Lycoming College - Arrow Yearbook (Williamsport, PA)

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Education I low tio vou stimulate student interest and patitipationr How do ou deal with the jirobiem child? These are just two of the major problems which confronted stu- dents preparing for certification in elemen- tary or secondar education. Throush such courses as educational ps chologv, methods and technicjues, audio- isual, and others, we were prepared with suggestions as to how to answer these problems. Then, through that unforgettable experience of student teaching, we practiced what we had learned. Now that we ha e received certification, we look iorward to perform- ing our role in forwarding our great demo- cratic principle of education to all. ROBERT F. S.MIllI 14-i( , . s «.i.iic l ' r..lc s.., ,,l 1 .lucation; B.S., Lock Haven State Teachers 0)llegc; M.Ecl., U.Ecl., Pennsylvania State Universitv- LOIS KELLER HINKEL (1956) Assistant Professor of Education; B.S., Lock 1 Liven State Teachers College; .M.S., Pennsylvania State Llniversitv. 22

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Religion The religion department was an im- portant part of the Lxcoming study pro- gram. There, not only pre-ministerial and missionary students, but each person taking the courses had a chance to become more open-minded when talking about religion. Some of their ideas were changed and oth- ers vyere strengthened. New concepts were formed. Spiritual growth was usually ac- complished— e en though only a tiny bit perhaps. Deeper thinking and tolerance were deyeloped through discussion of dif- ferent faiths. Students were led one step farther on the road to vyorld citizenship. Thinking was the order of the day at Lycoming and you knevy (as the students found out), obiecti e thinking was a real art. DONALD H. TREESE (1956) Assis- tant Professor of Religion; A.B., Juniata College; B.D., University of Chicago. HOWARD L. RAMSEY (1955) As- sistant Professor of Religion; A.B., B.D., Southern Methodist Universit ' . 21

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Mathematics Most of us regarded math as a subject reserved for brains onlv. In fact, only a small group of us were introduced to anv formal college math courses. However, it did not take us a great deal of time to realize that math was an integral part of all our subjects. Using mathematical formu- las, the ancients established a basis for log- ical thinking and reasoning that is still being used todav. In the social sciences, we learned that the great thinkers had based their earlv calculations according to math- ematics and since compiled a calendar and a number svstem. Philosophy lays its ori- gin to mathematics. In psychology, econo- mics and sociology, we used a large number of graphs and computing tables. It was said that to thoroughly know a language was to be able to add, subtract, multiply, and divide in that language. ARMAND J. L. ' anBAELE (1947) Associate Professor of Mathe- matics; College Communal, Tirdemont. Belgium; B.S., Agric College, Gembloux, Belgium; M.S., Rutgers University. THEODORE K. FRUTIGER (1956) Instructor in Mathematics; A.B., Bucknell University. 23