Upsala College - Upsalite Yearbook (East Orange, NJ)

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speechless. Professor Trotta talks to us about stocks and bonds; Professor Rudberg about dangling participles. Free from classes we adjourn to Miss Car- mants domain. We set down our load of books and prepare to study, but alas C. Neu- man Degler has got there first! A political storm is raging across the library tables. Roosevelt vs. Willkie tboth before and after Nov. 5L Churchill vs. Hitler, Degler vs. Zelnick vs. Gibbons vs. Meredith. We retire to the sun room, the quiet room. Twenty- five students with twenty-five psychology books are circled about one table, frantically essaying to memorize fifty pages. Across the room thirty students with thirty biology books are attempting to memorize sixty pages. On the right side of the room some- one is shouting the functions of endocrine glands. Across the corridor from Miss Carmmfs little ground is Miss Skoknats domain. Here we come to surrender hard-earned savings Whok springing a quiz? tof our parentg reflecting mournfully on the wardrobes, spare meals, and used cars a hundred and sixty dollars could buy. But the bursar hands us a registration card Which entitles us to join in the discussion of frogs, rocks, and stocks. eno change 3:- Seventeen

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Professor Twardyk eagle eyes roam. Our eyes are fastened upon him. He is talking about rocks. For the moment our sole con- cern, our primary interest, the most mo- mentous problem in our lives is rocks. A bell rings, and instantly we scatter to the four Winds, forsaking Professor Twardy and the rocks. Soon our chief absorption is a recitation for Professor Reyna, or a speech for Professor Arnold, or a test from Pro- fessor H. S. Carlson, or a theme for Pro- fessor G. P. Carlson, or a cup of coffee at 322, or a train schedule. Meanwhile another class has straggled into the Geology class- room, Professor Twardy has cleared his throat, and another discourse on the subject of rocks has begun. Itis miraculous how many facts are crammed into our heads. We just swallow them up. It is spring, and we get awfully sleepy during the philosophy lecture. Anyway, who cares what Aristotle thought about ultimate realities? But then, Professor Nilson insists that we must have basic beliefs. And so we dutifully listen to what the stories have to offer, because we feel very much like them right now. Oh how we yearn to laze around the lawn for just one hour, even with a quiz following such enjoyment. But, here we are stuck with fascinating tid-bits of dialectics of methods of education. Bells serve only to break our inertia for five minutes so that we can gather enough strength to light a Bunsen burner or discern the main idea from uThe Ode to the West- wind by Shelley; all this while the delicious green of leaves is beckoning. We shouldnit be so lazy-we realize that! Sixtemz - frogs, rocks, and stocksu After all, knowledge has its compensations. And if we want to be honest about the matter, we have not much reason to kick. For everyone of us has time to lie on each lawn at least twice. As the close of the semester nears we at- tend classes more frequently, .partly because we are about to take the acid test, partly because we have accounted for all our cuts. Professor Arnold tells us about the election of 1892, what the platforms were, who the candidates were, what they called them- selves, what they called each other, what the convention and the electoral vote was, the majority, plurality. We sit captivated. Dr. Bostrom asks us all about the frog, its digestive system, circulatory system, res- piratory system, skeletal system. We are 1P2 I-w't' 12;: ., Aw ; .3...- L 1K. .t hum; wg-a wa ewv'vrw ???mme n?

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Perhaps in no human institution do we observe the progress of mankind so well as in that of the university or college. During the last five hundred years we wit- nessed how a medium of higher education has been changed from a school for theolo- gians, physicians, philosophers, and mathe- maticians into highly-developed and organ- ized mechanisms where, now, everything is taught from diatetics to broiling steaks. We need not question why this happened. It is apparent that, as men progressed and increased, the division of labor became more and more imperative. And so it happened that, in order to build a house, the appren- ticeship in a carpentershop is no longer necessary, whereas a specialized training in Eighteen theoretical calculations is of great importe ance. With each invention of mechanical use, new and more complicated training resulted. Today, then, when even the members of one faculty, let us say medicine, specialize, it seems very natural that all those who wish to attain gainful employment and social dis- tinction attend some such institution known as a college. Not only has it become necessary for the prospective employee to work for a degree, but the employer too has found it more or less justiiiable to demand a college educa- tion. Unfortunately, the cultural values have often been subordinated since economic cir- cumstances forced us to seek education in