{"response":{"docs":[{"id":"asc_iaasc_agnesscottalumna7576agne","title":"Agnes Scott Alumnae Magazine [1999-2000]","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["2000"],"dcterms_description":["Agnes Scott College Alumnae magazine"],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Alumni--Periodicals","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Agnes Scott Alumnae Magazine [1999-2000]"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/agnesscottalumna7576agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/agnesscottalumna7576agne/manifest.json","dcterms_subject_fast":null,"fulltext":"Digitized by the Internet Archive \n\nin 2011 with funding from \n\nLYRASIS IVIembers and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/agnesscottalumna7576agne \n\n\n\nEDITOR'S NOTE \n\n\n\nThe campus is swirlinc) with change-. Strategic Directions and the Master \nPlan have set us on course, and we ride the the waves into the next millennium. \n\n\n\nTaped on the cdrncr ot my computer monitor is a \ncopy ol one ol those corporate lookin\u003c^ flowcharts \nwith the heading \"Manaf^mi; Change \" Little boxes \ncontaininy the words \"Vision i Skills + Incentives + \nResources + Action plans\" parade across the width ot the \npaper. These criicial components \"add Lip lo\" well managed \n\"Change \" As the chart illustrates, if one ot the components \nIS missing, the end result is f|uite dit- \nterent It yoLi have \"Vision + Skills + \nIncentives + Resources\" hut no \"Action \nplans,\" the result is \"I alsc Starts \" It \nyou have \"Skills + Incentives t \nResources + Action plans\" but no \n\"Vision,\" the resLilt is '( onlusion \n\n1 need this chart I need it in the \nsame wav that I need iin morning \nCreed taped on niv halhroom mirror \nThese tiailv renssurames that grander \nplans are in motion are comlorting \n\nI he grander jilan tor Agnes Scott, \nset out in our Sld/lci/n /)ira lions (see \nASAM, Spring t9')7 I and Mhkr /'Lm \n(see ASAM Summer !'')) has accelerated all aai\\it\\ on \ncampus these da\\s ( )||ices are moving, neu' tacultx' and stall \nare coming on hoard huildings are going up and coming \ndown, n-novalions are umlei wav I lungs are changing so \nlast that Its a ehalleiige to keep up w ith uheie peoples \nolhcesare \n\nI levelopment has m(i\\rd into the Rehekah ( onlereiice \nRoom, I'uhlH SalelN' has moxcd to the old Dcxelopment \nhouse ruhluahons and I'ublu Relations ha\\e nioxed into the \nold I'lihlii Salet\\' oHkc Student .Activities has moxccl into \nW inship 1 iihin and the 1 ihiais is nou located in a tempo \niai\\ huildmg in the Rehekah parking lot C (Uiiieis are di::z\\- \nb\\ the time lhe\\ make the lounds on campus \n\nWhen the hustle bustle gc ts a hit cli.:r\\ ing loi me I \\\\\\ to \nslop M\\i\\ tin us on a li\\ecl obiec I something that remains eon- \nslant like the Mam touei In this pause I m allow ed to lecall \nour giaiulei plan aiu\\ lealue lliai all oui daiK acti\\it\\ is dri- \n\n\n\n\nven by it We are focused on tenents of the plan: academic \nexcellence, student achievement, institutional growth institu- \ntional support, community leadership and physical modern- \nization all detailed in Strategic Directions Crucial adminis- \ntrative services are being provided and the primarv' endeavor. \nteaching and learning, goes on uninterrupted I am reminded \nthat not only is there a plan but the plan is working \n\nPresident Man- Brown Bullock \n66 offers an update on the College s \nplan Its ambitious growth and building \ninitiatives in a special section in this \nedition A Report from the President \n\nOur cover stor\\' Beaut\u003e' and \nBalance on the Eco-Campus page 7 \nfocuses on the national environmental \nwork of alumna Julian ls.enir\\' 89 and \nAgnes Scott s own en\\ironmental \netforts  the organic initiatixes as well \nas the strategic efforts that have \nsprouted from the Mailer LvtJsuipc \nf'.'.ii;. \n\nChanging Immigration Law \n(page 10\u003e shows how the efforts of attornev La\\li Nhller \nliashir '\u003e^ helped a \\'oung Togo woman avoid the brutal ritu- \nal ol temale genual mutilation and ultimateK' changed immi- \ngration law \n\nIn Mama Drama page 2tVi Anthropologv- Associate \nProlessoi Martha Rees traces the origins ol motherhood and \n111 ( )ui Ltne the Lrench\" ipage 15' French Assistant \nPidlessor lulia De Pree enlightens us on the Pranco-.Amcncan \nline hate relationship \n\nIn I ilestxies page 2i', well otter a look at how B 1 \n1 leemaiis nd \\iilunteei work helped build the $47. ti million \nArizona Science C enter and in the On Campus department \n(page 2^ MHi uill meet renowned religion ethicist Dennis P. \nMcCann the new .-Mston Professor ot Bible and Religion. \n\n\n\n\nCONTENTS \n\n\n\nAcjnes Scott Collecje Alumnae Magazine \nSummer i999, Volume 75, Number i \n\n\n\n7 \n\nThe Beauty and Balance \nof the Ecocampus \n\nBy Mary Alma Durrett and Sue Clites \nJulian Kmiry 89 is guided by Tboreau's dictum to \n\"leave the earth feeling like 1 lined lightly, humanely, \ncompassionately. \" In the process, sfce is making campuses \nmore eco-jnendly and environmentally attined places \n\n\n\n\n\nChanging \nImmigration Law \n\nBy Karen Hill \n\nhotography by Manlyn Sunani \nLayli Bashir '93 jought the U.S. \nImmigration and Naturalization Service \n111 a dramatic case oj a refugee woman \n'acmg mutilation at home And icon \n\n\n\n\nOui Love the French? \n\nBy Julia DePree \n\nPhotography by Gary Meek \n\nFrance remains one oj the primaiy places 0} \ninternational contact jor the typical \nAmerican, and the United States exerts a \nstrong (if regrettable] grip on the minds \nof the French people But then. \nFrench captivate Americans, too. \n\n\n\n\nA Report from \nThe President \n\nIn reviewing plans for campus, \nASC Presidetit Mary Brown \nBullock describes the College's \ncommitment to renew and preserve \n\n\n\n\nThe Mama \nDrama \n\nBy Mary Alma Durrett \nPhotography by Manlyn Sunani \nA contemporary play on \ncampus helps the ASC \ncommunity explore the many \nfacets of motherhood. \n\n\n\nDEPARTMENTS \n\n\n\n\n\nCivinK Alumna \n\n\n\nCOVER: Agnes Scott's campus will \nbecome even greener once the \nLandscape Master Plan is in place. \n\nILLUSTRATION BY BARBARA EMMONS \n\n\n\nEditor: Maty Alma Durrett \nContributing Editor: Chris \n\nTiegrcen \nDesign: Everett Hulkim, \n\nNao Yamashita \nStudent Assistants: \n\nShelley Acevedo 02 \n\nAmy Cormier 00 \n\nKatie Turcotte 02 \n\nPublications Advisory Board: \n\nMary Ackerly \n\nICim Lamkm Drew Vii \n\nMarv Alma Durrett \n\nBill Galley \n\nTish McCutchen 73 \n\nLucia Howard Sizemore '65 \n\nCopyright  1999, Agnes Scott \nCollege Published for alumnae and \nfriends twice a year by the Office of \nPublications, Agnes Scott College, \nButtnck Hall, 141 E College Avenue, \nDecatur, GA 30030, (404) 471-6301 \nPostmaster; Send address changes to \nOfhce of Development, Agnes Scott \nCollege, Decatur, GA 30030 The \ncontent of the magazine reflects the \nopinions of the wnters and not the \nviewpoint of the College, its t \nor administration e-mail: publu \ntions@asc agnesscott edu \n\n\n\nON CAMPUS \n\n\n\nA major in Women's Studies, a new center to enhance writing and speaking skills, \nincreasing jaith commitments and religious diversity on campus are highlighted. \n\n\n\nWOMEN'S \nSTUDIES \n\nAgnes Scott's latest \nmajor addition is \nWomen's Studies, Al- \nthough a self-designed \noption has been available \nfor years, Women's Studies \nis now a full-fledged major \nand Elizabeth Hackett, \nassistant pro- \n\n\n\n\nfessor, is the \nfirst full-time tenure-track \nfaculty member \n\nDesigned by the \nWomen's Studies Advisory \nCommittee, the major \nconsists of courses that \ncover the breadth of the \nCollege's curriculum, \nincluding requirements in \nsocial and natural sciences, \nart and literature and his \ntorical and philosophiLal \nperspectives, niul empha \nsizes global diversity and \nlearning through intern- \n\n\n\nships and independent \nresearch, \n\nGail Cabisius, associate \nprofessor of Classical \nI^anguages and Literatures \nand a former director the \nWomen's Studies program, \nfeels that the major is the \nnatural product of the pro- \ngram's evolution at Agnes \nScott. The experience of \nhelping students self- \nk\\ design their majors, as \nwell as surveying other \n:ol leges' Women's \nStudies programs, \nhas been especially \nvaluable in decid- \ning the composi- \ntion of the \nmajor, \"It gives \nIt a certain \nlegitimacy as an \nacademic subject that It \ndidn't have before.\" \n\nAs at other colleges, \nAgnes Scott's Women's \nStudies program has been \nbuilt graduallv, as tacultv in \nother areas added courses \nthat focused on women, \nsuch as women's histoiy. \nTodav, the program con- \nsists of core coulees in the \ntheory of women's studies \nand a large number of \ncross-listed courses in \nmaiiv disciplines, \n\nHackett, who begins \nher work as a faculty mem- \n\n\n\nber at Agnes Scott this fall, \nis broadly trained in femi- \nnist theory and women \nand the law. She comes to \nASC from the University \nof Michigan, where she \nhas served as visiting assis- \ntant professor of Womens \nStudies She received her \nmaster's and doctorate In \nPhilosophy from the Uni- \nversity of Pennsylvania and \ncompleted her undergradu- \nate study in English and \nPhilosophy at the Univer- \nsity of Notre Dame. \n\n Jaimfcr Oiioiii 9S \n\nWRITING \nAND \n\nSPEAKING \nCENTER \n\n\\A7^7^ming and speaking \n\nW skills are the two \nmost sought-after skills in \nthe workplace or In gradu- \nate school applications,\" \nsays Christine Cozzens, \nassociate professor of \nEnglish and director of the \nCenter tor Writing and \nSpeaking which includes \ntwo peer tutoring pro- \ngrams, the Writing Center \nand the Speaking Center. \nAs the center expands \nto sene students needs \npreparation tor the real \nworld \" is one ol many \n\n\n\nmotivations pro[\u003eelllng the \ncenter to Its next stage of \ndevelopment. As part of \nAgnes Scott's Master Plan, \nthe renovation of McCain \nLibrary will include a 24- \nhour area for the Center \nfor Writing and Speaking. \nThis location Increases vls- \nibilirv' and accessiblllt\\'. \n\nThe physical unification \nof the two centers from \nseparate sites in Buttrick \nHall also emphasizes their \njoint underlying concern \nfor the development of the \nbroad spectrum of students' \ncommunication skills. \n\nLast year we conducted \nmore than 900 one-on-one \nwriting conferences \" says \nCozzens That trend Is \nlikcK\" to continue \n\nThe Anting Center is \ntesting expansion through \nr\\\\o new writing programs: \n\n the Partners Program \nmatches a student with \nspecial writing needs with \na peer tutor tor weekK' \nmeetings throughout the \nsemester and \n\n the Course Tutonng \nProgram allows instructors \nto request a tutor for \ncourses with an emphasis \non writing. The writing \ncoordinator, a position cre- \nated this vear and filled by \nLiura Brandon ^8 iiandles \n\n\n\nACNES SCOTT COI HIT  .TUAIMEK ,. \n\n\n\n\nThe Writing and Speal\u003cing Center promises to enhance students' sl^ills. \n\n\n\ndaily tasks around the cen- \nter in addition to tutoring. \n'Tutors talk about how \nmuch they iearn from \nhelping other students, \nfrom observing how others \nthink about writing.\" \n\nin her essay \"Write for \nYour Life,\" Cozzens high- \nlights the importance of \nwritten communication \nskills after college. \"A job \nletter or graduate school \napplication that includes \nstrong evidence of writing \nability  both in what it \nsays and in how it is writ- \nten  will stand out above \nthe flood of competent but \nlackluster correspondence \nthat employers and admis- \nsion committees see daily.\" \n\nTeaching students how \nto \"stand out\" is a key con- \ncern for the Speaking Cen- \nter. Oral communication \nskill is first on a list of top \nfactors considered by em- \n\n\n\nployers when hiring col- \nlege graduates, notes \nVeronica Henson-Phillips, \nnew coordinator of the \nSpeaking Center. \n\n\"One of my favorite \nsayings is, 'You never get a \nsecond chance to make a \nfirst impression.' As soon \nas you open your mouth, \nyou are making a state- \nment about your abilities. ' \n\nHenson-Phillips came \nto Agnes Scott with 1 5 \nyears experience teaching \npublic speaking, voice and \ndiction. Her clients have \nincluded actors, profes- \nsional athletes and business \nprofessionals. She notes \nthat many students focus \non professional dress and a \nwell-polished resume for \nan interview, but overlook \nthe crucial skill of oral pre- \nsentation. \"You may be \nbrilliant, but if you cannot \nexpress yourself in an \n\n\n\ninterview, that intelligence \nwill not come through to a \nprospective employer\" \n\n\"Agnes Scott has a rep- \nutation,\" says Cozzens. \n\"Students report to me all \nthe time that when pro- \nspective employers notice \nthey attended Agnes Scott, \nthey see that as evidence \nthat the student can write \nwell \" Soon the tradition of \nspeaking will follow suit. \nThe Center for Writing \nand Speaking is helpmg \ngreater numbers of stu- \ndents build effective com- \nmunication skills for col- \nlege and the world \nbeyond. \n\n hll Ruaell '98 \n\nRELIGIOUS \nDIVERSITY \n\nAs the picture ol stu- \ndent life takes on \ndeeper, richer and \nmore complex \ndimensions, so \ndoes religious life \nat Agnes Scott. \nEvidence of the \nCollege's growing \ndiversity emerges in \nthe most subtle ways. \nWitness, for instance, the \nquiet presence of the \nKoran, alongside the Bible \nand the Presbyterian Hymnal \non a pew in Thatcher \nChapel. The notion that \nthe sacred texts of both \nChristian and Musli^ can \n\n\n\n\nON CAMPUS \n\n\n\nexist peaceably in a com- \nmon space serves as a \nmetaphor for the sort of \ntolerance and understand- \ning that can transform \nboth the campus and a \nlarger community. \n\nWhile the overwhelm- \ning majority of students \nidentify themselves as \nChristian, a number identi- \nfy with other religions and \nmany more indicate either \nno religious affiliation or \ndid not answer the survey \nquestion. \n\nOf the 52 percent of \nthe Hrst-year class that \nresponded, 84 percent \nclassified themselves as \nChristian, with Baptist, \nRoman Catholic, Presby- \nterian, Methodist and Epis- \ncopal as the denominations \nwith the greatest represen- \ntation. Each of these \ndenominations has a stu- \ndent fellowship group \n// ^, on campus and \nrepresentation \non the Religious \nLife Council, \nK*^\" the group that \n\nplans campus- \nIll wide religious activities. \nIn addition, \"New Life,\" a \nnondenominational Chris- \ntian fellowship affiliated \nwith Campus Crusade, has \na chapter on campus. \n\nSix percent of the first- \nyear students are Baha'i, \nBuddhist, Jewish, Muslim \nor Taoist. A Muslim stu- \n\n\n\nON CAMPUS \n\n\n\ndent association was \nformed this year, providing \nMuslim students a support- \nive place to examine their \nreligious identity. Agnes \nScott's association with \nAtlanta YAD, the Jewish \nYoung Adult Agency, \nremains strong. Jewish stu- \ndents find support and \ncommunity in this group, \nwhich meets on Emory's \ncampus. Agnes Scott also \nworks to create programs \nthat support Jewish stu- \n\n\n\nAi'^^ \n\n\n\ndents and edu- \ncate the rest of \nthe community \nto Jewish tradi- \ntion \n\nDuring the spring \nsemester, students formed \na \"Spiritual Awareness \nAssociation\" to promote \nawareness of alternative \nreligions on campus and to \ncreate a safe community \nfor those who are finding a \nname for their own beliefs. \n\nTTie mission of the \n\n\n\n\nC^haplain's \n'iKice is to pro- \nMde campus \norship opportu- \nnities for Christian stu- \ndents, to encourage all stu- \ndents to grow in their \nrespective faiths, and to \neducate the Agnes Scott \ncommunity on various reli- \ngious traditions \n\nThe Office of the \nChaplain works with the \nReligious Life Council, a \ngroup of 1 students repre- \n\n\n\nsenting various faith tradi- \ntions, in planning chapel \nservices for students, facul- \nty and staff. Planning these \nstudent-led services en- \ncourages students to think \ntheologically as they \ndecide on worship, prayers \nand hymns. Often, the \ncouncil invites members of \nthe faculty and \nstaff to speak \non topics \nsuch as \n\"How does \n\n\n\n\nMCCANN APPOINTMENT \n\n\n\nDennis P. McCann, one of the \nmost influential figures in reli- \ngious and business ethics in the \nUnited States, joins Agnes Scott this \nfall as the Wallace M. Alston \nProfessor of Bible and Religion \n\n\"1 am excited about this appoint- \nment because of his range of inter- \nests, from Reinhold Niebuhr, to his \nwork with both Protestant and \nCatholic theologies and to his inter- \nest in both Asian and western ethical \nsystems,\" says President Mary Brown \nBullock '66. \n\nMcCann comes to Agnes Scott \nfrom DePaul University where he \nserves as chair of the religious stud- \nies department, he has also sei^ved as \nsenior fellow at the Center for \nUniversity Studies and co-director \nol the Center tor the Studv ol \nValues in Modern Society \n\nMcCann will continue as execu- \ntive director of the Society of \n\n\n\nChristian Ethics, bringing with him \nthe prestigious Annual oj the Society oj \nChristian Ethics. Other journals to \nwhich he has contributed are The \nReinew oj Religion ami Theolocly, The \nChristian Century, Commonu-'cal and the \nJournal of the American \nAcaciany of Reliipon. \n\nWidely published, \nMcCann has a forth- \ncoming book: Gld'olk \nSocial Thouitht in the \nThird Mi//oiiiii(iii. One \nof his first works. \nChristian Realism anJ \nLiberation Theoloify \n( 1 98 1 ) is considered a \nclassic. Theologians at the apex ot \nreligious studies praise this respected \nvolume: lames Luther Adams, pro- \nfessor emeritus. Christian ethics \nHai\"vard University Divinirv School \nnotes The substantial, exciting \nbook brings about a confrontation \n\n\n\n\nhigh on the agenda ot Christian \nsocial ethics; it represents a marked \nadvance in the discussion of the pre- \nsent relevance and inadequacy' of \nChristian realism in relation to the \npromise and limitations of liberation \ntheolog\\' \n\n.McCann received \nhis Ph.D. from the \nUniversity of Chicago \nDivinitx' School. \nHe studied at the \nGregorian Universit\u003e' in \nRome Italv and St. \nCharles Borromeo \nSeminar.' Columbus \nOhio \n\nHis professional activities and \nhonoiN include a visiting fellowship \nat the Center tor Applied Ethics at \nHong Kong Baptist Univcrsirv as \nwell as serv'ice on the editorial board \nof the Journal of Religious Ethics. \n\n Dolly Purvis '89 \n\n\n\nACNES SCOTT COLLEGE  SlttlAlER i \n\n\n\nON CAMPUS \n\n\n\nyour faith influence your \nwork at Agnes Scott?\" and \n\"What are you thankful \nfor?\" illustrating the rele- \nvance of faith to one's \nstudy or work. \n\nThe Office of the \nChaplain and the Religious \nLife Council serve an \nimportant educational \nfunction by helping stu- \ndents learn more about \ntheir own cultural and reli- \ngious traditions as well as \nthose of their peers and by \nexploring the connection \nbetween faith and learning. \nBy hosting educational \nforums during the year, the \nchaplain and the council \nencourage students to take \na new look at their studies \nthrough the lens of faith. \nIn addition, the College \nCommittee on Faith and \nLearning coordinates the \nannual James Ross McCain \nFaith and Learning \nLectures, featuring major \nreligious thinkers, such as \nElaine Pagels, professor at \nPrinceton University, and \nMelissa Faye Greene, local \nauthor and journalist. \n\nReligious life at Agnes \nScott is strong and varied, \nand continues to illustrate \nthe Colleges commitment \nto its Presbyterian heritage, \nas well as its growing reli- \ngious diversity. \n\n TIk Rev. Lihhy Inman, \n\nInterim Julia Thompson \n\nSmith Chaplain \n\n\n\nTHE STATUS \nOF WOMEN \n\nIN ACADEME \n\n[Eilitoi's Note: iWaitme \"Tina\" \nBwumley '69, Goodrich C. \nWloite Professor oj English at \nEmory University, was among \nthe panelists who participated in \nthe symposium, \"Womat: The \nStory of Our Cmtury, \" held \nduring Alumnae Weekmd. \nFollowing are her commmts pre- \nsented during the session.) \nI took as my part of this \npanel to assess the status \nof women teachers of the \nhumanities in our colleges \nand universities today, \nwith just a gesture toward \nthe future. I'll start earlier \nin our century, 1928 to be \nexact, with Virginia Woolf. \nWoolf is describing her \nlunch at one of the all- \nmale Oxbridge colleges. \nThe meal begins with sole \ndrenched in \"the whitest \ncream\"; it continues with \npartridges \"with all there in \na retinue of sauces and sal- \nads,\" a succulent roast and \nsprouts \"foliated as rose- \nbuds.\" Wineglasses, con- \ntinually refilled, alternately \n\"flush yellow and flush \ncrimson.\" The meal ends \nwith a dessert Woolf \ndescribes as \"a confection \nwhich rose all sugar from \nthe waves.\" \n\nThis magnificent repast \nlasts well into the after- \nnoon, but ultimately \n\n\n\nWoolf joins some friends \nat one of the Oxbridge \nwomen's colleges for din- \nner. When she reviews the \nwomen's menu, it is clear \nshe was fortunate to have \neaten well at lunch. Din- \nner, as Woolf describes it, \nbegins with \"a plain gravy \nsoup.\" Stringy beef and \nyellowed sprouts follow \nand \"[t]he water jug was \nliberally passed around.\" \nFinally, for dessert, there \nare prunes with some cus- \ntard. Woolf comments that \n'There are people whose \ncharity embraces even the \nprune\"  but she is clearly \nnot one of these people. \n\nTwo meals, then, juxta- \nposed in Woolf's inimitable \nway, suggest the vast \nsocial, fiscal and discursive \nspaces that separate male \nand female academics at \nthe beginning of this \ncentury. \n\nToday, at the end of \nthis century, women are no \nlonger segregated among \nthe prunes. In 1995, 26 \npercent of tenured faculty \nmembers in U.S. colleges \nand universities were \nwomen. Now, 26 percent \nisn't really overwhelming, \nand it gets even more \nunderwhelming when you \ntake into account that in \n1975, when the push to \nput women on college fac- \nulties really began, the per- \ncentage was 1 8 percent. \n\n\n\nThat's 20 years to jump 8 \npercent, or four-tenths of \none percent a year \n\nDespite these figures, \nmy own assessment of \nwomen's prospects in the \nhumanities is quite posi- \ntive. I think that relatively \nsoon, the humanities in our \ncolleges and universities \nwill be taught predomi- \nnantly by women. Maybe \nnot in my lifetime, but cer- \ntainly in the generation \nafter There are two rea- \nsons I think women are \ngoing to take over the \nhumanities,- one of them is \npositive, one of them is \npositively sobering. \n\nThe positive reason is \nthe huge numbers of \nwomen now entering the \nprofessoriate. In 1995, 43 \npercent of the faculty on \ntenure-track lines were \nwomen. Now, all those 43 \npercent are not going to \nmake it, but I think enough \nwill get through the sys- \ntem to finally tip the scale \ntoward women in the \nhumanities. \n\nThe second reason I \nthink women will domi- \nnate the humanities, the \nless pleasing one, is the \nmarginal state of the hu- \nmanities today. Two Har- \nvard professors recently \ndescribed what they call \nthe massive U.S. \"disin- \nvestment in the humani- \nties.\" They termed it \"the \n\n\n\nON CAMPUS \n\n\n\nON CAMPUS \n\n\n\n\nTina Brownley says women \nwill dominate tiie humanities \nin colleges and universities. \n\ndehumanization of higher \neducation \" They had all \nstatistics to back up their \ncontentions: a steep \ndecline in the number of \ncollege niaiors in the \nhumanities,- shrinking \nhumanities graduate pro- \ngrams, significantly lower \nprofessorial salaries for \nhumanists along with \nhigher teaching loads, \nfalling standardized test \nscoies lor humnnilies sub- \njects,- and cutbacks in \nhumanities requirements \nbolh 1(11 Lollege entrance \nand for graduation, partic- \nularly in the languages \n\nThe eonelusion ol \nthese authors was slaik \n\"Since the lale l'(i(K, the \nhumanities have been \nneglected, downgraded \nami loixeil to reln-iKh at \nthe sanu- lime lli.U odiei \n\n\n\nareas of higher education \nare growing in numbers, \nwealth and Influence.\" In a \nculture driven by econom- \nics, technology and pro- \nfessional specialization, \nthe humanities are more \nand more seen as \"frills,\" or \nas \"women's work/' \n\nit's pretty hard to deter- \nmine cause and effect for \nthese two factors, the \ndecline in the humanities \nand the increasing number \nof women In the htimani- \ntles. It's imclear whether \nthe humanities were In \ndecline and therefore \nwomen were let into them \nbecause nobody cared, or \nwhether the Increasing \nnumber of women con- \ntributed directly to the \ndecline. \n\nI raise these questions \nbecause we've got numer- \nous studies that show what \nhappens when women \nenter a field In any signifi- \ncant numbers. Researchers \nhave proved bevond the \nslightest doubt that anv \narea of endeavor dominat- \ned by women will lose \nsubstantial prestige and \nwill have salaries tall. Vou \nsee this In accounting, in \nnursing, in certain medical \nspecialties in what used to \nbe called clerks and are \nnow called secretaries. \nThe \"feminization\" of anv \nHeld equals declining pres \ntige anil lower pa\\' \n\n\n\nSignificantly, it doesn't \ntake many women in a \ncertain area before that \narea begins to be per- \nceived as feminized. \n\nFor example, in 1990, \nJohn Silber, president of \nBoston University, fumed \nto The Waslmtgton Post that \nhis English department \nwas a \"damn matriarchy. ' \nHis English department, \nthis \"damn matriarchy,\" \nwas 20 people of whom \nsix were women  30 per- \ncent. The fact is that even \nwithout a majorirv' female \nprofessorial presence, the \nhumanities today are \nIncreasingly considered \n\"feminized ' \n\nSo the good news is \nthat women will soon \ndominate the humanities. \nThe bad news is that \nthey're going to do so \nbecause nobody else \nwants to be there. \n\nThis \"ghetto effect' is \none ot the mauir reasons \nwh\\' women \\\\ill never be \nable to \"have it all under \nprevailing conditions-as \nlong as cunent social and \npolitical sti\\ictuies hold \nthat anything women \nattain, or even look like \nthe\\ nia\\ exentually at- \ntain IS imniediatelv deval- \nued or marginalized \n\nin this situation the \nrole ol a college like \n.Agnes Scott with its long- \nstandiiii; commitment to \n\n\n\nboth women and liberal \narts, should be crucial. TTie \ncollege and her alumnae \nneed to stand against \nongoing contemporary \nattempts to denigTBte both \nwomen and the humanities \nby yoking them negatively \ntogether. If we don't do \nthis, the alternative is \nalready clear \n\nThe authors of the arti- \ncle on the decline in the \nhumanities point out that \nthe fields that have fared \nbest in American educa- \ntion in the past 30 years \nare \"fields that study \nmone\\' receive external \nmone\u003e' or are associated \n\nwith monetary re- \nwards Money has many \npowers, but one power \ntew would claim for it is \nwhat Stephen Spender \ncalls the transtorming \npower ot art which, if it \ncannot save socien.' can \nperhaps redeem inner life.\" \nWell taught and well stud- \nied by enough people who \ncare and with understand- \ning the humanities can \nredeem both. \n\nW ithout our vigorous \nsupport not too far into \nthe millennium women \nand the humanities are \ngoing to be back with the \nprunes. And even if one's \nchanrv does embrace the \npmnc both women and \nthe humanities deseivc \nbetter \n\n\n\nAGNI-S SCOTT COLIJ.Ci;  .SUMMER .oo \n\n\n\nTHE BEAUTY AND BALANCE OF THE \n\nECO-CAMPUS \n\n\n\nA colorful line of kitchenware dot- \nted the windowsills of the \nWallace M. Alston Campus \nCenter this past semester. Plates \ncups and metal cutlery decorat- \ned the lower Alston space, which doubled as \nthe cafeteria while Evans Dining Hall under- \nwent renovation and expansion. To the out- \nsider, these may have appeared to be only \nclutter, but to the Agnes Scott family they \nwere a daily testament to the students' com- \nmitment to the envi- \n\nronment, to keeping \ntheir share of card- \nboard plates and plas- \ntic utensils (used in the \ninterim dining facility) \nout of the burgeoning \nnational waste stream. \n\nThese windowsill \ndecorations would give \nJulian Keniry '89 cause \nto smile. \n\nAs manager of the \nNational Wildlife \nFederation's (NWF) \nCampus Ecology \nProgram and author of \nEcodemia: Campus \nEnvironmental Stmiariiship \nat the Turn of the 2lst \nCentury, Keniry encour- \nages just these sorts of initiatives on college \nand university campuses through her work \nwith the five NWF field offices (Atlanta, \nPortland, Ore., Ann Arbor, Mich., \nMontpelier, Vt., and Washington, DC). \n\nApplying an environmental philosophy \ndeveloped at Agnes Scott, Keniry is shaping \nawareness and sparking interest in ecology \nand conservation on campuses nationwide. \nF4er primary, driving question has remained \nthe same since she was awakened to environ \nmental causes as a student: \"F-|ow can 1 most \nstrategically move things along the path \n\n\n\n\ntoward sustainability?\" Through the NWF \nnetwork, she is answering that question by \nteaching today's college students how to \naddress ecological issues on a local level, \nwhich may, on a national or international \nlevel, seem too daunting to tackle. \n\n\"Everything 1 was exposed to at Agnes \nScott led to what I'm doing now,\" says \nKeniry, who was among the student founders \nof a now defunct campus-based environmen- \ntal group, Gaia. She studied deforestation, \nbiodiversity and soil \nerosion through the \nwritings of scientists \nsuch as James Lovelock, \nfather of the national \nGaia movement, and \nthe teachings of \nformer ASC professors \nEd Johnson and David \nOrr. \n\n\"It was probably \nDr Orr who influenced \nand inspired me with a \nsimple question: 'F^ave \nyou thought about the \nresource flows on the \ncampus?' \" Keniry \nrecalls. That single \nquestion triggered a \nlifetime of inquiry and \nlaunched her career as \nan earthkeeper \n\nWhile Orr sparked Keniry's interest, \nPatrick Kessler, director of the Georgia \nEnvironmental Project, gave her a healthy \nshove toward the National Wildlife \nFederation. The summer after she graduated \nfrom Agnes Scott, while working as a typist \nat a law firm, Keniry received a call from \nKessler saying, \"If you're not interested in \nworking as a campus outreach organizer for \nthe National Wildlife Federation, you'd bet- \nter call them up, because I forwarded your \nresume and cover letter to them.\" \n\n\n\nJulian Keniry '89 \nis working to make \ncampuses greener. \n\nBy Mary Alma Durrett \nand Sue elites \n\nILLUSTRATION BY BARBARA EMMONS \n\n\n\nRFAI ITY ANJn RAI AMCF OM THF Fm.rAMPI IS \n\n\n\nShe pursued it, got the job and began \nworking with campus programs, but Keniry \nquickly reahzed that students didn't have a \ngreat interest in global warming, primarily \nbecause it is a \"huge issue that's so hard to \nput in terms of a local level,\" she says The \ngreening of the campus: that's where their \ninterest was. So we changed our name to \nCampus Ecology and changed our mission \nfrom curbing global warming to greening \ncollege campuses\" \n\nWhile the Campus Ecology Program \n\n\n\n\nJulian Keniry '89 lives In a man- \nner that she can \"leave the \nearth feeling like I lived lightly, \nhumanely, compassionately.\" \n\n\n\n(CEP) has served mainly as a clearinghouse \nof information about sustainability on the \ncollege campus  including waste reduction, \nlandscaping, composting, energy and fund \nraising, distributing a conservation directory \nof NWF projects  today the program is \nmaturing. \n\n\"The organization is now focusing more \non environmental management, on a system \nto get campuses up that cui\"ve beyond single \nprojects to developing goals and objectives \nthat cover all operational areas and all disci- \nplines on the academic side and then com- \nmunity issues as well,\" Kcniiy says. She envi- \nsions a day when environmental policy \nbecomes part ol campuses overall strategic \nplans. \n\n\n\nAt Agnes Scott that day has arrived. \n\nThe College's many environmental initia- \ntives are being drawn into focus these days as \nAgnes Scott implements the first phase of a \nLandscape Master Plan drafted by the award- \nwinning national landscape architecture firm \nof Carol Johnson Associates Inc. of \nCambridge, Mass. The Landscape Master \nPlan, an outgrowth of the Colleges compre- \nhensive Master Plan initiated in 1997, will \nreinforce and extend the landscape character \nof Agnes Scott by organizing and enhancing \nthe elements that make the campus distinc- \ntive and memorable. \n\nRecommendations in the Landscape \nMaster Plan include, among other things, \ndeveloping a storm water management sys- \ntem to better direct water flow, irrigate the \ncampus and reduce soil erosion, a tree man- \nagement program that will ensure the health \nand maintenance of the Colleges signature \ntree canopy and an on-campus composting \nprogram for wood chips and leaves to pro- \nvide mulching for campus greenery. \n\nThese new efforts reinforce the existing \ncampus ecological efforts under way for a \ndecade The legacy of ,ASC Caia founders \nsuch as Kenir\\' continues to be felt today \nthrough the Colleges campus-wide recycling \nprograms Collection bins positioned \nthroughout campus buildings facilitate the \nrecycling of approximately 364 cubic yards \nof paper and cardboard  thats approxi- \nmately 26 tons annually. Also 14 cubic yards \nof aluminum and 3 5 cubic yards of glass are \naverted annually from the waste stream. \n\nIn addition to the traditional consumables, \nthe College recycles between 250 and 350 \ngallons of used oil from vehicles lawnmow- \ners and refrigeration units each year plus an \nadditional 660 gallons of oil this year from \nthe electric transformers which were drained \nand converted to argon gas use. \n\nStrides are being made as well to system- \natically switch to using more recycled materi- \nals. ^X'hen the Colleges new graphic identits' \nwas launched last year the entire stationer\\- \norder was printed on recycled lines of paper \nas are all editions of Ajtin Scoff A/umrur \nMiijiiriiif and Al.im froits. \n\nAs impressive as these efforts may be, the \nmost significant energA' conservation initia- \ntives on campus come through the use of a \nsophisticated energv management program \nwith a central monitoring svstem that tracks \nand controls lights air conditioning, heat \nand hot water The .Automated Logic system, \ninstalled in all campus buildings in 1989, \n\n\n\nAGNES SCOTT COLLEGE  SUMMER i \n\n\n\nemploys Georgia Power Company's Real \nTime Pricing (RTP) structure, which allows \nAgnes Scott to maintain a predictable daily \nkilowatt usage. The monitor of the campus \nsystem, Mechanical Supervisor Raymond \nStelmachers, checks the daily kilowatt pric- \ning online and signals the system to reduce \nenergy use in low traffic areas to ensure that \nthe \"kilowatt medium\" is not exceeded. For \nexample, during the day, when students are \nattending classes, the system might be \ninstructed to reduce energy use in residence \nhalls. \n\nin the past two years the College has \nbegun to convert its fleet vehicles from the \n\n\n\ngas-consuming models to electric-powered \nunits (see \"Charged and Ready,\" p. II). And \nfuture environmental initiatives will likely be \nborne out in the work of the newly formed \nEnvironmental Action Committee, a group of \nfaculty, staff and students spearheaded by \nfaculty members and supported by the \nCollege's administration. \n\nEfforts such as these produce the measur- \nable results that Keniry outlines in her book \nEcodemia and defines as successful in the way \nthat writer Henry David Thoreau articulated \npersonal success more than a century ago, \". . \n. to leave the earth feeling like 1 lived lightly, \nhumanely, compassionately.\" \n\n\n\nCharged and Ready for the Next Century \n\n\n\nAgnes Scott has stepped out as a leader in replacing fleet vehicles with cleaner, alter- \nnative fuel models. By the end of the summer, two electric vehicles will be in the \ncampus fleet of 22, additions that follow a successful test of an electric-powered \nmaintenance truck provided through a Georgia Power Company pilot program. \n\nRus Drew, director of Public Safety, whose area handles law enforcement, including fed \neral and state environmental laws, believes ASCs proactive approach to fleet conversion, \nwhich began in 1996, has prepared the institution to deal with ever-strengthening environ \nmental laws. \n\nCurrently, the Clean Air Act of 1990 and Energy Policy Act of 1992, as we \nas Georgia's Clean Fueled Fleet Program (GCFFP), are driving the move \ntoward cleaner alternative-fueled vehicles. \n\nThe GCFFP requires qualifying fleets operating in the \nAtlanta metropolitan area to acquire increasing per- \ncentages of clean-fueled vehicles. Beginning with 1999 \nmodels, 30 percent of fleets must consist of govern- \nment certified clean-fueled vehicles. This acquisition \npercentage grows to 50 percent in the year 2000 and \nto 70 percent in 2001 and beyond. \n\nThe tester electric vehicle (EV), a Chevrolet S-10, \n\nhas been on loan to Agnes Scott since December 1997 \n\nfrom Georgia Power Company, electric service provider and ener- ''''S\" cures \n\ngy consultant to the College. This summer, ASC will purchase one truck \nand have another on loan from Georgia Power. \n\n\"Georgia Power is providing our customers who are impacted by federal and state legis- \nlation an opportunity to evaluate electric vehicles in their daily operation prior to making a \npurchase decision,\" says Charles Scurry, Georgia Power account executive for Agnes Scott. \n\"Due to the high cost of today's electric vehicles (the loaned model is valued at $33,300), \nfew if any fleet managers would risk selecting this technology without first proving to \nthemselves that EVs will work in their daily operation.\" \n\nAlthough the electric test model was driven an average of three miles a day, the truck \ncould hold a charge for up to 35 miles. It also had the same power as the gas-powered S- \n10s and hauled virtually the same weight (only approximately 100 pounds less than the gas \nmodel). \n\nRaymond Stelmachers, mechanical supervisor, notes, \"The EV has no gearbox, no differ- \nential, no universal joints, crank case or gas tank. Keeping the truck charged is virtually the \nonly maintenance. For most purposes, I would rather have the electric truck,\" he says. \"It \nseems to have enough power. For the mission of the College, it's perfect.\"  Sue Clites \n\n\n\n\nRaymond Stelmachers, ASC \nmechanical supervisor, tested the \nelectric Chevy S-io against a \npropane model and gave the \nelectric truck the thumbs up. \n\n\n\nBEAUTY AND BALANCE ON THE ECO-CAMPUS \n\n\n\njf-m- \n\n\n\nChanging Immigrati \n\n\n\nhayli Miller Bashir 'gsjou^ht \nthe U.S. Immigration \nand Naturalization \nService in the dramatic \ncase oja refugee woman \nfacing mutilation i \nhome. And won. \n\n\n\nBy Karen Hill \nPhotos by Marily \n\n\n\n\n\n\n\n\n\n\n\n^r \n\n\n\n\"My faith has the analogy of civilization being like \na bird  man is one wing, woman is the other wing. \nUnless both wings are ec^ually strong, humanity \nwon't fly, or soar to its highest potential.\" \n\n\n\nNot yet 30 years old, Layli \nMiller Bashir '93 has already \nmade a mark on the world, \neffecting change in immigra- \ntion law. Some may know \nBashir as a classmate or as the recipient of the \nOutstanding Young Alumna Award for 1998. \nOthers may have read about a court case that \nshe spearheaded which brought the provoca- \ntive subject of female genital mutilation \n(FGM) through the media into many \nAmerican homes. \n\nUntil Bashir got involved in the plight of \nan African teenager, the threat of genital \nmutilation wasn't considered a sufficient rea- \nson to be granted refuge in the United States. \nBut while a 23-year-old law student in \nWashington, D.C., Bashir took the case of \nFauziya Kassindja, a 17-year-old Muslim \nwoman from Togo who had fled this tribal \npractice \n\nPerformed primarily in Africa and Asia, \nFGM is forced each year upon up to two mil- \nlion children, often as young as 4. They often \nreceive no anesthetic before and no antibi- \notics after the torturous procedure, in which \nfemale relatives hold them down while an \nolder woman cuts off their outer genitals with \na dull blade. \n\nProponents of the ritual contend that the \ncustom is designed to make sex less enjoy- \nable,- therefore, the girls will be more likely \nto remain virgins before marriage and faithful \nto their husbands after marriage. In fact, \nhealth experts say the custom, which has no \nbasis in any religion, kills between 15 and 30 \npercent of its victims, with survivors often \nsuffering side effects ranging from tetanus to \ninfertility. \n\nAlthough FGM has traditionally been \npracticed in Africa and Asia, as women from \nthese cultures migrate to the United States, \nthe procedure and the longstanding effects of \nit become a concern of American legal and \nmedical communities. \n\nKassindja fled to the United States and \nrequested asylum, but waited for a year and a \nhalf in various maximum-security prisons and \nImmigration and Naturalization Service \ndetention facilities while her case wound its \n\n\n\nAttorney Layli Miller Bashir '93 \ntook on the formidable task of \nrepresenting a young Togo \nwoman who fled her country to \navoid female genital mutilation. \n\n\n\nCHANGING IMMIGRATION LAW \n\n\n\nway through the INS. A judge ordered that \nshe be deported But due in large part to the \nhelp Bashir garnered from members of \nCongress, other attorneys, reporters and \ncelebrities, Kassindja's case gained national \nattention. Ultimately, the highest immigra- \ntion tribunal decided she could stay in this \ncountry \n\nThe decision that FCM is grounds for asy- \nlum made legal history, until then, there was \nno provision for gainmg asylum for gender- \nspecific persecution. \n\nKassindja and Bashir co-authored. Do They \nHear You When You Cry, published by Dela- \ncorte Press in 1998. With her portion of the \nbook earnings (approximately $40,000), \nBashir established the Tahirih justice Center \n\n\n\n\"It's not just a center for legal services  we're \n\ntaking a more holistic approach. The momeyitum \n\nis propelling the cei^ter jorward, and all oj us are \n\nsimply iporking on the obvious needs as they appear.\" \n\n\n\nin northern Virginia near Washington. \n\n\"1 saw an acute need for a center that \ncould provide services for female refugees like \nFauziya,\" Bashir explains. \"It's not just a center \nfor legal services  we're taking a more holis- \ntic approach. We have English tutors, volun- \nteers to help these women find housing, food \nand jobs, and a medical-referral network of \n17 physicians and expert witnesses. The \nmomentum is propelling the center forward, \nand all of us are simply working on the obvi- \nous needs as they appear.\" \n\nThe center has two full-time staff mem- \nbers, one an attorney and the other a direc- \ntor of its medical, expert witness and social \nservice programs. It has an active caseload of \nmore than 50 cases and in its first year helped \nmore than 165 women settle in the United \nStates \n\nFauziya Kassindja s stoiy \n\nKassindja escaped mutilation as a child \nbecause her father abhorred it. But \nalter his unexpected death, her aunt \nand uncle Insisted upon it  and that she not \nreturn to boarding school, but become the \nfourth wife of an older man she barely knew \nAccording to tribal custom, Kassindia's moth- \ner was powerless to intervene. But the mother \ngave all the money she had inherited from \nher husband to Kassindjas sister, who spirited \nFauziya out of the country, first to Germany, \nthen to the United States, where some rela- \n\n\n\ntives lived. \n\nUpon arrival in this country, Kassindja \nasked for asylum. Like other refugees seeking \nasylum, she was treated as a prisoner In \nmaximum-securit\u003e' prisons and INS detention \nfacilities while her case languished for \nmonths. \n\nBashir became involved when she started a \npart-time job with the attorney who had \nbeen hired by Kassindjas cousin to handle \nher case. \n\nShe already had interest and some exper- \ntise in the subject. Bashir had learned about \nfemale genital mutilation \\\\'hile visiting rela- \ntives in west Africa. At Agnes Scott, and later \nat American University's law school, her \ninterests lay in the international arena. She \nhad written papers for law school about gen- \nder-based persecution and the criminalization \nof FCM. \n\nShortly after she began working as a law \nclerk for attorney Eric Bowman he handed \nher a thin file \"See what you can do with \nthis, ' he said, according to her account in Do \nThey Hear You Wmi You Cr)'. \n\nBashir began by contacting teachers and \nveteran law\u003e'ers with specialties in immigra- \ntion law, several offered to help. She began \ncontacting medical expens and anthropolo- \n\n\n\n\nAbout Tahirih \n\n\n\nThe Tahirih \njustice Center is \nnamed for a woman \nwho was a renowned \nMiddle Eastern poet \nand noted scholar of \nthe Qnr'iiii (Koran) in \nthe mid- 1800s. \n\nTahirih was an early member of the \nBaha'i faith, which grew from Islam She \nbecame a champion ot womens rights in \nMiddle Eastern socict\u003e' She traveled \nthroughout Persia, stopping in towns and \nvillages to meet with women and encour- \nage them to reject oppression. \n\nIn 1848 Tahirih became the first \nwoman in Middle Eastern historv' to pub- \nlicly discard the symbol ol the inequality \not her gender, appearing bclore an assem- \nbly of men unveiled \n\nTahirih the mother ot three, was put \nto death tor her beliefs in 1852. when she \nwas 3(1 \n\n\n\nJ2 \n\n,.W ;N1 S SCOTT COLLEGE  SlIMAIER i \n\n\n\ngists and started compiling statistics on \nfemale genital mutilation  difficult because \nauthorities often don't want to acknowledge \nthat it happens and victims often are too \nmodest to discuss it. Next, she began con- \ntacting reporters, to try to convince them \nto write about the case \n\nBowman allowed her to present the case. \nBut it was for naught. The immigration judge \nsaid he simply didn't believe Kassindja's story \nand ordered her sent back to Togo. \n\nDays after that decision, Bashir traveled to \nBeijing, where she was a delegate at the \nUnited Nation's Fourth World Conference on \nWomen. Desperate, by her own account, \nBashir cornered anyone who would listen to \nKassindja's story. Two attorneys were sympa- \nthetic,- they were the founders of Equality \nNow, an organization similar to \nAmnesty International but devoted \nto women. \n\nDepressed and exhausted when \nshe arrived, Bashir left the confer- \nence reinvigorated, armed with a \nnew arsenal of helpers. \n\nWhen Bashir returned home, \nKassindja had given up, deciding \nthat what awaited her in Togo was \nno worse than the nightmare she \nwas already in. She wanted to see \nher mother and her sisters, so she \nasked to see an INS counselor to \nstart the deportation process. \n\nThen something dramatic hap- \npened. Kassindja dreamed that her \ndead father came to her prison cell \nand urged her to fight on. Other \ninmates begged her not to give up \nand her cousin told attorney \nBowman to appeal, ignoring \nKassindja's earlier instruction to the \ncontrary. \n\nA law professor introduced \nBashir to his wife, a refugee-advocate lawyer \nwho had never had a client deported and \nwho had founded the International Human \nRights Clinic. She agreed to take the case. \nBashir enlisted the help of women in \nCongress: Sen. Pat Schroeder, Rep. Maxine \nWaters and Rep. Cynthia McKinney, who \nhad taught at Agnes Scott when Bashir was a \nstudent. \n\nKassindja decided to fight. \n\nPublic relations experts with Equality Now \nbegan their work. Kassindja's name appeared \nin The New York TimeS; columnists with the \nTimes, The Boston Globe and The Wnsbiiitjton Post \nwrote about her Twenty-six members o \n\n\n\nCongress sent a petition to Attorney General \nJanet Reno on Kassindja's behalf. There were \nradio interviews, including Voice of America. \nAuthors Alice Walker and Gloria Steinem \ntook up her cause. \n\nWhen Kassindja again considered aban- \n\n\n\nThe people of my tribe are good people. But good people \n\ncan do bad things. Tradition doesn't make something right. \n\nIf the people of my tribe stood together and said, 'No, this is wrong, \n\nit has to stop, ' oh, that would make me so proud. \n\n\n\ndoning her efforts, a fellow detainee, a friend, \nforced her to see what awaited her if she \nwent back home. \n\nIn the prison shower room, she pressed \n\n\n\n\nCHANCING IMMIGRATION LAW \n\n\n\nWant to get \ninvolved? \n\n\n\nHere's how to rcacli the \n\nTahirih Center \n\n108 North Virginin Ave., \n\nSuite 100 \n\nFalls Church, VA 22046 \n\nPhone: (70S) 237-4554 \n\n1-ax: (703) 2 37-4574 \n\ne-mail: \n\njustice(3Hahlrih.org, \n\nWch page: \n\nwww.tahirih.org \n\n\n\nKassindja to look at her mutilated genitals, \nsaying, \"You don't know what you're going \nback to. Look \" \n\nThere was nothing there Nothing. She \nhad no genitals. Just smooth flesh with a long \nscar running vertically between her legs \nwhere her genitals should have been. And a \nhole. A gaping hole where the urine and \nblood would pass through. \n\n\n\n\"You have to stay here too,\" she told Fauziya. \n\"You kriow that nou\\ don't you?\" \n\n\n\nShe'd had children She'd been cut and \nresewn before and after every birth. That's \nwhy she so desperately wanted to stay in \nAmerica. If she went back to Africa, her \ndaughters would be cut too. She wanted to \nprotect them. \"You have to stay here too, \" \nshe told Fauziya. \"You know that now, don't \nyou?\" \n\nWhen The New York Times weighed in with \na front-page story from a reporter who had \ngone to Togo and found out that Kassindja's \nstory was true, the tide began to turn for her. \n\nIn just a few weeks  lightning fast com- \npared to the progress to date of her case  \nshe was released into the care of Bashir's in- \nlaws, pending the outcome of her appeal. \n\nThe Board of Immigration Appeals heard \nKassindja's case on May 2, 1996. On June 13, \nthe board Issued its decision: yes to asylum, \n1 1 votes to one. \n\nNow what? \n\nKassmdja currently attends college in \nNew York City. In four years she will \nbe eligible for U.S. citizenship. \n\nShe is adjusting well, according to Bashir, \nbut prefers to remain out of the limelight. \nShe can never return to Togo, the man to \nwhom she was promised has said he would \nreclaim her \n\nHer mother, who moved to Ghana to be \nwith her own sister, came to visit in the \nUnited States last year, but has decided she \nprefers to make her home in Africa. \n\nKassindja writes in her book: \n\nLiy/i [Bashn] Uilh .il'oiil Ccili purpim. AnJ \neven lliom/l.) / ihrnk I shoiiU xercr I'iiiy hui to suffer \n(he may I liiii, it liocs seem thiit soiiif i)noii has come of \nit. The people of my Irihe are tfooJ people Rut ifood \npeopk uiti do had thiiufs. Tradition doesut make some- \nthiiu] riilht If the people of my trihe stood Icifether and \nsaid, 'No, this is wroiul, it has to stop ' Oh. that \nwould make me .sn proud \n\n\n\n\nBashir accepts the Outstanding Young Alumna Award \nduring Alumnae Weelcend 1998. \n\nThe American people need to faiou' about what \nhappe}\\ed to me right here in Amfnw The American \npeople can stop the abuse and mistreatment of refu^tn \nlike me And they will, I think, if they loww about it. \n\nAs for Bashir after graduating from Agnes \nScott she graduated magna cum laude from \nAmerican Universitv' in 1996, with a law \ndegree and master's degree in international \nrelations. She is an associate at Arnold and \nPorter, one of Washington DCs largest law \nfirms, where she concentrates on internation- \nal law. She chairs the board of directors of the \nTahirih Justice Center and senes on the \nBaha'i National Committee tor the Equailrv' of \nWomen and Men. \n\nWhen Bashir accepted the Outstandmg \nYoung .Alumna Award in 1998 she said her \nBaha I faith drives her work on behalf of \nabused women \n\n\"My faith has the analogy of civilization \nbeing like a bird  man is one wing woman is \nthe other wing Unless both wings are equally \nstrong, humanirv' won t fiv or soar to its high- \nest potential Its not about one being stronger \nthan another, its not about being the same  \nyou can t put the right wing on the left side \nof the bird or the left wing on the nght side \nand have the bird tlv Its built that way. it's \ngood that way but both sides have to he \nequally strong if the bird is going to fly.' \n\n\n\nAc.Niis SCOTT rou.rcr  siimaier ( \n\n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n\n\n\nCT t^SBBBlHSBWtMinSBBBBTIi \n\n\n\nJune 1999 \n\n\n\nr\\^nei Scott'ijocus on the landscape \n\nof the larger world encompasses formal and \n\ninformal initiatives, including faculty -led \n\nGlobal Awareness and Global \n\nConnections study opportunities that \n\nallow students to experience firsthand such \n\ncountries as Jordan fbelow). \n\n\n\nCover: ASC President Mary Brown \nBullock 66, the Reii Perky Daniel V) and \nclassmates enjoy Alumnae Weekaid 1999. \n\n\n\n\nThe World for Women \n\nA Report from the President of Agnes Scott College \n\n\n\nr\\rriving in Atlanta in i995, a year before \nthe iOOth Olympics, I discovered a city, a \nhigher education community, and a College \nin the process of transjormation. I came to \nrealize that Agnes Scott's greatest strategic \nadvantages were its metropolitan location, \nmembership in a vibrant university communi- \nty: extraordinary financial, human and \nspiritual resources, \nand, most of all, \nan enduring tradition \nof academic excellence. \n\nGiven such \nadvantages the chal- \nlenge for the future \nwas to set our sights \nhigh. At my inaugura- \ntion I said that we \nmust prepare, as our \nfounders did, for a \nnew century, and that \n\n\n\n\n\"we must grow, and we must build, and we \nmust change,\" concluding, with a competi- \ntive nod to the Olympics, that \"we are going \nfor the gold.\" \n\nDuring these past four years we have \nengaged in extensive planning, completing \nStrategic Directions, the Master Plan and \nthe comprehensive Landscape Plan. The \ngoals are straightforward; academic excel- \nlence, student achievement, institutional \ngrowth, institutional support, community \n\n\n\nleadership and physical modernization \nNone of these stand alone,- they depend on \neach other. \n\nCentral to these plans for the 21st cen- \ntury is a firm conviction that a liberal arts \neducation prepares women for the chal- \nlenges and opportunities of a tmly global \nworld. Our adoption of a new logo with \nmulti-colored linked Gothic arches within \nthe infinity of a circle symbolizes that con- \nviction. 'The World for Women\" is not an \nempty mottO: it is who we are and where we \nare going. \n\nFour years ago 1 asked, \"Do you see \nwhat 1 see? Our Woodruff Quadrangle, a \nglobal commons.\" With students from more \nthan 25 countries now in residence, that is \nphysically becoming a reality. But we mean \nmuch more than international students and \nstudy abroad. By offering \"The World for \nWomen\" Agnes Scott encourages students to \nbecome fluent across disciplines, across con- \ntinents and across centuries. And, yes, \nbelieving in the old-fashioned concept of \nvocation, we also transpose those words: we \nare preparing women for the world, to serve \nthe world. \n\nI am pleased to share with you an \nupdate on implementing these plans for \nAgnes Scott College. \n\n\n\nKey Initiatives \nof Strategic \nDirections \n\n Academic \nexcellence \n\n Student \nachievement \n\n 21st century \ncurriculum \n\n Global learning \n\n Institutional \ngrowth \n\n Community \nleadership \n\n Physical \ntransformation \n\n\n\n'a-\u003c^ \n\n\n\n.^^.^ ^-.-^^A \n\n\n\nAgnes Scott College \n\n\n\n\n\ntii^lisb Pro/fssor and Clwir \nChrii Ames, who rtcently had a \nsfcoiiJ hook puhlishtJ. is im'oliifii \nIII curriculum phmning \nAbove: Soiiors ntii; tht htll m \nA lijiii when ihry get a joh or are \niiccffilf J to guiduate school. \n\n\n\nPresident's Report. 1995 - 1999 \n\n\n\nAcademic Excellence \n\n\n\nFaculty scholarship, student achievement remain the cornerstone. \n\n\n\nr\\g\\KS Scott's traditio)] of academic excel- \nlence remains our top priority. The Colleije \nranks in the top iO percent oj American \nliberal arts colleges in the percentaije of \ni980-89 graduates receiving doctoral degrees \nbetween {986-95. Since {993, five of our \nstudents have been named Fulbright scholars \nand two Goldwater scholars. Numerous \ngraduates [including three ofthefii^e \nFulbright scholars] have been admitted to \ngraduate schools such as Harimrd, Duke, \nCornell and Johns Hopkins. \n\nThe students are not alone in their \nscholarship,- teaching professors also contin- \nue their research both domestically and \nabroad, including Catherine Scott, professor \nand chair of Political Science, who travels to \nSouth Africa this fall on a Fulbright Linda \nFHodges, professor of Chemistry, is among \nthe 28 Pew Scholars named this year by The \nCarnegie Academy for the Scholarship of \nTeaching and Learning. She will develop \nmodels for assessing student-centered, inno- \nvative educational strategies. \n\nProfessors remain accessible, innovative, \ncollaborative and intellectually engaged,- and \nstudents find working with them an inviting \nchallenge. Collaborations range from work \non U.S. Department of Agriculture-spon- \nsored weed research with Phil Gibson, assis- \ntant professor of Biology, to interviews with \nwomen of Oaxaca, Mexico, as part of \n\n\n\n\nJfiufaif and \nfaculty collaho- Associate Professor of \nradon are essen- Anthropology Martha \n\ntml at Acjnes \n\nScott. Lilia l^ees' research on the \n\nHarvey, assistant effects of migration on \nprojessor, provides \n\ninstruction in households, sponsored by \n\norclamc the National Science \n\nchemistry. \n\nFoundation. \n\nAt a time when many colleges are cut- \nting departments or faculty, we are enhanc- \ning key departments and recanting top pro- \nfessors for new tenure-track positions. \nDennis P. McCann, the newly appointed \nWallace M. Alston Professor of Bible and \nReligion, is one of the most influential fig- \nures in religious ethics in the United States. \nAgnes Scott's first faculty member in \nWomen's Studies, Elizabeth Hackett, is \nbroadly trained in feminist theory and \nwomen and the law, having received her \nPh.D. in philosophy from the University of \nPennsylvania. She comes to us from the \nWomen's Studies program at the University \nof Michigan, one of the finest in the country. \n\n\n\nKey Initiatives \n\n Faculty of \nthe highest \ncaliber \n\n Student- \nfaculty \ncollaborations \n\n Faculty \ndevelopment \n\n Tenure-track \npositions \n\n\n\nAgnes Scott College \n\n\n\nA Curriculum for the list Century \n\nThe College draws on its strategic location in metropolitan Atlanta \nand its international focus to develop innovative programs. \n\n\n\nKjlobal kaniini; is as necessary for the list \ncentury as technoloijical proficiency. \nBuilding on a pioneerinij Lanijuage-Across- \nthe-Curriculum program, an interdisciplinary \nlanijuage initiative that has become a nation- \nal model, and on i)tternational study fxfifri- \nences such as Global Awareness and Global \nConnections, Agnes Scott jump-staiied an \ne-xpanded international focus. \n\nFaculty members contmue to develop \nprograms that stress global awareness among \nstudents by actively seeking a cross-cultural \nexchange of ideas and perspectives. The \ndynamic exchange of ideas and perspectives \ncontmues beyond the boundaries of campus \ninto Decatur, a revitalized community situat- \ned in one of the most diverse counties in the \nstate, and in the international business and \ncultural center of Atlanta, \n\n\n\n^Duill class sizes rtiiJ low stiiJcnt-f\u003cKuhy \n\nrniios tec/) ihc classes iniiiiuite auil focused on l/ir \n\nneeds of the iudividuiil slidJoil. \n\n\n\n\nThe Atlanta Semester, a classroom and \ninternship experience that focuses on \nwomen, leadership and social change, taps \nthe multitude of resources available in the \nlarger community and has influenced the \nentire curriculum Students intern at non- \nprofit locations such as the World Relief \nRefugee Resettlement Office, the Atlanta \nHispanic Chamber of Commerce, and \nCatholic Social Services Migration and \nRefugee Services, and at such global cor- \nporations as CNN and The Coca-Cola \nCompany Since the Atlanta Semester was \ninaugurated in 1996, College internships \nhave quadaipled \n\nThe Kauffman Internship Program for \nWomen Entrepreneurs, launched in 1998 \nallows students interested in business and \nmanagement to intern with women entrepre- \nneurs in Decatur and Atlanta, Students learn \nabout fundraising at 7 Stages Theatre adver- \ntising copywnting at Folio Z, or retail chil- \ndren's clothing sales at Lemonade as one \nstudent from Shanghai did this year. \n\nEmphasis on critical thinking and ser- \nvice luerac\\' has driven a lacult\\-led rc\\ie\\4 \n(il the curriculum. Resulting new initiatives \nwill prepare our students to think critically \nabout the complex luinian ethical and tech- \nnological issues ol the coming era In 1999. \nthe lacultN approved new liiNt-vear student \nseminars, an additional science requircment \nand a social and cultural anaksis requirement \nthat \\mII enhance traditional require-ments \n\n\n\nKey Initiatives \n\n Language- \n\nAcross-the- \nCurriculum \n\n Global \nAwareness, \nGlobal \nConnections \nand Study \nAbroad \n\n Atlanta \nSemester \n\n Kauffman \ninternships \n\n New curriculum \nrequirements \n\n\n\nPresident's Report. 1995 - 1999 \n\n\n\n1 be resources oj The Carter Center \n\najford students access to a variety oj \n\ninternational speakers, incluidnel fornter \n\nFirst Lady Rosalynn Carter. \n\nBelow: Intjrid Wieshofer, professor of German, \n\nspearheaded the innovative Language-Across- \n\ntbe-Curriculum program at Agnes Scott. \n\nASC serves as a huh institution and model for \n\nsimilar programs at Emory and Oglethorpe \n\nmnversities and at Spelman College. \n\n\n\n\nAgnes Scott College \n\n\n\n7 \n\n\n\nInstitutional Growth \n\n\n\nTop students, top professors are essential to our vision. \n\n\n\n\n\n\nr\\gnes Scott's growth strategy combineii \nwith its academic traditions, location in \nAtlanta, and emnahle resources position the \ninstitution as a leading national liberal arts \ncollege for women^ \n\nOur aggressive growth strategy includes \nincreasing the number of current students to \n1000, broadening geographical representa- \ntion while maintaining a strong regional \nbase, and increasing our selectivity Greater \nnumbers of applicants and subsequent rising \nSAT scores allow us to make admission deci- \nsions based on prospective students' unique \ncombinations of skills, interests and leader- \nship. To achieve our goals, we are increasing \nnational recruitment, strengthening diversity. \n\n\n\nASCs Enrollment \n\n\n\n800 \n\n\n\n700 \n\n\n\n600 \n\n\n\n819. \n\n\n\n19^ \n\n\n\n700 \n\n\n\n600 \n\n\n\n720f \n\n\n\nStiuicnts \n\n\n\n'94 '95 '96 '97 '98 \n\n\n\n\nApplicants \n\n94 '95 '96 '97 '98 \n\n\n\nincreasing national public relations and pro- \nviding merit-based scholarships as well as \nneed-based financial aid \n\nOur sustained enrollment of African \nAmericans is approximately 15 percent for \nthe past five years with a growing percent- \nage of Asian American, Hispanic and inter- \nnational students. In 1995, students came \nfrom 33 states and nine foreign countries,- in \n1998, from 37 states and Ll.S territories and \n25 foreign countries. \n\nConsiderable faculty growth is neces- \nsary' to maintain and strengthen the intellec- \ntual and academic life of the campus. \nThrough a national recanting effort, we \nhave increased the facult\u003e' from 70 to 85 \n(and will have 15 additional faculr\\' positions \nwhen the growth initiative is complete), \nwrth scholars who bring impressive creden- \ntials and significant research interests to the \ncampus. After the growth plan is accom- \nplished the average class size will remain \nunder 17 \n\n\n\nKey Initiatives \n\n Increase \nenrollment to \n1000 \n\n Increase faculty \n\n Recruit \napplicants of \nhigh academic \nstanding \n\n Enhance \ngrants and \nscholarships \n\n Strengthen \ndiversity \n\n\n\n8 \n\n\n\nPresident's Report, 1995 - 1999 \n\n\n\nLLnroHment oj studmts from \n\nwestern states [some oj whom \n\nare pictured below) has \n\nincreased significantly since the \nregion was identified as an \nimportant recruitment target \n\nIII (l)f institutional growth plan \n\n\n\n\nAgnes Scott College \n\n\n\nThe Building of Agnes Scott \n\nAn integrated approach to expansion and renovation will reshape the campus. \n\n\n\ni i \n\n\n\n1 he dramatic cjrowth in the stmient ami \njaiulty populations warrants new and \nimproved facilities. In i997, the Collecje \ncompleted a comprehensive Master Plan for \nits campus and physical plant, and in i999, \na Lmdscape Master Plan. \n\nThese two projects provide an integrat- \ned approach to campus improvements for \nthe next decade and build on the beautihjl \nrenovations to historic buildings completed \nduring our Centennial Celebration in 1989. \n\nWhile campus-wide technological \nadvancements have enabled us to make com- \nputer accessibility a reality in every residence \nhall room, academic and community facili- \nties remain in need of significant renovation, \nexpansion and upgrading to bring both \nSlrniejlK Dinxtwu', and the Master Plan to \nfruition. \n\nThe College plans to open at least one \nnew (ir ri-iiovaled buildint; each year from \n\n\n\n1999 to 2002, beginnmg wrth the expansion \nof two centers of activity  Evans Dmmg \nHall due to open in August 1999 and \nMcCain Library in January 2001  as well as \nthe construction of a new 58,000 square- \nfoot Wallace M. Alston Campus Center, a \nmodel for 21st century college services, \nwhich will open in August 2000. \n\nA major transformation of our science \nfacilities will be completed m fall 2002. New \nand enhanced classrooms and up-to-date lab \nspace will encourage and support student- \nfacult\u003e' collaborations. Our ongoing commit- \nment to faith and learning will be symbol- \nized in a new chapel, and the landscape plan \nwill enhance and preserve Agnes Scott's \nextraordinan,' natural resources. \n\n1 he first of imviy huiUiii0s \n\nto he rawvatcd ivtd expiiiukii ds part \n\no( the Collcijei Miislcr Plan 15 \n\nLflili.i P.flf EiMiis Diiiiiii) Hall. ichcMeJ \n\nio he iiv^ciu'.l III ihc Ull I'f luo') \n\n\n\n\nKey Initiat'rves \n\n Renovate, \nexpand Evans \nDining Hall \n\n Renovate, \nexpand McCain \nLibrary \n\n Construct new \nAlston Campus \nCenter \n\n Renovate, \nexpand \nCampbell Hall \n\n Preserve, \nenhance natural \nresources \n\n\n\n10 \n\n\n\nPresident's Report. 1995 - 1999 \n\n\n\nTi, \n\n\n\nbis view o/A4cC(iiH Library from Alston \nCenter shows the cloistered reading area and \nterrace. This and additions to the rear \nof the building will nearly double the library space. \n\n\n\n\n\nn \n\n\n\nh % % \n\n\n\nAgnes Scott College \n\n\n\n11 \n\n\n\nAlumnae Accomplishments \n\nAgnes Scott is known for the quality of its graduates. \n\n\n\n1 he Colkije's historic standing as well as its \ncurrent growth course represents the culmina- \ntion oj a century oj accomplishments by our \nalumnae^ Alumnae contributions extend to all \nsectors oj business and industry, public \nservice, education, religion, medicine and law. \n\nA glimpse at the close of the decade \nillustrates the gains of Agnes Scott women: \nin Florida, Katherine Hams 79 is sworn in \nas secretary of state, in Harare, Zimbabwe, \nAshley Seaman '95 is elected to the Central \nCommittee of the World Council of \nChurches,- in Washington, DC, Susan M \nPhillips '67 steps down from seven years on \nthe Board of Governors of the Federal \nReserve to become dean of The George \nWashington University School of Business \n\n\n\nand Public Management, Burlette Caner '82 \nis named associate professor of Law at The \nGeorge Washington University School of \nLaw, and Esther Thomas Smith '61 is chosen \n\"1997 Business Woman of the Year\"; in South \nCarolina, jean HoeferToal '65 is elected \nChief justice of the Supreme Court and \nElizabeth \"Libba\" Goud Patterson 68 is \nappointed by Gov. James Hodges as the first \nwoman director of the South Carolina \nDepartment of Social Services. \n\nThe national prominence of alumnae is \nmirrored in many communities. Agnes Scott \ngraduates ser^e as cit\\' community and fami- \nly leaders, and in the many educational \ninstitutions where they are faculr\\' and \nadministrators. \n\n\n\nRecent \n\nAlumnae \n\nAttainments \n\n Board of \nGovernors \n\nof the Federal \nReserve \n\n Florida \nSecretary \nof State \n\n Chief justice, \nSouth Carolina \nSupreme Court \n\n Central \nCommittee \nof the World \nCouncil of \nChurches \n\n\n\n\n/\\li(iiiiiiif mirror \n\nthe (fuality \n\nof ihc College. To \n\nhelp with our recoil \n\nrfcniihiioif efforts. \n\nmemhen of the Greitt \n\nScott! Rfcniitmoit \n\nBo.irJ (\\eh\\ .IS trell \n\nlis other ijroups \u003ciiiJ \n\niiuiwiiUuik. play \n\nii si\u003c;iii/ic\u003ciH(lj \n\niiclrpf role. \n\n\n\n12 \n\n\n\nPresident's Report, 1995 - 1999 \n\n\n\nIrom novelists to eco}iomists, ahinuiae are (Jmcrous in \nsharing their knowledcje at various College events. Margaret \nMoses '64 (below at Alumnae Weekend) practiced with \nprestigious law firms in New Jersey and was clinical director \nof the Women's Rights Project of the American Civil Liberties \n\nUnion before teaching law as an assistant professor at \nLoyola Llniversity of Chicago School of Law. \n\n\n\n\nAgnes Scott College \n\n\n\n13 \n\n\n\nAgnes Scott Experience \n\nThe College will clarify and strengthen its identity as a leader \nin undergraduate liberal arts education. \n\n\n\n/\\( this critical jtwcture ni our history, the \nchallencje jor Agnes Scott is to sumnwn the \nresources and the creative energy to implement \njully Strategic Directions, to move into \nposition as a leading national liberal arts \ninstitution. \n\nIt is the task of Agnes Scott to achieve \nour own unique stature, our own special \nplace m American higher education. The \nrole begins at home, in Atlanta, a city which \nhas emerged as one of the most respected \ncenters for research and higher education in \nthe United States. Within Atlanta, Agnes \nScott complements its neighboring institu- \ntions. Across the Southeast, Agnes Scott rep- \nresents the quintessential liberal arts college \nwith its high-quality undergraduate teaching, \nsmall classes, broad exposure to the arts. \n\n\n\nm \n\ni \n\n1 \n\n\n\n\n1^ \n\n\n\n\nm \n\n\nkH \n\n\nmm \n\n\n\n\n' h \n\n\nn{ \n\n\nn \n\n\n*K '^ \n\n\nI \n\n\nV \n\n\n\n\n\nsciences and humanities, continuing high \nenrollments in the humanities and foreign \nlanguages, attention to religion and \ncommunity service, and vibrant residential \ncommunity. \n\nMore is required as Agnes Scott builds \non its strengths and begins to use resources \nto become something more: a model of \nundergraduate liberal arts education. By \nremaining student centered, taking advan- \ntage of our urban metropolisr focusing on \ndiversity and community, women's issues, \ntechnology and globalization,- addressing \nthe educational needs of women of all ages \nand rewarding teacher-scholars, we will pre- \npare women for leadership roles, locally \nnationally and internationally. \n\n\n\nAi/Mfs Scott hlauh \n\n.RiiJonics ivui \n\nfx/ifnoicf?. \n\nLett: Am African \n\nD.iiiif ivui Drum \n\nEnsemble n\\is fonneii \n\nby \u003ci t'isiliMi; Kirk \n\nSc/'oi\u003cir from GhvM. \n\n\n\nKey Aspects \n\noftheASC \n\nExperience \n\n Centered on \nstudents \n\n Focused on: \n\n Urban \nresources \n\n Geo- \n\ndemographic \ndiversity \n\n Women's \nissues \n\n Technology \n\n Globalization \n\n Attuned to \neducational \nneeds of \nwomen of ail \nages \n\n Acknowledging \nthe work of \nteacher- \nscholars \n\n\n\n14 \n\n\n\nPresident's Report. 1995 - 1999 \n\n\n\nStrategic Directions \n\nAffirmation and Commitment by the Board of Trustees \n\n\n\n\nI AGNES I ;^'\u003e.. \n\\ SCOTT k^ \n\n\n\nThe Board of Trustees oj A^nes Scott College is committed to excellence in all dimensions of the \nmission of the College in order to prepare women for life and leadership m a global society. \n\nExcellence at Agnes Scott is defined in terms of: \n the education of women \n a superior liberal arts education \n\n outstanding teaching and distinguished scholarship in the \nbroadest sense \n\n a community of ethnic, international, religious and \n\nsocioeconomic diversity \n a residential community with a culture of honor, trust, \n\ndiversity and civility \n\n a community which fosters faith and learning as well as \nreligious and inter-faith dialogue, hallmarks of the Presbyterian \nheritage of the College \n\nTo ensure an institution of the highest national standards, the Board is committed to? \n\n providing academic and residential facilities of distinction \n\n securing exceptional human and technological resources \n\n strengthening the global connections of the College \n\n reinforcing the ties of the College to both Adanta and Decatur \n\nThe Board does hereby affirm the general directions for the College as outlined in Strategic \nDirections/or A^jifs Scott College prepared by the Strategic Planning and Policy \nCommittee in consultation with tfce Agnes Scott College community. \n\n Board of Trustees, Agnes Scott College, May 9, 1 997 \n\n\n\ny^^hair Joseph \nR. Gladden Jr., senior \nvice president and gen- \neral counsel of Tlie \nCoca-Cola Company \n[center, above), leads a \nBoard of Trustees that \nhas givm support to \nAgnes Scott's \nStrategic \nDirections. \n\nBack Cover: \n\nThe ASC Collegiate \n\nChorale sings at \n\nDecatur Presbyterian \n\nChurch. Mmibers of the \n\nchurch helped found the \n\nCollecje in i889. \n\n\n\nAgnes Scott College \n\n\n\n15 \n\n\n\nGARY MEEK PHOTO \n\n\n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n\n\n141 E. College Avenue \n\nAtlanta/Decatur, Georgia 30030 \n\n(404) 471-6000 \n\n(800) 868-8602 \n\nwww.agnesscott.edu \n\n\n\nnn \n\n\n\nBy Julia DePree \nPhotos hy Gary Meek \n\n\n\n\n\n\nPrevious page: Agnes Scott \nstudents enjoy the street \nscene in Angers, France. \n\n\n\nT(idn\\s undergraduates are pursu- \ning tlieir course ot study in a \nliisUirital moment defined Iw \nrapidly increasing communica- \ntion and contact witli other cul- \nUiies In the era ol the Internet, electronic \npenpals and frequent international travel, \nglobalization and internationalization have \nbecome defining concepts for students and \neducators alike. At Agnes Scott, opportuni- \nties for students to work and/or studv abroad \nhave increased, thanks in pan to programs \nsuch as Global .Awarencs and C.lobal \nConnections \n\n\n\nAmidst this new backdrop ot real and vir- \ntual travel, the Franco- American relationship \nfinds itself sustained and enriched indeed, \nfor many Americans France continues to \nhave a lasting hold on the imagination. \nSimilarly, America remains a culaire of fasci- \nnation for manv French citizens This fasci- \nnation can easilv be evidenced bv the signifi- \ncant importation of .American popular culture \ninto France and bv the ironic cibiections \nstaged against the verv desires that .Anieri- \ncanisation represents There is no better \nemblem of this ironic, love-hate sentiment \nthan EuroDisney, that pnmar\\--colored, artifi- \n\n\n\nACNES SCOTT COLLECE  SUMMER i \n\n\n\n\ncial paradise standing in total contrast to the \nFrench countryside. \n\nPopular cinema often revisits the theme of \nFranco-American passions and tensions. Two \nrecent American films, \"Green Card\" and \n\"French Kiss,\" present stereotypical narratives \nthat are metaphoric in representing the \nFrench-American relation. In both films, an \nAmerican woman (Andie MacDowell and \nMeg Ryan, respectively) and a Frenchman \n(Gerard Depardieu and Kevin Kline, playing \na Frenchman) are thrown together through \ncircumstance, only to fall in love by the film's \nend. Both films are replete with cliches about \n\n\n\nFrance remains one ojthe primary places of \ninternational contact jar the typical American, \nand the United States exerts a strong [ij regrettable] \ngrip on the minds oj the French people. \n\n\n\ncultural differences. In \"Green Card,\" Andie \nMacDowell's character calls Depardieu a \n\"silly French oaf\" while his character mocks \nher low-fat diet and supposed frigidity. In \n\"French Kiss,\" Meg Ryan complains about \nKline's hygiene and sneers at snails while \nKline stings Ryan with critiques of her \nunwomanly gait and prissy demeanor \nNevertheless, love prevails. In both films, \nbanter and insults were merely masks of \nmutual admiration and desire,- both couples \nend up professing reciprocal love. \n\nI cite these examples not because they \nhave a great deal of aesthetic value but \nbecause they are imaginative projections of \ncross-cultural encounter France remains one \nof the primary places of international contact \nfor the typical American, and the United \nStates exerts a strong (if regrettable) grip on \nthe minds of the French people. The symbol- \nic aspect of the films mentioned above  \naffection produced and nurtured through an \nexploration of difference  has its origins in \nthe political and historical narrative of \nFrench-American relations. \n\nThis narrative is largely one of interde- \npendence born of fidelity to political ideals. \nThomas Jefferson and the Marquis de \nLafayette formed a deep friendship in the late \n1 8th century, and each visited the other's \ncountry on official state visits. Each con- \n\n\n\nASC students studying on an \nexchange semester at the Catholic \nUniversity enjoy the local culture, \nincluding (left) Le Chateau built by \nKing Louis IX between 1228-1238. \n\n\n\n\nOUl LOVE THE FRENCH? \n\n\n\n\nYaa Sarpong '99, Jessica Ulack '99 \nand Sarah Catherine Thomas '99 \n(l-r) discuss literature at the \nCatholic University in Angers. \n\n\n\ntributcd wisely to some of the founding \nnotions of the other's constitution. Each \nexpressed profound admiration for the others \nculture. In the 19th century, the Louisiana \nPurchase (1803) solidified the American terri- \ntory but did not stamp out the effect of \nFrench language and culture upon the region \nToday, New Orleans represents one of the \nmost appealing tourist destinations for \nAmericans and French nlikc due lo its inim- \nitable cultural mix \n\nIn the 20th centui-v, World War II further \ndefined the Franco-American alliance The \nstorming of the beaches at Normandv and \nthe American contribution to the liberation \nof Paris linked the French and American psy- \nches in history Post-war French-American \nweddings abounded and s\\ niboli:ed a kind \nof marriage of cultures. \n\n\n\nLike any marriage honeymoons are tem- \npered by realities and certam differences are \nnever overcome. In my experience teaching \nFrench in North Carolina New Mexico and \nnow Georgia students are otten battled bv \nminor French culinar\\' habits such as serving \ncheese after lunch or dinner or offering dilut- \ned wine to children In addition many have \nasked for some kind of btlicial statement\" \nconcerning Parisians and rudeness to which I \nrespond that there are rude people the world \nover. In turn, I have had French acquain- \ntances tell me that thev arc too fearful of real \nand perceived violence to come to this coun- \ntr\\' and that Americans arc wocKillv unre- \nfined in matters of kiutc cuifinc tashion and \nthe line arts \n\nThe French-American relationship relies \nupon a certain measure ot this kind of dis- \n\n\n\nAC.NrS SCOTT COI l.rC.E  .VOAIAIER io \n\n\n\n\ntaste or disapproval because it keeps the \ndebate interesting. Simply put, people find it \nfun to engage in some cross-cultural teasing \nperformed in the right spirit. \n\nThis is the spirit of a story on the objecti- \nfication of women in French ad campaigns \nthat aired on National Public Radio a couple \nof years ago. During the broadcast, a dia- \nlogue was reproduced in which an American \njournalist decried the preponderance of nude \nfemale bodies on ads in the Paris metro, on \nbuses and in the pages of magazines. Her \ninterlocutor, a Frenchman, replied playfully \nthat it only bothered her because she is a \nwoman and because she is American. Hearing \nhis retort, the feminist in me wanted to get \nmad  instead I had to laugh. \n\nIf such cross-cultural teasing is fun, it is \nbecause it belies a sense of admiration based \n\n\n\nThe French-American relationship relies upon \n\na certain measure ojthis kind oj distaste or disapproval \n\nbecause it keeps the debate interesting. \n\n\n\non longing. The need for a culture to get out- \nside itself reflects the individual's desire to \nescape from the particularities of identity. \nAmerican tourists flock to Versailles and the \nLouvre each summer for the same reason that \nFrench tourists come to the Grand Canyon \nand Disney World: the encounter with the \nother enriches one's understanding of the self \nto such an extent that people are willing to \nexert much energy and money in order to \nexperience it. \n\nIntellectual descriptions of this encounter \ngo beyond popular culture in communicating \nthe complex attitudes that have their basis in \nthe historical imagination. Alice Kaplan, who \nteaches French literature at Duke University, \nimplies m her memoir, French Lessons, that her \nadopted culture has offered her sorrows as \nwell as joys: \n\nWhy did I hide in French If hje (jot too messy, I \ncould take off into my second world . . . Learnincj \nFrench did me some harm by givincj me a place to hide \n. . . [yet] Fm grateful to French ..for teaching me \nthat there is more than one way to speak, for giving me \na role, for being the home Fve made from my own will \nand my own imagination. (216) \n\nAlongside endearing chapters such as \"In \nSearch of the French R,\" Kaplan reiterates the \nparadox that gains entail losses, and that \nrewarding one's identity through mastering a \ndifferent culture takes something away from \nthat same, identity. \n\nSimilarly, Jean Baudrillard speaks of the \nbewilderment and fascination that result from \ncultural exploration in his book, LAme'ricjue. \nWith observations on what he perceives to \nbe uniquely American constructs {i.e., the jog- \nger, whom he sees as a suicidal figure, and \nthe sparkly white smile, which he sees as \nsupremely insipid), he presents a vision of \ncultural encounter that transcends cliches: \n\nWhat is new in America is the shock of the first \nlevel [primitive and savage] and of the third type [the \nabsolute simulacrum]. [There is] no second degree. This \nsituation is difficult for us [Europeans] to grasp, \nbecause we have always privileged the second level  \nthe reflective, the doubling -back, the unhappy con- \nsciousness. . . \n\nLet us have the admiration for this country that it \ndeserves, and let us turn our eyes back to the ridicu- \nlousness of our own mores, for that is the benefit and \nthe pleasure of travel. (101-102, my translation) \n\n\n\nJulia De Free is assistant \n\nprofessor of French \n\nat Agnes Scott. Her book. \n\nThe Ravishment \n\nof Persephone, was \n\npublished in November. \n\n\n\n\n19^ \n\nGUI LOVE THE FRENCH? \n\n\n\n \n\n\n\nTHF \n\nMAMA \n\nV\\ DRAMA \n\n\n\n. 1 \n\nr 1 \n\n\n\nIP \n\n\n\nMama Drama lays \nhare the issues oj \nmolherhood. The play \nunderscores the inner \nconjlid many women \njeel between juljillment \nin their professional life \nand juljillment in their \npersonal orjamily lije. \n\nBy Mary Alma Durrett \nPhotos by Marilyn Suriani \n\n\n\nlulia De Pree: \"1 look at \nthe traditional students \nand wonder how to \nincorporate motherhood \ninto discussions. When \nwas a student, mother- \ning was never talked \nabout and it created \nthis huge clash after- \nwards when I got mar- \nried and had children.\" \n\n\n\n^0 \n\nACNES SCOTT COLLEGE  .SUMMER i \n\n\n\nMothers shape our lives in the \nmost profound ways. Few of us \ncan deny the far-reaching effect \n good or bad  our mothers \nhave had on our lives or the effect we are no \ndoubt having on our own children as we \nmother them today. \n\nWe remember, in equally vivid detail, the \ntender words of encouragement and the \nharsh admonitions that our mothers dis- \npensed, words or actions that molded our \npsyches. Motherhood is perhaps the only \nstation or profession with which every \nhuman being has some experience. Feminist \nauthor Adrienne Rich eloquently articulates \nthis commonality in her classic work O/ \nWomdii Bom  Motherhood as Experience mid \nInstituUoii: 'The one unifying, incontrovertible \nexperience shared by all women and men is \nthat months-long period we spent unfolding \ninside a woman's bodv \" \n\nBeyond this unifying ph\\'sical beginning \n\n\n\n\nour experiences of motherhood var\\' greatly \nEven the most enthusiastic mothers approach \nthe periods of gestation and nurturance with \nsome fear and anxier\\', and experience the \nfull range of human emotions  anger, dis- \nappointment, joy, love  throughout the \ncourse of their mothering For others the \nreality of bearing and rearing children is in \nno way attractive, a job for which the\u003e' have \nno desire or they feel ill-equipped to handle \nStill others long for the experience and when \nit doesn't occur they deal with the nagging \nsense of being unfulfilled \n\nMotherhoods man\\' dimensions were \nexplored by Agnes Scotts theatre troupe \nBlackfriars, in a recent production of ALjm.i \nDriiiiiii, a play by Leslie A\\-\\azian Donna \nDaley Christine Farrell Rita Nachtmann and \nAnn Sachs Through a scries of short scenes \nand monologues about birth childbcanng \ninfertilitN', divorce and dying each character \nrepresents a different view of matcmir\\' \n\nWhile one character vcarns tor mother- \nhood, fails to conceive and stmgglcs for \nmany years to adopt another character who \ncan't seem to avoid maternirs- gives birth to \nihrce and chooses to terminate a fourth prcg- \nnancN' One character discovers the nurtu- \nrance of niaternitv through her lob and m \nLaring for her ailing mother One tears but \nwelcomes motherhood while the last \nlaments rciecting it in her vouth and \ninguishes while tn-ing to find the child that \nshe gave up for adoption \n\nThe plav raised issues that nianv members \not the audience have wrestled with tor \n\\ eaiN and undeiscoird the inner conflict \nmanv women feel bcrvseen killillment in \ntheir professional life and Killillment in their \n\n\n\n\n\npersonal or family life. \n\n\"In the college setting we sort of send out \na bipolar message: 'Be global women,' but \nmany of these women will leave and have \nchildren and stay at home,\" says Julia De \nFree, assistant professor of French and moth- \ner of two, in reflecting on the play's issues. \"1 \nlook at the traditional students and wonder \nhow to incorporate motherhood into discus- \nsions. When 1 was a student [in a traditional \nuniversity setting], mothering was never \ntalked about and it created this huge clash \nafterward when 1 got married and had chil- \ndren.\" \n\nThis clash is felt by many who juggle par- \nenthood and work, in 1996, the U.S. Bureau \nof Labor Statistics indicated that the percent- \nage of married women with children over age \n6 who were employed outside the home was \n161; the percentage of single women with \nchildren over age 6 who worked outside the \nhome was 71 .8. \n\nThe majority of Agnes Scott's own alum- \nnae are mothers  61 percent according to \ncurrent records*  and many of them work \noutside of the home. A large number of the \nstudents who matriculate today will continue \nto include maternity in their list of accom- \nplishments before or after they graduate. \nHow they will define their role as mothers \nmay be dramatically different from behaviors \ncalled good or acceptable today. \n\nFor most women motherhood triggers \nprofound transformation and inner \n\n\n\nKhalilah Liptrot '99 plays \nthe part of Leah in the \nBlackfrair's production of \nMama Drama. \n\n\n\nstruggle. As writer Rich describes the experi- \nence: \"1 . . . knew that I had lived through \nsomething which was considered central to \nthe lives of women, fulfilling even in its sor- \nrows, a key to the meaning of life,- and that I \ncould remember little except anxiety, physi- \ncal weariness . . . and division within myself: \na division made more acute by the moments \nof passionate love, delight in my children's \nspirited bodies and minds, amazement at how \nthey went on loving me in spite of my fail- \nures to love them wholly and selflessly \" \n\nThis division can be a daily tug of war. De \nFree notes, \"My [older] daughter has started \nsaying things like '1 don't want you to \nteach; stay with me.' But if I stayed \nat home, I'm afraid 1 would \nbecome a bathrobe Mom \nand resent that. It's hard \nto juggle [work and par- \nenting responsibilities], \neven though 1 love \nboth, but I feel like \nhave to do what wil \nmake me happy pro- \nfessionally and my \n\n\n\n\n\n*Tl5Js numhir reflects only \nmothers who self-report their \nchildren to the Colli \n\n\n\nMartha W. Rees: \n\n\"We cement relations \n\nbetween partners \n\nthrough sex, because \n\nwe imbue sex with \n\nsymbolic meaning \n\nthrough love. Love also \n\ngives meaning to, and \n\nreinforces the behavior \n\nof, mothering and \n\nparenting in general.\" \n\n\n\n\"Woman to primitive \nman is ... at once \nweak and magical, \noppressed, yetjeared. \nShe is charged with \npowers oj childhearing \ndenied to man, powers \nonly half-understood \n. . . forces that all \nover the world seem to \nfill him with terror \nThe alliliide of ma)i \nto woman . . . is \nstill today essentially \nmatjical.\" \n\nJdne Harrison, \n\nThemis; A Study of \n\nthe Social Origins \n\nof Creek Religion \n\n\n\n\n[children] will pick up on that.\" \n\nThe profound nature of motherhood and \nits associated struggles have shaped humanity \nsince the dawn of time. \n\nAssociate Professor of Anthropology \nMartha W. Rees attended Aliimrt Drama with a \ngroup of faculty, student and alumnae moth- \ners (including De Pree), led a discussion on \nmotherhood, and offered her own thoughts \non the origin of motherhood from an anthro- \npological perspective. \n\n\"Anthropologists look at human behavior, \nlike mothering, in terms of human history,\" \nexplains Rees. \"The first humans probably \nlived in small groups of men and women, \ngathering plants, scavenging and hunting \n\n\"The first mothers were a group of \noften-related women, with maybe an elder \nfemale. Men were there too, even though \nfatherhood may not have been a recognized \nstatus as unequivocally as motherhood. \nThe group survived together and raised their \nchildren \" \n\nThroughout antiquity, and certainly in the \ndays preceding the emergence of monothe- \nism, when goddesses were an essential part of \nthe pantheon of many cultures, a womans \npower to bring forth life was viewed with \nawe. Frieda Fromm-Reichmann recalls a \nPersian creation myth in her \"On the Oenial \nof Woman's Sexual I'leasurc \" \n\nIn the story, \"a woman creates the world \nby the act ol natural creativity which is hers \nand which cannot be duplicated hv men. She \ngives birth to a great number ol sons The \nsons, greatly puzzled bv this act which they \ncannot duplicate, become frightened. They \nthink. Who can tell us, that if she can i/ii'f \nlite, she cannot also tiiH-r life.' And so. because \nof their fear ol this mysterious abilitv of \nwoman, and of its reversible possibility, \n\n\n\nthey kill her.\" \n\nIn the primitive society in which Rees \ntraces the development of the male-female \nrelationship, both of the sexes had their \nrespective tasks: Men were hunters or scav- \nengers, women were gatherers. Women, with \nthe greatest investment in reproduction and \nchild care, held the power of selecting their \nmates, a status that they likely granted or \nwere forced to grant; to the male who pro- \ntected them from the violent advances of \nother men in the group TTiis dynamic not \nonly affected male-female behavior [in primi- \ntive society], this interaction had profound \nimplications for human groups, notes Rees. \n\n\"Humans 'with the possible exception of \nthe bonobo chimpanzees are the only ani- \nmals who have sex for fun. Rees continues. \nThis is how we cement relations between \npartners, because we imbue sex with symbol- \nic meaning through love. Love also gives \nmeaning to, and reinforces the behavior of \nmothering and parenting in general. \n\nWhile other animals do \"mother their \noffspring, Rees points out that humans have \nbeen and continue to be involved in the \nmothering process for much longer time: \"up \nto 1 8 or even 40 years. During this period, \nmothers are the primary transmitters of \nknowledge and values. \n\nIn the late Industrial .Age when women \nwere relegated to the private sphere of \ndomestic life, mothers acquired symbolic \n[and literal] responsibilirv' for the moral edu- \ncation of their children the anthropologist \nexplains. \n\nSince this late I9th-ccntur\\- polarization \nof the public sphere which men dominated, \nand the private sphere which women domi- \nnated at mens insistence women have had a \ncontinuous struggle to break out of one \nsphere and attain access to all the political \nand economic privileges present in the other. \nIn moving between the rwo spheres as most \nwomen do todav work and the roles of \nmothers have continued to change as has \nsocictvs understanding of what a good \nmother is \n\n\"What we in this countr\\- call good \nmothering might be seen as gross negligence \nin a culture where voung women aren t \nallowed out alone before marriage reminds \nRees Motherhood is universal but what \n[defines] a good mother is contingent on cul- \nture, class and historv The lesson we learn \nIrom mothel^ themselves is that their vanet\u003e' \nis infinite \n\n\n\n12 \n\nACNES SCOTT COLLEGE  SlttlAlER i \n\n\n\nLIFESTYLE \n\n\n\nIN LOVE \nWITH BOOKS \n\nShari Diane Shaw '81 \n\nIt was a glimpse at the \nMargaret Mitchell Collec- \ntion in McCain Library that \nfirst gave Diane Shaw '8 1 an \ninkling of what her life's \ncalling might be. \n\n\"1 saw all the memora- \nbilia and it just fascinated \nme. 1 thought what fun it \nwould be to work with rare \nbooks. Then, when I went \nto the University of Exeter \n[England] in my junior year \nand visited the Exeter \nCathedral Library, 1 was \nhooked,\" recalls Shaw, who \ncompleted master's degrees \nat Fordham University and \nthe University of North \nCarolina. \n\nToday, Shaw is a rare \nbook librarian and special \ncollections cataloger at the \nSmithsonian Institution \nLibraries in Washington, \nD.C., where she recently \n\n\n\nserved as co-curator of an \nunusual exhibit. \n\nThe exhibit, \"Science \nand the Artist's Book,\" \nshowcased ancient science \ntexts from the Smithsonian's \nBern Dibner \"Heralds of \nScience\" collection juxta- \nposed with contemporary \nartistic interpretations of \nthose works. \n\nShaw's duties included \nwriting copy for the dis- \nplays, selecting which \nancient works to feature \nand scheduling the show- \nings. She also had frequent \ncontact with the 27 nation- \nally recognized book artists \ninvited to create works for \nthe exhibit. \n\n\"We were looking for \nartists who were renowned \nfor working on scientific or \ntechnological topics  \nartists who had shown a \npenchant for that type of \nbook.\" While the artists \nwere creating their various \nworks, they would fre- \n\n\n\nquenriy come to the library \nto \"visit\" their adopted text \nand talk about what kind of \nmeanings they were bring- \ning to their works, says \nShaw. \n\nThe interpretations were \nunique and varied. One \nartist recreated a 1 540 \nguide to chemistry by \ndesigning glass beakers in a \nvariety of sizes filled with \nvarious materials. Another \ninterpreted a landmark \nplant-animal reproductive \ntext by creating a series of \ncards with renditions of \nplants in various stages of \ngrowth and the sonogram \nof his unborn daughter. \n\nAs Shaw explains, \n\"Artists' books often don't \nlook like books at all. They \ncombine text and illustra- \ntions and use book forms, \nbut often are not traditional \nbooks. A lot of them are \nvery experimental . . . using \nthe book as a vehicle for \ntheir art.\" \n\nSmithsonian officials \nwere overwhelmed at the \n\n\n\nshow's success. It ran for a \nfull year and \"got a lot of \nnotice internationally,\" says \nShaw. \"We were getting \nfaxes from as far away as \nthe Czech Republic.\" \n\nShaw recently assem- \nbled a much smaller exhibit \nrecounting the story of how \nthe folios of naturalist John \nJames Audubon's were \nprinted. She hopes to direct \nanother major exhibit in \nthe future: \"It's exciting and \nchallenging to try to com- \nmunicate to others the \nsame enthusiasm we have \nfor these works.\" \n\nFor now, though, she \nprefers to continue with \nspecial collections cata- \nloging. \"It is such a treasure \nto be able to handle these \nbooks, and the material is \nso fascinating. There's a \nparticular skill to cataloging \nthem well and creating a \nrecord for future genera- \ntions. 1 want to keep doing \nthat.\" \n\n Joy Mcllwain \n\n\n\n\n23 \n\n\n\nLIFESTYLE \n\n\n\nA GIFT \n\nOF SCIENCE \n\nBarbara Jane \"B.J.\" \nBrown Freeman '66 \n\nFor B I. Brown Freeman \n'66, an extraordinary 20- \nyear volunteer project that \ncame to fruition recently \nturned out to be the learnmg \nopportunity of a lifetime \nand may even spark a new \ncareer \n\n\"h gave me exposure to \na level of leadership in the \ncommunity that 1 wouldn't \nhave had even with years \nin a career. It enabled me \nto take what I wanted to \ndo and really explode with \nit.\" \n\nThe project was the \ngleaming new $47.6 million \nArizona Science Center, \n\n\n\nopened m spring 1997. \n\nThe brainchild of \nFreeman and other mem- \nbers of a Phoenix Junior \nLeague committee, the \ncenter's focus is Arizona \nscience. \n\nAlthough fifth and sixth \ngraders are its target audi- \nence, the museum's color- \nhjl, bilingual exhibits draw \nall age groups. Among its \nmany features are hands- \non displays of the Grand \nCanyon and solar energy \nas well as a state-of-the-art \nplanetarium and an IMAX \ntheater \n\nFreeman's odyssey \ntoward the science center \nbegan in 1977 and ended \nwith the unveiling of the \n125,000-square-foot \nfacility last April \n\nOther committee mem- \nbers came and went \nthrough the years, but \n\nB.|. and her husband \n\nJim Freeman at one of \n\nthe many fund-raising \n\nevents that B.|. has \n\norganized for the \n\nArizona Science \n\nCenter. \n\n\n\n\nFreeman remained stalwart, \nproviding the continuity to \nsee the project through. \n\nAlong the way, Freeman \ngot an education in public \nspeaking, high level budget \nnegotiations, local govern- \nment operations and the \n\"how-tos\" of fund-raising. \n\nBy 1984, organizers had \nraised enough to open a \nmuseum of sorts  in an \nunfinished parking garage. \nBut they knew early on \nthey would need nothing \nless than a new facility to \nhouse the growing collec- \ntions. \n\n'The marketing \noccurred on two fronts, \" \nexplains Freeman. \"We \nwere promoting at the \ngrass roots level trying to \nget people to come to the \nmuseum, and then we were \nalso out there trying to get \nthe larger financial support.\" \n\nit was sometimes slow \ngoing  'flat spots along \nthe way. Freeman calls \nthem  but rwo singular \nevents proved pivotal: the \npassing of a 1988 cir\\' bond \nIssue that netted the center \n$20 million, and the \nappointment of a kev cor- \nporate mover and shaker \n(the CEO ot Intcr-lel, the \nlocal phone carrier) to head \nthe museum's board. \n\nSoon a nimiber of cor- \nporate leadei\u003e were on \n\nboard bringing with \ntliem both manage- \n\n\n\nment expenise and much- \nneeded dollars. \n\nStill, more money had \nto be raised for the dream \never to materialize. \n\nRacking her brain for \nnew ideas. Freeman hit \nupon a novel concept: \nWhy not sponsor a lecture \nseries showcasing high \nprofile science figures? \nAnd why not make it for \nfamilies? \n\nThat brainstorming set \nin motion one of the most \nsuccessful events on the \ncirys cultural calendar  \nthe annual distinguished \nscientist lecture  luring \nsuch luminaries as Jane \nGoodall, the late Carl \nSagan and Titanic explorer \nJohn Ballard \n\nOne of the biggest sur- \nprises of her rv*-o-decade \neffort, says Freeman has \nbeen the professional \nopportunity' it has gener- \nated \n\nWhile career-building \nwas not her motivation and \nshe's not sure she II act on \nany of them shes pleased \nthat doors have opened \n\nI guess what Im saying \nis that there is a way for \nwomen to do both. Vol- \nuntcerism can actually be \nlike earning an advanced \ndegree ^bu can take those \nefforts and turn them into \ncareer and rfsum^-building \nopportunities.\" \n\n Joy Mc/Iuvjiw \n\n\n\nLIFESTYLE \n\n\n\n\nEsther Smith '61 (right) discusses technology growth in an Alumnae Weel\u003cend panel. \n\n\n\nNIMBLE \nEDITOR \n\n\n\nEsther Smith '61 \n\nNobody had to drag \nEsther Thomas Smith \n'61 kicking and screaming \ninto the information age. \nShe's been at the forefront \nevery step of the way. \n\n\"I've always been inter- \nested in new things,\" says \nSmith, principal in The \nPoretz Group of McLean, \nVa., who studied philoso- \nphy at Agnes Scott and \nserved as editor of the stu- \ndent publication Atjnes Scott \nNews. \"And I've always been \nfairly adventurous.\" \n\nThat combination led to \nan early interest in comput- \ners and the Internet, and \nburgeoned into owning and \noperating a national tech- \nnology industry newspaper \n\n\n\nand a management consult- \ning business. In 1997, her \nwork led her to be named \nBusiness Woman of the Year \nin Washington, D.C \n\nIn 1996, Smith sold her \nsuccessful technology publi- \ncations firm to the Wash- \nington Post Company and \nnow counsels other techno- \nlogical entrepreneurs. \n\nIn addition to private \nclients, she works extensive- \nly with the Netpreneur \nProgram at the nonprofit \nMorino Institute, founded \nby former Legent Software \nowner Mario Morino. The \nprogram encourages Inter- \nnet entrepreneurship by \nidentifying and assisting \narea business owners who \nwant to provide services via \nthe Internet. \n\nA lot of her assistance, \nshe says, is \"just plain \nEntrepreneurship 101  \n\n\n\nfinding out what kind of \nhelp they need in finding \ncustomers, managing and \nfinancing. I help them do \nwhatever it takes to build a \ncompany.\" \n\nSmith attributes much of \nher curiosity about and in- \nterest in innovation to a \n\"forward-looking, progres- \nsive\" south Georgia family \nand a personality more \ninclined to product than \nprocess. \n\n\"My grandmother was an \nearly suffragette and my \nfather was a small-town law- \nyer who was very much of \nhis generation, but very lib- \neral and enlightened in his \nviews. Having an enlight- \nened father is one of the \nkeys to success for women.\" \n\nIt may seem like a quan- \ntum leap from cub reporter \nat the Atlanta Comtitution in \nthe days of typewriters and \n\n\n\nhot type to management \nconsultant for the infotech \nindustry, but for Smith, \nevery step of the way has \nbeen a logical progression. \n\nGoing into editorial \nmanagement at two Wash- \nington business weeklies \nseemed like \"a confluence of \nnatural tendencies\" for a \nwriter and editor who had \nbeen reading the Wall \nStreet Journal since high \nschool. \n\nBut it was at the helm of \nTechNews Inc., which Smith \nstarted in 1986, that all of \nher career interests  busi- \nness, journalism and tech- \nnology  coalesced. \"I start- \ned out to build a company, \nnot just start a newspaper,\" \nSmith says. \n\nUltimately, that compa- \nny produced a bi-weekly \nprinted newspaper, an on- \nline version, an annual tech- \nnology almanac, a trade \nshow and numerous confer- \nences and events. A national \ntrade paper focusing on the \ninfotech industry, the firm's \nflagship publication, Wash- \nington Tecbnolocjy, had a com- \npounded annual growth rate \nof 40 percent when the \nWashington Post Company \nsnapped it up. \n\nToday, Smith is shep- \nherding her new consulting \nfirm. The Poretz Group, \nthrough the ever-changing \ntide of technology \nadvancement. \n\n\n\n25 \n\n\n\nLIFESTYLE \n\n\n\n'The rate of change and \nthe rate at which one absorbs \ninformation and deals with \nit will continue to acceler- \nate,\" says Smith. \"I don't \nthink you can even come up \nwith a five-year plan now \nwithout being prepared to \nchange it constantly Being \nnimble is important \" \n\n Joy Mcllwnin \n\nCOMPUTER \nGURU \n\nLeigh Echols \nCameron '90 \n\nLeigh Echols Cameron '90 \nthought the computer \nwas \"a pretty cool toy\" when \nshe was 10 years old. She \nstill does. \n\nCameron's father worked \nfor IBM, and her family was \nthe first on the block to own \na PC But even though she \nknew her way around the \ntechnology world, the \nwoman who maiored in art \nat Agnes Scott never \ndreamed that world would \nbecome her career \n\nIt was only after \"floun- \ndering around\" in varioLis \noltice jobs that she barkened \nback to that early computer \nexpeiiente and decided Ui \nstudv lor an MBA, concen \n(rating 111 lechnologv \n\nToday, she's one ol IBM's \nselect e-business solutions \nspetialisls, based in .Allanla \nand traveling all over the \n\nJb \n\nACNES SCOTT COLlKli  SUMA4ER i \n\n\n\nSoutheast to educate cus- \ntomers on the latest state-of- \nthe-art and emerging tech- \nnologies. \n\n\"I kind of look at us as \nbeing the vision creators,\" \nsays Cameron, explaining \nthat customers may know \nwhat they want to achieve, \nbut don't know how to get \nthere. Cameron shows them \nhow, whether it's installing \nan e-mail system, engaging \nin Internet commerce, or \nteaching them to use inter- \noffice Intranet systems to \nwork smarter \n\nShe may also assist with \nwhat she calls \"the most fun \npart\" of her job)  Web page \ndesign. 'That's where I get \nto marry my art degree with \nmy business background. \nThe art degree is a special \nskill 1 have that's especially \nuseful in that role \" \n\nIt has also proved useful \nin crafting customer presen- \ntations. Cameron designs all \nol the graphics she uses for \nindustn' specilic presenta- \ntions in which she projects \nimages directly from her \nlaptop onto a large screen. \n\nRigbt now, shes working \nwith numerous companies \nto repair Y2K flaws that \nLould render older toinputei \nsystems useless on Ian, I , \n2000, \n\nAnother hot item compa- \nnies are clamoring for is col- \nlaborative leihnolog\\;, pow- \neilul mes\\at;ing s\\slems that \n\n\n\nallow multinational corpora- \ntions to work more efficient- \nly These systems, Cameron \nexplains, allow employees \nwho are thousands of miles \napart to collaborate on a sin- \ngle document, without hav- \ning to send disks or hard \ncopy back and forth, \"A lot \nof global companies are \ngoing to this technology \nnow because of the tremen- \ndous time savings,\" she said, \nciting the case of an airplane \nmanufacturer who was able \nto cut down the develop- \nment time on a new aircraft \nfrom years to months. \n\nOne of the bonuses of \nbeing recognized as an \nexpert in her field came \nrecently when Cameron was \nasked to help write two text- \nbooks on emerging tech- \nnologies for the McMillan \nCompany's technical divi- \nsion One of the chapters \nshe wrote dealt with Web \nsite development, the other \nwith Domino, a software \nthat enables a PC to translate \nthe contents of a Web page \ninto a kind of code that the \ncompLiter undeiMands \n\nW hile becoming a piifi- \nlished author was gratiKing \nand something she wants to \ncontinue C anieron doesnt \nwant to do it kill-time \nInstead she wants to keep \nimproving her skills within \nthe coiporate environment \nso that her customeiN can \nma\\imize their businesses. \n\n\n\n\"I get a lot of gratifica- \ntion from crafting a solution \nthat really works, and seeing \nmy customers implement \nthe solution that I hclp)ed \ncreate. It's so exciting to say, \n'I had a part in that.'\" \nBesides, she adds enthusias- \ntically, I get to work with \nall the latest and greatest \nstuff.\" \n\n Joy McJlwain \n\nSOUTHWEST \nARTIST \n\nMary \"Jo\" Heinz \nLangston '49 \n\nWhen she was a little \ngirlMary'.lo Heinz \nLangston 49 loved to wan- \nder in the tall grass behind \nher parents Atlanta home \n\nCreative inspiration tor \nthe little girl who loved to \ndraw and paint still comes \nfrom nature But now it is a \nmuch different landscape  \nthe striking hues and pano- \nramic vistas of the South- \nwest \n\nTodav the and deserts \nand soaring mountain ranges \not Lingstons adopted state \not Arizona arc the incubvator \nfor her art. In her Tucson \nhome studio, she creates \ncarefree, playful paintings in \nbold acrylics, sometimes on \ncanvas. Kit morc often on \nher own handmade paper \n\n'Tor the last couple of \nyears I ve Ixrn doing interi- \n\n\n\n\nors  large windows looking \nout to the desert scene. I've \nkind of gone back to \nMatisse. I'm using bold col- \nors and I'm playing around \nwith perspective. It's really a \nlot of fun.\" \n\nAs Langston's geographic \nlocation has changed, so \nhave her style and choice of \nsubjects. Matisse and Paul \nKlee were early favorites \nwhen she took graduate art \ncourses at the University of \nGeorgia. Then, when her \nhusband's work as a ceramics \nengineer took them to the \nseacoast town of Marble- \nhead, Mass., she began to \nemulate the brooding sea- \nscapes of Maine painter \nJohn Marin. \n\nAfter moving to the \nSouthwest, Langston's inter- \nest in Native American cul- \ntures led her to study petro- \nglyphs, symbols \n\netched on canyon \nwalls centuries ago by \n\nmembers of the Pueblo \nnation. Captivated, she \nbegan incorporating varia- \ntions of these ancient \ninscriptions into her \nwork. \n\nMore recently, she has \nbeen drawn to Picasso's \nstrong lines and differing \nuses of perspective as well \n\nas to the vivid land- \nscapes of English \n\n\n\n\nartist David Hockney. \n\nHer current work is a \nblend of those many influ- \nences, and it continues to \nevolve. \"1 know I've \nchanged a lot,\" she says. \n\"Unlike some people, 1 \ndon't like doing the same \nthing over and over. \nThrough the years, I've \nbecome a lot more experi- \nmental and 1 find myself \nusing stronger colors.\" \n\nNow at an age when \nmany have retired, Langs- \nton is reaping financial \nrewards for her work and \nwidespread critical acclaim. \n\nShe recently sold one of \nthe interiors to a North- \neastern collector who saw it \nat a small gallery in Tubac, \nan artists' colony 60 miles \nfrom Tucson. Titled \"The \nHammock,\" the 4' by 4' \nwork is a fanciful pastiche \nof images summoned from \na dream world. \n\nWhile financial success \nis a nice byproduct, the cre- \native process yields far \ndeeper personal rewards, \nsays Langston. \"My work \nhas sold quite well, espe- \ncially here in Tucson. Sel- \nling 'The Hammock' was \ncertainly rewarding. But \nbeyond that, 1 just have the \nneed to do this. When I'm \nnot creating, 1 feel very out \nof sorts. Since 1 was tiny, it \nhas been my way of expres- \nsing my love for what 1 see.\" \n Joy Mdlwain \n\n\n\nEXCERPTS \n\n\n\nLAPSLEY SAGA \nThe Lapsley Saga \n\nby Winifred K. Vass and \nLachlan C. Vass III (Franklin, \nTenn.: Providence House \nPublishers, 1997) 234. \n\n\n\nWinifred Kellersberger \nVass '38 and her \nhusband, Lachlan C. Vass \n111, have written an insightful \nbook on the origin and \ndevelopment of the Ameri- \ncan Presbyterian \nCongo Mis- \nsion in the \nheart of the \nold Belgian \nCongo. The \nmission was \norganized in the ' \nlage of Luebo, at the conflu- \nence of the Lulua and \nLuebo rivers in the Congo \nRiver basin. \n\nThe authors have a per- \nsonal stake in the telling of \nthis story, since both of \ntheir fathers did missionary \nwork in the Congo, and \nthey spent their youth in \nthis forbidding part of cen- \ntral Africa. The Africa they \ndescribe is basically the \nAfrica of earlier generations. \n\nThis book tells the story \nof the Presbyterian mission \nfrom its founding in 1891 to \nthe sale of its second river- \nboat steamer in 1932. The \nhistorical tableau is the \nAfrica of Scottish explorer \nand missionary David \nLivingston, who was in \n\n\n\nAh-ica in the 1 860s and \n1 870s. European nations \nhad awakened to the natur- \nal resources and markets of \nAfrica, and were building \ncolonial empires in Africa. \nIt was an era of exploitation \nand torture of native \nAfricans by European task \nmasters. \n\nThe book describes the \nestablishment of the Congo \n\n\n\n\nFree State (1885-1908) and \nits reorganization into the \nBelgian Congo from 1908 to \n1960. \n\nAlthough the authors \nkeep a special focus on the \nneeds and dilemmas of the \nAmerican Presbyterian \nCongo Mission, there are \nfrequent comments about \nthe other religious groups \nwho were also expanding \ninto the Congo: Methodists, \nMennonites, Swedish \nBaptists, American Baptists, \n\n27 \n\n\n\nEXCERPTS \n\n\n\nChristian and Missionary \nAlliance, and the Belgian \nChristian Missionary \nSociety \n\nThe enthusiasm and \ndedication of these early \nChristian missionaries are \namazing to the modern \nreader. They endured sick- \nness, insects, wild beasts, a \ntropical climate and severe \nlogistical problems in their \nefforts to bring Christianity \nto Africa. Many, of course, \ndied in the process. \n\nThe Vasses tell their \nstory by focusing on two \nboats and one man: the Rev. \nSamuel N. Lapsley, a \nPresbyterian minister and \nfounder of the Presbyterian \nCongo Mission in 1891 \n\nBorn in Selma, Ala., m \n1 866, he graduated from \nthe University of Alabama \nin 1884, studied at Union \nScminaiy in Richmond and \nsubsequently graduated \nfrom McCormick Seminary \nin Chicago in 1889 In that \nsame year, he was appoint- \ned by the Comniitlec of \nForeign Missions of the \nPresbyterian Church in the \nLlnited Slates to begin \nwork In Africa \n\nHe sailed to Africa with \nan African American co- \nworker, (lie Rev VCilliam \nSheppaid, ami logelhei \nthey lounded the mission \nstation in Luebo in 189] \n\nLapsley is presented as a \nwarm person with keen \n\n^8 \n\nACNL-S SCOTT COLllCE  SlIMAIER i. \n\n\n\ninterests in languages and \nnative music His health, \nhowever, was fragile, and \nhe died of blackwater fever \nin 1 892, a few days short of \nhis 26th birthday. \n\nSheppard lived to serve \nmany years at the station \nand in 1917 published a \nbook, Presbyterian Pioneers in \nCon^o, which is still a major \nsource for those who wish \nto understand the period. \n\nLapsley's importance, \nhowever, was not just that \nhe co-founded the mission \nstation. Missionary groups \nin central Africa quickly \nrealized the rivers linked \nvillages, tribes and mission \nstations with each other \n\nThe first major goal of \nthe Presbyterian Congo \nMission was thus to get \nsome type of steamboat \nthat could traverse the cur- \nrents and shoals of the \nLulua, Luebo and Kasai \nrivers \n\nWith financial help from \nAmerican and European \nsources, a steamlioai named \nthe Samuel N. Lapsley was \nbuilt and dedicated in Rich- \nmond, Va , in 1911(1, then \ndisassembled and shipped \nto the Congo A faulty \ndesign caused it to capsize \nI in l')()^ \n\nI he real hero ol the \nbook is the second steam- \nboat built tor the Congo \nmission Named S.iiiiurl N \nI Lifisliy II It was btiilt 111 \n\n\n\n1905 on the banks of the \nClyde River in Scotland. \nLike its predecessor, it was \ndismantled and shipped to \nthe Congo. \n\nTliis ship served the mis- \nsion for 27 years (1905- \n1932), until it was finally \nsold to a commercial com- \npany. In those years, it \ntransported missionaries, \nsupplies, medical materials \nand visiting dignitaries \nthrough much of the \nCongo River system. It \nserved as a hospital ship, a \nworship center, a language \nschool and a play place for \nchildren, as well as a float- \ning point from which vari- \nous forms of wildlife were \nobserved \n\nFor those who knew and \nloved the Presbyterian \nCongo mission the Siimuel \nN Lipsley II embodied its \ncourage and outreach The \npereonalities who served \nthe mission have their sto- \nries told in relationship to \nwhat they did for, and with, \nthis colorful and gritt\u003e' \nsteamboat \n\nThe authors draw on the \nletters, iournals and diaries \nof the various people who \nhelped found and sustain \nthe Congo mission. Letters \nwritten to his parents by \n1 apsle\\ offer insight into \nhis fiiNt impressions of \nAfrica \n\nIt will be ot inteirst to \nPiesbx tenaiis and otheiN \n\n\n\nwho want to learn about \nearly Protestant mission \nwork in the Congo. ' Many \nPresbyterians, in fact, may \nlearn for the first time why \nthere is a presbytery named \n\"Sheppard and LafKley,' \nthat is headquartered in \nBirmingham \n\nWoven in and through \nthis story of one man and \ntwo boats is a narrative \nabout the faith, courage and \nheart of these late 1 9th and \nearly 20th century women \nand men who left the \nUnited States and Europ\u003ee \nto do Christian work in \nAfrica \n\nIn this book, we feel the \nmood and vision of earlier \ngenerations of American \nPresbyterians. Agnes Scon \ncan be proud that its alum- \nna and her husband have \nshared that stor\u003e- so elo- \nquently with a wider circle \n\n\n\n Revitwtr Jolm Carry \n\nis Professor Emeritus of \n\nRWii/ious Studies \n\n\n\n\nGIVING ALUMNA \n\n\n\n\nA Gijt to Benefit Those Who Follow \n\n\n\nLINDA \nHUBERT '62 \n\nLinda Lentz Hubert '62 \nhas demonstrated over \nthe course of her career a \ncommitment to English edu- \ncation. So has the College \nwhich she attended as an \nundergraduate and returned \nto as a teacher in 1968. It's \nno surprise, then, that \nHubert has found it a worth- \nwhile endeavor to give to \nAgnes Scott College gener- \nously and consistendy dur- \ning her 30 years as an \nEnglish professor. \n\nThe class of 1962 alum- \nna gives a large portion of \n\n\n\nher contributions to the \nGeorge P. Hayes Fund, \nwhich benefits a student in \nEnglish who plans to attend \ngraduate school. The desig- \nnation seems appropriate, \ngiven the fact that both she \nand Hayes, chair of the \nEnglish department when \nHubert was a student at the \nCollege, spent nearly their \nentire professional careers \nat the same institution. \n\nHubert is greatly inter- \nested in advancing the \nCollege's Master of Arts in \nTeaching English (MAT) \nprogram, which she helped \ninitiate in 1992 as chair of \nthe English department. \n\n\n\n\"I'm very proud of it and \nexcited by it,\" she says. \n'Though there are many \nteachers of English on the \nsecondary level, there are \nnot as many good ones as \none might wish. Agnes \nScott, with its commitment \nto producing the best sort \nof graduates for teaching, \nseemed to me to be just the \nplace to do this program.\" \nHubert admits that she \nhas asked herself why \nAgnes Scott, with its large \nendowment, would need \nher continuing contribu- \ntions. She says she has \ncome to realize the value in \ngiving to an institution with \n\n\n\nan endowment that can per- \npetuate that gift. 'This \nmoney goes on and on, \nbenefiting young women in \nmyriad ways. I think it's a \nkind of gift that is enor- \nmously important.\" \n\nIn addition, as the College \nis \"poised at a moment of \ngrowth,\" she gives with an \neye toward \"keeping the \nCollege on the cutting edge \nof academic experience in \nthe country. We want it to \nbe one of the places that \npeople come to because it \nhas a reputation, and we \nwant the reputation to remain \nhonest and legitimate.\" \n\n Chris Tieijreen \n\n\n\n29 \n\n\n\nGIVING ALUMNA \n\n\n\nAgnes Scott College \n\n\n\nTHE WORLD FOf \n\n\n\n141 East College Avenue, Atlanta/Decatur, GA 30030-3797 \n\n\n\nNonprofit \n\nOrganization \n\nUS Postage \n\nPAID \n\nDecatur. CA J0030 \n\nPermit No 469 \n\n\n\n\nA Special \nReport \n\n\n\nCampus changes abound. \nAll around Agnes Scott, \nbuildings are being reno- \nvated, landscaping is being \nenhanced, offices are being \nrelocated and faculty are \npreparing for the coming year. \nThe changes come in response \nto a growing student body and \nthe challenges of a world on the \neve of a new millennium. \nRead about Agnes Scott's ejjorts \nto meet the challenges oj tomorrow in \n\"A Report from the President.\" \n\n\n\nACNES SCOTT COUU \n\n\n\n\no \n\n\n\ni RtCVCUO PAPER \n\n\n\nAgnes-'Sco'tt \n\n\n\nALUMNAE MAGAZINE \n\n\n\nFall 1999 \n\n\n\nA Matter \nof Honor \n\n\n\nJeanHoeferToal*65 \n\nFirst Woman \nChief Justice of \ntlie South Carolina \nSupreme Court \n\n\n\nEDITOR'S NOTE \n\n\n\nOn transformations and reflections at the \"close of the century\" and amid \ndiverging life-paths-. What a difference Agness Scott has made for all of us. \n\n\n\nFor cif^ht autumns I have witnessed the colorful \ntranstormatlon ot Woodruff Quadrangle from an \nmsider's perspective From my offices in Buttrick \nand Rebekah, I have watched the trees take their \nnatural turn toward fall, bringing the year to a \nclose in shades of yellow, orange, red and brown I have \ndelighted in the spirited competition between the classes \nthat unfolded each October durmg Black Cat Week, paint- \ning and repaintmg the Quad KATHRyNKOiePHiv \n(and virtually every other \ncorner of campus) in vivid \nstrokes of yellow, blue, \ngreen and red. And I have \nmarveled at the figurative \ncolors, both subtle and \nbold, that have emerged in \nthe students themselves as \nthey converged from around \nthe country and globe, and \nadvanced toward intellectual \nand personal maturity \n\nWhat a wonder it has all \nbeen in this final decade of \nthe 20th century, I am \nhappv to have witnessed it \n\nBut this fall, I am seeing these shades from a different \nperspective as I have officially left the College I am serv- \ning this stmt as magazine editor liom a freelance desk in \nmv home on llie east side of campus ^'ou nias' see m\\' \nbvline on stones at some point m the future but another \neditor will usher Aijncs Suotl Ahimiuu Muliizinc into the 2 1st \ncentury. So this final autumn of the 2()th centuiA' serves as \nboth a personal moment of passage lor me and a public \nmoiiH'iit ol passage lor the C ollege \n\nI ike main', I lind nnsell pausing to reflect \nI have thought about how my lile has been enriched by \nmy expeiieiKe at .Agnes Sioti shaped in am number of \nways bv the alumnae lauilt\\' lecturers stall and students \n\n\n\n\nthat 1 have encountered here I have seen the great poten- \ntial that is unleashed when women are encouraged to lead \nand have seen more clearly the difference that women \n(particularly Agnes Scott women) have made  locally, \nnationally and internationally  since the turn of the last \ncentury when Agnes Scott College was in its infancy. Few \nneed to be reminded that at the turn of the last century \nwomen were barred from voting, owning property, work- \ning at the same jobs as men \nor retaining custody of their \nchildren in divorce proceed- \nings It is true that many \nthings have changed during \nthe 20th century but much \nremains to be accomplished \nin terms of attaining equalirv' \nand reversing the countless \ndestructive forces that thwan \nthe efforts of justice and \npeace in our world. \n\nI am reminded of a tru- \nism that I learned at another \nSouthern liberal arts college, \nm\\' alma mater Spring Hill \nCollege in Mobile It is the \nresponsibility ot educated men and women to bring a rea- \nsoned response to the critical issues of the day and by so \ndoing to traiislomi the world into a more just place \n\n1 have seen so main- examples of this at Agnes Scott. \nand I leave here with the knowledge and certainty that \nthis course will continue. As the vivid banners on the \nQuad announce so succinctly, the next great \"Transfor- \nmations\" have beyun \n\n\n\n'^^^:\u0026^J^L^^^^ \n\n\n\nCONTENTS \n\n\n\nAgnes Scott College Alumnae Magazine \nFall 1999, Volume 76, Number i \n\n\n\nRemembering Ireland \n\nBy Christine S. Cozzens \n\nA Global Awarmess siudy trip to the Emerald hie helpi \nstudatts discover beauty in the majestic and the mun- \ndane, a cfuestioninc) spirit, a soise of mystery, the value \nof cooperation ... and a little more about themselves. \n\n\n\n\n\nA Matter \nof Honor \n\nAll interview with Jean \nToal '65, first woman \nchief justice of the South \nCarolina Supreme Court \nInterviewed by \nRichard Parry \nPhotography by Caroline Joe \n\n\n\n\nf^ \n\n\n\n\n\n\nReflections on Alston Center \n\nBy Mary Alma Durrett \n\nPhotography by Marilyn Suriani \n\nSayint) good-bye to an old friend and preparinij \n\nfor the next cjmeration campus cmter at ASC \n\n\n\n\n\n\n\nThe Johnson \nLectureship \n\nBonnie Brown Johnson's \nle(Jacy offers the community \na stimulating exploration \nof women's health issues. \n\n\n\n\n\nBlackfriars \n\n85th Anniversary Celebration \n\nBy Dudley Sanders \nPhotography by Gary W. Meek \nBlackfriars' anniversary reminds us that \n\"theater is our most democratic of the \npeifonning arts. It makes artists of us all.' \n\n\n\nDEPARTMENTS \n\n2 \n\nOn Campus \n\n\n\n\nCOVER: In an exclusive interview, \nJean Toal, chief justice-elect of the \nSouth Carolina Supreme Court, \ntalks about Agnes Scott's tradition \nof honor \n\nPHOTOGRAPH BY CAROLINE )0E \n\n\n\nEditor: Mary Alma Durrett \nContributing Editor: \n\nChris Tiegreen \nDesign: Everett hJullum, \n\nKazuko Ashizawa \nStudent Assistants: \n\nShelley Acevedo '02 \n\nAmy Cormier '00 \n\nKristine Trias '01 \n\nPublications Advisory Board: \n\nMary Ackerly \n\nKim Lamkin Drew '90 \n\nMary Alma Durrett \n\nLewis Thayne \n\nTish McCutchen '73 \n\nLucia Howard Sizemore '65 \n\nCopyright  1999, Agnes Scott \nCollege. Published for alumnae and \nh-iends twice a year by the Office of \nPublications, Agnes Scott College, \nButtnck Hall, 141 E College Avenue, \nDecatur, CA 30030, (4041 471-6301. \nPostmaster; Send address changes to \nOffice of Development, Agnes Scott \nCollege, Decatur, CA 30030 The \ncontent of the magazine reflects the \nopinions of the writers and not the \nviewpoint of the College, \n\n\n\nradrr \n\n\n\nlil: publK \n\n\n\nis@agnesscott.edu \n\n\n\nON CAMPUS \n\n\n\nAdmissions are up, ASC  a \"best buy\" college  ranks eighth for \"best cjuality \noflije'i internships extend to nonprofitS; and sex habits oj grasshoppers \n\n\n\nADMISSIONS \nON TARGET \n\nAgnes Scott has hit a \nrecord for enrollment, \nwith 887 students report- \ning to class this fall. Of \nthat total, 241 are first- \nyear students. That's a high \nfor the past three decades,- \nthe College last reported \nincoming classes of that \nsize in the mid-1960s \n\nIn addition, there are \nabout 60 other GA.vWttKPHo \n\nnew students \nsuch as trans- \nfer, RetLirn-tii \nCollege and \ninternational \nexchange \nstudents. \n\nThe nLimhcrs \nmean that the \nCollege is right on \ntarget in reaching \nits goal of 1,000 \nstudents, says \nStephanie Balmer, \nassociate vice presi \ndent 1(11\" liiiollmciit \nand director ol \nAdmission. \n\nMost ol the new \nstudents come Imm ih \nSoulhcnst Ail told, \nhowever, ihey represent 30 \nstates, two US. territories \nand 12 other nations \n\nTwentv-eiglit pen. cut \n\n\n\nof the first-year class \ncomes from underrepre- \nsented ethnic groups, \nwhich breaks down to \napproximately 19 percent \nAfrican American, 5 per- \ncent Asian American and 3 \npercent Hispanic Overall, \nmore than 25 percent of \nthe student body now \ncomes from underrepre- \nsented ethnic groups. \nAgnes Scott is ranked \n\n\n\n\nnumber 10 among national \nliberal arts colleges tor \ndiversitx' according to LI S. \niVci/\". .iii.i W'ciU R(poii \n\n\n\nICAUFFMAN \nEXPANDS \n\nAs It enters its second \nyear, the Kauffman \nInternship Program for \nWomen Entrepreneurs at \nAgnes Scott is adding a \nsecond focus: social entre- \npreneurship, or working \nfor nonprofit organiza- \ntions. \n\nLast year's pilot \nprogram focused \non for-profit com- \npanies owned by \nwomen. \n\nBy adding a \ntocus on non- \nprofits, the \ninternship pro- \ngram also \nexpands b\\- \ntwo -thirds In \naddition to \nthe 15 stu- \ndents work- \nng as \nlitems at \ntor-profit \ni-ompanies \n111 the \nmetro \nXtianta \narea this \nlall or spring there will be \nanother 10 students mtem- \ning at nonprofits \n\n\"Agnes Scott has a long \ntradition ol students and \n\n\n\nalums doing things that \nhave social goals as well as \nprofit goals,\" says \nRosemary Cunningham, \nchair of the Department of \nEconomics at Agnes Scott \n\"TTiis fits in well with our \nsense of community ser- \nvice. \" \n\nCunningham profxjsed \nthe internship program \nand received a $17,000 \ngrant from the Kauffman \nCenter for Entrepreneurial \nLeadership in Kansas Cit\\' \nMo to launch the ASC \ninitiative last year \n\nTlie Kauffman Center \nis named for a Kansas Cit\\' \nfamily that made its for- \ntune in pharmaceuticals. \nThe family owns the \nKansas Cits- Ro\\als base- \nball team which pla\\s in \nKauffman Stadium \n\nTlie nonprofit interns \nwill work for Cool Girls \nand Girls Unlimited rwo \nprograms exposing at-risk \nteenagers to career possi- \nbilities and positive role \nmodels with the Atlanta \nHospital Hospitality \nHouse, which houses rela- \ntives of patients at several \nhospitals in metro Atlanta \nand with Seven Stages \nTheatre founded b\\- a \nwoman and the Atlanta \nW omens Rind a gniup \n\n\n\nACNES SCOTT COLLECU  FALL ( \n\n\n\nSUE CLUES PHOTO \n\n\n\n\nGregg Rosenthal (left) mentors Arjana Mahmutovic at Kauffman Internship site, Wired and Fired. \n\n\n\nthat finds funding for a \nvariety of other women's \norganizations. \n\nAdding a focus on non \nprofits, Cunningham says, \n\"expands the number of \nstudents who are thinking \nabout the internships. \nThere are some students \nwho would just never \nthink, about becoming a \nbusiness entrepreneur,- \nwhat they want to do has a \nsocial goal. \n\n\"But the two actually \nare run very similarly, 'for- \nprofit' and 'nonprofit' are \nbasically just tax defini- \ntions,\" Cunningham con- \ntinues. \"You still have to \nget the company to grow, \nkeep costs down, get rev- \nenue up so that you can do \nwhatever is your goal, \nwhether that is maximizing \nprofit or njnning pro- \ngrams. The two are more \nsimilar than different, \nalthough not everyone sees \nthat.\" \n\n\n\nLast year, interns in the \nfor-profit program worked \nwith a pottery studio, a \nchildren's clothing bou- \ntique, an interior design \nfirm and a marketing com- \nmunications firm, among \nothers. \n\nIn addition to working \n150 hours with their \nassigned companies, each \nsocial entrepreneurship \nintern will attend class \nwith Cunningham for one \nhour a week and attend \nlectures with speakers from \na variety of nonprofit \nbackgrounds. \n\nAlso, \"Each will have a \nproject to help the social \nentrepreneur succeed, \nmaybe building a Web \nsite, reaching out to a new \nmarket segment or design- \ning a newsletter,\" Cun- \nningham says. \n\nSocial entrepreneurship \ninterns will receive the \nsame four academic credit \nhours as the for-profit \n\n\n\ninterns and the same pay. \nThe only difference, \nCunningham says, is that \ngrant money will comprise \na greater portion of the \nnonprofit interns' pay- \nchecks. \n\n\"Firms contribute more \nin the for-profit programs \n it depends on their abili- \nty to pay,\" she says. \n\nCunningham said she \nselected the companies \nwhere the nonprofit \ninterns will work aher \nsoliciting suggestions in a \ncampuswide e-mail. \n\n\"There was an incredi- \nble response with a lot of \npeople telling me about \nreally good organizations,\" \nshe says. \"1 picked ones \nthat are trying to address \nissues of concern to \nwomen. And except for \nSeven Stages Theatre, \nwhich has a more general \nfocus but was founded by \na woman, we stuck with \nthat.\" \n\n\n\n\nON CAMPUS \nRANKINGS \n\nIn The Princeton Review'i \nrecently released The Best \n} 3 \u003c Colleges, 2000 Edition, \nAgnes Scott is ranked \neighth for \"the best quality \nof life.\" And in U.S. News \nand World Report's annual \nranking for the year 2000, \nASC is a \"best buy\" among \nnational liberal \narts colleges. \nU.S. News \nnoted that \n68 percent \nof students \nat Agnes \nScott \nreceive \n\nd. =-;-..,... \n\nbased grants, placing the \naverage cost of attending at \n$1 3, 184. The magazine \nalso placed ASC in the sec- \nond of four tiers of national \nliberal arts colleges, based \nupon several factors that \ninclude instruction and \neducation-related spending \nper student, student-faculty \nratio, SAT scores, and the \nproportion of full-time \nprofessors. \n\nIn the most recent edi- \ntion of Kaplan/Newsweek \nCollege Catalog, Agnes Scott \nis listed among schools rec- \nommended from a survey \nof guidance counselors. \n\nThe College ranks in \nseveral categories: \n Schools for the academ- \nically competitive student. \n\n\n\nON CAMPUS \n\n\n\nON CAMPUS \n\n\n\n Schools that are \"hid- \nden treasures,\" \n\n Schools offering the \nmaximum amount of indi \n\n\n\nvidual academic attention,- \n Schools providing a \ngood liberal arts education, \nand \n\n\n\n Schools with notable \n\"Study Abroad\" programs. \n\nThe book also notes, \n\"Southern guidance coun- \n\n\n\nselors recommend Agnes \nScott for its high stan- \ndards, great social life and \n\nspecial majors \" \n\n\n\nLARGER ANSWERS \n\n\ndevelop gender differences. \n\n\ntheir eggs in sandy soil, using little \n\n\nFROM SMALL \n\n\n\"What is special about female \n\n\nstructures (on their body) as exca- \n\n\nDIFFERENCES \n\n\nnervous systems that enables them \nto do what males can't?\" Thompson \nasks. \n\n\nvating devices and extending their \nabdomen after them. They'll go \nabout 10 centimeters  four or five \n\n\n^ o, Agnes Scott Biology \n\n\ni. ^ Associate Professor Karen \n\n\nAnswering that question has uni- \n\n\ninches  in the ground, lay their \n\n\nThompson did not obtain a \n\n\nversal applications, she says, because \n\n\neggs, then flip each egg so the little \n\n\n$150,000 grant to study grasshopper \n\n\na neuron is a neuron is a neuron  \n\n\nhatchling will be pointing up. \n\n\nsex. It is more complicated than that. \n\n\nwhether it is in a human, a grasshop- \n\n\n\"She will lay about 100 eggs, all \n\n\n\"I'm interested m how the ner- \n\n\nper or any other animal \n\n\nglued together, then put out this \n\n\nvous system controls behavior,\" says \nThompson, who recently received \n\n\nSquid would have worked, but \n\n\nbu \n\n\nbbly, foamy stuff so that when the \n\n\nthat is what \n\n\n\n\n \n\n\n1 little babies hatch after three \n\n\nthe three-year award from the \n\n\nmost ner- \n\n\nfjg^f^^^^^^^^B \n\n\nI \n\n\n5 weeks, they can squirm up to \n\n\nNational Science Foundation. Her \n\n\nvous-system \n\n\n\n\nI \n\n\n1 the surface through the little \n\n\ncontinuing research focuses on \"how \n\n\nresearchers \n\n\nm^ ^9 \n\n\nI \n\n\npathway that Mom has kept \n\n\nyou get diversity in a nervous sys- \n\n\nalready use. \n\n\n^/Jftfl \n\n\nI \n\n\nopen, then hop away.\" \n\n\ntem, how a common plan can give \n\n\nLobsters \n\n\nI \n\n\nThompson says she is still \n\n\nrise to differences \" \n\n\nwould have \n\n\n\n\nI \n\n\nworking on basic research, not \n\n\nThe sex angle comes because all \n\n\nbeen just as \n\n\n\n\nI \n\n\nyet ready to answer her ques- \n\n\nanimals have sexual differences, the \n\n\ngood, but \nthey are \n\n\n\n\n^ \n\n\ntions. That means watching \n\n\ngrasshopper angle simply because \n\n\n\n\nSi \n\n\nmany grasshoppers, male and \n\n\ntheir cells are easy to see under a \nmicroscope and they are cheap. \n\n\nexpensive \n\n\n\n\nJ \n\n\nfemale and recording informa- \n\n\neven for \n\n\n'hompson studies fier subject \n\n\n\n\ntion about the structure and \n\n\nOther researchers are trying to \n\n\nthose who order them for science. \n\n\nfunction of their nerves and muscles. \n\n\nanswer questions about the role of \n\n\nnot dinner \"You can get hundreds of \n\n\nAfter they die, they go under the \n\n\nthe nervous system in behavior, \n\n\ngrasshoppers for what you pay for \n\n\nmicroscope so that Thompson and \n\n\nThompson says, but she is the only \n\n\none lobster, about $25,\" Thompson \n\n\nher assistants can find, study and \n\n\none examining sexual dillcrenccs as \n\n\nnotes \n\n\nlabel individual nerve cells. \n\n\nthe way to find the larger answeiN. \n\n\nThe grant money will help \n\n\nFinding the answers to her ques- \n\n\nSpecifically, she is looking at \n\n\nThompson pay research expenses \n\n\ntions will take thousands of grass- \n\n\nthose neuron circuits ihnl are \"hard- \n\n\nand salaries foi students who help \n\n\nhopperN. and several more years of \n\n\nwired\"  the ones that let insects fly \n\n\nher scrutinize the \"oviposition,\" or \n\n\nwork, says Tliompson, but she is \n\n\nwithout having to learn how, for \n\n\negg- laying behavior of female \n\n\npatient. \"1 did the very Hrst part of \n\n\ne\\aniplc, or (h.il nK\\in huinnns do \n\n\ngrasshoppers. \n\n\nthis for my dissertation in 1983, \n\n\niiol Iwvc to he l.iughl to hienlhe  \n\n\n\"This IS an incredibK- elaborate \n\n\nthen I've done other things and \n\n\ncinti h()v\\' those (.iiciiils, KleiUical \n\n\nbeha\\ loi\" 1 hompson explains \n\n\ncome back to it,\" she says. This will \n\n\namong males ,iikI lem.iles M biilh. \n\n\n\" I lie\\- stand on the gnnind and lav \n\n\nhe ongoing throughout mv career\" \n\n\n\nAGNB SCOTT C:01.mC.U  FAU. i \n\n\n\nWORLDVIEW \n\n\n\nREMEMBERING IRELAND \n\nDuring our first days in Dublin, I worried-. Would the students mind the cold, damp \nweather/ would they meet Irish people or remain isolated by their tour bus, would they \nlove the places I loved; would theyjind their own places to love?  By Christine Cozzens \n\n\n\n\nREMEMBERING IRELAND \n\n\n\nWORLDVIEW \n\n\n\nJanuary 3, 1999. Our gargantuan red and wbik C/ bus, already a \njamiliar home, pulls into the carpark oj Jerpoint Abbey, a ruined \nCistercian monastery in County Kilkenny. Leaden skies darken the land- \nscape, making it seem later than it is, and spew rain at unpredictable \nintervals. Having dozed off in ff^e warm bus after lunch, the students \ngrumble  most of them to themselves  as they stand up, stretch, pull on \nhats, gloves, and wrap scarves around collars before climbing down from \nthe bus. \"Oh no. . what are they dragging us to this time,\" I imagine them \nthinking. I wonder if it was all a mistake, this trip to Ireland with 27 \nstudents depending on me and my co-leader Linda Hubert for their three \nweeks of entertainment in the dead of January, when the sun only shows \nitself between nine in the morning and four in the afternoon, and most of the \nplaces we visit open up especially for us. \n\nMy spirits begin to lift as our guide starts the tour Sheila Walsh is a \ndescendant of the family that ruled this part of the country eight or nine \nhundred years ago. She knows Jerpoint like an old friend. The abbey's \nroofless chambers and stone carvings spring to life with the stories sfcf tells, \nknowledge rooted in the study of history, archeology and architecture, not \njust legend. We troop along the cloisters, huddling around the delicate \ncarving of the Ormond Knight with his look of suppressed mirth, craning \nour necks to catch the details of the arches. I see in the brightness of the stu- \ndents' eyes and in their cfuick silence whenever Walsh begins to speak that \nthey know we are on to a good thing. \n\nThough we have to dodge (fee cloudbursts and are chilled to the bone, \nwe linger in the cloisters long after the tour is over Later, the students' con- \nversations, journals, photographs and essays tell me how much they loved \nJerpoint Abbey. Three months after the trip 1 find one of them in my office, \ngazing lovingly at a postcard of the Ormond Knight that hangs on the \nwall. \n\n\n\nBefore last winter I \nhad traveled to \nIreland many \ntimes, but our \nGlobal Awareness \ntrip in December and \nJanuary of 1998-99 was a \nnew experience for me, a \nchance to see the countrv' I \nloved so much through the \neyes of Agnes Scott stu- \ndents. \n\nThe trip drew its partic- \nipants from two fall cours- \nes, a creative writing \ncourse on the travel narra- \ntive called \"Writing \nIreland,\" which I taught, \nand a literature course \ncalled \"The Drama of \nIreland: Its Poetry and \nPolitics\" taught by Linda \nHubert, also a veteran of \ntravel in Ireland. \n\nFor 18 days, Linda and 1 \nwatched each of these 27 \nwomen discover Ireland \nfor herself. Each learned to \nfind a place in the group, \nas well  new friends, a \nbetter understanding of \n\n\n\n\nold ones, a different kind \nof relationship with her \nteachers. With their sur- \nprising adventurousness, \ngrowing openness to new \nexperiences and passion \nfor the countr\\' and its cul- \nture, the students created \nmemories that changed \nIreland for me. \n\nBut it didn t happen all \nat once During our first \nfew days of sightseeing in \nDublin, I worried about \neverv'thing. \n\nHow much did the stu- \ndents mind the cold damp \nweather that we had tned \nto warn them about but \nthat only seems real when \nyou are taking a walking \ntour of a cemeten.' m the \npouring rain, the day so \ngray that at noon pho- \ntographs require flashes? \n\n^'ould we meet any \nIrish people or would we \nremain isolated by our tour \nbus and our American \naccents? \n\nWould they love the \nplaces that I loved  the \nbrightK' colored marble \nstatue of Oscar Wilde in a \nquiet comer of Memon \nSquare, the broad strand at \nInch on the Dingle \nPeninsula where the surf \nrolls across the sand in \nhundreds of crisscrossing \nlayers, the cloisters at \nlerpoint Abbey' \n\nWould thev find their \now n places to love? \n\nI learned to be patient, \nto watch the students Irish \nexperiences develop at a \npace each would deter- \nmine tor herself \n\nOn our first Kill day of \nsightseeing in Dublin after \na morning heax-v with \nguided toui^. of litcrarv' \nshrines a group of stu- \ndents announced thev \n\n\n\nACNES SCOTT COLLEGE  FAU. \n\n\n\nWORLDVIEW \n\n\n\nwanted to visit the Guin- \nness Brewery. \"Why don't \nyou walk?\" I suggested. The \nsun had come out, and it \nwould be about a three or \nfour mile trek through the \noldest part of the city. \nThey looked at me with \nexpressions of horror It \nwas too far! How would \nthey find their way? What \nif it got dark? \n\nThat night at dinner Lee \nHayes, the instigator of the \nGuinness expedition, came \nup to me with glowing \neyes. \"We did it!\" she said. \n\n\n\nstudents made plans to cel- \nebrate in pubs and hotels all \nover the city,- but a rag-tag \n10 or 12 of us, Linda and \nme included, united only in \nour wish to avoid crowded \nparties, decided to attend a \nproduction of Rostand's \nCyrano it Bergerac at the \nGate Theatre. The play \nturned out to be marvelous, \nits bittersweet love story \nexactly fitting our slightly \nmelancholy, end-of-the- \nyear mood. Afterward, \nunable to get taxis or to \nfind a restaurant to take us \n\n\n\n\n\"We found our way! It was \na great walk! I felt so com- \npetent finding my way \naround Dublin!\" \n\nAfter that first day, inde- \npendence spread like a \nfever among the students, \nand at breakfast or during \nlong stints in the bus, Linda \nand I would hear tales of \ntheir adventures. \n\nLike the afternoon at \nJerpoint Abbey and Lee's \nwalk across Dublin, there \nwere many moments of \nunplanned joy on the trip, \nmoments that turned out \nbetter than anyone expect- \ned and that brought us new \nunderstanding of Ireland \nand each other. On New \nYear's Eve, about half the \n\n\n\nwithout reservations, we \nwalked the long way back \nto the Mont Clare Hotel in \nthe dark and rain, warmed \nwith the panache of Cyrano \nand the vitality of the play. \nAbout two blocks from \nthe hotel  ^just where James \nJoyce met his future wife, \nNora Barnacle  we spotted \nan Italian restaurant. \nPeering in over the curtains \nin the window, we could \nsee that only two of its can- \ndle-lit tables were occupied. \nThe owner and staff greet- \ned us at the door, eager for \nthe business and for the \nadded merriment we were \nsure to provide. Wet and \nhungry after our long walk \nand grateful to be taken in \n\n\n\nat this late hour, we shed \nour dripping coats and \nfilled two tables, laughing \nand talking more freely \nthan we had all evening. \nAfter making friends with \nthe other customers and \ntoasting our good fortune, \nwe tucked into plates of \nsalad, spaghetti, and ravi- \noli with ferocious energy. \nAs midnight approached, \nwe joined the staff and \ncustomers for the tradi- \ntional countdown, open- \ning the door to let in \nechoes of celebratory out- \nbursts across the city. \nOne of the guests began \nplaying Irish and \nAmerican songs on the \npiano. Our group of for- \nmerly sedate playgoers \njoined in with great glee. \nHeather Leigh Owens \ndelighting the mostly \nIrish audience with her \nethereal rendition of a \nThomas Moore song she \nhad learned for Linda's \ncourse. We couldn't have \nplanned a better celebra- \ntion, we all agreed as we \nwalked home, and the lit- \ntle group that had formed \nso awkwardly earlier in \nthe evening will always be \nunited in the memory of \nthat wonderful New Year's \nEve. \n\nThose are the mo- \nments of the trip I \nwill remember \nbest, the unexpected \ncoming together of peo- \nple and places, the sur- \nprise of a student's initia- \ntive or insight, the ordi- \nnary moment that became \nsomething more, in addi- \ntion to all we saw of \nIreland, the trip gave us \ntime to get to know each \nother in ways our hectic \n\n\n\nAgnes Scott lives rarely \nallow. Some of these \nencounters filled an after- \nnoon or an evening, others \nwere only as long as a con- \nversation in the back of the \nbus as it sailed along a \ncountry highway, or as \nshort as a glance exchanged \nwhen irony, or humor, or \nsome shared understanding \nbrought two or three of us \ntogether One morning \nover breakfast in our hotel \nin Kilkenny, several of us \ngot to chatting about par- \nents. My father had just \ndied six months earlier, and \nI was a still a bit raw about \nit. It turned out that three \nof the students at the \ntable  Amber Pipa, Rachel \nBalog, and Deirdre \nDonohue  had all lost \ntheir fathers at an early age, \nand we talked about loss, \nmemories and change, the \nmiddle-aged professor \nlearning from the experi- \nences of the 20-year-old \nstudents. \n\nEven the weather creat- \ned moments of drama or \nsurprise, reminding us \nevery time the sun came \n\n\n\n\nREMEMBERING IRELAND \n\n\n\nWORLDVIEW \n\n\n\nout to savor the unexpect- \ned. Linda and I had warned \nthe students to be prepared \nfor sightseeing in rain, mud \nand even snow. There were \ntwo or three days of pretty \nsolid rain, like the day we \nvisited Kilmainham Gaol, \nthe 18th-century prison \nwhere most Irish patriots \nspent some of their life, \nand Clasnevin Cemetery, \nwhere many of them are \nburied At Clasnevin, the \nrain made the perfect back- \ndrop for the gallows humor \nof our guide and the stu- \ndents' somber photos of \ntheir heroes' and heroines' \ngraves. Later, Kelly Ber- \nnazza wrote movingly \nabout the Kilmainham- \nClasnevin day in her essay \nabout the political charac- \nter of the Irish landscape \nAs she told me, \"The rain \nmade that day \" \n\nBut for most of the trip \nit was astonishingly sunny, \nthe low-slung winter sun \nlighting the landscape with \nphotogenic shadows and \nnuances of color The day \n\n\n\nwe drove out the Dingle \nPeninsula, we saw an array \nof rainbows along the way, \nincluding one that sprang \nup over a rundown filling \nstation and that seemed to \ncatch fire and intensify as \nwe watched, a moment lov- \ningly referred to from then \non simply as \"ah . . . the \nrainbow.\" Just as we reached \nInch Strand, the sun finally \nemerged from the clouds to \nstay Tired of being cooped \nup in the bus for so long, \nthe students burst out onto \nthe beach, running in all \ndirections as the surf lapped \ntheir feet. \"Ah . . . the rain- \nbow\" and Inch Strand, two \nchance stops on the way to \nsomething else, were proba- \nbly the two most pho- \ntographed moments of the \ntrip. \n\nSligo, where William \nButler Yeats spent his child- \nhood summers, was the \nscene of a spontaneous \nYeatsian moment created by \nLinda, a moment of inspira- \ntion, hilarity and pure poet- \nry. Linda had been the \n\n\n\nYeats champion throughout \nthe trip, reciting his beauti- \nful lines at appropriate \nplaces and steering us \ntoward sights where he had \nvisited or lived The first \nstop on our Yeats day was \n\"Under bare Ben Bulben's \nhead / In Drumcliff church- \nyard,\" where the poet lies \nburied with the famous epi- \ntaph he wrote carved on his \n\n\n\n\ntombstone: \"Cast a cold eye \n/ On life, on death. \nHorseman pass by!\" As the \nstudents gathered around to \ntake pictures of their ^'eats \nprofessor paying homage, \nLinda suddenly lay down \non her back on the grave, \nher arms folded across her \nchest, a saintly but mischie- \nvous smile on her face. As \n\n\n\n^^ \n\n\n^Hi \n\n\n f jm  1.1 \n\n^ III i lin \n\n\nt^^^^^^^^^^^^^^t^^^^^ \n\n\nIsm \"^f \n\n\n\n\n ^ nil |( \n\nMuckross House in ^^^^^^^^^^^^^|^^^^|H^^Bi^^ \n\n\n\ncameras flashed, workmen \non the scaffolding of the \nchurch tower called down \ngood-humored insults, and \nstretching out her arms like \nDracula wakmg in his cof- \nfin, Linda rose from the \ngrave. \n\nLike Linda and her pas- \nsion for Yeats the students \nsoon began to develop their \nown loves and obsessions \nsometimes connected with \nthe essays they would write \non their return, sometimes \nconnected with the Ireland \nthey were beginning to \nknow. I remember Cassie \nCastillo getting out of the \nbus ever\u003e'%*here there \\ere \nstone walls she could pho- \ntograph for her project In \nCalway, I ran into an exu- \nberant Ruth Hartness being \nescorted around the city by \ntwo children she d met near \nthe river: she had unexpect- \nedly fallen in love with the \ncity and was planning her \nessay as she walked. \n\nWe hadn t been 10 min- \nutes at the serenely beauti- \nful Muckross House in Kil- \nlarney when .Amy Likovich \nexclaimed \"I m doing mv \npaper on this place:\" \n\nEver\u003e' time we went to a \nrocky beach cliffs a hill or \na tower Mazie Lawson \ncould be found at the top \nwaving to the rest of us \nbelow Exploring Blarnev \nCastle together one dav \nSharon Strickland and \nMazie built a friendship on \ntheir love of \"trails and \ncomers, and cliffs, and \nstaircases \" and \"going \nplaces where you re not \nsupposed to go ' Our dri- \nver was alwa\\s read\\- to \nnotice and accommodate \nthese consuming passions. \nDeirdre Donohues desire \nto sec CountA- Donegal for \n\n\n\nACNES SCOTT COLLECE  FAU i \n\n\n\nDeirdre Donohue, Hillary Wiggfn, Caroline IVIitchell, \nKristen Whirley at Inch Strand on the Dingle Peninsula. \n\n\n\n\nher paper on the playwright \nBrian Frie! convinced \nMichael to drive 30 miles \nout of our v/ay so she could \ntake pictures and stand on \nthe very soil. He gave up a \nmorning off to take Rachel \nLackey and Holyn Ivy to \nsee the megalithic tombs at \nCarrowmore, and on our \nlast day of sightseeing, \ndrove us from Belfast to \nDublin at an efficient pace \nso that Rachel Balog could \nget a photograph of the \nGeneral Post Office for her \npaper on the Easter Rising \nbefore the sun set. \n\nOn our trip to Ireland \nwe took in an astonishing \namount of information \nabout history, literature, \npolitics and culture,- we \ntraveled the country from \nDublin to Waterford, \nGalway, Sligo and Belfast; \nwe got to know the repub- \n\n\n\nlic and the province  \ngreen, orange and all the \nshades of political opinion,- \nwe saw the mountains of \nWicklow, Killarney and \nMourne, the coastline at \nSlea Head, Moher, the \nGiant's Causeway and the \nGlens of Antrim. We fol- \nlowed in the footsteps of \nYeats and Joyce, Lady \nGregory, Patrick Kavanagh, \nPeig Sayers, J. M. Synge, \nMaurice O'Sullivan, and \nSomerville and Ross. \n\nBut the moments cap- \ntured in pictures, writing \nand memory will be the \ntrip's legacy, glimpses of \nAgnes Scott students dis- \ncovering Ireland, each in \nher own way: Jamie Chilton \nimitating a swan for us at \nCoole Park while Amber \nPipa recites Yeats' \"Wild \nSwans at Coole\",- Kelly \nBernazza and Dallas Brazile \n\n\n\ngamely learning Irish danc- \ning at the Shannon Ceili at \nBunratty Castle,- Rebecca \nNorman running on the wet \nsand at Inch Strand,- heads \ntogether chatting on the \nbus or nodding off after a \nlong day's sightseeing, \nLaurie Boggs on her feet, \nclapping and singing to the \ngrand hnale at the Abbey \nTavern singalong on our \nlast night in Ireland. \nTo see \n\n\n\ned delight,- to make a cold, \nrainy day at a ruin into a \nturning point for a trip or a \nlife. We reach for this in \nthe seminar rooms, labora- \ntories and performance \nhalls at Agnes Scott, but we \nlive it when we travel \ntogether to the classrooms \nof the world. \n\n\n\n\nChristine S. Cozzens is associate professor \nof English at Agnes Scott. \n\n\n\nREMEMBERING IRELAND \n\n\n\nWORLDVIEW \n\n\n\nHISTORY \nIN STONE: \n\nIreland's Rock Walls ami \nDry-Stone Structures \n\nAs we left the crowd- \ned yet comfortable \nstreets of Dublin \nand made our way into the \ncountryside, not only the \nbeauty of Ireland, but also \nits vague familiarity struck \nme. Perhaps years of expo- \nsure to this highly stereo- \ntyped land  from calen- \ndars to PBS travelogues  \nled me to expect Ireland to \nbe a green place with miles \nof artistically crumbling \nstone walls and quaint cot- \ntages. When we stopped at \nour first stone monument, \nhowever, 1 knew that this \nfeeling of connection was \nmuch more than a vague \nremembrance of some- \nthing I had seen on televi- \nsion 1 felt like I belonged \nthere. \n\nPerhaps my Irish ances- \n\n\n\ntry predisposed me to the \nquiet, solemn hulk of \nNewgrange that loomed \nsuddenly before me \nMaybe the sheer age and \nintricacy of this marvelous- \nly constructed passage \ntomb simply draw people \nin general. Whatever the \nreason for my attraction, \nNewgrange impressed \nupon me the extent and \nrichness of Ireland's histo- \nry, and what an important \nrole stone plays in preserv- \ning that history. \n\nAn architectural master- \npiece, Newgrange embod- \nies Irish history and cul- \nture. The amazing com- \nplexity of its planning and \nconstruction is evidence of \nits importance and mean- \ning. From the precisely \nbuilt quartz walls to the \ncarefully laid corbel \nstones, which ensure that \nthe tomb remains water- \nproof, every inch of \nNewgrange astounds. The \ntomb's architects situated it \n\n\n\nso precisely that once a \nyear, at Winter Solstice, \nlight from the dawning sun \nenters a \"light box\" above \nthe door brilliantly and \nilluminates the tomb's inte- \nrior. Incredibly, Neolithic \nbuilders constructed \nNewgrange, and its sister \ntombs Knowth and \nDowth, using only stone \ntools. \n\nAncient stone structures \nabound throughout \nIreland, serving as graves, \nmonuments and vessels of \nhistorical knowledge \nIreland's story can be, and \noften has been, read in its \nstones. Archeologists have \ntraced the use of stone in \nIreland back to it earliest \ninhabitants, Mesolithic \npeople who lived circa \n7000 BC. Ireland's most \nrecognized stone work, \nhowever, did not appear \nuntil the Neolithic era, \napproximately 4000 BC. \nMost notably, the \nNeolithic people con- \n\n\n\n\nstructed a variety of mas- \nsive burial tombs, referred \nto collectively as mega- \nliths. From the mound-like \ncoun cairns and passage \ntombs  such as \nNewgrange  to the long \nrectangular wedge-tombs \nand the upright stones of \nthe portal-tombs the \nNeolithic people com- \nbined art, ingenuity and \nsound architecture into \ntheir structures. As a result, \nmany of these structures \nstill exist today in nearly \nperfect condition despite \nthe passage of several mil- \nlennia \n\nFollowing the tombs, \nthe first known stone walls \nin Ireland began to appear \nduring the latter part of \nthe Neolithic Age approx- \nimately 3000 BC Sites \nsuch as Ceide Fields in \nCounD.' Mayo and several \nruins found in bogs across \nIreland bear examples of \nthese earK' walls. As we \ncontinued our trek across \nIrish countryside I began \nto notice just how many \nstone walls Ireland has \nMost of the walls I \nobsened during a da\\' of \ncatalogmg in Counrv \nClare appeared to serve as \nboundapk\" markers \nalthough other functions \nfor these walls later \nbecame apparent Our \nlour guide on the \nCoastlme Road pomted \nout the scarred mountam- \nside turf of old potato \ntields now barren careful- \n1\\- suiToundcd by precisely \nbuilt and squared dr\\- \nstone walls \n\nWalls also appeared as \nprotective devices along \ncliff edges and around \ncemctenes monasteries \n\n\n\nACNES SCOTT COLLEGE  FAU i \n\n\n\nWORLDVIEW \n\n\n\nand castles. Instead of see- \ning these low, naturalistic \nwalls as barriers, I per- \nceived them as weaving a \nsafe, connecting grid of \ncommonality throughout \nIreland. America's barbed \nwire and chain link fences \nhardly have the same \neffect. While our fences \nseparate, Ireland's walls \nunite. It seems that no \nmatter where we jour- \nneyed in Ireland, who \nlived there or what values \nthey held, one consistency \nexisted: the presence of \nstone walls. Still, not until \nI looked down upon \nIreland as we began our \njourney home did I realize \nthe true extent of its stone \nnetwork. From thousands \nof feet in the air, the only \nreadily apparent man-made \nstructures on the island \nwere thousands of stone \nwalls. \n\nRoughly 250,000 miles \nof mortared and dry-stone \nwalls weave their way \nacross the country. Mainly \nthe walls serve a farming \npurpose, either to keep \nanimals out or to keep \nthem in, or to divide one's \ncrops from a neighbor's. \nIreland's earliest walls are \ndry-stone, but not all dry- \nstone walls have their \nfoundation in ancient \ntimes. Although requiring \nsome skill to master, dry- \nstone masonry survives \ntoday because it has sever- \nal advantages over mortar \ntechniques. Dry-stone \nwalls require very little \nfoundation work, and no \nmortar, which makes them \ncheaper and easier to \nbuild. 1 have seen entire \ndry-stone entranceways \nand walls constructed in \n\n\n\nless than a day. Ability to \nsurvive cold, damp weath- \ner and an innate aesthetic \nvalue add to the desirabili- \nty of dry-stone walls. \nMany of Ireland's walls \nboth mortared and dry- \nstone, have been built \nwithin the past 150 years. \n\nIrish stone structures \ncommonly utilize materials \nsuch as sandstone, lime- \nstone, basalt and granite. \nSandstone, a soft sedimen- \ntary stone, often appears in \nwalls, buildings and elabo- \nrately carved Celtic high \ncrosses. Unfortunately, it \nweathers poorly. \nLimestone appears mostly \nin monuments and in dec- \norative and facing work. \nOften, highly polished \nlimestone served as a less \nexpensive alternative to \nmarble. Basalt, an igneous \nstone, creates impressive \nnatural structures, like \nGiant's Causeway on the \nAntrim coast of Northern \nIreland. Builders incorpo- \nrate it into boundary walls \nand rough buildings. \nGranite  containing \nquartz, feldspar and \nmica  plays an important \nrole in stonework because \nof its hardness and high \nquality. Skilled builders use \ngranite to create structures \nwith precise dimensions. \n\nMost dry-stone walls \nfall into four categories: \nsingle stone, double stone, \ncombination single and \ndouble or feidin, and \nretaining. Single stone \nwalls measure one stone \ndeep. Their construction \ninvolves placing increas- \ningly smaller stones on top \nof one another in pyramid \nfashion. Most commonly, \nsingle walls exist in \n\n\n\nDonegal, Down and the \nAran Islands. The areas in \nwhich we traveled, howev- \ner, had few examples. One \nvariation of a single-stone \nwall does stand out in my \nmind though. A waist-high \nbarrier composed of single \ndepth gray stone slabs \nstood as the sole barrier \nbetween us tourists and a \n650 foot plunge off the \nCliffs of Moher in the west \nof Ireland. Facing winds \nthat almost knocked me \noff my feet, 1 rejoiced in \nthe presence of such a pro- \ntective boundary. \n\nDouble stone walls con- \nsist of two faces and a core \nof smaller stones. Slightly \nmore difficult to construct, \nthese walls require a firm, \nflat foundation and depend \non proper stone place- \nment. Coping stones, laid \nacross the top of the wall, \nserve not only as decora- \ntion, but as a necessary \nstabilizer I noted a great \nnumber of decorative dou- \nble stone walls in front of \nbusinesses, state buildings \nand high-class housing \ndevelopments throughout \nCounty Clare. \n\nFeidin walls have bases \nconstructed in the same \nmanner as a double wall, \nwith an additional section \nof single stone wall built \non top. Very few examples \nof this type of wall exist, \nmostly in County Galway \nand the Aran Islands. \n\nRetaining walls help \nprevent erosion and their \nuses extend from roadsides \nto railways to harbor \nbanks. The most notable \nexamples that I encoun- \ntered lined the harbor \nbanks, including those of \nCobb, historical center of \n\n\n\nIrish emigration activity \nand Titanic's final port of \ncall. \n\nIreland's dry-stone walls \nhold another interest for \nme, beyond their beauty \nand architectural exquis- \niteness. Last summer, as 1 \nprepared for my journey \nto Ireland, I made an \nexciting discovery: Irish \ninfluences in my own \nhowntown of Franklin, \nTenn. Many of the stone \nwalls scattered throughout \nthe area have roots more \nancient than our country \nitself. Irish immigrants to \nmiddle Tennessee brought \nwith them the art of dry- \nstone masonry practiced \nsince Neolithic times. \nThese dry-stone walls, \nunbeknownst to me, had \nbrought an Irish influence \ninto my everyday \nAmerican existence. This \nrevelation emphasized to \nme that we, as citizens of \nthe world, do not realize \nhow connected we really \nare. \n\nMy trip to Ireland gave \nme the unique opportunity \nto study first hand the ori- \ngins of the walls that make \nup such an important part \nof my historic town. \nLiving surrounded by \nthese dry-stone walls \nadded to my feeling of \nconnection with Ireland. \nThe commonality gave me \nsomething to latch onto in \nan unfamiliar land, a feel- \ning that part of Ireland \nbelonged to me too. \n\n Rebecca Normnn 00 trav- \neled with a Global Awareness \ngroup to Ireland in January. \nThis article is abridijed from her \naward-winning essay for \nEnglish losG. \n\n\n\nREMEMBERING IRELAND \n\n\n\n\n\n\n:'-;'?S.- \n\n\n\n\n4;^ \n\n\n\n\u003clli3Sf \n\n\n\nA MATTER OF \n\nHONOR \n\n\n\nAN INTERVIEW WITH JEAN HOEFER TOAL '65 \n\nFIRST WOMAN CHIEF JUSTICE Oft\"F|E SOUTH CAROLINA SUPR^\"' '^ \n\n\n\nn June i, ajter serving \nI H. Toal 65 became th- \noj service begins in Mi \nMagazine invited Justice Toal ai \ncuss the relevance of honor in toda \nthat show the relation between ^' \nsome educators have begun to: , \n\n\n\ncimemstice of the South Carolina Supreme Court since i988, Jean \n\" fljMM the history of the state to he elected chief justice. Her term \nTptnarle this historic occasion, Agnes Scott Alumnae \n^l wry, the Fuller E. Callaway Prof essor of Philosophy , to dis- \nP, fry, a Plato scholar, has directed workshops and seminars \njg funts of virtue and contemporary character education, which \nI curriculum in primary and secondary schools. \n\n\n\nchard Pany: How would you explain the notion of \ninor to the students entering Agnes Scott College \n\n\n\njTOAL: Honor is the giving of \n_/antee of ethical conduct. At its \nGore, tlie honor system under which I hved, and under \nf|tir community at Agnes Scott still hves, is a sys- \ntem whereby members of the community are trusted to \nabide by a set of agreed upon values and regulations \nwithout the necessity of being supervised or surveilled. \nIn other words, there are two components of a system \nof honor under which a community lives. First, the \ncommunity must agree upon a shared system of values. \nSecond, the individuals in the community must pledge \ntheir honor to abide by the community's values. \n\n1 believe honor systems flounder sometimes because \nthey're used too broadly. Every honor system must be \ndeveloped around a core system of important, shared \ncommunity values. Community members live by those \nshared values in an atmosphere of trust. If an honor sys- \ntem in a college community is used to enforce every \nminor regulation, whether the community agrees with \nthe regulation or not, then the honor system will floun- \n\n\n\nder in my view. This is particularly true in the so \narea. ' =\u003e \n\nWhen I went to Agnes Scott in the sixties, the \nHonor System was used very broadly to enforce not \nonly the academic and personal values at the core of \nwhat we thought about ourselves and our community, \nbut the system was also used to enforce late time limits \nand all kinds of minor social regulations. Sometimes an \nentire community can't agree upon minor regulations of \nthat sort. That doesn't mean you shouldn't live by them, \nbut it means your system for enforcing them can be dif- \nferent. Your system for enforcing and living by the core \nvalues needs to be a system based on complete and \nunconditional trust of each other. \n\nParry: Did you have that sense of being surveilled on \nsome of those minor points when you were a student? \n\nToal: 1 think I had the sense of being a surveillor and a \nsurveillee because I served on the Judicial Council. At \nthat time, members of the Judicial Council struggled \nwith a great debate about our Honor System. The \ndebate focused on some of the social regulations, par- \nticularly those with respect to drinking alcohol or visit- \ning young men in their living quarters. \n\n\n\nPHOTOGRAPHY BY CAROLINE JOE \n\n\n\n\nIt was a very healthy debate, because \nout of it came the feeling on the part of the \nstudents, perhaps for the first time, that \nthey were real participants in developing \nthe community's shared system of values \nand the shared system of regulations under \nwhich they lived. 1 learned that a real and \nworkable honor system, functioning in a \ncommunity of shared values, is the bulwark \nof individual freedom. In my view, you have \nthe maximum individual freedom when you \nhave shared values enforced by a workable \nsystem of trust. You have the least individ- \nual liberty and freedom when you have an \nimposed system of communal regulations, \nwhich must be enforced by the \"mailed \nfist\", by surveillance. Surveillance is some- \ntimes necessary for the safety of society, \nbut the communities that work best to pro- \nmote maximum independence and individ- \nual liberty are, in my view, societies where \nthe ability to enforce agreed upon values \nby that system of trust is maintained. That's \nthe ultimate. \n\nOur system [at ASC] wasn't perfect, \nbut I saw a vision of perfect, the \nideal that we studied in the works of \nPlato and Aquinas. I saw their vision \nof the ideal as very perti- \nnent to what we \nwere \n\n\n\nattempting as a community to \ndevelop. I thought it remarkable for \na group of young people to prize so \nhighly the creation of a community \nbuilt on trust. I concluded that the \nbest system is not a system that is \nimposed by the broader college \nworthies, but rather a system that is \ncollaboratively developed by all \nmembers of the community, whether \nthey be the students, the faculty, or \nthe administration. \n\nParry: Do you have a favorite story which \nillustrates the importance of honor \nto oneself? \n\n\n\nToal: \n\n\n\nIn my profession, I see lawyers on a \ndaily basis who stand against the eas\u003e- \ntide of public opinion, judges who \nmake the hard decisions, and law\u003e'ers \nwho tell their clients \"no.\" Its very \neasy to facilitate unethical conduct, \nand lawyers are often asked \"how can \nI do what I want to do.\" To stand \nagainst the wishes of the client, to \nrule against the opinion of the major- \nity, and say \"these are the core values \nof our society and they translate into \nthis kind of conduct and they say no' \nto that kind of conduct.\" \n\nThat kind of approach, to me, is \nhonor in its purest form. Tlie ability \nto say, \"In order for the shared values \nthat you and I have agreed to for this \ncommunity to really be promoted, \nthis particular course of conduct, \nthough it's popular and easy, though \nsomeone may say its legal or its not \nclearly illegal, this conduct is not \nright, it does not promote integrity, \nmutual trust, civility and decency.\" \nThe popular media portravs our legal \nprofession in a negative light, partic- \nularly in the late 20th centur)- televi- \nsion and films. This negative charac- \nterization has become vcr\\ prevalent, \nand yet the profession I see ever\\day \nis a profession in which a deep sense \nof core values informs the coura- \ngeous stance that a lot of law^e^s \ntake. \n\nIf you think about it, the legal sys- \ntem in America is unique even \namong the democracies of the \nglobe. The notion that the law and \nour Constitution can be universal \nguidelines for conduct among all \n\n\n\nAmericans, as diverse as we are, is a \nremarkable national commitment. \nRespect for enforcing the dictates of \nthe Constitution by a legal system \nthat depends very heavily on public \nacceptance of the limitations the \nConstitution imposes is unique \namong the nations. Regulation in \nmost other countries is a bit more \ndictated, not collectively agreed \nupon. Self regulation is not valued, \neven in most democracies. It very \nmuch is in the United States. The \nsystem we have devised for enforcing \nour community values, our American \ncourt system, is very much depen- \ndent on the public's confidence for \nits vitality. That's why I worry some- \ntimes that a few high profile trials \nmight undermine the public confi- \ndence. The public sometimes sees \njurors who vote their ethnicity or \nvote their religious preferences or \ntheir biases and 1 think we as judges \nare very much responsible for this \noutcome. \n\nJudge [Lance] Ito [in the O. J. \nSimpson trial] is in my personal judi- \ncial hall of shame for letting the \nlawyers take over his courtroom. \nThose poor jurors, it's no wonder \nthey voted as the did. It took months \nto select them. They were asked the \nmost personal questions about their \nbeliefs, their backgrounds. The juror \nselection process gave them the mes- \nsage that the courtroom was not an \nobjective playing field in which you \nare supposed to follow the rules as \nthey are given to you and render a \nfair decision. Their selection was \nprogrammed toward picking juror \nadvocates. No wonder they felt \nthey were selected to vote their \nbiases and personal feelings about \nan issue. \n\nAnd yet, that is so contrary to the \nAmerican system of justice and to the \nidea that jurors are honor bound to \nput aside personal feelings and as 1 2 \npeople be objective and take the \nexplanation of the law as the judge \ngives it to them and render a fair \ndecision about controversies involv- \ning their own fellow citizens. That is \na uniquely American approach to \nenforcing our social compact with \neach other. \n\n\n\nParry: Do you think that the majority of \npeople as jurors carry that out? \n\nToal: Yes 1 do. That's why it worries me \n\nwhen the exceptions get all the head- \nlines. The Susan Smith case in South \nCarolina is a good example of a high \nprofile trial that worked. [Smith was \nconvicted of drowning her two chil- \ndren.] The death penalty was sought \nin her case. The case was intensely \ncovered and the jurors came from \none of the smallest counties in South \nCarolina. They set aside the high \ncommunity emotion about the situa- \ntion and rendered a verdict that they \nfelt was just, based on the evidence \nthey heard in that courtroom and \naccording to the law the judge in \nthat courtroom explained to them. \nTheir verdict was respected even by \nthose who disagreed. \n\n\n\nMy confidence that such a social compact can work, \nthat the majority can protect the rights of the individual \nis rooted in my experience as a student at Agnes Scott. \n\n\n\nWhen you have a country that is \ndiverse and celebrates and promotes \nits diversity, when that's its strength, \nas is the case with this country, the \ncompact that we have with each \nother becomes very fragile. We make \na social, spiritual and political com- \npact with each other. \n\nFrankly, my confidence that such a \nsocial compact can work, that the \nmajority can protect the rights of the \nindividual, is rooted in my experi- \nence as a student at Agnes Scott. I \nhave read about the good communi- \nty and the just society in philosophy \nbooks and Constitutional law classes, \nbut I think I first really felt, in a \npractical way, that a community \ncould operate like that at Agnes \nScott  even with all the imperfec- \ntions in the system that we had at \nthat time. \n\nPany: What is the relation of our sense of \npersonal honor to our obligation to \nothers? \n\nToal: I think a sense of personal honor is \n\n\n\n15_ \n\nMATTER OF HONOR \n\n\n\nthe very foundation of one's ability \nto have any kind of relationship of \nmeaning or value. Personal responsi- \nbility is the baseline of a successful \nrelationship with a stranger, a friend, \na family member, whether as a moth- \ner, as a wife, as a sister, as a law part- \nner, or as a fellow judge. I think any \nrelationship is very much informed \nby a sense of personal honor. \n\nParry: Let's talk about honesty then. \n\nToal: Honesty is the byproduct of a per- \nsonal code of conduct based on \nhonor. You're honest because of your \npersonal belief in honor, in self-con- \ntrol, in the importance of following a \nshared system of values observed \neven when the only person to whom \nyou answer is yourself. Your honesty, \nin those conditional terms, is the \nresult of that sense of personal \nhonor. \n\n\n\njrmiom when you have shared values \nI by a workable system \n\n\n\nParry: It would seem then to be harder to \nbe honest within a relationship that \nlacked honor? \n\nToal: I agree completely. You can't have a \nrelationship of importance, of can- \ndor, of decency and civility, of open- \nness with any other person, much \nless with a community of persons, \nunless that personal sense of honor \nand integrity is there. \n\nParry: in your experience on the bench, \nhow has the concept of honor, \nlearned at Agnes Scott, been rele- \nvant? \n\nToal; I think it has impacted my vision of \nwhat a working social compact \nmeans. I'm haunted by the paradigm \nof the honorable person operating \nwithin a framework of fair laws. 1 \nhave not only been in the position to \nenforce societys rules, but alsn to \nenact them. For I 3 years I was a \nstate legislator. In that role, I helped \n\n\n\nformulate the community's frame- \nwork of rules and regulations. A \nbelief that a community can fairly \narrive at and enforce a group of reg- \nulations based on shared values has \nreally been central to my lifes work. \nThat doesn't mean that you can only \nhave rules that are popular with \neveryone. For a community to exist \nin safety, for an ordered society to \nsurvive, those shared values have to \nbe enforced in a series of regulations \nthat have to seem fair and be fair. \n\nThe judging profession is a lot like \nthat; I not only have to be fair, my \nprocess has to appear to be fair to \nthe public. That doesn t mean the \npublic has to like what I decide or \nagree with what Im doing, but they \nhave to have a sense that there is a \nfairness about the process. \nFundamental to my reverence for the \nConstitution and our American legal \nsystem is my sense that it is, at its \ncore, fair. My Agnes Scott years \ntaught me to prize honor as the \nfoundation of a just, and therefore \nfair, society. \n\nParry: Over the years what changes have \nyou seen in the way people view \nhonor? \n\nToal: As our society has gotten more com- \nplex, the notion that there is individ- \nual freedom in a shared system of \norder, or community order, has \nbecome harder for people to accept. \nSometimes, it's a tough sell to con- \nvince modem Americans that a \nshared system of values is best pro- \nmoted by a system which prizes pro- \ntection of individual liberty. If we \nconducted a public referendum on \nwhether or not to adopt a prohibi- \ntion against the search and seizure of \na citizen's home without probable \ncause, the Fourth Amendment might \ngo out the window because we are \nso scared of people who violate the \nrules of society. ^X'e re fearful of vio- \nlence and therefore some of the \nbasic values of the Constitution  \nequal protection of the laws for all \nthe people^ due process, the right to \nremain silent, the requirement that \nthe government, if it accuses, must \nbear the burden of proving the accu- \n\n\n\nje \n\nA MATTER OF honor' \n\n\n\nsation  are unpopular in late 20th \ncentury America. Some Americans \nseriously believe that the Bill of \nRights is a collection of mere techni- \ncalities which protect only the worst \npredators in society. The truth is that \nif we ever abandon our \nConstitutional values, we'll turn our- \nselves over to those very thugs. Their \nviolence will be the only thing that \ndoes control. \n\nI'm more convinced every day that \nreal freedom, individually and as a \nsociety, is based on an ordered soci- \nety, where stability is achieved by \nenforcement of agreed upon values in \na fair way. I think we have gone \nthrough a period in this country \nwhen many citizens did not view \nhonor as the gateway to freedom as \nthey did in the past. I see that chang- \n\n\n\ning a lot; I think we've sorted \nthrough a lot of things in this coun- \ntry and have accepted a more diverse \nsociety. Our Constitution has talked \nabout opportunity for all people \nsince the Revolution, but it hasn't \nbeen until the late 20th century that \nwe really confronted what equal \nopportunity means in a truly strong \nand diverse society. \n\nToday, 1 believe we are moving \ntoward a collective national accep- \ntance of the responsibility to ensure \nequality of opportunity, a belief that \nour real national strength derives \nfrom equality of opportunity. And \nmost importantly, 1 think our people \nare moving back to the belief that \npersonal honor is the way to achieve \npersonal freedom, order, and liberty \nin a society of diverse people. \n\n\n\nJean Hoefer Toal '65 \n\n\n\nChief Justice-elect, Supreme Court of \nSouth Carolina, assumes this position, \nMarch 2000. \n\n Associate Justice, Supreme Court of South \nCarolina 1988-present. First and only woman \nto serve as a justice,- first native Columbian \nand first Roman Catholic to serve on South \nCarolina's highest court. \n\n Member, South Carolina House of Represen- \ntatives, 1975-88, Chair, House Rules Com- \nmittee, 1982-88; Chair, Constitutional Laws \nSubcommittee of the House Judiciary Com- \nmittee, 1977-88. First woman to chair a stand- \ning committee. \n\n- Floor led rules changes which modernized the \noperation of the House, eliminated the hli- \nbuster and shortened the legislative session. \n\n- Floor led legislation including restructuring of \nthe court system in South Carolina, reform of \nthe Public Service Commission, the State \nEthics Law, State Pornography Law, State \nProbate Code, Model Business Corporation \nAct and State Local Government Home Rule \nAct. \n\n Associate and partner in the firm of Belser, \nBaker, Ravenel, Toal \u0026 Bender, Columbia, \nS.C., 1970-88. \n\n Associate, Haynesworth, Perry, Bryant, Marion \n\u0026 Johnstone, Greenville, S.C., 1968-70. \nSignificant published cases tried: Peterkin v. \nPeterkin 1987,- Tall Tower Inc. and SCETV v. \nSouth Carolina Procurement Review Panel \n1987; Charleston Television Inc. v. S.C. \n\n\n\nBudget and Control Board 1988, 1990; \n\nCatawba Indian Tribe v. South Carolina 1986, \n\n1984, 1983; Able v. S.C. Public Service \n\nCommission 1986. \n\nMember, South Carolina Commission on \n\nContinuing Legal Education and \n\nSpecialization, 1992-present. \n\nChair, South Carolina Rhodes Scholar \n\nSelection Committee, 1994. \n\nChair, South Carolina Juvenile Justice Task \n\nForce, 1992-94. \n\nParliamentarian, South Carolina State \n\nDemocratic Convention, 1970-88. \n\nCo-chair, South Carolina Jimmy Carter for \n\nPresident Committee, 1976. \n\nAffiliate, Richland County, South Carolina and \n\nAmerican bar associations. \n\nRecipient, Honorary Doctor of Law, The \n\nCitadel, 1999. \n\nRecipient, Honorary Doctor of Laws, \n\nColumbia College, 1992. \n\nRecipient, Honorary Doctor of Humane \n\nLetters, College of Charleston, 1990. \n\nRecipient, Agnes Scott College Outstanding \n\nAlumnae Award, 1991. \n\nRecipient, University of Notre Dame Award, \n\n1991. \n\nMember, Agnes Scott College Board of \n\nTrustees, 1996-present. \n\nRecipient, Juris Doctorate, University of South \n\nCarolina, 1968. \n\nRecipient, Bachelor of Arts, Agnes Scott \n\nCollege, 1965, Phi Beta Kappa. \n\n\n\n\nRICHARD PARRY, \nCallaway Professor of \nPhilosophy, is an authority \non the subject of Plato's \nmoral theory, exploring It \nextensively in his book. \nCraft of Justice, published by \nState University of New York \nPress In 1996. He has also \nwritten about the ethics of \nphysician-assisted suicide, \nthe death penalty, war and \nnuclear deterrence. \n\n\n\n\n]7_ \n\nA MATTER OF HONOR \n\n\n\n\nFLECTIONS ON \n\n\n\nGood-byes arc often bitter- \nsweet. The Wallace M. \nAlston Campus Center, \nwhich opened as the \nGeorge Bucher Scott \nGymnasium and Frances Winship Walters \nAnnex in 1925, has formally moved into \nthe annals of Agnes Scott history. \nThe 75-year-old Collegiate Gothic \n\n\n\n\nPhotos by \nMarilyn Suriani \n\n\n\nbuilding was razed this summer to make \nway for the state-of-the-art Alston Campus \nCenter, designed hv PcrPv' Dean Rogers \nwith architects-of-record Thompson, \nVcntulett, Stainback Associates of Atlanta. \nAlthough the bricks and mortar of the \nrugged old structure are gone, fond recol- \nleclHins ol the da\\s an^\\ nights spent there \nwill leniaiii in the nieinoiies ol the hun- \ndreds ol women who passed through its \nivy-covered entrance Stories of midnight \nswims by faculty members have made iheir \nway into Alston legend, as have the numer- \nous larger-than-life Black Cat skits per- \nloriiied there each (\\tobei until the the- \natrics moved to Gaines C liapel \n\n\n\nAGNUS SCOTT COLLEGK  FAU i \n\n\n\n\nALSTON CENTER \n\n\n\nFROM AGNES SCOH PHOTO ARCHtVE \n\n\n\n\ns   w \n\n\n\n^ ttAm* . JP \n\n\n\n''- M:'/y^ \n\n\n\n\n\u003e\u003c^.\u003c-^ \n\n\n\n\n20 \n\n\n\nAGNUS SCOTT COLLEGE  FALL . \n\n\n\n\nThe new Alston \nCampus Center will \nprovide, among other \nthings, space for campus \nevents and numerous student \nservices such as Career \nPlanning; a cybercafe and \ntechnology commons,- and a \nbusiness center and lounge \nfor commuter students, fund- \ned in part by a gift from \nPatricia Collins Buder '28. \nThere's every hope and \nexpectation that the new \nAlston will become, as Vice \nPresident for Student Life \nand Community Relations \nCue Hudson '68 says, \"the \nheartbeat of the campus.\" \n\n\n\nKay Manuel, retired physical education \nprofessor, remembers Alston Center in \nits heyday when swim classes were so \nfull that students had to swim their laps across \nthe width of the pool rather than the length. \nShe also recalls a few times when the ivy that \nascended the exterior walls took on a life of its \nown. \"Sometimes the beautiful ivy covered a lit- \ntle bit too much,\" she \nsays, noting the days \nwhen vigorous pruning \naround the windows was \nin order, just \"so we \ncould see outside,\" \n\n\n\nHaving served in numerous capacities \nfor more than seven decades, Alston \nCenter took on added roles when it \nwas converted into a student center in 1988. Its \nmultiple spaces and annex building served as \nthe Martha Kessler Dance Studios, the Mary \nWest Thatcher Chapel, Student Activities \noffice, snack bar, student organization meeting \nspace, faculty commons, collaborative learning \ncenter, post office and last spring, while Evans \nwas being renovated, as a dining hall. \n\n\n\n\nCHRIS TIEGREEN PHOTO \n\n\n\n\n2j_ \n\nREFLECTIONS ON ALSTON CENTER \n\n\n\nWith wit, charm and \n\ngrace, newswomayi \n\nLinda Ellnbee inaui]u- \n\nrates the Bonnie Brown \n\nJohnson Lectureship \n\nwith a tone and message \n\nthat provides a fitting \n\nmemorial to the new \n\nprogram's namesake. \n\n\n\nTHE JOHNSON^ \nLECTURESHIP \n\n\n\nBy Tish Young McCutchen '73 \n\nPhotographs by Caroline Joe \n\n\n\n'^r \"W \"W \"JThen television producer \n^ % X / and journalist Linda \n^ jf / Ellerbee strode onto the \n^/%/ stage in Gaines Chapel \n T last November to inaugu- \n\nrate the Bonnie Brown Johnson Women's \nHealth Lectureship, she delivered what the \nlecture planning committee expected. With \nwry humor, she talked about being a sun'ivor \nof breast cancer She set exactly the right \ntone  matter-of-tact, blunt, pragmatic, posi- \ntive  for subsequent events that would fol- \nlow: discussion by a panel of men and \nwomen personally affected by breast cancer \nand a medical panel ot experts in breast can- \ncer care and research. \n\nlust as Bonnie Johnson 7() did duruig her \nliletime, the Bonnie Brown Johnson Women s \nHealth Lectureship will connect Agnes Scott \nCollege to its constituencies in manv differ- \nent ways. \"Science education is one ot the \nkeystones of the College's strategic plan and \nthe leitureship will be an integral part ol sci- \n\n\n\nence education for our students.\" says Adelia \nP Thompson, assistant vice president for \nDevelopment, who was hired by Johnson \nwhen Johnson was Agnes Scotts vice presi- \ndent for Development and Public Affairs \n\n\"Bonnie had long telt that developing an \nexpertise in women s health issues was a role \nthat Agnes Scott should take on as part of its \neducational focus. And she saw this as a ben- \nefit not just for students but tor the Decatur \nand Atlanta communities for alumnae facul- \nty and staff In other words for all the con- \nstituencies of the College \" \n\n\"We thought the lectureships should be \nlar reaching in scope addressing a wide array \not issues of women's health and well being ' \nsaid Sandra Bowdcn the Charles A Dana \nProfessor ot Biology who was among the \nplanners of the event \"It was important for \nthe first lecture to focus on breast cancer but \nwe felt Kiture lectures could address a num- \nber ot issues We hoped that this first lecture \nwould infomi and help those who have been \n\n\n\n^2 \n\nACNES SCOTT COLLIiCE  FALL c \n\n\n\naffected by breast cancer or who have loved \nones affected by the disease. We also felt it \nimportant to tie the events to the learning \nexperience so we made sure to include com- \nponents of education, prevention, diagnosis \nand treatment, and prognosis.\" \n\nThe genesis of the lectureship provided an \nunexpected connection among many alum- \nnae. Along with a solicitation for funds, the \nCollege sent out a solicitation for survivor \nstories  information from and about alumnae \nwho themselves had confronted breast can- \ncer. \"We had wonderful contacts with alum- \nnae,\" says Betty Derrick '68, special assistant \nto the vice president for Student Life and \nCommunity Relations, and a key organizer of \nthe event. \"Alum after alum wrote, or called, \nor e-mailed, and said how glad she was that \nthe College was paying attention to such an \nimportant, life-changing experience. They \nwere more than willing to share their experi- \nences in any way they could.\" \n\nThompson sees the lectureship as an \nexample of development at its best. \"The \nwhole purpose of the Office of Development \nis to connect people  their hopes and \ndreams  with the hopes and dreams of the \nCollege,\" she says. \"This lectureship is the \nresult of a woman of vision who made that \nvision known to people who loved her and \nwho could make the vision come true.\" \n\nDiscussions of the lectureship became a \nglimmer of hope for Johnson when she was \nstruggling with leukemia that eventually \nproved fatal. Cue Hudson '68, vice president \nfor Student Life and Community Relations, \nrecalls their earliest conversation on the \nsubject. \n\nIn a familiar booth at El Toro, a venerable \nMexican eatery near Agnes Scott and Emory, \nold friends Hudson and Johnson shared \nchips, chili con cjueso and a dream they both \nhad of a new Agnes Scott-sponsored program \nthat would spotlight women's health issues. \n\n\"By 1996, we knew that for Bonnie we \nwere fighting against time,\" remembers \nHudson. \"Bonnie and 1 had been talking for \nyears about the great potential Agnes Scott \nhad to make a significant contribution, to \nboth students and the community, in the area \nof women's health. \n\n\"We wanted a program that included a \nreally top-flight speaker, plus a first-rate med- \nical panel. We wanted to draw people in, \nthen give them absolutely the latest and best \ninformation we could. \n\n\"1 guess we were both frustrated doctors. \nWhat we both had gone through in our per- \n\n\n\nsonal lives heightened our interest in medi- \ncine, and made us both aware of how impor- \ntant it is to provide information on health \nissues.\" One of Hudson's sons has dealt with \nmultiple medical challenges,- Johnson had \nstruggled with Crohn's disease and, later, \nbreast cancer Despite her fragile health, \nsince graduating from college Johnson had \nserved Agnes Scott as an admissions coun- \nselor and director of Financial Aid before \nbecoming the College's first woman vice \npresident for Development and Public \nAffairs. She was also director of special gifts \nat Georgia Tech and the Emory medical \nschool's chief development officer. \n\nOver many lunches, as Johnson veered \nbetween precarious health and trips to the \nhospital, the two women mapped out their \nplan. Johnson would be the fund-raiser,- \nHudson would put together the program. \nTogether, they would be quite a team. \n\nAs 1996 ended, Johnson learned not only \nthat her breast cancer had recurred,- but also \nthat, possibly as a result of the ensuing \nchemotherapy, she had developed leukemia. \nA bone marrow transplant in early 1997 was \nunsuccessful. Still, she and Hudson contin- \nued their conversations about a women's \nhealth series. \n\n\"It gave us something positive to talk \nabout given the tragedy of the situation,\" \nsays Hudson. \"Bonnie would say, 'This is \nwhat I'm getting well for.' And we would \nagree that she definitely needed to get well \nso that she could get the money raised  we \nboth knew that was something I'd never done \nin my life.\" \n\nBonnie Brown Johnson died in April 1997. \nHudson had to learn how to be a fund-raiser \nafter all. \n\nAgnes Scott College shared with \nJohnson's husband, Dave, a determination to \nhonor this remarkable alumna in a way that \nwould commemorate both her strong interest \nin medicine and her indomitable spirit. \nHudson worked with the College's develop- \nment staff, including Thompson and Director \nof Major Gifts Andrea Swilley '90, to deter- \nmine how best to channel the outpouring of \nmemorial gifts from alumnae, friends, family \nand professional colleagues of Bonnie. Dave \nJohnson provided the seed money. As a result \nof this collaboration, the Bonnie Brown \nJohnson Women's Health Lectureship Fund \ntopped $100,000 within a few months. \n\n\"This was Bonnie's dream  to make sure \nthat young women's education at Agnes Scott \nincluded the very best knowledge about con- \n\n\n\n\nBONNIE BROWN JOHNSON '70 \nserved as the first woman vice \npresident of Development and Public \nAffairs at Agnes Scott. She also \nserved the development community \nat Georgia Tech, and until the time \nof her death from leukemia in April \n1997, at Emory University. \n\n\n\n23_ \n\nJOHNSON LEADERSHIP \n\n\n\n\nLinda Ellerbee (right) tall(s to sem- \ninar attendees after her speech. \n\n^^Linda Elkrhee exem- \nplified so numy oj the \n(Qualities that Bonnie \nJohnson admired, and \nmany ihat Bonnie \nexhibited. Ellerbee has \n()one down an indepen- \ndent path and created \nthinijs that people said \nwouldn't work. Her \nstandards oj excellence \nand professionalism \ncertainly mirror what \nBonnie stood for.\" \n\n\n\n\nDuring the lectureship events, a medical panel shared the latest information on breast cancer and treatment \n\n\n\nditions and diseases thai primarily affect \nwomen,\" says Derrick, who, with a planning \ncommittee of faculty, staff and alumnae, took \non the challenge of making Johnson's vision a \nreality, \n\n\"Linda Ellerbee exemplified so many of \nthe qualities that Bonnie admired, and many \nthat Bonnie exhibited,\" says Derrick. \"Eller- \nbee has gone down an independent path and \ncreated things that people said wouldn't \nwork. Her standards of excellence and pro- \nfessionalism certainly mirror what Bonnie \nstood for.\" \n\n\"Bonnie was a woman who wanted to \nmake the world better. There are many \nAgnes Scott women just like that  creative \nand visionary women who have wonderful \n\n\n\nhopes and dreams. ^X'ed love to talk about \ntheir ideas, to see if they link up with the pri- \norities of the College \" notes Thompson \n\nWith the lectureship successfully \nlaunched its future is under discussion. ViTiat \nshould it address next? Depression and men- \ntal health\" Lupus\" Osteoporosis or arthritis? \nMenopause and the reproductive s\\'stem7 \nHow often should it be held: Annually? \nEvery rwo years? What format should it take? \nThere are many questions on the table but \none thing on which everv'one concerned \nagrees: \"We will do it as often as we can do it \nexactly right,\" says Thompson \"That was \nBonnies way, and that is Mar\\' Brown \nBullock's way. For Agnes Scott, that is the \n\n\n\nSurvivor's List \n\n\nA Partial List of Agnes Scott College Alumnae Breast Cancer Survivors \n\n\nHarriett Graves-Beckly '76, Vero Beach, Fla. \n\n\nDorothy Travis Joyner '41, Decatur, Ga. \n\n\nElizabeth Bean Burrell '74. Spartanburg, S.C. \n\n\nMarilyn Breen Kelley '66, Norman, Okla. \n\n\nAnne McWhorter Butler '58, St. Louis, Mo. \n\n\nLorton Lee Lewis '49, Gainesville, Ra. \n\n\nAyse llgaz Garden '66, Tucker, Ga. \n\n\nAnne Elcan Mann '48, Lake Park, Ga. \n\n\nBlaine Garrison Cooper '66, Camming, Ga. \n\n\nMollie Merrick '57, Decatur, Ga. \n\n\nAnne Foster Curtis '6/f, Chattanooga, Tenn. \n\n\nHarriet Higgins Miller '61, Atlanta, Ga. \n\n\nJulie Johnson Danner '86, Kennesaw, Ga. \n\n\njan Reming Nye '59, Parker, Colo. \n\n\nLeland Draper '63, Avondale Estates, Ga. \n\n\nCheryl Winegar Mullins '63, Atlanta, Ga. \n\n\nBarbara Martin Dudley '86, Atlanta, Ga. \n\n\nJoyce Munger Osbom '54. Erie, Pa. \n\n\nFrances Bailey Graves '63, Atlanta, Ga. \n\n\nChristina Yates Parr '47, Columbia, S.C. \n\n\nVirginia Corry Harrell '53, lacksonville, Fla. \n\n\nJane Norman Scott '60, Culpeper, Va. \n\n\nMuriel Gear Hart '52, Hendersonville, N.C. \n\n\nMargaret Shirley '81. Tucker, Ga. \n\n\nEmily Tyler Harton '65, Thomaston, Ga. \n\n\nSusan Gamble Smathers '75, lacksonville. \n\n\nJanice Lynne Henry '61, New York, N.Y. \n\n\nFla. \n\n\nJulia Slack Hunter '45, Atlanta, Ga. \n\n\nMay Day Folk Taylor '66, Chevy Case, Md. \n\n\nJayde Daniel Joseph '90, Lawrenceville, Ga. \n\n\nCaroline Gray Truslow '41, Reidsville, N.C. \n\n\n\n24 \n\nAGNES SCOTT COLLUCIi  FAU. . \n\n\n\nBLACKFRIARS \n\nAN 85TH ANNIVERSARY CELEBRATION \n\n\n\nAllies Scott's theatre troupe, \nBlackfriars, the oldest continuously \nperforming group in Atlanta, traces \nits origin to 19 i 5 when an enthusi- \nastic huddle oj thespians was shaped \nand directed by the able Frances Gooch. Gooch \npassed the theatrical torch to Roberta Winter, a \nformidable dramatist whose presence continues to be \nfelt each time we enter the Winter Theatre of Dana \n\n\n\nFine Arts. From Winter to Jack Brooking, the \ntorch passed, with Brookings vision and the studi \nperformers' energy sustaining Blackfriars. \n\nIn marking the 85th anniversary of \nBlackfriars, ACNES ScOTT AlUMNAE \nMagazine invited the current chair of the \nDepartment of Theatre and Dance, Dudley \nSanders, to address the relevance of theater in \ntoday's video and movie-driven society. \n\n\n\n\n\nTheatre is our most \ndemocratic oj the \nperforming arts. Two \npeople and $20 will \nget you \"The Zoo \nStory\" on a park \nbench. Theatre makes \nartists ejus all. \n\nBy Dudley Sanders \n\n\n\n25 \n\nBLACKFRIARS a5TH ANNIVERSARY \n\n\n\n\nRaising the lights. \n\n\n\nIj it did happen, then \nthe performer's name \nwas Thespis, and he \nis credited with being \nthe very first actor \n\n\n\nPicture this: Mediterranean sun beat- \ning down on the south slope of the \nAcropolis, the sea a hazy blue in \nthe distance, a March wind whip- \nping at the hem of your chiton and \nthe chitons of several thousand of your fel- \nlow citizens. Below you, in a circular space \ncarved out of the hillside, a chorus of 50 men \nchant sonorously and dance in intricate, \ninterlocking steps like a \nBusby Berkeley musical, \nonly with masks and reli- \ngious content, since the \nhymn, or dithyramb, is \nintended to honor \nDionysus, god of fertility \nand progenitor of the \nsacred grape. And so they \nsing, 50 voices strong, \n\"Dionysus, he's our man, \nif he can't bring wine, no \none can.\" Or words to that effect. \n\nThe year is 534 BC, and, unbeknownst to \nyou, theatre is about to be invented. \n\nNow dithyrambs are fine. Zeus knows you \nlike dithyrambs as much as the next \nAthenian. In fact, you and your friends and \n\n\n\n\nneighbors have gathered together this after- \nnoon for the sole purpose of hearing dithy- \nrambs. \"Dionysus did this. Dionysus did that. \n. \" So you are understandably astonished \nwhen one of the performers steps out of the \nchorus, lifts his masked chin, and says, \"I am \nDionysus, and I want everyone to drink up:' \n\nNX'hoa. . . You're a little shaken. Did he \n)ust say he was Dionysus? You turn to your \n\nnearest spectator for con- \nfirmation, and he nods, \nnudges you in the ribs \nand says, \"Hey, this is \nnew.\" New indeed. \n\nDid any of this \nactually happen? \nProbably not But if it did \nippen, then the per- \ni^mers name was \nI hespis. and he is credit- \ned with being the ver\u003e' \nfirst actor the first performer to impersonate \na character, the first to take the depiction of \na protagonist's exploits from a third-person \nrecounting of past events to a physical imita- \ntion set in the perpetual now of the drama \nAnd for a too brief moment vou were in the \n\n\n\nPlay List \n\n\n\n\n1915 THE KLEPTOMANIAC \n\n1916 A AfllDSUMMER NIGHrS DREAM \nDEAD ERNEST \n\nTHE OXFORD AFFAIR \n\n1917 CUPID'S PARTNER \nENDYMION \n\nPHILOSOPHY VS. CUPID \nTHE BRACELET \n\n1918 BREEZY POINT \nMUCH ADO ABOUT NOTHING \n\n1919 RISE UP )ENNIE SMITH \n\nWHERE DREAMS COME TRUE \nTHE NARROW PATH OF GOOD \nENGLISH \nWOULD YOU BREAK A PROMISE? \nTWELFTH NIGHT \nTHE SIX WHO PASS \n\nWHILE THE LENTILS BOIL \n\n1920 IF I WERE KING \nAS YOU LIKE IT \nTHEUDIESOF \nCRANFORD \nTHE GREEN MOTH \nTHREE DEAR \nFRIENDS \n\n1931 OUR AUNT \nFROM \nCALIFORNIA \n\n\n\nSOCIETY MANNERS \n\n(TWO RUNS) \nEVERYBODrS HUSBAND \nTHREE PILLS IN A BOTTLE \nPRUNELU \n\nTHE RISING OF THE MOON \nTHEOLDPEABODYPEW \n\n1922 MISS MARIA \n\nSURPRESSED DESIRES \nTHE MAN WHO MARRIED A \n\nDUMB WIFE \nBEHIND A WAHEAUPiaURE \nTHE WILL 0' THE WISP \n\n\n\n\nSIR DAVID WEARS A CROWN \n\n1923 FOR DISTINGUISHED SERVICE \nTHE CHINA PIG \nLIMA BEANS \nA MIDSUMMER NIGHrS \n\nDREAM \n\n(SELEQIONS) \nTHE RECOMPENSE \nTWELVE GOOD MEN AND TRUE \nLIMA BEANS \nTHE WONDER HAT \nTHE RESCUE \n\n\n\nFOURTEEN \n\n192 LITTLE WOMEN \n\nTHE BEADED BUCKLE \nA MIDSUMMER NIGHrS \n\nDREAM \nNEIGHBORS \nTHE ROMANCERS \nlOINT OWNERS IN SPAIN \nCONFLia \n\n1925 THURSDAY EVENING \nTHE BEADED BUCKLE \nFOLLWERS \nNEVERTHELESS \nWILL 0' THE WISP \nDADDY LONGLEGS \n\n1926 THE CHARM OF THE \n\nHAWTHORNE \nTHE DARNED DRESS \nAUNTTENNIE \nVALUES \nTWEEDLES \nANNE OF GREEN GABLES \n\n1927 TRUMPETS \nBLACK MOUNTAIN \nTIN KEY TOYS \n\nBISHOP WHIPPLE'S MEMORIAL \nAS YOU LIKE IT \nFIGUREHEADS \nTRYSTING PUCE \nTHE PURPLE DREAM \n\n1928 VICE VERSA \n\nKimr SEE IT THROUGH \nHERO WORSHIP (TWO RUNS) \n\n\n\npresence of the living god. \n\nFast forward 2,500 years: Georgia sun \nbeating down on a split-level ranch in \nDunwoody, the Mall of Georgia a distant \nrumor, the air conditioner purring. And \nyou've just returned from Blockbuster with a \nbag of microwave popcorn and a guaranteed- \nto-be-there copy of Titanic. You pop the tape \nin the VCR, settle back on the sofa, and not \neven the pedestrian love triangle keeps you \nfrom being wholly absorbed in the tragedy \nof the doomed ship. As the grim story \nunfolds, it's not hard to imagine the camera \nhas somehow miraculously recorded the \nevents of that night, so realistic are \nthe images that have been captured \non film. \n\nIf you really wanted to be \nwowed, witness The Phantom \nMenace at the local multiplex \ntheatre, with scenes that seem no \nless real, despite the fact that \nthey could never have taken \nplace, and existed for the most \npart as bits and bytes inside a \ncomputer before their eventual \ntransfer to celluloid. The man in \n\n\n\nthe Dionysus mask seems a little less com- \npelling. \n\nOr does he? \n\nCertainly film and video are able to pro- \nvide a multiplicity of images with which the \ntheatre can never hope to compete. They \ncan take us to the tip of Everest, the Battle of \nAgincourt or the deck of the Starship \nEnterprise  indeed, all manner of places that \nare nigh impossible to get to, no longer exist, \nor never did  and depict them all in the kind \nof exquisite detail that only a production \nbudget in the millions can permit. \n\nTo add flash to the fire, film and video \ncan shift from one image to another with the \nflick of an editor's knife. We can watch most \nof the Normandy invasion zip by onscreen \nn the time it takes a single scenic wagon \nto rumble onstage. And realistic? While \nAgincourt is on the table, compare \nKenneth Branagh's stage version \nof Henry V, Act I  some verse, \n10 guys marching across stage \nwith banners, a little sword- \nplay  with the film ver- \nsion  some verse, 600 \narmored knights on \n\n\n\n\nPINK AND PATCHES \n\nDUST OF THE MINES \n\nPINK AND PATCHES \n\nHERO WORSHIP \n\nTHE TAMING OF THE SHREW \n\nGRANDMA PULLS THE STRING \n\nEVER YOUNG \n\nTHE WILLO' THE WISP \n\n1929 FAR AWAY PRINCESS \nCINDERELLA MARRIED \n\nSAVED \nTHE GRATE \n\nONCE IN A BLUE MOON \nACHILLES' HEEL \nEXPRESSING WILLIE \n\n1930 WISDOM TEETH \nCABILDO \nGYPSY \nSOUTHERN UNLIMITED \n\n\n\n\n\nRUSSIAN ANTIQUES \nME AND GALAHAD \nALL IN A DAY'S WASH \nTHE WREN \nWHAT THEY THINK \nNO GOOD \n\nTHINKING MAKES IT SO \nTHE IVORY DOOR \n\n\n\n1931 LIHLE WOMEN \nOP-O'-ME-THUMB \nLOVE IS LIKE THAT \nMEN FOLK \nIN LOVE WITH LOVE \nTHE KING'S FOOL \nAT THE \n\nWEDDING \n\nREHEARSAL \nA POUND OF \nFLESH \n\n1932 PYGMALION \nLORENA \nNINE 'TIL SIX \n\n1933 QUALITY \nSTREET \n(TWO RUNS) \nHAY FEVER \n\n1934 THE LADIES OF CRANFORD \nONCE THERE WAS A PRINCESS \nHER HUSBAND'S WIFE \n\nYOU NEVER CAN TELL \n\n1935 CRAIG'S WIFE \nCHOEPHOROE \n\nMR. PIM PASSES BY \n\n1936 BRIDAL CHORUS \nPLAYING THE GAME \nDOUBLE DOOR \n\n1937 SPRING DANCE \nMOOR BORN \nMRS. MOONLIGHT \n\n1938 PYGMALION \n\nTHE TROjAN WOMEN \n\n\n\nSTAGE DOOR \n)UST WOMEN \nHOW HE LIED TO HER HUSBAND \n\n1939 DREAM OF AN AUGUST NIGHT \nTHE GREEN VINE \nSEVEN SISTERS \nA WOMAN OF JUDGMENT \n\n1940 I'LL LEAVE IT TO YOU \n(TWO RUNS) \n\nEPISODES IN THE LIFE OF \nLUCY STONE \n\n1941 BRIEF MUSIC \nTHE DISTAFF SIDE \nLADIES IN WAITING \n\n1942 DEAR BRUTUS \nHEARTS \nLEHERS TO LUCERNE \n\n1943 TIME FOR ROMANCE \n\nSHUBERT ALLEY \n\n1944 REHEARSAL \n\nWOMEN WHO WAIT \nQUEEN OF FRANCE \nTHE CRADLE SONG \nSPIDER ISLAND \n\n1945 AS YOU LIKE IT (SCENES) \nROMEO AND JULIET (SCENES) \nTWELFTH NIGHT (SCENES) \nWILLO' THE WISP \n\nBE SEATED \n\nTHE PRINCE WHO WAS A PIPER \nFEAST OF THE HOLY INNOCENTS \nPRIDE AND PREJUDICE \n\n\n\nCertainly jilm and video \nare able to provide a \nmultiplicity oj images \nwith which the theatre \ncan never hope to com- \npete. Yet can the projec- \ntion ojjilm compare with \nthe jlesh-and-hlood \nintimacy oj live theater? \n\n\n\nT7_ \n\nBLACKFRIARS 85TH ANNIVERSARY \n\n\n\n\nEastern and western \nperspectives emerge \nin costuming as well \nas play content. \n\n\n\nhorseback galloping through a field of muck \nwhile tens of thousands of arrows ram down \nupon them, bloody corpses littering the ter- \nrain. Surely poor Thespis doesn't stand a \nchance. \n\nExcept for one thing. Hes really there. \nAnd he's there just for you. Film is only shad- \nows on a wall, video a stream of electrons in \na cathode ray tube. But Thespis is flesh and \nblood and bone. When you watch the image \nof Leonardo DiCaprio go down with the \nimage of the ship, the Leonardo is off some- \nwhere in Palm Springs and what passed for \nthe ship is divided between a scrap heap in \nMexico, a model shop at Industrial Light and \nMagic, and a very large computer file (while \nthe real ship still sits at the bottom of the \nAtlantic). But when you watch Thespis, you \nand he occupy the same space, you breathe \nhis air, you share his inescapable humanity. \n\nWhatever their visual or narrative \ndynamism, even at their best, film and video \nremain essentially passive entertainment. At \ntheir worst, their saturation of image and \nsound generates a measure of numbness in \ntheir viewers, and the filmmakers' impulse to \nratchet up the asteroids, the car crashes and \n\n\n\nthe villains- who- won't-stay-dead-at-the-end \nonly adds to the hollowness of he experi- \nence. Even our language makes it clear: we \n\"veg \" out in front of the TV, we turn into \n'couch potatoes \" \n\nBut there are no theatre potatoes. You \nenter the world of the play as a panicipant, \nnot just as a spectator. Each performance \nbecomes a confrontation, demanding your \nattention, your commitment, and your pas- \nsion for it to succeed. Your response feeds \nthe actors work, gives it life and shape and \nmakes it possible. Without you in front of \nthe film screen or television set, moving pic- \ntures roll implacably onward, ignorant of and \nindifferent to your absence. But without you \nIn the theatre, Thespis is only in rehearsal. \n\nSpeaking of which, who is this Thespis \nanyway? Figuratively speaking, he is you. \nOur emotional Identification with the pro- \ntagonist is one of dramas most profound \nstrengths  we become Hamlet, we become \nAntigone But literally speaking he can be \nyou, too. \n\nConsider for a moment the resources it \ntakes to make a film Production budgets rou- \n\n\n\n1946 HOTEL UNIVERSE \n\nLADY WINDERMERE'S FAN \n\n19^7 KIND LADY \n\n\n\nBLITHE SPIRIT (SCENES) \nCYRANO DE BERGERAC (SCENES) \nOUR TOWN (SCENES) \n\n\n\n\n\nPULLIVIAN-CAR HIAWATHA \n\n\n\n\n1957 CHALK GARDEN \n\n\n\n\nFASHION OF LIFE IN NEW YORK \n\n\nTHE WORLD WE LIVE IN \n\n\n1948 \n\n\nTHE GREAT DARK \nTROIAN WOMEN \n\n\n\n\n\n\n1958 THE TEMPEST \nTHE ENCHANTED \n\n\n\n\nOUR HEARTS WERE YOUNG \nAND GAY \n\n\n\n\n1959 TRIFLES \n , ^ SOMETHING \n\n\n1949 \n\n\nNO WAY OUT \nEASTWARD IN EDEN \n\n\n/\\C/UCS SCCTtI UNSPOKEN \nBMCKfflr/DcT ARIA DA CAPO \n\n\n1950 \n\n\nPYGMALION \nLADIES OF THE lURY \n\n\nK \n\n\n^\"'\"sfvJS HAPPY lOURNEY \nI \\ |=- THE HEIRESS \n\n\n1951 \n\n\nHEARTBREAK HOUSE f \nTHE SERVANT IN THE \nHOUSE \n\n\n\n\n^fM \n\n\n/j__ i960 THE BIRTHDAY OF THE \n\nl^l INFANTA \n\nIzul ELECTRA \n\nIFl THE SKIN OF OUR TEETH \n\n\n1952 \n\n\n1 REMEMBER MAMA \nTAKE TWO FROM 1 \nONE L \n\n\n\n\nisl '9*\u003e'''HEILLUMINATIDE \n^ ' LIBRE \n\n\n1953 \n\n\nCHOEPHOROE \nTHE GRASS HARP \n\n\n\n\n\n\nUNCLE SAM'S CABIN \nREFUTATION OF AN \n\n\n1954 \n\n\nMOOR BORN \n\nFAMILY PORTRAIT \n\nSCENES FROM SHAKESPEARE \n\n\n\n\nOLD THEME \nSOMETHING THAT LASTS \nTHE HOUSE OF BERNARDA \n\n\n\n\nTHE SKIN OF OUR TEETH \n\n\n\n\n\n\n\n\n1955 \n1956 \n\n\nTWELFTH NIGHT \nANTIGONE \n\nTHE WOULD-BE GENTLEMAN \n\n\n\n\n1962 RING ROUND THE \nMOON \nTHE BALD SOPRANO \nTHE MEASURES TAKEN \n\n\n\nPYGMALION (SCENES) \n\nTHE GUSS MENAGERIE \n\n(SCENES) \n\nTHE TAMING OF THE SHREW \n\n(SCENES) \n\n\n\nEVERYMAN \n\nTHE CREATION OF \n\nTHE HEAVENLY BEINGS AND \nTHE FALL OF LUCIFER \n\nTHE CREATION OF MAN \n\nTHE GARDEN OF EDEN \n\nTHE FALL OF MAN \n\n1961, BLITHE SPIRIT \nROYAL GAMBIT \n\n196; MAIOR BARBARA \n\nTHE LOVE OF DON PERLIMPUN \nAND BELISA IN THE GARDEN \nMASKS OF ANGELS \n\n1966 THERE'S SOME MILK IN THE \n\nICEBOX \n\nURFAUST \n\nTHE LIFE AND DEATH OF \n\nTOM THUMB THE GREAT; OR \nTHE TRAGEDY OF TRAGEDIES \n\n1967 THE CHILDREN'S HOUR \n\n1968 THE MADWOMAN OF CHAILLOT \n\n1969 BECAUSE \n\nTHEIR \nHEARTS \nWERE \nPURE \n\n1970 THE CRUCIBLE \n\n1971 THE PRIME OF \n\nMISSIEAN \nBRODIE \n\n\n\n1963 THE GARDENER'S DOG \n\nTHE DARKNESS AND THE LIGHT \n\n\n\n^8 \n\nAGNES SCOTT COLLEGE  FAU. 1 \n\n\n\ntinely crest $50 million for studio releases, \nand Titanic and The Phantom Menace easily \nspent more than twice that. Even a low-bud- \nget wonder like The Blair Witch Project cost in \nthe neighborhood of $75,000, and while \nthat's bus fare by Hollywood standards, it's a \ngood deal more than most of us have in our \npockets. Watch the credits of a feature film \nor television show and you'll see an army of \ntrained artists and technicians roll by, all of \nthem necessary to the endeavor (with the \npossible exception of Mr. Willis' hairstylist). \nBut you and a friend can do The Zoo Story \nright now, and all it takes is a park bench, a \n\nrubber knife \n\nand a check \nmade out to \nEdward \nAlbee for \n\n\n\n\narts. Its history is made up of civic communi- \nties, religious orders, trade guilds, runaway \napprentices, college students  amateurs all  \ngathering together to craft drama from little \nmore than the proverbial two boards and a \npassion. And with that inclusion comes \npower  the power to engage, the power to \nmove, the power to transform Theatre \nmakes artists of us all. \n\nBlackfriars will begin its 85th season with \na production of Jean Anouilh's Antigone, a \ncontemporary re-telling of a story that was \nold when Thespis was young. The women in \nthe cast will all be Agnes Scott students, the \nmen members of the \ncommunity. For some of \nthem, perhaps, it will \nbe their first appear- \nance on a stage. \nAnother dozen stu- \ndents will serve as \ncrew. My colleague \nDavid Thompson will \ndirect, and 1 will \ndesign the set. And our \nbudget will be much less \nthan The Blair Witch Project. \n\n\n\nSUDDENLY LAST SUMMER \n\n1972 A MIDSUMMER \n\nNIGHFS \n\nDREAM \nFIRST \n\nIMPRESSIONS \nSKIN OF OUR \n\nTEETH \n\n1973 RIMERS OF \n\nELDRICH \n\nLADY FROM \n\nTHE SEA \n\n1974 BLITHE SPIRIT \nTHE GRASS HARP \n\n1975 EARNEST IN LOVE \nROPE DANCERS \n\n1976 HOUSE AT POOH CORNER \nTHE MILKTRAIN \n\nDOESN'T STOP HERE \nANYMORE \nRING 'ROUND \nTHE MOON \n\n1977 OPQRS \nTARTUFFE \nTHREE SISTERS \n\n1978 PUSS IN BOOTS \nPALPITATING PASSIONS \nLADYHOUSE BLUES \n\n1979 CINDERELLA \nBABES IN ARMS \nTROjAN WOMEN \n\n1980 ANNABELLE BROOM, THE \n\nUNHAPPY WITCH \n\n\n\n\nUNCOMMON WOMEN AND \n\nOTHERS \nAPPOINTMENT WITH DEATH \nA MIDSUMMER NIGHT'S DREAM \n\n19S1 TAKEN IN MARRIAGE \n\nA MIDSUMMER NIGHT'S DREAM \n\nSTEP ON A CRACK \n\nTHIS PROPERTY IS CONDEMNED \n\nTHE DIARY OF ADAM AND EVE \n\nDEAR LIAR \n\nYOU CAN'T TAKE IT WITH YOU \n\n1982 THEATRICAL POTPOURRI \nTHE CHALK GARDEN \nSALAMANDER TERMINAL \nLATE LATE ... COMPUTER DATE \nFEATURING FREDDY \n\n1983 ALADDIN \n\nTHECONGRESSWOMEN \nGODSPELL \nLUDLOW FAIR \nTO BURN A WITCH \nMAGGIE AND THE BIRD GO \nFISHING \n\n1984 WILEY AND THE HAIRY MAN \nTHE HOUSE OF BLUE LEAVES \nGEHING OUT \n\nTHE BALD PRIMA DONNA \nWHERE HAVE ALL THE \n\nLIGHTNING BUGS GONE? \nABRAHAM AND ISAAC \nTHE IMPORTANCE OF BEING \n\nEARNEST (GARDEN SCENE) \nDAUGHTER TO NUN \n\n(ADAPTATION OF RICH \n\nMAN, POOR MAN) \n\n\n\nOUT OF OUR FATHERS' HOUSE \nTHE SAINTS IN CAESAR'S \nHOUSEHOLD \n\n1985 WINNIE THE POOH \n\nALL THE WAY HOME \nTHE GOOD PERSON \n\nOF SZECHWAN \nCHINAMEN \nTHE WOMEN \n\nSCORNED \n\n1986 ANDROCLES AND THE LION \nBLITHE SPIRIT \n\nCRIMES OF THE HEART \nTHE GOLDEN FLEECE \nANTIC SPRING \nPLEASE, NO FLOWERS \n\n1987 THE INSEa COMEDY \nTHIRTEEN BELLS OF \n\nBOGLEWOOD \nTHE COMEDY OF ERRORS \nTHYMUS VULGARIS \nLILLIAN HELLMAN: \n\nPORTRAITS AND \n\nMEMENTOES \n\n1988 THE MARRIAGE OF BEHE AND \n\nBOO \nCINDERELLA \n\nOUT OF OUR FATHERS' HOUSE \nHOPSCOTCH \n\nAPPROACHING LAVENDER \nGRACELAND \n\n1989 THE DINING ROOM \nRUMPELSTILTSKIN \nTHE WAR BRIDES \n\nA DOLLHOUSE (AQ III) \n\n\n\n\nOver the years, Blackfrairs' \nplays have often called for \nelaborate costumes and sets. \n\n\n\nTheatre remains the most \ndemocratic and inclusive \noj the performing arts. \n\n\n\n29_ \n\nBLACKFRIARS 85TH ANNIVERSARY \n\n\n\nAuthor Remembers \nDays As A Blackfriar \n\nBy Terry Kay \n\nWhen I meet people from Agnes Scott College, \nI like to tell them, \"I used to be a Blackfriar\" \nTheir expression is smile-edged and polite, \nbut quizzical, I think they are expecting a slightly off- \ncolor follow-up \n\n\"It's true,\" I say. \"I did a number of plays there as an \nactor \" \n\nAnd 1 name some of them  The Glaa Menagerie, The \nCrucible, The Prime of Miss Jean Brodie. \n\nTheir expression relaxes. \n\nStill, I think many of them doubt me. \n\nIt was a very long time ago, yet it remains a joyful \nmemory. \n\nRoberta Winter was the director, a grand lady I \nremember thinking of her when I had the privilege of \nmeeting Jessica Tandy during the filming of my novel. To \nDance ti'ill' the White Dog. Same regal bearing. Same dignity. \nSame uncompromising respect for art \n\nDuring that period  the 1960s  I was the film and \ntheatre editor for The Atlanta Jouryial, and something of a \nnatural target for criticism from anyone associated with \ntheatre in Atlanta. \n\nRoberta Winter was not bothered by the potential for \nbooing from the audience, or the retaliatory heaving of \ntomatoes by disgruntled actors and directors who had \n\n\n\n\nbeen stained by the ink of my r\\'pewnter ribbon She \nknew that I loved the theatre, and that mattered \n\nIt is also wh\\' I enioyed working with the \nBlackfnars It uas not a club of silly young girls \npadding their college resumes with frivolity. It was a \ngathering of gifted young ladies discovering themselves \nthrough dedication and discipline and 1 feel honored \nto have worked with them. \n\nBeing a Blackfriar was my proudest experience in \ntheatre. \n\n Terry Kay. an awarii-wmnmg novtlisi aiui scrcatwnlcr. hcijan \nhis icnliii^ career iii (05P at a weekly neu^papcr m Decatur. Ga. \n\n\n\nTHE UND OF ENCHANTMENT \nIVIY CUP RANNETH OVER \n\n1990 BEAUTY AND THE BEAST \nSISTER MARY IGNATIUS \n\nEXPLAINS IT ALL FOR YOU \nANTIGONE \nLUDLOW FAIR \nTHIRDS. OAK \nMARGARET'S BED \nTHIS PROPERTY IS CONDEMNED \n\n1991 SONGOFGUENEVERE \nABINGDON SQUARE \nMS.TRIAL \n\nTHE EMPEROR'S NEW CLOTHES \nARIEL BRIGHT \nPENGUIN BLUES \nWOMEN ON WOMEN \n\n1992 COME BACK TO THE FIVE AND \n\nDIME )IMMY DEAN. IIMMY \nDEAN \nTHE ODD COUPLE \n\n\n\nALICE IN WONDERLAND \n\nA MARRIAGE PROPOSAL \n\nPATIO \n\nTHE STRONGER \n\nSUPPRESSED DESIRES \n\n1993 A RECONSTRUCTED \n\nVERSION OF SPOON RIVER \nANTHOLOGY \n\nPHAEDRA nSBSOorTiuB*! \n\nTHE DREAMNIBBLER 1 ^^ \n\n199Z, THE VISIT \n\nTHE SEARCH FOR \n\nSIGNS OF \n\nINTELLIGENT LIFE \n\nIN THE \n\nUNIVERSE \nAGNES OF GOD \nOVERTONES \nTHE NIGHTINGALE AND NOT \n\nTHE LARK \nOPEN WINDOW \n\n\n\n\n1995 RUMPLESTILTSKIN \nELEEMOSYNARY \nGRACEUND \n\nAMY BANKS DRYDEN'S ONE \nWOMAN SHOW \n\n1996 PARALLEL LIVES \nANDROCLES AND THE LION \n\nLOOSE KNIT PERFORMANCE ART \nEXTRAVAGANZA (INCLUDING \n\nTHE FIFTEEN-MINUTE \n\nHAMLETl \n\n1997 THE VIEW FROM HERE \n\nAMA AND THE WHITE CRANE \nTHE LEARNED LADIES \nPATIO \n\nSKETCHES OF THE \n\"DURANG'ED\" \nWHY WE HAVE A BODY \n\n1998 MAMA DRAMA \nCLOWNS' PUY \nVINEGAR TOM \n\n\n\nDEARBORN HEIGHTS \nTHE WINGED MAN \nCHICKS \n\nJ999 TOP GIRLS \n\nONCE UPON A BRUTEBEAST \nPORTRAIT OF MADONNA \nTHE MAGENTA SHIFT \nANTIGONE \n\nSOURCES: LEST WE FORGET. AN \nACCOUNT OF AGNES scon \nCOLLEGE BY WALTER EDWARD \nMCNAIR AND RECORDS FROM THE \nDEPARTMENT OF THEATRE AND \nDANCE. \n\n* Some perfor7r\u003eances are listed as by \nBlockfriars. some by faculty play- \ners; some plays were presented \non campus, others in homes and a \nfew in competitions nationally. \n\n\n\nJO \n\nACNES SCOTT COLLEGE  FALL . \n\n\n\nLIFESTYLE \n\n\n\nDiscovering Romanian children artists,- a wedding veil for all ages, a lover of words-, a \nlong and circuitous journey home, excerpts from an alumna-authored hook. \n\n\n\nROMANIAN \n\nARTISTS \n\nDISCOVERED \n\nSarah Davis Adams \n\nSarah Davis Adams '56 is \na family therapist living \nnear Los Angeles  far \nremoved from the Romanian \nchildren whose champion \nshe has become. Yet Adams \nhas established an educa- \ntional charity to sponsor \nstudy and travel for them in \nthis country  and keep \nthem awash in paint sup- \nplies back home. \n\nFifteen to 20 students, 9 \nto 1 7, and their art teacher, \nElena Stoica, traveled to \nAtlanta this summer to \nteach U.S. children at the \nWoodruff Arts Center for \ntwo weeks. The Atlanta trip \nwas headed by Randy and \nJamie Merrill and supported \nby their foundation, which \nis supported by U.S. sales of \nthe children's bright, fanciful \npaintings  plus donations \nSarah Davis Adams, left \n\n\n\nfrom foundations and busi- \nnesses. Last year, the group \nvisited Santa Fe, N.M., \nthrough the efforts of Sarah \nTucker Miller, class of 1950. \nBefore that, the group visit- \ned California for two sum- \nmers. Adams notes that \nanother ASC alumna, Judy \nBrown '56, \"has been surro- \ngate mom to the Romanian \nchildren,\" traveling with \nthem on the trips. \n\nAdams became involved \nwith the young artists when \nthey came to Los Angeles. \nA friend showed her 35 pic- \ntures the children had been \nunable to sell on their own. \n\n\"They were beautiful,\" \nAdams says. The work typi- \ncally has a fairy-tale or folk- \nstory motif. \"We arranged a \none-night sale at the library \nand raised $1,200.\" \n\nThe children's teacher \ninvited Adams and her hus- \nband to visit their village at \nthe base of the Carpathian \nMountains.They went, and \n\n\n\n\nwere hooked. \n\n\"These students win \nprize after prize\" in interna- \ntional competitions, Adams \nsays. \"They learn good color \nand line perspective in the \nstructured way they're \ntaught.\" Their teacher, \nStoica, who holds a degree \nin fine arts from the Univer- \nsity of Timisoara, has been \nteaching in her home village \nfor 25 years. \n\nStoica has formed a \nclub where they paint when \nnot studying. The younger \nones go to school in the \nmorning, but the older ones \ndon't start until one in the \nafternoon, so they often \npaint all morning. \n\n\"Their ability to paint for \na long period of time is real- \nly quite unusual,\" Adams \ncontinues. \n\nBecause Romania is a \npoor country, Adams says, \nthe teacher depends on the \nsale of paintings in other \ncountries  primarily the \nUnited States  to finance \nthe club's work and travels. \n\nWord is spreading. The \nheadmaster of a small school \nin Sante Fe was so \nimpressed, Adams says, that \nhe invited them to return to \nSanta Fe. \"Next year, we \nhope the children will be \n\n\n\nable to visit another area of \nthe country.\" \n\nAt a later sale Adams and \nher husband handled for the \nchildren, buyers snapped up \n$25,000 worth of paintings \n a 2 1 -fold increase over \nthe first sale.  Karm Hill \n\nWEDDING VEIL \n\nSarah Jones \nCheatham \n\nAA/^Tlien Sarah Jones '36 \nW traveled to Europe \nwith a group of friends from \nAgnes Scott, she wasn't \ninterested in getting married. \nBut just in case  and to pla- \ncate her mother  she \nbought a simple veil of hand- \nmade lace while in Brussels. \n\nA year-and-a-half later \nshe needed that veil, when \nshe manried Robert Cheat- \nham. The couple settled \ndown, but the veil didn't. \nOver the next 60 years, it \nwould parade down the aisle \non the heads of 27 brides in \n1 1 cities, traveling as far \nwest as Phoenix and as far \nnorth as New York City. \n\nIn addition to Arizona \nand New York, Mississippi, \nNorth Carolina and South \nCarolina have seen the veil \ngrace the heads of family \nmembers and friends. In \n\n31 \n\n\n\nLIFESTYLE \n\n\n\nGeorgia, it has traveled to \nDawson, Nelson, Rome, \nAtlanta, BarnesviJIe and \nMacon. \n\n\"Mostly, it had to do \nwith sentiment,\" Cheatham \nsays. \"It goes back to 'some- \nthing old, something new, \nsomething borrowed and \nsomething blue,' the tradi- \ntional items a bride is sup- \nposed to wear \n\n\"Borrowing a veil let a \nbride have something lovely \nand sentimental that really \ndidn't cost her anthing \" \n\nThe chapel-length veil is \nmade ot Bmssels rosepoint \nlac appliqued with La \nDuchesse lace. Its charm, \nCheatham says, comes from \nthe flowers scattered along \nthe bottom, stuffed so that \nthey look two dimensional. \n\nDespite its light weight \nand delicacy, the veil re- \nmains in good condition, \nnecdmg only an occasional \nwashing and ironing. Cheat- \nham has assigned it to the \ncare of one daughter, the \nsixteenth bride to wear \nIt I Ici plain satin dres^ \n only borrowed by \nseven brides  is in \nthe care ol another \ndauglilei, nuiiiher \nsevenlet'ii on the \nveil lisl \n\n\"As lar as 1 km \nthe veil's onK' been diY \ncleaned once, when lone \n\n\n\nof the women] got married \non St. Simons Island beach,\" \nsays Cheatham. \"My only \nrule was. Do not cut it.\" \n\nWhile planning her own \nwedding, Cheatham asked \nher brother if she should \ninvite the woman he had \njust started dating. No, he \nsaid. Six months later, that \nwoman became the first to \nborrow the veil, when she \nmarried the brother. Next \nwas a former college room- \nmate, followed by the bride \nof her husband's brother \n\nThe veil was almost lost \nwhen it was mailed to her \nhusband's sister, working at \nCarfinkels department store \nin Washington, DC. It was \nmistakenly addressed to \nGarfinkeFs in New York \nCity, where it languished in \nthe basement The bride \nwore another veil, Carfin- \nkels found the errant \npackage and sent it \nback home \nDuring \nWorld War II, \nthe veil \n\n\n\nI \n\n\n\n\nfriend of her husband's sis- \nter, her father's stepmothers \ngranddaughter ... You get \nthe picture. \n\nThe second generation \nof brides dusted off the veil \nin 1961, when Cheatham's \ndaughter Sally wore it \n\"\"Somehow, it had turned the \ncolor of tobacco, but a good \nwash and ironing turned it \nback to a lovely creamy- \nwhite, Cheatham says. \n\nOther children, nieces \nand nephew's brides wore it \nthroughout the '60s and \n'70s. The third generation \nstarted taking their turn in \n1984, when Cheatham s \ngranddaughter wore the \nveil. It was last worn in \nNovember 1998. \n\nThe veil probably will \nget a decades rest, or so. \nwhile the fourth generation \ngrows out of childhood, \nCheatham says. \n\nShe waffles on the sug- \ngestion that the veil is a \ngood-luck charm. \"It seems \nto have perhaps not so \nmuch to do with the veil as \nn has the t%'pe person who \nusualK' wants to do some- \nthing like that, \" she savs. \nStill sonic Iclt It niigln \nbring lusi a teens\u003e bit ol \nluck  \\ou know, I'm not \nsupeiNtitious, but I will knock \non wood \"And as mv \nmother said theirs no use \nflying in the face ot Provi- \ndence, or taking chances \" \n\n Karen Hill \n\n\n\nA LOVER \nOF WORDS \n\nElizabeth Stevenson \n\nj Eliiabtth Stevcnion died oj canca \nin Pcachtm Hospictjust aftw \nw(eks after ibis inlewiew. \n\nEven as Transaction Press \nat Rutgers LIniver^it\u003e' \\-as \nreprinting five of Elizabeth \n\"Betry \" Stevenson's books, \nthe retired educator was forg- \ning ahead with a new one  a \nmemoir of her youth in \nMontana. \n\n\"I grew up in two distinct \nAmericas, the true West and \nthe true South said Steven- \nson 41 in a phone conversa- \ntion from her Atlanta home \n\"I lived in Montana until I \nwas 13, then came South \n\nStevensons parents, both \nfrom Georgia farm families, \nmarried in Atlanta But they \nwere living in Panama \nwhere her father worked for \nthe US government when \nStevenson was bom. Soon \nafter, oil production work \ntook the family to Montana \n\nThev lived in Great Falls \non the .Missoun River \n\nMontana was lust lovelv \nvcr\\- unspoiled,\" she said \nW'e would go camping \nspending all ixir summers \noutside \n\nThe move back to \nGeorgia introduced Steven- \nson to the farming lifest\u003e'les \nof her forenrs kin. \n\nAithoush Stevenson \n\n\n\n32 \n\n\n\nirsJifitfBiBGLECE^filU it\u003e: \n\n\n\nINIVERSITY PHOTOGRAPHY \n\n\n\nremained in Atlanta after \ngraduating from Agnes \nScott, teaching at nearby \nEmory University, she re- \ntained her parents' rolling- \nstone tendencies. Research- \ning her books took her back \nto the American West, to \nJapan, and many times to \nWashington, DC. Her \nfavorite  a biography of \nlandscape architect Frede- \nrick Law Olmsted  took \nher from Montreal to San \nFrancisco to New York, \nexploring parks and private \ngardens he had designed. \n\n\"I always worked to sup- \nport my writing habits,\" she \nsaid with a chuckle. 'These \nbooks don't make a lot of \nmoney.\" \n\nAt Emory, Stevenson \ntaught American Studies \nand later became assistant to \nthe dean. She retired 12 \nyears ago as a Charles \nHoward Candler Professor \n\nIt helped, she said, that \nthe dean often gave her \nthree-day leaves, which she \nusually spent deep within \nthe Library of Congress, \nresearching her subjects. \nThat was where she found \nOlmsted's letters. \n\nIn addition to the Olm- \nsted book, Stevenson wrote \na book about the Bohemian \nmovement of the 1920s, a \nbiography of writer Henry \nJames, for which she be- \ncame the first woman \nawarded a Bancroft Prize, a \n\n\n\n\nBancroft Award-winning autlior \n\nbook about great figures in \nthe history of the American \nWest and a biography of \nLafcadio Hearn, who trans- \nlated Japanese fairy tales \ninto English, all published \nby MacMillan. \n\nShe admits that there \nwas no rhyme or reason to \nhow she picked her subjects, \n'They're just interesting \npeople,\" said the author \nwhose works were nominat- \ned for a Pulitzer Prize and a \nNational Book Award. \"I do \nnot have a gift for fiction. I \ntry to make biography as \ninteresting as possible.\" \n\nKaren Hdl \n\nCIRCUITOUS \nJOURNEY \n\nJulia Murray \nPensinger \n\nIt has taken Julia Murray \nPensinger '66 three decades \nto return home from college, \non a circuitous journey that \nincluded stops in Delaware, \nChicago, England  and five \nyears in the Caribbean \naboard a sailboat she helped \nbuild. \n\nNow back in Greene- \n\n\n\nElizabeth Stevenson. \n\nville, in the mountains of \nEast Tennessee, she and her \nhusband, Jim, are building \ntheir own house  and rais- \ning cows just to keep the \ngrass clipped in the pastoral \nvalley that surrounds them. \n\n\"I expected to go to the \nState Department or United \nNations,- I wanted to travel,\" \nPensinger says of her plans \nafter graduating from Agnes \nScott, where she studied his- \ntory and political science. \n\"In a sense, I've done exactly \nwhat I wanted to. \n\n\"But I did tell my mother \nshe shouldn't have sent me \nto Agnes Scott  trade \nschool would have been bet- \nter,\" she adds, laughing. \"I \ndon't know that Agnes Scott \nwas designed to prepare me \nto use nail guns, but it did \ngive me self-confidence.\" \n\nTTie first curve in Pen- \nsinger's path came when she \nmarried Jim, a Georgia Tech \nengineering student. The \nsecond came when she and \nher husband, also an ama- \nteur pilot, were stranded \nwhile flying in the Bahamas. \n\n'The little island we land- \ned on had sunfish sailboats \n\n\n\nLIFESTYLE \n\n\n\nand my husband figured out \nhow to rig one up. He said \nit worked just like an air- \nplane wing,\" Pensinger \nrecalls. 'That was so much \nfun, we bought a small boat. \nThen we moved from \nAdanta to Chicago, and \ndecided we needed a bigger \nboat.\" \n\nSoon, the Pensingers, \nwho now had a son and \ndaughter, moved to Ports- \nmouth, England. While \nthere, they sailed to the \nMediterranean. \n\nNext on the itinerary \nwas a layover in Florida, \nwhere Jim left engineering \nto open a printing business. \nIn 1989, the Pensingers built \na sailboat and sold the busi- \nness. Their children now \ngrown, they moved onto \nthe boat and spent the next \nfive years in the Caribbean. \n\nOnly the lure of grand- \nchildren brought them back \nto Creeneville They have \nthree granddaughters and \none grandson. \n\nToday Pensinger \nspends her days hammering \non the new house or substi- \ntute teaching at a nearby \nschool. \n\n\"I really get a thrill out of \nbuilding the house and I \nsubstitute teach just to keep \nmyself entertained,\" she \nsays. \"It's been a very differ- \nent life than I expected, but \ncertainly a good one.\" \n\n Karen Hill \n\n\n\n33 \n\n\n\nEXCERPTS \n\n\n\nHIS OWN \nDEAR NATIVE \nPLACE \n\nThe Salem World of \nNathaniel Hawthorne \nby Margaret B. Moore \n(University of Missouri Press, \nColumbia, 1998) \n\nThe Scilem World 0} \nNathaniel Hawthorne by \nMargaret Moore '46 is a \nwork of scholarship that is \nclearly a labor of love. \nMoore, who is secretary of \nthe Nathaniel Hawthorne \nSociety and is also the wife \nof Rayburn Moore, professor \nemeritus at the University of \nGeorgia in Athens, has en- \njoyed a distinguished career \nas an independent scholar \nwith a special interest in \nHawthorne Her many arti- \ncles on Hawthorne and his \ntimes have been published in \nsuch lournals as SliicJi 111 the \nAmerican Rmaisiance, The \nNathaniel Hawthor}te Rwiew, \nPoitanpt and The Essex Institute \nHistorical Collections. \n\nThe present work is the \nculmination of years of ded- \nicated and assiduous re- \nsearch on an often over- \nlooked aspect of Haw- \nthorne's background: the lit- \ncraiA' and personal influ- \nences of Salem, Mass., the \ntown where he spent his \nchildhood and \\(iung adult- \nhood It IS this exclusive \nlocus on the particular geo- \ngraphical l(xus and Us hisUv \n\n34 \n\nACNES SCOTT COLLEGE  fAU ( \n\n\n\nry and legacies, as well as \non this particular period of \nHawthorne's life, that distin- \nguishes it from the biogra- \nphies by George Lathrop \n(Hawthorne's son-in-law), \nRobert Cantwell, Newton \nArvin, Hubert Hoeltje and \nthe more recent account by \nJames Mellow. Working \nfrom primary sources, many \npreviously unavailable, \nMoore sheds new light \non Hawthorne's forma- \ntive contexts, reveals fas- \ncinating details about the \nnature of life in Salem and \nAmerica in the 19th centu- \nry and, in tulfilling one of \nthe great functions of biog- \nraphy, provides privileged \nglimpses of Hawthorne as a \nhuman being \n\nMoore's study focuses \nupon the periods ot Haw- \nthorne's residence in Salem: \nfrom his birth on kily 4, \n1804, until his departure for \nBowdoin College in 1821, \nfrom 1825 to 1842, the 17 \nyears consisting mostly of \nhis famous period of with- \ndrawal from the world; and \nfrom 184.\"^ to 1850, aher he \nreturned to Salem to be- \ncome sui\"veyor at the Cus- \ntom House In 1840, he was \nliied Ironi this post tor \npolitical reasons, an experi- \nence he writes about quite \nscathingly in \"The Custom \nHouse\" in TIk Scarlet Letter. It \nwas also the \\ear ol his \nmothers death He Icit \n\n\n\nSalem, never to return, but \nSalem would follow him, \nnever losing its hold over \nhis literary imagination \n\nThe most important facts \nof life in early 19th-century \nSalem were the legacies of \nthe 17th century', namely \nthe witch trials of 1692 and \nthe persecution of the \nQuakers. The long memory \n\n\n\n\nof these events \nhaunted the town and also \nthe mind of Hawthorne \n\nMoore substantiates this \nlegacy by making the con- \nnections to Hawthorne not \nmerek cultural and histori- \ncal, liut personal. Through \ndetailed genealogical inves- \ntigation and exposition she \nestablishes the diixxt partici- \npation of vanous membciN \nof the Hathome las the \nname was spelled in earlier \ngenerations! family in the \nwitch hunts and the treat- j \nmcnt ot the Quakei-s \\\\\"il- I \nliam Hathome Nathaniels \n\n\n\noriginal progenitor, was \nknown to strip Quakers, \nincluding women, and whip \nthem through the streets \nHis son John. Nathaniels \ngreat-grandfather, was a \njudge at the witch trials. \n\nMoore traces this legac\\' \nto Hawthorne's writing, how \nhe draws upon it as material \nand also as mood. These \ntraces can be seen in such \nstories as \"Etherege \" 'Cnm- \nshawe \" and \"Main Street ' \nthe latter being his most \ndirect and sustained treat- \nment of Salem. Longer \nworks such as Graniijatheri \nChair. Tin House of Stven \nGables and The Blillyijlf \nRomance are also a part of \nthis list These works \nrely not merely upon \nhistoncal facts but also \non an oral tradition. In \nsuch a process, the natures \nof the teller, the telling and \nthe audience are essential \nfor an amval at truth at \nleast for Hawthorne His \nmethod of histoncal hction- \nalizing is one based on com- \nplication and ambivalence \nas is his basic attitude \ntoward Salem. He hated it \nand he loved it Moore \nquotes him as writing \"Let \nus thank Crtid tor having \ngnen us such ancestors and \nlet each successive genera- \ntion thank him, not less fer- \nvently, for being one step \nfurther from them.' \nDespite Hawthomes \n\n\n\nwish to distance himself \nfrom \"his own dear native \nplace,\" Moore places him \nentirely within it. Through \nthorough examination of let- \nters, documents, newspapers \nand other primary sources, \nMoore reconstructs daily life \nin Salem. She discusses what \nwas culturally available to \nHawthorne during his for- \nmative years and how these \ncultural and social institu- \ntions and practices might \nhave influenced and inspired \nhim. Salem was a commer- \ncial port through which \npassed people and goods \nfrom around the world. This \nmade for a community that \nwas curiously worldly and \nprovincial at the same time. \nThere were annual circuses \ncomplete with Indian ele- \nphants and exhibitions of \nwax figures. There were \npublic lecture series which \nbrought in leading scientists, \nthinkers and poets. Traveling \ntheater companies perform- \ned Shakespeare as well as \npopular melodramas. Salem \nmounted shows of such \nartists as Benjamin West and \nnurtured the talents of many \npainters. Salem was home to \nmany bookstores. \n\nPointing to these facts, \nMoore argues that Haw- \nthorne was not an anomaly, \nbut the product of a particu- \nlar culture and that he had a \nwealth of resources which \nhelped form his mind and \n\n\n\nsensibility. \n\nMoore also offers a fasci- \nnating view of 19th-century \nAmerican preoccupations \nand social emphases and \nhow they differ from today's \ncustoms. For instance, there \nwas the importance of \nchurch membership as a \nmarker of status and even \nidentity. The activity of \ndancing was far more impor- \ntant, not only as a social \nskill, but as an integral part \nof educational curricula. \nThere was a difference of \nholiday observances: a week \nfor Thanksgiving and only a \nday for Christmas. Moore \npoints out the invisibility of \nsex as a matter of public dis- \ncourse, but on the other \nhand, the ubiquity of death \nas a subject. \n\nIn addition, certain top- \nics of controversy in Salem \nare indicative of the period, \nsuch as serpent sightings, \nalthough Hawthorne was \nskeptical of the marine crea- \nture's existence. A major \nphenomenon was the mur- \nder in 1830 of Captain \nJoseph White and the subse- \nquent trial. This event, rela- \ntively rare for its time and \nplace, traumatized the town \nand certainly had an effect \non Hawthorne as can be \nseen in the echoes of this \ncase in Jlje House oj Swm \nGables. These details illus- \ntrate the interest in daily \nexistence that could inspire \n\n\n\nsuch an acute observer as \nHawthorne. \n\nAmid these social and \ncultural events and trends \nwere individuals who had \nan effect on Hawthorne. \nMoore brings onstage virtu- \nally every relative, friend \nand acquaintance. \n\nThe personal side of \nHawthorne is also well doc- \numented. Chapters are \ndevoted to his politics and \nhis faith. He was a life-long \nDemocrat and a firm sup- \nporter of two not particular- \nly popular presidents: \nAndrew Jackson and his for- \nmer college classmate \nFranklin Pierce \n\nGrowing up in Salem, he \nwas exposed to religious \nconflicts and controversies \namong the Puritans, the \nQuakers, the Unitarians and \nthe Free Enquirers. Institu- \ntional religion was taken \nseriously, but not by Haw- \nthorne who, though influ- \nenced by \"the instinct of \nfaith,\" kept his distance \nfrom churches and \"stopped \nlistening to sermons as soon \nas he could dictate his own \nactions.\" \n\nMoore does a judicious \njob of handling problematic \npersonal issues, such as \nHawthorne's attitudes \ntoward women and minori- \nties. WFiile he proved to be \nmarvelously understanding \nand domestic as a husband, \nhe nonetheless took a rather \n\n\n\ndim view of female writers \n(\"scribbling women\") and \nheld women in general to a \nhigher and unforgiving stan- \ndard as regards their charac- \nters and accomplishments. \nHe was vehemently anti- \nslavery, but he could not \ntolerate abolitionists. As far \nas the American Indian was \nconcerned, he has admitted \nthat he could not see the \nvalue of Indian culture. In \nmany ways, Hawthorne, \nbeing a genius of sensitivity, \nwas ahead of time, but in \nother ways he was not. \nMoore renders these \ndetails of Hawthorne's falli- \nbility with admirable hon- \nesty, and it is this human- \nness that makes him live \nwithin the text. These pic- \ntures of Hawthorne the man \nare especially valuable in \nthat they are contrary to the \nlegend of the recluse who \ntook his meals from a tray \nleft by his door or of the \nmisanthrope, who, when \nwalking the streets of Salem, \nwould speak to no one and \nkeep his eyes firmly focused \non the ground. There is the \nimage of him escorting the \nIngersoll sisters back to their \nhouse from a tea, only to \nstop off at his own house \nwhere he, as was his custom, \nchatted with them in the \ndark. Tliere is also the \nimage of Hawthorne on the \nverge of fighting a duel with \nJohn Louis O'Sullivan to \n\n\n\n35 \n\n\n\nEXCERPTS \n\n\n\ndefend the honor, such as it \nwas, of the manipulative \nMary Crowninshield Sils- \nbce, with whom he was \ntemporarily smitten. Moore \nalso uncovers another pic- \nture of Hawthorne. In a his- \ntory of the Derby-Ward \nHouse, a passage discloses \nthe fact that Hawthorne \nwas a frequent guest there. \nIn fact, he had his own \nroom on the premises where \nhe took his meals. He also \ndid his early writing in a \nsummer house in its garden. \nMoore's facts counter the \nconception of Hawthorne \nduring his Salem period as \nlocked away in a darkened \nchamber struggling and suf- \nfermg with his art. \n\nThis is just one virtue of \nMoore's scholarship. She is \nthus able to make fine dis- \ntinctions in the name of \naccuracy. It is remarkable \nthe way she establishes the \nexact date of Hawthorne's \nentry into the Archer \nSchool in 1819 for college \npreparation (luly 7, not July \n5) or identifies the Benjamin \nOliver who tutored \nHawthorne lor his college \nentrance exam as a local \nlawyer and not his uncle of \nthe same name the care \nwith which she silts, weighs \nand twiances her evidence \ncannot be emphasized too \ngreatly, nor can the reason- \nableness ol her conclusions \n\nllllimalelv, what Moore \n\nJO \n\nACJMES SCOTT COLLEGE  FALL .9 \n\n\n\nachieves with her contextu- \nalizing biographical enter- \nprise is to refute Henry \nJames' claim in his 1879 \nbiography of Hawthorne \nthat America was not fertile \nground for the breeding of \nworld-class novelists. He \nclaimed that early 19th-cen- \ntury America lacked a deep, \nrich culture and a long, \nnuanced past that is neces- \nsary to engage the artistic \nimagination. Moore, on the \ncontrary, demonstrates quite \namply that Salem served as \nan excellent resource and \nformative influence for \nHawthorne. Out of the life \naround him, he created \nenduring art. In having done \nso, he fulfilled James' own \nhighest requirement for the \nartist: to cultivate one of \nthose exquisite minds on \nwhich, finally, nothing is \nwasted or lost. \n\n\n\nLETTERS \n\n\n\n\nRn'ioi'cr M''illir Tollim iv \niissisdiiil l\u003erofcssor of Eiii/lisl) \n\u003ci( Ai/HR Scott. \n\n\n\n\nDear Editor: \n\nI want to express to you my \nappreciation of the sympa- \nthetic review of The LapsUy \nSaga (pages 27-28, summer \n1 999 Acnes Scott Alum- \nnae Mac^AZINE). Please \nexpress to Dr. John Carey \nmy gratitude for his careful \nassessment of our t)ook. \n\nOnly one thing is amiss. \nThe map of \nAfrica on \npage 27 \ndesignated \nCongo- \nBrazzaville, \nthe former French \nEquatorial Africa, as the \n\"Belgian Congo.\" I am \nenclosing a map, which \nshows the former \"Belgian \nCongo,\" the land of my \nbirth, in its proper dimen- \nsions. It has an area of \n2,345-million-square kilo- \nmeters, which occupies the \nentire Congo River basin, \nwith 14,000 kilometers of \nnavigable waterways in \nCentral Africa. [Sec comctd \nnuifi above. ] \n\nTliis large area of Central \nAlrica has had a variety of \nnames as foreign powers \nhave sought control of its \nfabulously nch mineral re- \nsources It has had a sad. \nhlo()d\\' tempestuous histoa'. \n\nHut the stmng Chnstian \ntaitli ol several million \nBantu speaking Ix'lievcrs is \nvibrantly alive! Tine Siimuf/ \nhi Lipiley, the American \nPa'sbvterian Congo Mis- \nsion's paddlcwhcel steamer, \npla\\ed an important role in \n\n\n\nthe establishment of the \nChurch in Central Africa \ntoday. \n\nOnce again, please \nknow how much we appre- \nciate your including the \nbook review in ACNES \n\nScott Alumnae \nMacj^zine. \n\nWinifred KeHenhrrger Vasi 38 \nand The Rev Lachlm \nCumming Vasi lU \n\nDear Editor: \n\nThank you \nfor a verv \n\n\n\ninteresting, \neducational and \nintriguing \nedition of the \n\nAgses Scott \nAlumnae Magazine \n(summer 1999). It made me \nproud to be an alumna of \nsuch a progressive forward - \nthinking eco-campus with \nsuch amazing graduates. \n\nYou presented some \nlong overdue agendas that I \nhope are bicing whole- \nheartedlv embraced tor the \nlong run \n\nA fnend ot mine, who \nhad never heard of Agnes \nScott, read the magarine \ncover to cover and ga\\e \nme  and Agnes Scott  \nquite a compliment hv \ncommenting, \"You went to \nschool with a hunch ot \nover-achievcrsl' Yes I did \nand am glad to see that tra- \ndition being earned on \n\nI look forssard to the \nnext inspinng edition. Keep \nup the quality work. \n\nHoUy Demuth '95 \n\n\n\nGIVING ALUMNA \n\n\n\n\nA Gift to Benefit Those Who Follow \n\n\n\nBetty Lou \nHouck Smith \n\n\n\n35 \n\n\n\n\"A: \n\n\n\ngnes Scott College \nLgave me a foundation \nfor living thie rest of my life,\" \nsays Betty Lou Houck Smitfi \n'35, stressing that the words \nare neither an exaggeration \nnor a superficial expression of \ncollege loyalty. \n\nAnd the words do seem to \nbe heartfelt. Smith recounts a \nlife filled with explorations in \nthe world of drama and enter- \ntainment, hunting for shells \non faraway shores, collecting \noriental antiques, and, most \nimportant to her, teaching \nphonics and music to numer- \nous children and youth. \n\n\"Agnes Scott prepared me \nmagnificently,\" Smith says. At \n\n\n\nAgnes Scott, she majored in \npsychology, took courses in \ndrama and participated in \ntheatre productions, was busi- \nness manager of the year- \nbook, and received what she \nconsiders a well-rounded edu- \ncation and a foundation of \nknowledge and discipline on \nwhich she built the rest of her \nlife. \n\nShe attended Yale Uni- \nversity's drama school after \ngraduating from Agnes Scott, \nbut didn't stay long. \"1 had \nsuch a good grounding at \nAgnes Scott, the require- \nments at Yale were boring.\" \nIn her professional pursuits in \ntheatre, she found drama and \nentertainment to be \"a selfish \nfield,\" and chose not to con- \ntinue in it. 'You can't get \nahead in entertainment with- \n\n\n\nout climbing on the backs of \nother people. ! just couldn't \ndo that,\" she says. \n\nShe married P. L. \"Bealy\" \nSmith, an Emory graduate \nwho built a highly successful \ninsurance agency. The couple \nhad six children, to whom \nshe taught phonics, which led \nto a spontaneous mini-career \nin education. \"I taught over \n750 kids to read when they \nweren't getting it in school,\" \nshe says. She has also taught \nmusic in church youth choir. \nThose experiences  teaching \nphonics and music  are what \nSmith considers her greatest \ncontributions to society. \n\nSmith's life has been filled \nwith a variety of passions  \ndrama, malacology (the study \nof shells), oriental antiques, \nphonics and music, to name a \n\n\n\nfew  for which she credits \nAgnes Scott for helping her \npursue. That is why she has \nbecome one of the Annual \nFund's more consistent con- \ntributors and the benefactor \nof the Betty Lou Houck Smith \nScholarship Program for \nTheatre Students (begun in \n1996). She also cannot recall \na monetary campaign con- \nducted by the College in \nwhich she has not been \ninvolved. \n\n\"1 just want as many girls \nas possible to get the educa- \ntion that I've had,\" she says, \n\"and I love asking people for \nmoney. Agnes Scott gave me \nknowledge, not just of sub- \njects but also of myself. It \ngave me everything to go on \nwith.\" \n\n Chris Tiegreoi \n\n\n\n37 \n\n\n\nGIVING ALUMNA \n\n\n\nlllt|eAvtnue,Alltnt(/0*ca(ur,GA 300 30 \n\n\n\n\n\n\n\nA Global Awareness trip to the Emerald Isle offers ASC students a \nunique opportLinity \"to see all around and in everything beauty, \nmystery, a reason to ask questions, a source of new ideas, cause for \nunexpected delight.\" First-time visitors and seasoned travelers alike \nfound much to explore and many reasons to look back fondly. \n\nRemembering Ireland \n\n\n\nAgnes Scott \n\nALUMNAE MAGAZINE Spring/Summer 2000 \n\n\n\nTHE \n\nBUSINESS \n\nOF \n\n\n\n\nEQUITY \n\nAND \nJUSTICE \n\n\n\nEDITOR'S NOTE \n\n\n\nIn the milieu of \"transformations,\" Acjnes Scott is opening worlds \nand a new director of creative services will help usher the way. \n\n\n\nSpringtime arrived at Agnes Scott with whirl and hum. \nAs the student body continued to grow, record num- \nbers from the community attended cuhural events on \ncampus during the special Millennium Series, \"Transforma- \ntions/' \n\nWhile the campus returned to its long-missed Evans \nDining Hall, hammer and saw buzzed nonstop, bringing tin \nconstruction of Alston Center and \nMcCain Library nearer completion, \nshovel and spade brought about a \nrelandscaping of the front lawn, mak \ning it greener than anyone remem- \nbers in recent years \n\nThe bustle and growth on campu^ \nserve as an apt metaphor for the \ncommunity, as a sort of symbolic \ndynamic bridge connecting the 2(lth \nccntLiiy to the 21st Details of \nimprovements in academic program \nas well as the quality of student life \non campus are inclLided in a special \ninsert in this edition: \"Agnes Scott \nCollege: Opening Worlds\" (scf anki 0/ \n\nl/ic miKjiTZiMc). We hope vou tind it, and die othci lealures in \nthis edition, informative, and that you will share the news \nwith friends as well as potential students in your communities \nAmong the main' ihangcs leconlcd this season was one in \nour own litllr coiner ol campus, lennilei Hi\\ on ( )wen has \nloined us as diivc loi ol creative sei\"vices and editor ol llie \nACNIiS Scory Al UMN.M M,'U,.\\/lNr. Owen's various career \nexperiences converge in her responsibilities at Agnes Scott \n\"I enjoy working with a body of information and conimu- \n\n\n\n\nASC's new Creative Services Director Jennifer Owen \n\n\n\nnicating that through the appropriate media to various audi- \nences,\" says Owen. The process is challenging and reward- \ning, and 1 look fonvard to working with this magazine and \nAgnes Scott alumnae. \n\nWhile on staff at The Universit\\' of Mississippi Owen \nedited an award-winning magazine. I'isioiis She has also \nworked with the Mississippi State Institutions of Higher \nLearning, where she edited its \nnewsletter and helped promote the \nstates public universities. Owen has \nwritten for numerous magazines \nauthored and edited books publi- \ncized books authors and bookstores: \nand conducted a varierv' of public \nrelations activities for clients. Most \nimportantly, she is an avid reader \nOwen, her husband John and \nIb-year-old son Jordan lived in \nRoswell Ga before living in \nOxford, Miss \n\nOwens considerable energ\\' and \nexpertise will benefit the College \ngreatly as she works to establish con- \ntacts with our alumnae for future stones and to revive the \nPublications Editorial .Advison.- Board I hope vou will join us \nin welcoming Jennifer to campus and will feel free to share \nwith her \\iiui ideas about this :w\\i.\\ other College publications \n\n\n\n99A^i^du^ \n\n\n\nMary C. Ackerly \nDirector of CoiiimihiiiciiIioiis \n\n\n\nCONTENTS \n\n\n\nAgnes Scott College Alumnae Magazine \nSpring /Summer 2000, Volume 76, Number 2 \n\n\n\n\nThe Business \n\nof Equity and Justice \n\nA Conversation iH^. \n\nPhotography by Marilyn Suriani ^iW \n\nDfiinis McCann, Wallace M. Alston Professor \noj Bible and Reli()ion, and seminarian/World \nCouncil of Churches representative Ashley \nSeaman '95 discuss the moral, social and eco- \nnomic implications of ijlohal business on the \nhealth and welfare of the planet's \"least of these. \n\n\n\n\n\n\nWith Grace and Wit \n\nBy David Thompson \n\nPhotography by Caroline Joe \n\nAlumna Nancy Charles steps in at the last minuted \n\nto pve audiences a stellar performance in Wit \n\n\n\n\nEvans Reborn \n\nBy Mary Alma Durrett \nPhotography by Marilyn Suriani \nA grand old building is revived \nand is hustling with activity ... \nand good smells \n\n\n\nBlood, Sweat and Cheers \n\nBy Jennifer Bryon Owen and Pat McArthur \nLife-long fitness begins at Agnes Scott, where physical activites are part \nof a well-rounded college education. \"We want the student -athlete to have \na valued experimce that benefits the total person,\" says Page Remillard. \n\n\n\n\nDEPARTMENTS \n\n\n\nOn Campus \n\n\n\n\nCOVER: Wallace M. Alston \nProfessor of Bible and Religion \nDennis McCann and alumna/ \nseminary student Ashley Seaman \ndiscuss ethnics and economics. \n\nMARILYN SURIANI PHOTO \n\n\n\nEditor: Mary G Ackerly \nContributing Editor: Chris \n\nTiegrccn \nProduction: Mary Alma \n\nDurrett \nDesign: Everett Hullum \nStudent Assistants: \n\nShelley Acevedo '02 \n\nlla Atkins '03 \n\nAmy Cormier 00 \n\nKatie Turcotte '02 \n\n\n\nCopyright  2000, Agnes Scott Col- \nlege. Published for alumnae and friends \ntwice a vear bv the Office of Publica- \ntions, Agnes Scou College, Buttrick \nHall, 141 E College Avenue, Atlanta/ \nDecatur, CA 30030, (4041 471-6301. \nPostmaster: Send address changes to \nOffice of Development, Agnes Scott \nCollege, Atlanta/Decatur, CA 30030. \nThe content of the magazine reflects \nthe opinions of the writers and not the \nviewpoint of the College, its t \nadministration e-mail: \npublications(3agn \n\n\n\nON CAMPUS \n\n\n\nAn unexpected career in philosophy, the continued greening oj campus, \njump starting Habitat for Humanity on campus, admission gains \n\n\n\nBROADENED \nHORIZONS, \nAWAKENED \nPOTENTIAL \n\n\n\nTamnra Wilson '0(1 was \npretty sure that her \nphilosophy major would \nnever lead to a career in the \nfield That is, until a Sum- \nniei\" InstitLite in Philosophy \nat Rutgers University last \nAugList exposed her to some \nnew ideas and broadened \nher outlook on her studies. \n\nWilson was one of 15 \nstudents in the United \nStates selected to participate \nin the program, which is \ndesigned to kindle an inter- \nest in philosophy as an aca- \ndemic career among minori- \nties who are underrepresent- \ned in the held. \n\nWilson had ap|ilR \ntor the program at \nthe encouragement \nof Professor Richaul \nParrv, but didn't \nhave her heart set \non being accepted \nShe was in the mid \ndie ol a live- week \ntup to C hina p.irtu i \npaling in a sUid\\- \nabroad program \ntiirough Clark Atlanta \n\n\n\nUniversity with partial fund- \ning by Agnes Scott, when \nshe found out that she had \nbeen accepted. \n\n\"1 got back from China, \nwas here a week, and then \noff to Rutgers,\" she said. \"I \nhad my mind on other \nthings.\" \n\nWhen she first found out \nshe had been selected, \nWilsiMT considered not even \nattending the institute. \"1 \nthoLight 1 wasn't interested \nin philosophy as a career \n\n\n\nBut I am so glad 1 went. It \nwas wonderful.\" \n\nThat few minorities pur- \nsue careers in philosophy is \napparent, both to Wilson \nand to the organizers of \nRutgers Summer Institute. \nTTie reason for this phenom- \nenon, however, is less clear. \n'It could be that traditional \nWestern philosophy domi- \nnates academe, \" she propos- \nes. \"Maybe some (minori- \nties) don't feel a connection \nthere \" \n\nWilson's own path into \nthe field supports that theo- \nr\u003e' Her interest lies less in \nWestern philosophical \nthought than in Asian, par- \nticularly Indian, philoso- \nphies. She lauds Parrs' as a \nkev figure m getting her \ninterested in philosophy as a \nmajor, primarily through \none of his introducton' \nclasses she took as a \ntirst-\\ear student \n\n\n\nJ. \n\nAGNliS \n\n\n\n\nor some rea- \nn until then \ndidiit think \nthere w as a \n\n\n\nTamara Wilson \n\n\n\nbig connection between \nIndian philosophy and \nWestern philosophy. Now I \nsee a lot of overlap, she \nsays. \"I don t think 1 would \nbe a philosophy major if it \nweren t for him \n\nStill, the thought of phi- \nlosophy as an academic \ncareer did not take root until \nher Rutgers experience. \n'The summer was one of \nthose experiences of broad- \nening horizons,\" she recalls. \n\"As a senior I was getting a \nlittle worried about what I \nwas going to do after gradu- \nation Last summer helped \nme focus on some options \nIt was such a great ex[\u003eeri- \nence \n\nThat experience com- \nbined with the one-on-one \nrelationships with profes- \nsors she has experienced at \nAgnes Scott has drawn her \nto an academic career one \nin which she already has a \nnumber of contacts. \"Its \ngirat to hear from them, \n\\\\ hat the\\- are doing and \nwhat classes they are tak- \ning ' she says of her tcllow \nparticipants in the Rutgers \nprogram, noting that she has \nalready received an invita- \ntion from another student to \nvisit India I hope we will \nkeep in touch for a long \ntime  Cl'ns Tift/rwii \n\n\n\n\nON CAMPUS \n\n\n\nGREENING \nTHE GAMPUS: \nA SEARGH \nFOR RENEWAL \n\n\n\nWhile recent landscap- \ning on campus has \nbeautified Agnes Scott's \nnorth lawn, the efforts of \nthe newly formed Environ- \nmental Action Committee \n(EAC) should make the \nCollege community even \ngreener \n\nA group of students, fac- \nulty and staff with a pen- \nchant for the Earth was \nappointed last semester by \ntlie president to chart an \necologically friendly course \nas the Environmental Action \nCommittee. \n\nAs its mission, the EAC \nidentifies environmental \nissues on campus, works to \naddress these issues includ- \ning those that relate to the \ncampus Master Plan and \nlandscaping plan, increases \nknowledge and awareness of \nenvironmental issues, and \ncoordinates with student \ngroups that have environ- \n\n\n\nmental concerns, \nexplains Lt. Amy C. \nLanier, the campus envi- \nronmental occupation safety \nofficer who co-chairs the \nnew group with Professor of \nMathematics Myrtle H. \nLewin, \n\nServing with Lanier \nand Lewin are faculty \nmembers Linda Hodges \nfrom the chemistry depart- \nment, Phil Cibson from the \nbiology department and \nRobert Leslie from the \nmathematics department, \nstaff members Crystal \nSteadham, Tim Blankenship, \nBeth MacEachin, Janann \nGiles, Elvis Parris and \nMonica Bertram,- and stu- \ndents Brigitte Hogan '00, \nCharity Livingston '03, \nSusan Miller '00 and \nMichelle Freeman '01. \n\nEAC has set up a com- \nputer Web site: ECOcerns \nagnesscott.edu that serves as \na forum for discussion of \nenvironmental issues, which \nincludes the campus land- \nscaping initiative that \nentailed thinning trees from \nthe front lawn. \n\n\n\nB08BRAUN ILLUSTRATION \n\n\n\nThe group has tackled \nthe subject of smoking on \ncampus by educating the \ncampus to the non-biode- \ngradability of cigarette butts \nand has affected a move of \noutdoor smoking zones \naway from the main \nentrances of buildings. The \ngroup's primary and ongoing \nproject this year has been to \nreactivate and expand the \ncampus-wide recycling pro- \ngram (paper, cardboard, alu- \nminum, etc.) \n\nLanier notes that many \npast vendors with whom the \nCollege contracted to dis- \npose of recyclable materials \nare no longer in business, \nand replacements have been \nhard to find. But she's con- \nvinced that new vendors will \nbe commissioned. \n\nEAC differs from the stu- \ndent organization GEO, in \nthat GEO has more of an \noutward focus, raising \nstudent consciousness to \nglobal environmental con- \ncerns, notes GEO immedi- \n\n\n\nate Past President \nBrigitte Hogan '00. And \nwhile the student group \nlooks beyond the bound- \naries of Agnes Scott, GEO \nhas also taken the lead on \nsome on-campus initiatives \nand works with EAC to see \nthem through. Lanier notes \nthat GEO began the suc- \ncessful push to switch from \nStyrofoam takeout contain- \ners to paper ones and from \nsmaller condiment contain- \ners to larger ones in Evans \nDining Hall. \n\nWho knows, maybe \ntogether the two groups will \nrevive the old tradition that \nmany alumnae remember: \ncloth napkins. \n\n Maiy Alma Durrett \n\nHABITAT \nREBUILT \n\nThanks to the enthusi- \nasm and drive of a \ngroup of students led by \nCallie Curington '00, the \ncampus chapter of Habitat \nfor Humanity enjoyed resur- \ngence this year \n\nCurington, a senior from \n\n\n\nON CAMPUS \n\n\n\nON CAMPUS \n\n\n\nSt. Leo, Fla., energized the \nhomebuilding organization \nafter studying the issues of \npoverty and homelcssness in \na religion and social justice \ncourse. \n\nAfter Curington explored \nthe realities of homelcssness \n approximately 760,000 \npeople are homeless on any \ngiven night, according to \nthe National Law Center on \nHomelcssness and Poverty \n and the Christian impera- \ntive to \"walk among the \npoor\" in order to combat the \nforces that produce social \ninjustice, she was quickly \nmoved to action. \n\nWith the help of Lucia \nSizemore '65, director of \nalumnae-student relations, \nCurington invited anyone \ninterested in reviving the \ncampus Habitat chapter to \nattend a reorganizational \nmeeting on campus. Seven- \nteen people came, and the \ngroup soon began exploring \nthe possibility of commit- \nting to an Alternative Spring \n\n\n\n\nCurington: A class project sparks \n\"further direction and purpose.\" \n\nBreak week of building. \n\nThe revived group spon- \nsored a \"Sleep Out On the \nQuad\" to raise awareness of \nthe issue of homelcssness in \nAmerica and to raise money \nfor the Alternative Spring \nBreak project. Nearly 20 \npeople braved near-freezing \ntemperatures in December, \nand bunked in sleeping bags \nand cardboard boxes on \nWoodruff Quadrangle to \ngenerate almost $ 1 ,000 for \nthe project. \n\nThe Student [Develop- \nment Fund, supported by \nthe biannual Exam Care \nBaskets Project, provided \nadditional money for the \n\n\n\nbuilding trip to New \nMexico, and alumna Patty \nCambrell '56 helped the \ngroup secure discounted air- \nline tickets out west. \n\nIn April, Curington was \namong the 1 I students who \ntraveled with Sizemore and \nMary Cause, coordinator of \nreligious life, to Belen, \nN.M., near Albuquerque, for \na week of homebuilding and \ncommunion with other col- \nlege students who shared \nthe same commitment to \nbattling homelcssness. \n\nFor many in the group, \nthe experience was trans- \nforming. \n\nIn a paper prepared for \nher religion and social \njustice course, Curington \nnotes: \"My experience \nworking with Habitat for \nHumanity opened my eyes \nto the world of social justice \nin a ver\\' different way.\" By \nstudvmg the philosophy of \n\n\n\nHabitat for Humanity, com- \ning to understand the social \njustice movement, and \nreflecting more deeply on \nthe various images of Christ \nthat exist within the Chris- \ntian church, \"I now feel \nempowered to actively join \nthe social justice efforts of \nthe world. While I was \nnever inactive before in \n[terms of volunteering], it \nwas never a priority in my \nlife like it is now. Through \nHabitat ... I have found fur- \nther direction and purpose I \nnever expected this much \nattention [for something], \nthat began as a class project. \nI am amazed at . . . how \nmany people are willing to \ndonate their time and \nmoney. \n\nIt is unlikely that Curing- \nton's commitment to social \njustice will end with this \nexperience. She plans to fur- \nther her religious studies this \nfall as she attends Pnnceton \nTheological Seminaa- on a \nfull scholarship. \n\n iKUry Alma Durrrtt \n\n\n\n\nON CAMPUS \n\n\n\n\nADMISSION GAINS, \nALUMNAE CONTRIBUTIONS \n\n\n\nBy May of this year, Agnes Scott had passed its previous \nrecord for applications 720 in August of 1998 and was \nsprinting toward a new record: 771. \n\nWith the fourth year of the College's enrollment growth plan \ncoming to a close, the Office of Admission is noting the high aca- \ndemic standards of the applicant pool and projecting an accept- \nance rate of 72-73 percent with an enrollment yield of more than \n45 percent. \n\nThe targeted number of first-year students for fall 2000 is \n250, says Stephanie Balmer, associate vice president for enroll- \n\n\n\nment and director of admission, and the total new student tar- \nget is 315 to 320. This would be up from the fall 1999 figures of \n241 first-years and 297 total new students. \n\nAnother notable trend emerging from this season's recruit- \nment pool is that legacy applicants are way up. There are 26 \nlegacies, notes Balmer, which are daughters, sisters, grand- \ndaughters, cousins or nieces of alumnae, in the group. This fig- \nure is more than double the number of legacy applicants of just \nthree years ago. \n\nAlumnae efforts are paying off in other ways as well. \nMembers of the Great ScottlRecruitment Board and Alumnae \nAdmission Representatives are directly responsible for recruiting \nmore than 37 students, approximately 65 percent of whom are \naccepted applicants.  Mary Alnm Dunett \n\n\n\nA student leadership conference in the fall offered training in how to serve Agnes Scott's growing population. \n\n\n\n\nON CAMPUS \n\n\n\nTHE BUSINESS OF \nEQUITY AND JUSTICE \n\n\n\nRecall clashes between lilans oj global fmaitce aiui business  the World Bank IntenuiUonul MoneUir)' \nFuihl iiHti Worhi Trdtie Organization  iiiij a growing contingent of eiwironnimtalists, advocates oj \nindigenous people and organized labor, again jocus our attention on codCfnis prominent in American \ndebate since the Industrial Age began. ACNES ScOTT ALUMNAE MAGAZINE invited Domis \nMcCjinii, Vt^(il(i?cf Al Alston Professor of Bible and Religion, and alumna Ashley Seaman 95, a student at \n( olumbia Theoloi)ical Seniinaiy and a member of the (.entral Committee of the World Council of Churches [WCC), \nto fxf)/orf the subject of corporate wealth and social-economic lustice as this new era dawns \n\nDennis McCann: I m interested m what religious commitment can contribute toward making the \nworld a better place, especially regarding economic relationships. My concern goes back at \nleast, to the mid- 1960s As a Catholic seminarian In Columbus, Ohio, I was involved in an ecu- \nmenical Inncr-city project tiymg to empower people by organizing neighborhood associations to \nwork on Issues regarding emplovment, neighborhood improvement, relations with the police \nand other things Tins was a wonderful experience We were thinking about the theological \nimplications of our work. \n\nAshley Seaman: In l'')(i, I spent a semester at the Ecumenical Institute of Bossev' in Celigny, \nSwitzerland liossey is affiliated with the LIniverslty of Geneva and the World Council of \nChurches. Many refer to Bossey as a laboratory tor the international ecumenical movement. \nImagine! For four months, 50 people from .^5 different countries and all Christian confessions \nspent eveiv dav together .Altliough we were there to learn conflict resolution and the \n\n\n\nA discussiou oj the role ami rcspousihiliiy of the Christian \n\nconscience ni n worhi of social mui fintinciiil inecpiities. \n\n\n\nPfiotography by IMarilyn Suriani \n\n\n\nACNlHS StOlT COLUr.l;  SpmiISm \n\n\n\n\n\ni \n\n\n\n\ntheological grounds for peace, we equally \nlearned about each other's lives, cultures, coun- \ntries and churches. This was the first time I \nknew, by experience rather than intellectual \nawareness, that Christianity is worldwide  \nabsorbed and shaped by a global variety of cul- \ntures and people. \n\nThis was also the first time that I knew, by \npeople's testimonies rather than press releases, \nabout the international debt crisis. \n\nMcCann: When you begin to explore the issues \necumenically and internationally, you quickly \nrealize the religious and moral implications of \nthe global economic system. You understand \nwhy it is a major terrain of struggle for Chris- \ntians. When you begin to ask questions about \nwhat the worldwide economic system does to \npeople and whether what it does Is consistent \n\n\n\ntory pedagogy reflected the core of jesus being. \n\nFor me. the allveness of Jesus' radical politics \nwas and Is a redemptive counterforce to the sex- \nist, racist, nationalist destruction done In the \nname of Jesus. Since Agnes Scott and Bossey. \nmy thinking and living has been directed by \nBiblical texts about the Jubilee year Both \nDeuteronomy 1 5 and Leviticus 25 declare that \nthe 50th year shall be a jubilee. During this year \nslaves are freed, debts are forgiven original own- \ners return to their land and the land lies fallow \nJubilee Is a radical way of living together. It \nreduces Inequities and restores individual and \ncommunal pride, hope and opportunity. \n\nCritics usually declare that there Is no evi- \ndence that anyone actually practiced Jubilee \nThat's true. But, it's also true that Jubilee was \naccording to Scripture, what Cod commanded \nCod's people to do A friend, who is an econo- \nmist, laughed when I read her Deuteronomy 15 \nbecause Jubilee would be impossible  according \n\n\n\n\nJubilee is \na radical way of \nliving together. \nIt reduces \ninequities and \nrestores \nindividual and \ncommunal pride, \nhope and \nopportunity. JJ \n\n\n\nwith what the Bible proclaims as the will ol Cod \nvou enter into the dillicult and demanding study \n(il inicrnalional economics and social iustlce. \n\nSeaman: I olicn wish iUm I had delved into \ninternational economics at Agnes Scott That \nknowledge is critical for interpreting justice \nlodav \n\nOne ol the most sif^nilicnnl lessons I did learn \nat Agnes Scotl was the radical nature ol Jesus In \nthe religious studies courses, we did not sinipK' \nread from the Bible, or discuss Latin American \nliberation theology, or explore wonianist ethics \nin thcoi\"y. Wc read, discussed and explored in a \ndemocratic classroom that acknowledged each \nwoman's expertise and contribution Such libera- \n\n\n\nto the market 1 laughed because the economy of \nCod IS upside down peculiar and completely \nconcerned for creations welfare \n\nMcCann: 1 he ancient Israelites had an agricul- \ntural societ\u003e\\ so in the Jubilee vear the allotment \nof land under the covenant rcvened to the fami- \nly who had original title to it. So in their redistri- \nbution of wealth there was a safet\\' valve for the \ndisparities that accumulated over 50 xcars \n\nSeaman: .\\K undeiNtandmg is that the people \ndidiii acciiie debt knowing that it would Ix; for- \ngiven. The point was not to take advantage of \nthe system, but to ensutr the greater good the \nmaintenance of an equitable communirv' \n\n\n\nAGNUS SCOTT COLUCE  Sfriiij/Sm \n\n\n\nMcCann: Clearly theirs was not a capitalist sys- \ntem. So the economy in which a Jubilee was an \nideal was very different from what we have \ntoday. Could you put the Jubilee concept into \npractice today? \n\nSeaman: There is a growing awareness and \nmomentum, globally, for cancelling the interna- \ntional debts of impoverished nations. Jubilee \n2000 is a coalition of organizations, most of \nwhich are faith-based,- it is part of this global \nmomentum. Jubilee 2000 has been educating \npeople about how many nations are highly \nindebted, how this indebtedness debilitates their \nefforts to nurture economic growth and domestic \nwelfare, and what it would take to cancel those \ndebts to lending nations, such as the U.S., and \nlending organizations, such as the World Bank \nand International Monetary Fund. \n\n\n\ntion that encourages independent thought and \ninquiry, is contingent on our relationship with \nmultinational corporations? Should we seek ways \nto live more simply as an institution? Should \nAgnes Scott divest and speak out against a \n\"McWorld\" mentality? Should we resist the \nexportation of Western and particularly \nAmerican consumer values worldwide? \n\nMy point certainly is not to bite the hand \nthat feeds us. But if this is an unjust system, you \nand I  compared to Third- World people we \nhave known and had solidarity with  are defi- \nnitely the beneficiaries of it. \n\nSeaman: 1 ask those questions of myself, a lot. \n\nI'm finding that commitment to divesting \nfrom exploitative economics and excess must be \nrooted in a spiritual awareness of God's justice \nand desire for the life of Creation. In addition, I \nneed to hear over and over again the stories of \npeople whose countries are enslaved to interna- \n\n\n\n Once you hear \nhow your country's \naffluence is the \ndirect result of \nanother country's \npoverty, you cannot \nnof change. JJ \n\n\n\n\nIn addition to an awareness about all of these \nfacts and figures, citizens of the lending coun- \ntries must understand the obligation we have to \nthe \"indebted\" countries. That obligation is that \nwe are the ones who \"owe\" much of the world \nfor the labor and natural resources we have \nexploited in order to live in affluence. Within \nthis movement, churches are calling each other \ninto accountability, as well. The World Alliance \nof Reformed Churches has asked all of its mem- \nber churches to consider their participation in \nexploitative economic activity. Is participation in \nan exploitative market sinful? Does that partici- \npation compromise the integrity of the Gospel? \n\nMcCann: How does this affect us, in Atlanta, at \nAgnes Scott? For example, how much of our \nendowment  so vital in sustaining this institu- \n\n\n\ntional debt. Once you hear how your country's \naffluence is the direct result of another country's \npoverty, you cannot jiof change. The urgency 1 \nfeel from these stories and the effects of the debt \ncrisis fuels my frustration with the church. \n\nIn my experience, churches engage in dis- \ncourse about domestic, personal issues, like abor- \ntion and divorce, much more than they engage \nin public policy. Rather than a balanced concern \nfor personal and public matters, many churches \ntend to only discuss the private half of what it \nmeans to be human. Social justice does not com- \npete with personal salvation for the attention of \nmany Christians, and the churches' responsibility \nfor \"corporate redemption\"  the healing of soci- \nety  is largely ignored or hotly debated. \n\n\n\nTHE BUSINESS OF EQUITY AND JUSTICE \n\n\n\nMcCann: i agree Most churches seem to feel \nthat i( individuals are saved, society will, as a \nconsequence, also be saved. Which has not, his- \ntorically, proven to be the case. \n\nSeaman: The World Council of Churches, \nwhich IS a body of hundreds of nations and \nChristian churches, is concerned about personal \nsalvation (the root of salvation means \"whole- \nness\") in addition to societal salvation. The wit- \nness of the WCC, like the experience at Bossey, \nwhen my understanding of economic justice \ngrew alongside my deepening acquaintance with \nthe church's global diversity, encourages the \nworld church to balance and integrate its public \nand private concerns But, this balance is not one \nin which 1 was raised. Rather, the discussion was; \n\"Are you right with Jesus?\" \n\n\n\nSeaman: That speaks to the holistic approach \nthrough which we must be economically just. All \nof our being  not only our intellect  must \ndesire and compel new ways of living. \n\nMcCann: In the 1960s, I was working with the \nCongress of Racial Equality 'COREi when the \nBlack Power movement emerged. I found it vital \nto reflect on it everyday: \"Am I still with lesus? Is \nfollowing him still the reason for my activities \nhere?\" That is still the central question for each \nindividual involved in the struggle for economic \njustice: Am 1 still walking in Jesus footsteps? \n\nSeaman: Because the goal really is community, \nbecoming a people that takes care of itself all its \n\n\n\n\n The central \nquestion for \neach individual \ninvolved in the \nstruggle for \neconomic justice \nis, Am I still \nwalking in Jesus' \nfootsteps? JJ \n\n\n\nMcCann: The Catholic equivalent ol thai \nI'riitcsianl ethic was to get yoursell right with \nthe Catholic Church, because Jesus is founder of \nthe church \n\nWhen 1 began work on m\\ doctoral disserta \nlion on Rcinhold Niebuhr, I found a need on the \none hand to be concerned with global issues \nw hilc on the oilier nol to discourage or discouiil \nllic M\u003e^nih(.,iin.e ol the pastoral niiiiisti\"\\'. In his \nwork in nctniit liom l')l ,^- l')2S, Niebuhr was \nlighting Henn- lord and the emergence of the \niinlh ol the capilalist Utopia His wav ol dealing \nw ilh a congieg.Uion that was uneasv about his \naciiN isni was by being sensitive to their peiNonal \nneeds h was his sense that if his congregation \ninisud hini in his pastoral ministiY, thev would \nml liini sonu- slack when he was taking on the \nLiigei siiucuiies ol soi. iai and econoiiiic iusticc \n\n\n\nmembei's and all the strangers in its midst. Its \nwhere eveiyone is provided for and no one \ndoubts his or her securit\u003e' in the world What's \nfundamental to the concept of Jubilee  and to \nour own need for social and economic justice  is \nthe sense that nothing belongs to us W'e are \niiierelv stewards of Cjods abundant gifts \n\nMcCann: 1 teach business ethics and am happ\\' \nw hen mv students go into business and profes- \nsions because I think this Jubilee vision that \nvou re talking about still can Ix' instrumental in \nchange  that people who rcalire the intcrcon- \nnectedncss of world economic conditions can \nwork to the iniprovement of business as well as \nhuman socierw A couple of businessmen with \nw honi I have worked have ended up Ixtroming \npastoiN Im not sure Im cntirelv happv with that \nresult, because I would have Ix'en just as happv \nto have committed ethical Chnstian people in \n\n\n\n10 \n\n\n\nACNES SCOTT COLLECi;  i\u003enMMi \n\n\n\nthe boardrooms as in the pulpit. Or  I hasten to \nadd  committed, ethical Buddhists or Moslems \nor Jews in such positions. \n\nI think we should note here that our conver- \nsation has centered on Christian responsibility, \nbut neither of us, 1 think, intend to imply that \nthe only way one can be committed to social jus- \ntice concerns is by being a follower of Jesus. \n\nSeaman: Absolutely. Many of the world's great- \nest teachers of social and economic justice are \nnot Christians. ! think that is why discovering \nthe seedbed for justice and the divine mandate \nfor a just community in the heart of the Judeo- \nChristian tradition is so exciting. \n\nMcCann: There is an enormous amount of con- \ngruence among world religions on these issues. \nThat's why its so exciting that we can make \nprogress together in identifying things of ulti- \n\n\n\nthe bank's specifications. They built the dam, \nwith dreams of neo-colonial development, and \nthe dam soon feel into disrepair. The whole sum \nof money was wasted and the people, who didn't \nwant the dam in the beginning, did not have \nenough money to repay even the interest on t he \nloans. The Western eyes, obviously, thought that \na dam would boost the people's economy. Yet, a \ndam is not what the people of Cote d'lvoire \nneeded. \n\nCases like this, which are typical interactions \nbetween lenders and impoverished nations, chal- \nlenge the cultural sensitivity and assumed supre- \nmacy of lender nations and institutions. That \nkind of sensitivity and humility is challenging. \n\nMcCann: To be affected by the stories of others, \nto feel solidarity with people whose lifestyle and \nculture is totally foreign to your own  is that a \n\n\n\n Relationship, \nultimately, is \nwhat is so trans- \nformative. In \njust and loving \nrelationships we \ncan discover the \nresponsibilities \nand mysteries of \nbeing alive. JJ \n\n\n\n\n\nmate concern. Seeing and understanding how \npeople are deformed by the deprivations that \nthey experience, whether it be lack of opportuni- \nty or denial of access to resources that they need \nto live a life of human dignity, this is a common \nagenda. \n\nYou've listened deeply to people over the past \nmonths. What challenges do you see? \n\nSeaman: Listening and responding. A man from \nCote d'lvoire [in Africa] told me about a loan \nthat the World Bank would give if his region \nwould agree to how the World Bank thought the \nmoney should be used. The lending specifica- \ntions demanded that the region build a dam on a \nparticular site. The people argued that they \nneeded the loan for healthcare and education. \nEventually, the people accepted the loan and \n\n\n\nsign of progress? Is that an identity we as \nChristians should seek? \n\nSeaman: Yes, because it is claiming an identity \nof relatedness. And relationship, ultimately, is \nwhat is so transformative. In just and loving rela- \ntionships we can discover the responsibilities and \nmysteries of being alive: in simplicity there is \nabundance, that breaking bread actually causes \nmiraculous multiplication of the bread, in forgiv- \ning another's debts, the whole community is \nrestored to right relations with each other, the \nearth and God. \n\n\n\nIf you would like further Information about the World \nCouncil of Churches, the group can be reached \nonline: wcc-coe.org. To explore the Jubilee 2000 ini- \ntiative, information is available through the group's \nWeb site: www.j2000usa.org. \n\n\n\nTHE BUSINESS OF EQUITY AND JUSTICE \n\n\n\nT \n\n\n\nc) tell the \nstory \nbriefly is \nt(j retail all of the \ncliches of back- \nstage theatricals \nfrom Stage Door \nto 42nd Street. \nYet for Nancy \nLinehan Charles \n'65, the wild ride \nthat landed her \nthe lead role in \nthe Southern \nregional premiere \nof the winner of \nthe 1999 Pulitzer \nPrize for Drama \nis strikingly real. \nIt marks an im- \nportant moment \nin her personal \nlife, her theatrical \n\n\n\nAn Agnes \nScott alumna \ngives Atlanta \naudiences \na stellar \nperformance \nin the prize- \nwinning \nplay, Wit. \n\n\n\n\nAC.NIS SCOTT COLLECi;  SpriHU/Sii. \n\n\n\n\nWITH GRACE AND WIT \n\n\n\n\n\"She was the \nmost powerful \nof the actresses \nI looked at. She \nhad a lovely \nvoice, which is \nimportant to me.\" \n\n-Phelps \n\n\n\n1 \n\n\n\n^-'^^ \n\n\n\nf) \n\n\n\n*^%: \n\n\n\n14 \n\nA\u003c. ,Ni;S SaiTT COLLECU  i\u003eni \n\n\n\ncareer, and her relationship to \nher alma mater \n\nCharles appears as Vivian \nBearing in the Alliance \nTheatre Company production \nof Wit. Her character is a pro- \nfessor of English literature and \na recognized expert on the \nHoly Sonnets of John Donne. \nVivian also suffers from \nadvanced ovarian cancer,- the \nplay follows her as she under- \ngoes an aggressive course of \ntreatment. The plot also pro- \nvides glimpses into Vivian's \ndreams and frustrations as it \nencompasses a wide range of \nissues that include medical \nethics, educational standards \nand even grammar. \n\nMaking the actress's story \nall the more remarkable is the \nfact that Charles was not origi- \nnally a member of the Atlanta \ncast. The actress slated to play \nthe role had to withdraw due \nto illness just days prior to the \nscheduled opening night. The \nsituation sent theatre manage- \nment into a spin \n\n\n\nThis production, nearly a \nyear in the making, was sup- \nposed to end the Alliance's sea- \nson on a high note, it would \nprovide a celebration of the \nsuccess of Margaret Edson, the \nAtlanta kindergarten teacher \nwho won the Pulitzer Prize \nwith this, her first play. As the \nregional premiere, the produc- \ntion would add another item to \nthe impressive list of recent \naccomplishments by Atlanta's \nflagship theatre, (in fall of \n1998, for example, the compa- \nny provided the first stop in the \ndevelopment of the Broadway \nhit Aiih by Sir Elton John and \nTim Rice.) \n\n\n\nw: \n\n\n\nth the pressure on \nill concerned, fate \nplayed a positive \nrole. Jessica Phelps West, the \ndirector of Wit, also teaches \nacting at Agnes Scott. Imme- \ndiately upon learning of her \noriginal star's departure, she \nembarked upon a whirlwind \ntrip around the country to audi- \n\n\n\ntion possible replacements. \nNot only did she have to \nlocate a talented performer, she \nhad to find a resilient individ- \nual who could take over a \ndemanding role on short \nnotice and make it work. As if \npreordained, West found \nCharles \n\n\"She was the most powerful \nof the actresses I looked at,\" \nWest says, also noting, \"she \nhad a lovely voice, which is \nimportant to me.\" \n\nIf the audition itself did not \nprovide sufficient motivation \nfor casting Nancy Charles, \nWest also discovered that \nCharles holds a degree from \nAgnes Scott. As coincidence \nwould have it, Charles was \nscheduled to participate in a \npanel discussion concerning \nwomen and the arts during \nAlumnae Weekend in April. \"I \nthought it was kismet,\" says \nWest. \n\nKismet also describes the \nactress's experience with Wit \nsince she recently understudied \n\n\n\n\nCharles' character, Vivian \nBearing, takes the audience \non an interior journey, \nrecalling and reassessing \nher relationship with \npeople, language and life. \n\n\n\n]5_ \n\nWITH GRACE AND WIT \n\n\n\n\n\"'Lonely \nimpulse' has \ntruly been like \na beacon for \nme that life \nought to be \nabout passion \nand what you \nfeel passionate \nabout.\" \n\n-Charles \n\n\n\nthe role of Vivian Bearing In a \nWest Coast production. The \nwords were still in my head a \nbit. Each time I've understud- \nied, I've let the words go very \nquickly because you need more \nRAM. \" Rather than move along \nto the next project, however, \nCharles fortuitously held onto \nthe character's lines. Even this \nproduced a minor difficulty in \npreparation since she was used \nto one interpretation of the \nplay and brought that into the \nAtlanta rehearsals. As she puts \nIt, \" 1 had to break the hard- \nwiring in my head to change \nthe line readings.\" \n\nMake no mistake, \nNancy Charles did \nnot stumble into this \nbreak through sheer luck alone. \nShe has worked for years to \nhone her craft. She has spent \nher life as a working actress, \nfirst in New York and now in \n\n\n\nLos Angeles. Her credits \ninclude numerous theatrical \nproductions, guest appearances \non the television series Seinfeld \nand Chicago Hope, and roles \nin the films Bram Stoker's Dracula \nand Trial hy Error. \n\nSimultaneously, Charles \nattributes much of her success \nto key elements of her Agnes \nScott education stating, 'The \nwhole Agnes Scott experience \nespecially the ability to pull lit- \nerature apart and analyze it has \nstood me in good stead \" \n\nThe hard work continues in \nWit. The role requires Charles \nto remain onstage for almost \nthe entire performance. It is a \ndifficult emotional journey from \nthe relative trivialities of life's \ntriumphs and disappointments \nto the realities of death and \ndying. It also requires that the \nactress shave her head to simu- \nlate the ravages of chemo- \ntherapy \n\n\n\n\nYet, as the work brings \nNancy Charles back to Atlanta \nshe does not stray far from the \ninspiration, perhajjs the first bit \nof kismet, that launched her \nvoyage. The reason that I am \nan actress is because of some- \nthing a professor at Agnes \nScott, Eleanor Hutchens. said. \nIt was my senior year Charles \nrecalls, \"and Ms Hutchens was \nthe Senior Investiture Sf\u003eeaker \n\nRemembering the moment \nverbatim Charles continues In \nthe Investiture talk, she quoted \na line from Yeats An Insb Airman \nForesies His Death. \n\nNor law, nor dut\\' bade \nme fight. \n\nNor public men, nor \ncheering crowds \n\nA lonely impulse of delight \n\nDrove me to this tumult \nin the clouds. \n\n\"And when she said it I \nknew that what I wanted to do \nwas to go to New York and be \nan actress. \n\nIndeed in that one moment \nfate inspiration preparation \nand the Agnes Scott exf\u003eenence \nconverged. Lonely impulse \nhas truly been like a beacon for \nme  that life ought to be about \npassion and what you feel pas- \nsionate about Ms Hutchens \nsaid don t sell that short for \nsomething easy and easy to \nexplain \n\nA conversation with NancN' \nLinehan Charles provides clear \ntestament to her passion both \ntor her life and her art As she \nsavs I feel like if I died tomor- \nrow I could sav I did what I \nwanted and that s a good \nfeeling \n\nPerhaps it is onl\\ titling tor \nher to star \nin a pla\\ \ncalled W:i \n\n\n\nDavid S. \nThompson is \nassociate \nprofessor of \ntheatre at \nAgnes Scott. \n\n\n\n\nACNES SCOTT COLl^CU  S(iii,)/Siii \n\n\n\nm^'mpmmMtif'mm \n\n\n\nh \n\n\n\n\n\n\n\n%. \n\n\n\n\\ \n\n\n\n\u003e{.. \n\n\n\n11 \n\n\n\n^ \n\n\n\nJL \n\n\n\n\n\n\n\n\n\n\nhe role of Vivian Bearmg m a \n\n\nLo \n\n\n\n\nWest Coast production. The \n\n\ninc \n\n\n\n\nwords were still in my head a \n\n\nprf \n\n\n\n\nbit. Each time I've understud- \n\n\non \n\n\n\n\nied, I've let the words go very \n\n\nanc \n\n\n\n\nquickly because you need more \n\n\nin \n\n\n\n\nRAM.\" Rather than move along \n\n\nanc \n\n\n\n\nto the next project, however, \n\n\n\n\n\n\nCharles fortuitously held onto \n\n\natt \n\n\n\n\nthe character's lines. Even this \n\n\nto \n\n\n\n\nproduced a minor difficulty in \n\n\nSc( \n\n\n\n\npreparation since she was used \n\n\nwh \n\n\n\n\nto one interpretation of the \n\n\nesp \n\n\n\n\nplay and brought that into the \n\n\nera \n\n\n\n\n\n\nAtlanta rehearsals. As she puts \n\n\nsto \n\n\n\n\n\n\nit, \" 1 had to break the hard- \n\n\n\n\n\n\n\n\nwiring in my head to change \n\n\nWi \n\n\n\n\n\n\nthe line readings.\" \n\n\nto \n\n\nL^^^ \n\n\n\n\nk A ake no mistake, \n\n\nthe \ndif \n\n\n\n\n\n\n\\/l '^'\"'^y Charles did \n\n\nthe \n\n\n\n\n\n\n^.  JL not stumble into this \n\n\ntriL \n\n\n\n\n\n\nbreak through sheer luck alone. \n\n\nto \n\n\n\"'Lonely \n\n\nShe has worked for years to \n\n\ndv \n\n\nhone her craft. She has spent \n\n\nact \n\n\nimpulse' has \n\n\nher life as a working actress. \n\n\nlat( \n\n\ntruly been like \n\n\nlirst in New York and now in \n\n\nthe \n\n\na beacon for \n\n\n\n\n\n\nme-that life \n\n\n\n\nW^ ^^ \n\n\nM \n\n\nought to be \n\n\n\n\n1 ^^^ \n\n\n1 \n\n\nabout passion \n\n\n\n\n\n\nB \n\n\nand what you \n\n\n\n\nH ^L k \n\n\nf\\ \n\n\nfeel passionate \n\n\n\n\n\" * \u003cQ \n\n\n91 \n\n\nabout.\" \n\n\n\n\nH fl -^ \n\n\nfl \n\n\n-Charles \n\n\n\n\n\n\nK.. m m \n\n\nH \n\n\n\nAbout Agnes Scott College \n\n\n\n An independent, national liberal arts college for \nwomen \n\nFounded in 1889 \n\n Affiliated with the Presbyterian Church (U.S.A.) \n\n Campus includes 24 buildings and an apartment \ncomplex on approximately 100 acres in a national \nhistoric district and residential neighborhood \n\n First college or university in Georgia to receive \nregional accreditation ( 1907i \n\n Phi Beta Kappa chapter since 1926 \n\n $429 million endowment 'June 30, 1999) ranks 1 Ith \nnationally among all colleges and universities in \nendowment per student \n\n Seven varsity NCAA Division III sports \n\n\n\nEnrollment Growth \n\n\n\n1000 \n\n\n\n8oo \n\n\n\n\n1995 1996 1997 1998 \n\n\n\nEthnic Diversity \n\n\n\nAsian American/Pacific Islander \n\n\n\nBi-cultural/other/ \nno response \n\n\n\nHispanic Ait \n\n\n\nAfrican American/Black \n\n\n\n\n16 \n\nACNES SCOTT COLLHCR  SfmlSm \n\n\n\nOur Faculty \n\n\n\n\n 100 percent of regular full-time faculty have a Ph.D. or \nterminal degree in their field \n\n 10:1 student-faculty ratio and average class size of 15 \nstudents \n\n Faculty expanded by 14 percent in the last three years \n\n New tenure-track positions in Art History, Astrophysics, \nBiology, Comparative Religion, International Relations, \nPsychology and Women's Studies \n\n New positions in Chemistry, Economics, Education and \nEnglish \n\n Dennis McCann, leading religious ethics scholar, \nappointed Wallace M. Alston Professor of Bible and \nReligion, 1999 \n\n, Catherine Scott, professor of political science, awarded \nFulbright Scholarship to conduct research in South \nAfrica, 1999-2000 \n\n Linda Hodges, professor of chemistry, named Pew \nScholar by The Carnegie Academy for the Scholarship \nof Teaching and Learning, 1999 \n\n\n\n\njAijf \n\n\n\nAcademic Programs \n\n\n\n Bachelor of Arts in 28 majors \n\n Master of Arts in Teaching Secondary English \n\n Post-Baccalaureate Premedical Program for \nWomen \n\n Professional Program in Teacher Education \n\n Pre-medical and pre-law programs \n\n Business Preparatory Program \n\n Return-to-College Program \n\n Dual-degree programs with \nWashington University and \nGeorgia institute of \nTechnology \n\n\n\n\n\n\"'Lonely \nimpulse' has \ntruly been like \na beacon for \nme-tfiatlife \nought to be \nabout passion \nand what you \nfeel passionate \nabout.\" \n\n-Charles \n\n\n\nthe role of Vivian Bearing in a \nWest Coast production. The \nwords were still In my head a \nbit. Each time I've understud- \nied, I've let the words go very \nquickly because you need more \nRAM. Rather than move along \nto the next project, however \nCharles fortuitously held onto \nthe character's lines Even this \nproduced a minor difficulty in \npreparation since she was used \nto one interpretation of the \nplay and brought that into the \nAtlanta rehearsals. As she puts \nit, \" I had to break the hard- \nwiring in my head to change \nthe Ime readings.\" \n\nMake no mistake, \nNancy Charles did \nnot stumble into this \nbreak through sheer luck alone. \nShe has worked for years to \nhone her craft. She has spent \nher life as a working actress \nfirst in New York and now in \n\n\n\nLo' \nInc \npre \non \nanc \nin I \nant \n\n\n\nSc\u003c \n\\^'h \nesp \nera \nsto \n\nW, \n\nto \n\nthe \n\ndif \n\nthe \n\ntrii \n\nto \n\ndyi \n\nact \n\nlat. \n\nthe \n\n\n\n\nAbout Agnes Scott College \n\n\n\n An independent, national liberal arts college for \nwomen \n\nFounded in 1889 \n\n Affiliated with the Presbyterian Church (U.S.A.) \n\n Campus includes 24 buildings and an apartment \ncomplex on approximately 100 acres in a national \nhistoric district and residential neighborhood \n\n First college or university in Georgia to receive \nregional accreditation ' I907i \n\n Phi Beta Kappa chapter since 1926 \n\n $429 million endowment ijune 30, 1999) ranks 1 Ith \nnationally among all colleges and universities in \nendowment per student \n\n Seven varsity NCAA Division III sports \n\n\n\nEnrollment Growth \n\n\n\n\n1995 1996 1997 1998 \n\n\n\nEthnic Diversity \n\n\n\nAsian American/Pacific Islander \n\n\n\nBi-cultural/other/ \nno response \n\n\n\nHispanic An \n\n\n\nAfrican American/Black \n\n\n\n\n16 \n\n\n\nAC.NtS SCOTT COLLCE  S^^/SH. \n\n\n\nAbout Agnes Scott College \n\n\n\n An independent, national liberal arts college for \n\nwomen \nFounded in 1889 \n\n\u003e Affiliated with the Presbyterian Church (US.A.) \n' Campus includes 24 buildings and an apartment \n\ncomplex on approximately 100 acres in a national \nhistoric district and residential neighborhood \n\n\u003e First college or university in Georgia to receive \nregional accreditation (1907) \n\n' Phi Beta Kappa chapter since 1926 \n\n' $429 million endowment Qune 30, 1999) ranks I Ith \n\nnationally among all colleges and universities in \n\nendowment per student \nI Seven varsity NCAA Division III sports \n\n\n\nEnrollment Growth \n\n\n\n\n1997 1998 \n\n\n\nEthnic Diversity \n\n\n\nAsian American/Pacific Islantier \n\n\n\nHispanic Amerif,an/Latina \n\n\n\n\nAfrican American/Black \n\n\n\nCaucasi; \n\n\n\nOur Faculty \n\n\n\n 100 percent of regular full-time faculty have a Ph.D. or \nterminal degree in their field \n\n 1 0: 1 student-faculty ratio and average class size of 1 5 \n\nstudents \n' Faculty expanded by 14 percent in the last three years \n' New tenure-track positions in Art History, Astrophysics, \n\nBiology, Comparative Religion, International Relations, \n\nPsychology and Women's Studies \n\n New positions in Chemistry, Economics, Education and \nEnglish \n\n\u003e Dennis McCann, leading religious ethics scholar, \n\nappointed Wallace M. Alston Professor of Bible and \n\nReligion, 1999 \n' Catherine Scott, professor of political science, awarded \n\nFulbright Scholarship to conduct research in South \n\nAfrica, 1999-2000 \n\n Linda Hodges, professor of chemistry, named Pew \nScholar by The Carnegie Academy for the Scholarship \nof Teaching and Learning, 1999 \n\n\n\nAcademic Programs \n\n\n\n Bachelor of Arts in 28 majors \n\n Master of Arts in Teaching Secondary English \n Post-Baccalaureate Premedical Program for \n\nWomen \n' Professional Program in Teacher Education \n\n* Pre-medical and pre-law programs \n\n* Business Preparatory Program \n\n Return-to-ColIege Program \n\n* Dual-degree programs with \nWashington University and \nGeorgia Institute of \nTechnology \n\n\n\nHome states and countries of ASC sti dents, 1999-2000 \n\n\n\n\n36 home states of ASC students \n\n(Plus District of Columbia and U. S Virgin Islands) \n\n\n\n\nInternational Education \n\n\n\n' One of the International 50, the top colleges in the nation for international focus \n\n' Study abroad at more than 170 institutions in 40 countries through exchange and affiliate \n\nprograms \n' Only women's college accepted for membership in the International Student Exchange \n\nProgram (ISEP) \n' Nearly 40 percent of recent graduates studied abroad through independent experiences and \n\nAgnes Scott's faculty-led programs \n' Language Across the Curriculum (LAC) program provides opportunities to apply language \n\nstudy to various academic disciplines \n\n\n\nBuilding Program \n\n\n\nPurchased 1 IS-unit apartment complex adjacent to \ncampus for additional student housing, 1997 \nFive new or expanded buildings opening from \n1999 to 2001 \n\nEvans Dining Hall, 1999 \n\n-Public Safety Office and 500-car parking \nfacility, 2000 \n\n-Bradley Observatory, including 70-seat \nplanetarium, 2000 \n\n-Alston Campus Center, 2000 \n\n-McCain Library, 2001 \nNew 103,000-square-foot science building in \ndesign phase \n\nExtensive landscaping plan, including planting of \n1 35 new trees \n\n\n\nGifts Received \n\n\n\n1997-98 1998-99 \n\n1 \n\n\n \n\n\nJ] \n\n\nP \" K \n\n\n1 f=FV-A \n\n\n( ^^ \n\n\n,m, V.^ ^ \n\n\n( rr^ ^c^Tn \n\n\n--@=:^^: \n\n\n^irf Tlirr \n\n\n\n$2,080,990 $6,256,957 \n\n\n\n\nRankings \n\n\n\nTl. \n\n\n\nAtlanta as a Classroom \n\n\n\n Guaranteed internships for all students. Receif^S \nsites include the Federal Reserve, The Centers foi \nDisease Control and Prevention, The Coca-Cola' \nCompany, The Carter Center, The High Museuni^^, \nof Art and Amnesty International, among others, ^i \n\n The Atlanta Semester: Women, Leadership and \nSocial Change \n\n Kauffman Internship Program for Women \nEntrepreneurs \n\n Hubert Scholars Program for service-oriented \ninternships \n\n Cross registration with I 8 colleges and universities \nin the Atlanta Regional Consortium for Higher \nEducation (ARCHE) \n\n Two blocks from MARTA mass transit rail station \n\n\n\nOur Students \n\n\n\n \"Best Value\" L/S Noes s^World Report \n\n Ranked eighth for overall quality of life among all \ncolleges and universities  Tiv PriKceton Revku- \n\n Included in Pc(^r^ol^^ Top (olUgi^jc Scimci, the best \n190 colleges and universities for science and \nmathematics in the United States \n\n Among the top colleges in several categories Schools \nfor the Academically Competitive Student, Schools \nthat are \"Hidden Treasures\", Schools Offering the \nMaximum Amount of Individual Attention; Schools \nProviding a Good Liberal Arts Education,- and \nSchools with Notable Study Abroad Programs  \nK(i/ila/iVeu'\u003eircffe College CaUilog 2000 \n\n \"The best women's college in the South \"  The Fisite \nGtihie to CoUtges \n\n Included in Tbt iOoBest Colleges jor ^rican American \nShuhiti \n\n Included in Loren Pope's Colltges That Change Livts \n\n\n\n\n Five Fulbright scholars in five \nconsecutive years, 1993-97 \n\n Goldwater Scholarships \nawarded to two members of the \nclass of 1999 \n\n Among the top 10 percent of \nAmerican liberal arts colleges in \nthe percentage of graduates \nearning doctoral degrees \n\n Middle 50 percent range of \nSAT scores for class of 2003; \n1110-1310 \n\n More than 60 percent ranked \nin the top 10 percent of their \nhigh school class \n\n\n\n\n\numnae \n\n\n\nGeorgia's first female Rhodes \nScholar \n\nChief Justice of the South \n\nCarolina State Supreme Court \n\nFirst woman to be ordained a \n\nminister in the Presbyterian \n\nChurch (U.S.A.) \n\nFirst woman to chair the Federal \n\nCommodity Futures Trading \n\nCommission \n\nTony Award-winning playwright \n\nPulitzer Prize-winning author \n\n\n\nI \n\n\n\nright  \n\ns\\ \n\n\n\nIf \n\n\n\n\n1 \n\n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n141 East College Avenue, Atlanta/Decatur, GA 30030-3797 \n\nTel: 404-471-6185. Toll-free: 800-868-8602. Fax: 404-471-^14. \n\nhnp: / /www.agnesscott.edu \n\n\n\nPRINTED ON RECVCICO PAPER \n\n\n\n\nT^; \n\n\n\n\nWhen the doors of \nLetitia Pate Evans Dining \nHall swung open this \nfall, it was hard to deter- \nmine the most appeal- \ning thing emanating \nfrom the grand space. \n\n\n\nEVANS REBORN \n\n\n\n\\7_ \n\nEVANS REBORN \n\n\n\n\nI^y Maiy Alma Durrctt \nI'holography by Marilyn Suriani \n\n\n\nL \n\n\n\n\"The ju'ir Evans has become a \ncenter jor Acjnes Scott communit)' \nlife, a true catinc) commons. This \ngracious buiUini] fulfills Letitia \nPate Evans' wish that Agnes Scott \ns(i\u003c(ieM(s liine in uplifting spaces.\" \n\n\n\nAGNi;s scoiT t:oi.i.i;a;  5\u003en_j/si \n\n\n\nWBLCOM \n\n\n\n\n\n\n\n\n' f - \n\n\n.,,|r-^i=^^^: \n\n\n1^ . \n\n\n^- \n\n\n\n\nC^ \n\n\n1 ,i^ j^J'^H^^H \n\n\nm \n\n\n\n\nSome might have selected a favorite aroma from \nthe many savory concoctions sizzling in the \nnew French market-style servery, an area that \nhad nearly tripled in size during the facility's meta- \nmorphosis. Others might have held that the look and \nfeel of the hardwood cherry floors and the new uphol- \nstered furnishings were what lingered with them. Still \nothers asserted a new appreciation for the student \nbody that had been absent from the space during \nthe November 1998 to August 1999 renovation and \nexpansion. \n\nWhatever the specific reason the great hall, at its \nopening, definitely triggered a happy sensation of past \nand present. \n\nEvans had been reborn. \n\nFor first-year students, seasoned staffers and \ntenured faculty alike, the new Evans, reclaiming its sta- \ntus as a state-of-the-art food service facility, quickly \nbecame a 24-hour stop for the entire Agnes Scott com- \nmunity, providing meals in its 400-seat main dining \nroom, meeting space with multi-media capabilities in \nits expanded terrace level and cozy break space for \nsnacks and coffee throughout the day or night. \n\nThe new Evans has become a center for Agnes Scott \ncommunity life, a true eating commons,\" notes \nPresident Mary Brown Bullock '66. \"This gracious \nbuilding fulfills Letitia Pate Evans' wish that Agnes \nScott students dine in uplifting spaces. Not only the \nfood, but the conversation has become more interest- \ning. People linger over coffee and dessert just to talk.\" \n\n\n\nJ \n\n\n\nEVANS REBORN \n\n\n\n\nL \n\n\n\nThe skilljul desiiju ciiui avi- \nslruction of the cuUitious nuii \nrawvcilioii iinup aUaitioii lo \nEviius as i] sinniui] t-xcimplc oj \nAgnes Scolt's ambitious aiui \naadcralcii huildinij pwcjram. \n\n\n\n'**AU \n\n\n\nf \" - . \n\n\u003c \n\n\n% )  \n\n\n\n20 \n\n\n\nACNES SCOTT COI.Li;C.E  Sfnmliummn j \n\n\n\n^ \"^ lWSi^\u003c  \n\n\n\nfl \n\n\n\n.m. % 4 h ^ \n\n\n\n'k^ik \n\n\n\nI \n\n\n\n\n\n\n- -^J^A \n\n\n\n\n\n\nir^F \n\n\n\nThe visual excitement of tiie renovated spaces, tiie \nfabulous food marche, the new meeting and con- \nference spaces have set the high architectural stan- \ndard for our 2ist century building program,\" con- \ncludes Bullock. \n\nIn October, Evans itself was the setting and the \nhonoree of a gala reception and dinner, attended by \ncampus leaders, trustees and friends of the College. \nThe community came together to toast the woman \n\n\n\nwho made the original building possible, Letitia Pate \nEvans, the skillful design and construction of the \nadditions and renovation, to draw attention to Evans \nas a shining example of Agnes Scott's ambitious and \naccelerated building program, and to acknowledge \nthe first glint of excitement over a Comprehensive \nCampaign being launched to complete the remaining \nprograms outlined in Strategic Directions and the \nCollege's master plan. \n\n\n\nJ \n\n\n\nTi_ \n\nEVANS REBORN \n\n\n\n\n\n\n\n\nBLOOD, SWEAT \nAND CHEERS \n\nLife-long fitness begins here \n\n\n\nBy Jennifer Bryon Owen and Pat McArthur \n\n\n\n22 \n\n\n\nACNFS SC01T COU.l-CE  S(.mj)/Su, \n\n\n\n\n\n\nMost people know that being physically active \ncontributes to an all around healthier life. Just \ndoing it is the problem. Through its athletics \nprogram, Agnes Scott College encourages stu- \ndents to incorporate physical activity into their daily lives \neither by participating in NCAA Division 111 athletics or in \nintramural sports. \"We are very aware that a strong athletics \nprogram plays a major role in the holistic education experi- \nence at Agnes Scott,\" says Cue Hudson 68, vice president for \nstudent life and community relations and dean of students. \n\n\n\n23_ \n\nPHYSICAL FITNESS AT ACNES SCOTT \n\n\n\n\nAn ASC First \n\nTennis team mem- \nber Selinda Geyer \n'oi, a junior from \nIstanbul, Turl\u003cey, led \nthe College into a new \narena in May when \nshe was chosen to \ncompete in the NCAA \nNational Tennis \nChampionship. The \nnumber four seed \nfrom the South \nRegion, Geyer made \nher way to runner-up \nin the division. She is \nthe College's first Ail- \nAmerican and is the \nfirst to compete at the \nNCAA national level. \nGeyer is also the top \nplayer among all \nwomen's college \nplayers. (See the fall \nAlumnae Magazine for \nphoto coverage and a \nfull story.) \n\n\n\n\\ \n\n\n\nDuring her own student days at the College, \nHudson experienced the effects of the playing \nfield on the classroom. She \nplayed field hockey, bas- \nketball, volleyball and bad- \nminton, which she stressed \nwas \"kind of fierce back then \n\nHudson found athletic activity excellent for: \n\n developing focus in the way time is spent \n\n releasing the tensions of college life \n\n gaining self-confidence \n\n developing leadership skills \n\n building community \n\n feeling good about all aspects of one's life \n\"Another benefit, even before focus,\" says \n\nHudson, \"is the friendships that are formed \nthrough good, healthy competition. \nAthletics prove that women can be friends \nand compete.\" \n\nHudson recalls an introduction she mac \nrecently of lean Hoefer Toal '65, Chief \njustice of the South Carolina Supreme Court \nin which the dean noted the first time she met \nToal. The future chief justice was the goalie on \nAgnes Scott's field hocke\\' team \"The memoncs \nof athletics stay with vou \n\nIn an elloit to imparl similar expericntcs and \nbenefits to todays scholar-athletes liy continu- \nally improving the athletic opportunities at \nAgnes Scott, Hudson notes that the athletic staff \nhas been strengthened in the past couple ol \nyears \n\n'This IS a piolessional well-tramed group \nsays Hudson \"Thev keep tip with the changes \nand understand the national issues of competing \nin the NC^.AA Division III. Thev undciNtand the \nrole ol the scholar-athlete at .Agnes Scott and \nthat the nthletic program is the perfect comple- \n\n\n\nment to our educational program.\" \n\nPage Remillard, director of athletics sees the \nathletic program at Agnes Scott as a spoke in the \nwheel that is the overall institution '^X'}^at we \nare attempting to do is be craftS[\u003eeople and repair \nthe spoke to improve the performance of the \nwheel. We are in search of the right woman for \nAgnes Scott. That is a very important mission. \nWe want the student-athlete to have a valued \nexperience and one that benefits the total \nperson. \n\nIn athletics at an elite academic instioition, \nwe have daily interaction with the whole \nwoman, he continues This woman is an out- \nstanding student, an inquisitive intellectual. She \nis concerned about her well-being and her \ncommunity's well-being from a physical stand- \npoint but not at the expense of her intellectual \ndevelopment. ' \n\nDivision 111 schools cannot award financial \naid on the basis of athletic abilit\u003e' points out \nRemillard, so .Agnes Scott scholar-athletes \nchoose the school for its academic qualitv' and \nthe students quest for participation in sports is \nsecondar\\' \n\nProspective students who are interested in \nsports can fill out a form on the .Athletic \nDepartments Web site Remillard and his staff \nalso work closely with the admissions office to \nidentify' potential student-athletes \n\nSeveral years ago all .ASC suident-athletes \nwere students who entered the athletic program \nafter they enrolled at .Agnes Scott, ^\"e still have \na high percentage of walk-ons saxs Remillard \nand that opportunitv- will always exist. \nWe don t cut athletes from teams. \ncither. That is another important \nspect of this program \n\n\n\n\n24 \n\n\n\nACNHS SCOIT COLLEGE  S(.ni|/S. \n\n\n\nCLEARING THE PATH \n\n\n\nGeorgia State Rep. \nKathy Ashe '68, an \nAgnes Scott tmstee, \ndid not participate in sports at \nASC, but she has helped \nensure that other girls take a \ndifferent path. Her efforts \nhave been supported by ASC \nfaculty and students. \n\n\"I grew up involved in \nsports as an observer,\" says \nAshe. \"High school convinced \nme that 1 couldn't do sports, \nso 1 missed it. 1 never learned \nthat 1 could do it, but 1 proba- \nbly could have participated in \nsports at Agnes Scott.\" \n\nAshe, an able persuader \nsince her days as captain of \nthe Debate Team at ASC, and \nRep. Stephanie Stuckey spon- \nsored The Sports Equity Act \nof 2000, a bill that mandates \nthe enforcement of federal \nTide iX regulations at state \nhigh schools by requiring that \nthe proportion of resources \nallotted for boys' and girls' \nathletic programs match the \nproportion of boys and girls \nin each school's student \nenrollment. Although Title IX \nregulations currently apply to \nstate schools, there was no \n\n\n\nexisting method in Georgia for \nenforcing compliance. \n\nThe Sports Equity Act of \n2000 passed the legislature, \nwas signed by the governor \nand will become law in July. \n\n\"For me, this bill is a mes- \nsage to young women that \nthey can participate,\" says \nAshe. \"Yes, there's Title IX, but \nmany schools in Georgia \nhaven't been living up to it. \nScholarships are one of the \nissues. For example, many high \nschools in the state sponsor \nslow pitch Softball when schol- \narships are for fast pitch. We \nneed to be sure we are spon- \nsoring programs that lead to \nscholarships. \n\n'The bill will ensure that \nthe health, teamwork and lead- \nership benefits, as well as \nscholarship opportunities, will \nbe equitable for all who partic- \nipate.\" The Agnes Scott com- \nmunity's strong support of the \nbill was \"very much noticed at \nthe capitol,\" she adds. \n\nFive ASC students served as \nlegislative interns on the bill: \nBrooke Hussey '03, Sarah \nMcllrath '01, Katie Wedbush \n'01, Meredith Baum '02 and \n\n\n\nAshley Zauderer '02. Their \nresponsibilities included \nresearch and lobbying. ASC \nDirector of Athletics Page \nRemillard also threw his sup- \nport behind the bill. \"Gender \nequity is huge,\" Remillard \nsays. \"As the athletic director \nat a college for women, 1 feel \na responsibility when it comes \nto this issue.\" \n\nOn Feb. 10, Remillard and \nASC athletes participated in \nthe \"Girls and Women in \nSports Day\" at the capitol. Set \naside to recognize Georgia's \noutstanding female athletes, \nthe event took place as HB \n1308 (Sports Equity) made its \nway through the Judiciary \nCommittee. \n\nCue Hudson, ASC vice \npresident for student life and \ncommunity relations and dean \nof students, believes it was \nimportant for Agnes Scott to \nplay a part in correcting the \nproblem of Title IX compli- \nance. 'The experiences girls \nhave in high school are very \nimportant when they get to \ncollege, especially to a \nDivision 111 college like Agnes \nScott.\" \n\n\n\n\nALL ROUND \nEDUCATION \n\nCarla Maley 'oo \njonesboro, Ga. \n\n\n\n\nRunning with the cross \ncountry team gave a \nwell-rounded education \nin every aspect. \"Not only \ndid I receive an education \nin arts and sciences, but \nI've been educated and \nchallenged in the physical \narea as well,\" says Maley. \n\nOne of her greatest \nchallenges was getting \nup at 5:30 every morning \nto run. \"But, my first few \nyears here, I had 8 a.m. \nclasses and I was awake \nfor them.\" \n\nMaley put as much \neffort into the team as \nshe did into her other \nsubjects. \"It made me \nschedule my time well so \nthat I could get every- \nthing done, get my sleep \nand not be worn out.\" \n\n\n\nRep. Kathy Ashe '68 (right) discusses the Sports Equity Act with Athletic Director Page Remillard and Betty Derrick '68. \n\n\n\n25 \n\n\n\nPHYSICAL FITNESS AT AGNES SCOT \n\n\n\nGARY MEEK PHOTO: BELOW, MABKYN SUBIANI \n\n\n\n\n\"The Agnes \nScott woman is \nnot agenda- \ndriven, but she \nis goal-oriented. \nShe is articulate \nand exciting to \nbe around.\" \n\n\n\n26 \n\nACNKS SCOTT COLLEGE  Spm^/Sw \n\n\n\nRcniillard IccK ^ood nhoiil his Mall and llic \nwomen they are recaiiting. When they examine \npotential sttident-athletes, they sec athletic skills \nas oiiK' one ol nianv tacels \n\n\"The \u003e^iadc point average lor oiii depailiiienl \nis 3 2\" he points inil I know even' atliletes \nC'.PA, and I keep a statistical anaKsis ol grades h\\ \nI lass and |i\\' spoil We have ainning discussions \non how to inipioNe the department's CPA \n\nReniillard and his stall aie working on three \nmain administrative goals: development ol the \nadministiative stiaictiiic ol the athletic depart \nnienl so that il Lonipleincnts the Colleges and \nmaintains Lompliame \\Mlh the Nt AA develop \n\n\n\nnicnt ol department policies and procedures as \nleqtiiied tor compliance and development ot a \nhandhook ot guidance matenal tar the student- \nathlete \n\nAlso the\\ have created a student -athlete \nadvisors' committee composed ot an athlete fnom \neach sport who meets individually and regularly \n\\\\ iih Remillard to share issues. \n\n1 am most interested in their vision.\" he \nexplains Their contnbutions helped to straight- \nen the road we are traveling Tlie Agnes Scott \nwoman is not agenda-dnven but she is goal-ori \nented She is a gitted listener articulates her \nideas and is exciting to |-\u003ec around \n\n\n\nJ \n\n\n\n\nStudents who want to participate in athletic \nactivities, but not at the Division III com- \npetitive level, have that opportunity \nthrough the intramural and club sports program \nat Agnes Scott. \n\n\"We want to increase intramural participa- \ntion,\" explains Dean Hudson. \"Our programs are \nvery innovative, and we are seeing a growth in \nparticipation during the Black Cat Week field \nhockey tournament in the fall.\" \n\nRemillard reiterates that they are trying to \nbuild participation in the program. \"But there are \nseveral special activities that already enjoy a \ngreat deal of participation. We have our tradi- \ntional Black Cat Week in the fall, which gives \nupper-class students the opportunity to meet \nincoming students. During that week we hold a \nfield hockey tournament that is exciting and a \nmajor part of the activities. \n\n\"In the spring, we have a 5K run and fun run \nin conjunction with Health Awareness Week. \nWe have the Century Club, which is a self- \nscheduled, self-motivated exercise encourage- \nment program for students, faculty and staff. It \ngives students in personal fitness programs the \nopportunity to track accomplishments on a \nweekly basis, and at the end of the year we pres- \nent awards for those reaching the 100-mile and \n200-mile levels. We also have basketball, volley- \nball, tennis and wall climbing.\" \n\nHe points out that the athletic program now \nconsiders the \"extreme\" sports that are so popular \nwith today's students. \"They have grown up \nroller blading, mountain biking, wall climbing, \nWhitewater rafting, snowboarding  everything \n'outdoors.' We are working with Georgia \nTech to develop out- \ndoor leadership \ncourses in conjunction \nth their outdoor leadership \ngram. We want to join some of their \naftmg and mountain-biking trips. We \n\nseeing students go beyond the tradi- \ntional triathlon. They want a sense of \nchallenge. They want extreme.