Haverford College - Record Yearbook (Haverford, PA)

Page 16 text:

- VIbh HUPI RH £ ' ... it seemed like a good idea to collect a few pages of raw material — to make an abstract ourselves; an impression of impressions — of a stream of more or less unconscious associations . . . ... to see what would happen to the impressionistic editors themselves, as much as to anyone else concerned with the whole business of remembering . . .

Page 18 text:

By participating in the life of a small college, they involve themselves with all of the personal attitudes and curiosities of the individual student : Messrs. Foss and Horn at SCM. THE FACULTY: A SENIOR VIEW by Tom Duff From the outside, the faculty of Haverford Col- lege is probably not distinguishable from that of many other colleges. Within it there continues an intense research and scholarship concerned with both the sciences and the humanities. All of our faculty are learned men, dedicated to academic study and discovery; most of them fulfill the role of true teachers. Their uniqueness, perhaps, lies not in what they do — in their specific fields of study or in the facts which they have uncovered — but in what they are: men with the desire and the ability to do more than lecture behind pages of notes to inert classes. By participating in the life of a small college, they involve themselves with all of the personal attitudes and curiosities of the individual student. It is this encounter which most effectively enhances the vitality of the faculty and accomplishments of the whole college community. An excellent and compendious analogy to the ideals of the Haverford faculty is offered by the following quotation from Aesop: Xe ' aiva, ofeiSt o xeVij vno aXanrtKo i-ni tS aei eva tLktuv, Eva, e f)Tf, ' akka ktopra. A lioness, being upbraided b a fox for ainays giving birth to only one, said ' Our. but a lion ' : ' Their uniqueness, perhaps, lies not in what they do but in what they are : Mathman Solomon introduces freshmen to the numhcrs game at Sunday evening faculty dessert during Cus- toms. THE FACULTY: A FRESHMAN VIEW Loren Ghiglione In keeping with time-honored Haverford tradi- tion, the first gathering of the Rhinies is always con- cluded with a terse statement bv a meinber of the administration: You ' re all capable of doing the work or i)u wouldn ' t be here. Before long most of them begin to wonder if there aren ' t exceptions to the rule. The academic pattern expected of a Haverford student seems a distant, intangible con- cept. Sociological sleeping sickness sets in at 12 noon Monday. Wednesday, and Friday; 50 c of the Poll. Sci. mark becomes a nightmare as keen Freud- ian analyses are undermined by a general, profound ignorance of the subject: the basic error in Bio turns out to be failure to tell Mr. Loewy that a Bio major is just the thing. Bevond these relatively minor setbacks, there is a problem that plagues the Rhinie in everything he does: there just is not enough time tc get all the work done. The metaphor of teacher and student strolling hand-in-hand down the road of knowledge becomes bastardized — Haverfordized. if you will. The academic pace is set by faculty Olympic s])rint champions who run so fast that no one can keep up with them. First coines the stumble, then the fall, and then the drag — what a drag. Someone, somewhere, must save the strugglers and stragglers. And strangelv enough, in our case it turns out to be the sprint champions themselves who help one to regain his feet if the pace becomes too fast. Their willingness to provide the extra eve- ning reading class, the optional discussion period, the personal interview, typifies the facul tv attitude which changes the effort to ' just keep up into the process of learning. 14