University of Wisconsin River Falls - Meletean Yearbook (River Falls, WI)

Page 32 text:

GLEN I . JUNKMAN I'll. II. University of Wisconsin KMMA J. OI.SON A. M. University of Chicago MARY B. McMILl.AN A. M. University of Wisconsin ROLAND VERRKTTE l'li. II. Ripon College Department of Mathematics Mathematics, as one of the exact sciences, develops power of concentration, systematic habits of study, and mental self reliance. Its demand for independent thinking, its unchanging, universally used laws, afford the satifaction of exact results whose truth can be checked. Its practical nature appeals to everyone, while its theoretical aspects attract those who gain mental pleasure in pure reasoning. Unlike many subjects, mathematics has a logical sequence that necessitates mastery of fundamental laws and principles before progress can be made. The mastery of its higher phases requires constant review and use of these fundamentals. So one’s progress in this field of endeavor can be definitely marked by increased power and skill. Mastery of mathematics by a few is responsible in no small measure for our technical and scientific progress. Our future development in all fields of human endeavor depends upon the continued mastery of mathematics by at least a few. The persons well trained in this field will be able to contribute no small amount to the progress of the race. Mathematics is, therefore, a subject of vital importance in our modern life, and it challenges and attracts all that is best in a student. This department offers courses for teachers of the elementary and secondary schools, and a completion of the academic work satisfies the requirements for many of the “Bachelor’s Degree” courses in the University. Almost every student who enrolls, comes in direct contact with the courses offered by this department, and some of the best paid teaching positions are offered to those who take their major work in mathematics.

Page 31 text:

Department of English I.LOVH CORI.F. A. M. University • .f (Mr Students may well hope for generous service to he rendered them in two very important ways. First, they should eagerly crave help in the development of the power to think directly and logically and the ability to express their thoughts not merely with clearness and force, hut with simplicity and grace. Second, they should find proffered them all the means possible to secure as their rightful heritage the treasures that scientists, artists, and poets have in past ages contributed for the happiness of mankind. It should hr theirs to know the truth that makes us free, to he stirred by those passions that lead to noble action. The Department of English seeks to render its share of that service. It tries to help men and women speak in fitting phrase the best that for the weal of others their minds and hearts can conceive and to bring to their own enjoyment the most exquisite intellectual luxuries the world has ever enjoyed.

Page 33 text:

 IAMKS I . JACOBSON . M. S. University of Wisconsin Physics RUDOLPH A. KARGES l h. M. University- of Wisconsin Chemistry II. E. HAYWARD A. B. University of Minnesota Biology Department of Science In the reading of ordinarily intelligent people nothing is more common than statements describing our time ns nil Age of Science. Certainly most of our ma-torinl prosperity and advancement is due to applications of Physical Sciences. At the same time it seems doubtful that intelligent thinking on scientific matters is common even among educated people. Possibly this is due to the fact that modern technology docs its work so completely that no mental effort is necessary to use its results. It takes little intellectual effort to turn a switch for the electric current or even to turn the vernier across the radio dial. The question might be raised as to whether we need any real knowledge of science so long as tile engineer serves us so fully. Hut when we see legislatures passing on the truth of organic evolution and when we sec every kind of fakir and pseudo-scientist prospering from the ignorance of our people, something may still be said for scientific education. In the Science Courses of this school, the main purpose is to train students to some degree of independent observation and scientific judgment. In all courses the emphasis is put upon the application of principles to ordinary human environment. Whether school training has had anything to do with it or not, the writer of this sketch takes this opportunity to bear testimony to the fine moral and intellectual qualities of the students majoring in scientific work.