Plymouth State University - Conning Tower Yearbook (Plymouth, NH)

Page 32 text:

SCIENCE First row: Rndcric Row, Sarah Harriman, James Boyd. Second row: Richard Vcrrill, William Locke, Richard Rnllock. SOPHOMORE First row: William Hoag, Sally Allard, Virginia Morgan, Robert Proulx. Second row: Richard Haney, Peter Jensen, John Barrett. JUNIOR First row: Francis Douglas, Charles Bailey, Porter Schoff. Second row: Conrad Perreault. Richard Saari, Nelson Harjicr, John Cavanaugh. The Natural Science major studies the basic branches of the field, in their theoretical and practical aspects, toward the goal of attaining a perspective of the scientific enterprise in our day. Basic in the major’s development is growth to some degree of intellectual autonomy, certainly with respect to scientific principles and usually with respect to the social milieu, particularly in an educational context. Paramount in this is the aim of aiding the Natural Science undergraduate to partake of the spirit of science in itself and in its relation to man’s other affairs. 'Hie Natural Science graduate is a person of inquiring disposition, equipped at least with basic understandings to pursue new inquiries, fitted by experience to seek to extend his understandings, and inclined to reserve judgment pending the acquisition of defensible bases for conclusions. Completion of the Natural Science curriculum signifies a level of personal development which enables and encourages a continuing individual growth in understanding and capability.

Page 31 text:

SCIENCE JUNIOR First Row: Richard lioulcy, Nancy Downing, Fay Rollins, Thctxlorc Satldic. Second row: Herbert Wheeler, Theodore Parker, Richard Day, Arthur Slade. In the current furor over the so-called ‘Academic Freedom’ controversy in the United States, there arc two storm centers, situated in the Social Science field and in the field on natural science. “Strange,” you may say to yourself, “Why should these subject matter areas be the location of such serious stress and strain?” The answer is simple — how can one study either social or natural phenomena by being hindered with one group’s mores? They cannot. In both fields, the so-called radicals, reactionaries, and progressives are found. What should one do with such individuals? They should honor them for their convictions, as they dare hold their faith against great pressures. Who knows but what your ideals may be next to be questioned? What is the duty of a student in both fields of science? The duty is summed up in the old maxim, “Know ye the truth, and the truth shall make you free.” In recent times, one often hears the question which has been raised by many students. This is, “Why study history?” There are many answers, and we must realize that to know history is to be well informed. Information in turn aids understanding, which is a worthy objective, indeed. And to know history, is to be familiar with some of the finest examples of elegant and brilliant writing. What has history done for the world? Even the most turhulent revolutionary that ever lived, the most bitter hater of the past, finds many to admire. It may be Cromwell, it may be Rousseau, or Voltaire, it may be Robert Owen, but some such leader, each must have. His memory he will revere, his influence he will admit, his principles he will contend for. No serious individual can fail to recognize the fact, that although he claims to be acting freely, he is actually following the path made by earlier leaders, and is walking the trail which he has chosen, and which he believes will lead to his desired ends. Therefore, the man who claims history is of no importance is not rational. It has been said, “The proper study of mankind is man. How may this be achieved except by the use of records as to man’s behavior in the past. All knowledge of history is worthless unless it tends to give us sounder notions of our human and social interests. Not all generations can be equally observant of human nature, however they may cxccll in one field. Thus, it may leave its mark on one area of development. Then, like a great river, which is built up by contributions of various tributary streams, we may reach still farther in the direction of our final achievement. Hence, it is that in all political, all social, and all human questions whatever, history is the main source of the Inquirer. 29

Page 33 text:

LANGUAGES Virginia Shea, Claire Casev, Sandra Spratt. The memories of Room 22 are parallel to the new linguistic experiences acquired through various activities of the language department. Regardless of the apparent isolation of Room 22, modern foreign languages, French and Spanish, have innumerable ramifications in their practical applications. At Plymouth Teachers College the immediate value of foreign languages is centered in education. In addition to education, foreign languages prove to be of great significance on and off campus when dealing with international relations, social service, commercial pursuits, literary pursuits, dramatics, costuming, art, travel, and communication. Whether a student follows through the entire language program or merely takes a course as an elective, he will become aware that language learning is composed of a continuous series of mosaics or facets gradually, slowly and, perhaps eventually forming and developing into personal qualities which make an effective language teacher. Students having entered Room 22 most certainly do remember the seven predominating facets. Without going too much into detail it is possible to mention aural understanding as the ability to understand conversation at various rates, speaking as the ability to talk on prepared or extemporaneous topics, reading as the ability to read almost as easily as in English, and writing as the ability to write on a variety of subjects with ease of expression. Language analysis and a knowledge of culture also enter the picture of language learning as well as personal preparation which includes methods and techniques of language teaching. Language learning at P.T.C. is facilitated and enriched by the availability of modern audio-visual aids, the individual guidance of language students, and the opportunity of teaching French in the elementary school prior to regular student-teaching. Consequently, the language department does play an important role on and off campus dealing with the students as future teachers. 3»