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Paterson Katherine A Wonderfully Teachable Author As is true of many individuals who teach courses in children s and young adult literature, I constantly feel So many books, so little time! each semester when I begin to plan my syllabus for Children s and Young Adult Literature and Other Materials for Teaching Reading. It s so hard to make decisions about what to include, and how to model for future teachers and librarians the kinds of experiences with books that they can make available to their own K-12 students. Katherine Paterson is one author whom I m consistently determined my class participants meet but she has so many fine books, and she writes eloquently and with ease for so many diverse age groups that I ve had a difficult time deciding which title to use in the course. I finally decided that I WOULDN T make such a decision. Instead, I ve developed a strategy that my students seem to value because they develop first hand knowledge about two Paterson titles, have the experience of reading one title in common with all of their peers, but then also experience from the inside out how the jig saw cooperative learning strategy (Slavin, 1995) works, giving them second-hand knowledge of multiple Paterson titles in the process. In general, I offer class members a lot of flexibility in developing their reading lists for the course. Most English classes give them experiences with the one class/one text approach to teaching literature, so I ve been trying to consciously model an alternative. But I do have everyone read Robert Cormier s The Chocolate War (1974), because it s historically significant, because it is a powerful example of some of the differences between literature written for children and that written for young adults, and because Cormier s craftsmanship is so well-honed that we can easily engage in numerous activities that help future teachers develop a repertoire of strategies for helping their students think about the complex interactions of plot, theme, characterization, dialogue, symbolism, setting, mood and style. And, everyone reads Paterson s Bridge to Terabithia (1977) there are similarities of theme between it and Chocolate War, drawn from Paterson s essay Do I Dare Disturb the Universe? (1984) and we make comparisons, too, between these two very different authors use of symbol, setting, adult characters, and intended audience. While we re discussing these two books, I have students involved in creative dramatics activities, student-led discussions based on student-developed questions, and use of graphic organizers to compare movie and book versions of text. Meanwhile, at home, students are reading, on their own, another title by Paterson chosen from a list of books I present in class through brief book-talks. We also spend some time talking about the benefits and limitations of having everyone read the same book at the same pace. From our experience in class, and their past experiences in other literature courses and English classrooms, students know that this kind of approach helps to create a community of readers, provides students with what can be, for some, useful structure, allows the teacher to help everyone with difficult aspects of the text, and gives the teacher a fair amount of curricular and instructional control, while noting, on the other hand, that this approach assumes all students share similar reading interests, read at the same pace, need the kind of guidance a teacher can provide, and will respond positively to the kind of structure such an approach imposes (Stover, 1996). Then I introduce our jig saw activity. Students, depending on their certification program and grade level of interest as a future teacher, read one of these Paterson titles: The Great Gilly Hopkins (1978), Jacob Have I Loved (1980), Lyddie (1991) , Jip: His Story (1996), Sign of the Chrysanthemum (1973), or Come Sing, Jimmy Jo (1985) (I have both future early childhood and elementary teachers in the class, as well as future secondary English teachers.) Before the class session in which they will be working in small groups, students have to post an overview of their chosen title to a discussion forum I create on our Blackboard web-based course management system, and they have to respond to at least two other students postings, noting similarities and differences in what they chose to include given the limitations imposed for this activity. Each student has to provide a brief, 3-5 sentence, plot overview, and has to state both their sense of the theme and thesis of the work, as well as a short, 2-3 sentence, description of what they liked most/disliked most about the book. My goal for this part of the activity is to ensure that students come to class prepared to work in collaboratively; in the absence of a system such as Blackboard, email to me works just fine for this purpose. In class, I group students who have read the same title together as a starting point. As a group, they review the plot and theme/thesis insights, and then they answer a series of questions using either chart paper and markers, or, in the happy event of having laptop computers available, using a program such as Inspiration to collect responses, which can then be projected for other groups to see and use. The questions are a. Who are the major characters in the work? What are some adjectives you would use to describe them? What, if any, are the predicaments the characters bring upon themselves? b. How do individual characters use their strengths to deal with these predicaments? What do they learn in the process of addressing