Orville J. (Orville James) Victor.

Gettysburg College Catalog (Volume 1963/65-1969/71) online

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ized programs of study in Europe, Latin America, or elsewhere. The
Guidance Officer maintains a file of information on these programs. During
the first semester of their sophomore year, interested students should discuss
with their advisers how a junior year abroad would relate to their entire
academic program. Also, they should discuss with the Guidance Officer
the procedures by which College approval of a junior year abroad may
be obtained.


Gettysburg College is accredited by the Pennsylvania Department of Public
Instruction, which will grant its graduates who meet the requirements a
College Provisional Certificate in secondary academic subjects, elementary
education, Music Education, and Health and Physical Education.

The emphasis of the professional education program is on the liberal
studies. The student planning to teach majors in an academic area of
his choice. Except in Music Education, the student fulfills all the require-
ments for the Arts degree. In Music Education the student fulfills the
requirements for the degree of Bachelor of Science in Music Education.
Students preparing to teach in public and private schools should discuss

their plans with a member of the Department of Education early in their
sophomore year. They should also seek opportunities to work with young
people in church, scouting, summer camping, and other youth organizations.

Upon completing a program in teacher education the student will be
eligible for a Pennsylvania College Provisional Certificate that will enable
him to teach in the public schools of the Commonwealth. Students in-
tending to teach secondary academic subjects, Music Education, and Physi-
cal Education in other states should acquaint themselves with the specific
requirements of those states, some of which requirements are listed below.
A reciprocity compact among the New England States, New York, New
Jersey. Pennsylvania, Maryland, and Delaware provides that the individual
who completes a baccalaureate program in elementary education at a college
approved by its state Department of Education is eligible for certification
in any of the other ten states.

The Department of Education can provide more complete information
concerning any of the programs described below.

All students intending to pursue a teacher education program should
schedule Psychology 201. in the sophomore year.

Secondary Education

Students preparing to teach in the secondary schools should take Educa-
tion 301, 305, 309, 403, and an education elective. Except in New Jersey,
a total of 18 hours in education courses is required for secondary certifica-
tion. New Jersey requires 21 hours in education and either Biology 101-
102 or 104, or Health Education 311 or 314. New York state requires,
in addition to the courses listed above, a course in methods and materials
related to the student's major subject, and at least 4 hours in mathematics,
8 hours in a natural science, 12 hours in the humanities, and 12 hours
in the social sciences.


Teacher Education Programs 29

The requirements for secondary certification in the various subject-matter
areas in five states are as follows:

In Pennsylvania a minimum of 24 hours is required for certification in Biology,
Chemistry, Physics, General Science (courses in at least 2 sciences), Mathematics,
History, History and Government, and a foreign language (proficiency in con-
versation, reading, and writing is required). A minimum of 36 hours is required
for certification in English, Physics and Mathematics, and Social Studies. The
following areas must be included in Social Studies: History, Political Science,
Economics, Economic Geography, and Sociology. Reading will be included on
the English certificate when a minimum of 6 hours in reading courses has been

In Maryland a minimum of 24 hours is required for certification in Biology,
Chemistry, Physics, English, History, a foreign language, and Mathematics. A
minimum of 36 hours is required in Social Studies (18 in History including
6 in American and 6 in European, 6 in Economics, 6 in Political Science,
3 in Geography, and 3 in Sociology) and in Secondary School Science (including
18 in one field and 6 in each of two other sciences) .

In New Jersey a minimum of 18 hours is required in Biological Science,
English, General Science, Health Education, History, Instrumental Music, Foreign
Languages, Mathematics, Physical Education, Physical Science, Political Science,
Economics, Speech, and Vocal Music. A minimum of 30 hours is required
for Music, Science, and Social Studies.

In New York a minimum of 18 hours is required for certification in Mathematics
(including differential and integral calculus); 24 hours, in foreign language; 36
hours, in English and Social Studies (including American and European History);
and 42 hours, in Science (including a major in one science and a full year
course in other sciences and Mathematics).

In Delaware a minimum of 30 hours is required for certification in Biology,
Chemistry, General Science, Mathematics, a foreign language, and Social Studies;
a minimum of 36 hours is required for certification in English.

Elementary Education

The prospective elementary teacher should schedule Psychology 201 no
later than the first semester of the sophomore year, to be followed by
Psychology 220, 225, and Education 301. The junior year schedule should
include Education 306, 307, 331, and Mathematics 240. In the senior
year the student comes to the campus when the public schools in the
Gettysburg area open to engage in student teaching for nine weeks. During
this time the student will be in the classroom for the entire school day.
For the remainder of the term the student is engaged in completing Educa-
tion 309 and 334.

The prospective elementary teacher should plan to augment the regular
four-year program by attending a summer session.

