c Bulletin of HanJ|©ft4J¥iiversity SCIENCE DEPARTMENTS NOVEMBER 1922 VOL. XII No. 4 Science Departments INTRODUCTORY STATEMENT 1883. The present organization of these departments was begun under the direction of Loren H. Batchelder, in a small one- story building specially erected for laboratory study. 1887. Science Hall was erected and connected with the earlier chemistry building by a one-story extension. The Depart- ment of Biology was installed in the second and third floors of this new building and the Department of Biology was organized under the direction of Henry L. Osborn. 1907. A second floor was added to the extension of Science Hall, housing the chemical and physical departments, and the biological laboratories were moved to their present quarters. 1914. The Department of Physics was separated from that of Chemistry and placed under the direction of Jens M. Rysgaard, and the equipment of physical laboratory was begun. A Graduate instructor became part of the teaching force of the biological department in addition to the undergraduate student assistants. 1918. The chemical laboratories were thoroughly remod- elled and the work on the courses taken over by George W. Muhleman who had then been elected to the position of Professor of Chemistry. 1920. The teaching force of the Departments of Chemistry and Physics were both strengthened by the addition of a gradu- ate instructor in each in addition to the several undergraduate assistants formerly employed. 1922. The physical laboratories were extensively remod- elled and much new electrical and other equipment was installed. The instruction in each of the three science departments is now in charge of two members of the faculty and several student assistants. The plan of using undergraduate student assistance in the natural science laboratories is one which is very widely employed in colleges of our type with very good results. It is TAOB TnP.KK especially valuable to the assistant as it brings him into close association with the teaching force. It also gives him practical experience in teaching and routine of laboratory instruction and places on him some responsibility as well, all of which are a well recognized asset to him in his later graduate work. It is the laboratory contact with nature which gives the science courses their chief educational value in the curriculum, even for those students whose subsequent career will not lie imme- diately along the lines of physical science. This fact is universally recognized and, therefore, many colleges require two successive years of a laboratory science as part of the general requirement for college graduation. Although Hamline University does not primarily undertake to give highly specialized technical courses in physical and biolog- ical sciences, it has always been notable for sending out men and women for graduate work who have made strong records in their various fields and are now holding professorships in colleges or important positions in various lines of applied science. TAGE FOUR DEPARTMENT OF CHEMISTRY Colleges and universities in the United States of America have found it necessary to add to their equipment for the teach- ing of chemistry since the World War, because of the increased number of students desiring to take this subject. Hamline Uni- versity has been alive to the trend of the times and has provided sufficient laboratory space, together with all the apparatus and chemicals necessary for the needs of the increased enrollment. Standard courses are offered for students who elect chemistry during the four years of their undergraduate work. The courses are arranged to take care of three classes of students : ( 1 ) those who plan to study medicine, dentistry or engineering; (2) those who plan to specialize in chemistry to qualify for teaching positions in high schools, colleges or uni- versities ; (3) those who expect to enter industrial positions. The medical school of the University of Minnesota requires four years of chemistry for the M. D. degree. Full credit for this work is allowed if done at Hamline University. The department of chemistry has been organized into a teaching force which actually gives personal instruction to each student taking the subject. During the past six years, as a result of this plan of instruction, four men have qualified and are teaching in colleges and univer- sities. A greater number of both men and women are teaching chemistry in high schools. Three students who have been trained in the department, are appointed to assist in chemistry. Once each week the entire teaching staff meets to discuss the best meth- ods of presenting the subject of chemistry. At this time papers from scientific journals are reviewed and the student is intro- duced to the methods of research as carried on in graduate work in chemistry. One scientific journal printed in Germany (Die N aturwisscn- schaften) and one journal printed in France (La Science et La Vie) are received by the department. Students in chemistry are given some experience in translating and reporting on work done in foreign countries. Five other scientific journals are pro- vided for the department. They are, The Journal of Industrial PACK FIVK and Engineering Chemistry, The Journal of the American Chem- ical Society, Chemical Abstracts, The Journal of Biological Chem- istry and The Scientific Monthly. The department has a library composed of text and reference books devoted to all of the differ- ent phases of chemistry. Each year a number of new books are added to the list. The students in the advanced courses are taught to use this library and are encouraged to do a great deal of collat- eral reading