\" \n\nJust as Agnes Scott stresses life- \nong learning in the classroom, life- \nong athletics will continue to be of \nprimary importance in the students' \noverall education. \n\nAgain, Dean Hudson knows \nabout this from her own experi- \nences. Her physical activities these \ndays include hiking, running and \ntennis. \n\n\"I suggest that students find \nsports they will enjoy doing all their \n\n\n\nBRAIN \nPOWER \n\n\n\nAshley Zauderer'oi \nRoswell, Ga. \n\n\n\n\nTime management was \ndefinitely a huge fac- \ntor in Zauderer's partici- \npation in basketball and \ncross country running. \n\n\"The daily exercise \nhelps a lot, too,\" she \nadds. \"Studies say that \nthe brain functions better \nwhen you get exercise.\" \n\nSpending so much \ntime with her teammates \ngave her an opportunity \nto develop friendships. \n\"You just don't make \nthose kinds of friends \nsitting side by side in a \nclassroom.\" \n\nZauderer also enjoyed \nthe opportunity to travel \nwith the teams and to \nrepresent Agnes Scott. \n\"It's a complementary \neducational process,\" \nsays Zauderer, \"some- \nthing you wouldn't get in \nthe classroom.\" \n\n\n\n2^ \n\nPHYSICAL FITNESS AT ACNES SCOTT \n\n\n\nWORLD VIEW \n\n\n\nPakistan's Bhutto visits Agnes Scott with a message ofjaith in democracy. \n\n\n\nGLOBAL \nLEADERSHIP \n\n\n\nAlthouf^h former Pakis- \ntan Prime Minister \nBenazir Bhutto  featured \nspeatcer for Women's \nHistory Month  Is a self- \ndescribed reluctant leader, \nshe contends that \"leader- \nship is no lon\u003cicr confined to \nnarrow national boundaries, \nleadership has taken on a \nglobal dimension [and has] \npassed Into the hands of \nordinary citizens \n\n\"The opinions of hLin- \ndrcds and thousands and \nmillions of citizens, sent \nacross the continents, of \n\n\n\n\nwhat is right and wrong, of \nwhat is just and unjust, \ntravel like little tiny ripples \ngrowing as they reach their \ndestination with an amazing \nstrength and with each rip- \nple comes a wave of hope \nfor people who stitter \n\n'This is the most impor- \ntant transformation of lead- \nership that I have experi- \nenced in the past two \ndecades, for the canvas of \npolitical leadership has been \nforever expanded \" \n\nBhutto completed her \nprimary and secondary edu- \ncation in Pakistan and con- \ntinued her advanced educa- \ntion in the West, studying at \nHarvard LIniversitv and later \nat Oxford University in \n\n\n\nEngland, where she was \nelected the first foreign \nwoman president of the \nOxford Union \n\nUpon returning to Pakis- \ntan, she became active in \nthe Peoples Party, which her \nfather helped form m 1967 \nShe was elected Prime \nMinister of the Muslim \ncountry in 1988. Within two \nyears, she was deposed in a \npolitical coup, accused of \n'incompetence and corrup- \ntion.\" Tliese same accusa- \ntions also resulted in the \ndownfall of her successor \n\nAlthough Bhutto remains \na major force in the Pakistan \nPeoples Parts', she lives in \nexile, separated from her \nchildren and husband also \na political activist. \n\nBhutto stresses her com- \n\n\n\nmitment to democracy, \nwhich she says she learned \nfirst-hand while studying in \nthe United States during the \nVietnam era. \n\nFor those four years. I \nobsep.ed and participated in \nthe miracle of democracy. I \nsaw the power of pveople \nchanging policies, changing \nleaders and changing histo- \nry. It was this exfjerience \nmore than anything else that \nshaped my political being, \nthat unalterably shaped my \ntaith m democracy-. ' \n\n Wary Alma Durrctt \n\nBhutto's visit was part of the ambi- \ntious three-year events series, \n\"Transformations: Honoring the \nPast. Imagining the Future, \nMillennial Celebrations \nat Agnes Scott.\" \n\n\n\n\nLIFESTYLE \n\n\n\nA gardening volunteer and a lijetime telling about nature, owning a B\u0026B, a hook for \nchildren from a new author, and keeping in touch through e-mail.  By Karen Hill \n\n\n\nPLANTING \nA SENSE OF \nWONDER \n\nMarjorie Naab \nBolen '46 \n\nMarjorie Naab Bolen's \nvoice becomes ani- \nmated when she talks about \nwalking through a caterpillar \nand playing in an air factory. \n\nShe's describing two of \nthe features in the new \nChildren's Garden at the \nAtlanta Botanical Garden, \nwhere she volunteers as a \ntour guide \n\nLast December, Bolen '46 \nwon a Lifetime Achievement \nAward from the Gardens for \nher volunteer work, which \nbegan in 1985 after she \nretired from teaching \nscience at Brown High \nSchool in Atlanta \n\n\"After 1 retired, 1 wanted \nto get busy again,\" says \nBolen. Her path to the \nBotanical Garden began \nwhen she took a \"master \ngardener\" course that \nrequired community service. \n\n\"As part of our communi- \nty contribution, we needed \nto hook up with some \norganization,\" Bolen says. \"I \nwent to the Botanical Gar- \nden  and stayed.\" \n\n\"1 enjoy giving children's \ntours, it is wonderful; it is \n\n\n\nfun,\" she adds. \n\nThe new children's gar- \nden that opened this fall was \nbuilt by Children's Health- \ncare of Atlanta, a company \nformed by the merger of the \nEgleston and Scottish Rite \nhospitals and related health \ncare businesses. \n\n\"It is a hands-on gar- \nden  bright and colorful \nand fun, but there's a real \nunderlying scientific basis, a \nstrong emphasis on good \nhealth,\" Bolen says. \n\nIn the air factory, for \nexample, students learn \nabout the interdependence \nof plants and animals in the \nrespiration process. Students \nwalk through the caterpillar \nstructure into a butterfly \ngarden \n\nSpring is Bolen's busiest \n\n\n\ntime. She drives 20 miles \nfrom her home two or three \ntimes a week to the Botani- \ncal Garden to conduct tours \nthrough the children's \ngarden. \n\n'There are some people \nwho do many kinds of work \nout there, some who put in \nfar more hours than I do,\" \nBolen said. \"But for me, this \nhas been good.\" \n\nTHE NATURE \nOF \"THINGS\" \n\nPatricia Collins '64 \n\nWhile a student at \nAgnes Scott \nCollege, Patricia LeGrande \nCollins '64, went to work at \nCallawav Gardens for a \n\n\n\nsummer. She never really \nleh. \n\nAfter graduating with a \ndegree in biology, Collins \nreturned to the west Georgia \ngardens, working as a horti- \nculturist. In 1985, she \nbecame director of educa- \ntion. \n\n\"We do work with school \ngroups, convention groups, \nand garden clubs and offer \ndaily discovery programs \nthat may be a tour through \nthe Sibley Horticulture \nCenter or an herb class or \nbird-watching,\" says Collins. \n\"And then we do the 'educa- \ntion-along-the-trail' interpre- \ntations and write the infor- \nmation sheets on plants-kind \nof like an extension service.\" \n\n\n\n\nLIFESTYLE \n\n\n\nAboLit one million people- \nvisit 1 4, 000-aerc Callaway \nGardens each year, some to \nenjoy its resort and ^joit \ncourses, others to stroll qui- \netly through spectacular f^ar- \ndens and nature trails. \n\nCollins oversees a full- \ntime staff ol five, including \nhorticulturists and natural- \nists. There arc also the part- \ntimers who staff a log cabin, \nexplaining pioneer life in \nwest Georgia, and volunteer \nhostesses who work week- \nends at the Sibley Horticul- \ntural Center and the Day \nButterfly Center \n\n\"We try to make some \ntidbit of information fun, \nnot boring,\" Collins says \"I \nlike 90 percent ol what I do- \nI don't like budgeting and \norganization, budget cuts, all \nthat bad stull \" \n\nCollins grew into the \nwork natLirallv, being reared \nin South Carolina with a \nforester for a dad \n\n\"I always wanted to have \nsome sort of OLilside |ob, \" \nshe says. \"While Im inside a \nlot now, I L:\\n gel outside \" \n\n( hiistmas ami spring are \ntradilionallv the gardens' \nbusiest nines, although sum \nniei IS lapidK' calching up, \nCollins says, \n\n\"We aciuallv have more \nprograms during the sum \nmei IV ople i ome si,i\\ in \ncottages lor week at a lime, \nshe savs. 'There's a lamilv \nlirogram, also a da\\' camp \n\n30 \n\n\n\nwhere we work with particu- \nlar age groups, on nature \nhikes and programs for sum- \nmer interns.\" \n\nCollins' favorite flowers \nat the gardens are the native \nazaleas, which hem the \npines and drape the streams \nand lakes Surprisingly, \nthough, spring isn't her \nfavorite season Winter is. \n\n'Then you can see the \nbones of the garden,\" she \nexplains. \"I also like the real, \nreal early spring, when the \nbuds are just coming out \nand I can see from morning \nto evenmg that a flower's \nopened a little more When \neverything's in bloom, it's \nalmost an overload.\" \n\nINN-SIDE \nPROPRIETOR \n\nNancy Stillman \nCrais '6i \n\nIn high school \nNancy Stillman \nCrais '61, won the \n\"Betty Crocker \nHomemaker ol the \nYear' award \nUnloiluiiatcK the \nhoniM was based \noiiK' (in a \\Milleii \nessay and tlidn t help \nmuch when she \nopened a betl .'w\\i.\\ \nbieaklasi \n\nI iltle did 1 know \nsa\\s C rais, laughing \nNow, I do all the cook \n\n\n\ning. \n\nCrais and her husband \noperate the North Gate inn \nin Monteagle, Tenn., a \nresort town located on a \nmountain between Chatta- \nnooga and Nashville. Their \n103-year-oid home is a \nboarding house on the \ngrounds of the Monteagle \nSunday School Assembly, an \ninterdenominational com- \nmunity built more than a \ncentury ago as a place to \ntrain Sunday School \nteachers. \n\n\"People come here for \neight weeks each summer, \nits been going on since \n1882,\" Crais says. \"In the \nearly days, a lot of big \nhouses were built on the \ngrounds for boarding. Many \nof them are private resi- \ndences now, we re iust cann- \ning on the tradition m a \nlittle more contemporar\\- \nstyle.\"' \n\n\n\n\nSince the 1920s, the fam- \nily of Crais' husband has \nsummered on the grounds. \nAlthough Crais and her hus- \nband lived in Atlanta, they \nreturned to Monteagle each \nsummer buying the board- \ning house in 1983 and op\u003een- \ning it to guests in warm \nweather. \n\nNeither one of us \nexpected to run it year- \nround, she says \n\nThat changed eight years \nago. \n\n\"My husband was in the \nprocess of making changes \nin his career\" in health-care \nfinance, explains Crais. \"He \ndecided hed had enough of \nthe rat race. Its just been a \nwonderful decision. ' \n\nCrais described her inn. \nwhich can accommodate 14 \npeople in seven rooms, as 'a \nver\\' comfortable kind of \nplace, not stuffy \nor fancy .Many \nguests are rcf\u003eeat \n\\ I si tors often \ncoming to \nevents at the \nncarhv \nUniversity ot \nthe South at \nScwancc \nTins \nmorning \nc\\er\\lx-)d\u003e' \nwho is here \nhas licen \nhere three \nor four \ntimes. Its just like \n\n\n\nACNIiS SIOTT COl.l.rCn  Srmj/Sm \n\n\n\nhaving your good friends \nover,\" says Crais. \n\nNorth Gate Inn, as well \nas the rest of Monteagle \nSunday School Assembly, is \non the National Register of \nHistoric Homes. \n\n'The renovation was so \nmuch more expensive than \nwe thought, and we found \nout we could get a tax credit \nfor restoring a historic build- \ning for commercial use,\" says \nCrais. That's when her writ- \ning experience from Agnes \nScott came in handy. \"We \nhad to write up everything \nwe did to renovate the \nhouse and comply with the \nstatutes, i never wrote a \nmaster's thesis, but I think \nthat would count as one.\" \n\n\n\nWORD \nAND MUSIC \nBY GUY \n\nSuzanne West Guy '64 \n\nQ What's Bartolomeo \nCristojori makinc) in bis \nroom that's so noisy? \n\nA: Read Suzanne West \nGuy's new children's book \nand find out. \n\nGuy '64, with co-author \nand illustrator Donna Lacy, \nrecently wrote The Music Box, \npublished by Brunswick \nPublishing Corp. The book \nis a mystery about the man \nwho invented the piano 300 \nyears ago. \n\n\n\n\nThe Music Box leads its \nyoung readers through \nCristofori's efforts to trans- \nform the tinny harpsi- \nchord  \"All these notes \nsound the same,\" he com- \nplains. \"Where are the whis- \npers? Where are the splash- \nes? 1 can't hear the booms, \nand I can't make crashes.\" \n\nOne night after a tool \nbag of small hammers falls \nonto his harpsichord, he \nfinds the answer. \"Bella \nMusical Hammers to bounce \nup and hit the strings, stop- \npers and dampers, some \ngadgety things covered with \nleather, felt may work too. I \ncan see it and hear it, 1 know \nwhat to do,\" says The Music \nBox character. \n\nHis friends and royal \npatron wonder what on \nearth is going on in Cristo- \nfori's room. As they gather \noutside, they hear rich, \nshaded chords and expres- \nsive melodies. \n\n\"Some sounds were as \n\n\n\nloud and powerful as thun- \nder, and others were as soft \nand gende as rain. And all of \nthem came from the same \ninstrument!\" \n\nGuy met her co-author in \na writing class in Norfolk, \nwhere they both live. \n\n\"Neither of us had writ- \nten a children's book \nbefore,\" says Guy, who \nreceived her degree in music \nat Agnes Scott. \"We knew it \nwould have to be 32 pages \nlong and thought, 'How \nhard can that be?\" \n\nFamous last words. \n\n\"It took about six months \nto get about 2,000 words, \nthen one and a half years \ngetting them down to 650,\" \nGuy recalls. \"If we'd known \nthe 650 we'd end up with, \nwe would have saved a lot \nof time.\" \n\nNew York City's Metro- \npolitan Museum of Art, \nwhich owns one of the three \nsurviving pianos made by \n\n\n\nUFESTYLE \n\n\n\nCristofori, sells the book in \nits bookstore. But Guy and \nLacy are marketing it prima- \nrily through visits to \nschools. \n\n\"We have seven programs \nfor schools, with interactive \nskits and presentations with \nthe piano providing sound \neffects,\" Guy explains. \"One \napproach is historical, \nanother focuses on art, for \nexample.\" \n\nGuy moved from north- \nern Virginia to Norfolk \nthree years ago, when her \nhusband's career took them \nto the city on Virginia's \nsouthern coast. \n\nIn her previous home, in \nFairfax County, she'd built a \nreputation as a pianist and \nteacher for 27 years. In \nNorfolk, she had to start \nover \n\n\"1 had no students,- that's \nwhen 1 took the writing \nclass,\" Guy says. \"This is \ntruly a brand-new career in \nmy mid-50s.\" \n\nA FUTURE IN \nCOMPUTING \n\nMartha Boone \nShaver '41 \n\nMartha Boone Shaver \n'41, of Louisville, \nKy., uses her computer to \nmake communicating with \nothers easier, but she \ndoesn't need a keyboard \nto send a clear message to \n\n\n\n31 \n\n\n\nLIFESTYLE \n\n\n\nthe darned thing itself. \n\n'This is my first experi- \nence working with a com- \nputer, and sometimes I just \nkick it real hard Then 1 call \nmy grandchild, anything 1 \nwant to know, he can do.\" \n\nShaver uses her computer \nto send e-mails to friends \nand family memhers, an \neasier way for her to com- \nmunicate now that she has \nbeen diagnosed with Parkin- \nson's disease. \n\nParkinson's is a neurologi- \ncal disorder characterized by \ndifhculty with walking, \ncoordination and speech. \nThere is no cure, hut there \nare treatments to help con- \ntrol the symptoms \n\nThe idea lor the comput- \ner came from Shaver's \ndaughter, who works for \nCompaq \n\n\"1 have high hopes for it,\" \nsays Shaver, who lust \nnoticed thai she was having \n\n\n\nLETTERS \n\n\n\ntrouble walking and speak- \ning two years ago. \n\n\"I use it for e-mail more \nthan anything else,\" Shaver \nsays \"It's kind of fun, except \nwhen it stumps me com- \npletely.\" \n\nThat's when she shuts it \ndown to do other things, \nsuch as cooking for herself \nand her husband, or getting \nready to attend a Rotary \nmeeting \n\n\"1 feel fine right now,\" \nShaver says. \"1 did go \nthrough a bad time, but that \ngot straightened out.\" \n\nNext on her agenda is \nconvincing her husband, \nwho IS in his 90s, to enter \ncyber space \n\n\"My husband wants \nnothing to do with it, \" \nShaver admits, chuckling, \n\"He says, 'It's your play- \nthing,' But I think he'll enjoy \nit once he lets himself get \ninto It,\" \n\n\n\n\nDear Editor: \n\nWhile I was pleased to \nsee the article about my \nwork in the previous AgneS \nScott Alumnae Maga- \nzine (Fall 1999), 1 find it \nnecessary to provide correc- \ntions of several of the mis- \nrepresentations of the sci- \nence that appeared in that \narticle. First, I use grasshop- \npers in my research for rea- \nsons beyond the fact that \n\"their cells are easy to see \nunder the microscope and \nthey [grasshoppers] are \ncheap.\" \n\nBecause my studies con- \ncern the neural basis of \nbeha\\ior, animals like grass- \nhoppers are selected for \ntheir particular combination \not simpler nervous systems \nand relatively interesting \nbehavior. .\"Mso, I would \niicver claim to be \"the only \none\" examinini; sexual dif- \nferences as a way to find \n\"larger answers.\" The cen- \ntral point of research b\\ .inv \nqualified scientist is to find \nlander answers. \n\nFurther, while squid \nwoukl noi h.ne worked tor \nniv study, 1 ba.sed the choice \not experimental animal on \ntechnicil ,ind philosophicil \ni:iMuni.ls, not because \"rh.it \nis wh.it most nervous s\\stem \nrese.irchcrs already use.\" In \ntact, most nerwuis system \nrcseaivhei-- n-c \\ ertebr.ite \n, num. lis, like r.its. Sv|uid \nh.n e ,in import.tnt pl.ice in \nI be histoiT ot neuroscience \nbecause the (essentially uni- \n\\ ei's.iH ionic basis ot electri- \n\n\n\ncal excitability was first \nunderstood from studies of \nsquid giant neurons (Nobel \nprize in 1950s, but squid are \nrarely used now). \n\nAnother problematic \nsentence is, \"Thompson says \nshe is still working on basic \nresearch, not yet ready to \nanswer her questions.\" The \nterm \"basic research\" is used \nto describe fundamental \nresearch as opposed to \"ap- \nplied\" or \"clinical\" research. \nIn fact, it is basic research \nthat is answering and will \ncontinue to answer my \nquestions. \n\nKaren J. Thompson \nBitA)g\u003e' \nDear Editor: \n\n1 wish to thank you tor \nthe review ot my Kxik, The \nSolem W'orLJ of y^athankl \nHaiitiionit.'. by Professor \nWillie ToUiver in the Fall \n1999 AGNE5 Scott \n.AlL'MNAE M.-\\o.\\zine. How \nheartening it was to ha\\\"e \nsuch a review. I ha\\e \nthanked him, and 1 now \nthank vou. \n\n1 am sure you know that \n,ill .\"Kgnes Scott graduates \nlike to have, it p\u003c.\"\u003essible. the \n.ipproval not only ot family \n,ind triends. but als.i of our \n.lima mater. No matter how \nlong it has been since we \nwere in \"the sheltering \namis,\" each ot us, I believe, \nis eager to feel that we have \nlived up to some portion of \nAgnes Scort s expectarions \ntor us. \n\nSmcvnrJv, \nM.irijiret Bear .\\f(\u003eire '46 \n\n\n\nACNIS SCOTT COLLECE  Sfmn^lSu. \n\n\n\nA GIVING COMMUNITY \n\n\n\n\"This will enhance the decree and the reputation of the institution.\" \n\n\n\n\nED SHEEHEY \n\n\n\nOccupation: Vice President and Dean \n\nEdmund Sheehey's past three years of service to the College \nhave been very different from his first 10. Of late, \nSheehey has shouldered the responsibilities of vice presi- \ndent for academic affairs and dean of the College, leading the \nacademic direction of the institution and coaxing would-be \ndonors to support the ambitious course of Agnes Scott. \n\nSheehey, an energetic native of New York, came to the \nCollege in 1987 as the Hal and Julia Smith Chair of Free \nEnterprise in Economics and for the first decade taught hun- \ndreds of Agnes Scott women the importance of reviewing and \nanalyzing key market indicators, as well as forecasting economic \ntrends. Since 1997, he has gotten involved in not only guiding \nthe academic direction of the College but, as an officer, helping \nto generate money for the College as well. As a contributor \nhimself, Sheehey says the fundraising part of the job has been \nrelatively easy. Believing in the direction of the institution allows \nhim to confidently ask others to support the College. \n\n\"When I go out and talk to people about the academic pro- \ngram and ask for support,\" says Sheehey, \"1 have to be able to \nsay that the enterprise we are engaged in is important and that 1 \nbelieve in it. \n\n\"I've always believed you give where it's important to have an \n\n\n\nalliance and an affiliation. When you become dean, you are \nmore aware of the budget and you begin to realize for an insti- \ntution like ours, the endowment can only go so far,\" says the \ndean whose personal giving to College has been continuous. \nHis most notable gift was to the Hogan Family Scholarship \nFund, in memory of his former faculty colleague Tom Hogan. \n\n\"If you look at the very best institutions, they are receiving \nmoney from endowments, they are raising tuition, and they've \ngot a very strong fundraising program. So success involves all \nthree of those,\" continues Sheehey. \"Success today involves sup- \nport from constituencies. Agnes Scott can't succeed fully with- \nout outside support. 1 can't go out and talk to people about the \nprograms and ask money of other people unless it's something \nthat I believe in. And the way you say you believe in the institu- \ntion is to contribute,\" stresses Sheehey. \n\nThe dean offers a few additional words of challenge to alum- \nnae contemplating a gift to their alma mater. \n\n'This is an opportunity for Agnes Scott to dramatically \nimprove the quality of our programs, which are already excel- \nlent, and to really make a reputation for ourselves by being \ninnovative. This will enormously enhance the degree and the \nreputation of the institution. The recognition that sometimes \nhas been denied alumnae will be forthcoming. When people \nhear the name Agnes Scott, they will know that it stands for \nquality and academic excellence.\" \n\n hliiry Alma Dunett \n\n\n\n33 \n\n\n\nA GIVING COMMUNITl' \n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n141 East College Avenue, Atlanta/Decatur, GA 30030-3797 \n\n\n\nNonp\"^'  \nOrganira- - \nUS Postage \n\nPAID \n\nDecatur CA 30030 \nPermit No 469 \n\n\n\nDECATUR, GA 30030-3706 \n\n\n\nI. .11. II. ..11.... .11. II II. I. ..III.. ..II lllnl.l.iMl \n\n\n\n\nGlobal in vision auJ mtenuitional in \nscope, Atjnes Scott College is \"opam^ \nipoiiiis\" to its cjroipi)]^ stiidmt body. \nAs ASC prepares to enter the new \nmillmnium, it is showing si^nijicaut \nprocpess in mcctintl its goals in atroll- \nmait. jacult)' cnlwiccmait. building \nimprovcmaUs atid fundinij  as the \nspecial insert inside this issue indicates. \nRanked a \"best ralue\" by U.S. News \nand World Report and eighth for \n\"overall qualtt)- oj lijc amonij colki^es \n.(Mil iinn\\Tsitics by Tlic Pnnccion \nRc\\ icw AS( has much to offer its \nsIhl/oi/s .(\"1/ alumnae. \n\n See (.\"(pcnint! Worlds \nbctwcvn pajjcs l^ and I\" \n\n\n\n3 5180 00286 0723 "},{"id":"asc_iaasc_silhouette200096agne","title":"Silhouette (2000)","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["2000"],"dcterms_description":["Agnes Scott College yearbook of 2000. Original senior pictures were blocked out and replaced with new due to corrections."],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Students--Yearbooks","College yearbooks--Georgia--Decatur","College students--Georgia--Decatur--Social life and customs","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Silhouette (2000)"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/silhouette200096agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["school yearbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/silhouette200096agne/manifest.json","dcterms_subject_fast":null,"fulltext":"\n\n\n'Jm \n\n\n\n\n\n\n\n^x ^ \n\n\n\n\n\n  _ \n\n\n\n\n^ r\" r \n\n\nft r~ \n\n\n\nM \n\n\n\nLatin music takes America by stor \nthanks to artists such as Ricky Martin, \nJennifer Lopez, Enrique Iglesias and \nMarc Anthony. Martin's chart-topping \n\"Livin' la Vida Loca\" helps him win \nthe Billboard Music Award for Male \nArtist of the Year. \n\n\n\ne backdrop for \npectacular firework \nilebrations around \n\n\n\nPpiPPi \n\n\n\n\nKevin Spacey, Annette Bening and \n\n\n\nGlobe nominations and wins the \n\n\n\n\n\n\n\n\n!'l \n\n\nfc \u003c \n\n\nit- \n\n\n1 \n\nill \n'J \n\n\n\nAgnes Scott College \n\n\n\nMcCain Library \n\n\n\n\n\n\n\n\n\n\nRussian President Boris Yeltsin announces his \n'' in in January 2000 after almost \ns in power. Prime Minister Vladimir \nimed acting president pending \nn March. \n\n\n\nThe Backstreet Boys' \nMillennium album sells \n\nir 1 million o \nmaking it the best-selling \nalbum of the year and \nearning it the Billboard \nMusic Awards Album \nof the Year. \n\n\n\nregenerated the central \nnervous system of lab rats \nwith severed spinal cords. \nThis breakthrough is \nsignificant for the tr  \" \nof human paralysis. \n\n\n\n\nc u r r e n t /le u e n t s \n\n1999^2000 \n\n\n\n\niw' \n\n\n\nCuban Elian Gonzalez, 6, becomes \nthe center of a bitter citizenship debate \nafter surviving a November boat wreck \noff the Florida coast in which his \nmother dies. \n\n\n* - ' * '  \n\n\n|pi|vnj \n\n\nJ 2^r*js^r \n\n\nL*TL \n\n\n\n\nMfc.. p^VHS^JBS^'  \n\n\nThe St. Loui: \n23-1 6 for a \n\n\nQHSSB^^H Mj \n\n\n\n\n\n\nAgnes Scott College \n141 East College Avenue \nDecatur, Georgia 30030 \n\n404-471-6000 \n\nVolume 96 \n\n\n\n\nOpening \nStudent \nSeniors \n\n\n\nFaculty \n\nOrganizations \n\nSports \n\nSenior Ads \n\nIndex \n\nClosing \n\n\n\nThe statements and views \nexpressed in the Silhouette \nare those of the students \ninvolved with its publication \nand do not necessarily reflect \nthe opinions or policies of \nAgnes Scott College or its \nofficial representatives. \n\n\n\n2-5 \n\n6-41 \n\n42-75 \n\n76-107 \n\n108-125 \n\n126-153 \n\n154-169 \n\n170-197 \n\n198-203 \n\n204 \n\n\n\nIII \n\n\n\nSilhouette \n\n\n\nOpening^ 1 \n\n\n\nI. \nthe r \nPresident \n\n\n\nOn December 31, 1999, at the \nstroke of midnight, George and I \npulled the well-worn cord in\\ Iain's \nTower, ringing in the ne\\ v millen- \nnium onbehalf of the entire Agnes \nScott College community, past, \npresent and future. We were \nsurrounded by graffiti from the \nnear and distant past, the names of \nsrudentsivho had slipped up to the \nMain attic to leave their signatures \nforalltime. Echoes ofbells ringing \nat Friday noon signaling a job offer \nor graduate school acceptance \nrangin our ears, as did memories of \nhigh state and ceremonial \noccasions. \n\nMain, Agnes Scott Hall, was \ndedicated in 1891, and this \nmagnificent building has housed \npresidents, deans, and students for \nmore than a century. No student \nwho attended Agnes Scott during \nthis transitional centennial year- \n1999-2000 - will forget that the \ncampus seemed to be under \nconstruction much of theyear. We \ntoo are building for a long and \nprosperous future. We hope that \nour new and renovated buildings \nwill also stand the test of time for \nthe new century that has now \nbegun. And,thatwhenyouretum \nnext vear or in the vears to come, \nvou will marvel at the new, while \ncontinuing to treasure the tradi- \ntions, both phvsical and cultural, \nthatmakeAgnesScottour beloved \nalma mater. \n\nMarv Brcn \\ti Bullock '66 \nPresident \n\n\n\n\n\nDear Blues Brothers/Sisters, \n\nIn a constant effort to maintain perspective, I keep the regulations \nfrom the 1 892 Agnes Scott Institute Catalog always close at hand. I \nurge you to do the same. They include the following: \n\nNo student will be excused from breakfast except in case of \n\nillness. \n\nStudents will not be allowed to go to Atlanta oftener than once a \n\nquarter for shopping purposes. \n\nVisitors will not be received during school or study hours, nor \n\nthe visits of young men at any time. \n\nNo student is allowed to appear in a wrapper outside her own \n\nchamber. \n\nWhile these texts could serve as an invitation to lament the \nprecipitous decline of civilization and good manners, they remind \nme that many of today's absolutes will be tomorrow's hoots. Don't \neven try to imagine the changes in lifestyles that will take place \nduring your lives. But if your education at Agnes Scott has \nsucceeded, you are prepared for the continuing task of sorting \nthrough your intellectual and spiritual closets and letting go of the \nfaddish and merely conventional while recognizing and maintaining \nthose wise and true beliefs that are forever the real thing. You may \nhear your liberal arts education criticized for its lack of usefulness. \nIt is in fact the most useful of educations in that it prepares you for \na lifelong meditation on the values, actions and relationships that \nbring true happiness. May you have the wisdom to recognize that \nhappiness and the courage to foster it day in and day out. \n\nI'm sure that I speak for all of our faculty and staff in expressing \nthe hope that you have felt and will always feel part of an Agnes \nScott family bound together by ties of love, service and laughter. \n\nThe departure of the class of 2000 is particularly poignant for me \nsince among you are the last students I've taught. To those women \nI say. may your Agnes Scott value added grow exponentially and. \nwhen you enter the labor market, may you encounter equilibrium at \na high wage and low number of hours worked. And, by the way, \nwas I the only one to notice the dramatic increase in enrollments in \nbusiness and economics as soon as I left the department? \n\nAlways the pretend dean, \n\nEd Sheehey \n\n\n\nDear All: \n\nWhat a fast paced year this has been! If the rest of the Millennium is \nthis exciting, I may not make all of it. (That was a Dean Hudson \njoke). Luckily, Health Services and Personal Counseling ensure we \nhave the stamina for everything that is going on. \n\nWith a newly renovated and expanded Evans Hall, we welcomed the \nlargest new class in the history of Agnes Scott, the Class of 2003. \nThe Lost Girls and Peter Pan may well greet another large band next \nyear. The Office of Admission tells me that the attractiveness of \nAgnes Scott and the appeal of women's colleges in general have \nbrought the highest number of applicants ever! \n\nSpeaking of large, have you ever seen a crane so big? For most of the \nyear Big White Bird has hovered over the construction site of the new \nAlston Campus Center. Next year there will be 58.000 square feet of \nspace, including a grille, student activities hub, coffee bar, cybercafe, \nfireplace lounge, day student lounge and business center, student \norganization offices and meeting rooms, and offices for Career \nPlanning, Religious Life. Residence Life and the Assistant Dean of \nStudents. Wow! \n\nWe'll need every inch of that new space for all the programming put \non by the office of the Assistant Dean. Social Council, Showtime and \nour new Realite Council. We've had an overwhelming response to \nprogramming this year and our new building will set the stage for \nmore, great band parties. \n\nSpeaking of building  nine students and two staff participated in \nAlternative Spring Break by working with Habitat for Humanity in \nNew Mexico. Other volunteers served our community by making \nvalentines for DeKalb Health Care Community and school kits for \nDecatur Cooperative Ministries. \n\nAgnes Scott student-athletes were active on the political scene and \nassisted alumna and state representative. Kathy Ashe '68. in the \npassage of the Gender Equity in Sports Bill in Georgia. That success \nwas matched on the playing fields/ courts with the ASC soccer team \nenjoying its most successful year (13 wins), as did the basketball team. \nASC tennis has already beaten three regionally ranked NCAA teams, \nso their season is bright. Senior Carla Maley qualified for the NCAA \nRegionals in cross-country. \n\nY2k commencement will send the Blues Brothers off with Marsha \n\nNorman '69. acclaimed playwright and alum, scheduled as their \n\nspeaker. We will miss them but \n\ncan't wait to hear all their \n\nadventures at grad school, in \n\nservice, from around the world or \n\nin the corporate world. Career \n\nPlanning has worked hard to \n\nbring top employers like IBM. \n\nCoca-Cola and SunTrust on \n\ncampus and to create challenging \n\ninternships for ASC students. \n\nWherever the Class of 2000 is \n\nbound, we know they will \n\nsucceed. \n\nHave a great summer. \n\n\n\n\nOpening \n\n\n\nis dedicated to all those hardworking \nI administration members \"behind the \nscenes\" Our appreciation is immeasurable. \n\n\n\n\nI y( 'polling \n\n\n\n\nit \n\n\n\n\n\n\nMi !\u0026 \n\n  % \n\n\n  \n\n\n\n\n\n\n\n\n\n\nTo the cafeteria workers, \nand the groundskeepers, \nand the facilities staff, and \nthe health center, to the \nbookstore, and the post \noffice, and public safety, \nand admissions and inter- \nnational education, and \npublications, and all the \nother staff and administra- \ntive personnel on campus: \nthe entire campus com- \nmunity would like to say \n\"Thank you.\" Thank you \nfor all your hard work and \ndedication. You are not \nforgotten. \n\n\n\nOpening \n\n\n\n\nThe/ ViMer\u0026s face\u0026 of ASC \n\n\n\n\n\"Coined Admissions Office phrases provide a prospec- \ntive student with a non-descriptive view of Agnes Scott. \n\n[E] ven the most well prepared brochure can never \ncompletely define life at Agnes Scott\" (Silhouette, 1978). \n\nSome things never change. As 'coined \nphrases' like 'transformations' and \n'diversity' are thrown around this campus, \nit merely takes a brief look at an old yearbook or \na short chat with one of those white-haired \nalumna, that has the job you hope you will have \none day, to know that there is something consis- \ntent about this campus. No matter how things \nchange and how many 'diverse faces' we present \nto the world, there is a steady current here. It has \nalways and will always exist as long as there are \nScotties. \n\nThe Admissions Office may speak of indepen- \ndence and intelligence, but it is only with an in- \ndepth look at each of us, paying special note to \nthe individuality each person on this community \nadds, that brings true meaning to the reality and to \nthe future memories. These next few pages will \n\n\n\n\n\u003eSee no evil; hear no evil; speak no evil.\u003c \n\nFriends Stephanie Moseley, Jenn Heckman, and Nancy Bennewitz play \ninnocent at the popular hang-out. Twain's, during Black Cat. \n\n\n\nattempt to take you on a journey and give you an \ninside peek that goes beyond superficialty. No holds \nbarred, from studying to Sophomore Family Week- \nend, this book is and will be the best insight into your \nworld, which (ask any BluesBrother ) will be over all \ntoo soon. \n\nEnjoy!! \n\n\n\nStudent Life \n\n\n\n\n\u003e\"This way to St. Agnes Convent\" a \n\nA decades old, amusing pavement etch- \ning welcomes all Scotties, old and new \nalike, to the amazing world of Agnes \nScott, a sentiment with which we can all \nempathize. \n\n\n\n66 When- \never we have \na circle of \nsisterhood, I \nrealize how \nimportant the \npeople here \nare to me. \n\nJennifer Booker, \n\n\n\n2000 \n\n\n\n\n\u003eA girl's best friend(s)\u003c \n\nHeather Harvey decides what im- \nportant duty should occupy her \nagenda next: curl up with her stuffed \nanimals or consume a bag of \npeanutbutter M\u0026Ms  or both! \n\n\n\n A A * \n\nmentation \n\n\n\nThe summer before your first year at school can be \nhectic. Any upperclass-woman can tell you that. \nWhat no one, however, tells you is that getting your feet wet \nat Agnes Scott can be just as crazy and hardcore. \n\nAlmost four years ago, when the Class of 2000 came in \nfor Orientation, it lasted longer than a weekend but shorter \nthan a week. First-years are now faced with a whirlwind, \nthree-day cram session that can leave a person a little \noverwhelmed for their first day of classes. \n\nOn the bright side, it is an excellent chance to meet the \ncampus, your roommate, lifelong friends, and the local Wal- \nMart while saying good-bye to family. Overall, it is definitely \nnot an experience to be missed! \n\n\n\n6^ You see where America fits into the \nworld, instead of it being the whole world. \n-Brigitte Hogan, c/o 2000  \n\n\n\n\n/-Lendinga Helping Hand-v ''Let's hear it for the wheel! \u003c \n\nMoving in is tough. Everyone cau- When you have got as much stuff \ntions. \"Don\"t bring too much stuff.\" I crammed into your suitcase as this first- \ndid not listen, and neither, apparently year does, those airport friendly little \ndid these first-years. wheels are not so swell after all. \n\n\n\n^Finding Your Niche\u003c \n\nLilly Maddattu puts mendhi on the \npalm of yet another first year at the \nSubcontinental Students Association's \ntable during the Organizational Fair. \n\n\n\n\ni ^^B \n\n\n\n\n\n\n\n\n\n\nr-3 \n\n\n\n\n\n\n\n\n*H^^ \n\n\n\"\"**M \n\n\nWW \"~ ^5\" 1 \n\nML. ^\\jwk wi \n\n\n\n\n\n\nV \n\nc \n\nCO \n\nor \n\n\n\n\n1m m^ \n\n\n\n\ni \n\n\nKr \n\n\n\n\n\n\n'.^^. \n\n\n\n\n\n\n\n\n1 fi \n\n\n\n\n\n\ni  \n\n\nE. \n\n\n\n\nH 1 \n\n\n\n\n\n\n\n\nfc=^l \n\n\n^ \n\n\nn 9\u0026 \n\n\n\n\n\n\n^ v \n\n\n\n\n\n^Meeting Atlanta \u003c \n\nAstronomy professor. Dr. Chris Depree, \ntakes his first year focus group on a trip \nto the Fernbank, one of Atlanta's main \nattractions. \n\n\n\n\u003eA Loner? \u003c \n\nOr it could be that this scoltie knows, \nunlike Orientation Council, that when \nyou have an activity this interesting, \nyou are not going to be making friends. \n\n\n\n\nSenior Michele Goss mans the Con- \nservative Forum booth at the Ori- \nentation Fair. \n\n\n\n^Scott'sHonor^v \n\nThe Class of 2003 sign the Honor Pledge \nat a ceremony that will be followed by a \nreception. \n\n\n\n\nOutside of Agnes Scott \n\n     \n\nQcotties are as eclectic of a mix off campus as on, \nspanning everything from frat parties, the theatre, \nand volunteering. One thing is for sure-We need \ntime off campus to blow off steam, however we \nchoose to do it. \n\n\n\nKim Davis, Colleen McCoy, Megan- \nBrady Viccellio, and Treah Caldwell \ncelebrate Kelly Stapler's birthday \nbefore heading for a drag show at \nBackstreet. \n\n\n\n44 Two friends and I were told \n\nthat MARTA ran all night.. .well, \n\n2:30 rolls around.. .IT IS NOT \n\nRUNNING!! We got stuck in \n\nAtlanta until five when it opened \n\nagain. ..We got back to campus about \n\nsix, and I had an eight o'clock class\" \n\n-Emily Gibson. '03 AA \n\n\n\nTop Five Weekend HotSpots \n\n1) Frat Parties \n\n2) The Movies \n\n3) Home \n\n4) Shopping \n\n5) Bed \n\n\n\nmi^m \n\n\niPJl \n\n\nl2i \n\n\nPi ^^ \n\n\nV \n\n\nIJt.MV \n\n\n\n\n\nGabriela Baron, Laura Castro, Triana Oglivie, Marisela Resendiz, Rosalba \nOlguin, Brigid Scarbrough, Joanna Velasquez, Gabv McDonald, and Ayo \nWilliams attend August Wilson's litney . \n\n\n\nFriends Joanna Velasquez, Priti \nChavan, Rosalba Olguin, and \nMarisela Resendiz head out for a \nnight on the town. \n\n\n\n\n10 \u003e Student Life \n\n\n\nJuniors Melissa Hughes and Desiree First-years Abigail Miles, Amanda \nWilson schmooze at an off-campus Starr, and Rebelee DeBoer enjoy the \nfunction. view from on top of Stone Mountain. \n\n\n\n\nEllen Coleman plays her guitar for \nfuture Scottie Jacy Pippin at the \nReligious Studies retreat at Big Ca- \n\n\n\nStudent Life \u003c 11 \n\n\n\nhlan, Myia House, Tameka \nKing, and Encka Robinson wonder if \nthe shuttle is late again as they head \nout to represent Agnes Scott's \nShowtime and Student Activities at \na fair in Florida. \n\n\n\n\n. 12 \u003e Student Life \n\n\n\nAdrienne Nash explores one of the \nmore glamourous sides of dorm life. \n\n\n\nInman residents relax and chow down \nat the dorm Super Bowl party. \n\n\n\n\nThe Winship Ghost \n\nn [he 1960s, they opened up Winship ro seniors as study rooms because enrollment was so low. Each Scottie was assigned a \nspecific room of which the door was then removed. One Senior was studying in her room one night when a girl walked in and said \nhello. They began talking, and the Senior noticed that the girl's hair and clothes seemed a little old-fashioned. However, she did not \nthink much of it. They got to know each other fairly well over the next few weeks. One day, the Senior was working on a project for \nthe yearbook and was flipping through old yearbooks when she suddenly found a picture of her new friend under an obituary \nheading. \n\n\n\nSophomore Roomma \n\nand Qiana Dreher really care \n\n\n\n\nJulianna Woo is dedicated to study- \ning when she does not have a date, or \na party to go to, or have to go shop- \nping... \n\nTrue blue buds Hilary Wright. Kelly \nStapler, Ashleigh Matthews, and Col- \nleen McCoy bond at Avery Glen. \n\n\n\n14 \u003e Student Life \n\n\n\nSeniors Tonya Miller, Elizabeth \nEldridge, Alice Farmer, Nancy \nBenowitz, and Amber Stanley prepare \nfor a night on the town. \n\n\n\nInman RA Andrea Yeaman stuffs her \nface with cookies at one of the many \ndorm activities that add joy to all our \n\n\n\n\nA large group of Agnes Scott sisters \nshare some quality time together in \nthe oh so wonderful new Evans. \n\n\n\nStudent Life \u003c 1 \n\n\n\nFirst-years Priti Chavan, Michelle \nWilliams, Joanna Velasquez, and \nRata Ranimi relax while practicing \ntheir Spanish with Teaching Assis- \ntant Rosalba Olguin. \n\nProcrastination is an art at ASC- Melanie Knowles just can not take \n\nYou are supposed to read it any more, choosing leaf angels over \n\nthe NIGHT before, not the five finishing those last five papers, six \n\nMINUTES before. reviews, nine labs, and ten finals. \n\n\n\n\n\n\n\nZ'--^ - , -. -.^- v- .^ SB \n\n\n\n\nMeredith Melville and Melissa Amerson, in a picture fit for the Admission \nOffice, enjoy the last of some nice fall weather on the quad. \n\n\n\nlb \u003e Student Life \n\n\n\nMaricela Resendiz studies hard during finals. \n\n\n\nASC \n\n\n\non campus life \n\n\n\n\nVictoria Stopp, Colleen McCoy, and \nHeather Branham deal with their \nstress with a smoke break. \n\n\n\nTime Management at ASC \n\n\n\nHomework= 23.51% \nInternet/computer= 22.02% \nTV= 12.66% \n\nMovies/non-alcoholic outings= 8.5% \nClubbing/alcoholic outings=7.8H \nPhone= 7.45% \nClub Activities= 6.46% \nCampus Activities= 6.44% \nVolunteering= 5.15% \n\n\n\n\nSenior Melanie Minzes prepares to be \nrecognized by the faculty at the Class \nof 2000's Senior Investiture. \n\n\n\niggie Schwab receives some good advice at Career Planning's Student Resume Exhibi \n\n\n\nStudent Life \u003c 17 \n\n\n\ni campus events \n\n\n\nASC \n\n\n\nRebecca Baum and Kari Boston \nwatch as Sophomore Mia Mingus \nopens her present at the President's \nHolidav Dinner. \n\n\n\n\nSome Scotties break out the tank \ntops and make-up for Jump Little \nChildren at the ASC Street Party. \n\nJennifer Patterson, Kim McNamara, \nand Tayyeba Ahmed enjoy the kind \nof goodfood usually reserved for the \n'special people'. \n\n\n\n\nIS \u003e Student Life \n\n\n\n\nShari Gunin and her man enjoy the \nlive jazz at the invitational only part \nof the Valentine's Day Crush Party. \n\n\n\nSome Scotties get their groove on at \nthe Social Council Crush Party. \n\n\n\nBlackfriars Elizabeth Eldridge, Alice \nFlagg, Jackie Pardue, Elaine Meyer, \nand Meredith Melville ham it up \nbefore the Comedy Improv. \n\n\n\n\nJuniors Kieva Morrison and Carly \nAnderson share sweet love at the \nSocial Council Kamaniwannaleiu \nparty. \n\n\n\nStudent Life \u003c 19 \n\n\n\nYou see \n\nwhere \n\nAmerica \n\nfits into \n\nthe \n\nworld, \n\ninstead \n\nof it \n\nbeing the \n\nwhole \n\nworld. \n\nBrigitte \nHogan- \n\n2000 \n\n99 \n\n\n\natudy Abroad \n\n  98/99     \n\nLust year, Scotties lived and learned in \nsuch diverse places as Spain, Austria, \nEngland, Costa Rica, and China. Once there, \nthey not only got to travel the world, but they \nbecame more self-reliant and self-confident. \n\nWhile having the time of your life, some of \nour seasoned study abroad Scotties have the \nfollowing advice for future travelers. First, do \nnot reject or over value your own culture at the \nexpense of appreciating your new one. Second, \nmake friends, both American and foriegn. \nRemember to get to know your new country not \nonly geographically but cultureally as well be- \nfore \nyou go. Most important of all. have fun! \n\n\n\n-'Out with the old... \u003c \n\nSarah Chapman enjoys Las Fallas in Valencia, \nwelcoming Spring that symbolically burns symbols \nyear. \n\n\n\nSpain, a traditi \nof impurity fron \n\n\n\nonal festiv \ni the previo! \n\n\n\n\n- Ruffing It \n\nSeniors Whitney Sinclair and Yhana \nChavis take a break in front of their \ncabin at Volcan Arenal in Costa Rica. \n\n\n\n20 \u003e Student Life \n\n\n\n-Old World Style\u003c \n\nKcmbra Healy pops around the shops in \na quaint Cotswolds village in the West \nCountry. England. \n\n\n\n\n\n\u003e Participate, not just appreciate! \u003c \n\nElizabelh Eldridgc learns a traditional Morris Dance for the University of East \nAnglia's Fold Dancing Troupe in Exeter, England. \n\n\n\n\u003e Learn a new language-* \n\nTamara Wilson practices her Chinese skills while studvine abroad. \n\n\n\n\n\n\n\n\n\nfcc \n\n\n\n\n!!tiy\u0026Sr^\" \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\\/ \" \n\n\n*d \n\n\npSS v^l \n\n\nM \\ \n\n\nRW ''^JL \n\n\nIf \n\n\nfcjg^ Jfrl \n\n\n\n\n\n\n1 \n\n\nJ \n\n\n^^C \n\n\nj* \n\n\n\n\nuc^*ifc9zi \n\n\nfc ' \n\n\n\n\n\u003ePartyAbroacK \n\nSenior Elizabeth Eldridge knows \nthat the term 'study abroad' is a \ncomplete misnomer as she \nprepares to attend a 'Devils and \nAngels' party in Norwich, \nEngland. \n\n\n\n\u003e Develop New Skills \u003c \n\nAshleigh Mathews learns the tradi- \ntional way of drinking wine in the \nNorthcentral Spanish town of Leon. \n\n\n\n\u003e\"An entirely new perspective...\" \u003c \n\nBrigilte Hogan visits Karlskirche in Vienna, \nAustria while studying in the nearby town \nof Gratz. \n\n\n\nStudent Lire \u003c 21 \n\n\n\nDedicated Senior Lee Hayes collect \nticket money prior to the Blackfriars \nComedy Improv Show. \n\n\n\n\nStudent caller Jackie Pardue uses her \nsaleswoman skills and impassioned \nstories of the desert refridgerator to \nbeef up the Annual Fund. \n\n\n\nYou know you do not have enoug! \nstudent jobs when the informatio: \ndesk has three student workers a \nany given time. \n\n\n\nASC \n\n\n\nstudents at work \n\n\n\n1 d \n\n\ni \n\n\n\u0026\u003e \n\n\n1 1 \n\n\njV v.^ \n\n\n\n\n \n\n\n\nJuniors Trianna Oglivie and Nola \nTaylor work hard behind the scenes \nduring the Grupo Cultura sponsored \nby the Hispanic Awareness Society. \n\n\n\nOnly 27% of \nAgnes Scott \nstudents sur- \nveyed work \noff- campus. \n\n\n\n\nSenior Jayani Jayawardhana works \nas an usher for the Millenium Events \nSeries. \n\n\n\nSenior Kacie Cosby at work as a \nSwing Dance Instructor at Atlanta \nDance World. \n\n\n\nWhitney Gif ford and Shelley Acevedo \nacted as stage hands during the \nMeredith Monk performance. \n\n\n\nStudent Life \u003c 23 \n\n\n\n\nwareness \n\n\n\nASC \n\n\n\nCarrie Anderson. md \n\nMajda drink palm win. during the \nGhana, Januan \n\n\n\n\nMajda gets her hair traditionally \nbraided as part of experiencing the \nculture of Ghana. \n\n\n\nAndrea Harvey and Kelli Izard spend \ntime with their Ghanian family. \n\n\n\n\n4 \u003e Student Life \n\n\n\nASCjg \n\n\n\n\n\n\n\nThe Global Connections Ireland \ngroup have a rousing good time in a \nlocal pub. \n\n\n\nSenior Shawn McClain and Junior \nAubrey Denmon enjoy a scenic moun- \ntain view of the medieval city of \nToledo in Spain. \n\n\n\nSenior Amber Pipa stands near a \nCeltic cross monument during the \nJanuary, 1999 trip Ireland. \n\n\n\n\n\n\nThe Spanish Global Connections \ngroup visit the roman site, sacred to \nSt. Theresa of Avila, of Los Cuarto \nPostes outside of Avila, Spain. \n\n\n\nSeniors Amy Likovich and Holyn Ivy \nstand in front of the Atlantic near \nBallycastle in Ireland. \n\n\n\nSophomores Yessica Pai \nHarris, and Heather Wh \nmost ready for a \ntown. \n\n\n\nRachel Cantrell, Rebecca Edgerly, \nRebecca Middendorf, Vinitha \nChidambaram, Rachel Sullivan, \nHeather Harvey, and Julie Jacobs \nhead to an off-campus HalL \nparty. \n\n\n\nTop Five Movies \n\n1) The Princess Bride 3) Friday \n\n2) Dirty Dancing 4) Pride and Prejudice \n\n5) Gone with the Wind \n\n\n\n\nHigh Museum of Art \n\nFirst-years Amanda Starr, Alison Senior Elizabeth Eldridge enjoys her \n\nMurphy, and Rebelee DeBoer absorb last Spring Break at Mardi Gras in \n\na little culture during their visit to the New Orleans. \nHigh Museum of Art. \n\n\n\n\u003e Student Life \n\n\n\n\noff campus life \n\n\n\nKelly Stapler, Leah Thompson, Betsy \nMorley, Hilary Wright, Victoria \nStopp, and Becky Smith spend some \ntime with former Scottie Alice Eicher \nand her friend 'Rita. \n\n\n\nPresent and former Scotties get in- \nvolved at the Atlanta AIDS Walk. \n\n\n\n\nSenior Jenn Heckman REALLY en- \njoyed her last Black Cat experience at \na post-Bonfire foray to Twain's. \n\n\n\nColleen McCoy and Becky Smith \nknow the booze is cheaper at home. \n\n\n\ncampus \n\n\n\n\nKendra Baer, Ellen Coleman, Becky \nSmith, Megan-Brady Viccellio, Erin \nDavis, and Treah Caldwell enjoy \njust being together!! \n\n\n\nTop Five TV Shows \n\n\n\n1) Dawson's Creek \n\n2) Friends \n\n3) E.R. \n\n4) Felicity \n\n5) Buffy. the Vampire Slayer \n\n\n\n\nJessa LaVictoire settles for Papa \nJohn's after a same ole same ole trip \nto Evan's Dining Hall. \n\nFirst-years Christy Flanagan and \nLaura Watts know how to show one \nof the rare men at Agnes Scott a good \ntime with. . . you guessed it, Trivial \nPursuit! \n\n\n\n\nS \u003e Student Life \n\n\n\n\nRoommates Jackie Nakawa and \nNancy Bennewitz show some love, \nsweet love. \n\n\n\nLBA not only works hard to \nfundraise, but buys in the classic \nAgnes Scott-female stereotype of the \n\"bake sale\". Hey, what works. ..well, \nworks. \n\nFriends Christina Johnson, Melanie \nLuschen, and Amanda Schrier take \na break in the 'Green Room' while \npracticing for Antigone . \n\n\n\n\n\nKristine Haeger works hard in the \nListening Lab. \n\n\n\n\nA Senior and a First-year Reflect on Scottie experiences \n\n\n\n\"Walking around dressed up like a \nTeleTubbie for capping definitely \nhas to be the weirdest and least \nacademic part of my time at ASC.\" \n-Hillary Wiggins, '00 \n\n\n\n\"When we went to the School of \nthe Americas protest, it was a \nbonding experience~we were \nwith these people that you really \ndid not know that well, driving to \nthis place where we knew people \nwere going to get arrested in \npeaceful protest.\" \n\n-Angela Gisclair, '03 \n\n\n\nThis year saw the first ever 'Meet the \nCandidates tables during lunch and \nCommunity Hour. \n\n\n\nStudent Life \u003c 2^ \n\n\n\nBlack Cat \n\n   \n\nWeek \n\nipirit week, first year initiation. ..call \n**-^ it what you will, but Black Cat is one of \n\nthe most distinctive and memorable occasions on \n\nthis campus. \n\nIt is both a time to come together and to \n\nglory in competition amongst our peers. It is at \n\nthis point, if any, that we are truly like sisters. \n\n\n\n\n''Some Little Lost Girls \u003c \n\nAmanda Colgate. Annie Cripe, Sarah \nWorden. DeeDee Smith, and Erin \nBrandt get all doozied up for the \nBonfire. \n\n\n\n\u003e For My Sisters ^Howlowcanvougo?^ \n\nSophomore Song Chair Mia Mingus Amy Jeraen. Marcella Cuadra and \n\nteaches her Sister Class Song to fellow Antoinette Satterwhite limbo at the \n\nQueens of Hearts Kristin Abernathy. Freshman Party Day. \nMeredith Baum. and Heather Holland. \n\n\n\n\n\u003eMusicaI Chairs -* \n\nunior Rebecca Mittendorf and Sopho- \nlore Jocelyn Taylor say that games \nre not only for Little Lost Girls at the \nunior Party Day. \n\n\n\n Black \nCat my first \nyear... things \nwere crazy; I \nloved it; I \nfelt a real \nsense of \n\n\n\n\n*-Idon't wanna grow up...\u003c \n\nof Lost Girls prepare to do \nbattle for the right to be carefree for- \never. . . perhaps someone should let \nthem down gently. . . after Black Cat' 1 \n\n\n\nI Cooker, Shannon \n. ; i nzes, Ashley Kubler, \nLauren O'Pezio and Erin Jenkins \ncelebrate winning the Black Kitty at \ntheir Post-Junior Production part) \nat Oz Pizza. \n\n\n\n\nHow many Sun Goddesses does it take to win the \nonfire song competition during Black Cat? \n\n\n\n\nGeorge Bullock confers with Seniors \nCarolyn Stover and Jackie Pardue \nduring Black Cat Trivia. \n\n\n\nr. Production \n\nc/o 2001 \n\n\n\nTunior Production is a night of intensity: from expectancy, \nto preparation, to performance jitters. It is also a bonding \nexperience like none other at Agnes Scott. Sophomore \nFamily Weekend integrates Sophomores into a new level of \nScottiness', but Junior Production puts you dead in the center \nof your class. Staying up all night long rehearsing and \ndeciding on skits is time-consuming, sometimes frustrating, \nbut it always pays off on that Friday night where you and \nyour class get to shine in front of the entire campus. \n\nNot only to you get to work with people with whom you \nnormally would not see, you also learn about other senses of \nhumor and share two years worth of memories that are \nunique to your class alone. \n\n\n\n\u003e \"What are those RTCs up to?\" \u003c \n\nEveryone is caught off guard when the RTCs perform a surprise skit at Junio ] \nProduction. \n\n\n\nTop 5 \n\nBlack Cat \n\nSkits \n\n#1 Mandatory \nLBA Skit. \n2001 \n\n\n\n#2 True \n\n\n#4 Saturday Night \n\n\nAdminstration \n\n\nFever, 1999 \n\n\nVideo, 2001 \n\n\n\n\n\n\n#5 First Year \n\n\n#3 Friday. \n\n\nInternet \n\n\n2000 \n\n\nSex, 1998 \n\n\n\n\n^\"We'll miss you Molly!\"\u003c \n\nAgnes Scott tradition and dinosaur, Mollie Merrick played by Junior Sarah \nMcllrath, scolds a few naughty Scotties. \n\n\n\n34 \u003e Student Life \n\n\n\n\n\u003e All in the Family \u003c \n\nMary Brown Bullock (Rachel Sullivan) and George Bullock (Rebecca Middendorf) \nspend some quality time together before the show. \n\n\n\n\u003eNot Cool Enough \u003c \n\nVirginia Wallace, Heather Holm, Ashley \nKirby, and Stephanie Hartley know \nthat as hard as they try, the Sungoddesses \nwill never really be as cool as those \namazing Blues Brothers! \n\n\n\n\nEveryone always knew that those \nSungoddesses were just a little too cute \nfor us, and Natalie Taylor, Lesley \nTruluck, and Lauren Myers prove it! \n\n\n\n\u003eMan Fever \u003c \n\nKacie Croson, Jennifer Dabbs, \nLauren Myers, Natalie Pragelman, \nJennie Bell, and Jennifer Ferrell \ndevelop the common Anges Scott \nailment, 'dress like a ho', when \nfine guys played by Victoria \nStopp, Kindra Baer, Natalie Tay- \nlor, and Vinitha Chidambaram, wan- \nder onto campus. \n\n\u003e \"Why is the room \nspinning?\"\u003c \n\nLori Hunkins plays the Junior Pro- \nduction classic. Dr. Pinka. Good \njob, thank goodness she has a asense \nof humor. \n\n\n\nStudent Life \u003c 35 \n\n\n\nFriends Brooke Benson \nBernazza, and Lauren Tupper \nnot need any boys to h \nBlack Cat. \n\n\n\ndents Alicia Benson, \n\nas, Lindsay Grant, and \n\nDavis share the first of many \n\n!i, at least of three) Black Cats \n\nogether. \n\n\n\n\nSeniors Sarah Chapman and julianna \nWoo recap a kodak moment from \nfirst-year some things change, and \nsome will always be the same. \n\nRoommates Amy Lickovich and \nMichelle Peterson need no one but \neach other. \n\n\n\n\n36 \u003e Student Life \n\n\n\nCaroline Boddie, Clyia Thomas, and \nTammy Liluashivili show of their \ndates Latif and Kofi. \n\n\n\nBlack Cat Formal \n\n\n\n\nJuniors Melissa Hughes and Desiree \nWilson and Senior Maria Begg head \nout to the Black Cat Formal with \ntheir dates Stephen, Sha, and Matt. \n\n\n\n\n\n\n\n\n\n M|i 1 1 \n\n\ni \n\n\nII \n\n\nHpHHE, \n\n\n-a? \n\n\n^^^P*T : ^1 \n\n\n\n\n \n\n\n| \n\n\n^H \n\n\nm K) in \" \n\n\n\n\n\n\n[IF\" \n\n\n\n\nUm \n\n\n\n\n\n\nLsbbbJ-. \n\n\n\n\nSexy Mamas Tiffany Mahaffey and Alison MacLean, Holyn Ivy, Rachel \nErika Blanchard take a liquor break Lackey, Draughn Whitehead, and \nat the Black Cat Formal. Amber Pipa enjoy their last chance to \n\nBlack Cat boogie together. \n\n\n\nStudent Life \u003c 3 \n\n\n\n6 \n\n\n\nophomore Family Weekend \n\nThis celebration holds such a special role for many reasons. It is clear that this \nis a momentous occasion for not just the students but the parents as well (above \nand beyond the fact that they probably coughed up the dough for the actual ring). \nFor Lauren Sealey, it was a chance for her to introduce her parents to her friends, \nthe campus, and for them to spend some quality time together. As Freshwomen, \na Scottie gets to know the school as her home and works for acceptance by \nher class, but Sophomore Family Weekend is when not only your class but the \nschool itself accepts you, and finally you have somewhere to belong. In this \nsense, it can almost be contrasted with graduation, whereas instead of leaving, \nyou are coming into your own. \n\n\n\nFinally you felt as \nif you were a part of \neveryone else in the \nschool. \n\nLauren Sealey, 2002 \n\nThere is just the \noverwhekningfeeling \nof wrongness when- \never I do not have \nmy ring on. I almost \nhad a heart attack the \none time I thought I \nhadreallylostit. \n\n\n\n\n\nAnxious sophomores wait for the big \nceremony where they will finally get \ntheir ring and be true Scotties. \n\nJamie Bell prepares to hand over yet \nanother ring as Dean Hudson looks on. \n\n\n\n\n\nKecia Jones and her family enjoy the \ncatered dinner provided for them at the \nring ceremony. \n\nAdeline Ashmore muses over her new \naccessory at the end of the ceremony. \nIt is a moment of complete joy when \nyou receive your ring. Now you are in \na category with the Juniors and Seniors \nand the First- Years are the only women \nthat do not yet don the ring. \n\n\n\n^ \n\n\nm \n\n\n\n\n- \n\n\n\n\n J \n\n\nh ] \n\n\n\n\n1 1 i^ft \n\n\n~ fiT^^^ \n\n\nIf /\u003e \u003c^m \n\n\n\n\n^m ^^B ^^^^^^H \n\n\n^m \" . \n\n\n^ m \\ \n\n\nm \n\nKm w \n\n\n\\ ! \n\n / \n\n: / \n; j \n\n\nw? \n\n\n\nThis sophomore has already realized \nthat every day and every activity will \nsoon become a way to show off that \nAgnes Scott Ring! \n\n\n\nJamie Parsons, Leigh Craigmyle, and \nCharity Livingston continue on a high \nschool tradition of togetherness at the \nSophomore Family Weekend Banquet. \n\n\n\nStudent Life \u003c 39 \n\n\n\n\n\u003elack History Month \n\n\"The eternal bond between the living and the ancestors is at the core of the fabric of African \nsocieties. This tradition, carried into the [African] diaspora, is still vibrant today ...We acknowl- \nedge thos brave captives who lost their lives in the Middle Passage and the slaves who contributed \nto this nation'sgreatness...Weacknowledge Denmark Vesey, Harriet Tubman, Sojourner Truth, \nFrederick Douglass, and all those who struggled for freedom.. .We acknowledge Phylis \nWheatley , Zora Neale Hurston, Langstan Hughes, Alvin Ailey, and all those who helped bring \nout the aesthetics and potency of a much maligned culture. ..We acknowledge Ida B. Wells, \nThurgood Marshall, Martin Luther King Jr., Kwame Ture, Ruby Davis Smith Robinson, and \nthose who fought for civil rights... And finally, we acknowlege our own great grand parents, \ngrandparents, and other relatives not so know in our history, but whose impact on our lives we \ncelebrate each day. We welcome theirpresence saying, Ashe[/Amen].\" \nDr. Violet Johnson, History and Africana Studies \n\n\n\n \n\n\n\nWhat is the purpose \n\nofBlackHistory \n\nMonth? \n\nTo become cultur- \nally aware, espe- \ncially for folks who \nare not black, so \nthey can learn about \na culture other than \ntheirown. \n\nNoreen Williams- \n2003 \n\n\n\n\nRTC Barbara Washington preaches the \ngospel as she leads Joyful Noise in an \nexcerpt from a prominant African- \nAmerican play. \n\nThe African and West Indian Student \nAssociation does a traditional South \nAfrican Beer Dance for the Black His- \ntory Month Theatre. \n\n\n\n\n40 \u003e Student Life \n\n\n\nOctavia Gatson, Kieva Morrison, and \nan Ethiopian International student dis- \ncuss the situation of women of African \ndescent throughout the world, high- \nlighting current conditions in the United \nStates, Jamaica, and Ethiopia. \n\nTanya Garnet sings the Black National \nAnlhem. \n\n\n\n\nCurrent Scottie Crystal Taylor and \nAlumnae Jamila Heard. Courtney Grif- \nfin, and Ayoka Shakir come together \nat the Black History Month Theatre \nreception. \n\n\n\nStudent Life \u003c 41 \n\n\n\n\nThrough/ The/ Year y.. \n\n\n\nThe women of the class of 2000 have grown from teary \ngoodbyes to their parents at first-year orientation to standing on \ntheir own two feet as leaders on the ASC campus. Events such \nas Orientation Weekend, Sophomore Family Weekend, Junior \nproduction, Black Cat events. Capping, and Senior Investiture \nhave helped to form friendships within the class of 2000 that will \nlast a lifetime. These memories are the ones we will hold dear \nas we reflect back on our times at Agnes Scott College. The \nfollowing quotes represent the most memorable times in the \nlives of seniors at ASC. \n\n\"Of all the Black Cats at ASC, this one was the most fun, maybe \nit was because we were Seniors, maybe because I had a great \ndate, or maybe because all my friends were there  probably \nall three, but I had a BLAST!\" - Jessie Heath \n\n\". ..being refused food at the old snack bar because I had bare \nfeet.\" -Melon Butler \n\n\"Watching the first run through of Junior Production and realiz- \ning that we had brilliant ideas and a possible perfect score show. \nThat is, if we could polish the production before the fire alarm \nrang due to large amounts of cigarette smoke backstage, and \neveryone's super size cup of \"coke\" was empty.\" - Jackie \nPardue \n\n\"My most memorable moment at ASC was on the marine \nbiology trip. We went swimming with the dolphins at the marine \nstation in Honduras, and we also got to do a training session with \nthem, making them do flips and other tricks.\" \n- Elizabeth Meade \n\n\"It' s a rare occasion to have men on campus, but to have four \nhalf-naked men at once in Evans Dining Hall for Senior party \n\n\n\n\n\u003eA NIGHT TO REMEMBER\u003c \n\nBlack Cat Formal '98 is off to a good start as the class of 2000 \ncomes into the homestretch of their time at ASC. \n\n\n\ndayis a memory that I (and Lucia Sizemore) will neverforget\" \n-Jennifer Booker \n\n\"My most memorable moment at ASC was during Loose Knit, \nmy very first theatre production, when apainting I hung between \nscenes fell during the performance.\" - Yalonda Rice \n\n' T 11 never forget the feeling I had the first time I ever stepped foot \non this campus, I just knew that this was where I belonged.\" \n-Julie Bricker \n\n\n\n42 \u003e Seniors \n\n\n\nSetvuory \n\n\n\n\n(Qfr Senior \nInvestiture was \nboth exciting \nand scary be- \ncause it was the \nfirst time I real- \nized that this \nwill be my last \nyear at ASC. \nI'm just glad I \ngot to spend this \ntime with good \nfriends. \n-Susie Kahl \n\n\n\n99 \n\n\n\n\n\u003e\"KISS\" YOUR CAPPER^ \n\nCapping '99 brings out the worst \nin even the finest members of the \nsenior class, Julie Bricker and \nCara Carroll. \n\n\n\n^SENIOR INVESTITURE^ \n\nKatherine West and Susie Kahl \nshow their excitement as they \nexit Gaines, in \"high fashion\", \nwearing their caps and gowns. \n\n\n\nClass of 2000 \n\n\n\nClass of 2000 \n\n\n\n\nLinda Marie Allen \nillcal Science  Fairfax; VA \n\n\n\nDanielle Denae Armstrong \nBiology  Longbeach, CA \n\n\n\nU K \n\n\n\n\n\n\n\n\n\n\nt^v \n\n\n\n\n\n\n\n\n\n\nJBW \"^ *** \n\n\n\n\n\n\nWf^y' ^^B v- -wE \n\n\n\n\nBl --' i \n\n\n\n\nRSI \n\n\nVET ':^^^k -' \n\n\n-;:;;;;] / \n\n\nsJRi \n\n\nJ \n\n\n\nShannon Allen \n\nTheatre  Atlanta, GA \n\n\n\nNatanya S. Baker \n\nBiochemistry  Decatur, G \n\n\n\n\nCarrie Anderson \n\n\n\n\n, ;. Marik Lorena Banderas. \n\nInternational Relations/Spanish Cumming, GA \n\n\n\n\nSarah Benefield \n\n:s \u0026 Economics  Tifton, GA \n\n\n\n\nErika Blanchard \nEnglish/Africana Studies  Memphis, HV \n\n\n\nElizabeth Louise Bos well \nBiology  Glenn ville, GA \n\n\n\n \" Amanda Bussell \nHistory  Garfield, GA \n\n\n\nNancyAee Bennewitz \n\nBiology  Watkinsville, GA \n\n\n\n\nCaroline Boddie \n\nSpanish' Stone Mountain, GA \n\n\n\nJulie Bricke'r ' \n\n; \u0026 Mathematics m Athens, GA \n\n\n\nMelissa Butler . \n\nMathematics/Physics  Marietta,, GA \n\n\n\nJennifer Marie Booker \n\n'Biology  Winchester, TN \n\n\n\n\n\nYhana Chi \n\nSpanish  Litho. \n\n\n\n\n\n\n\n, Carina Susann Carroll \n\nPsychology  Ft. Lauderdale, FL \n\n\n\nNikia Necole Clark \n\ness/Economics  Decatur, GA : \n\n\n\n\n\n;.'.' Sarah Jane Chapi \nHistory/MedievaVStudie's  Lot \n\n\n\n\nJamie Chilton \n\n' Bi'ojogy* t, Petersburg, FL \n\n\n\n\nEvelyn Coleman \n\nEnglish  Little Rock, AR \n\n\n\n\nAmy Cormier \n\nal Relations  Warne):. Robh \n\n\n\n\n\nmfr\u0026Z. \n\n\n\n\n\n\nKimberly Davis \n\nReligious Studies \n\n\n\n\nTheresa Lyn DeSandre \n\nMusic  Stone Mountain, GA \n\n\n\n\nNikki Y. Dickersor \n\nemistry  Frankfurt, G\u003c \n\n\n\n\nJulie Marie Duvall \n.French  Atlanta, GA \n\n\n\nElizabeth Anne Eldridge. \n\nEnglish Literature/Creative Writing San Jo \n\n\n\nSharon VanDaine Elliott \n\nReligious Studies  Atlanta, GA \n\n\n\n\nAqsa Farooqui \n\n\n\n\n\n\n\n\nShari Gunnin \nEnglish  Snelh'ille. GA \n\n\n\n\n\nMeghna Gupta \ns Studies  MeDoiiongli, GA \n\n\n\n\n\nLoren R. Harmeling \n\nBioloev  Orlando, FL \n\n\n\n\n\nJacquelyn Hays, \n\netiology* Jacksonville, FL \n\n\n\nKareisha Zene He \n\nEnglish  Beaumont, \n\n\n\n\n'Jessica Wickliffe Heath \n\n. -Psychology  Tallahassee, Fl \n\n\n\nLillyvette Hernandez \n\nusic  San Juan, -Puerto Ri \n\n\n\n\nJennifer J. Heckman \nHistory  Brentwood, TN \n\n\n\n\nKimberly Kathleen Hill \n\nBiology/Psychology 'Athens, G \n\n\n\n\nStephanie Ann Hunter '.':'\" \n\nrafiire-erea.tive Writing  Charlottesville, VA \n\n\n\nHoiyri Rebekah Ivy . '; \niychology  Carrollton, TX \n\n\n\n\nSusan Jackson \n\n\n\n\n\n\nJessica Erin Jenkins \n\nis \u0026 Economics  Greenville, SC \n\n\n\nCathleen Sabritia Keyser \nPolitical Science  Gulf Breeze, Fh- \n\n\n\nAshley Jane Knbler \n\n\u0026 Economics  Fl. lMuderdale, FL \n\n\n\n\nnn Jones \n\n Tucker. GA \n\n\n\nJulie Connor Kidwell \nInternational Relations  Tyler, TX \n\n\n\nRachel Lackey \n\nAnthropology  Mariettt \n\n\n\n\nSusan Lane Kahl \nBiology  Murphy, NC \n\n\n\n\nTyler Ann Kriowles \n\nemistry  Chattanooga, TN- \n\n\n\n\nKate Lanigan \nArt  Knoxrille. TX \n\n\n\n\nAmy Rebecca Likovich \n\nEnglish  Lawrencevilli; GA \n\n\n\n\nCathy Jo Troutman-Little \niology \u0026 Anthropology  Falls of Rough, KY \n\n\n\nLaura Kathleen Livingston \n\nMusic Houston, TX \n\n\n\n\n\nHeather Ann Lyman \nBiology  Atpharetla, GA \n\n\n\nAlison Nicole Maclean \nPsychology  Marietta. GA \n\n\n\n\n\nJessica Ann Mawnara \n\nclwlogy/Philosophy  Savannafi; GA \n\n\n\nTamuna . Liluashvili \ntional Relations  Snellville' GA \n\n\n\n\nJennifer G. Long \n\n.v ct Economics  Ma \n\n\n\n\nTiffany Kristina Mahaffeyi \n\n'Historv  Stone Mountain. GA \n\n\n\n\nAshjeigh Matthew's \nHistory Houston, TX \n\n\n\n\n\n\n\nFatima Mehdikarimi \n\nuitional Relations  Duluth, GA \n\n\n\n\nTonia Brennette.Mille \n\n\n\n\n! Lynn .Minze's \n\nsx \u0026. Economics * \n\n\n\nElizabeth Morley \n\ncli \u0026 Francophone Stndies  \n\n\n\n\nCaroline Hay Mitchell \n\nBiology  Chesterfield, MO \n\n\n\n\nLexington, KY \u003c Bnsiness/Et \n\n\n\nStephanie Mosele \nimics \u0026 Ihi'l Relation \n\n\n\n\nWafa Subhi Mu \n\n\na 'V \n\n\n\n\n- Apop \n\n\nPolitical Science  Naz \n\n\naretfi \n\n\n\n\niPioto \n\n\n^HM w \n\n\n\n\n\n\n\n\n\n\nffBL ^L \n\n\n\\f \n\n\nWiSSrr?r \n\n\n\n\n\n\n\nmageyo-F.u \n\nnpala) Ugttiii \n\n\n\n\n\n^Adriennc Denise Nash \n' History Atlanta, GA \n\n\n\n\n\n.': : \"' \n\n\n\n\n\nJacqueline Elizabeth Pardue \n\nBiigiish.Literaiure/Creative Writing Taliaht \n\n\n\n\n\nMusic  Duli/lli, CA \n\n\n\n\n\n\n\n\nAmber/Da \n\n\nvvn Pipa \n\n\n\n\nBus \n\n\niness \u0026 Economi \n\n\ns  Havt \n\n\nlock, NC \n\n\n\n\n9h m \n\n\n\u0026* \n\n\n\n\nr \n\n\nB\" \n\n\nsX\\ \n\n\nJ \n\n\nk \n\n\nI \n\n\n\n\nJ \n\n\n\nSamantha L. Pitre \national Relations/Women 's Studies  Brooklyn, NY \n\n\n\nJessica Rene Raper \nPsychology  Murphy, NC \n\n\n\n\nYalonda Renee Rice \n\niture/Creatire Writing  Baltii \n\n\n\nKaren Melissa Rosrier \nReligious Studies  Marietta, GA \n\n\n\n\nAmanda Christina Schreiner \n\niiess \u0026 Economics New York City; NY \n\n\n\n\n\nWhitney'Sinclair \n\nSpanish  Cartersville,.0A \n\n\n\nClara Smith \n\n, English Atlanta, GA \n\n\n\nEnglish'X Political Sc \n\n\n\n\nSharri Nicole Speer \n\n\n\n\n\nAmber Nicole Stanley \"... \n\nPsychology  KoyntonBeach; FjL \n\n\n\n\n\nKelly Anne Stapler -, \" '.'.. \nPolitical Science-  Kiiigwood, TX \n\n\n\n\n1 \n\n\n\n\n\n\n\n\n\n\n\nCrystal Renee Taylor-Perry \n\nAfrican-American Studies  Columbus, GA \n\n\n\n\nClyia Thomas \n\n\n\n\nLeah Moore Thompson \n\n\n\nBianca Antoinette Torres * \n\neyille, GA Political Science/International Relations  Orlando, FL \n\n\n\nBiology  Houston, TX \n\n\n\n\n\n\nlaf '  \n\n\n^fck \n\n\n\n\n\n\nHt * -?s- ' \n\n\n\n\nAshley Elizabeth Trottier \n\nFrench  Stone Mountain. GA \n\n\n\nSylvia. Darlene Turner . \n\nSocial Policy ' Memphis, 'IN' \n\n\n\n':-' .-. Emily Kate Vihlen \nMathematics  Leesburg. EL. \n\n\n\n\nKristy Welshhans \n\nBiology  Tampa, EL \n\n\n\n\nKristen Suzanne Whirley \n\nPsychology' Memphis, TN \n\n\n\n\n, Katherine West .\"\" '.- \n\n.English Literature/Creative Writing  Drexel, JVC \n\n\n\nDraughn Whitehead \n\nPsychology.  Raleigh, NC \n\n\n\n\nv.. Shondra Wilbahks  \n\nEnglish '\u003c. History  Woodstock; GA \n\n\n\n\nCarol Wooten Wheeler \n\nPsychology Decatur. GA \n\n\n\n\ni^-.-'^l \n\n\n\nKara ,|. Wiergiiez , \n\nEiiglisli/Psvcholoi-y ' Orlaudo, El \n\n\n\n\nElizabeth Marie Wilson \n\nrata re/Creative Writitig/Wome \n\n Oregon. OH -^ \n\n Class of 2000/q \n\n\n\n\n\n\n\n\n\nV \n\n\n\n\nEmily Wingo \n\n\n10 \n\n\n\n\n\n\njf^r \n\n\n\n\n\n\n\n\n1\\ \" := '' \n\n\n\\- \n\n\nm B \n\n\n\n\ni#n \n\n\n^^^ \n\n\n*SS^k 1 \n\n\n\n\nHannah Wood \n\n\nHis \n\n\nton/Philosophy 'Atlanta, CA \n\n\n\n\n\nMendi Georgina Winstead \n\nHistory  Morristown, W \n\n\n\n\n\nh \n\n\n\nSusan Elizabeth Wiseman \n\nMusic/History  Johnson City, TN \n\n\n--f\\^. \n\n\nj. ^\u003cCl ! UnM^ \n\n\n' Ps \n\n\nAmber Quinise Wright- \n\nichology/Africana Studies  Birmingham, , \n\n\n\n\n\nSenior Directory \n\n\n\nLinda Allen \n\nStudentSenate-3,4 \n\nRSOPwsident-4 \n\nPitbliits-3 \n\nShannonAllen \n\nBlackfiiars-23, 4 \n\nCarrie Anderson \n\nWesleyFoundation-1,3,4 \nTouerCouncil2,3,4 \nWrientation Council2,3, \n\n4- Vice-President \nSophomoivFamily Weekend \n\nChair 2 \nDanaScholar4 \n\nDanielle Armstrong \n\nBeta Beta Beta 3, 4- Associate \n\nRepresentative \nRSO-3,4 \n\nNatanya Baker \n\nRHA 2 \n\nWitkazel,4 \nAm0icanGo0nicalSociet)\u003e4 \n\nMaria Lorena \nBanderas \n\nTou erConncil2,3, 4 \n\nOrientationCouncil3,4 \n\nMortarBoard4 \n\nKiraBarden \n\nTowerCouncil2,3,4 \n\nMortarBoard4 \n\nPsiChi3,4 \n\nAllocatii igCon miittee3, 4 \n\nColonnadeClub2,3,4 \n\nSeniorCampaign4 \n\nSafe Women 2,3, 4 \n\n\n\nDeborahBeach \n\nDecati irHigh Teei iMom3 \nRS02- Vice Preside) it \nRTCOriei nation Adinsor 3 \nTowerCouncil3 \nGynergy 2,3,4 \nPivsident'sCommittee4 \n\nRochelleBeekstine \n\nPhi Alpha Theta4 \n\nNancy Bennewitz \n\nTriBeta 1,2,3,4 \nHabitat for Humanity 1,2 \nCollegiate Chorale 1,2,3, 4 \nNeiv Westminster 1,2,3,4 \nCiintan3 \n\nChandra Blakely \n\nPsiChi3,4 \n\nPsychoBahble3 \n\nWitkazel \n\nErikaBlanchard \n\nASCSGA Treasurer4 \nEvai is Din ingHall \n\nAmbassador 4 \nJudicial Board2 \nJoy ft 1 1 Noise 1, 2,3, 4 \nStudent Senate 1 \nRealiteCounciM \nWriting Ce) iter Ti ttor3, 4 \nClass Treasurer 1 \n\nJennifer Booker \n\nJoyfi il Noise 2,3 and \n\n4- Secretary \nShowtime 4-FilmsChair \nFocus Gmi ipLeadei'4 \nBlack.CatPartyDayChair4 \nWesley Foi nidation 4 \nBig Sister 4 \nSilhouette4 \n\n\n\n\n\u003eCLASS SPIRIT...^ \n\nDevon Savoy and \nKareisha Henry \nwear blue and red \nstriped hats to \nsupport their sister \nclass during Black Cat \n1999. \n\n\n\n\u003eOURTIME...^ \n\nMelanie Wright and \nStacie Stermole revel in \ntheir induction to \nSeniorhood after the \nSenior Investiture \nceremony. \n\n\n\n\nSenior Directory K 65 \n\n\n\n\u003eJUST HANGIN' OUT...\u003c \n\nThere'salwaystimefbra study break!! \n\nSeniors enjoy a night of fun and \nrelaxation. \n\n\n\n\n\u003e LOOK WHAT I GOT!... \u003c \n\nAs sophomores, the class of 2000 \nachieved another ASC milestone, \nthe wearing of the school ring. \n\n\n\n^ FINAL FORMAL...^ \n\nJennifer Booker and Shannon Can- \nshare a moment before leaving for \ntheir last ASC Black Cat Formal j \nDance. \n\n\n\n\n66 \u003e Class of 2000 \n\n\n\nElizabeth Boswell \n\nBetaBetaBeta3, 4-Historian \nRHA 4 \n\nJulieBricker \n\nRHA 2,3,4 \nMor1arBoard4 \nElectioi is Board 4 \nSilhouette4 \nSwimTeam2,3 \nBoard o/Tn istees \n\nDevelopment Committee 2 \nBigSister2 \n\nCatherineBrown \n\nCanterbi try Club 1, 2, 4 \nSoccerl,2 \nGirl Scouts 1,2 \nFrench Club4 \n\nAmandaBussell \n\nCircle K 1 \nNewLifel.2 \nWesley Fellou 'ship 1,2 \n\nMelissaButler \n\nGirl Scouts 2 \nBigSister2,4 \n\nKristinCarlson \n\nNewLife 1,2- Social Coordi \nnator,3-Co-Director, 4 \n\nBlackfriars2,3,4 \n\nRHA 3 \n\nChamberEnsemble 1 \n\nPiDeltaPhi 1,2,3, \n4- VicePresident \n\nWriting Center Tutor 3, 4 \n\nCaraCarroll \n\nRHA 2,3 \n\nAqi laticScottiesS) n icmi lized \n\nSwimming Team 1,2-Co- \n\nCaptain \nBigSister2 \n\nReligiousLifeCouncil 1,2,3,4 \nNewman Club 1,2, \n\n3- Officer, 4- Advisor \nYom igRepi iblicansl \nHabitat forHumanityl \n\n\n\nSarah Chapman \n\nRacism FweZone 1,2 \n\nColonnadeQub 1, 2,3, 4 \n\nSilhouette 1,2,4 \n\nConsenutiveFomm 1- \nTreasurer, 2- Secretary, 3 \n4- Secretary/Treasurer \n\nNatiofwlHispanicAwamiei \n1,2,3,4 \n\nSuljContinentalStudents \n\nAssociation4 \n\nEnvimnmei italCli ib4 \n\nNikia Clark \n\nfoyfulNoise2,3,4-Ptvsident \nWitkaze2,3,4 \nRHA3, 4- Allocating \n\nRepresentative \nAWISA4 \n\nEveh/nColeman \n\nTriBeta2 \n\nCircleK2,3- Treasurer, 4 \nNew Westminster \n\nFellowship 2,3 and \n\n4-President \nReligioi isLifeCou nciM \nIOC 3,4 \nRHA3,4 \nMortarBoardA \nVoli i) 7teerBoard2 \n\nKacieCosby \n\nPiDeltaPhi2,3,4 \n\nKolbi Lee Cumbo \n\nJoyful 'Noise 2,3 \nOrchestra3 \nChamlyeiFi isen ible3 \nJazz Ensemble 1,2,3 \nLeague ofWomen Voters4 \n\nTheresaDeSandre \n\nCollegiate Chorale 1,2,3,4- \nAssistant Conductor \nLondonFog2,3,4 \nPeerAdvisor2,3 \nNCBI 2,3,4 \n\n\n\nNikkiDickerson \n\nBasketball3 \n\nYearbookl \n\nRHA \n\nJulie DuVall \n\nCollegiateChorale 1,2,3,4 \nLondonFog2,3,4 \nPiDeltaPhi 1,2,3-Secretaty/ \n\nTreasurer, 4 \nNeil 'man Club 1,2, \n\n3- Secretary \nHabitatfor Humanity 1,2 \nCircleKl \nBigSister3,4 \nSFWWorsbip Committee 2- \n\nCo-Chair \nStudentAdi\u003eisoiyBoard3,4 \nOivhestia3, 4-Manager \nFrench Club 1 \n\nElizabeth Eldridge \n\nGirl Scouts 1-Seaetaiy, 2- \nVP,3-Interim President \nVolunteerBoard2,3, 4 \nTower Council 1,2 \nPmfile2 \nFaustClub4 \nBest Buddies 1 \nSti idioDai ice Theater 2 \n\nSharonElliott \n\nRS02,3-President, 4 \nFaustClub2,3- VP, 4 \nThetaAlphaKappa \n\n4- Treasurer \nRTCSti identSenator2 \nFocus GroupLeader3, 4 \nPeei~ Advisor 3, 4 \nGyneigy 2,3,4 \n\nNooshinFarhidvash \n\nFrench Club 1,2,3 \nMuslim Student Association \n\n1-President \nSSA3-Treasuer \n\\ACASA 1,2 \nCFHM01,2-VicePresident \nBlack Cat Chair 1 \n\n\n\nAliceFarmer \n\nStudentSenate 1,2,3, \n\n4- VicePresident \nSAFE Women 2,3, \n\n4- Co-Chair \n\nKatieFidaraa \n\nAmerica) i ChemicalSociety \n\n1,2,3- VP- 4 \nSti idei it Athletic Adinsory \nCommittee 3- Secretary, 4 \nSqftballTeam 1,2,3-Captain- \n\n4 \nRugbyTeaml,2 \nBasketball Team 3 \n\nLesley Gentry \n\nCollegiateChorale 1 \n\nCaieeiAdi isory Board \n12,3,4 \n\nBlackj liars 1,2,3,4 \n\nNew Life 1,2,3,4 \n\nYoungDemocratsl, 2- Vice- \nPresident \n\nLeagueofWomen Voters3- \n\nCooi'dinator, 4-Co- \nCoordinator \n\nKimberh/Gibson \n\nPsychologyCli ib3, 4 \nJo) ful Noise 1, 2, 4 \nWitkazel.2 \nBig Sister 3 \n\nCourtney Goodman \n\nHispanicAwarenessClub \n\n1,2 \nLBA 1,2 \nTennisTeaml \nDekalb Rape Ciisis \n\nVolunteer 4 \nAtlanta Alliance4 \n\nMicheleGoss \n\nConsenatiieFonim 1,2- \nPresident, 3, 4-SeniorAdvisor \nStudioDanceT/jeater 1,2,3,4 \nCross Country 2,3 \nNewman Club 1,2,3, 4 \nColonnadeClub3, 4 \nPublius4 \n\n\n\n\n\u003eOH,SOCOOL...\u003c \n\nThe Blues Brothers of the Class of \n2000 strike a pose before Junior \nProduction. \n\n\n\nSenior Directory \n\n\n\n\n^A TIMELESS \nTRADITION^ \n\nSeniors celebrate the upcoming \nnuptials of Stacie Stermole ASC \ndunking style! \n\n'-ALL SMILES \u003c \n\nSeniors Melissa Butler and fen \nGreene flash beautiful smiles \nbehind a \"work in progress\". \n\n\n\nClass of 2000 \n\n\n\n\nJenGreene \n\nLBA 2J \nGi?iScouts2,3-President, \n\n4- Council Liaison \nPsiCbi4 \n\nShariGunnin \n\nGvss Country Team 3, 4 \nSoftbalU \nBlackfiiarsl \nCollegiate Chorale 1 \n\nMeghnaGupta \n\nSSA3.4 \n\nJenniferHeckman \n\nCollegiate Chorale 1,3, 4- VP \nSpirit* talAu urei less \nAssociation 4-Presiaent \nCiiitan3,4 \n\nIillyHernandez \n\nCollegiateChorale 1,2,3- \n\nSecretary, 4 \nOrchestra 1,2,3-Student \n\nRepresentative, 4 \nCircleKl,2,3-Awards\u0026 \nRegulations Chair, 4- VP \nVatsity Basketball 1 \nDaySti idei itOtgai iizationl,2 \nInstnimentalChairEnsemble \n\n2,3 \n\nKimbertyK.Hill \n\nYeaibookl \nTri-BetaBiologicalHonor \n\nSociety 1,2,3,4 \nSafe Women 1,2-Publicity \n\nChair, 3,4 \nSophomoivFamilyWeekend \n\nRegistration Chair 2 \nPsychologyClub3- VP-4 \nReside} iceHallAssociation2- \nRA, 3- RD Hopkins, 4- \nRDInman \nCampus Girl Scouts 1. 2 \nChamberMusic Ensemble \n\n1,2,4 \nTowerCouncil Student \nAmbassador 1,2,3, 4 \n\n\n\nBigSisterProgram2,3, 4 \nHabitatforHumanityl \nVolunteetpvgram 1,2,3, 4- \nCoordinator \n\nStephanieHunter \n\nBlackfriarsl \nGirlScouts2 \nAuroru2 \nProflle3,4 \nArt Club 3 \n\nHolynlvy \n\nWAVE2,3,4-Co-Director \nStudioDanceTheaterl,2 \n\nLorenHarmeling \n\nSoccer 1,2,3,4 \nSilhouette4 \n\nLeeHayes \n\nBestBi idilies 1,2,3-Director \nBlackfriais2,3-Historian, \n4- Secretary \n\nJessicaHeath \n\nTouer Council 3, 4 \n\nBigSister2,3,4 \n\nFocusGmupLeader2 \n\nKardshaHeruy \n\nWitkazel,2,34 \nJoyful Noise 1,2,3,4 \n\nColonnadeClub2- VP,3, 4 \n\nClass Secretary 3 \n\nASCSGAIOCChair4 \n\nVolleyball 2,3,4 \n\nSAFE Women 4 \n\nSeniorCampaign 4 \n\nSti idei it-Ali i mi laeLiaison \n\nCommittee 2,3,4 \n\nAllocatii igCommittee4 \n\nBrigitteHogan \n\nStudent Seriate 1,2 \n\nStukesScholar2 \n\nDanaScholar2 \n\nFaust Club 2- Secretary, 3, \n\n4- Secretary \nTii Beta 2,3,4 \n\n\n\nNatio) uilGem mi i Honor \n\nSociety 2,3, 4- President \nStudent HandbookEditor 2 \nGEO 2 A \n\nJessieajames \n\nRugbyl,2 \nSoccerManager3 \n\nReneejames \n\nSoftballTeam 1,3,4 \nStnde) itGardei lerl, 2,3, \n4- Supervisor \n\nJessicaErinJenkins \n\nShowtime 3-FihnsChair, \n\n4- President \nBlack/ liars 2,3, 4 \n\nRebeccaAnnJones \n\nOrchestra 1,2,3 - \n\nConcert Master - 4 \nCollegiateChorale2,3 \nLondonFog3,4 \nBig Sister 2,3,4 \nNewman Club 1,2-VP, 3- \n\nPresident, 4 \nHabitatforHi imanity 1,2 \nStudent Advisory 3, 4 \nBlack Cat Song Co-Chair2 \nPeer Advisory 2,3, 4 \nResearch Scholar 3, 4 \n\nSusanKahl \n\nStudioDance Theater 1,2,3,4 \n\nCathleenKeyser \n\n\n\nJulie Kidwell \n\nConsewatiieFomm 1 \nTennis2,3 \nTower Council 3 \nColonnade Club 3 \nSocialCounciM \n\n\n\nTyler Knowles \n\nCircle K1,2,3-VP, 4 \nMortarBoard4- Treasurer \nClass Treasurer2,3 \nAmerican Chemical Society \n\n1,2,3,4 \nPeerAdvisor3 \nTriBetaBiobgicalHonor \nSociety 2 \n\nAshley Kubler \n\nSti idioDai ice Tljeater \n\n1,2,3,4 \nSocialCounciM \nWesleyFelloivship 1,2,3,4 \nBlack CatPait] 'Day Chair \n\nAmylikovich \n\nHabitat forHumanityl, \n\n2- Secretary \nPublius2,3and4-Seavtary \nCiiitan3,4 \nJoyful Noise 2,3 \nBlackCat Decorations 1,2,3 \nNeunnanClubl \n\nCathyLfctle \n\nRS02,3, 4- Treasurer \n\nLauralivingston \n\nCircle Kl \n\nHabitat for Humanity 1 \n\nNCBI2 \n\nFaustClub3 \n\nStudentSenate2,3-Tivaswei- \n\nLondonFog3-Manager-4 \n\nCollegiate Chorale 1,2- VP/ \n\nLibrarian, 3-President/ \n\nLibrarian, 4-Presiderit \nChamberChoir3,4 \nPeerAdi ising3, 4 \nPrvsidentsExecutivePolicy \n\nCommittee 3,4 \nBoardofTn istees Buildings \n\n\u0026 Grou nds Com m ittee 4 \nDana Scholar 2,3 \n\n\n\n\u003e HOUSE OF BLUES \u003c \n\nDecorating for Black Cat is no easy job! Seniors plan to conquer the \ngazebo and turn it into a house of blues!! \n\n\n\n\n\u003eHERE I AM\u003e \n\nMegan-Brady Viccellio gives the \naudience a thrill during the class \nof 2000's Junior Production. \n\n\n\n^YOU CAUGHT ME^ \n\nPeople are always saying emails are \nso impersonal, well Becky Smith \nlikes to prove them wrong. \n\n\n\nSenior Directory \\ 69 \n\n\n\nLOT...\u003c \n\n;se women smile for the camera as they prepare for \n\n\n\n\n^SUMO WRESTLING... \u003c \n\nThen, only Sophomores, Cara \nCarroll and Julie Bricker resort to \nfighting to settle the score. \n\n\n\nClass of 2000 \n\n\n\nJenniferLong \n\nSocial Council 1, 2, 3- \nPublicity Chair, 4 \nTowerCouncill,2 \n\nOiiei nation Cow icil \n2- Excursion Coordinator, \n3- Secretary/Treasurer, \n4-President \nColonnade Club 1,2 \nCircleKIntenmtio) ml \n1,2,3,4 \n\nHeatherLyman \n\nRugbyl23 \nSoftballl \n\nAlisonMaclean \n\nSilhouette 1,2 \nTowerCounctil,2 \n\nTiflanyMahaffey \n\nRHA3.4 \n\nCarlaMaley \n\nCollegiate Chorale 1,2,3 \nCrosscountry 1,2,3 and \n\n4- Captain \nCampus GiriScouts 1, 2- \n\nTreasurer \nLoi idoi iFog2,3, 4 \nReligiousLifeCouncil4- \n\nChair \nOivhestra2,3 \n\nJessicaMarkiara \n\nRugbylJ \n\nPhiSigma Tau2J- XV, 4- \n\nPresident \nPsiChi3A \n\nKimMayes \n\nRHA3.4 \n\nColon) tade Ch tb3, 4 \n\nPhi Alpha Theta3,4 \n\nElizabethMeade \n\nTriBeta2,3, 4- VicePwsident \nMortarBoard4-FieldDay \nChair \n\n\n\nSFWCo-Chair2 \nSwim Team 2,3 \nHabitatforHumai lity 1 \nTowerCouncil2,3, 4 \nPeerScheduleAdvisor3, 4 \n\nFatiiraMehdikarimi \n\nDayStudentOiganization \n2-Secretary, 4-President \n\nTonia Miller \n\nSti idei it Senate 2,3, 4- \n\nTreasurer \nPsiChi2,3-Secretary/ \n\nTreasurer, 4- VP \nTowerCouncil2,3, 4 \nMortarBoard4 \nRacism Five Zone 1 \nWave2-Enents Coordinator \nYoungDemocmtsl \nCircle Kl \n\nBrookMinner \n\nBest Buddies 1 \nWAVE1,2,3-Events \n\nCoordinator, 4 \nStudentSmate 2,3,4 \nTower Council 1,2 \n\nMelanieMirues \n\nMortarBoard3, 4-Preside) it \nTowerCouncil2,3, \n4- Team Leader \nBlackfriais 1,2,3,4 \nSoftballl \n\nYoungDemocratsl \nDanaScholar4 \n\nCarolineMitchell \n\nSoccer \n\nTriBeta4-Pivside\u003eit \nColonnadeClub4- VP \n\nBetsyMorley \n\nWriting CmterTutor2,3, 4 \nPi Delta Phi 1,2,3, \n\n4-President \nGiriScouts 1,2-Piesident \n\\ oh u Ueer Board 1,2 \nA WIS A 4 \n\n\n\nWafaMusa \n\nBS03-President \n\nPi Mil is3- Vice-President \n\nAdrienneNash \n\nOrchestm 1,2,3 \nWitkaze 1,2,3,4 \nRHA3, 4ai idji idicial Board \n\nSupreme Cou rt3, 4 \nRacism Five Zone 3 \n\nMaryNorman \n\nPsiChi4 \n\nIntemationalStudent \n\nOrientation 4 \nBig Sister/Little Sister 3, 4 \nTower Council 1,2 \n\nTerry Otto \n\nPmfile3,4-StaffWiiter \n\nRS03,4 \n\nHispanic AwarenessSociety \n\n3,4 \n\nSilhouette4 \n\nJacquelinePardue \n\nBlackfiiars 1,2-Seaetaiy, \n\n3- VP, 4-President \n; MortarBoard4-Seavtaiy \nDanaScholar4 \nBest Buddies 1 \n\\Pmflle2,3,4 \n\nElizabethParsons \n\nCollegiate Chorale 1,2,3,4- \nAssistant Conductor \nSotto Voce 3,4 \nOrchestra 2,3,4 \nChamber Ei isemble2,3, 4 \nJazzEnsemblel \nBlack. CatSoi ig Chair 1,2,3,4 \nCentury Club 2,3 \n\nEllenPate \n\nCircle K2,3, 4-IDD Chair \n\nTiiBeta2,3,4 \n\nAmeiicanChemicalSociety \n\n1,23,4 \nCollonadel,2 \n\n\n\nCandaceLynPerry \n\nStudentSenate2,3-Secmtaiy \nReligious Life Council 3, 4 \nVolt 1 1 iteerBoard3 \nToner Council 1,2 \nAmerican Chemical Scoiety \n\n1,2 \nTriBeta 2,3,4 \nProfile 1,2,3 \nMortarBoard4 \nConsen utii eFon im 1,2,3- \n\nSecretaiy, 4 \nPeerAdinsoi'3,4 \n\nAmber Pipa \n\nSilhoi lette 1, 2,3-Co-editor, \n\n4- Editor-in-Chief \nDai iaScholar2,3, 4 \nRugby Team 2,3-Match \n\nSecretary \nPestle Board 3,4 \nStudents inFreeEnteipiise3 \nLBA 1 \n\nBigSister2,3 \nField Hockey Team 4 \nWAVE2 \n\nStephaniePiper \nPhillips \n\nDancel,2J,4 \n\nSamanthaPitre \n\nOiiei itatioi i Council2,3 \nJoyful Noise 1,2 \nRHA2,3 \n\nJessicaRaper \n\nPsychologyCliib3, 4-Piesident \n\nFaustClub3,4 \n\nRHA4 \n\nTowei'Council 3 \n\nOiieiitation CounciM \n\nAmeiicai iPsy chologyAssocia \n\ntion3,4-StudentAffliliate \nSocietyofli idi tstiialand \nOigai lizatioi lalPs) \u003cchologists \n\n4-Student Affiliate \nTiiBeta4 \n\n\n\n^HALLOWEEN 1998...\u003c \n\nGreat costumes ladies! It's hard to tell who you are. ..almost. \n\n\n\n\nMiddle: \n\n^SCOTTIES AND PEARLS... \u003c \n\ngo hand and hand. This Junior \nProduction skit showcased the \n\"'traditional\" ASC neckwear. \n\n\n\n^SAYCHEESE...\u003c \n\nVivian, Einsley, Erin, and \nAmanda show us their best \nsmiles or maybe they're just \nhappy to be at New Life. \n\n\n\nSenior Director \n\n\n\n\n\n\n\u003eBETTER WATCH OUT... \u003c \n\nwith these divas on the loose. \n\n\n\n\n\nTop: \n\n^BLUES BROTHERS... ^ \n\nlet us know that it's Black Cat. \n\nMiddle: \n\n^HOPKINS RULES! ! !... \u003c \n\nor so these ladies might say. \n\n-DANCINGQUEENS...- \n\nJackie Pardue and Cara Carroll \nshow us how it's done. \n\n\n\nClass of 2000 \n\n\n\nYalondaRice \n\nRacism Free Zone 1 \nWitkaze 1,2,3,4 \n\nColonnadeClub3, \n\n4-President \nProfile4 \nSilhouette 1,3,4 \nCentury Club 1,2,3.4 \nNew Life 1,2 \nBlackfriars 1,2,3- Treasurer, \n\n4-Historian \nHonorCourt4 \n\nDevonSavoy \n\nRHA2J- VP, 4-President \nTowerCouncil 1,2,3,4 \nAmmcanChemicalSociety \n\n12,3,4 \nDanaScbolar2 \nPiesidei itsCommitteefor \nCommunityDiversity4 \n\nAmandaSchreiner \n\nToil 'erCou ncil2,3 \nOrientation Council 3 \nFoci is Grot ip Leader 3 \n\nSusanShands \n\nWA VE1, 2-Co-Coordinator, \n3-Sec, 4-Co-Coordinator \nGynergyl,2,3,4 \nMortarBoard4 \nDecaturHigh School Teei i \nPam itMei itorii igPivgram \n\n2,3,4 \nLBA 1,3,4-Seavtaiy \nAmnestj'Lnteniational 1,4 \nGEO 2 \n\nDarcyShores \n\nConseivatiwFomm 1,2, and \n\n3-\\T, 4 \nTriBeta 1,2,3,4 \nRHA2 \n\nJoyful Noise 1,3 \nPsychohgyClub3,4 \n\nBeckySmith \n\nVolleyballTeam 1,2,3,4 \nWAVE2 \n\n\n\nSharriSpeer \n\nWitkaze 1,2,3,4 \nJoyful Noise 1,2,3,4 \nColonnade Club 3, 4 \nNew Life 3,4 \nVolt inteerBoard3, 4 \nPublius3,4 \nSeniorCampaign Committee \n\n4 \nCenturyClub4 \n\nKelly Ann Stapler \n\nRacism FreeZonel,2,3-Co- \n\nChair \nWA VE3,4-Co-Dimctor \nRi igby Team 2,3- VP \nLBA 4 \n\nCarolynStover \n\nL01 idonFog2,3, 4 \n\nCollegiate Chorale 2,3, 4 \n\nSottoVoce3,4 \n\nElectionsBoard4 \n\nPmfile 1,3,4 \n\nColon) ladeCh ib2,3, 4- \n\nSeavtary \n\nRHA2 \n\nSeniorCampaign 4 \n\nMortarBoard4 \n\nValerieStrickert \n\nGyneigy\u003e2,3 \n\nTheta Alpha Kappa 4- \n\nPresident \nMoitarBoard4 \n\nCandraStrother \n\nWitkazel,2,3 \n\nPublius3,4 \n\nArtClub2 \n\nCrystalTayior \n\nWitkaze 1,2,3,4 \nRacismFmeZone2 \nColoimadeClub2 \nAllocatingCommittee4 \n\nBiancaTorres \n\nRHA4 \nSocialCounciM \n\n\n\nTowerConncil \nOiientation Council \nSupremeCourt \n\nAshleyTrottier \n\nPiDeltaPhi 1,2,3,4 \n\nSyhiaTurner \n\nRSO 2,3,4 \n\nMortarBoard4 \n\nMegan-BradyViccellio \n\nRacism Five Zone 1,2- \n\nTreasurer, 3-President \nLBA 1,2,3,4 \nPhiTJjetaAlpba4 \nWitkaze3,4 \n\nEmily Vihlen \n\nStudent Advisory Committee 2 \nTennisTeam 1,2 \n\nKatherineWest \n\nfower Council 1,2,3,4 \n\nClass Vice President 4 \nBlues BmtherMascot 2,3, 4 \n\nCarolWheeler \n\nEvansAmbassador4 \nCollegiate Chorale 3 \nBig Sister 4 \n\nJoyfi d Noise 3, 4- Treasi irer \nHonorCourt4 \nRSO 3,4- VP \nPsiChi4 \nMortarBoard4 \nPsycbologyClub4 \nCaiverAdinsoiyBoard3,4- \nSecretary \n\nKristenWhirley \n\nMortarBoard4 \n\nPsiChi2,3- VP, 4-President \n\nIOC 4 \n\nClass VP3 \n\nSAFE Women 1,2 -Historian \n\nBlackCatCostumesCbair2 \n\n\n\nKaraWiergacz \n\nPsiChi3,4 \n\nSwimTeam2,3,4-Captain \nMortarBoard4 \nStudent Athlete 'Advisory \n\nCommittee 3,4 \nBig Sister 1,2,3,4 \nCentiuyClub 1,2,3,4 \nFocus Gmi ip Leader 2 \n\nHillary Wiggins \n\nNew Life 1,2,3,4 \nMortarBoard4 \nPhiAlphaTheta3,4 \nBoard ofTn isteesSti idei it \n\nAffairs Committee 2 \nStuclei it Voice Coalition 2- \n\nSecretary \nWriting Center Tutor 3, 4 \nIOC 3,4 \n\nElizabeth Wilson \n\nIBA 1,2,3.4-Twasuier \nWAVE3and4-Treasurer \n\nSusanWiseman \n\nOrchestra 1,2,3,4 \nMortarBoard4 \nLBA2,3-Co-Presidei it \nClass Treasurer 4 \nBlack Cat Songs Co-Chair 3 \n\nAmberWright \n\nWitkaze l,2,3and4- \n\nPresident \nSocial Council 4 \nOrientation Council 3,4 \nSenate 2,4 \nNCBI3 \nJoyful Noise 2,3,4 \n\nMelanie Wright \n\nWesley\u003eFellowshipl,2- \n\nPresident,3,4 \nAmnesty Ii item iational3- \n\nSecretaiy, 4 \nSyi ichmnizedSuimmii ig 1 \nReligioi is life Coi i ; icil3- \n\nSecretaiy, 4 \n\n\n\n^PRE-FORMAL PICTURES... \u003c \n\nBy Senior year, we' ve all taken \nso many of these. \n\n\n\n\nMiddle: \n\n\u003eBLUES BROTHERS... \u003c \n\nHow cool these Seniors look in \ntheir class attire. \n\n\n\nVCAPPING...^ \n\nThis ASC tradition is a lot of \nfun. but aren't you glad it's \nover? \n\n\n\nSenior Directory ^ 73 \n\n\n\n^BLACK CAT PARTY \u003c \n\nEmily Morris, and Amanda Gooch are happy to be off- Adrienne Nash, Shannon Carr, Melanie Minzes, Yalonda Rice, \nid are those boys in the bad Kareisha Henry, and Devon Savoy enjoy themselves at the Senior \n\nBlack Cat Party \n\n\n\n\nrJUMORPRODUCTION^ \n\nKristin Carlson. Karrmen Currin, \nWhitney Sinclair, and Lee Hayes \nenjoy together time backstage \nduring the 1998 Junior Produc- \ntion. \n\n\n\n^GLOBALAWARENESS 1998^ \n\nDeborah Beach hangs out with Maria Krane and her host family in \nGhana , West Africa. \n\nHTARR'S GONE COUNTRY  \n\nLook out world. Shannon Carr is \nactually giving two-thumbs up \nto her new look. \n\n\n\n74 \u003e Class of 2000 \n\n\n\nHJREATOUTFTTS...^ \n\nDarcy Shores sports one of the \nlastest fashion trends during \nCapping 1999. \n\n\n\n\u003eFTRST-YEARFRIENDS^ \n\nDevon Savoy and Kim Davis \nrelax during spring break 1997. \n\n\n\n^DON'T EAT MY SHIRT! \u003c \n\nHeather Lyman enjoys playing \nwith the animals at her intern- \nship with Zoo Atlanta her Junior \nyear. \n\n\n\n\nHJOOD FRIENDS, GOOD DRINKS, WHAT MORE COULD YOU NEED? \u003c \n\nKelly Stapler, Hilary Wright, Amber Pipa. Aislinn Landrum, Draughn Whitehead, Ashleigh Matthews, \nBetsy Morley and Becky Smith hang out in Hilary's dorm room in Hopkins to enjoy each other's \ncompany. \n\n\n\n^WEWONITK \n\nTreah Caldwell, Kat West, \nShannon Carr, and Jenn Booker \nare still beaming with excitement \nafter the Senior class was \nawarded the Black Cat Kitty at \nthe end of Junior Production '99. \n\n\n\nSenior Directory \u003c 75 \n\n\n\n\nAgnes Scott students embody the Renaissance woman of the new millennium! \n\n\n\nAgnes Scott College prides itself on offering the \"world for \nwomen,\" each woman views that world in adifferent light. \nTo some it offers stability, nurturing, and cultivation, for others \nit offers great internships and a high acceptance rate to \nprestigious graduate institutions. The common elements present \nin every Agnes Scott Woman' s view of the world is indepen- \ndence, equality, and academics. The ASC community sparkles \nwith academia, pride, enthusiasm, leadership, and character. \nEach new year brings to it something new and this year was \nno different. With the new millennium approaching, Agnes \nScott College is experiencing an array of new changes. \nThrough the madness of the renovations one thing has \nremained constant; the high quality of the Agnes Scott \nstudent. The First years represent one of the largest and most \ndiverse classes to ever grace this beautiful campus. They bring \nwith them experience, impressionable minds, and wide eyed \nexpressions ready to absorb everything within their grasp. \nThe Sophomores bring their wisdom from their many First \nyear experiences and the new found knowledge they \n\n\n\n\n\u003eTHE WOMAN IN ME\u003e \n\n\n\nJuniors Lauren Myers and Vinitha Chidambaram Show a little of \ntheir wild sides by getting festive backstage at Junior production. \n\n\n\nacquired over the summer. The Juniors have two years already \nunder their \"belt.\" They are filled with memories, fun, and \nexperience that will help their transition take place as they say \ngood bye to the seniors and rise as the new \"Stars\" of Agnes \nScott. This year's students have been described as \"better, \nbolder and more alive than ever before.\" \n\n\n\nCLASSES \n\n\n\n\ni \n\n\n\n G r e t \n\nthoughts speak \nonly to a \nthoughtful mind, \nbut great actions \nspeak to all \n(wo) man kind. \n-Emily Bissell \n\n99 \n\n\n\n\n'MAKING A KODAK MOMENT- \n\nDestiny Palik shows Andrea \nPickens how to work her \ncamera on Black Cat night. \n\n\u003eLADY IN WAITING \u003c \n\nThe poised Meaghann \nWeniger waits patiently on \nthe steps of Main before \ndeparting to a Thai restaurant \nfor her \"Focus Group\" dinner. \n\n\n\nAdwoa Adu \n\nBonnie Anderson \n\nYun Bai \n\nKatherine Benton \n\nKelly Bernazza \n\n\n\nHeather Branham \n\nDallas Brazile \n\nDiane Bumgarner \n\nPatricia Cancado \n\nRachel Cantrell \n\n\n\nRebecca Carefoot \n\nJoy Carter \n\nErica Chandler \n\nGwendolyn Cherry \n\nVinitha Chidambaram \n\n\n\nMelissa Clements \n\nSarah Cook \n\nTamara Cowart \n\nLaura Cox \n\nKatherine Croson \n\n\n\nJennifer Dabbs \n\nAbigail Dougherty \n\nLindsey Dresser \n\nHeidi Edwards \n\nKathryn Elliott \n\n\n\nMorgan Fender \n\nAlice Flagg \n\nJennifer Flinn \n\nSarah Gardner \n\nOlabisi Gbodi \n\n\n\n\nJuniors \n\n\n\n\nAmanda Godbee \nRebecca Haas \nStephanie Hartley \nHeather Harvey \nEunice Hayford \n\n\n\nMary Higley \nHeather Holm \nMelissa Hughes \nLorien Hunkins \nMajda Idrizbegovic \n\n\n\nNida Ittayen \nCarol King \nAshley Kirby \nDeladem Kusi-Appouh \nElena Kutzova \n\n\n\n\n\u003eI see... I see...I see... \u003c \n\nLesley Truluck consults the wisdom of the mighty eight ball for the \nanswers to life's important questions. ..\"Will I get an A in Dr. Foley's \nclass? ... Will my roommate ever stop making that horrible gasping for \nair sound?\" \n\n\u003e HOUSE OF THE RISING SUN \u003c Aimee Freedle, Jen Dabbs, \nRachel Sullivan. Carol King, and Caroline Prijatel host the \" Bobbing \nFor Apples \" booth at the Sun Goddess Party Day during Black Cat \nWeek. \n\n\n\n\nKelly Maybach \n\nColleen McCoy \n\nTrisha McDowell \n\nSarah Mcllrath \n\nRebecca Middendorf \n\n\n\nKiel .  \n\nCathleen O'Connor \n\nMichelle Patrick \n\nCaroline Prijatel \n\nStephanie Puschaver \n\n\n\nMaggie Schwab \n\nSheika Serritt \n\nSara Shiver \n\nMahogany Singleton \n\nVictoria Stopp \n\n\n\nLauren Sullins \n\nRachel Sullivan \n\nNatalie Taylor \n\nNola Taylor \n\nAlberta Tete-Lartey \n\n\n\nKristine Trias \n\nLesley Truluck \n\nLauren Tupper \n\nNicole VanVleet \n\nSarah Weneer \n\n\n\nKarmelle White \nBevin Zauderer \n\n\n\nJuniors \n\n\n\n\n^BELTING IT \nOUT\u003c \n\nLori Hunkins, \nJennifer Ferrell, \nAlex Marr, and Jen \nDabbs break out \ninto song on Field \n\n\n\nclass of 2003 \n\n\n\n^CAN YOU HANDLE THIS? \u003c \n\nYou know you want her... and \nit's all because of the fairy \ncrown. Heather Branham shows \noff her star quality at her \nbirthday party. \n\n\n\nrTHE PRODUCTION PEOPLE \u003c \n\nLauren Sullins, Lauren Myers, \nAimee Friedle, Colleen McCoy, \nand Rebecca Middendorf hang \nout backstage during the perfor- \nmance of Jr. Production. \n\n\n\n\n\u003e YOU ARE A GODDESS \u003c \n\nVictoria, Jenn Dabbs. Michelle \nPatrick, Lori Hunkins. Lauren \nSullins, Lori Christensen, Kendra \nBaer. Jennifer Ferrell, Stephanie \nHartley, Nicole VanVleet, Trish, \nHeather Harvey. Jackaline \nNakacwa, Farah Kashlan, Natalie \nPagelsen. Aimee Freedle, \nAmanda Forehand, Lauren \nMyers, Caroline, Rebecca \nMiddendorf, Rachel Sullivan, \nVinitha Chidambaram, Karmelle \nWhite, Michelle Freeman, \nLindsay and Natalie Taylor \nshine as they represent the class \nof 2003 during Black Cat Week. \n\n\n\nn Goddesses \n\n\n\n\n^PRETTY AS A PICTURED \n\nLauren Myers and Vinitha \nChidambaran are ready to have a \nblast at Black Cat Formal. \n\n\n\n\nIff- \n\n\n\nbetween \n\n\n\n\n\n/ t \n\nSCENES FROM \n\n\n\n\n\n\u003eSHOWINGTHAT \nSUNGODDESS PRIDE \u003c \n\nMembers of the class of 2001 are \nexhausted after the field hockey \ntournament that was held during \nBlack Cat field day, but that won't \nstop them from joining in the rest of \nthe games! \n\n\n\nsT?^iL \n\n\n\n\nJUNIOR PRODUCTION \n\n\n\n\nMEMORIES AND LAUGHS \n\n\n\n\n\nYOU KNOW YOU ARE A COLLEGE STUDENT IF.. \n\n... You have ever price shopped for Ramen noodles. \n\n... You live in a house with three couches, none of which match. \n\n...You consider macaroni and cheese a balanced meal. \n\n...You have ever seen two consecutive sunrises without sleeping. \n\n...Your underwear supply dictates the time between laundry loads \n\n...You cannot remember when you last washed your car. \n\n...You ever dialed \"9\" before the number to your own house. \n\n...You wear shoes to the shower. \n\n...You are happy to get anything in your mail box, even if it is junk mail \n\n...Your trips to Target on Saturdays are the highlights of your week. \n\n\n\n\nClass of 2001 \n\n\n\n\n, c g faces and great fun \n\n\n\n\n\nUnclassified \n\n\n\n\u003eFRIENDS FOREVER\u003c \n\nAshley Kirby and Caroline Prijatel head off to the Black Cat formal. Who \nneeds men when you've got such good friends? \n\n\n\nPaula Avila \nSatomi Furukawa \nLiina Jarvisle \nAlicia Jones \nIsabelle Jopek \n\n\n\n\n^YOURDRESSISBEAUTIFUL\u003c \n\nFirst year, Lori Smith and Sophomore Kim Fowler have a \nfriendly conversation at the Omni Hotel on the night of \nBlack Cat formal. \n\nClass of 2001 \u003c 87 \n\n\n\nd \nfVshmore \n\nEllen Atkeson \n\n\n\nAmber Bagley \n\nBrigid Batten \n\nMeredith Baum \n\nRebecca Baum \n\nLinda Bavne \n\n\n\nBrooke Bedson \n\nJamie Bell \n\nTiffini Bell \n\nAmanda Bettandorf \n\nAnna Bone \n\n\n\nLyra Booker \n\nKari Boston \n\nJustine Brantley \n\nMary Beth Breeden \n\nAllison Butt \n\n\n\nSarah Cadmus \n\nBetty Callahan \n\nLaura Castro \n\nKatherine Chapman \n\nPriti Chavan \n\n\n\nAnnea Claire \n\nNicole Colosimo \n\nLeigh Craigmvle \n\nEllen Crozier \n\nlennifer Ellison \n\n\n\n\n1 Sophomores \n\n\n\nElizabeth Engel \nJessica Felder \nI Jamey Fisher \nKimberly Fowler \nAnna Geyer \n\n\n\nLindsay Grant \nMelissa Haley \nKrista Harris \nCurrey Hitchens \nHeather Holland \n\n\n\n\n\u003eQUEENS OF THE ROUND TABLE \u003c \n\nSophomores Ellen Atkenson, Erica Mollon, Layla Smith. Kimmie and friends revel in the joys of being sophomores as \nthey sport their crowns and class colors in Evans during Black Cat Week. \n\n\n\nClass of 2002 \u003c 89 \n\n\n\nMichael K \n\nAmanda Lasley \n\nAmanda Linaburg \n\nCharity Livingston \n\nJana Lott \n\n\n\n\nLaurel Nesbit \n\nKatharine Noland \n\nKirstin Ohlson \n\nYessica Padilla \n\nJamie Parsons \n\n\n\nElizabeth Patton \n\nMary Phelps \n\nSarah Poppens \n\nAmber Price \n\nAmber Ralev \n\n\n\n90 \u003e Sophomores \n\n\n\n\n\u003eCANDID CAMERAS Friends Allison Butt, Heather Holland and Ellen Crozit \nback and relax and enjoy some down time in the midst of their busy schedules. \n\n\n\nClass of 2002 \u003c 91 \n\n\n\nTHE C UEENS OF HEARTS \n\n\n\nG... SING... SING...\u003c \u003eBONJOUR CLASSE\u003c \n\n.:: bird Jaylene Moore sings her heart Erin R ema \n\nout at a student recital. \n\n\n\nsr \n\n\n\nUpchurch. and Angel Jordan are getting ready for their French 202 \n\n\n\n\nPLACES TO GO PEOPLE TO SEE\u003c Heather Holland. Allison Butt, and Ellen Crozier enjoy a \nnight at the Lambda Chi Alpha Cocktail Party on September 12, 1999 \n\n\n\n\u003eALL HAIL THE RED FAIRY QUEEN\u003c \n\nChristina Hunt radiates Sophomore Spirit even \nwhen taking a break from the festivities which \ninclude field hockey. \n\n\n\n92 \u003e Sophomores \n\n\n\n\n\u003eSHE'S GOT SPIRIT! \u003c \n\nAmanda Laskey cheers on her \nfellow classmates at the Field \nHockey tournament. The Field \nHockey tournament is part of \n\n\n\n\n\n\u003eDESTINED FOR STARDOM\u003c \n\nLook out Whitney Houston and \nLauryn Hill here comes Erica \nRobinson! \n\n\n\n\n\u003eSTUDY BREAK \u003c \n\nMia Mingus and Tamera Wilson take a \n\nlittle time out from their extraordinary \n\nschedules to have a little chat on the \n\nGeorge W. and Irene K Woodruff \n\n\n\n\n\u003eWHAT THE HELL IS IN \nYOUR MOUTH?\u003c \n\nMegan Brady participates in a \npastime activity of some \nstudents. She is seeing how \nmany marshmallows she can fit \ninto her mouth at one time. \n\n\u003eCIRCLE OF FRIENDS\u003c \n\nAshley Kirby. Caroline Prijatel. \nBrook Puschaver, Karmelle \nWhite. Joy Carter, and Briana \nEnglish take a picture before \nBlack Cat Formal in Rebecca \nHall's down stairs lobby. \n\n\n\n94 y Sophomores \n\n\n\n\nLET THE LOVE SHINE THROUGH \n\n\n\n\n\u003eTHE QUEEN OF ARK \n\nJustine Brantley works on her art project. \n\n\n\n\u003eAHHH...FEEL THE LOVE! \u003c Jenny Ellison, Kirsten Ohlson and Jenny \nWilliams exemplify class spirit and camaraderie as they stand together and show a \nlittle love on Sophomore Party Day. \n\n\n\nThe Sophomore class had a \npretty eventful year. They \nhosted a wonderful \" Party Day \n\" And kicked off Black Cat's \nweek of celebration and fun. \nThey also received their presti- \ngious Agnes Scott College rings. \n\n\n\n\n\u003ePRANKSTERS \n\nThe sophomore's \" PRANK \" was to drive around campus in the middle \nof the night and the wee morning hours and awaken the Agnes Scott \ncommunity with the sounds of horns and cheering. \n\n\n\nClass of 2002 \u003c 95 \n\n\n\n\n\u003e ROYAL SMILES \u003c \n\nAbby Meakin and Ellen Crozis \nmake wonderful queens and \nexemplify royal hearts and \nfriendship. \n\n\n\n\u003eTHE FIRST YEARS ARE \u003eSING A LITTLE TUNE \u003c \n\n\u003c On behalf of the Sophomore Sophomores sing a song for thi \n\nclass Jamie Bell exposes the fact Agnes Scott Community during \n\nthat the first year mascot is Field Day. \nPeter Pan and the Lost Girls. \n\n\n\n\n\u003eTHE BLUES BROTHERS? \u003c \n\nRebecca Baum and her friend pose as the senior mascots. \n\n\n\n\u003eTHE GIVING QUEEN\u003c \n\nKirsten Olson exemplifies the best queenly quality: The Quality \nof Giving. \n\n\n\n\n11 \n\n. a Allen \n\n. \\merson \n\nKristal-Lynn Archer \n\nAlison Asmusscn \n\n\n\nAmanda Balazs \n\nAlicia Benson \n\nAudrey Beverley \n\nBryanna Biery \n\n\n\nMelissa Blazek \nElizabeth Bliss \nCarmen Bolivar \nErin Brandl \nEmily Brinkley \n\n\n\nAlyssa Bubeck \n\nCharlee Callender \n\nLayla Cantlebary \n\nApril Carter \n\nJennifer Carver \n\n\n\nKoa Castle-Woolley \n\nSarah Chipps \n\nAmanda Colgate \n\nCarrie Copeland \n\nMegan Cornwell \n\n\n\nCarly Covic \n\nJelena Crawford \n\nJacqueline Cripe \n\nLisha Daniels \n\nLauren E. Davis \n\n\n\n\n98 \u003e First-Years \n\n\n\n\nRcbelee DeBoer \nLisa Dewberry \nJodi Dixon \nElizabeth Douugherty \nChristina Dresser \n\n\n\nJennifer DuCharme \nMary Entwistle \nLauren Farrell \nSherah Faulkner \nAlison Faupel \n\n\n\nS\u003e WEIRD SCIENCE^ Liz Bliss, Abby \nZxoss, and Jolynn Webster enjoy the won- \niers of Dr. Finco's Bio 120 lab. \n\n\n\n\n\u003eLAUNDRY DAY\u003c Jamie Quinney \nwaits patiently for her wash. \n\n\n\nHeather Fitzpatrick \nJamie Fulcher \nJa quelyn Galliher \nCatherine Giaquinto \nEmily Gibson \n\n\n\n\u003eNEW FOUND DEITY \u003c Hawaiian \nnative Koa Castle-Woolley practices her \nbalancing act, by balancing three lighted \ncandles on her head and in the palm of \nher hands at Black Cat Formal. \n\n\u003e KEEPING INFORMED \u003c First \nyear Prank's Chair, Amanda Colgate \nreads informative newsletters and the like \nfrom the International Relations bulletin \nboard. \n\n\n\n\nClass of 2003 \u003c 99) \n\n\n\nh i rady \n\nie Grattan \n\ne Vndria Griggs \n\n\n\nid; \n\nAmber Gugino \n\nCherilyn Guy \n\nSusannah Haarmann \n\nMona Hamadeh \n\n\n\nRachel Handschuh \n\nYaisha Harding \n\nAmena Hasan \n\nJamaiya Havel \n\nEmily Heckert \n\n\n\nEmily Henderson \n\nAnna Hoppmann \n\nElizabeth Houck \n\nJameda Hugh \n\nBrooke Hussey \n\n\n\nDonica Ice \n\nLaura Ingram \n\nBevin Janci \n\nJewel Johnson \n\nKristin Johnson \n\n\n\nElizabeth Jones \n\nCatherine Josey \n\nGeri Justice \n\nKerena Kaminsky \n\nSharon Kelly \n\n\n\n\n100\u003e First- Years \n\n\n\n Iverman \nleanor Paynter \n\n\n\n  \n\nlika Perry \n\nNayadin Persaud \n\nLauren Philips \n\nJenny Pickell \n\n\n\nAndrea Pickens \nKathrynPierce \n\nCatherine Ponder \n\nErin Prentiss \nMelissa Price \n\n\n\nJamie Quinney \n\nBrianna Ransom \n\nKatherine Rivers \n\nAmanda Roach \n\nt'olanda Robinson \n\n\n\nElizabeth Rodgers \n\nVanessa Rose \n\nSarah Russell \n\nAntoinette Satterwhite \n\nBrigid Scarbrough \n\n\n\nAmanda Schrier \n\nJennifer Scott \n\nJveria Shahid \n\nChristine Shaner \n\nAdrienne Smith \n\n\n\n\n\nDeeDee Smith \nAmanda Starr \nCara Steinbuche] \n\nSara Stewart \nJulia Stover \n\n\n\nCassandra Strawn Leanna \n\nStromberg \n\nLaura Stuck) \n\nJulie Teer \n\nShayluThomas \n\n\n\nJenniferThorusen \nJoy Todaro \nJennifer Velazco \nLauren Vernon \nAmenta Wassan \n\n\n\nJolynn Webster \nAyo Williams \nKelly Williams \nVallon Williams \nDana Wilson \n\n\n\nTeresa Winter \nMaya Wodnicka \nSarah Worden \nRegina Yaskey \nErmis Zayas \n\n\n\n\n\u003e TABLE DANCING \u003c Sarah Worden \nshows Ermis Zayas the proper techniques \nfor table top dancing at Black Cat Formal. \n\n\n\n\u003eGO BIG GREENE Abigail \nMiles and Amanda Starr show \ntheir first year spirit by \nsporting green hair and face \npaint for the Black Cat field \nhockey tournament. \n\n\n\n\n\n\n\u003e PULL...PULL...PULL... \u003c \n\nTanya Garnet, Amanda Schrier, Ayo \nWilliams, Emily Gibson, and Michelle \nMorris Compete in the Tug' O War\". \n\n\n\n\u003eHMM...\u003c Elaine Vowel] \ntrys out the interesting Thai \nmeal during her focus group \ndinner \n\n\n\nrCOMEONIWANNALEIYOLK \n\nAmber G. and Hanh Ho take a \nbreak from dancing to have a \nsnap shot taken at the Showtime \nhosted event. \n\n\n\n\u003eI HAVE AN IDEA\u003c \n\nKelly Williams has decided \nsince it is two o'clock in the \nmorning and all is quiet in the \nhalls of Winship she would likt \nto \"TRY\"and make cookies. \n\n\n\n\nJOO First- Years \n\n\n\n^ALL IN A NIGHT'S \nWORK\u003c \n\nChristie Oh, Laura Stucki, \nAntoinette Satterwhite, Joy \nTodero and Laura Creamer pose \non the night of Black cat \nwearing their newly borrowed \ntuxedo jackets and their own \nstrappy shoes. \n\u003eSLEEPING BEAUTY \u003c \nWhile Elaine Vowler sleeps her \nroommate Marcella captures her \npicture. \n\n\n\n\nClass of 2003 \u003c105 \n\n\n\n\n^PROUD TO BE A SCOTTIE \u003c \n\nChristie Oh and Miracle Wright are taking a much needed \nbreak from the hustle and bustle of varsity volleyball. \n\n^TRUST US, WE WON'T DROP YOU. . . HONEST \u003c \n\nJill Matheny places herself in the hands of Jen Thorusen, Koa \nCastle -Wooley, and Melanie Luschen during a little pre-dance \nhumor. Emily Gibson sits down in front waiting to catch her if \nshe falls. \n\n\n\n\u003eHAPPY BIRTHDAY TO YOU, \nHAPPY BIRTHDAY TO \nYOU...- \n\nAbbey celebrates her birthday on \nthe second floor of Winship \n\n\n\n\n^LITTLE LOST GIRLS \u003c \n\nMembers of the First Year \nclass participate in the \" TUG \nO WAR\" \n\n\n\n\n106\u003e First- Years \n\n\n\n^LADIES IN WAITINGS ^GROUP HUG\u003c \n\nAmanda King and April Carter Chisa Yarde - Liz Bliss and their \nawait their Thai food during \ntheir focus group dinner. \n\n\n\nfriend make a Liz sandwich at \nthe Black cat formal. \n\n\n\n\n^SHOWING SOME SKIINK \n\nAnna Hoppman and Summer \nRamsey show a little leg while \nposing for Christie Oh before a \nVarsity Volley Ball. \n\n\n\n\n\n\nChollengfmgp Our World/ \n\n\n\nTolerant, influential, and challenging only partly describe \nthe faculty of Agnes Scott College. The professors tolerate \nlate students, compete with train whistles and construction, \nand ignore the slurping and smacking noises of mid-class \nlunches. They hold their composure even through the most \nchallenging time of the year. Black Cat. Professors must \nwade through signs and decorations to even reach their \nclassrooms. Once inside, they are faced with an audience of \nBlues Brothers, Sun Goddesses, Queen of Hearts and Little \nLost Girls. The professional stature of the professors allow \nthem to maintain their composure through even the most \ntrying of times. Their revenge comes in the form of papers \nand final exams. Although testing their students is necessary, \nprofessors are more concerned with their students' ability to \ncomprehend and apply what they learn rather than their \nability to memorize facts. The passion that each professor \nexemplifies fortheir discipline inspires the students to learn \nand to show interest in a variety of academic areas. \n\nThe outstanding professors here at Agnes Scott not only \nreach the minds of the students, but also their hearts. The \nASC faculty prides itself on being approachable by its \nstudents. From helping to perfect a major paper to staying \nafter class to explain the structure of acell one more time, the \nASC faculty is overwhelmingly generous and helpful. Stu- \ndents share a one on one relationship with their professors. \nThis type of unique college setting is rare and greatly \nappreciated by the students here at ASC. \n\n10O Faculty \n\n\n\n\n^LateAgain?^ \n\nAmalea Hijar explains to Professor Xu that she will be a little late for her \nWorld Politics class tomorrow. \n\n\n\nBonds form between students and professors that extend \noutside of the classroom. It is not uncommon for a professor to \nopen up their home to a Roman feast or an intensive study on the \nacademic importance of the volley ball scene in Top Gun. The \nprofessors leave time to laugh and have fun outside of the class \nroom. Getting to know their students for the bright young \nwomen that they are is a welcomed challenge to the ASC \nfaculty. With a mixture of camaraderie and professionalism the \nprofessors earn the respect of their students. Professors leave \ntheir students with a lifetime of knowledge and memories. \n\n\n\nfcuMJity \n\n\n\n\n^^T I believe \nW that lib- \neral arts students \nare equipped to \nsearch for truths \nand to communi- \ncate those find- \nings clearly and \neffectiviely. If \nyou can do these \nthings, you can \nmake a real and \npositive differ- \nence in this world. \n-Art  \nBowling ^^ \n\n\n\n\n\u003e Economics is Common \nSense-; \n\nProfessor Armour graphically \nshows that when MR=MC, profit \nis maximized. \n\nr Physics Made Fun - \n\nProfessor Bowling laughingly \nexplains the new, seemingly \nimpossible equation to his class \nfull of blank stares. \n\n\n\nFaculty \u003c10 \n\n\n\n.-,.; \n\n\n\nri \n\n\n\n\n% w \n\n\n\n\u003eA11 Work, No Play- \nAssistant Swimming Coach, \nDawn Fowler, posts the team's \nextensive workout schedule \nbefore practice. \n\n^Injury Time Out- \nAthletic Trainer Jodi Fox helps \nMeredith Baum recover from \na knee injury so that she can \nget back out onto the soccer \nfield. \n\n\n\nDo you have any special talents? \n\n\"I am in the top 10 percentile in \n\nthe country for tournament level \n\nchess players.\" \n\nConstantine Ananiadis \n\n\n\n^Bring It On!- \n\nFencing instructor, Sando Kiss spars against \nhis entire fencing class in. \n\n\n\n\nAthletics and Physical Education \n\n\n\n0\u003e Faculty \n\n\n\n\nPage Remillard \n\nAthletic Director/ Physical \nEducation Chair \n\n\"This is an excit- \ning time for ASC \nAthletics. Our \ndepartment is \nworking to estab- \nlish one of the best \nathletic programs \nfor women. My \ncommitment to the \nASC student- \nathlete is to de- \nvelop a competi- \ntive program in an \nenvironment that \ncomplements \nopportunities \ncurrently available \nfor female athletes \nat respected \nNCAA Division \nIII co-ed institu- \ntions.\" \n\n\n\nTime/ to- Shape/ Up ! \n\n\n\nHere at ASC the students learn the importance of shaping our minds and \nour bod.es. The Athletics and Physical Education Departments emphasize the \nimportance of physical health, strength and performance. Being physically fit \nis crucial to young women's health in today's society. From swimming to \nfencing, ASC students participate in many forms of exercise. \n\nThe Physical Education Department capitalizes on educating their \nstudents to develop new skills and physical fitness. The opportunity to learn a \nnew sport is open to all. From beginning tennis to horseback riding, students \nare offered an array of choices. The PE instructors patiently endeavor to bring \nout the athletes in their students. \n\nThe Athletics Department takes on the special job of molding their \nplayers into varsity worthy athletes. The process is difficult and is accompa- \nnied by hours of practicing and strategizing. Coaches work hard to create a \nteam effort amongst the players and the athletics department as a whole. It is \nnot uncommon to see Varsity Tennis players cheering on their fellow athletes \nat volleyball games and soccer games. The sports program is continually \nmaking improvements and setting new goals. The coaches are setting high \nstandards for both their players and themselves which have obviously paid off \nin respect to successful seasons in all of the Athletics Department. \n\n\n\n\nJennifer Barton (PE Instructor). Constantine Ananiadis (Varsity Tennis/Cross Country Coach/PE Instructor), Jodi Fox (Athletic \nTrainer/Intramural Coordmator), Sandor Kiss (PE Instructor), Lori Brown (Varsity Volleyball/Softball Coach/PE Instructor) Pat \nnghs (Fac.hty Coordinator/Administer Assistant), Laura LeDuc (Varsity Basketball/Soccer Coach/NCAA Compliance Coo'rdina- \n\nnfonrr HonT^ TvZT? T\" ^T (PE InStrUCt0r)  A ' ida Crawley (Asslstanl Vars ^ Soccer/Basketball Coach/Sports \nfaformation Intern), Fred Enlow (Assistant Varstty Cross Country Coach), Lynn Mayer (PE Intsructor), Chad Parker (Gull \nInstructor), Page Rermllard (Varsity Swimming Coach/Athletics Director/PE Chair), Erika Tucker (Assistant Vars.tv Volleyball) \n\n\n\n\nM. Saif Rahman \n\nVisiting Professor of Economics \n\nWhat do you think about \nthe students of Agnes \nScott? \n\n\"Motivated and re- \nspectful. I would be \nproud to have some of \nmy students academi- \ncally compete against \nthe best students from \nthe best institutions in \nthe country. \" \n\n\n\n\u003eMath Department \u003c \ntop row: Myrtle Lewin \n(Professor), Larry Riddle \n(Professor), Frank \nCasabianca (Professor), \nBob Leslie (Assoc. Profes- \nsor) \n\nfront row: Sheri Boyd \n(Visiting Asst. Professor), \nMyrna Schwavzlose \n(Coordinator of Learning \nSupport) \n\n\n\n\n\u003eEconomics Department \nM. Saif Rahman (Visiting Asst. Professor), George \nRedmond (Visiting Asst. Professor), Brian S Armour \n(Visiting Asst. Professor), Rosemary Cunningham (Chair \nof Economics Department) \n\n\n\n\nEconomics and Math Departments \n\n\n\n112 \u003e Faculty \n\n\n\nA Tatf\u0026offfaReaLWorld/ \n\n\n\nFeature: What is the Atlanta Semester? \n\n\n\n\nThe Atlanta Semester is a unique studies program in women, leadership, and social change offered at Agnes Scott. \nIt is spearheaded by Isa Williams (pictured at right). She says, \"The most exciting aspect is the energy that students, \nfaculty and community members bring to the topic of women, leadership and social change. The program is the \nenergy.\" The program consists of internships, seminars, speakers' forums, and independent research conducted by \nthe students. \n\nThe Atlanta Semester Seminar is an interdisciplinary exploration of women's \nhistoric and contemporary contributions to social change. The course provides a \ntheoretical framework for understanding women's relationship to the process of \nleadership and social change with special focus on multi-ethnic feminist theories. \n\nThe Atlanta Semester Speakers' Forum allows students to meet with community \nleaders and faculty for lectures and to discuss topics related to the Atlanta \nSemesters' s yearly focus. \n\nThe Atlanta Semester Internship gives students experiential learning through \nsupervised internships in a community organization. Some organizations that agreed \nto participate in the Atlanta Semester include Amnesty International, Atlanta \nWomen's Fund, CARE, The Carter Center, Council on Battered Women, DeKalb \nRape Crisis Center, The National Organization for Women, SisterLove, and many \nmore. \n\nThe Atlanta Semester Research project consists of independent research drawing \non the students' internship and seminar resulting in a final paper. \n\u003e Atlanta Semester\u003c \nYvonne Newsome (Profes- \nsor of Sociology), Beth \nHackett (Professor of \nWomen's Studies and \nPhilosophy), Gus Cochran \n(Professor of Political \nScience), Tina Pippin \n(Chair of Religious Stud- \nies), Isa Williams (Director \nof Atlanta Semister Pro- \ngram), not pictured: Linda \nHodges (Professor of \nChemistry), Peggy Thomp- \nson (Chair of Womens \nStudies and Professor of \nEnglish) \n\n\n\n\nAtlanta Semester Program \n\n\n\nFaculty \u003c113 \n\n\n\n\n\u003e Political Science Department \u003c \n\nFeng Xu- Asst. Professor, Juan Allende- Asst. Professor, \nGus Cochran- Asst. Professor; not pictured: Jennifer \nCannady- Professor, Paige Schneider- Professor, Martha \nRees- Department Chair \n\n\n\n\u003e Philosophy \nDepartment \u003c \n\nMartino Traxler- Professor, \nRichard Parry- Chair of \nDept./Professor, Elizabeth \nHackett- Professor, David \nBehan- Professor \nWhat is one of your biggest \npet peeves? \n\n\"The signs in the grocery \nstores that read: 'express \nlane: 10 items or less. ' \nIt's FEWER. 10 items or \nfewer! \" \n-Elizabeth Hackett \n\n\n\n\u003e Sociology Department \u003c \n\nBrenda Hoke- Assoc. Professor, Yvonne Newsome- \nAsst. Professor \n\n\n\n\nPolitical Science, Philosophy, Sociology \n\n\n\nn-T\u003e Faculty \n\n\n\nC(\u003entemplattngp the/ World/ at Large/ \n\n\n\n\n\u003e Anthropology Department \u003c \n\n(Martha Rees - Chair of Political Science, Sociology, and \nknthropology; not pictured: Mary Katherine Crabb- \n'Professor, Deborah Duchon- Professor \n\nHave you had any interesting travel experiences? \n\n\"I lived in Mexico from 1974-1987. I spend \nevery summer in Oaxaca, Mexico. Coming \nback into Texas this summer the 'migra \nstopped my car and the guy came out with a \ndog. I was surprised, 'What's the dog for? I \nthought you just did people at this stop. Do \nyou do drugs too?' He said, 'We do people \nand drugs here. ' I said, 'Oh really, what kind \nof drugs do you do?'\" \n-Martha Rees \n\n\n\n\u003e Religious Studies Department \u003c \nMichael Clark- Assistant Professor, Tina Pippin- Associ- \nate Professor/Chair, John Stark- Assistant Professor, \nDennis McCann- Professor \n\nDo you have any advice for the class of 2000? \n\n\"Remember that each of us has a responsibility to \nmake the world a more just place for all. \" \n-Yvonne Newsome \n\n\"Lots-but you have probably heard it all before. \" \n-Gus Cochran \n\n\"The world is yours to explore and change for the \n\nbetter\" \n\n-Feng Xu \n\n\n\nAnthropology and Religious Studies \n\n\n\nTell us about your first \ncar: \n\n\n\nHistory Department \n\nj Department^ \n\nMary Cain- Visiting Instructor, Violet Johnson- Associate Professor/ Acting Chair, and \nMichael Lynn- Assistant Professor. Not pictured: Penelope Campbell- Professor, Genevie\\ \nEdwards- Assistant Professor PT, Katharine Kennedy (on leave), Linda Lane- Assistant \nProfessor PT, Jere Link- Assistant Professor PT (Fall), Kristian Blaich- Assistant Professoi \nPT (Spring). \n\nViolet Johnson was \ninvited this yearto \nspeak at Senior \nInvestiture. She \nspoke about the ills \nof society and how it \nis our duty as \nintelligent women to \nfight for what we \nbelieve in and help \nmake this world a \nbetterplace. \n\n\n\n\"Used Honda Ac \nbroke down monthly. \nIt was the only bad \nHonda ever made. \" \n-Jennifer Lucas \n\n\"A 1939 black \nChevrolet with painted \nred interior and a lot \nof chicken feed spilled \nin the trunk. \" \n-Penelope Campbell \n\n\"It was a beautiful \ndark-blue '65 Chrysler \nNew Yorker with the \nnichiame: 'The \nFratcatcher '. \" \n-Jere H Link \n\n\"It was a Volkswagen \n\nbug/beetle. It was \n\nblue and was called \n\n^English Department \n\nFernandina (after the Waquas Khwaja- Visiting Assistant Professor, Steven Guthrie- Professor, Christopher \nbeach in Florida ) ' ' AmeS \" Professor/ Chair \u003c Chri stine Cozzens- Associate Professor, Pat Pinka- Professor, \n\nLinda Hubert- Professor, Willie Tolliver- Assistant Professor; Not Picured: Diana Miles- \n\n\n\n\n-Avse Carden \n\n\n\nInstructor PT, Colleen Payton- Instructor PT, Bona Ball- Professor \n\n\n\n116 \u003e Faculty \n\n\n\nEnglish Department \n\n\n\nEducation Department \n\n\n\n\n^ Education \nDepartment^ \n\nJane West- Assistant Pro- \nfessor, Betty Noble- Assis- \ntant Professor PT, Myrtle \nLewin- Professor/Acting \nChair, Karen Eldridge- \nInstructor PT, Kathy \nFroelich- Visiting Assistant \nProfessor, Jean Raetz- \nTopetzes- Instructor PT, \nPatricia Solomon- Instruc- \ntor PT, Julie Weisberg- \nAssociate Professor (on \nleave), Katrina Yurko- \nInstructor PT. \n\n\n\n^Psychology \nDepartment^ \n\nJennifer Lucas- Assistant \nProfessor, Barbara \nBlatchley- Associate \nProfessor/Chair, Eileen \nCooley- Associate Profes- \nsor, Ayse Carden- Profes- \nsor, Robert Kachelski- \nAssistant Professor. \n\n\n\nPsychology Department \n\n\n\nFaculty \u003c11 \n\n\n\n\n\u003e Biology Departments \n\nHarry Wistrand- Professor/Chair, Sandra Bowden- \nProfessor, Timothy Finco- Assistant Professor, Karen \nThompson- Associate Professor, John Pilger- Professor, \nDouglas Kain- Visiting Assistant Professor, and Phil \nGibson- Assistant Professor \n\n\n\n\n\u003e Chemistry Departments \n\nLachele Foley- Visiting Instructor Professor, Leon \nVenable- Associate Professor/Chair, Lilia Harvey- \nAssistant Professor, Linda Hodges- Professor, and Ruth \nRiter- Assistant Professor \n\n\n\nWhat do you enjoy \nabout being a profes- \nsor? \n\n\n\nWordy fronv h\u0026 Wiyes \n\n\n\"Do what you love. If \n\n\n\"Shoot for the moon, \n\n\nyou do that, you will \n\n\ngo for quality, be the \n\n\nsucceed in life. \" \n\n\nbest that you can be. \n\n\n-Chris DePree \n\n\nYou will. \" \n\n\n\n\n-Martha Rees \n\n\n\"Keep taking yourself \n\n\n\n\nseriously after you \n\n\n\"Give unselfishly of \n\n\nleave college. Many \n\n\nyourself in order to \n\n\nforces will work \n\n\nmake every place that \n\n\nagainst your doing so, \n\n\nyou touch a better \n\n\nbut your years of \n\n\nplace for others. \" \n\n\npractice at ASC can \n\n\n-Isa Williams \n\n\nhelp you resist them. \" \n\n\n\n\n-Elizabeth Hackett \n\n\n\n\n\n\"I enjoy seeing \npeople learn and \nhelping to facili- \ntate that process. \" \n- Ruth Riter \n\n\n\nBiology and Chemistry Departments \n\n\n\nFaculty \n\n\n\nLifaBeforesAgwefr Scott \n\n\n\nWhat wavy your first job? \n\n\n\"I worked at a Dairy Queen but had too much \n\n\n\"I worked as a telephone operator for a few \n\n\nfun to call it work. \" \n\n\nyears in high school. \" [ \n\n\n-Ruth E. Riter \n\n\n-Ayse Car den \\ \n\n\n\"Bark burner at a papermill. This convinced \n\n\n\" Cartoonist for the Duck Chronicle. \" \n\n\nme of the value of the academic life. \" \n\n\n-Chris De Pree \n\n\n-Art Bowling \n\n\n\n\n\n\n\"Selling windshield-washer fluid. I quit after \n\n\n\"My first part time job was a waitress, when I \n\n\ntwo weeks. \" \n\n\nwas a college student in Japan. \" \n\n\n-Jere Link \n\n\n-Miyuki Ishida \n\n\n\n\n\n\n^Astronomy/ Physics Department^ \n\nArt Bowling, Christopher DePree, Jim Guinn \n\nAstronomy Department Upgrades! \n\n\n\nArt Bowling has some exciting news about the As- \ntronomy Department. \"First, we are in the process of \nupgrading and renovating the Bradley Observatory; the \nrenovated observatory should open fall 2000, and will \nfeature a new 70 seat planetarium with a Zeiss projec- \ntor. It will also have a facility for using lasers to study \nthe earth's atmosphere, particularly pollution over the \nAtlanta area. The large Beck Telescope, which has a 30- \ninch diameter mirror, will still be in place and the mirror \nwill have a shiny new coating.\" \n\n\n\nAstronomy/ Physics Department \n\n\n\nFaculty \u003c119 \n\n\n\nMod i Foreign Languages \n\n\n\n''All Smiles\u003c \n\nMichie Tsuji does a lot o is a leaching assistant for the \n\nJapanese Department. A ID she keeps a smile on her face! \n\n\u003e Japanese Department \n\nMichie Tsuji- Teaching Assistant, Miyuki Ishida- In \nstructor PT \n\n\n\n\n\u003e German Department \u003c \nJessica Raper- Student Assistant. Martina Einspieler- \nTeaching Assistant, Karin Gunnemann- Assistant Profes \nsor PL, Marianne Lancaster- Instructor Pt., and Insrid \nWieshofer- Professor/Coordinator. \n\n\n\n120\u003e Faculty \n\n\n\n'-Spanish Departments \n\nMichael Schlig- Assistant Professor, Gisela Norat- \nAssociate Professor/Coordinator, Leticia Seymour- \nVisiting Assistant Professor, and Rafael Ocasio- Associ- \nate Professor. Not Pictured: Orlando Figueroa- Visiting \nAssistant Professor, and Rosalba Olguin- Teaching \nAssistant. \n\n\n\n'Before/ They Were/ Profeteory \n\n\n\n\n\u003e Classics Department \u003c \n\nSally MacEwen- Associate Professor/ Chair and Gail \nCabisius- Associate Professor. \n\n\n\nClassics Department \n\n\n\nWhat i\u0026 the/ cra^iett things that yaw \nhave/ ever done/? \n\n\n\n\"It depends on your \n\n\n\"Taking two Mercedez- \n\n\ndefinition of crazy. It \n\n\nBenz.es and pretending \n\n\nall seemed perfectly \n\n\nto carry out a spy plot \n\n\nlogical at the time. \" \n\n\nin the middle of one of \n\n\n-David Thompson \n\n\nthe busiest and largest \n\n\n\n\nstreets of Cairo. \" \n\n\n\"In college, I dated a \n\n\n-Saif Rahman \n\n\n52-year-old poet. \" \n\n\n\n\n-Lyn Schenbeck \n\n\n\"Everyday I try to do \n\n\n\n\nsomething crazy. \" \n\n\n\"You '11 never know (I \n\n\n-Tina Pippin \n\n\nhope!)\" -Gus Cochran \n\n\n\n\nWhet: Lyyour favorite/ vnewiory \n\n\nfrom/ college/? \n\n\n\n\n\"An unrequited crush \n\n\n\"Censored. \" \n\n\non a lab partner in \n\n\n-Art Bowling \n\n\norganic chemistry....\" \n\n\n\n\n-Jere Link \n\n\n\"Painting anti-war \n\n\n\n\nslogans on the build- \n\n\n\"Finding mold grow- \n\n\nings. Climbing into a \n\n\ning on my home speak- \n\n\nremote attic and find- \n\n\ners because the dorms \n\n\ning the CIA transmit- \n\n\nwere so humid. \" \n\n\nting tower, which once \n\n\n-Lachele Foley \n\n\nwe revealed its pres- \n\n\n\n\nence, was removed. \" \n\n\n\"Meeting my future \n\n\n-Martha Rees \n\n\nwife. \" \n\n\n\n\n-Chris DePree \n\n\n\n\n\nFaculty \u003c121 \n\n\n\n\n\u003eArt Department \n\nTerry McGehee- Professor, Nell Ruby- Visiting Assis- \ntant Professor, Cathy Byrd- Visiting Curator Pt., Donna \nSadler- Associate Professor/Chair \n\n\n\n\u003e Constructive \nCriticism \u003c \n\nNell Ruby, art professor \nextraordinaire, gives one \nof her Art 161- Drawing \nstudents a bit of advice on \nhow to make her self- \nportrait look even more \nlike a self-portrait. \n\n\n\n\u003e Dance Department \u003c \n\nLeon Von Brown- Instructor Pt, Joanne Lee- Instructor \nPt, Marylin Darling- Professor, D. Patton White- Mod- \nern Dance Instructor Pt. Not Pictured: Julie Maynard- \nInstructor Pt. \n\n\n\n^Theatre Departments \n\nVeronica Henson-Phillips- \nInstructor Pt., Dudley \nSanders- Associate Profes- \nsor/Chair, David Thomp- \nson- Associate Professor, \nSara Thompson- Instructor \nPt. \n\n\n\n\nMu\u0026Co Vepcwtm\u0026nt \n\n\n\n\u003e Thoughtful Responses to Critical Thinkers -v \n\nKristen Damato offers insights into a fellow student's paper. This is \none of the many papers assigned by Oliveros during the course of \nteaching Creative Collaborations to this enthusiastic group of \nyoung women. \n\n\n\n\n\u003e Poetry in Motion \u003c \n\nThe animated Susiana Mulyadi \nreads her paper on \"what is \nculture?\" to Oliveros and the \nrest of her attentive class. \nPersonal expressions are \nextremely important in this \nclass. \n\u003eOne in a Million \u003c \n\nPauline Oliveros listens intently as one of her students shares her \nexperiences in a paper. All the senses are stimulated in Oliveros' \nclass whether it be through Deep Listening exercises or the critical \nthinking she stirs through assigning certain projects to be accom- \nplished during the semester. \n\n\n\n\nPauline Oliveros, renowned for her work with deep \nlistening, is artist in residence during the Spring semes- \nter. \n\nShe is teaching a class called \"Creative Collaborations: \nIntermedia.\" This is an interdisciplinary course focused \non late 20 th Century creativity, improvisation, and \ninteractive media. Students from different disciplines \nsurvey significant local and international collaborative \nworks, current technologies, create a Website and engage \nwith each other in collaborative projects designed for \nlive performance and internet broadcast. For the Website, \nstudents are asked to locate, identify and interview \nAtlanta's professional women in creative music, visual \narts, literature, dance and theatre. This website will be \navailable for the entire community as a permanent site on \nAgnes Scott's server. \n\nIn 1994, Oliveros was the recipient of an artistic \nachievement award from the Foundation for Contempo- \nrary Performance Arts. She has received a Guggenheim \nFellowship to study native American ritual music, and is \nthe recipient of the 1999 SEAMUS Award (The Society \nfor Electro-acoustic Music in the United States). She has \nperformed at the John F. Kennedy Center for the Per- \nforming Arts, New Music America Festivals, and in \ncountless concert halls worldwide. From Sonic Medita- \ntions to Deep Listening, Professor Oliveros' innovations \nhave already established her place in music history. \n\nEvery Friday, students in Oliveros' Creative Collabo- \nrations class engage in \"Deep Listening\" exercises, \ncreated by Pauline Oliveros, to enhance creative work \nand engage with others by connecting with thfl universe \n\n\n\na \n\n\n\n\"Hearing is the physical act \nthat happens through our \nprimary sense organ when \nsound waves impinge upon \nthe ear. Listening involves \ndirecting one's attention ff pi \nand interpreting what is V jr I \nheard.\" - Pauline Oliveros. - \n\n\n\n\u003eThe Pearl \nPhenomenon \u003c \n\nThe Religious Studies \nDepartment's advice is \nthat pearls go with every- \nthing! \n\n\n\n\nAdvice for the Class of 2000 \n\n\n\n\"Choose something to do in life that \nenriches you and the world we live \nin and do it with passion. \" \n-Ayse Carden \n\n\"1. Success is measured not by how \nhigh you climb, but how many ob- \nstacles you cross on the way 2. Go \nout of your way to make a difference \nin other people s lives 3. Love is not \na zero sum game \" \n\n- Saif Rahman \n\n\n\nWhat do you do \n\n\" 'I got friends in low \nplaces where the whis- \nkey drowns and the \nbeer chases my blues \naway. '\" Garth Brooks \n-Jere H. Link \n\n\"You really don't want \nto know. Right now \nmostly work. Al- \nthough, I do enjoy \nwatching a good movie \nor reading a good \nbook. \n\n-Ruth E. Riter \n\n\n\non the weekends? \n\n\"Weekend? What is \nthis word weekend? I \nthink that I heard of it \nin a legend. \" \n\n-David Thompson \n\n\"I play with my baby, \nwatch movies, and go \nshopping. \" \n\n-Miyuki Ishida \n\n\"Work, work, and more \nwork! \" \n\n-Jennifer Lucas \n\n\n\nAfter the- Bell ToUy \n\n\n\n\\1A\u003e Faculty \n\n\n\nVrofet\u0026ory. The/ Shocking- Story of \n\nTheir Livefr Outride/ of the/ \n\nClawoowv \n\n\n\n\n\nFeature: Professors on \nthe Weekends \n\nHave you ever won- \ndered what your professors \ndo in their spare time? \nThe faculty section of the \nyearbook sent out a survey \nto answer this question. \nWe received answers from \nrunning and biking to \nflying airplanes and \ncooking. The most com- \nmon answers that we came \nacross were work and \nspending time with family. \nFrom our results it appears \nthat professors really don't \nhave much free time, even \non the weekends. They \nspend their time preparing \nfor classes in order to \nensure that they give their \nstudents the best education \n\u003eThe Lucky Ones\u003c possible. \n\nSometimes professors get the chance to study abroad \nwith their students. Here Professor Seymour accompa- \nnies Terry Otto, among other students, to El Escorial, \n\nSpain. \n\n\u003eThe Not-So-Lucky \u003c \n\nElizabeth Hackett, a new Women's Studies professor this \n\nyear, is on her knees to get students to participate in \n\nclass. What a hard working professor! Where's her trip \n\nabroad? \n\n\n\n_^  ^K 1 \n\n\n\nFaculty \n\n\n\n\n\nA PlaxxforEveryonexmfccwvipub' \n\n\n\nAgnes Scott has a variety of organizations on campus that \ncan give each member of the campus community an outlet for \ntheir leadership abilities, volunteer capabilities, and social \ndesires. \n\n\n\nIf one desires to use their writing and communication skills, \na student could participate in one of the student publications \non campus. A urora is the literary magazine, The Profile is \nthe student newspaper, and the Silhouette is the campus \nyearbook. \n\nThere are also many religious organizations on campus. The \nEpiscopal organization is called the Canterbury club. New \nLife is for interdenominational Christian students. New \nWestminster Fellowship has a Presbyterian focus. The \nNewman ClubisforstudentsoftheRomanCatholicreligion. \nWesley Fellowship is mostly composed of those of the \nUnitedMethodistfaith. \n\nPerformance artists can be involved with Blackfriars, the \n\nstudent theatertroupe, Collegiate Chorale. Joyful Noise, or \n\nStudio Dance Theatre. \n\nThere are many service organizations on campus in which \n\nstudents can involve themselves. Best Buddies, Campus \n\nCivitan, Circle K. Habitat for Humanity, and Volunteer \n\nBoardarejustafew. \n\nWe also have cultural and language organizations on cam- \n\n126^ Organizations \n\n\n\n\n\u003eBEST BUDDIES \u003c \n\nFirst year, Annie Cripe, enjoys a day at the bowling alley with her best \nbuddy. Angela Anglin. \n\n\n\npus. Some of which include the African \u0026 West Indian Students \nAssociation (A WIS A), Amnesty International, Asian Cultural \nAwareness Student Association (ACASA), Chimo, French \nClub, Lesbians Bisexuals and Allies (LB A), Hispanic Awareness \nSociety (HAS), and Witkaze. \n\nPolitical organizations on campus include the Conservative Fo- \nrum, Women of Action Voice and Education (WAVE), League \nof Women Voters, and Green Earth Organization (GEO). \n\n\n\nGrg\u003cwtifyrttim\u0026' \n\n\n\n \n\n\n\n\n PLEN is \n^^ an orga- \nnization located \nin Washington \nD.C. that con- \nducts seminars \nthroughout the \nyear that pro- \nmotes network- \ning between \nwomen college \nstudents and \npowerful \nwomen in \n\no.c 99 \n\n\n\n\n\u003e IMPORTANT PEOPLE \u003c \n\nPLEN members get to speak with \nimportant people in Washington \nD.C. through their enriching \nprogram. \n\n\u003eSIGHTSEEING IN D.C.\u003c \n\nMembers of the Public Leadership \nEducation Network take their \ntrip to Washington D.C. for \nseminars and to attend hearings. \n\n\n\nOrganizations ^127 \n\n\n\nits is a nationally recognized organization \n\ncollege women to p icipate in activities \n\ng leadership skills. fc, personal growth, \n\nd community service. C irl Scouts enjoy several \n\nsuch activities every ;,. year's goals and projects \n\nhave included ca . sales, and collaboration \n\nwith younger ti i cers: President- Jennifer Patterson, \n\nVice Pr ;elia Cuadra, Secretary- April Carter, \n\nsoke Bedson and Sarah Chipps. \n\n\n\nCAMPUS GIRL \nSCOUTS \n\n\n\n\nFront to Back. Heather Branham. Becky Smith, Margaret Z.mmerman. Sarah \nG.llooly, Mia Mtngus. Susan Shands, Jamey Fisher, Melanie Knowles Leslte \nGrattan, Jenny Ellison. Sarah Chipps, Krister, Haeaar. Kelly Stapler Alicia \nMooney, Colleen McCoy, Jenny Williams \n\n\n\nOrganizations \n\n\n\n\nW.A.V.E. \n\n\n\nWomen of Action, Voice, Education (WAVE) is Agnes \nScott's feminist organization. WAVE is dedicated to bringin \nabout an awareness of issues affecting women locally as wel \nas globally. WAVE calls its members to act on behalf of \nwomen's issues through volunteering, lobbying and various \nother forms of activism. Now in its third year of existence, \nthe group sponsors several events throughout the school tern \nThese activities are developed with the intention of creating \nspace for discussion, education and celebration, and include \n\"Educating the World for Women: Human Rights at ASC,\" a \n\"Take Back the Night\" Vigil in honor of survivors of sexual \nassault, Positive Body Image Week, Women's HERstory \nMonth, and the Clothesline Project, which remembers the \nvictims and survivors of many forms of violence against \nwomen, as well as other activities and educational campaigns \nWAVE'S newsletter \"Rocking the Boat\" is new this year. The \npublication notifies the ASC community of local events and \naction alerts, lifts up the voices of women at ASC, and \neducated ASC about issues relating to women. WAVE \nencourages membership from all campus constituencies. \n\n\n\n\nSOCIAL COUNCIL \n\n\n\nSocial Council is the group responsible to give Agnes Scott students a break from the books and a chance to party. \nEvents this year included: Jump Little Children/Case band party. Black Cat Formal, 'Kammaniwannaleiu' DJ party, \nWinterfest, Member's Only band party, Valentine's Crush Party, Spring Fling, and more! SOCO works hard to make \nsure there's always something to look forward to at ASC!! \n\n\n\nMorgan Fender. Jennifer Dabbs. and \nNatalie Taylor work the ticket table at \nthe Jump Utile Children/Case band \n\nparty. \n\nLeslie Mashburn and Bianca Torres \nrecruit First-years during Orientation. \n\n\n\n\nMembers \n\nKristen Abernathy. Meredith Baum. Tiffini Bell, Sarah Benefield, Jo Cranford. Jennifer Dabbs. Kimberly Davis, Morgan Fender, Jennifer Hasty, Brooke Hussey. Kelli \nIzard, Amanda Kent. Julie Kidwell. Ashley Kubler. Leslie Mashburn. Jamie Parsons. Amanda Starr, Victoria Stopp. Laura Stuckey, Natalie Taylor, Bianca Torres, Lauren \nTupper, Kristine Trias. Amber Wright. Kendra Wright \n\n\n\nAdvisors \n\nShuronda Smith. Tameka ICing \n\nOfficers \n\nJo Cranford-President. Sarah Benefield- Vice President, Morgan Fender- Treasurer. Jennifer Hasty- Secretary. \n\n\n\nOrganizations ^129 \n\n\n\n11 \n\n\n\n1RTAR BOARD \n\n\n\nMortar Board is a nation:;: \u003eciety that recognizes college seniors in institutions of higher education across th \n\ncountry. Qualified lay achievement in the areas of scholarship, leadership, and service. Each Spring, \n\nrising seniors su ions at the beginning of the selection process. Upon admission into the organization, a \n\nnewly selected s 'tapped\" by an old member. The new and old members both participate in an induction \n\nceremony in t \u003ering that is open to the campus community. Mortar Board endeavors to provide campus service \nprojects as well as opportunities for academic discussion and debate. The traditional \"Don't Quote Me\" seminars an \nheld each semester, featuring a panel of faculty and staff members discussing a key issue in today's society. Topics \nhave included the legalization of marijuana, genetic engineering, and the predicted trends of the coming millennium \nIn addition to these programs, Mortar Board also provides services to the campus community. Each Spring the \nmembers volunteer to baby-sit for any students, staff or faculty members with children. They also sponsor the annua \nTurkey Teacher Toilet Drive, which supplies badly needed toiletries for local charities. Perhaps the greatest service \nMortar Board provides to the campus is the organization and administration of Black Cat Week, in which classes \ncompete to win the cherished black kitty. Each member serves on a committee that oversees an aspect of Black Cat, \nincluding areas like pranks, decoration, costumes, and so on. Mortar Board also sponsors Field Day, an annual \ntradition in which students participate in activities such as field hockey, water balloon tosses, ana trivia competition. \nOverall, ASC's Mortar Board represents a diverse group of women with a wide range of leadership experience and z \nsincere, desire to serve the co mmunity \n\nShannon Carr prepares some decora- \ntions before the mad rush at midnight. \n\n\n\n\nHeather Harvey. Hillary Wiggins. Deirdre Donohue. Emily Vihlen. and Sylvia \nTurner are hanging around on Bonfire night to make sure that everything eoes \nplanned. \n\n\n\n13lO Organizations \n\n\n\nElizabeth Meade. Maria Banderas, and Melanie Minzes are some of the Mortar \nBoard \"regulators\" for Field Day. \n\n\n\nHONOR COURT \n\n\"As a member (or an officer) of the Honor Court of Agnes Scott College, I do sol- \nemnly swear, being ever mindful of the responsibilities vested in me by the college, \nthat I will strive in all my work to keep free of personal prejudice: that I will always \nhold before me the ideals of the Honor Court and of Agnes Scott, and will endeavor \ncontinually to bring them to full realization. \" \n\n\n\n\nHonor Court Officers \n\nPresident- Deirdre Donohue \nVice President- Erin Davis \nSecretary/Treasurer- Mary \nBeth Breeden \n\nRTC Representatives- Sarah \nCook \u0026 Carol Wheeler \nSenior Representatives- \nStephanie Moseley \u0026 Yalonda \nRice \n\nJunior Representatives- Joy \nCarter \u0026 Stephanie Hartley \nSophomore Representatives- \nKaren Woods \u0026 Jocelyn Taylor \nFirst- Year Representative- \nJameda Hugh \n\n\n\n\nASCSGA STUDENT SENATE \n\n\n\nThe Student Senate is the \norganization on campus \nthat serves as a liaison \nbetween the student body \nand the administration. \nSenate works to address \nstudent concerns and to \nhelp keep the channels of \ncommunication open. The \nStudent Senate represents \nthe entire campus commu- \nnity and is elected at-large. \n\n\n\n\nFront to Back: Lauren O'Pezio (President). Alice Fanner (Vice President). Tonia Miller (Treasurer), Mary Rae Phelps \n(Secretary), Lauren Sullins. Jamie Bell, Katie Noland, Sheika Serritt, Laura Jenkins, Brook Minner. Kendra Wright, Jamie \nChilton, Farah Kashlan, Julie Stevens, Amber Wright, Rachel Cantrel. Not pictured: Katie McGee. Linda Allen, Crystal \nConway \n\n\n\nOrganizations 031 \n\n\n\nOARD \n\nSavoy, \nm Kusi-Appouh. \ndent; Nadia Afrin, Secretary \n\nChrysial Martin, Treasurer. \n\n\n\nINAUGURATION \n\nPresident, Devon \nfirst-year Judicial \nlive, Chn- \n\n\n\n\nRESIDENCE HALL \n\n\n\nThe primary function of \nthe Residence Hall Asso- \nciation (RHA) is to pro- \nvide a safe and supportive \nenvironment for the resi- \ndential body of ASC. \n\nRHA is comprised of \nthe executive board, \nresident directors, resident \nassistants, and the Judicial \nBoard. \n\n\n\nRESIDENT DIRECTORS \n\nTop to Bottom: Tiffany Mahaffey- Avery Glen. Kimberly Hill- Inman, Jessica \nRaper- Winship. Kolbi Cumbo- Rebekah, Karen Rosner- Hopkins \n\nINMAN SPA NIGHT \n\nInman residents as well as staff members enjoy facials, manicures, \npedicures, snacks, and a bit of \"ER.\" \n\n\n\nOrganizations \n\n\n\nEach residence hall staf \nis responsible for providin \nat least three activities or \nprograms within their \nrespective housing unit. \n\nRHA meets every other \nTuesday night. \n\nRHA is the largest \nstudent government organi \nzation on campus. \n\n\n\nRESIDENT ASSISTANTS \n\nTop to Bottom: Jeanita Johnson, Sorayya Tate, Kelly Bernazza, Einsley \nJanowski, Amalea Hijar, Nida Ittayem, Jennifer McLaughlin, Brooke \nBedson, Shanti Ganesh, Charity Livingston, Kimberly Mayes, Currey \nHitchens, Karmelle White, Lindsay Hunt, Lindsay Grant, Bianca Torres, \nDallas Brazile. Beth Boswell, Kacie Croson. Rachel Gibson, LaGeanie \nJones, and Lisa Juettemeyer. \n\n\n\n\nASSOCIATION \n\n\n\nHALLOWEEN FUN \n\nWinship residents and staff enjoy good times and good food at their Halloween \nParty. Chisa Yarde wraps Emily Gibson in T.P. \n\nFAT TUESDAY \n\nAvery Glen residents enjoy good company, tasty wings, and great drinks at the \nAvery Glen Fat Tuesdays. \n\n\n\nAVERY GLEN FUN \n\nThese residents enjoy one of \ntheir three activities they get \neach year from the Avery \nGlen Residential staff. \n\n\n\n\nSTRESSBUSTER NIGHT \n\nMain residents enjoy a night of relaxation and fun in preparation for finals. \n\nJUDICIAL BOARD \n\nTop to Bottom: Chrystal Martin- Treasurer, Adrienne Nash- Inman, Tiffini \n\nTurner- Hopkins \n\nDeladem Kusi-Appouh- Vice-President, Kieva Morrison- Avery Glen \n\nChristie Oh- 1 st year representative, Devon Savoy- President, Kimberly Fowler- \n\nWinship \n\nEve Smith- Main, Zeena Regis- Walters, Nadia Afrin- Secretary \n\n\n\nOrganizations \u003c1 33 \n\n\n\nCIRCLE K \n\n\n\n\nCircle K is an Interna- \ntional Collegiate Service \nOrganization with over \n1 1,000 members through- \nout the United States, \nCanada, and the Carib- \nbean. The Circle K organi- \nzation focuses on service \nto school and community, \nas well as providing \nnumerous scholarships and \nleadersip opportunities for \nmembers. The parent \norganization of Circle K is \nKiwanis International. \n\nThe Agnes Scott Circle \nK club has 27 members \nwho offer their time \nserving others. ASC Circle \nK projects in elude work- \ning with the American Red \nCross during blood drives, \nhelping prepare meals for \nAIDS patients through \nProject Open Hand, and \ncleaning the mile in front \nof ASC for Adopt-a- \nHighway. \n\nThe ASC Circle K club \nis also home to several \nGeorgia district officers, \nincluding the Governer of \nthe GA District, Jennifer \nG. Long ('00\". Jennifer \noversees all Circle K clubs \nin Georgia, as well as \n\n\n\n\nserving as a Circle K \nrepresentative for various \nKiwanis and Circle K \nfunctions across the South. \nTyler Knowles ('00), Lilly \n\n\n\nHernandez ( '00), and \nCarol King (\"01\" are also \ndistrict officers. \n\nClub officers are Margo \nWilliams (President), Lilly \n\n\n\nHernandez (Vice Presi- \ndent), Rebecca Baum \n(Secretary), and Carol \nKing (Treasurer). \n\n\n\n134\u003e Organizations \n\n\n\nKelly Taylor (Ju \nalley. \n\n\n\nr) and Cora Hilton enjoy their lime together at the bowling \n\n\n\n\nBEST BUDDIES \n\nBest Buddies is an organization that pairs college \nstudents with mentally retarded individuals in the com- \nmunity, forming one-on-one friendships. Buddy pairs do \neverything from shopping to going out to dinner to just \nhanging out. A few times a semester, all the buddy pairs \nget together for group activities, like Valentine's parties \nand picnics. However, the emphasis of the program is on \nthe friendship that forms between the two. This year, \nBest Buddies made ice cream sundaes and went bowling, \nand they had a lot of fun. \n\n\n\n\nAlyssa Bubeck (first-year) and Frances \nSherman wait for their turn to bowl. \nThis is just one of the events this year \nthat they will have together as \"best \nbuddies.\" \n\n\n\n\n\nJamie Quinney (first-year) gets some \nfood to share with her friend. Ramona \nJones. Bowling alley food, yum-yum. \n\nMegan Cornell (first-year) and Heather \nPurcell spend some valuable time \ntogether away from the crowd. This is a \nfun day for both Megan and Heather. \n\n\n\nMellanie Davis shows some love for her new friend Adeline Ashmore (sopho- \nmore). \n\n\n\nOrganizations 035 \n\n\n\nOF WOMEN VOTERS \n\n\n\nThe League of W \nVoters started in I \n1998. Former mernr. \nthe ASC Youiiv: \nbecame art} \n\npolitic- and found the poli- \ncies of LWV appealing. The \nLeague, now in its second \nyear, has around 10 mem- \nbers. President Leigh \nCraigmyle attends monthly \nmeetings with the DeKalb \nCounty League members. \nThe League of Women Vot- \ners is a strictly nonpartisan \norganization with the main \ngoal of informing and in- \nvolving citizens in local, \nstate, and national politics. \n\n\n\n\nTreah Caldwell asks the panel a \nquestion after hearing Gloria Steinem \nspeak at Spelman College. \n\n\n\nrrianna Oglivie and Leigh Craig: \nwork together on a debate for Dr. \nCochran's class. \n\nKim Fowler. Leigh Craigmyle. and \nTiffini Bell intern at Congresswoman \nCynthia McKinney\"s office in Decatur \n\n\n\n\nThe *g \n\nEleanor Roosevelt^' \nLectures: \n\n\n\nThe panel at Spelman College includes \nPearl Cleage, Agnes Scott Student \nLoretta Ross, and Gloria Steinem. The \npanel concerned Human Rights and thi \nAgenda for the New Millennium. \n\n\n\nErin Wright. Maya Wodnicka, and \nPresident Leigh Craigmyle discuss \nAffirmative Action at a League of \nWomen Voters meeting. \n\n\n\nOrganizations \n\n\n\n\nCONSERVATIVE FORUM \n\n\n\nThe Conservative Forum (CF) is an SGA approved organization that seeks to provide its members with opportunities \nfor involvement with Republican campaigns and other organizations that support conservative ideals, principles, \ntheories, and activities. The Conservative Forum, as a minority organization at Agnes Scott College, strives to \ninform the campus community about the truths and advantages of conservatism. The Conservative Forum was \nestablished during the 1996 academic year. \n\nThe Conservative Forum worked closely with the College Republicans of Georgia Tech, offered opportunities to \nwork in support of the presidential campaigns of Senator John McCain and Governor George W. Bush, sponsored a \nseries of political movies (The Distinguished Gentlemen, Bulworth, Primary Colors, and The American President) \nand debated current issues such as the environment, the presidential candidates, affirmative action, and education. \n\n\n\n\n\nBack Row: Trisha McDowell. Nicholas Miller, Sarah Chapman, Michele Goss, \nAlison Murphy, Zach Proctor, and Jenni Velazco. \nFront Row: Cassie Strawn and Laura Vemon \n\nMINDS AT WORK \n\nLauren Vernon, Trisha McDowell, Alison Murphy, Cassie Strawn, Zach Proctor, \nNicholas Miller \n\n\n\nOfficers: \n\nPresident- Alison Murphy '03 \nVice-President- Laura Vernon '03 \nSecretary- Sarah Chapman '00 \nTreasurer- Trisha McDowell '01 \nSenior Advisor- Michele Goss '00 \n\n\n\nOrganizations ^137 \n\n\n\nIP \n\n\n\ni^ofidon ] \nEnds 22 \n\nHam ras Years \n\nThis will be the last season for the vocal jazz \ngroup London Fog, which has been a part of \nAgnes Scott musical life since its inception in \n1978. London Fog holds auditions in the Spring \nfor all qualified students. When accepted to the \n8-12 member vocal ensemble, the student re- \nmains a member until graduation. London Fog \nperforms several times during the year and holds \na Spring concert annually at Agnes Scott. With \nDr. Byrnside's retirement this year, London Fog \ncelebrates its final season. \n\n\n\n\n\u003eLONDON FOG LEADERSHIP \n\nLaura Livingston '00, Manager; Dr. Ron Byrnside, Director; \nTheresa DeSandre '00, Vocalist \n\n\n\n\n\n\u003eLONDON FOG MEMBERS 1999-2000\u003c \n\nVocalists: Linda Bayne '02, Theresa DeSandre '00, Julie DuVall \n'00, Selinda Geyer '01, Rebecca Jones '00, Carolyn Stover '00, \nLauren Sullins '01, Lindsay Worsham '02 \nAccompanists: Mandy Gant-Irvin '02, Rayanne Lehr '99, Carla \nMaley '00 \n\n\n\nJoyful Noise Provides Another \nYear of Uplifting Sounds \n\nJoyful Noise is a student organization which expresses a ministry through \nsong in the form of tradition gospel music. The music is not specific to a \nparticular religious group or ethnic background but ministers to all per- \nsons of faith. Membership is open to all those who enjoy singing praises \nto God. Two on-campus concerts are performed each year in addition to \nnumerous off-campus performances. \n\n\n\n\u003eDirector\u003c \n\nNathan Grisby \n\n\n\n\n^Members of Joyful Noise \u003c \nMary Beth Breeden, Nikia Clark, \nJennifer Booker, Tara Kirk, Carol \nWheeler, Kerena Kaminsky, Cherilyn \nGuy, Kimberly Fowler, Erika Robinson, \nErika Blanchard, Phonecia Battle, \nJasmine Robinson. Sharri Speer, Jia \nGayles, Dana Wilson. Chanika Perry, \nAyo Williams, Anya Wallace, Christina \nDavis. Charlee Callender, Tanya Garnett. \nMelissa Haley, Alicia Gilbert, Karen \nJones, Noreen Williams, Miracle Wright, \nVanessa Rose \n\nSusiana Mulyadi. Donica Ice, Kecia \nJones \n\n\n\n\nJoyful Noise Members - Moving with the Spirit \n\n\n\nanizations C139 \n\n\n\nKs\\J: \n\n\n\nIATE CHORALE \n\n\n\n\u003e Members \u003c \n\nKristen Abernathy, Rachel \n\nAnderson, Bonnie And \n\nAtkins, Meredil \n\nBell, Nancy Ben \n\nBenson, K \n\nheresa \nDeSandre, Julie DuVall, Debbie \nEichert, Kathy Frolelich*. \n\n\n\nida Geyer. Lynn Haas, \namaiya Havel, Jennifer \nHeckman, Lilly Hernandez, \nAmalea Hijar, Katie \nHolsomback* , Luna Jarviste, \nLisa Juettemeyer, Geri Justice, \nKerena Kaminsky, Laura \nLivingston, Sally MacEwen*, \nDaryle Maroney*, Kendrah \n\n\n\nMathews, Mary Milar, Caroline \nMillar, Jaylenne Moore, Ginny \nMoreland*, Susiana Mulyadi, \nHeather-Leigh Neis*. Catherine \nOdom, Casey Parsons, Mary \nRae Phelps, Keiti Pierce, Sarah \nPoppens, Melissa Price, Sara \nShiver, Lori Smith, Julia Stover, \n\n\n\nCarolyn Stover, Leanna \nStromberg, Lauren Sullens, \nJessica Tatum, Nicole \nVanVleet, Lauren Vernon, \nBarbara Washington, Carol \nWheeler, Karmelle White, \nLindsay Worsham, Margaret \nZimmerman \n*faculty/staff or alumna \nmember \n\n\n\n\n^EXECUTIVE BOARD \u003c \n\nJennie Bell , Laura Livingston , Kristen Abernathy , Lori \nSmith , Theresa DeSandre , Casey Parsons , Jenn Heckman . \nCatherine Odom \n\n\n\n^SOTTO VOCE-i \n\nBarbara Washington, Carolyn Stove \nJuettemeyer. Kristen Abernathy, Jer \nCatherine Odom \n\n\n\n. Julia Stover, Laura Livingston, Theresa DeSandre, Lisa \nlie Bell, Nicole VanVleet. Karmelle White, Casey Parsons, \n\n\n\n14G\\\u003e Organizations \n\n\n\nColonnade Club Services Provides ASC Benefits \n\n\n\nThe Colonnade Club is a service-oriented student organization created in 1996 to assist with the advancement of \nAgnes Scott College through the Alumnae and Development Offices. Members attend monthly club meetings and \nvolunteer their time to assist with various programs during the academic year. Colonnade Club members strive to \ncultivate and continue relationships among current students and the alumnae by involving themselves in annual \nevents such as phonathons, donor events, Alumnae Weekend, and the Alumnae Leadership Conference. Their \nvolunteer experiences provide the students with unique opportunities. \n\nThe Colonnade Club also serves as a liason between other student organizations and the development and alum- \nnae offices. Members are taught many of the basic ideas and methods of fundraising and friend-raising. \n\n\n\n\n^Club Members-* \n\n(Top, L-R): Aimee Freedle, \nWhitney Mutch, Meagan \nJarboe, Michele Goss, Jana \nLott, Bridget Batten, Annea \nClaire, Sarah Mcllrath, Kira \nBarden, Lori Hunkins. \nBottom, L-R): Tiffini Bell, \nLaura Cox, Betty Callahan, \nKristen Abemathy, Yalonda \nRice. \n\n\n\n\u003eNew \nRecruits \u003c \nAimee \nFreedle, \nEditor in \nChief, \n\nrecruits staff \nat The \nProfile's \ntable during \nthe Activities \nFair at Fall \nOrientation \n\n\n\n^Heading to the Newspa- \nper Convention: \u003c \n\nMarcella Cuadra and Kelly \nWilliams \n\n\n\nThe \nProfile \n\n\n\n\nStudent Newspaper \n\nChanges Production \n\nSchedule \n\nThe Profile, Agnes Scott's Student Newspaper changed \nproduction this year to a bi-weekly schedule. The \nnewspaper, published independently by students, had \nbeen on a weekly schedule during the semesters in the \nprevious years. The extra production time will make it \neasier for the students to make copy deadlines in be- \ntween their academic deadlines. All students interested \nin writing, photography, editing, layout and design, \ncartoons, advertising, or circulation are encouraged to \njoin the staff. S\u003c \n\nOrganizations 041 \n\n\n\ni Jk \n\n\n\nnog \n\n\n\nV . \n\n\n\nents \n\n\n\nion \n\n\n\n\u003eDECC \n\nPatricia Silvei \n\n\n\n\n\n\n. on decorations for Black Cal Week \n\n\n\n\n^DINNER AT OZ^ \n\nC.J Little and Emily Wingo celebrate \nBlack Cat at Oz Pizza \n\n\n\n\nReturn to \n\nCollege \n\nStudents \n\n\n\nRSO Makes Its \n\n\n\nFall 1999, as the century \n(or the millennium if you \nwill) came to aclose,ASC's \nRSO came alive. The RSO \nor Returning Student Or- \nganization is THE RTC \nhappening. Yet this orga- \nnization was little known \non campus. Why? Be- \ncause RTCs usually don't \nlive on campus, or because \nthey have families to take \ncare of, both of which \nmakes being on campus \nafter class time hard. In \nFall. 1999, the RTCs de- \ncided to change that. The \nidea was bom to participate \nin the Black Cat tradition \nas much as possible. The \nRSO encourages all RTCs \nto participate in the activi- \nties and events on Campus. \nIt's President, Linda Allen \nreminded all that, \"we are \nequally a part of the student \n\n\n\nbody at ASC and it is impor \ntant that we make our pres- \nence here more visible.\" \n\nTruth be told, the idea had \nbeen brewing earlier that \nyear when 2 RTCs had par- \nticipated in \"Capping\" and \nnew precedents were being \nset. But it was at Black Cat, \nOctober 1999 that the Fairy \nGodmother was born. The \nFairy Godmother is and will \nbe the Mascot the RTCs \nadopted. Return to College \nstudents are part of every \nclass but rarely get a chance \nto participate in Black Cat in \nthe traditional ways. So this \nyear in order to experience it \nto the fullest they took the \ngroup color of white to in- \ncorporate all their class col- \nors in their decorations. \nThey met out on the Quad to \nput up their signs \u0026 decora- \ntions on Sunday October \n\nrh \n\n10 at midnight. \"Our in- \n\n\n\n142 \u003e Organizations \n\n\n\n\nPresence Known \n\n\n\n^FUN POSTERS^ \n\nBlack Cat Week Poster in Campbell \n\n\n\ntention is not to complete \nwith the otherclasses\", Anne \nStrickert ('00) said, \"we \ndon't accumulate points and \nwe should participate with \nour class whenever pos- \nsible.\" For the first time the \nRTCs discovered how ex- \nhausting Black Cat week can \nbe. \n\nSponsored by the RSO, \nseveral RTCs put together a \nsurprise spoof of their own \nto perform before Junior Pro- \nduction. The script, written \nby Hannah Terrence ('01) \nutilized the Fairy Godmother \nand the group song \"RTC \n69-69.\" The skit showcased \nthe performing talents of C.J. \nLittle (' 00) as the Fairy God- \nmother, Linda Allen ('00) as \nBiker Babe, Valerie \nCovington as Flapper, \nPatricia Frierson-Silverberg \n\n\n\n(5 Yr) as Scarlett, Terry \nOtto ('00) as Blues Brother \nand Barbara Washington \n('01) as Cleopatra. Keiti \nPierce provided makeup and \nHeather-Leigh Owens (5 \nYr) assisted with stage di- \nrection. \n\nAlso the RSO maintained \na Hospitality Room during \nthe Black Cat Formal on Oc- \ntober 16, 1999. Several \nRTCs had decided to go to- \ngether to the traditional For- \nmal being held at the Omni \nHotel. When Terry Otto \n(RTC '00) was asked if she \nhad a good time as she left at \n2 a.m. with her date she said \n\"Oh yeah! I want to get the \nwhole college experience,\" \nand laughingly added, \"Why \nnot? I study hard and pay my \nfees just like a traditional \nstudent.\" \n\n\n\nThe RSO, sadly misses \nmeeting in the old CLC \nbuilding that was torn down \nfor the new Student Center \nbuilding that is under con- \nstruction. Fall Semester \nmeetings were held in Evans \nDining Hall but Spring Se- \nmester has brought them a \n\nnew meeting place. They \n\nst \nmeet the 1 Monday and \n\n2 Wednesday of every \nmonth in the Alumnae House \nlivingroom. C.J. Little ('00), \nRSO Treasurer said, \"It is a \ngreat meeting place.\" She \nadded, \"and kinda fitting \nsince we're all old enough to \nbe Alumnae.\" The RSO held \nits Convocation at their No- \nvember meeting on the 10 \nand will have and Open \nHouse Brunch for the Cam- \npus Community on March \n17th. \n\n\n\n\n\u003eBLACK CAT FORMAL^ \n\nHannah Terrence. Linda Allen and \nPatricia Silverberg in the RSO \nHospitality Room at the Black Cat \nFormal. \n\n\n\n\n\n\u003e MEETINGS \u003c \n\nMonthly RSO meeting in the Alumnae \nHouse Livine Room \n\n\n\n\u003eWHO'S YOUR FAIRY \nGODMOTHER?\u003c \n\nCJ Little (L) is getting ready with help \nfrom \"Scarlet\" \n\n\n\n\u003eTALKING IT UP^ \n\nWafa Musa, CJ Little and Eileen \nWorthincton meet in Evans. \n\n\n\nOrganizations 043 \n\n\n\nPre-^ \n\n\n\n7  \n\n\n\niub \n\n\n\nThe Pre-Law Club is dedicated to assisting students wh \nare considering a career in the field of law or wish to \natten law school in the future. The club sponsors speak- \ners on various careers in the legal field, perspectives on \nlaw school, and LSAT prep tests. \n\n\n\n\u003eMEIV ; \n\n1 .anna \n\nMary Rae \nPhelps, Annea Claire- Trea- \nsurer, Kristen Abernathy. \nAdrienne Nash, Tiffini Bell, \nKelly Williams, Alison \nFaupel, Lindsay Hunt, Naa \nOyoo Quartey, Amy \nLickovich- Secretary, \nSharri Spear- Vice Presi- \ndent, Gus Cochran- Advi- \nsor, Shirnette Chin- Presi- \ndent. \n\n\n\n\nAMERICAN CHEMICAL SOCIETY \n\n\n\nThe American Chemical \nSociety student affiliate \norganization offers opportu- \nnities for students to become \nbetter acquainted with the \nchemical sciences. This \norganization intends to secure \nthe intellectual stimulation that \narises from its professional \nassociation with the Ameri- \ncan Chemical Society. Mem- \nbers may obtain experience in \npreparing and presenting tech- \nnical materal before chemical \naudiences and may participate \nin various community service \nprojects. Our chapter strives \nto instill professional pride in \nthe chemical sciences and \npromotes an awareness of the \nresponsibilities andchallenges \nof the modern chemist. \n\n\n\n\n144\u003e Organizations \n\n\n\nNEW WESTMINSTER FELLOWSHIP \n\n\n\n\nNew Westminster \nFellowship is a Presbyte- \nrian-affiliated group that \nmeets once a week for \ndinner and fellowship. \nEvery year the group holds \na fundraiser and sponsors a \ncampus-wide movie. All \nstudents are welcome to \njoin. \n\n\n\nFAUST CLUB: German Club \n\n\n\n\n\n^KAFFEE KLATSCHs \n\nFaust Club Koffee Klatsch (German for \n\ncoffee and discussion). The Faust Club \ngathers in Walters T.V. lounge to watch \n\"Lola rennt\" (a German movie). \n\n\n\n\u003eMEMBERS INCLUDE \u003c \n\nCassy Strawn, Bree Biery, Elizabeth \nEldridge, Satomi Furukawa, Heather \nFitzpatrick, Marguerita Gant, Aubrey \nDenmon, Jaime Fulcher, Carline Millar, \nRenate Wieser, Paula Avila, Amira \nDhamoon, Martina Einspieler, and \nBrigitte Hogan. \n\n\n\n\u003eOCTOBERFEST\u003c \n\nFaust Club trip to Helen, Ga. (a North \nGeorgia town made to look like a Bavarian \nvillage) during their annual Octoberfest \ncelebration. \n\n\n\nOrganizations 045 \n\n\n\niOC: 1 Organizational Council \n\n\n\nrganizationalCou \nmadeupofrepreses \nfrom each orj \n\ncampus. Tl \n\nhappe- ; jdsand \n\nach organization. \nInterorganizational Council \nwas created to be a network \nofassistance,aforumfor \norganizations to bring their \nquestions and problems to in \norder to see if others are \nhaving the same problems or \nif someone has advice or a \nsolution for them. IOC helps \norganizations work together \non projects or events on \ncampus. \n\n\n\n\nPresident, Kareisha Henry, conducts \nmeeting for the members before the \nsemester has begun. Leadership \nretreats are an important part of IOC \n\nAndrea Harvey. Yalonda Rice, and \nMichelle Goss do their part for the \nclub, even if it's 8:00AM. \n\n\n\nSHOWTIME \n\nStudent Activities Programming Board \n\n\n\nShowTime brought lots of \nexciting activities to campus \nthis past year. ShowTime \npromises students fun and \nrelaxation on aregular basis. \nWho ever said there was \nnever anything to do at \nAgnes Scott? \n\nRemember how much fun \nyou had at: \n\nJump Little Children and Case \n\nShe's All That on the Quad \n\nSalsa Lessons and Coffeehouse \n\nBlizzardofBucks \n\nCampus Safety Discussion \n\nBig Sky Band \n\nAmerican Pie on the Quad \n\nSummer Kick Off Blast \n\nFlixTour \n\nSlam Poetry with Steve Coleman \n\nWatching movies on ASCTV! \n\n\n\n\nckwise from center: Sh \nSmith, Erin Jenkins. Farah Kashlan \nMary Sylvia, Jennifer Booker. \nTameka King, Erika Robinson. \nKristine Trias, and Myia House. \n\n\n\nOrganizations \n\n\n\nST. AGNES ABBEY \n\nSt. Agnes Abbey (the ASC Medieval and Renaissance Appre- \nciation Society ) is dedicated to the encouragement of the study, \nresearch, and appreciation of the Middle Ages and Renaissance \n(roughly the years 450 to 1 650 ). The club is unique in that it is \nthe only history oriented student club on campus and, as such, \ngarners members from all areas of history in addition to many \n\n\n\n\nnon-history students. St. Agnes Abbey also provides a link to \nthe SCA, the Society for Creative Anachronism, an interna- \ntional organization that researches pre- 1 650 through re-enact- \nment history. Events sponsored by St. Agnes Abbey include \ndemonstration and instruction in the historical arts of dance and \nfencing, and sponsored a Medieval Faire in April. \n\n\n\n\nSarah Chapman; Alicia Benson; Erin Abrahams; Ila Atkins; Phoenix Ayotte; \nErin Brandt; Melissa Butler; Abigail Carlton; Laura Cox; Lauren Davis; \nAubrey Denmon; Kathleen Elder; Sherah Faulkner; Alison Faupel; Alice Flagg; \nJamey Fisher; Kathryn Forsythe; Marguerite Gant-Irvin; Leslie Grattan; \nSusannah Hartness; Jennifer Heckman; Currey Hitchens; Anna Hoppmann; \nNatalie Marshall; Kieva Morrison; Mary Norman; Elizabeth Norris; Cathleen \nO'Connor; Emily Robinson; Sara Shiver; Magan Slack; Julia Stover; Sara \nWalker; Shondra Wilbanks; Maya Wodnicka; Margaret Zimmerman \n\n\n\nGEO: Green Earth Organization \n\n\n\n\n\nEARTH DAY \n\nAPRIL 22 \n\n\n\nGEO, the Green Earth Organization, is an envi- \nronmental organization that works to increase \nawareness, concern, and action for the future of \nall aspects of our environment. Although not \naffiliated with any national organizations, the club \nkeep open lines of communication with many. \nThe club also works with the Environmental \nAction Commitee of the College. Events this year \nincluded Recyling Awareness dorm meetings, an \nEarth Day T-shirt fundraiser, and a week long \ncelebration of the 30th anniversary of Earth day \nduring the third week of december. \n\n\n\nMembers include: Ruqayyah \nAbdullah. Erin Abrahams, Carrie \nAnderson. Nancy Bennewitz. \nAlicia Benson. Heather Branham. \nAlyssa Bubeck. Cammy Challender. \nSarah Chapman, Sara Chipps, Missy \nClements, Laura Coz, Jennifer Dabbs, \nElizabeth Eldridge, Cayenne Engel, \nAlison Faupel, Laura Fidler, Angela \nGisclair, Donna Gopaul, Leslie \nGrattan. Naima Grossmann. \nSusannah Haarmann. Kristen Haegar. \nBrigitte Hogan. Lindsay Hunt, Ella \nJohannaber. Beth Jones, Erica Jones, \nDonnalee Lawson-Williams, Charity \nLivingston. Kristen McElveen, \nCaroline Mitchell, Whitney Mutch, \nLaural Nesbit. Rebecca Norman, \nElizabeth Norris. Cathleen \nO'Connor, Candace Lyn Perry, \nBriana Ransom. Mina Rodgers, Susan \nShands, Christine Shaner, Cara \nSteinbuchel. Virginia Lee Wallace. \nMeaghann Weniger. Jamie Chilton \n\n\n\nO \n\n\n\nOrganizations \\\\47 \n\n\n\n.05 A Di \n\n\n\nielinePardue \n\nIthough a relativelj \nBisexuals, and \nnity through \ntolerance \n\n\n\nTiers \n\n\n\njunded in 1995, Lesbians, \n. ing the campus commu- \nice tear and ignorance with \n\n\n\nthe ASC community on issues that affect \naial and allied community, but also serves as a \nand information network for students dealing with ho- \nmophobia,\" said Heather Branham. \"We try to maintain a balance of \nactivism and support so the administration knows that we are here, \nand students feel like we are fulfilling their needs.\" \n\nAlthough originally called Lesbian-Bisexual Alliance, the organiza- \ntion has shifted its' focus to include a broader populace of the \nstudent body. \n\n\n\n\nFront Row: Amanda Shopa, Margaret Zimmerman, Sarah Gillooly \nSecond Row: Kristen Johnson, Gwen Cherry, Jamey Fisher, Susan Shands \nSecretary, Elizabeth Wilson- Treasurer. Melanie Knowles \nThird Row: Jenny Ellison, Kristen Haeger. Amber Raley. Leslie Grattan, \nChristie Hunt, Colleen McCoy, Rachel McDonough- Co-President \nBack Row: Sarah Whittington, Heather Branham- Co-President \n\n\n\nCo-Presidents Rachel McDonough \nand Heather Branham prepare for \nthe First-Years during Orientation \ntheir Lesbian. Bisexuals. and Allies \ntable. \n\n\n\nOrganizations \n\n\n\n\n\"I first came out to a straight friend who was supportive,\" said \nAmanda Shopa. \"Her support proved to me that it's important to \nhave allies so that one doesn't feel alone. Besides, whenever \nsomeone supports gay, lesbian, bisexual, or transgender people, 1 \nfirst thing they are asked is \"Are you gay?\" and for some reason \nthe person says, \"No, but my friend is and I support her,\" straighl \npeople tend to listen. Sexuality shouldn't matter, straightness \nshould not validate an argument, but for some it does.\" \n\nLBA's events include the nationally-popular Coming Out Week \nrunning October 10-16. During this week, LB A provided rainbow \nbeaded safety pins for all community members to wear in support \nlesbian, gay, bisexual, and transgender community members. The- \n\ncontinued the popular \"Did you know was gay/lesbian/ \n\nbisexual?\" posters which featured pictures of famous gays, lesbiai \nand bisexuals. Information concerning political and social issues \nimpacting the homosexual and bisexual communities were offered I \nstudents, faculty, and staff. \n\n\"I think Coming Out Week gives the lesbian, bisexual, and allied \ncommunity an opportunity to say that we are proud of who we are \nand refuse to be ignored as a powerful constituency on campus,\" \nsaid Branham. \n\nOther activities, such as Spring Break Out and guest lecturers, \nreinforced the importance of supporting lesbian and bisexual issue \nyear round. \n\n\"LB A is an important group on Agnes Scott's campus because LB \nmembers provide valuable information to the entire campus commu- \nnity through box stuffers, e-mails, events and posters on issue \nrelevant to everyone about gay, lesbian, bisexual and transgender \npeople,\" said Kira Barden. \"LBA is a safe place for students \nconcerned about these issues to join, discuss, and form coalitions t \ndo something productive to combat social injustices in our commu- \nnity and in society at large.\" \n\nThe organization celebrated a victory in the fall when domestic \npartnership rights were offered to gay, lesbian, and bisexual faculty \nand staff. Domestic partnerships laws allow non-straight spouses \nthe same rights and privileges conferred upon straight married \ncouples. Some members view this victory as a step towards gaining \nother legal privileges. \n\n\"My girlfriend and I have been together for over two years, and \nmarried for a year and a half,\" said Kristen McElveen. \"For our fifth \nanniversary, we are hoping marriage will be legal so we can have a \nbig formal ceremony with our family and friends, and have the same \nrights that other married couples enjoy.\" \n\nWhile LBA promotes embracing different lifestyles, they also work \nto invalidate the negative stereotypes forced upon homosexuals and \nbisexuals in overwhelming social fervors of ignorance and hate. \n\n\"I want to change the idea that all lesbians and bi-women are men \nhating dykes,\" said Treah Caldwell. \"We are feminist, non-feminist, \nhumanist, womanist, black, white, tan, gay, straight, bisexual, thick, \nthin, loud, quiet, funny, serious, committed, lazy, hardworking, \nyoung, old happy, single, married, activist, content, outraged, tall, \nshort, wise, foolish, human women.\" \n\n\n\nBLACKFRIARS \n\nBlackfriars, the student theater troupe, was founded in 1 9 1 6 \nunder the direction of Frances S. Gooch, and claims the distinc- \ntion of being the oldest production theater in Atlanta, as well as \nthe oldest organization on campus. Working in close coopera- \ntion with the theater faculty of the Department of Theatre and \nDance, Blackfriars offers students the opportunity to participate \nin all aspects of production, from performance to technical \ntheatre. Blackfriars present a major production each semester, \nlas well as a production for children and a collection of student- \ngenerated productions. All interested students are invited to \nparticipate. \n\nPresident- Jackie Pardue \nVice President - Jennifer Jones \nSecretary - Lee Hayes \nTreasurer - Alex Man- \nHistorian - Yalonda Rice \n\n\n\nBelow: Yalonda Rice. Lee Hayes, and Erin Jenkins. \"Booth Seniors.\" take \ncare of the technical stuff. Far Below: Antigone goes off without a hitch. \n\n\n\n\nTop Row: David Thompson, Dudley Sanders \n\nThird Row: Yalonda Rice, Jackie Pardue, Lee Hayes, Cammy Challender, Natalie \nMarshall. Alex Man- \nSecond Row: Meredith Melville, Shannon Allen, Erin Jenkins, Maggie Schwab \nBottom Row: Kecia Jones, Alice Flagg \n\n\n\n\nKecia Jones, Sophomore, performs beautifully in Antigone. \n\nOrganizations ^149 \n\n\n\n\n\n\nbA: Afric 1 \u0026 West Indian Student Association \n\n\n\nFounded towards the er 1999, AWISA \n\nbecame active on the ipus in the Fall of \n\n1999. As a nev ition, AWISA made a great \n\neffort to i n '' S cott community about the \n\ndivers'  \u003eund throughout the Caribbean \n\nan.! ries. \n\nall activities included the AWISA Opening \nGala, participation in the Ghanaian Homowo Harvest Festival \nat The Atrium Club, and finally, the joint Cultural Explosion \nwith Georgia Tech' s ASA (African Students Association ). \nThe Cultural Explosion was our best-attended activity, with \nover 90 people in attendance. The performance included \nASC \u0026 GT models, Soca (an offspring of Calypso), \nDancehall Reggae, Zoo Blazo \u0026 Umqombothi dances, a \nTwo- Act play directed by a Georgia Tech ASA member, \nand \"lots of good food \u0026 plantains,\" to quote an eager diner. \n\nIn the Spring, AWISA plans to remain just as active. We \nlook forward to giving the campus more opportunities to \nlearn about our many cultures and to entertaining the commu- \nnity at the same time. Look out for Carnival 2000, AWISA \nStyle around Easter, and cultural excerpts in The Profile \nnewspaper. \n\nOne Love, \nKieva A. Morrison \nPublic Relations Officer \n\n\n\n\nDancers at AWISA and Georgia 1 \nASA Cultural Explosion: Yodit \nLemma, Alberta Tete-Lartey, \u0026 \nVanessa Rose \n\n\n\nMembers include but are not limited to: Elizabeth Morley. Vanessa Rose, ! \nAdrienne Smith. Nikia Clark. Apophia Funa. Giovanna Morris, Chantal \nSimplice, Adrienne Smith, Yodit Lemma, Ayana Payne, Tanya Garnett, \nMelva Lowry, Yaisha Harding, Vallon Williams, Charlee Callender. Whitney \nPeoples, Dana Wilson, Donica Ice. Noreen Williams, Jia Gayles, Cecily Lew \nRegina Yaskey, Sarah Cool. \n\n\n\n\n5(0 Organizations \n\n\n\nMiddle Picture - Dancers at the \nOpening Gala: Tanya Garnett, \nYaisha Yardin, Adwoa Adu \u0026 Nikia \nClark \n\n\n\nAbove - Models at Cultural Explo- \nsion: Tanya Garnett \u0026 Noreen \nWilliams \n\n\n\nHAS: Hispanic Awareness Society \n\n\n\nHispanic Awareness Society is an organization of students \nwho want to promote the ideas, cultures, and traditions of \nLatinas, Chicanas, and Hispanics. This goal is met through \nvolunteer work, education of the community and celebration \nof culture. HAS is open to any and all students interested. \nPresident- Maricela Resendiz \n\n\n\nErika Pena, Gabriela Barron. Maricela Resendiz, Tanya Garnelt, Erm \nZayas, Rosalba Olguin-Diaz, Joanna Velasquez \n\n\n\n\nOrganizations \\151 \n\n\n\nMembers include but are not limited to: Erica Jones, Kim Hill, Julie Stevens, i \nCurry Davis, Jessica Raper, Nida Ittayem. Adrienne Manasco, Amanda Ballaz \nJelena Crawford, Kristin Haeger, and Professor Robert Kachelski \n\n\n\nchology Club was \nitedintheSprin \n1999. The purp \n\norgani : \n\nPeop nave to be a \n\nmaj or or minor in psychol- \nogy to j oin the organization . \nThey have fun activities in \npsychology such as movie \nnights and field trips. There \nare also informative activities \nsuch as talking to different \npsychologists about their \nwork. \n\n\n\n\nSilhouette Staff Assignments \n\n\n\nEditor-in-Chief: Amber Pipa \n\n\n\nOpening and Closing Sections \n\n\n\nSection Editor: Amber Pipa \n\n\n\nStudent Life Section \n\n\n\nSection Editor: Sarah Chapman \nStaff: Joanna Velasquez, Abigail Miles \n\nSeniors Section \n\nSection Editor: Yalonda Rice \n\nStaff: Jennifer Booker, Julie Bricker, Amber Pipa \n\nClasses Section \n\nSection Editor: Angela Gisclair \n\nStaff: Jasmine Robinson \n\nFaculty Section \n\n\n\nSection Editor: Andrea Pickens \nStaff: Amber Pipa \n\nOrganizations Section \n\n\n\nSection Editor: Amber Pipa \nStaff: Linda Allen, Terry Otto \n\nStaff \u0026 Administration Section \n\n\n\nSection Editor: Marcella Cuadra \n\n\n\nSports Section \n\n\n\nSection Editor: Angela Gisclair \n\nStaff: Amber Pipa, Jasmine Robinson \n\nPhoto Contributions by: Loren Harmeling, Laura \n\nStucki, Amber Pipa, ASC Athletic Website \n\nSenior Ads Section \n\n\n\nSection Editor: Amber Pipa \n\n\n\nSILHOUETTE: \nANNUAL STAFF \n\n\n\nThis was my last year as \nstudent of Agnes Scott and \nEditor of her yearbook. . . \nThank God! I am so glad \nthat I was able to be a part \nof the production of the \n1997-2000 yearbooks. It \nhas been a great test in \nstrength, leadership, determi- \nnation, and sleep deprivation. \nEven now I do not know if \nthis book will land in the \nhands of ASC students \nbefore graduation. I am \ncrossing my fingers and \n\n\n\nsaying my prayers. If this \nbook arrives before the \ngraduating Seniors leave for \nthe summer I will really know \nthat I have accomplished \nsomething amazing ! \nThank you to this year' s staff \nand especially to those that \nstuck it out with me. Good \nluck to next year' s staff. I \nwish you all the best. It' s \nbeen a pleasure. \n\nAlways your editor. \nAmber Pipa \n\n\n\n\nTop: Faculty Editor -Andrea Pickens \njj Left: Editor -Amber Pipa \n\n\n\n\nFar Left: Angela and Ja \nLeft: Abigail Miles \n\n\n\nat the Senior's pictures \n\nOrganizations 053^ \n\n\n\nTeami/Show Their Stuff \n\n\n\nAgnes Scott College sports consists of basketball, cross \ncountry, soccer, swimming, softball. tennis, and volleyball. All \nstudents are encouraged to participate in these athletic teams as \nwell as the many intramural sports available throughout the year. \nThe ASC swim team earned its first win of its varsity program \nwhen they defeated LaGrange college 89-73. \n\nThe Soccer team ended its season with its third and final win \n\nof the ASC Soccer Tournament with a record of 1 3-3-0. Agnes \n\nScott was recognized by the NCAA in four categories. The final \n\nrankings for ASC were: \n\n- 1 7th in the nation in scoring offense at 3.56 goals per game \n\n-7th longest winning streak in nation at 8 games \n\n-Heather Holm, class of 200 1 , 1 2th i the nation in goals per \n\ngame at 1.20. \n-Holm 1 6th in the nation in points per game at 2.80. \nThe Volleyball team ended its season at 11-17-0 after \nhosting the Women' s College Invitational. Meredith College. \nSalem College, Wesleyan College, Hollins College, Randolph- \nMacon Women's College, and Sweet BriarCollege all partici- \npated in this tournament. \n\n\n\n\nCarla Maley finished her cross country career with a 40th \nplace finish at the NCAA Southeast Regionals held at the \nUniversity of the South - Sewanee. Her time of 2 1 . 1 1 was a \nseason best for the senior. Maley ' s time and finsih at the regional \ncompetition was one of the best overall performances in ASC \ncross country history. There were 1 1 6 runners in the women' s \ncompetition. \n\n\n\n154 \u003e Sports \n\n\n\n-compiled from excerpts of Athletic Updates written by Alicia Crawley \n\n\n\n\n6 \n\n\n\nIt doesn't \nmatter if \nyou win \nor lose, \nit's how \nyou play \nthe game. \n\n\n\n\n^SERVING IT VP\u003c \n\nMelissa Hughs, a veteran player \nby now. warms up for another day \nof practice with her tennis \n\n\n\n/'PREPARATION IS KEY\u003c \n\nLaura Stucki manipulates the ball \nwith her steady feet during one of \nthe soccer team's many practices. \n\n\n\nSports \u003c155 \n\n\n\n\n\u003ePEP TALK\u003c \n\nThe Soccer Team receives a boost of confidence from their assistant coach \nAlicia Crawley. \n\n\n\n\u003eTHE MESSAGE IS CLEAR\u003c \n\nLaura Edwards and Sarah Mcllrath display \ntheir Agnes Scott College Spirit on their \npractice uniform shirts. \n\n\n\nm \n\n\n\n\n\n\n\n^PSprf^s \n\n\n\n\n\u003ew* \n\n\n\n**Hk \n\n\n\n;^P \n\n\n\n\nA 56\u003e Sports \n\n\n\nMT'S THE POWERADE GIRLS!  \n\nTwo members of the soccer team lend a helping \nhand and help carry back team supplies after the \ngame. \n\n\n\n\n\n\n\n\nThe Future Looks Bright for ASC Soccer \n\nDuring their non-traditional fall season, the Agnes Scott Soccer team \nmade the decision to show that they had something to prove. After a 6-11 \nmark last season, the Scotties return to campus dedicated to their team \nand their program. Eleven returning players, including one who studied \nabroad last year, welcome fourteen first-years to an expanding ASC roster. \nJunior striker Heather Holm, last season's leading scorer, and first-year \nLaura Edwards fill the forward line with speed. The pair is expected to \nlead the offense. Second-year head coach Laura LeDuc will look to senior \nLoren Harmeling and first-year Sara Stewart to distribute the ball through \nthe midfield. Junior captains Sarah Mcllrath and Katie Wedbush anchor a \nsolid defense that will assist first-year goalkeeper Lauren Phillips. Other \noutstanding new-comers add depth to the young lineup, including Lisha \nDaniels, Alison Asmussen, Megan Linn, Destiny Palik, Jessi Law. The \nScotties won thirteen of the sixteen games this season. This years soccer \nteam also won the ASC Soccer tournament title. The NCAA recognized \nAgnes Scott in four categories. They were as follows: Seventh longest \nwinning streak in the nation at eight games and seventeenth in the nation \nin scoring offense at 3.56 goals per game. Heather Holm, a junior, placed \ntwelfth in the nation in goals per game at 1.20 and sixteenth in the nation \nin points per game at 2.80. n ., . , . , _. , . , , . _ . . \n\n* r  -Compiled by Angela Gisclair and Jasmine Robinson \n\n\n\n\u003eBLOOD, SWEAT AND \nTEARS \u003c \n\nLoren Harmeling sits \npatiently as Jana Lott \ncarefully wraps her injured \n\n\n\n\nSports 057 \n\n\n\nieyball \n\n\n\n^GO AHEAD AND TRY ME\u003c \n\nBrooke Hussey and Anna Hoppmann are poised and \nready to attack as they wait for the serve. \n\n\n\nIT YES WE DO\u003c Summer Ramsey \n:k of the score. While fellow Volley Ball \n, Christie Oh, and Becky Smith cheer their team \nictory. \n\n\n\n\n58/ Sports \n\n\n\nVolleyball Highlights \n\nAlthough the Scotties didn't have a perfect season \nthey were successful in many games. This year's team was \nmade up of talented hard working women with six returning \nmembers and eight new enthusiastic recruits. They were very \nSpirited and determined not to give up. It was this high \nspiritedness and ambition that helped them win Eleven \npiatches this year. The Scotties came out on top in matches \nagainst teams from colleges such as LaGrange College, \nSweet Briar College, Atlanta Christian College, Randolph \nMacon Women's College, and Stillman College. First year \ncoach Lori Brown is very optimistic about the teams future. \nOn September ninth, the Scotties swept the game against \nSpelman College winning all three matches consecutively. It \nis this type of team work and determination that shows us \nthat this team has much to offer in the coming years. This \nyears schedule was a challenge seeing as it was stronger than \nlast years but the team made a good showing. We congratu- \nlate the team on all their hard work and determination and \nwish them good luck in the upcoming years. They also said \nfarewell to their Senior players Kim Davis (co-captain), \nBecky Smith and Kareisha Henry. Congratulations on your \ngraduation. You will be missed. \n\nI This years team was led by first year coach Lori Brown. \nShe comes to us from Aurora University, where she was the \nhead volleyball and softball coach and assistant women's \nbasketball coach. She brings with her an impressive list of \naccomplishments along with skills, talent and the ability to \nnjiotivate. In addition to her coaching duties. Brown will act \nas the recruiting coordinator for the athletic department. \n\nAnother accomplishment of this years team was that setter \nBetty Callahan, a Sophomore, was selected to the All- \nTournament Team. \n\n- Compiled by Jasmine Robinson and Angela Gisclair \n\n\n\n\u003e READY. SET. TRY ME\u003e \n\nAnna Hoppmann awaits the opposing \n\n\n\nattempt to gain points. \n\n\n\n\n\n\n^GAME. \n\nSET. \n\nMATCH.\u003c \n\nKim Davis gets a \ngood hit during \nthe game while \nTrianna Oglivie \nwaits to back her \nup. \n\n\n\nFrom top to bottom: Becky Smith, Kareisha \nHenry, Anna Hoppmann, Kim Davis. Trianna \nOglivie, Cassandra Schiller, Jenny White, \nBrooke Hussey, Betty Callahan, Christie Oh, \nSummer Ramsey, and Lori Brown (Coach) \n\n\n\nSports \n\n\n\n\n\n\nSC Makes Waves \n\n\n\nThe Agne: :gan the millenium as a first year varsity program. The team was led by Senior, \n\nKara Wierg lining members who with their presence and knowledge provided leadership and \n\nability to sir Jacqueline Urda was expected to make an immediate impact and she did not fail to \n\ncoach and fellow team mates. In their first ever varsity victory which occured on October \nseated LaGrange College (89-73) with Jacqueline finishing first in the 200 meter freestyle and also \nto troke. Other members that came out on top were Whitney Miller ('03) who finished first in the 100 \nand the 200 meter breast stroke. Both then teamed up with Kelly McCann ('03) and Erin Wright ( '02) to \nwin the 200 meter medley relay. Also since this first varsity win was also the first in the ASC pool, every first place \nfinish set a pool record and every top finish by an ASC swimmer set both pool and school records. The years schedule \nincluded many dual meets that allowed them the opportunity to be successful and competitive. The Inaugural season \nhad dual emphasis: 1.) Establishing a highly competitive collegiate team and 2.) Committing to individual athletic \nexcellence with the hope of producing NCA Division III National qualifiers. \n\nJacqueline Urda continued her strong streak tliroughout the inaugural season which ended with the Atlantic State \nSwim Championships hosted by Radford University in Virginia. On Friday of the championship Urda entered as the \nfifth seed out of the sixty one participants of the 200 IM, and qualified for the championship finals with a time of \n2: 1 9.26, the second fastest swim in that morning's event. In the evening's championship finals she swam a season best \ntime of 2:18.55, placing third overall. On Saturday Urda qualified as a fifth seed in the 200 freestyle championship finals \nwith a time of 2:08.41. In the evening's finals she recorded a season best 2:07.32 to place fourth. Her final event of the \nmeet was the 100 backstroke. Urda swam the morning's preliminary heat in a season best time of 1:04.98 thatqualified \nher as a fifth seed in the championship finals. The first-year swam a lifetime best time of 1:03.63 and earned a fifth \nplace finish in the evening heat. Coach Remillard expressed his enthusiasm over the amount his team learned \nthis past year and looks forward to the growth he and his team will experience in the coming years. \n\n-compiled by Jasmine Robinson \n\n\n\n\nWT TASTES LIKE \nCHLORINE!!! \u003c \n\nFirst year Jacqueline Urda looks like she \nis glad to be out of the water and able to \ndry off with her green fuzzy towel. \n\n\n\n\n160\u003e Sports \n\n\n\n\n^GO... GO... GO... \u003c \n\nThe Assistant Coach watches the girls i \nmeet. \n\n\n\nl up before ; \n\n\n\n\n^BATHING BEAUTIES \u003c \n\nJacqueline Urdu, Whitney Miller, Kelly McCann, Erin O'Leary, and Brigid Batten pose in the pool. \n\n\n\nSports 061 \n\n\n\n\n\nC/3 \n3\" \n\ng \n\no \n\n8 \n\n3 \n\n5' \n\n\n\n\n\n\no \n\n3* \n\no \n\n3 \n\n\n\n\nCarla Maley \n\n\n\nElizabeth Harper \n\n\n\nNola Taylor Ashley Zauderer \n\n\n\nIbiy Sports \n\n\n\n\nRUN SCQTTIES RUN \n\nThe 1999 Agnes Scott Cross Country team was centered on the leadership and experience of senior \ncaptain, number one runner, and two-time regional qualifier, Carla Maley. Three other returning \nrunners - Senior Shari Gunin, Junior Nola Taylor, and Sophomore Elizabeth Harper - join Maley in \nmentoring six new runners, three of whom are first-years, in the ASC program. This year's squad of ten \nis the largest in recent ASC history. The team will open its season at its own ASC Scottie Invitational. \niThe course, which was changed from last year's inaugural course because of campus renovations, is onef \nJof the most challenging in the metro Atlanta area. At Oglethorpe College on October 16, 1999, as a \nI team they recorded their best total average of the year. The team average at this meet was 24:15. Team \ncaptain Carla Maley ('00) completed her cross country career Saturday with a 40th place finish at the \nNCAA Southeast Regionals held at the University of the South - Sewanee. Her time of 21.1 1 was a \nseason best for the senior. Maley's time and finish at the regional competition was one of the best \noverall performances in ASC cross country history. There were 116 runners in the women's competi- \ntion. \n\n\n\n\n\u003eTHE TEAM\u003c(back) Head coach- Constantine Ananidis, Amanda Linabury, Elizabeth Harper, Ashley zauderer, \nShari Gunnin, assistant Coach- Fred Enloe (front) L-R: Amanda Schrier, Faith Garlington, Carla Maley, Nola \nTaylor, Stela Anguelova. \n\nCROSS COUNTRY TEAM \n\n\n\nSports \u003c16 \n\n\n\na Fountain of Youth, Energy, and Enthusiasm \n\nt all leam was the embodiment of the words above. The \nonly the team's third year as a varsity sport. It faced the \ni oeing young and new. There were only three upperclassmen \ninch included Senior, Katie Fidanza, who was the captain of the \nThe 2000 season also saw the return of eight players, among whom \n.. as catcher Robin Mask. Two of the nine first-years, Sarah Worden ('03; \nAnn Arbor. MI) and Renee James ('00; Decatur, GA) replaced Karen We'yer, \nlast year's pitcher. The two form a pitching staff with significant game \nexperience. If one were to go out early on the mornings or stay during break \nthey would have found the softball team hard at work conditioning their \ngame and working toward their goals. Although the team struggled at the \nbeginning of the season they showed strength and determination by never \ngiving up and working even harder to condition the team to make it what it \nwas by the end of the season. The number of athletes who wished to partici- \npate in softball doubled last season, which demonstrates the interest, energy, \nand enthusiasm about this program.The players were driven and willing to \nput forth the hard work and extra effort to be prepared for the spring. The \nover-all athletic talent of this team has the potential to advance the program. \nFirst year coach Lori Brown is confident about the direction that the team \nLcomingve \n\n\n\n\n\n\n\n\u003e GOING...GOING...GONE...! \u003c \n\nAlia Wenger makes a good hit for the ASC \n\nScotties. \n\n\n\n^YOU'RE OUTTA THERE! \u003c \n\nRobin Mask stands from her position as catcher and \nprepares to out an opponent. \n\n\n\n\n\n(Top Row) David Stuart (Assistant \nCoach), Renee James, Katie Fidanza, \nStela Anguelova, Julie Jacobs, Alia \nWegner, Abigail Miles, Christina Davis, \nBevin Janci, Sarah Worden, Amanda \nStarr, Lori Brown(Coach), (bottom row) \nKaren Woods, Robin Mask, Julie Jacobs, \nJana Lott, Jaime Fulcher, Allison \nMurphy, April Carter. \n\n\n\n\n\u003eI'VE GOT IT...IVE GOT IT... \u003c \n\nRenee James sets up and gets ready to catch \nthe ball. \n\n\n\n\ni \n\n\n\n\u003eGO SCOTTIES... \u003c \n\nThe Scotties get fired up and raise spirits before \nthe game. \n\n\n\n\nSports \u003c165 \n\n\n\n! \ni \n\n, practi \ncourts \n\n\n\n\n^HERE I GCK \n\nSelinda Geyer prepares to return her \nopponents serve. \n\n\u003eWE ARE FAMILY \u003c \n\nThe Agnes Scott Tennis Team Poses \nfor their group shot. They are (from laft \nto right) Selinda Geyer, Mary Rae \nPhelps, Destiny Palik, Melissa Hughs, \nAndrea Pickens. Kembra Healey, Callie \nCurington and Megan Cornwell. \n\n\n\n\nTENNIS \n\n\n\nStars Shine \n\nThe tennis team had a non tradi- \ntional beginning. Practices began in \nthe basketball court to work on con- \nditioning since the actual tennis \ncourts were hidden under a sheet of \nice at the beginning of spring. Most \nof the fall roster returned with the \naddition of three new members that \nbring tournament experience with \nthem; Selinda Geyer, Andrea \nPickens, and Megan Cornwell. They \nwere led by seniors Kembra Healy \nand Callie Currington and \nSophmore Mary Ray Phelps. The \nteam made quite a showing in Ma- \ncon. They earned their first victory \nof the 2000 season defeating the Pio- \nneers 9-0. Selinda Geyer and Callie \nCurrington remained undefeated in \nsingles action and Geyer and \nCornwell had their first victory in \ndoubles action. The improvement \nof this years team was noted by \nMississippi coach David Boteler who \nstated that it was a completely dif- \nferent team that his girls faced this \nyear. Coach Ananiadis was opti- \nmistic in the direction his team was \nmoving.Junior Selinda Geyer won \none orthe more significant singles \nvictories in the history of Agnes Scott \ntennis. Playing at the No. 1 spot, \nGeyer defeated Laura Baria, who \nwas ranked tenth in the South at the \nend of last season, in two sets, 6-2, 6- \n0. Co-captain Callie Curington domi- \nnated Lesley Winthornaf the No. 6 \nspot. The senior won her match in \ntwo sets, 6-2, 6-1. \n\n\n\n-compiled by Jasmine Robinson \n\n\n\n^THIS IS A RACQUETS \n\nCoach Ananiadis shows Megan Cornwell the \nprecise spot on the racquet to hit the ball. \n\n\n\n\n166/ Sports \n\n\n\n\n\nI WHACK! \u003c \n\nLeft: Look out Stefi Graf - here \ncomes Andrea Pickens. Andrea \nPickens gives her all to make \nthe Scotties come out on top. \n\n\n\n((Q \n\n\n\n^. \n\n\n\n\n^ \n\n\n\n2f \n\n\n\n\u003eDOUBLES\u003c \n\nAnne Bettandorf and Kembra \nHealy play a doubles match \nduring practice. \n\n\n\n\n\n\u003eTIME OUT \n\n(top) Melissa Hughes takes a \nbreather between matches \nand watches her team mates \nperform with the rest of the \non-lookers. \n\n\u003e READY... SET... \nSERVE... \u003c \n\nMegan Cornwell serves a bal \nfor the scotties. \n\n\n\nSKETBALL \n\n\n\n\nSWOOSH! \n\n\n\n'. tlie Agnes Scott Basketball team learned many lessons about character and dedication during a \nWilli a brand new coaching staff and not one returning player, the Scotties focused on setting a new I \nidard for ASC hoops. This year the team is taking the next step. The 1999-2000 squad consisted of three \nreturning and eight new players, four of whom were first-years. Along with greater numbers on the roster comes \nmore experience. Sophomore Ashley Zauderer, who is second in career scoring at ASC after only one season, \nwas the Scotties' main ball handler. Averaging 12.1 PPG last season, Zauderer will again captain the Scottie \noffense. She is joined by Sophomore Meredith Baum, last year's leading rebounder. and Junior Kindra Baer, who \nstruggled with a torn Achilles tendon last season. Jameda Hugh and Miracle Wright made an immediate impact on I \nthe team's performance. Hugh will assisted Zauderer at the point, while 6'1\" Wright joined Baer.The ASC Basket-| \nball team completed the 1999-2000 season in Raleigh, North Carolina where they played in the North Carolina/ \nGeorgia Women's Basketball Tournament. The Scotties defeated Bennett College with a score of 62-49 on Fridayl \nnight and advanced to the Championship Game against Meredith College. The Agnes Scott Basketball team \ndisplayed their best overall team effort when they defeated the Wesleyan College Pioneers by a score of 81-55. \n\n\n\n\ny*. \n\n\n\n- n ~ \n\n\n\n\n\u003eSTARTING LINE-UP^ \n\nThis year'sAgnes Scott basketball team stops for a second before one of their \nmany highly demanding basketball games. (Back Row) Alicia Crawley (Ast. \nCoach), Laura Edwards. Geanie Jones. Kindra Baer. Kendra White. Miracle \nWright. Katherine Nalley. Megan Linn. Todd McGuire(Ast. Coach), Laura \nLeDuc(Head Coach), (kneeling) Jameda Hugh. Ashley Zauderer.Meredith \nBaum and Selyka Givan. \n\n\n\nThe ball rolls precariously \naround the rim of the net. The \nteam looks on, holding their \nbreathe. . . \n\n\n\nSports \n\n\n\n\n\n\nM CAN DO THIS \u003c \n\nBelow: Ashley Zauderer \nprepares to jet past the defen- \nsive line in one of ASC's \nbasketball games. \n\n\n\n\n\n\n% \n\n\n\nm \n\n\n\n^NOTHING BUT NET! \u003c \n\nBelow: Megan Linn prepares to \nsend one through the net from \nthe three point arc, her specialty. \n\n\n\n\n\n\n\nf \n\n\n' \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n1 J) \n\n\n\n\n\n\n\n\n\\30 \n\n\n/, \n\n\ntvuvwai \n\n\nMil \n\n\n^^^t^ \n\n\n* \u003c! \n\n\n^^^ \n\n\n\n\n\n\n\n\n\n\n\n\nmtJ* \n\n\n\n\n^SWISl \n\n\n\n** \n\n\n\nrx \n\n\n\nAbove: Kindra Baer sets up and \n\ngets ready to sink one from the \n\nfree throw line for the Scotties. \n\n\n\n I \n\n\n\n*5^t* \n\n\n\n\n\n\n\nu \n\n\n\nUI \n\n\n\nou have ne of \n\nthe mo derful gifts a \n\n;ive, the courage \nto be yourself. \nThanks, \nMommy and Howard \n\n\n\n\nSamantha Pitre, \n\nNow use your wings to \n\n% \n\nCongratulations! \nLafayette \nPresbyterian \nChurch \n\n\n\n\n170\u003e Senior Ads Divider \n\n\n\nWith a degree from \nAgnes Scott \nSAMANTHA PITRE \n\ncan Bank on a bright fu- \nture! \n\nWith love from NY - \nKim, Ann, Lynn, Lee, \nand Jim \n\n\n\nSenior Ady \n\n\n\n\n\nHi \n\n\n\nurv*JVk*Jh frutrbd-thot Clpled, \n\n\n\nYou are a \nshining \nexample of what \na daughter can be: \nloving and com- \npassionate, beau- \ntiful and good, \nhonest and pre- \ndeter- \nmined and inde- \npendent, sensi- \ntive and intelli- \ngent. You are a \nshining example \nof what every \nparent wishes \ntheir daughter \nwere and we are \nso very proud of \nyou. \nWith all our love, \n\nMom \nand Dad. \n\n\n\n99 \n\n\n\nKAREN MELISSA ROSNER \n\n\n\nSenior Ads Divider \\_\\7\\ \n\n\n\n\n\n\n\n\n\n\nanifer Greene \n\nWe are very proud of you, Jen! \n\nLove from your family, \n\nMom and Diane \n\nDad and Jane \n\nChris \n\n\n\n\n\nM. Rebecca Norman \n\n\n\nCongratulations! \n\nToday is a Hip, Hip Hooray Day! \n\nYou did it with courage and determination! \n\nWe are so proud of you ! \n\nYou will grow from strength to strength. \n\nWhatever struggles await, you are there to purify and \n\nrefine. \n\nYou truly are the heroine of your own story. \n\nAs you triumph over adversity, you will create victory! \n\nWith all our love, all the time, \nMom and Dad \n\nand the chorus of well wishers \n\nwho remind you to \n\nBe joyful and wear your sunscreen! \n\n\n\n\n\nCONGRATULATIONS \nLEE HAYES \n\nYou bring us more than HAPPINESS \n\nYou bring us JOY. . . \n\nWe are more than PROUD of you, \n\nWe are IN AWE of you. .. \n\nYou are more than just a wonderful DAUGHTER \n\nYou are a very best FRIEND! ! ! \n\nWe love you! \n\nMama and Daddy \n\n\n\n\nSenior Ads (173. \n\n\n\njratulations! \n\nFj .  \u003eur earliest years \n\nthrough your years at Agnes \n\nScott, you've made us \n\nproud. \n\nIn the turns ahead ; \n\nroad of life, may God reveal \n\nto you many joys, worthy \n\nchallenges, and satisfying \n\naccomplishments. \n\nMuch love, \n\nMom, Dad and Rebecca \n\n\n\n\n\nSusan \nShands \n\n\n\n\nCongratulations Heather. \nWe are so proud of you! \n\nLove always, \nMother and Daddy \n\nHeather Lyman \n\n\n\nMy Dearest Kimberly. \nAs you graduate, my heart is \nfilled with joy and pride. \nWhat a lovely young woman \nyou\"ve become, strong yet \nsensitive, a bright light and \nthe light of my life. As you \ncontinue your life's journey, \ntake these few thoughts with \n\nyou and hold them closely. \n\n\n\n\nLet your heart guide you in all you do \n\nObserve the simple joys... \nA sunset, the song of a bird, a smile, a hug \n\nGive of yourself to others each and every day... \nA kind word, a helping hand, an assuring touch, a listening ear \n\nSet goals worthy of your effort... \nMove toward their completion a little each day \n\nLaugh and be filled with all that is good \n\nGive love freely... \nIt will come back to you in abundance \n\nPlay... \nIt is essential to your well being \n\nStay in touch with your family... \n\nWe love you and will always be there for you \n\nwherever your life may lead you. \n\nAll my love. \nMom \n\n\n\n\n174\u003e Senior Ads \n\n\n\nKimberly \nHill \n\n\n\n\n\nWHITNEY KATHERINE SINCLAIR \n\n\"Whatever you can do or dream you can, begin it. \n\nBoldness has genius, magic and power in it. \n\nBegin it now.\" Goethe \n\nWE ARE SO PROUD OF YOU! \nmom, dale, and grant \n\n\n\n\n\nMay your life continue to be full of happiness \nas you share your talents with the world. \nWe are proud of you! \n\nLove always, LaUFi \n\nMom and Dad, \n\nScott and Desiree LiVUlgStOIl \n\nGrandpa  \n\n\n\nYou are so very \nspecial, back then, \nnow and forever. \nNo matter what \nroad you choose \nin life, determine \n\n\n\nforemost to be happy. \n\nYou'll always be the light of our lives. \n\nLove, \n\nMama and Dad \n\nJamie Meredith \n\n\n\nChilton \n\n\n\nSenior Ads \u003c175 \n\n\n\nmanda Julianne Gooch \n\n\n\nFor our Princess, \n\nIt seems like just ) that you were this beautiful tiny little girl.... And suddenly, we turn \n\naround and you'] wn up young woman, graduating from college and standing on the threshc \n\nof a new an\u003c - world. Follow your dreams, make the most of your God given talents and \n\nremember to keep the important things first in your life. We are so very proud of you! We wish yo \nhappiness and fulfillment and most of all we wish you love. May all your dreams come true. \nWe love you very much. \nDad and Oomie \n\n\n\n\nLinda Kovacs \n\nCONGRATULATIONS LINDA! \n\nWE ARE SO PROUD OF YOU AND \n\nWISH YOU THE BEST OF LUCK \n\nIN THE YEARS TO COME! \n\nANCA \u0026 MAMA \n\n\n\n\nCaroline Mitchell \n\nDon't forget to smell the flowers be- \nfore you slice them up! \n\n\n\nWe love you ! \n\n\n\nDad and Mom \n\n\n\n\nRenee James \n\nIt seems like yesterday you were a tiny baby \nin our arms. Now you are a beautiful, smart \nwoman with so many goals in your Future. \nDad and I wish you only the best life has to \noffer. We are very proud of you. \n\n\n\nLove Dad and Mom \n\n\n\n\nTheresa Otto \n\n\n\n\nFirst time I saw your face I knew you \nwould succeed in life. Congratulations. \nI've always been proud of you. \nLove Mom \n\n\n\nDearest Jessica, \n\nMay all the happiness and joys of \n\nlife be yours. \n\nYou've only begun to dream... \nLove, \nMom and Dad j \n\n\n\nJessica Heath \n\n\n\n\n\nSenior Ads \u003c!/ \n\n\n\nRebec t Jones \n\n\n\nRebecca - Congr\" \nyou would go far i r \n\n\n\n1 your Graduation!! We always knew \nst look at you today. \n\n\n\nYou ai r family, Rebecca. For sure you have added Life \n\nto every inks for making us all look good. \n\nKeep peddling! You have what it takes: intelligence, determination \nand a heart full of Love. \n\nGo Rebecca Go! \n\nLove and prayers, \n\nMom and Dad \n\nAndy, Denise, and Drew \n\nBevery, Kelly, and Madison \n\n\n\n\nJulie DuVall \n\n\n\nDear Julie, you are quite simply th e love of our lives and God's gift to us all. we are forever proud \nof our beautiful daughter, our joy, our light. . . \nSweetest Wishes and Our Love Always, \nMother and Daddy \n\n\"You Must Have Been A Beautiful Baby, You Must Have Been A Beautiful \nChild. . . 'Cause Baby, Look At You Now!\" \n\n\n\n78y Senior Ads \n\n\n\n\nKolbi Cumbo \n\n\n\n\nKolbi, \n\nThank you so much for being such a great kid. \nYou are gifted with kindness, generosity, and \nboundless enthusiasm. \nContinue to strive for what you want and al- \nways ask God's help. \nLove you always, \nMom, Tori, and Ben \n\n\n\n\nKira Barden \n\nCongratulations, Kira! \nOur love, faith, and pride in you are as \nendless as the ocean. \nMay your future be long and bright and \nmay you enjoy every moment of the jour- \nney. \n\nAll our love, \nMom, Dad, Josh and Shannon \n\n\n\n\nSylvia Turner \n\n\n\n\nCongratulations, Sylvia! \n\nWe are so proud of you. \n\nLove, \n\nMom, Dad, Beverly, Sherry, Russell \n\nand Dennis \n\n\n\nSenior Ads \u003c179 \n\n\n\n\n\nisty \nishaims \n\n\n\n\n# \n\n\n\nYou have persevered \nthrough many struggles \nand emerged with new \nstrength and confi- \ndence. We couldn't be \nprouder or love you \nmore! Mom, Dad, and \nJennifer \n\n\n\n\nMandy Gray \n\n\n\n\nAmanda \nSdiremer \n\n\n\nV m \n\n\n\n\nYou have brought great joy into all our lives. Your giving \nnature, love for home and family, intelligence and beautifil \nappearance have brightened our lives for twenty-one yeara \n\nAs you venture out to begin your adult life we will watch. \nAlways praying for your happiness and success. \nWhether it be workplace or homeplace \nAlways remember your place is in our hearts. \n\nLove always, \n\nMom, Dad, and Chris \n\n\n\nKacie Cosby \n\n\n\nCongratulations, Mandy Gray! \n\nWhat a wonderful joy you've been to us. \n\na true joy in every way! \n\n\n\n180\u003e Senior Ads \n\n\n\nContinue to work toward \nyour dreams and remember \nthe ancient Chinese proverb, \n\"A journey of a thousand \nmiles begins with a single \nstep.\"' \nMom \u0026 Dad \n\n\n\n\nYou have truly been a blessing from day \n\none. We are so proud of you! \n\nWe love you, \n\nMom, Daddy, Kimbo, and Scooby \n\n\n\nNIKIA CLARK \n\n\n\n\"** =5 *^ \n\n\n\nDimples!! \n\nWe are all proud of you. The first time you smiled we knew that you would make your \n\nmark on this world. Keep your hand on the ply of life and press forward never look \n\nback. \n\nYour Grandparents: Rufus \u0026 Rosa Amey, George \u0026 Alice Clark \n\n\n\nKia!!! \n\nFrom the beginning you have always touched people's lives with a warm smile \n\nNow that you have reached the top of another mountain, continue with God's \n\ngrace to make a difference in this world. \n\nLove always: Daddy, Mama. Amber \u0026 Samuel \n\nCongratulations!! \n\nFrom the family: John \u0026 Bertha, Will \u0026 Norsa, Glen \u0026 Ann, Curtis \u0026 Mary, \nRandy and Dacia, Timmy \u0026 Nikki, Valerie, Bernard \u0026 Sylvia, Katheen, \nDorothy \u0026 Family, Marlyin \u0026 Family, Germar \u0026 Robert, the mountain today \nhas become a small hill. We love you, your Aunts \u0026 Uncles \n\nNikia! \n\nI have seen you go through so much, we laugh together I even cried when you \n\nwent to college. But you made it and I'm proud of you and will always love \n\nyou. \n\nYour Big Brother Jacques Myers \n\nNikia! \n\nSo the college years are over, and you will travel down another \n\nroad of life. Keep your focus and do your best. Love is a simple \n\nword but know that from us it's from the heart. \n\nYour friends \u0026 sisters: \n\nKarma, Tanisha, Nicole, Vonnetta, \u0026 Arlene \n\nNikki! \n\nFrom the first day your mother told us she was pregnant \n\nyou have been in our prayers. Continue to do your best \n\nand God will do the rest. We love you. \n\nDiane Robinson \u0026 Valerie Reynolds \u0026 Family \n\nYo Chocolate!! \n\nIt has been a joy to see you grow up, smiling through all \n\nyour pain you remain faithful to your goal, and you have \n\nreached another chapter in your life that will be written \n\ndown in the history book of life. Keep pressing towards \n\nthe mark and finish the race that God has set before you. \n\nLove your Godparents: Charles \u0026 Leona \n\nCongratulations Nikia!! \n\nYou've earned every letter of that diploma because you worked hard and never gave up. I am proud of you. May \n\nGod continue to bless you in all your endeavors and remember: \"The only time success comes before work is in the \n\ndictionary.\" \n\nLove Ya, \n\nVaughn \n\n\n\n\n\n_k_J \n\n\n\n\n\n\nOTezio \n\n\n\nDearest L \n\nHere yo ? : seven year intervals - what \n\narm iianges! \n\nWhen you were born we thought we couldn't \n\nbe happier, but for the past 21 years you've \n\nfilled our hearts to overflowing with love, \n\npride and joy. We can't imagine what you'll \n\ndo with the next 21 ! The only think we ask is, \n\nfor our sakes, you take them a little slower . \n\nAll our love, \nMom and Dad \n\n\n\n\n\n\n\n\n\nBetsy Morley \n\nLook Out World \nHere comes Betsy ! \n\nLove, \n\nMom, Dad, and Rob \n\n\n\nJennifer Joy Heckman \n\n\"For I know the plans I have for you,\" de- \nclares the Lord, \"plans to prosper you and \nnot to harm you, plans to give you hope and \na future.\" \n\nJeremiah 29: 1 1 \n\n\n\n\nAll our love, \n\nMom, Dad, and Laura \n\n\n\n\nSARAH BENEFIELD \n\nThe future has become the past. \n\nThe last four years have gone by so fast. \n\nA giddy young girl left one day. \nAgnes Scott seemed so far away. \n\nNew friendsshe would easily find, \n\nand the experiences in class expanded her mind. \n\nA semester in England was really a trip. \nBut, it was the filght home that made her flip. \n\nThe young girl has been transformed. \n\nAn educated, confident woman has been formed. \n\nNana and Walter \n\n\n\n\nSenior Ads \u003c183 \n\n\n\nDarcy: \n\nThe world i onquer, \n\n\n\nLove \nDad, Jacob \n\n\n\n\nSusie Kahl \n\n\n\n\nCongratulations, Susie \n\nWe love you and are very proud of you. \n\nLove, hugs and kisses !!!!!! \nMommy, Julie \u0026 Madgie \n\nISO Senior Ads \n\n\n\nKatherine Fidanza \n\n\n\nGood Luck \nTo our All Star \n\n\n\n\n\nCongratulations \nKatie, this is only \nthe beginning, \n\nLove Mom, Dad, \nJeff \u0026 Shannon \n\n\n\nA Perfect Home \n\nI visited a home on a certain street \nthe beauty there could not be beat \nthe house was lovely clean and neat \nit took my breath away. \nThere was a little girl named Erika there \nwith dimpled cheeks and curly hair \nand a lovely smile she loved to share \n\nit really made my day. \n\nBehind that beautiful house there stood \n\na cool breezy dreamy woods \n\nit put me in a blissful mood \n\nI just looked on and swooned. \n\nWhen the autumn leaves begin to fall \n\nI'm going back there to see it all \n\nto hear the blackbirds chirp \n\nand the crickets call \n\nand to watch the harvest moon. \n\nMama Queen \n\n\n\n\n\nWishing you success in all your future \nendeavors. We are very proud of you. \nLove, Mom and Dad \n\n\n\nErika Blanchard \n\n\n\n\nCongratulations, Carta! \n\nContinue to reach beyond your \n\nhorizons! \n\nLove, \n\nDave, Mama, John \n\nCarla Maley \n\n\n\n\n186/ Senior Ads \n\n\n\n\nMelanie Wright \n\n\n\n\nWe love you! \n\n\n\nCongratulations, \nMom and Dad \n\n\n\nHillary Gay Wiggins \n\n\n\n\nFor all that you are and yet will be. \nWe love you!!! \nCongratulations, Lady bug! \nMama, Daddy, Granma, DID, B, \u0026 \nAuntie Sally \n\n\n\nElizabeth Eldridge \n\nIt has been a joy to watch you journey from roller skates and skinned- \n\nup knee, to pompons, to college graduate. You've shown persistence, \n\nlots of spirit and lots of heart in growing to a lovely young woman. \n\nCongratulations on this special accomplishment! \n\nLove, \n\nMom, Dad, and Daniel \n\n\n\n\nSenior Ads \u003c 187 \n\n\n\n- fLVsJ \n\n\n\n\nMay she be granted beauty and yet not \n\nBeauty to make a stranger's eye distraught, \n\nOr hers before a looking glass, for such, \n\nBeing made beautiful overmuch, \n\nConsider beauty a sufficient end, \n\nLose natural kindness and maybe \n\nThe heart-revealing intimacy \n\nThat chooses right, and never find a friend. \n\nfrom Prayer for a Daughter \n\nWilliam Butler Yeats \n\n\n\nCongratulations to Kristen, \n\nour truly beautiful daughter \n\nMuch love, \n\nMom and Dad \n\n\n\nAshley Trottier \n\n\n\n\nDear Ashley, \n\nHow proud we are of you, not only for your \nacademic success at Agnes Scott but even more \nso for the beautiful person you are on the inside \nas well as on the outside. \n\nCongratulations and love, \nMom, Dad, and Victoria \n\n\n\nJennifer Booker \n\n\n\n\nWhat a special gift you are, Jenn! \nListen to your heart and believe in \nyour dreams and know that the Lord is \never-present in your life. We love you! \nMom \u0026 Dad \n\n\"Where can I go from your spirit? Or where can I \nflee from your presence?\" (PS 139:7) \n\n\n\nMaria L. Banderas \n\n\n\nDeirdre L. Donohue \n\n\n\nC/3 \n\ng \n\ni-H \n\n6D \n\n\n\n\n\n\nC/3 \n\n\n\n\n\n\n\u003e\u003e \n\n\n\n\n^r^r^^Q \n\n\nr \n\n\n1#^  \n\n\n\n\niSfeVAjpi^k^' a* Til \n--* Emm Wk \n\n\n: \n\n\n\n\n\nI'm invincible \n\nSo are you \n\nWe do all the things \n\nThey say we can't do \n\nIt's a long, long road \n\nIt's a big, big world \n\nWe are wise, wise women \n\nWe are giggling girls \n\n-Ani Difranco (\"If He Tries \nAnything\") \n\n\n\n\nCD \n\no \n\np \n\n\u003c \n\n\n\np \n\n\n\nCD \n\nC/3 \n\n\n\nffl \n\nN \n\n8- \n\nCD \n\n\n\n*3 \n\n\n\nCD \n\n\n\nCaroline H. Mitchell Melanie L. Minzes \n\n\n\nSenior Ads \u003c189; \n\n\n\nElizabeth Meade \n\n\n\nYou are a ng star to us \n\nall. We c proud of your \naccomplishments at Agnes \nScott. And we love the won- \nderful woman you've become \nLove, \nDad, Mom, Claire \u0026 Ben \n\n\n\n\n190\u003e Senior Ads \n\n\n\nKristin Carlson \n\n\n\n\nCongratulations Kristin, \nThen as Now, \nOur Pride \u0026 Joy. \n\nLove, \nMom \u0026 Dad \n\n\n\nBrigitte Hogan \n\n\n\n^^^^55 \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n^r J \n\n\n\n\n\n\n\n\nwB^jk \n\n\nn 2 \n\n\n1 \n\n\n\n\nim \n\n\n\nCongratulations Brigitte. We are \nso proud of you and wish you \nwonderful years ahead filled with \nexciting adventures. \nWith our love, Mutti and Erik \n\n\n\n\nJessica Raper \n\nWe are proud of you and \nall you have accom- \nplished! Keep riding high \nandclimbingtowardyour \ngoals. \n\nCongratulations, \nMom \u0026 Dad \n\n\n\nSenior Ads \u003c^1\u003cJ1 \n\n\n\nley \n\n\n\nr the years gi ii le on your face \n\nhas never c ed at you at your \n\nbirth, a radias 1 1 of God's love. As the years \nhave passed, I have seen the challenges that \nyou have faced, I have admired the strength \nand the inner peace, the gentleness that came \nforth as you triumphed over all of them \nholding on to God's unchanging hand. To \ncome to this moment in your life is another \nstepping stone in reaching your goal; the \nsmile is there, glowing on your face, and in \nmy heart. I'm very proud of you; you are my \nbundle of joy. I love you girl. . . We love \nyou. \nMomma and L' Bonne \n\n\n\n\nKimberly Mayes \n\n\n\n\nAmber Stanley \n\n\n\nMay the dreams that are in your heart \nbecome a reality, remembering that \nwith God all things are possible. \nWe are so proud of you. \nWe love you, \n\nMom and Dad \n\n\n\n\nYou've already taken an incred- \nible journey and the Best is yet to \ncome. We are so Happy for you \nand so Proud of you! \nLots of Love - \n\nMom, Kathi, Suzette, Lanette, \nTerrie and Aunt Naomi \n\n\n\nIndica Dublin \n\n\n\nCongratulations Indica, \n\nYou have earned your place among the best. You have been an inspiration to us \n\nall. Our enthusiasm and dedication brought you along way. We feel pride and joy \n\nand tenderness, but we also know that this is your moment ofindenpendence. As \n\nyou enter your \"independent\" life may our foundation guide you and till you with \n\nextraordinary happiness and success. Keep that spark alive Indica. \n\nLove you, Nadia, Joe, Levar, and Yamisi \n\nDear Indica, \n\nThere is no limit to the goals you can attain. The success you can achieve your possibilities \n\nare endless as your dreams. Congratulations - Dica. We are all very proud of you. \n\nLove Mommy Ermine, Snookie, Shane, Roderick, Andre and Sharon, Arlene, Daniel and \n\n'Anthony \n\n\n\nMiss Indica Dublin, \n\nWe celebrate your achievement with great pride - for you \nhave demonstrated that discipline, dedication and determina- \ntion are keys to success. \n\nWe celebrate - for you have paved the way for the siblings \nand cousins who follow you. \n\nWe celebrate - for you are \"Indica\" our shining star, who will \nalways hold a very special place in our hearts. \nBest wishes on your future endeavors. \n\nLove Always, your Grandparents, Aunts and Uncles, and \ncousins \n\n\n\nIndica Dublin, \n| A daughter brings a \nspecialjoy.That \ncomes from deep \ninside. And as she \ngrows to woman- \nhood, she fills my \nheart with pride. I \nam very proud of \nyou Indica, and I \nlove you very much. \n\nLove, Daddy \nKenneth \n\n\n\n\n\n\u003cSk C\\ \\A\\AsD \\A, \n\n\n\n\n44 \u003e Senior Ads \n\n\n\nA Lie ia, \n\n\n\nWay to Go! \n\n\n\n\n\nHI \"5\" Girlfriend \n\n\n\n\nSenior Ads \u003c195 \n\n\n\n\n\n\nLeah Thompson \n\n\n\n[y, you have \nfilled our J \nwith lau \n\nand love. Now it \nis time for us to \nshare you with \nthe world. You \nare a blessing \nand we love \nyou! \n\nCongratulations! \n\nDad, Mom, Kasey, \u0026 Jeff \n\n\n\n\nTo Hilary Wright: \n\nWe know we've given much advice, \n\nSome of it we've given thrice. \n\nWe hoped that you would hear our plea, \n\nAnd finally take that last P.E. \n\nSo now you go from Agnes Scott, \n\nWhich you will miss an awful lot. \n\nCalculus, Spanish - all part of the ride, \n\nNot as fun as nights at \"Trackside.\" \n\nWatching your progress has been fun, \nAnd Dad would be the proudest one! \n\nFour years ago we left you there, \nAnd now the world had best beware. \n\nYou're graduating, we say hurray, \nYou finished it all in Y2K. \n\nLove, \n\nMom and Marylyn \n\n\n\nFrom the day of \nyour birth you've \nbeen a great joy \nin our lives. \nWe 're very proud \nto applaud your \ncollegejourney. \nWe hope you \ncontinue to live \nyour biggest \ndreams. \n\n\n\nxoxoxo, \n\nMom and Dad \n\n\n\n\nYou were so small and precious as a baby and you have grown \nmore precious every day. We are so proud of how hard you \nhave worked and we know that all your hard work will pay \noff in your life. I'm sure your Dad is looking \ndown on you right now, smiling and proud. We \nare so blessed to have you in our lives. \n\nWe love you, \nMom, Dad, Bonnie, and Brian \n\n\n\nAmber \nPipa \n\n\n\n\n\n\nLesley Gentry \n\n\n\n\nYou may have thought you needed help \nalong the way, but the strength and \npower was always with you. \n\nLove always, \nMom and Heather \n\n\n\nYalonda Renee Rice \n\nWe're so proud of \nyou! You believed, \nyou worked hard, \nand you suc- \nceeded. Continue \nto reach for the \nstars because the \npossibilities are endless. Continue on in \nfaith andyou will achieve more than you \never hoped for or dreamed of. \nCONGRATULATIONS AND WE \n\nLOVE YOU!!! \nMOMMY, DADDY, AND PUNKY \n\n\n\n\n\n- \n\niy,Kristen 10,30, \n10, 141, 144 \n\nAcevedo, Shelley 23 \nAdu, Adwoa 150 \nAfrin.Nadia 132,133 \nAhmed, Aimee 12 \nAhmed, Tayyeba 1 8 \nAlicia Benson 36 \nAllen, Linda 44,143,153 \nAllen, Shannon 44,194, \n195 \n\nAmerson, Melissa 11,16 \nAnderson, Bonnie 140 \nAnderson, Carly 19 \nAnderson, Carrie 24, 32, \n44 \n\nAnderson, Rachel 140 \nAnguelova, Stela 163,165 \nArmstrong, Danielle 44 \nAshmore, Adeline 39,135 \nAsmussen, Alison 157 \nAtkenson, Ellen 89 \nAtkins, Ila 140 \nAvila, Paula 145 \n\n\n\nB- \n\n\n\nBaer, Kindra 13,28,32, \n35,81, 154, 168 \nBailey, LaKiea 192 \nBaker, Natanya 44 \nBallaz, Amanda 152 \nBanderas, Maria 44,130 \nBarden, Kira 44, 141, 179 \nBarron, Gabriela 151 \nBatten, Brigid 11,31,141, \n161 \nBattle, Phonecia 139 \n\n\n\nBaum, Meredith 10,30, \n\n129, 140, 168 \n\nBaum, Rebecca 18,95,97 \n\nBayne, Linda 138 \n\nBeach, Deborah 44 \n\nBeckstine, Rochelle 44 \n\nBedson, Brooke 36, 128, \n\n132 \n\nBegg, Maria 7,37 \n\nBell, Jamie 38,96, 131 \n\nBell, Jennie 13,35,140 \n\nBelLTiffini 14,129,136, \n\n141, 144 \n\nBenefield, Sarah 45,129, \n\n183 \n\nBennewitz, Nancy 6,15, \n\n29, 45, 140 \n\nBenson, Alicia 140 \n\nBernazza, Kelly 36,132 \n\nBettandorf, Anne 167 \n\nBiery, Bree 145 \n\nBlakely, Chandra 45 \n\nBlanchard, Erika 37,45, \n\n139, 185 \n\nBliss, Liz 11 \n\nBoddie, Caroline 37,45 \n\nBooker, Jennifer 7,32,45, \n\n139, 153 \n\nBoston, Kari 18 \n\nBoswell, Elizabeth 45,132 \n\nBrandt, Erin 10,30 \n\nBranham, Heather 17,81. \n\n128 \n\nBrantley, Justine 95 \n\nBrazile, Dallas 132 \n\nBreeden, Mary Beth 131, \n\n139 \n\nBricker, Julie 45, 153 \n\nBrown, Catherine 45 \n\nBubeck, Alyssa 135 \n\nBullock, George 33 \n\n\n\nBussell, Amanda 46 \nButler, Melissa 46 \nButt, Allison 91,92 \nByrnside, Ron 138 \n\n\n\n-c- \n\n\n\nCaldwell, Treah 28,32,4f \n\n136 \n\nCallahan, Betty 141,158, \n\n159 \n\nCallender, Charlee 139, \n\n150 \n\nCantrell, Rachel 26, 131 \n\nCarlson, Kristin 46 \n\nCarr, Shannon 32,46, 130 \n\nCarroll, Carina 46 \n\nCarter, April 128,165 \n\nCarter, Joy 94, 131 \n\nChapman, Sarah 20, 36, \n\n38,47, 137, 153 \n\nChavan,Priti 16 \n\nChavis,Yhana 20,46 \n\nChidambaram, Vinitha 13, \n\n26,35,81,82 \n\nChilton, Jamie 47,131, \n\n175 \n\nChin, Shirnette 144 \nChipps, Sarah 128 \nChristensen, Lori 81 \nClaire, Annea 14 1 , 1 44 \nClark, Nikia 47, 139, 150, \n\n181 \n\nColeman, Ellen 28 \nColeman, Evelyn 47 \nColgate, Amanda 10,30 \nConway, Crystal 131 \nCook, Sarah 131,150 \nCormier, Amy 47 \nCornwell, Megan 135, \n166, 167 \n\n\n\nCosby, Kacie 23,47, 180 \nCox, Laura 141 \nCraigmyle, Leigh 39,136 \nCranford,Jo 47,129 \nCrawford, Jelena 11,152 \nCripe, Annie 10,30,126 \nCroson, Kacie 13,35, \n132 \n\nCross, Abby 1 1 \nCrozier, Ellen 91,92,96 \nCuadra, Marcella 10,30, \n128, 141, 153 \nCumbo,Kolbi 48,132, \n179 \n\nCurrin, Karrmen 48 \nCurrington, Callie 166 \n\n\n\nDuranni, Nawaal 41 \n\nDu Vail, Julie 48,138,140, \n\n178 \n\n\n\n-D- \n\n\n\nDabbs, Jennifer 13, 35, \n79,80,81, 129 \nDamato, Kristen 140 \nDaniels, Lisha 157 \nDavis, Christina 139,165 \nDavis, Curry 152 \nDavis, Ella 48 \nDavis, Erin 28,48,131 \nDavis, Kim 48,129,158, \n159 \n\nDavis, Lauren 36, 140 \nDenmon, Aubrey 25,145 \nDepree, Dr. Chris 9 \nDeSandre, Theresa 48, \n138, 140 \n\nDhamoon, Amira 145 \nDickerson, Nikki 48 \nDonohue, Deirdre 48, \n130, 131 \n\nDreher, Qiana 14 \nDresser, Christina 1 1 \ni Dublin, Indica 193 \n\n\n\n-E- \n\n\n\nEdgerly, Rebecca 26 \nEdwards, Laura 156,157, \n168 \n\nEicher, Alice 27 \nEichert, Debbie 140 \nEinspieler, Martina 145 \nEldridge, Elizabeth 15,19, \n21,33,49, 145 \nElliot, Sharon 49 \nEllison, Jenny 95,128 \nEnglish, Briana 94 \n\n\n\n-F- \n\n\n\nFarhidvash, Nooshin 49 \n\nFarmer, Alice 15,49, 131 \n\nFarooqui, Aqsa 49 \n\nFaupel, Alison 144 \n\nFender, Morgan 1 29 \n\nFerrell, Jennifer 13,35,80, \n\n81 \n\nFidanza, Katie 49, 164, \n\n165, 184 \n\nFisher, Jamey 128 \n\nFitzpatrick, Heather 145 \n\nFlagg, Alice 12,19 \n\nFlanagan, Christy 28 \n\nForehand, Amanda 13,35, \n\n81 \n\nFowler, Kimberly 133, \n\n136, 139 \n\nFred, Chef 33 \n\nFreedle, Aimee 79,81, \n\n141 \n\nFreeman, Michelle 81 \n\n\n\nFrolelich, Kathy 140 \nFulcher, Jaime 1 45 , 1 65 \nFuna, Apophia 150 \nFurukawa, Satomi 1 45 \n\n\n\n-G- \n\n\n\nGanesh, Shanti 132 \nGant, Marguerita 145 \nGant-Irvin, Mandy 138 \nGarlington, Faith 163 \nGarnett, Tanya 41, 139, \n150, 151 \n\nGasperec, Michelle 49 \nGatson, Octavia 41 \nGayles,Jia 139,150 \nGentry, Lesley 49,197 \nGeyer, Selinda 138,140, \n166 \n\nGibson, Kimberly 49 \nGibson, Rachel 132 \nGifford, Whitney 23 \nGilbert, Alicia 139 \nGillooly, Sarah 128 \nGisclair, Angela 29,153 \nGissentanner, Monica 50 \nGivan, Selyka 168 \nGooch, Amanda 50,176 \nGoodman, Courtney 50 \nGoss,Michele 9,50,137, \n141 \n\nGrant, Lindsay 36,132 \nGrattan, Leslie 128 \nGray, Amanda 50, 180 \nGreene, Jennifer 50,172 \nGriffin, Courtney 41 \nGrossmann, Naima 50 \nGunnin,Shari 19,50,163 \nGupta, Meghna 50 \nGuy,Cherilyn 139 \n\n\n\nIndex \u003c199 \n\n\n\n.! 140 \nKristin 29,128, \n152 \n\nHaley, Melissa 139 \nHarding, Yaisha 150 \nHarmeling, Loren 51,153, \n157 \n\nHarper, Elizabeth 163 \nHarris, Krista 26 \nHartley, Stephanie 1 2, 1 3, \n35,81, 131 \n\nHarvey, Andrea 24, 5 1 \nHarvey, Heather 26, 8 1 , \n130 \n\nHasty, Jennifer 51,129 \nHavel, Jamaiya 140 \nHayes, Lee 22, 51. 173 \nHays, Jacquelyn 51 \nHealy, Kembra 20, 166, \n167 \n\nHeard, Jamila 41 \nHeath, Jessica 51,177 \nHeckman, Jennifer 6, 27, \n\n51, 140, 183 \n\nHenry, Kareisha 51,158, \n\n159 \n\nHernandez, Lilly vette 51, \n\n140 \n\nHijar, Amalea 132, 140 \n\nHill. Kimberly 52,132, \n\n152, 174 \n\nHitchens, Currey 132 \n\nHogan, Brigitte 8,20,21, \n\n52, 145 \n\nHolland, Heather 10,11. \n\n30,31,91.92 \n\nHolm. Heather 13,35, \n\n154, 157 \n\n\n\nHoi somback, Katie 140 \nHoppmann, Anna 158,159 \nHudson, Dean 38 \nHugh,Jameda 131, 168 \nHughes, Melissa 7,37, \n155, 156, 167 \nHunkins,Lori 13,35,80, \n81, 141 \n\nHunt, Christina 92 \nHunt, Lindsay 132,144 \nHunter, Stephanie 52 \nHussey, Brooke 129, 158, \n159 \n\n\n\nI- \n\n\n\nIce, Donica 139,150 \nIttayem,Nida 132, 152 \nIvy,Holyn 25,37,52 \nIzard, Kelli 24,129 \n\n\n\n-J- \n\n\n\nJackson, Susan 52 \nJacobs, Julie 26, 165 \nJames, Jessica 52 \nJames, Karen 52 \nJames, Renee 164,165, \n177 \n\nJanci,Bevin 165 \nJanowski, Einsley 53,132 \nJarboe, Meagan 141 \nJarviste, Liina 140 \nJayawardhana, Jayani 23 \nJenkins, Erin 32 \nJenkins, Jessica 53 \nJenkins, Laura 131 \nJergen, Amy 10,30 \nJohnson, Christina 29 \nJohnson, Dr. Violet 40 \nJohnson, Jeanita 132 \n\n\n\nJones, Erica 152 \nJones, Karen 139 \nJones, Kecia 39, 139 \nJones, LaGeanie 132,168 \nJones, Rebecca 33, 53, \n138, 178 \n\nJordan, Angel 92 \nJuettemeyer, Lisa 132,140 \nJustice, Geri 140 \n\n\n\n-K- \n\n\n\nKahl, Susie 53,184 \n\nKaminsky, Kerena 139, \n\n140 \n\nKashlan, Farah 13,35,81, \n\n131 \n\nKent, Amanda 129 \n\nKeyser, Cathleen 53 \n\nKidwell, Julie 53,129 \n\nKing, Carol 79 \n\nKirby, Ashley 12,13,35, \n\n94 \n\nKirk,Tara 139 \n\nKnowles, Melanie 16,128 \n\nKnowles, Tyler 53 \n\nKovacs, Linda 176 \n\nKubler, Ashley 32,54,129 \n\nKusi- Appouh, Deladem \n\n132, 133 \n\n\n\n-L- \n\n\n\nLackey, Rachel 37,54 \nLanigan, Kate 54 \nLaskey, Amanda 93 \nLaVictoire, Jessa 28 \nLaw, Jessi 157 \nLehr, Rayanne 138 \nLemma, Yodit 150 \nLevinson, Karen 54 \n\n\n\n-M- \n\n\n\nMaclean, Alison 37,55 \nMaddattu, Lilly 8 \nMahaffey, Tiffany 37,55, \n132 \n\nIMaley,Carla 55, 138, 154, \n163 \n\nManasco, Adrienne 152 \nMarinara, Jessica 55 \nMarr,Alex 80 \nMartin, Chrystal 132,133 \nMashburn, Leslie 129 \nMask, Robin 164,165 \nMathews, Ashley 21 \nMathews, Kendrah 140 \nMatthews, Ashleigh 14,55 \n'Mayes, Kimberly 55,132, \n192 \n\nMcCann, Kelly 160,161 \nMcClain, Shawn 25,55 \nMcCoy, Colleen 12,14, \n17,27,81, 128 \nMcDowell, Trisha 137 \n\n\n\nMcGee, Katie 131 \n\nMcllrath, Sarah 12,34, \n\n141, 156, 157 \n\nMcLaughlin, Jennifer 132 \n\nMcNamara, Kim 18 \n\nMeade, Elizabeth 55, 130 \n\nMeakin, Abby 96 \n\nMehdikarimi, Fatima 56 \n\nMelville, Meredith 11,16, \n\n19 \n\nMeyer, Elaine 19 \n\nMiddendorf, Rebecca 1 2, \n\n26,34,81 \n\nMilar, Mary 140 \n\nMiles, Abigail 153,165 \n\nMillar, Caroline 140,145 \n\nMiller, Nicholas 137 \n\nMiller, Tonia 15,56,131 \n\nMiller, Whitney 160,161 \n\nMingus,Mia 10,18,30, \n\n95, 128 \n\nMinner, Brook 131 \n\nMinzes, Melanie 17,32, \n\n56, 130 \n\nMitchell, Caroline 56,176 \n\nMittendorf , Rebecca 1 1 , \n\n12,31 \n\nMollon, Erica 89 \n\nMonroe, Sara 56 \n\nMooney, Alicia 128 \n\nMoore, Jaylene 92, 140 \n\nMorley, Betsy 27,56, 150, \n\n183 \n\nMorris, Giovanna 150 \n\nMorrison, Kieva 19,41, \n\n133 \n\nMoseley, Stephanie 6, 56, \n\n131 \n\nMulyadi, Susiana 139,140 \n\nMurphy, Alison 137 \n\nMusa, Wafa 57, 143 \n\n\n\nMutch, Whitney 141 \nMyers, Lauren 13,35,81. \n\n82 \n\n\n\n-N- \n\n\n\nNakacwa, Jackaline 29, 8 1 \nNalley, Katherine 168 \nNamageyo, Apophia 57 \nNash, Adrienne 57,133, \n144 \n\nNoland, Katie 131 \nNorman, Mary 57 \nNorman, Rebecca 172 \n\n\n\n-o- \n\n\n\nO'Leary, Erin 161 \n\nO'Pezio, Lauren 32,131, \n\n182 \n\nOdom, Catherine 140 \n\nOglivie,Trianna 23,136, \n\n158, 159 \n\nOh, Christie 132, 133, \n\n158, 159 \n\nOlguin-Diaz, Rosalba 16, \n\n151 \n\nOlson, Kirsten 95.97 \n\nOtto, Theresa 57, 153, \n\n177 \n\n\n\nP- \n\n\n\nPadilla, Yessica 26 \n\nPagelsen, Natalie 12,81 \n\nPalik, Destiny 156,157, \n\n166 \n\nPardue, Jackie 15,19,22, \n\n33,57 \n\nParsons, Casey 140 \n\nParsons, Elizabeth 57 \n\n\n\n\ni , : 39, 129 \n;he, Ellen 58 \n\nidle 81 \nJennifer 18, 128 \nAy ana 150 \nPayton ? Eli 11 \nPena, Erika 151 \nPeoples, Whitney 150 \nPerry, Chanika 139 \nPersaud, Nevi 58 \nPeterson, Michelle 36 \nPhelps, Mary Rae 131, \n140, 144, 166 \nPhillips, Lauren 157 \nPhillips, Stephanie 58 \nPickens, Andrea 153,166, \n167 \n\nPierce, Keiti 140 \nPipa, Amber 25,37,58, \n153, 197 \n\nPitre, Samantha 58, 170 \nPoppens, Sarah 140 \nPragelman, Natalie 13,35 \nPrice, Melissa 140 \nPrijatel, Caroline 79,94 \nProctor, Zach 137 \nPuschaver, Brook 94 \n\n\n\n-Q- \n\n\n\nQuartey, Naa Oyoo 144 \nQuinney, Jamie 135 \n\n\n\n-R- \n\n\n\nRamsey, Summer 158,159 \n\nRanimi,Rafa 16 \n\nRaper. Jessica 58, 132, \n\n152 \n\nRegis, Zeena 133 \n\nResendiz, Maricela 16, 15! \n\n\n\nRice,Yalonda 58, 131, \n\n141, 153, 197 \n\nRobinson, Erika 93,139 \n\nRobinson, Jasmine 139, \n\n153 \n\nRose, Vanessa 139,150 \n\nRosner, Karen 58, 132, \n\n171 \n\nRoss, Loretta 136 \n\n\n\n-s- \n\n\n\nSatterwhite, Antoinette 10, \n\n30 \n\nSavoy, Devon 58, 132, \n\n133 \n\nScarborough, Brigid 22 \n\nSchiller, Cassandra 158, \n\n159 \n\nSchreiner, Amanda 59, 18( \n\nSchrier, Amanda 29,163 \n\nSchwab, Maggie 17 \n\nScott, Holly 59 \n\nSealey, Lauren 38 \n\nSerritt, Sheika 131 \n\nShakir, Ayoka 41 \n\nShands, Susan 59, 128, \n\n174 \n\nShi,Weiyi 59 \n\nShiver, Sara 140 \n\nShores, Darcy 59, 184 \n\nSilverberg, Patricia 142, \n\n143 \n\nSimplice, Chantal 150 \n\nSinclair, Whitney 20,59, \n\n175 \n\nSmith, Adrienne 150 \n\nSmith, Becky 27,28,59, \n\n128, 158, 159 \n\nSmith, Clara 59 \n\nSmith, DeeDee 10,30 \n\n\n\nSmith, Eve 133 \n\nSmith, Layla 89 \n\nSmith, Lori 140 \n\nSpeer, Sharri 59, 139, 144, \n\nStanley, Amber 15,60, \n\n192 \n\nStapler, Kelly 14, 27, 60, \n\n128, 196 \n\nStarr, Amanda 129, 165 \n\nStein, Jennifer 60 \n\nStepp, Meredith 60 \n\nStermole, Stacie 60 \n\nStevens, Julie 11,31, 131, \n\n152 \n\nStewart, Sara 157 \n\nStone, Annalisa 60 \n\nStopp, Victoria 13, 17,27, \n\n35, 129 \n\nStover, Carolyn 33, 60, \n\n138, 140 \n\nStover, Julia 140 \n\nStrawn, Cassie 137,145 \n\nStricken, Anne 61 \n\nStromberg, Leanna 140, \n\n144 \n\nStrother, Candra 6 1 \n\nStucki, Laura 129, 153, \n\n155 \n\nSullins, Lauren 81,131, \n\n138, 140 \n\nSullivan, Rachel 1 2, 26, 34, \n\n79,81 \n\nSylvia, Mary 142 \n\n\n\n-T- \n\n\n\nTate, Sorayya 132 \nTatum, Jessica 140 \nTaylor, Crystal 41,61 \nTaylor, Jocelyn 11,31, 131 \nTaylor, Kelly 135 \n\n\n\nTaylor, Natalie 13,35,81, \n\n129 \n\nTaylor, Nola 23, 163 \n\nTerrence, Hannah 143 \n\nTete-Lartey, Alberta 150 \n\nThomas, Clyia 37,61 \n\nThompson, Leah 27,61, \n\n196 \n\nThorusen, Jen 1 1 \n\nTorres, Bianca 61, 129, \n\n132 \n\nTran, Vivian 61 \n\nTrias, Kristine 129 \n\nTrottier, Ashley 62 \n\nTruluck, Lesley 13,35,79 \n\nTupper, Lauren 36,129 \n\nTurner, Sylvia 62,130,179 \n\nTurner, Tiffini 133 \n\n\n\n-u- \n\n\n\nUpchurch, Rema 92 \nUrda, Jacqueline 1 60, 161 \n\n\n\n-V- \n\n\n\nVance, Julie 62 \n\nVance, Rebecca 62 \n\nVanVleet, Nicole 81,140 \n\nVelasquez, Joanna 16,151, \n\n153 \n\nVelazco, Jenni 137 \n\nVernon, Lauren 137,140, \n\n144 \n\nViccellio, Megan-Brady \n\n28, 62, 94 \n\nVihlen, Emily 62,130 \n\n\n\n-w- \n\n\n\nWallace, Anya 139 \n\n\n\nWallace, Virginia 13,35 \nWashington, Barbara 40, \n140 \n\nWatts, Laura 28 \nWegner, Alia 165 \nWelshanns, Kristy 62,180 \nWenger, Alia 164 \nWest, {Catherine 62 \nWheeler, Carol 62,131, \n139, 140 \n\nWhelan, Heather 26 \nWhirley, Kristen 63 \nWhite, Jenny 159 \nWhite, Karmelle 81,94, \n132, 140 \n\nWhite, Kendra 168 \nWhitehead, Draughn 37, 63 \nWiergacz, Kara 63, 160 \nWieser, Renate 145 \nWiggins, Hillary 29,63, \n130 \n\nWilbanks, Shondra 63 \nWilliams, Ayo 139 \nWilliams, Jenny 95,128 \nWilliams, Kelly 141,144 \nWilliams, Michelle 16 \nWilliams, Noreen 40,139, \n150 \n\nWilliams, Vallon 150 \nWilson, Dana 139,150 \nWilson, Desiree 37 \nWilson, Elizabeth 63 \nWilson, Tamara 21,95 \nWingo, Emily 63,142 \nWinstead, Mendi 63 \nWiseman, Susan 32, 63 \nWodnicka, Maya 136 \nWoo, Julianna 14, 36 \nWood, Hannah 64 \nWoods, Bonnie 64 \nWoods, Karen 131, 165 \n\n\n\nWorden, Sarah 10,30, \n\n164, 165 \n\nWorsham, Lindsay 138, \n\n140 \n\nWorthington, Eileen 143 \n\nWright, Amber 64, 1 29, \n\n131 \n\nWright, Erin 136,160 \n\nWright, Hilary 14,27,64, \n\n196 \n\nWright, Kendra 129, 131 \n\nWright, Melanie 64 \n\nWright, Miracle 139,168 \n\n\n\n-Y- \n\n\n\nYardin, Yaisha 150 \nYaskey, Regina 150 \nYeaman, Andrea 15,64 \n\n\n\n-z- \n\n\n\nZauderer, Ashley 163,168 \nZayas, Ermis 36,151 \nZimmerman, Margaret 128, \n140 \n\n\n\nIndex \u003c203 \n\n\n\nIll \n\n\n\nSilhouette \n\n\n\n\n\n\n\n\"How do you measure success? To laugh often, and much; \nto win the respect of intelligent people and the affection of \nchildren; to earn the appreciation of honest critics and \nendure the betrayal of false friends; to appreciate beauty; to \nfind the best in others; to leave the world a bit better, whether \nby a healthy child, a redeemed social condition, or a job well \ndone; to know even one other life has breathed because you \nlived this is to have succeeded.\" \n\n Ralph Waldo Emerson. \n\n\n\n04\u003e Closing \n\n\n\nThousands of people watch thp I \ntotal solar eclipse of the milli \non August 1 1 . The rare eclipse \ncauses daytime darkness from \nCanada to India. \n\n\n\n! U.S. \\ \nim win the 1 999 \n'd Cup in July. The \n\n\n\n\n\n\n\n\n,T t 5 %\u0026(\u0026' - ^ -m* \n\n\nV \n\n\n; ^'#!4? ; '^^Sttf''^ *\"\"\u003c*. \n\n\n| ,M ^- -^ ;^j\\ \n\n\n3^*' ^^- '-l^N ^ ^-C \"\"\" ^ \n\n\n5 * s w'^\\ \n\n\nj \n\n\n\nAfter surviving a three-year battle \nwith testicular cancer, Lance \nArmstrong wins the Tour de \n: rance and becomes only the \n\n\nan o win the event. \n\n\n\non people gather in New York's \nuare to watch the specially built \n\u003eund Waterford Crystal ball drop at \n\n\n\nAll 21 7 people aboard \nEgyptAir flight 990 \nare killed when it \nmysteriously crashes \ninto the Atlantic Ocean. \nThe cause of the October \ncrash is still unknown. \n\n\n\n\n\nc u r r e n t /]e u e n t s \n\n199^/2000 \n\n\n\n\n3ruce Willis and Haley Joel Osment \nstar in The Sixth Sense, which is a \n^lo. 1 box office hit for five \nconsecutive weekends in the summer. \n\nA \n\n\nJteiLi '* \n\n\n\n\nillionaire, \nhost Regis Philbin, \nbecomes an instant hit. \nA summer fill-in, the show \nreturns in November due \n'i popularity. By \n 2000, several \n(works launch \n\n\n\nIn September and October, over 1 6,000 \n\n\n\ne Turkey, Taiwan and Greece. "},{"id":"asc_iaasc_agnesscott19992001agne","title":"Agnes Scott College Catalog 1999-2001","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["1999"],"dcterms_description":["Catalog of Agnes Scott College."],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Curricula--Catalogs","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Agnes Scott College Catalog 1999-2001"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/agnesscott19992001agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/agnesscott19992001agne/manifest.json","dcterms_subject_fast":null,"fulltext":"Digitized by the Internet Archive \n\nin 2010 with funding from \n\nLyrasis IVIembers and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/agnesscott19992001agne \n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n\n\nThe Catalog \n1999-2001 \n\n\n\nr^ \n\n\n\nA \n\n^ The Catalog of \nAgnes Scott College \n\n1999-2001 \n\n\n\n/- \n\n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\nAgnes Scott College does not discriminate on the basis of race, color, national origin, religion, sexual orientation, age or disability in the recruitment and admis- \nsion of students This nondiscriminatory policy also applies to all the rights, privileges, programs and activities, generally accorded or made available to students \nat the College, and to the administration of educational policies, scholarship and loan programs, student employment and other college-administered programs \n\nTine greatest care and attention to detail is given to the preparation of the program of the College and every effort is made to ensure the accuracy of its presenta- \ntion in this catalog, but the College reserves the right in its discretion to make at any time changes affecting the policies, fees, curricula or other matters required \nto carry out the objectives and purposes of the College Agnes Scott College is accredited by the Southern Association of Colleges and Schools \n\n\n\nContents \n\n\n\nLEGEND \n\n\n\nMission and Purpose 5 \n\nValues 6 \n\nAn Overview 7 \n\nHistory 9 \n\nLife on Campus lo \n\nExtracurricular Activities 13 \n\nThe Campus 14 \n\nAdmission 16 \n\nReturn to College 20 \n\nTuition and Fees 22 \n\nScholarships and Financial Aid 25 \n\nThe Academic Program 30 \n\nAcademic Policies 40 \n\nAcademic Honors 44 \n\nInternational Education 47 \n\nSpecial Curricular Opportunities 53 \n\nOff Campus Opportunities 57 \n\nPost-baccalaureate Programs and \n\nPreparation for Graduate Study 59 \n\nCourses of Study 61 \n\nFaculty, Staff and Trustees 120 \n\nIndex 126 \n\n1999-2001 Academic Calendars 128 \n\n\n\nThe Catalog of Agnes Scott College 1999-2001 is published \nby Agnes Scott College \n141 E. College Avenue \nAtlanta/Decatur, GA 30030 \nPhone: (404) 471-6000 \nToll free: 1 (800) 868-8602 \nFax: (404) 471-6414 \nhttp://www.agnessscott.edu \n\n 1999 Agnes Scott College \n\n\n\nB College Buildings \n\nPRIMARY VISITOR VENUES \n\n1. Agnes Scott Hall (\"Main\") \n\n2. Rebekah Scott Hall \n\n3. PresserHall \n\n4. ButtrickHall \n\n5. Letitia Pate Evans Dining Hall \n\n6. Post Office/Campus Store \n\n7. Library services \n\n8. Anna Young Alumnae House \n\n9. Campbell Hall \n\n10. Dana Fine Arts Building \n\n11. Snodgrass Amphitheatre \n\n12. Dance Center \n\n13. Woodruff Physical Activities Building \n\n14. Bradley Observatory \n\n15. Public Safety \n\nRESIDENCE HALLS /APARTMENTS \n\n1. Agnes Scott Hall (\"Main\") \n\n2. Rebekah Scott Hall \n\n16. Hopkins Hall \n\n17. Inman Hall \n\n18. Walters Hall \ni9.WinshipHall \n\n20. Avery Glen Apartments \n\nOTHER BUILDINGS \n\n21. Central Receiving/ \nOffice of Facilities \n\n22. President's Home \n\nB Parking (including the Loop) \n\nn Construction Areas \n\n23. Alston Campus Center \n\n24. McCain Library \n\n\n\n\n2  Agmi Scott College Catalog 1999-2001 \n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n\n\n\nATLANTA \n\n\n\nDECATUR \n\n\n\n(as of August 1, 1999) \n\n\n\nMARIA and the ASC Shuttle \n\nAtlanta's rapid rail system is a good \noption when visiting Agnes Scott. \nThe Decatur MARTA station is just a few \nblocks away, and Agnes Scott provides \nshuttle services every 40 minutes \n(7 a.m. to 1 a.m., Men. -Fri.)  available \nto those with an ASC I.D. or, without \none, call ahead and make a reservation \nat (404) 471-6355. From the airport, \ntake the South Line to the Five Points \nstation and change to the East Line, \nexiting at the Decatur station (E6). The \nshuttle stops on the Church Street side. \n\n\n\nAjms Scolt Collt^e Catalog 1999-2001  3 \n\n\n\nDirections to Agnes Scott College \n\n\n\nFrom the East or West on 1-285 \n\nTake exit 30-A (the Stone Mountain Freeway, Highway \n78). On the Stone Mountain Freeway, travel west \ntoward Decatur approximately three miles (street name \nwill change to Scott Boulevard). Turn left onto \nClairmont Road and travel one mile until Clairmont \nends at the Decatur Court FHouse Square. Follow \"From \nClamnoni Road\" directions below. \n\nFrom the East on 1-20 \n\nTake 1-20 to 1-285 north. Take 1-285 to exit 30-A (the \nStone Mountain Freeway, FHighway 78) On the Stone \nMountain Freeway, travel west toward Decatur approxi- \nmately three miles (street name will change to Scott \nBoulevard). Turn left onto Clairmont Road and travel \none mile until Clairmont ends at the Decatur Court \nHouse Square. Follow \"From Clairmont Road\" directions below. \n\nFrom the North on 1-85 \n\nTake 1-85 South past 1-285, to the Clairmont Road Exit, \nturn leh onto Clairmont. Follow \"From Clairmont Road\" \ndirections below. \n\nFrom the South on 1-85 \n\nTake 1-85 North, through Atlanta, to the Clairmont \nRoad Exit, turn right onto Clairmont. Follow \"From \nClairmont Road\" directions below. \n\nFrom the North on 1-75 \n\nTake 1-75 South past 1-285, take 1-85 North to the \nClairmont Road Exit, turn right onto Clairmont. Follow \n\"From Clairmont Road\" directions below. \n\nFrom the West on 1-20 \n\nTake 1-20 East into Atlanta, take 1-75/85 north, remain \non 1-85 North to the Clairmont Road Exit, and turn \nright onto Clairmont. Follow \"From Clairmont Road\" direc- \ntions below. \n\n\n\n\nFrom Atlanta's Hartsjield Airport \nTake 1-75/85 north, through Atlanta, then 1-85 north to \nthe Clairmont Road Exit,- turn right onto Clairmont \nFollow \"From Clairmont Road\" directions below. \n\nFrom Clairmont Road \n\nOn Clairmont, travel approximately 6 miles until \n\nClairmont ends at the Decatur Courthouse Square. \n\nFrom Clairmont Road, turn left onto Ponce de \nLeon Avenue, and turn right at the first light onto \nChurch Street. Then turn left at the second light onto \nTrinity. Follow Trinity across the railroad tracks and \nturn right onto East College Avenue. Agnes Scott will \nbe on the left. Enter the second drive on the left (one- \nway). Visitor parking is available on the Main Loop and \nin the Rebekah parking lot \n\n\n\nt  Ai/iics ScoH College Gttalo0 1999-2001 \n\n\n\nMission and Purpose \n\n\n\nAgnes Scott College, a libera! arts college for \nwomen, originated in the faith and vision of a \nsmall group of Presbyterians in Decatur, Georgia. \n\nIn July 1 889, the Decatur Female Seminary, later \nrenamed Agnes Scott College, was organized for the \npurpose of educating women. Since 1906, the College \nhas offered the Bachelor of Arts degree to women, and \nin 1992, the College established a Master of Arts in \nTeaching Secondary English, open to women and men \nas required by law. \n\nThe founders of the College envisioned an insti- \ntution dedicated to excellence in higher education and \ncommitted to the Christian faith. Throughout its histo- \nry, Agnes Scott College has sought to maintain the \nideals of its founders: \"a high standard of scholarship\" \nand \"the formation and development of Christian \ncharacter\" \n\nAgnes Scott College insists upon the highest \nstandards of excellence in its faculty, staff and students \nand provides a broad curriculum designed to develop all \naspects of compassionate, inquiring persons. Its rich lib- \n\n\n\neral arts curriculum seeks to enable women to better \nunderstand themselves and the world in which they live \nand to integrate what they know into a humane per- \nspective. Nourished by time-honored traditions as well \nas by new dimensions of liberal arts education, students \nare encouraged to develop intellectual independence, \nmoral insight and individual creativity, to the end that \nthey may live full and useful lives in their families, their \ncareers and the world. \n\nAgnes Scott College afhrms its relationship to the \nJudeo-Christian tradition. The values of this tradition \nare central to the life of the College. The Christian faith \ncontinues to shape the mission and purpose of the \nCollege. \n\nThe dialogue between faith and learning at Agnes \nScott College fosters not only academic freedom, but \nan appreciation of pluralism and a desire for diversity. \nThose who share its life are invited to share its mission \nand purpose. \n\nThe Board of Trustees adopted this interpretation oj the charter \nstatement on May 13, 1988,- amended October 29, f 993. \n\n\n\nA^nes ScoH ColU^i Catalog ( 999-200 f  5 \n\n\n\nValues \n\n\n\nAgnes Scott College values the following goals: \n\nA Commitmmt to Womm \n\n To a holistic approach to education for women, \nacknowledging the primacy of intellectual devel- \nopment, with mtegrating opportunities for physi- \ncal, social, cultural and spiritual development. \n\n To perspectives within the liberal arts tradition \nthat are particularly significant for women. \n\nA Commitmmt to Teachincj and Leannncj \n\n To academic excellence, rigor and creativity that \nengender the joy of learning. \n\n To personal interaction between students and fac- \nulty with an emphasis on independent study and \nmentoring. \n\n To the utilization of wide-ranging pedagogical \ntechniques and technologies. \n\n To an emphasis on collaborative learning. \n\nA Commitmmt to the Liberal Arts \n\n To the experience of a broad range of liberal stud- \nies disciplines, including the humanities, fine arts, \nnatural and social sciences, with significant depth \nin a disciplinary or interdisciplinary major. \n\n To the liberal arts as the indispensable foundation \nfor professional life. \n\n\n\nA Commitmmt to an Appreciation of Diverse Cultures \n\n To curricula reflecting a wide range of original \nsources and scholarly critiques. \n\n To a student body and a faculty who bring to \nAgnes Scott the diverse perspectives of their cir- \ncumstances, cultures and backgrounds. \n\n To respectful engagement with divergent ideas, \nphilosophies and perspectives from all members \nof the college community. \n\n To applied learning opportunities in local and \ninternational communities. \n\nA Commitmmt to a Community that Values Justice, \nCourage and Integrity \n\n To encourage the development of a spiritual com- \nmitment and a set of values that can serve as \nsources of vitality, meaning and guidance in the \nlives of students. \n\n To support the development of leadership skills \nand community service experience needed to \nbecome effective contributors to one's family, pro- \nfession and to society and world citizenship. \n\nEndorsed by the faculty, Aprd i995. \n\n\n\n6  Agues Scott College Catalog (.099-2001 \n\n\n\nAn Overview \n\n\n\nAgnes Scott College is committed to educating \nwomen who achieve in their professions, con- \ntribute to their communities, engage the social, \ntechnological and global issues of their times and live \npersonally and spiritually purposeful lives. The liberal \narts curriculum emphasizes academic excellence, inter- \ndisciplinary learning initiatives and experiential learning \nthat includes local internships, collaborative research \nand study abroad. Students at Agnes Scott thrive in an \natmosphere of academic and intellectual challenge, \noften creating their own challenges through independ- \nent studies and self-designed majors. \n\nAgnes Scott alumnae include Rhodes, Fulbright, \nTruman and Goldwater scholars, a chief justice of the \nSouth Carolina supreme court, a Tony Award-winning \nplaywright, a Pulitzer Prize-winning writer, internation- \nally acclaimed scientists and women who work in the \nCIA, CDC, EPA, CNN and the Peace Corps. \n\nThese distinguished graduates came to Agnes \nScott with a strong academic record in high school and \na desire to achieve higher goals. They left with the \nknowledge and insight to achieve those goals and to \nmake a lasting contribution to their community, their \ngeneration and the world. \n\nChallmges and Choices \n\nThe Agnes Scott core curriculum is flexible and \ncreative and places few authoritative restrictions on \nwhat courses a student must take. In many courses, \nlearning crosses the boundary lines of fields and depart- \nments, countries and cultures to become not just study \nbut experience. \n\nFor example, students may discuss Nietzsche and \nWagner in German through our Language Across the \nCurriculum program. Or collaborate on cultural festivals \nwith peers from Bangladesh, Ghana, Pakistan and the \nUkraine. Or conduct experiments in atmospheric \nphysics using the 30-inch Beck telescope in our Bradley \nObservatory. \n\nMany learning opportunities are offered beyond \nthe campus. Students can cross-register for courses at \nEmory University, Spelman College, Georgia Institute \n\n\n\nof Technology and 15 other colleges and universities in \nmetro Atlanta, join students and civic leaders from \naround the country to learn more about women, leader- \nship and social change through Agnes Scott's unique \nAtlanta Semester program,- intern at such local sites as \nCNN, The Carter Center, Fortune 100 companies or \nThe Centers for Disease Control and Prevention, and \nvolunteer with such organizations as Best Buddies, \nFHabitat for Humanity, Hands On Atlanta or the \nDeKalb Rape Crisis Center. \n\nAgnes Scott students can lobby for policy changes \non Capitol Hill through the NJC'ashington Semester at \nAmerican University, participate in dual degree pro- \ngrams with Washington University and Georgia Tech \nand study in Japan through an exchange program with \nKinjo Cakuin University in Nagoya, Japan. \n\nInternational Education \n\nInternational education is an integral part of the \nAgnes Scott experience. The curriculum, study abroad \nprograms, the presence of international students and \nscholars on campus and collaborations with partner \ninstitutions and organizations around the world con- \ntribute to the education of globally competent citizens. \n\nAgnes Scott students can develop a better under- \nstanding of themselves and the world in which they live \nthrough study abroad. To encourage students to study \nabroad, the College sponsors two faculty-led study \ntours (Global Awareness and Global Connections) as \nwell as exchange and affiliate programs with more than \n140 institutions in more than 40 countries. \n\nAgnes Scott's goal is to provide a 21st century \neducation that allows for at least half of its students to \nstudy abroad. To make sure this happens, the College \nprovides various forms of financial support to eligible \nstudents. \n\nDistinguished Faculty \n\nAgnes Scott's full-time faculty hold the highest \ndegrees in their fields. They have earned Ph.Ds from \ninstitutions such as Cal-Berkeley, Harvard, Stanford and \nBryn Mawr and stay current in their disciplines by \n\n\n\nArties ScotI Collecit Catalog i99-200i  7 \n\n\n\nresearching and publishing in academic journals. \n\nAgnes Scott professors are available for special \nassistance when needed and often work closely with \nstudents on research projects. The student-faculty ratio \nat Agnes Scott is 9: 1 . \n\nNotable Guests \n\nThe enthusiasm and special interests of the facul- \nty are largely responsible for the wide variety of distin- \nguished writers and other notable guests who have visit- \ned the campus over the years. They include Pulitzer \nPrize-winner Gwendolyn Brooks, Pearl Cleage, \nMargaret Atwood, Alfred Uhry, Carolyn Forche, Robert \nFrost, Eudora Welty, Isabel AUende and Reynolds Price, \nto name a few. \n\nAn Ideal Location \n\nThe Agnes Scott campus is located in metropoli- \ntan Adanta, in the city of Decatur Nationally known as \na center for research and higher education, metropoli- \ntan Atlanta provides resources and learning opportuni- \nties that greatly enhance the Agnes Scott curriculum. \n\nTheaters, museums and other educational and \ncultural attractions are easily reached by car and MARTA \n(Metropolitan Atlanta Rapid Transit Authority) rail. \n\nWhile benefiting from Atlanta's extensive \nresources, Agnes Scott students also enjoy the small- \ntown charm of Decatur (population 20,000) with its \ncozy restaurants, intriguing shops and interesting histor- \nical sites. \n\nThe College itself is the centerpiece of a beautiful \nnational historic district consisting primarily of homes \nbuilt in the late 19th and early 20th centuries. The cam- \npus, with its Collegiate Gothic and Victorian architec- \nture, brick walkways and century-old trees, is a pleasant \nplace to stroll, meditate, meet with friends and experi- \nence a bit of history. \n\nRich in Tradition \n\nIntegrity is an important traditional value at \nAgnes Scott. Over the years, students have preserved \nthis value with an Honor Code that supports one of the \noldest and most respected student-run honor systems in \nthe country. Under the Honor System, students have a \nhigh level of autonomy that includes self-scheduled \nexams and unproctored tests. \n\nFun, with its accompanying laughter, is also a tra- \n\n\n\ndition. Each school year begins with Black Cat, a week \nof class competition, madness and mayhem that con- \ncludes with a formal dance. More serious traditions are \nthe sophomore ring ceremony and senior investiture, in \nwhich seniors receive their mortar boards. \n\nPlans for the Future \n\nWith all its history and tradition, the College \ndoes not dwell in the past. It continues to move forward \nwith solid plans to increase enrollment, to expand and \nupdate campus facilities and to enhance the curriculum. \nToday approximately 900 students attend classes at \nAgnes Scott and enjoy the many extracurricular oppor- \ntunities that supplement the traditional libera! arts aca- \ndemic program. Early in the new century, enrollment is \nexpected to increase to 1 ,000 students. At the same time, \nthe College will maintain a low student-faculty ratio. \n\nThe Agnes Scott campus consists of 24 buildings \nand an apartment complex on 100 acres. As part of the \ncomprehensive Master Plan, a new campus center is \nbemg built and McCain Library, Bradley Observatory \nand Campbell Hall are being renovated. Evans Dining \nHall already has been renovated. These improvements \nare carefully designed to complement and presen'e the \narchitectural features that define the character of the \nAgnes Scott College campus. \n\nA Leader Among Liberal Arts Colleges \n\nAgnes Scott ranks second among national liberal \narts colleges in endowment per student and eighth \namong all colleges and universities nationally. \n\nThe College has been recognized as one of the \nInternational 50 and ranked among the top 10 national \nliberal arts colleges for \"best value-discount price \" by \nU.S. News \u0026 World Report ( 1 998). Peterson's Guide praises its \n\"outstanding undergraduate program in the sciences and \nmathematics,\" while the Princeton Review (1998) \nranked it among the nation's top 10 in quality of teach- \ning and accessibility of faculty. \n\nThe College's achievements and reputation are \nbuilt on foundations laid by its progressive Presbyterian \nfounders in 1889. At a time when educating women was \nconsidered a frivolous pursuit, they ignored the prevail- \ning wisdom and established a new standard. More \nimportant, they challenged women to challenge them- \nselves. The College is honored to continue that same \ntradition today. \n\n\n\nO  Allies Scoll College Catalog (999-2001 \n\n\n\nHistory \n\n\n\nThe first ripples of the Progressive Era were tested \nin the waters of Decatur, Georgia, in July of 1 889, \nwhen a handful of reform-minded Presbyterians \nfounded a school for girls and women and named it \nDecatur Female Seminary. That one bold step, initiated \nby the Rev. Frank FHenry Gaines, minister of the \nDecatur Presbyterian Church, turned the tide of educa- \ntion for girls and women in Georgia and set the stage \nfor the founding of Agnes Scott College, in its first \nyear, the Female Seminary occupied a single rented \nhouse and had slighdy more than $5,000 in subscribed \ncapital, in that first session, four teachers instructed 63 \nstudents at the grammar school level. \n\nIn the spring of 1890, Colonel George \nWashington Scott, a leading Decatur businessman, gave \n$40,000 to provide a \"home\" for the school. Colonel \n\n\n\nScott had earlier provided 40 percent of the initial capi- \ntal, and his gift to the new school was the largest sum \ngiven to education in Georgia up to that time. In recog- \nnition of his interest and support, the Board of Trustees \nchanged the school's name to Agnes Scott Institute in \nhonor of Colonel Scott's mother, Agnes Irvine Scott. \nWithin 10 years, the Institute gained accredita- \ntion as a secondary school. In 1906, it was chartered as \nAgnes Scott College and awarded its first degrees. In \n1 907, the Southern Association of Colleges and Schools \naccredited the College, which became the first college \nor university in Georgia to receive regional accredita- \ntion. By 1920, the College earned the approval of the \nAssociation of American Universities, and six years \nlater, the United Chapters of Phi Beta Kappa granted it \na charter. Agnes Scott is also a charter member of the \n\n\n\nThe Agnes Scott Legacy \n\n\n\n\nAgnes Irvine Scott's values unite our \n\n\npast and future. \n\n\n\n\nThe story of Agnes Irvine Scott, \n1 and indeed, the College that \n\n\nBurns, Shakespeare and the Bible, \n\n\nterians, founded an institution of \n\n\nand hoping for a better life with \n\n\nhigher learning for women in \n\n\nbears her name, is one of faith, \n\n\nfamily members, she journeyed to \n\n\nDecatur, Georgia, in 1889. \n\n\ncourage and independence. TTie \n\n\nAlexandria, Pennsylvania. There \n\n\nBy helping begin the insti- \n\n\nCollege's late- 19th century begin- \n\n\nshe married John Scott, a widow- \n\n\ntution that eventually bore his \n\n\nnings, rooted in the generosity. \n\n\ner with five children. Together \n\n\nmother's name, George Washing- \n\n\nfaith and progressive thinking of a \n\n\nthey had seven more children. \n\n\nton Scott created a dynamic \n\n\nsmall group of Presbyterians, very \n\n\nAgnes Irvine Scott lived \n\n\nmemorial to a woman who valued \n\n\nmuch reflect the values and ideals \n\n\nlong enough to see her family \n\n\nfamily as well as faith and learn- \n\n\nof the founder's mother, Agnes \n\n\ndivided by the Civil War. One \n\n\ning, first in her native Ireland and \n\n\nIrvine, who was born to an \n\n\nson, John Scott, became a U.S. \n\n\nthen as an immigrant mother in \n\n\nimpoverished family in Ballykeel, \n\n\nsenator from Pennsylvania. \n\n\nAmerica. \n\n\nIreland, in 1799. \n\n\nAnother, George Washing- \n\n\nAgnes Irvine Scott's coura- \n\n\nAgnes departed her home- \n\n\nton Scott, became a successful \n\n\ngeous life and independent spirit \n\n\nland in 1 8 1 6 at age 1 7 with her \n\n\nbusinessman in Florida and \n\n\nspanned two centuries and two \n\n\ntwice-widowed mother, leaving \n\n\nGeorgia. He, along with the Rev. \n\n\ncultures,- they continue to serve as \n\n\nbehind a beau and a home in \n\n\nFrank Henry Gaines and a group \n\n\nan inspiration for Agnes Scott \n\n\nNewry. Buoyed by the works of \n\n\nof progressive-thinking Presby- \n\n\nCollege today. \n\n\n\nAgnes Scott Collect Catalog 1999-2001  9 \n\n\n\nAmerican Association of University Women and of the \nSouthern University Conference. \n\nThroughout its history, Agnes Scott has remained \nproud of its Presbyterian heritage and continues to \nexplore the connections between faith and learning. \nThe College values religious diversity and works hard \nto create an environment in which all faiths are hon- \nored. \n\nThe College's academic program firmly adheres \nto the traditional liberal arts disciplines. Academic and \nextracurricular opportunities supplement the academic \nprogram to meet the changing needs of women in our \nsociety. \n\nFrom modest beginnings, the assets of the \nCollege have grown to include an endowment of \n\n\n\n$429 I million (June 30, 1999). From a single house on \na small lot, Agnes Scott has expanded to 24 buildings \nand an apartment complex on 100 acres. The campus is \nincluded in the South Candler Street-Agnes Scott \nCollege F4istoric District. Since its founding in 1889, \nseven presidents have served: Frank Henry Gaines \n( 1 889- 1 923), James Ross McCain ( 1 923- 1 95 1 ), Wallace \nMcPherson Alston (1951-1973), Mamn Banks Penyjr. \n(1973-1982), Ruth Schmidt (1982-1994), Sally \nMahoney, Interim (1994-95) and Mary Brown \nBullock '66 (1995-present). \n\n A more detailed history of Agnes Scott College may be \nfound in hst We Forc/et, by Walter Edward McNair, and A Full \nand Rich Measure, by M. Lee Sayrs '69 and Christine S. \nCozzens. \n\n\n\nLife on Campus \n\n\n\nOrientation \n\nAt Agnes Scott College, the entire community \nworks together to help incoming students successfully \nbegin their college careers. Orientation begins during \nthe summer before a new student arrives on campus \nwith contact from an upper-class student assigned to be \nher \"big sister\" The big sister guides the new student \nthrough the orientation process and maintains a sup- \nportive relationship throughout the first year \n\nOrientation includes meetings with a faculty advi- \nsor, help with course selection and placement tests and \nformal introductions to campus student organizations. \nStudents also get to know Agnes Scott through person- \nal, less formal programs. Social involvement is encour- \naged through activities such as weekend events in the \nAtlanta area, on-campus parties with students from \nother colleges and participation in events on other \nAtlanta campuses. \n\nInternational students, members of under-repre- \nsented populations, transfer students and Return to \nCollege students are offered additional orientation pro- \ngrams tailored to their needs. All students are welcomed \n\n\n\nand encouraged to become vital members of the cam- \npus community. \n\nHonor System \n\nEthics and values are central to the purpose, cur- \nriculum and social life of Agnes Scott College. The \nF^onor System, rarely found on campuses today, is gov- \nerned by students. Each student is expected to uphold \nthe high standards of the system and take personal \nresponsibility for her own integrity and behavior. \n\nStudent Govemmnit \n\nAgnes Scott is a community that values open \ncommunication among faculty, students and administra- \ntors. The Student Government Association acts as a for- \nmal liaison between saidents and the administration. \nThrough this association, students are, to a large extent, \nself-governing as they assume responsibility for many \npolicies and regulations. More information about stu- \ndent government can be found in the Studmt Handbook. \n\n\n\n10  Allies Scott Coikge Catalot) 1999-2001 \n\n\n\nStudent Housing \n\nAgnes Scott's residence halls are comfortable and \ninviting. Agnes Scott, Rebekah Scott and Inman halls \nhave been restored to their Victorian elegance while \nmeeting today's needs for efficiency and comfort. Their \nformer grace is recaptured with period design and fur- \nnishings (some donated by alumnae) and chandeliers in \nthe lobbies and parlors. All three of these halls are now \nlisted in the National Register of Historic Places. \nThree other comfortable residence halls of traditional \ndesign are Hopkins, Walters and Winship. All of the \nresidence hall rooms have Internet and cable TV con- \nnections. \n\nThe residence halls are almost entirely self-gov- \nerning. A senior resident and a resident director are \nassigned to each hall. These residential staff members \nare supervised by the associate dean of students. The \nStudent Handbook explains all campus regulations. \nApartment-style living is also available at the College's \nAvery Glen apartments located on the east side of the \ncampus. An option for upper-class women, Avery Glen \naffords a greater sense of independent living. All stu- \ndents, except nontraditional-age Return to College stu- \ndents, are required to live in campus housing. Any stu- \ndent who wishes to change her residency status must \nhave the permission of the dean of students. \n\nIf a student's conduct should indicate that she is \nnot in sympathy with the ideals and standards of the \nCollege's residence life policies or is not mature enough \nto reside on campus, the dean of students may termi- \nnate her resident status. \n\nMulticultural Ajfairs \n\nAs part of its mission, Agnes Scott promotes \nunderstanding and appreciation for diverse cultures and \nheritages in the campus community. The movement \nfrom tolerance to awareness and understanding, and \nultimately, to celebration of differences is achieved \nthrough training, leadership development and program- \nming. The advisor for multicultural affairs is responsible \nfor assisting students from under-represented cultures as \nthey strive to achieve their educational goals. \n\nStudent Activities \n\nOutside of the classroom, a host of student activi- \nties adds an important dimension to life at Agnes Scott. \nDances, social mixers, musical performances, as well as \n\n\n\nlectures on classical and contemporary issues, are \namong the many offerings presented through the office \nof student activities. A new campus center, which will \nhouse many of these activities, as well as a snack bar \nand post office, will open in fall 2000. \n\nSports Activities \n\nStudents enjoy a wide range of sports activities on \ncampus, including weight training, tennis and swim- \nming. They can also participate in intercollegiate bas- \nketball, Softball, soccer, cross country, tennis, volleyball \nand swimming through Agnes Scott's Division 111 mem- \nbership in the National Collegiate Athletic Association \n(NCAA). \n\nHealth Services \n\nResident students are eligible for the health ser- \nvices provided on campus at the Warren Student \nHealth Center The center's director is a nationally cer- \ntified nurse practitioner who works with physician con- \nsultants in internal medicine, gynecology and psychia- \ntry. Services include evaluation and treatment of health \nproblems, counseling and special health education and \nscreening programs, which are conducted throughout \nthe year. \n\nThe residence fee entitles boarding students to \nevaluation and treatment by the nurse practitioner or \nreferral to the appropriate medical resource. Faculty, \nstaff and non-resident students may receive first aid for \nminor injuries, limited health screening, health informa- \ntion and referral upon request, but are not eligible for \nother services from the Student Health Center \n\nThe College reserves the right, if parents or \nguardians cannot be reached, to make decisions con- \ncerning emergency health problems for any student \nwho is a minor Students with specific health problems, \nserious illnesses or injuries will be referred to the appro- \npriate specialist or medical facility. Off-campus psychi- \natric counseling services are available upon request. \nThe center's health education program stresses preven- \ntion of illness, promotes self-care and encourages posi- \ntive health practices. Reference materials on health \nissues are available at the Student Health Center \n\nPersonal Counselincj \n\nConfidential short-term personal counseling ser- \n\n\n\nA^ncs Scott Collect Catalog (99.0-2001 11 \n\n\n\nvices are available for Agnes Scott students from a \ncounseling staff whose primary responsibility is to pro- \nmote healthy functioning and alleviate distress. These \nservices include individual, group, couples and work- \nshop sessions for personal issues, stress and anxiety \nreduction, study skills, time management, growth/sup- \nport, self-esteem and crisis intervention. In general, \ntherapy sessions last 50 minutes and are limited to the \nequivalent of one semester, or 12-15 sessions. \n\nAll counseling staff members are licensed profes- \nsionals. Psychiatric consultation is available on campus \nfor evaluation of students who may need medical inter- \nvention, each student is entitled to one consultation per \nyear at no cost. Year Five students are also eligible for a \nconsultation and referral session with a member of the \ncounseling staff at no cost. \n\nSpiritual Life \n\nThe Julia Thompson Smith Chaplain coordinates \nAgnes Scott's religious activities, offering opportunities \nfor worship, reflection, service and community-building. \n\nOn-campus worship includes Sunday evening \nvespers and services in celebration of special campus \nevents as well as services offered by visiting clergy from \na variety of religious traditions. Seizing as a liaison \nbetween the broader religious community and the \nCollege, the chaplain encourages students to become \ninvolved in the worship of a local congregation and \nprovides information about the many churches, syna- \ngogues and other places of worship in Decatur and \nAtlanta. \n\nContexts for reflection on the relationship \nbetween faith and learning, as well as on personal and \nsocietal issues, are provided through speakers, group \ndiscussions, support groups and personal counseling. \nWith the Office of Student Activities, the chaplain's \noffice offers opportunities for faithful service to the larg- \ner community by dealing with such issues as homeless- \nness and housing, literacy, the environment, health, \npoverty and battered women. \n\nIn these ways and as advisor to the Religious Life \nCouncil, the chaplain facilitates the building of positive \ncommunity life grounded in the traditions of faith. \n\n\n\nCareer Planning \n\nThe Office of Career Planning helps students \nmake well-informed decisions about career options. \nStaff members encourage students to appreciate career \ndevelopment as a lifelong process that only begins at \nAgnes Scott. \n\nThe office provides individual counseling, self- \nassessment aids (including SlGl Plus, the Strong \nCampbell Interest Inventory and the Myers-Briggs Type \nInventory), an extensive career library, seminars about \nspecific careers and career-related issues and job search \nworkshops on topics such as resume writing and inter- \nviewing techniques. \n\nThe Shadow, Extern and Intern programs provide \nstudents with access to advisors and role models in dif- \nferent career fields. TTirough the Shadow program, stu- \ndents spend an afternoon or an entire day talking with \nand observing local sponsors in careers of interest to the \nstudents. The Extern program enables students to per- \nform some on-the-job activities during an entire work \nweek spent with sponsors and their colleagues. The \nIntern program provides summer and semester place- \nment, which gives students on-the-job experience in \nmany fields such as business, social service, journalism \nand the arts. Internships may be paid or unpaid and for \ncredit or non-credit. \n\nThe career planning office assists students in \nlocating permanent, summer and part-time work. \nThrough JOBTRAK, an on-line college job listing avail- \nable via the Career Planning Web page, students and \nalumnae may access current national career opportuni- \nties. The career library contains books and magazines \nrelated to career choices and company information, as \nwell as part-time and full-time job listings. Mock inter- \nviews are conducted to help students develop interview- \ning skills. A career forum with representatives from a \nvariety of companies and institutions is held annually \nwith a consortium of Georgia colleges. \n\nDuring the spring semester, employers visit the \ncampus and conduct interviews Some employers also \nparticipate in our Resume Recruitment program by \naccepting resumes of upcoming graduates. \n\n\n\n12  Agnes Scott College Calaloij 1999-2001 \n\n\n\nExtracurricular Activities \n\n\n\n\nThrough a wide choice of extracur- \u003c \n\n\n Cross Seekers  Baptist \u003c \n\n\n Silhouette  student yearbook \n\n\nricular activities, students can exer- \n\n\nStudent Union \u003c \n\n\n Social Council \n\n\ncise their talents, explore old inter- \u003c \n\n\n Day Student Organization \u003c \n\n\n Spanish Club \n\n\nests, develop new ones and enjoy \u003c \n\n\n Faust Club  German studies, \u003c \n\n\n Student Affiliates of the \n\n\nthe special chemistry of shared \n\n\nculture and language \n\n\nAmerican Chemical Society \n\n\nenthusiasms. \u003c \n\n\n French Club \u003c \n\n\n Student Government Association \n\n\n African-West Indian Student \u003c \n\n\n Green Earth Organization (GEO) \u003c \n\n\n Student Senate \n\n\nAssociation \u003c \n\n\n Habitat for Humanity \u003c \n\n\n Studio Dance Theatre \n\n\n Agnes Scott Outdoors \u003c \n\n\n Honor Court  \n\n\n Sub-continental Student \n\n\n Agnes Scott College Community \u003c \n\n\n Joyful Noise  gospel singing \n\n\nAssociaton \n\n\nOrchestra \n\n\ngroup \u003c \n\n\n Tower Council \n\n\n Amnesty International \u003c \n\n\n Lesbians Bisexuals and Allies \u003c \n\n\n Volunteer Board \n\n\n Asian Cultural Awareness  \n\n\n London Fog  jazz vocal group * \n\n\n WAVE (Women of Action, Voice \n\n\nStudent Association \u003c \n\n\n IVlortar Board \n\n\nand Education) \n\n\n Atlanta YAD: Young Jewish Adult \u003c \n\n\n National Hispanic Awareness \u003c \n\n\n Wesley Foundation - United \n\n\nAgency \u003c \n\n\n\u003e New Life  nondenominational \n\n\nMethodist organization \n\n\n The Aurora  annual literary \n\n\nChristian fellowship \u003c \n\n\n Witkaze  organization for \n\n\nmagazine \u003c \n\n\n' Newman Club  Roman \n\n\nAfrican-American students \n\n\n Best Buddies \n\n\nCatholic organization \n\n\n\n\n Blackfrairs  drama group \u003c \n\n\n\u003e New Westminister Fellowship  \n\n\n\n\n Canterbury Club  Episcopal \n\n\nPresbyterian organization \n\n\nSports \n\n\norganization \u003c \n\n\n Orientation Council \n\n\n Career Advisory Board  \n\n\n The Profile  campus news- \n\n\n\n\n Century Club  physical fitness \n\n\npaper \u003c \n\n\n\u003e Intercollegiate Basketball \n\n\n Chimo  organization for inter- \u003c \n\n\n\u003e Publius  pre-law club \u003c \n\n\n Intercollegiate Cross Country \n\n\nnational students  \n\n\n Racism Free Zone \u003c \n\n\n Intercollegiate Soccer \n\n\n Circle K \n\n\n\u003e Religious Life Council \u003c \n\n\n Intercollegiate Softball \n\n\n College Young Democrats  \n\n\n\u003e Residence Hall Association  \n\n\n\u003e Intercollegiate Tennis \n\n\n Collegiate Chorale  \n\n\n Returning Student Organization  \n\n\n Intercollegiate Swimming \n\n\n Colonnade Club  \n\n\n SAFE Women  \n\n\n' Intercollegiate Volleyball \n\n\n Conservative Forum  \n\n\n Showtime Programs Board  \n\n\n Rugby Club \n\n\n\nAgna Scott Collect Catalog (99\u003c)-200t  13 I \n\n\n\nThe Campus \n\n\n\nLibrary \n\nThe architecturally distinguished McCain Library, \nbuilt in 1936, houses library collections, academic sup- \nport services and study spaces. Major renovations are \nbeing made to the library, including an addition to the \nbuilding that will double the usable space. The expand- \ned library will provide a new language lab and an up-to- \ndate environment for individual study and collaborative \nlearning, with exceptional facilities for the use of elec- \ntronic and multimedia resources. \n\nLibrarians offer one-on-one assistance, workshops \nand other learning opportunities designed to foster \ninformation-literacy skills for academic success and \ncareer development. The library's strong liberal arts core \ncollection contains 208,283 volumes, 30,917 micro- \nforms and 9,800 materials in other media. Current sub- \nscriptions support more than 800 periodical titles and \nothers are available electronically. \n\nThe library provides extensive electronic \nresources, including more than 100 databases contain- \ning periodical indexing, full-text journals and reference \nworks supporting the full range of curricular programs. \nMany of these are made available through the statewide \nGALILEO (Georgia Library Learning Online) project of \nthe University System of Georgia. \n\nThrough Agnes Scott's membership in the Atlanta \nRegional Consortium for Higher Education (ARCHE), \nstudents also enjoy access to the library holdings ( 1 2 \nmillion volumes) of 19 local colleges and universities. \n\nComputer Facilities \n\nThe College provides electronic resources that \nenhance teaching and learning and keeps pace with \nrapid changes in technology. Students have free access \nto the Internet and other on-line resources through the \ncampus computer network. All classrooms, labs, faculty \noffices and residence hall rooms have network \nconnections. \n\nAll student facilities, including the Academic \nComputing Center, the seven satellite centers, the \nWriting Workshop, the Science Resource Center and \nthe Mac Lab, have current and similar equipment. \n\n\n\nOther specialized facilities include the Science \nWorkstation Lab (Bradley Observatory), the Interactive \nLearning Center, the Instructional Technology Center, \nthe Modern Language Lab, the Multimedia Production \nFacility and the Multimedia Enhanced Classroom. \n\nCenter jor Writing and Speaking \n\nAt the Center for Writing and Speaking trained \nstudent tutors and center directors (faculty members) \nassist students with their papers or other writing assign- \nments and oral presentations. \n\nStudents may come to the center at any stage of \ntheir projects. Tutoring is free and is available Sunday \nthrough Friday during the hours posted. \n\nIn tutorial sessions for writing, students are \nencouraged to develop their own ideas and to evaluate \nhow well their writing communicates those ideas. \nIn tutorial sessions for speaking, students are encour- \naged to clarify and develop their ideas for effective oral \ncommunication or to work on presentation style and \nmethod. \n\nComputers and audio and video equipment are \navailable at the center for students to use in tutoring \nsessions or on their own. \n\nCollaborative Learning Cmters \n\nComfortable Collaborative Learning Centers pro- \nvide places on campus where students can work togeth- \ner on projects for their classes, study for tests, meet with \ntutors from various academic departments or assist each \nother with assignments.The centers are equipped with \nstudy areas, resource materials and high-end worksta- \ntions with access to on-line resources, including the \nlibrary. \n\nOjfjfi'ce oj International Education \n\nAs the center for Agnes Scott's international \nactivities, the Office of International Education provides \nlearning opportunities and services that foster cross- \ncultural awareness, facilitate intercultural communica- \ntion and enhance knowledge about world cultures and \nsocieties. \n\n\n\nlA  Ailncs Scoll CoHtcJf: Catalog 1999-2001 \n\n\n\nThe office of International Education carries out \nIts mission by: \n\n Administering international education programs \nand services,- \n\n Planning and developing nevi/ international \nprograms,- \n\n Developing and maintaining links with colleges \nand universities abroad, \n\n Providing opportunities abroad for students, \nfaculty and staff,- \n\n Supporting the internationalization of the \ncurriculum,- \n\n Assisting the faculty in their internationalization \nefforts, \n\n Maintaining study-abroad resource materials,- \n\n Welcoming international visitors,- \n\n Counseling international students and scholars on \nvisa and employment matters,- \n\n Organizing or assisting with the organization of \nevents with an international focus,- and \n\n Enhancing the College's international image. \nThe Office of International Education is located \n\non the first floor of Buttrick Hall. \n\nAthletic Facilities \n\nThe Robert W Woodruff Physical Activities \nBuilding provides facilities for a variety of athletic pur- \n\n\n\nsuits. These include a basketball court, tennis courts, a \n25-meter swimming pool, weight room and training \nroom, and the Lawrence L. Gellerstedt, Jr., and Mary \nDuckworth Gellerstedt '46 Track and Field. \n\nCampus Safety \n\nAgnes Scott has a good safety record and the \ncampus and surrounding neighborhoods are considered \ncomfortable places to live. However, all members of the \ncampus community are encouraged to be cognizant of \nthe often-threatening world in which we live. Everyone \nshould be alert and aware at all times and jom together \nin a campus-wide effort to maintain safety. \n\nStudents are offered a number of opportunities to \nlearn more about personal safety and safety issues \nthrough lectures and self-defense classes. Because safety \nis a high priority, all residential spaces are secured and \naccessible only to those who have been assigned keys \nto these buildings. Campus policy requires guests to be \nescorted into residential spaces by residents of the \nbuildings. \n\nAgnes Scott enjoys the dual protection of a fully \nstaffed, highly trained Public Safety department on \ncampus as well as the Decatur Police department, \nheadquartered within a mile of the campus. Call boxes \nfor emergency assistance are located throughout the \ncampus. \n\n\n\nMission of the Athletic Department \n\n\n\nAgnes Scott College offers \nwomen a liberal arts educa- \ntion with a broad curriculum \ndesigned to develop all aspects \nof a student's mind and body. \nThe College recognizes that \nsuch an education is fostered not \nonly by an academic compo- \nnent, but also by the challenging \nexperiences of extra-curricular \nactivities such as varsity and \n\n\n\nrecreational athletics. \nAgnes Scott College views phys- \nical activity as an essential com- \nponent of the total growth and \neducation of women and \nbelieves there should be no dis- \ntinction between the treatment \nof student-athletes and other \nmembers of the student body \nwith regard to financial aid, aca- \ndemics and/or admission. \n\n\n\nIn support of this mission, \nAgnes Scott sponsors seven var- \nsity and various club intercolle- \ngiate teams while offering a wide \nrange of intramural activities for \nits campus community. By offer- \ning a variety of athletic opportu- \nnities, the College attempts to \nserve the needs of the entire stu- \ndent population. \n\n\n\nA^iifs Scoll Collt^e Catalog 1 999-3001 'IS \n\n\n\nAdmission \n\n\n\nAgnes Scott College admits students of diverse \nbackgrounds, interests and talents whose aca- \ndemic and persona! qualities promise success. \nQualified women of any race, age, creed, national or \nethnic origin are encouraged to apply. The College \nadmits qualified students with disabilities and makes \nevery effort to meet the needs of such students. \n\nThe Office of Admission, under policies and stan- \ndards established by the faculty, considers each student's \napplication and examines evidence of sound academic \npreparation, ability, motivation, maturity and integrity. \nEvery completed application receives a thorough \nreview. \n\nStudents are admitted on the basis of their aca- \ndemic and personal records and promise without regard \nto financial need. \n\n\n\nGeneral Infoimation \n\nThe Application \n\nApplications for undergraduate admission are dis- \ntributed by the Office of Admission and are also avail- \nable on the Agnes Scott Web site, www.agnesscott.edu. \n\nAn application must be accompanied by a nonre- \nfundable $35 application fee, which can be charged to a \nmajor credit card or submitted in the form of a check or \nmoney order to Agnes Scott College. The application \ncan be submitted electronically or mailed tO: \n\nOffice of Admission \nAgnes Scott College \n141 E. College Ave. \nAtlanta/Decatur, GA 30030 \n\nThe Office of Admission considers requests for \nfee waivers on an individual basis. \n\nEntrance Recfuirements \n\nA student's record of achievement in secondary \nschool is the most reliable indicator of potential success \nin college. Successful candidates for admission usually \n\n\n\ngraduate in the top 20 percent of their high school class \nand present a minimum of four academic units each \nyear The recommended high school academic program \nis four years of English, two years of one foreign lan- \nguage, three years of mathematics (algebra 1 and 11, \ngeometry), one year or more of laboratory science \n(biology, chemistry, physics) and one year or more of \nsocial studies. Students may be accepted without the \nrecommended number of courses in a particular field. \n\nEntrance Examinations \n\nApplicants must present results of either the \nScholastic Assessment Test (SAT 1) or the American \nCollege Test (ACT). These examinations should be \ntaken in the spring of the junior year or by December \nof the senior year in high school. The highest scores \npresented by an applicant are considered. \n\n For information on SAT 1, write or call: \nCollege Entrance Examination Board \nBox 592 \n\nPrinceton, NJ 08541 \n(609)771-7435 \nAgnes Scott's CEEB number is 5002. \n\nI For information on ACT, write or call: \nAmerican College Testing Program \nPO, Box 414 \n\nIowa City, lO 52243-0414 \n(319) 337-1270 \nAi)nes Scott's ACT code number is 0780. \n\nInformation about SAT 1 and ACT also may be \nobtained in high school guidance offices. \n\nAdvanced Placement Credit \n\nCredit toward an Agnes Scott degree may be \ngiven for scores of four or five on the following \nAdvanced Placement Examinations of the College \nEntrance Examination Board (CEEB) taken in secondary \nschool: \n\nArt - history, studio \n\n\n\n16  A^mi Scott College Catalog (999-2001 \n\n\n\nBiology \n\nChemistry - saident may submit application for \nlab credit \nComputer science \nEconomics - macro, micro \nEnglish - language and composition, literature \nand composition \nFrench - language, literature \nGerman  language \nHistory - American, European \nPolitical science-government and politics - com- \nparative, U.S. \n\nClassics - Virgil, Latin lyric \nMathematics - calculus AB or BC,- three credits \ngranted if student receives a score of three and \ncompletes MAT 1 19 with a grade of C or better \nMusic theory \n\nPhysics - B, C mechanics, electricity and \nmagnetism \nPsychology \n\nSpanish - language, literature \nStatistics \n\nOther Credit \n\nCredit toward the Agnes Scott degree may be \ngiven for scores of five, six, or seven on the higher level \nexaminations of the International Baccalaureate taken in \nsecondary school. \n\nStudents who have participated in joint enroll- \nment programs with accredited colleges and universities \nmay receive credit for grades of C or better if the col- \nlege issues an official transcript and certifies that the \ncourse was a regular college course taught by a regular \nmember of the college faculty. Final determination of \ncredit for joint enrollment courses will be made by the \nassistant dean of the College. \n\nAll inquiries and materials connected with \nadvanced placement or other credit should be directed \nto the assistant dean of the College. \n\nInterviews and Overnight Visits \n\nAn on-campus interview is strongly recommend- \ned but not required for all candidates. Students become \nbetter acquainted with the College, and a visit is very \nuseful to students in making the final college choice. An \ninterview is also helpful to the Office of Admission in \nevaluating an application, as it allows admissive repre- \n\n\n\nsentatives to gain a better understanding of the appli- \ncant's academic and extracurricular interests. Student-led \ntours, class visits and overnight stays in residence halls \ncan be scheduled as part of the campus visit To sched- \nule an interview, write or call the Office of Admission at \nleast one week in advance. \n\nAgnes Scott alumnae are available in many areas \nof the country to talk to prospective students about \nAgnes Scott by telephone or through an informal inter- \nview. Candidates for admission can find the name and \naddress of a local alumnae representative by contacting \nthe Agnes Scott Office of Admission. \n\nFor information call or write: \n\nOffice of Admission \n\nAgnes Scott College \n\n141 E. College Avenue \n\nAdanta/Decatur, GA 30030 \n\n(404)471-6285 \n\n1-800-868-8602 \n\nFax (404) 471-6414 \n\nE-mail: admission@agnesscott.edu \n\nHealth Record \n\nAll applicants who accept the College's offer of \nadmission must submit a complete medical history, \nincluding a certificate of examination by their physi- \ncians as well as results of immunizations and chest X- \nrays. Entrance health record forms are mailed to \nenrolling students and must be received by the director \nof the Student Health Center by August 1 . \n\n\n\nSecondary School Students \n\nApplying as a Senior \n\nSeniors should apply for admission before the \ndeadline (March 1 ) of the senior year They should sub- \nmit a completed application form, a high school tran- \nscript, essay, scores from the Scholastic Assessment Test \n(SAT I) and/or the American College Test (ACT), a \nguidance counselor's recommendation and a teacher's \nrecommendation. Agnes Scott admits students accord- \ning to the following application plans: \n\n1. Early Decision/First Choice \n\n(The applicant agrees to withdraw all other col- \nlege applications after receiving notice of admis- \n\n\n\nAijncs ScoH Colttgt Catalog 1 999-200 1 17 \n\n\n\nsion and financial aid from Agnes Scott.) \nApplication deadline: November 15 \nNotification date: December 15 \n\n2. Scholarship Decision \n\nApplication deadline: January 15 \nNotification date: January 25 \n\n3. Regular Decision \n\nApplication deadline: March 1 \nNotification: beginning March 1 \n\nPart-time Studmts \n\nEntering first-year students may elect to enroll at \nAgnes Scott on a part-time basis if their circumstances \nmake full-time attendance impractical. Students wishing \nto enroll on a part-time basis should discuss that option \nwith an admission representative in the Office of \nAdmission and indicate their interest in enrolling part- \ntime on the application for admission. \n\nPart-time students are not subject to the mini- \nmum course load requirement, but they are subject to \nthe following time limits for completing the degree: \n\na. eight years after enrollment if initially \nclassified as a first-year student,- \n\nb. six years after enrollment if classified as a \nsophomore,- and \n\nc. four years after enrollment if classified as a \njunior or senior. \n\nJoint EnroUmmt \n\nSome high school seniors are ready to take col- \nlege courses before graduation. Under the Joint \nEnrollment program, high school seniors (male or \nfemale) may take courses at Agnes Scott. These stu- \ndents must be approved for admission by the associate \nvice president for admission and financial aid. A candi- \ndate must submit a high school transcript, a record of \nSAT I or ACT scores and a letter from the high school \ncounselor giving a general recommendation and specific \ncourse approval. \n\nEarly Admission \n\nA student judged to be ready for college after her \njunior year of high school may be admitted to Agnes \nScott College under early admission. The student must \nbe mature, academically prepared and strongly recom- \n\n\n\nmended for this program by her school. Most high \nschools grant a diploma after a student completes first- \nyear courses at Agnes Scott. A student considering this \npossibility should consult her high school guidance \noffice. Successful applicants are classified as first-year \nstudents at Agnes Scott and use the normal application \nprocedures and dates. An admission interview is \nrequired of all early admission applicants. \n\nHome Schooled Students \n\nHome schooled students should be encouraged to \nprovide as much information about their curriculum as \npossible through the admission process. Interviews and \nthree SAT 11 subject tests in areas such as English, math \nand writing are strongly recommended and may be \nrequired. Students are evaluated individually, although \ngreater emphasis is often placed on standardized test \nscores and writing samples. \n\nInternational Students \n\nInternational students are encouraged to send \ntheir completed forms early in order to avoid postal \ndelays. Foreign nationals whose first language is not \nEnglish should also submit the results of the Test of \nEnglish as a Foreign Language (TOEFL). Information \nmay be obtained from the local U.S. Information \nService (USIS) or by writing to the TOEFL Program, \nEducational Testing Service, Box 899, Princeton, NJ \n08541. \n\n\n\nCollege Students \n\nTransfer Studmts \n\nAgnes Scott welcomes applications from transfer \nstudents, including graduates of two-year colleges. \nTransfer applicants are admitted on the basis of academ- \nic and personal achievement and motivation. In addi- \ntion to a completed application form, each applicant \nmust submit standardized test score results (SAT 1 or \nACT), an essay, an official transcript of all high school \nand college work, one letter of recommendation from a \ncollege professor who taught the applicant an academic \nsubject and a statement of good standing. Students who \nare on probation or have been dismissed will not be \nadmitted to Agnes Scott College. \n\nTransfer students are also urged to visit Agnes \n\n\n\n18  AifiiK Scoll CoUeijc Calatog 1.099-2001 \n\n\n\nScott for an interview in the Office of Admission. \n\nTransfer students must complete tfie junior and \nsenior years at Agnes Scott and earn a minimum of 60 \nsemester hours in academic subjects at the College. \n\nTransfer applications are accepted for the fall and \nspring semesters. Admission decisions are made and \nannounced as applications are completed and openings \nremain available. \n\nTransfer credit may be given for courses taken at \naccredited institutions, provided the student has earned \na grade of C or better and the courses fall within the \nscope of Agnes Scott's curriculum. Students wishing to \napply a substantial portion of work earned elsewhere \ntoward their major should check with the assistant dean \nof the College. \n\nTransimt Students \n\nStudents in good standing at other colleges may \napply as transient students at Agnes Scott for one or \nmore semesters and take one or more courses. A request \nfor admission as a transient student should be filed in \nwriting with the assistant dean of the College and sup- \nported by the following items sent at the student's ini- \ntiative: a transcript of record, including a statement of \ngood standing and a letter of approval from the stu- \ndent's college dean, indicating approval of the plan and \nof specific courses to be taken for transfer credit. \n\n\n\nStudmts with Disabiliiies \n\nAgnes Scott College welcomes students with dis- \nabilities and accommodates special needs, which are \ndetermined on an individual basis. \n\nAcademic accommodations may include adjusting \nexamination times and allowing the use of taped text- \nbooks for study and word processing for examinations. \nUnder certain circumstances, a student may request an \nexemption to a specific or distributional requirement by \nconsulting with the assistant dean of the College. \nApproval by the dean of the College is required for this \nexception. \n\nResidence hall accommodations may include a \nroom assignment that meets special requirements or an \nalarm system for a hearing problem. To determine \nappropriate accommodations, the student meets with \nthe assistant dean of the College or the associate dean \nof students. Faculty and staff are informed of the \narrangements only at the request of the student. \n\nStudents may also receive assistance in planning \ntraffic routes on campus. \n\nAgnes Scott complies with section 504 of the \nRehabilitation Act of 1973 and the Americans with \nDisabilities Act (ADA) of 1990. \n\n\n\nAi/iro Scoll College Catalog \u003c 999-3001  19 \n\n\n\nReturn to College \n\n\n\nAgnes Scott College welcomes women beyond \ntraditional college age who wish to pursue their \neducational objectives in a program suited to \ntheir individual needs. Students in the Return to \nCollege program enroll in regular college courses and \nmeet the same degree requirements as the other under- \ngraduates. \n\nMost women who enroll in Agnes Scott through \nthe Return to College program plan to earn the \nBachelor of Arts degree. Others pursue programs of \nstudy for personal enrichment, to learn more in a partic- \nular field or to prepare for graduate study in fields such \nas medicine, law or theology. Each student's program of \nstudy is carefully planned and reviewed on an individual \nbasis. \n\nStudents in the Return to College program vary \ngready in age, background, marital circumstances, \nsocioeconomic status and degree of participation in \ncampus life. However, all enter with a strong desire to \nsucceed, in spite of the demands of complex personal \nlives, and they enrich the College community with their \nenergy, enthusiasm and personal views. \n\nAdmission \n\nThe College accepts applications for fall or spring \nsemester Applicants should submit: \n\n The Return to College application, including a \npersonal essay and the $35 application fee,- \n\n Two letters of recommendation,- and \n\n Official transcripts of previous high school and \ncollege work, sent directly from the institutions \nattended. \n\nAs soon as all of the application materials are \nreceived, the Office of Admission contacts the applicant \nto arrange a campus interview. Neither the Scholastic \nAssessment Test (SAT 1) nor the American College \nTesting Program (ACT) is required for admission, how- \never, students who have taken this test within the last \nfive years are encouraged to submit their scores. \n\nSince students in the program typically have been \nout of school for several years, the College considers a \nwoman's personal history as well as her academic record \n\n\n\nto determine her potential for success. Factors such as \nemployment outside the home, community service, self- \nstudy and personal motivation are carefully reviewed in \nthe admission process. Students who are on probation \nor have been dismissed will not be admitted to Agnes \nScott College. \n\nApplications should be filed with the Office of \nAdmission as early as possible, but no later than one \nmonth before the beginning of a semester Applicants \nseeking financial aid must apply at least two months in \nadvance of the semester in which they plan to enroll. \n\nFinancial Aid \n\nAssistance is available for full- or part-time study to \nwomen who demonstrate financial need and have no \nbachelor's degree. Applicants must demonstrate finan- \ncial need or eligibility for the Middle Income Assistance \ngrant or the scholarships for Georgia Perimeter College \ngraduates. For most forms of financial aid, students must \nenroll each semester for a minimum of six semester \nhours of credit. For more details, see Financial Aid. \n\nHealth Record \n\nThe College requires a completed entrance health \nrecord to be on file at the Student FHealth Center before \na student attends classes. FHealth record forms are sent \nto students after admission. \n\nStudmts with Preinous Acadetnic Experieytce \n\nThe Return to College program accepts both full- \nand part-time students who have credits earned at other \ninstitutions. They are subject to the same regulations as \nother transfer students, with the exception of the mini- \nmum course load \n\nEvaluation oj Transfer Credit \n\nEvaluation of transfer credit may require that \ncourse descriptions from catalogs from all colleges pre- \nviously attended be submitted to the assistant dean of \nthe College upon enrollment. Please contact the regis- \ntrar of your previous college or colleges for assistance in \nobtaining catalog course descriptions. \n\n\n\n20  Afjms Scott College Catalog (999-2001 \n\n\n\nAcademic credit earned at other institutions and \nmeeting Agnes Scott College standards is applied \ntoward the Agnes Scott degree upon classification. No \nmore than 62 semester hours (60 plus two for physical \neducation) of transfer credit will be counted toward the \n122 semester hours required for the Agnes Scott degree. \nA student must earn a minimum of 60 hours in Agnes \nScott academic courses toward the 1 22 hours required \nfor the Agnes Scott degree. \n\nTime Limits jor Completincj a Degree \n\nReturn to College students must complete their \ndegrees: \n\n Within eight years of enrollment if initially classi- \nfied as a first-year student. \n\n Within six years of enrollment if classified as a \nsophomore. \n\n Within four years of enrollment if classified as a \njunior or a senior \n\nStude}its with No Academic Experience \n\nStudents who enroll with no previous academic \nexperience will be classified as first-year students and \nwill have a limit of eight years to complete the degree. \n\n\n\nReturn to Collecje Applicants Seeking Audit Status \n\nApplicants seeking to audit a course are required \nto complete the Return to College application for \nadmission with a final college transcript indicating grad- \nuation date or a final high school transcript indicating \ngraduation date. These transcripts must be sent directly \nfrom the institutions attended. An interview is also \nrequired. \n\nNon-decjree Candidates \n\nStudents enrolled in the Return to College pro- \ngram but who do not intend to obtain a degree may \nearn a maximum of 24 semester hours of credit. Non- \ndegree candidates will not be classified. \n\nThe dean of the College may make exceptions to \nany of the above. \n\nInterviews and Visits \n\nWomen considering the Return to College pro- \ngram are encouraged to visit the campus. Arrangements \nto attend classes may be made through the Office of \nAdmission. An interview is required of all applicants for \nadmission. \n\nAdmission representatives welcome the opportu- \nnity to meet with prospective students to answer ques- \ntions about the program or to discuss transcripts of pre- \nvious college work. \n\n\n\nA0nt5 Scoll College Catalog 1999-2001  21 \n\n\n\nTuition and Fees \n\n\n\nStudent fees at Agnes Scott meet less than half of \nthe annual operating costs of the College. \nGeneral endowment income and gifts and grants \nto the College make up the difference between student \npayments and College operating expenses. Fees for full- \ntime students for the 1999-2000 academic year are: \n\nTuition $15,880 \n\nRoom and board fee $ 6,660 \n\nStudent activity fee $ 125 \n\nCollege events fee $ 20 \n\nHealth insurance fee $ 193 \n\nTotal $22,878 \n\nThe room and board fee covers routine medical \ntreatment in the Student Health Center for resident stu- \ndents. \n\nPayment due dates for tuition and fees for 1999- \n2000 are indicated below. \n\nTuition and Fees Payment Schedule \n\n\n\nResident Students \nMarch 15 $ 150 \n\nAugust 1 $ 100 \n\nAugust 1 $10,513 \n\n\n\nAugust 1 $ 193 \n\nJanuarys $10,527 \n\nNon-Resident Students \n\n\n\nRe-registration deposit \n\nRoom deposit \n\nBalance-fall semester \n\ntuition, fees, room and \n\nboard \n\nHealth insurance (unless \n\nwaived) \n\nSpring semester tuition, \n\nfees, room and board \n\n\n\nMarch 15 \n\n\n$ 150 \n\n\nRe-registration deposit \n\n\nAugust 1 \n\n\n$ 7, 398 \n\n\nBalance-fall semester \ntuition and fees \n\n\nAugust 1 \n\n\n$ 193 \n\n\nHealth insurance (unless \nwaived) \n\n\nJanuary 5 \n\n\n$ 7,412 \n\n\nSpring semester tuition \nand fees \n\n\n\nA student's financial aid package will be consid- \nered when determining the amounts due each semester. \nAll resident students pay a refundable $100 room occu- \npancy deposit each year. This deposit is due August 1 . \nThe deposit is refundable at the end of the academic \nyear if no room damage has occurred and no other \nmonies are due to the College. \n\nStudents who change boarding status during the \nsemester will be charged or credited for room and board \non a pro rata basis for the remainder of the semester. \n\nAll new students pay a $150 enrollment fee by \nMay 1 . This enrollment fee is nonrefundable after \nMay 1 . New students who receive financial assistance \nfrom the College are expected to pay the full amount of \nthe deposit by May 1, unless otherwise instructed by \nthe director of financial aid. \n\nReturning students pay a nonrefundable $150 \ndeposit by mid-March. This deposit entitles the student \nto re-register for the upcoming academic year and to \nselect a residence hall room for the next year. A nonre- \nfundable $150 continuation fee is also required of stu- \ndents who are on an approved leave of absence. \nStudents who take less than a full academic load (12 \nsemester hours) pay tuition on a semester basis. The \n1999-2000 rate is $660 for each hour up to five hours, \n$4,620 for six to eight hours, and $6,600 for nine to 1 1 \nhours. Any additional monies due the College as a result \nof course changes during the 10-day drop/add period \nare due at the time of the change. No adjustment will be \nmade to billing after the 10-day drop-add period. The \nstudent activity fee is due at the beginning of the first \nsemester of an academic session in which the student is \nenrolled for at least six semester hours. The college \nevents fee is due at the beginning of the first semester of \nan academic session in which a student is enrolled, \nregardless of the number of credit hours taken. \n\nPost-baccalaureate premedical and teacher certifi- \ncation students pay per semester $330 per credit hour \nup to five hours, $2,310 for six to eight hours,- $3,300 \nfor nine to 1 1 hours,- and $3,970 for full-time work in \n1999-2000. The student activity fee and the college \nevents fee are not included in these charges. The stu- \n\n\n\n22  Allies Scod College Catalog 1999-2001 \n\n\n\ndent activity fee is due at the beginning of the first \nsemester, other than summer, in which the student is \nenrolled for at least six semester hours. The college \nevents fee is due at the beginning of the first semester, \nother than summer, in which a student is enrolled, \nregardless of the number of credit hours taken. \n\nGraduiitiou Fee \n\nA nonrefundable graduation fee of $150 to cover \nrental of cap, gown and hood, the purchase of the \ndiploma and other expenses is required of all students \nwho expect to graduate. This payment is due August 1 \nwhen tuition, fees and room and board charges for the \nfall semester are paid. \n\nPaymatt Policy \n\nA student may not register or attend classes until \naccounts have been satisfactorily paid in the accounting \noffice. All financial obligations to the College must be \nmet before a student can receive a diploma, a transcript \nof record or official grades. \n\nRejund Policy \n\nRefunds are College payments that are returned \nto the student and/or to the financial aid sources from \nwhich the payment originated. Refunds are made within \n30 days of a student's withdrawal from the College. \nStudents who withdraw on or before the first class day \nof a semester will receive a full refund of any payment \nmade toward tuition, room and board and student fees. \n\nNo refund will be made of the $150 enrollment/ \nre-registration deposit. \n\nFor students who withdraw after the first class day \nduring a semester, the mandatory health insurance fee is \nnonrefundable. \n\nAgnes Scott's institutional refund policy for \ntuition, room and board and the student activity and \ncollege events fees is as follows: \n\n 90 percent refund when withdrawal is after the \nfirst class day and before the end of the first 10 percent \nof the semester \n\n 50 percent refund when withdrawal is after the \nfirst 10 percent and before the end of the first 25 per- \ncent of the semester \n\n 25 percent refund when withdrawal is after the \nfirst 25 percent and before the end of the first 50 per- \ncent of the semester \n\n\n\nThe date of withdrawal is ( 1 ) the date that the \nstudent notifies the institution of her intent to withdraw \nor (2) the date of withdrawal as specified by the stu- \ndent, whichever is earlier The semester begins with the \nfirst day of class for that semester The first week of the \nsemester is the seven-day period that begins on the first \nday of class. The point of withdrawal is measured in \nweeks, and the student is considered to have withdrawn \nwithin a given week, as defined above, if the withdraw- \nal date is prior to the end of that week. \n\nFor students who are in their first semester of \nstudy at Agnes Scott and withdraw on or before the 60 \npercent point in the semester, the refund amount is cal- \nculated using the statutory pro rata refund policy set \nforth by the U.S. Department of Education. The pro \nrata refund is calculated based on the prorated charges \nfor the remaining weeks in the semester \n\nRefunds are applied in the following order, as \nprescribed by federal law and regulations: \n\n Unsubsidized federal Stafford Loans \n\n Subsidized federal Stafford Loans \n\n Federal Parent Loans for Undergraduate \nStudents \n\n Federal Pell Grants \n\n Federal Supplemental Educational \nOpportunity Grants \n\n Other federal aid \n\n State financial assistance \n\n Private or institutional student financial \nassistance \n\n Student \n\nMonthly Statements of Account \n\nEach student will receive a monthly statement of \naccount from the College if a balance is due. \nStatements include, but are not limited to, tuition, room \nand board charges. Student Health Center charges, \nparking fines and library fines. Statements are due and \npayable upon receipt, unless otherwise stated. \n\nDelincfuent Accounts \n\nThe College will turn over past due accounts to \nan outside collection agency and use the full extent of \nthe law to collect delinquent accounts. \n\n\n\nA^iTts Scoll Collide Gitalog 1990-2001  23 \n\n\n\nHealth Insurance \n\nThe College requires that all students be covered \nby health insurance and provides a health insurance \nprogram for a fee of $193. The fee is assessed and \npayable when fall tuition, room and board charges are \ndue \n\nThe health insurance program may be waived \nupon evidence that the student is covered by adequate \nalternative health insurance arrangements. \n\nInternational students are required to be continu- \nously enrolled in a comprehensive health insurance plan \nsubscribed to by Agnes Scott College. Fees for the plan \nare included in the statement of charges each term. \n\n\n\nTelephone System \n\nThe College provides each room with a tele- \nphone connection. The Agnes Scott telecommunica- \ntions office contracts with AT\u0026T for long distance ser- \nvice. A long distance access code may be obtained \ndirectly from AT\u0026T or through the Agnes Scott \ntelecommunications office. Students receive monthly \nbills from AT\u0026T and send payments directly to the \ncompany. An outstanding balance on the AT\u0026T tele- \nphone account is considered an outstanding financial \nobligation to Agnes Scott College and could result in \nthe loss of the long distance access code and the with- \nholding of official grades and transcripts. \n\n\n\nVehicle Recjistration \n\nThere is a vehicle registration fee of $50 for the \nacademic year, or $30 for one semester. \n\n\n\n2h  Acjms ScoH Collegt Catalog i999-200t \n\n\n\nScholarships and Financial Aid \n\n\n\nAgnes Scott strives to attract and maintain an eco- \nnomically diverse student body. The financial aid \nprogram supports this goal by striving to make \nan Agnes Scott education affordable for every student \nwho is admitted. Currently, more than 60 percent of \nAgnes Scott students qualify for and receive financial \naid based on their family's financial circumstances. \n\nNeed-Based Assistance \n\nFinancial need is evaluated by the financial aid \noffice after the student has been accepted for admission. \nBased on this evaluation, the student may be offered a \nfinancial aid package consisting of one or more grants, a \nfederal Stafford Student Loan and the offer of campus \nemployment. \n\nThe primary factors used to determine eligibility \nfor financial aid are: \n\n Parent and student income \n\n Parent and student current assets \n\n Federal, state and FICA taxes paid \n\n Number of people dependent on the family \nincome \n\n Number of family members in college \n\n Age of parent(s) or guardian(s) \n\n Extraordinary expenses, such as high medical \nbills. \n\nOnce a student's eligibility for financial assistance \nis determined, assistance from all sources, including \nmerit-based scholarships, is applied toward the eligibili- \nty- \n\n\n\nAwards Based on Other Factors \n\nAgnes Scott students also receive financial assis- \ntance based on factors that include: \n\nAcademic achievement \n\nCommunity service \n\nLeadership \n\nExtracurricular involvement \n\nState residence. \n\nScholarships are available for students with vary- \ning backgrounds and levels of achievement. The schol- \n\n\n\narships are based on a variety of criteria and are renew- \nable for a maximum of three additional years. They \ninclude; \n\n Honor Scholarships ranging in value from \n$13,000 to $22,685. Recipients are selected on \nthe basis of outstanding academic achievement \nand promise. \n\nStudents must submit thi applications for admission and \nscholarship/awards by January 15. \n\n HOPE Matching Awards in the amount of \n$3,000 are awarded to Georgia HOPE scholars \nupon their acceptance to the College. The $3,000 \nAgnes Scott award together with the $3,000 \nHOPE scholarship and the $1,000 Georgia \nTuition Equalization Grant (GTEG) totals $7,000 \ntoward the cost of attendance. If a student is \nawarded a larger scholarship from the College, \nthe larger award will replace the matching award. \nStudmts must he HOPE scholars to cjualifyjor the match- \ning award. \n\n Nannette Hopkins Scholarships in music are \nawarded to entering students planning to major in \nmusic on the basis of musical talent and promise. \nThese scholarships range in value from $2,000 to \n$8,500 per year \n\nContact ffof Office of Admission about auditions. \n\n Achievement Awards of $7,000 are presented on \nthe basis of academic achievement and demon- \nstrated involvement in school or community \nactivities. \n\n Community Service Awards of $6,000 are given \nto students who show demonstrated involvement \nin service activities through school, the religious \ncommunity, or an agency or foundation. \nApplicants are recfuired to submit an expanded resume of \ntheir activities. \n\n Middle Income Assistance grants ranging in value \nh-om $3,000 to $5,000 are awarded to students \nwho do not qualify for significant assistance based \non their financial circumstances or admission cre- \ndentials, yet may not be able to afford the cost of \nprivate higher education. \n\n\n\nA0nes Scott Colk^t Cataloi) 1999-2001  25 \n\n\n\nApplicants shouU submit thiir admission and financial aid \napplications hy March i for priority co\u003eisideration^ \nNational Presbyterian College scholarships of up \nto $1 ,400 are awarded to entering first-year stu- \ndents who are members of the Presbyterian \nChurch USA. Selection is based on scholastic \nability and family financial circumstances. \nApplications are available from the National Presbyterian \nChurch. \n\nMarie L. Rose Scholarship of $1,000 is awarded \nby the Huguenot Society of America to a rising \nsophomore, junior or senior who presents proof \nof eligibility as a Huguenot descendant. \nApplicatio)is are available in thefmancial aid office and \nmust be submitted no later than Aprd i5. \nScholarships for Georgia Perimeter College \ngraduates are valued at $8,500 per year \nRecipimts must have graduated from Georgia Perimeter \nCollege within the i 2 months prior to beginning at Agnes \nScott- \n\nTransfer Scholarships are available to transfer stu- \ndents who apply by the transfer priority deadline \nof May 1 . \nContact the Office of Admission for additional information. \n\n\n\nGovernment Sources of Financial Assistance \n\nState of Georgia Grants \n\nQualified Georgia residents are automatically eli- \ngible for the Georgia Tuition Equalization Grant (in the \namount of $1,000 in 1999-2000). To qualify, a student \nmust have been a legal resident of Georgia for the 1 2 \nmonths immediately preceding enrollment at Agnes \nScott and must be registered for at least 1 2 semester \nhours 14 days after the end of the drop/add period. \n\nThe Georgia Tuition Equalization Grant is not \nbased on the financial situation of the student's family. \nIt recognizes the important role private colleges play in \nreducing the cost to taxpayers for the education of \nGeorgia citizens. Applications, which must be hied \nannually, can be obtained from the Agnes Scott finan- \ncial aid office. \n\nIn addition, HOPE scholars are eligible to receive \na HOPE scholarship in the amount of $3,000 from the \nState of Georgia as well as a $3,000 HOPE Matching \nAward from Agnes Scott. \n\n\n\nFederal Programs \n\nTwo grant programs provide federal grant funds. \nThe federal Pell Grant program makes need-based \nawards based on information provided on the Free \nApplication for Federal Student Aid (FAFSA). These \ngrants were for a maximum of $3,000 for 1998-99. I \n\nFederal Supplemental Educational Opportunity \nGrants range from $100 to $4,000. Completing the \nFAFSA is all that is necessary to apply for both of these \nprograms. \n\nFederal Work-Study program funds provide a \nportion of salaries paid to students who are awarded \ncampus jobs as a part of their financial aid package. The \nfederal Stafford Student Loan program enables stu- \ndents to borrow directly from banks, credit unions, sav- \nings and loan associations and other participating \nlenders. Students must complete the Free Application \nfor Federal Student Aid to be eligible to apply for a fed- \neral Stafford Loan. The low interest loans are repayable \nbeginning six months after ceasing at least half-time \nenrollment. \n\nThe federal Stafford Loan program limits the \namount students may borrow annually to $2,625 for \nfirst-year students, $3,500 for sophomores, $5,500 for \njuniors and seniors and $8,500 for graduate students. If \nthe results of the aid application indicate that the stu- \ndent is eligible for an interest subsidy, the federal gov- \nernment will pay the interest while the student is \nattending an eligible institution on a half-time or greater \nbasis. \n\nStudents who are not eligible for the interest sub- \nsidy may borrow under the federal Stafford Loan pro- \ngram,- however, the student is responsible for the \naccrued interest, which either may be paid on a periodic \nbasis or added to the loan principal. Any student who \nhas difficulty locating a federal Stafford Loan lender \nshould contact the Agnes Scott College financial aid \noffice. \n\nApplication Procedures \n\nAgnes Scott requires all applicants for need-based \nhnancial aid to complete the Free Application for \nFederal Student Aid. In addition, all students who wish \nto be considered for Agnes Scott grants based on family \nfinancial circumstances are required to complete the \nAgnes Scott College hnancial aid application. \n\nProspective students should indicate their interest \n\n\n\n26  A^nts Scott College Catalog 1999-2001 \n\n\n\nin financial assistance on the Agnes Scott application \nfor admission. \n\nTransfer applicants, applicants for readmission \nand Return to College applicants may obtain tfie appli- \ncations from the Office of Admission. \n\nCurrently enrolled students seeking aid for the \nnext session should obtain the applications from the \nFinancial Aid office. Instructions for applying are posted \non the official bulletin board in January. \n\nDetennination oj Collecje Awards \n\nThe financial aid office uses the information pro- \nvided on the financial aid applications to determine the \namount of family resources that should be available to \nthe student for college expenses. Among the factors \nused in the analysis are: family and student income and \nassets, taxes, the number of people in the household, \nthe age of the older parent and the number of children \nin college. \n\nThe processed financial aid application must be \nreceived in the financial aid office by May 1 to receive a \npriority package. \n\nStudents also must inform the Financial Aid office \nof any significant changes in the financial situation of \ntheir families that might result in an increase or decrease \nin aid. \n\nNo tijica tion oj Awa rds \n\nStudents are notified of their financial aid award \nfor the coming session as soon as possible after the \nfinancial aid office receives their processed financial aid \napplications. \n\nConjidmtiality oj Awards \n\nSince the amount of an award reflects a family's \nfinancial circumstances, the College considers the \naward a private matter between the student, her parents \nand the financial aid office. In accordance with the leg- \nislation titled 'The Family Educational Rights and \nPrivacy Act of 1974,\" Agnes Scott will not release this \ninformation to others without the student's written \nconsent. \n\nStudent Responsibilities \n\nStudents interested in financial assistance at \nAgnes Scott must apply for all federal and state grants \nthat may be available to them. Students are encouraged \n\n\n\nto investigate the possibility of aid through community \nagencies, local foundations, corporations, unions and \nreligious and civic groups. \n\nStudents are responsible for knowing and com- \nplying with all instructions and regulations of the vari- \nous student assistance programs. \n\nFinancial aid awards are made for one year and \nare renewable on evidence of continued eligibility as \nindicated by the results of completed financial aid appli- \ncations each year All financial aid programs must be \napplied for annually. \n\nAll students must make satisfactory progress \ntoward the completion of their degree to continue to \nreceive financial assistance. \n\nStudents receiving financial assistance who with- \ndraw from the College during the refund period may \nnot receive refunds personally. Instead, the refund will \ngo back into the various accounts of the programs from \nwhich funds were issued. In cases where students with- \ndraw from the College and have received cash for non- \ndirect educational expenses, repayment of unused funds \nmay be necessary. \n\nDuration oj Aid Eligibility \n\nFunded assistance normally is available only for \nthe equivalent of eight semesters of full-time study. \nStudents who attend part-time or who transfer in credits \nfrom an institution in which they previously were \nmatriculated or degree-seeking will have their aid eligi- \nbility prorated accordingly. \n\nStudents are eligible to receive Ttle IV federal \nfinancial aid for no more than 12 full-time equivalent \nsemesters of study. Eligibility will be prorated for trans- \nfer and part-time students. For example, a Return to \nCollege student who enrolls as a first semester junior \nand attends half-time each semester will be eligible to \nreceive federal financial aid for no more than 12 semes- \nters. \n\nStudents who drop or add courses during the first \n10 calendar days of the semester will have their finan- \ncial aid awards revised to reflect any change in enroll- \nment status (full-time, three-quarter-time or half-time). \nA student's enrollment status at the end of the 10-day \nperiod will be used in the computation of the student's \nduration of financial aid eligibility. \n\n\n\nAgnes Scon Colltjt Calatog \u003c999-200\u003c  27 \n\n\n\nSatisfactory Academic Progress \n\nStudents must maintain satisfactory academic \nprogress to receive financial assistance tfirough pro- \ngrams authorized by Title IV of the Higher Education \nAct as amended, through state-administered programs \nand through College-funded programs. \n\nThe standards of progress and criteria for aca- \ndemic probation also determine financial aid probation. \nWhen a student is placed on academic probation, she is \nalso placed on financial aid probation and is sent writ- \nten notification. If a student continues on academic pro- \nbation for a third consecutive semester, her financial aid \nis terminated. \n\nAll Agnes Scott scholarships based on merit \nrequire specific academic achievement for renewal. The \nrequirements vary and are included in the scholarship \nnotification. \n\nAppeals and Reinstatemei-it of Aid \nA student may appeal the termination of her financial \naid. If circumstances warrant, the financial aid may be \nreinstated. A written appeal must be submitted to the \ndirector of financial aid by the date specified on the \nnotification of termination of aid. Students will receive \nwritten notification of the decision to grant or not grant \nthe appeal. \n\nIf the appeal for continuation of financial aid is \ndenied, the student can regain eligibility for financial \naid by attending at her own expense and accumulating \nthe hours and/or raising her cumulative grade point \naverage to the level required to regain good standing. \n\nIf a student is dismissed or withdraws from the \nCollege while ineligible for financial aid for failure to \nmake satisfactory academic progress, she can request a \nreinstatement of aid eligibility upon readmission to the \nCollege by sending a written request to the director of \nfinancial aid. If circumstances warrant, the financial aid \neligibility may be reinstated. Students will receive writ- \nten notification of this decision. \n\nStudents who wish to appeal the termination of \ntheir merit-based scholarship must appeal in writing to \nthe director of financial aid. Students will receive a writ- \nten response regarding the decision on the appeal. \n\nOther Financing Options \n\nThe College offers several other options for \nfinancing an Agnes Scott education. These programs \n\n\n\nare designed to help a student's family manage their \nresources in ways that will enable them to make their \nexpected contribution toward college costs. Detailed \ninformation on these programs is available in the finan- \ncial aid office. \n\nParent Loan Plan. The Agnes Scott Parent Loan Plan is \nfunded by the College for families who wish to obtain \nloans ranging from annual amounts of $1,000 to $7,500 \nat a low interest rate. Repayment is made monthly over \nan extended period. Contact the Agnes Scott College \nfinancial aid office for further information. \n\nFederal Parent Loan for Undergraduate Students \n(PLUS). This federal loan program enables parents of \nenrolled students to obtain federally insured loans at a \nlow interest rate through banks, credit unions and sav- \nings and loans. Parents may borrow a maximum of the \ncost of education less other financial assistance. \n\nAchieverLoan. The AchieverLoan from the Knight \nCollege Resource Group is a long-term loan program \nfor parents who wish to spread college costs over a \nlonger period of time (up to 15 years). \n\nAgnes Scott College 10-Month Payment Plan. The \nAgnes Scott Payment Plan divides college costs into 10 \ninterest-free monthly payments. An application with fee \nmust be filed annually. \n\nReturn to College Studeyits \n\nFinancial assistance is available for full- or part- \ntime study to women pursuing their first bachelor's \ndegree. Applicants must demonstrate financial need or \neligibility for the Middle Income Assistance grant or the \nscholarships for Georgia Perimeter College graduates. \nFor most financial aid programs, recipients must enroll \neach semester for a minimum of six semester hours of \ncredit. Financial aid awards for Return to College stu- \ndents usually consist of grant and loan funds. \n\nReturn to College applicants who wish to apply \nfor financial assistance should file their aid applications \nat least two months prior to the beginning of the \nsemester for which they plan to enroll. [See previous injor- \nmntion jor details.) \n\n\n\n28  Aijms Scoll College Catalog 1999-2001 \n\n\n\nPost-baccalaureate Students \n\nLoan assistance is available to degree-seeking stu- \ndents who already have a bachelor's degree and to post- \nbaccalaureate students enrolled in a course of study \nrequired for teacher certification or for entrance into \ngraduate or professional school. \n\nhitemational Stii^etits \n\nA limited amount of financial assistance based on \nmerit or need is available for international students. \nInternational students may obtain both the CSS \nDeclaration and Certification of Finances and the \nFinancial Aid Application for Students in Foreign \nCountries from the Office of Admission. \n\nInternational students must be able to provide \ntheir own transportation, vacation and summer expenses \nand health insurance. \n\n\n\nMarch 1 is the deadline for receipt of all admis- \nsion and financial aid documents from international stu- \ndents interested in aid. \n\nInternational students planning to stay in the \nUnited States during the summer vacation must bring \nwith them an additional $2,400 for summer living \nexpenses because on-campus and off-campus employ- \nment during the summer cannot be guaranteed. Only \nthose who meet special eligibility criteria and who can \nsubmit pertinent documentation may obtain authoriza- \ntion for off-campus employment during the academic \nyear and summer. \n\nInternational students are required to be continu- \nously enrolled in a comprehensive health insurance plan \nsubscribed by Agnes Scott College. Fees for the plan \nare included in the statement of charges each term. \n\n\n\nA^iits Scott Colltgt Catalog 1990-2001  29 \n\n\n\nThe Academic Program \n\n\n\nThe academic program at Agnes Scott emphasizes \nintellectual independence, academic excellence \nand informed choice. Each student is responsible \nfor choosing her own course of study, within the param- \neters of academic excellence set by the College's specif- \nic, distributional and depth standards. \n\nAcademic Advising \n\nA key resource for new students is the academic \nadvisor. Each incoming student is assigned an advisor, \nwho is a faculty member, by the assistant dean of the \nCollege. The advisor assists the student in making \ninformed choices about her academic career and serves \nin this role until the student selects a major, usually at \nthe end of the sophomore year \n\nThe faculty advisor must sign the student's course \ncard and any forms to add or drop courses. This action \nsignifies that the student has consulted the advisor \nabout her decision; however, the student is responsible \nfor her own choices and her own academic program. \n\nDegree Recjuiremaits \n\nAgnes Scott College confers the degree of \nBachelor of Arts. To qualify for the degree, each student \nmust complete successfully 1 22 semester hours of cred- \nit, including no more than two semester hours of physi- \ncal education and no more than 10 semester hours of \ninternship credit, with a cumulative grade point average \nof 2.0 (C average); satisfy the specific, distributional, \nsocial and cultural analysis (effective fall 2000) and \ndepth standards; and satisfy the residence requirement. \nStudents entering fall 1997 or later must have a cumula- \ntive grade point average of 2.00 in the major in order to \nreceive the degree. \n\nSpecific, Distributional and \n\nSocial and Cultural Analysis Standards \n\nThe academic program encourages informed \nchoice withm the parameters of academic excellence. \nThe specific standards ensure a student's competence in \nspecific skills. The distributional standards introduce a \nstudent to the ways of thinking and subject matter of \n\n\n\nbroad areas of human inquiry. The social and cultural \nanalysis standard (effective fall 2000) ensures that all \nstudents include in their academic programs a course \nthat reflects, in an appropriate academic context, the \nCollege's appreciation of diverse cultures and commit- \nment to justice. A student satisfies these standards by \ncompleting designated courses in the respective areas. \n\nSpecific Standards \n\nUnless exempted, a student must satisfy these \nstandards: \n\n1 English composition and reading: two semester \ncourses taken while a student is classified as a \nfirst-year student. \n\n2 Foreign language: intermediate level. \n\n3 Physical education: two semester hours. \n\nDistributional Standards \n\nUnless exempted, a student must satisfy these \nstandards: \n\n1 . Humanities and Fine Arts \n\na. Literature: one semester course in the language \nof its composition. \n\nb. Religious and philosophical thought: one \nsemester course. \n\nc. Historical studies and classical civilization: one \nsemester course. \n\nd. Fine arts: one semester course. \n\n2. Natural Science and Mathematics \n\na. Mathematics: one semester course. \n\nb. Natural science: one semester course that \nincludes a laboratory section. \n\nEffective fall 2000: one semester course that \nincludes a laboratory section and one addition- \nal semester course: either a second science \ncourse or a course that relates science to \nanother discipline or disciplines. \n\n3. Social Sciences \nOne semester course. \n\n\n\n30  Ai/iics Scoll Cotk^e Catalog 1999-2001 \n\n\n\nSociiil and Cultitml Analysis Standard \n\n[Ejjectwe jiill 2000J \n\nThe social and cultural analysis standard ensures \nthat all students include in their academic program a \ncourse that reflects, in an appropriate academic context, \nthe College's appreciation of diverse cultures and com- \nmitment to justice. A student satisfies this standard by \ncompleting a course chosen from those that have as \ntheir central focus the critical examination of relation- \nships, interactions and outcomes among dominant and \nmarginalized cultures, subcultures and groups in the \nUnited States and abroad. \n\nRestrictions \n\nSeveral restrictions apply to specific and/or distri- \nbutional standards. \n\n The term one semester course means a course \nof at least three semester hours. \n\n Credit received in satisfying specific standards \ncannot apply to distributional standards. \n\n Credit received in satisfying distributional \nstandards cannot apply to specific standards. \n\n Credit received in satisfying distributional \nstandards may be applied to the social and cultur- \nal analysis standard. \n\n Courses taken to satisfy the specific and distri- \nbutional standards cannot be taken on a pass/fail \nbasis. \n\n No more than one specific or distributional \nstandard may be satisfied by transfer credit after a \nstudent has been enrolled. \n\n No course may be used by a student to satisfy \nmore than one distributional standard. \n\n No more than one distributional standard can \nbe satisfied in one department (except for courses \nin creative writing and Philosophy 220),- cross- \nlisted courses count in the distributional area of \nthe department in which the faculty member \nteaching the course is appointed. \n\n Physical education courses beyond the two \nrequired represent credit beyond the 122 semes- \nter hours required for the degree. \n\nSatisfying Specific, Distributional and Social and \nCultural Analysis Standards by Courses \n\nThe following Agnes Scott courses (or their \nequivalents) satisfy the specific standards. Exceptions \n\n\n\nare considered individually. \n\n Two semester courses in English composition \nand reading, taken while a student is classified as \na first-year student. English 101 and 102 or 10B \nand 104, \n\n The intermediate level of a foreign language: \nFrench 202; German 202,- Greek or Latin, two \nsemesters at the 200 level,- Japanese 202,- Spanish \n202. \n\n Two semester hours in physical education. Any \ncourses in the physical education program. 