30 Teacher Education Programs

Music Education

The prospective teacher of music in the elementary and secondary schools
should complete the requirements for the degree of Bachelor of Science
in Music Education.

Students in this program should use the following as a guide. In the
freshman year they should take English 101-102 (or 102) ; Biblical
Literature and Religion 101-102 (or 103, 104) ; a science; a foreign lan-
guage; Music 141-142; Music 111-112; and applied music. The recom-
mended program for the sophomore year is General Education 201-202;
Psychology 201; a foreign language; Music 113-114, 203-204, and 205-206;
music appreciation; and applied music. In the junior year they should
schedule Education 309; Music 115-116, 220, 301-302, and 311-312; and
applied music. The recommended courses for the senior year are Educa-
tion 301; History 231 or 232; Speech 201; Music 221, 305, and 351; and
applied music.

All students enrolled in this curriculum are required to complete satis-
factorily a total of two semester hours in Physical Education and to pass
the senior comprehensive examination in Music Education.

Health and Physical Education

The prospective health and physical education teacher should schedule
Biology 101-102 and Physical Education 111 and 212 in the freshman
year. Later he will be required to take a one-year course in Chemistry
or Physics. It is recommended that he complete the requirements for
teacher certification in General Science by taking 6 to 8 additional hours
in science (chosen from a third science; Biology 210, 216, 306; and General
Education 303) and Health and Physical Education 317.

Cooperative Program in Forestry 31


Premedical Program

Premedical and predental students should register early in their junior
year with the Dean of the College, who is chairman of the Premedical
Committee. Most of these students major in Biology or Chemistry, though
this is not a strict necessity. They choose their science and non-science
courses in consultation with their major adviser, taking into consideration
specific requirements of the medical or dental schools in which they are
interested. Premedical students should pick as many electives as possible
in the humanities and social sciences.

All recommendations for admission to medical or dental schools are made
by the Premedical Committee.

Prelaw Program

The Association of American Law Schools recommends that the student
planning a career in law concentrate on developing his capacities to think
and express himself clearly, qualities which, it observes, are not the
"monopoly of any one subject-matter area, department, or division." No
matter what his chosen major might be, the prelaw student will find the
members of the Political Science Department willing to advise him regarding
his undergraduate program and selection of law schools.


This program is offered in cooperation with the School of Forestry of
Duke University. The student spends three years in residence at Gettysburg
and an additional two years at Duke. Upon successful completion of the
first year at Duke, he will have earned the Bachelor of Arts degree from
Gettysburg College and upon successfully completing the second year, the
professional degree of Master of Forestry from the Duke University School
of Forestry.

Candidates for the program should indicate to the Admissions Office
that they wish to apply for the Forestry curriculum. At the end of the
first semester of the third year, the College will recommend qualified
students for admission to the Duke School of Forestry. Each recommenda-
tion will be accompanied by the student's application for admission and
a transcript of his record at Gettysburg. No application need be made
to the School of Forestry before that time.

32 ROTC Programs

There is no rigid curricular requirement for the three years at Gettysburg
College. Students in the program are advised by the Biology Department
and are urged to use the following as a guide. In the freshman year
they should take English 101-102 (or 102); General Education 101-102;
Biblical Literature and Religion 101-102 (or 103, 104) ; Biology 103
and 104; an appropriate Mathematics course; and Physical Education.
The recommended program for the sophomore year is General Education
201-202; Chemistry 101-102; Economics 201-202; a foreign language; Physi-
cal Education ; and one elective each semester. In the junior year, they
should take Physics 111-112; Biology 215 or 216 or both; Art or Music;
a foreign language or English Literature; and several electives each term.

The student devotes the last two years of his program to the professional
forestry curriculum of his choice at the Duke School of Forestry. Copies
of this curriculum are available in duplicated form from the Director
of Admissions, Gettysburg College, or in printed form from the Dean of
the School of Forestry, Duke University, Durham, North Carolina.


Gettysburg College participates in the national security effort by offering
its students, in cooperation with the Department of Defense, the opportunity
to enroll in the Army or Air Force Reserve Officers Training Corps program.
These programs provide trained reserve officers to meet manpower require-
ments for present active service and possible future emergencies. Officers
of the two services, assisted by enlisted personnel, conduct academic courses
and practical leadership training. Adequate equipment and fields trips
to Army posts and Air Force bases support the programs. Students partici-
pating in either program may be deferred from induction into military
service under the Selective Service Act as long as they maintain satisfactory
academic averages and continue to demonstrate potential ability to become
commissioned officers.