and to become conversant with chemical literature and chemical thought. The Saint Paul public library, the J. J. Hill Reference library and the departmental libraries of the State University of Minnesota are easily accessible and are open to the students of Hamline University. The Minnesota branch of the American Chemical Society meets each month at the State University, and opportunities are given for students to hear men of national repute speak on some phase of chemistry. Graduates from Hamline University, who major in chem- istry, are offered opportunities to apply for scholarships and assistantships in a great many colleges and universities in Amer- ica. Students by passing the civil service examination are eligible to receive appointments in the bureau of chemistry of the United States. Requests come to the department for chemists to fill positions in industrial laboratories. Lectures are given once each month at the chemical pro- seminar, by members of the Hamline faculty, upon subjects re- lated to chemistry or upon a subject necessary for a better under- standing of chemistry. Students in chemistry are encouraged to take a great deal of work in the departments of French, German, Latin, English, Mathematics, Physics, Biology, Political Econ- omy, Philosophy and Education. Students who major in chemis- try are advised not to exclude those subjects which are so essen- tial for a comprehensive understanding of chemistry. While it is fully realized that correct methods of presenta- tion are necessary in good teaching, yet the best thing accomplish- ed is to so intensify the interest of the student in chemistry that he will, of his own free will and accord, think the subject through and thus set the pace for his fellow students to emulate. High scholarship is the aim of the department. To attain this aim the PAGE SIX student is surrounded with all of the influences which make for a correct technique in laboratory work. He is encouraged to form orderly habits of thought and work. He is instructed to develop system and method which will enable him to perform the maximum amount of work in the minimum amount of time. The Twin Cities offer exceptional opportunity for students to visit industries where chemistry is applied to the processes of manufacturing. It is the plan to visit a great many institutions during the present college year to enable the student to get first hand information about industrial chemistry, and if possible to relate the work of the college more closely to that of industry. In this way it is hoped to offer the services of chemistry to the public in the solution of the many problems which arise in industry, agriculture, sanitation, medicine and foods. The department has been requested at different times to supply expert information or advice to industry ; also to make analysis of many different kinds of materials. This service is to be continued. Courses are offered in general chemistry, qualitative analysis, quantitative analysis, food analysis, water and gas analysis, or- ganic chemistry, blood chemistry, colloid chemistry, and physi- ological chemistry. All of these courses have been accepted by colleges and universities at full value, where graduates of Ham- line University have gone for graduate work in chemistry. PAOB SEVEN DEPARTMENT OF PHYSICS Physical science is vitally related to our complex modern life. We can neither fully understand nor properly appreciate the environment in which we live without a knowledge of the principles which science has given us. A liberal education must therefore include a study of science. The courses offered in the Department of Physics are listed in the general catalog and need not be mentioned here. Two changes are contemplated for next year. Physics 21-22 will be an intermediate course in mechanics, heat, electricity and light. It will be experimental in character. This change is made pos- sible by the more adequate laboratory facilities which we now enjoy. This course is planned primarily for those students who are preparing to teach science in our high schools after gradua- tion, but will be of equally great value to those who are majoring in Chemistry, as well as to those who are planning to enter one of the engineering professions. The second change contemplated is in connection with Physics 13-14. A course in supervised problem work will be given in place of the problem work at the present time. The class will meet for a two-hour session once each week and study by the laboratory method the various type problems that we meet with in a general course in college physics. This course will require no more time on the part of the student than is required at present, but the method should yield greater results. THE PHYSICAL LABORATORIES Last year the Physics Department moved into new quarters made available in Science Hall at the completion of the new dining hall. The old dining hall in the basement of Science Hall was converted into two laboratories, one for the beginning stu- dents and the other for the more advanced students. This neces- sitated a great many changes, some of which are not yet com- pleted. During the summer four concrete piers were built in the advanced laboratory. They are mounted with large, substantial alberine slabs, and stand independent of the building, so that PAGE EIGHT mechanical disturbances are eliminated. These piers are a real asset, and make possible advanced experimental work in mechan- ics and light. These branches will now be developed as rapidly as the needed equipment can be purchased. An adequate switchboard is being designed at the present time, and will be put up in the advanced laboratory before