Belleville College - Dutchman Yearbook (Belleville, IL)

Page 22 text:

Science students had to use common MR. HERTEL explained the pro¬ cess of dissecting . . . Zoology students spent many hours stu¬ dying the bodies of animals . . . Chemistry students were very busy . . . Concentration was a necessity. The natural science department included biology, z(X)log)’, and anatomy, and was an integrated part of Junior College. The biology section was headed by Robert Sforza. Linder his e.xpert guidance, students gained a background in the science of plants and animals. The well-equipped biology lab provided a fine environment for learning about the habits and characteristics of the various plants and animals, both microscopic and visible. Alfred Hertel directed the zoology program. This course continued the study of the animal kingdom at a more advanced level. I lere the students learned much about the dissection of animal bodies, the ori¬ gin and development of animal life. Mrs. Mary Ris- ser was the instructor in charge of the anatomy class. This course, consisting of a detailed study of the hu man body, was primarily for the student nurses. In general biology, students discovered the central problems and principles of general and human biology with special emphasis upon the sources of biological knowledge and its cultural implications. 1 he struc¬ ture, function, interrelation, origin and development of animal life were discussed in zoology. In general bacteriology, the pioneers learned about the morphology, physiology, cultivation, and principal activities of bacteria, yeasts, and molds. Students investigated the importance of microorganisms in agriculture, industry, public health, communicable diseases, and sanitation. By comprehending their environment, the pioneers could better adjust themselves to its many aspects and intricate ways.

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Gym basketball games were rough business; they provided many thrills and action filled minutes . . . This hardy group of Dutchmen chose running the track to other PE sports . . . The boys played hard; it was often survival of the fittest. and so did the men! The men’s physical education department provided a compact athletic program in which each student found one or more sports in which he was capable of participating. PE classes offered the men a chance to free some of the excess energy stored w hile in regular classrooms. Activities were directed by Emery Carter, Fred Lauder, and Norman Armstrong. Mr. Lauder was also the instructor in Junior College hygiene. This cx urse emphasized the importance of keeping the hu¬ man body in expert working condition. Mr. Carter was the head coach of the schools football, basketball, and baseball squads. In the fall, gym was suspended pending the com¬ pletion of the new addition to the building. Basket¬ ball captured the spotlight in the winter. This rough and fast — but clean — action gave many students their sole chance for exercise and recreation during the snowy months. Spring found the brave pioneers out¬ side playing softball, touch football, tennis, or bad¬ minton. A few boys tackled the tough assignment of running the track. Competition was keen in these classes where each boy raised his batting average or improved his hock or jump shot. PE kept the students in good physical shape; thus, aiding them to better travel the long W ' estern trail. The Junior College gym teachers were: Emery Carter, B.Ed., M.A.; Norman Armstrong, M.Ed., B.S.; Fred Lauder, B.S., M.A. . . . Before the tip-off in basketball games, the boys performed uniform exercise routines.

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reasoning and ogic. In science, the Junior College provided physics and chemistry for the education of students with cur¬ ricula in engineering, mathematics, physics, and chemistry. Charles Pruitt and Rolx ' rt Dailey instructed the physics courses. In their course of instruction, they covered material that extended from Archimede’s principle of buoyancy to Einstein’s modern theory of matter and energy. They also conducted lalx)ratory periods in which they helped students to prove these laws, theories, and principles. D. C. Edwards and Richard Mills taught chemistr). Mr. Edwards taught third and fourth semester chem- istr ’ as well as beginning courses. Mr. Mills instructed first and second semester chemistry, and, with the help of his assista nts, kept the labs in the best pos¬ sible condition. Chemistry proved to he a weary and endless journey for many of the Dutchmen. Only after spending countless hours, that ran into days, in the lab, did many pioneers discover the solutions to their experiments. The chemistry curriculum at Junior College includ ed inorganic chemistry, qualitative analysis, quantita¬ tive analysis, organic chemistry, and instrumental an alysis. These subjects illustrated the practice of gravi- STANDING, Robert Dailey, B. S., M. S.; and Richard Mills, B. S. Ed., M. S. Ed. Seated, Charles Pruitt, B. A., B. S. Ed., M. S. Ed., and D. C. Edwards, B. S. Ed., M. S. Ed. metric and volumetric analysis. Also introduced was work in colorimetric, spectrophotometric, potention- metric, and electrometric analytical instrumentation work. Basically, the physics classes were connected with the mechanics of sound, heat, electricity, mag¬ netism, and light. THIS PIONEER discovered suc¬ cess in the lab . . . Ron Bas- sin, Dick Schmitz, and Al Re¬ eves were fascinated in physics doss . . . Mr. Edwards aided Wes Burns in finding a sol¬ vent . . . Physics included a few humorous moments, too.