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

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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

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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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It also imposes constraints upon an in- structor. A significant challenge is that of the development of scholarly expertise in an era of constantly increasing special- ization of subject matter. This trend has both good and bad features, but it ap- pears irreversible. It implies increasing difficulty for the instructor in covering a broad course offering in his discipline and at the same time keeping up with the many recent developments in each area. Institutions dedicated to identifying, dis- secting. and even transmitting social change can cope with important changed occurring within their walls and inside American education in general through collaboration of students, alumni, admin- istrators. teachers, and any others who arc anxious to preserve the values of a liberal education. Robert .. Robertson Life on a college campus makes one almost constantly aware of developments taking place in philosophy. This is especially true of a college like Mount Hol- yoke. Students come from all over the United States and bring with them what they learn from friends at- tending other colleges and universities. What is being taught and discussed elsewhere buzzes around my cars. The buzzing has become noticeably more audible with the more selective student body in recent years. It has also been increased by a lowering of the walls of the college. An intcr-collcgiatc community in the Valley is gradually replacing the independent college commu- nity. Developments in philosophy are communicated and preserved in philosophical periodicals. No apparatus, no computers arc needed as in other disciplines to keep abreast of what is being discussed in philosophy. All that is required is leisure to read the contemporary literature. As for drawbacks, the comparatively small size of a college philosophy department should perhaps be men- tioned. and also the comparative absence of graduate students The latter tend to have a feverish interest in what is occurring elsewhere. George Tovey To an instructor in the social sciences, the liberal arts college, compared with the typical large university, offers distinc- tive academic benefits and raises particu- lar challenges. The benefits are the en- vironment of a community of dedicated, capable students, and opportunities for close faculty-student relations, including those engendered by independent and honors projects.