Millikin University - Millidek Yearbook (Decatur, IL)

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NINETEEN TEN MILLIDEK $f)pgtcal draining JAMES NEWTON ASHMORE Director of Physical Training Lincoln (111.) University, 1899-1902; University of Illinois special course in physical training, . 1 902- 1903 ; V. M. C. A. Summer School for Physical Director, 1901 ; Physical Director Washington State College, 1903-1904; James Millikin Uni- versity, 1904-1907; Western Maryland College, 1907-1909. MOLLIE GRUBEL Instructor in Physical Training for Women. Illinois State Normal University, 1897-1898; University of Wisconsin, Summer Term, 1902; Harvard University, Physical Training Courses, 1903 and 1904. Chautauqua School of Phys- ical Training, 1907. Teacher Decatur Public Schools and private gymnasium classes, 1899-1906; Physical Director, Decatur Y. . C. A., [906-1907. department of $f)j £tcal draining JAMES N. ASHMORE, Physical Director Two years of Physical Culture are required of all men in the Academy as one of the requirements for graduation. College men are required to take the work in the freshman and sophomore years. The men are divided into classes with regard to their ability. The number in each class is restricted in order to give each man as much personal attention as is possible. This plan makes more classes, but enables the director to suggest the particular exer- cises best suited to the individual as a corrective agency for de- fects, such as round shoulders, curvatures, undeveloped parts, etc. The Cass as a whole is given dumb-bell and Indian-club drills, marching, calisthenics, individual and combination tumb- ling, apparatus work, pyramid building and indoor games. The fundamental object of the work is to develop strong healthy men. More stress is laid upon strengthening the vital organs than on developing exterior muscle for show. If we would develop our bodies so as to possess health, strength and agility, we must use a system of exercises that produces these results: namely, a course of light and heavy work arranged ac- cording to our temperament and physical needs. By teaching the student how, when and the amount to exer- cise early in his college course, it is hoped h° will use the know- ledge to keep himself fit physically for his college work, even after he has completed the actual requirement of two years ' work and will continue to use the gymnasium through, his junior and senior years. A diversified plan of exercise such as outlined here should lead each man to choose some one thing suited to his taste and needs, and the department would be pleased to see each student make some form of exercise his hobby, to be taken with him along with his sheep skin. It well needs be a hobby. else it will be neglected when business matters press. The Physical Department has some distinctive features found in no other department of the university in that its courses are all required courses and are sure to do the student some good with or without his consent. Final demonstrations are used rather than final examinations. The Powers that be. — Faculty. 20

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NINETEEN TEN MILLIDEK M. ELIZABETH COLGROVE, A. B. Associate Professor of Modern Languages New Windsor College, A. B. 1889 ; Heydrich Gesangschule, German and Voice, Halle an der Saale, Germany, 1 900-1 901 ; Professor French, German and Voice Darlington Seminary, 1899-1900; Director Conservatory of Music and Modern Lan- guages, Hudson River Institute, 1901-1902. JAMES DICKEY, B. S. Assistant Professor of Mathematics University of Illinois, B. S. 1898; Instructor in Mathemat- ics, Alton High School, 1900-1904; State Normal School of South Dakota, 1904- 1905. DAVIDA McCASLIN, A. B. X 2$ Instructor in English Language and Literature A. B. Coe College, 1904; Teacher Public Schools, 1904- 1906; Harvard Summer School, 1906; Fellow in English, James Millikin University, 1907; B. S. with Pedagogy, The James Mil- likin University, 1907. JOHN E. ROUSE, A. M. Instructor in Philosophy, and Recorder Warrensburg (Mo.) State Normal School, Ph. B. 1891 ; Lincoln University, A. B. 1894; University of Kansas, A. M. 1896; Harvard University, A. M., with final honors in Phil- osophy, 1901 ; Ph. D. preliminary examination, 1904, and thesis, 1905; Townsend scholar at Harvard, 1902-1903, and tutor 1904- 1907; Bermuda Biological Station, [903; University or Chi 1909; Instructor in Philosophy and Education, Dartmouth Q lege, 1907. FRANCES H. NORRIS, A. M. Instructor in English Language and Literature University of Kansas, A. B. 1901 ; A. M. 1904: Universit of Chicago, 1905-1906; Ft. Scott (Kan.) High School. 1901- 1903; Hutchinson (Kan.) High School. 1903-1905. BONNIE BLACKBURN, A. B. X 2 4 Assistant Instructor in French The James Millikin University, A. B. 1908; Assistant Pro- fessor of French and German, Coe College. 1908- 1909. PAUL L. WELCH, 1910 Student Assistant in Biology FLORA ROSS. 1910 $ n Student Assistant in German THEKLA SIEBENS. 1911 Student Assistant in German HARRY HADLEY. 1911 Student Assistant in Chemistry ESTUS H. MAGOON, 1912 Student Assistant in Physics Youth at the prow, and Pleasure at the helm. — Dormitorv. 19

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NINETEEN TEN MILLIDEK Ki)t Retool of (Engineering THE great pyramids of Egypt and the temples on the Nile are evidences that the profession of Engineering existed long before the Christian era. The Greeks and Romans constructed marvelous roads, bridges, aqueducts and various me- chanical structures that are even yet the admiration of the world. The ruins left by the Incas in South America and by the Aztecs in Mexico, are evidences of the work of engineers years before Columbus discovered America. President Hadley of Yale, at the dedication of a new Engineering Building in New York City, said, The men who did more than anything else to make the Nineteenth Century different from the other centuries that went before it were its engineers. Down to the close of the eighteenth century the thinking of the country was dominated by its theologians, its jurists, and its physicians. These were by tradition the learned professions. It was reserved for the nineteenth century to recognize the dominance of abstract thought in a new field — the held of constructive effort — and to revere the trained scientific expert for what he had done in these lines. Enthusiasm and de- votion to his work, and in after years, to his profession, is char- acteristic of the engineering student. Without this devotion no man can rise, but will remain a hewer of wood and a drawer of water. What engineer does not feel the pride in his profession grow as he rushes through the great tunnels under mountain or river ; as he watches the great ocean vessels sweep out to sea ; as he sees the giant steam locomotives or mysterious electric motors hauling long heavily loaded trains with ever increasing speed, or as he observes some intricate machine performing its task with more than human accuracy 1 The world is still full of unsolved problems in the engineer- ing field and the engineers, the men skilled in the application of science, are to solve them. They are the men who are to make the deserts blossom as the rose, develop the great wealth mines and forest, and harness the forces of nature to the chariot of civilization. There is a dignity and intrinsic worth in know- ledge and skill that is directlv useful, and the disciplinary and cultural value of useful applied science should not be under- estimated. To the school of Engineering is assigned the development of its students in the fundamental theory and practice of the Civil, Mechanical, and Electrical branches of engineering. Its courses are planned with the view of affording, not only the basis of a sound engineering education, but also, for the cultiva- tion of the judgment and executive faculties as well. The first two years all the courses are similar and deal with those subjects which are fundamental to all engineering work. The last two vears of each course, while still retaining many studies in common with the others, are largely given to the studies and laboratory investigations that are essential to each special line of work. Let ' s meet and either do or die. — Millidek Board. 21