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Gettysburg College Bulletin The provisions of this bulletin are not to be regarded as an irrevocable contract be-tween the College and the student. The College reserves the right to change any pro-vision or requirement at any time, but its practice is to make no provisions retroactive. Gettysburg College Bulletin CATALOGUE NUMBER ANNOUNCEMENT OF COURSES FOR 1962-1963 Vol. LII No. 3 April 1962 GETTYSBURG COLLEGE GETTYSBURG, PENNSYLVANIA Gettysburg College Liberal Arts Coeducational Privately Supported Church Related Residential Student Body of about 1700 ^m^'mi 9^ .§» * " '^Si-,, .>( ^ *** » f ^ The Calendar 1962-1963 SUMMER SESSION 1962 1 June 6 July 13 July 16 August 21 September 9-12 September 13 September 13 October 20 November 3 November 5 November 21 November 26 December 15 January 3 January 7-9 January 14-23 January 28 January 29 March 1-2 March 20 April 8 April 9 April 17 May 4 q May^-S— . May 15 May 16-25 June 1 June 2 Wednesday Friday Monday Tuesday First session begins First session ends Second session begins Second session ends FALL SEMESTER 1962 Sunday-Wednesday Orientation Week and Registration Thursday Classes begin, 7:50 A.M. Thursday Formal Opening Exercises, 1 1 :00 A.M. Saturday Alumni Homecoming Saturday Father's Day Monday Midsemester Reports Due Wednesday Thanksgiving Recess begins, 12:00 Noon Monday Thanksgiving Recess ends, 7:50 A.M. Saturday Christmas Recess begins, 12:00 Noon Thursday Christmas Recess ends, 7:50 A.M. Monday-Wednesday Senior Comprehensives for January graduates Monday-Wednesday Semester Examinations SPRING SEMESTER 1963 Monday Tuesday Friday-Saturday Wednesday Monday Tuesday Wednesday Saturday •M'Sn^aY-Wedne^day, Wednesday Thursday-Saturday Saturday Sunday Registration Classes begin, 7:50 A.M. Interfraternity Weekend Midsemester Reports due Founders' Day observance Easter Recess begins, 12:00 Noon Easter Recess ends, 7:50 A.M. Mother's Day Senior Comprehensives Spring Registration Semester Examinations Alumni Day Baccalaureate and Commencement Table of Contents An Introduction to Gettysburg 9 The Academic Program 1 7 Campus Life 35 Admission 69 College Expenses and Financial Aid 75 Academic Regulations and Honors 87 Courses of Instruction 97 The Alumni ' 167 Register 168 Board of Trustees 168 Administration 170 Faculty 173 Statistical Summary 185 Index 186 An Introduction to Gettysburg In the simple and straightforward language of the charter by which it came into being in 1832, Gettysburg College exists "to exert a salutary influence in advancing the cause of liberal education." That has been its primary purpose in the past. It is its primary purpose today. A liberal education was once thought of as mastery in those studies considered appropriate for "freemen" as distinguished from members of the servile classes. Now we would define it in different terms. We would say that it is the education which frees a man, whatever his social back-ground might be, from the tyranny of having to think and act solely on the strength of his own personal experiences, which by their very nature are limited and partial. A liberal education develops his capacity to in-terpret and generalize upon experience. And, in so doing, it leads him to an understanding of his own capabilities and limitations, of the rela-tionships which he must establish with others, and of the universe in which he lives. A liberal education prepares one to think with imagina-tion and precision, to form wise judgments, and to act in many different types of situations on the basis of a critical consideration of all available information. As a community of learning, Gettysburg College is dedicated first and foremost to developing the intellect. But the faculty knows that learning alone, priceless though it may be, is not enough. Every life, if it is not to be like a ship without a rudder, needs the direction which allegiance to sound moral and spiritual values alone can provide. As a Christian col-lege, Gettysburg endeavors to maintain an atmosphere in which its stu-dents will be encouraged to examine and recognize the merits of Chris-tian values and ideals in the development of their personalities. The curriculum of liberal arts and sciences which the College offers young men and women reflects its primary purpose. The student is given opportunity to improve his command of written and spoken English, in- dispensable tools for whatever he wants to do. He gains a degree of mas-tery in at least one foreign language. He studies the methods of the nat-ural and social sciences. He acquaints himself more fully with history, philosophy, religion, literature, art, and music, especially of the Western World. Along with his efforts to gain a breadth of knowledge the student be-gins to major in a field of study which particularly interests him and which may be related to the career he has in mind. Some students come to Gettysburg with their major field of study already chosen. Others are uncertain, and these the College encourages to sharpen the focus of their interests and come to a decision. But being neither a graduate nor a pro-fessional school, Gettysburg insists that all its students direct their ener-gies into several areas and not concentrate excessively in any one. With all these considerations in mind, we can state in summary form our view of the goal of an education at Gettysburg: mastery of a set of basic skills of study, research, and