Commencement 1973 audio
- Title
- Commencement 1973 audio
- Description
- 41:45
- Creator
- Dyer, James E.
- Date
- 1973
- Identifier
- ms52_23_1973Commencement_a
- Transcription
-
00;00;07;24 - 00;03;42;03
Speaker 1
But you and I.
00;03;42;09 - 00;04;35;09
Rev. Clare Ingham
Let us pray. Although our universal in desire and need. Who are beyond the reach of our highest thought. And yet within the heart of the lowliest. We pray they do come to us. And all the beauty of light and all the tenderness of love and all liberty of truth. And make thyself known to us. So grant that the experiences, insights and decisions which we came to have during our college years may have lasting and determining influence in our lives, in our days ahead, as depth to our lives that in this world full of tensions and confusion, we may build our lives on universal truth and understanding and height.
00;04;35;10 - 00;04;36;14
Rev. Clare Ingham
To our lives.
00;04;36;14 - 00;04;46;05
Rev. Clare Ingham
That in these days, when we are tempted to petty and petty and low loyalties, we may fix our eyes on great causes and bread.
00;04;46;05 - 00;04;47;18
Rev. Clare Ingham
To our lives that when so.
00;04;47;18 - 00;04;51;00
Rev. Clare Ingham
Many millions of people suffer the blight of injustice and.
00;04;51;00 - 00;04;51;23
Rev. Clare Ingham
Indignity.
00;04;52;15 - 00;05;18;27
Rev. Clare Ingham
We might see every man as our brother and perspective to our lives. That when it seems that truth is on the scaffold and wrong is on the throne, and our personal efforts are likely to be ineffective, we should lay hold upon the faith that effective and meaningful relationships and dedicated service should help to realize goodness and truth in the world.
00;05;19;27 - 00;05;27;19
Rev. Clare Ingham
And now we ask, by blessing upon those whom we would honor this day in this institution of higher education, we ought to.
00;05;27;19 - 00;05;28;28
Rev. Clare Ingham
Bless each student.
00;05;29;20 - 00;05;56;28
Rev. Clare Ingham
Each member of the faculty, each member of our college community. And we ask that our wits bless us and keep us, make thy face to shine upon us and be gracious unto us. And may the light of our eternal truth and goodness direct us in our tomorrows. We pray in the name of him. Who knows no boundaries to him, who is universal and.
00;05;56;28 - 00;07;04;09
Rev. Clare Ingham
Eternal and for my more formal remarks, I would like to indicate to you that the fact that you're sitting where you are presently sitting came as a momentous decision at a during a rainstorm at 8:00 this morning. So let me assure you, we have faith and the faculty, staff and the students join me in welcoming to this our 70th commencement.
00;07;04;26 - 00;07;34;00
Ruth Haas
Our distinguished guests, parents and friends of the graduates and friends of the college. We are especially happy today to welcome our Mayor, Mr. Gino, our country members of the Board of Trustees, Mr. Dyer, Mr. Gurney, Mr. McCraven and Mr. Martinez and Dr. James Frost, the Executive Secretary of our Board of Trustees. Dr. Frost is new man with us this year.
00;07;34;16 - 00;08;01;03
Ruth Haas
He comes with a fine background and we are delighted to have him with us and appreciate his taking the time to come today. As with all the other gentlemen, all of these people have dedicated themselves to the cause of higher education in the state of Connecticut and spend no end of time and are there planning for us and with us.
00;08;02;26 - 00;08;13;18
Ruth Haas
I wish to express our sincere appreciation to the parents, husbands, wives and friends of the graduates for their interest and cooperation throughout the years.
00;08;15;18 - 00;08;49;15
Ruth Haas
To you, our graduates, I always feel that this is a very sad moment for us who are left behind. You have your future ahead of you. And today is the day at which you know the great feeling of having a real sense of pride in yourself. And you should have you have earned your degree, whereas four years ago you were beginning a new life.