100- \nlevel dance courses and DAN 230 will also fulfill \nthe requirement. \n\nThe following Agnes Scott courses (or their \nequivalents) satisfy the distributional standards. \nExceptions are considered individually. \n1 . Humanities and Fine Arts \n\na. Literature: one semester course in the language \nof its composition. \n\nEnglish: any course under the \"Literature\" \n\nheading of the Department of English except \n\n230 and 323. \n\nFrench: 240, 241, 242 or any more advanced \n\nliterature course. \n\nGerman: 222 or any more advanced literature \n\ncourse. \n\nGreek: any 200- or 300-level course except \n\n360. \n\nLatin: 202 or any course above this level \n\nexcept 360. \n\nSpanish: 223 or any more advanced literature \n\ncourse. \n\nb. Religious and philosophical thought: \none semester course. \n\nReligious studies: any course. \nPhilosophy: any course, except 220. \n\nc. FHistorical studies and classical civilization: one \nsemester course. \n\nFHistory: any course. \n\nClassical languages and literatures: any course \nunder the \"Classical Courses in English\" head- \ning of the department. \n\nd. Fine arts: one semester course. \n\nArt: history and theory, any course, studio art, \n\n161, 162 or 163. \n\nCreative writing: English 200, 201, 202, 203 \n\n\n\nAi/nts Scoll CoUtjIi Ciitiilocl 1999-2001  31 \n\n\n\n(Theatre 203), 205, 340, 341, 342, 344 \n(Theatre 344). \n\nMusic: any course except applied music. \nTheatre-, any course except 1 17. \n\n2. Natural Science and Mathematics \n\na Mathematics: one semester course except 1 15 \n\nand 150. \n\nPhilosophy: 220. \nb. Natural science: one semester course that \n\nincludes a laboratory section. \n\nAstronomy: 120 or any course (with a \n\nlaboratory section) for which the student \n\nqualifies. \n\nBiology: 101, 108, 120 or any course (with a \n\nlaboratory section) for which the student \n\nqualifies. \n\nChemistry: 101 and 101 L or any course \n\n(with a laboratory section) for which the \n\nstudent qualifies. \n\nPhysics: 102, 1 10 or any course (with a \n\nlaboratory section) for which the student \n\nqualifies. \nEffective fall 2000: an additional semester course \nselected from one of the following: any additional sci- \nence course for which the student has completed pre- \nrequisites, an approved list of science-related courses to \nbe issued by the registrar \n\n3. Social Sciences \nOne semester course. \n\nAnthropology: 101 or any course for which \nthe student qualifies. \n\nEconomics: 100 or any course for which the stu- \ndent qualifies except 210, 211, 212, 213, 217, \n220. \n\nPolitical science: any course. \nPsychology: 12 1 or any course for which \nthe student qualifies. \n\nSociology: 101 or any course for which the \nstudent qualifies. \n\nSocial and Cultural Analysis Standard \n\n[Effective jail 2000J: One semester course. (List of \ncourses to be determined by faculty in 1999- \n2000.) \n\nCourses taken under the Atlanta Regional \nConsortium for Higher Education (ARCHE) cross-reg- \n\n\n\nistration program may be used to satisfy one specific or \ndistributional standard or the social and cultural analysis \nstandard. The student must have the approval of the \nAgnes Scott department concerned and the assistant \ndean of the College. \n\nSatisfyincj the Specific and Distributional \nStandards by Exemption \n\nA student exempted from a standard does not \nalways receive credit toward her degree. However, the \nbasis for the exemption may also be the basis for credit. \nSee Advanced Placement Credit in the Admission sec- \ntion. Inquiries about exemption should be made to the \nassistant dean of the College. \n\n\\ \n\nDepth Standards \n\nThe depth standards develop a student's com- \nmand of a particular subject matter by her completion \nof a major Besides standing disciplinary and interdisci- \nplinary majors, Agnes Scott offers interdisciplinary stu- \ndent-designed majors. A major is: \n\na. a minimum of 30 semester hours within one disci- \npline, exclusive of required courses outside the \ndiscipline and exclusive of internships. In interdis- \nciplinary programs, the minimum hours are speci- \nfied in the programs' descriptions. A course may \nbe counted toward the minimum hours required \nfor a major in only one major,- \n\nb. a maximum of 48 semester hours within one dis- \ncipline, exclusive of required courses outside the \ndiscipline but inclusive of internships. In interdis- \nciplinary programs, the maximum hours are speci- \nfied in the programs' descriptions. Any hours \nbeyond the maximum must represent work \nbeyond the 122 semester hours required for the \ndegree. \n\nStudents entering fall of 1997 or later must have a \ncumulative grade point average of 2.0 in the major in \norder to receive the degree. \n\nCredit received in satisfying specific and distribu- \ntional standards may apply to depth standards. A stu- \ndent should consult her major advisor on this matter \nA student usually selects a major during the second \nsemester of her sophomore year. Information on majors \nis provided under the departmental and program listings \nin this catalog. First-year and sophomore students \nshould review the requirements of majors they are con- \n\n\n\n32  Allies Scot! College Catalog 1999-2001 \n\n\n\nsidering in order to determine if any courses must be \ntaken during the first and second years. \n\nWhen considering a major, students should talk \nwith the chair or director of the program. They should \nalso seek the advice of other members of that discipline \nand of their faculty advisors. \n\nMinors \n\nA student may elect a minor field of study in \naddition to her major Minors are only available as \nspecifically described under certain departments and \nprograms in this catalog. The following policies apply \nto minors: \n\n1 Students may complete no more than two majors \nor one major and one minor. \n\n2 Courses taken to complete a major may not be \nused to complete a minor and conversely. \n\n3 Credit received in satisfying specific and distribu- \ntional standards may apply to a minor. A student \nshould consult the chair of her minor program on \nthis matter. \n\n4 The pass/fail option is not available for courses \ntaken to satisfy the minor. \n\n5 Usually no more than one semester course of \nsummer school work may apply to requirements \nfor the minor. \n\n6 Cross-registration courses at member institutions \nof the Atlanta Regional Consortium for Higher \nEducation (ARCHE) may satisfy requirements for \nthe minor if approved by the chair of the minor \nprogram. \n\n7 No credits from internships may be used to satis- \nfy the minimum hours/courses for the minor, \nunless a credit internship is specifically permitted \nwithin the requirements for the minor. \n\nResidence Recjuirement \n\nThe junior and senior years, or three of the four \nyears including the senior year, are to be completed at \nAgnes Scott. All students must earn a minimum of 60 \nsemester hours in Agnes Scott College academic cours- \nes toward the 122 hours required for the degree. \n\nUnder special circumstances, a student who has \ncompleted three years at Agnes Scott or two years \nmcluding a year at the upper-division level, may take \nher senior year at another institution. A request for \nexception to the residence requirement must be filed \n\n\n\nwith the assistant dean of the College by the beginning \nof the spring semester of the preceding session. \nPermission may then be granted by the dean of the \nCollege on the recommendation of the chair of the \nmajor program and the assistant dean of the College. \n\nTransfer Credit \n\nTransfer credit is given for grades of C or better \nin courses taken prior to enrollment at accredited col- \nleges and universities. Transfer credit must be approved \nby the assistant dean of the College. No credit is given \nfor courses with pass/fail or satisfactory/unsatisfactory \ngrades. \n\nAfter enrollment at Agnes Scott, any course taken \nat an accredited college or university that has been \napproved by the dean or the assistant dean of the \nCollege will be accepted for transfer credit if the stu- \ndent receives a grade of D or better \n\nOnce a student has enrolled, she may satisfy only \none specific or distributional standard at another institu- \ntion. This applies to students on leave of absence, stu- \ndents who have withdrawn and been readmitted, cross- \nregistration students and students attending summer \nschool. \n\nA student may also transfer, after enrollment, a \nmaximum of 20 semester hours of credit to Agnes Scott \nfrom another institution, including work taken in sum- \nmer school, while on leave of absence or after the stu- \ndent has withdrawn and before readmission to the \nCollege. Only 10 of these 20 hours may be taken while \non leave of absence. These hourly restrictions do not \napply to students in approved study abroad, Washing- \nton Semester, cross-registration or exchange programs. \nGrades for credit earned at another institution are not \nfactored into a student's grade point average. \n\nA student must earn a minimum of 60 hours in \nAgnes Scott College academic courses toward the 122 \nhours required for the Agnes Scott degree. A minimum \nof 12 hours toward a major must be completed in Agnes \nScott College upper level academic courses. A mini- \nmum of nine hours toward a minor must be completed \nin Agnes Scott academic courses. Exceptions to this \npolicy may be made by the dean of the College. \n\nAcademic courses do not include courses in phys- \nical education. Grades for transfer credit are not fac- \ntored into a students grade point average. \n\n\n\nA^nts Scott CoUigc Catalog 1999-2001  33 \n\n\n\nEvaluation oj Transfer Credit \n\nEvaluation of transfer credit may require course \ndescriptions from catalogs from all colleges previously \nattended to be submitted to the assistant dean of tfie \nCollege. Please contact the registrar of your previous \ncollege or colleges for assistance in obtaining catalog \ncourse descriptions. \n\nSummer School \n\nCredit for approved summer courses at accredited \ncolleges and universities may be applied to the require- \nments for the Agnes Scott degree. After a student has \nenrolled at Agnes Scott, no credit is given for a summer \nschool course if the grade is less than D. Credit for \nsummer school courses is not factored into a student's \ngrade point average. \n\nStudents planning to take summer school courses \nshould consult the assistant dean of the College before \nenrolling in summer school. All courses require approval \nby the assistant dean of the College, m consultation \nwith the appropriate academic program chair or direc- \ntor Only one specific or distributional standard may be \nsatisfied by work in summer school. Courses to satisfy \ndepth standards must also be approved by the chair of \nthe student's major program. Usually no more than two \nsemester courses of summer school work may apply to \nthe requirements for a major \n\nUsually no more than one semester course of \nsummer school work may apply to requirements for the \nminor Such courses must be approved by the chair of \nthe minor program. \n\nA maximum of 12 semester hours will be \napproved per summer and no more than 20 semester \nhours of summer school work will be credited toward \nthe 122 semester hours required for the Agnes Scott \ndegree. The dean of the College may make exceptions. \nHours in Agnes Scott summer programs are not includ- \ned in these limits. \n\nLeave oj Absertce \n\nThe purpose of a leave of absence is to allow a \nstudent a break in her studies without having to with- \ndraw from the College and apply for readmission. \nA leave of absence form should be submitted to the \nassistant dean of the College for approval by the end of \nthe course selection period prior to the semester or \nsemesters requested. Except under the most unusual cir- \n\n\n\ncumstances, no requests for a leave of absence during \nthat semester will be considered after classes have \nbegun. A leave of absence may be for one or two \nsemesters, with a maximum of two semesters during a \nstudent's college career A student may request that the \nassistant dean of the College extend her leave of \nabsence from one semester to two semesters. \n\nA student whose leave of absence is approved \nmust pay a nonrefundable $150 continuation fee for the \nleave period. When she returns to Agnes Scott College, \nthe fee will be applied toward her fees. \n\nStudents studying abroad through Agnes Scott's \nexchange and affiliate programs are not considered to \nbe on leave. Students enrolled in study abroad programs \nsponsored by other institutions and organizations will \npay the leave-of-absence fee but will not be restricted \nby the leave-of-absence policies. \n\nA student granted a leave of absence need not \napply for readmission. Within a reasonable time, she \nshould notify the assistant dean of the College of her \nintent to return as a student. A student who does not \nreturn within the time specified for her leave will be \nconsidered to have withdrawn. She must apply for read- \nmission before she can return. \n\nA leave of absence may not be used to attend \nclasses full-time at another institution. If, for good rea- \nson, a student on leave wishes to take some course-work \nat another college or university, she should first consult \nwith the assistant dean of the College, who will serve as \nher academic advisor for the duration of the leave. \nE.xcept under very special circumstances, strict limita- \ntions apply as to the amount of academic credit that \nmay be earned during a leave of absence: six hours dur- \ning a one-semester leave and 10 hours during a two- \nsemester leave. If academic credit is attempted, a stu- \ndent must submit an official transcript to the College \nprior to her return. If a student is not in good standing \nat another institution, it will be necessary for her to \napply for readmission before she can return to Agnes \nScott. \n\nExceptions to the above policies may be made by \nthe dean of the College. \n\nWithdrawing from the College \n\nA student who wishes to withdraw from the \nCollege must obtain a withdrawal form from the assis- \ntant dean of the College or the dean of students. \n\n\n\njH  Apm Scoll CoUi^i CalalocI ( 999-200 ( \n\n\n\nWithdrawal is not official until a withdrawal form has \nbeen signed by one of the deans. Withdrawal forms will \nnot be signed while academic or disciplinary actions \ninvolving the student are in process. A student may not \nwithdraw after the last day of classes. \n\nGrades for students whose withdrawal forms are \nsigned will be determined on the basis described in the \nAcademic Program section of this catalog under Grades \nand Completion of Semester Courses. \n\nFor the financial aspects of withdrawal from the \nCollege, see the Tuition and Fees section. \n\nReadmission \n\nStudents who have withdrawn or been dismissed \nfrom Agnes Scott and wish to return must submit an \napplication form with the $35 nonrefundable applica- \ntion fee. The application is available from the admission \noffice. Students must also send transcripts of college \nwork taken since leaving Agnes Scott and the recom- \nmendation of an instructor under whom the work was \ndone. \n\nStudents who have not pursued additional study \nmay complete a short application form, also available \nfrom the admission office, which is reviewed by the \ndean of the College and the dean of students. In such \ncases, the College reserves the right to require an offi- \ncial application for admission. \n\nCourses, Grades and Examinations \nCourses \n\nThe College operates on a variable credit-hour, \nearly-semester calendar. The unit of credit is the semes- \nter hour. Courses carry from a half semester hour to five \nsemester hours credit. Usually one credit hour is grant- \ned for each contact hour. Laboratories are usually three \ncontact hours and carry one credit hour. Semester \ncourses in physical education carry one semester hour \ncredit. \n\nAll courses are semester courses,- i.e., courses that \nbegin and end within a semester, with final grades at the \nend of the semester. Credit is given upon successful \ncompletion of each semester course. \n\nCourse Numbering \n\nCourses are numbered according to level of diffi- \nculty as follows: \n\n 100s  introduce a discipline. \n\n 200s  intermediate, though they may introduce \n\n\n\nstudents to an area or aspect of a discipline. \n 300s and 400s  advanced. \n\nStudents should consult their instructors or facul- \nty advisors to determine the appropriate course levels. \n\nCourse Loads \n\nThe usual course load is 1 5 semester hours. The \nminimum course load is 12 semester hours (exclusive of \nphysical education), the maximum is 18 semester hours \n(exclusive of physical education). Courses taken under \ncross-registration are included in a student's course load. \nTraditional students who were admitted as part-time \nstudents, unclassified students and students in the \nReturn to College program are not subject to the mini- \nmum course load limitation. \n\nRequests for Hours in Excess of 1 8 \n\nStudents with a minimum overall grade point \naverage of 3.00 may take a maximum course load of 21 \nhours. Students participating in the professional semes- \nter in the Early Childhood Education program are \nexempt from this regulation. Students who do not have \na cumulative grade point average of 3.00 or above and \nwho wish to elect 19 academic hours may request per- \nmission from the assistant dean of the College. \n\nGrades \n\nGrades are officially recorded as follows: A, excel- \nlent,- B, good; C, average,- D, passing,- E, conditional fail- \nure with the privilege of re-examination,- F, failure,- 1, \nincomplete, W, withdrew, MED, medical withdrawal. \nGrades for courses taken on a pass/fail basis are record- \ned as P or F (see exception under The Pass/Fail Option, \nbelow). \n\nGrades are assigned the following quality points: \nA = 4 quality points per semester hour, B = 3, C = 2, D \n= 1 , F = 0. Grades of 1, P, E and W are excluded from \nthe calculation of grade point averages. A grade of F in \na pass/fail course is included in grade point average cal- \nculation. Grades in physical education courses are also \nexcluded from the calculation of grade point averages. \nOnly grades for courses taken at Agnes Scott are fac- \ntored into a student's grade point average. \n\nGrade reports are sent to students at the end of \neach semester. \n\n\n\nAgnes Scolt College Catalog (999-3001  35 \n\n\n\nTTie Pass/Fail Option \n\nThis option is included in the academic program \nto encourage students to elect courses they otherwise \nmight not select. Juniors and seniors may choose a total \nof two courses on a pass/fail basis. \n\nForms for this request are available in the regis- \ntrar's office. They must be completed no later than 10 \ncalendar days after the mid-semester break. This dead- \nline will not be extended if the student has not received \na mid-term grade by this date. \n\nA student may not elect a course on a regular \ncredit basis if she first elected it on a pass/fail basis. \n\nThe pass/fail option is not available for courses \ntaken to satisfy specific, distributional and social and \ncultural analysis standards,- all courses taken in the \nmajor, including required courses outside the discipline, \nall courses taken for a minor, and certain courses in the \nteacher education program. \n\nif a student receives a grade of A or F in a pass/fail \ncourse, the grade will be recorded on her transcript and \naveraged into her grade point average. However, the \ncredits will still be counted toward the total allowed for \npass/fail hours. \n\nAll grades for internships are recorded on a \npass/fail basis. These hours are in addition to the two \ncourses allowed for pass/fail. Internships are an excep- \ntion to the policy prohibiting courses taken to satisfy \ndepth standards from being pass/fail. All physical educa- \ntion courses are graded on a pass/fail basis. For physical \neducation courses the P or F is not calculated in the \ngrade point average. \n\nRegistering for Courses \n\nAll students must register for classes on the dates \nannounced in the College calendar There is a $10 fee \nfor late registration. No student is allowed to register \nafter the 10th calendar day of the semester If a student \nis not properly registered for a course, she will not \nreceive credit for the course. \n\nAdding Courses \n\nNo new course may be added after the 10th cal- \nendar day of the semester \n\nWithdrawing from Courses \n\nThe last day to withdraw from a course without a \ngrade of W is five weeks after the first day of classes. In \n\n\n\nthis case, the course will not be on the students record. \nThe last day to withdraw from a class with a W is 10 \ncalendar days after the mid-semester break. No course \nmay be dropped after this date. \n\nIn cases of medical emergency, a student may \nwithdraw from a course with the designation MED \n(medical withdrawal), which will appear on her record. \nMedical withdrawals are authorized by the assistant \ndean of the College or the dean of students only when \na medical emergency is described and certified in writ- \ning by a licensed physician or psychologist at the time \nof the emergency. The student is responsible for ensur- \ning that written documentation is provided no later \nthan one month after the last day of final exams. \nStudents in Independent Study (490 courses) are cov- \nered by the withdrawal procedures of the Independent \nStudy program. \n\nHours dropped after the 1 0th calendar day of the \nsemester will be included in the computation of the stu- \ndent's duration of financial aid eligibility. See the \nScholarships and Financial Aid section for detailed \ninformation. \n\nAuditing Courses \n\nStudents may audit courses with written permis- \nsion from the assistant dean of the College and the \napproval of the instructor Students are subject to any \nrestrictions or requirements the instructor may wish to \nimpose. Audited courses do not appear on a student's \nrecord. \n\nThe student's academic record and course load are \nfactors considered in granting permission to audit. No \nstudent will be given permission to audit after the 10th \ncalendar day of the semester A student may not take \nfor credit a course she has audited earlier \n\nRepeating Courses with a Grade oj D \n\nA student may not repeat Agnes Scott courses for \nwhich she has received grades of A, B, C, D or P. Under \nunusual circumstances and the following conditions, a \nstudent may repeat a course for which she has received \naD. \n\n1 She must obtain the written approval of the chair \nof the program involved and the approval of the \nassistant dean of the College for permission to \nrepeat the course. \n\n2 If a student withdraws from a repeated course, the \n\n\n\n36  A^ms Scott College Catalog 1999-2001 \n\n\n\noriginal grade will stand in the grade point aver- \nage and on the transcript, and she cannot exercise \nthis option again. \n\nThe final grade for a course repeated with this \nspeciail permission will be substituted in the calculation \nof the grade point average, even if it is an F, but both \ngrades will appear on the transcript. Repeated courses \nmay not be taken pass/fail. \n\nRepeatinc) Courses with a Grade oj F \n\nStudents may repeat Agnes Scott courses for \nwhich a grade of F was received. Both the F and the \ngrade for the repeated course will be used in the calcu- \nlation of the grade point average. \n\nClass Attendance \n\nThe effectiveness of instruction at Agnes Scott is \ndirecdy related to regular class attendance. Attendance \npolicies are set by instructors and individual depart- \nments. \n\nAttendance at all academic appointments is \nrequired of students on academic probation and of first- \nyear students during their first semester These students \nare permitted one unexcused absence in each class dur- \ning the semester. \n\nResponsibility for work missed is entirely that of \nthe individual student. \n\nTests \n\nTests are announced at least a week in advance. \nAttendance at these tests is mandatory. No student is \nrequired to take more than two tests on one day provid- \ned she notifies the instructor at the time the third test is \nannounced, if a student, because of unavoidable circum- \nstances, cannot take a test at the appropriate time, per- \nmission to take the test at another time may be granted \nby the instructor of the course. \n\nCompletion oj Semester Courses \n\nAll work for a semester course, except final exam- \ninations and papers in lieu of final examinations, must \nbe completed by 9 a.m. of the second reading day of \nthe semester Instructors may require work other than \nfinal examinations to be completed earlier \n\nIn certain cases, the assistant dean of the College \nor the dean of saidents may authorize a grade of \nIncomplete (1) in consultation with the instructor. An I \n\n\n\nwill be given only if the student is receiving a passing \ngrade for the course work already completed Incom- \nplete work must be completed for the course no later \nthan March 15 (for fall semester Incompletes) or \nSeptember I 5 ( for spring semester Incompletes). An \nearlier deadline may be given by the assistant dean of \nthe College or the dean of students. If work is not com- \npleted by the deadline given, the 1 automatically \nbecomes an F \n\nFinal Examinations \n\nFinal examinations are given at the end of each \nsemester Except for a few final exams scheduled in \nadvance (because of the nature of the course or the size \nof the class), students self-schedule exams during the \nCollege's final examination period. \n\nIf a student is unable to complete final examina- \ntions during the College's final examination period due \nto illness or other excused cause, she may take those \nfinal examinations at a time specified by the assistant \ndean of the College. A notation of 1 (Incomplete) will \nappear on the student's record until a permanent grade \nhas been recorded. Incompletes may be granted only by \nthe assistant dean of the College or the dean of stu- \ndents. \n\nRe-examinations \n\nRe-examinations given in cases of conditional fail- \nure (grades of E) must be taken during the first week of \nthe semester after failure. In this case, the final grade \ncan be no higher than D. \n\nPolicy jor Disputed Final Grades \n\nWhen a student has substantial grounds to dis- \npute a final grade and is prepared to present evidence to \nsupport a grievance, she must initiate the procedure by \nvoicing her complaint to the instructor If the matter is \nnot resolved at this level, the student may then take the \nmatter to the chair of the department for mediation. If \nthe matter is still not resolved, she may then refer the \nmatter to the dean of the College for further mediation. \nIf the dean is unable to resolve the dispute, the student \nmust then refer the matter in writing to the Committee \non Academic Standards and Admission no later than 30 \ndays after the beginning of the next semester The com- \nmittee's decision shall be final. \n\nImplementation: \n\n\n\nAgnes Scott College Catalog 1999-2001  37 \n\n\n\n1 . The voting student member of the Academic \nStandards and Admission Committee shall partici- \npate fully in the final decision provided that the \nstudent involved in the dispute waives her right \nto confidentiality. Should the student involved in \nthe dispute be the student member of the com- \nmittee, the vice president of the Student \nGovernment Association shall serve in her place \nin this specific case. \n\n2. Should a member of the committee be the faculty \nmember involved in the dispute, that faculty \nmember shall not be involved in the committee's \ndeliberations and shall not vote. The chair of the \nFaculty Executive Committee shall serve in \nhis/her place. \n\nConjidaUiality of Student Records \n\nIn compliance with the Family Educational Rights \nand Privacy Act (FERPA), the following Agnes Scott \npolicies were approved by the President's Council, fall \n1998. \n\nThe Family Educational Rights and Privacy Act \naffords students certain rights with respect to their edu- \ncational records. These rights include: \n\n1 . The right to inspect and review the student's edu- \ncation records within 45 days of the day Agnes \nScott receives a request for access. \n\nStudents should submit to the registrar, dean, \nhead of the academic department, or other appro- \npriate official, written requests that identify the \nrecord(s) they wish to inspect. The Agnes Scott \nofficial will make arrangements for access and \nnotify the student of the time and place where \nthe records may be inspected. If the records are \nnot maintained by the Agnes Scott official to \nwhom the request was submitted, that official \nshall advise the student of the correct official to \nwhom the request should be addressed. \n\nA student does not have the right to inspect \nand review the following education records: \n\na Financial records, including any information those \nrecords contain, of his or her parents,- \n\nb. Confidential letters and confidential \n\nstatements of recommendation placed in \nthe education records of the student before \nJanuary 1, 1975, as long as the statements \n\n\n\nare used only for the purposes for which \n\nthey were specifically intended; and \n\nConfidential letters and confidential \n\nstatements of recommendation placed in \n\nthe student's education records after \n\nJanuary 1, 1975, if: \n\ni) The student has voluntarily signed a waiver of \n\nright to inspect and review those letters and \n\nstatements,- and \nii) Those letters and statements are \n\nrelated to the student's: \n\nA) Admission to an educational institution,- \n\nB) Application for employment,- or \n\nC) Receipt of an honor or honorary \nrecognition. \n\nThe right to request the amendment of the stu- \ndent's education records that the student believes \nare inaccurate or misleading. \n\nStudents may ask Agnes Scott to amend a \nrecord that they believe is inaccurate or mislead- \ning. They should write the Agnes Scott official \nresponsible for the record, clearly identify the \npart of the record they want changed, and specify \nwhy it is inaccurate or misleading. If Agnes Scott \ndecides not to amend the record as requested by \nthe student, Agnes Scott will notify the student of \nthe decision and advise the student of his or her \nright to a hearing regarding the request for \namendment. Additional information regarding the \nhearing procedures will be provided to the stu- \ndent when notified of the right to a hearing. \nThe right to consent to disclosures of personally \nidentifiable information contained in the student's \neducation records, except to the extent that \nFERPA authorizes disclosures without consent. \n\nOne exception that permits disclosure without \nconsent is disclosure to school officials with legit- \nimate educational interests. A school official is a \nperson employed by Agnes Scott in an adminis- \ntrative, supervisory, academic or research, or sup- \nport staff position (including law enforcement \nunit personnel and health staff),- a person or com- \npany with whom Agnes Scott has contracted \n(such as an attorney, auditor, or collection agent),- \na person serving on the Board of Trustees,- or a \nstudent sen'ing on an official committee, such as \na disciplinary or grievance committee, or assisting \n\n\n\n38  Allies Scott College Catalog 1999-2001 \n\n\n\nanother school official in performing his or her \ntasks. A school official has a legitimate education- \nal interest if the official needs to review an educa- \ntional record in order to fulfill his or her profes- \nsional responsibility. Upon request, Agnes Scott \ndiscloses education records without consent to \nofficials of another school in which a student \nseeks or intends to enroll. \nThe right to file a complaint with the U.S. \nDepartment of Education concerning alleged fail- \nures by Agnes Scott College to comply with the \nrequirements of FERPA. The office that adminis- \nters FERPA is: \n\nFamily Policy Compliance Office \nDepartment of Education \n600 Independence Avenue, S.W. \nWashington, DC. 20202-4605 \nCertain information is considered public and is \nreleased by Agnes Scott at its discretion. In accor- \ndance with FERPA, Agnes Scott has designated \nthe following information as \"directory informa- \ntion\" that may be released without the student's \nconsent: \n\n\n\n name \n\n local address \n\n home address \n\n local telephone number \n\n home telephone number \n\n date and place of birth \n\n major field of study \n\n enrollment status \n\n dates of attendance \n\n degrees and awards received (including honor \nrolls) \n\n participation in officially recognized activities \nand sports \n\n most recent previous educational agency or \ninstitution attended. \n\n6. A student may withhold disclosure of any catego- \nry of information designated as public or directo- \nry information. Written notification to withhold \ndisclosure must be filed with the registrar by \nSeptember 30 and is effective for the entire aca- \ndemic year. Failure on the part of a student to \nspecifically request the withholding of informa- \ntion indicates approval for disclosure. \n\n\n\nAgim Scolt Collide Catalog 1999-2001  39 \n\n\n\nAcademic Policies \n\n\n\nAgnes Scott maintains high standards of excel- \nlence with an established set of policies govern- \ning students' academic status, performance and \npersonal conduct. First among them is student classifica- \ntion. A classified student is one who has been admitted \nas a candidate for the Agnes Scott degree. The hours \nrequired for class standing do not include credit for \ncourses in physical education. \n\nClassification \n\nCriteria for classification are: \n\n First-year students; students who have earned \nfewer than 24 semester hours of academic credit. \n\n Sophomores: students who have earned at \nleast 24 semester hours of academic credit and a \ncumulative grade point average of at least 1 .50. \n\n Juniors: students who have earned at least \n\n56 semester hours of academic credit and a cumu- \nlative grade point average of at least 1 .75. \n\n Seniors: students who have earned at least \n\n88 semester hours of academic credit and a cumu- \nlative grade point average of at least 1 .91 . \nClassified students are advised to complete 25 \npercent of the semester hours required in academic \ncourses for the degree during each academic year The \nrecommended semester hours for class standing are: \nsophomore, 30, junior, 60,- senior, 90. \n\nUnclassified students are not candidates for the \ndegree. An unclassified student may not be working \ntoward a degree (special student) but may be a transient \nstudent earning a degree at another institution or a sec- \nondary school student in a joint-enrollment program. \n\nUnclassified students may earn a maximum of 24 \nsemester hours credit in academic courses at Agnes \nScott College. Requests for exception should be direct- \ned to the assistant dean of the College. \n\nGood Standing \n\nA student is in good standing if not on academic \nor disciplinary probation. \n\n\n\nAcademic Probation and Academic Warning \n\nAcademic probation may be imposed by the dean \nof the College at any time as a result of unsatisfactory \nacademic performance. This probation notifies a student \nthat unless her academic performance becomes satisfac- \ntory, she may be dismissed. \n\nA student on academic probation is permitted \nonly one unexcused absence in each academic course. \nFurther absences may result in academic dismissal dur- \ning the semester Students on academic probation are \nplaced on activity restriction and may not hold any \nelective or appointive office and may not participate \nwith any performing group or in any organized College \nactivities. Additional restrictions may also be imposed \nfor students on academic probation. \n\nNational Collegiate Athletic Association regula- \ntions state that students on academic probation may not \nparticipate in intercollegiate sports. \n\nA full-time, classified student usually is placed on \nacademic probation at the end of a semester if she has \ngrades of E or F in two academic courses,- or has \nachieved fewer than nine semester hours credit in aca- \ndemic courses, or has a semester grade point average \nless than the minimum for her classification: first-year \nstudent, 1 .50,- sophomore, 1.75, junior, 1.91,- senior, \n2.00, \n\nA full-time, classified student usually is placed on \nacademic probation at the end of a session if she has a \ncumulative grade point average less than the minimum \nfor her classification or if she has not achieved the mini- \nmum semester hours for her classification in the next \nsession: sophomore, 24,- junior, 56,- senior, 88. (These \nnumbers do not include credit for courses in physical \neducation.) \n\nA part-time, classified student usually is placed on \nacademic probation at the end of a semester if she has \ngrades of E or F in two academic courses,- or passes less \nthan two-thirds of the academic work for which she \nregistered; or has a semester grade point average less \nthan the minimum for her classification: first-year stu- \ndent, 1 .50, sophomore, 1 .75,- junior, 1.91,- senior, 2.00. \n\nAn unclassified student usually is placed on aca- \n\n\n\nAO  Allies Scott College Catalog 1999-2001 \n\n\n\ndemic probation at the end of a semester if she has \nreceived grades of E or F in two academic courses. \nUnclassified students whose academic performance is \nconsidered unsatisfactory in other ways may also be \nplaced on academic probation. \n\nThe dean of the College may waive the guide- \nlines for academic probation if a student has been \nforced to reduce her academic load because of extenuat- \ning circumstances. \n\nA student who usually would be placed on aca- \ndemic probation may instead be placed on academic \nwarning by the dean of the College. This is done when \nthe dean decides that mitigating circumstances do not \njustify academic probation. \n\nAcademic warning may carry some restrictions. A \nstudent on academic warning may be placed on aca- \ndemic probation at any time during a semester If her \nacademic performance is unsatisfactory, she will be \nplaced on academic probation for the next semester. \n\nAcademic Dismissal \n\nAcademic dismissal requires a student to separate \nfrom the College for academic reasons. The Judicial \nReview Committee of the College imposes academic \ndismissal for a specific period on recommendation of \nthe dean of the College. \n\nStudents given academic dismissal usually are eli- \ngible to apply for readmission after one year. \nFull-time, classified students are subject to academic dis- \nmissal for any one of the following reasons: \n\n Failure to earn 18 semester hours of credit in aca- \ndemic courses in any academic session. \n\n Failure to achieve appropriate class standing for \ntwo consecutive years. \n\n Extremely poor academic performance during the \nfirst semester on academic probation. \n\n Being on academic probation for two consecutive \nsemesters. \n\nStudents may be given academic dismissal at any \ntime if the judicial Review Committee judges their aca- \ndemic performance to be unsatisfactory. The committee \nmay waive the guidelines for academic dismissal if a \nclassified student has been forced to reduce her load \nbecause of extenuating circumstances. \n\nPart-time, classified students are subject to aca- \ndemic dismissal after two consecutive semesters of aca- \ndemic probation. \n\n\n\nUnclassified students may continue their work at \nthe College as determined by the assistant dean ol the \nCollege. \n\nDisciplinary Probation, Suspension and Dismissal \n\nFor violation(s) of social regulations or policies, \nFHonor Court may recommend to the Judicial Review \nCommittee that a student be placed on disciplinary pro- \nbation or be suspended or dismissed. \n\nSuspension is made with a stipulated time of \nreturn when the student is automatically reinstated in \ngood standing if she so desires. A student who is dis- \nmissed must apply for readmission. The Judicial Review \nCommittee may specify a length of time that a student \nmust wait before she may apply for readmission. \n\nEmergmcy Withdrawal \n\nThe College strives to promote the health and \nsafety of all members of its community by providing \nstudent healthcare, counseling services and public safety \nprotection services and by enforcing student conduct \nregulations. \n\nTo ensure that the institution and its members are \nallowed to carry out their activities without the substan- \ntial threat of interference or danger of harm, the \nCollege has adopted a policy and the following proce- \ndures for the emergency withdrawal of a student when \ndeemed necessary to promote the health and safety of \neither the student or the College community. \nI. Criteria and Procedures for Immediate Withdrawal \n\nA student will be subject to immediate withdrawal \nfrom the College, and/or College housing, if it is deter- \nmined by the dean of students that the student: \n\na. Engages, or threatens to engage, in behavior \nthat poses a significant risk to the health or safety \nof self or others, or \n\nb. Engages, or threatens to engage, in behavior \nthat would cause significant property damage, or \ndirectly and significantly impede the lawful activi- \nties of others. \n\nOnce it is determined that the student's conduct \nfalls within these criteria, the student will be notified in \nwriting and temporarily withdrawn from the College \nand/or campus immediately. The withdrawal will be \ncontinued until the Judicial Review Committee reaches \na final decision regarding the student's future status. The \nstudent shall also be provided with a copy of this \n\n\n\nAiims Scott Collect Catalog 1999-2001  Hi \n\n\n\nEmergency Withdrawal Policy. At any time, the student \nmay terminate the process by withdrawing from the \nCollege voluntarily. \n\nThe dean of students will make the initial deter- \nmination whether the matter will be sent directly to the \njudicial Review Committee (Section 111) or whether the \nstudent will be referred to a licensed psychiatrist for \nevaluation (Section 11). The student will be notified of \nthis decision in writing, delivered by either personal \ndelivery or certified mail. If the matter is sent directly to \nthe Judicial Review Committee, the committee shall \nconvene and consider the case (Section 111) within \nseven days of the notice to the student. If the student \nwishes to be evaluated by a psychiatrist, the student \nmay request within 48 hours of receipt of the notice \nfrom the dean of students that the matter be pursued \naccording to the following procedures. \nII. Referral for Evaluation \n\nThe student may be referred by the dean of stu- \ndents, at the College's expense, to a licensed psychiatrist \nfor evaluation Participation of the psychiatrist is \nintended to assist the College in assessing the situation \nand to provide guidance to the judicial Review Com- \nmittee regarding the student's future status. The student \nmay select the psychiatrist from a list of three provided \nby the College. If the student declines to select one of \nthe psychiatrists, the College will make the selection. \n\nThe dean of students shall also provide the psy- \nchiatrist a written description of the student's behaviors \nthat led to the referral, with a copy to the student along \nwith a copy of the Emergency Withdrawal Policy. The \npsychiatric evaluation must be completed within one \nweek from the date of the referral letter, unless an \nextension is granted in writing by the dean of students. \nWithin 48 hours after the evaluation is completed, the \ndean of students, the psychiatrist and the student will \nmeet to discuss their assessment of the situation. \n\nIn addition to the above, the student may choose \nto be evaluated by an mdependent licensed psychiatrist \nof the student's own choosing and at the student's \nexpense and thereafter request a meeting with both psy- \nchiatrists, the dean of students and the student. This \nsecond evaluation must take place within one week of \nthe first evaluation, unless an extension is granted in \nwriting by the dean of students. The meeting between \nthe psychiatrists, the dean and the student must take \nplace within one week of the second evaluation. \n\n\n\nIII. Judicial Review Committee \n\nThe final step in this process, whether the matter \nis referred directly or following evaluation, will be the \npresentation of the case to the judicial Review \nCommittee. The student and the dean of students will \npresent all pertinent and relevant information at the \njudicial Review Committee meeting. \n\nThe usual procedures of the judicial Review \nCommittee will be followed except that the dean of stu- \ndents will not participate as a member of the committee \nand will not vote in the final decision. \n\nAs with other College procedures, neither the \nCollege nor the student shall have attorneys or legal \nrepresentation at this proceeding. \n\nThe student who has been referred for psychiatric \nevaluation and participates in this judicial Review \nCommittee proceeding acknowledges and agrees that \nthis process may involve a discussion of the student's \nrelevant medical/psychiatric records and communica- \ntions, and will result in some loss of confidentiality and \nprivacy on the student's part. \n\nThe decision of the judicial Review Committee \nwill be final. This decision may include reinstatement in i \ngood standing, probation or the withdrawal, suspension [ \nor dismissal of the student. The written decision of the \\ \ncommittee will be delivered to the student and the dean \nof students within 48 hours of the conclusion of the \ncommittee's formal proceedings, and shall contain a \nstatement of the reasons for any decision of withdrawal, \nsuspension or dismissal. In addition, the student may be \nencouraged to seek professional care. \n\nIV. Readmission from Withdrawal \n\nA student may be considered for readmission after \nthe expiration of a minimum of one full semester In \norder to be considered for readmission, the student \nmust submit to the dean of students a description of the \nstudent's progress and activities during the interim peri- \nod and, in cases in which professional care has been \nrecommended, a report from the student's psychiatrist. \nThe student must arrange for an inten'iew in person \nwith the dean of students. If the student lives out of the \nregion, a phone interview is acceptable. These steps \nmust be completed by November 15 for consideration \nto be readmitted in January and by June 15 for consid- \neration to be readmitted in August. \n\nThe dean of students will determine whether the \nstudent will be eligible for readmission. When a student \n\n\n\n42  A^nes ScotI College Catalog 1999-2001 \n\n\n\nis deemed eligible for readmission, the admission office \nwill be informed tfiat she/he may reapply by the usual \nprocedures, and the student's application for readmis- \nsion will be reviewed by the dean of the College and \nthe dean of students. \n\nJudicial Review Committee \n\nThe Judicial Review Committee of the College is \ngiven the responsibility of: \n\n1 . Reviewing and acting on recommendations of the \nStudent Senate that affect the powers and philos- \nophy of student government or that pertain to \nmajor regulations concerning student welfare,- \n\n2. Acting on the recommendation of the dean of the \nCollege that a student who has not met the aca- \ndemic standards of the College be dismissed,- \n\n3. Acting on the recommendation of the Honor \nCourt that a student be placed on disciplinary \nprobation for violation of academic regulations,- \n\n4. Acting on the recommendation of the Honor \nCourt that a student receive disciplinary suspen- \nsion or dismissal for violation of social or academ- \nic regulations; \n\n5. Acting as the court of final appeal for Honor \nCourt decisions and/or penalties, or, when a stu- \n\n\n\ndent appeals an Honor Court decision and/or \npenalty to the student body, as is her right, acting \nas the court of final review of the case, its appeal \nand the student body's judgment. \nRequiring the withdrawal of any student whose \npresence is thought to be injurious to the interest \nof the College community, or imposing the \npenalty of administrative probation, suspension or \ndismissal in situations involving a student's failure \nto meet the standards or expectations of the \nCollege community,- \n\nAssuming original jurisdiction in a student-initiat- \ned disciplinary action in which the committee \nfeels that justice has not been served. \n\nMembers of the Judicial Review Committee \n\nPresident of the College (chair) \n\nDean of the College \n\nDean of Students \n\nRegistrar \n\nFour members of the faculty \n\nPresident of the SGA \n\nPresident of the Student Senate \n\nPresident of the Honor Court \n\nPresident of the RHA \n\n\n\nAllies ScotI Colkgt Catalog i999-3o\u003c)i  Hi \n\n\n\nAcademic Honors \n\n\n\nGraduation Honors \n\nRequirements for graduation honors are listed \nbelow: \n\nWith Honor [ejjectm through the class of 2002J \n\n1 . Attains a cumulative grade point average of at \nleast 3.40 for all work completed at Agnes Scott. \n\n2. Attains a cumulative grade point average of at \nleast 3.40 for tfie semesters that include her last \n60 academic hours completed in residence at \nAgnes Scott. Grade point averages are based on \nall academic work of a semester. \n\n3. Has not received a grade below C in an academic \ncourse during the period defined in (2) as her last \n60 hours. \n\n4. Receives the recommendation of her major pro- \ngram. When the student has more than one \nmajor, she shall receive the recommendation of \neither one of her major programs, except that if \nshe has done independent study, she must receive \nthe recommendation of the program m which she \nhas done independent study. In the case of an \ninterdisciplinary major, this shall be interpreted to \nmean the recommendation of all programs con- \ncerned in the major In the case of a student- \ndesigned major, the assistant dean of the College \nwill determine the programs concerned in the \nmajor from which the student must receive rec- \nommendations. \n\nCum Laude \n\n1 . Attains a cumulative grade point average of at \nleast 3.50 for all work completed at Agnes Scott. \n\n2. Attains a cumulative grade point average of at \nleast 3.50 for the semesters that include her last \n60 academic hours completed in residence at \nAgnes Scott. Grade point averages are based on \nall academic work of a semester \n\n3. Has not received a final grade below a C in an \nacademic course during the period defined in (2) \nas her last 60 hours. \n\n\n\n4. Receives the recommendation of her major pro- j \ngram. When the student has more than one f \n\nmajor, she shall receive the recommendation of ' \n\neither one of her major programs, except that if \nshe has done independent study, she must receive \nthe recommendation of the program in which she \nhas done independent study. In the case of an | \n\ninterdisciplinary major, this shall be interpreted to ' \nmean the recommendation of all programs con- \ncerned in the major In the case of a student- \ndesigned major, the assistant dean of the College \nwill determine the programs concerned in the \nmajor from which the student must receive rec- \nommendations. \n\nMagna Cum Laude \n\n1 . Attains a cumulative grade point average of at j \nleast 3.70 for all work completed at Agnes Scott. | \n\n2. Attains a cumulative grade point average of at \nleast 3.70 for the semesters that include her last \n60 academic hours completed in residence at \nAgnes Scott. Grade point averages are based on \nall academic work of a semester \n\n3. Has not received a final grade below a C in an \nacademic course during the period defined in (2) \nas her last 60 hours. \n\n4. Receives the recommendation of her major pro- \ngram. When the student has more than one \nmajor, she shall receive the recommendation of \neither one of her major programs, except that if \nshe has done independent study, she must receive \nthe recommendation of the program in which she \nhas done independent study, in the case of an \ninterdisciplinary major, this shall be interpreted to \nmean the recommendation of all programs con- \ncerned in the major In the case of a student- \ndesigned major, the assistant dean of the College \nwill determine the programs concerned in the \nmajor from which the student must receive rec- \nommendations. \n\n\n\nH^  Aifiifs Scott Colligt Catalog 1999-2001 \n\n\n\nSumma Cum hmde \n\n1. Attains a cumulative grade point average of at \nleast 3.90 for all work completed at Agnes Scott. \n\n2. Attains a cumulative grade point average of at \nleast 3.90 for the semesters that include her last \n60 academic hours completed in residence at \nAgnes Scott. Grade point averages are based on \nall academic work of a semester \n\n3. Has not received a final grade below a C in an \nacademic course during the period defined in (2) \nas her last 60 hours. \n\n4. Receives the recommendation of her major pro- \ngram ^X^en the student has more than one \nmajor, she shall receive the recommendation of \neither one of her major programs, except that if \nshe has done independent study, she must receive \nthe recommendation of the program in which she \nhas done independent study. In the case of an \ninterdisciplinary major, this shall be interpreted to \nmean the recommendation of all programs con- \ncerned in the major. In the case of a student- \ndesigned major, the assistant dean of the College \nwill determine the programs concerned in the \nmajor from which the student must receive rec- \nommendations. \n\nHonor List and Dean's Honor List \n\nStudents are eligible for the Honor List at the end \nof a semester if they have completed 1 2 semester hours \nin academic courses that semester with a semester grade \npoint average of at least 3.3 and no grade below C in an \nacademic course, including courses taken under cross- \nregistration. Cross-registration courses are not calculat- \ned in the grade point average. \n\nStudents are eligible for the Dean's Honor List at \nthe end of a semester if they have completed 1 2 semes- \nter hours in academic courses that semester with a \nsemester grade point average of at least 3.7 and no \ngrade below C in an academic course, including courses \ntaken under cross-registration. Cross-registration cours- \nes are not calculated in the grade point average. \n\nOther Academic Honors \n\nThe College recognizes superior academic work \nin several ways. At the opening convocation held each \nfall, the dean of the College announces the Stukes \nScholars, three students who rank first academically in \n\n\n\nthe sophomore, junior and senior classes The Stukes \nScholars are named on the basis of the work of the pre- \nvious session and overall academic achievement. Other \nhonors include: \n\n The Dana Scholarship program begun in 1970 \nwith a grant from the Charles A. Dana \nFoundation Academic promise and leadership are \ncriteria for this honor \n\n The Beta of Georgia Chapter of Phi Beta \nKappa was established at Agnes Scott in 1926. \nThe chapter holds annual elections according to \ncriteria and procedures prescribed by the United \nChapters. \n\n The Alpha Delta chapter of Eta Sigma Phi, a \nnational honorary fraternity of Greek and Latin \nstudents, was organized at Agnes Scott in 1928. \nThe society encourages classical scholarship and \nappreciation of ancient learning, both in the \nAgnes Scott student body and in the local high \nschool. Membership is based on scholarship. \n\n The Agnes Scott chapter of Phi Sigma Tau was \norganized in 1979 The society links philosophy \ndepartments in accredited institutions and stu- \ndents interested in philosophy. Membership is \nopen to qualified students who have taken at least \nthree courses in philosophy. \n\n Psi Chi is the National Honor Society in \nPsychology and was founded for the purpose of \n\"encouraging, stimulating and maintaining excel- \nlence in scholarship and advancing the science of \npsychology.\" A chapter was established at Agnes \nScott College in 1990. Membership is open to \nstudents who have a B average in psychology and \nrank in the top 35 percent of their college class. \n\n The Kappa Kappa Chapter of Pi Delta Phi, \nthe National French Honor Society, was estab- \nlished at Agnes Scott College in 1990. The pur- \npose of this society is to recognize outstanding \nscholarship in the French language and literature. \nMembership is open to students who have taken \nat least five courses in French and have been \nnominated for academic achievement. \n\n The National German Honorary Society, \nDelta Phi Alpha, Kappa Kappa chapter, seeks to \nrecognize excellence in the study of German and \nto provide an incentive for higher scholarship. \nThe Society aims to promote the study ot the \n\n\n\nA/Hts Scoll College Cala\\o^ 1999-3001  A5 \n\n\n\nGerman language, literature, and civilization and \nendeavors to emphasize those aspects of German \nlife and culture which are of universal value and \nwhich contribute to man's eternal search for \npeace and truth. \n\nQualifications: minimum of two years and reg- \nistration in an advanced course, minimum average \nstanding of B+ in all German courses taken, mini- \nmum of B- in all college courses, indication of \ncontinued interest in the study of German lan- \nguage and literature. \n\n Omicron Delta Epsilon is the International \nEconomics Honor Society. The Mu Chapter of \nthe society was established at Agnes Scott in \n1994. Omicron Delta Epsilon encourages excel- \nlence in economics and devotion on the part of \nits members as economists to the advancement of \ntheir science and to the scholarly effort to make \nfreedom from want and deprivation a reality for \nall. All students in their junior or senior years who \nhave taken at least 12 hours in economics with an \naverage of B or better are eligible. \n\n Sigma Chi, a Sigma Delta Pi chapter of the \nNational Spanish Honor Society, recognizes \nscholarship in Spanish language and literature of \nSpain and Latin America. Students must have \ncompleted three years of Spanish, including at \nleast three semester hours of a course in Hispanic \nliterature at the 300 level. The candidate also \nmust have a minimum grade point average of 3.0 \non a 4.0 point scale in all Spanish courses taken. \n\n Beta Beta Beta (TriBeta), the National \nBiological Honor Society, seeks to promote \n\n\n\nscholarly activity in biology among students, par- \nticularly undergraduates. Its three-fold purpose is \nto stimulate scholarship, disseminate scientific \nknowledge and promote biological research. The \norganization has two levels of membership for \nundergraduates. Associate membership is open to \nanyone interested in participating. Regular mem- \nbership is open to students who are majoring in \nbiology,- have completed at least one term of their \nsecond year in college,- have taken at least three \nbiology courses, of which one is above the intro- \nductory level, have an average grade of B in their \nbiology courses, and are in good academic stand- \ning. The Sigma Upsilon chapter of Beta Beta Beta \nwas established at Agnes Scott College in 1997. \n\n Phi Alpha Theta, the National Honor Society \nin History, was founded in 1921 to foster the \nresearch, publication and teaching of history. The \nAgnes Scott chapter was formed in 1998. \nStudents who have completed at least 12 semester \nhours in history with a 3. 10 average or better and \nrank in the top 35 percent of their graduating \nclass are eligible for membership. \n\n Mortar Board is a national senior honor socie- \nty. The purposes of Mortar Board are \"to provide \nfor cooperation among (the Mortar Board) soci- \neties, to support the ideals of the university, to \nadvance the spirit of scholarship, to recognize \nand encourage leadership and to provide the \nopportunity for a meaningful exchange of ideas as \nindividuals and as a group.\" Members are elected \nfrom the junior class on the basis of three ideals: \nservice, scholarship and leadership. \n\n\n\nHO  A^His Scott College Catalog 1 999-300 ( \n\n\n\nInternational Education \n\n\n\nThe acquisition of international perspectives and \nintercLiltural communications skills is a fundamen- \ntal component of a liberal arts education. Agnes \nScott College offers students a variety of opportunities \non and off campus to develop global competence. \nThrough the curriculum, study abroad and contact with \ninternational students and scholars on campus, Agnes \nScott students gain fluency in languages other than \nEnglish, cross-cultural sensitivity and knowledge about \nworld cultures and societies. \n\nAs the center for Agnes Scott's international activ- \nities, the Office of International Education coordinates \nlinkages with educational institutions and organizations \nworldwide,- provides and administers opportunities \nabroad, supports the College in its efforts to integrate \nglobal perspectives into the curriculum,- and assists \ninternational students, faculty and visitors on academic \nand immigration matters. \n\nCurrkular Initiatives \n\nAt the heart of the international education Agnes \nScott offers is the curriculum, which includes many \ncourses with international content and special programs. \n\n The Department of Modern Foreign Languages \nand Literatures offers majors and minors in \nFrench, German and Spanish as well as three \nyears of instruction in Japanese. \n\n The nationally recognized Language Across the \nCurriculum program connects language study in \nFrench, German and Spanish to other disciplines \nsuch as art history, anthropology, political sci- \nence, history and music. \n\n A popular international relations program has \nplaced Agnes Scott among the Baccalaureate 1 \ninstitutions with the highest percentage of \ndegrees awarded in international relations. \n\n Africana Studies is a minor that combines African \nand African-American courses offered in the \ndepartments of history and political science, soci- \nology and anthropology. The departments of reli- \ngious studies and psychology and the Spanish \nprogram offer related courses. \n\n\n\nStudy Abroad \n\nAgnes Scott offers study abroad opportunities \nthrough both faculty-led study tours and independent \nexperiences. Programs vary in length, content, format \nand cost. Some require an appropriate degree of fluency \nin the language of the host country while others use \nEnglish as the language of instruction. \n\nStudents planning to join a faculty-led tour or to \nstudy abroad independently must meet the following \nbasic requirements for participation. They must: \n\n be in good standing,- \n\n have completed one year or 24 credit hours at \nAgnes Scott prior to the experience abroad, and \n\n have a minimum 2.0 cumulative grade point \naverage at the end of the semester prior to sub- \nmitting an application, unless a specific program \nrequires a higher grade point average. \n\nOther program-specific requirements must be met \nbefore a student is eligible for participation. \nYear Five, non-degree (special, exchange) and graduate \nstudents may participate in study-abroad programs if \nthey pay the full cost of the program and if space is \navailable. These students are not eligible for subsidies, \ngrants or portability of financial aid. \n\nAil students planning to study abroad must seek \nthe approval of the College. The application process \nmust start early so that all of Agnes Scott's and the \nsponsoring institution's deadlines are met. For more \ninformation, students should get a copy of the \nInternational Education Calendar or access the Office \nof International Education Web site at \nhttp://www.agnesscott.edu/aca/support/intl_education/ca \nlendar.html. \n\nPre-approval of the study abroad proposal does \nnot guarantee that credit will be granted,- transcripts, \nactual course descriptions and other documentation \nmust be submitted to the registrar's office upon comple- \ntion of the program abroad for final evaluation. While \nabroad, students must report any changes in the sched- \nule to the director of international education. Credit \nwill be granted for courses with a grade of D or better. \nGrades of D or better earned abroad are entered on the \n\n\n\nAgnts Scoll Co//fi;r Gilii/oi) 1900-2001  tif \n\n\n\nstudents' permanent record but are not computed into \nthe Agnes Scott grade point average. \n\nStudents participating in study abroad are \nrequired to attend a special pre-departure orientation \nsession offered each semester Prior to departure, they \nalso complete and sign an agreement and general \nrelease for both independent study abroad and for facul- \nty-led programs. Students must also submit a health dis- \n\n\n\nclosure form and a signed medical approval form. All \nforms are available in the Office of International \nEducation. \n\nUpon their return, students are encouraged to \nparticipate in a session especially designed for reflection \non their study abroad experience and to complete an \nevaluation. \n\n\n\nFaculty-Led Programs \n\n\n\nAcjnes Scott faculty lead two short-tenn procjrams abroad: Global \nAwarmess and Global Connections. \n\n\n\nGlobal Awareness Program \n\nThrough the Global Awareness program, students \ndevelop a better understanding of their own cultural \nvalues as well as an appreciation for the physical and \ncultural diversity of the world. This introductory-level \ninternational program offers students the opportunity to \nexperience a culture different from their own. With a \nfocus on non-European cultures (host countries vary \nyear to year), students have an extended academic \nstudy/travel experience in countries such as Mexico, \nJapan, Ghana and China under the guidance of Agnes \nScott faculty. \n\nDuring the semester prior to the tour, students \nstudy the history, culture, geography, economy and pol- \nitics of the target country, begin a research project and \ndevelop survival language skills. The semester-long \ncourse is followed by a two- to three-week study tour of \nthe country, in which students conduct research on \ntheir selected topics, keep journals and experience \nhomestays. Upon return to campus, the course contin- \nues in a six-week debriefing seminar in which students \nmake cultural comparisons, reflect on the study tour. \n\n\n\ncomplete research projects and share the experience \nwith the campus and local community. \n\nGlobal Awareness is open to all enrolled students \nwho meet the basic requirements for participation. In \naddition, students must not be in their last semester \nbefore graduation (unless they participate on a non- \ncredit basis). They must have satisfactorily completed \nthe course that serves as the basis for the study tour, \nand they must attend all pre-departure sessions and \ncomplete assignments associated with the program. \n\nThis program is particularly recommended for \nsophomores as one of their electives. Students must \napply and be accepted to the program in order to regis- \nter for GA200. Students who have already participated \nin a Global Awareness or Global Connections study \ntour, or who have received a Study Abroad travel grant \nor Summer Study Abroad scholarship may participate \nbut must pay the full cost of the program. \n\nGlobal Connections Program \n\nThrough Global Connections, Agnes Scott students \ncan enrich their traditional learning experiences by \nconnecting what they learn in the classroom to a study- \ntour experience. Global Connections courses have \nincluded travel to India, Greece, England, Jordan, \n\n\n\nHo  Allies Scotl Cotkije Cataloi) 1999-2001 \n\n\n\nFrance, Israel, Spain and Ireland A Global Connections \ncomponent is \"added on\" to an appropriate regular aca- \ndemic course for concentrated study in a cultural con- \ntext. \n\nThis two-hour component is optional (a student \ndoes not have to enroll in it to take the base course) \nand involves two to three weeks of travel/intercultural \nexperience during the January intersession or in late \nMay. \n\nA Global Gonnections component may include \nresearch, journal writing, creative projects and group \nsessions. Students are required to attend pre-departure \norientation sessions held during the semester prior to \nthe experience abroad. Grades of Incomplete will be \nassigned until requirements for the component have \nbeen completed. \n\nGlobal Gonnections is open to all enrolled stu- \n\n\n\ndents who meet the basic requirements for participa- \ntion. In addition, students must not be in their last \nsemester before graduation (unless they participate on a \nnoncredit basis). They must be concurrently enrolled in \nthe base course or have satisfactorily completed the \nbase course during the past two academic years. Global \nGonnections participants must also attend all pre-depar- \nture sessions and complete assignments associated with \nthe program. \n\nTo be eligible to enroll in a Global Gonnections \ncomponent, students must apply and be accepted to the \nprogram. Students who have already participated in a \nGlobal Awareness or Global Gonnections study tour, or \nwho have received a Study Abroad travel grant or \nSummer Study Abroad scholarship may participate but \nmust pay the full cost of the program. \n\n\n\nIndependent Experiences Abroad \n\n\n\nParticipation in Agnes Scott Programs \n\nEligible Agnes Scott students can participate in \nextended study-abroad experiences through exchange \nand affiliate programs administered by the Gollege. \n\nEligibility \n\nTo be eligible, students must meet all basic \nrequirements, be full-time, degree-seeking students at \nAgnes Scott and have a minimum cumulative grade \npoint average of 2 75 at the end of the semester prior to \nsubmitting the application. In addition, students apply- \ning for portability of Agnes Scott merit scholarships and \ngrants while participating in affiliate programs must be \nU.S. citizens or permanent residents. \n\nApplication \n\nApproval for study abroad includes an internal applica- \n\n\n\ntion and an external application to the program's spon- \nsor All application forms are submitted to the Office of \nInternational Education for processing. \n\nFor more detailed information pertinent to study \nabroad, consult the brochure Programs, Policies and \nProcedures for Study Abroad and the International \nEducation Galendar, available in the Office of Inter- \nnational Education. \n\nReciprocal Exchanges \n\nThrough the International Student Exchange \nProgram (ISEP), Agnes Scott students may study in \nmore than 1 10 universities located in 35 countries \nStudents pay Agnes Scott Gollege tuition, fees, room \nand board to the College and receive equivalent bene- \nfits at partner universities in Argentina, Australia, \nAustria, Brazil, Canada, China, Colombia, Costa Rica, \n\n\n\nAfltm Scoll Colkgi Catalog 1999-2001  49 \n\n\n\nEngland, Estonia, Fiji, Finland, France, Germany, \nGhana, Hungary, Iceland, Ireland, Italy, Japan, Republic \nof Korea, Latvia, Malta, Mexico, Netherlands, \nNicaragua, Philippines, Russia, Scotland, Spain, \nSweden, Switzerland, Thailand, Uruguay and Wales. \nThe Association of Presbyterian Colleges and \nUniversities sponsors reciprocal exchanges between \nAgnes Scott and several institutions in Northern \nIreland, including the Queen's University of Belfast and \nthe University of Ulster \n\nAffiliate Programs \n\nEligible students interested in studying abroad \nthrough affiliate programs pay Agnes Scott tuition, fees, \nroom and board to the College and receive equivalent \nbenefits at the host institution. They may also continue \nto receive Agnes Scott College financial aid while par- \nticipating in affiliate programs. F^owever, portability of \nAgnes Scott merit scholarships and grants for participa- \ntion in affiliate programs is by application and on a \nfunds-available basis. \n\nAgnes Scott has affiliate programs in Austria, \nChile, Ecuador, England, France, Scotland, Senegal and \nSpain. The College has inter-institutional exchange \nagreements with: \n\n Kinjo Cakuin University in Nagoya, Japan, \n\n Hong Kong Baptist University in Hong Kong, \nPeople's Republic of China,- and \n\n Seoul Women's University in Seoul, Korea. \n\nParticipation in Non-Agnes Scott Programs \n\nAgnes Scott students are encouraged to enroll in \nstudy abroad programs sponsored by Agnes Scott \nCollege. Students who plan to participate in non-Agnes \nScott programs must meet the following requirements \nfor eligibility. They must: \n\n be in good standing,- \n\n\n\n \n \n\n\n\n \n \n\n\n\nhave completed one year or 24 credit hours at \nAgnes Scott prior to the experience abroad,- and \nhave a minimum 2.0 cumulative grade point aver- \nage at the end of the semester prior to submitting \nthe application. \nIn addition, they must: \n\npresent a good reason for selecting a non-Agnes \nScott program abroad,- and \n\ndemonstrate that the non-Agnes Scott program is \nof high academic and cross-cultural quality. \n\n\n\nApplication \n\nStudents planning to participate in non-Agnes \nScott programs must also seek approval for study \nabroad. They must submit the following forms to the \nOffice of Internationa! Education. \n\n1 . Agnes Scott application (internal) \n\n Study Abroad Proposal and Petition for Credit \nTransfer (to request study abroad approval) \n\n A description of the program abroad \n\n A statement that includes the student's good \nreasons for selecting the non-Agnes Scott study \nabroad program \n\n A leave-of-absence request. \n\n2. Application to the study abroad sponsor (exter- \nnal). The student completes the sponsor's applica- \ntion forms and sends them directly to the spon- \nsoring organization \n\nCharges and Payments \n\nStudents participating in non-Agnes Scott pro- \ngrams will pay a fee of $100 to Agnes Scott in addition \nto the $150 leave-of-absence fee. Students make their \nown financial arangements with the host institution. \nAgnes Scott merit scholarships and grants are not \nportable. \n\n\n\n50  Aijms Scott Collect Catalog 1999-2001 \n\n\n\nFinancial Support for Study Abroad \n\n\n\nFaieml Financial Aid \n\nAgnes Scott students eligible to receive federal \nfinancial aid (grants and loans) may continue to receive \ntfiose funds while participating in approved programs \nabroad during the academic year only. Work-Study is \nnot applicable to study-abroad experiences. The direc- \ntor of financial aid determines student eligibility. \n\nAt/iies Scott Merit Scholarships and Grants \n\nEligible students selected to participate in Agnes \nScott's exchange and affiliate programs continue to \nreceive merit scholarships and grants awarded by the \nCollege while studying abroad. \n\nStudy-Abroad Subsidies, Grants and Scholarships \n\nIn addition to merit scholarship and grant porta- \nbility for study through exchange and affiliate pro- \ngrams, Agnes Scott offers eligible students other means \nto facilitate their study abroadt \n\n Subsidies for Global Awareness and Global \nConnections study tours,- \n\n Three Study Abroad scholarships of $3,500 each \nfor summer study,- and \n\n 1 7 Study Abroad travel grants of $ 1 ,000 each for \nsummer and academic-year experiences \n\nEach student (excluding Year Five and graduate \nstudents) participating in a short-term experience \nabroad may receive one of the following: \n\n A subsidy that covers half the price of a Global \nConnections study tour,- \n\n A subsidy that covers half the price of a Global \nAwareness study tour,- \n\n A Study Abroad travel grant for summer experi- \nences,- or \n\n A Summer Study Abroad scholarship. \n\nStudy Abroad travel grants for semester and year \nexperiences are available to students participating in \nAgnes Scott exchange programs and non -Agnes Scott \nprograms. Students receiving financial aid to participate \nin affiliate programs are eligible to receive Study \nAbroad travel grants if funds are available and if they \n\n\n\nhave not already received a short-term study abroad \nsubsidy, grant or scholarship. \n\n\n\nPrestigious International \nScholarships and Fellowships \n\nAmong the prestigious scholarships and fellow- \nships available to Agnes Scott students are five that are \ninternational in scope: Fulbright grants, British Marshall \nscholarships, Rhodes scholarships. Rotary fellowships \nand NSEP scholarships. \n\nFor more information, visit the Office of Inter- \nnational Education in Buttrick Hall or its Web site: \nhttp://www.agnesscott.edu/acaysupport/intl \neducation/prestigious, htm \n\nFulbright Grants \nhttp://www.iie.org/fulbright \n\nThe U.S. Congress created the Fulbright program \nin 1946 to foster mutual understanding among nations \nthrough educational and cultural exchanges. Each year \nthe Fulbright program enables U.S. students, artists and \nother professionals to study or conduct research in more \nthan 100 nations. The program offers Fulbright full \ngrants, Fulbright travel grants, foreign and private grants \nand teaching opportunities. \n\nBrochures, application forms and information are \navailable from the Office of International Education or \nthe Fulbright campus advisor. Professor Richard Parry. \nThe campus application deadline is October 1 . \n\nBritish Marshall Scholarships \nhttp://www.britcoun.org/usa/usabm2.htm \n\nEstablished by an act of Parliament in 1953 to \ncommemorate the ideals of the European Recovery \nProgramme (the Marshall Plan), the British Marshall \nscholarships are intended to enable \"intellectually distin- \nguished young Americans to study in the United \nKingdom and thereby to gain an understanding and \nappreciations of the British way of life.\" \n\n\n\nA^na Scott Colligc Catalog 1 999-3001 51 \n\n\n\nApplications must be submitted on prescribed \nforms available by mid-May from the Office of Inter- \nnational Education or the Marshall campus advisor, \nProfessor Willie Tolliver The campus application dead- \nline is October 1 . \n\nRhodes Scholarship \nhttp://rhodesscholarorg \n\nThe Rhodes scholarship provides for study at the \nUniversity of Oxford and is one of the most competi- \ntive avi^ards available. Applicants must demonstrate out- \nstanding intellectual and academic achievement, but \nthey must also be able to shov/ integrity of character, \ninterest in and respect for their fellow beings, the ability \nto lead and the energy to use their talents to the full. \n\nForms and information are available from the \nOffice of International Education or the Rhodes campus \nadvisor The campus application deadline is October 1 . \n\n\n\nRotary Ambassadorial Scholarships \nhttp://www.rotary.org/foundation/educational pro- \ngrams/ambassadorial scholarships/faq.htm \n\nThe primary purpose of this program is to further \ninternational understanding and friendly relations \namong people of different countries. There are three \ncategories of awards. \n\nInitial applications are made through a local \nRotary Club. For further information, contact the Office \nof International Education. The campus application \ndeadline is May 3. \n\nNSEP Scholarships \nhttp://www.iie.org/nsep \n\nEstablished by the National Security Education \nAct of 1991, NSEP scholarships aim to provide U.S. \nundergraduate students with the resources and encour- \nagement they need to acquire expertise in languages, \ncultures and countries less commonly taught in the \nUnited States. NSEP scholarships can be applied for \nstudy in all countries except Western Europe, Canada, \nAustralia and New Zealand. \n\nApplications can be obtained from the Office of \nInternational Education or the NSEP campus advisor, \nMaria Krane. The campus application deadline is \nDecember 1 . \n\n\n\n52  A()nes ScotI College Catalog 1999-2001 \n\n\n\nSpecial Curricular Opportunities \n\n\n\nA- \n\n/Is \n\n\n\ngnes Scott offers a rich assortment of learning \nopportunities on and off campus to accelerate \n^students' progress and extend their learning \nexperiences beyond the classroom. \n\n\n\nAtlanta Semester \n\nThis distinctive academic program combines \nexperiential learning in the form of internships with an \nexciting array of courses designed to bring the academy \nand the community together to study and promote \nsocial change. \n\nWhat distinguishes the Atlanta Semester from \nother programs is the emphasis on women and leader- \nship in both the academic and public settings. Students \nin the program are challenged to examine the contribu- \ntions to social change made by women leaders, and \nthey experience firsthand the challenges and rewards of \nleadership in internships with Atlanta-based organiza- \ntions. \n\nThe Atlanta Semester is open to Agnes Scott stu- \ndents but also offers women from colleges and universi- \nties across the country the opportunity to benefit from \nthe women's college experience while living, working \nand learning in a progressive city. In addition, students \nmay earn a full semester's academic credit and make \nvaluable contacts for their professional lives. \n\nThe program takes as its theme \"Making All the \nDifference: Rethinking Citizenship and the City of the \nFuture.\" An interdisciplinary seminar taught by Agnes \nScott faculty and a speakers' forum constitute the com- \nmon academic core of the program,- in addition, each \nstudent selects an internship suited to her needs and \ninterests and carries out an independent research project \nthat bridges the experiential and academic components \nof the program. \n\nEach student is assigned an advisor and has many \nopportunities to discuss her individual program and \ngoals with participating faculty. \n\nAgnes Scott students enrolled in the Atlanta \nSemester program may count the 1 3 semester credit \nhours they earn as fulfillment of electives or, with the \napproval of their major or minor department, apply to \n\n\n\nreceive credit for their major or minor \n\nStudents from other colleges and universities may \napply their Atlanta Semester credit hours to a variety of \nmajors or concentrations at their home institutions. \nSome students may wish to take an additional course \noutside the program, chosen from among Agnes Scott's \nofferings. \n\nAcceleration \n\nA student may complete the requirements for the \ndegree in fewer than eight semesters. She may acceler- \nate her progress by: \n\n Entering with credit from Advanced Placement \nexaminations of the College Entrance \nExamination Board, higher level examinations of \nthe International Baccalaureate or joint-enroll- \nment programs,- \n\n Carrying an increased course load,- or \n\n Attending summer sessions at Agnes Scott \nCollege or other institutions. \n\nA student planning to accelerate should consult \nher advisor and must complete the accelerated program \napplication form, which is available in the Office of the \nAssistant Dean of the College. The form must be \napproved by the assistant dean of the College. \n\nCross-registration \n\nCross-registration at member institutions of the \nAdanta Regional Consortium for Higher Education \n(ARCHE) allows students to take courses not available \nat Agnes Scott. Students from member institutions may \nenroll in courses at Agnes Scott. Students may cross- \nregister for a maximum of two courses per term and a \ntotal of 18 semester hours. \n\nCrades for courses taken through cross-registra- \ntion are not factored into a student's grade point aver- \nage, but grades of A, B, C or D are accepted for credit \nhours. Only one specific or distributional or social and \ncultural analysis standard may be fulfilled by courses \ntaken under cross-registration. (See 'Transfer Credit,\" page \n\n33.J \n\nCourses taken to satisfy depth standards must be \n\n\n\nA^nes ScoU Collide Calato^ i999-looi  53 \n\n\n\napproved by the student's advisor. Cross-registration \ncourses may satisiy requirements for a minor if \napproved by tfie chair of the minor program. All cours- \nes must be approved by the assistant dean of the \nCollege. \n\nStudents enrolled in cross-registration courses are \nsubject to the regulations of the institution where the \ncourse is taken, including deadlines for application, reg- \nistration and withdrawing from a course. Students \nshould apply for approval to the assistant dean of the \nCollege before the end of course selection for the \nsemester in which they plan to enroll in cross-registra- \ntion. \n\nThe member institutions of ARCHE include: \n\nAgnes Scott College \n\nAtlanta College of Art \n\nClark Atlanta University \n\nClayton College and State University \n\nColumbia Theological Seminary \n\nEmory University \n\nGeorgia Institute of Technology \n\nGeorgia State University \n\nInstitute of Paper Science and Technology \n\nInterdenominational Theological Center \n\nKennesaw State University \n\nMercer University Atlanta \n\nMorehouse College \n\nMorehouse School of Medicine \n\nMorris Brown College \n\nOglethorpe University \n\nSouthern Polytechnic State University \n\nSpelman College \n\nThe University of Georgia \n\nYear Five Program \n\nYear Five is a unique program offered by Agnes \nScott College, which is designed to assist students in \nmaking the transition from college to the world of \nwork. Agnes Scott graduates are eligible to attend \nAgnes Scott tuition-free the two consecutive semesters \n(excluding summer) after completing degree require- \nments. Students take classes on a \"space available \" basis \nand may take from one course up to a full course load. \nCredit for all courses taken is recorded on the student's \nAgnes Scott College transcript. \n\nThe Year Five student can request to live on cam- \npus. The assistant dean of the College is the academic \n\n\n\nadvisor for all Year Five students. \n\nAny student interested in information concerning \nYear Five or in submitting an application for the Year \nFive program should contact the assistant dean of the \nCollege. The student activity fee, college events fee and \nhealth insurance fee (unless waived) must be paid at the \ntime the student registers for the courses. \n\nInAepmdmt Study [490] \n\nIndependent study gives superior students the \nopportunity to explore a particular field of intellectual \nor artistic interest and to produce a related piece of \nwork. \n\nEvery student with junior standing and a cumula- \ntive grade point average of B (3.0) or better is eligible to \napply for an independent study. TTie independent study \nis to be taken in the student's major If there is substan- \ntial preparation in another department or program, \nexceptions to this policy may be approved by the assis- \ntant dean of the College. Applications must be \napproved by the appropriate department or program. \nThe project may begin as early as the spring semester of \nthe student's junior year \n\nInterested students should obtain the written \nguidelines (available in the registrar's office) and then \napply in writing to the appropriate program chair The \ncompleted application for an independent study must \nbe submitted to the assistant dean of the College for \napproval. \n\nStudents wishing to begin independent study dur- \ning the fall semester of their senior year must apply two \nweeks before course selection week in the spring semes- \nter of their junior year \n\nThose wishing to begin their study in the spring \nsemester of their junior year, or who wish to undertake \na one-semester study in the spring semester of their sen- \nior year, must apply no later than two weeks before the \nfall semester deadline for course changes. \n\nInternship [45o] \n\nThe College recognizes that learning through \ninternships can be a valuable adjunct to classroom learn- \ning and endeavors to make possible worthwhile experi- \nences for students whose academic programs would \nbenefit from such opportunities. \n\nInternships worthy of academic credit are those \nthat bear a close relationship to the student's principal \n\n\n\n54  Agnes Scott College Catalog 1999-2001 \n\n\n\nacademic interests. Internships for which academic \ncredit is inappropriate are those that have little relation- \nship to the College curriculum. These may provide sec- \nondary benefits, such as personal development, profes- \nsional experience, service to the community or acquisi- \ntion of purely practical information The Office of \nCareer Planning facilitates participation in both kinds of \ninternship. \n\nA student interested in an internship for credit \nshould obtain the written guidelines and an application \nh-om the registrar's office. She should then consult her \nadvisor The completed application should be submitted \nfor review to the assistant dean of the College. The \napplication deadline is registration day of the semester \nduring which the internship is to be taken. \n\nTuition for credit internships during the academic \nsession is included in the regular tuition fee. A student \nmay complete the practical component of an internship \nwhile the College is not in session and complete the \nacademic component of the internship during the next \nsemester, receiving credit for the internship during the \nsemester following the practical experience. The intern- \nship must be approved before work is begun. If credit is \nearned when the College is not in session, the charge \nfor Agnes Scott credit earned under the supervision of \nan Agnes Scott faculty member is $325 per semester \nhour. \n\nLanguage Across the Curriculum \n\nThe Language Across the Curriculum (LAC) pro- \ngram is designed to enrich the study of the various dis- \nciplines. It provides students and faculty the opportuni- \nty to study materials in an original language, establish \nlinkages between foreign languages and the various dis- \nciplines and continue their language skills beyond the \nforeign language classroom. \n\nAppropriate academic courses are coupled with a \none-hour LAC component where materials related to \nthe course are read and discussed in the original lan- \nguage. Pairs of faculty, one a discipline instructor and \none a language instructor, co-teach the component. \nMore information about LAC courses may be found in \nthe following departments or programs: Art, Classical \nLanguages and Literatures, History,- Modern Foreign \nLanguages and Literatures, Political Science, Sociology \nand Anthropology,- Religious Studies,- and Women's \nStudies. \n\n\n\nStudents wishing to enroll in the LAC compo- \nnent of any offered courses must have completed four \nsemesters of a foreign language (or equivalent). \n\nResearch Scholars Program \n\nThe Research Scholars program provides a col- \nlaborative research experience between students and \nfaculty. Students are directly involved in research and \ntheir work is geared to produce publishable results. In \nthis program students receive invaluable experience \nwhile faculty members receive research assistance in \ntheir own research areas. Students are expected to make \na presentation of their research to other students and \nfaculty. Guidelines for the program are available from \nthe associate dean of the College. \n\nSpecial Study [4io] \n\nSpecial study courses are offered by all academic \nprograms and are open to senior majors (and qualified \njuniors) to pursue work in areas outside a program's list- \ned courses. Non-majors who demonstrate sufficient \npreparation in the discipline may also take 410 courses. \nApplications to take special study are available in the \nregistrar's office and must be returned to the assistant \ndean of the College for approval A 410 course carries \nfrom two to four semester hours credit. Ordinarily, a \nstudent will take no more than two semester courses of \nspecial study. \n\nThe application should include the name of the \ninstructor who will offer the 410, the course title and a \ndescription of the topic to be studied, a statement of the \nstudent's preparation for such study and the basis for the \ngrade. \n\nThe instructor must endorse the application and \nso must the chair or director of the program offering \nthe 410. \n\nIf a student requests a 410 in her junior year the \napplication should also state the appropriateness of the \n410 to the student's major program. \n\nIf a student wishes to take a 410 outside her \nmajor program, her application must describe her \npreparation in the program offering the 410, as well as \nthe information described above. \n\nStudent-designed Majors \n\nStudents may design their own majors by com- \nbining disciplines. They should consult the assistant \n\n\n\nA0nn Scoll College Catalog i999-30oi  55 \n\n\n\ndean of the College, who will assign an advisor and \noversee the development of the proposal. The assistant \ndean of the College has information available on recent \ninterdisciplinary majors, such as Art- Psychology, Art \nHistory-Religious Studies, Art History-English \nLiterature, Art History-History, Biology-Psychology, \nHistory-English Literature and Latin American Studies. \nStudents may use the examples in preparing their own \nproposals but are not limited to those interdisciplinary \nmajors. Students may also reshape the examples to suit \ntheir own needs and interests. \n\nProposals for student-designed majors usually are \nsubmitted to the assistant dean of the College during \nthe spring semester of a students sophomore year \nProposals are approved by the dean of the College. \n\n\n\nTeaching Certification \n\nAgnes Scott has state-approved programs for \nEarly Childhood (P-5), Secondary (7-12,- biology, \nchemistry, economics, English, history, mathematics, \nphysics, political science). Foreign Languages (P-12,- \nFrench, Greek, German, Latin, Spanish) and Music (P- \n12). A student who completes any of these programs \nsatisfactorily is eligible for initial Georgia certification, \nas well as certification in states with which Georgia has \nreciprocal agreements. \n\nAgnes Scott students interested in teaching com- \nplete the teacher education program in addition to ful- \nfilling the requirements for their majors. The profes- \nsional program includes classroom study of theoretical \nand practical approaches to teaching, as well as field \nexperiences in a variety of school settings. \n\nStudents interested in teaching should consult the \ndirector of teacher education programs during their first \nyear, or as early as possible in their college careers. \n\n\n\n56  Agues Scott College Catalog 1999-2001 \n\n\n\nOff-Campus Opportunities \n\n\n\nDual-Decjree Programs with \nGeorgia Institute oj Technology \n\nA student may combine three years of liberal arts \nstudies at Agnes Scott with two years of engineering \ncourse work at Georgia Institute of Technology. Upon \ncompleting the program, the student will receive the \nBachelor of Arts degree from Agnes Scott and a \nBachelor of Science degree from Georgia Institute of \nTechnology. \n\nFor information about specific programs, students \nshould consult the dual-degree faculty coordinator as \nearly as possible, preferably during their first year at \nAgnes Scott. The student must select a major and plan a \nprogram that satisfies all specific and distributional stan- \ndards for the Agnes Scott degree by the end of the jun- \nior year, in addition to the mathematics and science \ncourses required for engineering programs at Georgia \nInstitute of Technology. \n\nAdmission to the program at Georgia Institute of \nTechnology is based on completion of the requirements \nlisted above, a minimum GPA of 3.0 and the recom- \nmendation of the dual-degree faculty coordinator. \n\nDual-Degree Program in Art and Architecture \nwith Washington University \n\nA student may combine three years of liberal arts \nstudies at Agnes Scott with four years of specialized \nwork in architecture at Washington University in St. \nLouis for a combined undergraduate/graduate program. \nUpon completing the three years at Agnes Scott and \nthe first year of architecture, the student receives the \nBachelor of Arts degree from Agnes Scott. She then \ncontinues in the graduate program in architecture at \nWashington University for three years to receive a \nMaster's degree in architecture. \n\nBy taking advantage of this cooperative program, \nthe student can complete both degrees in seven years. \nStudents interested in this program should consult the \nfaculty coordinator as early as possible, preferably in the \nfirst year \n\nAdmission to the program at Washington \nUniversity is based on completion of certain require- \n\n\n\nments and on the recommendation of the faculty coor- \ndinator for the program, Prof. Terry McGehee. \n\nExchange Program with Mills College \n\nAgnes Scott College and Mills College, in the \nSan Francisco Bay area in Oakland, Calif., have an \nexchange agreement enabling students enrolled at each \ncollege to spend a semester or year at the other college. \nParticipants remain enrolled in their home college and \npay all fees to their home college. A student who partic- \nipates in the exchange may not transfer to the other \ncollege upon completion of the exchange. Permission to \nparticipate in this program is given by the dean of the \nCollege. \n\nStudents interested in attending Mills College for \na semester or a year should consult the assistant dean of \nthe College and the director of financial aid. \n\nPublic Leadership Education Network [PLEN] \n\nAgnes Scott College is a member of PLEN, a con- \nsortium of women's colleges that prepares women for \npublic leadership roles. Students have opportunities to \nstudy the process of public policy with women leaders \nin Washington, D.C., and abroad. Programs range from \ntwo-day mentor sessions and longer seminars to the \nPLEN Public Policy Semester \n\nStudents interested in participating in a PLEN \nprogram should contact the dean of students or the \nPLEN faculty advisor. Prof. Brenda Hoke. \n\nStudents interested in receiving academic credit \nfor participation in the PLEN program must contact the \nassistant dean of the College. \n\nROTC \n\nAgnes Scott students may participate in the Air \nForce or Navy Reserve Officers Training Corps at \nGeorgia Institute of Technology. A student who com- \npletes one of these programs qualifies as a commis- \nsioned officer and will be ordered to active duty in the \nUnited States Air Force, the United States Navy or the \nUnited States Marine Corps. Courses in ROTC pro- \ngrams are taken under the cross-registration program of \n\n\n\n/^K Scoll CoHtgt Catalog t999-300f  57 \n\n\n\nARCHE. Interested students should consult the assistant \ndean of the College. \n\nWashington Semester \n\nIn the Washington Semester program, students \nspend either the fall or spring semester at American \nUniversity in Washington, DC. There are nine offer- \nings in the program, including American government, \nforeign policy, economic policy, justice, international \nbusiness and trade and journalism. Each of these pro- \ngrams consists of a seminar, an internship and either a \nresearch project or a course taken at American Univer- \nsity. Students may attend during either their junior or \nsenior year. \n\n\n\nDeadlines for enrollment are early April for the \nfall semester and early November for the spring semes- \nter Requests must be approved by the assistant dean of \nthe College. \n\nA student who participates in the Washington \nSemester program at American University pays \nAmerican University tuition to Agnes Scott College \nduring her semester in the program. She is responsible \nfor her own room and board while in Washington. \nLimited scholarship money is available from American \nUniversity,- students are urged to apply early for consid- \neration. Interested students may obtain information and \napplications from the faculty advisor or the assistant \ndean of the College. \n\n\n\n5o  Aijiics ScoU College Cataloij ( 999-300 \u003c \n\n\n\nPost-baccalaureate Programs and \nPreparation for Graduate Study \n\n\n\nPost-baccalaureate and Graduate Programs \n\nFor recfuiremmts and applications for specific prot)rams, contact: \n\nAssociate Dean of the College/Director \n\nof Graduate Studies \n\nThe Office of Graduate Studies \n\nAgnes Scott College \n\n141 E. College Ave. \n\nAtlanta/Decatur, GA 30030-3797. \n\nMaster oj Arts in Teaching Secondary English [MAT) \n\nThe Master of Arts in Teaching Secondary \nEnglish (MAT) program is designed specifically for \nwomen and men preparing to teach high school \nEnglish. The 45-hour program targets students who \nhave an undergraduate degree in English, or a related \nfield with significant background in English, but who \ndid not complete a teacher certification program at the \nundergraduate level. \n\nSpecial features of the MAT program include an \nemphasis on gender equity, a writing workshop that \nfocuses on improving and teaching writing and two \nsemesters of supervised internship. \n\nPost-baccalaureate Premedical Program for Women \n\nAgnes Scott offers a one-year, post-baccalaureate \nprogram that prepares women for medical school, vet- \nerinary school and other allied health programs. This \npost-baccalaureate premedical program is primarily for \ncareer changers and for returning students with under- \ngraduate degrees in non-science fields who lack the \nnecessary science courses to apply for advanced study \nin the growing healthcare field. \n\nSuccessful candidates have a satisfactory academic \nrecord and demonstrate a high degree of motivation \nand commitment. It is desirable for applicants to have \nsome experience in a medical setting, either as a volun- \nteer or professional. \n\nStudents earn a certificate upon completing a \n\n\n\nminimum of 32 hours of laboratory science and a non- \ncredit, co-curricular seminar on various healthcare top- \nics. Students take the basic premedical requirements \n(biology, general chemistry, organic chemistry and \nphysics) offered through the regular undergraduate cur- \nriculum. Calculus is also strongly recommended, though \nnot required. \n\nPost-baccalaureate Teacher Certification  Secondary \nAgnes Scott College offers course work leading \nto post-baccalaureate certification at the bachelor's level \n(T-4) in the following secondary fields (grades 7-12): \nbiology, chemistry, history and mathematics. \n\nThe Post-baccalaureate Teacher Certification pro- \ngram is a non-degree program for college graduates \nwho have completed an appropriate major but have not \ncompleted a teacher education program. Admitted stu- \ndents are required to complete a minimum of 32 semes- \nter hours of credit, 26 of which must be specified Agnes \nScott hours. Additional hours may be required depend- \ning on the student's prior preparation and on certifica- \ntion standards. \n\nPost-baccalaureate programs are not available in \nEarly Childhood or Middle Grades. \n\nNote: Initial certification in secondary Encjlisb is available for \ncjualified applicants at the master's level [Ts] through the Master of \nArts in Teaching Secondary English program. \n\n\n\nPreparation for Graduate Study \n\nPreparation for Arts and Sciences \n\nA student interested in graduate study in arts or \nsciences should consult first with her faculty advisor \nInformation on the Graduate Record Examination \n(GRE) may be obtained from the career planning office. \nGraduate catalogs are available on microfiche in \nMcCain Library. \n\n\n\nAilnts Scoll Coltii/f Catalog 1999-2001  59 \n\n\n\nPreparation jor Medicine \n\nThe College encourages students interested in a \ncareer in medicine, dentistry, veterinary medicine or \nallied health professions to pursue the major of their \nchoice. Medical schools are interested in liberal arts \ngraduates. Agnes Scott students have gone to medical \nschool having majored in classics, art, French and other \nsubjects. \n\nThe Health Professions Advising Committee, \nadvisory to the assistant dean of the College, counsels \nstudents on academic programs, preparation for profes- \nsional school and ways to enhance acceptability into \nhealth programs. The committee writes letters of evalu- \nation to each school to which a student applies. \nStudents have the opportunity to meet with medical \ncollege faculty as well as medical students, some of \nwhom are Agnes Scott alumnae. \n\nThe most critical step toward admission, other \nthan grades (grade point average and grades in required \nscience courses), is the Medical College Admission Test \n(MCAT) or its equivalent (DCAT for dentistry, VCAT \nfor veterinary medicine). This test should be taken dur- \ning the spring of the junior year (except for the VCAT) \nand may be repeated during the late summer before the \nsenior year to improve performance. \n\nMost medical, dental and veterinary colleges \nrequire a full-year course with laboratory in biology, \nphysics, inorganic (general) chemistry and organic \nchemistry. Some schools require calculus. These courses \nshould be in progress or completed by the spring of the \njunior year in order to do well on the MCAT. \n\nA student can make many different course choic- \nes. If she is not majoring in chemistry or physics, she \nwill most likely defer physics until the junior year. A \nstudent who majors in chemistry or biology should take \nintroductory courses in that discipline during the first \nyear. \n\n\n\nA sample program is: \n\nFirst year: Biology 120,121 \n\nSophomore year: Chemistry 101, 101 L, 102, \n\n102L \n\nJunior year: Chemistry 201, 202, 202L,- Physics \n\nno. 111 \nAnother sample program is: \n\nFirst year: Chemistry 101, lOlL, 102, 102L \n\nSophomore year: Chemistry 201, 202, 202L, \n\nBiology 120, 121 \n\nJunior year: Physics 110, 111 \n\nThese programs apply to any major. \n\nStudents are responsible for knowing the admis- \nsion requirements of the professional schools to which \nthey apply. This information is in Medical School Admission \nRecfuiremmts, on reserve in the career planning office. A \nstudent who plans to attend a state-supported medical \ncollege should apply to one in her home state,- out-of- \nstate applicants usually are not accepted. Privately sup- \nported institutions typically accept many out-of-state \nstudents. States with no dental or veterinary colleges \nhave agreements with other states that have such facili- \nties. \n\nPreparation Jor Law \n\nAmerican law schools require no specific courses \nor major, but students interested in the legal profession \nmust develop strong analytical and communication \nskills. Students should take maximum advantage of the \nrichness and variety of a liberal arts curriculum. Those \ninterested in law school should consult with the pre-law \nadvisor. Prof. Gus Cochran, about when to take and \nhow to prepare for the Law School Admissions Test \n(LSAT). \n\n\n\n60  A^nis ScoH College Catalog 1999-2001 \n\n\n\nCourses of Study \n\n\n\nAgnes Scott reserves the right to make changes affecting \npolicies, fees, curricula or other matters recjuired to carry \nout the objectives and purposes oj the College. \n\n\n\nAfricana Studies \n\n\n\nDIRECTOR: Violet M. Johnson, associate projessor \noj history \n\nHistory, culture and contemporary issues pertaining \nto people of African descent are the focus of the \n! Africana Studies program. The core courses, offered in \nI the departments of History, English, Political Science, \nSociology and Anthropology, and Religious Studies, \ndeal variously with Africa, African Americans and the \nAfrican diaspora. Related courses are offered in \nPsychology, Music, and Modern Foreign Languages and \nLiteratures. \n\nStudents may choose the established minor or \nselect courses to complement their majors and minors in \nother disciplines and areas. With approval from the \ndean of the College, a student may pursue a major in \nAfricana Studies through the student-designed-major \noption. \n\nStudents minoring in Africana Studies are strong- \nly encouraged to participate in a faculty-led Global \nAwareness or Global Connections program or any other \nstudy-abroad program approved by Agnes Scott \nCollege. \n\nProgram Requirements \n\nRequirements for the Minor: \n\nA minimum of 18 hours is required for the minor All \n\ncourses in the minor should be chosen in consultation \n\nwith the program advisor and must be approved by the \n\nadvisor \n\nRequired courses: \n\nAh-icana Studies 1 70 \n\n\n\ni7of \n\n\n\n2l6f \n\n\n\n230s \n\n\n\n250f \n\n\n\n251s \n\n\n\n253f \n\n\n\nAfricana Studies 250 or 251 or 350 \n\nStudents must choose at least four courses from \n\nthe following groups, three of which must be \n\nchosen from Groups 1 and II, with a minimum of \n\none course from each: \n\nGroup 1 (Historical and Cultural Perspectives): \n\nAfricana Studies 250, 251, 253, 254, 339, 350, \n\n354 \n\nReligious Studies 330 (when the topic relates to \n\nthe religions of Africa or the African Diaspora) \n\nGroup II (Critical Perspectives): \n\nAfricana Studies 335, 370 \n\nGroup 111 (Related Perspectives): \n\nInterdisciplinary 200 \n\nAfricana Studies 2 16 (when the topic relates to \n\nAh-ica or the African Diaspora), 230, 308 \n\nHistory 331, 332 \n\nMusic 204 \n\nSociology 301 \n\nReligious Studies 33 1 \n\nPsychology 240 \n\nSpanish 208 \n\nAFRICAN-AMERICAN CULTURE AND SOCIAL \nINSTITUTIONS 3 \n\nOverall framework for the study of African Americans \nfrom slavery to the present. Aspects of the African- \nAmerican experience are examined from a multidisci- \nplinary perspective. \n\n(English 216) TOPICS ON WOMEN AND LITERATURE 3 \n(When the topic relates to Africa or African Diaspora) \nSee English 216 for description. \n(Sociology 230) (Women's Studies 231) RACE, CLASS \nAND GENDER 3 \n\nSee Sociology 230 for description. \n(History 250) AFRICAN SOCIETIES FROM 1500 TO \nPARTITION 3 \n\nSee History 250 for description. \n(History 251) AFRICAN SOCIETIES FROM THE \nCOLONIAL ERA TO PRESENT 3 \n\nSee History 251 for description. \n(History 253) AFRICAN-AMERICAN HISTORY TO \nEMANCIPATION 3 \n\nSee History 253 for description. \n\n\n\nAgnes Scott ColUgt Calalo^ (999-3001 61 \n\n\n\n254S (History 254) AFRICAN-AMERICAN HISTORY SINCE \n\nEMANCIPATION 3 \n\nSee History 254 for description. \n308s (Political Science 308) SOUTHERN POLITICS AND THE \n\nCIVIL RIGHTS MOVEMENT 3 \n\nSee Political Science 308 for description. \n335f (History 335) BLACK PROTEST THOUGHT IN AMERICA \n\nFROM SLAVERY TO PRESENT 3 \n\nSee History 335 for description. \n339f (English 339) AFRICAN-AMERICAN LITERATURE 3 \n\nSee English 339 for description. \n350f (History 350) THE AFRICAN DIASPORA 3 \n\nSee History 350 for description. \n3545 (History 354) TOPICS IN AFRICAN AND ASIAN \n\nHISTORY (When the topic relates to Africa or the \n\nAfrican Diaspora) 3 \n\nSee History 354 for description. \n370s (Sociology 370) AFRICAN-AMERICAN IMAGES IN \n\nPOPULAR CULTURE 3 \n\nSee Sociology 370 for description. \n\n\n\nArt \n\n\n\nFACULTY \n\nTerry S. McGehee, professor \nDonna L. Sadler, associate professor \nAnne E. Beidler, associate professor \n\nRecognition of the inherent value of art and appreci- \nation for the manner in which it enriches and \nenlivens experience lie at the core of the art program. \nFaculty members are practicing artists and art historians \nwho believe the visual arts are essential to a liberal edu- \ncation. \n\nThe art major is a balanced program of study in \ntheory, practice and history Its strong foundation in \ntwo-dimensional and three-dimensional art and solid \ngrounding in the chronological periods of art history \nprepare art majors for productive professional or aca- \ndemic careers. \n\nStudents may go into graduate programs in studio \nart, art history, art therapy, museum work, art restora- \ntion or arts administration. They may also minor in \neither art history or studio art. A dual degree program \nin art and architecture is offered with Washington \nUniversity in St. Louis. \n\nAgnes Scott's Dana Fine Arts Building, designed \nby the architect John Portman, incorporates studio \nspaces, lecture halls and an auditorium. It also contains \n\n\n\nthe Dalton Galleries, a large, multiroom exhibition \nspace. The gallery hosts shows of historical and con- \ntemporary art works and incorporates at least one stu- \ndent exhibition a year This gives the studio classes an \nexcellent opportunity to showcase their works. \n\nStudents also have access to Atlanta's rich cultural \nofferings. Visits to the many galleries, museums and \nartist studios in the metropolitan area complement the \nart major's course of study. \n\nArt majors are strongly encouraged to participate \nin a faculty-led Global Awareness or Global \nConnections program or any other study-abroad pro- \ngram approved by the College. \n\nRequirements for the Major: \n\nCourses required in Art History and TTieory: \n\n102, 103,480 \n\nTwo additional courses in Art History and Theory \nCourses required in Studio Art: \n\nFoundation Studies: 161, 162, 163, 240 \n\nOne of the following: 241, 242, 274 \nMinimum of 9 semester hours in other 200, 300, 400 \n\nlevel Studio Art courses \n\nA minimum of 39 hours in art is required for the \n\nmajor \n\nRequirements for the Minors: \nArt History \n\n102, 103, 480, four additional courses in art histo- \nry at the 200 and/or 300 level. \nThe program must have the approval of the chair \nof the department. \n\nSuggested course beyond the minimum require- \nment: 16 1 \nStudio Art \n\n161, 162, 163, three additional courses in studio \nart. \n\nThe program must have the approval of the chair \nof the department. \n\nSuggested courses beyond the minimum require- \nment: 102, 103,208. \n\nArt History and Theory \n\nThe Distributional Standard in fine arts will be \nsatisfied by any course in art history and theory. \n\nI02f HISTORY OF ART I 3 \n\nDevelopment of ethnographic and western art from \n\n\n\n62  Ai)iics Scoll Colkijc Calaloi) 1999-2001 \n\n\n\ntheir beginnings in preliistory to the close of the mid- \ndle ages. Special emphasis is placed upon the varied \nfunctions of art and its role as an index of cultural \nvalues. \n\n103s HISTORY OF ART II 3 \n\nDelineation of major artistic periods from the \nRenaissance through the modern periods. Emphasis \nshifts from the concept of the individual masterpiece \nin the fifteenth century to the artist as courtier in the \nseventeenth century to the various art movements in \nthe twentieth century. \n\n103LS (French 203L) HISTORY OF ART II, FRENCH \n\nCOMPONENT 1 \n\nSee French 203L for description. \nOffered 1999-2000 \n\n20if (Classics 242) GREEK AND ROMAN ART 3 \n\nSurvey of the architecture, sculpture, painting and \nminor arts from the Bronze Age in Greece (c. 3000 \nB.C.E.) through the flourishing of the Roman Empire \nuntil c. 313 C.E. \n\n202f (Religious Studies 202) MEDIEVALART 3 \n\nSurvey of the major monuments of architecture, \npainting, sculpture and manuscripts from the fourth \ncentury to the fourteenth century. Focusing on the \naccomplishments of the artists and their patrons \nfrom the ninth through the thirteenth century, the \neconomic, social and political factors that affected \nthe medieval artistic vision are examined. \nOffered 2000-01 and alternate years \n\n202Lf (French 202L) MEDIEVALART, FRENCH COMPONENT 1 \nSee French 202L for description. \n\n203f RENAISSANCE ART 3 \n\nConcentration on the apogee of painting, sculpture \nand architecture in Italy. Between c. 1300-1550, \nartists trace a visual arc between the rediscovery of \nnature by Giotto to the creation of works synony- \nmous with 'high culture' such as the Mona Lisa and \nthe Sistine Ceiling. Addresses issues of style and \niconography, as well as the effect of patronage and \ngender on the visual arts. \nOffered 2000-01 and alternate years \n\n208s 19TH-\u0026 20TH-CENTURY ART 3 \n\nExploration of the architecture, sculpture and paint- \ning from the beginning of the nineteenth century \nthrough post-modernism. Primary emphasis on \nsocial history that helped shape the various artistic \nmovements from realism to pop art to minimalism to \nperformance art of the 1980s. \n\n2i2f THE APOCALYPSE IN ART 3 \n\nApocalyptic themes are an important part of art of \nthe West. This course investigates art recapitulating \nthe Book of Revelation, from earliest Christian cata- \ncomb painting to present, with especial attention to \nthe many different strategies used to represent or \ninterpret the text. \n\n311s (Women's Studies 311) THE RISE OF THE WOMAN \n\nARTIST 3 \n\nExamination of the changing role of women in the \n\n\n\nproduction and possession of art. The perspectives \nof gender and difference used to define the shifting \nimages of women both as subjects and as creators. \nThe artistic patronage of women is examined as a \nforce for social and artistic change. \nOffered 2000-01 and alternate years \n\n312s THE AGE OF THE CATHEDRALS 3 \n\nIntensive study of the cathedrals and monasteries of \nthe twelfth and thirteenth centuries. Emphasis \nplaced on the theory and construction practices of \nthe medieval masons, the iconography of architec- \nture and the meaning of the stained glass and sculp- \nture programs that embellish the churches of France, \nEngland, Spain and Italy. \nOffered 2000-01 and alternate years \n\n4iof,s SPECIAL STUDY IN ART HISTORY AND CRITICISM 2-4 \nSpecial problems adjusted to the needs and interests \nof the individual student. An introduction to scholarly \nresearch. \nOpen to art majors only \n\n480s ISSUES IN ART 3 \n\nCapstone course that emphasizes theory, contempo- \nrary art issues and the role of art in society today. \nPolitical, social and aesthetic perspectives related to \ncurrent developments in the visual arts. Readings, \npresentations and visits to galleries, museums and \nartists' studios provide a context for discussion. \nOpen to art majors and minors in art history or studio \nart and others with permission of the department \nchair \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research in art history and theory or in \nstudio art under the supervision of a department \nmember. \n\nOpen to senior art majors or by permission of the \ndepartment chair \n\nStudio Alt \n\nThe Distributional Standard in Fine Arts may be \nsatisfied in studio art by taking Art 161, 162 or \n163. If a student requests a portfolio review and \nsubsequently receives a positive recommendation \nby the studio faculty, the student will be advised \nas to appropriate curricular choices, placement \nand possible credit Refer to page 16 for AP \ncredit. \n\nAil studio courses meet 4 hours per week for 3 \nsemester hours credit unless otherwise indicated. \nStudents are expected to provide most of their \nown supplies. \n\ni6if,s ARTSTRUaUREI 3 \n\nIntroductory drawing course to develop visual skills \nas well as individual expression. Experiments in a \n\nAi)ms Scoll Colttnc Gilalog 1999-2001  03 \n\n\n\nvariety of drawing media with subject matter that \nincludes still-life, life drawing and contemporary \nmethods in drawing. \n\ni62f,s ART STRUCTURE II 3 \n\nStudy of the design elements of form, line, color and \ntexture in relation to problems in composition, color \ntheory, subject matter and space. Experiments in \nimagery and media that may include xerographic, \nphotographic and computer aided design assem- \nblages. \n\ni63f ART STRUCTURE III 3 \n\nSeries of spacial experiments in relief, collage and \nconstruction. Media include but are not limited to \nclay, wire, wood, paper and plaster. \n\ni8of INTRODUCTION TO PHOTOGRAPHY 3 \n\nIntroduction to the 35mm camera and darkroom pro- \ncedures, including film processing and printing. \nStudents will acquire a basic knowledge of black and \nwhite photography as well as more intermediate \ndarkroom techniques as the semester progresses \n(i.e. pinhole photography, sepia toning, solarization). \nPrerequisite: ART 161 or 162 \n\n181s SURVEY OF COMPUTER ART 3 \n\nAn introductory course that offers the student the \nopportunity to investigate still images using the com- \nputer in the areas of paint, image processing and \npage design. The software surveyed will be \nSuperpaint, Photoshop and certain aspects of \nPagemaker. The primary emphasis of the course is on \nfine art production. Historical, critical and theoretical \nissues surrounding art and technology will be \naddressed through assigned readings. \nPrerequisite: 161 or 162 \n\n24of DRAWING AND COMPOSITION 3 \n\nProblems in representation with a focus on life draw- \ning and the human body. Experimentation with draw- \ning media and various styles of drawing. Emphasis \non personal expression and thematic discovery. \nPrerequisite: 161 or permission of the instructor \n\n24if,s PAINTING I 3 \n\nIntroductory course in painting. Basic painting tech- \nniques and experiments in color theory combined \nwith a discussion of conceptual approaches to paint- \ning. \n\nPrerequisite: 161 and 162 or permission of the \ninstructor \n\n242f,s PRINTMAKING I 3 \n\nIntroduction to printmaking processes with a focus \non image content. Printing processes may include \nmonoprint, relief, intaglio, silkscreen, photographic \nprocesses in printmaking or book arts. \nPrerequisite: 161 and 162 or permission of instructor \n\n274s SCULPTURE I 3 \n\nIntroduction to selected sculptural processes includ- \ning a focus in one or more of the following areas: \nceramics, ceramic sculpture, basic carving (wood or \nstone), assemblage and construction or basic cast- \ning. \n\nOH  Apm ScoH Collegi Catalog 1999-200) \n\n\n\nPrerequisite: 161 and 163 or permission of the \ninstructor \n\nMay be repeated if subject matter varies \n34if,s PAINTING II 3 \n\nAdvanced problems in painting related to issues of \nimagery, content, scale and technical means. \nPrerequisite: 241 \nMay be repeated if subject matter varies \n\n342f,s PRINTMAKING II 3 \n\nProblems in specific printing processes including \nmonoprint, relief, intaglio, silkscreen, photographic \nprocesses in printmaking or book arts. Focus on \ndeveloping individual expression and image content. \nPrerequisite: 242 \nMay be repeated if subject matter varies \n\n36of,s STUDIO IN MIXED MEDIA 3 \n\nContemporary approaches to art-making which may \ninclude combining two and three-dimensional media \nwith a focus on expanding the range of expression. \nProjects could include installations, performance \npieces, collaborative works or video. Emphasis cen- \nters on the development and visual presentation of \nideas. \n\nPrerequisite: 163, 241, or 242 or permission of the \ninstructor \n\n46of,s ADVANCED STUDIO 3 \n\nSpecial problems in drawing, painting, printmaking, \nphoto processes, ceramics, sculpture or other two \nand three-dimensional media. \nPrerequisite: Permission of the instructor \nMay be repeated if subject matter varies \n\n\n\nThe Atlanta Semester \n\nDIRECTOR: Isa D. Williams, assistant professor of women's \nstudies \n\nThe Atlanta Semester challenges students, through an \ninterdisciplinary course of study, to examine the role \nof women as leaders and participants in social change. \nStudents enrolled in the program meet with faculty \nfrom various disciplines in order to strengthen their \nunderstanding of the liberal arts in relation to society. \n\nIn addition, students interact with the city of \nAtlanta and examine the relationships between theory \nand practice through internship assignments and \nresearch projects. Internships are further designed to \nplace students with women in leadership positions while \nincreasing their knowledge of the organization's role in \nsocial change. \n\nThe program exposes students to professions in \n\n\n\nnumerous types of organizations, including nonprofits, \ncorporations, government and grass-roots advocacy \ngroups. It enables students to recognize thie cfiallenges \nfacing society and to make informed decisions about \ntheir future role in society. Students earn a full semester's \ncredit upon completing the program. \n\nAgnes Scott students enrolled in the Atlanta \nSemester program may count the credit hours toward \nfulfillment of electives or, with approval of their major \nor minor department, apply to receive credit toward ful- \nfillment of their major or minor. \n\n301s THE ATLANTA SEMESTER SEMINAR 4 \n\nAn interdisciplinary exploration of women's historic \nand contemporary contributions to social change. \nThe course provides a theoretical framework for \nunderstanding women's relationship to the process \nof leadership and social change. (Open only to stu- \ndents enrolled in the Atlanta Semester Program.) \n\n305s THE ATLANTA SEMESTER SPEAKERS' FORUM 2 \n\nStudents meet with community leaders and faculty \nfor lectures and discuss topics related to the Atlanta \nSemester's yearly topic. (Open only to students \nenrolled in the Atlanta Semester Program.) \n\n350s THE ATLANTA SEMESTER INTERNSHIP 4 \n\nExperiential learning through a supervised internship \nin an organization. (Open only to students enrolled in \nthe Atlanta Semester Program.) \n\n380s THE ATLANTA SEMESTER RESEARCH PROJECT 3 \n\nIndependent research drawing on the Atlanta \nSemester internship and seminar and resulting in a \npaper that combines theory and experience. Topic to \nbe selected by the student with approval from the \ninstructor. (Open only to students enrolled in the \nAtlanta Semester Program.) \n\n\n\nBiochemistry and \nMolecular Biology \n\nADVISOR: Linda C. Hodges, William Rand Kman \nProfessor oj Chemistry \n\nThrough the academic program in biochemistry and \nmolecular biology, students gain a thorough ground- \ning in biological and chemical principles, especially as \napplied to this interdisciplinary field. \n\nThe major provides background for a variety of \ncareer goals, including advanced study in biochemistry, \nmolecular biochemistry, pharmacology, medicine, den- \n\n\n\ntistry and veterinary medicine,- technical and nontechni- \ncal areas of biochemical, medical and pharmaceutical \nindustries, and scientific writing or editing. \n\nThe required courses provide hjndamental knowl- \nedge of: \n\n Structure and function relationships of biologi- \ncal molecules and systems. \n\n Chemical and biological reactions and their \nsignihcance in biological systems. \n\n Modern methods for acquiring, analyzing and \nretrieving data. \n\nCollaborative research is an integral part of this \nrapidly changing area and all biochemistry and molecu- \nlar biology majors are required to have a research expe- \nrience as part of their undergraduate requirements. This \nresearch experience may be a credit or noncredit pro- \ngram either on or off campus. \n\nStudents considering a major in biochemistry and \nmolecular biology should consult a biochemistry advi- \nsor as soon as possible, since sequencing of courses and \nprerequisites requires careful planning. \n\nRequirements for the Major: \n\nBiology courses: 120, 310, 315, 3 1 6 and one course \nchosen from 301 or 309. \n\nTotal: 20 hours \n\nChemistry courses: 101, 101 L, 102, 102L, 201, 202, \n202L, 210 or 431, 300, 300L, 301, 342. \nChemistry 302 is strongly recommended, espe- \ncially for students plannmg to attend graduate \nschool in a related discipline. \n\nTotal: 28 hours \n\nTotal hours in Biology and Chemistry Courses: 48 hours \n\nMathematics courses: 118, 119 \n\nPhysics courses: 110, 111 \n\nAdditional Requirements: \n\nAll students must participate in a supervised research \n\nexperience approved by the biochemistry advisor. \nStudents may elect to fulfill this requirement by \ntaking appropriate Agnes Scott research courses \nor by taking part in biochemical research or \ninternship experiences either on or off campus, \nincluding possible summer opportunities. \nNOTE: If a sluihil elects afoniial course such as \nChemistry 490 to fulfill this recfuiranent, any hours elected \nover the 60 hours allowed in the major must he in excess of \nthe (20 acadentic hour College re(fuirement for graduation. \n\n\n\nAjnis Scott Cotlfje Catalog \u003c 999-3001  65 \n\n\n\nBiology \n\n\n\nFACULTY \n\nSandra T Bowden, Charles A. Dana Professor \n\nJohn F. Pilger, professor \n\nHarry Wistrand, professor \n\nKaren J. Thompson, associate professor \n\nTimothy S. Finco, assistant professor \n\nJ. Phil Gibson, assistant professor \n\nDouglas R, Kain, visitinci assistant professor \n\nThe biology program offers an integrated approach to \nthe study of living systems from molecules to \necosystems. The program's unifying themes are evolu- \ntion, relationships between form and function, the unity \nand diversity of life, the cycling of matter and the flow \nof energy. Current methods of investigation, communi- \ncation, critical thinking and collaborative learning and \nresearch are emphasized. \n\nStudents are encouraged to view science as a \nprocess for the development of knowledge in many sub- \nfields that have common themes, shared methods of \ninvestigation and interdisciplinary connections. \n\nA major program includes the study of biological \nscience as a process, molecules, cells and tissues, diverse \norganisms and general and organic chemistry. Elective \ncourses may include ecology, systematics, genetics, \ndevelopmental biology, marine biology, animal behav- \nior, molecular biology, neuroscience and physiology. In \naddition, credit and noncredit research opportunities \nare available with biology faculty members and off cam- \npus. The program requirements combine foundation in \nthe principles of biology with flexibility so that a stu- \ndent may design a program of study that best fits her \ngoals. \n\nStudents who plan to major or minor in biology \nshould consult with a member of the department early \nin their college careers to ensure normal progression. \nStudents may also elect the biochemistry and molecular \nbiology major. They should consult with department \nmembers about opportimities for interdisciplinary \nmajors, summer study and research. \n\nRequirements for the Major: \n\n35 hour minimum as defined below: \n\nNine courses including 120, 121, 309 or 310 and \na minimum of three other 300-level courses \n\n\n\nexcluding 380. \n\nElective courses must reflect at least two of the follow- \ning groups: \nProkaryotes: 301 \n\nAnimals: 240, 270, 280, 305, 318 \nPlants: 212,220 \n\nAlso required: Chemistry 201 and one course in mathe- \nmatics excluding 101, 104, 115 and 150. \n\nRequirements for the Minor: \n20 hours as defined below: \n\n120, 121 and three other courses in biology for \n\nwhich prerequisites have been met. \n\nioif,s BIOLOGY OF ANIMALS n \n\nStructure, function, diversity and evolution of ani- \nmals as exemplified by their morphology and physi- \nology. \n\nNot open to students who have had 121. \n3 LEC, 1 LAB \n\nio8f ENVIRONMENTAL BIOLOGY 4 \n\nFundamental concepts of human ecology. Emphasis \non human interaction with and impact on the envi- \nronment. Global, regional and social issues will be \ndiscussed in light of their foundation in biological, \necological and evolutionary principles. \nNot open to students who have had 308. \n3 LEC, 1 LAB \n\nI20f CONCEPTS IN CELLULAR BIOLOGY AND GENETICS 4 \nStructure and function of biological molecules. \nFunctional anatomy of prokaryotic and eukaryotic \ncells. Major pathways for capture and release of \nenergy. Metabolism of carbon compounds. \nInheritance, gene regulation, recombinant DNA and \nbiotechnology. Laboratory investigations emphasize \nprocesses of scientific inquiry. \n3 LEC, 1 LAB \n\n121s CONCEPTS IN ORGANISMALAND EVOLUTIONARY \n\nBIOLOGY 4 \n\nIntroduction to form and function of plants and ani- \nmals. Evolutionary mechanisms and models of popu- \nlation dynamics. Biological diversity and systematics. \nLaboratory investigations emphasize processes of \nscientific inquiry. \nPrerequisite: 120 \n3 LEC, 1 LAB \n\n200s EVOLUTIONARY BIOLOGY 3 \n\nProcesses and patterns of adaptation and formation \nof species. Introduction to population genetics and \necology as they relate to evolutionary biology. The \nnature of natural selection. The origin of life, the evo- \nlution of macromolecules and cell organelles. \n3 LEC \nPrerequisite: two courses in biology other than 101 \n\n\n\n66  A^nts Scott College Calaloij 1999-20 \n\n\n\n212S BIOLOGY OF PLANTS 4 \n\nFunctional organization, growth, reproduction and \n\ndispersal of seed plants. Nutrition and transport \n\nprocesses. Evolution of the land flora. Concepts in \n\nplant community ecology. Interactions between \n\nplants and other organisms. 308s \n\n3 LEC, 1 L7\\B \n\nPrerequisite: 121 \n\n215SU MARINE BIOLOGY 4 \n\nEcological approach to the study of marine organ- \nisms as exemplified in temperate, semi-tropical and \ntropical environments. A three-week field course; \ndates to be determined. \nLimited to eight students \n\nPrerequisite: 121 and permission of instructor 309! \n\nOffered summer 2000 and alternate years \n\n220f SYSTEMATICS OF SOUTHEASTERN PLANTS 4 \n\nPrinciples of plant identification, classification and \nnomenclature, with special emphasis on vascular \nplants native to this region. Laboratory includes \nobserving plants in their natural environments and \ntechniques for collecting, identifying and preserving \nspecimens. 310s \n\n3 LEC, 1 LAB \nPrerequisite: 121 \n\n240f VERTEBRATE BIOLOGY 4 \n\nGross anatomy of vertebrates, along with microscop- \nic structure of animal tissues. Includes dissection of \nselected animals and a project using histological \ntechniques. \n3 LEC, 1 Lj^B \nPrerequisite: 121 \n\n270s INVERTEBRATE BIOLOGY 4 \n\nComparative anatomy, functional morphology and \nsystematics of major and minor invertebrate phyla to 315s \n\nachieve an understanding of unity, diversity and evo- \nlution in these animals. Laboratory includes some \nfieldwork. \n3 LEC, 1 LAB \nPrerequisite: 121 \n\n28of ANIMAL BEHAVIOR 4 3i6f \n\nDevelopment, ecology and causation of animal \nbehavior. Emphasis on comparative analysis of \nmechanisms underlying the production of species- \nspecific behavior. \n3 LEC, 1 LAB \nPrerequisite: 121 \n\n30if MICROBIOLOGY 4 \n\nBiology of prokaryotic and eukaryotic microorgan- \nisms and viruses with emphasis on bacteria and \nviruses. Morphology, physiology, biochemistry, \ngenetics, taxonomy and immunology. 318s \n\n3 LEC, 1 LAB \nPrerequisite: 120; Chemistry 102 \n\n305s ANIMAL PHYSIOLOGY 4 \n\nComparative study of respiration, circulation, sensory \nand neural integration, locomotion, metabolism and \ntemperature and water regulation in animals. \n\n\n\nBalanced emphasis on lower vertebrates, inverte- \nbrates and human systems. Selected topics studied \nin depth in the laboratory. \n3 LEC, 1 LAB \n\nPrerequisite: 121; Chemistry 201 \nECOLOGY 4 \n\nInteractions of organisms with their abiotic and biot- \nic environments. Populations, communities and \necosystems from ecological and environmental per- \nspectives. Laboratory and field studies, environmen- \ntal analysis. \n3 LEC, 1 LAB \n\nPrerequisite: 121, Mathematics 117 (or 118 or 119) rec- \nommended \n\nCELL BIOLOGY: FUNCTIONAL ORGANIZATION 4 \n\nForm and function at the cellular level of organiza- \ntion. Prokaryotic and eukaryotic cell structure, the \ncell cycle, energy and information flow, major modes \nof nutrition and metabolism. Specialized cellular \nfunctions, including motility and electrical activity. \n3 LEC, 1 LAB \n\nPrerequisite: 120; Chemistry 102 \nCELL BIOLOGY: PHYSIOLOGY AND BIOCHEMISTRY 4 \nBiochemistry of proteins, lipids, carbohydrates and \nnucleic acids. Solutions, pH and buffers. Enzyme \nactivity and energy flow in major metabolic process- \nes. Major anabolic and catabolic pathways in the \nmetabolism of carbon- and nitrogen-containing com- \npounds. Photosynthesis, fermentation, glycolysis, \naerobic and anaerobic respiration, urea cycle and \ngluconeogenesis. Integration and regulation of \nmetabolism. \n3 LEC, 1 LAB \n\nPrerequisite: 120; Chemistry 201 \nGENETICS 4 \n\nStructure, function, regulation and transmission of \nhereditary materials in viruses, prokaryotes and \neukaryotes. \n3 LEC, 1 LAB \n\nPrerequisite: 120; Chemistry 201 \nMOLECULAR GENETICS 4 \n\nGene structure, function and regulation at the molec- \nular level in viruses, prokaryotes and eukaryotes; \nintroduction to genetic engineering and recombinant \nDNA techniques. Emphasis on recently published lit- \nerature. \n3 LEC, 1 LAB \n\nPrerequisite: 315; Chemistry 201 (Chemistry 201 for \nACS chemistry majors with a biochemistry emphasis) \nCorequisite: For ACS chemistry majors with a bio- \nchemistry emphasis, a one-hour noncredit tutorial \nDEVELOPMENTAL BIOLOGY 4 \n\nMorphological patterns and the developmental \nmechanisms in the ontogeny of animals. Emphasis \non classical vertebrate and invertebrate models. \n3 LEC, 1 LAB \nPrerequisite: 309 \n\nA^nes Scott ColU^c Catalog 1999-2001  67 \n\n\n\n38of,s RESEARCH IN BIOLOGY I-4 \n\nLab or field research project conducted jointly with a \nmember of the biology faculty. Student collaboration \nis encouraged where appropriate. Recommendation \nof the faculty member and approval by department \nare necessary. Approval may be contingent on the \nnumber of projects supervised by a faculty member \neach semester. The project may be done in conjunc- \ntion with an ongoing research project or with a biolo- \ngy course (see below). Advanced planning is essen- \ntial and application must be approved prior to the \nbeginning of course selection week. Research oppor- \ntunities may be available in conjunction with the fol- \nlowing courses: 212, 215, 220, 270, 280, 301, 305, \n308, 309, 310, 315, 316, 318. \nOpen to Biology majors only \nPrerequisite: appropriate advanced courses as \nrequired by the department. One credit hour is equiv- \nalent to a minimum of three hours of work per week. \nMay be repeated as appropriate with approval of \ndepartment. \n\nContinuation of multi-semester research to the next \nsemester is contingent on a minimum grade of C in \nBiology 380. \n49of,s INDEPENDENT OR COLLABORATIVE STUDY 4-8 \n\nIndependent or collaborative laboratory and/or field \nresearch under the supervision of biology faculty \nmembers. An individual thesis and a seminar presen- \ntation are required. Recommendation by the depart- \nment is based on the student's choice of a suitable \nresearch project, her potential for biological research, \ncourse work and background and evidence of moti- \nvation for undertaking the research. \n\n\n\nstitute a major nor alter requirements for graduation,- \nhowever, the fact that a student has taken the program \nis indicated in her transcript. In order to complete the \nprogram, students must take at least eight of the courses \nlisted in the program requirements. \n\nRequired Courses: \n\nEconomics: 100 and 21 1 \n\nMathematics: 1 1 or 1 1 7 or 1 1 8 (If students take 101, \n\nthey may also count toward the program either \n\n1 17 or 1 18, but not both) \nAt least one of the following: English 210,- Psychology \n\n240 or 305 or 316, Philosophy 103,- Political \n\nScience 102,- Theatre 1 17 \nElective courses: \n\nEconomics: 210, 212, 21 3, 217, 220, 303, 309, \n\n338 \n\nMathematics: 1 15 or 328, 150, 119 \n\n\n\nChemistry \n\n\n\nFACULTY \n\nLinda C. Hodges, William Rand Kenan Professor \nT Leon Venable, associate professor \nLilia C. Harvey, assistant professor \nRuth E. Riter, assistant projessor \n\n\n\nBusiness Preparatory \nProgram \n\nADVISOR: Edmund J. Sheehey, vice presideyU for academic \najfairs and dean of the College and Hal and Julia T. Smith \nChair of Free Enterprise \n\nWith business-related information constantly grow- \ning and changing, corporate leaders often claim \nthat the best training for business is a liberal arts educa- \ntion. Mindful that many students are preparing for a \ncareer in business, Agnes Scott offers a set of courses \nthat stress the analytical and communications skills \nrelied on in business. These courses provide a strong \nfoundation in areas of study basic to business. \n\nThe business preparatory program does not con- \n\n\n\nThe academic program in chemistry, approved by the \nAmerican Chemical Society (ACS), gives students a \nthorough grounding in the principles and applications \nof modern chemistry, as well as extensive practical \nexperience with research-quality instruments and exper- \nimental design. \n\nTTie curriculum is structured to serve chemistry \nmajors, majors in chemistry-related discipHnes and non- \nscience majors. Three major options are available: an \nACS-approved chemistry major, an ACS-approved \nchemistry major with a biochemical emphasis,- and a \nnon-ACS major. \n\nStudents may design individual major programs \nto prepare for a variety of career goals, such as \nadvanced study in chemistry, biochemistry, medical sci- \nences, molecular biology, materials science, chemical \nphysics,- technical and nontechnical areas of the chemi- \ncal industry,- scientific writing or editing, chemical edu- \ncation, and computer applications in chemistry. \n\n\n\n60  Allies Scott CoUeile Calaloij (999-2001 \n\n\n\nAfter completing a chemistry major, the student \nshould have the basic background required to be part of \nan industrial or academic scientific team devoted to \npure or applied chemistry. The required courses provide \nfundamental knowledge of: \n\n Theories that describe matter and chemical reac- \ntions ranging from elemental to biological systems. \n\n Techniques and instruments ordinarily used to \ninvestigate atoms, molecules and chemical reac- \ntions. \n\n Modern methods for acquiring, analyzing and \nretrieving data. \n\nStudents considering a major in chemistry should \nconsult a member of the department as soon as possible, \neven if their lower division advisors are not in chem- \nistry. While there is considerable flexibility in course \nselection, particularly at the upper level, the sequence of \ncourses and prerequisites requires careful planning of \nboth lower level and upper level courses. \n\nRequirements for the Major: \n\nCourses required in the discipline: \n\n101- 101 L, 102- 102L or equivalent, preferably in \n\nfirst year,- \n\n201, 202-202L, 301, 302, 312, 342, 343 in \n\nsequence \n\nTTie non-ACS approved major requires an additional 9 \nhours beyond the core listed above. \n\nThe major approved by the ACS requires an additional \n1 3 hours beyond the core. The 1 3 hours must \ninclude 431 and 441 for 3 hours and 4 hours \nrespectively. Additional hours may be in \nadvanced chemistry, biology, mathematics and/or \nphysics, as approved by the department. \n\nFor those students electing the ACS approved program \nin Chemistry with a Biochemistry emphasis, \ncourses in addition to the 29-hour core must \ninclude: \n\nChemistry 300, 300L, 400, 431, 441,- 410 or 490 \nresearch course with sufficient laboratory hours to \nmeet the ACS guidelines \nBiology 316 \n\nCourse selections at the advanced level should reflect \nthe student's particular interests, abilities and \ncareer goals. \n\nAll three of the major options described above also \nrequire courses in mathematics (8 hours) and \nphysics (12 hours) in addition to the 29-hour core \n\n\n\nof chemistry courses. \nCourses required outside of the discipline: \n\nMathematics 118, 119 \n\nPhysics 1 10 and 1 1 1, to be completed prior to \n\nChemistry 301 \n\nPhysics 242, 243 \nCourses recommended for the major: \n\nAdditional mathematics, advanced biology or \n\nadvanced physics reflecting students' particular \n\ninterests. \n\nReading knowledge of a modern language. \n\nloif FUNDAMENTAL CONCEPTS OF MATTER AND \n\nREACTIONS 3 \n\nIntroduction to structure of matter, ranging from \natoms to biochemical macromolecules; and the basis \nof chemical reactions, including types of reactions \ncommon to inorganic organic and biochemical sys- \ntems. \nCorequisite: loiL \n\nlOiLf BASIC LABORATORY METHODS i \n\nExperimental methods in basic scientific measure- \nment, elementary synthesis and analysis. \nCorequisite: loi \n\n102S PERIODICITY AND CHEMICAL REAQIONS 3 \n\nChemistry of the elements and their compounds, \nwith emphasis on periodic relationships. A more \ndetailed examination of the quantitative aspects of \nchemical reactions than seen in Chemistry 101. \nPrerequisite: 101 \nCorequisite: 102L \n\n102LS BASIC LABORATORY METHODS II 1 \n\nExperimental methods to analyze elementary inor- \nganic reactions both quantitatively and qualitatively. \nCorequisite: 102 \n\n200f,s TUTORIAL 1-3 \n\nIndividualized study designed primarily to accommo- \ndate transfer, advanced placement students or stu- \ndents from nontraditional programs. Topics and cred- \nit are determined by a student's needs. Combination \nof lecture and laboratory hours varies with area of \nstudy. \n\n20if ORGANIC CHEMISTRY I k \n\nSystematic study of the chemistry of aliphatic and \naromatic hydrocarbon compounds, including their \nderivatives, such as alkyl halides and alcohols. \nStereochemistry, electronic effects, resonance theory, \nacid-base properties and reaction mechanisms \nemphasized. The laboratory introduces students to \nfundamental experimental techniques of organic \nchemistry. Aspects of chromatography and spec- \ntroscopy are explored. \n3 LEC, 1 LAB \n\nPrerequisite: 101, 102 or the equivalent background \nas determined by results of the departmental place- \n\n\n\nA^tifs Scott CoWe^t Catalog 1999-2001  69 \n\n\n\nment/exemption examination and faculty-student \nconference \n202S ORGANIC CHEMISTRY II 3 \n\nContinuation of Organic Chemistry I. The chemistry of \ncarbonyl compounds and amines is examined in \ndetail. The mechanisms of important organic reac- \ntions and the applications of these reactions to \norganic synthesis are studied. \nPrerequisite: 201 \n\n202LS ORGANIC CHEMISTRY II LABORATORY 1 \n\nQualitative organic analysis and multistep organic \nsynthesis. \nCorequisite: 202 \n\n2iof BIO-INORGANIC CHEMISTRY 3 \n\nDrug design/therapy and toxicity described through \nmolecular structure and chemical activity; elements \nboth essential and toxic to humans viewed in terms \nof overall chemical reactivity; nerve impulses regulat- \ned by alkali metals; transition metals as catalysts. \nPrerequisite: Chemistry 102, io2Lor permission of \nthe instructor \n\n3O0f BIOCHEMISTRY I 3 \n\nFundamentals of biochemistry. Study of biomole- \ncules, catabolic and biosynthetic pathways and stor- \nage, transmission and expression of genetic informa- \ntion. \nPrerequisite: 202 \n\n300LS BIOCHEMISTRY LABORATORY I 1 \n\nFundamental biochemical laboratory methods includ- \ning the study of acid-base properties of amino acids \nand proteins, spectrophotometric characterization, \nchromatographic separation techniques and elec- \ntrophoresis. \nPrerequisite: 202, 202L \n\n30if PHYSICAL CHEMISTRY I 3 \n\nGeneral principles of thermodynamics and equilibria. \nA study of gas phase kinetics, solution dynamics and \ncatalysis. \n\nPrerequisites: 202, 202L; Mathematics ii8, 119; \nPhysics 110, 111; Mathematics 220 recommended \n\n302s PHYSICAL CHEMISTRY II 3 \n\nQuantum theory, as applied in chemistry, including \nstructure and spectral relationships. General princi- \nples of statistical mechanics. \nPrerequisite: 301 \n\n312s CHEMICAL ANALYSIS 3 \n\nAdvanced study of the instrumental and theoretical \napproaches for complete analysis. \nPrerequisite: 301; Physics 242 \nCorequisite: 302 \nPrerequisite or Corequisite: Physics 243 \n\n342f PHYSICOCHEMICAL METHODS OF \n\nEXPERIMENTATION I 2 \n\nComprehensive course in essential methods for \nacquisition and interpretation of physical/analytical \ndata. Emphasis on spectroscopy, fundamental \n\n\n\nchemometrics and molecular modeling. \nPrerequisite or Corequisite: 301; Physics 242 \n343s PHYSICOCHEMICAL METHODS OF \n\nEXPERIMENTATION II 2 \n\nContinuation of Chemistry 342. Second semester \nproblems include measurement of systems at equi- \nlibrium (acid-base and redox processes), kinetics, \nchromatography and separations. \nPrerequisite or Corequisite: 302, 312, 342; Physics \n243 \n\n400s BIOCHEMISTRY II 3 \n\nFundamentals of biophysical and bio-analytical \nchemistry. Advanced experimental techniques for \ncharacterization of macromolecules, separation \nmethods, enzyme kinetics, radiochemical techniques. \nCombination of lecture and laboratory. \nPrerequisite: 300, 300L, 302, 312, 342, 343 \n\n4iof,s SPECIAL STUDY 2-4 \n\nTutorial in an advanced topic of special interest to a \nchemistry major. The nature of the topic determines \ninclusion of a laboratory component. Each spring the \ndepartment lists topics available for study the follow- \ning year. \nPrerequisite: varies according to topic \n\n43if MODERN INORGANIC CHEMISTRY 3 \n\nCurrent theories of bonding and structure, stereo- \nchemistry and reaction mechanisms involving both \nmain group elements and transition metals. Selected \ntopics in organometallic and bio-inorganic chemistry. \nPrerequisite: 302 \n\n441s SYNTHETIC METHODS AND CHARAQERIZATION 4 \nSynthesis of inorganic and organometallic com- \npounds. Inert atmosphere and vacuum-line tech- \nniques. Nonaqueous chemistry. Spectroscopic char- \nacterization of compounds. Combination of lecture \nand laboratory. \nPrerequisite: 342, 343 \nPrerequisite or Corequisite: 431 \n\n480s TOPICS IN CHEMISTRY 2-4 \n\nTopics of current interest in chemistry chosen by stu- \ndents and instructors. \nPrerequisite: 301 \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research conducted under the supervi- \nsion of a member of the department. Thesis and \nseminar presentation of results are required. \nDepartmental recommendation for admission to the \nprogram is necessary and depends on choice of a \nsuitable research problem, demonstrated potential \nfor chemical research and student motivation for pur- \nsuing the laboratory and non-laboratory aspects of \nthe project. \n\nPrerequisite: 302, 312, 342, 343 \nCorequisite: appropriate advanced courses, as \napproved by the department. \n\n\n\n70  Ar/ms Scott College Catalog l999-200f \n\n\n\nClassical Languages \u0026 \nLiteratures \n\nFACULTY \n\nGail Cabisius, nssociak professor \nSally A. MacEwen, associate professor \n\nThe student of classics analyzes the literary and artis- \ntic works of ancient Greece and Rome, reconstructs \nthe values and histories of those distant societies and \nexamines their philosophical thought, in doing so, she \ncomes to understand the intellectual roots of our culture \nand many of our traditions and institutions. \n\nThe multidisciplinary approach of classical study \nhelps the student develop skills in language, in analysis \nof social and historical problems and in the appreciation \nof art and literature. These skills can be applied to many \ncareers and professions after graduation. \n\nThe Department of Classical Languages and \nLiteratures offers courses in Greek and Latin languages \nand in classical civilizations from texts in English. The \ndepartment offers a choice of majors: classical languages \nand literatures, specializing in the study of ancient lan- \nguages and literatures, and classical civilization, combin- \ning the study of an ancient language with courses in \nclassical civilization. Students who plan to do graduate \nstudy in classics should choose the major in classical \nlanguages and literatures. \n\nEvery student considering a major in classics is \nencouraged to take Greek or Latin in her first year. \nClassics majors are also strongly encouraged to partici- \npate in Global Awareness and other study-abroad pro- \ngrams approved by the College. \n\nRequirements for the Majors: \nClassical Languages and Literatures \n\nAt least 24 hours in Greek or Latin, of which at \n\nleast 12 must be at the 300-level or higher. \n\nOther courses in Greek, Latin or classics. \nClassical Civilization \n\n9 hours of Greek or Latin at the intermediate \n\nlevel (200-level) or above \n\nClassics 121 and 122 \n\nOther courses in Greek, Latin, Classics, \n\nPhilosophy 206, Art 201 or other related courses \n\nas approved by the department \n\n\n\nRequirements for the Minors: \n\nClassical Civilization \n\nCompletion of the second year of an ancient lan- \nguage, including 6 hours at Agnes Scott \nFour courses in translation \n\nGreek or Latin \n\nFifteen hours in the language \n\nClassics 121 (Greek) or Classics 122 (Latin) \n\nGREEK \n\nloif ELEMENTARY 4 \n\nThe essentials of grammar. \n102s ELEMENTARY 4 \n\nReadings from Greek authors, especially New \n\nTestament writers. \n\nPrerequisite: 101 or 2 entrance credits. \n\nLiterature courses in Greek are offered at the 200 \nand 300 level. Students in both levels meet at the \nsame time, but advanced students are required to do \nmore work. Exceptions to the prerequisites to these \ncourses may be granted by tfie department. \n\n2ii/3iif PLATO 3 \n\nExemplary pieces of Plato's writing reflecting the \n\nteachings of Socrates and the philosophy of Plato. \n\nPrerequisite for 211: Greek 102 or 3 entrance credits; \n\nfor 311: 6 hours of 2oo-level Greek \n\nOffered 2001-02 and every third year \n212/312S DRAMA 3 \n\nOne or two plays, including discussion of myth, met- \nrics and production. \n\nPrerequisite for 212: Greek 102 or 3 entrance credits; \n\nfor 312: 6 hours of 200-level Greek \n\nOffered 2001-02 and every third year \n2i5/3i5f HOMER 3 \n\nIliad or Odyssey. The first heroes of Western litera- \nture in the first pieces of ancient writing. \n\nPrerequisite for 215: Greek 102 or 3 entrance credits; \n\nfor 315: 6 hours of 200-level Greek \n\nOffered 1999-2000 and every third year \n216/316S HERODOTUS 3 \n\n\"The Father of History\", his methods, style and \n\nfavorite themes. \n\nPrerequisite for 216: Greek 102 or 3 entrance credits; \n\nfor 316: 6 hours of 200-level Greek \n\nOffered 1999-2000 and every third year \n2i7/3i7f HESIOD AND THE LYRIC POETS 3 \n\nSelected poetry representing the vigor and creativity \n\nof the Archaic Age of Greece. \n\nPrerequisite for 217: Greek 102 or 3 entrance credits; \n\nfor 317: 6 hours of 200-level Greek \n\nOffered 2000-01 and every third year \n\n\n\nA^nfs Scoll Colttgt CaUilog 1999-2001  71 \n\n\n\n2i8/3i8s COMEDY 3 \n\nOne or two plays of Aristophanes with consideration \n\nof the political climate of his time. \n\nPrerequisite for 218: Greek 102 or 3 entrance credits; \n\nfor 318: 6 hours of 200-level Greek \n\nOffered 2000-01 and every third year \n\n22iL/32iLf (Classics 221L) (History 221L) HISTORY OF GREEK \nCIVILIZATION, GREEK COMPONENT 1 \n\nSee Classics 221L for description. \n\n231L/331LS (Classics 331L); (Anthropology 331L); (Latin 231L); \n(Latin 331L) MYTHOLOGICAL PAHERNS AND THEMES, \nGREEKAND LATIN COMPONENT 1 \n\nSee Classics 331L for description. \n\n241L/341LS (Classics 341L); (Sociology 341L); (Women's \n\nStudies 341L); (Latin 241L); (Latin 341L) WIVES, WAR- \nRIORS, SLAVES AND CITIZENS, GREEK AND LATIN \nCOMPONENT 1 \n\nSee Classics 341L for description. \n\n350f,s ADVANCED READING COURSE 1-5 \n\nSelections from Greek prose and poetry not covered \nin other courses, chosen to meet the needs of indi- \nvidual students. \n\nPrerequisite: 6 hours of 200-level Greek and permis- \nsion of the department \n\n360s GREEK PROSE COMPOSITION 2 \n\nPrerequisite: 6 hours of 200-level Greek and permis- \nsion of the department \n\n49of,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\nLATIN \n\nloif ELEMENTARY 4 \n\nFundamentals of Latin grammar. \n102s ELEMENTARY 4 \n\nReadings from Latin authors, with emphasis on the \n\nlove poetry of Catullus. \n\nPrerequisite: 101 or 2 entrance credits \n20if INTERMEDIATE 3 \n\nReview of Latin grammar with readings from Cicero \n\nand other Latin authors. \n\nPrerequisite: 102 or 3 entrance credits \n202s VERGIL'S AENEIDI-VI 3 \n\nPrerequisite: 201 \n\nThis course can be used to satisfy either the Specific \n\nStandard of the intermediate level of a Foreign \n\nLanguage or the Distributional Standard of \n\nLiterature, but not both. \n222L/322Lf (Classics 222L) (History 222L) HISTORY OF \n\nROMAN CIVILIZATION, LATIN COMPONENT 1 \n\nSee Classics 222L for description. \n231L/331LS (Classics 331L) (Anthropology 331L) (Greek 231L); \n\n(Greek 331L) MYTHOLOGICAL PAHERNS AND \n\nTHEMES, GREEKAND LATIN COMPONENT 1 \n\nSee Classics 331L for description. \n\n\n\n241L/341LS (Classics 341L) (Sociology 341L) (Women's Studies \n341L) (Greek 241L) (Greek 341L) WIVES, WARRIORS, \nSUVES and CITIZENS, GREEKAND LATIN COMPO- \nNENT 1 \n\nSee Classics 341L for description. \n\nCourses In Latin literature at the 300 level may be \nrepeated for credit if the readings are different. \nExceptions to the prerequisites may be granted by \nthe department. \n\n30if EPIC 3 \n\nVergil's Aeneid VII-XIl or sections from \nMetamorphoses of Ovid will be used as examples of \nRoman adaptations of Greek epic. \nPrerequisite: 202 or 4 entrance credits \nOffered 2001-02 and every third year \n\n302s COMEDY 3 \n\nSelected plays of Plautus and Terence, two of the \nearliest Latin writers and the best representatives of \nNew Comedy. \n\nPrerequisite: 202 or 4 entrance credits \nOffered 2001-02 and every third year \n\n3iif DIDAQIC POETRY 3 \n\nSelections from Lucretius' De Rerum Natura or \nVergil's Georgics, poems that teach people how to \nlive In harmony with nature. \nPrerequisite: 202 or 4 entrance credits \nOffered 1999-2000 and every third year \n\n312s HISTORICALWRITING 3 \n\nExaminations of the assumptions of Latin historiogra- \nphy with readings from Caesar, Sallust, Livy or \nTacitus. \n\nPrerequisite: 202 or 4 entrance credits \nOffered 1999-2000 and every third year \n\n32if SATIRE 3 \n\nThe genre of satire, Rome's own creation, through \nreadings in the Latin satirists, principally Horace, \nMartial, Juvenal or Petronius. \nPrerequisite: 202 or 4 entrance credits \nOffered 2000-01 and every third year \n\n322s LYRIC POETRY 3 \n\nPersonal and intimate poetry of Horace in the Odes \nand the elegiac poets. \nPrerequisite: 202 or 4 entrance credits \nOffered 2000-01 and every third year \n\n350f,s ADVANCED READING COURSE 1-5 \n\nSelections from Latin prose and poetry, not covered \nin other courses, chosen to meet the needs of indi- \nvidual students. \nPrerequisite: 202 and permission of the department \n\n36of LATIN PROSE COMPOSITION 2 \n\nPrerequisite: 202 and permission of the department \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\n\n\n72  Allies Scoll College Catalog 1999-2001 \n\n\n\nCLASSICAL COURSES IN ENGLISH \n\nI2if (History 121) HISTORY OF GREEK CIVILIZATION 3 \n\nThe literature, people and philosophy of Ancient \nGreece from the Bronze Age to Hellenistic times, \nincluding the basic outline of historical events and \nmethods for understanding history and culture. \nOffered 1999-2000 and alternate years \n\nI22f (History 122) HISTORY OF ROMAN CIVILIZATION 3 \n\nThe development of Roman institutions from the \nEtruscan period through Constantine's adoption of \nChristianity. The use of evidence from literature, art \nand archaeology in constructing Roman social histo- \nry- \nOffered 2000-01 and alternate years \n\n22iLf (History 221L) (Greek 221L/321L) HISTORY OF GREEK \nCIVILIZATION, GREEK COMPONENT 1 \n\nReading in Greek of texts from the Homeric Age to \nHellenistic times. \n\nCorequisite: Classics 121 (History 121) \nPrerequisite: Permission of the instructor (for Greek \n221L, Greek 101-102 or equivalent; for Greek 321L, \none year of 200-level Greek) \n\n222L (History 222L) (Latin 222L/322L) HISTORY OF ROMAN \nCIVILIZATION. LATIN COMPONENT 1 \n\nReading in Latin of texts from the Roman Republic \nthrough Constantine's Adoption of Christianity. \nCorequisite: Classics 122 (History 122) \nPrerequisite: Permission of the instructor (for Latin \n222L, Latin 101-102 or equivalent, for Latin 322L, one \nyear of 200-level Latin) \n\n2^2f (Art 201) GREEKAND ROMAN ART 3 \n\nSee Art 201 for description. \n\n331s (Anthropology 331) MYTHOLOGICAL PAHERNS AND \n\nTHEMES 3 \n\nComparison of themes in Greek, Near Eastern, \nAfrican and Amerindian myths. Modern literary and \npsychological approaches to mythological configura- \ntions, such as creation myths, divine archetypes, the \ntrickster and the hero cycle. \nOffered 1999-2000 and alternate years \n\n331LS (Anthropology 331L) (Greek 231L/331L) (Latin \n\n231L/331L) MYTHOLOGICAL PATTERNS AND THEMES, \nGREEK AND LATIN COMPONENT 1 \n\nReading myths in Greek and Latin texts. \nCorequisite: Classics 331 (Anthropology 331) \nPrerequisite: Permission of the instructor (for Greek \nor Latin 231L, Greek or Latin 101-102 or equivalent; \nfor Greek or Latin 331L, one year of 200-level Greek \nor Latin) \n\n3A1S (Sociology 341) (Women's Studies 341) WIVES, \n\nWARRIORS, SLAVES AND CITIZENS 3 \n\nMethods for understanding Greek and Roman lives \nand thought in military, domestic, political, religious, \neconomic and similar activities. Their relation w/ith \nthe rest of the Mediterranean. Evidence from drama, \nhistorical writing, philosophy and archaeology for \nunderstanding the cultural basis for concepts like cit- \n\n\n\nizenship, honor, individualism and community. \nOffered 2000-01 and alternate years \n\n341LS (Sociology 341L) (Women's Studies 341L) (Greek \n241L/341L) (Latin 241L/341L) WIVES, WARRIORS, \nSLAVES AND CITIZENS, GREEK AND LATIN \nCOMPONENT 1 \n\nReading of texts in Greek or Latin relevant to study of \nfamily and political structures in the ancient Greek \nand Roman world. \n\nCorequisite: Classics 341 (Sociology 341) (Women's \nStudies 341) \n\nPrerequisite: Permission of the instructor (for Greek \nor Latin 241L, Greek or Latin 101-102 or equivalent; \nfor Greek or Latin 341L, one year of 200-level Greek \nor Latin) \n\n/,iof,s SPECIAL STUDY 2-4 \n\nDirected study to meet the individual needs of stu- \ndents whose major is Classical Languages and \nLiteratures or Classical Civilization. \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\n\n\nEconomics \n\n\n\nFACULTY \n\nRosemary T. Cunningham, projessor \n\nEdmund J. Sheehey, vice presidmt jor academic affairs \n\nand dean 0} the College \u0026 Hal and Julia T Smith Chair of \n\nFree Enterprise \n\nBrian S. Armour, visiting assistant projessor \n\nSaif Rahman, visitincf assistant professor \n\nGeorge A. Redmond, visiting assistant professor \n\nEconomics is the stxidy of ways in which individuals, \ngroups and nations combine scarce resources to \nproduce, exchange and consume goods and services. \nWithin this context, unemployment, inflation and \npoverty are among the most important issues facing \nsociety. The economics curriculum helps students \nunderstand the basic theories that explain such prob- \nlems and examines the various ways in which they \nmight be alleviated. \n\nThe department offers courses in economic theo- \nry as well as a variety of electives, including internation- \nal, monetary and financial economics. The department \nalso offers business courses appropriate to the College's \nliberal arts curriculum that are open to all interested stu- \ndents. \n\n\n\nA^ncs Scoll Cotte^i CataloiJ 1999-2001  73 \n\n\n\nIn addition to a traditional economics major, stu- \ndents interested in a career in business may pursue a \nmajor in economics and business, while those who plan \ngraduate study in economics may pursue the mathemat- \nics-economics major \n\nEconomics majors are strongly encouraged to \nparticipate in Global Awareness and other study-abroad \nprograms approved by the College. \n\nRequirements for Economics Major: \n\nEconomics 100, 306, 307, 400 \n\nFive courses from the following: Economics 303, 309, \n\n315, 334, 338, 340, 350, 351, 410, 490 \nOne course in statistics {Mathematics 1 15, 328 or \n\nPsychology 206) \nA major in economics requires a minimum of 30 hours \n\nin Economics \u0026 one course in statistics. \n200 is not counted toward the minimum hours for the \n\nmajor \nRequirements for Economics Minor: \nEconomics 100 and either 306 or 307 \nThree of the following courses: Economics 303, 306 or \n\n307 (if not taken as a required course), 309, 3 15, \n\n334, 338, 350, 351, 400 \nOne course in statistics (Mathematics 1 15, 328 or \n\nPsychology 206) \n200 is not counted toward the minimum hours for the \n\nminor \nRequirements for Economics \u0026 Business Major: \nEconomics 100, 21 1, 306, 307, 400, 450 \nAt least three courses from the following: \n\nEconomics 210, 212, 213, 217, 220 \nTwo additional courses from the department \nOne course in statistics (Mathematics 1 15, 328 or \n\nPsychology 206) \nA major in Economics \u0026 Business requires a minimum of \n\n36 hours in Economics \u0026 one course in statistics. \n200 is not counted toward the minimum hours for the \n\nmajor \nRequirements for Economics \u0026 Business Minor: \nEconomics 100 \u0026 either 306 or 307 \nThree of the following courses: Economics 2 10, 2 1 1 , \n\n212, 213, 217, 220 \nOne other course offered by the department not \n\nalready taken as a required course \n200 is not counted toward the minimum hours for the \n\nminor. \n\n\n\n7*t  A^nti Scott College Catalog 1999-2001 \n\n\n\nioof,s INTRODUaORY ECONOMICS 4 \n\nAn introduction to macroeconomics and microeco- \nnomics with an emphasis on the economic concepts \nand methods for analyzing economic issues and \nproblems. Not open to students who have had both \n104 and 105. \n\nECO 100 will not be open to students who have taken \nboth ECO 104 and ECO 105 but will be open to those \nwho have taken only one of these courses. For those \nstudents who have taken only one course of a two- \nsemester introductory sequence, the department rec- \nommends that they take only the relevant half of the \none-semester course and earn two semester hours. \nThe student will enroll in the course at the beginning \nof the semester at which time she will meet with the \ninstructor to determine the attendance and grading \npolicy. \n\n200s (Women's Studies 200) ECONOMICS OF RACE, CLASS \nAND GENDER 3 \n\nSurvey of the economic theories and empirical evi- \ndence on race, class and gender as determinants of \n\neconomic outcomes. \n\nWill satisfy the Distributional Standard in the Social \n\nSciences. \n210s INVESTMENTS 3 \n\nThe importance of financial investments to the econ- \nomy. The structure of different markets and the theo- \nries behind the pricing of certain assets explored. \n\nStudents manage a hypothetical portfolio for the \n\nduration of the semester. \n\nDoes not satisfy the Distributional Standard in the \n\nSocial Sciences. \n2iif ACCOUNTING I 3 \n\nIntroduction to the principles of accounting theory \n\nand the application of these principles in business \n\nand government. \n\nDoes not satisfy the Distributional Standard in the \n\nSocial Sciences. \n212s ACCOUNTING II 3 \n\nA continuation of 211. \n\nPrerequisite: 211 \n\nDoes not satisfy the Distributional Standard in the \n\nSocial Sciences. \n2i3f MARKETING 3 \n\nPlanning, organizing and controlling the marketing \n\nfunction in a corporate setting. \n\nPrerequisite: 100 \n\nDoes not satisfy the Distributional Standard in the \n\nSocial Sciences. \n\nOffered 1999-2000 and alternate years \n2175 THEORIES OF MANAGEMENT AND ORGANIZATION 3 \n\nChange and development in the management of \n\ncomplex organizations. \n\nDoes not satisfy the Distributional Standard in the \n\nSocial Sciences. \n\nOffered 1999-2000 and alternate years \n\n\n\nINTRODUaORY FINANCE 3 \n\nAn investigation of the conceptual framework within \nwhich financial management is practiced by busi- \nnesses in the United States. The primary focus is on \nthe process and methodology employed by a firm's \ndecision makers with secondary emphasis assigned \nto techical aspects of data collection and manipula- \ntion. \n\nPrerequisite: 100 and 211 \n\nUBOR ECONOMICS 3 \n\nStudy of how wages and employment levels are \ndetermined. Economic theory is used to examine the \neffects on employment and earnings of such factors \nas: labor force participation, education, retirement, \nimmigration and labor unions. \nPrerequisite: 100 \n\nMICROECONOMICS 3 \n\nAdvanced study of the operation of markets with \nemphasis on consumer demand theory, theory of the \nfirm, differing market structures and the pricing and \nemployment of inputs. General equilibrium and the \nrole of the government in markets are discussed. \nPrerequisite: 100 \n\nMACROECONOMICS 3 \n\nGeneral model is developed to analyze theories of \ninflation and unemployment. Evaluation of theoreti- \ncal bases for different monetary and fiscal policies. \nPrerequisite: loo \n\nMONEY AND BANKING 3 \n\nEvolution of the banking system and related issues of \npublic policy. Analysis of monetary factors and their \nimpact on economic activity \nPrerequisite: 100 \n\n(Political Science 315) COMPARATIVE PUBLIC POLICY 3 \nExamination of the role of government in the differ- \nent types of economic systems with an emphasis on \na comparative study of public policy. \nPrerequisite: 100 \n\n(Political Science 334) ECONOMIC DEVELOPMENT 3 \nHistorical patterns and contemporary theories of eco- \nnomic development are used to clarify major issues \nsuch as the distribution of income, stabilization poli- \ncy and problems of trade and finance. \nPrerequisite: 100 \n\nOffered 1999-2000 and alternate years \nECONOMIC FORECASTING 3 \n\nStudy of sampling, statistical significance, correlation \nand regression analysis with emphasis placed on \ntheir application to economics problems. \nPrerequisite: loo; a course in statistics or the permis- \nsion of the instructor \n\nURBAN ECONOMICS 3 \n\nAnalysis of urban form and problems. Topics include \ncentral place theories, urban growth, land use and \nland rents, housing markets, urban poverty, trans- \nportation and local government. \nPrerequisite: 100 or permission of the instructor \n\n\n\n345f HEALTH ECONOMICS 3 \n\nAnalyzes the economics of health care in the United \n\nStates with focus given to the role of government. \n\nPrerequisite: 100 \n\n(subject to curriculum committee and faculty \n\napproval) \n\n350s INTERNATIONAL TRADE 3 \n\nGains from trade and the theory and policy of trade \nprotection. The economics of the multinational cor- \nporation. \nPrerequisite: 100 \n\n35if INTERNATIONAL FINANCE 3 \n\nAnalysis of foreign exchange markets and the bal- \nance of payments. Discussion of various mechanisms \nand policies by which nations achieve equilibrium in \nthe balance of payments. \nPrerequisite: 100 \n\n400f SENIOR ECONOMIC SEMINAR 3 \n\nOverview of research methods and analysis of a set \nof current economic policy issues, with emphasis on \nthe completion of a student-designed research proj- \nect. Open only to senior majors and minors in eco- \nnomics and in economics and business or by permis- \nsion of the department chair. \nPrerequisite: 100 \n\n4ios,f SPECIAL STUDY 2-4 \n\nSupervised intensive study in a special field of eco- \nnomics. \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\n\n\nEducation \n\n\n\nFACULTY \n\nMyrtle H. Lewin, professor of mathematics, acting chair \n{999-2000 \n\nJulie A. Weisberg, associate professor and director of \nteacher education programs \n\nRuth S. Bettandorff, associate dean of tfcf College, assis- \ntant professor \n\nMaria C. Krane, director of international education and \nassistant professor \n\nJane West, assistant professor and director of field \nexperiences \nKathy S. Froelich, visiting assistant professor \n\nThe mission of the Department of Education is to \nprepare exemplary teachers for increasingly com- \nplex schools. The qualities of mind and character fos- \ntered by a liberal education are essential characteristics \n\n\n\nA0nts Scoll Collc0i Catalog 1990-2001  75 \n\n\n\nof such teachers. These qualities, undergirded by disci- \nplinary understanding, include autonomy, reflectivenes, \ncuriosity and caring: in a word, wholeheartedness. \nThe program engages students in connected teaching \nand learning experiences that enhance these qualities \nand integrate them with specific understanding about \nthe cultural, technological and social complexities of \nschools. The program creates a community of scholarly \ninquiry within which students begin to explore their \npotential and shape their own futures as teachers and \nlifelong learners. \n\nThe teacher education program is based on the \nbelief that the primary purposes of schooling are the \ncultivation of thought and the development of a \nhumane perspective. These outcomes enhance an indi- \nvidual's productive participation in creating a just socie- \nty. The program's goal is to embody these beliefs in the \ncurriculum, which encompasses interpersonal relation- \nships, teaching and learning processes and program \nstructures and content. Through participation in this \nlearning community, students can prepare to create such \ncommunities in their own classrooms. \n\nThe department offers teacher certification pro- \ngrams in early childhood education (grades P-5), sec- \nondary education (7-12), foreign language education (P- \n12) and music education (P-12). Completing one of \nthese programs leads to initial certification in Georgia, \nas well as in states with which Georgia has reciprocal \ncertification agreements. Teacher education at Agnes \nScott is a College-wide enterprise,- students major in a \ndiscipline other than education \n\nAs early as possible in her college career, a stu- \ndent interested in teaching should contact the chair of \nthe Education Department for help in planning her pro- \ngram to meet certification requirements. \n\nThe Professional Semester (Student Teaching) \n\nUpon completing all prerequisites and on the rec- \nommendation of the Teacher Education Advisory \nGroup (TEAG), students are admitted to student teach- \ning. Candidates for student teaching must apply to the \nTEAG during the spring semester of the year preceding \nstudent teaching. Applications are available from the \nchair of the Education Department. Candidates must \nfulfill the following minimum requirements in order to \nbe considered for admission to student teaching: \n\n 2.5 or higher grade point average, \n\n 2.5 or higher grade point average in major,- \n\n\n\n No grade below C (no pass/fail) in a course \nrequired for certification. (For secondary, foreign lan- \nguage and music, this includes courses required for the \nmajor); \n\n Appropriate faculty recommendations, includ- \ning the recommendation of the student's major depart- \nment; \n\n Demonstrated interpersonal behavior neces- \nsary for effective teaching,- and \n\n A passing score (as defined by the Georgia \nProfessional Standards Commission) on a test of mini- \nmum competency in reading, writing and mathematics. \n[This recfuimnent may be satisfied by an acceptable score on \nPRAXIS I. SAT or GRI] \n\nPost-graduation Option \n\nAgnes Scott students pursuing certification in any of the \napproved fields who have been admitted to a teacher \neducation program before graduation may defer com- \npletion of the requirements for certification until after \ngraduation. \n\n\n\nEarly Childhood (P-5) Certification Requirements: \n\nPsychology 121, prior to the junior year \n\nCompletion of any major offered by the College \n\nEducation 200, 210, 21 1 , 212, 21 3, 304, 305, 306, 307, \n308, 380,420, 421,440 \n\nEducation 2 1 7 recommended \n\nCompletion of courses designated as special fields for \nthe elementary teacher \n\nOne course in laboratory science (biology recom- \nmended) \n\nOne course in mathematics (101, 1 17 or 118) \n\nAdditionally, Mathematics 104 recommended \n\nOne course in American history \n\nOne course in political science, economics or sociology \n\nSecondary Certification Requirements: \n\nPsychology 121, prior to the junior year \n\nCompletion of a major in one of the fields approved for \ncertification: astrophysics, biology, chemistry, \neconomics, English, history, mathematics, \nphysics, political science \n\nEducation 200, 210, 31 1, 312, 380, 430, 431, 440 \n\nRecommended: Education 2 1 7 \n\nAdditional requirements: \n\nEnglish majors: Education 21 1 and 309 \n\n\n\n76  Allies Scoll Cotteje Calato^ (999-2001 \n\n\n\nMathematics majors: Mathematics 150, 314 \n\nMusic Education Program (P-12) Certification \n\nRequirements: \n\nF'sychology 121, preferably prior to the junior \n\nyear \n\nCompletion of a major in music \n\nEducation 200, 210, 212, 380, 425, 426, 440 \n\nMusic 205, 311 \n\nThree additional courses in elementary methods, sec- \nondary methods and choral methods and materi- \nals to be completed under the cross-registration \nprogram \n\nRecommended: Education 217 \n\nAdditional requirements: \n\nFour years of participation in an ensemble most appro- \npriate to the student's major instrument \n\nA minimum of two years of participation in a vocal \nensemble \n\nAt least one ensemble experience in an area that makes \nuse of a secondary performance medium \n\n\n\nPost-Baccalaureate Students Seeking Certification: \n\nThe Post-Baccalaureate Teacher Ccrtilication Program \n(PBTC) is a non-degree program ohering courses \nleading to certification in secondary history, biol- \nogy, chemistry, or mathematics for college gradu- \nates who have completed an appropriate major \nbut have not completed a teacher education pro- \ngram. Post-baccalaureate certification in second- \nary English is offered only through enrollment in \nthe MAT Secondary English Program with the \nexception of Agnes Scott students completing \nEnglish certification after graduation. \n\nCriteria for admission: \n\n 2.75 undergraduate CPA \n\n An undergraduate major in certification field \nsought \n\n Official transcripts of all prior college work \n\n Three recommendations (with focus on indi- \nvidual's fitness for teaching) \n\n An introductory psychology course \n\n Grades of C or better in all courses required \nfor certification (in major and in psychology) \n\n\n\nForeign Language Education (P-12) Certification \nRequirements: \n\nPsychology 121, preferably prior to the junior year \n\nCompletion of a major in one of the foreign languages \napproved for certification: French, German, \nGreek, Latin, Spanish \n\nEducation 200, 210, 31 1, 312, 380, 440, 445, 446 \n\nRecommended: Education 2 1 7 \n\nFor modern languages, courses in linguistic foundations, \nmethods and materials (K-8), methods and mate- \nrials (9-12) and a practicum in foreign language \neducation to be completed under the cross regis- \ntration program. \n\nFor classical languages, a course in methods and materi- \nals and a practicum in foreign language education \nto be completed under the cross registration pro- \ngram. \n\nA secondary level foreign language methods course \ncompleted under the cross-registration program \nmay be substituted for Education 312. \n\nAdditional requirements: \n\nFor modern foreign language majors, a course in the \n\nculture and civilization of the country whose lan- \nguage is being studied. \n\n\n\nRequired courses: (minimum of 26 semester hours; \n\nno transfer credit accepted) \n\nEDLl 210-Understanding Learners (4) \n\nEDU 31 1 -Learners in the Secondary School (2) \n\nEDU 3 1 2-Teaching and Learning in the \n\nSecondary School (3) \n\nEDU 430-Student Teaching, Secondary (10) \n\nEDU 43 1 -Problems Seminar for Secondary \n\nCertification (2) \n\nEDU 440-American Education (2) \n\nA minimum of one 300- or 400-level course in \n\nthe discipline (more than one may be required, \n\ndepending on the student's prior preparation and \n\non certification standards) \n\nOther required courses: (comparable transfer credit up \nto 6 semester hours will be accepted) \nEDU 380 or 580-Children and Youth with \nSpecial Needs (3) \n\nEDU 200-hluman Ufe Span Developmental \nPsychology (3) or EDU 601 -Educational \nPsychology (3) \n\n\n\nA^ms Scoll CoHi0i Catalog 1999-2001  77 \n\n\n\n200f,s (Psychology 200) HUMAN LIFE SPAN DEVELOPMENTAL \nPSYCHOLOGY 3 \n\nSee Psychology 200 for description. \nPrerequisite: Psychology 121 \n\n2iof,s UNDERSTANDING LEARNERS 4 \n\nInvestigation of how learners learn, contexts of learn- 3iif \ning, classroom research methods and learning-cen- \ntered curriculum development. \nPrerequisite: English 101 \n\n2iif EXPLORING CHILDREN'S/ADOLESCENTS' \n\nLITERATURE 2 \n\nStudy of major authors and illustrators and notable 3i2f \n\nbooks for young people; development of criteria for \nselecting quality children's literature. \n\n2i2f THE ARTS IN EDUCATION 2 \n\nExploration of the role of the arts in education; \napproaches to integrating the arts throughout the \ncurriculum. \n\n2i3f TEACHING PHYSICAL EDUCATION IN THE ELEMENTARY 38of \nSCHOOL 2 \n\nMethods, materials and techniques used in teaching \nphysical education in the elementary school. \n\n2i7f (Sociology 217) SCHOOLS AND SOCIETY 3 \n\nSee Sociology 217 for description. \nPrerequisite: Sociology 101 or Anthropology 101 4iof,s \n\n30/jS LANGUAGE AND LITERACY I 3 \n\nIntroduction to language and literacy acquisition and \ndevelopment with a focus on the role of language in 420s \n\nan integrated curriculum. Includes field experience. \nPrerequisite: 210, 211 \nCorequisite: 306 \n\n305f LANGUAGE AND LITERACY II 3 \n\nFurther development of themes introduced in 421s \n\nLanguage and Literacy I in an interdisciplinary con- \ntext. Includes field experience. \nPrerequisite: 210, 211, 304 \nCorequisite: 308 \n\n306s EXPLORING SOCIAL STUDIES WITH CHILDREN 3 \n\nExamination of social studies processes and content 425s \n\nin an interdisciplinary context. Includes field experi- \nence. \n\nPrerequisite: 210 \nCorequisite: 304 \n\n307s EXPLORING MATHEMATICAL IDEAS WITH CHILDREN 3 426s \nUsing manipulatives to teach analytic and quantita- \ntive skills and to develop abstract reasoning. \nIncludes field experience. \nPrerequisite: Mathematics 101 or 117 or 118 \nMathematics 117 or 118 recommended. 430s \n\n308f EXPLORING THE NATURALWORLD WITH CHILDREN 3 \nExamination of science processes and content in an \ninterdisciplinary context. Includes field experience. \nPrerequisite: 210, one lab science course \nCorequisite: 305 431s \n\n309SU TEACHING READING AND WRITING IN THE \n\nSECONDARY SCHOOL 3 \n\nTheories and issues which guide the teaching of \n\n\n\nreading in high school, including diagnosis and \ninstructional materials. Reading and writing as recip- \nrocal processes in the secondary classroom will be \nexplored in depth. \nOffered in the summer only \n\nLEARNERS IN THE SECONDARY SCHOOL 2 \n\nField-based exploration of secondary and middle- \nlevel education, with a focus on examining schools \nand classrooms as social systems. \nPrerequisite: 210, junior or senior standing \nCorequisite: 312 \n\nTEACHING AND LEARNING IN THE SECONDARY \nSCHOOL 3 \n\nPhilosophical foundations for secondary curriculum \ndevelopment and implementation. Exploration of \nlearning-centered approaches to teaching. \nPrerequisite: 210, junior or senior standing \nCorequisite: 311 \n\nCHILDREN AND YOUTH WITH SPECIAL NEEDS 3 \n\nMajor areas of exceptionality, including identification \nand teaching of children with such exceptionalities. \nIncludes field experience. \n\nPrerequisite: Psychology 121. Psychology 200 recom- \nmended. \n\nSPECIAL STUDY 2-4 \n\nSupervised study in a selected field of education. \nPrerequisite: Permission of the department \nSTUDENTTEACHING, EARLY CHILDHOOD 10 \n\nFull-time professional experience in a public school. \nPrerequisite: Admission to Teacher Education \nProgram \n\nCorequisite: 421, 440 \n\nPROBLEMS SEMINAR FOR EARLY CHILDHOOD \nCERTIFICATION 2 \n\nScholarly analysis of school experiences, including \nreflective discussion, classroom research and profes- \nsional reading. \nCorequisite: 420, 440 \n\nSTUDENTTEACHING, MUSIC 10 \n\nFull-time professional experience in a public school. \nPrerequisite: Admission to Teacher Education \nProgram \n\nCorequisite: 426, 440 \n\nPROBLEMS SEMINAR FOR MUSIC CERTIFICATION 2 \nScholarly analysis of school experiences, including \nreflective discussion, classroom research and profes- \nsional reading. \nCorequisite: 425, 440 \n\nSTUDENTTEACHING, SECONDARY 10 \n\nFull-time professional experience in a public school. \nPrerequisite: Admission to Teacher Education \nProgram \n\nCorequisite: 431, 440 \nPROBLEMS SEMINAR FOR SECONDARY \nCERTIFICATION 2 \n\nScholarly analysis of school experiences, including \nreflective discussion, classroom research and profes- \n\n\n\n78  Allies Scoll College Catalog \u003c999-200( \n\n\n\nsional reading. \nCorequisite: 430, 440 \n\n440s AMERICAN EDUCATION 2 \n\nExploration of scliooling in the United States and cur- \nrent issues in education. Topics vary. \nPrerequisite: Junior or senior standing \nCorequisite: 420 and 421, or 425 and 426, or 430 and \n431, or 445 and 446 \n\n445s STUDENTTEACHING, FOREIGN LANGUAGE 10 \n\nFull-time professional experience in a public school. \nPrerequisite: Admission to the Teacher Education \nProgram \nCorequisite: 446, 440 \n\n446s PROBLEMS SEMINAR FOR FOREIGN LANGUAGE \n\nCERTIFICATION 2 \n\nScholarly analysis of school experiences, including \nreflective discussion, classroom research and profes- \nsional reading. \nCorequisite: 445, 440 \n\n\n\nEnglish \n\n\n\nFACULTY \n\nChristopher Ames, professor \n\nBona W. Ball, Ellm Douglas Leybim^ Professor \n\nSteven S. Guthrie, professor \n\nLinda L. Hubert, professor \n\nPatricia G. Pinka, professor \n\nPeggy Thompson, professor \n\nChristine S. Cozzens, associate professor \n\nWillie ToUiver, assistant professor \n\nWaqas Khwaja, visiting assistant professor \n\nThe English curriculum gives students breadth of \nknowledge and depth of understanding of English \nand American literature. Students learn to read literature \nwith perception and delight, to write about it critically \nand imaginatively and to develop creative writing \nability. \n\nEnglish 101 and 102 are service courses for the \nCollege, in which students sharpen their writing skills \nand improve their critical and analytical reading. \nA student majoring in English is required to take cours- \nes from the following periods: Medieval and Early \nRenaissance, Late Renaissance through Victorian and \nModern and Contemporary. She has a choice of courses \nwithin each area. \n\nIn addition to the basic English major, the depart- \nment offers an interdisciplinary major in English litera- \n\n\n\nture-creative writing. \n\nWith approval, a student may plan a program of \nconcentrated study in which she emphasizes her major \ninterests in literature and chooses complementary cours- \nes from other disciplines. For example, she may plan a \nprogram in medieval studies, renaissance studies or \nAmerican studies. \n\nStudents working on papers or other writing \nassignments, or oral presentations, can receive assistance \nfrom trained tutors on campus at the Center for Writing \nand Speaking, \n\nEnglish majors can study at British universities in \nthe junior year and participate in internships in the sen- \nior year. They can also participate in a faculty-led \nGlobal Awareness or Global Connections program or \nany other study-abroad program approved by the \nCollege. \n\nRequirements for the Major in English: \n\nEnglish 101/102 or 103/104 are not included in the \n\nminimum of 33 hours taken for the major or in \n\nthe maximum of 48 hours \nOne of the following required: 21 1 , 212, 21 3, 214, 216, \n\n217 (The department urges students considering a \n\nmajor in English to elect a year-long survey of \n\nBritish or American literature in the sophomore \n\nyear) \nEnglish 480 and two courses from each of the following \n\ncategories: \n^ Medieval and Early Renaissance: 306, 308, \n\n309, 313, 314, 315, 316, 318 \n^  Late Renaissance through Victorian: 319, 321, \n\n322, 328, 329,331,335, 338 \n\n Modern and Contemporary: 320, 323, 332, \n\n333, 334, 336, 337, 339 \nSix hours in creative writing or advanced composition \n\nmay be counted towards the major hours. \n\nRequirements for the Major in English Literature - \n\nCreative Writing: \n\nEnglish 101/102 or 103/104 are not included in the \n\nminimum hours taken for the major or in the \n\nmaximum hours \nOne of the following required: 2 1 1, 2 12, 2 I 3, 2 14, 216, \n\n217 \nCourse required for the major: 480 \nLiterature courses required: Two courses from two of \n\nthe following categories, one course from the \n\n\n\nA^ncs Scott ColUgt Calnhg 1999-2001  79 \n\n\n\nother: \n\n Medieval and Early Renaissance: 306, 308, \n309, 313, 314, 315, 316, 318 \n\n Late Renaissance through Victorian: 319, 321, \n322, 328, 329, 331, 335, 338 \n\n Modem and Contemporary: 320, 323, 332, \n333, 334, 336, 337, 339 \n\nCreative Writing courses required: \n\nFour of the following (in at least two genres and with at \nleast two above the 200 level): 200, 201, 202, \n203, 205, 340, 341, 342, 344, 415, 490 \n\nRequirements for the Minor: \n\nA minor m English must contain at least 18 hours \n\nexcluding credits received for English 101-102 or \n\n103-104. \nThe student may design her own program to reflect a \n\nparticular interest or emphasis, such as a focus on \n\na genre or literary period. \nThe program must have the approval of the chair of the \n\nDepartment of English. \n\nEnglish 101 and 102 are the basic courses for all other \nwork in the department, except for students admitted to \nEnglish 103 and 104. A student is admitted to English \n103 and 104 by the chair of the department on the \nbasis of the CEEB verbal score and secondary school \nrecord. \n\nloif LITERATURE AND COMPOSITION 3 \n\nCombines tfie writing of analytic, expository and \nresearch papers witfi the close, critical reading and \ndiscussion of literature by authors of diverse cultural \nbackgrounds. Works studied include short stories, \nnovels, drama, poetry, nonfiction essays and film. \nProvides orientation to library and computer facili- \nties. Frequent individual conferences. \n\nlOiLf, 102LS WRITING LABORATORY o \n\nThe Writing Laboratory (usually taken in conjunction \nwith English loi and 102) develops skills that provide \na foundation for all written course work at Agnes \nScott. The course familiarizes students with the writ- \ning process through reading, writing, discussions, \nword processing exercises and conferences. \nEnrollment in the lab is limited and is determined by \nthe Department of English. \n\n102s LITERATURE AND COMPOSITION 3 \n\nContinuation of 101. \nPrerequisite: 101 \n\nI03f HONORS LITERATURE AND COMPOSITION 3 \n\nApproaches to literary texts designed for the student \nwith special talent and interest in English. Writing of \n\n\n\ncritical and imaginative papers on literature and film. \nProvides orientation to library and computer facili- \nties. Frequent individual conferences. \n\n104s HONORS LITERATURE AND COMPOSITION 3 \n\nContinuation of 103. \nPrerequisite: 103 \n\n2iof ADVANCED COMPOSITION 3 \n\nExpository writing for the student who wishes to \ndevelop and refine her use of language and her \nunderstanding of the writing process. Includes an \nintroduction to theories of teaching writing. \n\nLITERATURE \n\nEnglish 211, 212, 213, 214, 216, or 217 is a prerequi- \nsite to the other courses in literature unless a stu- \ndent has received advanced placement credit in liter- \nature or unless she has been exempted from taking \n200-level courses upon recommendation other \ninstructor in English 101-102 or 103-104. \n\n2iif MAJOR BRITISH WRITERS, c. 1350 TO 1674 3 \n\nMajor literary texts in historical context and \nsequence. Writers include Chaucer, Spenser, \nShakespeare, Donne and Milton. \n\n212s MAJOR BRITISH WRITERS, 1674 TO THE PRESENT 3 \nContinuation of English 211. Writers will be chosen \nfrom a group including Swift, Pope, Austen, \nWordsworth, Keats, Tennyson, Browning, Yeats and \nEliot. \n\n2i3f, 33if EARLY AMERICAN WRITERS 3 \n\nAmerican writers from the colonial beginnings to the \nAmerican Renaissance. Texts considered in historical, \nsocial and intellectual context. Writers include \nBradstreet, Wheatly, Irving, Poe, Emerson, \nHawthorne and others. \n\nStudents in 213 and 331 attend classes together \nmost of the term, but advanced students are expect- \ned to do work of greater sophistication and difficulty. \nSpecial focus on Melville in 331. \n\n214s MODERN AMERICAN WRITERS 3 \n\nAmerican literature from the second half of the nine- \nteenth century to the present. Selected readings from \nsuch diverse writers as Dickinson, Twain, James, \nGather, Hurston, Baldwin, Roth and others. \n\n2i6f (Women's Studies 216) (Africana Studies 216 when the \ntopic relates to Africa or the African Diaspora) TOPICS \nON WOMEN AND LITERATURE 3 \n\nThematic or generic studies of works authored by \nwomen; focus on the role of women in works by male \nand female writers; special attention to a selected \nwoman writer or group of writers; and/or feminist \napproaches to the study of literature. \nTopic in Fall 1999: \n\nJane Austen and Her World - Study of Austen's major \nworks, selected novels by contemporary authors, \nAusten's biography, development of her career, social \nand cultural contexts, critical reactions and movie \nadaptations. \n\n\n\n80  Ajjnti Scoll College Catalog 1999-2001 \n\n\n\nTOPICS IN LITERATURE AND CULTURE 3 323S \n\nTopics linking diverse cultures and their literatures in \nEnglish. \n\nWill fulfill the distributional standard in literature. \nNot offered 1999-2000 \n\nINTRODUaiON TO FILM STUDY 3 \n\nAn approach to film from a variety of perspectives: 328f \n\nhistorical study, formal and technical analysis of clas- \nsic Hollywood cinema, attention to specific directors \nand genres and feminist critique of film. \nDoes not satisfy distributional standard in literature. \nCHAUCER 3 \n\nThe Canterbury Tales and selected pre-Canterbury 329s \n\nworks. \n\nHISTORY OF THE ENGLISH LANGUAGE 3 \n\nThe origins and development of the language, from \nAnglo-Saxon to modern English. \nOffered 1999-2000 and alternate years \nSHAKESPEARE 3 \n\nThe comedies and histories. 33if \n\nSHAKESPEARE 3 \n\nThe tragedies. 332f \n\nMEDIEVALAND RENAISSANCE DRAMA 3 \n\n(Excluding Shakespeare) \nSamples of medieval mystery and morality plays. \nExplores the varied developing genre of the \n\nRenaissance. Authors include Kyd, Marlowe, Dekker, \nJonson, Middleton and Webster. \n3i6f SIXTEENTH-CENTURY ENGLISH POETRY 3 \n\nA study of the major poetic theories, forms and 333S \n\nworks of Tudor England. Selections from The Faerie \n\nQueen, some early English sonnets, The Defense of \n\nPoesy and the sonnet sequences of Sidney, Spenser \n\nand Shakespeare. \n\nOffered 2000-01 and alternate years 334f \n\n3i8f POETRY AND PROSE OF THE SEVENTEENTH CENTURY3 \n\nEmphasis on the writings of Donne, Jonson, Herbert, \n\nHerrick, Marvell, Bacon and Browne. \n\nOffered 1999-2000 and alternate years \n319s MILTON 3 \n\nMost of the English poetry and selections from the 335S \n\nprose. \n320s MODERN POETRY 3 \n\nStudy of British and American poetry of the twentieth \n\ncentury, with a focus on the early modernist period. \n\nPoets studied include Yeats, Eliot, Williams, H.D., \n\nMarianne Moore, Wallace Stevens and Langston 336f \n\nHughes. \n\nOffered 1999-2000 and alternate years \n32if ENGLISH ROMANTIC POETRY 3 \n\nPrimary emphasis upon the poetry of Wordsworth, \n\nColeridge and Keats, along with selected poems of 337S \n\nShelley and Byron. \n322s ViaORIAN POETRY 3 \n\nTennyson, Browning, Arnold and Hopkins. \n\nOffered 1999-2000 and alternate years \n\n\n\nMODERN AND CONTEMPORARY DRAMA 3 \n\nA selection of plays by playwrights from Ibsen to the \npresent, with concern for the relationship between \ntext and performance. \nOffered 2000-01 and alternate years \nDoes not satisfy distributional standard in literature \nRESTORATION AND EIGHTEENTH-CENTURY \nLITERATURE 3 \n\nEmphasis on satire and prose fiction from 1660 to \n1800. Authors chosen from Dryden, Swift, Pope, \nFielding, Richardson, Johnson and Austen, as well as \nwriters who traditionally have been neglected. \nENGLISH DRAMA FROM DRYDEN TO SHERIDAN 3 \n\nRanges over tragedies and comedies written \nbetween 1660 and 1800. Dramatists include Dryden, \nBehn, Wycherley, Congreve, Centlivre, Goldsmith and \nSheridan. Attention paid to cultural contexts as well \nas evolving literary traditions. \nOffered 2000-01 and alternate years \nEARLY AMERICAN WRITERS 3 \n\nSee English 213 for description. \nREALISM AND NATURALISM IN AMERICAN \nLITERATURE 3 \n\nEmphasis on figures writing from 1880 to 1920, who \nexpress the dominant literary modes of the time, \nwith attention to their influence on later writers. \nAuthors include Twain, James, Wharton, O'Neill, \nCrane and others. \n\nOffered 1999-2000 and alternate years \nTWENTIETH-CENTURY AMERICAN FICTION 3 \n\nFocus on fiction from 1920 to the present, including \nthe work of such writers as Hemingway, Fitzgerald, \nEllison, Malamud, Dates and others. \nOffered 1999-2000 and alternate years \nSOUTHERN LITERATURE 3 \n\nReadings in the literature of the American South of \nthe twentieth century with emphasis on such figures \nas Ransom, Faulkner, Warren, O'Connor, Welty and \nWalker. \n\nOffered 2000-01 and alternate years \nNINETEENTH-CENTURY AMERICAN FIQION 3 \n\nStudy of such developments as the social protest \nnovel, women's fiction, the international novel and \nthe novel of manners in standard and non-traditional \nworks by Stowe, Alcott, Hawthorne, James, Twain, \nAdams and others. \n\nTHE MODERN BRITISH NOVEL 3 \n\nStudy of twentieth-century novels with an emphasis \non modernist experimentation with novel form. \nWriters studied generally include Conrad, Forster, \nJoyce, Woolf, Lawrence, Waugh and Beckett. \nPOSTMODERN FIQION 3 \n\nA study of experimental fiction written in the second \nhalf of the twentieth century. Works studied are \ndrawn from a variety of cultures. \nOffered 2000-01 and alternate years \n\n\n\nAr/Hfs ScotI Collegi Catalog 1999-2001  81 \n\n\n\n338s THE ENGLISH NOVEL FROM THE BRONTES TO HARDY3 \n\nEmphasis on the novels of the 1840s and 1850s \nalong with those that lool\u003c toward the twentieth cen- \ntury. \n\n338LS (French 338L) THE ENGLISH NOVEL FROM THE \n\nBRONTES TO HARDY, LANGUAGE COMPONENT 1 \n\nReading and discussion in French of Flaubert's \n\nMadame Bovary and related materials in the context \n\nof the development of the novel in Europe in the \n\n1850s. \n\nPrerequisite: FRE 202 or permission of instructor \n\nCorequisite: ENG 338 (students may have taken ENG \n\n338 in the past) \n\nNot offered 1999-2000 \n\n339f (Africana Studies 339) AFRICAN-AMERICAN \n\nLITERATURE 3 \n\nExamination of the major texts within the African- \nAmerican literary tradition from the colonial period to \nthe present, including works by Douglass, DuBois, \nHurston, Wright, Ellison, Morrison and others. \n\n4iof,s SPECIAL STUDY 2-4 \n\nSelected texts to meet the interests of individual stu- \ndents. \n\n48of SENIOR COLLOQUIUM 3 \n\nWeekly meetings of faculty and senior English majors \nto discuss topics relevant to the study of literature in \nall periods. Particular topics are designated each \nyear. \nTopic for Fall 1999: Millennial Literature \n\n490f,s INDEPENDENT STUDY IN ENGLISH OR AMERICAN LIT- \nERATURE 4-8 \nIndependent research arranged under the supervi- \nsion of a member of the department. \n\nCreative and Expository Writing \n\n200s INTRODUaiONTONONFiaiON 3 \n\nAn introduction to the craft of nonfiction writing \nfocusing on the rhetorical skills underlying print jour- \nnalism (news, editorials, interviews and features) \nand other forms, such as the essay \n\n201s NARRATIVE WRITING 3 \n\nPrinciples and forms of narrative writing. Illustrative \nreadings and frequent writing. \nPrerequisite: permission of the instructor \n\n202f POETRY WRITING 3 \n\nThe craft of poetry, taught through regular written \nassignments and readings from such contemporary \npoets as Adrienne Rich, Sharon Olds, Rita Dove and \nCarolyn Forche. \n\n203f (Theatre 203) DRAMATIC WRITING I 3 \n\nSee Theatre 203 for description. \n\n205f TOPICS IN CREATIVE WRITING 3 \n\nDifferent topics in creative writing, including, on \noccasion, courses taught by visiting writers. \n\n340f NONFiaiON WORKSHOP 3 \n\nIntermediate nonfiction writing with emphasis on the \nfeature article, the personal essay and experimental \n\n\n\nforms. \n\nPrerequisite: permission of the instructor \n\n34if WRITING WORKSHOP, FiaiON 3 \n\nIntermediate fiction writing. Readings in theory and \npractice; the writing and rewriting of a group of sto- \nries. Individual conferences and group sessions. \nPrerequisite: 201, 205 or permission of the instructor \n\n342s POETRY WORKSHOP 3 \n\nPresentation and discussion of student work, with \nadditional resources (readings, poetic exercises) as \nneeded. \nPrerequisite: 202 or permission of the instructor \n\n344s (Theatre 344) DRAMATIC WRITING II 3 \n\nSee Theatre 344 for description. \n\n4i5f,s (Theatre 415) ADVANCED CREATIVE WRITING 3 \n\nIndividual conferences with emphasis on sustained \ncreative writing projects in poetry, fiction or drama. \nPrerequisite: 340, 341, 342 or 344 and permission of \nthe instructor \n\n490f,s INDEPENDENT STUDY IN WRITING 3 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\n\n\nGlobal Awareness \n\nDIRECTOR: Maria C. Krane, director of intmuitioiujl educa- \ntion, assistant professor of education \n\nThe Global Awareness program combines classwork \nin the fall and spring semesters with a January or \nMay study-abroad experience. Stxidents must apply and \nbe accepted to the program to register for GA200. \n\n200f,s GLOBAL AWARENESS CONCEPTS 1-3 \n\nConcepts and theories of culture, cultural diversity \nand cross-cultural communications. Discussion of \nselected themes common to the study of cultures. \nPreparation for January or summer study-abroad \nexperience. Interdisciplinary perspectives from the \nsocial sciences, natural sciences, humanities and fine \narts. Faculty members include those leading the \nstudy-abroad group. \n\nPrerequisite: 12 hours of Agnes Scott credit \n20if,s GLOBAL AWARENESS EXPERIENCE 3 \n\nJanuary or summer study-abroad experience with fol- \nlow-up seminar, the next semester. Students travel in \nsmall groups to a host country where they experi- \nence a new culture, living in local homes. Emphasis \non individual living/learning experiences under \nsupervision of Agnes Scott faculty member. Seminar \n(one hour per week for 4-6 weeks) integrates cross- \ncultural theory and experience. Destinations vary \n\n\n\n82  Allies Scoll Colkije Catalog (009-2001 \n\n\n\nfrom year to year. \nPrerequisite: 200 \nSpecial fees required for January or summer travel \n\n\n\nHistory \n\n\n\nFACULTY \n\nMary Brown Bullock, professor, President of the College \nPenelope Campbell, Charles A. Dana Professor \nViolet M. Johnson, associate professor \nKatharine D. Kennedy, associate professor \nMichael R. Lynn, assistant professor \nMary C. Cain, visiting instructor \n\nThe central purpose of the history curriculum is to \ngive students who come from a variety of cultural \ntraditions an understanding of the development of val- \nues, institutions and social structures over both short \nand long periods of time. \n\nBy offering courses on different regions of the \nworld and on different eras in history, and by emphasiz- \ning diversity within cultures, history courses seek to \ndeepen each student's understanding of human experi- \nence in its multiple facets. By challenging students to \nlearn about people who are different from themselves, \nhistory teaches open-mindedness and respect for differ- \nences. The study of history provides a perspective from \nwhich to assess events of the present and prospects for \nthe future. \n\nHistory students are required to read widely, to \nthink critically and to strengthen their skills in research, \nwriting and speaking. They learn to organize and ana- \nlyze textual, visual and oral sources while honing their \nability both to tell a story and to develop an argument. \nHistory provides a framework and a context for insights \nfrom other disciplines and in this sense is one of the \nfoundation disciplines of a liberal education, bringing \ncoherence and continuity to information that might \notherwise be fragmented and disjointed. \n\nHistory courses contribute significantly to inter- \ndisciplinary programs at Agnes Scott, including interna- \ntional relations, Africana studies, women's studies and \nLanguage Across the Curriculum. History majors regu- \nlarly participate in the teacher education program, jun- \nior-year-abroad programs and the Atlanta Semester \n\nThe department encourages interdisciplinary cur- \nricular connections by making history courses as acces- \n\n\n\nsible as possible to all students in the College, accord- \ningly, history courses below the 400 level have no pre- \nrequisites. Nonetheless, the department recommends \nthat first-year students enroll in courses at the KIO and \n200 level. Courses at the 300 level require more \nadvanced skills in writing, research and analysis. \nResources in Atlanta enable history majors to undertake \nresearch in archives and specialized collections and to \nparticipate in internships in historic preservation, muse- \nums, libraries, business, government agencies and non- \nprofit organizations. \n\nHistory majors pursue careers in an almost infi- \nnite variety of fields. History is an especially desirable \nbackground for further study in law, journalism and \npublic affairs. More directly associated with the disci- \npline are careers in teaching, museum work , historic \npreservation and information technology, but many \nmajors also pursue careers in business. \n\nHistory majors are strongly encouraged to partic- \nipate in a faculty-led Global Awareness or Global \nConnections program or any other study-abroad pro- \ngram approved by the College. \n\nRequirements for the Major: \n\n420 \n\nOne two-semester survey course selected from: 101 and \n\n102; 108 and 109,- 110 and 1 1 1; 250 and 251,- 253 \n\nand 254 \nAt least eight additional courses, seven of which must \n\nbe above the 200 level. These courses must be \n\nselected so as to include at least one course from \n\neach of the following groups: \nEarly European History: 215, 305, 308, 309, 310 \nModem European Histoiy: 31 1, 312, 313, 314, 322 \nUnited States History: 325, 326, 327, 330, 331, 332, \n\n334, 335, 338 and 350 \nNon-Western History: 350, 353, 354, 355, 356, 361, \n\n363, 365 \nAn appropriate course below the 300 level may be used \n\nto satisfy one of these groups. \nA major in history requires the completion of at least 30 \n\nsemester hours of work in history. Cross-listed \n\ncourses taught outside the department may not be \n\nused to satisfy the minimum requirements for the \n\nmajor \n\n\n\nAgtKs Scott ColU^t Catalog 1999-3001  83 \n\n\n\nRequirements for the Minor: \n\nA minor in liistory must contain at least 21 hours of \n\nworl\u003c in history, at least twelve of which must be \nabove the 200 level. The program must reflect a \ndegree of thoughtful planning and coherence and \nmust have the approval of the chair of the depart- \nment. \n\nloif EUROPE FROM THE MIDDLE AGES TO THE FRENCH \n\nREVOLUTION 3 \n\nEuropean society and culture from the High Middle \nAges to the Age of Revolutions including: marriage \nand family, religion and religious reform, women and \ngender, popular and elite culture, science and medi- \ncine, interaction with world cultures and state build- \ning. \n\n102S EUROPE IN MODERN TIMES 3 \n\nEuropean culture, society and politics in the nine- \nteenth and twentieth centuries, with a focus on \nnations and nationalism, women and gender, roman- \nticism and modernism, war and peace, communism \nand post-communism and Nazism and the \nHolocaust. \n\nio8f THE UNITED STATES TO 1877 3 \n\nSurvey of the history of the United States from \nEuropean conquest through Reconstruction. \n\n109s THE UNITED STATES IN MODERN TIMES 3 \n\nSurvey of the history of the United States since \nReconstruction. \n\nuof INTRODUCTION TO THE ASIAN WORLD 3 \n\nMajor civilizations on the Asian continent from India \nto lapan before the twentieth century. \n\nlus THE ASIAN WORLD IN MODERN TIMES 3 \n\nHistory and politics of Asian societies and their inter- \naction with the West in the twentieth century. \n\ni2if (Classics 121) HISTORY OF GREEK CIVILIZATION 3 \n\nSee Classics 121 for description. \n\nI22f (Classics 122) HISTORY OF ROMAN CIVILIZATION 3 \nSee Classics 122 for description. \n\n215s RELIGION, MAGIC AND SCIENCE IN EARLY MODERN \n\nEUROPE 3 \n\nThe development of competing and complementary \nEuropean world views, including religion \n(Catholicism, Protestantism, ludaism), magic, science \nand witchcraft, with a focus on how these ideas \nshaped culture and society from the fifteenth \nthrough the eighteenth century. \n\n22iLf (Classics 221L) (Greek 221L) (Greek 321L) HISTORY OF \nGREEK CIVILIZATION, GREEK COMPONENT 1 \n\nSee Classics 221L for description. \n\n222Lf (Classics 222L) (Latin 222L) (Latin 321L) HISTORY OF \n\nROMAN CIVILIZATION, LATIN COMPONENT 1 \n\nSee Classics 222L for description. \n\n\n\n250f (Africana Studies 250) AFRICAN SOCIETIES FROM 1500 \nTO THE PARTITION 3 \n\nStructures of Sub-Saharan African societies, the \ndevelopments leading to the partition of the conti- \nnent and the imposition of colonial rule. \n\n251s (Africana Studies 251) AFRICAN SOCIETIES FROM \n\nTHE COLONIAL ERA TO THE PRESENT 3 \n\nChanges which followed western domination, African \nresponses to the new structures and the road to \nindependence. \n\n253f (Africana Studies 253) AFRICAN-AMERICAN HISTORY \nTO EMANCIPATION 3 \n\nDevelopments which shaped the history of the black \npopulation of the United States through the Civil War. \nTopics include African beginnings, the Atlantic slave \ntrade, the institution of slavery and the slave commu- \nnity and black activism. \nOffered 1999-2000 and alternate years \n\n25its (Africana Studies 254) AFRICAN-AMERICAN HISTORY \nSINCE EMANCIPATION 3 \n\nDevelopments which have influenced the history of \nthe black population of the United States since the \nCivil War Topics include the Great Migration, the \nHarlem Renaissance and the Civil Rights Movement. \nOffered 1999-2000 and alternate years \n\n305f MEDIEVAL CIVILIZATION 3 \n\nEmergence of European cultural traditions, political \ninstitutions and social organization between the \ndecline of the Roman Empire and the end of the high \nMiddle Ages. \n\n308s RENAISSANCEAND REFORMATION EUROPE 3 \n\nCulture, politics, religion and society in Europe from \napproximately 1350 to 1648. The rise of Italian city- \nstates, humanism, northern Renaissance, Luther, \nCalvin and Wars of Religion. \nNot open to students who have taken 306 or 307. \n\n309f THE ENLIGHTENMENT AND THE FRENCH \n\nREVOLUTION 3 \n\nEuropean culture and society in the age of the \nEnlightenment; causes and events of the French \nRevolution and its impact upon Europe. \n\n310s EARLY MODERN ENGUND 3 \n\nThe social, cultural and political history of England \nfrom the late 15th to the early 18th century. \nTudor/Stuart monarchy, colonialism, the \nReformation, English Civil War, marriage and family, \npublic and private culture. \nNot open to students who have taken 371 or 373. \n\n311s EUROPE IN THE VICTORIAN ERA 3 \n\nIndustrialization, nationalism, imperialism, interna- \ntional affairs, culture, gender and public and private \nlife in nineteenth-century Europe. \nOffered 2000-01 and alternate years \n\n312s RUSSIA AND THE SOVIET UNION IN THE TWENTIETH \nCENTURY 3 \n\nRevolution, ethnicity, reform, stagnation and disinte- \ngration in Russian and Soviet politics, culture, econo- \n\n\n\n0*J  A^ms ScoK Colkge Catalog 1999-2001 \n\n\n\nmy and society from 1905 to the present. 332s \n\nOffered 2000-01 and alternate years \n\n3i3f EUROPE FROM 1914 TO 1945 3 \n\nWorld War I, Nazism, the interwar years, World War II \nand the Holocaust, with emphasis on ideology, cul- \nture and diplomacy \n\n314s (Political Science 314) EUROPE SINCE 1945 3 \n\nSociety, economy, culture and foreign affairs in \nWestern and Eastern Europe in the nuclear age. 334f \n\n314LS (German 314L) (Political Science 314L) EUROPE SINCE \n1945, GERMAN COMPONENT 1 \n\nSee German 314L for description. \nNot offered 1999-2000 \n\n3i5Lf (German 315L) EUROPE 1914 TO 1945, GERMAN 335f \n\nCOMPONENT 1 \n\nSee German 315L for description. \nNot offered 1999-2000 \n\n318s THE HOLOCAUST 3 \n\nVictims and perpetrators of German genocide, with \nemphasis on anti-Semitism, origins of the Final \nSolution, Nazi ideology, survivors' memories and his- 338s \ntoriographical controversies. \n\n322f (Women's Studies 322) WOMEN IN MODERN \n\nEUROPEAN HISTORY 3 \n\nChanging roles of European women at home, at 340s \n\nwork, in public life and in the arts from the \n\nRenaissance to the present. \n\nOffered 1999-2000 and alternate years 35of \n\n325f THE AMERICAN REVOLUTION AND THE EARLY \n\nREPUBLIC 3 \n\nRelationship between economic, social, cultural and \nreligious change and the great political events of the \nAmerican Revolution and nation-building. \nOffered 2000-01 and alternate years 35oLf \n\n326s lACKSONIAN AMERICA AND THE CIVIL WAR ERA 3 \nEconomic, political and social change in the United \nStates from the rise of Jacksonian America and the \nstruggle over slavery through the Civil War. 353s \n\nOffered 2000-01 and alternate years \n\n327s HISTORY OF THE SOUTH 3 \n\nSocial, cultural, economic and political factors that \nhave made the South a distinctive part of the U.S. \nfrom English settlement to the present. \n\n330s (Women's Studies 330) THE HISTORY OF WOMEN IN \n\nAMERICA 3 354s \n\nWomen's roles and contributions from the colonial \nperiod to the present with emphasis on the impact of \nindustrialization, reform movements and differences \nacross race, ethnicity, class and region. 355f \n\n33if RACE. ETHNICITY AND IMMIGRATION IN THE U.S., \n\n1600 - 1880 3 \n\nHistory of the 'old immigration' which was dominated \nby groups from Western Europe; the relationship \nbetween various ethnic groups; their acculturation; \nand how they influenced American society. \nOffered 2000-01 and alternate years \n\n\n\nRACE, ETHNICITY AND IMMIGRATION IN THE U.S. \nSINCE 1885 3 \n\nHistory of the \"new immigration;\" the changing \nsources and composition of immigrants; their social \nand economic adjustment; and their contributions to \nthe increasingly multicultural characterof contempo- \nrary America. \n\nOffered 2000-01 and alternate years \n(Political Science 332) THE UNITED STATES FROM \n1914 TO 1945 3 \n\nWorld War I, the New Era of the 1920s, the New Deal \nand World War II. \n\nOffered 1999-2000 and alternate years \n(Africana Studies 335) (Religious Studies 340) BLACK \nPROTEST THOUGHT IN AMERICA FROM SLAVERY TO \nTHE PRESENT 3 \n\nPolitical, social and ideological currents which influ- \nenced and shaped the Black struggle for freedom, \ncitizenship and equality. \nOffered 1999-2000 and alternate years \n(Political Science 340) UNITED STATES SINCE 1945 3 \nDomestic change and international involvements \nsince World War II. \n\nOffered 1999-2000 and alternate years \n(Political Science 328) U.S.-LATIN AMERICAN \nRELATIONS 3 \n\nSee Political Science 328 for description. \n(Africana Studies 350) THE AFRICAN DIASPORA 3 \n\nHistory of the dispersal of Africans from the continent \nto various regions of the world; the catalysts of dis- \npersal; the distribution of Africans, especially in the \nAmericas; and the communities which evolved out of \nthe diaspora. \n\n(Spanish 350L) THE AFRICAN DIASPORA, SPANISH \nCOMPONENT 1 \n\nSee Spanish 350L for description. \nNot offered 1999-2000 \n\nSOUTH ASIA 3 \n\nHistory of the Indian Subcontinent from ancient \ntimes to the present, with particular attention to \nBritish rule, the independence movement and con- \ntemporary public issues in Pakistan, India and \nBangladesh. \n\nOffered 1999-2000 and alternate years \n(Africana Studies 354 when the topic relates to Africa or \nthe African Diaspora) TOPICS IN AFRICAN AND ASIAN \nHISTORY 3 \n\nOffered 2000-01 and alternate years \nTWENTIETH-CENTURY SOUTHEAST ASIA 3 \n\nThe cultural heritages of nations from Burma to the \nPhilippines. Social, economic and political changes \narising from western colonialism, the world wars, \nmass political movements and participation in a \nglobal economy. \nOffered 2000-01 and alternate years \n\n\n\nAjfiifs Scoll Cotltiii Catalog i999-:o(\u003e(  85 \n\n\n\n356f THE UNITED STATES AND CHINA 3 \n\nThe cultural, political and economic interaction of \nAmericans and Chinese in the last two centuries, with \nparticular attention to the post-World War II period. \nOffered 1999-2000 and alternate years \n\n36if EMERGENCE OF JAPAN AS A WORLD POWER 3 \n\nPolitical and economic transformation of Japan in the \nnineteenth and twentieth centuries; the troubled rela- \ntionship with the United States. \n\n363s THE CHINESE REVOLUTION IN THE TWENTIETH \n\nCENTURY 3 \n\nDevelopment of Chinese communism, the establish- \nment of the People's Republic and the revolutionary \nremodeling of Chinese society \n\n^iof,s SPECIAL STUDY 2-4 \n\nSupervised study in some field or period of history. \n\n420f SENIOR COLLOQUIUM 3 \n\nReading, writing and discussion on a single theme, \nchosen annually, with the aim of integrating knowl- \nedge from various historical fields. \nOpen only to senior history majors. \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research under the supervision of a \nmember of the department. \n\n\n\nInterdisciplinary \nCourses \n\n\n\nFYSi90f,s FIRST-YEAR SEMINAR 3 \n\nSeminars offering first-year students an opportunity \n\nto study focused topics in small groups. Some \n\nsections connected and organized around a related \n\ntheme. \n\nOpen only to first-year students. Class size limited \n\nto 15. \n\nHUM 280 SEMINAR IN THE HUMANITIES 3 \n\nWeekly seminar focused on a topic that traverses \nmultiple approaches, historical periods and/or cul- \ntures. Led by 2-3 faculty from different disciplines in \nthe humanities. Topic designated each year. Open to \nsophomores, juniors and seniors. \n\nINTD 200s PERSPEQIVES ON DIVERSITY AND DIFFERENCE3 \nAn interdisciplinary approach to learning about cul- \ntures and their interactions, struggles and conflicts. \nExploration of issues that revolve around the intersec- \ntions of race, ethnicity, sexual orientation, gender and \nreligion and the bases of conflict, stratification and \ngroup identities. \n\n\n\nInternational Relations \n\n\n\nDIRECTOR: Feng Xu, assistant professor of political science \n\nIn this program, students explore the relations among \nboth nations and nongovernmental parties. Although \ncomprehension of these relationships relies upon the \nperspectives, theories, insights and methods of several \ndisciplines, a major in International Relations draws pri- \nmarily from the disciplines of economics, history and \npolitical science. \n\nStudents who wish to major in International \nRelations should consult the director of the program in \norder to develop a course of study with an appropriate \nbalance among the disciplines. They should acquire \nproficiency in a foreign language, especially if they plan \nto study abroad Completing the intermediate level of a \nsecond foreign language is also recommended. \n\nInternational Relations majors are strongly \nencouraged to participate in a faculty-led Global \nAwareness or Global Connections program or any other \nstudy-abroad program approved by the College. \n\nRequirements for the Major: \n\nA minimum of 33 hours, maximum of 60 hours \n\nRequired Introductory Courses: \nPolitical Science 103 \nEconomics 100 \n\nRequired Advanced Courses: \n\nPolitical Science 326, International Relations 400 \n\nTheory Courses: \n\nThree courses, at least one of which must be in eco- \nnomics: \n\nPolitical Science 205, 282, 322, 329,- Economics 315, \n334, 350, 351; Anthropology 307 \n\nGeographic Areas \n\nA student will take three courses from no more than \n\ntwo different areas. Students are generally encour- \naged to concentrate in one area. No more than \none area course may be at the lOO-level. \n\nEurope: History 102, 311, 312, 313, 314, 318, 322 \n\nAsia: History 111, 353, 354 (Asian topics only), 355, \n356, 361, 363; Political Science 270 \n\nAfrica and the Middle East: History 250, 251, 350, 354 \n(African topics only); Political Science 355 \n\nLatin America: Political Science 211, 220, 325, 328, \n330, 342; Anthropology 304 \n\n\n\n06  Apies ScoM Colki)e Catalog 1999-2001 \n\n\n\nC.lobal Awareness 201 may be counted toward the \n\nappropriate geographic requirement. Students are \nencouraged to enroll in the foreign language sec- \ntions of area courses when possible. Hours from \nthese courses will count toward the major. \n\nLanguage: \n\nThree hours of coursework beyond the intermedi- \nate level in a modern foreign language. This does \nnot count toward the major. \n\nAdditional Course Requirement: \n\nIn addition to satisfying the requirements listed \nabove, each student will take at least one addi- \ntional course from the lists of theory and area \ncourses above. Other courses that may satisfy this \nrequirement are: Spanish 207 or 208,- German \n3 1 0; French 360 \n\n400S SENIOR SEMINAR IN INTERNATIONAL REUTIONS 3 \n\nRequired seminar for international relations seniors \non topics of current interest and importance in inter- \nnational relations. Provides opportunities for interna- \ntional relations majors to integrate the theoretical, \nhistorical and geographical components of the major \nthrough reading, discussion, debates and writing on \nthe topic at hand. \n\nPrerequisite: Political Science 103 and 326 or permis- \nsion of the instructor \n\n4iof,s SPECIAL STUDY 2-4 \n\nSupervised study in a selected field of international \nrelations. \n\n49of,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supen/i- \nsion of a member of the department. \n\n\n\nMathematics \n\nFACULTY \n\nMyrtle F^. Lewin, professor \nLawrence H. Riddle, professor \nRobert A. Leslie, associate professor \nSherri J. Boyd, visiting assistant professor \n\nThe mathematics program is designed to help stu- \ndents think clearly and logically, learn to use the \nlanguage of mathematics effectively,- write and speak \nabout mathematical ideas coherently and appreciate the \nbroad power of mathematics to describe phenomena in \nthe real world. \n\n\n\nThe courses develop the student's ability to ana- \nlyze problems, understand and use the theory and tech- \nniques of mathematics and acquire the skills and mathe- \nmatical tools needed in the application of mathematics. \nStudents learn how to use mathematical software and to \nappreciate its role as a tool in the study and application \nof mathematics. The courses are also designed to devel- \nop the student's ability to work with abstract ideas as \nshe meets some of the major themes and profound ideas \nin modern mathematics. \n\nThe mathematics faculty provides placement \nadvising for mathematics courses to incoming students \n(see Advanced Placement Credit, page 16). Students in \nthe 100 level courses are offered opportunities for inter- \naction outside the classroom through the Learning \nAssistance program. \n\nAdvanced mathematics students are encouraged \nto consider internships in the Atlanta area and to apply \nfor summer research programs on other campuses. \nStudy topics of particular interest beyond the courses \nlisted are also available through cross-registration or \nthrough directed or independent studies. \n\nA major in mathematics is excellent preparation \nfor professional employment in a variety of areas such \nas business technology and actuarial science, for teach- \ning at the secondary school level and for entry into \nmedical or law school. The program is also designed to \ngive mathematics majors a solid background for gradu- \nate study, not only in mathematics but in related areas \nas well. \n\nStudents with an interest in science are encour- \naged to combine that study with mathematics, either \nthrough the interdisciplinary mathematics-physics \nmajor, through a student-designed major, or through \nthe mathematics minor. \n\nThe interdisciplinary mathematics-economics \nmajor allows the student to combine her interests in \neconomics with her interest in mathematics. It is also \nhighly recommended for students anticipating graduate \nstudy in economics. \n\nRequirements for Mathematics Major: \nMath 118, 119, 204, 206, 220, 321, 480 \nAt least three additional 300-level courses selected from \n\nat least two of the following groups: \n\n331, 352 \n\n314, 315 \n\n309, 312, 325, 328 \n\n\n\nAilnc^ Scoll CotUdt Ciiliilotl (099-2(Kii  87 \n\n\n\nThe minimum number of hours required to fulfill a I50f \n\nmajor in Mathematics is 35. \n\nRequirements for Mathematics Minor: \n\nThe mathematics minor is designed for those students 20if \n\nwho wish to study mathematics significantly \nbeyond the introductory level and focus on an \narea of special interest without accomplishing a \nmajor. A student planning a minor in mathematics \nis required to consult with the department to \nensure the coherence and relevance of the pro- \ngram of study planned. \n\nMathematics 118, 119 \n\nAt least one course from 204, 206, or 220 \n\nAt least three additional courses at the 200 or 300 level, \none of which must be at the 300 level. \n\nioif,s FINITE MATHEMATICS 3 \n\nExposure to some basic concepts and techniques of \nmathematics in concrete and relevant ways. Possible \ntopics include: the mathematics of voting, scheduling \nproblems, counting problems, networks, symmetry 204f \n\n(architectural designs and naturally occurring geo- \nmetrical patterns), censuses and surveys, graphing \nand summarizing data, financial mathematics and \nrudimentary probability \n\n104s INTRODUCTION TO MATHEMATICAL THOUGHT 3 \n\nIntroduction to some of the major themes and ideas \nin mathematics, methods used in their applications \nand their historical context. 206s \n\n115s ELEMENTARY STATISTICS 3 \n\nStatistical measures and distributions, probability \nand its application to statistical inference, linear cor- \nrelation, hypothesis testing, confidence intervals and \napplications in the natural and social science. Does 220s \n\nnot satisfy Distributional Standard in Mathematics. \n\nIi7f,s FUNCTIONS AND MODELING 4 \n\nPolynomials, rational, exponential, logarithm and \ntrigonometric functions in the natural and social sci- \nences, with emphasis on their numerical, graphical, \nand algebraic properties and their applications and 250s \n\nuse in modeling real-world situations. \n\nIi8f,s CALCULUS I 4 \n\nIntroduction to the basic concepts of differential and \nintegral calculus, emphasizing conceptual under- \nstanding and applications. Topics are covered from a \ngraphical, algebraic and numerical perspective. \nMathematical writing is emphasized. \n\nii9f,s CALCULUS II 4 309f \n\nContinuation of 118. Topics include the integral and \nits applications, techniques of integration, improper \nintegrals and a brief introduction to series and differ- \nential equations. \nPrerequisite: 118 \n\n\n\nINTRODUaiON TO COMPUTER PROGRAMMING 3 \n\nAn introduction to computers, principles of problem \nsolving in a structured programming environment, \nprogramming techniques and applications. Does not \nsatisfy Distributional Standard in Mathematics. \nTOPICS IN MATHEMATICS 3 \n\nA semester study of a topic chosen from such areas \nas dynamical systems and chaos, fractal geometry, \ncryptology, game theory, graph theory or combina- \ntions. Possibility for interdisciplinary topics. May be \nrepeated for credit when topics change. \n1999-2000 Topic: Mathematics in Medicine and \nHealth \n\nHighlights the use of mathematical modeling in \naddressing issues in medicine and public health. \nSome topics included are epidemiology, disease \ndiagnosis, genetics, anatomy and health studies \nincluding an introduction to survey methods in com- \nmunity medicine such as clinical trials and case-con- \ntrol studies. Students will learn about matrices, com- \npartmental models and elementary probability as \ntools for investigating these topics. Several guest \nspeakers from the health fields will also participate. \nPrerequisite: 118 or permission of the instructor \nTHE ART OF MATHEMATICAL THINKING 3 \n\nTopics from areas such as puzzles, discrete mathe- \nmatics, number theory, modular arithmetic and enu- \nmeration will be used to introduce students to a seri- \nous study of the role of proof, of mathematical writ- \ning and grammar, and abstraction and critical think- \ning. \n\nPrerequisite: 119 or permission of instructor \nLINEAR ALGEBRA 4 \n\nVector spaces, linear transformations, matrices and \ndeterminants, with applications to systems of linear \nequations, geometry and other selected topics. \nPrerequisite: 119 \n\nMULTIVARIABLE CALCULUS 4 \n\nThe geometry of curves and surfaces and the calcu- \nlus of functions of two or more variables, including \npartial differentiation, multiple integrals and vector \nanalysis. \nPrerequisite: 119 \n\nINTERMEDIATE COMPUTER PROGRAMMING 3 \n\nThe design and implementation of well-structured \nalgorithms, modular programming techniques, the \neffective use of the fundamental data structures \nincluding records and files and an introduction to \ndynamic data structures. \nPrerequisite: 150 or permission of the instructor \nOffered 2000-01 and alternate years \nDIFFERENTIAL EQUATIONS 4 \n\nFirst and second order differential equations, higher \norder, linear ordinary differential equations, existence \nand uniqueness theorems and applications. \nPrerequisite: 206 or 220 \n\n\n\n80  Allies Scoll Cotkile Catalog 1999-2001 \n\n\n\n312S NUMERICAL ANALYSIS 4 \n\nNumerical methods in mathematics including numer- \nical solutions of equations, linear and nonlinear sys- \ntems of equations, numerical differentiation and inte- \ngration and curve fitting. \nPrerequisite: 206 or 220 \nOffered 1999-2000 and alternate years \n\n3i4f MODERN GEOMETRIES 4 \n\nAffine, projective and Euclidean geometries and their \npostulational development. \nPrerequisite: 220 or permission of the instructor \nOffered 1999-2000 and alternate years \n\n315s TOPOLOGY 4 \n\nTopological and metric spaces, continuity, compact- \nness and connectedness, with special emphasis on \nthe topology of Rn. \nPrerequisite: 204 and 220 \nNot offered 1999-2000 \n\n32if ABSTRACT ALGEBRA /, \n\nImportant algebraic structures, including groups, \nrings, integral domains and fields. \nPrerequisite: 204; 206 or permission of instructor \n\n325f MATHEMATICAL MODELS AND APPLICATIONS 4 \n\nDevelopment of techniques of model building. \nApplications to illustrate the techniques drawn princi- \npally from the natural and social sciences. \nPrerequisite: 206 or 220 \nOffered 2000-01 and alternate years \n\n328s MATHEMATICAL STATISTICS AND PROBABILITY 4 \n\nBasic statistical methods in the classical theory of \ninferential statistics, probability theory, estimations, \nhypothesis testing and applications. \nPrerequisite: 206 or 220 \nOffered 2000-01 and alternate years \n\n331s REAL ANALYSIS 4 \n\nThe topology of the real number system and the \naxiom of completeness. Rigorous development of \nsome central ideas in analysis, including limits, conti- \nnuity of functions and convergence of sequences and \nseries. \n\nPrerequisite: 204 \nOffered 1999-2000 and alternate years \n\n352s COMPLEX ANALYSIS 4 \n\nThe algebra of complex numbers, analytic functions, \nelementary functions, linear fractional transforma- \ntions, mappings, integrals, power series, Laurent \nseries and residue calculus. \nPrerequisite: 220 \nOffered 2000-01 and alternate years \n\n4iof,s SPECIAL STUDY 2-4 \n\nOpen to majors only \n\n48of MATHEMATICS SEMINAR 2 \n\nIntegrates topics in a variety of areas of undergradu- \nate mathematics and emphasizes problem-solving, \nwriting and speaking skills. Open to seniors with \n\n\n\nmajors in mathematics, mathematics-economics or \nmathematics-physics and to minors in mathematics \nor others with permission. \n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\n\n\nMathematics- \nEconomics \n\nRequirements for the major: \n\nEconomics 100, 306, 307 \nMathematics 118, 119, 206, 220, 309 \nEither Economics 338 or Mathematics 328 \nEither Economics 400 or Mathematics 480 \nAn additional three elective courses in mathematics or \neconomics are required with at least one in eco- \nnomics, excluding 200, 2 1 1 , 2 1 2, 2 1 3, 2 1 7 and \n220. These courses must be at the 200-level or \nabove and must be approved by the advisors to \nthe major in the respective departments. \n\nMathematics- Physics \n\nProvides an integrated study of mathematics and its \n\napplication in theoretical physics. Students elect \nat least 27 semester hours in mathematics and 23 \nsemester hours in physics. Other courses may be \nelected in mathematics and physics, not to \nexceed a combined total of 60 semester hours. \n\nThe minimum number of hours required to fulfill an \n\ninterdisciplinary major in Mathematics-Physics is \n50. \n\nBasic Courses Required: \n\nMathematics 118, 119, 206, 220, 309 and at least 7 \n\nadditional hours. \nPhysics 110, 111 and 15 additional hours as approved \n\nby the Department of Physics and Astronomy. \n\n\n\nA0ia Scoll Collect dialog i999-2(x^i  89 \n\n\n\nModern Foreign \nLanguages \u0026 \nLiteratures \n\nThe department offers programs in Frencfi, German \nStudies, Japanese and Spanish. Language majors are \nstrongly encouraged to study abroad through a faculty- \nled Global Awareness or Global Connections program \nor through any other study-abroad program approved \nby the College. \n\nFrench \n\nFACULTY \n\nTo be appointed, Adeline Arnold Londans Professor of \n\nFrmcb \n\nJulia K. De Free, assistant professor \n\nRosemary Eberiel, assistant professor \n\nMarie-Jeanne Schulman, visiting instructor \n\nAll courses offered by the French program are \ndesigned to develop students' proficiency in the \nunderstanding, speaking and writing of the French lan- \nguage and to foster a knowledge of French and \nFrancophone cultures Upper-intermediate and \nadvanced courses are devoted to literature written in \nFrench and the social, political and historical contexts \nof its production. \n\nIn conjunction with the office of International \nEducation, the French program offers students a wide \nrange of opportunities for spending an academic year or \na semester abroad studying French and the culture and \nliterature of the Francophone world. Courses of foreign \nstudy recently selected by students include French liter- \nature and culture at the Sorbonne, French linguistics \nand literature at I'Universite Catholique I'Ouest at \nAngers and African economics and the French language \nin Senegal. With some restrictions, courses taken \nabroad count toward fulfilling the requirements for the \nmajor or minor Further possibilities for foreign study \nare available through the Global Awareness and Global \nConnections programs. \n\nEach year the French program is joined by a \nteaching assistant from France, whose responsibilities \n\n\n\ninclude working alongside members of the full-time fac- \nulty in grammar classes, teaching intermediate conversa- \ntion and supervising the French table. \n\nEntering students who elect French must take a \nplacement test. Those who place into 230 or above will \nhave satisfied the specific standard for study of a foreign \nlanguage. Otherwise this standard is achieved through \nsuccessful performance in 202. The distributional stan- \ndard for study of literature in the language of its compo- \nsition is fulfilled by successful performance in any one \nof the upper- intermediate courses (240, 241, 242) or in \nany 300-level course. \n\nStudents also have an opportunity to improve \ntheir language skills by completing a one-hour French \ncomponent in a Language Across the Curriculum (LAC) \ninterdisciplinary course. \n\nRequirements for French Major: \n\nA minimum of 27 hours including 230, 240, 241 and \n242 (the last three taken in any order) and five \ncourses at the 300 level or beyond. \n\nWith advanced placement or exemption, the minimum \nnumber of hours required to complete a French \nmajor is 25 hours. \n\nRecommended Courses: \n\nIt is recommended that majors and minors take comple- \nmentary courses in the following disciplines: \nAfricana studies, English, history, history of art, \nphilosophy, women's studies and another foreign \nlanguage. \n\nRequirements for French Minor: \n\nA minimum of 15 hours including 230, two courses \n\nchosen from 240, 241 and 242 and two courses at \nor beyond the 300 level. \n\nloif ELEMENTARY FRENCH n \n\nFor students who begin French in college. \n\nIntroduction to the French language and culture. \n\nThree class periods followed by a session and oral \n\npractice. \nI02f,s ELEMENTARY FRENCH n \n\nContinuation of loi; loi and 102 are the equivalent of \n\ntwo years of secondary school preparation. \n2oif,s INTERMEDIATE 3 \n\nGrammar review oral and written comprehension, \n\nreading, composition. \n202f,s INTERMEDIATE 3 \n\nA continuation of 201 with emphasis on selected \n\nreadings. \n\n\n\n90  Ailms Scott Co/lf^e Catalog (099-200f \n\n\n\n202Lf (Art 202L) MEDIEVAL ART. FRENCH COMPONENT 1 \n\nReading and discussion of texts concerning the visu- \nal arts and their historical context during the Middle \nAges. Conducted in French. \n\nPrerequisite: French 202 or permission of the instruc- 242s \ntor. \nCorequisite: Art 202 \n\n203LS (Art 203L) HISTORY OF ART II, FRENCH COMPONENT 1 \nReading and discussion of texts on the major artistic \nperiods from the Renaissance through the modern \nperiods. Conducted in French. \nPrerequisite: French 202 or permission of the instruc- \ntor \n\nCorequisite: Art 103 \nOffered 1999-2000 \n\n207f,s INTERMEDIATE FRENCH CONVERSATION 3 \n\nPrerequisite: 202 with a grade of B minus or above or 338LS \n\npermission from the department. \n\nThis course may be repeated once with permission \n\nfrom the department or faculty members designated \n\nby the department chair. However, it may only be \n\ncounted once toward fulfillment of the major or \n\nminor. \n\n22iLf (Music 221L) (Womens Studies 221L) WOMEN IN \nMUSIC: THE WESTERN MUSICAL TRADITIONS, \nFRENCH COMPONENT 1 \n\nReading and discussion of texts concerning French 345f \n\nand other Francophone women as composers, per- \nformers, teachers and musical support personnel. \nConducted in French. \n\nPrerequisite: 220 350 \n\nCorequisite: Music 220 (Women's Studies 220) \nNot offered 1999-2000 \n\n230f,s FRENCH LANGUAGE AND CULTURE 3 \n\nThe course provides a thorough review of advanced \ngrammar and stresses written expression. Classroom \npresentations and written work address topics of \ncontemporary French culture. In additional to written \nmaterials, at least one French film will be analyzed. 355s \n\nPrerequisite: 202 \n\n240f READINGS IN FRENCH LITERATURE BEFORE 1600 3 \nLiterary selections from the Middle Ages and the \nRenaissance studied in their historical and cultural \ncontexts. Topics to be analyzed may include: orality \nand literacy, chivalry and misogyny; the individual \nand the body politic; the imitation of Classical aes- \nthetics; technological and religious change; modern 36of \nmyths of the Middle Ages and the Renaissance. \nPrerequisite: 230 or equivalent \n\n24if SELEQED READINGS IN FRENCH LITERATURE: \n\n1600-1800 3 \n\nLiterary selections from the Ancien Regime to the \nFrench Revolution studied in their historical and cul- \ntural contexts. Considerations of genre will be com- \nplemented by reflection on how form relates to con- \ntent, specifically with regard to notions of powers, \nartistic expression and the role of the individual in \n\n\n\nsociety Readings will include diverse depictions of \nrestrictions on women and liberation of women dur- \ning this era. \n\nPrerequisite: 230 or equivalent \nSELECTED READINGS IN FRENCH LITERATURE: \n1800 TO THE PRESENT 3 \n\nLiterary selections from Romanticism onward studied \nin their historical and cultural contexts. Discussion \ntopics may include: Romanticism and the self; \nRealism and industrial culture; relations among the \narts; Symbolist poetry and prose; avant-garde prose, \npoetry and theatre; colonialism and exoticism; politi- \ncal engagement and \"disengagement\"; feminism and \nthe novel; literature in French produced outside \nFrance. \n\nPrerequisite: 230 or equivalent \n(English 338L) THE ENGLISH NOVEL FROM THE \nBRONTES TO HARDY, LANGUAGE COMPONENT 1 \n\nReading and discussion in French of Flaubert's \nMadame Bovary and related materials in the context \nofthe development of the novel in Europe in the \n1850S. \n\nPrerequisite: FRE 202 or permission ofthe instructor \nCorequisite: ENG 338 (students may have taken ENG \n338 in the past) \nNot offered 1999-2000 \n\nFRENCH LITERATURE AND GENRE 3 \n\nProse, poetry and theatre will be considered either \nindividually or in relation to one another. \nPrerequisite: 230 and any one of 240, 241, 242 \nFRENCH LITERATURE, THE AUTHOR AND AUTHORITY 3 \nWorks by a single author or group of authors will be \nstudied. Thematic and theoretical avenues of inquiry \nwill be complemented by analysis of the cultural and \nhistorical circumstances that led to the author's or \nauthors' acceptance, rejection and, if applicable, can- \nonization and perceived greatness. \nPrerequisite: 230 and any one of 240, 241, 242 \nFRANCOPHONE LITERATURE 3 \n\nFrancophone works will be analyzed with a particular \nemphasis on colonialism, political activism and liber- \nation. Specific regions of Francophone production \nmay include Switzerland, Canada, the Caribbean and \nAfrica. Francophone authors active in France itself \nmay also be considered. \nPrerequisite: 230 and any one of 240. 241, 242 \nFRENCH LITERATURE AND POLITICAL CHANGE 3 \n\nAuthors writing in French will be considered as either \ncatalysts or opponents to political change at specific \nhistorical junctures. Past periods of tension to be \nstudied may include the Renaissance and the discov- \nery of the New World, the Ancien Regime, the French \nRevolution, the Industrial Revolution, the First and \nSecond World Wars and the social, sexual and politi- \ncal \"revolutions\" and evolutions of 1968 to the pres- \nent. \nPrerequisite: 230 and any one of 240, 241, 242 \n\n\n\nAflnei Scott Cotliilt Gil.i/oi; i9oo-2(Kii  91 \n\n\n\n365f WOMEN AND FRENCH CULTURE 3 \n\nContributions of women to French literature, culture \nand Inistory will be analyzed with a complementary \nemphasis on feminist theory. \nPrerequisite: 230 and any one of 240, 241, 242 \n\n370s FRENCH LITERATURE AND OTHER ARTS 3 \n\nAn analysis of French literature and other arts, partic- \nularly painting, with an emphasis on the French \nauthor as art critic or theorist. \nPrerequisite: 230 and any one of 240, 241, 242 \n\n375s FRENCH FILM 3 \n\nTopics in French cinema from avant-garde to the pres- \nent, with an introduction to film theory. Screenplays \nmay also be studied. \nPrerequisite: 230 and any one of 240, 241, 242 \n\n38of AUTOBIOGRAPHY 3 \n\nThe course will study: the relationship between the \nwriting subject and the literary first person; the influ- \nence of literary fiction on life histories; gender and \nthe narrative voice. \nPrerequisite: 230 and any one of 240, 241, 242 \n\n4ios,f SPECIAL STUDY 2-4 \n\nSupervised to meet the needs of individual students. \n\n49of,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the program. \n\n\n\nGerman Studies \n\nFACULTY: Ingrid E. Wieshofer, projissor \n\nCourses in the program emphasize the communica- \ntion skills of understanding, speaking and writing \nGerman. Cultural as well as linguistic aspects of the \nGerman-speaking world are also explored in all classes \nat all levels. A wide selection of classical and contempo- \nrary literary works is read in intermediate and advanced \ncourses. \n\nMajors, minors and other interested students are \nencouraged to live on the College's German Hall, \nwhere they can practice the language aided by a resi- \ndent teaching assistant Irom Austria or Germany. They \nare also invited to join the German Club and the \nGerman lunch table. \n\nStudents can further improve their language skills \nby completing a one-hour German component in a \nLanguage Across the Curriculum (LAC) interdiscipli- \nnary course. \n\nQualified students may participate in a one- or \ntwo-semester program in a German-speaking country \n\n\n\nsuch as the affiliate programs in Graz and Salzburg. \nOther possibilities for foreign study are available \nthrough the Global Awareness and Global Connections \nprograms. \n\nStudents considering a double major should con- \nsult with the German Studies program director early in \ntheir studies. \n\nRequirements for German Studies Major \nRequired Courses; \n\n210, 212, 222, 324, 480 \n\nThree or four of the following: 306, 310, 305 with lan- \nguage component, 308 with language compo- \nnent, 350 \n\nIf only three of the above are taken, then one of the fol- \nlowing courses outside the discipline must also be \ntaken: History 3 1 3 with language component, \nHistory 314 with language component. Music \n220 with language component \n\nMinimum hours for the major: 28 beyond the interme- \ndiate level \n\nEntering students who are placed in an advanced level \nof German may be given permission to complete \nthe major wth fewer than 28 hours. Permission is \ngiven by the program director and the assistant \ndean of the college. \n\nRecommended Courses: \n\nStudents are strongly encouraged to acquire experience \nin a German-speaking country through our affili- \nate programs in Graz and Salzburg. We also high- \nly recommend the Zertifikatsprufung and \nMittelstufenprufung at the Goethe Institute. \n\nRequirements for German Studies Minor: \n\n210, 212 \n\nTwo or three of the following: 222, 306, 310, 324, 305 \nwith language component, 308 with language \ncomponent. History 3 1 3 with language compo- \nnent. Music 220 with language component \n\nIf only two of the above are taken, then one of the fol- \nlowing courses must also be taken: Philosophy \n2 10 or any other course with a strong German \ncontent area subject to the approval of the \ndepartment. \n\nMinimum hours: 14 beyond the intermediate level \n\nRecommendations for the Minor: \n\nStudents are strongly encouraged to acquire experience \nin a German-speaking country through our affili- \n\n\n\n92  AjfiiK Scott College Catalog 1999-2001 \n\n\n\n3o6f \n\n\n\n308f \n\n\n\n308Lf \n\n\n\nate programs in Craz and Salzburg. We also high- 305LS \nly recommend the Zertifikatspmfung and \nMittelstufenpaifung at the Goethe Institute. \n\nloif ELEMENTARY GERMAN 4 \n\nEmphasis on speaking and understanding spoken \nGerman, with a sound basis of grammar. Reading and \ndiscussion of simple texts. All students with one or \nmore years of German in high school are required to \ntake the placement test. \n\n102s ELEMENTARY GERMAN 4 \n\nContinuation of 101. All students with one or more \nyears of German in high school are required to take \nthe placement test. \n\n20if INTERMEDIATE GERMAN 3 \n\nPractice in spoken German, accompanied by gram- \nmar review. Reading and discussion of literary texts. \nAll students with one or more years of German in \nhigh school are required to take the placement test. \nPrerequisite: 102 or equivalent \n\n202s INTERMEDIATE GERMAN 3 \n\nContinuation of 201. All students with one or more \nyears of German in high school are required to take \nthe placement test. \n\n2iof COMPOSITION 3 \n\nPractical course designed to develop fluency in writ- \ning German. \nPrerequisite: 202 \n\n2Mf CONVERSATION 2 \n\nTheoretical and practical aspects of German pronun- \nciation with intensive drills. \n\nPrerequisite: 102 or permission of the department or \nfaculty members designated by the chair \nDoes not fulfill the language requirement for the \nInternational Relations major \n\n212s ADVANCED CONVERSATION 3 \n\nPractical course designed to develop fluency in oral \ncommunication. \nPrerequisite: 202 or equivalent \n\n222f INTRODUaiON TO LITERATURE 3 \n\nEmphasis on lyrical poetry of the nineteenth and \ntwentieth centuries, a nineteenth-century novelle and \na contemporary novel. Taught in German. 32oLf \n\nPrerequisite to all 300-level literature courses \nPrerequisite: 202 or equivalent \n\n305s TWENTIETH-CENTURY DRAMA IN THE GERMAN- \nSPEAKING COUNTRIES 3 \nEmphasis on Brecht's epic theatre. Also includes \nSwiss playwrights (Durrenmatt and Frisch), the docu- \nmentary play in Germany (Hochhuth), Austrian con- \ntemporary drama (Bernhard). Offered in English, \naccompanied by a German language component. \nOffered 1999-2000 and alternate years \n\n\n\n310s \n\n\n\n314LS \n\n\n\n3i5Lf \n\n\n\nTWENTIETH-CENTURY DRAMA IN THE GERMAN \nSPEAKING COUNTRIES, GERMAN LANGUAGE \nCOMPONENT 1 \n\nGerman language component to accompany 305 for \nGerman majors and minors. \nPrerequisite: 222 \nCorequisite:305 \n\nOffered 1999-2000 and alternate years \nFRANZ KAFKA 3 \n\nDiscussion of major short stories, excerpts from let- \nters and diaries and selections from one novel. \nTaught in German. \nOffered 2000-01 and alternate years \nGERMAN LITERATURE IN TRANSUTION 3 \n\nTaught in English, accompanied by a German lan- \nguage component for German majors and minors. \nOffered 2000-01 and alternate years \nGERMAN LITERATURE IN TRANSLATION, GERMAN \nLANGUAGE COMPONENT 1 \n\nGerman language component to accompany 308 for \nGerman majors and minors. \nPrerequisite: 222 \nCorequisite:3o8 \n\nOffered 2000-01 and alternate years \nGERMAN LIFE AND THOUGHT 3 \n\nSociety and culture in the contemporary German- \nspeaking world. Taught in German. \nOffered 2000-01 and alternate years \n(History 314L) (Political Science 314L) EUROPE SINCE \n1945, GERMAN COMPONENT 1 \n\nReading and discussion of texts about post-World \nWar II Germany, from division through unification. \nConducted in German. \n\nCorequisite: History 314 (Political Science 314) \nPrerequisite: German 202 or equivalent \nNot Offered 1999-2000 \n(History 315L) EUROPE 1914-1945, GERMAN \nCOMPONENT 1 \n\nStudy of Weimar and Nazi Germany based on select- \ned primary sources in German. \nCorequisite: History 313 \nPrerequisite: 202 or equivalent \nNot Offered 1999-2000 \n\n(Music 220L) (Women's Studies 220L) WOMEN IN \nMUSIC: THE WESTERN MUSICAL TRADITIONS, \nGERMAN COMPONENT 1 \n\nReading and discussion of texts concerning German \nand Austrian women composers, performers, teach- \ners and musical support personnel. Conducted in \nGerman. \n\nPrerequisite: 202 or permission of the instructor \nCorequisite: Music 220 (Women's Studies 220) \nOffered 1999-2000 \n\n\n\nA/ncs Scoll CoUtgt Catalog I999-J0(.u  93 \n\n\n\n324S ADVANCED GERMAN LANGUAGE STUDY 3 \n\nEmphasis on stylistics, composition styles and \n\nvocabulary building worl\u003cing with contemporary text \n\nmaterials. \n\nPrerequisite: 210 or permission of the department \n\n350f,s ADVANCED READING 2-3 \n\nSubject matter chosen according to student interest \nand needs. \n\n4iof,s SPECIAL TOPICS 2-4 \n\nSupervised to meet the needs of individual students. \n\n480s ADVANCEDTOPICS IN GERMAN LITERATURE 3 \n\nIntensive study of a single author, genre or period. \nMay be repreated for credit when topic varies. \n\n49of,s INDEPENDENT STUDY ifB \n\nIndependent research arranged under the supervi- \nsion of a member of the program. Results are pre- \nsented both orally and in writing. May be done in \nEnglish with approval of the program. \n\n\n\nSpanish \n\n\n\nJapanese \n\n\n\nMichie Tsuji, Japanese language assistant \n\nTo support students in their international studies, the \nCollege offers three years of Japanese. The language \nassistants are native speakers who bring to the program \nknowledge of culture as well as systematic training in \nlanguage pedagogy. \n\nloif ELEMENTARY JAPANESE I 4 \n\nFundamentals of spoken and written Japanese. \nDevelopment of reading, writing, speaking and listen- \ning skills, with emphasis on the development of con- \nversational fluency in socio-cultural contexts. \n\n102s ELEMENTARY JAPANESE II 4 \n\nContinuation of Japanese 101. \n\n20if INTERMEDIATE JAPANESE I 4 \n\nA continuation of elementary Japanese, focusing on \nthe further development of oral proficiency, reading \nand writing skills. \nPrerequisite: 102 or eqivalent \n\n202s INTERMEDIATE JAPANESE II 4 \n\nA continuation of Japanese 201. \n\n30if ADVANCED JAPANESE I 3 \n\nA continuation of intermediate Japanese, focusing on \nfurther develpment of oral proficiency, reading and \nwriting skills. \nPrerequisite: 202 or equivalent \n\n302s ADVANCED JAPANESE II 3 \n\nA continuation of 301. \nPrerequisite: 301 \n\n\n\nFACULTY \n\nGisela Norat, associate professor \nRafael Ocasio, associate projessor \nMichael Schlig, assistant projessor \nLeticia Seymour, visiting assistant professor \n\nThe major in Spanish is designed to develop profi- \nciency in the four language skills (listening, speak- \ning, reading, writing) and to present the cultural, liter- \nary and historical backgrounds of the Spanish-speaking \nworld. The minor is offered for those students who wish \nto combine the study of Spanish with other disciplines \n(International Relations, for example). \n\nStudents interested in pursuing advanced course- \nwork should have taken as much Spanish as possible in \nhigh school. Incoming students with previous knowl- \nedge of Spanish must take the placement test adminis- \ntered by the Spanish program before enrolling in \ncourses. \n\nAll students have the opportunity to improve flu- \nency and cultural awareness by participating in the \nSpanish lunch table or in special activities hosted by the \nSpanish club on campus. Every year the College invites \na Mexican teaching assistant to conduct the fourth hour \nof the elementary Spanish courses. Since the assistant \nlives in a residence hall, she also interacts with students \ninformally in daily living situations. \n\nOnce students have completed Spanish 202 or \nthe equivalent, they may wish to continue improving \ntheir language skills by enrolling in a discipline course \nwith a Language Across the Curriculum (LAC) compo- \nnent (300L, 301L, 302L, 350L). \n\nStudents are strongly encouraged to take part in \nthe College's Global Awareness and Global \nConnections programs, especially when trips are \narranged to destinations in the Hispanic World. \n\nTTie Spanish program also advises students inter- \nested in Spanish to study abroad in any of the approved \nprograms in seven Spanish-speaking countries spon- \nsored by the International Student Exchange Program \n(ISEP), or through affiliated programs such as Syracuse \nUniversity in Madrid and Butler University in Latin \nAmerica. Recently, Agnes Scott students have studied in \nSpain and Costa Rica. \n\n\n\n9n  Allies Scoll Co%c Catalog (999-2001 \n\n\n\nRequirements for Spanish Major: 204s \n\nComplete 480 and 27 hours h-om among the following \ncourses: 203, 204, 207, 208, 223, 280, 310, 321, \n344, 354, 357. Credits from the Spanish compo- \nnent of Language Across the Curriculum (LAC) \ncourses also satisfy the requirements toward the 207f \n\nmajor. \n\nEntering students with advanced Spanish proficiency \nabove the intermediate level (202) may be given \npermission to complete the major with fewer than \n30 hours. Permission is given by the chair of the \ndepartment or a faculty member designated by 2o8f \n\nthe chair and the assistant dean of the college. \n\nRequirements for Spanish Minor: \n\nA minor requires completion of 15 hours beyond \n\nSpanish 202 from among the courses offered by \nthe department. Credits from the Spanish compo- \nnent of Language Across the Curriculum (LAC) \ncourses also satisfy requirements toward the \n\n\n\nloif ELEMENTARY 4 \n\nFundamentals of Spanish for speaking, listening, \n\nwriting and reading. Emphasis on proficiency \n\nachievement and cultural awareness of the Hispanic 28of \n\nworld. Not open to students with one or more years \n\nof Spanish in high school. All students with more \n\nthan one year of Spanish are required to take the \n\nplacement test. \n\ni02f,s ELEMENTARY 4 \n\nContinuation 101. All students with more than one \nyear of Spanish are required to take the placement 30oLf \n\ntest. \nPrerequisite: 101 \n\n20if,s INTERMEDIATE 3 \n\nGrammar review. Conversation, comprehension, com- \nposition and reading. All students with more than \none year of Spanish are required to take the place- \nment test. \nPrerequisite: 102 \n\n202f,s INTERMEDIATE 3 30iLs \n\nContinuation of 201 including an introduction to the \ncritical reading of literary texts. All students with \nmore than one year of Spanish are required to take \nthe placement test. 302Lf \n\nPrerequisite: 201 \n\n203f CONVERSATION 3 \n\nTexts, music and films centered around topics of \ninterest to college students. Emphasis on oral profi- \nciency with a writing component. \nPrerequisite: 202 or permission of the department \nchair or faculty members designated by the chair \n\n\n\nADVANCED CONVERSATION AND COMPOSITION 3 \n\nContinued emphasis on oral proficiency with special \nfocus on grammar review and composition writing. \nPrerequisite: 202 or 203 or permission of the depart- \nment chair or faculty members designated by the \nchair \n\nSPANISH CIVILIZATION AND CULTURE 3 \n\nImportant historical events, trends and ideas of \nSpain from earliest times to the present. \nPrerequisite: 203 or 204 or permission of the depart- \nment chair or faculty members designated by the \nchair \n\nOffered 1999-2000 and alternate years. \nLATIN AMERICAN AND CARIBBEAN CIVILIZATIONS \nAND CULTURES 3 \n\nImportant trends, ideas and historical events of Latin \nAmerica and the Caribbean from pre-conquest and \ncolonial periods to the present. \nPrerequisite: 203 or 204 or permission of the depart- \nment chair or faculty members designated by the \nchair \n\nOffered 2000-01 and alternate years \nAPPROACHES TO LITERATURE 3 \n\nPresentation of representative Latin American and \nPeninsular texts to foster reading, writing and analyt- \nical skills. \n\nPrerequisite: 203 or 204 or permission of the depart- \nment chair or faculty members designated by the \nchair \n\nINTRODUaiON TO LATIN AMERICAN LITERATURE 3 \nA historic and thematic introduction to representative \nworks that comprise the most important literary \nmovements from colonial times to current issues in \npostmodernity in Latin America. \nPrerequisite: 223 \n\nOffered 1999-2000 and alternate years \n(Anthropology 300L) INDIGENOUS PEOPLES OF \nMESOAMERICA, SPANISH COMPONENT 1 \n\nReading and discussion of texts complementary and \nparallel to those used in Anthropology 304. \nConducted in Spanish. \n\nPrerequisite: Spanish 202 or permission of the \ninstructor \n\nCorequisite: Anthropology 304 \nNot offered 1999-2000 \n\n(Political Science 211L) (Sociology 214L) WOMEN IN \nLATIN AMERICA, SPANISH COMPONENT 1 \n\nSee Political Science 211L for description. \nOffered 1999-2000 \n\n(Political Science 342L) (Religious Studies 350L) \nRELIGION AND POLITICS IN UTIN AMERICA, \nSPANISH COMPONENT 1 \n\nReading and discussion of complementary and paral- \nlel texts to those used in Political Science 342. \nConducted in Spanish. \n\nPrerequisite: Spanish 202 or permision of the \ninstructor \n\n\n\nAgiia Scoll ColU^t Catalog I999-300\u003c  95 \n\n\n\nCorequisite: Political Science 342 (Religious Studies \n350) \n\nNot offered 1999-2000 \n310s SPANISH LITERATURE THROUGH THE GOLDEN AGE 3 \n\nReading of early Spanish literature until the theatre \nof Lope de Vega and Calderon de la Barca (17th cen- \ntury). \n\nPrerequisite: 223 or permission of the department \nchair \nNot offered 2000-01 \n\n321s SPANISH CONTEMPORARY POETRY 3 \n\nA study of Peninsular Spanish poetry in modern \ntimes. \n\nPrerequisite: 223 or permission of the department \nchair \nOffered 1999-2000 and alternate years \n\n3z,4f CONTEMPORARY LATIN AMERICAN SHORT STORIES 3 \nAn examination of major trends and literary move- \nments in short stories and novels by major contem- \nporary Latin American authors. \nPrerequisite: 223 or permission of the department \nchair \nOffered 2000-01 and alternate years \n\n350Lf (History 350L) THE AFRICAN DIASPORA, SPANISH \n\nCOMPONENT 1 \n\nExamination and discussion of selected documents \non slavery and slave societies in North America, \nspecifically Mexico, Central America, South America \nand the Caribbean. Conducted in Spanish. \nPrerequisite: Spanish 202 or permission of the \ninstructor \n\nCorequisite: History 350 \nNot offered 1999-2000 \n\n354s POST-BOOM LATIN AMERICAN LITERATURE 3 \n\nAn analysis of the most recent narrative production \nafter the so-called boom of the 1960s and 1970s. \nCritical approaches will include feminism, gay and \nlesbian and socialist activism, negrismo in Latin \nAmerica and latino/a literature. Other artistic media \n(films and art) are treated as representative of post- \nmodern intellectual trends. \nPrerequisite: 223 \nOffered 2000-01 and alternate years \n\n357f NINETEENTH- AND TWENTIETH-CENTURY SPANISH \n\nLITERATURE 3 \n\nDiscussion of novels, essays, poetry and drama of \nmajor authors of those centuries. \nPrerequisite: 223 or permission of the department \nchair or faculty members designated by the chair \nNot offered 2000-01 \n\n4iof,s SPECIAL STUDY 2-4 \n\n480s TOPICS IN HISPANIC THEMES 3 \n\nA detailed critical analysis of a specific topic, genre or \nperiod in Peninsular or Latin American literatures and \nother media. \n\nPrerequisite: 223 or permission of the department \nchair or faculty members designated by the chair \n\n\n\nRequired of majors. This course may be taken more \nthan once if subject content is different. \n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the program. \n\n\n\nMusic \n\n\n\nFACULTY \n\nRonald L Byrnside, Charles A. Dana Professor \n\nCalvert Johnson, professor \n\nTheodore K. Mathews, professor \n\nRosalyn P Schenbeck, visiting associate professor \n\n\n\nM: \n\n\n\nusic has been traditionally an important compo- \nnent of a liberal arts education, both as an avenue \nfor creative expression and as a humanities discipline. \nThe music curriculum at Agnes Scott College gives stu- \ndents a breadth of knowledge and a depth of under- \nstanding in the traditions of western music. It also offers \nmany opportunities for performance. \n\nThe program incorporates the special musical \ncontributions of women and of other cultures. TTie \nguiding philosophy behind the curriculum is that music \nis a humanistic art that enriches lives and amplifies his- \ntory. \n\nThe program offers to its majors a balanced \napproach to the study of theory, history and perform- \nance. It concludes with a capstone senior seminar and \neither a senior recital or a project in some area within \nthe discipline (for example, history, theory or music \neducation). Graduating seniors are prepared sufficiendy \nto enter graduate programs or the professional world. \nMusic minors generally pursue a program of study that \nemphasizes one of the primary areas within the disci- \npline. Non-majors can choose from a variety of courses \nin music history/appreciation, applied music lessons and \nperforming ensembles, some of which have Language \nAcross the Curriculum components or are cross-listed \nwith other departments \n\nPresser Hall, which houses the Music Depart- \nment, has ample space for classrooms, studios and \noffices, rehearsal and performance halls, listening and \ncomputer labs and practice rooms. \n\nThe department makes available to students a \nvariety of musical instruments, including Steinway \n\n\n\n96  Agnii Scoll Colkije Calatoc) 1999-2001 \n\n\n\ni;iand pianos, a German double harpsichord (Wolf \nInstalments), organs (Austin, Brombaugh and \nSchlicker), and some orchestral and percussion instru- \nments. \n\nStudents have many opportunities on campus to \nattend performances and lectures by leading musicians, \ncomposers and scholars. TTiey also have access to a \nwide choice of concerts and other musical events in \nmetro Atlanta \n\nRequirements for the Major: \n\n106, 111, 211, 212, 213, 214, 305, 480; 410 or 490 or \n499 \n\nPerformance: \n\nA minimum of 10 semester hours in one instrument or \nvoice and a maximum of 1 8 semester hours in \napplied music. \n\nA minimum of eight semester hours in one applied area \nif the student elects to do a project in lieu of a \nsenior recital (499). \n\nStudents concentrating in voice will pass a piano profi- \nciency examination prior to graduation or prior to \nstudent teaching. \n\nEnsemble Experience: \n\nA minimum of two years in an approved College \n\nensemble. Students normally satisfy this require- \nment in the major ensemble related to the stu- \ndent's applied music area during the last four \nsemesters in which they are enrolled for class- \nwork on campus. \n\nStudents begin this four-semester sequence in their \n\nsophomore year if anticipating student teaching \nduring the spring semester of their senior year or \nstudying abroad during their junior year \n\nThe minimum number of hours required for a music \nmajor at Agnes Scott College is 37. For those \nwho do a project in lieu of a senior recital, the \nminimum is 38 hours. \n\nRequirements for the Minor: \n\nA minimum of twenty hours in the department includ- \ning Music 106 and 111. \n\nA minor program may have an emphasis in perform- \nance, theory or history, but its specific design \nmust be created with the guidance and approval \nof the department chair \n\n\n\nMusic Appreciation \n\nio6f,s INTRODUaiON TO THE ART OF MUSIC I 3 \n\nBasic concepts and terminology appropriate to vari- \nous kinds of music. The relationship of music to soci- \nety and the other arts. \n\n204s HISTORY OF JAZZ 3 \n\nTrends, developments and personalities in American \njazz. \n\n205f AMERICAN POPULAR MUSIC 3 \n\nA chronological study of American popular music in \nthe eighteenth, nineteenth and twentieth centuries. \nWorks examined in terms of musical and textual con- \ntent and in the light of their sociological contexts. \n\n206s MUSICALTHEATREAND FILM MUSIC 3 \n\nThe structure, content and music/lyrics of the musi- \ncal comedy and musical play genres. Conventions, \nstock characters and formulas of the musical theatre \nare examined. A portion of the course deals with the \nuse of music in non-musical films. A rudimentary \nknowledge of musical terminology is desired but not \nrequired. \n\nTheory and History of Music \n\nio8f FOUNDATIONS OF MUSIC 3 \n\nDesigned for students with little or no knowledge of \n\nmusic theory, the course teaches the elements of \n\nmusic in sufficient depth to enable the student to \n\nread music and compose song forms. \n\nNot open to students who have had 111 \nIlls MUSIC THEORY I 4 \n\nFunctional tonality and part-writing. Assumes prior \n\nknowledge of triads and key signatures. \n\nPrerequisite: 106; 108 or permission as determined \n\nby examination \n208s (Religious Studies 208) HISTORY OF SACRED MUSIC 3 \n\nDevelopment of liturgy and worship practices and \n\nespecially of the role of music in Jewish and Christian \n\nworship. \n\nOffered 1999-2000 and alternate years \n2iif MUSIC THEORY II 4 \n\nContinuation of 111 with emphasis on functional \n\ntonality and chromatic harmony. \n\n3 LEG, 1 LAB \n\nPrerequisite: 111 \n212s MUSIC THEORY III 4 \n\nContinuation of 211 with emphasis on functional \n\ntonality and classical forms. \n\n3 LEC, 1 fAB \n\nPrerequisite: 211 \n2i3f MUSIC BEFORE 1750 3 \n\nA chronological study of Western art music from the \n\nGreek civilization through Baroque era. \n\nPrerequisite: 111 \n\n\n\nA/iirs Scoll College Ciilalo0 ( 999-2001  97 \n\n\n\n214S MUSIC OF THE CLASSICAL AND ROMANTIC PERIODS 3 \n\nA chronological study of Western art music from the \nlate eighteenth, nineteenth and early twentieth cen- \nturies. \nPrerequisite: 111 or permission of the instructor \n\nZi/f SYNTHESIZER I 1 \n\nSynthesizer keyboards, including their principles of \noperation, their methods of performance, the pro- \ngramming of sounds and the composing and editing \nof scores using computer software. \nPrerequisite: permission of the instructor \nNot offered 1999-2000 \n\n2i9f (Womens Studies 219) WOMEN IN WORLD MUSIC 3 \nAn historical and sociological overview of the various \nroles women have played in music in cultures around \nthe world as composers, performers, teachers, enter- \ntainers and patrons, etc., from antiquity to the pres- \nent day, with emphasis on non-Western traditions. \nOffered 2000-01 and alternate years \n\n220f (Women's Studies 220) WOMEN IN MUSIC: THE \n\nWESTERN MUSICAL TRADITIONS 3 \n\nA historical survey of women composers, performers, \nteachers and support personnel from Hildegard von \nBingen to such contemporaries as Laurie Anderson, \nSofia Gubaidulina, Besty jolas, Joan La Barbara, Tania \nLeon, Thea Musgrave, Pauline Oliveros, Joan Tower, \nand Ellen Zwilich, including a study of the forces that \nshaped their lives and styles of composition. \nOffered 1999-2000 and alternate years \n\n22oLf (Womens Studies 220L) (German 320L) WOMEN IN \nMUSIC: THE WESTERN MUSICAL TRADITIONS, \nGERMAN COMPONENT 1 \n\nSee German 320L for description. \nOffered 1999-2000 and alternate years \n\n22iLf (Womens Studies 221L) (French 221L) WOMEN IN \nMUSIC: THE WESTERN MUSICAL TRADITIONS, \nFRENCH COMPONENT 1 \n\nSee French 221L for description. \nNot offered 1999-2000 \n\n305f TWENTIETH-CENTURY MUSIC 3 \n\nThe characteristics and tendencies of music since \n1900. Outstanding composers and significant works \nare studied. \nPrerequisite: 111 or permission of the instructor \n\n308s (Religious Studies 308) SACRED MUSIC OF WORLD \n\nRELIGIONS 3 \n\nA study of sacred music, the genres, the participants, \nand the doctrinal and cultural contexts of religions \noutside the Judeo-Christian traditions, including \nIslam (including Sufism), Hinduism, Buddhism, \nShintoism, and the traditional religions of Native \nAmericans, Africans (including American descen- \ndants), Australian Aborigines and other animist and \nancestor-related religious groups. \n\n3iif ORCHESTRATION 3 \n\nA course to develop skills in the writing, reading and \n\n\n\nanalysis of orchestral scores. Emphasis is placed on \n\nwriting. \n\nPrerequisite: 212 or 111 and permission of the instruc- \ntor \n\nOffered 1999-2000 and alternate years \n3i2f FORM AND ANALYSIS 3 \n\nA detailed examination of formal controls as revealed \n\nin selected contrapuntal and homophonic works of \n\nmusic. \n\nPrerequisite: 212 \n\nOffered 2000-01 and alternate years \n313s TECHNIQUES OF COMPOSITION 3 \n\n4iof,s SENIOR STUDY IN MUSIC THEORY OR HISTORY 2-4 \n\nSpecialized study for majors to meet the needs of the \n\nindividual students. \n480s SENIOR SEMINAR 3 \n\nSpecialized areas of music designed to meet the \n\nneeds of students in the seminar. \n\nOpen to senior music majors only \n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\nMusic Education \n\nStudents who may be interested in pursuing a certifi- \ncation program are referred to the Education \nDepartment description of our state-approved pro- \ngram. \n\n\n\nApplied Music \n\n\n\nFor the 1999-2000 academic year, the applied music \nfee for full-time students is $29 per contact hour of \ninstruction; the Music 150 fee is $15 per hour of \ninstruction (the same fee is charged in Music 170, \n180, 190, provided there are at least two students \nstudying together with the same professor). Part- \ntime students are billed the hourly tuition rate for \napplied music. Depending upon funding availability, \nthere is no fee for music majors or minors who are \nactive members of an ensemble. \n\nCredit is awarded for applied music offered by the \nCollege as follows: \n\nOne credit hour for each semester at the 100 and \n200 level; two credit hours for each semester above \nthe 200 level. 499 (Senior Recital) carries 3 hours of \ncredit. Individual applied music lessons are offered \nfor one-half hour for one-half the usual credit (100 \nand 200 level courses for .5 hours of credit and 300 \nand 400 level courses for 1 hour of credit). This \noption is not available for group instruction. \nApplied music lessons do not satisfy the \nDistributional Standards in fine arts. \nNo students are permitted organ instruction without \na background on keyboard. Beginning level instruc- \ntion is offered in the following courses: \n\n\n\n98  A^Hcs ScotI Collr0e Catalog 1999-2001 \n\n\n\niSoAf.s CLASS PIANO I i \n\nClass instruction on piano for students who are \nbeginners on the instrument. Students are taught in \na piano laboratory and those who complete 150A will \nnormally proceed into 150B unless the instructor \nbelieves the student's skills are developed sufficient- \nly to warrant her being placed in 151 for individual \nlessons. \n\ni5oBf,s CLASS PIANO II 1 \n\nClass instruction for students who may have had \nsome training on the instrument but whose skills are \nundeveloped and in need of review. Laboratory \ninstruction for them begins at this level. Students \nfrom 150A also elect 150B unless exempted by the \ninstructor. Students with adequate training begin \nindividual lessons in 151. \n\ni50Cf.s CLASS PIANO III 1 \n\nDevelopment of skills necessary to demonstrate \npiano proficiency competencies required by singers. \n\ni50Df,s CLASS PIANO IV 1 \n\nContinuation of 150c. Completion of all piano profi- \nciency requirements of singers, including repertoire \nrequirements. \n\ni70Af,s CLASS GUITAR I 1 \n\nBeginning instruction for students with no previous \nexperience with playing the guitar. Introduction to \nguitar tablature and exposure to easier repertoire \nincluding classical, folk and popular material. \n\ni70Bf,s CLASS GUITAR II 1 \n\nContinuation of 170A for advanced beginners. \n\niSoAf.s CLASS VOICE 1 \n\nDevelopment of elementary singing skills, including \nfundamentals of vocal technique, diction and peda- \ngogy. Develops self-confidence for small ensemble \nand solo singing. Repertoire includes popular, musi- \ncal theatre, classical and traditional musics. This \ncourse is a prerequisite for further applied voice \nstudy \n\nNonmajors may earn a maximum of fourteen credit \nhours. After four semesters, nonmajors who wish to \ncontinue applied music must take a course in Music \nTheory or some other approved course in the Music \nDepartment. \n\nNoncredit: Students who wish to take applied music \nwithout credit are required to pay a fee. \nCourses in applied music are numbered as follows: \nAccompanying: 153, 154; 253, 254; 353, 354; \n\n453.454 \n\nHarpsichord: 141, 142; 241, 242; 341, 342; 441, \n442 \n\nImprovisation: 156, 157; 256, 257; 356, 357; 456, \n\n457 \n\nPiano: i5oA,i5oB (for beginners), 150C, 150D (for \n\nproficiency) 151, 152; 251, 252; 351, 352; 451, 452 \nOrgan: 161, 162; 261, 262; 361, 362; 461, 462 \nPercussion: 193, 194; 293, 294; 393, 394; 493, \n\n\n\n494 \n\nStrings: 170A, 170B (for beginners), 171, 172; 271, \n272; 371. 372; 471. 472 \n\nVoice: 180A (for beginners), 181, 182; 281, 282; \n381, 382; 481, 482 \n\nWinds: 190A, 190B (for beginners), 191, 192; 291, \n292; 391. 3921491.492 \n499 (Senior Recital) - 3 hours of credit \nPrerequisite: written permission of the department \nchair. \n\n\n\nEnsembles \n\n\n\nThere are many opportunities for Agnes Scott stu- \ndents, staff and faculty to participate in musical \nensembles. Those ensembles that require an audi- \ntion for membership include Collegiate Chorale, \nChamber Choir, London Fog (jazz vocal group) and \nAgnes Scott College Community Orchestra. Those \nthat do not require an audition include Joyful Noise \n(gospel vocal choir), jazz Ensemble, Chamber ensem- \nble (for wind instrument players, string players, key- \nboardists and percussionists) and Musical Theatre \nWorkshop. \n\nStudents may receive a maximum of 4 semester \nhours of credit for participation in ensembles. The \nfollowing ensemble courses are offered and carry .5 \nhours of credit: \n\nVocal ensemble: 131, 132, 231, 232, 331, 332, 431, \n432 \n\nInstrumental ensemble: 133, 134, 233, 234, 333, \n\n334,433.434 \n\nPrerequisite: written permission of the ensemble \n\ndirector. \n\n\n\nPhilosophy \n\n\n\nFACULTY \n\nDavid P. Behan, professor \nRichard D. Parry, Fuller E. Cnllnway Projessor \nElizabeth Hackett, assistmU projessor \nMartino Traxler, t'ls/diu; assistaitt professor \n\nThe program offers two different but complementary \napproaches to philosophy: the systematic approach, \nthrough courses that deal with specific problems (e.g., \n104, 115, 1 30) and the historical approach, through \ncourses in history or philosophy (e.g., 206, 209, 210). \nStudents interested in philosophy should seek the \nadvice of the members of the department concerning \nparticular courses. \n\nThe requirements for the major in philosophy \n\n\n\nA^PrfS Scoll Colllj/C Guiilog 1999-2001  99 \n\n\n\nembody two goals. The first is that the student learn, \nthrough close work with primary sources, the ideas of \nthe major philosophers. The second is that the student \ndevelop and practice techniques of critical analysis and \nconstructive reasoning. \n\nIn fulfilling the requirements, the philosophy \nmajor gains a thorough grounding in the key areas of \nthe discipline and also develops critical and creative \nphilosophical skills. \n\nPhilosophy majors are strongly encouraged to \nstudy abroad through a faculty-led Global Awareness or \nGlobal Connections program or any other study-abroad \nprogram approved by the College. \n\nRequirements for the Major: \n\nStudents considering a major in philosophy should try \n\nto complete 103, 206 and 209 before the end of \n\nsophomore year \nLogic: 103 or 220 \n\nHistory of Philosophy: 206, 209, 210 \nValue Theory: 104 or 130 \nMetaphysics and Epistemology: three courses numbered \n\n300 or higher, excluding 315 \n333 may satisfy any one requirement group as indicated \n\nin the topic description. \nReligious Studies 345 counts toward the major. \nThe minimum number of hours required for a \n\nPhilosophy major is 30. \n\nRequirements for the Minor: \n\nLogic: 103 or 220 \n\nHistory of Philosophy: 206, 209, 210 \n\nValue Theory: 104 or 130 \n\nMetaphysics and Epistemology: two courses numbered \n\n300 or higher, excluding 315 \n333 may satisfy any one requirement group as indicated \n\nin the topic description. \nReligious Studies 345 counts toward the minor \n\n103s INTRODUaiON TO LOGIC 3 \n\nAn introduction both to the rudiments of critical \nthinking, with emphasis on analysis of ordinary dis- \ncourse into formal symbolism, and to the properties \nof formal systems. \nlo^f ETHICS 3 \n\nA study of major ethical theories from ancient Greece \nto the present, introduced by consideration of a con- \ntemporary moral issue, such as euthanasia, abortion, \nwar or world hunger. \n\n\n\niijf MIND, SELF AND PERSONAL IDENTITY 3 \n\nAn introduction to philosophical theories of the \nnature of the mind, bundle and substance theories of \nthe self and the philosophical basis of personal iden- \ntity. \nOffered 1999-2000 and alternate years \n\nI30f LAW, MORALITY AND THE STATE 3 \n\nThe major figures in political and legal philosophy \nfrom Plato to Marx. \nOffered 2000-01 and alternate years \n\n206f HISTORY OF ANCIENT PHILOSOPHY 3 \n\nThe thought of major figures in Western philosophy \nfrom the pre-Socratic era to the Hellenistic age. \n\n209s SEVENTEENTH- AND EIGHTEENTH-CENTURY \n\nPHILOSOPHY 3 \n\nThe historical development of philosophic thought in \nthe seventeenth and eighteenth centuries. Readings \nin Descartes, Locke, Berkeley and Hume. \n\n210s KANT'S CRITICAL PHILOSOPHY 3 \n\nKant's Critique of Pure Reason. \nPrerequisite: 209 \nOffered 1999-2000 and alternate years \n\n220f SYMBOLIC LOGIC 3 \n\nThe language and rules of derivation for sentential \nand predicate logic. \n\nPrerequisite: permission of the instructor \nOffered 1999-2000 and alternate years \n\n225s FAITH AND REASON IN THE MIDDLE AGES 3 \n\nMajor themes from medieval philosophy considered \nfrom several religious traditions. \n\n23of PHILOSOPHY OF SCIENCE 3 \n\nAn introduction to basic issues in the philosophy of \nscience: induction, lawlikeness, realism and instru- \nmentalism, confirmation and explanation. \nOffered 1999-2000 and alternate years \n\n310s EPISTEMOLOGY 3 \n\nA critical study of major issues in contemporary epis- \ntemology. \n\nPrerequisite: 209 or permission of the instructor \nOffered 1999-2000 and alternate years \n\n3i5f (Women's Studies 340) CONTEMPORARY FEMINIST \n\nTHEORY 3 \n\nSee Women's Studies 340 for description. \n\n320s PLATO 3 \n\nIntensive study of selected dialogues. \nPrerequisite: 206 or 104 \nOffered 1999-2000 and alternate years \n\n325f METAPHYSICS 3 \n\nA critical survey of philosophical theories about the \nfundamental nature of reality. \nPrerequisite: 206 and 209 or permission of the \ninstructor \n\n326f DESCARTES 3 \n\nDescartes' major philosophic works in the context of \nhis natural science. \nPrerequisite: 209 \nOffered 2000-01 and alternate years \n\n\n\n100  Allies Scott College Catalog (999-2001 \n\n\n\n333f TOPICS IN PHILOSOPHY 3 \n\nPrerequisite: Any two courses in pliilosopliy and per- \nmission of the instructor \n\nTopic for Fall 1999: Philosophy and Post-Modernism- \nReadings on realism, rationality and relativism. \n\n34if CONTEMPORARY ISSUES IN LANGUAGE \n\nPHILOSOPHY 3 \n\nConsideration of issues such as realism and the \n\nautonomy of language, raised by contemporary \n\nthinkers, such as Wittgenstein, Kripke, Rorty and \n\nPutnam. \n\nPrerequisite: 209 \n\nOffered 2000-01 and alternate years \n\n^iof.s SPECIAL STUDY 2-4 \n\nSupervised intensive study in fields or periods of phi- \nlosophy \n\n490f,S INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\n\n\nPhysical Education and \nAthletics \n\nFACULTY \n\nA. Page Remiilard, director 0} athletics, instructor \n\nLori Brown, head volleyball coach, head sofihall coach, \n\ninstructor \n\nLaura LeDuc, head soccer coach, head basketball coach, \n\ninstructor \n\nTo be appointed, head tennis coach, head cross country \n\ncoach, instructor \n\nAgnes Scott College recognizes that physical activity \nis an essential component of the total growth and \neducation of women. Physical education is required of \nall students in the academic program, not only for phys- \nical well being, but to develop lifetime activities for \nhealth fitness and recreation. \n\nTwo semester courses of physical education are \nrequired for graduation. These are in addition to the \n120 academic hours required. \n\nAlthough courses taken to fulfill the two-semester \nrequirement may be selected from any area, it is strong- \nly recommended that students take at least one course \nfrom the area of lifetime activities. Dance courses at the \n100 level may count toward the requirement in physical \neducation. Credit received in satisfying physical educa- \ntion requirements cannot be applied to the dance \n\n\n\nminor Credit received toward the dance minor cannot \nbe applied to the physical education requirement. \nThe Robert W. Woodmff Physical Activities \nBuilding provides quality facilities for classes, NCAA \nintercollegiate sports, club sports, intra-murals and \nrecreation activities. The facilities include a basketball \ncourt, volleyball courts,- an eight-lane, 25-meter swim- \nming pool, a sports medicine center, a cardiovascular/ \nstrength training room,- an all-weather six-lane track and \nsoccer field, and six competition tennis courts. \n\nFitness and Health Assessment \n\nioif,s CURRENT ISSUES IN WOMEN'S HEALTH AND \n\nWELLNESS 1 \n\nExamines an array of current health and wellness \nissues that affect women in today's society. Students \nlearn to analyze and assess information so that they \ncan be empowered to make healthy lifestyle choices \nfrom a critical perspective. \n\nI02f,s BODY FITNESS 1 \n\nFitness through use of weight training. \n\nI03f FITNESS SWIMMING 1 \n\nFitness through lap swimming and interval workouts. \nPrerequisite: Intermediate level swimming strokes \n\ni05f,s HYDROBICS 1 \n\nFitness through vigorous water exercises. \n\nio6f,s JOGGING FOR FITNESS 1 \n\nFitness through individualized running programs. \n\nI07f,s POWER WALKING 1 \n\nFitness through power walking. Emphasis on tech- \nniques and aerobic endurance, flexibility, strength, \nspeed, agility and nutrition. \n\ni09f,s STEP AEROBICS 1 \n\nFitness achieved through continuous movement \nusing levels to vary intensity, resistance and speed. \n\nLifetime Activities \n\nno BADMINTON 1 \n\nTo learn and develop basic fundamental skills, rules \nand offensive and defensive strategies in association \nwith badminton. \n\nIll RACQUETBALL 1 \n\nSkills, etiquette, safety and injury prevention of rac- \nquetball. \n\nIi2f,s FENCING 1 \n\nFoil fencing for the individual with little or no experi- \nence. Skills, techniques and bouting covered. \n\n115s GOLF \n\nBasic skills covered. Rules and golf etiquette are \nincluded. Several trips made to the driving range and \ngolf course, (fee required) \n\nii7f,s RIDING I 1 \n\nBeginning riding; dressage seat geared toward com- \nbined training. Taught off-campus, (fee required) \n\n\n\nA^nts Scoll Co%t Ciilii/oi; ipuu-jixh  101 \n\n\n\nii8f,s RIDING II 1 \n\nIntermediate Riding. Continuation Of Riding I. Taught \n\nOff-Campus. (fee required) \n\nPrerequisite: Riding I or permission of the instructor \n\nii9f,s RIDING III 1 \n\nAdvanced riding. Students perform basic dressage on \ndifficult horses. Includes possibilities for jumping. \nTaught off-campus, (fee required) \nPrerequisite: Riding II or permission of the instructor \n\nI20f SWIMMING 1 \n\nSwimming for the beginner and intermediate. Five \nbasic strokes covered. \n\nI23f,s TENNIS 1 \n\nTennis for the individual with little or no prior experi- \nence. Forehand, backhand drives and the serve with \ngame procedures and rules covered. \n\ni24f SOCCER 1 \n\nBasic skills, rules and strategies of soccer. \n\n125 VOLLEYBALL i \n\nBasic skills, rules and offensive and defensive strate- \ngies associated with volleyball. \n\n210 INTERMEDIATE RACQUETBALL i \n\nEmphasis on advanced shot techniques and offen- \nsive and defensive strategies, while demonstrating a \nthorough knowledge of rules and terminology of rac- \nquetball. \nPrerequisite: iii \n\n211S INTERMEDIATE GOLF i \n\nContinuation of beginning golf with emphasis on \nadvanced stroke techniques. \nPrerequisite: 115 \n\n213 INTERMEDIATE TENNIS 1 \n\nBuilding on beginning skills while developing \nadvanced shot techniques and strategy of both sin- \ngles and doubles. \nPrerequisite: 123 \n\nTeam Sports \n\n132 SOFTBALL 1 \n\nBasic skills covered. Team play and rules \nincorporated. \n\nSpecialized Activities \n\n142s LIFEGUARD TRAINING 1 \n\nRed Cross certified lifeguard training course. \nPrerequisite: Advanced level swimming; ability to \nswim 500 yards; current first aid and CPR certificates \nrequired no later than ten days after the completion \nof the course to receive certification. Fee required. \n143 RESPONDING TO EMERGENCIES 1 \n\nEnables students to recognize when an emergency \nhas occurred, follow an emergency action plan for \nany emergency and provide care for injuries or sud- \nden illness until professional medical help arrives. \nFee required \n\n\n\ni^Sf.s SELF DEFENSE 1 \n\nEmphasis on awareness or warning signs which may \nprevent an assault from taking place. Basic attacks \nand counter-attacks will also be addressed. \n\n146 SYNCHRONIZED SWIMMING 1 \nBasic synchronized swimming strokes and figures are \ncovered. Students perform a routine at the end of the \nsemester. \n\nPrerequisite: Advanced level swimming strokes \n\n147 WATER SAFETY INSTRUCTORS 1 \nRed Cross water safety instructor course. Students \nperfect swimming skills, learn techniques of teaching \nall levels of swimming. \n\nPrerequisite: Introduction to Health Services \nEducation course taught at Red Cross service centers \n(4 hours); advanced lifesaving; permission of the \ninstructor; screening test is given. Fee required. \nNot offered 1999-2000 \n245s SELF DEFENSE II 1 \n\nSelf Defense II provides students with the opportuni- \nty to build upon the foundation of self defense \noptions, both verbal and physical, that they have \nlearned in Self Defense I. \nPrerequisite: 145 \n\n\n\nVarsity Intercollegiate and Club Sports \n\nVarsity student-athletes and approved club sport and \nStudio Dance Theatre participants may receive a maxi- \nmum of two physical education credits for participating \non two or more varsity athletic teams, approved club \nsports or Studio Dance Theatre. For club sport activi- \nties, the chair of Physical Education must approve par- \nticipation for credit prior to initial engagement in the \nactivity. \n\n200s VARSITY BASKETBALL TEAM 1 \n\nPrerequisite: permission of the instructor \n202f VARSITY CROSS COUNTRY 1 \n\nPrerequisite: permission of the instructor \n203 SYNCHRONIZED SWIMMING CLUB 1 \n\nPrerequisite: selection by tryout and permission of \n\nthe instructor \n205f VARSITY SOCCER TEAM 1 \n\nPrerequisite: permission of the instructor \n206s VARSITY SWIMMING TEAM 1 \n\nAdvanced competitive swimming including home and \n\naway varsity competitions. \n\nPrerequisite: permission of instructor \n207s VARSITY TENNIS TEAM 1 \n\nPrerequisite: team selection by tryout and permis- \nsion of the instructor \n209f VARSITY VOLLEYBALL TEAM 1 \n\nPrerequisite: permission of the instructor \n\n\n\n102  Al/HCS Scott Cotkljc Catato(l 1999-2001 \n\n\n\n212S VARSITY SOFTBALL TEAM i \n\nTeam selections for competitive play are made each \npre-season by the head coach and her/his assis- \ntants. Practices begin in mid-February Games and \nscrimmages are scheduled throughout March, April \nand May. Travel obligations include weekends, \nevenings and spring vacation. \nPrerequisite: Permission of the instructor \n\n\n\nPhysics \u0026 Astronomy \n\nFACULTY \n\nArthur L. Bowling, Jr., associate professor \nChristopher G. De Free, assistant professor \n\n\n\nPhysics anci astronomy are attempts to understand \nand predict natural phenomena, using a few con- \nceptual models tested by experiment and observation. \nThrough concentration in physics or astrophysics, stu- \ndents acquire a general, flexible foundation for graduate \nstudy or for professional work in physics, astronomy or \nengineering. \n\nFor students majoring in other disciplines, the \nproblem-solving and critical-thinking skills developed in \nphysics and astronomy courses are valuable in a wide \nrange of fields, from architecture to law. \n\nStudents interested in both physics and mathe- \nmatics are invited to major in mathematics-physics or \nastrophysics. \n\nAstronomy courses incorporate the use of modern \nobserving and image processing equipment in the \nCollege's Bradley Observatory, located on the campus. \nIn addition, students make observations using national \nfacilities, such as the Very Large Array (VLA) in \nSocorro, New Mexico. \n\nRequirements for the Majors: \nPHYSICS \n\nCourses required in the discipline: \n\nPhysics 110, 111 and Astronomy 120,- 22 addi- \ntional hours as approved by the department. \n\nCourses required outside the discipline: \nMathematics 150 or 250, 220 \n\nCourses recommended for the major; \nMathematics 206 and 309 \n\nASTROPHYSICS \n\nCourses required in the discipline: \n\n\n\nAstronomy 120, I20L, 121, I 2 1 L', 220, 221 , 350 \nTwo additional astronomy courses, one of which \nmust be at the 300-level \n\n*Astrophysics majors should take Astronomy tlo-iH [or \n220-22) with permission] during tbejirsl year. \n\nPhysics 110, 111 \n\nTwo additional 300-level Physics courses \n\nCourses required outside the discipline: \n\nMathematics 150 or 250, 220. \n\nThe minimum number of hours required for the \n\nAstrophysics major is 35 hours in physics and \nastronomy plus 7 hours of mathematics. \n\nRequirements for the Minors: \nPHYSICS \n\nPhysics 110, 1 1 1,- at least 14 additional hours in \nphysics (for a total of 22 physics hours) as \napproved by the department \nASTROPHYSICS \n\nAstronomy 120, 121, 120L, 121L, 200 \nThree additional astronomy courses \nPhysics 110, 111 \n\n\n\nPhysics \n\n\n\nI02f ELEMENTS OF PHYSICS I 4 \n\nQuantitative discussion of physical phenomena, illus- \ntrated by laboratory experiments. Knowledge of alge- \nbra and trigonometry is essential.This course does \nnot count toward a major or minor in physics or \nastrophysics. Students planning to major or minor in \nphysics or astrophysics should take Physics 110-111. \nPhysics 102 will fulfill the laboratory science distribu- \ntional standard. \n\n103s ELEMENTS OF PHYSICS II 4 \n\nContinuation of Physics 102. \n3 LEC, 1 LAB \nPrerequisite: 102 \n\niiof INTRODUaiON TO MECHANICS AND ELEQRICITY 4 \nMotion, gravitation and electrical phenomena. \nCalculus is used. \n3 LEC, 1 L^B \n\nPrerequisite: Mathematics 119 or permission of the \ninstructor \n\nIlls INTRODUaiON TO MAGNETISM, HEAT. SOUND AND \nLIGHT 4 \n\nElements of magnetism, thermodynamics and the \nphysics of wave phenomena. Calculus is used. \n3 LEC, 1 lAB \nPrerequisite: 110 \n\n\n\nA0ms ScoU Coltl^l Oll\u003cl/oi) 1999-2001  103 \n\n\n\n2/,2f ANALOG ELECTRONICS 2 \n\nDC and AC circuits, semiconductor devices and appli- \ncations, operational ampliRers, power supplies. \nPrerequisite: no \n\n243s DIGITAL ELECTRONICS 2 \n\nNumber systems. Boolean algebra, logic gates, mem- \nories, introduction to microprocessors. \nPrerequisite: 242 \n\n320f CLASSICAL MECHANICS I 3 \n\nNewton's system for describing and predicting \nmotion, special relativity, oscillations, motion under \nthe influence of central forces. \nPrerequisite: 111 \nOffered 2000-01 and alternate years \n\n321s CLASSICAL MECHANICS II 3 \n\nThe formulations of Lagrange and Hamilton, acceler- \nated reference frames, rigid body motion, coupled \noscillations and waves. \nPrerequisite: 320 \nOffered 2000-01 and alternate years \n\n330f THERMAL PHYSICS 3 \n\nEquilibrium thermodynamics, presented from phe- \nnomenological and from statistical points of view. \nPrerequisite: 111 \nOffered 2000-01 and alternate years \n\n331s STATISTICAL MECHANICS 3 \n\nCalculation of thermal phenomena using the meth- \nods of Boltzmann and Gibbs; elements of quantum \nstatistical mechanics. \nPrerequisite: 330 \nOffered 2000-01 and alternate years \n\n340f ELECTROMAGNETISM 3 \n\nStatic electric and magnetic fields, introduction to \nboundary value problems. Maxwell's equations. \nPrerequisite: 111 \nOffered 1999-2000 and alternate years \n\n341s ELECTRODYNAMICS, RADIATION AND OPTICS 3 \n\nTime-dependent electromagnetic fields, relativistic \ninvariance of the theory, emission and propogation of \nelectromagnetic waves, introduction to plasma phe- \nnomena, optics and lasers. \nPrerequisite: 340 \nOffered 1999-2000 and alternate years \n\n36of QUANTUM PHYSICS I 3 \n\nQuantum phenomena and the failure of classical \nphysics, wave mechanics of quantum particles, illus- \ntrative one-dimensional problems, spin, matrix \nmechanics, multiparticle systems. \nPrerequisite: 360 \nOffered 1999-2000 and alternate years \n\n361s QUANTUM PHYSICS II 3 \n\nApproximation methods for static and for time- \ndependent situations, three-dimensional situations, \nangular momentum, scattering theory, elementary \nparticles. \nPrerequisite: 111 \nOffered 1999-2000 and alternate years \n\n\n\n4iof,s SPECIAL STUDY 2-4 \n\nSupervised study in specific areas of physics. \n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the department. \n\n\n\nAstronomy \n\n\n\ni20f,s THE SOLAR SYSTEM 3 \n\nObservational techniques and methods. \nFundamentals of telescopes. Brief history of astro- \nnomical discovery. Survey of the solar system, \nincluding terrestrial and Jovian planets, and the Sun. \nRegistration in Astronomy 120L is required to fulfill \nthe distribution requirement in laboratory science. \n\ni20Lf,s OBSERVATIONAL METHODS 1 \n\nBeginning observational methods of astronomy. \nTelescope alignment and calibration. Visual and pho- \ntographic observations of the Sun, the Moon, planets \nand stars. \nCorequisite: 120 \n\n121s GALAXIES AND COSMOLOGY 3 \n\nA survey of the universe beyond our solar system. \nFundamental techniques and discoveries in galactic \nand extragalactic astronomy Topics include: the \nMilky Way, black holes, quasars, radio galaxies and \nBig Bang cosmology. \nPrerequisite: 120 \nCorequisite: none \n\n121LS OBSERVATIONAL METHODS II 1 \n\nAdvanced observational methods of astronomy Use \nof computer-controlled telescopes, photographic and \nelectronic (CCD) imaging, and photometry. This labo- \nratory component is required for majors and minors \nin the department. \nCorequisite: 121 \n\ni50f TOPICS IN ASTRONOMY 3 \n\nA semester study of a topic chosen from such areas \nas planetary astronomy, the search for life in the uni- \nverse, astrobiology and cosmology. Possibility for \ninterdisciplinary topics. May be repeated for credit \nwhen topics change. \nPrerequisite: 120 \n\nOffered 1999-2000 and alternate years \nTopic for 1999-2000: Moons and Planets \nThis topic covers the solar system in detail, from its \nformation to the current day. Areas covered include: \nthe earth-moon system, planetary atmospheres, the \norigin of life on earth, planetary geology and the \nsearch for extrasolar planets. The course takes a \nphenomenological rather than a planet by planet \napproach. \n\n2iof MODERN PHYSICS FOR ASTRONOMERS 3 \n\nOne semester introduction to the fundamentals of \noptics and modern physics in an astrophysical con- \n\n\n\nlOA  Allies Scott Collide CalalocI 1999-2001 \n\n\n\ntext. Topics include: relativity, wave phenomena, \nquantum mechanics, statistical mechanics, nuclear \nand particle physics. Course provides a broad base \nof understanding of modern physics for use in upper \nlevel astronomy and physics courses. \nPrerequisite: Physics iii \nOffered 2000-01 and alternate years \n\n22of ASTROPHYSICS I 3 \n\nAstrophysics of the solar system. Origin and evolu- \ntion of the sun, planets and moons. Planetary interi- \nors, atmospheres and magnetic fields. Telescopes \nand radiative processes in astrophysics. \nPrerequisite: 121 or permission of the instructor \nPrerequisite or Corequisite: Physics 110, Mathematics \n118 \n\nOffered 1999-2000 and alternate years \nNot open to students who have taken AST 300 \n\n221s ASTROPHYSICS II 3 \n\nAstrophysics of stars and galaxies. Stellar evolution \nand nucleosynthesis. Star formation and the inter- \nstellar medium. Classification of stars and galaxies, \nblack holes and cosmology. \nPrerequisite: 220 \n\nPrerequisite or corequisite: Physics 111 \nNot open to students who have taken AST 300 \nOffered 1999-2000 and alternate years \n\n3iof SCIENTIFIC COMPUTING 3 \n\nLab based course. Computation and numerical \nanalysis in the sciences. Students will use existing \ncode as well as build their own. Semester projects \nwill be built around areas of interest of enrolled stu- \ndents. \n\nPrerequisite: Mathematics 150 or equivalent pro- \ngramming experience; Physics 111 \nOffered 2000-01 and alternate years \n\n311s GALAXIES AND GAUaiCSTRUaURE 3 \n\nObservational and theoretical studies of galaxies. \nDiscussion of the Milky Way Galaxy, including stellar \npopulations, stellar dynamics, spiral structure and \nmass distribution. Studies of external galaxies, galac- \ntic evolution and large scale structure. \nPrerequisite: Physics 111 \nOffered 2000-01 and alternate years \nNot open to students who have taken AST 320 \n\n350s CURRENTTOPICS IN ASTRONOMY AND \n\nASTROPHYSICS 1 \n\nReading and discussion of selected research papers \nfrom the astronomical literature. Techniques of jour- \nnal reading, use of abstract services and search \nengines are discussed. May be repeated for credit. \nPrerequisite: Permission of the instructor \n\n4iof,s SPECIAL STUDY 2-4 \n\nSupervised study in various specific areas of \nastronomy \n\n490f.s INDEPENDENT STUDY 4-8 \n\nIndependent research is arranged under the supervi- \nsion of a member of the department. \n\n\n\nPolitical Science, \nSociology \u0026 \nAnthropology \n\nPolitical Science \n\nFACULTY \n\nAugustus B, Cochran III, projessor \nCatherine V. Scott, professor \nJuan A. Allende, associate professor \nFeng Xu, assistant professor \n\nThrough the discipline of political science, students \nlearn to think systematically about and evaluate crit- \nically our political life. From artistic freedom to unem- \nployment, from abortion to the environment, there are \nfew contemporary issues that do not involve a signifi- \ncant political dimension. \n\nThe program offers courses in the subfields of \npolitical science: world politics, political theory, com- \nparative and U.S. politics. Course work in the major \nculminates in a year-long senior research seminar that \nallows each student to design and carry out a research \nproject on a topic of interest to her. Classes are general- \nly small and rely on a combination of discussion and \nlecture. \n\nBecause political knowledge is so closely related \nto other disciplines, it is recommended that majors \nchoose electives from many areas but especially from \nhistory, philosophy and the social sciences. \n\nMajors are also encouraged to participate in \ninternships with local, state or national governments or \nprivate institutions, such as the ^X'ashington Semester \nprogram, the Public Leadership Education Network \n(PLEN) program in Washington and the Atlanta Semes- \nter program at Agnes Scott \n\nPolitical Science majors are strongly encouraged \nto study abroad through a faculty-led Global Awareness \nor Global Connections program or any other study- \nabroad program approved by the College. \n\n\n\nAllies Scoll Colttgi Catalog (990-2001  105 \n\n\n\nRequirements for the Major: \n\n102, 400 and 401 \n\nA minimum of 1 8 hours on the 300 level or above \n\nStudents must choose at least one course from each of \n\nthe following four groups: \n\nUS Institutions and Politics: 203, 308, 311,317, \n\n360 \n\nPolitical Theory: 313, 351, 354 \n\nWorld Politics: 103, 282, 325, 326, 328, 329 \n\nComparative Politics: 205, 211, 220, 322, 342 \nA maximum of two from the following courses may \n\ncount toward the major: \n\nEconomics: 315, 334 \n\nHistory: 314, 334, 338 \n\nPhilosophy: 130 \n\nA minimum of 30 hours is required for the major \n\nRequirements for the Minor: \n\nTo minor in political science, a student must earn at \n\nleast 18 hours, 15 of which must be chosen from \nthe 300 level or above. \n\nCross-listed courses do not satisfy the minimum \nrequirements for the minor. \n\nA student may select courses to reflect her interests, but \nthe minor program must be approved by the \nchair of the department or faculty members desig- \nnated by the chair \n\nI02f INTRODUaiON TO AMERICAN GOVERNMENT 3 \n\nAmerican political institutions and issues, including \nthe Supreme Court, Congress, the Presidency, par- \nties, elections, interest groups and contemporary \npolitical ideologies. \n\ni03f,s INTRODUaiON TO WORLD POLITICS 3 \n\nMajor developments in world politics since 1945: the \nCold War, international political economy, challenges \nto state sovereignty and environmental issues. \n\n203s CONSTITUTIONAL LAW 3 \n\nExamination of constitutional decisions interpreting \nthe powers of government and the rights of individu- \nals to due process and equal protection of the laws. \nIncludes issues of civil liberties and the civil rights of \nwomen and minorities. \n\n205s COMPARATIVE POLITICS 3 \n\nExamines representative political institutions, ideolo- \ngies, major public policies and social movements' \ninfluence in democratic, post-communist and Third \nWorld political systems. \n\n211s (Sociology 214) (Women's Studies 211) WOMEN IN \n\nLATIN AMERICA 3 \n\nWomen in Latin American history, especially in the \ntwentieth century. Focuses on women's social, politi- \n\n\n\ncal, economic and cultural struggles and contribu- \ntions. Includes discussions of Latin American femi- \nnism, Indian women and women in revolutions, \nregime transitions and social movements. \nOffered 1999-2000 and alternate years \n\n211LS (Sociology 214L) (Women's Studies 211L) (Spanish 301L) \nWOMEN IN LATIN AMERICA, SPANISH COMPONENT 1 \nReading and discussion of texts complementary and \nparallel to those used in Political Science 211. \nConducted in Spanish. \n\nCorequisite: Political Science 211 (Sociology 214) \n(Women's Studies 211) \n\nPrerequisite: Spanish 202 or permission of the \ninstructor \nOffered 1999-2000 \n\n220f LATIN AMERICAN POLITICS 3 \n\nPolitics in contemporary Latin America with special \nemphasis on group competition, political rule, mili- \ntarism vs. democracy, social movements, revolution \nand human rights. Concentrates on major countries \nin Latin America. \n\n270f (Women's Studies 271) GENDER POLITICS AND CUL- \nTURE IN ASIA 3 \nUnderstanding contemporary gender issues in Asia in \nhistorical context. Focus is on such issues as sexuali- \nty, the body, marriage and family, women's move- \nments and women and revolutions. Topics are stud- \nied in countries such as China, japan. South Korea, \nIndia, Indonesia and Iran. \n\n282f U.S. FOREIGN POLICY SINCE 1945 3 \n\nCritical interpretation and analysis of U.S. foreign pol- \nicy since the end of World War II, with a special focus \non the Vietnam War as a pivotal case study in under- \nstanding the Cold War Comparisons between Cold \nWar and post-Cold War foreign policy, changing rela- \ntionships between the U.S. and its allies, former ene- \nmies and the third world and the development of \nnew paradigms of foreign policy making. \n\n308s (Africana Studies 308) SOUTHERN POLITICS AND THE \nCIVIL RIGHTS MOVEMENT 3 \n\nExamination of Southern politics with emphasis on \nthe interaction of race and class issues since World \nWar li and analysis of the impact of the civil rights \nmovement on changing national as well as regional \npolitics and public policies. \nOffered 2000-01 and alternate years \n\n3iif LATINO/A POLITICS 3 \n\nHistory, community, profile and overview of the expe- \nrience of Latinos/as in the United States. Examines \nthe cultural background, values and political behav- \nior of this fast growing population, includes a review \nof main issues for Latinos/as (for example, immigra- \ntion, health, economic opportunities, bilingualism) \nand looks at public policies affecting them. \nOffered 1999-2000 and alternate years \n\n\n\n106  Agmi Scoll College Catalog 1999-2001 \n\n\n\n3i3f (Womens Studies 313) GENDER POLITICS 3 \n\nAnalysis of various feminist perspectives on gender, \n\nrace and class; feminist analysis of political issues; 332f \n\nand the feminist encounter with postmodernism. \n\nOffered 2000-01 and alternate years \n\n314s (History 314) EUROPE SINCE 1945 3 3345 \n\nSee History 314 for description. \n\n314LS (History 314L) (German 314L) EUROPE SINCE 1945, 340s \n\nGERMAN COMPONENT 1 \n\nSee German 314L for description. 