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This document titled "1972 Humanics Address," is the Humanics Lecture that was given at Springfield College by Distinguished Professor of Humanics, H. H. Giles on March 9, 1972. Giles begins his speech by describing the two main forces that work irresistibly for good – democracy and universal education. He goes on to explain Springfield College's ideal of "Spirit, Mind, and Body" as a reminder that when teaching or aiding in human development, one cannot forget that in each person they are dealing with a whole being, a unique entity. Giles next provides examples of how other college both in this country and elsewhere are active in seeking and testing new concepts and methods for full development of their students. At the conclusion of the address, Giles invited comments and questions. Because of his strong views on democracy, many excellent queries, disagreements and viewpoints were expressed by members of the faculty. ; Humanics is a word that has a special meaning in the history and philosophy of Springfield College, as well as in the college's motto of "Spirit, Mind, and Body." The Oxford English Dictionary defines Humanics as, "the subject or study of human affairs or relations, especially of the human element of a problem or situation as opposed to the mechanical." In 1962, Dr. Glenn Olds, President of Springfield College at the time, began to wonder why this name was given to the intended philosophy of the college by Dr. Laurence Locke Doggett, Springfield College's first full-time president. Olds acknowledged that the practices of the faculty were in large part consistent with the Humanics philosophy, but he believed that a more self-conscious application would improve chances of its continuity and survival. To ensure this, a Distinguished Professor of Humanics position was created at the college, first filled by Dr. Seth Arsenian from 1966-1969. The purpose of this position was to catalyze a renewal of consciousness in the philosophy. This was done by annually mandating the Distinguished Professor of Humanics to give a Humanics lecture on the definition of Humanics and what the concept means to them. Arsenian started this tradition in 1967 with his speech titled, "The Meaning of Humanics," in which he described the concept as a set of ideas, values, and goals that make our college distinct from other colleges and make commitment and unity toward commonly sought goals possible. Giles began his career in education and community work in 1922 as an assistant football coach at Deerfield Academy in Massachusetts. He taught at several institutions including Eastern Illinois State College, University of Wisconsin, Ohio State University, as well as more than 20 others. He was director of Community Education at West Georgia College from 1942-1944, and Director of the Education Division of the American Council on Race Relations for a brief time in 1944. In that same year he was made Director of the Bureau for Intercultural Education. In 1947 he founded and became first director of the Center for Human Relations Studies at New York University's School of Education where he later served as full professor and chief advisor of the graduate program in Human Development from 1957 to his retirement in 1971. Giles is the author of 5 books and more than 100 articles and book chapters. He was named Distinguished Consultant in Humanics at Springfield College in 1970-1971 and 1971-1972.

Catalan has drawn considerable attention given its impressive institutional support and increased usage since the restoration of the Generalitat of Catalonia. We report a study on 112 Catalan-speaking students who were administered the"subjective vitality questionnaire". Results show (and these are compared with reports 20 years ago) that it continues to gain momentum and status, even with the International stature of Spanish. The theoretical and pragmatic significance of these findings are discussed in terms of vitality"s role in shaping Language choices (Catalan vs. Castilian) in everyday communication as well as the societal level in forging Language policies for communicating in Catalan in business, political, educational, and media arenas ; El catalán ha atraído una atención considerable dado su apoyo institucional y su uso creciente desde la restauración de la Generalitat de Catalunya. Presentamos un estudio de 112 estudiantes que hablan catalán a los cuales se les administró el 'cuestionario de vitalidad subjetiva'. Los resultados, comparados con investigaciones de hace 20 años, demuestran que continúa el impulso de ganancia y posición, incluso en relación con el estatus internacional del español. Las repercusiones teóricas y pragmáticas de estos descubrimientos se discuten en términos del papel de la vitalidad en las elecciones de lengua de formación (catalán versus castellano) en la comunicación diaria asó como en el nivel social donde se forjan políticas lingüísticas para favorecer la comunicación en catalán en los ámbitos de los negocios, la política, la educación y los medios de comunicación

Catalan has drawn considerable attention given its impressive institutional support and increased usage since the restoration of the Generalitat of Catalonia. We report a study on 112 Catalan-speaking students who were administered the"subjective vitality questionnaire". Results show (and these are compared with reports 20 years ago) that it continues to gain momentum and status, even with the International stature of Spanish. The theoretical and pragmatic significance of these findings are discussed in terms of vitality"s role in shaping Language choices (Catalan vs. Castilian) in everyday communication as well as the societal level in forging Language policies for communicating in Catalan in business, political, educational, and media arenas ; El catalán ha atraído una atención considerable dado su apoyo institucional y su uso creciente desde la restauración de la Generalitat de Catalunya. Presentamos un estudio de 112 estudiantes que hablan catalán a los cuales se les administró el 'cuestionario de vitalidad subjetiva'. Los resultados, comparados con investigaciones de hace 20 años, demuestran que continúa el impulso de ganancia y posición, incluso en relación con el estatus internacional del español. Las repercusiones teóricas y pragmáticas de estos descubrimientos se discuten en términos del papel de la vitalidad en las elecciones de lengua de formación (catalán versus castellano) en la comunicación diaria asó como en el nivel social donde se forjan políticas lingüísticas para favorecer la comunicación en catalán en los ámbitos de los negocios, la política, la educación y los medios de comunicación

Catalan has drawn considerable attention given its impressive institutional support and increased usage since the restoration of the Generalitat of Catalonia. We report a study on 112 Catalan-speaking students who were administered the"subjective vitality questionnaire". Results show (and these are compared with reports 20 years ago) that it continues to gain momentum and status, even with the International stature of Spanish. The theoretical and pragmatic significance of these findings are discussed in terms of vitality"s role in shaping Language choices (Catalan vs. Castilian) in everyday communication as well as the societal level in forging Language policies for communicating in Catalan in business, political, educational, and media arenas ; El catalán ha atraído una atención considerable dado su apoyo institucional y su uso creciente desde la restauración de la Generalitat de Catalunya. Presentamos un estudio de 112 estudiantes que hablan catalán a los cuales se les administró el 'cuestionario de vitalidad subjetiva'. Los resultados, comparados con investigaciones de hace 20 años, demuestran que continúa el impulso de ganancia y posición, incluso en relación con el estatus internacional del español. Las repercusiones teóricas y pragmáticas de estos descubrimientos se discuten en términos del papel de la vitalidad en las elecciones de lengua de formación (catalán versus castellano) en la comunicación diaria asó como en el nivel social donde se forjan políticas lingüísticas para favorecer la comunicación en catalán en los ámbitos de los negocios, la política, la educación y los medios de comunicación