Yale University - Banner / Pot Pourri Yearbook (New Haven, CT)

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Back Row: Barnet, Alter, Hall, Spiegel, Stillman, Roth, Glover, Todd. Front Row: Flynn, Orr, Holden, Bundy, Grayson, Howe, Ballard. p Yale University Budget Drive HE nineteenth annual Budget Drive was held in the second week of the college year. Some 170 undergraduates worked each evening until only two undergraduates remained un- seen. In the graduate schools also committees of students were at work. These campaigns, to- gether with the generous contributions of the faculty, put the drive safely over its goal of fi522,000. Thus with a minimum of effort and a maximum of cooperation from the whole body of students and teachers, Yale was able to fulfill in some measure her obligations to charity. The money collected was distributed as fol- lows: S8700 went to Dwight Hall, the under- graduate 'Christian Association, 36000 went to the Yale Hope Mission, which exists for the shelter and remaking of transients in New Haven, 5154000 went to Yale-in-China, whose work, educational and medical, has been made more important than ever by the war in the Far East, 31200 went to the New Haven Com- munity Chest, 3500 to the New Haven Boy's Club Camp, and S400 to the Grenfell Associa- tion. About 3800 went for expenses, and the remainder was held against Hcontingenciesu. For the first time in years the approximate allocations of the Budget funds were released during the Drive. They were not actively pub- licized, however, and after the drive the Budget Committee was attacked for evasion and con- cealment, and Dwight Hall was attacked. for receiving too much money. Evasion was the furthest thing from the committeels intention, and as soon as the alloc-ations were definitely made, they were duly announced. The question of Dwight Hall, whose work appeared to have been strangely misunderstood and little studied by some of those who complained, was referred to a new budget committee, enlarged to include a thoroughly representative group of undergrad- uates. This committee will have complete con- trol over all the Budget's affairs, and its conclu- sions on Dwight Hall and other matters will determine the complexion of future drives.

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l Back Row: Gordon, Camp, Dellenback, Welles, Hauser, Finch, Pease, Givan, Horton, Glover, Holden, Eisenberg, R. H. Clark, Thompson. Third Row: Vinton, Galliher, Caplan, Hellmuth, Schiller, Pogorzelski, Merriell, Lavery, Weissman, MacSporran, Dahl, Edlin, Proctor. Second Row: J. S. Smith, Borden, Boardman, Cummings, Van Slyck, Batten, Hought- eling, Williams, Benson, Brewster, Mackenzie, Brueckel, Duncan, H. M. Clark. Front Row: Furniss, Ryan, Madden, Spiegel, Schmechel, Alter, Bundy, Ewing, Lanman. Phi Beta Kappa The Higher Learning in America in 1940 RGING that philosophical studies must be central in a college curriculum, President Robert Maynard Hutchins of the University of Chicago, called on members ofthe Yale Chapter of Phi Beta Kappa, at the annual banquet on February 26, to renounce the triviality, voca- tionalism, obsolescent information, and the chaotic elective system which characterize high- er education in America. That metaphysics is basic in science, ethics, and politics, and hence should be recognized in the field of education was the theme of the argu- ment advanced by President Hutchins. I am interested in education, in morals, in intellect, and in metaphysics, President Hutch- ins declared. Hl even go so far as to hold that there is a necessary relation among all these things. I am willing to assert that without one We cannot have the others and without the others we cannot have the one with which all of us here are concerned, namely, educationf' Our problems, President Hutchins argued, are moral, intellectual, and spiritual, and will not be resolved by technical skill or scientific data, but rather, by wisdom and goodness. Wisdom and goodness, continued Mr. Hutch- ins, 'care the aims of higher education. How can it be otherwise? How can we consider man's destiny unless we ask what he is? How can we talk about preparing men for life unless we ask what the end of life may be? At the base of edu- cation, as at the base of every human activity, lies metaphysics. Metaphysics plays a double part in higher education, insisted President Hutchins. By way of their metaphysics, educators determine what education they shall offer. By way of metaphysics, their students must lay the founda- tions of their moral, intellectual, and spiritual life. By way of metaphysics, I arrive at the con- clusion that the aim of education is wisdom and goodness and that studies which do not bring us closer to this goal have no place in a university. By way of metaphysics, students, on their part, may recover a rational View of the universe and of their role in it.