342f \n\n3i5f (Economics 315) COMPARATIVE PUBLIC POLICY 3 \n\nSee Economics 315 for description. \n\n317s POLITICS OF THE MASS MEDIA 3 \n\nThe role of mass media in political life, including the \nstructure and decision-making processes of the \nmedia, the interaction of the media with government \nand other institutions, the impact of mass media in \nelections and public policies toward the media. \nOffered 1999-2000 and alternate years 342LS \n\n322f THEORIES OF DEVELOPMENT AND ANTI- \nDEVELOPMENT 3 \nOverview of development theory, including the mod- 35if \nernization paradigm. Also examines criticisms of \ndevelopment theory and practice in the south (Latin \nAmerica, Asia and Africa), which call into question \nmany of the tenets of modernization and work con- \nsciously to define anti-development strategies. 354f \nIncludes examination of postcolonial social theory as \nwell as environmental, feminist and other social \nmovements in the south. \nOffered 1999-2000 and alternate years \n\n325s GLOBALIZATION AND SOCIETY IN LATIN AMERICA 3 \nExamination of globalization and its social, economic \nand political impact on Latin America. Special atten- \ntion is given to understanding its effects on social 355f \ngroups, and on how these groups respond. Topics \nare examined from sociological and political perspec- \ntives. Several countries are used as case studies. \n\n326f APPROACHES TO INTERNATIONAL RELATIONS 3 \n\nAnalysis of current theoretical approaches to interna- \ntional relations, including realism, international \nregimes and world order theory; particular focus on 36of \n\ntheir utility in understanding issues such as violence, \nthe environment, politics and North-South divisions. \nPrerequisite: 103 or permission of the instructor \n\n328s (History 340) U.S.-LATIN AMERICAN RELATIONS 3 \n\nU.S. -Latin American relations from the Monroe \nDoctrine to the present, with equal attention to 39of \n\nsocial, political and economic developments and to \nU.S. guiding rationales to interact with the region. 40of \n\nLooks also at current events and problems such as \ndrugs, military intervention, economic integration, \nimmigration, etc. \n\n329s ISSUES IN GLOBAL MIGRATION 3 \n\nExploration of the relationships between migration \nand development, gender and social boundaries of \n\n\n\ncitizenship. Emphasis on the structural conditions of \nmigration and migrants' strategies of living. \n(History 334) THE UNITED STATES FROM \n1914 TO 1945 3 \n\nSee History 334 for description. \n(Economics 334) ECONOMIC DEVELOPMENT 3 \n\nSee Economics 334 for description. \n(History 338) THE UNITED STATES SINCE 1945 3 \n\nSee History 338 for description. \n(Religious Studies 350) RELIGION AND POLITICS IN \nLATIN AMERICA 3 \n\nSurveys the role religion plays in politics and political \ndiscourses. Emphasis on Roman Catholicism but \nlooks at the increasing presence of Protestantism as \nwell. Special attention given to liberation theologies, \npopular churches, the role of the Bible and church- \nstate relations. \n\nOffered 1999-2000 and alternate years \n(Religious Studies 350L) (Spanish 302L) RELIGION AND \nPOLITICS IN LATIN AMERICA, SPANISH COMPONENT 1 \nSee Spanish 302L for description. \nDEMOCRATIC THEORY AND PRAQICE 3 \n\nExamination of debates among divergent models of \ndemocracy and of the problems of democratic institu- \ntions and practices in modern nation-states. \nOffered 1999-2000 and alternate years \nMARX AND RETHINKING MARXISM 3 \n\nThe thought of Karl Marx and subsequent develop- \nments in socialist theory and practice. Includes top- \nics in Neo-Marxism in the twentieth century, the \nreassessment of Marxism in the post-1989 period \nand the Marxist dialogue with contemporary radical \nthought. \n\nOffered 2000-01 and alternate years \nAFTER APARTHEID: POLITICS IN THE NEW SOUTH \nAFRICA 3 \n\nAnalysis of the history, dynamics and dismantling of \napartheid of South Africa. Examines the major actors \nand movements involved in the politics of the transi- \ntion to a new order, with particular focus on efforts to \naddress the legacies of apartheid. \nRIGHTS AT WORK 3 \n\nExamination of workplace issues most relevant for \npublic policy and the law that governs the employ- \nment relationship. Special attention given to race and \nsex discrimination, harassment and the legal \nprocesses for protecting employee rights. \nTOPICS IN POLITICAL SCIENCE 3 \n\nNot offered 1999-2000 \n\nRESEARCH METHODS AND DESIGN SEMINAR 3 \n\nPhilosophy of social science, overview of social sci- \nence research methods and student design of a \nresearch project to be completed in the spring \nsemester. Open to senior majors in political science \nand sociology-anthropology or by permission of the \ndepartment chair. \n\n\n\nAgues Scot! College Calnlog 1999-2001  107 \n\n\n\n401S (Sociology 401) (Anthropology 401) SENIOR RESEARCH \nSEMINAR n \n\nFaculty supervised research project in either political \nscience or sociology-anthropology. \nPrerequisite: Political Science 400 \n\n4iof,s SPECIAL STUDY 2-4 \n\nSupervised study in a selected field of political sci- \nence. \n\n49of,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the program. \n\n\n\nSociology \u0026 \nAnthropology \n\nFACULTY \n\nMartha Woodson Rees, associate professor \nBrenda A. Hoke, assistant professor \nYvonne D. Newsome, assistant professor \n\nThe discipline of sociology focuses on the study of \nhuman society, including social action and social \norganizations. Sociologists use theories and scientific \nresearch methods to examine social life in its multitude \nof settings. They investigate the interconnections of \nrace, class and gender in the lives of members of our \nsociety. \n\nAnthropologists compare societies and cultures, \nboth the unity of humankind and the diverse and \nunique ways different peoples meet basic human needs. \nMuch of the information anthropologists have gathered \ncomes from small-scale non-western societies. This rep- \nresents an opportunity to step outside familiar experi- \nence and broaden our understanding of what it means \nto be a human being. \n\nStudents are encouraged to organize an intern- \nship of cross-cultural research or living experience and \npursue fluency in a foreign language. \n\nSociology and anthropology majors are strongly \nencouraged to study abroad through a faculty-led \nGlobal Awareness or Global Connections program or \nany other study-abroad program approved by the \nCollege. \n\nRequirements for the Major in Sociology \u0026 \nAnthropology: \n\n\n\nCourses required in the discipline: \n\nAnthropology 101 \n\nSociology 101 \n\nSociology 351 \n\nPolitical Science 400 \n\nSociology or Anthropology 401 \n\nSix additional courses, at least two in \n\nanthropology \n\nRecommended course for majors planning gradu- \nate study: \n\nPsychology 206 \n\nRecommended course for majors planning to do \n\nsocial work: \n\nSociology 2 1 9 \n\nAdditional course that counts toward the major: \n\nAfricana Studies 1 70 \n\nA minimum of 34 hours is required for the major \nRequirements for the Minor in Sociology \u0026 \nAnthropology: \n\nAnthropology 101 or Sociology 101 \n\nAnthropology 102 \n\nSociology 121, 351 \n\n6 additional hours in anthropology or sociology \n\n\n\nSociology \n\n\n\nioif,s INTRODUaiON TO SOCIOLOGY 3 \n\nCurrent sociological theory and research as they \nrelate to primary units of social life, social processes \nand social institutions. Emphasis on relating con- \ncepts to contemporary American society. \n\nSociology 101 or Anthropology 101 is the prerequisite \nfor all other courses in Sociology. \n\nI2if SOCIAL PROBLEMS 3 \n\nExamination of alternative ways of defining, measur- \ning and intervening in social problems. \n\n2o6f (Psychology 206) RESEARCH STATISTICS 4 \n\nSee Psychology 206 for description. \n\n211s (Womens Studies 212) MARRIAGE AND THE FAMILY 3 \nThe family as a basic social institution. The range of \nalternative behaviors in contemporary family life. \nRole relationships within the family and changes in \nfamily patterns. Family organization in different social \nclasses, ethnic groups and Utopian communities. \n\n214s (Political Science 211) (Women's Studies 211) WOMEN \nIN LATIN AMERICA 3 \n\nSee Political Science 211 for description. \n\n214LS (Political Science 214L) (Women's Studies 211L) \n\n\n\n108  Ai/iies Scoll College Catalog 1999-2001 \n\n\n\n(Spanish 301L) WOMEN IN LATIN AMERICA, SPANISH \nCOMPONENT 1 \n\nSee Political Science 211L for description. \n\n2i7f (Education 217) SCHOOLS AND SOCIETY 3 \n\nEducation in cross-cultural perspective. The role of \neducation in the transmission of values and culture. \nThe conflict between family and school. The inequali- \nty of educational opportunity. \n\n230s (Women's Studies 231) (Africana Studies 230) RACE, \n\nCLASS AND GENDER 3 \n\nSurvey of the history, basic theories and recent \nresearch integrating these key concepts for modern \nsociety. Systematic examination of the effects of \nthese variables on different groups in society \nOffered 1999-2000 and alternate years \n\n301s COLLEQIVE BEHAVIOR AND SOCIAL MOVEMENTS 3 \nExamination of organized efforts at social change \nthrough discussion of traditional and contemporary \nperspective relative to collective action and American \nsocial movements, such as, but not limited to, civil \nrights and feminist movements. \nNot offered 1999-2000 \n\n3i9f PRAQICUM IN THE SOCIAL SCIENCES 4 \n\nBridges theory and practice by placing students in \nagencies or organizations with preparation and \nsupervision. The objective is to expose the students \nto interactions with career professionals and connect \npractical experience with social theories. \nPrerequisite: 101 or Anthropology 101 or permission \nof the instructor \nOffered 2000-01 and alternate years \n\n325f URBAN SOCIOLOGY 3 \n\nAn exploration of social change, particularly the ways \nsocietal processes and social structures influence \nhuman behavior in urban settings. Issues such as \nurban poverty, crime, environmental pollution, dein- \ndustrialization and inequality in the distribution of \ncity services will be discussed. \n\n3Z(is (Classics 341) (Women's Studies 341) WIVES, \n\nWARRIORS, SLAVES AND CITIZENS 3 \n\nSee Classics 341 for description. \n\n341LS (Classics 341L) (Women's Studies 341L) (Greek \n\n241L/341L) (Latin 241L/341L) WIVES, WARRIORS, \nSLAVES AND CITIZENS, GREEK AND LATIN \nCOMPONENT 1 \n\nSee Classics 341L for description. \n\n35if SOCIAL THEORY 3 \n\nIntroduction to theory in social science, review of the \nmajor theoretical constructs of the 19th century, \napplication in modern social science. \n\n370s (Africana Studies 370) AFRICAN-AMERICAN IMAGES IN \nPOPULAR CULTURE 3 \n\nEmphasis given to the impact of race on U.S. culture \nand the interplay of race and culture with politics. \n\n401s (Political Science 401) (Anthropology 401) SENIOR \n\nRESEARCH SEMINAR 4 \n\nSee Political Science 401 for description. \n\n\n\n4iof,s SPECIAL STUDY 2-4 \n\nSupervised intensive study in a special field of sociol- \nogy. \n\n482f SOCIOLOGY SEMINAR 3 \n\nAn exploration of important sociological research \ntopics. Topics include issues related to the intersec- \ntion of race, class and gender. Open only to junior \nand senior sociology-anthropology majors or by per- \nmission of the instructor. \nNot offered 1999-2000 \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the program. \n\n\n\nAnthropology \n\n\n\n101s CULTURAL ANTHROPOLOGY 3 \n\nOverview of cultural universals and cultural diversity, \nusing comparative analysis of African, American, \nAsian and other cultures. Examination of the impact \nof contact between cultures and the contemporary \ncondition of indigenous peoples, using case studies \n(ethnographies), ethnographic film and class activi- \nties. \n\nI02f HUMAN ORIGINS 3 \n\nOverview of evidence of the biological, social and \necological bases of human behavior, from East \nAfrican fossils to the present; modern biological vari- \nation and its effect on society Examination of fossil \nmaterial, artifacts and contemporary skeletal materi- \nal. Theoretical explanations for physical and cultural \ndevelopment of humans and other primates, includ- \ning evolution and ecology, with specific attention to \nthe origins of race and gender and implications for \ncontemporary society \n\n203s INDIGENOUS PEOPLES OF NORTH AMERICA 3 \n\nOverview of the archeology, ethnohistory, history and \ncontemporary conditions of indigenous peoples in \nNorth America. Topics include indigenous and \nEuropean versions of historic and contemporary \nevents; the effect of contact, resistance and cultural \nchange. The focus of the course is ethnicity: its ori- \ngin, content and role. \nPrerequisite: 101 \nOffered 2000-01 and alternate years \n\n27of (Women's Studies 270) WOMEN, HEALTH AND \n\nSOCIETY 3 \n\nCross-cultural concepts of women's bodies and \nhealth, including reproduction and child care, health \npractitioners and disease. Focus on gender, ethnic \nand class differences in health, health concepts and \nhealth practices. \nOffered 1999-2000 and alternate years \n\n\n\nAgnei Scoll College Calatog (999-2001  109 \n\n\n\n300Lf (Spanish 300L) INDIGENOUS PEOPLES OF \n\nMESOAMERICA, SPANISH COMPONENT 1 \n\nSee Spanish 300L for description. \n30tif INDIGENOUS PEOPLES OF MESOAMERICA 3 \n\nOverview of the archeology, ethnohistory, history and \ncontemporary condition of indigenous peoples in \nLatin America. Topics include indigenous and \nEuropean versions of historic and contemporary \nevents; the effect of contact, resistance and culture \nchange. The theoretical focus of the course is ethnici- \nty: its origins, content and rote. \nPrerequisite: Junior Standing \nOffered 1999-2000 and alternate years \n\n307s HOUSEHOLD AND WORLD SYSTEMS 3 \n\nAn examination of feminist, political economic, \nhousehold strategy and other theories explaining the \nrelation betw/een individuals, households, communi- \nties and the world. Narrative and quantitative life his- \ntories test these theories through the analysis of \npeople's lives. Covers classical works, recent ethno- \ngraphic studies and interviewing, data analysis and \nconstructing life histories. \nPrerequisite: Junior Standing \nOffered 1999-2000 and alternate years \n\n331s (Classics 331) MYTHOLOGICAL PATTERNS AND \n\nTHEMES 3 \n\nSee Classics 331 for description. \n\n331LS (Classics 331L) (Greek 231/331L) (Latin 231L/331L) \n\nMYTHOLOGICAL PATTERNS AND THEMES, GREEK AND \nLATIN COMPONENT 1 \n\nSee Classics 331L for description. \n\n401s (Political Science 401) (Sociology 401) SENIOR \n\nRESEARCH SEMINAR 4 \n\nSee Political Science 401 for description. \n\n4iof,s SPECIAL STUDY 2-4 \n\nSupervised intensive study in a special field of \nanthropology. \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a member of the program. \n\n\n\nPsychology \n\nFACULTY \n\nAyse Ilgaz Garden, professor \nBarbara]. Blatchley, associute professor \nEileen L. Cooley, associate professor \nRobert A. Kacheiski, assistant professor \nJennifer L. Lucas, assistant professor \n\nPsychology is the scientii^ic study of human and ani- \nmal behavior The courses we offer reflect the \ndiversity of areas within the field. The program for \n\n\n\nmajors provides a strong background in academic psy- \nchology, including opportunities for both firsthand lab- \noratory experiences and field experiences. \n\nStudents who are planning to major in psycholo- \ngy should consult with a faculty member in the program \nas early in their college careers as possible. \n\nPsychology majors are strongly encouraged to \nstudy abroad through a faculty-led Global Awareness or \nGlobal Gonnections program or any other study-abroad \nprogram approved by the Gollege. \n\nRequirements for Psychology Major: \nRequired courses: \n\n121,206, 207, 208L, 304,405 \nRequired courses outside of the discipline: \n(preferably taken before the end of the sopho- \nmore year): \n\nBiology 101 or 120 or 121 \nOne course in mathematics excluding \nMathematics 104 and 150, taken prior to or with \n206 \n\nRecommended courses: \n\nAt least one course in each of the following areas \nof psychology: \nSocial: 130, 240, 305 \nDevelopmental/Personality: 200, 316 \nDisorders/ Assessment: 310, 312 \nGognitive/Physiological: 315, 320 \nResearch/Field Experience: 324, 406, 410, 490 \nThe minimum number of hours required for the \nmajor is 30. \n\nRequirements for Psychology Minor: \n\nA minor in Psychology must contain at least 22 \nhours of work in psychology. The minor program \nmay be designed by the student to reflect her \nunique objectives,- however, it is subject to the \napproval of the chair in order to ensure discipli- \nnary coherence and relevance to the student's \nobjectives. \nRequired courses: 121, 206, 207, 208L \n\nI2if,s GENERAL PSYCHOLOGY 4 \n\nScientific description of facts and principles of psy- \nchology. Emphasis on methods and results of experi- \nmental investigation of human and animal behavior. \n\nPsychology 121 is the prerequisite for ail other psy- \nchology courses. \n\n\n\n110  Apm Scott Collets Catalog (999-2001 \n\n\n\n130S (Women's Studies i3o) PSYCHOLOGY OF WOMEN 3 \n\nCritical review of psychological theory and research \ntoward an understanding of the cognitive, social and \nemotional behavior of women. \n\n20of,s (Education 200) HUMAN LIFE SPAN DEVELOPMENTAL \nPSYCHOLOGY 3 \n\nDevelopment of the individual from conception \nthrough adulthood and old age. \n\n205s INTRODUaiON TO INDUSTRIAL/ORGANIZATIONAL \n\nPSYCHOLOGY 3 \n\nExplores how people think and behave at work from \nindustrial/organizational perspectives. The industrial \nperspective examines the theory and practice of \nselection, training and evaluation of workers. The \norganizational perspective investigates employee \nsatisfaction, motivation, leadership and cooperative \nprocesses. \nPrerequisite: 121 \n\n206f (Sociology 206) RESEARCH STATISTICS 4 \n\nBasic theory, principles and applications of statistics \nin behavioral science research. \nPrerequisite or Corequisite: one course in mathemat- \nics excluding Mathematics 104 and 150 \n\n207s RESEARCH DESIGN AND METHODS 3 \n\nFundamentals of research methodology in psycholo- \ngy. Topics include experimental, quasi-experimental \nand descriptive research designs, internal and exter- \nnal validity and research ethics. \nPrerequisite: 206 \n\n208LS LABORATORY IN RESEARCH DESIGN AND METHODS 1 \nApplied experience with research methods in psy- \nchology. Research methods include experimental, \nquasi-experimental and descriptive research designs. \nPrerequisite or Corequisite: 207 \n\n240s (Women's Studies 240) PSYCHOLOGY OF CROSS- \nCULTURAL CONTAQ 3 \nTheories and research on how individuals confront \nand interact with members of other cultures, with \nspecial emphasis on factors that promote cross-cul- \ntural effectiveness among women. \n\n30ijf HISTORY OF THEORY AND RESEARCH IN \n\nPSYCHOLOGY 3 \n\nHistorical background for current theories and \nresearch issues in psychology. \n\n305f SOCIAL PSYCHOLOGY 3 \n\nBehavior of the individual as influenced by the \nbehavior and characteristics of other individuals. \nOffered 1999-2000 and alternate years \n\n310s PSYCHOLOGICAL ASSESSMENT 3 \n\nPrinciples and issues of psychological assessment \nwith an emphasis on tests of personality and cogni- \ntive abilities. \nPrerequisite: 206 or Mathematics 115 \n\n3i2f ABNORMAL PSYCHOLOGY 3 \n\nCoverage of the diagnostic characteristics, theoretical \nperspectives and treatments of the major psychologi- \ncal disorders. \n\n\n\n315s COGNITIVE PSYCHOLOGY 3 \n\nHuman cognition and perception with selected topics \nfrom attention, states of consciousness, human \nlearning, memory, imagery, concept formation, lan- \nguage, problem solving, creative thinking and intelli- \ngence. \n\n3i6f PERSONALITY 3 \n\nTheory and research in the field of personality. \nOffered 2000-01 and alternate years \n\n320s PHYSIOLOGICAL PSYCHOLOGY 3 \n\nNeurophysiological basis of various mental and \nbehavioral processes such as sensory-motor mecha- \nnisms, perception, emotion, motivation, thinking, \nmemory, language, sleep and consciousness. \n\n324f,s SPECIAL AREAS OF PSYCHOLOGY \n\nA seminar focusing on a topic of contemporary inter- \nest in psychology. Each year the department will \nannounce the topic(s) to be offered during the next \nacademic year. Prerequisites beyond 121 and credit \nhours vary according to topic. The nature of the topic \ndetermines the inclusion of a laboratory component. \nA) COGNITION AND BRAIN PROCESSES 3 \n\nExamination of relationships between cognition and \nbrain processes through original psychological exper- \niments carried out in an area or areas selected from \nsensation, perception, attention, memory, language \nand thinking. \n\nPrerequisite: Permission of the instructor \nC) CLINICAL PSYCHOLOGY AND PSYCHOLOGICAL \nADJUSTMENT 3 \n\nIndividual and small group research project(s) in clin- \nical psychology and/or psychological adjustment will \nbe conducted. Students may register for one or two \nsemesters. \nPrerequisite: 206 and permission of the instructor \n\nE) BIOPSYCHOLOGY RESEARCH 3 \nAn examination of the effects of the characteristics of \nthe early rearing environment on central nervous sys- \ntem structure and function. Students will conduct an \noriginal collaborative experiment from design \nthrough data collection and analysis. \nPrerequisite: permission of the instructor \n\nF) RESEARCH IN SOCIALAND INTERCULTURAL \nPSYCHOLOGY 3 \nStudents will examine selected research and issues \nin the areas of social and intercultural psychology \nand will conduct a collaborative research project \ninvolving data collection and analysis. \nPrerequisite: permission of the instructor \n\nH) ADVANCED PSYCHOLOGY OF WOMEN 2 \n\nCritical and in-depth review of most recent develop- \nments in the area of psychology of women in the con- \ntext of selected topics. \nPrerequisite: 130 \n\n\n\nA^im Scott ColU^c Catalog 1999-2001 111 \n\n\n\nI) RESEARCH IN INDUSTRIAL/ORGANIZATIONAL \nPSYCHOLOGY 3 \n\nStudents will conduct a collaborative research proj- \nect(s) in industrial/organizational psychology from \nresearch design through data collection and analysis. \nPrerequisite: permission of the instructor \n\n405f,s CONTEMPORARY RESEARCH IN PSYCHOLOGY 3 \n\nContemporary research and problems in psychology \nwith an emphasis on the in-depth study of selected \ntopics. \n\nPrerequisites: 206, 207, 208U 304 or permission of \nthe instructor \n\n406s PRACTICUM 3 \n\nSupervised field placement focusing on psycho- \npathology, counseling, industrial/organizational psy- \nchology or related areas. Placement activities are \nsupplemented by a weekly seminar and research lit- \nerature reviews. \n\nPrerequisite: permission of the instructor (Priority will \nbe given to senior psychology majors.) \n\n4iof,s SPECIAL STUDY 2-4 \n\nSupervised intensive study in fields or problems of \npsychology. \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research is arranged under the supervi- \nsion of a member of the department. \n\n\n\nReligious Studies \n\nFACULTY \n\nDennis McCann, Wallace M. Alston Professor of Bible \n\nand Relicjion \n\nTina Pippin, associate professor \n\nCourses in this program cover the distinctive beliefs \nand practices, sacred literatures and cultural expres- \nsions of the great religious traditions of the world. \nStudents explore some of the most creative expressions \nof the human spirit in its responses to personal and cul- \ntural concepts of a supreme deity. Special emphasis is \nplaced on Biblical literature, as well as on contemporary \nexpressions of religious thought in cultures. \n\nReligious Studies majors are strongly encouraged \nto study abroad through a faculty-led Global Awareness \nor Global Connections program or any other study- \nabroad program approved by the College. \n\nRequirements for the Major: \n\nA minimum 30-hour major, with at least 12 hours on \n\n\n\nthe 300 or 400 level in the department, including \n\n463. \nOther required courses: \n\n100, 101, 130, 131 \n\nSix hours must be taken in the following: \n\nArea II (Biblical Studies), Area 111 (Religious \n\nThought and Social Context). Three hours must \n\nbe taken in area IV (World Religions). \nNo more than two of the following cross-listed courses \n\nmay be applied toward the minimum major in \n\nreligious studies: \nArt 202; History 335,- Political Science 342,- Music 208, \n\nMusic 308 \nA minimum of 30 hours in religious studies is required \n\nfor the major \n\nRequirements for the Minor: \n\nOne course at the 100 level and 15 additional hours, \nincluding at least one upper-division religious \nstudies course. One cross-listed course may be \napplied to the minor \n\nI. Introductory Studies \n\nloof HEBREW SCRIPTURES 3 \n\nReligious history and society of the people of Ancient \nIsrael as contained in their sacred Scriptures. \n\n101s NEW TESTAMENT 3 \n\nLiterature of the New Testament and its origins and \ndevelopment in the early Jesus movement and early \nChristianity \n\n130s RELIGIONS OF INDIA AND ASIA 3 \n\nA consideration of the origins and belief systems of \nHinduism, jainism, Sikhism, Zoroastrianism, \nBuddhism, Taoism, Confucianism and Shinto. \n\nI3if JUDAISM, CHRISTIANITY AND ISLAM 3 \n\nA consideration of the origins, divisions and beliefs \nof the three major religions of the Middle East. \n\nII. Biblical Studies \n\n304s WORLD OF EARLY AND MEDIEVAL CHRISTIANITY 3 \n\nContribution of late Jewish, Hellenistic and Roman \ncivilizations to the cultural matrix in which \nChristianity was born. \nPrerequisite: 101 \n\nOffered 1999-2000 and alternate years \n325f TOPICS IN BIBLICAL STUDIES 3 \n\nConsideration of a topic or problem of current inter- \nest in the field of Biblical Studies. \nPrerequisite: One introductory course in religious \nstudies \n\nTopic in 1999-2000: Apocalypse and Revolution \nOffered 1999-2000 and alternate years \n\n\n\nli.2  Allies ScoH Colkijc Catalog 1999-2001 \n\n\n\n327S LIFE AND LETTERS OF PAUL 3 \n\nThe apostle Paul and his writings. Special attention \ngiven to the social context of his letters and the \nmajor theological and ethical themes, along with \nstudies of his literary style (rhetoric). \nOffered 2000-01 and alternate years \n335f JESUS OF NAZARETH IN HISTORY AND FAITH 3 \n\nThe quest for the historical )esus, with an analysis of \nsources and the form that this inquiry took in the \nnineteenth and twentieth centuries. Contemporary \nfilm depictions of Jesus are also considered. \nPrerequisite: 101 \nOffered 2000-01 and alternate years \n\nIII. Religious Thought and Social Context \n\n202f (Art 202) MEDIEVAL ART 3 \n\nSee Art 202 for description. \n207s RELIGION IN AMERICA 3 \n\nConsideration of historical and theological issues of \ndiverse religious groups. Discussion of selected \nissues, such as immigration patterns, church and \nstate relations, social responsibility, ecumenism, \nrevivalism and fundamentalism. \n\n2iof (Women's Studies 210) SCIENCE, RELIGION AND \n\nWOMEN 3 \n\nA consideration of various topics of mutual interest \nto science and religion, such as creation, origins of \nlife, medical ethics and environmental concerns. \nSpecial emphasis will be given to the roles of women \nin the sciences and to the feminist science debate. \n\n224f,s (Women's Studies 224) WOMEN AND RELIGION 3 \n\nThe role of women in shaping religious history from \nthe ancient to the modern period. Primary historical \nwritings and theological statements, as well as con- \ntemporary expressions in ritual, fiction and non-fic- \ntion, film, art, music, dance and poetry. \nNot offered 1999-2000 \n\n300s (Women's Studies 300) RELIGION AND GENDER \n\nJUSTICE n \n\nExplores the intersections of religion and gender jus- \ntice with a focus on women's human rights education \nand the rights of the child. One of the two weekly \nclass sessions is at the Decatur High School \nParenting Program working in religion and women's \nstudies with adolescent parents. Theories of religious \njustice and of feminist studies provide the back- \nground for the practice of working with issues of \npoverty, abuse, self-esteem, body politics, ethical \ndevelopment and feminist consciousness. \nPrerequisite: one course in religious studies or in \nwomen's studies \n\n331s (Women's Studies 331) FEMINIST AND WOMANIST \n\nETHICS AND SPIRITUALITY 3 \n\nExploration into the ethical and theological bases of \nwomen's ways of knowing and the broader religious \nconversation of white feminists and women of color. \n\n\n\n340f (History 335) BLACK PROTEST THOUGHT IN AMERICA \nFROM SLAVERY TO THE PRESENT 3 \n\nSee History 335 for description. \n345s PHILOSOPHY OF RELIGION 3 \n\nExamination from a western philosophical perspec- \ntive of such questions as the meaning of God, evil, \nsuffering, religious experience, religious knowledge \nand immortality \n\nPrerequisite: Any loo-level course in Religious \nStudies or one course in Philosophy \nOffered 1999-2000 and alternate years \n\n350f (Political Science 342) RELIGION AND POLITICS IN \n\nUTIN AMERICA 3 \n\nSee Political Science 342 for description. \n\n350LS (Political Science 342L) (Spanish 302L) RELIGION AND \nPOLITICS IN LATIN AMERICA, SPANISH COMPONENT 1 \nSee Spanish 302L for description. \n\n355f PROTESTANT FAITH AND PRAQICE 3 \n\nOrigins of Protestantism in the Reformation and in \nsubsequent reform movements. Leading thinkers \nconsidered are Luther, Calvin, Wesley, Kierkegaard, \nSchleiermacher and Harnack. Attention given to the \nleadership of women in the various streams of \nProtestantism. \nOffered 2000-01 and alternate years \n\n360s CONTEMPORARY RELIGIOUS THOUGHT 3 \n\nLeading thinkers and issues of the 20th century. The \nimpact of World War I, World War II, Vatican II and lib- \neration movements on religious thought is assessed. \nPrerequisite: One course in Religious Studies \nOffered 1999-2000 and alternate years \n\n365f RELIGIOUS ETHICS 3 \n\nThe nature, methods and basic issues of religious \nethics, considering both matters of personal conduct \nand social concern. Special attention is given to femi- \nnist critiques of traditional Western approaches to \nethics. \n\nPrerequisite: 100, 101, 131 or permission of the \ninstructor \nOffered 1999-2000 and alternate years \n\nIV. World Religions \n\n230s (Women's Studies 230) FEMINSIM, CULTURAL CRITI- \nCISM AND WORLD RELIGIONS 3 \n\nExamines the cross-cultural dialogue of feminists in a \nvariety of religious expressions (Islam, Buddhism, \nSikhism, Judaism, Christianity, African Religions, \nNative American Religions) and includes issues of \ngender, race, ethnicity class and ideology in religion. \nNot offered 1999-2000 \n330f TOPICS IN WORLD RELIGIONS 3 \n\nSeminar focusing on a special problem within one of \nthe world's historic religions or on new developments \nin the field of comparative literature. \nPrerequisite: 130 or 131 or permission of the instruc- \ntor. May be taken more than once if topic varies. \nTopic for 1999-2000: Religions of China \n\n\n\nA^nts Scott College Catalog (P99-20O( 113 \n\n\n\nIntroduces students to the religious dimensions of \nChinese culture, both ancient and contemporary, \nincluding a survey of representative texts in transla- \ntion from Confucian, Taoist, Buddhist, Islamic and \nChristian traditions. Also examines religious thought \nin modern China and the shifts in government policy \ntoward religion in an era of economic and social \nreform. \n\n341 (Women's Studies 342) GENDER AND ISLAM 3 \n\nAn exploration into the diverse beliefs and practices \nof Islam around gender issues. \nNot offered 1999-2000 \n\n370 RELIGION AND POLITICS IN THE MIDDLE EAST 3 \n\nThe religion, history, society, politics and cultures of \nthe Middle East. Movements and the complexities of \ncultures are included. \nNot offered 1999-2000 \n\nV. Special Studies in Religion \n\n208s (Music 208) HISTORY OF SACRED MUSIC 3 \n\nSee Music 208 for desciption. \n308s (Music 308) SACRED MUSIC OF WORLD RELIGIONS 3 \n\nSee Music 308 for desciption. \n4iof,s SPECIAL STUDY 2-4 \n\nDirected reading course supervised by a member of \n\nthe department. \n\nPrerequisite: Permission of the instructor. \n\n463f lUNIOR-SENIOR SEMINAR IN RELIGION 3-4 \n\nExamination of a variety of topics of current interest \nin the study of religion. The seminar attempts to yoke \nthe theory and practice of religion. \nMay be repeated if topic varies. Required for all \nmajors. \n\nTopic for fall 1999: Religion and Social Justice 4 \n\nAn experiential learning based course that studies \nthe theory and practice of social justice in a variety of \nreligions, both past and present. The experiential \ncomponent is composed of practicums in the Atlanta \narea with religious activist groups. Main issues \ninclude: poverty; homelessness; prisons and the \ndeath penalty; human rights education; refugee \nrights; gender, race and sexuality rights; health care; \ngrassroots movements and education. \n\n490f,s INDEPENDENT STUDY 4-8 \n\nIndependent research arranged under supervision of \na member of the department. \n\n\n\nTheatre and Dance \n\nFACULTY \n\nMarylin B. Darling, pwjessor oj dance \nDudley Sanders, associate professor oj theatre \nDavid S. Thompson, associate professor oj theatre \n\nTheatre is perhaps the quintessential liberal art, \ntaking for its subject matter what it means to be \nhuman. It promotes self-examination and self-dis- \ncipline, fosters the development of artistic, analytical, \ncritical and organizational capabilities and stimulates \nthe student to realize her full creative potential. Now, as \nin Shakespeare's day, theatre holds a mirror up to \nnature, allowing us to see ourselves and our place in the \nuniverse in a manner that is at once both immediate and \ntimeless. \n\nThe theatre curriculum integrates theory, history \nand practice, including foundational training in acting, \ndirecting, dramatic writing and design, and culminates \nin a performance project for the public. In addition, the \ndepartment works closely with Blackfriars, a volunteer \nstudent theatre organization, to create a student-cen- \ntered production program that encourages individual \nleadership and responsibility. \n\nWith the Winter Theatre, an intimate 310-seat \nauditorium with a semi-thrust stage, serving as laborato- \nry and home, the department and Blackfriars mount two \nmajor productions and a play for children annually \n\nRequirements for the Theatre Major: \n\nCourses required in the discipline: \n\n100, 131, 203, 250, 308, 310, 312, 313, 326 \nOne of the following resulting in a public per- \nformance: 327, 329, 410, 415 or 490 \nOther requirements: \n\nTheatre majors must be active Blackh-iars during \ntheir junior and senior years. They also must \nassume active leadership roles in significant \naspects of Blackfriars productions. \nThis major requires a minimum of 32 credit hours \nin the discipline. \n\n\n\nRequirements for the Theatre Minor: \n\nA minor in theatre must contain at least 18 hours. The \nstudent may design her own program to reflect a \nparticular interest or emphasis, such as a focus on \n\n\n\nll4  Acjnts Scotl Colkge Catalog f 999-200) \n\n\n\nan aspect of production or area of study. The pro- \ngram is devised with the guidance and approval \nof the chair of the department. A student electing \na theatre minor must be an active member of \nBlackfriars for at least one full year of her time at \nAgnes Scott. She must take an active leadership \nrole in the creative effort of theatre production \nfor at least one Blackfriars show. \n\n\n\nTheatre \n\n\n\nloof INTRODUaiON TO THE THEATRE 4 \n\nStudy and practice of the theatre as a performing art \nwithin its historical context. Explorations of and expe- \nriences in dramatic literature, acting, directing and \ndesign. \n3 LEC, 1 LJ\\B \n\nll7f,S INTRODUCTION TO PUBLIC SPEAKING 3 \n\nTechniques of effective oral communication including \nmethods of organization, means of presentation and \nvoice and diction, practiced in the context of group \nprocess and oral presentation. \nDoes not satisfy Distributional Standard in Fine Arts \n\ni3if,s AQING I: IMPROVISATION AND CHARAQER \n\nDEVELOPMENT 3 \n\nAs a foundation in acting technique, exercises and \npresentations explore the creative process and free \nthe student's imagination for application to scene \nstudy and class performance. Equal emphasis on \nimprovisation and character development in prepara- \ntion for performance assignments. \n\n203f (English 203) DRAMATIC WRITING I 3 \n\nPrinciples of the craft of the playwright with an \nemphasis on dramatic structure and the resources of \nthe theatre through the reading of playscripts and \nthe writing of a one-act play. \nPrerequisite: permission of the instructor \n\n235s AQING II: CHARAQER DEVELOPMENT AND TEXT \n\nANALYSIS 3 \n\nText analysis, scene study and acting theory with \nmajor emphasis on factors of character, environment \nand approach. Concentration on practice in the \npreparation and presentation of performance assign- \nments. \nPrerequisite: 131 or permission of the instructor \n\n250f DESIGN FOR THE STAGE I 3 \n\nPrinciples of costume and scenic design for theatre. \nEmphasis on basic composition, script analysis, peri- \nod research, rendering techniques and execution of \ndesigns in a color medium. \n\n308f HISTORY OF THEATRE I 3 \n\nExamination of the role of theatre in Western society \nfrom its origins up to 1800. Emphasis on political and \n\n\n\nreligious context and on the style and practice of the- \natre as a reflection of a culture's value system and \nsocial structure. \nOffered 2000-01 and alternate years \n\n310s HISTORY OF THEATRE II 3 \n\nContinuation of Theatre 308. 1800 to the present. \nPrerequisite: 308 or permission of instructor \nOffered 2000-01 and alternate years \n\n3i2f (Women's Studies 312) FEMALE IDENTITY AND THE \n\nMAKING OF THEATRE 3 \n\nA study of how theatre reflects the status and role of \nwomen in various cultures through examination of \nthe portrayal of women in drama and film, of women \nas critics/theorists and of women as participants in \nthe making of theatre. \nOffered 1999-2000 and alternate years \n\n313s SPECIALTOPICS IN THEATRE 3 \n\nStudy in contemporary and critical issues affecting \nthe theatre as a social and aesthetic institution. \nEmphasis on the potential of theatre as an instru- \nment for change. May be repeated if subject matter \nvaries. \nOffered 1999-2000 and alternate years \n\n326f DIRECTING I 3 \n\nStudy in approaches to realizing a script in perform- \nance. Focus on text analysis, creation of a prompt- \nbook and the presentation of directed scenes. \nPrerequisite: 100 and 131 or permission of the \ninstructor \n\n327s DIRECTING II A \n\nPractical and creative application of directing theo- \nries and techniques through the analysis, audition, \nrehearsal and public performance of a one-act play. \nPrerequisite: 326 \n\n329s ACTING III: TEXTANALYSIS AND ACTING STYLES 3 \nStudy and practice in the presentation of scenes for \nwomen in various theatrical styles from diverse cul- \ntures and time periods. \n\nPrerequisite: 235 or permission of the instructor \nNot offered 1999-2000 \n\n344s (English 344) DRAMATIC WRITING II 3 \n\nPrinciples of the craft of the screenwriter with an \nemphasis on film structure and format through the \nreading of screenplays and the writing of a feature- \nlength scenario. \nPrerequisite: 203 or permission of the instructor \n\n350s DESIGN FOR THE STAGE II 3 \n\nAdvanced principles of scenic and lighting design. \nEmphasis on proscenium design practice, theatrical \ndrafting, mechanical perspective methods and light- \ning equipment and design. \n2 LEC, 1 LAB \n\nPrerequisite: Theatre 250 or permission of the \ninstructor \n\n\n\nA0ei Scott ColUgt Catalog \u003c 999-2001 \n\n\n\n115 \n\n\n\n4iof,s SPECIAL STUDY 2-4 \n\nSupervised intensive study of selected topics in the- \natre history or dramatic literature or supervised \nadvanced projects in the areas of acting, design or \ndirecting. \n\n4i5f,s (English 415) ADVANCED CREATIVE WRITING 3 \n\nIndividual conferences with emphasis on sustained \ncreative writing projects in poetry, fiction or drama. \nPrerequisite: English 340, 341, 342 or 344 and per- \nmission of the instructor \n\n49of,s INDEPENDENT STUDY 4-8 \n\nExploration of an area of intellectual or artistic inter- \nest which results in the creation of a major work of \ntheatre arts or a significant research project. \n\n\n\nDance \n\n\n\nThe student who minors in dance learns from the \nmasters of the profession and experiences dance as a \ncultural endeavor in the liberal arts tradition. This pro- \ngram prepares the student to dance and perfoim in a \nvariety of settings and combines the discipline of dance \nwith other areas or minors. \n\nAll dance minors must audition for the minor A \npanel of qualified dance professionals and experts adju- \ndicates these students. Placement is determined after \nauditions are completed and adjudicated. Students who \nwish to excel beyond the minor are encouraged to talk \nwith the director of dance about an interdisciplinary \nself-designed major \n\nRequirements for the Dance Minor: \n\nA mmimum of 22 hours is required for the minor All \nstudents must reach and/or maintain an advanced \nlevel of competency in one major area (ballet, \nmodern, jazz or tap) and an intermediate level of \ncompetency in at least two other dance areas \n(ballet, modern, jazz, tap or other stylistic forms). \n\nDance minors must be active particpants in Studio \nDance Theatre their junior and senior years. \nThey must assume active leadership roles in \nStudio Dance Theatre. \n\nA minimum of 3 hours must be taken from the core cur- \nriculum below. Any level of dance technique may \nbe repeated once for credit with the permission of \nthe instructor These courses are open to students \nby permission of the director Each course has an \nadjudication prerequisite: 21 1, 212, 213, 222, \n311, 312, 313, 322,411, 412, 413,422. \n\n\n\nStudents are required to take all of the following: \nPractical: 290, 314, 315 \nTheoretical: 306 and 317 \n\nStudents may elect courses from diverse areas. All \nelective courses must have the approval of the \ndirector of dance and the chair of the appropriate \nprogram. Students are encouraged to take 415 \nand 417. \n\n100-level dance courses and 230 may be counted \ntoward the physical education requirement. \n\nCredit received in satisfying physical education course \nrequirements cannot apply to courses for the \ndance minor. Credit received in courses satisfying \nthe dance minor cannot apply to the physical \neducation requirement \n\niiif,s INTRODUaiON TO BALLET \n\nIntroduction to ballet technique, terminology and his \ntory as well as the Cecchetti positions. \n\nii2f,s INTRODUCTION TO MODERN DANCE \n\nIntroduction to modern dance technique, improvisa- \ntion and elements of contemporary dance are \nemphasized. \n\nii3f JAZZ \n\nIntroduction to elements of jazz dance explored \nalong with jazz technique, terminology and history. \n\n114s FOLK, SQUARE AND SOCIAL DANCE \n\nInternational folk dances, American square dances \n\nand social dances from 1930 to the present are \n\ntaught. \n\nOffered 1999-2000 and alternate years \n\n122f TAP \n\nIntroduction to basic elements of tap. \nOffered 2000-01 and alternate years \n\n2iif,s BEGINNING BALLET \n\nBeginning ballet technique, terminology and history. \nThe Cecchetti body positions, port a bras and tech- \nnique are emphasized. \n\n2i2f,s BEGINNING MODERN \n\nBeginning modern dance technique, improvisation \nand elements of contemporary are emphasized. \n\n2i3f,s BEGINNING JAZZ \n\nBeginning elements of jazz dance are explored along \nwith jazz technique, terminology and history. \n\n222f BEGINNING TAP \n\nBeginning elements of tap are taught. A beginning \ndance or center floor routine is taught each session. \n\n230f,s STUDIO DANCE THEATRE \n\nPrerequisite: Selection by audition and permission of \nthe instructor. \n\n290f,s DANCE PRODUaiON 2 \n\nArranged credit for all aspects of technical assistance \nin dance productions over the course of a semester. \nStudents may earn up to four hours of production \n\n\n\n116  Allies ScoH Col/c^c Catalog l\u003c\u003e9\u003c\u003e-200( \n\n\n\ncredit toward the minor in dance. \n\nPrerequisite: Permission of the supervising professor. \n\nDoes not satisfy the distributional standard in fine \n\narts. \n\n3o6f HISTORY OF DANCE 3 \n\nHistorical bacl\u003cground of dance from its origin in pre- \nhistory to the present, with emphasis on its relation \nto the other arts and to the society of each period. \n\n3iif,s INTERMEDIATE BALLET i \n\nIntermediate ballet technique and terminology as \nwell as Cecchetti instruction. \n\n3i2f,s INTERMEDIATE MODERN i \n\nIntermediate modern dance technique, improvisation \nand intermediate levels of contemporary are empha- \nsized. \n\n3i3f,s INTERMEDIATE JAZZ i \n\nIntermediate elements of jazz dance are explored \nand intermediate jazz technique is emphasized. \n\n3i4f,s DANCE PERFORMANCE i \n\nDance performance includes actual time in Studio \nDance Theatre productions, as well as Feets of Magic. \n\n315s CHOREOGRAPHY 3 \n\nIncludes actual choreographic work presented in a \nvariety of public settings and public performances. \n\n3i7f DANCE COMPOSITION AND MOVEMENT 3 \n\nThis course will consist of exploration of all ranges of \ndance composition using the elements of levels, \nspace, time, rhythm, dynamics, textures and styles. \n\n322f INTERMEDIATE TAP 1 \n\nIntermediate tap technique is taught. At least one \ndance is required at the end of the semester. \n\n4iif,s ADVANCED BALLET 1 \n\nAdvanced ballet technique and pointe work empha- \nsized. \n\n4i2f,s ADVANCED MODERN 1 \n\nAdvanced modern dance technique emphasized. \n\n4i3f,s ADVANCED JAZZ 1 \n\nAdvanced jazz technique taught in a range of styles, \nincluding but not limited to Giordano, Fosse, Genero, \nLuigi and Alley. \n\n415s ADVANCED CHOREOGRAPHY 3 \n\nContinuation of 315. Deals with more advanced \naspects of the choreographic process. The culmina- \ntion of the course is a presentation of the choreogra- \nphy in a variety of public settings and public perform- \nances. \nPrerequisite: Dance 315 \n\n4i7f ADVANCED DANCE COMPOSITION AND MOVEMENT 3 \nExplores the elements of dance composition in \ngreater detail and at a more advanced level. The \ncourse explores all ranges of dance composition \nusing the elements of levels, space, time, rhythm, \ndynamics, textures and styles on an advanced level. \nPrerequisite: Dance 317 \n\n422f ADVANCED TAP 1 \n\nAdvanced tap technique is taught. Two or more \ndances are required at the end of the semester. \n\n\n\nWomen's Studies \n\nPeggy Thompson, iKthicj director, professor of English \nElizabeth Hackett, assisUmi projessor \n\nThe program in Women's Studies integrates liberal \narts education at Agnes Scott by using women's \nexperience and feminist theory to analyze themes in the \nhumanities, fine arts, social sciences and natural sci- \nences. \n\nCourses emphasize women's past and present \nroles in culture, politics, economy, family, society and \nthe arts and sciences. They offer various theoretical \napproaches to topics such as the representation of gen- \nder, lesbian studies, women and the law, gender and lan- \nguage and women in global issues. \n\nThe program promotes the study of intersections \nof gender and sexuality with race, ethnicity and nation- \nality in comparative and global contexts. By considering \na variety of controversial issues from different perspec- \ntives, it encourages debate and critical thinking. \nStudents develop their skills in oral and written expres- \nsion. Heightened self-awareness and commitment to \ncommunity service are further goals of the program. \n\nStudents who major or minor in Women's Studies \nenroll both in courses housed entirely in the program \nand in courses cross-listed with other disciplines. \nFaculty who teach in the program include representa- \ntives from most of the departments in the College. The \nAtlanta Semester program offers other opportunities for \nexperiential learning. \n\nThe Women's Studies program prepares majors to \npursue careers in agencies and businesses that focus on \nwomen and in a variety of other fields ranging from law \nto education to religion. \n\nMajors are strongly encouraged to study abroad \nthrough a faculty-led Clobal Awareness or Clobal \nConnections program or any other study-abroad pro- \ngram approved by the College. \n\nRequirements for the Major: \n\nWomen's Studies 100, 340 and one of the following: \n\n380, 410, 450, 480 or 490 \nAt least one course in each of the following three \n\ngroups. \n\nI) Social and Natural sciences: 130, 200, 211*, \n\n212, 231*, 235, 240*, 270, 271, 307*, 313, 350* \n\n\n\nAgnts ScoK Col/fi/t Catalog 1999-3001  117 \n\n\n\n2) Art and literature: 216,219*, 220, 311,312 \n\n3) Historical and philosophical perspectives: 224, \n230*, 241, 310, 322, 330, 331*, 341, 342 \n\nOne course emphasizing global diversity, chosen \nfrom those starred above or approved by the \ndirector of the program in women's studies. The \nsame course may be taken to fulfill this require- \nment and to satisfy one of the three group \nrequirements listed above. \n\nOther women's studies courses to total at least 36 hours \nfor the major Credit from the language compo- \nnent of language across the curriculum courses \nthat are cross-listed as women's studies courses \nmay be included in the women's studies major \nThe Atlanta Semester ( 1 3 hours) may be included \nin the women's studies major. The Atlanta \nSemester Internship (WLSC 350) may substitute \nfor WS 450 as a course required for the major in \nwomen's studies. \n\nWomen's Studies 263 (Topics in Women's Studies) may \nsatisfy one of the group requirements within the \nmajor. The student should consult with the direc- \ntor of the Women's Studies Program to determine \nwhich group designation is appropriate for a par- \nticular topics course. \n\nRequirements for the Minor: \n\nStudents may minor in Women's Studies by selecting a \nprogram of at least 6 courses chosen in consulta- \ntion with the Women's Studies director \n\nRequired courses: 100, 340 \n\n450 may count as one course \n\nloof.s WOMEN, CULTURE AND SOCIETY 3 \n\nAn introduction to Women's Studies. Using feminist \nperspectives and scholarship, this interdisciplinary \ncourse examines the experiences of women in the \nUnited States, analyzes institutions and practices \nthat affect women and develops connections to \nwomen in other cultures. \n\n130s (Psychology 130) PSYCHOLOGY OF WOMEN 3 \n\nSee Psychology 130 for description. \n\n200s (Economics 200) ECONOMICS OF RACE, CLASS AND \n\nGENDER 3 \n\nSee Economics 200 for description. \n\n2iof (Religious Studies 210) SCIENCE, RELIGION AND \n\nWOMEN 3 \n\nSee Religious Studies 210 for description. \n\n211s (Political Science 211) (Sociology 214) WOMEN IN LATIN \nAMERICA 3 \n\nSee Political Science 211 for description. \n\n\n\n211LS (Political Science 211L) (Sociology 214L) (Spanish 301L) \nWOMEN IN LATIN AMERICA, SPANISH COMPONENT 1 \nSee Political Science 211L for description. \nOffered 1999-2000 \n\n212s (Sociology 211) MARRIAGE AND THE FAMILY 3 \n\nSee Sociology 211 for description. \n\n2i6f (English 216) TOPICS ON WOMEN AND LITERATURE 3 \nSee English 216 for description. \n\n2i9f (Music 219) WOMEN IN WORLD MUSIC 3 \n\nSee Music 219 for description. \n\n220f (Music 220) WOMEN IN MUSIC: THE WESTERN MUSI- \nCAL TRADITIONS 3 \nSee Music 220 for description. \n\n22oLf (German 320L) (Music 220L) WOMEN IN MUSIC: THE \nWESTERN MUSICAL TRADITIONS, GERMAN COMPO- \nNENT 1 \nSee German 320L for description. \nNot Offered 1999-2000 \n\n22iLf (French 221L) (Music 221L) WOMEN IN MUSIC: THE \nWESTERN MUSICAL TRADITIONS, FRENCH COMPO- \nNENT 1 \nSee French 221L for description. \nOffered 1999-2000 \n\n224f (Religious Studies 224) WOMEN AND RELIGION 3 \n\nSee Religious Studies 224 for description. \n\n230s (Religious Studies 230) FEMINISM, CULTURAL CRITI- \nCISM AND WORLD RELIGIONS 3 \nSee Religious Studies 230 for description. \n\n231s (Sociology 230) RACE, CLASS AND GENDER 3 \n\nSee Sociology 230 for description. \n\n235s WOMEN AND THE LAW 3 \n\nSelected aspects of American constitutional and \nstatutory law that have a particular impact on \nwomen. Likely topics include: legal guarantees of \nrace and gender equality, employment discrimination \n(including sexual harassment), affirmative action, \nmarriage, rape, domestic violence, reproductive \nrights, pornography and prostitution. \n\n240s (Psychology 240) PSYCHOLOGY OF CROSS-CULTURAL \nCONTAQ 3 \n\nSee Psychology 240 for description. \n\n263s TOPICS IN WOMEN'S STUDIES 3 \n\nAn interdisciplinary course focusing on an aspect of \nwomen's history, feminist theory, women's creative \nworks, women in cross-cultural perspectives, depic- \ntions of women and theories about women. Some \nunderstanding of basic issues in women's studies is \nrecommended. Course may be repeated for credit \nwhen subject matter varies. A Topics in Women's \nStudies course may be credited toward a major or a \nminor in another department with the approval of the \nchair of that department. \n\n270f (Anthropology 270) WOMEN, HEALTH AND SOCIETY 3 \nSee Anthropology 270 for description. \n\n27if (Political Science 270) GENDER POLITICS AND \n\nCULTURE IN ASIA 3 \n\nSee Political Science 270 for description. \n\n\n\nllo  Alines Scoll Colleije Cataloij 1999-2001 \n\n\n\n300S (Religious Studies 300) RELIGION AND GENDER 341s \n\nJUSTICE n \n\nSee Religious Studies 300 for description. \n\n307s (Anthropology 307) HOUSEHOLD AND WORLD 341LS \n\nSYSTEMS 3 \n\nSee Anthropology 307 for description. \n\n310s FEMINISM AND SEXUALITY 3 \n\nFeminism is understood by many to have implica- 342s \n\ntions for understanding not only gender, but sexuali- \nty as well. This course explores these implications by 38of \ninvestigating such issues as the social construction \nof sex, gender and sexuality; heterosexuality as a \nsite of women's oppression; lesbianism as feminist \npractice; and queer theory. \nPrerequisite: one course in women's studies or per- \nmission of the instructor \n\n311s (Art 311) THE RISE OF THE WOMEN ARTIST 3 \n\nSee Art 311 for description. \n\n3i2f (Theatre 312) FEMALE IDENTITY AND THE MAKING OF \nTHEATRE 3 \n\nSee Theatre 312 for description. \n\n3i3f (Political Science 313) GENDER POLITICS : \n\nSee Political Science 313 for description. \n\n322f (History 322) WOMEN IN MODERN EUROPEAN \n\nHISTORY 2 \n\nSee History 322 for description. \n\n330s (History33o) HISTORY OF WOMEN IN AMERICA 3 \n\nSee History 330 for description. \n\n331s (Religious Studies 331) FEMINIST AND WOMANIST \n\nETHICS AND SPIRITUALITY 3 \n\nSee Religious Studies 331 for description. \n\n340f (Philosophy 315) CONTEMPORARY FEMINISTTHEORY3 \nA cross-disciplinary study of feminist theorists repre- \nsenting a variety of approaches. 49of,s \n\n\n\n4iof,s \n\n\n\n45of,s \n48of \n\n\n\n(Classics 341) (Sociology 341) WIVES, WARRIORS, \nSLAVES AND CITIZENS 3 \n\nSee Classics 341 for description. \n(Classics 341L) (Sociology 341L) (Greek 241L/341L) \n(Latin 241L/341L) WIVES, WARRIORS, SLAVES AND \nCITIZENS, GREEK AND LATIN COMPONENT 1 \n\nSee Classics 341L for description. \n(Religious Studies 341) GENDER AND ISLAM 3 \n\nSee Religious Studies 341 for description. \nWORKING WOMEN IN ORGANIZATIONS: SEMINAR \nAND INTERNSHIP 5 \n\nAn exploration of the relationship between theories \nof organizational behavior and actual practices that \naffect the behavior of women in organizations. \nStudents will study various theories while engaging \nin an internship for the purpose of examining the \nchallenges and rewards that women face in Atlanta \norganizations. \n\nNot open to students who have enrolled in the \nAtlanta Semester \n\nSPECIAL STUDY 2-4 \n\nSupervised intensive study of selected texts or a par- \nticular field within women's studies. \nINTERNSHIP 1-10 \n\nCOLLOQUIUM ON WOMEN IN CROSS-CULTURAL \nPERSPECTIVE 3 \n\nA non-hierarchical, collective learning experience \nopen to students and faculty and focusing on some \naspect of women in cross-cultural perspective. \nEmphasis, content and methodology are determined \nby the group. \n\nPrerequisite: permission of the director of Women's \nStudies \n\nINDEPENDENT STUDY 4-8 \n\nIndependent research arranged under the supervi- \nsion of a faculty member. \n\n\n\nA^nts Scoll Co\\\\t0t Catalog (999-2001 119 \n\n\n\nAgnes Scott College Faculty \n\n(Dates after name indicate year of appointment) \n\n\n\nJUANA.ALLENDE(i993) \n\nAssociate Professor of \n\nPolitical Science \n\nB.S., lona State University \n\nM.S., University of Nortti \n\nCarolina \n\nM.Div., Emory University \n\nPh.D., University of Nortti \n\nCarolina \nCHRISTOPHER AMES (1986) \n\nProfessor of English \n\nB.A., University of Texas, \n\nAustin \n\nPli.D., Stanford University \nBRIANS. ARMOUR (1999) \n\nVisiting Assistant Professor \n\nof Economics \n\nB.S., College of Charleston \n\nM.A., Western Kentucky \n\nUniversity \n\nPh.D., North Carolina State \n\nUniversity \nBONA W. BALL (1967) \n\nEllen Douglas Leyburn \n\nProfessor of English \n\nB.A., University of Virginia \n\nM.A.T. Duke University \n\nPh.D., University of \n\nKentucky \nDAVID P. BEHAN (1974) \n\nProfessor of Philosophy \n\nB.A., Yale University \n\nPh.D., Vanderbilt University \nANNE E. BEIDLER (1992) \n\nAssociate Professor of Art \n\nB.A., Earlham College \n\nB.F.A., University of \n\nConnecticut \n\nM.F.A. University of \n\n/Massachusetts, Amherst \nRUTH BEHANDORF (1992) \n\nAssociate Dean of the \n\nCollege and Director of \n\nGraduate Studies; Assistant \n\nProfessor of Education \n\nB.A., California State \n\nUniversity \n\nM.A., University of \n\nMississippi \n\nPh.D., University of \n\nMississippi \n\n\n\nBARBARA). BLATCHLEY (1990) \n\nAssociate Professor of \n\nPsychology \n\nB.A., Indiana University \n\nPh.D., University of South \n\nCarolina \nSANDRAT.BOWDEN(i968) \n\nCharles A. Dana Professor of \n\nBiology \n\nB.S., Georgia Southern \n\nCollege \n\nM.A., University of North \n\nCarolina \n\nPh.D., University of North \n\nCarolina \nARTHUR L BOWLING, JR. \n\n(1977) \n\nAssociate Professor of \n\nPhysics \n\nB.S., College of William and \n\nMary \n\nM.S., University of Illinois, \n\nUrbana \n\nPh.D., University of Illinois, \n\nUrbana \nSHERRI J. BOYD (1999) \n\nVisiting Assistant Professor \n\nof Mathematics \n\nB.A., Hendrix College \n\nM.A., Vanderbilt University \n\nPh.D., Vanderbilt University \nLORI BROWN (1999) \n\nHead Coach of Volleyball \n\nand Softball; Instructor in \n\nPhysical Education \n\nB.A., Illinois Wesleyan \n\nUniversity \n\nM.A., East Illinois University \nGAIL M.BUCCINO (1995) \n\nAssistant Dean of the \n\nCollege and Director of \n\nAcademic Advising \n\nB.S., University of \n\nBridgeport \n\nM.A.L.S., Albertus Magnus \n\nCollege \nMARY BROWN BULLOCK \n\n(1995) \n\nPresident of the College and \nProfessor of History \nB.A., Agnes Scott College \nM.A., Stanford University \nPh.D., Stanford University \n\n\n\nRONALD L BYRNSIDE {1975) \nCharles A. Dana Professor of \nMusic \n\nB.A., University of Cincinnati \nM.A., Yale University \nPh.D., University of Illinois \n\nGAIL CABISIUS (1974) \nAssociate Professor of \nClassical Languages and \nLiteratures \nB.A., Smith College \nM.P.A., Georgia State \nUniversity \n\nM.A., Bryn Mawr College \nPh.D., Bryn Mawr College \n\nMARY C. CAIN (1999) \n\nVisiting Instructor in History \nB.A., Yale University \nM.A., Emory University \n\nPENELOPE CAMPBELL (1965) \nCharles A. Dana Professor of \nHistory \n\nB.A., Baylor University \nM.A., The Ohio State \nUniversity \n\nPh.D., The Ohio State \nUniversity \n\nAYSE ILGAZ GARDEN (1978) \nProfessor of Psychology \nB.A., Agnes Scott College \nM.S., Emory University \nPh.D., Emory University \n\nAUGUSTUS B. COCHRAN, III \n\n(1973) \n\nProfessor of Political \nScience \n\nB.A., Davidson College \nM.A., Indiana University \nJ.D., Georgia State \nUniversity College of Law \nPh.D., University of North \nCarolina \nEILEEN L COOLEY (1988) \nAssociate Professor of \nPsychology \n\nB.A., University of Colorado \nM.S., University of Oregon \nM.A., Emory University \nPh.D., Emory University \n\n\n\nCHRISTINE S. COZZENS {1987) \nAssociate Professor of \nEnglish \n\nB.A., Stanford University \nM.A., Stanford University \nPh.D., University of \nCalifornia, Berkeley \n\nROSEMARY T. CUNNINGHAM \n\n(1985) \n\nProfessor of Economics \n\nB.A., Fordham University \n\nM.A., Fordham University \n\nPh.D., Fordham University \nMARYLIN B. DARLING (1971) \n\nProfessor of Dance \n\nB.S., Florida State University \n\nM.M., Florida State \n\nUniversity \n\nPh.D., Georgia State \n\nUniversity \nCHRISTOPHER G. DE PREE \n\n(1996) \n\nAssistant Professor of \n\nAstronomy \n\nB.S., Duke University \n\nM.S., University of North \n\nCarolina \n\nPh.D., University of North \n\nCarolina \nJULIA K. DE PREE (1996) \n\nAssistant Professor of \n\nFrench \n\nB.A., Duke University \n\nM.A., University of North \n\nCarolina \n\nPh.D., University of North \n\nCarolina \nROSEMARY EBERIEL (1985) \n\nAssistant Professor of \n\nFrench \n\nB.A., University of \n\nWisconsin \n\nFaculte \n\ndes Lettres \n\nUniversity of Aix-Marseille \n\nPh.D., Harvard University \nTIMOTHYS. RNCO (1999) \n\nAssistant Professor of \n\nBiology \n\nB.S., University of Georgia \n\nPh.D., University of North \n\nCarolina \n\n\n\n120  Apm Scott College Catalog (999-200) \n\n\n\nKATHYS.FROELICH(i998) \n\nVisiting Assistant Professor \n\nof Education \n\nB.S., Florida State University \n\n/M.S., Florida State \n\nUniversity \n\nPh.D., Fordiiam University \nJ. PHIL GIBSON (1995) \n\nAssistant Professor of \n\nBiology \n\nB.S., Oklahoma State \n\nUniversity \n\nM.S., University of Georgia \n\nPh.D., University of \n\nColorado \nSTEVEN R. GUTHRIE (1985) \n\nProfessor of Englisli \n\nB.A., Antioch College \n\nPh.D., Brown University \nELIZABETH HACKETT (1999) \n\nAssistant Professor of \n\nWomen's Studies and \n\nPliilosophy \n\nB.A., University of Notre \n\nDame \n\nM.A., University of \n\nPennsylvania \n\nPh.D., University of \n\nPennsylvania \nULIAC. HARVEY (1994) \n\nAssistant Professor of \n\nChemistry \n\nB.S., Florida International \n\nUniversity \n\nPh.D., Georgia Institute of \n\nTechnology \nROBERT M.HILGENFELD \n\n(1998) \n\nDirector of Information \n\nTechnology Services \n\nB.A., University of Wyoming \n\nM.A., University of Wyoming \n\nPh.D., University of \n\nWyoming \nLINDA C. HODGES (1992) \n\nWilliam Rand Kenan \n\nProfessor of Chemistry \n\nB.S., Centre College \n\nPh.D., University of \n\nKentucky \nBRENDAA. HOKE (1993) \n\nAssociate Professor of \n\nSociology \n\nB.A., North Carolina Central \n\nUniversity \n\nM.A., Atlanta University \n\n/M./4., State University of \n\nNew York at Stony Brook \n\nPh.D., State University of \n\nNew York at Stony Brook \n\n\n\nLINDA L HUBERT {1968) \n\nProfessor of English \n\nB.A., Agnes Scott College \n\nM.A., Emory University \n\nPh.D., Emory University \nGU P. HUDSON (1974) \n\nVice President for Student \n\nLife and Community \n\nRelations/Dean of Students \n\nB.A., Agnes Scott College \n\nM.A. T., Emory University \nMARY K.JARBOE (1974) \n\nRegistrar \n\nB.A., Agnes Scott College \nCALVERT JOHNSON (1986) \n\nProfessor of Music \n\nB.A., Kalamazoo College \n\nM.M., Northwestern \n\nUniversity \n\nD.M., Northwestern \n\nUniversity \nVIOLET M.JOHNSON (1992) \n\nAssociate Professor of \n\nHistory \n\nB.A., Fourah Bay College, \n\nUniversity of Sierra Leone \n\nM.A., University of New \n\nBrunswick \n\nPh.D., Boston College \nROBERTA. KACHELSKI (1999) \n\nAssistant Professor of \n\nPsychology \n\nB.A., University of Notre \n\nDame \n\n/M.S., University of \n\nWisconsin-Madison \n\nPh.D., University of \n\nWisconsin-Madison \nDOUGLAS E. KAIN (1997) \n\nVisiting Assistant Professor \n\nof Biology \n\nB.A., University of California \n\nat Berkeley \n\nM.A., Humboldt State \n\nUniversity \n\nPh.D., University of \n\nCalifornia at Berkeley \nKATHARINE D. KENNEDY \n\n{1981) \n\nAssociate Professor of \n\nHistory \n\nB.A., Duke University \n\nM.A., Stanford University \n\nPh.D., Stanford University \n\n\n\nWAQASA. KHWAJA(i995) \n\nVisiting Assistant Professor \n\nof English \n\nB.A., Government College \n\nLL.B., Punjab University Law \n\nCollege \n\nM.A., Emory University \n\nM.A., University of the \n\nPunjab \n\nPh.D., Emory University \nMARIAC. KRANE(i997) \n\nDirector of International \n\nEducation and Assistant \n\nProfessor of Education \n\nB.A., Universidade Federal \n\nde Santa Maria (Brazil) \n\nLicenciado \n\nem Letras \n\nUniversidade Federal de \n\nSanta Maria (Brazil) \n\nM.A. T., Indiana University \n\nEd.D., Mississippi State \n\nUniversity \nLAURA LEDUC (1998) \n\nHead Coach of Soccer and \n\nBasketball; \n\nInstructor in Physical \n\nEducation \n\nB.A., Emory University \n\nI.D., University of Pittsburgh \nROBERTA. LESLIE (1970) \n\nAssociate Professor of \n\nMathematics \n\nB.S., Davidson College \n\nM.A., University of Georgia \n\nPh.D., University of Georgia \nMYRTLE H. LEWIN (1983) \n\nProfessor of Mathematics \n\nB.Sc, University of the \n\nWitwatersrand, \n\nJohannesburg \n\nB.Sc.Hons \n\nUniversity of the \n\nWitwatersrand, \n\nJohannesburg \n\nM.A., University of \n\nWisconsin \n\nPh.D., University of \n\nWisconsin \nJENNIFER L LUCAS (1998) \n\nAssistant Professor of \n\nPsychology \n\nB.S., Auburn University \n\nM.S., Kansas State \n\nUniversity \n\nPh.D., Kansas State \n\nUniversity \n\n\n\nMICHAEL R. LYNN {1998) \n\nAssistant Professor of \n\nHistory \n\nB.A., Pacific Lutheran \n\nUniversity \n\nB.S., Pacific Lutheran \n\nUniversity \n\nM.A., University of \n\nWisconsin-Madison \n\nPh.D., University of \n\nWisconsin-Madison \nSALLYA.MACEWEN(i982) \n\nAssociate Professor of \n\nClassical Languages and \n\nLiteratures \n\nB.A., Mount Holyoke \n\nCollege \n\nM.A., University of \n\nPennsylvania \n\nPh.D., University of \n\nPennsylvania \nTHEODORE K. MATHEWS \n\n(1967) \n\nProfessor of Music \n\nA.B., Brown University \n\nA.M.I. , Harvard University \n\nPh.D., University of \n\nMichigan \nDENNIS MCCANN (1999) \n\nWallace M. Alston Professor \n\nof Bible and Religion \n\nA.B., St. Charles Borromeo \n\nSeminary \n\nS.T.L., Gregorian University \n\nM.A., University of Chicago \n\nDivinity School \n\nPh.D., University of Chicago \n\nDivinity School \nTERRYS.MCGEHEE(i976) \n\nProfessor of Art \n\nB.A., Queens College \n\nM.F.A., Washington \n\nUniversity (St. Louis) \nVIRGINIA MORELAND (1993) \n\nLibrarian \n\nB.A., University of Rhode \n\nIsland \n\nM.A., Boston College \n\nM.L.I. S., University of \n\nCalifornia-Berkeley \nYVONNE D. NEWSOME (1998) \n\nAssistant Professor of \n\nSociology \n\nB.A., University of Memphis \n\nM.A., University of Memphis \n\nPh.D., Northwestern \n\nUniversity \n\n\n\nA0H(S Scott College Catalog (999-2001 121 \n\n\n\nGISELA NORAT (1993) \n\nAssociate Professor of \n\nSpanish \n\nas., St. Peter's College \n\nB.A., Montclair State \n\nCollege \n\nM.A., New York University, \n\nMadrid \n\nPh.D., Washington \n\nUniversity (St. Louis) \nRAFAEL OCASIO (1989) \n\nAssociate Professor of \n\nSpanisfi \n\nB.A., University of Puerto \n\nRico \n\nM.A., Eastern New Mexico \n\nUniversity \n\nPh.D., University of \n\nKentucky \nRICHARD PARRY (1967) \n\nFuller E. Callaway Professor \n\nof Philosophy \n\nB.A., Georgetown University \n\nM.A., Yale University \n\nPh.D., University of North \n\nCarolina \nJOHN F. PILGER (1979) \n\nProfessor of Biology \n\nB.S., University of Southern \n\nCalifornia \n\nPh.D., University of \n\nSouthern California \nPATRICIA G.PINKA (1969) \n\nProfessor of English \n\nB.A., University of \n\nPittsburgh \n\nM.A., San Francisco State \n\nCollege \n\nPh.D., University of \n\nPittsburgh \nTINA PIPPIN (1989) \n\nAssociate Professor of \n\nReligious Studies \n\nB.A., Mars Hill College \n\nM.Div., Candler School of \n\nTheology \n\nM. Th., Southern Baptist \n\nTheological Seminary \n\nPh.D., Southern Baptist \n\nTheological Seminary \nSAIF RAHMAN (1998) \n\nVisiting Assistant Professor \n\nof Economics \n\nB.S., Montclair State College \n\nPh. D., University of North \n\nCarolina \n\n\n\nGEORGE A. REDMOND (1999) \n\nVisiting Assistant Professor \n\nof Economics \n\nB.B.A., Assumption College \n\nM.B.A., Assumption College \nMARTHAW. REES(i99o) \n\nAssociate Professor of \n\nAnthropology \n\nB.A., University of Colorado \n\nM.A., University of Colorado \n\nPh.D., University of \n\nColorado \nA. PAGE REMILLARD (1997) \n\nDirector of Athletics; \n\nInstructor in Physical \n\nEducation \n\nB.S., California Polytechnic \n\nState University, Pomona \n\nM.A., University of La Verne \nLAWRENCE H. RIDDLE (1989) \n\nProfessor of Mathematics \n\nB.S., Carnegie-Mellon \n\nUniversity \n\nM.S., University of Illinois \n\nPh.D., University of Illinois \nRUTH E. RITER (1999) \n\nAssistant Professor of \n\nChemistry \n\nB.S., Tennessee Technical \n\nUniversity \n\nM.S., Tennessee Technical \n\nUniversity \n\nPh.D., Vanderbilt University \nDONNA L SADLER (1986) \n\nAssociate Professor of Art \n\nB.A., Boston University \n\nM.A., Indiana University \n\nPh.D., Indiana University \nDUDLEY SANDERS (1979) \n\nAssociate Professor of \n\nTheatre \n\nA.B., Kenyon College \n\nM.F.A., Northwestern \n\nUniversity \nROSALYN P. SCHENBECK \n\n(1998) \n\nVisiting Associate Professor \n\nof Music \n\nB.S., State University \n\nCollege \n\nM.S., State University \n\nCollege \n\nD.M.A., University of \n\nColorado-Boulder \nMICHAEL SCHLIG (1998) \n\nAssistant Professor of \n\nSpanish \n\nB.A., Dickinson College \n\nM.A., Middlebury College \n\nPh.D., University of Texas at \n\nAustin \n\n\n\nMARIE-JEANNE SCHULMAN \n\n(1999) \n\nVisiting Instructor in French \n\nB.A., University des Lettres \n\net Sciences Humaines de \n\nNice \n\nM.A., University des Lettres \n\net Sciences Humaines de \n\nNice \nCATHERINEV. SCOTT (1984) \n\nProfessor of Political \n\nScience \n\nB.A., University of Florida \n\nM.A., Emory University \n\nPh.D., Emory University \nLETICIA M.SEYMOUR (1997) \n\nVisiting Assistant Professor \n\nof Spanish \n\nB.A., Universidad Nacional \n\nAutonoma de Mexico \n\nM.A., Emory University \n\nPh.D., Emory University \nEDMUND i.SHEEHEY (1987) \n\nVice President For Academic \n\nAffairs and Dean of the \n\nCollege and Hal \u0026 Julia T. \n\nSmith Professor of Free \n\nEnterprise \n\nB.A., Fordham University \n\nM.A., Fordham University \n\nPh.L., Woodstock College \n\nM.Div., Woodstock College \n\nPh.D., Michigan State \n\nUniversity \nDAVID S. THOMPSON (1998) \n\nAssociate Professor of \n\nTheatre \n\nB.A., University of \n\nTennessee \n\nM.F.A., University of \n\nTennessee \n\nPh.D., University of Texas at \n\nAustin \nKAREN THOMPSON (1992) \n\nAssociate Professor of \n\nBiology \n\nB.A., Occidental College \n\nPh.D., University of Oregon \nPEGGY THOMPSON (1985) \n\nProfessor of English \n\nB.A., Arizona State \n\nUniversity \n\nM.A. (Philosophy), Emory \n\nUniversity \n\nM.A. (Humanities), Arizona \n\nState University \n\nM.A. (English), Indiana \n\nUniversity \n\nPh.D., Indiana University \n\n\n\nWILUETOLLIVER(i996) \n\nAssistant Professor of \n\nEnglish \n\nB.A., Williams College \n\nM.A., University of Chicago \n\nPh.D., University of Chicago \nMARTINO TRAXLER (1999) \n\nVisiting Assistant Professor \n\nof Philosophy \n\nB.A., Tufts University \n\nM.A., Cornell University \n\nPh.D., Cornell University \nT. LEON VENABLE (1983) \n\nAssociate Professor of \n\nChemistry \n\nB.S., Davidson College \n\nPh.D., University of Virginia \nJULIE WEISBERG (1991) \n\nAssociate Professor of \n\nEducation \n\nB.S., Tufts University \n\nM.Ed., Emory University \n\nPh.D., University of North \n\nCarolina \nJANE WEST (1994) \n\nAssistant Professor of \n\nEducation \n\nB.S., Mississippi College \n\nM.A., Louisiana State \n\nUniversity \n\nEd.D., University of Georgia \nINGRIDWIESHOFER(i97o) \n\nProfessor of German \n\nTeacher's Diploma, \n\nUniversity of Vienna \n\nPh.D., University of Vienna \nISA WILLIAMS (1995) \n\nAssistant Professor of \n\nWomen's Studies and \n\nDirector of The Atlanta \n\nSemester \n\nB.A., Spelman College \n\nM.A., Georgia State \n\nUniversity \n\nPh.D., Emory University \nHARRY WISTRAND (1974) \n\nProfessor of Biology \n\nB.A., Austin College \n\nM.A., University of North \n\nTexas \n\nPh.D., Arizona State \n\nUniversity \nFENG XU (1998) \n\nAssistant Professor of \n\nPolitical Science \n\nB.A., Beijing Foreign \n\nLanguages Institute \n\nM.A., York University \n\nPh.D., York University \n\n\n\n122  Agna Scoll Collide Catalog (999-2001 \n\n\n\nEmeritae/i Faculty \n\n(Dates in parentheses indi- \ncate the beginning and end- \ning of service at Agnes Scott \nCollege.) \n\n\n\nMARY VIRGINIA ALLEN, Ph.D. \n\n(1948-1951; 1954-1979) \nProfessor of French \n\nJV\\ARGARET PERRY \nAMMONS, Ph.D. (1969- \n\n1989) \n\nProfessor of Education \n\nGUNTHER BICKNESE, Dr.Phil. \n(1976-1991) \nProfessor of German \n\nSARAH BLANSHEI, Ph.D. \n\n(1990-1997) \n\nDean of the College, \n\nProfessor of History \n\nCHRISTABELP. BRAUNROT, \n\nPh.D. (1976-1995) \nAssociate Professor of \nFrench \n\nJACKT. BROOKING, Ph.D. \n\n(1974-1985) \nProfessor of Theatre \n\nMICHAEL]. BROWN, Ph.D. \n\n(1960-62; 1965-1998) \nProfessor of History \n\nFRANCES CLARK CALDER, \n\nPh.D. (1953-1969; 1974- \n\n1986) \n\nProfessor of French \n\n\n\nJOHNJ.CAREY, Ph.D. (1989- \n\n1998) \n\nProfessor of Religious \n\nStudies \n\nKWAI SING CHANG, Ph.D. \n(1956-1986) \nProfessor of Bible and \nReligion \n\nHUGUEHE D. CHATAGNIER \n\n(1969-1993) \nAssociate Professor of \nFrench \n\nALICE J. CUNNINGHAM, \n\nPh.D. (1966-67; 1968- \n\n1992) \n\nProfessor of Chemistry \n\nMIRIAM KOONTZ DRUCKER, \n\nPh.D. (1955-1990) \nProfessor of Psychology \n\nMARY WALKER FOX, B.A. \n\n(1937-1944; 1952-1979) \nInstructor in Chemistry \n\nJULIAT.GARY, Ph.D. (1957- \n\n1984) \n\nDean of the College, \n\nProfessor of Chemistry \n\nJOHN LEWIS GIGNILLIAT, \n\nPh.D. (1969-1989) \nAssociate Professor of \nHistory \n\nNANCY PENCE \nGROSECLOSE, Ph.D. \n\n(1947-1979) \nProfessor of Biology \n\nMARY ELOISE HERBERT, \n\nM.A. (1954-1991) \nAssociate Professor of \nSpanish \n\nJUDITH B. JENSEN, M.LS. \n\n(1977-1993) \nLibrarian \n\n\n\nEDWARD C.JOHNSON, Ph.D. \n\n(1965-1995) \nAssociate Professor of \nEconomics \n\nKATHRYN A. MANUEL, PE.D. \n(1958-1992) \nProfessor of Physical \nEducation \n\nRAYMOND JONES MARTIN, \n\nS.M.D. (1950-1986) \nProfessor of Music; \nCollege Organist \n\nMICHAEL MCDOWELL, M.A. \n(1950-1975) \nProfessor of Music \n\nKATEMCKEMIE, Ed.D. (1956- \n\n1988) \n\nProfessor of Physical \n\nEducation \n\nMOLLIE MERRICK, M.A. \n(1959-1999) \nAssociate Dean of \nStudents \n\nJACK L NELSON, Ph.D. \n(1962-1995) \nProfessor of English \n\nLILLIAN NEWMAN, M.Ln. \n(1948-1991) \nAssociate Librarian \n\nMARIE SOPHIE HUPER PEPE, \n\nPh.D. (1951-1986) \nProfessor of Art \n\nMARGARET W. \n\nPEPPERDENE, Ph.D. \n(1956-1985) \nProfessor of English \n\n\n\nREGINE P. REYNOLDS- \nCORNELL (1986-1997) \nProfessor of French \n\nSARALRIPY, Ph.D. (1958- \n\n1989) \n\nProfessor of Mathematics \n\nRUTH SCHMIDT, Ph.D. \n(1982-1994) \nPresident of the College \n\nMARYBONEYSHEATS, \n\nPh.D., LH.D., L.LD. (1949- \n\n1983) \n\nProfessor of Bible and \n\nReligion \n\nJOHNA.TUMBLIN.JR., Ph.D. \n\n(1961-1990) \nProfessor of Sociology \nand Anthropology \n\nRONALD B. WILDE, M.A.T. \n(1965-1978) \nAssistant Professor of \nMathematics \n\nMYRNAGOODE YOUNG, \n\nPh.D. (1957-1979) \nProfessor of Classical \nLanguages and \nLiteratures \n\n\n\nEmeritae/i Staff \n\nMARY ALVERTA BOND, B.A. \n\n(1960-1994) \n\nAdministrative Assistant \nto the President \n\n\n\nA^n Scotl Colltgc Catalog 1999-2001 \n\n\n\n123 \n\n\n\nAdministration and Staff \n\n\n\nMARY BROWN BULLOCK, \n\nB.A., M.A., Ph.D. \n\nPresident of the College \nLEAANN HUDSON, B.A. \n\nDirector of Institutional \n\nResearch and Planning; \n\nSecretary to the Board \nJEANNE A. MAXFIELD, B.A. \n\nExecutive Assistant to the \n\nPresident \n\n\n\nEDMUNDJ.SHEEHEY, B.A., \n\nM.A., Ph.L, M.Div., Ph.D. \nVice President For \nAcademic Affairs and \nDean of the College \n\nRUTH S. BETTANDORFF, B.A., \nM.A., Ph.D. \n\nAssociate Dean of the \nCollege; Director of \nGraduate Studies \n\nGAILM. BUCCINO, B.S., \nM.A.L.S. \n\nAssistant Dean of the \nCollege; Director of \nAcademic Advising \n\nJAMES A. BOYNTON, B.A. \nAssistant to the Dean of \nthe College; Coordinator \nof Cultural Programs \n\nDIANE C. BRADFORD, B.A., \n\nM.B.A. \n\nManager of Faculty \nServices \nROBERT M.HILGENFELD, \nB.A., M.A., Ph.D. \nDirector of Information \nTechnology Services \n\n\n\nMARY K. OWEN JARBOE, B.A. \nRegistrar \n\nMARIACKRANE, B.A., \n\nM.A.T., Ed.D. \n\nDirector of International \n\nEducation \n\nVIRGINIA F. MORELAND, \n\nB.A., M.A., M.L.I.S. \nCollege Librarian \n\nISA D. WILLIAMS, B.A., M.A., \nPh.D. \n\nDirector of Atlanta \nSemester \n\n\n\nGU^ PARDUE HUDSON, B.A., \n\nM.A.T. \n\nVice President for Student \n\nLife and Community \n\nRelations/Dean of \n\nStudents \nCATHERINE MCGRAW, B.A., \n\nM.A. \n\nAssociate Dean of \n\nStudents \nAMY K. SCHMIDT, B.A., M.S. \n\nActing Assistant Dean of \n\nStudents \n\nSTEPHANIE S. BALMER, B.S., \n\nM.B.A. \n\nAssociate Vice President \nfor Admission and \nFinancial Aid \n\n\n\nANN M. BROCK, B.A., M.A. \nDirector of Career \nPlanning \n\nLUCIA HOWARD SIZEMORE, \n\nB.A. \n\nDirector of \nAlumnae/Student \nRelations \n\nA. PAGE REMILLARD, B.S., \nM.A. \nDirector of Athletics \n\nTO BE APPOINTED \n\nJulia Thompson Smith \nChaplain \n\n\n\nWILLIAM E. GAILEY, B.S., \nM.B.A. \n\nVice President for \nBusiness and Finance \n\nEARLE CRAFT, B.A.,J.D. \n\nDirector of Human \nResources \n\nRUS DREW, B.S. \nDirector of Public Safety \n\nELSAPENA, B.Arch., M.U.R \nDirector of Facilities and \nPlanning \n\nKAREN L ROY, B.A., M.B.A \nAssociate Vice President \nfor Finance \n\n\n\nLEWIS E. THAYNE, B.A., \nM.A.,Ph.D. \nVice President for \nInstitutional Advancement \n\nADELIA P. THOMPSON, B.A. \nAssistant Vice President \nfor Development \n\nMARY G.ACKERLY, B.A. \n\nDirector of Public \nRelations \n\nTO BE APPOINTED \n\nDirector of Alumnae \nAffairs \n\n\n\n12h  Arties Scott Cotk0 Catalog 1999-2001 \n\n\n\nBoard of Trustees \n\n\n\nOfficers of the Board \n\nJOSEPH R. GLADDEN. )R. \n\nChairperson \nFRANCES BAILEY GRAVES '63 \n\nVice Chairperson \nLEAANN GRIMES HUDSON \n\n76 \n\nSecretary \n\nEx officio \n\nMARY BROWN BULLOCK '66 \n\nPresident of the College \n\nMembers of the Board \n\nANN STEIN ALPERIN '58 \n\nExecutive Director \n\nYoung Audiences of Atlanta \n\nAtlanta, Georgia \n\nKATHYBLEEASHE'68 \n\nState Representative \nAtlanta, Georgia \n\nGEORGE S. BRANCH \n\nAttorney \nKing\u0026 Spalding \nAtlanta, Georgia \n\nCLARK E. CANDLER \n\nAttorney \n\nMcCurdy\u0026 Candler \nDecatur, Georgia \n\nW. BURLETTE CARTER '82 \n\nAssociate Professor of Law \nThe George Washington \n\nUniversity \nWashington, District of \n\nColumbia \n\nJ. WALLACE DANIEL \n\nManaging Director \nJWD Industrial \nDecatur, Georgia \n\nLOWRIE ALEXANDER ERASER \n\n'56 \nRealtor \n\nPrudential Atlanta Realty \nAtlanta, Georgia \n\n\n\nJOSEPH R. GLADDEN JR. \n\nSenior Vice President and \n\nGeneral Counsel \nThe Coca-Cola Company \nAtlanta, Georgia \n\nJ. WILLIAM GOODHEW \n\nVice President \nIntelligent Systems \nNorcross, Georgia \n\nFRANCES BAILEY GRAVES '63 \n\nAtlanta, Georgia \n\nJAMES P. HENDRIX, JR. \n\nHeadmaster \nThe Lovett School \nAtlanta, Georgia \n\nREBECCA BRUCE JONES '63 \n\nInstructor in Chemistry \nUniversity of North Carolina \n\nat Wilmington \nWilmington, North Carolina \n\nWALTER M.JONES \n\nPastor \n\nAlpharetta Presbyterian \n\nChurch \nAlpharetta, Georgia \n\nHARRIET M. KING '64 \n\nSenior Vice Provost for \n\nAcademic Affairs \nEmory University \nAtlanta, Georgia \n\nKAY LAWTHER KRILL 'n \n\nSenior Vice President, \nMerchandising \nAnn Taylor, Inc. \nNew York, New York \n\nCHRISTOPHER M. LITTLE \n\nPresident \n\nMeredith Corporation \n\nPublishing Group \nDes Moines, Iowa \n\nSUSAN COLTRANE \nLOWANCE'55 \n\nDirector of Executive \n\nEducation \nSloan School of \n\n\n\nManagement \nMassachusetts Institute of \n\nTechnology \nCambridge, Massachusetts \n\nCLAIR MCLEOD MULLER '67 \n\nCouncil Member \nAtlanta City Council \nAtlanta, Georgia \n\nLOUISE HILL REAVES '54 \n\nStone Mountain, Georgia \n\nSALLYA.SKARDON'70 \n\nSenior Vice President \nNationsBank \nTampa, Florida \n\nSUSAN E. GAMBLE \nSMATHERS '75 \n\nJacksonville, Florida \n\nJESSE J. SPIKES \n\nAttorney \n\nLong, Aidridge \u0026 Norman \n\nAtlanta, Georgia \n\nW.G.TIHLEJR. \n\nChief Executive Officer \nT.M. Polyfim, Inc. \nValdosta, Georgia \n\nJEAN HOEFER TOAL '65 \n\nChiefjustice-Elect \nSupreme Court of South \n\nCarolina \nColumbia, South Carolina \n\nSARA EQOR VAGUANO '63 \n\nNorfolk, Connecticut \n\nDAN C. WEST \n\nVice President for Alumni, \nDevelopment and Public \nRelations \nSwarthmore College \nSwarthmore, Pennsylvania \n\nE.JENNER WOOD, III \n\nExecutive Vice President \nSunTrust Banks, Inc. \nAtlanta, Georgia \n\n\n\nTrustees Emeriti and \nEmeritae \n\nDOROTHY H.ADDISON '43 \n\nAtlanta, Georgia \n\nMARYALVERTABOND'53 \n\nSecretary Emerita \nDecatur, Georgia \n\nELIZABETH H. CAMERON '43 \n\nWilmington, North Carolina \n\nEVELYN B. CHRISTMAN '40 \n\nNew Orleans, Louisiana \n\nNEIL 0. DAVIS \n\nAuburn, Alabama \n\nHARRYA.FIFIELD \n\nRoswell, Georgia \n\nKATHERINEA.GEFFCKEN'49 \n\nAtlanta, Georgia \n\nLLGELLERSTEDTJR. \n\nAtlanta, Georgia \n\nBEN S. GILMER \n\nAtlanta, Georgia \n\nANNE R.JONES -46 \n\nAtlanta, Georgia \n\nBETTYS. NOBLE '44 \n\nDecatur, Georgia \n\nM. LAMAR OGLESBY \n\nAtlanta, Georgia \n\nJ. DAVISON PHILIPS \n\nDecatur, Georgia \n\nMARYW. READ'29 \n\nDanville, Kentucky \n\nHANSFORD SAMS, JR. \n\nDecatur, Georgia \n\nHAL L SMITH \n\nAtlanta, Georgia \n\nSAMUEL R.SPENCER, JR. \n\nDavidson, North Carolina \n\n\n\nkgnti Scod CtAU^t CalM^ 1999-2001  125 \n\n\n\nIndex \n\n\n\nA \n\nAbsences 37 \n\nAcademic \n\nAdvising 30 \n\nDegree Requirements 30 \n\nDismissal 41 \n\nHonors 44 \n\nProbation 40 \n\nScholarships 25 \n\nWarning 40 \n\nAcceleration 53 \n\nAccreditation 9 \n\nAdding Courses 36 \n\nAdministration and Staff 124 \n\nAdmission \n\nAdmission after junior year 18 \n\nAdmission policy i6 \n\nApplication 16 \n\nAdvanced placement credit 16 \n\nDeadlines i8 \n\nDisabilities 19 \n\nEarly admission 18 \n\nEntrance examinations 16 \n\nEntrance requirements 16 \n\nHealth record 17 \n\nHome schooled students i8 \n\nInternational students 18 \n\nInterviews 17 \n\n)oint enrollment 18 \n\nOvernight visits 17 \n\nPart-time students 18 \n\nReturn to College program 20 \n\nTransfer students 18 \n\nTransient students 19 \n\nAdvanced Placement 16 \n\nAdvising 30 \n\nAfricana Studies 61 \n\nAgnes Irvine Scott 9 \n\nAgnes Scott College, history 9 \n\nAgnes Scott College, mission and purpose 5 \n\nAmerican College Test (ACT) 16 \n\nAnthropology courses 109 \n\nArt courses 62 \n\nAstronomy courses 104 \n\nAthletic program 11. 15 \n\nAtlanta 8 \n\nAtlanta Regional Consortium for Higher Education 53 \n\nAtlanta Semester 53. 64 \n\nAuditing courses 36 \n\nB \n\nBiochemistry and molecular biology 65 \n\nBiology courses 66 \n\nBoard ofTrustees 125 \n\nBusiness Preparatory Program 68 \n\nc \n\nCalendars 128 \n\nCampus life 10 \n\nCampus, historv 9 \n\nl2o  Apm Scoll Cotkije Catalog i999-200i \n\n\n\nCampus map 3 \n\nCampus safety 15 \n\nCareer Planning 12 \n\nCenter for Writing and Speaking 14 \n\nChaplain 12 \n\nChemistry courses 68 \n\nClass attendance 37 \n\nClassical Languages and Literatures courses 71 \n\nClassification 40 \n\nCollaborative Learning Centers 14 \n\nCollege Entrance Examination Board (CEEB) 16 \n\nCompletion of semester courses 37 \n\nComputer facilities 14 \n\nConfidentiality of student records 38 \n\nCounseling services \n\nCareer Planning 12 \n\nCollege chaplain 12 \n\nFinancial aid 25 \n\nHealth Services 11 \n\nPersonal counseling 11 \n\nCourse loads 35 \n\nCourse numbering 35 \n\nCourses of study 5i \n\nCross registration 53 \n\nD \n\nDance courses 116 \n\nDean's Honor List 45 \n\nDegree requirements 30 \n\nDepth Standards 32 \n\nDirections to campus 4 \n\nDisciplinary probation, suspension and dismissal 41 \n\nDismissal 41 \n\nDistributional Standards 30 \n\nDropping courses 36 \n\nDual degree program with \n\nGeorgia Institute of Technology 57 \n\nWashington University 57 \n\nE \n\nEarly decision 17 \n\nEconomics and Business 74 \n\nEconomics courses 73 \n\nEducation courses 75 \n\nEmergency withdrawal 41 \n\nEnglish courses 79 \n\nEnglish Literature-Creative Writing 79 \n\nEntrance requirements 16 \n\nExchange programs 49. 57 \n\nExtracurricular activities 13 \n\nF \n\nFaculty 120 \n\nFees 22 \n\nFinal examinations 37 \n\nFinancial Aid 25 \n\nReturn to College Program 20 \n\nScholarships 25 \n\nFrench courses 90 \n\n\n\nIndex \n\n\n\nG \n\nGerman courses 92 \n\nGlobal Awareness 48, 82 \n\nGlobal Connections 48 \n\nGood standing 1,0 \n\nGrades 35 \n\nDisputed final grades 37 \n\nGraduation honors 44 \n\nGraduate Study 59 \n\nGrants, see Financial Aid \n\nGreel\u003c courses 71 \n\nH \n\nHealth insurance 24 \n\nHealth record 17, 20 \n\nHealth services 11 \n\nHistory of the College 9 \n\nHistory courses 83 \n\nHonor List 45 \n\nHonor System 10 \n\nHousing 11 \n\nI \n\nIncompletes 37 \n\nIndependent Study (490) 54 \n\nInterdisciplinary courses 86 \n\nInternational Baccalaureate 17 \n\nInternational Education 7, 14, 47 \n\nInternational Relations 86 \n\nInternational Student Excfiange Program 49 \n\nInternational students 18 \n\nInternships, credit and non-credit 54 \n\nInterviews 17 \n\nJ \n\nJapanese courses 94 \n\nloint enrollment 18 \n\nJunior Year Abroad 47 \n\njudicial Review Committee 43 \n\nL \n\nLanguage Across the Curriculum 55 \n\nLatin courses 72 \n\nLaw, preparation for the study of 60 \n\nLeave of absence 34 \n\nLibrary 14 \n\nLoans, see Financial Aid \n\nM \n\nMajors (Depth Standards) 32 \n\nMap 3 \n\nMaster of Arts in Teaching Secondary English 59 \n\nMathematics courses 87 \n\nMathematics-Economics 89 \n\nMathematics-Physics 89 \n\nMedical report 17, 20 \n\nMedicine, preparation for the study of 60 \n\nMills College exchange program 57 \n\nMinors 33 \n\nMission and Purpose of the College 5 \n\nModern Foreign Languages and Literatures 90 \n\n\n\nMulticultural Affairs h \n\nMusic courses 96 \n\n\n\nOrganization of the College 120 \n\nOrientation 10 \n\nP \n\nPass/Fail option 36 \n\nPhilosophy courses 99 \n\nPhysical Education courses 101 \n\nPhysics courses 103 \n\nPolitical Science courses 105 \n\nPost-Baccalaureate Premedical Program 59 \n\nPost-Baccalaureate Teacher Certification Program 59 \n\nPre-law study 60 \n\nPre-medicine study 60 \n\nProbation 40 \n\nPsychology courses 110 \n\nPublic Leadership Education Network (PLEN) 57 \n\nPublic Safety 15 \n\nR \n\nReadmission 35 \n\nRe-examinations 37 \n\nRefund policy 23 \n\nReligious Studies courses 112 \n\nRepeating courses 36 \n\nRequirements for the degree 30 \n\nDepth Standards 32 \n\nDistributional Standards 30 \n\nResidence requirement 33 \n\nRestrictions 31 \n\nSocial and Cultural Analysis Standard 30 \n\nSpecific standards 30 \n\nResearch Scholars Program 55 \n\nResidence halls 11 \n\nResidence life 10 \n\nReturn to College Program 20 \n\nRoom and Board 22 \n\nROTC 57 \n\ns \n\nScholarships 25 \n\nScholastic Assessment Test (SAT I) 16 \n\nSocial and Cultural Analysis Standard 31 \n\nSociology courses 108 \n\nSpanish courses 94 \n\nSpeaking Center 14 \n\nSpecial programs 53 \n\nSpecial Study (410) 55 \n\nSpecific Standards 30 \n\nSpiritual life 12 \n\nSports activities 11 \n\nStaff 124 \n\nStudent activities \" \n\nStudent-designed majors 55 \n\nStudent government 10 \n\nStudy abroad 47 \n\nSummer school 34 \n\nSuspension 41 \n\n\n\nAgms Scoll Collt^c Gilaloij 1999-2001  127 \n\n\n\nIndex \n\n\n\nT \n\nTeaching careers 56. 59. 75 \n\nTelephone system 24 \n\nTests 37 \n\nTheatre courses 114 \n\nTransfer credit 33 \n\nTrustees 125 \n\nTuition and fees 22 \n\nV \n\nValues 6 \n\n\n\nVehicle registration 24 \n\nVisits 17 \n\nw \n\nWashington Semester 58 \n\nWithdrawing from the College 34 \n\nWithdrawing from courses 36 \n\nWomen's Studies courses 117 \n\nWriting Center 14 \n\nY \n\nYear Five 54 \n\n\n\nAcademic Calendars \n\n\n\n1999-2000 \n\nFall semester \n\nInternational students arrive \nNew students arrive \nReturning students arrive \nRegistration for returning students \nRegistration for new students \nClasses begin \nLabor Day holiday \nFall break \n\nTTianks giving break \n\nLast day of classes \nReading days \n\nExams begin \nExams end \n\nSpring semester \n\nStudents arrive \nRegistration \nClasses begin \nSpring break \n\nEaster break \n\nLast day of classes \nReading days \n\nExams begin \nExams end \nExams for seniors \n\nBaccalaureate \nCommencement \n\n\n\nTuesday, August 24 \nFriday, August 27 \nSunday, August 29 \nMonday, August 30 \nTuesday, August 3 1 \nWednesday, September 1 \nMonday, September 6 \nThursday, October 2\\ \n\n- Sunday, October 24 \nWednesday, November 24 \n\n- Sunday, November 28 \nFriday, December 10 \nSaturday, December 1 I \n\n Monday, December I 3 \nTuesday, December 1 4 \nSaturday, December 1 8 \n\n\n\nTuesday, January 1 8 \nWednesday, January 1 9 \nThursday, January 20 \nSaturday, March 4 \n\n- Sunday, March 1 2 \nFriday, April 21 \n\n- Sunday, April 23 \nTuesday, May 2 \nWednesday, May 3 \n\n- Thursday, May 4 \nFriday, May 5 \nWednesday, May 10 \nThursday, May 4, 2 p.m. - \nWednesday May 1 0, noon \nFriday, May I 2 \nSaturday, May I 3 \n\n\n\n2000-2001 \n\nFall semester \n\nInternational students arrive \nNew students arrive \nReturning students arrive \nRegistration for returning students \nRegistration for new students \nClasses begin \nLabor Day holiday \nFall break \n\nThanksgiving break \n\nLast day of classes \nReading days \n\nExams begin \nExams end \n\nSpring semester \n\nStudents arrive \nRegistration \nClasses begin \nSpring break \n\nEaster break \n\nLast day of classes \nReading days \n\nExams begin \nExams end \nExams for seniors \n\nBaccalaureate \nCommencement \n\n\n\nTuesday, August 22 \nFriday, August 25 \nSunday, August 27 \nMonday, August 28 \nTuesday, August 29 \nWednesday, August 30 \nMonday, September 4 \nThursday, October 1 9 \n- Sunday, October 22 \nWednesday, November 22 \n\n- Sunday, November 26 \nMonday, December 1 1 \nTuesday, December 1 2 \n\n- Wednesday, December 1 3 \nThursday, December 14 \nTuesday, December 1 9 \n\n\n\nTuesday, January 1 6 \nWednesday, January 1 7 \nThursday, January 1 8 \nSaturday, March 10 \n- Sunday, March 1 8 \nFriday, April 1 3 \n\n- Sunday, April 1 5 \nTuesday, May 1 \nWednesday, May 2 \n\n- Thursday, May 3 \nFriday, May 4 \nWednesday, May 9 \nThursday, May 3, 2 p.m. \n\n- Wednesday May 9, noon \nFriday, May 1 1 \nSaturday, May 1 2 \n\n\n\n128  Allies Scoii ColUge Catalog i999~200i \n\n\n\n1 \n\n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n141 East College Avenue \nAtlanta/Decatur, GA 30030-3797 \n\n\n\nNonprofit \n\nOrganization \n\nU.S. Postage \n\nPAID \n\nDecatur, GA 30030 \n\nPermit No. 469 \n\n\n\n\nAgnes Scott College \nis a highly selective, \nindependent, \nnational liberal arts \ncollege for women. \n\n\n\n\"Allies Scott is now embarking on a \nMaster Plan to create the campus oj the \nfuture, complete with 2ist century \nlibrary, expanded campus center, and new \nscience facilities boasting the latest tech- \nnology.\" \n\n\"On our campus oj the future, we will \neducate more women than ever before.\" \n\n President Mary Brown Bullock, Class of '66 "},{"id":"asc_iaasc_silhouette199995agne","title":"Silhouette (1999)","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["1999"],"dcterms_description":["Agnes Scott College yearbook of 1999."],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Students--Yearbooks","College yearbooks--Georgia--Decatur","College students--Georgia--Decatur--Social life and customs","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Silhouette (1999)"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/silhouette199995agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["school yearbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/silhouette199995agne/manifest.json","dcterms_subject_fast":null,"fulltext":"\n\n\n\n'i/ \\ .iv.m\" \n\n\n\n4'M'IA \n\n\n\nDigitized by the Internet Archive \n\nin 2010 with funding from \n\nLyrasis IVIembers and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/silhouette199995agne \n\n\n\n1999 siLbociette \n\n\n\nuoLume g^ \n\n\n\necboes op tRat^Ttfon \n\n\n\ny \n\n\n\ny \n\n\n\n\"^v^, \n\n\n\n.^. \n\n\n\nw \n\n\n\nf2l\u003ef^ Jfc%^\u003e, NKVA \n\n\n\nAgnes Scott College \n\n141 East College Avenue \n\nDecatur, Georgia 30030 \n\nThe statements and views expressed in the Silhouette are those of the \nstudents involved in its pubHcation and do not necessarily reflect the \nopinions or policies of Agnes Scott College or its official representatives. \n\n\n\n\n\n\necboes of Rar)Tt:Tor3 \n\n\n\n\"In a time of drastic change, it is the \n\nLife at Agnes Scott is steeped in tradition, from Black Cat to ring \n\nlearners who inherit the future. The \n\nceremony, and from capping to graduation. Traditions become even \n\nlearners usually find themselves \n\nmore important during times of change. We are witnessing the reno- \n\nequipped to live in a world that no \n\nvation of old buildings and we see others on the brink of \n\nlonger exists/' - Eric Hoffer \n\ndemolition. We must cherish our traditions and relish our history in \n\n\"If we don't change, we don't grow. \n\nthis time of change. Documenting our lives in 1999 allows future \n\nIf we don't grow, we aren't really \n\ngenerations to look back and remember. Just as our present echoes \n\nliving.\" - Gail Sheehy \n\nour past, so shall the future echo our time here and now. \n\n\n\n\n\n\n\n\nWHO NEEDS AN ALARM CLOCK \nWHEN . . . \n\nThe dining hall renovation is on a \ntight schedule. Construction crews \nwork twelve hours a day, seven days \na week to prepare Evans for the stu- \ndents' return in August. \n\n\n\nMOVE IT ON OUT! \n\nUntil October only squirrels ran ram- \npant about the campus, now crew- \nmen on various contraptions are an \neveryday sight. \n\nDID YOU CHECK YOUR BOX? \n\nThe post office used to be so conve- \nnient. You'dgetoutof class and head \ndown to the Scottland Yard. Yourbox \nwas on your way so you'd grab your \nmail and move on. In October, the \nPost Office was moved to the Hopkins \nparking lot to make room for the in- \nterim dining area. Now most stu- \ndents only check their mail once or \ntwice a week. What a change! \n\n\n\n\n\n\n\n\n\n\nTAP ROOM TANGO \n\nThe tap room in Lower Alston was \ntransformed into the Faculty/Special \nOccasions dining room. As a result, \nthe student murals were put to death \nby a thick coat of ice blue paint. May \nthey rest in peace. \n\n\n\nTHE BLUE BEAT \n\nE\\-er\\'one was used to having Public \nSafety squished into Rebekah Hall, \nbut this year they found a cute little \nhouse on South McDonough recently \nabandoned by the Office of De\\'elop- \nment. \n\n\n\noperaiog  5 \n\n\n\nLooking at our campus as we approach the year 2000 \n\n\n\nWHAT A SITE \n\nTwo important landmarks on our \ncampus in 1999 are Rebekah Hall and \nthe Gazebo. \n\nWHOOOO GOES THERE? \n\nNow where does this little owl perch \nto look down upon us? Why, Buttrick \nHall, of course. I'm sure she knows all \nof our faces by now, do you know \nhers? \n\n\n\n\nWE HAVE AN INFIRMARY? \n\nThe Frances Winship Walters Infir- \nmary, better known as the CLC, has \nsome intricate carvings as well. The \nMaster Plan has its demise in the \nworks. It is scheduled to be demol- \nished this summer along with Alston \nStudent Center. \n\n\n\n4  opening \n\n\n\nSTAIRWAY TO HEAVEN \nAgnes Scott Hall, better known as \nMain, sits majestically with its famous \ntower to adorn it. \n\n\n\nTHERE WAS A SECRET GARDEN? \n\nHere is our lovely library with secret \ngarden still intact. Soon the garden \nwill be eradicated with the renova- \ntion of this building \n\n\n\n\nM. \n\n\n\nUNICORNS ON CAMPUS? \n\nNow whoever noticed these pretty \nunicorns as they entered our library? \nWell, there they sit, watching over al \nour books and memories during the \nrenovation. \n\n\n\nMAN ON THE BUILDING! \n\nWho can guess where this beautiful \npiece of architecture sits? Our httle \nHermes looks down upon us ever\\\" \ntime we enter our Alston Student \nCenter from the Quad side. It will be \ndemolished soon to make ^vay for a \nnew and impro\\'ed student center. \n\n\n\nopenvnQ ^^isg \n\n\n\n\nF)llowing in the footsteps of the women before them, the first- \nyears come into the year without any knowledge of what may \nhappen to them. From Orientation to Black Cat, the young women \nare filled with hopes and expectations for the year and are willing to accept \nwhatever may come their way. Following the traditions of old, each class \nis uniquely special with its own list of events scheduled to take place \nthroughout the year. The first-years, after surviving orientation, are \nsuccessfully welcomed by the upperclassmen during Black Cat Week. \nAfter learning the ropes from a year's worth of experience, the Sopho- \nmores make big plans for Sophomore Family Weekend. With much \nimpatience, they will finally get their rings - proof to the world (and family \nand friends) that Agnes Scott is now their home. The juniors begin the year \nwith a bang, as they go through many a sleepless night to make sure that \nJunior Production is the biggest success ever. These ladies will endure yet \nanother week full of chaos in the spring as they bond with their senior \ncappers during Capping. The women of Agnes Scott will bear tears and \nlaughter, grow to love their fellow classmates they have shared many \nmemories with, and follow in the footsteps of those before them. \n\n\n\n\nAbove: After singing the blues for one of the higliest rated Junior Productions, Jessica James, Elizabeth Meade, Emily Vihlen, \nand Dierdre Donohue are all pretty vs'orn out. \n\n\n\nV?B  classes \n\n\n\n\nLeft: \"Is it time to sing yet?\" Rebecca Carefoot joins \nlier sophomore classmates in a revealing song dedi- \ncated to the first-years. \n\nBelow: Just a little political chit chat amongst junior \nclass head honchos Kim Davis, Tyler Knowles, and \nKristen Whirley. \n\n\n\n\nAbove: Jennifer Long and Lilh'^'ette Hernandez chill \nout before a stressful class meeting begins. \n\nLeft: Kieva Morrison isn't quite readv to leave her \nbed just yet. \n\n\n\nclasses \n\n\n\nNifty-Fifties \nCoca-Cola Girls \n\nThe first-year students \ngather around the bon- \nfire in the Amphitheater \nto practice their song for \nBlack Cat. During Black \nCat week, it is tradi- \ntional for the first-year \nstudents to be \"broken- \nin\" by the upperclass- \nmen. \n\n\n\nAbernathy, Sarah \n\nAcevedo, Shelley \n\nAhmad, Tayyeba \n\nAll, Samar \n\n\n\nAnguelova, Stela \n\nAshmore, Adeline \n\nAtkeson, Ellen \n\nAtkinson, Jenny \n\n\n\nAvarzamani, Maya \n\nAzimi, Wazhma \n\nBagley, Amber \n\nBallard, Sarah-Blythe \n\n\n\n\n8  classes \n\n\n\nclass Of S002 \n\n\n\n\nBatten, Brigid \nBaum, Rebecca \nBaum, Meredith \nBayne, Linda \n\n\n\nBedson, Brooke \nBell, Jamie \nBell, Tiffini \nBone, Anna \n\n\n\nBooker, Lyra \nBoston, Kari \nBrantley, Justine \nBreeden, Mary Beth \n\n\n\nButler, Monet \nButt, AlHson \nCadmus, Sarah \nCallahan, Betty \n\n\n\nCastro, Laura \nChallender, Cammy \nChapman, Katherine \nClaire, Annea \n\n\n\nfirzst-yeaRS -\u003cL g^i \n\n\n\nfirzst-yecirzs \n\n\n\nColeman, Ellen \n\nColeman, Haley \n\nColosimo, Nicole \n\nConnor, Ashley \n\n\n\nCraigmyle, Leigh \n\nCross, Kathleen \n\nCrozier, Ellen \n\nCurtis, Mandy \n\n\n\nDeMeyer, Rachelle \n\nDecker, Tiffany \n\nDelano, Frances \n\nDowns, Angela \n\n\n\nEngel, Elizabeth \n\nFahrenholtz, Cameron \n\nFlinn, Jennifer Marie \n\nFolowosele, Foluyinka \n\n\n\nFowler, Kimberly \n\nFragale, Sarah \n\nFrazier, Janyata \n\nFrierson, Courtney \n\n\n\n\nOLO  cLasses \n\n\n\n\nFuna, Caroline \nGant-Irvin, Marguerite \nGayles, Jia \nGee, Heather \n\n\n\nGeyer, Anna \nGifford, Whitney \nGoyal, Smriti \nHaley, Melissa \n\n\n\nHall, AlUson \nHarper, Elizabeth \nHarris, Krista \nHarshman, Hillary \n\n\n\nHenderson, Chevon \nHijar, Amalea \nHitchens, Currey \nHodges, Dawn \n\n\n\nHolland, Heather \nHolland, Kim \nHunt, Christiane \nHunt, Lindsay \n\n\n\npRst-^yeoRs  1 1 \n\n\n\nfAUSt-yearzs \n\n\n\nHurst, Sonja \n\nJacobs, Julie \n\nJarboe, Megan \n\nJernigan, Amy \n\n\n\nJone, La Geanie \n\nJones, Karen \n\nJones, Kecia \n\nJordan, Angel \n\n\n\nJordan, Monifa \n\nJuettemeyer, Lisa \n\nKilpatrick, Michael Lee \n\nKovacs, Jennifer \n\n\n\nLasley, Amanda \n\nLentini, Julia \n\nLinaburg, Amanda \n\nLivingston, Charity \n\n\n\nLott, Jana \n\nManohar, Catherine \n\nMartin, Sally Anne \n\nMashburn, Leslie \n\n\n\n\nZ2  classes \n\n\n\n\nOf SOOfi \n\n\n\nMask, Robin \nMasse, Laura \nMaxfield, Andrea \nMcGee, Mary \n\n\n\nMcLain, Sheila \nMcLaughlin, Jennifer \nMcNamara, Kimberly \nMehta, Priya \n\n\n\nMingus, Mia \nMollon, Erica \nMoore, Jaylene \nMutch, Whitney \n\n\n\nNeece, Sara \nNeiger, Dana \nNesbit, Laurel \nNoland, Katie \n\n\n\nNoles, Laura \nOdom, Catherine \nOsborne, Emily \nPadilla, Yessica \n\n\n\n\n\n\nParsons, Jamie \n\nPatterson, Jennifer \n\nPatton, Elizabeth \n\nPhelps, Mary Rae \n\n\n\nPickens, Erin \nPoppens, Sarah \nPrice, Katherine \n\nRaley, Amber \n\n\n\nRamirez, Jamie \n\nRashid, Samra \n\nReed, Otise \n\nReed, Tiffany \n\n\n\nRegis, Zeena \n\nRoark, Layton \n\nRobinson, Erika \n\nRodgers, Mina \n\n\n\nRose, Tiffany \n\nRyan, Patricia \n\nRyley, Sarah \n\nSarker, Reefat \n\n\n\n\n14  cLasses \n\n\n\n\nOf \n\n\n\n\nSchiller, Cassandra \nSchwab, Maggie \nScott, Rachel \nScott, Tricia \n\n\n\nSealey, Lauren \nSimpson, Kate \nSmith, Bernadette \nSmith, Ellene \n\n\n\nSuggs, Amy \nSyed, Zeenat \nTatum, Jessica \nTaylor, Jocelyn \n\n\n\nThompson, Arrianna \nTippett, Dorothy \nTurner, Tiffani \nUpchurch, Rima \n\n\n\nVillemez, Jennifer \nVincent, Deborah \nWhite, Felicia \nWilson, Monique \n\n\n\nf\\rzst-;yeaRs -j^^: \n\n\n\n\nWilson, Sarah \n\nWoods, Karen \n\nWorsham, Lindsay \n\nWright, Erin \n\n\n\nZauderer, Ashley \n\n\n\n\nAbove: Don't be late to class! Soravva Tate dashes by the Snack Bar to pick up \nlunch before going to class. \n\nLeft: Kim McNamara sings along with the other first-year students. It is \ntraditional for each class to come up with a song that is as unique as their class. \n\n\n\nX6  classes \n\n\n\n\nAbove: Katherine Price and \nSarah Cadmus stay after \nclass to discuss an upcom- \ning project. \n\n\n\nAbove: Wherever there is fun, there's always the Real Things! Anna Delgado, Charlotte Fot, Gia Gayles, Felicia White, and Jamie \nBell try to pile into one jammin photo. \n\n\n\npRSt-^yeaKS  i7 \n\n\n\nsopboraoRes \n\n\n\nAdu, Adwoa \n\nAfrin, Nadia \n\nAlexeenko, Galina \n\n\n\nAllen, Linda \n\nAmin, Mona \n\nAnderson, Bonnie \n\n\n\nBai, Yun \n\nBegg, Maria \n\nBell, Jennie \n\n\n\nBenton, Katherine \nBernazza, Kelly \nBooker, Jennifer \n\n\n\n\n18  classes \n\n\n\nclass Of 200 1 \n\n\n\n\nBranham, Heather \nBrazile, Dallas \nBurnett, Amy \n\n\n\nCantrell, Rachel \nCarefoot, Rebecca \nCarter, Joy \n\n\n\nChandler, Erica \nCherry, Gwendolyn \nChidambaram, Vinitha \n\n\n\nClements, Melissa \nClemmons, Shannon \nCook, Sarah \n\n\n\nsopborrjoRes  ig \n\n\n\nCowart, Danae \n\nCox, Laura \n\nCreel, Cathy \n\n\n\nCroson, Katherine \n\nDabbs, Jennifer \n\nDenmon, Aubrey \n\n\n\nElliott, Kathryn \nFender, Morgan \nFerrell, Jennifer \n\n\n\nFlagg, Alice \n\nFord, Michelle \n\nForehand, Amanda \n\n\n\n\n20  classes \n\n\n\nclass 04: 2001 \n\n\n\n\nForsythe, Kathryn \nFoy, Charlotte \nFreedle, Aimee \n\n\n\nGardner, Sarah \nGatson, Octavia \nGeyer, SeHnda \n\n\n\nGodbee, Amanda \nGoodman, Amanda \nGuerrero, RosaHnda \n\n\n\nHaas, Lynn \nHarben, Beth \nHartley, Stephanie \n\n\n\nsophorooRes -21 \n\n\n\ny-x-rr-^ir- \n\n\n\nHarton, Heather \nHarvey, Heather \nHayford, Eunice \n\n\n\nHigley, Mary \n\nHolm, Heather \n\nHuffman, Amber \n\n\n\nHughes, Mehssa \n\nHunkins, Lorien \n\nIttayem, Nida \n\n\n\nKarkovska, Anna \n\nKashlan, Farah \n\nKave, Jennifer \n\n\n\n\n22  classes \n\n\n\n\nOf \n\n\n\n\nKing, Carol \nKirby, Ashley \nKnowles, Melanie \n\n\n\nKusi-Appouh, Deladem \nKutuzova, Elena \nLee, Jamie \n\n\n\nLewis, Melody \nMalik, Nadia \nManasco, Adrienne \n\n\n\nMcCoy, Colleen \nMcDonough, Rachel \nMiddendorf, Rebecca \n\n\n\nsopborooRes -25 \n\n\n\nMinnick, Shea \n\nMitrovich, Marissa \n\nMorrison, Kieva \n\n\n\nMoss, Erica \n\nMurphy, Angela \n\nMusa, Wafa \n\n\n\nMusngi, Marie \n\nMyers, Lauren \n\nNakacwa, JackUne \n\n\n\nPagelsen, Natalie \n\nPatrick, Michelle \n\nPeha, Erika \n\n\n\n\n24  classes \n\n\n\n\nPerry, Jacqueline \nPoitier, Maya \nPrijatel, Caroline \n\n\n\nPuschaver, Brook \nRender, Felicia \nRogers, Melissa \n\n\n\nRosner, Karen \nSaylor, Lea \nSellers, Cristy \n\n\n\nShi, Weiyi \nShirley, Erin \nShiver, Sara \n\n\n\nsophorrjoRes  zs- \n\n\n\nsopbonQORes \n\n\n\nSingleton, Mahogany \n\nSlack, Magan \n\nSmith, Eve \n\n\n\nSo, Kathy \n\nStevens, Kathleen \n\nStopp, Victoria \n\n\n\nSullins, Lauren \n\nSullivan, Rachel \n\nTaylor, Kelly \n\n\n\nTaylor, Natalie \n\nTaylor, Nola \n\nTete-Lartey, Alberta \n\n\n\n\n26  classes \n\n\n\n\no^: 2001 \n\n\n\n\nLori Hunkins aids MBB in her \ntransformation from President to \nSun Goddess. \n\n\n\nTrias, Kristine \nTruluck, Lesley \nTupper, Lauren \n\n\n\nUnderwood, Kimberly \nVan Vleet, Nicole \nWashington, Barbara \n\n\n\nWenger, Sarah \nWhite, Karmelle \n\n\n\nWilkinson, Courtney \nWilson, Pamelyn \n\n\n\nsopboriQORes  a.7 \n\n\n\n3r,: \n\n\n\ndciqTors \n\n\n\nAllen, Shannon \n\nBarden, Kira \n\nBeach, Deborah \n\nBenefield, Sarah \n\n\n\nBennewitz, Nancy \n\nBricker, Julie \n\nButler, Melissa \n\nCaldwell, Treah \n\n\n\nCarlson, Kristin \n\nCarr, Shannon \n\nCarroll, Carina \n\nCarter, Paula \n\n\n\nChilton, Jamie \nClark, Nikia \n\n\n\nRight: Catching up on all thu--i \nvoice mails and returning the ont- \nthat are important, Yalonda Rice \ntells it like it is. \n\n\n\n\n28  classes \n\n\n\n'T^KS,c.^air \n\n\n\nclass Of: 2000 \n\n\n\n\nLeft: Brit Fortin expresses her true \nemotions for art. \n\n\n\nCormier, Amy \nCosby, Kacie \n\n\n\nCranford, Jo \nCumbo, Kolbi \nCurrin, Crystal \nDavis, Kimberly \n\n\n\nDonohue, Deirdre \nDuVall, Julie \nEldridge, Elizabeth \nFarhidvash, Nooshin \n\n\n\nFarmer, Alice \nFarooqui, Aqsa \nFidanza, Katherine \nFoshee, Milicent \n\n\n\nDunious  sg \n\n\n\nl.i-**'k V \"\u003e* \n\n\n\nDurnorzs \n\n\n\nGasperec, Michelle \n\nGentry, Lesley \n\nGibson, Kimberly \n\nGodard, Mary \n\n\n\nGooch, Amanda \n\nGoss, Michele \n\nGray, Amanda ' \u003e \nGreene, Jennifer \n\n\n\nGunnin, Shari \n\nHarmeling, Loren \n\nHarvey, Andrea \n\nHasty, Jennifer \n\n\n\nHayes, Lee \nHeckman, Jennifer \n\n\n\nRight; As always, Treah Cc.i J well's \nall smiles. \n\n\n\n\n3p  classes \n\n\n\n-^Virfigrtfc. - -^ M jarfaTc. ; \n\n\n\ncLass Of 2000 \n\n\n\n\nLeft; Honky tonking ladies \nAynsley Dickinson, Carrie Ander- \nson, Jenn Booker, Jo Cranford, and \nShannon Carr heading to a George \nStrait concert. \n\nHenry, Kareisha \nHernandez, Lillyvette \n\n\n\nHill, Kimberly \nHunter, Stephanie \nIvy, Holyn \nJames, Jessica \n\n\n\nJames, Karen \nJanowski, Einsley \nJenkins, Erin \nJones, Rebecca \n\n\n\nKidwell, Julie \nKnowles, Tyler \nKubler, Ashley \nLevinson, Karen \n\n\n\nDUniORS  31 \n\n\n\n5a.-.-u=-;\"^ --TTj^lf \n\n\n\nDurnorzs \n\n\n\nLikovich, Amy [ \nLivingston, Laura \nLong, Jennifer j \nMaddatu, Lilli \n\n\n\nMayes, Kimberly \n\nMeade, Elizabeth \n\nMehdikarimi, Fatima \n\nMiller, Tonia \n\n\n\nMinzes, Melanie \n\nMitchell, CaroUne \n\nMorris, Emily \n\nMoseley, Stephanie \n\n\n\nNalley, Katherine \n\nNamageyo-Funa, \n\nApophia \n\n\n\nRight: Nikia Clark listening care- \nfully to others at a class meeting. \n\n\n\n\n\"52  classes \n\n\n\nclass Of 2000 \n\n\n\n\nLeft: Lilli Maddatu gets a shocked \nexpression when she realizes how \nmuch work needs to be done in \norder to prepare for the produc- \ntion. \n\nNash, Adrienne \nOtto, Theresa \n\n\n\nPardue, Jacqueline \nParsons, EHzabeth \nPate, Ellen \nPersaud, Vishwanie \n\n\n\nPipa, Amber \nRaper, Jessica \nRice, Yalonda \nSavoy, Devon \n\n\n\nSchreiner, Amanda \nScott, Holly \nShores, Darcy \nSinclair, Whitney \n\n\n\nJCiOIORS  5 3 \n\n\n\nV^-ie..:-.. .-. \n\n\n\nDurjiorzs \n\n\n\nSlagle, Hannah \n\nSmith, Becky \n\nSpencer, Sarah \n\nStanley, Amber \n\n\n\nStapler, Kelly \n\nStermole, Stacie \n\nStover, Carolyn \n\nTaylor, Crystal \n\n\n\nToth, Sarah \n\nTran, Vivian \n\nTrottier, Ashley \n\nTurner, Sylvia \n\n\n\nViccellio, Megan-Brady \n\nVihlen, Emily \n\nWest, Katherine \n\nWheeler, Carol \n\n\n\n\n54  classes \n\n\n\nclass Of 2000 \n\n\n\n\nWhirley, Kristen \nWiergacz, Kara \nWiggins, Hillary \nWinstead, Mendi \n\n\n\nWiseman, Susan \nWoo, Gihea \nWood, Hannah \nWoods, Bonnie \n\n\n\nWright, Amber \nWright, Hilary \nWright, Melanie \nYong, Li \n\n\n\nZikpi, Akpene \n\nBreheny, Susan \nFifth-Year \n\nSalazar, Maria \n\nSpa J lis] J T.A. \n\n\n\njamoRS  3S- \n\n\n\nsernorzs \n\n\n\n^ ' W ^k y, oh, my! How the years fly by! Just yestei \nI I B day the Class of 1999 trudged through Orien \n%3k^.^JI^^^^^ tation Weekend and on to our first Black Cal \nToday we stand waiting in cap and gown for our graduatio] \nday We may be a relatively small class, but our size has onl; \nmade us closer Scottie sisters. Through the trials and tribula \ntions of Capping, Sophomore Family Weekend, Junior Pro \nduction, lost Senior tables. Field Hockey, and omnipresen \nrain, the Green Berets never said, \"Die/' We rest assured tha \nthe knowledge gained and friendships formed at Agnes Scot \nwill follow each of us down whatever path we choose in life \nNow we leave these hallowed halls with bright eyes, confiden \nsmiles, and loving toasts to our alma mater. But above all, wi \nare so proudso very proudto be the Green Berets. \n\n\n\n\nSPLISH, SPLASH! Lpon Iut ~ \ntraditional \"swim.\" \n\n\n\nmint, triinds of Katya Mason dragged her from Evans to the Alumnae Pond for tt \n\n\n\n^M \n\n\n\nAmy Starr, Jean Exum, and Stephanie White show off \nthat spunky Green Beret spirit! \n\nAmrita Dhamoon lets Budweiser help the Senior \n\nclass! \n\n\n\n\nWS^^S^ \n\n\nnM ^*ff^|^WW^^^J\u003e\u003eiim^!BB[g \n\n\n\" - i# \n\n\n'''-\" V^OT| \n\n\n i. ii'  \n\n\n- .  ' M \n\n\nP^SiBBiai \n\n\njp :pH^ ^;^ \n\n\n\n\n\n\n|-- *;fi.;*^ \n\n\n'iL m \n\n\nZ^^i^S^ - \n\n\nBk_ \"*'''\"' \n\n\nt ' ' .\"^ ''sl^V^ \n\n\n^^ \n\n\nC) ''' \n\n\nh^ 2 \n\n\n\n\nPi^' ^ ^ \n\n\n\\ \n\n\nr^JI \n\n\n\n\n\n\n\n^m w \n\n\nli^^^ \n\n\n\n\nMiddle above; Courtney Griffin, Ayoka Shakir, Patrice \nBenton, Jamila Heard, and Yurora Savior enjov them- \nselves at Senior Investiture. \n\nAbove: Investiture strikes again! \n\nLeft: These Green Berets are on a covert mission to the \nMain Bell Tower! \n\n\n\nseoioRs -37 \n\n\n\nBlack cot \n\n\n\n\nGETTIN' JIGGY WITH IT \n\nBlack Cat Field Day was a booty- \nshakin'good time even if they banned \nthe kegs of beer from the Quad. \n\n\n\nHERE KITTY, KITTY !!! \n\nThe Green Berets take the cake and \nthe cat--in the 1998 Black Cat festivi- \nties. \n\n\n\nBlack Cat was continually a time of sisterhoo \nand class dedication for the Green Berets. Ove^ \nthe years, the Class of 1999 bonded throug \nPots \u0026 Pans retaliation, painting banners, pra( \nticing class songs, staging Junior Productioi \nand finally winning the sacred Black Cat. \n\n\n\n\nTWO THUMBS UP \n\nLaDonna Brown and Macy Geige: \ngive their approval to the evening'; \nbacchanalia Macy just finds a litth \nhelp from her pal Jim. \n\n\n\n38  seniORS are great! \n\n\n\n.ii:-J\u003c ''-Rj- \n\n\n\n- tr'-i*Wft-5. \n\n\n\n. A-at*. V-  - - \n\n\n\n\nVE ARE THE CHAMPIONS, MY The obligatory five-drink celebratory \nRIENDS . . . picture. 'Nuff said, \n\nhe undefeated Green Beret Field \niockey Team puts its sticks to the \nround for once. \n\n\n\nGive 'em some chocolate cake! seoi'ORS  3 9 \n\n\n\nas seoToRs zjoe stRioe to \n\nseune as gooD examples to \n\notlaerz stuTyents \n\n\n\nPOWIPHEWA \n\nCarole Butler intently watches this \nweek's episode of Dawson's Creek. \nShe just can't get enough of that Pacey \nWhitter. \n\n\n\nPIMPS UP, HOs DOWN \n\nVelvet Jones pimps off his latest col- \nlection of Agnes Scotties--he's taking \nthe multicultural approach this year. \n\n\n\n\nPICTURE PERFECT \n\nStephanie White, Jessica Ulack, Jean \nExum, and Betsy Herrington revel \nbefore the 1998 Black Cat Formal. \n\n\n\nLEAN ON ME \n\nWhen you're not strong or when \nyou've just had one too many, it's \nalways good to look to your friends \nfor support. \n\n\n\n40  SeniORS are great! \n\n\n\n J. =^s\u003ei. :v.- :ii;'a..\"Ss,;3Maivi;*;.'ic*t-B-.- \n\n\n\n\nRAW TALENT \n\nJennifer Marcum demonstrates her \ntechnique on her first Blow Job shot \non Bourbon Street. \n\n\n\n\nSHOW ME THE MONEY! WONDERFUL TONIGHT \n\nCarole Butler stuffs a dollar down Alainejones and Marie Hodgman take \nSusan Buckner's pants during Spring a break from the Black Cat dance floor. \nBreak hoopla. \n\nGive 'em some chocolate cake! seraORS  4I \n\n\n\n\nseraoR \n\n\n\nA \n\n\n#f \n\n\n\n\n\n\ntl \n\n\n, \n\n\n\ng \n\n\nk \n\n\ni^^A. \n\n\nr,  \n\n\n.^^ \n\n\n\n\n^ \n\n\n^m\u003eM \n\n\n1 \n\n\nr \n\n\ngr \n\n\n\" ^*w 'fl^^wBM \n\n\n^ \n\n\nJ \n\n\n^ \n\n\n\n\n1 \n\n\n/ J \n\n\n.^8 \n\n\n^ \n\n\ny \n\n\n1 ^'m^ iI \n\n\n\n42  senfORS are great! \n\n\n\nAdelaide Adede Adjovu \n\nElizabeth Jane Agner ' \n\nFaust Club - 1, 2, 3, 4-Secretary \nBeta, Beta, Beta - 3, 4 \nBlackfriars - 1 \nGerman Honor Society - 3, 4 \n\nMary Catherine Albright \nHonor Court \nCoca Cola Scholar \nRSO \n\nPLEN Leadership \nCAWP \nLeadership South \n\nLeslye Joy Allen \n\nMariposa Citlali Arllo-Gray \nAmnesty International - 3, 4 \nPeer Advisor - 2, 4 \n\nShazia Ashfaq \n\nMonique Baptiste \n\nChristine Michelle Bardis \n\nSophomore Family Weekend -2-Slideshow Chair \n\n1999's Rep. to the Alumnae-Student Liason Committee - 2, 3 \n\nPatrice Michelle Benton \n\n\n\n2, 3, 4-Chair \n\nid Learning - 2, 3, 4 \n\n\n\nShaunda Elizabeth Blackwell \nBlack Cat Chair -1 \nNew Westminster Fellowship - 1 \nPresident's Committee on Faith i \nReligious Life Council - 3, 4-Chai \nDana Scholar - 4 \nJoyful Noise - 2 \nResearch Scholar -4 \nAmnesty International - 3, 4 \nPeer Advisor - 2, 4 \n\n\n\nLaurie Elizabeth Boggs \nCollegiate Chorale - 1 \nWriting Center Tutor - 2, 3, 4 \nTower Council - 2, 3 \n\nOrientation Council - 3, 4-Focus Group Coordinator \nHutcheson Medical Center - 3-Marketing Intern \n\nAndrea Booher \n\nReagan Leigh Booth \n\nBeta, Beta, Beta - 3-Historian \n\nAgnes Scott Rugby Club - 1, 2-VP, 3-President \n\n\n\nLaDonna Faye Brown \n\nPresident Bullock's Inaugural Committee - 1 \nClass President - 1 \nCollegiate Chorale -1,4 \nSoccer Team - 1 \nSoftball Team - 1 \n\nCarta Anne Brunjes \n\nJessica Susan Bryant \n\nAstronomy Club - 4 ,.^. \n\nSusan Buckner ^  .: \n\nMortarBoard - 4- Vice President \nTower Council - 2, 3 \nMath/Economics Tutor - 2, 3 \nFaust Club- 1,2 \nOmicron Delta Epsilon - 3, 4 \nMathematics Departmental Book Award - 1 \n\nCarrie Elizabeth Bullard \n\n\n\n\n\n\nTyirzectorzy ^S \n\n\n\nMarv Nicole Burkholder \n\nCollegiate Chorale - 1-Liberian, 2 , 3, 4-VP \u0026 Historian \nLondon Fog - 3, 4 \nStudent Senate - 4 \nOrientation Staff - 4 \n\nAngela Lynne Burroughs \n\nCarole Lynn Butler \n\nTriBeta Honor Society - 3-Secretary, 4-President \n\nASC Community Orchestra - 1 \n\nASCFluteTrio-1,2, 3, 4 \n\nASC Cello Quartet - 1, 2, 3, 4 \n\nMortarBoard - 4 \n\nElections Board - 4 \n\nHumna Humna Quilting Bee - 4 \n\nLisa Marie Campbell \n\nCassandra Magdalen Castillo \n\nAnnie Chanpong \n\nACASA - 2, 3-Founder \u0026 President \n\nSpanish Club/NHA - 1-Public Relations Chair, 2-President \n\nCHIMO - 1, 2-Banquet Coordinator, 3 \n\nTower Council -1,2 \n\nNational Dean's List -1,2 \n\nDean's Honor List - 1, 2, 3, 4 \n\nDana Scholar - 3 \n\nPhi Alpha Theta - 3, 4 \n\nSigma Delta Phi - 3, 4 \n\nDarlene Marie Copeland \nPi Delta Phi -1,2, 3,4 \nStudio Dance Theater - 1, 2, 3, 4 \n\nRenea Monique Davis \nRHA - 3, 4 \n\nEllyn Catrina Davis-Schindler \n\nAmrita Dahmonn \nCircle K- 1,2, 3 \n\nNHA - l-Secretary, 2-Secretary, 3-Vice President \nSophomore Family Weekend - 2-Entertainment Chair \n\nLauren Kay Dieterich \n\nQuail Duryea \n\nPi Delta Phi - 2, 3, 4 \nSoccer Team - 2, 3 \n\n\n\nAnnah Ansley Edmonds \n\nTimala Niquette Elliott \n\nJean Alexandra Exum \n\nMeredith Christine Fields \n\nConsuela Fisher \n\nRobin Lynn Gaffney \n\nJoy Lynette Garwood \n\nMacy Gathings Geiger \n\nKatherine Elaine Graham \n\nSGA - 1, 2-Class Representative \nBeta Beta Beta - 2, 3 \nDana Scholar - 2 \nCentury Club - 3, 4 \n\n\n\n\nGive 'em some chocolate cake! ser^TORS  45 \n\n\n\nMackenzie Shea Green \n\nStudent Senate - 2, 3, 4-President \n\nACASA - 2, 3-Vice President, 4 \n\nCHIMO - 2 \n\nBiology Club - 2 \n\nTri Beta - 3, 4 \n\nDana Scholar - 4 \n\nHumna Humna Quilting Bee - 4 \n\nMortarBoard - 4 \n\nJulia Kalleen Greene \n\nSocial Council - 1, 2, 3, 4-President \n\nOrientation Council - 2, 3-Secretary/Treasurer, 4 \n\nDana Scholar - 2, 4 \n\nRHA-2 \n\nCourtney McKenzie Griffin \nRHA - 3, 4 \nWitkaze-1,2, 3, 4 \nPublius - 3, 4-Secretary \nInterorganizational Council - 4-Secretary \nBoard of Trustee's Student Affairs Committee - 4 \nStudent Voice Coalition - 4 \nVolleybaU - 2 \n\nGeirmia Heather Hall \n\nHonor Court - 1, 2, 3-Secretary /Treasurer, 4-President \nReligious Life Concil - 2, 3 \nAmerican Chemical Society - 1, 2, 3, 4 \nMortarBoard - 4 \nJoyful Noise - 2, 3, 4 \n\nCynthia Haidee Hartley \n\nOmicron Delta Epsilon - 3, 4 \n\nSusannah Ruth Hartness \n\nMargaret Welch Hays \n\nJamila Alicia-Anne Heard \nLondon Fog - 2, 3, 4 \nCollegiate Chorale - 1, 2, 3, 4 \n\nJessica Ann Hermann \n\nElizabeth Ellen Herrington \n\nKristy Meagan Hines \n\nHelayna Jo Hoss \nHonor Court - 3, 4 \n\nShowtime - 3-Speaker's Chair, 4-President \nCollegiate Chorale -1,3, 4-Treasurer \nLondon Fog - 3, 4 \nMortarBoard - 4 \nElections Board - 4 \n\nJennifer Mara Jacob \nCross Country -1,2 \nClass Treasurer -4 \nRenfroe Tutor - 2 \nEgleston Volunteer - 4 \nYerkes Intern - 3, 4 \n\nChristy Marie Jenkins \nASC Tutor -1,2 \n\nConservative Forum - 2, 3-Treasurer \nCentury Club - 2 \n\nAmy Catherine Johnson \n\nSocial Council - 1, 2, 3, 4-Treasurer \nAmerican Chemical Society - 4 \n\nBirgitta Joelisa Johnson \n\nOrchestra - 1, 2, 3-Stage Manager /Liberian/ Personnel Director \n\n\u0026 Principal Second, 4 \nWitkaze - 1, 2, 3, 4-Treasurer \nJoyful Noise -1,2, 3-Treasurer \nStudent Activities - 1, 2, 3-Fiims Committee Chair \njomandi Productors - 3, 4 \nSearch Committee for Student Activities Director \n\n\n\nseoioR \n\n\n\nRande S. Johnson \n\nAlaine Debra Jones \nBiology Club -1,2 \n\nTri Beta - 2-Charter Member, 3-Historian, 4- Vice President \nFrench Club - 1, 2-Co-entertainment Chair \nPi Delta Phi - 3, 4-Vice President \nAmerican Chemical Society - 1, 2, 3, \nNational American Chemical Society - 3, 4 \nResearch Scholar - 3, 4 \nMortarBoard - 4 \nInterorganizational Council - 4 \n\nBiology Rep for Atlanta Science Center for Women - 3, 4 \nSophomore Family Weekend Funding Committee - 2 \nBlack Cat Decorations - 4-Co Chair \nClark Award in Organic Chemistry - 3 \nBlue Cross Blue Shield Scholarship - 3 \n\nAlicia Kerry Jones \n\nJessica Ruth LaVictoire \n\nAurora - 2, 3-Co-Editor -In Chief, 4-Co-Editor-In-Chief \n\nColonnade Club - 3, 4 \n\nSenior Campaign - 4-Co-Chair \n\nMarvalice Mazie Lawson \nArt Club - 3, 4 \nRugby - 4 \nFocus Groups - 4 \nBig/LittleSister-2, 3, 4 \nTri Beta - 3, 4 \n\nGillian Ciciele Lee-Russell \n\nAmy S. Lehr \n\nKhalilah Lajean Liptrot \nSGA - 4-Minority Advisor \nProfile - 4-Staff Writer \nTower Council - 1, 2, 3 \nSocial Council - 2, 3 \nJoyful Noise - 2, 3, 4 \nRHA-2 \n\nFocus Group Facilitator - 3 \n\nPresident's Committee on Community Di\\'ersity - 4 \nInternational Education Advisory Group - 3, 4 \nBlack Cat Chair - 1 \nWho's Who Among Students in American Colleges and Univ. \n\nLauren Alicia Love \n\nRHA - 2, 3-Secretary, 4-President \n\nDana Scholars - 2-Assistant Chair, 3, 4 \n\nCampus Girl Scouts - 1, 2-President, 3, 4 \n\nCollege Events Committee - 2, 3 \n\nMortarBoard - 4 \n\nNational Coalition Buildings Institute - 2, 3 \n\nPresident's Committee on Community Diverstiy - 3, 4 \n\nBlack Cat Costume Chair - 2 \n\nMichell Diana MacLean \n\nArjana Mahmutovic \n\nJennifer Ann Marcum \nPhilosophy Club - 4 \nUndergraduate Philosphy Conference \n\nReema Christine Marks \n\nKatya OIi\\'ia Mason \n\nStudio Dance Theater - 1, 2, 3, 4 \n\nColonnade Club - 2, 3, 4-Vice President \n\nSenior Campaign Committee - 4-Co-Chair \n\nTri Beta - 2, 3, 4 \n\nBlackfriars - 1 \n\nSophomore Family Weekend Fundraising Co-Chair - 2 \n\nBlack Cat - 2 Costume Chair, 3-Decorations Chair \n\n\n\n44  serJiORS are great! \n\n\n\n-- \n\n\n\n\nHadeel Najati Masseoud \nBeta Beta Beta - 2, 3, 4 \n\nAmerican Chemical Society -1,2, 3-VP, 4-President \nMSA -1,2, 3, 4 \nACASA - 1, 2-Secretary \nSHARP! Women - 2 \n\nLiza Kerri McDaniel \n\nPaula McNichols \n\niGmberly Ann McSwain \nYearbook - 1 \nCircle K - 2, 3 \nBeta Beta Beta - 2 \nSoftball Team - 2 ' \n\nLauren Evelyn Miller \nStudent Senate - 1 \nColonnade Club -3, 4 \nCareer Advisory Board - 4 * __ \n\nSandra Anne Miller \nClass President - 3, 4 \nBeta Beta Beta - 2, 3, 4 \nBasketball Team -1,2 \nSoftball Team- 1,2 \nRugbv Team - 3 \nCircle K - 3 \n\nTerri Danvael Miller \n\nAshlea Danna Mittelstaedt \n\nSilhouette - 1, 2-Section Editor, 3 \u0026 4- Co-Editor-in-Chief \n\nRHA - 1, 3, 4 \n\nACASA - 2-Charter Member, 3-Public Relations Chair \n\nNHA-1,2 \n\nWorld Relief -1,2 \n\nStudent Committee for the High Museum of Art - 1 \n\nPeer Advisor - 3 \n\nElections Board - 4 \n\nDana Scholar - 3 \n\nDelta Airlines International Scholar - 3 \n\nSigma Delta Pi - 3, 4-President \n\nOmicron Delta Epsilon - 3, 4 \n\nPi Delta Phi - 3, 4 \n\nMortarBoard - 4 \n\nBoard of Trustee's Finance and Investments Committee - 3 \n\nJunior Production Writer - 3 \n\nHumna Humna Quilting Bee - 4 \n\nLarissa Nicole Mueller \n\nProfile - 3-Arts and Entertainment Editor \n\nAalia Mujtaba \n\nDeanna Lynn Mullis \n\nTri Beta - 2-Charter Member, 3, 4 \nAmerican Chemical Society - 1, 2, 3, 4 \nJoyful Noise - 2, 3, 4 \nSGA Executive Board - 4-Treasurer \nStudent Senate - 3-Treasurer \n\nAmy Murphy \n\nRSO - 2, 3-Newsletter Editor, 4 \n\nKimberly Lynn Nelson \nWAVE - 3, 4 \nAmerican Chemical Society - 3, 4 \n\nAmanda Virginia Nichols \n\nMelissa Merrill Odom \nHonor Court - 3, 4-VP \nStudio Dance Theater - 1, 2, 3, 4 \nBasketball Team - 4 \nSoftball Team -3,4 \n\nAmerican Chemical Society Student Affiliates - 2, 3-President, 4 \nJoyful Noise - 3 \nOutdoors Club -2, 3 \n\n\n\nHeather-Leigh Owens \n\nPhi Theta Kappa Honor Society - 1-Pi Eta Chapter President \n\nDriftwood Lit. Mag. - 1 -Editor -In-Chief \n\nAll-College Choir -1 \n\nGordon College Players - 1 -charter member \n\nMadrigae Ensemble - 1 \n\nC.O.P.E. - 1 \n\nStudent Activities Show Tech - 1 \n\nRAA-1 \n\nBSU-1 \n\nSpanish Club - 1 \n\nMusic Club -1 \n\nCollegiate Chorale - 2, 4 \n\nStudio Dance -2, 3-Creative Achievement Award, 4-ADSM \n\nBlackfriars - 2-ADSM, 3-Historian, Director, 4 \n\nRacism Free Zone - 2, 3, 4 \n\nCaribiner Communications Productions Assistant - 2, 3, 4 \n\nCanterbury Club - 2 \n\nNewman Club - 2 \n\nAurora - 3-Historian, 4-Treasurer \n\nOrientation Staff - 3 \n\nScream 2 Intern - 3 \n\nSojourner Lit. Mag. - 4-Submissions Editor, Contributing Writer \n\nColonnade Club - 4 \n\nNational Dean's List - 1, 2, 3, 4 \n\nWomen's Honor Society - 1 \n\nMichelle Beth Patterson \n\nAn Quynh Pham \nFrench Club -1,2 \nOmicron Delta Epsilon - 3, 4 \nFocus Group - 2, 4 \nChimo-1,2,3,4 \nACASA - 2, 3, 4 \n\nMinhNhutThiPham \n\nGemma Elizabeth Philage \nStudent Senate - 1, 2 \nStudent Voice Coalition - 2-Secretary \n\nAssociate Member of the Investment and Finance Committee - 2 \nCollegiate Chorale - 1 \nReligious Life Council -4 \nSGA - 4-Secretary/Chair of Executive Board \n\nJamie Michelle Poplin \n\nCollegiate Chorale - 1, 2, 3, 4 \n\nNajmah Mohamed Pirmohamed \n\nNarendra Pleas \n\nErika Patricia Plumey \n\nNaa Oyoo Quartey \n\nJanet Susan Rauscher \n\nMortarBoard - 3-Treasurer, 4-President \n\nStudent Senate - 3, 4 \n\nNational Coalition Building Institute - 2, 3, 4 \n\nDana Scholars - 4 \n\nWho's Who - 4 \n\nPresident's Committee on Community Diversity - 4 \n\nCollegiate Chorale -1,2 \n\nHabitat for Humanity -1,2 \n\nCanterbury Club - 1, 2, 3 \n\nKara Annette Rector \n\nMortarBoard - 4-Black Cat Chair \n\nBest Buddies - 3, 4-Membership Coordinator \n\nRHA - 3, 4-Treasurer \n\nVolunteer Board - 3, 4 \n\nStudio Dance Theater - 1, 3 \n\nJoyful Noise - 1, 3, 4 \n\nOmicron Delta Epsilon - 4 \n\nSara Elizabeth Richey \n\nBlack Cat - 1 \u0026 2-Decorations Chair \n\nStudent Government - 1, 2 \n\nSocial Council -1,2, 3-Secretary, 4 \n\nOrientation Council - 2-Day Students Coor., 3 - Special Projects, 4-VP \n\nStudent Advocates for Educating Women - 3-Secretary, 4 \n\n\n\nGive 'em some chocolate cake! seoiORS  45^ \n\n\n\n\nsemorz \n\n\n\n]eri lean Richter \nCircle K- 1,2 \nTennis - 2, 3, 4 \n\nMary Kate Ryan \n\nBlackfriars- 1,2,3,4 \nWAVE - 2, 3 \nProfile -1,2, 3 \nFaust Club - 2 \nPeer Advisor - 3, 4 \n\nHee Y Ryu \n\nMarcia Helene Sabel \n\nCourtney Denise Sanders \n\nCurriculum Committee - 2, 3, 4 \n\nAmnesty International - 2, 3, 4-Co-President \n\nYoung Democrats - 2 \n\nAsia Sawari \n\nYurora Valonice Savior \nClass Treasurer - 3 \nJoyful Noise - 1, 2, 3-President, 4 \n\nNational Hispanic Awareness - 1 -Co-Public Relations Officer, 2 \nRHA - 2, 3 \n\nShowtime Film Committee - 3 \n\nSophomore Family Weekend - 2-Ring Committee Chairperson \nStudent Activities Advisory Board - 2 \nWitkaze - 1, 2-NANDI editor, 3, 4 \n\nNkenge Ayoka Shakir \nStudent Senate - 1 \nSocial Council - 2 \nRHA - 2, 4 \n\nReligious Life Council - 2, 3, 4 \n\nPresident's Committee on Faith and Learning - 2, 3, 4 \nWitkaze-1,2, 3, 4 \nProfile - 4 \nElections Board - 4 \n\nPatricia Silverberg \n\nPeggy Alston Smith \n\nReturning Student Organization - 3-Treasurer, 4 \nNational Coalition Building - 3 \nGynergy - 2 \n\nMelanie Susanne Vimala Spillane \nNewman Club - 2, 3, 4 \nACASA - 2, 3, 4 \nYearbook - 3, 4 \nGynergy - 4 \n\nAmy Elizabeth Starr \n\nSenior Campaign Committee -4 * -- \n\nCareer Advisory Board - 1, 2, 3, 4 \nTennis Team - 1, 2, 4 \n\nAnne Allison Stepp \n\nlyonka Marie Strawn \n\nSharon Kay Strickland \n\nErin Stacv Swennes \n\nMelissa Beth Talley \nBeta Beta Beta - 3, 4 \n\nDecatur High Algebra/German Tutor - 3 \nFaust Club -1,2 \nResearch Scholar - 4 \nRHA -3 , \n\nAnn Marie Taylor \n\n\n\n46  seniORS are great! \n\n\n\nSally Ann Thigpin \n\nDeborah Kave Thomas \n\nReturning Student Organization - 3, 4-Secretary \n\nSarah Catherine Thomas \n\nSophomore Family Weekend - 2-Worship Committee \n\nTower Council - 2, 3 \n\nAquatic Scotties -1,2 \n\nBlack Cat - 4-Costume Chair \n\nStudy Abroad - 3-Catholique Universite de I'Ouest \n\nCross Country - 2 \n\nAleesia Lyrie Tolliver \n\n, Volleyball - 1-MVP, 2-MVP, 3-College Sportswoman of the Year, 4 \nI\"\" Witkaze - 1, 2, 3, 4 ' \n[ RHA - 2, 4 \n\nJoyful Noise -1,2, 4 \n\nPsi Chi - 3, 4-President \n\nStudent Athlete Advisory Committee - 2, 3, 4 \n\nAmelia Dalmont Tomlinson \n\nBeta Beta Beta - 2, 3-Treasurer, 4-Secretary \n\nLBA -1,2, 3-Co-Chair, 4-Co-Chair \nj Rugby -1,2 \ni RHA-2 \nI Dana Scholar -4 \n\nSafer Sex Educator - 3, 4 \n1 Research Scholar - 3 \nI Humna Humna Quilting Bee - 4 \n\nKristen Marie Toth ^ ' \n\nPatricia Turner \n\nI Jessica Marie Ulack \n\nTower Council - 1, 2, 3, 4 \n; Synchronized Swimming -1,2 \n\nPi Delta Phi - 3, 4 \n\nLaura Kathryn Watson \nSpanish Club - 2 \n\nBest Buddies -1,2, 3-Membership Coordinator \nRHA - 2, 3- Vice President \n\nKaren Theresa Weyer \n\nRHA - 2, 3-Treasurer \n' Softball - 1, 2, 3, 4 \n\nStudent Athlete Advisory Committee - 3, 4 \n' Psi Chi - 3, 4 \nI MortarBoard - 4-Historian .. \n\nDana Scholar - 3-Chair \n\nCollege Events Series Committee - 3, 4 \n\nStephanie Ann White \n\nAmnesty International - 3, 4 \nBest Buddies - 3, 4 \nNewman Club - 3, 4 \n\nKatrina Michelle Wilburn \n\nAnn Ellyson Winslow \n\nStudent Gardener - 1, 2, 3 4-Supervisor \n\nJennifer Charters Woodruff \nVolunteer Tutoring -1,2 \nSemester Abroad - 2 \nEducation Internships - 3, 4 \nGEO - 3-Executive Board, 4 \nProfile -1,2 \n\nFocus Group Student Leader - 2 \nBig Sister - 2 \n\nArsh Fatima Zaidi \n\nShonia Zollicoffer \n\n\n\n\nGive 'em some chocolate cake! sem'ORS  4.T \n\n\n\ncapping \n\n\n\nMISS CONGENIALITY \n\nThese Miss America Pageant partici- \npants probably won' t win that award! \n\n\n\nHI, MOM! \n\nSusan Buckner scores some extra cash \nduring the underwear competition. \n\n\n\nEach Spring the Seniors put their vicious mind \ntogether to put the Juniors through a \nembarrassing week of skits, costumes, taler \ncompetition, and a scavenger hunt. The Gree \nBerets wilhngly participated in such expHc \ntorture with the knowledge that they wouL \nhave the opportunity to choose a victim thei \nsenior year. \n\n\n\n\nHANGING OUT \n\nHeather Ricks, Jean Exum, Asiy \nSarwari, and Courtney Sanders lo \nforward to another day of capping \n\n\n\n\nLaurie Elizabeth Boggs \n\nEnglish-Creative Writing  Ringgold, GA \n\n\n\nReagan Leigh Booth \n\nBiology  Birmingham, AL \n\n\n\nLaDonna Faye Brown \n\nMusic  Houston, TX \n\n\n\n\nCarole Lynn Butler \n\nBiology  Waycross, GA \n\n\n\nCassie Castillo \n\nEnglish  San Antonio, TX \n\n\n\nDarlene Marie Copeland \nFrench  Lithia Springs, GA \n\n\n\n\nMeredith Christine Fields \n\nPolitical Science  Houston, TX \n\n\n\nJoy Lynette Garivood \n\nMathematics /Music  Conyers, GA \n\n\n\nMacy Gathings Geiger \nFrench  Marietta, GA \n\n\n\n\nSusannah Ruth Hartness \n\nBiology  Atlanta, GA \n\n\n\n\nRande Sharon Johnson \n\nSociology-Anthropology  Marietta, GA \n\n\n\nAlaine Debra Jones \n\nBiology  Evans, GA \n\n\n\nAlicia Kerry Jones \n\nEnglish  Milledgeville, GA \n\n\n\n\nArjana Mahmutovic \n\nEconomics-Business  Doboj, Bosnia-Herzegovina \n\n\n\nJennifer Ann Marcum \n\nPhilosophy-Psychology  Marysville, OH \n\n\n\nReema Christine Marks \nBiology  Atlanta, GA \n\n\n\n\nAshlea Mittelstaedt \n\nEconomics /Spanish  Spring, TX \n\n\n\nDeanna Lynn Mullis \n\nBiochemistry  Waycross, GA \n\n\n\nAmy Christine Murphy \n\nAnthropology-Psychology  Decatur, GA \n\n\n\n\nNajmah Mohamed Pirmohamed \n\nBiology  Atlanta, GA \n\n\n\nJamie Michelle Poplin \n\nMusic  Glennville, GA \n\n\n\nJanet Susan Rauscher \n\nClassics/Art History  Alpharetta, GA \n\n\n\n\nAsia Sarwari \n\nInternational Relations  Atlanta, GA \n\n\n\nYurora Valonice Saylor \n\nPhysics  Atlanta, GA \n\n\n\nNkenge Ayoka Shakir \n\nEnglish-Creative Writing  St. Paul, MN \n\n\n\n\nSharon Kay Strickland \n\nAstrophysics  Van Alstyne, TX \n\n\n\nMelissa Beth Talley \n\nPsychology  Nashville, TN \n\n\n\nDeborah Kaye Tliomas \n\nHistory  Tucker, GA \n\n\n\n\nKaren Theresa Weyer \nBiology-Psychology  Cincinnati, OH \n\n\n\nStephanie Ann White \n\nEnglish  Alpharetta, GA \n\n\n\nKatrina Michelle Wilbum \n\nBiology  Atlanta, GA \n\n\n\n\nAnn Ellyson Winslozv \n\nArt  Decatur, GA \n\n\n\nJennifer Charters Woodruff \n\nEnglish Literature  Horse Shoe, NC \n\n\n\nArsh Fatima Zaidi \n\nEconomics-Business  Atlanta, GA \n\n\n\n\nstciDeot Life \n\n\n\n M ^ n Agnes Scott woman is an extraordinary creature. She is a \nm^^M scholar, debutante, neighbor, and world-traveler. \nr M The age-old reputation is one of academia with a focus on \nindependence and original thought. Outside the classroom, this intelli- \ngence and originality make life at Agnes Scott particularly entertaining \nduring Black Cat Week, Junior Production and Junior Capping. The life of \nan Agnes Scott student involves many of the traditions of her predecessors. \nEvents such as Senior Investiture, the Ringing of the Bell, and Dui\\king in \nthe Alumnae Pond are just a few of the many traditions echoed in these \npages. These are some of the cherished and time-honored activities that \nmake Agnes Scott unique among other colleges. \n\nAgnes Scott is also a school with an international tradition. Students \ntravel throughout the year to institutions around the world. The education \nthey receive is both memorable and entertaining. Places such as Ghana, \nIreland and Honduras are just a few examples of the many places ASC \nstudents have encountered during their travels. Sharing our traditions and \nlearning from those of other countries are some of the greatest benefits ol \nan international education. | \n\n\n\nOn their last Black Cat formal, these seniors are blowing the night out with class, style, and a little bit to drink. \n\n\n\n^^.;. \n\n\n\nstwoent Life \n\n\n\n\nBecky Smith gives Kelly Stapler a little help as she huffs \nand puffs and blows her birthday candles out. Notice \nthe lovely birthday tiara! \n\n\n\nstuxjent Li|le \n\n\n\nCurrey Hitchens spends the first week- \nend at ASC arranging the chaos of her \nroom. Boyfriends are always an asset \nwhen it comes time to move the furniture. \n\n\n\nYeah! for the Big Sisters who arrivec \nbefore the new class and spent tht \nevening making \"Welcome\" signs anc \ncups full of goodies. \n\n\n\nRebecca Baum looks either completely \nterrified or completely exhausted by Ori- \nentation. But doesn't she look cute in her \nnew red tee-shirt? \n\n\n\n\nProud Big Sisters concentrate on their \nnew sisters' \"Welcome to ASC\" banners. \nThey wanted their little sisters to have a \ngreat first day on campus. \n\n\n\n6'4  stuxyent Lipe \n\n\n\n\nonding Time! In their first weekend First-years Annea Claire, Kristen \n\n: Agnes Scott, these first-years formed Abernathy and Tiffany Reed stick together \n\new friendships as roommates and during the Orientation process and into \n\nallmates. the semester of classes. \n\n\n\nFirst-Year \nFright \n\n\n\n\"The hardest part of \nmoving in was find- \ning space for all my \nstuff.\" \n\n-Meredith Baum \n\n\n\nAs each new school year \nbegins, anticipation and \nfright swell in the \nbreasts of students \nacross the country. \nNothing, however, \ncompares to the feelings \nof a college first-year as \nshe steps on the campus \nshe will now call home. \nFor the Class of 2002 it \nwas a day unlike any \nother, full of nervous \nintroductions and tear- \nful goodbyes. This was \nthe end of their lives as \nchildren and the begin- \nning of their lives as \nindependent adults. The \nweekend long orienta- \ntion process included a \nWelcome to Decatur \nfestival, an Honor Code \ndinner and signing \nceremony, and an off- \ncampus excursion. To \naid the adjustment \nprocess, each new stu- \ndent found herself with \na Big Sister and a Focus \nGroup for advising and \nbonding. \n\n\n\nJ \n\n\n\nstaoerat Life  ^^S^' \n\n\n\nDuring Black Cat Week, fashion and good \nsense often takes a back seat to enthusi- \nasm and class spirit. Larissa Mueller is \nnot ashamed of her Green Beret status. \n\n\n\n\nAs an Art major, sophomore G wen Cherry \nloves to show her creativity through her \nclothes. Casual or frilly, Gwen lets her \nfashion tell her mood \n\n\n\nLily Maddatu is a born student as she \nmakes her books and backpack part of \nher unic^ue style complete with head- \nphones and ASC sweatshirt. \n\n\n\nAlways with her own funky style, Yu \nBai chooses her own sense of fashioi \ncomplete with leather jacket, furry he \nand a bright orange shirt. \n\n\n\n66  stuT:\u003eent Life \n\n\n\ntrst-years, Kristen Abernathy and Katie \nIcGee prefer the more subdued and clas- \nc look, like models straight out of a \nCrew catalog. \n\n\n\nSince they are now twenty-one, Katya \nMason, Liza McDaniels, Joy Garwood, \nand Gemma Hall think they are down- \nright hot. \n\n\n\n\nSome people say you are \nwhat you eat. More peo- \nple say that you are \nwhat you wear. Fashion \nhas always been a cru- \ncial issue for students at \nAgnes Scott. As indi- \nvidual people, we all \nhave individual styles: \nsome punk, some retro, \nsome preppy, and some \necclectic. Many sported \nthe traditional Scottie \n\"look\" of sweatpants \nand flip-flops. Everyone \nused their dress to \nexpress themselves \ndifferently. At Agnes \nScott, students took \npride in their unique \npersonalities. A walk \ndown Buttrick Drive \nrevealed women in all \ntypes of attire, trendy or \nconservative: cargo \npants, fuscia hair, \nAbercrombie t-shirts, \nbell bottoms, tailored \nsuits. A community that \nwas diverse in its ideas \nand cultures was also \ndiverse in its fashion. \n\n\n\n\"Everything goes with \nsilver shoes! You can't \n\n\n\ngo wrong. \n\n\n\n-Beth Harben \n\n\n\nTrend \nSetters \n\n\n\nstcjoerat Lire  ^J^ \n\n\n\nBack to \nSchool \n\n\n\n\" I have yet to take a \n\nclass at Agnes Scott \n\nthat I did not enjoy. \" \n\n-Sarah Mcllrath \n\n\n\nThe academics at Agnes \nScott College are tradi- \ntionally challenging and \npromote intellectual \nindependence, academic \nexcellence, and an \ninformed choice. Agnes \nScott offers various \nmajors and minors \nwithin the liberal arts \nprogram. Each semester \nit offers many opportu- \nnities to study abroad, \ntake an internship, cross \nregister, and participate \nin global awareness \nprograms. While enjoy- \ning these perks, each \nstudent is encouraged to \nmaintain good academic \nstandards while also \nupholding Scott's cher- \nished Honor Code. The \nbest part about an \nAgnes Scott student is \nher diverse knowledge. \nShe is an expert in all \nfields of study, from \nScience to Philosophy to \nMath to Theatre to the \nbest place to escape \nschool on the weekends. \n\n\n\n\nThe perfect place for studying is the \nlibrary, complete with plenty of quiet \nand big tables for books. \n\n\n\nStationed in the Buttrick computer la \nsophomore Eve Smith sets out surfing tl \nweb to research her English paper. \n\n\n\n;68  sXiuXDent life \n\n\n\n\u003celli Izard and Andrea Harvey have a \n;tress-relieving laugh as they collabo- \nate on a paper. After all, two minds \nire better than one. \n\n\n\nLaGenie Jones quickly glances over her \nFrench homework before class begins. She \nwants everything perfect before the pro- \nfessor calls for her answers. \n\n\n\n\nIn the comfort of her bedroom, Deepthi \nJayaraj checks up on her notes and reads \nahead for class. \n\n\n\n\nKatya Mason and Liza McDaniel find that \na having a \"Study Buddy\" makes the \nwhole ordeal more bearable. \n\n\n\nstaoerjt Life  6g \n\n\n\nFor some, dorm life is a \nbig part of the college \nexperience. Sharing \nfugus-infested showers \nand sleep-talking room- \nmates makes life excit- \ning. Whether studying, \nsleeping or socializing, \nsomething is always \ngoing on. This is the \nplace where frendships \nare formed as late night \ndiscussions go well into \nmid-morning and \nlouder than quiet hours \nallow. Laughter is al- \nways heard, and it is not \nrare to see someone lose \ntheir mind from stress. \nAt Agnes Scott our \n\"dorms like palaces\" \nprovide havens from \nclasses and mandatory \nmeetings while leftover \npizza boxes, and \"man \non the hall\" remind us \nof community living. \nDorm life can be hectic \nor calm, but it is always \nadventurous. Hold on, I \nthink someone's knock- \ning at my door... \n\n\n\n\"I think dorm life is \ngreat except I'm \nnever in my room.\" \n-Yalonda Rice \n\n\n\nRooms To \nGo \n\n\n\nKendra Wright, Kelli Izard, Courtney \nGriffin, Andrea Har\\'ey, and Timala Elliott \ntake a much needed study break on the \nthird floor lobby of Inman. \n\n\n\nFirst-year Jennifer McLaughlin wak \nup from a nap smiling. Hmm...Wh \nexactly was she dreaming about? \n\n\n\n\n\n\n\n\nJunior Nikki Clark takes a phone break \nfrom the perils of homework. It's a great \nstress reliever to vent frustrations and \nlaugh with a distant friend. \n\n\n\n\n\nSharri Spears tiptoes down the hall of \nRebekah, praying that her pan of dinner \ndoesn't spill. Not only will it make a mess, \nbut she'll be hungry the rest of the night. \n\n\n\nVith a sun painted on her face. Goddess \nleather Harvey is patiently waiting for \n31ack Cat to begin. Meanwhile, she \niamples a tempting bag of M \u0026 M's. \n\n\n\nIn a desperate search, Mia scours the \nfloor of her room. After looking here \nand there, she begs her roommate for \nhelp. \n\n\n\nstcjoerjt lifG  1 1 \n\n\n\nHoochie Mamas unite! Gemma Hall, \nCarole Butler, Deanna Mullis, and \nMelanie Spillane pose before strutting \ntheir stuff in downtown Atlanta. \n\n\n\nAshlea Mittelstaedt and Jennifer Marcun \\ \nare staying alive as they do a little disccJ \ndancing at the local Atlanta festival Mu \nsic Midtown. \n\n\n\n\"Do I have a great body or what?\" Liz \nMeade models one of the many t-shirts \nshe found in a beach-side store. \n\n\n\n\n\"Just a few more shots and 1 win!\" Helene \nSabel masters the difficult techniques in \nthe game of pool. \n\n\n\n72  staoeiQt Lipe \n\n\n\n\nlake love not war\" is the motto of these \nrd-core party animals Laura Watson, \nHie Curington, and Jennifer Marcum. \n\n\n\nFellow Agnes Scotties, Jennie Bell, \nNatalie Taylor, and Natalie Pagelsen \nshow their spirit at one of the Tech \nfootball games. \n\n\n\nOutside \nScottville \n\n\n\n\"I like going to \nTwain's with friends \nbecause it's a great \nplace to just relax.\" \n-Einsley Janowski \n\n\n\nCollege life sometimes \nfeels like a warped \nversion of MTV's \"The \nReal World.\" Living \nwith seven hundred and \nfifty other people in one \nhouse can cause a \nsearch for an off-cam- \npus place to chill. There \nare myriad places in \nAtlanta where students \nfrequently escape. Many \nhotspots are the Atlanta \nBrewhouse, Masquer- \nade, Cafe Diem, and the \nFarmer's Market. \"I \nthink it's refreshing to \nget off campus and do \nactivities because that is \nwhat keeps me sane,\" \nsaid Sophomore, \nHeather Harvey. De- \nspite the beauty of \nAgnes Scott, we women \nmust interact with \nothers beyond the \nWinship iron gates. So \nthe next time you feel \nthe urge to escape from \nthe land of Agnes Scott, \nthink of the wonderful \nplaces at your disposal. \n\n\n\nstaoerat Li'^ze  '7's^ \n\n\n\nSenior field hockey members relax in the \nsun, confident that victory would soon be \ntheirs. After a bitterly fought battle, the \nGreen Berets prexailed. \n\n\n\n\nSenior Joy Garwood decides to relieve a \nlittle stress as she prepares to fight . \n\n\n\nJuniors precariously climb into a pyra- \nmid to prove their spirit for fellow \nclassmates playing field hockey. \n\n\n\nIt was a showdown with the Blues Brotl \ners versus the Real Things. They battled \nout on the field in hopes of making it I \nthe finals. \n\n\n\n74  stuXDent Li|:e \n\n\n\n\"We've got spirit! Yes we do! We've got \nspirit! How 'bout you?\" A boisterous \ngroup of first-years cheers on their team \nmembers. \n\n\n\n\"You want a piece of me?!?!\" Macy \nGeigerandAshleaMittelstaedtdukeit \nout in an imitation of the Mighty Gladi- \nators. \n\n\n\n\nm 'm. \n\n\n\nA return to tradition. At \nthis year's Black Cat, the \nforgotten field hockey \nusurped the regular \nactivity of having a keg \nand DJ before Junior \nProduction. Sister \nclasses were pitted \nagainst each other in \ntheir attempts to make it \nto the finals. Yellows \ninterspersed with \ngreens, and blues mixed \nwith reds. \n\nThe final game was a \nshowdown between the \nGreen Berets and The \nReal Things. Field \nhockey sticks moved in \nall directions as the ball \nflew from side to side on \nthe field. Despite the \nFirst-year's attempts, the \nSeniors emerged as the \nfield hockey victors of \n1999. \"It was a tough, \nbut exciting game be- \ncause we didn't expect \nto win. We thought we \nwere going to lose BIG \ntime,\" said Senior, \nDeanna MuUis. \n\n\n\n\"Playing field \nhockey was a lot of \nfun because most of \nus hadn't played \nbefore/' \n\n-Gwen Cherry \n\n\n\nSisters \nand Sticks \n\n\n\nstuv\u003eent Li;pe  7^ \n\n\n\nLaughter \nwith color \n\n\n\n\"I thought that the \nBlues Brothers deco- \nrations were by far \nthe best.\" \n\n-Marguerite Gant \n\n\n\nColor and creativity are \nwhat it's all about come \ntime for Black Cat week. \nThis year each class had \ninnovative and original \ndecorations to show \ntheir spirit. From the \nthree-dimensional cut- \nouts of Marge to the Sun \nGoddesses' decorative \nthrone, the classes \nshowed great talent in \ntheir artwork. \n\"My favorite prank was \nthe Senior's where I was \ntold 1 was on academic \nprobation. I was having \na stressful week with \nlots of tests and receiv- \ning that letter didn't \nhelp,\" said Junior, Vivan \nTran. \n\nAll the decorations and \npranks deserve high \naccolades for their \noriginality. Black Cat \ntraditions would not be \nthe same without the \nspirit put into distribu- \ntion of class colors and \nbanging a few pots and \npans. \n\n\n\n\nOperation Decorations has these Se- \nniors quite busy in the lobby of \nCampbell. Nothing could stop these \ndetermined Green Berets. \n\n\n\n\"Let's make sure that sun is perfect! \ncut!\" First-years admire their innovativ \ndecorations in preparation for Black Ca \n\n\n\n76  staDent Life \n\n\n\nAnn Winslow always takes a creative \napproach-not only in the final work \nbut also the application. Do we have \nanother Pollock on our hands? \n\n\n\nJessica latum knows what she wants as \nshe begins to decorate one of her first- \nyear class banners. As the red paint \nsplashed, she was ready for any mishaps. \n\n\n\nThe sophomore class decorated the class- \nrooms and dining hall with their own \nbright wardrobe. Their Orientation t- \nshirts were visible from downtown \nDecatur. \n\n\n\n\nCoke bottles were one of the main decora- \ntive items that the first-years used to sho\\v \ntheir class spirit as they transformed into \ncandleholders. \n\n\n\nstuDerit Li fe -77\"; \n\n\n\nThe foundation of the \nHyatt Regency in down- \ntown Atlanta was \nrockin'and rollin' on \nOctober 10, 1998 as the \nannual Black Cat Formal \nhit full swing. As the \nband played favorite \ndance tunes, couples hit \nthe dance floor and the \nbuffet. The ballroom \nwas overflowing with \nlaughter and music. \nFor the upperclassmen, \nthe dance was antici- \npated for the excitement \nand the tradition. For \nthe first-years and \ntransfer students, it was \nan anticipated event for \nthe rare glamour of a \ncollege formal. Jamie \nBell, a first-year, com- \nmented, \"The Black Cat \nFormal was an ex- \ntremely exquisite \nevening that was taste- \nfully presented. But who \nwould expect anything \nother than that when \nAgnes Scott is sponsor- \ning the event?\" \n\n\n\n''The formal was a \ngood excuse to take \noff the jogging \npants and T-shirts to \nplay dress-up!\" \n\n-Jocelyn Taylor \n\n\n\nBlack Cat \nMagic \n\n\n\nDressed to kill, sophomores Natalie \nPagelsen, Natalie Taylor, Lauren \nSuUins and Jennie Bell make a stun- \nning spectacle in the evening. \n\n\n\nCrazy girls, Michelle Goss, Nanc) \nBennowitz, Shari Gunnin, Elizabetl \nEldridge, Casey Parsons, Jackie Nakacwc \nand Carla Maley , are ready to party hardy \n\n\n\n\n7 8  staT)ent Ufe \n\n\n\nThe lead singer of the band gives a good \nshow as she instructs one of the dates on \nthe proper way to perform \"The Jerk/' or \npossibly how to look like one. \n\n\n\n\nSophomore Joy Carter is the lady in silver \nas she \"shakes her groove thang\" on the \nHyatt dance floor. The best part of the \nformal is the hot tunes from the band. \n\n\n\nith a wink and a smile, Ashleigh Hilary Wright and her boyfriend es- \n\nlatthews and Becky Smith steal the show, cape to the gardens to enjoy the roman- \n\nter donning a black wig and a boa, tic atmosphere. The warm weather \n\n:se two look like movie stars. and clear sky made the night perfect. \n\n\n\nsturyent Lire  :zc^ \n\n\n\n\"Sally Struthers\" ministers to a poor starv- \ning college student as she begs the audi- \nence to take a few cents out of their day to \nsupport other deprived students. \n\n\n\n\nCarrie Anderson, masquerading as \n\"Stephanie Balmer,\" describes the differ- \nences between the ideal Class of 2001 and \nthe alternative Class of 2002. \n\n\n\n\n80  staoerjt Life \n\n\n\n\\s a side job, astrology professor \"Chris \nDepree\" thrills the girls at a local dance \n:lub. He got most of his moves from \nhe movie \"The Full Monty.\" \n\n\n\nDebbie Eichert, Kate Lanigan and Laura \nLivingston contribute to the Junior Pro- \nduction without subjecting themselves to \npublic humiliation. \n\n\n\n\nill the South Park kids are present and \nccounted for as they crack jokes at Mr. \nlat and wish for some yummy Cheezy \noofs. \n\n\n\nBackstage, the many junior performers \nwatch the skits check off and prepare for \ntheir grand debut. To keep busy, they \nwork on class decorations. \n\n\n\nJunior \nProduction \n\n\n\n\"Junior Production \nwas more fun than I \nexpected, but more \nwork, too.\" \n\n- Amber Pipa \n\n\n\nThe entire campus was \nrolling and dancing in \nthe aisles as Black Cat's \nJunior Production \nmocked every imagin- \nable topic on campus. \nNothing nor was anyone \nsafe when the Class of \n2000 proved their bitter \nwit. The Admissions \nOffice took a beating as \n\"Stephanie Balmer\" \nrevealed her own Mas- \nter Plan to populate the \ncampus with preppy \ncheerleaders, much like \nthe Class of 2001. A few \nmembers of the faculty \nappeared on the Jerry \nSpringer Show to tell the \nworld of their secret \nlives. The \"men\" of the \ncampus did a strip- \ntease, the dining hall \nbecame an infomercial \nfor Sally Struthers, and \nPublic Safety binged on \ndoughnuts. The English \ndepartment in particular \ntook a beating as every \nfaculty member was... \n-continued- \n\n\n\nI \n\n\n\nstuzjent Ufe  8.1 \n\n\n\n\n\n\nFuture runway models, Kareisha Henry \nand Jen Heckman reveal Victoria's Secret's \nnew line of Green Beret Angel Bras. \n\n\n\n\n\"Dean Hudson\" and \"President Bullock\" \ndescribe the importance of the Master \nPlan to certain members of the student \nbody and staff. \n\n\n\n\nThe Black Kitty has found her home in \nthe House of Blues with Jake and \nElwood and the Class of 2000. She fi- \nnally found people as cool as she is. \n\n\n\n\"Dr. Cozzens\" illegibly writes her top , \nsuggestion on the blackboard while \"D \nAmes\" contemplates the brilliance of h: \ngreatest influence, Siskel and Ebert. \n\n\n\n8a  stuTDent life \n\n\n\n'It's Friday! And there certainly ain't The rugby players are none too excited \n\nlothin' to do at Agnes Scott.\" Even the about the new Master Plan idea as they \n\nnovie \"Friday\" makes its way onto the listen with jaded looks and blank stares. \n\nunior Production stage. \"Do we get more money,\" they ask. \n\n\n\n\n...mimicked in dress, \nvoice and opinions, and \nalso their writing style. \nIn the South Park skit, \nKenny was tragically \nkilled by the ASC \nShuttle while the school \ncounselor explained the \ngood points of the \nGothic Arches. \nVictoria's Secret dis- \nplayed their newest line \nof Angel Bras in the \nclass colors of green, \nblue, yellow and red. \nThroughout the show, \nthe homeless Black Kitty \nleaves her former home \nin Public Safety to \nsearch for people cool \nenough to keep her. \nHumorous shots were \ntaken at the frat-girl \nfirst-years, the cheer- \nleader sophomores, and \nthe butch seniors. After \nmaking her rounds, the \nBlack Kitty finally found \nthe cooler than cool \nBlues Brothers, who \nwere a perfect match for \nher smooth style. \n\n\n\n\"JP kicked ass in so \nmany ways, but two \nthings stick out: Becky \nSmith stripping, and \nmy brother singing.\" \n-Melanie Minzes \n\n\n\nJunior \nProduction \n\n\n\nsCaoent Life  ^i^^' \n\n\n\n~i .3t_ '*. LmTSi^- : \n\n\n\nWorld \nTravelers \n\n\n\n\"The best part of \nGhana was the \npeople, always smil- \ning. They made my \nstay wonderful.\" \n\n- Eve Smith \n\n\n\nDestination: \nWarmWaters. That was \nthe credo of many lucky \nScotties, who jetted off \nto exotic spots Uke \nHonduras and Ghana. \nThe biology students \nexpored the cool sea life \nand the steamy night life \nof South America. The \nGlobal Awareness \ngroup lived for the \nsunny beaches and the \nwarm people of Ghana. \nUnlike ordinary college \nstudents who suffered \nthrough chilly winds, \nthe Global Awareness \nclass spent their Christ- \nmas break getting tans \nand wearing shorts. This \nwas an exciting learning \nenvironment for both \ngroups. The cultures of \nthe different countries \nwere very diverse, but \nthrilling nonetheless. \nThese may have been \neducational trips, but no \none ever had this much \nfun getting an educa- \ntion. \n\n\n\n\nThe Marine Biology class: Shannon \nCarr, Liz Meade, Sandy Miller, Susie \nKahl, Jamie Lee, Katy Graham, and \nAlex Marr. \n\n\n\nBetsy fits right in with her host family \nSenegal, Africa. She has become just oi \nof the kids in this close-knit family. \n\n\n\n^^- stuXDent Life \n\n\n\nifeah, these girls are having fun! Study all \nlay, party all night, Kim McSwain and \nkisie Kahl are learning all about life in \n-ionduras. \n\n\n\nIn Roatan, Honduras, Biology student \nLiz Meade lives out her childhood \ndream as a dolphin trainer. Next stop: \nSea World. \n\n\n\n\nBetsy Morley celebrates Halloween dur- \ning her fall trip to Dakar, Senegal. That \nnight she got a lot more tricks than she did \ntreats. \n\n\n\n\ni \n\n\n1^- \n\n\n\n\n3 k ^^wi- \n\n\nCI \n\n\n:iJp*? \n\n\n\nEve Smith, Erica Plumey, and Amelia \nTomlinson are loving life at the beach \nduring their visit to Ghana's Cape Coast. \n\n\n\nstcjoerat Life Si' \n\n\n\n^ \n\n\n\nAhlan Wa Sahlan? In \nthe past year, our fellow \nScotty sisters traveled to \ndistant lands. Some \nhiked the vast green \nhills of Wilock and \nothers traipsed through \nthe labyrinthine corri- \ndors of Jerusalem's old \ncity. \n\n\"One of my favorite \nmemories of the Middle \nEast was staying at the \nJordan University for \nWomen because I had \nthe chance to connect \nwith women my own \nage in another part of \nthe world and I learned \nhow to communicate \nwithout words, said \nJunior, Treah Caldwell. \nEach group of students \nwill forever look back \non their experience with \nextreme nolstalgia, with \none exception jetlag! \nThe long air flight and \ntime difference took \nsome getting used to, \nbut they managed quite \nwell. \n\n\n\n\"The Ireland trip was \nmemorable because \nwe had a knowl- \nedgeable guide.\" \n\n-Kristen Whirley \n\n\n\nJet lag, \nanyone? \n\n\n\nSay hummus! Deanna Mullis, Carolyn Three world-travehng Scotties prepare i \n\nStover, and Kim Nelson pose for a head into downtown Belfast for a day ( \n\nquick picture with their new Jordanian educational fun. \nfriend. \n\n\n\n\n:86  staoerDt Lffe \n\n\n\n\nTreah Caldwell cools off in the Red Sea, \nbefore turning around to gaze at the moun- \ntains of Saudi Arabia behind her. \n\n\n\nRachel Lackey,Amy Liko\\ich, and Holyn \nIvy view the Atlantic Ocean from the \nother side of the world Ireland. \n\n\n\nJoofing off at the Rock of Cashel, Kim \n'layes, Andrea Yeamen, and \nlandace Lyn Perry climb on top of the \nocks. \n\n\n\nStudents flock to the shade to find pro- \ntection against the sun while visiting \nthe achaeological sight of Masada. \n\n\n\nstciOeot Li^Ze  8 7 \n\n\n\nHalloween has never been this much fun Nothing like a cold brewsky for thesij \nas these three Scotties celebrate a belated Scotties. Alaine Jones and Susai! \nFall Break at the Anne Rice Ball. Buckner chill out in their beach condc i \n\nover Spring Break. | \n\n\n\nThis obviously isn't Atlanta! These \nScotties decided to go skiing up North \nduring their time off. \n\n\n\n\nFun and sun are what Jean Exum and \nStephanie White have in mind over their \nbreak. \n\n\n\n18 a ' stuTJent Life \n\n\n\n\nhese ladies are all smiles because \nley're not at Agnes Scott! Helene \nible. Holly Scott, and Amy Starr pose \nT a quick picture. \n\n\n\nIt's about the Tequila shots, baby! Cassie \nCastillo, Kim McSwain, Sandy Miller, and \nKatherine Nalley toast to being in the \nKeys for their Spring Break. \n\n\n\nBreaking \nOut \n\n\n\n\"Last year's Spring \nBreak I went to Mi- \nami with the Orien- \ntation Council.\" \n\n-Kristine Trias \n\n\n\nForget the books, leave \nbehind the study notes, \nit's time for some fun \nand relaxation come Fall \nor Spring Break. Some \nstudents choose to go \nhome or on road trips \nwith friends. Either way \na break is always wel- \ncomed. What better \nway to recuperate from \nmid-terms and regain \npart of your sanity? \n\"A favorite belated Fall \nBreak memory for me \nwas playing in New \nOrleans with all the \nlittle vampire boys at \nthe Anne Rice Ball,\" said \nSenior, Jennifer \nMarcum. \n\nBoth Fall and Spring \nBreak come at pivotal \nmoments. Academic \nlives are put on hiatus \nwhile students venture \nbeyond Agnes Scott- \neven if it is just to your \nhometown of two thou- \nsand. (Remember: two \nthousand can be better \nthan ei^ht hundred!) \n\n\n\n|h \n\n\n\nstwoent Ufe  S^ \n\n\n\nAt the Dana information desk, Ann \nDelgado fields questions, answers the \nphone and protects the building from \nintruders. Isn't she brave? \n\n\n\n\n\n\n\nAs one of the many competant library \nemployees, Kim Nelson takes your money \nand keeps you informed. She also gets \naccess to new magazines. \n\n\n\n\nAs the nice snack shop employee, Mina Comfy on her perch, Sarah Ryley scam \n\nstands ready to weigh your sandwich Eve Smith's I.II). card as dinner begins \n\nand take your number. \"Is this off your The hardest part of Sarah's job is facind \n\ndeclining?\" she asks sweetly. down the hungry mob at five o'clock. \n\n\n\ni^go  stuxjent life \n\n\n\n\"So, we're not allowed to open the mail?\" As Bianca Torres looks for new infor- \n\nrhese stressed out mail workers look like mation at the Information Desk, \n\nheir working, but they are actually plan- Shannon Carr opts to finish her home- \n\nling to \"go postal.\" work. \n\n\n\n\nAs a college student, the \nworst sight to witness is \nthe gradual depletion of \nfunds in your bank \nacount. As it dwindles \naway, there is sudden \npanic and a mad dash to \nfind a part-time job. \nMany students on cam- \npus had that covered \nwhen they signed up for \na campus job. Left to \nthe luck of the draw, \nsome students took any \nodd job open: mail \nroom detail, student \ngardener, library assis- \ntant, or the dreaded \nfood service. These \nwere great chances for \nstudents to make extra \ncash in their free time \nfrom class, without \nleaving campus, and \ninteract with students, \nfaculty and staff. There \nwas often time during \nwork hours to do a Uttle \nstudying or joke around \nwith co-workers, things \noften discouraged out in \nthe rigid \"real world.\" \n\n\n\n\"Working on campus \nis very convenient, \nand they really work \naround my class \nschedule.\" \n\n- Haley Coleman \n\n\n\nMoney \nMakers \n\n\n\nstcioeot Life  $^ \n\n\n\nPart of the \n\"Plan\" \n\n\n\n\"I have to keep in \nmind how nice the \ncampus will be when \nthey finish.\" \n\n- Joy Carter \n\n\n\n\"It's all part of the \nplan,\" they said. While \nstudents ate on paper \nplates, woke to the \npounding of metal, and \ntrekked to the Hopkins \nTrailer Park they tried to \nkeep that thought in \nmind. But, it became \ntough to accept when \nthe basement of Alston \nbecame packed with \ndiners during the usual \n15-minute lunch break. \nSlowly, Agnes Scott \nstudents adjusted to the \ntransition. They discov- \nered that the walk to \npublic safety or the post \noffice was good exercise, \nand it was exciting to \nwatch the gradual \nresurrection of the new \nand improved Letitia \nPate Evan Dining Hall. \nAlas, this was all part of \nthe plan that students \nwould live with for the \nnext few years. What \nexciting changes would \nhappen next? Don't ask. \n\n\n\n\nTrailer park trash. What was once the Pubhc Safety has been kicked off campus \n\nparking lot of Walters has now become Too disruptive, perhaps? Or maybe thei \n\na trailer park for the construction work- late night parties disrupted Presiden \n\ners, who are moving in. Bullock? \n\n\n\nk'psl- stcjoent Lif:e \n\n\n\nLinda makes a quick visit to the new post \noffice, located way across campus from \nthe rest of civilization. \"Quick visit,\" my \nfoot! It's a hike. \n\n\n\n\"Squish\" went the dining hall as it \nshrunk drastically in the construction. \nThe move to Alston was a shock to the \nclaustrophobic senses. \n\n\n\nWhat a change a Caterpiller makes! The \nouter wall of Evans Dining Hall has been \nremoved and replaced by the skeleton of \na deck. \n\n\n\n\nThe future of parking at Agnes Scott! This \nmound of dirt will one davbe transformed \ninto a grand parking deck. \"When\" is the \nquestion. \n\n\n\nstaoeot Li.p6  931 \n\n\n\nr \n\n\n\nEveryday, ten to fifteen \nminutes before the hour \nstudents pour out of \nButtrick and Campbell \nto one of Agnes Scott's \nmany hangouts. There's \nthe \"hub\" (for those \nwho don't know, it's the \nquad wall), the smoker's \nbench, and yes, even \nlower Alston. Some \npeople choose to not \ncongregate in one of \nthese areas and go \nspend their quality time \nelsewhere. \n\n\"I like hanging out in \nthe Campbell lab rooms, \nbut it's not by choice. \nI'm just there all the \ntime,\" said sophomore, \nFarah Kashlan. \nStudents can definitely \ntake advantage of the \nvarious hot spots at \nAgnes Scott. If they are \nnot in the mood to be \nalone, or vice versa, they \ncan change their envi- \nronment in less than five \nminutes, by simply \nturning the corner. \n\n\n\n\"I like hanging out \non my hall because \nit's so darn cool.\" \n\n-Betsy Morley \n\n\n\nCampus \nHot Spots \n\n\n\nThere is nothing hke good food and good Julie Du Vail and Rebecca Jones bask i \n\ncompany to help these to students stay in the afternoon sun while sitting on th \n\nthe dining hall for an hour at a time, quad bench chatting. Sun, friends an \n\nabsorbing the cheery atmosphere. an apple are all you really need. \n\n\n\n\n3^^'- stcjoerat Life \n\n\n\nIt's just my book, my rocking chair, and \nme. The gazebo is a favorite place to relax \nor meet with friends. Even the \"Scream\" \ncharacters hked it. \n\n\n\n\nChilHn' between classes, these Scotties \nhang out in Buttick to hear the latest gos- \nsip as they run into rarely-seen friends. \n\n\n\nitting on the hub wall, these students Time to relieve a little stress? For these \nitch up on what they did over the week- students, nothing does it better than \nnd and enjoy the warm spring air. having a quick smoke at the \"smoker's \n\nbench.\" \n\n\n\nstcioerat Lire  giMi \n\n\n\n^ \n\n\n\nLauren Sullins and Beth Harben help each \nother with the final touches of their out- \nfits before going out for a night on the \ntown. \n\n\n\n\nBrigitta Johnson and Yurora Saylor un- \nmask their abilities at the Career Planning \nand Counseling/Senior Halloween Party . \n\n\n\n\nii96  staoerjt Lifre \n\n\n\n\nlaine Jones cradles Carole Butler before \ne Black Cat Field Hockey games begin. \nice Teeth, Swamp Girl! \n\n\n\nKim McSwain, Meredith Fields, Amrita \nDhamoon, Cassie Castillo, Sara Richey, \nand Betsy Herrignton cheer on their \nfellow Green Berets. \n\n\n\n// \n\n\n\n// \n\n\n\nFriends \n\n(the real thing) \n\n\n\n\"This has been the \nplace to find people \nto accept me for who \nI am at my best and \nworst.\" \n\n- Rebecca Jones \n\n\n\nIn this \"World for \nWomen,\" the bonds of \nfemale friendships \nbecome the blessings in \nour lives. Many students \nfind their best friends on \nthe halls of the first-year \ndorms where they share \nthe thrill of freedom and \nthe terror of classes. \nOthers meet new people \nduring Black Cat Week \nas they pound pots and \npans or practice end- \nlessly for Junior Produc- \ntion. These are the \nfriendships that last \nforever, the ones built \naround common inter- \nests, common goals and \ncommon needs. True \nfriends are the ones to \nlisten attentively, advise \nwisely, and laugh heart- \nily. They lift us up and \nground us in reality. \nEven if the only time \nspent together is in the \ndining hall at lunch, we \ncherish each nioment for \nthe peace and happiness \nwe find. \n\n\n\nstuv\u003eent Lijle  g 7 \n\n\n\nGoing for the Suzie Homemaker Award, \nMackenzie Green sews together a quilt \nfor her bedroom next year in her first \nhouse. \n\n\n\n\nHelene Sabel and Kmi McSwam put tt \nuse the Scottie educational skills as keg \nwatchers waiting for the pickup. \n\n\n\nFarmer Carole Butler gets in touch \nwith her inner redneck. \n\n\n\nAshlea Mittelstaedt and Lauren Milhl \nare all business as they get ready to atten \nthe Career Fair. \n\n\n\n98  stuTjent life \n\n\n\nrhe search is on for this Scottie, as she \nperuses career books for the perfect job. \n\n\n\nTaking the non-traditional approach \nto finding a job, these ladies head down- \ntown to Ponce. \n\n\n\n\nThere is something to be \nsaid about life's abrupt \nmanner in which life can \nsuddenly change once \nyou've become accli- \nmated to a new environ- \nment. So don't become \ntoo attached to dear ol' \nAgnes. Your stay here is \nonly a purgatorial one \nbefore joining the real \nworld. \n\n\"My biggest fear about \njoining the working \nworld is not finding my \nrightful place and sur- \nviving in it,\" said Senior, \nGemma Philage. \nEvery year students \ngradually assimilate into \nthe world of nine to five. \nThey take on internships \nand externships to get \nexperience and make \nbusiness connections. \nCommuting through \ncongested traffic and \nwriting checks for \nmonthly rent usually \nhelp students to become \nmore responsibleor \nthey make them cry. \n\n\n\n\"I really worry \nwhether or not I'U \nbe successful in the \ncareer I choose.\" \n\n-Helayna Hoss \n\n\n\nLife's \nDecisions \n\n\n\n\u003c \n\n\n\nstciDeot Life  gg \n\n\n\n\n'hey are women . . . \n. . . scholars . . . \n\n. . . and athletes \n\nmhey are the Agnes Scott sports enthusiasts. Whethe \nrising in the wee hours to dive into frigid waters o \nsacrificing social hours for practices, they neve \ncomplain. These are some of the most dedicated women oi \ncampus. These women develop fitness of mind, body, an( \nspirit to echo the academic and sport traditions of Agne \nScott. They also begin new traditions along the way. Her \nis their journey . . . \n\n\n\n, WBL-^s.. i jmm. ' Ji i- \n\n\n\n\n\\\u003e \n\n\n\n'rJ \n\n\n\nNew Beginnings: Cross-country began a new tradition this year with the first race lield on campus - the Scottie Invitationa \n\n\n\nf^%_^p  SpORtS \n\n\n\n\nReady to Rumble! A cheery salute begins the Agnes \nScott Soccer hivitational. \n\n\n\nSpORtS  I5PIJ \n\n\n\nThe volleyball ladies began a new tradition at Agnes Scott this year-making it to the finals. Not \nonly did they earn a spot in the Women's College tournament, but they also walked away with \nsecond place! Nineteen ninety-eight was a sizzling season for these ladies! \n\nTeam Photo \n\nTop Row: Assistant Coach Alex Ricci, Latasha Bryson, Cameron Fahrenholtz, Aleesia TolUver, Laura Underwood, \n\nBogdana Georgieva, Kim Davis, Head Coach Jessica Szymanski. \n\nBottom Row: Chevon Henderson, Trianna OgUvie, Betty Callahan, Monet Butler, Kareisha Henry, Becky Smith, \n\nCassandra Schiller. \n\n\n\n\n\nIT'S ALL IN THE TEAMWORK! JUMP-SHAKE YOUR BOOTY! \n\nStarting players entertain a hit of pre- Defensive players come prepared with \ngame strategy. traditional Scottie props  their boo- \n\nties! \n\n\n\n102  SpORtS \n\n\n\nONCENTRATION IS KEY \n\nleesia Toliver listens intently to pre- \name instructions. \n\n\n\nHANG TIME \n\nWho says only basketball players \nmake jump shots? Two ASC team \nmembers attempt to block a spike from \ntheir opponent. \n\n\n\n\nJ An Even Seaso \n\n^v ji^ii, Against... \n\n\nn \n\n\n\n\n\n\n\n\n\n\nStillman College \n\n\nm \n\n\nAtlanta Christian \n\n\n%^i^ .*.M^^L \n\n\nCollege \n\n\nW^^^^L. \n\n\nToccoa Falls Col- \n\n\n^^^H \n\n\nlege \n\n\nHM ^^^m \n\n\nWesleyan College \n\n\nP-^HP  \n\n\nBarber-Scotia \n\n\n!'^^^^^F% \n\n\n\n\nCollege \n\n\n\n\nSpelman College \n\n\n\n\nHI \n\n\n\n\nBrewton-Parker \n\n\n\n\n^^^1 \n\n\n\n\nCollege \n\n\n.^ \n\n\nSeason Tally \n\n\n^\"^^s \n\n\n12-12 \n\nSecond Place at the \n\n\nM \n\n\n\n\nWomen's College \nTournament on \nOctober 29, 1998 \n\n\nFHE MASTER MIND \n\n2oach Jessica Szymanski was the \ndriving force behind this season. \n5he prepared these women for the \nphysical and mental chaUenge of \ncompetition. \n\n\n\n\nCIRCLE OF FRIENDS \nDespite their hard working mental- \nity, these women know how to shed \nthat game face and put on a smile! \n\n\n\nSpORtS  103 \n\n\n\nCROSS-COCIOtR^y  \n\n\n\nPersonal best times for each team member. \n\n\n\nRunner \n\n\nTime \n\n\nAdeline Ashmore \n\n\n26:29 \n\n\nShirnette Chin \n\n\n24:42 \n\n\nMichele Goss \n\n\n25:32 \n\n\nShari Gunnin \n\n\n25:04 \n\n\nElizabeth Harper \n\n\n20:58 \n\n\nAlicia Kerry Jones \n\n\n27:00 \n\n\nCarla Maley \n\n\n20:27 \n\n\n\nMeet \n\nBerry Invitational \nBrenau Invitational \nBrenau Invitational \nBrenau Invitational \nBrenau Invitational \nBrenau Invitational \nBrenau Invitational \n\n\n\nGO SPEED RACER . . . \n\nCarlii ran her home course in just under twenty-two minutes, capturing first \nplace at the first ever Agnes Scott Invitational. \n\n\n\n\nI KNOW I CAN! \n\nElizabeth Harper setting her best time \nof the season to finish in second place. \n\n\n\nLADIES, START YOUR ENGINES! \n\nStarters gearing up for the first ever Agnes Scott Cross Country Invitational. \nLeft to right: Carla Maley, Shari Gunnin, Shirnette Chin, Elizabeth Harper \nMichelle Goss and runners from Brenau University. \n\n\n\n\n\n104  SpORtS \n\n\n\n\nHIT THE ROAD, SHARI!? \n\nShari Gunnin hits the side walk and, \npossibly the metaphorical brick wall, \nat the Agnes Scott Invitational. \n\nSTRAIGHT SHOT \n\nCarla Maley sprints to the finish line \nfor the glory of Agnes Scott. \n\n\n\n\nOh, the places \nyou'll go! \n\nThe 1998 Cross Coun- \ntry team had a won- \nderful season. These \nseven athletic women \nexcelled well beyond \nthe call of duty. An \nexceptional Scottie, \nCarla Maley, won two \nmeets this season and \nset a new tradition for \nfuture Scotties to fol- \nlow; she qualified for \nthe NCAA Regionals \nheld in Maryland. \n\nIn addition to their \nstellar season, they \npaved the way for yet \nanother tradition at \nAgnes Scott. These \nladies ran the Scottie \nInvitational and  \nwon it! The Athletic \nDepartment intends \nto continue this event \nin future years. \n\n\n\nJONESING FOR THE FINISH \n\nA Brenau student chases her shadoiv \nunder the trees at the beginning of the \nAgnes Scott Invitational. \n\n\n\nIN THE JUNGLE... \n\nShari Gunnin whizzes past a sea of \nspectators and enters the wild subur- \nban jungle of Agnes Scott's cross- \ncountry course. \n\n\n\nSpORtS \n\n\n\n\n\n\nSTROKE IT \n\nIn practice, these women stroke it \nmany ways. Here, swimmers master \nthe butterfly stroke. \n\n\n\nMOMENTS SHARED \n\nRoommates Lena Kutuzova and Kara \nWiergacz pause a moment at the \nEmorv University Swimming and \nDi\\'ing Invitational. \n\n\n\n\nTV \n\n\n\n\n\n\n\nRadiant Results \n\nThis year, the Agnes Scott \nSwim Team graduated \nfrom a club sport and en- \njoyed its first season as a \nrecognized sport. These \ntalented ladies participated \nin a Division III classifica- \ntion which did not permit \nany participation in Na- \ntionals, even though a few \nof them would have quali- \nfied. They did, however, \nqualify and compete at the \nAtlantic States Swimming \nChampionships held in \nRadford. The history of \nthe new swim team at \nAgnes Scott already shows \nthe trail of remarkable \nwomen. \n\nWE ARE THE CHAMPIONS \n\nAbo\\'e Right \n\nErin Wright, Kara Wiergacz, \n\nBrigid Batten, Sarah Cadmus, \n\nLena Kutuzova, and Julie Bricker \n\nhuddle outside the Atlantic States \n\nSwimming Championships at \n\nRadford. \n\n\n\nTeam Photo \n\nSarah Cadmus, Lena Kutuzova, \n\nErin Wright, Brigid Batten, Julie \n\nBricker, Emily Osborne, Kara \n\nWiergacz, and Captain Elizabeth \n\nMeade. \n\n\n\n\n106  SpORtS \n\n\n\nr \n\n\n\nr*i \n\n\n\n\"****** \n\n\n\nm^ \n\n\n\n\nSHE'S PRETTY FLY! \n\nLena Kutuzova swims laps to the lead \nwhile swimming the fly at the Atlan- \ntic States Swimming Championships. \n\n\n\nSI'IRITLAL TRINITY \n\nErm Wright, Brigid Batten, and Julie \nBricker formed supporting friend- \nships this season during the manv \nhours spent by the pool. \n\n\n\n\n\n\n\n-X-C-I-T-E-M-E-N-T \n\nrin Wright and Brigid Batten smile \nway their nervousness at the Atlan- \nc States Swimming Championships \n1 Radford. \n\n\n\nPRACTICE POSES \n\nPractices are not purely for strength, endurance, and form in the pool, \nLena Kutuzova also works on her photogenic abilities. \n\n\n\n\ni-| soJimmTog \\- \n\n\n\nSpORtS  0.07 \n\n\n\n'^rs mmmm \n\n\n\n\"Success is counted \n\nsweetest...\" \n-Emily Dickinson \n\n...but these ladies do \nsucceed and it is sweet! \nAfter a triumphant sea- \nson, these women \nplayed against Toccoa \nFalls College in the post \nseason at the Agnes \nScott Invitational. This \ngame was an exciting \none which was a gruel- \nling game to the finish. \nIn overtime, the Scotties \nfinally pulled out \nahead. They finished \ntheir season in a tie for \nsecond place with \nHollins University in \nthe NCAA Division III \nstandings. The soccer \nwomen continually \ncontribute to the ever \nincreasing tradition of \nsuccess in the Agnes \nScott Athletics Depart- \nment. \n\nBelow: \n\nAmanda Henson slows a tidal \nwave of Toccoa Falls players as \nHeather Holm races for posses- \nsion of the hall. \n\n\n\nHeather Holm watches nervously \nfrom midfield as her teammates \nwrestle the ball awav from their op- \nponents. \n\nCoach Laura LeDuc watches intently \nas the plavers move down the field. \nHer careful analysis of the other team \nproves invaluable to their defeat. \n\n\n\n\n\n108  spORtS \n\n\n\nOUT OF MY WAY! \n\nAmber Ralev informs her opponent that Scotties aren't always pohte when \nit comes to competitive sports. Remember, sometimes they push back! \n\n\n\n\nDA DA DA! \n\nDana Neiger passes the ball down the \nfield just before the onslaught of two \nToccoa Falls players. Don't mess with \nthe best baby! \n\n\n\nFREE FOR ALL \n\nDana Neiger returns the ball to plav \nafter it was kicked out of bounds bv \nthe opposing team. But ^\\ho %\\'ill \nrecei\\'e it? \n\n\n\nSpORtS \n\n\n\n\n\n\nsojZtBoLL \n\n\n\nKaren Woods heads \n\ntoward the ball that \n\nhas so recently been \n\nhit into the air by the \n\nopposing team. \n\nBatting is not the \n\nonly important part \n\nof Softball, one must \n\nbe able to scan the \n\nfield to see the \n\npositions of her \n\nfellow players and \n\nknow who to throw \n\nthe ball to. \n\n\n\n\n\nKaren Weyer, senior and veteran of \nthe team, looks for her chance to pre- \nvent the opposing team from scoring \nany runs. Those long legs will get her \nto the ball and her sharp mind will \nallow her to send it in the right direc- \ntion. \n\n\n\nThe Softball team has changed over the years and each \nyear they become close. Not only as a team, but they are \nclose as individuals. Playing in the rain, sliding in the \nmud, and dealing with injured athletes as well as adapt- \ning to a new coach all bring the team closer and closer \ntogether. \n\n\n\n\n\nThe dugout serves many purposes \nfor the Softball team. There they watch \nthe game, discuss strategies, wait for \ntheir turn to bat, cheer on their team, \nand generally get into the mindset to \nplav their best. All team members \ncome to the game to be supportive. \n\n\n\nThe catcher's job is never done. This \ndangerous position can only be held \nby Robin Mask. Her patience and \nstrong knees allow her to keep the \ngame in motion. Missing a catch could \nbe detrimental to the team. What \npressure! \n\n\n\n\n1 io  spoRts \n\n\n\n\nPart of our loyal Athletics Depart- \nment watches Karen Woods slam it \ninto the park. Look at that stance, \nshe's got a homer for sure! \n\n\n\nBelow: Team Picture \nTop Row: Assistant Coach Dave \nStewart, Kendra Baer, Dana Neiger, \nMelissa Odom, Jana Lott, Monique \nWilson, Robin Mask, Head Coach Jus- \ntin Hayes. \n\nBottom Row: Karen Woods, Katie \nFidanza, Karen Weyer, Julie Jacobs, \nMaheen Sarker, Victoria Stopp, Stela \nAnguelova, Anitha Manohar. \n\n\n\n\nSecond Season of \nScottie Softball \n\nThis year proved to be a \nstruggle for the newly \nfounded Agnes Scott Soft- \nball Team. After Coach Jes- \nsica Symanski left Agnes \nScott, Coach Justin Hayes \nstepped up to the plate as \nthe acting coach for Softball. \nCoach Hayes was deter- \nmined to transform these \nmountains into molehills \nand make the second year \nof Softball as an NCAA Di- \nvision III sport a memorable \none. \n\nWith the implementation of \nthe Master Plan, these ath- \nletes found themselves on \nforeign ground. Practices \nwere held in the field be- \nhind Decatur First Baptist \nChurch and game days \ntransplanted these women \nto the Southeast Athletic \nComplex in Lithonia. These \nyoung, practically homeless \nplayers struggle to form a \nsolid tradition of softball \nsuccess at Agnes Scott. \n\n\n\nJana Lott prepares herself to complete \nthe third out of the inning by catching \nKaren Weyer's throw before her op- \nponent can reach the plate. A quick \nhand and a sharp eye is necessary for \nsuch skills to be mastered. \n\n\n\nThe game is over and, regardless of \n\\vho wins or loses, a good time ivas \nhad bv all and e\\'er\\-one is a good \nsport. Shaking hands with the other \nteam after the game shows the impor- \ntance of sportsmanship for all \nplayers. \n\n\n\nSpORtS  I^%* \n\n\n\nARE you TALKIN' TO M?!! NOT IN MY HOUSE \n\nMeridith Baum uses body language The Agnes Scott defensive line forms \n\nscare tactics to keep the opponent out a solid wall to block the offensive \n\nof shooting range. Who says sports team from reaching the basket, \naren't primal? \n\n\n\n\nTT \n\n\n\n\nM=a\u0026J \n\n\n\n \n\n^Iij*  . jrri- r 'V. \\ it \n\n\n\n\nTeam Photo \n\nLeft to Right: Trainer Jodi Fox, Coach Laura LeDuc, Katie Fidanza, Moniquc \nWilson, Meridith Baum, Yessica Padilla, Team Captain Melissa Odom, Dana \nNeiger, Jana Lott, Ashley Zauderer, Kim Holland, and Coach Todd McGuire \n(Not Pictured; Kindra Baer and Coach Alisha Crawley.) \n\nIT'S VERSACE SPORTSWEAR! \n\nPresident Bullock, in her casuals, and \nDean Hudson, in traditional fan dress, \nsupport the basketball team at the \nseason opener. \n\n\n\nTiis  SpORtS \n\n\n\n\n\n[OLY HOLLAND! \n\nJm Holland, #20, sneaks in a few \noints for her Alma Mater while the \npponents aren't watching. Is being \nly in sports against the Honor Code? \n\n\n\nBOMBS AWAY! \n\nGreen Beret Melissa Odom employs \ntactics based on the path of least resis- \ntance theory. She simply shoots over \nthe heads of her opponents. \n\n\n\nGIRLS jLST WANNA HAVE FL'.S'!! \nThe Basketball Ladies take some time \nat the end of their photoshoot to re- \nlease some STRESS. You all know \nyou want to do it, go ahead, smile! \n\n\n\n\nKILL EM WITH KINDNESS \n\nKim Holland and Melissa Odom resolve this dilemma with a Great Big \nBear Hug. Simple logic states that the opponent is unable to score a \nbasket if she is unable to move. \n\n\n\n\nYoung Blood \n\nThree lonely upperclass- \nmen found themselves \namong the ranks of a \nteam full of first years. \nMelissa Odom, Katie \nFidanza, and Kendra \nBaer became the glue that \nheld this team together. \nThey brought with them \nthe experience and ma- \nturity necessary for play- \ning a college varsity \nsport. In future seasons, \nthis fresh bunch should \nbe able to carry on a win- \nning tradition at Agnes \nScott. \n\n\n\n-| BasketBaLL \n\n\n\nHALFTIME ANALYSIS \n\nAshley Zauderer Ustens intently to \nCoach McGuire's plan of attack for \nthe second half of the season premier \ngame. \n\n\n\n\nSpORtS  113 \n\n\n\nSLAM, BAM, \nTHANK YOU \n\nMA'AM! \n\n\n\nSenior Amy Starr is ready as ever for \na liard days pratice. \n\n\n\n\nSkirted Scotties \nof Tennis \n\nThe tennis team en- \njoyed a prosperous \nseason with the ex- \ncellent aid of Coach \nTracy St. John and \nAssistant Coach \nAlex Ricchi. \n\nAtlanta's varitety of \nseasonal changes \ndidn't always pro- \nvide sunny skies but \nthe tennis team con- \ntinued to play \nthroughout the sea- \nson, making Agnes \nScott proud. \n\n\n\nTennis Team Photo \nTop Row: Coach \nTracy St. John,. First- \nyear Layla Smith, \nJunior Callie \n\nCurington, Junior \nJulie Kidwell, Assis- \ntant Coach Alex \nRicchi. Bottom Row: \nFirst-year Anna Bone, \nSenior J.J. Richter, Se- \nnior Amy Starr, and \nFirst-year Mary Rae \nPhelps \n\n\n\nAssistant Coach Alex Ricchi skillfully \naides her team to prepare for many \ngreat matches. \n\n\n\nai4  spoRts \n\n\n\nirst-vear Anna Bone goes mind to \nnind with the ball as she prepares \no serve. \n\n\n\n|-| teniQis \n\n\n\n\nWifi \n\n\n\n\nJUST DO IT!! \n\nHard work, determination, and years of channeling \nanger toward a little green ball have made J.J. a \nsuccessful member of the Agnes Scott Tennis Team. \n\n\n\n\nCalhu ^ face ot determination sa\\'s 1 Lavia is ready to sho\\\\' her opponent \nthink 1 can! 1 think I can!\" what she is made of. \n\n\n\nSpORtS  11^; \n\n\n\norzgcar2\\z,cjt\\or:is \n\n\n\nmhe Student Senate of the Student Government Asso- \nciation has traditionally been responsible for estab- \nlishing student organizations. Student organiza- \ntions and publications are supported in part by a studeni \nactivities fee which each student pays each year. All orga- \nnizations with constitutions approved by the SGA are \neligible to request SGA funding. Any student at any time \ncan begin a student organization on campus and can \nreceive funding through SGA if they follow the rules of oui \nStudent Government such as having an approved consti- \ntution. This process carries on the tradition of freedom and \nvoice at Agnes Scott. We hope to see many new organiza- \ntions in the coming years. Let's just hope they don't up thai \nStudent Activities Fee! \n\n\n\n\nThe American Chemical Society comes equipped with props and all. Cathy Creel, Hadeel Masseoud, Deanna Mullis, Devor' \nSa\\oy, and Amanda Goodman hold their molecules proudly at one of their many fun meetings. \n\n\n\nY/-i.3^6  ORganfzatioos \n\n\n\n\nShowtime works with Student Acti\\ities to bring big \nnames hke Tommy Davidson to campus. Kristine \nTrias, Leighan Lord, Tommy Davidson, Farah \nKashlan, Erin Jenkins, Helavna Hoss, Shuronda Smith, \nand Ginnv Adair, all members of Showtime Pro- \ngrams Board, relax before Tommv's big appearance \nin Gaines. The house will be packed for his perfor- \nmance! \n\n\n\nORganizaZions  iiz \n\n\n\n\nWAVE Stands for Women \nof Action, Voice, and Edu- \ncation. WAVE is a group \nof people dedicated to \nbringing about an aware- \nness of issues affecting \nwomen locally as well as \nglobally. WAVE calls \ntheir members to act on \nbehalf of issues through \nvolunteerism, lobbying, \nand various other forms \nof activism. \n\n\n\nTop of page: WAVE members \nYun Bai, Mia Mingus, Draughn \nWhitehead, and Melanie \nKnowles practice their blank \nstares in support of womyn- \nkind. \n\n\n\nTop row: Beth Godbee, \n\nHeather Branham, Colleen \n\nMcCoy, Lindsay Hobbs. \n\nMiddle row: Sharon \n\nStrickland, Amanda \n\nLinaburg, Holyn Ivy, \n\nMelanie Knowles. \n\nBottom row: Mia Mingus, \n\nYun Bai, Draughn \n\nWhitehead, Laura Cox. \n\n\n\n\n118  oRgamzations \n\n\n\niKXz,^, enseroBLe \n\n\n\nJazz Ensemble is one of \nseveral musical groups on \ncampus. The group fo- \ncuses mainly on Afro- \nCuban rhythms. They \nmeet once a week with \ntheir director. Rick \nDenton. \n\n\n\nFar Left: Larissa Mueller finds some- \nthing vaguely disgusting about the \npiano. \n\n\n\n\nBack row: Larissa Mueller, Dr. Rick Above: Dr. Denton works uith Larissa \n\nDenton. Middle row: Danae Cowart, on her drum technique. \nKolbi Gumbo. Seated: Larissa \nZarkowsky. \n\n\n\noRgaraizatiorjs  ri;5;\" \n\n\n\nacjttzorzo \n\n\n\nThe Agnes Scott \ncreative arts \nmagazine is pub- \nlished each year \nto provide an \noutlet for expres- \nsion and bring \ncreative work of \nhigh quality to \nthe campus. \nDeadlines are an- \nnounced for sub- \nmitting work, \nand material \nmay be submit- \nted in many \nforms: poetry, \nshort stories, in- \nformal essays, \ncreative critical \npapers, inter- \nviews, one act \nplays, sketches, \ngraphics, post- \ncards, and writ- \nten music. \n\nAurora is a mem- \nber of the Asso- \nciated College \nPress. \n\n\n\n\n\n\n\n\n120  ORganizations \n\n\n\nTop: The Aurora staff is hard \nat work on a fabulous new \nedition! \n\n\n\nAbove: Top row- Jessica LaVictoire, Tayyeba Ahmad, Nicole i \nColosimo. Bottom row- Heather Leigh Owens, Beth Godbee,' \nLaura Cox, Quail Duryea, Kathryn Forsythe. \n\n\n\nmorztarz BoanJD \n\n\n\n\n.bove: Top row: Mackenzie \nIreen, Melissa Odom, Joy \nGarwood, Melanie Minzes, \nmet Rauscher. \n\nliddle Row: Karen Weyer, \naurie Boggs, Helayna Hoss, \nlemma Hall, Lauren Love, \nottom Row: Kristen Toth, \nkshlea Mittelstaedt, Alaine \n3nes, Deanna Mullis. \n\n\n\n\nMembers quietly ponder great Karen Weyer learns to play \nthings. leapfrog. \n\n\n\nMortar Board is \na national senior \nhonor society \ncomposed of \nover 150 chap- \nters. They exist \nto support the \nideals of the uni- \nversity, to ad- \nvance the spirit \nof scholarship, to \nrecognize and \nencourage lead- \nership, and to \nprovide the op- \nportunity for a \nmeaningful ex- \nchange of idea as \nindividuals and \nas a group. \nMembers are \nelected from the \njunior class on \nthe basis of three \nideals: service, \nscholarship, and \nleadership. \n\nMortar Board \nalso adjucates \nthe yearly Black \nCat festivities. \n\n\n\nonganizations  121 \n\n\n\n\n\nBest Buddies is a volunteer program designed to \npromote very special friendships between college \nstudents and persons with mental disabilities. Bud- \ndies participate in one-on-one activities such as bowl- \ning and miniature golf. \n\n\n\n\nTop right: Kelly Taylor and \nVictoria Stopp at a Best Bud- \ndies party in Winship. \n\n\n\nAdeline Ashmore, Jessica Marinara, \nLee Hayes, Kathy Wells, Kelly Taylor \n(Victoria Stopp and Stephanie White \nnot pictured). \n\n\n\n122  oRganizatiorJs \n\n\n\n\n\n\nSAFE Women stands for \nStudent Advocates For \nEducating Women. SAFE \nWomen's primary focus \nis to provide educational \nprograms, instructions, \nand information on physi- \ncal, emotional, and men- \ntal health issues to the \nentire campus commu- \nnity. \n\n\n\nLeft: Missy Clements, Dela \nKusi-Appouh, Mia Mingus, \nAmanda Nichols, Sara Richev. \nBottom: Alice Farmer, \nNaa Oyoo Quarterv. \n\n\n\n\nbove: Members are hard at \nork on club business. \n\n\n\nonganizations  las \n\n\n\nResiDeixe boU. ossociotiop i \n\n\n\nRHA, or Residence Hall \nAssociation, decides the \npolicies that are deemed \nnecessary for the smooth \nfunctioning of the resi- \ndence halls and the well- \nbeing of the residents. \nRHA consists of an Ex- \necutive Board, Judicial \nRepresentatives, Resident \nDirectors, and Resident \nAssistants. \n\n\n\n\nRHA Officers: Lauren Love, \nPresident; Devon Savoy, Vice \nPresident; Nadia Afrin, Secre- \ntary. Not pictured: Kara Rec- \ntor, Treasurer. \n\n\n\n\nTop: Main RHA members: Cara Carroll, Julie \nBricker, Andrea Yeaman, Kieva A. Morrison, \nLesley Truluck, Heather Harvey. Not pictured: \nAmanda Gooch. \n\n\n\nAbove: Winship RHA members: Chrystal Mar- \ntin, Clyia Thomas, Jayani Jayawardhana, \nCaroline Boddie, Caroline Murnane. Not pic- \ntured: Adwoa Adu, Samantha Pitre, Tiffany' \nMahaffey, Treah Caldwell. \n\n\n\n124  oRgonizotions \n\n\n\nHopkins and Avery Glen RHA members; Karen Rosner, Kim- \nberly Hill, Bianca Torres, Ashley Kubler. \n\nWalters RHA members - Back row: Kelly Bernazza, Victoria \n\nStopp, Laura Cox. \n\nFront row: Kolbi Cumbo, Dallas Brazile, Shanti Ganesh. \n\n\n\n\nDttom left: Rebekah RHA members: (clockwise from left) Inman RHA members: Back row: Nikia Clark, Ayoka Shakir, \nrianna English, Adrienne Nash, Kim Mayes, Heather Ricks. Kelli Izard, Courtney Griffin, Dela Kusi-Appouh. \n\nFront row: Ashlea Mittelstaedt, Evelvn Coleman, Renea Davis. \n\n\n\nORgaraizations  ia.s \n\n\n\nPLUgB^ \n\n\n\nRuggerfest is always a painful event, but it is even more so for rookie \nMeredith Stepp. She is lucky enough to be the main player in the \n\n\"Rhino\" plav. 1 wouldn't want to be her. m \n\n\n\n\nn \n\n\n\nMembership in the Agnes Scott Rugby \nClub is extended to all persons on cam- \npus who have an interest in playing or \notherwise participating in the sport of \nwomen's rugby. The club plays a num- \nber of games throughout the year, both \nat Agnes Scott and away. Rugby is a \nsport that requires teamwork and com- \nmitment, and anyone with these quali- \nties is invited to participate, regardless \nof her level of experience in rugby or \nother sports. \n\n\n\n\nJamie Ramirez, Christie Hunt, \nKelly Stapler, Meredith Stepp, \nPick-Up Player, Erin Elliott, Mari \nResendiz, Amber Pipa, Alison \nHall, Olivia Valdespino, Mazie \nLawson, Reagan Booth, Liz Chan- \ndler, Shyla Ervin, Coach Pat \nBeaird (Buddha). \n\n\n\n126  ORgaraizatfons \n\n\n\nThe team should win an award \nfor this super-high lift in the line \nout. UGA and Agnes Scott have \na good relationship and play to- \ngether often. The poor soul get- \nting a ridiculous wedgie is from \nUGA, thank goodness. \n\n\n\n\nghting for the ball can often times be a knock-down, drag-out kind \nsituation. UGA and ASC work together to release the ball from the \nmds of their opponents. \n\n\n\nNot only does the team have to play an entire day of games for the \ntournament, but they have to practice before the games as well. \nReagan Booth sacrifices her body for the sake of a drill while Christie \nHunt and Kelly Stapler drive Ann-Amanda and Amanda Lockhart \n(ASC alum) across the field. \n\n\n\n\nd \\^ \n\n\n\n\n\n\"A new coach for a new \nyear. Buddha was good \nenough to coach us this \npast year. He was a \nwonderful teacher and \nwe appreciate his pres- \nence on and off the field. \nThank you for being \nthere for us. We're look- \ning forward to next \nyear.\" Amber Pipa \n\n\n\nAbove: Kim Davis and Treah \nCaldwell make the cutest Rugby \ncheerleaders! \n\n\n\nMiddle Left: It is an ASC put-in and \nour team is dri\\Tng its hardest to \nwin the ball. Eight-man, Kelly Sta- \npler, gives her all. Scrum-half, Liz \nChandler cannot grab the ball and \npass it out until it can \"see tlie sk\\'.\" \n\nFar Left: Excellent eight-man. \nKellv Stapler holds up the rear of \nthis scrum while one of our help- \nful UGA players holds her posi- \ntion as flanker. That's a great, low \nscrum, I'm sure our UGA scrum- \nhalf will find the ball in her hands. \n\n\n\noRgcirjizatiorjs  i^^' \n\n\n\naetmrmg staoents \n\nQRflQPlZCltlQP \n\n\n\nReturn to College \nstudents are very \nimportant mem- \nbers of the cam- \npus community. \nThe perspective \nthey lend, both to \nthe classroom and \nto general campus \nlife, is unique and \nindispensable. \nThe RSO helps \nthese students to \nmake the some- \ntimes difficult \ntransition into col- \nlege life at a later \nage than most tra- \nditional students. \nThe organization \nhelps to involve \nthe RTC students \nin campus life, this \nenriches both the \nlives of the RTC \nstudents and the \ncollege as a whole. \n\n\n\n\n128  orzgan\\zat\\ons \n\n\n\nTop: Top row: Dietra Hill, Carol Wheeler, Above: All heads swivel as Sharon Elliott aij \nDeborah Thomas, Sharon Elliott. nounces that she has something to say. ; \n\nBottom row: Fujiko Mariguchi, Terri Clark. ' \n\n\n\n\npRO-pTLe \n\n\n\n\n'op: Members diligently discuss plans for the \nlext issue. Putting out a newspaper is hard \nvork and the hours are long, but the rewards \nire immeasurable. \n\n\n\nAbove: Top row-Jennifer Dabbs, Leigh \nCraigmyle, Ayoka Shakir, Aimee Freedle, \nHeather Ricks, Salimah Rashied, Beth Godbee. \nBottom Row- Elaine DeMeyer, Whitney Sinclair, \nKhalilah Liptrott, Amanda Linaburg, Tery Otto. \n\n\n\nThe Profile is the \ncollege newspa- \nper on campus. In- \ndependently pub- \nHshed by students \nbiweekly during \nthe academic year, \nthe Profile reports \ncampus news and \nfeatures columns \non fashion, the \narts, the Atlanta \nsocial scene, and \nmore. It is a vital \nway in which the \nstudents of Agnes \nScott can let their \nvoices be heard. \nAU organizations \nare invited to pub- \nlish their events in \nthe Pro/t/e. All stu- \ndents interested in \nwriting, photog- \nraphy, editing, \nlayout, cartoons, \nadvertising, or cir- \nculation are wel- \ncome in the orga- \nnization. \n\n\n\noRgarjizatioos  129 \n\n\n\n : \n\n\n\nStudent Senate is com- \nprised of twenty \nelected members in- \ncluding representa- \ntives from nonresiden- \ntial students and resi- \ndential students from \nthe incoming first- \nyear class. Student \nSenate is responsible \nfor the maintenance of \nthe Student Govern- \nment Association \nConstitution, includ- \ning the amendment \n\n\n\nTop: Top row: Lisa Juttemeyer, \nMary Rae Phelps, Heather \nBranham, Tavia Holloway, Janet \nRauscher. Second row: Jamie \nChilton, Katie McGee, Jamie Bell, \nNicole Burkholder, Sheika Serritt. \nThird row: Laura Livingston, \nMackenzie Green, Lauren \nO'Pezio, Candace Lyn Perry. \nFloor: Tonia Miller (not pictured). \nColleen McCoy, Lauren Sullens, \nAlice Farmer, Cris Sellers. \n\n\n\nstaDent senate \n\n\n\n\nSenators allow themselves time to relax in between important busi- Laura Livingston, Treasurer; Candace Lyn Perry, Secretary; Mackenzi \nness. Green, President; Lauren O'Pezio, Vice President. \n\n\n\n150  oRganizations \n\n\n\nsocial council \n\n\n\n\nThere's more to cam- \npus life than academ- \nics. The Agnes Scott \nSocial Council is very \nimportant to the qual- \nity of student life on \ncampus. Social Coun- \ncil organizes activities \nsuch as band parties \nfor the campus com- \nmunity and area uni- \nversities. Social Coun- \ncil is also responsible \nfor planning the two \nannual formals. Black \nCat and Spring Fling. \n\n\n\nTop: Social Council takes time out \nto be.... social. \n\n\n\nLeft: Top row- Jennifer Dabbs, \nKristine Trias, Beth Harbin, \nNatalie Pagelson, Amv Johnson, \nJulia Green, Jennifer Long, Jenni- \nfer Hasty. \n\nMiddle Row- Morgan Fender, Jo \nCranford, Kahlila Liptrott, Alecia \nJones, Lauren O'Pezio, Sarah \nBennefield, Victoria Stopp. \nBottom Row- Betsy Harrington, \nSara Richev. \n\n\n\nOTzganizations  i5i \n\n\n\nBlackfriars, the College \ntheater organization, \nclaims the distinction of \nbeing the oldest organi- \nzation on campus. \nBlackfriars present a ma- \njor production each fall \nand spring semester, as \nwell as a children's pro- \nduction and a collection \nof student-directed one- \nact plays. \n\nWhile waiting for practice to begin \ntwo blackriars, Jackie Pardue [Vice \nPresident] and Jennifer Jones [Secre- \ntary], catch up on their reading. \n\nFar Right: Rachael Fisher and her \ncastmates practice their Unes before \ngoing on stage during rehersal. \n\nMembers of Blackfriars include, hut \nmay not be limited to, Rachael Fisher, \nAlexandra Marr, Heather Leigh- \nOwens, Kate Ryan, Sharon Strickland, \nYalonda Rice, Erin Jenkins, Layla \nNicole Smith, Cammy Challender, \nJennifer Jones, Jackie Pardue, Lee \nHayes, Dudley Sanders, and David \nThompson. \n\nInter Organizational \nCouncil is made up of a \nrepresentative from each \nof the organizations on \ncampus. Their communi- \ncation allows meetings to \nbe scheduled appropri- \nately and it gives organi- \nzations the opportunity to \nget fresh ideas from their \ncolleagues. \n\nRight: Lauren SuUins takes notes, \nproving that people actually do pay \nattention at meetings. \n\nFar Right; Top Row- Janet Rauscher, \nLauren Sullins, Carrie Anderson, \nCourtney Griffin. Middle Row- \nLarissa Zarkowsky, Aimee Freedle, \nEvelyn Coleman, Yalonda Rice. Bot- \ntom Row- Courtney Sanders, Missy \nClements, Jo Cranford, Treah \nCaldwell. \n\n\n\nDeirdre Donohiit stands up and \nshows her exciteme : I for the ides that \nare being presented. \n\n\n\n152  ORgarjizations \n\n\n\nBLackp^lQRs \n\n\n\n\nIOC \n\n\n\n\ntowea cociDciL \n\n\n\n\nW \n\n\n\n\nCOLODDQDe cLciB \n\n\n\n\nThe purpose of Tower \nCouncil is to maintain a \nsmall group of student \npublic relations ambassa- \ndors who are involved in \nsharing information \nabout ASC and articulat- \ning its goals. The students \nin this organization are \nsponsored and directed \nby the Office of Admis- \nsions but maintain a rela- \ntionship with academic \nand administrative of- \nfices. \n\nTop Row: Amy Kopkin, Katie McGee, \nSarah Mcllrath, Cameron Fahrenholz. \nSecond Row: Lauren Tupper, Holly \nScott, Jocelyn Taylor, Amber Bagley, \nKatie Wedbush. \n\nThird Row: Jennifer Ferrell, Amanda \nGooch, Tonia Miller, Vinitha \nChidambaram, Lauren Myers. \nBottom Row: Jessica Raper, Melinda \nKate Callaway, Leslie Mashburn, \nLauren Sealey, Julie Jacobs, Amanda \nForehand. \n\n\n\nThe Colonnade Club \nworks with our alumnae. \nThey help in orchestrat- \ning Alumnae weekend \nand work in develop- \nment. \n\nBack Row: Meghan Gaskill [Co-Ad\\'i- \nsor]. Amber Huffman, Shannon Carr, \nJulie Kidwell, Galina Alexeenko. \nMiddle Row: Mary Elizabeth Bosler \n[Co-AdvisorJ, Kira Barden, Kim \nMayes, Lori Hunkins, Michelle Goss. \nFront Row: Kareisha Henrv, Lea \nSavior, Heather-Leigh Owens, Katya \nMason, Andrea Yeoman. \n\n\n\norzgonizations  i;%3? \n\n\n\nPublius is our Pre-Law \nClub. This organization \ndeals with LSAT prepa- \nration for all those future \nlawyers and judges that \nwe have here. They have \nimportant pre-law schol- \narship information and \ncan be contacted through \ntheir advisor, Dr. \nCochran. \n\n\n\nstanding: Shirnette Chin [Tres. I.Amy \nLikovich, Annea Claire, Beth Godbee, \nClyia Thomas. Kneeling: Sharri N. \nSpeer, Lilli Francesca Maddatu, Linda \nAllen IPR], Not Pictured: Patricia \nFridicks-Silverberg [Pres.], Wafa \nMusa [VP], Courtney Griffin [Sec]. \n\n\n\nThis group is Presbyterian \nin its focus and works \nunder the umbrella of the \nReligious Life Council. It \nis open to the entire cam- \npus community. \n\n\n\nPictured: Libby Inman, Evelyn \nColeman, Cameron Pitts. \nNot Pictured: Shaunda Blackwell, \nGemma Philage, Ren Pleas, Courtney \nWilkinson, Melinda Callaway, \nKhalilah Liptrott, Ayoka Shakir. \n\n\n\npciBLTcis \n\n\n\nI \n\n\n\n\nffiO) [OeStlTMfiR \n\n\n\n\n\n154  ORganizotians \n\n\n\nRdifliQcis Life cocoxil \n\n\n\n\nbonon couRt \n\n\n\n\nReligious Life Council is \nthe group that plans and \norganizes religious activi- \nties on the Agnes Scott \nCollege campus. It serves \nas the \"umbrella organi- \nzation\" for the many dif- \nferent groups in the cam- \npus community that make \nup the council. All reli- \ngious groups are invited \nto send a member to rep- \nresent their group. All re- \nligious affiliations are \nwelcome. \n\n\n\nMembership in the Religious Life \nCouncil includes but is not limited to: \nLibby Inman (Chaplain), Shaunda \nBlackweU - President, Laurie Dieterich \n- IOC representative, Ayoka Shakir, \nCandace Lyn Perry - Volunteer Board \nrepresentative, Karrmen Currin, \nMelanie Wright, Katheryne Leccima, \nLyn Wilson, Cara Carroll, and Gemma \nPhilage. \n\n\n\nHonor Court makes sure \nwe keep in line and pros- \necutes us when we do not. \nIt has closed meetings to \ndeal out punishments to \nthose who break our sa- \ncred honor code. \n\n\n\nStanding: Helavna Hoss, Patricia F. \nSilverberg, Larissa Zarko^vskv, G'sven \nCherrv, Stephanie Mosele\\-. \nSitting: Mary C. Albright, Melissa \nOdom, Gemma Hall, Deirdre \nDonohue, Man,' Beth Breeden. \nNot pictured: Catrina Davis- \nSchindler, Erin Da\\is. \n\n\n\norzaanizatior^s  i35# \n\n\n\n\nThe Asian Cultural \nAwareness Student Asso- \nciation (ACASA) was \nfounded in 1996. It is a \ncollective voice for stu- \ndents interested in pro- \nmoting awareness of \nAsian cultures and tradi- \ntions. Also a supportive \n\n\n\nbase for Asian/Asian \nAmerican students, \nACASA represents the \nvoice of the Asian woman \nin our community. \nACASA's activities in- \nclude a Christmas cloth- \ning drive for the Interna- \ntional Women's House, \n\n\n\ncoordination with the Of- \nfice of Admissions for \nAsian/Asian American \nstudent recruitment, in- \ntercollegiate mixers, par- \n\n\n\nticipation at the Atlanta \nCoast Asian American \nStudent Union spring \nconference, and Asian \nAmerican History Month. \n\n\n\nPresident - Annie Chanpong \u0026 Juliana Woo \nVice President - Wei Shi \nSecretary - Vivian Tran \nTreasurer - Shanti Ganesh \n\n\n\n\n\nThe recently formed Astronomy Club has many re- \nsources at its disposal with our wonderful observa- \ntory on campus. Our Astronomy Club is affiliated \nwith the Atlanta Astronomy Club as well. They go on \nfield trips to Dark Sky Area. They also help with \nmonthly open houses at our Bradley Observatory on \ncampus. The three parts of these open houses are a \nlecture, a look at our planetarium and then up to the \nroof for a look through the telescopes. Dr. Chris \nDepree is the Astronomy Club advisor. Advisor to the \nStars, if you will. \n\n\n\nPictured are Lauren Myers, Treasurer; \nNola Taylor, Events Coordinator; and \nCo-Presidents Rachel McDonough \nand Rachel Lackey. Not pictured is \nSecretary, Jennifer Villimez. \n\n\n\n156  oRganfzatiorjs \n\n\n\njQ;y.pciL PQise \n\n\n\n\n\n\n\n\n\n^ %^^. 4 ^^^Hi^^^^ \n\n\n\nJoyful Noise is a student orga- \nnization which expresses a \nministry through song in the \nform of traditional gospel mu- \n\n\n\nsic. The music is not specific to \na particular religious group or \nethnic background but minis- \nters to all persons of faith. \nMembership is open to all \nthose who enjoy singing \npraises to God. Two on-cam- \npus concerts are performed \neach year in addition to nu- \nmerous off-campus perfor- \nmances. \n\n\n\n\n\nMembers of Jovful Noise this vear \nwere Jennifer Booker, Marv' Godard, \nCourtney Wilkinson, Sharri Speer, \nKareisha Henrv, Marie Musngi, \n\"i urora Savior, Shimette Chin, La Kiea \nBailev, Gemma Hall, Michelle Ford, \nMelba Cotton, Kolbi Cumbo, Carol \nWheeler, Karen Jones, \\'ikia Clark, \nTitfanv Turner, La Geanie, .Amber \nWright, Deanna Mullis, Kimberlv \nFo%s-ler, Erika Blanchard, Jia Gavles, \nTara Kirk, Monica Gissentanner, \n.Aleesia ToUiver, Erika Robinson, Kellv \nTa\\-lor, CKda Thomas, and Caroline \nBoddie. \n\n\n\nouganizations  ia^i' \n\n\n\nLl. \n\n\n\nWitkaze is an African-American affiliated or- \nganization which extends its membership to \nany and all persons of the Agnes Scott commu- \nnity. Since its establishment, members of \nWitkaze have sought to promote the aware- \nness of African- American culture, achievement, \ncontributions, and history in the community at \nlarge and on the Agnes Scott campus. This \norganization also serves as a support group for \nall African American students. Witkaze's goals \nare to promote a diverse community where \nAfrican-American students can achieve aca- \ndemic excellence and feel that their Afro-cen- \ntric needs are recognized. \n\n\n\n\nLEAD ON \n\nAmber Wright asserts her leadership \nabihties by serving as President of \nWitkaze. \n\n\n\nWE LOVE SPEAKERS \n\nBrigitta Johnson Ustens intently to one \nof Witkaze's many speakers. Valu- \nable information is learned at meet- \nings and taking notes is imperative. \n\n\n\n\n\nDEDICATION \n\nTiffany Dean and Felicia Render are \ndedicated membersof Witkaze. Felicia \nasks interesting questions to get im- \nportant answers for the group. \n\n\n\nGROUP PICTURE \n\nTop Row; Felicia Render, Nikia Clark, Kelly Taylor, Jocelyn Taylor, Tiffany Rose, Otise Reed, Andrea Wonderful, Felic \nWhite. Middle Row: Monet Butler, Khalilah Liptrot, Brigitta Johnson, Tavia HoUoway, Courtney Griffin, Andrt \nHarvey, Crystal Conway, Jamie Bell. Bottom Row: Octavia Gatson, Margo Williams, Amber Wright, Patrice Bento i \nYurora Savior. \n\n\n\n13 8  ORganizations \n\n\n\nTAND TALL \n\nlere is the talented singing group, London Fog, preparing for their annual \nrinter performance in Rebekah Scott Hall. Each year they keep getting better \nnd better! \n\n\n\n\nLOGDOG fOfl \n\n\n\nLondon Fog is an 8 to \n12 member vocal en- \nsemble organized for \nthe performance of jazz \nand quasi-jazz arrange- \nments. This group per- \nforms several times \nduring the year at \nAgnes Scott and in the \nsurrounding commu- \nnity. Auditions are held \nin the spring for all \nqualified students. \n\n\n\nMembers of London Fog \ninclude: \n\nJamila Heard \nTheresa DeSandre \nCarolyn Stover \nHelayna Hoss \nCarla Maley \nNicole Burkholder \nLauren Sullins \nJulie DuVall \nRebecca Jones \nMarguerite Gant \n\n\n\nFRIEND AND ADVISOR \n\nThe group members of London Fog enjoy spending time with their knowl- \nedgeable advisor. Dr. Byrnside. \n\n\n\n\nREADY TO SING \n\nThese members of London Fog pre- \npare for rehearsal. Nerves start get- \nting jittery soon before a performance, \nbut with these smiles, the women of \nLondon Fog should do just fine! \n\n\n\nWHAT'S YOUR POINT? \n\nWhen Dr. Ronald B\\inside makes a \npoint, he reallv makes a point! Look \nat that determination on his face, the \nforcefulness of his gesture. How can \nvou help but to acknowledge that! \n\n\n\nonganizations  xs9 \n\n\n\ni3i.^t..^iiSBBET.' \n\n\n\nstciDio 'oancG \ntheaterz \n\nEntertaining the community with their \n\"Feets of Magic\"! \n\n\n\nStudio Dance The \nater is a perform \ning dance company \nwhich acquires a broad \nunderstanding of the art \nof dance through the \nstudy of ballet, modern, \njazz, and tap. Special em- \nphasis is placed on cre- \native studies and prin- \nciples of composition. Ad- \nmission is by audition. A \ndance concert is given \n\n\n\nfour times a year for chil- \ndren, and a formal con- \ncert is presented in the \nspring. At the end of each \nsemester, student works \nare shown in \"Feets of \nMagic.\" Performances are \nalso given in the Atlanta \ncommunity throughout \nthe year. \n\n\n\n\n140  oRganizations \n\n\n\n\nchamsefi cboiR \n\n\n\n\n\nIB|^K \n\n\n^Ir^ \"^^^^^H \n\n\n1^\" '^^^H' ' ji \n\n\nI^Bl ^^ .^^^^^ \n\n\n/^^^^J^ \n\n\n^^^H|j^ .T \n\n\n'^^1 \n\n\n\n\n/Ml \n\n\n\nSoprano I \n\nKristen Abernathy, Jennie \nBell, Lisa Hayes, Laura \nLivingston. \n\nSoprano II \n\nSarah-Blythe Ballard, Lisa \njuettemeyer, Karmelle White. \n\n\n\nAlto I \n\nAngela Downs, Casey \nParsons. \n\nAlton \n\nTheresa DeSandre, .Michelle \nFreeman, Ellene Smith, \n\nCarolyn Stover. \n\n\n\n\ncolieniote chjORoLe \n\n\n\n\nSoprano I \n\n\u003catie Eidson, Jamila Heard, \n\\malea Hijar, Helayna \n\"ioss, Carla Maley, Dr. Sally \nVlacEwen, Katie McGee, \naylene Moore, Laura Noles, \n-leather Leigh Owens, Sara \nshiver, Rachelle Udell, \nFamara Wilson, Lindsay \nkVorsham. \n\n\n\nSoprano II \n\nNancy Bennewitz, LaDonna \nBrown, Nicole Burkholder, \nJennifer Heckman, Lilly \nHernandez, Catherin \nOdom, Mary Rae Phelps, \nLucia Sizemore, Lauren \nSullins, Jessica Tatum, \nNicole VanVleet, Katherine \nVoskressensky. \n\n\n\nAlto I \n\nBonnie Anderson, Meredith \nBaum, Justine Brantley, Julie \nDuVall, Debbie Eichert, \nRebecca Jones, Alicia \nMooney, Virginia More- \nland, Jamie Ramirez, Magan \nSlack, Mandie Taylor, An- \ndrea Wilson. \n\n\n\nAlto II \n\nLinda Bavne, Deborah \nBurnard, Allison Butt, \nMichelle Ford, Selinda \nGever, Darvle Maronev, \nJamie Poplin, Sarah \nPoppens, Barbara Washing- \nton, Carol Wheeler. \n\n\n\nORgarjizatiorDs  141 \n\n\n\nLL. \n\n\n\nra\u0026zxymcxn cLciB \n\n\n\nNewman Club is the campus orga- \nnization for students of the Roman \nCathoHc reUgion. Its purpose is to sup- \nport these students, provide reUgious \neducation and spiritual instruction, \nand also to be a social base. The club \nmeets weekly for faith sharing, where \ndifferent topics related to Catholicism \nor Christian living are discussed. Stu- \ndents are able to attend Mass at Emory \nor at area churches. President for this \nyear is Rebecca Jones. \n\n\n\nHAPPY HAPPY HAPPY \n\nLiz Dominguez, Michele Goss, \nRebecca Jones, Julie DuVall, Melanie \n\n\n\nSpillane, and Cara Carroll. \n\n\n\n\nmi-BetQ Biology soaet,Y \n\n\n\nThe Purpose of Beta Beta \nBeta is to function as an \nhonor and professional \nsociety for students of the \nbiological sciences. Mem- \nbers work to recognize \nacademic excellence and \nto promote interest in bi- \nology. Activities include \necucational opportunities \nfor both members and \nnon-members, commu- \nnity service, and social \nactivities. \n\nFaculty Advisor: Phil \nGibson \n\n\n\n\nCONSIDER THEM EXPERTS! \n\nTop Row: Lakiea Bailey, Elizabeth Meade, Sandy Miller, Maine Jones, Amelia Tomlmson, Elizabeth Agner, Bottc^ \nRow: Caroline Mitchell, Carole Butler, Hadeel Masseoud, and Shazia Ashfaq. \n\n\n\n142  ORganizations \n\n\n\nDBW LT-pe \n\n\n\nJew Life is a group of \nnter denominational \nChristian students who \neek to provide opportu- \n\n\n\n\nnities for fellowship and \npersonal growth through \nweekly Bible studies, \nmonthly meetings, \nprayer, and retreats. The \ngoal is to unite Christians \nwithin the Agnes Scott \ncommunity to share the \ntruth and love of Jesus \nChrist. \n\n\n\nHAPPY IN THE LORD \n\nErin and Bonnie enjoy the voices, er, \nmusic in their heads. \n\nCOMPARING NOTES \n\nKristin, Shari, and Hillary discuss \nimportant religious themes and ideas \ntogether. \n\n\n\n\n:hillin' in the chapel \n\nTont Row: Lesley Truluck, Sharri Spear, Lyn Wilson. Back Row: Hillary \nViggins, Bonnie Anderson, Erin Davis, and Kristin Carlson. \n\n\n\nLea \n\n\n\nLBA changed the name of its organization this year \nfrom Lesbian /Bisexual Alliance to Lesbian/ Bisexual \nand Allies to try to include more people. LBA strives \nto educate the campus about lesbian, bisexual, and \ngay issues and to raise consciousness and promote \nawareness. \n\n\n\n\nFront Row: Jamie Ramirez, Rachel McDonough, Olivia Valdespino, Heather \nBranham, Cathy Creel, Lisa Stuttemeyer. Back Row: Mandy Grey, Jenrufer \nGreene, lessica Marinara, Meredith Stepp, Amelia Tomlinson, and Susan \n\nW eisman \n\ncYivnoo \n\n\n\nH \n\n\nMl \n\n\nFIS \n\n\n1^ \n\n\nyHii \n\n\n^jSHk^.^ ^^ \n\n\n''^^m \n\n\nQJH^Hj \n\n\nSP^^^^^I \n\n\nwHV \\ *yct \n\n\n 1 \n\n\nl^^l \n\n\nHH \n\n\nfefai \n\n\nIr^ ifll \n\n\nHH \n\n\nH^Q \n\n\n\n\nEsitai^^E \n\n\nJ^\u0026SiSSfl \n\n\nIB \n\n\nBBUB \n\n\nng \n\n\n\nChimo encourages the exchange of cultural experi- \nences among the students at Agnes Scott College in \norder to create a more diverse and enriching en\\i- \nronment. The group strives to provide cultural \nawareness among all students and to provide sup- \nport for international students. All students are \ninvited to join Chimo. \n\nORgaiQizations  143 \n\n\n\nctmewcon \ncherrncol society \n\n\n\nThe American \nChemical Society \n\u0026 Student Affiliates \nOrganization offers op- \nportunities for students \nto become better ac- \nquainted with the \nchemical sciences. This \norganization intends to \nsecure the intellectual \nstimulation that arises \nfrom its professional as- \nsociation with the \nAmerican Chemical So- \n\n\n\nciety. Members may ob- \ntain experience in prepar- \ning and presenting tech- \nnical material before \nchemical audiences and \nmay participate in vari- \nous community service \nprojects. This chapter \nstrives to instill profes- \nsional pride in the chemi- \ncal sciences and promotes \nan awareness of the re- \nsponsibilities and chal- \nlenges of the modern \nchemist. \n\n\n\nWHAT'S ABOUT TO EXPLODE? \n\nCathy looks questioning as she looks \ntowards a chemistry experiment that \nmay bring the school on the brink of \ndestruction. Oh well, we probably \nwouldn't even notice! \n\n\n\nFREE FOOD! \n\nSarah Ballard takes advantage of one \nof the best things about going to club \nmeetings. \n\n\n\n\n\n\nEVERYONE SAY CHEMISTRY! \n\nFront Row: Sarah Ballard, Deanna MuUis, Devon Savoy, Cathy Creel, Deirdre Donohue. Back Row; Dr. Venable - Advisor, Hadeel Masseoud, Amand.^ \nGoodman, Einsley Janowski, Annalisa Stone, Jamie Chilton. \n\n\n\n44  ORganizatiorjs \n\n\n\n\nGynergy is the society of honor for Religious Studies. \nThis is a non-denominational group. It supports people \nof all religions and faiths. There are requirements for \nadmission into Gynergy. Contact the religious stud- \nies department for more information. \n\n\n\nMEMBERS INCLUDE: \n\nBack Row: Treah Caldwell, Carrie Anderson, Sharon Elliott. Middle Row: Tonia \nMiller, Bonnie Woods, Melanie Spillane. Front Row: Heather Branham, Susan \nShands, and Colleen McCoy. \n\n\n\nciRcLe k \n\n\n\nCircle K is a collegiate service organization associated \nwith Kiwanis International. Its main purpose is to \nprovide service to the community through various \nprojects and provide its members with opportunities \nfor leadership and fellowship on both the state and \ninternational levels. Membership is open to all stu- \ndents. \n\nMEMBERS INCLUDE: \n\nBack Row: Nancy Allan, Lilly Hernandez, Tyler Knowles, Michele Henry, and \nRebecca Baum. Middle Row: Mandy Curtis, Cassandra Schiller, Jennifer Long \n- President, Carol King, and Amy Suggs. Front Row: Dr. Jennifer Lucas - \nAdvisor, Margo Williams, Leslie Mashburn, and Claire Guitton - Kiwanis \nAdvisor. \n\n\n\nTHE PRES \n\nJennifer Long, President of Circle K, \nrelays important information at one \nof their meetmgs. Many events must \nbe scheduled and understood by all \nmembers ot the group. \n\n\n\nDEEP IN THOUGHT \n\nMargo Williams, Carol King, and Lilly \nHernandez do their best to take good \nnotes and pay attention to ss'hat their \npresident has to say. \n\n\n\n\nORgan\\zat\\ons  14s \n\n\n\nfcic:ult;)f \n\n\n\nmraditionally faithful . . . are words that come to mine \nwhen speaking of Agnes Scott's esteemed faculty \nTheir numerous contributions to the college are the \nmain force behind the success of students. Whether it is \ntalking on the phone late at night to an anxiety-ridder \nstudent, extending a paper deadline, or just being a good \nlistener, Agnes Scott's faculty represent a unique part of the \ncampus community. In response to our ''tradition'' theme \nthis year , the faculty expresses their thoughts on Agnee \nScott tradition positively. Agnes Scott College would nol \npossess the traditional values we hold so strongly toda). \nwithout the faithful cooperation and commitment of oui \nfaculty. \n\n\n\n\nAt one of his many farewell parfies. Dr. Carey shares a laugh with his longtime colleague Dr. Pippin. \n\n\n\n.4^^ \n\n\n\nij^6  faczuLt;y \n\n\n\n\nfaculty  1^4.7 \n\n\n\n,mm \n\n\n\n// \n\n\n\nThe Agnes \n\nScott \n\ntradition is \n\nmore than \n\nthe ideas \n\nyou espoused \n\nhere, or \n\ndidn't, \n\nmore than \n\nliberal or \n\nconservative, \n\nmore than the \n\nknowledge, \n\nthe maturity, \n\nthe diploma. \n\n\n\n// \n\n\n\nChristine \nCozzens \n\n\n\n\nJames C. Abbot, Jr. \nClassical Languages and \nLiteratures \n\n\n\nAma O. Aduonum \nMusic \n\n\n\nJuan Allende \nPolitical Science \n\n\n\n\n\nChristopher Ames \nEnglish \n\n\n\nAngela Aust \nPhysical Education \n\n\n\nBona Ball \nEnglish \n\n\n\n\nDavid Behan \nPhilosophy \n\n\n\nAnne Beidler \nArt \n\n\n\nAnja Bernardy \nSpanish \n\n\n\n148  faculty \n\n\n\n\nMaria Bevacqua \nWomen's Studies \n\n\n\nLeon Von Brown \nDance \n\n\n\nSandra Bowden \nBiology \n\n\n\nMargaret Buck \nAnthropology \n\n\n\nPenelope Campbell \nHistory \n\n\n\nAyse Garden \nPsychology \n\n\n\n\nArthur Bowling \nPhysics \n\n\n\n\nRonald Byrnside \nMusic \n\n\n\n\nJohn Carey \nReligious Studies \n\n\n\n// \n\n\n\nMy own \nfeeling about \ntraditionat \nAgnes Scott \n\nor in any \nother setting \n\nis that it \n\nprovides us \n\nwith a \n\nvaluable \nopportunity \nto reflect on \n\nthose who \n\nhave gone \n\nbefore us. \n\n\n\nit \n\n\n\nfames C. \nAbbot, fr. \n\n\n\n^ac.u\\.t.;si  143 \n\n\n\n// \n\n\n\nIn my short \ntime here, I \n\nam \n\nparticularly \n\nimpressed \n\nthat \n\ntraditional \n\nactivities \n\ncarry \nmeaning, \nboth literal \nand figura- \ntive, that re- \nmain part \n\nof the \ncelebration. \n\n// \n\nDavid \nThompson \n\n\n\n\nJ. Michael Clark \nReligious Studies \n\n\n\nGus Cochran \nPolitical Science \n\n\n\nChristine Cozzens \nEnglish \n\n\n\nRosemary Cunninghar \nEconomics \n\n\n\nM \n\n\nH \n\n\nwif^ \n\n\n*^^^^^ \n\n\nI^A \n\n\nrS \n\n\n^vIC \n\n\n-^^ L \n\n\ngp^ \n\n\n-^^\"^ \n\n\nH^ \n\n\n\n\n\nDavid Cornell \nPsychology \n\n\n\n\nMarylin Darling \nDance \n\n\n\n\nChristopher DePree \nAstronomy \n\n\n\nJulia DePree \nFrench \n\n\n\nGenevieve Edwards \nHistory \n\n\n\n15-0  fiacaLt^ \n\n\n\n\nBethany Foley \nChemistry \n\n\n\nJ. Phil Gibson \nBiology \n\n\n\nJodi Fox \nPhysical Education \n\n\n\nMichele Gillespie \nHistory \n\n\n\nKathy Froelich \nEducation \n\n\n\n\nSteven Guthrie \nEnglish \n\n\n\n\nLiHa Harvey J.Hazelbauer-Von der Ohe Veronica Henson-Phillips \n\nChemistry Economics Theatre \n\n\n\n// \n\n\n\nTraditions \nhelp define \n\nwhat is \nspecial about \n\nour \ncommunity. \n\nThey \n\nconstantly \n\nneed to he \n\nchanged, \n\ndropped, and \n\nadded. If they \n\nwork well, \n\nthey should \n\nenhance our \n\nexperiences at \n\nAgnes Scott! \n\nGue Hudson \n\n\n\nfaculty  ijsi^. \n\n\n\nIHI \n\n\n\nkL. \n\n\n\n// \n\n\n\nTradition \n\nisnt very \n\ntraditional, \n\nhut a way of \n\nconnecting to \n\nthe past. It is \n\ndynamic and \n\nchanges to \n\nreflect \n\nchanges in \n\nour way of \n\nlife. \n\n\n\n// \n\n\n\nMartha Rees \n\n\n\n\nLinda Hodges - \nChemistry \n\n\n\nKimberly Hummel \nBiology \n\n\n\n\nBrenda Hoke \nSociology \n\n\n\nBrian Hutcheson \nDance \n\n\n\n\n\n^M \n\n\nWr \n\n\nJ w \n\n\n\n\n'**^''^ iiH \n\n\n\n\nK. V \n\n\ni^ \n\n\n\n\n\nFernan Jaramillo \nBiology \n\n\n\nCalvert Johnson \nMusic \n\n\n\nLinda Hubert \nEnglish \n\n\n\n\nMiyuki Ishida \nJapanese \n\n\n\n\nViolet Johnson \nHistory \n\n\n\nJ.S2  faculty \n\n\n\n\nTeresa Jones \nEnglish \n\n\n\nKatherine Kennedy \nHistory \n\n\n\nSandor Kiss \nPhysical Education \n\n\n\n\n\nDouglas Kain \nBiology \n\n\n\nWaqas Khwaja \nEnglish \n\n\n\nMarianne Lancaster \nGerman \n\n\n\nBart Kasten \nArt \n\n\n\n\nKaren Kimbell \nHistory \n\n\n\n\nJoanne Lee \nDance \n\n\n\n// \n\n\n\nAll history is \n\nbased on \n\nrituals and \n\ntraditions. \n\nBased on \n\nhistory, if we \n\ndont want a \n\ngreat societal \n\nshift on \n\ncampus, we \n\nhave to \n\ndepend on \n\ntradition for \n\nstabilization. \n\n\n\nit \n\n\n\nMarylin \nDarling \n\n\n\nfacult;y  li^s \n\n\n\nh^ \n\n\n\n// \n\n\n\nTradition is \nfine until it \n\nreaches a \npoint where \nyou feel you \nhave to do it, \njust because \nit's tradition. \n\n\n\n// \n\n\n\nSally \nMac Ewen \n\n\n\n\nRobert Leslie \nMathematics \n\n\n\nMichael Lynn \nHistory \n\n\n\nMyrtle Lewin \nMathematics \n\n\n\nSally MacEwen \nClassical Languages \n\n\n\nTheodore Mathews \nMusic \n\n\n\nLynn Mayer \nPhysical Education \n\n\n\nJennifer Lucas \nPsychology \n\n\n\n\nRichard Martin \nEconomics \n\n\n\n\nJulie Maynard \nDance \n\n\n\n1^4  fac:ult;y \n\n\n\n\nTerry McGehee \nArt \n\n\n\n\nYvonne Newsome \nSociology \n\n\n\n\nRichard I'arry \nPhilosophy \n\n\n\nSusan Nelson \nMathematics \n\n\n\nBetty Noble \nEducation \n\n\n\n \n\n\n\n\n-m \n\n\ni% \n\n\n\n\n% \n\n\n\nt^'-.\u003e \n\n\n\n%^. \n\n\n\nJohn Pilger \nBiology \n\n\n\nRobert Newman \nPhysics \n\n\n\n\ni^ M\\ . J \n\n\n\nGisela Norat \nSpanish \n\n\n\n\nPatricia Pinka \nEnglish \n\n\n\n// \n\n\n\nI think thai \n\nAgnes Scott's \n\ntraditions are \n\nimportant \n\nbecause they \n\nmake the \n\nschool \n\ndistinctive \n\nand they \n\nprovide a \n\ncommon \n\nbond for all \n\nalumnae. \n\n\n\nit \n\n\n\n]ennifer \nLucas \n\n\n\n\n\n\nkl_. \n\n\n\n// \n\n\n\nI like the fact \n\nthat Agnes \n\nScott has a \n\nsense of \n\ncommunity. \n\nAt the \n\norientation \n\nfor the new \n\nfaculty, staff, \n\nand physical \n\nplant \n\nmembers, \n\neveryone was \n\ntogether. \n\nThat \n\nimpressed me. \n\n\n\n// \n\n\n\nAma \nAduonum \n\n\n\n\nTina Pippin \nReligious Studies \n\n\n\nMartha Rees \nAnthropology \n\n\n\nDavid Robinson \nMathematics \n\n\n\nJean Raetz-Topetzes \nEducation \n\n\n\nA. Page Remillard \nPhysical Education \n\n\n\nDavid Rollo \nFrench \n\n\n\nSaif Rahman \nEconomics \n\n\n\n\nLawrence Riddle \nMathematics \n\n\n\n\nDonna Sadler \nArt \n\n\n\ni\u003e6  ^acaX.t.y \n\n\n\n\nDudley Sanders \nTheatre \n\n\n\nMichael Schlig \nSpanish \n\n\n\nLeticia Seymour \nSpanish \n\n\n\nEsperanza Roncero Sands \nSpanish \n\n\n\nMarie-Jeanne Schulman \nFrench \n\n\n\nPatricia Solomon \nEducation \n\n\n\nLyn Schenbeck \nMusic \n\n\n\n\nCatherine Scott \nPolitical Science \n\n\n\n\nJohn Stark \nReligious Studies \n\n\n\n// \n\n\n\nSome tradi- \ntions are good \nbecause they \nmay promote \nsomething \npositive as \nopposed to \ntraditions \nwhich \ndiscriminate. \n\n\n\n// \n\n\n\nYvonne \nNewsome \n\n\n\nfaculty  XS7 \n\n\n\n// \n\n\n\nI wish we \nhad greater \nreverence of \nthe history \n\nof our \ninstitution. \nIt would \ngive us a \nbetter sense \nof where we \ncame from. \n\n// \n\nDudley \nSanders \n\n\n\n\nTracy St. John \nPhysical Education \n\n\n\nKaren Thompson \nBiology \n\n\n\nWillie Tolliver, Jr. \nEnglish \n\n\n\nLaila Tarazi \nChemistry \n\n\n\nDavid Thompson \nTheatre \n\n\n\n\nPeggy Thompson \nEnglish \n\n\n\nAngelina Varona \nChemistry \n\n\n\nMichael Tinkler \nArt \n\n\n\n\nLeon Venable \nChemistry \n\n\n\n15-8  pacaLtj/ \n\n\n\n\nJulie Weisburg \nEducation \n\n\n\nIngrid Weishofer \nGerman \n\n\n\nFeng Xu \nPolitical Science \n\n\n\nJane West \nEducation \n\n\n\nIsa Williams \nWomen's Studies \n\n\n\nPatton White \nDance \n\n\n\n\nHarry Wistrand \nBiology \n\n\n\n\nKatrina Yurko \nEducation \n\n\n\nStepahnie Zobay \nEconomics \n\n\n\n// \n\n\n\nTraditions are \n\nvaluable \n\nguidelines. \n\nThe best of \n\ntraditions \n\nallow \nindividual \n\nchange. \n\nAgnes Scott \n\nhas roots that \n\nsustain \n\ntradition. \n\n\n\nit \n\n\n\nKaren \nKimbell \n\n\n\nfoccilt;y  1:^^ \n\n\n\nAgnes Scott students \ntell the yearbook staff \n\nwho their favorite \nteachers are and why! \n\n\n\n\" Violet Johnson- 1 admire her because she serves \n\nas an inspiration to me as a woman of color in a \n\nposition of power at a school where it is a rarity \n\nto see women of color as \n\nprofessors.\" \n\nHeather Ricks '99 \n\n\n\n\"David Thompson- He is seriously \n\ninterested in my education. He is extremely \n\ntactful giving construction criticism.\" \n\nShannon Allen '00 \n\n\n\n\"Willie Tolliver- He is really understanding \n\nabout classwork, and he is always available when \n\nyou need him.\" \n\n\u0026 \n\n\"Brenda Hoke- She is a wonderful resource.\" \n\nTimala Elliot '99 \n\n\n\n'Peggy Thompson- She makes very difficult \nliterature accessible and intelligeable.\" \n\nJackie Pardue '00 \n\n\n\n\"Ayse Garden- She is fiiendly and encourages \n\nme to want to learn more. Her classes are \n\ninteresting because she creates a fun learning \n\nenviroment. She also is very knowledgable about \n\nher subject.\" \n\nRen Pleas '99 \n\n\n\n\"Myrtle Lewin- She went totally out of her way \n\nto help me through a very difficult time. She is \n\nan excellent professor.\" \n\nAnonymous \n\n\n\n'Tina Pippin- She kicks heteropatriarchical \nbooty!\" \n\nHeather Branham '01 \nMelanie Knowles '01 \n\n\n\n'Christopher Ames and David Rollo- They mak^ \n\nme laugh and they are enthusiastic about the \n\nsubject they teach.\" \n\nKristen Carlson '00 \n\n\n\n'The entire department of history rules. . . no: \nthat Vm biased.\" \\ \n\nJenn Heckman '00 \n\n\n\n'Donna Sadler- She is fabulous. She can mak \n\nlearning playtime. You can fingerpaint with \n\nideas in her class.\" \n\nMelanie Knowles '01 \n\n\n\nW%o  faculty \n\n\n\n' Myrtle Lewin- She is so dedicated and excited \nabout the subject matter.\" \n\nKate Simpson '02 \n\n\n\n\"Christopher Ames- He looks so much like a \norofessor. The first day of class he wore a tweed \njacket with siiade patches on the elbows ami I \n\nsaid to myself, \"I am in \nf ^^- college.\" \n\n\n\nRichard Parry- 1 hate those lying promises too!' \nBrook Puschaver '01 \n\n\n\n'Richard Martin- He has an enthusiasm for \neconomics- 1 still can't stay awake.\" \n\nZeenat Syed '01 \n\n\n\n'Edmund Sheehey- He made me want to go to \nclass.\" \n\n\n\n\"Leticia Seymour- She has funny mannerisms \n\nwhich create a light atmosphere in class.\" \n\n\u0026 \n\n\"Saif Rahman- He is very knowledgeable and \n\nhelpful. He is concerned with his students inside \n\nand outside of class.\" \n\nSalimah Rashied '01 \n\n\n\n'Christopher Depree- He has a beautiful smile.' \nFelicia Render '01 \n\n\n\n'Willie Tolliver- 1 love his handwriting and he \ncan not pronounce my name!\" \n\n\n\nSmriti Goyal '01 \n\n\n\n'Willie Tolliver, Brenda Hoke- Tliey provide a \nnurturing environment for students.\" \n\nCrystal Conway '01 \n\n\n\nAshlea Mittelstaedt '99 \n\n\n\n\"Patricia Pinka- She really likes what she \n\nzaches. In a small class setting she is able to get \n\nnore into what she loves, which makes her very \n\npeppy and bouncy.\" \n\n\n\nStephanie Hartley '01 \n\n\n\n\"Theodore Mathews- He has a really good sense \n\nof humor and he brings a personal element to all \n\nhis classes.\" \n\nHeather Harvey '01 \n\n\n\n\"English Department- 1 have to like them be- \ncause I spend so much time zvith them.\" \n\nJennie Bell '01 \n\n\n\nfaculty  i6.^ \n\n\n\n'M \n\n\n\naDrQtaTstRattoo \nOc st:aff j \n\n\n\nStaff and Administration covers so many aspects \nof our life here at ASC. Such a category includes \nthe President, Deans, Admissions, Registrar \nCareer Planning and Counseling, the Bookstore, Office \nServices, Public Safety, Food Services and many more \nThese are often people who everyone knows and looks f oi \nlike Mary Brown, Dean Hudson, and Dean Sheehey, but i \nalso encompasses those whose names we do not know anc \nthe faces that go unrecognized. These people uphold ou] \ntraditions and keep our school intact past the four shor \nyears most of us spend here. \n\n\n\nJ a m \n\n\n\n -^--^-'''  \n\n\n\n'' '* ' '\"^'' \n\n\n\n\nManager Jeanne Galasso and staff work hard to ensure \nthat all Scotties not only have all their required textbooks, \nbu t they make sure they all ha ve fashionable ASC- wear as \nwell. \n\n\n\nDirector Lucia Sizemore, Assistant Director Meghan Gaskill, an \nGuest Reservations/ Hostess Debbie Black comprise the Office \u003c \nAlumnae Affairs. \n\n\n\n0.Mi  aorrjirjistRatiora Cc staff \n\n\n\nRegistrar's Office: Mary K. Jarboe, Cheryl Ferebee, \nand Rachelle Udell. \n\n\n\n\nMargie Dixon is the Coordinator of Office Services. \nShe handles things all by herself, with the help of a \ncouple Student Assistants now and again. We ap- \nplaud you, Margie. \n\n\n\nCounseling Office: Eleanor Gagon, Gail BeD, Rhea \nGordan, Sue Matthews, and Margaret Shirlev. These \nladies maintain the sanit)' here as well as offer stress \nreduction and how to organize yourself workshops. \n\n\n\naoroir^fstRation Cc staff. \n\n\n\nBusiness caniD puonce 1 \n\n\n\nWilliam Gailey works well with the \nAdministrative Assistant of his de- \npartment, Beverly DuCharme. Many \nof us recognize Beverly from the class- \nroom. \n\n\n\nWilliam E. Gailey is our Vice Presi- \ndent of Finance and he's a snazzy \ndresser. His office is located on the \nfirst floor of Buttrick Hall. \n\n\n\n\n\nYjumcin rzesourzces \n\n\n\n.^^^ \n\n\n\n\n\n\njdHhk \n\n\n\n\n\n\nJ^^Pa oai^^Bp \n\n\n\n\n\n\nv^Hb M^^K \n\n\n\n\n\n\n^|H ^-:s.. ^^V \n\n\n\n\n\n\nI^Mj^A^ V ,  ,- -^^^^^m \n\n\n^ \n\n\n\n\n^^^^^^^k - ^^^^^H \n\n\nL \n\n\niwniiiFr^ \n\n\nly^^^^^^^B^^^^I \n\n\n1 \n\n\ni \n\n\n\n\n\n\n\n\n^^^^^^^^^^^^^^^ U||^ \n\n\n^^^^^^^^ \n\n\n\n\n^^^^^^^^^^^^^ \n\n\n~~ \n\n\n\" -^*^ \n\n\n^^^^^^^^^^^^^^^^ w \n\n\n'^m \n\n\n \n\n\nIbj^i^^^^^^^^L \n\n\n^#\u003c \n\n\nL \n\n\n\nWynette Smith is Coordinator of the \ndepartment. She holds down the fort \nwhen Earle is off to another one of his \n\"emergency meetings.\" What a \ntrooper! \n\n\n\nEarle Craft is always busy, busy in the \nHuman Resources Department. As \nDirector of the department he attends \nto many responsibilities. \n\n\n\n\n164  cjXJmir^istRationiX Staff \n\n\n\nfacult;y seRoTces \n\n\n\n\nFaculty Services is one \ndepartment on campus \nthat allows students' \nvoices to be heard. They \nare responsible for the \nsemesterly surveys that \nwe fill out for each class \nand professor. This sur- \nvey is a wonderful time to \nvoice our opinions and \nhave our own part in \"the \nAdministration.\" \n\n\n\nSusan Dougherty, Diane Bradford, \n\nBruce Wagner, and Amy \nWhitworth. \n\n\n\nnfoYzmation t-ecYirKAogy seRoTces \n\nInformation Technology \nServices is a vital depart- \nment on our campus. \nThey allow us to use pro- \ngrams during class such \nas Powerpoint and the \nInternet. They assist stu- \ndents with technical prob- \nlems and keep our net- \nwork running. This vear \nseems to have been the \nbest so far with the net- \nwork down onlv a few \ntimes. ITS also employs a \nnumber of students. \nThese students do everv- \nthing from assisting other \nstudents to fixing equip- \nment to creating depart- \nmental webpages. \n\nop Row: Laura Bishop -Help Desk Assistant, Neta Counts -User Services Manager, Jackie Klock -Instructional Technologist, Bob Hilgenfeld -Director. Middle \now: Tommy Glenn -Senior Systems Analyst, Carol Kobayashi - Programmer/ Analyst, Emily Gwynn -Media Coordinator, Maria Botelho - Assistant Director, \nottom Row: Doug Talbott -Software Support Specialist, Dolores Shelton -Administrative Assistant, Mark Bishop -Network Administrator. \n\n\n\n\naoriQinistRation ec stapf  6^ \n\n\n\nMECHANICS/ \nELECTRICIANS \n\nNol ordered: Raymond Stelmachers, \nDon Knolton, Ed Costello, Andy \nBrumbalow, Earnest Sanford (not pic- \ntured). Dean Ferguson (not pictured), \nand John Moblev (apprentice). \n\n\n\nADMINISTRATION \n\nNot ordered: Elsa Pena, Larry \nWomack, Larry Jennings, Sharonne \nThomas, Stacey Bing, Raymond \nStelmachers, Tom Mclntire, Charles \nBarber, and Tim Blankenship. \n\n\n\nThe credit for our beautiful scenery \non campus goes to our wonderful \nlandscapers. They ensure that the \nalums, parents, perspectives, and \nthe students can enjoy lovely days \nat Agnes Scott. \n\n\n\nLANDSCAPING \n\nNot ordered: Jamev Whitaker, Antonio Dill, Elvis \nParris, Willington Kofa, Robert Mack, Mike Johnson, \nJamal Lott, and Jeff Offin. \n\n\n\n\n\nCentral Receiving plays a large part in \nthe distribution of this annual you are \nreading. The books are deliverd to \nreceiving and they move the books for \nus so they can be distributed to the \nstudents either through the Post Office \nor at mealtimes. \n\n\n\nSPECIAL PROJECTS AND RELIEF/ \nCENTRAL PROCESSING \n\nNot ordered: Charles Barber, Kenneth Biggies, Ricky Durai \nMichael Strawn, Robert Bell, Michael Kordarnani, Conn: \nWinder, Larry Womack, Miguel Nifio. \n\n\n\n166  aT)rr2inistRat\\on Cc Staff \n\n\n\nCARPENTRY/PAINTING \n\nNot ordered: Mel Ramsey, Dennis \nLewis, Marvin McCrary, Stanley \nArnold fZone Maintenance Techni- \ncian), Horace Stephens 'Zone Main- \ntenance Technician;, Willie Sanford, \nRon Keaton, Thomas Mclntire. \n\n\n\n\nHere we find the hard- \nworking staff that makes \nthe INSIDE of our build- \nings so clean and \ncomfortable. Many of us \nsee these people every \nday, yet never know their \nnames. Well, here thev are \nin all their glory. Why \ndon't you thank one of \nthem the next time you \nsee them?! \n\n\n\nCUSTODIAL SERVICES \n\nNot ordered: Tim Blankenship, Ruth \nHartsfield, Lou Farris, Ed Woods, June \nWilliams, Marjorie Knox, Delia \nSpurlev, Travis Xollev. \\'ickie \nCrawford, Mehdes Firuneh, Corrie \nCash, Lou Ghee. Zapata Cox, John \nTo^\\ns, Maria Ramos, \\V\\-netta Reid. \n\n\n\n\n\n\n\nPage Remillard is in his second year as Director of Athletics. Not \nonly is he the director of the department, but he coaches the \nswimming team as well. What a renaissance man! \n\n\n\nLaura LeDuc is the coach of \nbasketball and soccer. She had \na little accident, probably dur- \ning her strenous life of exer- \ncise, and hurt her arm recently. \nIt's healing well though. \n\n\n\nPat Inglis is facility coordina- \ntor and director of summer \nprograms for the athletic de- \npartment. She is always busy \nand rarely hanging around \nthe office. \n\n\n\n168  oX)m\\n\\stRat\\or2 Ol staff: \n\n\n\nr \n\n\n\nRESIDENCE LIFE \n\nDirector Beth McEtchin holds our lives in her hand. Beth has the \nunfortunate duty of deahng with where all of us will live each \nyear. She deals with roommate problems and pet problems and \nany other problem in the dorms that you could think of! She is \ntaking over MoUie Merrick's room assigning duties. She has big \nshoes to fill, but so far she's doing great. \n\n\n\n\nSTUDENT ACTIVITIES \n\nShuronda Smith, formerly Shuronda \nGardnerisDirectorof Student Activi- \nties. Shuronda makes life here at ASC \nfun and enjoyable with movies on the \nQuad and street parties. Anything cool \nhappening at Agnes Scott must have \ninvolved Shuronda Smith in some \nway, shape, or form. She always asks \nfor student input and continuously \nhas a warm smile on her face. Thanks, \nShuronda! \n\n\n\nSHOWTIME \n\nSho%s-time is a committee made up of \nstudents that helps the Student Ac- \ntivities department to put on shows \nand entertain our community-. They \nget to meet all the %vonderful people \nthat are hired to perform for us. Here, \nthev hang out with comedian Tommy \nDa\\'idson before the show. Bobcat \nGoldth\\\\'ait also came to entertain us \nthis past vear. \n\n\n\naorairjistRation ec Staff  169 \n\n\n\n'Oeon of tYie coLLege \n\n\n\n\n\nOffice of the Dean of the \nCollege: Ruth Bettandorff \n- Associate Dean/Direc- , \ntor of Graduate Studies, \nEdmund Sheehey - Dean \nof the College, Jim \nBoynton - Assistant to \nDean/Coordinator of \nCultural Programs, \nPamela Simmons - Secre- \ntary to Assistant Dean, \nGail Buccino - Assistant \nDean/Director of Aca- \ndemic Advising, Paul \nFicklin-Alred - Adminis- \ntrative Assistant to the \nDean. \n\n\n\nRuth Bettandorff, Director of Graduate Studies, sits in her office across from the Secretary, Pamela Simmons, and Director of Academic Advising, Gail Buccim \nlocation of the Office of the Dean of the College and works hard to create work together to ensure that all ASC students get the help they need from th \ngraduate studies programs good for ASC students. Dean's office. \n\n\n\n^f 7P  aonQfrjistRation Ct staff \n\n\n\n'oeam of: stzATterjits \n\n\n\n\nAdministra- \ntive Assistant \nJan Johnson, \nBetty Derrick, \nand Dean \nHudson lov- \ningly admire \nthe plans for \nthe new stu- \ndent center in \nthe Dean's \nOffice. You \ntoo can see \nthis model in \nperson by \nstopping by \nher office. \n\n\n\nJan Johnson and \nDean Hudson pose \nwith their puppies in \ntheir office. The dogs \njust HAD to get in \nthe picture. \n\n\n\nActing Assistant \nDean Amv Schmidt \nsits quietlv at one of \nthe many dinners \nshe attends. \n\n\n\nHere sits everyone's favorite Assistant Dean, Mollie \nMerrick. We will miss her now that she has retired and \nwe hope she will return often. \n\n\n\naorrjimstRatfor} ec sta^ij:  izit^' \n\n\n\nof^ce dtp ar)rr2issior3s \n\n\n\nThe Office of Admissiorfs \nhandles all new studer^ts \nand soon-to-be new sty- \ndents. Their jobs are to \nmake ASC look as gopd \nas possible so tl^at \nprospectives will want to \nstay. They are located in \nRebekah Hall and have a \nbeautiful office to impress \nall who enter. \n\n\n\nBack Row: Kaye Connelly, Joy \nPrince, Amy Kopkin, and \nCindy Newsome. Front Row: \nChristina Crays, Holly Davis, \nStephanie Balmer, and April \nKeaton. \n\n\n\n\nHolly Davis, Stephanie Balmer, and Christina Crays have a \nPow Wow in the middle of one of their all-important prospec- \ntive weekends. This year they are having a Mystery-type night \nof fun to entice the students. \n\n\n\nApril Keaton answers a question at \none of their prospective weekend ac- \ntivities. \n\n\n\n172  aV)m\\n\\stKotior:) Oc Staff \n\n\n\n\nFood Service workers in- \nclude: Mary Bolden, Beverly \nCrist, Cora Darden, Annie \nDavis, Willie Dawson, \nDonna Dragon, Brenda \nFlannigan, Robert GaV/ \nBetty Hart, Linda Heard, \nAlice Holliday, Earle \nJohnson, Grey Maples, Di- \nrector Pete Miller, Laura \nPhillips, Eulette Polly, \nRenita Pope, V. Robinson- \nLendon, Valarie Washing- \nton, Carrie Wells, Assistant \nManager Erika White, \nRonald Williams, and Rob- \nert Wilson \n\n\n\nhese Food Service workers are awfully happy to be getting ready to start a Jt sure is hard to pay attentiofi during those boring meetings! I bet they can't \n(leeting. Maybe they're ready to hear about what a great Dining Mall they're wait for the time when the srlack bar doesn't have to be the cafeteria tool \nping to get to work in next year. \n\n\n\naorrjioistRation (X staff  m \n\n\n\nRemember those loooong \nhours of research? Our \nwonderful Ubrarians cer- \ntainly make life easier \nwhen students are stress- \ning over papers and pre- \nsentations. The library \nstaff are all smiles as they \ngear up for renovation \n\n\n\nFront row: Crystal Steadham, Amy \nC. Dement, Elizabeth Mulherrin. \nMiddle row: Sala Rhodes, Stacy \nSchmitt, Resa K Harney. Back row: \nShawn Tenner, Allison MacNeil, \nJoyce H Manget, Virginia Moreland. \n\n\n\nLTBRaR^y \n\n\n\n\n\ncoTzeerz plorxrnng oiriiD counseling \n\n\n\nCareer Planning and \nCounseling organizes \nresume workshops, \nshadow programs, \nexternships, internship \ntraining and interview \n\nsessions and lots more \n\nAs Agnes Scott students \nget ready to spread their \nwings and take on the \nchallenges of the \nprofesional world, they \ncan turn to CP\u0026C for \nsupport and advice. \n\nStanding: Ann Brock \n\nSitting: Gail Bell and Martha Shifflett \n\n\n\n\n174  ax:\u003errjin\\stRat\\on Ol staff \n\n\n\npResTDent's office \n\n\n\n\nm 0k \n\n\njm \n\n\nH ^y \n\n\n\n\nJHMHa ^^^J^ ^L^ \n\n\nli -^ F \n\n\nHI \n\n\n# ^yi \n\n\n\nI'resident Mary Brown Bullock, lead- \ning Agnes Scott through times of \nihange \n\n\n\nAbove: The President's office staff - \nTheir wonderful sense of humor and \ncheerfulness shines through even af- \nter a hard day's work. \n\n\n\nThe President's Office, not \nonly the most plush admin- \nistrative setting on campus, \nbut the most important as \nwell. President Mary Brown \nBullock has done many \nwonderful things since she \ntook the role as President of \nour college. Her \"Master \nPlan\" is going well and the \nnew Dining Hall will be \nready for students in the Fall \nof 1999. Our student center \nwill be demolished this \nsummer and the renovation \nof our library will begin. Xot \nall of us will be here to see \nthe completion of MBB's \n\"Master Plan\", but I, for one, \nplan to return and see how \nour lovely campus devel- \nops under the eye of Presi- \ndent Bullock. \n\n\n\n\nf\\Y2CKnc\\oL ci\\T\u003e \n\n\n\n\nle efficient trio -Shawna Cohen, Milnee Susan and Melva Lord. They receive \njquent visits from students looking for on-campus jobs or seeking to \niprove their financial situation in other ways. They must be busy, busy \nanaging all of our bright students' scholarships, grants, and loans. \n\n\n\n\nShawna Cohen, Assistant Director of \nFinancial Aid, has enough work to \nkeep her tied up throughout the dav. \n\nSusan Milne, Services Co-ordinator \nof Financial Aid, is almost too busv to \nstop for a photo. It ahvavs seems to be \na hectic dav in Financial Aid. \n\n\n\naorT3irjistRatior3 ec staff: \n\n\n\n\n\n\n\nsTLboaette \n\n\n\na \n\n\n\ns It Begins. \n\n\n\nWe started off this year as a group of strangen \nunified by one goal: the production of the Silhouette. Noi \nknowing what lay ahead of us, we descended into the \ndepth of our task. The road was long as we uphelp oui \ntradition of late nights and hard times, and lots of procras \ntination, however, through our perserverance we emergec \nnot only as coworkers, but as friends. With the completior \nof our goal, it is time for us to part, hopefully having f orgec \nstronger bonds as a community of artists and Agnes Scot \nSisters. \n\nSo as it begins \nSo It Must End \n\n\n\n?i4. \n\n\n\n\nAgnes Scott 1 998-1999 Silhouette Stdff: Top Row: Brook I'uscluner, Jennie Bell, Stephanie Hartley, Sara Shiver, and Stephar \nMoseley- Middle Row: Joy Carter, Yalonda Rice, Felicia Render, Tricia Scott, Salimah Rashied, and Crystal Conway. Botto \nRow: Ashlea Mittelstaedt, Mahogany Singleton, Smriti Goyal, Nadia Afrin, and Amber Pipa. \n\n\n\n\nStephanie Hartley and Tricia Scott are studying their \nassignments for the Silhouette. \n\nCrystal Conway is brainstorming for her articles for \nthe student life section. \n\n\n\n\nFelicia Render is studying her pictures in order to \ndecide which ones will be included in her section. \n\nPart of the Orgaiiizations staff, Sara Shiver and Ma- \nhogany Singleton, and Facults' section editor, \"i'alonda \nRice take a moment to share ideas between sections. \nMost yearbook knowledge such as layouts, crop\u003e- \nping, and copy is relevant to all sections. We encour- \nage all members to help one another. \n\n\n\nsiLbociette \n\n\n\nCo-Editor,Amber Pipa helps Organi- \nzations staff members, Mahogany \nSingleton and Sara Shiver weed out \npictures for the Rugby Team layout. \n\n\n\nJennie Bell, Melanie Spillane and \nFelicia Render discuss the different \nlayouts available to them for the Stu- \ndent Life Section. Jennie Bell seems to \nalready have found one that she likes \nand is trying to determine if her assis- \ntant editors agree. \n\n\n\n\nCo-Editors, Ashlea Mittelstaedt and \nAmber Pipa, may looks all smiles, but \nare secretly thinking, \"How did 1 get \nroped into doing this again?\" Thev \ncertainly do handle the huge workload \nwith a smile. \n\n\n\nCo-Editor, Amber Pipa, discusses \nwith her staff ideas for the theme of \nthe upcoming issue of the Silhoiictlc \nand the deadlines for each section. \n\n\n\nJoy Carter studies the different lay- \nouts trying to find one that she feels is \nsuitable for the sports section. \n\n\n\n\nCo-Editor, Ashlea Mittelstaedt, \nteaches her Classes staff member, \nTricia Scott, how to crop pictures so \nthat they will be the appropriate size \nfor her layout. \n\n\n\n178  siLboaette \n\n\n\nCo-Editors-in-Chief: Ashlea Mittelstaedt and Amber Pipa \n\nAssistant Editor: Stephanie Moseley \n\nSenior Section: Mendi Winstead-Co-Editor \n\nAshlea Mittelstaedt-Co-Editor \n\nFaculty Section: Yalonda Rice-Editor \n\nZeenat Syed, Joy Carter-Staff \n\nSports Section: Brook Puschaver-Editor \nSmriti Goyal-Staff \n\nOrganizations Section: Amber Pipa, Kate Simpson, Sara Shiver, \nMahogany Singleton-Staff \n\nClasses Section; Stephanie Hartley-Editor \n\nTricia Scott-Staff \nAdministration and Staff Section: Amber Pipa, Nadia Afrin, \n\nSalimah Rashied-Staff \nStudent Life Section: Jennie Bell-Editor \n\nMelanie Spillane, Crystal Conway, Felicia D. \nRender-Staff \nSilhouette and Ads Section: Stephanie Moseley \n\n\n\nBrook Puschaver and Smriti Goyal sort through their pictures for the \nSports section and decide on which ones they will use. In the back- \nground, Sara Shiver decides to take a break from choosing layouts for \nher section. \n\n\n\n\n\n\nFelicia Render and Salimah Rashied \nsort their pictures and prepare them \nfor cropping. \n\nCo-Editor, Ashlea Mittelstaedt, stuffs \nan envelope to be sent off for the \nproduction of the 199S-1999 Silhou- \nette. It has been a \\'er%' long and taxing \nvear for this graduating senior. \n\n\n\nJennie Bell waits patiently to receive \nmore pictures for the Student Life \nsection from Co-Editor, Amber Pipa. \n\n\n\nsiLhoaette -179 \n\n\n\noT\u003euerzt:\\serr2erjt:s \n\n\n\nalways Coca-Cola . . . Generation NeXt . . . Yo Quiero \nTaco Bell!. . . Bud-weis-er . . . Obey Your Thirst . \nAre you an UN? . . . Bounty, The Quicker Pickei \nUpper . . . Stain Lifter that's All . . . Jose Cuervo, you are a Friend \nof Mine . . . Just Do It . . . NO FEAR . . . Once you Pop, You Can'1 \nStop . . . You Can't Eat Just One . . . 10-10-### . . . .Mentos: The \nFresh Maker . . . Gimmie A Break . . . There's No Wrong Way \nto Eat a Reeses . . . M\u0026M: The Official Candy of the Millenium \n. . . American Express: Don't Leave Home Without It . . . There \nare Some Things Money Can't BuyFor Everything Else \nThere's Mastercard . . . Visa: It's Everywhere You Want to Be \n. . . Discover the Card that Pays You Back . . . Did Somebody Sa) \nMcDonald's? . . . Have It Your Way . . . Snickers Reall} \nSatisfies... Don't Lay a Finger on My Butterfinger . . . Greal \nTaste, Less Filling! \n\n\n\n.V \n\n\n\nForget milk! Debbie Eichert and Alaine Davis know that Cuervo Tequila does the body good! Sharing a fifth is a joyous occasio \nhere on campus. \n\n\n\n'%90 ' at5oeRtIserr2erjts \n\n\n\n\nBeer, beer, beer for Ol' Agnes Scott. . . but only \nSmirnoff Vodka is good enough for Senior Carole \n\nButler, \n\n\n\nThank goodness Ashlea Mittelstaedt has Kleenex \ntissues to dry her tears. \n\n\n\n\nIvana Begvun smokes her Kamel Reds with pride. \nShe knows the satisfaction she feels from smoking \nthem and hopes you will join the Kamel club. \n\nDiet Coke is what gives Colleen McCo)' her good \nlooks and charm. \n\n\n\naoueRtisernerats  i8i \n\n\n\nMelissa Odom \n\n\n\n\nMay Love surround you. \nMay warm memories cheer you. \nMay happiness fill your heart. \nMay good fortune walk beside you. \n\nCongratulations, Melissa! \n\nLove, \n\nMom, Dad, Jennifer, Catherine, Patrick, And Daniel \n\n\n\nAlaine Jones \n\n\n\n\nAlaine, \n\nWe've watched you grow from infant, to \nchild, to teenager, to adult. You've matured into \na lovely young lady of whom we are very proud. \nThe whole world is before you; new vistas await \nyou. Spread your wings and fly, and as you \ndo know that our love goes with you. \n\nLove, Mom \u0026 Dad \n\n\n\nLauren Alicia Love \n\n\n\n\nHow quickly time has flown! Con- \ngratulations, Lauren, on your \nmany accomplishments. We love \nyou and share your joy. \n\nLove, \n\nMomma \u0026 Daddy \n\n\n\n\nHelene Sabel \n\n\n\n\nCongratulations on your \ngraduation, Helene! May \nlife bring you all the joy \nand happiness that you \nhave brought us. \n\nWe love you very much. \nMom and Dad \n\n\n\n\nJennifer M. Jacob \n\n\n\niear Jen, \n\nWe are so verv proud of vou and your accomplishments! You have many \nwonderful and special gifts, and it is our joy to watch as you contmue to \ndiscover and develop them. It seems like yesterday that you were startmg \npreschool at Bethlehem in Aiken. You couldn't wait to start school! Then \nas vou discovered the joy of learning in elementary, middle, and high \nschool, you always worked to do your best. Now your college years are \ncoming to an end, and you are entering the world endowed with an \neducadon for life. May your love of learning stay with you as you move \ntoward your goals to provide health care to those who are m need. \nWherever vour life journey takes you, always know that we love you very \nmuch, and we thank God for giving us the gift of YOU! \n\nMom, Dad, and Beth \n\n\n\n\n\"^ \n\n\n\nV7 \n\n\n\n^ \n\n\n\nLiza Kerri McDaniel \n\nFrom a Ciitie to a Beauty! \n\nHow can you gain strength of character, per server ence, \nand an engaging inspirational personality? \n\nBy graduating from Agues Scott Collegeaud leading us \ninto the next milleuinml \n\nLove, Mom, Dad, Sjon, \u0026 Family \n\n\n\n\nsenior ads  183 \n\n\n\n\nYurora \nSavior \n\n\n\n\nIt's time to fly high, \n\nmy Madame Butterfly. \nYour cocoon has finally burst open \n\nand it's time for your wings to dry. \nRise above all your obstacles \n\nand remember from which you came, \n\nmy Madame Butterfly. \n\nWith love. \nMama \n\n\n\nJennifer Ann Marcum \n\n\n\nCongratulations, Jennifer! \n\nWe are all very proud of you and all \nyou have accomplished. WJtere did \nall the time go? Our daughter is all \ngrown up and ready to take on the \nworld. Follow your dreams and \nremember what hard work and \nperseverance can do. We can hardly \nwait to see what happens next. \n\nAll our love, \nMom, Dad, and Boh \n\n\n\n^ \n\n\nRT \n\n\n^ \n\n\n\n\n1 \n\n\n\"^ \n\n\n\n\n,v , _ , \n\n\n\n\n\n* (^ \n\n\n\n\n\nMazie \n\n\n\n\nLawson \n\n\n\nM uch loved and cherished \nmember of our family. \n\nA true gift from God. \n\nZ eal in her persistence to do \na good job. \n\nI ndependent thinker! \n\nE nthusiastic in her love of \n\nfamily, friends, and animals. \n\n\n\n^ \n\n\n1 \n\n\nI \n\n\n1 \n\n\njB \\ \n\n\nH \n\n\nP \n\n\n1^3 \n\n\n\n\n'^A \n\n\nfl \n\n\nt \n\n\n^^^^^K \n\n\ni \n\n\n^ \n\n\nN| \n\n\n\nWe are extremely \nproud of you! \n\nLove, \n\nMom \u0026 Dad \n\nsenior ads  185 \n\n\n\nAmelia Tomlinson \n\n\n\n^^^t/Bj^m ^ ^* jj \n\n\n\u0026 \n\n\n\n\nII \n\n\n\n\n. ^H \n\n\n\nYou give but little when you \ngive of your possessions. It is \nwhen you give of yourself that \nyou truly give. \n\n- Kahlil Gibran \n\n186  senior ads \n\n\n\n\nCongratulations, Buglet! \n\nLove, \n\nMom \u0026 Philip \n\n\n\nCarole Butler \n\n\n\n\nThere once zoas a girl from the swamp \n\nWlio went off to Atlanta to romp \n\nAn Agnes Scottie became \n\nAnd we heard of her fame \n\nIn the land where she once used to stomp. \n\nA shy thing she was when she left \nAnd her family was sadly bereft \nBut now when she's home \nFrom the place of the gold dome \nWe're amazed by her style and her heft. \n\nAn Agnes Scott Woman is she! \n\nArticidate! Confident! Free! \n\nShe's groion up so well \n\nWe stand up and yell: \n\n\"You made it, dear Carole, Yippee!\" \n\nWe love you! Mom, Dad, John, and Michael \n\n\n\n\nAshlea Danna Mittelstaedt \n\n\n\n\n'he overwhelming sense of pride I \nave for you cannot be written, but \nnyone who hears me speak of you \nan see it Ught my entire being, \ncelebrate your individuality and \n3ast your creativity! \n\nLove, Tu Madre \n\n\n\n\n\nImagination is niore \nimportant than \n\n\n\nknowledge. \n\n\n\n-Albert Einstein \n\n\n\nsenior ads  18/ \n\n\n\nAmanda Nichols \n\n\n\n\n188  senior ads \n\n\n\nWin/ lis? \n\nWliat zoonderfiil things did we ever do lolnch earned having you in our lives? \n\nFrom minute one through today - your launcli into full adulthood - \n\nyou have given love and beauty and energy and brightness \n\nto our every moment, our every thought. \n\nYou are our ultimate blessing \n\nYou so enrich our lives. \n\n]Ne honor you. \n\nWe love you. \n\nMom, Dad, \u0026 Alec \n\n\n\n\n\nHeleyna, \n\nYou have always been \nand will always he sur- \nrounded by the love of \n\nyour family. \n\n\n\nHeleyna Hoss \n\n\n\nCongratulations, Connie! \nWords can' t express the joy \nand happiness we feel. \nYour great determination \nand strength have paid off. \nAs I think of the sunshine \nyou have brought to our \nlives, only a great smile \ncomes to our faces. May \nGod continue to be with \nyou in all you do. Your \nfuture is bright and fulfill- \ning. Continue to strive for \neven higher goals. \nRemember that life is what \nyou make of it. Be happy, \nmy wonderful daughter! \n\nWith much love. \n\nMom, Kenneth, \nand Reginald \n\n\n\n\nConnie Fisher \n\n\n\nChristy Jenkins \n\n\n\n\n# \n\n\n^1^^- \n\n\n\n\n\n\n\n\nm\u003c \n\n\n\n\n\n\n \n\n\n1 \n\n\nki \n\n\n\n\n^3 \n\n\n\n\n1 \n\n\n\nloments we remember . . . Park City, especially at Christmas . . . Polar Bear Club on Super Bo^vl Sunday \n. World Series Excitement . . . Bicycle Ride Across Georgia (twice in the rain) . . . family dinners . . . tutoring \ntudents . . . Jonesboro Church . . . trips with friends . . . Tiger, Ellie, and, of course. Lady . . . late nights \nstudying? on the phone?) . . . the zip line . . . birthday parties . . . Those were the days of wonderful \nlemories - but the future is brighter yet, and holds lots of happiness for you. \n\nWith Love, \n, Mom, Dad, David \n\n\n\nJanet \nRauscher \n\n\n\n\n\nUntil you spread your wings, you'll have \nno idea how far you can fly We know your \nadventurous spirit will take you far! \n\nCongratulations \u0026 Love, \nMom, Dad, Kate, and }imi \n\n\n\n\nCassandra Castillo \n\n\n\nBeloved Cassandra, \nQuerida hija y hermana, \n\nCongratulations on all your achievements. We are extremely \nPROUD of you. You have touched our hearts in many caring \nand loving ways, and we think that on your special day you \ndeserve a heartfelt \"thank you\" for being such a wonderful \ndaughter and sister. \n\nAs you enter another threshold in your life, always remain \nfaithful to yourself and your values. Whatever you do, do it \nwith all your heart and soul, but be careful not to mistake \npleasure for happiness. For it is neither wealth nor splendor, \nbut tranquility and occupation which gives happiness. \nRemember that the future belongs to those who believe in the \nbeauty of their dreams, so keep your dreams alive and never \nsurrender them. The secret of contentment is the realization \nthat life is a gift, and prosperity is your ability to use God's \nability with wisdom. Always priase the Lord daily for thy life \nand gifts. \n\nCon mucho amor y felicidad. \nYour parents and big-brother Chris \n\n\n\n\n\nMeredith Fields \n\nSo many friends, so many miles, \nso many laughs, so much love \nand life still to come. You light \nup the world wherever you go. \nWe can't wait to see and share \nwhat' s ahead for you in this won- \nderful life. \n\nWe love you! Mom, Dad, \u0026 Julie \n\nP.S. Betsy, JJ, Sandy, Amrita, \nCassie, Kimmie, and Tiffany - \n\n\n\n# 1 \n\n\n\n\nSusan Buckner \n\n\n\n\nPast, present, and into \nthe future . . . may you \ncontinue to find wonder \nin new beginings. \n\nLove, \n\n\n\nMom \n\n\n\nsenior ads  191 \n\n\n\nPI mi HIM ^ \n\n\n\n\nRap impresario Sean \"Puffy\" Combs, also known as Puff Daddy, \ngrew up in Mount Vernon, N.Y. While attending Howard \nUniversity, he dreamed of becoming a rapper. He moved up the \nranks at Uptown Records and then out to form his own label. \nBad Boy Entertainment, which sold nearly 1 2 million albums by \n1994. In 1997 Puff Daddy made his long-awaited sole debut \nwith \"No Way Out,\" which featured guest appearances by \nNotorious B.I.G. and Busta Rhymes. The album spawned the \nbest-selling single \"Can't Nobody Hold Me Down\" and quickly \nwent platinum. \n\n\n\nThe Backstreet Boys got together about five years ago when \nHowie, Nick and AJ met at auditions. They decided to form a \ngroup and Kevin heard about them and they got together. Kevin \nasked his cousin Brian to join, and there you have the Backstreet \nBoys. The group was named after a big market in Orland, FL, \nand they won the Viewers Select Award at the MTV Europe \nawards two years in a row. \n\n\n\nHp \n\n\n\"^1 \n\n\n1- ^iplH \n\n\n \n\n\nIg^' \n\n\n^^^W \n\n\n^m \n\n\n \n\n\nw. \n\n\nM \n\n\n\n\n?J \n\n\n1 \n\n\n\n\n! \n\n\n\n\nJm \n\n\n \n\n\nQ \n\n\n|R \n\n\n^^^^^^^^K^ \n\n\nV Wi \n\n\nM \n\n\n1 \n\n\n^9 \n\n\n\nIndex \n\na \n\n\n\nAbernathy, Kristen 65, \n\n67, 141 \nAbernathy, Sarah 8 \nAcevedo, Shelley 8 \nAdair, Ginny 117 \nAdjovu, Adelaide 50, 68 \nAdu, Adwoa 18, 136 \nAfrii\\,Nadia 18,176 \nAgner, Elizabeth 50, 142 \nAhmad, Tayyeba 8, 120 \nAlbright, Mary 50, 153 \nAlexeenko, Galina 18, \n\n133 \nAli, Samar 8 \nAllari, Nancy 145 \nAllen, Linda 18,134 \nAllen, Shannon 28 \nAmin, Mona 18 \nAnderson, Bonnie 18, \n\n141, 143 \nAnderson, Carrie 31, 80, \n\n132, 145 \nAnguelova, Stela 8, 111, \n\n136 \nAshfaq, Shazia 50, 142 \nAshmore, Adeline 8 \nAtkeson, Ellen 8 \nAtkinson, Jenny 8 \nAvarzamani, Maya 8 \nAzimi, Wazhma 8 \n\n\n\nB \n\n\n\nxpa  intjejr \n\n\n\nBaer, Kendra 111,112 \nBagley, Amber 8,133 \nBai,Yun 18,66 \nBailey, Lakiea 137,142 \nBallard, Sarah-Blythe 8, \n\n141,144 \nBarden, Kira 28, 133 \nBardis, Christine 50, 96 \nBatten, Brigid 9, 106, \n\n107 \n\n\n\nBaum, Meredith 9, 112, \n\n141 \nBaum, Rebecca 9, 64, \n\n145 \nBayne, Linda 9, 141 \nBeach, Deborah 28 \nBedson, Brooke 9 \nBegg, Maria 18 \nBegvun, Ivana 181 \nBell Jamie 9,17,138 \nBell, Jennie 18,63,73, \n\n78, 141, 176, 178, 179 \nBell,Tiffini 9 \nBenefield, Sarah 28 \nBennefield, Sarah 131 \nBennewitz, Nancy 28, \n\n78, 141 \nBenton, Katherine 18 \nBenton, Patrice 37, 138 \nBernazza, Kelly 18 \nBlackwell, Shaunda 50, \n\n134, 135 \nBlanchard, Erika 137 \nBoddie, Caroline 137 \nBoggs, Laurie 50, 121 \nBone, Anna 9, 114 \nBooker, Jenn 31 \nBooker, Jennifer 18,31, \n\n137 \nBooker, Lyra 9 \nBooth, Reagan 50, 126, \n\n127 \nBoston, Kari 9 \nBranham, Heather 19, \n\n118, 143, 145 \nBrantley, Justine 9, 141 \nBrazile, Dallas 19 \nBreeden, Mary Beth 9, \n\n135 \nBreheny, Susan 35 \nBricker, Julie 28,106, \n\n107 \nBrown, LaDonna 50; 141 \nBrunjes, Carla 51 \nBryant, Jessica 51 \nBryson, Latasha 102 \nBuckner, Susan 41,48, \n\n51,89,191 \nBullard, Carrie 51 \nBurkholder, Nicole 51, \n\n139, 141 \n\n\n\nBurnard, Deborah 141 \nBurnett, Amy 19 \nBurroughs, Angela 51 \nButler, Carole 40,41,51, \n\n63, 72, 97, 98, 142, 181, \n\n187 \nButler, Melissa 28 \nButler, Monet 9, 102, \n\n138 \nButt, Allison 9, 141 \n\n\n\nCadmus, Sarah 9, 17, \n\n106 \nCaldwell, Treah 28, 30, \n\n87, 127, 132, 145 \nCallahan, Betty 9, 102 \nCallaway, Melinda 134 \nCantrell, Rachel 19 \nCarefoot, Rebecca 7, 19 \nCarlson, Kristin 28, 143 \nCarr, Shannon 28, 31, \n\n84, 91, 133 \nCarroll, Cara 135,142 \nCarroll, Carina 28 \nCarter, Joy 19,79,176, \n\n178 \nCarter, Paula 28 \nCastillo, Cassie 39, 51, \n\n89, 97, 190 \nCastro, Laura 9, 109 \nChallender, Cammy 9, \n\n132 \nChandler, Erica 19 \nChandler, Liz 48, 126, \n\n127, 203 \nChapman, Katherine 9 \nCherry, Gwen 19,66, \n\n135 \nChidambaram, Vinitha \n\n19,133 \nChilton, Jamie 28, 144 \nChin, Shirnette 104,134, \n\n137 \nClaire, Annea 9,65,134 \nClark, Nikia 28,32,71, \n\n96,137,138 \nClark, Terri 128 \n\n\n\nClements, Missy 19, \n\n123, 132 \nClemmons, Shannon 19 \nColeman, Ellen 10 \nColeman, Evelyn 132, \n\n134 \nColeman, Haley 10 \nColosimo, Nicole 10, \n\n120 \nConnor, Ashley 10 \nConway, Crystal 138, \n\n176, 177 \nCook, Sarah 19 \nCopeland, \n\nDarlene Marie 51 \nCormier, Amy 29,131 \nCosby, Kacie 29 \nCotton, Melba 137 \nCowart, Danae 20, 119 \nCox, Laura 20, 118, 120 \nCraigmyle, Leigh 10, \n\n129 \nCranford,Jo 29,31,131, \n\n132 \nCreel, Cathy 20, 116, \n\n143, 144 \nCroson, Katherine 20 \nCross, Kathleen 10 \nCrozier, Ellen 10 \nCumbo, Kolbi 29, 119, \n\n137 \nCurington, Callie 73, \n\n114 \nCurrin, Crystal 29 \nCurrin, Karrmen 135 \nCurtis, Mandy 10, 145 \n\n\n\nT\u003e \n\n\n\nDabbs, Jennifer 20,129, \n\n131 \nDavis, Alaine 180 \nDavis, Erin 143 \nDavis, Kim 7,29,102, \n\n127 \nDavis, Renea 52 \nDavis-Schindler, Catrina \n\n135 \nDean, Tiffany 138 \n\n\n\n\nSmashing Pumpkins began as a duo in 1988 with Billv Cogan \nand guitarist James Iha. A bass player and a drummer were soon \nadded and the group exploded in 1993 with the release of the \nmultimillion-selling \"Siamese Dream.\" After some rocky times, \nthe band came back strong and won a MTV Video Music \nAward. The group went on to receive seven Grammy nomina- \ntions and notched several victories in the Rolling Stone polls of \nreaders. \n\n\n\nMuch has been said about Courtney Love's forma ti\\'e years, but \nlittle can be confirmed. She has made a game of telling tall tales \nto the press and then contradicting herself. We know she got her \nstart in the San Francisco area before heading for Los Angeles \nwhere she formed her current band. Hole. In 1992 she married \nKurt Cobain. Her latest album is \"Live Through This.\" \n\n\n\n\nluxjex  193 \n\n\n\n\nTerrorist bombs exploded at the American embassies in Kenya \nand Tanzania in late summer. The Nairobi bomb took place \nalmost simultaneously with the bomb in Dar es Salaam and \nkilled 247 people. Another 5,500 were injured. The Dar es \nSalaam explosion killed 1 1 people. A few arrests were made, but \nAmerican government officials say the man responsible was \nOsama Bin Laden. While Bin Laden, an exiled Saudi millionaire, \nwas not charged in the bombing, U.S. officials suspect him of \nfinancing several terrorist strikes around the world. One of \nthose bombings was the 1 996 bombing of Khobar Towers, a U.S. \nmilitary apartment complex in the Saudi Arabian city of Dhahran \nwhich killed 19 U.S. servicemen and injured about 500 people. \n\nAs students were preparing to return to school in September, \nthe stock market's Dow Jones Industrial Average was taking a \ndive. Down 512 points  or 6 percent  in one day. It wasn't a \npretty picture on Wall Street. Investors saw the stock market \nmake tremendous gains earlier in the year. But during the \nsummer, stocks began to lose value and by early fall the market \nhad lost all that it had gained during the year. \n\n\n\nEv:?ft*A \n\n\n\n\nDecker, Tiffany 10 \nDelano, Frances 10 \nDelgado,Ann 17,90 \nDeMeyer, Elaine 129 \nDeMeyer, Rachelle 10 \nDenmon, Aubrey 20 \nDeSandre, Theresa 139, \n\n141 \nDhamoon, Amrita 37, \n\n52,97 \nDickinson, Aynsley 31 \nDieterich, Laurie 52, 135 \nDominguez, Liz 142 \nDonohue, Deirdre 6, 29, \n\n135, 144 \nDowns, Angela 10,141 \nDuryea, Quail 52, 120 \nDu Vail, Julie 29,94,139, \n\n141, 142 \n\n\n\ne \n\n\n\nEichert, Debbie 81, 141, \n\n180 \nEidson, Katie 141 \nEldridge, Elizabeth 29, \n\n78 \nElliott, Erin 126 \nElliott, Kathryn 20 \nElliott, Sharon 128,145 \nElliott, Timala 52,70 \nEngel, Elizabeth 10 \nErvin, Shyla 126 \nExum,Jean 37,40,48, \n\n52,88 \n\n\n\nf \n\n\n\nFahrenholtz, Cameron \n\n10, 102, 133 \nFarhidvash, Nooshin 29 \nFarmer, Alice 29, 123 \nFarooqui, Aqsa 29 \nFender, Morgan 20, 131 \n\n\n\nFerrell, Jennifer 20, 133 \nFidanza, Katie 29, 111, \n\n112 \nFields, Meredith 39, 52, \n\n97, 191 \nFisher, Connie 189 \nFisher, Rachael 132 \nFlagg, Alice 20 \nHinn, Jennifer Marie 10 \nFolowosele, Foluyinka \n\n10 \nFord, Michelle 20,137, \n\n141 \nForehand, Amanda 20, \n\n133 \nFor sy the, Kathryn 21, \n\n120 \nFortin, Brit 29 \nFoshee, Milicent 29 \nFot, Charlotte 17 \nFowler, Kimberly 10, \n\n137 \nFoy, Charlotte 21 \nFragale, Sarah 10 \nFrazier, Janyata 10 \nFreedle, Aimee 21, 129, \n\n132 \nFreeman, Michelle 141 \nFridicks-Silverberg, \n\nPatricia 134 \nFrierson, Courtney 10 \nFuna, Caroline 11 \n\n\n\n9 \n\n\n\n194  inxjex \n\n\n\nGant-Irvin, Marguerite \n\n11, 139 \nGardner, Sarah 21 \nGarwood, Joy 52, 63, 67, \n\n74, 121 \nGasperec, Michelle 30 \nGatson, Octavia 21, 138 \nGayles,Jia 11,17,137 \nGeanie, La 137 \nGee, Heather 11 \nGeiger, Macy 52, 75 \nGentry, Lesley 30 \nGeorgieva, Bogdana 102 \nGeyer, Anna 11 \n\n\n\nGeyer, Selinda 21, 141 \nGibson, Kimberly 30 \nGifford, Whitney 11 \nGissentanner, Monica \n\n137 \nGodard, Mary 30, 137 \nGodbee, Amanda 21 \nGodbee,Beth 118,120, \n\n129, 134 \nGooch, Amanda 30,133 \nGoodman, Amanda 21, \n\n116, 144 \nGoss, Michele 30, 78, \n\n104, 133, 142 \nGoyal, Smriti 11, 176, \n\n179 \nGraham, Katy 53, 84 \nGray, Amanda 30 \nGreen, Jennifer 143 \nGreen, JuUa 131 \nGreen, Mackenzie 53, \n\n98, 121, 130 \nGreene, Jennifer 30, 46, \n\n143 \nGreene, Julia Kalleen 53 \nGrey, Mandy 143 \nGriffin, Courtney 37, 53, \n\n70, 132, 134, 138 \nGuerrero, Rosalinda 21 \nGunnin, Shari 30, 78, \n\n104, 105 \n\n\n\nb \n\n\n\nHaas, Lynn 21 \nHaley, Melissa 11 \nHall, Allison 11,126 \nHall, Gemma 39,53,67, \n\n72, 121, 135, 137 \nHarben, Beth 21, 96, 131 \nHarmeling, Loren 30 \nHarper, Elizabeth 11, \n\n104 \nHarris, Krista 11 \nHarshman, Hillary 11 \nHartley, Cynthia H. 53 \nHartley, Stephanie 21, \n\n176, 177 \n\n\n\nHartness, Ruth 53 \nHarton, Heather 22 \nHarvey, Andrea 30, 69, \n\n70, 138 \nHarvey, Heather 22, 71 \nHasty, Jennifer 30,131 \nHayes, Lee 30, 132 \nHayes, Lisa 141 \nHayford, Eunice 22 \nHeard, Jamila 37, 53, \n\n139, 141 \nHeckman, Jennifer 30, \n\n82, 141 \nHenderson, Che von 11, \n\n102 \nHenry, Kareisha 31, 82, \n\n101, 102, 133, 137 \nHenry, Michele 145 \nHenson, Amanda 108 \nHermann, Jessica Ann \n\n53 \nHernandez, Lilly 7, 31, \n\n141, 145 \nHerrington, Betsy 40, \n\n54, 97, 131 \nHigley, Mary 22 \nHijar, Amalea 11, 141 \nHill, Dietra 128 \nHill, Kimberly 31 \nHitchens, Currey 11, 64 \nHobbs, Lindsay 118 \nHodges, Dawn 11 \nHodgman, Marie 41 \nHolland, Heather 11 \nHolland, Kim 11,112, \n\n113 \nHollo way, Tavia 138 \nHolm, Heather 22, 108 \nHoss, Heleyna 54,117, \n\n121,135,139,141,189 \nHuffman, Amber 22, \n\n133 \nHughes, Melissa 22 \nHunkins, Lori 22, 27, \n\n133 \nHunt, Christie 11,126, \n\n127 \nHunt, Lindsay 11 \nHunter, Stephanie 31 \nHurst, Sonja 12 \n\n\n\n\nU.S. Senator John Glenn ended his long career in the Senate with \na return to space. Astronaut Glenn, 77 , who made a pioneering \nspace flight in 1962, returned to space in November 1998, \naboard the Discovery on a 10-day mission. \n\n\n\nHurricane Georges was the costliest disaster in the 117 vears of \nthe Red Cross relief efforts, topping the SSI .5 million the agenc\\^ \nspent on Hurricane Andrew. Georges ripped up through the \nFlorida Keys and into the Gulf of Mexico before it slammed into \nMississippi and Alabama. Preliminary industry estimates put \nGeorges' cost to insurance companies at S2.5 billion, the third- \ncostliest such storm on record . Georges costs rank behind Hugo \nin 1989 and the No. 1 hurricane for damage, 1992's Andrew. \n\n\n\n\n\\nX3ex  igs- \n\n\n\n\nI \n\n\n\nk \n\n\n\nMark McGwire and Sammy Sosa, two power-hitters in the \ngame of baseball, were in a battle of home runs during the \nsummer. Both were looking to beat the home run record of 61 set \nby New York Yankee Roger Maris in 1961. When the dust \nsettled at the end of the season, McGwire, a 34-year-old right- \nhanded hitter from the St. Louis Cardinals, won the home-run \nrecord with 70. Sosa, a 30-year-old right-handed hitter from the \nChicago Cubs, hit 66 home runs. \n\n\n\nThe World Cup competition is held every four years. The 1998 \ngames were held in France and it was the French team that won \nthe nation's first-ever World Cup title by defeating Brazil 3-0. \nMore than a million revelers packed the historic Champs- \nElysees to celebrate the victory. The broad avenue became the \nfocal point of celebrations and many called the impromptu \nstreet party the largest outdoor celebration since Liberation Day \nin 1944. \n\n\n\n\nInman, Libby 134 \nIttayem, Nida 22 \nIvy, Holyn 31, 87, 118 \nIzard, Kelli 69, 70 \n\n\n\nJacob, Jennifer 54, 183 \nJacobs, Julie 12,111,133 \nJames, Jessica 6, 31 \nJames, Karen 31 \nJanowski, Einsley 31, \n\n144 \nJarboe, Megan 12 \nJayaraj, Deepthi 69 \nJayawardhana, Jayani \n\n136 \nJenkins, Christy 54, 189 \nJenkins, Erin 31, 117, \n\n132 \nJernigan, Amy 12 \nJohnson, Amy Catherine \n\n54 \nJohnson, Brigitta 49, 54, \n\n96, 138 \nJohnson, Rande Sharon \n\n54 \nJone, La Geanie 12, 69 \nJones, Alaine 41, 54, 89, \n\n97, 121, 142, 182 \nJones, Alicia Kerry 54, \n\n105, 131 \nJones, Jennifer 132 \nJones, Karen 12, 137 \nJones, Kecia 12 \nJones, Rebecca 31, 94, \n\n139, 141, 142 \nJordan, Angel 12 \nJordan, Monifa 12 \nJuettemeyer, Lisa 12, \n\n141 \n\n\n\nKahl Susie 84,85,117 \nKarkovska, Anna 22 \nKashlan, Farah 22, 117 \nKate, Melinda Callaway \n\n133 \nKave, Jennifer 22 \nKhan, Tania 136 \nKidwell, Julie 31,114, \n\n133 \nKilpatrick, Michael Lee \n\n12 \nKing, Carol 23, 145 \nKirby, Ashley 23 \nKirk,Tara 137 \nKnowles, Melanie 23, \n\n118 \nKnowles, Tyler 7,31, \n\n145 \nKopkin, Amy 133 \nKo vacs, Jennifer 12 \nKubler, Ashley 31 \nKusi-Appouh, Dela 23, \n\n123, 136 \nKutuzova, Lena 23, 106, \n\n107 \n\n\n\nL \n\n\n\nLackey, Rachel 87, 136 \nLanigan, Kate 81 \nLasley, Amanda 12 \nLaVictoire, Jessica 55, \n\n120 \nLawson, Mazie 55, 126, \n\n185 \nLeccima, Katheryne 135 \nLee, Jamie 23,84 \nLee-Russell, Gillian 55 \nLehr, Rayanne Amy 55 \nLentini, Julia 12 \nLevinson, Karen 31 \nLewis, Melody 23 \nLikovich, Amy 32, 87, \n\n134 \n\n\n\n196 \n\n\n\nLinaburg, Amanda 12, \n\n118,129 \nLiptrot, Khalilah 55, \n\n129, 131, 134, 138 \nLivingston, Charity 12 \nLivingston, Laura 32, \n\n81, 130, 141 \nLong, Jennifer 7, 32, \n\n131, 145 \nLord, Leighan 117 \nLott,Jana 12,111,112 \nLove, Lauren 55, 121, \n\n182 \n\n\n\nm \n\n\n\nMaddatu, Lilli 32,33, \n\n66, 134 \nMahmutovic, Arjana 55 \nMaley, Carla 78,104, \n\n105, 139, 141 \nMalik, Nadia 23 \nManasco, Adrienne 23 \nManohar, Anitha 111 \nManohar, Catherine 12 \nMarcum, Jennifer 41,55, \n\n72, 73, 184 \nMariguchi, Fujiko 128 \nMarinara, Jessica 143 \nMarks, Reema Christine \n\n55 \nMaroney, Daryle 141 \nMarr,Alex 84,132 \nMartin, Sally Anne 12 \nMashburn, Leslie 12, \n\n133, 145 \nMask, Robin 13,110,111 \nMason, Katya 36, 56, 67, \n\n69, 133 \nMasse, Laura 13 \nMasseoud, Hadeel 56, \n\n116, 142, 144 \nMatthews, Ashleigh 79 \nMaxfield, Andrea 13 \nMayes, Kim 32, 87, 133 \nMayes, Kimberly 32 \nMcCoy, Colleen 23,118, \n\n145, 181 \n\n\n\nMcDaniel, Liza 56, 67, \n\n69, 183 \nMcDonough, Rachel 23, \n\n136, 143 \nMcCee, Katie 67,133, \n\n141 \nMcCee, Mary 13 \nMcllrath, Sarah 109,133 \nMcLain, Sheila 13 \nMcLaughlin, Jennifer \n\n13,70 \nMcNamara, Kim 13, 16 \nMcSwain, Kim 39,41, \n\n56, 85, 89, 97, 98 \nMeade, Liz 6,32,72,84, \n\n85, 106, 142 \nMehdikarimi, Fatima 32 \nMehta, Priya 13 \nMiddendorf, Rebecca 23 \nMiller, Lauren 98 \nMiller, Lauren Evelyn \n\n56 \nMiller, Sandra Anne 56 \nMiller, Sandy 39,56, 84, \n\n89, 142 \nMiller, Tonia 32, 133, \n\n145 \nMingus, Mia 13, 118, \n\n123 \nMinnick, Shea 24 \nMinzes, Melanie 32, 121 \nMitchell, Caroline 32, \n\n142 \nMitrovich, Marissa 24 \nMittelstaedt, Ashlea 56, \n\n72,75,98,121,176, \n\n178, 179, 181, 187 \nMoUon, Erica 13 \nMooney, Alicia 141 \nMoore, Jaylene 13,141 \nMoreland, Virginia 141 \nMorley, Betsy 85 \nMorris, Emily 32 \nMorrison, Kieva 7, 24 \nMoseley, Stephanie 32, \n\n135, 176 \nMoss, Erica 24 \nMueller, Larissa 66, 119 \nMullis, Deanna 56, 72, \n\n86, 116, 121, 137, 144 \n\n\n\n\nThe New York Yankees won a record 24th World Series cham- \npionship with a sweep of the San Diego Padres. In addition to \ndominating the Series, the Yankees dominated the 1 998 baseball \nseason. They finished the year with an overall record of 125-50. \nThe best ever. Scott Brosius is seen here at the plate in the third \ngame of the World Series. \n\n\n\nQuarterback John Elway led the Denver Broncos to a 34-19 win \nagainst the Atlanta Falcons in Super Bowl XXXIII at Pro Player \nStadium in Miami. The Broncos scored 17 points in the first half \nand then 17 more in the fourth quarter. \n\n\n\n\niniDGJC  197 \n\n\n\n\nPresident Bill Clinton became embroiled in a White House \nscandal that led to Congressional hearing on possible impeach- \nment. It all started when Republican attorney Kenneth Starr \n(below) was appointed as a special prosecutor to investigate the \nPresident and Hillary Clinton's failed investment in an Arkan- \nsas real estate venture called Whitewater. A grand jury was \ncalled and that led to several other investigations that eventu- \nally focused on accusations that the President was involved in \nobstruction of justice and perjury. He was accused of having an \n18-month sexual relationship with Monica Lewinsky, then a 21- \nyear-old White House intern. President Clinton eventually did \nadmit to inappropriate behavior, but Congress pushed forward \nto bring the President to an impeachment trial in the Senate, \nwhich ultimately failed. \n\n\n\n^^^^^^^^Hi^l \n\n\n^RBPWH^^^^^^^^ll \n\n\n^^^^^^^^P^^^^l \n\n\n^^^F^'^',/V. -'^^^^^^^^^^^^^^^H \n\n\n^^^K-^^^ \n\n\nHHHJIJ^^^^H \n\n\n^^^^^^^^K( .^jpfx \n\n\n^I^^^^H^^^^^^^^^^^^^I \n\n\n^^^^^^ \u003c^ \n\n\n^^^^^^^^^^^^^1 \n\n\nlJ \n\n\n^ rt^l^^^^^^H \n\n\n^^^^^^^S ^^1 \n\n\n^W' Aw J^g \n\n\n-\"^^^^^^^S ^^H \n\n\nW M ^ \n\n\n^^BSm ^M \n\n\n\nMurphy, Amy Christine \n\n56 \nMurphy, Angela 24 \nMusa, Wafa 24, 134 \nMusngi, Marie 24, 137 \nMutch, Whitney 13 \nMyers, Lauren 24, 133, \n\n136 \n\n\n\nP \n\n\n\nn \n\n\n\nNakacwa, Jackie 24, 78 \nNalley, Katherine 32,89 \nNamageyo-Funa, \n\nApophia 32 \nNash, Adrienne 33,101 \nNeece, Sara 13 \nNeiger, Dana 13, 109, \n\n111,112 \nNelson, Kim 57,86,90 \nNelson, Kimberly 57 \nNesbit, Laurel 13 \nNewby, Celeste 142 \nNichols, Amanda 57, \n\n123, 188 \nNoland, Katie 13 \nNoles, Laura 13, 141 \n\n\n\no \n\n\n\nOdom, Catherine 13, \n\n141 \nOdom, Melissa 57, 111, \n\n112, 113, 121, 135, 182 \nOglivie, Trianna 102 \nO'Pezio, Lauren 130, \n\n131 \nOsborne, Emily 13,106 \nOtto, Theresa 33,129 \nOwens, Heather-Leigh \n\n57, 120, 132, 133, 141 \n\n\n\nPadilla, Yessica 13,112 \nPagelsen, Natalie 24, 73, \n\n78, 131 \nPardue, Jackie 33, 132 \nParsons, Casey 78 \nParsons, Elizabeth 33 \nParsons, Jamie 14 \nPate, Ellen 33 \nPatrick, Michelle 24 \nPatterson, Jennifer 14 \nPatton, Elizabeth 14 \nPefia, Erika 24 \nPerry, Candace Lyn 87, \n\n130, 135 \nPerry, Jacqueline 25 \nPersaud, Vishwanie 33 \nPham,AnQuynh 57 \nPhelps, Mary Rae 14, \n\n114, 141 \nPhilage, Gemma 57, \n\n134, 135 \nPickens, Erin 14 \nPipa, Amber 33, 126, \n\n176, 178, 179 \nPirmohamed, Najmah \n\n57 \nPitts, Cameron 134 \nPleas, Ren 134 \nPlumey, Erica 85 \nPoitier, Maya 25 \nPophn, Jamie 57, 141 \nPoppens, Sarah 14, 141 \nPrice, Katherine 14, 17 \nPrijatel, Caroline 25 \nPuschaver, Brook 25, \n\n176, 179 \n\n\n\na \n\n\n\nQuartey, Naa Oyoo 123, \n136 \n\n\n\n198  \\rir)ejc \n\n\n\nrz \n\n\n\nRaley, Amber 14 \nRamirez, Jamie 14, 126, \n\n141, 143 \nRaper, Jessica 33,133 \nRashid, Samra 14 \nRashied, Salimah 129, \n\n176, 179 \nRauscher, Janet 48, 57, \n\n121, 132, 190 \nRector, Kara 58 \nReed, Otise 14, 138 \nReed, Tiffany 14,65 \nRegis, Zeena 14 \nRender, Felicia 25, 138, \n\n176, 177, 178, 179 \nResendiz, Mari 126 \nRice,Yalonda 28,33,96, \n\n132, 176, 177 \nRichey, Sara 58, 97, 123, \n\n131 \nRichter,J.J. 114 \nRicks, Heather 48, 129 \nRicks, Heather 58 \nRoark, Layton 14 \nRobinson, Erika 14, 137 \nRodgers, Mina 14 \nRogers, MeUssa 25 \nRose, Tiffany 14, 138 \nRosner, Karen 25 \nRyan, Kate 58, 132 \nRyan, Patricia 14 \nRyley, Sarah 14,90 \n\n\n\nSabel, Helene 58, 72, 8 \n\n96, 98, 183 \nSalazar, Maria 35 \nSanders, Courtney 48, \n\n58, 132 \nSarker, Maheen 111 \nSarker, Reef at 14 \nSarwari, Asia 48, 58 \nSavoy, Devon 33, 116, \n\n144 \n\n\n\nSay lor. Lea 25, 1 33 \nSaylor, Yurora 37, 49, 58, \n\n96, 137, 138, 184 \nSchiller, Cassandra 15, \n\n102, 145 \nSchreiner, Amanda 33 \nSchwab, Maggie 15 \nScott, Holly 33, 88, 133 \nScott, Rachel 15 \nScott, Tricia 15,176,177, \n\n178 \nSealey, Lauren 15, 133 \nSellers, Cristy 25 \nShakir,Ayoka 37,39,49, \n\n58, 129, 134, 135 \nShands, Susan 145 \nShi, Wei Vie 25,136 \nShirley, Erin 25 \nShiver, Sara 25,141,176, \n\n177, 178, 179 \nShores, Darcy 33 \nSilverberg, Patricia 59, \n\n136 \nSimpson, Kate 15 \nSinclair, Whitney 33, \n\n129 \nSingleton, Mahogany \n\n26, 176, 177, 178 \nSizemore, Lucia 141 \nSlack, Magan 26, 141 \nSlagle, Hannah 34 \nSmith, Becky 34, 63, 79, \n\n102 \nSmith, Bernadette 15 \nSmith, Ellene 15,141 \nSmith, Eve 26, 68, 85, 90 \nSmith, Lay la 114 \nSmith, Peggy Alston 59 \nSo, Kathy 26 \nSpears, Sharri 71, 96, \n\n134, 143, 137 \nSpencer, Sarah 34 \nSpillane, Melanie 59, 72, \n\n142, 145, 178 \nStanley, Amber 34 \nStapler, Kelly 34,63, \n\n126, 127 \nStarr, Amy 37,59,88, \n\n114 \nStepp, AUison 59 \n\n\n\n\nVice President Al Gore managed to distance himself from the \ngrand jury investigation of President Clinton's activities. Gore \nbegan his political career when he was elected to the House of \nRepresentatives from Tennessee in 1976 where he ser\\'ed eight \nyears. He was elected to the U.S. Senate in 1984. He was \ninaugurated as the 45th Vice President of the United States on \nJanuary 20, 1993. \n\n\n\nCeline Dion was the youngest of 14 children, growing up in a \nworking-class family in Quebec. In her home, two things were \nimportant  children and music. Her parents operated a small \nrestaurant and club where the children could sho^vcase their \nmusical talents. Dion rose from teenage nightclub singer to an \naward-winning superstar. In 1990 she made her English-lan- \nguage debut with Unison. \n\n\n\n\ninXD\u0026jc  igg \n\n\n\n\nRep. Bob Livingston, a Republican from Louisiana, made a \nsurprise decision to leave Congress just weeks before he was to \nbecome Speaker of the House of Representatives. In the wake of \nthe Presidential scandal, he stunned his colleagues when he \nannounced during the debate to impeach PresidentClinton that \nhe had extramarital affairs that nearly destroyed his 33-year \nmarriage. \n\n\n\nServing his tenth term in Congress, Newt Gingrich was the first \nRepublican to be re-elected Speaker of the House of Represen- \ntatives since 1928. He was first elected Speaker in 1995 with the \npromise of enacting a new conservative agenda. He was re- \nelected in 1997. characterized as arrogant, but also intelligent \nand effective, Gingrich had described himself as a \"conserva- \ntive futurist.\" \n\n\n\n\nStepp, Meredith 126, \n\n143 \nStermole, Stacie 34 \nStevens, Kathleen 26 \nStone, Annalisa 144 \nStopp, Victoria 26, 111, \n\n122,131 \nStover, Carolyn 34, 86, \n\n139, 141 \nStrawn, lyonka 59 \nStrickland, Sharon Kay \n\n59, 118, 132 \nStuttemeyer, Lisa 143 \nSuggs, Amy 15, 145 \nSullins, Lauren 26, 63, \n\n78, 96, 132, 139, 141 \nSullivan, Rachel 26 \nSyed, Zeenat 15 \n\n\n\nTalley, Melissa Beth 59 \nTate, Sorayya 16 \nTatum, Jessica 15, 77 , \n\n141 \nTaylor, Crystal 34 \nTaylor, Jocelyn 15,133, \n\n138 \nTaylor, Kelly 26, 122, \n\n137, 138 \nTaylor, Mandie 141 \nTaylor, Natalie 26, 73, 78 \nTaylor, Nola 26, 136 \nTete-Lartey, Alberta 26 \nThomas, Clyia 134,137 \nThomas, Deborah 59, \n\n128 \nThomas, Sarah \n\nCatherine 60 \nThompson, Arrianna 15 \nTippett, Dorothy 15 \nTolliver, Aleesia 49, 60, \n\n102, 103, 137 \nTomlinson, Amelia 60, \n\n85, 142, 143, 186 \nTorres, Bianca 91 \nToth, Kristen 60, 121 \n\n\n\nToth, Sarah 34 \nTran, Vivian 34 \nTrias, Kristine 27,117, \n\n131 \nTrottier, Ashley 34 \nTruluck, Lesley 27, 143 \nTupper, Lauren 27, 133 \nTurner, Sylvia 34 \nTurner, Tiffani 15, 137 \n\n\n\na \n\n\n\nUlack, Jessica 40, 60 \nUnderwood, Kimberly \n\n27 \nUnderwood, Laura 102 \nUpchurch, Rima 15 \n\n\n\nu \n\n\n\nValdespino, Olivia 126, \n\n143 \nVan Vleet, Nicole 27, \n\n141 \nViccellio, Megan-Brady \n\n34 \nVihlen, Emily 6, 34 \nVillemez, Jennifer 15, \n\n136 \nVincent, Deborah 15 \nVoskressensky, \n\nKatherine 141 \n\n\n\nU3 \n\n\n\n200  \\r\u003eX)ex \n\n\n\nWashington, Barbara. 27, \n\n141 \nWatson, Laura 60, 73 \nWedbush, Katie 133 \nWeisman, Susan 143 \nWenger, Sarah 27 \nWest, Katherine 34 \nWeyer, Karen 60, 110, \n\n111,121 \nWheeler, Carol 34,128, \n\n\n\n137, 141 \nWhirley, Kristen 7, 35 \nWhite, Felicia 15,17, \n\n138 \nWhite, Karmelle 27, 141 \nWhite, Stephanie 37, 40, \n\n60,88 \nWhitehead, Draughn \n\n118 \nWiergacz, Kara 35, 106 \nWiggins, Hillary 35, 143 \nWilburn, Katrina 60 \nWilkinson, Courtney 27, \n\n134, 137 \nWilliams, Margo 138, \n\n145 \nWilson, Andrea 141 \nWinslow, Ann 61 \nWilson, Lyn 135,143 \nWilson, Monique 15, \n\n111,112 \nWilson, Pamelyn 27 \nWilson, Sarah 16 \nWilson, Tamara 141 \nWinstead, Mendi 35 \nWiseman, Susan 35 \nWonderful, Andrea 138 \nWoo, Gihea 35 \nWood, Hannah 35 \nWoodruff, Jennifer 61 \nWoods, Bonnie 35, 145 \nWoods, Karen 16,110, \n\n111 \nWorsham, Lindsay 16, \n\n141 \nWright, Amber 35, 137, \n\n138 \nWright, Erin 16, 106, 107 \nWright, Hilary 35, 79 \nWright, Kendra 70 \nWright, Melanie 35,135 \n\n\n\ncV \n\n\n\nZaidi, Arsh Fatima 61 \nZarkowsky, Larissa 119, \n\n132, 135 \nZauderer, Ashley 16, \n\n112,113 \nZikpi, Akpene 35 \n\n\n\n\nPope John Paul II began his 21st year as Pope in the fall of 1998. \nThe 78-year-old pontiff continued to be a champion of economic \njustice and an outspoken defender of the Catholic Church in \nCommunist countries and remained uncompromising on moral \nissues. Noted for his energy and analytical ability, he traveled \nto many countries, preaching to huge audiences. In 1981 he \nsurvived an assassination attempt, when he was shot during an \nappearance in St. Peter's Square. \n\n\n\nHouse Judiciary committee Chariman Henry Hyde, a Republi- \ncan from Illinois, led the House of Representatives in the im- \npeachment of President Clinton. He then deli\\'ered the Articles \nof Impeachment to the U.S. Senate. A trial to impeach the \nPresident was conduced but not before a vote of 43-57 rejected \na motion to dismiss the case against the President. \n\n\n\nYeamen, Andrea 87,133 \nYong, Li 35 \nYoung, Lily 136 \n\n\n\n\nirjoejr  201 \n\n\n\n\nJesse Jackson was many things to many people. He was a civil \nrights activist, a Baptist minister, a presidential candidate and \nconfident of President Clinton. As controversial as he was \ncharismatic, he was always named whenever there was talk of \nthe need for a new African-American leader. He was undoubt- \nedly one of the more striking figures in American public life in \nthe late twentieth century. \n\n\n\nIn sharp contrast to some of their previous work, K-CI \u0026 Joji \nproduced their latest album, \"Love Always,\" which has a mor. \nsubtle approach and at the same time a more romantic theme \nOne critic said: \"There is an almost spiritual quality that comi \nthrough here and the music is richer for it. This is a rea' \nrefinement9 of thier work.\" \n\n\n\nAs a blunt- talking reformer in Moscow in the 1980s, Boris \nYeltsin rapidly set about renovating the corrupt political scene. \nIn 1991 he was elected president of the Russian Federation, a \nposition he confined to hold after the break-up of the Soviet \nUnion. He continued to press for reform and, in 1993, he \nreceived a firm vote of confidence and proposed a new consti- \ntution for Russia. He remained in power despite persistent \nreports of failing health and growing opposition. \n\n\n\nWhen Shania Twain launched her phenomenal recording ca- \nreer five years ago, she decided to initially support her albums \nwith music videos rather than touring. Now, three albums and \n15 music videos later. Twain has become one of the top selling ' \nfemale singers in the United States, with sales approaching 17 \nmillion albums worldwide. She says the music videos are \ncrucial. \"It's really been the only true performance in my career \nfor the last four years, so I think that speaks volumes for what , \nit's done for mv career.\" \n\n\n\nit. \n\n\n \n\n\n^ \n\n\n\n\n\n\n202  \\riT\u003eex \n\n\n\n\n\nIn Memory of \n\nLiz cbgpDLeR \n\nLiz and Toby will forever run across the quad in the \nwaning hours of daylight. \n\nShe will echo in the dining hall with her big green day \npack, skull cap and strong hands, loud laugh erupt- \ning from a small intense body. \n\nShe was an outdoors woman in every sense of the word; \nshe told me once, \"I am most comfortable with trees, \nwater and high, graceful, purple mountains.\" \n\nHow does one explain her in one page? A bearded lady, \ngoddess, lifeguard, wild woman, feminist, rugger, \nfactory worker, student, a rageful woman, daughter, \ngranddaughter, mom to Toby, mom to all the kids in \nthe world, friend and partner to lots of amazing \nwomen, a moon beam constant above the clouds. \n\nSo many people touched by her strong hugs, we \\vill all \ngrieve and ache in numerous ways but something \nremains true and constant. \n\nWe love her. \n\nWe miss her. \n\nWe will always carry her inside. \n\nHer spirit kept alive by the memories we keep. \n\n- Treah Cnldwell \n\n\n\n\n\n\n\nThis book is dedicated to the Children of the \n\n\n\n^Ck \n\n\n\nBeanie Babies \n\n\n\nSports Strikes ]^^g ExplosiOR \n\n\n\nBill Gates, \n\nTechnology Baron Show Me the Money! \n\n\n\nOperation Desert \nStorm \n\nLollapalooza and LiUth \nFair \n\n\n\nWill Smith \n\nDJ Jazzy Jeff and \nthe Fresh Prince \n\nWACO \n\nTickle-Me \nElmo \n\n\n\nNew VW Bugs \n\n\n\nE-mail \n\n\n\nBud-Weiser \n\n\n\nBeavis and Butthead \n\n\n\nSeinfeld \n\n\n\n\nO.J. Simpson = Not Guilty \n\nHong Kong returns to China \n\nViagra \n\n\n\nRodney King and the \nL.A. Riots \n\n\n\nPapa John's Pizza \nGot Milk? DVD \n\n\n\nWindows 95 \n\n\n\nSaved By the Bell \n\n\n\nNo Fear \n\n\n\nSUVs \n\n\n\nTitanic: The Movie \n\n\n\nCaller ID \n\n\n\n204  closing \n\n\n\n. . . who grew up in the \n\n\n\n\n\nantibacterial everything \nMILLION South Park \n\nMAN ~' \n\nMARCH Flannel Shirts \n\n\n\nGrunge music \n\n\n\nBaggy Jeans \n\n\n\nBarney loves you! \n\n\n\nGoodbye Princess Diana and Mother Theresa \n\n\n\nAsia Melts Down and the \nDow Jones Surges \n\n\n\nMonica Lewinsky \n\n\n\nThe Unabomber \n\n\n\n\nTonya Harding \n\nJerry Springer vs. Nancy \n\nKerrigan \n\n\n\nYo Quiero Taco Bell! \n\n\n\nTeletubbies \n\n\n\nProzac \n\n\n\nOKC bombing \n\n\n\nwww.information-superhighwaycom \n\n\n\nEllen comes out of the closet \n\n\n\nday trading \n\n\n\nclosing  205' \n\n\n\nAMBER \n\n\n\n\n\nOne more year to go! \n\nFirst of all, it has been 1 00 times better than last year. It seems to be getting better and better. Casey, \n\nthank you so much for helping us this year. You have shown us things that we didn't even know \n\npossible. Next year looks bright even with my faithful Co-Editor, Ashlea, off to the real world. \n\nYalonda and Stephanie: you are superb with deadlines. Thanks so much for getting your pages \n\nin on time. It was a few less things to worry about. \n\nJennie and Melanie: you worked so hard. Thanks for your time and patience. It means a lot to me. \n\nJennie: you've proven yourself as responsible and dependable. I hope you are willing to keep this \n\ngoing with me next year. Mahogany: you came through big time! Anything you want next year? \nALONE IN PARIS! \nFor my friend, Treah, a promise is a \npromise. Ashlea, what will 1 do without you? It's a good thing you will be living so close. I'm afraid I will \n\nbe calling you all the time. Hope you still care enough to return my calls after you get that degree. \n\nThank you for being so great. I couldn't imagine having to go through this with anyone else. \n\n\n\n2o6  closing \n\n\n\n\nASHLEA \n\n\n\n\nPages, and Croppers, and Staff . . . oh, my! \n\nWell, it's about time! Working on the Silhouette has been one of my most \nmemorable experiences at Agnes Scott. The pictures, stories, and layouts \nmade for a good time, but it was most definitely the people that made the \nwhole ordeal worthwhile. Melanie, you continue to amaze me with your \ndedication. Brooke, Yalonda, Mendi, and Jennieyou deserve some choco- \nlate cake for finishing so promptly. Mahogany and Stephanie, thanks for \ncoming through. Amber, thanks for giving this book another yearit could \nnot live without you. Alaine, I still can't believe you put up with all my \nbitching and moaning and you knew well enough to dish it right back at \nme. Thanks to everyone else on the staff every hand helps! Love and \nlaughter to all. Ciao! \n\n\n\ncLosing  207 \n\n\n\nHere's looking at you, Agnes Scott! \n\n\n\n\nI'm with my friends, planting another bomb, holding \nhands, planning the revolution just by being together. \n\n- Christine Doza \n\n\n\nI "},{"id":"asc_iaasc_storyofagnesirvi00bett","title":"The Story of Agnes Irvine Scott, 1799-1877: A Family Memoir","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Noble, Betty Pope Scott"],"dc_date":["1999"],"dcterms_description":["Biography of Agnes Irvine for whom Agnes Scott College was named."],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Scott, Agnes Irvine"],"dcterms_title":["The Story of Agnes Irvine Scott, 1799-1877: A Family Memoir"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/storyofagnesirvi00bett"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/storyofagnesirvi00bett/manifest.json","dcterms_subject_fast":null,"fulltext":"\n\n*T\\ \n\n\n\n\n\n\n\" \n\n\n\n A Family Memoir by Betty Pope Scott Noble '4 4 \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\ne lrurne i a \n\n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n\n\n\nV \n\n\n\nTbe Iruin \n\n\n\n\n\n3D3JJOD TTCOS 23MOA \n\nM3MOW HOT QJHOW 3HT \n\n\n\n\n\nThe Story oj Agnes Irvine Scott, 1799-1877 \n\n\n\nA Family Memoir by Betty Pope Scott Noble '44 \n\n\n\nPublished by Agnes Scott College, 1999 \n\n\n\n\n\nThe brightly- \ncolored and \nembroidered silk \nbag (far left) and \nthe beaded fabric \n(left) were both \npossessions of \nAgnes Irvine \nScott, carried by \nher from Ireland, \nnow part of \nSpecial Collec- \ntions, McCain \nLibrary, Agnes \nScott College . \n\n\n\nEditors' Note \n\n\n\nThe idea for publishing Betty Pope Scott Noble's biography of her great-great \ngrandmother Agnes Irvine Scott in 1999, the bicentennial of her birth, came \nfrom Mary Brown Bullock '66, President of Agnes Scott College. We are hon- \nored to have been asked to participate in this project and very grateful for the assistance \nof the members of the College community who helped us locate and assemble the \nstory's many parts. Charlene Dougal, Mary Alma Durrett, Lea Ann Hudson, Lucia \nSizemore, and Jeanne Maxfield helped us gather and check information. Susan \nDougherty typed the manuscript with an editor's attention to detail. Beth Mulherrin's \ncareful management of the College archives and her willingness to help at every step of \nthe process were invaluable. From Michael Brown we gained important insights about \nthe unique position of the Scots-Irish in British and Irish history. Mary Zimnik's \ndesign and production expertise united the visual and textual elements of the story \nwith elegance and character. \n\nMary Brown Bullock brought Betty Pope Scott Noble's story to the attention of the \nCollege and stirred interest in the life of the founder's mother during her Opening Con- \nvocation speech for the 1998-1999 academic year. Her introduction to this work follows \nthat earlier speech in claiming Agnes Scott's story as an inspiration for generations of \nstudents, faculty, staff, and friends. We thank President Bullock for her introduction and \nfor inspiring our work as editors. Finally, our collaboration with Betty Pope Scott Noble \nhas been a most rewarding and delightful meeting of minds. Her generous sharing of \nfamily stories, photographs, and memorabilia and her skillful storytelling have brought \nher great-great grandmother's story to life in our minds and on the page. We thank her \nfor this great gift to the College, the story of Agnes Irvine Scott. \n\n Christine S. Coitens and Michele K. Gillespie, Editors \n\nAgnes Scott College, 1999 \n\n\n\nCloth on this page owned by Agnes Irvine Scott, carried by her from Ireland to America, now part of Special Collections, McCain Library. \n\n\n\nIntroduction \n\n\n\nAs an Agnes Scott \nalumna, and even \nmore as president, \nI am often asked, \"Just who \nwas Agnes Scott?\" Almost \nembarrassed that she had not \nbeen a more visible presence \nin the College's early history, \nI would reply that she was \nthe mother of George \nWashington Scott, the \nfounder, and move on to \nanother topic. \n\n\n\n\nMy curiosity was piqued when I learned that the bicentennial of Agnes's birth \nwould occur on June 1 3, 1999, and that her great-great granddaughter, Betty Pope \nScott Noble '44, was writing a family history. Sitting in Betty's living room, listening \nto family narratives while surrounded by family photos, diaries, and letters, I real- \nized that the College had not done Agnes justice. \n\n\n\nAgnes Irvine Scott was a quintessential nineteenth-century American immigrant \nwoman. She was a survivor whose strong faith and lively intellect influenced a fam- \nily, a community, and a college. When her son George decided to invest in a school \nof high standards for girls, it was in clear recognition of his mother's important \n\n\n\nfamilial and community influence. When the Decatur Female Seminary was re- \nnamed Agnes Scott Institute in 1891, fourteen years after her death, a delegation of \ncommunity leaders from her hometown in Alexandria, Pennsylvania, traveled to \nDecatur, Georgia, to bear witness to the appropriateness of naming an institution in \nmemory of their neighbor, Agnes Irvine Scott. \n\nAs Agnes Scott College has evolved over more than a century, its core identity \ncontinues to resonate with the life and character of this Irish-American \nfrontierswoman. The institution's role as a women's college, first proclaimed by her \nson and the men of Decatur Presbyterian Church, has been reaffirmed again and \nagain by generations of both men and women serving as faculty, administrators, and \nloyal supporters. The Scots-Irish Presbyterian legacy of faith and learning  so \neloquently reflected in Agnes's love of the Bible, Shakespeare, and Robert Burns  \nlives on as the founding value of the College. And the high intellectual standards \nshe set for herself and for her family of twelve children on the Pennsylvania frontier \ncontinue as the central purpose of the college that bears her name. \n\nThe original Agnes was a flesh and blood woman whose life seems surprisingly \nmodern today. She wept and danced and was afraid of Indians and Puritans, belying \nthe stern visage usually depicted, or the rather abstract concept of \"founder's \nmother.\" Her life spanned two centuries, two cultures, and several wars, and she \ntriumphed over many adversities. Her faith and courage prevailed and continue to \ninspire all of us who are her descendents. \n\n Mary Brown Bullock '66 \nMarch, 1999 \n\n\n\nBetty Pope Scott Noble '44 in a family rose garden in Ireland, 1987. \n\n\n\n\nJ* \n\n\n\nAgnes Irvine Scott, 1 799-1877 \n\nby Betty Pope Scott Noble '44 \n\n\n\nAgnes Irvine Scott's Irvine ancestors came from the border coun- \ntry of Scotland. They were given land by Robert the Bruce for \ntheir support and protection of him during the war against \nEngland for Scottish independence in the early 1 300s. About 1640, at \nthe time of the religious persecution of the Covenanters (or Presbyteri- \nans) by Charles I, the Irvines fled to Ulster, Ireland. They settled in \nCounty Down near Newry, in a small village called Ballykeel. \n\nThe story of Agnes Irvine Scott began on June 13,1 799 in the farming \nvillage of Ballykeel, now in Northern Ireland, where Agnes was born in \na small, thatched-roof cottage. This cottage was later enlarged by \nmembers of the Irvine family, who have occupied the house for over \ntwo hundred and fifty years. This house looks out onto the beautiful \nMourne Mountains  low, rolling green hills that are especially color- \nful in late summer and early fall when the purple heather covers the \nslopes. \n\nMary Stitt Irvine and William Irvine, both of Scots-Irish Presbyterian \nheritage, were the grateful parents of pretty, blue-eyed Agnes, who was \nalso called Nancy and Annie by various family members. Agnes had \ntwo older sisters, Susanna and Mary. Tragedy struck this young family \nwhen Agnes's father died in 1799. Agnes was only two and a half \nmonths old. William's death made life for the Irvine family especially \n\n\n\nAfter centuries of intermittent effort, the \nEnglish completed their conquest of \nIreland in the early 1600s. In order to \nestablish English influence and rule in tl \n\nidly Catholic country, King James I \n(a Scot) confiscated the lands of native \nIrish Catholics and offered them to English \nand Scottish Protestants as inducements \nto settle there, particularly in the north in \nthe province of Ulster. Lured by this \n\n\n\nrow* \n\n\n\nd became \"Scots- Irish.\" In C\u0026iriifty''-\"'*#3^ \nw^, where Agnes Irvine was born, the \ncots i Insffv/iffreWiedjaminant group , \n\nFurther hostility between native Catholics \nand the more recently arrived Protestants \ndeveloped during the English Civil War : \n(1640-1649), when the Irish rose against \ntheir Protestant landlords; the revolt was \n\n\n\nwith massacres at Wexford and Drogheda \nWhen the Dutch Protestant William of \nOrange ascended the English throne in \n1690, the Irish rose in support of the / \ndeposed Catholic king, James II. William's , \narmy defeated the Irish forces at the Battle \nof the Boyne on July 1, a victory still \ncelebrated today by Protestant \n\"Orangemen.\" Following the victory, the \nenactment of discriminatory laws to \npunish the Catholics deepened the division \nbetween the two groups. \n\nIn the eighteenth and early nineteenth \ncenturies, the Scots-Irish formed less than \nten percent of the total population of \nIreland. They lived primarily in Ulster. \nThough faring better than the native \nCatholics, the Scots-Irish suffered \ndiscrimination by the dominant Anglican \ngroup, which controlled the parliaments in \nDublin and London. In addition to these \n' political conditions, like all Irish the Scots- \n\n\n\nj ingly densely populated country and a \nf\" failing economy. Many of them emigrated \n' to North America, especially (6 fetHe#;- : , \nI ments in Virginia, North Carolina, and/ \nf Pennsylvania. \n\n\n\nAgnes Irvine \nScott's Life and \nTimes \n\n1798 \n\nIn Ireland, widespread \nrebellion challenges British \nrule; the fighting is heavy in \nUlster. \n\n\n\n1799 \n\nAgnes Irvine \nis born to Mary \nStitt Irvine and \nWilliam Irvine \non June 13 \nin Ballykeel, \nCounty Down, \nIreland. William \nIrvine dies in \nAugust. \n\n\n\n\nAgnes Irvine Scott's \nmother, Mary Stitt \n\n\n\n1801 \n\nMary Irvine, Agnes's older \nsister, dies at age three. \nIn Britain and Ireland, the Act \nof Union declared in 1800 \ntakes effect, dissolving the \nparliament in Dublin and \nplacing Ireland under direct \nBritish rule. \n\n\n\ndifficult. The small farm, Mary Stitt's chief livelihood, was often inad- \nequate for her family, since frequent blights on the potato crop  the \nmainstay of the Irish diet  limited her supply of food. To add to Mary \nStitt's and her family's distress, little three-and-a-half-year-old Mary \ndied two years after her father's death. But Mary Stitt survived, aided \nby her strong faith and the assistance of her relatives. \n\nPerhaps new hope for a better life was in Mary Stitt's mind when she \nmarried Edward Stitt, probably a relative. A son Jonathan was born the \nfollowing year and died a year later. How could more tragedy come to \nMary Stitt? Sorrow filled Mary's life yet again when her second hus- \nband died in 1814, nine years after their marriage. Edward's death left \nMary Stitt to bring up her two daughters, Susanna, aged eighteen, and \nAgnes, aged fifteen. Somehow Mary Stitt was able to keep life going \nfor her small family, even after experiencing so much grief and sorrow. \n\nWhile Agnes was still young, Uncle James Irvine and his wife, who \nlived in Newry, asked her to make her home with them. Uncle James \nhad a large house and was financially secure, but he and his wife had \nno children, and James's wife had always wanted a daughter. Mary Stitt \nadored her daughter Agnes and found it extremely difficult to permit \nher to move to Newry. Mary knew that her brother-in-law James could \ngive Agnes many opportunities that she was unable to provide, so she \ngave her permission, and the move was made to Uncle James's home. \nAgnes was very happy with her aunt and uncle, who affectionately \ncalled her \"Annie.\" The couple loved Agnes dearly and sent her to the \nseminary in Newry. Agnes rode to school in a donkey cart, along with \nher allotment of peat for the classroom fire. \n\n\n\nl8l2 \n\n\n\nAgnes's early education had awakened in her the love of the true and \nthe beautiful. She appreciated the works of Shakespeare and Robert \nBurns, but the first of all books to her was the Bible. Her devotional \nbooks were also very meaningful to her. While Agnes's schooling \nseemed to have been a happy experience for her, at Newry she was \nable to enjoy some of the lighter aspects of a young person's life. She \nlearned to dance and to play the piano, both of which gave her great \npleasure. Agnes had a very special young beau who gave her a hand- \nmade music book. She was content in her new life. \n\nTwo years after the death of her second husband, Mary Stitt began to \nthink of her future and that of her two daughters. Mary had lived most \nof her adult life under very trying circumstances, having lost two hus- \nbands and two children in a short period of time. In early nineteenth- \ncentury Ireland, making a living from a small farm was not easy for a \nwidow with two children. Was it possible that life could be better \nelsewhere? Mary Stitt's mother, like so many other Irish men and \nwomen, had emigrated to America and was living in Cadiz, Ohio, with \nanother daughter, Elizabeth. Mary Stitt also had relatives in Alexan- \ndria, Pennsylvania, including her brother Robert. Perhaps letters from \nthese relatives persuaded Mary to dare to leave the little security that \nshe had known in Ireland and take her children to America, a world \ntotally unknown to her. At least there was hope for a better life in \nAmerica, and after settling her second husband's estate, Mary Stitt \nrealized she had sufficient funds to pay for the family's passage. And so \nwith a pioneering spirit and by summoning all the faith, courage, and \nhope she could garner, Mary Stitt, a forty-four-year-old widow, de- \ncided to travel with her daughters to America. This journey was an \n\n\n\nIn Ireland, the first recorded \nsectarian riots break out in \nBelfast on July 12. \n\n\n\n\nIn the United States, John \nScott, Agnes Irvine's future \nhusband, serves as a major \nin the War of 1812 (1812- \n1815). \n\n\n\n1814 \n\nMary Stitt Irvine Stitt's \nsecond husband, Edward \nStitt, dies. \n\n\n\n1815-1844 \n\nOne million Irish immi- \ngrants arrive in New York. \n\n\n\nlid postcard of Alexandria, Pennsylva- \niia where Agnes Irvine Scott and her \namily settled in the United States. \n\n\n\n\n1816 \n\nIn March, Mary Stitt Irvine \nStitt and her two daughters \nleave Ireland on a ship \nbound for the United \nStates. Susanna dies \nduring the crossing. Agnes \nand her mother settle in \nAlexandria, Pennsylvania. \n\n\n\n1821 \n\nAgnes Irvine marries John \nScott. \n\n\n\n1829 \n\nAgnes Irvine Scott gives \nbirth to George Washington \nScott, future founder of \nAgnes Scott College. \n\n\n\nawesome undertaking for a woman. With help from her relatives, Mary \ndetermined to go to Alexandria, Pennsylvania. \n\nThere was great distress in Uncle James Irvine's home when Mary Stitt \nrevealed her plans to emigrate with her daughters. Agnes was adamant \nin not wanting to go. Obviously, she did not want to leave her happy \nlife in Uncle James's home. Years later Agnes Irvine Scott's son, George \nWashington Scott, reported that Agnes had heard stories that made \nher afraid of the Indians. She had also heard that the Puritans in \nAmerica were somber and strict and did not permit dancing. Now \nAgnes liked to dance! \n\nAt seventeen, Agnes reluctantly went to America with her family, \nleaving behind a very happy home with her aunt and uncle and a com- \nfortable future with all of the opportunities available to a young Irish \ngirl with well-to-do relatives. Like her mother, Agnes summoned her \nfaith and courage to venture into a new world. \n\nIn preparation for their voyage, the family stopped at Kilkeel at the \nLough Parish Church to get their church letters of dismissal to take \nwith them to America. On March 29, 1816, the small family  Mary \nStitt, aged forty-four,- Agnes, aged seventeen,- Susanna, aged nineteen,- \nand James Stewart, Susanna's husband of eight months  gathered at \nWarren Point in Carlingford Bay, five miles south of Newry, to await \nthe ship that was to take them to America. \n\nWhat were the thoughts of this family group? Were they hopeful? \nMary Stitt, trusting that she was leaving all of her pain and sadness in \n\n\n\nStreet in old part of Newry, Ireland, where Irvines and Stitts lived. \n\nIreland, probably anticipated a happy reunion with her family members \nin America. Susanna could have been dreaming of establishing a home \nwith her husband. Agnes, who in her young life had shared poverty \nand much sadness with her mother, was probably still very reluctant to \nleave behind her secure life in Uncle James's home. \n\nAs the family sailed out of Carlingford Bay into the Irish Sea, the wa- \nters were calm, but the sea became very rough as the ship entered the \nAtlantic, and Susanna and Agnes became seasick. Agnes was able to \novercome her seasickness, but Susanna grew very ill. Her condition \nrapidly worsened until on the nineteenth day she died and was buried \nat sea. Mary Stitt had not left all of her sorrow and pain in Ireland after \nall. James Stewart had lost his wife of only eight months, and Agnes \nhad lost her only sister. What a terrible beginning for what should have \nbeen a promising voyage. \n\nAfter a thirty-six day voyage Mary Stitt, Agnes, and James Stewart \nlanded in Philadelphia. They were taken by stagecoach to Alexandria, \nPennsylvania, a journey of two hundred miles. Susanna's husband, \nJames Stewart, disappeared from family history after the death of his \nwife. He may have returned to Ireland. \n\n\n\nUpon arrival in Alexandria, Mary Stitt and Agnes Irvine were wel- \ncomed by Mary's brother Robert and other family members. We do not \nknow of any further grief that came to Mary Stitt, but we do know that \nMary's pioneering spirit did not leave her once she had settled in \nAmerica. At the age of fifty-four, Mary saddled a horse and rode alone \non horseback to Cadiz, Ohio, to see her mother and sister, Elizabeth \n\n\n\n33 Needham St., Newry, Ireland. This house was built by James Irvine, Agnes's \nuncle. At fifteen, Agnes lived with her uncle and aunt and attended school. \n\n\n\n\n1844 \n\nIn the United States, riots \nbreak out between native- \nborn Protestant workers \nand Irish Catholic immi- \ngrant workers in Philadel- \nphia. \n\n\n\n1845-1852 \n\nIn Ireland, the potato blight \ndestroys most of the annual \ncrop, leading to the Great \nFamine. \n\n\n\n1845-1855 \n\n1.8 million Irish immigrant \narrive in North America. \n\n\n\n\n1850 \n\nJohn Scott dies at the age \nof 66. \n\n\n\n1854 \n\nMary Stitt Irvine Stitt dies \nat the age of 87. \n\n\n\n1856-1929 \n\n3.35 million Irish immi- \ngrants arrive in North \nAmerica. \n\n\n\n1861-1865 \n\nIn the United States, the \nCivil War breaks out, \ntemporarily dividing the \nScott family. \n\n\n\n\nHaverfield, with whom her mother was living. Mary also made the \nreturn trip alone, an unusual adventure for a woman at this time. \n\nAfter Agnes and her mother arrived in America, Uncle James Irvine \nwrote to Agnes with instructions on how to lead a Christian life. He \nalso implored her to return to his home in Ireland. He even stated in \none of his letters that a gift of three hundred pounds awaited her arrival \nback home in Newry. Agnes never claimed this gift. After the sad \nvoyage to America when Agnes's sister Susanna died, life in Alexandria \nwas at first very disappointing. Years later Agnes told her son John of \nthe bitter tears she had shed when she contrasted her surroundings in \nAlexandria with the comforts she had relinquished in her Uncle James's \nhome in Newry. \n\nLife would soon improve for Agnes. At the age of twenty-two she \nmarried a respectable, prosperous gentleman, John Scott, a widower \nfifteen years her senior with five children, whose ancestry was also from \nIreland. John, a strong Presbyterian, owned a shoe manufacturing and \nleather tanning business. He had served in the War of 1 8 1 2 as a major \nof his regiment. He also served two terms in the Pennsylvania House of \nRepresentatives. Later he was a member of the United States House of \nRepresentatives in the twenty-first Congress. \n\nApart from losing two of their seven children at an early age, Agnes and \nl John had a very satisfying life together. The most determinative influ- \nence in their Pennsylvania home seems to have been the character and \nteaching of Agnes Irvine Scott. Agnes's independent spirit and the \nfirmness with which she held to her convictions are illustrated by a \n\n\n\nAgnes Irvine Scott's sons, James, John, and \nGeorge Washington, divided by the Civil War. \n\n\n\nsituation that occurred in her family's church, called the White \nChurch. When recurring tensions over loyalty to Britain after the War \nof 1812 divided the congregation, Agnes, born a British subject, held \ntenaciously to her British loyalty. Agnes continued to attend the White \nChurch, although her husband, John, switched to the Brick Church,- \nthe children went to both churches. \n\nJohn Scott Jr., Agnes Scott's son, was a United States Senator and the \nchief attorney for the Pennsylvania Railroad. In speaking at the Dedi- \ncation Exercise of Agnes Scott Institute \nin 1 89 1 , he expressed great apprecia- \ntion for his intelligent, conscientious, \nChristian mother, who was determined \nthat no child of hers would go out into \nthe world ignorant of the Westminster \nShorter Catechism of the Presbyterian \nChurch. Agnes loved her church and \nbelieved in the sovereignty of God as \ndevoutly as in His goodness and mercy \nWritten in her own hand in her Bible is \nthis verse, which reflects her life. Prov- \nerbs 3:5,6: \"Trust in the Lord with all \nthine heart, and lean not unto thine \nown understanding, in all thy ways \nacknowledge Him, and He shall direct \nthy paths.