Weber State University - Acorn Yearbook (Ogden, UT)

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By Henry Sneddon presents a talk on the life of George Washington, the Catholic viewpoint on marriage and divorce is explained by a student, Margaret DeVine. In this way is built a feeling of helpfulness and co-operation between people of different creeds. The spirit of co-operation is fur- thered still more by friendly competi- tion in athletics, and the resultant pep rallies and devotional programs in the interest of athletics. I lere the student is taught to yell and sing in unison with his fellows. He forgets that he can’t carry a tune and at least tries to make a noise, McKinley is coming and Mai Poina and “Aloha Oe be- come his favorite songs. I hen the big day arrives. McKinley is here! The student is brought on friendly terms with these other Amer- icans who have travelled thousands of miles to play a game with his team. Harry Mau brings a letter of greet- ings from the student body of McKin- ley School, and its principal, Miles E. Carey. “Pop” Kendall, and Neil Blaisdell each express friendship for Weber and hope that athletic relations between the schools may be continued. Tommy Waddoupps. a former Me Kin- lev student, entertains with a song and tells of the feeling which he has for Neil Blaisdell, his old coach, the man whom he loves second only to one— his father. The teams lineup. Winona Love presents each Weber player with that symbol of true friendship, the lei. Then there is a moment of silence as the McKinley captain places on the shoulders of Joe Clapier, representa- tive of Weber, the Kehei-I lulu, a favor of the royalty, thus completing a sacred ceremony which has been ob- -23-

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KARMA CHADWICK IT is said that in college a student should “learn something about everything, and everything about something ’ At Weber the student may at least try to learn “everything about something” by majoring in one subject. I le is also given an oppor- tunity to “learn something about everything” by merely attending devo- tional. The student on first entering the de- votional hall receives an impression of peace and quiet. The soft lights, the thick carpets, rich draperies, and the paintings hanging on the walls blend to make a place of beauty. By meet- ing daily in this room the student learns to appreciate simplicity and taste in his surroundings. I'he prelude gives the inspiration of good music. Miss Chadwick, in her choice of selections, gives to the student the masterpieces of great musicians. As these become familiar to him, his lik- ing for good music develops. He is able to appreciate more fully the other musical selections which are brought to devotional for his enjoyment. Through prayer the student contacts with different creeds and ideas. He becomes more tolerant of other people's beliefs and their desire to worship God according to the dictates of their con- science. I le is even given the oppor- tunity, generally against his will, of standing before a group of people and expressing himself in prayer. Religious toleration is also shown in the devo- tional programs; Rev. Hyslop, Pastor of the Church of the Good Shepherd, -22-

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served for centuries in Hawaii. The Hawaiian team, led by Winona Love, sings. ‘‘What the Lei Said to Me. Song of the Is- lands and native se- lections. The linger- ing melody of Alo- ha Oc concludes the program. The stu- dent has learned to better understand his brothers of the Is- lands. As the echoes of .Mai Poina die away, the student begins singing Hail to Santa Rosa:” another school is coming for friendly competition. Superintendent Cross and Dean Baily come with the Santa Rosa team. They tell of Junior Colleges on the coast, thus giving the student an insight into the thoughts and problems of another section of his country. Then comes a let-down following the glamour of athletic competition. The Weber Bum is now a familiar char- acter. President Tracy smells an onion in the halls. The student must absorb a little more culture. There are sweeping investigations disclosing wild parties after games. Wild parties at which every one chewed gum and con- sumed at least one milk shake. The student is under a cloud. He must mend his ways. No more milk shakes and chewing gum. or he is on the road to ruin. At last the student sees the error of his conduct. He has his cords cleaned a trifle more often and limits his indulgence to lollypops instead of gum. He has come under the influence of devotional. With this improv- ment in the student's cultural ideals comes also educational de- v e 1 o p m e n t. The major groups furnish programs for devo- tional. The student is given an opportunity to tell others about the subjects he has been studying. The engineering department conducts a mystery act to illustrate common natural phenomena. The trials of being a teacher are told by the educational group. The Lnglish students present extemper- aneous speeches and essays dealing with many problems of modern life. Special programs are also brought to Weber from outside sources. Bur- dette Smith explains the practical side of taxation. He makes the student realize that although taxes may be as inevitable as death, they are not nearly so unpleasant, and that the average citizen gets a greater return for the money which he spends for taxes than from any other expenditure he makes. Through C. C. Sanford of the Lorest Service the student hears of forestry and its value, lie finds that trees which he had before considered only as so much wood or shade have a great deal to do with the water supply, tmiiTiou AT VERER IA11 -24-