Belleville College - Dutchman Yearbook (Belleville, IL)

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The framework is the final touch which Mark Pahst and Pam Weyhaupt apply to their hopefid masterpiece. Skillfidly tackling the job of design, Miss Murray creates an intriguing cover for the college catalog. 19

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With art as the subject, expressionism as the objective, and uniqueness as the technique, Val Batha dabbles the finishing touches on her canvas. Mr. Sparger gwes a few of his own ' notes ' to liven up his music appreciation class. ]

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MATH and SQENCES probe the physical world Math and science students could be found calculating to the fraction with the aid of a slide rule, planting beans in a milk carton to prove they did or did not have a green thumb, viewing a protozoa with the aid of a microscope, or mixing chemicals while attired in their white lab coats. These were ways in which they sought to develop the ability to put into application the steps of scientific reasoning. Because mathematics is the language required for todays fast-moving, scientific world, the department closely coordinated its instruction for the math-science major. But there were also numerous courses provided for the student who wished to gain a knowledgeable background of basic concepts. Many students discovered that the foundation of math¬ ematics was logic and became acquainted with the theory that surrounds it. Fundamentals of algebra and geometr ' were presented and subsequent courses which dealt more rigorously with the specific principles of math, such as trig functions, logarithms, and simultaneous equations, followed. Analytical geometry and calculus presented even a higher degree of difficulty. The complex graph that defiandy stared at the student from the blackboard was solved by the simple explanation rendered by his in¬ structor. What was the reason for the inability to under¬ stand? Simple — unsound reasoning! The sciences taught one to see his modern world from a different point of view. During the lectures he concen¬ trated on the comprehension of the ideas presented to him. On lab days, he applied the principles by perform¬ ing experiments. He unlocked the door of knowledge by using the required key — experimentation. His environment ceased to be something that just hap¬ pened to be there. Instead, each flower became an entity in itself with each part something of interest; each animal became an organism with distinguishing internal and ex¬ ternal characteristics, which through similarities made it a member of a class and through its peculiarities deter¬ mined it as an individual; and each compound became a combination of elements. Time accustomed the student to the shelves of hun¬ dreds of colorful chemicals, to the usage of the micro¬ scope in increasing his powers of perception, and to the precise measurements used in calculating the forces in our physical environment. Aspects of nature were more easily understood by the use of visual aids and diagrams. 20