\" This verse has continued to \nbe meaningful in the lives of Agnes \nScott's descendents. \n\n\n\n1865-1877 \n\nIn the United States during \nthe Reconstruction Era, \nSoutherners attempt to \nrebuild their society. \n\n\n\n1870 \n\nIn Ireland, the Home Rule \nmovement is founded. \n\n\n\n\nM \"Mi - \n\n\n\nAgnes Irvine Scott (seated on left) in front of her house in Alexandria with her family. \n\n\n\n10 \n\n\n\n1890-1891 \n\nColonel Scott offers to \nfinance a building for the \nDecatur Female Seminary, \nand the school is renamed \nAgnes Scott Institute. \n\n\n\nAgnes Scott's neighbor and devoted friend, Dr. J.M. Gemmill, who \noften sat at her fireside, described her as \"a person of marked refine- \nment of character, a lady of genuine kindness, a person of gentleness \nand true benevolence.\" Dr. Gemmill further stated that \"she was firm in \nher convictions and held her views with great tenacity, but without \naggressiveness. One of her marked characteristics was the intensity of \nher strong maternal love for her children.\" \n\n\n\n1893 \n\nIn Britain, Gladstone's \nsecond attempt to pass a \nHome Rule bill for Ireland \npasses in the House of \nCommons but fails in the \nHouse of Lords. The stage \nis set for another era of \nrebellion in Ireland. \n\n\n\n1903 \n\nColonel George Washington \nScott dies. He is buried in \nDecatur. \n\n\n\n1906 \n\nAgnes Scott Institute \nrenamed Agnes Scott \nCollege. \n\n\n\nDuring the Civil War ( 1 86 1 - 1 865), Agnes was severely tried when two \nof her sons joined the Confederacy and another son supported the \nUnion cause. Agnes's prayers were answered since her sons were spared \nin the war, and warm relationships continued among her family. In \nwriting her will, Agnes explained to her two sons, Alfred and George, \nwho both fought for the South, that she had determined to leave most \nof her possessions to her two daughters, Susan and Mary. Agnes had \nunderstood that the United States government would confiscate any \npossessions inherited by those supporting the Confederacy. Agnes had \nno intention of showing partiality to any of her children. \n\nJohn Scott Sr.'s health began to decline after 1842, and he was inactive \nin his shoe manufacturing business until his death in 1850 at the age of \nsixty-six. Mary Stitt lived with her daughter Agnes until she died in \n1 854 at the age of eighty-seven. Agnes died in 1 877 at the age of \nseventy-eight without knowing that in 1889 her son, Colonel George \nWashington Scott, was to found a college for women that would bear \nher name. \n\n\n\n11 \n\n\n\nAt the Centennial Celebration of the founding of Agnes Scott College, \nrepresentatives of the College and descendents of Agnes Irvine Scott, \nplaced a marker on her grave in Alexandria, Pennsylvania. The inscrip- \ntion reads \n\n\n\nAGNES SCOTT COLLEGE \n\nAnd the family of \n\nAGNES IRVINE SCOTT \n\nCelebrate her life of Christian Character \n\nAnd her love of learning which inspired her son \n\nGeorge Washington Scott to found an \n\nEducational institution for young women in \n\nDecatur, Georgia in 1889 \n\nDedicated in the Centennial year 1989 \n\n\n\nJo fa- #L*L ffi!i\u003cxL~- /WZtUm- \n\n\n\nA beautiful reflection of the character and spiritual life \nof Agnes Irvine Scott is found in a prayer written in her \nown handwriting in her Bible (original seen at right): \n\n\"Heavenly Father, I leave all that belongs to me to Thee. Undertake \nThou for them [her children], Bless them and make them blessings. \nHide them under the shadow oj Thy wings, and direct their steps. \nMay the grace of the Lord Jesus Christ be with you all. Amen. Farewell. \n\n\n\n2^C fczyrfL \n\n\n\nfXrf- aC*-^ /jtfus ~mL~- \u0026^-J- jfaMtC JaL*^. \n\n/SkAy 7%L aa^^_ fcfrfiL Xt*^L ^ (6%ju\u003c/~ \n\nit \n\n\n\n7/7*^. \n\n\n\n\n\n\n12 \n\n\n\n\nBetty Pope Scott Noble (top left, in a four- \ngenerations photo with her father, Milton \nCandler Scott, seated, her daughter Betty \nScott Noble '71. and her great-grandfather \nGeorge Washingon Scott in portrait \nhanging behind them) was born in Decatur, \nGeorgia. She graduated from Agnes Scott \nCollege in 1944, where she majored in \nhistory and Bible and served on student \ngovernment. A wife and mother, she has \nbeen a member of numerous civic clubs \nand participated in a variety of community \nand church activities. An active alumna, she \nis a trustee emerita of Agnes Scott College \nand is the recipient of a special award for \nher service to the College. \n\n\n\nBetty Pope Scott Noble has based her family memoir about her great- \ngreat grandmother, Agnes Irvine Scott, on a variety of source materials. \nPublished information on the Scott family in general and George \nWashington Scott's role in the founding of the College in particular is available \nin Walter Edward McNair, Lest We Forget: An Account of Agnes \nScott College (Decatur, Georgia: 1983), FrankH. Gaines, The Story of \nAgnes Scott College (1889-1921) (Atlanta, Georgia: 1922), Caroline \nMcKinney Clarke, The Story of Decatur, 1 823- 1 899 (Decatur, \nGeorgia-. 1973 J,- Agnes Scott College Alumnae Quarterly, Autumn \n1946, Agnes Scott College, Martha Yates, \"The Beginnings,\" Agnes Scott \nCollege Alumnae Quarterly, Winter 1976, and Marion B. Lucas, \"The \nCivil War Career of Colonel George Washington Scott, \" Florida Historical \nQuarterly, October 1979, 129-150. \n\nSeveral important speeches also provide information about Agnes Irvine Scott. \nThese speeches, all in the possession of Agnes Scott College, include James Ross \nMcCain's Speech at the Dedication of Scott Chapel, Decatur Presbyterian \nChurch, Decatur, Georgia, October 12, 1952, Wallace M. Alston's Speech at \nthe Dedication of George W. Scott Memorial Park, Decatur, Georgia, Febru- \nary 22, 1951 ; and Milton C. Scott's Speech at the Presentation of the Portrait \nof Agnes Irvine Scott to Agnes Scott College, Agnes Scott College, Decatur, \nGeorgia, April 1983. \n\nJohn Scott Jr., Agnes's son, wrote a family history dated November 5, 1890 \nthat is especially useful in regard to both Agnes's and her husband's families. A \ntypescript copy of this family history is available in Special Collections in \nMcCain Library, Agnes Scott College. The George Washington Scott Papers, \n\n\n\n13 \n\n\n\nconsisting oj twenty-jive pieces oj family correspondence, as well as \nplantation records, newspaper clippings, and John Scott Jr.'s type- \nscript diary from October 4, 1850 to February 20, 185 i are in the \npossession oj J. J. Scott in Wheaton, Illinois. Dr. J. M. Gemmill's \nletter to Colonel George W. Scott, written in 1891, describes Agnes \nas a devoted Christian wije, mother, and beloved jamily jriend in her \nadult years. This letter is dated December 1891. The original is in \nSpecial Collections in McCain Library. In addition, two oj Uncle \nJames Irwin's* letters to his niece Agnes are extant. They too are \navailable in Special Collections in McCain Library. These letters are \ndated April 2, 1 820 and June 8, 1821. \n\n\n\n\nBetty Pope Scott Noble, flanked by images of her ancesters, \npresents her story of the Irvine Scott family at the 1999 Agnes Scott \nCollege Founder's Day. \n\n\n\nFamily stories reveal some oj the more personal details about Agnes's daily experiences and predilections. These stories have been \npassed down jrom generation to generation in thejorm oj oral history.Though not recorded, they are critical to our understanding oj \nAgnes Irvine Scott. Local historians have also documented additional injormation about the Scott jamily in Alexandria, Pennsylva- \nnia, during the antebellum years. The most usejul oj these works is Jean Harshberger, Nancy R. Taylor, and Sara H. Zabriskie's \nHartslog Heritage (State College, Pennsylvania: 1976), which contains maps, photographs, and census injormation pertaining \nto the Scott business and home. \n\nPhotographs in the possession oj the jamily and the College also ojjer telling details about Agnes and her jamily. Llnjortunately, jew \noj Agnes's possessions and writings have survived the two hundred years since her birth, with the important exception oj Agnes Irvine \nScott's handwritten will and prayer, which she stored in her Bible. All three oj these items are now in the possession oj Agnes Scott \nCollege. Finally, Betty Pope Scott Noble and her jamily have substantially enhanced their knowledge oj the College's jounder and \nmother by visiting the original Irvine jamily home in the village ojBallykeel in Northern Ireland in 1982 and 1987. \n\n*Llncle James signed his own last name and that ojhis niece as Irwin in his letters to her. Various Irish jamily records jrom the early \nnineteenth century also list Irwin instead oj Irvine. John Scott Jr. reported in his 1890 jamily history that his Irish relatives consis- \ntently pronounced the name \"Irvine\" even though they spelled it \"Irwin.\" In Ireland and America, jamily members eventually adopted \n\"Irvine\" as the standard written jorm. \n\n\n\nFabric on this page is a shawl owned by Agnes Irvine Scott, carried by her from Ireland to America, now part of Special Collections, McCain Library. \n\n\n\nAgnes Scott, the College \n\n\n\nWhen a small group of Decatur's Presbyterian leaders \nfounded Agnes Scott College in 1889, they set out to \ncreate a college with \"a liberal curriculum fully abreast \nof the best institutions of this country.\" The school opened its doors \nin a rented house with slightly more than $5,000 capital. There \nwere four teachers educating sixty-three students at the grammar \nschool level. \n\nCol. George Washington Scott, who had provided forty percent of \nthe initial capital, saw the school's continued need and offered the \nlargest gift to education in Georgia up to that time to provide a \nhome for the school. To recognize this gift, the Board of Trustees \nrenamed the school in honor of Col. Scott's mother, Agnes Irvine \nScott, whom he credited \"for all the good impulses of [his] heart \nand for all [his] hopes for the future.\" \n\nCol. Scott's gift was the first of two transforming gifts to the Col- \nlege. In 1954, Agnes Scott received its second transforming gift \nfrom the estate of Frances Winship Walters, an Agnes Scott alumna \nand former trustee. This gift of stock in The Coca-Cola Company \nnow constitutes a large portion of Agnes Scott's endowment, the \nlargest per student of any national liberal arts college in America. \n\n\n\n15 \n\n\n\nThe quest for the highest academic standards envisioned by the founders \nwas quickly realized, and Agnes Scott's reputation in the broader academic \ncommunity grew stronger with each year. Within ten years, the school \ngained accreditation as a secondary school. In 1906, it was chartered Agnes \nScott College and awarded its first degrees. Agnes Scott was the first college \nin Georgia to receive regional accreditation from the Southern Association \nof Colleges and Schools (1907) and in 1920 earned the approval of the \nAssociation of American Universities. The United Chapters of Phi Beta \nKappa granted the College its charter  the second in Georgia  in 1926. \nAgnes Scott is a charter member of both the American Association of Uni- \nversity Women and the Southern University Conference. \n\nAgnes Scott's alumnae have gone on to make history in their own ways. \nThey include Georgia's first female Rhodes Scholar, a South Carolina state \nsupreme court justice, the first woman to be ordained a minister in the \nPresbyterian Church (U.S.A.), a Poet Laureate of Alabama, and the first \nwoman to chair the Federal Commodity Futures Trading Commission, \namong countless others. \n\n\n\n16 \n\n\n\n\nThree of Agnes's children: \nYoung George Washington \nScott, upper left; Senator \nJohn Scott, left; and Mary \nScott, above. \n\n\n\nScott Family Members oj the \n\nBoard oj Trustees \n\n[1889-1999] \n\nGeorge Washington Scott (1889-1903) \n\nCharles Murphey Candler (1889-1935) \n\nGeorge Bucher Scott ( 1 896- 1 920) \n\nMilton A. Candler (1896-1909) \n\nJames Julius Scott ( 1 920- 1 976) \n\nessie Scott Harmon, Institute (1917-1 937) \n\nGeorge Scott Candler (1924-1 972 ) \n\nAllie Candler Guy '13 (1929-1930) \n\nHansford Sams, Jr. ( 1 970- 1 984) \n\nGeorge Scott Candler, Jr. ( 1 972- 1 992) \n\nBetty Pope Scott Noble '44 ( 1 984- 1 994) \n\nJames Wallace Daniel (1992-present) \n\nClark E. Candler (1992-present) \n\n\n\n17 \n\n\n\n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n\n\n\n\n\n\n\n\n\n\nScott Family Members oj the \nBoard of Trustees \n[999) \n\nGeorge Wash \n\nCharles Mu Her (1889- 1935) \n\nGeorge 1896-1921 \n\nMiltoi uiler (1896-1909) \n\nlam\u003c Scott (1920-1976) \n\n3D3JJCO TTOD2 ?3HOA \n\nrmon, Institute ( 1917-1937) \n\n0=I a J H O W 3HT \n\nScott Candler (1924-1972) \n\nAllie Candler Guy '13 (1929-1930) \n\nHansford Sams, Jr. ( 1 970- 1 984) \n\nGeorge Scott Candler, Jr. ( 1 972- 1 992) \n\nBetty Pope Scott Noble '44 (1984-1994) \n\nlames Wallace Daniel (1992-present) \n\nClark E. Candler (1992-present) \n\n\n\n\nThree of Agnes's children: \nYoung George Washington \nScott, upper left; Senator \nJohn Scott, left; and Mary \nScott, above. \n\n\n\n17 \n\n\n\nBe- \n\n\n\n\n\n\n\nI \n\n\ni \n\n\nSC 1 ' \n\n\n','SS \n\n\nI \n\n\n\n\nsty' \n\ng \n\n\nI \n\ni : SD \n\n\n \n\n\n; \n\n\n\n\n\nI'l'llt'e'i'r'J'iWMj- \n\n\n\n\n\n\n'.' \n\n\n \n\n\nflf \n\n\n\n\nOCfcV \n\n\n\n\n\nI..II I. . ', I !  -. \n\n\n\nMourne Mountains, near Ballykeei, Northern Ireland \nBirthplace of Agnes Irvine Scott \n\n\n\nV I "},{"id":"asc_iaasc_agnesscottalumna7374agne","title":"Agnes Scott Alumnae Magazine [1997-1998]","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["1998"],"dcterms_description":["Agnes Scott College Alumnae magazine"],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Alumni--Periodicals","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Agnes Scott Alumnae Magazine [1997-1998]"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/agnesscottalumna7374agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/agnesscottalumna7374agne/manifest.json","dcterms_subject_fast":null,"fulltext":"Digitized by the Internet Archive \n\nin 2011 with funding from \n\nLYRASIS IVIembers and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/agnesscottalumna7374agne \n\n\n\nAGNES scon \n\n\n\nALUMNAE MAGAZINE \n\n\n\nSpring 1997 \n\n\n\nWriting \nAnd \nWriters \nAtASC \n\n\n\n\nEDITOR'S NOTE \n\n\n\nWhen hike trails are replaced by literary paths , the world expands and the \njourney within begins; there, as at ASC, the future replaces the past. \n\n\n\nThe love of words came to \nme rather late. Reading was \na difficult task and 1 much \npreferred wheeling around the pine- \nlined streets of Atmore, Ala., on my \nbike to sitting inside and reading a \nbook. \n\nBut I did enjoy hearing stories \nread aloud, especially on a late \nspring day at the close of the school \nyear when the hot, heavy air rolled \nin through our Rachel Patterson \nElementary School window and \nMrs. Van Pelt lulled the sixth grade \nwith the latest chapter of The \nYearling. \n\nReading aloud or reciting verse \nwas even harder for me  even \n\nmore traumatic to me than sailing head-first over the \nhandlebars of my bike. \n\nThen Nell Harper Lee found her way into my life, or \nrather her book did. The author had actually arrived in my \nlife about three or four years earlier, when I met her at \nBoo Boo and Edna McKinley's house. \"Mary Alma,\" they \nsaid, \"this is Nell Lee. She's a writer.\" As a nine-year-old 1 \nwas wholly unimpressed with her and she reciprocated. I \npreferred the possibilities of the bug-thick backyard to \nchatting with some old writer in a front-room rocking \nchair. \n\nA few short years later, 1 found myself reaching for \nLee's To Kill a Mockingbird, hoping her words might some- \nhow rescue me from the tangle of adolescence. For the first \ntime, 1 preferred a book to biking. Lee's words awakened \nsomething inside me; I began to understand the depth and \nbreadth of the human experience and marvelled at how it \ncould be captured in ink on paper. Little did I know at \nthat awakening that words would become my lite. \n\n\n\n\nBut my experience was not an \nexclusive one. Many have been \nawakened by the likes of Lee or \nJ.D. Salinger. Many have been \nstirred by the host of writers who \nhave crossed the stage or graced \n^ the classrooms at Agnes Scott \n\n^ 5a through a quarter century of \n\nWriters' Festivals. In this edition \nof Agnes Scott Alumnae \nMagazine, English Professor \nLinda Hubert '62 recounts the \nshaping of this powerful and his- \ntoric \"literary play\" in \"The Love \nof Words,\" page 19. Author and \njournalist Charles McNair contin- \nues the homage by harnessing the \nenergy of last summer's literary \nconvergence. An International Celebration of Southern \nLiterature, in \"Another Gem in the Literary Crown,\" page \n28. His story, like many a good Southern tale, is thick \nwith wicker, magnolias, a breeze-swept porch and of \ncourse, a ghost. \n\nBeyond the literary realm, we turn to three leading \nwomen's college presidents who discuss the past, present \nand future of American women's education in \"On the \nThreshold of Tomorrow,\" page 6. From there we travel to \nthe other side of the globe with Rachel Huffman '97, tor a \nglimpse of world religions through her \"India Journey,\" \npage 14. In a special supplement to the magazine, we take \nan introspective look at ourselves and our goals in the \nCollege's Strategic Directions report, remembering as \nEudora Welty says, \"The most daring journeys begin from \nwithin.\" \n\n\n\n\nCONTENTS \n\n\n\n\nAgnes Scott College Alumnae Magazine \nSpring 1997 , Volume 7^, Number 2 \n\nDEPARTMENTS \n\n\n\n\nIndia Journal \n\nPhoto-essay by Monica Nikore \nOn a Global Connections trip, ASC \nstudents explore the environmental \ncontext of great world religions and \ndiscover that there is so much more \nto learn  about faith and themselves . \n\n\n\nOn the Threshold \nof Tomorrow \n\nBy Mary Brown Bullock, Johnnetta Cole \n\nand Ruth Simmons \n\nPhotography by Paul Obregon \n\nThree college presidents oudine the potential and the \n\npromise oj women s education in the years ahead. \n\n\n\n\n\n18a \n\nStrategic \nDirections \n\nA Special Section describes \nAgnes Scott College's \nplans and goals , hopes and \ndreams, for the list century. \n\n\n\nCOVER: A few of the literary \nluminaries to attend the ASC \nWriters' Festival: Jane Smiley, \nRobert Frost, and (together) Gloria \nNaylor (right) and Sharon Olds \n\n\n\nThe Love of Words \n\nBy Linda Hubert '62 \n\nPhotography by Gary Meek \n\nThe Agnes Scott Writers' Festival continues to celebrate the \n\nbeauty and majesty of the English , lorm. but m their uking on , \n\n'mcni, change They chingcd oi \nmade its particular revelation, tli \nt wortii for it But with the pa\u003cu \non them and see them bringing n \nidoni, promii^^iy still can: the \n\n\n\nand the work of \nwomen and men who capture \nmeaning and purpose on paper. \n\n\n\n\n\nAnother Gem in \nthe Literary Crown \n\nBy Charles McNair \n\nPhotography by Paul Obregon \n\nThe International Celebration of Southern Literature proved a \n\ngreat literary and cultural experience  a unique gathering. \n\n\n\nOn Campus \n\n32 \nLifestyle \n\n36 \nLetters \n\n37 \n\nGiving Alumna \n\n\n\nEditor: Mary Alma Durrett \nDesign: Everett HuUum, \n\nNao Yamashita \nStudent Assistants: \n\nKimberly Bagley '00 \nTara Hogan '97 \nJennifer Odom '98 \nSamantha Stavely '97 \n\nPublications Advisory \nBoard: \n\nMary Ackerly \n\nChristine Cozzens \n\nKim Lamkin Drew '90 \n\nMary Alma Durrett \n\nBill Galley \n\nAnn Teat Gallant '68 \n\nEllen Fort Grissett '77 \n\nTish McCutchen '73 \n\nLucia Howard Sizemore '65 \n\n\n\nCopyright  1997, Agnes Scott \nCollege. Published for alumnae and \nfriends twice a year by the Office of \nPublications, Agnes Scott College. \nButtock Hall. 141 E. College \nAvenue, Decatur, GA 30030, \n(404) 638-6301. \n\nPostmaster: Send address changes to \nOffice of Development, Agnes Scott \nCollege, Decatur, GA 30030. The \ncontent of the magazine reflects the \nopinions of the writers and not the \nviewpoint of the College, its trustees \nOf administration, e-mail: publica- \ntions@asc.agnesscott.edu \n\n\n\nON CAMPUS \n\n\n\nConnecting to GALILEO, ASC endowment, life for the Presser dogwood, \na new sculpture on campus, of human rights and Bullock in China. \n\n\n\nLINKED \nTO THE \nUNIVERSE \n\nWith the help of \nGALILEO, Agnes \nScott College has become \nthe center of the universe  \nthat is, the information \nuniverse. \n\nGALILEO (Georgia \nLibrary Learning Online), \na statewide project to \nenhance library ser\\'ices \nthroughout the University \nSystem of Georgia, offers a \nworld of research material \nthrough hundreds of com- \nputer terminals at 55 \nlibraries within and outside \nthe university system. In \n1996, Agnes Scott was \namong the public and pri- \nvate academic libraries in \nAtlanta to become a part \nof the GALILEO system. \n\nFunding for the first \nthree years of the state- \nwide linkup is provided by \na grant from the Woodmff \nFoundation to the Univer- \nsity Center in Georgia. \n\nLibrarians from across \nthe state agree that \nGALILEO \"levels the play- \ning field\" for students at all \ninstitutions ot higher learn- \ning  large or small. \nThrough GALILEO, all \nhave access to the same \n\n\n\nBRYAN HENDRIX ILLUSTRATION \n\n\n\n\nbasic information. In addi- \ntion to the full text of the \nEncyclopedia Britannica, \nGALILEO contains period- \nical indexes for a variety of \nsubjects, newspaper \nabstracts from nearly 30 \nmajor daily newspapers and \nsome of the most popular \ndatabases, including \nBusiness Dateline, ABI \nInform, Current Contents \nand MLA Bibliography. \n\nOther resources on \nGALILEO include access \nto the University System of \nGeorgia library catalogs, \nstate of Georgia govern- \nment documents and \nInternet resources, such as \n\n\n\nconnections to the Library \nof Congress, Smithsonian \nInstitution Libraries and \nU.S. Department of \nEducation Resources. \n\nAlthough GALILEO \ncan he accessed from \noffices, dorm rooms or \ncomputer labs on campus, \nfour computers at the cen- \nter ot the main computer \ncluster in McCain Library \nmake access to the world \nof information quicker and \neasier. \n\n To launch your joim\\ey \nthrough GALILEO'S world, \npoint your web hvwser to \nhttp -J I www . Ag\u003e\\esScott . eduj \nlibiwy /welcome. html. \n\n\n\nASC RANKS \n\nSECOND IN \n\nINVESTMENT \n\nRETURNS \n\nWith endowment \nassets in excess of \n$328 million, Agnes Scott \nCollege ranks second \nnationally in return rate on \ninvestments and fourth in \nendowment per student, \naccording to a National \nAssociation of College and \nUniversity Business \nOftkers (NACUBO). \n\nWith a return rate on \ninvestments of 33.2 per- \ncent, ASC was second to \nEmor^' University's 38.7 \npercent and well abo\\'e the \nsector's 17.2 percent aver- \nage rate ot return. \n\nSince 1985, the \nCollege's endowment value \nhas grown from $60 million \nto $328 million as of June \n30, 1996. Over the past \nfive years, the rate of \ninvestment return has aver- \naged 18.8 percent. \n\n\"Thanks to the growth \nof its endowment and its \nstrategic position in \nAtlanta, Agnes Scott has \nthe opportunity- to pro\\ide \nnational leadership in \nwomen's higher education. \nThe centun-old college is \nplanning tor significant \n\n\n\n2 \n\n\n\nON CAMPUS \n\n\n\ngrowth, including a com- \nprehensive building pro- \ngram,\" said Agnes Scott \nCollege President Mary \nBrown Bullock '66. \n\nMuch of the fund's \ngrowth comes from signifi- \ncant holdings in Coca- \nCola stock. Other factors \ninclude an aggressive \ninvestment policy (75 per- \ncent in equity stocks and \n25 percent in fixed income \ninstruments) and a low \npay-out of 4 percent annu- \nally. \n\nA 1954 bequest from \nformer trustee and alumna \nFrances Winship Walters \n often considered \"the \nsecond founder of the \nCollege\"  provided the \nCollege with two blocks of \nCoca-Cola stock valued at \nnearly $2.5 million; that \ngift portfolio today has a \nmarket value of more than \n$196 million. \n\n\"Our healthy endow- \nment has enabled us to \ncontrol tuition increases \nand, at the same time, \nsupport our plans for \nenrollment growth, new \nfaculty positions, and the \nexpansion and enrichment \nof our curriculum,\" Bullock \nexplains. \n\nThe College's 1997 \nnational rankings include a \n\"Best Value\" designation \nby U.S. News and World \nReport and \"Best Buy\" from \nMoney magazine. \n\n\n\n\nTHE DOGWOOD LIVES ON \n\n\n\nA fragile rim of bark encircles a deli- \ncate dogwood bowl the size of two \ncupped palms. The bowl rests atop a small \npedestal inscribed \"This bowl turned from \nthe Presser Dogwood. Given to Agnes \nScott College in memory of Sherry L. \nEllington (B. A. 1984).\" \n\nThrough this unique art, the College \nretains a portion of \nthe Presser dog- \nwood's beauty and a \nlegacy to the love of \nlearning. \n\nThe once-thriv- \ning tree lives not \nonly in the memo- \nries of family and \nfriends of the College, but also in the \ntimeless form of art. \n\nTo create a memorial to his wife, \nSherry, an Agnes Scott Retum-To- \nCollege graduate who died of cancer in \nMay 1995 at age 50, Douglas Ellington \nrequested some of the wood from the \nPresser dogwood, the tree campus officials \nonce spared by paying $10,000 to relocate \nand restructure Presser Music Hall in 1940. \n\n\"Initially, I only wanted enough wood \nto turn a ball-point pen for our son Jeff,\" \nsays Ellington. \n\nYet from the tree limb provided by \nVictoria Lambert, manager of campus ser- \nvices, Ellington commissioned the creation \nof four small bowls and pens to wood-turn- \ning artist Willard Baxter of the John C. \nCampbell Folk School in Brasstown, N.C. \n\nAlthough Baxter never met Sherry, \nhe \"had the pleasure of talking to Douglas \nabout his wife a number of times. Ob- \nviously, she was a very fine person and \n\n\n\ndedicated to \nAgnes Scott.\" \n\nAfter cutting \nthe wood into \nworkable \npieces, Baxter \nmounted it on a woodtuming lathe and \nshaped bowls with hand-held gouges, \nsanded them and covered them with fin- \nishing materials. \n\n\"Dogwood is very dense and turns \nwith the lathe extremely well  very \nsmoothly,\" says Baxter. \n\nThe largest bowl is on display at \nAgnes Scott in President Mary Brown \nBullock's office, one went to Sherry \nEllington's mother, Louise Laird, in Lake \nHavasu City, Ariz., and one to Sherry's \nASC friend, Peggy Bynum '82, of Sandy \nSprings, Ga. \n\nJeff Ellington, the couple's 27-year-old \nson who lives in the Atlanta area, has \nthe fourth bowl and a pen turned from \nAgnes Scott's Presser dogwood. \n\n\"Sherry was a devoted student who \nenjoyed learning for the sake of learn- \ning,\" says Douglas Ellington. \"She loved \nAgnes Scott and its beautiful campus.\" \n\n Samantha Stavely '97 \n\n\n\nON CAMPUS \n\n\n\nSCULPTURE \nIN HARMONY \nWITH ITS \nSITE \n\nThe common image ot \nan artist at work is of \na person confined to the \ninterior of a studio private- \nly contemplating life's \nintricacies with paint, \nchalk or pencil. \n\nMaria Artemis '67, the \nKirk Visiting Artist for \n1995-96 at Agnes Scott, \nchallenges that perception \nwith her public sculptures. \nShe is an artist whose \nprofessional activities \nreflect her interest in and \ninvolvement with art in \nand the public environ- \nment. \n\nArtemis' most recent \nwork, Unknoum Remem- \nbered Gate, was unveiled in \nfront of the Dana Fine Arts \nBuilding this fall and dedi- \ncated to President Mary \nBrown Bullock '66. \n\n\"Each piece [of artwork] \nis unique to its site. My \nideas come from a growing \ndialogue between myself \nand the site's history as I \nresearch it and open myself \nto what the site has to offer \nmy intuition and imagina- \ntion,\" says Artemis. \"It was \na wonderful experience for \nme to create Unknoum \nRemembered Gate because 1 \ncould connect to the site \nintimately through my per- \n\n\n\nGARY MEEK PHOTO \n\n\n\n\nMaria Artemis '67 ai'ui her recent work, displayed on campus: Unknown Remembered Gate. \n\n\n\nsonal experience with the \nCollege.\" \n\nSince 1994 Artemis has \nbeen awarded two Public \nArt Commissions for the \ncity of Atlanta. The first, A \nMemorial to Crime Victims \nand Public Safety Officers \nWho Die in the Line of Duty, \nwas completed in 1995 for \nthe new Atlanta Detention \nCenter Plaza. \n\nThe second site work, \nEx-Static, was commis- \nsioned through the Cor- \nporation for Olympic \nDevelopment in Atlanta \nfor the Civic Center pedes- \ntrian spur. This work, com- \npleted in spring 1996, is \nlocated on West Peachtree \nand Pine streets and is con- \nstmcted fi^om aircraft parts, \nsteel pipe and stainless steel \ncable. \n\nArtemis has also served \n\n\n\non panels and symposia \nconcerned with art in the \npublic environment, \nincluding the Atlanta \nMayor's Green Ribbon \nCommittee, the Piedmont \nPark Design Advisory \nCommittee and the Art of \nthe Public Environment \nsponsored by the Georgia \nchapter of the American \nSociety of Landscape \nArchitects and ARS Natura \nMagazine. \n\nArtemis has received \nmany awards for her work, \nincluding the Georgia \nWomen in the Visual Arts \nAward in 1997; an Artist \nProject Grant for her solo \nexhibition, Labyrint)\\, in \n1994 from die Atlanta \nBureau of Cultural Affairs; \nand an Artist Grant fiom \nthe Georgia Council tor \nthe Arts in 1993. \n\n\n\nHer work has been \nexhibited and displayed in \nItaly and in numerous \ncities in the United States, \nincluding Atlanta and \nNew York City. \n\nArtemis received a B.A. \nin psychology from Agnes \nScott College, an M.F.A. \nfrom the University of \nGeorgia and an M.S. from \nthe College of Architec- \nture at the Georgia Insti- \ntute of Technolog\\\\ \n\nSince 1992, she has \nbeen an adjunct professor \nat the Atlanta College of \nArt, where she teaches \nVisual Studies and \nSculpture. She has also \nserved as a Visiting Artist \nfor architectural reviews in \nthe Graduate School of \nDesign at Harvard Uni\\'er- \nsity and at the Georgia \nInstitute ot Technology'. \n\n\n\nMONIKA NIKORE PHOTO \n\n\n\nAMNESTY \nCHAPTER \nFORMED \n\nAs students entered \nButtrick Hall the \nweek of March 10-17, they \nencountered a compelling \ndisplay of black and white \nphotographs, along with \nquotes from each person \npictured. Closer inspection \nrevealed these ordinary \nfaces as those of inmates on \ndeath row. \n\nAmnesty International \nof Agnes Scott College \n(AlASC) showcases such \nexhibits to increase student \nawareness of human rights \nissues at America's prisons. \n\n\n\nFounded by co-presi- \ndents Rachel Huffman '97 \nand Nicole Sikora-Buttram \n'97 and faculty advisor and \npolitical science Assistant \nProfessor Juan AUende, \nAIASC is part of a global, \nnon-affiliated movement \nwhich advocates the prin- \nciples expressed in the \nUnited Nations' 1948 \nUniversal Declaration of \nHuman Rights. \n\nAlASC's first meeting \nwas held in spring 1996, \nwith 15 student members. \n\n\"The campus is ripe for \nan organization, whose \nideals are relevant to those \nof a liberal arts education,\" \nsays Sikora-Buttram. \n\n\n\n\nAmnesty demonstrates at the School of the Americas \n\n\n\nIn addition to letter- \nwriting and e-mail cam- \npaigns, members of AIASC \nhave participated in death \npenalty demonstrations on \nthe steps of the Georgia \ncapitol and have travelled \nto Columbus, Ga., to \nprotest at the School of \nthe Americas, which \nAmnesty describes as a \n\n\n\n\"terrorists training ground.\" \nThe campus chapter has \nalso sponsored such fund- \nraisers as a T-shirt cam- \npaign and potluck petition \ndrive and encouraged \nstudents to wear white \nribbons in support of \nHuman Rights Awareness \nDay. \n\n Sarah Chapman '00 \n\n\n\nASC'S BULLOCK OBSERVES CHINA ELECTIONS \n\n\n\nAgnes Scott President Mary Brown Bullock '66 was \namong a seven-person international delegation \nsent by The Carter Center at the invitation of the \nPeople's Republic to observe Chinese village elections in \nearly March. \n\nBullock is recognized as an expert on China and has \nexperience with setting up U.S. -China institutional rela- \ntions. The delegation was led by Robert A. Pastor, a \nCarter Center Fellow. \n\n\n\n\n=1 CENTER PHOTO \n\n\n\nThe delegation evaluated elections in the provinces \nof Fujian and Hebei and held discussions with govern- \nment officials in Beijing on the electoral process and \nother possible areas of cooperation. \n\nThe village elections are especially important with \nthe death of leader Deng Xiaoping. \"I came away \nimpressed by the seriousness of the effort to introduce \nchoice and political accountability at the village level in \nChina,\" says President Bullock. \"This does not necessari- \nly mean that China is laying the foundation for democ- \nracy (in our sense) at the village or national level. It \ndoes mean that this is an area of significant political and \neconomic complexity in a changing China.\" \n\nWhile on the trip, Bullock visited her son Graham \nand initiated plans for an Agnes Scott faculty group's \nvisit to China in June of this year. \n\nFew foreign groups have had the opportunity to observe \nvillage elections in process, but The Carter Center has \nhad experience in monitoring elections in 11 countries. \n\n\n\nON THE THRESHOLD \nOF TOMORROW \n\nThe Past, Present and Future of Women's Education \n\nBy MARY BROWN BULLOCK, JOHNNETTA COLE, RUTH SIMMONS \n\n\n\n\nt^ \n\n\n\n^y PAUL OBREGO]:^ \n\n\n\nnticipation  \"an electric ener^'y field,\" said one participant  filled Gaines \n\n\n\n.women's education at the college level. Gathered to present their vision were \nthe presidents of Spelman, Smith and A^'nes Scott: \"Tojj;ether we are far more than \nour individual lives, our respective colleges,\" said ASC's Mary Brown Bullock '66. \n\"Frankly, 1 can't imagine a more powerful women's network!\" The more than 800 at \nthe summit on women's education agreed. In an era of selfishness and self-centered- \nness, women's colleges have  the audience learned  an opportunity and a responsi- \nhility to offer hope and renewal and values to another generation of young women. \n\n\n\n,\"V \n\n\n\nAgnes Scott's Mary Brown Bullock '66 \n\nREFLECTING ON THE \nPAST TEACHINGS \n\n\n\nGlobal learn- \ning, communi- \nties of spiritual \nand intellectual \nmentors, and \ncourage  that \nsums up a \nwomen's educa- \ntion for me. \n\n\n\nEach of us has been asked to reflect \non our Uves, our colleges, and the \nrole of women's colleges today. \nMy own relationship to Agnes \nScott College and women's higher \neducation spans three generations and \nalmost a century. My great-aunt Mary \nThompson finished Agnes Scott in 1905, \nand joined other alumnae who served as \nmissionaries in China. \n\nA generation later, the second Mary  \nmy mother, Mardia Hopper, bom and raised \nin Korea  left Pyongyang and arrived at \nAgnes Scott as a first-year student. She was \nhere during the tumultuous years of World \nWar II. \n\nA generation later, in 1962, I arrived \nhome-schooled from Korea via high school \nin Japan  just before the civil rights move- \nment and the Vietnam War convulsed the \nnation. \n\nAs I reflect on Agnes Scott and three \ngenerations of Marys, it is probably not sur- \nprising that I think first about global learn- \ning, about the tension in this century, in \nthis College and in my own life between \nmulticultural global awareness and tradition- \nal Western-oriented liberal learning. \nAs an almost-new college president \n\n\n\n\nremembering my own student days, howev- \ner, I think more about a community of men- \ntors. And of the many traits, many values \nthat our third millennium class shares with \nits predecessors, the one that stands out for \nme tonight is courage. Global learning, com- \nmunities of spiritual and intellectual mentors, \nand courage  that sums up a women's educa- \ntion for me. \n\nAgnes Scott is a community that cele- \nbrates and, yes, struggles with diversity. But \nI am convinced that as a women's college, \nwith traditional and Retum-To-College stu- \ndents of all ages, we may become a model of \na new kind of American community that is \nlearning how to live, and study, and play, \nand pray together. \n\nFor the 21st century graduates of women's \ncolleges, understanding other world views \nis critical. The Fourth International Women's \nConference in Beijing graphically reminded us \nthat global issues are women's issues, that \nAfrican and Asian women have something to \nshare with us about family, about human \nrights, and about the quest for a good society. \n\nA good women's society, a good women's \ncollege is comprised ot communities of \n\nmentors  faculty-, staff, families, and \nother students. The word men- \ntor comes from Greek mythol- \nogy  Mentor was the \"wise \nand taithful\" counselor to \nOdysseus and Telemachus \nduring their long journey \nafter the fall of Troy in The \nOdyssey. Although a woman's \ntransition from high school \nthrough college and on into \nthe \"real world\" may not \nbe as physically danger- \nous as Odysseus' route, \nit can be no less psy- \nchologically treacher- \nous. Mentoring recog- \nnizes that women are \non a journey and that \nwe all need help along \nthe way. For me, there \nwere spiritual and intel- \nectual mentors  faculrv \n\n\n\nmembers such as Ben Kline, former profes- \nsor of philosophy and dean of the faculty. \nHe personified Agnes Scott's motto: \n\"Add to your faith, virtue, and to virtue, \nknowledge.\" \n\nWhich leads me to courage. Courage is \nperceived as a kind of macho virtue \nthat we don't talk about too much. But edu- \ncating women and attending a women's col- \nlege has always required a special kind of \ncourage. \n\nThe founders of Agnes Scott, Spelman and \nSmith were men and women of courage, who \nbucked the prevailing educational status quo \nbecause they believed in the inherent poten- \ntial of womanhood. Our graduates have been \npioneers in all walks of life. They have tackled \nsocietal problems with a kind of quiet, persis- \ntent courage. \n\nAnd today it is our students who must have \ncourage  intellectual courage and personal \ncourage. They have selected a women's institu- \ntion because they are serious about discovering \nand acting on their deepest potential. They \ncome from all walks of life. Many have come \nfrom the most difficult family circumstances, \ncircumstances that reflect the many problems \nwomen face in American society. But we \nbelieve something very special can happen in \ntheir lives at a women's college. \n\nA new sculpture on our campus by Maria \nArtemis '67, an Agnes Scott graduate, is \ntitled An Unknown Remembered Gate (see \npage 4). It includes a \"canopy (or symbolic \nshelter) of loosely woven wire cables, \nanchored by four polished wood poles, which \nfloats over a stone path leading to a contem- \nplative rock garden.\" Inscribed on the path \nare symbols of mathematics, astronomy, \nscience, Greek and Hebrew words for wisdom, \nand verses of poetry. This path's symbols and \nwords reflect our shared journeys, beginning \nwith T.S. Eliot's \"We cannot cease from \nexploration...\" to Italo Calvino's \"like a frail \nemergency bridge hung over an abyss...\" to \nthese final lines from Mary Oliver: \"When \nit's over, I want to say  all my life 1 was a \nbride married to amazement.\" \n\nThat to me is what a women's college is \nall about. \n\n\n\n\nMost U.S. colleges and universities are \ndesigned on a Western patriarchal model. If \nyou could scrap the whole system and start \nover, how would you build a college today? \n\n\n\n Johnnetta Cole: My colleague, Beverly Guy Sheftall, who \nchairs our Women's Studies Center at Spelman and who is the \nAnna Julia Cooper Professor of Women's Studies, talks about the \nthree W's in American education  too much of it is Western, white, \nwomanless. \n\nWere I to begin from the beginning, it would not he a college that \ndescribed only the experiences of womenfolk because 1 think to do so \nis not to describe the realities of womenfolk. To center our women \nstudents in their own realities, it is not necessary to divorce them \ntotally from the realities of men. To center our students who are \nAfrican-American in their realities, it is not necessary to rid their edu- \ncation completely of the experiences, the literature, the cultures of \nthose who are not African-American. \n\nSo at the risk of being complicated, I think the college of the future \nis a place that is not about men's studies  because that is what has \ndominated higher education  nor is it only about women's studies, \nwhich has been the most important corrective device for womenfolk, \nnor is it just about African-American studies or Hispanic studies. \n\nSomehow, complicated as it is, we've got to get to everybody's \nstudies. That's my response. \n\n Ruth Simmons: I think that's exactly right. \n\nWe would look pretty silly enriching ourselves and enriching our \nstudents to the detriment of this nation and to the detriment of the \nworld. \n\nI like the task force [model used] in Princeton University's Woodrow \nWilson School. In these task forces, teams of students get together as \npeers with a faculty member who is there to answer questions, to guide, \nbut not to do the work. The students are confronted with a problem, a \nsocietal problem, and they have to, in the course of a semester, solve it. \nThey have to do the research necessary to bring new solutions to hear, \nhut in the end, they don't have the luxury of saying, \"I can't figure it \nout.\" They must solve it. \n\nThe product of the task force goes forward and often somebody \nmakes use of it. \n\nSo if I had to construct a new college, I'm not sure that 1 wouldn't \ntry as much of that kind of experience in it as possible. \n\n Mary Brown Bullock: One point 1 would make is that we may be \ntoo hard on ourselves. I've spent most of my career outside the formal \nuniversity structure in institutions that really are patriarchal and hier- \narchical. Having now been at Agnes Scott for a little over a year, I've \nbeen struck by how participatory a women's college is. \n\nYes, sometimes it takes a while as we talk about and wrestle with \nthe problems of consensus governance, and yet there are some wonder- \nful models within the college community, within academe. We have a \nmessage to those outside of academe  a message of participation, \nshared governance of communities coming together and deciding their \nfuture. \n\nSo 1 think the quesion is a little too harsh. \n\n\n\nI came . . . \nwith a deep \nbelief in the \npower of \neducating girls \nand women \nto understand \nmore than \nthemselves, \nto think, \nand to act. \n\n\n\nSpelman College's Johnnetta Cole \n\nLESSONS FOR FUTURE \nGENERATIONS \n\n\n\nI want to tell a story. This is about an \nold woman who lived in a poor com- \nmunity. She had one desire: She want- \ned a guitar. Often in her prayers, she \nwould slip in \"If 1 could have a guitar, \nI'd be mighty happy.\" \n\nThe folk in her community decided to \npool their meager resources and buy her a \nguitar. Can you imagine the look on her \nface when they presented the guitar to her? \nShe stroked it, she kissed it, she embraced \nit. Then she placed her hands ever so cor- \nrectly and struck a note. \n\nThe people clapped. She struck the note \nagain. And again. And again. The folk were \nconvinced her striking this single note \nwould pass, and went to bed  only to hear, \nthroughout the night, the same note. In the \nmorning, they sent a delegation to speak \nwith the old lady. \n\nRespectfully the village leader said, \"It \nhas given us great joy to see you embrace \nyour guitar, but we suggest that a guitar is \ncapable of sounding many notes and we \nthought perhaps you would want to begin \nplaying various ones.\" \n\nThe old lady replied, \"I know. I've heard \nthem going up and down the guitar playing \n\n\n\n\nthese notes. But I want you to know that \nwhat they're looking for, I've already found.\" \nIn a women's college, we've found the note. \n\nAs I thought of what it would be like to \nserve as president of a women's college, \nI remembered the woman who perhaps \ntaught me the most about a liberal arts edu- \ncation for women. My Latin class teacher, \nMs. Moss, gone to glory years ago, would \npretend not to hear as every Latin class \nperiod we chanted, \"Latin, Latin, dead as can \nbe; first it killed the Rorrwm, now it's kiUing me.\" \n\nBut one day Ms. Moss decided not to turn \nher ear away; she explained that Latin \nhelped us get outside ourselves, mo\\'e \nbeyond our own reality, come to understand \nanother people and their way. Then she \nadded, \"Young girls, you are learning Latin \nbecause you will be young women and one \nday you will think as well as any young man. \nLatin will help you to do so.\" \n\nSo I came to a special place called \nSpelman with a deep belief in the power ot \neducating girls and women to understand \nmore than themselves, to think, and to act. \n\nI want to share two lessons that I have \nlearned at Spelman. The first, learned in \na way that is perhaps impossible outside a \nwomen's college, is that we womenfolk can \nand do hold up halt the sky. Sexism shares \nwith racism that it is such a per\\'asive force \nthat its victims can come to believe its non- \nsense, its stereotypes, its destructive notions \nabout themselves. \n\nA women's college gives you that liberal \narts education Ms. Moss talked about, but it \nalso helps you get rid ot any doubt about \nwhat you can do and who you can become. I \nlook, for example, at our institution and see \nthe ways in which our students enter fields \nthat are traditionally identified as belonging \nto men. Being at Spelman shows me that \nwomen can do what they decide to do. \n\nI am so convinced that womenfolk can \ndo what they set out to do that I have a \ntear: One day I will return to campus and \njust as 1 pull through the gates, I will see \ncrowds looking up to the top ot Rockefeller \nHall. The crowd will be staring at a group \n\n\n\nof Spelman students who are flapping their \narms, ready to jump off, because they are \ngenuinely convinced they can fly. \n\nThe second and the last lesson that I \nwant to share is hardly a new one. Of \ncourse, few lessons are really new discover- \nies. Lessons learned are more often merely a \nnew perspective on an old idea, or a reaffir- \nmation of a previous hunch. \n\nMy 10 years at Spelman have reaffirmed \nthe commonalties and the differences \namong us womenfolk. NX'hen 1 pulled \ntogether some exciting ideas into a reader in \nwomen's studies called All-American Women, \nI challenged the fundamental idea that if \nyou've seen one of us, you've seen us all. \n\nWe womenfolk share an enormous body \nof experience. We indeed may have shared \nvisions, not only about ourselves and those \nthat we love, but also about this world of \nours. But Spelman College has reaffirmed \nfor me that there is extraordinary diversity \namong women, particularly among African- \nAmerican women. \n\nBecause Spelman is a historically black \ncollege for women, I have a chance to con- \ntinue to learn the many ways that African- \nAmerican women can see and believe and \nthink and move and act. \n\nTliis is a powerful lesson. \n\nI believe deeply that if we womenfolk ever \ntruly come to understand not only our com- \nmonalties, but also our differences, we would \nbe the most important agents  the most effec- \ntive agents  for positive social change. For \nuntil we can get men to start co-nurturing \nand co-parenting, women will continue to \nbe the major socializers of our children. \n\nOf course, not all of us become, or even \nwish to be, mothers; but for those of us who \nare, we are more likely than men to be the \nmajor influence in the lives of the next gen- \neration. \n\nAnd so when we learn in these institu- \ntions called Agnes Scott, called Smith, \ncalled Spelman, a full appreciation of the \ndiversity among ourselves and indeed among \nall of us humans  what a lesson we then \npass on to the generations that will follow. \n\n\n\n\nI Tell us about your mothers \nand how they might have \ninfluenced you and your \nstyles of leadership. \n\n\n\n Mary Brown Bullock: My mother is in the audience. She has red \nhair and one thing about her is that when she feels strongly about \nsomething, she will say so. That's one thing that I hope 1 have learned \nfrom her. \n\nAnother is her wonderful sense of listening. I don't think 1 knew \nwhat in the world \"active listening\" was until 1 read about it in some \npsychology books, but now 1 know my mother is an \"active listener.\" \nShe draws you out and doesn't try to intervene and just hears your \nstory. \n\nAnd that's a wonderful trait. \n\n Johnnetta Cole: My mom was a college English professor and regis- \ntrar of a small, historically black college; later, she became the treasurer \nof our family's insurance business. \n\nIn thinking of all the things 1 learned from her, 1 inevitably go back \nto her message that I should \"follow my passion.\" When I was strug- \ngling with the views of others about whether 1 should be an anthropol- \nogist  after all, how was I going to make a living doing that  it was \nmy mom who said to me that more than making money, my goal had \nto be to make myself happy and to do something good for others. If my \npassion was anthropology and 1 could manage those things with it, I'd \nbetter follow it, she said. \n\nIt's perhaps the most often advice that 1 pass on to Spelman stu- \ndents: Follow your passion. \n\n Ruth Simmons: 1 had very strong parents, but there's no question \nmy mother influenced me more than any other single person. An \nextraordinary woman, she completed only eight years of schooling. \nShe spent her life as a homemaker, rearing a large number of children, \nand being a devoted and subservient wife. After we moved to the city, \nshe did \"day's work,\" which  for those who are too young to remember \nthat euphemism  is being a maid who worked in different homes on a \nday-by-day basis. \n\nWhen I was young, I went with her on some of her jobs and as she \nwent about her work, she would instruct me about walking with dignity \nand grace through life. She taught me, in this way she had, that what 1 \nwas as a human being was much more important than anything else in \nmy life. She taught me to have consideration and respect for other peo- \nple and not to be consumed by my own selfish interests  1 didn't suc- \nceed very well with that one, but that's what she tried to teach me. \n\nThe trustees of my college may think that I am responding to what \nthey want me to do, but I'm pot. I'm working as hard as I can to be the \nperson my mother wanted me to be. So for me, my mother's influence \nwas to teach me how to be a person. \n\nWhen our students first come to Smith, some come without parents, \nsome don't have the \"right clothes,\" and they're self-conscious, they're \nuneasy; and 1 love to tell them, you know, the greatest person I've ever \nknown was a maid and she taught me how to lead Smith College. It \ndoesn't matter where you come from, it matters where you're going and \nhow you're going to get there. \n\n\n\n11 \n\n\n\nSmith College's Ruth Simmons \n\nBEACONS OF HOPE \n\nFOR GENERATIONS TO COME \n\n\n\nMy simple premise \nis that the quality \nof life for all of us \nin the future is \ndependent on the \nquality of educa- \ntion and our \ncapacity to place \nthat education in \nthe service of our \ncommunities. \n\n\n\nThe late Ernest Boyer offers a \nvision of the American college \nin the future. It's an institution \nthat celebrates teaching and \nselectively supports research, \nwhile also taking special pride in its capacity \nto connect thought to action and theory to \npractice. This new American college would \norganize cross-disciplinary institutes around \npressing social issues. Undergraduates would \nparticipate in field projects relating ideas to \nreal life. Classrooms and laboratories would \ninclude clinics and youth centers, schools \nand governmental offices. Faculty members \nwould build partnerships with practitioners, \nwho would in turn come to campus as lec- \nturers and student advisors. \n\nThis new kind of college is committed to \nimproving, in a very intentional way, the \nhuman condition. And it may well be that \nthis will in fact emerge as the new model of \nexcellence in higher education in the future. \nIt's a model that would enrich college cam- \npuses, renew communities, give new dignity \nand status to the scholarship of service. It's a \nmodel based on equity and justice and not \non occasional acts of charity. \n\nToday, about 6 percent of U.S. chil- \ndren  nearly 4 million  live in severe- \nly distressed neighborhoods. The poverty \nrate among them is three times worse than \nfor other children. More than one in five \nAmerican children lives in poverty, a ratio \nattributed to the number of families headed \nby single rnothers, many of whom are under- \neducated and underqualified for sustaining \njobs. The poverty rate for children living in \nfemale-headed households continues to be \nmore than twice that of children in general. \n\nOver the past 20 years, the number of \nchildren under six has grown by less than 10 \npercent, but the number of poor children \nunder six has grown by 60 percent. Too \nmany children are poor, sick, dying and \ngrowing up abused and neglected. \n\nEvery 30 seconds a baby is born into \npoverty in this country. Evei^ four hours a \nchild commits suicide. Every five seconds of \nthe school day, a child drops out of public \nschool. Every four minutes, a baby is bom to \n\n\n\na teenage mother who already had a previ- \nous child. And every day 5,703 American \nteenagers are victimized by violent crime. \n\nAll too many of America's children and \ntheir families are in crisis. \n\nMy simple premise is that the quality of \nlife for all of us depends on the quality \nof education and our capacity to place that \neducation in the service of our communi- \nties. We are charged with educating and \ntraining society's citizens, with discovering \nand disseminating new knowledge, w-ith \nmonitoring, recording and analyzing the \nhuman condition, with encouraging and \nengendering human creativity and intellec- \ntual production through the arts, humani- \nties, sciences and technology. We are \ncharged with assisting in the search tor solu- \ntions to pressing social problems. \n\nEducation has a responsibility, an oppor- \ntunity, to safeguard our civilization. And \nhistorically the American educational sys- \ntem, despite its flaws, has been both the \nenvy of the world and the hope of a nation, \nbecause it was accessible to all citizens at all \nlevels. Today we need to rethink and renew \nour understanding of our relationship to our \ncommunities; to renew our \nunderstanding of ser- \nvice and its relation- \nship to teaching, \nresearch and the \ncommunities that \nhost our institu- \ntions. We must work \ntogether to redefine the \nboundaries of knowl- \nedge, to create \nenvironments \nin which our \nchildren \ncan learn \nWe ha\\'e \nto be  \nespecial- \nly wom- \nen's col- \nleges  \nstrong \nand per- \n\n\n\nil \n\n\n\n\nsistent advocates for children and especially \nfor the growing number of children who are \nwithout defenses in a challenging world. \n\nWhat about girls in particular? We must \nensure that young girls in elementary \nand high school maintain every academic \noption open to them for the longest possible \ntime. Women must be educated today as if \ntheir very lives depended upon their educa- \ntion, because we now know for most of \nthem they will. Each of our colleges will be \namong those who help decide the fate of \nyoung women in years to come. We must \ncare for their hopes and dreams. It is their \nhigh aspirations that will have to sustain \nthem through a lifetime of many challenges \nand much change. \n\nI believe it is increasingly important for \nhigher education to embrace a strong and \nenduring commitment to alleviate some of \nthe social dilemmas that our world faces. \nMost of our institutions are working hard to \ndevelop new programs to achieve this. \n1 hope and feel very strongly that as \nwomen's colleges, we have to set the pace. \nWe have to show the way. \n\nWe've got to take a stand for children. \nWe've got to take a stand for families in \n\nneed. We have to \nreclaim our \nheritage as \nthe nation's \nhope and the \nenvy of the \nworld. \n\n\n\n\n\nHow do your institutions serve the non- \ntraditional student, and do you believe \nthat women's colleges are especially \nsuited to the nontraditional student? \n\n\n\n Mary Brown Bullock: Agnes Scott's Return-To-CoUege Program \nhas been going on for about 20 years, probably accounting for 1 5 per- \ncent of our student body. What I hear from faculty and other students \nis how these women of all ages enrich the classes in which they partici- \npate. They bring life experiences and by their examples, their lives, \ntheir experiences, their sheer determination, they serve as models for \nyounger students. \n\nBut we also need to take their needs more seriously. They come to \nour institutions at a turning point in their lives needing academic \ncounseling, career counseling, better study and childcare facilities. We \nneed more work on these at this institution. \n\nBut certainly, the nontraditional student is an essential part of the \nAgnes Scott community and probably will be a growing community \nhere. \n\n Ruth Simmons: There are so many kinds of students today, I'm not \nsure if there is such thing as a nontraditional student. I don't know \nwhat that is anymore. \n\nIf we're referring to students who enter college later in life, past \nthe age when most women enroll, we offer an exciting option in our \nAda Comstock [return to college] Program. Return-to-college stu- \ndents are highly motivated, and there is no mistaking the fact that \nour institution can make a significant contribution to them and to \ntheir families. \n\nNot everyone comes to this program the same way. Some are high \nschool drop outs. Some have had a child out of wedlock  they've been \nsidetracked by childrearing, but they still have the desire to do some- \nthing with their lives and to do something for their children. It is \nimportant for us to reach out to all of these women. We've got to look \nfor people's ability, we have to find out where they are, and we have to \nmake education available to them. Education is the key to solving \nsome of the problems we face. \n\n Johnnetta Cole: In a way, I think every woman who goes to a wom- \nen's college is a nontraditional student. She's not supposed to be there: \nWhat in the world makes her think that she can be an intellectual? So \nfor women simply to enroll in schools like Spelman, Smith or Agnes \nScott is to do a nontraditional thing. \n\nWomen's institutions are very powerful, very strong, very effective, \nbut they are not perfect. At Spelman, we have a continuing education \nprogram, but we should do far more in terms of not only attracting, but \nalso making comfortable and supporting women of many life circum- \nstances, particularly those of different ages and family status. Spelman \nhas primarily an 18-to-22-year-old student body, and although we do \nmuch to enrich the lives of these young women, their lives would be \nfurther enriched were they studying with women of many diverse and \nrich life experiences. \n\nOur institutions are works in progress. We have found our \"note,\" \nbut there is so much more that we can and should do. We simply must \nget on with doing the work. \n\n\n\n13 \n\n\n\nI \n\n\n\n\nNDIA \nOURNEY \n\n\n\nJ)n a (JloBcPI\"'Cf \n\n\n)nnections \n\n\nrip, Scotties ex \n\n\nplore the \n\n\nnvironnnHH \n\n\ncontext of great \n\n\n^^orld religrSH^ \n\n\nand discover that \n\n\ntiere is so vm^ \n\n\n1 more to learn  \n\n\nbout faid^Hf \n\n\nid themselves. \n\n\n'hoto-es^^^l \n\n\nVlonika Nikore \n\n\nxcerpts frorfl^^^H \n\n\n-lalofRachel Huffman '9 \n\n\n\n^' \n\n\n\nw \n\n\n\nm \n\n\n\n\n\n\"THE GANDHI MEMORIAL (k/t) \"WAS QUITE IMPRESSIVE. \nGANDHI KEPT HIS FINAL FAST THERE. A MONUMENT \nSTOOD AT THE EXACT PLACE OF HIS MURDER.\" \nABOVE: RACHEL HUFFMAN AT THE SIKH TEMPLE IN DELHI. \n\n\n\nA RIDE FOR DEAR LIFE \n\nRachel C. Huffman '97 grabbed one of her \nfriends from the safe confines of the YMCA, \ngathered a handful of rupees, hailed a three- \nwheeled taxi and hurled herself into the \nchaotic traffic of Delhi. \"I feel strangely adventurous, \nalmost invincible, ready to try something new,\" she noted \nin her journal last January, on the first day of a Global \nConnections trip to India. As they coursed through the \ncolorful mass of pedestrians, three-wheelers, cars, buses \nand bicycles, Huffman remembered, \"Vicki and I held on \nfor dear life.\" \n\nA religious studies major from Baton Rouge, La., \nHuffman was one of 1 2 students to witness the burgeoning \n\"village of India\" on Agnes Scott's first Global \nConnections trip in January of 1996. \n\nAn extension of Agnes Scott's Global Awareness \nProgram, Global Connections allows students to visit a \nforeign country and study a specific aspect of cultural life \nas an additional component of an existing course of study. \n\nThe India trip followed a semester of study in World \nReligions, taught by John Carey, professor and chair of the \nDepartment of Religious Studies. \n\nHuffman: \"/ have so many questions that Yd never think \nto ask if we were studying India from a textbook rather than \nfrom experience. Gandhi believed in experiential learning  \nlearning by doing and acting. So often this is a man's world \nin which to do and act  women are forced to compromise to \njust be. I hope this pilgrimage to India will let us do without \ninhibitions . \" \n\n15 \n\n\n\n\nVICKI COUCH '98 (with video camera) AT ELLORA CAVES IN AURANCARAO \n\n\n\nAT A GROUP GATHERING, A jAIN NU \n\n\n\nALWAYS ON THE GO \n\n\n\nWe're always on the go, being whisked from place to place \nin a bus that is so tall that we look down on everyone . \nHuffman wondered if they were being perceived as imperi- \nalist Westerners as they travelled the streets. \n\nThe group journeyed to Delhi  city of temples, monas- \ntaries, churches, mosques; to Agra, Varanasi, down the \nGanges River to Bombay (the Elephanta Caves), then on \nto Aurangabad (the Ajanta Caves and Ellora Caves). \n\nThey visited the University ot Pune, SNDT Women's \nCollege, mingling with religious figures of other faiths, \nlistening to a Jain nun, a Buddhist monk, Sikh and Baha'i \n\n\n\n\nMELANIE HARDISON \n\n\n\nSHOrriNG IN .ANRANGABAD \n\n\n\n16 \n\n\n\n\ned) CHANTS IN HOLY SrAe:E; Tl IE FACE MASK KEEPS HER FROM INHALlNe : ANYTHING ORGANIC AND THUS DAMAGING ANY LIFE. \n\n\n\n\nEATING NORTH INDIAN CUISINE AT A RESTAURANT \n\n\n\nholymen, delving into other's beliefs, learning the singu- \nlar and the universal of human existence and experience. \n\nAt the Gautam Hotel, two Muslim women, covered \nand veiled, swished past Huffman. \n\n\"The contrast between the Muslims and us reminded me \nof a story Monika [Nikore, the photographer] told. A tradi- \ntional woman asked her, 'What are you thinking?' Monika \nreplied, 'How lucky J am to be able to live my life freely, and \nhow unfortunate that you are bound to a family . ' The \nwoman said, 'That's funny, because I was just thinking how \nlucky I am to have a grounding and how unfortunate you \nare to have to wander through life alone . ' It's all about \nperspective . \" \n\n\n\n17 \n\n\n\n\nFrom ancient to \nmodem, India \ncaptured the \nstudents' minds \nand imaginations. \n\n\n\nJESSICA OWENS (second frcm Uft), JENNY HATFIELD (muMe) AND \nSARA MARTIN (right) MEET STUDENTS AT UNIVERSITY OF PUNE \nMAIN PHOTO: BAHA'I LOTUS TEMPLE, OUTSIDE OF DELHI \n\n\n\nTHE JOURNEY CONTINUES \n\nThe poverty of India was frightful. Jhelieaiity of \nIndia inspiring. The days were full. And meaningful. \n\"I am learning that change must occur within a person's hearty \nand mindaivi soul in order for that person to affect, tke'mder \nscope of society. In this way, each of us'Kas the pou)er \ndnd inay be empowered to create change in the \\ \nuoild If one cafi learn inner peace , then she \ncan teach outer peace by examj \n\nI have so much to digest from this trip, \nand am constantly contemplating \nthe implications of it....\" \n\n\n\n\n\nAfter a quarter of a \ncentury, the Agnes \nScott Writers' \nFestival continues \nto celebrate the \nbeauty and majesty \nof language  and \nthe work of women \n\n\n\nmeaning and purpose \non paper \n\n\n\nisi \n\n\n\n\n\nBy Linda Lent: Hubert '62 \n\n\n\n\nThe impact \nof the Writers' \nFestival events \nupon young \nwriters  as well \nas old faculty \nmembers  can \nlast a lifetime. \n\n\n\n\nPerhaps because it has been so \nmuch a part of the life of the \nCollege  and indeed of the \nregion  the annual Agnes Scott \nWriters' Festival seems to Agnes \nScott oldtimers like me to have existed for- \never. Surprisingly, that is not so, though its \nroots reach deep into the foundations of a \ncollege which honors the well-written word \nand where close ties to special writers seem \nall but taken for granted. \n\nBom of the myriad literary influences \nthat have enlivened and enriched Agnes \nScott from its earliest days, the Writers' \nFestival was fleshed out in its present form \nin 1972. It is now a quarter of a century old \nand, unlike some of its fans, growing better \nwith age. \n\nAlthough the excitement on campus \nreaches its brief apotheosis during two \ntightly-scheduled days in late March or early \nApril, the impact of the festival events upon \nyoung writers  as well as old faculty mem- \nbers  can last a lifetime. The distinguished \nparticipants of this annual spring ritual \nrelease an energizing magic upon the cam- \npus and community. Storytellers as distinc- \ntive as Eudora Welty and Gloria Naylor, \npoets as admired as Howard Nemerov and \nGwendolyn Brooks, playwrights as celebrat- \ned as Alfred Uhry and Marsha Norman '69, \ninfluential essayists like Philip Lopate and \nMelissa Faye Greene  such as these join \nwith their eager, and as yet unproved, \nstudent counterparts to affirm each other's \nvoices and celebrate a collective joy in the \nword. \n\nThe talents of May Sarton, Marion \nMontgomery and Michael Mott enriched \nthe first festival. The silver anniversary \nevent this April was enhanced by Jane \nSmiley, Pulitzer-Prize winning author of A \nThousand Acres; versatile Atlanta author \nPearl Cleage; Katha PoUitt, known tor her \nincisive commentary; and Agnes Scott \nalumna poet, Rashidah Ahmad '92. \n\nJoy in the Word \n\nBecause literature has alvx'ays prox-ided \ncommon ground for Agnes Scott stu- \ndents, the ample audiences at readings \nand lectures are not constituted only of \n\n\n\n1974 IS \n\n\n\n\nEnglish majors, nor limited to first-year stu- \ndents who proffer battered texts for the living \nsubjects of their semester's literature study to \nautograph. This shared regard for letters pro- \nvides one historical reason for the campus- \nwide enthusiasm that greets the Agnes Scott \nWriters' Festival of today. \n\nA second reason is an enterprising facul- \nty, which began in the early decades of the \ncentury to attract literary luminaries to this \ntiny Decatur college. \n\nHarriet Monroe was in\\'ited to speak at \nAgnes Scott in 1921; her magazine. Poetry, \nregarded as the voice ot contemporarv- \\-erse \nin English, had published the unknown T.S. \nEliot poem, \"The Love Song ot J. Alfred \nPrufrock\" just a few years before. Vachel \nLindsay, another of those poets indebted to \n\n\n\n20 \n\n\n\n5 \n\n\n\n\n1977 \n\n\n\n\nPREVIOUS PAGE: AUTHOR \nJANE SMILEY CAST A FORMI- \nDABLE LITERARY SHADOW \nON THIS YEAR'S FESTIVAL. \nLEFT: A SPOTLIGHT BATHES \nSPEAKER PEARL CLEAGE. \nBELOW: JORIE GRAHAM, \nCHARLES JOHNSON, \nMEMYE TUCKER '56, \nJUDITH ORTIZ COFER AT \nPANEL DISCUSSION. \nBOTTOM: ROBERT FROST IS \nINTERVIEWED DURING AN \nEARLY VISIT TO CAMPUS. \n\n\n\n\nMonroe's publication, visited \nthe College in 1922, fol- \nlowed by Thornton Wilder, \nLouis Untermeyer, Edna St. \nVincent Milky, Carl \nSandburg and Andre \nMaurois in the 1930s. Pearl \nBuck, Randall Jarrell and \nKatherine Anne Porter came \na little later. \n\nAnd still later, Mark Van \nDoren, C.P. Snow, Archi- \nbald MacLeish and Peter \nTaylor. \n\nProfessors Ellen Douglas \nLeybum and Janef Preston \ncollaborated in the 1950s \nand '60s to bring writers to \ncampus in what Professor \nEmerita Margaret Pepper- \n\n\n\nThe College's \n\"high regard \nfor letters\" and \nits enterprising \nfaculty are \ngiven credit \nfor the festival's \nsuccess and \nlongevity. \n\n\n\n21 \n\n\n\n\n\ndene thinks of as an early avatar of the pre- \nsent festival. The poet John Ciardi came at \ntheir invitation  as did a shy and not yet \nfamous Flannery O'Connor in 1961. May \nSarton's first appointment as writer in resi- \ndence occurred in the early sixties. When \nSarton returned a decade later, she shared \nher sixtieth birthday and the launching of \nthe newly-configured Writers' Festival with \nthe campus. The new festival was featured \nwith the statewide competition for student \n\n\n\nFROST IN HIS NEW ENGLAND \nGARDEN. FOR MANY YEARS, \nTHE GREAT POET WAS ONE \nOF THE FESTIVAL'S MOST \nPROMINENT PARTICIPANTS. \nRIGHT: PEARL CLEAGE TALKS \nABOUT HER CRAFT IN A \nCLASSROOM DISCUSSION. \n\n\n\nwriters that defines it today. \n\nProfessor Bo Ball, himself a prize-winning \nshort story writer, shaped the original stu- \ndent contest and has consistently directed \nthe competition, assisted by poetry-teacher \nAssociate Professor Steve Guthrie and other \nfaculty in recent years. The eminent writers \nconstitute a panel of judges for the monetary \nawards made to the winners of the student \ncontest. They select from texts already hon- \nored by their inclusion in the Writers' \nFestival Magazine, an annual publication of \nthe English department. \n\nStudents appropriate the visiting writers \nonce the special guests hit campus: they eat \nbreakfast with Richard Eberhart, lunch with \n\n\n\n1981 IS \n\n\n\n\n22 \n\n\n\nuwmi \n\n\n\n\n\n\nMaxine Kumin, dinner with Tillie Olsen. \nThey enjoy helping the faculty transport the \nwriters to and from the airport, often so that \nthey can have another private word with \nCharles Johnson or Carolyn Forche or \nRobert Coover. Some have dodged awkward \npetitions of the occasional undisciplined \nguest  like the not uncommon request for a \ntrip to a nearby package store, served up by \nmore than one writer who has earned almost \nas much fame for liquor consumption as for \ndeathless prose or poetry. \n\nThe Memories Live On \n\nMost of our visiting writers are remem- \nbered solely for their generous com- \nmitments of time and counsel to stu- \ndents and for readings that engage the minds \nand hearts of enthusiastic audiences. However, \na few left legacies that we savor now as \nfavorite anecdotes, although some of the living \nmoments were trying. If I still react with per- \nverse pride to the memory of Gwendolyn \nBrooks' complaint that I drove \"like a New \nYork taxi driver,\" I have suffered sustained \nhumiliation at the recollection of Margaret \nAtwood's droll response to an overly enthusi- \nastic introduction: \"Thank you. You make me \nsound as if I had sprung wholly formed from \nthe head of Zeus!\" \n\nOne of our most notorious \"struggles- \nwith-great-writers\" stories took place in \n1971, the year before the formal festival \nbegan. For all she tried during a pre-lecture \ndinner. Professor Jane Pepperdene could not \nget the great poet W. H. Auden to down \nthe coffee that she ordered from one waiter \nas fast as he waved martinis from another. \n\nRemoved to Gaines for the lecture, \nAuden proved irascible. He defied the \nefforts of Professor Jack Nelson to hold him \nby the coattails backstage until the appoint- \ned hour of 8:15 p.m. At shortly after 8:10, \nthe two of them flew out from the wings, \nJack having to run round Auden to make \nwhat could be little more than a \"Tonight \nShow\" introduction. (\"Fieeere's AUDEN!!\") \nSpilling his armload of books across the \nstage, Auden leaned on the podium, causing \nthe several papers he still clutched to \ncrackle into the microphone. Apparently \nconvinced that an agent of sabotage had \n\n\n\nW.H. Auden, \nlubricated with \nmore martinis \nthan coffee, \nproved an \nirascible speaker. \nHe flew onto \nthe stage before \nhis cue to little \nmore than a \n\"Tonight Show\" \nintroduction  \n\"Heeere's \nAUDEN!!\" \n\n\n\n23 \n\n\n\n\nROBERT PENN WARREN SPOKE \nAT AN EARLY FESTIVAL. \nCENTER: WRITER RASHIDAH \nAHMAD '92 GIVES A HUG AT \nTHIS YEAR'S EVENT. \nRIGHT: EUDORA WELTY, ONE \nOF THE MOST TREASURED \nREPEAT GUESTS, CAME FIRST \nTO THE COLLEGE DURING THE \nLEYBURN, PRESTON YEARS. \n\n\n\ncorrupted the sound system, he protested \nthe very static he continued to create  and \nnever seemed to understand that he was the \nauthor of his own distractions. \n\nThe boozy English accent over a spitting \nmicrophone meant an unintelligible first \nhalf Someone must have worked wonders  \nor at least succeeded with the coffee  dur- \ning a welcome break, for the intermission \nbrought an amazing recovery. The wit and \nwonder of Auden's glorious language was \nfully articulate in his remarkable reading \nfrom that point on  and at its close, the \noverflow audience, sprawled in the aisles as \nwell as filling every seat, leapt as one to its \nfeet. \n\n\n\nAnother flirtation with near disaster \noccurred a few years later with the visit ot \nKentucky writer and founder of the New \nYork Review of Books, Elizabeth Hardwick. \nOur excessive hospitality and miscommuni- \ncation almost did her in when I instructed a \ncolleague that she wished bourbon on the \nrocks for an aperitif. His hand was heavy  \nthe graceful lady had wanted only a splash \nof bourbon and much water in her drink. \nTruly sabotaged, she giggled quite a lot \nand danced about the stage in Dana  \nbefore taking hold ot her wits ... and her \nspirits  and delivering a charming, \ninstructive talk. \n\nShe liked Agnes Scott well enough to \n\n\n\n24 \n\n\n\n\n\n\nfestival on this occasion, Uhry was presented \nin conjunction with a campus-wide celebra- \ntion in Gaines Chapel, complete with faculty \nconscripted into an academic march. \n\nThe Atlanta bom and raised playwright \npleased the enormous audience with stories \nof his trials as a Jewish boy in a Protestant \nneighborhood, and, to our amused delight, \nrecalled singing \"Onward Christian \nSoldiers\" in enthusiastic abandon with the \nAtlanta Boy Choir. \n\nFresh from an Academy Awards ceremo- \nny where the film version of his Pulitzer- \nPrize-winning play Driving Miss Daisy \nreceived an Oscar, Uhry gave us an on-site \nsense of his outrageous excitement at receiv- \ning this award. He also confided the tension \nattached to the obligation to thank every \nliving soul who had ever influenced the pro- \nject. He particularly lamented his heart-felt \nfailure on that occasion to thank the sixth \ngrade teacher who had fired his interest in \nbooks and writing. He said he wished for a \nway to make it up to her. \n\nI was just behind him in the platform \nparty as we marched out of Gaines. About \ntwo-thirds of the way down the aisle, I saw \nhim divert to greet a small white-haired lady \nwho had oddly stepped into the path of the \nformal procession. We clustered and \n\n\n\nDespite  or \nbecause of?  \nthe guests' \nflirtations \nwith disaster, \nthe festival's \nreputation \nhas grown. \n\n\n\n'''immBSMSMssii^igisiK \n\n\n\nhelp us negotiate a visit from her former \nhusband, Robert Lowell, one of the few \nAmerican poets of considerable note \nwho never made it to the campus. He \ndied in 1977, the year we planned his \nparticipation in the festival, of a heart \nattack in a taxi cab on the way to \nElizabeth's New York apartment. \n\nDriving Mr. Uhry \n\nAlfred Uhry's visit during Agnes \nScott's Centennial provided a \nmoment of high satisfaction for \nme as a teacher. At the request of the \nAlumnae Association, whose weekend \nactivities converged with those of the \n\n\n\n\nmmmm \n\n\n\n25 \n\n\n\nimt \n\n\n\n\n\nAlumnae Books \n\n\n\nregrouped to exit  hut only after he had \ncaught her in a bear hug. After seeing the \nnotices of her famous student's partici- \npation in the Writers' Festival, Mrs. \nHarrison of Highland Avenue School \nhad determined to attend his reading. \nThat day  on behalf of all who teach  \nshe thrilled to public accolades that are \nrare for the teacher; her resplendent \nface confirmed the power of unexpected \ntribute. \n\nPages from ASC's Book \n\nWriterly events  seminars, sym- \nposia, celebrations, festivals, \nworkshops and various other \nexcuses for bringing practicing writers to \ncampuses around the country  have pro- \nliferated in recent years. Agnes Scott's \nfestival, however, has the distinction of \n\n\n\nThe literary legacy of Agnes Scott College far exceeds the 25 years of \nthe Writers' Festival and last summer's \"International Celebration of \nSouthern Literature.\" The exact number of works written or edited by \nAgnes Scott alumnae will never be known, but more than 300 titles are \nin the collection of McCain Library, and nearly 100 more are in the \narchives and in the alumnae office. The latest group of alumnae penning \nworks: \n\n Chor Jee Chow '54, aiithor of A River Called Beautiful, writes \nan autobiographical sketch of her childhood and life in \nSingapore. Publisher: Landmark Books 1997, 216 pages. \n\n Kathryn Helgesen Fuller '82 writes At the Picture Show: \nSmall Town Audiences and the Creation of Moi'it' \nFan Culture and contributes Chapter 2, \n\"Movie-Made Social Science: The Enterprise \nof the Payne Fund Studies Researchers,\" to the \nbook Children and the Movies: Media Influence \narid the Payne Fund Controversy. Publisher: \nCambridge University Press 1996, 414 pages \n Mildred Davis Harding '38 is the author \nof Air-Bi7-\u003ci in the Water: The Life and Works of \nPearl Craigie (John Oliver Hobbes.) It is an historical, \nanalytical and biographical look at the American-born \nEnglish author Pearl Craigie. Publisher: Associated \n\nUniversity Presses 1996, 535 pages. \n\n Harriet Stovall Kelley '55 displays her poetry in The ArctAngc'l and \nOther Cold Poems. Publisher: HaSk 1996, 27 pages. \n\n\n\n\n\n\nbeing among the oldest and best known in this \npart of the country  and, as many a distin- \nguished guest has noted, among the most plea- \nsurable and worthwhile. \n\nGracious colleagues at local institutions \nclaim that the College long since set stan- \ndards for hospitality and substance that they \nhave emulated with younger programs. \nSometimes, like conference organizers at \nEmory who followed our lead for three years \nrunning with invitations to poets Rita Dove, \nSharon Olds and Jorie Graham, they took a \npage from our guest hook as well. \n\nFor funding, we depend on the kindness \nof friends. The generosity of alumna and \nformer Agnes Scott Professor Eleanor \nNewman Hutchens '40 makes possible the \nprizes in fiction and poetry for which Agnes \nScott students compete with college and \nuniversity students throughout Georgia. \n\nAnother more recent alumna and cur- \nrent M.A.T. student, Eulalie Drury '92, \nbegan a few years ago to contribute \nresources for a new prize in non-tiction. The \nwill of the late Margret Trotter, an enthusi- \nastic supporter of the developing festival \nwhile she was teaching at Agnes Scott, con- \ntained a festival bequest which has saved us \nfrom red ink more than once. Grants from \nthe Southern Arts Federation have helped a \ntime or two. And ever since Wallace \n.Mston struggled to find money for that first \noccasion in 1972, the presidents \nof the College have funded the \nfestival at levels not flush but suf- \nficient. \n\nThe generosity' of the writers \nthemselves has often made the dif- \nference: Many ha\\-e come more for \nove than tor moiiey. The honorari- \num tor Robert Penn Warren, who \ncame as our 1973 participant with \nGeorge Garrett, was scandalously \now given his eminence. Knowing \nour strictures, he would have it no \nother way. \n\nRemarkable Friendships \n\nost remarkable of the friendships  \ndiscounting that extraordinars\" love \naftair oi 20 years between the \nand Robert Frost, ot course  have \n\n\n\nM \n\n\n\nCollet \n\n\n\n26 \n\n\n\n\nbeen relationships with repeat visitors like \nRichard Wilbur and Josephine Jacobsen. \nWilbur proved susceptible to Professor Emerita \nJane Pepperdene's persuasive charms  and we \nto his  on some five occasions. A good friend \nof President Marvin Perry, Jacobsen was invit- \ned to participate in his inauguration. She \nreturned in 1975 to the festival; her talk \"One \nPoet's Poetry\" was so affecting that the \nCollege supported its publication. Poet, short \nstory writer and essayist, this extraordinary \nwoman came five additional times, gracing our \nfestival last in 1992. \n\nEudora Welty, one of our most treasured \nrepeat guests, came first to the College dur- \ning the Leyburn and Preston years. Some \ntime later she became friends with Eleanor \nHutchens on shipboard en route to England; \nneither likes to fly. That friendship  and \none that developed with Jane Pepperdene  \nno doubt promoted her interest in Agnes \nScott. She came enough times to the \nCollege that we felt we shared a special rela- \ntionship with the quietly humorous and \nmodestly self-deprecating writer. What a \nblessing to have Eudora seated on your cam- \npus lawn  munching a sandwich from a \nwhite box and sharing her wit and wisdom \naffably with those seated around her! She \ncame last to Agnes Scott as a tribute to \nProfessor Pepperdene upon her retirement \nin 1985. \n\n\n\nDistinguished poet \nMichael Harper visited \nfirst in 1988. He came \nagain most recently as Laney \nVisiting Professor of Creative Writing in the \nspring of 1995, when he simultaneously par- \nticipated in his second festival. Steve \nGuthrie, who studied at Brown University \nwhere Harper teaches, was responsible for \nthis fruitful connection. \n\nMemye Curtis Tucker '56 has been still \nanother recurrent participant. Alumna, \npoet, playwright, editor and teacher, \nMemye has gracefully moderated an interac- \ntive panel of festival participants on numer- \nous occasions. She was the inevitable inau- \ngural choice as Distinguished Alumna \nWriter in 1993. \n\nAt 25, the Writers' Festival has now \nbeen around long enough for student \ncompetitors like Greg Johnson to return as \ndistinguished participants. There's no small \npleasure in that recycling! And if you have \nbeen at the College, as 1 have, during part \nor all of the last four decades, you have a \nresidual satisfaction in gazing at several \nshelves of valued volumes  autographed by \nthe authors of these books, who are also the \ncreators of some of your own best memories. \n\nLinda Lentz Hubert '62 is a professor of \nEnglish at Agnes Scott. \n\n\n\nAUTHORS MAXINE KUMIN \n(above) AND CHARLES JOHNSON \n(far left) HAVE APPEARED AT \nWRITERS' FESTIVALS. \nABOVE; GUESTS AT THIS \nYEAR'S EVENT ENJOY CASUAL \nDISCUSSIONS AS WELL AS \nFORMAL PRESENTATIONS. \n\n\n\n27 \n\n\n\nANOTHER GEM IN \nTHE LITERARY CROWN \n\nThe International Celebration of Southern Literature proved a great literary' \nand cultural experience, a unique gathering of \"writers and scholars.\" \n\nBy Charles McNair \nPhotography by Paul Obregon \n\n\n\n\"Agnes Scott \nhas brought \ngreat writers \nto campus for \neight decades. \nWe're proud \nof those \nintellectual \npredecessors, \nand pleased \nthat the \ntradition has \nbeen renewed \non this scale.\" \n\n\n\nO \n\n\n\nne could almost feel the liter- \nary ghosts gathering, proud \nand tall, on the broad, \nbreeze-swept porch of \nRebekah Scott Hall to pose \nfor photos alongside 1 3 of the most honored \nliving Southern writers. \n\nAn International Celebration of \nSouthern Literature, held early last June at \nAgnes Scott College, could rightly have \nbeen termed a homecoming. \n\nRobert Frost, the most famous American \npoet of his generation, frequently visited \nAgnes Scott College. Robert Penn Warren \nand Flannery O'Connor also spent time lec- \nturing at the College, as did celebrated \nliterati such as Eudora Welty, James Dickey, \nJohn Updike and May Sarton, among \nothers. The legacy of such noted writers  \nthat long literary tradition of Agnes Scott  \nformed an almost palpable backdrop for the \ntour days of readings, lectures and panels \nthat made up the Celebration. \n\nA beaming George Garrett, chancellor of \nthe Fellowship of Southern Writers and \nauthor of 20 books, certainly felt the pres- \nence of the past. \n\n\"It's a pleasure to come to a place that \nhas always had a strong tradition of readings \nand literary events,\" Garrett said. \"My last \nvisit, I was here with Robert Penn Warren, \nwhose bemused ghost certainly hovers over \nthis place.\" \n\n\n\nLively Spirits \n\n\n\nHovering ghosts are one thing, hut the \nCelebration marked an assembly ot \none ot the most prestigious groups ot \nliving writers ever brought together in the \nSouth. These luminaries  in the tlesh  \nincluded: Reynolds Price, Ellen Douglas, \nAlbert Murray, Fred Chappell, Ernest Gaines, \n\n\n\nHarry Crews, Yusef Komunyakaa, Donald \nHarington, Mary Hood, Margaret Walker \nAlexander, Terry Kay, Tina McElroy Ansa \nand Garrett. Their catalogue of awards  \nPulitzer, McArthur, O'Connor, etc.  would \nstretch from Decatur to literary Valhalla. \n\nWhy was Agnes Scott chosen for this \nmustering of eminent writers ? Certainly the \nsetting, with its majestic trees and lovely \nGothic and Victorian buildings, seemed \nnatural for such an event. \"It's the only col- \nlege in Atlanta that looks the role, it you \nwere casting it for a movie,\" said one \nCelebration participant. But a deeper reason \nis simple: Agnes Scott College earned the \nhonor. Years before other schools recognized \nthe value of such programs, Agnes Scott \nwas putting creative writing efforts front and \ncenter in its liberal arts curriculum. \n\n\"Agnes Scott has brought great writers to \nthe campus tor eight decades,\" says \nPresident Mary Brown Bullock '66. \"We're \nproud ot those intellectual predecessors, and \nwe're pleased that the tradition has been \nrenewed on this grand scale.\" \n\nLinda Lentz Hubert '62 ot the Agnes \nScott English faculty agrees. \"We started \nemphasizing the value ot creative writing \nand visiting writers long before it became a \ngeneral addiction ot the times,\" she says. \n\"We've been doing it  and doing it right  \nfor a long time.\" \n\nIn addition to the cream ot Southern \nwriting, the program carried a slight inter- \nnational flavor, with participants from at \nleast four toreign nations. \n\nThomas McHaney, the Georgia State \nUniversity professor who coordinated the \nprogram, arranged tor four of the world's \nforemost scholars ot Southern literature to \nbe on hand as part ot the Celebration. \nThese esteemed academics, from France, \n\n\n\n28 \n\n\n\n\n29 \n\n\n\nGermany, Norway and Uruguay, gained \nvaluable new perspectives on the literature \nand culture of the South during their visit, \nhelping \"internationalize\" the region's \nofferings. \n\nThe noted scholar Lothar Honnighausen \nof the University of Bonn seemed especially \nswept up by the Celebration. \"This is not \nonly a great literary experience,\" he said, \n\"but a great cultural one as well. In Europe, \nwe don't have this tradition of writers and \nscholars appearing together. It's unique.\" \n\nCelebration Highlights \n\nAgnes Scott College has nurtured liter- \nary moments like these in several \nways. Since 1972, the school has \nhosted an annual spring Writers' Festival, \ninviting talented wordsmiths such as Margaret \nAtwood, Richard Eberhardt and Howard \n\nNemerov as teachers. (See previous arti- \ncle , \"The Love of Words , \" page \n\n25.) The school also boasts \na first-rate creative writ- \ning curriculum that \nemphasizes the value of \nwritten expression in any \nliberal arts career. \nA number of moments \nsimply dazzled audiences. \n\n\n\nOpening night, Reynolds Price, author of 28 \nbooks, read a few of his \"personal greatest \nhits\" to a big crowd in Gaines Chapel. One \nof the numerous high points came as Price \nread a hilarious letter he wrote a few years \nago to Eudora Welty. The letter recounted a \ncar trip the pair made in younger years, with \ntheir epic efforts to procure a tackily fur- \nnished mobile home for one night, when no \nhotel in Alabama seemed to have a vacant \nroom. \n\nWhen Price and Welty, dog-tired, finally \nslumped to rest on a beaten white couch in \nthe trailer home's den, Welty dubiously pat- \nted the cushions. \"Reynolds,\" she said, \"if \nthis couch could talk, they'd have to bum \nit.\" The line earned a full minute of side- \nsplitting laughter from the audience. \n\nIf Price brought down the house, then \nAtlantan Terry Kay brought out the hand- \nkerchiefs. His reading from his breakthrough \nnovel. To Dance with the WTiite Dog, told the \nstory of Kay's father as he struggled to make \ndo, old and alone, after his wife's death. A \nbittersweet scene describing the old man's \nattempts to make biscuits the way his wife \nonce did drew sobs from some listeners. \n\nMary Hood, author of acclaimed short \nstory collections and a fine novel. Familiar \nHeat, showed off her comic timing in a \n\n\n\n\nLEFT TC1 RIGHT: CHARLES MCN.AIR INTERNIEWS .ALBERT MURR.AY .AND ERNEST G.MNES DURING SUND.-W BRUNCH IN EN.ANS L^INING H.ALL. \n30 \n\n\n\n\nREYNOLDS PRICE ENTHRALLS LLSTENERS DURING HI \n\n\n\nseries of wry, elliptical monologues between \nread-aloud passages. Hood enjoyed seeing \nher literary colleagues read at Agnes Scott, \nshe said, because, \"Writers are like preachers \nwho never get to hear preaching  it's fun to \nmeet the people behind the books.\" \n\nMargaret Walker Alexander, an Alabama \nnative introduced as \"a strong gust of a \nwoman\" and as \"the most honored African- \nAmerican woman of her generation,\" \ndelighted attendees with a reading from her \nhest-known novel, Jubilee, and with several \nAfrican folk tales, retold Southern-style. \nShe also read her signature poem, \"For My \nPeople,\" which ends with historically and \npolitically apocalyptic lines: \n\nLet a new world be bom , . . \n\nlet a bloody peace be written \nacross the skies. \n\nDonald Harington, a brilliant but little- \nknown writer from Arkansas with nine \nnovels set in or around the mythical small \ntown of Stay More, read selections from \nButterfly Weed. The tall tale involves a naive \ncountry boy who teaches himself medicine, \nthen goes to the city to find a diploma so \nthat he can set up a \"real\" medical practice. \nHarington's droll reading drew gales of \nlaughter from the crowds. \n\nYusef Komunyakaa, a 1994 Pulitzer Prize \nwinner, gave a towering reading. Gripping \nthe lectern with both hands, he cried out \nthe poems in his book, Neon Vernacular, \nsinging lines alternately in a bird's quiet \ntremelo, then in a lion's roar. Dazzled \nattendees raved about Komunyakaa's read- \ning the next day. \n\n\n\n^- Pr.c^ \n\n\n\nMemye \nCurtis Tucker \n'56, a versatile \nand accomplished poet \nwho is one of the more celebrated literary \nalumnae of Agnes Scott, read on the final \nday of the Celebration. \"I'm very proud to \nbe part of this event,\" Tucker said. \"It's an \nhonor for Agnes Scott College and for me.\" \n\nSouthern Tradition \n\nA Sunday Writers' Brunch, complete \nwith jazz combo, capped off the event. \nIn the finest Southern tradition, \nguests and writers were packed off for home, \nfilled with Southern delights  black-eyed \npeas, fried okra, chicken, pecan pie and a \ndozen other sumptuous regional dishes. \nInternational scholar Honnighausen even \nremarked on the floral decorations set up for \nthe brunch, held in Evans Dining Hall. \n\n\"Those beautiful flowers,\" he remarked, \nshaking his head in wonder. \"They look like \na Dutch still life. Very impressive. It's all \nvery impressive.\" \n\nThe scholar didn't say so, but he just \nmight have been reviewing the entire \nliterary event  the Celebration will surely \nrank as one of the nation's most important \nliterary moments of 1996. \n\nAnd it will shine as a real gem in the \nliterary crown created by Agnes Scott \nCollege through the years. \n\n Charles McNair, author of the Pulitzer-nom' \ninated Land O' Goshen, is the business editor \nof South Magazine. \n\n\n\nThe ASC \ncelebration \nwill surely \nrank as one \nof the nation's \nmost important \nliterary \nmoments. \n\n\n\nLIFESTYLES \n\n\n\nA RECORD- \nSETTING LIFE, \nBODY \u0026 SOUL \n\nJoy Howard \nWaters '91 \n\nThe critics who railed \nagainst Joy Howard \nWaters' life-changing deci- \nsion to give up a Truman \nScholarship and graduate \nschool for the life of a rock \n'n' roll musician with \nSeely, an Atlanta-based \nhand, were silenced with \nthe Oct. 15 release of \"Julie \nOnly,\" the first of a four- \nrecord deal on the Too \nPure/American label, dis- \ntributed by Warner \nBrothers. \n\nWaters says she termi- \nnated her Truman Scholar- \nship and departed graduate \nschool in favor of her new \ncareer because she couldn't \ncontinue to struggle in a \nworld strangling her with \nwords, even though writing \npoetry had become her \nsingular focus. \n\n\"I was done with people \nand done with giving peo- \nple answers about what I \nwas doing,\" she says. \"I had \nbeen doing academic work \nfor six years, and I wanted \nto do something more \nholistic. Everything I was \ndoing was sitting down and \n\n\n\nJ SCOTT PHOTO \n\n\n\nFrom academics to rock 'n' roll; a mediator for community's disputes; \na 'Joundation'' in art; planting seeds; preserving tomorrow's heritage \n\nand learning rock classics \nby the likes of Jimi \nHendrix and Led Zeppelin \nand studying tunes off the \nsoul label Stax. She sold \nher car, took a job working \n20 hours each week, \nincluding some manual \nlabor, and \"lived like a \npauper.\" But she loved it \nbecause she was \"working \nwith people who were so \nnon-verbal\" and chasing \nher dream. \n\nFor Waters, seeing the \nfinished product of her \nlabor as an artist is more \nthan a dream come true  \nit's Nirvana. Her trip to the \nUltimate began this year \nwhen at a sold-out concert \nshe handed John McEntire, \nwho eventually engineered \nand helped produce Seely 's \nalbum, a cocktail napkin \nand a copy of the band's \nfirst CD, \"Parentha See.\" \n\nOnly a tew days later, \nWaters recei\\ed a phone \ncall from McEntire, saying \nhe wanted to talk about \nrecording the band. \n\nWith the album. Waters \nhas come full circle in her \nstruggle with words. She's \ntaken up wTiting l\\Tics. \n\n\"In the beginning, I had \nno desire to wxite l\u003eTics. I \nwanted to lea\\e language \nbehind  there are other \n\n\n\n\nAfter turning down a scholarship for graduate study, joy \nHoward Waters has built a career as a rock and roll musician. \n\n\n\npassive. 1 wasn't using my \nbody and soul. I was tired \nof having to think so far \nahead. My life had been a \nseamless narrative.\" Waters \nput her finger on her frus- \ntration with academia and \ndescribes it as \"people were \nblowing hot air all the \ntime, and there was so \nmuch talking and so little \nbeing said.\" \n\nFor a while, her drive \nfor personal satisfaction \ntook her to Emory Uni- \nversity, where she worked \non a Ph.D. in comparative \nliterature. Still, that \nwasn't the solution. \n\n\n\nGraduate school had \nbecome just another step \nalong the path that had left \nher feeling unfulfilled. \"1 \nstill had creative impulses,\" \nshe says of her time at \nEmory, \"but 1 was very sick \nof words. I had been study- \ning post-structuralist theo- \nry, and it undemiined my \nfaith in creating only \nthrough language.\" \n\nThen, while lea\\ing \ngraduate school in the \nspring of 1994, Waters \nfound herself attracted to \nplaying bass guitar. She \nlearned her new trade \nwhile listeniiig to records \n\n\n\n32 \n\n\n\nLIFESTYLE \n\n\n\nways of communicating \nand perceiving [the use of] \nyour body,\" she says. \n\nOn the other hand, the \nexperience of making \nmusic lends itself to words, \nshe adds. \n\n\"The lyrics came from \nthe music and the mood of \nthe music, and they had to \nbe true to that. When you \n\n\n\nput a name on a song, it s \nan act of power over the \nsong and places it in the \nvisual and verbal world.\" \n\nAt Agnes Scott, Waters \nstudied political science \nand dabbled in creative \nwriting; as a graduate stu- \ndent, she studied at the \nUniversity of Cape Town, \nSouth Africa, on a Rotary \n\n\n\ngraduate fellowship. While \nin Africa, she began \npreparing for her literary \ncareer, taking courses in \nliterary theory and post- \ncolonial literature and trav- \neling around southern \nAfrica making speeches. \nShe recently returned to \nASC as coordinator of \nstudent activities, but left \n\n\n\nthe College a second time \nwhen Seely hit the road for \nits tour. \n\nWaters is married to \nCharles, a jazz musician \nand composer, who is \"very \nhip\" on her career as a \nmusician. They live in the \nCabbagetown section of \nAtlanta. \n\nDolly Purvis '89 \n\n\n\n\n\nKENT JOHNSON PHOTO \n\n\nCOMMUNITY PEACE MAKER \n\n\n^^P-M'-^ft flflj^^^^^^B' ~ \"^hHHI \n\n\nDeborah-Gail Erb Manigault '89 \n\nT uvenile fist fights. Family disputes. Property rights \n1 violations. They are minor cases but rampant in num- \nbers, backlogging the judicial court system. \n\nDeborah-Gail Erb Manigault '89 works as a commu- \nnity relations specialist for the Charlotte-Mecklenburg \nNeighborhood Development Department in Charlotte, \n\n\nN.C., to ease the city's court burden and enable citizens \nto resolve their conflicts amicably. \n\nThe psychology and Bible and religion graduate \nserves as a mediator and also trains volunteer media- \ntors  individuals who act as an impartial third party, \nhelping disputants resolve their conflicts without legal \nintervention. \n\nThe majority of disputants have a previous history \nwith one another, such as neighbors arguing over a prop- \nerty issue. If the two decide to settle out of court, they \nsee Manigault or someone on her paid or volunteer staff. \nOr, if the case involves juveniles, the juvenile court sys- \ntem may refer the disputants to Manigault. \n\nIn mediation, the two people meet face to face. \"They \nsee the effect of their actions and hear each other describe \nhow they felt and the losses they may have incurred.\" \n\nOnly 50 percent of the people filing court cases agree \nto mediate. Many are so angry, they view court interven- \ntion as their only option, explains Manigault. But those \nwho do choose mediation often leave the process with \nskills they can use at home, she adds. \n\n\nManigault; Empowering others to solve personal disputes. \n\nAs a preventive measure, Manigault and her staff \ntrain neighborhoods in mediation and conflict resolu- \ntion: using \"I feel\" versus \"you did\" statements and \nteaching people to act versus react. \n\nThe government-funded program is also active in \nrace relations. Recently, in a potentially volatile case \ninvolving a black woman and a white male police offi- \ncer, the department called town hall meetings, providing \ncitizens the opportunity to discuss the situation and their \nfeelings about it. Although racial problems exist in the \ngrowing city of about one million people, Manigault \nDelieves these programs are lessening the potential for \nviolent outbreaks. \n\nAlso the mother of a toddler, Manigault has found \nler niche in this work. \"I always wanted to be in a \nDeace-making role, empowering people to resolve prob- \nems peacefully. I'm lucky to be working in a job I feel so \npassionately about.\" \n\n ^Leisa Hammett-Goad \n\n\n\n33 \n\n\n\nLIFESTYLE \n\n\n\nART AS THE \nWELLSPRING \nFOR FAITH \n\nMartha Jane Morgan \nPetersen '57 \n\nArt can open the well- \nspring in our hearts \nso that we can relate to \nGod more fully.\" \n\nIn her life's story, \nMartha Jane Morgan \nPetersen '57 has played \nthe part of student, nurse, \nmother, missionary, Pres- \nbyterian minister's wife and \nPresbyterian minister. \n\nBut it was art that \nopened the wellspring of \nher heart and deepened her \nreligious faith. \n\nIn classes, conferences, \nretreats and individual \ncounseling, she also helps \nothers link their faith with \nart. \n\n\"Words can he misun- \nderstood. They can even be \ncheap. But art offers an \nalternative,\" says Petersen. \n\"It can be used to connect \nwith God through color, \nshape and form. As we \ngrow in our spiritual lives, \nmany of us find nurture in \nthe visual symbols and sites \naround us.\" \n\nThe Atlanta resident \nhas taken a few painting, \nquilting and fabric art class- \nes. But she loves most to \nuse the medium of clay \nwhen leading retreats. \nPetersen encourages her \n\n\n\npupils to \"sit\" with clay. To \n\"center.\" To listen to \nScriptures being read. To \nhear what the Scriptures \nsay to them. And then, to \nuse their hands to mold. \n\n\"What the artist makes \nvisible comes from the \ninvisible, the interior of our \nnatures,\" says Petersen. \n\n\"In the contem- \n\n\n\nthey created. That comes \nfrom the expectation of \nproducing something, espe- \ncially something good, \nbeautiful and pretty. What \nthey are creating is express- \ning something about them- \nselves. But this gives them \nthe opportunity to reflect \non their \n\n\n\nplative setting, \nthe pupil can center, play \nand be spontaneous. It is a \nprocess of letting go. And \nthat carries over between \nour spiritual lives and what \nwe create. I find that very \nexciting.\" \n\nThe creation process, \nhowever, can seem risky to \nPetersen's conferees. \n\"They're expressing their \nfeelings, risking exposure. \nAt first, people are anxious. \nThey don't want anyone to \nsee the 'stupid little thing' \n\n\n\nUanha Petersen uses an \ntoopendoorwa:)stohelp \nothers deepen their faith, \n\nlives visually, granting \nthem permission to put \ntheir hands into clay,\" she \nsays. \n\nIt was not until mid-life \nthat Petersen embarked on \nher unusual career. During \nthe late 1980s and early \n1990s, the South Carolina \nnative earned masters and \ndoctorate degrees from \nColumbia Theological \nSeminar^' and served as an \n\n\n\n\ninterim minister at \nColumbia Presbyterian \nChurch in Decatur. \n\nShe began exploring \nwhat happened to art in \nthe church and what other \nPresbyterian churches and \nseminaries were doing with \nart, plus interviewing artists \nand attending conferences \non the subject. \"Energy, \nexcitement\" and \"invigo- \nrating\" are words Petersen \nuses repeatedly to describe \nher discoveries. Her inter- \nest led her to leave her paid \nstaff position and accept an \nappointment as a parish \nassociate for art in the \nchurch. A parish associate, \nshe explains, is someone \nwho has a calling other \nthan parish ministry. Also \nincluded in her calling are \nspiritual formation and nur- \nturance. In addition to \nteaching people about faith \nand art, Petersen leads \nprayer retreats. \n\nGradually, she is incor- \nporating art into her prayer \nretreats and her work as a \nspiritual guide, which she \ndescribes as someone who \nhelps others to explore \nfaith issues and discern \nhow God is leading them \nin their lives. \n\nPetersen's own spiritual \nguide told her, \"1 don't \nknow if God is doing art \nthrough you. He's definite- \nly doing you through art.\" \n Lt'isa Hammett-Goai \n\n\n\n34 \n\n\n\nLIFESTYLE \n\n\n\nLAURA SIKES PHOTO \n\n\n\nPLANTING \nSEEDS TO \nGROW \nA LOVE OF \nNATURE \n\nElizabeth. Fortson \nWells '65 \n\nBotanist Elizabeth \nFortson Wells' '65 \nfondness for plants was \nkindled by her father when \nshe was a preschooler. \nToday her personal and \nprofessional pursuit has led \nher to rediscover the flora \nthat George Washington \nonce loved. \n\nThe professor was \nrecently hired to conduct a \n\"diversity study\" on a \nforested section of Wash- \nington's estate. The estate \nis creating a nature trail in \nits wooded area, once off- \nlimits to the public. \n\nFor a year, Wells and \ntwo of her George Wash- \nington University students \nspent spare time and \nweekends documenting \nand collecting the proper- \nty's plant species so they \ncould be labeled for the \nvisiting public. One stu- \ndent conducted library \nresearch to determine \nwhich animals, including \namphibians, reptiles, birds \nand mammals, are usually \nfound in the region but \nwere not seen during their \nvisits. \n\nSome of their findings \n\n\n\n\nCataloging plants at Mount Vernon has been one way Elizabeth Wells '65 teaches conservation. \n\n\n\nwere not known to be in \nthe area. While tediously \nnoting approximately 500 \nspecimens, Wells saw a \nbald eagle and an osprey, \nperhaps descendants of \nthose Washington once \nobserved. \n\nEach summer. Wells \nteaches an undergraduate \ncourse on flora of the mid- \nAtlantic states. The class \nventures to a West Virginia \nbog atop a mountain, down \nto Atlantic Ocean sand \ndunes and to the mouth of \nthe Delaware River to \nstudy salt marshes and the \nsouthernmost coastal cran- \nberry bog. The students \nalso learn to recognize \n\n\n\nplant species growing in \nthe forests, hilly sections, \nflat and wet lands and \ncoastal plains surrounding \nWashington, D.C. During \ntheir travels, the students \nlearn to document, collect \nand, upon their return to \nthe school laboratory, press \nand label approximately \n300 plant species. \n\nWells' guiding principle \nand long-term goal is to \nteach people, both amateur \nand the professional, about \nplants. \"If we want people \nto conserve and care about \nplant communities, we \nneed to teach as much as \nwe know about them.\" \n\n Leisa Hammett-Goad \n\n\n\nPRESERVING \nYESTERDAY \nFOR \nTOMORROW \n\nJune Hall McCash \n'60 and Mary Byrd \nDavis '58 \n\nTwo Agnes Scott \nalumnae, both writers/ \neditors, are devoting their \ncareers to preserving the \npast so humankind can \nappreciate it now and in \nthe future. \n\nJune Hall McCash '60 \ntravels between the 12th \nand 20th centuries, inter- \npreting the roles of \nmedieval women and their \ncentral influence. And \n\n\n\n35 \n\n\n\nLIFESTYLE \n\n\n\nMary Byrd Davis '58 is \nworking to preserve ancient \neastern forests as models for \nfuture conservation. \n\nMcCash recently edited \nThe Cultural Patronage of \nMedieval Women and an \noverview describes the \nmostly wealthy women fea- \ntured: queens and other \nnobility, nuns and widows \nof western Europe and the \nByzantine empire. \n\n\"Medieval women had \nto find ways to assert their \nideas in a society that \ndidn't offer them a lot of \nways to do that.\" Women \nwere not allowed to assert \npolitical power, so they \nasserted cultural power, \nexplains McCash. \n\nThrough the patronage \nof writers, artists and trou- \nbadours, she continues, \n\"they dignified their fami- \nlies, making them better \nknown. They promoted \nsons and their other chil- \ndren's futures. And they \nhad things written for reli- \ngious reasons  to glorify \nGod or a saint.\" \n\nContributions from this \npatronage include the first \nmaterials written about the \nlegendary King Arthur; the \nfirst books about animals; \nand the spread of vernacu- \nlar writing  materials writ- \nten in French, English and \nGerman versus Latin. \n\nMcCash, a Middle \nTennessee State University \n\n\n\nFrench and humanities \nprofessor, was honored in \n1996 by the Agnes Scott \nAlumnae Association as an \noutstanding alumna for her \ncareer contributions. \n\nMedia attention this \ndecade has spotlighted the \nancient cathedral-like \nforests of the western \nUnited States. However, \nlittle is discussed about the \nancient forests of the east. \nDavis is working fervently \nto change that. \n\nThe Kentucky resident \nsolicited scholarly essays, \nedited and compiled them \nin Eastern Old Growth \nForests ; Prospects for \nRediscovery and Recovery, \nthe first book devoted to \nthe topic. Davis explains \nthat old growth forests \noften support indigenous \nwildlife and are living mod- \nels for proper conservation. \nTrees can be cut correctly, \nbut if all the trees are cut, \nthere is no model. \n\nDavis is co-founder of \nWild Earth magazine. Edited \nby her son, John Davis, the \nmagazine is devoted to pre- \nserving natural areas. \n\nThe ASC English major \nalso established Ygdrasil \nInstitute for old growth \nforest and other environ- \nmental research. Ygdrasil is \nScandinavian for the \nmythological tree holding \nthe world together. \n\n Leisa Hamn\\ett'Goad \n\n\n\nLETTERS \n\n\n\nThank you for including \nCarol Willey's article in \nyour fall '95 issue. 1 feel \nthat it placed the most \nimportant issues facing \nwomen today in a light \nthat will not be forgotten. \nCorporate domination of \nmedicine, the insurance \nscam, and the inept \napproach our society takes \ntoward breast cancer are \nthose vital issues, and \nCarol Willey showed just \nhow life-and-death they \nare. \n\nClaudette Cohen '87 \n\nI have just this moment \nfinished reading every \nword (some of them \ntwice!) of the alumnae \nmagazine dedicated to \nMary Brown Bullock's \ninauguration. In words, \npictures and format it was \na significant gift to those \nof us not privileged to be \nthere. \n\n1 was quite moved  \nthank you for this gift. \nGood wishes in all you do. \nDoris Sullivan \nTippens '49 \n\nThank you for your efforts \nin bringing us an issue we \nwill keep and cherish for a \nlong time. 1 know it must \nhave involved a lot of hard \nwork tor you and your \nstaff'. \n\nIt contains some major \ndisappointments for me, \nhowever, especially con- \ncerning my role in the \ninauguration ot the \nPresident. On page 10, you \ndo not mention that 1 \nextended the official wel- \n\n\n\ncome to Mary on behalf of \nthe ASC faculty. 1 am \nvery disappointed that the \nrole of the faculty in \nwelcoming the President \nwas not recorded in this \nhistorical issue. I am also \ndisappointed as Mary's \nclassmate because it was \nsuch a joy and honor for \nme personally to welcome \nher. \n\nI have two additional \ncomments, both in rela- \ntion to the statement \nattributed to me on \nPage 9. First, by taking \nparts of the speech and \njuxtaposing them to \nmake one statement, you \nlost grammatical and \nsemantic coherence. \nThus the second predic- \ntion, as it is printed, fails \nto clearly state my \nmeaning. I was talking \nabout my conviction \nthat Mary would be \nwelcoming of different \napproaches to and defini- \ntions of scholarship and \nteaching excellence. \nMy second point con- \ncerning this page is that \nmy title is recorded \nincorrectly. \n\nThese concerns would \nnot ha\\e mattered as \nmuch tor an ordinary \nissue, but this is an histori- \ncal issue many people \n(including myself) will \nkeep forever, an issue \nfuture historians of the \ncollege will use as a \nprimary source. 1 wish it \nhad appeared without \nthese problems. \n\nAyse Ilgaz Carden '66 \nProfessor of Psychology \n\n\n\n36 \n\n\n\nGIVING ALUMNA \n\n\n\n\"I think 1 can never repay Agnes Scott for being so good to me . \" \n\n\n\nFRANCES S. GARRETT '37 \n\nHome: Atlanta, Georgia \n\nAge: 83 \n\nOccupation: Retired \n\nHusband: Franklin M. Garrett \n\nChildren: One (deceased), three grandchildren \n\n\n\n\nWhen The Princeton Review handed out the glowing \n\"dorms-like-palaces\" assessment of Agnes Scott's residence \nhalls, the thanks were due in large part to Frances Steele Garrett \n'37. As chair of the College's Acquisitions Committee (in antici- \npation of the Centennial Campaign and Celebration), Garrett \nsolicited, acquired and refurbished many antique furnishings for \nthe historic campus. \n\nHer work helped Garrett gamer the 1990 \"Outstanding \nAlumnae Award for Service to the College\" but was a mere \"tip of \nthe iceberg.\" By the time she received the award, Garrett had \nserved as class president. Annual Fund chair for her class, a mem- \nber of the ASC Alumnae Association's nominating, admission and \nawards committees, as a career planning representative on the \nAlumnae Board and on the Centennial Celebration Steering and \nExhibition committees. \n\nGarrett's most recent contribution to her alma mater is in \nendowing an unrestricted scholarship fund in her name and that of \nher husband, Franklin. Garrett's gift to the College continues to be \nenhanced by a two-for-one matching gift from The Coca-Cola \nCompany, Garrett's employer from 1956 to 1978. \n\nAn Atlanta native who grew up in Anniston, Ala., Garrett \nadmits a \"very\" soft spot in her heart for the College. \nAgnes Scott has opened many doors in many ways for \nme,\" says Garrett. \n\n\"When I went to my first job after graduation \nand then when I applied with The Coca-Cola \nCompany, they would say, 'I see you graduated \nfrom Agnes Scott. No problem.' They would \nknow the background of the liberal arts \ncollege, and that it was a place where women \nexcel. For that reason, I think I can never \nrepay Agnes Scott for being so good to me. \nThis gift is one little thing we can do.\" \n\n Mary Alma Durrett \n\n Last year matching gifts added $97,4 1 2 \nto the Annual Fund. For more information \nabout the matching gift program, contact Chris \nPomar in the Office of Development, 404/638- \n6476 or e-mail him at cpomar@asc .agnesscott.edu. \n\n37 \n\n\n\nAgnes Scott College \n141 E. College Ave. \nDecatur, GA 30030 \n\n\n\nNonprofit \n\nOrganization \n\nU.S. Postage \n\nPAID \n\nDecatur, GA 30030 \n\nPermit No. 469 \n\n\n\n^^'[f^fggiC^I^^BIII^^^^ \n\n\nr '^ \n\n\nDirections ,^^m \n\n\n^^] \n\n\n1 \n\n\nAGNES ~ \n\n\nb: ^ \n\n\n'- \n\n\nSCOTT \n\n\n'''1 \n\n\n\n\nCOLLEGE \n\n\n^ \n\n\n%^^^ \n\n\nPV.\u003cJ \n\n\n\n\nJr \n\n\nilJ \n\n\n\n\n\n\nyj \n\n\nr\" \n\n\n^\u003e \n\n\nF^ \n\n\n^SM \n\n\n^ \n\n\n- \n\n\n/ \n\n\n\nStrategic \nDirections \n\n\"I believe Agnes Scott has a \ndestiny not yet fulfilled. First, \nwe reaffirm our founding \nlegacy  a liberal arts college \nfor women with the highest \nstandards. And then we move \non to tackle the educational \nissues of our era. We must be \nmore global and more local, \nmore interdisciplinary and \nmore faithful to our founding \nvalues,\" says President Mary \nBrown Bullock '66 as ASC \nannunciates its plans for the \nnext century. \n Discover the College's \n\"Strategic Directions\" in the \nspecial center section of this issue . \n\n\n\n Let Us Hear From You: Lool\u003c for the special \nReaders' Survey in the center of the magazine. \n\n\n\ntj \n\n\n\n^ Printed on Recycled Paper \n\n\n\nAgne \n\n\n\nALUMNAE \n\n\n\nG A Z I N E \n\n\n\nSummer 19 \n\n\n\n1 The / \n\n^ ttlanta \n\nSemester \n\n\n\nWomen Series \n\n\n\n.fi \n\n\n\nA\u003e2 1st Century \nCollege for Women \n\n\n\nEDITOR'S NOTE \n\n\n\nInspiring future generations of leaders and mentors means living a deliberate life \ntoday. The alumnae chronicled in this edition provide powerful examples. \n\n\n\nPeople move through time and space in many ways,- \nsome stride with Texas-style bravado, others tiptoe \nwith near barefoot lightness. 1 have gained an appreci- \nation for both approaches and for the numerous, nuanced \nsteps that fall between the extremes. Occasionally, we find \npublic figures whose strides seem worth emulating. Two such \nfigures parted the earth this year: Bella Abzug and Mother \nTeresa. Unlikely partners, I'll admit, but despite the fact that \ntheir politics, professions and personal styles \nwere worlds apart, these two women \nwere alike in an important \nway  they were dissatis- \nfied with the world into \nwhich they were \nborn and felt com- \npelled to change it \nbefore they left. \nThey were both \nwomen of action \nand purpose who, \nas mentors to mil- \nlions, spurred entire \ngenerations off their \nduffs and into community \nservice or social action. \n\nMost of us find similar or even more \npowerful mentors in our own private worlds from among our \nfriends, family, teachers or fellow alumnae. They are the ones \nwho take an interest in others and choose to live deliberate \nlives. \n\nThe women you will read about in this edition of Agna \nScott Alumnae McuU'Zme have chosen very deliberate lives as \nwell. \n\nSusan M. Phillips '67 has shaped U.S. monetary policy \nwhile serving on the Board of Governors of the Federal \nReserve as chair of the Research and Derivatives, and \nSupervision and Regulation committees. Beginning on page \nI i, we are taken on a walk behind the scenes at the Fed with \nPhillips and ASC Department of Economics Chair Rosemary \nCunningham. \n\nAs a historian, Kathiyn F^elgesen Fuller '82 spends most of \nher time tracking down paths already taken  the past. In this \nedition we get a glimpse of one of her latest trips back in \n\n\n\n\ntime through a review of her book. At the Picture Show: Small \nTown Audiences and the Creation of Movie Fan Culture. Christopher \nAmes, professor and chair of the Department of English, \ndescribes At (be Picture Show as \"detailed scholarship . . . that is \nbrisk and gracefully written throughout \" You'll find his \nreview on page 39. \n\nAssociate Professor of Spanish Gisela Norat follows the \nlife and works of Chilean-born writer Isabel Allende, page 6. \nAllende, the keynote speaker at the symposium \n\nNotions of Self and Nation in Writings by \nLatina and Latin American Women,\" \nwas the first speaker in Agnes \nScott's \"Celebrated Women \nSeries.\" \n\nIn her travels am.ong \nthe hospital emergency \nrooms of Kentucky and \nVirginia, Dr. Audrey \nGrant '78 arrived at \nmiddle age, discovered \nnew aspects of herself and \nrealized some of her inter- \nests beyond medicine. Learn \nmore about her newfound fascina- \n\ntion with her own personal health, hap- \npiness and triathlon pursuits on page 35 \nFirst in Paris and now in Beijing, Katharine Cochrane \nHart '78, an officer in the U.S. Foreign Service, finds herself \nassessing the economic situation In one of the hottest spots \non the globe, page 37. Meanwhile, back in the states, \nJennifer Nettles '97, the lead singer for Soul Miner's \nDaughter, beats a new musical path up and down the East \nCoast, page 36. \n\nWe hope you will enjoy meeting all these women, as well \nas strolling through an ambitious new Master Plan for the \nCollege In the special section \"A 21st Century College For \nWomen.\" This plan lays the groundwork for the College to \nmove into the next millennium and produce Kiture genera- \ntions of leaders and mentors, like Bella Abzug, Mother Teresa \nand the alumnae whose lives are chronicled m this edition \n\n\n\n-\u0026vT,?cL_t^^^^^4 ^ \n\n\n\n\nCONTENTS \n\n\n\nAgnes Scott College Alumnae Magazine \nSummer 1998, Volume 74, Number i \n\n\n\n\nThe World of \nIsabel Allende \n\nBy Gisela Norat \nPhotography by Gary Meek \nThe noted Latin American author's \nnative language may he Spanish, \nhitt her message is universal. \n\n\n\n\nPhillips of the Fed \n\nBy Rosemary Thomas \nCunningham \nIllustration by Kevin Sprouls \nFor seven years, Susan PhiUips has \n{guide U.S. monetary pohcy. \n\n\n\n\n\nA 21st Century \nCollege for \nWomen \n\nAmbitious and forward-thmk- \ning, ASCs Master Plan lays the \ngroundwork jor the College to \nmove into the next millennium. \n\n\n\n\nBy Celeste Pennington \nPhotography \nby Gary Meek \nAtlanta's resources are \nendless and Agnes Scott \nstudents, with Isa \nWilliams' help, are \ntapping in to the many \nways women lead and \naffect social change. \n\n\n\nCOVER: Clockwise from \nupper right: Jennifer Nettles \n'97, Mary Hemdon '97 \nand Isabel Allende. \n\nPHOTOS BY GARY MEEK AND MEG BU5CEMA \n\n\n\nDEPARTMENTS \n\n2 \n \nOn Campus \n\n12 \n\nWorldview \n32 \n\nSurvey Report \n\n33 \n\nOur World \n\n34 \n\nLifestyle \n\n39 \n\nExcerpts \n\n40 \n\nLetters \nHI \n\nGiving Alumna \n\n\n\nEditor: Mary Alma Durrett \nDesign: Everett Hullum, \n\nNao Yamashita \nStudent Assistants: \n\nKimberly Bagley '00 \n\nHeather Branham '01 \n\nAmy Cormier '00 \n\nJennifer Odom '98 \n\nPublications Advisory Board: \n\nMary Ackerly \n\nKim Lamkin Drew '90 \n\nMary Alma Durrett \n\nBill Gailey \n\nTish McCutchen 73 \n\nLucia Howard Sizemore '65 \n\nCopyright  1998, Agnes Scott \nCollege Published for alumnae and \nfriencis twice a year by the Office of \nPubl.cations, Agnes Scott College, \nButtrick Hall, 141 E College Avenue, \nDecatur, GA 30030, (4041 471-6301. \nPostmaster; Send address changes to \nOfbce of Development, Agnes Scott \nCollege, Decatur, GA 30030 The \ncontent of the magaz \n\n\n\nopir \n\n\n\nof the \n\n\n\nandr \n\n\n\ntthe \n\n\n\nviewpoint of the College, its trustees \nor administration, e-mail: publica- \ntions@asc.agnesscott.edu \n\n\n\nON CAMPUS \n\n\n\nViewing the stars, combining the classic elements for a vision of beauty, emergency \nphones and a Great Scott way of recruiting with high national rankings. \n\n\n\nBIG BECK \nIS BACK AT \nBRADLEY \n\nAn old friend returned \nto campus this \npast fall and took up resi- \ndence in the Bradley \nObservatory. \n\nNo, it's not a squatter,- \nit's the massive Beck tele- \nscope that departed Agnes \nScott's environs in the mid \n1980s for a \"temporary \nstay\" at Georgia State \nUniversity's Hard Labor \nCreek research site. \n\nThe 30-inch telescope \nand its research capabilities \nwill not only offer views of \nthe constellations from its \nBradley home, it will com- \nplement Agnes Scott's \nother research and teach- \ning telescopes. \n\nThe return of the tele- \nscope begins a new era of \ncollaboration between \nAgnes Scott and Georgia \nTech Research Institute \n(GTRl). A cooperative \nplan is being developed to \nuse the telescope for \nexperiments in atmospher- \nic physics and atmospheric \nchemistry. The physical \nlocation of Agnes Scott \n(beneath one of the major \nflight paths for aircraft and \nwith a clear view west of \n\n\n\n\nthe air above Atlanta) \nmakes it an appealing loca- \ntion of LIDAR (Light \nDetection and Ranging) \ntechnology that GTRI has \ndeveloped. Students and \nfaculty with an interest in \nengineering and environ- \nmental science will partici- \npate in the partnership. \n\nAgnes Scott is one of \nthe few colleges its size \nwith a free-standing obser- \nvatory building. The \nCollege has a long tradi- \ntion of excellence in \n\n\n\nastronomy with Bradley as \na site for both teaching \nand research since 1949, \nwhen William Calder \nestablished the obser- \nvatory. \n\nCalder's legacy was \nnoted in an event at the \nobservatory this May. \nCalder died just three \nweeks after the event. \n\nB The Braiiley Ohicwiitory is \nopm to (f'f puhlii lit s pm on \nthe second Fridny oj emry month \niiurini) the acndemk yeiir \n\n\n\nCLASSIC \nELEMENTS \n\nThe President Mary Brown \nBullock 66 portrait on the hack \ncover ojthis edition is by pho- \ntographer Caroline Joe. The \npresidet\\t agreed to strike a pose \nin front of the latest artwork \naddition to her office, an oriental \nmotif still life by Christie Tloeriot \nWoodfin '68. Following is an \nexcerpt from the artist's descrip- \ntion of her work. \n\nWhen the Agnes \nScott Alumnae \nAssociation commissioned \nme to create a painting as a \ngift for the president, I \ndecided I'd like to do \nsomething which reflected \nher Asian youth, her \nChinese interests and her \nlife at Agnes Scott. A still \nlife with peonies, symbols \nof glory, came to mind. \n\nThat flower seemed just \nright for my friend Mary \nBrown Bullock. Among the \npeony blossoms are orien- \ntal poppy pods, symbol of \nbeautiful women. That, \ntoo, seemed appropriate \nboth for Mary and for our \nwomen's college, although \nour concept of beaut\u003e' \nprobably encompasses \nmore qualities and greater \ndepth than the poppy \noriginally connoted. Both \n\n\n\nACNES SCOTT COLLEGE  SUMMER ii \n\n\n\nthe flowers and pods \nare from the garden of \nSara Ector Vagliano \n'63. The Chinese vase, \nwhich was my moth \ner's, is of cinnabar I \nchose it in recognition \nof Mary's love of clear, \nbright color The teapot \nand plate are Mary's own. \nThe peaches suggest \nMary's once and current \nhome in Georgia, and the \nbackground [lettering] \ncontains the Chinese char- \nacters for \"faith, virtue, \nknowledge\" from Agnes \nScott's motto. The charac- \nters were supplied by Kwai \nSing Chang, professor \nemeritus of Bible and \nReligion. The purple bind- \ning captures the College's \ncolor, and the fret on the \nbinding recreates the \narchitectural element on \nthe Rebekah porch and the \ncolonnade. A still life for \nMary would not be com- \nplete without a reference \nto the life of the mind, \nhence the stack of books. \n\nIn executing the paint- \ning, what interested me \nmore than individual \nobjects was the effect of \nlight. It unifies and blends \nthe subjects, bleaching \nsome elements, casting \nothers in shadow. \n\nIt was my intention to \ncreate a work which incor- \nporated both tangible \nobjects of symbolic signifi- \n\n\n\n\ncance to the president and \nthe College, and the less \ntangible gifts of love from \npeople dear to the \n\n\n\nCollege, like the alumna \ngardener, the professor \nemeritus. For over a year, I \nhave been involved in a \nconversation among the \n\n\n\nON CAMPUS \n\n\n\nPresident Bullock accepts Christie \nWoodfin's gift to the College \nduring Alumnae Weekend 1997. \n\nobjects, the medium of \nwatercolor, my feelings for \nthe College and the \nemerging painting. Now \nthe painting leaves my \nhands and becomes a dia- \nlogue between the observ- \ner and the obsewed. I hope \nthat you will enjoy it. \n Christie Theriot Woodjin 68 \n\n\n\nEMERGENCY PHONES \n\n\n\nIf you came to an evening event at \nAgnes Scott this year, you may have \nnoticed something new at the edge of \nthe parking lot. Last fall, the College's \nDepartment of Public Safety installed \nfive high-visibility emergency phones in \nkey areas around campus to encourage \nincreased awareness of people moving \nthrough the area and improve communi- \ncation across campus and within the \nDecatur neighborhood. \n\nMounted on blue lighted, 10-foot \nposts, the phones are designed for visi- \nbility and ease of use. Equipped with \nautomatic tracer options on each unit, \nthe emergency phones, once activated, \ncan be immediately traced by Public \nSafety, even if the person activating the \nunit is unable to speak. TTie College \nplans to install more phones as the cam- \npus Master Plan is implemented. \n\nM If you are on campus, in need of assistance \nand find yourself closer to a conventional phone, \nremember the Public Safety emergatcy number \n\nis 404/471-6400. \n\n\n\n\nHigh visibility phones have been installed in key \nareas to promote safety on campus and in the \nsurrounding neighborhood. \n\n\n\nON CAMPUS \n\n\n\nGSiRB: ASC \nRECRUITING \nGETS A NEW \nEMPHASIS \n\nTalk about being uni- \nfied for a cause. For \nyears, alumnae of Agnes \nScott College (ASC) have \nbeen involved in recruiting \nnew students collectively \nthrough the formal Alum- \nnae Admission Representa- \ntive (AAR) Program, or \nindividually as enthusiastic \nrecipients of an Agnes \nScott education. \n\nThis year, with Agnes \nScott's enrollment growth \ninitiative in full swing, the \nCollege has an even greater \nneed to be systematic about \nrecruiting potential students. \n\nThe offices of Alumnae \nAffairs and Admission \nteamed up this fall to form \nthe Great Scott! Recruit- \nment Board (GSlRB), \nwhich works to increase \nthe number of qualified \nstudents considering and \napplying to Agnes Scott. \n\n\"GSlRB aids Admission \nrepresentatives with \nrecruitment activities in \ntheir particular areas in \nmany ways, including \ncommunicating with quali- \nfied prospects and accept- \ned applicants to the \nCollege,\" says Stephanie \nBalmer, associate vice pres- \nident for Admission and \nFinancial Aid, 'This initia- \ntive enables us to work \n\n\n\n\nArmed with recruitment materials, the new Great Scott! Recruitment Board gathers before heading out for their \nassignments. The board Is part of the College's effort to Increase ASC's enrollment to looo by the year 2001. \n\n\n\nwith a smaller group of \nvolunteers regularly, yet \nmaintain the core of the \nbroad-based AAR \nProgram.\" \n\nThe GSlRB is made up \nof 34 alumnae from most \nof the contiguous South- \neastern states, as well as \nrepresentatives from Texas, \nCalifornia and New York \n states which Admission \nhas identified as primary \nrecruitment areas also. \n\nThese women serve \nAgnes Scott in three key \nways: as local team leaders \nfor alumnae involved in \nAdmission support,- as a \nlocal source of information \nabout Agnes Scott for \nAARs, prospective stu- \ndents, parents, alumnae \n\n\n\nand educators,- and as a \nsource of information for \nAdmission representatives \nabout community educa- \ntion issues. \n\nThe group assists \nAdmission representatives \nin gaining access to college \nfairs and identifying pro- \nspective students, especial- \nly outstanding candidates \nfor scholarships, in their \nrespective communities. \nThey may telephone or \nwrite to lead prospects, \nhost a Dessert and Dis- \ncussion, a Winter Recep- \ntion or a Summer Send- \nOff, interview prospective \nstudents who are unable to \nvisit campus, or \"adopt\" a \nhigh school, making sure \nASC material is available \n\n\n\nin counselors' offices. \n\nIn addition, the GSlRB \nplans to implement other \nsupporting activities such \nas writing letters to \nprospective students who \nshare career/major inter- \nests, expanding the Book \nAwards program, develop- \ning special recruitment \npublications for hiends of \nthe College and encourag- \ning Alumnae Association \nchapters in cities that are \nkey to recruitment efforts. \n\n'This is such an exciting \ntime in Agnes Scotts \nhistoiy to be sharing our \nCollege with others!\" says \nLucia Sizemore '65, direc- \ntor of Alumnae Affairs. \n'This group is committed \nto finding and recruiting \n\n\n\nAC.MFS srnTT rni 1 pr.F  \u003c:iimufi) .ooj \n\n\n\nON CAMPUS \n\n\n\nthose young women who \nwill shape their world  \nboth at Agnes Scott and \nbeyond.\" \n\nThe Board consists of \nAlumnae Association \nBoard members Minnie \nBob Mothes Campbell '69, \nstudent relations chair, and \nLisa Pendergrast Cox '83, \nrecruiting chair Also serv- \n\n\n\ning are Ann Fitzgerald \nAichinger '85, Debbie \nJordan Bates '72, Alyson \nBunnell '94, Betsey Wall \nCarter '15, Peggy Chap- \nman Curington '70, Lucie \nBarron Eggleston '68, \nHazel Ellis '58, Marsha \nDavenport Griffin '67 , Beth \nGaines Hallman '84, Car- \nlanna Lindamood Hend- \n\n\n\nrick '58, Jennifer Jenkins \n'94, Pamela Clemmons \nKidd '90, Linda Lael '66, \nSusan Landrum '66, Sally \nTucker Lee '70, Pedrick \nStall Lowrey '!(\u003e, Carol \nSutton Lumpkin '65, Jane \nDavis Mahon '67, Jennifer \nBoyd Miller '90, Kathy \nPetros '96, Mary Ann \nMartin Pickard '47, Kelly \n\n\n\nJennings Pouncey '96, \nCarolyn Davies Preische \n'60, Michelle Roberts '91, \nMelanie Sherk '87, Lib \nMcGregor Simmons '74, \nPeggy Frederick Smith '62, \nLucy Tomberlin '90, \nTracey Veal -Booker '84, \nClaire West '90, Marcia \nWhetsel '83 and Elaine \nOrr Wise '65. \n\n\n\nLATEST RANKINGS \n\n\n\n\n\n\nw \n\n\nB^H \n\n\n\n\n\"^mx \n\n\n\n\n\n\n^^^^^^B \n\n\nT f you've been perusing some of the \n1 latest national publications, you've \n\n\n\n\n\n\n\n\n^^0 \n\n\nlikely noticed Agnes Scott's name \n\n\n\n\n\n\n\n\n- --'-=:;--\"= \n\n\npopping up in some pretty impres- \nsive places. FJere's a roundup of the \n\n\nall \n\n\ni--;-^-B*' \n\n\n\"y \n\n\n' ai ^^ \n\n\nlatest rankings. \n\n\n\n\n\n\n\n\n Petersons Gm\u0026ts recognized Agnes \n\n\n1^ \n\n\n-y\u003e^ \n\n\nM^ \n\n\n\n\nScott for offering \"an outstanding \n\n\nk. \n\n\nundergraduate program in the sci- \nences and mathematics.\" \n\n\nTrl \n\n\njf^wt \n\n\n W\" \n\n\n MS. News \u0026 World Report named \n\n\nM \n\n\n'AR^^I^B \n\n\nSmB^ \n\n\nt^- \n\n\nAgnes Scott a top- 1 \"Best Value- \n\n\nii 1 \n\n\nWJL^-^^^W \n\n\n - ^  \n\n\n\n\nDiscount Price\" among national lib- \n\n\n\"^ \n\n\n\n\n|k \n\n\n.11' * \n\n\neral arts colleges. (Agnes Scott \n\n\n\n\nj|ydaHy|feMMr|^^ggi,' -w^ \n\n\n\n\nCollege is the only liberal arts \n\n\n^^^^^^^^^1 \n\n\n\n\nschool in Georgia that earned the \ndistinction.) \n\n\n\n\nWf^ \n\n\nJ \n\n\n*i' \n\n\n Money Magazine ( 1 998) rated ASC \n\n\n\n\n\n\n'4fii \n\n\n^ \n\n\nas one of the seven top performers \n\n\n\n\n\n\n\n\nW^.t \n\n\namong the 47 women's colleges in \n\n\n\n\n\n\n\n\n\n\n\nMoney's value analysis. \n\n Princeton Review (1997) rated the \nCollege among the top 10 in eight \ncategories, including dorm comfort, \nfinancial aid, faculty quality and \nfaculty accessibility. \n\n The Fiske Guide to Colleges ( 1 998) \nhailed Agnes Scott as \"the best wom- \n\n\n\nThe quality of Agnes Scott s residence halls is among the many pluses of the College that have \nkept ASC highly ranked nationally. Faculty accessibility plays a strong part as well. \n\n\n\nen's college in the Deep South.\" \n\nASC continues to be recognized \nas one of the prestigious Interna- \ntional 50, the top colleges in the \nnation for international focus within www.agnesscott.edu. \n\n\n\nthe curriculum and alumnae success. \n\nI For the most up-to-date information \nabout rankings and other news of the College, \ncheck out Agnes Scott's Web site at \n\n\n\nThe noted author is \na Latin American writer \nwhose language is \nSpanish and whose \nmessage is universal \n\n\n\nOn an unseasonably warm \nFebruary evening, Presser \nHall's Gaines Chapel was \nfilled to capacity. The Agnes \nScott and Atlanta communi- \nties gathered to hear Chilean writer Isabel \nAllende, keynote speaker for a two-day long \nsymposium titled \"Notions of Self and Nation \nin Writings by Latina and Latin American \nWomen.\" \n\nThe symposium marked the first event in \nthe College's \"Celebrated Women Series.\" \n\nin attendance were more than 50 scholars \nof literature from universities and colleges \nnationwide who, during the course of the \nsymposium, presented papers addressing the \nvarious ways in which Latina and Latin \nAmerican women's writing portrays depar- \ntures from traditional Hispanic notions of \nwomanhood and inscribes women as political \nand social participants in a world which still \nprivileges men. \n\nThe symposium focused on the writing of \nLatina as well as Latin American women, a \n\n\n\nThe audience gathers outside \nGaines Chapel for the presentation \nby Isabel Allende (left), keynote \nspeaker in the launch of the \nCollege's \"Celebrated Women \nSeries.\" The audience included \nmore than 50 scholars who \npresented papers during a \nsymposium the next day. \n\n\n\n\nAUende's words resonate \nwith the ASC audience packed into \nGaines Chapel. Among the most \npopular women novelists of the \npast two decades, her magical \nwritings capture the conditions and \nthe feelings of women not just in \nLatin America, but everywhere. \n\n\n\n\ndistinction made within academic circles. \n\nLatinas are women of Hispanic heritage \nwho, as children immigrated to the United \nStates and Canada, or women of Hispanic \ndescent who were born and raised in the U.S. \nor Canada and have been acculturated to \nfunction in a primarily English-speaking soci- \nety. By contrast, their Latin American sisters, \nlike Allende, who spent their adult lives in \ntheir native country, write in Spanish and \ncontinue to do so even after years in exile, in \nan interview with Michael Toms, Allende says \nshe writes exclusively in Spanish because \"it's \nlike making love or having children,- it only \nhappens in your own language, I suppose.\" \n\nFor good luck, Allende begins every new \nbook on the eighth of January, a practice she \ncontinues since the success of her first book. \nThe House of the Spirits (translation in English \npublished in 1 985). On that day in 1 98 1 , \nwhile exiled in Venezuela, Allende received a \ncall that her grandfather was dying in Chile. \nShe needed to communicate the farewell that \nshe had never expressed to him in person \nbecause she had left Santiago thinking she \nwould soon return. \n\nSince the military regime prevented her \nfrom returning home to keep her promise of \naccompanying him during his last days, \nAllende started a letter \"to say goodbye and \nto tell him that he could go in peace because \n1 had all the anecdotes he had told me, all his \nmemories, with me. 1 had not forgotten any- \nthing.\" The letter eventually became The House \nof the Spirits, the novel which catapulted \n\n\n\nAUende's career Today she ranks as the most \nwidely read Latin American woman writer. \nHer books have been translated into 27 \nlanguages. \n\nIsabel Allende, niece of the late Chilean \nPresident Salvador Allende (1970-73), was \nborn in Lima, Peru, in 1942 to Chilean \ndiplomat Tomas Allende who, after a few \nyears of marriage, left his wife, Francisca \nLlona Barros, and children. Allende and her \ntwo brothers grew up in the maternal grand- \nparents' home in Santiago where their moth- \ner, then a single parent, offset her economic \ndependence on her family by working in a \nbank and sewing at home. \n\nAUende's formative years were marked by \nthose grandparents whom she first portrays as \nClara del Valle and Esteban Tnieba in The \nHouse oj the Spirits. \n\nThe audience in Caines Chapel heard \nabout a clairvoyant grandmother \"who spent \nher life experimenting with telepathy, divina- \ntion and moving objects without touching \nthem.\" Hinting at magical realism, Allende \nremarked that \"with a grandmother like that, \nthere is no need to invent anything.\" And \nrevealing her splendid sense of humor, she \nadded, \"I'm afraid 1 exaggerated a little when \n1 wrote in The House of the Spirits that she could \nplay the piano with the lid on. She couldn't \nplay the piano at all.\" \n\nAllende and her siblings eventually left \nthe grandparents' home to live abroad with \ntheir mother and step-father, also a Chilean \n\n\n\nFrom a \"lousy journalist\" to a magical novelist, Allende has turned \nthe lessons oj reporting into a strong sense oj narrative, colorful \ncharacters and an ability to capture and hold the reader's interest. \n\n\n\ndiplomat. As an adolescent, Allende found \nintellectual stimuli in the cultures of the vari- \nous countries where her step father's work \nrelocated the family. Soon after returning to \nChile at age 15, Allende met her first hus- \nband, Miguel Fri'as. \n\nWhen the couple married, Allende sup- \nported the home with her journalism while \nFrias finished his engineering degree. Later, \nAllende balanced her duties as a homemaker, \na journalist and a mother of two children, \nPaula and Nicolas. Allende admits today that \nher lack of objectivity and the intrusive first \nperson perspective in her writing made her \"a \nlousy journalist.\" As to her days as a journal- \nist, she comments, \"Before 1 was called a liar \nNow that I make a living with these lies, I'm \ncalled a narrator and I am respected.\" \n\nHowever, she recognizes that training in \njournalism did provide the important skill of \nseizing and holding the reader's interest, \nessential also in fiction. \n\nAfter the bloody military coup in 1973 \nousted Salvador Allende from the \npresidency, Isabel Allende continued \nher journalism while clandestinely helping \npersecuted people leave the country. In 1975, \nthis work became too dangerous, and \nAllende, her husband and children left for \nVenezuela to flee the dictatorship of General \nAugusto Pinochet  whose government \nreigned for 17 years. \n\nAllende's The House of the Spirits was \nspawned from the years she felt paralyzed by \nthe emotional devastation of exile and family \ndisplacement. \"Writing has been very healing \nfor me because it has allowed me to trans- \nform most of my defeats and my losses into \nstrength,\" she says. \n\nBeyond the tale of political repression, the \nnovel depicts Latin America's heritage. \nEsteban Trueba, a patriarch of European \ndescent and a self-made man, becomes \nwealthy by exploiting landless peasants. The \nnovel portrays a vast disproportion between \nthe classes, a reality which continues to spark \nrebellions in parts of Latin America. \n\nYet despite Latin America's unresolved \nconflicts, students of Allende's work  like \nBecky Rafter '97  note the strong expression \n\n\n\nof \"community\" in her writing, the notion of \nnation and especially of family, whether well- \nto-do or from marginalized sectors. Allende \npresents \"Latin America and its people \n[through] her use of magical realism ... a \ntouch of exaggeration and imagination \n[which animate her characters and] makes \nthese people and their history real to me,\" \nobserves Rafter. \n\nIndeed, Allende combines elements of \nfantasy and realism in a portraiture of Latin \nAmerican existence, including a matriarchy \nsustained by generations of females know- \nledgeable in undermining male control. \nCecelia Heit '97 comments that Allende's \n\"works have a very strong message about the \nstrength of feminine relationships and the \npower women derive from each other and \nfrom sharing their experiences. \" \n\nAllende's novels are rooted in personal \nexperience. \"The desire to write flares up \ninside me when I feel very strongly about \nsomething,\" she has said. \"1 need to feel a \nvery deep emotion.\" \n\nIn her keynote address at Agnes Scott, \nshe emphasized the role of dreams in her writ- \ning. \"Dreams are a very important tool in my \nwork and in my life. They allow me to enter \ninto the dark room of the unconscious where \nall the information that 1 have gath-ered along \nmy journey is safely stored. Often, I can \nreach that place in a dream and retrieve \nknowledge that in a conscious state I would \nnever have access to. If I pay attention to \nthose secret messages, they teach me about \nmyself and guide my decisions and my \nwriting.\" \n\nHer second novel, Of Love and Shadows \n(trans. 1987), continues the theme of \nrepression, torture and death in Chile. The \nstory highlights the political killings of 15 \npeasants which sparked international atten- \ntion when the Catholic Church uncovered \ntheir bodies in an abandoned mine and dis- \nclosed the news before the authorities \ncould suppress it. In exile in Venezuela at \nthe time, Allende remembers the media \ncoverage and how the book was sparked \nout of her outrage over the abuses regular- \nly committed by the dictatorship back \nhome. Her preoccupation, she says, was \n\n\n\n\nAs In her written works, Allende's \nwords stir applause during her \npresentation. Rooted in personal \nexperiences, her novels are an \noutlet for her feelings. \"The desire \nto write flares up inside me when I \nfeel very strongly about some- \nthing. I need to feel a very deep \nemotion,\" she tells her listeners. \n\n\n\n\n^^0 \n\n\n\n\nr't'^ \n\n\n\n^ \n\n\n\n^--^^^^ \n\n\n\nBook signings go with the \nterritory for authors as well \nknown and loved as Allende. \nOn the evening of her speech \nand readings, Allende signed \nautographs for three hours. \nYet she describes her efforts \nas \"hard work and discipline\" \nmore than inspiration. An \nexception, she notes, is her \nlatest novel, Paula, \"written \nwith tears and kisses\" about \nher daughter who died. \n\n\n\n\"telling about my continent, getting across \nour truth.\" \n\nSuch accounts, although conveyed \nthrough fiction, do teach readers about \nChile. Christina Bozzinni '98 remarks that \nAllende's stories are \"a personal history of \nLatin America.\" Bozzinni adds, \"A great deal \nof the understanding i have of Latin \nAmerican history and culture comes from \nwhat I've read by Allende.\" \n\nBy 1987, when her third novel, Eva Luna \n(trans. 1988), was published, Allende \nhad divorced Miguel Frfas, left Vene- \nzuela and moved to California where she has \nlived ever since with her second husband. \nThe character Eva Luna suggests an incarna- \ntion of Allende herself, an orphan (symbolic \n\n\n\nof exile), a female protagonist whose life con- \nsists of a series of adventures, a storyteller. \n\nIn fact, Allende began her keynote address \nby stating that she had acquired the \"vice\" of \nstorytelling at a very early age. And wittily \nadded, \"There is nothing as aphrodisiac as a \nstory told with passion between two ironed \nsheets.\" Immediately switching to a serious \ntone, she observed: \"A story is a living crea- \nture with its own destiny and my job is to lis- \nten to its voice and write it down. Writing is \nlike a silent introspection, a journey to the \ndark caverns of memory and the soul. \" \n\nIn the short-story collection. The Stories of \nEva Liiiw (trans. 1991 ), the reader gets to hear \nthe stories which the protagonist of Eva Luna \nrefers to in the novel but does not tell. \nAllende has admitted that she dislikes writing \n\n\n\n10 \n\n\n\n\"My mother is a great storyteller, \" says Allende. \"She has a sense \noj pause, suspense, rhythm, tone . . . From her I learned that nothing \nshould get in the way oj a good story  let alone the truth.\" \n\n\n\nshort stories and considers the genre a very \ndifficult one that requires inspiration  some- \nthing a writer does not control  more than \nthe hard work and discipline which she \nstrives for daily. \n\nThe Infinite Plan (trans. 1993) is Allende's \nfirst novel not related to Latin America. \nInspired by her second husband's life and \nwork in California in the Mexican-American \ncommunity, the novel focuses on Gregory \nReeves, an Anglo who grows up in the barrio, \nescapes gang life and pursues higher educa- \ntion. In the novel, Gregory Reeves  like \nAllende's husband  dedicates his legal skills \nto Latino families. \n\nReaders, such as Ghance Glaar-Kilgore \n'97, quickly realize that despite the male pro- \ntagonist, women's existence still surfaces as a \nmajor topic. \n\n\"Although it is commonly thought that \nwomen, or feminists, recognize the common \noppression of women in the United States,\" \nobserves Glaar-Kilgore, \"The Infinite Plan made \nme more aware of how women's issues differ \nfrom culture to culture.\" Indeed, the character \nGarmen lives under scrutiny and faces obsta- \ncles that do not affect her male siblings \nbecause of the social mores Hispanic society \napplies to its women. \n\nIn 1991 Allende's daughter, Paula, became \nill and lapsed into a coma. The memoir, \nPaula (trans. 1995), inscribes Allende's fam- \nily history as she sits at her daughter's bed- \nside in a Madrid hospital waiting for her to \nrecover consciousness. \"Allende's Paula,\" says \nSterling Elliot '97, \"is her most powerful \nwork. Its message has to do with the 'waiting \nperiod' that people who have terminally ill \n\n\n\n\nfamily members go through. She captures \nthat sensation with precision and sensitivity. \nThe message is that life goes on after and \nwhile you wait.\" \n\nThe book ends with Paula's death on Dec. \n6, 1992, in Allende's house in Galifornia, \nexactly a year after becoming ill. \"After my \ndaughter's death, writing was the only thing \nthat kept me relatively sane when Prozac, \ntherapy and vacations in Hawaii didn't help,\" \nAllende shared with her audience. \"Paula was \nwritten with tears and kisses.\" \n\nThe mother-daughter relationship contin- \nues strong in life with Allende's own mother \nwho, besides being a best friend, edits her \ndaughter's manuscripts. Despite living in sep- \narate continents (her mother lives in Ghile), \nthey faithfully write to each other every day. \n\n\"My mother is a great storyteller,\" Allende \nsays. \"She has a sense of pause, suspense, \nrhythm, tone. She can scare you shitless. \nFrom her I learned that nothing should get in \nthe way of a good story  let alone the truth.\" \n\nAllende says also that her mother is a \ntough critic whose opinion she values \nbecause if her mother doesn't like something \nAllende has written, chances are it's just not \nworking. \n\nIn the question and answer period which \nconcluded Allende's presentation, \nAllende was cheered for her inspira- \ntional words to women. \"What is \nliterature? Literature is like a mir- \nror where we see our own \nreflection,\" she said, \"and that is \nwhy it is so important that we \n[women] write and show the \nworld and other women who \nwe really are  with our \nweaknesses and strengths, \nand our tragedies and losses, \nour joy and celebrations, with \nour sexuality, which is so \nimportant. All this is important \nto show in a mirror so that \nwe can see our own reflec- \ntion. And that mirror has \nto be our own voices, \nnot the voices of men \nwho see us in a dis- \ntorted mirror\" asc \n\n\n\n\n\nAuthor \n\n\n\n\n\n\nGisela \n\n\n\n\nNorat is \n\n\n^H ^^ '^^^H \n\n\nassociate \n\n\n\n\nprofessor \n\n\n\n\nof \n\n\n\n\nSpanish. \n\n\n\n\nWORLDVIEW \n\n\n\nASC is developing new programs for students to study internationally. \n\n\n\nWith increasing \nawareness of \nthe value of \nstudy abroad, Agnes Scott \nis expanding its opportuni- \nties for every student to \nexperience international \neducation. \n\nAlready, ASC's faculty- \nled Global Awareness and \nGlobal Connections pro- \ngrams attract many stu- \ndents  some participating \nthroiigh scholarships. But \n\n\n\nOn a recent educational trip to \nKorea and Cliina, Anne Beidler, \nassociate professor of Art; \nphotographed the Great Wall. \nToday, rather than build walls \nto iteep foreigners out, cross- \ncultural exchange and global \ninteraction is encouraged, and \nopportunities for education and \nliving abroad are expanding. \nASC's plans take advantage of \nthe new global openness to \nprovide students enriching, \nculturally diverse experiences. \n\n\n\nfor those who seek inde- \npendent experiences, the \nnew Office of International \nEducation is developing a \n1998-99 pilot program that \nwill allow 20 to 25 stu- \ndents to study abroad \nthrough agreements with \naffiliate institutions or \norganizations. \n\nSites for the new affili- \n\n\n\nate programs range from \nthe University of Maine \nprogram at Universitat \nSalzburg in Austria to the \nInstitute for Study Abroad \nprogram in Costa Rica. \nOther locations include \nArgentina, Great Britain, \nFrance, Chile, Ecuador, \nSpain and Senegal. \n\n\"We hope the pilot pro- \ngram can meet the needs \n\n\n\nof our students next year,\" \nsays Maria Krane, director \nof International Education, \n\"while we continue to \nexplore other venues for \nstudy abroad. Our goal is \nto provide affordable pro- \ngrams for all students, \nbecause we are comrpitted \nto the idea that ovateeas \nstudy enables worircn to \nbetter understand them- \nselves and the world in \nwhich they live.\" \n\n\n\n\nPHILLIPS OF THE FED \n\nFor seven years, Susan Phillips has helped 0ide U.S. monetary policy \n\n\n\nBy Rosemary Thomas Cunningham \n\nIllustration by Kevin Sprouig. ._\u003c.'.::; vK^'-il:?: \n\n\n\n\nSusan Phillips \nhas discovered \nit is not the \"love \nof money\" but \nthe understanding \nof money that \nis the key to \ntoday's economy. \n\n\n\nFor years, the bonus question on my \nIntroductory Macroeconomics tests \nasked the students to identify \"the \nonly woman and Agnes Scott alum\" \nwho was a member of the Federal \nReserve Board of Governors. The question \nbecame legend among my students and with \nit, the answer. \n\nSusan M. Phillips. \n\nPhillips, class of 1967, has had a varied \nand influential career. On June 30, she com- \npleted a term as one of the seven on the \nBoard of Governors of the Federal Reserve,- \nPhillips was only the third woman, although \nno longer the lone woman (Vice Chair Alice \nRivlin was appointed to the Board of \nGovernors in 1996), ever to be appointed to \nthis important policy-making group. \n\nIt was my privilege to meet with Susan \nPhillips in her office at the Board of \nGovernors in Washington, DC., earlier this \nyear and discuss the Federal Reserve and her \nresponsibilities as governor \n\nAlthough the Federal Reserve is often in \nthe news, the focus is frequently on the chair \nof the Board of Governors, Alan Greenspan, \n\n\n\nand what the Fed might do to interest rates. \nPhillips agreed that the work of the Fed that \ngets \"the most publicity is monetary policy.\" \nBut the Fed also has responsibility for the \npayment system and supervision and regula- \ntion of the banking system. \n\n\"Most people are familiar with monetary \npolicy, and they see the Federal Reserve most \nvisibly around the time of the Federal Open \nMarket Committee (FOMC) meetings,\" \nPhillips explains. \n\nThe FOMC is an important policy making \ngroup of the Fed, with the voting members \nconsisting of the governors of the Federal \nReserve and five of the Federal Reserve Bank \npresidents (who rotate their responsibilities). \nHowever, the FOMC only meets eight times \na year and there are many other activities \nconcerning economic performance and mon- \netary policy that occur between those meet- \nings. \n\nFor example, Phillips explains, \"The \nBoard, not the FOMC, sets the discount rate, \nwhich is the rate that the Fed charges to \nbanks when they borrow money.\" This \naffects the bank's cost of funds and conse- \n\n\n\nThe Phillips Bio \n\n\n\n\nSusan Phillips (left) with the author, \nRosemary Cunningham, at the Fed. \n\n\n\nSusan M. Phillips graduated from Agnes \nScott College in 1967 with a degree in \nmathematics and chemistry. After working for \na time in the insurance industry, she continued \nher studies at Louisiana State University \n(LSU), receiving her doctorate in finance with \nminors in economics and management. \n\nDoctorate, in hand, Phillips worked as an \nassistant professor at LSU, before beginning a long association with the University of Iowa. \nHired as an assistant professor of finance, Phillips soon rose through the ranks, attaining \nthe title of professor of finance, as well as serving as interim assistant vice president, associ- \nate vice president and ultimately vice president for finance and university services. \n\nHer time at Iowa was interrupted twice. Early in her career, she was a researcher at the \nBrookings Institution and the Securities and Exchange Commission,- later she worked as \ncommissioner, acting chair and chair of the Commodity Futures Trading Commission. \n\nPhillips was appointed by President Bush to serve as a governor of the Federal Reserve \nBoard in December 1991 . Although the term of a governor is 14 years, Phillips' term ended \nin June, because she had been appointed to serve the unexpired portion of a previous gov- \nernor's term. \n\nPhillips is currently dean of the School of Business and Public Management at George \nWashington University. \n\n\n\n14 \n\n\n\nquently the interest rates that the banks \ncharge their customers. \n\nThere is a constant flow of economic \ninformation, briefings and papers to help the \nboard make its decisions about the discount \nrate. Phillips describes working at the Fed as \nlike being \"at a university but without \nstudents.\" \n\nThe Board of Governors employs approxi- \nmately 200 economists who hold doctorates \nproviding a research orientation and support \nfor the governors. The Fed does not just rely \non economics statistics about the past to \nform its decisions but meets with various \nadvisory groups in order to assess what is \ngoing on in the economy. \n\n\"One can look at statistics until the cows \ncome home, but it's always looking back- \nwards,\" explains Phillips \"It's like trying to \ndrive a car by looking in the rear view mirror. \nIt's extremely helpRil to know what's behind \nyou but it provides limited information about \nthe future.\" \n\nPhillips also relied on the discussions \nafter her frequent public talks to provide \ninsight into current economic activity. \n\nThe Fed is also an active participant in \nthe payments system of the United States, \nacting as a banker to commercial banks, the \nU. S. government and foreign governments \nupon request. Phillips explains the impor- \ntance of this role in that the payment sys- \ntem is key to the smooth functioning of the \nfinancial system of the nation. \n\nThe third area of Fed responsibility is \nsupervision and regulation, and it is in \nthis area that Phillips has been espe- \ncially active. One of four federal bank super- \nvisory agencies, the Fed supervises state \nmember banks, bank holding companies, and \nall foreign banks, branches and agencies. \nSoon after Phillips arrived at the Fed, \nGreenspan tapped her to lead a committee \non derivatives that would deal with upcom- \ning policy issues regarding the use of these \nfinancial instruments. Derivatives refer to \ncontracts that have value that is linked to, or \nderived from, another asset (e.g., options). \nWhile chairing this committee, Phillips \nrecommended alternative practices that led \nto a revision and redirection of the supervi- \nsion process. The Fed has shifted its focus \nfrom analyzing past transactions to analyzing \nthe process by which decisions are made: \nfrom \"looking backwards at historical files\" to \nlooking at risk management systems and \ninternal control procedures in place at banks \n\n\n\nand bank holding companies. In this way, \n\"when bank examiners leave, they will have \nreviewed systems and . . . the bank will be \njust as safe and sound six months later as it \nis when the bank examiners walk out.\" \n\nWith banks becoming increasingly inter- \nnational, the Fed's supervisory role is \"taking \non more of an international flavor,\" explains \nPhillips. As few as five years ago supervision \nwas largely a domestic focus. \n\nBut more recently, as the nation's central \nbank, the Fed has been providing leadership \nin international banking, devoting some of \nits best staff to the Bank for International \nSettlements (BIS), the central bankers' bank. \nThe BIS provides a forum for discussions \namong central banks. \n\nPhillips explained that it is very impor- \ntant that supervision have an international \nfocus. On one hand, if the United States is \nalone in imposing certain regulations, U.S. \nbanks may be disadvantaged relative to their \ninternational counterparts, on the other, if \nthere's a major problem in the British or \nJapanese banking systems, it's going to affect \nthe U.S. banking system. \n\nWhile at the board, Phillips has had \nvarious responsibilities, including \nchairing the Research \nCommittee, the Derivatives Committee and, \nfinally, the Supervision and Regulation \nCommittee. In addition, she served on the \nBank Affairs Committee, which oversees the \n12 Federal Reserve Banks She compares it \nto \"being on a holding company board \nwhere you've got 12 subsidiaries and each of \nthe subsidiaries has a board. We have to \napprove their budgets and oversee their \nevaluations.\" \n\nPhillips' day-to-day activities at the Fed \nincluded attending various committee meet- \nings as well as meeting with the other gover- \nnors, in addition to direct work with the \nareas that she supervised. \n\nShe also did a fair amount of public \nspeaking, especially to banking groups since \nshe was seen as the spokesperson for super- \nvision. She represented the Board of \nGovernors on the Federal Financial \nInstitutions Examination Council and at the \nmeetings of the Central Banks of the \nAmerican Continent. \n\n\"There's really no other economic super- \npower in the world,\" says Phillips of the \nUnited States' financial position and what \nchallenges will greet the nation and the \nworld in the 21st century. \"This places a \n\n\n\n\"One can look \nat statistics until the \ncows come home, but \nit's always lool^ing \nbackwards. It's like \ntrying to drive a car \nby looking in the rear \nview mirror. It's \nextremely helpful \nto know what's \nbehind you, but it \nprovides limited \ninformation \nabout the future.\" \n\n\n\n15 \n\n\n\ngreat deal of responsibility on us to provide \nleadership in a number of areas.\" \n\nPhillips applauds the progress in address- \ning the U. S. government's budget deficit \nThrough Congress' ability to hold the line \n\n\n\nThe Fed \n\n\n\nThe Federal Reserve System is the central bank of the United \nStates. Founded in 1913, the Fed is structured to give a broad \nperspective on the economy and economic activity in all parts of \nthe nation. It is a federal system, composed of a central government \nagency, the Board of Governors and 12 regional Federal Reserve Banks, \nlocated in major cities throughout the country, including Atlanta. \n\nAnother major component of the system is the Federal Open Market \nCommittee (FOMC), which is made up of the Board of Governors, the \npresident of the Federal Reserve Bank of New York and presidents of four \nother Federal Reserve Banks, who serve on a rotating basis. The FOMC \noversees open market operations, which is the main tool used by the \nFederal Reserve to influence money market conditions and the growth of \nmoney and credit. \n\nThe Fed's duties fall into four general areas: \n\n Conducting the nation's monetary policy by influencing the money \nand credit conditions in the economy in pursuit of full employment and \nstable prices,- \n\n Supervising and regulating banking institutions to ensure the safety and \nsoundness of the nation's banking and financial system and to protect the \ncredit rights of consumers,- \n\n Maintaining the stability of the financial system and containing \nsystemic risk that may arise in financial markets,- \n\nI Providing certain financial services to the U.S. government, to the \npublic, to financial institutions, and to foreign official institutions, includ- \ning playing a major role in operating the nation's payments system. \n\nFrom: Pidposcs ciiiJ fmicl/oiis, Board of Governors, Federal Reserve System, \n\n\n\n\non spending programs together with strong \neconomic growth, the United States has a \nbalanced budget in sight, something that \nseemed unlikely a few years ago. F^owever, \nshe emphasizes that as the nation enters the \nnew century and the baby boomers begin to \nretire, the Congress must continue to \naddress the budgetary problems concerning \nMedicare and Social Security. \n\nThe lack of saving in the United States \nremains an issue of concern as well. Not \nonly does the United States not have the \nsame tradition of saving as other countries, \nAmericans save smaller amounts than they \nhave in the past. Phillips believes that the \ncountry's low savings rate reflects workers \nconfidence in their ability to work, the \nsecurity of their pensions and the contin- \nued existence of the Social Security pro- \ngram. \n\nAnother need which Phillips identified is \nfor better economic statistics, especially \nconcerning productivity. For example, the \ncountry has a tremendous national invest- \nment in communication and information \ntechnology. Yet the statistics don't indicate \nhow this investment is translated mto \ngreater productivity of capital and labor \n\n\"We all have a stake in the rest of the \nworld doing well,\" says Phillips, stressing the \ninterconnectedness of the world economy. \nShe sees global financial stability as a key \nchallenge of the 21st century. Whereas busi- \nness in the United States has many sources \nof financing, hrms in many other countries \nrely on their banking systems for their finan- \ncial capital. \n\nPhillips believes her time at Agnes Scott \nprepared her well for the various \nresponsibilities that she has had at the \nFed and elsewhere during the course of her \ncareer. Although she only took her first \neconomics course in her senior year, she \nfeels that her liberal arts education was a \nstrong preparation for graduate school. \nMany of my students will be happy to hear \nthat she feels the competitive environment \nat Agnes Scott made graduate school seem \neasy. \n\nPhillips is a great believer in a liberal arts \neducation. She feels that it \"stretches one's \nmind to areas that you might not have wan- \ndered into on you own ...\" and that it is \"an \neducation for life. \" \n\n Writer Rosenuvy Tboimn CnMmiu;/iiiiii \n\nis professor diiii chair oj the Department of \n\nEconomics at Atjncs Scott. \n\n\n\n16 \n\n\n\nar.wFt: t;rnTTroi i Fc.r-  (^m \n\n\n\nA 21st Century \nCollege for Women \n\n\n\nAmbitious and forward-thini^ing, \nAgnes Scott's Master Plan \nlays the groundwork \nfor the College to move \ninto the next millennium. \n\n\n\n':S^^ \n\n\n\nThe Needs of a Growing Campus \n\n\n\nBold, yet thoughtful planning helped make Agnes \nScott one of the most beautiful college campuses in \nNorth America. Film directors still choose the school \nfor its combination of pastoral settings and Collegiate Gothic \narchitecture, established by imposing structures such as \nPresser, Buttrick and Letita Pate Evans Dining halls and the \nMcCain Library. \n\nFor those who see Agnes Scott only in the movies, it is \nan archetypal college campus, where design, structure and \nlandscaping merge to symbolize stability, tradition and aca- \ndemic excellence. \n\nFor students, faculty, staff and alum- \nnae, Agnes Scott is more than a cam- \npus  it's a catalyst for inspiration, cre- \nativity and brilliance in the arts and \nsciences, a place, as author/alumna \nCatherine Marshall '36 said, \"Where \nmind sparks mind.\" Few schools the size \nof Agnes Scott can claim the honors \nand distinctions of its graduates. \n\nAs the College prepares for its role \nin the 21st century, Agnes Scott is led \nby the same insightfulness, aggressive \nplanning and attention to detail that \nensured its current place of prominence \namong institutions of higher learning. \n\n\n\ntion moving decisively into the next century. \n\nThe College began its planning with an inventory and \nanalysis of existing conditions. Wallace Roberts \u0026 Todd, a \nnationally recognized planning firm based in Coral Cables, \nFla., assessed the College's organizational, spatial and land- \nscape character. Determining the best way to manage the \nplanned enrollment growth to 1 ,000 students by the year \n2001 and the necessary enhancements of academic facilities \nwere the two priorities. \n\nWhen early drafts were ready, the master planners pre- \nsented four alternative con- \n\n\n\nThe Driving Force \n\nStrategic Direqions Document fuels Master Plan \n\n\n\nTo remain a nationally prominent \nliberal arts colleges, Agnes Scott \nmust act boldly and decisively. The plan \noutlined in this document is based on \nsix goals: academic excellence, student \nachievement, institutional growth, \ninstitutional support, community leader- \nship and physical modernization (see ,^ \n\"The Driving Force\" at right). These Jf( \ndirections affirm Agnes Scott's heritage, \nas well as its role as a dynamic institu- \n\nPresldent Mary Brown Bullock '66 discusses \nnews of the day with (l-r) Farah Kashlan 'oi, \nAmanda Gooch 'oo and Juliana Woo 'oo. \n\n18 \n\nASr MASTFR PI AN \n\n\n\n1 . Academic Excellence: To enhance Agnes Scott's \nliberal arts curriculum for the list century. \n\n2. Student Achievement: To enrich student \nlije by recognizing achievement and enhancing programs \nand facilities. \n\n3. Institutional GROWTH: To increase student \nenrollment to i,ooo by the year 200i. \n\n4. Institutional Support: To insure that the infra- \nstructure of the College is equipped with the human \nresources, facilities, technology, ecjuipment and other \nresources rec^uired by a premier liberal arts college. \n\n5. Community Leadership: To broaden College \nrelations and strengthen Agnes Scott's leadership in \nmetropolitan Atlanta and Decatur \n\n6. Physical Modernization: To provide and main- \ntain a physical plant that reflects the cfuality and size of \nthe College. \n\n\n\n\ncepts for review by academic, \nadministrative and student \ngroups, as well as neighbors of \nthe College, including officials \nof Decatur. \n\nAfter additional review, the \nfinal Master Plan was endorsed \nby the Agnes Scott Board of \nTrustees in May 1997, and \nfurther refined during the sum- \nmer of 1997. \n\n\n\nD: \n\n\n\n, uring the entire pro- \ncess, a facilities team \nanalyzed existing space use to \nassess the physical needs of the \nCollege as it grows to 1 ,000 \nstudents. The analysis used \ndata on existing space assign- \nments, square footage and use, \nthen evaluated the data using \nguidelines prepared by the \nCouncil of Educational Faciliry \nPlanners International, a pro- \nfessional society for educa- \ntional facility planners. Subse- \nquently, the College commis- \nsioned an engineering audit of \nall existing buildings. \n\nThis comprehensive analy- \n\n\n\nPHOTO BY GARY MEEK \n\n\n\n\nToday Woodruff Quadrangle, seen from the west end of Buttrick Drive, has Agnes Scott Hall (Main) as its focal point \n\n\n\nsis determined that the College must expand and improve its \nacademic, residential and administrative spaces. \n\nThe scale of future campus buildings will determine the \nland area required. The environment of Agnes Scott College \nis characterized by three-story buildings, which create a \npleasant balance with the open spaces of the campus. To \nmaintain this scale relationship, the Master Plan recommends \nthat future buildings be limited to three-story structures. \n\nThe Master Plan, a living document for a dynamic \ninstitution, will take five to 10 years to complete. Fine \ntuning is continuing to occur A campus map on the following \npages illustrates the proposed changes clearly. Briefly, based \non the assumptions above and the space inventory, the Mas- \nter Plan proposes: \n\n For College properties within the traditional campus: \n\n Maintain the present pattern of functions in which \nadministrative space is distributed among several buildings, as \nopposed to being concentrated in a single-purpose adminis- \ntrative building. \n\n Expand academic and administrative space and public \nfunctions on the western side of campus,- continue to concen- \ntrate functions that require public access in buildings along \nSouth McDonough Street. \n\n Reserve the eastern campus for student residences. \n\n Retain most College-owned property to the south for \nopen space, recreation and athletics. \n\nG Expand central open spaces and the pedestrian campus \nenvironment and enhance the link between north and south \nsides of campus. \n\n Retain the mixed-use character of Agnes Scott and \nRebekah Scott halls, providing historical continuity and en- \nsuring that the campus \"door\" remains active all day. \n\n Maintain administrative functions on the first floor of \nAgnes Scott Hall. \n\n For College-owned properties east of South Candler \n\n\n\nand west of South McDonough streets: \n\n Retain single-family housing on College-owned \nproperties on the southwest side. \n\n Build a parking structure, to include the Public Safety \nOffice, west of South McDonough Street. \n\n Develop housing and support functions on College- \nowned properties along South Candler Street. \n\n Sell three parcels south of East Dougherty Street that \nare not contiguous with the campus. \n\nIn addition to the new and significantly renovated \nacademic, administrative and residential buildings, modifica- \ntions will be required to several existing buildings, including \nwork to bring them into compliance with the accessibility \nstandards of the Americans with Disabilities Act. \n\nASC's Strategic Directiom proposes the College work \nwith the city of Decatur to address areas of mutual \ninterest and concern. In pursuit of that goal, Agnes Scott's \nMaster Plan also suggests the College assist the city in its \nefforts to improve pedestrian and vehicular railroad crossings \nand to improve properties adjacent to the College. \n\nThe College also encourages Decatur to complete \npreviously planned streetscape improvements north of the \nrailroad tracks, and to extend the improvements to the \nrailroad crossings at Candler and South McDonough streets. \n\nIn short, the Master Plan has been carefully designed \naround a simple premise: maximize existing facilities and \nspaces, transforming these fine old buildings into new centers \nof academic excellence while honoring the elegant campus \nplan that has served the College and its community for more \nthan a century. \n\nThe proposed Master Plan assures the community that \nAgnes Scott reveres and celebrates its past and ensures that it \nwill be equipped to lead in the 21st century. \n\n\n\n19 \n\n\n\nThe Future Campus \nof Agnes Scott College \n\n\n\nO Rebekah Scott Hall An addition will provide space for a variety of functionsNsuch as \nadministrative offices and related offices and classroomsNand serve as an entrance to the \nwest side of campus. \n\nO Courtyard A new landscaped courtyard is planned between the addition and Rebekah \nScott Hall. \n\nO Academic Building A new building to accommodate academic functions is proposed \non the present parking lot between Presser Hall and Dana Fine Arts Building. \n\n'?} Science Building A building on the south side of Campbell Hall will provide additional \nresearch laboratory space for chemistry, physics, biology, mathematics and psychology. \n\nI, Wallace McPherson Alston Center A new Campus Center building is proposed on \nthe site of the existing Alston and Alston Annex buildings, retaining a campus center \nbetween the residential and academic areas of campus. To be completed by fall 2000. \n\n\u003cs\u003e Mary West Thatcher Chapel The chapel will be relocated in a separate building \nlinked to the Alston Center and in front of the renovated Snodgrass Amphitheatre. \n\n7 The Anna Young Alumnae House The building will be extensively renovated. A new \nbuilding north of the Alumnae House may one day house expanded alumnae and devel- \nopment functions. \n\nParking #1 A 12-space parking lot near the proposed new office space and existing \nAnna Young Alumnae House will provide off-street parking. \n\nO Residence Hall A new residence hall on the northwest corner of the South Candler \nStreet/East Dougherty Street intersection will provide approximately 100 beds in a \nthree-story building. \n\nS Residence Hall A new residence hall on the present site of Hopkins Hall will provide \nup to 50 additional beds, for a total of 100 at this location. \n\nO Parking #2 A parking facility for approximately 500 cars is proposed for the block \nbounded by South McDonough Street, Ansley Street, West College Avenue and Adams \nStreet. The Public Safety Office will be located in this structure, providing additional \nsecurity for those using the parking facility. \n\n Parldng#3 A parking structure is proposed on the north side of East Dougherty \nStreet, just west of South Candler Street. \n\n\n\n\n\nDECATUR N \n\n\n\nRevered Traditions in New Buildings \n\n\n\nThree sites for new buildings \nwill provide additional \nacademic and administrative \nspace: the first will eliminate a parking \nlot to make room for an addition to \nRebekah Scott Hall,- the second \nreplaces a parking lot currently located \nbetween Presser Hall and Dana Fine \nArts Building; the third is on the south \nside of John Bulow Campbell Hall. \n\nA NEW BUILDING, ADJOINING ReBEKAH \n\nScott Hall, will serve as a hub of ad- \nministrative offices and faculty offices, \nclassrooms, meeting and seminar \nspaces  and will become an entrance to \nthe west side of campus. Possible \nadminstative uses include the Office of \nthe Vice President for Business and \nFinance, plus the Accounting, Human \nResources and Public Relations offices, \nall of which are now in Buttrick Hall. \nThe site plan illustrates the potential for \na landscaped courtyard between the \nnew building and Rebekah Scott Hall. \nThe new building could include an \nassembly shell and large classroom \nspace. \n\nA second NEW BUILDING, ON THE \n\nPresser Parking lot site, will provide \nspace primarily for academic uses. \nConsideration is being given to \nconstructing a new science facility on \nthis site. \n\nA third NEW BUILDING, ON THE SOUTH \n\nSIDE OF Campbell Hall, will provide \nadditional space for the sciences. All of \nCampbell Hall will be updated. \n\nThe existing Wallace M. Alston \nCampus Center contains a variety \nof campus and student-oriented \n\n\n\nservices. A NEW BUILDING will be con- \nstructed on the SITES OF THE EXISTING \n\nAlston and Alston Annex buildings. \nWith the Campus Center between \nresidential and academic areas, this \ncrossroads location will allow the \nbuilding to be the center of activity on \ncampus. \n\nThe Mary West Thatcher Chapel \nwill be re-located in a separate, but \nlinked, building in front of a renovated \nSnodgrass Amphitheatre. \n\nThe Caroune McKinney Clarke '27 \nHouse at 1 46 Candler Street, across the \nstreet from the Alumnae House, will \nbe renovated for use by the Alumnae \nand Development offices and faculty. \n\nTo accommodate the Alumnae \nOffice's need for more guest room \nspace, and to meet the additional \nspace needs for administrative func- \ntions, a NEW, SIMILAR BUILDING is pro- \nposed next to the Anna Young Alum- \nnae House. At this time, extensive \nrenovation and refurbishment of the \nAlumnae House is planned, with an \naddition for office uses. \n\nAs the College's enrollment grows, \nso will the need for additional \nstudent housing. Based on an enroll- \nment of 1 ,000 students, 85 percent of \nwhom are traditional-aged under- \ngraduates, approximately 800 students \nwill reside on campus. \n\nFuture housing facilities will be \nlocated on the eastern side of campus \nto maintain the close proximity of \nstudent housing to student services. \n\nA building site is proposed on the \nunpaved parking area adjacent TO THE \n\n\n\nPRESlDENf S HOUSE (the former McCain \nCottage site). Housing in this location \nwill extend activity to this corner of \ncampus and create a definite architec- \ntural \"edge\" and an entrance to the \nCollege along South Candler Street. \nThis three-story building will provide \napproximately 100 beds. \n\nAnother RESIDENCE hall, on the \n\nPRESENT SITE OF NaNNETTE HoPKINS \n\nHall  constructed in 1954  will \nprovide up to 50 additional beds (100 \ntotal). This will establish an architec- \ntural identity for the College at the \nintersection of College Avenue and \nCandler Street. \n\nTie College will need approxi- \nmately 900 parking spaces to \nmeet the needs of 1,000 students and \nfaculty and staff. A parking STRUCTURE \nfor approximately 500 cars will be \nconstructed on the block bounded by \nAnsley, South McDonough and \nAdams streets and College Avenue. \nThe Public Safety Office will be relo- \ncated there, where it will offer addi- \ntional security for people using the \nfacility. By adding new spaces, this \nparking structure will replace three \nsmaller lots designated as new build- \ning sites. \n\nA SECOND PARKING STRUCTURE is \n\nproposed on the northeast side of East \nDougherty Street. Relocation of the \ntennis courts provides space for addi- \ntional landscape in the central campus. \nThis shift also makes room for a park- \ning STRUCTURE on the eastern portion \nof the land now occupied by the tennis \ncourts. \n\n\n\nThe Future Campus \nof Agnes Scott College \n\n\n\nO Rebekah Scott Hall An addition will provide space for a variety of functionsNsuch as \nadministrative offices and related offices and classroomsNand serve as an entrance to the \nwest side of campus. \n\nO Courtyard A new landscaped courtyard is planned between the addition and Rebekah \nScott Hall. \n\nO Academic Building A new building to accommodate academic functions is proposed \non the present parking lot between Presser Hall and Dana Fine Arts Building. \n\nIk Science Building A building on the south side of Campbell Hall will provide additional \nresearch laboratory space for chemistry, physics, biology, mathematics and psychology. \n\nI Wallace McPherSOn Alston Center A new Campus Center building is proposed on \nthe site of the existing Alston and Alston Annex buildings, retaining a campus center \nbetween the residential and academic areas of campus. To be completed by fall 2000. \n\n# Mary West Thatcher Chapel The chapel will be relocated in a separate building \nlinked to the Alston Center and in front of the renovated Snodgrass Amphitheatre. \n\n1 The Anna Young Alumnae House The building will be extensively renovated. A new \nbuilding north of the Alumnae House may one day house expanded alumnae and devel- \nopment functions. \n\n Parldng#l A 12-space parking lot near the proposed new office space and existing \nAnna Young Alumnae House will provide off-street parking. \n\nO Residence Hall A new residence hall on the northwest corner of the South Candler \nStreet/East Dougherty Street intersection will provide approximately 100 beds in a \nthree-story building. \n\na Residence Hall A new residence hall on the present site of Hopkins Hall will provide \nup to 50 additional beds, for a total of 100 at this location. \n\nO Parking #2 A parking facility for approximately 500 cars is proposed for the block \nbounded by South McDonough Street, Ansley Street, West College Avenue and Adams \nStreet. The Public Safety Office will be located in this structure, providing additional \nsecurity for those using the parking facility. \n\n Parking #3 A parking structure is proposed on the north side of East Dougherty \nStreet, just west of South Candler Street. \n\n\n\n\n\nDECATUR N \n\n\n\nThe Future Campus \nof Agnes Scott College \n\n\n\nO Rebekah Scott Hall An addillon will provide space for a variety of functionsNIsi \nadminisrraiivc ofHces and related offices and classroomsl^land si \n\n\n\nOCourtyard A new landscaped cnurlynrd is planni-d between the addition and Rebekah \nScott Hall \n\nOAcademIc Building A new building to accommodate academic functic \non the present parking lot between Presser Hall and Dana Fine Arts Building. \n\n- Science Building A building on the south side of Campbell Hall will provide additional \nresearch laboratory space for chemistry, physics, biology, mathematics and psychology. \n\nQ Wallace McPherson Alston Center A new Campus Center building is proposed on \nthe site of ihe existing Alston and Alston Annex buildings, retaining a campus o \nbetween the residential and atadcmic areas of campus. To be completed by fall 2000, \n\nMary West Thatcher Chapel The chapel will be relocated in a separate building \nlinked to the AKum Center and in front of the renovated Snodgrass Amphitheatre. \n\n\n\n\" The Anna Young Alumnae House The building will be extensively renovated. A n \nbuilding north of the Alumnae House may one day house expanded alumriae and deve \n\nQparklngWl A ll-space parking lot near th \nAnna Young Alumnae House will provide ol[-s \n\nO Residence Hall A new residence hall on the northw \nStreet/East Dougherty Street ii \nthree-story building, \n\n Itesldence Hall A new residence hall on the present site of Hopkins Hal \nup to 50 additional beds, (or a total of 100 at this location, \n\nParklng#2 A parking facility for approximately 500 cars is proposed tor the block \nbounded by South McDonough Street, Anslcy Street, West College Avenue and Adar \nStreet. The Public Safety Office will be located in this structure, providing additional \nsecurity for those using the parking facility \n\n Parldng#3 A parking structure is proposed on the north side of East Duugher \nStreet, just west of South Candler Street. \n\n\n\n\nRenovated Facilities \n\nThe use of Hi Agnes Scott Hall and '^(i Buttrick Hall will change \ni-esult of the proposed new buildings. Buttrick Hall will gain signilic \nclassroom and faculty office space as administrative functions are m \nelsewhere, \n\n\n\n Passageway A connection between the south side of Prcsser Hall \nand a new academic facility may accommodate the backstage needs of \nthe Games Chapel. \n\n^:\u003c McCain Library The renovated library will almost double in size to \ntotal of 43,800 assignable stiuare feet, accommodating new media and \ntechnological functions. To be completed in 2001. \n\nu? Martha Wilson Kessler Dance Studio The steam plant may be eon \n\nverted into a dance studio to replace the studios in the current Alston \nCampus Center. \n\n\n\na^'' Bradley Observatory Renovations will add space to house a 50-sea( \nplanetarium and a computcr-contralled 16-inch telescope. \n\nl' Woodruff Physical Activities Building More exercise space is planned \n\n Tennis Courts New enurts will occupy the space of the Facilities \nOdrce, which will be moved ti. the east side of campus. \n\n^ Snodgrass Amphitheatre A new design will seat 200 to 450 people, \n\nSi Evans Dining Hall Comprehensive renovation will produce seated \ndining space for 4(10 and meeting space on the lower level. Renovations \nto be completed by fall 1999, \n\n 342 South McDonough The house on South McDonough Street \nwill be used for a variety of functions, including temporary office space \n\n^ WatteiS and ^? Wlnshlp Halls Renovations will add approximately \n30 beds in each. \n\n- Parking #4 The South Candler Street parking Jot will be enlarged and \nredesigned to improve grading and drainage and to add landscape to screen \nthe lot from adjacent private residences. To be completed by fall 1998, \n\n\n\nExisting Buildings \nGet New Life \n\n\n\nA s new buildings are added, exist- \n/ \\ ing buildings will experience \nJl. \\. modifications. For many, \nthis will include a modification in \nfunctions. \n\nThe first priority is the renovation \nand expansion of McCain Library, which \nwill require 43,800 assignable square \nfeet to meet needs to the year 2016. \nThis means doubling existing space by \nadding approximately 70 feet to the \nsouth of the building. \n\nBuTTRiCK Hall will gain significant \nclassroom and faculty office space as \nadministrative functions are moved \nelsewhere. \n\nTo accommodate the backstage \nneeds of Gaines Chapel, a connection \nhas been proposed between the pro- \nposed Presser parking lot building and \nthe south side of Presser Hall. Maclean \nAuditorium will be converted to move- \nable seating, allowing the room to be \nused for a variety of functions. \n\n\n\nGround-level spaces in Presser Hall \nwill be renovated for use as temporary \nfaculty offices or small classrooms and \nother offices. \n\nRogers Steam Plant, part of the \nFacilities Office and storage, could be \nconverted into dance studio space to \nreplace spaces removed from Alston \nCampus Center. \n\nOther dramatic changes are anti- \ncipated. Located slightly south \nof the core of campus, the Bradley \nObservatory is an important facility. \nThe high-powered Beck telescope has \nbeen returned to the main dome. An \naddition on the north side of the \nobservatory will house a 50-seat \nplanetarium and a computer-controlled \n16-inch telescope. \n\nThe Robert W. Woodruff Physical \nActivities Building will be expanded to \nprovide improved facilities for students, \nfaculty and staff. \n\n\n\nThe Office of Facilities (formerly \nthe Ofhce of Physical Plant) will \nbe moved and the existing tennis courts \nwill be relocated to the spot Facilities it \ncurrently occupies. This move will al- \nlow the creation of a new open space \nconnection between north and south \ncampus areas. The Facilities offices, \nshops and central receiving function \nwill be moved to College Avenue on the \neast side of campus, beyond Avery Glen \nApartments. \n\nThe remodeled Snodcrass \nAmphitheatre will be slightly smaller \nthan the existing facility, seating 200- \n450, depending on the configuration of \nthe seating tiers. \n\nA campus landmark, Evans Dining \nHall will be extensively renovated: \nchanges include an expanded marche \nfood servery, expanded eating areas on \nnorth and south \"porches\" and upgraded \nmeeting spaces on the lower level. \n\nWhen the Public Safety' Office is \n\n\n\nJohn Bulow Campbell Hall (\\s^) and McCain Library (right) will undergo significant change in the next few years. \n\n\n\n\nWoodruff Quadrangle from the east end of Buttrick Drive has the Gazebo as its focal point. \n\n\n\nrelocated to the new parking facility, its \npresent space may be used in conjunc- \ntion with the Katharine Woltz Recep- \ntion Room. \n\nApproximately 30 beds each may \nbe added in the renovated attics \nof George WiNSHip and Frances Winship \nWalters residence halls. New dormer \nwindows will provide natural light for \neach room. This will add beds in the \ncore of the residential area of campus \nwithout using more land. \n\nThe landscape environment of \nAgnes Scott College is a great asset. \nThe landscape and open spaces of the \ncampus will be maintained and en- \nhanced through careful modification \nand long-term management. \n\nThe recommendations for the \ncampus landscape and open spaces \nare based on the following goals: \n\n1 . Maintain and enhance the con- \nnection between the major open spaces \non campus, extending from the front \n\"park\" north of Agnes Scott Hall, \nthrough George W. and Irene K. Wood- \nruff Quadrangle, to the hockey field \nand amphitheatre, and the Lawrence L. \njr. and Mary Duckworth Gellerstedt \nTrack and Field. \n\n\n\n2. Manage the campus plantings to \nprovide for replacement of old or de- \nclining tree-s in order to maintain the \nextensive tree canopy that presently \nexists. \n\n3. Locate future buildings to mini- \nmize the need to remove trees or reduce \nthe amount of landscape on the College \ncampus. Existing parking lots are prime \nareas where future construction will \nhave minimal impact on the campus \nlandscape. \n\n4. Improve the Woodruff \nQuadrangle through the introduction \nof new paving and the redesign of the \nsoutheast corner in conjunction with \nthe building of the new Campus Center \n\n5. Develop clear points of auto- \nmobile entrance to the College's \npedestrian walkway system at \nthe existing Milton Candler \nLoop off College Avenue \nand from South \nMcDonough Street. \n\n6. Develop the \nCollege grounds as a \nsculpture garden. \n\n7. Improve exterior \nlighting to enhance the \n\n\n\nNatasha Price '99 (left) and \nLauren O'Pezio '00 during an ASC \nsponsored community event. \n\n\n\nsafety and security of the campus. \n\n8. Improve on- and off-campus \ndirectional signage, including signage \nfor people with disabilities. \n\nModifications will be made to \nexisting buildings to make sure all \nAgnes Scott facilities are accessible to \nstudents and visitors, including those \nwith disabilities. \n\n\n\n\n\"\" -ijl\u0026^i--' ;S \n\n\n\n^: M \n\n\n\nAn Agnes Scott jor Tomorrow \n\n\n\nOver the past century, Agnes Scott has grown in \nbeauty and excellence. With a passion for finding, \nresearching, developing and disseminating know- \nledge, Agnes Scott has developed into a college that has \ngained distinction in a variety of disciplines. \n\nWith a focus on sustaining that distinction, the plans in \nthis publication were developed by Agnes Scott administra- \ntion, faculty, staff, students, alumnae, trustees and friends in \nconjunction with professionals in architecture, landscape \narchitecture and space utilization. \n\nThe plans have been scrutinized and refined with one \npurpose in mind: to ensure that the College is equipped with \nthe human resources, facilities, technology and equipment \nrequired to keep Agnes Scott a premier liberal arts college \n\n\n\nwell into the 2 1 st century. \n\nBuilding, refurbishing and strengthening the infrastruc- \nture of the campus will be expensive. But not building, not \ngrowing, would exact a much greater cost in the future. That's \nwhy the College is asking for your support of this ambitious, \nexciting plan. \n\nThe College invites you to explore in-depth the plans for \nAgnes Scott, to learn the details of what is proposed, and to \nconsider how you might be a part of the renewal of this most \nvaluable academic resource. \n\nTogether, all members of the College community can \nposition Agnes Scott for continued growth and distinction in \nthe 2 1 St century. \n\n\n\nTHE \n\nATLANTA \n\nSEMESTER \n\nBy Celeste Pennington  Photography by Gary Meek \n\n\n\nA legion of volunteers, donning black \ntrash bags and yellow hard hats, slogged \naround a mud-red construction site \none day last April, determined to \noutlast the cold rain and complete \na children's playground in \nEast Point, Ga. \n\nHands On Atlanta \nvolunteers collabo- \nrated on the project \nwith the communi- \nty in a spirit of old- \nfashioned barn- \nraising. Michelle \nFrost '97, a political \nscience major from \nMarietta, recruited and organized \nthe volunteer work force of 150 as part of her \nAtlanta Semester internship at Agnes Scott. \n\n\n\n\n25 \n\n\n\nThe speakers' forum \nprovides students \nexposure to high- \nprofile leaders from \ngovernment, corporate \nlife and nonprofit \norganizations; it is an \nopportunity to consider \nthe substance and \nstyle of leadership. \n\n\n\nThe Atlanta Semester's hands-on approach enables students \nto observe and exercise leadership, to \"try on\" professions and \nestablish career networks in Atlanta, while pursuing academic topics. \n\n\n\nEducating women who become \nstrong leaders has been a hall- \nmark of the College  and now \nit is a specific objective for the \nAtlanta Semester: Program in \nWomen, Leadership and Social Change. \n\"Agnes Scott assertively acknowledged that \n'women as leaders and participants in social \nchange is an important area of study,\" \nexplains Isa Williams, program director. \n\"We said, 'it is so important that we are \ngoing to build a program around that.\"' \n\nThe Atlanta Semester strikes a unique \nbalance of classroom study and hands-on \nlearning. The program is designed for \nwomen to earn 13 semester hours that \ninclude a four-hour supervised internship, a \nfour-hour seminar, a two-hour speakers' \nforum and a three-hour independent \nresearch project growing out of the intern- \nship and seminar. For one semester, the \nwomen wrestle with the theory of leader- \nship and the realities of leadership in the \nmarketplace  from a woman's viewpoint. \n\nSince its beginning in 1996, the program \nhas attracted inquiries from women in 46 \nstates and three countries. In the spring of \n1996, the Adanta Semester was launched \nwith four Agnes Scott students and one stu- \ndent from Spelman College. In the spring \nof 1997, 15 students participated  includ- \ning one from Ireland and four students from \nout-of-state institutions. \n\nLast summer, Agnes Scott offered a lim- \nited program called Women and Work with \na 20-hour-per-week internship and a five- \nhour seminar. \n\nMichelle Frost '97 was looking for lead- \nership experience when she chose to intern \nat F^ands On Adanta (FHOA), a well-run \nnonprofit organization (led by a woman) \nwhich recruits and trains volunteers and \nleads them in community service projects \nranging from tutoring and mentoring to res- \ncue work during natural disasters. \nEventually Frost would like to pursue a \ncareer in national politics or in the manage- \nment of a nonprofit agency. \n\nDuring the weeks leading up to park \nconstruction, Frost's FHOA assignment was \nto line up volunteers, both for the construc- \n\n\n\ntion of the children's playground and for a \none-day clean-up effort at 14 parks in the \nAtlanta area. \n\nAt the time of playground construction, \nFrost rolled up her sleeves and was on site \nat 7:15 each morning to make a master list \nof workers and tasks and prepare for the \n8:30 a.m. to 6 p.m. work day, keeping vol- \nunteers on schedule, assisting with con- \nstruction as well as delegating tasks. For \nthree days, folks dug holes, hauled dirt, \nframed the \"learning structures,\" built a \nramp for the slide and buried tires for the \nbalance walk. \n\nOn and off the fourth day, that rainy \nApril, about 150 showed up to work until \nthe job was done. \"I made sure,\" says Frost \n(whose own construction experience \nincludes F^abitat for F^umanity projects), \n\"that women were not just running errands. \n1 handed a drill to one woman who said, '1 \ncan't use a drill,' and she worked with that \ndrill all day  and loved it.\" \n\nFreckled Evan Manderson, a 13-year-old \nfrom East Point, helped sand, drill and tote \nboards. \"It surprised me,\" he recalls, \"but I \nwas treated as an equal with adults on this \nconstruction site. Michelle was great.\" \n\nBy 7 each evening, Frost began the \nalmost hour-long drive back to campus. \n\"This project is where my heart has been, \" \nadmits Frost. 'The Atlanta Semester allowed \nme a semester to be in the real world. After \ntoday,\" she says with a smile, \"I will get \nback to my studies.\" \n\nWhile the internship enables stu- \ndents to observe and exercise \nleadership, to \"try on\" professions \nand establish career networks in Atlanta, \nthe speakers' forum provides students expo- \nsure to the high-profile leaders from gov- \nernment, corporate life and nonprofit orga- \nnizations. \n\nThis opportunity to consider the sub- \nstance and style of leadership, up close, was \nof particular interest to Donnette Holloway, \na junior social work major from Wichita, \nKan. \"My definition of leadership has \nchanged significantly,\" says F^olloway. \"I \nthought you had to hold a political position \n\n\n\n26 \n\n\n\nBETSY BILBRO: Committed to Service \n\n\n\nBetsy Bilbro '97 chose an internship with IBM  but \nfirst, she chose her mentor, IBM executive Ann \nCramer whom Bilbro met during a luncheon on cam- \npus. \"Do you have interns?\" Bilbro had inquired then. \"We \nsure do,\" replied Cramer. \"Give me a call.\" \n\nBilbro admired Cramer as a dynamic person with both a \nclear vision of leadership and a long history of community \ninvolvement, including serving as chair of the Georgia \nPartnership for Excellence in Education, president of the \nJunior League and chair of both the United Way of Atlanta \nand of the Governor's Policy Council on Children. \n\nDuring the first two days of the internship, Bilbro \nhelped with mailouts and \ngeneral office work at IBM. \nBy midweek, says Bilbro, \"I \nwas going to meetings with \nAnn, and doing all kinds of \nexciting things.\" \n\nCramer, regional manager \nfor IBM's corporate communi- \nty relations and public affairs, \nincluded Bilbro in a corporate \nmeeting of their employees \nfrom Maine to Florida. Bilbro \naccompanied her to a lun- \ncheon at the Alliance Theatre, \nto a meeting of the Atlanta \nmayor and several city council \nmembers (dealing with home- \nlessness), and to meetings \nwith members of the United \nWay, the Junior League and \nothers. She found that the \ncommon thread in Cramer's \nprofessional life and her com- \nmunity service is how these \n\n\n\nBy watching Ann Cramer's \ncareer, Betsy Bilbro discovered \nnot only a job opportunity, \nbut also a style of work and \nservice worth emulating. \n\n\n\nintertwine to help build a strong human infrastructure in \nthe city of Atlanta. \n\n\"What 1 loved about having Betsy as an intern,\" Cramer \nsays, \"is that she gained a broad view of the corporation \nand a full view of community organization.\" \n\nAmong the first women invited to participate in the \nAtlanta Semester speakers' forum, Cramer believes that \nAgnes Scott's new program provides \"a practical as well as \nan ideological framework for college women like Betsy to \ngrab hold of 'what is next for me,' \" and Cramer values the \nopportunity it provides for women in leadership to \"pass \nthe baton on to the next generation.\" \n\n\n\n\n27 \n\n\n\nISA WILLIAMS: A Profile in Energy \n\n\n\nWhen she talks about the new Atlanta Semester \nprogram, founding director Isa Williams can't \nhide her enthusiasm. \"The most exciting thing \nis the energy that students, faculty and community mem- \nbers bring to the topic of women, leadership and social \nchange. The program is the energy,\" she says. \n\nWilliams' own energy is the driving force behind this \nprogram that capitalizes on what Adanta offers women stu- \ndents. \"We are looking at how women are informing and \nchanging public life,\" and where better to do this than in a \n\n\n\n\ngrowing international city? Through seminars and intern- \nships, students study key elements of women and leader- \nship and obtain a hands-on understanding of the theories \nthey are taught. \n\nWilliams' background seems perfectly suited to the pro- \ngram. After receiving her bachelor of arts from Spelman \nCollege, she worked for 18 years in the business world, \nhoning her leadership and organizational skills. In the cor- \nporate \"classroom,\" she learned firsthand about women's \nroles in public life. This interest led her back to the con- \nventional classroom \nat Emory University, \nwhere she pursued a \ndoctorate in wom- \nen's studies. Williams \nasserts that women's \nstudies forms the \nfoundation ol every- \nthing the Atlanta \nSemester program \nseeks to do. \"We \nknow that women \nhave never been \ntotally relegated to \nthe private sector of \nthe home. We are \nlooking at how \nvital women are in \nthe leadership \nequation.\" \n Writer Marin \nBet\u003eiK\u003cfun is nssistiint \nprofessor of Woiiifii's \nStuiiies. \n\n\n\nIsa Williams in down- \ntown Atlanta. Her train- \ning in the classroom and \nhands-on experience in \nbusiness gives the \nAtlanta Semester Its \nextra dimension. \n\n\n\n28 \n\n\n\n\"I have enjoyed hearing opinions from a different region. Women \nhere are more willing to give honest opinions. It is nice to hear \nwomen who are straight-forward, who say exactly what they think.\" \n\n Donnette Holloway \n\n\n\nor have a position of high rank. Now I real- \nize that being a leader could be as simple as \nspeaking up in a conversation. You don't \nhave to be standing in front of a group of \npeople to lead.\" \n\nFrom the program's outset, Williams has \ndrawn a number of exemplary commu- \nnity leaders to participate in seminars \nand panels, and she has invited nationally- \nrecognized women as speakers. These have \nattracted audiences from the larger Atlanta \ncommunity as well. \n\nLast year, for instance, the Atlanta \nSemester presented Rebecca Walker, co- \nfounder of the Multicultural Women's \nActivists Organization and one of Time mag- \nazine's \"50 Future Leaders of America.\" \nWalker drew audiences from Emory and \nGeorgia State universities, Spelman College, \nGeorgia Tech and the University of \nGeorgia. The Atlanta Semester co-spon- \nsored (with the College's Faith and Learning \nCommittee) speaker Constance Buchanan, \ndivinity professor from Harvard University \nand author of Choosincl to Lead: Women and the \nCrisis oj American Values. \n\n\"We are calling attention to the fact that \nwomen are actively engaged in leadership \nthroughout Atlanta,\" emphasizes Williams \nwho brought three women mayors serving \nin the Atlanta area to lead a panel discus- \nsion. \"These women felt that they were \ndrawn into political leadership because they \nwanted to build stronger communities. We \nlearned that finding one's way into political \nleadership often begins with the volunteer \nwork that women engage in, like P.TA. \n(Parent-Teachers Association).\" \n\nThis year, Atlanta Semester students \ngathered at The Carter Presidential Center \nto meet with former First Lady Rosalynn \nCarter. Members from the Georgia \nExecutive Women's Network came to cam- \npus to discuss women and leadership. \nBenefiting from the accomplishments and \nexperience of Agnes Scott's own outstand- \ning graduates, the Atlanta Semester offered \nan alumnae symposium. \n\nDuring the seminar component of the \nAtlanta Semester, students met with ASC \n\n\n\nfaculty to examine and converse on a range \nof issues dealing with leadership in theory \nand practice. \"Our faculty provides interdis- \nciplinary strength,\" explains Williams. \"This \nyear we had faculty from history, political \nscience, economics and sociology. Students \nfrom other campuses found the seminars \nespecially meaningful.\" \n\nHolloway is one: \"We discussed, very \nopenly, our reactions to reading assign- \nments, and our opinions about leadership \nand social change. Since I am from Kansas \nState University, 1 have enjoyed hearing \nopinions from a different region of the \ncountry. Women here are more willing to \ngive their honest opinions, no sugar coat- \ning,\" notes Holloway. \"It is nice to hear \nwomen who are straight forward, who say \nexactly what they think.\" \n\nEach student involved in the Atlanta \nSemester is required to keep a journal \nand to design an independent \nresearch project related to her internship. \nWilliams has been pleased with the quality \nof internships in places as diverse as The \nCarter Presidential Center, The Centers for \nDisease Control and Prevention and CNN \n(Cable News Network). \n\nWilliams is also pleased with the caliber \nof Atlanta Semester students and the quality \nof their research. Betsy Bilbro '97, Phi Beta \nKappa and president of Orientation Council \nat ASC, chose corporate philanthropy as \nher research topic  her internship was with \nInternational Business Machines Corpora- \ntion (IBM) in its department of corporate \ncommunity relations and public affairs. \n\nBilbro's project reflected research at IBM \nand other large corporations, including \nThe Coca-Cola Company, BellSouth and \nUnited Parcel Services (UPS). Bilbro, who \nwould like to pursue a career in corporate \ncommunity relations, designed a question- \nnaire seeking information about the history, \nprograms and priorities of each corpora- \ntion's philanthropy and conducted inter- \nviews. \n\nThe resulting paper, \"Corporate Com- \nmunity Relations and the City Too Busy to \nHate,\" analyzed the development of corpo- \n\n\n\n\"Isa Williams' atten- \ntion to detail, her \naccessibility and her \ncommitment to women \nhave made my time at \nAgnes Scott College \nimmensely enjoyable. \nEvery woman in the \nprogram is dynamic \nand added much to my \nexperience in Atlanta.\" \n\n\n\nCandice Fletcher \n\nVisiting student \n\nfrom the University oj \n\nColorado at Boulder \n\n\n\n29 \n\n\n\nDuring seminars, \nstudents discuss \nand debate such \nissues as healtii care, \nwelfare reform, the \nroles of women in \nsocial change; in \n1998, the topic has \nbeen immigration. \n\n\n\n\"No other college was doing this-, recognizing the ways \n\nin which womey\\ are changing society and bringing those issues to the table. \n\nEverywhere I have gone, the response has been wonderful. \" \n\n Isa Williams \n\n\n\nrate community relations and public affairs \ndepartments, and documented the ways busi- \nness coordinates volunteer efforts in Atlanta \nand targets specific areas to donate corporate \ntime and resources. \n\n\"What I learned,\" says Bilbro, \"is that \ncompanies have been doing community rela- \ntions unofficially for a long time. But since \nthe 1980s, companies have understood that \ncorporate philanthropy affects the bottom \nline. The community receives help. The \nemployees benefit because they gain leader- \nship skills and increase their professional \nnetwork. Finally, the corporation is viewed \nas a good citizen. This involvement is a win- \nwin situation for everyone.\" \n\nCalling herself a \"student of leader- \nship,\" Williams is particularly suited \nto her role in the Atlanta Semester. \nHer own career combines strong academics \nwith corporate experience at NationsBank \nand its predecessor banks, C\u0026S and Sovran. \n\n\"1 was on the front line to help shape \nchanges at the bank, but since my student \ndays at Spelman, I had a dream to work in \nan academic setting. When this position \nbecame available, I thought it would be a \ngreat opportunity to shape a new program.\" \nWilliams' experience honed her skills in \nadministration, guidance and counseling, \norganization and planning  and recruit- \nment. For instance, last year students exam- \nined the roles of women as participants and \nleaders in social change. \n\nThis past year, Williams brought empha- \nsis to three contemporary social issues: \nhealth care, immigration and welfare \nreform. In 1998, the Atlanta Semester has \ndealt with immigration issues and students \nhad the option of participating in a Global \nConnections trip to the Middle East (in \nconjunction with the ASC Department of \nReligious Studies). \"We see Atlanta as an \ninternational city and part of the global \ncommunity. We find that women immigrat- \ning from Islamic countries are having diffi- \nculty,\" notes Williams. \"Through Global \nConnections we will seek to better under- \nstand why.\" \n\nAs Williams evaluates the fledgling pro- \n\n\n\ngram, she says that next year students will \nbegin their internships sooner. More time \nwill be spent in classroom meetings to dis- \ncuss the internship experience and research \nprojects. \n\nWilliams happily notes the availability of \nresources in Atlanta. \"I have been surprised \nthat the hard part of my work has been to \nnarrow down potential speakers and intern \nsites,\" she comments. \n\n\"There has been so much interest and \ncooperation. We don't have to convince \npeople about Agnes Scott interns . . . they \neagerly accept our students in a minute.\" \n\nMutally beneficial is the way Amy \nBredehoft describes that relationship. As \nstate coordinator for Healthy Families of the \nGeorgia Council on Child Abuse, Bredehoft \nexplains, \"We are leading the way in child \nabuse prevention in the state and in the \ncountry, so work with us is a great opportu- \nnity for the student. Donnette Holloway \nworked with us  on the help line, in donor \ngifts and in providing information to fami- \nlies about our program. She assisted me in \ndeveloping a manual. Because we are pri- \nvate, we benefit from the intern's exper- \ntise  and fresh ideas.\" \n\nWilliams expresses appreciation for \nthe direction and support offered \nby members of the Faculty \nSteering Committee (Catherine Scott, \nprofessor of Political Sciences and chair of \nPolitical Science, Sociology and \nAnthropology, Augustus Cochran, professor \nof Political Science, Michele Gillespie, asso- \nciate professor of History, Christine \nCozzens, associate professor of English and \nGail Cabisius, associate professor of \nClassical Languages and Literatures) and for \nopportunities afforded the students through \ncampus-wide emphases that dovetail perfect- \nly with women in leadership. \n\n\"No other college was doing this: \nrecognizing the ways in which women are \nchanging society and bringing those issues \nto the table, \" says Williams. \"Even'where \nI have gone, the response has been \nwonderful. \n\n\"1 believe the program is a winner.\" \n\n\n\n30 \n\n\n\nMARY HERNDON: Emphasis on Outreach \n\n\n\nThe care and grace with which Mary Herndon '97 \nrelates to the younger generation reflects, in part, \nthe encouragement a physician showed Herndon \nwhen she was a young high school graduate. \"I cleaned in \nthe nursery, helped feed patients. It was a little job. But the \ndoctor noticed the way 1 carried myself. She said, 'Miss \nMary, you are known by the clothing you wear.' \" \n\nHerndon grew up near Atlanta, the oldest daughter in a \nfamily of 12 children. She studied nursing in New York and \nhas practiced critical care, obstetric and geriatric nursing in \nhospitals from New York to Los Angeles. \n\nShe has also worked in real estate and run her own insur- \nance/investments and restaurant businesses. At the same \ntime, she has raised a family, and has maintained a strong \navocation: working with youth. \n\nAt the heart of that, Herndon has been helping young \npeople to build relationships as they build self-esteem, and \nto develop balance in their spiritual, social and intellectual \nlives. She has worked with youngsters in California's \nEnglewood and Watts districts, but she met her toughest \nchallenge last spring during her Atlanta Semester intern- \nship, in a parenting class for teenagers at Decatur High \nSchool. \n\nThe Decatur program provides students classroom learn- \ning supported by field trips and regular hands-on care for \ndozens of infants and toddlers (children of teachers and stu- \ndents) in a well-run day care center housed in Decatur \nHigh. \"Students feed babies, change babies, get in the rock- \ning chair and rock the babies,\" says Herndon. \"The program \nis terrific. But,\" she comments, \"most of the girls have atti- \ntude problems.\" \n\nWell-spoken and self-assured, Herndon calmly went \nhead-to-head with students as she assisted in the classroom \nand conducted research that included home visits and one- \non-one interviews. Eventually, congenial chatter filled a \nroom that months earlier was filled with tension. \"At first,\" \nacknowledges Herndon, \"this one didn't want to sit by that \none. Many were feeling the pressures and isolation of \nyoung parenthood.\" \n\nAt the start of the Atlanta Semester, Herndon had plans \nto begin her master's degree and open a pre-school through \nthird grade, primarily for her \"great-grands.\" As the semes- \n\n\n\n\nAtlanta Semester's Mary Herndon and one of the young children in \nthe Decatur High School day-care program. \n\nter progressed, Herndon met women like Valerie Jackson, \nwife of former Atlanta Mayor Maynard Jackson, who shared \nher growing concerns for teenage pregnancy. \n\nHerndon found that as she tried to give high school stu- \ndents a new vision for their future  and the futures of their \nbabies  she began to reshape her own dreams. \n\nOn the last day of her internship, students in the \nDecatur High parenting class feted Herndon with refresh- \nments and words of thanks. Her response included an \nannouncement: \"1 have been doing research on teenage \npregnancy for the past three years. 1 [hope to] open a \nschool that provides a place for girls who have no support \nsystem to bring their children. 1 will also offer parenting \nclasses. I am only interested in those girls who are further- \ning their education,\" she said. \n\nLike the wise physician who encouraged Miss Mary, \nonce again she will be reaching out  this time to two gen- \nerations  as she provides a sure and gracious hand to \nyoung mothers who pursue college or vocational education \nand to their children. \n\n\n\nSURVEY REPORT \n\n\n\nYou like what you get  including a magazine that's \"portable\" rather than \nelectronic. But you want us to remember to put a \"very human face\" on our reports. \n\n\n\nYou may recall that \nthe spring 1997 \nissue of Acjnes Scott \nAlumnae Magazine contained \na brief readers' survey. The \nresponses have been tal- \nlied, the numbers totaled \nand the percentages calcu- \nlated, and the Office of \nPublications wants you to \nknow that we hear you! \n\nThe survey prompted a \ntotal of 289 responses \nfrom alumnae, faculty, \nadministrators, students \nand friends of ASC. \nThe overwhelming \nmajority of respon- \ndents (92 percent) were \nalumnae, representing \nnearly every class year \nfrom 1919 (Lulu Smith \nWestcott, who turned 1 00 \nlast fall) through 1997. \n\nThe College was most \nsurprised to learn that \nwhile more than half (54 \npercent) of respondents \nhave computers with on- \nline access, and more than \nhalf (54 percent) expect to \nhave (or continue to have) \nsuch access in the next 12 \nmonths, a full 95 percent \nof respondents would not \nprefer to receive College \nperiodicals electronically. \n\nSome readers stated this \npreference emphatically: \n\n\n\n\n\"definitely NOT!\" and \n\"NO! Horrors! Absolutely \nnot!\" Another reader \nprefers the paper version of \nthe magazine because it is \n\"portable.\" \n\nWe were pleased to find \nthat most respondents (74 \npercent) read \"several arti- \ncles from\" or \"almost all of\" \neach issue, and \nthat 64 per- \nA/^^^r cent of respon- \ndents pick up \n\n/^ each issue two or \n\nthree times. Of course, \nmany people  not big \nclock-watchers  told us \nthat they take \"as long \nas it takes\" to read the \nmagazine. \n\nOne survey question \nasked which types of arti- \ncles readers like to see in \nthe magazine and listed a \nselection of 19 topics. \nReaders indicated that they \nlike to read ASC news, so \nwe plan to continue bring- \ning you articles that keep \nyou informed of important \nASC happenings, including \ndevelopments with the \nCollege's new Master Plan. \nWe also intend to feature \nour alumnae in articles that \nhighlight their creative, \nspiritual and career \nendeavors. \n\n\n\nSince stories by and \nabout faculty are popular \nwith our readers, we often \nsolicit articles by faculty \nmembers, such as Assistant \nProfessor of Spanish \nGisela Norat's unique per- \nspective on the works of \nwriter Isabel Allende, \nincluded in this edition. \n\nForthcoming issues will \nalso feature books by \nalumnae, faculty and staff, \nand articles on contempo- \nrary student life. And \ninstead of articles on \nhome economics (a sub- \nject which only 3 percent \nof respondents want to \nsee), you are more likely \nto see stories on personal \ninvestment portfolios sug- \ngested by students in an \neconomics class. \n\nTypes of articles that \nrespondents want to see \nless include how-to arti- \ncles, book reviews and \narticles on ASC structure \nand organization. Many \nwrote in with emphatic \npleas that we not begin \nfeaturing \"how-to \" articles, \na request with which we \nare happy to comply. \n\nWe also asked respon- \ndents what sort of picture \nof ASC the magazine \npaints for them. Sixty-five \n\n\n\npercent reported that they \nget a positive picture of \nthe College from the mag- \nazine, and 25 percent said \nthe picture is balanced/ \ninformative. One reader's \nwrite-in comments cap- \ntured an opinion expressed \nby several respondents. \nShe said, \"In articles about \npeople, ask yourself, has \nshe done something inter- \nesting or just praisewor- \nthy? Haloes are dull and \nthe cumulative effect of \nthese articles is that you're \nputting a gloss on the \nCollege that makes it seem \nawfully virtuous but not \nvery human or likable. We \ncould do with a few more \nwarts, I think.\" We take \nthese comments seriously \nas we work to present an \naccurate and very human \nview of Agnes Scott. \nSeveral questions \naddressed the format and \ndesign of the magazine. \nTTie consensus? Keep the \nphysical aspects of the \nmagazine as they are. \nOverall, respondents are \nsatisfied with the size \n(dimensions! and length \n(number of pages) of the \nmagazine and want us to \ncontinue our present use \nof color and black-and- \n\n\n\n32 \n\n\n\nwhite photography. \nFinally, to give us an idea \nof what they look for in a \nperiodical, readers were \nasked to list the three \nother magazines they read \nmost frequently. The top \n10 responses in descend- \ning order were as follows: \nTifiie, Newsweek, National \nGeocjraphic, Southern Livinij, \nSmithsonian, New Yorker, \nReaders' Digest, US News \u0026 \nWorld Report, Good \nHousekeeping, Guideposts and \nPeople. \n\nTogether, the data and \nthe subjective comments \nprovided by the survey \nresponses  many that we \nexpected, many very sur- \nprising  will prove to be a \nuseful tool in directing the \nfuture of the magazine. \n\nTlie Office of Publica- \ntions would like to thank \nall readers who took the \ntime to respond to this \nsurvey and make their \nvoices heard. These \nresults will help \ngreatly in the \noffice's efforts to \nrespond to our \nreaders' interests well \ninto the 21st \ncentury. \n\n Maria Bevaccjua \n\nI for complete survey result: \ncheck out Agnes Scott's Weh \nat www.agnesscott.edu/abottt \nAgnesScott. \n\n\n\nOUR WORLD \n\n\n\nPakistan Festival on campus celebrates creation \nof the first modern religious state. \n\n\n\nAgnes Scott was awhirl with Eastern \nthought and culture this past fall \nwhen members of the Pakistan- \nAmerican community converged on cam- \npus for the Pakistan Golden Jubilee \nCelebrations. \n\nThe week included scholarly discus- \nsions  addressing such topics as Islamic \ncivilization and the role of women in \nPakistan  as well as such cultural activities \nsuch as poetry readings and a film \npresentation. \n\nEvents culminated with Pakistanfest, a \ncelebration of Pakistani food, music, dance \nand dress, which was officially inaugurated \nby Pakistani \nAmbassador \nTehmina \nZaidi. \n\n\n\n11 was uii \n\n\n\n\nThe Historical Perspective \n\nOf all the territories under European rule \nin the 20th century, Pakistan was the first \nto win the status of an independent nation. \nIn 1947, an entirely new state was carved \nout of territories where Muslims were in a \ndistinct majority in colonial India. It was \nthe first modern state established solely on \nthe basis of religious affiliation. Israel was \nnot established until a year later \n\nPakistan, then, became an experiment \nin a new way of governing  not theocrat- \nic, but one in which the ethico-religious \nstrain is hybridized with democratic insti- \ntutions of decision making. \nSince imperial \nbureaucratic \ninstitutions \nhave con- \ntinued side \nby side with \ndemocratic social forms, \nthe experiment has enjoyed \nonly limited success. \n\nThough the impact of \nIslamic thought an\u003c \nbeen the greatest, Arab, Turkic \nCentra' \n\n\n\n\nAsian \n(Mongol), \nPersian, Indian, \nGreek and British \ninfluences have \nplayed into the mak- \ning of the psyche \nand character of the \nPakistani people, and \nthe spectrum of \nmigrating influences \ncontinues to enlarge. \n\n\n\n\n33 \n\n\n\nLIFESTYLE \n\n\n\nGIFTED AND \nGIVING \n\nMimi Holmes '78 \n\nMimi Holmes, national- \nly known \"bead artist,\" \nnever felt like an ordinary \nperson, even while at Agnes \nScott, where she majored in \nart and theatre. By cultivat- \ning her talents, she has \naccomplished much in the \n19 years since her gradua- \ntion. \n\nBorn in New Orleans, \nHolmes spent most of her \nchildhood in Jacksonville, \nFla. After receiving her \nbachelor's degree from \nAgnes Scott, she worked \nprofessionally in theatre for \nthree years. Then she \nreturned to academia, earn- \ning a master of fine arts \ndegree in studio art from \nFlorida State University in \n1984. Since then, she has \nmade art and art education \nher life. \n\nHolmes has been the \nrecipient of numerous \nawards and honors, includ- \ning prestigious artist's resi- \ndencies and fellowships in \nNew York, Wyoming and \nAlabama, and her work has \nbeen exhibited in more than \n35 states. Holmes now lives \nin Minneapolis and devotes \nherself to her artwork and to \nher husband, Ed Stern. \n\nHolmes is known for \nsculpture that uses bright \n\n\n\ncolors and visually \"disturb- \ning\" shapes that make the \nviewer look at the work as a \nwhole, not simply at the \nbeadwork, a technique she \nhas perfected. She sews \nbeads onto the sculpture so \nthat they lie flat, and she \nalso uses eye-catching \nmaterials such as zippers, \nsequins and mirrored glass, \nsewn into shapes primarily \nresembling female identity \nforms. \n\nHolmes creates for her \nown pleasure and personal \nfulfillment, she says. But \noccasionally she is asked to \ncreate a work on a specihc \ntheme or for a show. One of \nher most challenging \n\"theme \" art experiences \ncame in 1993, when she was \npart of \"Beyond the Quilt,\" \nan exhibit at C.A.G.E. \nGallery in Cincinnati. \nHolmes' creation honored \nher 90-year-old grandmoth- \ner's long, full life. \n\nHer \"Quilt for the Death \nof One I Loved\" is made in \nhorizontal rows assembled \nby zippers,- each row has \nvertical stitching separating \nit into pockets which \nenclose compost materials \nthat form the batting; egg \nshells, dryer lint, dried cof- \nfee grounds, grapefruit rind \nand fake horsehair Holmes \nwrote a poem to her grand- \nmother on the back of the \nquilt. \n\nHolmes says she made \n\n\n\nPHOTO BY ED STERN \n\n\n\n\nMimi Holmes in her studio: Her wori\u003c \"transcends boundaries \n\n\n\nthe quilt to prepare herself \nemotionally for the death of \nher grandmother  small, \nbody sized and meant to \ndecompose, not to last \n(hence the pockets filled \nwith compost). \n\nWhile working on the \nquilt. Holmes wrote, \"I \nthink that making a quilt \nlike this is what art should \nreally be about. Heartfelt \nand connected to others, \npurposeful; not worried \nabout whether it fits into \nthe current art world scene, \nwhether I can place it in a \ngallery, sell it, etc. ... I'm \nproud of this quilt and 1 \nthink it's special.\" \n\nSo did her grandmother, \nwho died the afternoon of \nHolmes' 40th birthday in \nNovember 1996. Since \nthen, the quilt has been \n\n\n\nshown in exhibits around \nthe country. \n\nHolmes says, 'The really \nneat thing about my quilt \nfor Gram is how well it has \ndone out in the world, how \nstrongly people respond to \nit once they understand its \nintention. Art that is con- \nnected, art that is truly made \nfrom the heart, does tran- \nscend a good many bound- \naries, and is real.\" \n\nHolmes plans to contin- \nue her work with beads, as \nwell as her grandmother's \nmemorial quilt. \n\n\"It comforts me, but I'm \nnot sure what to do with it. \n1 think I'll keep filling the \npockets with stories about \nher, keeping her memory \nand spirit near me. \n\n Elloi Fort GnssfH '77 mui \n\nAlilri.I Bo'dCljHil \n\n\n\n34 \n\n\n\nLIFESTYLE \n\n\n\nA LIFE OF \nFLEXIBILITY \nAND \nEXPLORATION \n\nDr. Audrey Grant '77 \n\nAsk Audrey Grant, presi- \ndent of the class of \n1 977, what she does at the \nmoment, and she will explain: \n\"I'm a locum tenens emergency \nroom physician. I practice \nmedicine in emergency \nrooms when and where I'm \nneeded most.\" \n\nAt the moment, that hap- \npens to be Pikeville, Ky., far \nfrom her permanent home in \nFairfax, Va. However, by \nworking on a contractual \nbasis in a field that is becom- \ning more and more special- \nized. Grant is able to help \nhospitals deal with the \nchanging trends in emer- \ngency medicine, as well as \nsecure more flexibility for \nherself. \n\n\"This way, 1 can take sab- \nbaticals when I want and \nneed to,\" she explains. \"I \ndecided after I turned 40 that \nwhile medicine was impor- \ntant, it was not all there is to \nlife.\" \n\nSurprising words, per- \nhaps, from a woman who \ncalls herself a \"bookworm\" \nand who entered Agnes \nScott in 1973 at the age of \n16, one of only eight \nAfrican-American students \non campus at the time, \"I \n\n\n\ngrew up wanting to please \nand wanting to grow intel- \nlectually,\" she recalls. \n\n\"When I came along at \nthe College, it was with this \nvery Southern, ingrained \nnotion that blacks had a cer- \ntain place, and therefore 1 \nwasn't as outgoing as 1 \nmight have been on cam- \npus. I studied hard, I had my \n'sisterhood' of black women \nclassmates, and I went on to \nmedical school because \nit was what my \nparents want- \ned and \nwhat I \nwanted, \ntoo.\" \n\nAfter \nstudy- \n\n\n\n\nNow in her 40s, Audrey \nGrant iiueiids-anu \n\nyears of living . . . \nexploring her potentials \n\n\n\nfacilities without having \nto uproot her personal life. \n\"I've seen emergency medi- \ncine change a great deal in \nthe years I've been practic- \ning,\" she observes. \"It truly is \na specialty. We are seeing \nhospitals establish so-called \nfast-track programs  for \nsmaller emergencies  as \nwell as chest pain areas, \nwhere the patient may be \ncared for by specially \n^ trained physicians without \nthe expense of being \nadmitted to the \nhospital unless \n_^ necessary.\" \n\nHowever, she \nis concerned \nthat many \npeople still \nuse the \nemergency \nroom for \nprimary \ncare. \n\"As long \nas we \nhave peo- \nple who \ndon't have \ninsurance, or \nare unable to \nget in to see \ntheir primary \ncare physician, \nT simply \naren't edu- \ncated on \nwhat a \ntrue emer- \ngency is, I'm \nafraid we'll always \n\n\n\nsee patients coming in for \nbasic healthcare, which is \nnot what emergency rooms \nthese days should be \naddressing.\" Despite these \nproblems. Grant remains \nencouraged by activists who \ncontinue to lobby for \nchange in the system. \n\nSince turning 40, Grant \nhas sought change in her \nown life, placing new \nemphasis on her physical \nwell-being and her non- \nmedical interests. She \naltered her eating and exer- \ncising habits and began to \ntrain for a triathlon (swim- \nming, biking and running \nevent). \"I intend to live to \nbe 100 years old,\" she says \nwith a laugh. \"I believe we \nas women can do that if we \ntake care of ourselves and \npay attention to all those \nthings in life that are so \nstimulating and challeng- \ning.\" \n\nAs a result. Grant hopes \nto retire from emergency \nmedicine in five years or \nless, \"but not from life.\" \nShe'd like to travel more \nand perhaps even return to \nschool to refresh her skills \nin French and German and \nlearn a third language, \nSpanish. \n\n\"I'm going to set my \nsights on achieving the \ntriathlon goal, then see what \ncomes next. It's time to find \nout what makes me happy.\" \n Ellm Fort Grissett 'n \n\n\n\n35 \n\n\n\nPHOTO BY MEG BUSCEMA \n\n\n\nLIFESTYLE \n\n\n\nON KEY \n\nIN THE SONG \n\nOF LIVING \n\nJennifer Nettles '97 \n\nThe pub is as dead as the \nwinter night. Stale ciga- \nrette smoke hangs in the air \nas a few work-weary patrons \nloll against the bar, nursing \nbeers, unable to shake win- \nter's chill. In strolls Jennifer \nNettles '97, dressed for heat, \ntank top and faded jeans \nclinging. She jumps on stage, \nlets out a signature growl and \ndischarges a few acoustic \nlobs into the air. \n\nWith the sound of her \nsoulful croon, the crowd \nsurges stageward, listlessness \nmelting like the snow hit- \nting the pavement outside. \n\nFor Nettles the stage is a \nspirit filler, a place bearing \njoy and energy and peace, \n\"it really is a sacred space \nthat shouldn't be defamed,\" \nshe says, her voice quicken- \ning, \"because so many peo- \nple want to be there and do \nthat, and hunger and yearn \nto be in that place.\" \n\nSo insatiable is Nettles' \nappetite for the stage that \nshe couldn't wait until after \ncollege to pursue it. The \nsociology/anthropology \nmajor split her time between \ndrama productions and \nsinging in London Fog, the \nCollege's jazz ensemble, all \nthe while rehearsing and \n\n\n\n\nJennifer Nettles strings tier guitar before a sliow at Eddie's Attic \nin Decatur, wliere acoustic up-and-comers launch careers. \n\n\n\nperforming with her band. \nSoul Miner's Daughter \nThough she values her \nAgnes Scott education, she's \nrelieved to escape the pres- \nsures of academic and artis- \ntic performance. \n\nNettles is urgent about \nher career, already cogni- \nzant of time's ability to steal \nthe vitality that is her \nappeal. Determined to avoid \nthe what-if-l-had-just-tried \nblues, Netdes pursues \nadventure in both art and \nlife. After a year of steady \nperformances, she took off \nfor a month and crossed the \ncountry on a motorcycle. \nThe time away from per- \n\n\n\nforming also makes room for \n\"soul mining,\" the heart of \nher songwriting. \n\nNettles calls her music a \n\"fusion of soul, funk and \nfolk, in that order\" Or \nmaybe it's \"rock 'n' roll with \ngood lyrics,\" the kind that \nspring from everyday expe- \nrience, forming a scrapbook \nof her life. Soul Miner's \nDaughter's hrst album, 'The \nSacred and Profane,\" pulses \nwith young, angry love, \"but \nthat's what was going on in \nmy life at the time, \" says \nNettles. \n\nIt's not just the beat and \nthe sound audiences gravi- \ntate toward, it's the feeling \n\n\n\nthe songs evoke, the magic \nbehind the music. These \nlyrics make for a \"much \nmore soulful and powerful \nfeel,\" writes Lee Heidel, staff \nwriter for Red \u0026 Black, the \nindependent student news- \npaper of the University of \nGeorgia in Athens. \"Intricate \nharmonies and musical \narrangements are matched \nwith direct, yet mystical, \nlyrics.\" \n\nNetdes' current composi- \ntions reflect family life and \ngrowing up. She says the \nnext album, which the band \nhopes to record in late win- \nter or early spring, will prob- \nably be more politically \ncharged than the last. But \nthe soul of the music \nremains, she says, even as \nthe band explores new \nsounds and themes. Nettles \nthrives on her creative col- \nlaboration with partner Cory \nJones, and now with their \nfull band, which gives her \nfreedom to experiment. \n\nNettles' journey to her \nsacred stage began in \nchurch, where she first per- \nformed at age 7. As part of a \nstatewide performing arts \ntroupe, the Douglas, Ga. \nnative met Jones in high \nschool. In college, they \nplayed together at first for \nfim but soon decided their \nsound was worth a public \ntest. \n\nAgnes Scott gave Jennifer \nand Coiy their first public \n\n\n\n36 \n\n\n\nLIFESTYLE \n\n\n\nvenue, a stage in Presser \nHall as the opening act for a \nCoffee House. Eddie's Attic, \na Decatur acoustic music \nvenue, became their real \nproving ground. They won \nan open microphone contest \nthere, recorded a demo tape, \ngot an agent and a new \nname, made a CD and now \n\n\n\nperform all over Atlanta and \nAthens. Though Soul \nMiner's Daughter still \nappears occasionally as an \nacoustic duo, having a full \nband allows them to book \nbigger arenas. This fall, the \ngroup launched a college \ntour of the Southeast, \nincluding Clemson, S.C. \n\n\n\nand Winston-Salem, N.C. \n\nDoes she hope to follow \nthe path of her musical \nhero  James Taylor? Even \nNettles isn't sure that kind of \nfame is her goal although \nshe acknowledges she wants \nto move beyond the \nSoutheast to reach new audi- \nences. For her music to \n\n\n\ntouch the maximum number \nof people she will continue \nto write and sing, to travel \nand perform, to live out this \ndream. \n\n\"If I can live off what I \nlove, then that's enough for \nme,\" she says. \"I hope it goes \nas far as it can.\" \n\n Kelly Holton '96 \n\n\n\nA CAREER OF CONSTANT CHANGE \n\n\n\nKatharine Cochrane Hart '78 \n\nKatharine Cochrane Hart '78 calls her assignment to \npost-Deng Xiaoping China \"the most interesting and \nchallenging of my career. China is in a state of change and \nthe U.S. -Chinese relationship is very important to the U.S. \non many fronts.\" \n\nBeijing is Hart's latest assignment as an economics offi- \ncer for the U.S. Foreign Service. Her job is \"defined by \nwhat, at that moment and in that arena, is of crucial impor- \ntance\" to the United States. Her work includes encourag- \ning democracy, economic reform, peaceful resolution of \ninternal or regional conflicts, nonproliferation of weapons \nof mass destruction or human rights issues. \n\nSuccessful diplomats must understand the social, politi- \ncal and economic history of the country to which they are \nassigned. \"From this framework,\" she notes, \"you can \ninform Washington of policy implications, and best repre- \nsent U.S. policy to the host country government.\" \n\nHart has spent much of her career overseas. \"It has been \nsaid the only constant in a Foreign Service career is \nchange,\" Hart remarks. \"The worst aspect of this career is \nthat it takes you far from family and friends.\" She met her \nfuture husband. Ford, also in the service, two days before \nhe leh: for Bangkok, Thailand. She was also to leave shortly \nfor an assignment to the embassy in Paris. \n\n\"We gave AT\u0026T and several airline companies a lot of \nbusiness,\" Hart laughs. They married less than a year later \nSince Hart's return from Paris, she and Ford have pursued \nassignments as a \"tandem couple.\" \n\n\n\n\nA life \nthe move \nis more \nthe norm \nfor Hart than \nthe exception. \nAs the daughter of a U.S. \nNaval officer, she moved fre- \nquently as a child, including a move to Brussels during her \nhigh school years. \n\nAfter completing a degree in English literature and cre- \native writing at Agnes Scott, she tried a few \"conventional\" \nstateside jobs  a stint with Macmillan Publishers in New \nYork, under the tutelage of alumna Barbara Battle '56, and \nlater as a public relations copywriter for a regional theatre \nin Virginia and an advertising copywriter for a regional \ndepartment store. \n\nBut she soon found herself missing the excitement of \nmoving and traveling, so she jetted to Washington, DC, \nearned an M.B.A. with a specialization in international \naffairs from George Washington University and entered \nthe Foreign Service. \n\nHart says that one thing her experience in the Foreign \nService has proven \"time and again\" is the value of a liberal \narts education. \n\n\"At Agnes Scott, I acquired the tools to learn, to ask \nquestions and to reason through a problem, all of which \nare daily components of my job, no matter where I am.\" \n\n Ellen F. Grissett 'ii \n\n\n\n37 \n\n\n\nLIFESTYLE \n\n\n\nOPEN-EYED \nDREAMER \n\nKim Fortenbeny \nSiegelson '84 \n\nFiction is an odd process, \nKim Siegelson '84 \nreflects, \"I call it open-eyed \ndreaming. At its best, it is \nexactly like a dream that is \nrevealed to you while you \ntype, one you can control to \na certain degree, but [the \ndream] is also controlled by \nthe characters in your head. \nThey move and talk and \nreact to your story line on \ntheir own.\" The residents of \nHog Hammock provided \njust the revelation Siegelson \nneeded to steer the course of \nher first children's book. The \nTerrible, Wonderful Tellin at \nHog Hammock (illustrated \nby Eric Velasquez, Harper- \nCollins, 1996). In it, Jonas, \n\nthe central _, \n\ncharacter, \nfaces the \nchallenge of \nfilling the \nbig shoes of \nhis grandpa, \nHog Ham- \nmock's pre- \nmier story- \nteller who \npassed away six \nmonths earlier. Can Jonas \ndo his grandpa's memory \nproud by spinning a \nrespectable yarn? \n\nSiegelson cites many \n\nJ8 \n\nACNES SCOTT COLLEGE  SUMMER i\u003c \n\n\n\n\nsources for the book's story- \nline: her love of the Sea \nIslands of Georgia, which \nshe visited as a child,- the \nold Gullah stories carried \nfrom the coast by a former \nslave named Aunt Cat and \ntold to Siegelson's grand- \nmother, who then passed \nthem on to her, and a fasci- \nnation with the Gullah cul- \nture and language. \n\nThe most important \nsource, however, was a trip \nSiegelson made to the Sea \nIslands with an Agnes Scott \ngroup of biology students \nthe summer before her \nsenior year. \n\n\"My major at Agnes \nScott was biology, and 1 \nspent most of my time in \nlabs or the science build- \ning,\" Siegelson recalls. \"1 am \nmost appreciative to Dr. \nJohn Pilger for the marine \nbiology trip. . . . We spent \nseveral weeks \nstudying the ecol- \nogy of the Sea \nIslands, slogging \nthrough the salt \nmarshes. I'm not \nsure I would \nhave written \nthis first book if \n1 had not gone \non that trip.\" \nSiegelson explains, 'This \nbook actually started out as \na non-fiction piece about \nthe salt marshes. It was ter- \nrible and boring! I decided \nto add some characters and \n\n\n\n\nAuthor Siegelson writes for children 7 to 11 because those \nyears are vivid in her own memory. Her l\u003cids are glad. \n\n\n\nuse the marshes as the set- \nting for a fictional story, \nand it took off \" She \nreceived a grant from the \nSociety of Children's Book \nWriters and Illustrators in \n1993 and a book award \nfrom the Center for \nMulticultural Children's \nLiterature in 1994. \n\nTl.if Terrihk, Woncicrftd Tellin' \nis intended for readers ages \n7 to 1 1 . \"1 write for this \naudience because 1 remem- \nber that part of my own life \nvery clearly,\" Siegelson says. \n\"1 remember what bothered \nme, what made me happy, \nwho 1 was afraid of, things \nthat made me sad, fights \nwith my sister, nearly every- \nthing.\" \n\nShe is sure that her own \n\n\n\nchildren, Aron, 6, and \nZachary, 4, will give her \ninspiration, too, as they \ngrow. She, her sons and her \nhusband of 10 years. Hank \nSiegelson, M.D., recendy \nmoved into Atlanta from \nClarkston, Ga. \n\nSiegelson has two other \nchildren's books forthcom- \ning h-om Simon \u0026 Schuster: \na picture book entided In \nthe Time of Lhiam, based on \na Sea Islands legend, and \nDancing the Ring Shout, \nabout an African-American \ndance performed along the \nSouthern coast. \n\nGiven her background, \nSiegelson is perhaps an \nunlikeK' childrens book \nauthor. Following gradua- \ntion from ASC in 1984, she \n\n\n\nLIFESTYLE \n\n\n\nentered Georgia State \nUniversity to pursue a mas- \nter's degree in risk manage- \nment. While she found her \nclasses interesting, she felt \nthe need to explore her cre- \native side, so she took a \nshort course on writing chil- \ndren's fiction. She was \nhooked. Although she did \ngo on to earn her M.S., \nwriting for children became \nher most important work. \n\nSiegelson says that an \nideal life for her as a writer \nwould be one in which she \nwould \"roll out of bed, make \ncoffee, bring a cup to my \ndesk and stare out the win- \ndow in my pajamas until \ninspiration hit me.\" But, she \nnotes, \"if I had the luxury of \nwaiting for inspiration, then 1 \nwould never write anything!\" \n\nShe reminds would-be \nauthors that \"publishing a \nbook is not what makes you \na writer. It makes you a pub- \nlished writer Writers are \npeople who sit down and \nmove a pencil across a page \nor a cursor across a screen, \nwhether they sell their \nwords or not. \n\n\"Persist in the face of \nrejection letters, don't obsess \nabout being published and \nlearn to revise,\" Siegelson \nadvises budding writers. \n'The highest compliment 1 \nhave received from editors is \nthat 1 am good at revision.\" \n Ellen Fort Grissett 'n \nand Maria Bevaccjua \n\n\n\nEXCERPTS \n\n\n\nTHE BIRTH \nOF THE \nMOVIE FAN \n\nWhat was going to the \nmovies like in the \nfirst few decades of motion \npictures, the era of silent \nfilm? This is the question \naddressed by Kathryn Hel- \ngesen Fuller '82 in her illu- \nminating book At the Picture \nShow: Small Town Audiences and \nthe Creation o] Movie Fan Culture \n(Smithsonian Institution \nPress, 1996). \n\nFuller demonstrates that \nconventional film histories \nhave generalized from the \nmoviegoing experiences of \nurban dwellers, particularly \nthe immigrant populations \nin New York and Chicago \nwho enthusiastically attend- \ned storefront nickelodeons. \n\nBut that's just part of the \npicture. From the advent of \nmoving pictures to the com- \ning of sound ( 1 896 to the \nlate 1920s), 70 percent of \nthe country lived outside \nmajor cities. Fuller examines \nhow their moviegoing expe- \nriences differed from those \nin big cities. The results \noffer a needed corrective to \nstandard film history  and \ntell a fascinating story as \nwell. \n\nTowns too small to sup- \nport a permanent movie the- \natre depended on traveling \nor itinerant movie exhibi- \ntors. Thus motion pictures. \n\n\n\nin the earliest years, came to \ntown like the circus, herald- \ned by advance publicity. \nThese traveling picture \nshows cultivated audiences \nthat eventually supported \npermanent theatres. By 1910, \nfive- and ten-cent theatres \nhad been established in vir- \ntually all towns of 5,000 or \nmore. \n\n\n\n\nm pro- \ngram- \nming; \n\nrural audiences showed more \ninterest in travelogues and \nother non-fiction shorts than \ndid their urban counterparts \n\nBecause of the racy and \ncontroversial nature of many \nfiction films, churches often \nset up programs to compete \nwith less reputable theatres, \npromising cleaner pro- \ngrams  and a higher class of \nmovie patron. \n\nFor their programming, \nchurch theatres relied heavi- \nly on industrials, films made \nby commercial companies to \npromote their products, with \nvarying degrees of subtlety. \n\nThese early \"product \nplacements\" make up just \n\n\n\none of the intriguing stories \nthat Fuller tells. One of the \nmost popular industrials was \na weekly travelogue spon- \nsored by Ford Motor Com- \npany. Ford restricted its \nadvertising to logos at the \nbeginning and end of the \nfilm. Other companies \nshamelessly focused on their \nproducts in \nthe midst \nof narra- \ntives or \ndocumen- \ntaries, and \nthese com- \nmercial \nmoments \nwere often \nbooed by \naudiences. \nExhibitors \nsometimes \nblocked the projector during \nespecially obnoxious \nsequences. \n\nIn 1922, an agreement \nwas forged with motion pic- \nture producers and \nexhibitors banning paid \nadvertising in the midst of \nfilms (an agreement that we \nknow is no longer in \nforce  consider the latest \nJames Bond movie). \n\nAt the Picture Show tells \ntwo stories: the first relates \nthe significant differences \nbetween small town and \nurban moviegoing,- the sec- \nond relates the dissolution \nof those differences through \nthe evolution and creation \n\n\n\n39 \n\n\n\nLIFESTYLE \n\n\n\nof the movie fan. \n\n\nby advertisements in fan \n\n\nFuller examines tfie earli- \n\n\nmagazines, which often fea- \n\n\nest fan magazines to show \n\n\ntured the endorsements of \n\n\nhow the \"fan\" was a concept \n\n\nprominent actors. \n\n\nworked out over time by \n\n\nThroughout the study. \n\n\ninteraction among the pub- \n\n\nFuller weaves a coherent \n\n\nlic, moviemakers, fan maga- \n\n\nhistory from an impressive \n\n\nzine editors and their adver- \n\n\narray of sources: Sears \u0026 \n\n\ntisers. Early fan magazine \n\n\nRoebuck catalogs selling the \n\n\naudiences focused on men \n\n\nequipment one needed to \n\n\nand women, boys and girls,- \n\n\nopen a movie theater,- \n\n\nthe magazines invited movie \n\n\nBroadway shows mocking \n\n\nviewers to try their hands at \n\n\nmovie fanatics, popular \n\n\nwriting scenarios, and they \n\n\nsongs playing on fan behav- \n\n\nanswered questions about \n\n\nior (such as the 1919 tune \n\n\nthe technical features of \n\n\n'Take Your Girlie to the \n\n\nmoviemaking as well as the \n\n\nMovies [if You Can't Make \n\n\npersonal lives of the stars. \n\n\nLove at Home]\"); and, in a \n\n\nEventually, however, the \n\n\nrevealing concluding chap- \n\n\nmagazines were aimed \n\n\nter, autobiographical narra- \n\n\nincreasingly at young \n\n\ntives of University of Chica- \n\n\nwomen (even though men \n\n\ngo students writing about \n\n\nand women continued to \n\n\ntheir lifetime of moviegoing \n\n\nattend movies in virtually \n\n\nexperiences as part of a \n\n\nequal numbers). \n\n\n1922 sociological study. \n\n\nOne of the most reveal- \n\n\nThe detailed scholarship \n\n\ning sources Fuller adduces is \n\n\nis blended seamlessly into a \n\n\nthe advertising trade maga- \n\n\nnarrative that is brisk and \n\n\nzines in which editors of fan \n\n\ngracefully written. Though \n\n\nmagazines hawked their \n\n\nthe book contributes signifi- \n\n\npages to potential advertis- \n\n\ncantly to film history, one \n\n\ners as appealing to \"perfect \n\n\ndoesn't need to be a histori- \n\n\nconsumers.\" Fans' tendencies \n\n\nan or a film scholar to \n\n\nto copy the styles and pur- \n\n\nappreciate this lively look \n\n\nchase the products they saw \n\n\ninto the beginnings of our \n\n\non screen were reinforced \n\n\nmass media culture. \n\n\n Reviewer, Christopher \n\nAmes, is professor and \n\nchair oj English, he is the author \n\noj Movies About the \n\nMovies: Hollywood \n\nReflected (Kmhicfey, ispyj. \n\n\n\n\npa. \n\n\n\n\n^^ 1 1 \n\n\nM \n\n\niSFm \n\n\n\n\n\n\n\n\n\nDear Editor: \n\nWhen I first heard the \nnews that the Presser dog- \nwood tree was to be \"laid \nto rest,\" ! immediately \nsought to place my name \non the list of those who \nwould like to receive a por- \ntion of this venerable orna- \nment of the Agnes Scott \ncampus. \n\nVictoria Lambert gra- \nciously obliged me and I \nwas able to choose a sec- \ntion of the trunk for a very \nspecific purpose. 1 had just \nat that time become a col- \nlector of turned wooden \nbowls, and aspired to cre- \nate one myself. So, with \nmy treasured dogwood \nchunk in tow, 1 became a \nwoodturning student of \nWillard Baxter at the John \nC. Campbell Folk School, \nand, with his help, was \nable to fulfill my wish with \nsome satisfaction. \n\nA few months ago, 1 \nwas interviewed on the \nphone, I believe by \nSamantha Stavely ['97], \nabout my interest in the \ntree and my use of the \nwood. (Victoria had sup- \nplied her with my name \nand my intention to pre- \nserve my memories of ASC \nin this way.) \n\n1 was quite disappointed \nto read the article in the \n\nAcnes Scott Alumnae \n\nMaCAZINE (Spring 1997, \npage 3) and find no men- \ntion of an alumna who, as \nan expression of her deep \nlove for this tree and ail it \n\n\n\nLETTERS \n\nrepresents, had accom- \nplished the difficult task of \nturning a bowl from a \nblock of its wood. All mod- \nesty aside, it is, i think, an \nadmirable work of art for a \nfrank amateur \n\nit would have given me \ngreat pleasure to have \nshared through the ALUM- \nNAE Magazine my latest \ntoken of allegiance and rev- \nerence, and to have \nreceived some recognition \nfor a small accomplishment \nvery much inspired by my \nlove for Agnes Scott \nCollege. \n\nJulia C. Beeman '55 \nMmeral Bluff, Ca. \n\nDear Editor: \n\nIn the Summer/Fall '96 \n\nAlumnae Magazine, i \n\nnoted that an article i \nwrote for the fall '95 issue \nwas destroyed by clumsy \nediting and a presentation \nthat brutally demeaned \nwomen treated for breast \ncancer \n\nSo i was stunned that \nthe editors ran a letter in \nthe spring '97 issue, linking \nthe '95 article to me with- \nout qualification. The edi- \ntors' '95 package on breast \ncancer is filled with irre- \nsponsible misinterpreta- \ntions. I stand behind the \npiece only as it was written, \nand urge readere to obtain \na manuscript of that article \nfrom the Publications \noffice. \n\nCarol Wiiiey '80 \nAtlanta, Ga, \n\n\n\nJO \n\nACNES SCOTT COLLEGE  Sl/JUAIR , \n\n\n\nGIVING ALUMNA \n\n\n\n\nThe Blessed Become a Blessing \n\n\n\nETHELYN DYAR DANIEL '41 \nAND ALBERT G. DANIEL \n\nOccupation: Owners of Daniel Properties \n\nResidence: Atlanta, Ga. \n\nInterests: Church activities \n\nChildren: Ethelyn, Katie Fisher, Marion, Albert Jr \n\nAccording to Ethelyn Dyar Daniel '41, the \ncharitable activities in which she and her \nhusband of 51 years, Albert Sr., engage are a \nby-product of their upbringings. \n\n\"We come from people who believed in \ngiving,\" says the mother of four who majored in \nmathematics at Agnes Scott. Albert Daniel Sr. \nechoed his wife's sentiment, \"Everything we have is given to \nus. We have a responsibility to repay our blessings in some \nway.\" \n\nThrough the Metropolitan Adanta Community \nFoundation, a philanthropic agency with which he had long \nbeen associated, Mr Daniel recently endowed the Ethelyn \nDyar Daniel Scholarship Rind at the College as a gift to his \nwife on their 50th wedding anniversary. \n\nThe scholarship, to be awarded annually based on finan- \ncial need, helps in an area both Daniels see as critical. Mr \nDaniel said, \"It is a shame for a person with a good mind not \nto fully develop their abilities because of money.\" \n\nThe Daniels retain strong ties with Georgia Tech, where \nMr Daniel was a member of the class of 1940, and recently \nestablished a similar scholarship fund at that institution. \n\nHowever, their connections to Agnes Scott run equally \nstrong and deep. Mrs. Daniel was a day student, a member of \nChi Beta Phi, SGA and the Silhouette staff, and played varsity \nbasketball; Mr. Daniel's mother. Alpha Green Daniel '08 and \nan aunt attended Agnes Scott Institute. Two nieces and a \nniece-in-law, Anne Gilbert F4enniss '57, Sallie Daniel Johnson \n'71 and Virginia Allen Callaway '63 also attended the College. \nMr. Daniel's aunt eventually became a Presbyterian missionary \nto Korea. FHe, his wife and other family members established \na library in Korea to honor her work there. \n\n\n\nAfter her graduation from Agnes Scott in 1941, Mrs. \nDaniel and her husband built several successful businesses in \nthe Adanta area, including an insurance agency and Daniel \nProperties, a real estate holding company. Mrs. Daniel served \nas secretary and treasurer for the business. Her husband spent \n35 years as a general agent for Jefferson-Pilot Life Insurance \nCompany, which continues to match his donations to the \nCollege. \n\nOn the advice of Betty Scott Noble '71 , who rents proper- \nty from his company, Mr Daniel contacted the College \nregarding his desire to establish a scholarship fund to honor \nhis wife. The announcement of the fund was made at a lun- \ncheon attended by the Daniels, President Bullock and fellow \nmembers of the class of 1941 : Frances Spratlin Hargrett, Jean \nDennison Brooks, Martha Dunn Kerby, Sarah Rainey Glausier \nand Mary Madison Wisdom. \n\nMrs. Daniel continues to believe that the nature of Agnes \nScott's student body makes support ever critical: 'There is a \nsaying that when you educate a woman you educate an entire \nfamily. It is a cliche, but it is true. Agnes Scott provides a won- \nderful environment for that education.\" \n\n Teresa hiarie Kelly '94 \n\nEditor's NotE: Albert G. Daniel died on Oct 1 1, 1997. \n\n\n\nAgnes Scott College \n\nTHE WORLD FOR WOMEN \n\n141 East College Avenue, Atlanta/Decatur, GA 30030-3797 \n\n\n\n\nNonprofit \n\nOrganization \n\nUS. Postage \n\nPAID \n\nDecatur, GA 30030 \n\nPermit No. 469 \n\n\n\n\nClassic \nElements \n\nAgnes Scott President Mary \nBrown Bullock '66 poses \nbeside the latest artwork \naddition to her office, an \noriental motif still life by \nChristie Theriot Woodfin '68. \nWoodfin combined elements \nthat \"seemed just right\" for \nPresident Bullock, including \npeonies and poppy pods \nin a Chinese vase, books and \nthe Chinese characters for \n\"faith, virtue, knowledge.\" \n\n For the artist's description of her work, \nsee \"Classic Elements\" on page 2. \n\n\n\n^\\ PRINTED ON RECYCLED PAPER "},{"id":"asc_iaasc_silhouette199894agne","title":"Silhouette (1998)","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["1998"],"dcterms_description":["Agnes Scott College yearbook of 1998."],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Students--Yearbooks","College yearbooks--Georgia--Decatur","College students--Georgia--Decatur--Social life and customs","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Silhouette (1998)"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/silhouette199894agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["school yearbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/silhouette199894agne/manifest.json","dcterms_subject_fast":null,"fulltext":"!^' \n\n\n\n\n\n\n\n^# \n\n\n\ni^,-, y ':'\u003c( \n\n\n\n^\\ \n\n\n\n\n\n\n';if\u003c.- :;';;\u003e; \n\n\n\n\u003eii:^: \n^3^^?:,^ \n\n\n\n\n\n\n;' ,. \n\n\n\n-j-'^'\" \n\n\n\nDigitized by the Internet Archive \n\nin 2010 with funding from \n\nLyrasis Members and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/silhouette199894agne \n\n\n\n\n\nAgnes Scott College \n141 East College \n\nAvenue \n\nDecatur, Georgia \n\n30030 \n\n404-638-6000 \n\n\n\nVol. 94 \n\n\n\nThe statements and views \n\nexpressed in the Silhou- \nette are those of the \n\nstudents involved with its \npublication and do not \nnecessarily reflect the \nopinions or policies of \n\nAgnes Scott College or its \nofficial representatives. \n\n\n\nWhere Minds \n\nnnnnnnnnnnnn \n\nSpark Minds \n\n\n\nOkay, we know you're tired of hearing it. \n\"Wiiere Minds Spark IVIinds\" Inas been over- \nused, but its truth and relevance to our lives \ncannot go unrecognized. Interactions be- \ntween all members of our community are an \nintegral part of the intricate workings of Agnes \nScott. These interactions produce a dy- \nnamic environment that allow us to grow and \nlearn in the most personalized, comfortable \nsetting available. \n\n\n\nEven the President takes time to interact with \nstudents. Here, President Bullock stands with \nHeather-Leigh Owens. Heather keeps with \ntradition by dressing up as a silent Black Kitty \nduring Black Cat week. \n\n\n\nFaculty-Student Interaction: \n\n\n\n\n\nAssociate Professor Leon Venable \nknows what it takes to help his \nstudents. Like other professors at \nASC, he goes the extra mile to \nmake sure each student fully \nunderstands the lectures he gives. \n\n\n\nAssistant Professor Karen Thomp- \nson even does the dirty work for \nher students. Fully inspecting the \nfetal pig before turning it over to her \nstudent, Dr. Thompson shows her \nability to master the art of dissec- \ntion. \n\n\n\nTeaching does not end when \nstudents and professors walk out of \nthe classroom. Here, Dr. Harry \nWistrand takes the extra time and \neffort to speak with one of his \nstudents outside of \"office hours.\" \n\n\n\n__3y^0pening \n\n\n\n\nKristin Carison. Quail Duryea, Julie Duvall, \nand Betsy Morley enjoy a night of intellectual \nintercourse at tlie Pi Delta PhlBanquet. These \nladies spent a night of interacting with each \nother as well as the French Department fac- \nulty to celebrate their membership In this es- \nteemed organization. \n\nKelley, Kristi Ging. and Clyia Thomas enjoy \ntheir time in Hopkins with one another. These \nare the people you have to live withll \n\n\n\n\nBIGGERThan EVER \n\nWith the addition of the Class of 2001 to our campus, \nenrollment shot up to 733 students. Never before have \nwe seen so many students milting around on the quad \nand packing the dining hail at lunch and dinner. This \nyear's Black Cat Festivities were made even better by the \nadded numbers and enthusiasm brought to the week. \niVlaybe one day we won't even be able to fit in the \namphitheatre for the traditional Bonfire night of Black Cat \nWeek. Plans for the upcoming years include an astonish- \ning 1 ,000 student enrollment by the year 2001 . Some \nthink it will be a miracle to fit all those students, not to \nmention all the extra Faculty, Staff, and Administration it \nwill require, onto this seemingly tiny campus. Let's ail \nhope that the Master Plans everyone has been talking \nabout are truly \"all that.\" \n\n\n\nThese three Blues Brothers are dressed up \nand ready to kicl( some upperclassmen butt \non the night of the Bonfire. Don't they look \nsmooth! \n\n\n\nOpening ^hf \n\n7^ \n\n\n\nIf you think you have problems parking in \nRebekah now. just wait until the new confer- \nence center materializes. The west campus \nparking lot will be eliminated to make way for \na new building with conference and meeting \nrooms, dance and theater facilities, and ad- \nministrative offices. \n\nIn an effort to help students translate from \ncollege living to the \"real world. \" the College \noffered off-campus housing in the newly- \nacquired Avery Glen apartment complex on \nEast College Avenue. The spacious, modern \napartments seriously eased the burden on \nAssociate Dean l^ollie l^errick of finding \nhomes for all the new students. \n\n\n\n\n\n\nThe Gothic Arches made their debut at the \nPresident's Gala in April as the new emblem \nof the College. They replaced the well-known \nand well-loved Tower emblem to further dem- \nonstrate the change in attitude and vision of \nAgnes Scott College. \n\n\n\nAre you a player? \n\n\n\nDo you remember MadLibs? Many of us spent hours filling out the word lists and reading \naloud the wacky stories we had created. If you're feeling nostalgic, spark your mind to produce \nthe following list and then check out page 208. \n\n\n\n1. adjective \n\n2. adjective \n\n3. friend's name \n\n4. mode of transportation . \n\n5. U.S.tourist destination . \n\n6. number \n\n7. plural noun \n\n8. liquid \n\n\n\nanimal \n\n\n\n10. adjective _ \n\n11. adjective _ \n\n12. plural food \n\n13. noun \n\n14. adjective _ \n\n\n\n15. adjective. \n\n16. verb \n\n17. adjective. \n\n\n\n18. occupation \n\n19. gerund (ing verb) \n\n20. plural noun \n\n\n\n21. same friend's name \n\n22. adverb \n\n\n\n23. past tense verb. \n\n24. adjective \n\n25. an activity \n\n26. place \n\n27. verb \n\n\n\n\n\n\n^j|.;\u003e: Opening \n\n\n\n\nLetilia Pate Evans Dining Haii (top) will sacrilice part of its spacially inefficient vaulted ceiling. \nPlans lor a split level dining area (bottom) are underworks, complete with renovated sen/ing \nfacilities and big screen televisions. As with other layouts, architects consulted students and \nstaff to produce a holistic yet efficient cafeteria design. \n\n\n\nMASTER \n\nn D n D THESE n n n n \n\nPLANS \n\n\n\nWe've seen the flyers everywhere, wel- \ncomed architects on campus, heard \ndozens of voice mails, and even watched \nas they were repeatedly stolen during \nJunior Production. However, few students \nreally know the Agnes Scott Master Plans. \nContrary to popular belief, the Master \nPlans are not the geographical layout for a \nnew and improved campus but a concise \nexpression of the ideal Agnes Scott Col- \nlege and the concrete steps necessary to \nbring those goals of excellence to full \nrealization. About a dozen architectural \nprojects are now underway to ensure that \ncampus structures reflect the six compre- \nhensive derivatives approved by the Board \nof Trustees last May Changes include \nrenovation of McCain Library a new \ncampus center, a new physical plant, new \ntheater and conference facilities near \nRebekah, a new dorm, and the now infa- \nmous parking garage. Yes, heavy con- \nstruction may burden the coming years, \nbut remember that, without all the fuss, \nAgnes Scott College would never survive \nas a distinguished, dynamic academic \ninstitution. \n\n\n\nOpening\\u,''\u003er \n\n\n\n^:^ \nfr^ \n\n\n\n\nstudent life \n\n\n\nASC students are \nan eclectic group. \nFrom traveling \nabroad in other \ncountries to hang- \ning out in Decatur \nor Atlanta, they \nalways manage to \nhave a good time. \n\n\n\nAgnes Scott is experiencing its largest numbers ever, with an enrollment of 733 students for the \n1 997-98 school year. Despite the growth of the student body and the new reconstruction plans, old \ntraditions are still very much revered. Black Cat, Sophomore Family Weekend, the Alumnae Pond, \nand Spring Fling are just a few of the customs that keep the minds and the memories of the students \nalive. \n\nOutside of official events and classes, how exactly do the students of Agnes Scott College spend \ntheir time? Some students spend their lives studying, using every waking hour to crack the books. \nOthers spend their time partying until dawn and beyond. Most students, however, eventually find \na happy medium between studying and having fun. Scotties can be found at the mall, the movies, \nOz Pizza, and Trackside Tavern on their down time, to name just a few of the students' favorite spots. \nThe majority of students at Agnes Scott are serious about their studies, but they also find time to have \na life outside of academia. As the numbers of students continue to rise, original ideas intertwine with \nthe familiar traditions, bringing new meaning and energy to every aspect of life at Agnes Scott. \n\n\n\n\nAgnes Scott life certainly includes the dances \nlieid eacti year. Leah Thompson. Ashleigh \nMatthews, Becl\u003cy Smith. Betsy Morley, Hilary \nWright, and Amber Pipa enjoy Spring Fling \neven more this year because it is mixed with \nHilary's birthday luau. \n\n\n\n\\;l^ Student Life \n\n\n\n\nLaura Brandon slops to feed the birds while \nlooiiing around in Venice, Italy. Traveling is \njust one ol the fringe benefits of participating \nin the Study Abroad program. \n\nStudent life involves joining in area festivals \nand activites as well as attending those of \nAgnes Scott. Aliika Ogawa (a Japanese ex- \nchange student), l\\Mnh Pham, and Nooshin \nFarhidvash enjoy taking part in the Fall Re- \nnaissance Festival. \n\n\n\n\n3n tkt^ee \n\n\\\\\u003eoi^aS/ ZJ c.c\\v\\ \n\nsum up \n\ne.ve.^Y\\\\\\\\v\\Q \n\nZJ've. \\e-cx\\^v\\e.Q \n\nabouf liye. \n\u003cJ\\ goes Ola, \n\n\n\nThese students join hands in a circle to give a \nsilent moment to an Agnes Scott \"sister\" who \nwas assaulted. Thanks to the Decatur police \nand Agnes Scott's public safety, the perpetra- \ntor was apprehended. The consideration we \nhave for each other overflows for all to see. \n\n\n\n\n\n\n\nBlacl^aliiveek \n\nSparking up the quad AND the stage!!! \n\n\n\nDan Ackroyd and John Goodman better watch \nout. 'cuz these Blues \"Brothers\" are tough \ncompetition. The sophomores proved their \nindividuality by choosing anew mascot for the \n1998 school year. Let's hope they keep the \nBlues Brothers for next year. It \"suits\" them \nwell. \n\nWe are women, we are great we're the class \nof '981 Hillary Ferris and Brook Partner are \ntruly women of wonder' \n\n\n\n\n\nLet me cover you with mud. Micliele Goss \npuslies Casey Parsons into Itie mud during \never-popular mud-wrestling at Black Cat Field \nDay. \n\n\n\nThe Sun Goddesses shine some light through \nthe darkness as they make their entrance at \nthe bonfire festivities. \n\n\n\np \n\n\nWB^S^ \n\n\n\n\n1 \n\n\n1 \n\n\nhi \n\n\n^^' \n\n\n^.-.^^- \n\n\nr' \n\n\n^^H^ii \n\n\nw \n\n\n\\ ] \n\n\nh \n\n\n1 \n\n\nIt \"I^^^^M \n\n\n^^^sL \n\n\n\n\n\n\nBm^ \n\n\nI^^^E fl \n\n\n^HhL_ \n\n\ni- \n\n\n\n\nKm \n\n\nI^^^H m \n\n\n\nScottie Pride Runs High \n\n\"Jump, shake your booty....\" Cheers and chants were heard \nthroughout the week of Black Cat as each class showed their participa- \ntion in order to gain points. Similar to a High School Homecoming \nwithout the game, Black Cat week is a time when classes bond together \nand with their sister class. \n\n\"Lining up on the quad, when you see the huge crowd, it just makes \nyour heart boom. After four years, I feel like we're all sisters. I know \nwe're all going to be wonder women,\" Valehe Case said. \n\nThis ritual marked the end of the first-years' arrival at Agnes Scott, \nmaking them full members if they endured the week. First-years were \nthe center of many other classes' pranks, especially the Sophomores. \nStudents ran up and down the dorm halls while banging pots and pans \nand decorated thier class colors all over campus. Other students \nthought that the prank rumors were worse than the pranks. \n\n\"The pranks weren't all that bad. They were played up,\" Michelle \nPatrick said. \n\nTo show class participation, many activities were held duhng the \nweek such as games at Field Day, or the Bonfire. On certain days \npeople would wear their class mascots colors in order to gain points for \ntheir class. Although the competition was high, it always remained on \nfriendly terms. Students showed their sense of humor and were able \nto laugh at themselves during this time of bonding. \n\n\"Junior Production was my favorite because I thought it was really \nfunny. We all sang our songs and had a really good time,\" Carrie \nAnderson said. \n\nThe Black Cat formal dance was the highlight of the week as many \nstudents went and listened to the sounds of Motown. \n\n\n\nThe seniors impress everyone once again \nwith their annual foot-stompin ' performance. \n\n\n\nStudent Life \\'w^_ \n\n\n\n/^\\ \n\n\n\nWaiting for the Sparks to Fly \n\n\n\nGreen Berets and Wonder Women wait to- \ngether before Junior Production. (L-R) An- \ndrea Bootier. Ginnie Stevens. Deanna Multis. \nLaura Croft . and Valerie Case. \n\nHave tiie Blues Brothers ever tooi\u003ced so pretty? \nWe doubt it. These Blues Brothers took cairn \nand cooi before the night of Junior Production. \n\n\n\n\nWhere is the prettiest \nplace on campus? \n\n\n\n\"My mirror-just kidding--the track.\" \"The CLC--where love is definitely a \n- Jessi Aiiender tliree letter word.\" \n\n- Amanda Swafford \n\n\n\ni'l^^udent Life \n\n\n\nChristine Cox. Kristie Cobb, and Madi Lewis \nare prepared lor the night of the bonfire. This \nis Ivladi's first Blacl\u003c Cat experience being an \nexchange student from Ireland. Looks like \nshe's enjoying every minute of it. \n\n\n\nWere those shots we heard on the grassy \nknoll? Larissa Mueller, Ashiea l\u003cMttelstaedt. \nand Carol Butler look to see where the gun- \nshots came from during a Junior Production \nskit \n\n\n\n\nPreparations for the bonfire have concluded, \nnow it's time to rest before the big night. \nThese sophomores meet up beforehand so \nthat they can enjoy the night together. \n\nSeniors Hillary Ferris and Amanda Beasley \ndecorate one oftheirwonderwoman cut-outs. \n\n\n\n\"The Gazebo.\" \n- Laura Cox \n\n\n\n\"The Ginko Trees in front of Dana.' \n- Charissa Maynard \n\n\n\n\"The observatory at night.' \n- Nola Taylor \n\n\n\nStudent Life ^J^ \n\n\n\n\nJuniomottuction \n\nWarming it up, Sparlis are flying, and Dowsing ttie embers \n\n\n\nJuniors party together in the Buttrick lilm room \nwhile watching themselves perform their very \nown Junior Production. \n\n\"Like omigod, do you really think that I could \nbe Black Cat Queen, ya think?\" (L-R) Meredith \nFields, Betsy Harrington, and Tiffany Prather \nparody those cute first years! \n\n\n\n\n\n\"Did someone say alcohol?\" This calls for a \nJean Exum takes some time to relax back- party as juniors show on stage how much they \nstage during Junior Production. indeed can have a good time. \n\n\n\n\n\n^^^^^^^^ jqm^_ \n\n\n^K a|g^4||||U^|^it|||HH \n\n\nnLv^^^pHHB^'*' \u003e^ \n\n\nWMMf^^s ^'^0^ \n\n\n t^I^^^Ok \n\n\nHR^^ \n\n\nMG^' ''i \n\n\nR rjl^^ \n\n\nnllMP'^ \n\n\nH^Uj^^^H \n\n\nH^Htf^iW \u003c \n\n\nHH \n\n\nIJH^^^^^^^^^I^c \n\n\n\nThe Benefits of Junior Production: Green Beret Style \n\nThis year's Black Cat week was no ordinary one for the junior \nclass. Even after the field games and pranks, they managed to pull \ntogether to put on Junior Production. Feelings of class unity and \npride ran high during rehearsals and the main performance. \n\n\"Everyone was relaxed and having a good time,\" Carol Butler \nsaid. Junior Production certainly is a lot of work, but it's a lot of fun \nas well. \n\nThe music that was played during Junior Production rehearsals \nwasanotherfactorthatheightenedjuniorclasscamaraderie. 'Greased \nLightnin' was just one of the few songs that had EVERYONE dancing \nin the Gaines Auditorium aisles. \n\n\"I really liked 'Welcome to the Jungle,' by Guns N' Roses. It's not \nonly a great song, but it reminded me of my childhood babysitter, \nDebbie. She once took my brother and I to Buckhead to show us the \nother place she worked and that song was playing in her car,\" Ann \nWinslow reminisced. . . but I digress. \n\nMany words come to mind when thinking about participating in \nJunior Production. Feelings of happiness and satisfaction at \ncreating special memories add to one's years at Agnes Scott. \n\n\"I flew down from Washington D.C. so that I could participate in \nthe Black Cat events, especially Junior Production. I did not want to \nmiss out on the chance to see my friends during this special time,\" \nGemma Philage. \n\n\n\nlese Juniors impersonate the Blues Broth- \n:s to show how the sophomores are all play \n\\id no work. \"Push ups. you want us to do \nish ups? Where's my cigarettes?\" \n\n\n\nStudent Life \\L^ \n\n\n\nEnding the Explosive Weeic \n\n\n\nIs it the Rockettes? Shymeka, Tara. \nRashanna. and Ceicely show some leg at the \n97 Black Cat dance. \n\nLisa Knaulf and Enca Lent are prepared lor a \nnight of dancing and fun. What a wonderful \nevent and a magical night this is! \n\n\n\n\nKim Walker. Heather Ricks, Jamila Heard, Juniors Deanna Muliis. Hadeel Uiasseoud. \nand Khalitah Liptrot join up at the dance to and Gemma Hall can take some time to relax \ncompliment one another on their beautiful and party now that Junior Production is over, \noutlits. Wonder what was taking place in that \nconversation before we interrupted! \n\n\n\nWhat was your first \n\n\n\"Oh my God, 1 have to live with \n\n\n\"Wow, you look just like me. (hee \n\n\nimpression of your \n\n\nher!\" \n\n\nhee) \n\n\nroommate(s)? \n\n\n- Lori Hunkins \n\n\n- Jennifer King \n\n\n\nBrook Partner and Janet Rauscher show off \ntheir own unique style with a tuxedo and boa. \nThey are the center of attention as f/iey mate \ntheir entrance into the dance. \n\n\n\n\nChristine Cox and Kristie Cobb prove thatyou \ndon't need to have the same style in order to \nbe friends. \n\n(L-R) First-years Lesley Jruluck, Jen Dabbs. \nShea Minnick. Morgan Fender, and Nida \nIttayem are practically glowing with excite- \nment at their first Black Cat dance. \n\n\n\nMy, that's an enormous gargoyle \nyou have there.\" \n\n- Hilary Wright \n\n\n\n\"She wanted us to get matching \n\npink flowery sheets, and I thought \n\nwhy in the world am I at a womens' \n\ncollege.\" \n\n- S. Collen l^cCoy \n\n\n\n\"How did I get myself into this \nsituation?\" \n- Yurora Saylor \n\n\n\n^^ \n\n\n\nMinding \n\n\n\n\nCaiendar \n\n\n\nSparking Holiday Cheer In Our Own Special Ways \n\n\n\n\"Bud-weis-er.\" MarleyMauph, MicheleHenry, \nand Lizabee Rone catch a few flies on Hallow- \n\n\n\nStudents are starting tlieir own traditions at \n(he off-campus/ on-campus residence called \nAvery Glen. This year, more students got a \nchance to live a little farther away from school \nwithout leaving campus life. Below: The \nmystery is over, the Santas have been re- \nvealed at the Avery Glen Secret Santa party. \n\n\n\n\n\n\n\n\n-jd^Ke \"^^^^^ny \n\n\nM ^% V^vV' \n\n\n\n\n\n\n\n\n\n\n\n\n.mm ^. -fc. \n\n\nB^mi \n\n\n1  \n\n\n\\ ''' \n\n\n1 \n\n\n\n\nm \n\n\nm \n\n\n^ m \n\n\n1 '- i \n\n\n9 \n\n\n^^^^^T^ \n\n\ni \n\n\nm^ \n\n\nr. \n\n\nM \n\n\nl^-'-^^mii \n\n\nk^ \n\n\n\n\nThe Holiday Gala is always a fun night with \nmusic, friends, and. of course, lots of food! \nAbove: Christmas bells are nnging-it's time \nfor the Holiday Gala once again. \n\n\n\nWho IS the scanest-er. I mean fairest Spice of \nthem all? Lesley Truluck. fvlorgan Fender. \nJennifer Dabbs. Shea Minnick, and Nida \nIttayem enjoy a night of forgetting themselves \nand impersonating the Spice Girls. \n\n\n\n\n^ \n\n\n\n/\u003e \n\n\n\nJapanese Teaching Assistant Micliie Tsugi \nand students Annie Chanpong and Juliana \nWoo enjoy the President's holiday dinner. \nThis is one ol the few rare times students don 't \nhave to take their trays up alter eating. \n\n\n\nThe Halloween witches of ASC are ready to \nhaunt the campus. (L-R) Morgan Fender. \nNatalie Taylor, Lesley Trulucl\u003c. Jen Dabbs. \nand Shea Ivlinnick. \n\n\n\n\n\nTrick or Treat... \nSmell my feet, give me something good to eat! \n\nMichael Myers, Jason, and Freddy Krueger were just some of \nthe friendly faces a person saw around Haiioween. If there was \nanytime to be scared, it was late October. Some students went to \nhaunted houses in search of screams and goosebumps. \n\n\"I went to the Crypt of the Terror. One thing that scared me was \nthis guy was chasing us toward the end with a chainsaw. Also, we \nwere walking through the dark and some man was following us. He \nkept tapping us with a hair wig,\" Laura Watson said. \n\nMany students participated in the annual on-campus haunted \nhouse. The haunted house is a great way for Agnes Scott to raise \nfunds for charity and have a great time. People both big and small \nwere taken on a tour through a transformed Presser Hall and given \nquite a scare. \n\n\"I've seen kids cry or bury their heads in their parent's neck. \nSometimes the kids scream and cling to each other as they try to run \naway,\" Helayna Hoss said. \n\nAlso seen as another reason to buy candy, students purchased \nchocolate, candy corn and other sweets just in case kids came \nthrough the dorms trick-or-treating. \n\n\"I usually get Baby Ruths, Butterf ingers, or M\u0026Ms to give out to \nthe thck-or-treaters,\" Khstin Conrey said. \n\nStudents were never sure how many kids might possibly stop by, \nso they just had a lot of candy waiting, just in case. So next time \n\n\n\ntjlembers of the class ol '98 decide to take \nadvantage of the Christmas holiday to re- \nceive some pity lor being poor college stu- \ndents at the Old Spaghetti Factory. \n\n\n\nSpaildng Away \n\n\n\nKristen Starr, Jo Jensen, and Lisa Knauff \nhead off to Emory's library. It, unlike the \nlibrary at ASC. is open 24-7. It's perfect lor \nlate-night study jams. \n\n\n\n\nJackie Perry, Rachel Cantrell, and Katey \nStewart engage in a wrestling death match. \nThis form of tension relief is dangerous, but \nextremely gratifying, just look at those smiles. \n\n\n\nIn one word describe \nASC. \n\n\n\n\"Tease.\" \nAshlea Mittelstaedt \n\n\n\n\"Twisted.\" \n- Lori Hunkins \n\n\n\n\nSophomore Casey Parsons tries to teach First- \nYear Yun Bai the ropes, but it toote /*e Yun \ncould teach Casey a thing or two! \n\n\n\n\n\n^^^1 \n\n\n\n\n\n\nM \n\n\nErica Lent reaches a state ofzen and finally \nachieves nirvana alter using some of her top \nsecret formula face cream. \n\n\n\n\n\n\nNancy Bennewitz, Jennifer Heclfman. and \nDebbie Eichert collapse after a hard day of \nclasses. Relaxation is an essential ingredient \nin the recipe for a sane student. \n\n\n\n\n\n\n\n\n\n_^^ \n\n\n\nAaah, love the pihata. embrace the pihata, BE \nthe pihata. Joy Payton and Brooke Partner go \nthrough the trouble to break the pinata and \nthen. . . what? no candy? Life is so unfair. \n\nLeah Thompson finally gets a chance to relax \namidst her colorful and creative surroundings. \nThis is the life! \n\n\n\n\"Bittersweet.\" \n- Catherine O'Sullivan \n\n\n\n\"Serendipitous.' \n\n- Aliyah A-Aziz \n\n\n\n\"Bizarre.\" \n- Waz/e Lawson \n\n\n\n'^i \n\n\n\n\nLiving Mi^ligii Life \n\nMINDS: Deep in Thought and Deep in Fun \n\n\n\nMarisol Monsalves, Fariba Fardhivash. Erica \nStiff. Annie Chanpong. andJuiiana Woo enjoy \nan apartment-warming party at Avery Glenn. \n\nHeatlier Rici\u003cs and Leal^ Thompson enjoy a \nyear as residents in Agnes Scott Hail (a.k.a. \nMain). The walls are rather bare, but time will \nsoon coverthose with memorabilia of the time \nspent there. \n\n\n\n\nCommunication-the most important compo- \nnent to a healthy roommate relationship, is \ndemonstrated here by Jacl\u003cie Perry and Rachel \nCantrell. \n\n\n\nRashanna catches up onsomezzzzz's. Sleep \nis essential to being a productive student. \nWhether you find time to sleep at night or in \nbetween classes, managing it all seems a little \neasier after a little shut-eye. \n\n\n\n^. #- \n\n\n\n\nstar Wars hair: Christine Cox shows off her \nPrincess Leia style while JessioaBryantsports \n. . . er, Chewbacca do? \n\n\n\nKelly and Kim try desperately to save the \nperspectives staying in Hopl\u003cins. They didn 1 \nrun them all off. thankfully. \n\n\n\nLaura Livingston (a.k.a. \"Hair\")and Casey Par- \nsons decide that their music theory homework \nis lor the birds and decide they'd rather veg- \netate on the couch like the rest of the worid. \n\n\n\n\nHome Away From Home \n\nA necessity of life: everyone lias to sleep somewliere. Fresh- \nman enjoyed tlieir Winsliip and Walters domiciles without even \nl\u003cnowing of the grandeur that awaited them in the upper classwomen \ndorms. \n\nSuch coveted rooms in Inman, Main, and Rebekah were greatly \nenjoyed by Juniors and Seniors. Parties entailed music, fun, and \ndrinking (only if you were 21 , of course). Public Safety generally let \nthe women have their fun without too much intervention. Everyone \nknows that women of Agnes Scott are the most responsible ladies \naround. There are no Century Club parties or tunneling beer on \nAgnes Scott's campus. No siree, it's the quiet life for us. \n\nDorm life can be difficult, of course. Roommate troubles, no air \nconditioning, occasional floods when the rain came, not to mention \nwork, work, work made for an interesting year. Most of the women \nof Agnes Scott successfully finished the year. Others left or decided \nASC just wasn't for them, but whatever happened in whomever's \nlife, everyone learned from the experience. We will all move on and \nthe lucky ones left will enjoy at least another year at Agnes Scott. \n\n\n\nStudent Life^'^ \n\n\n\nFinding inspiration \n\n\n\nGetting ready to see (he United Stales capital \nat nigtnl. (L-R) Amy Starr, Melanie Mimes, \nBetsy Herrington, and Meredith Fields. \n\nAnnie Chanpong, her mom, and sister fate a \npicture before laldng the elevator up the Eiflel \nTower \n\n\n\n\ni^St \n\n\n\n\"What is the most \n\ninteresting/surprising \n\nthing you've seen on \n\ncampus? \n\n\n\n\"A hawk killed a pigeon in front of \n\nButtrick.\" \n\n- Hilary Wright \n\n\n\n\"Food in the dining hall. I discov- \nered new food allergies in my stay \natASC. Honestly.\" \n- Marcianne McHugh \n\n\n\n\nRome, Italy was just one of the cities Christine \nCox visited during her European trip in the \nsummer of '97. \n\n\n\nvm \n\n\n\n\n\n\n\n\n\n\n^M \n\n\n'--^ \n\n\n\n\n- W- \n\n\n \"^ -;**:\u003e \n\n\nM\\. fresh air and sunshine. Patrice Bell and \n\n\n^%-- \n\n\n\n\nKim Walker relax away from Atlanta. \n\n\n.-jt \n\n\n\n\nEnjoying the sights of France, Laura Brandon \nwas also able to hang out with a new friend. \n\n\n\n\n\n\n\n\n\"/ am woman, hear me roar!\" Rashanna \nKirl\u003cland plays around in the snow in Washing- \nton B.C. \n\nCiao Italia! Anna IVIacpherson and Amanda \nBeasleydo their final sightseeing before lea v- \nmg Florence, Italy. \n\n\n\n\"Wle--when I look in the mirror.\" \n- Stephanie Hunter \n\n\n\n\"A snowwoman wearing a bra on \nthe quad when it snowed spring \nsemester '96. The bra was from \n\nVictoria's Secret. All of her \n\ncreators were also dressed only in \n\nbras.\" \n\n- Kate Rvan \n\n\n\n\"Dr. Pinka shakin' her booty as the \n\nofficial ASC Professor Rugby \n\nCheerleader.\" \n\n- Reagan Booth \n\n\n\n\\v/ \n\n\n\nSophomorefitmily Weekend \n\nThe Food, The Family, The Friends, The Ring, The Fun \n\n\n\nWoodruff was transformed for ttie sopfiomores \nand Ifieir families so ttiat they could enjoy a \nwonderful dinner before (he start of the ring \nceremony. \n\nCati Brown proceeds down the aisle to receive \nher ring at the sophomore ring ceremony \n\n\n\n\n\n\n\n\nAmy Lilfovich and her father hold out her Elizabeth Eldndge and Kate Lanigan strike a \nnewly ringed hand for inspection. pose as they proudly display their new rings \n\nfor the whole world to see. \n\n\n\n\n\nn \n\n\nB^PJ \n\n\n\n\n\n\n'^-'\"^ \n\n\n\n\nft \n\n\nF \n\n\n\n\n\n\n^ \n\n\n\n\n^^^^^^H j ^ ^^^^1 \n\n\n^H \n\n\n?'^-\"\"^P^^H \n\n\nHI \n\n\n1 \n\n\n\n\nErin Jenkins and Lauren 'Pezio can '( believe \nthat the day they've waited forsince coming to \nAgnes Scott has finally arrived. \n\n\n\nMichele Goes, Laura Livingston, Nancy \nBennewitz. Debbie Eichert, Kat Espino. Eliza- \nbeth Elderidge. Kate Lanigan, and Carta Matey \ngather at the wine and cheese ceremony to \nbegin Sophomore Family Weekend. \n\n\n\n\nOnyx: A Real Woman's Best Friend \n\nEvery class is a special one for students at Agnes Scott. The \nFirst-years have orientation, the Juniors have capping, the Seniors \nhave graduation, and the Sophomores have.. .SOPHOMORE \nFAMILY WEEKEND! They receive their rings which symbolizes \ntheir years of hard work and dedication at Agnes Scott. \n\n\"I got a hng because I'm proud of Agnes Scott. The ring shows \na lasting symbol of my pride in the school,\" Meghna Gupta said. \n\nThis was a big event for the Sophomores as family members \ncame to watch them walk across Gaines' stage and receive their \nrings. Different festive activities were held to entertain the families \nthroughout the weekend. \n\n\"My favohte part of the Weekend was having my parents here,\" \nKira Barden said. \n\nThe hngs symbolized a bond with each other, as well as with the \nschool. The Sophomores will always be able to recognize fellow \nalums by their hngs. This weekend the Sophomores did not just \nreceive their hngs, they were blessed with another great memory of \ntheir time at Agnes Scott. \n\n\"I plan on wearing my ring twenty years down the road because \nAgnes Scott will always be a part of me, and the ring will be a \nreminder,\" Betsy Moriey said. \n\nThe weekend was a successful one as students bonded with \neach other, the school, and their families. \n\n\n\nAmber Pipa and Kelly Stapler are proud of their new rings, they certainly desen/e them, but more \n; than that, they enjoy sharing the occasion with each other. That makes the night even more \nspecial. \n\n\n\nEnjoying Campus life \n\n\n\n'Mary Brown, can we use your computer?\" \nStudents protest against the problems that \nITS has been having all year. \n\nCharissa and Rolanda are overjoyed when \nthey hear that it's fried ravioli night in the \ndining hall. Yummy! \n\n\n\n\nThe future's looking so bright for Kate Ryan Jessica LaVictoire starts oft another year of \nthat she's gotta wear shades. traditions atASC with the first official engage- \n\nment dunking of the '97-'98 school year. \n\n\n\nMost embarrassing \nmoment at ASC. \n\n\n\n\"Wet t-shirt contest during Black \nCat.\" \n\n- Sarah Heidel \n\n\n\n\"Falling down on ttie sidewall\u003c.' \n\n- Lauren f/liller \n\n\n\n^'^Student Life \n\n\n\nsteel Redemption, the band composed of \nTate Emery and Rayanne Lehr. began their \ncareer with a bang! The duo has held con- \ncerts at Oz Pizza. Rebel\u003cah Woltz, and \nTracliside Tavern. \n\n\n\n\n\"Those happen off campus!\" \n\n- Michele Henry \n\n\n\n\"I took my new boyfriend on a \n\nromantic wall\u003c to the amphitheater \n\nto get him to kiss me. Well he did, \n\nand then he puked.\" \n\n- Lori Hunkins \n\n\n\n\"Streaking the quad during Black \n\nCat.\" \n\n- Jennifer King \n\n\n\nStudent Life^^U'' \n\n\n\n\n\n\n\\ \n\n\n\n\nSpringtini mice Again \n\nSpring Dance, Spring Duds, and Spring Fun \n\n\n\nDean Karen Green divulges a little wisdom to \nstudents at Spring Fling '98. \n\nOfficer Dana leans back and relaxes alter a \nnight of dancing. She says she's here tor \nsecurity purposes, but we know she just wants \nto have fun tike everybody else. She may be \na police officer, but she's still human. \n\n\n\n\nIvlembers of the class of '0 1 celebrate the Preparing lor Spnng Fling is always fun! Stu- \nclosing of their first year at the Spring Fling dents are used to wearing s'weats and tees \ndance. around school, so dressing up is a rare occa- \n\nsion and one to be remembered. \n\n\n\n\n\n\n\nAyoka ShakirandKim Walker kick off the stan \nof spring w/(/i fresh, bright dresses. \n\n\n\nVictoria. Jennifer, and Amanda are ready to \ndance alt night. They are excited to get away \nfrom campus for a change of scenery and a \nnight of lun. \n\n\n\n\nIt's Spring Again! \nTime to Pacl\u003c Away Those Heavy Clothes \n\nNumerous rain showers, layers of pollen, and worms \neverywhere. . .what better way to celebrate Spring than with an old- \nfashioned dance? \n\n\"One of the most memorable moments of Spring Fling for me \nwas when a drunken member of my class thpped and sprawled out; \nall over my boyfriend's shoes,\" Marie Hodgman said. \n\nMany students attended the semi-formal Agnes Scott style. \nThey borrowed a dress, ale at Lelitia Pate Evans, took the shuttle \nto the dance, and still had a great time. Others went all out and \nsplurged on the semi-formal. \n\n\"We went to Maggiano's before the dance. It was the girls' night \nout,\" Koibi Gumbo said. \n\nSome students even thought that Spring Fling was better than \nBlack Gat because it cost less to attend the semi-formal and was \nless crowded. \n\n\"I like that it's less formal and the band is usually better than at \nBlack Gat,\" Sara Martin said. \n\nSphng Fling was an event to go and shake your butt to groovy \nbeats and eat some pretty good food. Besides, how often do \nstudents get to dress up in something other then a pair of sweats? \n\n\n\nf'T Walker and Neema Cyrus sell refresh- \n'nts at the MusicFest the day before the \n'.ring Fling Dance. \n\n\n\nHanging Out, Hanging in \n\n\n\nFirst-years Lesley Truluck, Jennifer Dabbs. \nShea Minnicl\u003c, and Morgan Fender can stiti \nsmile during a trip to ttie World of Coke-little \ndid ttiey know wfiat Ihey were in for after \norientation. \n\nKatiori Wakata, Laura Vanderbloemen, Akika \nOgawa, and Laura Brandon take a break from \nassisting students in the writing center to \nenjoy a meal at the Atlanta Bread Company \n\n\n\n\nWhat did you do this \nsummer? \n\n\n\n^^Stutieni Life \n\n\n\n\"I went home, got a job, got kissed \n\nby Jakob Dylan of the Wallflowers \n\nand dated a bunch of losers.\" \n\n- Jennifer IJIarcum \n\n\n\n\"I went on my first cruise to the \nBahamas with my boyfriend. Won \nthe dance conlest--couple to stay \n\non the dance floor the longest.\" \n- fJlichele Goss \n\n\n\nErica Lent, Lisa Knauff. Cynthia Hall, Sara \nMartin, and Kristin Starr glam up to get down \nat the Masquerade. \n\n\n\n\nStudents take time to have a \"Womens' Night \" \nWhat more do you need when you have such \ngood friends by your side? \n\nSophomore Stacie Stermole and senior Holly \nPayne, both members ol Georgia Tech's \nmarching band, celebrate Tech's victory \nagainst West Virginia at the Carquest Bowl. \nMany people don 't even realize that ASC has \nstudents in Tech's band. The opportunities \nare endless. \n\n\n\n\"1 went to Europe for classes and \nvacation.\" \n\n- Deirdre Donahue \n\n\n\n\"I went with Dr. and Miss Brown \n\nand 15-20 other ASC students to \n\nEngland.\" \n\n- Crystal Steadham \n\n\n\n\"I went on a canoe trip. I was at a \n\nrock festival that lasted one week.\". \n\n- Agnes Hofle \n\n\n\n\nIt's a Swin^iiiNlooil nme \n\nTraveling Around and Swinging Right Here \n\n\n\nWhatever you do. don't look down! Mane \nHodgeman, Lauren Love, and Deanna Mullis \npose precariously at the 1997 Leadership \nRetreat. \n\nLook out world, here we come! Annie \nChanpong and Juliana Woo look lon/ard to \nseeing New York, \n\n\n\n\n\n\n\nAre we cool or what? Michelle Frost. Betsy It's nice to get away lor a while, Margie Weir, \n\nMoriey and Kim Walker have a great time at Valerie Case, and Alexa Wood visit Tampa, \n\nI the annual COOL Conference in Cleveland, Florida, \n\nOhio. \n\n\n\n\\i\"^Student \n\n\n\n\nMmm . . . tasty! Susan Roetzer shows ofione Do we look like money or what? Kim Nelson \nother many talents by licking the Tech Shaft. and Lisa Norris strike a pose with their three- \nWas it good lor you. Susan ? piece suits and cigars. \n\n\n\n\nIt Don't Mean A Thing If You Ain't Got That Swing... \nDoo-wa, doo-wa, doo-wa, doo-wa, doo-wa, doo-waaaa! \n\nBreak out the three-piece suits and cigars, Swing time has \nreturned! Recently, students have begun to listen to their \ngrandparent's music from the roanng twenties to the big band \nforties. \n\n\"I listen to Louis Armstrong and Seven Foot Politic. The best \nswing song ever written is, \"Life Goes to A Parly.\" I don't know who \nwrote it,\" Kate Ryan said. \n\nLooking back it was a histohcal time for Amencans. Events such \nas the Great Depression and World War II marked the era. People \nneeded a way to let out stress and they found it dancing, just as they \ndo today. \n\n\"I like to swing dancing because it's fun and a way to unload,\" \nJennifer Pebley said. \n\nThe clothes were also an essential part of the swing era. What \nsane human being would being seen without wearing a twirling skirt \nor suspenders? \n\n\"I think of poodle-dog skirts , saddle shoes and the Beatles. You \ncan swing dance to them if you wanted,\" Candra Strother said. \n\nSwing Dance has become so popular that clubs such as The \nMasquerade play Swing music every Sunday night. The Music \nMidtown Festival even had the Duke Ellington Orchestra as one of \nthe many talented performances. \n\n\n\nGot a light'' Brook Partner. Laura Brandon, \nand Laura Vanderbloemen chomp down on \nsome cigars. \n\n\n\nMindful of Priorities \n\n\n\n\nMississippi is the place and load is the plan. \nAll aboard the grocery cart express' (L-R) \nSara Manly, Angle McCormick. and Ursula \nDaniels do a little shopping in Mississippi. \n\n\n\nLeadership IS top priority to these ladies what \nwould we do without them? Karen Weyer. \nGinnie Stevens, and Kristin Conrey at the \nleadership retreat at Amicolola Falls \n\n\n\nWhat is the first thing \nyou lool( for in a date? \n\n\n\n\"A future and a good personality.' \n- Mazle Lawson \n\n\n\n\"Easy to talk to.\" \n- Karmelle White \n\n\n\ni^^udent Life \n\n\n\nChemistry is important and fun tor Jessica. \"I \nhope that this doesn 't explode!\" she thinks as \nshe performs experiments in Campbell. \n\n\n\n\nFriends are always an important component \nto the college experience. Jen Jensen and \nEnca Lent are buddies! \n\nGetting back to school is definitely a priority \nhere. \"Is it time to go back to school already?\" \nTracy. Rolanda, and Cacenta visit Hartsfield \nAirport. \n\n\n\n\"Obedience.\" \n\n- Shannon Allen \n\n\n\n\"Proof that he's not a Tech frat \n\nboy!\" \n\n-Jenniler Marcum \n\n\n\n\"It's a man.\" \n- Yurora Saylor \n\n\n\n/' \n\n\n\nXI /. \n\n\n\nnme trBi^^pped! \n\nSparks Flew Throughout the Scandalous and Hilarious Week \n\n\n\nFilth place goes to. . .juniors anxiously await to \nsee who will win the Miss Agnes Scott Pag- \neant. \n\n\"I got chills, they're mutiplying. \" Gemma Halt \nsings as part ol capping requirements. \n\n\n\n5^ \n\n\n\n\nLike omigod. aren 't we just so beautilui? (L-R) Homey the down and Mr. Clean unite to dean \nCarta Brunjes. Susan Bucl\u003cner. and Carol up the world! \nButler show oil their Beverly Hills beauty. \n\n\n\n\n\"Who is this tall blond girl wearing roller \nskates?\" Liz Chandler wonders about Janet \nRauscher- \n\n\n\nNothing like a little extra money to pay for \ntuition. Susan Buckner participates in the \nundemear fashion show and is financially \nrewarded \n\n\n\n\nHazing...er, um...Capping \n\nSerenade Dr. Bowling on one knee while singing \"Hopelessly \nDevoted to You.\" Now go up to three Professors and say \"Give \nme fifty dollar to make you holler.\" These were just some of the \ncrazy antics of capping. \n\n\"The most embarrassing part about Capping Week was having \nto be Miss Georgia in the pageant,\" said Jessica LaVictoire. \n\nEach day had a special theme in which the Gappee had to dress \naccordingly. If it was Cartoon Day, and your Capper wanted you to \nbe Strawberry Shortcake, you had no choice. Sometimes you had \nto do a little performance in front of your class or the entire dining \nhall. \n\n\"My favorite day was Disco Day. I got to wear a beautiful blue \nmuumuu and it was the same day of the Scavenger Hunt. I will \nnever forget the look on the Kroger cashier's face when we stormed \nin,\" Ayoka Shakir said. \n\nThe only thing that kept the cappees going was the ability to \nbecome an official Senior at the end of the week. At the Capping \nCeremony, the Juniors were capped with a Mortar Board by their \nCapper and given the job of wreaking havoc on some innocent \nvictim next year. \n\n\"I can't wait to be a Capper. I thought I could have my cappee \ndress up as Elmo and go to the Varsity,\" Karen Weyer said. \n\nOne of the most popular traditions participated in by the Junior \nclass was also the most humiliating. However, Capping Week was \nabout becoming a senior and bonding with a little extra embarrass- \nment. \n\n\n\nPamela Lee Anderson never looked so \ngood.. .oh wait, that's Mazie Lawson, no won- \nderl \n\n\n\n/^ \n\n\n\nAll nay and No WDift \n\n\n\nMan on the hall! Juniors show their machismo \nas they portray the physical plant workers. \n\n\n\nSeniors Brook Partner and Lon Anderson \nparty at the Street Dance in September. \n\n\n\n\nWhere would you most \n\nwant to study abroad \n\nand why? \n\n\n\n\"Nepal. I've always felt a connec- \ntion with the Himalayas and goats.\" \n- Reagan Booth \n\n\n\n\"Germany or Scotland.\" \n- Jennifer Odom \n\n\n\n^^Student Life \n\n\n\n1^ \n\n\n\nOi Pizza is a favorite hang out lor ASC stu- \ndents-good food, low prices, need ive say \nmore? Shari Gunnin sure is sold! \n\n\n\nHow exactly does one go about shoving 9- \nmonths' worth of stuff into one tiny dorm \nroom? Heather-Leigh Owens attempts to \npack up her car lor the return trip to school. \n\n\n\n\nCompletely stuffed. Tate Emery. Kristi Ging. \nKate Lanigan. and Erin Davis are about to \nexplode from pizza overload! \n\nKieva gets an autograph from author Jamaica \nKincaid at the Writer's Festival. \n\n\n\n\"I would like to study abroad in \n\neither Germany or London. I lived \n\nin Europe for five years and would \n\nlike to go back.\" \n\n- Jamie Smith \n\n\n\n\"U.S. It's not at all what is shown \n\non TV in Europe.\" \n\n- Agnes Hofle \n\n\n\n\"Italy-access to art, food, and \n\nculture.\" \n\n- Charissa l^aynard \n\n\n\n^\\ly \n\n\n\n\nStudeHfJt^vities \n\nLighting a fire under the seat of Agnes Scott \n\n\n\n(L-R) Dela Kusi-Appouh. Shea Minnick, Mor- \ngan Fender. Jennifer Dabbs, Natalie Taylor, \nand Lesley Truluck enjoy the showing ol \n\"Scream\" on the quad. Seeing the original \nmovie prepared everyone lor \"Scream 2. \"also \na big hit with the students. \n\nThe students loved the private screening of \n'Scream 2\" at North Dekalb li/lall. An entire \ntheater of excited Agnes Scott students'' That \nwould be a scream! \n\n\n\n\nStudents proudly pose for a group photo as \nAgnes Scott makes movie history in \"Scream \n2.\" \n\n\n\nM \n\n\n\n\nAlum Jennifer Nettles brings her band. Soul \nMiner's Daughter, back lor an encore perfor- \nmance. The amphitheater comes alive with \ntheir beautiful sounds. \n\n\n\nThe Collegiate Chorale and Spelman's choir \njoined forces on the first night of the Chicago \nSymposium. \n\n\n\n\nScotties scream at the chance to be on camera! \n\nWho's the Scream killer going to be? The ghost of Agnes Scott? \nOfficer Drew? Or George Bullock? As Was Craven moved into \nAgnes Scott last summer to film his Scream sequel, many students \nwere given the opportunity to try out for extra parts. \n\n\"I was a sorority girl extra. I went to open call and was given a \nsorority sweatshirt. I wasn't sure what to do afterward. Another girl \nand I just went back to the trailers with the head sorority girls and \nended up being in front of the camera. I don't think I was initally \nsupposed to be one though,\" Jamil Heard said. \n\nOther students got the chance to work behind the camera. Some \nwere actually chosen to work side-by-side with the actors and \nactresses. It was a hard job for everyone involved, but they were all \nable to rub elbows with the crew at the wrapping up party. \n\n\"One of the jobs I enjoyed the most was taking front and side \npictures of the main cast. Also, they let us come to the cast and crew \nparties,\" Andrea Yeamen said. \n\nLate one night, some students decided to play a prank on the \nScream crew. Their mission was to decorate all the Scream statues \nwith masks and black cloaks. \n\n'The best part about the prank was creeping around the perim- \neter of the campus dressed in black,\" Gemma Hall said. \n\nAgnes Scott benefitted a great deal from Hollywoood's visit. \nHow many other schools can say Neve Campbell and Courtney Cox \nwere on their campus? \n\n\n\nKristin Carlson, Amanda Forehand. Staci \nShields, and Lauren Conway are excited at \nthe prospect of watching \"Scream\" on the soft \ngrass and out in the warm night air. \n\n\n\n:\\ \n\n\n\n\nWhat better way is \n\nthere to start off a \n\nnew chapter in \n\nyour life than to \n\nstart it out with \n\nothers that share \n\nin that experience? \n\n\n\nGlasses \n\n\n\nNo matter where you are in the hierarchy of classes, you have \nothers that are here to make the days pass just a little bit more \nsmoothly These people are your classmates. You share with them \nthroughout the years. From starting out as first-years to joining the \nranks of a senior, your classmates are there for you. They are your \nlegion of sometimes leaders and other times followers. \n\nDo you and your classmates sit around and discuss politics, \nphilosophy religion, or history? Do their thoughts and ideas make \nyour life more interesting? It is an ongoing process of one mind \nsparking another mind. Creating intellectual intercourse is some- \nthing those that attend school here do every day The mass of \nknowledge, ideas, and creativity that dwell in the minds of all Scotties \nis staggering. Imagine what all that could do. . . and \n\n\n\n\nDA-DA-DA-DUM! The Sophomores strut their \nstuff as the Blues Brothers in Gaines Audito- \nrium just before the start of Junior Production. \n\n\n\nWE'RE JUST SO CUTE! The Class of 2001 \nimpressed everyone with their fabulous cos- \ntumes and high participation at Blacl\u003c Cat \nevents. \n\n\n\n^ \n\n\n\n^J/f Classes \n\n\n\n\n\nHeather Branham helps Lindsey Dresser with \nher Rah the Sungoddess costume before the \nBlack Cat Bonfire. The First-years were very \nresourceful with their costume materials, In- \ncluding feathers and sheets. \n\nWE SO BAD! Rebecca Schmiti, Susan \nBuckner. and Mazle Lawson do a perfect \nimpression of the Sophomores during a Jun- \nior Production skit. \n\n\n\n\nurvderclasses \ntake, me^n- \nselves foo \nse.noiAs\\y cxna \nsome, noi sei^i- \nously eiaougK. \n\n- Jennifer Odom 98 \n\n\n\nJuniors Amelia Tomllnson, Carta Brunjes. \nCarole Butler, and Maine Jones hang out \nbefore Black Cat Bonfire. Events such as \nJunior Production and Capping brought the \nclass of 1999 closer together than they ever \nimagined possible \n\n\n\n^^^ \n\n\n\n\n\n\n\nClass of 2001 - First-Years \n\n\n\nAdjusting to college life came easily to the First- Years. It seemed as if moving in, \nleaving their parents, and meeting new people occurred every day for these young \nwomen. They were so calm and cool about the entire process. One would think that they \nall were friends before arriving here. Their comraderie and closeness was obvious at a \nsingle glance. \n\nThe Class of 2001 surprised everyone with their \"cute\" faces and unbridled spirit. No \none was sure what to think as we saw the train of bows bobbing onto campus. However, \nthe First- Years settled ourfears when classes began. Theirquick-wit and wise comments \nshowed everyone that they were here to learn. Their bright smiles and willing attitudes \nmade welcoming them into our community a delightful experience. \n\n\n\nAdwoa Adu \n\nNadia Afrin \n\nGalina Alexeenko \n\nMona Amin \n\n\n\nCarly Anderson \n\nYun Bai \n\nRachel Balog \n\nAnne Barr \n\n\n\nJennie Bell \n\nKatherine Benton \n\nKelly Bernazza \n\nJennifer Booker \n\n\n\n\nL^ First-Years \n\n\n\n\n\nSusan Branham \nDallas Brazile \nAmy Burnett \nBrandi Campbell \n\n\n\nRachel Cantrell \nRebecca Carefoot \nJoy Carter \nErica Chandler \n\n\n\nGwen Cherry \nVinitha Chidambaram \nLori Christiansen \nMelissa Clements \n\n\n\nShannon Clemmons \nSarah Cook \nFrances Cooper \nDanae Cowart \n\n\n\nLaura Cox \nCathy Creel \nKatherine Croson \nf^ Jennifer Dabbs \n\n\n\n\nElizabeth Dannemann \nCara DelGiudice \nAubrey Denmon \nLindsey Dresser \n\n\n\nHeidi Edwards \n\nErin Elliott \n\nKathryn Elliott \n\nMorgan Fender \n\n\n\nJennifer Ferrell \n\nAlice Flagg \n\nMichelle Ford \n\nKathryn Forsythe \n\n\n\nAimee Freedle \n\nSarah Gardner \n\nNatalie Garrison \n\nAmanda Godbee \n\n\n\nAmanda Goodman \n\nKaty Goolsby \n\nTameka Grant \n\nBeth Harben \n\n\n\nit^First-Years \n\n\n\n\n\n^^ \n\n\n\n^ \n\n\n\n\nAdrienne Manasco \nSandra Marquez \nAlexandra Marr \nStacy McCoy \n\n\n\nRachel McDonough \nTrisha McDowell \nRebecca Middendorf \nShea Minnick \n\n\n\nMarissa Mitrovich \nAlicia Mooney \nKieva Morrison \nErica Moss \n\n\n\nCaroline Murnane \nAngela Murphy \nMarie Musngi \nLauren Myers \n\n\n\nJackline Nakacwa \nJessica Nasca \nNatasha Neclerio \nAudrey Norman \n\n\n\nJ.X \n\n\n\n\nLiese Olson \n\nNatalie Pagelsen \n\nMichelle Patrick \n\nJacqueline Perry \n\n\n\nCaroline Prijatel \n\nStephanie Pruitt \n\nBrook Puschaver \n\nRochelle Reese \n\n\n\nMelissa Rogers \n\nCarrie Sarrell \n\nLea Saylor \n\nCristy Sellers \n\n\n\nSheika Serritt \n\nErin Shirley \n\nSara Shiver \n\nMahogany Singleton \n\n\n\nMagan Slack \n\nJamie Smith \n\nJulie Stevens \n\nKathryn Stewart \n\n\n\nW- \n\n^K \n\n\n\n\n\n\nVictoria Stopp \nLauren Sullins \nRachel Sullivan \nKelly Taylor \n\n\n\nNatalie Taylor \nAlberta Tete-Lartey \nAmanda Thompson \nAmber Tilson \n\n\n\nKatherineTranbarger \nKristine Trias \nLesley Truluck \nLauren Tupper \n\n\n\nKimberly Undenwood \nNicole Van VIeet \nSarah Wenger \nKarmelle White \n\n\n\nCourtney Wilkinson \nPamelyn Wilson \nLarissa Zarkowsky \n\n\n\nClass of 2001^ .^[^ \n\n\n\nShannon Allen \n\nJessi Allender \n\nLaKiea Bailey \n\nMaria Banderas \n\n\n\nKira Barden \n\nDeborah Beach \n\nSarah Benefield \n\nNancy Bennewitz \n\n\n\nKia Blair \n\nChandra Blakely \n\nCourtney Bledsoe \n\nReagan Booth \n\n\n\nThe Sophomores. . . so glad they aren't first years again! Climbing a rung on the ladder of \nAgnes Scott is a great feeling no matter what class you're in. The feelings of confusion and \ndisorientation have long since subsided, and they finally feel as if they fit into the mix. Now they \nknow where they need to go and what they need to do. More importantly, they get to share this \ninformation with the First- Years. \n\nThe Sophomores know what to expect and roll with the punches. The excitement of Black \nCat, the humor of Junior Production, and the fun of Spring Fling are all memories in their minds \nrather than question marks on paper, and no one wants to miss a minute of it. They have their \nrings from Sophomore Family Weekend and, hopefully, notes from Junior Production--the \nchore will be theirs in the nearfuture. After making it through anotheryear, they are now halfway \nfinished with their college career! \n\n\n\n\n'^J^ Sophomores \n\n\n\nm \n\n\n\n\nJulie Bricker \nCati Brown \nAngela Burroughs \nMelissa Butler \n\n\n\nKristin Carlson \nShannon Carr \nCarina Carroll \nPaula Carter \n\n\n\nTabbatha Cavendish \nEvelyn Coleman \nEsther Cook \nDarlene Copeland \n\n\n\nMelissa Copeland \nKacie Cosby \nMelba Cotton \nJo Cranford \n\n\n\nKoibi Cumbo \nPaula Cunningham \nKarrmen Currin \nErin Davis \n\n\n\n\nKim Davis \n\nTiffany Dean \n\nThieresa DeSandre \n\nDeirdre Donohue \n\n\n\nJulie DuVall \n\nElizabeth Eldridge \n\nNooshiin Farhidvash \n\nAlice Farmer \n\n\n\nAqsa Farooqui \n\nKatherine Fidanza \n\nKarlene Forbes \n\nMilicent Foshee \n\n\n\nMichele Gasperec \n\nLesley Gentry \n\nKimberly Gibson \n\nKristi Ging \n\n\n\nMary Godard \nPatricia Goebel \nAmanda Gooch \nRebekah Goode \n\n\n\niU^Sophomores \n\n\n\n\n\n\nSaadia Khan \nJulie Kidwell \nTyler Knowles \nLinda Kovacs \n\n\n\nAshley Kubler \nRachel Lacl\u003cey \nKate Lanigan \nRayanne Lehr \n\n\n\nAmy Likovich \nLaura Livingston \nJennifer Long \nHeather Lyman \n\n\n\nAlison Maclean \nArjana Mahmutovic \nCaria Maley \nAshleigh Matthews \n\n\n\nKimberly Mayes \nElizabeth Meade \nTonia Miller \nAmanda Minter \n\n\n\n\n\n\n\nCaroline Mitchell \n\nBetsy Morley \n\nEmily Morris \n\nAngela Moten \n\n\n\nSara Munroe \n\nKattierine Nalley \n\nApoptiia Namageyo \n\nAdrienne Nash \n\n\n\nRebecca Norman \n\nLauren O'Pezio \n\nJackie Pardue \n\nCasey Parsons \n\n\n\nEllen Pate \n\nAmber Pipa \n\nSamantha Pitre \n\nKara Rector \n\n\n\nYalonda Rice \n\nYaa Sarpong \n\nDevon Savoy \n\nAmanda Schreiner \n\n\n\n\n'.^s, \n\n\n\niophomores \n\n\n\n\nHolly Scott \nSaycon Sengbloh \nSusan Shands \nDarcy Shores \n\n\n\nWhitney Sinclair \nHannah Slagle \nBecky Smith \nTaschovia Smith \n\n\n\n\nSarah Spencer \nAmber Stanley \nKelly Stapler \nMeredith Stepp \n\n\n\nof 2000 \\!^ \n\n\n\n\n^ Sophomores \n\n\n\n/7- \n\n\n\n\n\nKristy Welshhans \nKatherine West \nKristen Whirley \nDraughn Whitehead \n\n\n\nKara Wiergacz \nHillary Wiggins \nShondra Wilbanks \nAnne Willis \n\n\n\nElizabeth Wilson \nMendi Winstead \nSusan Wiseman \nGiheaWoo \n\n\n\nHannah Wood \nHilary Wright \nMelanie Wright \n\n\n\nThe Sophomores unveil the First-year's mascot, \nRah the Sun Goddess. Chants of \"Rah-Rah-Rah! \nWe l\u003cnow who ya ' ah!\" could be heard all the way \nto the Quad. \n\n\n\n000^'.^^ \n\n\n\nAdelaide Adjovu \n\nMary Albright \n\nShazia Ashfaq \n\nChristy Bardis \n\n\n\nPatrice Benton \n\nShaunda Blackwell \n\nLaurie Boggs \n\nAndrea Booher \n\n\n\nCaria Brunjes \n\nSusan Buckner \n\nCarhe Bullard \n\nMary Nicole Burkholder \n\n\n\nThe class that came in with Mary Brown Bullock! Many words come to mind to describe \nthe class of 1999: soulful, creative, and defiant. After three years of being together, this \nsmall junior class has become acquainted with their fellow class members. Memories \nof constant rain during Freshman Orientation, getting class rings, and dressing up as \ncartoon characters for Capping will last forever in the hearts and souls of the Green \nBerets. \n\nAgnes Scott has taken its toll on the class of 1 999, both mentally and physically. Most ' \njuniors have become more independent and stand ready to take on whatever the world \nmay hurl atthem. They've comea long way since they first crossed the Winship iron gates \nthree years ago. The Juniors have certainly made the best of their years at Agnes Scott. \n\n\n\n\n.XjL \n\n\n\nm \n\n\n\n\nCarole Butler \nCassandra Castillo \nLiz Chandler \nAnnie Chanpong \n\n\n\nJamie Chilton \nElla Davis \nAmrita Dhamoon \nLaurie Dieterich \n\n\n\nQuail Duryea \nJuachelle Echols \nJean Exum \nMeredith Fields \n\n\n\nJoy Garwood \nKatherine Graham \nJulia Greene \nMackenzie Green \n\n\n\nCourtney Griffin \nGemma Hall \nJamila Heard \nBetsy Herrington \n\n\n\n\n\n\n\nHelayna Hoss \nJennifer Jacob \nChristy Jenkins \n\nAmy Johnson \n\n\n\nBhgitta Johnson \n\nMaine Jones \n\nAlicia Jones \n\nPat Josey \n\n\n\nJessica LaVictoire \n\nIVIazie Lawson \n\nKhalilah LIptrot \n\nLauren Love \n\n\n\nJennifer IVIarcum \n\nJessica IVIarinara \n\nReema IVIarks \n\nKatya IVIason \n\n\n\nHadeel IVIasseoud \n\nLiza IVIcDaniel \n\nKimberly IVIcSwain \n\nLauren Miller \n\n\n\n\ni^if Juniors \n\n\n\n\nErika Plumey \n\nJamie Poplin \n\nNatasha Price \n\nNaa Quartey \n\n\n\nJanet Rausctier \n\nSara Rictiey \n\nHelene Sabel \n\nYurora Saylor \n\n\n\nRebecca Sctimitt \n\nMelanie Spillane \n\nAyoka Stiakir \n\nPeggy Smitti \n\n\n\nAmy Starr \n\nSharon Strickland \n\nMelissa Talley \n\nSarah Thomas \n\n\n\nAleesia Tolliver \n\nAmelia Tomlinson \n\nJessica Ulack \n\nSuzanne Walker \n\n\n\n\n$i'x5 Juniors \n\n\n\n\nGRRRRi Green Berels Bngitta Johnson and \nYurora Saylor gel psyched up for the Black Cal \nBonfire The Juniors thoroughly enpyed their \ncostuir^e addition this year watergunsi \n\n\n\nYear Five a Unclassified \n\n\n\n\nAmanda Lockhart \nPetra Kuhn \nMarisol Monsalves \n\n\n\n'^#- \n\n\n\n\nFrom their first \n\nyears here to their \n\npresent senior \n\nstatus. Everyone \n\nis so proud to have \n\nachieved so much \n\nin just four short \n\nyears. \n\n\n\n\nSeniors \n\n\n\nAmy Willis and Marcie McHugh were still great \nIrlends years ago. Here they embrace one \nanother, not knowing what the future holds. \n\n\n\nAs much as we hoped for the seniors of 1 998 to remain in the ivy of Agnes Scott forever, \nwe know we can only remain for a fleeting moment. As the WONDER WYMYN of ASC \nwe hope ot have forever marked the college with our finesse and spirit. \n\nThink back to your first day when your parents left and you and your new best friend, \nyour roommate, were crying? We were naive and frightened, but we have grown into \nstrong and independent people. The choice of Wonder Wymyn as our mascot speaks for \nthe pride and power that we have as a collective unit. We worked throught the difficulties \nof our first Black Cat, displaying our RED pizzazz to those upperclassmen that doubted \nour capabilities. From there, to receiving the prized Agnes Scott ring and the Sophomore \nFamily Weekend that went along with it., As juniors and seniors we watched ourselves \nand our friends explore and discover learning abroad. And as veteran seniors we still \nhelped to show the ropes and light the darkness for those who will follow in our footsteps. \n\nWe have grown into a class of friends and peers that thrive off one another. Graduation \nmarks our journey into life. Our directions and lifestyles have changed, but we still have \ndiscovered who we are and what goals we want our lives to reach. We have made life \nlong friends and built long-term relationships. We have become leaders in a different \nrealm. We drive ourselves to be the best we can be. Agnes Scott as an institution and \na community has taught us to be wymyn and adults and has prepared us to face the world \nahead. \n\nWe will always remember, \"We are wymyn, we are great, we are the CLASS OF 1 998!