one may. if she desires, cheat successfully by telling her opponent that it required fewer strokes to make the round than was actually the case. In so doing she is deceiving her op| onent but. what is more serious, she is deceiving herself. She knows in her own heart that she has won by unfair methods, and she also knows that she does not possess the skill for which she accepts credit. But she deceives herself in creating in her own mind the idea that such an act will have no permanent effect u|x n her character. A player of golf knows that there is no real satisfaction in winning the game by cheating, for golf is a game played for enjoyment and the real pleasure comes in knowing that one jx sscsses enough skill to defeat her opponent. If in spite of that, she permits her lack of moral scruple to win over her sense of fair play, though she may be the winner of the game, she is the loser of something far more important and significant. Merely because she l elieved she could escape undetected, she cheated, thus robbing herself of the pride she might have had in her own game and in her own integrity. One of the most essential qualities of the teaching profession is the development of this professional conscience. It has been the policy of the school to stress this fact and to impress it upon the minds of the students so that when they enter the teaching field they may in turn j ass it on to those whom they are called upon to teach. Pair 25

Page 32 text:

THE QUIVtR i«m Earl A. Ci.emaxs Dean of Men An outstanding characteristic of present day society is the facility with which we abandon old ideas and ideals for new ones. In the resulting social whirligig the great mass of people lose their sense of direction and proportion and wander aimlessly, wondering what it is all about. Among the notable changes none is more revolutionary than the status of the teacher. He is no longer the fountain of wisdom, the encyclopedia of the community; for there are in every community many as well educated and as widely informed as he. His position, however, has never been so important and vital to the welfare of society; for u|X n him has been placed, as never before, the resjxmsibility of determining the character of those who are to carry on in the next generation. This responsibility, which formerly rested on the home and was supplemented by the school and the church, is being shifted in greater and greater degree U| on the teacher, and a new type of teacher is being demanded to meet this new situation. Equally important with the class room training is the leadership that directs the leisure time activities of the pupils. The ideals, habits and aspirations of the growing boy and girl depend largely upon that leadership: and the possiliilities in this field offer an alluring challenge to virile young men and women. As the teacher thinks today the world will think tomorrow. 2A

Page 34 text:

TUI QUIVER i m Laura M. Johnston Director of Truining School Ph. It. University of Chicago. 1923 Ed. M. Harvard l’nivcrsity. 1927 Frank M. Karnes Director of Division of Industrial Education It. S. Stout Institute. 1025 Fixwenck It. Wickers ham Director of Division of Junior High School Education Ph. It. University of Chicago. 1024 Ph. M. University of Wisconsin. 1927 May L. Stewart Supervisor of Student Teaching in Division of Dural Education Ph. It. University of Chicago. 1022: A. M.. 1923 R chert a N. Smith Director of Division of Elementary Education B. S. Teachers College, Columbia University, 1924 A. M.. 1925 N’. Peter N’ki.son Director of the Division of S ec ondary Ed neat ion Ph. It. University of Chicago, 1924 P»Kr 26