Hamilton College - Hamiltonian Yearbook (Clinton, NY)

Page 22 text:

Thomas M. Johnston, Professor of English John R. Mattingly, Benjamin-Bates Professor of Latin Berrian R. Schute, Professor of Music The third character of merit in counter-education, although his significance is paradoxical, is the class-cutter. T he importance of this type lies not in the person himself, nor in his presence, but rather, in the row of small checks in the professor's classbook. If the cutter is an enthusiastic lethargist, the instructor is given the only accurate tabu- lation of his lecture rating. Through discreet usage of this data, the professor is able to enliven his course, to the eventual advantage of the student-faculty relationship. So it is that the enthusiastic lethargist, whose con- stant fear is discovery and whose constant threat is failure, endeavors to instill tolerance, awareness of reality, persev- erance and fervor into the heads of academicians. However, the system of counter-education is not based on, or necessitated by, a decadent, static faculty. Quite to the contrary, the Hamilton professors have too few short- comings to keep the system's proponents satisfied. But it is written that it is the province of students to guard against all possible infections, and eliminating these, to conjure imaginary ills. And for this, the system is ideal. Walter Pilkington, Librarian

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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

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Dwight N. Lindley, Assist- ant Professor of English Kenneth S. Patrick, Physi- cal Education Wfinthrop Bellamy, Fellow in Chemistry Franklin G. Hamlin, Associate Professor of French Walter N. Hess, Stone Professor of Biology Otto K. Liedke, Professor of the German Language and Literature 19