Fine Arts 1a

In a consideration of Fine Arts 1a it must be first thoroughly understood that the course demands a great deal of time and effort. In spite of this, or perhaps partly because of this, 1a is a splendid introduction to the field of Fine Arts. The lectures during the first half-year, given by Professor Pope assisted by Mr. Feild, outline the principles of drawing, painting, and design in a concrete and intelligent fashion, and they establish the vocabulary which is used in the later part of the course in analysis of the great masters of the historical schools of painting.

Closely related with the lectures is the outside drawing work. The principle of imitation of the great masters, leading one from China and Japan, through Greece and the Renaissance down to Turner almost in our own day gives one a tangible and permanent understanding and admiration of their greatness. In addition to copying one is also required to put into execution the principles of design and color which one has studied in theory in the lectures. Besides its value as a preparatory course for those who are going further in Fine Arts, 1a is the best of the introduction courses for those who only want to acquire an intelligent and critical attitude toward painting.

Fine Arts 1c

Since the material of this course is conveyed almost entirely in the lectures, its success has been in large part the result of Professor Chase's pleasing personality and solid lecture method. Most of the time up to November Hours is spent in a study of the rather esoteric arts of Egypt, Mesopotamia, and Prehistoric Greece, but the body of the course is devoted to the Great Age of Greece; the student is given a detailed discussion of the buildings of the Athenian Acropolis and of the sculptural works of the six greatest Greek sculptors. Roman art is discussed cursorily just before the end of the half-year, and the course concludes with the monuments of the Age of Constantine. Because Professor Chase is primarily an archaeologist, the approach to the important monuments is archaelogical rather than aesthetic; the subject matter is seldom pedantic, and is continually enlivened with mythological and anecdotal detail.

Semi-weekly section meetings are spent almost entirely in quizzes on the lectures, and most of the work of the course consists of memorizing slides and learning the characteristics of the men and the periods. The course, though hardly a "snap," is not difficult, and offers a pleasant and reasonably thorough review of one of the greatest periods of art and sculpture.

French B

This course is only for the most intrepid sould who pride themselves either upon linguistic ability or blind courage. Freshmen who have not heard that French B is one of the most difficult courses in College usually take it in a fit of ambition to pass off language requirements rapidly. Occasionally, however, an unusual upperclassman accepts the challenge to learn all the grammar in a few months, read 1500 pages of moderately difficult literature, and attend sessions five times a week under Dr. Herrick's tutelage.

As a survey or rapid review of the elements of French it is unexcelled. It may be taken by students who wish to brush up on the language for one course credit. Although the daily classes are necessarily tedious, the personality of the instructor does a great deal to relieve the grind.

French 1

There is, in French 1, a choice between various methods of learning the principle parts of the verb "ennuyer." One can choose Mr. Kelsey as an instructor, and be bored with attempts to liven the classes with French geography and American social problems; one can choose Mr. Harvey and be bored with an interminable succession of "n'est-ce pas?'s." Or one can choose one of the other instructors with less developed technique, and take his chances on the method of boredom. It doesn't matter much in the end; one goes to as many classes as the Dean requires, and somehow by the end of the year one has osmotically infused enough French to pass the reading requirement.

The work consists of class reading, outside reading, and lessons in grammar. The selection of material for reading is on the whole good, but a method of teaching it in such a manner as to make it seem alive has not yet been worked out and probably never will be. The grammar can only be called a necessary nuisance. On the whole the modicum of French which will suffice to get a passing grade is surprisingly small, and the instructors have a happy habit of easing up on the final examination. Those who are not far enough advanced to take French 2, and lack the initiative to learn French by reading it, have no alternative but to take a deep breath, plunge in, and hope to rise at the end from a wearisome swim in murky waters.

French 2

Although stiffer in its entrance requirements than French 1, French 2 is of the same unfortunate lik. Occasional compositions in French, and an attempt briefly to survey the masterpieces of that tongue give it more appearance of coherence and raison d'etre than its unhappy companion, but the attitude of all concerned is one of absolute indifference and utter ennui.

French 1 and 2 are eloquent substantiations of the charge that elementary language courses have no place in the College curriculum. But language requirements must be met, and some provision must be made for the failings of secondary schools in this department. Separated, these courses have been elementary to the extreme. The logical remedy would be to combine the merits of both, put the new course under intelligent active guidance, and hire able instructors.