Gettysburg College has adopted the two-year undergraduate Reserve
Officers Training Corps Programs in Military Science and Aerospace Studies
in accordance with the ROTC Vitalization Act of 1964. Students presently
enrolled in the Basic or Advanced ROTC programs will continue the
programs as previously constituted. Sophomore male students, not presently
enrolled in ROTC, may make application for enrollment in the two-year
ROTC programs, and upon successfully completing physical examination,
testing, and interview, must attend a six-weeks field training camp between

ROTC Programs 33

their sophomore and junior years. This will be followed by academic
instruction during the remaining undergraduate years and a summer camp
(six weeks for Army ROTC students and four weeks for Air Force ROTC
students) between the junior and senior years. Any student who has honor-
ably completed two years of military service, if otherwise qualified, may
be enrolled in the Advanced Course at the beginning of the junior year.

The cadet is granted remuneration from the date of enrollment until
graduation and also receives a tailored uniform which he retains upon
being commissioned. Total remuneration, excluding textbooks and uni-
forms, is approximately $1,100. Cadets also receive travel pay to and
from summer camps, and, when called to active duty as an officer after
being commissioned, are granted a $300 uniform allowance.

Graduates may be deferred from call to active duty, if prior to com-
missioning they indicate an intention to pursue graduate study.

Air Force Program This program is designed to develop skills
and attitudes vital to the career professional Air Force Officer and to
qualify for commissions those college men who desire to serve in the
United States Air Force. The student who successfully completes Air
Force ROTC requirements is commissioned a Second Lieutenant in the
Air Force Reserve upon graduation. If he qualifies, he may enter
active duty as a flying officer and train to become an Air Force pilot
or navigator. He may serve instead in one of many other specialties
depending upon his academic background and personal preference. Dis-
tinguished Air Force ROTC graduates may apply for Regular Air Force
commissions. Those who enter active duty in a Reserve status may later
be selected for a regular commission. Qualified graduates may apply for
training leading to advanced degrees. Air Force ROTC graduates electing
pilot or navigator training serve on active duty for four years following
completion of basic flight training and thereafter for one year in the inactive
Reserve. All other Air Force ROTC graduates serve four years on active
duty and two years in the inactive Reserve.

Army Program The Army ROTC graduate is commissioned in a branch
of service determined by his academic background, his individual desires, and
the needs of the Army at the time he receives his commission. Cadets who
are designated Distinguished Military Students may apply for a Regular
Army Commission. Special programs are available for students who plan
to enter the medical field.

Army ROTC students who are commissioned must agree to serve at
least two years on active duty if called and to remain in a Reserve com-
ponent for an additional four years.


II L«i — •— «- >




Campus Life

A college campus is a community. It is a unique community, for all
its members, activities, and facilities are there for a single purpose : to
promote the student's liberal education.

The most important aspect of life within the Gettysburg College com-
munity centers around the libraries and classrooms, for these are most
directly related to the student's intellectual growth. But the other aspects
of the community — its living and dining facilities, religious activities, lec-
tures, performing arts program, newspaper and radio station, organizations,
and athletic activities — all make their contribution too. For a liberal arts
education directly or indirectly involves all phases of man's life, his spiritual,
physical, and social life, as well as his intellectual life.

Living within a college community can be exciting if a student involves
himself and accepts the many opportunities to be challenged. He has
before him constantly the opportunity to think, to act, to learn. It is
for him, the student, that the community exists.


In a college community an important part of the total education takes
place in the residence halls. A student's room is his study. Here the
student does much of his class preparation and reading. His room is
also a place to relax and rest. A residence hall, however, provides more
than facilities for study and rest. Here students are afforded the opportunity
to live together and to learn to respect the views of others. Here students
should talk freely with each other; in these conversations they can gain
experience in expressing their own opinions and in listening to and evaluat-
ing the opinions of their contemporaries. Here students learn that there
are many views to take of a problem, views that are both enhanced and
hindered by their fellow students' personalities, insights, and prejudices.
For in a college residence, a student associates closely with others who
have different social and economic backgrounds and who have different
talents and special interests.


36 Living Accommodations

Dormitories At Gettysburg the majority of the students live in College
dormitories, most of which are new, modern, comfortable buildings. Under
the guidance of carefully selected student counselors, the residents make
every effort to solve their own living problems. A head resident is available
in each of the women's dormitories to help the girls in any way she can.
Each fall the residents of the women's dormitories elect officers who con-
stitute the House Council. This Council, acting as a judicial board within
each dormitory unit, takes care of all but major problems or violations.
Counselors and head residents work closely with the House Council in
resolving dorm problems, and in planning improvements and activities.
The residents of the men's dormitories also elect officers each fall who
work with the dormitory counselors to solve dorm problems, suggest im-
provements, and plan activities.