expression; command of a body of in-formation in several fields; possession of critical judgment and an in-quiring mind; dedication to worthwhile values; and an abiding desire to live a useful life. An Introdiiclioyi to Gettysburg 11 Education is not now, and never has been, a passive process. A college cannot guarantee that a four year investment of time and money will re-sult in an educated man or woman. A contract with a college is not to be compared with one in which a painter agrees to paint a house in re-turn for a stated sum of money. Ultimately every student must educate himself. At best his teachers can only help him begin to do this and show him that education is a lifelong process. Especially now when many fields of knowledge are expanding rapidly, young people must prepare to teach themselves. Much of what they know when they graduate will be obsolete in a decade or two. When a half century ago Woodrow Wilson declared that "what we should seek to impart in our colleges ... is not so much learning itself as the spirit of learning," he was merely recognizing some of the prac-tical limits which exist in the educational process. The Gettysburg fac-ulty is aware that, in spite of its eagerness to teach and counsel, the ulti-mate test of the College will be the measure of its success in providing situations in which young people are themselves inspired, by the "spirit of learning" which pervades the College, to accept both the greater in-dependence and increased responsibility which higher education entails. 12 Gettysburg College CHOOSING A COLLEGE Choosing a college where one will spend four years is always a most im-portant decision for a young man or woman to make. It is one which probably will have lifelong consequences. On the basis of its experience the Gettysburg Admissions Staff tries to select applicants who not only have the necessary intellectual qualifications, as measured by the achievement record which they submit, but who also give promise of wanting to learn much more than they already know. This latter re-quirement is of cardinal significance, because a young person who has no compelling desire to compare, weigh, question, and probe has no place in an institution of higher learning. He will, in fact, be unhappy as long as he remains there. Any person seriously interested in Gettysburg should learn as much about the school as he possibly can before deciding whether it is the col-lege which he really wants to attend. One of his main concerns should be whether Gettysburg College can provide for him the atmosphere in which he will want to learn. He should ask questions of the Admissions Staff, and also of students, faculty, alumni, and friends of the College whom he might know. He should come to the campus and remain long enough to gain a distinct impression of the many and varied activities which go on here and of the atmosphere they create. GETTYSBURG COLLEGE PAST The visitor to the campus will find an institution that has been in exist-ence for more than 125 years. Gettysburg College was organized in 1832. It was one of about forty American colleges founded in the decade of Jacksonian Democracy. Its founder was the Rev. Samuel Simon Schmuck-er (1799-1873), a young Lutheran clergyman educated at the Univer-sity of Pennsylvania and the Princeton Theological Seminary. One of the goals Schmucker early set for himself was to establish his church's first theological seminary in America. This became a reality when in 1826 the Lutheran Theological Seminary was organized at Gettysburg, a small southcentral Pennsylvania community chosen because it was then central to the main branches of the church. A second of Schmucker's goals was to found a college. This was an especially urgent purpose because of the meager academic preparation of his theological students. After several years he turned to some of the leading citizens of the community for support in establishing a college which, he promised, while under the control of trustees who were Lu- i theran would always be unsectarian in its instruction. The charter of Pennsylvania College of Gettysburg was granted by the legislature in the spring of 1832 and instruction began in the fall of the same year. It was the first Lutheran college in America. The present name—Gettys-burg College—was legally adopted in 1921. Thus the College was founded under double auspices: church and community. It has always been an independent, church-related institution, relying for its financial support upon private sources. In recent years several members of its Board of Trustees have been chosen by three synods of the United Lutheran Church in America. When the armies of North and South clashed at Gettysburg during the memorable July days of 1863 regular College classes then in session were suspended, the campus was occupied by Confederates, and Pennsyl-vania Hall (Old Dorm) was pressed into use as a hospital for wounded of both sides. A century later both the community and the College are still influenced by the momentous battle which occurred here and by the visit of President Lincoln in November 1863 to dedicate the National Cemetery. Each year a million or more tourists from all parts of the coun- .r». ^^#^ ^. I^A try and from abroad visit the battlefield and cemetery. The town, with a population of about 8000, is easily accessible by highway from north, east, south, and west. In the years since 1832 more than 15,000 persons