00;08;49;25 - 00;09;15;01
Ruth Haas
So now after your graduation, you will be entering another phase of your life. It is our sincere hope that you feel you have gained the knowledge and the skills to make a very successful person. It is also our hope that you have developed as individuals so that you will live happy and worthwhile lives. Our very, very best wishes go with you.
00;09;16;00 - 00;09;46;01
Ruth Haas
I personally would say that I have a particular feeling of pride for this class because you have been unique in your contributions to the college. We are going to miss you very much because you have done so much for the college. We are very happy to have today Dr. Frank Degnan of the Commission on Higher Education that he's going to bring greetings from the commission as well as from Governor Michigan.
00;09;46;24 - 00;10;08;07
Ruth Haas
Dr. Degnan has been on our campus many times and on one previous occasion brought greetings to us. He is a true friend of higher education and he knows and serves the colleges very well. I'm very happy to welcome you, Frank.
00;10;08;12 - 00;10;43;11
Francis J. Degnan
Dr. Haas, honored guests. It's a warm, personal pleasure for me to come to Western graciousness for President has a friendly faculty and particularly to bring greetings from Hartford to the graduates, their mothers and fathers and friends. I have a letter. Head of Executive Chambers asked for an address to the graduates of Western Connecticut State College, May 27, 1973.
00;10;44;13 - 00;11;06;00
Francis J. Degnan
I am sorry that I have known it, that I am unable to be with you for the commencement ceremonies today. This is indeed an important day in the lives of all of those who are graduating. Graduation is a turning point in one's life because it recognizes the many hours of devoted work which one is done in obtaining an education?
00;11;06;27 - 00;11;31;28
Francis J. Degnan
I believe the graduation clearly symbolizes the fact that one's education never ceases and our day to day lives, all of us learn and we continue to learn throughout our lives. May I take this opportunity on behalf of all the people of the state of Connecticut to extend to you my sincere congratulate, congratulations and best wishes for the future.
00;11;32;15 - 00;12;08;29
Francis J. Degnan
Signed Tom Meskill. Governor. I should. It's also a pleasure to me to bring greetings from Donald McGann and Chairman and Warren Hill, Chancellor of the Commission for Higher Education. As you leave the Western, you leave a system in which the problems we are confronted with are different from the problems we faced in the sixties. The present financial difficulty in Connecticut may well, may well be the least of these difficulties.
00;12;10;00 - 00;12;40;09
Francis J. Degnan
However, there is a constant, it seems, in the higher educational process, a substance which does not change, and that substances that all men by nature are activated by the desire for knowledge, knowledge of themselves and of their environment. As each of you leaves Western to pursue his personal definition of a good life, be not unaware of the learning acquired here from the Commission.
00;12;40;20 - 00;12;58;09
Francis J. Degnan
Our heartiest congratulations and best of luck. Thank you.
00;12;58;24 - 00;13;31;06
Ruth Haas
I feel that I am in a very unique position today, one in which not any other state college president has ever been in. Nor have I ever been in. I can introduce our next speaker who will bring greetings from the Board of Trustees for State Colleges. As one of our boys to the Board of Trustees, which Mr. Dyer is a member, gives the state colleges great leadership.
00;13;31;17 - 00;13;58;27
Ruth Haas
Excellent leadership. They are vitally interested in our activities and our welfare. Mr. Dyer, while serving as a member of the Board of Trustees, has been very faithful in communicating to the entire board the feelings of this campus and the other state college campuses. We are very, very happy. I personally am to have the privilege of introducing to you our own Jim Dyer.
00;14;02;17 - 00;14;32;07
James Dyer
Thank you. I want to thank the West Coast Space and Environmental Center for the Weather. Dr. Haas, fellow members of the Board of Trustees, Mr. Degnan, Dr. Delaney and our guests. Friends of the graduates and graduates. I bring you the best wishes and greetings to the Board of trustees for the Connecticut State Colleges. There have been a few occasions when I have been able to speak for the entire board, and I am privileged today to be able to do so.