them? c. What generalizations can you make about Paterson s style? What aspects of her use of language did you, as a reader, most enjoy? What kinds of literary devices did she often use? What was the effect on you, as reader, of specific kinds of imagery or other literary devices? How would you say her style is or is not connected to the kind of themes she investigates, and/or the kind of mood she creates? (One way of getting at the abstract concept of style is to think about comparisons everyone has read a book by Phyllis Reynolds Naylor and we ve all read Cormier s The Chocolate War, so you can compare/contrast these authors use of language with Paterson s. Another option might be to think about pieces of music or art that somehow seem analogous to Paterson s style in some way.) d. To what age group, what kind of reader, do you think your book would most appeal and why? Are there readers who might not respond particularly positively to the work? Would you choose to use the book an as in-common reading for a whole class? Why or why not? If yes, in what grade, given local curricular content and goals, might you place it? e. What is your personal response to the book and what is it about the style, the craft, the themes, settings, character development, and so forth, that cause that response? Students post their responses either on the discussion forum, if we are using lap tops with wireless connectivity, or they create posters that are hung around the room. The idea is to have a resource available for everyone to use as we move into the next phase of the activity. At this point, I mix students into new groups so that each group has representatives who have read at least four different Paterson titles. Having completed the first task, individual students have an easy time being the expert in this new group. Each participant is charged with providing a very brief overview of the key aspects of his or her individual title. The rest of the group has, as their purpose for listening, trying to find patterns and commonalities among the books. Specifically, the groups are charged with considering the following questions; they write their answers either on overhead transparencies or, if we have laptops with wireless connectivity, they post their responses to a discussion forum, allowing for future reference by everyone in the class: a. What are the dominant themes of Paterson s work, given your admittedly limited knowledge base? She says, in various essays in Gates of Excellence 1981) that she writes about love and hope. Do you agree? Why or why not? Love of what sort? Hope in what sense? b. Paterson also says that she writes to comfort the child she used to be who was always an outsider. In what sense was she an outsider? (Use available resources to find out more about her biography.) What evidence, if any, do you see in her works that Paterson is telling the truth about herself and her writing with this statement? c. Paterson has also suggested, in several different essays from Gates of Excellence (1981) that environment is an important factor in the creation of personality. List examples from her works that show this relationship. d. And, Paterson has stated, My primary task is to find my way somehow through the cacophony of reality to the harmony of truth. (Gates of Excellence, 1981). What is the cacophony of reality? What is the harmony of truth? How, if at all, is this statement of purpose reflected in the books you have read? Use available resources to find additional documentation for your response. (These available resources are articles about and by Paterson, as well as her essays, I make available in the classroom; additionally, students are able to access the web to find information.) e. Now, generalize about Paterson s style and the ways in which it is important to or possibly a drawback to her ability to convey her themes and make her characters come to life. f. Finally, some of Paterson s works have come under attack by censors. What objections can you imagine someone raising about her titles and how, given what you know about Paterson and her work, would you argue for teaching her books? To process this discussion, I first ask different reporters to share responses to a specific question; that is, not every group reports on each topic, though everyone is invited to add examples and elaborate on what an individual reporter might say. Then, as a whole group we generate a collaborative name poem on Paterson an acrostic in which the first line starts with P, the second starts with A, and so on through n. And, for homework, individually students have to write two paragraphs; in the first, they discuss what title by Paterson they now most want to add to their reading list after hearing about it from their peers and why it sounds most compelling, and in the second they tell me the pros and cons of the jig saw approach and how they might adapt it for use with students in the grade they hope to teach. As a result of these experiences, my future teachers say that they gain a deeper appreciation for the Paterson as a writer, for the body of her work and her overall accomplishments as an artist. They add titles to the list of books they want to continue to read after the course has ended. They have knowledge of titles that they say will allow them to help students connect with a diverse array of Paterson books. And, they say they better understand how to use the jig saw strategy, holding individuals accountable for their part of the task up front, using questions that help all group members collaborate and draw on their individual knowledge to make generalizations, and then holding individuals accountable, in the end, for using the collaboratively constructed knowledge in some individual way. I feel good because I have not limited students access to such a fine author by focusing on just one title and I value the way the students truly do gain insight into Paterson s body of work through the process we use. References Cormier, R. 1974. The Chocolate War. New York: Pantheon (division of Random House). Paterson, Katherine. 