West Chester University - Serpentine Yearbook (West Chester, PA)

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completeness of statement of mathematical tr ' ntli. followed by persistence in learnint;- the truth thor- oughly and exactly. Througln this discipline he feels that he actpiired an early glimpse and a vivid reali- zation of what it means to have power to do your own thinking;. This admirable result of good teaching. — |)o ei ' and consciousness of power in the student, — Professor .Vnilerson takes great joy in making real and vivid to his students, which is one of the reasons why they regard and esteem him highly, and why they take pleasure in honoring him. To Doctor Philips and his influence Professor . nders(in attributes much of his courage and his abilit - to w in in his struggle against difficulties. From this source have come steady support, genuine encouragement, and the timely promotion that have helped to keep alive the spark of hope and ambition during the entire time of Professor Anderson ' s connection with the school, v.diether as student or teacher; and this encouri ' .gement and kindling of ambition he finds pleasure in passing on to receptive students. In December, igio. Professor Anderson married Aliss AIar • ' . E. Shillow , of .Marietta, Pa., a mem- ber of the class of 1910 of the Normal School. Ch. s. a. W. gner.

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ment. succeeding tlie late Prof. David M. Sensenig. M.S. Besides teaching- in the Normal ScIkjuI, Professor Anderson, as he still likes to be called, has had charge of the department of niathtematics in the Pennsylvania Miiuntani Summer . ssemhly at Rbensburg, Pa., since lyo6. He has also lectured successfully and accept- ably at institutes, teachers ' meetings and conventions, on his favorite subject and its teaching — mathematics. Professor . nderson has also collaborated with the late David AI. Sensenig in the authorship of the Sense- nig-. nders(]n series of text-books in Arithmetic. The series comprises New Complete Arithmetic, Essen- tials of .Arithmetic. and Introductory .Arithmetic. He has al.so prepared fnr the use of teachers several most helpful pamphlets, among them being • .V Course nf Study in .Arithmetic, and .Answers to Questions on How to Teach .Arillinietic, which are held in high esteem liy echicators. During his entire career as a teacher in the Normal School, Professor .Vndersnn has resi.led in the dormitories. He has thus lived close to the students, and they liave felt free U la - their perplexities, whether (if life or of .school, before him. They reg.-ird him as a trusted and trie l adviser and counselor, 1 here is no problem in the long and varied list of students ' perplexities, from that of raising money to remain in .school, to the restoration to suffrance of i)enilent students who ha e virtually sinne l themselves out of school, which he has n(jt been called up n In help to solve and which he has not helped to solve to the gratification and satisfaction of students and authorities, and has thus rei)eatedl - helped preser e a reputation and to save a character and a career of usefulness and honor. Professor .Anderson has been honored with the presidency ni the .Vlumni .Associaticm of the Normal School, and is most influential in its affairs, a relation which began with his service du the committee to secure its charter in 1897, and which continues by his service on a number ni its most important committees. In the deliberations of the Normal School Faculty also, are Professor .Anderson ' s opinions and judgments given much weight and careful consideration. Professor .Anderson attributes his development into a teacher of mathematics chieflv to the inthi- ence of two persons: first in time, was Professor Sensenig; second. Doctor Philips, Principal of the Normal School. From Professor Sensenig as his teacher and later as head of the department of mathe- matics, he acquired enthusiasm, earnestness, his belief in the necessity for insistence upon clearness and

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