00;14;32;22 - 00;15;03;28
James Dyer
I am confident that I am correct when I say to you that all the trustees take great satisfaction in recognizing your success, in attaining a personal goal. I believe to that I am correct when I say that each trustee extends congratulations to not only each graduate, but your parents as well. You are graduating in difficult times. We live in an era where there is great reassessment of personal goals, of political goals, of human goals and philosophical goals.
00;15;04;28 - 00;15;28;29
James Dyer
We are in an era that both prosperity as well as very high unemployment and inflation for many of you. As for myself, the future is blurred. The vision of our dreams is not yet within reach. And it may never be. To live in difficult times, though, is to live in challenging times. There is much that can be done.
00;15;29;16 - 00;15;53;06
James Dyer
There is much you can do. There is much that we can do together. And one of the things that I would implore everyone here to do is not to forget that this college, simply because we have reached another commencement, you who have benefited from public education, are obligated to ensure that public education is maintained so that others may benefit.
00;15;54;00 - 00;16;18;22
James Dyer
This college faces a very critical period, and it needs you now more than it ever has. Those of us who have fought to maintain quality education in the face of strong opposition, now I appeal to you to maintain quality education and an education at the lowest possible cost in order to ensure that public colleges remain available to the public.
00;16;19;21 - 00;16;47;24
James Dyer
This is my challenge to each of you build your own lives, but be aware of other people's lives and needs as well as your own, and do not forget that someone somewhere many years ago cared enough about you to build this college. So this is the last official act that I will perform at WestConn and my last opportunity to speak to you.
00;16;47;24 - 00;17;09;14
James Dyer
I could not speak at my alma mater and not inject a personal note. So I hope that you will bear with me for just a few moments. Each of us entered a new life together four years ago, you as freshmen and me as a member of the Board of Trustees. We have crossed many roads together, done many things together.
00;17;10;12 - 00;17;39;01
James Dyer
Sometimes we supported each other, and sometimes we didn't. But I like to believe that we always respected one another. Today we are again entering new lives. You are graduating at my current term on the board of trustees is coming to an end. This time, however, we will not be together or with this commencement. We part to go on and mold individual lives and futures.
00;17;40;17 - 00;18;04;27
James Dyer
Parting is difficult and there are many things that should be said but will not be shared. I must, however, publicly thank several people who have shared my trusteeship with me, supported it, and most of all became my friends. Among the student body, are many friends, but several of whom have assisted me with tremendous devotion and loyalty. Thank you.
00;18;04;28 - 00;18;34;29
James Dyer
Mary Beth Morrison, Koski. Thank you, Margo. God, Lucy, Wendy Collins. Paul and Rich. Carolyn, Sue O'Brien and Ted Rebel Koski. Bobby Among the faculty, there are many friends, but there is one who for five semesters guided me, encouraged me and supported me as well as put up with me. Thank you, Dr. Roman. Among the administration, there are many friends, but one who has always found time for me, even when we were disagreeing.
00;18;35;14 - 00;19;00;26
James Dyer
Thank you, Dr. Haas. And I would be remiss if I failed to say thank you to my mother and father for sharing their son with the state of Connecticut. And certainly, I must say thank you to my fiancee, Jeanie, for encouragement when our position looked overwhelming. I hope that each of you will succeed beyond your best dreams in your careers, and that most importantly, you will all find what man seems to be eternally searching for.
00;19;01;16 - 00;19;26;03
James Dyer
Peace, happiness and love. Yesterday can be found in our memories. Tomorrow will be found in our dreams. And there are no barriers to those dreams other than our responsibility to one another as human beings and as we strive to mold our lives and our futures. Let us learn from the children who will follow us. Let us seek knowledge from their wisdom as we seek our future.
00;19;27;08 - 00;19;54;16
James Dyer
Remain constantly aware of the simplicity of youth and most of all, the sincerity and honesty of it. Seek to capture the mystique of youth. And in doing so, possibly we can find some insight in the following words, which I have chosen to close speeches on many occasions around the state with written by the Moody Blues. When the White Eagle of the North is flying overhead, the browns, reds and golds of Autumn Lion Gutter dead.