1977 Bridge to Terabithia. New York: Crowell _____. 1985. Come Sing, Jimmy Jo. New York: Lodestar. _____. 1984. Do I Dare Disturb the Universe? Horn Book Magazine. 60:5 (September/October). 640-651. _____. 1981. Gates of Excellence. New York: Dutton/Lodestar. _____. 1978. The Great Gilly Hopkins. New York: 1978. _____. 1980. Jacob Have I Loved. New York: Crowell. _____. 1996. Jip: His Story. New York: Lodestar _____. 1991. Lyddie. New York: Lodestar. _____. 1973. The Sign of the Chrysanthemum. New York: Crowell. Slavin, R. E. 1995. Cooperative Learning. (2nd ed.). Boston: Allyn and Bacon. Stover, L. 1996. Young Adult Literature: The Heart of the Middle School Curriculum. Portsmouth, NH: Heinemann/Boynton Cook. Resources Provided in Class Gallo, Don. 1990. Speaking for Ourselves. Urbana, IL: National Council of Teachers of English. Hipple, Ted. Ed. 1998. Writers for Young Adults. New York: Scribners. Namovicz, G. 1981. Katherine Paterson. The Horn Book Magazine. August. 394399. Paterson, Katherine. 1981. Gates of Excellence. New York: Dutton/Lodestar. _____. 1986. Wednesday s Children. The Horn Book Magazine. May/June. 287294. Paterson, Katherine (Womeldorf). 1988. In Something About the Author. Vol. 53 Detroit, MI Gale Useful Internet Sites http://falcon.jmu.edu/~ramseyil/paterson.htm http://www.ipl.org/youth/AskAuthor/paterson.html http://teacher.scholastic.com/authorsandbooks/authors/paterson/bio.htm http://www.terabithia.com/
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Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
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Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
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Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
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Path: St. Mary MD >> MAR >> 08 Fall, 2009
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Path: St. Mary MD >> MAY >> 08 Fall, 2009
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Path: St. Mary MD >> MAY >> 07 Fall, 2009
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Path: St. Mary MD >> MARCH >> 04 Fall, 2009
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Path: St. Mary MD >> MAY >> 05 Fall, 2009
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Path: St. Mary MD >> MAY >> 05 Fall, 2009
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Path: St. Mary MD >> MAY >> 05 Fall, 2009
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Path: St. Mary MD >> AUG >> 03 Fall, 2009
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Path: St. Mary MD >> DEC >> 02 Fall, 2009
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Path: St. Mary MD >> JAN >> 07 Fall, 2009
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Path: St. Mary MD >> MAY >> 04 Fall, 2009
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Path: St. Mary MD >> JAN >> 05 Fall, 2009
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Path: St. Mary MD >> MAY >> 03 Fall, 2009
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Path: St. Mary MD >> MAY >> 06 Fall, 2009
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Path: St. Mary MD >> AUG >> 08 Fall, 2009
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Path: St. Mary MD >> SEPT >> 05 Fall, 2009
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Path: St. Mary MD >> MAY >> 08 Fall, 2009
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Path: St. Mary MD >> SEPT >> 06 Fall, 2009
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Path: St. Mary MD >> AUG >> 05 Fall, 2009
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Path: St. Mary MD >> MAY >> 08 Fall, 2009
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Path: St. Mary MD >> JAN >> 06 Fall, 2009
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Path: St. Mary MD >> MARCH >> 06 Fall, 2009
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Path: St. Mary MD >> MARCH >> 07 Fall, 2009
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Path: St. Mary MD >> NOV >> 04 Fall, 2009
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Path: St. Mary MD >> JAN >> 04 Fall, 2009
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Path: St. Mary MD >> MAY >> 04 Fall, 2009
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Path: St. Mary MD >> MARCH >> 07 Fall, 2009
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Path: St. Mary MD >> SEPT >> 04 Fall, 2009
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Path: St. Mary MD >> FEB >> 03 Fall, 2009
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Path: St. Mary MD >> AUG >> 05 Fall, 2009
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Path: St. Mary MD >> MAY >> 06 Fall, 2009
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Path: La Verne >> CH >> 3 Fall, 2009
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Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: USING ADOLESCENT LITERATURE TO ENHANCE THE READING OF CRAVEN\'S I HEARD THE OWL CALL MY NAME: PROBLEMS AND ISSUES IN THE USE OF LITERATURE ABOUT INDIAN PEOPLES Lois T. Stover Educational Studies Chair St. Mary\'s College of Maryland Connie S. Zitlow ...
