Lycoming College - Arrow Yearbook (Williamsport, PA)

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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

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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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ROBERT H. EWINC C19-»7j Associate Professor of His- tory; A.B., College of V ' ooster; M.A.. University of Michi- gan. THOMAS G. BARNES (1956) Assistant Professor of His- torv; A.B.. Harvard Universitv; D.Phil.. Oxford University. Social Science and History f li c in .1 world ol lii.ios. Tliroiioli (iiir history, social science, and political science we gained a tleeper insioht inlci just how this old world works. From scK ' ial sciences, we learned more ahoiit luniian n.iiiire— win peojile act the wax i1k do. I lirniii;h incrii..in 1 !istor and political sciences we j ained a deeper understanding ol our heritage and how to become hetter citizens o( a democracy. Some ol us h.ne particularly learned how to understaiul liie gieat phenomenom of law whicii is essen- tial for any civilized societ . In addition to learnino more about our own culture ye di.scovered something ol the cultural and |)olitical system of the other peoples of this world. Itom tills exjierience we ha e a better understanding of the forces at work in liie world toda . a b.isis for dealing will) these lorces, and perha|is a slight insight into what tlu- iulure holds. 24