\" \nKristie Cobb and Amanda Roepcke \n\nWe may not remember why Milton wrote \"Paradise Lost\" and trying to recall the present \nprogressive in Spanish may eventually prove difficult if it doesn't already When asked to \nname the galactic composition of Pluto, one day we may simply reply: a dog. \n\nOf all the many things our minds are fed, we will remain most nourished and \nintellectually full from the simple effects of each other. More than being sisters, our bonds \nhave formed molecules that have grown into the complex, multi-layered women that we \nare. \n\nReflecting on my own experiences with my sisters in Circle K, I have loved, admired, \nenvied, rejoiced, and celebrated. Rich dances of these emotions were only thinly \ndisguised under the pretense of Latin or Constitutional Law classes. Through the Circle \nof Friendships, our lives have changed, our perspectives reversed, and our smiles \nbroadened. \n\n- Amanda Swafford \n\n\n\n/^ \n\n\n\n\nMelinda Marrow, Amber Henry. Kristie Cobb, \nCatherine O'Sullivan, and Ginny Adair enjoy a \nnight out on the town with the friends they hold \ndearest. \n\nRolanda Daniel, Tracy Oliver, and Cacenta \nDriver chow down at the Witkaze Bar-B-Que. \nFun in the sun with good friends is all one can \nask lor. \n\n\n\n\n^/ -r , , \n\n\nfke wkole \n\n\nexpe^^ieKvce o-f \n\n\nbeing a \n\n\nstudenf Ke.k'e. \n\n\nD wouldn't \n\n\n\\-i*acie. if j-oi^ \n\n\nanyfking else \n\n\nin fKe wo^*ld. J \n\n\n- Anonymous Senior / if \n\n\n\nLaura Croft. Stephanie King. Jennifer King. \nJennie Hatfield. Kristie Cobb. Charissa \nl^aynard. Jamie Bloomfield. Amanda Beasley, \nand Chrissie k/lorgan \"expose\" their Wonder \nWymyn \"spints. \" \n\n\n\nSenior V^ \n\n\n\n\nSeniors  Senior Directory \n\n\n\nVirginia \nAdair \n\nGirl Scouts -1\u00262-Pres. \nRHA-2,3 \nOrchestra -1,2,3,4 \nLondon Fog - 2\u00263\u00264- \n\nManager \nBest Buddies-3,4-Historian \nSocial Council -2,3,4- \n\nVPres. \nIOC -4 \nSAFE Women -1,2,3,4- \n\nCo-Chair \nAgnes Scott College \n\nQuartet - 4 \nAquatic Scotties - 3,4 \n\nLori Anderson \n\nBasketball -1,2,3,4- \n\nCaptain \nTriBeta - 3,4 \nBest Buddies - 1 ,2,3 \nActivities Director - 3 \nCapping Chair -4 \n\nPatricia M. \nAnderson \n\nNCBI \n\nCi^nthia Audain \n\nWitkaze- 1,2,3,4 \nJoyful Noise -1,2,3,4 \nVolleyball Team - 3,4 \nRHA-3-RA \n\nLei^h Attison \nBaranou/ski \n\nBiology Club - 2-Co-Vice \nPres. \n\nJantie Andrus \nBtoomfietd \n\nSoccer -1,2,3 \n\n\n\nTherese \nSi^ti/ie \nBo^ui \n\nBasketball - 3,4 \nChimo-4 \nWitkaze - 4 \nSenate-3 \nNewman Club -3,4 \n\nChristina L \nBozzini \n\nRugby - 3,4-Match Sec. \n\nLBA-3,4 \n\nNHA-3,4 \n\nLaura Brandon \nSusan  Brehenif \n\nWAVE-3,4-Treas. \nAmnesty lnternational-3,4 \nHonor Court -4 \nMortar Board - 4-Commu- \n\nnicator \nRSO - 2,3,4-Historian \nResearch Assistant - 3 \n\nValerie Joi^ Case \n\nNewman Club -2\u00263-Pres., \n\n4 \nBeta Beta Beta - 4-Pres. \nJoyful Noise -1,2,3,4 \nStudent Senate - 3,4-Sec. \n\nKathri^n P. Chance \n\nSilhouette -1,2,3 \nSocial Council - 2,3,4- \n\nTreas. \nAS0C-1,2-V.Pres. \nOmicron Delta Epsilon - \n\n2,3,4 \nBoard of Trustees - 1 ,2,3,4 \n\n\n\nDirectory \n\n\n\nNaeemah John \nChi he \n\nWitkaze - 3 \nRSO - 3,4-Pres. \nCAB - 3,4-Treas. \n\nKristina Chirico \n\nPsiChi-2 \n\nKristie Lea Cobb \n\nRenfroe Tutor - 1 ,2 \n\nBlack Cat Decorations \nChair -2,3,4 \n\nSocial Council -1,2,3- \nTreas.,4 \n\nElections Board - 4-Chair \n\nClass Officer -3-V. Pros. \n\nSophomore Family Week- \nend Committe Chair -2 \n\nArt Club -4 \n\nFocus Group Leader -4 \n\nLaura Kristin \nConreif \n\nRHA- 2,3,4 \n\nReligious Life Council - 3- \n\nCo-Chair,4-Chair \nHonor Court - 3 \nTriBeta-3,4-V.Pres \nJoyful Noise - 3,4 \nElections Board - 4 \nDana Scholar -4 \nBig Sister -2,3,4 \nMethodist Children's Home \n\ntutor- 1,2 \nBattered Women's Hotline \n\n-3 \nHonor List -1,2,3 \n\n^binah M. Conti \n\nGlee Club/Collegiate \n\nChorale -1,2-Pres. \nLondon Fog - 2,3,4 \n\n\n\nACS Student Affiliates - \n\n2,3-Pres.,4 \nResearch Scholar - 3 \nClark Award for Organic \n\nChemistry - 2 \nWomen's Resource Center \n\nVolunteer -3,4 \nSHARP! Women -4 \nBlue Cross Blue Shield \n\nScholarship -3 \nACS Honorable Mention \n\nfor 96-97 - 4 \nMortar Board - 4 \n\nJutie AKison \nCooper \n\nHonor Court -2,3-Sec./ \n\nTreas.,4-Pres. \nACS-2,3-Vice Pres.,4 \nMortar Board - 4 \nDana Scholar -2,3 \nIOC -3 \n\nFocus Group Leader -3 \nRenfroe Tutor - 3 \nCentury Club - 2,3,4 \n\n(/icki Couch \n\nRTC- 1,2,3 \n\nChristine Leah Cok \n\nFaust -1,2,3\u00264-Treas. \nProfile - 1 \nArt Club -4 \nArt \u0026 Gallery Asst. - \n1,2,3,4 \n\nLaura Lee Croft \n\nSenate - 3,4-Pres. \nSAFE Women -2,3-Sec.,4 \nMortar Board - 4 \nDana Scholar -4 \nGynergy - 3\u00264-Co-Editor \nASC Women's Center \nCommittee - 3-founding \n\n\n\n\nSeniors  Senior Directory \n\n\n\n\ni^A^^ Seniors  Senior Directory \n\n\n\nSenior 1 \n\n\nmember, 4 \n\n\nProfile - 4 \n\n\nTower Council - 2,3,4 \n\n\nAllocating Comm. - 4 \n\n\nLBA- 2,3,4 \n\n\nMinority Council Advisory \n\n\nProfile - 3,4 \n\n\nBoard - 4 \n\n\nPresident's Task Force on \n\n\nJoyful Noise- 1,2,3,4 \n\n\nthe Relationship be- \n\n\nFrench Club - 1 \n\n\ntween Students, Faculty, \n\n\n\n\nand Administration -2,3 \n\n\nEdse C. Eichorst \n\n\nCanterbury - 2,3 \n\n\nStudio Dance Theatre - \n\n\nWAVE - 3 \n\n\n1,2,3,4 \n\n\nRFZ-3 \n\n\nTri Beta - 3,4 \n\n\nAmnesty International - 3 \n\n\nCollege Events Committee \n\n\nGirl Scouts -1-Sec.,2- \n\n\n-4 \n\n\nV.Pres. \n\n\nDana Scholars - 4 \n\n\nBest Buddies - 2 \n\n\nIOC -4 \n\n\nCommunity Orchestra - 1 \n\n\nTower Council - 1 ,2 \n\n\nWho's Who -4 \n\n\nStudio Dance Theatre \n\n\n\n\nAwards -1,2 \n\n\nNeema Ci^ms \n\n\n\n\nWitkaze-1,2-CultureTalk \n\n\nGiselle Fuentes \n\n\nChair \n\n\nFernandez \n\n\nJoyful Noise - 2,3-Sec,4- \nPres. \n\n\nTower Council -1,2,3,4 \n\n\nOrientation Council - 3- \n\n\nRHA-2-RA,3\u00264-RD \n\n\nMinority Student Coord, \n\n\nRotanda b. \n\n\n4-Big/Lil Sister Coord, \nNHA-1 -Public Relations, \n\n\nDan lets \n\n\n2-President, 3,4 \n\n\nWitkaze- 1,2,3 \n\n\nPresidents Comm. on \n\n\nCross Country - 2 \n\n\nCommunity Diversity \n\n\nCAB - 2,3,4-Chair \n\n\nInauguration Committee \n\n\nRFZ-2-V.Pres. \n\n\nStudent Activities Advisory \n\n\nYoung Democrats - 3-Sec. \n\n\nBoard -1,2,3 \n\n\nJoyful Noise - 1 ,2,3,4 \n\n\nNational Hispanic Institute \n\n\n\n\nJohn F. Lopez Fellow \n\n\nChristina Doner \n\n\nSummer '96 \n\n\nNCBI \n\n\nMexican Cultural Center ot \n\n\nNewman Club \n\n\nAtlanta/ Mexican \n\n\n\n\nConsulate Intern -2 \n\n\nCacenta \n\n\nAdmission Intern - Spring \n\n\nShantanae \n\n\n'98 \nWho's Who \n\n\nDri(/er \n\n\nVolunteer Spanish Tutor \n\n\nWitkaze -1,2,3,4 \n\n\nHigh Museum Student \n\n\nYoung Democrats - 2,3- \n\n\nRep. -2,3 \n\n\nPres.,4 \n\n\nWonder Womyn! \n\n\n\nDirectory \n\n\n\nSusanne \nFischer \n\nLast Composer of Ancient \nGreek Music - 4 \n\nMost Obnoxious Classics \nEntliusiast - 2,3,4 - \nAward \n\nRecorder Playing Com- \nmendation - 3 \n\nbina Adams \nftores \n\nRSO- 2,3,4 \n\nLeah Carol Fou/ter \n\nAmnesty International - \n3,4-Meeting coord. \n\nNew Westminster Fellow- \nship -3,4 \n\nGynergy - 3,4-Special \nProjects Coord. \n\nRFZ-3,4 \n\nWAVE - 3,4 \n\nMortar Board - 4 \n\nLisa F Gitman \nbiedre Guttatt \n\nWitkaze-1,2,3- Volunteer \n\nChair, 4 \nRFZ-2,3 \nDay Student Organization \n\n-2,3,4 \nGeorgia's Peach Program \n\n- Dekalb County \n\nTutor - 2 \n\nCynthia Halt \n\nCross Country -1 -Most \nImproved, 2 \n\n\n\nMetanie Rose \nHardison \n\nCoord, of Student Organi- \nzations - 4 \n\nComm. on Faith and \nLearning - 2,4 \n\nGynergy - 4 \n\nMortar Board - 4 \n\nWAVE - 4 \n\nRFZ-2,4 \n\nMuiticonstituency Group - \n4 \n\nNew Westminster Fellow- \nship -1,2,4 \n\nJennie Hatfield \n\nVolleyball -1,2,3 \nSoftball - 2 \nTower Council -1,2,3 \nAllocating Committee - 3 \nMortar Board - 4 - Vice \nPresident \n\nLisa Eileen Haines \n\nCollegiate Chorale - \n1 ,2,3,4-Asst. Conductor \n\nNew Westminster Fellow- \nship -1,2 \n\nLondon Fog - 2,3,4 \n\nLBA-2,3 \n\nCAB -2,3,4 \n\nBlack Cat Songs Chair - \n1,2,3,4 \n\nAmber Gai^le \nHenrif \n\nBest Buddies -1,2- \nActivities Program, 3- \nDirector, 4-Treasurer \n\nSocial Council-1, 2,3- \nSecretary, 4-President \n\nPsiChi-3,4 \n\nMortar Board - 4 \n\n\n\n\n.^^^BT' \n\n\n\n\nSeniors  Senior Directory_ \n\n\n\n'^L \n\n\n\n/?\" \n\n\n\n\n/^Seniors  Senior Directory \n\n\n\nSenior \n\n\n\nMichette Ann \nHenrif \n\nCircle K International -1,2 \n\n- President, 3 - Ga. Lt. \nGov.,4-Ga. Social \nChair \n\nBest Buddies - 2 \nSocial Council - 3,4- \n\nSpecial Projects \nOutstanding Young \n\nWomen of America \n\n1997 \n\nMarie-Louise \nHod^man \n\nRHA -1,2,3 -Treasurer, 4- \n\nPresident \nJudicial Board -1,2,3,4- \n\nPresident \nDana Scholars - 3 - Chair, \n\n4 \nStudent Voice Coalition - 4 \nJudicial Review Committee \n\n-4 \nReligious Life Council - 3, \n\n4-Treasurer \nPi Delta Phi -2,3,4 \nCollege Events Committee \n\n- 3-Student Co-Chair \nSGA Executive Board - 4 \nASC Community Orshestra \n\n-3,4 \nMortar Board - 2\u00263- \nChamber Ensemble, 4- \nBlack Cat Chair \n\nShi^meka \nLashaiVn Hunter \n\nWitkaze-1,2- Historian/ \nParliamentarian, 3 - VP, \n4 \n\nSGA -1,2,3 \n\nExecutive Board of the \nAssociation - 4-Minority \n\n\n\nAdvisor \nTower Council -2,3 \nJoyful Noise - 3,4 \nMortar Board - 4 \nDana Scholar -2 \nPi Delta Phi - 3,4 \nPresident's Committee on \n\nCampus Diversity - 4 \n\nJennifer Lesteif \nKin0 \n\nFaust Club -1,2,3,4 \nMortar Board - 4-President \nTower Council -1,2,3,4 \nNCAA III Volleyball -2,3 \nNCAA III Soccer- 1 \nPre-Law Club - 4 \nRFZ- 2,3,4 \nChimo-1,2 \nGerman National Society - \n\n4 \nCircle K- 1,2 \nCentury Club -1,2,3,4 \nVolunteer Board - 2,3 \nStudent Senate - 1 ,2 - \n\nAsst. Treasurer, 3 \nAllocating Committee - 2 - \n\nChair, 3 \nP.E. Committee -3- Chair \nSDF/SLD Fund Committee \n\n-2 \nRetention Committee - 1 \nDana Scholar -2,3,4 \nNominee for \"Sports \nWoman of the Year\" \nAward - 3 \nDean's Honor List - 1 ,2,3,4 \nRecipient of the \nZertifikatsprufung and \nMittelstufen - prufung \nfrom the Goethe Insti- \ntute - 4 \n\n\n\nDirectory \n\n\n\nRashanna \nKirktand \n\nWitkaze- 1,2,3,4 \n\nJoyful Noise - 3,4 \n\nBest Buddies - 4 \n\nRing Selection Committee \nClass '98 - 2 \n\nHabitat for Humanity - 4 \n\nThe Profile - 2, 4- Contrib- \nuting Writer \n\nCollegiate Chorale - 2 \n\nCross Country - 2 \n\nLisa Maria Knauff \nErica Lent \n\nASC Swim Team - 1 ,2 \nAmnesty International \n\nUrgent email Officer - \n\n3,4 \nHabersham County Soup \n\nKitchen -1,2,3,4 \nBlackfriars - 1 ,2 \nPiedmont Migrant Program \n\nEducation Teacher -4 \nAmerican Heart Swim-A- \n\nThon \nClarkesville Program \n\nManager \nAIDS walk \n\nAlice Ward \nLimehouse \n\nRFZ-3,4 \n\nYoung Democrats - 3 \n\nGynergy - 3, 4-Chair of \n\nRecords \nEditor Gynergy Newsletter \n\n-3,4 \nChurch Youth Leader 3,4- \n\nChurch Choir \nRetail Assistant Manager - \n\n1,2,3,4 \n\n\n\n7 e r i \nLippincott \n\nSGA-1 \n\nTower Council -1,2 \n\nCollege Events Committee \n\n3,4 \nCollonade Club -4 \nBlack Cat Costume Chair- \n\n1,2 \nJr. Production Co-Author \n\nSara Chapman \nManti^ \n\nCircle K- 1,2 \n\nFrench Honor Society - \n\n1,2,3,4 \nBridges Focus Group \n\nStudent Leader - 2,3 \nPre-Law Club - 4 \n\nSara Katherine \nMartin \n\nBlackfriars - 1 ,3 \n\nGlobal Connections (India) \n-2 \n\nAmnesty International - 3, \n4-Co-President \n\nProfile - 3,4 \n\nMortar Board - 4 \n\nDean's List 1,2,3,4 \n\nMerony Prize for Humani- \nties - 3 \n\nDepartmental Award in \nReligious Studies - 3 \n\nCharissa \nAttifson \nMaifnard \n\nStudio Dance Theater - \n1,2,3,4 \n\n\n\n\nSeniors  Senior Directofy \n\n\n\n^n \n\n\n\n\nFr~^H \n\n\n1^  HHMHP^!^Vn \n\n\n^Hfl \n\n\nsp |w^^S \n\n\n\n\n^^s \n\n\n ^^ \n\n\nmmKBj^^m \n\n\n\u003e ^'iv^v^^^^ \n\n\n\n\n^iU\u003cf Seniors  Senior Directory \n\n\n\nSenior \n\n\nAngetina \n\n\nAnna Lei^h \n\n\nKathleen \n\n\nMcPherson 1 \n\n\nMcCormick \n\n\nBlack Cat Chair -2,3,4 1 \n\n\nStudent Activities Board - \n\n\nDelta Phi Alpha -4 \" \n\n\n1,2,3 \n\n\nFaust Club -1,2,3,4 \n\n\nSocial Council -2,3 \n\n\nArt Dept Gallery Asst. - \n\n\nSophomore Family Week- \n\n\n2,3,4 \n\n\nend, Chair of Hospitality \n\n\nCollegiate Chorale - 1 i \n\n\n-2 \nDirector of Junior Produc- \n\n\nMeghan L Na^et \n\n\ntion - 3 \n\n\nProfile Calendar Editor- 1 \n\n\nCharity Car Wash Junior \n\n\n1,2,3,4 ; \n\n\nJaunt Organizer -3 \n\n\nLBA-4 \n\n\nSecretary /Treasurer of \n\n\n\n\nClass of '98 - 4 \n\n\nLisa Norris \n\n\nDecatur Historical Associa- \n\n\nWAVE - Co-founfer \u0026 \n\n\ntion - 3 \n\n\nExec. Coord. - 3,4 \n\n\nHonor List -1,2,3 \n\n\nPsi Chi - 3,4-Pres. \n\n\nDean's List -3,4 \n\n\nRFZ-4 \n\n\nFuturescape Program - 1 \n\n\nSAFE Women - 4 ; \n\n\n\n\nMortar Board - 4 \n\n\nMarcianne \n\n\nIOC -4 \n\n\nWestbrook \n\n\nLBA-4 \n\n\nMcHu^h \n\nMetropolitan Youth Sym- \n\n\nMargaret \nAJunnettey \n\n\nphony Orchestra - 1 \n\n\nSuzuki Strings Camerata - \n\n-4 \n\n\nPi Delta Phi -2 \n\n\n1 \n\nFaust Club- 1,2,3,4-co- \n\n\nMelissa Christine \n\n\nTreas. \nRFZ-4 \n\n\nNi^sevfJander \n\n\nASOC - 2,3 - Sec./Treas., \n\n\nLBA-1,2,3\u00264-Public \n\n\n4-Co-Pres. \n\n\nRelations \nWAVE - 3,4 \n\n\nYoung Democrats - 1 ,2 \nASC Orchestra - 1 ,2 \n\n\nPhi Sigma Tau - 2,3- \nV.Pres.,4-Pres. \n\n\nRugby -3,4 \nLBA-1,2,3,4-Treas. \n\n\nProfile - Manager-4 \n\n\n\n\nPhi Delta Alpha - 4-Pres. \nGirl Scouts -1\u00262-Treas. \n\n\nCatherine \n\n\nPhilosophy Club -4 \n\n\nHonor Roll -1,2,3 \n\n\nO'SulliVan \n\n\nDean's List - 3 \n\n\nHonor Court -1,2,3,4- \n\n\n\n\nV.Pres. \n\n\n\n\nBest Buddies -1,2,3,4 \n\n\n\nDirectory \n\n\n\nSocial Council -1,2,3 \nMortar Board - 4 \nDana Scholar -2 \nNewman Club -1,2,3,4 \nWho's Who - 4 \n\nJennifer Odom \n\nNewman Club - 2-Sec.,3- \n\nV.Pres.,4 \nFaust Club -1,2,3,4- \n\nV.Pres. \nStudent Senate - 3-Pres. \n\npro tempore \nIOC - 3-Sec. \nJoyful Noise - 4 \nAcademic Standards \u0026 \n\nAdmissions Comm. - \n\n2,3,4 \nPi Delta Phi -2,3,4 \nStudent Voice Coalition - \n\n3,4 \n\nTraci^ Oenise \nOti(/er \n\nCurriculum Comm. -1,2,3,4 \n\nDana Scholar -2,3,4 \n\nFocus Group Leader - 2 \n\nJoyful Noise -1,2,3,4 \n\nMinority Advisor - 3 \n\nMortar Board - 4 \n\nPeer Educator - 2 \n\nPeer Schedule Advisor - 3 \n\nRHA-2 \n\nReligous Life Council - 3- \nco-chair \n\nTask Force on the Rela- \ntionship between \nStudents, Faculty \u0026 \nAdministration-3-co- \nchair \n\nTower Council -1,2,3 \n\nWho's Who - 4 \n\nWitkaze-1,2\u00263-Sec.,4- \nPres. \n\n\n\nJessica \nHammond \nOiVens \n\nVolleyball -1,2,3 \n\nBonnie L. Paqe \n\nASC Chamber Ensemble - \n\n1 \nFlute Trio - 2,3,4 \nOrchestra - 3,4 \nSGA-2,3 \nDay Student Oranization - \n\n2,3,4 \nMortar Board - 4 \n\nBwok Partner \n\nBlackfriars - 1 ,2 \n\nRFZ-2,3 \n\nLBA- 1,2,3,4 \n\nWAVE - 3,4 \n\nGynergy Honor Society - 4 \n\nCAB -3,4 \n\nHotti^ S. Pai^ne \n\nGeorgia Tech Marching \n\nBand -1,2,3,4 \nGeorgia Tech Symphonic \n\nBand - 3-Principle Flute \nAtlanta Olymoic Band - 1 ,2 \nPsiChi-4 \nTri Beta - 4 \nCollonade Club - 3 \nNewman Club - 2,3-Treas. \n\nK. Jo^ Pai^ton \n\nLBA -1,2,3,4 \nRugby -3,4 \n\nSenate - 3-Parlimentarian \nAllocating Comm. - 4 \nNewman Club -4 \nNew Westminster Fellow- \nship - 3 \nYoung Democrats - 3 \nBlack Cat Pranks Chair -4 \n\n\n\n\nZ^M n 1 i i \n\n\n\nSeniors  Senior Directory \n\n\n\n^ \n\n\n\n\n\nTiffanif /?. \nPrather \n\nTower Council - 1,2,3 \n\nBoard of Trustees Aca- \ndemic Affairs Comm. - 2 \n\nSopliomore Ring Commit- \ntee -2 \n\nPi Delta Phi -1,2,3 \n\nCentury Club -2,3 \n\nStudent Voice Coalition - 2 \n\nAmanda Lee \nPtacek \n\nBlackfriars-1,2,3-Histo- \n\nrian, 4-President \nBest Buddies - 2,3,4 \nSocial Council - 2,3 \n\nColleen 0. Quinn \n\nProfile 1,2 \n\nCommunity Orchestra - \n1,2,3,4 \n\nEmory Community Orches- \ntra -1,2,3,4 \n\nWoodwind Ensemble - \n1,2,3 \n\nStudent Senate - 2-Asst. \nTreas. \n\nStudent Development Fund \nComm - 2-head, 3,4 \n\nSGA - 3-Treasurer \n\nDana Scholar -3 \n\n\n\n3,4 \n\nAmnesty International - 3 \n\nFocus Group Leader - 3,4 ; \n\nSophomore Family \\ \n\nWeekeend Comm. - 2- i \n\nChair \\ \n\nElizabeth H. Rone \n\nSynchronized Swimming - \n\n1,2,4 \nCircle K- 1,2 \nHabitat for Humanity - 3,4 \nBiology Club / Tri Beta - \n\n1,2,3,4 \n\nAmi Joi^ Rop \n\nFaust-1,2-1/2VP, 1/2 \n\nPres., 3\u00264-Pres. \nBlackfriars 1 ,2-Planning \n\nComm., 3,4 \nCollegiate Chorale -1,2- \n\nVP,3 \nNewman Club -2,3,4 \nMaier Berkley Award - 2 \nCentury Club -3,4 \nMortar Board - 4-Historian, \n\nCostume Chair \nPre-Law - 1 ,2 \n\nSaliem R Ruffin \n\nBiology Club - 2-Co-Vice \nPres. \n\n\n\nChtistma Rimtdi J'\" -^^ '^'\"'^\" \n\n\n\n^l^ Seniors  Senior Directory \n\n\n\nAmanda \nMarqareta \nRoepake \n\nTower Council -2,3,4 \nColonadeClub-4 \nPresident's Gala Commit- \ntee - 3,4 \nPublic Speaking Tutor - \n\n\n\nMarisa N. \nScalera \n\nFrench Club -1,2,3,4 \nPi Delta Phi -2,3,4-VP \nMargret Phythian Scholar- \nship -2 \nBlackfriars Apprentice - 2 \nNew Westminster Fellow- \nship -2,3 \n\n\n\nDirectory \n\n\nStaci Ann \n\n\nErica R. \n\n\nShields \n\n\nStiff \n\n\nJoyful Noise - 3,4 \n\n\nStudent Senate - 3 \n\n\nNew Life - 3-Pres., 4-Pres. \n\n\nSGA (Executive Board) \n\n\nj Religious Life Council - 4 \n\n\nAllocations Chair -4 \n\n\nOrientation Council - 4 \n\n\nWho's Who - 4 \n\n\nMortar Board - 4 \n\n\nBridges Focus Group \n\n\nPsi Chi - 3,4 \n\n\nFacilitator -3 \n\n\nFocus Group Mentor -4 \n\n\nCollege's Budget Work \n\n\n\n\nGroup -4 \n\n\nPanaqiota P. \n\n\nDean's List - 2,3,4 \n\n\nSoubtis \n\n\nDean of Student's Commit- \n\n\n\n\ntee to Select Financial \n\n\nCHIMO-1,2,3,4-Treas. \n\n\n\n\n\n\nAid Director - 4 \n\n\nKristen Amanda \n\n\nStudent Voice Coalition - 4 \nPi Delta Phi -3,4 \n\n\nStarr \n\n\nWitkaze- 1,2,3,4 \n\n\nProfile -1,2-Asst. Editor, \n\n\nBlack Cat Pranks Co-Chair \n\n\n3-Copy Editor, 4 \n\n\n-3 \n\n\nRenfroe Tutor -1,2,3- \n\n\n\n\nStudent Director, 4 \n\n\nSarah Thielin^ \n\n\nBlackfriars - 1 ,2,3-Publicity \n\n\nHabitat for Humanity - 1 ,2- \n\n\nChair \n\n\nTreas., 3-Pres. \n\n\nCollegiate Chorale - 1 ,2 \n\n\nNewman Club -1,2,3- \n\n\nAurora -2 \n\n\nTreas. \n\n\nMortar Board - 4 \n\n\nAquatic Scotties - 1 ,2-Co- \n\n\nDean's Honor List - 2 \n\n\ncaptain, 3 \n\n\nHonor List - 3,4 \n\n\nRHA-2 \n\n\nSemester at Sea - 3 \n\n\nWoodwind Enesmble - 1 \n\n\nASOC - 2 \n\n\nRenfroe Tutor - 1 \n\n\n\n\nDana Scholars - 3 \n\n\nVirginia \n\n\n\n\nSteUens \n\n\nRhonda S. Turner \n\n\nCAB -1,2,4 \n\n\nRS0-1-Treas.,4 \n\n\nFrench Club -1,2,4 \n\n\nHonor Court -1 \n\n\nPi Delta Phi -1,2,4-Pres. \n\n\nPsychology Club - 1 \n\n\nCentury Club - 4 \n\n\n\n\nReligious Life Council -4 \n\n\nKim Walker \n\n\nElections Board - 4 \n\n\nBig Sister -2,3 \n\n\nDana Scholar - 2 \n\n\nCircle K-1,2,3-Treas. \n\n\nSophomore Family Week- \n\n\nElections Board - 4 \n\n\nend Ring Co-Chair -2 \n\n\nHonor Court -4 \n\n\nSenate - 2,4 - VP \n\n\nJoyful Noise 1,2,3,4-Sec. \n\n\n\n\nRHA-3 \n\n\n\n\nSeniors  Senior Directory \n\n\n\n/' \n\n\n\n\nii; Seniors  Senior Directory \n\n\n\nSenior \n\n\n\nVolunteer Board - 2,3,4 \nWitkaze- 1,2,3,4 \n\nCheri^t \nWattenbar^er \n\nRSO- 1,2,3 \n\nGlobal Awareness - 3 \n\nMargie (i/eir \n\nNewman Club 1,2,3 -Sec, \n\n4-Pres. \nCAB -1,2,3,4 \nPsi Chi - 4 \nPeer Advising - 4 \n\nLaum Attison \nWheeler \n\nDay Student Organization \n\n- 3,4-Treas. \nStudent Senate - 3 \n\nAmi^ Catherine \nWittis \n\nCRC Freshman Chemistry \n\nAward - 1 \nLBA-1,2,3\u00264-Pres. \nSGA-3 \n\nMortar Board - 4-Sec. \nRugby - 2,3,4-Captain \nCross Country - 1 \nStukes Scholar -1,2,3 \nDana Scholar - 4 \n\nAtem Michete \nWood \n\nSGA-1,2,3-VP,4-Pres. \nNewman Club -1,2,3,4 \nJoyful Noise - 4 \nHabitat for Humanity - 3,4, \nDana Scholar -3,4 \n\n\n\no \n\n\n\n\nLaura Brandon \n\nArt/French  Augusta, GA \n\n\n\n\nLin^seif Breitfiaupt \n\nHistory  Stafford, VA \n\n\n\n\n/ \n\n\n\n\nBrehenif \n\n\n\n\n\n\n\n\nLaura Britt \n\nPsychology  Raleigh, NC  ._ \n\n\n\\Kathif ' Biitrs'^. \n\nj^isychology  Decatur, GA \n\n\n^ l\\ \n\n\nHBK^C^ \n\n\n*  \n\n\n\n\nThania Cabrera \n\nBiology  Dprayjlle, GA \n\n\n\nKatherine Caron-_Crai^ \n\nHistory  Las Vegas, NV \n\n\n\nUalerie Joy Case | \n\nBiology/History Huntsville, AL \n\n\n\nVa/ Seniors \n\n\n\n\nNaSemaii John Chike \n\nSociola^y/An^ropolOj3y,r-East Point, GA \n\n\n\n\nCourtneif Childs \n\nHistory  Jacksonville. FL \n\n\n\n\n\nKristina Chirica \n\nPsychology  Prague, Czec\\i Republic \n\n\n\n*^i,* \n\n\n\n\nKristie Lea Cobb \n\nArt History-History ^Marietta, GA \n\n\n\nKristin Conreif \n\n.- Biology  Herniitage, TN \n\n\n\nmnakryM. Conti \n\n\n\n^eema Cirrus \n\nPsychology  Los Angelas, CA \n\n\n\nRotondd D. daniel \n\nPsychology/Africana studies  East Point, GA \n\n\n\nUrsula Daniels \n\nSsychdlogy  Columbus, GA \n\n\n\n\ny \n\n\n\ny \n\n\n\n\n\n^ 1 \n\n\n\n\n\n\n%^/l? \n\n\n.. ^ \n\n\n1 1 , \n\n\n' V 1 \n\n\n' \u003e \n\n\n\n\n\n\n\n\n\nChristina Doner \u003e \n\nReligious Studies/Sociology  Lantana, FL \n\n\n\nTise C. Eichorst \n\nBiology  Atlanta, GA \n\n\n\nah Carol FoWter \n\n*-|igiou\"s studies  Atlanta, GA \n\n\n\nHillary p. Ferris \n\nHistory  Ft. Wayne, IN \n\n\n\nDil^ Ad^ws Fit \n\nSociology/Anthropology  Dermi. \n\n\n\n\nMaria Goenaga \n\n^-1 Civilization  Houston, TX \n\n\n\nPat Goseif \n\n\n\n\n\n\n^^^^^^^^^H \n\n\n\n\n|HP^^ '^\"'''^l^^^l \n\n\n\n\n^^^^Hk / '^Kl0% \n\n\n\n\n\nRachfi-l : Green \n\nBusiness Economics  Avondale Estat \n\n\n\nJew if- Hatfield \n\nBiology Orlando, FL \n\n\n\n\nMetanie Rose Hardison \n\n,. Religious Studies  Marietta, GA' ' \n\n\n\n\nror Capping? Sometii \n\n\n\n; dressed to impres \n\n\n\n\nLisa Eileen Hai/es \n\nPhysics  Columbus, MS \n\n\n\nSarah Hehdrix \n\nHistory  Blountville, TW- \n\n\n\nAmber Gaifte' Heni-y \n\nPsychology  Knoxville. TN \n\n\n\n\nMiShet\\ Ann Henry \n\nInternatKinal filiations  Lajj/renceville. G, \n\n\n\n\nr,Mrie-Louise Hod^man \nj -- Music  Milledgeville. GA \n\n\n\n\nShi/meka LashaWn \\ Hunter \n\nHistory/Political Science  Syivania, GA \n\n\n\n\n. fl/ry williS andvoy Payton bask in the sunshine away, from the everyday lite of ASC. \n\n\n\nJenn^feif Ife\u0026teif \n\nPolitical Science/Germah'^Studies  Ev\u003e \n\n\n\n\nash an a Kirk land \n\nEng||sh  Stateboro, GA \n\n\n\n/I/58B Maria Knauff \n\n\n\niiology  Acworth, GA \n\n\n\national Relations  Clarkville, GA \n\n\n\n\n\nThe wintery dayjnspires these seniors to relax around the beautiful i \n\n\n\nAlice Ward Limehouse \n\n;  Religious Studies  Atlanta;,GA \n\n\n\n\n\nTerr f Lippincott \n\n\n\n\n\n\n\nhterna \n\n\nional Relations  New Orleans, LA \n\n\n/I \n\n\nIft. \n\n\nJt* \n\n\n^ \n\n\n-/'I \n\n\n*1 \n\n\n^S^\\ \n\n\n\n\n\n\n\\ \n\n\ni:^^W '' \n\n\n\n\n\n\n1 \n\n\ni^uK '\"'' ' \n\n\n\"f \n\n\n\n\n^ \n\n\n^Hj^/PK-'- \n\n\n% \n\n\n\n\n-.' 5 \n\n\n-:^WJ^ \n\n\n\n\n'/ \n\n\n\\ \n\n\nffl \n\n\n\n\nSara Chapman Manlif Sai;a K'^therine Martin \n\n\n\ninternational Relations 'Marietta, SA \n\n\n\nInternational R^ations/Religious Studies  Jacksonville, \n\nI- ,. FL \n\n\n\n\nFeda Masseoud \n\n\n\nBarbie Mattheu\u003es/ \n\nHistory Carrollton, GA - \n\n\n\nCfiarissa Al(ifS0if'Maifnard\\ \n\n'ArfFayettevllle,GA \n\n\n\n\nJessica McKenzie \n\nPolitical Science  Nprqrpss, GA \n\n\n\nMeqan MejKni^ht \n\n- English  Atjinta, GA \n\n\n\nAEtJi^h McPfier \n\n; Art  Cufflming, QA / \n\n\n\n\nMartf Morgan \n\ncholo'gy  Lawrenceville, GA \n\n\n\n\novi on their sexy tummies at Black Cat fietd'day. \n\n\n\nMelissa Cfiristine My se Wander \n\n/ Astrqphysics  Dalton, GA , ..,_. \n\n\n\nCatherine Joif 0'Sut(i{/ah) \n\nPsychology  Marietta. GA ._. \n\n\n\nWK  m-m'ifii''M ^izMmim  i\" i-M^fa W::\\ \n\n\n\n\nSeniors drink from mugs of years gone by and toast /o (/le future that t \n\n\n\nTracif Denise f Olit/ek \n\nAfrican American Studies/History  Little Rocl(. AR \n\n\n\n\nHattys. Payne \n\nsycb^gy  Lilburri,~iSA \n\n\n\n^ K. Joif Paifton \n\n: Phiosophy Nashville, TN \n\n\n\ntiffany R. Prathi^ \n\nEnglish  Jacksonville, FL'\u003e \n\n\n\n\nAmanda J^arqareta Roepcke \n\n} Women's Stpdies  Cornwall Bridge, CT \n\n\n\nOur Irish exchange students, Maty and Sarah, show Ginnie the way it's supposed to be do \n\n\n\n\nElizabeth H. Rone \n\nAri'W. Columbia, SC \n\n\n\n'9K \nAmi Jo^ Rop \n\nHistory/Political Science  Highland^ Ml \n\n\n\nTeqra Rvsera \n\nEnglish Literature-Creative Writing  Scotcli Plains, NJ \n\n\n\n\nKHsten Amanda Starr \n\nEnglisti/HistofV 'Auburn, AL \n\n\n\niBmy^iiiM \n\n\n\nium**mg_ \n\n\n\ni\u003c=^, \n\n\n\n\nThe Class of '98 certainly is excited about their graduation. It's quite an accommlshment. \\ \n\n\n\n^eorqmnn Stivers \n\nHistory Amarillo, TX \n\n\n\n\nAmanda Taiftor \n\nPhysics  Rochester, MN \n\n\n\nCfie'ferre Suggs \n\nClassical Languages and Literatures  Jacksonville, FL \n\n\n\nGinnie SteOens _ J \n\nirnational Relations/French  Independen'^ \n\n\n\n\n,L^^l;Lli;dJ..i2Ui'^JlJaiJi \n\n\n\nSiVafford \n\n.'lowery Branch, Gu \n\n\n\n\nSarah Thieling \n\n\n\nBonita fhomas k \n\nEnglish- Atlanta, GA \n\n\n\n\n\nLinda Annrtl/u \n\nBiology Atlanta; GA \n\n\n\n\n:Kiht 'Walker \n\nEnglish  LithoTiiaf GA_. \n\n\n\nMargie fWeir \n\nSociology-Psychology ? Satellite Beach, FL \n\n\n\nLaura / ^t4rs0n Wheete \n\n\n\n\n\n\nNOT PICTURED \n\n\n\n^^^^tricia M. Anderson \n\nySociology/Anthropology  Atl^ta. GA \n\nLei^h Allison, Baranou^ski,. \n\n:_ Biology  buluttv, GA _ :\u003e_- \n\nKa^rifn I*. Chance \n\nEconomics-B'usiness/Psy(^lpgy  Winter Parl\u003c, FL \n\n' Giselle .^^^j^i^natidez \n\n\"-; International Relations-LalinSn^^an Studies  \nMiami, FL \u0026 Kenilwprfii\"^^. \n\n-i' ' SusofiXe Fischer f^z!!^ \n\nClassical Civlltxations  Atlanta, GA \n\n\n\nLisa F. Oilman \n\nj PsycKology  Warner Robins, GA \n\n/ Biedre Gultatt \n\n/Sociology/Anthropology  Jacksonville, FL \n\nSdliem F. Ruff in \n\n-Biology  Asmara, Eritrea \n\n^ Erica /?. Stiff \n\n^.^-^ psychology -Xazoo City, MS \n\nCfierul Wattenberqer \n\nEconomics/Business  Cleveland, TN \n\n\n\n\n^J/^eniors^ \n\n\n\nIn the grand old Agnes Scott tradition, Senior Erica Lent \nprepares Melanie Wright tor a night out at Georgia Tech. \n\n\n\n\nKristie Cobb shows off one of her many talents. \n\n\n\nCapping IVee/t brought a fabulous Spice Girl appearance to Evans Dining Hall. \n\n\n\n\nOrganizations \n\n\n\nWhere do minds spark minds iiere at Agnes Scott College? Brainstorming \n. often occurs in Alston, the CLC, Dana's Winter Theater, our fine classroom \n\nClUDS, service building, and sparks always fly in the Dining Hall. ImprintsfromASC students \n. . . can be found at Renfroe Middle School, local rape crisis centers, Atlanta area \n\norgan ai o s, ^^^^^ shops, even along College Avenue. Outside of the classroom, \n\nchoirs and other students can channel their creative energy and personal interests into any \n\n' of the many organizations on campus. Service groups such as Circle K, \n\naroUDS here at Habitat for Humanity Girl Scouts, and Best Buddies all reach out to the \nsurrounding community Clubs including Chimo, ACASA, NHA, and Witkaze \n\nASC bring the promote cultural awareness on campus. Blackfriars, Joyful Noise, the \nOrchestra, and other performance groups offer students the chance to \"strut \n\ncampus to life, their stuff\" on stage. Religious groups such as New Life and Newman Club \noffer students the chance to come together to share a part of themselves on \nthe road to spiritual development. Writers can join the Profile (our indepen- \ndent newspaper), the Aurora (a literary publication containing works created \nby the students), or the Silhouette (the publication you are reading right \nnow!). Scientists can turn to Tri Beta and the American Chemical Society \nThose with an interest in political or political activities can join Young \nDemocrats, the Conservative Forum, Amnesty International, or WAVE \n(Women of Action, Voice, and Education). If you have an interest in anything, \nyou are likely to find an organization on campus to meet your needs - even \nif that interest is strictly social. \n\nMany of the organizations on campus have taken up President Mary \nBrown Bullock's challenge to diversify and globalize the campus, to make it \na place where minds spark minds. Mortar Board provided newspapers in the \nDining Hall to keep everyone abreast of current affairs around the world. \nGeo, ASC's environmental group, formed this year to help keep the campus \n\"green\" and beautiful. ASC is a community alive with activities. With all of \nthis interaction, sparks are bound to fly When an ASC woman puts her mind \nto accomplishing something, anything is possible. \n\n\n\n\u003e^ \n\n\n\n\nLeft: Caught in f/ie Act \nCampus Girl Scouts tat\u003ce a break from selling \ncookies to enjoy some food for tfiemselves. \nnis year the group raised enough money to \nsend a young girl to summer camp. \n\n\n\nBecause \nAgnes Scott is \na small liberal \narts women's \ncollege, it pro- \nvides a lot of \nopportunites \nfor leadership \nand service. \n\n- Laura Croft \nClass of 1998 \n\n\n\nLeft: Oriental Artistry \n\nACASA members learn the finer points of \norigami, the ancient art of folding paper into \ndelicate shapes. \n\n\n\nOrganizations Divider \n\n\n\ny' \n\n\n\n\nASCSGA Executive Board \n\n\n\n\nASCSGA Student Senate \n\n\n\n_\\u'^Organizalions: SGA \n\n\n\n\nASCSGA Honor Court \n\n\n\n\n\n\nj^'vr ^ '^:i^^;;,:^'^p^,^ ^ f la \n\n\n\n\nkSCSGk Residence Hall Association \n\n\n\nOrganizations: SGA^^^i^^ \n\n\n\n\n\n^ \n\n\n;* \n\n\n\n\n1 \n\n\nHHbB \n\n\n\n\nmM^ \n\n\nt \n\n\n. \n\n\n|r w^' \n\n\n\n\nff tl \n\n\n^ \n\n\n^bI^ \n\n\n 1 \n\n\nLjI \n\n\n\n\nm^ \n\n\n[* \n\n\nMe* \n\n\nr.^H \n\n\n\n\nA t \n\n\n^1 \n\n\ni* \n\n\n^A..' \n\n\n\n\n1 \n\n\n.V \n\n\n.j \n\n\n1 /^ \n\n\n^'^Ktsm \n\n\n^ \n\n\n^~ m\" ^^PV \n\n\n\u003e^ \n\n\nHrJik / ^1 \n\n\n[T \n\n\n  J \n\n\n\n\n^ \n\n\nll \"'' L \n\n\n^\" \n\n\n\nBlackfriars \n\n\n\n\nJoyful Noise \n\n\n\n4 \n\n\n\n^JDrganizations: Blackfriars, Joyful Noise \n\n\n\n\nOrchestra \n\n\n\n\nSocial Council \n\n\n\nOrganizations: Orcheslra. Social Council \n\n\n\n^'\\ \n\n\n\n\nCircle K \n\n\n\n^h'i^ Organizations: Giri Scouts, Circle K \n\n\n\n\nNew Life \n\n\n\n\nNewman Club \n\n\n\nOrqanizations: New Life. Newman Club \\c, \n\n\n\n\n\n\nMortar Board \n\n\n\n\nDana Scholars \n\n\n\n_jhi^ Organizations: Mortar Board, Dana Sctiolars \n\n\n\n\nWAVE: Women of Action, Voice, and Education ^^ \n\n\n\n\nAmnesty International \n\n\n\nOrganizations: WAVE. Amnesty International \n\n\n\n\nTri Beta \n\n\n\n\nAurora \n\n\n\nOrganizations: Tri Beta. Aurora \n\n\n\n/r^\\ \n\n\n\n\nACASA \n\n\n\n\nFaust Club \n\n\n\nOrganizations: ACASA, Faust CI \n\n\n\n\"^^ \n\n\n\n\nWitkaze \n\n\n\n\nAbove: Naeemah Chike lights the Kwanzaa \ncandles at Witkaze's Kwanzaa celebration. \n\n\n\nOrganizations: Will\u003caze \n\n\n\nLeft; Social Council members. Jennifer Long \nand Ursula Daniels (left to rigtit). dance (he \nnigtil away at Winterfest. \n\n\n\nBelow: /Members of the ASCSGA Student \nSenate Constitutional Review Committee work \nhard to perfect ttie ASCSGA Constitution. \n\n\n\ns \n\n\n\nILHOUEHE \n\n\n\n\nOur only hope is that this piece of your history that we struggle to \n\ncreate accurately reflects all of our lives here at ASC in a way that is \n\npleasing to the mind as well as the eyes. \n\n\n\nAs fearless leaders. Ashlea Mitlelstaedt (Below) and Amber Pipa (Right) stay true to their \nrespor)sibllities and stick it out to the very end. As their first year as Editors. Ashlea and Amber \nhad many obstacles to overcome and lessons to learn. Here. Ashlea sifts through another \n$15.00 set of 24 useless pictures. Amber takes a break from fixing cameras, computers, and \neverything else to get her 2 cents in as well. \n\nSidenote: Sharon Strickland and Andrea Booher had labs during every meeting of the \nSilhouette, but their involvement, effort, and dedication to this yearbook should not go \nunrecognized. Their sections were Senior Section and Organizations. \n\n\n\n\nfiJIelanie Spillane grimaces as she and Debbie \nElchert discuss how many pages they have to \ncomplete for the Student Life section. Cap- \nping can '( even stop Melanie's dedication and \nDebbie stuck it out to the end as well. \n\n\n\nff^ \n\n\n\nJennie Bell and Brooke Puschaver work dili- \ngently on the Sports section. With their excel- \nlent writing skills and beautiful photography \nabilities, their section will most certainly be \nsomething to look forward to. \n\n\n\n\nThrough many trials and tribulations while \nworking on the Faculty section. Shondra \nWilbanks finally masters the Macintosh. \n\n\n\nDela Kusi-Appouh's work on the Faculty sec- \ntion was greatly appreciated. Asevidenthere. \nher good humor keeps the group moving along. \n\nJennie. Brooke, and their staff member. \nDraughn Whitehead listen intently as our \nJostens rep. Pat Brookshire. explains the in- \ntricacies of what to do when the Mac con- \nsumes large quantities of layouts. What a \nnightmare. \n\nAlison MacLean savors her Coca-Cola in the \nmakeshift Silhouette room of the CLC. It is \neasy to dehydrate after working for many \nhours straight in that unair-conditioned. un- \ncomfortable room. Drink lots of fluids. Alison. \n\n\n\n\nMendi Winslead wades through a ton of sur- \nveys in search of the perfect quote. Mendi \nhas the wonderful job of convincing all of the \nAdministration and Staff to let her take their \npicture. What a trooper! \n\n\n\nBrook Puscha ver smiles deviously while think- \ning of the havoc she could wreak within the \nAthletic community of ASC. Her power as \nstaff member of the Sports section is all- \nencompassing. \n\n\n\nSilhouette \\\\;4! \n\n\n\nGUIBSPORIS \n\n\n\n\nThere are three official \"Club Sports\" on campus. These are the Rugby team, Swim team, and Synchronized Swimming team. These \nteams work as hard as the other sports on campus, but lack the offical name of being a \"sport.\" They do not receive spiffy home, away, \nand practice uniforms, but they certainly do try their best and put forth the effort that would make any sport proud. We want to \nacknowledge these teams separately to show the determination and pride these teams must have in order to face such obstacles. \nCongratulations teams, you did an outstanding job!! \n\n\n\nThe rugby team gets psyched up lor an away \ngame in North Carolina. This is delinilely a \nclose bunch. \n\n\n\nTeamwork is the key to successlulty complet \ning any task. With the direction Irom their \ncoach. Tonya, the team works togetier to \nraise the uprights lor their upcomina ' ome \ngame \n\n\n\n\n1997-1998 Rugby Team. \n\nTop Row- Coach Tonya Fry. Jessica James. \nRay Anne Lehr. Erin Elliott. Annabelle. Mel- \nissa Nysewander. Jessica Marinara. Jenniler \nWoodrutl. Thandeka Myeni. Amanda Lockhan. \nCurry Davis. Bottom Row- Heather Lyman. \nKatie Findanza. Cathleen Keyser, Captain Amy \nWilis. Liz Chandler, Sarah Spencer. Reagan \nBooth. Jessica. Amber Pipa. Not pictured: \nKelly Stapler. Olivia Valdespino. Christina \nBozzini. \n\n\n\n^' \n\n\n\nM^Glub Sports \n\n\n\nReagan Booth crashes through the opponent 's \ndefenses as she races to score a try. l-leather \nLyman hangs back in case Reagan gets tack- \nled or fumbles the ball that barely lands in her \nhand. \n\n\n\n\nSince the opponent's are short a few players, \nit is necessary for some olASC's team to play \nagainst each other Jessica Marinara and \nAnnabelle use all their force to take down \nHeather Lyman. Amber Pipa and Katie \nFidanza rush to get into place. \n\n\n\nThe teams prepare to scrum-down. ASC \nlooks like they're ready, but what's holding up \ntheir opponents. . . fear, maybe? I think so. \n\nThis is what happens when the scrum col- \nlapses. The only one left unharmed among \nthe fom/ards seems to be 8-man. Kelly Sta- \npler With her knee injured from previous \ngames, she is guile a trooper to be participat- \ning in this one. \n\n\n\n\n\n\n\nW^~~^ ^ BP \n\n\n\n\nAmanda Lockhart gets tackled by an Emory \nrugger while her teammates, including Liz \nChandler and Amy Willis, rush to herald. I'd \nhate to be the one that had to stop Amanda, \nshe looks fierce during a game. \n\n\n\nThe Rugby Team lines up before a Home \ngame to have their rugby boots inspected. No \ntoe-cleats are allowed. Occasionally, the \nretiree will check the teammates' fingernails \nas well. It's a rough game. \n\n\n\nRugby \n\n\n\nk \n\n/K \n\n\n\nJunior Caria Brunjes must be a morning per- \nson. Everyone else is sleeping at 6am. Sf)e \ncomes prepared w/f/i her swimgear and a \n1 attitude. \n\n\n\nSmmmer Lena Kutuzova demonstrates the \nbutterfly at the Woodruff Activities building \npool. \n\nMembers take time to share smiles with Ath- \nletic Director. Page Remillard L to R: Kara \nWIergatz, Lena Kutuzova, Linda Kovacs. Di- \nrector Page Remillard. and Coach Dawn \nFowler. \n\n\n\n^m \n\n\nII \n\n\nIS^I \n\n\nHMB \n\n\nL (, -^ \n\n\n --  \n\n\n\n\n^^^x ^R^^B \n\n\nL^K^ / \n\n\n\n\n\n\n\n\n\n\n\n\nr^L' \n\n\n^^^K t^^iii-^iP^^i \n\n\n11 \n\n\nmmH \n\n\nhM \n\n\n\n\n\n1997-1998 Swim Team \n\nLeft to Right: Coach Dawn Fowler, Sarah Benefleld, Kara Wiergatz, Lena Kutuzova, Julie Bricker, Carta Brunjes, Liz Meade. Linda Kovacs, Amand Forehand. \n\n\n\n\\\\ii/' Sports \n\n\n\nSwim learn women demonstrate tliier sense \nof humor wittn thier \"Ctiarlie's Angels\" pose- \nClockwise Irom Top: Sarah Benelield. Kara \nWIergatz, Amanda Forehand. Liz Meade, and \nCarta Brunjes. \n\n\n\nIV GIVE IT A PERFECT TEN! Sarah Benefield \n(lelt) and Elizabeth Meade (right) have a little \nafter practice tun by becoming human can- \nnonballs. \n\n\n\n\n\nSpaiKling Waters \n\n\n\n'Baby, it's 6am-l must be a swimmer. \" -Coach Dawn Fowler \n\nLeft to Right: Liz Meade, Kara Weiryalz, Lena Kutuzora, Carta Brunjes. \n\n\n\nAt the beginning of the year, a few \nladies joined hands to make a splash \nin the Woodruff swimming pool. In- \nstead, they made waves. Eight \nwomen practiced like a varsity sports \nteam to eventually turn what is now a \nclub sport into a full-fledged member \nof the Athletics Department. Unex- \npectedly, these ladies were invited to \ntwo swim meets throughout the sea- \nson. The Emory Invitational was the \nfirst honor bestowed on these de- \nserving women. The second was an \ninvitation to compete at the Champi- \nonships at University of the South. All \nteam members advanced from the \n\n\n\npreliminaries tothefinalsattheCham- \npionships. Every ounce of dedication \npaid off. \n\nCo-captains Liz Meade and Caria \nBrunjes were pleased with the sea- \nson. The believe the team has excel- \nlent potential and an ability to ad- \nvance to an NCAA classification in \nthe future. \n\nAs always, the Agnes Scott ladies \nwho turned out for the swim team \ndisplayed dedication, enthusiasm, \nexcellence, and teamwork. Keep \nswimming to success ladies! \n\n\n\nSports \\lr^ \n\n\n\n\nSports \n\n\n\nSparks flew as the \n\nathletes of Agnes \n\nScott took to the \n\ncourts and fields \n\nto do battle. \n\n\n\nThe athletics of Agnes Scott College have always held a place of pride for the entire college \ncommunity. Throughout the year, the commitment made by both athlete and coach sparked \nopportunities for these exceptional women to excel both individually and collectively. By working \ntogether, they were able to perform at the height of their ability. \n\nThe soccer team saw its best season yet, while the cross country team sent a runner to the NCAA \nRegionals. As the basketball team battled several obstacles, the tennis team had an outstanding \nseason. While these former teams continued to compete successfully, a softball team was added \nto the roster, rounding out the display of athletics. As support for female athletics increases, the \ncompetition also increases, improving the level of enjoyment and performance. \n\nAll of the teams of Agnes Scott sought to represent both themselves and their school in the mosi \npositive light. These talented scholars left behind their books to spend a few hours playing the jock' \nThrough a competitive and fun-filled atmosphere, the athletes made their spark visible. \n\n\n\n\nThe volleyball team takes to the line lor the To improve their owr) game, first-years Gwen \n\npre-game introductions. While the other team Cherry and Melissa Hughes curl up under a \n\nwatched timidly, these athletes practiced their blanl\u003cet and watch the progress ol their team- \n\nsl\u003cills ol intimidation. Just watch how Kim mates. Learning from the upperclassmen was \n\nDavis, on the end. flexes her muscles. an essential team tool. \n\n\n\n^j^. \n\n\n\n\n\nFirst-year Brooke Dailey watches anxiously \nas her teammate swings and mates contact \nwith the ball. Then, she is off. sprinting around \nthe bases making her way towards home. \n\nMaking a quick recovery from offense to de- \nfense, first-years Lettie Jordan and Sarah \ntiJIcllrath create the perfect attack. To cut off \nany of their opponent's hopes of escape, the \ntwo bombard her from both sides. \n\n\n\n\n' n\"Z) love. spof*fs \nbecause mey \ncii^e a Qooo \n\nstress \n\ni^eliever, -puKVy \n\nana a aooa \n\nway to KKvake \n\n{Aanas ,\" \n\n- Nola Taylor \n\n\n\nNikki Dickerson andTasha Bryson move back \nand allow some room for the coaches to send \nSenior .Jessica McKenzie onto the court. \nDespite the cheering fans. Jessica remains \nfocused on working with her team to beat their \nopponents. \n\n\n\nSports \n\n\n\ny \n\n\n\n^ \n\n\n\nThe team 's two seniors, Laura Vanderbloemen \nand Jacalyn Ellis plan their route before the \nrace begins Gaining familiarity with the course \nwill prepare them lor any tough spots or diffi- \ncult hills. \n\n\n\nSophomore Carta Ulaley led the team not only \non the course, but off it as well. As team \ncaptain and the team's top runner. Carta was \na motivating member of the team and a major \nfactor in its success. \n\n\n\n\nFlame Runners \n\n\n\nThe ASC cross country team paced \nitself for the long run it was expected \nto complete this year. The ladies' \ngoal, much like past years, was to \nperform at the height of their ability. \n\nA huge asset to the team was the \nleadership of seniors Laura \nVanderbloeman and Jacalyn Ellis. \nMahssa Mitrovich, a first-year, com- \nmented, \"This year being my first \nexperience on a cross country team \n\n\n\nproved to be very rewarding as I \nwatched my time decrease through- \nout the season. I am especially thank- \nful to Laura and Jacalyn who kept me \nmotivated to run.\" \n\nSophomore and team captain Caria \nMaley made an excellent showing \nthroughout the season, resulting in a \nchance to compete in the NCAA \nRegionals. All of the girls had a \nwonderlul year making sparks fly. \n\n\n\n\nOver yard and street, rookie runners Katj \nGoolsby and f^ichele Goes faced all types 01 \nterrain during their cross country season. Thii \npark course was designed with less obstacles \nthan many of their downtown courses. ] \n\n\n\n^j^Prt= \n\n\n\nAs the finish line drew nearer, senior Laura \nVanderbioemen lengthened her strides to cut \nthose last few seconds from her time. Despite \nthe dreary weather. Laura focused alt of her \nenergy on this final stretch of the race. \n\n\n\nAs a first-year cross country runner. Katy \nGoolsby put in long hours of practice in order \nto prepare for moments like this one. Ignoring \nthe pain in her knee, she continues to keep her \npace up to the finish line. \n\nWhile busy with their pre-run stretch, Jacalyn \nEllis ('98). Laura Vanderbioemen ('98). and \nMichele Goss ('00) work through the butter- \nflies in their stomachs and the stiffness in their \nlegs. \n\n\n\n\n9/6 Atl. All-Metro Meet \n\n1 St of 2 teams \n\n9/13 Ga. State Invitational \n\n6th of 7 teams \n\n9/20 Oglethorpe Dual Meet \n\nno score \n\n9/27 Greensboro Inv. \n\n8th of 11 teams \n10/4 Ga. Collegiate Chmp. \n8th of 10 teams \n10/11 Stormy Petrel CI. \n\n10th of 13 teams \n10/25 Wolverine Classic \n\n2nd of 3 teams \n11/15 NCAA Regionals \n\nno score \n\n\n\n\n1997 Cross Country Team \n\n(l-r) Marissa Mitrovich, Jacalyn Ellis, Laura Vanderbioemen, Michele Goss, Katy Goolsby, Carta iJlaley, Coach Tracy St. John. Not pictured: \nAudrey Norman, Nola Taylor. \n\n\n\nSports \n\n\n\ny'\\ \n\n\n\nOnce more around the floor. Tasha Bryson. a \nfirst-year, takespartin tfie warrri-up jog before \nttie game. Tills brief bit of exercise is only the \nbeginning of what will be an exhausting game. \n\n\n\nJunior Aleesla Tolllver and sophomore \nKarelsha Henry stand ready for their turn in \nwarm-ups. The women performed drills in \nsetting, spiking and digging to relax their \nmuscles and prepare their reflexes. \n\nSenior Stephanie King, with her arms raised \nhigh, watches her set descend to a fellow \nplayer. Her role on the team as an experi- \nenced senior Included controlling and moni- \ntoring the game. \n\n\n\n\n\n\n1997 Volleyball Team \n\nFront (l-r): Becky Smith, Natalie Garrison. Tasha Bryson. Che'ferre Suggs. Karelsha Henry. Back (l-r): Coach Stephanie Dragan, \nAdrian Ness, Kim Davis, Cynthia Audain, Laura ilndem/ood, Stephanie King, Aleesla Tolllver, Trainer Jodi Fox. \n\n\n\nScoreboard \n\n\n\n\nUs Them \n\n\n9/6 Covenant \n\n\n3 \n\n\n9/6 Bryan \n\n\n3 \n\n\n9/9 Oglethorpe \n\n\n3 \n\n\n9/9 Atl. Christian \n\n\n3 \n\n\n9/11 Wesleyan \n\n\n3 \n\n\n9/17 Ciarli Atlanta \n\n\n3 \n\n\n9/19 Brenau \n\n\n3 \n\n\n9/20 Toccoa Falls \n\n\n1 3 \n\n\n9/20 E. Co. Bible \n\n\n3 \n\n\n9/25 Spelman \n\n\n3 \n\n\n9/27 Atl, Christian \n\n\n3 \n\n\n9/30 Toccoa Falls \n\n\n3 \n\n\n10/7 Piedmont \n\n\n2 3 \n\n\n10/9 Tennessee \n\n\n3 \n\n\n10/9 Bryan \n\n\n3 \n\n\n10/11 Wesleyan \n\n\n3 \n\n\n10/14 Tennessee \n\n\n1 4 \n\n\n10/14 Atl. Christian \n\n\n3 \n\n\n10/15 Oglethorpe \n\n\n3 \n\n\n10/22 LaGrange \n\n\n3 \n\n\n10/23 Clarke-Atlanta \n\n\n3 \n\n\n10/24 Salem \n\n\n3 \n\n\n10/24 Rand. Macon WC \n\n\n3 \n\n\n10/29 Brenau \n\n\n3 \n\n\n11/5 SCAD \n\n\n3 \n\n\n11/8 Covenant \n\n\n3 \n\n\n11/8 Spelman \n\n\n1 3 \n\n\n\nSports \n\n\n\n/^'% \n\n\n\nOne of the most difficult moves in volleyball is \nselling. Learning this skill takes practice and \nconcentration, as displayed by junior Aleesia \nTolliver. \n\n\n\nStephanie King and Tasha Bryson congratu- \nlate each other on successful play. Hovering \nclose to the net. the two had to stay focused \nand work together to win the game. \n\n\n\n\n\n(For one last moment before the game begins, \nthe team gathers together in a group cheer. \nThe team cheer is one part team spirit and \nanother part intimidation, both of which \n^ strengthen the team. \n\n\n\nFire Jumpers \n\n\n\nThe Agnes Scott volleyball team burst \ninto the season with vigor and enthu- \nsiasm, ready to face the many oppo- \nnents they would encounter. The \nseason was indeed a long one, with \nthe athletes playing a total of twenty- \neight games against teams from all \nover the southeast. \n\nPlaying as a team and striving for \nconstant improvement were two team \ngoals. Not only did these women \n\n\n\nbecome teammates, but also fnends. \nThis unity proved itself in the game \nagainst Atlanta Chnstian, the team's \nfirst win of the season. \n\nThe excitement of the season contin- \nued in a rush of spikes and blocks as \nthe team defeated both Toccoa Falls \nand Wesleyan College. This suc- \ncess was due, in part, to MVP \nStephanie King and Most Improved \nPlayer Laura Underwood. \n\n\n\nSports \n\n\n\n7^\\ \n\n\n\nA take here and a take ttiere and Setyka Givan \n('01) lias completely tooled tier opponents. \nAs she turns one direction, ttie ball hurtles the \nother direction into the hands ot her waiting \nteammate. \n\n\n\nAs a senior leader on the team. Jessica \nMcKenzie sets an example lor the younger \nplayers. With her position set. she plays \nlough and smart, never letting the other team \nhave the advantage. \n\n\n\n\nFire Balls \n\n\n\nAs the buzzer sounded and the fans \nrose to their feet, the scoreboard \nshowed the skill of the athletes on the \ncourt. The Agnes Scott basketball \nteam had just won a hard fought \nvictory over Atlanta Christian with a \nscore of 72 to 66. \n\nThis rapid sport required hours of \npractice in prepararation for the diffi- \ncult competition. To keep their \nstamina high, the athletes constantly \n\n\n\nmaintained a positive attitude. Ac- \ncording to sophomore Kim Davis, \n\"This year's basketball team over- \ncame such serious obstacles as \nchicken pox, a small team, and a high \nburnout rate to form close bonds be- \ntween players and coaches.\" \n\nPlaying any sport can be fun as well \nas tiring. However, working with team- \nmates towards a common goal builds \nfriendships and camaraderie. \n\n\n\n\nAlley-oopi lortirst-year Tina Bryson. who takes \nto the air in a well-positioned shot. The light \ndefense attacking her leaves her open lor a \nclean shot on goal. \n\n\n\nI^^ports \n\n\n\n\nWith her arms still in postion. sophomore \nathlete Kim Davis anxiously watches as her \nshot mal\u003ces its way into the basl\u003cet. With her \nskill on the lout line, there is no doubt this shot \nwas pretty. \n\n\n\n\nSophomore Nildfl Dlcl\u003cerson is checlning her \noptions as her teammates set up their play. \nHer cat-iike reflexes are coiled and ready for \nan attack from any angle. \n\nin a rapid breakaway sophomore Katherine \nNalley sprints down court out of her opponent's \nadvantage position. While she makes her \nway down. Katherine keeps one eye on her \nteammates and another on the folks in green. \n\n\n\nScoreboard \n\n\n\n\n\n\nUs Them \n\n\nToccoa Falls \n\n\n40 \n\n\n68 \n\n\nSpelman \n\n\n42 \n\n\n65 \n\n\nOglethorpe \n\n\n38 \n\n\n59 \n\n\nWarren Wilson \n\n\n59 \n\n\n27 \n\n\nWesleyan \n\n\n48 \n\n\n62 \n\n\nClearwater \n\n\n38 \n\n\n44 \n\n\nSoutheastern \n\n\n72 \n\n\n50 \n\n\nClearwater \n\n\n60 \n\n\n68 \n\n\nWarren Wilson \n\n\n66 \n\n\n68 \n\n\nAtl. Christian \n\n\n49 \n\n\n50 \n\n\nBennett \n\n\n43 \n\n\n53 \n\n\nWesleyan \n\n\n46 \n\n\n55 \n\n\nSpelman \n\n\n40 \n\n\n67 \n\n\nToccoa Falls \n\n\n47 \n\n\n57 \n\n\nAtl. Christian \n\n\n72 \n\n\n66 \n\n\nPeace \n\n\n64 \n\n\n50 \n\n\nWins \n\n\nLosses 1 \n\n\n5 ^^ 1 \n\n\n\nBasketball \nRoster \n\n\n\nName \n\n\nYear \n\n\nSelyka Givan \n\n\n'01 \n\n\nJessica McKenzle \n\n\n'98 \n\n\nKelly Stapler \n\n\n00 \n\n\nLillyvette Hernandez \n\n\n00 \n\n\nKatherine Nalley \n\n\n00 \n\n\nTina Bryson \n\n\n01 \n\n\nTabbitha Cavendish \n\n\n'99 \n\n\nKim Davis \n\n\n00 \n\n\nJennifer Crumpler-Wilkins '01 \n\n\nSylvie Bogui \n\n\n98 \n\n\nLori Anderson \n\n\n'98 \n\n\nNikki Dickerson \n\n\n00 \n\n\nCoach \n\n\n\n\nPage Cardel \n\n\n\n\n\n\nSophomore Kim Davis and senior Jessica \nl\\JlcKenzie take a fast breath while the referee \nmakes his decision. Rests were few and far \nbetween so the team had to take advantage of \nthem when they came along. \n\n\n\nSporti \n\n\n\n^ \n\n\n\nCallie Currington (VO) sends the ball Hying \nacross the court into Ihe realm of her oppo- \nnent. Thai unlucky opponent was certainly \nunable to recover from such a strong and \naccurate blow. \n\n\n\nStanding ready, sophomore Julie Kidwell \nwatches her opponent's attack carefully. Her \nbest means of defense was to be prepared for \nany jump of the ball. \n\n\n\n\nGood sportsmanship is of the utmost impor- \ntance on the court. Sophomores Kembra \nHealy and Callie Currington exhibit the re- \nvered Agnes Scott code ol honor on the court. \n\n\n\n\n1998 Tennis Team \n\n(Top Row, L-R) Coach Tracy St, John, Gwen Cherry, Melissa Hughes, J.J. Richter, Julie Kidwell, Callie Currington. (Bottom RowL-R) Kembra \nHealy, Liese Olson. Emily Vihten, Holly Scolt. Not Pictured: Karen Weyer. \n\n\n\nmmm \n\n\nScoreboard \n\n\n\n\n\n\nUs Them \n\n\nBrewton Parker \n\n\n6 \n\n\n3 \n\n\nWesleyan \n\n\n9 \n\n\n\n\n\nOglethorpe \n\n\n8 \n\n\n1 \n\n\nN. Georgia \n\n\n\n\n\n9 \n\n\nSCAD \n\n\n7 \n\n\n2 \n\n\nDickinson \n\n\n5 \n\n\n4 \n\n\nU. of Wisconsin \n\n\n3 \n\n\n6 \n\n\nW. Georgia \n\n\n\n\n\n9 \n\n\nSCAD \n\n\n8 \n\n\n1 \n\n\nWesleyan \n\n\n9 \n\n\n\n\n\nOglethorpe \n\n\n8 \n\n\n1 \n\n1 \n\n\n\n* \n\n\n\nSports \n\n\n\n\nFirst-year Leise Olsen takes a skip, hop and a Coolly returr)ing her opponent's sen/e, Emily \n\njump to loosen up before the next set. Keep- Vihien concentrates on the path of the ball, \n\ning herself moving helps dispell the nen/ous never taking her eye off its course. Any break \n\nbutterflies and keeps her mind focused. in concentration could cost her the game. \n\n\n\n\n'Matchless Heat \n\n\n\nphomores Holly Scott and Julie Kidwell \nn/e it up in a doubles competition. Friends \nd teammates, they worked together in a \nrfect union, constantly maintaining commu- \ntation. \n\n\n\nAs spring rolled around, the tennis \nteam of ASC took to the courts to do \nbattle, wielding rackets and balls. In \nboth singles and doubles competi- \ntions, the players showed excellent \nsportsmanship and athleticism. \n\nThe time spent before the first match \nwas used in perfecting the weaker \npoints in the team's strategy. Their \nmost crucial technique to insure suc- \ncess was theirattack. First-yearGwen \n\n\n\nCherry commented, \"Dunng the pre- \nseason, we worked mainly on be- \ncoming aggressive at the net.\" By \npracticing drill after dhll, the athletes \nreached a level of comfort with their \nteammates and their game. \n\nThe successes and the fun had to- \ngether were what made the season \nespecially enjoyable. By learning from \nmistakes and working together, the \nentire team had a winning season. \n\n\n\n^^ \n\n\n\nSophomore Katie Fidanza drops her bat and \nbreaks mto a sprint to first base, trying to beat \nthe baseman's play. As fans and teammates \nyell their encouragement. Katie flies down the \nbaseline and around the bases. \n\n\n\nTeamwork is the key as first-year Brooke \nDailey solidly grabs the fly ball that hurtled her \nway. Supported by a teammate. Brooke was \nsure to stop her opponent's play before it \nstarted. \n\n\n\n\n\n\n\nHome Fires \n\n\n\nIn their first year as a varsity team at \nAgnes Scott, the softball team burst \nwith excitement onto the scoreboards. \nThe group could be seen practicing \nhard on the converted rugby pitch, \ngoing over hitting and fielding. Espe- \ncially with the new batting tunnel, the \nathletes were able to improve their \ntalents to make a great season. \n\nBefore this year, the softball program \nhad consisted only of an intramural \n\n\n\nteam. But as more and more interest \naccumulated, the varsity team was \nformed. \n\nMany new faces to Agnes Scott joined \nthe older athletes on the field. Team \ncaptain Karen Weyer served as a \nleader both on and off the field, exhib- \niting enthusiasm forthe entire athletic \nsystem. At the annual Sports Ban- \nquet, Karen recieved the \"Student \nAthlete of the Year\" award. \n\n\n\n\nLaura Undemood ('01) speeds to first ba: \nafter a successful hit to the outfield. Despi \nthe distraction of her hat flying off, Lau \nremains focused on the baseline. \n\n\n\nSports \n\n\n\nX'N \n\n\n\nSmiling aii the way to the plate, first-year \nElizabeth Danneman shows no signs of ner- \nvousness before taking her swing. Confident, \nshe takes her stance to pound away at the \nball. \n\n\n\n\nKia Blair puts all of her energy into hurtling the \nball front the outfield to her teammates on the \ninfield. Kia uses her strong arm to cut oft the \nopponent's run by keeping the ball with the \nbasemen. \n\nSophomore Renee James safely slides into \nhome base as the dust flies into the face of the \ncatcher. The runs piled up as athletes like \nRenee sacrificed themselves for the success \nof the team. \n\n\n\nScoreboard \n\n\n\n\nUs \n\n\nThem \n\n\nEmmanuel \n\n\n15 \n\n\n10 \n\n\nEmmanuel \n\n\n6 \n\n\n5 \n\n\nWesleyan \n\n\n6 \n\n\n16 \n\n\nClearwater Chr. \n\n\n2 \n\n\n27 \n\n\nClearwater Chr. \n\n\n1 \n\n\n14 \n\n\nSCAD \n\n\n1 \n\n\n9 \n\n\nSCAD \n\n\n\n\n\n18 \n\n\nWesleyan \n\n\n10 \n\n\n37 \n\n\nMaryville \n\n\n\n\nrain out \n\n\nMississippi \n\n\n\n\nrain out \n\n\nMcKendree \n\n\n\n\nrain out \n\n\nSo. Wesleyan \n\n\n\n\n\n30 \n\n\nSo. Wesleyan \n\n\n\n\n\n15 \n\n\nBrewlon Parker \n\n\n\n\n\n13 \n\n\nBrewlon Parker \n\n\n\n\n\n11 \n\n\nU. of South \n\n\n25 \n\n\n24 \n\n\nEmory \n\n\n1 \n\ns \n\n\n10 \n\n1 \n\n\n\n\n1998 Softball Team \n\nFron( (l-r): Kia Blair, Elizabeth Dannemann, Renee James. Kristen Jacobsen, Brooke Dailey. Back (l-r): Coach Stephanie Dragan, Karen \nWeyer, Andrea Booher. Laura Unden//ood, Amber Huffman, Katie Fidanza. \n\n\n\n\n\n\nA knowing glance. {Below) \nForeground: Teamnnales, Victoria Stopp (#3, \nLeft) and Sarah Mcllrath (1121 Right), run \ndown the Held exchanging glances. \n\n\n\nShadow races. \n\nAt right: Sophomore Caroline Mitchell (ffW) \n\nraces an opponent for control of the ball. \n\n\n\n\nFlashy Feet \n\n\n\nDespite skepticism about ttiis young team, \nAgnes Scott's soccer team had a record \nsetting season. During ttie 1 997 season, \nthese spectacular women fought their \nway to a record of nine winning games. \nThis is quite an accomplishment since \nthe main goalie faced most of the season \nwith a broken arm. In continuing with this \nrecord setting season, first year Heather \nHolm set another ASC record with twenty- \nthree career goals. These ladies under- \nstand the meaning of teamwork. \n\nTeam captain, Sarah Mcllrath, was satis- \nfied with the season. She believes that \nthis season developed a strong core for \nfour years to come (eight members were \n\n\n\nfirst years). She also stated that soccer \nhas \"set the tone\" for the \"new\" athletics \ndepartment. Watch out for these ladies \nin the next few seasons! \n\nThis year the soccer team must say fare- \nwell to their head coach, Paige Cardel. \nThe team is sad to see her go, especially \nafter a wonderful season. One team \nmember, Tabbatha Cavendish, ventured \nto state, \"[Cardel is ] the best coach I've \never had in my entire life. She was the \nmam inspiration for me playing soccer \nhere.\" \n\nGood-bye Coach Cardel, your time here \nwill be cherished always. \n\n\n\n\nTake that! \n\nAbove: First year KristenJacobsen (M) fights \nfiercely for the ball. This team really under- \nstands the saying. \"Keep your eye on the \nprize. \" \n\n\n\n^y^' \n\n\n\nSports \n\n\n\n^' \n\n\n\n:;i^ \n\n\n\n\n\n\nNot on my Watch \n\nNumber twenty, Lettie Jordan, makes a sweep- \ning interception. (Ptiotograph to the Left) \n\n\n\nReinforcements are here. \nKatie Wedbush (m) dribbles the ball sur- \nrounded by a support network. Now. that is \nteamwork. Foreground: (L to R) Erica Moss \n(117), Katie Wedbush (tfS) Background: (L to \nR) Lettie Jordan (#20). Caroline Mitchell (1118) \n\n\n\nSeason Record \n\n\n\n\nOpponent \nWarren Wilson \n\n\nUs \n\n1 \n\n\nThem \n3 \n\n\nSavannah \n\n\n\n\n\n\n\n3 \n\n\nU of the South \n\n\n\n\n\n\n\n4 \n\n\nSavannah \n\n\n\n\n\n\n\n4 \n\n\nToccoa Falls \n\n\n6 \n\n\n\n\n2 \n\n\nWesleyan \nS. Wesleyan \nBrenau \n\n\n4 \n3 \n3 \n\n\n\n\n\n\n\n1 \n\n\nOglethorpe \nAverett \n\n\n\n4 \n\n\n\n\n11 \n2 \n\n\nHollins \n\n\n2 \n\n\n\n\n3 \n\n\nMary Baldwin \n\nWesleyan \n\nBrenau \n\n\n3 \n6 \n4 \n\n\n\n\n\n1 \n2 \n\n\nChowan \n\n\n2 \n\n\n\n\n5 \n\n\nToccoa Falls \n\n\n6 \n\n1 \n\n\n1 \n\n\n4 \n\n1 \n\n\n\n\nSoccerTeam \n\nLeft to Right - Tap Raw: ? ? Sarah f^cllrath, Katie Wedbush, Cati Brown, Lauren Hasty, Shannon Carr, Amanda Henson, \n\nCoach Cardel \n\nBottom Row: Jamie Bloomfield, Lettie Jordan, Erica Moss, Kristen Jacobsen. Rebecca Norton. Quail Duryea, Heather Holm, \n\n\n\nVictoria Stopp, ? \nCaroline Mitchell \n\n\n\nSports \n\n\n\n-^ \n\n\n\n\nFaculty \n\n\n\nThese are the \n\nsouls that direct \n\nour thoughts and \n\nfutures. They are \n\nthe thought \n\nshapers and the \n\nmind sparkers. \n\n\n\nThe Faculty section is one of tlie most important sections of this publication. These \nprofessors give us the knowledge that we crave. They force us to think for ourselves. Answers \ndo not come from their lips, but the means to provide the answers for ourselves seems to pour \nfrom them like lava from a volcano. \n\nHow many times does a student go to class and come out ready to discuss what they have \nlearned with one of their fellow students? Countless. How many conversations in the dining \nhall were sparked by an interesting subject in the classroom? Countless. How many heated \narguments between roommates were born when one of those women stepped out of an \ninteresting discussion with a teacher in class? Countless. \n\nThe Faculty here does not merely teach us and then go about their business. The \nprofessors are involved with their students like few other campuses can bolster. Professors \nsay hello to students as they pass in the hallway They speak to their students in the dining \nhall and invite classes to their own homes for movies or discussions. They are always there \nwhen one needs help or advice. No one is ever turned away from a Faculty door. \n\nThe Faculty participates in events here as well. Professors listen to Cappees do their skits \nand stunts and have to sign papers saying they have done so. Dr. Sheehey wore the Turkey \nsuit and Dr. Pinka even cheered for a Rugby game. Many professors enjoy attending Junior \nProduction during Black Cat to see how they and their colleagues are portrayed to the campus. \n\nThe Faculty at Agnes Scott College makes our lives rich with facts and theories that allow \nus to share this knowledge with others. They allow for a campus where minds truly spark \nminds. \n\n\n\n\nDr. Gibson helps Liz Chandler perform her \nCapping duties. He's such a good sport. \nWonder how Liz likes that purple hair and red \nsequin top look. It looks good from here. Dr. \nGibson seems to find it amusing. \n\n\n\nif Faculty \n\n\n\nVisiting Assistant Professor Waqas Khwaja is \nthe \"adorable\" English professor in Buttrick. \nHis classes are difficult but filled with fun and \ninsight \n\n\n\n\n\nSeniora Burgueno's Spanish 201 class en- \njoys the Chnstmas holiday at her home. \nThe Spanish Department consists of Lia \nBurgueno- Instructor. Mansol Monsalves- \nTeaching Assistant, Gisela Norat- Assistant \nProfessor, Rafael Ocasio- Associate Profes- \nsor/ Chair, Leticia Seymour- Visiting Instruc- \ntor, and Amanda Britt Walton- Instructor. \n\n\n\nF^^^-^'^^ \n^'\\ \n\n\n\n\nPSYCHOLOGY is the scientific study \nof fiuman and animal befiavior, \ncourses of tfie Department reflect \ntfie diversity within the field. This \ngives Psychology majors a strong \nbackground. Delving into the mind is \ndifficult vi/ork, but someone's got to \ndoit. \n\nBelow: Dr. Doug Webb takes a break from \nanalyzing his own psyche to grade some \ninteresting student papers. Unlocking the \nsecrets of the mind can wait until after he \nreads more about Freudian's theories. \n\n\n\n\nSOCIOLOGY. Dr. Brenda Hoke fo- \ncuses on the study of human society. \nSociologists investigate connections \nof race, gender, and class within our \nsociety. Sociologists also employ \ntheories and scientific methods to \nstudy social life in its multitudes. Con- \ngratulations to Dr. Brenda Hoke who \nwas given tenure this year. \n\nANTHROPOLOGY. Anthropologists \ncompare societies and cultures. They \nstudy the diverse and special ways \nvarious people meet basic human \nneeds and they are interested in the \nunity of mankind. \n\nRight: Dr. Martha Rees. Anthropologist \nextraordinaire, tests out her biking skills dur- \ning the lun-lilied week ol Capping. Often the \nstress ol Capping only spoken ol in terms of \nthe students, but Dr. Rees is proof that it \nconcerns Professors as well. \n\n\n\nRight: Dr. Ayse Garden is a favorite professor \nin the Psychology department. She is always \nready with bright smiles and bhiliant insights \nfor her attentive students. \nBelow: Dr. Eileen Cooley prepares to read \nyet another interesting paper that a bright, \nquick mind has turned into her. \n\n\n\n\n\\i/^ Faculty \n\n\n\n\nAlthough he is still an Economics \nprofessor, Dr. Sheehey was ap- \npointed Dean of the College this aca- \n\n\n\ndemic year and therefore cannot \nteach the students any longer. \nRosemary Cunningham's husband \n\n\n\n\n\nDr. Juan Allende is notonly a talented teacher, \nbut /le is a cat lover as well. He keeps his \nstudents entertained with stories about his \nfeline. \n\nDr. Cochran certainly does look like he's into \nPolitics, doesn't he? It's just another day at \nthe ofiice. \n\nDr. Cathenne Scott whispers secrets of suc- \ncess to those who are brave enough to take \nher classes and hear them. \n\n\n\nThomas Cunningham, who works at \nthe Federal Reserve taught tVloney \nand Banking and IVIacro Theory to \naccomodate Dean Sheehey's ab- \nsence from the Department. \n\nProfessor Sheree Harmon taught \nthe business classes, such as ac- \ncounting I and II. \n\nStephanie Zobay still managed to \nkeep her career despite the arrival of \na baby girl. \n\nDr. Rosemary Cunningham, most \noften in a jovial mood, must have \nbeen even happier to have her hus- \nband around ASC campus! \n\nDr. Richard Martin's proficiency in \nIVIicroeconomics definitely helped stu- \ndents better understand the principles \nof Economics \n\n\n\nLeft to Right: Dr. Stephanie Zobay . Dr. Rose- \nmary Cunningham, and Dr. Richard Martin. \nNot pictured: Dr. Sheehey. Dr. Thomas \nCunningham. Professor Sheree Harmon \n\n\n\nPOLITICAL SCIENCE is a field that \noffers students the opportunity to chti- \ncally evaluate and to think systemati- \ncally about our political life. This \nincludes world politics, politicaltheory, \nand comparative politics, - including \nLatin American and U.S. politics. \n\n\n\nFaculty\\|i^ \n\n\n\n\nBelow (left to right): Dr. Katharine Kennedy, Dr.Michael Brown, Dr. Violet Johnson, Dr. \nPenelope Campbell, and Dr. Michele Gillespie \n\n\n\nIn December 1 998, Dr. Violet Johnson \nalong with other collogues will lead a \nteam of students on a trip to Ghana \nto explore the hch and diverse his- \ntory, culture and people of the West \nAfrican country. Congratulations to \nDr. Johnson who was given tenure. \n\nDr. Brown, after more than 30 years \nof teaching at Agnes Scott College, \nretires. Finally, free time to write a \nbook and work on the splendid gar- \nden! \n\nCongratulations to Dr. Michele \nGillespie on her new-born baby! \n\n\n\nThe English Department was very \nbusy this year with the Writer's Festi- \nval which featured Jamaica Kincaid, \nThylias Moss, Sherman Yellen, as \nwell as Jalaine Halsall, an alumnae . \n\nIn the fall, Gwendolyn Brooks visited \nthe College to celebrate the Chicago \nRenaissance. \n\nThe readings of all these renowned \nwriters empowered some of the \nwomen in Agnes Scott College to \naccomplish their writing goals. \n\n\n\n\nFront row: Dr. WaquasKhwaja, Dr. Christopher Ames, Dr. Patricia Pinka, Back row. Dr. Steven \nGuthrie, Dr. Christine Cozzens, Dr. Linda Hubert, and Dr. Willie Tolliver \n\n\n\nFaculty \n\n\n\nN \n\n\n\n\nStudents have the opportunity to en- \nrich their language skills with other \nrelated courses. Courses designated \nas Language Across the Curriculum \n(LAC) consists of completing a one- \nhour component in an interdiscipli- \nnary course connected with the LAC \nProgram. \n\nStudents who qualify, may spend a \nsemester to an academic year in a \nFrancophone country or France on \nan approved program. This year, \nstudents spent the semester or aca- \ndemic year at the University of An- \ngers . \n\n\n\nDr. Julia De Free and Dr. David Rollo take \ntime out from Frencti to share a moment witli \nSilhoutte. Notpictured: Rosemary Ebriel and \nMarie-Jeanne Schulman. \n\n\n\nCourses offered in the German De- \npartment emphasize the communi- \ncation skills of understanding, writ- \ning, and speaking. Students inter- \nested in the German language can \nlive in the German Hall. The oppor- \ntunity to study abroad is offered to \nstudents who qualify. They partici- \npate in a semester or a year at the \nUniversity of Mainz at Germersheim. \n\n\n\nAbove (left to right): Dr. Karin Gunneman. Beate Stoll, and Marianne Lancaster \nNotpictured: Dr. tngrid Wieshofer. \n\n\n\nFaculty \n\n\n\n.X' \n\n\n\n\n\n\n\nFaculty \n\n\n\nProfessor Richard Parry and Professor Da vid \nBetian, wlio is also Chair of the Department of \nPhilosophy. \n\nDr. David Behan reaches for a manual on \nDescartes to assist him in his research. \n\n\n\nThe Philosophy Department offers several courses such as Epistomology \n1 7th and 1 8th century philosophy, and Philosophy of Science. Dr. Parry alsi \nteaches Religion in the Middle Ages. Dr. Behan teaches classes such a \nMind, Self, and Personal Identity for beginning philosophers. The classes an \nlots of fun and discussion. Anyone who hasn't tried a philosophy class shouk \ndefinitely try to squeeze one into their schedule before graduating. \n\n\n\nX^\\ \n\n\n\n\nDr. John Carey explains that Religion \ncourses often surprise many students \nbecause they are not like a Sunday \nSchool class. \"Many students be- \ncome very defensive over some is- \nsues, but taking religion courses of- \nten helps to broaden their perspec- \ntive.\" \n\nFlight: Associate Professor and Chan. Tina \nPippin, and Professor John Carey take a breath \nbefore classes. \n\n\n\n\nVisiting Assistant Professor, Christopher De \nFree is knoivn for his intelleot. personality, \nand good toote. He is quite popular among \nI the student body. \n\n\n\nChair and Associate Professor. Arthur Bowl- \ning is known for his exams featuring Pharquard \nthe Physics Clown. \n\n\n\nThis yelf there have been many new \ndevelopments In the Physics and \nAstronomy Department. The 30-inch \nBecl\u003c Telescope is back in the Brad- \nley Observatory after spending time \nin Athens, Students flock to the Open \ntHouse lectures given every first Fri- \nday of the month in the Bradley Ob- \nservatory. Also, this year Dr. Christo- \npher De Pree has received grant \nmoney for astrophyslcal research. \n\n\n\n\nLefttoRight: Assistant Professor David Robinson. Teaching Assistant Susan Nelson. Professor \nand Chair li/tyrtle Lewin. Instructor Noelle Fleming Bandy. Associate Professor Robert Leslie, \nand Assistant Professor Olga Yiparal\u003ci. \n\n\n\nAssociate Professor Lawrence Riddle explains \nMath in plain English to his listeners. Stu- \ndents recognize him riding his bike around \ncampus. \n\n\n\nFacu^^ \n\n\n\n\nDr. Harry Wistrand's genetic classes are popu- \nlar with students. \n\n\n\nFrom Left to Right Professor John Pilger. Professor and Chair Harry WIstrand, Visiting \nAssistant Prolessor Douglas Kain. Assistant Professor Karen Thompson. Assistant Professor \nPhil Gibson. Professor Sandra Bowden. and Teaching Assistant Keri Randolph \n\n\n\n\n^i^'''\"'^ \n\n^^K^ \n\n\n\nFrom Left to Right: Professor Linda Hodges. Lab Coordinator Alix Valcin. Chair and Associate \nProfessor Leon Venable, Teaching Assistant Holly Demuth. Assistant Professor Bethany Foley, \nand Assistant Professor Jane Arnngton \n\nDr. Venable sparks the minds of his students \nwith a demonstration during his lecture. \n\n\n\n\nV/. \n\n\n\n^heatre: David McTier- Visiting Assistant Professor, Dudley Sanders- Associate Professor. Kathy Bo^- Guest Director. Jeanne Creech- \n\\ssislar)t Professor. \n\nlance: Maryim Darling- Professor/Cfiair. David Decaminada- Accompanist. Bridget Guenttiner- Instructor. Joanne Lee- Instructor. Shenlyn \n)(tey- Instructor. Birda Ringstad- Instructor. Jof)n Williams- Tectinical Director. Jessica Lyn Wood- Assistant Professor. \n\n\n\n\n'he Physical Education Department includes Instructor Nicole Anderson. Instructor Paige Cardel. Instructor Walid tvlahran. Instructor Lynn IVIayer. \ntstructor Tracy St. John, and Instructor/ Chair Page Remillard. The Athletics Department includes Trainer Jodi Fox as well. \n\n\n\nFaculty \n\n\n\n7^ \n\n\n\n\nTake a glance at \n\nthe familiar faces \n\nalong with the new \n\nfaces that make up \n\nthe Agnes Scott \n\nAdministration and \n\nStaff for the 1997- \n\n1998 school year. \n\n\n\nAdministration \n\n\n\nIt's the day before your paper is due, and you have just finished writing it. You push print and \nwait beside the printer for 30% of your grade to appear. Panic starts to overtake you as you realize \nit is not printing. You then begin your quest for help from the ITS staff. \n\nYou go to your post office box, open the door, and there it is. A package slip. You check in \ndisbelief to make sure it is really yours and then you race over to the post office window. You don't \neven try to hide your smile as you hand the slip over to the post office worker and walk away with \nyour prize. \n\nWhile you are filling your tray with food at Evans, you notice that the cake looks amazingly \nfresh. Later you realize that your favorite cereal has been restocked. As you are going for dessert \nyou see that your favorite yogurt is being served and come to the conclusion that life is good. \n\nLife at Agnes Scott is filled with moments like these. At a college where \"minds spark minds,\" \ninteraction between students and administration and staff is an everyday occurance. From \nstopping to chat with one of the deans to waiting for your financial package over the summer, the \nadministration and staff are always there to help spark the mind of an Agnes Scott student. \n\n\n\n\nMargie Dixon pedorms one ofliermany daily \ntasks as manager of Office Services. \n\n\n\nAdministration and Staff \n\n\n\nThe smotesteck /haf stands between the \nPhysical Plant and Central Receiving is a \nfamiliar landmark at Agnes Scott. \n\n\n\n\nand staff \n\n\n\n\nWilliam Brite does his part to keep Agnes \nScott's campus as beautiful as ever. \n\n\n\nf \"Z) e-njoy \n\nbecause lU get \n\nwi+K ii^felligenf \n\naiad |i^ieKvdly \n\nsfudenfs.\" \n\n\n\n- Taomaysa Stinson \n\nOffice of \nFacilities Secretary \n\n\n\nBeverly makes sure ttiat the snack bar is well \nstocked for the ladies of Agnes Scott- \n\n\n\nAdmlnistration and Staff \n\n\n\nAdministration and Staff Spari(ing it Up \n\n\n\nDEAN OF THE COLLEGE OFFICE \nRuth Beltandorft, Jim Boynton, Ed Sheehey, \nPamela Simmons, Paul Ficklin-Alred. and Gait \nBuccino. \n\n\n\nPUBLICATIONS \n\nChris Tiegreen. Assistand Manager of Publi- \ncations, and Mary Alma Durrett. Manager of \nPublications. \n\n\n\n\nOFFICE OF FINANCIAL AID \n\nMelva Lord. Therese Swanson. and Shawna \n\nCohen. \n\n\n\n\\\\i^Administration and Staff \n\n\n\nOFFICE OF DEVELOPMENT \n\nTop Row: Susan Debay, Sarah Cave, and \n\nJanann Giles. \n\nBottom Row: Adetia Thompson. Heather \n\nBradford, LaVerne Truitt-Hall, and Andrea \n\nSwiley. \n\n\n\nOFFICE OF THE PRESIDENT \nOFFICE OF HUMAN RESOURCES TopRow: Betty Derrick President Mary Brown \n\nEarle Smith, Director of Human Resources. Bullock, and Bo Ketchin. \nand Wynette Smitt). Human Resources Coor- Bottom Row: Jeanne Maxfield and Lea Ann \ndinator. Hudson. \n\n\n\n\nCAREER PLANNING VICE PRESIDENT OF BUSINESS AND Fl- \n\nTop: Amy Schmidt NANCE \n\nBottom: Adrienne Hurston and Ann Brock Bill Galley (or Is it Sen. Fred Thompson ?) \n\n\n\nAdminfetration and Staff\\\\, \n\n\n\nDEAN OF STUDENTS OFFICE \nAssociate Dean of Students: Molly Merrick. \nAdministrative Assistant- Janice Jolmson. \nDean of Students- Gue Hudson. \n\n\n\nTop Five \n\n\nDishes in the \n\n\nDining Hall: \n\n\n1 . Fried Ravioli \n\n\n2. Chicken Lasagna \n\n\n3. Cheesedog Puff \n\n\n4. EggPlant \n\n\nParmesan \n\n\n5. Chicken Nuggets \n\n\n\nFOOD SERVICE MANAGERIAL STAFF \nPatty Heyl. Ron Bryson. Adnanne Stone. \nMaurice Lucas, and Diana Hogaboom. \n\n\n\n\nDEAN OF STUDENTS OFFICE \nAssistant Dean- Karen Green \nAdministrative Assistant;- Misty Dumas. \n\n\n\nAdministration and Staff \n\n\n\n,/' \n\n\n\nALUMNAE AFFAIRS \n\nMeghan Keally- Assistant Director of Alum- \nnae Affairs. Toni Allen- Coordinator of Alum- \nnae Services. Lucia Sizemore- Director of \nAlumnae Affairs. Nancy Lewis- Alumnae \nHouse Hostess \n\n\n\nINFORMATION TECHNOLOGY SERVICES \nFront: Martha Botelho. Neta Counts. Doug \nTalbott. Carol Kobayashi. Lee Hughey. \nBact Carolyn Stover. Jackie Klock, Tommy \nGlenn, and Laura Bishop. \n\n\n\n\nREGISTRARS OFFICE \nRachelle Udell- Administrative Assistant, \nMary KJarboe- Registrar. andCheryiFerebeB' \nAssistant Registrar. \n\n\n\n\nPUBLIC RELATIONS \n\nChris TIegreen, Dolly Purvis. Demetrica Parks. \n\nMary Ackerly. Mary Zimnik. and Mary Alma \n\nDurrett. \n\n\n\nV'i^r Administration and Staff \n\n\n\nACCOUNTING OFFICE \nBack: Terry McMichael. Theresa Shenuk. \nKaren Smith, Debra Colbert. Karen Roy \nFront: Lisa Sanlord. April Keeton \n\n\n\n\nAdministration and Staff \n\n\n\ny^ \n\n\n\nWOODRUFF BUILDING MONITOR \nWallace Jones \n\n\n\n\nOFFICE OF ADMISSIONS POST OFFICE \n\nBelsy Armstrong. Holly Raiford. Amy Kopkin. Johnnie Mitchell- Mall Room Assistant \n\nFaye McCrary. Cindy Newsom, Catherine Nicole Costelloe- Manager. \n\nHeffeman. Kay Connitly. Michelle Wampler \n\n(not pictured) Stephanie Balmer. Cristina \n\nCrays. LePret Dickinson. \n\n\n\nM \n\n\n\nAdministration and Staff \n\n\n\n\nAdministration and Staff \n\n\n\nm- \n\n\n\n\\ \n\n\n\nPHYSICAL PLANT \n\nGROUNDS CREW \n\nWilliam Brite. Willington Kola, Antonio Dill Sr., \n\nJuan Acosta. and Travis Tiller. \n\n\n\nPHYSICAL PLANT SPECIAL PROJECT. \n\nand CENTRAL RECEIVING \n\nCharles Barber, Dzemo Mashlc. and Rober \n\nBell. \n\n\n\n\n^ \n\n\n\nAdministralion and Staff \n\n\n\nPHYSICAL PLANT \nCUSTODIAL SERVICES CARPENTRY and PAINTING \n\nVickie Crawlord, Maria Juana Ramos. Ruth Horace Stephens. Dennis Lewis. Clarence \nHartslields. June Williams, Willie Stanerd. and Gates. Ron Keeton. Stanley Arnold, Man/in \nAlphonso Arnold. McCrary. Ricky Duran. and Thomas Mclntire. \n\n\n\n\nAdministration and Staff^U^^^ \n\n\n\n\nThe ads we see on \nTV and billboards \noften become a \npart of our every- \nday culture. \n\n\n\nAduemsements \n\n\n\nCoca-Cola or Pepsi? Must you be reminded which school you attend? There are many othei \ndecisions to make! Tide . . . Gain . . . Cheer . . . or . . . Woolite? Why don't you just let your morr \ndecide. Jose Cuervo . . . Jack Daniels . . . Stoli . . . Bacardi . . . Absolut ... Jim Beam ... or Budweiser' \nNow there's a real question! Microsoft or Macintosh? Bill Gates has probably already made tha \ndecision for you. Nike . . . Reebok . . . Converse . . . Vans . . . Easy Spirit . . . Kenneth Cole \nNaturaiizer . . . Keds . . . Birkenstocks . . . Nine West . . . Cherokee . . . Thorn McAn . . . Sketchers \n... or Doc Martin's? Don't ask Melissa Butler for advice with this one. McDonald's . . . Wendy's \n. . Burger King . . . Arby's . . . Long John Silver's . . . Captain D's . . . Krystal . . . Hardee's . . . Jack- \nin-the-Box . . . or Taco Bell? Well, that little Chihuahua is pretty cute. Masquerade . . . Chicago Pizza \n. . . Bell Bottoms . . . Lulu's Bait Shack ... The Point . . . Club Soul . . . Mama's ... The Chili Peppei \n... The Chamber . . . Jellyrolls . . . Bar . . . Have a Nice Day . . . Eddie's Attic . . . Club LaVela . \nor Trackside? It's Thursday night--80's night! \n\n\n\n\nThese women show their CREST smiles at iu Rayanne Lehr's Miller LITE chair is the best \nLu's in Buckhead. They say that CREST place to sit while watching the superbowl. \nmakes them more attractive, so they get free Drinking Miller LITE enables her to use te- \nbeer! There's Incentive lor you. lepathy during all football games. Nextyear. \n\nmake sure you bet on Rayanne's favorite \nteam. I have a feeling they're going fowinl \n\n\n\n^e \n\n\n\nAdvertisements \n\n\n\n\nMelanie Spillane and Lizzie Agner only drinl\u003c \nCuervo Especial Tequila. It sharpens the \nmind AND the will \n\nDouble your merriment, double your fun with \nWrigley's Spearmint Gum. Looks like \nStephanie and Jennifer had a few too many \nsticks. Geez. youd think they were twins or \nsomethin'. \n\n\n\n\nScotch Gard helps fJlichele Henry to have the \nbest hair day ever. Oh, and you can use it on \nfurniture too. \n\n\n\n\n\nGEORGIANN \n\nGONGRfflUUmONS!!! \n\nWe are so proud of you. \nOur little girl has become a \nBeautiful young lady. \nLove, \nMom, Dad, Cotton, \u0026 Nike \n\n\n\n\ni \n\n\n\n\n^_\\!^^enior Ads \n\n\n\n\nJENNIFER ODOM \n\nWhere are you going my little one, little one? \nWhere are you going, my baby my own? \nTurn around and you're tiny. \nTurn around and you're grown. \nTurn around and you're a young girl going out of my door. \nTurn around and you're a young woman graduating from \ncollege. \n\nCongratulations! \n\nLove Mom, Dad, Melissa, Catherine, Patrick and Daniel \n\n\n\nKRISTEN STARR \n\n\n\n\nCongratulations, Kristen! \nWe are so proud of you. \n\nLove always, \n\nMom and Dad \n\n\n\nAMY WILLIS \n\n\n\n\"It is good to have an end to journey \ntowards; but it is the journey that \nmatters in the end.\" \n\n\n\n\n\nWe wish you a wonderful journey, an even \nmore incredible one than you've already \ntaken! \n\nYour proud and loving family \nMom, Dad and Amanda \n\n\n\n\nLook at everything as though you see it for the first time, lool\u003c at life as it \nlooked when you were a child, the fresh untarnished view of the world.\" \n\nPriscilla Sanville \nRemember 0TB \nLove, BBA \n\n\n\n\nMARY CHREmNE MORGAN \n\n\n\n\nlAURA CROFT \n\nCongratulations to a Super Daughter! \n\nWe are so proud of you, \nand we love you. \n\n\n\nMom, Dad, and Cathy \n\n\n\nXt'tf^ Senior Ads \n\n\n\nR \n\n\n\n\nan \n\n\nn \n\n\n\n\n^ \n\n\nK \n^ \n\n\n\n\n^ \n\n\n\n\nI \n\n\nt \n\n\n\n\nCINNIE \nSTEUENS \n\nOur sweet little \ngirl is now a \nbeautiful woman \nWe are so prouc \nof you and all you \n1/ accomplish \nments. \n\nLove Always, \nMom, Dad \nand Jimmie \n\n\n\nLORI \n\nEUEK \n\nANDERSON \n\n\n\n\n\n,vvv^ \n\n\n\n\n\n\n\n\n\n\n^J \n\n\nW \n\n\ni \n\n\n\n\ni \n\n\n-v ^^^ \n\n\n\u003e*i \n\n\n1 \n\n\n^#' \n\n\n- \"^iSb!^^ \n\n\n% \n\n\n \n\n\n^' \n\n\n\n\n'^^1 \n\n\n^^ \n\n\n\n\n\n\n\n\nrm \n\n\nG \n\n\n^ \n\n\n\n\n\n\n^*'\u003e\u003e \n\n\njp \n\n\nt\" \n\n\n^/ \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n^^^ \n\n\n-i.:-. \n\n\n^^^ \n\n\n\n\nYou will always be \n\nour Wonder \nWoman. Happy \nBirthday on your \ngraduation day! \n\nWe love you. \n\nMomma, Lisa, Chad and \n\nPam \n\n\n\n\nCongratulations! You \ndid it. Words cannot \nbegin to express how \nproud we are and how \nmuch we love you. \n\nMom and Dejah \n\n\n\nDKDRE \n\nGuiun \n\n\n\n\n\n\nWe did a great job raising you- \nyou're tiie best! \n\nLove always, MARCIANNE \n\nMom, Dad, and Gary lyirUMfiiJ \n\n\n\n\n\nCOLLEEN DIANA QUINN \n\nThe years pass quickly, yet slowly \n\nA young girl becomes a woman \n\nMay the wonders of childhood be never \n\nfar from your heart \nAnd the beauty of the world live in \n\nyour soul. \n\n\n\n\n\nMay God continue to bless you. \n\nLove, Mama, Dad, Tim, Charlie \nWhizzer, Einstein and Robyn \n\n\n\nGinHERINE J. \nO'SUIUVAN \n\n\n\n\nCATHY \n\nGREAT JOB! \n\nWe are very proud of you. \n\nMom, Dad, John, Laura, and Paul \n\n\n\nI-'' Senior Ads \n\n\n\nGINNY ADAIR \n\n\n\nT^* \n\n\n\n\n\nGinny, congratulations on graduation! May you alway; \nset high goals and reach them! We're so proud of you \n\nLove, \n\nMom and Laurc \n\n\n\nTEGRA ROSERA \n\n\n\nCongratulations on completing college. \nGood luck on grad school, and the rest of \nyour future. \n\n-Best Wishes, Keegan Rosera \n\n\n\n\nYou're not out of the woods yet, but the \nend is in sight. You have worked hard \nto get where you are today and your \nwork has paid off. Good luck with OT. \nYou have a talent for it - a talent that I \ntruly do not have. Now, onto Grad \nschool! Congratulations! \nLove, Karlene \n\nCONGRATULATIONS- YOU MADE IT! \nI will always remember: your messy \nroom, the overdue library books, your \nvolunteering at the Olympics, your love \nfor Aikido, your vegetarian meals, your \nlove of traveling, the fun we all had at \nour beach house and your gift for writ- \ning. But most of all I will always remem- \nber the wonderful, caring daughter you \nare. Remember we love you always. \nGood luck with everything you do. \n\n\n\nCongratulations! You know we are \nvery proud of you. You may not be a \ngenius in math (or keeping your room in \norder!), but you've found your own way \nthrough it all. You have a wonderful \nability to find a \"home\" - with your \nfamily at the Mount, at Camp Merry \nHeart, with your friends at Aikido, and \n(most definitely!) at Agnes Scott. Now \nyou are embarking on another journey \nto find yet another \"home\" with OT Just \nbe sure you never forget your other \nhomes! We love you and wish you only \nthe best in everything you do. \n-DAD \n\n\n\n\n\n^) \n\n\n\n\nSenior Ads \\^^ \n\n7^\\ \n\n\n\n\nCongratulations! I'm proud of you. \nI love you, \nMom \n\n\n\nJILL MARIE RUSSELL \n\n\n\n\nMARIE HODGMAN \n\nOnce the \"head angel,\" but always our angel girl. \n\n\n\n\n\n... and always ready to \nlearn. \n\nWe have always had \nmany reasons to be \nproud of you, Marie \nLouise. \n\nLove and congratulations, \nMommy and Daddy \n\n\n\n/^ \n\n\n\n4^ Senior Ads \n\n\n\nFrom this little \ngirl. . . \n\nTo an ASC \nGrad! \n\n\n\n\n\nPress on, \n\nJamie!! \n\nWe love you! \n\nMom, \n\nDad, \n\nand Jenelle \n\n\n\nJAMIE BLOOMFIELD \n\n\n\n\nAMANDA \nROEPCKE \n\nFrom our Lilla, \"Amanda- \nPanda Rookie\" to Agnes Scott \nGraduate! \nWe are bursting witli pride \nand liappiness. Loving you \n\n\"from here to 'ternity!' \n\nMamma, Pappa, Sven, Joey, \n\nKelly, Mormor \u0026 Nana \n\n\n\n\nSARA MARTIN \n\nWe are all so very proud of \nyou. You have worked \nvery hard! God's speed \u0026 \nblessings to you now \u0026 as \nyou reach for the stars. \nLove: Mama, Daddy, \nGrandmama, Granddaddy, \nYaYa, Jenny, Bryan, Ben, \nAshley, Hunter, and \nJoanne \n\n\n\n\n\n\n\n^ \n\n\n1 \n\n\n1 \n\n\n(iM-% \n\n\ni \n\n\ni \n\n\n25 \n\n\n\n\n\nMELISSA NYSEWANDER \n\nIt seems just yesterday \n\nYour school journey began \nNow it's graduation time \n\nHere's love and good luck from your fans. \n\nWe're so proud of you and your accomplishments. \nLots of Love, \nUncle Bill, Aunt Beth, \nElizabeth, Margaret, Alison \n\n\n\n\n\nSenior Ads \\lic \n\n\n\nJennifer Lesley King and Stephanie Rene King \n\nDearest Jennifer and Stephanie, \nYou have given us such joy and pride in your achievements. \nWe l(now that you wiii cherish your memories of Agnes \nScott Coiiege, and that you are poised for future greatness. \n\nCongratulations and deepest love, \n\nDad, Sandy Grandma, A.G., \nand all the rest \n\n\n\n\n\n\n\nCONGRATULATIONS, \nMANDIE \n\n\n\nMANDIE TAYLOR \n\nWe are proud of your achievements at ASC and the fine j \nyoung adult you have become. We love you very much. \n\nMom \u0026 Dad \n\n\n\n\ni^\" Senior Ads \n\n\n\nMy child, \n\nremembermyteachings and instructions \nand obey them completely They will \nhelp you live a long and prosperous life. \nLet love and loyalty always show like a \nnecklace, and write them in your mind. \nGod and people will like you and con- \nsider you a success. \n\nWith all your heart \n\nyou must trust the LORD and not your \nown judgment. Always let Him lead you, \nand Hewillclearthe road foryouto follow. \nDon't everthinkthatyou are wise enough, \nbut respect the LORD and stay away \nfrom evil. This will make you healthy and \nyou will feel strong. \n\n\n\n\n\nGod's blessings, \n\nNeema CyRUs \n\nXm- C-i;fl*v/,, UAi/it, \u003e'yh^X^, xJ-okX \n\n\n\nSenior Ads \\li^ \n\n\n\nKROGER \n\nIfSuccess Is Your Style... rVltll A  UtUre \n\nNow is the time to join the premier food retailer, Kroger. At Kroger we offer opportunity for \nadvancement, a competitive salary and a benefits package that few companies provide. At \nKroger we pride ourselves in being able to assure you these considerations. Generations of \nAmericans have identified the Kroger name with leadership in the food chain industry. \nToday, more than ever before, we are excited and optimistic about our future expansion, for \n115 years we have grown steadily. \n\nKroger is the company for your future if you want a career that will allow you to provide for \ntoday as well as tomorrow. \n\nThe Kroger Co. \nMs. Rebecca Clark \nPO Box 105520 \nAtlanta, GA 30348 \n\n\n\n\nAn Equal Opportunity Employer \n\n\n\nThe Wachovia \nCollege Account \n\n\n\nThe College Account from \nWachovia makes banking easy \nwith features like free checking \nand a Banking Card with Visa \nCheck , for \nfree transac- \ntions at any \nWachovia \nATM. Plus, \nyou can use \nyour card \nwherever Visa' \nis accepted. You can get your \nbalance or find out if a check \ncleared with our automated \n\n\n\n\nPhone Access service. Or \ncall l-800-WACHOVIA \n(1-800-922-4684) to reach a \nreal Wachovia \nbanker anytime, \n24 hours a day \nPlus, you may \nqualify for \nspecial stu- \ndent overdraft \nprotection, \ncredit card and \nsavings accounts. It's easy! At \nthis point in your life, shouldn't \nsomething be? \n\n\n\n\\ yMJIOVIA \n\n\n\nALVvWS \n\nENJOY ONE \n\nON ICE, \n\n\n\n\nCniCiliCinvuT \"CfcaCib'ifttttBMtMhftiiiMvi \n\n\n\n1^ Advertisements \n\n\n\nlai \n\n\n\nOECAIUR \nTRAVEL \n\nAGENCY INC \n\n\n\nThe Decatur Travel Agency \n\n308 W, Ponce De Leon Ave. \n\nSuite E \n\nDecatur, GA 30030 \n\n(4m) 373-9493 \n\n\n\nOur Agents Have Been Where You Are Going \nAn Want To Be Of Service To You \n\n\n\nSpencer Tire and Sales Co \n\n402 E. Howard \nDecatur, GA 30030 \n\n\n\n404-378-7565 \n\n\n\nMeeting the Challenges of the '90 \n\nThrough a solid commitment to innovative information solutions, Computer \nTask Group is at the forefront of our industry. As a professional Services \nfirm with 65 offices and over 4000 full-time professionals, CTG's expertise is \nought by Fortune 500 corporations to plan, design, and implement their \ninformation systems. \n\nExcellent career opportunities exist for experienced Programmers  \nProgrammers/Analysts  Systems Analysts who thrive on challenge and \ndiversity. \n\nCTG offers a competitive salary and a comprehensive benefits package. If \nyou have proven experience and a desire to work for an exciting, vibrant \ncompany, then CALL or RUSH your resume to: Computer Task \n\nGroup, 100 COLONY SQUARE, ATLANTA, GA 30361. \n\n(404) 870-2300. g^^^, opportunity Employer \n\n\n\nQUALITY \nCRAFTSMANSHIP \n\n'*-'! ^ f*-'') PRIDE \n\n\n\n\n\n\nS B \n\n\n\nFor Your Next Building Project, Call \n\nThe Professionals at Plumbers, Pipefitters \u0026 \n\nService Technicians Local Union 72 \n\ntyUALlrltU rtvJrLt Assured by our 5-year Apprenticeship Program. \n\nHFI PING PFDPI F BuHdlng the homes, schools, offices and sponing \nI ILU \\\\t\\j I Lvi LL (aciiiiies where Allanlans enjoy life. \n\nDoing the job on time, wrthin budget, and \n\nright - the first lime. \n\n\n\nDEDICATEDPEOPLE \nCONCERNEDPEOPLE \n\nPROFESSIONAL PEOPLE That you need on your next building project. \nTo find out fiouJ wc can fitip, \n\nrnir- \n\n(404) 373-5778 \n\n\n\n374 Maynard Terrace S.E, \nAtlanta, Georgia 3031 6 \n\n\n\n\nPLUMBERS, \nPIPEFITTERS \u0026 \nSERVICE TECHNICIANS \nLOCAL UNION 72 \n\n\n\nLennox Industries \n\n\n\n2915 E. Ponce De Leon \n\nDecatur. GA 30030 \n\nPhone:404-377-5511 \n\n\n\nCommunications Worl(ers \nof America \nLocal 3204 \n\n\n\nTHE COMMUNITY MINDED UNION \n\n\n\n\nPresident \nM.M.SMITH \n\n\n\n279 LOGAN STREET, S.E. \nATLANTA, GEORGIA 30312 \n\n\n\nSecretary-Treasurer \nDON HAMRICK \n\n\n\n(404)688-1256 \n\n\n\nSOLAR PRODUCTIONS INC. \n\n6762 LEXINGTON AVENUE LOS ANGELES 90038 \n\nPRESENTS \n\n\n\n\n\nThanks \n\nAgnes Scott \n\nCollege.' \n\nYou helped \nour dreams . \ncome true! \n\n\n\nSunTrust Bank \nis proud to recognize \nAgnes Scott College's \n\nClass of 1998. \n\n\n\nWe extend our best \n\nwishes for a successful \n\nand prosperous future, \n\nand invite you to find out \n\nhow SunTrust can help \n\nyou be ready for life. \n\nSuimTrust \n\nSunTrust is a registered service mark belonging exclusively to SunTrust Banks, Inc. \n\n\n\n^xLiC Advertisements \n\n\n\nt^'^'f^i^. \n\n\n\nIdrllJhdlJtc^ CHARUE MEELL \n\n\n\n^^t^iHp^^ \n\n\n\nOWNER \n\n\n\nHie \n\n ' The Decatur Commons \n\n205 Swanton Way \n\nComer of Commerce Dr. \u0026 Swanton Way \n\nDecatur, Georgia 30030 \n\n(404)378-4231 \n\n\n\nTwo Locations To Serve You \n\n\nNISAR MOMIN \n\n\n FIROZ MOMIN \n\n\n253 E. Trinity Race \n\nDecatur, GA 30030 \n\n(404) 373-6773 \n\n\n2100 Pleasant Hill Rd. \n\nDuiutti.GA 30136 \n\n(770)476-7613 \n\n\n\n'De1(a[5 Musicians Supply \n\n115 CtaiTonont Avenue \n'Decatur, QiA 30030 \n\n\n\n404-378-3109 \n\n\n\nHahern  Hash Company, Inc. \n\nSpecialists in Floor Covering \n\n727 E. College Avenue \n\nDecatur, Georgia 3003 1 \n\n{404] 377-6436 \n\n\n\n\n\nz' \n\n\n\n\n\n\n\n\n\u003e. \n\n\n\n\n\n\n\n\nAL \n\n\n\n\n \n\n\n\n\n\\\u003e \n\n\n\n\nJ \n\n\nMECHANICAL \nINDUSTRIES COUNCIL \n\n1950 Century Blvd.  Suites \n\nAtlanta, GA 30345 \n\n(404)633-9811 \n\n\n\nffOgressiveMethoi^ \n\n308 W. Ponce De Leon \nDecatur. GA 30030 \n\nPhone:404-614-5252 \nFax: 404-377-0366 \n\n\n\naauatincj CJ^a^^ or iggS \n\n\n\nWe azE. hzoud to kaus. UEEn a imaLL fiazi of \nuouz aaaombLiiiriniEnifi'. \n\n\n\nAdvertisements \\Uid \n\n\n\n/^\\ \n\n\n\nGrinnell \n\n\n\nFIRE PROTECTION SYSTEMS COMPANY \n\n2385 Lithonia Industrial Blvd. \n\nLithonia, Georgia 30058 \n\n(404) 482-7346 \n\n\n\nfAVONDALE \nVETERINARY \n\n\n\nHOSPITAL \n\n\n\nSmall Animal \nMedicine \u0026 Surgery \n\nDavid G. Williams \nDVM \n\nMoN - Fri 8am-6piu \nSat 8am-Noon \n\n\n\n6 AVONDALE RD. \n\nAvoNDALE Estates \n294-4800 \n\n\n\n\nSeivJce At Its Best \nDon Davis Service Center \n\n359 W. Ponce De Leon Ave. \nDecatur, Georgia 30030 \n\n\n\nComputer Balancing, Front End Alignment, \n\nBrakework, Tune-Ups, Tires, Batteries, \nAccessories, Road Service, Wrecker Service \n\n378-6751  Automatic Car Wash  373-9122 \n\n\n\nDeKalb \n\n\n\nATUNTA'S DEKALB \n\nCONVENTION \n\n\u0026 \n\nVISITORS BUREAU \n\n\n\nLet our professional staff help make planning events \neasy - call for our compiimentafy services \n\n750 Commerce Drive, Suite 200 \n\nDecatur. Georgia 30030 \n\n(404)378-2525  Fax (404)378-0941 \n\nweb page www.dcvb.org \n\n\n\nDEARBORN ANIMAL \nHOSPITAL \n\n715 E. College Ave. \nIDecatur, Georgia \n\n(404) 377-6477 \nMON. - FFU. 9 - 6:30 \n\n\n\n\u003c$\u003e \n\n\n\n(404)378-1403 \nDAVID J. LLOYD \n\n\n\nSPECIALTIES CORPORATION \n\n\n\nScientific Water Treatment. . .Ethically Applied \n250 Arizona Ave., BIdg. A / Atlanta, GA 30307 \n\n\n\nWhen You Can't \nBe At Home. . . \n\n\n\nAS.fitjSEfa.AL- \n\n\n\nThe University Inn \n\n\n\nat Emory University \n\nScheduled Shuttles To Hospital, Fully \n\nEquipped Kitchens, Special Long Term Rate, \n\nLodging Suites, Direct Billing Business \n\nServices, Over 21 Years Quality Service. \n\n800-654-8591  404-634-7327 \n\n1767 North Decatur Road  Atlanta, Georgia 30307 \n\n\n\nMaud Baker \n\nFLOWERS \u0026 GIFTS \n\n\n\nWh^n words area 't enough. . . \n\nFlowers for any occasion and all budgets \n\nVISA/MC/AMEX \n\n252 W. Pona de Lam Ave. Decatur. Georgia 30030 \n\n(800) 221-3674 (404) 373-5791 \n\nRichard White, President \n\n\n\nOpen 7 days a week \n\n\n\nKinard \u0026 Company \n\nCertiHed Public Accountants \n\n3032 Briarcliff Road, N.E., Suite 5 \nAtlanta, Georgia 30329 \n\nJames R. Kinard \n\n\n\nSpacious 1 \u0026 2 Bedroom Apartments \nfeaturing 10' ceilings, hardwood floors \n\nor wall to wall carpeting. Modem \n\nKitchens \u0026 generous closets. A place \n\nto call HOME! \n\nCall Now \n(404)373-1643 \n\n703 Twin Oalis Dnve Decatur, GA 30030 \n\n\n\nDixie Glasshoppers \n\nFor All Your Gloss Needs Since !97! \n\n\n\n\n\nTll0 JlooniiaU \n\nJfankee L'li, \n\n\n\n\\bber \n\nESTABLISHED 1968 \n\nPamela de Journo \n\n2 Pine Street \nAvondale Estate \nGeorgia 30C02 \n\n(404) 294-5222 \n\n\n\nDOG AND CAT GROOMING \nBOARDING DOGS, CATS AND CAGE PETS \n\n\n\n.. t^^.8\u003e, \n\n\n\nl\u003c'/XlR.\\0''ySii[i.U1B. \n\n\n\n601 E. College Ave. \n\nDecatur. GA 30030 \n\n(404) 373-3301 \n\n\n\n\nDecatur City Jewelers \n\n1 1 1 Clairemont Avenue \n\nDecatur, Georgia 30030 \n\n440-377-7643 \n\nBrett Weilsr/Gsmo/og/st \n\n\n\nCompliments \nOf \n\n\n\nNEIGHBORHOOD \n\nPLAYHOUSE \n\n\n\ny^ \n\n\n\n\nPool \u0026 Spa Products \n\n\n\nRelax. Bring Your pool to BioGuard. \n\n\n\nBio-Lab Inc., 627 East College Avenue, Decatur, GA 30031 \n\n\n\n\nKIKKOMAN \n\n\n\nKIKKOMAN INTERNATIONAL INC. \n\n1 979 Lakeside Parkway, Suite 1 70 \n\nTucker, GA 30084 \n\n(404)496-0605  Fax (404)496-0918 \n\n\n\nDON HAINEY \n\nAssistant Vice President \nSoutheast Regional Manager \n\n\n\nSHARIAN, INC, \n\nRug \u0026 Carpet Cleaning \n\nAnd \n\nOriental Rugs \n\n\n\n368 W. Ponce De Leon Ave. \n\nDecatur. Georgia 30030 \n\n404/373/2274 \n\n\n\na paci \n\n\n\nAPAC-GEORGIA, INC.  MACDOUGALD - WARREN DIV. \n\nASPHALT PAVING \nROADS  STREETS  PARKING AREAS \n\nATLANTA \n31 1 1 Port Cobb Dr., Smyrna \n\n(404)351-4430 \n\n\n\nFOREST PARK LITHONIA KENNESAW \n\n(404)767-8412 (770)482-7238 (770)422-1530 \n\n\n\nNORCROSS \n(770) 279-1354 \n\n\n\nFORSYTH \n(706) 889-8112 \n\n\n\nTYRONE \n(770) 969-8093 \n\n\n\nCOLUMBUS \n(706)322-1401 \n\n\n\n7 PLANTS SERVING THE \nMETRO AREA AND COLUMBUS \n\n\n\nNOTTINGHAM, BROOK \u0026 PENNINGTON, INC. \n\nConsulting Engineers \n\nCONGRATULATIONS! \nClass of 199S \n\n(404) 577-5629  (912)745-1691 \n\n1291 Jefferson Terrace  PO Box 5127 \n\nMacon, GA 31208 \n\n\n\nGeorgia Duck And \nCordage Mill \n\nPost Office Box 865 \nScottdale, Georgia 30079 \n\nMANUFACTURER OF CONVEYOR \nBELTING AND INDUSTRIAL \nTEXTILES \n\n\n\n\nAdvertisements \n\n\n\n'^f \n\n\n\n\nAdvertisements \n\n\n\nIndex \n\n\n\nAdair, Virginia 69,81,160 \nAdjovu, Adelaide 62 \nAdu, Adwoa 44 \nAfrin, Nadia 44 \nAgner, Elizabetli 67,155 \nAlbright, Mary 62 \nAlexeenko, Galina 44 \nAllen, Shannon 52 \nAllender, Jessi 52 \nAmin, Mona 44 \nAnderson, Carly 44 \nAnderson, Lori 38,81,159 \nAshfaq, Shazia 62 \nAudain, Cynthia 81,122 \n\nB \n\nBai,Yun 19,44 \nBailey LaKiea 52 \nBalog, Rachel 44 \nBanderas, Maria 52 \nBarden, Kira 52 \nBardis, Christy 62 \nBarr, Anne 44 \nBeach, Deborah 52 \nBeasley Amanda 1 1 , 23, 69, \n\n81 \n\nBelUennie 44,112 \nBell, Patrice 23, 81 \nBenefield, Sarah 30,52,116, \n\n117 \nBennewitz, Nancy 19,25,52, \n\n56 \nBenton, Katherine 44 \nBenton, Patrice 62 \nBernazza, Kelly 44 \nBlackwell, Shaunda 62 \nBlair, Kia 52,129 \nBlakely, Chandra 52 \nBledsoe, Courtney 52 \nBloomfield, Jamie 69, 81 , \n\n131.162 \nBoggs, Laurie 62 \nBogui, Therese Sylvie 81 \nBooher, Andrea 10,62,112, \n\n129 \n\n\n\n\nUnited States Secretary of State Madeleine K. Albright was the most \nvisible and active secretary of state since Henry Kissinger. She was the \nhighest ranking woman in the history of the U.S. government, and she \nwas admired and respected by diplomatic corps. Previously she \nserved as President Clinton's ambassador to the United Nations and in \nforeign policy advisory positions for former President Jimmy Carter. \nThe on-going troubles in the Middle East kept the 60-year-old diplomat \nbusy from the day she was sworn-in to the top job at the State \nDepartment. \n\n\n\nYasser Arafat was chairman of the Palestine Liberation Organization \nand president of the Palestinian National Authohty. He was one of the \nkey leaders in trying to maintain peace in the Middle East. His 1993 \nhandshake of peace with Yitzhak Rabin promised mutual recognition \nbetween the Palestinians and the state of Israel. Underthe agreement, \nArafat assumed leadership of Arabs within Israel's occupied territohes. \nThe 68-year-old leader played a very important role in keeping peace \nin the Middle East. \n\n\n\n\nBooker, Jennifer 44 \nBooth, Reagan 52,114,115 \nBozzini, Christina 114 \nBrandon, Laura 7, 23, 30, 33 \nBranham, Heather 43 \nBranham, Susan 45 \nBrazile, Dallas 45 \nBricker, Julie 53,116 \nBrown, Cati 53, 131 \nBrunjes, Caria 36, 43, 62, \n\n116,117 \nBryant, Jessica 21 \nBryson,Tasha 119,122,123 \nBryson,Tina 124 \nBuckner, Susan 36, 37, 43, \n\n62 \nBullard, Carrie 62 \nBurnett, Amy 45 \nBurroughs, Angela 53 \nButler, Carole 1 1 , 36, 43, 63 \nButler, Melissa 53 \n\n\n\nCaldwell, Treah 60 \nCampbell, Brandi 45 \nCantrell, Rachel 18,20,45 \nCarefoot, Rebecca 45 \nCarlson, Kristin 3,41,53,55 \nCarr, Shannon 53, 131 \nCarroll, Carina 53 \nCarter, Joy 45 \nCarter, Paula 53 \nCase, Valerie 10,32,83 \nCastillo, Cassandra 63 \nCavendish, Tabbatha 53 \nChandler, Erica 45 \nChandler, Liz 37,63,114, \n\n115,132 \nChanpong, Annie 17,20,22, \n\n32,63 \nCherry Gwen 45,118,126 \nChidambaram, Vinitha 45 \nChike, Naeemah 83,110 \nChilds, Courtney 83 \nChilton, Jamie 63 \n\n\n\nIndex  Current Events \n\n\n\n4^ \n\n\n\nChirico, Kristina 83 \nChristiansen, Lori 45 \nClements, Melissa 45 \nClemmons, Shannon 45 \nCobb, Kristie 15,69 \nColeman, Evelyn 30, 53 \nConrey, Kristin 34, 83 \nConti, Dinah M. 83 \nConway, Lauren 41 \nCook, Esther 53 \nCook, Sarah 45 \nCooper, Frances 45 \nCopeland, Darlene 53 \nCopeland, Melissa 53 \nCosby, Kacie 53 \nCotton, Melba 53 \nCouch, Vicki 84 \nCowart, Danae 45 \nCox, Christine 15,21,23,84 \nCox, Laura 45 \nCranford, Jo 53 \nCreel, Cathy 45 \nCroft, Laura 10,69,111,158 \nCroson, Katherine 45 \nCumbo, Koibi 53 \nCunningham, Paula 53 \nCurrin, Karrmen 53 \nCurrington, Callie 126 \nCyrus, Neema 29, 84 \n\n\n\nDabbs, Jennifer 15, 16,17, \n\n30, 40, 45, 47, 48 \nDailey Brooke 119, 128,129 \nDaniels, Rolanda 69, 84 \nDaniels, Ursula 34,84, 111 \nDannemann, Elizabeth 46, \n\n129 \nDavis, Curry 114 \nDavis, Ella 63 \nDavis, Erin 18,39,53,55 \nDavis, Kim 54,110,118,122, \n\n125 \nDean, Tiffany 54 \nDelGiudice, Cara 46 \n\n\n\niii; Index  Current Events \n\n\n\n\nFirst Lady Hillary Rodham Clinton turned 50 on October 26, 1 997. She \nwas the most famous of the female Baby Boomers. During her \nhusband's first term as President, Hillary Clinton took a leading role in \nhealth-care reform. Now, after nearly two years in the wings, she was \nquietly returning to center stage to begin a program on child care. One \ncompelling reason for her to move on to the next project is the empty \nnest - her daughter Chelsea had left home for college. She seemed \nready for a new challenge and a new project. \n\n\n\nPresident Bill Clinton was the first Democratic president in 60 years to \nbe elected to a second term. A centrist New Democrat, he transformed \nhis once beleaguered parly. Under his presidency, the United States \nenjoyed the lowest rate of inflation since the early 1960s, and he was \nthe first president in 1 7 years to submit a balanced budget to Congress. \nHis vice president, Al Gore, was considered a very powerful vice \npresident and was the president's closest adviser. The 49-year-old \nGore was considered a favorite for the Democratic presidential nomi- \nnation in year 2000. However, a year after their reelection, both men \nwere under close scrutiny for campaign finance violations. \n\n\n\n'\\ \n\n\n\n\nDenmon, Aubrey 46 \nDeSandre, Theresa 54 \nDhamoon, Amrita 63 \nDickerson, Nikki 119, 125 \nDieterich, Laurie 63 \nDoner, Christina 85 \nDonohue, Deirdre 54 \nDresser, Lindsey 43, 46 \nDriver, Cacenta 69, 85 \nDuryea, Quail 3,63,131 \nDuvall, Julie 3, 54 \n\nE \n\nEchols, Juachelle 63 \nEdwards, Heidi 46 \nEichert, Debbie 19,25,56, \n\n112 \nEichorst, Elise C. 85 \nEldridge, Elizabeth 24, 25, \n\n34,54 \nElliott, Erin 46,114 \nElliott, Kathryn 46 \nEllis, Jacalyn 120,121 \nEmery Tate 39 \nEspino, Kat 25, 56 \nExum,Jean 63 \n\nF \n\nFardhivash, Fariba 20 \nFarhidvash, Nooshin 7, 54 \nFarmer, Alice 54 \nFarooqui, Aqsa 27, 54 \nFender, Morgan 15, 16, 17, \n\n30, 40, 46 \nFerrell, Jennifer 46 \nFerris, Hillary 8,11,85 \nFidanza, Katie 54,114,115, \n\n128, 129 \nFields, Meredith 12,22,63 \nFlagg, Alice 46 \nFlores, Dina Adams 85 \nForbes, Karlene 54 \nFord, Michelle 46 \nForehand, Amanda 41,116, \n\n117 \n\n\n\nForsythe, Kathryn 46 \nFoshee, Milicent 54 \nFowler, Dawn 116 \nFowler, Leah Carol 85 \nFox, Jodi 122 \nFreedle, Aimee 46 \nFrost, Michelle 32 \nFry, Tonya 114 \n\n\n\nGardner, Sarah 46 \nGarrison, Natalie 46, 122 \nGanwood, Joy 63 \nGasperec, Michele 54 \nGentry Lesley 54 \nGibson, Kimberly 54 \nGing, Kristi 3,31,39,54 \nGivan, Selyka 124 \nGodard, Mary 54 \nGodbee, Amanda 46 \nGoebel, Patricia 54 \nGoenaga, Maria 85 \nGooch, Amanda 54 \nGoode, Rebekah 54, 60 \nGoodman, Amanda 46 \nGoolsbyKaty 46,120,121 \nGosey Pat 86 \nGoss, Michele 9, 25, 55, 60, \n\n120,121 \nGraham, Katharine 63 \nGrant, Tameka 46 \nGray Mandy 55 \nGreen, Mackenzie 63 \nGreen, Rachel 86 \nGreene, Julia 63 \nGriffin, Courtney 63 \nGunnin, Shah 39, 55 \n\nH \n\nHall, Cynthia 31,86 \nHall, Gemma 12,14,36,63 \nHarben, Beth 46, 48 \nHardison, Melanie Rose 86 \nHarmeling, Loren 55 \nHarrington, Betsy 12 \nHartley Stephanie 47 \n\n\n\n\nThe President's teenage daughter left home in September. Chelsea \nClinton went off to college some 3,000 miles from home. The 1 8-year \nold National Scholarship finalist accepted an offer from Stanford \nUniversity in Palo Alto, CA. Choosing this palm-studded campus 30 \nmiles south of San Francisco was a bit of a bold stroke for the first \ndaughter. Friends saw it as a reflection of her eagerness to escape the \nWhite House \"bubble,\" and shed the pressures of Washington life. \nChelsea agonized between Stanford and Princeton right up to the \nweekend before she made her decision. Her Secret Service detail will \ntry their best to make her stay as normal as possible. \n\n\n\n\nHarvey Heather 47 \nHasty Jennifer 55 \nHasty Lauren 55, 131 \nHatfield, Jennie 69, 86 \nHayes, Jackie 30 \nHayes, Lee 55 \nHayes, Lisa Eileen 86 \nHayford, Eunice 47 \nHays, Jaquelyn 55 \nHealy Kembra 126 \nHeard, Jamila 14,63 \nHeath, Jessica 55 \nHeckman, Jennifer 19, 55 \nHeidel, Sarah 47 \nHendrix, Sarah 86 \nHenry Amber 69, 87 \nHenry Kareisha 55, 122 \nHenry Michele 15,16,30, \n\n31,87,155 \nHenson, Amanda 131 \nHernandez, Lillyvette 55 \nHerrington, Betsy 22, 63 \nHill, Kim 30, 55 \nHill, Kimberly 30, 55, 56 \nHodgman, Marie 32,87, 162 \nHogan, Brigitte 56 \nHolm, Heather 47,131 \nHolzhauer, Mary 47 \nHorton, Rebecca 131 \nHoss, Helayna 64 \nHuffman, Amber 47, 129 \nHughes, Melissa 47, 118, \n\n126 \nHunkins, Lorien 47 \nHunter, Shymeka 6, 87 \nHunter, Stephanie 56 \nHurley Lauren 56 \n\n\n\nIttayem, Nida 15,16,47 \nIvy, Holyn 56 \nIzard, Kelly 56 \n\nJ \n\nJacob, Jennifer 64 \n\n\n\nIndex  Current Events \n\n\n\nm- \n\n\n\nJacobsen, Kristen 129, 130, \n\n131 \nJames, Jessica 56, 114 \nJames, Renee 56, 129 \nJanowski, Einsley 56 \nJenkins, Cliristy 64 \nJenkins, Erin 25 \nJenkins, Jessica 56 \nJenkins, Laura 47 \nJensen, Jen 35 \nJensen, Jo 18 \nJohnson, Amy 64 \nJolinson, Brigitta 64, 67 \nJones, Maine 43, 64 \nJones, Alicia 64 \nJones, Jennifer 48 \nJones, Rebecca 56 \nJordan, Lettie 119,131 \nJosey Pat 64 \nJunkins, Aliaron 48 \n\n\n\nKahl, Susie 56 \nKarp, Samantha 48 \nKaslilan, Farah 48 \nKave, Jennifer 48 \nKeyser, Cathleen 114 \nKhan, Saadia 57 \nKidwell, Julie 57,126,127 \nKing, Carol 48 \nKing, Jennifer 69,87, 164 \nKing, Stephanie 69, 122, \n\n123, 164 \nKirkland, Rashanna 6, 23, \n\n27,87 \nKnauff, Lisa 14,18,31,87 \nKnowles, Melanie 48 \nKnowles, Tyler 57 \nKovacs, Linda 57, 116 \nKubler, Ashley 57 \nKuhn, Petra 67 \nKusi-Appouh, Dela 40, 48, \n\n113 \nKutuzova, Lena 48, 116, 117 \n\n\n\n\nBritain and the world bid farewell to Diana, Princess of Wales, on a \nsparl\u003cling September morning with a grand tribute rich in pageantry. \nSince her death in a car crash in Paris a week before, the country had \nwitnessed an astonishing outpouring of grief that forced a repentant \nmonarchy to join in the kind of full celebration of Diana's life that the \nmillions of people who flooded into London demanded. Her sons, \nWilliam, 15, and Harry, 12, stood in attendance, joined by their father. \nPrince Charles and her brother. Earl Spencer, as the body was taken \ninto Westminster Abbey. Millions packed the city for the funeral of \nDiana. It was a crowd unmatched since the end of World War II. More \nthan a million bouquets by official count were stacked outside the royal \npalaces. \n\n\n\n^4^ Index  Current Events \n\n\n\n\nI \n\nLackey, Rachel 57 \nLanigan, Kate 24, 25, 34, 39, \n\n57 \nLaVictoire, Jessica 26, 64 \nLawson, Mazie 37, 43, 64 \nLea, Kristie Cobb 83 \nLee, Jamie 48 \nLehr, Rayanne 57, 114, 154 \nLent, Erica 14,19,31,34,35 \n\n88 \nLewis, Melissa 1 1 1 \nLikovich, Amy 24, 57 \nLimehouse, Alice Ward 88 \nLippincott, Teri 88 \nLiptrot, Khalilah 14,64 \nLivingston, Laura 21, 25, 27, \n\n31,57,59 \nLockhart, Amanda 67, 114, \n\n115 \nLong, Jennifer 57, 111 \nLove, Lauren 32, 64 \nLyman, Heather 57,114,115 \n\nM \n\nMaclean, Alison 57, 113 \nMacpherson, Anna 23, 89 \nMacy Laura 48 \nMahmutovic, Arjana 57 \nMaleyCarIa 18,25,57,59, \n\n120,121 \nMalik, Nadia 48 \nManasco, Adrienne 49 \nManly Sara 34, 88 \nMarcum, Jennifer 64 \nMarinara, Jessica 64, 114, \n\n115 \nMarks, Reema 64 \nMarquez, Sandra 49 \nMarr, Alexandra 49 \nMarrow, Melinda 69 \nMartin, Sara 31,34,88,163 \nMason, Katya 64 \nMasseoud, Feda 88 \n\n\n\nMasseoud, Hadeel 14,64 \nMatthews, Ashleigh 6, 55, 57 \nMauph, Marley 16 \nMaupin, Marley 30 \nMayes, Kimberly 57 \nMaynard, Charissa 69 \nMaynard, Charissa Allyson \n\n88 \nMcCormick, \n\nAngelina Kathleen 89 \nMcCormicl\u003c, Angle 34 \nMcCoy Stacy 49 \nMcDaniel, Liza 64 \nMcDonough, Rachel 49 \nMcDowell, Trisha 49 \nMcHUGH 159 \nMcHugh, \n\nMarcianne Westbrook 89 \nMcHugh, Marcie 68,89,159 \nMcllrath, Sarah 119,130,131 \nMcKenzie, Jessica 89, 119, \n\n124,125 \nMcKnight, Megan 89 \nMcSwain, Kimberly 64 \nMeade, Elizabeth 57,116, \n\n117 \nMiddendorf, Rebecca 49 \nMiller, Lauren 64 \nMiller, Sandra 65 \nMiller, Terri 65 \nMiller, Tenia 57 \nMinnick, Shea 15,16,17,30, \n\n40, 47, 49 \nMinter, Amanda 57 \nMinzes, Melanie 22, 65 \nMitchell, Caroline 58,130, \n\n131 \nMitrovich, Marissa 48, 49, \n\n121 \nMittelstaedt, Ashlea 11,12, \n\n65,112 \nMonsalves, Marisol 20, 67 \nMooney, Alicia 49 \nMorgan, Mary 69, 158 \nMorley Betsy 3, 6, 32, 58, 59 \n\n\n\n\nThe first component of the Mirspace station was launched in 1 986. And \nexcept for two brief gaps, the space station has been manned continu- \nously ever since. It has made more than 60,000 trips around Earth. In \n1 994 the U.S. and Russia agreed to conduct joint missions aboard the \nstation. A docl\u003cing module was attached to Mir, allowing American \nspace shuttles to linl\u003c up with the Russia station. The main Mir module \n- which provides living quarters for up to six people - has been orbiting \nfor nearly 1 2 years, which is seven years longer than planned. These \njoint U.S.-Russian missions are the first phase of a program to build an \nInternational Space Station. This station is scheduled to be in orbit by \nthe year 2002. \n\n\n\nJohn Denver, whose optimistic songs catapulted him to fame during the \n1 970s, died instantly when his experimental plane crashed into Monterey \nBay in California on October 1 2, 1 997. The 53-year old singer had eight \nplatinum records to his credit when his home built plane crashed. \n\"Rocky Mountain High\" and \"Sunshine on My Shoulders\" were two of \nhis trademark songs. \"His music sprang from his feelings of love,\" said \nHal Than, his longtime manager. \n\n\n\n\nMorris, Emily 58 \nMorrison, Kieva 49 \nMoss, Erica 49,131 \nMoten, Angela 58 \nMueller, Larissa 11 \nMullis, Deanna 10,14,32,65 \nMunroe, Sara 58 \nMurnane, Caroline 49 \nMurphy Amy 65 \nMurphy Angela 49 \nMusngi, Marie 49 \nMyeni, Thandeka 114 \nMyers, Lauren 49 \n\nN \n\nNagel, Meghan 31, 90 \nNakacwa, Jackie 49, 60 \nNalley Katherine 58,125 \nNamageyo, Apophia 58 \nNasca, Jessica 49 \nNash, Adrienne 58 \nNeclerio, Natasha 49 \nNell, Mary Higley 47 \nNelson, Kim 33 \nNess, Adrian 122 \nNichols, Amanda 65 \nNicole, Mary Burkholder 62 \nNorman, Audrey 49, 121 \nNorman, Rebecca 58 \nNorris.Lisa 33,90,111 \nNunnelley Margaret 90 \nNysewander, Melissa 90, \n114,163 \n\n\n\nOdom, Jennifer 90, 157 \nOdom, Melissa 65 \nOgawa, Akika 7, 30 \nOliver, Tracy 69, 90 \nOlsen, Liese 50,126,127 \nO'Pezio, Lauren 25, 58 \nO'Sullivan, Catherine 69, 90, \n\n160 \nOwens, Heather-Leigh 2, 39, \n\n\n\nIndex  Current Events \n\n\n\n^ \n\n\n\n65 \n\nOwens, Jessica Hammond \n91 \n\n\n\nPage, Bonnie L. 91 \nPagelsen, Natalie 48, 50 \nPardue, Jackie 58 \nPark, Valerie 91 \nParsons, Casey 9, 18, 19, \n\n21,58,59 \nPartner, Brooke 8, 15, 19,33, \n\n38,91 \nPate, Ellen 58 \nPatrick, Michelle 50 \nPatterson, Michelle 65 \nPayne, Holly 31,91 \nPayton, Joy 19,91 \nPerry Jacqueline 18,20,50 \nPham, An 65 \nPham, Minh 7 \nPipa, Amber 6, 25, 58, 59, \n\n112,114,115 \nPirmohamed, Najmah 65 \nPitre, Samantha 58 \nPlumey Erika 66 \nPoplin, Jamie 66 \nPrather, Tiffany 12,91 \nPrice, Natasha 66 \nPrijatel, Caroline 50 \nPruitt, Stephanie 50 \nPtacek, Amanda Lee 92 \nPuschaver, Brooke 50, 112, \n\n113 \n\n\n\nQuartey, Naa 66 \nQuinn, Colleen 92,160 \n\n\n\nRafter, Becky 31 \n\n\n\n\nThe 1 1 ,000 residents of the Caribbean island of Montserrat witnessed \nfirst hand the devastation that a very active volcano can cause. The \nvolcano belched ash and small rocks over several days in September \nand forced more than two-thirds of the population to evacuate the \nisland. A shortage of housing was one of the biggest problems, \nespecially for those evacuating the central communities of the island. \nThe volcano on the British protectorate island became active about two \nyears ago, and the latest eruptions caused most of the population to \nflee to Britain or other Caribbean islands. \n\n\n\nThe U .S. Senate Governmental Affairs Committee investigated alleged \ncampaign fund raising abuses by Democrats in the 1996 presidential \ncampaign. The committee chairman was Sen. Fred Thompson, a \nRepublican from Tennessee. The committee heard testimony from a \nwide variety of government officials and big-money political conthbu- \ntors. One of the key questions was the role of foreign money in politics \n- especially the presidential campaign of President Bill Clinton and Vice \nPresident Al Gore. Political pressure was put on Attorney General \nJanet Reno to appoint an independent counsel to review whether the \nPresident or Vice President did anything illegal in raising money for the \nDemocratic party. \n\n\n\nIndex  Current Events \n\n\n\n\nRauscher, Janet 15,37,66 \nRector, Kara 58 \nReese, Rochelle 50 \nRice, Yalonda 58, 1 1 1 \nRichey Sara 66 \nRichter, J.J. 126 \nRicks, Heather 14,20,65 \nRinaldi, Christina 92 \nRoepcke, Amanda Margareta \n\n92, 163 \nRoetzer, Susan 33, 67 \nRogers, Melissa 50 \nRone, Elizabeth H. 92 \nRone, Lizabee 15, 16 \nRop, AmiJoy 92 \nRosera,Tegra 92, 161 \nRussell, Jill 93,162 \nRyan, Kate 26, 65, 67 \n\nS \n\nSabel, Heiene 66 \nSarpong, Yaa 58 \nSarreli, Carrie 50 \nSarwani, Asiyah 65 \nSavoy Devon 35, 58 \nSay lor. Lea 50 \nSaylor, Yurora 66,67, 110 \nScalera, Marisa N. 93 \nScales, Laura 93 \nSchmitt, Rebecca 43, 66 \nSchreiner, Amanda 58 \nScott, Holly 59, 126, 127 \nSellers, Cristy 50 \nSengbloh, Saycon 59 \nSerritt, Sheika 50 \nShakir, Ayoka 29, 66 \nShands, Susan 59,111 \nShields, Staci 41,93 \nShirley Erin 50 \nShiver, Sara 50 \nShores, Darcy 59 \nSinclair, Whitney 59 \nSingleton, Mahogany 50 \nSlack, Magan 50 \nSlagle, Hannah 59 \n\n\n\nSluder, Brandie 93 \nSmith, Becky 6,59,122 \nSmith, Jamie 50 \nSmith, Peggy 66 \nSmith, Taschovia 59 \nSoublis, Panagiota R 93 \nSpencer, Sarah 59, 114 \nSpillane, Melanie 65,66,112, \n\n155 \nStanley Amber 59 \nStapler, Kelly 25,59,114, \n\n115 \nStarr, Amy 22, 66 \nStarr, Kristen 18,31,35,93, \n\n157 \nStepp, Meredith 59 \nStermole, Stacie 31 , 60 \nStevens, Ginnie 10,34,158 \nStevens, Julie 50 \nStewart, Kathryn 18,50 \nStiff, Erica 20 \n\nStopp, Victoria 51,130,131 \nStover, Carolyn 60 \nStrickert, Anne 60 \nStrickland, Sharon 66,112 \nStrother, Candra 60 \nStyers, Georgiann 94 \nSuggs, Che'ferre 94,122 \nSullins, Lauren 48, 51 \nSullivan, Rachel 51 \nSwafford, Amanda 94 \n\n\n\nTalley Melissa 66 \nTaylor, Crystal 60 \nTaylor, Kelly 51 \nTaylor, Mandie 164 \nTaylor, Natalie 17,40,48,51 \nTaylor, Nola 121 \nTete-Lartey Alberta 51 \nThieling, Sarah 94 \nThomas, Bonita 94 \nThomas, Clyia 3, 60 \nThomas, Sarah 66 \nThompson, Amanda 51 \nThompson, Leah 6,19,20, \n56 \n\n\n\n\nMother Teresa was among the most well-known and highly respected \nwomen in the world in the later half of the twentieth century. In1 948 she \nfounded a religious order of Roman Catholic nuns in Calcutta, India, \ncalled the Missionaries of Charity. Through this order, she dedicated \nher life to helping the poor, the sick and the dying around the world, \nparticularly those in India. Her selfless work with the needy brought her \nmuch acclaim and many awards, including the Nobel Peace Prize in \n1 979. She died at the age of 87 on September 5, 1 997 of heart failure \nat her convent in Calcutta. \n\n\n\nThe WNBA - W/omen's National Basketball Association - completed its \ninaugural season with the Houston Comets defeating the New York \nLiberty for the championship. And as the season came to a close, the \nWNBA announced that the eight-team league would grow to 1 teams \nin 1998. If it all works out, the Comets will jump to the Western \nConference with the Los Angeles, Phoenix, Sacramento and Utah. The \nnew teams, Detroit and Washington, D.C., will join the East with \nCharlotte, Cleveland and New York. \n\n\n\n\nTilson, Amber 51 \nTolliver, Aleesia 66,122,123 \nTomlinson, Amelia 43, 66 \nTorres, Bianca 60 \nToth, Sarah 60 \nTranbarger, Katherine 88 \nTrias, Kristine 51 \nTrottier, Ashley 60 \nTruluck, Lesley 15, 16, 17, \n\n30, 40, 51 \nTupper, Lauren 51 \nTurner, Rhonda S. 94 \nTurner, Sylvia 60 \n\nU \n\nUlack, Jessica 66 \nUnderwood, Kimberly 51 \nUnderwood, Laura 122,128, \n129 \n\nV \n\nValdespino, Olivia 114 \nVanderbloemen, Laura 30, \n\n33,95,120,121 \nVanMeter, Sonia 60 \nVan VIeet, Nicole 51 \nVihien, Emily 60,126,127 \nVu, Linda A 95 \n\nW \n\nWakata, Kahori 30 \nWalker, Kim 23, 29, 32, 35, \n\n95 \nWalker, Suzanne 66 \nWedbush, Katie 131 \nWeir, Margie 32, 95 \nWeiryalz, Kara 117 \nWelshhans, Kristy 61 \nWenger, Sarah 51 \nWest, Katherine 61 \nWeyer, Karen 34, 67, 126, \n\n129 \nWheeler, Laura Allison 95 \nWhirley Kristen 61 \nWhite, Karmelle 51 \nWhite, Stephanie 67 \nWhitehead, Draughn 61,113 \n\n\n\nIndex  Current Events \\\u003eJi \n\n\n\nWiergatz, Kara 61,116,117 \nWiggins, Hillary 61 \nWilbanks, Shondra 61,113 \nWilburn, Katrina 67 \nWilkinson, Courtney 51 \nWillis, Amy 68,95,115,157 \nWillis, Anne 61 \nWilson, Elizabeth 61 \nWilson, Pannelyn 51 \nWinslow, Ann 67 \nWinstead, Mendi 61, 113 \nWiseman, Susan 61 \nWoo, Gihea 61 \nWoo, Juliana 17,20,32 \nWood, Alexa 32, 95 \nWood, Hannah 61 \nWoodruff, Jennifer 114 \nWright, Amber 110 \nWright, Hilary 6, 61 \nWright, Melanie 61 \n\n\n\nZarkowsky, Larissa 51 \n\n\n\n\nAttorney General Janet Reno was ttie first woman attorney general^)! \nttie United States. She was first nominated by President Clinton in \n1 993, and sfie was appointed again in 1 997. A graduate of Harvard Law \nScliooi, Ms. Reno, 59, focused on tlie prevention of crime among the \nyouth of the county and stressed early intervention to l\u003ceep children \naway from gangs, drugs and violence. Late in 1997 she unveiled an \nadvertising campaign urging the nation's youth to become involved in \nneighborhood chme prevention and community service. \n\n\n\nIndex  Current Events \n\n\n\n/^ \n\n\n\nIn Memory Of Elizabeth Griffin \n\n\n\n\nIndex  Current Events i^^wX \n\n\n\n/\"\" \n\n\n\n\n\n\nClosing \n\n\n\nStill cannot believe that we have put together this year- \nbook. It did not seem possible to finish at times, but here it is \nnow in your hands. Yes, the production process was a \nsometimes torturous but always rewarding experience, \nhope everyone on the staff learned something by working on \nthe 1 998 Silhouette--! know I did. Above all I found that often \nthe simplest tasks, much less a college annual, cannot be \ndone alone. A great deal of work by many people went into \nthis book, and I truly appreciate all the effort put forth .. . even \nwhen it seemed to dwindle. \n\nAmber, I must admit that I doubted you at first, but I am \noverjoyed that you proved me wrong. This project most \ndefinitely haunted both of us throughout the year, but I hope \nyou've come to love those ghosts. Just remember that it is \nalways darkest before the dawn, and be proud of yourself for \nall that you've accomplished. \n\nMelanie, a lot of weight was on your shoulders, yet each \nweek you came back for more. I know you and Debbie faced \na great many problems, but I am proud of you both for your \ndedication. Sharon and Andrea-You may not have been able \nto make the regular meetings, but you graciously did your \npart. For this I thank you. Jennie and Brook-You were both \nso eager to help, even when it all came down to the last \nminute. Here's to sticking it out! Shondra, you may have \ngotten the shaft, but you kept on moving. I'm glad your face \ndidn't disappear like so many others. Mendi, the exemplary \nyearbook section editor, you definitely deserve the prize for \nbeing on top of the game. Next year the rest of us will all \nhopefully learn the definition of \"deadline.\" \n\nSo many other staffers pitched in throughout the year, and \nI hope you continue to work with us next year. Pat, I know \nthings didn't go as smoothly as planned, but next year we plan \nto hit the ground running. Alaine, you were never on the staff, \nbut I would have never made it through the year with out you. \nAre you ready for another whip around this block? Casey, \nthank you for picking us up in the middle of everything. May \nall out future collaborations be so sweet! \n\nLove and laughter, \nAshlea \n\n\n\nWords cannot express the elation and relief I feel knowing \ntfiat this annual is finally completed. This year has made me \nrealize the immense effort it takes to put together a yearbook. \nAfter a seemingly endless summer of finalizing this book, I am \nproud of the outcome and I hope everyone else on the staff is \nproud of their contributions as well. \n\nAshlea, it certainly was a rocky road, wasn't it? This \ncoming year is going to go much smoother, I know it. Now \nwhere'd you get that little organizer you had this year? \nSeriously, thanks for all you've done. There wouldn't be a \nyearbook without your work on all the technical aspects of \nputting this together. I hope I can learn all you do so that when \nyou're gone it's not a total wreck. \n\nOur Student Life staff, Melanie and Debbie, what can I \nsay? lamgratefulforyourdedication. Even with your Section \nEditor quitting on us, you stuck it out, and I thank you. Jennie \nand Brook: your Sports section turned out great! I am so \nproud of you guys! Editing your section was a breeze. \nHopefully, you can teach others your magic tricks next year. \nMendi: outstanding! If only we all could have finished our \nwork as quickly as you did. You must teach me your time \nmanagement skills. Much appreciation! Shondra and Dela: \nI know you two were in the dark the majority of the time, but \nI'm hoping that you learned a lot and will both join us again \nnext year. Thanks for your time and effort. Andrea and \nSharon; I'm sorry about all the confusion at the end, but you \nguys did great. I did miss your faces at the meetings, but \nclasses come first. Thank you both. I want to thank everyone \nelse that helped out through the course of the year. To those \nof you that were there at the start, but had other obligations: \nI wish you could know the satisfaction I feel having worked on \nthis yearbook. It truly is worth it. I invite everyone to come join \nus this next year and be a part of history. I want to thank my \nboyfriend, Jason, for putting up with me this summer. He \ndrove me to ASC, sat with me for hours so I wouldn't be alone, \nbrought me food late at night and dealt with my whining. \nThank you so much, sweetheart, I love you for it. \n\nFinally, I would like to thank Pat. Thank you for helping me \nthis summer. Thank you for coming to ASC all those times to \nshow me the way. I know you had a rough year too, Pat. \nCasey, thanks for saving us with the production of this \nmasterpiece. Here's to a long and happy relationship! \nAmber \n\n\n\n\nJason, the man who drove me to \n\nAgnes Scott countless times this \n\nsummer to work on this yearbook. \n\n\n\nClosing \n\n\n\n/T^ \n\n\n\n\n\nJ -^^='\"g \n\n\n\nven after we're gone, it will still be shining like a \nbeacon, calling us home. \n\n\n\nYou Must Be A Player, 'Cause Here You Are: \n\n(Continued from page 4) \nAfter another {adjective) semester of classes and \na(n) (adjective) exam week, (friend's name) and I \ndecided to pack up the (mode of transportation) \nand head out to ( U. S. tourist destination) to see the \nsights. (Numbei) hours later we finally found the \n(plural noun) pointing us in the right direction. \nThirsty from our long journey, we drank a few \nglasses of (liquid) at Aunt {animal)'s (adjective) \nCafe, and has some (adjective) (plural food) before \nheading out for a night on the (noun). We changed \ninto more (adjective) clothes and ducked into a(n) \n(adjective) (occupation) who just loved (gerund/- \ning verb) and would not leave (same friend's name) \nalone. Needless to say, we left early to get a good \nnight's sleep and then (adverb) (past tense verb) \nthe next day. It was a(n) (adjective) trip, and we \nespecially enjoyed the (an activity). Next summer \nI want to go to (place) because I love to (verb)\\ \n\n\n\n\n\n\n\n\n\n\n\n\n''-'^^'- "},{"id":"asc_iaasc_agnesscott19971999agne","title":"Agnes Scott College Catalog 1997-1999","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["1997"],"dcterms_description":["Catalog of Agnes Scott College."],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Curricula--Catalogs","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Agnes Scott College Catalog 1997-1999"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/agnesscott19971999agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/agnesscott19971999agne/manifest.json","dcterms_subject_fast":null,"fulltext":"VJL-- X. 'L^^ \n\n\n\ni-7V^\"w' JL--1 \n\n\n\nX \\^ L..fX\\^ li \" \n\n\n\n:t BIOLOGY  GELLULAR BIOLOGY AND GENETICS  BIOLOGY OF PLANTS * MARINE BIOLOC \nANIMAL PHYSIOLOGY * ECOLOGY  CELL BIOLOGY MOLECULAR C3ENETICS ^ BUSINESS  CH \nlOTNORGANIC CHEVIISTRY  PHYSICAL CHEMISTRY  CHEMICAL ANALYSIS  BIOCHEMISTP \nTHE ANCIENT WORLD, GREEK AND LATIN  HISTORY OF ROMAN CIVTLIZATIOK * LATIN PR( \nICS  MACROECONOMICS* MICROECC3NOMIGS * INVESTMENTS * ACCOUNTING ^ MARKETIN \nVIPARAIIVE ECONOMIC SYSTEMS  AMERICAN ECONOMIC GROWTH AND DEVELOPMENT * E' \nvIENT OF LATIN AMERICA  EDUCATION  DEVELOPMENTAL PSYCHOLOGY * SCHOOLS AND SC \n; TEACHING OF MATHEMATICS * TEACHING OF SCIENCE * THE TEACHING PROCESS ^ SPEC \nJTH WITH SPECIAL NEEDS  TEACHING ART  TEACHING MUSIC  TEACHING PHYSICAL EDU' \nWRITING LAB lY * LITERATURE AND COMPOSITION  HONORS LITERATURE AND COMPC \n\nRE  FILM SI .. .^ , . CHAUCER  HISTORY OF THE ENGLISH LANGUAGE ^ DANTE ^ SHAKESPE. \n-CENTURY LrTERATURE  TWENTIETH-CENTURY AMERICAN FICTION  SOUTHERN LITERATUI \nI WORKSHOP  POETRY WORKSHOP  DRAMATIC WRITING * GLOBAL AWARENESS  HISTOF \n-IE ASIAN WORLD IN MODERN TIMES * THE HISTORY OF ENGLAND  HISTORY OF GREEK CiVILI \nJZATION  THE RENAISSANCE  THE REFORMATION  HISTORY OF THE SOVIET UNION ^ EUR( \n:  HISTORY OF THE SOUTH  THE HISTORY OF WOMEN IN AMERICA ^ RACE, ETHNICITY / \n31 A * THE UNITED STAPES AND CHINA  EMERGENCE OF JAPAN AS A WORLD POWER ^ ENGL/ \n\n*\u003e INTERNATIONAL RELATIONS  LATIN AMERICAN STUDIES * LATIN AMERICAN SOCIETII \nUTER PROGRAMMING  LINEAR ALGEBRA  DISCRETE STRUCTURES ^ DIFFERENTIAL EQUATK \n^D APPLICATIONS  MATHEMATICAL STATISTICS AND PROBABILITY  FUNDAMENTALS OF K \nETH-CENTURY THEATRE AND FILM  THE FRENCBNOVEL FROM MME DE LA FAYETTE TO FLAUB \niNCH LITERATURE  POETRY AND PROSE OF THE RENAISSANCE AND THE REFORMATION  ' \nRS  GERMAN * GERMAN LITERATURE * GERMAN DRAMA  FRANZ KAFKA  GERMAN LIFE / \n:ZATION AND CULTURE  LATIN AMERICAN AND CARIBBEAN CIVILIZATIONS AND CULTURI \nI l-CENTURY SPANISH LITERATURE  HISPANIC THEMES^ MUSIC  HISTORY OF ]AZZ * AMERIC \ni\\JSlC OF THE CLASSICAL AND ROMANTIC PERIODS * WOMEN IN MUSIC  TWENTIETH'CENTI \n'HILOSOPHY  INTRODUCTION TO LOGIC * ETHICS ^MIND, SELF AND PERSONAL IDENTITY  L \nJTUF^' \"\"'\"'\" ^)SOPHY * KANT'S CRITICAL PHILOSOPHY  PHILOSOPHY OF LAW * SYMBOLIC LOG: \nDGE XSOPl ilCAL THEORIES OF THE SELF * PHYSICAL EDUCATION AND ATHLETICS * BC \n\n;QUAKh AND SOCIAL DANCE ^ GOLF  JAZZ  RIDING  TAP AND CLOG ^TENNIS *VOLLEYB/ \nAjNCE * BASKETBALL TEAM.  CROSS COUNTRY \\SOCCER TEAM  STUDIO DANCE THEATF \ne1::TRONICS  digital electronics * classical mechanics  thermal physics  STATI; \niYSICS  ASTRONOMY ^ GALACTIC ASTRONOMY * EXTRAG ALACTIC ASTRONOMY  POLITIC \n\nsizing OF AMERICA? * CONSTITUTIONAL LAW ^ COMPARATIVE POLITICS * U.S. FOREIGN POL \n\nCONOMIC SYSTE^ \n\nWL ENVIRONMEX \n\nOCRA \n\n\n\nGY \n'OGi \nLES  \n\u003eLE: . \nIN Al \nQFS.' \n\n^ DE^ \n\nbip- \n\n'E'CC;^ ^ ~ ^ mm MEN,Cu_,.x.^ \n\nITl I .\"^ND S (l (1 i ^^F TlWVOx\\ IAN ARTIST' \n\nENIPOIARY .  V MrvY  FAKfiLY AND^C^CIETY \n\nvVDMm, LEADERSI IIP ANFTSOCLAL CHANGE ^ THE ATL.4 \nTHE ATLANTA SEMESTER INTERNSHIP AND RESEARCH PROJECTCHINA ^ EMERGENCE OF lAI \nON DIVERSITY'' AND DIFFERENCE * INTERNATIONAL RELATIONSORIES OF MANAGEMENT .^ \n\n\n\n\nFEMALaillEN \ns^ THE C^SSIv \nITASExM^TERSEM \n\n\n\nAcademic Calendar 1 997-98 \n\n\n\nFall Semester 1997 \n\nFriday, August 22 \nFriday 'Wednesday, August 22-27 \nTuesday, August 26 \nWednesday, August 27 \nThursday, August 28 \nFriday, August 29 \nMonday, September 1 \nThursday-Sunday, October 16-19 \nWednesday-Sunday, November 26-30 \nWednesday, December 10 \nThursday-Friday, December 11-12 \nSaturday-Thursday, December 13-18 \n\n\n\nNew students arrive \nNew student orientation \nReturning students arrive \nRegistration for returning students \nRegistration for new students \nFirst day of classes \nLabor Day Holiday \nFall break \nThanksgiving break \nLast day of classes \nReading days \nFinal Exams \n\n\n\nSpring Semester 1998 \n\nMonday, January 19 \nTuesday, January 20 \nWednesday, January 21 \nThursday, January 22 \nSaturday-Sunday, March 14-22 \nFriday-Sunday, April 10-12 \nTuesday, May 5 \n\nWednesday-Thursday, May 6-7 \nThursday, May 7 \nFriday- Wednesday, May 8-13 \n\nFriday, May 15 \nSaturday, May 16 \n\n\n\nMartin Luther King, Jr. Holiday \n\nStudents arrive \n\nRegistration \n\nFirst day of classes \n\nSpring break \n\nEaster break \n\nLast day of classes \n\nReading days \n\nSenior exams begin at 2 p.m. \n\nFinals, Senior exams end on May 1 3 at noon; \n\nothers end at 5 p.m. \nBaccalaureate \nCommencement \n\n\n\nAgnes Scott College \n\nCatalog 19974999 \n\n\n\n\nAGNES \nSCOTT \n\nCOLLEGE \n\n\n\nAgnes Scott Col \n\nCatalog 1997-1999 \n\nis published by \n\nAgnes Scott College \n\n141 E. College Avenue \n\nDecatur, GA 30030 \n\nPhone: (404) 638-6285 \n\nToll free: 1 (800) 868-8602 \n\nFax: (404) 638-6414 \n\nE-mail: http://www.agnesscott.edu \n\n(cj 1997 Agnes Scott College \n\n\n\nASC Catalog 1997-1999 \n\n\n\nTable of Contents \n\n\n\n4 \n\n\nAn Overview of Agnes Scott College \n\n\n11 \n\n\nAdmission \n\n\n15 \n\n\nFinancial Aid \n\n\n19 \n\n\nOutside the Classroom \n\n\n21 \n\n\nAthletic Program \n\n\n22 \n\n\nReturn to College Program \n\n\n24 \n\n\nAcademic Program \n\n\n31 \n\n\nAcademic Honors \n\n\n33 \n\n\nAcademic Policies \n\n\n39 \n\n\nInternational Opportunities \n\n\n41 \n\n\nSpecial Curricular Opportunities \n\n\n46 \n\n\nPost- Baccalaureate Programs and Preparation for Graduate Study \n\n\n48 \n\n\nTuition and Fees \n\n\n51 \n\n\nCourses of Study \n\n\n115 \n\n\nOrganization of the College \n\n\n122 \n\n\nIndex \n\n\n124 \n\n\nDirections to the Campus \n\n\n125 \n\n\nMap \n\n\nInside Front Cover Academic Calendar 1997-1998 \n\n\n\n\n\ngnes Scott College does not discrinninate on the basis of race, color, national origin, religion, \nsexual orientation, age or disability in the recruitment and admission of students. This nondis- \ncriminatory policy also applies to all the rights, privileges, programs and activities generally \naccorded or made available to students at the College; and to the administration of educational \npolicies, scholarship and loan programs, student employment and other college-administered \nprograms. \n\nThe greatest care and attention to detail is given to the preparation of the program of the \nCollege and every effort is made to insure the accuracy of its presentation in this catalog, but the \nCollege reserves the right in its discretion to make at any time changes affecting the policies, fees, \ncurricula or other matters required to carry out the objectives and purposes of the College. Agnes \nScott College is accredited by the Southern Association of Colleges and Schools. \n\n\n\n1997-1999 Catalog \n\n\n\nAgnes Scott History \n\n\n\nThe first ripples of the Progressive Era were \ntested in the waters of Decatur, Georgia in \nJuly of 1889, when a handful of reform- \nminded Presbyterians founded a school for girls and \nwomen and named it Decatur Female Seminary. \nThat one bold step, initiated by the Rev. Frank \nHenry Games, minister of the Decatur Presbyterian \nChurch, turned the tide of education for girls and \nwomen in Georgia and set the stage for the founding \nof Agnes Scott College. In its first year, the Female \nSeminary occupied a single rented house and had \nslightly more than $5,000 in subscribed capital. In \nthat first session four \n\n\n\nteachers instructed 63 \nstudents at the grammar \nschool level. \n\nIn the spring of 1890, \nColonel George Wash- \nington Scott, a leading \nDecatur businessman, \ngave $40,000 to provide \na \"home\" for the school. \n\nColonel Scott had ear- ^^^^^^^^^^^^^^ \n\nlier provided 40 percent \n\nof the initial capital, and his gift to the new school \nwas the largest sum given to education in Georgia up \nto that time. In recognition of his interest and sup- \nport, the Board of Trustees changed the school's \nname to Agnes Scott Institute in honor of Colonel \nScott's mother. \n\nWithin 10 years the Institute gained accreditation \nas a secondary school. In 1906, it was chartered as \nAgnes Scott College and awarded its first degrees. In \n1907, the Southern Association of Colleges and \nSchools accredited the College, which became the \nfirst college or university in Georgia to receive re- \ngional accreditation. By 1920, the College earned \nthe approval of the Association of American Univer- \nsities, and six years later, the United Chapters of Phi \n\n\n\nAgnes Scott College, begun a century ago \nby a small group of Presbyterians, has \nbecome one of the leading women's colleges in \nthe United States. With approximately 700 stu- \ndents and an endowment of over $325 million, \nthe College offers a liberal arts education with an \nemphasis on connected learning and personal \ninteraction between students and faculty. \n\n\n\nBeta Kappa granted it a charter. Agnes Scott is also a \ncharter member of the American Association of \nUniversity Women and of the Southern University \nConference. \n\nThroughout its history, Agnes Scott has remained \nproud of its Presbyterian heritage and continues to \nexplore the connections between faith and learning. \nThe College values religious diversity and works hard \nto create an environment in which all faiths are \nhonored. \n\nThe College's academic program firmly adheres \nto the traditional liberal arts disciplines. Academic \nand extracurricular oppor- \ntunities supplement the \nacademic program to meet \nthe changing needs of \nwomen in our society. \nFrom modest \nbeginnings, the assets of \nthe College have grown to \ninclude an endowment of \nover $325 million. From a \nsingle house on a small \nlot, Agnes Scott has ex- \npanded to 23 buildings on 100 acres. The campus is \nincluded in the Agnes Scott-South Candler Street \nHistoric District. Since its founding in 1889, seven \npresidents have served: Frank Henry Gaines (1889- \n1923), James Ross McCain (1923-1951), Wallace \nMcPherson Alston (1951-1973), Marvin Banks Perry \nJr. (1973-1982), Ruth Schmidt (1982-1994), Sally \nMahoney, Interim (1994-95) and Mary Brown Bul- \nlock '66 (1995-present). \n\n A more detailed history of Agnes Scott College \nmay be found in Lest We Forget by Walter Ed- \nward McNair and A Full and Rich Measure by M. \nLee Sayrs '69 and Christine S. Cozzens. \n\n\n\nAgnes Scott College \n\n\n\nMission and Purpose \n\n\n\nAgnes Scott College, a liberal arts college for \nwomen, originated in the faith and vision \nof a small group of Presbyterians in Decatur, \nGeorgia. In July 1889, the Decatur Female Seminary, \nlater renamed Agnes Scott College, was organized for \nthe purpose of educating women. Since 1906, the \nCollege has offered the Bachelor ot Arts degree to \nwomen, and in 1992, the College established a Mas- \nter of Arts in Teaching Secondary English, open to \nwomen and men as required by law. \n\nThe founders of the College envisioned an insti- \ntution dedicated to excellence in higher education \nand committed to the Christian faith. Throughout \nits history, Agnes Scott College has sought to main- \ntain the ideals of its founders: \"a high standard of \nscholarship\" and \"the formation and development of \nChristian character.\" \n\nAgnes Scott College insists upon the highest \nstandards of excellence in its faculty, staff and \nstudents and provides a broad curriculum designed to \ndevelop all aspects of compassionate, inquiring per- \nsons. Its rich liberal arts curriculum seeks to enable \nwomen better to understand themselves and the \n\n\n\nworld in which they live and to integrate what they \nknow into a humane perspective. Nourished by time- \nhonored traditions as well as by new dimensions of \nliberal education, students are encouraged to develop \nintellectual independence, moral insight and indi- \nvidual creativity, to the end that they may live full \nand useful lives in their families, careers and the \nworld. \n\nAgnes Scott College affirms its relationship to the \nJudeo-Christian tradition. The values of this tradi- \ntion are central to the life of the College. The Chris- \ntian faith continues to shape the mission and purpose \nof the College. \n\nThe dialogue between faith and learning at Agnes \nScott College fosters not only academic freedom, but \nan appreciation of pluralism and a desire for diversity. \nThose who share its life are invited to share its mis- \nsion and purpose. \n\n The Board of Trustees adopted this interpre- \ntation of the charter statement of Agnes Scott \nCollege on May 13, 1988. \n\n\n\n1997-1999 Catalog \n\n\n\nAgnes Scott Values \n\n\n\nAgnes Scott College values the following goals: \n\n\n\nA Commitment to Women \n\n To a holistic approach to education for women, \nacknowledging the primacy of intellectual devel- \nopment, with integrating opportunities for physi- \ncal, social, cultural and spiritual development. \n\n To perspectives within the liberal arts tradition \nthat are particularly significant for women. \n\n\n\nA Commitment to Teacliing and Learning \n\n To academic excellence, rigor and creativity that \nengender the joy of learning. \n\n To personal interaction between students and \nfaculty with an emphasis on independent study \nand mentoring. \n\n To the utilization ot wide ranging pedagogical \ntechniques and technologies. \n\n To an emphasis on collaborative learning. \n\n\n\nA Commitment to the Liberal Arts \n\n To the experience of a broad range of liberal stud- \nies disciplines, including the humanities, fine arts, \nnatural and social sciences with significant depth \nin a disciplinary or interdisciplinary major. \n\n To the liberal arts as the indispensable foundation \nfor professional life. \n\n\n\nA Commitment to an Appreciation of Di- \nverse Cultures \n\nM To curricula reflecting a wide range of original \nsources and scholarly critiques. \n\n To a student body and a faculty who bring to \nAgnes Scott the diverse perspectives of their cir- \ncumstances, cultures and backgrounds. \n\n To respectful engagement with divergent ideas, \nphilosophies and perspectives from all members of \nthe college community. \n\nM To applied learning opportunities in local and \ninternational communities. \n\n\n\nA Commitment to a Community that Values \nJustice, Courage and Integrity \n\nM To encourage the development of a spiritual com- \nmitment and a set of values that can serve as \nsources of vitality, meaning and guidance in the \nlives of students. \n\nH To support the development of leadership skills \nand community service experiences needed to \nbecome effective contributors to one's family, \nprofession and to society and world citizenship. \n\nEndorsed by the faculty, April 1995 \n\n\n\nAgnes Scott College \n\n\n\nAn Agnes Scott Education \n\n\n\nAn Agnes Scott education \nis as enduring as our Vic- \ntorian Rebekah Scott Hall \nand as modem as our Robert W. \nWoodruff Physical Education \nBuilding, which opened in 1988. \nStudents work hard in the class- \nroom, coming to grips with the per- \nspectives and innovations sought \nby today's leaders in industry, \ngovernment and health and human \nservices. \n\nIn a spacious room in a resi- \ndence hall, students learn what is \nmost important about the human \ncondition while living in surround- \nings that echo values proclaimed \nby tradition. \n\nAt Agnes Scott, students expe- \nrience history, both physically and \nintellectually. \n\nAt the same time, they live in \ntoday's world with the advantages \nof modern architecture and tech- \nnology. \n\nAfter exploring new possibilities \nin a fully equipped laboratory, \nstudents can see the stars at the \nBradley Observatory. \n\nStudents also have rich experi- \nences outside the classroom and off \ncampus. Through our internship \nprogram, they test their education \nand emerging skills in any of a \nnumber of Atlanta area businesses \nand institutions. \n\nAgnes Scott women have \nextended the classroom to include \nthe Centers for Disease Control, \nthe Cable News Network, the \nGeorgia State Legislature, the \nFederal Reserve Bank of Atlanta, \n\n1997-1999 Catalog \n\n\n\nthe Coca-Cola Company and \nGrady Memorial Hospital. In 1995- \n96, the College launched its Pro- \ngram The Atlanta Semester: \nWomen, Leadership and Social \nChange. \n\nAt Agnes Scott College, a \nstudent's education has the depth \nand breadth of the liberal arts and \nimmediacy of the 1990s. \n\nScholarships \nand Financial Aid \n\nWe have a notable merit-based \nscholarship program that recog- \nnizes outstanding ability and \nachievement. In 1996-97, more \nthan 85 percent of the student \nbody received scholarships and/or \naid in amounts ranging from $100 \nto full room, board and tuition. \n\nWe offer a wide range of finan- \ncial aid opportunities because we \nseek an economically diversified \nstudent population. \n\nToday, the College's endowment \nper student ranks fifth among all \ncolleges and universities in the \nUnited States. Many of our pro- \ngrams have been made possible by \nthe generosity of Agnes Scott's \nfriends and alumnae. They have \nprovided endowment money that \nhas contributed substantially to the \nCollege's finances. The financial \naid package most appropriate for a \nstudent's needs should be discussed, \npersonally, with a member of the \nfinancial aid staff. For more details, \nsee FINANCIAL AID (p. 15). \n\nAn Agnes Scott education is \ntoo valuable to be denied for \n\n\n\neconomic reasons alone. \n\nLife at Agnes \nScott College \n\nAgnes Scott College is located \nin Decatur, a community of 20,000, \nonly six miles from the heart of the \nsouth  Atlanta. A great university \ncity, a great American city, a great \ninternational city and home of the \n1996 Summer Olympics, Atlanta is \nalive intellectually, culturally and \nsocially. MARTA, the city's rapid \ntransit system, takes Agnes Scott \nstudents to many parts of the city. \nProfessional theatre, dance, music \nand the visuals arts flourish. The \nRobert W. Woodruff Arts Center is \nhome to the High Museum of Art, \nthe Alliance Theatre and the \nAtlanta Symphony. The College \nEvents Series brings to the Agnes \nScott campus many world- \nrenowned performances such as the \n\"Capitol Steps,\" and speakers such \nas John Updike. The Fox Theatre, \nUnderground Atlanta and many \nother first rate facilities provide \nentertainment. \n\nIn professional sports, Atlanta is \nhome to the Falcons (football), the \nHawks (basketball) and the Braves \n(baseball) and the Knights (hockey). \n\nShopping is the best in the \nSoutheast, and there are many \nmalls and small boutiques to satisfy \nevery need. Restaurants serve \ncuisine ranging from Southern \ncooking to French to Cajun to \nKorean and new restaurants are \nopening every day. \n\nAgnes Scott is a college of ap- \n\n\n\nAn ASC Education \n\n\n\nproximately 700 students. It otters \nmany benefits over larger colleges. \nEach individual is important to the \ngrowth and spirit at Agnes Scott. \nLiving with friends and learning to \nlove them as extended family are \nessential parts of campus life. Some \nof the friendships you begin in the \nresidence hall will last a lifetime. \nAt Agnes Scott, we know how \nimportant residence living is. \nThat's why all our halls are com- \nfortable and distinctive. \n\nResidence Halls \n\nAgnes Scott, Rebekah Scott and \nInman halls have been restored to \ntheir Victorian elegance while \nmeeting today's demands for effi- \nciency and comfort. These halls \nhave recaptured their former grace \nwith period design and furnishings \n(some donated by alumnae) and \nchandeliers in their lobbies and \nparlors. All three of these halls are \nnow listed in the National Register \nof Historic Places. \n\nThere are three other comfort- \nable residence halls on campus: \nHopkins, Walters and Winship. \n\nLibrary \n\nThe McCain Library provides \nstudents with the best of two \nworlds: the individualized attention \npossible only at a small college \nlibrary and the wide range of schol- \narly materials available through \nnew technologies and resource \nsharing. The strong liberal arts core \ncollection contains nearly 200,000 \nvolumes, 28,000 microforms and \nmore than 7,000 materials in other \nmedia. Curent subscriptions sup- \nport approximately 800 periodical \ntitles, and others are available \n\n\n\nelectronically. Collections and \nstudy spaces occupy the architec- \nturally distinguished McCain \nLibrary, built in 1936. \n\nThrough the College's consor- \ntium membership in the University \nCenter in Georgia, our students \nalso enjoy access to the library \nholdings (10 million volumes) of \nnineteen local colleges and univer- \nsities. As a participant in the state- \nwide GALILEO (Georgia Library \nLearning Online) Project, the \nlibrary provides over 100 electronic \ndatabases containing periodical \n\n\n\nindexing, full-text journals, and \nreference works supporting the full \nrange of curricular programs. Librar- \nians offer one-on-one assistance, \nworkshops and other learning op- \nportunities designed to foster infor- \nmation-literacy skills for academic \nsuccess and career development. \n\nComputer Facilities \n\nThe College has invested \nheavily in technology to support \nfaculty and students. The campus is \nfully networked using the latest in \ntechnology, i.e., all locations in- \n\n\n\nExtracurricular Activities \n\n\n\nin a small community, everyone's \n talents are needed and appreci- \n\n\n\n\nIntercollegiate Soccer \n\n\n\n\nIntercollegiate Tennis \n\n\nated. At Agnes Scott, you will ex- \n\n\n\n\nIntercollegiate Volleyball \n\n\nplore old interests, develop new \n\n\n\n\nJoyful Noise - a gospel singing \n\n\nones and enjoy the special chemis- \n\n\n\n\ngroup \n\n\ntry of shared enthusiasms. \n\n\n\n\nLesbian Bi-Sexual Alliance \n\n\n Agnes Scott Outdoors \n\n\n\n\nLondon Fog - a jazz vocal group \n\n\n Agnes Scott College Community \n\n\n\n\nOracle - organization for \n\n\nOrchestra \n\n\n\n\nMuslim students \n\n\n Aquatic Scotties - synchronized \n\n\n\n\nOrientation Council \n\n\nswimming \n\n\n\n\nJhe Profile campus newspaper \n\n\n Asian Cultural Awareness \n\n\n\n\nRacism Free Zone \n\n\nStudent Association \n\n\n\n\nReligious Life Council \n\n\n The Aurora - literary magazine \n\n\n\n\nResidence Hall Association \n\n\n Biackfriars - presenting three \n\n\n\n\nReturning Student Organization \n\n\nmajor drama productions each \n\n\n\n\nThe Silhouette - student yearbook \n\n\nyear \n\n\n\n\nSocial Council \n\n\n Chimo - organization for interna- \n\n\n\n\nSpanish, French and German \n\n\ntional students \n\n\n\n\nclubs \n\n\n Circle K \n\n\n\n\nStudent art exhibits - open to the \n\n\n College Republicans \n\n\n\n\npublic \n\n\n College Young Democrats \n\n\n\n\nStudent Government Association \n\n\n Collegiate Chorale \n\n\n\n\nStudio Dance Theatre \n\n\n Day Student Organization \n\n\n\n\nTower Council \n\n\n Honor Court \n\n\n\n\nVolunteer Board \n\n\n Intercollegiate Basketball \n\n\n\n\nWitkaze - organization for \n\n\n Intercollegiate Club Softball \n\n\n\n\nAfrican-American students \n\n\n Intercollegiate Cross Country \n\n\n\n\n\n\n\nAgnes Scott College \n\n\n\nAn ASC Education \n\n\n\neluding faculty offices, classrooms, \nlabs and residence halls have net- \nwork connections. Each residence \nhall room also has cable TV con- \nnections. The campus computer \nnetwork, SCOTTLAN, is con- \nnected to the Internet, providing \naccess for all on-campus systems to \nresources such as the World Wide \nWeb. Each faculty member has his \nor her own personal computer \nsystem with access to networked \nlaser printing facilities. All student \nfacilities, including the Academic \nComputing Center (Walters), the \nthree satellite centers (Inman, \nMain, Winship), the Collaborative \nLearning Center (Alston Annex), \nthe Writing Workshop (Buttrick), \nthe Science Resource Center \n(Campbell) and the Mac Lab \n(Dana) follow the same high stan- \ndards. Other specialized facilities \ninclude the Science Workstation \nLab (Bradley Observatory), the \nInteractive Learning Center \n(Buttrick) and the Instructional \nTechnology Center (Buttrick), \nincluding the Modern Language \nLab, the Small Group Discussions \nRoom and the Faculty Develop- \nment Center. The College is com- \nmitted to keeping pace with the \nrapid changes in technology that \nenable faculty and students to \nenhance their teaching and learn- \ning experiences. \n\nCenters for Writing and \nSpealcing \n\nAt the Centers for Writing and \nSpeaking, trained student tutors \nand center directors (faculty mem- \nbers) assist students who are work- \ning on papers or other writing \nassignments and oral presentations. \n\n1997-1999 Catalog \n\n\n\nIn tutorial sessions for writing, \nstudents are encouraged to develop \ntheir own ideas and to evaluate \nhow well their writing communi- \ncates those ideas. Computers are \navailable in the Writing Center for \nstudents to use in conjunction with \na tutoring session or on their own. \nDuring tutorial sessions for speak- \ning, students are encouraged to \nclarify and develop their ideas for \neffective oral communication or to \nwork on presentation style and \nmethod. When appropriate, audio \nand video equipment is also avail- \nable to help students with their \npresentations. \n\nStudents may come to the Cen- \nter for Writing of the Center for \nSpeaking at any stage of their \nprojects. For writing, tutoring is \navailable during the day and \nevening Sunday through Friday. \nFor speaking, tutoring is available \nduring the hours posted Sunday \nthrough Friday. There is no charge \nfor the service. \n\nCollaborative Learning \nCenters \n\nThe Collaborative Learning \nCenter (CLC) is located on the \nfirst floor of the Wallace Alston \nCampus Center Annex. The CLC \nis a place for collaborative study, a \nkind of \"talking study hall.\" Stu- \ndents meet here to work together \non projects for their classes, to \nstudy for tests, to meet with tutors \nfrom various academic departments \nor to assist each other with assign- \nments. Furnished with comfortable \nchairs, work tables, good lighting \nand computers, the CLC affords \nstudents a place to confirm and \nexpand the learning processes that \n\n\n\nbegin in the classroom. \n\nThere is also a collaborative \nlearning center on the first floor of \nCampbell Hall equipped with study \nareas, resource materials and high- \nend work stations with access to \non-line resources, including the \nlibrary. \n\nChoosing Your Career \n\nEducation and preparation for \nlife after Agnes Scott are of utmost \nimportance. The Office of Career \nPlanning and Counseling encour- \nages students to make well-in- \nformed decisions about career and \nlife-style options. The office pro- \nvides individual counseling, self \nassessment aids, job search work- \nshops and other programs. \n\nThe Intern, Extern and Shadow \nPrograms offer students opportuni- \nties to learn about occupations and \nprofessions while at Agnes Scott. \nThese programs help students gain \npractical experience and learn \nmore about various occupations \nand professions. As an example, \nduring the semester break, students \ncan work for a week to gain experi- \nence in a corporate or a non-profit \nsetting. \n\nHonor System \n\nEthics and values are central to \nthe purpose, curricula and social \nlife of Agnes Scott College. \nWomen here take personal respon- \nsibility for their own integrity and \nbehavior. The Honor System, \nrarely found on campuses today, is \ngoverned by students; and each \nstudent is expected to uphold the \nhigh standards of that system. The \nHonor System offers students the \nprivilege of unproctored exams. \n\n\n\nAgnes Scott Today \n\n\n\nFor more than a century, Agnes Scott College \nhas been educating women and cultivating \nleaders. And as private liberal arts colleges \nbecome more and more homogenized, Agnes Scott's \nnational reputation and financial endowment con- \ntinue to distinguish it. The College's commitment to \nsuperior women's education, its unusually challeng- \ning academic environment, its proximity to Atlanta \n(one of the fastest-growing major cities in America), \nits wealth of career, social, cultural and educational \nresources and the largest per-student endowment of \nany national liberal arts college (the fifth largest of \nany U.S. college or university), place it ahead of the \nrest. \n\nOne hundred percent of the College's faculty \nmembers hold the highest degree in their fields. \nThey have earned Ph.D.s from institutions such as \nPrinceton, MIT, Cal-Berkeley, Yale and Duke. And \nthey stay current in their disciplines by researching, \nnetworking with colleagues and publishing in lead- \ning academic journals. Many students and professors \nwork side-by-side on research projects, gaining first- \nhand experience and knowledge in their majors and \nboosting their future credibility in graduate school or \ncareer. \n\nAgnes Scott's respect for the past and excitement \nabout the future are apparent in every aspect of cam- \npus life. With its Gothic and Victorian architecture, \nthe College is the centerpiece of the Candler Street- \nAgnes Scott College Historic District. But the Col- \nlege is not \"stuck\" in the past. This dynamic institu- \ntion is implementing a well-devised plan to increase \n\n\n\nenrollment and expand and update campus facilities \nto accommodate such growth. Expansion and reno- \nvation of the student center and McCain Library \nwill begin a wave of growth that will extend into the \nnext century. \n\n^X'^lile the College has a constant eye toward the \nfuture, Agnes Scott holds dear its traditions. The \nHonor Code, the cornerstone of life at Agnes Scott, \nlets students enjoy self-scheduled exams and \nunproctored tests. Black Cat, a week-long spirit com- \npetition, galvanizes the student body every October \nand the annual Ring Ceremony is the high point of \nSophomore Family Weekend. \n\nThe College is also committed to linking the \nstudent body to the world in many ways. With com- \nputer connections in every residence hall room, \ncomputer satellite stations all over campus and such \nconnections as SOPHIA (Scott's Online Phenom- \nenal Information Access) and GALILEO (Georgia \nLibrary Learning Online), every student has a \"vir- \ntual connection\" to the world around her. \n\nAnd our commitment to experiential learning \nthrough such programs as the Atlanta Semester, \ninternship study, the Global Awareness Program and \nthe Global Connections Program (students have \ntraveled to Japan, India, Greece and England in \nrecent years), \"literally\" links the students to an ever- \nshrinking world. \n\nYou can bet that these sorts of connections make \na world of difference in the lives of women who are \ngoing to lead the world in the future. \n\n\n\n10 \n\n\n\nAgnes Scott College \n\n\n\nAdmission \n\n\n\nA gnes Scott College admits \n/ \\ students of diverse back- \njL JL grounds, interests and \ntalents whose academic and per- \nsonal qualities promise success. \nQualified women of any race, age, \ncreed, national or ethnic origin are \nencouraged to apply. The College \nadmits qualified students with \ndisabilities and makes every effort \nto meet the needs of such students. \nAgnes Scott College is authorized \nunder federal law to enroll nonim- \nmigrant foreign nationals. \n\nThe Office of Admission, under \npolicies and standards established \nby the faculty, considers each \nstudent's application and examines \nevidence of sound academic prepa- \nration, ability, motivation, maturity \nand integrity. Every completed \napplication receives a thorough \nreview. Agnes Scott admits well- \nqualified students without regard to \n\n\n\nfinancial need. An applicant's \nfinancial situation is considered \nafter an admission decision has \nbeen made. Students are admitted \non the basis of their academic and \npersonal records and promise, not \non family financial circumstances. \n\nGeneral information \n\nThe Application \n\nApplications for undergraduate \nadmission are distributed by the \nOffice of Admission. \n\nThe application for admission \nshould be mailed, together with a \nnonrefundable application fee, to: \n\nOffice of Admission \n\nAgnes Scott College \n\n141 E. College Ave. \n\nDecatur, Georgia 30030 \n\nThe $35 fee may be submitted \nin the torm of a check or money \norder to Agnes Scott College. The \n\n\n\nOffice of Admission considers \nrequests for fee waivers on an indi- \nvidual basis. \n\n\n\nEntrance Requirements \n\nA student's record of achieve- \nment in secondary school is the \nmost reliable indicator of college \nsuccess. Successful candidates for \nadmission usually graduate in the \ntop 20 percent of their high school \nclass and present a minimum of \nfour academic units each year. \nCourses include four years of \nEnglish, two years of one foreign \nlanguage, three years of mathemat- \nics (algebra 1 and II, geometry), \none or more years of laboratory \nscience (biology, chemistry, phys- \nics) and one or more years of social \nstudies. Students may be accepted \nwithout the recommended number \nof courses in a particular field. \n\n\n\nFinancial Aid \n\n\n\nThe Financial Aid program at \nAgnes Scott is designed to \nmake an Agnes Scott education \naffordable to every student who is \nadmitted. The financial need of a \nstudent accepted for admission is \nevaluated by the Financial Aid \nOffice. A financial aid plan is devel- \noped consisting of grant, loan and \nwork components. For more infor- \nmation, see FINANCIAL AID (p. 15). \nDuring the academic year 1996- \n97, grant, loan and work funds were \n\n\n\nused by more than 85 percent of the \nstudent body to meet their educa- \ntional expenses. \n\nThe College also offers scholar- \nships based on merit rather than \nneed. Awarded annually they are \nrenewable and range from $2,000 to \nfull tuition, room and board. Aca- \ndemic scholarships usually have \nearly application deadlines and \ninterested applicants should call the \nOffice of Admission for details. \n\n\n\n1997-1999 Catalog \n\n\n\nEntrance Examinations \n\nApplicants must present results \nof either the Scholastic Assessment \nTest (SAT 1) or the American \nCollege Test (ACT). These exami- \nnations should be taken in the \nspring of the junior year or by De- \ncember of the senior year in high \nschool. The highest scores pre- \nsented by an applicant are consid- \nered. \n\nInformation about the SAT 1 \nand ACT may be obtained in high \nschool guidance offices. For infor- \nmation, write: \n\n College Board Admissions \n\n11 \n\n\n\nAdmission \n\n\n\nTesting Program \nBox 592 \n\nPrinceton, NJ 08541 \n Test Administration \n\nDepartment \nAmerican College Testing \n\nProgram \nPO. Box 168 \nIowa City, 10 52243 \n\nAdvanced Placement Credit \n\nCredit toward the Agnes Scott \ndegree may be given for scores of \nfour or five on the following Ad- \nvanced Placement Examinations \nof the College Entrance Examina- \ntion Board (CEEB) taken in sec- \nondary school. Art (history, stu- \ndio), biology, chemistry (student \nmay submit application for lab \ncredit), economics (macro, mi- \ncro), English (language and com- \nposition, literature and composi- \ntion), French (language, litera- \nture), German (language), history \n(American, European), political \nscience  government and politics \n(comparative, U.S.), Classics \n(Vergil, Latin lyric), mathematics \n(calculus AB or BC; 3 credits \ngranted if student receives a score \nof 3 and completes MAT 119 with \na grade of C or better), music \n(theory), physics (B, C mechanics, \nelectricity and magnetism), psy- \nchology, Spanish (language, litera- \nture). \n\nCredit toward the Agnes Scott \ndegree may be given for scores of \nfive, six, or seven on the higher \nlevel examinations of the Interna- \ntional Baccalaureate taken in \nsecondary school. \n\nStudents who have participated \nin joint enrollment programs with \n\n12 \n\n\n\naccredited colleges and universi- \nties may receive credit for grades \nof C or better if the college issues \nan official transcript and certifies \nthat the course was a regular \ncollege course taught by a regular \nmember of the college faculty. \nFinal determination of credit for \njoint enrollment courses will be \nmade by the dean or assistant \ndean of the college. \n\nAll inquiries and materials \nconnected with advanced place- \nment credit should be directed to \nthe assistant dean of the college. \n\nInterviews \u0026 Overnight Visits \n\nAn on-campus mterview is \nstrongly recommended but not \nrequired for all candidates. The \nstudent becomes better ac- \nquainted with the College and a \nvisit is very useful when making \nthe final college choice. An inter- \nview is also helpful to the Office \nof Admission when evaluating an \napplication. Student-led tours, \nclass visits and overnight stays in \nresidence halls can be scheduled \nas part of the visit. To schedule an \ninterview, write or telephone the \nOffice of Admission at least a \nweek in advance. \n\nAgnes Scott alumnae are \navailable in many areas of the \ncountry to talk to prospective \nstudents about Agnes Scott. \n\nCandidates for admission can \nfind the name and address of the \nalumnae representative closest to \nthem by contacting the Agnes \nScott Office of Admission. \n For information call or \nwrite: \n\nOffice of Admission \n\n\n\nAgnes Scott College \n141 E. College Avenue \nDecatur, Georgia 30030 \n(404) 638-6285 \nNational 1-800-868-8602 \nFax (404) 638-6414 \nE-mail \nadmission@agnesscott.edu \n\nHealth Record \n\nAll applicants who accept the \nCollege's offer of admission must \nsubmit a complete medical history, \nincluding a certificate of examina- \ntion by their physicians, as well as \nresults of immunizations and chest \nX-ray. Entrance Health Record \nForms are mailed to enrolling stu- \ndents and must be received by the \ndirector of the health center by \nAugust 1. \n\nSecondary \nSchool Students \n\nApplying as a Senior \n\nSeniors should apply for admis- \nsion before the priority deadline \n(March 1 ) of the senior year. Cre- \ndentials required are: a completed \napplication form, a high school \ntranscript, essay, scores from the \nScholastic Assessment Test (SAT \nI) and/or the American College \nTest (ACT), a guidance \ncounselor's recommendation and a \nteacher's recommendation. Agnes \nScott admits students according to \nthe following application plans: \n\n1 Early Decision/First Choice \n\n(The applicant agrees to withdraw \nall other college applications after \nreceiving notice of admission and \nfinancial aid from Agnes Scott.) \n\nAgnes Scott College \n\n\n\nAdmission \n\n\n\nApplication deadline: \n\nNovember 15 \n\nNotification date: December 15 \n\n2 Scholarship Decision \n\nApplication deadline: January 5 \nNotification date: January 25 \n\n3 Regular Decision \n\nApplication deadline: March 1 \nNotification: Beginning \nMarch 1 \n\n\n\nPart-time Students \n\nStudents may elect to enroll \ninitially at Agnes Scott on a part- \ntime basis, if their circumstances \nmake full-time attendance imprac- \ntical. Students wishing to enroll on \na part-time basis should discuss \nthat option with an admission \nrepresentative in the Office of \nAdmission and indicate their inter- \nest in enrolling part-time on the \nregular application for admission. \nPart-time students are not subject \nto the minimum course load re- \nquirement, but they are subject to \nthe following time limits for \ncompletion of the degree: a) eight \nyears after enrollment if classified \nas a first-year student; b) six years \nafter enrollment if classified as a \nsophomore; c) four years after en- \nrollment if classified as a junior or \nsenior. \n\n\n\nJoint Enrollment \n\nSome high school seniors are \nready to take college courses before \ngraduation. Under the Joint Enroll- \nment Program, high school seniors \n(male or female) may take some \ncourses at Agnes Scott. These \n\n\n\nstudents must be approved for \nadmission by the director of admis- \nsion and are admitted to specific \ncourses by the assistant dean ot the \ncollege. A candidate must submit a \nhigh school transcript, a record of \nSAT 1 or ACT scores and a letter \nfrom the high school counselor \ngiving a general recommendation \nand specific course approval. \n\nAdmission after Junior \nYear of Highi Schiool \n\nA student judged to be ready for \ncollege after her junior year of high \nschool may be admitted to Agnes \nScott College as an early admission \nstudent. The student must be ma- \nture, academically prepared and \nstrongly recommended for this \nprogram by her school. Most high \nschools grant a diploma after a \nstudent completes first-year courses \nat Agnes Scott. A student consid- \nering this possibility should consult \nher high school guidance office. \nSuccessful applicants are classified \nas first-year students at Agnes \nScott and use the normal applica- \ntion procedures and dates. An \nadmission interview is required of \nall early admission applicants. \n\nHome Schiool Students \n\nHome school students are evalu- \nated individually, although greater \nemphasis is often placed on stan- \ndardized test scores and writing \nsamples. Students should he en- \ncouraged to provide as much infor- \nmation about their curriculum as \npossible through the admission \nprocess. Interviews and SAT 11 \nsubject tests in areas such as \n\n\n\nEnglish and math are strongly \nrecommended. \n\n\n\nInternational Students \n\nInternational students are en- \ncouraged to send their completed \nforms early in order to avoid postal \ndelays. Foreign nationals whose \nfirst language is not English should \nalso submit the results of the Test \nof English as a Foreign Language \n(TOEFL). Information may be \nobtained from the local U.S. Office \nof Information or by writing to the \nTOEFL Program, Educational \nTesting Service, Box 899, \nPrinceton, New Jersey 08541. \n\n\n\nCollege \nStudents \n\n\n\nTransfer Students \n\n\n\nAgnes Scott welcomes applica- \ntions from transfer students, in- \ncluding graduates of two-year col- \nleges. Transfer applicants are ad- \nmitted on the basis of academic \nand personal achievement and \nmotivation. In addition to com- \npleted application forms, each \napplicant must submit standardized \ntest score results (SAT 1 or ACT), \nan official transcript of high school \nand college work, one letter of \nrecommendation from a college \nprofessor who taught the applicant \nan academic subject and a state- \nment of good standing. Students \nwho are on probation or have been \ndismissed will not be admitted to \nAgnes Scott College. \n\nTransfer students are also urged \nto visit Agnes Scott for an mter- \nview in the Office of Admission. \n\nTransfer students must complete \n\n\n\n1997-1999 Catalog \n\n\n\n13 \n\n\n\nAdmission \n\n\n\nthe junior and senior years at \nAgnes Scott and earn a minimum \nof 60 semester hours in academic \nsubjects at the College. \n\nTransfer applications are \naccepted for the fall and spring \nsemesters. Admission decisions are \nmade and announced as applica- \ntions are completed and openings \nremain available. \n\nTransfer credit may be given for \ncourses taken at accredited institu- \ntions, provided the student has \nearned a grade of C or better and \nthe courses fall within the scope of \nAgnes Scott's curriculum. Students \nwishing to apply a substantial por- \ntion of work earned elsewhere \ntoward their major should check \nwith the assistant dean of the \ncollege. \n\nTransient Students \n\nStudents in good standing at \nother colleges may apply as tran- \nsient students at Agnes Scott for \none or more semesters and take one \nor more courses. A request for \nadmission as a transient student \nshould be filed in writing with the \nassistant dean of the college and \n\n\n\nsupported by the following items \nsent at the student's initiative: a \ntranscript of record, including a \nstatement of good standing and a \nletter of approval from the \nstudent's college dean, indicating \napproval of the plan and of \nspecific courses to be taken for \ntransfer credit. \n\nStudent \nDisabilities \n\nAgnes Scott complies with \nSection 504 of the Rehabilitation \nAct of 1973. Agnes Scott accepts \nstudents with documented disabili- \nties who can successfully pursue a \ndemanding and rigorous college \nprogram. \n\nStudents with documented \ndisabilities, including learning \ndisabilities, meet with the assistant \ndean of the college or the associate \ndean of students to determine ap- \npropriate and feasible accommoda- \ntions. Faculty and staff are notified \nonly in those cases in which a \nspecific request from a student has \nbeen made. \n\nAcademic accommodations \nmay include use of taped textbooks \nor readings, adjusted times for \n\n\n\nexaminations and projects or use of \nword processing for examinations \nand are determined on an indi- \nvidual basis. The request for ac- \ncommodation and documentation \nof the disability are maintained in \nthe student's file in the registrar's \noffice. The student must work with \nthe faculty to determine appropri- \nate and reasonable accommoda- \ntions given the nature of the course \nwork. The assistant dean of the \ncollege assists in establishing these \naccommodations. The student \nmust specify for which courses she \nis making the request. Under cer- \ntain circumstances, students may \nrequest an exemption to a specific \nor distributional requirement by \nconsulting with the assistant dean \nof the college. Approval of the \ndean of the college is required for \nthese exceptions. \n\nResidence hall accommodations \nmay include appropriate placement \nin a residence hall or the installa- \ntion of an alarm for a hearing prob- \nlem. Assistance can be given for \nplanning traffic routes on campus \nor any other special circumstances. \n\n\n\n14 \n\n\n\nAgnes Scott College \n\n\n\nFinancial Aid \n\n\n\nThe financial aid program at \nAgnes Scott is designed to \nmake an Agnes Scott educa- \ntion affordable to every student who \nis admitted. The financial need ot a \nstudent accepted for admission is \nevaluated by the Financial Aid \nOffice. \n\nThe College also offers scholar- \nships based on merit rather than \nneed. Awarded annually, the schol- \narships are renewable and range \nfrom $2,000 to $20,345. \n\nAgnes Scott offers scholarships \nand awards based on a variety of \ncriteria. All scholarships and \nawards are renewable for a maxi- \nmum of three additional years. The \nOffice of Admission can provide \nfurther information about the \nscholarship and awards program. \n\nB Honor Scholarships range \nin value from $12,000 to $20,345. \nStudents must submit the admis- \nsion and scholarship/award applica- \ntions by January 5. Recipients are \nselected on the basis of outstanding \nacademic achievement and prom- \nise. \n\n11 Nannette Hopkins Schol- \narships in music are awarded to \nentering students planning to ma- \njor in music on the basis of musical \ntalent and promise. These scholar- \nships range in value from $2,000 to \n$8,500 per year. Contact the Office \nof Admission about auditions. \n\nM Achievement Awards in \nthe amount of $7,000 are awarded \non the basis of academic achieve- \nment and demonstrated involve- \nment in school or community. \n\n1997-1999 Catalog \n\n\n\nApplicants should submit the ad- \nmission and scholarship/award \napplications by March I tor priority \nconsideration. \n\nCommunity Service \nAwards are awarded to students \nwho show demonstrated involve- \nment in service activities through \nschool, the religious community, or \nan agency or foundation. Appli- \ncants are required to provide an \nexpanded resume ot their activities. \n\nI Middle Income Assis- \ntance Awards ranging in value \nfrom $3,000 to $6,000 are awarded \nto students who do not qualify for \nsignificant assistance based on their \nfinancial circumstances or admis- \nsion credentials, yet may not be \nable to afford the cost of private \nhigher education. Applicants \nshould submit their admission and \nfinancial aid applications by March \n1 tor priority consideration. \n\nii HOPE Matching Awards \nin the amount of $3,000 are \nawarded to Georgia HOPE Schol- \nars who apply for the HOPE Schol- \narship by submitting the Georgia \nTuition Equalization Grant appli- \ncation or the Free Application for \nFederal Student Aid. \n\nNational Presbyterian \nCollege Scholarships of up to \n$ 1 ,400 are awarded to entering \nfirst-year students who are mem- \nbers of the Presbyterian Church \n(U.S.A.) Selection is based on \nscholastic ability and family finan- \ncial circumstances. Applications \nare available from the National \nPresbyterian Church. \n\n\n\n'^: Marie L. Rose Scholar- \nship in the amount ot $1,000 is \nawarded by the Huguenot Society \not America to a rising sophomore, \njunior or senior who presents proof \nof eligibility as a Huguenot descen- \ndant. The Financial Aid Office has \nthese applications, which must be \nsubmitted no later than April 15. \n\n~ Scholarships for DeKalb \nCollege Graduates are valued at \n$8,000 per year. Recipients must \nhave graduated from DeKalb Col- \nlege within the 12 months prior to \nbeginning at Agnes Scott. \n\nM Transfer Scholarships are \navailable to transfers who apply by \nthe transfer priority deadline of \nMay 1. Contact the Office of Ad- \nmission for additional information. \n\n\n\nFinancial Aid Based on \nFamily Financial \nCircumstances \n\nAgnes Scott has substantial \nresources to provide need-based \nassistance. An Agnes Scott finan- \ncial aid award usually combines \none or more grants, a Federal \nStafford Student Loan and the \noffer of campus employment. If \nstudents choose to decline any \nportion of their financial aid pack- \nage, they must use their own re- \nsources to replace these funds. \n\nGovernment Sources Of \nFinancial Assistance \n\nS State of Georgia Grants. \n\nQualified Georgia residents are \nautomatically eligible tor the Geor- \n\n15 \n\n\n\nFinancial Aid \n\n\n\ngia Tuition Equalization Grant (in \n\nthe amount of $1,000 in 1996-97). \nTo qualifv', a student must have \nbeen a legal resident of Georgia for \nthe 12 months immediately preced- \ning enrollment at Agnes Scott and \nmust be registered for at least 1 2 \nsemester hours 14 days after the \nend of the drop/add period. The \nGeorgia Tuition Equalization \nGrant is not based on the financial \nsituation of the student's family. It \nrecognizes the important role pri- \nvate colleges play in reducing the \ncost to taxpayers for the education \nof Georgia citizens. Applications, \nwhich must be filed yearly, can be \nobtained from the Agnes Scott \nFinancial Aid Office. \n\nGeorgia residents who are full- \ntime students and who demonstrate \nsubstantial financial need may also \nqualify for the Student Incentive \nGrant. These awards ranged from \n$500-$ 1,000 for the 1996-97 aca- \ndemic year. \n\nIn addition, HOPE scholars are \neligible to receive a HOPE Schol- \narship in the amount of $3,000. \n\nM Federal Programs. Two grant \nprograms provide federal grant \nfunds. The Federal Pell Grant \nprogram makes need-based awards \nbased on information provided on \nthe Free Application for Federal \nStudent Aid (FAFSA). These \ngrants were for a maximum of \n$2,470 for 1996-97. Federal \nSupplemental Educational Oppor- \ntunity Grants range from $100 to \n$4,000. Completing the FAFSA is \nall that is necessary to apply for \nboth of these programs. \n\nFederal Work-Study Program \nfunds provide a portion of salaries \n\n16 \n\n\n\npaid to students who are awarded \ncampus jobs as a part of their finan- \ncial aid package. \n\nThe Federal Stafford Student \nLoan Program enables students to \nborrow directly from banks, credit \nunions, savings and loan associa- \ntions and other participating \nlenders. Students must complete \nthe Free Application for Federal \nStudent Aid to be eligible to apply \ntor a Federal Stafford Loan. The \nlow interest loans are repayable \nbeginning six months after ceasing \nenrollment on a half-time or \ngreater basis. The Federal Stafford \nLoan Program limits the amount \nwhich students may borrow annu- \nally to $2,625 for first-year stu- \ndents, $3,500 for sophomores, \n$5,500 for juniors and seniors and \n$8,500 for graduate students. \n\nIf the results of the aid applica- \ntion indicate that the student is \neligible for an interest subsidy, the \nfederal government will pay the \nstudent's interest while she is \nattending an eligible institution on \na half-time or greater basis. Stu- \ndents who are not eligible for the \ninterest subsidy may borrow under \nthe Federal Stafford Loan Program; \nhowever, the student is responsible \nfor the accrued interest, which \neither may be paid on a periodic \nbasis or added to the loan principal. \n\nAny student who has difficulty \nlocating a Federal Stafford Loan \nlender should contact the Agnes \nScott College Financial Aid Office. \n\nApplication \nProcedures \n\nAgnes Scott requires all finan- \ncial aid applicants to complete the \nFree Application for Federal Stu- \n\n\n\ndent Aid. Additionally, all entering \nstudents who wish to be considered \nfor Agnes Scott grants based on \ntamily financial circumstances are \nrequired to complete the Agnes \nScott College Financial Aid Appli- \ncation. Prospective students should \nindicate their interest in financial \nassistance on the Agnes Scott \napplication for admission. \n\nTransfer applicants, applicants \nfor readmission and Return to \nCollege applicants may obtain the \napplications from the Office of \nAdmission. \n\nCurrently enrolled students \nseeking aid for the next session \nshould obtain the applications from \nthe Financial Aid Office. Instruc- \ntions for applying are posted on the \nofficial bulletin board in January. \n\nDetermination \nof College Awards \n\nThe financial aid office uses the \ninformation provided on the finan- \ncial aid applications to determine \nthe amount of family resources \nwhich should be available to the \nstudent for college expenses. \nAmong the factors used in the \nanalysis are: family and student \nincome and assets, taxes, the num- \nber of people in the household, the \nage of the older parent and the \nnumber of children in college. \n\nThe processed financial aid \napplication must be received in the \nFinancial Aid Office by May 1 to \nreceive a priority package. \n\nStudents also must inform the \nFinancial Aid Office of any signifi- \ncant changes in the financial \nsituation of their families which \nmight require an increase or \ndecrease in aid. \n\nAgnes Scott College \n\n\n\nFinancial Aid \n\n\n\nNotification of Awards \n\nStudents are notified of their \nfinancial aid award for the coming \nsession as soon as possible after the \nFinancial Aid Office receives their \nprocessed financial aid applications. \n\nConfidentiality \nof Awards \n\nSince the amount of an award \nreflects a family's financial circum- \nstances, college personnel consider \nthe award a private matter be- \ntween the student, her parents and \nthe Financial Aid Office. In accor- \ndance with the legislation titled \n\"The Family Educational Rights \nand Privacy Act of 1974,\" Agnes \nScott will not release this informa- \ntion to others without the student's \nwritten consent. \n\nStudent \nResponsibilities \n\nStudents interested in financial \nassistance at Agnes Scott must \napply for all federal and state \ngrants which may be available to \nthem. Students are encouraged to \ninvestigate the possibility of aid \nthrough community agencies, local \nfoundations, corporations, unions \nand religious and civic groups. \n\nStudents are responsible for \nknowing and complying with all \ninstructions and regulations of the \nvarious student assistance pro- \ngrams. \n\nFinancial aid awards are made \nfor one year and are renewable on \nevidence of continued eligibility as \nindicated by the results of com- \npleted financial aid applications \neach year. All financial aid pro- \ngrams must be applied for annually. \n\nAll students must make satisfac- \n\n\n\ntory progress toward the comple- \ntion of their degree to continue to \nreceive financial assistance. \n\nStudents receiving financial \nassistance who withdraw from the \nCollege during the refund period \nmay not receive refunds personally. \nInstead, the refund will go back \ninto the various accounts of the \nprograms from which funds were \nissued. In cases where students \nwithdraw from the College and \nhave received cash for non-direct \neducational expenses, repayment of \nunused funds may be necessary. \n\nDuration \n\nof Aid Eligibility \n\nNormally Agnes Scott College \nfunded assistance is available only \nfor the equivalent of eight semes- \nters of full-time study. Students \nwho attend part time or who trans- \nfer in credits from an institution in \nwhich they previously were ma- \ntriculated or degree-seeking, will \nhave their aid eligibility prorated \naccordingly. \n\nStudents are eligible to receive \nTitle IV federal financial aid for no \nmore than 12 full-time equivalent \nsemesters of study. Eligibility will \nbe prorated for transfer and part- \ntime students. For example, a Re- \nturn to College student who enrolls \nas a first semester junior and at- \ntends half-time each semester, will \nbe eligible to receive federal finan- \ncial aid for no more than 12 semes- \nters. \n\nStudents who drop or add \ncourses during the first ten calen- \ndar days of the semester will have \ntheir financial aid awards revised to \nreflect any change in enrollment \nstatus (full-time, three-quarter time \n\n\n\nor half-time). Hours dropped after \nthat period will be included in the \ncomputation of the student's dura- \ntion of financial aid eligibility. \n\nSatisfactory \nAcademic Progress \n\nTo receive financial assistance \nat Agnes Scott College through \nprograms authorized by Title IV of \nthe Higher Education Act as \namended, through state adminis- \ntered programs and through Col- \nlege funded programs a student \nmust maintain satisfactory aca- \ndemic progress. \n\nThe standards of progress and \ncriteria for academic probation as \ndescribed in the college catalog \nalso determine financial aid proba- \ntion. When a student is placed on \nacademic probation, she is also \nplaced on financial aid probation \nand is sent written notification. If a \nstudent continues on academic \nprobation for a third consecutive \nsemester, her financial aid is \nterminated. \n\nAll Agnes Scott Scholarships \nbased on merit require specific \nacademic achievement for renewal. \nThe requirements vary and are \nincluded in the scholarship notifi- \ncation. \n\nAppeals and \nReinstatement of Aid \n\nA student may appeal the termi- \nnation of her financial aid. If cir- \ncumstances warrant it, the finan- \ncial aid may he reinstated. A writ- \nten appeal must be submitted to \nthe director of financial aid by the \ndate specified on the notification \nto terminate aid. Students receive \nwritten notification of the decision \n\n\n\n1997-1999 Catalog \n\n\n\n17 \n\n\n\nFinancial Aid \n\n\n\nregarding appeal. \n\nIf the appeal for continuation of \nfinancial aid is denied, the student \ncan regain eligibility for financial \naid by attending at her own ex- \npense and accumulating the hours \nand/or raising her cumulative GPA \nto the level required to regain good \nstanding. \n\nIf a student is dismissed or with- \ndraws from the College while \nineligible for financial aid for fail- \nure to make satisfactory academic \nprogress, she can request a rein- \nstatement of aid eligibility upon \nreadmission to the College by \nsending a written request to the \ndirector of financial aid. If circum- \nstances warrant it, the financial aid \nmay be reinstated. Students receive \nwritten notification of this deci- \nsion. \n\nStudents who wish to appeal the \ntermination of their merit-based \nscholarships may appeal to the \ndirector in writing. Students re- \nceive a written response regarding \nthe decision on the appeal. \n\nOther Financing \nOptions \n\nThe College offers several other \noptions for financing an Agnes \nScott education. These programs \nare designed to help a student's \nfamily manage their resources in \nways which will enable them to \nmake their expected contribution \ntoward college costs. \n Detailed information on these \n\nprograms is available in the \n\nFinancial Aid Office. \n\n Parent Loan Plan. The Agnes \nScott Parent Loan Plan is funded \nby the College for families who \n\n18 \n\n\n\nwish to obtain loans ranging from \nannual amounts of $1,000 to \n$7,500 at a low interest rate. Re- \npayment is made monthly over an \nextended period. Contact the \nAgnes Scott College Financial Aid \nOffice for further information. \n\n Federal Parent Loan for \nUndergraduate Students \n(PLUS). The Federal Loan \nProgram enables parents of en- \nrolled students to make federally \ninsured loans at a low interest rate \nthrough banks, credit unions, sav- \nings and loans. Parents may borrow \na maximum of the cost of educa- \ntion less other financial assistance. \n\nH AchleverLoan The \n\nAchieverLoan from the Knight \nCollege Resource Group is a long- \nterm loan program for parents who \nwish to spread college costs over a \nlonger period of time (up to fifteen \nyears). \n\n Agnes Scott College Ten- \nMonth Payment Plan. For par \n\nents of dependent students and for \nindependent students who wish to \nmeet educational expenses without \nborrowing, the Agnes Scott \nPayment Plan divides college costs \ninto ten interest-free monthly \npayments. For renewal, an applica- \ntion, with fee, must be filed \nannually. \n\nReturn to College \nStudents \n\nFinancial assistance is available \nfor full- or part-time study to \nwomen pursuing their first \nbachelor's degree who demonstrate \n\n\n\nfinancial eligibility or who are \neligible for the Middle Income \nAssistance Grant or the Scholar- \nships for DeKalb College graduates. \nFor most financial aid programs, \nrecipients must enroll each semes- \nter for a minimum of six semester \nhours of credit. Financial aid \nawards for Return to College stu- \ndents usually consist of grant and \nloan funds. \n\nReturn to College applicants \nwho wish to apply for financial \nassistance should file their aid \napplications at least two months \nprior to the beginning of the se- \nmester for which they plan to en- \nroll. (See previous information for \ndetails.) \n\nLoan assistance is available to \ndegree seeking students who al- \nready have a bachelor's degree and \nto post-baccalaureate students \nenrolled in a course of study re- \nquired for teacher certification or \nfor entrance into graduate school. \n\ninternational Students \n\nA limited amount of financial \naid based on need is available for \ninternational students. Interna- \ntional students may obtain both \nthe CSS Declaration and Certifica- \ntion of Finances and the Financial \nAid Application for Students in \nForeign Countries from the Office \nof Admission. \n\nInternational students must be \nable to provide their own transpor- \ntation, vacation and summer \nexpenses and health insurance. \n\nMarch 1 is the deadline for \nreceipt of all admission and finan- \ncial aid documents from interna- \ntional students interested in aid. \n\nAgnes Scott College \n\n\n\nOutside the Classroom \n\n\n\nAt Agnes Scott College the \nentire community works \ntogether to help incoming \nstudents successfully begin their \ncollege careers. The orientation \nprocess begins before a new student \narrives on campus and continues \nthroughout her first year. Struc- \ntured programs include faculty \nadvising, course selection and \nplacement tests, as well as formal \nintroductions to campus student \norganizations. \n\nNew students also get to know \nAgnes Scott through personal, less \nformal programs. For example, each \nin-coming student is assigned an \nupper class student as a \"big sister.\" \nThis big sister contacts the new \nstudent during the summer before \nher first semester and continues the \nspecial relationship through that \nstudent's first year at Agnes Scott. \nWe also encourage social involve- \nment through activities such as \nweekend events in the Atlanta \narea, on-campus parties with stu- \ndents from other colleges and \nAgnes Scott student participation \nin events on other Atlanta cam- \npuses. \n\nInternational students, minority \nstudents, transfer students and \nReturn to College students are \noffered additional orientation pro- \ngrams tailored to their needs. All \nstudents are welcomed and encour- \naged to become vital members of \nthe campus community. \n\n\n\n1997-1999 Catalog \n\n\n\nLiving Arrangements \n\nOur residence halls are almost \nentirely self-governing. A senior \nresident and a resident director \nare assigned to each hall as \nneeded. These residential staff \nmembers are supervised by the \nassociate dean of students. The \nStudent Handbook, given to each \nstudent on arrival, explains all \ncampus regulations. \n\nAll of our rooms cost the same. \nExcept for Return to College \nstudents, all full-time students \nmust live in a College residence \nhall or with parents or other rela- \ntives. Any student who wishes to \nchange her residency status must \nhave the permission of the dean of \nstudents. \n\nIn the event that a student's \nconduct indicates that she is not \nin sympathy with the ideals and \nstandards of the College's resi- \ndence life policies or is not mature \nenough to reside on campus, the \ndean of students may terminate \nthe student's resident status. \n\nStudent Activities \n\nThe majority of student activi- \nties are held in the Wallace \nMcPherson Alston Campus Cen- \nter. This two-building facility was \ndesigned to meet a variety of \nneeds. The Alston Center has a \nU.S. Post Office, student lounges, \na snack bar, three racquetball \ncourts, a studio dance area and \nthe chapel. The Alston Annex \nhouses student government offices \nand a lounge for commuting stu- \n\n\n\ndents. The director of student \nactivities plans social, cultural, \nintellectual and recreational \nactivities for students. \n\nEach year students have an \nopportunity to submit lists of their \nactivities and offices held, intern- \nship or campus jobs for inclusion \non an activities transcript. The \ntranscripts may be requested in the \nregistrar's office. \n\nStudent Government \n\nAgnes Scott is a community \nthat values open communication \namong faculty, students and admin- \nistrators. The Student Government \nAssociation acts as a formal liaison \nbetween the students and the ad- \nministration. Through this associa- \ntion, students are, to a large extent, \nself-governing as they assume re- \nsponsibility for many policies and \nregulations. The Student Handbook \nincludes more information about \nstudent government. \n\nHealtli Services \n\nStudent Health Services are \nprovided on campus under the \ndirection of a nationally certified \nnurse practitioner working with \nphysician consultants in internal \nmedicine, gynecology and \npsychiatry. Services include evalua- \ntion and treatment of common \nhealth problems, health education \nand counseling. When necessary, \nthe professional staff can refer \nstudents with specific health prob- \nlems to the medical director or to \nother specialists for evaluation and \n\n19 \n\n\n\nOutside the Classroom \n\n\n\ntreatment. The student health \nprogram stresses prevention of \nillness, promotes self-care and \nencourages positive health prac- \ntices. Off-campus psychiatric coun- \nseling services are available upon \nrequest. \n\nSpecial health education and \nscreening programs are offered \nthroughout the year. Reference \nmaterials on health issues are \nlocated in the Student Health \nCenter. \n\nResident students are eligible for \nall services provided by the Stu- \ndent Health Center. The residence \nfee entitles the boarding student to \nan evaluation and treatment of \nhealth problems by the nurse prac- \ntitioner or referral to the appropri- \nate medical resource. Faculty, staff \nand non-resident students may \nreceive first aid for minor injuries, \nlimited health screening, health \ninformation and referral upon \nrequest but are not eligible for \nother services from the Health \nCenter. \n\nStudents with serious illness or \naccident victims will be referred to \nthe appropriate medical facility. \nThe College reserves the right, if \nparents or guardians cannot be \nreached, to make decisions \nconcerning emergency health \nproblems for any student who is a \nminor. \n\nCounseling \n\nConfidential counseling services \nare available for all Agnes Scott \nstudents with the College counse- \nlor and the College chaplain. In \ngeneral, therapy sessions last 50 \nminutes and are limited to short- \nterm treatment of 10-12 weeks. \n\n20 \n\n\n\nPsychiatric or long-term therapy is \navailable off campus by referral \nand includes a free evaluation. \n\nBoth individual and group \ncounseling sessions are provided \nfor personal issues such as family \nproblems, homesickness, conflicts \nin relationships, grief, anxiety, \ndepression, self-esteem and sup- \nport. Workshops are offered on a \nregular basis for a variety of issues \nincluding time management, study \nskills, test anxiety and stress reduc- \ntion. Students are encouraged to \ntake advantage of the opportunity \nto explore their personal growth \nthrough counseling services. \n\nFor more information concern- \ning the counseling process and \nservices, visit the counseling WEB \nsite which may be reached from \nthe Agnes Scott homepage. \n\nCollege Chaplain \n\nThe chaplain coordinates \nAgnes Scott's religious activities, \noffering opportunities for worship, \nreflection, service and commu- \nnity- \nbuilding. \n\nOn-campus worship includes \nSunday evening vespers, services \nin celebration of special campus \nevents, as well as services offered \nby visiting clergy from a variety of \nreligious traditions. Serving as a \nliaison between the broader reli- \ngious community and the College, \nthe chaplain encourages students \nto become involved in the worship \nof a local congregation and pro- \nvides information about the many \nchurches, synagogues and other \nplaces of worship in the Decatur \nand Atlanta areas. \n\nContexts for reflection on the \n\n\n\nrelationship between faith and \nlearning, as well as on personal and \nsocietal issues, are provided \nthrough speakers, group discus- \nsions, support groups and personal \ncounseling. With the director of \nstudent activities, the chaplain's \noffice offers opportunities for faith- \nful service to the larger community \nby dealing with such issues as \nhomelessness and housing, literacy, \nthe environment, health, poverty \nand battered women. \n\nIn these ways and as advisor to \nthe Religious Life Council, the \nchaplain facilitates the building of \npositive community life grounded \nin the traditions of faith. \n\nCareer Planning \n\nThe Office of Career Planning \nand Counseling helps students \nmake well-informed decisions \nabout career and life-style options. \nStaff members encourage students \nto appreciate career development \nas a lifelong process that only be- \ngins at Agnes Scott. \n\nThe office provides individual \ncounseling; self-assessment aids \n(including SIGI Plus, the Strong \nCampbell Interest Inventory and \nthe Myers-Briggs Type Inventory); \nan extensive career library; \nseminars about specific careers \nand career- related issues; and job \nsearch workshops on topics such as \nresume writing and interviewing \ntechniques. \n\nThe Shadow, Extern and Intern \nPrograms provide students with \naccess to advisors and role models \nin different career fields. \n\nThrough the Shadow Program, \nstudents spend an afternoon or an \nentire day talking with and observ- \n\nAgnes Scott College \n\n\n\nOutside the Classroom \n\n\n\ning local sponsors in careers of \ninterest to the students. \n\nThe Extern Program enables \nstudents to perform some on-the- \njob activities during an entire \nwork week spent with sponsors \nand their colleagues. \n\nThe Intern Program provides \nsummer and semester placement, \nwhich gives students on-the-job \nexperience in many fields such as \nbusiness, social service, journalism \nand the arts. Internships may be \npaid or unpaid and for credit or \nnon-credit. For more information \nabout credit internships, see page 42. \n\nThe office assists students in \nlocating permanent, summer and \npart-time work. Through \nJOBTRAK, an on-line college job \nlisting available via the Career \nPlanning WEB site, students and \nalumnae may access current na- \ntional career opportunities. The \ncareer library contains books and \nmagazines related to career \nchoices, company information, as \nwell as part-time and full-time job \nlistings. Mock interviews are \nconducted to help students de- \nvelop interview skills. A career \nforum with representatives from a \nvariety of companies and institu- \ntions is held annually with a con- \n\n\n\nThe Athletic Program \n\n\n\nA gnes Scott College has a \n/xtradition of recognizing that \n\n\ncommitment to provide quality \n\n\nopportunities for physical activi- \n\n\nphysical activity is an essential \n\n\nties and athletics equivalent to \n\n\ncomponent of the total growth \n\n\nthat of its academic programs. \n\n\nand education of women. \n\n\nAgnes Scott offers a competi- \n\n\nThrough the Robert W. Woo- \n\n\ntive intercollegiate sports program \n\n\ndruff Physical Activities Building \n\n\nin five varsity sports: basketball. \n\n\nwith its basketball courts, 25- \n\n\ncross country, soccer, tennis and \n\n\nmeter swimming pool, weight \n\n\nvolleyball. As a Division III mem- \n\n\nroom and training room, the \n\n\nber of the National Collegiate \n\n\nGeilerstedt track and field, six \n\n\nAthletic Association, intercolle- \n\n\ntennis courts, as well as the \n\n\ngiate athletics at Agnes Scott \n\n\ndance studio and racquetball \n\n\nchallenge students to reach their \n\n\ncourts in the Alston Campus \n\n\nfull potential. \n\n\nCenter, Agnes Scott has made a \n\n\n\n\n\nsortium ot Georgia colleges. \n\nDuring the spring semester, \nemployers visit the campus and \nconduct interviews. Some employ- \ners also participate in our Resume \nRecruitment Program by receiving \nresumes of upcoming graduates. \n\nMulticultural Affairs \n\nThe advisor for Multicultural \nAffairs is responsible for assisting \nmulticultural students as they \n\n\n\nstrive to achieve their educational \ngoals. The promotion and en- \nhancement of the campus \ncommunity's understanding and \nappreciation of diverse cultures and \nheritages is central to the mission \nof the College. The movement \nfrom tolerance to awareness and \nunderstanding and ultimately cel- \nebration of differences is achieved \nthrough training, leadership devel- \nopment and programming. \n\n\n\n1997-1999 Catalog \n\n\n\n21 \n\n\n\nReturn to College Program \n\n\n\nA gnes Scott College is \n/ \\ committed to assisting \nA. Jl. women beyond tradi- \ntional college age to pursue their \neducational objectives in a pro- \ngram suited to their individual \nneeds. Students in the Return to \nCollege Program enroll in regular \ncollege courses and meet the \nsame degree requirements as the \nother undergraduates. \n\nMost women who enroll in \nAgnes Scott through the Return to \nCollege Program plan to earn the \nbachelor of arts degree. Others \npursue programs of study for per- \nsonal enrichment, to learn more in \na particular field or to prepare for \ngraduate study in fields such as \nmedicine, law or theology. Each \nstudent's program of study is care- \nfully planned and reviewed on an \nindividual basis. \n\nStudents in the Return to Col- \nlege Program vary greatly in age, \nbackground, marital circumstances, \nsocio-economic status and in the \ndegree to which they participate in \ncampus life. However, all enter \nwith a strong desire to succeed, in \nspite of the demands of complex \npersonal lives; and they enrich the \nCollege community with their \nenergy, enthusiasm and personal \nviews. \n\nAdmission \n\nThe College accepts applica- \ntions for fall or spring semester. \nApplicants should submit: \n^ The Return to College applica- \ntion, including a personal essay and \n\n22 \n\n\n\nthe $35 application fee; \n^ Two letters of recommenda- \ntion; \n\nand \n^ Official transcripts of previous \nhigh school and college work, \nsent directly from the institutions \nattended. As soon as all of the \napplication materials are received, \nthe Office of Admission will con- \ntact the applicant to arrange a \ncampus interview. The Scholastic \nAssessment Test (SAT 1) is not \nrequired for admission; however, \nstudents who have taken this test \nwithin the last five years are en- \ncouraged to submit their scores. \n\nSince students in the program \ntypically have been out of school \nfor several years, the College \nconsiders a woman's personal \nhistory as well as her academic \nrecord to determine her potential \nfor success. Factors such as em- \nployment outside the home, com- \nmunity service, self-study and \npersonal motivation are carefully \nreviewed in the admission pro- \ncess. Students who are on proba- \ntion or have been dismissed will \nnot be admitted to Agnes Scott \nCollege. \n\nApplications should be filed \nwith the Office of Admission as \nearly as possible, but no later than \none month before the beginning \nof a semester. Applicants seeking \nfinancial aid must apply at least \ntwo months in advance of the \nsemester in which they plan to \nenroll. \n\nNew Return to College stu- \n\n\n\ndents pay a $150 enrollment fee by \nMay 1. This fee is non-refundable \nafter May 1. \n\nFinancial Aid \n\nAssistance is available for full- \ner part-time study to women who \ndemonstrate financial need and \nhave no bachelor's degree. All \nfinancial aid awards for Return to \nCollege students consist of grant \nand loan funds provided chiefly \nthrough the Irene K. Woodruff \nScholarship Fund. For most forms \nof financial aid, students must \nenroll each semester for a mini- \nmum of 6 semester-hours of credit. \n For more details, see FINANCIAL \n\nAID fp. f5;. \n\nHealth Record \n\nThe College requires a com- \npleted Entrance Health Record to \nbe on file at the Student Health \nService before a student attends \nclasses. Health record forms are \nsent to students after admission. \n\nStudents with Previous \nAcademic Experience \n\nStudents in the Return to Col- \nlege program with credits earned at \nother institutions will be subject to \nthe same regulations as other trans- \nfer students with the exception of \nthe minimum course load. \n\nEvaluation of \nTransfer Credit \n\nEvaluation of transfer credit \nmay require that course descrip- \ntions from catalogs from all col- \nAgnes Scott College \n\n\n\nReturn to College \n\n\n\nleges previously attended be sub- \nmitted to the assistant dean of the \ncollege upon enrollment. Please \ncontact the registrar of your previ- \nous college or colleges for assis- \ntance in obtaining catalog course \ndescriptions. \n\nAcademic credit earned at other \ninstitutions which meets College \nstandards is applied toward the \nAgnes Scott degree upon classifica- \ntion. See \"Transfer Credit\" (p. 36). \nNo more than 64 semester hours \n(60 plus 4 for physical education) \nof transfer credit will be counted \ntoward the 124 semester hours \nrequired for the Agnes Scott de- \ngree. A student must earn a mini- \nmum ot 60 hours in Agnes Scott \nacademic courses toward the 1 24 \nhours required tor the Agnes Scott \ndegree. \n\nTime Limits for \nCompletion of tlie \nDegree \n\nTime limits for completion of \nthe degree are: \n\n\n\n Eight years after enrollment \nif classified as a first-year \nstudent. \n\n Six years after enrollment if \nclassified as a sophomore. \n\n Four years after enrollment if \nclassified as a junior or a \nsenior. \n\nStudents with \nNo Academic \nExperience \n\nStudents who enroll with no \nprevious academic experience \nwill be classified as first-year \nstudents and will have a limit of \neight years to complete the \ndegree. \n\nStudents Seeicing Audit \nStatus \n\nStudents seeking to audit a \ncourse are required to complete the \nReturn to College application for \nadmission with a final college tran- \nscript indicating graduation date or \na final high school transcript indi- \ncating graduation date. These tran- \nscripts must be sent directly from \n\n\n\nthe institutions attended. An inter- \nview is also required. \n\nNon-degree Candidates \n\nStudents enrolled in the \nReturn to College Program but \nwho do not intend to obtain a \ndegree may earn a maximum of \n24 semester hours of credit. Non- \ndegree candidates will not be \nclassified. \n\nThe dean of the college may \nmake exceptions to any of the \nabove. \n\nInterviews and Visits \n\nWomen considering the Return \nto College Program are encouraged \nto visit the campus. Arrangements \nto attend classes may be made \nthrough the Office of Admission. \nAn interview is required of all \napplicants for admission. \n\nAdmission representatives wel- \ncome the opportunity to meet with \nprospective students to answer \nquestions about the program or to \ndiscuss transcripts of previous col- \nlege work. \n\n\n\n1997-1999 Catalog \n\n\n\n23 \n\n\n\nThe Academic Program \n\n\n\nIntellectual independence, \nacademic excellence and \ninformed choice are the basis of \nthe academic program at Agnes \nScott. Each student is responsible \ntor her course of study within the \nparameters of academic excellence \nset by the College's Specific, Distri- \nbutional and Depth Standards. \n\nAgnes Scott College is a com- \nmunity of individuals. Faculty \nmembers are teacher-scholars de- \nvoted to the well-being of their \nstudents. Residence hall assistants \nand big sisters represent a student \nbody that cares for each of its \nmembers. Students should not \nhesitate to seek advice from any of \nthe members of the Agnes Scott \ncommunity. \n\nAdvising \n\nUpon entering Agnes Scott \nCollege, each student is assigned \nan academic advisor by the assis- \ntant dean of the college. This advi- \nsor is a faculty member who will be \nable to meet with the student on \nan individual basis to assist her in \nmaking informed choices about her \nacademic career and will remain \nthe student's advisor until she se- \nlects a major, usually at the end of \nthe sophomore year. \n\nTlie faculty advisor must sign \nthe student's course card and any \nforms to add or drop courses. This \naction signifies that the student has \nconsulted her faculty advisor about \nher decision; however, the student \nis responsible for her own choices \nand her own academic program. \n\n\n\nRequirements \nFor tlie Degree \n\nAgnes Scott College confers the \ndegree of Bachelor of Arts. To \nqualify for the degree, each student \nmust complete successfully 124 \nsemester hours of credit, including \nno more than four semester hours \nof physical education and no more \nthan ten semester hours of intern- \nship credit, with a cumulative \ngrade point average of 2.00 (C \naverage); satisfy the Specific, \nDistributional and Depth Stan- \ndards; and satisfy the Residence \nRequirement. Students admitted \nfor the fall of 1997 or later must \nhave a cumulative grade point \naverage of 2.00 in the major in \norder to receive the degree. \n\n\n\nSpecific and \nDistributional Standards \n\nThe academic program at Agnes \nScott encourages informed choice \nwithin the parameters of academic \nexcellence. The Specific Standards \nensure a student's competence in \nspecific skills. The Distributional \nStandards introduce a student to \nthe ways of thinking and subject \nmatter of broad areas of human \ninquiry. A student satisfies these \nstandards by completing courses \ndesignated in the respective areas. \n\nBecause a liberal education \nincludes an appreciation of diverse \ncultures, the faculty encourages \nstudents to take courses that study \nwomen, non- Western cultures and \nracial and ethnic minorities in the \n\n\n\nUnited States. (Approved by the \nfaculty 12'7'90.) \n\n\n\nSpecific Standards \n\nUnless exempted, a student \nmust satisfy these standards: \n\n1. Englisli composition and reading: \ntwo semester courses taken \nwhile a student is classified as a \nfirst-year student \n\n2. Foreign language: intermediate \nlevel \n\n3. Physical education: four semester \nhours \n\n\n\nDistributional Standards \n\nUnless exempted, a student \nmust satisfy these standards: \n\n1. Humanities and Fine Arts \n\na. Literature: one semester course \nin the language of its compo- \nsition \n\nb. Religious and Philosophical \nThought: one semester \ncourse \n\nc. Historical Studies and Classi- \ncal Civilization: one \nsemester course \n\nd. Fine Arts: one semester \ncourse \n\n2. Natural Science and \nMathematics \n\na. Mathematics: one semester \ncourse \n\nb. Natural science: one semester \ncourse that includes a labora- \ntory section \n\n3. Social Sciences \nOne semester course \n\n\n\n24 \n\n\n\nAgnes Scott College \n\n\n\nThe Academic Program \n\n\n\nRestrictions \n\n\n\nSeveral restrictions apply to \nSpecific and/or Distributional \nStandards. \n\n The term one semester course \nmeans a course of at least 3 \nsemester hours. \n\n Credit received in satisfying \nSpecific Standards cannot apply \nto Distributional Standards. \n\n Credit received in satisfying \nDistributional Standards cannot \napply to Specific Standards. \n\n Courses taken to satisfy the \nSpecific and Distributional \nStandards cannot be taken on a \npass/fail basis. \n\n No more than one Specific or \nDistributional Standard may be \nsatisfied by transfer credit after a \nstudent has been admitted. See \n\"Transfer Credit\" (p. 36). \n\n No course may be used by a \nstudent to satisfy more than one \nDistributional Standard. \n\n No more than one Distribu- \ntional Standard can be satisfied \nin one department (except for \ncourses in Creative Writing and \nPhilosophy 220); cross-listed \ncourses count in the distribu- \ntional area of the department in \nwhich the faculty member \nteaching the course is ap- \npointed. \n\n Physical education courses \nbeyond the four required repre- \nsent credit beyond the 1 24 se- \nmester hours required for the \ndegree. \n\n\n\nSatisfying Specific and \nDistributional Standards \nby Courses \n\nThe following Agnes Scott \ncourses (or their equivalents) satisfy \nthe Specific Standards. Exceptions \nare considered individually. \n\n Two semester courses in English \ncomposition and reading, taken \nwhile a student is classified as a \nfirst-year student. English 101 \nand 102 or 103 and 104. \n\n The intermediate level of a \nforeign language: French 202; \nGerman 202; Greek or Latin, \ntwo semesters at the 200 level; \nJapanese 202; Spanish 202. \n\n Four semester hours in physical \neducation. Any course in the \nphysical education program, one \nof which must be in fitness. The \nfitness courses are: 102, 103, \n105, 106, 107, 109. \n\nThe following Agnes Scott \ncourses (or their equivalents) sat- \nisfy the Distributional Standards. \nExceptions are considered \nindividually. \n\n1. Humanities and fine arts \na. Literature: one semester \ncourse in the language of its \ncomposition. \n\nEnglisli: any course under the \n\"Literature\" heading of the \nDepartment of English \nexcept 230, 309 and 323. \nFrenctn: 235 or any more \nadvanced literature course. \nGerman: 222 or any more \nadvanced literature course. \nGreek: any 200- or 300-level \ncourse except 360. \nLatin; 202 or any course \nabove this level except 360. \nSpanish: 223 or any more \n\n\n\nadvanced literature course. \n\nb. Religious and Philosophical \nThought: one semester course. \nReligious Studies: any course. \nPhilosophy: any course, ex- \ncept 220. \n\nc. Historical Studies and Classi- \ncal Civilization: one semester \ncourse. \n\nHistory: any course. \nClassical Languages and \nLiteratures: any course under \nthe \"Classical Courses in \nEnglish\" heading of the de- \npartment. \n\nd. Fine Arts: one semester \ncourse. \n\nArt: History and Theory  any \ncourse; Studio Art  161 or \n162. \n\nCreative Writing: English 201, \n202, 203 (Theatre 203), 341, \n342, 344 (Theatre 344). \nMusic: any course except \napplied music. \nTheatre: any course except \n117. \n2. Natural science and \nmathematics \n\na. Mathematics: any course \nexcept 115 and 150 \nPhilosophy: 220. \n\nb. Natural Science: one semester \ncourse that includes a labora- \ntory section. \n\nAstronomy: 120 or any course \n(with a laboratory' section) \nfor which the student quali- \nfies. \n\nBiology: 101, 108, 120 or any \ncourse (with a laboratory \nsection) for which the stu- \ndent qualifies. \nChemistry: 101 and lOlLor \nany course (with a laboratory \nsection) for which the stu- \n\n\n\n1997-1999 Catalog \n\n\n\n25 \n\n\n\nThe Academic Program \n\n\n\ndent qualities. \nPhysics: 102, 110 or any \ncourse (with a laboratory \nsection) for which the student \nqualifies. \n3. Social sciences \n\nOne semester course. \n\nAnthropology: 101 or any course \nfor which the student quali- \nfies. \n\nEconomics: 104, 105 or any \ncourse for which the student \nqualities except 210, 211, \n212, 213 and 217. \n\nPolitical Science: any course \nexcept 301 or 302. \n\nPsychology: 121 or any course \nfor which the student \nqualifies. \n\nSociology: 101 or any course for \nwhich the student qualities. \n\nCourses taken under The University \nCenter Cross Registration Program \nmay be used to satisfy one Specific or \nDistributional Standard. See \"Transfer \nCredit\" (p. 36). The student must \nhave the approval of the Agnes Scott \ndepartment concerned and the assistant \ndean of the college. \n\n\n\nSatisfying tine Specific \nand Distributional \nStandards by Exemption \n\nA student exempted from a \nstandard does not always receive \ncredit toward her degree. However, \nthe basis for the exemption may \nalso be the basis for credit. See \n\"Advanced Placement Credit\" \nunder ADMISSION (p. 12). \nInquiries about exemption should \nbe made to the dean or assistant \ndean of the college. \n\n\n\nDepth Standards \n\n\n\nThe Depth Standards develop a \nstudent's command of a particular \nsubject matter by her completion \nof a major. Besides standing disci- \nplinary and interdisciplinary ma- \njors, Agnes Scott offers student- \ndesigned interdisciplinary majors. \nA major is: \n\na. a minimum of 30 semester \nhours within one discipline, \nexclusive of required courses \noutside the discipline and exclu- \nsive of internships. In interdisci- \nplinary programs, the minimum \nhours are specified in the pro- \ngrams' descriptions. A course \nmay be counted toward the \nminimum hours required for a \nmajor in only one major; \n\nb. a maximum of 48 semester \nhours within one discipline, \nexclusive of required courses \noutside the discipline but inclu- \nsive of internships. In interdisci- \nplinary programs, the maximum \nhours are specified in the pro- \ngrams' descriptions. Any hours \nbeyond the maximum must \nrepresent work beyond the 124 \nsemester hours required for the \ndegree. \n\nStudents admitted for the fall of \n1997 or later must have a cumula- \ntive grade point average of 2.0 in \nthe major in order to receive the \ndegree. \n\nCredit received in satisfying \nSpecific and Distributional Stand- \nards may apply to Depth Standards. \nA student should consult her major \nadvisor on this matter. \n\nA student usually selects a major \nduring the second semester of her \nsophomore year. Information on \n\n\n\nmajors is provided under the de- \npartmental and program listings in \nthis catalog. First-year and sopho- \nmore students should review the \nrequirements of majors they are \nconsidering in order to determine if \nany courses must be taken during \nthe first and second years. \n\nWhen considering a major, \nstudents should talk with the chair \nor director of the program. They \nshould also seek the advice of other \nmembers of that discipline and of \ntheir faculty advisors. \n\n\n\nMinors \n\nA student may elect a minor \nfield of study in addition to her \nmajor. Minors are only available as \nspecifically described under certain \ndepartments and programs in this \ncatalog. The following policies \napply to minors: \n\n1 . Students may complete no more \nthan two majors or one major \nand one minor. \n2i Courses taken to complete a \nmajor may not be used to com- \nplete a minor and conversely. \n\n3. Credit received in satisfying \nspecific and distributional stan- \ndards may apply to a minor. A \nstudent should consult the chair \nof her minor program on this \nmatter. \n\n4. The pass/fail option is not avail- \nable for courses taken to satisfy \nthe minor. \n\n5. Usually no more than one se- \nmester course of summer school \nwork may apply to requirements \nfor the minor if approved by the \nchair of the minor program. \n\n6. Cross-registration courses at \nmember institutions of the Uni- \n\n\n\n26 \n\n\n\nAgnes Scott College \n\n\n\nThe Academic Program \n\n\n\nversity Center may satisfy \nrequirements for the minor if \napproved by the chair of the \nminor program. \n7. No credits from internships may \nhe used to satisfy the minimum \nhours/ courses for the minor, \nunless a credit internship is \nspecifically permitted within the \nrequirements for the minor. \n\nThe Residence \nRequirement \n\nThe junior and senior years or \nthree of the four years including \nthe senior year, are to be completed \nat Agnes Scott. All students must \nearn a minimum of 60 semester \nhours in Agnes Scott College aca- \ndemic courses toward the 124 \nhours required for the degree. Un- \nder special circumstances, a student \nwho has completed three years at \nAgnes Scott or two years including \na year at the upperdivision level, \nmay take her senior year at another \ninstitution. A request for exception \nto the residence requirement must \nbe filed with the assistant dean of \nthe college by the beginning of the \nspring semester of the preceding \nsession. Permisson may then be \ngranted by the dean of the college \non the recommendation of the \nchair of the major program and the \nassistant dean ot the college. \n\nCourses, Grades and \nExaminations \n\nCourses \n\nThe College operates on a vari- \nable credit-hour, early-semester \ncalendar. The unit of credit is the \nsemester hour. Courses carry from \n.5 to 5 semester-hours credit. Usu- \n\n\n\nally 1 credit hour is granted for \neach contact hour. Laboratories are \nusually 3 contact hours and carry \n1 credit hour. Semester courses in \nphysical education carry 1 semester \nhour credit. \n\nAll courses are semester courses, \ni.e., courses which begin and end \nwithin a semester, with final grades \nat the end of the semester. Credit is \ngiven upon successful completion \nof each semester course. \n\nCourse Numbering \n\nCourses are numbered according \nto level of difficulty as follows: \n\n 100s - introduce a discipline \n\n 200s - intermediate, though \n\nthey may introduce students to \nan area or aspect of a discipline \n\n 300s and 400s - advanced; \n\nStudents should consult their \ninstructors or faculty advisors to \ndetermine the appropriate \ncourse levels. \n\nCourse Loads \n\nThe usual course load is 15 \nsemester hours. The minimum \ncourse load is 12 semester hours \n(exclusive of physical education); \nthe maximum is 18 semester hours \n(exclusive of physical education). \nCourses taken under cross-registra- \ntion are included in a student's \ncourse load. \n\nUnclassified students and stu- \ndents in the Return to College \nProgram are not subject to the \nminimum course load limitation. \n\n\n\nRequests for Hours in \n\nExcess of 18 \n\nStudents with a minimum over- \n\n\n\nall grade point average of 3.00 may \ntake a maximum course load of 2 1 \nhours. Students participating in the \nprofessional semester in the Early \nChildhood Education program are \nexempt from this regulation. Stu- \ndents who do not have a cumula- \ntive grade point average of 3.00 or \nabove and who wish to elect 19 \nacademic hours may request per- \nmission from the assistant dean of \nthe college. \n\nGrades \n\nGrades are officially recorded as \nfollows: A, excellent; B, good; \nC, average; D, passing; E, condi- \ntional failure with the privilege of \nre-examination; F, failure; 1, incom- \nplete; W, withdrew; MED, medical \nwithdrawal. Grades for courses \ntaken on a pass/fail basis are re- \ncorded as P or F (see exception \nunder Pass/Fail option). \n\nExcept for courses taken on a \npass/fail basis, grades are assigned \nthe following quality points: A = 4 \nquality points per semester hour, \nB = 3,C = 2, D= 1,F = 0. Grades \nof 1, P, E and W are excluded from \nthe calculation of grade point aver- \nages. Grades in physical education \ncourses are also excluded from the \ncalculation of grade point averages. \nOnly grades for courses taken at \nAgnes Scott are factored into a \nstudent's grade point average. \n\nGrade reports are sent to stu- \ndents at the end of each semester. \n\n\n\nThie Pass/Fail Option \n\nThis option is included in the \nacademic program to encourage \nstudents to elect courses they \n\n\n\n1997-1999 Catalog \n\n\n\n27 \n\n\n\nThe Academic Program \n\n\n\notherwise might have not selected. \nJuniors and seniors may choose a \ntotal of two courses on a pass/fail \nbasis. Fonns for this request are in \nthe registrar's office. They must be \ncompleted by ten calendar days \nafter the mid-semester break. This \ndeadline will not be extended if the \nstudent has not received a mid- \nterm grade by this date. \n\nA student may not elect a \ncourse on a regular credit basis if \nshe first elected it on a pass/fail \nbasis. \n\nThe pass/fail option is not avail- \nable for courses taken to satisfy \nSpecific and Distributional Stan- \ndards; courses taken to satisfy \nDepth Standards (any courses in \nthe major), including required \ncourses outside the discipline; \ncourses taken tor a minor; certain \ncourses in the teacher education \nprogram. \n\nIf a student receives a grade of A \nin a pass/fail course, the grade will \nbe recorded on her transcript and \naveraged into her grade point aver- \nage. However, the credits will still \nbe counted toward her total \nallowed for pass/fail hours. \n\nAll grades for internships are \nrecorded on a pass/fail basis. These \nhours are in addition to the two \ncourses allowed for pass/fail. In- \nternships are an exception to the \npolicy prohibiting courses taken to \nsatisfy Depth Standards from being \npass/fail. \n\n\n\nRegistering for Courses \n\nAll students must register for \nclasses on the dates announced in \nthe College calendar. There is a \n$10 fee for late registration. No \n\n28 \n\n\n\nstudent is allowed to register after \nthe tenth calendar day of the se- \nmester. If a student is not properly \nregistered for a course, she will not \nreceive credit for the course. \n\n\n\nAdding Courses \n\nNo new course may be added \nafter the tenth calendar day of the \nsemester. \n\n\n\nWithdrawing from Courses \n\nThe last day to withdraw from a \ncourse without a grade of W is five \nweeks after the first day of classes. \nIn this case, the course will not be \non the student's record. The last \nday to withdraw from a class with \na W is ten calendar days after the \nmid-semester break. No course may \nbe dropped after this date. \n\nIn cases of medical emergency, a \nstudent may withdraw from a \ncourse with the designation MED \n(medical withdrawal), which will \nappear on her record. Medical \nwithdrawals are authorized by the \nassistant dean of the college or the \ndean of students only when a medi- \ncal emergency is described and \ncertified in writing by a licensed \nphysician or psychologist at the \ntime of the emergency. It is the \nstudent's responsibility to ensure \nthat written documentation is \nprovided no later than one month \nafter the last day of final exams. \n\nStudents in Independent Study \n(490) are covered by the with- \ndrawal procedures of the Indepen- \ndent Study program. \n\nHours dropped after the tenth \ncalendar day of the semester will be \n\n\n\nmcluded in the computation of the \nstudent's duration of financial aid \neligibility. See FINANCIAL AID \nfor detailed information (p. 15). \n\n\n\nAuditing Courses \n\nStudents may audit courses with \nwritten permission from the assis- \ntant dean of the college and the \napproval of the instructor. Students \nare subject to any restrictions or \nrequirements the instructor may \nwish to impose. Audited courses do \nnot appear on a student's record. \n\nThe student's academic record \nand course load are factors consid- \nered in granting permission to \naudit. No student will be given \npermission to audit after the tenth \ncalendar day of the semester. A \nstudent may not take for credit a \ncourse she has audited earlier. \n\n\n\nRepeating Courses \n\nWith a Grade of D \n\nStudents may not repeat Agnes \nScott courses for which she has \nreceived grades of A, B, C, D or P. \nUnder unusual circumstances and \nthe following conditions, a student \nmay repeat a course for which she \nhas received a D: \n\n1 . She must obtain the written \napproval of the chair of the \nprogram involved and the ap- \nproval of the assistant dean of \nthe college for permission to \nrepeat the course. \n\n2. If a student withdraws from a \nrepeated course, the original \ngrade will stand in the grade \npoint average and on the tran- \nscript and she cannot exercise \n\nAgnes Scott College \n\n\n\nThe Academic Program \n\n\n\nthis option again. \n\nThe final grade for a course \nrepeated with this special permis- \nsion will be substituted in the cal- \nculation of the grade point average, \neven if it is an F, but both grades \nwill appear on the transcript. \nRepeated courses may not be taken \npass/fail. \n\n\n\nRepeating Courses with a \nGrade of F \n\nStudents may repeat Agnes \nScott courses for which a grade of F \nwas received. Both the F and the \ngrade for the repeated course will \nbe used in the calculation of the \ngrade point average. \n\n\n\nClass Attendance \n\nThe effectiveness of instruction \nat Agnes Scott is directly related to \nregular class attendance. Atten- \ndance policies are set by instructors \nand individual departments. \n\nAttendance at all academic \nappointments is required of stu- \ndents on Academic Probation and \nof first-year students during their \nfirst semester. These students are \npermitted one unexcused absence \nin each class during the semester. \n\nThe responsibility for work \nmissed is entirely that of the indi- \nvidual student. \n\n\n\nTests \n\nTests are announced at least a \nweek in advance. Attendance at \nthese tests is mandatory. No stu- \ndent is required to take more than \ntwo tests on one day provided she \nnotifies the instructor at the time \n\n1997-1999 Catalog \n\n\n\nthe third test is announced. If a \nstudent, because of unavoidable \ncircumstances, cannot take a test at \nthe appropriate time, permission to \ntake the test at another time may \nbe granted by the instructor of that \ncourse. \n\n\n\nCompletion of Semester \nCourses \n\nAll work for a semester course, \nexcept final examinations and \npapers in lieu of final examina- \ntions, must be completed by 9 a.m. \nof the second reading day of the \nsemester. Instructors may require \nwork other than final examinations \nto be completed earlier. \n\nIn certain cases, the assistant \ndean of the college or the dean of \nstudents may authorize a grade of \nIncomplete (I) in consultation \nwith the instructor. An I will be \ngiven only if the student is receiv- \ning a passing grade for the course \nwork completed. Work must be \ncompleted for the course no later \nthan March 15 (for fall semester \nincompletes) or September 15 (for \nspring semester incompletes). If \nwork is not completed by that \ntime, the I automatically becomes \nan F \n\n\n\nFinal Examinations \n\nFmal examinations are given at \nthe end of each semester. Except \nfor a few final exams scheduled in \nadvance (because of the nature of \nthe course or the size of the class), \nstudents schedule exams during the \nCollege's final examination period. \nIf a student is unable to complete \nfinal examinations during the \n\n\n\nCollege's final examination period \ndue to illness or other excused \ncause, she may take those final \nexaminations at a time specified by \nthe assistant dean of the college. A \nnotation of \"I\" (Incomplete) will \nappear on the student's record until \na permanent grade has been re- \ncorded. Incompletes may be \ngranted only by the assistant dean \nof the college or the dean of stu- \ndents. \n\nRe-examinations \n\nRe-examinations given in cases \nof conditional failure (grades of E) \nmust be taken during the first week \nof the semester after failure. In this \ncase, the final grade can be no \nhigher than D. \n\nPolicy for Disputed Final \n\nGrades \n\nWhen a student has substantial \ngrounds to dispute a final grade and \nis prepared to present evidence to \nsupport a grievance, she must ini- \ntiate the procedure by voicing her \ncomplaint to the instructor. If the \nmatter is not resolved at this level, \nthe student may then take the \nmatter to the chair of the depart- \nment for mediation. If the matter is \nstill not resolved, she may then \nrefer the matter to the dean of the \ncollege for further mediation. If the \ndean is unable to resolve the dis- \npute, the student must then refer \nthe matter in writing to the com- \nmittee on academic standards and \nadmission no later than thirty (30) \ndays after the beginning of the next \nsemester. The committee's decision \nshall be final. \n\n29 \n\n\n\nThe Academic Program \n\n\n\nImplementation: \n\n1 . The voting student member of \nthe academic standards and \nadmission committee shall par- \nticipate fully in the final deci- \nsion provided that the student \nmvolved in the dispute waives \nher right to confidentiality. \nShould the student involved in \nthe dispute be the student mem- \nber of the committee, the vice- \npresident of the student govern- \nment association shall serve in \nher place in this specific case. \n\n2. Should a member of the com- \nmittee be the faculty member \ninvolved in the dispute, that \nfaculty member shall not be \ninvolved in the committee's \ndeliberations and shall not vote. \nThe chair of the faculty execu- \ntive committee shall serve in \nhis/her place. \n\n\n\nConfidentiality of Student \nRecords \n\nThe Family Rights and Privacy \nAct of 1974 (also called the \nBuckley Amendment) protects the \nprivacy of educational records, \nestablishes students' rights to \ninspect and review their records \nand provides ways to correct \ninaccurate and misleading data. \nAgnes Scott College makes every \neffort to comply fully with this \nlegislation. \n\nCertain information is consid- \nered public and the College \nreleases this information at its \ndiscretion. Unless a student files \nwritten notification to withhold \ndisclosure, the College will release \nannouncements of graduation \nhonors and awards and will verify \ndates of attendance and conferral \nof degrees. Names, addresses and \n\n\n\nother directory information will be \nreleased for internal use and in the \nCollege directory. \n\nThe College releases transcripts \nof academic records and statements \nof academic status to third parties \nonly with the student's written \nauthorization. Parents who have \nfiled a written request with the \nregistrar certifying that their \ndaughters are dependents (accord- \ning to section 152 of the Internal \nRevenue Code of 1952) also \nreceive this information. \n\nA student or her parent has the \nright to challenge any content of \nthe student's educational record \nconsidered to be inaccurate, mis- \nleading or in violation of the \nstudent's privacy or other rights. \nSuch a challenge may be directed \nto the registrar of the College and, \nfinally, to the United States \nDepartment of Education. \n\n\n\n30 \n\n\n\nAgnes Scott College \n\n\n\nAcademic Honors \n\n\n\nGraduation \nWith Honor \n\nA student is eligible to graduate \nwith Honor if she: \n\n1 . Attains a cumulative grade \npoint average of at least 3.40 for \nall work completed at Agnes \nScott. \n\n2. Attains a cumulative grade \npoint average of at least 3.40 for \nthe semesters that include her \nlast 60 academic hours com- \npleted in residence at Agnes \nScott. Grade point averages are \nbased on all academic work of a \nsemester. \n\n3. Has received neither a final \ngrade below a C nor a WF in an \nacademic course during the \nperiod defined in ( 2 ) as her last \n60 hours. \n\n4. Receives the recommendation \nof her major program. When the \nstudent has more than one ma- \njor, she shall receive the recom- \nmendation of either one of her \nmajor programs, except that if \nshe has done independent study, \nshe must receive the recommen- \ndation of the program in which \nshe has done independent study. \nIn the case of an interdiscipli- \nnary major, this shall be inter- \npreted to mean the recommen- \ndation of all programs \nconcerned in the major. In the \ncase of a student-designed ma- \njor, the assistant dean of the \ncollege will determine the pro- \ngrams concerned in the major \nfrom which the student must \nreceive recommendations. \n\n1997-1999 Catalog \n\n\n\nGraduation \nWith High Honor \n\nA student is eligible to graduate \nwith High Honor if she: \n\n1. Attains a cumulative grade \npoint average of at least 3.70 for \nall work completed at Agnes \nScott. \n\n2. Attains a cumulative grade \npoint average of at least 3.70 for \nthe semesters that include her \nlast 60 academic hours com- \npleted in residence at Agnes \nScott. Grade point averages are \nbased on all academic work of a \nsemester. \n\n3. Has received neither a final \ngrade below a C nor a WF in an \nacademic course during the \nperiod defined in (2) as her last \n60 hours. \n\n4. Completes a minimum of \n\n4 credit hours of independent \nstudy. \n\n5. Receives the recommendation \nof her major program. When the \nstudent has more than one ma- \njor, she must receive the recom- \nmendation of the program in \nwhich she has done indepen- \ndent study. In the case of an \ninterdisciplinary major, this \nshall be interpreted to mean the \nrecommendation of all programs \nconcerned in the major. In the \ncase of a student-designed ma- \njor, the assistant dean of the \ncollege will determine the pro- \ngrams concerned in the major \nfrom which the student must \nreceive recommendations. \n\n\n\nOther Academic Honors \n\nThe Beta of Georgia Chapter of \nPhi Beta Kappa was established at \nAgnes Scott in 1926. The chapter \nholds annual elections according to \ncriteria and procedures prescribed \nby the United Chapters. \n\nThe College recognizes superior \nacademic work in several ways. At \nthe opening convocation held each \nfall, the dean of the college an- \nnounces the Stukes Scholars, three \nstudents who rank first academi- \ncally in the rising sophomore, \njunior and senior classes. The \nStukes Scholars are named on the \nbasis of the work of the previous \nsession and overall academic \nachievement. \n\nOther honors include the Dana \nScholarship Program, begun in \n1970 with a grant from the Charles \nA. Dana Foundation. Academic \npromise and leadership potential \nare criteria for this honor. \n\nThe Alpha Delta chapter of Eta \nSigma Phi, a national honorary \nfraternity of Greek and Latin \nstudents, was organized at Agnes \nScott in 1928. The society encour- \nages classical scholarship and \nappreciation of ancient learning, \nboth in the Agnes Scott student \nbody and in the local high school. \nMembership is based on scholar- \nship. \n\nThe Agnes Scott chapter of Phi \nSigma Tau was organized in 1979. \nThe society links philosophy \ndepartments in accredited institu- \ntions and students interested in \nphilosophy. Membership is open to \n\n31 \n\n\n\nAcademic Honors \n\n\n\nqualitied students who have taken \nat least three courses in philosophy. \n\nPsi Chi is the National Honor \nSociety in Psychology and was \nfounded for the purpose of \"encour- \naging, stimulating and maintaining \nexcellence in scholarship and ad- \nvancing the science of psychology.\" \nA chapter was established at Agnes \nScott College in 1990. Member- \nship is open to students who have a \nB average in Psychology and rank \nin the the top 35% of their college \nclass. \n\nThe Kappa Kappa Chapter of Pi \nDelta Phi, the National French \nHonor Society, was established at \nAgnes Scott College in 1990. The \npurpose of the Honor Society is to \nrecognize outstanding scholarship \nin the French language and litera- \nture. Membership is open to stu- \ndents who have taken at least five \ncourses in French and have been \nnominated for academic achieve- \nment. \n\nOmicron Delta Epsilon is the \n\n\n\nInternational Economics Honor \nSociety. The Mu Chapter of the \nsociety was established in 1994 at \nAgnes Scott College. Omicron \nDelta Epsilon encourages excel- \nlence in economics and devotion \non the part of its members as \neconomists to the advancement of \ntheir science and to the scholarly \neffort to make freedom from want \nand deprivation a reality for all. All \nstudents in their junior or senior \nyears who have taken at least 1 2 \nhours in economics with an aver- \nage of B or better are eligible. \n\nSigma Chi, a Sigma Delta Pi \nchapter of the National Spanish \nHonor Society, recognizes scholar- \nship in Spanish language and \nliterature of Spain and Latin \nAmerica. Students must have com- \npleted three years of Spanish, \nincluding at least three semester \nhours of a course in Hispanic \nliterature at the 300-level. The \ncandidate also must have a mini- \nmum grade point average of 3.0 on \n\n\n\na 4.0 point scale in all Spanish \ncourses taken. \n\nHonor List and \nDean's Honor List \n\nA student is eligible for the \nHonor List at the end of a semester \nif she has completed 12 semester \nhours in academic courses that \nsemester with a semester grade \npoint average of at least 3.3 and no \ngrade below C in an academic \ncourse, including courses taken \nunder cross-registration. Cross- \nregistration courses are not calcu- \nlated in the grade point average. \n\nA student is eligible for the \nDean's Honor List at the end of a \nsemester if she has completed \n12 semester hours in academic \ncourses that semester with a \nsemester grade point average of at \nleast 3.7 and no grade below C in \nan academic course, including \ncourses taken under cross-registra- \ntion. Cross-registration courses are \nnot calculated in the grade point \naverage. \n\n\n\n32 \n\n\n\nAgnes Scott College \n\n\n\nAcademic Policies \n\n\n\nClassification \n\nA classified student is one who \nhas been admitted as a candidate \nfor the Agnes Scott degree. \n\nThe hours required for class \nstanding do not include credit for \ncourses in physical education. Cri- \nteria for classification are: \n\n First-year students: students \nwho have earned fewer than 24 \nsemester-hours of academic \ncredit. \n\n Sophomores: students who \nhave earned at least 24 semes- \nter-hours of academic credit and \na cumulative grade point aver- \nage of at least 1.50. \n\n Juniors: students who have \nearned at least 56 semester \nhours of academic credit and a \ncumulative grade point average \nof at least 1.75. \n\n Seniors: students who have \nearned at least 88 semester \nhours of academic credit and a \ncumulative grade point average \nof at least 1.91. \n\nClassified students are advised \nto complete 25 percent of the se- \nmester hours required in academic \ncourses for the degree during each \nacademic year. The recommended \nsemester hours for class standing \nare: sophomore, 30; junior, 60; \nsenior, 90. (These numbers do not \ninclude credit for courses m physi- \ncal education.) \n\nThe minimum semester hours \nfor class standing are: sophomore, \n24; junior, 56; senior, 88. A student \nwith less than these minimums is \nusually placed on academic proba- \ntion. (These numbers do not in- \n\n1997-1999 Catalog \n\n\n\nelude credit for courses in physical \neducation.) \n\nUnclassified students are not \ncandidates for the degree. An un- \nclassified student may not be work- \ning toward a degree (special stu- \ndent), may be a transient student \nearning a degree at another institu- \ntion or a secondary school student \nin a joint-enrollment program. \n\nUnclassified students may earn a \nmaximum of 24 semester-hours \ncredit in academic courses at \nAgnes Scott College. Requests for \nexception should be directed to the \nassistant dean of the college. \n\nAcademic Probation and \nAcademic Warning \n\nAcademic probation is imposed \nby the dean of the college at any \ntime as a result of unsatisfactory \nacademic performance. This proba- \ntion notifies a student that unless \nher academic performance becomes \nsatisfactory, she may be dismissed. \n\nA student on academic proba- \ntion is permitted only one unex- \ncused absence in each academic \ncourse. Further absences may result \nin academic dismissal during the \nsemester. Students on academic \nprobation are placed on activity \nrestriction and may not hold any \nelective or appointive office and \nmay not participate with any per- \nforming group or in any organized \ncollege activities. Additional re- \nstrictions may also be imposed for \nstudents on academic probation. \n\nNational Collegiate Athletic \nAssociation regulations state that \nstudents on academic probation \n\n\n\nmay not participate in intercolle- \ngiate sports. \n\nA full-time, classified student \nusually is placed on academic pro- \nbation at the end of a semester it \nshe has grades of E or F in two \nacademic courses; or has achieved \nfewer than 9 semester-hours credit \nin academic courses; or has a \nsemester grade point average less \nthan the minimum for her classifi- \ncation: first-year student, 1.50; \nsophomore, 1.75; junior, 1.91; \nsenior, 2.00. \n\nA full-time, classified student \nusually is placed on academic pro- \nbation at the end of a session if she \nhas a cumulative grade point aver- \nage less than the minimum for her \nclassification or if she has not \nachieved the minimum semester \nhours for her classification in the \nnext session: sophomore, 24; jun- \nior, 56; senior, 88. (These numbers \ndo not include credit for courses in \nphysical education.) \n\nA part-time, classified student \nusually is placed on academic pro- \nbation at the end of a semester if \nshe has grades of E or F in two \nacademic courses; passes fewer than \ntwo-thirds of the academic work \nfor which she registered; has a \nsemester grade point average less \nthan the minimum for her classifi- \ncation: first-year student, 1.50; \nsophomore, 1.75; junior, 1.91; \nsenior, 2.00. \n\nAn unclassified student usually \nis placed on academic probation at \nthe end of a semester if she has \nreceived grades of E or F in two \nacademic courses. Unclassified \n\n33 \n\n\n\nAcademic Policies \n\n\n\nstudents whose academic perfor- \nmance is considered unsatisfactory \nin other ways may also he placed \non academic probation. \n\nThe dean of the college may \nwaive the guidelines for academic \nprobation it a student has been \nforced to reduce her academic \nload because of extenuating \ncircumstances. \n\nA student who usually would be \nplaced on academic probation may \ninstead be placed on academic \nwarning by the dean of the college. \nThis is done when the dean decides \nthat mitigating circumstances do \nnot justify academic probation. \nAcademic warning may carry some \nrestrictions. A student on academic \nwarning may be placed on aca- \ndemic probation at any time during \na semester. If her academic perfor- \nmance is unsatisfactory, she will be \nplaced on academic probation for \nthe next semester. \n\nGood Standing \n\nA student is in good standing if \nnot on academic or disciplinary \nprobation. \n\nAcademic \nDismissal \n\nAcademic dismissal requires the \nstudent to separate from the Col- \nlege for academic reasons. The \njudicial review committee of the \nCollege imposes academic dismissal \nfor a specific period on recommen- \ndation of the dean of the college. \n\nStudents given academic dis- \nmissal usually are eligible to apply \nfor readmission after one year. \n\nFull-time, classified students are \nsubject to academic dismissal for \nfailure to earn 18 semester hours of \n\n34 \n\n\n\ncredit in academic courses in any \nacademic session or for failure to \nachieve appropriate class standing \nfor two consecutive years or for \nextremely poor academic perfor- \nmance during the first semester on \nacademic probation or after being \non academic probation for two \nconsecutive semesters. \n\nStudents may be given academic \ndismissal at any time if the judicial \nreview committee judges their \nacademic performance to be unsat- \nisfactory. Part-time, classified stu- \ndents are subject to academic dis- \nmissal after two consecutive semes- \nters of academic probation. \n\nUnclassified students may con- \ntinue their work at the College as \ndetermined by the assistant dean of \nthe college. \n\nThe judicial review commitee \nmay waive the guidelines for aca- \ndemic dismissal if a student has \nbeen forced to reduce her load \nbecause of extenuating circum- \nstances. \n\nDisciplinary Probation, \nSuspension and \nDismissal \n\nFor violation(s) of social regula- \ntions or policies, honor court may \nrecommend to the judicial review \ncommittee that a student be placed \non disciplinary probation or be \nsuspended or dismissed. Suspension \nis made with a stipulated time of \nreturn when the student is auto- \nmatically reinstated in good stand- \ning if she so desires. A student who \nis dismissed must apply for readmis- \nsion. The judicial review commit- \ntee may specify a length of time \nthat a student must wait before she \nmay apply for readmission. \n\n\n\nEmergency \nWithdrawal \n\nAgness Scott College strives to \npromote the health and safety of all \nmembers of the College commu- \nnity by providing student health \nand counseling and public safety \nprotection services and by enforc- \ning student conduct regulations. To \nensure that the institution and its \nmembers are allowed to carry out \ntheir activities without the sub- \nstantial threat of interference or \ndanger of harm, the College has \nadopted a policy and the following \nprocedures for the emergency with- \ndrawal of a student when deemed \nnecessary to promote the health \nand safety of both the student and \nthe College community. \n\nI. Criteria and Procedures for Imme- \ndiate Withdrawal. \n\nA student will be subject to \nimmediate withdrawal from the \nCollege, and /or College housing, if \nit is determined by the dean of \nstudents that the student: \n\na. engages, or threatens to \nengage, in behavior which poses a \nsignificant risk to the health or \nsafety of self or others, or \n\nb. engages, or threatens to \nengage, in behavior which would \ncause significant property damage, \nor directly and significantly impede \nthe lawful activities of others. \n\nOnce it is determined that the \nstudent's conduct falls within these \ncriteria, the student will be notified \nin writing and temporarily with- \ndrawn from the College and/or \ncampus immediately. The with- \ndrawal will be continued until the \nJudicial Review Committee \nreaches a final decision regarding \n\nAgnes Scott College \n\n\n\nAcademic Policies \n\n\n\nthe student's future status. The \nstudent shall also be provided with \na copy of this Emergency With- \ndrawal Policy. At any tiine, the \nstudent may terminate the process \nhy withdrawing from the College \nvoluntarily. \n\nThe dean of students will make \nthe initial determination whether \nthe matter will be sent directly to \nthe Judicial Review Committee \n(Section 111) or whether the stu- \ndent will be referred to a licensed \npsychiatrist for evaluation (Section \n11). The student will be notified of \nthis decision in writing, delivered \nby either personal delivery or certi- \nfied mail. If the matter is sent di- \nrectly to the Judicial Review Com- \nmittee, the Committee shall con- \nvene and consider the case (Sec- \ntion 111) within seven days of the \nnotice to the student. If the stu- \ndent wishes to be evaluated by a \npsychiatrist, the student may re- \nquest within forty-eight hours of \nreceipt of the notice from the dean \nof students that the matter be pur- \nsued according to the following \nprocedures. \n\nli. Referral for Evaluation. \n\nThe student may be referred by \nthe dean of students, at College \nexpense, to a licensed psychiatrist \ntor evaluation. Participation of the \npsychiatrist is intended to assist the \nCollege in assessing the situation \nand to provide guidance to the \nJudicial Review Committee regard- \ning the student's future status. The \nstudent may select the psychiatrist \nfrom a list of three provided by the \nCollege. If the student declines to \nselect one of the psychiatrists, the \nCollege will make the selection. \n\n1997-1999 Catalog \n\n\n\nThe dean of students shall also \nprovide the psychiatrist a written \ndescription of the student's behav- \niors that led to the referral, with a \ncopy to the student, with a copy of \nthe Emergency Withdrawal Policy. \nThe psychiatric evaluation must be \ncompleted within one week from \nthe date of the referral letter, unless \nan extension is granted in writing \nby the dean of students. Within \nforty-eight hours after the comple- \ntion of the evaluation, the dean of \nstudents, the psychiatrist and the \nstudent will meet to discuss their \nassessment of the situation. \n\nIn addition to the above, the \nstudent may choose to be evaluated \nby an independent licensed psy- \nchiatrist of the student's own \nchoosing and at the student's ex- \npense and thereafter request a \nmeeting with both psychiatrists, \nthe dean of students and the stu- \ndent. This second evaluation must \ntake place within one week of the \nfirst evaluation unless an extension \nis granted in writing by the dean of \nstudents. The meeting between the \npsychiatrists, the dean and the \nstudent must take place within one \nweek of the second evaluation. \n\nIII. Judicial Review Committee. \n\nThe final step in this process, \nwhether the matter is referred \ndirectly or following evaluation, \nwill be the presentation of the case \nto the Judicial Review Committee. \nThe student and the dean of stu- \ndents will present all pertinent and \nrelevant information at the Judicial \nReview Committee meeting. The \nusual procedures of the Judicial \nReview Committee will be fol- \nlowed except that the dean of \n\n\n\nstudents will not participate as a \nmember of the committee and will \nnot vote in the final decision. As \nwith other College procedures, \nneither the College nor the student \nshall have attorneys or legal repre- \nsentation at this proceeding. \n\nThe student who has been re- \nferred for psychiatric evaluation \nand participates in this Judicial \nReview Committee proceeding \nacknowledges and agrees that this \nprocess may involve a discussion of \nthe student's relevant medical/ \npsychiatric records and communi- \ncations, and will result in some loss \nof confidentiality and privacy on \nthe student's part. \n\nThe decision of the Judicial \nReview Committee will be final. \nThis decision may include rein- \nstatement in good standing, proba- \ntion or the withdrawal, suspension \nor dismissal of the student. The \nwritten decision of the committee \nwill be delivered to the student and \nthe dean of students within forty- \neight hours of the conclusion of the \ncommittee's formal proceedings, \nand shall contain a statement of \nthe reasons for any decision of \nwithdrawal, suspension or dis- \nmissal. In addition, the student \nmay be encouraged to seek profes- \nsional care. \n\nIV. Readmission from Withdrawal. \n\nA student may be considered for \nreadmission after the expiration of \na minimum of one full semester. In \norder to be considered for readmis- \nsion, the student must submit to \nthe Dean of Students a description \nof the student's progress and activi- \nties during the interim period and, \nin cases in which professional care \n\n35 \n\n\n\nAcademic Policies \n\n\n\nhas been recommended, a report \nfrom the student's psychiatrist. \n\nThe student must arrange for an \ninterview in person with the dean \nof students. If the student lives out \nof the region, a phone interview is \nacceptable. These steps must be \ncompleted by November 15 for \nconsideration to be readmitted in \nJanuary and by June 15 for consid- \neration to be readmitted in August. \n\nThe dean of students will deter- \nmine whether the student will be \neligible for readmission. When a \nstudent is deemed eligible tor read- \nmission, the Admission Office will \nhe informed that she/he may reap- \nply by the usual procedures, and \nthe student's application for read- \nmission will be reviewed by the \ndean of the college and the dean of \nstudents. \n\nJudicial Review \nCommittee \nof the College \n\nThe judicial review committee \nof the College is given the respon- \nsibility of: \n\n1 . Reviewing and acting on recom- \nmendations of representative \ncouncil, which affect the powers \nand philosophy of student gov- \nernment or which pertain to \nmajor regulations concerning \nstudent welfare; \n\n2. Acting upon the recommenda- \ntion of the dean of the college \nthat a student who has not met \nthe academic standards of the \nCollege be dismissed; \n\n3. Acting upon the recommenda- \ntion of honor court that a stu- \ndent be placed on disciplinary \nprobation or be suspended or \ndismissed; \n\n36 \n\n\n\n4. Requiring the withdrawal of any \nstudent whose presence is \nthought to be injurious to the \ninterests of the College commu- \nnity; or imposing the penalty of \nadministrative probation in \nsituations involving a student's \nfailure to meet the standards or \nexpectations of the College \ncommunity; \n\n5. Assuming original jurisdiction \nin a student-initiated disciplin- \nary action in which the commit- \ntee feels that justice has not \nbeen served. \n\n\n\nMembers of the \n\nJudicial Review Committee \n\nPresident of the College (Chair) \nDean of the College \nDean of Students \nRegistrar \n\nFour members of the faculty \nPresident of the SGA \nPresident of the Honor Court \nPresident of the Interdormitory \nCouncil \n\nTransfer Credit \n\nPrior to enrollment, transfer \ncredit is given for grades of C or \nbetter in courses taken at accred- \nited colleges and universities if \napproved by the assistant dean of \nthe college. No credit is given for \ncourses with pass/fail or satisfac- \ntory/unsatisfactory grades. \n\nAfter enrollment at Agnes \nScott, any course taken at an ac- \ncredited college or university \nwhich has been approved by the \ndean or the assistant dean of the \ncollege will be accepted for transfer \ncredit if the student receives a \ngrade of D or better. \n\n\n\nOnce a student has been admit- \nted to Agnes Scott College, she \nmay satisfy only one Specific or \nDistributional Standard at another \ninstitution. This applies to students \non leave of absence, students \nwho have withdrawn and been \nreadmitted, cross-registration stu- \ndents and students attending sum- \nmer school. \n\nA student may also transfer, \nafter admission, a maximum of 20 \nsemester hours of credit to Agnes \nScott from another institution, \nincluding work taken in summer \nschool, while on leave of absence \nor after the student has withdrawn \nand before readmission to the Col- \nlege. Only 10 of these 20 hours \nmay be taken while on leave or \nleaves of absence. These hourly \nrestrictions do not apply to stu- \ndents on approved study abroad, \nWashington Semester, cross-regis- \ntration or exchange programs. \nGrades for credit earned at another \ninstitution are not factored into a \nstudent's grade point average. \n\nA student must earn a minimum \nof 60 hours in Agnes Scott College \nacademic courses toward the 1 24 \nhours required for the Agnes Scott \ndegree. Academic courses do not \ninclude courses in physical educa- \ntion. Grades for transfer credit are \nnot factored into a student's grade \npoint average. \n\nExceptions to these policies may \nbe made by the dean of the college. \n\nEvaluation of \nTVansfer Credit \n\nEvaluation of transfer credit \nmay require a course description \nfrom catalogs from all colleges \npreviously attended to be submit- \n\nAgnes Scott College \n\n\n\nAcademic Policies \n\n\n\nted to the assistant dean of the \ncollege. Please contact the registrar \nof your previous college or colleges \nfor assistance in obtaining catalog \ncourse descriptions. \n\nSummer School \n\nCredit for approved summer \ncourses at accredited colleges and \nuniversities may be applicable to \nthe requirements for the Agnes \nScott degree. After a student has \nbeen admitted to Agnes Scott, no \ncredit is given for a summer school \ncourse if the grade is less than D. \nCredit for summer school courses is \nnot factored into a student's grade \npoint average. \n\nStudents planning to take sum- \nmer school courses should consult \nthe assistant dean of the college \nbefore enrolling in summer school. \nAll courses require approval by the \nassistant dean of the college, in \nconsultation with the appropriate \nacademic program. Only one Spe- \ncific or Distributional Standard \nmay be satisfied by work in summer \nschool. Courses to satisfy Depth \nStandards must also be approved by \nthe chair of the student's major \nprogram. Usually no more than two \nsemester courses of summer school \nwork may apply to the require- \nments for a major. Usually no more \nthan one semester course of sum- \nmer school work may apply to \nrequirements for the minor if ap- \nproved by the chair of the minor \nprogram. \n\nA maximum of 12 semester \nhours will be approved per summer \nand no more than 20 semester \nhours of summer school work will \nbe credited toward the 124 \n\n\n\nsemester hours required for the \nAgnes Scott degree. See \"Transfer \nCredit\" (p. 36). The dean of the \ncollege may make exceptions. \nHours in Agnes Scott summer \nprograms are not included in these \nlimits. \n\nLeave of Absence \n\nThe purpose of a leave of \nabsence is to allow a student a \nbreak in her studies without having \nto withdraw from the College and \napply for readmission. \n\nA leave of absence form should \nbe submitted to the assistant dean \nof the college for approval by the \nend of the course selection period \nprior to the semester or semesters \nrequested. Except under the most \nunusual circumstances, no requests \nfor a leave of absence during that \nsemester will be considered after \nclasses have begun. A leave of \nabsence may be for one or two \nsemesters, with a maximum of two \nsemesters during her college career. \nA student may request that the \nassistant dean of the college extend \nher leave of absence from one \nsemester to two semesters. \n\nA student granted a leave of \nabsence need not apply for read- \nmission. Within a reasonable time, \nshe should notify the assistant dean \nof the college of her intent to re- \nturn as a student. A student who \ndoes not return within the time \nspecified for her leave will be con- \nsidered to have withdrawn. She \nmust apply for readmission before \nshe can return. \n\nA leave of absence may not be \nused to attend classes full-time at \nanother institution. If, for good \nreason, a student on leave wishes \n\n\n\nto take some course-work at \nanother college or university, she \nshould first consult with the assis- \ntant dean of the college, who will \nserve as her academic advisor for \nthe duration of the leave. Except \nunder very special circumstances, \nstrict limitations apply as to the \namount of academic credit that \nmay be earned during a leave of \nabsence: six hours during a one- \nsemester leave and ten hours dur- \ning a one-year leave. If academic \ncredit is attempted, a student must \nsubmit an official transcript to the \nCollege prior to her return. If a \nstudent is not in good standing at \nanother institution, it will be nec- \nessary for her to apply for readmis- \nsion before she can return to Agnes \nScott. \n\nExceptions to the above policies \nmay be made by the dean of the \ncollege. \n\nA student whose leave of \nabsence is approved must pay a \nnon-refundable $150 continuation \nfee for the leave period. When she \nreturns to Agnes Scott College, the \nfee will be applied toward her \nexpenses. \n\nWithdrawing \nFrom the College \n\nA student who wishes to with- \ndraw from the College must obtain \na withdrawal form from the assis- \ntant dean of the college or the \ndean or associate dean of students. \n\nWithdrawal is not official until \na withdrawal form has been signed \nby one of the deans. Withdrawal \nforms will not be signed while \nacademic or disciplinary actions \ninvolving the student are in pro- \ncess. A student may not withdraw \n\n\n\n1997-1999 Catalog \n\n\n\n37 \n\n\n\nAcademic Policies \n\n\n\nafter the last day of classes. \n\nGrades tor students whose with- \ndrawal forms are signed will be \ndetermined on the basis described \nin sections \"Grades\" (p. 27) and \n\"Completion of Semester Courses\" \n(p. 29) in this catalog. \n\nFor the financial aspects of \nwithdrawal from the College, see \nTUITION AND FEES (p. 48). \n\n\n\nReadmission \n\nStudents who have withdrawn \nor been dismissed from Agnes \nScott and wish to return must \nsubmit an application form with \nthe $35 nonrefundable application \nfee. The application is available \nfrom the Admission Office. Stu- \ndents must also send transcripts of \ncollege work taken since leaving \nAgnes Scott and the recommenda- \n\n\n\ntion of an instructor under whom \nshe did this recent work. \n\nStudents who have not pursued \nadditional study may complete a \nshort application form, also avail- \nable from the Admission Office, \nwhich is reviewed by the dean of \nthe college and the dean of \nstudents. In such cases, the College \nreserves the right to require an \nofficial application for admission. \n\n\n\n38 \n\n\n\nAgnes Scott College \n\n\n\nInternational Opportunities \n\n\n\nIn a world which is increasingly \nglobal, the opportunity for \nstudents to gain international \nperspectives and experience inter- \ncultural situations should be a \nfundamental component of any \nliberal arts education. Such oppor- \ntunities are integral to the Agnes \nScott College experience. Through \na variety of programs, Agnes Scott \nCollege students are provided \nopportunities to study in interna- \ntional settings, perfect language \nskills and gain an understanding of \nhow developments in other cul- \ntures and countries are relevant to \ntheir interests and career choices. \n\nGlobal Awareness \nProgram \n\nThe Global Awareness Program, \na yearlong academic study/travel \nexperience, provides a means for \nstudents to develop a better under- \nstanding of their own cultural \nvalues as well as an appreciation \nfor the physical and cultural diver- \nsity of our world. This interna- \ntional program offers virtually all \nstudents, regardless of academic \nmajor, the opportunity to experi- \nence a culture different from the \none in which they were raised. The \ngoals of the program are to help \nstudents to open horizons, to ex- \nplore differences, to compare and \nevaluate different ways of doing \nthings and to challenge assump- \ntions and beliefs about the world in \nwhich they live. \n\nWith a focus on non-European \ncultures (host countries vary year \n\n1997-1999 Catalog \n\n\n\nto year), students have an aca- \ndemic study/travel experience in \nplaces such as Mexico, Japan and \nAfrica under the guidance and \nsupervision of Agnes Scott College \nfaculty. During the fall semester, \nstudents study the history, culture, \ngeography, economics and politics \nof a country, begin a research \nproject and develop \"survival lan- \nguage\" skills. The spring course \nbegins with a 2-3 week January \nintersession academic/travel expe- \nrience in the country where stu- \ndents do field research on their \nresearch topic, keep journals and \nexperience homestays. Upon return \nto campus, the course continues in \na six-week \"debriefing\" seminar in \nwhich students make cultural com- \nparisons, reflect on the study/travel \nexperience, complete research \nprojects and share the experience \nwith the campus and local commu- \nnity. \n\nGlobal Awareness is open to \nstudents of any major who are in \ngood standing and have been at \nAgnes Scott at least one semester. \nThis program is particularly recom- \nmended for sophomores as one of \ntheir electives. Entering students \nmay be admitted with special per- \nmission if space permits. Students \nmust apply and he accepted to the \nprogram in order to register for GA \n200. Year Five and graduate stu- \ndents may participate on a space \navailable basis, but they must pay \nthe entire cost of the trip whereas \nthe College heavily subsidizes the \ncost for undergraduates. (Students \n\n\n\nwho wish to enroll more than one \ntime must pay full fees.) Fees vary \ndepending on destination. Recent \nprices to undergraduate students \nhave ranged from $1100 to $1500 \nper person. \n\nSee \"Global Awareness\" course \ndescriptions (p. 75). \n\nA distinctive aspect of exchange \nis possible in those years when the \nGlobal Awareness program features \nJapan. As part of the Agnes Scott \nCollege exchange program with \nKinjo Gakuin University in \nNagoya, Japan, the Global Aware- \nness students are hosted by families \nfrom our sister institution in \nNagoya. In return, a select number \nof Kinjo Gakuin students study for \none semester at Agnes Scott. There \nis also a Faculty Exchange Program \nbetween the colleges. \n\nGlobal Connections \n\nGlobal Connections is a new \nprogram through which Agnes \nScott students can enrich their \ntraditional learning experiences by \nconnecting what is learned in the \nclassroom to a global experience. \nAcademic programs may \"add-on\" \na Global Connections component \nto an appropriate regular academic \ncourse (\"base course\") for critical \nreflection and concentrated study \nin particular cultural contexts. This \ntwo-hour component is optional \n(one does not have to enroll in it \nto take the base course) and in- \nvolves two to three weeks of travel/ \nintercultural experience during the \nJanuary intersession or in late May. \n\n39 \n\n\n\nInternational Opportunities \n\n\n\nA Global Connections component \nmay include a research component, \njournals, creative projects and \ngroup sessions. Three or four pre- \ndeparture sessions are held during \nthe semester to familiarize students \nwith travel procedures and regula- \ntions. Grades of \"Incomplete\" will \nhe assigned until requirements for \nthe component have been com- \npleted. (Due to the need to assign \n\"I\" grades, seniors are not able to \nenroll for credit in Global Connec- \ntions during the semester in which \nthey plan to graduate. Graduating \nseniors may enroll on a non-credit \nbasis if they wish.) \n\nTo be eligible to enroll in a GC \ncomponent, a student must apply \nand be accepted to the program, be \nin good standing and be concur- \nrently enrolled in the base course \nor have satisfactorily completed the \nbase course during the past two \nacademic years. Students pay full \ncost of travel expenses. The fee \nvaries depending on destination. \nRecent Global Connections \ncourses have included travel to \nIndia, Greece and England. \n\n\n\nStudy Abroad \n\nThere are two ways in which \nAgnes Scott students can partici- \npate in extended study abroad \nexperiences. \n\nFrench and German Exchange \nPrograms \n\nAgnes Scott College has special \nexchange agreements with the \nUniversite Catholique de L'Ouest \nin Angers, France and with the \nJohannes Gutenberg Universitat \nMainz in Germersheim, Germany. \nStudents can spend a semester or a \nyear at either university while \nremainmg enrolled as an Agnes \nScott student. Participants pay \ntuition and fees to Agnes Scott but \nare responsible for their travel and \nroom and board. Grades of \"D\" or \nbetter earned through the ex- \nchange are recorded on the perma- \nnent record but are not computed \ninto the Agnes Scott grade point \naverage. Information on language \nprerequisites for these programs can \nbe obtained from the faculty in the \n\n\n\nGerman Studies and French pro- \ngrams. \n\nA student interested in one of \nthese exchange programs should \nobtain a copy of \"Guidelines for \nStudy Abroad\" at least nine \nmonths prior to her participation. \n\nStudy Abroad Through \nOther Institutions \n\nStudents may choose to partici- \npate in a program sponsored by \nanother college or university in the \nUnited States or by enrolling \ndirectly in a foreign institution. \n\nGrades of \"D\" or better earned \nin courses are recorded on the \npermanent record but are not com- \nputed into the Agnes Scott grade \npoint average. All fees are paid to \nthe host institution. \n\nA student interested in partici- \npating in a program though an- \nother institution should obtain a \ncopy of \"Guidelines for Study \nAbroad\" at least nine months be- \nfore her participation. \n\n\n\n40 \n\n\n\nAgnes Scott College \n\n\n\nSpecial Curricular Opportunities \n\n\n\nOn Campus \nOpportunities \n\nThe Atlanta Semester: \nProgram in \n\nWomen, Leadership and \nSocial Change \n\nAgnes Scott has created a dis- \ntinctive academic program that \ncombines experiential learning in \nthe form of internships with an \nexciting array of courses designed \nto bring the academy and the com- \nmunity together to study and pro- \nmote social change. What distin- \nguishes the Atlanta Semester from \nother programs is the emphasis on \nwomen and leadership in both the \nacademic and public settings. Stu- \ndents in the program are chal- \nlenged to examine the contribu- \ntions to social change made by \nwomen leaders, and they experi- \nence firsthand the pressures and \nrewards of leadership in internships \nwith Atlanta based organizations. \n\nThe Atlanta Semester is open to \nAgnes Scott students but also offers \nwomen from colleges and universi- \nties across the country the opportu- \nnity to benefit from the women's \ncollege experience while living, \nworking and learning in the pro- \ngressive city known as the capital \nof the New South. In addition, \nstudents may earn a full semester's \nacademic credit and make valuable \ncontacts for their professional lives. \n\nThe program takes as its theme \n\"Making All the Difference: Re- \nthinking Citizenship and the City \n\n1997-1999 Catalog \n\n\n\nof the Future.\" An interdisciplinary \nseminar taught by Agnes Scott's \nfaculty and a speakers' forum con- \nstitute the common academic core \nof the program; in addition, each \nstudent selects an internship suited \nto her needs and interests and \ncarries out an independent research \nproject that bridges the experien- \ntial and academic components of \nthe program. Each student is as- \nsigned an advisor and has many \nopportunities to discuss her indi- \nvidual program and goals with the \nprogram's faculty. The Atlanta \nSemester academic program con- \nsists of 13 semester credit hours, \nwhich may be applied to a variety \nof majors or concentrations at \nstudents' home institutions. Some \nstudents may wish to take an addi- \ntional course outside the program \nchosen from among Agnes Scott's \nofferings. \n\nAgnes Scott students enrolled \nin the Atlanta Semester Program \nmay count the credit hours as ful- \nfillment of electives or, with the \napproval of their major or minor \ndepartment, apply to receive credit \nfor their major or minor. \n\nAcceleration \n\nA student may complete the \nrequirements for the degree in \nfewer than eight semesters. She \nmay accelerate her progress by: \nI entering with credit from \n\nAdvanced Placement examina- \ntions of the College Entrance \nExamination Board, Higher \nLevel examinations of the Inter- \nnational Baccalaureate or joint- \n\n\n\nenrollment programs; \nB carrying an increased course \n\nload; or by \n attending summer sessions at \n\nother institutions. \n\nA student planning to acceler- \nate should consult her advisor and \nmust complete the accelerated \nprogram application form. The \nform must be approved by the \nassistant dean of the college. \n\nCross-Registration \n\nCross-registration at member \ninstitutions of The University \nCenter in Georgia allows students \nto take courses not available at \nAgnes Scott. Students from \nmember institutions may also take \ncourses at Agnes Scott. Students \nmay cross-register for a maximum \nof two courses per term and a total \nof 18 semester hours. \n\nGrades for courses taken \nthrough cross-registration are not \nfactored into a student's grade \npoint average, but grades of A, B, \nC or D are accepted for credit \nhours. Only one Specific or Distri- \nbutional Standard may be fulfilled \nby courses taken under cross-regis- \ntration. See \"Transfer Credit\" \n(p. 36). Courses taken to satisfy \nDepth Standards must be approved \nby the student's advisor. Cross- \nregistration courses may satisfy \nrequirements for a minor if ap- \nproved by the chair of the minor \nprogram. All courses must be ap- \nproved by the assistant dean ot the \ncollege. \n\nStudents enrolled in cross-regis- \ntration courses are subject to the \n\n41 \n\n\n\nSpecial Curricular Opportunities \n\n\n\nregulations of the institution where \nthe course is taken, including dead- \nlines for application, registration \nand withdrawing from a course. \nStudents should apply for approval \nto the assistant dean of the college \nbefore the end of course selection \nfor the semester in which they plan \nto enroll in cross-registration. \n\nThe members institutions ot the \nUniversity Center in Georgia are: \n\nAgnes Scott College \n\nAtlanta College of Art \n\nClark Atlanta University \n\nClayton State College \n\nColumbia Theological Seminary \n\nEmory University \n\nGeorgia Institute of Technology \n\nGeorgia State University \n\nInstitute of Paper Science and \nTechnology \n\nInterdenominational \nTheological Center \n\nKennesaw State University \n\nMercer University Atlanta \n\nMorehouse College \n\nMorehouse School of Medicine \n\nMorris Brown College \n\nOglethorpe University \n\nSouthern Polytechnic State \nUniversity \n\nSpelman College \n\nUniversity of Georgia \n\nScott Free \n\nYear Five Program \n\nScott Free Year Five is a unique \nprogram offered by Agnes Scott \nCollege, designed to assist students \nin making the transition from col- \nlege to the world of work. Agnes \nScott graduates are eligible to at- \ntend Agnes Scott tuition-free the \ntwo consecutive semesters (exclud- \ning summer) following the comple- \ntion of degree requirements. Stu- \n\n42 \n\n\n\ndents take classes on a \"space avail- \nable\" basis and may take from one \ncourse up to a full course load. \nCredit for all courses taken is re- \ncorded on the student's Agnes \nScott College transcript. The Year \nFive student can request to live on \ncampus. The assistant dean of the \ncollege is the academic advisor for \nall Year Five students. \n\nAny student interested in infor- \nmation concerning Year Five or in \nsubmitting an application for the \nYear Five Program should contact \nthe assistant dean of the college. \n\nThe student activity fee, college \nevents fee and health insurance fee \n(unless waived) must be paid at the \ntime the student registers for the \n\n\n\nIndependent \nStudy (490) \n\nIndependent study gives supe- \nrior students the opportunity to \nexplore some field of intellectual or \nartistic interest and to produce a \nrelated piece of work. \n\nEvery student with junior stand- \ning and a cumulative grade point \naverage of B (3.0) or better is eligible \nto apply for an independent study. \nHer application must be approved \nby the appropriate department or \nprogram. The project may begin as \nearly as the spring semester of the \nstudent's junior year. \n\nInterested students should \notbtain the written guidelines \n(available in the registrar's office) \nand then apply in writing to the \nappropriate program chair. The \ncompleted application for an inde- \npendent study must be submitted \nfor approval to the assistant dean of \nthe college. \n\n\n\nStudents wishing to begin \nindependent study during the fall \nsemester of their senior year must \napply two weeks before Course \nSelection Week in the spring \nsemester of their junior year. \n\nThose wishing to begin their \nstudy in the spring semester of their \njunior year, or who wish to under- \ntake a one-semester study in the \nspring semester of their senior year, \nmust apply no later than two weeks \nbefore the fall semester deadline for \ncourse changes. \n\nInternships (450) \n\nThe College recognizes that \nlearning through internships can \nbe a valuable adjunct to classroom \nlearning and endeavors to make \npossible worthwhile experiences for \nstudents whose academic programs \nwould benefit from such opportuni- \nties. \n\nInternships worthy of academic \ncredit are those that bear a close \nrelationship to the student's princi- \npal academic interests. Internships \nfor which academic credit is inap- \npropriate are those that have little \nrelationship to the College curricu- \nlum. These may provide secondary \nbenefits, such as personal develop- \nment, professional experience, \nservice to the community or acqui- \nsition of purely practical informa- \ntion. The College facilitates par- \nticipation in these internships \nthrough the Office of Career Plan- \nning and Counseling. \n\nA student interested in an in- \nternship for credit should obtain \nwritten guidelines and an applica- \ntion from the registrar's office. She \nshould then consult her advisor. \nThe completed application should \n\nAgnes Scott College \n\n\n\nSpecial Curricular Opportunities \n\n\n\nbe submitted for review to the \nassistant dean of the college. The \ndeadUne for application is registra- \ntion day of the semester during \nwhich the internship is to be taken. \n\nTuition for credit internships \nduring the academic session is in- \ncluded in the regular fees. A student \nmay complete the practical compo- \nnent of an internship (450) while \nthe College is not in session and \ncomplete the academic component \nof the internship during the next \nsemester, receiving credit for the \ninternship during the semester \nfollowing the practical experience. \nThe internship must be approved \nbefore work is begun. If credit is \nearned when the College is not in \nsession, the charge for Agnes Scott \ncredit earned under the supervision \nof an Agnes Scott faculty member is \n$325 per semester hour. \n\nLanguage Across the \nCurriculum \n\nThe Language Across the Cur- \nriculum Program (LAC) is designed \nto enrich the study of the various \ndisciplines by allowing students \nand faculty the opportunity to \nstudy materials in an original lan- \nguage, establish linkages between \nforeign languages and the various \ndisciplines and allow both students \nand non-language faculty to con- \ntinue their language skills beyond \nthe foreign language classroom. \n\nAppropriate academic courses \nare coupled with a one-hour LAC \ncomponent where materials related \nto the course are read and discussed \nin the original language. Pairs of \nfaculty, one a discipline faculty and \none a language faculty, co-teach \nthe component. More information \n\n1997-1999 Catalog \n\n\n\nabout LAC courses may be found \nin the following departments or \nprograms: Art, Classical Languages \nand Literatures, History, Modern \nForeign Languages and Literatures, \nPolitical Science, Sociology and \nAnthropology, Religious Studies \nand Women's Studies. \n\nStudents wishing to enroll in \nthe LAC component of any offered \ncourses must have completed four \nsemesters of a foreign language. \n\nResearch Scholars \nProgram \n\nThe Research Scholars Program \nprovides a collaborative research \nexperience between students and \nfaculty. Students are directly in- \nvolved in research and their work \nis geared to produce publishable \nresults. In this program students \nreceive invaluable experience and \nfaculty receive research assistance \nin the faculty members' own re- \nsearch areas. Students are expected \nto make a presentation of their \nresearch to other students and \nfaculty. Guidelines for the program \nare available from the assistant \ndean ot the college. \n\nSHARP!Women \n\nSHARPlWomen (Science Hon- \nors Associates Research Program \nfor Women) is a summer research \nprogram involving Agnes Scott \nfaculty and undergraduates. For \npart of the program, high school \nstudents and faculty join Agnes \nScott faculty and students in doing \nresearch projects. Information for \nSHARPlWomen is available from \nfaculty in the science programs and \nfrom the assistant dean of the \ncollege. \n\n\n\nSpecial Study (410) \n\nSpecial study courses (numbered \n410) are offered by all academic \nprograms and are open to senior \nmajors (and qualified juniors) to \npursue work in areas outside a \nprogram's listed courses. Non- \nmajors who demonstrate sufficient \npreparation in the discipline may \nalso take 410 courses. \n\nApplications to take special \nstudy are available in the registrar's \noffice and must be returned to the \nassistant dean of the college for \napproval. A 410 course carries from \n2 to 4 semester-hours credit. Ordi- \nnarily, a student will take no more \nthan two semester courses of spe- \ncial study. \n\nThe application should include \nthe name of the instructor who will \nofter the 410, the course title and a \ndescription of the topic to be stud- \nied, a statement of the student's \npreparation for such study and the \nbasis for the grade. \n\nThe instructor must endorse the \napplication and so must the chair \nor director of the program offering \nthe 410. \n\nIf a student requests a 410 in her \njunior year, the application should \nalso state the appropriateness of \nthe 410 to the student's major \nprogram. \n\nIf a student wishes to take a 410 \noutside her major program, her \napplication must describe her \npreparation in the program offering \nthe 4 1 0, as well as the information \ndescribed above. \n\nStudent-Designed \nMajors \n\nStudents may design their own \ninterdisciplinary majors by combin- \n\n43 \n\n\n\nSpecial Curricular Opportunities \n\n\n\ning disciplines. They should con- \nsult the assistant dean of the col- \nlege, who will assign an advisor and \noversee the development of the \nproposal. The assistant dean of the \ncollege has information available \non recent interdisciplinary majors, \nsuch as Art- Psychology, Art His- \ntor^'-Religious Studies, Art History- \nEnglish Literature, Art History- \nHistory, Biology-Psychology, His- \ntory-English Literature and Latin \nAmerican Studies. Students may \nuse the examples in preparing their \nown proposals but are not limited \nto those interdisciplinary majors. \nStudents may also reshape the \nexamples to suit their own needs \nand interests. \n\nProposals for student-designed \nmajors usually are submitted to the \nassistant dean of the college during \nthe spring semester of a student's \nsophomore year. Proposals are \napproved by the dean of the \ncollege. \n\nTeaching Certification \n\nAgnes Scott has state-approved \nprograms for Early Childhood (P- \n5), Secondary (7-12; biology, \nchemistry, economics, English, \nhistory, mathematics, political \nscience). Foreign Languages (P- \n12; French, Greek, German, Latin, \nSpanish) and Music (P-12). A \nstudent who completes any of \nthese programs satisfactorily is \neligible for initial Georgia certifi- \ncation, as well as certification in \nstates with which Georgia has \nreciprocal agreements. \n\nAgnes Scott students interested \nin teaching complete the teacher \neducation program in addition to \nfulfilling the requirements for their \n\n44 \n\n\n\nmajors. The professional program \nincludes classroom study of theo- \nretical and practical approaches to \nteaching, as well as field experi- \nences in a variety of school \nsettings. \n\nStudents interested in teaching \nshould consult the Director of \nTeacher Education Programs dur- \ning their first year, or as early as \npossible in their college careers. \n\n\n\nOff'Campus \nOpportunities \n\nDual-Degree \nPrograms with Georgia \nInstitute of Technology \n\nA student may combine three \nyears of liberal arts studies at Agnes \nScott with two years of specialized \nwork at Georgia Institute of Tech- \nnology. For information about \nspecific programs, students may \nconsult the faculty coordinator. \nProf. Lilia Harvey. \n\nUpon completion of this five- \nyear liberal arts/professional pro- \ngram, the student will receive the \nbachelor of arts degree from Agnes \nScott and a bachelor's degree from \nGeorgia Institute of Technology. \nWith advanced planning, out- \nstanding students are able to com- \nplete a master's degree at Georgia \nInstitute of Technology with a \nminimum of additional time. \n\nStudents interested in the 3 + 2 \nprograms should consult the assis- \ntant dean of the college as early as \npossible, preferably during their \nfirst year. The student must select a \nmajor and plan a program which \n\n\n\nsatisfies all Specific and Distribu- \ntional Standards for the Agnes \nScott degree by the end of the \njunior year; and, if the student \nshould elect to remain at Agnes \nScott for the senior year, all \nrequirements for an Agnes Scott \nmajor. \n\nAdmission to the program at \nGeorgia Institute of Technology \nis based on completion of the \nabove requirements and on the \nrecommendation of the faculty \ncoordinator. \n\nDual-Degree Program \nin Art and \nArchitecture with \nWashington University \n\nA student may combine three \nyears of liberal arts studies at Agnes \nScott with four years of specialized \nwork in architecture at Washing- \nton University (St. Louis) for a \ncombined undergraduate/graduate \nprogram. \n\nUpon completion of the three \nyears at Agnes Scott and the first \nyear of architecture, the student \nreceives the bachelor of arts \ndegree from Agnes Scott. She \nthen continues in the graduate \nprogram in architecture at Wash- \nington University for three years \nto receive a master's degree in \narchitecture. \n\nBy taking advantage of this \ncooperative program, the student \ncan complete both degrees in seven \nyears. \n\nStudents interested in this pro- \ngram should consult the faculty \ncoordinator as early as possible, \npreferably in the first year. \n\nAdmission to the program at \nWashington University is based on \n\nAgnes Scott College \n\n\n\nSpecial Curricular Opportunities \n\n\n\ncompletion of certain requirements \nand on the recommendation of the \nfaculty coordinator for the pro- \ngram, Prof. Terry McGehee. \n\nExchange Program \nWith Mills College \n\nAgnes Scott College and Mills \nCollege, in the San Francisco Bay \narea (Oakland, California), have \nan exchange agreement enabling \nstudents enrolled at each college to \nspend a semester or year at the \nother college. \n\nParticipants remain enrolled in \ntheir home college and pay all fees \nto their home college. A student \nwho participates in the exchange \nmay not transfer to the other col- \nlege upon completion of the \nexchange. Permission to participate \nin this program is given by the \ndean of the college. \n\nStudents interested in attending \nMills College for a semester or a \nyear should consult the assistant \ndean of the college and the director \nof financial aid. \n\nPublic Leadership \nEducation Network \n\nAgnes Scott College is a mem- \nber of PLEN, a consortium of \nwomen's colleges designed to pre- \npare women for public leadership \nroles. Students have opportunities \nto study the process of public policy \nwith women leaders in Washing- \nton, D.C. and abroad. Programs \nrange from two-day mentor sessions \nto seminars of several days' length \nto the PLEN Public Policy Semes- \nter. \n\nStudents interested in partici- \npating in the PLEN program may \ncontact the dean of students or the \n\n\n\nfaculty advisor. Prof. Brenda Hoke. \nStudents interested in receiving \nacademic credit for participation in \nthe PLEN program must contact \nthe assistant dean of the college. \n\nROTC \n\nAgnes Scott students may par- \nticipate in the Air Force or Navy \nReserve Officers Training Corps at \nGeorgia Institute of Technology. A \nstudent who completes one of \nthese programs qualifies as a com- \nmissioned officer and will be or- \ndered to active duty in the United \nStates Air Force, the United States \nNavy or the United States Marine \nCorps. Courses in ROTC programs \nare taken under the cross-registra- \ntion program of The University \nCenter in Georgia. Interested stu- \ndents should consult the assistant \ndean of the college. \n\nThe Renaissance \nScholars Program \nOf The University \nCenter in Georgia \n\nThe Renaissance Scholars Pro- \ngram is for superior undergraduate \nstudents who have a traditional \nmajor and wish to incorporate a \nsubstantial amount of work in a \ndisparate discipline. They spend at \nleast one semester in residence at \nanother University Center campus \nor other locations approved by the \nprogram's advisory council under \nthe guidance of a Host Campus \nTutor. Students are admitted in \nthe sophomore year to the program \nby the recommendation of the \nCollege and approval by the Re- \nnaissance Scholars Program Steer- \ning Committee and the Advisory \nBoard. \n\n\n\nStudents interested in this pro- \ngram should contact the assistant \ndean of the college during their \nfirst year. \n\nWashington Semester \n\nAgnes Scott is a member of the \nWashington Semester Program. \n\nStudents spend either the fall or \nspring semester at American Uni- \nversity in Washington, D.C. There \nare nine offerings in the program, \nincluding American government, \nforeign policy, economic policy, \njustice, international business and \ntrade and journalism. Each of these \nprograms consists of a seminar, an \ninternship and a research project. \nStudents may attend during either \ntheir junior or senior year. \n\nDeadlines for fall and spring \nsemester attendance are early April \nand early November. Requests \nmust be approved by the dean of \nthe college. \n\nA student who participates in \nthe Washington Semester program \nat American University pays \nAmerican University tuition to \nAgnes Scott College during her \nsemester in the program. (Con- \nversely, when in residence at \nAgnes Scott College, a student \npays the Agnes Scott College \ntuition and fees.) She is respon- \nsible for her own room and board \nwhile in Washington. Limited \nscholarship money is available \nfrom American University; \nstudents are urged to apply early \nfor consideration. Interested \nstudents may obtain information \nand applications from the faculty \nadvisor. Prof. Catherine Scott, or \nthe assistant dean of the college. \n\n\n\n1997-1999 Catalog \n\n\n\n45 \n\n\n\nPost-Baccalaureate Programs and \nPreparation for Graduate Study \n\n\n\nPost-baccalaureate and grad- \nuate programs are coeduca- \ntional and qualified women \nand men are invited to apply. \n For requirements and applications \nfor specific programs, contact \nRutti Bettandorff, Associate Dean \nof the College/Director of Gradu- \nate Studies, Tfie Office of Gradu- \nate Studies, Agnes Scott College, \n141 E. College Avenue, Decatur, \nGA 30030-3797. \n\nMaster of Arts in \nTeacliing Secondary \nEnglisli (IVIAT) \n\nThe MAT in Secondary English \nis designed specifically for candi- \ndates seeking to teach high school \nEnglish who either have made a \nlate decision as undergraduates to \nbecome teachers or are of a non- \ntraditional age. The 45-hour pro- \ngram targets students who have an \nundergraduate degree in English, or \na related field with significant \nbackground in English, but who did \nnot complete a teacher certifica- \ntion program at the undergraduate \nlevel. Special features of the MAT \nprogram include an emphasis on \ngender equity, a writing workshop \nwhich focuses on improving and \nteaching writing and two semesters \nof supervised internship. \n\nPost-Baccalaureate \nPremedical Program \n\nAgnes Scott offers a one-year \npost-baccalaureate program that \n\n46 \n\n\n\nprepares students for most medical \nschool, veterinary school and other \nallied health professions. This Post- \nBaccalaureate Premedical Program \nis primarily for career changers and \nfor returning students with under- \ngraduate degrees in non-science \nfields who lack the necessary sci- \nence courses to apply for advanced \nstudy in the growing healthcare \nfield. \n\nSuccessful candidates have a \nfavorable academic record and \ndemonstrate a high degree of moti- \nvation and commitment. It is desir- \nable for applicants to have some \nexperience in a medical setting, \neither as a volunteer or profes- \nsional. \n\nStudents earn a certificate upon \ncompletion of a minimum of 32 \nhours of laboratory science and a \nnon-credit co-curricular seminar \non various health care topics. Stu- \ndents take the basic premedical \nrequirements (biology, general \nchemistfry, organic chemistry and \nphysics) offered through the regular \nundergraduate curriculum. Calcu- \nlus is also strongly recommended, \nthough not required. \n\nPost-Baccalaureate \nTeacher Certification- \nSecondary \n\nAgnes Scott College offers \ncourse work leading to post-bacca- \nlaureate certification at the \nbachelor's level (T-4) in the follow- \ning fields: Secondary (Grades 7-12): \n\n\n\nbiology, chemistry, history, math- \nematics. \n\nThe Post-Baccalaureate Teacher \nCertification Program is a non- \ndegree program for college gradu- \nates who have completed an appro- \npriate major but have not com- \npleted a teacher education pro- \ngram. Admitted students are re- \nquired to complete a minimum of \n30 semester hours of credit, 24 of \nwhich must be specified Agnes \nScott hours. Additional hours may \nbe required depending on the \nstudent's prior preparation and on \ncertification standards. \n\nPost-Baccalaureate programs are \nnot available in Early Childhood or \nMiddle Grades. \n\nNote: Initial certification in \nsecondary English is available for \nqualified applicants at the Master's \nlevel (T-5) through the Master of \nArts in Teaching Secondary En- \nglish program. \n\n\n\nPreparation for \nGraduate Study \n\nPreparation for Arts and \nSciences \n\nA student interested in graduate \nstudy in arts or sciences should con- \nsult first with her faculty advisor. \nInformation on the Graduate Record \nExamination (GRE) may be \nobtained in Faculty Services in \n\n\n\nAgnes Scott College \n\n\n\nPost-Baccalaureate Programs and Preparation for Graduate Study \n\n\n\nButtrick Hall. Graduate catalogs are \navailable on microfiche in McCain \nLibrary. \n\nPreparation for Medicine \n\nThe College encourages stu- \ndents interested in a career in \nmedicine, dentistry, veterinary \nmedicine or allied health to pursue \nthe major of their choice. Medical \nschools are interested in liberal arts \ngraduates. Agnes Scott students \nhave gone to medical school hav- \ning majored in classics, art, French \nand other subjects. \n\nThe health professions advising \ncommittee, advisory to the assis- \ntant dean of the college, counsels \nstudents on academic programs, \npreparation for professional school \nand ways to enhance acceptability \ninto pre-health programs. The \ngroup writes letters of evaluation to \neach school to which a student \napplies. Students have the opportu- \nnity to meet with medical college \nfaculty as well as medical students, \nsome of whom are Agnes Scott \nalumnae. \n\nThe most critical step toward \nadmission, other than grades (grade \npoint average and grades in re- \nquired science courses), is the \nMedical College Admission Test \n(MCAT) or its equivalent (DCAT \nfor dentistry, VCAT for veterinary \nmedicine). This test should be \ntaken during the spring of the \n\n\n\njunior year (except for the VCAT) \nand may be repeated during the fall \nof the senior year to improve per- \nformance. \n\nMost medical, dental and veteri- \nnary colleges require a full-year \ncourse with laboratory in biology, \nphysics, inorganic (general) chem- \nistry and organic chemistry. Some \nschools require calculus. These \ncourses should be in progress or \ncompleted by the spring of the \njunior year in order to do well on \nthe MCAT. \n\nA student can make many dif- \nferent course choices. If she is not \nmajoring in chemistry or physics, \nshe will most likely defer physics \nuntil the junior year. A student \nwho majors in chemistry or biology \nshould take introductory courses in \nthat discipline during the first year. \n\n\n\nOne possible program is: \n\nFirst year: Biology 120,121 \nSophomore year: Chemistry 101, \n\nlOlL, 102, 102L \nJunior year: Chemistry 201, 202, \n\n202L; Physics 110, 111 \n\n\n\nAnother possible program is: \nFirst year: Chemistry 101, lOlL, \n\n102, 102L \nSopiiomore year: Chemistry 201, \n\n202, 202L; Biology 120, 121 \nJunior year: Physics 110, 111 \n\n\n\nThese possibilities apply to any \nmajor. Some students may take \nbiology and chemistry during the \nfirst year if they have good back- \ngrounds in both. \n\nStudents are responsible for \nknowing the admission require- \nments of the professional schools to \nwhich they apply. This information \nis in Medical School Admission \nRequirements, on reserve in Fac- \nulty Services in Buttrick Hall. A \nstudent who plans to attend a \nstate-supported medical college \nshould apply to one in her home \nstate; out-of-state applicants usu- \nally are not accepted. Privately \nsupported institutions typically \naccept many out-of-state students. \nStates with no dental or veterinary \ncolleges have agreements with \nother states that have such facili- \nties. \n\nPreparation for Law \n\nAmerican law schools require \nno specific courses or major, but \nstudents interested in the legal \nprofession must develop strong \nanalytical and communication \nskills. Students should take maxi- \nmum advantage of the richness and \nvariety of a liberal arts curriculum. \nThose interested in law school \nshould consult with the pre-law \nadvisor. Prof. Gus Cochran, about \nwhen to take and how to prepare \nfor the Law School Admissions \nTest (LSAT). \n\n\n\n1997-1999 Catalog \n\n\n\n47 \n\n\n\nTliition and Fees \n\n\n\nStudent fees at Agnes Scott \nmeet less than half of the \nannual operating costs. The \ndifference between student payments \nand College operating expenses \ncomes from general endowment \nincome and gifts and grants to the \nCollege. Fees for full-time students \nfor the 1997-98 academic year are: \n\nTuition $14,825.00 \n\nRoom and board fee 6,230.00 \n\nHealth Insurance fee* 189.00 \n\nStudent activity fee 115.00 \n\nCollege events fee 20.00 \n\nTOTAL $21,379.00 \n\n* The health insurance fee is adjusted each \nyear. This was the cost in 1996-97- \n\nPayment due dates for \nTuition and Fees for 1997-98 \nare indicated below. \n\nA student's account will be cred- \nited $50 for each semester that the \naccount is paid in full by the due \ndate. \n\nA student's financial aid pack- \nage will be considered when deter- \nmining the amounts due each \nsemester. \n\n All resident students pay a \n\nrefundable $100 room occupancy \ndeposit each year. This deposit is \ndue when tuition, fees and room \nand board charges for the fall se- \nmester are paid. The deposit is \nrefundable at the end of the \nacademic year provided no room \ndamage has occurred and no other \nmonies are due to the College. \n\n48 \n\n\n\nStudents who change hoarding \nstatus during the semester will be \ncharged or credited for room and \nboard on a pro rata basis for the \nremainder of the semester. \n\nm Ail new students pay a non- \nrefundable $35 application fee \nand a $150 enrollment fee by May \n1 . This enrollment fee is nonre- \nfundable after May 1. New stu- \ndents who receive financial assis- \ntance from the College are ex- \npected to pay the full amount of \nthe deposit by May 1 , unless oth- \nerwise instructed by the director \n\n\n\noffi \n\n\n\nnancial aii \n\n\n\nd. \n\n\n\n Returning full-time students \n\npay a nonrefundable (after April \n15) $150 deposit by April 15. This \ndeposit entitles the student to re- \nregister and to select a residence \nhall room for the next year. A \nnonrefundable $150 continuation \nfee is required of students who are \non an approved leave of absence. \n\nm Unclassified and Return to \n\nCollege students who take less \nthan a full academic load (12 se- \nmester hours) pay tuition in 1997- \n\n\n\nResident Students \n\n\n\nApril 15 (returning) ^ $150 Deposit \n\nMay 1 (new) $150 Deposit \n\nAugust 1 $100 Room Deposit \n\nAugust 1 $10,513 Balance \n\n(Fall semester tuition, fees, room \u0026 board) \n\nAugust 15 $189 Health Insurance* \n\n(unless waived) \nJanuary 5 $10,527 Spring semester tuition, fees, room \u0026 board \n\n\n\nNon-Resident Students \n\n\n\nApril 15 (returning) $150 Deposit \n\nMay 1 (new) $150 Deposit \n\nAugust 1 $7,398 Balance \n\n(Fall semester tuition, fees) \n\nAugust 15 $189 Health Insurance* \n\n(unless waived) \nJanuary 5 $7,412 Spring semester tuition and fees \n\n\n\nAgnes Scott College \n\n\n\nTiiition and Fees \n\n\n\n98 on a semester basis at a rate of \n$670 for the first hour and $620 for \neach additional hour up to five \nhours; $4,390 for six to eight hours; \nand $6,250 for nine to 1 1 hours. \nAny additional monies due to the \nCollege as a result of course \nchanges during the ten-day drop/ \nadd period are due at the time of \nthe change. The $115 student \nactivity fee and the $20 college \nevents fee are not included in these \ncharges. The student activity fee is \ndue at the beginning of the first \nsemester of an academic session in \nwhich the student is enrolled for at \nleast 6 semester hours. The College \nEvents fee is due at the beginning \nof the first semester of an academic \nsession in which a student is en- \nrolled, regardless of the number of \ncredit hours taken. \n\nm Post-Baccalaureate Pre- \n\nmedical Students pay $310 per \ncredit hour up to five hours; $2,170 \nfor six to eight hours; $3,100 for \nnine to eleven hours; and $3,700 \nfor full-time work m 1997-98. The \n$115 student activity fee and the \n$20 College Events fee are not \nincluded in these charges. The \nstudent activity fee is due at the \nbeginning of the first semester, \nother than summer, in which the \nstudent is enrolled for at least 6 \nsemester hours. The College \nEvents fee is due at the beginning \nof the first semester, other than \nsummer, in which a student is en- \nrolled, regardless of the number of \ncredit hours taken. \n\nGraduation Fee \n\nA nonrefundable graduation fee \nof $150 to cover rental of cap, \n\n\n\ngown and hood, the purchase of \nthe diploma and other expenses is \nrequired of all students who expect \nto graduate. This payment is due \nwhen tuition, fees and room and \nboard charges are paid. \n\nTerms \n\nA student may not register or \nattend classes until accounts have \nbeen satisfactorily paid in the \naccounting office. All financial \nobligations to the College must be \nmet before a student can receive a \ndiploma, a transcript of record or \nofficial grades. \n\nRefund Policy \n\nA refund reters to the College \ncharges that are refunded to the \nstudent and/or to the financial aid \nsources which covered those \ncharges. Refunds are made within \n30 days of the student's withdrawal. \n\nStudents who withdraw from \nthe College on or before the first \nclass day of a semester will receive \na full refund of any payment made \ntoward tuition, room and board \nand student fees. No refund will be \nmade of the $150 enrollment/re- \nregistration deposit. \n\nFor students who withdraw after \nthe first class day during a semester, \nthe mandatory health fee is non- \nrefundable. \n\nAgnes Scott's institutional \nrefund policy for tuition, room and \nboard and the Student Activity \nand College Events fees is as \nfollows: \n\n9 90% refund when withdrawal is \nafter the first class day and be- \nfore the end of the first 10% of \nthe semester. \n 50% refund when withdrawal is \n\n\n\nafter the first 10% and before \n\nthe end of the first 25% of the \n\nsemester. \n 25% refund when withdrawal is \n\nafter the first 25% and before \n\nthe end of the first 50% of the \n\nsemester. \n\nThe date of withdrawal is the \nearlier of: ( 1 ) the date that the \nstudent notifies the institution of \nher intent to withdraw or (2) the \ndate of withdrawal as specified by \nthe student. The semester begins \nwith the first day of class for that \nsemester. The first week of the \nsemester is the seven-day period \nthat begins on the first day of class. \nThe point of withdrawal is mea- \nsured in weeks, and the student is \nconsidered to have withdrawn \nwithin a given week, as defined \nabove, if the withdrawal date is \nprior to the end of that week. \n\nFor students who are in their \nfirst semester of study at Agnes \nScott College and withdraw on or \nbefore the 60% point in the semes- \nter, the refund amount is calculated \nusing the statutory pro rata refund \npolicy set forth by the U.S. Depart- \nment of Education. The pro rata \nrefund is calculated based on the \nprorated charges for the remaining \nweeks in the semester. \n\nRefunds are applied in the \nfollowing order, as prescribed by \nfederal law and regulations: \n9 Unsubsidized Federal Stafford \n\nLoans \nH Subsidized Federal Stafford \n\nLoans \nM Federal Parent Loans for \n\nUndergraduate Students \nM Federal Pell Grants \nH Federal Supplemental Educa- \ntional Opportunity Grants \n\n\n\n1997-1999 Catalog \n\n\n\n49 \n\n\n\nTuition and Fees \n\n\n\n Other federal aid \n\n State financial assistance \n\n Private or institutional student \nfinancial assistance \n\n Student \n\nMonthly Statements \nOf Account \n\nEach student will receive a \nmonthly statement of account from \nthe College if a balance is due. \nStatements include, but are not \nlimited to, tuition, room and board \ncharges, health center charges, \nparking fines and library fines. \nStatements are due and payable \nupon receipt, unless otherwise \nstated, for tuition, fees, room and \nboard. \n\nDelinquent \nAccounts \n\nIt is the College's stated policy \nto turn over past due accounts to \nan outside collection agency and to \nuse the full extent of the law to \ncollect delinquent accounts. \n\n\n\nHealth \nInsurance \n\nThe College requires that all \nstudents be covered by health \ninsurance and provides a health \ninsurance program for a fee. The \nfee is charged and payable when \ntuition, room and board charges are \ndue. The health insurance program \nmay be waived upon evidence that \nthe student is covered by adequate \nalternative health insurance \narrangements. \n\nInternational students must \ncarry a Student Accident and Sick- \nness Insurance Plan to help meet \nadditional medical expenses for the \nacademic year. They must have this \ncoverage before they may enroll. \n\nThere is no charge to resident \nstudents for routine treatment in \nthe Student Health Center. \n\n\n\nTelephone \nSystem \n\nThe College provides each room \nwith a telephone connection. The \nAgnes Scott telecommunications \noffice contracts with AT\u0026T for \nlong distance service. A long dis- \ntance access code may be obtained \ndirectly with AT\u0026T or through the \nAgnes Scott telecommunications \noffice. Bills are sent monthly by \nAT\u0026T and payments are sent \ndirectly to them. An outstanding \nbalance on the AT\u0026T telephone \naccount is considered an outstand- \ning financial obligation to Agnes \nScott College and could result in \nthe loss of the long distance access \ncode and official grades and tran- \nscripts being withheld. \n\nVehicle \nRegistration \n\nThere is a vehicle registration \nfee of $50 for the academic year or \n$30 for one semester. \n\n\n\n50 \n\n\n\nAgnes Scott College \n\n\n\nCourses of Study \n\n\n\nGuide to Symbols \n\nf = fall semester, s = spring semester, S = summer, L = laboratory or language across the curriculum course. \nParentheses following the course number indicate that the course is cross-listed as an offering of another department. \n\n\n\nThe College reserves the right in its discretion to make at any time changes affecting policies, fees, \ncurricula or other matters required to carry out the objectives and purposes of the College. \n\n\n\nAffricana Studies \n\nDirector: Violet M. Johnson \n\nThe program in Africana Studies affords \nstudents opportunities to focus on the history, \nculture and contemporary issues pertaining to \npeople of African descent. The core courses of the \nprogram, offered in the Departments of History, \nEnglish, Political Science, Sociology and Anthropol- \nogy, and Religious Studies, deal variously with Africa, \nAfrican-Americans and the African Diaspora. Related \ncourses are offered in the Departments of Political \nScience, Sociology and Anthropology, Psychology, \nMusic and Modem Foreign Languages and Literatures. \nStudents may choose to do the established minor as \ndescribed below or select some courses to complement \ntheir majors and minors in other disciplines and areas. \n\nThrough the student-designed major option, a \nstudent, with approval from the dean of the college, \nmay pursue a major in Africana Studies. \n\n Requirements for the Minor: \n\nA minimum of 19 hours is required for the minor All \ncourses in the minor should be chosen in consultation \nwith the program advisor and must be approved by \nthe advisor. \nRequired courses: \nAfricana Studies 170 \n\n\n\nHistory 250 or 251 or 350 \nStudents must choose at least four courses from the \nfollowing groups, three of which must be chosen from \nGroups I and II, with a minimum of one course from \neach: \nGroup I (Historical and Cultural Perspectives): \nEnglish 339; History 250, 251, 253, 254, 350, 354; \nReligion 330 (when the topic relates to the \nreligions of Africa or the African Diaspora); \nSociology 380 \nGroup 11 (Critical Perspectives): \nHistory 335; Sociology 350, 370 \nGroup ill (Related Perspectives): \nInterdisciplinary 200; English 216; History 331, \n332; Music 204; Sociology 230, 301; Religious \nStudies 331; Political Science 308; Psychology \n240; Spanish 208 \nOne of the following courses must be taken with the \nresearch component for one additional hour of credit: \nHistory 335, 350; Sociology 370, 380 (Note: These \nfour courses have variable credit [3-4 hours]. Four \nhours of credit will be given if taken with the research \ncomponent for this minor.) \n\n170f. AFRICAN-AMERICAN CULTURE AND SOCIAL \nINSTITUTIONS (3) \n\nOverall framework for the study of African-Americans \nfrom slavery to the present. Aspects of the African- \nAmerican experience are examined from a \nmultidisciplinary perspective. \n\n\n\n1997-1999 Catalog \n\n\n\n51 \n\n\n\nArt \n\n\n\nArt \n\n\n\nProfessor: Terr\\' McGehee \nAssociate Professor: Donna Sadler \nAssistant Professor: Anne Beidler \n\nThe faculty in the art program are practicing \nartists and art historians who believe in the \nprimacy of the visual arts in liberal education. \nThe inherent value of art and the manner in which it \ncan enrich and enliven the individual's experience lie \nat the core of the art program. \n\nThe art major is a balanced program of study in \ntheory, practice and history. The art major, with its \nstrong foundation in two-dimensional and three- \ndimensional art and solid grounding in the chronologi- \ncal periods of art history, offers a meaningful experi- \nence in the visual arts in preparation for a productive \nprofessional or academic career. Students may go into \ngraduate programs in studio art, art history, art therapy, \nmuseum work, art restoration or arts administration. \nStudents may also minor in either Art History or \nStudio Art. A dual degree program in Art and Archi- \ntecture is offered with Washington University in St. \nLouis. \n\nThe Dana Fine Arts building, designed by the \narchitect John Portman, incorporates studio spaces, \nlecture halls, an auditorium and the Dalton Gallery. \nThe latter is a large, multiroom exhibition space that \nhas hosted shows of both historical and contemporary \nart works. The gallery program incorporates at least \none student exhibition a year, which offers the studio \nclasses an excellent opportunity to showcase their \nworks. Not only does the Dalton Gallery exhibit local \nartists and thematic shows, but students also have \naccess to the rich cultural offerings in Atlanta; visits to \ngalleries, museums and artist studios complement the \nart major's course of study. \n\n Requirements for the Major \n\nCourses required in Art History and Theory: \n\n102. 