00;19;55;15 - 00;20;26;09
James Dyer
Remember then that summer birds with wings of fire flame came to witness Spring's new hope. Born of leaves, decaying just as new life will come from death. Love will come at leisure. Love, love, love, love of life. And giving without measure gives in return a wondrous yearn of a promise almost seen live hand in hand and together will stand on the threshold of a dream.
00;20;26;20 - 00;20;35;25
James Dyer
Thank you very much.
00;20;40;08 - 00;21;06;22
Ruth Haas
thank you very, very much. I am pleased to present to you Miss Margot Godlewski president of the Senior Class, who will bring greetings to us and a few remarks from her class. Margot is not only president of her class, she's a fine student and she's been an outstanding leader. The class has made a wonderful contribution to the life of the college.
00;21;07;16 - 00;21;08;12
Ruth Haas
And I know.
00;21;09;14 - 00;21;10;02
Ruth Haas
Margot.
00;21;10;18 - 00;21;12;10
Ruth Haas
Has had a great deal to do with that.
00;21;12;20 - 00;21;22;17
Ruth Haas
Margot.
00;21;22;28 - 00;21;44;29
Margo Godlewski
President Haas, members of the Board of Trustees, honored guests, friends and graduates. Since I am president of your class, the privilege of speaking a few words of reflection to each of you has been granted to make a commencement marks a beginning as well as an ending as anything that marks the high point in our lives there. There's both happiness and sadness.
00;21;45;24 - 00;22;09;28
Margo Godlewski
We have enjoyed each other for four years, and now we must each move on from this college, hopefully a better individual than when we entered. Hopefully we have gained and hopefully we will contribute to our society in a productive manner as we pass. Let us remember the theme of Spring Weekend 1972, and let us remember the wisdom of children as we build our lives.
00;22;11;08 - 00;22;40;25
Margo Godlewski
I cannot stand here and not offer some words of gratitude and appreciation to this college. There are many people to whom we could offer thanks, but there is one person who must publicly be acknowledged, and that is Dr. Haas. As we pass through four years of college, Dr. Haas always been there to guide us. I am sure that I represent the vast majority and at the very least those who have bothered to approach Dr. Haas on a professional as well as a personal basis.
00;22;41;03 - 00;23;00;15
Margo Godlewski
But I extend to her our gratitude on the state level. I would like to offer my thanks to Jim Dyer as a student and member of the Board of Trustees. He has seen us through many difficult times. Jim's efforts in bringing the board of trustees, students and for state colleges together should not go without recognition at this time.
00;23;01;08 - 00;23;14;25
Margo Godlewski
I wish each of you much success, and I hope that some of us will work together again someday. Thank you.
00;23;15;28 - 00;23;20;07
Ruth Haas
Thank you so.
00;23;20;26 - 00;23;45;29
Ruth Haas
Dr. Harold Delaney, our speaker of the day, comes to us from the University of North Carolina, where he is vice president. Lest you believe he is not acquainted with New England, let me assure you that he attended high school in Massachusetts and Rhode Island. So he is almost a native. He then continued his studies and earned his advanced degrees at Howard University.
00;23;47;05 - 00;24;21;04
Ruth Haas
Dr. Delaney served as acting university chancellor and associate university dean for university colleges in New York State. Not only is he an educator, but he is a fine scientist. He was a research scientist chemist for the DuPont Company before entering the field of education. I could go on and on with his many affiliations and his many achievements. But to say he is a scholar and administrator and a fine gentlemen, I believe correctly introduces him to you.
00;24;21;21 - 00;24;33;13
Ruth Haas
We are very proud and very happy to have you with us today. Dr. Delaney.
00;24;35;00 - 00;25;12;02
Harold Delaney
Thank you very much, President Haas. Members of the board of a distinguished guests, parents, relatives and friends of this distinguished class. It is a pleasure for me to be here at Western Connecticut State for the second time within in the space of two or three months. I am very flattered by the opportunity to be with you today. And of course, I know you as I are somewhat disappointed that you must listen to another lecture.