the end of the current school year. From this switchboard the electric power used in experimental work will be distributed to the two laboratories and to the lecture room. DEPARTMENTAL LIBRARY The physics library contains about 200 volumes dealing with the various phases of the subject of physics. The number of books is not large, but they include the best books found in any physics library. Additions are constantly being made to the num- ber from the more important recent publications. The library also contains the following magazines : The Physical Review, The Philosophical Magazine, Annales de Phy- sique, and Zeitschrift fiir Physik. The advanced students are encouraged to read these maga- zines in order to become acquainted with the problems engaging the attention of the physicists at the present time. PHYSICS JOURNAL CLUB This club meets for a two-hour session once each week. It aims to make the student acquainted with some of the more recent developments in the field of physics. This year the club is mak- ing a thorough study of the vacuum tube and its application to Radio Telephony. Next year the time will be devoted to a study of X-Rays and Radioactivity. By thus concentrating for at least one semester on one definite phase of modern physics, it will be possible to give the student a fair knowledge of the more funda- mental principles established in that particular field. The work of the club is largely in the form of reports by the members upon articles read in current periodicals. PAOR NINK DEPARTMENT OF BIOLOGY The detailed description of the courses offered in the Depart- ment of Biology is indicated in The Annual Catalog to which reference should be made. The organization of the biological department and its devel- opment and present form have not been designed primarily to furnish special preparation for medical or other technical courses, nor have they been worked out primarily for the pur- pose of training men and women for teaching Biology in high school, though these features have been considered in making them. But in working them out, the stress has been laid rather on cultural and educational values than on their vocational fea- tures which are made incidental rather than central. It is gen- erally believed that the laboratory study of any of the physical or biological sciences, carried on over a period of two successive years can make a very valuable contribution to the mental equip- ment of anyone and so a "science minor" of two years, has been fixed as a minimum which must be covered by every person in training for the bachelor's degree — just as an equal amount in the languages and in the "humanities" must be taken as minor requirements. The science minor in biology, while conveying important information basic to many later lines of intellectual pursuit, is chiefly chosen for its training value. It requires a certain period of time during which the student is brought into first hand contact with his material. He must probe deeply among the hidden things of nature. To do this he must see and think clearly, thoroughly ; he must learn the methods of exper- imental approach to truth and become familiar with scientific evidence and reasoning; he must learn to record his data with accuracy so that he can return to them later without vagueness. He learns how to draw the line between fact and guessing and to make this distinction. The work of the first course, Biology 11-12, is very distinctly arranged with this point in mind. The class is made up largely of men and women who are just beginning their college educa- tion. They need to come in direct contact with the semi-profes- PAGE TEN sional standards and criteria which prevail in work of distinctly college grade, so much more rigorous than those which obtain in high school education. In addition to the disciplinary value of the course, 11-12, the content of the course is such that many of the underlying principles which control human action in many aspects are worked over and especially those which relate to practical features of life and human welfare. Course 21-22 is a second year course designed to offer the work needed to complete the science minor requirement. It is a more intensive study of the organization of a vertebrate animal and especially a mammal. It extends the information and meth- ods of work of Biology 11-12 into a very exact and careful study of histology and cytology with some physiological applications. Course 23-24 is also a second year course with a similar purpose as 21-22, but dealing exclusively with the botanical side of living nature, designed for the benefit of those students who from personal interest or future plans prefer the plant rather than the animal aspects of biological science. Courses 31-32 and 33-34 are third year courses which extend the work of students who have spent two years in the department, to more highly specialized studies either along the line of physi- ology or that of structure in the higher animals. Both courses may be taken if desired. Courses 37-38 and 43-44 are designed to furnish opportunity, for those who desire, to work on specific biological problems, in which research methods are followed to some extent and the work is of an advanced character. The student is placed considerably on his own responsibility and initiative to encourage his independence and self-reliance. Course 41-42 is a short course planned primarily for the benefit of students who have not majored in the science group and who wish to come into close touch with the underlying biolog- ical facts and conceptions which are involved in the scientific thought of today. The work of this course is planned to