Elizabethtown College - Conestogan / Etonian Yearbook (Elizabethtown, PA)

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Elmer B. Hoover — Department Head B.S., Juniata College; M.Ed., The Pennsylvania State University. William Klauber B.S., Elizabethtov College. George S. Diamond B.S.. Shippensburg; M.S., Florida State University. Dr. Norman N. Weisenfluh Eugene R. Eisenbise A.B., Dickinson College, M.A., Uni- B.S., McPherson College; M.A., The versity of Pennsylvania, Ph.D., Univer- University of Wyoming; Kansas State sity of Pittsburg College at Emporia. Harry J. Graham B.S., Elizabethtown College; M.Ed., Temple University. D. Paul Rice A.B., Elizabethtown College; M.S. in Ed., Temple University. EDUCATION We cannot live by absolutes ; therefore, life is an exercise in un- certainty. Yesterday is not the criterion and standard for tomorrow. It is for this reason that teaching is an art. As such it is something into which one puts creativity and imagination. Those of us who like to teach here at Elizabethtown College have the conviction that teaching is both a challenging and a rewarding profession. Ours is the responsibility for building a pro- found confidence in public education and a courageous zeal for it. Forging ahead is an effort to strengthen our program. The new curriculum which will be set up must center around the behavior goal needs and persistent social and cultural problems of the individual. It must cut across academic goal lines and increase the student ' s po- tential for exploring new fields and experimenting with new ideas and solutions. This necessitates a direct correlation between methods and content material. This curriculum will stress the laboratory approach to experience gaining in all areas of study and activity. As teachers, we will seek to instill in our students the need for developing a sound philosophy of life. This will embody principles leading to clean living, clear thinking by the freeing of creative capa- city toward social ends, and making social judgments through the so- cialization of experiences. Provision will be made for totality of experience through the deepening, enriching, and extending of our sense of values. This will involve the power to evaluate, to reason, and to choose for oneself the most desirable path to follow. Education will then embrace being and doing, living and experiencing, rather than possessing and know- ing. Each student will be taught how to study and how to think rather than what to study and what to think. Our way of life requires that the physical, mental, emotional, social, spiritual, and aesthetic channels be open to receptive ideas and creative great adventure. If our future teachers are to embrace this concept, they must be secure persons, must understand self, pu- pils, and society, and must act intelligently upon that understanding. Page Twenty-four

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0. F. Stambaugh-Department Head B.S., Lebanon Valley College; M.S., The Pennsylvania State University; Ph.D., The Pennsylvania State University Zoe G. Proctor B.S., Elizabethtown College; M.S., Bucknell University Phares H. Hertzog B.S., Bucknell University; M.A., Princeton University CHEMISTRY The chemistry department teaches students with many different in- terests and aims. In addition to chemistry majors who go on to industrial chemistry, graduate school, and secondary teaching, pre-medical and pre- dental students major or minor in chemistry, biology, physics and pre-en- gineering students take one or more basic courses in chemistry, medical technology students receive much of their training in chemistry, and stu- dents with other majors elect a terminal one-year course in chemistry as part of their liberal arts education. In spite of the differences among students and the differences among courses, the philosophy of all courses is basically the same : to help the student gain an awareness of basic facts concerning certain aspects of the behavior of matter (laws) and interpre- tations of these facts (theories). The recent trend in teaching chemistiy at Elizabethtown College has been to put more emphasis on fundamentals and less on descriptive chemistry. This is particularly true in the first-year courses. In a rapidly changing scientific and technological world, it is important that the stu- dent who has taken only one course in chemistry have a framework into which he can fit the new facts and theories that he will read on the science page of the Sunday newspaper (and in his children ' s elementary school textbooks) twenty years after graduation. Laboratory continues to be an essential part of any study of chemistry because chemistry is concerned with behavior of matter rather than ar- rangement of printers ' ink on a page. Hopefully, the laboratory assign- ments in basic courses are becoming more imaginative, more interesting, and more educational. Techniques are taught as tools for gaining chem- ical information rather than as ends in themselves. Quantitative observa- tion of matter, using the analytical balance and other instruments former- ly available only to advanced students, is now considered to be a necessary part of the beginning student ' s study. The most significant recent change in the program of chemistry ma- jors in accord with recommendations for accreditation by the American Chemical Society has been the inclusion of all basic courses including physical chemistry which previously had been considered to be the cap- stone course in the first three years leaving the senior year for election of several advanced courses and research. It is especially in conducting research in a little-explored area that atoms and molecules are completely unaware of theories and hypotheses and if one would gain knowledge, it must be sought in the laboratory rath- er than in textbooks. Fortunately, the chemistry department has steadily increased its instrumentation and equipment for advanced experimenta- tion and research though space for individual work continues to be se- verely limited. Hopefully, the near future will bring more space for stu- dent and faculty research as well as reduced teaching loads to permit more individual instruction (including instruction by example) at the advanced level. Jack L. Hedrick B.S., Elizabethtown College; M.S. University of Pittsburgh John ttanck B.S.. Elizabethtown College; M.S. Princeton University James M. Berkebile A.B., Manchester College; A.M., The Ohio State University; Ph.D., The Ohio State University Page Twenty-three

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ENGLISH The aim of the Department of English is in general to offer courses of instruction which give the student the opportunity to acquire both depth and breadth of knowledge, a grasp of ideas as well as facts, an orderliness and openness of mind and clarity, precision and grace of expression. Except for the special field of preparing teachers, we feel that the English major program should be kept free of vocationalism. Its core must be the study of the English language, and of English and American literature, is for their own sake — and for what they contribute to the stu- dent ' s liberal education. Whatever vocationally oriented courses and of the humanities. And these must be studied liberally — that it may be expedient for the English department to offer, these should not be included in the English major program. It is essential that the freshman be trained to read intelli- gently, to think clearly and critically, and to write effectively. To the accomplishment of this purpose, the course in English com- position is offered. In order to make this important course of study more effective, we advocate strongly the lowering of the student-teacher ratio. It would be possible thereby for the indi- vidual student to receive more personal attention from his in- structor. In order that our program of studies may be more complete and well-rounded, we hope to add courses in Anglo-Saxon, Mid- dle English, and Chaucer. Greater emphasis needs to be placed on our linguistic and literary heritage. Several other suggestions may be made as follows: quali- fied students should be encouraged to undertake independent study, the Elm, Conestogan, and Etownian should be more ac- tively promoted, and the possibility of establishing an English club might be considered. And so it is apparent that our aim is quite positive — to strengthen, improve and enrich the English major program. Richard W. Bomberger-Department Head A.B., Franklin and Marshall College; A.M., The University of Virginia Carl J. Campbell A.B., Franklin and Marshall College; M.A., The University of Pennsylvania J. Thomas Dwyer A.B., University of Pennsylvania; M.A., University of Pennsylvania Audrey Rader B.A., Bryn Mawr Jobie E. Riley B.A., Manchester Collepe; B.D., Bethany Seminary; M.A., Northwestern University Ralph VV. Schlosser Pd.B., Elizabethtown College; Ursinus College; A.M.. Columbia University; Litt.D., Ursinus College M. Evelyn Poe A.B., Houghton College; M.A., Cornell University Esther K. Swick A.B., Thiel College; M.A., Columbia University vv 1 w 1 9 r ZTjt f f Page Twenty -five