Hobart College - Echo of the Seneca Yearbook (Geneva, NY)

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ED CATIC AL PCLI The aim of a liberal arts education at Hobart is twofold: Hrst, to develop in the Studelit 2111 intelligent and urgent sense of his responsibility for the moral and civic welfare of the community, whether the com- munity be considered as a local entity or international in scope, second, to furnish him with a breadth of basic education which will enable him to choose his future career wisely and, so far as is proper, short of a professional school, to give him the training necessary to follow his chosen career with success. During the last fifty years or more, the movement toward early specialization in college and the enormous increase in the number and variety of courses offered has resulted in over-emphasis on the second aim of a liberal education and caused the first to be largely forgotten. To take the place of an unrelated set of courses chosen primarily with a view to completing the require- ments for a Major',, a new program was started at Hobart. This plan was inaugurated in the fall of 1946 and it encourages the development of responsibility in the student by setting up certain goals that he must reach in his junior year, and others at the end of his senior year, and by requiring from him, after due consultation with advisors, a mature choice of the means to reach these goals. In the junior year he is re- quired to pass qualifying examinations in Western Civilization, the Study of Society and the. Natural Sciences. These are the first goals that must be reached. ' L1 The curriculum in the freshman year consists of tool subjects, the' mastery of which is essential to any liberal education and to more advanced study. These are: English, mathematics, one the natural sciences, and a foreign language. In' the sophomore year, the student begins the study of the Nature and History of Western Civilization, a course which occupies about two-thirds of his time and deals with the origins in the Hebrew and Greek cultures of the religiousjand philosophical, scientific and economic and social aspects of our life and thought, Throughout the course the student is kept aware of the bearing upon his own world of the problems and thought of the ancients. Particular emphasis is placed upon the religious and philosophical developments in this period, and the students read widely in the literature of the time. During the first term of the freshman year, the student will attend a series of three or more lectures on the general subject of Career Determination. At the beginning of the second term, of the freshman year aptitude tests will be given and upon the basis of these the student discusses the choice of a vocation with the Guidance Director. No Hnal decision is made at the time, but the student will begin to consider the mat- ter of a life work in the light of what he has learned. i - T In the sophomore year, the student has the opportunity to consult, both on and off campus, with ekperts in the fields of his particular interests. Reports on these conferences are kept onfile, and at the end of the sophomore year a final aptitude test is given. In addition to the lectures and tests that are required during the first two years, the student may elect a non credit course in Career Determination. T 18

