Belleville College - Dutchman Yearbook (Belleville, IL)

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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.

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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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Social Studies History, modem government, and geography were the major ingredients ol: the social studies’ curriculum at BJC. Working with Alvin Nebelsick, were Miss Lenora Kriege, Sam Eubanks, and Harold Limper. Through world and European history, one was able to see that modern civilization can succeed better when he understood how other nations failed to survive. Students became aw ' are of their great American heri¬ tage in historv and of democracy in the government classes. Miss Kriege pointed out the English Stuart line to her European history students . . . Mr, Eubanks often related famous law cases to his government classes . . . These adventurers checked each others notes. Alvin Nebelsick, B.S., M.A.; Harold Limper, B.S., M.S.; Miss Lenora Kriege, B.S., M.A.; Sam Eubanks, B.S., M.A. . . . History students Jack Ackerman, Sandra Carter, Anne Blome, and Gary Buettner used the map . . . Government students paid strict attention to Mr. Eubanks. m