Wheaton College - Nike Yearbook (Norton, MA)

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not only to those who wish to write pro- fessionally. There isn’t a literate soul in the world who doesn’t need a knowledge of it, if only to write interesting letters. The litera- ture is something that you enjoy reading, some of it you have probably read before, but in rereading, and studying it under compe- tent teachers, you find a wealth of unrealized material. There is more than pure enjoyment here. Through your earlier study of compo- sition you learn to appreciate more fully the way the writer must carefully construct his poem, play, or novel, and you feel a greater respect for him. No matter what the major, every student will find an English course pertinent to it, that will help to amplify and clarify her knowledge. Dr. Jennings and Dr. Hidy teach Economics while Dr. Cressey and Dr. Nottingham teach the related course of Sociology. Ec is impor- tant to History majors, being a vital part of History, but it is also important to everyone —the stock market has played an influential role in all our lives, and it’s a good idea to understand it. The purpose of Sociology “‘is to help the student understand modern so- ciety.’’ It does this by studying life in other countries, primitive and advanced, as well as by making a survey of your own home town. “Criminology and Penology’’ is a good course to take along with Psychology, and “Social Change’’ is an integral part of His- tory. Perhaps nobody can “‘understand mod- ern society,’’ but these courses at least help, and give you a start. Chemistry, taught by Dr. Evans, Dr. Mar- shall, and Dr. Thompson, is an interesting course for itself, leading to a knowledge of things that you would otherwise never real- ize. You will be able to simplify and reduce the world around you to its primary and Music Philosophy essential elements—and hence perhaps under- stand it, in a different, but no less interesting way from the Sociologist. And it is an es- sential for the pre-medical student, along with Zoology and Physics. “Botany!’’ said our pre-Wheatonite. Dr. Rice, Dr. Faull, Miss Leuchs and Miss Taylor head this department. ‘‘I have always wanted a garden,”’ she thought; ‘‘but one can’t have a garden when one lives in an apartment. And so I have planned my garden for my own house of the misty future—without any idea [ 21 ]

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insight on the art and literature of the times, showing why certain ages produced certain men, certain artists and certain conquerors. Then to Greek, with Dr. Work and Dr. Evans. ‘‘Of course a study of this will enable me to dash off names of fraternities left and right with an added air of savoir faire;’’ but it will do more than that. As a background for all literature, reading in Greek is im- portant. But if you don’t quite feel up to tackling the language with all its strange, or perhaps not so strange, symbols, courses in English are given here too. There’s one on “Greek Literature and its Relation to Modern Literary Forms,’’ a grand corollary to ‘‘The Literary Influence of the Latin Classics’’; and there’s one in ‘Classical Mythology,’’ which everyone should have as a background for general knowledge, and in particular for English and Art. Although not so ancient, the German language, taught by Dr. Korsch and Dr. Crawford, is important. It is perhaps the closest of all languages to our own. The great works of German literature, both old and new, Goethe, Schiller, Erasmus, Thomas Mann,—can be read in the original, which is the only true way to appreciate them. And here too are courses given in English for those too timid to attack a new language in college. Then Engl ish, taught by Mr. Boas, Miss Shepard, Mrs. Boas, Mrs. Ballou, Miss Bur- ton, Dr. Sharp, Mrs. Mackenzie, Dr. Earle, Miss Tweedle, Miss Winslow, and Miss Rice. Composition is important to everyone, Hebe on duty

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of how to go about it. A course in Botany will give me some technical knowledge. ‘Plant Culture’ sounds exactly what I want.”’ And through ‘‘General Botany’’ she will learn the composition of all things that grow beneath the sun, and will learn to recog- them easily through characteristic nize traits. Art is taught by—but then it’s always been a question whether art cam be taught or not. Maybe it would be better to say that examples in the history of art are shown and elucidated by Dr. Seaver, Dr. Neilson, and Dr. van Ingen, and that students in Practical Art are guided and encouraged by Miss Randall. In studying the History of Art we learn a greater appreciation of the beauties around us, and we get a firm basis on which we can after- wards evaluate art for ourselves. The Art Department does not say—'‘This is good, because it is by Giotto; this is bad, because History it is merely by a follower’’—but it shows you both, and shows you why the Giotto has more strength. One period is not set above another, or one artist—you learn to form your own opinions, and realize that art is not a thing of the past, but ever present. And there is E.C.A.—Elements of Com position in the Arts—open to a limited group of freshmen, in which art, literature, music, and the dance are studied together and points in comparison brought out. —Here the conductor tapped the girl on the shoulder. “Last stop,’ he said; wee about to turn around and go back again.”’ She had become so absorbed she had com- pletely forgotten to get off at her station. So she paid the extra fare and went back that far; and as she walked home, in a slight daze still, she thought only of Wheaton; and talked only of Wheaton for the next ten years or so. Physical Education Cee