Alma College - Scotsman Yearbook (Alma, MI)

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Music came to Alma's campus sometime during the early dawn of history as I can be attested by the ancient ruin which housed the Music Department until this year. Under the direction of the music faculty, Alma College graduates music educators, applied music majors, and those to whom a little knowledge is dan- gerous, which includes music minors and he who would play for his own amaze- ment. The grand finale of a year is marked by one last fling in the Music Depart- ment when the Junior and Senior music majors present their spring recitals. This is the point of the school year looked forward to by all music lovers in the com- YJ munity as well as those on campus. This, then presents a bird's-eye view of the activities of the Music Department. ERNEST G. SULLIVAN, Ph.D Head of the Department B.M., Chicago Conservatory of Music M.M., Chicago Conservatory of Music Ph.D., University of Indiana MYRON FINK, M.A. B.A., University of Illinois M.A., University of Illinois ,pm v,.nf' MIRIAM BELLVILLE, M.S.M. SAM JONES, Ph.D. B.A., Eureka College B.A., Millsaps College M.S.M., School of Sacred Music, Union M.A., University of Rochester Theological Seminary Ph.D., University of Rochester

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MATHEMATICS r v . . . 4: ill ,N The Mathematics Department aims to provide sound techniques such as calculus to Li: gi 1. gg g C students who plan to become engineers or scientists and seeks to prepare those who will be teaching high school mathematics. In all mathematics, mastery of underlying principles is of utmost importance. We do not stress memorization of details but instead want the student to organize his solution of problems independently and to refer intelligently to handbooks and other aids. Mathematics today consists not only of a body of tables, rules, and formulas, but is a definite language and method of thinking. ' Y--sf SAMUEL THORNDIKE, Ph.D A.B.,Harvard University wALroN MYHRUM, M.s. Ph? Ll I e'5I'Y of California. B.A., Concordia College, M.S. University of North Dakota PHYSICS It is important for any member of modern society to possess a scientific approach to an under- standing of natural phenomena and the laws governing them, The Physics curriculum is designed to meet the requirements of three types of students: The physics maiors, who wish a well-rounded basic training in the fundamental fields of physics: the science maiors from other departments who desire an understanding of the basic physical principles as applied to their own fields: and the pre-professional students planning on entering medicine, dentistry, and law, who desire a less rigorous course aimed primarily at science appreciation. e A -,1- LOUIS TOLLER, Ph.D, RICHARD M. FULLER, M.S. B.S., Temple University, B-5-1 M-5-1 UHIVSFSITY of Ph.D., Duke University. Minnesota.

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CHARLES PING, Ph.D A.B., Southwestern, Memphis Tennessee, B.D., Louisville Presbyterian, Ph.D., Duke University. JOHN BROWN, B.D. B.A., DePaww University, M.A., John Hopkins, B.D., San Francisco Theological Seminary. PHILOSOPHY AND RELIGION Among the several labels philosophy has won is one declaring it to be the art of thinking things through. Unlike many of the labels, this is one to which both encomist and caviller can subscribe. The one easily consents to the description because this art is, after all, the noblest of the human arts. The other eagerly consents because this label goes a long way towards showing why this kind of art doesn't buy shoes or save souls. But then, to discredit any- thing on these grounds is perhaps itself something which needs thinking through. The art of thinking things through is less something that is than something that is done. It has apparently to do with rational activity exercised in relation-things. What things? All kinds of things-most of which aren't really things at all-many of which may be, iust because they aren't things, not unimportant. Mostly this art begins with questions: What do you know? Are you sure? How do you know? Is it real? What's good about it? Why? Where do we go from here? Who said so? What do you mean? Why? Why? If there be any virtue, think on these things. Why? Because, though questions frequently beget more questions, they do beget answers, too. And answers not born of questions are illegitimate. WESLEY C. DYKSTRA, B.D. A.B., Hope College B.D., Western Theological Seminary, Michigan ...L-1. 4:5 While the mind may not 'be ultimate in religion, for the intellectual it must be operative, and the college student is an intellectual. It is tragic to see an intellectual with an adult's grasp of one or more disciplines and a child's under- standing of religion. Perhaps the most liberal of all academic disciplines, the study of religion offers the student who pursues it intensively an opportunity to ask all of the great questions men can ask, it suggests an evaluating and integrating factor for the chaos of academic facts, and it provides a vantage point from which to gain perspective and view the challenge of life. 0