Fraternity Houses On and surrounding the Gettysburg College campus
there are thirteen fraternity houses for upperclass members. These houses
provide living, study, and eating facilities for the members of each social
group. Each house has a housemother, who acts as a hostess for the
house and as a chaperon at dinner parties and social affairs.

Rooms All women in the campus community are required to live in a
dormitory unless they have special permission from the Dean of Students.
Some of the men students live in rooms off campus which have been
approved by the Dean of Students.


All women students, except those living at home, and all entering freshmen
men are required to take their meals in the College Dining Hall. Fraternity
pledges are permitted to eat the evening meal and Sunday noon meal
in their fraternity houses. The Dining Hall is an air-conditioned one-story
brick building, which can accommodate 750 people at one sitting. Breakfast
and lunch are served cafeteria style; dinners are served family style three
times a week.


One of the principal objectives of Gettysburg College is to provide students
with an opportunity to grow in their understanding of their own religious
tradition, and that of others. The student's encounter with religious con-
cepts different from his own may be a shaking experience. These ideas
should not destroy his faith, but provide him with an opportunity to think
about convictions and commitments he may previously have taken for
granted. The integration of the knowledge which reason provides and
the knowledge to which faith bears witness is a part of the work of the
College years. The goal is a maturity of both faith and reason and a
style of life reflective of this wholeness.

Opportunities for corporate worship are provided in the College Chapel
and in the churches of the local community. Services are held in Christ
Chapel each Sunday and at various times during the week, and are led


38 Religious Life

by the Chaplain, student and faculty assistants, and the Chapel Choir.
This Chapel, which seats 1,250, also houses the Chaplain's office and work
and discussion rooms. It is open for meditation and prayer until late

Ministers and priests in the community also participate in serving the
students, and most of the denominations have student groups which meet
weekly for study and fellowship.

Chapel Council — Student Christian Association. The Chapel Council and
the Student Christian Association have merged their efforts and have in-
cluded representatives from the denominational groups to provide a council
for the planning and coordination of a wide-ranging program of religious
activities. Meeting weekly, the group counsels the Chaplain concerning
services and, through six major committees, sponsors fall and spring lecture
series, two retreats, field trips to centers of creative Christian activity, service
programs at the College and in the community, a library and literature
program, World University Service, and monthly lectures and discussions
on the relevance of the Gospel to the contemporary world. The Council
is currently responsible for a tutorial program in the Junior High School
in which eighty students are serving more than a hundred junior high
pupils. Other recent programs include a Wednesday morning Communion
service in Advent and Lent.

These opportunities for worship, study, service, and fellowship, together
with the stimulation of classroom lectures and informal encounters, provide
the context necessary for growth toward maturity of faith and life.

Student Government 39


A vital part of any community is, of course, its government. The students
of Gettysburg College are proud of the provisions for self-government which
exist on the campus — a condition which reflects the faculty's and admin-
istration's belief in democratic action and in the maturity of students.
A liberal arts education should help develop a person's critical sense, his
ability to reason and to think for himself, and his ability to make wise
and thoughtful decisions. One important application of this education
lies in self-government. For to govern wisely a student must think critically
and constructively, make sound decisions, and implement legislation through
constructive means. Furthermore, self-government gives the student an
opportunity to express opinions, to initiate action, and to practice being
a good citizen of a community. A liberal education must help produce
responsible citizens; self-government in a college community provides a
practice ground.

It is important that each citizen of the college community accept his
responsibility, for democratic government can be effective only when indi-
vidual citizens accept their responsibilities. In a college community, then,
a responsible student must participate in student government by exercising
his right to vote for class officers, Student Senate executive officers, Honor
Commission members, and other delegates; he must examine the proposals
and action of his elected governing bodies; he must voice his opinions
and submit his constructive criticisms in mature, legal ways; and he must
show a willingness to support and participate in student affairs.

Student Senate

The Student Senate, the principal unit in student government at
Gettysburg College, works in cooperation with the administration and
faculty to bring to the campus community a well-organized and democratic
form of student government. It represents the students in forming school
policies and works to promote cooperation among administration, faculty,
and students.

It conducts class elections, nominates candidates for outstanding awards,
and plans and coordinates such campus activities as Father's Day, Mother's
Day, and Homecoming. Members of the Senate represent the student
body on several faculty committees.

The Student Senate is a representative body. The president, vice presi-
dent, secretary, and treasurer are selected through campus-wide elections.
Other voting members of the Senate are the presidents and two representa-

tives from each of the four classes, the chairman of the Honor Commission,
the chairman of the Student Union Board, the president of the Inter-
fraternity Council, the president of the Panhellenic Council, and the presi-
dent of the Women's Student Government Council. Nonvoting members,

Online LibraryOrville J. (Orville James) VictorGettysburg College Catalog (Volume 1963/65-1969/71) → online text (page 16 of 59)