"It Is Our Task . . . "
Francis R. Drury Jr., in Valedictory to the College, Pledges Graduates to Uphold Thesis of Democracy
IT WAS ONLY a few short years ago that the classes now graduating entered Dartmouth College as freshmenyears, I might add, that have passed all too quickly. At that time we were newly graduated from high school, and were enthusiastic about entering a new type of life—American college life, or, more specifically, Dartmouth College life. We looked forward to four wonderful years, in the course of which we would attain great rewards and during which we would be fully prepared for the future. We were uncertain as to just what it was we meant to attain through Dartmouth, but that question seemed a small matter as we would certainly be shown its answer during four years of academic association. After all, pointing out the correct pathway through life was one of the functions of a college education.
Thus, although we didn't know just what lasting values or useful knowledge college would furnish us, we nevertheless felt that, in some mysterious way, life would be shown to us, our questions would be answered, and our niche in existence automatically pointed out. It was to be almost like stepping into a mold, the rough edges merely to be smoothed, in order, after four years at Dartmouth, to emerge a prepared, polished, and educated man.
Dartmouth soon proved to us, however, that there is more to a liberal arts education than the mere acquisition of a mass of factual knowledge. We were soon brought to the realization that these facts were of utter uselessness unless we could find some way to utilize them, some way to put them to use wherein not only we would benefit, but wherein others would also be aided in the attainment of a fuller life. In other words, we were shown that facts are of no use unless put into practice. In addition, and still more important, we came to realize that to put them into practice, one must have a set of ideals by which to be guided in their employ. What ideals for modern man, then, became a question of great intensity for many of us.
And Dartmouth College, its environment, its faculty, and its administration furnished us unceasing aid in our attempt to formulate our own individual programs of personal ideals—programs in line with our own consciences. Each of us was furnished with the opportunity to obtain a broad intellectual and practical background on which to build our ideals, furnished with sympathetic and sincere counsel by our professors from which we could discern error in our judgments and overcome obstructions in the roads we were individually attempting to follow.
Thus, the true function of our liberal arts education here at Dartmouth was gradually brought home to us. We were here to learn to interpret facts, through our own independent thinking, guided in the application of these facts by our ideals, ideals founded on public-mindedness and the spirit of freedom. We slowly came to understand that a broad educational background could greatly aid us in adopting a non-partisan attitude toward any situation, still taking all relevant factors into account in consideration of human welfare as a whole. The independent, educated thinker is the individual best able to avoid the narrow-mindedness often prevalent today, and find for himself his own ideal in this world of contending ideological conflicts.
There is no doubt in my mind that Dartmouth has helped to inculcate within us independence of thought. And by doing so, she has made us better citizens, both of this nation and of the world as a whole. By promulgating intellectual curiosity within us, she has made us desire to seek the truth, has made us desire to foster those tangibles and intangibles that make the world a better place within which to live.
NEED TO PROMOTE IDEALS
Therefore, we leave Dartmouth with at least an increased sense of self-reliance and of willingness to accept the responsibility that attends an ever-shrinking world. We recognize the opportunities that exist for promoting sincere belief and faith in democratic traditions through making democracy really function as a constructive reality for the benefit of all mankind. We believe in the dignity and independence of the individual, and think that only by promoting these democratic principles in a tangible manner can genuine personal freedom as we know it remain in existence. Our professors and our courses, I might especially mention Great Issues, have brought home to us the values in human terms of the ideals of Western Democracy, and we intend to employ these ideals in a constructive and enlightened manner to uphold personal freedom. This does not mean we will dogmatically oppose any other ideology for the mere sake of preserving the status quo, but we will attempt to make democracy prove, by its own inherent worth, its value for modern man.
UPHOLD DIGNITY OF MAN
We recognize this to be a huge task. In addition, we recognize that the backbone in carrying out this task lies in the individual, yes, in the individual citizen of the world. Therefore, we accept and understand our responsibility as individuals to uphold integrity and freedom, at the same time that we strive to improve the economic and social conditions of all men. As individuals, as well as collectively, a definite share of the burden is on our shoulders to prove, through understanding, open mindedness, and reason, that democracy, as understood in the West, is the best political system so far devised for mankind. There is no doubt in our minds that democracy, despite its recognized shortcomings, is the creed best able to translate popular will into action. It is our task to prove this thesis, to prove democracy's inherent value through employing it to promote material, constructive works. As taught us here, we will uphold the dignity of man as an individual, uphold the right, worth, and privilege of independent thought and action for the benefit of all men. We intend to prove ourselves worthy of the confidence and trust with which Dartmouth sends us forth.