00;25;12;02 - 00;25;35;07
Harold Delaney
Yet I suppose there will be a day in which commencement addresses will no longer begin when you attempt, however, a former classroom instructor with the chance to talk once more when he is not doing that as regularly, it's it's a temptation to which I find it very difficult not to yield.
00;25;37;08 - 00;26;02;24
Harold Delaney
I am reminded of the story in which I, a medical professor, was teaching a group of students about the various kinds of emergencies that they might anticipate after they began their practice. And the one time he was using as an illustration of a situation in which a patient enters the emergency room with a coin lodged in his throat.
00;26;02;24 - 00;26;22;24
Harold Delaney
And the professor then asked to look to one of his young medical students and said, Now, what would you do under those circumstances? And the student responded immediately, what I call the medicine. And the physician said, Well, I don't think this would be that serious. It would not yet be time to administer the last rites. And the student said, Well, that's not what I meant.
00;26;23;21 - 00;26;57;24
Harold Delaney
It's simply that preachers can get money out of anybody. It is a very easy thing, I think, to get a commencement talk from an old faculty member. I will not hold you long. I would like to talk with you, however, about some aspects of the what I consider to be the unfinished business of education. Those of you who are being graduated here and elsewhere around the country today really represents a combination of what has been a very great experiment.
00;26;59;24 - 00;27;28;22
Harold Delaney
The experiment began with the commitment of this country to free public schools. The commitment then being extended to the secondary level around the turn of the century and the eventual waiting and the exponential growth of enrollments in our colleges and universities during the sixties. The hypothesis underlying the experiment was that the survival and the quality of democracy depended upon the availability of universal opportunity for every level of education.
00;27;30;03 - 00;28;05;15
Harold Delaney
Although there are those who would argue that the concept of universal opportunity is an invalid one, I believe the charge of invalidity is based upon a basic misunderstanding of the word opportunity, at least in the sense. Many have interpreted the word opportunity to mean a loss of options for the individual who received the opportunity. That is to say that a person who was provided with an opportunity to pursue his goals of a medium of formal education may subsequently discover that this was not the route.
00;28;06;10 - 00;28;46;05
Harold Delaney
And as a consequence, many people have interpreted this to mean that the individual no longer had options available. The important element overlooked frequently by this interpretation misinterpretation is the fundamental notion inherited a democracy that an individual must not be impeded by artificial barriers to having access to those avenues that lead towards his or her self-fulfillment. I am convinced that historical perspective will show overwhelming evidence and support of the notion that this grand experiment has led to a very long chain of successful events.
00;28;47;10 - 00;29;29;03
Harold Delaney
Among these, of course, are the reduction of ignorance and an associated increase of freedom. The written record speaks clearly of the detrimental and sometimes tragic consequences evolving from ignorance and the accompanying superstitions about nature. What is perhaps equally important is the fact that we have a better and sounder awareness of the vastness of our remaining ignorance. This is so because we are no longer required to resort to superstitious incantations to explain our ignorance, but to recognize that we have a responsibility to reduce it as rapidly as we can.
00;29;30;13 - 00;29;58;04
Harold Delaney
Another major outcome of the Great Experiment has been the fact that the art of literal survival is much less arduous. For example, very few of us must now be directly concerned with the act of production of the essentials of food, shelter and clothing. Indeed, those who spend their productive lives in these areas find that the backbreaking chores of yesteryear are largely handled by machines.
00;29;59;24 - 00;30;39;18
Harold Delaney
In addition, the rate of medical progress has been so rapid that the scourges of the past are being eliminated. Thus, it is that most of you who are being graduated today are members of the first generation of young people who fall for the threat of infantile paralysis became almost non-existent. Although there are tragic reminders of the violent outcomes resulting from suspicions of those born in foreign lands or with different cultures, the art of communication has developed to the point where we have an immense potential to see and to hear and to know about more people.
