A Toast to the Class of 2006
April 28, 2008
The Great Hall
Delivered by Professor Tucker Gibson
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Seniors Matthew Badders and Leigh Byford, co-chairs of the Senior Gift Committee, present a check from the senior class which set a record with nearly half of all seniors donating $20.06 to a scholarship fund for an incoming first-year student in the fall. |
We are here today to toast the class of 2006.
Over the next few days, you will finish up your course work and intersperse your days with a series of events that will bring closure to your days on Trinity Hill. There will be the final meals with your classmates, the discussions of your immediate plans, the chances to reflect on your time here, and the bittersweet congratulations to each other as you know that you are saying goodbye to this phase of your lives. And finally, you will walk across the stage, receive your degrees, and quickly disperse.
While the faculty, administration, and staff of Trinity University have grown accustomed to the cycles of the four years when we have participated in your development, there are bittersweet aspects of commencement for us. We have spent a great deal of time with you. We have been fortunate to get to know you and share in your hopes and aspirations. We have developed professional relationships with you that, in many instances, have been transformed into friendships. We understand that your successes reflect in some ways on our successes as teachers and scholars. And we just like you.
This is my 38th graduation. It has been a “good ride,” and if I had the chance, I would do it all over again.
When I was asked if I would be willing to “run” for the opportunity of addressing the senior class in this event, I didn’t hesitate for one minute. My sense of victory in winning the nod was just diminished by one of your colleagues who informed me as I greeted him that there was some ballot box stuffing.
It had always been one of my secret ambitions to be a commencement speaker.
I have never been asked to be a commencement speaker except for an early commencement exercise involving two of our athletes who were representing Trinity at a national competition on the day of commencement.
I concluded that today’s occasion would likely be my last chance to speak at a commencement event. Moreover, as a political scientist who teaches public policy and the inevitable compromises in policy formation, I recognize that a “half of loaf is better than none.”
I had been contemplating this speech for years. I wanted it to be dramatic, leaving the audience with a lasting impression.
I was going to borrow a statement from Winston Churchill’s speech delivered at Harrow School on October 29, 1941. These were dark days for England. The Germans had mounted a strategy of saturation bombing in anticipation of an invasion. England stood alone with its commonwealth partners. While the United States was supporting England with its “lend-lease” program, it fell to England to mobilize the opposition to Hitler and the Axis powers.
To be honest, I only knew of the speech second hand, but what I did know about it certainly captured my imagination.
I had the mistaken notion that the speech was very, very short. As the story of this speech was told to me or at least was processed by my mind, Churchill walked to the podium, opened his remarks with “Gentlemen,” and in his distinct voice, said, “Never, never, never, never give up.” And then he sat down.
How I dreamed of impressing an audience with a few pithy remarks that reflected my incisive assessment of current events with a clarion call for action. That was my original intent for today. I would set my remarks in this context, conclude with a well-turned phrase, and I would leave the podium dramatically and admonish you to never give up. We then would toast you and each other.
Well, this dream was shot down the other day as I was traveling along the access road on Loop 410. As I was merging with other lanes of traffic, I looked to my right and saw a sign on a building that looked like a pawnshop or a jewelry store.
The sign simply said “GOLD.”
A smaller sign in front of the store had the following: Never, Never, Never, Never Give Up – Winston Churchill.
You can see my dilemma. If any of you left this occasion and drove by that sign, you probably would have been insulted. After all the money you paid for your education, you were sent off with a toast that had been taken off a sign in front of a pawnshop. You might ask for your money back or at least a partial refund.
So, I anticipated changing directions in my presentation. For you, the bad news is that I won’t finish my remarks in three minutes so we can get back to socializing and the toast.
I have decided to continue to build my comments around Churchill’s speech. There is something to be said for perseverance. It took perseverance on your part and the part of many others to get you to this point. It will take perseverance to establish yourself in your career; it takes perseverance to make relationships work; it takes perseverance to complete tasks; and in circumstances that make no sense or seem to have no immediate solution, it takes perseverance.
