Hamilton College - Hamiltonian Yearbook (Clinton, NY)

Page 20 text:

William J. Tomik, Instruc- tor in Physical Education Cleveland E. jauch, jr., In- structor in English There is indeed little justice in the world when so gallant a group of dedicated people are so completely misrepresented.. For the student-faculty relationship, through the efforts of those who rightly are termed lethar- gic, is of the greatest magnitude. However, confusion of the truly indolent, apathetic, or rude student with the enthusiastic lethargic evokes a general condemnation that is deleterious to the faculty as well as to the well-meaning supporter of counter-education. Prime among examples of this class of students whose aim is to improve the relationship, is the habitually late student, fortunately, there are few classes lacking this type. He consistently arrives at the classroom from five to twenty minutes late and seats himself with such obvious care that invariably the entire class is disturbed and the lecture thus interrupted. He has thereby cleverly executed his task, for without his non-academic influence, a professor would soon develop unfortunate tendencies toward unin- hibited intellectual efficiency. Fifty three minutes of such separation from reality could only lead to abstract intel- lectualism and a straining of the student-faculty relation- ship, which the habitual late comer strives to avoid. Asa E. McKinney, Childs Professor of Agricultural and General Chemistry William D. Starnes, Assis- Kalixt S. Synakowski, In- tant Professor of History structor in Philosophy Charles A. Godcharles, Professor of Psy- chology 16 , t X Channing B. Richardson, Herbert S. Long, Assistant Assistant Professor of Po- Professor of Greek litical Science

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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

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Leo Martinez, Instructor in George I. Brachfeld, I Spanish structor in Romance Lan- guages Douglas W. Kuhn, Finance Secretary Willard B. Marsh, Upson Professor of Rhetoric and Oratory The second type of lethargic reformer is the dozer, who, after arriving at the classroom early, is at best, semi-conscious when the session begins. The voluntary dozer, unlike the involuntary dozer Cwho is a product of a lack of sleepb, never falls to the floor, thereby creating a disturbance and invading the province of the late student. The purpose of the dozer is clearly two fold. First, by virtue of sluggish classroom response, Cand then, only after repeated questioningj he tries to demonstrate that good answers are not easily extracted, nor once obtained, are they easily expressed. This is designed to develop tol- erance in the professor, who, through long years of study, has become unhealthy with the idea that he must associate himself with correct answers-even to the extent of exclud- ing all other possibilities! Guillermo Cotto-Thorner, Frank A. Piano, Assistant Davud N- Ellis, Associate Robert M. Browning As Instructor in Spanish Professor of Spanish Professor of American sistant Professor of Ger History man 17