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Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: Name - Michelle Fischette Grade Level 1st Topic Culture through storytelling. Big Idea How does storytelling reflect the ideals of the culture? Threads Sociocultural, Global, and Geographical Prior Knowledge Use of Kidspiration, ability to locat...
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Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: Kimberly Davies Evaluation of Web Quest What were my objectives for this task? Use Mager-format when generating these. Given five class sessions, in small groups, and utilizing web quest and the Internet, students will be able to: -Hold a group discu...
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Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: Laura McGuirk April 8, 2002 Assessment Paper Science Methods assessment (n) 1. 2. 3. 4. a judgment about something based on an understanding of the situation a calculation of the value of something in order to know how much tax must be paid an amou...
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Path: St. Mary MD >> MATH >> 151 Fall, 2009
Description: Math 151: Calculus 1 Spring 2009 Syllabus Instructor: E-mail: Phone: Oce: Oce Hours: Susan Goldstine x4366 Schaefer 171 Monday, 6:307:30; Wednesday, 3:004:00; Friday 12:001:00 and by appointment. Drop-ins are welcome, as long as I happen to be free. ...
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Path: St. Mary MD >> MATH >> 481 Fall, 2009
Description: Math 481: History of Mathematics Spring 2006 Instructor: E-mail: Phone: Oce: Oce Hours: Susan Goldstine sgoldstine@smcm.edu Course Web Page: http:/www.smcm.edu/users/sgoldstine/Math481s06.html Text: Victor J. Katz, A History of Mathematics: An Intro...
calc1info.pdf
Path: St. Mary MD >> CALC >> 1 Fall, 2009
Description: Math 151 Calculus I Spring 2009 Sandy Ganzell Oce: Schaefer Hall 172, x4371 Oce Hours: Mon 12, Wed 121, Fri 9:3010:30, any time by appointment Email: sganzell@smcm.edu Text: Single Variable Calculus, fth edition by James Stewart Website: http:/facul...
syllabus.pdf
Path: St. Mary MD >> MATH >> 281 Fall, 2009
Description: Math 281: Foundations of Mathematics (or \"FOM\" to you) Spring 2009 Instructor: E-mail: Phone: Office: Office Hours: Susan Goldstine x4366 Schaefer 171 Monday, 6:307:30; Wednesday, 3:004:00; Friday 12:001:00; and by appointment. Drop-ins are welcome, ...
COSC120Asg2.doc
Path: St. Mary MD >> PAGE >> 4 Fall, 2009
Description: COSC 120 Assignment #2 Fall 08 Objective: Write a program that\'ll compute change due to a customer and output it. Your task: One of the common tasks a cashier has to deal with is giving change to a customer after a sale has completed. This involves ...
syllabus1202008b.pdf
Path: St. Mary MD >> PAGE >> 4 Fall, 2009
Description: Computer Science 120 Sec. 3 TTh 2:00-3:50PM, Room: SH 165 Instructor: Contact Information Office Hours: Textbook: TA: Lindsay Jamieson, SH 152 Phone: x4474, Email: lhjamieson@smcm.edu MTW 1:00-1:50PM or by appointment \"Java: How to Program (7th ed)\",...
syllabus450.pdf
Path: St. Mary MD >> PAGE >> 2 Fall, 2009
Description: Computer Science 450 Sec. 1 TTh 12:00-1:50PM, Room: SH 160 Instructor: Lindsay Jamieson, SH 169 Contact Information Phone: x4474, Email: lhjamieson@smcm.edu Office Hours: Textbook: 1:20-2:30 M, 2-3 T, 2-3 T and by appointment \"Fundamentals of Databa...
syllabus480ba.pdf
Path: St. Mary MD >> PAGE >> 1 Fall, 2009
Description: Computer Science 480 Sec. 1 Topics in Computer Science: Bioinformatics Algorithms TTh 10:00-11:50AM, Room: SH 160 Instructor: Lindsay Jamieson, SH 152 Contact Information Phone: x4474, Email: lhjamieson@smcm.edu Oce Hours: Textbook: MTW 1:00-1:50 PM...
