University of Wyoming - WYO Yearbook (Laramie, WY)

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in the way of physical or vocational training cannot be added, but must displace something we already have, and — what will it be? The technical and professional schools in this time of competition, strain every nerve to perfect the individual in his chosen vocation. Their primary and usually only object is the skilled engineer, physician, lawyer or teacher. What is true of these schools will be, to a certain degree, true of all schools — from the university to the grammar school — that prepare for a definite life work. The most impor- tant function of education — the making, first of all, true men and women of our boys and girls — will, for lack of interest and time, be omitted or at least greatly neglected, perhaps not in theory but in practice. Artisans, technical and professional men are made in com- paratively a short time, but the training of the children into noble men and women begins ' .n the primary class and should not end, as far as it is a duty of the teacher, until the student leaves college. Such training is the result of never ending care, watchfulness, administra- tion of discipline in its various forms, and devotion on the part of the teacher. No oppo ' ' - tunity should be missed — not even at the expense of technical instruction — to impress les- sons of honesty, truthfulness, integrity, self-sacrifice for the good of others, and of the many other irtues that make for true manhood and womanhood. This is the part of the teacher ' s work for which no scheduled time is allowed and for which he is never paid in dollars and cents, yet it should enter every teacher ' s ideal. It is for results of this kind of work that he scans the lives of former students who have taken their places in the rank of producers. Though, as teachers, we rejoice in the big salaries and high positions attained by former pupils, our main concern is their manhood and womanhood as exemplified in whatever posi- tion — high or lowly, large or small salaried. It is by the manifestation of these most desir- able qualities that the student can reward his teacher best for any part the latter may have had in the shaping of his life, and it is the student ' s success based on them that will bring the teacher the most gratifying compensation for a life devoted to his professional duties. Henry Merz.

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Tne Teacner s Recompense JGAIN a chapter of the University ' s history closes, and with it a chapter of the student ' s and the teacher ' s hfe. As this particular chapter also A © closes, on my part, a quarter of a century ' s service in the University, fSJ I may be forgiven for finding myself in an introspective mood. To stand at one ' s post for so long a time and watch class after class graduate and join the ever increasing procession of the alumni brings on a feeling of sadness because those who have shared our daily labor for a number of years, and who during that time have grown into our affection — nay, have become part of our life — now leave us perhaps never to cross our path agam. But we must bear these separations bravely, for, after all, life is made up of this endless chain of friendships formed and broken. There rises, however, m the mmd of the teacher an even more disturbing feeling — the fear that in the busy work of daily lessons and the multitude of other duties he may ha e neglected, and often lost sight of, the most important part of his work, namely, to inspire the student with high ideals of life. Happy the teacher whose conscience, after years of service, is not burdened with the guilt of such omissions. Yet the teacher ' s reflections at the close of the academic year need not all be tinged with sadness, for there is also a bright side. Though he is forced every year to lose the pleasant association of many of his student friends his interest follows them to their new field of activity. As the interest of the farmer does not end with the planting of the seed but hopefully watches it grow into an abundant harvest, so the teacher ' s interest in the student on leaving the University does not cease but follows him out into life. There the teacher looks and hopes for an abundant harvest — a reward for his faithful work. What should that harvest be? The trend of education now is toward the vocational, accompanied by an urgent demand for better physical development. But few will disparage the desirability of ob- taining for the masses an early equipment to meet the more and more difficult problem of earning a living, and still less will anyone undervalue the necessity of physical training to obtain strong healthy bodies — the very foundation of a useful and happy life. There are many strong arguments in favor of a place for both of these demands in our system of education. On the other hand we must not overlook the fact that whatever is introduced

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ANNUAL BOARD John E. Anderson Editor-in-Chief Alice Downey .- ....- Associate Editor S. H. Knight Business Manager F. S. Sutphin ,.... - ...Advertising Manager DEPARTMENT EDITORS. Trace Foster... !.. Artists ...Marie Freeman Tech Davis Jokes... John Pierce Harry Rogers Athletics. C. Lynn Thompson Lucy Taylor Classes J. Francis Mc Bride Frank G. Swain. Music .Lewis Cook Margaret Arnold Literary.. Edith Hynds George Abbot Organizations Gerold Wichmann L Thayer Burgess .College Life Marjorie Garrett Lucille Wright... .Colleges... Oakley D. Overton Ross L. Bancroft .Military. Joseph Whitman Fred V. Skinner Society Gladys Corthell Lida Smith Assistants Elsie Lester