BETTER PUBLIC CONTACTS
To this end may we suggest the following:

1. Definite ond persistent departmental
effort to make contacts with prospective
employers and to place graduates with
them,

2. Contacts with high school teachers,
It would be to the advantage of the
University if the staff of each College
department would become as thoroughly
acquainted as possible with high school
teachers in the same field. This might
be done through personal correspondence,
attendance at the meetings of and member-
ship in the Kansas State Teachers
Association, and through conferences held
at the University.

3. A number of College departments could
do a very fine thing, not only in estab-
lishing better contacts with high school
teachers and students, but in giving
educational leadcrship to the high schools
in the field of their subject matter, by
conducting short conferences at the
University, to which high school teachers
and interested students could be invited.
Such a conference was tried by the
Chemistry Department on April 30.
this were invited the high school
chemistry teachers and from one to four
of their outstanding students, It was
felt that an attendance of a hundred
would have been very gratifying, but to
our surprise, well over 200 people came
in from all over the state, and they
seemed to enjoy the day thoroughly.

We are sure that similar conferences
would be very worthwhile.

To

4. As long as we have a radio station,
it is our feeling that many more of the
College departments could make a very
fine use of it. So far it has been

used much more by the departments in
Division I, namely, the languages and
literatures, than by the others, We are
very sure that intensely interesting and
at the same time instructive programs
could be given over the radio by the
departments in the social science and
physical science divisions.

TEN THOUSAND HOURS

"Never, I suppose, since Cain and Abel
went to school at their mother's knee-=or
across it--have so many people had so much
to say on the subject of education,,.We
are possessed with a passion for educa-
tional reconstruction--for ripping up

pavement which has just been laid,

for wrecking, nailing, riveting,
planning new schemes and courses to
replace others which have not had time
to prove their worth, Naturally, this
agitation is disturbing to an honest
teacher who knows how to do his work
and only wishes to get at it...

"Now I make no claim to knowledge of
what is generally understood today by
Education. Much that I have overheard
in discussions of the subject seemed
obvious or not helpful to me in the
practice of my craft,..I have entered
upon each of the ten thousand or so
hours I have taught with the bright
hope that,..1 should in this hour reach
my high to date in breaking down the
barriers between the student and the
abounding store of humanism with which
English literature is charged...Such
experience in its modest way comes near
to being creative...For the teacher is,
or should be, the artist, whatever
subject he teaches, however 'factual't
it may be. His material is an immature
human being, plastic, with possibilities
of being wrought into something more
human, most human...

"Our first constant is the student. A
group of young men appears before me

for the first time to be instructed,

I look them over=—with more inward
concern and excitement than they could
ever suspect.,.I must conceive these
students as living souls, among whom

I can explore for that which is
exceptional in its own way, for that
which unawares is waiting for reinforee—
ment and training..,that I may try

to fashion out of it a work of the
teacher's art--a sensitive, useful,
reliable, enlightened agent of humanism '
to the generation in which he is to
live.,."-=Professor Charles G. Osgood,
Princeton,

AU REVOIR!

find again all of us in the College
Office thank all of you for all your
help and for the privilege of working
with you through another school year,
May your summer vacation te the best
ever !