480homeworkportfolio.pdf
Path: St. Mary MD >> PAGE >> 1 Fall, 2009
Description: Computer Science 480 Homework Portfolio Due December 16, 2008 at 9AM Purpose The Homework Portfolio will allow you to show me that you understand how the topics covered in this class interrelate. You will also show how your understanding of the topic...
syllabus130.1.pdf
Path: St. Mary MD >> PAGE >> 2 Fall, 2009
Description: Computer Science 130 Sec. 1 TTh 2:00-3:50PM, Room: SH 165 Instructor: Contact Information Office Hours: Online Office Hours: OnilneID: Textbook: TA: TA Contact Info: FINAL EXAM: Lindsay Jamieson, SH 152 Phone: x4474, Email: lhjamieson@smcm.edu 1:20-2...
480proj2.pdf
Path: St. Mary MD >> PAGE >> 1 Fall, 2009
Description: Computer Science 480 Project 2 Due December 9, 2008 at 10AM This is a group project. You should assign responsibilities to each member of the group and turn in that list to me by October 30th. The Background Dr. Kerry in the Biology department at SMC...
syllabus445.pdf
Path: St. Mary MD >> PAGE >> 2 Fall, 2009
Description: Computer Science 445 Sec. 1 TTh 10:00-11:50AM, Room: SH 160 Instructor: Contact Information Oce Hours: Online Oce Hours: OnilneID: Textbook: Lindsay Jamieson, SH 152 Phone: x4474, Email: lhjamieson@smcm.edu 1:20-2:30 MW, 1-2 TTh and by appointment Mo...
syllabus1202008a.pdf
Path: St. Mary MD >> PAGE >> 4 Fall, 2009
Description: Computer Science 120 Sec. 1 MWF 10:40-11:50AM, Room: SH 165 Instructor: Contact Information Office Hours: Textbook: TA: Lindsay Jamieson, SH 152 Phone: x4474, Email: lhjamieson@smcm.edu MTW 1:00-1:50 pm or by appointment \"Java: How to Program (7th ed...
480baproj1.pdf
Path: St. Mary MD >> PAGE >> 1 Fall, 2009
Description: Computer Science 480 Project 1 Presentations: October 9th 10AM Final Draft: October 9, 2008 at 5PM The Project You are in two teams. One team will be researching Motifs, the other will be researching Rearrangements and Reversals. The main papers for ...
syllabus120.1.pdf
Path: St. Mary MD >> PAGE >> 2 Fall, 2009
Description: Computer Science 120 Sec. 1 TTh 6:00-7:50PM, Room: SH 165 Instructor: Lindsay Jamieson, SH 169 Contact Information Phone: x4474, Email: lhjamieson@smcm.edu Oce Hours: Textbook: 1:20-2:30 M, 2-3 T, 2-3 Th and by appointment The Art and Science of Jav...
COSC120Asg3.doc
Path: St. Mary MD >> PAGE >> 4 Fall, 2009
Description: COSC 120 Assignment #3 Fall 08 Objective: To utilize String functionalities to translate a message into Morse code. Your task: Using a framework that will be provided, create methods that will accurately translate a message into Morse code. The fram...
COSC120Asg4-1.doc
Path: St. Mary MD >> PAGE >> 4 Fall, 2009
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Local_Nature.pdf
Path: St. Mary MD >> CALCULUSIF >> 2003 Fall, 2009
Description: ...
SyllabusM152_2003.pdf
Path: St. Mary MD >> CALCULUSII >> 2003 Fall, 2009
Description: Syllabus: Math 152 - Fall 2003 Calculus II Instructor: Web: Office Hours: Lectures: Discussion: TA: Prof. Walter Carlip <wcarlip@smcm.edu> Schfer 171 http:/www.smcm.edu/users/wcarlip/Courses/CalcIIFall2003/CalcII.html TTh 2:003:00pm, W 2:303:30pm MWF...
