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Page 23 text:
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1k TOWer I933 BURTON E. NELSON, President The Teacher and a Js[ew Era Oc fccAsiONAL emergencies in political and financial affairs impose marked changes upon the social and moral attitudes and beliefs of a people. Through such an era of change we are now passing. The cost of the great war of this generation has been but partially paid in lives and gold. A full settlement seems to demand a radical change in beliefs, ideals, and wants, not of our nation alone but of all nations the world around. All countries have become world conscious. All peoples have become neighbors. Nationalism, intense nationalism, may still exist. It may be desirable and laudable. But since the nations of the world are as near to each other today as the states of America were to each other a hundred years ago, the national ambi ' tions, egotisms, and desires must change or civilization must suffer. Any preaching or teaching of national hatreds is little less dangerous in times of peace than acts of treason when war rages. Such teaching, bred in hatreds, is treason when measured by reactions upon the nation itself. America ' s problems are not hers alone. Yet America must solve them alone — and to that task the college graduates of 1933 should dedicate their efforts. Education, selfishly attacked by powerful and privileged interests during these years of strain, must lead the way to saner social and political standards and to a better understanding between the several classes until they become merged into one great fellowship — the ideal of the centuries. You are enlisted to fight vigorously all reflections upon the value and importance of education. Dignify it and ennoble it in your own practices. Keep your work in tune with the times. Blaze new trails — follow not the old. They are encumbered and difficult. Train yourself to unhampered thought. So teach as to stimulate thought. Forget the prejudices of the fathers built upon the verbiage of grandfathers. The past is not sacred. The future alone holds hope. And to the shaping of the new day your best efforts are pledged. 4 19
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Page 24 text:
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tk Tower 1933 1 he unique advantage of home economics as a chosen major in a college is that its grouping of subject matter courses is such that this training may be utilized in a professional career in, or outside the home. Economically, home economics is a college education particularly well adapted to women, because home-making is still the ultimate responsibility of the mijority of American women. The wide selection of liberal arts courses, with the core subjects of English and science, give the home economics students an opportunity for a larger part of the general education found in all colleges. The sequence of courses in the professional field leads to certification for teaching, or to placement in other professional groups. Specialized courses in home economics are closely related to the social, physical, and biological courses of the liberal arts group, utilize the background of the general educational courses, and emphasize the problems of home and family life with a view of improving the quality of family living in our present social situation. It can be truly said of home economics trained college students at The Stout Institute today that they no longer go out into any of the professional fields, knowing only the technical arts of cooking and sewing, but that they are prepared also to recognize the problems of social living and should be able to make a generous contribution to life in any community. Ruth E. Michaels The School of Industrial Education at The Stout Institute offers a curriculum with a range and proportioning of oppor- tunities to give the individual a modern college development. In addition to this, the required courses, plus the properly grouped selections in the electives, give the graduates a prep- aration to meet the rather significant range of responsibil- ities in the activities of the modern industrial educator. These professional requirements may be identified in three groups. The industrial educator in the modern school must have the academic preparation expected of a modern university graduate; second, he must have the mechanical proficiency of the journeyman mechanic, and in some instances the foreman, and; third, he must have the social interpretive ability of the counsellor. A fine range of appropriate extra-curricular organi- zations supplement the curricular activities, and contribute to the well balanced social and professional progress of the stu- dents. The graduate is prepared for modern educational respon- sibility. His development in The Stout Institute prepares him to teach young people and adults, meeting their needs in modern changing conditions. It also prepares him for many types of situations in modern industry, if he so chooses. His work in science, mathematics, social science, English, educa- tion, physical education, and technical courses is designed in range, depth, and proportioning to prepare him for advantag- eous entry, participation and progress in the broad range of activities in our present civilization. Clyde A. Bowman »
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