have been enrolled in the College and 9,200 have received degrees. Of the larger number, there have been more than 2500 men and women who made education their career, including some 60 college presidents. More than 2000 clergy-men, 1000 doctors and dentists, and 500 lawyers have been among its alumni. At least 2500 graduates have gone into business and industry. GETTYSBURG COLLEGE PRESENT In more than a century and a quarter of service Gettysburg College has grown in many ways. At the beginning there were but 5 instructors; there are now more than 130. From an original enrollment of 23 the stu-dent body has increased to about 1700 today, of whom more than one-third are women. The campus of 139 acres has more than 30 buildings, one-third of which have been completed in the past decade. Old Dorm, the oldest College structure, cost less than $16,000 to build in 1837-1838. The physical equipment of the College is now valued at more than $13,300,000. Gettysburg College has been on the accreditation list of the Board of Regents of the State of New York since 1913 and on that of the Middle States Association of Colleges and Secondary Schools since its first accred- An Introduction to Gettysburg 15 itation list was prepared in 1921. The College has been approved by the Department of Public Instruction of the Commonwealth of Pennsyl-vania, the American Medical Association, the American Chemical Soci-ety, and the American Association of University Women. It is one of fifteen colleges and universities in Pennsylvania sheltering a chapter of Phi Beta Kappa. The Gettysburg students of today have access to rapidly expanding library, laboratory, and other academic facilities. They have the opportu-nity to work closely in and out of the classroom with a young and vigor-ous faculty who are genuinely interested in their welfare and desirous of establishing close personal relationships with them. The faculty invite students to join them in their attempts to extend the limits of man's un-derstanding by independent study, research, and writing. Where their aptitude and interests warrant it, students are encouraged to continue their formal education beyond the College. In recent years about one-fourth of the men and women graduates have been responding to this encouragement by entering graduate and professional schools. From wherever he comes, whatever may be his interest and his pro-gram, and however he may hope to determine and achieve his goals, the discerning Gettysburg student will find on the campus a healthy dissatis-faction with the present state of man's knowledge about himself and the universe in which he lives. He will find a desire to test old truths and find new ones. He will discover the abiding joy of learning, of judicious skepticism, and of sound judgment. In short, he will find in Gettysburg a college which is striving to carry out the injunction of 1832 "to exert a salutary influence in advancing the cause of liberal education." The Academic Program DISTRIBUTION AND CONCENTRATION The courses of study offered by Gettysburg College reflect that which the faculty considers necessary in helping the student achieve the goal of a liberal education. Most candidates earn the degree of Bachelor of Arts. A few, having pursued work in Music Education, are awarded the Bache-lor of Science degree. Most of the information in this section deals primarily with the Arts curriculum. During the eight semesters in residence normally required for gradu-ation, a candidate for the Arts degree enrolls in about forty courses. These courses can be divided into three types. First, about forty per cent are those taken in fulfilling the distribution requirements. These are courses which the faculty has prescribed to in-sure that each student will at least explore the main fields of learning, some knowledge of which is indispensable to a liberal education. In meeting these requirements in the humanities, natural sciences, and so-cial sciences, the student takes some specified courses and selects others from an approved list. It is expected that most of the distribution re-quirements will be completed by the end of his sophomore year. Second, about thirty per cent of the courses which a student takes are offered to fulfill the concentration requirements. These the faculty has prescribed so that each student will work intensively in one major and one minor field of study and gain a useful command of their facts, interpretations, and insights. The major and minor should be fields in which the student has both aptitude and interest. In most cases they are closely related to his intended career. Most students meet the concentra-tion requirements largely in the junior and senior years. This arrange-ment is not intended to suggest that there should be a strong distinction between distribution and concentration courses. Ideally they comple-ment and supplement each other and help the inquiring student arrive at an understanding of the essential unity of man's knowledge. 