Eastern Mennonite University - Shenandoah Yearbook (Harrisonburg, VA)

Page 29 text:

— ——— 4 “Herr’’ Gehman’s German students use the facilities of the new language laboratory. FACULTY | Latin is the unspoken language on which so many other languages are based. Latin students won’t soon forget hic, haec, hoc and Miss Kemrer’s daily board drills, ablatives, and passive periphrastics. These they studied and these they learned. Through translating Cicero, Virgil and Horace they built an etymological foundation for under- standing English and the Romance languages. Spanish and German students used the new language laboratories to improve pronunciation. Mr. Gehman’s pupils learned the German umlaut, the five-finger rule and “Die Lorelei.” They spent five minutes every day speak- | ing German to a fellow student. Spanish students became familiar with diphthongs, inverted question marks, sub- | | junctives, “shoe” verbs and Mr. Miller’s explanation of how to trill the “r.” Although all these details are basic, perhaps the most important value gained from language study is a greater understanding of other cultures. Eugene R. Hostetler, B.A. D. Ralph Hostetter, Ph.D. Ruth S. Stauffer (Mrs.) Dorothy C. Kemrer, M.A. Instructor in Physical Professor of Biology Hostetter, M.S. Assistant Professor of Education Assistant Professor of Latin | Business Education we’ wani®

Page 28 text:

Ernest G. Gehman, Ph.D. Mary Ethel Heatwole, B.S. Irvin Buckwalter Horst, M.A. Samuel L. Horst, M.Ed. Professor of German Instructor in Home Economics, Associate Professor of Assistant Professor of Director of Food Services Church History Social Science Every student remembers his composition class—writing 500-word comps, checking them for “degrading” mis- spellings, hearing an explanation of the difference between “lay” and “lie,” and struggling with that practice term paper. Later came introduction to literature class with literature to appeal to all interests. Students learned about penta- meter, triolets, caesurae and blank verse. Teachers helped them to trace the short story from the rising action through the climax to the falling action. They discussed formal and informal essays and the structure of novels. The English major remembers hearing Mr. Pellman’s repeated assertion that Shakespeare wrote Shakespeare, coaxing words into a concise news article, Mr. Horst’s prayer book, Mrs. Brackbill’s spontaneous chuckle, ‘unity of focus” and Donne’s sermons. English teachers shared words—words that teach the value of ‘a word fitly spoken ul COLLEGE Mrs. Brackbill plays a recording of Robert Frost for her American Literature class.

Page 30 text:

Annetta Wenger develops choral conducting ability with the helpful criticism of Professor Stauffer. COLLEGE Introduction to music—Mr. Stauffer’s course for college freshmen. There he taught notes and rhythm, defined terms such as fugue, perfect fifth and counterpoint and admonished students to “Sing the top half of your note.” The music major probably signed up for class voice and sang “| Attempt From .” He took page after page of dictation, matched authors and hymns, and tried to “relax” the hand while beating time. Students remember weaving baskets in art structure class. Painting and composition students experimented with pencil, water colors and oils. They went to front campus to sketch Massanutten Peak. They took art apprecia- tion to learn characteristics of Egyptian art, the buildings on the Acropolis, and the difference between Notre Dame and Amiens. They collected prints of the works of Raphael, Rembrandt, Van Gogh and Renior. Through studying the fine arts students were led to a better understanding of man’s need for self-expression. Wilmer M. Landis, John A. Lapp, M.A. Chester K. Lehman, Th.D. Daniel W. Lehman, M.A. M.S. in Ed. Instructor in History Professor of Theology Professor Emeritus of Educa- Assistant Professor of (On leave of absence) tion and Psychology Agriculture