SyllabusM255_2003.pdf
Path: St. Mary MD >> VCALCFALL >> 2003 Fall, 2009
Description: Syllabus: Math 255 - Fall 2003 Vector Calculus Instructor: Web: Office Hours: Lectures: Discussion: TA: Prof. Walter Carlip <wcarlip@smcm.edu> Schfer 171 http:/www.smcm.edu/users/wcarlip/Courses/VCalcFall2003/VCalc.html TTh 2:003:00pm, W 2:303:30pm T...
SyllabusM151_2003.pdf
Path: St. Mary MD >> CALCULUSIF >> 2003 Fall, 2009
Description: Syllabus: Math 151 - Fall 2003 Calculus I/Section 03 Instructor: Web: Office Hours: Lectures: Discussion: TA: Prof. Walter Carlip <wcarlip@smcm.edu> Schfer 171 http:/www.smcm.edu/users/wcarlip/Courses/CalcIFall2003/CalcI.html TTh 2:003:00pm, W 2:303:...
5_procedures_on_faculty_compensation.pdf
Path: St. Mary MD >> DEPTCHAIR >> 1 Fall, 2009
Description: Procedures on Faculty Compensation Approved by the Faculty January 31, 2006 The compensation procedure: 1) streamlines the evaluation merit procedures and 2) assures that faculty who make outstanding contribution in times of budgetary constraints wil...
CCICfinalversion.pdf
Path: St. Mary MD >> DEPTCHAIR >> 1 Fall, 2009
Description: To: The Faculty Senate and the Provost From: CCIC Co-Chairs Robin Bates and Linda Coughlin, CCIC members Ben Click, Barbara Beliveau, Brad Park, Terry Leonard, Michael Cain, Lois Stover, Mark Heidrich, Chris Tanner, David Finkelman, Holly Blumner, Cy...
M04LrnrElemTestStats.pdf
Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: Math sept Mean Standard Error Median Mode Standard Deviation Sample Variance Kurtosis Skewness Range Minimum Maximum Sum Count 24.84166667 0.955257632 22 9 14.7987876 219.0041144 0.184168378 0.692313093 76 0 76 5962 240 If this were the data for my ...
E09FacAllSchlsRprt.pdf
Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: CARVER ELEMENTARY SCHOOL Revised data about George Washington Carver Elementary School was gathered through observations of the after-school program and a follow-up meeting of involved personnel on April 13, 2004. Present at that meeting were Mark Mu...
E10FacArtOfActiveRdg.pdf
Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: The Art of Active Reading Its O.K. to Just Say No! As you browse back through pages of your reading log, looking at your responses to class sessions, text readings, and assigned topics, consider and then answer the following questions. I dont expect...
M05LrnrElemKruckowLP.pdf
Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: Mary Beth Kruckow Technology Standard V: Integrating Technology into the Curriculum and Instruction Title of Instructional Activity Which website do you like the best? Background Description of Student Population This activity will be used with 12 ...
E10LrnrSecBioRflctn.pdf
Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: SOA 13: Student Assessment Describe, briefly, the school context for your data collection/reflections school and grade or subject grades by the teachers? Would you include these elements or not? The following lesson took place on March 24, 2004 in M...
E01LrnrSecGlobResAdol.pdf
Path: St. Mary MD >> ESEPORT >> 2005 Fall, 2009
Description: Kaywell, Joan F. Adolescent Literature Massachusetts: Christopher-Gordon Publishers, Inc. 273 pp. Instructional/Reference. Literature -Young Adult/Classics. Ed. Kaywell, Joan F. Adolescent Literature as a Complement to the Classics (Volume 2) Reviewe...
joyofmathematics.pdf
Path: St. Mary MD >> MARCH >> 07 Fall, 2009
Description: Volume 7, No. 1, February-March 2007 Inside: The Joy of Mathematics Brainteasers pages 10-11 . . . No, Really by Susan Goldstine, Assistant Professor of Mathematics Nature\'s Patterns page 17 Alumnus Author page 18 SPECIAL FOCUS: MATHEMATICS P...
07-7-4-9.pdf
Path: St. Mary MD >> SEPT >> 07 Fall, 2009
Description: River Gazette Page 9 Victor Frankenstein\'s unsettling introduction to university life: The next morning I delivered my letters of introduction and paid a visit to some of the principal professors. Chance led me first to M. Krempe, professor of nat...
