Hamilton College - Hamiltonian Yearbook (Clinton, NY)

Page 18 text:

Eugene M. Long, hlnstruc- Charles M. Ogilvy, Insrruc- ChaI'lCS H- Southwick, AS- Neale H. Mucklow, In tor in Physical Education tor in Mathematics 4 sistant Professor of Bi- structor in Philosophy ology Mox A. Weber, Professor of Physical Education Horacio J. Harrington, Visiting Professor of Geology G. Harvey Cameron, Professor of Physics James Penny, Fellow in Art

Page 17 text:

5 y John L. Baldwin, Jr., Lecturer in John W. Blyth, John Stewart Kennedy Pro- fessor of Philosophy Music and Director of the Choir 1 Edgan B. Graves, Professor of History I i K Marcel I. Moraud, Associate Pro- james F. Hunt, Professor of Education fessor of Romance Languages '-

Page 19 text:

Nicolas J. Gerold, Assist- Gregory J. Batt, Associate James M. Wood, Instruc- Sidney Werfimef, ASSiSf ant Professor of Biology Professor of Physical Edu- tor in English Composi- ant Professor of Economics cation tion The text interpreter, to whom thorough knowledge of the text is a necessity, has the task of incessantly re- minding the professor that his remarks do not coincide with the book, and that the text itself is largely comprised of non-requitions. This type of student is particularly ap- preciated in courses having the same text from year to year. Since the professor may have forgotten some of the reading, the text interpreter is quick to present the class with a summary of his oversights and omissions. Thus, the professor is provided with an added stimulus to keep abreast of his subject. The lecture clarifier assures ,that the professor's lec- tures are always clear and intelligible to the class. This student type is most effective in the social sciences and the courses necessitating much explanation of theory by the instructor. Sir, are you trying to say . . He will begin with a good natured chuckle. Or, Do you mean that we should infer . . He will prompt with a faintly perceptible smile, thus assuring the professor that he casts no aspersions on his intelligence or knowledge of the course. The goal that the alert, eager group so zealously pursues is clearly, then, to instill in the faculty the virtues of preciseness, patience, and perseverance. The second major group of proponents of the counter- education system includes, as was previously mentioned, such types as the inveterate class-cutter, the dozer, and the habitual late-comer. This class attempts to educate what is perhaps the more difficult type of professor, but unfor- tunately, its efforts are invariably less appreciated by the faculty Cin spite of their obvious debt to this group of industrious students?- George I.. Nesbitt, Professor of English Landon G. Rockwell, Associate Professor of Political Science A