Mount Holyoke College - Llamarada Yearbook (South Hadley, MA)

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An academic community such as Mount Holyoke stimulates geographic aware- ness. The significantly geographic inter- relationships of various natural and hu- man phenomena arc best studied and ap- preciated within the offerings of a liberal arts college, where students arc intro- duced to several fields of consequence to their major. Proximity to the Megalopolis and yet lo- calism in an agricultural valley in pre- glaciatcd New England together provide an environment superlative for individual and formal study. Systematic and world regional research programs abound around us, enabling the participation of college faculty. Geographers work through commerce, regional planning and numerous govern- ment services, in addition to the aca- demic environment of research and teaching. The validity of each form of expression is obvious, but for me the sat- isfaction evolves from opening and ex- tending the curiosity of students to ap- preciate the complexities and variations of natural environment and man’s rela- tion to it. Numbers of the students who elect a course or more in geography will go on to teach. The vitality with which they attack this subject will determine the future outlook of children living in an era of political pressures and dwin- dling resources. Dorothy Archibald The responsibility of faculty members at Mount Holyoke and our relationships with students differ basically in several respects from those at Universities. Teaching undergraduates is our most im- portant role; conducting graduate work and research arc of secondary impor- tance . . . promotion is not based on output of publications. Our method of teaching is to guide the individual stu- dent to think for herself. We encourage her to select a good liberal arts program, so that she may become an interesting and understanding person, of sound in- tegrity and judgment, prepared to adapt to new environments and to serve as a useful and valuable citi cn. Elizabeth M. Boul

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The -conflict between teaching and research activity ■ no. only necessary. Mount Holyoke provides a very happy batllcground forth»“““• The students are intellectually alert and challenging and are as -ntpatent »dh mcdhatrilv as they arc appreciative of excellence. Thus there is ample cumulation : performance as a teacher. On the side of research l cnequjd encouragement. When I first arrived at Mount Holyoke. I found a legacy r m several iterations of distinguished predecessors in the h ogKal sc.cnce ckp t- ment in the form of laboratory facilities and equipment. a superb library but most important, a tradition of research accomplishment which was respected and sup- ported by the administration. For me there is no conflict between research and leaching, since I see creation and communication of scientific knowledge as two ends of the same P J hen ' stand beside an honors student as she discovers some little fact about b ochemical mechanism that no one has ever known before, am I a teacher or a co-d.scovcrcr . Curtis Ci. Smith

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SOCIAL SCIENCES ECONOMICS AND SOCIOLOGY Pi of. John 1 obb Assoc. Prof. Vuginia L. Galbraith vo. Prof. William S. Cassels Asm. Prof. Thomas E. Dow. Jr AsM. Prof. Sarah S. Montgomery A«t. Prof. Robert I. Robertson. Jr A«l. Prof. Bulkelcy Smith. Jr. Asst. Prof. Elisabeth J. TooKcr Visiting Lecturer May M, Fbihara Gel land Reader Mary L. Heath HISTORY Pi of, Nonna Adams Pi of. Meribcth E. Cameron Prof. Peter R. Vvereck Assoc. Prof. Mary S. Benson Assoc. Prof. Wilma J Pugh Assoc. Prof. John L. Tcall Mr. Leslie C. Duly Render Mrs. Mary A. Osgood PHILOSOPHY Prof. Roger W Holmes Assoc. Prof Grace I- Rose Assoc. Prof. George V. Tovcy Visiting Assoc. Prof. Joe W. Swanson Avu. Prof Richard S. Robin Visiting Asst. Prof Murray I. Kiteley Reader Mrs. Miriam T. Sajkovic POLITICAL SCIENCE Prof. Ruth C. Lawson Prof. Donald G Morgan Prof. Victoria Schuck Assoc. Prof. Gerhard Loewenberg Asst. Prof. George A Feavet Asst. Prof T. Jean Grossholu Mr. Richard L Hendrickson Miss Barbara Turlington Asst. Elinor C. Hartshorn PSYCHOLOGY AND EDUCATION Prof. Horace H. Corbin Prof. Thomas W. Reese Prof. Richard T. Sollenberger Prof. John Volkmann Assoc. Prof. Lorraine W. Benner Assoc. Prof. John C, Osgood Asst. Prof Edward A Chittenden A»st. Prof Stephen H. Davol Asst. Prof. Rachel I Smith Mrs. Frances M Kerr Sirs. Ellen P. Rccsc Miss Barbara A. Scanned Mary L. Belles Mrs. Gloria H. Sinclair Dorthea Hudelson Asst. Dorothy McKanc RELIGION Prof. J. Paul Williams Asst. Prof, Robert F. Berkey Mr. John F. Piper Mr. Tadanori Yamnshita l ecturer Deane W. Form Lecturer Solomon M Kaplan There is a bi-valent group of subjects which are not completely humanities, not sciences but partable in various proportions on the nature of both . . . a very miscellaneous group, maybe just what was left over. There are two subdivisions, the social studies: economics, political science, sociology and psychology, and the reflective or interpretive studies: history, philosophy and religion. Economics, political science and psychology arc concerned with the behavior of man as a social animal. These subjects are scientific in the sense fhat they pose questions, gather and analyze data and arrive at conclusions. To this extent the scientific method is applicable. Still, in essence, these subjects deal with human beings. The keeping of historical records, the sense of the past and of human development arc essential to civilized beings. Historians arc not trying to be scientific but have the “histoiical method. Though mere fact. the problems of evidence anti how we know about the past and what history is arc very involved. Philosophy is concerned with the problems of individual conduct and the theories of human life and its meaning, but logic comes very close indeed to mathematics. Religion in our curriculum is a subject of study as part of an understanding of the develop- ment of human life. The social sciences arc not and do not intend to be sciences in the full sense, but ccrlain strong elements of the art of dealing with the individual. But what will scientific knowledge avail us unless we have suffered understanding of man as a social creature to put this scientific knowledge to creative use. Mcribeth E. Cameror 26