College of New Rochelle - Annales Yearbook (New Rochelle, NY)

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Pedagogy Flancis H. Paul B.A., College of the City of New York, 1897; Pd.M., New York University, 1902, Pd.D., New York University, 1903 Professor of Pedagogy Dr. Paul awes us and leaves us almost without words to express his charm. His personality is force- ful and compelling, yet he is gentle in impulse. Under his able direction, new avenues of knowledge are opened up to us. We become engrossed in his pre- sentation of the subject, and the bell which dismisses us finds us loath to leave. Dr. Paul will have no shirkers in his class, for our interest is such that attention follows of its own accord. We shall always think of Dr. Paul with affection and gratitude, for he has given us something that we prize most highly — a part of himself. Sociology Mother Xavier A.B., New Rochelle, 1909; Columbia, 1910-1911, 1913-1914 A.M., Columbia, 1914. Professor of Economics and Sociology “None knew her, but to love her; Nor named her, but to praise.” Quaint, sincere, with a never-to-be-forgotten smile, Mother Xavier is loved by everyone. Her entire absence of self-interest, as well as her unique char- acteristics and distinctive manner, make her an in- dividual. As a teacher, she shows great powers of observation, earnestness, and an unmeasured capa- bility. Through her universal appeal and magnetic enthusiasm, she incites the students to perform their obligations in a less perfunctory manner, and arouses in their hearts a desire to achieve the highest in everything they attempt. Twenty-three ANNALES

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Pedagogy Joseph M. Kaine New Paltz Normal School, 1906; A.B., New York University, 1910, A.M., New York University, 1912. Professor of Educational Psychology Professor Kaine is one of those fortunate few who, possessing a perfect understanding of human nature and gifted with a magnetic personality, can hold the attention and interest of a class without seeming effort. His smoothly -polished and well-balanced sentences convey his ideas clearly to the students, and carry with them conviction. He is an idealist, yet a man with a keen intellect which pierces through the veil of abstractions, removes the essence of the thing and presents it, bare and sharply-defined, to the students. Besides the above qualities, Professor Kaine owns many others which contribute to his success as a teacher and which account for the deep liking and respect in which he is held by his classes. Twenty-two ANNALES John G. Condon A.B., College of the City of New York, 1892; Pd.M., New York University, 1902, Pd.D., New York University, 1904. Professor of Education Brilliant, highly progressive, and intensely alive, Professor Condon endeavors to inculcate in us the principles of successful teaching. Professor Condon s specialty, General Methods, is a two-hour period, and it comes late in the afternoon, from which one would naturally infer that it would be rather tire- some, but, on the contrary, the time flies unnoticed in the general atmosphere of vivid alertness and attention with which the professor manages to sur- round his students. Nothing escapes the observance of his vigilant gaze (indeed, at times, he seems almost omniscient), but while his wit is keen and amusing, it is never cutting. We may consider ourselves most fortunate to have the benefit of association with such a man, who is considered to be one of the best repre- sentatives of the teaching profession.

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uiuiiim Mathematics ANN ALES Twenty-four James h Conway A.B., Loyola, Baltimore, 1905; LL.B., Fordham, iqoq. Professor of Mathematics The difficulties of Math are many and perplexing but with Professor Conway as teacher, we find it easier to plod through the problems of Higher Math- ematics. It is his singularly analytical mind, his vast area of experience, combined with a definite method of presentation, which make such a strong and direct appeal to his students. His insistence on particulars is a result of efficiency and thoroughness. Ability to see and to understand the student’s point of view is his salient characteristic. Those who do not know him have missed the influence of a man of sterling character and the guidance of a true mathematician. Arthur Burton Hussey A. B , Bates, 1914; A. M., Brown, IQ15. Professor of Mathematics and Sciences If we were asked to give our conception of an ideal teacher of Mathematics and Science, we would un- hesitatingly name Professor Hussey. He is an earnest man, exacting, particular, and exceedingly conscien- tious in his efforts to introduce the student mind to advanced Mathematics and Physics. Thoroughly con- versant with his subjects himself, he sometimes fails to comprehend the difficulties which they offer to the average class. Nevertheless, he is invariably found ready and willing to explain, and to aid his pupils in every possible way. Absolutely impersonal in his attitude, just and impartial toward all, Professor Hussey has won the sincere liking and the highest respect of all the girls.