Haverford College - Record Yearbook (Haverford, PA)

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unfortunate, because if there is one message that Red would have his students receive, it is that politics should not he a religion. In the spirit of real American pragmat- ism. Red is quick to point out that, politically speaking, it ' s the saints who have caused all the trouble — the boys who will die — or kill — for an idea or a cause. Human nature being what it is. peace is a possibility onlv when all submit to one. Rather than pa so high a price. Red would have men wage war peace- fully. Virtue lies in tolerance, mut- ual respect, compromise and recognition of the fallibility of yourself and others. Virtue is made possible by institutions that allow for human fallibility and make peaceful war possible. The politician, for whom ideas are necessarilv of first importance as they help iir hurt his chances of election, provides the buffer be- tween the battling idealists. For all his protests against the men who are consumed by ideas. Red emerges as an idealist of a sort, or at least an enthusiast. The object of his enthusiasm is denmcracy. toward which he demonstrates a faith that is some- times shocking to budding intel- lectuals whose confidence in their own infallibility is unknowingly accompanied by an assumption that the power to make decisions should He in their hands. (It comes as no surprise to learn that Red was nurtured by the La- Follete Wisconsin politics of the ' 30s.) There is some comfort for the academv. Some specialized activi- ty is necessary to truly define the alternatives from which all men choose, and so Red will subsribe to the idea that education is of some value, as . . . an article of faith — an unscientific obser- vation because I ' m in the racket . Proof of this faith lies in his efforts in the field of social in- surance, efforts that have achieved for him enormous stature as an expert . And beyond this work is his inestimable service as a teacher. In accordance with Red ' s un- inflated evaluation of man ' s ca- pacities, his students are not cod- dled. The carrot is implicit: the stick, in the form of persistent cjuestioning and a little book, is most explicit. One has the feeling that o ne would have preferred to outrank Red in his Army days. On the other hand, no student of his can fail to realize that both teacher and pupil are fighting the same battle and are on the same side. Another characteristic of the man in the classroom is his fre- quent indulgence in the use of experience as teacher. Anecdotes abound, rarely lacking significant powers of edification. Classes with Red often become a combination of anxiety (if you haven ' t done the reading), outraged humor and a smug delight in being told the inside story. Perhaps the best measure of the man lies in the sense of privilege and opportunity his students feel in their exposure to him. Red is an educator in the widest sense of the word. He purveys not only information, but an understand- ing and admiration for democracy that is contagious and which goes far beyond the limits of political life. Haverford can consider it- elf fortunate in its association •vith this latter-day gadfly, who. while often destroying the old gods, replaces them with newer and wiser ones. Page 10

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HERMAN M. SOMERS Anyone who has taken the op- portunity to listen to a ward lead- er or precinct committeeman soon discovers that the low man in the American political party heirarchy likes to talk. He wants to talk about his job. of which he is proud. He wants to elicit a little understanding and admiration for his efforts and his svstem. so often the object of abuse. He wants to educate his listeners. He might even philosophize a little. In a sense. Red Somers is a ward leader with a forum, a man wlici puis the trut hs of American pnjitirs in terms a Cdljege stu- dent can understand. He has suc- cessfully bridged and integrated two worlds. There emerges from this dialectic a most profound ipw of what social man is and liow he should be governed. One ran get tlie impression that l!i-(l Idiiks nil tlie academic world as a mission field for the salva- tion-bearing message of the poli- tician. The religious metaphor is Page 9

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LOUIS C GREEN I ' m very well acquainted too with mntfers mathematical, I understand equations, both the simple and quadratieal. About bivomial theorem I ' m teeming vith a lot o ' news — • With many cheerful facts about the square of the hypotenuse. The Major General ' s wnrrls can serve as an excellent introduction to the well-known figure who is head and sole memher of the Haverford Department of Astron- omy. Dr. Louis Green. His know- ledge extends far beyond equa- tions, both the simple and quad- ratieal . extending into such re- latively unastronomic fields as philosophv and English literature. He is able to speak of Aquinas with almost as much authority as he can of the quantum theory. He does not allow science in gen- eral and astronomy in particular to remain an isolated discipline in the students mind but relates it to the whole field of human experience. If a person has ever stood in the hall outside of Chase 8 he perhaps might wonder at the laughter which he hears inside. The applause which follows would be even more mystif ing. H this person were told that the class in session was an astronomy class his curiosity would probably grow to amazement. In most minds as- tronomy is certainly not supposed to be a discipline capable of in- citing laughter in anyone. Astron- omy is supposed to be a sober discipline. There is certainly noth- ing humorous in its elegance: if anything it is cold and distant. This, of course, is true to a de- gree: for viewing the moon through a telescope is certainly a different experience frf)ni reading Shelley. The one fact that makes all llie difference in this case is that this is Dr. Green ' s version of astronomy. Not to imply that the universe that he speaks of is dif- ferent from that studied by other astronomers, but rather that it is more ital than most version- a person is liable to encounter. In this lies the clue to the laughter. Dr. Green himself is a rather tall and severe man. suggesting more a Presbyterian minister w itli a strict Calvinisf background than an astronomer. A first glance affords one no indication of the latent humor of the man. Yet it is the whimsical humor with which he liberally lards his erudi- tion that permits him to excel in the class-room. His spontaneous acting ability permits him to imi- tate with equal facilitv a diatomic molecule or the hypothetical uni- verse in angular motion. While the educators are work- ing on methods to make the learn- ing of science painless. Dr. Green has developed his own relatively painless method. Most students at Haverford enroll in the astronomy course as a means of hedging the science requirement and have lit- tle initial interest in the content of the course. Much to the sur- prise of many students they dis- cover that they enjoy the course, and cannot remain indifferent, at least not to Dr. Green. He is able to expound such complex theories as that of re- lativity to students with a minimal scientific background, and to do it successfully. It is Dr. Green ' s accurate and sympathetic feeling for the students and his desire to teach them, rather than just to teach, that permits him to convey to them his feeling of enthusiasm for astronomy. Page 11