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Page 17 text:
“
HE SERPENTINE Department of Chemistry State Normal School, West Chester, Pa. T is universally the custom to try to discover in the face of the infant traces of resemblance to one or both parents This is an unconscious recognition of a phase of a great biological truth. Each individual inherits from genera- tions of ancestors all the physical traits, and mental and moral peculiarities which constitute his distinct personality. Therefore, in a study of the life of an individual, any true conception must take into account the hereditary factors incident to parentage, place of birth, and opportunity for mental and spiritual growth which so potently determine what the man is. In treating a personage of such pronounced personality as Professor Herbert Greenwald, it is itally important to hold these facts of universal law in mind. Professor Greenwald ' s father, Henry (jriinwald, is a nati e of Hesse-Darmstadt, who was brought ti ) .America by his widowed mother when but fourteen years old. After two years residence in .Kmerica the mother died, and Henry was compelled to shift for himself. It is from such sturdy German stock, planted in . merica under adversity, that the subject of this sketch has drawn his parentage. His mother, Etta Griin- wald (Etta Hansen), is a natixe of . meri ca, but of Danish parentage from Schleswig. Herbert Greenwald was born in Moorestown, Xew Jersey, . ugust 14, 1881, his present home. His education began in the common schools of that town. He graduated from the Moorestown High School in 1897. Immediately after graduation he entered the Trenton Normal School to prepare himself to teach, and was graduated from that school in 1901. I- ' or the next two years he taught in ungraded schools in several New Jersey counties. During this time he devoted his spare time and vacation periods to completmg his preparation for college. He graduated from Rutgers ' College, New Brunswick, New Jersey, in 1909. It is worthy of emphasis that Mr. Greenwald earned his way through college and at the end of his Freshman year, after all his expenses had
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Page 18 text:
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CLASS NINETEEN SIXTEEN 1 een paid, he passed into the Sophomore class without conditions, and had l)een al)le to save some of his eaniing s toward his second year ' s ex- penses. We venture to say that this is an example of thrift not fre- quently met at Rutger ' s or any other American school. In college Mr. Cjrcenwald took full advantage of e ery form of oi portunity. He won the English prize for the best essay on The Life of Abraham Lincoln, and also a prize in Logic, offered for the most scholarly dissertation on Kant ' s Critique on Pure Reason. Since the completion of his colleg ' e course Professor Greenwald has taught science and mathematics in the High School at Roselle Park, Xew Jersey, and in a Xight School at Newark, Xew Jersey. He spent one year in residence at the Graduate School of the University of Pennsyh ' ania in the Department of Chem- istry. He became head of the Department of Chemistry at the West Chester Xornial School in the Spring term of iQi.v Professor Greenwald is a man of strong physique, a hard worker and a dilig ' ent scholar. Whenever his duties as a teacher leave any time for diversion, he may be found at his desk with lexicon, engaged in reading some German work on the physical side of chemistry, which he. as an un- dergradute at Rutger ' s, selected as a field for iiis life ' s work: or, it may be, in fretting over the innate cussedness of inanimate matter, when his test-tubes go wrong. In mind and temperament he is essentiallv mathematical and scien- tific. His science is a source of real soul-satisfaction to him. The dirt and drudge of the laboratory are merely incidental to the great aim — the acquisition of deeper insight into the more secret operations of na- ture. Prof. Greenwald is a man of virile, aggressive personality. Con- troversy and disputation are the very breath of life to him. and a friendly argument is more pleasant than his after-dinner cigar. As a teacher he is conscientious and thorough. Though austere of exterior, he has a warm, true heart which is easilv hurt. In his class room he tries never to lose sight of the goal at which he aims — the turn- ing of each pupil toward true scholarship as he sees it. He possesses an interesting method of presentation as well as an interesting personality, and olrtains a good response from all who are scientifically minded. Probably unqualified advocates of the present-dav tendency in education to make all instruction practical first, and scientific afterward, will style him a fogy formalist. He has very scant patience with this type of view, and denounces many of the more recent text-books in science violently. He believes that all education mu.st have its foundation in clearlv demon- strated and thoroughly understood principles, definitions and laws as its first phase; as its second phase there is the application of these to human needs. Page 10
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