00;30;40;07 - 00;31;06;02
Harold Delaney
And ever diminishing time spans such potential for hearing and for knowing is both an outcome and an integral part of this magnificent experiment in education. Whether we view this experiment as a striving for an ideal, or whether we view it purely from the perspective which is characteristic of any experiment, we know that much is yet to be done and much has been left unfinished.
00;31;07;05 - 00;31;26;13
Harold Delaney
Time will not permit, of course, to engage in a full discourse of all the aspects of the unfinished business of education. But I should like to dwell primarily on two issues to which you will have a responsibility for directing your serious attention. The first issue deals with the question of the inadequacies of the classical approaches to higher education.
00;31;27;10 - 00;31;58;11
Harold Delaney
When it became confronted with universal opportunity, approached adopted by this country, the first inadequacy emanates from the fact that the content and structure of our general liberal education were based largely, if not entirely, on the intellectual elitism and culture of Western Europe. A concomitant of this was the process of admitting only those students who demonstrated that they possessed a very narrow set of characteristics.
00;31;59;15 - 00;32;39;12
Harold Delaney
For a long time, this practice appeared to be satisfactory because it was built upon a pattern of a kind of self-fulfilling prophecy. It's an adequacy and weakness became increasingly apparent as the enrollments and the unavoidable diversity of students increased. Why do I say that the practice has been demonstrated to be inadequate? The reason is that recent studies have shown that what we have done is to be successful in developing the talent for making satisfactory scholastic grades, which talent is not, but one that is needed in the real world outside the classroom.
00;32;40;27 - 00;33;05;08
Harold Delaney
Indeed, even more recent studies have suggested that we have gone so far as actually to deny admission to colleges those students having precisely the talents most needed by society and who could be immensely assisted in the development of those talents by providing them with the academic experiences that our colleges have to offer.
00;33;07;11 - 00;33;31;23
Harold Delaney
The essence of the challenge, as suggested by the following quotation from Bertrand Russell, is the impact of science on society and a good social system. Every man will be at once a hero, a common man, and a cog to the greatest possible extent. Though if he is any one of these in an exceptional degree, his other two roles may be diminished.
00;33;32;27 - 00;33;59;15
Harold Delaney
A hero, a man should have the opportunity of initiative qua common man. He should have security and he should be useful. A nation cannot achieve excellence by any one of these alone. Although formalized education is not the only process by which an individual might become hero, common man and cog, it is perhaps, at this point in history, the most important.
00;34;01;12 - 00;34;37;00
Harold Delaney
Thus, our technological society imposes on us an urgent incumbency to develop and promulgate educational processes that fashion pathways to security and usefulness, while at the same time liberating the mind into sponsorship of initiative and creativity. The other item of unfinished business I placed before you at this time is humanism. Indeed, whatever else may remain on the agenda, this one is perhaps the most important and demanding of our immediate and continuous education.
00;34;38;12 - 00;35;11;01
Harold Delaney
The challenge before us is inherent in the special responsibility to use the fruits of our academic efforts, as well as the assembled and diverse talents that support those efforts as sources of newer understanding and profound knowledge and more effective actions to counter veiled against the forces of anti humanism and humanistic forces must be recognized. And there are many forms such as in sensitive secularism and oppressive clericalism.
00;35;12;09 - 00;36;03;23
Harold Delaney
Socioeconomic racism and exploitative sexism or Orwellian nationalism and Napoleonic individualism. Anti humanism appears to and what the late Dr. Ulysses G. Lee, a very dear friend and colleague, described as our rhetoric of rejection, such as wild as Indians, chewing him down, or the inane Confucius say jokes. Anti humanism is seen and intellectuality that lacks commitment. This form of anti humanism was eloquently described by John Coughlin, the editor of the Center magazine and published by the Center for the Study of Democratic Institutions.
00;36;04;07 - 00;36;37;00
Harold Delaney
Democracy is in decay when the intelligence, good sense and decency of the average citizen are mistrusted. One of the basic commitment is not at all to persons, but solely to abstract ideals, principles and propositions. Living in a democracy can turn out to be a hellish ordeal, as it apparently is to the extremists left or right who approve its political forms as abstractions, but reject the people for whom the forms exist.