I chose to stay with this theme because it resonates with my own personal views of how one must deal with adversity. Many of you have had life experiences that were your darkest hours. And truthfully, there will be other “darkest hours” in our personal lives and the collective life of our nation.
I chose this theme for another reason. Without belaboring the details, I have been going through the “darkest hours” of my life. I need to affirm publicly the advice that I have given to others – never give up.
Perseverance is what made this university, and we stand on the shoulders of those who created this institution. When we are told about the size of our endowment and look at our surroundings, it is difficult to imagine or understand what those who came before us went through to lay the bases for what we have today. The modest beginnings of several institutions have been transformed into an institution that now seeks a place among the very best national colleges and universities.
While some of you may think I was part of the move from an earlier campus, I came to Trinity Hill in 1968 when most of the buildings you now see were in place. But, it is truly impressive that so many additional changes have been made. Can you imagine our campus without the Coates Library? In 1968, our central library was housed in the Storch Memorial Building. Our student center was a rather nondescript building housing several functions. There was no Prassel with its attached parking lot. Some rather run down houses were where the soccer field is located. You have witnessed the construction of a new Northup Hall and the extensive renovations of Ruth Taylor. It has taken perseverance on the part of many to make all of this happen, and you and future generations are the beneficiaries of these efforts.
When I came to Trinity, we had a smaller faculty and a somewhat larger student body. There were discussions about a concerted effort to develop graduate programs, and a significant number of departments had a semblance of a graduate curriculum, but it soon became evident that we did not have the resources to mount such an ambitious effort. Moreover, there were those who argued that we should concentrate our efforts on undergraduates and strive to become a first rate, nationally recognized undergraduate institution. Fortunately, this view of the University in the Sun, that was our slogan, prevailed, and under the leadership of Dr. Ron Caalgard, a concerted effort was made to move in this direction. It has taken a long time for us to achieve our objectives, but persistence has paid off. And you and future generations of students will be the beneficiaries of these ongoing efforts. The current capital campaign drive under Dr. Brazil’s leadership is designed to maintain this momentum.
When you return for a visit, a reunion, or Trinity in Focus for your daughter or son, the campus will not be the same. There will be new buildings, and some of the current buildings where you spent so much time will not be here.
A sobering observation that I have today is that most of my colleagues of the early phase of my career are no longer here.
I only wish that you could meet some of the faculty and administrators that I have worked with over the last four decades. They were my mentors, colleagues and friends. But, what stands out in my mind is the deep commitment that they had to their students, their disciplines, and Trinity University.
I have come to understand that we stand on the shoulders of those who have preceded us, and it is regrettable that you may never know how they shaped the university for subsequent generations. There were faculty, administrators and staff who shaped this university long before I arrived. With far fewer resources, these people persisted in pursuing a dream of excellence, but they prepared the way for those who followed. Subsequent generations of faculty, administrators and staff have continued to pursue this dream, and the job is still unfinished.
This is also true of students. When I go through the directory of our alumni, I am reminded of the students who have passed through our halls and prepared the way for the students who have followed. Their successes in various pursuits have benefited you as they have established a reputation for the quality of our students. You stand on the shoulders of these alumni, and you now have the opportunity to seize the torch and build and expand upon this legacy for those who will follow.
There is often a tendency on one’s part to idealize the past and to make comparisons of current circumstances with those of an earlier period. Change seems to be inevitable just to stay where you are, and significant changes seemed to be required if you are going to move ahead.
Forty years ago, the primary responsibility of faculty members was to teach. Research was appreciated and encouraged, but there were limited resources to support extensive research. Despite this, there were faculty members who demonstrated an uncanny ability to obtain external funding for their research and subsequent publications. And I marvel at how many were successful in balancing the demands of teaching with research. Good teaching, a commitment to research, and a commitment to students was a hallmark of this earlier generation, and it provided the platform for our current academic culture.
I hate to tell this story, but in an earlier period, tenure and promotion was very informal. I never applied for tenure. It simply came one year in a letter from Bruce Thomas who indicated that my department had made a recommendation that I be granted tenure.
