Seniors hear Wescoe farewell
(Continued from page 6)
has meant for you greater opportunity for individuality, not less. If you have missed the human contacts you wanted, it is because you failed to seek them out. Those of you who wanted to know me achieved your purpose; you came, we talked, or you invited and I responded. The same opportunity was and shall continue to be between student and faculty.
In this year we developed, adopted, and had accepted by the Board of Regents a significant code relating to the governance of the University. We thought we were far ahead of other universities in that respect, and we were, but time was not on our side. That code now faces, in its infancy, a severe test. Faculty and students must quickly, perhaps more quickly than they wished, deal with the substance vital to the University. Substance is what is important, not preoccupation with procedures or politics; decisions reached by logic rather than by emotion, the acceptance of accountability along with responsibility. These are what are required. Disagreements must not be equated with attack, either implied or actual. At a time when the clamor is for a more prompt, a shorter reaction time, there can be no creation of a new bureauracy, sluggish in its reaction, consumed by rhetoric. If reason, cooperation, and responsiveness to situations cannot prevail, then the code will fail and cause its own abandonment.
The idealism of youth is constantly cheered; I cheer it and I commend you for yours. Neither defensively nor plaintively, let me point out, however, that youth has no monopoly on idealism. There are those of us, a great number, who chronologically (and regretfully) have passed the age when we could truly be called youthful, who possess that idealism in just as large measure, who have never yielded it, and, more, have fashioned some of into reality. That fashioning into reality came from the development of judgment that signifies maturity.
There hangs in my home a painting for which I have a great fondness. It was done by Streeter Blair, an alumnus of this University, noted as one of our great primitives in the field of painting. Primitives are admired in the field of art. That they are untrained or uneducated in the field detracts nothing from their creativity. Their paintings always show certain characteristics: the use of colors not representative of the actual, crudely drawn figures, a lack of shadow where shadow would be, an absence of perspective. There
Four faculty members receive $1,000 prizes
Four University of Kansas faculty were praised for the effectiveness of their teaching by Chancellor W. Clarke Wescoe in his report to alumni in the "State of the University." Each will receive a $1,000 prize.
Lee F. Young, assistant professor and newly appointed acting dean of the School of Journalism, was announced as the 1969 recipient of the $1,000 H. Bernard Fink award for outstanding classroom teaching. Mr. Fink, a Topeka businessman and alumnus, funds the prize.
Three $1,000 awards provided by the Standard Oil Company (Indiana) Foundation go to: Louis C. Burmeister, assistant professor of mechanical engineering; Roy E. Gridley, associate professor of English; and Mrs. Jeanne Stump, instructor of art history.
Jn. 10 KANSAN 7
1969
is, I believe, an analogy in that worth drawing now. If education gives anything to a man it is perspective: the ability to see things in context, not in isolation, the ability to put each thing in its proper place, the ability to analyze present facts in the light of past development and history. That now is what you add to the world—knowledge, skill, idealism, all tempered in perspective. You have the ability to see the shadows and recognize the reason for their being; you know that shading cannot be overlooked. You have, moreover, or should have, the capacity to paint the big picture, to see the whole landscape, complete with its infinite detail. Should you turn out to be a primitive you will have failed us all, and, worse, made your education, and society's investment in it, a mockery.
Your program indicates that my performance, which shortly will be terminated (I say that in the event you are becoming
worried), is not a speech but a farewell. Before I extend you the last good-bye let me thank you not only for the support but the kindness, and generally the affection you have shown me. You have given me and my family a mass of memories that will fill the remainder of our lives. Your warmth, letters, plaques of recognition, your serenades, go with us as a constant reminder that this is where our hearts will always be. We'll remember forever the night you called Mrs. Wescoe and me to the basketball court to honor us—and thousands stood and applauded. I'll remember with pleasure the careful dunking I received in the fountain, a going away recognition I had not anticipated. For all of that and for sharing your lives with us you have our gratitude.
I hope the University and I have not failed you. I have tried to know you as individuals. I have tried to help each one of you and to avoid a hurt to any
WELCOME
ALL
SUMMER
STUDENTS!
HOPE TO SERVE
YOU SOON!
LUM'S
of you. All of that I found relatively easy. Most of my days here have been happy ones because of you. There were moments of sorrow and sadness that will be forgotten.
As a younger man I read an essay by a great physician. I was struck by one of his statements—a statement of his philosophy that became a legacy from him to me. I hope you may remember me, whom you have known, with the same respect that I remember him, whom I
And now, fondly farewell—farewell to the University and farewell to you. Let us laugh as we say good-bye; let me give you one last song.
did not know. I have tried to achieve, and largely have, what he recommended: an equanimity that would enable me to bear success with humility, the affection of my friends and colleagues without pride and to be ready when the day of adversity came to meet it with the courage befitting a man.
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AMERICAN FILM INSTITUTE
CENTER FOR ADVANCED FILM STUDIES
APPLICATIONS NOW BEING ACCEPTED FOR SEPTEMBER 1969
For professionals in the early stages of their careers and the most promising graduates of university film programs,the center will provide an unique opportunity for individual development based on tutorial relationships with leading film makers.
Each year up to fifteen candidates will be accepted as Fellows of the Center for a two-year program; Ten Fellows to concentrate on direction and writing, two on cinematography and three on history and criticism. A filmmaking or research program will be designed for each Fellow. This will involve extensive screenings and study of classic and temporary films, and the production of a series of experiments, exercises and original film projects. For admission information, please write to:
AMERICAN FILM INSTITUTE CENTER FOR ADVANCED FILM STUDIES 501 DOHENY ROAD BEVERLY HILLS,CALIFORNIA 90210