Kent State University - Chestnut Burr Yearbook (Kent, OH)

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iHatljrmattra Raymond E. Manchester In these modern days when the musician speaks of a Tone Poem; when the artist talks about the Pi cture Essay; when the poet writes prose without rhyme, reason, or rhythm; when the prose is both rhymed and timed, when he who would orate stands before his audience and reads from a manuscript; when he who would read stands befort his audience and orates; and when students major in aesthetic dancing it is with some courage that we admit a connection with the Department of Mathematics. We derive some satisfaction from the fact that men studied mathematics before the pyramids were built and the fact that, even in this jazzy present, people keep arithmetics and geo- metries tucked away in safe places and even sneak up the back attic stairways now and then to study when they discover that it requires more than a fine appreciation of a Tone Poem or a book of Free Verse to pay the rent. Perhaps we derive even more satisfaction in cherishing the belief that in mathematics we study quite a large part of that universal truth which holds the world together. In any event we meet in large sections in Room 36 to dis- cuss the best way to teach Willie how to add without biting his tongue off and we meet in small sections in Room 35 to talk ways and means of regulating the sun, moon, and stars. Now and then some misguided student leaves us to fritter away his time in some trivial project but in the main we are a contented and unified family pledged to the pursuit of truth, and happy in our knowl- edge that sooner or later the world will come to our door to find out whether the grocer lost $20.00 or $40.00 when a customer presented a counterfeit bill. We are proud of our mathematics laboratory, proud of our equipment for studying surveying and topography, proud of our growing pile of original papers in the library, proud of the success of our graduates and proud of our- selves because we are so proud. Page Twenty-three

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Hanual ©raining Clinton S. Van I m George A. Dumann Manual training, to many people, belongs somewhere in the hazy fringe of the field of education. Even some superintendents have a very vague idea of what manual training really is. This is not to he wondered at when we realize that few superintendents have had any real contact with it. Could you expect a person who had never used figures in any way to appreciate mathe- matics? Even if he had heard lectures about mathematics but had not used figures he could not appreciate the value of the subject and its place in educa- tion. So it is with manual training. Few superintendents have more than a lecture knowledge of manual training. One must experience manual training to appreciate it and to realize its proper place in the field of education. Manual training is hand work (not woodwork only; so carried on as to co-operate with the other subjects in the curriculum in the mental development of the child. Stop and consider what part of an adult ' s time is devoted to doing and you will realize why manual training should have fully as large a place in education as mathematics or any other subject. To instill in Kent Staters — the future superintendents and principals of North-Eastern Ohio — a true appreciation of manual training and its place in education is the main aim of this department. No student should leave our college without taking at least one course in this department. The courses offered include work in paper, strawboard. wood, metal, cem- ent, and leather and also mechanical drawing and printing. Persons working for the degree of B. S. in Education may major or minor in manual training. Page Twenty-two

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MuBVC A ii 111 Maud Shamel Ora Belle Bachman The Music Department has two functions. It offers instruction and enter- tainment. The most important work in our school is the preparation of the future teacher to know enough of music and how to teach it so that she may intelligently help the supervisor of music in her work. The special courses are planned to give more advanced work to lay a foundation for special work in music supervision. The elementary school is used to demonstrate how music is taught and for practice teaching for those who plan to do music supervising. This part of the work is under the direction of Miss Bachman and it is divided into three divi- sions, the elementary, the Junior High, and the Senior High. In the Junior High both girls and boys have separate choruses. The Senior High has a girl ' s glee club and a mixed chorus. Students of both Junior and Senior High are in the College Orchestra. For entertainment special programs were presented at the assembly ex- ercises by the Junior Chorus, the Orchestra, the Choir, and children of the elementary school. The student entertainment course for this year offered Maurice Dumesnil, French pianist, and C. X. Granville, baritone. During each week of the winter term a brief story of the life of an Amer- ican composer and his compositions were presented by the students at assem- bly. In the spring a series of musical events was presented. The Junior Chorus gave an evening of songs. The High School Girl ' s Glee Club presented an opera Yanki San ' ' by Harding. The children of the elementary school pre- sented an operetta, The Stolen Flower Queen by Grant Schaeffer. The girls of the special music class gave a musical part of the Baccalaureate service. The College Girl ' s Glee Club sang part songs on the graduation program. It has been the custom for several years for former graduates to return at commencement to assist on the graduation program. This custom has been much appreciated and will be continued. It is hoped that a four year course in music may be offered next year. Paw Tiuenty-four