Eastern Mennonite University - Shenandoah Yearbook (Harrisonburg, VA)

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Elsie E. Lehman, M.A. Esther K. Lehman, M.A. G. Irvin Lehman, S.T.M. Harold D. Lehman, M.Ed. Assistant Professor of Assistant Professor of Chris- Associate Professor of Old Associate Professor of Phy- Education tian Education, and Edu- Testament Language and sical Education cation Literature Sophomores take principles of sociology and by the end of the semester they can discuss moral norms, Elm- town’s Youth and the Townsend plan. They hear Mr. Stoltzfus’ recurring statement, “Il have a file on it,” and his frequent recommendations of paperback books. Second semester they study marriage and the family. During the next two years some students investigate group dynamics or social change. Mr. Brunk is invariably associated with history classes. And Mr. Brunk’s much-used glasses are an important part of his classroom equipment. He demands attention with ”. .. Ahh... lady on the end... are you awake?” His study of Virginia Mennonites typifies his historical scholarship. From history people are able to avoid the errors of their forbears. Sociology shows the relatedness of all human life and prepares the way for the greater community of God's people. i‘ ACULTY By informal discussions, Group Dynamics students discover the forces that interact in any group.

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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

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Robert C. Lehman, B.A. Wilmer R. Lehman, B.A. Margaret |. Martin, M.A. Earl M. Maust, M.Mus. Instructor in Mathematics, Instructor in Mathematics Associate Professor of Phys- Assistant Professor of Music and Physical Science ical Education, and Art (On leave of absence) Bases, concepts, articulations, adjustments, tenure, units, problem solving, role playing, slow learners—these are familiar words to education teachers. With these and other words they share past experiences and present convictions. Education students remember introduction to education class with its magazine reports, group discussions, and child study. They recall Miss Lehman’s probing, “Well, that’s not exactly what | had in mind. ” They remember making plans, then dressing up for visits to neighboring schools. Mr. Shetler’s “Now, what point did that illustration come under?” kept students alert and listening. Education students learned to make those difficult lesson plans in Mr. Lehman’s class, then used that knowledge in student teaching. Guided by supervisors, they did live through student teaching and its multitudinous tensions. The teachers taught and the students learned and went out to share their experiences. COLLEGE Verna Mast and Shirley Kauffman experiment with visual teaching aids. Miss Lehman inspects their work. Revolutionary Wor ee yo Ny debt (millions of dollars) e, F Greew Hi a ‘ . (Ce oe . : by charging taxes to Oispla ® a f i ? es y Es ne 3 i Ade When 4 i ie foes etchant es ty oy ‘ IE id Ne Sly Soe reh