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

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Hailing sunburned friends after a summer's vacation . . . . enrollment cards that want to know about everything we ever did .... Long queues of us waiting for an O.K. on our programs . . . . And. finally, getting together to compare schedules . . . . “When’s your History class? Mine's at 9:35 I can sleep until 9:15 then!”

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 G The President of our Board of Regents at the Oshkosh State Teachers College is Mr. Edward J. Dempsey, member of the Board since 1924. From 1898 to 1901, Mr. Dempsey attended our college; and he studied further at the I niversity of Wisconsin and the I niversity of Chicago. Mr. Dempsey is a member of the law firm of Bouek. Hilton. Kluwin and Dempsey. We are f’ proud to have as the President of our Regents a ! man who. in addition to his interests in the field of education, has extended his sphere of activity into the realm of city, state and national affairs.

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HSAVfl Ckrt IN period- in the world'- history have been marked hy quiescence and others. I usually shorter, hy rapid change and rear-rangement. In politieal history the truth of this statement is evident, but that the content and methods which have been in use for many years in higher education are now being subjected to examination which has shown them to be deficient for the purpose for which they were designed, is less well recognized. nd this analysis of sire-- and strain which has disclosed weaknesses undreamed of hy most, cannot he believed yet by those who prefer to use the structure as it now stands. Education should adjust one to life and civilization as they now exist: it should assist the individual to realize the best of which he is capable: it should transmit to posterity a civilization better than the one it found: and it should itself have the inherent capacity' to grow with the Civilization of which it is a part. Adjustment. jaenJi at ui. transmission, and growth are four words w host mWhing should be exemplified in the pfesent po -» ssions and the future conduct of this -class. L — It' is not facts alone, hut facts and the ability to «gnteralizc with these as a basis that the new teaching emphasizes: and it is not facts and generalizations alone but inference also tliat the real educator has in mind in bis instruction. In elementary education, psychology and research have revolutionized teaching, —and for the better. In secondary ami higher education the complexity of the problems has baffled the thinkers, but subject matter worth while in itself will be chosen and methods will be used which insist upon the ability to use the facts. W e here need many tilings, books, buildings, land, teachers, and certain services such as health, extracurricular, psychiatric and others, but if you make vour greatest contribution to us. it will be in the form of an adjusted personality teaching with knowledge, understanding. and techniques all dedicated not to self but to others. And if we have made our greatest contribution to you it will have been in inculcating sound methods in teaching instilled by example, in laying a foundation on knowledge, and in demonstrating bow knowledge may be applied and used in new situations. Education, if effective, must be put to work. Yours sincerely, Page 10