Tufts University - Jumbo Yearbook (Medford, MA)

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FINE ARTS The Fine Arts Department on campus is composed of Rus¬ sell Smith, head of the department and of the Museum School and Charles Price. Mr. Smith teaches F.A. 3 and 121, while Mr. Price teaches F.A. 1, 2, 110 and 152. No fine arts student will forget Mr. Smith’s casual, offbeat presentation of his material. Similarly who will forget his F.A. 3 course with the exciting Aztec and Mayan art and his two-hour length hour exam. Mr. Price’s presentation, although also casual, has smoother presentation. Few students who have taken a course with him or who have talked to him can miss his dry humor and hopeful out¬ look on modern painting. On the whole the courses have considerable depth and pre¬ sent an excellent picture of the growth of art from the Stone Age to the Twentieth Century. left to right: Asst. Prof. D’Amato; Assoc. Prof. Hill, Chairman; Prof. Leighton; Mr. Rule. ENGINEERING GRAPHICS The department of Engineering Graphics is designed to teach the engineering student an appreciation for geometric shapes, an insight into design, the course of logical thought, and training in the powers of visualization. The courses are applied to almost all engineering courses for graphical solutions and representations. The department is headed by Professor Hill who is stern in his methods, firm in his beliefs yet humorous and understanding out of class. Professor Leighton, who is also known as freshman counselor, addresses the blackboard with many of his witty comments. Professor D ’Amato seems to have a desire to teach psychology and the Navy is continually cutting in on Mr. Rule’s lectures. Here then is the Engineering Graphics Depart¬ ment devoted to the teaching of graphics.” Front roiv, left to right: Assoc. Prof. Kinne; Mr. Phillips; Assoc. Prof. Holmes; Mrs. Mac- Namara; Prof. Blanchard; Prof. Myrick, Chairman; Mrs. Parker; Prof. Birk; Miss Snider; Mr. Coolidge. Back row: Asst. Prof. Barnet; Asst. Prof. Ridlon; Dean Flint; Mr. Nathan. ENGLISH The core of the academic structure of a liberal arts college is its English Department. In Packard Hall we have voyaged through the sea of writings that make up the con¬ tribution of the English language to the world of Western thought. In Freshman English we learned to think. We then scanned surveys of the course of writing through the cen¬ turies, and in later periods we were able to drink deep the Pierian spring as Dr. Myrick introduced us to the geniuses that were Shakespeare and Milton; the soaring verse of the Romantic dreamers was Dr. Blanchard’s first love; Dr. Barnet built the foundation of English Drama and shared with us his friendship with Alexander Pope; with Dr. Kinne we surveyed the literature of our own country; John Holmes, the voice of Tufts, showed us that the onward course of living literature has not ceased and introduced writings from our own time. All these and more have led us to the realm of self-expression by treading through the paths of past self-expression. 27

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left to right-. Assoc. Prof. Warner; Mr. Connolly; Assoc. Prof. Maskalenko; Prof. Howell, Chairman; Assoc. Prof. Higginbotham; Prof. Hammond; Mr. Fermental. ELECTRICAL ENGINEERING EDUCATION The wing of Cousens Gymnasium closest to the railroad tracks houses the offices and oscilloscopes of the Electrical Engi¬ neering Department. Here are presented the complexities of the motion of the electron. The members of the department are thoroughly familiar with these and are further challenged by the problem of communicating them to a group of students eager to reap the rewards” concurrent with a firm grasp of electrical engi¬ neering principles. Though many students count frustration, fre¬ quent exams, and lack of sleep among these rewards,” their mentors maintain that satisfaction and mental alertness are in¬ evitable and desirable by-products of the study of a subject which outwardly appears cold, complex and ominous. North Hall, the nearly unnoticed building cling¬ ing to the hill, is the center of continual self-intro¬ spection, with stress on self-relationship of experience with theory and a concern for the interest of the child coupled with intense teacher motivation to explore— this is the credo of the prospective educator molded by the entire Education Department in a unity of un¬ selfish interest. Who can forget Professor Marshall’s exuberance over the ladder system of England; Mrs. Wellington’s student-centered” discussion class in counseling and guidance; Mr. Wellington’s guidance in placement and tranquilizing in the face of prospective inter¬ views; Professor King’s vests; and Professor Laskey’s references to his family? The paternalism so indica¬ tive of the entire department will be long remem¬ bered. left to right: Asst. Prof. Ferree; Dean Kelley; Asst. Prof. Strawbridge; Asst. Prof. Laskey; Asst. Prof. Biggy; Prof. Marshall, Chairman; Assoc. Prof. Saul; Asst. Prof. Rudd; Asst. Prof. Wellington.

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left to right: Mr. Antipas; Prof. Lambie; Prof. Robbins, Chairman; Asst. Prof. Burch; Asst. Prof. Elliott; Mrs. Sweet. GOVERNMENT The Department of Government has experienced a period of growth during the past four years. New courses, new personnel and new facilities are all reflections of this change. Government majors will most likely remember the quiet, efficient manner of Dr. Robbins, those mysterious arrows of Dr. Lambie (don’t you know?), the booming lectures of Professor Elliot and the fine home made cooking of Mrs. Sweet and Mrs. Burch. But the big question is will the Government Department survive the return of John Dowling.” i p JL. left to right : Mr. Parkman; Mr. Rabe; Prof. Imlah, Chairman; Miss Glover; Assoc. Prof. Miller; Mr. Hoar. left to right : Dean Stearns; Asst. Prof. Hume; Prof, Nichols, Chairman. GEOLOGY The Geology Department is another of the small groups of high quality so abundant on the Tufts campus. Under the vital leadership of Dr. Robert Nichols, the department has paved the way for many students into the ever-growing, ever-groping field of geology. Dr. Nichols, clever and colorful, projects himself so completely into his work that no one who has been exposed to his influence could leave the Tufts campus unmarked by this man’s dynamic character. Standing behind Dr. Nichols are three equally com¬ petent and experienced instructors, each one outstanding in his own right. Dr. Hume has brought to the geology depart¬ ment a wealth of experience; and his precise, meticulous manner of presentation is always sparked by a gentle under¬ tone of almost too subtle humor. Mrs. Marvin, a relative newcomer to the Tufts community, adds a quiet charm to an impressive background in the field. Finally, Dr. Stearns takes time from his pressing chores to lend a friendly casualness to the problems facing the geology students here at Tufts. HISTORY It all started with Ferguson and Bruun . .. Look at him sway back and forth . . . My pen just ran out of ink—oh no there goes 200 years . . . identify and tell the significance of . . . Parkman and his loden green blazer . . . thirty-seven errors, Prof. Miller, it must be my paper . . . What do you mean you read it in the book . . . Do you think we’ll be responsible for those blackboard doodles on the exam . . . Hoar charging into battle . . . Footnotes at the bottom of the page? .. . Do you know a good typist. . . Two reserved books for 150 people in the class . . . Tomorrow in our lecture we’ll cover the 20th century” . . . Four years of college and I haven’t been outside of Braker yet. 28