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in Dlumbia, us' Whit. Lectztrgy in 'Yds 19305 l and Com. I Harvard, m5sl932, ard, 1940, 'Ht College, . tWhart0n 36: M.B.A. if Schooll, Eduration, P. 1 P.,:'chology,' zbia. 1916, pf IH! B.A. 31.1. Yale, yiijfl, Wil- ni M.A. 1, Hobart, lftlitim' Po. , ..-,sjrgley I ' .5-13013 .,f 10 iD' 1 1 COLLEGE. CF THE EC THORNTON THOMAS GIBBS, Assistant Professor of Physical Education, Hobart College, B.S. Springfield, 1939, JOHN ORVIN. MUNDT, Assistant Professor of Biology, B.S, Wis- consin, 1938, M.S. Maine, 1940, Ph.D. Michigan State, 1944. 5 . . JOHN LYEENBERG, Assistant Professor of English, B.A. Oberlin ' 1934, M.A. Harvard, 1938, Ph.D. Harvard, 1946 3 CALVIN WHEELER MILLER, Lecturer in Education, B.A. Williams, 1933, M.Ed. Harvard, 1938. IGNACY ALEKSANDROWICZ, Lecturer in Economics, J.U.D. Cracow, 1914. '- ,t ROBERT HAVENS MOREY, Lecturerin Sociology, Ph.B. Brown, V, 1931., Ph.D., Princeton, 1934. . 4' . x ELIZABETH RACAO DURFEE, Instructor in Physics, B.S. William 1 Smith, 1917, M.S. Cornell, 1924. ELOISE WOOD, Instructor in Art, Art Students League of New York. - ROBERT WARREN SILSBY, Instructor in Histogi, B.A. Hobart, 1942. HAROLD FRANK BLIGH, Instructor 'in Mathematics,' B.A. Syra- cuse, 1938, M.S. Syracuse, 1939. ABIGAIL MARIE MOSEY, Instructor in Mattzematics,- B.A. Nazareth, 1936, M.A. Syracuse, 1944. MAXINE VIRGINIA PEASE, Instructor in Speech, Diploma, Central School of Speech Training, London, 1928, Alviene School of the Theatre, 1930, Graduate School, 1938, Chalif Normal School of Dance, 1939. MILAN DAVID BARNES, Instructor in German, B.A. Hobart, 1942. - FREDERICK WILLARD MOORE, Instructor in Romance Languages, B.A. Hobart, 1939, M.A. Harvard, 1940. EDWARD EVERETT GRIFFITH, Instructor in English and Drama- tics, B.E. Ithaca, 1930. CHARLES GRAY BARTON, Instructor in Chemistgi, B.A. Hamil- ton, 1942, Ph.D. Cornell, 1946. ROBERT JOHNSON EDWARDS, Instructor in Biology, B.S. Ho- bart, 1942. I JOHN M. T. HALL, Instructor in English, B.A. Newark, 1940, M.A. New York, 1946. ANN MARVIN PARKER, Instructor in Plyisical Education, William Smith College, B.S. Tufts, 1946. WARREN LLOYD SEMON, Instructor in rllathenzatics, B.S. Chicago, 1944. CECILE BIARGUERITE HYMES, Instructor in Englislz, B.A. West Virginia VVeSleyan, 1944, M.A. Columbia, 1946. JOSEPH S. PATTON, Instructor in Plyfsical Education, Assistant Coach, Hobart College, B.A. Colgate, 1934, M.Ed. Springfield, 1938. WILLIAM DEGROVE BAKER, JR., Instructor in English, B.A. Hobart, 1946. SCOTT ROBERTSON SPRINGSTEAD, Instructor in Applied Eco- nomics, B.A. Hobart, 1938, M.A. Cornell, 1940. AUGUSTINE GERMAINE CANAC, Instructor in French, B.A. Ripon, 1920, M.A. Columbia, 1928. KATHLEEN MARX' OISI-IEA, Instructor in French, B.A. William Smith, 1931. ROBERT WARD BURN!-IAM, Instructor in Psychology, B.S. St. Lawrence, 1937, M.S. Rochester, 1938, Ph.D. Rutgers, 1941. JOSEPH N. ABRAHAM, Assistant in Physical Education, Hobart College, B.S. Ithaca, 1942. CONSTANCE ANNE BREWER, Assistant in Chernistgr, B.A. Vas- sar, 1946. LOUISE WALLACE SHUTLER, Assistant in Rgiclzology, B.A. Ver- mont, 1946. KATHLEEN M. HARRIS, Assistant in French, B.A. William Smith, 1932. PAULA H. JAHN, Assistant in German. WILLIAM COY KIRKPATRICK, JR., Assistant in Music,' B.M. Eastman School of Music, 1940. THE REV. CHAUNCEY FRANKLIN MINNICK, Assistant in Histogr and Literature, B.A. Cleveland College of Western Re- serve, 1941, B.D. Seabury-Western Theological Semin- ary 1943.

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On the basis of all the information gained during the first two college years the student, with the aid of his advisor, chooses a major field of specialization for the rest of his college work. If he has achieved high grades in his qualifying examinations, taken at the end of the sophomore year, he is given the choice of working for a degree in general studies or becoming a candidate for a degree with honors. In the latter, the attention of the student is focused upon his particular field and much of his last two years is spenthin indivi- dual reading and study under supervision. The candidate for a degree in general studies undertakes a less intense major program and has an opportunity to take a number of courses in various fields. Throughout the studentas course, attention is directed toward his use of English as a means of communi- cation, oral and written. Students may be required to take special remedial work under the Committee on the Use of English if any instructor observes deficiencies in his English. The student must maintain a satis- factory level of performance in his use of English during his four years of college in order to graduate. For those students whose major field necessitates a sequence of courses in the sciences, a curriculum leading to the degree of Bachelor of Science is provided. This course differs from the Bachelor of Arts course in that five hours in Western Civilization instead of ten hours are required. The difference to be made up of additional mathematics and natural sciences. In addition to the academic program outlined, the candidate fora degree at Hobart must complete certain physical education and religious activity requirements. tl 9