Our standards have changed significantly, and the tenure process is both rigorous and unsettling to a junior faculty member. There has been some concern among older faculty members that the increased emphasis on research shift the faculty’s focus away from teaching. But, I am not sure this is true.
We have moved from “chalk and talk” to the electronic classroom, so it is often difficult to make comparisons. But, as we learn to effectively integrate technology into the classroom, I am of the impression that we can only get better at our teaching. I also detect a tendency for more faculty members to engage their students in collaborative research.
In a very short time, you will forget a lot of the courses that you have taken while at Trinity. But, you are far less likely to forget your relationships with members of the faculty, administration and staff. Stay in touch.
While all of us are likely to have at least one story about a bad experience, I am convinced that the overwhelming majority of our Trinity graduates leave this institution with a sense that the faculty cared about them and demonstrated this care and commitment in thousands of different ways.
Think about the faculty members who have had an impact on your years at Trinity. Can you remember the occasions when you were given a word of encouragement? Can you remember those occasions when you spent a tearful hour talking with your advisor about how your goals and objectives were going down the drain because of last semester’s grade? Can you think about the time you were in trouble and you sought out a faculty member who was able to provide direction or resolution to the problems? Can you think of the time you deserved a “come to Jesus” speech about your academic performance? We do what we have committed to do, and our reward is seeing you succeed. Stay in touch with us. We will continue to share in your successes as well as your trials and tribulations.
Despite the increased pressure on our faculty, I see evidence that this legacy of care and commitment is still a hallmark of our institution.
Have our students changed over this period? Yes and no.
Are you smarter than previous generations? I don’t know if you are smarter, but you certainly have had to deal with the fact that information and data appear to be expanding exponentially and there are expectations that with all the technology that is available that you will be better informed. You are certainly more computer literate than previous students.
I have a sense, though, that if we find other words such as wisdom and judgment as components of smarter, we might conclude that your class is comparable to many of those who have gone on before you.
The liberal arts curriculum has the potential to raise questions of values, ethics, morals and purpose. The enduring value of this curriculum, even with all its permutations, has been to expose you to the bigger issues or questions of life.
Earlier students had lower SAT courses. Our student body was somewhat less diversified. Perhaps they were somewhat less well-traveled. Some were more politically engaged, especially during the Viet Nam and Watergate era. There were those who aspired to the “gentleman’s C.” Some came to party. Some came to find a mate. Some came to play sports, and the list might go on. But what can you say about your class?
There are multiple criteria whereby we might make comparisons, but I suggest that there is a great deal of similarity between your class and earlier classes. I have a sense that our students have been successful and will continue to excel because they have a desire to move beyond information and knowledge to wisdom, judgment, and commitment.
Are students more engaged today than in previous years? Yes and no. While there is a tendency for many today to eschew politics, you have certainly demonstrated a commitment to service.
Are students more religious today than in previous years? Yes and no. We see more visible manifestations of religiosity on campus, but this does not necessarily speak to the broader issues of students in search of spiritual values.
You leave us at a time where you could say with Charles Dickens, “It was the best of times, it was the worst of times…” You are getting mix signals from all sides, and I suspect that there are a few of you who have asserted that generations that have gone before you have left you in “one fine mess.”
But what will define your class and generation will be how you respond to these messes and what you do to clean up the messes. And from what I know of you, I have high expectations that you will make a difference. Some of the issues that we now face appear to be insoluble. Others seem to suggest only proximate solutions. And finally, a hand full seems to suggest permanent solutions.
But what I see is an optimism on your part, a commitment to service, a willingness to work hard and bring your skills to the problems we are facing, an openness to alternative modes of work, economics, and collective action, and a deep-seated interest in addressing the moral and spiritual issues that confront us, and an intense interest in developing enduring personal relationships.
So, we return to where I started. The one lesson I want to leave with you is…”never give in, never give in, never, never, never, never – in nothing, great or small, large or petty – never give in except to convictions of honour and good sense.