18 Gettysburg College Third, the remaining courses which a student takes are free electives. They may or may not be courses in areas related to his major subject. It is regrettable whenever a student is graduated without having taken at least one course in a field largely unknown to him, but one in which he might have become interested. THE ADVISING SYSTEM The College believes that one of the most valuable services which it can render is careful counseling. Accordingly, even before he arrives on cam-pus, each freshman is assigned a faculty adviser to assist in dealing with his academic and other problems. During the first week of the fall semester all new students participate in an orientation program designed to help them become acquainted with their new environment. All entering freshmen receive in advance a detailed schedule of the events of this program. During orientation, stu-dents have several personal conferences with their advisers, take part in discussions of college life, and engage in other activities intended to famil-iarize them with their new home. They also take achievement and place-ment tests which provide the College with valuable information concern-ing their educational background and academic potential. These tests help the College in its effort to provide an education suited to each stu-dent's needs. During the year each freshman adviser arranges periodic meetings with his advisee to review his progress. He is available also at other times to discuss unexpected problems as they arise. Any changes in a freshman's schedule must be approved by the adviser. At the end of the freshman year, when a student should choose a ma-jor field of study, the chairman or some other member of the major de-partment becomes his adviser and assists him in the preparation of his sophomore schedule. Until the student leaves College he retains the same adviser, who performs functions similar to those of the freshman adviser, including the approval of all his schedules. It is the responsibility of sophomores and upperclassmen to take the initiative in discussing their entire academic program with their advisers. As already indicated, the College encourages qualified students to pre-pare for graduate work, which is becoming a necessity in an increasing number of career fields. It is important for such students to consult their advisers and become familiar with the language and other requirements of the graduate programs in which they are interested. They should know well in advance of graduation what they must do to qualify for fellow-ships and similar awards to help them financially in graduate school. Above all, they should know how important it is to build a superior undergraduate academic record. A student wishing to change his major course of study must secure the approval of the department in which he is a major and the one in which he desires to major. Juniors and seniors making such a change should understand that they may be required to spend more than eight semes-ters in residence in order to complete their concentration requirements. REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTS The Bachelor of Arts degree will be conferred upon the student who completes satisfactorily the following: 1) 120 semester hours of academic work^ plus the freshman and sopho-more program (4 semesters) in Health and Physical Education, Mili-tary Science, or Air Science; 2) the distribution requirements; 3) the concentration requirements in a major and minor field of study; 4) the comprehensive examination in the major field; 5) a minimum grade average of C and an average of C or better in the major field; 6) the senior year and a minimum of 30 semester hours of academic work in residence at Gettysburg College; and 7) the discharge of all financial obligations to the College. ^ The amount of credit given for each successfully completed course is expressed in terms of semester hours. A semester hour of academic work consists of one hour of classwork, two or three hours of laboratory work, or a combination of class and labora-tory work, each week for a semester. 20 Gettysburg College Distribution Requirements Each candidate for the Bachelor of Arts degree must satisfactorily com-plete the following distribution requirements: 1) English Composition English 101-102 2) Introduction to Contemporary Civilization General Education 1 1 - 1 02 3) Old and New Testament History Biblical Literature and Religion 101 and 102 4) Foreign Language 6 hours above the elementary (101-102) course in French, Ger-man, Greek, Latin, Russian, or Spanish 5) Science 8 hours in Biology, Chemistry, or Physics 6) Literary Foundations of Western Culture General Education 201-202 7) Social Science 3 hours in one of the following: Economics, Political Science, Psychology, or Sociology 8) Literature, Art, ar Music Two of the following: 3 hours in English, French, German, Greek, Latin, Russian, or Spanish Literature; 2 hours in Art; or 2 hours in Music. Refer to the departmental introductions under Courses of Instruction for courses which satisfy this requirement. Concentration Requirements A major course of study consists of a minimum of 24 semester hours of work. Any department may increase this number and may designate specific courses for its majors to take. Requirements of the various de-partments are listed in the appropriate introductions under Courses of Instruction. In consultation with his major adviser each student selects a minor course of study, consisting of a minimum of 12 semester hours. The mi-nor should be related in some way to his particular interests and abilities and must be approved by the adviser. The following are acceptable major and minor fields of study at Get-tysburg College: Art, Biblical Literature and Religion, Biology, Business Administration, Chemistry, Economics, English, French, German, Greek, Health and Physical Education, H