offer non-scientific students an opportunity to become somewhat famil- iar with the physical and chemical as well as the biological data which are involved in various aspects of modern life. PAOK BLKVBN The biological department is housed in commodious rooms well adapted to the general course and to the advanced courses. There is an equipment consisting of biological apparatus includ- ing microscope, microtome, anatomical and histological prepara- tions, glassware and charts adequate for all the courses which are offered. There is also a good library of text-books, monographs and full sets of several biological journals, enabling students to approach all their problems from the side of the technical liter- ature involved in their work. The work of the biological department has always been given full credit at other institutions, and Hamline men who have gone elsewhere for graduate or technical courses have always soon won recognition and often been given positions as laboratory assist- ants. PAGE TWBLVB THE CURRENT YEAR Hamline University enters upon its sixty-fifth year of his- tory with further indications of right progress. The Freshman Class, the Sophomore Class, the student body, and the faculty are all larger than they have ever before been. The Freshman class numbers 280 in comparison with last year's 260, despite the new selective principle adopted this year of requiring all applicants who graduated in the lower half of the high school class to pass a mental test and an English test. This requirement operated in excluding a number of applicants for admission. At present the prospective graduating class of 1923 contains 65 members, a number equal to that of the largest former class. The student body numbers 580 and the faculty now com- prises 36 active instructors. Thus Hamline maintains the fairly adequate proportion of one instructor to sixteen students. English 11 (required of all freshmen), meets in ten sections, and English Zero (a preparatory class without credit, under a regular instructor), is provided for those who, upon further ex- amination, have proved not fully prepared to undertake with profit the regular freshman course, although in general mental equipment as indicated by the mental tests or their record in other departments, they are of college standard. Other large classes such as English Literature 11, Mathe- matics 11, History 11 and 13, French 11, Spanish 11, German 11, Psychology 23 and others are met in sections small enough to permit of thorough and adequate training. All extra-curricular concerns — musical organizations, de bate, oratory, dramatic club, and departmental study clubs — are in a state of healthy and growing activity. PAGR TIJIKTKr.N In football, Hamline again has had a well-drilled team, filled with the fighting spirit that has made Hamline teams formidable on the gridiron. Its record follows : Hamline 20 St. Johns Hamline 6 Creighton 6 Hamline 13 Cornell Hamline 2 St. Thomas , . 7 Hamline 47 Macalester . Hamline 7 Carleton 6 Hamline Lawrence 9 Total Hamline 85 Opponents ....'." 28 FACULTY APPOINTMENTS Charles Byron Kuhlmann — Assistant Professor of Economics and Head of the Department. B. A., University of Wisconsin ; M. A., University of Min- nesota ; formerly Instructor in Economics, University of Minnesota ; member of Phi Delta Kappa. Clarence White Rife — Assistant Professor of History. B. A., University of Saskatchewan ; M. A., University of Toronto; Ph. D., Yale University; formerly Lecturer in His- tory at Queens University, Kingston, Ont. Merle Leslie Wright — Assistant Professor of Public Speaking and Head of the Department. B. A., M. A., Northwestern University ; Instructor in Public Speaking, Northwestern University, 1915-1922; Instructor in English, Garrett Biblical Institute, 1919-1922 ; Member of Phi Delta Kappa and National Association of Teachers of Speech. Albert Bachmann — Instructor in Romance Languages. Ph. D., University of Zurich ; Instructor in the State Uni- versity of North Carolina, 1921-22. Jeannette Howard Foster — Instructor in English and English Literature. B. A., Rockford College ; M. A., University of Chicago ; In- structor in English Composition, University of Chicago, 1920-1922. PAGE FOURTEEX James Monroe Hughes — Instructor in Education. B. A., Indiana University ; M. A., Columbia University ; Formerly Instructor in Physics, Indiana University, and Principal of the High School, La Porte, Indiana; Member Phi Delta Kappa. C. J. Ratzloff — Instructor in Economics. B. S. C, University of Minnesota. Charles Andrew Rupp — Instructor in Mathematics and As- tronomy. B. A., M. A., Harvard University ; Agrege des Lettres, Uni- versite de Libre de Bruxelles ; Instructor in Mathematics, Harvard University, 1919-1921 ; Travelling Fellow from Harvard on C. R. B. Foundation, 1921-1922. Mary Margaret Shirley — Instructor in English and Latin. B. A., Indiana University ; Member of Phi Beta Kappa, Theta Sigma Phi, and Mortar Board. George William Smith — Instructor in Public Speaking. B. A., Hamline University ; Student for two years at Leland Powers School of the Spoken Word ; Member Torch and Cycle. Helen Barbara Thomson — Instructor in Physical Education. B. A., Oberlin College. Arthur Shelburn Williamson — Instructor in History. B. A., Hamline University; M. A., University of Wisconsin; Member of Kappa Phi and the American Historical Associa- tion. PAOK FIFTEKN The Bulletin of Hamline University is published by the University and issued four times a year, in January, March. July and November, with occasional supplements. Entered as second class mail matter in the Postofflce at St. Paul, Minnesota, under the Act of August 24, 1912.