00;36;38;02 - 00;37;02;16
Harold Delaney
Living is a democracy for such persons. Living in a democracy for such persons can become something like the fate of a man who loves the family and a home life, but is seconds to living with a wife who hates and children he detests. These, for this time, at any rate, are the two major items of unfinished business for education.
00;37;03;24 - 00;37;44;29
Harold Delaney
First, we absolutely must find more effective ways to make higher education in a technological society respond to the needs of individuals to be useful while having a sense of security and at the same time having their minds liberated into a sponsorship of initiative and creativity. The second is that we absolutely must make use of the special benefits that we have derived from education to serve as the reservoir from which we can draw countervailing forces to anti humanism or although we cannot engage in the more detailed discussion that each of these problems demands at this time.
00;37;46;05 - 00;38;18;14
Harold Delaney
I urge you in the future to cooperate with your alma mater whenever it requests from you in the months and years ahead. Responses to questions which will assist them in meeting the educational demands of the time. In any event, I beg of you not to fall into the trap of allowing your sense of nostalgia for the past, to dissolve, to delude you into believing that if certain things work for you, they will also work for future generations of college students.
00;38;19;28 - 00;38;50;13
Harold Delaney
But beyond all that, I am confident that even at this moment, there are many of you who have certain comprehension that will permit you to make appropriate and helpful suggestions for improving the educational process that you experience. Each of us is immersed in the constant against anti humanism. Each of us must continuously try to use our talents in a way that fall on the side of humanism.
00;38;51;02 - 00;39;13;23
Harold Delaney
How we do this may be as varied as we are as we are as individuals. For some of us, it may be sufficient to promise, along with eternal Saint Vincent Millay that I shall die. But that is all that I shall do for death. Some of us will respond to the call of a prophet. Micah. You have been shown the old man.
00;39;13;23 - 00;39;47;07
Harold Delaney
What is good? What does the Lord require of you but to do justice? To love mercy, and to walk humbly in the sight of your God? There will be those of us who will hear with special sensitivity the scientists prayer and Sinclair. Lewis Lewis's Arrowsmith. God give me unclouded eyes and freedom from haste. God, give me a quiet and relentless anger against all pretense and all pretentious work and all work left slack and unfinished.
00;39;48;24 - 00;40;19;25
Harold Delaney
God, give me a restlessness whereby I may neither sleep nor accept praise until my observed results equal my calculated results or in pious the way I discover and assault my errant God to give me the strength never to trust to God. Perhaps there are others of us who will respond to the words of James Weldon Johnson, which have had special meaning for black Americans throughout most of the century.
00;40;20;29 - 00;40;48;13
Harold Delaney
Perhaps we shall respond to the challenge of his challenge. Lift every voice and sing to our son. Heaven ring, ring with the harmony of liberty. As you leave this place today with the sounds of our commendations fresh in your ears. We ask each of you to commit ourselves to reducing the magnitude, the unfinished business of education. Thank you and congratulations.
00;40;53;16 - 00;41;03;22
Speaker 4
00;41;04;01 - 00;41;33;17
Speaker 5
And. And the patterns. There are great variety of colors all up to 12 feet wide, which means no scenes in most rooms. Be sure to ask for foam. Craft the floor that feels great and is no lack thing. Right? Mark Henry. Here comes your husband. Work shoes and he's drunk again. See that steam brothers floor covering 1128 and Burton Avenue, West Hartford or.
00;41;33;22 - 00;41;37;05
Speaker 5
Can top top. - Abstract
- Includes Jim Dyer, Ruth Haas, Frances Degnan, Margot Godlewski, and Harold Delaney.
- Item sets
- James E. Dyer Papers, MS052
- Other Media
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ms52_23_1973Commencement_a.mp3
Dyer, James E. 1972. “Commencement 1973 Audio”. Presented at the, Digital Archival Objects at WestConn, accessed June 8, 2026, https://archives.library.wcsu.edu/omeka-s/s/digital/item/17946