103, 480 \n\nTwo additional courses in Art History and Tlieory \n\n\n\nCourses required in Studio Art: \n\nFoundation Studies: 161, 162, 240, 270 \n\nOne of the following: 241, 242 \n\nMinimum of 9 semester hours in other 200, 300, 400 \n\nlevel Studio Art courses \nA minimum of 39 hours in art is required for the \n\nmajor. \n\n Requirements for the Minor \n\nArt History \n\n102, 103, 480; four additional courses in art history \nat the 200 and/or 300 level. The program must \nhave the approval of the chair of the department. \nSuggested course beyond the minimum \nrequirement: 161 \n\nStudio Art \n\n161, 162, 480; four additional courses in studio art. \nThe program must have the approval of the chair \nof the department. \nSuggested courses beyond the minimum \nrequirement: 102, 103, 208. \n\nArt History and Theory \n\nThe Distributional Standard in fine arts will be \nsatisfied by any course in art history and theory. \n\n102f. HISTORY OF ART I (3) \n\nDevelopment of ethnographic and western art from their \nbeginnings in prehistory to the close ot the middle ages. \nSpecial emphasis is placed upon the varied functions of \nart and its role as an index of cultural values. \n\n103s. HISTORY OF ART II (3) \n\nDelineation ot major artistic periods from the Renais- \nsance through the modem periods. Emphasis shifts from \nthe concept of the individual masterpiece in the \nfifteenth century to the artist as courtier in the seven- \nteenth century to the various art movements in the \ntwentieth century. \n\n103LS. (French 203L) HISTORY OF ART II, FRENCH \nCOMPONENT (1) \n\nSee French 203L for description. \nOffered 1997-98 \n\n201f. (Classics 242) GREEK AND ROMAN ART (3) \n\nSurvey of the architecture, sculpture, painting and minor \n\n\n\n52 \n\n\n\nAgnes Scott College \n\n\n\nArt \n\n\n\narts from the Bronze Age in Greece (c. 3000 B.C.E.) \nthrough the flourishing of the Roman Empire until c. \n313 C.E. \n\n202f. (Religious Studies 202) MEDIEVAL ART (3) \n\nSurvey of the major monuments ot architecture, \npainting, sculpture and manuscripts from the fourth \ncentury to the fourteenth century. Focusing on the \naccomplishments of the artists and their patrons from the \nninth through the thirteenth century, the economic, \nsocial and political factors that affected the medieval \nartistic vision are examined. \nOffered 1 997-98 and alternate years \n\n\n\n202Lf. (French 202L) IVIEDIEVAL ART, FRENCH \nCOMPONENT \n\nSee French 202L for description. \nNot o/fered 1997-98 \n\n\n\n(1) \n\n\n\n203f. RENAISSANCE ART (3) \n\nConcentration on the apogee of painting, sculpture and \narchitecture in Italy. Between c. 1300-1550, artists trace \na visual arc between the rediscovery of nature by Giotto \nto the creation of works synonymous with \"high culture\" \n such as the Mona Lisa and the Sistine Ceiling. \nAddresses issues of style and iconography, as well as the \neffect of patronage and gender on the visual arts. \nOffered 1 998-99 and alternate years \n\n208s. 19TH- \u0026 20TH-CENTURY ART (3) \n\nExploration of the architecture, sculpture and painting \nfrom the beginning of the nineteenth century through \npost-modernism. Primary emphasis on social history that \nhelped shape the various artistic movements from \nrealism to pop art to minimalism to performance art of \nthe 1980s. \n\n311s. (Women's Studies 311) THE RISE OF THE \n\nWOMAN ARTIST (3) \n\nExamination of the changing role of women in the \nproduction and possession of art. The perspectives of \ngender and difference used to define the shifting images \nof women both as subjects and as creators. The artistic \npatronage of women is examined as a force for social and \nartistic change. \nOffered 1 997-98 and alternate years \n\n31 2s. THE AGE OF THE CATHEDRALS (3) \n\nIntensive study of the cathedrals and monasteries of the \ntwelfth and thirteenth centuries. Emphasis placed on the \ntheory and construction practices of the medieval \nmasons, the iconography ot architecture and the \nmeaning of the stained glass and sculpture programs that \nembellish the churches of France, England, Spain and \n\n\n\nItaly. \n\nOffered 1 998-99 and alternate years \n\n410f,s. SPECIAL STUDY IN ART HISTORY AND \n\nCRITICISM (2-4) \n\nSpecial problems adjusted to the needs and interests of \n\nthe individual student. An introduction to scholarly \n\nresearch. \n\nOpen to art majors only \n\n480s. ISSUES IN ART (3) \n\nCapstone course that emphasizes theory, contemporary \nart issues and the role of art in society today. Political, \nsocial and aesthetic perspectives related to current \ndevelopments in the visual arts. Readings, presentations \nand visits to galleries, museums and artists' studios \nprovide a context for discussion. \n\nOpen to art majors and minors in art history or studio art and \nothers with permission of the department chair \n\n490f,S. INDEPENDENT STUDY (4-8) \n\nIndependent research in art history and theory or m \nstudio art under the supervision of a department member. \nOpen to senior art majors or by permission of the department \nchair \n\n\n\nStudio Art \n\nThe Distributional Standard in Fine Arts may be \nsatisfied in studio art by taking Art 161 or 162. If a \nstudent requests a portfolio review and subsequently \nreceives a positive recommendation by the studio \nfaculty, the student will be advised as to appropriate \ncurricular choices, placement and possible credit. \nRefer to page 12 for AP credit. \n\nAll studio courses meet 4 hours per week for 3 \nsemester hours credit unless otherwise indicated. \nStudents are expected to provide most of their own \nsupplies. \n\n161f,s. ART STRUCTURE I (3) \n\nIntroductory drawing course to develop visual skills as \nwell as individual expression. Experiments in a variety of \ndrawing media with subject matter that includes still-life, \nlife drawing and contemporary methods in drawing. \n\n162f,s. ART STRUCTURE II (3) \n\nStudy of the design elements of form, line, color and \ntexture in relation to problems in composition, color \ntheory, subject matter and space. Experiments in imagery \nand media that may include xerographic, photographic \n\n\n\nJ 997- 1999 Catalog \n\n\n\n53 \n\n\n\nArt, The Atlanta Semester: Women, Leadership and Social Change \n\n\n\nand computer aided design assemblages. \n\n240f. DRAWING AND COMPOSITION (3) \n\nProblems in representation with a focus on life drawing \nand the human body- Experimentation with drawing \nmedia and various styles of drawing. Emphasis on \npersonal expression and thematic discovery. \nPrerequisite: 161 or permission of the instructor \n\n241 f,s. PAINTING I (3) \n\nIntroductory' course in painting. Basic painting tech- \nniques and experiments in color theory combined with a \ndiscussion of conceptual approaches to painting. \nPrerequisite: 161 and 162 or permission of the instructor \n\n242f,s. PRINTMAKINGI (3) \n\nIntroduction to printmaking processes with a focus on \nimage content. Printing processes may include \nmonoprint, relief, intaglio, silkscreen, photographic \nprocesses in printmaking or book arts. \nPrerequisite: 161 and 162 or permission of instructor \n\n270f. THREE-DIMENSIONAL DESIGN (3) \n\nSeries of spacial experiments in relief, collage and \nconstruction. Media include but are not limited to clay, \nwire, wood, paper and plaster. \nPrerequisite: 161 \n\n274s. SCULPTURE I (3) \n\nIntroduction to selected sculptural processes including a \nfocus in one or more of the following areas: ceramics, \nceramic sculpture, basic carving (wood or stone), \nassemblage and construction or basic casting. \nPrerequisite: 270 or permission of the instructor \nMay be repeated if subject matter varies \n\n341 f,s. PAINTING II (3) \n\nAdvanced problems in painting related to issues of \nimagery, content, scale and technical means. \nPrerequisite: 24 L \n\nMay be repeated if subject matter varies \n\n342f,s. PRINTMAKING II (3) \n\nProblems in specific printing processes including \nmonoprint, relief, intaglio, silkscreen, photographic \nprocesses in printmaking or book arts. Focus on develop- \ning individual expression and image content. \nPrerequisite: 242 \nMay be repeated if subject matter varies \n\n\n\n360f,s. STUDIO IN MIXED MEDIA \n\nContemporary approaches to art-making which may \ninclude combining two and three-dimensional media \nwith a focus on expanding the range of expression. \n\n54 \n\n\n\n(3) \n\n\n\nProjects could include installations, performance pieces, \ncollaborative works or video. Emphasis centers on the \ndevelopment and visual presentation of ideas. \nPrerequisite: 241, 242 or 270 or pemiission of the \ninstructor \n\n460f,s. ADVANCED STUDIO (3) \n\nSpecial problems in drawing, painting, printmaking, \n\nphoto processes, ceramics, sculpture or other two and \n\nthree-dimensional media. \n\nPrerequisite: Permission of the instructor \n\nMay be repeated if subject matter varies \n\n\n\nThe Atlanta \nSemester: Women, \nLeadership and Social \nChange \n\nDirector: Isa D. Williams \n\nThe Atlanta Semester challenges students to \nexamine women's contributions to the dynam- \nics of social change, while tapping into the \nunique resources available only in Atlanta. Combining \nexperiential learning with an exciting array of courses \nand independent research, students will earn a full \nsemester's credit. \n\nAgnes Scott students enrolled in the Atlanta \nSemester Program may count the credit hours as \nfulfillment of electives or, with approval of their major \nor minor department, apply to receive credit in \nfulfillment of their major or minor. See the description \nof the Atlanta Semester on p. 41. \n\n301 s. THE ATLANTA SEMESTER SEMINAR (4) \n\nAn interdisciplinary exploration ot women's historic and \ncontemporary contributions to social change. The course \nprovides a theoretical framework for understanding \nwomen's relationship to the process of social change with \nspecial focus on multi-ethnic feminist theories. (Open \nonly to students enrolled in the Atlanta Semester Program.) \n\n\n\nAgnes Scott College \n\n\n\nThe Atlanta Semester: Women, Leadership and Social Change, Biochemistry \n\n\n\n305s. THE ATLANTA SEMESTER SPEAKERS' \n\nFORUM (2) \n\nStudents meet with community leaders and faculty for \nlectures and discuss topics related to the Atlanta \nSemester's yearly topic. (Open only to students enrolled in \nthe Atlanta Semester Pro-am.) \n\n350s. THE ATLANTA SEMESTER INTERNSHIP (4) \n\nExperiential learning through a supervised internship in \na community organization. (Open only to students enrolled \nin the Atlanta Semester Program.) \n\n380s. THE ATLANTA SEMESTER RESEARCH \n\nPROJECT (3) \n\nIndependent research drawing on the Atlanta Semester \ninternship and seminar and resulting in a paper that \ncombines theory and experience. Topic to be selected by \nthe student with approval from the instructor. (Open only \nto students enrolled in the Atlanta Semester Program.) \n\n\n\nBiochemistry \n\nAdvisor: Linda C. Hodges \n\nThe academic program in biochemistry is \ndesigned to give students two optional path- \nways to the major based on their interests and \ncareer plans. Both pathways give students a thorough \ngrounding in biological and chemical principles, \nespecially as applied to this interdisciplinary field. \nBoth pathways give students background for a variety \nof career goals including advanced study in biochemis- \ntry, molecular biology, pharmacology, medicine, \ndentistry and veterinary medicine; technical and \nnontechnical areas of biochemical, medical and \npharmaceutical industries; and scientific writing or \nediting. \n\nThe required courses provide fundamental knowl- \nedge of: \n\n structure and function relationships of biologi- \ncal molecules and systems; \n\nH chemical and biological reactions and their \nsignificance in biological systems; and \n\n modem methods for acquiring, analyzing and \nretrieving data. \n\nCollaborative research is an integral part of this \n\n\n\nrapidly changing area, and all biochemistry majors are \nrequired to have a research experience as part of their \nundergraduate requirements. This research experience \nmay be a credit or noncredit program either on or off \ncampus. \n\nStudents considering a major in biochemistry \nshould consult a biochemistry advisor as soon as \npossible, since sequencing of courses and prerequisites \nrequires careful planning. \n\n Requirements for the Major If Electing \nBiochemistry from a Biology Emphasis: \n\nBiology courses: 120, 210, 309, 310 and one course \nchosen from 300, 301 and 316. Total: 20 hours \n\nChemistry courses: 101, 101 L, 102, 102L, 201, 202, \n202L, 210 or 431 , 300, 300L, 301 Total: 26 hours \n\nTotal hours in Biology and Chemistry Courses: \n46 hours \n\nMathematics courses: 118, 119 \n\nPhysics courses: 110, 111 \n\n Additional Requirements: \n\nAll students must participate in a supervised research \nexperience approved by the biochemistry advisor. \nStudents may elect to fulfill this requirement by taking \nappropriate Agnes Scott research courses or by \ntaking part in biochemical research or internship \nexperiences either on or off campus, such as SHARP! \nWomen or other summer programs. \n\n Requirements for the Major If Electing \nBiochemistry from a Chemistry Emphasis \n(including courses for the ACS-approved \nBiochemistry track): \n\nBiology courses: 120, 210, 309 and 316 \nTotal: 16 hours \n\nChemistry courses: 101, 101 L, 102, 102L, 201, 202, \n202L, 300, 300L, 301, 302, 312, 342, 343, 400 and \n431, plus 3 additional hours at the advanced level \nsuch as Chemistry 410 or 490. Total: 42 hours \n\nTotal hours in Biology and Chemistry courses: \n58 hours \n\nMathematics courses: 118, 119 \n\nPhysics courses: 1 10, 1 1 1 , 242, 243 \n\n\n\n1 997- 1 999 Catalog \n\n\n\n55 \n\n\n\nBiochemistry, Biology \n\n\n\nAdditional Requirements: \n\nAil students must participate in a supervised researcli \nexperience approved by tlie bioctnemistry advisor. \nStudents may elect to fulfill this requirement by taking \nappropriate Agnes Scott research courses or by \ntaking part in biochemical research or internship \nexperiences either on or off campus, such as SHARP! \nWomen or other summer programs. NOTE: If a student \nelects a formal course such as Chemistry 490 to fulfill \nthis requirement, any hours elected over the 60 hours \nallowed in the major must be in excess of the 120 hour \nCollege requirement for graduation. \n\n\n\nand nein-credit research opportunities are available \nwith biology faculty members and off-campus. The \nprogram requirements combine foundation in the \nprinciples of biology with flexibility so that a student \nmay design a program of study which best fits her \ngoals. \n\nStudents who plan to major or minor in biology \nshould consult with a member of the department early \nin their college careers to ensure normal progression. \nStudents may elect the biochemistry major with either \na biology or chemistry emphasis. Students should \nconsult with department members about opportunities \nfor interdisciplinary majors, summer study and \nresearch. \n\n\n\nBiology \n\n\n\nProfessors: \n\nSandra T. Bowden \nJohn F. Pilger \nHarry Wistrand \nAssistant Professors: \n\nJ. Phil Gibson \nKaren J. Thompson \n\nThe Agnes Scott biology program offers an \nintegrated approach to the study of living \nsystems from molecules to ecosystems. The \nthemes that unify the program are evolution, relation- \nships between form and function, the unity and \ndiversity of life, and the cycling of matter and the flow \nof energy. Current methods of investigation, commu- \nnication, critical thinking and collaborative learning \nand research are emphasized. Students are encouraged \nto view science as a process for the development of \nknowledge in many subfields that have common \nthemes, shared methods of investigation and many \ninterdisciplinary connections. \n\nA major program includes the study of biological \nscience as a process, molecules, cells and tissues, \ndiverse organisms and general and organic chemistry. \nElective courses may include ecology, systematics, \ngenetics, developmental biology, marine biology, \nanimal behavior and physiology. In addition, credit \n\n\n\n Requirements for the Major \n\n36 hours as defined below: \n\n120, 121, 210, 309, 310, plus four other courses \n\nother than 380 \nElective courses must reflect at least two of the \n\nfollowing groups: \nProkaryotes: 301 \n\nAnimals: 240, 270, 280, 305, 318 \nPlants: 212, 220 \nAlso required: Chemistry 201 and one course in \n\nmathematics excluding 101, 104, 115 and 150. \n\n Requirements for the lUlinor \n\n20 hours as defined below: \n120, 121, 210 and two other courses in biology for \nwhich prerequisites have been met. \n\n1 01 f ,8. BIOLOGY OF ANIMALS (4) \n\nStructure, function, diversity and evolution of animals as \nexemplified by their morphology and physiology. Not \nopen to students who have had 240, 270 or 305. \n3 LEG, 1 LAB \n\n1081 ENVIRONMENTAL BIOLOGY (4) \n\nFundamental concepts of human ecology. Emphasis on \nhuman interaction with and impact on the environment. \nGlobal, regional and social issues will be discussed in \nlight of their foundation in biological, ecological and \nevolutionary principles. Not open to students who have \nhad or are taking 308. \n3 LEG, 1 LAB \n\n\n\n56 \n\n\n\nAgnes Scott GoUege \n\n\n\nBiology \n\n\n\n120f. CONCEPTS IN CELLULAR BIOLOGY AND \n\nGENETICS (4) \n\nStructure and function of biological molecules. Func- \ntional anatomy of prokaryotic and eukaryotic cells. \nMajor pathways for capture and release of energy. \nMetabolism of carbon compounds. Inheritance, gene \nregulation, recombinant DNA and biotechnology. \nLaboratory investigations emphasize processes of \nscientific inquiry. \n3 LEG, 1 LAB \n\n121s. CONCEPTS IN ORGANISMAL AND \n\nEVOLUTIONARY BIOLOGY (4) \n\nIntroduction to form and function ot plants and animals. \nEvolutionary mechanisms and models of population \ndynamics. Biological diversity and systematics. Labora- \ntory investigations emphasize processes of scientific \ninquiry. Not open to students who have taken 1 10. \n3 LEG, 1 LAB \nPrerequisite: 120 \n\n21 Of. CRITICAL THINKING AND INVESTIGATION IN \nBIOLOGY (4) \n\nIntroduction to inquiry and communication in the \nbiological sciences. Special emphasis on critical \nthinking, methods of investigation, analysis and \npresentation of data. Gomputing and literature research \nskills. Scientific writing and oral communication. A \nminimum grade of G- in this course is prerequisite to all \nsubsequent 200- and 300-level courses in the \ndepartment. \n3 LEG, 1 LAB \n\nPrerequisite: 120 or permission of the chair \nPrerequisite or corequisite: 121 or Ghemistry 102 and \n102L \n\n21 2s. BIOLOGY OF PLANTS (4) \n\nFunctional organization, growth, reproduction and \ndispersal of seed plants. Nutrition and transport pro- \ncesses. Evolution of the land flora. Goncepts in plant \ncommunity ecology. Interactions between plants and \nother organisms. \n3 LEG, 1 LAB \nPrerequisite or corequisite: 210 \n\n21 5S. MARINE BIOLOGY (4) \n\nEcological approach to the study of marine organisms as \n\nexemplified in temperate, semi-tropical and tropical \n\nenvironments. A three-week field course; dates to be \n\ndetermined. \n\nLimited to eight students \n\nPrerequisite: 1 20 or 121 \n\nOffered summer 1 998 and alternate years \n\n\n\n220f. SYSTEMATICS OF SOUTHEASTERN PLANTS (4) \n\nPrinciples of plant identification, classification and \nnomenclature, with special emphasis on vascular plants \nnative to this region. Laboratory includes observing \nplants in their natural environments and techniques for \ncollecting, identifying and preserving specimens. \n3 LEG, 1 LAB \n\nPrerequisite or corequisite: 210 \nOffered 1 997-98 and alternate years \n\n240f. VERTEBRATE BIOLOGY (4) \n\nGross anatomy of vertebrates, along with microscopic \nstructure of animal tissues. Includes dissection of \nselected animals and a project using histological \ntechniques. \n3 LEG, 1 LAB \nPrerequisite: 210 \n\n270s. INVERTEBRATE BIOLOGY (4) \n\nGomparative anatomy, functional morphology and \nsystematics of major and minor invertebrate phyla to \nachieve an understanding of unity, diversity and \nevolution in these animals. Laboratory includes some \nfieldwork. \n3 LEG, 1 LAB \nPrerequisite: 210 \n\n280f. ANIMAL BEHAVIOR (4) \n\nDevelopment, ecology and causation of animal behavior. \nEmphasis on comparative analysis of mechanisms \nunderlying the production of species-specific behavior. \n3 LEG, 1 LAB \nPrerequisite: 210 \n\n301f. MICROBIOLOGY (4) \n\nBiology of prokaryotic and eukaryotic microorganisms \n\nand viruses with emphasis on bacteria and viruses. \n\nMorphology, physiology, biochemistry, genetics, \n\ntaxonomy and immunology. \n\n3 LEG, 1 LAB \n\nPrerequisite: 210; Ghemistry 102 \n\n305s. ANIMAL PHYSIOLOGY (4) \n\nGomparative study ot respiration, circulation, sensory \nand neural integration, locomotion, metabolism and \ntemperature and water regulation in animals. Balanced \nemphasis on lower vertebrates, invertebrates and human \nsystems. Selected topics studied in depth in the labora- \ntory. \n\n3 LEG, 1 LAB \nPrerequisite: 210, Ghemistry 102 \n\n\n\nJ 997- J 999 Gatalog \n\n\n\n57 \n\n\n\nBiology \n\n\n\n308s. ECOLOGY (4) \n\nInteractions of organisms with their abiotic and biotic \n\nenvironments. Populations, communities and ecosystems \n\nfrom ecological and environmental perspectives. \n\nLaboratory and field studies, environmental analysis. \n\n3 LEG, 1 LAB \n\nPrerequisite: 210, Mathematics 117 (or 118 or 119) \n\nrecommended \n\n309f. CELL BIOLOGY 1: FUNCTIONAL \n\nORGANIZATION (4) \n\nForm and function at the cellular level of organization. \nProkaryotic and eukaryotic cell structure, the cell cycle, \nenergy and information flow, major modes of nutrition \nand metabolism. Specialized cellular functions, including \nmotility and electrical activity. \n3 LEG, 1 LAB \n\nPrerequisite: Chemistry 102 \nPrerequisite or corequisite: 210 \n\n310s. CELL BIOLOGY 2: PHYSIOLOGY AND \n\nBIOCHEMISTRY (4) \n\nBiochemistry of proteins, lipids, carbohydrates and \nnucleic acids. Solutions, pH and buffers. Enzyme activity \nand energy flow in major metabolic processes. Major \nanabolic and catabolic pathways in the metabolism of \ncarbon- and nitrogen-containing compounds. Photosyn- \nthesis, fermentation, glycolysis, aerobic and anaerobic \nrespiration, urea cycle and gluconeogenesis. Integration \nand regulation of metabolism. \n3 LEG, 1 LAB \nPrerequisite: 309; Ghemistry 201 \n\n315s. GENETICS (4) \n\nStructure, function, regulation and transmission of \n\nhereditary materials in viruses, prokaryotes and \n\neukaryotes. Not open to students who have taken 300. \n\n3 LEG, 1 LAB \n\nPrerequisite or corequisite: 210 \n\nPrerequisite: Ghemistry 102 \n\n31 6f. MOLECULAR GENETICS (4) \n\nGene structure, function and regulation at the molecular \nlevel in viruses, prokaryotes and eukaryotes; introduction \nto genetic engineering and recombinant DNA tech- \nniques. Emphasis on recently published literature. \n3 LEG, 1 LAB \n\nPrerequisite: 315; Ghemistry 201 (Ghemistry 201 for \nAGS biochemistry majors) \n\nCorequisite: for AGS biochemistry majors, a one-hour \nnoncredit tutorial \n\n318s. DEVELOPMENTAL BIOLOGY (4) \n\nMorphological patterns and the developmental mecha- \n\n\n\nnisms in the ontogeny of animals. Emphasis on classical \nvertebrate and invertebrate models. \n3 LEG, 1 LAB \nPrerequisite: 309 \n\n380f,s. RESEARCH IN BIOLOGY (1-4) \n\nLab or field research project conducted jointly with a \nmember of the biology faculty. Student collaboration is \nencouraged where appropriate. Recommendation of the \nfaculty member and approval by department are \nnecessary. Approval may be contingent on the number of \nprojects supervised by a faculty member each semester. \nThe project may be done in conjunction with an \nongoing research project or with a biology course (see \nbelow). Students eligible for graduation with high honor \nshould enroll in Biology 490 and follow the application \nprocedures for the independent and collaborative study \nprogram. Advanced planning is essential and application \nmust be approved prior to the beginning of course \nselection week. Research opportunities may be available \nin conjunction with the following courses: 212, 215, 220, \n270, 280, 301, 305, 308, 309, 310, 315, 316, 318. \nOpen to Biology majors only \n\nPrerequisite: 210 and appropriate advanced courses as \nrequired by the department. One credit hour is equiva- \nlent to a minimum of three hours of work per week. May \nbe repeated as appropriate with approval of department. \nGontinuation of multi-semester research to the next \nsemester is contingent on a minimum grade of G in \nBiology 380. \n\n481s. (Psychology 481) INTERDISCIPLINARY \n\nSEMINAR IN ANIMAL/HUMAN BEHAVIOR (1 ) \n\nOpen to students majoring in self-designed biology- \npsychology or to senior majors in biology or in psychol- \nogy with adequate preparation in both disciplines, as \ndetermined by consultation with both department chairs. \n\n490f,s. INDEPENDENT OR COLLABORATIVE \n\nSTUDY (4-8) \n\nIndependent or collaborative laboratory and/or field \nresearch under the supervision of biology faculty \nmembers. Open only to students who are fulfilling the \nresearch requirement for graduation with high honor. \nAn individual thesis and a seminar presentation are \nrequired. Recommendation by the department is based \non the student's choice of a suitable research project, her \npotential for biological research, course work and \nbackground and evidence of motivation for undertaking \nthe research. \n\nStudents who do not meet the grade point average for \ngraduation with high honor but who wish to pursue research \nwithin the department are directed to Biology 380. \n\n\n\n58 \n\n\n\nAgnes Scott College \n\n\n\nBusiness Preparatory Program, Chemistry \n\n\n\nBusiness \n\nPreparatory \n\nProgram \n\n\n\nChemistry \n\n\n\nDirector: Edmund J. Sheehey \n\nWith the rapid growth of, and turnover in, \nthe information that is important to \nbusiness, it is now commonplace to hear \ncorporate leaders claim that the best training for \nbusiness is a liberal arts education. Mindful that many \nof our students are preparing for a career in business, \nthe College has selected from its curriculum a set of \ncourses that stress analytical and communications \nskills relied on in business and provide a foundation in \nareas of study basic to business. \n\nThe program does not alter requirements for \ngraduation nor constitute a major. The fact that a \nstudent has taken the program is indicated on her \ntranscript. In order to complete the program students \nmust take at least eight of the courses listed below: \n\n Required Courses: \n\nEconomics: 104, 105 and 21 1 \n\nMathematics: 101 or 117or 1 18 (If students take 101, \n\nthey may also count toward the program either 117 \n\nor 118, but not both) \nAt least one of the following: English 210; Psychology \n\n240 or 305 or 316; Philosophy 103; Political Science \n\n102; Theatre 117 \nElective courses: \n\nEconomics: 210, 212, 213, 217, 303, 309, 338 \nMathematics: 115 or 328, 150, 119 \n\n\n\nProfessor: Linda C. Hodges \nAssociate Professors: \n\nThomas L. Maier, Director of Information \n\nTechnology Services \nT. Leon Venable \nAssistant Professor: Lilia C. Harvey \n\nThe academic program in chemistry, approved \nby the American Chemical Society (ACS), is \ndesigned to give students a thorough grounding \nin the principles and applications of modem chemis- \ntry, as well as extensive practical experience with \nresearch-quality instruments. The curriculum is \nstructured to serve chemistry majors, majors in \nchemistry-related disciplines and nonscience majors. \nStudents may design individual major programs to \nprepare for a variety of career goals, such as advanced \nstudy in chemistry, biochemistry, medical sciences, \nmolecular biology, materials science, chemical physics; \ntechnical and nontechnical areas of the chemical \nindustry; scientific writing or editing; chemical \neducation; and computer applications in chemistry. \nAfter completing a chemistry major, the student \nshould have the basic background required to be part \nof an industrial or academic scientific team devoted to \nresearch or applied chemistry. The required courses \nprovide fundamental knowledge of: \n\n theories which describe matter and chemical \nreactions ranging from elemental to biological systems; \n\nI techniques and instruments ordinarily used to \ninvestigate atoms, molecules and chemical reactions; \n\n modern methods for acquiring, analyzing and \nretrieving data. \n\nStudents considering a major in chemistry should \nconsult a member of the department as soon as \npossible, even if their lower division advisors are not \nin chemistry. While there is considerable flexibility in \ncourse selection, particularly at the upper level, the \nsequence of courses and prerequisites requires careful \nplanning of both lower level and upper level courses. \n\n\n\n1997-1999 Catalog \n\n\n\n59 \n\n\n\nChemistry \n\n\n\n Requirements for the Major \n\nCourses required in the discipline: \n\n101-101L, 102-102L or equivalent, preferably in first \n\nyear; \n201, 202-202L, 301, 302, 312, 342, 343 in \n\nsequence \nThe non-ACS approved major requires an addi- \ntional 9 hours beyond the core Usted above. The \nmajor approved by the ACS requires an additional \n13 hours beyond the core. The 13 hours must \ninclude 43 1 and 44 1 for 3 hours and 4 hours \nrespectively. Additional hours may be in advanced \nchemistry, biology, mathematics and/or physics, as \napproved by the department. \n\nFor those students electing the ACS approved \nprogram in Chemistry with a Biochemistry \nemphasis, courses in addition to the 30-hour \ncore must include: \n\nChemistry 300, 300L, 400; 410 or 490 researcfi \n\ncourse with sufficient laboratory hours to meet the \n\nACS guidelines; Biology 316 \nCourse selections at the advanced level should \n\nreflect the student's particular interests, abilities \n\nand career goals. \nAll three of the major options described above also \n\nrequire courses in mathematics (8 hours) and \n\nphysics (10 hours) in addition to the 30-hour core \n\nof chemistry courses. \n\nCourses required outside of the discipline: \n\nMathematics 118, 119 \n\nPhysics 1 1 and 1 1 1 , to be completed prior to \n\nChemistry 301 \nPhysics 242, 243 \nCourses recommended for the major: \nAdditional mathematics, advanced biology or \n\nadvanced physics reflecting students' particular \n\ninterests, \nReading knowledge of a modern language. \n\n101f. FUNDAMENTAL CONCEPTS OF MATTER AND \nREACTIONS (3) \n\nIntroduction to structure of matter, ranging from atoms \nto biochemical macromolecules; and the basis of \nchemical reactions, including types of reactions common \n\n\n\nto inorganic organic and biochemical systems. \nCorequisite: lOlL \n\n1 01 Lf . BASIC LABORATORY METHODS (1 ) \n\nExperimental methods in basic scientific measurement, \nelementary synthesis and analysis. \nCorequisite: 101 \n\n1 02s. PERIODICITY AND CHEMICAL REACTIONS (3) \n\nChemistry of the elements and their compounds, with \nemphasis on periodic relationships. A more detailed \nexamination of the quantitative aspects of chemical \nreactions than seen in Chemistry 101. \nPrerequisite: 101 \nCorequisite: 102L \n\n102LS. BASIC LABORATORY METHODS II (1) \n\nExperimental methods to analyze elementary inorganic \nreactions both quantitatively and qualitatively. \nCorequisite: 102 \n\n200f,s. TUTORIAL (1-3) \n\nIndividualized study designed primarily to accommodate \ntransfer, advanced placement students or students from \nnontraditional programs. Topics and credit are \ndetermined by a student's needs. Combination of lecture \nand laboratory hours varies with area of study. \n\n201 f. ORGANIC CHEMISTRY I (4) \n\nSystematic study of the chemistry of aliphatic and \naromatic hydrocarbon compounds, including their \nderivatives, such as alkyl halides and alcohols. Stere- \nochemistry, electronic effects, resonance theory, acid- \nbase properties and reaction mechanisms emphasized. \nThe laboratory introduces students to fundamental \nexperimental techniques of organic chemistry. Aspects of \nchromatography and spectroscopy are explored. \n3 LEC, 1 LAB \n\nPrerequisite: 101, 102 or the equivalent background as \ndetermined by results of the departmental placement/ \nexemption examination and faculty-student conference \n\n202s. ORGANIC CHEMISTRY II (3) \n\nContinuation of Organic Chemistry 1. The \nchemistry of carbonyl compounds and amines is \nexamined in detail. The mechanisms of important \norganic reactions and the applications of these reactions \nto organic synthesis are studied. \nPrerequisite: 201 \n\n202LS. ORGANIC CHEMISTRY II LABORATORY (1) \n\nQualitative organic analysis and multistep organic \n\nsynthesis. \n\nCorequisite: 202 \n\n\n\n60 \n\n\n\nAgnes Scott College \n\n\n\n21 Of. BIO-INORGANIC CHEMISTRY (3) \n\nDrug design/therapy and toxicity described through \nmolecular structure and chemical activity; elements both \nessential and toxic to humans viewed in terms of overall \nchemical reactivity; nerve impulses regulated by alkali \nmetals; transition metals as catalysts. \nPrerequisite: Chemistry 102, 102L \n\n300f. BIOCHEMISTRY I (3) \n\nFundamentals of biochemistry. Study of biomolecules, \ncatabolic and biosynthetic pathways and storage, \ntransmission and expression of genetic information. \nPrerequisite: 202 \n\n300LS. BIOCHEMISTRY LABORATORY I (1) \n\nFundamental biochemical laboratory methods including \nthe study of acid-base properties of amino acids and \nproteins, spectrophotometric characterization, chromato- \ngraphic separation techniques and electrophoresis. \nPrerequisite: 202, 202L \n\n301f. PHYSICAL CHEMISTRY I (3) \n\nGeneral principles of thermodynamics and equilibria. A \n\nstudy of gas phase kinetics, solution dynamics and \n\ncatalysis. \n\nPrerequisites: 202, 202L; Mathematics 118, 119; \n\nPhysics 110, 111 \n\nMathematics 205 recommended \n\n302s. PHYSICAL CHEMISTRY II (3) \n\nQuantum theory, as applied in chemistry, including \nstructure and spectral relationships. General principles of \nstatistical mechanics. \nPrerequisite: 301 \n\n312s. CHEMICAL ANALYSIS (3) \n\nAdvanced study ot the instrumental and theoretical \n\napproaches for complete analysis. \n\nPrerequisite: 301; Physics 242 \n\nCorequisite: 302 \n\nPrerequisite or corequisite: Physics 243 \n\n342f. PHYSICOCHEMICAL METHODS OF \n\nEXPERIMENTATION I (2) \n\nComprehensive course in essential methods for acquisi- \ntion and interpretation of physical/analytical data. \nEmphasis on spectroscopy, fundamental chemometrics \nand molecular modeling. \nPrerequisite or corequisite: 301; Physics 242 \n\n343s. PHYSICOCHEMICAL METHODS OF \n\nEXPERIMENTATION II (2) \n\nContinuation ot Chemistry 342. Second semester \nproblems include measurement of systems at equilibrium \n(acid-base and redox processes), kinetics, chromatogra- \n\n\n\nChemistry \n\nphy and separations. \n\nPrerequisite or corequisite: 302, 312, 342; Physics 243 \n\n400s. BIOCHEMISTRY II (3) \n\nFundamentals of biophysical and bio-analytical chemis- \ntry. Advanced experimental techniques for characteriza- \ntion of macromolecules, separation methods, enzyme \nkinetics, radiochemical techniques. Combination of \nlecture and laboratory. \nPrerequisite: 300, 300L, 302, 312, 342, 343 \n\n410f,s. SPECIAL STUDY (2-4) \n\nTutorial in an advanced topic of special interest to a \n\nchemistry major. The nature of the topic determines \n\ninclusion of a laboratory component. Each spring the \n\ndepartment lists topics available for study the following \n\nyear. \n\nPrerequisite: varies according to topic \n\n431f. MODERN INORGANIC CHEMISTRY (3) \n\nCurrent theories of bonding and structure, stereochemis- \ntry and reaction mechanisms involving both main group \nelements and transition metals. Selected topics in \norganometallic and bio- inorganic chemistry. \nPrerequisite: 302 \n\n441 f. SYNTHETIC METHODS AND \n\nCHARACTERIZATION (4) \n\nSynthesis ot inorganic and organometallic compounds. \nInert atmosphere and vacuum-line techniques. Nonaque- \nous chemistry. Spectroscopic characterization of \ncompounds. Combination of lecture and laboratory. \nPrerequisite: 342, 343 \nPrerequisite or corequisite: 431 \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research conducted under the supervision \not a member of the department. Thesis and seminar \npresentation of results are required. Departmental \nrecommendation for admission to the program is \nnecessary and depends on choice of a suitable research \nproblem, demonstrated potential for chemical research \nand student motivation for pursuing the laboratory and \nnon-laboratory aspects of the project. \nPrerequisite: 302, 312, 342, 343 \n\nCorequisite: appropriate advanced courses,~as approved \nby the department. \n\n\n\n1997-1999 Catalog \n\n\n\n61 \n\n\n\nClassical Languages and Literatures \n\n\n\nClassical \nLanguages and \nLiteratures \n\nAssociate Professors: \n\nGail Cabisius \nSally A. MacEwen \n\nThe student of classics analyzes the literary and \nartistic works of ancient Greece and Rome, \nreconstructs the values and histories of those \ndistant societies and examines their philosophical \nthought. In addition, she comes to understand the \nintellectual roots of our culture and many of our \ntraditions and institutions. The multidisciplinary \napproach of classical study helps the student develop \nskills in language, in analysis of social and historical \nproblems and in the appreciation of art and literature. \nThese skills can be applied to many careers and \nprofessions after graduation. \n\nThe Department of Classical Languages and \nLiteratures offers courses in Greek and Latin languages \nand in classical civilization from texts in English. Thie \ndepartment offers a choice of majors in Classical \nLanguages and Literatures, specializing in the study of \nancient languages and literatures, and Classical \nCivilization, combining the study of an ancient \nlanguage with courses in classical civilization. Students \nwho plan to do graduate study in classics should \nchoose the major in Classical Languages and \nLiteratures and every student considering a major in \nclassics is urged to take Greek or Latin in her first year. \n\n Requirements for the Majors \n\nClassical Languages and Literatures \n\nAt least 24 hours in Greek or Latin, of which at least \n12 must be at the 300-level or higher. Other \ncourses in Greek, Latin or classics. \nClassical Civilization \n\n9 hours of Greek or Latin at the intermediate level \n(200-level) or above \n\nClassics 121 and 122 \n\n\n\nOther courses in Greek, Latin, Classics, Philosophy \n206, Art 201 or other related courses as \napproved by the department \n\n Requirements for the Minors \n\nClassical Civilization \n\nCompletion of the second year of an ancient \n\nlanguage, including 6 hours at Agnes Scott \nFour courses in translation \nGreek or Latin \nFifteen hours in the language \nClassics 121 (Greek) or Classics 122 (Latin) \n\nGreek \n\n\n\n101f. ELEMENTARY \n\nThe essentials of grammar. \n\n\n\n(4) \n\n\n\n102s. ELEMENTARY (4) \n\nReadings from Greek authors, especially New Testament \n\nwriters. \n\nPrerequisite: 101 or 2 entrance credits \n\nLiterature courses in Greek are offered at the 200 and 300 \nlevel. Students in both levels meet at the same time, but \nadvanced students are required to do more work. Exceptions \nto the prerequisites to these courses may be granted by the \ndepartment. \n\n211/311f. PLATO (3) \n\nExemplary pieces of Plato's writing reflecting the \nteachings of Socrates and the philosophy of Plato. \nPrerequisite for 21 1: Greek 102 or 3 entrance credits; \nfor 311:6 hours of 200-level Greek \nOffered 1 998-99 and every third year \n\n21 2/31 2s. DRAMA (3) \n\nOne or two plays, including discussion of myth, metrics \n\nand production. \n\nPrerequisite for 212: Greek 102 or 3 entrance credits; \n\nfor 312:6 hours of 200devel Greek \n\nOffered 1 998-99 and every third year \n\n21 5/31 5f. HOMER (3) \n\nIliad or Odyssey. The first heroes of Western literature in \n\nthe first pieces of ancient writing. \n\nPrerequisite for 215: Greek 102 or 3 entrance credits; \n\nfor 315: 6 hours of 200-level Greek \n\nOffered 1 999-2000 and every third year \n\n\n\n62 \n\n\n\nAgnes Scott College \n\n\n\nClassical Languages and Literatures \n\n\n\n21 6/31 6s. HERODOTUS (3) \n\n\"The Father of History,\" his methods, style and favorite \n\nthemes. \n\nPrerequisite for 216: Greek 102 or 3 entrance credits; \n\nfor 316: 6 hours of 200-level Greek \n\nOffered 1 999-2000 and every third year \n\n21 7/31 7f. HESIOD AND THE LYRIC POETS (3) \n\nSelected poetry representing the vigor and creativity of \n\nthe Archaic Age of Greece. \n\nPrerequisite for 217: Greek 102 or 3 entrance credits; \n\nfor 317:6 hours of 200'level Greek \n\nOffered 1997-98 and every third year \n\n21 8/31 8s. COMEDY (3) \n\nOne or two plays of Aristophanes with consideration of \n\nthe political climate of his time. \n\nPrerequisite for 218: Greek 102 or 3 entrance credits; \n\nfor 3 18: 6 hours of 200-level Greek \n\nOffered 1997-98 and every third year \n\n221L/321Lf. (Classics 121L) (History 121L) HISTORY \nOF GREEK CIVILIZATION, GREEK COMPONENT (1) \n\nSee Classics 22 IL for description. \n\n231L/331LS. (Classics 331 L) (Anthropology 331 L) \n(Latin 231 L) (Latin 331 L) MYTHOLOGICAL \nPATTERNS AND THEMES, GREEK AND LATIN \nCOMPONENT (1) \n\nSee Classics 33 IL for description. \n\n241L/341LS. (Classics 341 L) (Sociology 341 L) \n(Women's Studies 341 L) (Latin 241 L) (Latin 341 L) \nWIVES, WARRIORS, SLAVES AND CITIZENS, \nGREEK AND LATIN COMPONENT (1 ) \n\nSee Classics 34 IL for description. \n\n350f ,s. ADVANCED READING COURSES (1 -5) \n\nSelections from Greek prose and poetry not covered in \n\nother courses, chosen to meet the needs of individual \n\nstudents. \n\nPrerequisite: 6 hours of 200-level Greek and permission \n\nof the department \n\n360s. GREEK PROSE COMPOSITION (2) \n\nPrerequisite: 6 hours of 200-level Greek and permission \nof the department \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member of the department. \n\n\n\nLatin \n\n\n\nlOlf. ELEMENTARY \n\nFundamentals of Latin grammar. \n\n\n\n(4) \n\n\n\n102s. ELEMENTARY (4) \n\nReadings from Latin authors, with emphasis on the love \n\npoetry of Catullus. \n\nPrerequisite: 101 or 2 entrance credits \n\n201 f. INTERMEDIATE (3) \n\nReview of Latin grammar with readings from Cicero and \n\nother Latin authors. \n\nPrerequisite: 102 or 3 entrance credits \n\n202s. VERGIL'S AENEID l-VI (3) \n\nPrerequisite: 201 \n\nThis course can be used to satisfy either the Specific Standard \nof the intermediate level of a Foreign Language or the \nDistributional Standard of Literature , but not both. \n\n222L/322Lf. (Classics 222L) (History 222L) HISTORY \nOF ROMAN CIVILIZATION, LATIN COMPONENT (1) \n\nSee Classics 222L for description. \n\n231L/331LS. (Classics 331 L) (Anthropology 331 L) \n(Greek 231 L) (Greek 331 L) MYTHOLOGICAL \nPATTERNS AND THEMES, GREEK AND LATIN \nCOMPONENT (1) \n\nSee Classics 33 IL for description. \n\n241L/341LS. (Classics 341 L) (Sociology 341 L) \n\n(Women's Studies 341 L) (Greek 241 L) (Greek 341 L) \nWIVES, WARRIORS, SLAVES AND CITIZENS, \nGREEK AND LATIN COMPONENT (1 ) \n\nSee Classics 34 IL for description. \n\nCourses in Latin literature at the 300 level may be \nrepeated for credit if the readings are different. \nExceptions to the prerequisites may be granted by the \ndepartment. \n\n301 f. EPIC (3) \n\nVergil's Aeneid VU-XU or sections from Metamorphoses of \n\nOvid will be used as examples of Roman adaptations of \n\nGreek epic. \n\nPrerequisite: 202 or 4 entrance credits \n\nOffered 1 998-99 and every third year \n\n302s. COMEDY (3) \n\nSelected plays of Plautus and Terence, two of the eatliest \nLatin writers and the best representatives of New \nComedy. \n\n\n\nJ 997- 1999 Catalog \n\n\n\n63 \n\n\n\nClassical Languages and Literatures \n\n\n\nPrerequisite: 202 or 4 entrance credits \nOffered 1 998-99 and every third year \n\n311f. DIDACTIC POETRY (3) \n\nSelections from Lucretius' De Rerum Natura or Vergil's \n\nGeorgics , poems that teach people how to live in \n\nharmony with nature. \n\nPrerequisite: 202 or 4 entrance credits \n\nOffered 1999-2000 and every third year \n\n312s. HISTORICAL WRITING (3) \n\nExaminations of the assumptions of Latin historiography \nwith readings from Caesar, Sallust, Livy or Tacitus. \nPrerequisite: 202 or 4 entrance credits \nOffered 1999-2000 and every third year \n\n321 f. SATIRE (3) \n\nThe genre of satire, Rome's own creation, through \nreadings in the Latin satirists, principally Horace, \nMartial, Juvenal or Petronius. \nPrerequisite: 202 or 4 entrance credits \nOffered 1 997-98 and every third year \n\n322s. LYRIC POETRY (3) \n\nPersonal and intimate poetry of Horace in the Odes and \n\nthe elegiac poets. \n\nPrerequisite: 202 or 4 entrance credits \n\nOffered J 997-98 and every third year \n\n350f,s. ADVANCED READING COURSE (1-5) \n\nSelections from Latin prose and poetry, not covered in \n\nother courses, chosen to meet the needs of individual \n\nstudents. \n\nPrerequisite: 202 and permission of the department \n\n360f. LATIN PROSE COMPOSITION (2) \n\nPrerequisite: 202 and permission of the department \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision ot \na memher ot the department. \n\nClassical Courses in English \n\n121f. (History 121) HISTORY OF GREEK \n\nCIVILIZATION (3) \n\nThe literature, people and philosophy of Ancient Greece \nfrom the Bronze Age to Hellenistic times, including the \nbasic outline of historical events and methods for \nunderstanding history and culture. \nOffered J 997-98 and akemate years \n\n\n\n122f. (History 122) HISTORY OF ROMAN \n\nCIVILIZATION (3) \n\nThe development ot Roman institutions from the \nEtruscan period through Constantine's adoption of \nChristianity. The use of evidence from literature, art and \narchaeology in constructing Roman social history. \nOffered 1 998-99 and alternate years \n\n221 Lf (History 221 L) (Greek 221Ly321L). HISTORY OF \nGREEK CIVILIZATION, GREEK COMPONENT (1 ) \n\nReading in Greek of texts from the Homeric Age to \nHellenistic times. \n\nCorequisite: Classics 121 (History 121) \nPrerequisite: Permission of the instructor (for Greek \n221L, Greek 101-102 or equivalent; for Greek 321L, one \nyear of 200-level Greek) \n\n222L (History 222L) (Latin 222U322L) HISTORY OF \nROMAN CIVILIZATION, LATIN COMPONENT (1) \n\nReading in Latin of texts from the Roman Republic \nthrough Constantine's Adoption of Christianity. \nCorequisite: Classics 122 (History 122) \nPrerequisite: Permission of the instructor (for Latin \n222L, Latin 101-102 or equivalent, for Latin 322L, one \nyear of 200-level Latin) \n\n\n\n242f. (Art 201) GREEK AND ROMAN ART \n\nSee Art 201 for description. \n\n\n\n(3) \n\n\n\n331s. (Anthropology 331)MYTHOLOGICAL PATTERNS \nAND THEMES (3) \n\nComparison of themes in Greek, Near Eastern, African \nand Amerindian myths. Modem literary and psychologi- \ncal approaches to mythological configurations, such as \ncreation myths, divine archetypes, the trickster and the \nhero cycle. \nOffered 1997-98 and alternate years \n\n331 Ls. (Anthropology 331 L) (Greek 231U331L) (Latin \n231L/331L). MYTHOLOGICAL PATTERNS AND \nTHEMES, GREEK AND LATIN COMPONENT (1) \n\nReading myths in Greek and Latin texts. \nCorequisite: Classics 331 (Anthropology 331) \nPrerequisite: Permission of the instructor (for Greek or \nLatin 23 IL, Greek or Latin 101-102 or equivalent; for \nGreek or Latin 33 IL, one year of 200-level Greek or \nLatin) \n\n341s. (Sociology 341) (Women's Studies 341) WIVES, \nWARRIORS, SLAVES AND CITIZENS (3) \n\nMethods for understanding Greek and Roman lives and \nthought in military, domestic, political, religious, \neconomic and similar activities. Their relation with the \nrest of the Mediterrean. Evidence from drama, historical \nwriting, philosophy and archaeology for understanding \n\n\n\n64 \n\n\n\nAgnes Scott College \n\n\n\nClassical Languages and Literatures, Economics \n\n\n\nthe cultural basis for concepts like citizenship, honor, \nindividualism and community. \nOffered 1 998-99 and alternate years \n\n341 Ls. (Sociology 341 L) (Women's Studies 341 L) \n(Greek 241 L/341 L) (Latin 241 L/341 L) WIVES, \nWARRIORS, SLAVES AND CITIZENS, GREEK AND \nLATIN COMPONENT (1) \n\nReading of texts in Greek or Latin relevant to study ot \n\nfamily and political structures in the ancient Greek and \n\nRoman world. \n\nCorequisite: Classics 341 (Sociology 341) (Women's \n\nStudies 341) \n\nPrerequisite: Permission of the instructor (for Greek or \n\nLatin 24 IL, Greek or Latin 101-102 or equivalent; for \n\nGreek or Latin 34 IL, one year of 200-level Greek or \n\nLatin) \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nDirected study to meet the individual needs of students \nwhose major is Classical Languages and Literatures or \nClassical Civilization. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member ot the department. \n\n\n\nEconomics \n\n\n\nProfessors: Edmund J. Sheehey \n\nRosemary T. Cunningham \nAssistant Professor: Richard W. Martin \n\nUnemployment, inflation and poverty are \namong the most important social issues facing \nsociety. The economics curriculum attempts \nto help students understand the basic theories that \nexplain such problems and the various ways in which \nthey might be alleviated. Economics studies the ways \nin which individuals, groups and nations combine \nscarce resources to pioduce, exchange and consume \ngoods and services. \n\nThe department offers courses in economic theory, \nas well as a variety of electives, including interna- \ntional, monetary and financial economics. The \ndepartment also offers business courses appropriate to \nthe College's liberal arts curriculum that are open to \nJ997-J999Cata(og \n\n\n\nall interested students. In addition to a traditional \neconomics major, students interested in a career in \nbusiness may pursue a major in Economics and \nBusiness, while those who plan graduate study in \nEconomics may pursue the Mathematics-Economics \nmajor. \n\n Requirements for the Majors \n\nEconomics: \n\nEconomics 104, 105, 306, 307 \n\nSix courses from the following: Economics 303, 309, \n\n315, 334, 338, 350, 351, 360, 400, 410, 490 \nOne course in statistics (Mathematics 115, 328 or \n\nPsychology 206) \nA major in economics requires a minimum of 30 \n\nhours in Economics and one course in statistics. \n200 is not counted toward the minimum hours for \n\nthe major. \nEconomics and Business: \nEconomics 104, 105, 211, 306, 307 \nAt least three courses from the following: \n\nEconomics210, 212, 213, 217 \nFour additional courses from the department \nOne course in statistics (Mathematics 1 15, 328 or \n\nPsychology 206) \nA major in Economics and Business requires a \n\nminimum of 36 hours in Economics and one \n\ncourse in statistics. \n200 is not counted toward the minimum hours for \n\nthe major. \n\n Requirements for the iVIinors \n\nEconomics: \n\nEconomics 104, 105 and either 306 or 307 \nThree of the following courses: 303, 306 or 307 (if \n\nnot taken as a required course), 309, 315, 334, \n\n338,350,351,360,400 \n200 is not counted toward the minimum hours for \n\nthe minor. \nEconomics and Business: \nEconomics 104, 105 and either 306 or 307 \nThree of the following courses: 210, 211, 212, 213, \n\n217 \nOne other course offered by the department not \n\nalready taken as a required course \n\n\n\n65 \n\n\n\nEconomics \n\n\n\n200 is not counted toward the minimum hours for \nthe minor. \n\n104f,s. INTRODUCTORY MACROECONOMICS (3) \n\nCauses of unemployment, inflation and economic \ngrowth, including the role of government fiscal and \nmonetary policy. \n\n105f,s. INTRODUCTORY MICROECONOMICS (3) \n\nEmphasis on the operation of a market economy. \n\n104 and 105 satisfy the Distributional Standard in the Social \n\nSciences . \n\n200s. ECONOMICS OF RACE, CLASS, and GENDER (3) \n\nSurvey of the economic theories and empirical evidence \n\non race, class and gender as determinants of economic \n\noutcomes. \n\nWill satisfy the Distributional Standard in the Social Sciences. \n\n21 Of. INVESTMENTS (3) \n\nThe importance of financial investments to the \n\neconomy. The structure of different markets and the \n\ntheories behind the pricing of certain assets explored. \n\nStudents manage a hypothetical portfolio for the \n\nduration of the semester. \n\nDoes not satisfy Distributional Standard in the Social \n\nSciences \n\n21 If. ACCOUNTING I (3) \n\nIntroduction to the principles of accounting theory and \n\nthe application of these principles in business and \n\ngovernment. \n\nDoes not satisfy Distributional Standard in Social Sciences \n\n\n\n212s. ACCOUNTING II \n\nA continuation of 2 1 1 . \nPrerequisite: 211 \n\nDoes not satisfy Distributional Standard in Social Sciences \n\n\n\n(3) \n\n\n\n213s. MARKETING (3) \n\nPlanning organizing and controlling the marketing \nfunction in a corporate setting. \n\nDoes not satisfy Distributional Standard in Social Sciences \nOffered 1997-98 and alternate years \n\n21 7f. THEORIES OF MANAGEMENT AND \n\nORGANIZATION (3) \n\nChange and development in and the management of \ncomplex organizations. \n\nDoes not satisfy Distributional Standard in Social Sciences \nOffered J 998-99 and alternate years \n\n303f. LABOR ECONOMICS (3) \n\nLabor-management relations, the labor movement, the \n\n66 \n\n\n\nlaws and public policies governing labor and their \n\neconomic impact in terms of wages, prices and national \n\nincome. \n\nPrerequisite: 104 or permission of the instructor \n\n306s. MICROECONOMICS (3) \n\nAdvanced study of the operation of markets with \nemphasis on consumer demand theory, theory of the \nfirm, differing market structures and the pricing and \nemployment of inputs. General equilibrium and the role \nof the government in markets are discussed. \nPrerequisite: 104, 105 \n\n307f. MACROECONOMICS (3) \n\nGeneral model is developed to analyze theories of \ninflation and unemployment. Evaluation of theoretical \nbases for different monetary and fiscal policies. \nPrerequisite: 104, 105 \n\n309s. MONEY AND BANKING (3) \n\nEvolution of the banking system and related issues of \n\npublic policy. Analysis of monetary factors and their \n\nimpact on economic activity. \n\nPrerequisite: 104 \n\nPrerequisite or corequisite: 105 \n\n31 5f. (POLITICAL SCIENCE 315) COMPARATIVE \n\nPUBLIC POLICY (3) \n\nExamination of the role of government in the different \ntypes of economic systems with an emphasis on a \ncomparative study of public policy. \nPrerequisite: 104, 105 \n\n334s. (POLITICAL SCIENCE 334) ECONOMIC \n\nDEVELOPMENT (3) \n\nHistorical patterns and contemporary theories of \n\neconomic development are used to clarify major issues \n\nsuch as the distribution of income, stabilization policy \n\nand problems of trade and finance. \n\nPrerequisite: 104, 105 \n\nOffered 1 997-98 and alternate years \n\n338f. ECONOMIC FORECASTING (3) \n\nStudy of sampling, statistical significance, correlation \nand regression analysis with emphasis placed on their \napplication to economic problems. \nPrerequisite: 104, 105; a course in statistics or permis- \nsion of the instructor \n\n340s. URBAN ECONOMICS (3) \n\nAnalysis of urban form and problems. Topics include \ncentral place theories, urban growth, land use and land \nrents, housing markets, urban poverty, transportation and \nlocal government. \nPrerequisite: 105 or permission of the instructor \n\nAgnes Scott College \n\n\n\nEconomics, Education \n\n\n\n350s. INTERNATIONAL TRADE (3) \n\nGains from trade and the theory and policy of trade \nprotection. The economics of the multinational \ncorporation. \nPrerequisite: 104, 105 \n\n351f. INTERNATIONAL FINANCE (3) \n\nAnalysis ot foreign exchange markets and the balance of \npayments. Discussion of various mechanisms and policies \nby which nations achieve equilibrium in the balance of \npayments. \nPrerequisite: 104, 105 \n\n360s. ECONOMIC DEVELOPMENT OF \n\nLATIN AMERICA (3) \n\nProblems ot economic development in Latin America \n\nemphasizing their historical roots and theories that \n\nattempt to explain them. Selected policy issues discussed \n\nin relation to a particular country. \n\nPrerequisite: 104 or 105 \n\nOffered 1 998-99 and alternate years \n\n400f. SENIOR ECONOMIC SEMINAR (3) \n\nOverview of research methods and analysis of a set of \ncurrent economic policy issues, with emphasis on the \ncompletion of a student-designed research project. Open \nonly to senior majors and minors in economics and in \neconomics and business or by permission of the depart- \nment chair. \nPrerequisite: 104, 105 \n\n\n\n410f,s. SPECIAL STUDY \n\nSupervised intensive study in a special field of \neconomics. \n\n\n\n(2-4) \n\n\n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member ot the department. \n\n\n\nEducation \n\n\n\nProfessor: Myrtle H. Lewin \nAssistant Professors: \n\nRuth S. Bettandorff, Associate Dean of the College \nJulie A. Weisberg, Director of Teacher Education \nPrograms \nJane West \nInstructor: Cue P. Hudson, Dean of Students \n\n\n\nThe mission of the Department of Education is \nto prepare teachers to be facilitators of learning \nin increasingly complex schools. The qualities \nof mind and character fostered by a liberal education \nare essential characteristics of excellent teachers. \nThese qualities, built on a foundation of disciplinary \nunderstanding, include autonomy, reflectiveness, \ncuriosity and caring: in a word, wholeheartedness. \nThrough our program, we seek to engage students in \nconnected teaching and learning experiences that \nenhance these qualities and integrate them with \nspecific understandings about the cultural, technologi- \ncal and social complexities of schools. We are commit- \nted to creating a community of scholarly inquiry \nwithin which students begin to explore their potential \nand shape their own futures as teachers and lifelong \nlearners. \n\nThe teacher education program is based on the \nbeliefs that the primary purposes of schooling are the \ncultivation of thought and the development of a \nhumane perspective. These outcomes enhance an \nindividual's productive participation in creating a just \nsociety. Our goal is to embody these beliefs in our \ncurriculum, which encompasses interpersonal relation- \nships, teaching and learning processes and program \nstructures and content. Our hope is that through their \nparticipation in this learning community our students \nwill be prepared to create such communities in their \nown classrooms. \n\nThe Department offers teacher certification \nprograms in Early Childhood Education (grades P-5), \nSecondary Education (7-12), Foreign Language \nEducation (P-12) and Music Education (P-12). \nCompletion of one of these programs leads to initial \ncertification in Georgia, as well as in states with which \nGeorgia has reciprocal certification agreements. \nTeacher education at Agnes Scott is a college-wide \nenterprise; students major in a discipline other than \neducation. \n\nAs early as possible in her college career, a student \ninterested in teaching should contact the Director of \nTeacher Education Programs for help in planning her \nprogram to meet certification requirements. \n\n\n\n1997-1999 Catalog \n\n\n\n67 \n\n\n\nEducation \n\n\n\nThe Professional Semester (Student Teaching): \n\nUpon completion oi all prerequisites and upon the \nrecommendation of the Teacher Education Advisory \nGroup (TEAG), students are admitted to student \nteaching. Candidates for student teaching must apply \nto the TEAG during the spring semester of the year \npreceding student teaching. Applications are available \ntrom the Director of Teacher Education Programs. \nCandidates must fulfill the following minimum \nrequirements in order to be considered for admission \nto student teaching: \n\n Cumulative grade point average of 2.5 or higher; \n\n Grade point average in major of 2.5 or higher; \n\n No grade below C (no pass/fail) in a course \nrequired tor certification (for Secondary, Foreign \nLanguage and Music this includes courses required for \nthe major); \n\n Appropriate faculty recommendations, including \nthe recommendation of the student's major depart- \nment; and \n\n Demonstrated interpersonal behavior necessary \nfor effective teaching. \n\n A passing score (as defined by the Georgia \nProfessional Standards Commission) on a test of \nminimum competency in reading, writing and \nmathemetics. (This requirement may be satisfied by an \nacceptable score on PRAXIS I, SAT or GRE.) \n\nPost'Graduation Option: Agnes Scott students \npursuing certification m any of the approved fields \nwho have been admitted to a Teacher Education \nProgram before graduation may defer completion of \nthe requirements for certification until after graduation. \n\n\n\nEarly Childhood (P-5) \n\n Certification Requirements \n\nPsychology 121, prior to the junior year \nCompletion of any major offered by the College \nEducation 200, 210, 211, 212, 213, 304, 305, 306, \n\n307. 308, 380, 420, 440 \nEducation 217 recommended \nCompletion of courses designated as special fields for \nthe elementary teacher: \n1. One course in laboratory science (biology \nrecommended) \n\n\n\n2. One course in mathematics (101, 117 or 118) \nAdditionally, Mathematics 104 recommended \n\n3. One course in American history \n\n4. One course in political science, economics or \nsociology \n\nMiddle Grades (4-8) \n\nThe Middle Grades (4-8) certification program \nwill be eliminated effective with the class of 1999. \n\n Certification Requirements \n\nPsychology 121, prior to the junior year \nCompletion of any major defined by the College \nEducation 200, 210, 211, 212, 304, 305, 306, 307, \n\n308, 380, 460, 440 \nEducation 217 recommended \nCompletion of a primary and secondary area of \nconcentration. The primary area must contain a \nminimum of 17 semester hours. The secondary \narea of concentration must contain a minimum of \n13 semester hours. \nThe primary areas are; \n\n1. Language Arts. Concentration must include \nEnglish 101 and 102. \n\n2. Science. Concentration must include coverage \nin at least three of the following areas; physics, \nbiology chemistry earth science, space science \n(Education 308 may satisfy one of the areas.) \n\n3. Social Studies. Concentration must include \nHistory 108 or 109. \n\n4. Mathematics. Concentration must include \nMathematics 118, 150,314. \n\nThe secondary areas are language arts, science, \nsocial studies, mathematics, art and music. \n\nSecondary \n\n Certification Requirements \n\nPsychology 121, prior to the junior year \n\nCompletion of a major in one of the fields approved for \n\ncertification: biology chemistry economics, English, \n\nhistory mathematics, political science \nEducation 200, 210, 311, 312, 380, 430, 440 \nRecommended; Education 217 \n\n\n\n68 \n\n\n\nAgnes Scott College \n\n\n\nEducation \n\n\n\nAdditional requirements: \n\nEnglish majors: Education 21 1 , and a course in tlie \n\nteaching of reading \nMathematics majors; Mathematics 150, 314 \n\nMusic Education Program (P-1 2) \n\n Certification Requirements \n\nPsychology 121, preferably prior to the junior year \n\nCompletion of a major in music \n\nEducation 200, 210, 212, 380, 425, 440 \n\nMusic 205, 311 \n\nThree additional courses in elementary methods, \nsecondary methods and choral methods and \nmaterials to be completed under the cross- \nregistration program. \n\nRecommended: Education 217 \n\nAdditional requirements: \n\nFour years of participation in an ensemble most \nappropriate to the student's major instrument \n\nA minimum of two years of participation in a vocal \nensemble \n\nAt least one ensemble experience in an area that \nmakes use of a secondary performance medium \n\nForeign Language Education (P-1 2) \n\n\n\nCertification Requirements \n\nPsychology 121, preferably prior to the junior year \n\nCompletion of a major in one of the foreign languages \napproved for certification: French, German, Greek, \nLatin, Spanish \n\nEducation 200, 210, 311, 312, 380, 440, 445 \n\nRecommended: Education 217 \n\nA foreign language methods course at the elementary \nlevel, to be completed under the cross-registration \nprogram. A secondary level foreign language \nmethods course completed under the cross- \nregistration program may be substituted for \nEducation 312. \n\nAdditional requirements: \nFor modern foreign language majors, a course in \nthe culture and civilization of the country whose \nlanguage is being studied. \n\n\n\nPost-Baccalaureate Students \nSeelcing Certification \n\nThe Post-Baccalaureate Teacher Certification \nProgram (PBTC) is a non-degree program offering \ncourses leading to certification in secondary history, \nbiology, chemistry, or mathematics for college \ngraduates who have completed an appropriate \nmajor hut have not completed a teacher education \nprogram. Post-baccalaureate certification in \nsecondary English is offered only through enroll- \nment in the MAT Secondary English Program with \nthe exception of Agnes Scott students completing \nEnglish certification after graduation. \nCriteria for admission: \n\n 2.75 undergraduate GPA \n\n An undergraduate major in certification field \nsought \n\n Official transcripts of all prior college work \n\n Three recommendations (with focus on \nindividual's fitness for teaching) \n\n An introductory psychology course \n\n Grades of C or better in all courses required for \ncertification (in major and in psychology) \n\nRequired courses: (minimum of 24 semester \nhours; no transfer credit accepted) \n\nEDU 210 Understanding Learners (4) \n\nEDU 31 1 Learners in the Secondary School (2) \n\nEDU 312 Teaching and Learning in the Secondary \n\nSchool (3) \nEDU 430 Student Teaching, Secondary (10) \nEDU 440 American Education (2) \nA minimum of one 300- or 400-level course in the \n\ndiscipline (more than one may be required, \n\ndepending on the student's prior preparation and \n\non certification standards) \nOther required courses: (comparable transfer \ncredit up to 6 semester hours will be accepted) \nEDU 380 or 580 Children and Youth with Special \n\nNeeds (3) \nEDU 200 Human Life Span Developmental \n\nPsychology (3) or EDU 601 Educational \n\nPsychology (3) \n\n200f. (PSYCHOLOGY 200) HUMAN LIFE SPAN \n\n\n\n1997-1999 Catalog \n\n\n\n69 \n\n\n\nEducation \n\n\n\nDEVELOPMENTAL PSYCHOLOGY \n\nSee Psycholog\\- 200 for description. \nPrerequisite: Psychology' 121 \n\n\n\n(3) \n\n\n\n21 Of. UNDERSTANDING LEARNERS (4) \n\nInvestigation ot how learners learn, contexts of learning, \nclassroom research methods, and learning-centered \ncuriculum development. \n\n211f. EXPLORING CHILDREN'S/ADOLESCENTS' \n\nLITERATURE (2) \n\nStudy of major authors and illustrators and notable books \nfor young people; development of criteria for selecting \nquality children's literature. \n\n21 2f . THE ARTS IN EDUCATION (2) \n\nExploration of the role of the arts in education; ap- \nproaches to integrating the arts throughout the curricu- \nlum. \n\n21 3f. TEACHING PHYSICAL EDUCATION IN THE \n\nELEMENTARY SCHOOL (2) \n\nMethods, materials and techniques used in teaching \nphysical education in the elementary school. \n\n21 7f . (Sociology 21 7) SCHOOLS AND SOCIETY (3) \n\nSee Sociology 217 for description. \n\nPrerequisite: Sociology 101 or Anthropology 101 \n\n304f. LANGUAGE AND LITERACY I (3) \n\nIntroduction to language and literacy acquisition and \ndevelopment with a focus on the role of language in an \nintegrated curriculum. Includes field experience. \nPrerequisite: 210, 211 \nCorequisite: 306 \n\n305s. LANGUAGE AND LITERACY II (3) \n\nFurther development of themes introduced in Language \nand Literacy I in an interdisciplinary context. Includes \nfield experience. \nPrerequisite: 210, 211,304 \nCorequisite: 308 \n\n306f. EXPLORING SOCIAL STUDIES WITH \n\nCHILDREN (3) \n\nExamination of social studies processes and content in an \ninterdisciplinary context. Includes field experience. \nPrerequisite: 210 \nCorequisite: 304 \n\n307s. EXPLORING MATHEMATICAL IDEAS WITH \nCHILDREN (3) \n\nUsing manipulatives to teach analytic and quantitative \nskills and to develop abstract reasoning. Includes field \nexperience. \n\n70 \n\n\n\nPrerequisite: Mathematics 101 or 117 or 118. Math- \nematics 117 or 1 18 recommended. \n\n308s. EXPLORING THE NATURAL WORLD WITH \nCHILDREN (3) \n\nExamination of science processes and content in an \ninterdisciplinary context. Includes field experience. \nPrerequisite: 210, one lab science course \nCorequisite: 305 \n\n311f. LEARNERS IN THE SECONDARY SCHOOL (2) \n\nField-based exploration of secondary and middle-level \neducation, with a focus on examining schools and \nclassrooms as social systems. \nPrerequisite: 210, junior or senior standing \nCorequisite: 312 \n\n31 2f. TEACHING AND LEARNING IN THE SECONDARY \nSCHOOL (3) \n\nPhilosophical foundations for secondary curriculum \ndevelopment and implementation. Exploration of \nlearning-centered approaches to teaching. \nPrerequisite: 210, junior or senior standing \nCorequisite: 311 \n\n380f. CHILDREN AND YOUTH WITH \n\nSPECIAL NEEDS (3) \n\nMajor areas ot exceptionality, including identification \nand teaching of children with such exceptionalities. \nIncludes field experience. \n\nPrerequisite: Psychology 121. Psychology 200 recom- \nmended. \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nSupervised study in a selected field of education. \nPrerequisite: Permission of the department \n\n420s. STUDENT TEACHING, EARLY \n\nCHILDHOOD (10) \n\nIncludes full-time professional experience and weekly \n\nseminar. \n\nPrerequisite: Admission to Teacher Education Program \n\nCorequisite: 440 \n\n425s. STUDENT TEACHING, MUSIC (10) \n\nIncludes full-time professional experience and weekly \n\nseminar. \n\nPrerequisite: Admission to Teacher Education Program \n\nCorequisite: 440 \n\n430s. STUDENT TEACHING, SECONDARY (10) \n\nIncludes full-time professional experience and weekly \n\nseminar. \n\nPrerequisite: Admission to Teacher Education Program \n\nCorequisite: 440 \n\nAgnes Scott College \n\n\n\nEducation, English \n\n\n\n440s. AMERICAN EDUCATION (2) \n\nExploration of schooling in the United States and \ncurrent issues in education. Topics vary. \nPrequisite: junior or senior standing \n\n\n\n(10) \n\n\n\n445s. STUDENT TEACHING, FOREIGN LANGUAGE \n\n( \n\nIncludes full-time professional experience and weekly \n\nseminar. \n\nPrerequisite: Admission to the Teacher Education \n\nProgram \n\nCorequisite: 440 \n\n\n\n460s. STUDENT TEACHING, MIDDLE GRADES (10) \n\nIncludes full-time professional experience and weekly \n\nseminar. \n\nPrerequisite: Admission to Teacher Education Program \n\nCorequisite: 440 \n\n\n\nEnglish \n\n\n\nProfessors: \n\nBona W. Ball \nLinda L. Hubert \nPatricia G. Pinka \nAssociate Professors: \n\nChristopher Ames \nChristine S. Cozzens \nSteven R. Guthrie \nPeggy Thompson \nAssistant Professor: Willie TolUver \n\nThe curriculum in English is constructed to give \nthe studeiit a breadth of knowledge and a \ndepth of understanding of English and \nAmerican literature. It also provides her with the \nopportunity to learn to read literature with perception \nand delight, to write about it critically and \nimaginatively and to develop her abilities as a creative \nwriter. EnglishlOl/102 are service courses for the \nCollege in which a student sharpens her writing skills \nand improves her critical and analytical reading. \n\nA student majoring in English is required to take \nwork in five of six areas: medieval literature and \nlinguistic studies, sixteenth-century English literature, \n\n\n\nseventeenth- or eighteenth-century English literature, \nnineteenth-century English literature, twentieth- \ncentury literature and American literature. She has a \nchoice of courses within each area. \n\nIn addition to the basic English major, the depart- \nment offers an interdisciplinary major in English \nLiterature-Creative Writing. \n\nWith the approval of the department, a student \nmay plan a program of concentrated study in which \nshe emphasizes her major interests in literature and \nchooses complementary courses from other disciplines. \nFor example, she may plan a program in medieval \nstudies. Renaissance studies or American studies. \n\nThe department provides the opportunity for its \nmajors to study at British universities in the junior \nyear and to participate in internships in the senior \nyear. \n\nThe Centers for Writing and Speaking \n\nAt the Centers for Writing and Speaking, trained \nstudent tutors and the workshop director, a faculty \nmember, assist students working on papers or other \nwriting assignments for courses and on oral presenta- \ntions (see p. 9). \n\nEnglish \n\n Requirements for the Major \n\nEnglish 101/102 or 103/104 are not included in \nthe minimum of 30 hours taken for the major. \nOne of the following (or equivalent): \n\n211, 212, 213, 214. (The department urges students \n\nconsidering a major in English to elect a year-long \n\nsurvey of British or American literature in the \n\nsophomore year.) \nEnglish 480 and at least one course from five of \nthe six areas: \n\n306, 308. 309 \n\n313,314,315,316 \n\n318,319,328,329 \n\n321,322,338 \n\n331,332,333,334,335,339 \n\n320, 323, 336 \nSix hours in creative writing or advanced composition \nmay be counted towards the major hours. \n\n\n\n1997-1999 Catalog \n\n\n\n71 \n\n\n\nEnglish \n\n\n\nEnglish Literature- \nCreative Writing \n\n\n\nOne of the following (or equivalent): \n\n211, 212, 213.214 \nLiterature courses required: \n\nOne course each from five of the six 300-level areas \nlisted above (i.e., in the requirements for the English \nmajor) \n\nCreative Writing courses required: \nFour of the following (with at least two above the \n200 level): 201, 202, 203, 340, 341, 342, 344, 415, \n490 \n\nCourse recommended for the major: 480 \n\n Requirements for the Minor \n\nA minor in English must contain at least 18 hours \nexcluding credits received for English 101-102 or 103- \n104. The student may design her own program to \nreflect a particular interest or emphasis, such as a \nfocus on a genre or literary period. The program must \nhave the approval of the chair of the Department of \nEnglish. \n\nEnglish 101 and 102 are the basic courses for all \nother work in the department, except for students \nadmitted to English 103 and 104- A student is admitted \nto English 1 03 and 1 04 by the chair of the department \non the basis of the CEEB verbal score and secondary \nschool record. \n\n101f. LITERATURE AND COMPOSITION (3) \n\nCombines the writing of analytic, expository and \nresearch papers with the close, critical reading and \ndiscussion of literature by authors of diverse cultural \nbackgrounds. Works studied include short stories, novels, \ndrama, poetry, nonfiction essays and film. Provides \norientation to library and computer facilities. Frequent \nindividual conferences. \n\n1 01 Lf ; 1 02Ls. WRITING LABORATORY (0) \n\nThe Writing Laboratory' (usually taken in conjunction \nwith English 101 and 102) develops skills that provide a \nfoundation for all written course work at Agnes Scott. \nThe course familiarizes students with the writing process \nthrough reading, writing, discussions, word processing \nexercises and conferences. Enrollment in the lab is \nlimited and is determined by the Department of English. \n\n\n\n102s. LITERATURE AND COMPOSITION \n\nContinuation of 101. \nPrerequisite: 101 \n\n\n\n(3) \n\n\n\n1 03f. HONORS LITERATURE AND COMPOSITION (3) \n\nApproaches to literary texts designed for the student \nwith special talent and interest in English. Writing of \ncritical and imaginative papers on literature and film. \nProvides orientation to library and computer facilities. \nFrequent individual conferences. \n\n1 04s. HONORS LITERATURE AND COMPOSITION (3) \n\nContinuation of 103. \nPrerequisite: 103 \n\n21 Os. ADVANCED COMPOSITION (3) \n\nExpository writing for the student who wishes to develop \nand refine her use of language and her understanding of \nthe writing process. Includes an introduction to theories \nof teaching writing. \n\nLiterature \n\nEnglish 211, 212, 213, 214 or 216 is a prerequisite \nto the other courses in literature unless a student has \nreceived advanced placement credit in literature or \nunless she has been exempted from taking 200'level \ncourses upon recommendation of her instructor in \nEnglish 10M02 or 103-104. \n\n21 1 f . MAJOR BRITISH WRITERS, c. 1 350 to 1 674 (3) \n\nMajor literary texts in historical context and sequence. \nWriters include Chaucer, Spenser, Shakespeare, Donne \nand Milton. \n\n212s. MAJOR BRITISH WRITERS, 1674 TO THE \n\nPRESENT (3) \n\nContinuation of English 211. Writers will be chosen \nfrom a group including Swift, Pope, Austen, \nWordsworth, Keats, Tennyson, Browning, Yeats \nand Eliot. \n\n21 3/331 f . EARLY AMERICAN WRITERS (3) \n\nAmerican writers from the colonial beginnings to the \nAmerican Renaissance. Texts considered in historical, \nsocial and intellectual context. Writers include \nBradstreet, Wheatly, Irving, Poe, Emerson, Hawthorne \nand others. \n\nStudents in 213 and 331 attend classes together most of \nthe term, but advanced students are expected to do work \nof greater sophistication and difficulty. Special focus on \nMelville in 331. \n\n\n\n72 \n\n\n\nAgnes Scott College \n\n\n\nEnglish \n\n\n\n214s. MODERN AMERICAN WRITERS (3) \n\nAmerican literature from the second halt of the nine- \nteenth century to the present. Selected readings from \nsuch diverse writers as Dickinson, Twain, James, Gather, \nHurston, Baldwin, Roth and others. \n\n216s. (Women's Studies 216) TOPICS ON WOMEN \nAND LITERATURE (3) \n\nThematic or generic studies of works authored by \nwomen; focus on the role of women in works by male \nand female writers; special attention to a selected woman \nwriter or group of writers; and/or feminist approaches to \nthe study of literature. \n\n230s. INTRODUCTION TO FILM STUDY (3) \n\nAn approach to film from a variety ot perspectives: \nhistorical study, formal and technical analysis ot classic \nHollywood cinema, attention to specific directors and \ngenres and feminist critique of film. \nDoes not satisfy distributional standard in literature \n\n306f. CHAUCER (3) \n\nThe Canterbury Tales and selected pre-Canterbury works. \n\n308s. HISTORY OF THE ENGLISH LANGUAGE (3) \n\nThe origins and development of the language, from \nAnglo-Saxon to modem English. \nOffered 1 997-98 and alternate years \n\n309s. DANTE (3) \n\nThe Divme Comedy in translation. \n\nOffered 1998-99 and alternate years \n\nDoes not satisfy distributional standard in literature \n\n313s. SHAKESPEARE (3) \n\nThe comedies and histories. \n\n31 4f. SHAKESPEARE (3) \n\nThe tragedies. \n\n315s. MEDIEVAL AND RENAISSANCE DRAMA \n\n(Excluding Shakespeare) (3) \n\nSamples of medieval mystery and morality plays. \nExplores the varied developing genre of the Renaissance. \nAuthors include Kyd, Marlowe, Dekker, Jonson, \nMiddleton and Webster. \n\n31 6f. SIXTEENTH-CENTURY ENGLISH POETRY (3) \n\nA study of the major poetic theories, forms and works of \nTudor England. Selections from The Faerie Queen^ some \nearly English sonnets, The Defense of Poesy and the \nsonnet sequences of Sidney, Spenser and Shakespeare. \nOffered 1998-99 and alternate years \n\n\n\n318f. POETRY AND PROSE \n\nOF THE SEVENTEENTH CENTURY (3) \n\nEmphasis on the writings ot Donne, Jonson, Herbert, \nHerrick, Marvell, Bacon and Browne. \nOffered 1997-98 and alternate years \n\n319s. MILTON (3) \n\nMost ot the English poetry and selections from the prose. \n\n320s. MODERN POETRY (3) \n\nStudy ot British and American poetry of the twentieth \n\ncentury, with a tocus on the early modernist period. \n\nPoets studied include Yeats, Eliot, Williams, H.D., \n\nMarianne Moore, Wallace Stevens and Langston \n\nHughes. \n\nOffered J 997-98 and alternate years \n\n321f. ENGLISH ROMANTIC POETRY (3) \n\nPrimary emphasis upon the poetry of Wordsworth, \nColeridge and Keats, along with selected poems of \nShelley and Byron. \n\n322s. VICTORIAN POETRY (3) \n\nTennyson, Browning, Arnold and Hopkins. \nOffered 1997-98 and alternate years \n\n323s. MODERN AND CONTEMPORARY DRAMA (3) \n\nA selection of plays by playwrights from Ibsen to the \n\npresent, with concern for the relationship between text \n\nand performance. \n\nOffered 1998-99 and alternate years \n\nDoes not satisfy distributional standard in literature \n\n328f. RESTORATION AND EIGHTEENTH-CENTURY \nLITERATURE (3) \n\nEmphasis on satire and prose fiction from 1660 to 1800. \nAuthors chosen from Dryden, Swift, Pope, Fielding, \nRichardson, Johnson and Austen, as well as writers who \ntraditionally have been neglected. \n\n329s. ENGLISH DRAMA FROM DRYDEN TO \n\nSHERIDAN (3) \n\nRanges over tragedies and comedies written between \n1660 and 1800. Dramatists include Dryden, Behn, \nWycherley, Congreve, Centlivre, Goldsmith and \nSheridan. Attention paid to cultural contexts as well as \nevolving literary traditions. \nOffered 1 998-99 and alternate years \n\n\n\n331f. EARLY AMERICAN WRITERS \n\nSee English 213 for description. \n\n\n\n(3) \n\n\n\n1 997- i 999 Gatalog \n\n\n\n73 \n\n\n\nEnglish \n\n\n\n332f. REALISM AND NATURALISM IN AMERICAN \nLITERATURE (3) \n\nEmphasis on figures writing trom 1880 to 1920, \nwho express the dominant literary modes of the \ntime, with attention to their influence on later \nwriters. Authors include Twain, James, Wharton, \nO'Neill, Crane and others. \nOffered 1 997-98 and alternate years \n\n333s. TWENTIETH-CENTURY AMERICAN FICTION (3) \n\nFocus on fiction from 1920 to the present, including the \nwork of such writers as Hemingway, Fitzgerald, Ellison, \nMalamud, Oates and others. \nOffered 1 997-98 arvi alternate years \n\n334f. SOUTHERN LITERATURE (3) \n\nReadings in the literature of the American South of the \n\ntwentieth century with emphasis on such figures as \n\nRansom, Faulkner, Warren, O'Connor, Welty and \n\nWalker. \n\nOffered 1 998-99 and alternate years \n\n335s. NINETEENTH-CENTURY AMERICAN FICTION (3) \n\nStudy of such developments as the social protest novel, \nwomen's fiction, the international novel and the novel \nof manners in standard and non-traditional works by \nStowe, Alcott, Hawthorne, James, Twain, Adams and \nothers. \n\n336f. THE MODERN BRITISH NOVEL (3) \n\nStudy of twentieth-century novels with an emphasis on \nmodernist experimentation with novel form. Writers \nstudied generally include Conrad, Forster, Joyce, Woolf, \nLawrence, Waugh and Beckett. \n\n337s. POSTMODERN FICTION (3) \n\nA study of experimental fiction written in the second \nhalf of the twentieth century. Works studied are drawn \nfrom a variety of cultures. \nOffered 1998-99 and alternate years \n\n338s. THE ENGLISH NOVEL FROM THE \n\nBRONTES TO HARDY (3) \n\nEmphasis on the novels of the 1840s and 1850s along \nwith those that look toward the twentieth century. \nOffered 1998-99 and alternate years \n\n339f. AFRICAN-AMERICAN LITERATURE (3) \n\nExamination of the major texts within the African- \nAmerican literary tradition from the colonial period to \nthe present, including works by Douglass, DuBois, \nHurston, Wright, Ellison, Morrison and others. \n\n\n\n410f,s. SPECIAL STUDY \n\nSelected texts to meet the interests of individual \nstudents. \n\n\n\n(2-4) \n\n\n\n480f. SENIOR COLLOQUIUM (2) \n\nWeekly meetings of faculty and senior English majors to \ndiscuss topics relevant to the study of literature in all \nperiods. Particular topics are designated each year. \n\n490f,s. INDEPENDENT STUDY IN ENGLISH OR \n\nAMERICAN LITERATURE (4-8) \n\nIndependent research arranged under the supervision of \na member of the department. \n\nCreative and \n\nExpository Writing \n\n201s. NARRATIVE WRITING (3) \n\nPrinciples and forms of narrative writing. Illustrative \nreadings and frequent writing. \nPrerequisite: permission of the instructor \n\n202f. POETRY WRITING (3) \n\nThe craft of poetry, taught through regular written \nassignments and readings from such contemporary poets \nas Adrienne Rich, Sharon Olds, Rita Dove and Carolyn \nForche. \n\n\n\n203f. (Theatre 203) DRAMATIC WRITING \n\nSee Theatre 203 tor description. \n\n\n\n(3) \n\n\n\n205f. WRITING FICTION (3) \n\nGuest-taught workshop in the writing of fiction, \ndesigned to make participants better readers as well as \nwriters. Focus on providing structure for new projects or \nassistance with works-in-progress. \nPrerequisite: permission of the instructor \n\n340f. NONFICTION WORKSHOP (3) \n\nGuidance in writing forms of nonfiction such as the \nessay, the journalistic article, technical writing, research \nreports, business writing and autobiography. Emphasis on \npresentation and discussion of student work, revision, \nediting and classroom publishing. \nPrerequisite: permission of the instructor \n\n341 f. WRITING WORKSHOP, FICTION (3) \n\nIntermediate fiction writing. Readings in theory and \npractice; the writing and rewriting of a group of stories. \nIndividual conferences and group sessions. \nPrerequisite: 201, 205 or permission of the instructor \n\n\n\n74 \n\n\n\nAgnes Scott College \n\n\n\nEnglish, Global Awareness, History \n\n\n\n342s. POETRY WORKSHOP (3) \n\nPresentation and discussion of student work, with \n\nadditional resources (readings, poetic exercises) as \n\nneeded. \n\nPrerequisite: 202 or permission of the instructor \n\n344s. (Theatre 344) DRAMATIC WRITING II (3) \n\nSee Theatre 344 for description. \n\n415f,s. (Theatre 415) ADVANCED CREATIVE \n\nWRITING (3) \n\nIndividual conferences with emphasis on sustained \ncreative writing projects in poetry, fiction or drama. \nPrerequisite: 340, 341, 342 or 344 and permission ot the \ninstnictor \n\n490f,s. INDEPENDENT STUDY IN WRITING (3) \n\nIndependent research arranged under the supervision of \na member of the department. \n\n\n\nGlobal Awareness \n\nAgnes Scott College offers an introductory \nGlobal Awareness Program that combines \nclasswork in the fall and spring semesters with \na January study abroad experience. Students must \napply and be accepted to the program to register for \nGA 200. See the description of the Global Awareness \nProgram (p. 39). \n\n200f. GLOBAL AWARENESS CONCEPTS (1-3) \n\nConcepts and theories of culture, cultural diversity and \ncross-cultural communications. Discussion of selected \nthemes common to the study of cultures. Preparation for \nJanuary study-abroad experience. Interdisciplinary \nperspectives from the social sciences, natural sciences, \nhumanities and fine arts. Faculty members include those \nleading the study-abroad group. \nPrerequisite: 12 hours of Agnes Scott credit \nTaken as preparation for 201 \n\n201s. GLOBAL AWARENESS \n\nEXPERIENCE (3) \n\nJanuary study-abroad experience with follow-up spring \nseminar. Students travel in small groups to a host country \nwhere they experience a new culture, living in local \nhomes. Emphasis on individual living/learning experi- \n\n\n\nences under supervision of Agnes Scott faculty member. \nSpring seminar (one hour per week for 4-6 weeks) \nintegrates cross-cultural theory and experience. Destina- \ntions vary from year to year. \nPrerequisite: 200 \nSpecial fees required for January travel \n\n\n\nHistory \n\n\n\nProfessors: \n\nSarah R. Blanshei, Dean of the College \n\nMichael J. Brown \n\nMary Brown Bullock, President of the College \n\nPenelope Campbell \nAssociate Professors: \n\nMichele K. Gillespie \n\nKatharine D. Kennedy \nAssistant Professor: \n\nViolet M. Johnson \n\nThe central purpose of the history curriculum is \nto give students who come from a variety \nof cultural traditions an understanding of the \nheritage that has been forged for them over many \ncenturies. By offering courses in both western and \nnon-western history, it seeks to deepen each student's \nappreciation of the achievements and contributions of \npeople from outside her own cultural tradition. \n\nThe study of history provides a perspective from \nwhich standards that happen to be in vogue in our \nown day may be seen and judged. By challenging us to \nunderstand people who are very different from us, it \nteaches tolerance and open-mindedness. History \nstudents are required to read widely, to think critically \nand to strengthen their skills in research and writing. \nThe historical knowledge they acquire provides a \nframework and a context in which insights from other \ndisciplines  art, literature, philosophy, to name just a \nfew  may be placed and considered. In this sense, \nhistory could claim to be one of the foundation \ndisciplines of a liberal education, bringing coherence \nand continuity to information that might otherwise be \nfragmented and disjointed. \n\n\n\n1997-1999 Catalog \n\n\n\n75 \n\n\n\nHistory \n\n\n\nMembers of the History' Department believe that \ntheir courses should be accessible to all students in the \nCollege; accordingly, there are no prerequisites for any \nhistory course below the 400 level. \n\n Requirements for the Major \n\n420 \n\nOne two-semester survey course selected from: \n\n101 and 102; 108 and 109; 110 and 111; 212 and \n213; 250 and 251; 253 and 254 \nAt least eight additional courses, seven of \nwhich must be above the 200 level. These courses \nmust be selected so as to include at least one \ncourse from each of the following groups: \nEarly European History: 305, 306, 307, 371, 373 \nModern European History: 309, 311, 312, 313, 314, \n\n322 \nUnited States History: 325, 326, 327, 330, 331, 332, \n\n334, 335, 338 and 350 \nNon-Western History: 350, 353, 354, 355, 356, 361, \n\n363 \nAn appropriate course below the 300 level may be \n\nused to satisfy one of these groups. \nA major in history requires the completion of at least \n30 semester hours of work in history \nCross-listed courses taught outside the depart- \nment may not be used to satisfy the minimum \nrequirements for the major. \n\n Requirements for the Minor \n\nA minor in history must contain at least 21 hours of \nwork in history, at least twelve of which must be above \nthe 200 level. The program must reflect a degree of \nthoughtful planning and coherence and must have the \napproval of the chair of the department. \n\nlOlf. EUROPE FROM CHARLEMAGNE TO \n\nNAPOLEON (3) \n\nDevelopment of western culture through Renaissance \nand Reformation, the formation of states, the early \ndevelopment of science and the age of revolution in \nEngland, America and France. \n\n1 02s. HISTORY OF MODERN EUROPE (3) \n\nIndustrialization, nationalism, feminism, world war, \ncommunism, Cold War and European integration and \n\n\n\n76 \n\n\n\ntheir effects on European institutions and society in the \nnineteenth and twentieth centuries. \n\n108f. THE UNITED STATES TO 1877 (3) \n\nSurvey ot the history of the United States from European \nconquest through Reconstruction. \n\n109s. THE UNITED STATES IN MODERN TIMES (3) \n\nSurvey ot the history ot the United States since Recon- \nstruction. \n\n1 1 0f. INTRODUCTION TO THE ASIAN WORLD (3) \n\nMajor civilizations on the Asian continent from India to \nJapan before the twentieth century. \n\n1 1 1 s. THE ASIAN WORLD IN MODERN TIMES (3) \n\nHistory and politics of Asian societies and their interac- \ntion with the West in the twentieth century. \n\n121f. (Classics 121) HISTORY OF GREEK \n\nCIVILIZATION (3) \n\nSee Classics 121 tor description. \n\n122f. (Classics 122) HISTORY OF ROMAN \n\nCIVILIZATION (3) \n\nSee Classics 122 for description. \n\n212f. THE HISTORY OF ENGLAND (3) \n\nSocial and political development of the English people \nfrom the Anglo-Saxon centuries through the civil wars \nof the seventeenth century. \n\n213s. THE HISTORY OF ENGLAND (3) \n\nExperiences of the English people from the reign of King \nCharles II to the reign ot Queen Elizabeth II. \n\n221 Lf. (Classics 221 L) (Greek 221 L) (Greek 321 L) \nHISTORY OF GREEK CIVILIZATION, GREEK \nCOMPONENT (1) \n\nSee Classics 22 IL for description. \n\n222Lf. (Classics 222L) (Latin 222L) (Latin 322L) \nHISTORY OF ROMAN CIVILIZATION, LATIN \nCOMPONENT (1) \n\nSee Classics 222L for description. \n\n250f. AFRICAN SOCIETIES FROM 1500 TO THE \n\nPARTITION (3) \n\nStructures of Sub-Saharan African societies, the \ndevelopments leading to the partition of the continent \nand the imposition of colonial rule. \n\n251s. AFRICAN SOCIETIES FROM THE COLONIAL \nERA TO THE PRESENT (3) \n\nChanges which followed western domination, African \n\nAgnes Scott College \n\n\n\nHistory \n\n\n\nresponses to the new structures and the road to indepen- \ndence. \n\n253f. AFRICAN AMERICAN HISTORY TO \n\nEMANCIPATION (3) \n\nDevelopments which shaped the history of the black \npopulation of the United States through the Civil War. \nTopics include African beginnings, the Atlantic slave \ntrade, the institution of slavery and the slave community \nand black activism. \nOffered 1997-98 and alternate years \n\n254s. AFRICAN AMERICAN HISTORY SINCE \n\nEMANCIPATION (3) \n\nDevelopments which have influenced the history of the \nblack population of the United States since the Civil \nWar. Topics include the Great Migration, the Harlem \nRenaissance and the Civil Rights Movement. \nOffered 1 997-98 and alternate years \n\n305f. MEDIEVAL CIVILIZATION (3) \n\nEmergence ot European cultural traditions, political \ninstitutions and social organization between the decline \nof the Roman Empire and the end of the High Middle \nAges. \n\n306s. THE RENAISSANCE (3) \n\nCi\\-ili:ation ot Italy and of Northern Europe from the \ntime ot Dante to the time of Shakespeare. \nOffered 1998-99 and alternate years \n\n307s. THE REFORMATION (3) \n\nChanges in church, state and society from the time of \nLuther to the end of the wars of religion. \nOffered 1 997-98 and alternate years \n\n309f. THE FRENCH REVOLUTION AND NAPOLEON (3) \n\nCauses and events of the French Revolution and its \nimpact upon Europe; the career of Napoleon Bonaparte. \n\n311s. EUROPE IN THE VICTORIAN ERA (3) \n\nIndustrialization, nationalism, imperialism, international \naffairs, culture, gender and public and private life in \nnineteenth-century Europe. \nOffered i 998-99 and alternate years \n\n312s. RUSSIA AND THE SOVIET UNION IN THE \n\nTWENTIETH CENTURY (3) \n\nRevolution, ethnicity, reform, stagnation and disintegra- \ntion in Russian and Soviet politics, culture, economy and \nsociety from 1905 to the present. \nOffered 1 998-99 and alternate years \n\n313f. EUROPE FROM 1914 TO 1945 (3) \n\nWorld War I, Nazism, the interwar years. World War II \n\n\n\nand the Holocaust, with emphasis on ideology, culture \nand diplomacy. \n\n314s. (Political Science 314) EUROPE SINCE 1945 (3) \n\nSi)ciety, economy, culture and foreign attairs in Western \nand Eastern Europe in the nuclear age. \n\n314LS. (German 31 4L) (Political Science 31 4L) \n\nEUROPE SINCE 1945, GERMAN COMPONENT (1) \n\nSee German 314L tor description. \nNot offered 1997-98 \n\n315Lf. (German 315L) EUROPE 1914-1945, GERMAN \nCOMPONENT (1) \n\nSee German 315L for description. \nNot o/fered J 997-98. \n\n322f. (Women's Studies 322) WOMEN IN MODERN \nEUROPEAN HISTORY (3) \n\nChanging roles ot European women at home, at work, in \n\npublic life and in the arts from the Renaissance to the \n\npresent. \n\nOffered 1 997-98 and alternate years \n\n325f. THE AMERICAN REVOLUTION AND \n\nTHE EARLY REPUBLIC (3) \n\nRelationship between economic, social, cultural and \nreligious change and the great political events of the \nAmerican Revolution and nation-building. \nOffered 1998-99 and alternate years \n\n326s. JACKSONIAN AMERICA AND \n\nTHE CIVIL WAR ERA (3) \n\nEconomic, political and social change in the United \nStates from the rise of Jacksonian America and the \nstruggle over slavery through the Civil War. \nOffered 1 998-99 and alternate years \n\n327s. HISTORY OF THE SOUTH (3) \n\nSocial, cultural, economic and political factors that have \nmade the South a distinctive part of the U.S. from \nEnglish settlement to the present. \n\n330s. (Women's Studies 330) THE HISTORY OF \n\nWOMEN IN AMERICA (3) \n\nWomen's roles and contributions from the colonial \nperiod to the present with emphasis on the impact of \nindustrialization, reform movements and differences \nacross race, ethnicity, class and region. \n\n331f. RACE, ETHNICITY AND IMMIGRATION IN THE \nU.S., 1600-1880 (3) \n\nHistory of the \"old immigration\" which was dominated \nby groups from western Europe; the relationship between \nvarious ethnic groups; their acculturation; and how they \n\n\n\nJ 997-] 999 Catalog \n\n\n\n77 \n\n\n\nHistory \n\n\n\ninfluenced American society. \nOffered 1998-99 and alternate years \n\n332s. RACE, ETHNICITY AND IMMIGRATION IN THE \nU.S. SINCE 1885 (3) \n\nHistory- of the \"new immigration\"; the changing sources \n\nand composition of immigrants; their social and \n\neconomic adjustment; and their contributions to the \n\nincreasingly multicultural character of contemporary \n\nAmerica. \n\nOffered 1 998-99 and alterruite years \n\n334f. (Political Science 332) THE UNITED STATES \nFROM 1914 TO 1945 (3) \n\nWorld War I, the New Era of the 1920s, the New Deal \n\nand World War II. \n\nOffered 1 997-98 and altenmte years \n\n335f. (Religious Studies 340) BLACK PROTEST \nTHOUGHT IN AMERICA FROM SLAVERY TO THE \nPRESENT (3) \n\nPolitical, social and ideological currents which influ- \nenced and shaped the Black struggle tor freedom, \ncitizenship and equality. Ordinarily, students earn 3 \nhours of credit for this course. Those students fulfilling \nthe research requirement for the minor in Africana \nStudies may elect to take this course for 4 hours. \nOffered 1997-98 and alternate years \n\n338s. (Political Science 340) THE UNITED STATES \nSINCE 1945 (3) \n\nDomestic change and international involvements since \n\nWorld War II. \n\nOffered 1 997-98 and alternate years \n\n\n\n340s. (Political Science 328) U.S.-LATIN \nAMERICAN RELATIONS \n\nSee Political Science 328 for description. \n\n\n\n(3) \n\n\n\n350f. THE AFRICAN DIASPORA (3) \n\nHistory of the dispersal of Africans from the continent to \nvarious regions of the world; the catalysts of dispersal; \nthe distribution of Africans, especially in the Americas; \nand the communities which evolved out of the diaspora. \nOrdinarily, students earn 3 hours of credit for this course. \nThose students fulfilling the research requirement for the \nminor in Africana Studies may elect to take this course \nfor 4 hours. \n\n350Lf. (Spanish 350L) THE AFRICAN DIASPORA, \nSPANISH COMPONENT (1) \n\nSee Spanish 3 SOL for description \nOffered 1997-98 \n\n\n\n353s. SOUTH ASIA (3) \n\nHistory of the Indian Subcontinent from ancient times \nto the present, with particular attention to British rule, \nthe independence movement and contemporary public \nissues in Pakistan, India and Bangladesh. \nOffered 1 997-98 and alternate years \n\n354$. TOPICS IN AFRICAN AND ASIAN HISTORY (3) \n\nOffered 1 998-99 and alternate years \n\n355f. TWENTIETH-CENTURY SOUTHEAST ASIA (3) \n\nThe cultural heritages ot nations from Burma to the \n\nPhilippines. Social, economic and political changes \n\narising from western colonialism, the world wars, mass \n\npolitical movements and participation in a global \n\neconomy. \n\nOffered 1998-99 and alternate years \n\n356f. THE UNITED STATES AND CHINA (3) \n\nThe cultural, political and economic interaction of \nAmericans and Chinese in the last two centuries, with \nparticular attention to the post- World War II period. \nOffered 1 997-98 and alternate years \n\n361f. EMERGENCE OF JAPAN AS A \n\nWORLD POWER (3) \n\nPolitical and economic transformation of Japan in the \nnineteenth and twentieth centuries; the troubled \nrelationship with the United States. \n\n363s. THE CHINESE REVOLUTION IN THE \n\nTWENTIETH CENTURY (3) \n\nDevelopment of Chinese communism, the establishment \nof the People's Republic and the revolutionary remodel- \ning of Chinese society. \n\n371s. ENGLAND UNDER THE TUDORS (3) \n\nHistory of England from 1485 to 1603 with emphasis on \nthe break from Rome under Henry VIII and the \nbeginning ot England's imperial role under Queen \nElizabeth I. \nOffered 1 997-98 and alternate years \n\n373s. ENGLAND UNDER THE STUARTS (3) \n\nHistory of England in the seventeenth century, empha- \nsizing the religious, social and political concepts carried \nto America by the early colonists. \nOffered 1 998-99 and alternate years \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nSupervised study in some field or period of history. \n\n420f. SENIOR COLLOQUIUM (3) \n\nReading, writing and discussion on a single theme. \n\n\n\n78 \n\n\n\nAgnes Scott College \n\n\n\nInterdisciplinary Courses, International Relations \n\n\n\nchosen annually, with the aim of integrating knowledge \nfrom various historical fields. Open only to senior history \nmajors. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research under the supervision of a member \nof the department. \n\n\n\nInterdisciplinary \nCourses \n\n\n\nHUM 280. SEMINAR IN THE HUMANITIES (3) \n\nWeekly seminar focused on a topic that traverses \nmultiple approaches, historical periods and/or cultures. \nLed hy 2-3 faculty from different disciplines in the \nhumanities. Topic designated each year. Open to \nsophomores, juniors and seniors. \n\nINTD 200s. PERSPECTIVES ON DIVERSITY AND \n\nDIFFERENCE (3) \n\nAn interdisciplinary approach to learning about cultures \nand their interactions, struggles and conflicts. Explora- \ntion of issues that revolve around the intersections of \nrace, ethnicity, sexual orientation, gender and religion \nand the bases of conflict, stratification and group \nidentities. \n\n\n\nInternational \nRelations \n\n\n\nDirector: Edmund J. Sheehey \n\nInternational Relations is the study of the relations \namong both nations and non-governmental \nparties. The comprehension of these relationships \nrelies upon the perspectives, theories, insights and \nmethods of a number of different disciplines. This \nmajor draws primarily from the disciplines of econom- \nics, history and political science. \n\nA prospective major should consult the director of \n\n\n\nthe program in order to develop a course of study with \nan appropriate balance among the disciplines of \neconomics, history and political science. She should \nacquire proficiency in a foreign language, especially if \nshe plans to study abroad. It is also recommended that \na student complete the intermediate level of a second \nforeign language. \n\nInternational Relations majors are strongly encour- \naged to participate in Global Awareness programs and \nother programs of study and work abroad. \n\nA qualified International Relations major may \npursue an independent study (490) under the direction \nof a faculty member who teaches in the International \nRelations program. A student enrolls in Economics \n490, History 490 or Political Science 490, depending \non the discipline of the project director. \n\n Requirements for the Major \n\n(Minimum of 33 hours, maximum of 60 hours) \nRequired Introductory Courses: \n\nPolitical Science 103 \nEconomics 104 and 105 \nRequired Advanced Course: \n\nPolitical Science 326 \nTheory Courses: \n\nThree courses, at least one of which \n\nmust be in economics: \nPolitical Science 205, 282, 322; Economics 315, \n334, 350, 351; Anthropology 307 \nGeographic Areas \nA student will take three courses from no more than \ntwo different areas. Students are generally encour- \naged to concentrate in one area. No more than one \narea course may be at the 100-level. \nEurope: History 102, 31 1,312, 313, 314, 322 \nAsia: History 111, 353, 354 (Asian topics only), \n\n355,356,361,363 \nAfnca: History 250, 251, 350, 354 (African topics \n\nonly) \nLatin America: Latin American Studies 107; \nPolitical Science 21 1 , 320, 328, 330, 342; \nEconomics 360; Anthropology 304 \nGlobal Awareness 201 may be counted toward \nthe appropriate geographic requirement. \nStudents are encouraged to enroll in the \n\n\n\n1997-1999 Catalog \n\n\n\n79 \n\n\n\nInternational Relations, Latin American Studies, Mathematics \n\n\n\nforeign language sections of area courses \nwhien possible. Hours from tfiese courses will \ncount toward the major \nLanguage \nThree hours of coursework beyond the intermediate \nlevel in a modern foreign language. This does not \ncount toward the major \nAdditional course requirement: \nIn addition to satisfying the requirements listed \nabove, each student will take at least one additional \ncourse from the lists of theory and area courses \nabove. Other courses that may satisfy this require- \nment are: Spanish 207 or 208 and German 310. \n\n\n\n15 additional hours from among the following (includ- \ning the corresponding language across the \ncurriculum component of any of these): \n\nInterdisciplinary 200 \n\nPolitical Science: 211, 311, 320, 328, 342 \n\nAnthropology: 304 \n\nEconomics: 360 \n\nSpanish: 208, 344, 354 \n\nLAS 107f. LATIN AMERICAN SOCIETIES (3) \n\nInterdisciplinary overview ot Latin American societies \ntoday, including the growing presence ot Latinos in the \nU.S. Emphasizes both the continuity of the past and \ncontemporary economic development, politics, cultures, \nsocial movements, music, art and literature. \n\n\n\nLatin American \nStudies \n\nDirector: Rafael Ocasio \n\nThe program of Latin American Studies seeks to \ngive students a broad, integrated knowledge of \nLatin American history, society, politics, \neconomics and culture; to foster understanding of the \nrichness and diversity of Latin American societies and \npeoples; and to encourage the achievement of profi- \nciency in the Spanish language. By so doing, the \nprogram seeks to prepare students for graduate study, \nteaching and/or careers in the public and private \nsector wherever knowledge of Latin America is \nnecessary. \n\nThe program recommends that minors participate \nin cross-cultural experiences, such as Global Aware- \nness or study abroad and pursue fluency in Spanish. A \nnumber of courses in the program have a Spanish \ncomponent, in which students further proficiency by \nstudying the topic through original texts. \n\n Requirements for the Minor \n\nA minimum of 18 hours is required for the minor. \nRequired course: Latin American Studies 107 \n\n\n\nil/iatiiematics \n\nProfessor: Myrtle H. Lewin \nAssociate Professors: \n\nRobert A. Leslie \nLawrence H. Riddle \nAssistant Professor: Olga Yiparaki \n\nThe curriculum in mathematics is designed to \nhelp students think clearly and logically; to \nanalyze problems; to understand and be able to \nuse the language, theory and techniques of mathemat- \nics; and to develop skills and acquire mathematical \ntools needed in the application of mathematics. The \ncourses offered give mathematics majors a solid \nbackground for graduate study, teaching at the \nsecondary school level and professional employment. \n\nA student interested in mathematics and either \nphysics or economics is invited to consider a math- \nematics-physics or mathematics-economics major. \n\n Requirements for the Major \n\n118, 119,204,206,220,321,480 \n\nAt least three additional 300-level courses selected \n\nfrom at least two of the following groups: \n331,352 \n304,314,315 \n\n\n\n80 \n\n\n\nAgnes Scott College \n\n\n\nMathematics \n\n\n\n309, 312, 325, 328 \n\nThe minimum number of hours required to fulfill a \nmajor in Mathematics is 35. \n\n Requirements for the Minor \n\nThe mathematics minor is designed for those students \nwho wish to study mathematics significantly beyond \nthe introductory level and focus on an area of special \ninterest without accomplishing a major. A student \nplanning a minor in mathematics is required to consult \nwith the department to ensure the coherence and \nrelevance of the program of study planned. \nMathematics 118, 119 \nAt least one course from 204, 206 or 220 \nAt least three additional courses at the 200 or 300 \nlevel, one of which must be at the 300 level \n\n101f,s. FINITE MATHEMATICS (3) \n\nTopics appropriate to the social and management \nsciences. The topics are selected from set theory, logic, \nmatrix algebra, linear programming, mathematical \nmodels and financial mathematics. \n\n104s. INTRODUCTION TO MATHEMATICAL \n\nTHOUGHT (3) \n\nIntroduction to some of the major themes and ideas in \nmathematics, methods used in their applications and \ntheir historical context. \n\n115s. ELEMENTARY STATISTICS (3) \n\nStatistical measures and distributions, probability and its \napplication to statistical inference, linear correlation, \nhypothesis testing, confidence intervals and applications \nin the natural and social sciences. \nDoes not satisfy Distributional Standard in Mathematics \n\n1 1 7f ,s. FUNCTIONS AND MODELING (4) \n\nPolynomials, rational, exponential, logarithm and \ntrigonometric functions in the natural and social \nsciences, with emphasis on their numerical, graphical, \nand algebraic properties and their applications and use in \nmodeling real-world situations. \n\n118f,s. CALCULUS I (4) \n\nIntroduction to differentiation and integration of the \nstandard functions of mathematics, with applications. \n\n119f,s. CALCULUS II (4) \n\nContinuation of 118, to include topics chosen from the \nintegral and its applications, techniques of integration, \nimproper integrals and indeterminate forms. \nPrerequisite: 1 18 \n\n1997-1999 Catalog \n\n\n\n150f. INTRODUCTION TO COMPUTER \n\nPROGRAMMING (3) \n\nAn introduction to computers, principles of problem \nsolving in a structured programming environment, \nprogramming techniques and applications. \nDoes not satisfy Distributional Standard in Mathematics \n\n201 f. TOPICS IN MATHEMATICS (3) \n\nA semester study ot a topic chosen from such areas as \ndynamical systems and chaos, fractal geometry, \ncyptology, game theory, graph theory or combinations. \nPossibility for interdisciplinary topics. May be repeated \nfor credit when topics change. \nPrerequisite: 1 18 or permission of the instructor \n\n204f. THE ART OF MATHEMATICAL THINKING (3) \n\nTopics from areas such as puzzles, discrete mathematics, \nnumber theory, modular arithmetic and enumeration will \nbe used to introduce students to a serious study of the \nrole of proof, of mathematical writing and grammar, and \nabstraction and critical thinking. \nPrerequisite: 119 or permission ot the instructor \n\n206s. LINEAR ALGEBRA (4) \n\nVector spaces, linear transformations, matrices and \ndeterminants, with applications to systems of linear \nequations, geometry and other selected topics. \nPrerequisite: 119 \n\n220s. MULTIVARIABLE CALCULUS (4) \n\nThe geometry of curves and surfaces and the calculus ot \nfunctions of two or more variables, including partial \ndifferentiation, multiple integrals and vector analysis. \nPrerequisite: 1 19 \n\n250s. INTERMEDIATE COMPUTER PROGRAMMING (3) \n\nDesign of well-structured algorithms and their imple- \nmentation in Pascal, modular programming techniques, \nthe effective use of the fundamental data structures \nincluding records and files and an introduction to \ndynamic data structures. \nPrerequisite: 150 or permission of the instructor \n\n304s. MATHEMATICAL LOGIC (3) \n\nAddresses such issues as whether we can always prove \nthat a precise mathematical statement, such as \"1 + 1=2\" \nor \"3-1 = 17\", is true or false. Discusses the difference \nbetween truth, validity and provability and introduces \nGodel's Incompleteness Theorem, one ot the most \nimportant mathematical results of the 20th century-. \nPrerequisite: 204; one other 300-level course or \npermission ot the instructor \nOffered 1 998-99 aiid alterriate years \n\n\n\n81 \n\n\n\nMathematics, Mathematics-Economics \n\n\n\n309f. DIFFERENTIAL EQUATIONS (4) \n\nFirst and second order differential equations, higher \norder, linear ordinary' differential equations, existence \nand uniqueness theorems and applications. \nPrerequisite: 206 or 220 \nOffered 1 997-98 and alteniate years \n\n312s. NUMERICAL ANALYSIS (4) \n\nNumerical methods in mathematics including numerical \n\nsolutions of equations, linear and nonlinear systems ot \n\nequations, numerical differentiation and integration and \n\ncun.'e fitting. \n\nPrerequisite: 206 or 220 \n\nOffered 1997-98 and alternate years \n\n314f. MODERN GEOMETRIES (4) \n\nAffme, projective and Euclidean geometries and their \npostulational development. \nPrerequisite: 220 or permission of the instructor \nOffered 1997-98 and alternate years \n\n315s. TOPOLOGY (4) \n\nTopological and metric spaces, continuity, compactness \nand connectedness, with special emphasis on the \ntopology of R\". \nPrerequisite: 204 and 220 \nOffered 1 997-98 and alternate years \n\n321 f. ABSTRACT ALGEBRA (4) \n\nImportant algebraic structures, including groups, rings, \n\nintegral domains and tields. \n\nPrerequisite: 204; 206 or permission of the instructor \n\n325f. MATHEMATICAL MODELS AND \n\nAPPLICATIONS (4) \n\nDevelopment of techniques of model building. \nApplications to illustrate the techniques are drawn \nprincipally from the natural and social sciences. \nPrerequisite: 206 or 220 \nOffered 1 998-99 and alternate years \n\n328s. MATHEMATICAL STATISTICS AND \n\nPROBABILITY (4) \n\nBasic statistical methods in the classical theory of \ninferential statistics, probability theory, estimation, \nhypothesis testing and applications. \nPrerequisite: 206 or 220 \nOffered 1 998-99 and alternate years \n\n331s. REAL ANALYSIS (4) \n\nThe topology of the real number system and the axiom of \ncompleteness. Rigorous development of some central \nideas in analysis, including limits, continuity of functions \nand convergence of sequences and series. \nPrerequisite: 204 \n\n\n\nOffered 1997-98 and alternate years \n\n352f. COMPLEX ANALYSIS (4) \n\nThe algebra of complex numbers, analytic functions, \n\nelementary functions, linear fractional transformations, \n\nmappings, integrals, power series, Laurent series and \n\nresidue calculus. \n\nPrerequisite: 220 \n\nOffered 1 998-99 and alternate years \n\n\n\n410f,s. SPECIAL STUDY \n\nOpen to majors only \n\n480f. MATHEMATICS SEMINAR \n\n\n\n(2-4) \n(1) \n\n\n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member of the department. \n\n\n\nMathematics- \nEconomics \n\n\n\nRequirements for the Major \n\nEconomics 104, 105, 306, 307 \nMathematics 118, 119, 206, 220, 309 \nEither Economics 338 or Mathematics 328 \nEither Economics 400 or Mathematics 480 \nAn additional three elective courses in mathematics \nor economics are required with at least one in \neconomics, excluding 200, 211, 212, 213 and \n217. These courses must be at the 200-level or \nabove and must be approved by the advisors to \nthe major in the respective departments. \n\n\n\n82 \n\n\n\nAgnes Scott College \n\n\n\nMathematics-Physics, Modem Foreign Languages and Literatures \n\n\n\nMathematics- \nPhysics \n\n\n\nProvides an integrated study of mathematics and \nits application in theoretical physics. Students \nelect at least 27 semester hours in mathematics \nand 23 semester hours in physics. Other courses may \nhe elected in mathematics and physics, not to exceed a \ncombined total of 60 semester hours. \nThe minimum number of hours required to fulfill an \ninterdisciplinary major in Mathematics-Physics is 50. \n\nBasic Courses Required: \n\nMathematics 118, 1 19, 206, 220, 309 (at least 27 \n\nhours in mathematics) \nPhysics 110, 111 and 15 additional hours as \n\napproved by the Department of Physics and \n\nAstronomy \n\n\n\nlilodern Foreign \nLanguages and \nLiteratures \n\nFrench \n\nAssistant Professors: \n\nJulia K. De Free \nRosemary Eberiel \n\nThe program in French has as its goals accuracy and \nfluency in the written and spoken language as \nwell as knowledge and appreciation of the literature \nand culture of France. \n\nNew students electing French, with very few \nexceptions, take a placement test. Students placing at \nthe level of French 235 will have satisfied the Specific \n\n1997-1999 Catalog \n\n\n\nStandard of the intermediate level of a foreign \nlanguage. French 202 also satisfies that Specific \nStandard. \n\nFrench 235, the prerequisite for all literature \ncourses, satisfies the distributional standard of litera- \nture in the language of its composition. A literature \ncourse on the 300 level also satisfies this standard. \n\nStudents, if qualified, may spend an academic year \nor a semester in France or in a Francophone country \non an approved program. Additional study abroad \npossibilities include the Global Awareness or Global \nConnections programs. Internships in French in the \nUnited States and abroad may also be offered. \n\nAn assistant comes from France or a Francophone \ncountry each year to live on the French Hall with \nstudents interested in perfecting their French and in \nknowing more about today's France and Francophone \ncultures. She assists with French Club activities and \njoins students at all levels of French proficiency in the \ndining hall around a \"table fran^aise.\" \n\nStudents also have an opportunity to use their \nlanguage skills in courses designated as Language \nAcross the Curriculum (LAC). This consists of \ncompleting a one-hour French component in a \nLanguage Across the Curriculum interdisciplinary \n\n\n\nRequirements for the Major \n\nA minimum of 24 hours beyond French 230. The \n\nrecommended sequence is: \n235, 280 and five courses at the 300 level and 480. \nThese courses should be representative of various \ncenturies and genres. \nWith advanced placement or exemption, the minimum \nnumber of hours required to complete a French \nmajor is 25 hours. \nRecommended Courses: \nWe recommend for the French major the following \nelectives in other programs: History 101, 309; \nEnglish 211; Art 103, 208; Philosophy 206, 209; \nanother foreign language. \n\nRequirements for the Minor \n\nA minimum of 12 hours beyond French 230. The \nrecommended sequence is 235, 280 and two courses \nat or beyond the 300 level. \n\n83 \n\n\n\nModern Foreign Languages and Literatures \n\n\n\nEntering students who are placed into an advanced \nlevel of French may be given permission to com- \nplete the major with fewer than 30 hours. Permis- \nsion is given hy the department chair or a faculty \nmember designated by the chair and the assistant \ndean of the college. \n\n202 fulfills the intermediate-level language require- \nment. Students exempting French 202 will take \nFrench 207. Students may also register for Transla- \ntion or Business French courses at an approved \ninstitution. \n\nWe strongly recommend a 4-week Intensive Summer \nSession at the Centre International de I'Universite \nde rOuest in Angers whose courses will satisfy the \nrequired courses listed above, subject to approval by \nthe chair of the department or a faculty member \ndesignated by the chair and the associate dean of \nthe college. \n\n101f. ELEMENTARY FRENCH (4) \n\nFor students who begin French in college. Introduction \nto the French language and culture. Three class periods \nfollowed by a session of oral practice. \n\n102s. ELEMENTARY FRENCH (4) \n\nContinuation ot 101; 101 and 102 are the equivalent of \ntwo years of secondary school preparation. \n\n201 f. INTERMEDIATE (3) \n\nGrammar review oral and written comprehension, \nreading, compositon. \n\n202s. INTERMEDIATE (3) \n\nA continuation of 201 with emphasis on selected \nreadings. \n\n202Lf. (Art 202L) MEDIEVAL ART, FRENCH \n\nCOMPONENT (1) \n\nReading and discussion of texts concerning the visual \n\narts and their historical context during the Middle Ages. \n\nConducted in French. \n\nPrerequisite: French 202 or permission of the instructor \n\nCorequisite: Art 202 \n\nNot offered 1997-98 \n\n203LS. (Art103L) HISTORY OF ART II, FRENCH \n\nCOMPONENT (1) \n\nReadmg and discussion of texts on the major artistic \nperiods from the Renaissance through the modem \nperiods. Conducted in French. \n\n\n\nCorequisite: Art 103 \n\nPrerequisite: French 202 or permission of the instructor \n\nOffered 1997-98 \n\n207f,s. INTERMEDIATE FRENCH CONVERSATION (2) \n\nPrerequisite: 202 with a grade ol B minus or above or \n\npermission from the department \n\nThis course may be repeated once with permission from the \n\ndepartment or faculty members designated b^i the department \n\nchair. \n\n221 Lf. (Music 221 L) (Women's Studies 221 L) WOMEN \nIN MUSIC: THE WESTERN MUSICAL TRADITIONS, \nFRENCH COMPONENT (1) \n\nReading and discussion of texts concerning French and \n\nother francophone women as composers, performers, \n\nteachers, and musical support personnel. Conducted in \n\nFrench. \n\nPrerequisite: 202 \n\nCorequisite: Music 220 (Women's Studies 220) \n\nOffered 1997-98 \n\n230f. FRENCH LANGUAGE AND CULTURE (3) \n\nIn addition to a thorough review ot grammar, this course \nexplores aspects of French culture and civilization in \ntheir historical context. (Tapes, films, and videos will be \nused.) This course is required of all minors. \nPrerequisite: 202 \n\n235f. INTRODUCTION TO LITERARY GENRES (3) \n\nIntroduction to literary texts by genre from the Middle \nAges to the present. This course is required of all majors \nand satisfies the Distributional Standard of literature in \nthe language of its composition. \nPrerequisite: 230 \n\n280s. WRITING IN FRENCH (3) \n\nIntensive work in written expression to strengthen the \nstudent's ability to organize her ideas in French and to \nreview fine points of grammar and style. \nPrerequisite: 230 or equivalent by placement \n\n301 s. FROM THE KNIGHT TO THE KNAVE (3) \n\nLiterature of the Middle Ages in its socio-historical \ncontext. Medieval story-tellers and poets, epics, the \nromances, Tristan and Isolde, the Arthurian legend, men \nand women troubadours, religious and secular theatre. \nPrerequisite: 230, 235 and 280 \nOffered 1997-98 \n\n311. THE AGE OF DISCOVERY FROM COLUMBUS \nTO MONTAIGNE (3) \n\nLiterature of the Renaissance and the Reformation in its \nsocio-historical context. Men and women poets and \nprose-writers of the sixteenth century, satire, the theatre. \n\n\n\n84 \n\n\n\nAgnes Scott College \n\n\n\nModern Foreign Languages and Literatures \n\n\n\nTransition from an oral to a book-oriented culture. \nPrerequisite: 230, 235 and 280 \nOffered 1999-2000 \n\n321 . THE AGE OF LOUIS XIV (3) \n\nLiterature of the seventeenth century in its socio- \nhistorical context. Development, triumph and transfor- \nmation of literary genres such as poetry, letters, the \nnovel, religious meditations, satire, with special emphasis \non the theatre and women authors from the Baroque to \nthe wane ot Classicism. \nPrerequisite: 230, 235 and 280 \nOffered 1998-99 \n\n331f. THE FRENCH ENLIGHTENMENT (3) \n\nA selection of major eighteenth-century philosophic and \nliterary writings from Rousseau to the Revolution. \nPrerequisite: 230, 235, and 280 \nOffered 1997-98 \n\n341. LITERATURE FROM ROMANTICISM THROUGH \nTHE FIN DE SIECLE (3) \n\nSelected readings in nineteenth-century prose and \npoetry, from pre-Romanticism through Symbolism. \nPrerequisite: 230, 235 and 280 \nOffered 1998-99 \n\n351. LITERATURE FROM THE AVANT-GARDE \n\nTHROUGH THE PRESENT (3) \n\nSelected readings in twentieth-centur\\' prose, poetry and \nthe theatre from ApoUinaire to Duras. \nPrerequisite: 230, 235 and 280 \nOffered 1999-2000 \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nSupervised to meet the needs of individual students. \n\n480s. SPECIAL TOPICS (3) \n\nIntensive study of a specific author, genre, school of \nthought or theme. May be repeated for credit when topic \nvaries. Topic in 1997-98: French Cinema \nPrerequisite: 230, 235 and 280 \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member ot the program. \n\nGerman Studies \n\nProfessor: Ingnd E. Wieshofer \n\nEach course offered emphasizes the communication \nskills of understanding, speaking and writing \nGerman. Cultural as well as linguistic aspects of the \n\n; 997- 1999 Catalog \n\n\n\nGerman-speaking world are in all classes at all levels. \nA wide selection of classical and contemporary literary \nworks are read in intermediate and advanced courses. \n\nMajors, minors and other interested students are \nencouraged to live on the College's German Hall \nwhere they can practice their German aided by a \nresident teaching assistant from Germany. They are \nalso invited to join the German Club and the German \nlunch table. The opportunity to study abroad is offered \nto qualified students; they may participate in a one or \ntwo semester exchange program with the University of \nMainz at Germersheim. \n\nStudents also have an opportunity to use their \nlanguage skills in courses designated as Language \nAcross the Curriculum (LAC). This consists of \ncompleting a one-hour German component in a \nLanguage Across the Curriculum interdisciplinary \ncourse. \n\nStudents considering a double major should consult \nwith the department chair or a faculty member \ndesignated by the department chair. \n\n Requirements for the Major in German \nStudies \n\nCourses required in the discipline: \n\n210,212,222,324,480 \n\nThree or four of the following: 306, 310, 305 with \nlanguage component, 308 with language \ncomponent, 350 \n\nIf only three of the above are taken, then one of the \nfollowing courses outside the discipline must also \nbe taken: History 313 with language component, \nHistory 314 with language component, Music 220 \nwith language component \n\nMinimum hours for the major: 28 beyond the \nintermediate level \n\nEntering students who are placed in an advanced \nlevel of German may be given permission to \ncomplete the major with fewer than 30 hours. \nPermission is given by the department chair or a \nfaculty member designated by the department \nchair and the assistant dean of the college. \nCourses recommended for the major: \n\nStudents are strongly encouraged to acquire \n\nexperience in a German-speaking country through \n\nour exchange program with the University of Mainz \n\n85 \n\n\n\nModern Foreign Languages and Literatures \n\n\n\nopen to them in their sophomore year or through an \napproved Junior Year Abroad program. We also \nhighly recommend the Zertifikatsprufung and \nMittelstufenprufung at the Goethe Institute. \n\n Requirements for the Minor in German \nStudies \n\n210.212 \n\nTwo or three of the following: 222, 306, 310, 324, 305 \nwith language component, 308 with language \ncomponent, History 313 with language component. \nMusic 220 with language component \n\nIf only two of the above are taken, then one of the \nfollowing must also be taken: History 307, Philoso- \nphy 210 or any other course with a strong German \ncontent area subject to the approval of the depart- \nment. \n\nMinimum hours: 14 beyond the intermediate level \n\nRecommendations for the Minor: \n\nStudents are strongly encouraged to acquire experi- \nence in German through an internship with a \nGerman company and participation in the \nZertifikatsprufung at the Goethe Institute. \n\n101f. ELEMENTARY GERMAN (4) \n\nEmphasis on speaking and understanding spoken \nGerman, with a sound basis of grammar. Reading and \ndiscussion of simple texts. \n\n102s. ELEMENTARY GERMAN (4) \n\nContinuation ot 101. \n\n201 f. INTERMEDIATE GERMAN (3) \n\nPractice in .spoken German, accompanied hy grammar \nreview. Reading and discussion of literary texts. \nPrerequisite: 102 or equivalent \n\n\n\n202s. INTERMEDIATE GERMAN \n\nContinuation of 201. \n\n\n\n(3) \n\n\n\n21 Of. COMPOSITION (3) \n\nPractical course designed to develop fluency in writing \n\nGerman. \n\nPrerequisite: 202 \n\n211f. CONVERSATION (2) \n\nTheoretical and practical aspects of German pronuncia- \ntion with intensive drills. \n\nPrerequisite: 102 or permission of the department or \nfaculty members designated by the chair \n\n\n\nDoes not fulfill the language requirement for the International \nRelations major \n\n212s. ADVANCED CONVERSATION (2) \n\nPractical course designed to develop fluency in oral \n\ncommunication. \n\nPrerequisite: 202 or equivalent \n\n222f. INTRODUCTION TO LITERATURE (4) \n\nEmphasis on lyrical poetry of the nineteenth and \ntwentieth centuries, a nineteenth-century Novelle and a \ncontemporary novel. \n\nPrerequisite to all 300'level literature courses \nPrerequisite: 202 or equivalent \n\n305f. CONTEMPORARY DRAMA (3) \n\nEmphasis on Brecht's epic theatre and contemporary \nSwiss playwrights. Offered in English, accompanied by a \nGerman language component. \nOffered 1997-98 and alternate years \n\n305Lf. CONTEMPORARY DRAMA, GERMAN \n\nLANGUAGE COMPONENT (1) \n\nGerman language component to accompany 305 for \nGerman majors and minors. \nPrerequisite: 222 \nCorequisite: 305 \n\nOffered 1 997-98 and altenvite years \n\n306s. FRANZ KAFKA (3) \n\nDiscussion ot major short stories and selections from the \n\nnovels. \n\nOffered 1 998-99 and alternate years \n\n308f. GERMAN LITERATURE IN TRANSLATION (3) \n\nTaught in English, accompanied by a German language \ncomponent for German majors and minors. \nOffered 1998-99 and alternate years \n\n308Lf. GERMAN LITERATURE IN TRANSLATION, \nGERMAN LANGUAGE COMPONENT (1) \n\nGerman language component to accompany 308 for \n\nGerman majors and minors. \n\nPrerequisite: 222 \n\nCorequisite: 308 \n\nOffered 1 998-99 and alternate years \n\n31 OS. GERMAN LIFE AND THOUGHT (3) \n\nSociety and culture in the contemporary German- \nspeaking world. \nOffered 1 997-98 and alternate years \n\n314LS. (History 31 4L) (Political Science 31 4L). \n\n\n\n86 \n\n\n\nAgnes Scott College \n\n\n\nModern Foreign Languages and Literatures \n\n\n\nEUROPE SINCE 1945, GERMAN COMPONENT (1) \n\nReading and discussion ot texts about post-World War II \n\nGermany, from division through unification. Conducted \n\nin German. \n\nCorequisite: History 314 (Political Science 314) \n\nPrerequisite: German 202 or equivalent \n\nNot offered 1997-98 \n\n315Lf. (History 31 5L) EUROPE 1914-1945, GERMAN \nCOMPONENT (1) \n\nStudy of Weimar and Nazi Germany based on selected \nprimary sources in German. \nCorequisite: History 313 \nPrerequisite: 202 or or equivalent \nNot o/fered 1997-98 \n\n320LS. (Music 220L) (Women's Studies 220L) WOMEN \nIN MUSIC: THE WESTERN MUSICAL TRADITIONS, \nGERMAN COMPONENT (1) \n\nReading and discussion of texts concerning German and \nAustrian women composers, performers, teachers and \nmusical support personnel. Conducted in German. \nPrerequisite: 202 or permission of the instructor \nCorequisite: Music 220 (Women's Studies 220) \nNot offered 1997-98 \n\n324s. ADVANCED GERMAN LANGUAGE STUDY (3) \n\nEmphasis on stylistics, composition styles and vocabulary \nbuilding working with contemporary text materials. \nPrerequisite: 210 or permission of the department \n\n350f,s. ADVANCED READING (2-3) \n\nSubject matter chosen according to student interest and \nneeds. \n\n410. SPECIAL TOPICS (2-4) \n\nSupervised to meet the needs of individual students. \n\n480s. ADVANCED TOPICS IN GERMAN \n\nLITERATURE (3) \n\nIntensive study of a single author, genre or period. May \nbe repeated for credit when topic varies. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member of the program. Results are presented both \norally and in writing. May be done in English with \napproval of program. \n\n\n\nJapanese \n\n\n\nJapanese Language Assistant: \n\nMaya Kishida (1996-98) \n\nThe teaching assistants in Japanese, who are native \nspeakers, have participated in a unique and inten- \nsive nine-week training program of the Exchange: Japan \nFoundation on teaching Japanese as a second lan- \nguage. They bring to the program knowledge of culture \nas well as systematic training in language pedagogy. \n\nlOlf. ELEMENTARY JAPANESE I (4) \n\nFundamentals ot spoken and written Japanese. Develop- \nment of reading, writing, speaking and listening skills, \nwith emphasis on the development of conversational \nfluency in socio-cultural contexts. \n\n\n\n102s. ELEMENTARY JAPANESE II \n\nContinuation ot Japanese 101. \n\n\n\n(4) \n\n\n\n201f. INTERMEDIATE JAPANESE ! (4) \n\nA continuation of elementary Japanese, focusing on the \nfurther development of oral proficiency, reading and \nwriting skills. \nPrerequisite: 102 or equivalent \n\n\n\n202s. INTERMEDIATE JAPANESE II \n\nA continuation of Japanese 201. \n\n\n\n(3) \n\n\n\n301 f. ADVANCED JAPANESE I (3) \n\nA continuation ot intermediate Japanese, focusing on \nthe further development of oral proficiency, reading and \nwriting skills. \nPrerequisite: 202 or equivalent \n\n\n\n302s. ADVANCED JAPANESE II \n\nA continuation of 30 1 . \nPrerequisite: 301 \n\n\n\n(3) \n\n\n\nSpanish \n\n\n\nAssociate Professor: Rafael Ocasio \nAssistant Professor: Gisela Norat \n\nThe major in Spanish is designed to develop \nproficiency in the four language skills and to \npresent the cultural, Uterary and historical back- \ngrounds of Spain and Latin America. \n\nA mincer in Spanish is offered to satisfy the needs \n\n\n\nJ 997- J 999 Catalog \n\n\n\n87 \n\n\n\nModern Foreign Languages and Literatures \n\n\n\nand interests of students who wish to combine the \nstudy of Spanish with other discipUnes (International \nRelations and Latin American Studies, among others.) \n\nAll students of Spanish have the opportunity to \nimprove fluency and cultural awareness by participat- \ning in special activities hosted by the Spanish faculty \nor by National Hispanic Awareness, the student \nSpanish club. Every year a Mexican teaching assistant \nis invited by the College to live in the Spanish Hall \nand interact with students, whether informally in daily \nliving situations or through planned cultural activities \nor weekly get-togethers. \n\nStudents are strongly encouraged to take part in the \nCollege's Global Awareness Program or to acquire \nexperience in a Spanish-speaking country through an \napproved study abroad program. \n\nStudents also have an opportunity to use their \nlanguage skills in courses designated as Language \nAcross the Curriculum (LAC). This consists of \ncompleting a one-hour Spanish component in a \nLanguage Across the Curriculum interdisciplinary \ncourse. \n\n Requirements for the Major \n\nComplete 30 hours from among the following courses, \nincluding 480: 203, 204, 207, 208, 223, 310, 321, \n344, 354, 357, 480. Credits from the Spanish \ncomponent of Language Across the Curriculum \n(LAC) courses also satisfy the requirements toward \nthe major \n\nEntering students with advanced Spanish proficiency \nabove the intermediate level (202) may be given \npermission to complete the major with fewer than 30 \nhours. Permission is given by the chair of the \ndepartment or a faculty member designated by the \nchair and the assistant dean of the college. \n\n Requirements for the IMinor \n\nA minor requires completion of 15 hours beyond \nSpanish 202 from among the courses offered by the \ndepartment. Credits from the Spanish component of \nLanguage Across the Curriculum (LAC) courses also \nsatisfy requirements toward the minor. \n\n101f. ELEMENTARY (4) \n\nFundamentals of Spanish for speaking, listening, writing \n\n\n\nand reading. Emphasis on proficiency achievement and \ncultural awareness of the Hispanic world. \n\n102s. ELEMENTARY (4) \n\nContinuation of lOL \nPrerequisite: 101 \n\n201f. INTERMEDIATE (4) \n\nGrammar review. Conversation, comprehension, \ncomposition and reading. \nPrerequisite: 102 \n\n202s. INTERMEDIATE (4) \n\nContinuation of 201 including an introduction to the \ncritical reading of literary texts. \nPrerequisite: 201 \n\n203f. CONVERSATION (3) \n\nTexts, music and films centered around topics of interest \nto college students. Emphasis on oral proficiency with a \nwriting component. \n\nPrerequisite: 202 or permission of the department chair \nor faculty members designated by the chair \n\n204s. ADVANCED CONVERSATION AND \n\nCOMPOSITION (3) \n\nContinued emphasis on oral proficiency with special \nfocus on grammar review and composition writing. \nPrerequisite: 202 or 203 or permission of the department \nchair or faculty members designated by the chair \n\n207f. SPANISH CIVILIZATION AND CULTURE (3) \n\nImportant historical events, trends and ideas ot Spain \nfrom earliest times to the present. \n\nPrerequisite: 203 or 204 or permission of the department \nchair or faculty members designated by the chair \nOffered 1998-99 and alternate years \n\n208f. LATIN AMERICAN AND CARIBBEAN \n\nCIVILIZATIONS AND CULTURES (3) \n\nImportant trends, ideas and historical events of Latin \nAmerica and the Caribbean from pre-conquest and \ncolonial periods to the present. \n\nPrerequisite: 203 or 204 or permission of the department \nchair or faculty members designated by the chair \nOffered i 997-98 and alternate years \n\n223s. APPROACHES TO LITERATURE (3) \n\nPresentation ot representative Latin American and \n\nPeninsular texts to foster reading, writing and analytical \n\nskills. \n\nPrerequisite: 203 or 204 or permission of the department \n\nchair or faculty members designated by the chair \n\n\n\nAgnes Scott College \n\n\n\nModern Foreign Languages and Literatures \n\n\n\n300Lf. (Anthropology 300L) INDIGENOUS PEOPLES \nOF LATIN AMERICA, SPANISH COMPONENT (1) \n\nReading and discussion oi texts complementary and \n\nparallel to those used in Anthropology 304- Conducted \n\nin Spanish. \n\nPrerequisite: Spanish 202 or permission of the instructor \n\nCorequisite: Anthropology 304 \n\nNot offered 1997-98 \n\n\n\n301 Ls. (Political Science 21 1L) (Sociology 21 4L) \n(Women's Studies 211 L) WOMEN IN LATIN \nAMERICA, SPANISH COMPONENT \n\nSee Political Science 211L for description. \nOffered 1997-98 \n\n\n\n(1) \n\n\n\n302LS. (Political Science 342L) (Religious Studies \n350L) RELIGION AND POLITICS IN LATIN \nAMERICA, SPANISH COMPONENT (1) \n\nReading and discussion of complementary and parallel \ntexts to those used in Political Science 342. Conducted \nin Spanish. \n\nPrerequisite: Spanish 202 or permission of the instructor \nCorequisite: Political Science 342 (Religious Studies 350) \nOffered J 998-99 \n\n310s. SPANISH LITERATURE THROUGH THE \n\nGOLDEN AGE (3) \n\nReading of early Spanish literature until the theatre of \nLope de Vega and Calderon de la Barca (17th century). \nPrerequisite: 223 or permission of the department chair \n\nOffered J 998-99 and alternate years \n\n321s. SPANISH AND LATIN AMERICAN \n\nCONTEMPORARY POETRY (3) \n\nA study of poetry' m modem times. \n\nPrerequisite: 223 or permission of the department chair \n\nOffered 1997-98 and alternate years \n\n344f. CONTEMPORARY LATIN AMERICAN \n\nNARRATIVE (3) \n\nAn examination of major trends and literary movements \nin short stories and novels by major contemporary Latin \nAmerican authors. \n\nPrerequisite: 223 or premission of the department chair \nOffered 1 998-99 and alternate years \n\n350Lf. (History 350L) THE AFRICAN DIASPORA, \n\nSPANISH COMPONENT (1) \n\nExamination and discussion of selected documents on \n\nslavery and slave societies in North America, specifically \n\nMexico, Central America, South America and the \n\nCaribbean. Conducted in Spanish. \n\nPrerequisite: Spanish 202 or permission of the instructor \n\nCorequisite: History 350 \n\nO/fered; 997-98 \n\n\n\n354s. COLONIAL LATIN AMERICAN LITERATURE \nTO MODERNISM (3) \n\nAn analysis ot literature from early Latin American \nwritings to Ruben Dari'o (19th century). \nPrerequisite: 223 or permission of the department chair \nor faculty members designated by the chair \nOffered 1 998-99 and alternate years \n\n357f. NINETEENTH- AND TWENTIETH-CENTURY \nSPANISH LITERATURE (3) \n\nDiscussion of novels, essays, pcjetry and drama of major \n\nauthors o{ those centuries. \n\nPrerequisite: 223 or permission of the department chair \n\nor faculty members designated by the chair \n\nOffered 1 998-99 and alternate years \n\n\n\n410f,s. SPECIAL STUDY \n\n\n\n(2-4) \n\n\n\n480s. TOPICS IN HISPANIC THEMES (3) \n\nA detailed critical analysis of a specific topic, genre or \n\nperiod in Peninsular or Latin American literatures and \n\nother media. \n\nFor 1998-99: \n\nPost-boom Latin American Literature. An analysis of the \n\nmost recent narrative production after the so-called \n\nboom of the 1960s and 1970s. Critical approaches will \n\ninclude feminism, gay and lesbian and socialist activism, \n\nnegrismo in Latin American and latino/a literature and \n\nother artistic media (films and art) as representative of \n\npost-modem intellectual trends. \n\nPrerequisite: 223 or permission of the department chair \n\nor faculty members designated by the chair \n\nRequired of majors. This course may be taken more than \n\nonce if subject content is different. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the super\\'ision of \na member of the program. \n\n\n\n1997-1999 Catalog \n\n\n\n89 \n\n\n\nMusic \n\n\n\nMusic \n\n\n\nProfessors: \n\nRonald L. Byrnside \nCalvert Johnson \nTheodore K. Mathews \n\nMusic has been traditionally a central part of a \ntrue liberal education both as an avenue for \ncreative expression and as a humanities \ndiscipline. In keeping with this tradition, the music \ncurriculum provides its students with a breadth of \nknowledge and a depth of understanding in the \ntraditions of Western music as well as various opportu- \nnities for performance. The program also incorporates \nthe special musical contributions of women and of \nother cultures, as appropriate. The guiding philosophy \nbehind the curriculum is that music is a humanistic art \nthat enriches lives and amplifies history. \n\nThe program for music majors provides a balanced \napproach in the study of theory, history and perfor- \nmance. It concludes with a capstone Senior Seminar \nand either a Senior Recital or a project in some area \nwithin the discipline (for example, history, theory or \nmusic education). Graduating seniors should be \nadequately prepared to enter graduate programs or the \nprofessional world. \n\nMusic minors normally pursue a program of study \nthat emphasizes one of the primary areas within the \ndiscipline. The department seeks to meet the needs \nand interests of nonmajors through its variety of \ncourses in music appreciation, applied music lessons \nand performing ensembles, some of which have \nlanguage-across-the-curriculum components or are \ncross-listed courses with other departments. \n\nPresser Hall, which houses the Music Department, \nhas ample space for classrooms, studios and offices, \nrehearsal and performance halls, listening and com- \nputer labs and practice rooms. The department also \nuses Woltz Reception Room (Rebekah) and Thatcher \nChapel (Alston Center) as additional performance \nspaces. The department makes available to students a \nvariety of musical instruments, including Steinway \ngrand pianos, a German double harpsichord (Wolf \n\n\n\nInstruments), organs (Austin, Brombaugh, and \nSchlicker), and some orchestral and percussion \ninstruments. Students not only have many opportuni- \nties on-campus to attend performances and lectures by \nleading musicians, composers and scholars; but they \nalso have access to the rich cultural offerings in metro \nAtlanta. \n\n Requirements for the Major Courses: \n\n106, 111,211, 212, 213, 214, 305 and 480 \nPerformance: \n\nA minimum of 10 semester hours in one instrument \nor voice and a maximum of 18 semester hiours in \napplied music. A minimum of eight semester hours \nin one applied area is permitted if the student elects \nto do a project in lieu of a senior recital. Students \nconcentrating in voice will pass a piano proficiency \nexamination prior to graduation or prior to student \nteaching. \nA senior recital or project 410 or 490 (in lieu of \n\nrecital) \nEnsemble Experience: \nA minimum of two years in an approved College \nensemble. Normally this required participation is \nfulfilled in the major ensemble related to the \nstudent's applied music area during the last four \nsemesters in which enrolled for classwork on \ncampus. Students begin this four-semester \nsequence in their sophomore year if anticipating \nstudent teaching during the spring semester of their \nsenior year or studying abroad during their junior \nyear. \nThe minimum number of hours required for a music \n\nmajor at Agnes Scott College is 37. For those who \n\ndo a project in lieu of a senior recital, the \n\nminimum is 38 hours. \n\n Requirements for the Minor \n\nA minimum of twenty hours in the department \nincluding Music 106 and 1 1 1 . A minor program may \nhave an emphasis in performance, theory or history, \nbut its specific design must be created with the \nguidance and approval of the department chair. \n\n\n\n90 \n\n\n\nAgnes Scott College \n\n\n\nMusic \n\n\n\nMusic Appreciation \n\n\n\n1 06f ,s. INTRODUCTION TO THE ART OF MUSIC! (3) \n\nBasic concepts and terminology appropriate to various \nkinds of music. The relationship of music to society and \nthe other arts. \n\n\n\n204s. HISTORY OF JAZZ \n\n\n\n(3) \n\n\n\nTrends, de\\-elopments and personalities in American jaz:. \n\n205f. AMERICAN POPULAR MUSIC (3) \n\nA chronological study of American popular music in the \neighteenth, nineteenth and twentieth centuries. \nWorks examined in terms of musical and textual content \nand in the light of their sociological contexts. \n\n206s. MUSICAL THEATRE AND FILM MUSIC (3) \n\nThe structure, content and music/lyrics ot the musical \ncomedy and musical play genres. Conventions, stock \ncharacters and formulas of the musical theatre are \nexamined. A portion of the course deals with the use of \nmusic in non-musical films. A rudimentary knowledge of \nmusical terminology is desired hut not required. \n\n\n\nTlieory and History of iVIusic \n\n108f. FOUNDATIONS OF MUSIC (3) \n\nDesigned for students with little or no knowledge of \nmusic theory, the course teaches the elements of music in \nsufficient depth to enable the student to read music and \ncompose song forms. \nNot open to students who have had 1 1 1 \n\n111s. MUSIC THEORY! (4) \n\nFunctional tonality and part-writing. Assumes prior \nknowledge of triads and key signatures. \nPrerequisite: 106; 108 or permission as determined by \nexamination \n\n208s. (Religious Studies 208) HISTORY OF SACRED \nMUSIC (3) \n\nDevelopment ot liturgy and worship practices and \n\nespecially of the role of music in Jewish and Christian \n\nworship. \n\nOffered 1997-98 and alternate years \n\n\n\n211f. MUSIC THEORY II \n\nContinuation of 1 1 1 with emphasis on functional \ntonality and chromatic harmony. \n3 LEC, 1 LAB \nPrerequisite: 1 1 1 \n\n\n\n212s. MUSIC THEORY III \n\nA continuation of 2 1 1 w \n\n\n\nith emphasis on functional \n\n\n\n(4) \n\n\n\n(4) \n\n\n\ntonality and classical forms. \n3 LEC, 1 LAB \nPrerequisite: 21 1 \n\n213f. MUSIC BEFORE 1750 (3) \n\nA chronological study of Western art music from the \nGreek civilization through the Baroque era. \nPrerequisite: 1 1 1 \n\n214s. MUSIC OF THE CLASSICAL AND ROMANTIC \nPERIODS (3) \n\nA chronological study of Western art music from the late \neighteenth, nineteenth and early twentieth centuries. \nPrerequisite: 111 or permission of the instructor \n\n21 7f. SYNTHESIZER I (1) \n\nSynthesizer keyboards, including their principles of \noperation, their methods of performance, the program- \nming of sounds and the composing and editing of scores \nusing computer software. \nPrerequisite: permission of instructor \n\n21 9f. (Women's Studies 219) WOMEN IN WORLD \nMUSIC (3) \n\nAn historical and sociological overview of the various \nroles women have played in music in cultures around the \nworld as composers, performers, teachers, entertainers \nand patrons, etc., from antiquity to the present day, with \nemphasis on non-Western traditions. \nOffered J 998-99 and alternate years \n\n220f. (Women's Studies 220) WOMEN IN \n\nMUSIC: THE WESTERN MUSICAL TRADITIONS (3) \n\nA historical survey of women composers, performers, \nteachers and support personnel from Hildegard von \nBingen to such contemporaries as Laurie Anderson, Sofia \nGubaidulina, Betsy Jolas, Joan La Barbara, Tania Leon, \nThea Musgrave, Paulina Oliveros, Joan Tower, and Ellen \nZwilich, including a study of the forces that shaped their \nlives and styles of composition. \n\n\n\n220LS. (Women's Studies 220L) (German 320L) \nWOMEN IN MUSIC: THE WESTERN MUSICAL \nTRADITIONS, GERMAN COMPONENT \n\nSee German 320L tor description. \nNot offered 1997-98 \n\n\n\n(1) \n\n\n\n221 Lf. (French 221 L) (Women's Studies 221 L) WOMEN \nIN MUSIC: THE WESTERN MUSICAL TRADITIONS, \nFRENCH COMPONENT (1) \n\nSee French 22 IL for description. \n0//ered J 997-98 \n\n305f. TWENTIETH-CENTURY MUSIC (3) \n\nThe characteristics and tendencies of music since 1 900. \n\n\n\n/ 997- 1999 Catalog \n\n\n\n91 \n\n\n\nMusic \n\n\n\nOutstanding composers and significant works are studied. \nPrerequisite: 111 or permission of the instructor \n\n311s. ORCHESTRATION (3) \n\nA course to develop skills in the writing, reading and \n\nanalysis of orchestral scores. Emphasis is placed on \n\nwriting. \n\nPrerequisite: 212 or 111 and permission ot the instructor \n\n31 2s. FORM AND ANALYSIS (3) \n\nA detailed examination of formal controls as revealed in \nselected contrapuntal and homophonic works of music. \nPrerequisite: 212 \n\n31 3s. TECHNIQUES OF COMPOSITION (3) \n\n410f,s. SENIOR STUDY IN MUSIC THEORY OR \n\nHISTORY (2-4) \n\nSpecialized study for majors to meet the needs ot the \nindividual students. \n\n480s. SENIOR SEMINAR (3) \n\nSpecialized areas ot music designed to meet the needs of \n\nstudents in the seminar. \n\nOpen to senior music majors only \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member ot the department. \n\nMusic Education \n\nStudents who may be interested in pursuing a certifi- \ncation program are referred to the Education Depart- \nment description of our state-approved program. \n\nApplied i\\/lusic \n\nFor the 1 997-98 academic year, the applied music fee for \nfull-time students is $29 per contact hour of instruction; \nthe Music 150 fee is $15 per hour of instruction (the same \nfee is charged in Music 170, 180, 190, provided there are \nat least two students studying together with the same \nprofessor) . There is no fee for music majors or minors or \nfor students who are taking or have taken Music 111 . \nPart-time students are billed the hourly tuition rate for \napplied music. \n\nCredit is awarded for applied music offered by the \n\nCollege as follows: \nOne credit hour for each semester at the 100 and 200 \n\n\n\n92 \n\n\n\nlevel; two credit hours for each semester above the \n200 level \n\nApplied music lessons do not satisfy the Distributional \nStandard in fine arts. \n\nNo students are permitted organ instruction without a \nbackground on keyboard. Beginning level instruc- \ntion on piano and voice is offered in the following \ncourses: \n\n150Af,s. CLASS PIANO I (1) \n\nClass instruction on piano for students who are beginners \non the instrument. Students are taught in a piano \nlaboratory and those who complete 1 50A will normally \nproceed into 150B unless the instructor believes the \nstudent's skills are developed sufficiently to warrant her \nbeing placed in 151 for individual lessons. \n\n150Bf,s. CLASS PIANO II (1) \n\nClass instruction for students who may have had some \ntraining on the instrument but whose skills are undevel- \noped and in need of review. Laboratory instruction for \nthem begins at this level. Students from 150A also elect \n150B unless exempted by the instructor. Students with \nadequate training begin individual lessons in 151. \n\n181L. VOCALLABI (0) \n\nItalian, Latin and English diction for singers. \nCorequisite: MUS 181 \n\n182L. VOCAL LAB II (0) \n\nFrench and German diction for singers. \nCorequisite: MUS 182 \n\nBeginning level instruction also is offered in strings \n(170A, 170B), voice (180A, 180B) and winds (190A, \n190B), and students here also are given group \ninstruction when registration justifies it. One hour of \ninstruction and six hours of practice weekly are \nrequired of all students who take applied music for \ncredit. A performance exam is conducted at the \nend of each semester. The music major may \nregister for two additional credit hours for her senior \nrecital. \n\nNonmajors may earn a maximum of fourteen credit \nhours. After four semesters, nonmajors who wish to \ncontinue applied music must take a course in Music \nTheory or some other approved course in the Music \nDepartment. \n\nNoncredit: Students who wish to take appUed \n\nmusic without credit are required to pay a fee. \n\nAgnes Scott College \n\n\n\nMusic, Philosophy \n\n\n\nCourses in applied music are numbered as \nfollows: \n\nAccompanying: 153, 154, 253, 254, 353, 354, 453, \n\n454 \nHarpsichord: 141, 142; 241, 242; 341, 342; 441, \n\n442; 449 (Senior Recital) \nImprovisation: 156, 157, 256, 257, 356, 357, 456, \n\n457 \nPiano: 150A, 150B (for beginners), 151, 152; 251, \n\n252; 351, 352; 451, 452; 459 (Senior Recital) \nOrgan: 161, 162; 261, 262; 361, 362; 461, 462; 469 \n\n(Senior Recital) \nPercussion: 193, 194; 293, 294; 393, 394; 493, 494; \n\n498 (Senior Recital) \nStrings: 170A, 170B (for beginners), 171, 172; 271, \n\n272; 371, 372; 471, 472; 479 (Senior Recital) \nVoice: 180A, 180B (for beginners), 181, 182; 281, \n\n282; 381, 382; 481, 482; 489 (Senior Recital) \nWinds: 190A, 190B (for beginners), 191, 192; 291, \n\n292; 391, 392; 491, 492; 499 (Senior Recital) \nPrerequisite: written permission of the department \nchair \n\nEnsembles \n\nMany opportunities are available to Agnes Scott \nstudents, staff and faculty to participate in musical \nensembles. Thiose requiring an audition for mem- \nbersfiip are Glee Club (chorus), London Fog (jazz \nvocal group) and Agnes Scott College Community \nOrchestra. Those not requiring an audition are \nJoyful Noise (gospel vocal choir), jazz ensemble \nand chamber ensemble (winds, strings, keyboard, \nvoice and percussion). Participation may be \npossible through cross-registration in Marching or \nSymphonic Band at Georgia Tech or early music at \nClayton State College. \nStudents may receive a maximum of 4 semester \n\nhours of credit for participation in an ensemble. \n\nThe following ensemble courses are offered and \n\ncarry .5 hours of credit: \nVocal ensemble: 131, 132, 231, 232, 331, 332, 431, \n\n432 \nInstrumental ensemble: 133, 134, 233, 234, 333, \n\n334, 433, 434 \nJazz ensemble: 133, 134, 233, 234, 333, 334, 433, \n\n434 \n\n\n\nPrerequisite: written permission of the ensemble \ndirector \n\n\n\nPhilosophy \n\n\n\nProfessors: \n\nDavid P. Behan \nRichard D. Parry \n\nThere are two different but complementary \napproaches to philosophy. The systematic \napproach is through courses which deal with \nspecific problems (e.g., 104, 1 15,130). The historical \napproach is through courses in the history of philoso- \nphy (e.g., 206, 209, 210). Students considering courses \nin philosophy should seek the advice of the members \nof the department concerning particular courses. \nThe requirements for the major in philosophy \nembody two goals. The first is that the student learn, \nthrough close work with primary sources, the ideas of \nthe major philosophers. The second is that the student \ndevelop and practice techniques of critical analysis \nand constructive reasoning. In fulfilling the \nrequirements, the student majoring in philosophy \nacquires a thorough grounding in the major areas of \nthe discipline and also develops her own critical and \ncreative philosophical skills. \n\n Requirements for the Major \n\nStudents considering a major in philosophy should try \n\nto complete 103, 206 and 209 before the end of the \n\nsophomore year. \nLogic: 103 or 220 \n\nHistory of Philosophy: 206, 209, 210 \nValue Theory: 104 or 130 \nMetaphysics and Epistemology: three courses from \n\nthe following: 320, 324, 326, 339, 340, 341 \n333 may satisfy any one requirement group as \n\nindicated in the topic description. \nReligious Studies 345 counts toward the major. \nThe minimum number of hours required for a \n\nPhilosophy major is 30. \n\n\n\n1997-1999 Catalog \n\n\n\n93 \n\n\n\nPhilosophy \n\n\n\n Requirements for the Minor \n\nLogic: 103 or 220 \n\nHistory of Philosophy; 206, 209, 210 \n\nValue Theory; 104 or 130 \n\nMetaphysics and Epistemology; two courses from the \nfollowing; 320, 324, 326, 339, 340, 341 \n333 may satisfy any one requirement group as \nindicated in the topic description. Religious Studies \n345 counts toward the minor. \n\n1 03s. INTRODUCTION TO LOGIC (3) \n\nAn introduction both to the rudiments of critical \nthinking, with emphasis on analysis of ordinary discourse \ninto formal symbolism and to the properties of formal \nsystems. \n\n104f. ETHICS (3) \n\nConsideration of some contemporary moral issues, such \nas euthanasia, abortion, war and world hunger and their \nrelation to ethical theories from Plato to the present. \n\n115f. MIND, SELF AND PERSONAL IDENTITY (3) \n\nAn introduction to philosophical theories of the nature \nof the mind, bundle and substance theories of the self \nand the philosophical basis of personal identity. \nOffered 1 997-98 and alternate years \n\n130f. LAW, MORALITY AND THE STATE (3) \n\nThe major figures in political and legal philosophy from \n\nPlato to Marx. \n\nOffered 1 998-99 and alternate years \n\n206f. HISTORY OF ANCIENT PHILOSOPHY (3) \n\nThe thought of major figures in Western philosophy from \nthe pre-Socratic era to the Hellenistic age. \n\n209s. SEVENTEENTH- AND EIGHTEENTH-CENTURY \nPHILOSOPHY (3) \n\nThe historical development of philosophic thought in \nthe seventeenth and eighteenth centuries. Readings in \nDescartes, Locke, Berkeley and Hume. \n\n21 Of. KANT'S CRITICAL PHILOSOPHY (3) \n\nKant's Critique of Pure Reason. \nPrerequisite: 209 \n\nOffered 1 997-98 and alternate years \n\n21 5s. PHILOSOPHY OF LAW (3) \n\nCritical examination of natural law theory, legal \npositivism, legal realism and critical legal studies. \nParticular emphasis on Hart and Dworkin. \nPrerequisite: 130 or permission of the instructor \n\n\n\nOffered 1 998-99 and alternate years \n\n220f. SYMBOLIC LOGIC (3) \n\nThe language and rules of derivation for sentential and \n\npredicate kigic. \n\nPrerequisite: permission of the instructor \n\nOffered 1997-98 and alternate years \n\n225s. FAITH AND REASON IN THE MIDDLE AGES (3) \n\nMajor themes from medieval philosophy considered from \nseveral religious traditions. \n\n230f. PHILOSOPHY OF SCIENCE (3) \n\nAn introduction to basic issues in the philosophy of \nscience: induction, lawlikeness, realism and instrumen- \ntalism, confirmation and explanation. \nOffered 1 998-99 and alternate years \n\n320s. PLATO (3) \n\nIntensive study of selected dialogues. \n\nPrerequisite: 206 or 104 \n\nOffered 1997-98 and alternate years \n\n324s. ARISTOTLE (3) \n\nIntensive study of topics selected from the logical, \nepistemological and metaphysical works. \nPrerequisite: 206 \nOffered 1 998-99 and alternate years \n\n326f. DESCARTES (3) \n\nDescartes' major philosophic works in the context of his \nnatural science. \nPrerequisite: 209 \n\nOffered 1 998-99 and alternate years \n\n\n\n333f. TOPICS IN PHILOSOPHY \n\nPrerequisite: Any two courses in philosophy and \npermission of the instructor \n\n\n\n(3) \n\n\n\n(3) \n\n\n\n339s. THEORY OF KNOWLEDGE \n\nA critical study of major issues in contemporary \n\nepistemology. \n\nPrerequisite: 209 and 220 or permission of the instructor \n\nOffered 1997-98 and alternate years \n\n340s. CONTEMPORARY PHILOSOPHICAL \n\nTHEORIES OF THE SELF (3) \n\nParfit's reductionism, Madell's non-reductionism and the \n\nrecent literature. \n\nPrerequisite: permission of the instructor \n\nOffered 1 997-98 and alterrvite years \n\n341 f. CONTEMPORARY ISSUES IN LANGUAGE \n\nPHILOSOPHY (3) \n\nConsideration of issues such as realism and the autonomy \n\n\n\n94 \n\n\n\nAgnes Scott College \n\n\n\nPhilosophy, Physical Education and Athletics \n\n\n\nof language, raised by contemporary thinkers, including \nWittgenstein, Kripke, Rorty and Putnam. \nPrerequisite: 209 \nOffered 1 998-99 and alternate years \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nSupervised intensive study in fields or periods of \nphilosophy. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member of the department. \n\n\n\nPhysical Education \nand Atliietics \n\nInstructors: \n\nPaige Cardel \nKim Fmdak \nTracy St. John \n\nAgnes Scott College has a tradition of recog- \nnizing that physical activity is an essential \ncomponent of the total growth and education \nof women. Physical education is required of all \nstudents in the academic program, not only for \nphysical well-being, hut to develop lifetime activities \nfor fitness and recreation. Four semester courses of \nphysical education are required for graduation. No \nmore than four semester hours will count toward the \n124 hours necessary for graduation. Letter grades are \ngiven but do not count in the quality-point ratio. \n\nStudents with no prior physical education on the \ncollege level will take one course in Fitness and \nHealth Assessment. Other courses taken to fulfill the \nfour semesters requirement may be taken from any \narea; however, it is strongly recommended that \nstudents take at least one course from Lifetime \nActivities. 100-level dance courses may count toward \nthe requirement in physical education. \n\nThe Robert W. Woodruff Physical Activities \nBuilding with its basketball courts, eight-lane 25- \nmeter swimming pool and weight room with Nautilus \nequipment; the track and field; the tennis courts; and \n\nJ997-I999Cataiog \n\n\n\nthe dance studios and racquetball courts in the Alston \nCampus Center provide quality facilities for classes, \nrecreational opportunities and club and intercollegiate \nsports. \n\nInformation about athletic activities may be found \non page 2 1 . \n\nFitness and Health Assessment \n\n102. BODY FITNESS (1) \n\nFitness through use of weight training. \n\n103. FITNESS SWIMMING (1) \n\nFitness through lap swimming and interval workouts. \nPrerequisite: Intermediate level swimming strokes \n\n105. HYDROBICS (1) \n\nFitness through vigorous water exercises. \n\n106. JOGGING FOR FITNESS (1) \n\nFitness through individualized running programs. \n\n107. POWER WALKING (1) \n\nFitness through power walking. Emphasis on techniques \nand aerobic endurance, flexibility, strength, speed, agility \nand nutrition. \n\n109. STEP AEROBICS (1) \n\nFitness achies'ed through continuous movement using \nlevels to vary intensity, resistance and speed. \n\nLifetime Activities \n\n110. BADMINTON (1) \n\nTo learn and develop basic fundamental skills, rules and \noffensive and defensive strategies in association with \nbadminton. \n\n111. RACQUETBALL (1) \n\nSkills, etiquette, safety and injury prevention of \nracquetball. \n\n112. FENCING (1) \n\nFoil fencing for the individual with little or no experi- \nence. Skills, techniques and bouting covered. \n\n115. GOLF (1) \n\nBasic skills covered. Rules and golf etiquette are \nincluded. Several trips made to the driving range and \ngolf course. \n(Fee required) \n\n\n\n95 \n\n\n\nPhysical Education and Athletics \n\n\n\n117. RIDING I (1) \n\nBeginning riding; dressage seat geared toward combined \ntraining. Taught off-campus. (Fee required) \n\n118. RIDING II (1) \n\nIntermediate riding. Continuation of Riding I. Taught \n\noff-campus. (Fee required) \n\nPrerequisite: Riding I or permission of the instructor \n\n119. RIDING III (1) \n\nAdvanced Riding. Students perform basic dressage on \ndifficult horses. Includes possibilities for jumping. Taught \noff-campus. (Fee required) \nPrerequisite: Riding II or permission of the instructor \n\n120. SWIMMING (1) \n\nSwimming for the beginner and intermediate. Five basic \nstrokes covered. \n\n123. TENNIS (1) \n\nTennis for the individual with little or no prior experi- \nence. Forehand, backhand drives and the serve with \ngame procedures and rules covered. \n\n\n\nSpecialized Activities \n\n\n\n124. SOCCER \n\nBasic skills, rules and strategies of soccer. \n\n\n\n(1) \n\n\n\n125. VOLLEYBALL (1) \n\nBasic skills, rules and offensive and defensive strategies \nassociated with volleyball. \n\n210. INTERMEDIATE RACQUETBALL (1) \n\nEmphasis on advanced shot techniques and offensive and \ndefensive strategies, while demonstrating a thorough \nknowledge of rules and terminology of racquetball. \nPrerequisite: 111 \n\n211. INTERMEDIATE GOLF (1) \n\nContinuation ot beginning gc)lf with emphasis on \nadvanced stroke techniques. Fee required. See instructor \nfor more information. \nPrerequisite: 115 \n\n\n\n(1) \n\n\n\n213. INTERMEDIATE TENNIS \n\nBuilding on beginning skills while developing advanced \nshot techniques and strategy of both singles and doubles \nPrerequisite: 123 \n\n\n\nTeam Sports \n\n132. SOFTBALL (1) \n\nBasic skills covered. Team play and rules incorporated. \n\n\n\n(1) \n\n\n\n142. LIFEGUARD TRAINING \n\nRed Cross certified lifeguard training course. \nPrerequisite: Advanced level swimming; ability to swim \n500 yards; current first aid and CPR certificates required \nno later than ten days after the completion of the course \nto receive certification. (Fee required) \nOffered 1 998-99 and alternate years \n\n\n\n143. RESPONDING TO EMERGENCIES (1) \n\nEnables students to recognize when an emergency has \noccurred, follow an emergency action plan for any \nemergency and provide care for injuries or sudden illness \nuntil professional medical help arrives. (Fee required) \n\n145. SELF DEFENSE (1) \n\nEmphasis on awareness or warnings signs which may \nprevent an assault from taking place. Basic attacks and \ncounter-attacks will also be addressed. \n\n146. SYNCHRONIZED SWIMMING (1) \n\nBasic synchronized swimming strokes and figures are \n\ncovered. Students perform a routine at the end of the \n\nsemester. \n\nPrerequisite: Advanced level swimming strokes \n\n1 47. WATER SAFETY INSTRUCTORS (1 ) \n\nRed Cross water safety instructor course. Students perfect \nswimming skills, learn techniques of teaching all levels of \nswimming. \n\nPrerequisite: Introduction to Health Services Education \ncourse taught at Red Cross service centers (4 hours); \nAdvanced lifesaving; permission of the instructor; \nscreening test is given (Fee required) \nOffered 1997-98 and alternate years \n\nClub Activities and \n\nInter-collegiate Sports \n\nVarsity athletes and members of Aquatic Scotties \nClub and Studio Dance Theatre may receive a \nmaximum of two physical education credits for \nparticipation on two or more varsity athletic teams or \nclub activities providing that credit will not be given \nfor the required fitness course each student is expected \nto complete, with the exception of Cross Country. \n\n\n\n200. BASKETBALL TEAM \n\nPrerequisite: permission of the instructor \n\n\n\n(1) \n\n\n\n96 \n\n\n\nAgnes Scott College \n\n\n\nPhysical Education and Athletics, Physics and Astronomy \n\n\n\n202. CROSS COUNTRY (1) \n\nPrerequisite: permission of the instructor \n\n203. AQUATIC SCOTTIES CLUB (1) \n\nPrerequisite: selection by tryout and permission of the \ninstructor \n\n205. SOCCER TEAM (1) \n\nPrerequisite: permission of the instructor \n\n207. TENNIS TEAM (1) \n\nPrerequisite: team selection hy tryout and permission of \nthe instructor \n\n209. VOLLEYBALL TEAM (1) \n\nPrerequisite: permission of the instructor \n\n\n\nPhysics and \nAstronomy \n\nAssociate Professors: \n\nArthur L. Bowling, Jr. \n\nAlberto C. Sadun \nAssistant Professor and Research Associate \n(Part-time): \n\nChristopher De Free \n\nPhysics and astronomy are attempts to under- \nstand and to predict as many natural phenom- \nena as possible, using a few conceptual models \ntested by experiment and observation. The prepara- \ntion acquired through concentration in physics or \nastrophysics provides a general, flexible foundation for \ngraduate study or for professional work in physics, \nastronomy or engineering. Students have found that \nthe problem solving and critical thinking skills \ndeveloped in the curriculum are valuable in a wide \nrange of fields, from architecture to law. \n\nA student interested in both physics and math- \nematics is invited to consider a mathematics-physics or \nastrophysics major. \n\nAstronomy courses incorporate use of modern \nobserving and image processing equipment in the \nCollege's Bradley Observatory, located on the campus. \n\n\n\n Requirements for the Major \n\nPHYSICS \n\nCourses required in the discipline: \n\nPhysics 1 10, 11 1 and Astronomy 120; 22 additional \nhours as approved by the department. \nCourses required outside the discipline: \n\nMathematics 150 or 250, 220 \nCourses recommended for the major: \n\nMathematics 206 and 309 \n\nASTROPHYSICS \n\nCourses required in the discipline: \n\nPhysics 1 1 0-1 1 1 ; 8 additional physics hours as \napproved by the department. Astronomy 120- \n121; 12 additional astronomy hours as approved \nby the department. Astrophysics majors should \ntake Astronomy 120-121 during the first year \n\nCourses required outside the discipline: \nMathematics 150 or 250, 220. \n\nThe minimum number of hours required for the \nAstrophysics major is 36 hours in the discipline \nplus 7 hours of mathematics. \n\n Requirements for the Minor \n\nPHYSICS \n\nPhysics 1 1 0, 1 1 1 ; at least 1 4 additional hours in \nphysics (for a total of 22 physics hours) as \napproved by the department \n\nASTROPHYSICS \n\nPhysics 110, 111; Astronomy 1 20, 1 21 ; a minimum \nof 12 hours of astronomy courses beyond \nAstronomy 121 \n\nThe recommended sequence: \nPhysics 110, 1 1 1 , Astronomy 120, 121, 200, 212, \n300. The program must have the approval of the \nchair of the department. \n\nPhysics \n\n1 02f . ELEMENTS OF PHYSICS I (4) \n\nQuantitative discussion of physical phenomena, \nillustrated by laboratory experiments. Knowledge of \nalgebra and trigonometry is essential. This course does not \ncount toward a major or minor in physics or astrophysics. \nStudents planning to major or minor in physics or astrophysics \nshould take Physics llO-lll. Physics 102 willfidfill the ' \n\n\n\n1997-1999 Catalog \n\n\n\n97 \n\n\n\nPhysics and Astronomy \n\n\n\nlaborators science distributional standard. \n\n1 03s. ELEMENTS OF PHYSICS II (4) \n\nContinuation of Physics 102. \n3 LEG, 1 LAB \nPrerequisite: 102 \n\n11 Of. INTRODUCTION TO MECHANICS AND \n\nELECTRICITY (4) \n\nMotion, gravitation and electrical phenomena. Calculus \n\nis used. \n\n3 LEC, 1 LAB \n\nPrerequisite: Mathematics 1 19 or permission of the \n\ninstructor \n\n111s. INTRODUCTION TO MAGNETISM, HEAT, SOUND \nAND LIGHT (4) \n\nElements of magnetism, thermodynamics and the physics \nof wave phenomena. Calculus is used. \n3 LEC, 1 LAB \nPrerequisite: 110 \n\n242f. ANALOG ELECTRONICS (2) \n\nDC and AC circuits, semiconductor devices and \napplications, operational amplifiers, power supplies. \nILAB \nPrerequisite: 1 10 \n\n243s. DIGITAL ELECTRONICS (2) \n\nNumber systems, Boolean algebra, logic gates, memories, \nintroduction to microprocessors. \nILAB \nPrerequisite: 242 \n\n320f. CLASSICAL MECHANICS I (3) \n\nNewton's system for describing and predicting motion, \n\nspecial relativity, oscillations, motion under the \n\ninfluence of central forces. \n\nPrerequisite: 111 \n\nOffered 1 998-99 and alternate years \n\n321 s. CLASSICAL MECHANICS II (3) \n\nThe formulations ot Lagrange and Hamilton, accelerated \nreference frames, rigid body motion, coupled oscillations \nand waves. \nPrerequisite: 320 \n\nOffered 1 998-99 and alternate years \n\n330f. THERMAL PHYSICS (3) \n\nEquilibrium thermodynamics, presented from phenom- \nenological and from statistical points of view. \nPrerequisite: 111 \n\nOffered 1 998-99 and alternate years \n\n\n\n331 s. STATISTICAL MECHANICS (3) \n\nCalculation ot thermal phenomena using the methods of \nBoltzmann and Gibbs; elements of quantum statistical \nmechanics. \nPrerequisite: 330 \n\nOffered J 998-99 and alternate years \n\n340f. ELECTROMAGNETISM (3) \n\nStatic electric and magnetic fields, introduction to \nboundary value problems. Maxwell's equations. \nPrerequisite: 111 \n\nOffered 1 997-98 and alternate years \n\n341s. ELECTRODYNAMICS, RADIATION AND \n\nOPTICS (3) \n\nTime-dependent electromagnetic fields, relativistic \ninvariance of the theory, emission and propogation of \nelectromagnetic waves, introduction to plasma phenom- \nena, optics and lasers. \nPrerequisite: 340 \nOffered 1 997-98 and alternate years \n\n360f. QUANTUM PHYSICS I (3) \n\nQuantum phenomena and the failure of classical physics, \nwave mechanics of quantum particles, illustrative one- \ndimensional problems, spin, matrix mechanics, multipar- \nticle systems. \nPrerequisite: 111 \nOffered 1 997-98 and alternate years \n\n361s. QUANTUM PHYSICS II (3) \n\nApproximation methods for static and for time- \ndependent situations, three-dimensional problems, \nangular momentum, scattering theory, elementary \nparticles. \nPrerequisite: 360 \nOffered 1997-98 and alternate years \n\n410f,s. SPECIAL STUDY (2-4) \n\nSupervised study in specific areas of physics. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member of the department. \n\n\n\nAstronomy \n\n1 20f,s. INTRODUCTORY ASTRONOMY I (4) \n\nMotions of the earth, moon, planets and stars; the nature \nand evolution of the stars and of other objects within the \ngalaxy. Familiarity with algebra strongly recommended. \n3 LEG, 1 LAB evening session at Bradley Observatory \n\n\n\n98 \n\n\n\nAgnes Scott College \n\n\n\nPhysics and Astronomy, Political Science, Sociology and Anthropology \n\n\n\n1 21 s. INTRODUCTORY ASTRONOMY II (4) \n\nThe nature of galaxies, the history and large scale \nstructure of the universe as presently understood, the \nevolution and properties of the solar system. \n3 LEG, 1 LAB evening session at Bradley Observatory \nPrerequisite: 120 \n\n200f. ASTROPHYSICS I (3) \n\nTopics in stellar evolution and cosmology, pulsars and \nblack holes, quasars and active galaxies. \nPrerequisite: 121 \nPrerequisite or corequisite: Physics 110 \n\nOffered 1 998-99 and alternate years \n\n212f. MODERN ASTRONOMICAL TECHNIQUES (3) \n\nFinding and acquiring objects at the telescope through \nuse of digital encoders and setting circles. The reduction \nand analysis of astronomical data taken from CCD \n(electronic) images. Extensive use of computers to \nenhance and measure images, including those taken at \nremote observatories. \n\nRequires evening of observation at Bradley Observatory \nPrerequisite: 121 \n\n300s. ASTROPHYSICS II (3) \n\nDynamics ot gravitationally bound systems, interstellar \n\nmedium, stellar and planetary atmospheres, high energy \n\nphenomena. \n\nPrerequisite: 200; Physics 111 \n\nOffered 1 998-99 and alternate years \n\n320f. GALACTIC ASTRONOMY (3) \n\nPhysical structure and evolution of stars, exotic objects \n\nwithin the galaxy, properties of interstellar gas, dust and \n\nplasmas. \n\nPrerequisite: 200; Physics 111 \n\nOffered 1 997-98 and alternate years \n\n361s. EXTR AG ALACTIC ASTRONOMY (3) \n\nThe origin and evolution of the universe is discussed, \ntogether with the origin of the elements. The future \ncourse the universe will take and the inflationary theory \nwill be discussed as well. \nPrerequisite: 200; Physics 111 \nOffered 1 997-98 and alternate years \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nSupervised study in various specific areas of astronomy. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research is arranged under the supervision \nof a member of the department. \n\n\n\nJ997-J999CaMiog \n\n\n\nPolitical Science, \nSociology and \nAnthropology \n\nProfessor: Augustus B. Cochran, III \nAssociate Professors: \n\nMartha Woodson Rees \nCatherine V. Scott \nAssistant Professors: \n\nJuan A. AUende \nBrenda A. Hoke \n\nPolitical Science \n\nPolitics is, in the words of Brian Fay, our \"deliberate \nefforts to order, direct and control (our) collective \naffairs and activities, to establish ends for our society \nand to implement and evaluate these ends.\" There are \nfew contemporary issues, ranging from artistic freedom \nto unemployment, from abortion to the environment, \nthat do not involve a significant political dimension. \nThe discipline of political science offers a student the \nopportunity to think systematically about and to \nevaluate critically our political life. \n\nThe program offers courses in the subfields of \npolitical science: world politics, political theory and \ncomparative politics, including U.S. and Latin \nAmerican politics. Students may study these fields in \ncourses offered in a variety of formats: introductory \nlevel, 200-level, and upper division. Course work in \nthe major culminates in a year- long senior research \nseminar that allows each student to design and carry \nout a research project on a topic of interest to her. \nClasses are generally small and rely on a combination \nof discussion and lecture. \n\nBecause political knowledge is so closely related to \nother disciplines, we recommend that majors choose \nelectives from many areas, but especially from history, \nphilosophy and the social sciences. \n\nWe also encourage majors to participate in intern- \nships with local, state or national governments or \nprivate institutions such as the Carter Center, in off- \ncampus study programs such as the Washington \n\n99 \n\n\n\nPolitical Science, Sociology and Anthropology \n\n\n\nSemester Program and the Public Leadership Educa- \ntion Network (PLEN) program in Washington and in \nthe Global Awareness Program and Atlanta Semester \nProgram, both offered at Agnes Scott. \n\n Requirements for the Major \n\n102, 400 and 401 \n\nA minimum of 18 hours on the 300 level or above. \n\nStudents must choose at least one course from each \n\nof the following four groups: \nU.S. Institutions and Politics: 203, 301, 308, 311, 317 \nPolitical Theory: 313, 351, 354 \nWorld Politics: 103, 282, 326, 328 \nComparative Politics: 205, 211, 320, 322, 342 \nAdditional course that counts toward the major: LAS \n\n107 \nA maximum of two from the following courses may \n\ncount toward the major: \nEconomics: 315, 334, 360 \nHistory: 314, 334, 338 \nPhilosophy: 130, 215 \nA minimum of 30 hours is required for the major. \n\n Requirements for the Minor \n\nTo minor in political science, a student must earn at \nleast 18 hours, 15 of which must be chosen from the \n300 level or above. Cross-listed courses do not satisfy \nthe minimum requirements for the minor. A student \nmay select courses to reflect her interests, but the \nminor program must be approved by the chair of the \ndepartment or faculty members designated by the \nchair. \n\n102f. INTRODUCTION TO AMERICAN \n\nGOVERNMENT (3) \n\nAmerican political institutions and issues, including the \nSupreme Court, Congress, the Presidency, parties, \nelections, interest groups and contemporary political \nideologies. \n\n1 03f . INTRODUCTION TO WORLD POLITICS (3) \n\nMajor developments in world politics since 1945: the \nCold War, international political economy, challenges to \nstate sovereignty and environmental issues. \n\n203s. CONSTITUTIONAL LAW (3) \n\nExamination of constitutional decisions interpreting the \npowers of government and the rights of individuals to \n\n\n\ndue process and equal protection of the laws. Includes \nissues of civil liberties and the civil rights of women and \nminorities. \n\n205s. COMPARATIVE POLITICS (3) \n\nExamines representative political institutions, ideologies, \nmajor public policies and social movements' influence in \ndemocratic, post-communist and Third World political \n\nsystems. \n\n211s. (Sociology 214) (Women's Studies 211) \n\nWOMEN IN LATIN AMERICA (3) \n\nWomen in Latin American history, especially in the \ntwentieth century. Focuses on women's social, political, \neconomic and cultural struggles and contributions. \nIncludes discussions of Latin American feminism, Indian \nwomen and women in revolutions, regime transitions \nand social movements. \nOffered J 997-98 and alternate years \n\n211 Ls. (Sociology 214) (Women's Studies 211 L) \n(Spanish 301 L) WOMEN IN LATIN AMERICA, \nSPANISH COMPONENT (1) \n\nReading and discussion of texts complementary and \nparallel to those used in Political Science 211. Con- \nducted in Spanish. \n\nCorequisite: Political Science 211 (Sociology 214) \n(Women's Studies 211) \n\nPrerequisite: Spanish 202 or permission of the instmctor \n0//ered J 997-98 \n\n282f . U.S. FOREIGN POLICY SINCE 1 945 (3) \n\nCritical interpretation and analysis of U.S. foreign policy \nsince the end of World War II, with a special focus on \nthe Vietnam War as a pivotal case study in understand- \ning the Cold War. Comparisons between Cold War and \npost-Cold War foreign policy, changing relationships \nbetween the U.S. and its allies, former enemies and the \nthird world and the development of new paradigms of \nforeign policy making. \n\n301f. UNITED STATES LEGAL SYSTEM (3) \n\nInstitutions, processes, basic concepts and personnel of \nthe United States judicial system. \nPrerequisite: 102 or permission of the instructor \n\n302s. CONFLICT RESOLUTION (3) \n\nTheory and practice of conflict resolution. Includes \n\npracticum at the Neighborhood Justice Center of \n\nAtlanta. \n\nPrerequisite: 102 or permission of the instructor \n\n308s. SOUTHERN POLITICS \n\nAND THE CIVIL RIGHTS MOVEMENT (3) \n\nExamination of Southern politics with emphasis on the \n\n\n\n100 \n\n\n\nAgnes Scott College \n\n\n\nPolitical Science, Sociology and Anthropology \n\n\n\ninteraction of race and class issues since World War II \nand analysis of the impact of the civil rights movement \non changing national as well as regional politics and \npublic policies. \nOffered 1 998-99 and alternate years \n\n31 1f. LATINO POLITICS (3) \n\nHistory, community, profile and overview of the \nexperience of Latinos/as in the United States. Examines \nthe cultural background, values and political behavior of \nthis fast growing population. Includes a review of main \nissues for Latinos/as (for example, immigration, health, \neconomic opportunities, hilingualism) and looks at \npublic policies affecting them. \nOffered 1 997-98 arid alternate years \n\n31 3f . (Women's Studies 31 3) GENDER POLITICS (3) \n\nAnalysis of various feminist perspectives on gender, race \nand class; feminist analysis ot political issues; and the \nfeminist encounter with postmodernism. \nOffered 1 998-99 and alternate years \n\n31 4s. (History 31 4) EUROPE SINCE 1 945 (3) \n\nSee History 314 for description. \n\n314LS. (History 314L) (German 314L) EUROPE SINCE \n1945, GERMAN \nCOMPONENT (1) \n\nSee German 314L for description. \n. Not offered 1997-98 \n\n\n\n31 5f. (Economics 315) COMPARATIVE \nPUBLIC POLICY \n\nSee Economics 315 tor description. \n\n\n\n(3) \n\n\n\n31 7s. POLITICS OF THE MASS MEDIA (3) \n\nThe role of mass media in political life, mcluding the \nstructure and decision-making processes of the media, \nthe interaction of the media with government and other \ninstitutions, the impact of mass media in elections and \npublic policies toward the media. \nOffered 1997-98 and alternate years \n\n31 9s. PUBLIC POLICY (3) \n\nAnalysis ot the policy-making process and selected issues \nof public policy such as poverty, education, affirmative \naction, comparable worth, child care and worker \nownership of businesses. \n\nPrerequisite: 102 or 205 or permission ot the instructor \nOffered 1998-99 arid alternate years \n\n320s. LATIN AMERICAN POLITICS (3) \n\nPolitics in contemporary Latin America, with special \nemphasis on types of regimes (populist, authoritarian, \ndemocratic and revolutionary) and political change. \n\n\n\nExamines elite and popular responses to socioeconomic \ncrises and to global transformations. \nOffered 1 998-99 arul alternate years \n\n322f. POLITICS OF DEVELOPMENT (3) \n\nExploration of contending theories of development and \nunderdevelopment including modernization and \ndependency theory, with case studies of development \npolitics in a variety of post-colonial states. \nPrerequisite: 103 or 205 or permission of the instructor \nOffered 1997-98 and alternate years \n\n326s. APPROACHES TO INTERNATIONAL \n\nRELATIONS (3) \n\nAnalysis of current theoretical approaches to interna- \ntional relations, including realism, international regimes \nand world order theory; particular focus on their utility \nin understanding issues such as violence, the environ- \nment, politics and North-South divisions. \nPrerequisite: 103 or permission ot the instructor \n\n327f. POLITICS OF THE GLOBAL ENVIRONMENT (3) \n\nAnalysis of major ecological issues in global politics, such \nas environmental regulations in industrial countries, the \nflight of transnational corporations to lesser developed \nnations, the export of hazardous substances, safety \nstandards for workers and the interaction of poverty, \nethnicity and environmental issues. \n\n328s. (History 340) U.S.-LATIN AMERICAN \n\nRELATIONS (3) \n\nU.S. -Latin American relations from the Monroe \nDoctrine to the present, with equal attention to social, \npolitical and economic developments and to U.S. \nguiding rationales to interact with the region. Looks also \nat current events and problems such as drugs, military \nintervention, economic integration, immigration, etc. \n\n\n\n332f. (History 334) THE UNITED STATES \nFROM 1914 TO 1945 \n\nSee History 334 for description. \n\n\n\n(3) \n\n\n\n334s. (Economics 334) ECONOMIC DEVELOPMENT (3) \n\nSee Economics 334 for description. \n\n340s. (History 338) THE UNITED STATES \n\nSINCE 1945 (3) \n\nSee History 338 for description. \n\n342s. (Religious Studies 350) RELIGION AND \n\nPOLITICS IN LATIN AMERICA (3) \n\nSurveys the role religion plays in politics and political \ndiscourses. Emphasis on Roman Catholicism, but looks \nat the increasing presence of Protestantism as well. \n\n\n\n1997-1999 Catalog \n\n\n\n101 \n\n\n\nPolitical Science, Sociology and Anthropology \n\n\n\nSpecial attention given to liberation theologies, popular \nchurches, the role of the Bible and church-state relations. \nOffered 1 998-99 and alternate years \n\n342LS. (Religious Studies 350L) (Spanish 302L) \nRELIGION AND POLITICS IN LATIN AMERICA, \nSPANISH COMPONENT (1) \n\nSee Spanish 302L for description. \nOffered 1998-99 \n\n351f. DEMOCRATIC THEORY AND \n\nPRACTICE (3) \n\nExamination of debates among divergent models of \ndemocracy and of the problems of democratic institu- \ntions and practices in modem nation-states. \nOffered 1997-98 and alternate years \n\n354f. MARX AND RETHINKING MARXISM (3) \n\nThe thought of Karl Marx and subsequent developments \nin socialist theory and practice. Includes topics in Neo- \nMarxism in the twentieth century, the reassessment of \nMarxism in the post- 1989 period and the Marxist \ndialogue with contemporary radical thought. \nOffered 1 998-99 and alternate years \n\n\n\n390f. TOPICS IN POLITICAL SCIENCE \n\n\n\n(3) \n\n\n\n400f. RESEARCH METHODS AND DESIGN \n\nSEMINAR (3) \n\nPhilosophy of social science, overview of social science \nresearch methods and student design of a research \nproject to be completed in the spring semester. Open to \nsenior majors in political science and sociology- \nanthropology or by permission of the department chair. \n\n401s. (Sociology 401) (Anthropology 401) SENIOR \nRESEARCH SEMINAR (4) \n\nFaculty supervised research project in either political \nscience or sociology-anthropology. \nPrerequisite: Political Science 400 \n\n410f,s. SPECIAL STUDY (2-4) \n\nSupervised study in a selected field of political science. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member of the program. \n\n\n\nSociology and Anthropology \n\nThe discipline of sociology focuses on the study of \nhuman society, including social action and social \norganizations. Sociologists use theories and scientific \nresearch methods to examine social life in its multi- \n\n102 \n\n\n\ntude of settings. Sociologists investigate the intercon- \nnections of race, class, gender in the lives of members \nof our society. \n\nAnthropologists compare societies and cultures, \nboth the unity of humankind and the diverse and \nunique ways different peoples meet basic human \nneeds. Much of the information anthropologists have \ngathered comes from small-scale non-Western \nsocieties. This represents an opportunity to step \noutside familiar experience and broaden our under- \nstanding of what it means to be a human being. \n\nStudents are encouraged to cross-register with other \ninstitutions in Atlanta. Students are also encouraged \nto participate in Global Awareness or other programs \nthat give them diverse experiences. We recommend \nthat majors organize an internship or cross-cultural \nresearch or living experience and pursue fluency in a \nforeign language. \n\n Requirements for the Major in Sociology \nand Anthropology \n\nCourses required in the discipline: \n\nAnthropology 101 \n\nSociology 101 \n\nSociology 351 \n\nPolitical Science 400 \n\nSociology or Anthropology 401 \n\nSix additional courses: three in anthropology and \nthree in sociology \nRecommended course for majors planning \ngraduate study: \n\nPsychology 206 \nRecommended course for majors planning to do \nsocial work: \n\nSociology 219 \nAdditional course that counts toward the major: \n\nAfricana Studies 170 \n\nA mininnum of 34 hours is required for the major. \n\n Requirements for the Minor in Sociology \nand Anthropology \n\nAnthropology 101 or Sociology 101 \n\nAnthropology 102 \n\nSociology 121,351 \n\n6 additional hours in anthropology or sociology \n\nAgnes Scott College \n\n\n\nPolitical Science, Sociology and Anthropology \n\n\n\nSociology \n\n\n\n1 01 f ,s. INTRODUCTION TO SOCIOLOGY (3) \n\nCurrent sociological theory and research as they relate to \nprimary units ot social life, social processes and social \ninstitutions. Emphasis on relating concepts to contempo- \nrary American society. \n\nSociology 101 or Anthropology 101 is the prerequisite for \nall other courses in Sociology \n\n121f. SOCIAL PROBLEMS (3) \n\nExamination of alternative ways of defining, measuring \nand intervening in social problems. \n\n206f. (Psychology 206) RESEARCH STATISTICS (4) \n\nSee Psychology 206 for description. \n\n211s. (Women's Studies 212) MARRIAGE \n\nAND THE FAMILY (3) \n\nThe family as a basic social institution. The range of \nalternative behaviors in contemporary family life. Role \nrelationships within the family and changes in family \npatterns. Family organization in different social classes, \nethnic groups and Utopian communities. \n\n214s. (Political Science 211) (Women's Studies 211) \nWOMEN IN LATIN AMERICA (3) \n\nSee Political Science 21 1 for description. \n\n214LS. (Political Science 21 4L) (Women's Studies \n21 1L) (Spanisli 301 L) WOMEN IN LATIN AMERICA, \nSPANISH COMPONENT (1) \n\nSee Political Science 211L for description. \nOffered 1997-98 \n\n21 7f. (Education 217) SCHOOLS AND SOCIETY (3) \n\nEducation in cross-cultural perspective. The role ot \neducation in the transmission of values and culture. The \nconflict between family and school. The inequality of \neducational opportunity. \n\n21 9f. PRACTICUM IN SOCIAL WELFARE (4) \n\nSocial welfare as a social institution and social work as a \n\nprofession. A critical component of the course is to place \n\nthe student in a supervised social work/welfare setting \n\nsuch as a hospital, battered women's shelter or youth \n\nrehabilitation service. \n\nLimited to eight students \n\nPrerequisite: 101 or Anthropology 101 or permission of \n\nthe instructor \n\nOffered 1998-99 and alternate years \n\n\n\n230s. (Women's Studies 231) RACE, CLASS AND \nGENDER (3) \n\nSurvey of the history, basic theories and recent research \nintegrating these key concepts for modern society. \nSystematic examination of the effects of these variables \non different groups in society. \nOffered 1998-99 and alternate years \n\n301s. COLLECTIVE BEHAVIOR AND SOCIAL \n\nMOVEMENTS (3) \n\nExamination of organized efforts at social change \nthrough discussion of traditional and contemporary \nperspective relative to collective action and American \nsocial movements, such as, but not limited to, civil rights \nand feminist movements. \n\n325s. URBAN SOCIOLOGY (3) \n\nAn exploration ot social change, particularly the ways \nsocietal processes and social structures influence human \nbehavior in urban settings. Issues such as urban poverty, \ncrime, environmental pollution, deindustrialization and \ninequality in the distribution of city services will be \ndiscussed. \n\n341s. (Classics 341) (Women's Studies 341) WIVES, \nWARRIORS, SLAVES AND CITIZENS (3) \n\nSee Classics 341 for description. \n\n341 Ls. (Classics 341 L) (Women's Studies 341 L) (Greel\u003c \n241Ly341L) (Latin 241L/341L) WIVES, WARRIORS, \nSLAVES AND CITIZENS, GREEK AND LATIN \nCOMPONENT (1) \n\nSee Classics 34 IL for description. \n\n350s. (Women's Studies 350) BLACK FEMINIST \n\nTHOUGHT: CHANGING IDEAS AND REALITIES (3) \n\nInterdisciplinary analysis and critique of the history ot \nideas which make up African/Atrican-American thought \nand feminist consciousness. \nPrerequisite: 351 or permission ot the instructor \n\n351f. SOCIAL THEORY (3) \n\nIntroduction to theory in social science, review of the \nmajor theoretical constructs of the 19th century, \napplication in modem social science. \n\n370s. AFRICAN AMERICAN IMAGES IN POPULAR \nCULTURE (3) \n\nEmphasis given to the impact of race on U.S. culture and \nthe interplay ot race and culture with politics. \nOrdinarily, students earn 3 hours of credit for this course. \nThose students fulfilling the research requirement for the \nminor in Africana Studies may elect to take this course \nfor 4 hours. \n\n\n\n1997-1999 Catalog \n\n\n\n103 \n\n\n\nPolitical Science, Sociology and Anthropology \n\n\n\n380s. EMANCIPATORY NARRATIVES (3) \n\nAn investigation of the sociological impact of slavery on \nsociety and the literary protest used by African-Ameri- \ncans in the struggle for emancipation. \nOrdinarily, students earn 3 hours of credit for this course. \nThose students fulfilling the research requirement for the \nminor in Africana Studies may elect to take this course \nfor 4 hours. \nOffered 1 997-98 and alternate years \n\n401s. (Political Science 401) (Anthropology 401) \n\nSENIOR RESEARCH SEMINAR (4) \n\nSee Political Science 401 tor description. \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nSuper\\-ised intensive study in a special field of sociology. \n\n482f,s. SOCIOLOGY SEMINAR (3) \n\nA exploration of important sociological research topics. \nTopics include issues related to the intersection of race, \nclass and gender. Open only to junior and senior \nsociology-anthropology majors or by permission of the \ninstructor. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na member ot the program. \n\nAnthropology \n\n1 01 s. CULTURAL ANTHROPOLOGY (3) \n\nOverview ot cultural universals and cultural diversity, \nusing comparative analysis of African, American, Asian \nand other cultures. Examination of the impact of contact \nbetween cultures and the contemporary condition of \nindigenous peoples, using case studies (ethnographies), \nethnographic film and class activities. \n\n1 02f. HUMAN ORIGINS AND DIVERSITY (3) \n\nOverview ot evidence of the biological, social and \necological bases of human behavior, from East African \nfossils to the present; modern biological variation and its \neffect on society. Examination of fossil material, artifacts \nand contemporary skeletal material. Theoretical \nexplanations for physical and cultural development of \nhumans and other primates, including evolution and \necology, with specific attention to the origins of race and \ngender and implications tor contemporary society. \n\n203s. INDIGENOUS PEOPLES OF NORTH \n\nAMERICA (3) \n\nOverview of the archeology, ethnohistory, history and \ncontemporary conditions of indigenous peoples in North \nAmerica. Topics include indigenous and European \n\n\n\nversions of historic and contemporary events; the effect \nof contact, resistance and cultural change. The focus of \nthe course is ethnicity: its origin, content and role. \nPrerequisite: 101 \n\nOffered 1 998-99 and alteniate years \n\n270f. (Women's Studies 270) WOMEN, HEALTH AND \nSOCIETY (3) \n\nCross-cultural concepts of women's bodies and health, \nincluding reproduction and child care, health practitio- \nners and disease. Focus on gender, ethnic and class \ndifferences in health, health concepts and health \npractices. \n\nPrerequisite: 101 and 102 or permission of the instructor \nOffered 1 998-99 and altertvite years \n\n300Lf. (Spanish 300L) INDIGENOUS PEOPLES OF \nLATIN AMERICA, SPANISH COMPONENT (1) \n\nSee Spanish 300L for description. \nNot Offered J 997-98 \n\n304f. INDIGENOUS PEOPLES OF LATIN AMERICA (3) \n\nOverview of the archeology, ethnohistory, history and \ncontemporary condition of indigenous peoples in Latin \nAmerica. Topics include indigenous and European \nversions of historic and contemporary events; the effect \nof contact, resistance and culture change. The theoreti- \ncal focus of the course is ethnicity: its origins, content \nand role. \n\nPrerequisite: 101 or Sociology 101 or permission of the \ninstructor \nOffered 1 997-98 and alternate years \n\n307s. HOUSEHOLD AND WORLD SYSTEMS (3) \n\nAn examination ot feminist, political economic, \nhousehold stragegy and other theories explaining the \nrelation between individuals, households, communities, \nand the world. Narrative and quantitative life histories \ntest these theories through the analysis of people's lives. \nCovers classical works, recent ethnographic studies and \ninterviewing, data analysis, and constructing life \nhistories. \n\nPrerequisite: 101 or permission of the instructor \nOffered 1 998-99 and alternate years \n\n\n\n331s. (Classics 331) MYTHOLOGICAL \nPATTERNS AND THEMES \n\nSee Classics 331 for description. \n\n\n\n(3) \n\n\n\n331 Ls. (Classics 331 L) (Greek 231/331 L) (Latin 231 L/ \n331 L) MYTHOLOGICAL PATTERNS AND THEMES, \nGREEK AND LATIN COMPONENT (1 ) \n\nSee Classics 33 IL tor description. \n\n\n\n104 \n\n\n\nAgnes Scott College \n\n\n\nPolitical Science, Sociology and Anthropology, Psychology \n\n\n\n390s. SEMINAR IN ANTHROPOLOGY (3) \n\nCurrent research trends that may include such topics as \nenvironmental, urban, development, feminist, \npostmodern and indigenous anthropology, as well as life \nhistories and testimonials. Designed in collaboration \nwith students each semester. Includes recent works in \nanthropology and current anthropological methods. \nOpen to majors and minors in sociology and anthropol- \nogy and to others with the permission of the instructor. \nOffered 1 997-98 and alternate years \n\n401s. (Political Science 401) (Sociology 401) \n\nSENIOR RESEARCH SEMINAR (4) \n\nSee Political Science 401 tor description. \n\n410f,s. SPECIAL STUDY (2-4) \n\nSupervised intensive study in a special field of \nanthropology. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision ot \na member of the program. \n\n\n\nPsychology \n\n\n\nProfessor: Ayse Ilgaz Garden \nAssociate Professors: \n\nEileen L. Cooley \nBarbara J. Blatchley \nVisiting Assistant Professor: Douglas E. Wehb, Jr. \n\nPsychology is the scientific study of human and \nanimal behavior. The departmental offerings \nreflect the diversity of areas within the field. \nThe program for majors provides a strong background \nin academic psychology, including opportunities for \nboth firsthand laboratory experiences and field \nexperiences. \n\nStudents who are planning to major in psychology \nshould consult with a faculty member in the program \nas early in their college careers as possible. \n\n Requirements for the Major \n\nCourses required in the discipline: \n\n121, 206,207,2081,304, 405 \nCourses required outside of the discipline \n\n\n\n(preferably taken before the end of the sophomore \nyear): \n\nBiology 101 or 120 or 121 \n\nOne course in mathematics excluding Mathematics \n104 and 150, taken prior to or with 206 \nCourses recommended for the major within the \ndiscipline: \nAt least one course in each of the following areas of \n\npsychology: \nSocial: 130,240,305 \nDevelopmental/Personality: 200, 316 \nDisorders/Assessment: 310, 312 \nCognitive/Physiological: 315, 320 \nResearch/Field Experience: 324, 406, 410, 490 \nThe minimum number of hours required for the \nmajor is 30. \n\n Requirements for the Minor \n\nA minor in psychology must contain at least 22 hours \nof work in psychology The minor program may be \ndesigned by the student to reflect her unique objec- \ntives; however, it is subject to the approval of the chair \nin order to ensure disciplinary coherence and \nrelevance to the student's objectives. \nRequired courses: \n121,206,207,2081 \n\n121f,s. GENERAL PSYCHOLOGY (4) \n\nScientific description of facts and principles of psychol- \nogy. Emphasis on methods and results of experimental \ninvestigation of human and animal behavior. \nPsycholo^ 121 is the prerequisite \nfor all other psychology courses. \n\n130f,s. (Women's Studies 130) PSYCHOLOGY OF \nWOMEN (3) \n\nCritical review ot psychological theory and research \ntoward an understanding of the cognitive, social and \nemotional behavior of women. \n\n200f,s. (Education 200) HUMAN LIFE SPAN \n\nDEVELOPMENTAL PSYCHOLOGY (3) \n\nDevelopment oi the individual from conception through \nadulthood and old age. \n\n206f. (Sociology 206) RESEARCH STATISTICS (4) \n\nBasic theory, principles and applications ot statistics in \nbehavioral science research. \n\nPrerequisite or Corequisite: one course in mathematics \nexcluding Mathematics 104 and 150 \n\n\n\n1997-1999 Catalog \n\n\n\n105 \n\n\n\nPsychology \n\n\n\n207s. RESEARCH DESIGN AND METHODS (3) \n\nFundamentals of research methodology in psychology. \nTopics include experimental, quasi-experimental and \ndescriptive research designs, internal and external \nvalidity and research ethics. \nPrerequisite: 206 \n\n208LS. LABORATORY IN RESEARCH DESIGN AND \nMETHODS (1) \n\nApplied experience with research methods in psychol- \nogy. Research methods include experimental, quasi- \nexperimental and descriptive research designs. \nPrerequisite or corequisite: 207 \n\n240s. PSYCHOLOGY OF CROSS-CULTURAL \n\nCONTACT (3) \n\nTheories and research on how individuals confront and \ninteract with members of other cultures, with special em- \nphasis on factors that promote cross-cultural effective- \nness. \n\n304s. HISTORY OF THEORY AND RESEARCH IN \n\nPSYCHOLOGY (3) \n\nHistorical background for current theories and research \nissues in psychology. \n\n305f. SOCIAL PSYCHOLOGY (3) \n\nBehavior of the individual as influenced hy the behavior \nand characteristics of other individuals. \nOffered J 997-98 and alteinate years \n\n310s. PSYCHOLOGICAL ASSESSMENT (3) \n\nPrinciples and issues of psychological assessment with an \nemphasis on tests of personality and cognitive abilities. \nPrerequisite: 206 or Mathematics 115 \n\n31 2f . ABNORMAL PSYCHOLOGY (3) \n\nCoverage of the diagnostic characteristics, theoretical \nperspectives and treatments of the major psychological \ndisorders. \n\n315f. COGNITIVE PSYCHOLOGY (3) \n\nHuman cognition and perception with selected topics \nfrom attention, states of consciousness, human learning, \nmemory, imagery, concept formation, language, problem \nsolving, creative thinking and intelligence. \n\n\n\n31 6f. PERSONALITY \n\nTheory and research in the field of personality. \nOffered 1 998-99 arui alternate years \n\n\n\n(3) \n\n\n\n320f. PHYSIOLOGICAL PSYCHOLOGY (3) \n\nNeurophysiological basic of various mental and \nbehavioral processes such as sensory-motor mechanisms, \n\n106 \n\n\n\nperception, emotion, motivation, thinking, memory, \nlanguage, sleep and consciousness. \n\n324f,s. SPECIAL AREAS OF PSYCHOLOGY \n\nA seminar focusing on a topic ot contemporary interest \nin psychology. Each year the department will announce \nthe topic(s) to be offered during the next academic year. \nPrerequisites beyond 121 and credit hours vary according \nto topic. The nature of the topic determines the \ninclusion of a laboratory component. \nClinical Psychology and Psychological Adjustment (3) \nIndividual and small group research project(s) in clinical \npsychology and/or psychological adjustment will be \nconducted. Students may register for one or two \nsemesters. \nPrerequisite: 206 and permission of the instructor \n\nIndustrial/Organizational \n\nPsychology (2) \n\nExplores how people think and behave at work from \nindustrial/organizational perspectives. The industrial \nperspective examines the theory and practice of \nselection, training and evaluation of workers. The \norganizational perspective investigates employee \nsatisfaction, leadership and cooperative processses. A \nsegment of the class is devoted to the study of forensic \npsychology as well as other related topics of interest to \nstudents. \n\nCognition and Brain Processes (3) \n\nExamination of relationships between cognition and \nbrain processes through original psychological experi- \nments carried out in an area or areas selected from \nsensation, perception, atention, memory, language and \nthinking. \nPrerequisite: Permission of the instructor \n\nAdvanced General Psychology (3) \n\nSummary, review and integration of major areas ot \npsychology beyond the introductory level. \n\nBiopsychology Research (3) \n\nAn examination of the effects of the characteristics of \nthe early rearing environment on central nervous system \nstructure and function. Students will conduct an original \ncollaborative experiment from design through data \ncollection and analysis. Prerequisite permission of the \ninstructor \n\nResearch in Social and Intercultural Psychology (3) \n\nStudents will examine selected research and issues in the \nareas of social and intercultural psychology and will \nconduct a collaborative research project involving data \ncollection and analysis. \nPrerequiste: permission of the instructor \n\nAgnes Scott College \n\n\n\nPsychology, Religious Studies \n\n\n\n405f. CONTEMPORARY RESEARCH IN \n\nPSYCHOLOGY (3) \n\nContempurary research and problems in psychology with \nan emphasis on the in-depth study of selected topics. \nPrerequisite: 206, 207, 208L, 304 or permission of the \ninstructor \n\n406s. PRACTICUM (3) \n\nSupervised field placement focusing on psychopathology, \ncounseling, industrial/organizational psychology or \nrelated areas. Placement activities are supplemented hy a \nweekly seminar and research literature reviews. \nPrerequisite: permission of the instructor (Priority will \nhe given to senior psychology majors.) \n\n\n\n410f,s. SPECIAL STUDY \n\nSupervised intensive study in fields or problems ot \npsychology. \n\n\n\n(2-4) \n\n\n\n481s. (Biology 481) INTERDISCIPLINARY SEMINAR IN \nANIMAL/HUMAN BEHAVIOR (1) \n\nOpen to students taking a self-designed major in biology- \npsychology or to senior majors in biology or in psychol- \nogy with adequate preparation in both disciplines, as \ndetermined by consultation with both department chairs. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research is arranged under the supervision \nof a member of the department. \n\n\n\nRequirements for the Major \n\nCourses required in the discipline: \n\nA minimum 30-liour major, witli at least 12 hours on \ntlie 300 or 400 level in the department, including \n463 \nOther required courses are: \n\n100, 101, 130, 131 \nSix hours must be taken in each of the \nfollowing: \nArea II (Biblical Studies), Area ill (Religious Thought \nand Social Context). Three hours must be taken \nin area IV (World Religions). \nNo more than two of the following cross-listed \ncourses may be applied toward the minimum \nmajor in religious studies: \nArt 202; History 335; Political Science 342; Music \n\n208. \nA minimum of 30 hours in religious studies is \nrequired for the major \n\nRequirements for the Minor \n\nOne course at the 100 level and 15 additional hours, \nincluding at least one upper-division religious studies \ncourse. One cross-listed course may be applied to the \nminor. \n\n\n\nReligious Studies \n\nProfessor: John J. Carey \nAssociate Professor: Tina Pippin \n\nThe academic study of religion offers students \nopportunity to explore some of the most \ncreative expressions of the human spirit in its \nresponses to \"The Holy,\" \"The Ultimate\" or \"God.\" \n\nCourses are designed to cover the distinctive beliefs \nand practices, sacred literatures and cultural expres- \nsions of the great religious traditions of the world. \nSpecial emphasis in the curriculum is placed on \nbiblical literature, as well as upon contemporary \nexpressions of religious thought. \n\n\n\nIntroductory Studies \n\n\n\nlOOf. HEBREW SCRIPTURES (3) \n\nReligious history and society of the people of Ancient \nIsrael as contained in their sacred Scriptures. \n\n101s. NEW TESTAMENT (3) \n\nLiterature of the New Testament and its origins and \ndevelopment in the early Jesus movement and early \nChristianity. \n\n130f. RELIGIONS OF INDIA AND ASIA (3) \n\nA consideration of the origins and belief systems ot \nHinduism, Jainism, Sikhism, Zoroastrianism, Buddhism, \nTaoism, Confucianism and Shinto. \n\n131s. JUDAISM, CHRISTIANITY AND ISLAM (3) \n\nA consideration oi the origins, divisions and beliefs of \nthe three major religions of the middle east. \n\n\n\n1997-1999 Catalog \n\n\n\n107 \n\n\n\nReligious Studies \n\n\n\nII. Biblical Studies \n\n\n\n304f. WORLD OF EARLY AND MEDIEVAL \nCHRISTIANITY \n\n\n\n(3) \n\nContribution ot late Jewish, Hellenistic and Roman \ncivilizations to the cultural matrix in which Christianity \nwas bom. \nPrerequisite: 101 \n\nOffered 1 998-99 and alteTuate ;years \n\n325f. TOPICS IN BIBLICAL STUDIES (3) \n\nTopic in 1997-98: Apocalypse and Revolution \n\n327s. LIFE AND LETTERS OF PAUL (3) \n\nThe apostle Paul and his writings. Special attention \ngiven to the social context of his letters and the major \ntheological and ethical themes, along with studies ot his \nliterary style (rhetoric). \nOffered 1 997-98 and alternate years \n\n335f. JESUS OF NAZARETH IN HISTORY \n\nAND FAITH (3) \n\nThe quest for the historical Jesus, with an analysis of \n\nsources and the form that this inquiry took in the \n\nnineteenth and twentieth centuries. Contemporary film \n\ndepictions of Jesus are also considered. \n\nPrerequisite: 101 \n\nOffered 1 997-98 and alternate years \n\nIII. Religious Thought and Social \nContext \n\n\n\n202f. (Art 202) MEDIEVAL ART \n\nSee Art 202 for description. \n\n\n\n(3) \n\n\n\n207f. RELIGION IN AMERICA (3) \n\nConsideration of historical and theological issues of \n\ndiverse religious groups. Discussion of selected issues, \n\nsuch as immigration patterns, church and state relations, \n\nsocial responsibility, ecumenism, revivalism and \n\nfundamentalism. \n\nOffered J 997-98 and alternate years \n\n21 Of. SCIENCE AND RELIGION (3) \n\nA consideration of various topics of mutual interest to \nscience and religion, such as creation, origins of life, \nmedical ethics and environmental concerns. \n\n224f. (Women's Studies 224) WOMEN AND \n\nRELIGION (3) \n\nThe role of women in shaping religious history from the \nancient to the modem period. Primary historical writings \nand theological statements, as well as contemporary \n\n\n\nexpressions in ritual, fiction and non-fiction, film, art, \nmusic, dance and poetry. \n\n331s. (Women's Studies 331) FEMINIST AND \n\nWOMANIST ETHICS AND SPIRITUALITY (3) \n\nExploration into the ethical and theological bases of \nwomen's ways of knowing and the broader religious \nconversation of white feminists and women of color. \n\n340f. (History 335) BLACK PROTEST THOUGHT IN \nAMERICA FROM SLAVERY TO THE PRESENT (3) \n\nSee History 335s. tor description. \n\n345s. PHILOSOPHY OF RELIGION (3) \n\nExamination from a Western philosophical perspective \nof such questions as the meaning of God, evil, suffering, \nreligious experience, religious knowledge and immortal- \nity. \n\nPrerequisite: Any 100-level course in Religious Studies \nor one course in Philosophy \nOffered 1 998-99 and alternate years \n\n350f. (Political Science 342) RELIGION AND POLITICS \nIN LATIN AMERICA (3) \n\nSee Political Science 342 tor description. \n\n350Ls. (Political Science 342L) (Spanish 302L) \nRELIGION AND POLITICS IN LATIN AMERICA, \nSPANISH COMPONENT (1) \n\nSee Spanish 302L for description. \nOiferedJ 998-99 \n\n355s. PROTESTANT FAITH AND PRACTICE (3) \n\nOrigins of Protestantism in the Reformation and in sub- \nsequent reform movements. Leading thinkers considered \nare Luther, Calvin, Wesley, Kierkegaard, Schleiermacher \nand Hamack. Attention given to the leadership of \nwomen in the various streams of Protestantism. \nOffered 1997-98 and alternate years \n\n360s. CONTEMPORARY RELIGIOUS THOUGHT (3) \n\nLeading thinkers and issues of the 20th century. The \nimpact of World War I, World War 11, Vatican II and \nliberation movements on religious thought is assessed. \nPrerequisite: One course in Religious Studies \nOffered 1997-98 and alternate years \n\n365f. RELIGIOUS ETHICS (3) \n\nThe nature, methods and basic issues of religious ethics, \n\nconsidering both matters of personal conduct and social \n\nconcern. Special attention is given to feminist critiques \n\nof traditional Western approaches to ethics. \n\nPrerequisite: 100, 101, Ml or permission of the \n\ninstructor \n\nOffered 1 998-99 and alternate years \n\n\n\n108 \n\n\n\nAgnes Scott College \n\n\n\nReligious Studies, Theatre and Dance \n\n\n\nIV. World Religions \n\n\n\n230s. (Women's Studies 230) FEMINISM, CULTURAL \nCRITICISM AND WORLD RELIGIONS (3) \n\nExamines the cross-cultLiral dialogue ot feminists in a \nvariety ot religious expressions (Islam, Buddhism, \nSikhism, Judaism, Christianity, African Religions, Native \nAmerican Religions) and includes issues ot gender, race, \nethnicity, class and ideology in religion. \n\n330f. TOPICS IN WORLD RELIGIONS (3) \n\nSeminar focusing on a special problem within one of the \n\nworld's historic religions or on new developments in the \n\nfield of comparative literature. \n\nPrerequisite: 130 or 131 or permission of the instructor \n\nMay be taken more than once if topic varies \n\nTopic for 1997-98: Religions ot Native Americans \n\nTopic for 1998-99: Religions of Africa \n\n\n\nV. Special Studies in Religion \n\n208s. (Music 208) HISTORY OF SACRED MUSIC (3) \n\nSee Music 208 tor description. \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nDirected reading course supervised by a member ot the \n\ndepartment. \n\nPrerequisite: Permission of the instructor \n\n463s. JUNIOR-SENIOR SEMINAR IN RELIGION \n\nExamination of a variety of topics ot current interest in \nthe study of religion. The seminar attempts to yoke the \ntheory and practice of religion. \n\nTopic for fall 1997: Sociology of Religion  Covers some \nof the classic readings in the theory of the sociology of \nreligion, including readings from Max Weber, Emile \nDurkheim, Karl Marx and B. Malinowski. More \ncontemporary readings will be done in the work of \nRobert Bellah, Peter Berger, Liston Pope, Will Herberg, \nErnst Troeltsch and J. Gordon Melton. The class \nexplores the classic distinctions of the terms \"church,\" \n\"sect,\" and \"cult\" and examines several new religious \nmovements. May be repeated it topic varies. Required for \nall majors. \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under supervision ot a \nmember of the department. \n\n\n\nTheatre and Dance \n\nProfessor: Marylin B. Darling, Director of Dance \nAssociate Professor: Dudley W. Sanders \n\n\n\nTheatre \n\nThe Theatre program investigates the richness of \ntheatre as a cultural product central to an \nunderstanding of human social systems. The program \nemphasizes the development of personal creativity \nthrough produced plays and other performance \nprojects. It also provides an interdisciplinary study of \nthe breadth and application of theatrical techniques \nboth on-stage and in other realms of human activity. \nThe department actively engages in a season of \nstudent and faculty productions on the Winter \nTheatre stage, supported by a foundational training \nprogram in acting, directing, playwriting and theatre \nproduction. \n\nStudents who are considering a major in theatre \nshould consult with faculty in the program early in \ntheir college careers as some courses are offered only in \nalternate years. \n\n Requirements for the Major \n\nCourses required In the discipline: \n\n100, 131, 203, 250, 308, 310, 312, 313, 326 \nOne of the following resulting in a public perfor- \nmance: 327, 329, 410, 415 or 490 \nCourses required outside the discipline: \n\nTwo of the following; English 313, 314, 315, 323, \n\n329; German 305 \nTheatre majors must be active Blackfriars during \n\ntheir junior and senior years. They also must \n\nassume active leadership roles in significant \n\naspects of Blackfriars productions. \nThis major requires a minimum of 32 credit hours in \n\nthe discipline and 6 hours outside the discipline. \n\n Requirements for the lUlinor \n\nA minor in theatre must contain at least 18 hours. The \nstudent may design her own program to reflect a \nparticular interest or emphasis, such as a focus on an \n\n\n\n1997-1999 Catalog \n\n\n\n109 \n\n\n\nTheatre and Dance \n\n\n\naspect of production or area of study. The program is \ndevised with the guidance and approval of the chair of \nthe department. A student electing a theatre minor \nmust be an active member of Blacl\u003cfriars for at least \none full year of her time at Agnes Scott. She must take \nan active leadership role in the creative effort of \ntheatre production for at least one Blackfriars show. \n\nlOOf. INTRODUCTION TO THE THEATRE (4) \n\nStudy and practice of the theatre as a performing art \n\nwithin its historical context. Explorations of and \n\nexperiences in dramatic literature, acting, directing and \n\ndesign. \n\n3 LEG, 1 LAB \n\n117f,s. INTRODUCTION TO PUBLIC SPEAKING (3) \n\nTechniques of effective oral communication including \nmethods of organization, means of presentation and \nvoice and diction, practiced in the context of group \nprocess and oral presentation. \nDoes not satisfy Distributional Standard in Fine Arts \n\n131f. ACTING I: IMPROVISATION AND CHARACTER \nDEVELOPMENT (3) \n\nAs a foundation in acting technique, exercises and \npresentations explore the creative process and free the \nstudent's imagination for application to scene study and \nclass performance. Equal emphasis on improvisation and \ncharacter development in preparation for performance \nassignments. \n\n203f. (English 203) DRAMATIC WRITING I (3) \n\nPrinciples of the craft of the playwright with an \nemphasis on dramatic structure and the resources of the \ntheatre through the reading of playscripts and the writing \nof a one-act play. \nPrerequisite: permission of the instructor \n\n235s. ACTING II: CHARACTER DEVELOPMENT AND \nTEXT ANALYSIS (3) \n\nText analysis, scene study and acting theory with major \nemphasis on factors of character, environment and \napproach. Concentration on practice in the preparation \nand presentation of performance assignments. \nPrerequisite: 131 or permission of the instructor \n\n250s. DESIGN FOR THE STAGE I (3) \n\nPrinciples of costume and scenic design for theatre and \ndance. Emphasis on script analysis, basic composition, \nperiod research, rendering techniques and execution of \ndesigns in a color medium. \n\n\n\n280f,s. THEATRE AND DANCE PRODUCTION (1-2) \n\nArranged credit for creative work in design, technical \ntheatre or acting for a given Blackfriars production or for \nall aspects of technical assistance in dance productions \nover the course of a semester. Students may earn up to \nfour hours of practicum credit toward the major in \ntheatre and the minor in dance and up to two hours for \nthe minor in theatre. The number of hours to be awarded \nis by arrangement with the supervising professor and the \ndepartment chair. \n\nDoes not satisfy the distributional standard in fine arts \nPrerequisite: permission of the supervising professor and \nthe department chair. \n\n308f. HISTORY OF THEATRE AND DANCE I (3) \n\nExamination of the role of theatre and dance inWestem \nsociety from their early origins up to 1800. Emphasis on \npolitical and religious context and on the style and \npractice of theatre and dance as a reflection of a culture's \nvalue system and social structure. Includes discussion of \nWestern thinkers who have contributed to the under- \nstanding of theatre and dance and their social/intellec- \ntual context. \nOffered 1 998-99 and alternate years \n\n31 Os. HISTORY OF THEATRE AND DANCE II (3) \n\nContinuation ot Theatre 308. 1800 to the present. \nPrerequisite: 308 or permission of instructor \nOffered 1 998-99 and alternate years \n\n31 2f. (Women's Studies 312) FEMALE IDENTITY \n\nAND THE MAKING OF THEATRE (3) \n\nA study of how theatre reflects the status and role of \nwomen in various cultures through examination of the \nportrayal of women in drama and film, of women as \ncritics/theorists and of women as participants in the \nmaking of theatre. \nOffered 1 997-98 and alternate years \n\n313s. SPECIAL TOPICS IN THEATRE AND DANCE (3) \n\nStudy in contemporary and critical issues affecting the \ntheatre as a social and aesthetic institution. Emphasis on \nthe potential of theatre as an instrument for change. \nMay be repeated if subject matter varies. \nPrerequisite: 131 or permission of the instructor \nOffered 1 997-98 and alternate years \n\n326f. DIRECTING I (3) \n\nStudy in approaches to realizing a script in performance. \nFocus on text analysis, creation of a promptbook and the \npresentation of directed scenes. \nPrerequisite: 100 and 131 or permission of the instructor \n\n\n\n110 \n\n\n\nAgnes Scott College \n\n\n\nTheatre and Dance \n\n\n\n327s. DIRECTING II (4) \n\nPractical and creative application of directing theories \nand techniques through the analysis, audition, rehearsal \nand public performance of a one-act play. \nPrerequisite: 326 \n\n329s. ACTING III: TEXT ANALYSIS AND ACTING \n\nSTYLES (3) \n\nStudy and practice in the presentation of scenes for \nwomen in various theatrical styles from diverse cultures \nand time periods. \n\nPrerequisite: 235 or permission of the instructor \nOffered 1 997-98 and alternate years \n\n344s. (English 344) DRAMATIC WRITING II (3) \n\nPrinciples ot the cratt ot the screenwriter with an \n\nemphasis on film structure and format through the \n\nreading of screenplays and the writing of a feature-length \n\nscenario. \n\nPrerequisite: 203 or permssion of the instructor \n\n350f. DESIGN FOR THE STAGE II (3) \n\nAdvanced principles of scenic design, stagecraft and \nlighting. Emphasis on theatrical drafting, mechanical \nperspective methods, construction techniques for two- \nand three-dimensional scenery and lighting equipment \nand design. Practical application of techniques through \nparticipation in production. \n2 LEG, 1 LAB \n\nPrerequisite: Theatre 250 or permission of the instructor \nNot open to students ivho have taken Theatre 200 or 301 \nwithout permission of the instructor \n\n41 Of ,S. SPECIAL STUDY (2-4) \n\nSupervised intensive study of selected topics in theatre \nhistory or dramatic literature or supervised advanced \nprojects in the areas of acting, design, directing or dance. \n\n415f,s. (English 415) ADVANCED CREATIVE \n\nWRITING (3) \n\nIndividual conferences with emphasis on sustained \ncreative writing projects in poetry, fiction or drama. \nPrerequisite: English 341,342, 344 or permission of the \ninstructor \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nExploration ot an area ot intellectual or artistic interest \nwhich results in the creation of a major work of the \ndance or theatre arts or a significant research project. \n\n\n\nDance \n\n\n\nThe student who minors in dance learns from the \nmasters of the profession and experiences dance as \na cultural endeavor in the liberal arts tradition. This \nprogram prepares the student to dance and perform in \na variety of settings and combines the discipline of \ndance with other areas or majors. \n\nAll dance minors must audition for the minor. \nThese students are adjudicated by a panel of qualified \ndance professionals and experts. Placement is deter- \nmined after auditions are completed and adjudicated. \n\n Requirements for the Minor \n\nA minimum of 22 liours is required for the minor. All \nstudents must reach and/or maintain an advanced \nlevel of competency in one major area (ballet, \nmodern or jazz) and an intermediate level of \ncompetency in at least two other dance areas \n(ballet, modern, jazz, tap or other stylistic forms). \nDance minors must be active participants in Studio \nDance Theatre their junior and senior years. They \nmust assume active leadership roles in Studio \nDance Theatre. \nA minimum of 3 hours must be taken from the core \ncurriculum below. Any level of dance technique may \nbe repeated once for credit with the permission of \nthe instructor. These courses are open to students \nby permission of the director. Each course has an \nadjudication prerequisite: 211, 212, 213, 222, 311, \n312,313,322,411,412,413,422. \nStudents are required to take all of the \nfollowing: \n\nPractical:314, 315, THE280 \nTheoretical: 317; THE 308, THE 310 \nStudents may elect courses from diverse areas. All \nelective courses must have the approval of the \ndirector of dance and the chair of the appropriate \nprogram. \nCredit received in satisfying piiysical education \ncourse requirements cannot apply to courses for \nthe dance minor Credit received in courses \nsatisfying tlie dance minor cannot apply to tfie \nphysical education requirements. \n\n\n\n1997-1999 Catalog \n\n\n\n111 \n\n\n\nTheatre and Dance \n\n\n\n111. INTRODUCTION TO BALLET \n\nIntroduction to ballet technique, terminology and \nhistory as well as the Cecchetti positions. \n\n\n\n(1) \n\n\n\n112. INTRODUCTION TO MODERN DANCE (1) \n\nIntroduction to modem dance technique, improvisation \nand elements of contemporary dance are emphasized. \n\n113. JAZZ (1) \n\nIntroduction to elements ot ja:: dance explored along \nwith ja:: technique, terminology and history. \n\n114. FOLK, SQUARE AND SOCIAL DANCE (1) \n\nInternational folk dances, American square dances and \nsocial dance from 1930 to the present taught. \nOffered J 998-99 and alternate years. \n\n\n\n122. TAP \n\nIntroduction to basic elements of tap. \nOffered 1 997-98 and alternate years \n\n\n\n(1) \n\n\n\n211.BEGINNING BALLET (1) \n\nBeginning ballet technique, terminology and history. \nThe Cecchetti body positions, port a bras, and technique \nare emphasized. \n\n212. BEGINNING MODERN (1) \n\nBeginning modem dance technique, improvisation and \nelements of contemporary' are emphasized. \n\n213. BEGINNING JAZZ (1) \n\nBeginning elements of jazz dance are explored along with \nyazz technique, terminology and history. \n\n222. BEGINNING TAP (1) \n\nBeginning elements of tap technique are taught. A \nbeginning dance or center floor routine is taught each \nsession. \n\n230. STUDIO DANCE THEATRE (1) \n\nPrerequisite: selection by audition and permission of the \ninstructor \n\n311. INTERMEDIATE BALLET (1 ) \n\nIntermediate ballet technique and terminology as well as \nCecchetti instruction. \n\n312. INTERMEDIATE MODERN (1) \n\nIntermediate modem dance technique, improvisation \nand intermediate levels of contemporary are emphasized. \n\n313. INTERMEDIATE JAZZ (1) \n\nIntermediate elements of jazz dance are explored and \nintermediate jazz technique is emphasized. \n\n\n\n314. DANCE PERFORMANCE (1) \n\nDance performance includes actual time in Studio Dance \nTheatre productions. \n\n315. CHOREOGRAPHY (1) \n\nIncludes actual choreographic work presented in Studio \nDance Theatre performances. \n\n317. DANCE COMPOSITION AND \n\nMOVEMENT (3) \n\nThis course will consist of exploration of all ranges ot \ndance composition using the elements ot levels, space, \ntime, rhythm, dynamics, textures and styles. \n\n322. INTERMEDIATE TAP AND CLOG (1) \n\nIntermediate tap and clog technique is taught. At least \none dance is required at the end ot the semester. \n\n41 1 . ADVANCED BALLET (1 ) \n\nAdvanced ballet technique and pointe work emphasized. \n\n412. ADVANCED MODERN (1) \n\nAdvanced modern dance technique emphasized. \n\n413. ADVANCED JAZZ (1) \n\nAdvanced jazz technique taught in a range of styles, \nincluding but not limited to Giordano, Fosse, Genero, \nLuigi and Alley. \n\n415. ADVANCED CHOREOGRAPHY (1) \n\nContinuation of 315. Deals with more advanced aspects \not the choreographic process. The culmination of the \ncourse will be a presentation of the choreography in \nperformance. \nPrerequisite: Dance 315 \n\n417. ADVANCED DANCE COMPOSITION AND \n\nMOVEMENT (3) \n\nExplores the elements of dance composition in greater \ndetail and at a more advanced level. The course explores \nall ranges of dance composition using the elements of \nlevels, space, time, rhythm, dynamics, textures and styles \non an advanced level. \nPrerequisite: Dance 317 \n\n422. ADVANCED TAP AND CLOG (1) \n\nAdvanced tap and clog technique is taught. Two or more \ndances are required at the end of the semester. \n\n\n\n112 \n\n\n\nAgnes Scott College \n\n\n\nWomen's Studies \n\n\n\nWomen's Studies \n\nDirector: Gail Cabisius \n\nThe Program in Women's Studies integrates \nliberal arts education at Agnes Scott by \noffering students opportunities to focus on \nwomen through introductory and specialized courses, \nresearch and internships. Working closely with the \nacademic departments and with several campus \norganizations, Women's Studies seeks to promote \nunderstanding and analysis of women's experience in \nmulticultural perspective through scholarship and \ncommunity activities. \n\nWomen's Studies courses, which may be interdisci- \nplinary or disciplinary, explore gender as well as race, \nethnicity, culture and class as categories of analysis and \nencourage students to develop their skills in critical \nthinking and oral and written expression. Courses in \nthe program emphasize women's past and present roles \nin culture, politics, economy, family, society, the arts \nand sciences or areas of study such as gender roles, \nfeminist theory, lesbian studies, contemporary legal \nand political questions, women and work, women's \neducation or women and global issues. \n\nStudents may choose to minor in Women's Studies \nor to complement their majors and minors with a \nselection of Women's Studies courses. A major in \nWomen's Studies may be arranged through the \nstudent-designed major option in consultation with \nthe director. \n\n Requirements for the IVIInor \n\nStudents may minor in Women's Studies by selecting \na program of at least 6 courses chosen in consulta- \ntion witti the Women's Studies director. \n\nRequired courses: 100, 340 \n\n450 may count as one course. \n\n100s. WOMEN, CULTURE AND SOCIETY (3) \n\nAn introduction to Women's Studies. Using feminist \nperspectives and scholarship, this interdisicplinary course \nexamines the experiences of women in the United \nStates, analyzes institutions and practices that affect \n\n\n\nwomen and develops connections to women in other \ncultures. \n\n130f,s. (Psychology 130) PSYCHOLOGY OF WOMEN (3) \n\nSee Psychology 1 30 tor description. \n\n211$. (Political Science 211) (Sociology 214) \n\nWOMEN IN LATIN AMERICA (3) \n\nSee Political Science 21 1 tor description. \n\n211LS. (Political Science 211L) (Sociology 214L) \n(Spanish 301 L) WOMEN IN LATIN AMERICA, \nSPANISH COMPONENT (1) \n\nSee I^olitical Science 211L tor description. \nOffered 1997-98 \n\n212s. (Sociology 211) MARRIAGE AND THE FAMILY (3) \n\nSee Sociiilogy 211 tor description. \n\n216s. (English 216) TOPICS ON WOMEN AND \n\nLITERATURE (3) \n\nSee English 216 for description. \n\n219f. (Music 219) WOMEN IN WORLD MUSIC (3) \n\nSee Music 219 for description. \n\n220f. (Music 220) WOMEN IN MUSIC: THE WESTERN \nMUSICAL TRADITIONS (3) \n\nSee Music 220 for description. \n\n220LS. (German 320L) (Music 220L) WOMEN IN \nMUSIC: THE WESTERN MUSICAL TRADITIONS, \nGERMAN COMPONENT (1) \n\nSee German 320L for description. \nNot offered 1997-98 \n\n221 Lf. (French 221 L) (Music 221 L). WOMEN IN \nMUSIC: THE WESTERN MUSICAL \nTRADITIONS, FRENCH COMPONENT (1) \n\nSee French 22 IL for description. \nOffered 1997-98 \n\n224f. (Religious Studies 224) WOMEN AND \n\nRELIGION (3) \n\nSee Religious Studies 224 tor description. \n\n230s. (Religious Studies 230) FEMINISM, CULTURAL \nCRITICISM AND WORLD RELIGIONS (3) \n\nSee Religious Studies 230 for description. \n\n231s. (Sociology 230) RACE, CLASS AND GENDER (3) \n\nSee Sociology 230 tor description. \n\n263s. TOPICS IN WOMEN'S STUDIES (3) \n\nAn interdisciplinary course tocusing on an aspect ot \n\n\n\n1997-1999 Catalog \n\n\n\n113 \n\n\n\nWomen's Studies \n\n\n\nwomen's history-, teminist theory-, women's creative \nworks, women in cross-cultural perspectives, depictions \nof women and theories about women. Some understand- \ning of basic issues in women's studies is recommended. \nCourse may be repeated for credit when subject matter \nvaries. A Topics in Women s Studies course may be credited \ntoward a major or a minor in another department with the \napproval of the chair 0} that department. \n\n270f. (Anthropology 270) WOMEN, HEALTH AND \nSOCIETY (3) \n\nSee Anthropology' 270 tor description. \n\n311s. (Art 311) THE RISE OF THE WOMAN \n\nARTIST (3) \n\nSee Art 311 for description. \n\n31 2f. (Theatre 312) FEMALE IDENTITY AND THE \n\nMAKING OF THEATRE (3) \n\nSee Theatre 312 tor description. \n\n313f. (Political Science 313) GENDER POLITICS (3) \n\nSee Political Science 313 tor description. \n\n322f. (History 322) WOMEN IN MODERN \n\nEUROPEAN HISTORY (3) \n\nSee History 322 tor description. \n\n330s. (History 330) THE HISTORY OF WOMEN IN \nAMERICA (3) \n\nSee History 330 tor description. \n\n331s. (Religious Studies 331) FEMINIST AND \n\nWOMANIST ETHICS AND SPIRITUALITY (3) \n\nSee Religious Studies 331 tor description. \n\n\n\n340f. CONTEMPORARY FEMINIST THEORY (3) \n\nA cross-disciplinary study ot feminist theorists represent- \ning a variety of approaches. \n\n\n\n341s. (Classics 341) (Sociology 341) WIVES, \nWARRIORS, SLAVES AND CITIZENS \n\nSee Classics 341 for description. \n\n\n\n(3) \n\n\n\n341 Ls. (Classics 341 L) (Sociology 341 L) \n\n(Greek 241L/341L) (Latin 241L/341L) WIVES, \nWARRIORS, SLAVES AND CITIZENS, GREEK \nAND LATIN COMPONENT (1) \n\nSee Classics 341L tor description. \n\n350s. (Sociology 350) BLACK FEMINIST THOUGHT: \nCHANGING IDEAS AND REALITIES (3) \n\nSee Sociology 350 for description. \n\n41 Of ,s. SPECIAL STUDY (2-4) \n\nSupervised intensive study of selected texts or a particu- \nlar field within women's studies. \n\n\n\n450f,s. INTERNSHIP \n\n\n\n(1-10) \n\n\n\n480f. COLLOQUIUM ON WOMEN IN CROSS- \nCULTURAL PERSPECTIVE (3) \n\nA non-hierarchical, collective learning experience open \nto students and faculty and focusing on some aspect of \nwomen in crosscultural perspective. Emphasis, content \nand methodology are determined by the group. \nPrerequisite: permission of the director of Women's \nStudies \n\n490f,s. INDEPENDENT STUDY (4-8) \n\nIndependent research arranged under the supervision of \na faculty member. \n\n\n\n114 \n\n\n\nAgnes Scott College \n\n\n\nOrganization of the College \n\n\n\nAgnes Scott College Faculty \n\n(Date after name indicates year of appointment) \n\n\n\nJuan AUende (1993) \n\nB.S. louia State University, M.A., Ph.D. University of \n\nNorth Carolina; \n\nM.Div. Emory University \nAssistant Professor of Political Science \n\nChristopher Ames (1986) \n\nB.A. University of Texas at Austin; Ph.D. Stanford \n\nUniversity \nAssociate Professor of English \n\nBona W. Ball (1967) \n\nB.A. University of Virginia; M.A.T. Duke University; \n\nPh.D. University of Kentucky \nEllen Douglas Leybum Professor of English \n\nDavid P. Behan( 1974) \n\nB.A. Yale University; Ph.D. Vanderbilt University \nProfessor of Philosophy \n\nAnne E.Beidler( 1992) \n\nB.A. Earlham College; B.F.A. University of \n\nConnecticut; M. F.A. University of Massachusetts \nAssistant Professor of Art \n\nRuth Bettandorff (1992) \n\nB.A. California State University; \n\nM.A., Ph.D. University of Mississippi \nAssociate Dean of the College and Director of Graduate \nStudies; Assistant Professor of Education \n\nSarahR. Blanshei(1990) \n\nB.A. Bates College; M. A., Ph.D. Bryn Mawr College \nDean of the College; Professor of History \n\nBarbara]. Blatchley( 1990) \n\nB.A. Indiana University; Ph.D. University of South \n\nCarolina \nAssociate Professor of Psychology \n\nSandra T.Bowden( 1968) \n\nB.S. Georgia Southern College; M.A., Ph.D. L/jiii'ersit;y \n\nof North Carolina at Chapel Hill \nCharles A. Dana Professor of Biology \n\n\n\nArthur L. Bowling Jr. (1977) \n\nB.S. College of William and Mary; M.S., Ph.D. \n\nUniversity of Illinois \nAssociate Professor of Physics \n\nGail M.Buccino( 1995) \n\nB.S. University of Bridgeport; M.A.L.S. Albertus \n\nMagnus College \nAssistant Dean of the College and Director of Academic \n\nAdvising \n\nMary Brown Bullock (1995) \n\nB.A. Agnes Scott College; M.A., Ph.D. Stanford \n\nUniversity \nPresident of the College; Professor of History \n\nRonald L.Bymside( 1975) \n\nB.A. Cincinnati Conservatory of Music; M.A. Yale \n\nUniversity; \n\nPh.D. University of Illinois \nCharles A. Dana Professor of Music \n\nGail Cabisius (1974) \n\nB.A. Smith College; M.P.A. Georgia State Unit'ersit^y; \n\nM.A., Ph.D. Bryn Mawr College \nAssociate Professor of Classical Languages and Literatures \n\nPenelope Campbell (1965) \n\nB.A. Ba^ilor University; M.A., Ph.D. Ohio State \n\nUniversity \nCharles A. Dana Professor of History \n\nPaige S.CardeK 1995) \n\nB.S., M.Ed. Radford University \nHead Coach of Soccer and Basketball; Instructor in \nPhysical Education \n\nAysellgaz Garden (1978) \nB.A. Agnes Scott College; \n\nM.A., Ph.D. Emory University \nProfessor of Psychology \n\n\n\n1997-1999 Catalog \n\n\n\n115 \n\n\n\nOrganization of the College \n\n\n\nJohnJ. Carey (1989) \n\nA.B., Ph.D. Duke University ; \n\nB.D..S. T.M.Yale University \nWallace M. Alston Professor of Bible and Religion \n\nAugustus B. Cochran, III (1973) \n\nB.A. Davidson College; M.A. Indiana University; Ph.D. \nUniversity of North Carolina at Chapel Hill; \n].D. Georgia State University \nProfessor of Political Science \n\nEileen L.Cooley( 1988) \n\nB.A. University of Colorado; M.S. University of \n\nOregon; M.A., Ph.D. Emory University \nAssociate Professor of Psychology \n\nChristine S. Cozzens (1987) \n\nB.A., M.A. Stanford University; Ph.D. University of \n\nCalifornia, Berkeley \nAssociate Professor of English \n\nRosemary' T. Cunningham (1985) \n\nB.A., M.A., Ph.D. Fordham University \nProfessor of Economics \n\nMarylin Barfield Darling (1971) \n\nB.S., M.M. FloridaState University; Ph.D. Georgia \n\nState University \nProfessor of Dance \n\nChristopher G. De Free (1996) \n\nB.S. Duke University; M.S., Ph.D. University of \n\nNorth Carolina at Chapel Hill \nAssistant Professor of Physics and Research Associate \n\nJuhaK.De Free (1996) \n\nB.A. Duke University; M.A., Ph.D. University \n\nof North Carolina at Chapel Hill \nAssistant Professor of French \n\nRosemary Eberiel (1985) \n\nB.A. University of Wisconsin; Faculte des Lettres, \nUniversity of Aix-Marseille; \nPh.D. Harvard University \nAssistant Professor of French \n\nJ. FhU Gibson (1995) \n\nB.A. Oklahovna State University; M.A. University of \n\nGeorgia; Ph.D. University of Colorado \nAssistant Professor of Biology \n\nMichele K.Gillespie (1990) \n\nB.A. Rice University; M.A., Ph.D. Princeton University \n\nAssociate Professor of History \n116 \n\n\n\nStevenR. Guthrie (1985) \n\nB.A. Antioch College; Ph.D. Brown University \nAssociate Professor of English \n\nLilia Cuesta Harvey (1994) \n\nB.S. Florida International University; Ph.D. Georgia \n\nInstitute of Technology \nAssistant Professor of Chemistry \n\nLinda C.Hodges (1992) \n\nB.S. Centre College of Kentucky; \nPh.D. University of Kentucky \nWilliam Rand Kenan Professor of Chemistry \n\nBrendaA. Hoke(1993) \n\nB.A. North Carolina Central University; M.A. Atlanta \nUniversity; M.A. State University of New York, \nStonybrook; Ph.D. State University of New York, \nStonybrook \n\nAssistant Professor of Sociology \n\nLinda L.Hubert (1968) \n\nB.A. Agnes Scott College; \n\nM.A., Ph.D. Emory University \nProfessor of English \n\nCue Pardue Hudson (1974) \n\nB.A. Agnes Scott College; M.A.T. Emory University \nDean of Students; Instructor in Education \n\nMary Kathryn Owen Jarboe (1974) \nB.A. Ag7res Scott College \nRegistrar \n\nCalvert Johnson (1986) \n\nB.A. Kalamazoo College; M.M., D.M. Northu'estem \n\nUniversity \nProfessor of Music; College Organist \n\nViolet M.Johnson (1992) \n\nB.A. University of Sierra Leone; M.A. University of \n\nNew Brunswick; Ph.D. Boston College \nAssistant Professor of History \n\nKatharine D. Kennedy (1981) \nB.A. Duke University; M.A. \nAssociate Professor of History \n\nRobertA. Leslie (1970) \n\nB.S. Davidson College; M.A., Ph.D. University of \n\nGeorgia \nAssociate Professor of Mathematics \n\n\n\nAgnes Scott College \n\n\n\nPh.D. Stanford University \n\n\n\nOrganization of the College \n\n\n\nMyrtle H.Lewin (1983) \n\nB.Sc. Witwatersrand University, Johannesburg, South \n\nAfrica; M.A., \n\nPh.D. University of Wisconsin \nProfessor of Mathematics \n\nSally A. MacEwen( 1982) \n\nB.A. Mount Holy oke College; M.A., Ph.D. University \n\nof Pennsylvania \nAssociate Professor of Classical Languages and Literatures \n\nThomas L.Maier( 1990) \n\nB.A. Franklin and Marshall College; Ph.D. University of \n\nSouth Carolina \nDirector of Information Technology Services; Associate \n\nProfessor of Chemistry \n\nRichard W.Martin (1996) \n\nB.A., M.S., Ph.D. University of Illinois at Urbana- \n\nChampaign \nAssistant Professor of Economics \n\nTheodore K. Mathews (1967) \n\nB.A. Brown University; M.A.T. Harvard University; \n\nPh.D. University of Michigan \nProfessor of Music \n\nTerry S.McGehee( 1976) \n\nB.A. Queens College; M.F.A. Washington University \nProfessor of Art \n\nMollie Merrick (1959) \n\nB.A. Agnes Scott College; M.A. Teachers' College of \n\nColumbia University \nAssociate Dean of Students \n\nVirginia Moreland (1993) \n\nB.A. University of Rhode Island; M.A. Boston College; \n\nM.L.J.S. University of California-Berkeley \nCollege Librarian \n\nGiselaNorat(1993) \n\nB.S. St. Peter's College; B.A. Montclair State College; \n\nM.A. New York University; Ph.D. Washington \n\nUniversity \nAssistant Professor of Spanish \n\nRafael Ocasio( 1989) \n\nB.A. University of Puerto Rico, Rio Piedras; M.A. \n\nEastern New Mexico University; \n\nPh.D. University of Kentucky \nAssociate Professor of Spanish \n\n\n\nRichard D. Parry (1967) \n\nB.A. Georgetown University; M.A. Yale University; \nPh.D. University of North Carolina at Chapel Hill \nFuller E. Callaway Professor of Philosophy \n\nJohnF.Pilger(1979) \n\nB.S., Ph.D. University of Southern California \nProfessor of Biology \n\nPatricaG. Pinka(1969) \n\nB.A. University of Pittsburgh; M.A. San Francisco State \n\nCollege; Ph.D. University of Pittsburgh \nProfessor of English \n\nTina Pippm( 1989) \n\nB.A. Mars Hill College; M.Div. Candler School of \n\nTheology; Th.M., Ph.D. Southern Baptist Theological \n\nSeminary \nAssociate Professor of Religious Studies \n\nMartha Woodson Rees (1990) \n\nB.A.,M. A., Ph.D. University of Colorado \nAssociate Professor of Anthropology \n\nLawrence H. Riddle (1989) \n\nB.S. Camegie-MeHon University; Mathematical Tripos, \n\nPart III, Cambridge University; M.S., Ph.D. \n\nUniversity of Illinois \nAssociate Professor of Mathematics \n\nDonna L.Sadler (1986) \n\nB.A. Boston University; M.A., Ph.D. Indiana \n\nUniversity \nAssociate Professor of Art \n\nAlberto C.Sadun (1984) \n\nB.S., Ph.D. Massachusetts Institute of Technology \nAssociate Professor of Astronomy \n\nDudley W Sanders (1979) \n\nA.B. Ken^ion College; M.F.A. Northwestern University \nAssociate Professor of Theatre \n\nCatherine V.Scott (1984) \n\nB.A. University of Florida; M.A., Ph.D. Emory \n\nUniversity \nAssociate Professor of Political Science \n\nEdmund J. Sheehey (1987) \n\nB.A., M.A. Fordham University; Ph.L., M.Div. \n\nWoodstock College; Ph.D. Michigan State University \nHal and Julia T. Smith Chair of Free Enterprise \n\n\n\n1997-1999 Catalog \n\n\n\n117 \n\n\n\nOrganization of the College \n\n\n\nTracy St. John (1996) \n\nB.A. Mercer University; M.S. University of Tennessee, \n\nKnoxville \nCoach/Physical Education Instructor \n\nKarenJ. Thompson (1992) \n\nB.A. Occidental College; Ph.D. University of Oregon \nAssistant Professor of Biology \n\nPeggy Thompson (1985) \n\nB.A., M.A. Arizona State University; M.A. Emory \n\nUniversity; M.A., Ph.D. Indiana University \nAssociate Professor of English \n\nWillie Tolliver, Jr. (1996) \n\nB.A. Williams College; M.A. University of Chicago; \n\nPh.D. University of Chicago \nAssistant Professor of English \n\nT. Leon Venable( 1983) \n\nB.S. Davidson College; Ph.D. University of Virginia \nAssociate Professor of Chemistry \n\nDouglas E.Webb, Jr. (1996) \n\nB.A. , M.A. Virginia Polytechnic Institute and State \n\nUniversity; M.A., Ph.D. Georgia State University \nVisiting Assistant Professor of Psychology \n\nJulie A. Weisberg( 1991) \n\nB.S. Tufts University; M.Ed. Emory University; Ph.D. \n\nUniversity of North Carolina at Chapel Hill \nAssistant Professor of Education \n\nJane B. West (1994) \n\nB.S. Mississifif)! College; M.A. Louisiana State \n\nUniversity; Ed.D. University of Georgia \nAssistant Professor of Education \n\nIngridE.Wieshofer(1970) \n\nTeacher's Diploma, Ph.D. University ofViemia \nProfessor of German \n\nIsaD. Williams (1995) \n\nB.A. Spelman College; M.A. Georgia State L/niversit^y; \n\nPh.D. Emory University \nDirector, Women, Leadership and Social Change; \n\nAssistant Professor of Women's Studies \n\nHarry E.Wistrand( 1974) \n\nB.A. Austin Collge; M.A. North Texas State University; \n\nPh.D. Arizona State University \nProfessor of Biology \n\n\n\n01gaYiparaki(1994) \n\nB.A. The College ofWooster; Ph.D. University of \n\nMichigan, Ann Arbor \nAssistant Professor of Mathematics \n\n\n\nEmeritae/i Staff \n\n\n\nMary Alverta Bond, B.A. (19604994) \nAdministrative Assistant to the President \n\n\n\nEmeritae/i Faculty \n\n(Dates in parentheses indicate the beginning and ending of service \nat Agnes Scott College.) \n\nMary Virginia Allen, Ph.D. (1948-1951; 1954-1979) \nProfessor of French \n\nMargaret Perry Ammons, Ph.D. (1969-1989) \nProfessor of Education \n\nGunther Bicknese, Dr. Phil. (1976-1991) \nProfessor of German \n\nChristahel P Braunrot, Ph.D. (1976-1995) \nAssociate Professor of French \n\nJackT Brooking, Ph.D. (1974-1985) \nProfessor of Theatre \n\nMichael J. Brown (1960-62; 1965-1997) \nProfessor of History \n\nFrances Clark Calder, Ph.D. (1953-1969; 1974-1986) \nProfessor of French \n\nWilliam A. Calder, Ph.D. (1947-1971) \nProfessor of Physics and Astronomy \n\nKwai Sing Chang, Ph.D. (1956-1986) \nProfessor of Bible and Religion \n\nHuguette D. Chatagnier, Ph.D. (1969-1993) \nAssociate Professor of French \n\nAlice J. Cunningham, Ph.D. (1966-67; 1968-1992) \nProfessor of Chemistry \n\nMiriam Koontz Dnicker, Ph.D. (1955-1990) \nProfessor of Psychology \n\n\n\n118 \n\n\n\nAgnes Scott College \n\n\n\nOrganization of the College \n\n\n\nMary Walker Fox, B.A. (1937-1944; 1952-1979) \nInstructor in Chemistry \n\nJulie T. Gary, Ph.D. (1957-1984) \n\nDean of the College, Professor of Chemistry \n\nJohn Lewis GigniUiat, Ph.D. (1969-1989) \n\nAssociate Professor of History \n\nNancy Pence Groseclose, Ph.D. (1947-1979) \nProfessor of Biology \n\nMary Eloise Herbert, M.A. (1954-1991) \nAssociate Professor of Spanish \n\nJudith B. Jensen, M.L.S. (1977-1993) \nLibrarian \n\nEdward C. Johnson, Ph.D. (1965-1995) \nAssociate Professor of Economics \n\nKathryn A. Manuel, PH.D. (1958-1992) \nProfessor of Physical Education \n\nRaymond Jones Martin, S.M.D. (1950-1986) \nProfessor of Music; College Organist \n\nMichael McDowell, M.A. (1950-1975) \nProfessor of Music \n\nKate McKemie, Ed.D. (1956-1988) \nProfessor of Physical Education \n\nJackL.Nelson, Ph.D. (1962-1995) \nProfessor of English \n\n\n\nLillian Newman, M.Ln. (1948-91) \nAssociate Librarian \n\nMarie Sophie Huper Pepe, Ph.D. (1951-1986) \nProfessor of Art \n\nMargaret W. Pepperdene, Ph.D. (1956-1985) \nProfessor of English \n\nRegine P Reynolds-Cornell (1986-1997) \nProfessor of French \n\nSara L. Ripy, Ph.D. (1958-1989) \nProfessor of Mathematics \n\nRuth Schmidt, Ph.D. (1982-1994) \nPresident of the College \n\nMary Boney Shears, Ph.D., L.H.D., LL.D. (1949-1983) \nProfessor of Bible and Religion \n\nChloe Steel, Ph.D. (1955-1976) \nProfessor of French \n\nJohn A. Tumblin Jr., Ph.D. (1961-1990) \nProfessor of Sociology and Anthropology \n\nRonald B. Wilde, M.A.T. (1965-1978) \nAssistant Professor of Mathematics \n\nMymaGoode Young, Ph.D. (1957-1979) \nProfessor of Classical Languages and Literatures \n\n\n\nAdministration and Staff \n\n\n\nMary Brown Bullock, B.A., M.A., Ph.D. \nPresident \nLea Ann Hudson, B.A. \n\nDirector of Institutional Research and Planning \n\nSecretary of the Board \nJeanne A. Maxfield, B.A. \n\nExecutive Assistant to the President \n\nSarah R. Blanshei, B.A., M.A., Ph.D. \nDean of the College \nRuths. Bettandorff, B.A., M.A., Ph.D. \n\nAssociate Dean of the College \n\nDirector of Graduate Studies \n\n\n\nGail M. Buccino, B.S., M.A.L.S. \n\nAssistant Dean of the College \n\nDirector of Academic Advising \nJames A. Boynton, B.A. \n\nAssistant to the Dean of the College \n\nCoordinator of Cultural Programs \nDiane C. Bradford, B.A., M.B.A. \n\nManager of Faculty Services \nMary K. Owen Jarboe, B.A. \n\nRegistrar \nThomas L. Maier, B.A., Ph.D. \n\nDirector of Information Technology Services \n\n\n\n1997-1999 Catalog \n\n\n\n119 \n\n\n\nOrganization of the College \n\n\n\nVirginia F. Moreland, B.A., M.A., M.L.I.S. \n\nCollege Librarian \nIsa D. Williams, B.A., M.A., Ph.D. \n\nDirector, Women, Leadership and Social Change \nTo be appointed \n\nDirector of International Education \n\nGue Pardue Hudson, B.A., M.A.T. \nDean of Students \nMoUie Merrick, B.A., M.A. \n\nAssociate Dean of Students \nKaren B. Green, B.A. \n\nAssistant Dean of Students \nStephanie S. Balmer, B.S., M.B.A. \n\nDirector of Admission \nTo be appointed \n\nDirector of Financial Aid \nPaige M. McRight, B.A., M.Div. \n\nChaplain \nTo be appointed \n\nDirector of Athletics \n\nInstructor in Physical Education \nAmy K. Schmidt, B.A., M.S. \n\nDirector of Career Planning and Counseling \n\n\n\nWilliam E. Galley, B.S., M.B.A. \nVice President for Finance \nKaren L. Roy, B.A., M.B.A. \n\nAssociate Vice President for Finance \nRus Drew, B.S. \n\nDirector of Public Safety \nElsa Pena, B.Arch., M.U.R \n\nDirector of the Physical Plant \nTo be appointed \n\nDirector of Human Resources \n\nTo be appointed \n\nVice President for Institutional Advancement \nAdelia R Huffines, B.A. \n\nAssistant Vice President for Development \nMary G. Ackerly, B.A. \n\nDirector of Public Relations \nLucia Howard Sizemore, B.A. \n\nDirector of Alumnae Affairs \n\n\n\nBoard of Trustees \n\n\n\nOfficers of the Board \n\nJoseph R. Gladden, Jr. \n\nChairperson \nAnne Register Jones '46 \n\nVice Chairperson \nLea Ann Grimes Hudson '76 \n\nSecretary \n\nEx officio \n\nMary Brown Bullock '66 \nPresident of the College \n\n\n\nMembers of the Board \n\nAnn Stein Alperin '58 \n\n\n\nExecutive Director \n\nYoung Audiences \nof Atlanta \n\nAtlanta, Georgia \nGeorge S. Branch \n\nAttorney \n\nKing \u0026 Spalding \n\nAtlanta, Georgia \nClark E. Candler \n\nAttorney \n\nMcCurdy \u0026 Candler \n\nDecatur, Georgia \nJ. Wallace Daniel \n\nVice President and Director \n\nGeorgia Duck \u0026 Cordage Mill \n\nScottdale, Geor^a \nJoyce K. Essien \n\nDirector \n\n\n\nOffice of Public Health Practice \n\nSchool of Public Health \n\nEmory University \n\nAtlanta, Georgia \nLowrie Alexander Eraser '56 \n\nDecatur, Georgia \nD. Gayle Gellerstedt '71 \n\nCoordinator \n\nKiiiderheim Program \n\nCollege Heights Elementary \nSchool \n\nDecatur, Georgia \nJoseph R. Gladden, Jr. \n\nSenior Vice President and \nGeneral Counsel \n\nThe Coca-Cola Company \n\nAtlanta, Georgia \nErancis Bailey Graves '63 \n\n\n\n120 \n\n\n\nAgnes Scott College \n\n\n\nOrganization of the College \n\n\n\nAtlanta, Georgia \nJames P. Hendrix, jr. \n\nHeadmaster \n\nThe Lovett School \n\nAtlanta, Georgia \nNancy Thomas Hill '56 \n\nRichmond, Virginia \nPierre Howard \n\nLieutenant Governor \n\nState of Georgia \n\nAtlanta, Georgia \nAnne Register Jones '46 \n\nAtlanta, Georgia \nRebecca Bruce Jones '63 \n\nInstructor in Chemistry \n\nUniversity of North Carolina \nat Wilmington \n\nWilmington , North Carolina \nWalter M. Jones \n\nPastor \n\nAlpharetta Presbyterian Church \n\nAlpharetta, Georgia \nMartha Wilson Kessler '69 \n\nWindermere, Florida \nHarriet M. King '64 \n\nVice Provost for Academic \nAffairs \n\nAssociate Professor of Law \n\nEmory University \n\nAtlanta, Georgia \nKay Lawther Krill '77 \n\nSenior Vice President, \n\nMerchandising \n\nAnn Taylor, Inc. \n\nNew York, New York \nChristopher M. Little \n\nPresident \n\nMeredith Corp . Publishing \nGroup \n\nDes Moines , Iowa \nClair McLeod MuUer '67 \n\nCouncil Member \n\nAtlanta City Council \n\nAtlanta, Georgia \nJack R. Perry \n\n\n\nDirector Emeritus \n\nDean Rusk Program in \nInternational Studies \n\nDavidson College \n\nDavidson, North Carolina \nJames D. Philips, Jr. \n\nPartner \n\nHatfield Philips, Inc. \n\nAtlanta, Georgia \nLouise Hill Reaves '54 \n\nOffice Manager \n\nSanders \u0026 Sizemore \n\nStone Mountain, Georgia \nSally A. Skardon '70 \n\nSenior Vice President \n\nNationsBank, N .A. \n\nColumbia, South Carolina \nJesse J. Spikes \n\nAttorne;y \n\nLong, Aldridge \u0026 Norman \n\nAtlanta, Georgia \nWG. Tittle, Jr. \n\nChief Executive Officer \n\nT. M. Polyfim, Inc. \n\nValdosta, Georgia \nJean Hoefer Toal '65 \n\nSenior Associate Justice \n\nSupreme Court of South \nCarolina \n\nColumbia, South Carolina \nSara Ector Vagliano '63 \n\nNorfolk, Connecticut \nDan C. West \n\nVice President for College \nRelations \n\nUnion College \n\nSchenectady, New York \nE. Jenner Wood, III \n\nExecutive Vice President \n\nSunTrust Banks, Inc. \n\nAtlanta, Georgia \n\n\n\nTrustees Emeriti \nAnd Emeritae \n\nDorothy H. Addison '43 \n\nAtlanta, Georgia \nLouise I. Bernard '46 \n\nAtlanta, Georgia \nMary Alverta Bond '53 \n\nSecretary Emerita \n\nDecatur, Georgia \nElizabeth H. Cameron '43 \n\nWilmington, North Caroliria \nEvelyn B. Christman '40 \n\nNew Orleans, Louisiana \nNeil O. Davis \n\nAuburn, Alabama \nHarry A. Fifield \n\nRoswell, Georgia \nL.L. Gellerstedt, Jr. \n\nAtlanta, Georgia \nBen S. Gilmer \n\nAtlanta, Georgia \nJ. A. Minter, Jr. \n\nTyler, Alabaina \nBetty S. Noble '44 \n\nDecatur, Georgia \nJ. Davison Philips \n\nDecatur, Georgia \nMary W. Read '29 \n\nDanville, Kentucky \nHansford Sams, Jr. \n\nDecatur, Georgia \nHal L. Smith \n\nAtlanta, Georgia \nSamuel R. Spencer, Jr. \n\nDavidson , North Carolina \n\n\n\n1997-1999 Catalog \n\n\n\n121 \n\n\n\nIndex \n\n\n\nA \n\nAbsences 29 \n\nAcademic \n\nAdvising 24 \n\nDegree Requirements 24 \n\nDismissal 34 \n\nHonors 31 \n\nProbation 33 \n\nScholarstiips 11, 15 \n\nWarning 33 \n\nAcceleration 41 \n\nAccreditation 3 \n\nActivities Transcript 19 \n\nAdding Courses 28 \n\nAdministration and Staff 115 \n\nAdmission \n\nAdmission after junior year 13 \n\nAdmission policy 11 \n\nApplication 11 \n\nAdvanced placement credit 12 \n\nDeadlines 13 \n\nDisabilities 14 \n\nEarly admission 13 \n\nEntrance examinations 11 \n\nEntrance requirements 11 \n\nHealth record 12 \n\nHome school students 13 \n\nInternational students 13 \n\nInterviews 12 \n\nJoint enrollment 13 \n\nOvernight visits 12 \n\nPart-time students 13 \n\nReturn to College Program 22 \n\nTransfer students 13 \n\nTransient students 14 \n\nAdvanced Placement 12 \n\nAdvising 24 \n\nAfricana studies 51 \n\nAgnes Scott College, history 4 \n\nAgnes Scott College, mission and purpose 5 \n\nAmerican College Test (ACT) 11 \n\nAnthropology courses 102 \n\nArt courses 52 \n\nAthletic program 21 \n\nAstronomy courses 98 \n\nAuditing courses 28 \n\nAtlanta 7 \n\nAtlanta Semester 41, 54 \n\nB \n\nBiochemistry major 55 \n\nBiology courses 56 \n\nBoard of Trustees 120 \n\nBusiness Preparatory Program 59 \n\nc \n\nCalendar Inside Front Cover \n\n122 \n\n\n\nCampus life 7, 19 \n\nCampus, history 4 \n\nCampus map 125 \n\nCareer Planning and Counseling 9 \n\nChaplain 20 \n\nChemistry courses 59 \n\nClass attendance 29 \n\nClassical Languages and Literatures courses 62 \n\nClassification 33 \n\nCollaborative Learning Centers 9 \n\nCollege Entrance Examination Board (CEEB) 11 \n\nCompletion of semester courses 29 \n\nComputer facilities 8 \n\nConfidentiality of student records 30 \n\nCounseling services \n\nCareer Planning and Counseling 20 \n\nCollege chaplain 20 \n\nFinancial aid 15 \n\nHealth services 19 \n\nCourse loads 27 \n\nCourse numbering 27 \n\nCourses of Study 51 \n\nCross registration. The University Center 41 \n\nD \n\nDance courses 111 \n\nDean's Honor List 32 \n\nDegree requirements 24 \n\nDepth Standards 26 \n\nDirections to campus 124 \n\nDisciplinary probation, suspension and dismissal 34 \n\nDismissal 34 \n\nDistributional Standards 24 \n\nDropping courses 28 \n\nDual degree program with \n\nGeorgia Institute of Technology 44 \n\nWashington University 44 \n\nE \n\nEconomics and Business 65 \n\nEconomics courses 65 \n\nEducation courses 67 \n\nEmergency Withdrawal 34 \n\nEnglish courses 71 \n\nEnglish Literature-Creative Writing 72 \n\nEntrance requirements 11 \n\nExchange programs 40, 45 \n\nExtracurricular activities 8 \n\nF \n\nFaculty 115 \n\nFees 48 \n\nFinal examinations 29 \n\nFinancial Aid 7, 11, 15 \n\nReturn to College Program 18 \n\nScholarships 7, 11, 15 \n\nFrench courses 83 \n\nAgnes Scott College \n\n\n\nIndex \n\n\n\nFrench exchange program 40 \n\nG \n\nGerman courses 85 \n\nGerman exchange program 40 \n\nGlobal Awareness 39, 75 \n\nGlobal Connections 39 \n\nGood standing 34 \n\nGrades 27 \n\nDisputed final grades 29 \n\nGraduation honors 31 \n\nGraduate Study 46 \n\nGrants, see Financial Aid \n\nGreek courses 62 \n\nH \n\nHealth insurance 50 \n\nHealth record 12, 22 \n\nHealth services 19 \n\nHistory courses 75 \n\nHonor List 32 \n\nHonor System 9 \n\nI \n\nIncompletes 29 \n\nIndependent Study (490) 42 \n\nInterdisciplinary courses 79 \n\nInternational Relations 79 \n\nInternational students 13, 18 \n\nInternational study 39 \n\nInternships, credit and non-credit 42 \n\nInterviews 12 \n\nJ \n\nJapanese courses 87 \n\nJapanese exchange program 39 \n\nJoint enrollment 13 \n\nJunior Year Abroad 40 \n\nJudicial Review Committee 36 \n\nL \n\nLanguage Across the Curriculum 43 \n\nLatin American Studies 80 \n\nLatin courses 63 \n\nLaw, preparation for the study of 47 \n\nLeave of absence 37 \n\nLibrary 8 \n\nLoans, see Financial Aid \n\nM \n\nMajors (Depth Standards) 26 \n\nMap 125 \n\nMaster of Arts in Teaching Secondary English 46 \n\nMathematics courses 80 \n\nMathematics-Economics 82 \n\nMathematics-Physics 83 \n\nMedical report 12, 22 \n\nMedicine, preparation for the study of 47 \n\nMills College exchange program 45 \n\nMinors 26 \n\nMission and Purpose of the College 5 \n\n1997-1999 Catalog \n\n\n\nModern Foreign Languages and Literatures 83 \n\nMulticultural Affairs 21 \n\nMusic courses 90 \n\n\n\nOrganization of the College 115 \n\nOrientation 19 \n\nP \n\nPass/Fail option 27 \n\nPhilosophy courses 93 \n\nPhysical Education courses 95 \n\nPhysics courses 97 \n\nPolitical Science courses 99 \n\nPost-Baccalaureate Premedical Program 46 \n\nPost-Baccalaureate Teacher Certification Program 46 \n\nPre-law study 47 \n\nPre-medicine study 47 \n\nProbation 33 \n\nPsychology courses 105 \n\nPublic Leadership Education Network \n(PLEN) 45 \n\nR \n\nReadmission 38 \n\nRe-examinations 29 \n\nRefund policy 49 \n\nReligious studies courses 107 \n\nRenaissance Scholars Program 45 \n\nRepeating courses 28 \n\nRequirements for the degree 24 \n\nDepth Standards 26 \n\nDistributional Standards 24 \n\nResidence requirement 27 \n\nRestrictions 25 \n\nSpecific standards 24 \n\nResearch Scholars Program 43 \n\nResidence halls 8 \n\nResidence life 19 \n\nReturn to College Program 18, 22 \n\nRoom and Board 48 \n\nROTC 45 \n\ns \n\nScholarships 7, 11, 15 \n\nScholastic Assessment Test (SAT I) 1 1 \n\nScott Free Year Five 42 \n\nSHARPIWomen 43 \n\nSociology courses 102 \n\nSpanish courses 87 \n\nSpeaking Center 9 \n\nSpecial programs 41 \n\nSpecial Study (410) 43 \n\nSpecific Standards 24 \n\nSpiritual life 20 \n\nStaff 119 \n\nStudent activities 19 \n\nStudent-designed majors 43 \n\nStudent government 19 \n\nStudy abroad 39 \n\nSummer school 37 \n\n123 \n\n\n\nIndex \n\n\n\nSuspension 34 \n\n\n\nTeaching careers 44, 46, 67 \n\nTelephone system 50 \n\nTests 29 \n\nTheatre courses 109 \n\nTransfer credit 36 \n\nTrustees 120 \n\nTuition and fees 48 \n\n\n\nu \n\nUniversity Center in Georgia \n\n\n\nV \n\nVisits 12 \n\nw \n\nWashington Semester 45 \n\nWithdrawing from the College 37 \n\nWithdrawing from courses 28 \n\nWomen, Leadership and Social Change 41, 54 \n\nWomen's Studies courses 113 \n\nWriting Center 9 \n\n\n\nY \n\n41 Year Five \n\n\n\n42 \n\n\n\nDirections to Agnes Scott College \n\nAll routes described are the most convenient and easiest to follow. \n\n\n\nFrom the Airport \n\nExit aiqjort via Riverdale Road. Follow signs to 1-285. \nTake 1-285 east; exit Covington Highway (exit 33); \nhead west (left) toward Decatur. Covington becomes \nEast College Avenue once you pass through the \ncommunity of Avondale Estates. Agnes Scott is on the \nleft, roughly one mile from Avondale Estates. \n\n\n\nFrom 1-85 \n\nTake 1-85 to Clairmont Road (exit 32), which is in the \nnortheast quadrant of the metropolitan area, inside \nthe 1-285 perimeter. Exit onto Clairmont (signs point \nto Decatur, as a guide, note the next major intersec- \ntion is Briarcliff Road) Proceed on Clairmont (5.8 \nmiles) which dead ends at the historic Old Courthouse \nin Decatur Square. Turn right onto W. Ponce de Leon \nAve.; turn left at Commerce; turn left at Trinity; turn \nright at McDonough. Cross train tracks and turn left \nonto East College Avenue. Agnes Scott is on the \nright. \n\nFrom 1-285 \n\nTake 1-285 east to Covington Highway (exit 33); head \nwest toward Decatur. Covington Highway becomes \nEast College Avenue once you pass through the \ncommunity of Avondale Estates. Agnes Scott is on the \nleft, roughly one mile from Avondale Estates. \n\n124 \n\n\n\nFrom 1-20 \n\nTake 1-20 to Candler Road (exit 33), which is in the \nsoutheast quadrant of the metropolitan area, inside the \n1-285 perimeter. Take Candler Road north 4.2 miles to \nEast College Avenue. Turn left on East College. Agnes \nScott is on the left. \n\nFrom Downtown/i\\/lidtown \n\nTake Ponce de Leon Avenue east. After exiting the \nAtlanta city limits, look for St. Elias Antiochian \nOrthodox Church and the Episcopal Church of the \nEpiphany (both are on the right). About a quarter \nmile past these two churches and after you pass \nbeneath an arched railroad trestle, the road will fork \nand you will veer to the right onto West Ponce de \nLeon Avenue. Follow to Trinity Place; take a right \nonto Trinity. Follow Trinity past Decatur Police \nStation and DeKalb County Courthouse Annex, then \nturn right onto McDonough. Cross train tracks and \nturn left onto East College Avenue. Agnes Scott is on \nyour right. \n\n\n\nAgnes Scott College \nDecatur, Georgia 30030 \nToll free: 1-800-868-8602 \n(404) 638-6000 \n\nAgnes Scott College \n\n\n\n\nMap Legend \n\nAccounting Offices 15 \n\nAdmission 2 \n\nAlston Campus Center ..12, 13 \n\nCampus Store 13 \n\nCareer Planning 3 \n\nChapel, Chaplain 13 \n\nDean of the College 15 \n\nDean of Students 3 \n\nDevelopment 22 \n\nFinancial Aid 3 \n\nGaines Auditorium 16 \n\nHealth Center 3 \n\nHuman Resources 15 \n\nInformation Technology \n\nServices \n\nMain Entrance 1 \n\nMaclean Auditorium 16 \n\nPublications 15 \n\nPublic Relations 15 \n\nPublic Safety (police) 2 \n\nRegistrar 15 \n\n\n\nSnack Bar 13 \n\nStudent Offices 12 \n\n\n\nATLANTA \n\n\n\nDECATUR \n\n\n\nb I  1 Hb ALih Uh 1 Hh CAi HhUKALb  b 1 ULIK.) AKl  AKl b 1 KUU i UKL  i )R \\WlNO AND ( \n:A * BIOCHEMISTRY  BIOLOGY * ENVIRON K-IENTAL BIOLOGY  ORC^.AN^HMAL AND EV \n\"EBRATE BIOLOGY  INVERTEBRATE ZOOLOGY* ANIM.AL BEHA\\'K -TIGS* MICP \n\n\\\"* CONCEPTS OF MATTER AJnD REACTIONS * CHExMICAL REACT -KCtANIC Cf I \n\n^SICAL LANGUAGES AND LITER^ATURES * PLATO  HOMER  COK \\MILY AND ; \n\nPOSITION * HISTORY OF GREEK CIVILIZATION  GREEK AND ROKIA \\i\\ TI lOLOG' \n\n:)RIES OF MANAGEMENT AND ORGANIZATION  LABOR ECONOMIC^  Mi )NEY AND BA: \nIC FORECASTING  INTERNATIONAL TRADE * INTERNATIONA i \"i \\ ~ ]xl( T  ECONOM \n' TEACHING OF COMMUNICATION ARTS  TEACFIING OF REAt^^ Ai 1 1INC; OF SOC \n\n-iODS OF TEACHING  CURRICULLLM DEVELOPMENT THEORY A_ . . '- :E  CHILDR \n\n1  AMERICAN EDUCATION * STUDENT TEACHING  ENGLISH  LIT . AND COMP \n\ni  ADV.ANCED COMPOSITION  BRITISH WRITERS  AMERICAL-^ \u003eMEN AN \n\n)IEVAL AND RENAISSANCE DRAMA  ENGLISH POETRY MK:T01 .)NANDE \n\n\"MODERN FICTION * NARRATIVE WRITING  POETRY WRITING * WK.i i 1.NG tiCTION  ] \nORY OF MODERN EUROPE  THE UNITED STATES TO 1877* THE UNITED STATES IN MODEP \ni  ROMAN CIVILIZATION  AFRICAN SOCIETIES  AFRICAN AMERICAN HISTORY  ME \n)MEN IN MODERN EUROPEAN HISTORY * THE AMERICAN REVOLUTION AND THE EAF \nORATION IN THE U.S.  BLACK PROTEST THOUGHT  U.S.-LATIN 'AMERICAN RELATIONE \nER THE TUDORS  INTERDISCIPLINARY COURSES  PERSPECTIVES ON DIVERSITY AND \nHEiVIATICS  FINITE MATHEMATICS * MATHEMATICAL THOUGHT * STATISTICS  CALCL \nMERICAL ANALYSIS  GEOMETRY * TOPOLOGY  ABSTRACT ALGEBRA  MATHEMATICA \nLYSIS  COMPLEX ANALYSIS  PHYSICS  FRENCH* LITERARY GENRES FRENCH LANGU As \n3SE AND POETRY FROM THE LATE NINETEENTH CENTURY THROUGH SURREALISM  iV \nCH ROMANTIC MOVEMENT POETRY PROSE AND THE THEAFRE  FRENCH MORALISTS / \nJGHT  lAPANESE  SPANISH  ADVANCED CONVERSATION AND COMPOSITION  SP/ \nilSH LITERATURE  CONTEMPORARY LATIN AMERICAN NARRATIVE  NINETEENTH- AN \nJLAR MUSIC  MUSICAL THEATRE AND FILM MUSIC  FOUNDATIONS OF MUSIC  MUSIC \n.C  ORCHESTRATION  FORM AND ANALYSIS  TECHNIQUES OF COMPOSITION * PIANC \nALITY AND THE STAFE.HISTORY OF ANCIENT PHILOSOPH^ -JTEENTH' AND EIGH \n\nAND PHILOSOPHY IN THE MIDDLE AGES * PLATO * ARISTC' ,._ _ ^ ._ SCARTES  THEORY \nESS  SWIMMING HYDROBICS * fOGGING  STEP AEROBICS * RACQUETBALL  FENCi: \n.'IINTON  BASKETBALL/BADMINTON  SOFTBALL  BALLET  LIFEGUARD TRAINING  \nlOPHYSICS  MECHANICS AND ELECTRICITY  MAGNETISM, HEAi; SOUND AND LIGHT * \nMECHANICS  ELECTROMAGNETISM  ELECTRODYNAMICS, RADIATION AND OPTICS  C \n^CE, SOCIOLOGY AND ANTHROPOLOGY  AMERICAN GOVERNMENT  WORLD POLITICS \nITED STATES LEGAL SYSTEM^  CONFLICT RESOLUTION * SOUTHERN POLITICS AND TH \nTICS OF THE MASS MEDIA * PUBLIC POLICY ^ LATIN AMERICAN POLITICS  POLITICS OF \n.ATIN AMERICAN RELATIONS  THE UNITED STATES FROM^ 1914 TO 1945  ECONOMIC DI \n)RY AA'D PR.ACTICE  MARX AND RETHINKING MARXISM  TOPICS IN POLITICAL SCIEN( \n)CIAL WELFARE * RACE. CLASS AND GENDER ^COLLECTIVE BEHAVIOR AND SOCIAL MOVl \nNGING IDEAS AND REALITIES  SOCIAL THEORY  AFRICAN AMERICAN IMAGES IN POPL \nilNS AND DIVERSITY  INDIGENOUS PEOPLES OF NORTH AMERICA * WOMEN, HEAITH / \nERNS AND THEMES  PSYCHOLOGY OF WOMEN  HUMAN LIFE SPAN DEVELOPMENTA \nHOLOGY * SOCIAL PSYCHOLOGY * PSYCHOLOGICAL ASSESSMENTABNORMAL PSYCl \nHOLOGY  CONTEMPORARY RESEARCH IN PSYCHOLOGY  RELIGIOUS STUDIES  HEBRE \nLD OF EARLf AND MEDIEVAL CHRISTIANITY  MYTHS, LEGENDS AND FOLKLORE OF THE \nMEN AND RELIGION  BLACK PROTEST THOUGHT'IN AME'^\" '^ \" ^\"\"MGION AND POL1 \njER and ecology  RELIGION AND SEXUALITY  RELIGIOU^ ORLD RELIGION \n\nRACTER DEVELOPMENT  DRAMATIC WRITING CFLARAC^\" MOMENT AND TE\u003e \n\n::E * FEMALE IDENTITY AND THE MAKING OF THEATRE  SF; :S IN THEATRE A \n\nXET  MODERN DANCE  JAZZ  TAP AND CLOG * DANCE PE vNCE * CHOREOGRA \n\nE FAMILY  WOMEN AND LITERATURE  WOMEN IN MUSIC N AND RELIGION * \\ \n\n\\TRE -WOMEN IN MODERN EUROPEAN HISTORY  THE HI' \"OMEN IN AMERl \n\nlEN'S LITERATURE: LESBIAN WRITERS AND WRITING  WON-. __ : S-CULTURAL PER \n\n5TER SPEAKERS' FORUM  WOMEN IN CROSS-CULTURAL PERSPECTIVE* BLACK FEMINIS' "},{"id":"asc_iaasc_silhouette199793agne","title":"Silhouette (1997)","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["1997"],"dcterms_description":["Agnes Scott College yearbook of 1997."],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Students--Yearbooks","College yearbooks--Georgia--Decatur","College students--Georgia--Decatur--Social life and customs","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Silhouette (1997)"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/silhouette199793agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["school yearbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/silhouette199793agne/manifest.json","dcterms_subject_fast":null,"fulltext":"page 106 \n\n\n\npage 120 \n\n\n\npage 134 \n\n\n\nVnHex \n\n\n\npage 152 \n\n\n\npage 1 70 \n\n\n\n^ganizations \n\n\n\nSilhouette \n\n\n\ncL\u003e into the \n\n\n\npage 146 \n\n\n\npage 182 \n\n\n\n\nThe statements and views expressed in the Silhouette are \nthose of the students involved with its publication and do \nnot necessarily reflect the opinions or policies of Agnes \nScott College or its official representatives. \n\n\n\nAgnes Scott College \n\n141 East College Avenue \n\nDecatur, Georgia 30030 \n\nVolume 93 \n\n\n\n\"History is not \n\nwhat you \n\nthought. It is \n\nwhat you can \n\nremember. \" \n\n-W.C. Sellar \n\nand R.[. Yeatman, \n1066 and All That \n\n\n\n\nBt ding The Best of the Past... \n\n\n\nSarah Spencer and Jessica McKenzie \nbask in thesun on the wall after classes. \n\nRuth Wiles proudly marches to Gaines \nAuditorium to participate in Senior \nInvestiture. \n\n\n\n\n\n1\"  ^\"\"'' !-*] \n\n\nK  2 \n\n\n^Va \n\n\n^^ Ml*' \n\n\nm y * ~ 1 ray \n\n\nml \n\n\n- ^ \n\n\n\n\n\nDespite her busy schedule, Shymeka \nHunter takes time to work out and stay \nheatlhv. \n\n\n\nPresident Mary Brown Bullock and \nTara Hogan enjoy the gorgeous day at \nBlack Cat Field Day. \n\n\n\n\nDr. Art Bowling shows his spirit for the \nAgnes Scott basketball team. \n\n\n\n\nChange \n\nIs \n\nUnavoidable \n\n\n\nThe theme of this year's yearbook is Out of the Shadows \nand Into the Light because the staff thought that Agnes \nScott College was doing just that in many respects. The \nallusion to shadows does not imply total darkness, but \njust a darker shade of reality. The allusion to \"the light\" \nsymbolizes the college's change and progression. As we \nall move toward the light of knowledge, experience, and \nsuccess, so does the college move toward the light of \ngrowth and recognition. Change is unavoidable, but \nprogression is an accomplishment. \n\nThe inauguration of Mary Brown Bullock as the new \npresident of the college has pointed ASC in the direction \nof progression. The administration, staff, and faculty are \nhelping to make the college more well-known around the \ncountry and the world. The superior rankings of Agnes \nScott by U.S. News at the beginning of the academic year \nreflected wonderful results of these efforts. \n\nSince last year, enrollment has increased, facilities \nhave improved, and plans to further improve the campus \nand the college have been made. Campus organizations... \n\n\n\nAnnaBoynton, Beverly Ducharme, and \nHolyn Ivy seek to enhance their natu- \nral beauty at a jewelry sale in Alston. \n\n\n\nAs Mortar Board's chair of the Black \nCat games committee, Martha Bailey's \ninsight and leadership increased cam- \npus-wide participation and made Field \nDay a great success. \n\n\n\n\n...Progress \n^^^accomplishment \n\n... have grown in number and student activity level has \nincreased. Even the social atmosphere of ASC has im- \nproved. However, the academic standards have remained \nthe same and the curriculum has remained rigorous. \n\nWe hope that the rest of the Agnes Scott community \nagrees that our choice of the theme is appropriate, and we \nlook forward to the college's continued progression in the \nfuture. \n\n\n\n''Every generation must \ngo further than the last \nor what's the use of it?\" \n Meridel Le Sueur \n\n\n\n\nWhen Lori Anderson is not on the \nbasketball court herself, she can be \nseen supporting her team from the \nstands. \n\n\n\n\n* \n\n\n\n;*.. \n\n\n\nCeaTe A Brighter Future \n\n\n\nStaff members Gail Buccino, Karen \nRoy. and Beverly Ducharme discuss \nimportant college issues. \n\nNaeemah Chike cannot contain her- \nself when she thinks about how much \nshe loves Agnes Scott. \n\n\n\n\nStudent Life \n\n\n\nL \n\n\n\nife at Agnes Scott \n\n\n\nOver the past several years Agnes Scott College has continued to grow \nand change with its student body, administration, and governing \nbodies. The class of 2000 brought many new, innovative ideas and \nviews to Agnes Scott. With the inauguration of President Mary Brown \nBullock in April of 1996, ASC moved into a new era of growth and \nopportunity. The Student Government revised the college constitution \nto meet the needs of an ever-changing Agnes Scott student body. And \na Strategic Plan, incorporating students' ideas, has been initiated to \nhelp the college thrive. With each of these developments and more, the \nhorizons of ASC continue to grow and expand. \n\n\n\nSher/ Ricffanaugh and Betty Halvorsen \ntake time out to enjoy the Centennial \nOlympic Park. \n\n\n\n\n\n\nTop: Colleen Quinn and Elise Eichorst \npose for a picture before theclockstrikes \ntwelve to begin Black Cat Week. \n\nMiddle: Enjoying the beautiful weather \nat ASC, these scotties stop to chat. \n\nBottom: First-years, SusieKahl, Tammy \nLiluashvili, Chantel Simplice, andjen- \nnifer Hasty strike at the Bonfire! \n\nLeft: Teresa Harrison studies in the \nAlston Center. \n\n\n\n\nE \n\n\n\nife as a Scottie \n\n\n\nNow this is true class spirit ... body \npainting! \n\n\n\n\nMandy Ptacek. Ginny Adair, Metis: \nFrancis and Beth Adcock are ready f \na night out. \n\n\n\n\nMono Cousino, Becky Rafter, and a \nfriend laugh late into the night. \n\n\n\nTammy Liluashvili, Sarah Benefield, \nLesley Gentry, Susie Kahl, and Jenni- \nfer Hasty tak advantage of loud break \nin Winship!! \n\n\n\n\n^D \n\n\n\norms Like \"Palaces\" \n\n\n\np \n\n\n\n\nAround \n\nthe \nWorld \n\n... the \nScottie Way \n\n\n\nMany Scotties have had the \nexciting experience of travel- \ning around the world. Some \nstudents study abroad for a \nsemester or a year, and many \nsimply vacation. Whether it \nbe France, San Francisco, \nSouth Africa, Thailand, \nMexico, or Mardi Gras; travel \nis unmistakably a memory that \nwill last a lifetime. \n\n\n\n\ntf* \n\nThe m \nof the * \n\n\n\n\nppw* 6 \n\n\n\nFirst years get into the spirit of Black Tara Hogan, President of SGA, and \nCat. Brooke Renfroe, Vice PresidentofSGA, \n\nenjoy their last Black Cat together. \n\n\n\nft \n\n\n\nKim McSwain and Tiffany Prather pre- \npare to invade ASC. \n\n\n\n\n\n#'Black Cat Formal \n\n\n\n \n\n\n\n \n\n\n\nSocial Council members love Black Cat. \n\n\n\nAlexa Wood and Jennifer Odom are all \ndressed up for the dance. \n\n\n\n\nLucl Lockhart and Jennifer Marcum \nare ready to dance. \n\n\n\nBlack Cat is all about having fun with \nfriends. \n\n\n\n\n\n\nPatrice Bell has the \n\ntime of her life at \n\nBlack Cat. \n\n\n\nKristie Cobb \n\nalways has fun at \n\nthe formal. \n\n\n\nJessica Marinara is \n\na little confused by \n\nwhat she sees next \n\nto her. \n\n\n\nSusie Kahl enjoys \nher first Black Cat. \n\n\n\n\nJunior Production \n\n\n\n\nApril London, Lori Anderson, and Anna \nMePherson time Publie Safety's \nresponse while being followed. \n\n\n\n\n\na - \n\n\n\nlo Cranford and Karrmen Currin get \nfestive on second floor Winship. \n\n\n\n\nWalter's lobby is the Ritz-Carlton of \nASC. \n\n\n\nAmy Selvig and Mary Carol Patterson \nlive the Olympic Dream. \n\n\n\n\n\nMaria Banderas is just lounging around \nafter a busy day. \n\nAmrita Dhamoon will admit that ba- \ngels are a staple food at ASC. \n\n\n\nLeigh Ann Russell is gearing up for \nBlack Cat competition. \n\n\n\n\n\nSamantha Pitre is partying hard in the \nWalters lobby. \n\nShannon Can, Miehele Goss, and \nCasey Parsons know the real fun is \nright at home sweet home. \n\n\n\n\nUs \n\n\n\n\n\nGiselle Fernandez, aghast with horror \ncries. \"My God! WhatlSthatthing??!!\" \n\nBecky Rafter and fill Wilmarth cel- \nebrate Senior Investiture, FINALLY! \n\n\n\n\n\nBetty Halvorsen and Joy Payton agree \nthat there is nothing like a good cigar. \n\n\n\nBeth Savage, Olivia Roller, Leigh Anne \nRussell and Michelle Frost \"jump! \nShake that booty!\" \n\nAmanda Lockhart, Melissa Buehler, \nand Debbie Ely steal away to the Fly- \ning Biscuit. \n\n\n\n\nI tta* \n\n\n\n\n\n\ntill Wilmarth and Rachel Huffman, \n\"friends from the first, \" enjoy fine din- \ning at a Christmas Party. \n\nAn Pham loves beautiful weather in \nthe quad. \n\n\n\n\nMemories That Will Last Forever \n\nLife at Agnes Scott College \n\n\n\n\nHanging out for just one last smoke \nbeforeclass ... it's so hard to go to class \nsometimes! \n\nHouston Seotties attend a lunch at an \nalum's house during the summer. \n\n\n\n\nAmy Selvig and Susan Vincent \nMolinarosawamouse in the bell tower! \n\nLe'Aqua Pruitt and Kim Walker are \nmoving in. \n\n\n\nDebbie Eichert asks her Winship \nfriends, Lisa lacobson. Amy Likovich, \nand Amy Lehr, \"Why do I have to be \nthe one hanging out the window? \n\n\n\nUnderclasses \n\n\n\n% \n\n\n\n\n'11 tell you how the sun rose - \n\na Ribbon at a time -\" -Emn y Dickinson \n\nThe underclass of Agnes Scott has undergone massive growth this year \nwith the addition of the class of 2000. Developing in the midst of such \nchanges is the dawn of a new age for ASC. From the steps of Buttrick, \nCampbell, and Dana, ASC students are developing the skills needed \nto emerge as intelligent, creative, and strong women. The underclass \nwomen are on their way to becoming powerful voices in our world. \nEach year brings new experiences which propel students into realizing \ntheir full potential. Every moment at ASC makes us stronger so that \nwe can take control of our dreams, hopes and goals for the future. \n\n\n\n\nNeema Cyrus exhibits the characteris- \ntics that make wonderful resident \ndirectors and friends as she helps jen \nHoltzclaw get ready for a night out. \n\n\n\n\n\nBottom: Taking a break between \nclasses, Helcne Sabeland Macy Geiger \ngreet approaching friends. \n\nLeft: Dinah Conti is ready to assist \nSarah Chapman with her weight train- \ning. \n\n\n\n\n\nCarrie Anderson \n\nCynthia Audain \n\nKelly Bagwell \n\nLaKiea Bailey \n\nMaria Banderas \n\n\n\nKira Barden \n\nAriunaa Batbold \n\nSarah Benefield \n\nNancy Bennewitz \n\nKia Blair \n\n\n\nChandra Blakely \nErika Blanchard \n\nReagan Booth \nAnna Boynton \n\nJami Brantley \n\n\n\nMarie-Anne Breaux \n\nJuie Bricker \n\nCati Brown \n\nAmanda Bussell \n\nMelissa Butler \n\n\n\nKristin Carlson \nShannon Carr I \n\nCara Carroll \n\nJamie Chilton \n\nEvelyn Coleman \n\n\n\n\nr (JJ yL 4S? ^ \n\nirst-Year \n\n\n\n\n\n\n\nShannon Can \nand and Aynsley \nDickinson cheer \nthe ASC basket- \nball team to vic- \ntor,'. \n\nMaria Banderas \nchecks her e-mail. \n\n\n\nEsther Cook \nKacie Cosby \nMelba Cotton \nJo Cranford \nErin Davis \n\n\n\nKimberly Davis \nTiffany Dean \nNikki Dickerson \nAynsley Dickinson \nDeirdre Donohue \n\n\n\nJulie DuVall \nAlice Edmunds \n\n\n\n\nDebbie Eichert \nElizabeth Eldridge \n\n\n\nNooshin Farhidvash \nAlice Farmer \n\n\n\nAqsa Farooqui \nErin Farrell \nKatherine Fidanza \nLeah Fowler \nMichelle Gasperec \n\n\n\n\nLesley Gentry \n\nKimberly Gibson \n\nKristi Ging \n\nAmanda Gooch \n\nCourtney Goodman \n\n\n\nMichele Goss \n\nAmanda Gray \n\nSarah Gray \n\nJennifer Green \n\nShari Gunnin \n\n\n\nEsther Han \n\nLoren Harmeling \n\nJennifer Hasty \n\nLauren Hasty \n\nLee Hayes \n\n\n\nJackie Hays \n\nJessie Heath \n\nJennifer Heckman \n\nKareisha Henry \n\nJessica Hermann \n\n\n\nLilly Hernandez \n\n\n\n\nCecily Hicks \n\n\n\n\nWhile Mary \nBrown Bullock \nlooks on with \namusement. \nTreah Caldwell \nc o n g r a t u - \nlates Dr. Pinka \nafter she kissed \nThe Pig on Black \nCat field day. \n\n\n\n\n\n\nKimberly Hill \nBrigitte Hogan \nStephanie Hunter \nLauren Hurley \nHolyn Ivy \n\n\n\nKelli Izard \nJessica James \nKaren James \nEinsley Janowski \nJayani Jayawardhana \n\n\n\nChristy Jenkins \nJessica Jenkins \nRebecca Jones \nSusie Kahl \nSaddia Khan \n\n\n\nJulie Kidwell \nTyler Knowles \nAshley Kubler \nRachel Lackey \nAislinn Landrum \n\n\n\nKate Lanigan \n\n\n\nGenevieve Leggett \n\n\n\nFriends Susan Wiseman and Sandy Miller share \none of those special bonding moments. \n\n\n\n\nMelissa Lewis \n\nAmy Likovich \n\nTammy Liluashvili \n\nLaura Livingston \n\nJennifer Long \n\n\n\nLaura Loftis \nHeather Lyman \n\n\n\nAlison Maclean \nLilli Maddatu \n\n\n\nCarla Maley \nLeslie Martin \n\n\n\nAshleigh Matthews \n\nKim Mayes \n\nElizabeth Meade \n\nTina Mehdikarimi \n\nTonia Miller \n\n\n\nBrook Minner \n\nMelanie Minzes \n\nCaroline Mitchell \n\nBetsy Morley \n\nEmily Morris \n\n\n\n\n\n\nAndrea Han'ey is \nastonished at \nthe words of her \nfriend Renee \nTaylor. \n\nHilary Wright \nhangs out in \nButtrick waiting \nfor her next class \nto begin. \n\n\n\n\n\nStephanie Moseley \nAdrienne Nash \nAlysia Newkerk \nRebecca Norman \nLauren O'Pezio \n\n\n\nRobin Otte \nJackie Pardue \n\n\n\nCasey Parsons \nMercedes Pasqualetti \n\n\n\nEllen Pate \nJennifer Pebley \n\n\n\nAmber Pipa \nSamantha Pitre \nSarah Pohlman \nKara Rector \nYalonda Rice \n\n\n\nEmily Robinson \nYaa Sarpong \nAsia Sarwari \nDevon Savoy \nAmanda Schreiner \n\n\n\n\nHolly Scott \n\nSaycon Sengbloh \n\nSusan Shands \n\nDarcy Shores \n\nChantal Simplice \n\n\n\nWhitney Sinclair \n\nHannah Slagle \n\nRebecca Smith \n\nTanya Soto \n\nSharri Speer \n\n\n\nSarah Spencer \n\nAmber Stanley \n\nKelly Stapler \n\nStacie Stermole \n\nIyonka Strawn \n\n\n\nCarolyn Stover \n\nCandra Strother \n\nCrystal Taylor \n\nVanessa Tenney \n\nAna Tergas \n\n\n\nClvia Thomas \n\n\n\nMalinda Tingen \n\n\n\n\n\n\nBianca Torres \nSarah Toth \nVivian Tran \nAshley Trottier \nSonia Van Meter \n\n\n\nMegan-Brady Viccellio \nEmily Vihlen \nRebecca Waller \nKristy Welshhans \nKatherine West \n\n\n\nKristin Whirley \nDraughn Whitehead \nKara Wiergacz \nHillary Wiggins \nShondra Wilbanks \n\n\n\nMendi Winstead \nSusan Wiseman \nGihea Woo \nJennifer Woodbridge \nHilary Wright \n\n\n\nMelanie Wright \n\n\n\nPrecious-Jewel Zabriskie \n\n\n\nAmanda Hodges imparts wisdom to lackiePardue \n\n\n\n\nt/M \n\n\n\n19 qQ Sophomores \n\n\n\nElizabeth Agner \nMary Albright \nJuliet Aldridge \nHarriet Baker \nKendra Banks \n\n\n\nChristy Bardis \n\nLeia Becker \n\nShaundra Blackwell \n\nLaurie Boggs \n\nChristina Bozzini \n\n\n\nLindsey Breithaupt \nCarla Brunjes \n\n\n\nlessica Bryant \nSusan Buckner \n\n\n\nNicole Burkholder \nCarole Butler \n\n\n\n\n\nCassandra Castillo \nAnnie Chanpong \nEmily Clipp \nDarlene Copeland \nAmrita Dhamoon \n\n\n\nLaurie Dieterich \nQuail Duryea \nTimala Elliot \nlean Exum \nMeredith Fields \n\n\n\nMacy Geiger \nKatherine Graham \nMakenzie Green \nJulia Greene \nCourtney Griffin \n\n\n\n\nCarole Butler and Deanna Mullis examine th \neagerly awaited mail. \n\n\n\nLisa Jacobson \n\nAmy Johnson \n\nBirgitta Johnson \n\nAlaine Jones \n\nAlicia Jones \n\n\n\nJessica LaVictoire \nMazie Lawson \n\n\n\nErica Lent \nAlice Limehouse \n\n\n\nKhalilah Liptrot \nLauren Love \n\n\n\nMichelle Maclean \n\nJennifer Marcum \n\nReema Marks \n\nKatya Mason \n\nHadeel Masseoud \n\n\n\nLiza McDaniel \n\nVictoria McKenney-Johnson \n\nKimberly Mc Swain \n\nDanyael Miller \n\nLauren Miller \n\n\n\n\n\n\nSandy Miller \nAshlea Mittelstaedt \nMary Morgan \nLarissa Mueller \nDeanna Mullis \n\n\n\nAmy Murphy \nAmanda Nichols \n\n\n\nMelissa Odom \nAn Pham \n\n\n\nGemma Philage \nNajmah Pirmohamed \n\n\n\nJamie Poplin \nTiffany Prather \nNatasha Price \nlanet Rauscher \nJ.J. Richter \n\n\n\nSara Richey \nKate Ryan \nHelene Sabel \nYurora Saylor \nRebecca Schmitt \n\n\n\n\nAyoka Shakir \n\nBrandie Sluder \n\nPeggy Smith \n\nMelanie Spillane \n\nAmy Starr \n\n\n\nAllison Stepp \n\nVirginia Stevens \n\nBarbara Stewart \n\nSharon Strickland \n\nMelissa Talley \n\n\n\nSarah Thieling \nSarah Thomas \n\n\n\nAleesia Tolliver \nAmelia Tomlinson \n\n\n\nKristen Toth \nJessica Ulack \n\n\n\nLaura Watson \n\nKaren Weyer \n\nAnn Winslow \n\nJennifer Woodruff \n\nBonnie Woods \n\n\n\n\n\n\nVirginia Adair \nShannon Allen \nAmanda Beasley \nPatrice Bell \nAndrea Booher \n\n\n\nSusan Breheny \nEsse Brunjes \nThania Cabrera \nKatherine Caron-Greig \nValerie Case \n\n\n\nKate Chace \nNaeemah Chike \nKristie Cobb \nKristin Conrey \nDinah Conti \n\n\n\nJulie Cooper \n\n\n\nChristine Cox \n\n\n\nLaura Brandon chanel searches to \nrelieve boredom. \n\n\n\n\nLaura Croft \n\nNeema Cyrus \n\nRolanda Daniel \n\nUrsula Daniels \n\nJacalyn Ellis \n\n\n\nDebbie Ely \nGiselle Fernandez \n\n\n\nHillary Ferris \nDina Flores \n\n\n\nMaria Goenaga \nRachel Green \n\n\n\nDeidre Gullatt \n\nCynthia Hall \n\nJennie Hatfield \n\nLisa Hayes \n\nSarah Hendrix \n\n\n\nAmber Henry \n\nMichele Henry \n\nMarie Hodgman \n\nShymeka Hunter \n\nRande Johnson \n\n\n\n\n\n\nRashana Kirkland \nLisa Knauff \nApril London \nBarbie Matthews \nCharissa Maynard \n\n\n\nStacy McCoy \nMarcie McHugh \n\n\n\nJessica McKenzie \nAnna McPherson \n\n\n\nMeghan Nagel \nLisa Norris \n\n\n\nMeg Nunnelley \nMelissa Nysewander \nCatherine O'SuIlivan \nJennifer Odom \nTracy Oliver \n\n\n\nHeather Owens \nJessica Owens \nValerie Park \nBrook Partner \nHolly Payne \n\n\n\n\nJoy Payton \n\nStephanie Power \n\nLe'Aqua Pruitt \n\nAmanda Ptacek \n\nColleen Quinn \n\n\n\nAmanda Roepcke \n\nLizabee Rone \n\nTegra Rosera \n\nJill Russell \n\nStaci Shields \n\n\n\nGiota Soublis \nErica Stiff \n\n\n\nGeorgiann Styers \n\n\n\nChe' Suggs \n\nAmanda Swafford \n\nAmanda Taylor \n\nLaura Vanderbloemen \n\nLinda Vu \n\n\n\nKimberly Walker \n\nMargie Weir \n\nTamisa Wertz \n\nAmy Willis \n\nAlexa Wood \n\n\n\n\n\n\nEmma Eastwood \nSabine Engel \nKaori Fujimoto \nLesleyann Morrow \nIrina Petrova \n\n\n\nGraduate Studies \n\n\n\nShymeka Hunter \nheads off to yet \nanother class. \n\n\n\nJennifer Goad \nElizabeth Peryam \nI Eric Upton \n\n\n\n\n\nDancing ma- \nchines Ayoka \nShakir and \nCourtney Griffin \nlive it up at \nWitkaze's 70's \nparty. \n\n\n\nAtClubRebckah's \ngame night Carta \nBrunjes, Melissa \nNysewander and \nJanet Rauscher \nplay one mean \ngame of Twister. \n\n\n\n\n\"Hey, now! It's Amanda Shriner \n\n\n\nnot my pig and \nI'm not taking it \nto the bathroom.\" \nexclaims Leia \nBecker. \n\n\n\nignores fall's new \nfashions as she \nopts for the more \navante-garde \nwhip cream look. \n\n\n\n\nClass of \n\n\n\n1997 \n\n\n\nE \n\n\n\nnd of the Goldrush \n\n\n\nI knew at that first-year, \"top secret,\" Black Cat meeting in the raquetball courts, \nwhere we elected our class mascot: the Solid Gold Dancers, that the Class of 1997 \nwould be one that would always shine. As I look back over these past four years, \nit seems to me that my feeling was correct. Solid Gold Dancers have left their mark, \nnot only as a class, but as individuals as well. With every major change associated \nwith Agnes Scott in the past four years including 24-7 parietals, a new president, \nand a new student constitution, I can name the many Solid Gold Dancers that were \non the forefront of those changes. I look around at the diversity of clubs and \norganizations, many of which were inactive our first year, and think about how \nthey have grown and flourished under the leadership of one or more Solid Gold \nDancers. \n\nI look back on all the classes that we have seen go before us and I think of \na group of students who made that class memorable. It is not one group of students \nthat makes the class of 1 997 stand out, but it is each and every one of us, the actions \nwe take, and the beliefs that we hold. \n\nWe have come a long way from our orientation weekend in 1993, through \ngood times and bad. Yet we have all \"survived\" and \"stayed alive\" together. If \nwe each take with us what we have learned here at ASC into the \"outside world,\" \nI have no doubt that the Solid Gold Dancers will leave their mark on the world. \n*$k(4E, i^MMHDra - Amanda Lockhart \n\n\n\n\n\nTop: Olivia Roller and Jennifer Mettles \nwonder how they will \"survive\" the \nnext four years. \n\nMiddle: Beeky Rafter and Courtney \nHuffman take time out to appreeiate \neach other as roommates. \n\nBottom: Hillary Spencer, SamStavely, \nLeigh Ann Russell, and Beth Griffin \ndress up in their \"finery\" for Capping \nV6. \n\nLeft: Seniors + Smiles + Craziness = \nBlack Cat Games 1 996. \n\n\n\n\n\nnir \n\n\n\nIs \n\n\n\n\nCynthia Aceves \nElizabeth A. Adams \n\nElizabeth R. Adcock \n\nSocial Council- 3, 4 \nOrientation Council - 4-Sec. \nOrchestra -2,3,4 \nFlute Choir -1,2, \nCircle K- 1, 2-Family Chair \nNew Westminster - 1, 2, 3, 4 \nSGA - 3-Main Rep. \nMortar Board - 4 \n\nJennie L. Albritton \n\nKatherine I. Anderson \n\nTina Backus \n\nRSO - 3-Co-Pres. \nJoyful Noise - 3 \nWitkaze - 3 \nThe Profile - 3 \n\nMartha J. Baily \n\nTiffany D. Baker \n\nSarah Judith Beyer \n\nSilhouette- 1, 2-Sec.Ed., \n\n3-Co-Editor, 4-Co-Editor \nSychronized Swimming -2,3 \nAquatic Scotties -1,2 \nCollege Events Committee - 3 \nDana Scholars - 3-Chair, 4 \nBlack Cat - 3-Jr. Prod. Exec. \n\nProducer \nCentury Club -2, 3,4 \nMortar Board - 4 \n\nBetsy Fitzgerald Bilbro \n\nSocial Council - 1 \n\nOrientation Council - 2-Big/Little \nSister Coordinator, 3-Special \nProjects Coordinator, 4-Pres. \n\nCircle K- 2 \n\nClass Officer - 3-VP, 4-VP \n\n\n\nInterorganizational Council - 3, 4 \nTower Council - 3, 4 V \nBridges Group Assitant - 3 \nHabitat for Humanity - 3,4 \nPsychology Club - 3 \nVolunteer Board - 4 \nPsiChi-3, 4 \nDana Scholar -2, 4 \nShadow Program - 2 \n\nIla J. Blount \n\nRachel P. Braun \n\nAudra L. Brecher \n\nNellie R Brockman \n\nMelissa J. Buehler \n\nDana Scholar -3,4 \n\nClass Officer -2-Sec, 3-Pres., \n\n4-Pres. \nSilhouette - 1, 2-Sr. Section \n\nCo-Ed., 3-Co-Editor, 4-Co-Editor \nOmnicron Delta Epsilon - 4-VP \n\nStephanie M. Chaplin \n\nDeborah L. Cheaves \n\nLiberty Chance Claar- \nKilgore \n\nLBA - 1, 2-Chair, 3-Chair, 4-Chair \nDana Sq^olar-3, 4 \nRHA-2, h 4%p \nRFZ -2,3,4 \n\nMona M. Cousino \nCatherine A. Crumley \nTanya Reshee Daniel \n\nRSO- 1,2, 3, 4 \n\nAkeley A. Davis \nJulie K. Dickerson \n\nRHA- 1,2,3 \nBest Buddies - 3 \n\n\n\nRacism Free Zone - 4 \nYoung Democrats- 3, 4 \n\nVicki S. Diesing \n\nStephanie A. Dillion \n\nj Debra Dobkins \n\nMortar Board - 4 \nRSO -1 ,2, 3, 4 \n\nLynda Donaldson \n\nJane Donofrio \n\nPsi Chi -3,4 \n\nWriting Workshop Tutor - 3 \n\nRSO -2, 3, 4 \n\nAngela C. Dorn \n\nHolly K. Dyer \n\nSterling R. Elliott \n\nCarrie Fain \n\nCircle K- 1, 2-Pres, 3- Lieut. Gov., \n\n4 -Dist. Treas. \nVolunteer Board -3,4 - Treas. \nRepresentative Council - 3 \nDana Scholars - 2 \nRenfroe Tutors - 1,2, 3, 4 \n\nFariba Farhidvash \n\nPi Delta Phi -1,2, 3, 4-Pres. \nMortar Board - 4-Treas. \nAmerican Chemical Society \n\n-1,2, 3, 4 \nChimo-1, 2-Treas., 3-Treas., 4-VP \nFrench Club -1,2, 3,4 \nMuslim Students Association \n\n-3,4 \n\nCaro Leigh Feagin \n\nTower Council - 1, 2 \nProject Read - 2 \n\nUnited Methodist Home Tutor - 3 \n'American Chemical Society- 1, 2, \n\n3, 4-Sec/Treas. \nHonor Court - 3, 4-VP \nDekalb Rape Crisis Center \nCounselor - 3, 4 \n\n\n\nCareer Advisory Board 2, 3-Chair, \n\n4-Chair \nMortar Board - 4 \n\nKellie L. Finn \n\nBlackfriars -2, 3, 4 \nASOC - 3-VP, 4-VP \nCentury Club -3,4 \nCollege Events - 4 \nPlayreading - 3, 4 \n\nLeslie G. Floyd \nJanine M. Flynn \nHeather Y. Fong \n\nMargret L. Fox \n\nMelissa Francis \n\nTower Council - 1, 2,3, 4 \n\nCircle K- 2 \n\nOrientation Council - 2, 3, 4-VP \n\n\n\nRacism Free Zone -1,2, 3-Pres., \n\n4-Pres. \nTower Council - 1, 2 , 3, 4 \nStudent Activities Advisory Board \n\n-2,3,4 \nRHA-2,3-Sec.,4-R.D. \n\nBrandy Gossage \n\nProfile- 1 -Staff Writer, \n\n2. 3,4- Features Ed \nPi Delta Phi - h7?3-Pres., 4 \nFrench Club- 1,2,3,4 \nMortar Board - 4- Black Cat \n\nPranks Chair \nHabitat for Humanity - 3, 4 \nYoung Democrats -1,2,3, 4 \nWriting Center Tutor- 3, 4 \n\nClara B. Graff \n\nJessica M. Graham \n\nSharon L. Granade \n\n\n\n\nSocial Council -2, 3,4 \nInterorganizational Council -3,4 \nGlobal Awareness - 4 \n\nMichelle R. Frost \n\nVolunteer Board - 1, 2,3,4 \nChair Volunteer Board - 3, 4 \nCircle K- 1,2 \nSoccer - 4 \nRenfroe Tutor- 2, 3 \n\nRozanna M. Gaines \n\nRhiannon L. Gerald \n\nWitkaze- 1, 2 \n\n\n\nEleanor M. Grant \n\n\n\nElizabeth Griffin \n\nStudio Dance Theatre -1,2,3, \nASOC -3,4 \nCircle K- 1,2 \n\nGinger Victoria Guice \n\nProject Environment - 1 \n\nBSU-1,2 \n\nHonor Court - 2, 3-Sec/Treas., \n\n4-Pres. \nReligious Life Council - 2 \nDana Scholar- 2, 3, 4 \n\n\n\nHabitat for Humanity - 2, 3, 4 \nAlcohol Awareness Committee - 2 \nSophomore Ring Selection \n\nCommittee - 2 \nProfile - 3, 4-Circulation \n\nManager \nACOG - 3 \nPeer Advising - 4 \nNCBI -2,3 \nPeer Advising - 4 \n\nCatherine B. Gurry \n\nElizabeth A. Halvorson \n\nLBA-3, 4 \nRSO- 4 \nRHA - 4-JR \nVolunteer Board - 3 \n\nSusan H. Han \n\nJennifer M. Harben \n\nJennifer Nellie Harper \n\nJulia M. Harrison \n\nTeresa D. Harrision \n\nBest Buddies - 1, 2-Dir.. 3-Dir., 4 \nSGA - 2, 3-Treas. \nTower Council - 1,2, 3, 4 \nHabitat for Humanity - 3, 4-VP \nVolunteer Board - 2-Treas., 3, 4 \nOmnicron Delta Epsilon - 4 \nMortar Board - 4 \nDana Scholar -2, 3 \nStukes Scholar- 3 \nInterorganizational Council - 4-VP \n\nHeather Anne Harshman \n\nTower Council - 1, 2,3, 4 \nBest Buddies - 1, 2-Treas., \n\n3-Treas., 4 \nHabitat for Humanity - 1, 2-VP, \n\n3-VP, 4 \nVolunteer Board - 2, 3-Treas. \nAmerican Chemical Society -3 \nMortar Board - 4 \n\nMichelle S. Hayes \n\nRSO -3,4 \n\nMiki Heimlich \n\nBest Buddies- 1.2. 3 \n\nPsiChi-2, 3 \n\nSGA - 3-Jr. Class Rep. \n\n\n\nAmy C. Heit \n\nMary Murray Herdon \n\nAnnual Telethon - 1, 2, 3, 4 \nRSO-1,2, 3, 4 \nHonor Court - 3 \n\nSusan Hiers \n\nBiology Club -2,3,3 \nGerman Club- 1,2,3,4 \nCross Country Team - 4 \nWho's Who - 2 \n\nAmanda L. Hodges \n\nGlee Club -1,2 \nProfile -1,2-Asst. Ed., \n\n3- Editor-in-Chief \nRHA -3,4 \nBest Buddies - 2 \nWriting Workshop Tutor- 3, 4 \nDana Scholar- 3 \n\nTara Celes Hogan \n\nWitkaze- 1,2,3,4 \nClass Officer - 2-Pres. \nRep Council - 1 \nGerman Club - 1, 2-Pres. \nStudent Senate - 4-Pres. \nNCBI-1,2, 3, 4 \n\nCaroline Hopps \n\nStudent Rep. College Events \n\nComm. - 2, 3, 4 \nSoccer Team - 2, S.Jte' \nCollege Democrats\u00262, 3, 4 \nAtlanta Semester - 4 \nHabitat for Humanity - 4 \n\nValerie A. Horton \n\nCourtney Leigh Huffman \n\nSGA - 1 , 2-Asst. Treas., 3 \nYoung Democrats -1,2 \nMills College Domestic \nExchange - 3 \n\nRachel C. Huffman \n\nAmnesty International - 1, \n\n4-Founder, Co-Pres. \nRacism Free Zone -3,4 \nYoung Democrats - 1, 2-Treas., \n\n3-Pres., 4 \nMortar Board - 4-Pres. \nDana Scholars - 1, 2, 4 \nChimo - 2, 3-Historian \nAquatic Scotties -1, 2, 3 \n\n\n\nResidence Hall Association \n\n-2,3, 4-RA \nJoyful Noise - 4 \nHabitat for Humanity -2,3 \nNew Westminster Fellowship \n\n-1,2,3,4 \n\n\n\nTirisrnD. Jackson \n\nCatherine Jarret \n\nCircle K - 1 \n\nBiology Club -3,4 \n\nNewman Club - 3, 4 \n\nSpanish Club - 3, 4 \n\nAgnes Scott Outdoors Club - 3 \n\nBlackfriars -4 \n\nJoyful - 4 \n\nHabitat for Humanity - 4 \n\nFocus Group Mentor - 4 \n\nAtlanta Foodbank Volunteer - 4 \n\n\n\nAmanda Heather Lockhart \n\nASOC-3, 4 \nBiology Club -3,4 \nBest Buddies - 1 \n\nLesbian/Bisexual Alliance - 2, 3, 4 \nResidence Hall Association \n\n- 2-JR, 3-JR, 4-VP \nRugby Club - 4-President \nSoccer- 1, 2 \nSophomore Family Ring \n\nCommittee - 2 \nSAFE -2,3,4 \nSilhouette - 1, 2-Sports Ed., \n\n3-Sr. Ed., 4-Sr. Ed. \nYoung Democrats - 1 \n\nLucien M. Lockhart \n\nAleksandra Mandic \n\n\n\n\n\nNatalie R. Johnson \n\nStephanie Renee Johnson \n\nSoccer Team - 1 \n\nAmerican Chemical Society - 2 \n\nBiology Club - 3, 4 \n\nAngela Y. Kaigler \n\nGwendolyn D. Kelly \n\nAmy S. Kim \n\nAshley B. Kirtley \n\nDana L. Kitchen \n\n\n\nRachel A. Markam \n\nMarleen M. Maupin \n\nTennis Team - 1, 2, 3, 4 \nBasketball Team 1, 2-Captain \nBest Buddies- 1,2,3 \n\nFaith T. McClellan \n\nNational Hispanic Association \n\n-2,3,4 \nWitkaze - 4 \nRHA -3,4 \n\nAmy McDonald \n\nBlackfriars -3,4 \nSocial Council - 3, 4 \nAmerican Chemical Society -4 \nSAFE - 4 \n\n\n\nVicky L. McGee \n\nAnne Mitchell \n\nStudio Dance Theater- 1, 2, 3, 4 \n\nTower Council - 1, 2, 3, 4 \n\nProfile - 2, 3-Arts \u0026 Entertainment \n\nEditor \nHabitat for Humanity Campus \n\nChapter- 1-Pres., 2, 3, 4 \nPi Delta Phi -1,2, 3, 4-VP \nMortar Board - 4 \n\nSusan V. Molinaro \n\nHoa Mi Molinie \n\nCHIMO - 2 \n\nFrench Club - 2 \n\nPi Delta Phi -1,2, 3,4 ' \n\n\n\nJennifer L. Parker \n\nChelsy A. Parks \n\nSoccer Team - 1, 2, 3, 4 \nBasketball Team - 4 \nFrench Club - 4 \n\nStephanie K. Patton \n\nRobin \"i*!aerry \n\nElanor Peterson \n\nBasketball -2,3,4 \n\nAthletic Advisory Board - 3, 4 \n\nPenny Diane Powell \n\nLacey R. Pyburn \n\n\n\n\nJennifer L. Montgomery \n\nNatasha Miller Naderi \n\nReligious Life Council - 2 \nSGA - 2-Day Student Rep. \nDay Student Organization - 4 \n\nBrandi M. Nance \n\nJennifer O. Nettles \n\nTameka Noorwood-Clark \n\nWitkaze- 1,2, 3 \n\nJoyful Noise - 4 \n\nDay Students Organization - 2, 3 \n\nDenise O'Brian \n\n\n\nBecky D. Rafter \n\nVolleyball Team - 2, \n\n3-Co-Captain, 4 \nOrieriUbtion Council -1,2,3,4 \nStudennActivites Advisory Board \n\n-1,2 \nStudent Athletes Advisory Board \n\n-3,4 \nNHA -2,3,4 \n\nSpanish Honor Society - 3, 4-VP \nLBA-1,2, 3, 4 \n\nKatherine E. Randolph \n\nMortar Board- 4 \n\nKaren Elizabeth Reed \n\nRSO - 1, 2-Treas., 3, 4-Pres. \n\nKatherine B. Renfroe \n\n\n\nAndrea Riba \n\nSGA - 2-Sophomore Rep., 3-Sec. \nCHIMO -1,2, 3-Sec, \n\n4-Public Relations \nCircle K-1,2-Sec. \nFreshman Orientation Student \n\nLeader - 3 \nCross Country Team -1,2, \n\n3-Coach's Award \nMortar Board - 4 \nGerman Club - 2 \n\nCatherine Ridinger \n\nSocial Council- 1,2, 3, 4-Pres. \nRacism Free Zone - 2, 3-Treas., 4 \nBlack Cat - 1 -Cheer, 2-Costume, \n\n3-Chair \nStudent Activities Board -2,3 \n\nOlivia M. Roller \n\nBlackfriars - 1, 2-Publicity Chair \n\nSpanish Club -1,2,3,4 \n\nFaust Club - 3, 4-Pres. \n\nCollege Chorale - 1 -Wardrobe \nMistress, 2-Pres., 3, 4 \n\nAurora - 3-Reader, 4-Editor \n\nProfile - 2-Contributing Writer, \n3-Contributing Writer, 4-Arts \n\u0026 Entertainment Editor \n\nJanine M. Russell \n\nLeigh Anne Russell \n\nCircle K-l, 2-Treas. \n\nTower Council - 3, 4 \nClass Officer - 3-Sec/Treas., \n\n4-Sec/Treas. \nProfile - 4-Business Manager \nSophomore Family Weekend Ring \n\nCommittee - 2-Chair \n\nKolby Sanders \n\nCircle K-1.2-VP \n\nCollegiate Chorale - 1,2,3, 4 \nLondon Fog -2,3,4 \nSophomore Family Weekend \nRing Committee - 2 \n\nElizabeth A. Savage \n\nStacy Kim Schmitt \n\nNational Spanish Honor Society \n- 4-Pres. \n\nEmily Z. Scott \n\nAmy L. Selvig \n\n\n\nBethany J. Shirra-Marx \n\nNicole M. Sikora-Buttram \n\nAmnesty International - 4-Co-Pres. \nAsian Cultural Awareness Society \n\n-4 \nProfile - 3 \n\nSwarna Priya Sivanesan \n\nCHIMO- 1, 2, 3-Historian, \n\n4-Treas. \nProfile - 3- Layout Coordinator. \nSilhouette- 1, 2-Sec. Ed. \n\nSunny L. Snaith \n\nRebecca Corrine Snipes \n\nSAFE -2, 3, 4 \nTower Council - 1, 2 \nHonor Court - 4 \n\nMelanie K. Somers \n\nHillary R. Spencer \n\nSamatha N. Stavely \n\nCrystal Steadham \n\nJoyful Noise - 4 \n\nDay Student Organization - 3, 4 \n\nWho's Who - 2 \n\nGlobal Connections- 4-England \n\nConsewative Forum - 4 \n\nShalia C. Stephens \n\nAlicia L. Stewart \n\nPatricia Stogner \n\nAnne Louise Stovall \n\nBlackfriars - 4 \nPsychology Club - 4 \nRTC - 4-Sec. \n\nTomekia L. Strickland \n\nMary Victoria Sturdivant \n\n\n\nAnna C. Summers \n\nStacy I. Taylor \nCicely A. Thompson \n\nDeanna Kaye Turner \n\nSAFE-27^reas., \n4-Sec. of. Comm. \nGirl Scouts -2,3 \n\nApril D. VanMansfield \n\nA. Adrienne Walker \n\nGlee Club- 1,2, 3,4 \nLondon Fag -3,4 \nPsi Chi - 2, 3, 4-Pres. \nSoftball -1,2, 3, 4 \nCircle K- 2 \n\nCheryl E. Watternbarger \n\nTamisa N. Wertz \n\nMary Ruth White \n\nBlackfriars - 2, 3 \nJr. Prod. - 3-Director \n\nRuth M. Wiles \n\nRSO-l-VP \n\nSGA- 2, 3 \nBlackfriars- 1,2,3 \n\n\n\nRebecca D. Willard \nKelanie Williamson \n\nJill M. Wlimarth \n\nSGA- J \nRHA -2,3 \n\nVolleyball Team -2,4 \nMortar Board - 4 \n\nMelinda M. Wilson \n\nAmerican Chemical Society- 1 \nAquatic Scotties -1,2, \n\n3-Program Manager, 4 \nBiology Club - 3, 4-Tri Beta \n\nCoordinator \nCollege Events Committee -3,4 \nPeer Advisor - 4 \n\nFocus Group Student Mentor -4 \nSocial Council - 2 \n\nLara A. Wirth \n\nKimberly Shane Wood \n\nVirginia Michelle deZerne \n\nFrench Club -2,3,4 \nRacism Free Zone -1,2 \nVolunteer Board - 1 \nStudio Dance Theatre -2,3,4 \n\n\n\n\n*c \n\n\n\n\n\n\nElizabeth A. Adcock \n\n|\u0026s/ca/ Languages \u0026 Literature * Stockbridge, CA \n\nm. \n\n\n\nJennie L. Albritton \n\nTheatre \u0026 Music  Paducah. KY \n\n\n\nKatherine I. Anderson \n\nPsychology  Bolivar, TN \n\n\n\n\nTina Backus \n\nBiology  Decatur, GA \n\n\n\n\n\nMartha J. Bailey \n\nMath-Economies \u0026 German  Decatur. GA \n\n\n\n\n\nSarah Judith BeyeiV \n\nPsychology  Houston. TX 1 \n\n\n\n\nBetsy Fitzgerald Bilbro \n\nPsvcholo%\\'  Warner-Robins. GA \n\n\n\nIla J. Blount \n\nPsychology' \u0026 English literature-Creative Writing  \n\n\n\nSherrie Boone \n\nInternational Relations  Memphis. TN \n\n\n\n\nNellie R. Brockman \n\nHistory \u0026 Sociology- An throplogy  Atlanta, GA \n\n\n\naBFL/^JB \n\n\n^W ;^H i '. * l_ A .j \n\n\nSlRji*.'*' *^it Hi (IPfl \n\n\np^s^'^s in \n\n\n .'**--! \n\n\nHhI \n\n\nIHH \n\n\n\n\niBi;i.: \n\n\n\nDebofah L. Cheaves \n\nBiochemistry  Lake City, GA \n\n\n\n\n* \n\n\n\n*C \n\n\n\nLiberty Chance Claar-Kilgore \n\nSpanish  At/anta, GA JOm \n\n\n\n\n\nMelissa J. Buehler \n\nEconomics \u0026 Business  Cora/ Springs. FL \n\n\n\nKathy Butts \n\nP5ycho/o,gy  Decatur, GA \n\n\n\n\nSalimah Major, Valerie Horton, and Cathy Ridinger are all ears at DisneyWorld in Floru \n\n\n\n\n\nMona M. Cousino \n\nInternational Relations  Louisville, KY \n\n\n\nCatherine A. Crumley \n\nHistory  Norcross, GA \n\n\n\n\n\nTanya Reshee Daniel \n\nEnglish Literature-Creative Writing  Decatur, GA \n\n\n\nAkeley A. David \n\nBiology  Kissimmee, FL \n\n\n\n: \n\n\n\n\nAudra Brecher is fearless when it'comes to keg stands. \n\n\n\n\n\nSfe~-. \n\n\n\u0026 j,^Mi$\u0026^9^^^' \n\n\n\n\n^W/BBk \"' \n\n\nifcfefa. i \n\n\nW^^rAlvUL \n\n\n' \n\n\nm -^ m ** \n\n\nf d$r \n\n\n.^#4j \n\n\n1 \n\n\n\n\n\n\ny m,M \n\n\n\nDebra Dobkins \n\nEnglish  Buford. GA \n\n\n\nJane Donofrio \n\nPsychology  Allanta, GA \n\n\n\nyulie Katherine Dickerson \n\nSociology-Anthropology  Raleigh. NC \n\n\n\n\nHolly K. Dyer \n\nAusic  iJocfcv Face. GA \n\n\n\np ; \n\n\n\n\nSterling R. Elliott \n\nInternational Relations  Hinesvillc. GA \n\n\n\n\nCaro Leigh Feagin \n\nChemistry  Stone Mountain. GA \n\n\n\n\nKellie L. Finn \n\nPerformance Art  Decatur, GA \n\n\n\n\nBrook Renfroe, Amanda Lockhart, lennifer Harper, Mary Harkkroad, and Heather Goodge have \nemained close friends since they met as first-year students. \n\n\n\n\nLeslie L. Floyd \n\nBiology  Covington. GA \n\n\n\n\n\nHeather Y. Fong \n\nPhilosophy \u0026 Political Science  Cordova, GA \n\n\n\n\nMelissa Francis \n\nEnglish  Stockbridge, GA \n\n\n\n\nJessica Megan Graham \n\nBiochemistn'  Savannah, GA \n\n\n\n\nThe graduating RTCs beam with pride after Senior Investiture 1 996. \n\n\n\n\nRhiannon L. Gerald \n\nAfrican American Studies  Evansville. IN \n\n\n\n\nSharon L. Granade \n\nArt  Decatur, GA \n\n\n\n\nBrandy B. Gossage \n\nEnglish \u0026 History*  Marietta, GA \n\n\n\n\nElizabeth Griffin \n\nBiology'  Kingsport, TN ,i \n\n\n\n^^ \n\n\n\n\nBecky Rafter and Courtney Huffman decide to do a little gardening. \n\n\n\n\nCatherine B. Gurry \n\nHistory'  Simpsonville, SC \n\n\n\n\nM \n\n\n\nJennifer Nellie Harper \n\nPsychology  Fitzgerald, GA \n\n\n\n\nElizabeth A. Halvorsen \n\nPsychology  Decatur. GA \n\n\n\n\nTeresa D. Harrision \n\nMathmatics-Economics  Clermont. GA \n\n\n\n\nGinger Victoria Guice \n\nPsychology  Bremen. GA \n\n\n\n\nJennifer M. Harben \n\nHistory  Tucker, GA \n\n\n\n\nHeather Anne Harshman \n\nBiochemistr)'  Holdcn, GA \n\n\n\n\nMiki Heimlich \n\nPsychology  Decatur, GA \n\n\n\n\nTerri Hightower \n\nPsychology . Ripley, TN \n\n\n\n\n\n\nAmy C. Heit \n\nEnglish  Houston, TX \n\n\n\nMary Murray Herdon \n\nSociology-Anthroplogy  Clarkston. GA \n\n\n\n\nTara Celes Hogan \n\nPolitical Science \u0026 German  Svlvania, GA \n\n\n\nKolby Sanders, Carrie Fain, Saw Stavely. Beth Griffin, Adrienne Walker, and Leigh Anne Russell \nare relieved to be graduating after four years of hard work. \n\n\n\n\nCaroline Hopps \n\nPolitical Science  Spartanburg, SC \n\n\n\n\nRachel C. Huffman \n\nReligious Studies  Baton Rouge, LA \n\n\n\n\nk %^ \n\n\n\nStephanie Renee Johnson \n\nBiology  Norcross, GA \"*%. \n\n\n\n\n\n\n'.' r \n\n\n*0 \n\n\nj \n\n\n\n\n*v \n\n\n.7 \n\n! \n\n\nA \n\n\n1 ''^** : \n\n\n- \n\n\n1 J \n\n\nA % \u003e \"\"'--* \n\n\n/ \n\n\n\n\n\n\n\nCourtney Leigh Huffman \n\nPolitical Science  Memphis, TN \n\n\n\n\nNatalie R. Johnson \n\nEnglish  Kanssas City, MO \n\n\n\n\"Here we are on Black Cat day. Senior Class sings our last song. Graduation comes in May, and \nwe'll soon be gone ....\" \n\n\n\n\nRhiannon Gerald, Julie Diekerson, and Cathy Ridinger- the new Charlie's Angels'; \n\n\n\n\n\nAmanda Heather Lockhart \n\nBiolog\\'-Psychoiog\\\u003e  Houston, TX \n\n\n\n\n\n\n\n\nLucien M. Lockhart \n\nChemistr\\'  Clarkston, GA \n\n\n\n\nAleksandra Mandic \n\nMathematics-Economics  Powder Springs. CA \n\n\n\nMarleen M. Maupin \n\nEconomics \u0026 Histow  Enid, OK \n\n\n\nAmy McDonald \n\n:iolog\\'-Anthropolog\\'  fruntsWU\u0026AJ! \n\n\n\n\nAnne Mitchell \n\nFrench \u0026 History  Chesterfield. MO \n\n\n\n\nNatasha Miller Naderi \n\nReligious Studies \u0026 History  Decatur, GA \n\n\n\n\nk \n\n\n\nBranch M. Nance \n\nlish Literature-Creative Writing  Denton, NC \n\n\n\n\n\nSusan V. Molinaro \n\nArt \u0026 Women's Studies  Covington, GA \n\n\n\nJennifer L. Montgomery \n\nArt  Winter Springs, FL \n\n\n\n\nAnne Mitchell, Mono Cousino, and Beth Savage - \"on the cover of a magazine.' \n\n\n\n\n\nJennifer O. Nettles \n\nSociology-Anthropology  Douglas. GA \n\n\n\nTameka Noorwood-Clark \n\nPsychology  Stone Mountain. GA \n\n\n\n\n^- \n\n\n\n\n\n\n\n\nDenise O'Brian \n\n\n\n\n\n\nJennifer L. Parker \n\n\nChemistry \n\n\n /on \n\n\nesborcvGA \n\n\n\n\nFrench \u0026 Theatre  Pensacola, FL \n\n\n ft \n\n\n1 \n\nMr 1 \n\n\n\n\n^ ^ \n\n\nW^^^ \n\n\n* \n\n\nw  \n\n\n\n\nlV 5, t \n\n\nmL : \n\n\nm \n\n\n1 \n\n\n\n\n\n\n\n\n1 ^K.  \n\n\nL *:' \n\n\n\n\n\n\n\n\nL \n\n\n5 \n\n\nu{ \n\n\nj*r \n\n\n'*'' B \n\n\ni f I \n\n\n \n\n\nP \n\n\n*r? % \n\n\ni\u003e \n\n\nLI \n\n\nr \n\n\n3? \n\n\nr3T K \n\n\n\n\n\nChelsy A. Parks \n\nFrench  Nashville, TN \n\n\n\n* - -~ \n\n\n\nLeigh Feagin, Melinda Wilson, Kolby Sanders, Beth Griffin, and Ginger Guiee attend a basketball Elanor Peterson \n\ngame in Solid Gold attire. Biology  Gulf Breeze, FL \n\n\n\n\n\nBecky D. Rafter \n\nSpanish \u0026 tnfl Relations  Mount Carmel, TN \n\n\n\nKatherine E. Randolph \n\nBiochemists  Springfield, TN \n\n\n\n\nKaren E. Reed \n\nBiolog\\\u003e  Lithonia. Ga , K . \n\nMI \\^l \n\n\n\n\n F \n\n\n\nKatherine B. Renfroe \n\njlogy-Psvchofogy  Baton Rouge, LA \n\n\n\nAndrea Riba \n\nGerman \u0026 Int'l Relations  lensen Beach. FL \n\n\n\n\n\nOliva M. Roller \n\nSpanish  Daleville'AL \n\n\n\nJanine M. Russell \n\nPsychology  Kennesaw, GA \n\n\n\n\n* \n\n\n\nRebecca Snipes, Cecelia Heit, Jennie Albritton, Jennifer Parker, Teresa Harrison, and Brandy \npssage stop to rest in a park. \n\n\n\nfc \n\n\n\n\nCatherine Ridinger \n\nEconomics  Springfield, IL \n\n\n\n\nLeigh Anne Russell \n\nEconomics \u0026 Business  Atmore, AL \n\n\n\n\nKolby Sanders \n\nBiology  Statesboro, GA \n\n\n\n\nElizabeth A. Savage \n\nEnglish  Martinez, GA \n\n\n\n\nAmy L. Selvig \n\nPsychology  Sumter. SC \n\n\n\n\n\nKeltic Finn and Martha Bailey share some trail mix on a hike through the mountains. \n\n\n\n\nNicole M. Sikora-Buttram \n\nHistory \u0026 Political Science  Chamblee. GA \n\n\n\n\nSunny L. Snaith \n\nAstrophysics  Decatur. GA \n\n\n\nRebecca Corrine Snipes \n\nEnglish  Goshen. KY \n\n\n\n\nMelanie K. Somers \n\nInternational Relations  Davisburejvll \n\n\n\n^# \n\n\n\n\nRoommates Holly Dyer. Beth Adcock. and Melissa Francis, enjoy themselves at Black Cat. \n\n\n\n\nSamantha N. Stavely \n\nPsychology  Louisville. GA \n\n\n\n\n*C \n\n\n\nAnne Louise Stovall \n\nsycholog)'-Women's Studies  Atlanta. GA \n\n\n\n\nCrystal Steadham \n\nHistory  Norcross. GA \n\n\n\n\nTomekia L. Strickland \n\nBiologv  Atlanta, GA \n\n\n\n\nHillary R. Spencer \n\nArt \u0026 History ' Pensacola, FL \n\n\n\n\nAlicia L. Stewart \n\nHistory  Tucker, GA \n\n\n\n\nMary Victoria Sturdivant \n\nPolitical Science  Raleigh, NC \n\n\n\n\nStacy I. Taylor \n\nBiology  Bristol TN \n\n\n\nA. Adrienne Walker \n\nPsychology'  Monlicello. EL \n\n\n\n\n-  \n\n\n\n\nCicely A. Thompson \n\nEnglish ' Blackshear. GA \n\n\n\n\n\nDeanna Kaye Turner \n\nHistory  Senoia. GA \n\n\n\n\nMary \n\n\nRuth White \n\n\n\n\nRuth M. Wiles \n\n\nInternational Relations  Longs, SC \n\n\n\n\nPolitical Science  Decafur, GA \n\n\n\n\nM%~~J H \n\n\nj^Um. \n\n\nIJH \n\n\nBs  \n\n\n'i% m/k \n\n\na  * f \n\n\n*-\"' sB^lk'' \n\n\n\n\n\n\n8^ v \"' 5 ^ \n\n\nL y|B - % \n\n\n\n\n\n\n^hBT ] \n\n\nrer ' h'\\ \n\n\n\nRebecca D. Willard \n\nEnglish \u0026 Theatre  Covington. GA \n\n\n\nStacy Taylor, Amanda Lockhart, and Chelsy Parks know how to have fun when they are together. \n\n\n\n\n\n\nKelanie Williamson \n\nPsychology  Bremen, CA \n\n\n\nJill M. Wilmarth \n\nReligious Studies  Spring, TX \n\n\n\nMelinda M. Wilson \n\nBiology  Appomattox, VA \n\n\n\n\nBecky Willard. Kelanie Williamson, \nand Jill Wilmarth debate over which \nside the tassle is supposed to be on \nbefore Senior Investiture. \n\nElanor Peterson and Sarah Beyer \nparticipate in the three-legged race \non Black Cat Field Day. \n\n\n\n\nAudra Brecher and Anne Mitchell \ndidn't forget about their fellow \nScotties when they were in Paris, \nFrance. \n\n\n\n\n--'-'' \n\n\n\nOrganizations \n\n\n\nS \n\n\n\n\nomething for everybody... \n\nAgnes Scott College comes out of the shadows when her students and \ngraduates reach out to the world, building the community. Of the 43 \norganizations found on the pages that follow, each and every one \nbrings Agnes Scott into the light. \n\nGroups like Amnesty International, Best Buddies, Circle K, and \nHabitat for Humanity explicitly dedicate themselves to service, forcing \nstudents out of their books and into the lives of others. \n\nHowever, just because groups like Collegiate Chorale and Tower \nCouncil are not readily identifiable as service organizations, does not \nmean that they are in the shadows. Any time organizations reach out \nto include their fellow Scotties, sparks fly. \n\nNot only does ASC step out into the light, but other clubs seek \nto bring the light of awareness here to our campus. ACASA, LBA, \nWitkaze, RFZ and other such groups seek to make Agnes Scott more \ndiverse and, hopefully, more accepting. \n\nThe light shines brightly here at ASC thanks to the efforts of some \nvery active organizations. \n\n\n\n\n\n\nk ?* :, \n\n\n\nTop: Members of Mortar Board, along \nwith a few friends, gather before the \nvery successful Black Cat Field Day. \n\nMiddle: Rhiannon Gerald, President \nof Racism Free Zone, conducts a \n\n\n\nBottom: Members of ACASA venture \nout to meet the natives at fapan Fest \n'96 held at Stone Mountain. \n\n\n\nLeft: ASOC women brave the rapids. \n\n\n\nRight: The members of the Student \nGovernment Association have spent \n\nmuch of their time in heated debates \nabout changing P.E. requirements. \n\nBelow: Senators Erika Blanchard and \nDevon Savoy lookover constituent com- \nplaints. \n\n\n\n\n\nThe Big Three \n\n\n\n\nAbove: Executive VP Brooke Renfroe \nattempts to make sense of a proposal \nput forth by Administrative VP Alexa \nWood and Senator Hillary Ferris. \n\nRight: Tara Hogan.SGA President. \n\"When you're focused on what you \nwant to accomplish - even the darkest \npaths can be illuminated.\" \n\n\n\n\n\nRight: Taking the oath of office as new \nsenators are. from left to right: Andrea \nHan'ey, Lilli Maddatu, Alice Farmer, \nand Erika Blanchard. \n\n\n\n\n\nLeft: The women of Honor Court en- \nsure that ASC students uphold the \nhonor code. \n\n\n\nBelow: Honor Court President, Ginger \nGuiee (center). \"Honoring yourself \nand others, whether it's academically, \nsocially, or morally is what Agnes Scott \nis all about\" \n\n\n\n\nPreside Over ASC \n\n\n\n\n\n\n\n\n\n\n\n\nLa fMcrtw*fW* r \n\n\n\n\n\nAbove: Luci Lockhart. President Resi- \ndence Hall Association (RHA). \"I \n\nam very proud of everyone of the mem- \nbers of RHA, even though sometimes it \ndoesn't seem to be true. I am demand- \ning and they helped to accomplish one \ngoal I had - more open communica- \ntions between dorm council. Hope- \nfully, as RHA grows stronger and more \nself-assured, we can get a wonderful \nblend of activities and ideas from every \ndorm council. \" \n\nLeft: The members of RHA in the re- \ncently converted Tap Room. \n\n\n\n\nPolitics Anyone . . . \n\n\n\nRight: Stephanie Power and Harriet \nBelow: The Young Democrats take a Baker (left to right)have dedicated \nliberal stance at a recent meeting. themselves to the Young Democrats. \n\n\n\n\nAbove: First-year Michelle Goss, for \nConservative Forum. \"Our focus \nthis year has been to shed more light on \nour campus as to what the Consen'a- \ntive Forum is all about. We are becom- \ning more involved with activities and \ninforming others about \"The Right\" \nside of issues. The Consen'ative Forum \nis coming out of the dark.\" \n\nRight: The members of Consen'ative \nForum pose with paraphernalia. \n\n\n\n\n\nLeft: Amnesty International mem- \nbers Natasha Price (left) and Jessica \nCrawford (right) join other concerned \ncitizens at a protest at the School of the \nAmericas in Georgia. \n\n\n\n\nLeft: Rachel Huffman {center), Co-Presi- \ndent. \"Amnesty International, a hu- \nman rights organization, advocates for \nthe release of prisoners of conscience, \nfair and prompt trials for all political \nprisoners, and an end to torture and \nexecution in all cases. Amnesty be- \nlieves that it is 'better to light one \ncandle than to curse the darkness.'\" \n\nBelow: Members of the Agnes Scott \nCollege chapter of Amnesty Interna- \ntional. \n\n\n\n\nOr Something More Global? \n\n\n\n\n\nRhiannon Gerald (center), President. \n\"The purpose of Racism Free Zone \n(RFZ) is to enlighten the campus about \nthe importance of diversity. We be- \nlieve that through various activities, \nsuch as Diversity Week, we help to \npromote acceptance and eliminate rac- \nism on our campus. \" \n\n\n\nAbove: Racism Free Zone members \nhelp the campus community remain \naware that racism continues to be a \nproblem we must resolve. \n\n\n\n\nBelow: Members ofACASA and Chimo \nattend an international student reee \ntion at Symphony Hall. \n\n\n\nRight: ACASA members NicoleSikora- \nButtram, Annie Chanpong, and Lilli \nMaddatu (left to right), speak with \nCNN anchor Joie Chen at an Asian \nAmerican Student Union Confrence. \n\n\n\n\nThe Richness of the World \n\n\n\nAbove: Chimo members in traditional \nThai dress fold their hands to make the \n\"wai\" gesture of welcome. \n\nRight: Annie Chanpong (right). Presi- \ndent. \"ACASA has had an amazing \nfirst year! Not only did we establish \nnumerous contacts among students, \nfaculty, and international organiza- \ntions in Atlanta, but we have a commit- \nted group of active members which \nmakes up our very core. With so much \ninner and outer support, we were able \nto establish ourselves as a significant \norganization with much to say and \nshare.\" \n\n\n\n\n\nRight: The members of the Asian Cut \ntural Awareness Student Associa \ntion (ACASA). \n\n\n\nViva Espafia! y Puerto Rico y Cuba y Chile y ... \n\n\n\n\nLeft: Dr. Rafael Oeasio andNHA Vice \nPresident Danyael Miller fill their plates \nwith fine Spanish cuisine at a dinner \ncelebrating Hispanic culture. \n\n\n\nAbove: NHA members at Seven Stages ' \nproduction of the Spanish play, \"Rosa \nde dos Aromas.\" \n\n\n\nAbove: Laura Watson. NHA member, \n\"In its quest to increase awareness of \nthe multifaceted Hispanic community, \nNational Hispanic Awarenesshosts \nmany activities on campus. These \nactivities, usually accompanied by \nlively music and superb food, are fun \nevents where participants can experi- \nence Hispanic culture.' \n\n\n\n\nBelow: Fariba Farhidvash, Co-Presi- \ndent. \"The French Club, a more active \nclub this year, serves as an informal \nsocial group with the purpose of giving \nstudents a taste of French culture. \nFrench culture is more than crepes and \nthe Eiffel Tower - it is rich with art, \nfood, film, and literature.\" \n\n\n\nRight: Agnes Scott s French Club. \n\nBelow: The members of Pi Delta Phi. \na national honor society for those who \nexcel in the study of French. \n\n\n\n\n\nCrossing the Language Barrier \n\n\n\n\nAbove: Olivia Roller. President of the \nFaust Club. \n\nRight: The members of Agnes Scott's \nvery own Faust Club, a group dedi- \ncated (o bringing a little bit of \nGermany to campus. \n\n\n\n\n\n\nLeft: The women of Witkaze. \n\nBelow: Cicely Thompson, Witkaze \nPresident. \"Witkaze is a cultural \norganization, a place for and a way of \nsharing, suppporting. and educating. \nThrough Witkaze, its members first \nrealize their past, present, and poten- \ntial and are then able to share their \nrealizations with the campus - all are \ndelivered out of the shadows into the \nlight. \" \n\n\n\n\nCelebrating Sisterhood \n\n\n\n\nIn the Spotlight \n\n\n\nBelow: Members of Studio Dance \n\nperform in a benefit production for \ndisadvantaged children. \n\n\n\nBelow: Douglas Scott, Maiy Cochran. \nMarylin Darling. Bridget Guenthner. \nand David Klimchak (left to right), the \ndedicated faculty who teach dance at \nAgnes Scott. \n\n\n\n\nLeft: Mortar Board member Debbie \nCheaves entertains onlookers at a Hal- \nloween carnival. \n\n\n\nLeft: Rachel Huffman (right). Presi- \ndent. Mortar Board is a national \nhonor society that recognizes college \nseniors with distinguished ability and \nachievement in scholarship, leadership, \nandsen'iee. Our ASC chapter oversees \nBlack Cat, awards the class scholar- \nship trophy, sponsors the 'Don't Quote \nMe' lecture series, and participates in \nvolunteer projects. \" \n\n\n\n\nIt Is an Honor \n\n\n\n\nAbove: Spanish Honor Society mem- \nbers. Becky Rafter. Stacy Schmidt, and \nSarah Beyer (left to right). \n\n\n\n\nBelow: President Bullock speaks \nmembers of LBA at a special des: \nmeeting. \n\n\n\nRight: LBA members Christina Bozzini \n(front center), BeckyRafter (left), and \nBetty Halvorsen (top center) converse \nwith Karen Green (right). Director of \nMulticultural Affairs \n\n\n\n\nHonest Acceptance \n\n\n\nAbove: The members of Agnes Scott's \nLesbian Bisexual Alliance (LBA). \n\nRight: Chance Claar-Kilgore, President \nof LBA. \"I know that people think that \nlam radical. lam ...but I believe that \nis because I want to sit and talk with \nothers about how things REALLY are, \non campus and in the world. I hope \nthat LBA will continue to create an \nenvironment where we can all 'come to \nthe table' so to speak.\" \n\n\n\n* \n\n\n\n\nRight: Members of LBA along with \nASC faculty members, Rafael Ocasio \nand Tina Pippin, at the Gay Pride \nParade in Atlanta. \n\n\n\n\nCompleting the (Student) Body \n\n\n\nLeft: The members of the Day Student \nOrganization (DSO). \n\nBelow: Bonnie Page, President. \"The \nDSO helps day students foster rela- \ntionships with other day students \nthrough campus and community ser- \nvice projects. This organization also \nserves as a place to collect our concerns \nso that they may be dealt with by \nstudent leaders and administrators.\" \n\n\n\n\nLeft: Agnes Scott's Returning Stu- \ndent Organization (RSO) seeks to \nprovide support for students beyond \nthe traditional college age. The orga- \nnization also sen'es as a place for these \nwomen to voice their concerns and \nwork to address them. \n\n\n\n\nRight: Volunteer Board oversees such \ngroups as Best Buddies and Habitat. \n\nBelow: Michelle Frost, President. \n\"Nelson Mandela once said, 'It is our \nlight, not our darkness that frightens \nus.' Volunteer Board has given me \nthe opportunity to be more comfortable \nwith my light through the power of \nvolunteering.\" \n\n\n\n\n\nA Helping Hand \n\n\n\n\nBelow: The Girl Scouts do much more \nLeft: Lifting the spirits of the mentally than just sell cookies. Members are \nchallenged is what the members of active in many forms of community \nBest Buddies enjoy. outreach. \n\n\n\n\nA Smiling Face \n\n\n\n\nLeft: Betsy Herrington. Secretary. \n\"Circle K is a volunteer organization \nthat performs various projects around \nAtlanta throughout the year. With \nthirty members this year, we've been \nvery successful at ser\\'ing the commu- \nnity. \n\n\n\nLeft: Stacy McCoy. Circle K President, \nand Michele Heny help keep East \nCollege Avenue beautiful. \n\n\n\n\nKeep the Faith \n\n\n\nRight: The members of the \nBelow: Newman Club celebrates Newman Club, an organization \nHalloween with a pumpkin can'ing working to meet the needs ofASC's \nparty. Catholic communtiy. \n\n\n\n\nAbove: Members of New Westminster \nFellowship, an informal organization \nfor Presbyterians. \n\n\n\n\nAbove: The members of Religious Life \nCouncil. \n\nRight: Tracy Oliver, Co-Chair of the \nReligious Life Council. \"A large part \nof our purpose is for us to help others to \nallow their spiritual lights and faiths to \nshine.\" \n\n\n\n\n\nLeft: Samantha Stavely, Editor-in-Chief \nFall 1 996. \"Rest assured that on pro- \nduction weekend, you will get a call - \n'I'll have that article to you tomorrow \n... I've been swamped.' Orworse.you \nhave to track them down. Despite \nthose minor inconveniences, the Pro- \nfile takes shape with a small but dedi- \ncated staff. \" \n\n\n\nBelow: The Profile staff includes both \nwriters and editors. \n\n\n\nBelow: Brandy Nanceand Cecelia Heit, \nProfile members, look with amaze- \nment as the next issue's deadlines are \nannounced. \n\n\n\n\nSpread the Word \n\n\n\n\n\nAbove: Rebecca Snipes, President. \n\"SAFE Women strives to inform stu- \ndents about contemporary women's \nhealth issues such as alcoholism, AIDS, \ncontraception, eating disorders, rape, \nand depression. Our goal is to make \nsure students are aware of these con- \ncerns and to provide a resource throught \nwhich students can find support. \" \n\nLeft: Laura Croft. Ginny Adair, Rebecca \nSnipes, and Amanda Nichols (left to \nright) are the members of Student \nAdvocates for Educating Women \n(SAFE Women). \n\n\n\n\nRight: Cathy Ridinger (far left). \nSocial Council President. \"We \n\njust try to brighten up the dark, \ndull routine with a little music, \na little dancing, andalittle beer.\" \n\n\n\nBelow: Holly Dyer and Kristie Cobb \n(left to right), members of Social Coun- \ncil, iron out the details of Agnes Scott's \nnext band party. \n\n\n\n\n\nThey Relieve Stress \n\n\n\n\nAbove: Orientation Council mem- \nbers strike a pose in their short and \nsassy skirts. \n\nRight: Betsy Bilbro, Orientation \nCouncil President. \"The goal of Orien- \ntation Council is to acclimate students \nand their parents to the Agnes Scott \ncommunity and to introduce them to \nDecatur and the city of Atlanta. \n\n\n\n\nAiding the Offices \n\n\n\nLeft: The many members of Tower \nCouncil. \n\nslow: Giselle Fernandez, for Tower \nCouncil. \"ASC women sen'e on this \nhonorary organization as ambassadors \nto the College. Members constantly \nremember and relive the questions and \nconcerns that all prospective college \ncandidatesgo through. Tower Council \nunites with the Admissions Office to \nshed some light on the \" ins and outs\" of \nlife after parents and high school  life \nat ASC\" \n\n\n\n\nLeft: Leigh Feagin. President. \"The \nmembers of Career Advisor}' Board \nact as liaisons between the students of \nASC and the Career Planning and \nCounseling Office. Our goal is to help \nstudents become aware of the vast num- \nber of career opportunities available to \nthem.\" \n\n\n\nLeft: The members of the Colonnade \nClub aid Sarah Cave and the Develop- \nment Office. \n\n\n\n\nRight: Members of the Biology Club \n\nfeel right at home in any lab. \n\nBelow: Melinda Wilson, President. \n\"The Biology Club provides a forum \nfor scientists with diverse interests to \nexpand their knowledge and experi- \nences outside the classroom. \" \n\n\n\n\n\nExploring the Unknown \n\n\n\n\nAbove: Dinah Conti. President. \"The \nmission oftheACS-SA is to encourage \nstudents to become better acquainted \nwith the chemical sciences and to in- \nstill a professional pride in the field. \nMembers develop techniques and gain \nexperience in preparing and present- \ning technical material for audiences. \nWe also work to remind our colleagues, \nas well as ourselves, that chemistn \nand the chemical sciences can be excit- \ning and fun.\" \n\n\n\nRight: The American Chemical So- \nciety - Student Affiliates. \n\n\n\nM \n\n\n\n\nLeft: The women of precision  ASC's \nSynchronized Swimming Team. \n\n\n\nBelow: The Softball Team, one year \nbefore NCAA. \n\n\n\n\nTesting Their Limits \n\n\n\n\n4\u003c*uai^ \n\n\n\nAbove: What Rugby game would be \ncomplete without the support of dedi- \ncated fans? \n\n\n\n\nAbove: The brave members of ASC's \nRugby Team. \n\nLeft: Amanda Lockhart (left), for the \nRugby Team. \"Rugby is an obses- \nsion. There's nothing like it on or off \nthe field. It has its own rules, \nlanguage, and its own ideas of what a \n'party' is. In what other sport are your \nbruises your trophies?\" \n\n\n\n\nTake a Bite Out of Life \n\n\n\nRight: ASOC members prepare to put \nin a lono day's work roek climbing- \n\n\n\n\nSing Mc a Song \n\n\n\nBelow. Collegiate Chorale members \nLeft: The singers of the ever-popular sing for their supper at a TG1F in \nLondon Fog. Evans. \n\n\n\n\nSports \n\n\n\n9| \n\n\n\nighting the way ... \n\n\n\nWhen people think of sports, many picture sweaty muscle-bound men \nfighting to beat their opponents, but here at Agnes Scott we know that \nwomen can get down and dirty just as well as any man. The growing \nrecognition our athletic teams are receiving proves that we are not the \nonly ones who know this to be true. We have escaped the era of women \nsimply being spectators and have entered into a new time where we \ncan participate in sports AND excell in them. \n\nThis year, our many talented coaches worked hard to build \nstrong teams and their efforts did not go unnoticed. If this was not their \nBEST year ever then they certainly improved tremendously! All the \nplayers practiced for hours on end and still managed to have the \nenergy to play some incredible games! \n\nYears ago, Agnes Scott did not have the advanced Athletic \nDepartment that it has today. Our modern facilities have brought light \nand solace into the lives of the students' daily hustle and bustle. The \nAthletic Department has, in a sense, come Out of the Shadows and \nInto the Light at last! \n\n\n\n\n\n* \n\n\n\n\n\nTop: As one of the basketball team \nmembers pulls herself off the ground, \nwesee that b-ball is definitely a eontaet \nsport. \n\nMiddle: These soccer players put up an \nunstoppable wall of defense to block \ntheir opponent. \n\nBottom: Jessica Owen and Aleesia \nTolliver wait anxiously for Jennie \nHatfield to serve the ball and lead them \nto their win. \n\nLeft: Draughn Whitehead poses while \nstretching before a big Cross Country \nmeet. \n\n\n\n\nRunning in the sun! \n\n\n\nCross Country \n\n\n\n\"This fall season saw great \npotential turn into great run- \nners. . . . Our season itself was \none of the best ever after all \nwas said and done. The first \nmeet of the season found us \n7th out of 8 teams, but at that \nsame course for our next meet \nwe had improved to place 5th \nout of 13 teams. The highlight \n\n\n\nof the season was the taking of \nFIRST PLACE in the All Metro \nMeet in Atlanta. The team \nwas proud to bring home Agnes \nScott's first varsity athletics \ntrophy! We ended the regular \nseason with the Southeastern \nClassic in Nashville, TN, plac- \ning 15th out of 23 schools.\" \n- Coach Tracy St. John \n\n\n\n\nAbove left: Look at that stamina! \nRunning all that way must be tiring, \nbut jacalyn Ellis trudges along and \nhelps to win the trophy. \n\nAbove right: Robin Otte and Draughn \nWhitehead take advantage of the con- \nveniently parked Agnes Scott van to \nstretch before a meet. Synchronized \nstretching? A new sport? Not this time \nladies. \n\nRight: Jennifer Jacob runs her best for \nthe cross-country team and for herself. \nShe sure won't let the team down. \n\n\n\n\nSusan Hiers makes a beautiful stride \nas she ponders the success of winning \nand the thrill of finishing the race. \n\n\n\n\n108 ,V Spc \n\n\n\n.eft: Carta Maley needs just the right \nhoes for her upeoming run. Comfort- \nible and light, yeah those will work! \njetting ready for a meet is a little \n)er\\\u003ee-raeking, but Carta seems to be \nlandling it quite welt. \n\n\n\nStretching is an important part of run- \nning with the Cross Country team. \nLaura Vanderbloemen knows this all \ntoo well and seems to be enjoying the \ntime allotted for stretching before the \nmeet. \n\n\n\n\nTime? \n\n\n\n\nTimes for the 5K \n(3.1 mile) distance \n\n\n\nFirst Place at \nAH Metro Meet! \n\n\n\n\nCross Country Team \n\nThese women bask in the glor)' of winning their much-deserved trophy: Left to right: Sarah Catherine Thomas, Jacalyn \nEllis, Misty Pless, Draughn Whitehead. Keri Randolph, Robin Otte, Susan Hiers, Carlo Maley, and Coach Tracy \nSt. John. Not pictured: Jennifer Jacob and Laura Vanderbloemen. \n\n\n\n\nStar Minke continues the tradition of \ngiving roses to the graduating seniors \non Fan Appreciation night. This year \nthe two lucky recipients were Becky \nRafter and fill Wilmarth. The team \nwill certainly miss you both. Good \nluck. \n\n\n\nWhen Aleesia Tolliver is set up for a \ngood spike she most assuredly takes \nfull advantage of it. Here, she defies \nthe laws of gravity when she goes up for \none of her famous spikes! \n\n\n\n\nAshleigh Matthews' teammates look \non as she gracefully hurls the ball into \nthe other court. \n\n\n\n\nCommunication is an important part \nof any team. The team gets together for \na pow-pow to get ready for another \ntough match. Advice from the coach is \ngiven and the players get to take a \nbreak. Tournaments are a rough part \nof the game, but these players stick it \nout and pull it off. \n\n\n\nJennie Hatfield waits patiently for just \nthe right moment to send the ball to a \nteammate in order to seore yet another \npoint for the team. \n\n\n\nKimberly Davis sets the ball forAleesia \nTolliver for a perfeetly aimed spike over \nthe net. Does it get any better than \nthis? \n\n\n\n\nVOLLEYBALL \nGets Fired Up!! \n\n\n\nWhat a Season! \n\n\n\nThis season the volleyball team may not have won all \ntheir games, but they won their last tournament of the \nentire season and had a great time this past year. The \nvolleyball players went out with a bang! The team also \nflew to Boston for a tournament and got to stay there all \nweekend long. New to Agnes Scott and new to the team \nwere Kim Davis, Ashleigh Matthews and Becky Smith. \nMany new friends were made and everyone reached \nout to the new players as well as welcomed back the old \nones. This past season was, by all means, A SEASON \nTHEY WILL NOT SOON FORGET! \n\n\n\nJill Wilmarth runs forward just in time \nto send the ball over the net and out of \nthe opposing team's reach. \n\n\n\n\nVolleyball Team \n\nTop Row (l-r): Coach Star Minke, Kimberly Davis, Cynthia Audain, Ashleigh Matthews, Jennifer King, Jessica \nOwens, Stephanie King, Assistant Coach Stephanie Dragan. Second Row: Manager Sandy Miller, Courtney Griffin. \nJennie Hatfield, Aleesia Tolliver; Becky Smith, Che'ferre Suggs. Bottom Row: Jill Wilmarth and Beckv Rafter. \n\n\n\n\nWithout a good serve, the game cannot \nbe won. Che'ferre Suggs certainly \nknows how to serve a volleyball. Just \nlook at that form and concentration!'. \n\n\n\nSOCCER \n\nA Kick in the Grass . \n\n\n\n\"Run, Kick, Score,\" is what \nthe fans yelled as Agnes Scott's \nSoccerteam intrigued them on \nthe field. Playing games fairly \nand to the best of their ability, \nthese women gave themselves \nand the women of Agnes Scott \na season to be proud of. \n\nThese women practiced \nlong and hard to be a stronger \nmore successful team. By \nshowing up to every gym work- \nout, and every drill practice \n\n\n\nthese women not only im- \nproved their talents but also \nshowed their dedication to the \ngame of soccer. \n\nCombining the ablilites of \nall the women made a team \nthat played together through \nthick and thin. \n\nEven though the soccer \nteam did not win every game, \nthey brought a lot of heart and \npride to the game of soccer. \n\n\n\n\nAsiyah Sarwari and her teammates \nmaneuver through their opponents' \noncoming offense. \n\nMaria Banderas demonstrates how to \nkick a soccer ball up in the air with \ngreat accuracy. \n\n\n\n\nChelsy Parks, Maria Banderas, and \nother teamates, fill their water bottles \nand get ready to play that great game \nof SOCCER! \n\n\n\n\n\neft: Aynsky Dickinson exhibits her \nlscinating defensive skills by not ki- \nng her opponents get around her. As \nsen by her opponent's movements, \nynsley is very good. \n\n\n\nCati Brown tries to steal the ball away \nfrom her opponent's grasp. It looks like \nshe is going to do it. \n\n\n\n\nMona Cousino runs and plays her hard- \nest for the benifit of her and her Agnes \nScott teammates. \n\nThe goalie, Quail Duryea, shows off \nher amazing talent for kicking the soc- \ncer ball long and hard. \n\n\n\n\nSoccer Team \n\nBack Row (l-r): Coach Paige Cardel, S - Asiyah Sarwari, 15 - Loren Harmeling, 6 - Michelle Frost, 3 - Beth Savage, 9 \n- Mona Cousino, 2 - Cati Brown, 5 - Sarah Alderfer, 1 1 - Caroline Hopps, Coach Eric Bumgartner; Front Row: 12 - Mary \nHarkleroad, 10 - Jamie Bloomfield, 20 - Chelsy Parks, Goalie - Quail Duryea, 14 - Maria Banderas, IS - Caroline \nMitchell, 21 - Aynsley Dickinson. \n\n\n\n\"Through \nteamwork \n\nand \n\ndedication, \n\nthe soccer \n\nteam \n\nalways \n\nstrived to \n\nbe at their \n\nbest/' \n\n\n\n\n\nChelsy Parks trips up her opponent \nwhile rushing with the ball towards the \nbasket. \n\nLori Anderson had better watch out for \nthat \"phantom ball\" headed her way. \n\n\n\nAfter stealing the ball from the oppos- \ning team, Sandy Miller bolts down the \ncourt to take advantage of her open \nshot of the basket! \n\n\n\nBASKETBALL \n\nThis year's basketball team had a great year. Each player \nimproved whether it was from last year, the beginning of \nthe season, or both. There was increased fan attendance \nat the games due to DJs, prize giveaways, macarena \nperformances, and the sheer excitement of the games. \nOne of the team's biggest wins was the defeat of Warren \nWilson College 46-20! \n\nNext year's team will undoubtedly miss graduating \nseniors Megan Graham, Chelsy Parks, and Elanor \nPeterson, but they hope to continue growing in their on- \ncourt performance despite the absence of their mentors. \n\n\n\nThe team is very attentive as Paige \n\nCardel tells them the strategy that they \nneed to win the eame! \n\n\n\n\nLighting up the courts! \n\n\n\nTENNIS \n\n\n\nThis year's tennis team played a great season! A few of their \ndefeats included Wesleyan, Oglethorpe, Brewton-Parker, St. \nMary's, University of Minnesota, and University of Wisconsin- \nWhitewater. \n\nThe tennis players were in great shape and just kept getting \nbetter and better. Team Captains this year were Mona Cousino \nand Akeley David. These ladies did an excellent job in keeping \ntheir fellow teammates headed toward success. Their victories \nseemed unstoppable! Tracy St. lohn and Strahan Hodgson \npushed the players to do their best and it certainly paid off. \n\nTeam members Mona Cousino, Akeley David, Heather Fong \nand Marley Maupin will be graduating this year, but fans can \ncount on the remaining players for continued success. The \nTennis team did a fantastic job this year and made the ASC \ncommunity proud. \n\n\n\n\nMarley Maupin and Kcmbra Healy \nshow us that Doubles is all about team- \nwork. \n\nAkeley David illustrates thatsometimes \nall it needs is a tap. \n\n\n\n\nCourtney Goodman stretches fo \ncontact as the ball tries to fly over he \nhead. \n\n\n\n\n\nBrooke Renfroe watches as her artfully \nmastered hit flies to the other side of the \ncourt. \n\nHeather Fong exhibits her strength and \nagility through playing hard in games \nand in practice. \n\n\n\n\nAgnes Scott and other Cross Countn' \nteams take off, as the race begins. \n\n\n\nKatherine Nalley dribbles the ball \nacross the court, all the while watching \nand waiting for an opening to go for the \nbasket. \n\n\n\n\n\n\n\n\n\nh 1 \n\n\nt\\ \n\n\n-xJS^L^ \n\n\ni^vi \n\n\n\\ if /\u003e* \n\n\nb T \u003c 91 \n\n\n\n\nr. ** ***[ \n\n\n\n\nv M \n\n\nSB* \n\n\nK . \n\n\n\n\n\n\nThe coaches of (he socc \n(earn molivole f/ie p/ayc \nwith a \"pep talk. \" \n\n\n\nRobin Otte and Draughn Whitehead \nconverse with one another about the \nexhausting race they just ran. \n\n\n\n\n1 l.s , S|\u003e \n\n\n\n\nThe first hit of a set is most important \nand Becky Smith gets ready to slam the \nball and send it back to the other team. \nWill they be able to handle her awe- \nsome volley? \n\n\n\nKatherine Nalley deters her opponents \nefforts to steal the ball by passing it \nquickly to one of her ready teammates. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nL_ \n\n\n75 \n\n\nJm \n\n\n\n\n\n\ny i \n\n\n\n\n\n\n\n\nJ * ^Sj \n\n\njflfl* \n\n\n^ f -j \n\n\n\n\n* i \n\n\n\n\n\n\n'*'. s -'V- ,.\u003e.'* \n\n\n\n\n\n\nMegan Graham, #23, looks towards \nthe game in progress as she waits for \nher chance to make a play. \n\n\n\nAynsley Dickinson keeps her opponent \nfrom getting the ball, as she runs up \nand down the field. \n\nStretching looks painful when the Cross \nCountr\\' team demonstrates. Not only \ndo they have to be great runners, but \nthev have to be contortionists too! \n\n\n\n\nFaculty \n\n\n\n\n\nA. irst teach a person to \ndevelop to the point of his \nlimitations and then - pfft! - \nbreak the limitation,\" \n\n\n\nViola Spolin \n\n\n\nWith the flood of new students for the 1996-97 school year came a similar \nincrease in the faculty at Agnes Scott. New faces can be seen in a variety of \ndepartments including French, Mathematics, and Biology. Most joined the \ncommunity with great enthusiasm having been spotted at everything from soccer \ngames to Junior Production. \n\nIn the 1997 edition of Princeton Review's \"The Best 310 Colleges,\" Agnes \nScott professors were ranked fourth for \"mak[ing] themselves accessible\" and \nseventh for \"bring[ing] the material to life.\" Political Science teacher Cathy Scott \nis known for grasping students' attention with her quick wit and celebrity \nimitations. Dr. Myrtle Lewin of the Mathematics department maintains her \npupils' interest with exaggerated gestures and lack of inhibitions, never allowing \nthe confines of the chalkboard to set mental boundaries. As a whole, the faculty \n\ncaptures the stu- \n\n\n\nDr. John Carey cuts loose at a Friday \nafternoon picnic on the quad. \n\n\n\n\n\ndents' minds \nwith their con- \ntagious personal \nenthusiasm for \ntheir respective \ndiscipline. \n\n\n\n:. : ^v- \n\n\n\n\nTop: Part-time faculty in the Chemis- \ntry department helped keep the class \nsize to a minimum. \n\n\n\nBottom: Dr. Larry Riddle and Dr. \nRosemary Cunningham show their \nspirit by making an appearance at a \nvolleyball game. \n\nLeft: Political Science professor Cathy \nScott dons a turkey suit for charity. \n\n\n\n\nw \n\n\n\nYou only get one life , \n\nso you might as well \n\nenjoy it. \n\n\n\n99 \n\n\n\nDr. Phil Gibson, Biology \n\n\n\nChemistry \n\n\n\nProfessor Linda Hodges and Assistant \nProfessor Lilia Harvey chat before Senior \nInvestiture. \n\n\n\n\nAssociate Professor Leon \nVenable demonstrates \nlab procedures with the \nbunsen burner. \n\n\n\nBiology \n\n(Left to Right) Assistant Professor Karen \nThompson. Professor and Chair John \nPilger, Professor Sandra Bowden, Assis- \ntant Professor Philip Gibson, Teaching \nAssistant Carole Anderson, and Profes- \nsor Harry Wistrand. \n\n\n\nA \n\n\n\n\n\n\nMathematics \n\n\n\n(Left to Right) Assistant Professor Robin \nPennington, Associate Professor and \nChair Larry Riddle, and Assistant Profes- \nsor David Robinson. Associate Professor \nBob Leslie is not pictured. \n\n\n\n\nMathematics Professor \nMyrtle Lewin helps plan \na student curriculum. \n\n\n\nPhysics/Astronomy \n\n\n\nAssociate Professor Alberto Sadun and \nAssociate Professor Arthur Bowling. \n\n\n\nAssistant Professor \nChristopher DePree was \none of the many new \nfaces among the faculty \nthis vear. \n\n\n\nW \n\n\n\nI want my students to \ndevelop intellectual \nflexibility, to adapt to what- \never kind of environment \nthey find themselves in. \n\n\n\n99 \n\n\n\nDr. Art Bowling, Phvsics \n\n\n\n\ni l mtnit \n\n\n\nEnglish \n\n\n\n(Left to Right) Professor Bo Ball, Associ- \nate Professor Christine Cozzens, Profes- \nsor Linda Hubert, Associate Professor \nPeggy Thompson, and Professor Pat \nPinka. Not pictured are Associate Profes- \nsor and Chair Christopher Ames and \nAssociate Professor Steven Guthrie. \n\n\n\n\nAssistant Professor \nWaqas Khwaja im- \npresses students with his \nprodigious voeabulary. \n\n\n\nFrench \n\n\n\nAssistant Professor Julia DePree and Pro- \nfessor Regine Reynolds-Cornell. Not pic- \ntured is Assistant Professor Rosemary \nEberiel. \n\n\n\n* \n\n\n\n\n\nW \n\n\n\nI want my students to \nlearn to keep their minds \n\nopen to the \nmultifariousness of life. \n\n\n\n99 \n\n\n\nDr. Waqas Khwaja, English \n\n\n\n)) We shoi//d /earn to be Q| Q| \n\nv\"^ y^ happy with ourselves, to ^y v y \n\nX X do things because we are S S \n\npassionate about doing them. \n\n\n\nDr. Christine Cozzens, English \n\n\n\n\nClassics \n\n\n\nAssociate Professor Sally MacEwen and \nAssociate Professor Gail Cabisius. \n\n\n\n\nDr. Gail Cabisius pre- \npares for her next Latin \nclass. \n\n\n\n\n\n\nGerman \n\n\n\nProfessor Ingrid Weishofer immerses the \nclass (even if it is only an hour) by con- \nducting the lesson entirely in German. \n\n\n\n\nw \n\n\n\nMuy bien. Muy bien. \nPerfecto. \n\n\n\n99 \n\n\n\nDr. Rafael Ocasio, Spanish \n\n\n\nSpanish \n\nAssociate Professor and Chair Rafael \nOcasio takes a break from his lecture \npreparations. Not pictured is Assistant \nProfessor Gisela Norat. \n\n\n\n\nAssistant Professor \nlosefina Gonzalez shares \nher knowledge of the \nSpanish language, litera- \nture, and culture with \nASC students. \n\n\n\nJapanese \n\nTeaching Assistant Kaori Fujimoto sees \ntwo sides of college life as a teacher of \nJapanese and a resident of Winship dorm. \n\n\n\n\n\n\nw \n\n\n\nI would like students \n\nto realize that the times \n\nwe live in are not all \n\nthere is. \n\n- Dr. Michael Brown, History \n\n\n\nEducation \n\n\n\nDirector of Teacher Education Pro- \ngrams Julie Weisberg, Assistant Pro- \nfessor lane West, and Chair of the \nEducation Department Myrtle Lewin. \nNot pictured are Associate Dean of \nthe College and Assistant Professor \nRuth Bettandorff and Dean of Stu- \ndents and Instructor of Education Gue \nHudson. \n\n\n\nHistory \n\n\n\n(Left to Right) Professor Penelope \nCampbell, Associate Professor Michele \nGillespie, Assistant Professor Violet \nJohnson, Professor Michael Brown, and \nAssociate Professor and Chair Katharine \nKennedy. \n\n\n\n\nDr. Michael Brown leads \nthe faculty out of Gaines \nAuditorium after Senior \nInvestiture. \n\n\n\nReligion \n\nAssociate Professor Tina Pippin, Profes- \nsor John Carey, and a \"Higher Power\"? \n\n\n\n\nDr. ]ohn Carey quizze \nhis class on the as \nsigned reading. \n\n\n\nPhilosophy \n\n\n\nProfessor Richard Parry and Professor \nDavid Behan \n\n\n\n\nW \n\n\n\nFor their advice is a \n\nbeam of light directed \n\ninto the dark corners of \n\nyour mind. \n\n\n\n99 \n\n\n\nProverbs 6:23a \n\n\n\nw \n\n\n\nTry to make a difference, \n\nand don't worry about it \n\ntoo much. \n\n\n\n99 \n\n\n\nDr. Ted Mathews, Music \n\n\n\n\nMusic \n\n\n\nDavid D'Ambrosio, Associate Professor \nTed Mathews, Professor Ronald Byrnside, \nMelissa Fontaine, and Professor and Chair \nCal Johnson. \n\n\n\n\nDr. Ted Mathews shows \noff his holiday garb. \n\n\n\nAssociate Professor Donna Sadler en- \ncourages students to express themselves \nthrough various forms of art. Not pic- \ntured is Professor Terry McGehee. \n\n\n\n\nAssistant Professor Anne Beidler \nstresses creative productivity. \n\n\n\nw \n\n\n\nYou know, my cat ate \n\nbreakfast this morning, \n\nbut we are not talking \n\nabout that \n\n- Dr. Juan Allende, Political Science \n\n\n\n99 \n\n\n\nTheatre/Dance \n\n\n\n(Left to Right) Theatre Instructor Deadra \nMoore, Professor and Director of Dance \nMarylin Darling, and Associate Professor \nDudley Sanders. \n\n\n\n\nPhysical Education \n\nAerobics Instructor Lynn Mayer struts \nher stuff on the step. Not pictured is \nCross Country Coach and P.E. Instructor \nTracy St. John. \n\n\n\n\n\n\n\n\n\n\n\nV 1 \n\n\n\n4 \n\n\n\n\nSoccer, Basketball Coach \nandP.E. Instructor Paige \nCardel assists students \nin the weight room. \n\n\n\n\n\nw \n\n\n\nPolitical Science \n\n\n\nAssistant Professor Juan Allende and \nAssociate Professor and Chair Catherine \nScott. \n\n\n\n\nProfessor Gus Cochran \nreturns from a faculty \nluncheon. \n\n\n\nEconomics \n\n\n\nAssociate Professor and Chair Rosemary \nCunningham, Professor Edmund \nSheehey, and Assistant Professor Rich- \nard Martin. Not pictured is Assistant Pro- \nfessor Isa Williams. \n\n\n\nDon't memorize things; \nunderstand them! \n\n\n\n99 \n\n\n\nDr. Richard Martin, Economics \n\n\n\n\nSociology/Anthropology \n\nAssistant Professor Josephine Bradley. \nNot pictured is Associate Professor \nMartha Rees. \n\n\n\nDr. Brenda Hoke gives a \nspeech in Rebekah- \nWoltz. \n\n\n\nPsychology \n\n\n\n(Left to Right) Associate Professor Bar- \nbara Blatchley, Professor Ayse Carden, \nAssistant Professor Douglas Webb, and \nProfessor Thomas Hogan. Not pictured \nis Associate Professor Eileen Cooley. \n\n\n\n\n\nDr. Barbara Blatchley \ndiscusses a test with \nMichelle Hayes '97. \n\n\n\nW \n\n\n\nWomen's colleges are \n\nessential to help prepare \n\nwomen for leadership roles \n\nin all facets of society. \n\n\n\n99 \n\n\n\nDr. Jo Bradley, Sociology \n\n\n\nIn Memory \n\nThomas Wagner Hogan \n\n\n\nProfessor of Psychology \n1937-1996 \n\n\n\n\n\nDr. Tom Hogan joined the Psychology Department at Agnes Scott College in 1962. \nDuring his lengthy tenure at the College, Dr. Hogan was notable for obtaining ASC's \nfirst federal grant, establishing the college's first psychology lab in the late 1960s, \nbringing the first computers to campus, obtaining the firstlBM grant for the college, \nand for offering the first information science course in the Agnes Scott curriculum. \nHogan also authored the manual entitled, \"Thinking and Computing.\" \n\nAs Chair of the Department of Psychology, Dr. \nHogan's death in December 1996 left a marked \nvoid in the Agnes Scott community. \n\nDr. Hogan is survived by his wife, Dr. Ingrid \nWeishofer, Professor of German at Agnes Scott, \nand children, Erik and Brigitte Hogan '99. He \nwill be remembered fondly by the multitude of \npresent and former Agnes Scott students who \npassed through his Psychology courses. \n\n\n\n\n\nAdministration \u0026 Staff \n\n\n\n\nEver present in our lives \n\nThe administration and staff are undoubtedly the backbone of Agnes \nScott College. As perspectives, students are recruited and aided by \nstaff members in the offices of Admissions, Financial Aid, and the \nRegistrar. Members of the administration such as the Dean of Students \nand the Dean of the College also play an important role in encouraging \nperspectives to attend the college. Upon moving to campus, other staff \nmembers like those in the Post Office, Bookstore, Library, and Dining \nHall, help new students adjust to life at ASC. Staff members feed and \nclean up after the students. They keep the campus pretty and safe. \nBetween Orientation and Graduation many people in the administra- \ntion and staff become the students' helpers, colleagues, and friends. \nMany of them are on a first-name basis with the students, especially \nby the time they are seniors. Most seniors are all too familiar with most \nof the offices on campus, especially those of Career Planning, the \nRegistrar, Financial Aid and Accounting. When seniors graduate, \nadministration and staff members from offices such as Alumnae \nAffairs, the President, Development, and Publications remain present \nin their lives. \n\n\n\n\n\nTop: Beverly Ducharmc has a busy job \nas secretaty of the Vice President of \nFinance and Development. \n\nMiddle: Director of Admissions \nStephanie Balmer, and Dean of Stu- \ndents Gue Hudson, are dedicated to \nattracting more students to ASC. \n\nBottom: Irma Floyd goofs off in the \nbookstore when no students are watch- \n\n\n\nLeft: Virginia Moreland is an extremely \nimportant resource to students in need \nof help in the library. \n\n\n\n\nEmily Gwynn is a vital part of the \nAgnes Scott College community as the \ncoordinator of Media Services. \n\nLibrary (L-R): John Daniels, Joyce \nManget, Edith Gardner, Resa Harney, \nVirginia Moreland, Amy Dement, Sala \nRhodes, Elizabeth Mulherrin \n\n\n\n\nMargie Dixon keep us with all faculty, \nstaff and student needs as coordinator \nof Office Services. \n\n\n\nAccounting Office (L-R): April \nBaldwin, Karen Smith, Theresa \nSehenuk, Debra Colbert \n\n\n\n\nValerie Washington and Reginald \nRosemand are friendly faces that can \nalways be seen in the Dining Hall. \n\n\n\n\n\n\n\"Agnes Scott College is \n\ndestined to improve by \n\nbroadening its horizons. \n\n\n\n\n\n\n\nOffice of the President (L-R): Betty \nDerrick, Jeanne Maxfield, Lea Ann \nHudson \n\nWallace Jones is a comforting face \nto see after a strenuous workout in \nWoodruff. \n\n\n\nFood Service Managerial Staff (L- \n\nR): Mike Shaffer, Adrianne Stone, \nPatty Heyl, Diana Hogaboom \n\n\n\n\nDean of Colleges Office (L-R): \n\nRebecca Martin, ]im Boynton, \nDemetrice Parks, Gail Buccino, Sarah \nBlanshei, Paul Alred-Ficklin, Ruth \nBettandorff \n\n\n\n\nFinancial Aid (L-R): Tansill Hille, \nTherese Swanson, Shawna Cohen-Co- \nvert \n\n\n\n\nRus Drew, Director of Public Safety, \n\nupholds the law and promotes justice \nfor all. \n\n\n\nAndrea Swilley takes a break from the \nDevelopment Office to enjoy junior \nproduction. \n\nInformation Technology Services \n\nhas managed to speed along the infor- \nmation super highway. \n\n\n\n\nRonald Keeton and James Ojeda \nattend the support staff appreciation \nconvocation. \n\nCounselor Gail Bell offers a comfort- \ning shoulder for students to lean on. \n\n\n\n\nAs Director of Student Activities, Kris \nHerndon has managed to improve the \nsocial atmosphere on the ASC campus. \n\n\n\n\nPublic Relations (L-R): Mary \nAckcrlv, Mar\\' Zimnik \n\n\n\nStudent Activities Director joy Wa- \nters brought life to the campus with her \nfun and innnovative ideas. \n\nDevelopment Office (L-R): Susan \nDeBay, Peg Shelton, Janann Giles, \nAdelia Patrick, Sarah Cave \n\n\n\n\nWithout the dedication of the Physi- \ncal Plant /Custodial staff, the Col- \nlege would not run as smoothly as it \ndoes. \n\nPresident Mary Brown Bullock main- \ntains a busy schedule as she prepares \nthe college for the year 2000. \n\n\n\n\nHuman Resources (L-R): Kristin \nNeumaier, Terry McMichael, Janet \nCould \n\n\n\n\nLePret Dickinson, assistant director of \nAdmissions, shows her support for \nthe ASC basketball team. \n\n\n\n\n\"The staff here always seems \n\neager to help satisfy the \n\nstudents' needs.\" \n\n\n\nFaculty Services (L-R): Nita Pitts \nDiane Bradford, Amy Whitworth \n\n\n\n\nAdmissions Office (L-R): Michelle \nWampler, Heather Healy, Kay \nConnelly, LePret Dickinson, Cristina \nCrays, Catherine Heffernan, Holly \nRaiford, Betsy Armstrong \n\n\n\n\nFirst Husband George Bullock is a \ndedicated fan of the ASC basketball \nteam. \n\n\n\nPublic Safety officers Lori Br)\u003eson and \nLIEUTENANT Curtis Parrott compare \nnotes concerning current crime issues. \n\n\n\n\nVice President of Finance and De- \nvelopment: Bill Gailey \n\n\n\n\n\nPhysical Plant (L-R): Victoria Lam- \nbert, Marvena Berry, Raymond \nStelmachers, Elsa Pena, Thomas \nMclntire, Sharonne Hardeman, \nCharles Barber  \n\n\n\n\n\n\nSilhouette \n\nJnLere we rush again ... \n\nCo-Editors-In-Chief: Sarah Beyer and Melissa Buehler \n\nAdministration \u0026 Staff Editors: See Above \n\nClasses Editor: Sharon Strickland \n\nFaculty Editor: Ashlea Mittelstaedt \n\nOrganizations Editor: Andrea Booher \n\nSeniors Editor: Amanda Lockhart \n\nSports Co-Editors: Nikki Dickerson and Amber Pipa \n\nStudent Life Co-Editors: Debbie Ely and Julia Greene \n\nStaff: \n\nJami Brantley \nCarole Butler \nSarah Chapman \nDebbie Eichert \nKim Hill \nHelayna Hoss \n\nJostens Representative/Savior: Pat Brookshire \n\n\n\n\"... that is what \n\nlearning is. You \n\nsuddenly \n\nunderstand \n\nsomething \n\nyou've \n\nunderstood all \n\nyour life, but in \n\na new way.\" \n\n- Doris Lessing \n\n\n\n\n\n\n\nTop: Yalonda Rice is broadcastingyour \nthoughts over the radio waves of the \nworld. \n\nMiddle: Kim Hill wonders why a stu- \ndent submitted a baby picture of her- \nself to be put into the student life sec- \ntion. \n\nBottom: \"No way! A deadline is a dead- \nline. I am not accepting any more of \nthose damn senior directory forms!\" \nexclaims Amanda Lockhart. \n\nLeft: How do you spell stress? We spell \nit. \"S-l-L-H-O-U-E-T-T-E.\" \n\n\n\n\nYou must do \n\nOut \n\nthe thing \n\nof \n\nyou think you \n\nthe \n\ncannot do. \n\nShadows \n\n- Anonymous \n\n\n\nSarah Beyer \nand Melissa \nBuehler, \nkicking them- \nselves for \nagreeing to do \nthis again, \nmarvel at the \nway computers \ncan suddenly \nconsume pages \nof the book \nwithout leaving \nany clues as to \ntheir where- \nabouts. \n\n\n\n* \n\n\n\nNikki Dickerson wonders why action \nshots for sports are so difficult to take. \n\nAshlea Mittelstaedt managed to track \ndown uncooperative faculty members \nso that they could be included in this \nyear's book. \n\n\n\n\n\nlharon Strickland wonders how she \nan stick nonsticky job stickers onto \niOO+ underclass pictures. \n\n\n\nAlison Maclean will go to any height: \nto take a good yearbook picture. Stand \ning on chairs, climbing on tables, leap \ning over small buildings .... \n\n\n\n\nAshlea Mittelstaedt's cropping lesson \nbeing administered to Debbie Eicherl: \n\"See this here cropper is 'boutone, two, \nthree, ... a hunnerd years old.\" \n\n\n\nKim Hill and Debbie Ely considered \ntaking massive amounts of opiates be- \nfore working on the student life sec- \ntions ...to dull the pain, you know? \n\n\n\n\n1997 Silhouette Staff \n\n\n\n\n'CHEESE!! \n\n\n\n\n2AM -Dana MAC lab on a weeknight: Amanda Lockhart and Pat Brookshire \n\nJulia Greene and Debbie Ely did not ponder over contemporary yearbook \n\nhesitate to lose sleep due to their dedi- theory ... or not. \ncation to the yearbook. \n\n\n\n\n\n\nLeadership has \nits privileges. \nCo-Editors-in- \nChief Melissa \nBuehler and \nSarah Beyer \nsoak in the \nadoration of \ntheir staff ... or \nat least those \nwho lasted to \nthe bitter end. \nAlthough the \nvast majority of \nthe diligent \nstaffers were \novercome with \nthe emotion of \nthe moment, \nNikki \nDickerson \nappears to be \nthe sole hold- \nout ... probably \ndue to a good \nnight's sleep or \nretention of her \nsenses. \n\n\n\n\"What do you mean we have five more \ndouble-page spreads to go?\" exclaims \nAmy lohnson. \n\nAmber Pipa contemplates exactly how \nmuch space clip art will occupy. \n\n\n\nTo do \n\n\u0026 \n\nis to be. \n\ninto \n\nTo be \n\nthe \n\nis to do. \n\nLight \n\nDo-be-do-be-do. \n\n\n\n\nAdvertisements \n\n\n\nW \n\n\n\n\nanna Buy It?? \n\n\n\n. . . Dove . . . Coast . . . Irish . . . Spring . . . Lever 2000 . . . Lava . . . Lifebouy \n... Dial ... Jergens ... Palmolive ... Carress ... Tone ... Era ... Cheer ... \nTide ... Gain ... Bold ... Woolite ... McDonald's ... Burger King ... \nWendy's . . . Long John Silver's . . . Captain D's . . . Jack in the Box . . . Taco \nBell ... Arby's ... Subway ... Vidal Sassoon ... Suave ... L'Oreal ... \nSalon Selectives ... White Rain ... Clairol ... Aussie ... Head and \nShoulders . . . Pert . . . Prell . . . Flex . . . Alberto V05 . . . Bausch\u0026Lomb . . \nBoston ... Coors ... Budweiser ... Miller ... Killian's ... Samuel .. \nAdams ... Elephant Red ... Red Dog ... Red Stripe ... Pig's Eye .. \nFoster's ... Heineken ... Guiness ... Michelob ... Honey Brown .. \nMarlboro ... Camel ... Winston ... Lucky Strike ... Pall Mall ... Capri \n. . . More . . . Benson \u0026 Hedges . . . Virginia Slims . . . Mars . . . Milky Way \n... Hershey's ... O'Henry ... Zero ... Symphony ... Snicker's ... \n\nUsing Bausch \u0026 lomb saline solution \ngave Courtney Criffen abs of steel. \n\n\n\n*fc \n\n\n\n\n\n\n\nMiddle: Elanor Peterson 's basketball \nabilities improved when she started \nusing Irish Spring Sport soap. \n\nBottom: Eating Milky Way candy bars \nhelped Chelsy Parks find a job. \n\nLeft: Eating McDonald's fries made \nTara Hogan's grades improve. \n\n\n\nLIBERTY CHANCE \n\n\n\nChosen \"Who's Who\" in our \n\n\n\n\n1978  Shaving with Dad \n\n(this is the beginning of doing things her way) \n\n\n\n1 983  A dorky seven years old \n\n(she already knows she's smarter than her older \nsisters) \n\n\n\n1989 With hair \n\n(nice, normal, smart, who could have guessed?) \n\n\n\n1991 No hair \n\n(but lots of attitude - perfect ASC material!) \n\n\n\nCLAAR-KILGORE \n\nfamily -May 6, 1976 \n\n\n\n\nFrom first grade to graduating from \nASC you've been exemplary \n\n Honor Roll \n\n Dean's List \n\n Dana Scholar \n\n President of the Lesbian-Bisexual \nAlliance '94-'97 \n\n ASC Human Relations Award \n\n Who's Who in American Universities \nand Colleges \n\n Sigma Delta Pi \n\n\n\n1982 \n\nBest of all - you are a wonderful \n\nwoman and we are all so very, \n\nvery proud of you ... \n\nMama Sam \u0026 Papa Sam \n\nReagan, Javier, Jessyca, Andy, Chavez \u0026 Alex \n\nKyla, Charity \u0026 Paris \n\nAmy Pressley, Chance's Novia \n\nMama says, \"Thank you for choosing me to be your mother. It is an honor and a joy. \nI love you. \" \n\n\n\n\n\n\nTeresa Dawn Harrison \n\nYour four years at ASC have passed \nquickly - just like the years before your \ncoming here did. Congratulations! Your \n\naccomplishments have been many. \n\nWe're proud of you and we wish you the \n\nbest always! \n\nLove, \n\nMOM, DAD, Timothy, \u0026 Grandparents \n\n\n\n\nLucien Marie Lockhart \n\nLove you! Keep blazing the trail. - Daddy \n\nIf pride were a balloon I'd burst. Love you always. - Mom \n\nWhatever road you travel, stay focused and love it. - \"The \nAuntie\" \n\nTo the most precious flower in the Lockhart Family, we love \nyou dearly. - Auntie Jonelle, Mike \u0026 Angie \u0026 Kids \n\nToday is the first day of the rest of your life. Love - Annette \n\u0026 the Girls \n\nCongrats! - Darryl \n\nGood Job - Eddie \n\nI'm proud EK! - Nana Rose \n\nWe love you. - Grandma Essie \u0026 Aunt Lottie \n\nCongratulations! - Auntie Evelyn \u0026 Yolanda \n\n\n\n\nTeresa Dawn Harrison  Lucien Marie Lockhart \n\n\n\n\nValerie \nVAL \n\n\n\n\nValeric Horton \n\n\n\n\nStacy Ileen Taylor \n\n\"The Road Not Taken\" \nby Robert Frost \n\nTwo roads diverged in a wood, \n\nand I ... \n\nI took the one not traveled by, \n\nAnd that made all the difference. \n\nStacy, \n\nContinue to challenge yourself to be the best that you can be \n\nand the possibilities are limitless. We are so very proud of \n\nyou! \n\nLove, Mom, Day \u0026 Trey \n\n\n\n\n\nMelissa Buehler \n\n\n\n\n'Don't be just another member of society, be a \n\nliving example of your dreams and goals.\" \n\nWe love you just the way you are. \n\nDad, Mom, Andrea and Matthew \n\n\n\n\nCONGRATULATIONS \nCATHERINE \n\nYou did it. Your Dad and \n\nI are so very proud of \n\nyour success. May this be \n\njust the beginning of a \n\nvery happy, healthy and \n\nrewarding life. \n\nLove, \nMom \n\n\n\n\nStacy Ileen Taylor  Melissa Buehler  Catherine Gurry \n\n\n\n\n\n\nKelanie, \n\nYour presence in our \nlives has blessed us all, \nand we are so thankful for \nyou. We are honored by \nyour success and achieve- \nment May you always \nhave as much joy as you \nhave brought to us. \nWe love you, \nMom, Dad, and Kyle \n1 Thessalonians 3:9 \n\n\n\n\n\nKelanie Williamson \n\n\n\n\nCongratulations Amy \n\nWe are so proud of you. \n\nWe love you. \n\nMom, Dad \u0026 Holly \n\n\n\n\n\nGinger Guice \n\nBlessed are the Pure in \n\nHeart, for they shall see \n\nGOD. \n\nMatthew 5: \n\nBlessed are we as parents \n\nLove, Mom \u0026 Dad \n\nand as sister \n\nLove, Erinne \n\n\n\n\nAmy Selvig  Ginger Guice \n\n\n\n\n\n\nLeigh at Three \n\nShe is gossamer, quicksilver, tenuous \n\nyet inherently strong. \n\nHer fingertips read mine \n\nSinging tomorrow's song. \n\nShe is magic, a mixture of perfect \n\ndream and reality, \n\nEmbroidered on my heart. I am part \n\nOf all she brings to me. \n\nShe's the essence of life's finest \n\nmoment: \n\nA total symphony. \n\nSensuous, golden, Seraphim of joy, \n\nProof of creativity. \n\nAt 21, you continue to be our hearts' \ndelight. We love you, \n\nDad and Mom \n\n\n\n\n\nCaroline Hopps \n\nWell done, Caroline, \n\nfrom all your family and friends in: \n\nSpartanburg, \n\nEngland, \n\nMexico, \n\nNamibia. \n\nWe love vou. \n\n\n\n\nAnne Mitchell \n\n\n\nKeep on smiling, Anne! \nWe love you. \n\nMom \u0026 Dad \n\n\n\n\n\nAudra, \n\nFrom Sweet Leilani to Agnes Scott graduate - \nAll the years are treasured memories - \nWe are beaming with pride - \nMazel Tov to you and your special friends! \n\nLove, \n\nMommy, Daddy, Aaron and Aliya \n\n\n\n\nCaroline Hopps  Anne Mitchell  Audra Brecher \n\n\n\n\nCongratulations, \nClara \n\n\n\n\nI LOVE YOU, \nMiles \n\n\n\n\nJennifer Kellie Harper \n\nFrom a baby to a lady \nYou've been nothing but a joy! \n\nWe love you and are very proud of you. \n\nMom, Dad, \u0026 Melissa \n\n\n\n\n\n\nRuth Wilson Wiles \n\nCongratulations: Mom, Grandmother \u0026 Sis \n\nWe love you and are very proud of you - God Bless You! \n\n(With God, ALL things are possible! Luke 3:10) \n\n\n\n\n\n\n'Only God knows when you'll graduate, Ruth!\" - Dr. Bo Bail \n\n\n\nJennifer Kellie Harper  Ruth Wilson Wiles \n\n\n\n\nTo Our Daughter, Tameka \nCongratulations!!!!!!! \n\nLove Always, \n\nGail Norwood \n\nand the late Michael Norwood \n\n\n\n\n\nA Special Congratulations From \nYour Loving Husband, Sammy \n\nYou're the Greatest, \nI Love You!!!!!!!!! \n\nJust When We Thought We Were \n\nAs Proud As We Could Be, \n\nYou Made Us More Proud \n\nCongratulations ! ! ! ! ! ! \n\nFrv\\m Vr\\iiT PntirP PjhtiiK/* Mom \u003e Michelle, Charmaine, Tawanna, Markia, Markus, \nriUlll IUU1 JL11L11C rcUllliy. Brianna.Markice.Kenyana.Kareem, John Jr. and John Sr. \n\n\n\nTameka Norwood-Clark \n\n\n\n\nSarah Judith Beyer \n\n\n\nCongratulations and best wishes for a \nmost successful future!!! \n\n\n\nWe love you, \nMom, Dad, \nChip, Becky, \nMarian and \nAudrey \n\nP.S. Joey and \nWela would \nhave been so \nproud of you. \n\n\n\n\nTO OUR DARLING DAUGHTER, \n\nA future writer \n\nNATALIE R. JOHNSON \n\n\n\nCONGRATULATIONS! \nFrom Mom and Dad \n\n\n\nC^ \n\n\n\n\n\n\n\nYou were a winner from the very beginning. \n\n\n\nAshley Beth Kirtley \n\nWhere are you going, my little one: \n\n\n\n\n\nFrom Sutton Elementary \nFirst Grade . . . \n\n\n\nOh, the Places You'll Go! \n\nCongratulations! Today is your day! \n\nYour mountain is waiting. So ... get on your way! \n\nWe love you always, \n\nMom \u0026 Dad \n\n\n\nTo Agnes Scott College \nGraduation \n\n\n\nSarah Judith Beyer  Natalie R. Johnson  Ashley Beth Kirtley \n\n\n\n\n\"Brains first then \nHard Work.\" - Eeyore \n\n\n\nKatherine, \n\nYou're cherished, loved, and \n\nvalued by your family and \n\nfriends who'll always be very \n\nproud of you. \n\nDad was so proud! \n\n\n\nDad, Mom \u0026 Franklin \n\n\n\n\n\nJulie K. Dicker son \n\nOne step, one hour, one day at the time - you \nmade your way to graduation at ASC. We're \nproud of you! Now use your wings and soar! \n\nWith love, \nMom, Dad, Beth, \u0026 Jonathan \n\n\n\n\nCourtney Huffman \n\n\n\nYou have always been our pride and joy. We \nlove you and are very proud of you. \n\nLove, \n\nMom, Dad, Oscar, Charley, \n\nButtons \u0026 Buddy Sue \n\n\n\n\n\nKatherine Anderson  lulie K. Dickerson  Courtney Huffman \n\n\n\n\n\nLeslie Gayle Floyd \n\n\"Enthusiasm is one of the most powerful \nengines of success. When you do a thing, \ndo it with all your might. Put your whole \nsoul into it. Stamp it with your own \npersonality. Be active, be energetic, be \nenthusiastic and faithful, and you will \naccomplish your object. Nothing great was \never achieved without enthusiasm.\" \n\n- R.W. Emerson \n\n\n\n\n\nTomekia Strickland \n\nSometimes we have to step away in order \nto see the full picture . . \n\nNo longer do we see a little girl, but a \nbeautiful, persevering, remarkable young \nwoman. \n\nCongratulations and may life continue \nto meet you with love, challenges, and \nrewards. \n\nLove, \n\nMom, Dad \u0026 Fredrica \n\n\n\n\nLeslie Gayle Floyd  Tomekia Strickland \n\n\n\nmgm \n\n\n\n\n\n^v \n\n\n\nCecelia Heit \n\nYou are the greatest, we \nlove you so dearly. \n\nDad, Mom, Chris \n\n\n\n\n\n\n\n\n750 Commerce Drive, \n\nSuite 200 \n\nDecatur, Georgia 30030 \n\n(404) 378-2525 \n\nFAX (404) 378-3397 \n\n\n\nDeKalb Convention \u0026 Visitors Bureau \n\n\n\nWhen You Can't \nBe At Home... \n\n\n\nThe University Inn \n\nat Emory University \n\nScheduled Shuttles To Hospital, Fully \n\nEquipped Kitchens, Special Long Term \n\nRate, Lodging Suites, Direct Billing Business \n\nServices, Over 21 Years Quality Service. \n\n\n\n800-654-8591  404-634-7327 \n\n1767 North Decatur Road  Atlanta, Georgia 30307 \n\n\n\nGrinnell \n\nFIRE PROTECTION SYSTEMS COMPANY \n\n2385 Lithonia Industrial Blvd. \nI.ithonia, Georgia 30058 \n\n(404) 482-7346 \n\n\n\nSmall Animal \n\n\n\nA***?ypf- Medicine \u0026 Surgery \n\n\n\n^AVONDALE \nVETERINARY \n\n\n\nHOSPITAL \n\n\n\nDavid G. Williams \nDVM \n\n\n\nMon - Fri 8am-6pm \nSat 8am-Noon \n\n\n\n6 avondale rd. \n\nAvondale Estates \n\n294-4800 \n\n\n\n\nService At Its Best \nDon Davis Service Center \n359 W. Ponce De Leon Ave. \nDecatur, Georgia 30030 \n\n\n\nComputer Balancing, Front End Alignment, \n\nBrakework, Tune-Ups, Tires, Batteries, \nAccessories, Road Service, Wrecker Service \n\n378-6751  AUTOMATIC CAR WASH  373-9122 \n\n\n\n\u003cq\u003e \n\n\n\n(404)378-1403 \n\nDAVID J. LLOYD \n\n\n\nSPECIALTIES CORPORATION \n\n\n\nScientific Water Treatment. . Ethically Applied \n250 Arizona Ave., Bldg. A/Atlanta, GA 30307 \n\n\n\n\nCHARLIE MIZELL \n\nOWNER \n\n\n\nIK** \n\n\n\nfluflSolirtfa \n\n\n\nThe Decatur G \n\n205 Swanton Way \n\nCorner of Commerce Dr. \u0026 Swanton Way \n\nDecatur, Georgia 30030 \n\n(404) 378-4231 \n\nFax: (404) 373-3884 \n\n\n\n\nTh JUmJalt \n\nYankee Clipper \n\n\n\nESTABLISHED 1968 \n\nPamela de Joutno \n\n2 Pine Street \n\nAvondale Estate \n\nGeorgia 30002 \n\n(404) 294-5222 \n\n\n\nDOG AND CAT GROOMING \nBOARDING DOGS, CATS AND CAGE PETS \n\n\n\nCompliments \nOf \n\n\n\nNEIGHBORHOOD \n\nPLAYHOUSE \n\n\n\nMARIETTA DODGE \n\n\n\nUnder The Biq \nDodge Dome \n\n\n\nSales \nService \n\n\n\n701 Cobb Parkway S. \nMarietta, GA 30062 \n\n424-6580 \n\n\n\nLeasing \nBodyshop \n\n\n\nKinard \u0026 Company \n\nCertified Public Accountants \n\n3032 Briarcliff Road, N.E., Suite 5 \nAtlanta, Georgia 30329 \n\n\n\nJames R. Kinard \n\n\n\nBen W. Jernigan, Jr., d.m.d. \n\nGeneral Dentistry \n\nSuite 340  The Wachovia Building \n\n315 W. Ponce De Leon Ave. \n\nDecatur, GA 30030 \n\n404-378-1466 \n\n\n\n\nDEARBORN ANIMAL \nHOSPITAL \n\n715 E. College Ave. \n\nDecatur, Georgia \n\n(404) 377-6477 \n\nMON. - FRI. 9 - 6:30 \nSAT. 9 - 4 \n\n\n\n\n\n\n\n\n\n\n\nr \n\n\n\n\n\n\n\n\nN \n\n\n\n\n\n\n_1L \n\n\n\n\n\n\n\n\nL \n\n\n\n\n) \n\n\n1 \n\nINDU \n\n1950 \n\n1 \n\n\nMECHANICAL \nSTRIES COU \n\nCentury Blvd.  S \n\nMlanta, GA 3034E \n\n(404) 633-981 1 \n\n\nNCIL \n\nuite 5 \n\n\n\nALWAYS AIM HIGH \n\n\n\n\n\n\n\nBiSHOPqf^ \nBROS ^ \n\n\n\nAuto Auction \n\n\n\n2244 Stewart Avenue. SW \nAtlanta. Georgia 30316 \n\n\n\nGARY M. CHARLESWORTH \n\n\n\nGeneral Manager \n\n\n\n'Q^ \n\n\n\nPhone: (404) 767-3652 \nFax: (404) 766-21 BO \n\n\n\nFreds Bar B-Q House, Inc. \n\n541 Thornton Road \nLithia Springs, GA 30057 \n\n941-1155 \n\nPhone Ahead for Drive-Through Service \n\n\n\nFRED HARRIS \n\nOwner \n\n\n\nBARBARA BRANCH \nAsst. Manager \n\n\n\nAEG Westinghouse \nTransportation Systems, Inc. \n\n\n\nAEG \n\n\n\nOperations \u0026 Maintenance \n\nTeam \n\nAtlanta International Airport \n\nAtlanta International Airport \nP.O. Box 20846 \n\nAtlanta, Georgia 30320 (fy \n\n404-530-6871 ^ \n\n\n\nVOLVO \n\nBuford Highway Body Shop \n\nSpecializing in Volvo Repairs \n\n\n\n4317 Buford Hwy. \nChamblee, Ga. 30341 \n\n\n\n404-325-5305 \n\n\n\nCompliments \nOf \n\nAll Saints Church \n\n(DunwoocCy, Q!A \n\n\n\nJCPenney \n\nCatalog Distribution Center \nAtlanta \n\n\n\nOpportunity to use your education in i \nchallenging career in management. \n\nSend Resume to: \n\nEmployment Manager \n\nDepartment 100 \n\nAtlanta, Georgia 30390-0100 \n\n\n\nKABERN  NASH COMPANY, INC. \n\nSpecialists in Floor Covering \n\n\n\n727 E. College Avenue \n\nDecatur, Georgia 30031 \n\n(404) 377-6436 \n\n\n\nCompliments \nOf \n\n\n\nJim Coward, Inc. \n\n\n\n3295 River Exchange Drive \n\nSuite 400 \nNorcross, Georgia 30092 \n\n(404)263-0423 \n\n\n\nTAYLOR \nLETTER r \n\nSERVICE INC. \n\n316 TECHW00D DRIVE, NW  ATLANTA. GA 30313 \n\n\n\nl Taylo \n\n\n\nTel: 523-1618 \nFax: 653-0350 \n\n\n\n1090 Holcomb Bridge Road \nRoswell, Georgia 30076 \n\nC7/;  JiaUvh/l lf,ut\\ Jiff^cnt \n\n\n\nm \n\n\n\nCompliments \nOf \n\n/YYY\\ \n\n\n\nTHE AMERICAN GOURMET \n\nCOMPANY \n\n5475 Bucknell Drive \nAtlanta, Georgia 30336 \n\n\n\n\\y it \n\n\n\nKENNETH T. BLAYL0CK \n\n\n\nNATIONAL VICE PRESIDENT \n\nAFGE 5TH DISTRICT \n\nAMERICAN FEDERA TI0N OF GOVERNMENT EMPL 0YEES \n\n(AFL-CI0) \n\n\n\n510PLAZA DRIVE \n\nAIRPORT PLAZA \n\nSUITE2510 \n\nCOLLEGE PARK. GA 30349 \n\n\n\nOFFICE \n\n(404) 767-2633 \n\nFAX ' (404) 767-6621 \n\n\n\nPROPST AND COMPANY \n\nReal Estate Appraisers and \nConsultants \n\n\n\nFirst National Bank Bldg, 'Suite 369 \n\n315 West Ponce de Leon Ave. \n\nDecatur, GA 30030 \n\n(404) 373-9820 \nFAX (404) 378-7787 \n\n\n\nJOHNSON, SPELLMAN \u0026 ASSOCIATES, INC. \nconsulting engineers \n\nS. Gregg Johnson, P.E. \n\n(404) 447-4555 \n\n699 1 Peachtree Industrial Blvd. \n\nBuilding 700 \n\nNorcross, Georgia 30092 \n\n\n\nA. Montag \u0026 Assoc. \n\n339 Equitable Bldg. \n\n100 Peachtree St. \n\nAtlanta. GA 30703 \n\n522-5774 \n\n\n\n\n*eWPf^% \n\n\n\n\nAt McDonald's, we're \n\nflippin' the script on what you \n\nthink about flippin' burgers. McDonald's \n\ncrew members have lots of opportunities for \n\ncareer advancement and growth. More than 60% \n\nof McDonald's restaurant managers and more than \n\na third of McDonald's restaurant owners began as \n\ncrew members. And McDonald's devotes millions \n\nof dollars to ongoing employee training. But the \n\nmost important thing is, this training equips \n\ncrew members with a variety of job skills \n\nthat can be used at McDonald's, \n\nor anywhere else. \n\n\n\nHave you had your break today? \n\n\n\n1996 McDonald's Corporate \n\n\n\n\nKROGER \n\nCAREERS \n\nWith A Future \n\n\n\nIf Success Is Your Style... \n\nNow is the time to join the premier food retailer, Kroger. At Kroger we offer opportunity for \n\nadvancement, a competitive salary and a benefits package that few companies provide. At Kroger \n\nwe pride ourselves in being able to assure you these considerations. Generations of Americans \n\nhave identified the Kroger name with leadership in the food chain industry. Today, more than \n\never before, we are excited and optimistic about our future expansion, for 113 years we have grown \n\nsteadily. \n\nKroger is the company for your future if you want a career rather than a job that will allow you to \nprovide for today as well as tomorrow. \n\n\n\nForward your resume to: \n\n\n\nThe Kroger Comany \nRebecca Clark \nPO Box 105520 \nAtlanta, GA 30348 \n\n\n\n\nAn Equal Opportunity Employer^ \n\n\n\nQiiQxatulitioLisl \n\no \n\nWe wish each of you \n\nthe success and happiness you \n\nhave worked so hard to acheivel \n\nWe Lire proud and honored \n\nby our association with, the Silhouette \n\nand Agues Scott College. \n\nMWAma \n\nLPOIELlDSraDMCB, 0N( \n\n\n\nCompliment \nOf \n\n\n\n\nI.B.E.W. \nLU. \n\n\n\n613 \n\n\n\nInternational Brotherhood of Electrical Workers AFL-CIO \n\nSuite 250 I.B.E.W. Building \n\nAtlanta, Georgia 30312 \n\n(404)523-8107 \n\n1/800-526-1064 \n\n\n\nCOMPLIMENTS \nOF \n\n\n\nEddie's Attic \n\nSIS B North McDonough Street \n\nDecatur, GA 30036 \n\n(404) 377-4976 \n\n\n\n4k\u0026a \n\n\n\n\n774 Ponce De Leon Ave. \n\nOpen 7 Day 1 1 - 1 1 \n\n\n\nATLANTA'S ORIGINAL TAQUERIA \n(404) 892-3493 \n\n\n\nA Name you can Trust. \n\n\n\nSunTrust Bank \n\n\n\nMember FDIC \n\nSunTrust is a registered service mark belonging exclusively to \n\nSunTrust Banks, Inc. \n\n\n\nk BioGuard \n\nI Pool \u0026 Spa Products \n\n\n\nRelax. Bring your pool to BioGuard. \n\n\n\nBio-Lab Inc., 627 East College Avenue, Decatur, GA 30031 \n\n\n\nNOTTINGHAM, BROOK \u0026 PENNINGTON, INC. \n\nConsulting Engineers \n\nCONGRATULATIONS! \nClass of 1997 \n\n\n\n(912) 745-1691 \n1291 Jefferson Terrace  PO Box 5127  Macon, GA 31208 \n\n\n\n\n\\m \n\n\n\n\\*A \n\n\n\nii \n\n\n\nSchindler is proud of its association with Agnes Scott. We \n\nvalue our customer partnership and our \nmutual commitment to moving people in safety and style \n\n \n\nSchindler \n\nThe Elevator and Escalator Company \n\n\n\n5000 Highlands PWwy . SUI 3 \n\nSmyrna, GA 30082-5134 \n\n(404) 31 9-2900 \n\n\n\nRabern - Nash Company, inc. \n\nSpecialists in Floor Covering \n\n727 E. College Avenue \n\nDecatur, Georgia 3003 1 \n\n{404) 377-6436 \n\n\n\n\nHUNT'S WRECKER SERVICE \n\n\n\n154 Olive Street \n\nAvondale Estates, Georgia 30002 \n\n(404) 292-6697 \n\nGarlon Hunt  Lamar Hunt \n 24 Hour Wrecker Service  \n\n\n\nOstrom Boiler Service. Inc \n\n\n\nCOMPLETE BOILER AND BURNER SALES t SERVICE \nNATIONAL BOARD AS. ME \n\n\n\nS_ H y CERTIFIED \n404-972-7036 \n\n\n\n\nKIKKOMAN \n\n\n\nKIKKOMAN INTERNATIONAL INC. \n\n1979 Lakeside Parkway, Suite 170 \n\nTucker, GA 30084 \n\n(404)496-0605  Fax (404)496-0918 \n\nDON HAINEY \n\nAssistant Vice President  Southeast Regional Manager \n\n\n\nDecatur Veterinary Hospital \n\n308 East Howard Avenue \n\nDecatur, Georgia 30030 \n\n(404) 378-2389 \n\nCONRAD WILSON, D. V.M.  COREEN WILSON, D. V.M. \n\n\n\nAPAC-GEORGIA, INC.  MACDOUGALD - WARREN DIV. \n\nASPHALT PAVING \nROADS  STREETS  PARKING AREAS \n\nATLANTA \n31 1 1 Port Cobb Dr., Smyrna \n\n(404)351-4430 \n\n\n\nFOREST PARK LITHONIA KENNESAW \n\n(404)767-8412 (770)482-7238 (770)422-1530 \n\n(770) 482-7404 \n\n\n\nNORCROSS \n(770)279-1356 \n\n\n\nFORSYTH \n(706) 889-8112 \n\n\n\nTYRONE \n(770) 969-8093 \n\n\n\nCOLUMBUS \n(706)322-1401 \n\n\n\n8 PLANTS SERVING THE \nMETRO AREA AND COLUMBUS \n\n\n\nQUALITY \n\nCRAFTSMANSHIP \n\nPRIDE \n\n\n\n\n\n\n\nFor Your Next Building Project, Call \n\nThe Professionals at Plumbers, Pipefitters \u0026 \n\nService Technicians Local Union 72 \n\nQUALIHtD rhUrLb Assured by our 5-year Apprenticeship Program. \n\nI (P| PIMC PFOPI F Building the homes, schools, ottlces and sporting \nI ILLI IIIO I LVl LL | ac ||i,| es where Atlantans enjoy lite. \n\nDEDICATEDPEOPLE ^t'tui 6 ' wNhln budge '' and \nC0NCERNEDPE0PLE ESSJIE commun \" les where ,hey \n\nPROFESSIONAL PEOPLE That you need on your next building project. \n\n*^*-\" * rf^n p LU MBERS, \n\n(404) 373-5778 \u00260f\\ PIPEFITTERS \u0026 \n\n\" \" SERVICE TECHNICIANS \nLOCAL UNION 72 \n\n\n\n\n\nCHEVRDLETO \nGOO K1A \n\nServing Atlanta For Over 30 Years. \n\nHome of \n\n\"Value Pricing\" \n\n\n\n\nMon-Fri 9am-9pm \nSat 9am-8pm \n\nSun 1pm-6pm \n\n\n\nExtended Service Hours... \nEvenings and Saturday \n\n\n\n469-712 \n\n6130 Memorial Drive \nStone Mountain \n-^ 3 miles Outside of I-285 \n\n-\"^\"Your Friends In The Car Business\" \n\n\n\n\n\nThe Wachovia \nCollege Account \n\n\n\nThe College Account from \nWachovia makes banking easy, \nwith features like free checking \nand a Banking Card with Visa \nCheck , for \nfree transac- \ntions at any \nWachovia \nATM. Plus, \nyou can use \nyour card \nwherever Visa \nis accepted. You can get yout \nbalance or find out if a check \ncleared with our automated \n\n\n\n\nPhone Access\" service. Or \ncall I-800-WACHOVIA \n(I-800-922-4684) to reach a \nreal Wachovia \nbanker anytime, \n24 hours a day. \nPlus, you may \nqualify for \nspecial stu- \ndent overdraft \nprotection, \ncredit card and \nsavings accounts. It's easy! At \nthis point in your life, shouldn't \nsomething be? \n\n\n\nJPCHOVIA \n\n\n\nMinutes From Downtown Atlanta \nIn The Heart Of Historic Decatur \n\n\n\nOnly Holiday Inn Select closest to \ndowntown Atlanta, five miles east of \nthe city, five miles from 1-85 and 1-285 \nPlus, one block from the Decatur \nMARTA Train Station. \n\n\n\nACCOMMODATIONS \n\n184 Beautifully -appointed rooms and \nsuites include non-smoking floors, \nexecutive floor and handicap access. \n\n\n\nDINING \u0026 ENTERTAINMENT \n\nCitrus Grove serves breakfast, lunch \nand dinner daily. Continental \nbreakfast and lunch buffet weekdays, \nand Sunday Brunch. Argyle's lounge \nprovides nightly entertauiment. \n\nMEETING FACILITIES \n\n14,000 square feet of meeting space \naccommodating 10-800 guests and \n103 prefixed seats in our amphitheater \n\n\n\nRESERVATIONS \n\n1-800-225-6079 \n\n\n\n^ Hotel a ' , \n\nCon ference' \n\nPlaza \n\n\\^o?iiSay Stan. \n\n\n\n130 Clairemont Avenue, Decatur. GA 30030 \n(404)371-0204  FAX: (404) 377-2726 \n\n\n\n\nSHARIAN, INC. \n\n\n\nRug \u0026 Carpet Cleaning \n\nAnd \n\nOriental Rugs \n\n\n\n368 W. Ponce De Leon Ave. \nDecatur, Georgia \n\n\n\nGeor \n\n\ngia Duck And \n\n\nQS\u003e \n\n\nCordage Mill \n\n\ni% \n\n\nPost Office Box 865 \n\n\nScottdale, Georgia 30079 \n\n\npCJt \n\n\nMANUFACTURER OF CONVEYOR \n\n\n/m_ \n\n\nBELTING AND INDUSTRIAL \n\n\n^? \n\n\nTEXTILES \n\n\n\n\\.t^scL\u0026x \n\n\n\nAckerly, Mary 141 \nAdair, Ginny 14, 27,51 \nAdcock, Beth 14, 65, 78 \nAgner, Elizabeth 46 \nAlbright, Mary 46 \nAlbritton, Jennie 65, 76 \nAlderfer, Sara 1 13 \nAldridge, Juliet 46 \nAllen, Shannon 51 \nAllen, Toni 138 \nAllende, Juan 131 \nAlred-Ficklin, Paul 138 \nAnderson, Carole 122 \nAnderson, Carrie 38 \nAnderson, Katherine 65, \n\n167 \nAnderson, Lori 4, 114, 115 \nArmstrong, Betsy 144 \nAudain, Cynthia 38, 111 \n\n1 \n\nBackus, Tina 65, 141 \nBagwell, Kelly 38 \nBailey, LaKiea 38 \nBailey, Martha 4, 65, 77, \n\n104 \nBaker, Harriet 9, 25, 37, 46, \n\n86 \nBakus, Tina 10 \nBaldwin, April 136 \nBall, Bo 124 \nBalmer, Stephanie 135 \nBanderas, Maria 38, 39, \n\n112, 113 \nBanks, Kendra 46 \nBarber, Charles 145 \nBarden, Kira 38 \nBardis, Christy 46 \nBatbold, Ariunaa 38 \nBeasley, Amanda 51 \nBecker, Leia 46, 57 \nBehan, David 128 \nBeidler, Anne 129 \nBell, Gail 140 \nBell, Patrice 25, 51 \nBenefield, Sarah 38 \nBennewitz, Nancy 38 \n\n\n\nBenton, Patrice 91 \nBerry, Marvena 145 \nBettandorff, Ruth 138 \nBeyer, Sarah 18, 33, 65, 80, \n\n93, 148, 151, 166, 182 \nBilbro, Betsy 65, 100 \nBlackwell, Shaunda 9, 28, \n\n46 \nBlair, Kia 38 \nBlakely, Chandra 38 \nBlanchard, Erika 38, 84 \nBlanshei, Sarah 138 \nBlatchley, Barbara 132 \nBloomfield, Jamie 1 13 \nBlount, 11a J. 65 \nBoggs, Laurie 46 \nBogui, Sylvie 1 15 \nBooher, Andrea 15,51,146 \nBoone, Sherrie 17, 65 \nBooth. Reagan 38 \nBovvden, Sandra 122 \nBowling, Art 3, 123 \nBoyette, Melody 139 \nBoynton, Anna 4, 38 \nBoynton, |im 138 \nBozzini, Christina 19, 46, 94 \nBradford, Diane 144 \nBradley, Josephine 132 \nBrandon, Laura 56 \nBrantley, Jami 38 \nBreaux, Marie-Anne 38 \nBrecher, Audra 19, 67, 80, \n\n162 \nBreheny, Susan 12,51 \nBreithaupt, Lindsey 46 \nBricker, Juie 38 \nBritt, Laura 26, 56 \nBrockman, Nellie R. 66 \nBrookshire, Pat 150 \nBrown, Cati 38, 113 \nBrown, Michael 127 \nBrunjes, Carla 46, 57 \nBrunjes, Esse 51 \nBryant, Jessica 46 \nBryson, Lori 144 \nBuccino, Gail 5, 138 \nBuckner, Susan 46 \nBuehler, Melissa 32, 66, \n\n148, 151, 158, 183 \nBullock, George 144 \nBullock, (President) Mary \n\nBrown 3, 34, 40, 94, 142 \nBumgartner, Eric 1 13 \nBurkholder, Nicole 46 \nBussell, Amanda 38 \nButler, Carole 46, 47 \nButler, Melissa 38 \n\n\n\nButler, Melon 28 \nButts, Kathy 66 \nBymside, Ron 129 \n\n\n\nCabisius, Gail 125 \nCabrera, Thania 51 \nCaldwell, Treah 2, 40 \nCampbell, Penelope 127 \nCardel, Paige 113, 115 \nCarden, Ayse 132 \nCarey, John 128 \nCarlson, Kristin 38 \nCaron-Greig, Katherine 51 \nCarr, Shannon 31,38,39 \nCarroll, Cara 38, 44 \nCase, Valerie 34, 51 \nCastellanes, Willie 141 \nCastillo, Cassandra 47 \nCave, Sarah 101, 141 \nChace, Kate 51 \nChampong, Annie 18 \nChanell, Laura Brandon 51 \nChanpong, Annie 47, 88 \nChapman, Sarah 37 \nCheaves, Debbie 66, 93 \nChike, Naeemah 5,51 \nChilton, Jamie 38 \nClaar-Kilgore, Chance 66, \n\n94, 154 \nClipp, Emily 47 \nCobb, Kristie 25, 51, 100 \nCochran, Gus 131 \nCohen-Covert, Shawna 139 \nColbert, Debra 136 \nColeman, Evelyn 38 \nConnelly, Kay 144 \nConrey, Kristin 51 \nConti, Dinah 37,51, 52, 102 \nCook, Esther 39 \nCooper, Julie 51, 53 \nCooper, Larry 143 \nCopeland, Darlene 47 \nCosby, Kacie 39 \nCostelloe, Nicole 145 \nCotton, Melba 39 \nCousino, Mona 14, 66, 74, \n\n113, 117 \nCox, Christine 26, 51 \nCozzens, Christine 124 \nCranford, Jo 11,29, 39 \nCrawford, Jessica 87 \nCrays, Cristina 144 \nCrest, Beverly 144 \nCroft, Laura 52 \n\n\n\nCrumley, Catherine A. 66 \nCunningham, Rosemary \n\n121, 131 \nCurrin, Karrmen 29 \nCyrus, Neema 11,21,30, \n\n36,52,54,91 \n\n\n\nD'Ambrosio, David 129 \nDaniel, Rolanda 52 \nDaniel, Tanya Reshee 67 \nDaniels, John 136 \nDaniels, Ursula 52, 56 \nDarling, Marylin 130 \nDavid, Akeley 67, 116, 117 \nDavis, Erin 39 \nDavis, Kimberly 39, 111 \nDean, Tiffany 39 \nDeBay, Susan 141 \nDement, Amy 136 \nDePree, Christopher 123 \nDePree, Julia 124 \nDerrick, Betty 137 \ndeZerne, Michelle 15, 25 \nDhamoon, Amrita 29, 46, 47 \nDickerson, Julie 23, 67, 73, \n\n167 \nDickerson, Nikki 39, 148, \n\n151 \nDickinson, Aynsley 39, 113, \n\n119 \nDickinson, LePret 143, 144 \nDiesing, Vicki S. 67 \nDieterich, Laurie 47 \nDixon, Margie 136 \nDobkins, Debra 67 \nDonaldson, Lynda 28 \nDonofrio, Jane 67 \nDonohue, Deirdre 39 \nDragan, Stephanie 1 1 1 \nDrew, Rus 140 \nDucharme, Beverly 4, 5, 135 \nDumas, Misty 142 \nDurrett, Mary Alma 138 \nDuryea, Quail 47, 113 \nDuVall, Julie 39 \nDyer, Holly 67, 78, 100 \n\n\n\nEastwood, Emma 55 \nEdmunds, Alice 39 \nEichert, Debbie 23, 35, 39, \n149 \n\n\n\n\nEichorst, Elise 7 \nEldridge, Elizabeth 39 \nElliott, Sterling 11,68 \nElliott, Timala 47 \nEllis, Jacalyn 52, 108, 109 \nEly, Debbie 21, 32,52, 149, \n\n150 \nEngel, Sabine 55 \nExum, Jean 47 \n\n\n\nFain, Carrie 68, 71 \nFarhidvash, Fariba 68, 90 \nFarhidvash, Nooshin 39 \nFarmer, Alice 39, 84 \nFarooqui, Aqsa 39 \nFarrell, Erin 39 \nFeagin, Leigh 68, 75, 101, \n\n161 \nFernandez, Giselle 9,31,52, \n\n101 \nFerrell, Amanda 1 1 \nFerris, Hillary 52, 84 \nFidanza, Katherine 39 \nFields, Meredith 47, 50 \nFinn, Kellie 68, 77 \nFlores, Dina 52 \nFloyd, Irma 135, 141 \nFloyd. Leslie Gayle 68, 168 \nFong, Heather 8,68, 117 \nFontaine, Melissa 129 \nForbes, Kathleen 115 \nFowler, Leah 39 \nFrancis, Melissa 14, 69, 78 \nFrost, Michelle 32, 69, 96, \n\n113 \nFujimoto, Kaori 55, 126 \n\n\n\nGailey. Bill 145 \nGaither, Julie 139 \nGardner, Edith 136 \nGasperec, Michelle 32, 39 \nGeiger, Macy 37, 47, 92 \nGentry, Lesley 40 \nGerald, Rhiannon 69, 73, \n\n83,87 \nGibson. Kimberly 40 \nGibson, Philip 121, 122 \nGiles, Janann 141 \nGillespie, Michele 127 \nGing, Kristi 33, 40 \nGoad, Jennifer 55 \n\n\n\nGoenaga, Maria 52 \nGonzalez, Josefina 126 \nGooch, Amanda 40 \nGoodge, Heather 68 \nGoodman. Courtney 40, \n\n116, 117 \nGoss, Michele 31, 32, 40, 86 \nGossage, Brandy 69, 76 \nGould, Janet 143 \nGraff, Clara 163 \nGraham, Katherine 47 \nGraham, Megan 69, 115, \n\n119 \nGranade, Sharon L. 69 \nGray, Amanda 40 \nGray, Sarah 2, 40 \nGreen, Jennifer 40 \nGreen, Karen 94 \nGreen, Mackenzie 21, 47 \nGreen, Rachel 52 \nGreene, Jennifer 28 \nGreene, Julia 47, 150 \nGriffin, Beth 10,59,69, 71, \n\n75 \nGriffin, Courtney 47, 57, \n\n111, 152 \nGuice, Ginger 10, 13, 70, \n\n75, 85, 160 \nGullatt, Deidre 52 \nGunnin, Shari 40 \nGurry, Catherine 30, 70, 158 \nGwynn, Emily 2, 136 \n\n\n\nHall, Cynthia 52 \n\nHall, Gemma 10, 30, 47 \n\nHalvorsen, Betty 6, 32, 70, \n\n94 \nHammond, Ansley 9 \nHan, Esther 40 \nHarben, Jennifer M. 70 \nHardeman, Sharonne 145 \nHarkleroad, Mary 68, 113 \nHarmeling, Loren 40, 113 \nHarney, Resa 136 \nHarper, Jennifer 68, 70, 164 \nHarrison, Teresa 7, 70, 76, \n\n156 \nHarshman, Heather Anne \n\n70 \nHarvey, Andrea 43, 84 \nHarvey, Lilia 122 \nHasty, Jennifer 40 \nHasty, Lauren 40 \n\n\n\nHatfield, lennie 52, 107, \n\n111 \nHayes, Lee 40 \nHayes, Lisa 9, 33, 52 \nHayes, Michelle 132 \nHays, Jackie 40 \nHealy, Heather 144 \nHealy, Kembra 28, 116, 117 \nHeard, Jamila 47 \nHeath, Jessie 40 \nHeckman, Jennifer 40 \nHeffeman, Catherine 144 \nHeimlich, Miki 71 \nHeit, Amy Cecelia 71, 76, \n\n99, 169 \nHendrix, Sarah 52 \nHenry, Amber 52 \nHenry, Kareisha 40 \nHenry, Michele 52, 97 \nHermann. Jessica 40 \nHernandez, Lilly 40, 115 \nHerndon, Kris 140 \nHerndon, Mary Murray 71 \nHerrington, Betsy 47, 97 \nHeyl, Patty 137 \nHicks, Cecily 40 \nHiers, Susan 71, 108, 109 \nHightower. Terri 71 \nHill, Kim 13,41, 147, 149 \nHille.Tan 139, 145 \nHodges, Amanda 45, 71 \nHodges, Linda 122 \nHodgman, Marie 52 \nHodgson, Strahan 117 \nHogaboom, Diana 137 \nHogan, Brigitte 41 \nHogan, Tara 3, 20, 22, 71, \n\n84, 153 \nHogan, Thomas 132 \nHoke, Brenda 132 \nHoltzclaw, Jen 36, 47 \nHopps, Caroline 19, 72, \n\n113, 162 \nHorton, Valerie 66, 72, 157 \nHoss, Helayna 47 \nHubert, Linda 124 \nHudson, Gue 135, 139 \nHudson, Lea Ann 137 \nHuffman, Courtney 59, 70, \n\n72, 167 \nHuffman, Rachel 34, 72, 87, \n\n93 \nHunter, Shymeka 3, 52, 55 \nHunter, Stephanie 41 \nHurley, Lauren 41 \n\n\n\nIvy, Holyn 41 \nIzard, Kelli 41 \n\n\n\nJacob, Jennifer 47, 108, 109 \nJacobson, Lisa 35, 48 \nJames, Jessica 41 \nJames, Karen 41 \nJanowski, Einsley 41 \nJarboe, Mary K. 143 \nJarret, Catherine 72 \n(ayawardhana, Jayani 41 \nJenkins, Christy 41 \nJenkins, Jessica 41 \nJohnson, Amy 48, 151 \nJohnson, Birgitta 48 \nJohnson, Cal 129 \nJohnson, Jan 139 \nJohnson, Natalie R. 72, 166 \nJohnson, Rande 52 \nJohnson, Stephanie Renee \n\n72 \nJohnson, Violet 127 \nJones, Alaine 9, 48 \nJones, Alicia 48 \nJones, Rebecca 41 \nJones, Wallace 137 \n\n\n\nKahl, Susie 5, 25, 41 \nKaigler, Angela Y. 73 \nKeally, Meghan 138 \nKeeton. Ronald 140 \nKennedy, Katharine 127 \nKey, Sheri 1 4 1 \nKhan, Saddia 41 \nKhwaja, Waqas 124 \nKidwell, Julie 41 \nKing, Jennifer 15, 111 \nKing, Kathy 142 \nKing, Stephanie 15,111, \n\n119 \nKirkland, Rashana 53 \nKirtley, Ashley 8, 73, 166 \nKnauff, Lisa 53 \nKnowles, Tyler 41 \nKubler, Ashley 41 \n\n\n\nLackey, Rachel 41 \nLambert, Victoria 145 \nLandrum, Aislinn 22,41.42 \nLandrum, Brandi 10 \nLangin. Kate 41 \nLaVictoire, Jessica 48 \nLawson. Mazie 48 \nLeggett, Genieve 41 \nLehr, Amy 35 \nLent, Erica 48 \nLewin, Myrtle 123, 127 \nLewis, Melissa 42 \nLikovich, Amy 35, 42 \nLiluashvili, Tammy 5, 37, 42 \nLimehouse, Alice 48 \nLippincott, Teri 52 \nLiptrot, Khalilah 21, 48 \nLivingston, Laura 9, 42 \nLockhart, Amanda 28, 32, \n\n68, 73, 79, 103, 147, 150, \n\n153 \nLockhart, Luci 24, 73, 85, \n\n156 \nLoftis, Laura 42 \nLondon, April 53 \nLong, Jennifer 42 \nLove, Lauren 48 \nLyman, Heather 42 \n\n\n\nMacEwen, Sally 125 \nMaclean, Alison 22,42,149 \nMacLean, Michelle 48 \nMaddatu, Lilli 9, 42, 84, 88 \nMajor, Salimah 66 \nMalcom, Carolyn 142 \nMaley, Carla 42, 109 \nMandic, Aleksandra 73 \nManget, Joyce 136 \nMarcum, Jennifer 4, 24, 28. \n\n48 \nMarkham, Rachel 27 \nMarinara, Jessica 25 \nMarks, Reema 48 \nMartin, Leslie 42 \nMartin, Rebecca 138 \nMartin, Richard 131 \nMason, Katya 48 \nMasseoud, Hadeel 48 \nMathews, Ted 129 \n\n\n\nMatthews, Ashleigh 42, 1 10, \n\n111 \nMatthews, Barbie 53 \nMaupin, Marley 21, 73, 116, \n\n117 \nMaxfield, Jeanne 137 \nMayer, Lynn 130 \nMayes, Kim 42 \nMaynard, Charissa 21,53, \n\n92 \nMcCoy, Stacy 16, 53. 54, 97 \nMcDaniel, Liza 48 \nMcDonald, Amy 73 \nMcHugh, Marcie 53 \nMclntire, Thomas 145 \nMcKenney-Johnson, Victoria \n\n48 \nMcKenzie, Jessica 2,21,53, \n\n115 \nMcMichael, Terry 143 \nMcPherson, Anna 15, 53 \nMcRight, Paige 137 \nMcSwain, Kim 20, 48 \nMeade, Elizabeth 42 \nMehdikarimi, Tina 42 \nMerrick, Mollie 139 \nMiller, Danyael 48, 89 \nMiller, Lauren 48 \nMiller, Sandy 12,41, 49.56, \n\n111, 114, 115 \nMiller, Tonia 42 \nMinke, Star 110, 111 \nMinner, Brook 42 \nMinzes, Melanie 42 \nMitchell, Anne 19, 74, 80, \n\n96, 162 \nMitchell, Caroline 42, 113 \nMitchell, Johnnie 145 \nMittelstaedt, Ashlea 49, 149 \nMolinaro, Susan V. 35, 74 \nMontgomery, Jennifer L. 74 \nMoore, Deadra 130 \nMoreland, Virginia 136 \nMorgan, Chrissy 21 \nMorgan, Mary 49 \nMorley, Betsy 42 \nMorris, Emily 42 \nMorrow, Lesleyann 55 \nMoseley, Stephanie 43 \nMueller, Larissa 49, 50 \nMulherrin, Beth 135, 136 \nMullis, Deanna 47, 49 \nMurphy. Amy 49 \n\n\n\nNaderi. Natasha 74 \nNagel, Meghan 53 \nNalley, Katherine 115, 118, \n\n119 \nNance, Brandi 74, 99 \nNash, Adrienne 43 \nNelson, Kim 2, 25 \nNettles, Jennifer 5, 59, 74 \nNeumaier, Kristin 143 \nNewkerk, Alysia 43 \nNichols, Amanda 49 \nNorman, Rebecca 43 \nNorris, Lisa 53 \nNorwood-Clark, Tameka 74, \n\n165 \nNunnelley. Meg 53 \nNysewander, Melissa 53, 57 \n\n\n\nO'Brian, Denise 75 \nOcasio, Rafael 89, 94, 126 \nOdom, Jennifer 24, 53 \nOdom, Melissa 49 \nOjeda, James 140 \nOliver, Tracy 53, 98 \nO'Pezio, Lauren 43 \nO'Sullivan, Catherine 53 \nOtte, Robin 43, 108, 109, \n\n118 \nOverton-Smith, Odis 139 \nOwen, Jessica 107 \nOwens, Heather 33, 53 \nOwens, Jessica 53, 111, 119 \n\n\n\nPage, Bonnie 95 \nPardue, Jackie 43, 45 \nPark, Valerie 52, 53, 148 \nParker, Jennifer 75, 76 \nParks, Chelsy 75, 79, 112, \n\n113, 114, 115, 153 \nParks, Demetrice 138 \nParrott, Curtis 144 \nParsons, Casey 31,43 \nPartner, Brook 53 \nPasqualetti, Mercedes 43 \nPate, Ellen 43 \nPatrela, Tiffany 1 1 \nPatrick, Adelia 141 \nPatterson, Mary Carol 29 \n\n\n\nPayne, Holly 53 \nPayton, Joy 32, 54, 56 \nPebley, Jennifer 23, 43 \nPena, Elsa 145 \nPennington, Robin 123 \nPerry, Richard 128 \nPeryam, Elizabeth 55 \nPeterson, Elanor 17,22,34, \n\n75,80, 115, 153 \nPetrova, Irina 55 \nPeyton, Joy 10 \nPham, An 34, 49 \nPham, Minh 49, 104 \nPhilage, Gemma 49 \nPilger, John 122 \nPinka, Pat 40 \nPipa, Amber 43, 151 \nPippin, Tina 94, 128 \nPirmohamed, Najmah 49 \nPitre, Samantha 31,43 \nPitts, Nita 144 \nPleas, Ren 146 \nPless, Misty 109 \nPohlman, Sarah 43 \nPoplin, Jamie 49 \nPower, Stephanie 54, 86 \nPrather, Tiffany 20, 49, 50 \nPrice, Natasha 49, 87 \nPruitt, Le'Aqua 12, 35, 54 \nPtacek, Mandy 14, 26, 27, \n\n54,92 \n\n\n\nOuinn, Colleen 7, 16, 54 \n\n\n\nRafter, Becky 14,31,59, 70, \n75,93,94, 110, 111, 119 \n\nRaiford, Holly 144 \n\nRandolph, Katherine E. 75 \n\nRandolph, Keri 109 \n\nRauscher, Janet 49, 57 \n\nRector, Kara 43 \n\nReed, Karen E. 75 \n\nRenfroe, Brooke 20, 68, 76, \n84, 117 \n\nReynolds-Cornell, Regine \n124 \n\nRhodes, Sala 136 \n\nRiba. Andrea 76 \n\nRice.Yalonda 43, 147 \n\nRichey, Sara 49 \n\nRichter, J.J. 49 \n\n\n\n\nRiddle, Larry 121, 123 \nRidinger. Cathy 66, 73, 76, \n\n100 \nRieffanaugh, Sheri 6 \nRoberts, Hannah 9 \nRobinson, David 123 \nRobinson, Emily 43 \nRoepcke, Amanda 54 \nRoller, Olivia 32, 59, 76, 90 \nRone, Lizabee 54 \nRosemand, Reginald 136 \nRosera, Tegra 54 \nRoy, Karen 5 \nRussell, Janine 12, 76 \nRussell, Jill 25, 54 \nRussell, Leigh Anne 29, 32, \n\n59, 71, 76 \nRyan, Kate 49 \n\n\n\nSabel, Helene 22, 37, 49 \nSadler, Donna 129 \nSadun, Alberto 123 \nSanders, Courtney 9, 28, 91 \nSanders, Dudley 130 \nSanders, Kolby 71, 75, 76 \nSarpong, Yaa 43 \nSarwari, Asia 25,43, 112, \n\n113 \nSavage, Beth 32, 74, 77, 113 \nSavoy, Devon 43, 84 \nSaylor, Yurora 9, 49, 56 \nSchmidt, Amy 142 \nSchmidt, Stacy 93 \nSchmitt, Rebecca 49 \nSchreiner, Amanda 43 \nScott, Cathy 121. 131 \nScott, Emily 37 \nScott, Holly 44 \nSehenuk, Theresa 136 \nSelvig, Amy 29,35, 77, 160 \nSengbloh, Saycon 44 \nShaffer, Mike 137 \nShakir, Ayoka 50, 57 \nShanchez, Laura 89 \nShands, Susan 42, 44 \nSheehey, Edmund 131 \nShelton, Peg 141 \nShields, Staci 54 \nShirley, Margaret 139 \nShores, Darcy 44 \nShriner, Amanda 57 \nSiefert Diesing, Vicki 21 \nSikora-Buttram, Nicole 77, \n\n\n\nSimplice, Chantal 44 \nSinclair, Whitney 44 \nSivanesan, Swarna Priya 77 \nSizemore, Lucia 138 \nSlagle, Hannah 44 \nSluder, Brandie 50 \nSmith, Becky 12. 16,44, \n\n111, 118 \nSmith, Karen 136 \nSmith, Peggy 50 \nSnaith, Sunny L. 77 \nSnipes, Rebecca 76. 77, 99 \nSomers, Melanie 13, 32, 77 \nSoto, Tanya 44 \nSoublis, Giota 54 \nSpeer, Sharri 44 \nSpencer, Hillary 59, 78 \nSpencer, Sarah 2, 44 \nSpillane, Melanie 30, 50 \nSt. John, Tracy 109, 117, \n\n119 \nStanley, Amber 44 \nStapler, Kelly 44 \nStarr, Amy 22,50, 117 \nStavely, Samantha 10, 59, \n\n71, 78,99 \nSteadham, Crystal 78 \nStelmachers, Raymond 145 \nStepp, Allison 50 \nStermole, Stacie 44 \nStevens, Virginia 50 \nStewart, Alicia L. 78 \nStewart, Barbara 50 \nStiff, Erica 54 \nStone, Adrianne 137 \nStovall, Anne Louise 78 \nStover, Carolyn 44 \nStrawn, Iyonka 44, 89 \nStrickland, Sharon 50, 149 \nStrickland, Tomekia 78, 168 \nStrother, Candra 44 \nStyers, Georgiann 54 \nSuggs, Che' 54,56, 91, 111 \nSwafford, Amanda 54 \nSwanson, Therese 139 \nSwilley, Andrea 140 \n\n\n\nTalley, Melissa 50 \nTaylor, Amanda 54 \nTaylor, Crystal 44 \nTaylor, Renee 43 \nTaylor, Stacy 22, 79, 158 \nTenney, Vanessa 44 \nTergas, Ana 44 \n\n\n\nThieling, Sarah 15, 50 \nThomas, Clyia 44 \nThomas, Sarah 50, 109 \nThompson, Cicely 12,17, \n\n79, 91 \nThompson, Karen 122 \nThompson, Peggy 124 \nTingen, Malinda 44 \nTolliver, Aleesia 50, 107, \n\n110, 111 \nTomlinson, Amelia 12, 50 \nTorres, Bianca 13, 45 \nToth, Kristen 10, 50 \nToth, Sarah 5, 45 \nTran, Vivian 45 \nTrottier, Ashley 45 \nTurner, Deanna Kaye 79 \n\n\n\nUdell, Rachelle 143 \nUlack, Jessica 50 \nUpton, Eric 55 \n\n\n\nVan Meter, Sonia 28, 45 \nVanderbloemen, Laura 23, \n\n54, 109 \nVenable, Leon 122 \nViccellio, Megan-Brady 14, \n\n45 \nVihlen, Emily 45, 117 \nVu, Linda 54 \n\n\n\nWalker, Adrienne 7 1 , 79 \nWalker, Kim 35, 54 \nWaller, Rebecca 45 \nWampler, Michelle 144 \nWashington, Valerie 136 \nWaters, Joy 141 \nWaters, Ninette 142 \nWatson, Laura 50, 89 \nWebb, Douglas 132 \nWeir, Margie 11,21,25,30, \n\n54 \nWeisberg, Julie 127 \nWeishofer, Ingrid 125 \nWelshhans, Kristy 45 \nWertz, Tamisa 54 \nWest, Jane 127 \nWest, Katherine 45 \n\n\n\nWeyer. Karen 50 \nWhirley, Kristin 45 \nWhite, Ruth 8, 79 \nWhitehead, Draughn 45, \n\n107, 108, 109, 118 \nWhitworth, Amy 144 \nWiergacz, Kara 45 \nWiggins, Hillary 45 \nWilbanks, Shondra 45 \nWiles, Ruth 2, 164 \nWiley, Jim 26 \nWillard, Becky 80, 92 \nWilliamson, Kelanie 80, 159 \nWillis, Amy 16, 19, 54 \nWilmarth, Jill 31, 34,80, \n\n110, 111 \nWilson, Melinda 22, 75, 80, \n\n102 \nWinslow, Ann 50 \nWinstead, Mendi 44, 45 \nWiseman, Susan 41,45 \nWistrand, Harry 122 \nWoo, Gihea 45 \nWood, Alexa 24, 53, 54, 84 \nWoodbridge, Jennifer 45 \nWoodruff, Jennifer 50 \nWoods, Bonnie 50 \nWright, Hilary 43, 45 \nWright, Melanie 45 \n\n\n\nZabriskie, Precious-Jewel 45 \nZaidi, Arsh 48 \nZimnik, Mary 141 \n\n\n\n\n\n\n\"Life is either a daring \n\nadventure or nothing. \n\nTo keep our faces \n\ntoward change and \n\nbehave like free spirits \n\nin the presence of fate is \n\nstrength undefeatable\" \n\n- Helen Keller \n\n\n\nCo-Editor-in-Chief Sarah Beyer \n\n\n\n\nSays \n\n\n\nr* \n\n\n\nThis year has, undoubtedly, been the toughest \nyear of my life. Time was my enemy as I \nattempted to complete my coursework to \ngraduate, plan my future, and get this book out \nbefore everyone left for the summer. \n\nThe skeleton staff that helped finish this book \ndeserve much appreciation from me and every- \none. I especially want to thank the section \neditors for their patience, dedication, and \nloyalty. Y'all are the greatest!! \n\nPat, I cannot thank you enough for being \npatient and understanding with Melissa and me \nthese past few years. I consider you a colleague, \nmentor, and friend. It has truly been a pleasure \nworking with you. I'll miss it. \n\nMelissa . . . thank you for being such a wonder- \nful friend and co-editor. I remember the first day \nI met you. Since then, you have taught me so \nmuch, especially about myself. Somehow you \nhave this way of knowing so much more about \nme than I do. You have listened to me when it \nseemed that no one else would. You have been \nsooo patient with me and the moods I get into \nwhen I get stressed. We have intellectually and \nemotionally grown alongside one another these \npast four years, and I'm proud to say that, \ntogether, we have brought this yearbook a long \nway. \n\nTo everyone else, I hope that you enjoy this \nyear's book. Countless hours of time and stress \nhave been put into it by myself and the staff. \nMelissa and I were afraid that we wouldn't be \nable to top last year's book, but I think we've \ndone it ... Thank God!! \n\nAbrazos, \n\n\n\n\n\nCo-Editor-in-Chief Melissa Buehler \n\n\n\n\n\nooo \n\n\n\nAs I sit here writing my final editor's page \nat a loss for words. This is the last time I will be \na student on this campus, see many of the people \nthat have made an impact on my life. This year's \nstaff was truly amazing. I enjoyed working with \neach and everyone of you. Amber, Niki, Sharon, \nJulia, Andrea, Ashlea and Debbie - your dedica- \ntion and talent kept the yearbook going. With- \nout you, it would not have turned out as well as \nit did! You guys are the greatest! \n\nPat - again you have truly been our backbone. \nI can not express my gratitude enough. I have \nlearned much from you, and your sense of humor \nkept me from pulling my hair out. I will miss \nworking with you. \n\nAmanda - Needless to say, I have looked at \nyou as being the \"core\" of the staff, especially the \nlast two years. I have enjoyed getting to know \nyou, and I wish you the best of luck in the future. \nI know you will go far. Every time there is a storm, \nI will think of you. \n\nSarah - We have definitely had our ups and \ndowns over the years. You were the first person \nI really got to know here, and you will be the last \none that I will ever forget. I don't want to say \n\"good-bye\" because that seems so permanent. \nEven if we lose touch over the course of time, \nwhen I think of my time spent here, I will think of \nyou. I know that the future holds great things for \nyou. You have a special talent that I have been \nable to witness and see grow over the years. That \ntalent is your passion and willingness to give over \nso much of yourself when you believe in some- \nthing. All I can say is \"thank you\"! \n\nSo long, Agnes Scott College. I have certainly \nenjoyed the ride .... \n\n\n\n\n\n\n\"It is never any \n\ngood dwelling on \n\ngood-byes. It is \n\nnot the being \n\ntogether that it \n\nprolongs, it is the \n\nparting. \" \n\n- Anonymous \n\n\n\n1997 Silhouette \n\n\n\nIn CI \n\n\n\n\n\" Both within the \n\nfamily and without, \n\nour sisters hold up our \n\nmirrors: our images of \n\nwho we are and of who \n\nwe can dare to \n\nbecome. \" \n\n- Elizabeth Fishel \n\n\n\n\nThis academic year is over, \nthe yearbook is done, and \nthe staff is exhausted. We \nhope that our hard work \nwill be enjoyed by each and \nevery person who reads this \nbook. \n\nAs the class of 1997 leaves \nAgnes Scott, we want to say \none last thing.. .CHEERS!! \n\n\n\n\n\n\ndL into the "},{"id":"asc_iaasc_agnesscottalumna7273agne","title":"Agnes Scott Alumnae Magazine [1995-1996]","collection_id":"asc_iaasc","collection_title":"Agnes Scott College, McCain Library collections in the Internet Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, DeKalb County, Decatur, 33.77483, -84.29631"],"dcterms_creator":["Agnes Scott College"],"dc_date":["1996"],"dcterms_description":["Agnes Scott College Alumnae magazine"],"dc_format":["application/pdf","text/plain"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Agnes Scott College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Agnes Scott College--Alumni--Periodicals","Agnes Scott College--History","Women's colleges--Georgia--Decatur","Women--Education--Georgia--Decatur"],"dcterms_title":["Agnes Scott Alumnae Magazine [1995-1996]"],"dcterms_type":["Text"],"dcterms_provenance":["McCain Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://archive.org/details/agnesscottalumna7273agne"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":"https://iiif.archive.org/iiif/3/agnesscottalumna7273agne/manifest.json","dcterms_subject_fast":null,"fulltext":"Digitized by the Internet Archive \n\nin 2011 with funding from \n\nLYRASIS Members and Sloan Foundation \n\n\n\nhttp://www.archive.org/details/agnesscottalumna7273agne \n\n\n\n\nA New Preside* \nAt Agnes Scott \n\n Baring the Breast- \n\nCancer Myths \n\n A Foil to Danger \n\n Please Pass the . . . \n\nRootenanny? \n\n\n\nEDITOR'S NOTE \n\n\n\nIn the present and in the past sleeps the purpose of the future: the new \npresident brings an unfolding vision, a world-view to Agnes Scott College. \n\n\n\nPresident Mary Brown Bullock '66 opened her first \nconvocation address to the Agnes Scott College \ncommunity with a quote from T. S. Eliot's Four \nQuartets, lines from \"Burnt Norton\": \n\nTime present and time past \n\nAre both perhaps present in time future, \n\nAnd time future contained in time past. . . . \n\nBut to what purpose \n\nDisturbing the dust on a bowl of rose-leaves \n\nI do not know. \n\nDisturbing the dust  pondering the journey that has \nbrought her once again to Agnes Scott  \nBullock explored the meaning of \"time \nfuture contained in time past\" both for the \nCollege and for herself. The pageantry of \nthe day's convocation procession, the \nacademic regalia, she said, are colored by \nthe medieval origins of the university and \nby the variety of alma maters represented by \nthe ASC faculty. Along with the splendor \nof this universal scene, \"more than a century \nof Agnes Scott's own traditions\" continue. \n\nBullock's connections with the College \ndate back almost a century to when her great-aunt Mary \nThompson was a student here. The president's mother, \nMardia Hopper Brown, graduated from Agnes Scott in \n1943. More recently, Bullock's brother, George Brown, \nserved as a director of the Global Awareness program for \nthe College. \"Long forgotten metaphors of time and place \nhaunted me,\" said Bullock, as she prepared late this \nsummer for her transition from Washington, D.C., (where \nshe directed the Asia Program for The Wood row Wilson \nInternational Center for Scholars), back to Agnes Scott. \n\nDuring the address, Bullock expressed gratitude to \nthose from Agnes Scott's past. \"Ruth Schmidt's \ndetermination to forge a multicultural, aesthetically \nbeautiful and technologically up-to-date campus \n\n\n\n\ntransformed this community. Sally Mahoney found much \nto celebrate during her year as interim president. She and \nI shared a special Stanford bond, and I pledge to continue \nencouraging Agnes Scott's renewal as a community of \ncivility, collegiality, intellectual vitality, warmth and \ngood humor.\" \n\nOut of the old forms and patterns, out of successes, \nmistakes and lessons, she said, emerge opportunities for \nnew beginnings at the College. \"We are at a crossroads,\" \nshe said, \"the future is before us, looming, beckoning, \nchallenging.\" \n\nAs institutions face \"their own \nbeginnings and endings,\" Bullock \nenvisioned an Agnes Scott College that will \nsurvive and become great: as it develops \nstrong links with the world, as it responds \nto the needs of women and their changing \nroles, as it continues to engender in \nstudents the joy of learning, and as it \nembraces all people. \n\n\"Transitions\" was the title Mary Brown \nBullock chose for her first formal conversa- \ntion with the Agnes Scott community. \nTo express the wonder of that circle made of endings \nand beginnings, she turned again to a passage from \nEliot's remarkable Four Quartets, \"Little Gidding\": \nWhat we call the beginning is often the end \nAnd to make an end is to make a beginning. \nThe end is where we start from. . . . \nWe shall not cease from exploration \nAnd the end of all our exploring \nWill be to arrive where we started. \nAnd to know the place for the first time. \n\n\n\nullock '66 \n\n\n\n?j2c*-^\u003cs?~t~\u0026y^^J \n\n\n\nCONTENTS \n\n\n\nAgnes Scott College Alumnae Magazine \nFall 1 995 , Volume 72 , Number I \n\n\n\n7 \n\n\n\nWelcome Home \n\nBy Tish Young McCutchen '73 \nPhotos by Laura Sikes \n\nDeeply rooted both in ASC history and in \n\ninternational experience, President Mary \n\nBrown Bullock '66 brings a singular vision \n\nto the college. \n\n\n\n\n\n\n\n\n^^Htft^t ** \n\n\nrt \n\n\n\n\n5\" \n\n\n\n\n\n\n\n\n|5?* ^ \n\n\n\n\nf*^ # \n\n\n\n\nB\u0026 ' \n\n\n\n\nII \n\n\n, iHP^ \n\n\nHr ' !? '' \n\n\n\nHush and Eat Your \nRootenanny \n\nBy Jane Zanca '83 \nIllustration by Mac Evans \n\nIf food geneticists mate rutabagas and \nbananas, will the result be a rootenanny? \nEven if it is easier to peel, will the kids \nrefuse to eat it? \n\n\n\n\nL 18 \n\n\n\n\n\nBaring the \nBreast Cancer \nMyths \n\nBy Carol Willey '80 \nPhotos by Laura Sikes \n\nAn alumna writer and a \nNew York artist/ activist reveal \nthe onerous ambiguities , the deep \nscars of breast cancer survival. \n\n\n\nA Foil to Danger \n\nBy Mary Alma Durrett \n\nPhoto illustrations by Monika Nikore \n\nASC Public Safety officers are active \non a number of fronts, helping to ensure \ncampus safety. \n\n\n\nCOVER: Agnes Scott's first alumna president Mary Brown Bullock '66. \n\nPHOTO BY LAURA SIKES \n\n\n\nDEPARTMENTS \n\n2 \n\nOn Campus \n\n32 \n\nExcerpts \n\n35 \n\nLifestyle \n\n40 \n\nLetters \n\nGiving Alumna \n\n\n\nEditor: Celeste Pennington \n\nContributing Editor: \nMary Alma Durrett \n\nDesign: Everett Hullum, \nHarold Waller \n\nStudent Assistants: \nTina Backus '97 \nRolanda Daniel '98 \nDanyael Miller '99 \nJennifer Odom '98 \nSamantha Stavely '97 \n\nPublications \n\nAdvisory Board: \n\nChristine Cozzens \n\nKim Drew '90 \n\nBill Gailey \n\nEllen Fort Grissett '77 \n\nSandi Harsh '95 \n\nTish McCutchen '73 \n\nKay Parkerson O'Briant '70 \n\nEdmund Sheehey \n\nLucia Howard Sizemore '65 \n\n\n\nCopyright  1995, Agnes Scott \nCollege. Published tor alumnae and \nfriends twice a year hy the Office of \nPublications, Agnes Scott College, \nButtrick Hall, 141 E. College \nAvenue, Decatur, GA 30030, \n(404) 638-6315. Postmaster: Send \naddress changes to Office of Develop- \nment and Public Affairs, Agnes Scott \nCollege, Decatur, GA 30030. The \ncontent of the magazine reflects the \nopinions of the writers and not \nnecessarily the viewpoint of the \nCollege, its trustees or administration. \n\n\n\nON CAMPUS \n\n\n\nA Cultural Olympics, collaborative research and PEACH, tree tour, high \nmarks in science and math, ads for girls, finding the unexpected and more. \n\n\n\nASC OPENS \nCULTURAL \nOLYMPIAD \n\nWith nine months \nand counting, plans \nare taking shape tor the \nInternational Conference \non Southern Literature to \nbe hosted by Agnes Scott \nCollege. It is the kick-off \nevent for the Cultural \nOlympiad's Olympic \nSummer Festival scheduled \nfor June 2-9, part of the \n100th anniversary celebra- \ntion of the 1 996 Olympic \nGames in Atlanta. \n\nWith the slate of writers \nyet to be announced, \nspokesman Tom McHaney, \ndirector of graduate studies \nand English at Georgia \nState University, says the \nconference will bring \ntogether \"three generations \nof writers\"  established \nwriters, writers of promise \nand writers heretofore \noverlooked. \n\n\"The idea is to bring \nhalf of the writers from the \nSouthern states and to \ninvite people from around \nthe world who translate, \npublish, write and talk \nabout Southern writing \nand its influence on their \nculture,\" says McHaney. \n\nThe event will include \n\n\n\nbook signings, a book fair, \nreadings and one-person \nshows along with confer- \nence panel discussions. \n\n Audrey Arthur \n\nA PEACH OF \nAN IDEA \n\nAs Washington \nwrestles with welfare \nreform, PEACH (Positive \nEmployment and Com- \nmunity Help) is Georgia's \nnearly decade-old answer \nfor those who receive Aid \nto Families with Dependent \nChildren to move from wel- \nfare to work. \n\nLast semester five ASC \nstudents helped document \nthe progress of 1 7 women \ninvolved in DeKalb's \nPEACH program. \n\nOne outcome: students \nlike Christina Costes '95 \ngained an insight into the \nlives of PEACH women \nwho juggle child care, GED \nor college classwork and \non-the-job training in order \nto prepare for, and to estab- \nlish, careers. Costes was \nassigned to Charemon \nShanks, a mother of five \n(ages 2 to 16) who is earn- \ning a degree in social work \nfrom Georgia State \nUniversity and who serves \non the Georgia Welfare \n\n\n\nSTROLL THROUGH THE TREES \n\n\n\nAgnes Scott College \nis one of a few \nareas in Decatur where \nthe trees have remained \nrelatively undisturbed for \nmore than a century. \nRecently the College has \nproduced a \nself- \nguided \ntour of \ntrees (with \n\n\n\n\nfunds provided by \nan Urban and \nCommunity Forestry \nAssistance Program \nGrant, under the aus- \npices of the Georgia \nForestry Commission). \nThe booklet \"A Stroll \n\n\n\nThrough the Trees at \nAgnes Scott\" provides \npictures and profiles of a \nnumber of the largest \nand oldest trees in ASC's \nurban forest including \nDeKalb County's \nchampion black gum \ntree, the second \nlargest magnolia in \nthe county (on a \ncampus that boasts \n72 magnolias), \nand a \nwhite \nash that \npredates \nthe Civil \nWar. The \ntour also \nincludes \nmore \nrecently \nplanted specimens like \na spectacular pair \nof gingkoes added \nby biology professor \nS. Leonard Doerpinghaus, \namong about 30 trees he \nplanted around campus. \n\n\n\nReform Task Force. \n\n\"Sometimes we have \nstereotypical images. \nStudents found it exciting \nto interview women who \n\n\n\nare working to provide a \nbetter quality of lite for \ntheir children and who are \ntaking control of their \nlives,\" notes Bienda Hoke, \n\n\n\nACNES SCOTT COLLEGE  FALL IW \n\n\n\nON CAMPUS \n\n\n\nASC assistant professor \nof sociology. \n\nHoke designed the pro- \nject to connect sociology \nresearch theory and \npractice, and to provide \nASC students an opportu- \nnity to work with her, \ncollaboratively. \n\nFor the project, stu- \ndents created a set of ques- \ntions which Hoke helped \nrefine \"so that it was like a \n\n\n\nprofessional instrument.\" \n\nStudents conducted \ninterviews with a sample of \nPEACH participants and \npublished the information \nin a spiral-bound PEACH \nFamily Album complete \nwith profiles and photos of \neach of the women. \n\nOut of the experience, \nASC students established a \nSaturday morning tutorial \nto assist PEACH women in \n\n\n\nmath, science, economics \nand social studies. \n\nThe pilot project was \nnoted both by PEACH \nFulton County staff who \nhave talked to Hoke about \ncreating a similar publica- \ntion and establishing a \ntutorial, and by Georgia's \nFirst Lady Shirley Miller \n(wife of Gov. Zell Miller), \nwho has a strong interest \nin adult education. \n\n\n\nHIGH MARKS \nIN SCIENCES \nAND MATH \n\nAgnes Scott College \nhas been identified \nby Peterson s Guides as one \nof 200 colleges and univer- \nsities in the United States \nthat \"offer an outstanding \nundergraduate program in \nthe sciences and math- \nematics.\" As such, ASC \n\n\n\nEXPANDING LANGUAGE ACROSS THE CURRICULUM \n\n\nA gnes Scott is expanding its \n\n\nGerman component and the \n\n\nattend the humanities course. \n\n\nJ. Vmulti disciplinary Language \n\n\nChurch in Latin America with a \n\n\nThe grant money also supports an \n\n\nAcross the Curriculum program \n\n\nSpanish component. \n\n\nintensive language study for \n\n\nwhich pairs humanities (or fine arts \n\n\n\"You get a deeper understanding \n\n\nhumanities faculty who want to \n\n\nor social sciences) with language \n\n\nwhen you study German history in \n\n\nupgrade language skills. \n\n\nstudies. The pilot project (begun in \n\n\nGerman,\" notes Martha Bailey '97 \n\n\nBenefits to students are an \n\n\nthe fall of 1992 for students with at \n\n\nwhose study of European History \n\n\nenhanced understanding of a \n\n\nleast two years of German) paired \n\n\nsince 1945 included reading the \n\n\ndiscipline based upon the \n\n\nEuropean History 1914-1945 taught \n\n\nGerman constitution and German \n\n\nopportunities to discuss and read \n\n\nby Associate Professor of History \n\n\njournal entries written during \n\n\nauthentic texts in the original \n\n\nKatherine Kennedy with \n\n\nWorld War II and viewing contem- \n\n\nlanguage and to improve their \n\n\na German language component \n\n\nporary German films. \"The native \n\n\nforeign language skills with an \n\n\ntaught by Professor of German \n\n\nlanguage authenticates the material. \n\n\nadditional course hour each week. \n\n\nIngrid Wieshofer. \n\n\nThere are no English or American \n\n\nStudents involved in the LAC \n\n\nThe College now offers these \n\n\noverlays of bias. Language puts you \n\n\nprograms have gone on to use their \n\n\nadditional LAC courses: European \n\n\ninside the culture.\" \n\n\nimproved language skills in various \n\n\nHistory since 1945 with a German \n\n\nFunded by a $152,000 grant \n\n\nways, including one woman who \n\n\ncomponent; Medieval Art and the \n\n\nfrom the National Endowment for \n\n\nspent a semester abroad studying in \n\n\nHistory of Art with French \n\n\nthe Humanities, the program is \n\n\nGermany and another who recently \n\n\ncomponents; Native Peoples of the \n\n\ndesigned to enrich the study of \n\n\ncompleted a six-week scholarship \n\n\nAmericas and the African Diaspora \n\n\nhumanities disciplines through \n\n\nat the Goethe Institute. \n\n\nand Women in Latin America with \n\n\nestablished links with foreign \n\n\nAt the close of the grant, the \n\n\nSpanish components. \n\n\nlanguage skills. The funds support \n\n\nCollege will offer an invitational \n\n\nThe College plans to develop \n\n\ncourse development work for the \n\n\nsymposium (April 1996) for \n\n\ntwo more courses over the next two \n\n\ntwo-teacher teams and provide the \n\n\ninstitutions in the Southeast \n\n\nyears, Women in Music with a \n\n\nlanguage faculty release time to \n\n\nconsidering a similar program. \n\n\n\nON CAMPUS \n\n\n\nSOUTHERN ASSOCIATION \nFOR WOMEN HISTORIANS \nMOVES TO AGNES SCOTT \n\nAgnes Scott College will be the new home of the \n500-member Southern Association for Women \nHistorians (SAWH), a professional organization for \nacademicians who research the history of Southern \nwomen. Agnes Scott Assistant Professor of History \nMichele Gillespie, a member of the association since \n1988, assumes the duties of secretary/treasurer for a \nthree-year term beginning in December. She will also \nserve as managing editor of an organizational newsletter. \n\nThe Southern Association for Women Historians was \nfounded in the early 1970s to foster the status of women \nas historians in the South and to promote the research \nof Southern women's history, especially across racial \nlines. The membership, a subgroup of the Southern \nHistorical Association, produces volumes of research \non Southern women's history following its regular \nconferences every three years. \n\nGillespie's relationship with Agnes Scott was fortu- \nnate for SAWH's officers, who selected Agnes Scott, an \nhistoric women's college in the South, as their new \ncenter. Gillespie believes the College's association with \nSAWH will dovetail nicely with Agnes Scott's new \nprogram for Women in Leadership and Social Change. \n\nThe association had been housed at the University of \nArkansas and at Clemson University in South Carolina. \n\n\n\nwill be included in a book, \nTop Colleges for Science  \nLeading Programs in the \nBiological, Chemical, \nGeological, Mathematical, \nand Physical Sciences , due \nout in early 1996. \n\nASC was selected from \namong 1,500 four-year col- \nleges and universities iden- \ntified through the 1994 \nCarnegie Classification \nof Institutions of Higher \n\n\n\nEducation. The schools \nwere analyzed according to \nthe number and percent- \nage of baccalaureate alum- \nnae having earned degrees \nin science and math \nbetween 1988 and 1992; \nand the number and per- \ncentage of baccalaureate \nalumnae having been \nawarded National Science \nFoundation Fellowships \n1990-94. \n\n\n\nWCC UNVEILS \nAD CAMPAIGN \n\nExpect the best from a girl. \nThat's what you'll get. \nIf a 15-year, multi million \ndollar ad campaign works \nthe way the Women's \nCollege Coalition and the \nAd Council hope it will, \nthis slogan will become as \nfamiliar as the American \nNegro College Fund's \nslogan, \"A mind is a terri- \nble thing to waste.\" \n\nThe two organizations \ninvited Mary Brown \nBullock '66 and the \npresidents of many of the \nnation's 84 women's \ncolleges to Washington, \nD.C., for the launch of the \nnational campaign to raise \nexpectations about girls' \ncompetence and abilities \nand to encourage girls to \nperform at their maximum \nlevel of potential. \n\n\"Today, women like \nMadeline Albright, our \nambassador to the U.N., \nand Sadako Ogato, U.N. \nHigh Commissioner for \nRefugees, are providing \ninternational leadership,\" \nsaid Bullock. \"Our future \nworld will need more \nwomen like these to be \nengaged in solving the \nproblems of the next \ncentury. The campaign \nwe unveil today will have a \npositive impact in equip- \nping girls and women with \n\n\n\ntools and confidence to be \ntheir successors.\" \n\nRole models for the \nWCC-Ad Council ads- \ndepicted in childhood pho- \ntos  include Julie Willey, \ndirector of the Delaware \nState Police Crime Lab; \nLauren Lazin, award-win- \nning documentary film- \nmaker; and Nicole Lang, \npediatrician. \n\nRegional campaign \nlaunches occurred simulta- \nneously throughout the \nUnited States, including \none at Spelman College in \nAtlanta, hosted by WCC \nmembers: Spelman, Agnes \nScott College, Wesleyan \nCollege in Macon and \nBrenau University in \nGainesville. \n\nWCC member colleges \nwill serve as resource tor \nprograms that foster the \nparticipation of girls and \nwomen in the classroom. \n\nCOMPARISON \nOF WOMEN IN \nECONOMICS \n\n\n\nW \n\n\n\nomen s colleges \nproduce propor- \n\n\n\ntionately more female \neconomics majors than do \nco-ed liberal arts institu- \ntions. That's one oi the \nfindings of Associate \nProfessor ot Economics \nRosemary Cunningham in \nher study \"Undergraduate \nWomen in Economics: A \n\n\n\nai :ni-s m utt con i-i if  fai i wos \n\n\n\nComparison of Women's \nand Coeducational Liberal \nArts Colleges\" presented at \nthe International Associa- \ntion for Feminist Economics \nConference in Tours, \nFrance, this past summer. \n\nResults indicate that \nwomen's colleges average \n31 economics majors per \nyear, compared with 1 1.9 \nfemale economics majors a \nyear at co-ed institutions. \nThe number of female \nmajors who enter a graduate \neconomics program is \nhigher at women's colleges \n(4-6 compared with 2.1). \nWomen's colleges also \nemployed more female eco- \nnomics faculty, 35 percent \ncompared with 23 percent \nat co-ed colleges. \n\nCunningham began her \nstudy when economists \nbecame concerned that \nfewer undergraduates, \nespecially women, were \nmajoring in economics. \nCunningham built her \nstudy on previous research \nlinking women's colleges \nand female faculty members \nwith the success of their \ngraduates. She surveyed \n40 women's colleges with \ndegree programs in eco- \nnomics and 58 highly \nranked co-ed institutions \nwith fewer than 5,000 \nstudents. Fifty percent of \nthe women's colleges and \n65 percent of the co-ed \ninstitutions responded. \n\n\n\nNext, Cunningham \nplans to research why there \nare fewer economics majors \nof either sex in this country \nthan at any other time since \n1979, and why women's \ncolleges are successful in \nattracting and training \nwomen in economics. \n\nCOMPUTER \nLITERATES \n\nWith a $2,500 grant \nfrom BellSouth to \nthe College, Associate \nProfessor of Economics \nRosemary Cunningham \ndevised a way to become \nan Economics 306 \"coach\" \ninstead of lecturer by devel- \noping a microeconomics \ncourse that helps students \nsolve economics problems \nin a computer lab rather \nthan in a traditional \nclassroom. \n\nCunningham designed \nthe course in order to train \nstudents to work collabora- \ntively in small groups, using \ndifferent types of computer \ntechnology to gather data, \nand using the Excel \nspreadsheet program for \nseeing solutions. \n\nCunningham hopes the \ncourse will produce more \nactive learners. She also \nnotes the importance of \nintegrating computers \nwith course materials. \n\"Computer skills are not \njust an add-on anymore.\" \n\n\n\nVIEWPOINT \n\n\n\n\nAgnes Scott Assistant Professor juan Allende spent the \nsummer researching the growth of evangelical religion in Chile, \nhis traditionally Catholic homeland. \n\nREMAIN WATCHFUL, FOR GOD'S \nOTHER NAME IS SURPRISE \n\n\n\nFrom a meditation for First Friday Community \nWorship by Juan Allende \n\n\n\nSummer is as much a \nstate of mind  an \nattitude  as it is a season. \nI began my summer with \ncertain expectations \nabout what I would find \nreturning to Chile, the \ncountry where I grew up; \nexpectations of winter in \nsummer  remember, \nChile is in the Southern \nhemisphere and the \nseasons are reversed; \nand, finally, expectations \nabout my research. \n\nYou see, I go to Chile \nto visit family and to \ncontinue my research \nwhich often costs me a \nchunk of my summer, \nboth in sunshine and in \nleisure. The topic of my \nresearch is evangelical \n\n\n\nmovements, and as the \nword \"movements\" \nsuggests, I learned early \non that this was not a \ntopic that one can \napproach as one would \nthe study of minerals. \n\nNo, to study evangeli- \ncals, one has to be willing \nto participate actively in \nthe life of evangelical \ncommunities, and that \nis always a challenge for \nthe research self  the so- \ncalled objective observer. \n\nLet me explain this \nwith a story. \n\nAs part of my research, \nI traveled 300 miles south \nfrom Santiago to Coronel, \na small town that sits in a \ndepressed economic area \nonce famous for its coal \n\n\n\nON TAMPI IS \n\n\n\nVIEWPOINT \n\n\n\nand textiles  industries \n\n\nwomen sat me between \n\n\nthat no longer exist. This \n\n\ntwo matrons, let me peek \n\n\nis an area where the \n\n\nin their open Bibles and \n\n\nnumber of evangelicals is \n\n\nhymnals, hugged me, \n\n\nvery large. \n\n\ntouched me, and brought \n\n\nOne afternoon, I was \n\n\nme into the circle. I forgot \n\n\ninvited to a meeting of \n\n\nwhy I was there: with my \n\n\nevangelical women. I was \n\n\nresearch-self gone, I joined \n\n\nexpecting to find three or \n\n\nthem in prayer and praise, \n\n\nfour stern women-pastors. \n\n\nand soon I felt in my \n\n\nInstead, I walked into a \n\n\nwell-trained, skeptical \n\n\ntiny room in a house so \n\n\nsoul the unexpected \n\n\npoor that the roof could \n\n\npresence of God. \n\n\nnot stop the rain from \n\n\nSo much for objectivity. \n\n\ncoming in. There I discov- \n\n\nSo much for expectations. \n\n\nered 20 or 25 women \n\n\nBack in the States, I \n\n\nsitting close to each other, \n\n\nread in Sojourners  a mag- \n\n\nheating the cold, damp \n\n\nazine of faith, politics and \n\n\nroom with their bodies, \n\n\nculture  another story of \n\n\nwhile clapping hands, \n\n\nencountering the unex- \n\n\nsinging and sharing their \n\n\npected, this one told by \n\n\nexperiences of hard living. \n\n\nDaniel Goering. He writes: \n\n\nI felt uncomfortable in \n\n\nI was walking north on \n\n\nmy American clothes. I \n\n\n15th Street in Washington, \n\n\ndidn't know what to do \n\n\nD.C. , when 1 ran into one \n\n\nor say. i \n\n\n\n\nof my former clients from the \n\n\nBut these j \n\n\n\n\nfood distribution program. It \n\n\nevangelical \n\n\n\n\n^ was 6:15 a.m., and \njJ^^^L there signs he \n^WL'^^L had already \n'^^^A ^L been drinking. \n^^^^X 9L was \nHB^^^ heading \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n^^^^^^- - \n\n\n~ ^j^^iaJi \n\n\n\nto the 7 -Eleven for coffee , to \ndrown one of those \"I-don't- \nwant'to-get-up-and-gO'to- \nwork mornings\" in an ocean \nof caffeine . \n\n\"How you doing? \" J \nasked him . \n\n\"Fine,\" he answered. \n\"How you doing? \" His \nwords were very slurred. \n\n\"Man, 1 am not doing \nwell at all. I didn't feel like \ngetting up this morning. I \nwish I were still giving out \nfood with you guys . \" Having \ninitiated my little pity party, \n1 continued to complain. \n\n\"Hold up, man,\" he said. \n\"You woke up this morning, \nright?\" \n\n\"Yes. . .\" \n\n\"You're going to a job, \nright?\" \n\n\"Yes, that's right.\" \n\"Well, you're all right \nthen! What are you \ncomplaining for? \" \n\nHaving been thus \nrestored to my senses, I \nrealized that 1 really was \nall right, and that, moreover, \n1 had met God that morning. \nHow many of us got up \nthis morning with an \"I- \ndon't-want-to-get-up- \nand-go-to-work\" \nattitude? \n\nHow many \nof us came \nback to \nschool still \nin a summer \nstate of mind ' \nHow many \n\n\n\nof us think we know just \nwhat to expect from our \nsemesters here ? \n\nHow many of us are \nready to take refuge in \nour research-selves  \nobjective, analytical, \nrational? \n\nThese stories point to \nanother reality, the reality \nof encountering the \nunexpected, the strange, \nthe other  like finding \nwinter weather in \nsummer's season. But, as \nsomeone said, \"God's \nother name is surprise.\" \n\nOur task, I think, is to \nremember  amid the \nbooks and the computers \nand the teachers and \nstudents who drive us \ncrazy  that the unexpect- \ned is out there, too. \n\nSurprise awaits us \nalways. God is among the \nstacks in the McCain \nLibrary, as surely as God \nwas in that damp little \nroom in Chile and was \nwalking the streets of \nWashington, D.C. \n\nIn our daily routines, \nmay we be ready, willing \nand able to let the \nunexpected in and to \nreceive what it is teaching. \nAnd may we all be so \nattuned to creation that \nwe come to see God \neverywhere. \n ]uan Alknde is assistant \nprofessor of political science \nat Agnes Scott College \n\n\n\n\\i .NI^MOTl i i\u003e] IH',1- . FALL !)\u003c \n\n\n\nWELCOME HOME \n\n\n\nBy Tish McCutchen 73 \n\nPhotographs by Laura Sikes \n\n\n\n\nMary Brown \nBullock ASC's \nfirst alumna \npresident  takes \noffice, bringing \nto the College \na new vision \ndrawn from her \ninternational \nbackground and \nexperience, and \npromising to meet \nthe challenges \nof women's \neducation in the \ncentury ahead. \n\n\n\nThe year is 1952. The scene is \nAsia, a continent still wracked \nby the vestiges of World War II, \nby ongoing civil war and by \nthe struggle to find its place in \nthe second half of the 20th century. A dark- \nhaired, 8-year-old girl  along with her \nmother, father and brothers, 7 and 1  \ndisembarks after the journey from America. \nHer family has arrived with a dream: to \nbring the good news of Christianity to the \npeople of Asia. \n\nSkip to 1995. In Washington, D.C., a \ncity filled with people struggling to find \ntheir place in the last years of the 20th \ncentury, a dark-haired woman  with \nhusband, son, 19, and daughter, 15  \nbids farewell to friends and supporters \nbefore embarking on another journey. The \nwoman  the child of missionaries, Dr. Mary \nBrown Bullock '66  will soon move to \nDecatur to become the first alumna \npresident of Agnes Scott College. \n\nIn anticipation of her new challenge, this \nevening Bullock greets well wishers gathered \nat the U.S. Capitol  ASC alumnae and old \nWashington friends here to celebrate at the \ninvitation of the Washington Alumnae \nchapter, Senator Sam Nunn (D-Ga.) and \nSpeaker of the House Newt Gingrich (R- \nGa.). Outside, the U.S. Marine Corps Band \nis winding down a summer evening concert. \n\"The Man of La Mancha\" highlights this \nweek's performance, and as Bullock's friends \nwander out of the Capitol and into the \nwarm Washington dusk, the band plays: \n\"To dream the impossible dream ... to \nreach the unreachable star.\" \n\nBullock's family has often reached for dis- \ntant stars. Her parents, and grandparents \nbefore them  certainly following that road \nless traveled  devoted their lives to mission- \nary work in Asia. \"I grew up on my grand- \nfather's romantic stories of fleeing from the \nwarlords in China,\" she says. \"His capture by \n\n\n\nthe Communists in 1949 and then his dra- \nmatic release is one of my earliest childhood \nmemories.\" \n\nInterest in China, the focus of Bullock's \ngraduate study at Stanford University, led \nher to Washington, D.C, where in 1973 she \nbecame a staff member and, four years later, \ndirector of the Committee on Scholarly \nCommunication with the People's Republic \nof China (sponsored by the National \nAcademy of Sciences, the American \nCouncil of Learned Societies and the Social \nScience Research Council). She helped plan \nthe first scholarly exchange program which \nduring its first year sponsored 10 American \nstudents  and now includes hundreds \nof American and thousands of Chinese \nparticipants each year. \n\nIn 1988, she joined The Woodrow \nWilson International Center for Scholars \nas director of the Asia Program, housed \nin the Smithsonian Institution. Among \nother duties, Bullock (a Woodrow Wilson \nFellowship holder, 1966-67 and a Wilson \nCenter Fellow 1983-84) nurtured scholars \nfrom an area reaching from Afghanistan to \nJapan. \"Mary has been marvelous, much bet- \nter than any other person at the center, at \ndealing with the Fellows,\" notes Center \nDirector Charles Blitzer. \"We don't have \nundergraduates, but she has certainly been \ndeeply involved in the care and feeding of \nscholars. That's true of her whole career.\" \nProfessional priorities during that time \nhave included teaching and serving on \nnumerous academic advisory/trustee boards. \nSince 1991 Bullock has served as a professo- \nrial lecturer with The Johns Hopkins Uni- \nversity School for Advanced International \nStudies (in 1992 she was ranked among the \ntop 10 of Johns Hopkins SAIS faculty). For \nmany years she has been a trustee of the \nUnited Board for Christian Higher Educa- \ntion in Asia. Since 1992 she has served on \n\n\n\nA NEW PRESIDENT FOR ASC \n\n\n\n\nIn 1952, Mary and George \nBrown posed with their \nmother, Mardia Hopper \nBrown '43 , at the Emperor's \nGrounds in Tokyo (above \nThe children studied in ]apan \nat the international school \nthere. Mary Brown Bullock \n(right) pauses outside her \noffices at the Smithsonian \nInstitution in Washington, \nD.C. , prior to moving \nto Atlanta. \n\n\n\n\\t MK Si DTT mil ROE  FA1 I 1995 \n\n\n\n\nthe executive committee of the board of \ndirectors of the National Committee for \nU.S. -China Relations. \n\nHer recent academic/conference travel \nincludes Korea, Japan, Taiwan, India, Sri \nLanka, Thailand and Europe. \n\n\"Mary is at home in a very broad world,\" \nnotes Interim ASC President Sally Mahoney. \n\nBullock's great-aunt, Mary Thompson, \nwas the first family member to make \nherself at home in this wider world. \nAfter attending Agnes Scott from 1903 \nto 1905, she went directly from Atlanta \nto China as a pioneer missionary. Two \nyears later Mary's paternal grandmother, \nCharlotte, joined her. She met her husband, \nFrank Brown, in China. Meanwhile, Mary's \nmaternal grandparents headed for Korea, \nand in the early 1920s Mary's mother, \nMardia Hopper, was born in Korea. \n\nFast forward 20 years, and Mardia Hopper \nhas become Mardia Brown '43, an Agnes \nScott graduate wooed and won beside the \nAlumnae Garden pond. She and China- \nborn husband Tommy began both a family \nand their plans to make their way back to \nAsia. While he attended seminary, she \nconcentrated on rearing young Mary \nand George. \n\nAfter Mary finished second grade in \nGastonia, N.C., the young family packed up \ntheir household goods and made the arduous \njourney to Japan. \n\nFor two years, Mary and her brother took \na train every day to an international school. \nWhen Mary was 10, her family moved across \nthe Sea of Japan to South Korea, settling in \nKwangju, a city of a quarter million in the \nsouth. \"It was the provincial capital,\" Mary \nBullock recalls, \"but it was the capital of the \nleast developed area of Korea. The Korean \nWar had just ended. I remember an impres- \nsion of grinding poverty ... of riding the \ntrain and looking out onto houses with beer- \ncan roofs.\" Mary's father began his work at a \nseminary for Korean ministers, and their \nfamily grew to include Charlotte and Bruce \n(14 years younger than Mary). No mission \nschool existed in Kwangju, so Mardia taught \nMary and George along with the other mis- \nsionary children, using the Calvert home- \nschooling method. By the end of seventh \ngrade, Mary had exhausted the Calvert \nmethod, so her parents sent her and \nGeorge to Japan, to the Canadian Academy \nin Kobe. \n\n\"Travel in those days was very difficult,\" \n\n\n\n\"My whole world \nview had been \ninfluenced by \nthe East, and this \ntrip through \nEurope gave me a \nchance to see what \nmost Americans \ngrew up much \nmore familiar \nwith. I think it \nhelped me make \nthe transition.\" \n\n\n\nA NEW PRESIDENT FOR ASC \n\n\n\n\nThe \"young girl\" who went \nwith her missionary family \nto Asia 40 years ago has \nchanged over the years . But \nher abiding \"world view\" will \nadd to that dimension of the \nCollege as it moves into the \n2 1st century. \n\n\n\nBullock says. \"It took us three days to get \nfrom Kwangju to Kobe . . . overnight trains \nto the Korean coast, then a small ferry \nacross the strait to Japan, then more trains. \nA few times we were able to make the trip \nby air.\" \n\nAt the Canadian Academy, Mary Brown \nstudied in the company of both missionary \nchildren and children of the small but grow- \ning number of businessmen beginning to \nexplore the Asian markets. \n\nOver the next several years she made \ninfrequent trips back to Korea. \"George and \nI had an aunt and \nuncle living in \nOsaka, and cousins \nat the same school, \nso we really weren't \non our own,\" she \nrecalls. \n\nHer mother sees \nit differently. \n\"Basically, Mary has \nbeen on her own \nsince she was 14,\" \nMardia Brown says. \n\"I think that  com- \nbined with the fact that she was the \noldest child, and I depended on her for so \nmuch  helps ex-plain why she is capable of \ndoing anything.\" \n\nWhen it was time to consider college, \nBullock was familiar with her mother's alma \nmater. \"My parents did want me to go to a \nchurch-related college. I looked through the \ncollege bulletins and eventually applied to \nAgnes Scott 'early decision.' I think the \nearly decision part was my dad's idea, and I \nwent along with it because Agnes Scott was \nin a big city.\" \n\nWith a significant detour, Bullock made \nher way to Agnes Scott College. \n\n\"I traveled through Europe with my aunt \nand uncle on the way back to the States. \nThat was wonderful for me, because I saw \nfor the first time what Western civilization \nwas all about. My whole world view had \nbeen influenced by the East, and this trip \nthrough Europe gave me a chance to see \nwhat most Americans grew up much more \nfamiliar with. I think it helped me make \nthe transition.\" \n\nThe pace, the campus with its \nAmerican Gothic architecture and \nthe prevailing bobby-sox-and-Elvis \nyouth culture posed an adjustment for \nBullock that September 1962. \n\n\n\n\"I came from a cosmopolitan environ- \nment into college, and at that time Agnes \nScott was a pretty provincial place.\" That \nexperience, she later discovered, was shared \nby other Canadian Academy graduates. \"It \ndefinitely wasn't just me and Agnes Scott  \nit was a universal experience for all of us \ncoming back to the States.\" \n\nBullock quickly made a name for herself \non campus  \"the girl from Korea\"  and \nconfused a few students by her non-Asian \nappearance. Agnes Scott College Director of \nAlumnae Affairs Lucia Howard Sizemore '65 \nremembers. \"I'm sure she got tired of being \ncalled 'the girl from Korea',\" says Sizemore. \n\"In fact, I think she was almost grateful \nwhen she had some problem with one of \nher knees and became 'the girl in the \ncast' instead.\" \n\nDean of Students Gue Hudson '68 recalls \nwalking across the quadrangle with a group \nof students including Bullock, who veered \noff into some newly sprouted grass in fla- \ngrant violation of a sign: \"Caution  New \nGrass.\" When her companions asked what \nin the world she was doing, Bullock replied \nthat in Japan and Korea grass was rarely \nseen and even more rarely walked on  and \nshe thought it wonderful that the college \ngroundskeepers were actually inviting \nstudents to walk on the grass, albeit warning \nthem to do so with caution. \n\nDuring the turbulent 1960s, other signs \nof culture shock must have sprung up along \nthe young missionary daughter's path. As \nshe noted in 1989 during a Mortar Board \naddress as Centennial Distinguished \nLecturer, \"No one was talking about the \nPacific Century in the mid-1960s, especially \nnot in Atlanta. The big issues were closer to \nhome: my freshman year, the Cuban missile \ncrisis; my sophomore year, Kennedy's assassi- \nnation; my junior year, civil rights and the \nSelma march. By my senior year, the war in \nVietnam began to loom on our horizon, but \nif anyone thought about China it was as a \nclosed, radical, communist regime under \nMao Tsetung.\" \n\nSomewhat sheepishly, Martha \nThompson '66, a classmate, recalls, \"Mary- \ntried so hard to have us just one night a \nweek sit in Letitia Pate [dining hall] at a \ntable and discuss international events. \nShe had no takers.\" \n\nIn fact, says Thompson, \"We really did \nnot get too far beyond the confines of the \ncollege  physically or in any other way. I \nknew one way into Atlanta, one way to \n\n\n\n_10 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nLenox Square. Mary kept trying, and some \nof us took courses at Emory. But for the \nmost part, we were in our own small world.\" \n\nThat Bullock was processing current \nevents and seeking her own course of \nresponse was evident in 1965 during \na bus ride to Montreat, N.C., to visit rela- \ntives. She picked up a Time magazine and \nread about an upcoming civil rights march \nin Alabama. \"It just seemed like something \nwe should be involved in,\" she says. \n\nReturning to campus, she persuaded \nseveral other Scott students to join her. \n\"We signed out to go on a picnic,\" she \nrecalls. \"That was when you had to sign \nout whenever you left campus. But Dean \nScandrett caught us before we could get \naway, and she knew something was up.\" \n\nDean of Students Carrie Scandrett told \nthe students that if they wanted to partici- \npate in the march, they must have parental \npermission. That eliminated a good number \nof students. But Mary Brown slipped \nthrough that net: \"I didn't have time to get \na request to my parents and hear back from \nthem,\" she says. \"I just went.\" \n\nBefore they left, Professor Mary Boney \ngave them her support and one piece of \nadvice. \"Look like real women,\" she said. \n\"So,\" says Bullock, \"we put on dresses and \nmakeup and drove to Birmingham for the \nfinal stage of the now-famous Selma march. \n\n\"We must have looked so out of place \nthe marchers ended up putting us in the \nmiddle of the group; we were so clearly dif- \nferent. I guess they wanted to protect us \nfrom the observers lining the streets. I'll \nnever forget the stone-faced people we saw.\" \n\nThe Agnes Scott students left before the \nend of the march and drove  with many \nmixed emotions  back to Decatur to greet \ngeneral disinterest in what had just taken \nplace. \"I don't remember anyone asking \nanything about it,\" says Bullock. \"It seemed \nto be a non-event.\" \n\nDuring her last two years at ASC, \nBullock helped organize a week-long \nexchange program with Spelman \nCollege. She served as president of \nChristian Association, was a member of \nMortar Board and was named to Phi Beta \nKappa. She decided to attend Stanford \nUniversity to study Chinese history and \nwas awarded the first of her two Woodrow \nWilson fellowships. \n\n\"Agnes Scott was fortunate to have \n\n\n\nDr. Kwai Sing Chang in the Bible depart- \nment, and I took his courses in Oriental \nreligion and Oriental philosophy,\" she \nrecalled in her 1989 mortar board address. \n\"The entire history department under \nDr. Walter Posey, and two members in \nparticular  Penny Campbell and Koenraad \nSwart  believed in me enough to supervise \nindependent study and direct reading in \nChinese history. \n\n\"I chose graduate study at Stanford partly \nbecause I wanted to go West, and partly \nbecause it had a better climate. But also it \nhad women under- \ngraduates, and at that \ntime Yale and \nHarvard did not. I \nthought it might be a \nbetter environment \nin a lot of ways.\" \n\n\n\n'^'U^l-C^?; \n\n\n\nSeveral Agnes \nScott graduates \nwere studying \nat Stanford at the \nsame time as \nBullock, living in a \nhouse in Palo Alto. When Martha \nThompson visited them in California, she \nmet Bullock's future husband, George, also a \nStanford graduate student. \"I was the only \none who would go with him to a rally for \nNixon,\" recalls Thompson. \n\nAt Stanford, Mary Brown began inten- \nsive study of Chinese history  at a time \nwhen scholars had little notion that within \na few years they would be able to study the \ncountry and its culture from the inside. The \ndoor to China, closed since 1 949 when \nBullock's grandfather was among those \nWesterners ejected, seemed firmly bolted \nshut during the mid-to-late 1960s. \"I arrived \nat Stanford well-prepared to begin my grad- \nuate career  just as the Cultural Revolution \nand Mao's Red Guards threw China into a \nconvulsive paroxysm from which many \nwondered if she [China] would ever \nrecover,\" Bullock recalled in 1989. \n\nIn 1968, she earned a master's degree, in \n1969, married George Bullock (after making \nall the arrangements herself, since her par- \nents were still in Korea) and headed off to \nDallas, Texas, where George was teaching \nat Southern Methodist University. But soon \nthey were moving North to the University \nof Alaska  \"the first place among the hun- \ndreds of universities we wrote to that offered \npositions to both George and me,\" she says. \n\n\n\n\nPrior to moving to Asia with \nher family, Mary (left) and \na friend play in Japanese \nkimonos . \"I grew up on my \ngrandfather's romantic stories \nof fleeing the warlords in \nChina,\" Mary remembers. \n\n\n\n11 \n\n\n\nA NEW PRESIDENT FOR ASC \n\n\n\n\nFor much of her childhood, \nMary Brown was a student in \na student body of siblings, \ntaught by their mother Mardia \nHopper Brown '43 . Now she \ncomes to direct the instruction \nof more than 600 students at \nAgnes Scott College. The \nCollege \"has potential and \nprospects\" that are different \nfrom Mary's student days, \nsays ASC interim president \nSally Mahoney. \"It looks \noutward at a much broader \nworld, and Mary looks \noutward at a much \nbroader world.\" \n\n\n\nn \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nAfter a year in Alaska, George's work \ndrew them to Washington, D.C. As the \ngreat, closed doors of China began to crack \nopen, Bullock finished her doctorate and \nbegan work at the Committee on Scholarly \nCommunication with the People's Republic \nof China  the \"China Committee.\" Housed \nand sponsored by the National Academy of \nSciences, the China Committee spearhead- \ned the revival of decades-dormant academic \nrelarions with China, establishing training \nand research programs for American gradu- \nate students and faculty in China as well as \nfor Chinese students in the United States. \nFirst as a staff member, then for 1 1 years as \ndirector, Mary Bullock says that she was \"in \nthe right place at the right time.\" Her disser- \ntation and later book on American medi- \ncine in China provided the background for \nher work in scientific exchanges. \n\nDuring those years, Bullock honed her \nskill as a bridge builder: between \nnations, between institutions and, \nperhaps most difficult, between her very pub- \nlic life and her family life. She and George \nand two children, Graham and Ashley, \nmoved from young-couple digs on Capitol \nHill to a house in northwest Washington, \nwhere George immediately began to organize \na neighborhood baseball team so his children \nwould learn the true American sport. \n\nMeanwhile, his wife was telephoning \nBeijing in the morning and cheering at the \nballpark in the evening  and giving each \nresponsibility the attention it deserved. \n\n\"It's kind of amazing to me that Mary has \ntraveled so far and wide, she goes to Asia, \nshe makes speeches and does research, yet \non Friday night at 6 o'clock she's at the kids' \nLittle League games,\" notes classmate \nThompson. \"She is able to have a foot in a \nvery ordinary life and in an exotic, scholarly \nother kind of life too.\" \n\nThompson tells of going to a neighbor- \nhood bookstore one evening and hearing \nthat a famed China scholar from Yale was \nexpected momentarily to discuss his new \nbook and the current situation in Asia. She \nphoned the Bullocks' house, knowing that \nMary would be interested in what the man \nhad to say, and found that Mary and \nGraham were already on their way. \"Graham \nand I sat on the front row, and Mary sat way \nin the back,\" recalls Thompson. \"And \nthroughout the evening, the speaker deferred \nto Mary. In his eyes, she was the expert.\" \n\nBullock embarked on a new challenge in \n\n\n\n1988 when she accepted the position as \ndirector of the Asia program at the \nWoodrow Wilson International Center for \nScholars. The center was established by an \nact of Congress in 1968 as the nation's \nmemorial to President Wilson  one of \nonly two university presidents (along with \nDwight Eisenhower) to serve as president of \nthe United States. \"Congress decided to \nmake it a living memorial rather than a \nstatue,\" notes Center Director Charles \nBlitzer. \"We've already got a lot of statues.\" \n\nThrough an international competition, \nthe nonprofit research institution selects \nfellows each year to study under the aegis of \none of the center's programs: Asia, Europe, \nRussia, Latin America or the United States. \nAbout his former Asia program director, \nBlitzer says, \"When 1 had to say a few words \nat her going-away party, I decided to risk \nbeing sexist and said she was motherly. She \nwould do things like take her Chinese \nfellows out to dinner . . . things that none \nof her colleagues think of very often.\" \n\nBullock continued to nurture scholars; do \nresearch, publish a book and several essays \nand articles; and shepherd her own children \ninto adolescence. Then she received a call \nfrom the presidential search committee for \nAgnes Scott College. \n\n\"I always wanted to be a college presi- \ndent,\" Bullock says. \"I think I must have \ninherited that interest from my dad. He has \nbeen an institution-builder, and I guess I \nhave some of the same qualities. To take an \ninstitution, and the people that make up the \ninstitution, and help them to fulfill their \npotential, is an incredibly exciting chal- \nlenge. And to be doing this at my own alma \nmater is a great honor.\" \n\nSo Bullock brought her family  George, \na government relations professional who \nworks with investor-owned utilities; \nGraham, a sophomore at Princeton, and \nAshley, a student at The Paideia School  \nto the president's house, which has not had \nteenagers in residence for almost 30 years \n(and has undergone extensive renovation \nto make it family-friendly, dog-friendly \nand capable of housing the Bullocks' \n5,000 books). \n\nBullock brings her wide perspective to \nthe Decatur campus. \"When she looks \nat the institution, she talks about \ninternationalization,\" says Dean of the \nCollege Sarah Blanshei, \"not about the \ninternational relations program that the \n\n\n\nASIA READING LIST \n\nHere are some of President \nBullock's favorite recently- \nread books on Asia. Almost \nall are available in paperback. \n\nJung Chang, Wild Swans: \nThree Daughters of China. \n(New York: Simon and \nSchuster, 1991) \n\nShusako Endo, The Samurai. \n(Viking, 1978) \n\nKenneth Lieberthal, \nGoverning China: From \nRevolution through Reform. \n(Norton, 1995) \n\nThe Mahabharata, retold \nby R. K. Narayan \n(Vision, 1987) \n\nVikram Seth, A Suitable Boy. \n(HarperCollins, 1993) \" \n\nNancy Tucker, Taiwan, Hong \nKong, and the United States. \n(Macmillan, 1994) \n\n\n\n13_ \n\nA NEW PRESIDENT FOR ASC \n\n\n\nCollege has in place  we're not talking \nabout specific curriculum here. What Mary \nBullock has because of her particular \ninternational experiences is the ability to \nappreciate the importance of international- \nization now and for the next decade.\" \n\nNotes Interim President Mahoney, \n\"I think Mary will help the College move \nfrom the two or three percent international \nstudents back to the eight or nine percent \nthat Agnes Scott had at one time.\" \n\nBullock is not the first in her family to \nguide Agnes Scott through the global maze; \nher brother George is former director of the \nGlobal Awareness program, which was \n\n\n\n\nThe First Family surround \nrestaurateur Rai Shao outside \na favorite eating spot in \nWashington, D.C. George, \n(left) a native of California \nwho met Mary while both \nwere students at Stanford, \nworks as a consultant. Ashley \nis a student at The Paideia \nSchool. Graham is a \nsophomore at Princeton. \n\n\n\ndesigned to provide all students with the \nopportunity for study abroad sometime dur- \ning their four years here. If the program \nwere fully funded, all students would be able \nto participate. Currently, the College has \ntwo global destinations a year, with an aver- \nage of 25 students participating. \"Over 50 \npercent of our students have had some kind \nof international experience before they \nleave,\" reports Dean Blanshei. \"Just through \nGlobal Awareness, almost 25 percent of any \ngraduating class has gone abroad. That's a \nphenomenal statistic.\" \n\nBullock believes an international per- \nspective is \"absolutely essential to anyone \ngraduating from Agnes Scott  or any other \ncollege  today. All the cliches about the \nglobal village, the shrinking world, are true. \nOne of the major emphases of higher educa- \ntion today is for each institution to find its \nway to deliver that perspective.\" \n\n\n\nTo define its major emphases, the \nCollege spent much of the past year in an \nacademic review. The result is \"an enor- \nmously powerful document,\" believes \nMahoney. It involves a strategic agenda and \nstatement of values: a series of commitments \nto women, to the liberal arts, to teaching \nand to learning that focuses on collaborative \nlearning between faculty and students, to \ndiversity, and to community life based on \nhonor and integrity. It addresses the chal- \nlenge of curriculum in a small school, which \nhas to be selective about what it does, and \nemphasizes connections  connected learn- \ning through curriculum, pedagogy and a \ntighter academic organization. \n\n\"It's a good foundation document on \nwhich Mary can build and provide leader- \nship in areas of her own interest,\" says \nMahoney. \"She will bring insights, contacts \nand opportunities. The faculty can chew \non the review and continue the dialogue \nwith her.\" \n\nThe immediate challenge facing the \nCollege  and Bullock as its new \nchief executive  is an anemic \nenrollment. While Agnes Scott is by no \nmeans the only prestigious institution facing \nthat dilemma  \"We're in a bad place in \ngood company,\" says Mahoney  its small \nsize may make the task harder. With com- \npletion of the academic review and corre- \nsponding administrative review  and with a \nstudent life review in the works  the \nCollege has taken steps to figure out how to \nmake its size an asset, not a liability. \n\nAnother challenge faces Bullock  her \nstatus as the College's first alumna president. \n\"The people who remember Mary Brown \nfrom their school days,\" says Mahoney, \"will \ninevitably find a different, deeper person . . . \na woman whose person and profession have \nevolved in the 30 years since she was a \nstudent here. \n\n\"She is coming to an institution that she \nknows has changed over the years. It has \npotential and prospects that it may not have \nhad when she was here, in part because \nAtlanta is a different kind of place, more \ncosmopolitan than it was in 1966. It looks \noutward at a much broader world, and Man- \nlooks outward at a much broader world.\" \n\nMary Brown Bullock, that little girl who \nset her sights toward the East more than 40 \nyears ago, has come a long way. \n\n Tish Young McCutchen '73 \nis a freelance writer in Lufkin , Texas \n\n\n\n14 \n\n\n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nTHE FIRST FAMILY \n\n\n\nBy Audrey Arthur \n\n\n\nAmong George Bullock's most trea- \nsured mementos are his auto- \ngraphed baseballs from his college- \nplaying days. His anecdotes of starting the \nCapital City Little League while living in \nWashington with wife Mary, son Graham \nand daughter Ashley also reveal a deep \ncommitment to baseball  and to family. \n\nAshley caught the baseball fever early \nand now plays varsity softball at The Paideia \nSchool. \"My dad taught me how to play \nwhen I was six or seven,\" Ashley says. \n\"When he attends my games, it's encourag- \ning; it makes me work harder  he knows \nwhether I do my best.\" \n\nBoth parents have tried to arrange work \nand travel schedules to include their \nchildren's ballgames and they have shared \nresponsibilities for raising their children. \n\n\"George has always been the one who \nhas taken the children to the doctor and \ndentist. He has cooked as much as I have. \nHe pitches in and does everything. He does \nnot see gender roles within the family,\" \nsays ASC President Mary Bullock '66. \n\nBullock met Mary while the two were \ngraduate students at Stanford University. \nAfter his graduation, Bullock taught at \nSouthern Methodist University (SMU) in \nDallas while Mary finished her graduate \nwork at Stanford. SMU had a strong policy \nagainst nepotism, so after the couple mar- \nried, they searched for a university where \nthey could both teach. They accepted \npositions at the University of Alaska, where \nBullock taught American history and Mary \ntaught Asian history. \n\nWhile in Alaska, Bullock appeared on \ntelevision and radio and wrote for newspa- \npers. His work gained the attention of \nAlaska's U.S. Senator Ted Stevens, who \nasked Bullock \"out of the blue\" to run his \nsenate office in Washington, D.C. \n\n\"Given my interest in American \ngovernment, I decided what better place \nto be than Washington.\" \n\nIn the early 70s, Bullock served as a \nsenior policy adviser on performance \ncontracting, government reorganization \nand revenue sharing in President Richard \nNixon's administration. \"When Nixon went \nout, I felt it was time for me to go back to \n\n\n\nteaching, but instead, I got a job running \nthe D.C. office of Washington State \nGov. Daniel Evans.\" \n\nEvans did not seek a fourth term in 1976, \nso in 1977 Bullock was hired by Michigan \nGov. William Milliken to set up a procure- \nment program to assist Michigan-based \ncompanies to vie competitively for federal \ngovernment contracts. In 1980, he began \ndirecting the D.C. office of Wisconsin, \nunder Gov. Lee Sherman Dreyfus. \n\nThat experience later translated well into \nconsulting for businesses seeking representa- \ntion in Washington, D.C. \"Some companies \nwere interested in lobbying on legislation to \nmake sure they were protected in Congress \non tax-related matters or legislation that \nvitally affected their doing business. Others \nwere interested in selling to the govern- \nment. I was either influencing the course \nof legislation or selling products to the \ngovernment,\" Bullock explains. \n\nCurrently, Bullock works for the \nWashington-based Edison Electric Institute, \na trade association for 180 investor-owned \nelectric utility operating companies in the \nUnited States, including Georgia Power. \n\"Investor-owned utilities have an interest in \nthe activities of state government. I assist \nthese companies in their dealings with state \nlegislators who make laws that set parame- \nters for the public service commissions for \neach state that impact the electric utilities.\" \n\nBullock is a native San Franciscan, but \nhe essentially grew up in Portland, Ore. \nHis father, who died in 1971, was in the \nconstruction business and his mother was a \nhomemaker. He has a brother who lives in \nJapan; his sister and mother remain in the \nSan Francisco Bay area. \n\nOut of Mary's first six weeks at Agnes \nScott, Bullock was at home for only two. \nHowever, he plans to travel less during this \nperiod of adjustment, to oversee the final \nphase of the renovation of the President's \nhome and to organize his office and library. \n\nModest and humorous is the way Ashley \ncharacterizes the first husband of an Agnes \nScott president. Mary agrees: \"George is \noutgoing, jovial, opinionated, very family- \noriented  and supportive of my career. \nWe see this as a job we will do together.\" \n\n\n\nFrom the early \ndays of their \nmarriage, the \nBullocks have \nsupported each \nother's career \ndevelopment. \nGeorge's willing- \nness to move to \nAtlanta is just the \nlatest in a series of \nmoves that have \nbrought out the \nstrengths of both. \n\n\n\n15_ \n\nA NEW PRESIDENT FOR ASC \n\n\n\nHUSH AND \n\nEAT YOUR \nROOTENANNY \n\n\n\nBy Jane A. Zanca \n\n\n\n\n%\u0026\u0026\u0026\u0026* \n\n\n\nIf food \ngeneticists \nmate cucumbers \nand sugar cane, \nwill the result be \nsweet pickles? \n\n\n\nhat do you \n\nget if you cross \n\nsoybeans and apples \n\nA cash crop that \n\ngrows on trees? \n\nApparently that's just \nwhat the food industry \nhopes will be the out- \ncome of using genetic \ntechnology to develop \nthe perfect food. \nSo what is the perfect food? \nIt will have its own, built-in \ndefenses against infestation and \ndisease. It will grow abundantly, \nyear-round, in poor soil, \nthrough dry spells and floods. It \nwill look luscious and stay fresh, \nuntil you get it home and put it \non the windowsill, where it will \ngo directly from rock-hard to rot \n(this is called the keep-them- \ncoming-back feature and is \nbeing tested in markets across \nthe country). \n\nThe bottom line is: the \nperfect food will increase \nprofits down on the old \ncorporate farm. \n\nWhile we know that our \nfoods are, to some degree, \ncontaminated with \npesticides and other \nunsavory things, the thought \nof orchards a-dangle with \ngenetic mutations stops us in \nour tracks. If it's true that \n\n\n\n\nIllustration by Mac Evans \n\n\n\n\n\u0026 \n\n\n\nC \n\n\n\n\nyou \nare what you eat,\" \nwhat will we be in 2025? \n\nIf food geneticists mate cucumbers \nand sugar cane, will the result be sweet \npickles? If they jumble the genes of \nrutabagas and bananas, will the result be a \nrootenanny? And even though it's easier \nto peel, will the kids still refuse to eat it? \nNot long ago, the U.S. Food and \nDrug Administration, the agency \ncharged with overseeing the safety of \nfoods, drugs, biologicals and medical \ndevices, said in Science that we're \nfretting over nothing. Americans \nhave been eating such products for \nyears, says the FDA; tor example, the \nkiwi was once a small Asian berry, \nuntil plant breeders bloated it to an \negg-sized, nutritious fruit. \n\nThat may be so, but how much \nharm can a kiwi do, if you take it off \nthe cheesecake before you eat it? \nBesides, the difference between what \nwas done to the kiwi and what exper- \nimenters would like to do in future \ntransformations is the approach: \nInstead of breeding selectively or \nhybridizing, it is now possible to play \nwith genetic constituents of the plant. \nAnd who's going to monitor such \nexperiments? FQA \n\n\n\nWW \n\n4 \n\n\n\ngoing \n^ to be \n\n\n\n_16 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\n\u003cv \n\n\n\nwatching. Well, most of the time. For the \nsame reason that a shopper wouldn't try on \nsix shirts that differed only in color, FDA \nfeels it \"would waste its resources and would \nnot advance public health\" if it formally \nreviewed all new plant varieties. The \nagency will concentrate on changes in pro- \ntein, carbohydrate, fat and oil components. \n\nChanges that affect nutrition, such as a \nnew variety of tomato that lacks vitamin C, \nwould be dealt with by \"appropriate label- \ning.\" But why would anyone purchase a \ntomato if it has no nutritional value? \n\nThis image problem will be left to the \nmarketing experts, already aglow with the \nconcept of cucamonga, a leafy-bumpy- \ncrunchy-silky vegetable produced by mixing \ncucumber, celery, lettuce and avocado genes \n(using the fine blade in the food processor, \npresumably) and splicing them with the \ncorn genes that encode for stalks. Rumors \nare that several famous franchisers are ready \nto chuck the burger business for exclusive \nrights to this fashionable Cob Salad. \n\nMaybe the government agencies involved \nin food and nutrition should sit down and \ntalk to each other about this. Certainly, the \nNational Cancer Institute, which not long \nago announced its \"Five-A-Day for Better \nHealth Program,\" would have appreciated a \nforewarning from FDA about the vitamin-C- \nless tomato of the future. \n\nNot that anyone pays attention to any of \nthese agencies. By the NCI's own account- \ning, 34 percent of American adults think \nthat one serving of vegetables or fruit per \nday is sufficient for good health. Only \n8 percent think that \"five or more\" would \nensure good health, and half of those later \nrescinded their responses when they realized \nthe questions were about diet, not fry-it. \n\nIronically, if our worst suspicions about \ngenetically altered foods come true, the \none-fruit-a-day group may fare best. Those \nsmug, vegan guerrillas from the Diet for a \nSmall Planet era may have a little trouble \nfitting six mutated toes into those clunky \nwooden clogs they persist in wearing. \n\nCould genetically altered foods make you \nsick? FDA assures us that toxic or potentially \ntoxic substances in genetically altered foods \nwould be given \"closer inquiry.\" Besides, says \nFDA, those corporate food developers will \n\nt be doing lots of _^^S. \"Ov Gp^Q r*% \n[testing to SA : - ifVJ ^fc%jggg; \n\n\n\nassure the safety of their products. You know. \nSort of like the toymakers do. \n\nOne promising aspect of the genetic \napproach to the labors of our fruit is that lots \nof new jobs will open up, especially as \nburnout rises among nutritionists who have \nenough trouble explaining the difference \nbetween high-density and low-density \nlipoproteins. The ranks of nomenclaturists  \npersons who come up with appealing names \nfor new foods  will surely swell. \n\nWill bananas plus onions equal bunions, \na tear-free, easy-to-peel product for pungent \nsplits and sweet liverwurst sandwiches? Or is \nthat name already taken? \n\nNevertheless, in a country that is still \nreeling from the trauma of learning that \nClassic Coke isn't really the real thing (the \ncompany replaced sugar with corn syrup \nyears ago), the acceptability of mutant food \nseems highly dubious. I hope the FDA \nremembers what happened to New Coke. \n\nNutrition-minded Americans, unite. \nStick together, keeping food as American as \napple pie  real apple pie, with apples that \nsmell sweet and wormy, with peeling that \nresponds to mistreatment by bruising, crunch \nthat's wet and giving, flesh that turns brown \nwhen exposed, and slices that won't fit to- \ngether into photogenic, geometric patterns. \n\nPeople laughed when Woody Allen \nproposed that, in the future, science would \ndetermine that hot fudge sundaes are good \nfor our health. \n\nMaybe we should stop laughing and look \nat the facts. \n\nWe know that sugar causes cavities and \nweight gain, but that's about it. If sugar \nweren't safe, would it be in cat food? Of \ncourse not. \n\nWe also know that fat causes . . . well, fat. \n\nErgo, sugar and fat could well be the most \nhonest, unassailable foods on the planet. So, \nif the new American alternatives are amber- \ngrain-that-only-waves-when-you-honk and \ngenetically fruited plains and fancies, it's \nnot at all preposterous that Krispy Kreme \ndonuts  long recognized as the secret \nunderlying the academic superiority of \nAgnes Scotties  may be the soybean of the \nfuture. Are you listening, FDA? \n Jane Zanca '83 is co-author of The Cancer \nRecovery Eating Plan \n\n\n\nIf they jumble \nthe genes of \nrutabagas and \nbananas, will \nthe result be a \nrootenanny? \n\n\n\n\nBARING THE BREAST- \n\n\n\nAn alumna writer \nand a New York \nartist reveal  \nthrough potent \nanalysis and \narresting self- \nportraits  the \nscars of this \nmalignancy. \n\n\n\nA WRITER'S \nJOURNEY \n\nBy Carol Willey '80 \nPhotographs by Laura Sikes \n\nSometime during my years at \nAgnes Scott, perhaps when I was \n22, 20 or younger, a mysterious \ntransformation began in my right \nbreast. For a complex series of \nreasons that medical science does not \nunderstand, healthy cells mutated into can- \ncer cells and formed a minuscule region of \ndisease. By the time I was 28, a lump, hard \nas bone, had emerged. When I was diag- \nnosed with breast cancer at 29, the tumor \nwas revealed to be a genetically complex \nlittle world unto itself, established \nand aggressive. It had reached into a \nmicroscopic portion of one of the lymph \nnodes near my breast and was poised to \nspread through my body. \n\nEight years later, after surgery and \nchemotherapy, I have survived. I will not \nbe one of over 46,000 American women \nexpected to die of breast cancer this year 1 \n but the emotional wounds left by breast \ncancer will shadow my life. \n\nBreast cancer is a curious phenomenon. \nIn a culture of commercialized medicine, it \nhas its own publicists. Women are taught to \nfear it and to fight their fears with trips to \nluxuriously appointed \"breast centers\" that \nhave sprung up in hospitals, marketed now \nas \"medical centers.\" In October, Breast \nCancer Awareness Month, we read a fusil- \nlade of stories about the disease and profiles \nof the heroic women who have survived \nand the heroic women who have died. \nThese martyrs will be canonized as the can- \ncer, a silent disorder of the cells, is clothed \nin loud sentimentality. We are told that \nbreast cancer is evil and that the fight is \ngood. Perhaps, for some, these simplistic \nmessages make it easier to manage. \n\n\n\nSentimentality is polite and practical in \ncomparison to the authentic emotions  \nfear, grief, rage and despair. \n\nOur cultural understanding seems caught \nin the second century, when medicine was \nmore superstition than science. It was then \nthat the Roman physician Galen postulated \nthe four-humor theory of disease and gave \ncancer its name, Latin for crab. Aside \nfrom occasionally cutting the crustacea- \nresembling tumors, there was not much \nGalen could do for his doomed patients. \nHe theorized that cancer resulted from an \nimbalance of black bile, the humor of \nmelancholia, and observed that \n\"melancholy women\" were more likely to \ndevelop breast cancer. After a near fatal \nbout with breast cancer almost 20 years ago, \nwriter Susan Sontag described cancer's still \npervasive myths and their historical roots \nin Illness as Metaphor. For the 20th century \nand a society uncomfortable with moral \nconcepts, Sontag explains, cancer is a \ncompelling surrogate for evil. \"And \nconventions of treating cancer as no mere \ndisease but a demonic enemy make cancer \nnot just a lethal disease but a shameful one.\" \nThose of us diagnosed with breast cancer are \nboth idealized and blamed. We are urged by \nbest-selling authors like Dr. Bernie Siegel to \nbe \"exceptional.\" To \"survive\" we need that \nall important \"positive attitude.\" \n\nMedical science has been cast as the \nrighteous warrior since 1971, when Congress \npassed the Conquest of Cancer Act. Yet, \nsince my diagnosis, medical practice has \nbecome more blatantly absorbed into what \nDr. Arnold S. Relman, the former editor in \nchief of The New Englarul Journal of Medicine \nand a professor emeritus ot the Harvard \n\n\n\nJ8 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nANCER MYTHS \n\n\n\nAN ARTIST'S \nIMAGES \n\n\n\nt's around noon. \nMatuschlca offers to \nshare the noodle and \nvegetable dish she's \nsteamed  no fat  in a \nsmall iron skillet. It looks \npure and simple yet exotic. \nThe meal she moves to her \nsleek, stainless steel-topped \ndining table which she says \nis worth the price of a car \nand eats, beautifully, right \nfrom the pan with chop- \nsticks. As she talks she \nquickly peels fresh green \nhusks from two ears of \n\n\n\nbetween her fingers with \nbrown umiboshi paste \n(salted plum butter). After \n10 minutes here it seems \nthat in her hands anything \n\n\n\nBehind her, rows of \nframed photographs and \nbooks, perfectly arranged, \nclimb up the wall to the \n10-foot ceiling. Hardwood \nfloors lead to her living \nspace that's also full of her \nart: hand-crafted furniture, \ncontinued on page 20 \n\n\n\n\ntrompe 1' oeil painting on the woodwork \nand walls. Her artist's studio/home of \n21 years is gorgeous, full of natural \nelements, hold and creative as can be. \n\nMy eye returns to the famous photo- \ngraph that brought me here, discreetly \nplaced on the bottom left corner of the \ngrouping, a 16 x 20 color print, \n\n\n\nits sheer beauty dominates the wall. First \nappearing on the cover of The New York \nTimes Magazine in 1993 to illustrate a story \noil breast cancer, the color photograph has \nbeen published internationally, received \nnumerous awards, a Pulitzer nomination \nand serves as an icon for breast cancer \nawareness. continued on page 24 \n\n\n\nMedical School, describes as \"the medical \nindustrial complex,\" a wandering maze of \nfinancial interests  supporting drug compa- \nnies, the health insurance industry, medical \nequipment manufacturers, hospitals and a \ngrowing cadre of pencil pushers, marketers \nand administrators. \n\nAn estimated 24 percent of all medical \ncosts now go to cover administrative ser- \nvices associated with private health insur- \nance and an annual $2 billion is spent on \nadvertising and marketing for hospital ser- \nvices, according to Dr. David Himmelstein, \nan associate professor of medicine at \nHarvard Medical School. Marketing, tradi- \ntionally an ethically questionable practice \nin medicine, has become widespread within \nthe last 10 to 15 years. The $2 billion in \nhospital costs does not account for the mar- \nketing of HMOs, pharmaceutical products \nor physicians' services, Himmelstein says, \nadding that a comprehensive figure for \nmarketing costs in American medicine \nwould be much higher. In 1995, federal \nbreast cancer research funding will total \nless than one fourth of hospital marketing \ncosts at $497.7 million, while $6.6 billion \nwill be spent on increasingly expensive \nbreast cancer treatment and care, according \nto the National Institutes of Health. \n\nFor those of us who live with the \ndisease, breast cancer encompasses \ndifficult ambiguities  of life and of death, \nof dignity and stigma, and of medical care \nand medical economics. It punctures our \ncarefully nurtured 20th century delusion of \nimmortality, assaults feminine identity and \nrequires entrance into the unnatural world \nof medical technology. At diagnosis my \nsurvival became dependent on medical \ncare. This was particularly troubling for me \nbecause in 1987 I was employed in a job I \nplanned to leave. Breast cancer locked me \nin for health insurance benefits. At 29, \nwith what should have been bright \nprospects ahead, this felt like being forced \ninto a grave. My experience is not unique. \nHealth insurance status is a constant source \nof stress for cancer patients and lack of \ninsurance has been implicated as a factor in \nunfavorable breast cancer outcomes. In a \nHarvard Medical School study, published in \na 1993 issue of The New England ) ourrial of \nMedicine, researchers found that women \nwho did not have private health insurance \nwere significantly more vulnerable to breast \ncancer. The uninsured had a 49 percent \nhigher risk ot death. \n\n\n\nFOR THE PAST FIVE YEARS, \nbecause health insurance discrimina- \ntion for pre-existing conditions is \nlegal in Georgia and I cannot afford a \nlimited plan that would be of any use, I have \nbeen uninsured. In 1993, the hardships and \nrisks to my health fostered by my insurance \nstatus became dramatically apparent. \n\nAfter more than two years of feeling \nunhealthy and consulting my doctors about \nrecurring throat pain, a thyroid tumor was \ndiscovered during a regular breast cancer \nfollow-up examination. The tumor had \nbeen denting my trachea, obstructing my \nbreathing so that I sometimes feared that \nthe cells from my breast cancer might have \nspread to my lungs. Hypothyroidism (low \nthyroid) had contributed to my weariness \nand depression. Although the tumor was a \nsuspected cancer, the surgical oncologist I \nhad regarded as the orchestrator of my \nbreast cancer treatment and follow-up, hesi- \ntated to schedule surgery with me because \nI was uninsured. Throughout my six-year \nrelationship with him, he had been paid \nhandsomely and on time. At his insistence, \nI called Medicaid and a state program but \nI was not eligible for help. After a crisis of \nfear, greatly enhanced by the surgeon's \nreluctance to help me, I had surgery. The \ntumor was benign. I was not able to forget, \nhowever, the surgeon's hesitation over my \ninsurance status. \n\nI learned that a possible relationship \nbetween thyroid disease and breast cancer \nhas been explored in the medical literature \nfor over 30 years. It also became apparent \nthat every woman I knew, diagnosed with \nbreast cancer before the age of 35, all had \nthyroid problems. When I confronted the \nsurgeon with my concerns, both that the \nhypothyroidism might be related to my \nbreast cancer and my horror that it had \ngone undiagnosed for years, he patronized \nme. I began to feel that he was not qualified \nto provide follow-up services and cancer \nscreening adequate to my needs. An ardu- \nous search has led me to what I hope is reli- \nable medical care  but my trust in profes- \nsional medicine is broken. \n\nMy experience is typical of women seek- \ning help in a medical world that, in my \nview, does not clearly understand or recog- \nnize women's health problems. Thyroid dis- \nease is overwhelmingly found in women. \nAnd, as with breast cancer, medical science \nhas only a limited understanding of it. I \ncannot entirely blame my physicians: \n\n\n\nalthough researchers have looked for a rela- \ntionship between thyroid disease and breast \ncancer, none has been established. Perhaps \nfor women, the answer for dilemmas like \nmine may be found in a new movement for \na women's specialty in medicine. \n\n\"Traditionally in medicine, women's \nhealth has been thought of as reproductive \nhealth, but reproduction is only one com- \nponent. You find that many specialists are \noblivious or unknowledgeable where larger \nbody function is concerned. Physicians just \ndon't have the training or expertise to \ndiagnose and address women's problems \ncorrectly. Often, women have to do a lot of \ntheir own problem solving and a lot of \nfootwork to find teams of specialists who \ncan address simple issues. It is not fair: \nwomen should not have to bear this bur- \nden; many find that they just can not do \nit,\" says Dr. Karen Johnson, a psychiatrist \nwith a background in family medicine, who \nis part of a nationwide effort among physi- \ncians of various specialties to structure a \nmedical specialty that focuses on women's \ncare. Johnson, affiliated with the University \nof California at San Francisco Medical \nSchool and a clinical scholar at the \nInstitute for Research in Women's Health \nat Stanford University, observes that as is \noften the case in women's illness, breast \ncancer is not recognized as a disease that \naffects the whole woman. \n\nIN THE YEARS SINCE MY \nDIAGNOSIS, as the American \nhealthcare crisis had its day in the first \nyears of the Clinton administration and \nfaded into political obscurity again, breast \ncancer has remained a recalcitrant mystery, \ndifficult to treat because it is not simply a \ndisease of the breast. Before a palpable \ntumor forms, cells have been involved in \nthe process of malignancy for up to 10 \nyears. By diagnosis, the cancer is usually \nmature enough to spread or metastasize. \nRelapse may occur as long as 25 to 30 years \nafter the tumor is removed. Ninety-four \npercent of women will survive the first five \nyears after diagnosis, but only 64 percent \nwill survive 10 years and, by 15 years, \nsurvival falls to 56 percent, according to \nthe American Cancer Society. \n\nCancer is a subtle disease of the cells. \nOnly within the past 30 years, as the \nsciences of molecular biology and genetics \nhave advanced, has the possibility of a real \n\n\n\nBreast cancer \nembraces onerous \nambiguities of life \nand deatb, of \ndignity and stigma. \nIt assaults our \nfeminine identity. \n\n\n\n21 \n\n\n\nRARING Till I'.KI \\ST-\u003c \\N\u003c KR MYTHS \n\n\n\nAfter long, \nsolitary walks by \nthe ocean, and \ntime spent in \nprayer, I realized \nthat it was most \nimportant for me \nto do everything \nI could to save \nmy life. \n\nGARY MEEK PHOTO \n\n\n\nanswer emerged. Many discoveries of the \npast five years have been especially \npromising. After years of work with families \nafflicted by a rare familial breast cancer, \nresearchers in 1994 identified BRCA1, an \ninherited genetic defect that predisposes \nwomen to breast and ovarian cancer. \nBRCA1, on chromosome 17, and BRCA2, \nmapped at chromosome 1 3 and expected to \nbe identified soon, are discoveries that \npromise to help uncover breast cancer's \nmeans of forming at the molecular level. \nWhether or not it is hereditary  some cases \nare, most are not  breast cancer is a disease \nthat arises from miscues in genetic coding \nthat transform healthy cells into malignant \n\n\n\n\nIn a moment of reflection, Carol Willey '80, \ndiagnosed with breast cancer at age 29, says \nthe emotional wounds will always shadow her. \n\n\n\ncells. Genetic therapies, arising from dis- \ncoveries such as BRCA1, BRCA2 and \nnm23, a gene believed to play an important \nnatural role in the suppression of breast \ncancer metastasis, probably hold the \nultimate promise for effective treatment. \n\nEventually, genetic tests may reveal \nbreast cancer in women before it has \nadvanced to the stage that it can be found \non a mammogram. A test for genetic sus- \nceptibility, based on the BRCA1 research, \nhas already been used within afflicted fami- \nlies. And, sophisticated gene therapy may \nrepair genetic codes scrambled into cancer \nbefore they manifest as disease. According \nto Dr. Patricia Steeg, the molecular biolo- \ngist who discovered the nm23 gene, genetic \ntherapies are in sight, but far away. In her \nwork at the National Cancer Institute labo- \nratories in Bethesda, Md., she is conducting \nexperiments in mice, trying to find a way to \nharness nm23 to suppress breast cancer \nmetastasis. In research so far, tumors with \nless nm23 are more advanced; nm23 appar- \nently impedes the last step in tumor maturi- \nty and ability to colonize. The discovery \nand the work are exciting and promising, \nsays Steeg, but actual applications for \nwomen with breast cancer will require more \ntime and work than is comfortable to con- \nsider. Steeg will not venture a guess as to \nwhen genetic therapy for breast cancer with \nnm.23 may become reality. \n\nIn the meantime, adjuvant (or assisting) \nchemotherapy and hormonal therapy have \nshown the most promise for prolonging \nbreast cancer remission. The first \nchemotherapy was developed nearly \n50 years ago when research chemists recog- \nnized that mustard gas, used as a weapon in \nWorld War I, poisoned cells. Drugs that \nwere toxic to tumors were developed and \nused successfully in the treatment of a \nnumber of cancers. Adjuvant chemotherapy \nfor breast cancer was conceptualized \n35 years ago, when it was confirmed that \nadvanced breast cancer, though eventually \nlethal, did respond to chemotherapy drugs. \nIt was thought that using the drugs before \nmetastasis occurred might prevent spread \nof the disease. For some tumors, where hor- \nmonal influences on tumor growth are \nfound to be present, hormonal medications \nlike tamoxifen are used to prevent \nrecurrence. In 1992, an extensive survey of \nwomen treated before 1985, confirmed that \nthose who undergo adjuvant chemotherapy, \ntherapy with hormonal medications, or \n\n\n\n_22 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nboth have significantly longer survival. \n\nNews of the 1992 study was an \nenormous relief to me because my own \nexperience with chemotherapy was a source \nof tremendous personal conflict. Before \ndiagnosis, I had been in excellent health. \nAfterward, I understood that I had a \ndeadly illness  but its treatment was the \nsource of all my pain and discomfort. \nChemotherapy was only of theoretical ben- \nefit; it caused tangible fatigue and nausea \nand possible long-term effects. The loss of \nmy hair was devastating. My life was threat- \nened by cancer, and I was trapped in a \nmeaningless job that, in combination with \nthe chemotherapy, took all of my energy  \nleaving little psychic space for emotional \nhealing. It took a lot of faith to undergo the \nwrenching six months of treatment. I often \nthought of the animal's basic response to \npoisoning: to crawl off somewhere to die. \n\nEven worse, chemotherapy had been \npresented in a manner that threatened my \nfemininity in a more primal way than \nmastectomy. After deciding on my surgery \nover a sleepless 24 hours in June of 1987, I \nunderwent a series of two operations to \nremove and restore my breast. Diagnosed \non Wednesday, my decisions were final \nThursday, and I was admitted for surgery \nSunday night. In the hospital a few days \nlater, reeling from the surgical assaults, I \nwas confronted with a pathology report \nrevealing that the tumor was aggressive \nand likely to recur. \n\nNo one had bothered to tell me that \nthere would be a pathology report to \nconsider. And soon after my surgeon \nrecommended chemotherapy, a medical \noncologist I had never met came into \nmy room to tell me about clinical trials, \na good manner of obtaining care in which \nparticipants are followed over the course of \nmany years to evaluate treatment protocols. \n\nI WAS ALONE, without the support \nof a family member or friend, as she \nhurriedly presented information. \nIn the material she provided, the effect of \nchemotherapy on ovarian function was \nmentioned. I asked her about it. She \ntold me that chemotherapy caused \nmenopause  that it would likely cause \nmenopause in me. Grief-stricken by the \nsacrifice of my breast, I couldn't imagine \nrisking such a horrible consequence, even \nto save my life. I refused to consider \n\n\n\nchemotherapy for the next week and, \ninsisting on a vacation from the breast can- \ncer ordeal, went to the beach. \n\nAfter long, solitary walks by the ocean, \nand time spent in prayer, I realized that it \nwas most important for me to do everything \nI could to save my life. In consultations \nwith two other medical oncologists the \nnext week, I learned that the chemotherapy \nthat they recommended did not cause \nmenopause in women my age. But the \nfirst medical oncologist had planted a \ndestructive image at a time when I was \nvulnerable and traumatized. Her careless \nremarks continue to haunt me. \n\nAs I went through the ordeal of thyroid \nsurgery in 1993, Hillary Clinton was \norganizing a national bid for healthcare \nreform that would have provided universal \naccessibility. I was hopeful that some sort of \nreform would take place  and that I would \nno longer be a medical untouchable. When \nthe initiative failed, with insurance compa- \nnies maintaining their hold on American \nmedicine, I was amazed. Although there is \na multi-million dollar publicity push for \nbreast cancer early detection every October, \nthe problems of accessibility to healthcare \nfor women with breast cancer are rarely \naddressed. A lot has been done to make \nmammograms more accessible  but \ntreatment and quality of life issues for \nwomen after diagnosis are not significantly \nconsidered. All of the multitudes of articles \nin the women's magazines are aimed at \nwomen who have never had breast cancer, \nas if those of us who have had it are \nbeyond the pale. \n\nSince 1993, accessibility problems have \ngrown more widespread. In 1992-93, an \nestimated 37 million Americans were \nuninsured. That figure now stands at \naround 40 million, and 6 million have been \nadded to the Medicaid rolls, according to \nHimmelstein of Harvard Medical School. \nFor that reason, the figures don't complete- \nly illustrate the magnitude of accessibility \nproblems, he says. \"Insurance companies \nare shutting more people out with pre- \nexisting clauses and higher prices  and \nprivate insurance is becoming harder and \nharder to come by. Businesses are offering \ninsurance coverage less and less frequently \nto their employees,\" he says. \n\nUltimately, people who are ill are \ndependent on the professional expertise of \nphysicians, according to Relman of \nHarvard Medical School. He maintains \n\n\n\n\nMATUSCHKA IORSO \n\n\n\nIt took a lot of \nfaith to undergo \nthe wrenching \nsix months of \ntreatment. I often \nthought of the \nanimal's basic \nresponse to \npoisoning: to \ncrawl off some- \nwhere to die. \n\n\n\n23_ \n\nBARING THE BREAST-CANCER MYTHS \n\n\n\n\nBelieving artists are messengers, \nMatuschka has a commitment to other \nwomen who face mastectomy. Most of \nthe photographs she has seen dealing \nwith the issue have always hid the \ndamaged breast or covered or chopped \noff the model's head. \nWith her pho- \ntographs, she wanted \nto be honest, to \nreturn dignity to this \n\n\n\nMatuschka at 13 \nlost her own mother \nto breast cancer. I \nbelieve her mother \nwould be proud of \ndaughter Joanne, a \nyoung New York \nartist who in face of \nthe health risks \ndecided against \n\n\n\nsurgery after her \nmastectomy at \nage 37. \n\nHer body had been the focus of her \nwork and soon after her mastectomy in \n\n\n\nIn that acclaimed self-portrait, \n\"Beauty Out of Damage,\" she wears a \nsimply elegant dress, one side cut away \nto reveal her mastectomy scar. The idea \nfor the dress occurred when her doctor \nrecommended reconstructive surgery. \n\"Ah,\" she told him, \"I was thinking of \ngoing topless on that side.\" \n\nThrough personal courage, determi- \nnation  and her art  Matuschka has \nshed her clear light on breast cancer \nand created a lasting image for women. \n\nMatuschka has given breast cancer \na face. A brave and dignified face. A \nbeautiful face. \n\n Written by Laura Sikes , a photographer \n\n\n\nthat physicians, from the dawn of history, \nhave viewed their responsibility to patients \nas more important than their own financial \ninterests, but in an environment in which \nmedicine has become driven by the market \nvalues of the American medical industrial \ncomplex, medical practice has taken on \nmuch of the mien of commerce. Until very \nrecently, the commercial advertising and \nmarketing of medical practice that is so \ncommon today, was considered unethical. \nPhysicians, says Relman, have also become \ninvolved in medical enttepreneurialism, \nimperiling professional objectivity and \ncausing unnecessary expense and unfortu- \nnate outcomes for patients. Relman feels \nthat medical care should be delivered on a \nnot-for-profit basis and that physicians \nshould not be in private practice, but \nsalaried. He is an advocate of not-for-profit \nHMOs, such as those sponsored by the \nMayo Clinic in Minnesota and Florida. \n\nPHYSICIANS are not necessarily \nfaring well either. A notable \nAmerican College of Physicians \nresearch poll, published in a 1991 issue of \nthe Annals of Internal Medicine, found that \nphysicians are frusttated with the \"loss of \nautonomy and control over clinical deci- \nsion making\" and the \"increase in adminis- \ntrative butdens\" necessitated by the great \nvariety of insurance and other health \nfinancing provisions that patients bring to \nthe doctor-patient relationship. Forty \npercent of those surveyed were so frustrated \nand concerned about the future of their \nprofession they indicated that they \ndiscouraged students from pursuing careers \nin medicine. Only 39 percent said they \nwould pursue a career in medicine, if they \nhad the choice to make ovet. \n\nAs a child in the 1960s and 1970s, I \nsometimes accompanied my father, an \nimaginative, enthusiastic young man, to the \nplaces where he practiced medicine. In \nmany of our conversations, he spoke of the \njoy of his \"art.\" The hospitals and offices \nwhere he practiced were modest, of the \nunpretentious institutional atchitecture of \nthe early and mid-20th century. He often \nspoke of the earlier location ot the hospital \nwhere I had my mastectomy and recon- \nstruction in 1987. In the 1960s, it was in \ndowntown Atlanta. Now that it is located \nin the northern suburbs, the hospital has an \naustere and corporate teel. Its new, adjoin- \n\n\n\ning building for physician's offices is luxuri- \nous, reminiscent of Phipps Plaza Mall, a \npalace of commerce in affluent Buckhead. \nFrom the upper floors is an impressive view \nof the old suburban forest of my childhood, \ngiving way to skyscrapers, pavement and \npretentious cluster housing  the spec man- \nsions of Sandy Springs. Over the eight years \nfollowing my diagnosis and treatment, as I \nvisited physicians in their shining corporate \nsuites, medical costs rose 65 percent. As a \nyoung woman saddled with breast cancer's \nstain of death, I did not experience \ncomparable growth of income. \n\nComing full circle for yet another of \nmany emergency mammograms this summer, \nI returned to the hospital (now a \"medical \ncenter\"), where I had my first mammogram \nin 1987. Still centered in its modest 1960s \narchitecture, the complex has begun to take \non corporate airs with new, more imposing \nbuildings and multi-level parking decks. \nThere, where the introductory question \ndeals with the dark issue of insurance \ncoverage, is now a luxurious \"breast \ncenter\" with vivid interior decoration to \ncomplement colorful paintings, vases, \npottery and wall-hangings. Yet in my view, \npatient care should be the work of art. \n\nOf course, I am fortunate to have lived. \nAnd there were mercies in my treatment \nand medical care. The plastic surgeon I \nworked with is a brilliant, internationally \nknown innovator of breast reconstruction, \nand I continue to be pleased with his work. \nHe performed the tram-flap, a technique \nthat harvests abdominal tissues to form a \nnew breast. Much of the external surface \nof my breast was preserved  I do not have \na mastectomy scar. The hospital where \nmy thyroid surgery was performed did \neventually forgive my bill. Of course, I was \nvery frightened undergoing surgery there, \nfacing the ambiguities of my insurance sta- \ntus along with the unknown of a potentially \nmalignant thyroid tumor. Within the past \nyear, I have found physicians and an institu- \ntion willing to work with me. For my breast \ncancer follow-up care, I now go to an out- \nof-state comprehensive cancer center, partly \nfunded by the National Cancer Institute. \n\nOTHER WOMEN have lost \nmore than I can imagine. I \nknow many who are not here to \nraise their children, see careers to fruition, \nor complete relationships. Early this sum- \n\n\n\nmer, I learned of Meredith Winter Mabry's \ndeath in March. After graduating with the \nclass of 1982, Merry became a prominent \ngraphic artist, known for her outstanding \nwork for the 1996 Atlanta Olympics. I \nremember her well from the late 1970s \nwhen she first came to Agnes Scott and \nfrom our earlier lives as students at The \nLovett School in Atlanta. Dark-haired and \nunassuming, vivacious Merry had special \npresence and charm. She left two young \nchildren, a husband, family and friends. \n\nComing back to the Agnes Scott cam- \npus for my 15-year class reunion this spring, \nI felt the presence of the girl I once was. I \nhave not lived happily ever after nor died a \nnoble early death. I was not able to find a \ncorporate job with insurance benefits or  \nthat other avenue  a husband with insur- \nance benefits. The medical publishing \ncompany I worked with in the early 1990s \nwas savvy, but no early comer to the trend \nof hiring freelancers and contract workers \nin order to avoid paying health insurance \nbenefits. At a freelance corporate editing \nassignment last year, I witnessed the break- \ndown of an important company division  \nlots of people were abandoned by their \nformer \"corporate daddy\" and his health \ninsurance benefits. \n\nThe daughter, granddaughter and \ngreat-granddaughter of physicians, I was \nraised to be a Southern lady by my honey- \nvoiced mother and grandmothers. This \nmade me particularly ill-prepared to face \ntoday's dishonorable world of medicine. \nThis year, thanks to breast cancer, I have \nfound a new and mysterious register in my \nown voice. After eight years, I have learned \nto rave and scream. \n\n\n\n\nHaving been \nraised the \ndaughter, \ngranddaughter \nand great-grand- \ndaughter of \nphysicians, I am \nill-prepared to \nface today's \ndishonorable \nworld of \nmedicine. \n\n\n\n\nWriter Carol Willey \ntucked in the arm of \nher physician father, \nL.W. Willey Jr., and \npictured (above) \nin the Agnes Scott \nyearbook, 1979. \n\n\n\n25 \n\n\n\nBARING THE BREAST-CANCER MYTHS \n\n\n\nBREAST-CANCER REFORM \n\n\n\nActivists among \nAgnes Scott's \nalumnae and \nstudents have \njoined forces with \nothers to call \nattention to the \nravages of breast \ncancer and to \npush for funds \nfor research. \n\n\n\nMEDICAL REFORM, a failed \npolitical cause for the Clinton \nadministration, is neverthe- \nless a thriving reality where breast cancer is \nconcerned. Since the 1970s, a multi-faceted \nmovement has driven important changes. \nHarriet Miller '61 and Return-to-College \nsophomore Jane Green, board members of \nthe Atlanta chapter of the Susan G. Komen \nBreast Cancer Foundation, belong to a \nstrong tradition of positive reform brought \nabout by women who refuse to accept the \nunacceptable. \n\nJournalist Rose Kushner fired the first \nshot in 1974 when she rejected the brutal \none-step mastectomy and insisted on hav- \ning a say in her treatment. In the one-step \nmastectomy procedure, a woman submits to \nsurgery without knowing if she will have a \nbreast after the procedure is over. A biopsy \nis performed while the patient is anes- \nthetized; if the results are positive, a mas- \ntectomy is completed as she sleeps. \n\nUp to 15 years ago, women expecting a \nminor procedure awoke to find they had \nundergone the radical Halsted mastectomy, \na maiming operation that removes pectoral \nmuscles and other structures along with the \nbreast. When Kushner refused the one-step \nand arranged a biopsy followed by a modi- \nfied radical mastectomy, which removes the \nbreast and lymph nodes but leaves pectoral \nmuscles intact, she set up a hue and cry \nthat eventually led to the one-step's \nnear extinction. \n\nBefore 1974, when public figures like \nFirst Lady Betty Ford, who had the \nHalsted mastectomy, and the Vice \nPresident's wife, Happy Rockefeller, were \ndiagnosed and went public with their expe- \nriences, women suffered in silence. Breast \ncancer was a closely guarded, shameful \nsecret like out-of-wedlock pregnancy. \nWomen like Ford, Rockefeller, Kushner and \njournalist Betty Rollin, author of the 1976 \nbest-selling breast cancer memoir First You \nCry, opened a new world for breast cancer \npatients and survivors. \n\nPhysicians, in the 1970s, when 90 per- \ncent of the mastectomies performed were \nradical Halsteds, and in the 1980s, were \nencouraged toward the less disfiguring, \nmodified radical mastectomy and the \n\n\n\nbreast-preserving lumpectomy by patient \ndemand and research confirmation that the \nprocedures were just as safe as the \nHalsted. Cancer specialists and plastic \nsurgeons developed better approaches to \nsurgery, treatment and breast reconstruc- \ntion. With chemotherapy drugs, and hor- \nmonal medications, a new era of medical \ntreatment was launched. Women now \nwork with a team of physicians  which, \ndepending on the type of cancer, includes a \nsurgical oncologist, medical oncologist, \nradiologist or plastic surgeon. \n\nBy the time National Alumnae \nPresident Lowrie Fraser '56, underwent her \nmastectomy in 1981, Atlanta physicians \nused sophisticated techniques. She had a \nmodified radical mastectomy and recon- \nstruction with a silicone implant. \"I imme- \ndiately decided that I wanted to have \nreconstruction,\" she says. \"It absolutely \nheld me together.\" \n\nOpenness about her experience was also \nan important coping tool. \"I was open from \nthe first. I think that enabled me to get \nmore support, especially at work.\" When \nshe was diagnosed at 45, Fraser was the \nmother of three adolescents and was a \ncareer educator, adjusting to an exciting \nnew role as innovator of the magnet \nschools program for the City of Atlanta \nPublic Schools. \n\n\"When I was treated, breast cancer was \nnot regarded as such a systemic disease. It \nwas a disease of the breast. Women did not \nhave chemo and radiation as they do now. \nYears later, I've occasionally wished that I \nhad had it  but I didn't. The main thing \nthat occupied me was getting healed from \nsurgery,\" says Fraser. \n\nWith the dawn of the 1990s and the \nexample of AIDS activists, a new, more \npolitical breed of breast cancer activism \nbegan to emerge. In 1991, frustrated with \nthe relative lack of attention to breast \ncancer as a public health issue, lawyer Fran \nVisco and prominent breast surgeon \nDr. Susan Love formed the National Breast \nCancer Coalition, a grass-roots movement \nand lobbying organization. The coalition \nbrought a more political tone to advocacy \nefforts as it increased federal funding for \nbreast cancer research and began to lobby \n\n\n\n_26 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nfor greater treatment and follow-up \navailability. \n\nOver the course of four years, 300 breast \ncancer advocacy groups from throughout \nthe country have joined in the coalition. So \nfar, its efforts have brought $325 million in \ngovernment funding to researchers. The \nNew Jersey Breast Cancer Coalition was \ninstrumental in enacting statewide health \ninsurance reform in 1994- Now insurance \ncompanies can no longer discriminate based \non pre-existing conditions. The coalition is \nthe descendant of older groups, developed \nin the 1970s and 1980s, when new treat- \nment options and the need for support \ninspired Y-ME, a 17-year-old information \nand counseling service based in Chicago, \nand the Dallas-based Susan G. Komen \nBreast Cancer Foundation, founded \n12 years ago. \n\nSusan Komen was a Midwestern woman \nwho died at the age of 36 after she failed to \nreceive the aggressive treatment that her \nbreast cancer required. Komen foundation \nfounder, Nancy Brinker, Komen's sister, \nsurvived the same deadly type of pre- \nmenopausal cancer, armed with better \ninformation about breast cancer and treat- \nment options. Still in remission, Brinker \nhas fought to inform women and to build \nfunding for research since her sister's death. \nThe national foundation has contributed \n$28.5 million in funding for research over \n1 2 years and has raised breast cancer \nawareness with innovative early detection \nand fundraising efforts such as the annual \nRace for the Cure held in cities across the \nUnited States, including Atlanta. \n\nASC's Miller and Green are glad to be \ninvolved. After a lumpectomy, Miller \ndecided to become active with the fledgling \nAtlanta chapter  founded in 1991  as she \nunderwent radiation treatments. \n\nStepping into that volunteer role was \ntherapy, and Miller, a long-time Atlantan, \nwas able to garner important corporate sup- \nport. From 1991 to 1994, the Atlanta chap- \nter raised approximately $500,000. Now a \nthriving presence, the group expects to raise \nanother $500,000 in 1995. \n\nAn ASC chemistry major, Green, whose \n64-year-old mother was treated for breast \ncancer last year, works in the medical field \nin cancer care and research as president of \nthe American Research Institute. \"Women \nhave got to demand better treatment. An \nincredible number are affected,\" says Green, \nadding that she is at risk, due to family his- \n\n\n\ntory and the fact that the primary predictor \nfor developing breast cancer is simply being \na woman. Of 182,000 new cases expected in \n1995, 60 percent will be diagnosed in \nwomen with no specific risk factors. \n\nMany women with breast cancer band \ntogether in support groups, over Internet \nlines, and nationwide informal networking \ngroups like Y-ME. Some learn how to read \nmedical papers and conduct Medline \nsearches for the latest clinical studies and \nopinions. Some haunt medical libraries and \nshow up at conferences. After surviving \ndiagnosis and treatment decisions, emerging \ninformation becomes a sort of life-line  \noddly comforting in its familiar welter of \nnumbers and medical terminology. \n\n\"Research is at an exciting place  \nand, with so many lives at stake, it is \nimportant to see that it proceeds as \nexpeditiously as possible,\" says Miller. \n\"Women's involvement is important. \nWe need to be heard.\" \n\n Carol Willey '80 is a freelance \nwriter living in Atlanta \n\n\n\n1 Zampinik K, Ostroff JS. The post-treatment resource \nprogram: portrait of a program for cancer survivors. \nPsycho-oncology: 2:1, 1993. \n\n^ Ayanian JZ, Kohler BA, et al. The relation between \nhealth insurance coverage and clinical outcomes \namong women with breast cancer. New England \nJournal of Medicine 1993; 329: 326-331 \n\nGoldman MB, Monson RR, et al. Cancer Mortality in \nWomen with Thyroid Disease. Cancer Research 1990; \n50:2283-2289. \n\n^ Steeg PS, De La Rosa A, et al. Nm23 and breast \ncancer metastasis. In: Breast Cancer Research and \nTreatment. Netherlands 1993. Kluwer Academic \nPublishers; 1993; 25: 175-187. \n\nEarly Breast Cancer Trialists' Collaborative Group: \nSystemic treatment of early breast cancer by hormon- \nal, cytotoxic or immune therapy: 3 randomized trials \ninvolving 3 1 ,000 recurrences and 24,000 deaths \namong 75,000 women, lancet 1992; 339:1-15 \n\n Kushner R. Alternatives: New developments in the war \non breast cancer. 2nd ed. New York, NY: Warner \nBooks Inc.; 1986: 14-15. \n\n7 Blichert-Toft M, Rose C, et al.: Danish randomized \ntrial comparing breast conservation therapy with mas- \ntectomy: six years of life-table analysis, journal of the \nNational Cancer Institute. Monograph 1 1:19-25, 1992. \n\n American Cancer Society Facts and Figures  1995. \nAmerican Cancer Society, Atlanta, Ga., 1995. \n\n\" Seidman H, Stellman SD, et al. A different perspec- \ntive on breast cancer risk factors: some implications \nof nonattributable risk. CA-A Cancer Journal for \nClinicians 1982;32:301-313. \n\n\n\n\"Women have got \nto demand better \ntreatment,\" says \nASC's Green \nwhose mother was \ndiagnosed with \nbreast cancer. \n\n\n\n2]_ \n\nBARING THE BREAST-CANCER MYTHS \n\n\n\nA FOIL TO \nDANGER \n\nBy Mary Alma Durrett \n\nPhoto illustrations by Monika Nikore \n\n\n\nAcross America, \ncrime has emerged \nas an issue of \ncommon concern. \nWhile dangers \nexist at Agnes \nScott, Public \nSafety officers \nwork to make \nthe campus a \nsafe environment. \n\n\n\nAs shades of red and pink and \norange sink below the hori- \nzon, the sky repaints itself in \ndarkening shades of blackish \nblue. Night comes to Agnes \nScott in typical fall fashion with leaves and \nstudents blowing in and out of Evans, \nMcCain Library and Buttrick, and whirling \nabout the quadrangle. Visible is the white \nblur of a bike helmet as Officer Dana \nPatterson whizzes across campus on pedal \npatrol, checking door locks at Walters and \nWinship and the other residence halls. \nSteps quicken along the brick pathway and \na dozen street lamps pour hundreds of watts \nof light out onto the darkness of the central \ncampus. The pulse of the campus calms as \nstudents drift off to take refuge in Main and \nInman for study and later, sleep. \n\nIn one glowing corner of Rebekah, a \npublic safety dispatcher huddles over a \ntransmitter, receiving updates from the beat \nofficers, calmly repeating the familiar \nresponse, \"10-4-\" Across the quad, a small \ngroup of women gathers in the aerobics \nroom of Alston Center, listening intently to \na martial artist whose self-defense instruc- \ntion reaches to their very core. \"It doesn't \ndo you any good to learn how to rip off \nsomebody's lower lip or gouge out their eyes \nif you aren't going to use the techniques,\" \nchides instructor Paul Guerucci, a part-time \npublic safety officer who attained fourth- \ndegree Black Belt proficiency. \n\nThese are not pretty thoughts by \nanyone's standards and some students are \nnoticeably disturbed. But uglier are current \nstatistics that one rape occurs every five \nminutes or that every other woman in \nAmerica (literally one of two) will be con- \nfronted by a sexual predator during her life \ntime. Add to that the overall escalation in \nviolent crime in recent years and the \npicture worsens. \n\n\"You've got to decide what you are \nwilling to do,\" stresses Guerrucci. \"Self \n\n\n\ndefense is a state of mind as much as a \nphysical ability.\" \n\nWhile class members momentarily deal \nwith the mental exercise, Guerrucci moves \non to their physical preparation in his \nsemester-long self-defense course held \nweekly from September through December. \nSince Guerrucci began instruction in 1989, \nmore than 150 Agnes Scott students have \nperfected twists, turns, punches and kicks. \n\n\"What do you want to learn from this \nclass?\" he queries the group, which responds \npredictably: \"To be able to get away from an \nattacker. To feel more secure.\" \n\nGone are the days when ASC \nPresident Wallace Alston could \nstand on the front porch of his \nhouse and shoo away potential intruders. \n\nAtlanta, though attractive culturally, \ndemonstrates the same crime excesses as \nother major cities, with property and violent \ncrime in the five figures. Agnes Scott has \nworked hard to hold down its property crime \nto around 25 and violent crime to two or \nless, annually, over the past three years. \nThe Agnes Scott self-defense class is just \none component in the College's very \ndeliberate efforts. \n\nRus Drew, ASC's public safety director of \n10 years, heads a team of 10 full-time, state- \ncertified police officers and two part-time \nofficers. With a minimum of two officers on \nduty at all times, ASC's officer-to-service- \ncommunity ratio is 1 to 400, better than \ntwice the national average (1 to 1,000). Its \nresponse time, tracked by the year-old \nAutomated Records Management System \n(A.R.M.S.) software, is 4-8 minutes on \nservice calls and less than 3 minutes on \nemergency calls, also better than average. \n\nASC's public safety department has \nprimary policing responsibility tor more than \nthe 50-acre campus; its full jurisdiction \n(bounded by King's Highway, Columbia \nDrive, Ponce de Leon, Kirk Road and \n\n\n\n18 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\n\n29 \n\n\n\nA FOIL TO DANGER \n\n\n\nSome students \nare sensitive to \nthe issues of crime \nbut most are not. \nOften people this \nage have a sense \nof invincibility. \n\n\n\n\nOakview Road) extends 500 yards beyond \nthe 50 rental properties owned by the \nCollege, which encircle the campus. And \nin September, the campus of Columbia \nTheological Seminary was added to \nits watch. \n\nPublic Safety provides escorts at night to \nindividual students, faculty or staff who feel \ninsecure about walking alone between build- \nings, to and from parking lots, and to and \nfrom the MARTA Station in Decatur. \nPhones strategically located at three remote \n\n\n\nEmotional Havens \n\nEven as the Department of Public \nSafety works to keep both campuses \nsecure, Margaret Shirley '81, ASC \ncounselor, has a part in helping students \nfind their own emotional \"safe place\" in \nthis increasingly violent world. Often \nshe walks students through a series of \nanxiety reduction exercises when their \nfeelings of fear become overwhelming. \nAt other times she must remind stu- \ndents that self defense is, ultimately, a \nstate of mind. \n\n\"Having been a student myself, \n1 know it's real easy to get on this \ncampus and not think about being in \nthe real world. So I'm all for telling \nstudents to pay attention. No place is \ncompletely safe.\" \n\n\n\nsites on campus and telephones located out- \nside of each residence hall, are part of \nAgnes Scott's plan for self defense. \n\nLast year the ASC police department \nalso offered 13 distinct crime prevention \nprograms on campus. Beginning with pro- \ngrams during orientation weekend for first- \nyear students and their families, public safe- \nty launched a series of lectures and demon- \nstrations dealing with general crime preven- \ntion, self-defense, acquaintance rape and \ndefensive chemical sprays (such as pepper \nspray). Overall awareness and education are \ncritical to each student's safety. \n\n\"Some students are sensitive to the issues \nof crime but most aren't,\" admits Lt. Amy \nLanier '72, on ASC's force since 1991. \n\"People the age of the traditional students \nhave a sense of invincibility. Being the vic- \ntim of a crime is not an overriding concern.\" \n\nFor instance, during orientation public \nsafety encourages parents to remind their \ndaughters to call for escorts or to walk in \ngroups on campus in the evening, but, \nLanier laments, \"A lot of students don't \ntake it to heart.\" \n\nHowever, both Lanier and Drew (who \nearned his degree in criminology from \nAuburn University and worked two years \nfor the Marietta Police Department before \njoining the staff at Agnes Scott) recall sev- \neral instances in which students have dettlv \nturned around potentially dangerous situa- \ntions. For example, a few years ago, Drew \n\n\n\n30 \n\n\n\nAUNES S( OTT COLLEGE  FALL 1993 \n\n\n\nsays, a man in the Hopkins parking lot \n\"followed two students and forced himself \ninto the car with them  we don't know if \nhe was going to try to assault the students or \ntry to take the car.\" Together, the students \nattacked the man who fled the scene. \"We \nweren't able to apprehend him but we were \nvery proud of the way they dealt with it  \nand the students were proud of themselves.\" \n\nAs a state-certified law enforcement \nagency (since 1983) and a recipient \nof federal funds, Agnes Scott com- \npiles, publishes and distributes campus crime \nstatistics, in compliance with the Campus \nSecurity Act of 1990. Through a \"Playing it \nSafe\" handbook, notices in the student \nnewspaper and the campus-wide newsletter, \nCampus Connection, and through reminders \nposted in the residence halls and in other \nbuildings around campus, students receive \nupdated information about crime and crime \nprevention. \n\nDuring the summer months, when fewer \nstudents remain on campus, public safety \nturns more attention to the surrounding \ncommunity. From about 6 p.m. to dusk the \nbike patrol is active, with officers talking to \nneighbors of the College and listening to \ntheir concerns. \n\n\"For some reason,\" says Drew, \"people  \nparticularly kids  just want to come up and \ntalk to you when you're on a bike. That's \nbeen a wonderful tool. It also provides \ngreater flexibility for our patrol in parking \nlots. Officers are able to move in and out, \npretty much unnoticed. Again this year, the \nnumber of incidents occurring in parking \nareas has steadily declined.\" \n\nAgnes Scott is hoping to have a similar \neffect as it handles security for the Columbia \nSeminary campus. \n\n\"Since we are so close in proximity to the \n\n\n\nCRIME AT ASC \n\nAs a state certified law enforcement \nagency since 1983 the Agnes Scott \nDepartment of Public Safety reports \ncampus crime statistics to the Georgia \nBureau of Investigation which in turn \nis reported to the Federal Bureau of \nInvestigation. \n\nYEAR \n\n\n\nCharge \n\n\n\n94/ \n95 \n\n\n\n93/ \n94 \n\n\n\n92/ \n93 \n\n\n\nBurglary 3 4 2 \n\nCriminal Property Damage 5 2 2 \n\nHarassing Phone Calls 7 3 \n\nMotor Vehicle Theft 2 \n\nRape 1 \n\nSexual Battery 2 \n\nTheft by Taking 20 6 20 \n\nUnderage Alcohol 2 4 \n\nThe above is partial list of crimes reported to \nthe GBI and FBI. \n\n\n\nseminary and have faculty and staff who live \nin the area, as well as students who walk, jog \nand baby sit in those areas, we felt it impor- \ntant to expand,\" Drew says of that decision. \n\nThe one-year renewable agreement \nbetween the two campuses calls for ASC to \npatrol seminary campus buildings, parking \nareas and on-campus housing, as well as \nprovide motor vehicle assistance and \nescort services, after hours, to on-campus \npersonnel. \n\nAccording to Drew, the seminary \nprovided funds for hiring four officers and \npurchasing two vehicles primarily for use on \nthe seminary campus. However, through this \nyear the Decatur Police Department will \nremain Columbia's primary policing agency. \n\n\n\nCRIME AND COMML \n\nA look at Crime in the United States 1 993 , Uniform \n(Rapes are a subgroup of the violent crimes total.) \n\nLocation Property Crime \n\n\nINITY \n\nCrime Reports \n\nViolent Crime \n\n29,321 \n\n\n(Rapes) \n\n1,336 \n492 \n217 \n\n\nAtlanta MSA (19 counties) \n\n\n209,778 \n\n\nAtlanta (city) \n\n\n53,633 \n\n\n16,281 \n\n3,836 \n\n\nDeKalb (county) \n\n\n43,334 \n\n\nDecatur \n\n\n1,244 \n\n\n185 \n\n\n4 \n\n\nAgnes Scott College \n\n\n27 \n\n\n1 \n\n\n\n\n\n\n\n\n\"For some \nreason,\" says \nDrew, \"people  \nparticularly kids  \njust want to come \nup and talk to you \nwhen you're on a \nbike. That's been a \nwonderful [crime \nprevention] tool.\" \n\n\n\n31 \n\n\n\nA FOIL TO DANGER \n\n\n\nEXCERPTS \n\n\n\nSilver Rights ... A true story of the civil rights struggle in the South \n\n\n\nTAKE CARE \nOF MY KIDS \n\nFrom Chapter 2 \n\nNews of the enrollment \nof the Carter children \nspread like wildfire through \nSunflower County, and \nMae Bertha felt sure that \nsomeone from the school \nsuperintendent's office had \ncalled Mr. Thornton, \nthe plantation overseer. \nEarly the next morning, \nThornton drove up in his \npickup truck and blew his \nhorn in front of the \nCarters' house. \n\n\"Mary,\" Matthew said \nsoftly over his shoulder, \nusing his special name for \nMae Bertha, \"it's starting.\" \nHe went outside to the \n\n\n\nwaiting truck. \n\nThornton's mission was \nsimple. He told Matthew \nthat he'd heard about the \nenrollment and he believed \nthat the best thing for \nMatthew and Mae Bertha \nwould be to go back to \nDrew and withdraw the \nchildren. He believed they \ncould get a better educa- \ntion at the black school. \nHe explained to Matthew \nthat the children would \nhave no friends at the \nwhite school. Neither black \nfolks nor white folks would \nhave anything to do with \nthe Carters anymore. \nThose poor whites who \nlived over on federal land \nnear the Carters would \ncause them a lot of trouble. \nHe offered to go to Drew \n\n\n\nwith Matthew and help \n\"withdraw 'em out.\" \nMatthew said that he \ndidn't need the help and \nthat if he decided to \nwithdraw the children, \nhe would go himself. \n\nMae Bertha, who had \nbeen standing on the porch \nlistening, went into the \nhouse. She came out a few \nminutes later carrying a \nchair, a single record, and a \nlittle record player. She set \nthe player carefully on the \nchair, close to the porch \ndoor so the cord could \nreach an outlet in the \nliving room, and she put \non the record. It was the \nJune 11, 1963, speech that \nPresident Kennedy had \ngiven on national radio \nand television calling for \n\n\n\nthe Civil Rights Act. The \nspeech was delivered only \na few hours before the \nMississippi NAACP leader \nMedgar Evers was mur- \ndered outside his Jackson \nhome just after midnight \non June 12. Mae Bertha's \nson Man had sent her the \nrecord, and it was one of \nher greatest treasures. Mae \nBertha started the record \nplayer and turned the vol- \nume way up: \n\n\"And when Americans \nare sent to Vietnam or \nWest Berlin, we do not ask \nfor whites only. It ought to \nbe possible, therefore, for \nAmerican students of any \ncolor to attend any public \ninstitution they select with- \nout having to be backed up \nby troops. . . . We are con- \n\n\n\nABOUT THE BOOK AND THE AUTHOR \n\n\n\nFrom 1964 to 1975, Constance Curry '55 worked as a \nfield representative jor the American Friends Service \nCommittee, assigned to the Mississippi Delta to help the \nfamily of Mae Bertha and Matthew Carter and \nothers involved in desegregation mandated by \nTitle VI of the Civil Rights Act of 1964. Silver \nRights, released this month, grew out of Curry' \nrelationship with the Carters who psiive \nin 1 965 enrolled seven school-age \nchildren in a formerly all-white \nschool in Drew, Sunflower County \nMississippi. Curry was at the fami- \nly's side through several troubled \nyears, which included their eviction from the plantation on \nwhich they were sharecroppers, nightriders' gunfire into their \ncabin and harassment from the community and school. The \nbook is based on Curry's personal observations, later inter- \n\n\n\n\nviews with the family and correspondence with Mae Bertha \n\nCarter, a mother fiercely determined that her children would \n\nhave the best possible education. \n\nCurry studied abroad as a Fidbnight \nScholar after graduation from Agnes Scott \nwith a degree in history . She holds a post- \ndoctoral fellowship at the University of \nVirginia s Center for Civil Rights and a \nfellowship in Women's Studies at Emory \nUniversity. She has a law degree from \nWoodrow Wilson College of Law. From \n1975 until 1990 she served as Director of \n\nHuman Services for the City of Atlanta. \n\nKirkus Reviews lias described Silver Rights as \"a solid \n\ncontribution to the literature of recent political history . . . \n\na moving story of a family's unforeseen contribution to the \n\ncivil-rights struggle in America.\" \n\n\n\n_3_2 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nfronted primarily with a \nmoral issue. It is as old as \nthe Scriptures and as \nclear as the American \nConstitution.\" \n\nI can imagine Mae \nBertha standing by her \nfront door, firm and proud, \narms folded, as John \nKennedy's voice spilled \nacross the early morning \nsilence  talking about \nwhat it was like to be a \nblack person in America, \nand about the great oppor- \ntunities available to all \nexcept black children. Mae \nBertha let the record play \non as Matthew stood out \nby the truck. Finally \nThornton said he would go \ndown to the barn to give \nMatthew time to talk to \nMae Bertha. \n\nMae Bertha remem- \nbered what she had then \nsaid to Matthew. \"You go \nout there, to the barn,\" she \nhad told him, \"and you tell \nMr. Thornton that I am a \ngrown woman. I birthed \nthose children and bore the \npain. He cannot tell me \nwhat to do about my chil- \ndren, like withdrawing my \nchildren out. And I'd be a \nfool to try and tell him \nwhere to send his kids.\" \n\nMatthew answered, \n\"Well, Mary, I'm not going \nto tell him all that.\" \n\nThey told Thornton \nsimply that they had decid- \ned to keep their children in \nthe white school. \n\n\n\nThe morning after the \nshots were fired into \nthe house, a neighbor took \nMae Bertha to Cleveland, \nMiss., to see Amzie Moore, \na black businessman and \nNAACP leader, and \nCharles McLaurin, the \n\n\n\n\nThe Carter children, books in hand, await the schoolbus. \n\n\n\nSunflower County project \ndirector for the Student \nNonviolent Coordinating \nCommittee. When Mae \nBertha finished telling her \nstory, Moore and McLaurin \ncalled the FBI in Jackson. \nThe next day the Deputy \nSheriff John Sidney Parker \nreceived a call at his home \nfrom the county sheriffs \noffice in Indianola, five \nmiles away. Parker was \nasked to go to Crew to join \nan FBI agent to investigate \nthe shooting at the Car- \nters'. The agent was from \nFBI headquarters in Wash- \nington; he had flown in \nbecause local FBI agents \nwere on other assignments. \nHe and Parker drove in \nseparate cars to Busyline. \nWhen they reached the \nCarters' house, the agent's \nfirst question to Mae Ber- \ntha was, why had she gone \nall the way to Cleveland to \ncall when she could have \ngone to some of the white \npeople's houses nearby? \nMae Bertha chuckled \nat the memory of her \nresponse. \"Go where?\" she \nanswered the agent. \"Let \nme tell you one thing, \nman, I ain't got confidence \nin any white man living in \nMississippi. I can't be going \n\n\n\nto no white folks' house \ncalling, 'cause that's proba- \nbly the ones who shot into \nmy house.\" \n\nParker and the FBI \nagent inspected the \nCarters' house carefully. \nMr. Thornton, the \nplantation overseer, was \npresent as well, and helped \nthem take each of the \nbullets out of the walls. \nThe Washington agent \ntook the bullets with him \nas evidence, and that was \nthe last the Carters heard \nfrom the FBI or anyone \nelse about the shooting. \nThe story circulated in the \nwhite community was that \nthe Carters, prompted by \nblack militants eager for \npublicity, had done the \nshooting themselves .... \n\n[But African-Americans \nknew the dangers facing \nthe Carters. Recalls one,] \"I \nbelieve I made three or \nfour trips out there and was \nscared every time. I \nthought about we had \nalready had Schwerner, \nChaney and Goodman \nmurdered by these patrol- \ning Klansmen, and every \ntrip I thought that one \nmight be right around the \ncorner somewhere. And I \nwas supposed to be the \n\n\n\nbrave one, you know.\" \n\nAs the first day of \nschool drew near, life for \nthe Carters proceeded as \nusual, for the most part. \nThe older children picked \ncotton, but they talked \namong themselves about \nthe changes that would \nsoon take place. Matthew \nhad extra work in the \nevenings sewing underwear \nfor the girls from cotton \nsacks and hemming dresses. \nThe children remember \nthe day he announced, \n\"Mary, I have stopped \nsmoking. We need money \ntoo much to send these \nchildren.\" \n\n\n\nThe only money the \nCarters had in August \n1965 was $40 hidden in a \nmattress, saved in case Mae \nBertha needed to go to \nToledo to see her mother, \nLuvenia. Matthew knew \nthat Mae Bertha missed \nLuvenia and he had \ninsisted that they save \nthe bus fare. \n\nThe sharecropping \nsystem of buying food and \nsupplies on credit from the \nplantation store, paying \nwhen there was a little \nmoney, and always being \n\n33 \n\n\n\nEXCERPTS \n\n\n\nbeholden to the plantation \nowner and in debt to his \nstore was still very much \nin effect at Pemble \nPlantation. A few days \nafter enrolling his children \nin the white schools, \nMatthew Carter went to \nBob's, the store that usually \ngave him credit. Had he \nheard right? the owner \nasked. Had Matthew been \nover to Drew and enrolled \nhis kids in the all-white \nschool? When Matthew \nnodded, he was told he had \nuntil three o' clock that \nday to take the children \nout of the school. Matthew \nwent home with only a \npackage of food in his \nhands, rather than the \nweekly order of staples \nneeded to feed ten people. \nMae Bertha took the $40 \nbus fare from under the \nmattress and gave it to \nMatthew, who drove to \nCleveland to buy food. \n\nFor several days it \nseemed that the enrollment \nof the children and the \nnight shooting had never \noccurred. No one came to \nthe house. But the bullet \nholes had made the truth \nclear for the Carters. The \nfamily slept on the floor \nfor three nights after \nthe shooting. \n\n\n\nMae Bertha told me \nwhat she thought about \nduring those tense days; \nshe remembered what a \npreacher in Cleveland had \nsaid once: \"Everybody's \nafraid and it's okay to be \nafraid but you can't let it \nstop you.\" She explained to \nme that the \"covering\" she \nhad felt first as a young girl \ncame over her during those \ndays and she felt confident \nthat her family was protect- \ned. On the fourth night \nafter the shooting, the fam- \nily moved off the floor and \nback into its beds and \nnever slept on the floor \nagain. Mae Bertha told \nMatthew that she was call- \ning to the Lord. \n\n\n\nMae Bertha has forgot- \nten none of the \ndetails of Sept. 3, 1965, the \nfirst day of school in Drew, \nMiss. Matthew was up at \n5:30 a.m. to get water from \nthe pump, heat up the ket- \ntle and the big dishpan on \nthe stove and fill the tub in \nthe bedroom. He bathed \nand dressed Deborah and \nBeverly, the two youngest \ngirls. The older ones got \nthemselves ready. Mae \nBertha remembers how \nmute they were. She also \n\n\n\n\nMae Bertha Carter and Constance Curry '55 \n\n\n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nremembers how she lay in \nbed wondering if she had \nthe strength and will to get \nup and face the fear that \npressed in upon her. \n\nIt was the first day in \nDrew history that black \nchildren would attend \npublic school with white \nchildren. Those black \nchildren were hers. They \nwould be desegregating \nboth Drew High School \nand A. W. James \nElementary School. But \nthe principles of \"freedom \nand choice\" and \n\"desegregation\" seemed \nhigh-flown and irrelevant \nas Mae Bertha imagined \nthe day that stretched \nahead of Gloria, Deborah, \nBeverly, Pearl, Stanley, \nLarry and Ruth. \n\nAfter breakfast, the chil- \ndren, each with a quarter \nfor lunch, went out on the \nporch with Mae Bertha to \nwait for the school bus. By \n7:30, the sun was out in \nstrength. The heavy wet \nheat of late summer \nsettled over the cotton \nfields. Would the new bus \ndriver know where to stop \nfor the Carters? Would they \nbe the first ones on the bus? \nWhere would they sit? How \nwould they know where to \ngo when they got to school? \n\nA newly painted yellow \nschool bus was spotted \nturning onto Busyline. In \nsilence Mae Bertha and the \nchildren watched its slow \npassage down the rutted \ndirt road. Finally the bus \nstopped at the house and \nthe children stepped down \nfrom the porch and one by \none climbed in to discover \nthat they were indeed the \nfirst to be picked up. They \nsat two by two near the \nfront of the bus, with Ruth \n\n\n\ntaking a seat by herself. \n\nMae Bertha stayed on \nthe porch and watched \nuntil the bus was out of \nsight. Her eyes filled and \nshe took the baby, Carl, \nback into the house. She \nlater wrote Jean Fairfax: \n\n\"When the bus pulled \noff, I went in and fell down \ncross the bed and prayed. I \nstayed on that bed and \ndidn't do no work that day. \nNo 'covering' in sight this \ntime. I didn't feel good and \nstayed cross the bed and \nwhen I heard the bus \ncoming, I went back to the \nporch. When they came off \none by one, then I was \nreleased until the next \nmorning. But the next \nmorning I felt the same \nway, depressed, nervous, \npraying to God. I wasn't \nsaying a whole lot of words; \njust saying, \"take care of \nmy kids\"  no time for all \nthose words. And I didn't \ndo housecleaning until the \nchildren came home. After \nabout a month, I started \neasing up a little bit. I had \nprayed to God so much! I \nhad been going to church \nand talking about trusting \nin Jesus, but never trusted \nJesus until my children \nwent to that all-white \nschool. That school sure \nbrought me to God!\" \n\nEditor's Note: The Carter \nchildren graduated from \nhigh school in Drew arid \nenrolled in the University of \nMississippi; all sevei\\ earned \ntheir undergraduate degrees. \n\nSilver Rig/its: A True Story from the \nFront Lines of the Ckil Rights \nStruggle. By Constance Curry. \nAlgonquin Books (25S pp.) \n$21.95, Oct. 1995. \nISBN: 1-56512-095-7. \n\nRt'^rinted uith pemussion. Cofwight  \n1995 \\rj Algonquin Books o/ Chapel Hiii. \na diiision of W'oiknum PuHishing \nCompany N.Y..N.Y. \n\n\n\nLIFESTYLE \n\n\n\nHorsing around with country music; Atlanta Project volunteer, medicine \nfor migrants, eat your veggies, a grand hike, Shakespeare \u0026 company \n\n\n\nCOWPATTYS: \nTAKING THE \nSTAGE WEST \n\nPerformer ]oy \nCunningham '77 \n\nIf you ain't heard us, you \nain't heard shee-ut,\" goes \nthe promotional slogan for \nthe original \"western, \nalmost vaudeville-style \ncomedy\" CowPattys, \nco-written by and starring \nJoy Cunningham 77. \n\nCunningham and three \nsinger and actor friends \ncreated the \"country-and- \nwestern ha ha capella\" pro- \nduction at a party several \nyears ago. Since 1994, the \nfour \"wild, nutty an' sassy\" \ncowgirls named Patty \nCake, Crash Patty \n(Cunningham), Patty \nAddy and Patty Lorraine \nLaWanda Louise Linda \nLetisha LaBelle, have \ntaken their popular \nshow nationwide. \n\nDecked in boots, fringe \nand other outrageous cow- \ngirl wear, the four open \ntheir show with Shero, a \nmusical story of a cowgirl \nwho starts out low and \nends her career as head of \n45 men on the range. \nAnother tune in the \n\"moosic, cowmedy and \nbrahma\" is \"Cowgirls put \n\n\n\n\nThe \"Udderly Amoozing\" \nCowPattys , started by \nCunningham (second from \nright) and friends as a lark, \nis growing in popularity with \nappearances set nationwide. \n\n\n\nthe 'W in Wrangler.\" \n\n\"And Wrangler put the \nOooow! in cowgitls,\" go \nthe words to the song \nabout tight jeans. \n\nCowPattys' extreme par- \nody, \"Stand By Your Fan,\" \nlaments hot Texas weather \n their music meshes \nwhile meshing the styles \nof Gregorian chants, \ncountry and rap. \nCowPattys delights \nI audiences with visions of \n\n\n\nthe new West where \n\"the only weapons carried \nare congealed weapons, the \nchildren play cowboys and \nNative American Indians \nand where the rodeo uses \nonly animals who volun- \nteet to participate.\" \n\nMaking its debut at \nbenefits, CowPattys has \nopened for the Smothers \nBrothers, performed for the \n\n\n\nTrout Fishing in America \norganization and are \nbooked for multiple weeks \nin theaters from its home \nstate of Texas west to \nCalifornia and east to \nVirginia. CowPattys also \nmade news in the August \nissue of Texas Monthly. \n\nTo ride the range with \nher cowgirl cohorts, \nCunningham left her job \nteaching writing at Austin \nCommunity College. She \nnotes with some disbelief \nthat she's actually making a \nliving. \"Not many people \nget to make their \nliving as a performer,\" \nshe says. \n\nHer travels have also \nchanged her role from \ncreator and director of \n\"The Girl Project\" to \nadviser. The ASC \nEnglish and history major \nconceived the theater \nworkshop program after \nreading Harvard psycholo- \ngist Carol Gilligan's \nground-breaking book A \nDifferent Voice. The book \nhighlights the immense \nloss of self-esteem suffered \nby American girls aged \n10 to 18. \n\nCunningham received \ntwo grants for the program, \nwhich \"gleans girls' stories, \ntaking raw material in an \n\n35 \n\n\n\nLIFESTYLE \n\n\n\nimprovisational manner \nand turning it all into a \ncombination of movement, \nscenes and dance for \nperformance.\" \n\nImpressed with \nCunningham's idea, \nGilligan plans to start the \nprogram at Harvard. \n\n\n\nVOLUNTEER \nHERITAGE \n\nMargaret \"Maggy\" \nHarms '63 \n\n\n\nT \n\n\n\nhe Atlanta Project, \nformer President \n\n\n\nJimmy Carter's vision for \nhealing urban ills, was \nMargaret \"Maggy\" Harms' \ndream job  the one the \nClass of '63 graduate says \nshe was \"born and bred for\" \nby her own committed \nvolunteer parents. \n\nHowever, it took the \nfinancial analyst/manager \ntwo years to persuade the \nKansas City-based corpo- \nrate office of Sprint, her \nemployer, to \"loan\" her as \nan adviser to the West \nFulton cluster, an inner- \ncity area of 8,000 predomi- \nnantly black residents. \n\n\n\nSprint feared lack of \nparticipation on the part \nof its relatively small \n(1,500 employees) \nAtlanta office. But \nHarms and her two co- \nadvisers from Emory \nUniversity and The \nCarter Center found the \nvolunteers. Their mighty \ntask: to reduce poverty \nand hopelessness and \nempower urban commu- \nnities to solve as many \nproblems and take \nadvantage of as many \nexisting programs and \nopportunities as possible. \n\n\n\nOne successful program \nresulting from their work \ntargets middle school stu- \ndents needing tutoring and \nhelp with homework. The \nprogram aims to \"interest \ngirls in staying in school, to \nkeep them from getting \npregnant and going on wel- \nfare rolls,\" explains Harm. \n\nShe adds that during her \nAtlanta Project involve- \nment, her cluster  the \nBankhead Highway region \nof Atlanta  has had no \nreports of violence. \n\nRecognized several years \nago as an Outstanding \n\n\n\nTHE BEST MEDICINE \n\n\n\nJimmie Ann Collins '51 \n\nIt could have been a scenario from the movies. High \non a primitive village hillside. Rugged and muddy \nterrain. At last, a drenching, tropical rain brings after- \nnoon relief. Amid the downpour, a rustic, 15-passenger \nbus, carrying a busload of Americans maneuvers down \nthe rain-slick hillside, begins slipping and sliding and \nnearly spins out of control. Another curve in the unpaved \nroad is rounded; and again the native driver loses control, \nthis time sliding further, finally stopping at the brink of a \n20-foot drop. \n\nThat was when Jimmie Ann McGhee Collings '51 \nand her Baptist Medical Dental Fellowship co-volunteers \ndecided they would skip the bus ride and walk the rest of \nthe way. \n\n\"We had had a scare and decided we \nneeded the exercise.\" \n\nThe mission trip with her pediatri- \ncian husband was Collings' second \nto Venezuela. \n\n\n\n\nAt various points in the countryside, the medical team \nset up clinics. Using one-room buildings with bed sheets \nas partitions, the volunteers staffed a pharmacy, a dental \noffice and offices for a nurse practitioner and Collings' \nhusband, Tom. Poor and anxious villagers lined the street \nwaiting for care. \n\nStateside, the Collingses work with migrants in East \nTennessee, teaching Sunday School and English-as-a- \nSecond-Language. Jimmie Ann, who says she is a \n\"practicing Christian,\" works to show God's love and \nkindness to the migrants, most of whom are from Mexico. \n\"They are economically persecuted and their children are \nshoved around by their peers in school.\" \n\nOther travels take the Greenville, Tenn., resident to \nflower shows nationwide with daughter Sharon \n\nAnn Collings 77, a sculptor/potter. Where \nJimmie Ann is a Master Flower Show \njudge, she also demonstrates flower \narranging in Sharon Ann's unique \nflower vessels. \n\n\n\n36 \n\n\n\nAi INES SCOTT COLLEGE  FALL 1995 \n\n\n\nLIFESTYLE \n\n\n\nAtlantan for her volunteer \nwork, Harms plans to keep \nalive the bonds formed \nwith her cluster communi- \nty. Her daytime attention, \nhowever, will soon be \ndirected at the Auditory \nEducation Center, a non- \nprofit United Way \n\n\n\nagency that has \n\n\n/\\ \n\n\nnamed her \n\n\nv V \n\n\nexecutive \n\n\n- *\u0026 \n\n\ndirector. The \ncenter works \n\n\n\n\nwith hearing- \n\n\n\n\nimpaired chil- \n\n\n\n\ndren and adults. \n\n\n\n\n\n\nA RECIPE FOR \nRECOVERY \n\nJane Zanca '83 \n\nWhen Jane Zanca '83 \ndecided to co- \nauthor The Cancer Recovery \nEating Plan with Daniel W. \nNixon, M.D., she was \nunsute about some of the \noncologist's concepts. But \nas she researched and \nwrote, she too became a \nbeliever in the cancer- \npreventing powers of a \nhigh-fiber, low-fat diet. \n\nThe 450-page book, \npublished by Times Books/ \nRandom House, was writ- \nten for people who have \nhad cancer and want to \n\"take charge and prevent \nits recurrence.\" \n\nNixon had the medical \nand nutritional expertise; \n\n\n\nAuthor jane Zanca has written a \"warm and \nfriendly\" book on the nutritional approach to \ncancer prevention and cure. Eat your veggies. \n\n\n\nZanca, a medical \nwriter for the American \nCancer Society, possessed \nthe ability to ptesent the \ndata to the lay public, to \nmake it \"warm and fuzzy, \nfriendly and enjoyable. \nThere are not a lot of \nthings to enjoy when \nyou're recovering from can- \ncer,\" she says. \n\nZanca knows. \n\nThree of her family \nmembers died of cancer. \nThe ASC English litera- \nture and creative writing \nmajor drew from experi- \nences of her loved ones \nand from her own struggle \nwith a chronic illness. The \nmother of two \"twenty- \nsomethings\" says she knows \nthe feeling of having \n\"chunks\" of her life taken \naway. Diagnosed a few \nyears ago with a form of \nrheumatoid arthritis, she \nempathizes with the some- \n\n\n\ntimes scary feelings of her \nbook's readers: \"I'm going \nto lose my life, or have to \nsell my house, live in a \none-room efficiency and sit \nin a wheelchair.\" \n\nFor 15 months, Zanca \nslept, ate and breathed her \nfreelance assignment. No \ntelevision, no pleasute \nreading. \"I wrote a good bit \nof the book in my sleep,\" \nZanca says and laughs. She \nalso worked with nutrition- \nists, a chef and other \nexperts in nutrition and \ncancer, editing recipes and \nmassaging the material. \nShe's excited and proud \nthat the book empowers \nher readers to become full \npartners in their health \nand explains how they can \ncope with the side effects \nof cancer treatment. \n\nZanca adds, \"One of the \nmany impacts of cancer \nand its treatment is that \n\n\n\nthe patient feels lousy \nabout food. Cooking is \nhard, especially when you \nare so fatigued. One of the \nbest ways to help a petson \nexperiencing cancer is to \nprovide meals.\" \n\nBECKONED \nBY THE BARD \n\nEvelyn Sears \nSchneider '39, Mary \nAnn Gregory Dean '63, \nJeanne Addison \nRoberts '46, Mary \nPrice Coulling '49 and \nGiddy Erwin Dyer '38 \n\nIn a lecture called \n\"The Brou-ha-ha of \nHamlet,\" Evelyn Sears \nSchneider '39 explained \nthat the centuries-old \nplay is the Mona Lisa of \nliterature. \"It has puzzled \neveryone more than any \nShakespeare play.\" \n\nAnd it has captured the \nimaginations of more than \na few Scotties. \n\nSchneider delivered her \nlecture in conjunction with \nlast year's production of \nHamlet by the Orlando \nShakespeare Festival. \n(Mary Ann Gregory \nDean '63 is the annual \nFestival's new executive \ndirector.) Twice, eager \naudiences heard the retired \nprofessor of literatute share \nher views on \"what all \nthe ruckus surrounding \nHamlet is about,\" once at \n\n37 \n\n\n\nLIFESTYLE \n\n\n\nSchneider's church, First \nUnitarian of Oakland, and \nalso at the Unitarian \nUniversalist Society. \nSchneider hypothesizes \nthat \"Shakespeare knew \nthat life is not always black \nand white. . . . [He] did not \nchoose to dictate definite \nanswers to the questions he \nraises. Instead, he invites us \nto come up with our own \nconclusions.\" \n\nAs presiding judge of \nThe Elsinore Appeal: \nPeople vs. Hamlet, a mock \ntrial hosted by the New \nYork City Bar Association, \nJeanne Addison Roberts '46 \ndrew her own set of con- \nclusions. Three-hundred \npeople attended the trial \nwhich acquitted Hamlet \nof Ophelia's murder but \nfound him guilty of \nmurdering Laertes, \nClaudius, Rosencrantz \nand Guildenstern. \n\nBefore retirement, \nRoberts, a Shakespearean, \ntaught literature  includ- \ning many years of Hamlet \n at American University. \nThe professor had observed \nsimilar Shakespeare trials, \nwhich are becoming popu- \nlar, and was invited by a \nformer student to partic- \nipate in the New York trial. \n\nShe has authored two \nbooks on the Bard, includ- \ning The Shakespearean Wild, \nhighlighting the women in \nShakespeare's writings. \n\nJ58 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nRoberts has presented two \nlectures on Shakespeare \nfor the Washington, DC, \nAgnes Scott alumnae. For \nthe first, alumnae read and \ndiscussed Winter's Tale \nwith the professor. \n\nLove of Shakespeare \nenticed two more Scotties, \nMary Price Coulling '49 \nand Giddy Erwin Dyer '38, \nto embark on a \"Hamlet to \nHardy\" cruise. \n\nCoulling's husband \nteaches English at Wash- \nington \u0026 Lee University, \nthe cruise sponsor, and \nDyer is married to a W\u0026L \nalumnus. Cruise partici- \npants sailed the North Sea \nfrom Copenhagen to \nElsinore, the assumed cas- \ntle of Hamlet. From there \nthey journeyed north to \nScotland, the setting of \nMacbeth. On they went to \nthe Scottish Islands, and \nin between England and \nIreland, where they ven- \ntured to Thomas Hardy's \ncountry and literary Dublin. \n\nBefore the cruise \nlaunch, participants dined \nwith the American ambas- \nsador to Denmark. Dyer \nand Coulling were pleas- \nantly surprised to learn the \nambassador's wife is Susie \nGoodman Elson '59. \n\nAll of these graduates \nexcept Gregory studied \nShakespeare under profes- \nsor George P. Hayes. And \nall believe that Shake- \n\n\n\nspeare authored Hamlet \nand other works, a view \ndisputed by some scholars. \n\nSEEKING NEW \nHEIGHTS \n(AND LOWS) \n\nEmily Evans Robison, \nJoanna Russell \nHogan, Vivian \n\"Biba\" Conner Parker \nand Jan Whitfield \nHughen, '62 \n\nThe typical visitor to \nArizona's Grand \nCanyon stands on a \ntenced-off cliff and gazes at \nthe beauty of the natural \nwonder. Not good enough \nfor four soul mates from the \nclass of '62. \n\nEmily Evans Robison, \nJoanna Russell Hogan, \nVivian \"Biba\" Conner \nParker and Jan Whitfield \nHughen donned their hik- \ning boots, polished their \nwalking sticks and hiked \n\n\n\nthe canyon from its north- \nern to its southern rims. \nTwenty-six friends and \nfamily members (including \nRobison's sister, Becky \nEvans Callahan '60), rang- \ning in age from 1 5 to 60, \njoined the summer '94 \nexpedition. Day one was a \n14-mile hot-and-dry hike \n\"down, down, down,\" \nrecalls Hogan. Night was \nspent along the Colorado \nRiver at Phantom Ranch, a \nrustic lodge that once slept \nTeddy Roosevelt. Day two \nwas a nine-mile trek \"up, \nup, up\" malodorous and \ndusty trails littered with \nmule dung. \n\nParker, Hogan and an \nassortment of 10 friends \nwent on to higher sights \nduring the fall of '94. The \ngroup began their hike in \nthe rice patties of Nepal at \nan elevation of 1,500 feet. \nThey averaged six to 10 \nmiles daily, up and down \n\n\n\n\nIntrepid hikers from the class of '62: (1-r) Emily Robison, \nJoanna Hogan, Becky Callahan, Jan Hughen, Biba Parker. \n\n\n\nthe Himalayas, criss-cross- \ning hundreds of trails. \nTheir destination was \n14,000 feet, in the shadow \nof Mount Everest. In total, \nthe two Scotties and clan \nwalked 127 miles and \nclimbed 44,000 feet in alti- \ntude. \"A lot of up and \ndown,\" admits Hogan. \n\nThe venture was much \nmore strenuous than fitness \nbuffs Hogan or Parker \nanticipated. There were no \nroads. Anything other than \nthe clothing they wore was \ncarried on their backs, by \nSherpa guides or by yaks. \nThey tottered across sus- \npension bridges, bamboo \nbridges, stones in a stream \namid hot, humid weather. \nThe group also waded \nthrough leech-swarming \nrice patties. Five mornings \nthey awoke shivering in \ntheir tents as temperatures \nplummeted to 20 below \nzero, so cold that among \nother things, their \n\n\n\nwash cloths froze. \n\nDuring their jour \nney they saw people \nwho \"in 1995 live \nthe way people lived \n200 years ago, with \nno roads, electricity \nor water,\" recalls \nHogan. \n\nThe two Scotties, \nplus Hughen and \nRobison are among a \n\"nucleus\" of 14 class of \n'62 graduates who have \nremained in contact. The \ngroup gathered at Sea \nIsland the year they turned \n30 and again at age 40. \nAt 50 they went to \nNantucket, where Parker \ndeclared they were getting \nolder and wouldn't have \ntoo many more decades. \nThis year, she hosted the \ngang, who celebrated 55, \nat her part-time home \nin Jackson Hole. \n\n\"We were lucky to have \nstayed in touch,\" says \n\n\n\n\n\nBackdropped by Mt. Everest \n(on left) and. Ama Dablam (on right) , Joanna Russell Hogan \nand Biba Conner Parker relax before their trek up, up and up. \n\n\n\nKitsie Riggall works to sell \nWall Street on the value of \nTurner Broadcasting stock. \n\nHogan, who recalls some- \nwhat sheepishly that \nsmoking at \"The Hub\" was \nthe 14 graduates' drawing \npoint at Agnes Scott. \"We \nall liked to smoke. That \nwas back when smoking \nwas cool. We gravitated \ntoward The Hub (a former \nstudent center). None of us \nsmokes anymore.\" \n\nIt's a good thing. Next \nspring, Parker and Hogan \nplan a 20-day New Zealand \nhike. \n\n Leisa Hammett-Goad is a \nfreelancer in Nashville, Term. \n\n\n\nTAKING \nSTOCK \n\nKitsie Bassett \nRiggall '83 \n\nKitsie Bassett Riggall's \ndays swirl around \nWall Street and the value \n\n\n\nLIFESTYLE \n\n\n\nof stock of Turner \nBroadcasting System \n(TBS), the company \nshe serves as vice \npresident of finan- \ncial communica- \ntions and director of \ninvestor relations. \n\n\"Investor rela- \ntions is really \nmarketing the \ncompany's stock  \nmaking sure that \nthe market has the \nright information to \nfairly value the stock,\" \nsays Riggall. \n\nTo monitor the percep- \ntion of Turner in the news, \nher office overlooking the \ninterior of Cable News \nNetwork (CNN) Center is \nfilled with everything from \nthe Wall Street Journal to \ntrade publications like \nCable World and Variety. \nRiggall's own view of \nTBS has been formed from \nthe inside, out. She began \nher career at the Turner \nsubsidiary CNN as an \nintern during her senior \nyear at Agnes Scott. Just \nafter graduation, she was \noffered a full-time job. \n\"I publicized CNN's \ncoverage of major news \nevents,\" says Riggall. \"That \nwas back in the days when \nCNN was still trying to \nestablish itself as a credible \nnews source.\" It involved \nheady days of working in \nthe media camp of the '88 \n\n39 \n\n\n\nLIFESTYLE \n\n\n\nDemocratic National \nConvention in Atlanta \nand the Reagan- \nGorbachev summit. \n\nIn 1989 she left CNN \nas senior manager of public \nrelations. From there \nshe became director of \ncorporate communications \nfor Turner. \n\nShe served a nearly \ntwo-year stint as vice presi- \ndent of Turner's entertain- \nment division which \nrequired frequent flights \nbetween Atlanta and Los \nAngeles. \"A large portion \nof our publicity efforts was \nfocusing on the original \nmovies that TNT \nproduced,\" says Riggall, \n\"so there was a real \nHollywood angle.\" \n\nToday, the red-haired \nRiggall assesses the impact \nof changes that will occur \nat Turner in the face \nof the late September \nannouncement that \nTime- Warner would \nacquire the company. \n\nIn the meantime, \nRiggall has the \"perfect \nliberal arts job,\" she says, \none that requires both \nstrong analytical skills \nand excellent writing. \n\n\"At 25,1 don't know \nthat I would have thought \nthat dealing with Wall \nStreet analysts was for me. \nAt 34, 1 think the work is \nincredibly interesting.\" \n\n Karen Young '84 \n\n_40 \n\nAGNES SCOTT COLLEGE  FALL 1995 \n\n\n\nLETTERS \n\n\n\nHarassment is a state of mind; memorializing mink. \n\n\n\nCongratulations on a \nvery interesting summer \nissue of ASC Alumnae \nMagazine. I sent copies of \nseveral articles and the \npoem to a number of \npeople  and the whole \nissue to a cousin who does \ncommunity theatre in \nNorth Carolina. \n\nMary Anne Kernan '38 \n\nNashville, Term. \n\nI was pleased as I am \nsurprised to see that you \npublished the letter from \nSusan Smith Van Cott in \nthe summer issue. There \nare others of us who feel \nthe same way. \n\nI spent four years at \nASC learning to think for \nmyself It would appear \nthat today's students are \nbeing taught to let the \nliberal media do their \nthinking for them. \n\nIt seems to me that \n\"liberated\" women should \nbe as capable of defending \nthemselves from harass- \nment as we were back \nthen. I find it rather ironic \nthat they need government \nprotection in personal rela- \ntionships. For some reason, \nAnita Hill reminds me of \na neighbor who had an \nobscene phone call that \nlasted 45 minutes! \n\nFrances Vandiver \nPuckett '52 \n\nJacksonville, Fki. \n\nI was shocked, shocked \nSHOCKED, to read in this \ndistinguished publication \nthat a grown woman does \nnot know what a mink \ncoat is for. . . . \n\nPay attention to what I \n\n\n\nam going to tell you. \n\nA mink coat is not \nsomething to wear. It is \nthe outward and visible \nsymbol of the wild, \nextravagant, luxuriant, \nsensual love of beauty \nstreaming from the heart \nof every woman. It is your \nsoul sister, your trusted \naccomplice, financial \ncommiserator, counselor, \nlove advisor, supreme \nfashion visionary, friend, \nhealer, ally! \n\nAnd you keep such a \nbeing locked up in a cold \nvault in a stuck-up place \nlike Northbrook Court? \nNow a Dallas woman \nwould do that, but here in \nHouston we understand \nMINK. After all, this is \nthe drive it or wear it city. \n\nA mink coat is not \nsomething you save for \ncold weather. If you put \nyour mink in the vault in \nsummertime, you couldn't \nturn the air conditioning \ndown way low and sleep \nnude snuggled up under it. \nYou can't put it on to pay \nthe bills. You cannot weep \ninto its thick folds and \nsilken lining when life's \nhurts assault your heart. . . . \n\nThere are plenty of \nplaces to wear your mink \nwhen it does get a little \nchilly, you know, under \n75 degrees Farenheit. \nWith boots and jeans, \nwear your mink to the gro- \ncery store, to the car wash, \nto drop the kids off at \nschool, to the Oilers games \n(the Astrodome is air-con- \nditioned, after all), and on \nall airline flights. Also, \nwear it when you go out in \n\n\n\nthe morning to pick up \nthe newspaper. . . . \n\nOn holidays, wear your \nmink: on Halloween \n(bleach your hair, get big \nearrings and go out as a \nDallas woman) and \nChristmas, at all parties \nwhether formal or infor- \nmal. Remember: mink is a \nstate of mind. \n\nThere is nothing more \nextravagant and luxurious \nthan a mother's love for \nher daughter. \n\nIt is true that one day \nwe all have to give our \nmothers up. But we do not \nhave to lock away their \nglorious love for us. We \nrevel in it and pass it freely \nto our own daughters. \n\nMany thanks for shar- \ning your feelings about \nyour beloved mom. I bet I \nknow exactly how she telt \nabout you. \n\nSonja Nelson '66 \n\nSugar Land, Texas \n\nRe: the article on violence \nto children. My wife is too \nmodest to send this [a \nBirrnmg/umi News article \nfeaturing lawyer Wendy \nBrooks Crew 'SO, founder \nof Street Law, a program \nfor 2nd- 12 th graders \ntaught by students at the \nCumberland School of \nLaw  it helps prevent \njuvenile crime by teaching \nyoung people subjects \nfrom the basics of conflict \nmanagement to the conse- \nquences of crime], but \nI'm not! \n\nThought you might like \nto see this. \n\nRichard D. Crew \n\nBirmingham, Ala. \n\n\n\nGIVING ALUMNA \n\n\n\n\"ASC is one of the best investments 1 can make in the future I wont see.\" \n\n\n\n\nASC fundraiser Dorothy \"Dot\" Addison '43 \n\nDOT ADDISON H3 \n\nHome: Atlanta, Ga. \n\nAge: 72 \n\nOccupation: Homemaker \n\nHusband: Thomas E. Addison Jr., retired from the \n\nAddison Corp, wholesale building materials \nChildren: Two, one grandchild \n\n\n\nur money says a lot about what we think is important. \n\n\n\nFor a student who might \nnever have attended \nAgnes Scott College, \nDorothy \"Dot\" Addison \nhas made quite a mark on \nher alma mater. (Addison's \nparents were convinced \nthat all good women's \ncolleges were in her home \nstate of Virginia  until she \nchose Agnes Scott. ) \n\nA trustee for 10 years, \nshe has served as a member \nof the development com- \n\n\n\nmittee for much of that \ntime, although at first her \nheart was not in fund- \nraising. \"It was the life of \nthe mind 1 wanted to talk \nabout,\" explains Addison. \n\"As I got into it, though, \nI found fundraising to be \nimportant. How we use our \nmoney says a lot about what \nwe think is important.\" \n\nAddison has contributed \nto some of the most impor- \ntant fundraising initiatives \n\n\n\nat ASC in recent years, \nholding positions in the \nCentennial and Campbell \nScience Hall campaigns, \nserving as fund chair for \nthe Alumnae Association \nand establishing, with for- \nmer Board Chair Betty \nCameron '43, the Laney \nFund in memory of English \nProfessor Emma Mae \nLaney. In addition to being \na Founders' Club donor, \nAddison is a charter mem- \nber of the Frances Winship \nWalters Society. \n\n\"Agnes Scott is one of \nthe best investments I can \nmake in the future,\" Addi- \nson believes. \"I give in \ngratitude, as well, because \nI've been conscious all my \n\n\n\nlife of what ASC gave me.\" \nWhile travel and a new \ngranddaughter (\"she is my \nhobby; she gives me a new \nlease on life . . . \") add joy \nto her life, these days, \nPeachtree Road United \nMethodist Church benefits \nmost from her volunteer \nservice. \n\nAddison also takes great \npleasure in playing dupli- \ncate bridge with her hus- \nband Tom. \"I have all my \nsupport systems right \naround me,\" she concludes. \n\"From my Peachtree Road \napartment, I can see the \nsteeple of my church, the \ntower of Main at Agnes \nScott and my husband at \nthe breakfast table.\" \n\n41_ \n\nGIVING ALUMNA \n\n\n\nAgnes Scott College \n141 E. College Ave. \nDecatur, GA 30030 \n\n\n\n IUL.IL.,,11,11 il,l.t!l,ll.tlll,l,l! \n\n***************** *****}i*s-ntr.n 300301 \n\n._ Jrive \nDecatur, TJ^ 30030-3706 \n\n\n\n\nWOMEN WHO SURVIVE \n\n\n\nMore than 46,000 American women will \n\n\n\ndie ot breast cancer this year. Among the \nsurvivors is Matuschka a New York artist \n(above)  who has continued to create \nimmutable self-portraits after she underwent \na mastectomy. In this issue, Matuschka and \nanother breast cancer survivor, alumna write] \nCarol Willey '80, team up to bare many of \nour breast cancer myths. \n\n\n\n\nLUMNAE MAGAZINE \nSummer/Fall 1996 \n\n\n\nThe Inauguration of \nAgnes Scott President \nMary Brown Bullock '66 \n\n\n\nEDITORS NOTE \n\nEven occasional rain couldn't dampen the \n\njoy or drown the high hopes of Inauguration Day. \n\n\n\nThe air was full on the morning of \nApril 19; excitement and humidity \nmade for an anxious concoction. \nAs the prayers of the many seemed to will \nthe gray clouds back from the impending \ninauguration of President Mary Brown \nBullock '66, a sea of black robes trickled in \nto the low lit cavern of Winter Theatre and \nformed a convivial pool of representatives \nfrom colleges, universities, learned societies \nand professional organizations. More than \n200 congregated, bedecked and orderly, \nawaiting a signal from earnest Grand \nMarshal Michael J. Brown, Charles A. Dana \nProfessor of History. \n\nFor many in the group, the events of the \nday were a routine part of the collegiate life. \nFor me, the pomp and circumstance was \nexceptional. I had not donned a robe and \nmortar board since my own graduation from \nSpring Hill College some 17 years earlier \nand had forgotten the sort of dignified mood \nacademic regalia can effect. I was proud to \nrepresent my alma mater and thrilled to be a \npart of the historic event as an Agnes Scott \nemployee. \n\nWhen Mike Brown announced the deci- \nsion to \"risk it\" and proceed with an outdoor \nceremony, the news was met with the first of \nthe day's many rounds of applause. As the \ncloaked legion spilled out of Dana Fine Arts \nto Berlioz's Triumphed March and flowed \nacross campus, behind the rainbow of ban- \nners and beneath the canopy magnolia to \nPresser Terrace, I was reminded of the words \nof William Butler Yeats: How hut in courtesy \nand ceremony are innocence and beauty bom' \n\n\n\nIt was truly a beautiful day. \n\nThe audience of more than 1 ,000 heard \nwarm greetings from students, faculty, staff, \ntrustees, alumnae, as well as civic and educa- \ntional leaders, presented in praise of Mary \nBrown Bullock '66, the first alumna presi- \ndent of Agnes Scott College. \n\nPresident Bullock's own words, a chal- \nlenge to be \"more global, more local, more \ninterdisciplinary, more faithful,\" offered light \non a morning that was occasionally damp- \nened by drizzle. To a group of listeners that \nincluded her missionary parents, her hus- \nband and children, and 55 members of the \nclass of 1966, Bullock spoke of the accom- \nplishments of past presidents, of the \nCollege's future, of \"a destiny not yet ful- \nfilled.\" Pushing her words of promise past a \nlump of emotion that intermittently settled \nin her throat, Bullock personified the joy of \nthe day. \"Let us make a joyful noise,\" she \nsaid, \"and let us love one another!\" \n\nWhat follows in this edition of AGNES \nScott Alumnae Magazine is a special look \nat the inauguration of President Bullock. \n\nFor those of you who were able to attend \nthe ceremonies, we hope you will accept this \nas a souvenir of the day. For those of you who \nwere unable to attend, we hope you will \nsavor this pictorial summary of the inaugura- \ntion as we did the actual events and help us \nin our endeavor to fulfill Agnes Scott's des- \ntiny. As President Bullock said, \"Our time is \nnow. We are going for the gold ! \" \n\nMary Alrfra Durrett \n\n\n\n\nCONTENTS \n\n\n\nAgnes Scott College Alumnae Magazine \nSummer/Fall 1 996 , Volume 73 , Number I \n\n\n\n\nINAUGURATION DAY \n\nA special report on the inauguration \nof Mary Brown Bullock '66 \n\nAgnes Scott College's seventh  and first \nalumna  president is ushered in with pomp \nand circumstance . . . and a pervading sense of \nhope and courage to face the century ahead. \n\n\n\nDEPARTMENTS \n\n\nEditor: \n\nMary Alma Durrett \nDesign: Everett Hullum \n\n\n2 \n\n\nStudent Assistants: \n\n\nOn Campus \n\n\nTina Backus '97 \nRolanda Daniel '98 \n\n\n30 \n\n\nDanyael Miller '99 \n\n\n \n\n\nJennifer Odom '98 \n\n\nAlumnae Weekend \n\n\nSamantha Stavely '97 \n\n\n31 \n\n\nPublications \n\n\nLifestyle \n\n\nAdvisory Board: \n\nMary Ackerly \n\n\n\n\nChristine Cozzens \n\n\n38 \n\n\nKim Drew '90 \n\n\n\"\" \n\n\nMary Alma Durrett \n\n\nLetters Aa \n\n\nBill Gailey \n\n\n\n\nEllen Fort Grissett '77 \n\n\n\n\nTish McCutchen '73 \n\n\n\n\n Kay Parkerson O'Briant '70 \n\n\n\n\nW Edmund Sheehey \n\n\nJBaffPffl^^ \n\n\n' Lucia Howard Sizemore '65 \n\n\n\nCopyright  1996, Agnes Scott College. Published for alumnae and friends \ntwice a year hy the Office ot Publications, Agnes Scott College, Buttrick Hall, \n141 E. College Avenue, Decatur, GA 30030, (404) 638-6301. Postmaster: Send \naddress changes to Office ol Development, Agnes Scort College, Decatur, GA \n30030. The content of the magazine reflects the opinions of the writers and nor \nrhe viewpoint oi the College, irs trustees or administration. \n\n\n\nON CAMPUS \n\n\n\nOlympic dance, in the news, \na fourth bright Fulbright \n\n\n\n\"THE RIGHT \nTO WRITE:\" \nTHE BEAUTY \nOF WORDS \n\n\n\n\nHer Majesty Queen \nNoor of Jordan may \nvisit Agnes Scott College \nthis fall in conjunction \nwith the visiting art \nexhibit \"The Right to \nWtite: Calligraphic Work \nfrom the Jordan National \nGallery of Fine Arts \nCollection,\" on display in \nthe Dalton Art Gallery \nthrough Oct. 16. \n\nThe exhibit features a \nunique and rarely viewed \n\n\n\ncollection of paintings and \nsculpture produced by con- \ntemporary artists from \nIslamic and Arab cultures. \n\"The Write to Right\" was \norganized by and made pos- \nsible through an agreement \nwith Her Royal Highness \nPrincess Wijdan Ali, \nfounder of Jordan's Royal \nSociety of Fine Arts and \nthe Jordan National \nGallery of Fine Arts. The \nfirst woman in Jordan to \nentet the ministry of for- \neign affairs and who also \nrepresented Jordan at \nUnited Nations meetings \n\n\n\n\nAi iNES SCOTT COLLEGE  SI MMER/FALL lK\u003e \n\n\n\n\n\n\n\nJl J* \n\n\n\nDIRECTING THE OLYMPIC DANCE \n\n\n\nAlvanita Hope '96 of Mobile, \nAla., (pictured at a rehearsal in \nOlympic Stadium in May) was one of \nthree Agnes Scott graduates or stu- \ndents who served as assistant choreo- \ngraphers for the opening and closing \nevents of the 1996 Centennial \nOlympic Games held this summer in \nAtlanta. Also serving as assistant \nchoreographers were Anne Mitchell '97 \nof Chesterfield, Mo., and Brittany \nAllen '97 of Doraville, Ga. \n\nThe three \"Scotties\" were among \nthe 23 part-time choreographers who \nassisted the full-time choreography \n\n\n\nstaff of eight in the production of the \nspectacular opening and closing. This \ngroup directed a cast of 7,000 which \nbegan rehearsing May 6. \n\nOn campus this summer, Agnes \nScott played host to more than 700 \nOlympic-related guests during the \n17-day sportsfest. The campus was \ntemporarily draped in official \nOlympic banners and its sports facili- \nties were frequently used for practice \nby a number of countries. The \nCollege also hosted a reception for a \ndelegation of athletes from Burkina \nFaso in the Woodruff Quadrangle \n\n\n\nand welcomed a group of Jordanian \nathletes to campus to view \"The \nWrite to Right: Calligraphic Works \nfrom the Jordan National Gallery of \nFine Arts Collection,\" in the Dana \nFine Arts Center. \n\n\n\nin Geneva and New York, \nPrincess Wijdan received \nher Ph.D. in Islamic art \nfrom the School of Oriental \nand African Studies at the \nUniversity of London. Her \nwork, found in major muse- \num collections around the \nworld, represents an \n\n\n\nattempt to close the gap \nbetween the Arab, Islamic \nand Western cultures \nthrough her paintings or \nthe exhibits she has orga- \nnized. She is presently a \nlecturer of Islamic art and \naesthetics at Al al-Bayt \nUniversity in Jordan. \n\n\n\nThe exhibit is sponsored \nby Agnes Scott, the Jordan \nNational Gallery of Fine \nArts, the Royal Society of \nFine Arts In Jordan, Royal \nJordanian Airlines and \nMohannad Malas, through \nthe Malas Family Fund at \nthe Metropolitan Atlanta \n\n\n\nCommunity Foundation, \nand the Arab- American \nBusiness and Professional \nAssociation. \n\n The exhibit is open to \nthe public. For more infor- \nmation, contact Michael \nTinkler, ASC exhibit co- \nordinator, 404/638-5039. \n\n\n\nON CAMPUS \n\n\n\nFULBRIGHT \nNO. 4: A \nWOMAN \nWI TH DRIVE \n\nNot unlike the three \nFulbright recipients \nwho directly precede her, \nAnn Roberts '96 has found \n\"receiving the Fulbright \nand being inducted into \nPhi Beta Kappa has \nchanged my self-percep- \ntion. It's proof that hard \nwork can pay off. I have \nsacrificed a lot  sleep, \nsocial life, even my health \n but it was worth it.\" \n\nRoberts admits she is \n\"an over-achiever, disci- \nplined, a perfectionist. I \nconsider those assets.\" \n\nFor her Fulbright grant \nto study Kant and German, \nthe Mableton, Ga., native \nwill be enrolled at the \nUniversity of Mainz in \nGermany from September \nthrough July 1997. \n\nRoberts, who is fluent in \n\n\n\nGARY MEEK PHOTO \n\n\n\nGerman, has traveled over- \nseas as an exchange stu- \ndent. \"I made friends from \nall over  Slovenia, Israel, \nSweden,\" she recalls. \n\nRoberts believes her \nfield of study, philosophy, \nis critically important: \"We \nlive in an anti-philosophy \nage,\" she says, \"even \nthough it is so important. \n\n\"Most people seem \nunaware of the contradic- \ntions in life; philosophy \nopens people's minds, \nbroadens their horizons  \nmakes them deal with their \nworld  helps them see life \nin new ways.\" \n\nRoberts credits her \nteacher and advisor, David \nBehan, professor of philos- \nophy, with much of her \nacademic success. \"Dr. \nBehan has a way of making \nthings interesting, fascinat- \ning. He pushed hard and \ndidn't let me give up. He \nworked me because he \nwanted me to do my best. \n\n\n\nASC IN THE NEWS \n\nAgnes Scott College continues \nto make news. Not only has \nnews of the College made it into the \npages of The Atlanta Journal or \nConstitution more than 3 5 times \nsince the beginning of January and \ninto numerous other local publica- \ntions more than 40 times, the events, \nprograms, personalities and opinions \nof ASC continue to make it into the \n\n\n\n\nScholar Ann Roberts \n\nHe took me to my limit.\" \n\nASC has provided \nRoberts ample opportunity \nto engage in the exchange \nof ideas. \"I get bored easi- \nly,\" she says. \"I need a lot \not intellectual stimulation. \nI find that in books, espe- \ncially philosophy.\" \n\nThere was no question \nthat Agnes Scott would be \nher choice when she scout- \ned colleges four years ago: \n\"I chose ASC because the \nfinancial aid was great and \nit was close to home.\" \n\n\"I only looked at wom- \nen's colleges. I feel a \nwoman gets a better educa- \ntion at a woman's col- \nlege  it's not as limiting.\" \n\nAcademics and the \n\n\n\nstudent-faculty 7 ratio of 8:1 \nalso were factors. \n\nRoberts' advice for stu- \ndents coming to Agnes \nScott: \"Do your best from \nthe start. Know what it is \nyou want and why you \nwant it, then figure out \nhow to get there. Be realis- \ntic regarding the sacrifices. \nHave a back-up plan. It \nthings do go wrong, try to \nunderstand what happened \nand simply do better. Don't \nget emotionally wrapped \nup in what went wrong.\" \n\nUpon returning from \nGermany, Roberts will dive \nhead-first into graduate \nstudy in modern philoso- \nphy at Vanderbilt Univer- \nsity on a full scholarship. \n\nAs always, she knows \nthe road ahead won't be \nsmooth or easy. \n\n\"You have to have \ninternal drive. I'm always \ngoing to be me ... might as \nwell be the best ot me.\" \n\n Man' Elizabeth Zarauk \n\n\n\n\nnational \nmedia. \n\nWhile the \nmost recent \ninclusion is in Money Magazine's \n\"Top 100 Best Buys,\" the coverage \nhas run the gamut from the New \nYork Times to The Chronicle of Higher \nEducation to USA Today Magazine to \nGeorgia Trerui and Georgia Forestry, \n\n\n\nas well as CASE Currents. \nThe stories have included the \nincrease in first-year enrollment, \nthe two $1 million gifts to the \nCollege, the International \nCelebration of Southern Literature \nConference and the inauguration of \nthe first alumna president. \n\nLook tor more College news in a \npublication near you. \n\n\n\nAGNKS SCOTT COI I lilil-  Sl'MMFR/FAU. IW \n\n\n\nINAUGURATE' \nDAY \n\n\n\nMary Brown Bullock \ncomes home as Agnes \nScott's seventh  \nand first alumna  \npresident. \n\n\n\n\nWe welcome you, the first Agnes Scott \nalumna President of the College. You \nbring us special capabilities. Through \nyour strong faith, commitment to excellence, \ndistinguished career, and your devoted life as wife \nand mother, you have blended qualities which \nare the essence of an Agnes Scott graduate. \n\n Lowrie Fraser '56, immediate past president, ASC Alumnae Association \n\n\n\n\nOfficially beginning on April \n17 with the Awards Day \nConvocation in Rehekah \nScott Hall and a luncheon in Evans \nDining Hall, the inaugural celebration \n\n\n\nof President Mary Brown Bullock '66 \ncontinued on April 18 with a rousing \nperformance by Agnes Scott's gospel \nchoir, Joyful Noise (upper right). The \ngroup brought to life, the words \nBullock would speak the next day, \n\"Let us make a joyful noise, and let us \nlove one another!\" \n\n\n\nPhotography by Paul Obregon \nand Mark Sandlin \n\n_6 \n\nAGNES SCOTT COLLEGE  SUMMER/FALL 1996 \n\n\n\n\n\nThe inauguration represented the culmi- \nnation ot months of work by a host of \nalumnae, students, faculty and staff. A \nsymposium, \"Our World in Our Time\" (far \nleft), which addressed educating women tor a \nnew century in a global community, was mod- \nerated by Ina Jones Hughs '63, a syndicated \ncolumnist for the Knoxville News Sentinel. The \nHonorable Jean Hoefer Toal '65, justice on \nthe Supreme Court of South Carolina (left) \nwas among alumnae on the panel, which took \nplace in the Winter Theatre of Dana Fine \n\n\n\nArts Center. Others included Martine Watson \nBrownley '69, professor ot English and director \nof women's studies at Emory University; W. \nBurlette Carter '82, associate professor of law at \nGeorgetown University; The Rev. Laura \nDorsey Rains '66, founder of Gardens for \nPeace; Kitsie Bassett Riggall '83, vice president \nfor financial communications, Turner \nBroadcasting Systems; and Dr. Jean Stewart \nStaton '46, former chief of medicine at Wesley \nWoods Geriatric Hospital. \n\n\n\nINAUGURATION OF A NEW ASC PRESIDENT \n\n\n\n\n_ \u003e* t.. \n\n\n\n\n\n^- \n\n\n\n\n*  \n\n\n\nI \n\n\n\nc \n\n\n\n*, \n\n\n\nI make three predictions for the future of Agnes Scott. The first one is the continu- \ning move toward greater multiculturalism and cross-cultural awareness. The \nsecond is through her valuing of and commitment to teaching and scholarship, \nMary will again be open to diversity. Finally, Mary will contribute immensely to \nbuilding bridges among us, as well as between us and our surrounding communities. \n\n Ayse Carden '66, associate professor of psycholo, \n\n\n\n\nDespite the gray \nclouds that hung \nover the \nWoodruff Quadrangle in \nthe early hours of April 19, \nthe color and exuberance \nof the day were apparent \neverywhere, from dozens \nof balloon clusters that \nstayed aloft for two days \nstraight to the hundreds \nof sunflower blossoms \nthat decked the luncheon \n\n\n\ntables  Anne Schatz (left \nphoto), inaugural commit- \ntee member and director \nof donor relations, was \namong the many who \nlent a hand to the \narrangements. \n\nMildred Love Petty '61 \nwas a hands-on co-direc- \ntor of the inaugural com- \nmittee from start to fin- \nish. Anchoring balloons \nearly Friday (right) gave \nway to escorting the Rev. \nC. Benton Kline Jr. to \nthe processional line up \nin Dana Fine Arts Center \n\n\n\nby midmorning (above). \nAdding to the proces- \nsional palette that day \nwere 36 banners designed \nand carried by representa- \ntives of student organiza- \ntions and activities at \nAgnes Scott. \n\n\n\n\nINAUGURATION OF A NEW ASC PRESIDENT \n\n\n\nAs society changes, the pressures on institutions of higher education to adapt \nnot only continue  they increase. Yet we are convinced that the need for \nhigh quality liberal arts education in general  and especially for the women \nwho will assume the leadership of the next generation  has never been greater. \n\nJoseph R. Gladden Jr. , chair of the Board of Trustees \n\n\n\n\nThe faculty of Agnes Scott \nCollege (right) joined more \nthan 200 delegates from \ncolleges, universities and learned \nsocieties from the United States and \nabroad in the inaugural processional \nfrom Dana Fine Arts Center to the \nPresser Terrace. \n\nAmong those extending formal \ngreetings to the president that morn- \ning were Sylvia Martinez '96, presi- \ndent of the senior class (top left), \nCharles Blitzer, director of The \nWoodrow Wilson International \nCenter for Scholars and president of \nthe United Chapters of Phi Beta \nKappa (middle left), and Lowrie \nAlexander Fraser '56, immediate past \n\n\n\npresident of the Agnes Scott College \nAlumnae Association (lower left). \nASC Board of Trustees Chair \nJoseph R. Gladden Jr. (below) \npresided during the ceremonies that \nincluding a formal \"vesting\" of the \npresident with the Presidential \nMedallion. Designed and executed in \n1989 by Richard Mafong, Georgia \nState University art professor, the \nsilver and gold medallion, was pre- \nsented to President Bullock by \ntrustees Clair McLeod Muller '67 and \nJ. Wallace Daniel (photo on page 7). \n\n\n\nAGNES SCOTT COLLEGE  SUMMER/FALL 1996 \n\n\n\n\n\n\u003e \\ ni;\\\\ -\u003e\u003e\u003c rREfir\u003et:xT \n\n\n\nOUR TIME \nIS NOW! \n\n\n\nBy President Mary Brown Bullock \n\nInauguration Address, April 19, 1996 \n\n\n\n\nToday we lay claim to our heritage \nand prepare for a new century. I \nfeel privileged to have known all \nbut one of my predecessors. We \nsalute them, and take inspiration \nfrom their legacy: \n\n from our founding president, Frank Gaines, the \nboldest of visions, the highest of academic stan- \ndards, and a community of Christian character; \n\n from James Ross McCain, institutional strength \nand educational leadership in Atlanta, and \nbeyond; \n\n from Wallace McPherson Alston, the vigorous \npursuit of individual and institutional excellence, \na student-oriented campus; \n\n from Marvin Perry, faculty governance, perse- \nverance, and human warmth; \n\n from Ruth Schmidt, a multicultural, technolog- \nically up-to-date women's college; \n\n from Sally Mahoney, celebration, civility, and \ncongeniality. \n\nAgnes Scott students and alumnae here today \nalso salute generations of teacher-scholars: Dean \nKline, Jane Pepperdene, Kwai Chang, Mike \nBrown, Penny Campbell and everyone else. We \nare better women tor having studied with you. \n\n12 \n\nACNES SCOTT COLLEGE  SUMMER/FALL 1996 \n\n\n\n\n\n\n\n\n\n\n\nw***j0\u0026 \n\n\n\n^^ \n\n\n\n\n\n\n\nTHE \n\n\n\n\nAGNES \n\n\n\n\nSCOTT \n\n\n\n\nCOLLEGE \n\n\n\n\nTIMELINE \n\n\n\n\n1889 \n\nDecatur Female Seminary \n\n\n\\\"%. \n\n\nfounded \n\n\n\n\n1890 \n\nSchool renamed Agnes \nScott Institute \n\n\n\n\n1891 \n\nAgnes Scott Hall \n(\"Main\") built \n\n\n\n\n\n\n\n\n\n\n1897 \n\nAgnes Scott Institute accredit- \n\n\n\n\n\n\ned as a secondary school \n\n\n\n\n\n\nAurora literary magazine first \npublished \n\n\n\n\n\n\n1898 \n\nHoward Arbuckle joins faculty \nas first Ph.D. \n\n\n''\"It \n\n\n1902 \n\nSilhouette first published \n\n\n\n\n1903 \n\nCol. George Washington \nScott dies \n\n\n\n\nA gymnasium and classroom \nbuilding are added \n\n\n\n\n1905 \n\nRebekah Scott Hall built \n\n\n^m tiSm \n\n\nHI . , \n\n\n1 \n\n\n. \n\n\n-^ r. \n\n\n\nTHE ASC CAMPUS IN THE EARLY 1900s \n\n1906 \n\nAgnes Scott Institute renamed \nAgnes Scott College \n\nFirst bachelor of arts degree \nawarded \n\nStudent Government \nAssociation organizes \n\n\n\n13 \n\n\n\nA NEW ASC PRESIDENT \n\n\n\n1907 \n\nAthletic Association founded \n\nASC accredited by Southern \nAssociation of Colleges and \nSchools, the first in Georgia to \ngain accreditation \n\n1908 \n\nGlee Club founded \n\nInvestiture observed for first time \n\n1909 \n\nFirst successful financial \ncampaign launched \n\nTyphoid epidemic erupts; the well \nin original gazebo is capped \n\n1910 \n\nCarnegie Library built \n\n1911 \n\nInman Hall and Lowry \nScience Hall built \n\n1913 \n\nFirst public Investiture \n\n1915 \n\nJames Ross McCain appointed \nregistrar \n\nBlack Cat activities arranged as a \ncompetition between first- and sec- \nond-year students \n\nBlackfriars theatrical group \nfounded \n\n\n\n\nStudent \n\nnewspaper, The Agonistic, first \npublished \n\n1917 \n\nAgnes Scott students join YWCA \nPatriotic League \n\nDrama troupe entertains soldiers at \nCamp Gordon \n\nFirst debate tournament with \nSophie Newcomb College \n\n\n\nYour quality of teaching is \ncaptured well by a famous \nalumna, Catherine Marshall: \n\nThere were those shining \nmoments in classes , when mind \n\n\n\nI \n\n\n\nreturned to \nAgnes Scott \nbecause I \n\n\n\nthe cutting edge. When Main \nopened its doors in 1891, it \nwas an architectural master- \npiece. The talk of Atlanta, it \nwas technologically advanced \n\n\n\nsparked mind, as if a spark from believe that AgneS for its time with electricity, \n\na teacher' s mind fell on the dry Srnt~t~ has p Hestinv running hot and cold water, \n\ngrass of mine , and caught fire . , .... , and even steam heat. \n\nHow well 1 remember the HOI yet TUlIlllcCl. And so, remember this, \n\n\n\nthrill of that and the intuitive \n\nknowledge that at that moment I had broken \n\nthrough to reality . \n\nIn reading the College history, it is per- \nhaps not surprising that it is President \nGaines, whom I never knew, who intrigues \nme most. The Civil War was not long over. \nDecatur was a struggling community of only \n1 700. But Frank Gaines, a Presbyterian min- \nister from Virginia, had his eye on the \nfuture. In a town that did not even have a \npublic school system, he conceived a college \nfor women that was equal to the best in the \nland. President Gaines and the first faculty \nset in motion a multiyear plan that led from \nthe 19th to the 20th century, from a \npreparatory school to an accredited four- \nyear college of the highest standards. \n\nRemember this: In 1907 Agnes Scott \nbecame the first college or university to be \naccredited in the state of Georgia  before \nTech, before Emory, and before the \nUniversity of Georgia. \n\nRemember this, as well: Agnes Scott was \nthe second college in Georgia to have a Phi \nBeta Kappa chapter. \n\nAgnes Scott's first buildings, as well as its \nrigorous and progressive curricula, were at \n\n\n\ntoo: Main's bell tower, our \nlogo, looks forward, not backward, challeng- \ning us daily. \n\nWe must prepare, as our founders did, for \na new century. Will we build as well for the \n21st century as they did for the 20th? Is our \nvision bold enough? I returned to Agnes \nScott because I believe that Agnes Scott has \na destiny not yet fulfilled. First, we reaffirm \nour founding legacy  a liberal arts college \nfor women with the highest standards. And \nthen we move on to tackle the educational \nissues of our era. We must be both more \nglobal and more local, more interdiscipli- \nnary, and more faithful to our founding \nvalues. \n\n\n\nSi \n\n\n\nMore Global \n\nI everal summers ago I helped lead a \n. week-long workshop for Japanese and \nAmerican corporate executives at the \nAspen Institute in Colorado. The course was \non Asian and Western social and philosophi- \ncal traditions. For almost the cost of a semester \nat Agnes Scott, 20 executives explored the \noriginal texts of Confucius and Plato; Genesis \nand Lao T:u; John Locke and the Meiji consti- \ntution. Together, we discussed different cultur- \n\n\n\nLeft to tight: Rate McK'emie, professor emerita of physical education led the parade of faculty emeri- \nti and emeritae and past presidents, including Ruth Schmidt and interim Sally Mdhone\\. \n\n\n\n\nJ4 \n\nAGNES SCOTT COLLEGE  SUMMER/FALL 1996 \n\n\n\nal understandings of evil, justice, individuality, \nthe family, and society. Their employers who \npaid the hill  AT\u0026T, Mitsubishi, the United \nNations  recognized two things that Ameri- \ncan higher education is still slow to grasp: \n\nFirst: To be global is not an option, it is a \nrequirement. Knowing something of the \nhumanistic traditions of both western and \nnon-western traditions is as important as \neconomics in today's business world. \n\nSecond: To be more global is to integrate \nthe world into the curriculum, not to assign \nit a separate place. \n\nAgnes Scott is ready to do this right. \nLinguistically, we have become a national \nmodel with our NEH-funded \"Language \nAcross the Curriculum.\" Ann Roberts, a \nsenior who works in my office, is a German/ \nphilosophy double major. She wrote her \nhonors thesis on Kant in German and has \njust received Agnes Scott's fourth consecu- \ntive Fulbnght scholarship. Ann will study- \nphilosophy in Mainz. We are proud of Ann, \nher professors, and this program which will \nlead us in globalizing our curriculum. \n\nLast fall we renewed our exchange agree- \nment with Kinjo Gakuin in Nagoya, Japan. \nLast week I approved a new recruiting plan \nfor international students. Next year I am \ncommitted to working with the faculty in \ndesigning and funding a more comprehen- \nsive international study program. \n\nWe are fortunate: The Olympics will \njump-start these initiatives. The Cultural \nOlympiad begins here in Gaines Audito- \nrium. Agnes Scott, appropriately, will host \nAn International Celebration of Southern \nLiterature. Her Majesty, Queen Noor of \nJordan [planned to] join us when our Dalton \nGallery features an exhibit of Contemporary \nIslamic Calligraphy from Jordan's National \nGallery of Fine Arts. \n\nCan you see what I see? A vision of our \nGeorge and Irene Woodruff Quadrangle as a \nlively and cosmopolitan learning center, a \ntrue Global Commons? \n\nMore Local \n\nTo be more global, we must also be more \nlocal. We begin here at home with our \nidentity as women, but not just Ameri- \ncan women  we are women of the world. For \nthe Beijing UN Conference on Women \nreminded us that the issues are not the \"glass \nceiling,\" but health, literacy, economic oppor- \ntunity, and all of our children. \n\nAgnes Scott's new Atlanta semester pro- \ngram may be the only leadership program \n\n\n\n\nAlumna Ila Burdette '81 , the first woman \nRhodes Scholar from Georgia, led the procession \nof delegates as a representative oj The \nUniversity of Oxford, founded in 1249. \n\nthat espouses servant-leadership. The focus \nis not just on providing internships or \nunderstanding why Atlanta is ranked fourth \namong American cities in international \ntrade. Students also study changing concepts \nof citizenship for women, minorities and \nimmigrants. This program challenges all \neducators, for leadership alone is not \nenough. How can we train leaders who will \nempower those with whom they live, with \nwhom they work to reach their full econom- \nic potential? We will answer this question \nmore honestly only when we (administra- \ntors, faculty, staff and students) ride \nMARTA more and cross the tracks to \nDecatur. \n\nSeveral weeks ago my husband, George, \nmy daughter, Ashley, and I spent a Sunday \nafternoon following the Decatur Tourist \nBureau's driving tour. As we wound through \nGlendale, Chelsea Heights, Lenox Place, \nand Oakhurst, well-preserved historic resi- \ndence communities, I began to understand \nwhy people feel Decatur is such a wonderful \nplace to live. And I became even more con- \nvinced that Agnes Scott and Decatur must \nwork together to improve the urban core \nwhich serves these communities. \n\nAgnes Scott occupies a strategic geo- \ngraphical position. We anchor the south \nside of Decatur, the county seat for \nDeKalb, a diverse area with more than \n600,000 people. \n\nHere we can truly make a difference. \nWe are excited by Decatur's revitaliza- \ntion and by its potential as a people's town. \nWe look forward to doing our part. USA \nToday recently ran a front page article on \nthe quality of life in college towns. \n\nCan you see what I see  Decatur, a col- \n\n\n\n1918 \n\nFounder's Day celebrated \nfor first time \n\nJ.R. McCain appointed vice \npresident \n\n1919 \n\nStudents give up their \nyearbook and contribute \nfunds to the war effort \n\n1921 \n\nAlumnae House is built, the second \nsuch building in the nation \n\n1922 \n\nPi Alpha Phi, a debate society, \norganizes with merger of Mnemo- \nsynean and Propylean Societies \n\n1923 \n\nFrank Gaines dies \n\nJ.R. McCain elected president \n\n1925 \n\nGeorge Bucher Scott \n\nGymnasium built Jv^ \n\n1926 \u0026 \n\nBeta of Georgia Chapter \nof Phi Beta Kappa organized \n\n\n\nLeague of Women Voter's \nchapter founded \n\nFounder's Day radio \nbroadcast initiated \n\n\n\n,; \n\n\n\n1928 \n\nParticipation in a Junior Year \nAbroad program approved \n\nRogers steam plant and laundry \nconstructed \n\n1929 \n\nPractice teaching available \n\n1930 \n\nButtrick Hall completed \n\n1931 \n\nHonorary Order Agnes Scott \nCollege (HOASC) becomes chapter \nof Mortar Board recognizing \nachievement in leadership, \nscholarship, and service \n\nFirst Alumnae Weekend \nheld in the fall \n\n\n\n15 \n\n\n\nINAUGURATION OF A NEW ASC PRESIDENT \n\n\n\n1932 \n\nFootstool first used as part of \nceremony for Investiture and \nCommencement \n\nFirst McKinney Book Award offered \n\n1934 \n\nNew Agnes Scott onyx ring design \nadopted \n\n1936 \n\nNew Carnegie Library opened; \nin 1951 renamed to honor \nPresident McCain \n\nQuarter system adopted \n\nOld library building designated \nMurphey Candler Building  \nlater known as the Hub \n\n1937 \n\nLouise McKinney retires after 46 \nyears in the English department \n\nClass cut system adopted on a trial \nbasis \n\n1938 \n\nDean Nannette Hopkins dies \n\nJ.K. Orr dies \n\nGeorge Winship chairs the Board \nof Trustees \n\nCarrie Scandrett appointed dean \nof students \n\nUniversity Center established \n\nChristian Association organized \nas College breaks ties with the \nnational YWCA \n\n\n\nStudents \n\nprotest \n\nSaturday \n\n\n\n\nALUMNAE GARDEN \n\n\n\n1940 \n\nPresser Hall built; $10,000 \nDogwood preserved \n\n\n\n16 \n\n\n\nlege town, Atlanta's home- \ntown, blessed with a MARTA \nstation; a college town with \nbookstores, theaters, restau- \nrants, movies, retail stores, \ncounty governance, interna- \ntional trade offices, and, of \ncourse, mosques, synagogues \nand churches? \n\n\n\no \n\n\n\nur work is \ncut out for \n\n\n\nus  as \nwomen, as a \n\n\n\n Let us remember the \nJudeo-Christian concept of \nvocation. We care about the \neconomic transition from col- \nlege to career, about preparing \nour students for graduate \n\n\n\nMore Inter- \ndisciplinary \n\nMore global and more \nlocal, and yes, more \ninterdisciplinary. \nWhat will college presidents say to this fall's \nentering class, the class of the year 2000? I \nwould be surprised if most do not centrally \naffirm the importance of interdisciplinary \nlearning. We know that our students' minds, \nour minds, are being challenged to think \nacross the traditional categories of knowledge. \nInterdisciplinary learning keeps us from \nbecoming too narrow or pedantic, alerts us to \nquestions of significance, and trains us for crit- \nical thinking in the years ahead. Interdiscipli- \nnary learning is what a liberal arts college is all \nabout, more needed than ever. \n\nAgnes Scott has strong humanistic and \nscience programs. I challenge us to bring \nthem together in our curriculum. Let us go \nforward with our plan to create an \"Atlanta \nScience Center for Women.\" And let us do \nso with the commitment that it will become \nnationally recognized as a place where \nhumanistic inquiry, social reality and scien- \ntific discovery go hand in hand. \n\nMore Faithful \n\nThat's not easy. Agnes Scott's founders \nwere staunch Presbyterian Calvinists \nwho believed that faith and learning \nwere inseparable. Today, the Agnes Scott \ncommunity, like the society in which we live \nand the world that we embrace, is far more \ndiverse  religiously, ethnically and economi- \ncally  than the world of late 19th century \nDecatur. How then can we be faithful to our \nfounding mission? Let me begin a new conver- \nsation about our values. \n\n Let us learn about Christianity, not \njust as a first century religion or as a 19th \ncentury American religion, but as a living \nworld religion. Today, China, Africa and \nSouth America are the regions where \nChristianity is most dynamic. How are those \ncultures re-interpreting and re-vitalizing tra- \nditional western concepts of Christianity? \n\n\n\nCommunity, and aS school, challenging jobs, and \n\na college. We will family ' \ngrow, we will build \nand we will \nchange. We can be \nsecond to none. \n\n\n\nal leadership. But from the \nlives of alumnae I have met, I \nhave been reminded of a \ndeeper definition of vocation, \na calling, \"discovering life's \nwork where our heart's deep- \nest desires meet the world's \ngreatest needs.\" \n\n Let us evoke the need for balance and \nreflective contemplation from all the reli- \ngious traditions of the world. I was startled \nrecently when Gary Thompson, president of \nWachovia Bank of Georgia, asked me: \n\"How are you preparing your students to live \nmore balanced lives?\" He spoke of watching \nthe toll that stress takes when his employees \ntry to do too much. A recent Sally Forth car- \ntoon featured Hillary, about 12, consulting \nher Day-Timer, unable to find time to play a \ngame with her father. He later muses to his \nwife: \"We owe an apology to an entire gen- \neration of children.\" \n\nIn a world stressed out by busy schedules \nand on a college campus with high expecta- \ntions, teaching balance is a daunting task. It \nwe can't address this issue during the college \nyears, who will? Let us take a fresh look at \nour schedules and campus life. We will cre- \nate time for intellectual synthesis, reflective \ncontemplation, meditation and the power of \nsilence. \n\n And let us not forget joy. Remem- \nbering last night's concert, can you hear \nwhat I hear? A joyful noise! It is, after all, \nthe Westminster Catechism that says, \"The \nglory of God is the chief end of all.\" Let us \nmake a joyful noise, and let us love one \nanother! \n\nFriends, we are not yet ready for the 21st \ncentury. We must prepare, and there is not \nmuch time. \n\nOur work is cut out for us  as women, as \na community, and as a college. We will \ngrow, we will build and we will change. We \ncan be, as Frank Gaines envisioned, second \nto none. He believed in destiny, and so do \nwe. Our foundations are tirm. We know \nwhere we are going. \n\nOur time is now. \n\nWe are going tor the sold! \n\n\n\nAGNES SCOTT COLLEGE  SUMMER/FALL 1996 \n\n\n\nF \n\n\n\nr \n\n\n\n1941 \n\nFaculty pension plan introduced \n\nWar Council organized \n\n1943 \n\nAgnes Scott students paricipate in \nUSO, organization providing \nhospitality for men and women in \nthe U.S. Armed Services \n\nCollege sponsors day-long \nconference on the war, \nincreasing student awareness \n\n1946 \n\nArt and music departments \noffer majors \n\n1948 \n\nWallace McPherson Alston \nappointed vice president and \npresident-elect \n\n1948-1951 \n\nEvans Dining Hall, Bradley \nObservatory, Campbell Science \nHall, Walters Infirmary and \nPresident's home are constructed \nand dedicated \n\n1950 \n\nHonors Day established \n\nSmoking on campus permitted \n\n1951 \n\nJames Ross McCain retires \n\nWallace M. Alston assumes the \npresidency of ASC \n\nLibrary renamed McCain Library in \nhonor of retiring president \n\n\n\nBlack Cat becomes \ncampus-wide celebration \n\n1953 \n\nHopkins Hall built \n\n\n\n1954 \n\nA Man Called Peter filmed on \ncampus \n\n1956 \n\nWalters Hall built \n\n1958 \n\nFine Arts Festival held \n\n1962 \n\nStudents seek shelter in Alston \n\n\n\n\n17 \n\n\n\nhome during Cuban Missile Crisis \n\n1965 \n\nDana Fine Arts Building dedicated \n\nFirst African-American student \nenrolls \n\n1966 \n\nAgnes Scott team wins College \nBowl competition with Princeton \n\n\n\n\nAlex P.Gaines chairs the Board of \nTrustees \n\n1974 \n\nReturn to College program begins \n\n1979 \n\nLawrence L. Gellerstedt Jr., chairs \nthe Board of Trustees \n\n1980 \n\nButtrick Hall renovated \n\n1981 \n\nlla Burdette, Georgia's first female \nRhodes Scholar, graduates \n\n1982 \n\nMarvin B. Perry retires \n\nRuth A. Schmidt first woman elect- \ned president \n\nCampbell Science Hall renovated \n\n1987 \n\nQuadrangle renovated and named \nthe George and Irene Woodruff \nQuadrangle; Gazebo restored and \nrelocated on the Quad \n\n\n\nTHE HAZARDS \nOF GOING ON \n\nBy The Rev. Wallace M. Alston, Jr. \n\nAlumnae Weekend Service \n\n\n\n\n. . . for you have not passed this \nway before. \n\n Joshua 3:4 \n\nWe owe our text and our subject this \nmorning to two courageous spirits \nout of the past, separated in time \nby some 3,300 years. \n\nJoshua, a man who \nlived in the 15th centu- \nry before the birth of \nChrist, gives us our \ntext. The people of \nIsrael were still wander- \ning around in the \nwilderness. And their \ngreat leader, Moses, \nwho had been denied the privilege of har- \nvesting the fruits of his labors, had died. The \nmantle of leadership had now fallen about \nthe shoulders of the successor, this Joshua, \nwho was as able and prepared for his leader- \nship role as anyone could be. \n\nBy the way, there is a fascinating phrase \nat the end of the 1 1 th chapter of Hebrews \nthat has some relevance both to our text \nand to the inauguration of a new president \nof Agnes Scott. After naming the great \nleaders of the past, the writer says: \"And \nthese all . . . received not the promise, God \nhaving provided something better for us, \nthat they without us should not be made \nperfect,\" meaning complete, whole, fulfilled. \nNo past president of this institution, in \nother words, no teacher or administrator, \nthough accomplishing much during their \ntime of service, ever finished his or her task \nor fulfilled his or her dream. They left that \nto us, \"that they without us should not be \nmade perfect.\" That is how God deals with \nus. We are inextricably related to the men \nand women of the past, who invested their \nlives in this enterprise we call Agnes Scott \nCollege, and only by our faithfulness will \ntheir lives find fulfillment. \n\n\n\nSo Joshua, upon whom the mantle of \nleadership had fallen, sent out his spies to \nbring him news of what the people might \nexpect to face in the future. He charged the \npeople to go forward and positioned them for \nthe crossing of the Jordan. Then he gave \nthem their final instructions, in the context \nof which we find eight little words that \nbelong also to us on this inauguration \nSunday: \n. . . for you have not passed this way before. \n\nSo Joshua gives us our text, but it is \nAmelia Earhart, one of the pioneers of \nintercontinental air travel, who gives us \nour subject. Returning from her first flight \nacross the Atlantic, Amelia Earhart made a \npublic address in which she described her \nadventure over the water. And in that address, \nshe dropped a phrase which I want to borrow. \nOut over the ocean, some 500 miles from the \ncoast of Ireland, her engine began to sputter \nand cough as if it were about to quit. \"I had to \nmake a quick decision,\" she said. \"I figured the \ndistance I had already come and that which I \nhad to go before I reached Ireland. I decided to \ngo on as long as I could keep the ship in the \nair, for the hazards of going on were no greater \nthan the hazards of going back.\" What she real- \nly meant was that she had no choice. There \nwas no going back, the hazards ot trying were \ntoo great. It was the hazards of going on that \nshe had to identify and address. \n\nSo on this impottant weekend in the his- \ntory of Agnes Scott College, when we gather \nhere on the verge of another Jordan to thank \nGod for Mary Brown Bullock, for her family, \nand for that tradition of faith and learning \nthat has so bountifully provided for her and \nthis institution, I want to speak with some \nrealism about the future and particularly \nabout the hazards of going on, \"tor you have \nnot passed this way before.\" \n\nSo, where to begin? We begin, I think, by \nadmitting that sometimes the past, and the \nprospect ot going back, are more attractive \nto us than going on. We look back to the \n\n\n\nT8 \n\ni\\GNES SCOTT COLLEGE  SUMMER/FALL 1996 \n\n\n\nW! \n\n\n\nhat we \nneed if \nwe are \nto cope with the \nhazards of going \non is a perspective \non life that \nsomehow tran- \nscends and informs \nour own dailiness. \n\n\n\n\"good old days\" with great \nnostalgia, longing for another \nchance at our history, believ- \ning that we would again \nachieve all the successes we \nenjoyed back then and avoid \nall the mistakes we made. \nThe desire to go back is alto- \ngether human, and altogether \nimpossible. The hazards of \ngoing back are much greater \nthan the hazards of going on. \nWith us, as with Joshua's lit- \ntle band, going back is not \nthe way to freedom, but slav- \nery. Vision is displaced by memory, the mira- \ncle of surprise by the manacle of predictabili- \nty, what is to be by what already has been. It \nis the practical denial of the providence and \nthe promises of a living God, who comes to \nus from out of the future, picks up the pieces \nof the past, and gives us a present in which \nwe are free to be who we are! \n\nThere is a sense in which we stand today \nin the same relative relation to our tomor- \nrows as the people of Israel when Joshua \ngathered them on the banks of the Jordan \nlong ago. \n\nSo before crossing over, let's take a look \nat some of the hazards of going on. \n\nOne is confusion. There will be questions \nand issues to face in any new era and in \nevery new presidency, and some will be so \nambiguous and so complex that the way \nthrough will not be evident in advance. \nSome of us will graduate, others will retire. \nWhat will we do? Or, the prior question: \nWhy will we do anything at all? When we \nwere young, we asked: \"What will 1 do with \nmy life?\" Someone should have told us that \nthe real question is not \"what\" but \"why.\" \nWhy will I do anything at all? \n\nSome of us may have to make a move; \nothers may have to decide how best to relate \nto aging parents; others may have to face a \ndreaded diagnosis or a marital crisis. Who \nknows what any of us will come up against \nin the days, months, and years that lie \nahead? One thing is for sure: we will need \nsome sense of direction if we are to find our \nway and avoid debilitating, dissembling con- \nfusion, for we have not passed this way \nbefore. \n\nAnother hazard of going on is discourage- \nment. Anyone who holds to high ideals and \nhumane values; anyone who has ever caught \na glimpse of a better world, in which people \nare healthy and whole; anyone who has ever \n\n\n\ninvested him- or herself in a \ngreat social movement that \nsought to lift life onto a higher \nplane; anyone who's ever tried \nto build and to lead an institu- \ntion with one eye on the ideal \nand the other eye on the actu- \nal, is bound to become dis- \ncouraged when progress turns \nout to be only temporary, \nwhen the possibilities of jus- \ntice and love and human his- \ntory seem to be limited at best, \nwhen the prophet's dream all \ntoo often dies at opening day. \nAnother hazard of going on is failure, the \ninability to measure up to expectations, the \nexperience of being thought of as more or \ndifferent than one really is. There is no guar- \nantee that we shall succeed, or that things \nwill turn out as we want them to. To fail is \nto lose strength, to fall short, to be inade- \nquate, to become bankrupt, to neglect or \nleave undone. And it is always one of the \nhazards of going on. \n\nAs is loss, losing, losing out, the experi- \nence of \"being taken from,\" . . . the loss of a \nperson, the loss of a promotion or of a vote \nor even of the job itself; life taken away, \nlove gone away, health stolen away as if by a \nthief in the night. \n\nAnd then there is routine, a word that lit- \nerally means \"the traveled way.\" The excite- \nment of the unknown, once experienced, \nsoon becomes \"the traveled way\" and has \nthe power to bore one to death; life without \nsensation, excitement, or challenge. I \nremember something a former president of \nAgnes Scott used to say, someone whose \nidentity you might guess. He used to say: \n\"Ninety percent of my job is routine. It's the \nsame for everyone. You do the ninety per- \ncent routine for the sake of the ten percent \ncreative.\" Routine is always one of the haz- \nards of going on. \n\nThen there is the dark night of the soul, \nwhich at some point besets us all, but partic- \nularly those in positions of leadership . . . \nspiritual emptiness or God-dryness, the pres- \nence of the absence of God, the absence of \nthe presence of God, a feeling of futility in \nprayer, the suspicion that one might really \nbe on one's own. \n\nAnd there are many, many more. \n\n\n\nW \n\n\n\nhat we need if we are to confront \nand cope with the hazards of going \non is a perspective on life that \n\n\n\n1988 \n\nWallace Alston Campus Center \nopened; Robert W. Woodruff \nPhysical Activities Building complet- \ned; Presser and Dana Fine Arts \nBuildings renovated \n\n1989 \n\nAgnes Scott College Centennial \ncelebrated \n\nElizabeth Henderson Cameron '43 \nfirst alumna elected chair of the \nBoard of Trustees \n\n1989 \n\nFour full-time minority faculty hired \n\nThomas Maier hired as first full- \ntime director of academic computing \n\n1990 \n\nA special gift enables \nhiring first full-time \nchaplain, the Rev. ^Jf \nPatricia Snyder \n\nFund-raising suc- \ncess allows \nextensive renova- \ntion and refurbish- \ning of facilities \nand grounds, as \nwell as opening of \nnew swimming pool, \nplaying field and track \n\nBeck telescope upgraded and \nmoved from Bradley Observatory \nto Hard Labor Creek State Park \n\nMultiyear Centennial Campaign \nraises more than $36 million \n\n1991 \n\nLinkages established: \nSHARPIWomen with Atlanta \narea high schools; arts program \nwith Atlanta Ballet; externships \nwith community businesses and \ninstitutions \n\nDean of College Sarah R. Blanshei \ntravels to Japan to sign agreement \nfor scholarly exchange between \nAgnes Scott College and Kinjo \nGakuin University in Nagoya \n\n1992 \n\nSeven Kinjo Gakuin students enroll \natASC \n\nJapanese language taught on \ncampus for first time \n\n19 \n\n\n\n\nINAUGURATION OF A NEW ASC PRESIDENT \n\n\n\nTwenty '92 graduates first in Scott- \nFree Year-5 program providing \ncourses free to students with at \nleast two years of credits, as aid to \ntransition from college to work \n\nKnight Foundation grant enables \nprogram for increasing Hispanic \npresence on campus \n\n1993 \n\nTrustees approve multimillion \ndollar Information Technology \nEnhancement Program (ITEP) \n\nThe College awards its first \nmaster's degrees, Master of Arts in \nTeaching Secondary English \n\nASC chapter of Habitat for \nHumanity helps in construction of a \nhouse built solely by women \n\n1994 \n\nRuth Schmidt retires \n\nSally Mahoney named interim \npresident \n\nAgnes Scott and a portion of South \nCandler Street named to National \nRegister of Historical Places \n\n1995 \n\nAgnes Scott enters information \nhighway, launches its home page \nat http://www.scottlan.edu \n\nMary Brown Bullock '66, first \nalumna named president, seventh \npresident of College \n\nCollege awards degrees to the first \nthree men to complete the \nCollege's Master of Arts in \nTeaching program \n\nPresser Dogwood, due to age and \ndisease, is replaced on Arbor Day \n\n1996 \n\nBullock inaugurated \n\n\n\nAlumnae give two $1 \nmillion gifts to ASC \n\n\n\nT \n\n\n\n\nASC hosts kickoff \nevent for Cultural \nOlympiad's \nSummer Festival in \nJune, houses \nOlympic delegations, July-August \n\n\n\nsomehow transcends and \ninforms our dailiness. The \nword \"perspective\" comes \nfrom the Latin, which means \n\"to look through, to see clear- \nly,\" and that is precisely what \nwe need . . . the ability to \nlook through the mundane \nand the obvious, to see clearly \nthat our lives are in God's \nhands. \n\nSuppose someone should \nask us what that means. \nWhat would we say? What \ndifference does it make to \nbelieve that our lives are in \nGod's hands? \n\n\n\nFor one thing, it means that the future is \nfinally not my responsibility to secure. If \nthe future is in God's hands, then surely \nit is out of mine. If I had to face the future \nwith the conviction that the universe is \ndevoid of God, aimless, purposeless, an acci- \ndental dance of protons and electrons, and \nultimately meaningless, I could not sleep at \nnight. Whereas one who believes that tomor- \nrow and tomorrow's tomorrow are in God's \nhands can concentrate on present tasks and \nresponsibilities, without always being haunted \nby the apprehensions of failure and doom. \n\nDeeper still, to believe that our lives are \nin God's hands is to trust that God's \npurposes are being worked out, sometimes \never so gradually, sometimes in the twin- \nkling of an eye, in human history, in my life, \nin the lives of those I love. \"God is working \nhis purpose out as year succeeds to year,\" \naccording to the great hymn. That convic- \ntion gives a person wide horizons, long out- \nlooks, steady hopes, and great expectations, \nso that, instead of losing heart and giving up \nover some immediate disappointment, one \nstill has a place to stand where she or he can \nget a toehold for going on. \n\nDeeper yet, to believe that our lives are \nin God's hands is to avail oneself of the \npresence of unfailing resources of inner \npower. Fact is, we do not so much produce \npower as we appropriate it, witness the har- \nnessing of Niagara, eating a good meal, or \ntaking a walk in the fresh air. We appropri- \nate and benefit from what's already there. \nTo believe that our lives are in God's hands \nis to live in the presence of an unseen love \nand care that is as real as the physical world \nof which we are a part. And from that \ndivine companionship, if we are to trust past \n\n\n\n*o believe that \nour lives are \nin God's \nhands is to know \nthat God can take \nthe old things and \nmake them brand \nnew. \n\n\n\ntestimony, women and men \nare able to draw replenished \nstrength with which to cope \nwith the hazards of going on. \n\nYet again, to believe that \nour lives are in God's hands \nis to know that God can \ntake the old things and \nmake them brand new. God \ncan take dry bones and make \nthem live again. God can \ntake the glories of the past \nand use them for an even \ngreater future. But even \nmore important, God can \npick up the pieces of past \nmistakes, hurts and disappointments, and \nuse them to heal and to reconcile, that we \nmay not be burdened but equipped by the \npast for the journey that lies ahead. \n\nThen finally, there is Easter. Did we not \nsing only two Sundays ago: \"Jesus Christ is \nrisen today?\" And is that not merely a fact \nof history past, but a factor . . . the control- \nling factor . . . of history present and yet to \ncome? Is the power of his resurrection not \nthat which is at work even today as we mark \nthe inauguration of a new president of \nAgnes Scott College and look forward to all \nthat God has in store for this institution? Is \nit not God's power at work within us to do \nfar more abundantly than all that we ask or \nthink? If Easter means anything at all, it \nmeans that this power . . . his resurrection \npower ... is that with which we have to do \nthis morning, that to which we bear witness, \neven as we represent to Mary Brown Bullock \nour faith that her life and that of this \nCollege are firmly grasped and held in the \nhands of a good and gracious God. \n\n\n\ns \n\n\n\nI o, let us give thanks tor the perspective \n of our Christian faith, and let us claim it \nfor ourselves today as we did on the day \nwe first believed, for the hazards ot going on \nmay be great, and we \"have not passed this wav \nbefore\". But our lives are in God's hands; the \nlite of Agnes Scott College is in God's hands. \nAnd there is a power at work within us to do \nexceeding abundantly above all that we ask or \nthink. I have nothing more to say to you this \nmorning. What more can I say? Except . . . \n\nNow to the God who by the power at work \nwithin us, is able to do far more abundantly \nthan all tluit we ask or think, to (God) be glory \nin the church and in Christ Jesus to all genera- \ntions, forever and ever. \nAmen . \n\n\n\n_20 \n\nAGNES SCOTT COLLEGE  SUMMER/FALL 1996 \n\n\n\n#3 \n\n\n\nLY* \n\n\n\n\n*V \n\n\n\ns \n\n\n\nv.*gfc **% x \n\n\n\n*U*rr \n\n\n\n\n\n\n^3 \n\n\n\n\n\n\n\nDecatur is known as the city of homes, schools, and places of worship  \na small town that celebrates diversity as we live, work and play \ntogether. We are Atlanta's hometown, a small city with small-town \nvalues in the heart of a major metropolitan area. Agnes Scott College and \nall that it represents is an important partner contributing to the sense of \ncommunity we all enjoy. Together we can meet the challenges and opportu- \nnities of our future creating a community that welcomes all with open arms. \n\nElizabeth Wilson, mayor of Decatur \n\n\n\n\nThe already congenial \ngroup forged fast \nfriendships in the \nrain. Many shared a light- \nhearted moment beneath an \numbrella with an old \nacquaintance, others made \nnew friends out of necessity. \n\n\n\nPREVIOUS PAGE: Return to \nCollege student Beverly \nMcCannon (left) leads a \nprivate moment of prayer \namid the excitement and \nnoise of the day. Many no \ndoubt asked Divine \nbenevolence on not only \nthis joyful occasion, but also \non the decades to come. \n\n\n\nThe inaugural luncheon \nin the George W. and \nIrene Woodruff \nQuadrangle got off to a great \nstart and almost survived with- \nout so much as a rain droplet \nuntil the dessert came 'round. \nAbout the time the group had \nits first fork in the pie, the \nheavens opened and rain \npoured down. \n\n\n\nThe crowd, including Ayse \nCarden '66, professor of psy- \nchology (above) took cover \nbeneath umbrellas, empty \nchairs  Kate McKemie \nmade a bonnet of the \nspare one next to her  \nthe gazebo, the colon- \nnade or under the \ngreat revival-style tent \nat the center of the \nquad. \n\n\n\nAs the first ASC graduate to lead this institution, you usher in a new era. One \nthat will bring continued growth and unprecedented achievement. We know \nyou will remain committed to raising the level of excellence of the College \nand all those associated with it. We, too, are committed: committed to the ideals that \nthe College was founded upon and committed to sustaining you as the head of this \ninstitution. We shall stand proudly beside you as you lead us boldly into a New Era. \n\n Maurice Byrd, Information Technology Services \n\n\n\n\nA few hearty souls, like Mary Duckworth Gellerstedt '46, honorary chair of the inaugural com- \nmittee (above left) and Giselle Fernandez '98, committee member (second from left), rode out \nthe rain in their seats. Others, such as the members of the class of 1966, huddled with the Lady \nof the Day, classmate Mary Brown Bullock, and relived a college-moment under shelter of the tent. \n\n\n\n\nAfter the luncheon, \nreadings were held \nby alumna authors: \nHelen Fnedman Blackshear '31, \npoet laureate of Alabama; \nShirley Christian Ledgenvood '36, \npoet and editor; Elizabeth \nStevenson '41, biographer and \nwinner of the 1956 Bancroft \nAward; Shirley Graves \nCochrane '46, creative writ- \ning instructor at Georgetown \nUniversity School of \nContinuing Education and \nthe Writer's Center; Jeanne \nAddison Roberts '46, former \npresident of the Shakespeare \nAssociation of America; and \nConstance Curry '55, human \nrights activist and author of \nSilver Rights. \n\nAlong with the sympo- \nsium, \"Our World in Our \nTime,\" the events concluding \nthe inauguration emphasized \nthe College's academic past \nand its intention effacing \ntoward the future  a theme \nthat resounded throughout \nthe weekend and promises to \ncarry Agnes Scott into the \nnext century. \n\n\n\n.i^W*.- \n\n\n\nI \n\n\n\n\n\n\nii*M \n\n\n\nm _ fiT \n\n\n\ni l m \n\n\n\n^5- \n\n\n\n.i=ki* \n\n\n\n|H\".fl|'^ ' \n\n\n3 : I_i f \nijllRSQiB \n\n\n\n\n\n\\im** i\u0026- \n\n\n\ni H H ij-i. \n\n\n\n^V.v* \n\n\n\n^ \n\n\n\nWe welcome Dr. Bullock \nback home as our sev- \nenth and first alumna \npresident. Our campus has been \nenergized by your presence. It is \nmy hope that this new vision \nwill be combined with meaning- \nful traditions to help create the \nnext era in the future of Agnes \nScott College. We admire your \ncommitment to academic \nexcellence and to each member \nof this community: faculty and \nstaff as well as students. \n\nSylvia Martinez, president of the class of 1 996 \n\n\n\n-~i \n\n\n\nTo the music of Spellbound (right) and the \nPeach Trio jazz ensemble, the Agnes Scott \ncommunity took the inaugural celebration \ninto the wee hours of April 20 in the Sky Room of \nDecatur's First Union Bank. President Bullock and \nher husband, George (below) were the honored \nguests. The dance was well attended by the student \nbody, which participated in the inauguration in \nmany ways, including naming the special drinks for \nthe evening in a campus-wide competition. The \nwinners: \"Downtown Mary Brown,\" so titled by \nBetsy Bilbro '97 of Warner Robins, and \"Sweet \nAgnes,\" named by Rolanda Daniel '98 of East \nPoint. Students were also the recipients of two \ncomputers given away as door prizes that evening. \n\n\n\n\n\n\n\n\n\n\n\n\nw*r- J \n\n\n\n\n\n\n\n\n^ \n\n\n\n\n\n\n\"Agnes Scott College is committed to academic excellence and is serious about edu- \ncating women for the 21st Century.\"  Mary Brown Bullock, seventh and first alumna president of ASC \n\n\n\nThe inauguration of \nAgnes Scott's seventh \npresident could not \nhave been possible without \n\n\n\n\nthe hard work and dedication \nof the entire Committee on \nthe Inauguration, headed by \nHonorary Chair Mary \nDuckworth Gellerstedt '46. \nA significant gift by \nMary and Larry \nGellerstedt helped \nmake the inaugu- \nration the true \ncelebration that it \nwas. Serving with \nGellerstedt were \nMary G. Ackerly, \ndirector of public- \nrelations and \nMildred Love \n\n\n\nPetty '61, as co-directors; \nAndrea Johnson Swilley '90, \ndirector of major gifts, as \ndeputy director; as well as \ncommittee members, Mary \nAlverta Bond '53, secretary \nemerita of the Board of \nTrustees; LaDonna Brown '99, \nMichael J. Brown, Charles A. \nDana Professor History; \nRonald L. Burnside, Charles \nA. Dana Professor of Music; \nJune Elizabeth Derrick '68, \nGiselle Fernande: '98, \nRhiannon Gerald '97, Kelly \nJennings '96, Janice B. \nJohnson, administrative assis- \ntant to the dean of the \nCollege; Jeanne A. Maxfield, \nexecutive assistant to the \npresident; Virginia F. \nMoreland, College librarian; \nElsa Pena, director of the \n\n\n\nphysical plant; Anne M. \nSchatz, director of donor rela- \ntions; Lucia Howard Sizemore \n'65, director ot alumnae affairs; \nPeggy Thompson, associate \nprofessor of English; Isa D. \nWilliams, director of the \nAtlanta Semester program; \nOlga Yiparaki, assistant profes- \nsor of mathematics; and Lisa \nFrankum, inaugural co- \nordinator. \n\nThe College also recognizes \nthe contribution of the \nRandolph Partnership, a public \nrelations agency headed by C. \nRandolph Jones 70. \n\n\n\n\"PRESIDENT\" \nKIDNAPPED-BRIEFLY \n\nA dastardly deed foiled by two quick-thinking, intrepid alumnae \n\n\n\nBy Mary Alma Durrett \n\n\n\nIt was nearly 2 a.m. when IT registered with \nAndrea Swilley '90, director of major gifts. \nThe \"president\" had been conspicuously \nabsent from the inaugural dance for the last \nhalf hour. Call it a combination of maternal \ninstincts and gumshoe leanings, but Swilley \ncouldn't just let it lie. She did a 180 in her \nWindstar and motored back to the First Union \nBank to investigate. \n\nThe answers to a few well-placed ques- \ntions confirmed her suspicion. \nThe \"president\" was missing. \nDisappeared. \nProbably kidnapped. \nThe night guard at the Sky Room \nremembered several students carrying her \n(bodily) out of the elevator and through the \nbackdoor but this failed to arouse suspicion \nin the guard. That was 1:34 a.m. \n\nHe thought, \"Well, maybe she'd had too \nmany Downtown Mary Brown's.\" Even a \n\"president deserves to kick up her heels \noccasionally.\" \n\nThat was all Swilley needed to hear. She \nalerted her trusty sidekick, Kim Drew '90, \nand the two made a bee-line to file a miss- \ning \"persona\" report. The police chief react- \ned promptly by falling asleep. After all, it \nwas only Gatorfoam. Since there would only \nbe a few more hours until daylight, Swilley \nand sidekick caught some shut-eye and \nrestarted their search at dawn. \n\nInquiries to key College personnel the \nnext day revealed a couple of important \nsightings of the \"president\" on campus. She \nwas believed to be in Winship Residence \nHall. The criminals' hideaway was close at \nhand. Then Swilley and Drew took a bold \nstep. They surrounded the building. \nYes, both of them. \n\nThe two clever alums invoked the Honor \nCode and pressed a student in the hall for \nthe \"president's\" whereabouts. She cracked. \n\n\n\nThe \"president\" was on the third floor. \nWith this news, Swilley and Drew moved in \nfor the rescue. \n\nThey knocked at the door. \n\nNo one answered. \n\nThey tested it. \n\nIt was unlocked. \n\nThey opened the door quietly and there \nstood the \"president\" in the corner \nlooking a bit bedraggled and (gasp) \nmissing a finger. Swilley and \nDrew freed the captive, and the \n\"president,\" ever poised and \nfully regaled, said with her eyes, \n\"Thank heaven for the Honor \nCode.\" \n\nFOOTNOTE: Although \nnumerous requests for \nappearances by the life- \nsize cutout of the \"presi- \ndent\" have been made \nsince the inauguration, \nthe \"president 1 ' is \nbeing kept under \nlock and key in a \ntop secret corner \nof the catnpus . \n\n\n\n\"Thank heaven for \nthe Honor Code.\" \n\n\n\nNone could deny the hero- \nism of the two alumnae who \nrescued the \"president.\" \nIndeed, their work became \nlegendary among students \nwho were heard to mumble , \n\"Man.' They just came right \nin and stole her back.\" \nAndrea Swilley '90, direc- \ntor of major gifts and deputy \ndirector of the inaugural \ncommittee , mugs with a \nhappy \"president\" after the \nordeal (and a finger repair) . \n\n\n\n\n\nA GREAT WEEKEND \nFOR ALUMNAE \n\n\n\nAlumnae Weekend \nwas indeed, \"A Time \nto Celebrate,\" as it \nwas so inextricably tied to \nthe president's inauguration. \nA Fifty Year Club Dinner, \nhonoring the class of 1946, \nwas attended by the newly \ninvested President Mary \nBrown Bullock '66 (above) on \nFriday evening. A forum with \nrecipients of the Outstanding \nAlumnae Awards  Carla \nEidson Pierce '84, June Hall \nMcCash '60, Mary Aichel \nSamford '49 and Margaret \nWard \"Wardie\" Abernethy \nMartin '59  was held on \nSaturday. \n\nThe gavel of the Agnes \nScott College Alumnae \nAssociation was formally \npassed from President Lowrie \n\n30 \n\n\n\nAlexander Fraser '56 to \nLetitia \"Tish\" Young \nMcCutcheon'73 (middle right) \nat the annual meeting held in \nGaines Chapel of Presser \nHall. ASC President Bullock \noffered a greeting to the more \nthan 750 alumnae who gath- \nered that morning, including \nKate Durr Elmore '49 of \nMontgomery (lower right) \nwhose $1 million gift to the \nCollege was announced dur- \ning Bullock's inauguration. A \nsecond $1 million gift from \nPatricia Butler 78 of Lajolla, \nCalif, was also announced. \nThe gifts will be used for \nlibrary and student center \nexpansion and renovation. \nAn alumnae luncheon with \nfaculty followed the annual \nmeeting, as did a guided tree \n\n\n\ntour of the campus \nand an introduc- \ntion to Agnes \nScott's World Wide Website \n\nOn Sunday, The Rev. \nWallace Alston Jr., pastor of \nNassau Presbyterian Church \nin Princeton, N.J., led \na worship service in \nGaines Chapel \n(Alston's sermon \nbegins on \npage 20.) \n\n\n\n\nAGNES SCOTT COLLEGE  SUMMER/FALL l l o \n\n\n\n\nLIFESTYLES \n\n\n\nGiving foreign visitors a sense of America; the art of story -telling; \nancient romance; boa baby; floor covers and uncovering the past. \n\n\n\n\nFrom the Smithsonian to the Senate, visitors of many countries find guide Nancy Francisco Barbour s tours \"very interesting \n\n\n\nCAPITOL \nESCORT \n\n\n\nTour Guide Nancy \nBarbour '49 \n\nRome. Paris. London. \nMadrid. Since her \nScottie days in Decatur, \nNancy Francisco Barbour \n'49 has called these world \ncapitals home. \n\nAmerica's capital is her \ncurrent home and using the \nlanguages she acquired \nabroad, she escorts foreign \nvisitors to historic sites in \nWashington, D.C. \n\nAs a freelance tour \nguide for the Guide Service \n\n\n\nof Washington, Barbour \nleads groups of up to 35 \nItalian, French, English, \nSpanish or Dutch visitors \nto the Capitol, the White \nHouse, the Lincoln, Viet- \nnam and Korean memori- \nals, and to Arlington \nNational Cemetery. \n\nIn outings longer than \nthe standard four hours of \nmost tours, Barbour, whose \nhusband is a retired diplo- \nmat, ventures to the \nKennedy Center, Embassy \nRow, Mount Vernon, \nAnnapolis, Gettysburg, \nWilliamsburg, Georgetown \nand Harper's Ferry. \n\n\n\nHer guests are from all \nwalks of life, from diplo- \nmats to homemakers. \n\nThe National Gallery, \nthe Museum of Natural \nHistory and the Air and \nSpace Museum are among \ntheir favorite stops. The \nNational Cathedral also \nranks high on their lists as \nwell as on Barbour's. \n\nBut the piece de resis- \ntance, she adds, is a trip to \nthe Capitol. \"I let them sit \nin the Senate and House \nchambers and I explain \nhow our government \nworks. They find that very \ninteresting.\" \n\n\n\nA TALE OF \nTWO TALL \nTALKERS \n\nStorytellers Betty Ann \nGatewood Wyhe '63 \nand Kathleen Stout \nMainland '54 \n\nBetty Ann Gatewood \nWylie '63 spins more yarn \nthan Scottdale Mill in its \nheydey. \n\nAs a professional story- \nteller, Wylie tells tales \nthree or four times a day to \naudiences ranging from \nchildren attending Macy's \nannual \"Breakfasts with \nSanta,\" to residents of \n\n31 \n\n\n\nLIFESTYLE \n\n\n\n\nBetty Ann Gatewood Wylie's storytelling skills have inspired the young and the \"young at heart.\" \n\n\n\nhomes for the aged, to \nHabitat for Humanity \nfundraisers, anniversaries \nand wedding rehearsal din- \n\n\n\nner parties in which she \ncreates a fairy tale about \nthe honorees. \n\nThe storyteller's career \n\n\n\nwas launched at chil- \ndren's birthday parties \nbefore her first child was \nborn more than 30 years \n\n\n\nago. Today she also shares \nher talents in classroom \nsettings, including an \nannual 50-hour workshop \nfor teachers, and also with \nher peer storytellers. \n\nEveryone can tell a \nstory, Wylie emphasizes. \nShe urges her pupils to read \na lot. \"Choose stories you \nlove and suit them to your \naudience,\" says Wylie. \"Use \nyour built-in tools: body \nlanguage  hands, eyes and \nother facial expressions  \nyour entire body. Use your \nvoice as an instrument to \nconvey variety in your pre- \nsentation. Speed it up. \nTurn up or down the vol- \nume. Use inflection. Do \n\n\n\nLETTERS FROM THE PAST \n\nEditor Georgia Powell Lemmon '51 \n\nLike piecing together patches of a \npriceless heirloom quilt, Georgia \nPowell Lemmon '49 is gathering written \ntreasures from 131 letters written by her \nfather to her mother during World War I \n\nWhen Margaret Boyd McKay Powell died 12 \nyears ago, her daughters  Lemmon, Margaret \n\"Bobbie\" Powell Flowers '44 and Celetta \"Leila\" \nPowell Jones '46  inherited the boxed letters from their \nmother's beau-turned-husband. Two years ago the three \nsiblings divided up the batch and, in longhand, tran- \nscribed a phrase, paragraph or sentence from each letter. \n\nNext, Lemmon purchased and mastered a computer \nand began compiling \"a calendar of letters\" to include \none letter portion per day. \n\nThroughout the lengthy project Lemmon has deeply \nsensed her father's \"constant, unwavering love\" for her \n\n\n\n\nmother. William John Powell composed his \nalmost daily letters to his belle in Thomasville, \nGa., from his U.S. Army training posts in San \nAntonio, Charleston and Leavenworth, Kan. \n\n\"I wish I could meet you at the corner \nof Love and Jackson,\" wrote Powell of two streets \nin their Southern hometown. In 1918, the second \nlieutenant's heart's desire was granted at last. The war \nended the night before his France-bound ship was sched- \nuled to sail. Three months later, McKay collected and \nstored her letters and began her 5 1 -year \nmarriage to Powell. \n\nLemmon plans to self-publish \nthe emerging book, complete with \nvintage photographs from her \nparents' lite. \n\n\n\n\n7\u003c \n\n\n\n32 \n\n\n\nAGNES SCOTT COLLEGE  SI MMER/FALL 1996 \n\n\n\nLIFESTYLE \n\n\n\ncharacterizations. Use your \nimagination and your emo- \ntions. Be courageous!\" \nWylie's storytelling \nprowess has inspired many, \nincluding Kathleen Stout \nMainland '54- With her \nScottish brogue, a twist of \nimagination and a generous \ndose of native folklore, \nMainland took a tale, \n\"painted it purple\" and \nwon the 1995 Southern \nAnnual Liars Contest. The \nnative of Scotland reached \nthe pinnacle of her story- \ntelling career when she \nbecame the first woman in \nsix years to win the con- \ntest, hosted by the \nSouthern Order of \nStorytellers in Atlanta. \n\nHer award-winning tale, \nwhich as the rules dictated, \nended with \"and I painted \nit purple,\" fetched the yam \nspinner a new Brumby \nrocker. Mainland was \nskeptical of her ability to \nweave a tale, but upon \nhearing the requisite con- \ncluding phrase she quick- \nly associated purple with \nthe heather of her \nhomeland and blended \nsome native tales to \ncapture the prize. \n\nMainland admits \nto having stumbled \ninto the craft when a \nfriend invited her to \n\"a concert\" 13 years ago. \nThe Scottie at first was ter \nribly disappointed to learn \n\n\n\nthat the event was story- \ntelling and not music as \nshe had anticipated. But \nthe evening of tales \nsparked a flame of interest \nin Mainland after hearing \nthe featured storyteller, \nBetty Ann Gatewood \nWylie. \n\n\n\nWORK \nBENEATH \nYOUR FEET \n\nDesigner Martie \nLowom Moore '78 \n\n\n\nScottie accomplish- \nments include scaling \nMount Everest, descending \ninto the bellies of volca- \nnoes and delving deep into \nthe psyches of wounded \nchildren. But Martie \nLowom Moore's signature \naccomplishments may be \nbeneath your feet. The \n1978 graduate is a free- \nlance floor covering \ndesigner. \n\nThe Marietta, Ga., \nartist's designs grace wall- \nto-wall carpets in hotels, \nrestaurants, chain stores \nand office buildings, \n\n\n\nincluding some Hallmark \nshops and the Green Bay \nPacker's locker room, as \nwell as welcome mats sold \nat K-Mart and linoleum \nfloor covering available at \nWal-Mart. \n\nClients approach \nMoore, a work-at-home \nmother of two, with specif- \nic ideas or ask her to pro- \nduce thumbnail sketches of \npotential designs. She must \ntake into account the \nmaterial, the manufactur- \ning process, the number of \ncolors, the final size and \nthe number of times the \ndesign is repeated on the \nproduct. \n\n\n\n\nLIFESTYLE \n\n\n\nAccording to Moore's \nclients, when they want \nthe design to be \"pretty,\" \nthey choose her as their \ndesigner. For inspiration, \nMoore keeps track of men's \nand women's fashion and \nother societal trends in col- \nors, and furnishings. \n\"Everything trickles down,\" \nexplains Moore. \"Carpet is \nlast, following home fur- \nnishings and clothing. It's \nconservative. What was a \npopular color a year-and-a- \nhalt ago is often what is \nselected for a floor \ncovering.\" \n\n\n\nMOVE A \nLITTLE DIRT \nTO THE LEFT, \nPLEASE \n\n\n\nArcheological artist \nSarah White '50 \n\nOn her knees and \ncovered in dust, \nSarah Hancock White '50, \nhas touched the past. \"You \ntouch this pot and you \ntrace where the potters \nhands have been. You see a \nthumbprint, an impression \nof a hand, you feel a little \nindentation, and you know \nyou are in touch with \nsomeone who lived in \n2400 B.C.\" \n\nThe dust, the pot and \nthe connection with the \npotter are forces that have \nlured White and her hus- \n\n34 \n\n\n\nband, Marlin, as volunteers \non archeological digs to \nJordan. Three times since \n1984, Marlin has accompa- \nnied Drew University \nArcheology Professor \nSuzanne Richard to the \nMiddle Eastern city. White \njoined the crew on the last \ntwo trips for which she \nserved as the site artist and \nMarlin as camp manager. \n\nThe 25 to 30 volunteers \nhail from around the \nworld. Some are students \nor professors or people such \nas Marlin whose interest in \nancient pottery was \nheightened by a class \nRichard taught. \n\nThe workers' dig site is \na pre-biblical, early \nCanaanite village, the \nlength of one-and-a-half \nfootball fields. It is named \n\n\n\n\nKhirbet Iskander for its \nconqueror  Alexander the \nGreat. The ruins are 15 \nmiles east of the Dead Sea \nand near Mount Nebo, \nwhere Moses later stood \nand saw the Promised \nLand, was denied entry and \neventually died. \"It is \nthrilling to be in such his- \ntorical surroundings,\" says \nWhite. \n\nFor four-to-eight weeks, \nthe work crew camps in a \nprimitive section of Jordan \nwhere residents live strik- \n\n\n\ningly similar to the way \nancient village people \nlived. The area is some- \nwhat impoverished; the \nvolunteers must draw their \nwater from a stream and \nboil it. \"It is another \nworld,\" White reflects, \nadding, \"It is enlightening \nto see how other people \nlive. It makes us realize \nhow fortunate we are.\" \n\nThe mud-brick village \nwith its stone foundation is \nburied underground, on a \nhill. Strong desert winds \n\n\n\n\nSarah Hancock White and her husband, Marlin, enjoy digging into other people's, pasts \n\n\n\nAGNES SCOTT COLLEGE  SUMMER/FALL 1996 \n\n\n\nLIFESTYLE \n\n\n\nassist the volunteers who \nmust dig only three to four \nfeet to unearth early \nBronze Age knives and \nprimitive grinding tools. \nBeautiful, functional, \nintact, three-foot tall ves- \nsels, which stored grain, \nwater, wine or olive oil, are \ndiscovered, as are numer- \nous shards of pottery, shat- \ntered by earthquakes. \n\nWhite, a former high \nschool art and math \nteacher who received her \nart degree from Agnes \nScott, produces detailed \ndrawings of all the artifacts, \nincluding the shards, as \nthey are discovered. The \nfindings are also recorded \nby a site photographer. \nBefore artifacts can leave \nthe country, Jordan's \nDepartment of Antiquities \nsees them and chooses \nwhich will remain and \nwhich can be taken out. \n\nStateside, White com- \npletes her drawings with \npen. She and Marlin also \nenjoy lecturing to civic \ngroups about their work \nand assisting in restoring \nthe artifacts. This involves \nwashing, gluing, labeling, \nlogging the shards and not- \ning where they were found. \nThe Whites store numer- \nous boxes of yet-to-be \nprocessed artifacts in their \nbasement. \n\n\"You have a feeling that \nyou are rewriting history,\" \n\n\n\nWhite says of the digs. \n\"You learn about the peo- \nple who lived there, why \nthey lived there. The time \nperiod [in which] they \nexisted, their living pat- \nterns, the battles they \nfought, why the village was \ndeserted, and the causes of \ntheir abandonment.\" \n\n\n\nEarthquakes were fre- \nquently the cause for mov- \ning, she explains. \"The vil- \nlage findings refute beliefs \nabout the time period. It \nwas thought to be the dark \nages, and that life had \nceased to exist in that loca- \ntion. But it was a much \nlonger occupation than pre- \n\n\n\nviously believed.\" \n\nThe New Jersey-based \ncouple plans a final expedi- \ntion to Jordan next year, \nafter which their leader, \nRichard, is scheduled to \nbegin a book on the digs. \n\n Leisa Hammett-Goad is a \nfreelancer in Nashville, Tenn. \n\n\n\nHER \"FAVORITE SQUEEZE\" \n\nChiropractor Christy Cechman '90 \n\n\n\nThe hypothetical \"average family\" \nincludes two dogs and a cat. When \nChristy Cechman '90 and husband Lewis \nCone entered Texas Chiropractic \nCollege, they sold their two dogs and \nadopted Siddhartha, a pet boa constric- \ntor. \n\nAlthough it has been joked about, the \ncouple does not plan to use the Columbia \nRed-tailed Boa in their future profession. \nInstead, they realized their lifestyles \ndidn't allow adequate time for \nfeeding, walking and nurtur- \ning canines. Their \n\"sedentary\" snake, \nnamed for the first \nBuddha, only \nrequires a live \nmouse every two \nweeks for suste- \nnance. At 12 \nmonths old and \nthree feet long, \nhe subsists \npeacefully in \nhis aquarium \nand enjoys \n\"snuggling\" with \n\n\n\n\nhis owners when taken from his habitat. \n\"He likes being held,\" says Cechman, \nwho explains that only certain aggressive \nbreeds of boas live up to the species' rep- \nutation of squeezing people and animals \nto death. The Atlanta native adds that \nboas wrap around bodies for warmth. \nWise owners, such as Cechman and \nCone, also know to loosely drape and \nnot wrap the boa around their necks. If \nthe person carrying the snake were to \ntrip or make a sudden motion to give the \nsnake the sensation of falling, \nthen it would constrict \nand be deadly. As \nSiddhartha grows \ntoward his pre- \ndicted eight feet, \nhis owners \nplan to pur- \nchase larger \naquariums \nand eventual- \nly dedicate a \nfive-by-five- \nfoot room \nwith trees for \nhim to climb. \n\n\n\n35 \n\n\n\nLETTERS \n\nBreast cancer: we are not martyrs, heroines or icons  we are women. \n\n\n\nLast summer Agnes SCOTT \nAlumnae Magazine pre- \nsented me with the oppor- \ntunity to prepare an article \non the vast and complicat- \ned subject of breast cancer. \nEight years after my own \ntreatment for the disease, I \nmet the challenge with a \ncombination of gratitude \nand trepidation. After \nextensive research and a \ngood deal of soul-searching, \nI produced an essay and a \ncompanion article that \npresented the situation of \nthe breast cancer patient \nand described women's \nimportant advocacy efforts \nin the field. The two pieces \nwere structured to run \ntogether, a balance of harsh \nreality and hope. \n\nIt was never my inten- \ntion to write about myself, \nalthough I knew that the \narticle would come from a \nvery personal perspective. \nWhen the essay was pub- \nlished, I was shocked that \nthe editors presented it as a \n\"self-portrait,\" paralleling \nthe piece with a banal fea- \nture article about a New \nYork artist named Matusch- \nka who won notoriety in \n1993 when The New York \nTimes Magazine published a \ndefiant \"self-portrait\" that \nprominently displays her \nmastectomy scar. \n\nThe editor's use of the \nobsequious feature and the \nphoto fought with the most \nimportant argument of my \nessay. Physically, psychical- \nly and socially, breast can- \ncer is not just a disease of \nthe breast  it is a disease of \nthe whole woman. \nHistorically, medical \nprogress in treatment has \nbeen slow due to the failure \nto envision breast cancer as \n\n36 \n\n\n\na disease related to the rest \nof the body. Personally, loss \nof a breast is hard, but the \ntrauma does not compare to \nthe impact of having one's \nlife threatened. For most \nwomen, emotional and \npractical adjustments are \narduous and extensive. The \ncosmetic problems pale in \ncomparison. \n\nYet, the editors present- \ned Matuschka's mastectomy \nportrait as an \"icon\" for \n\"breast cancer awareness.\" \nAwareness of what? Many \nof the so-called \"breast can- \ncer awareness\" campaigns \nare promulgated by the \nfinancial interests of the \ncommercialized medical \nindustry. Women are \ntaught that, if they only do \nall the right things, breast \ncancer won't be a problem. \nThe truth is, we only have \nsome screening techniques \nthat, when properly ad- \nministered, can find tumors \nearlier in some women. \nBreast cancer is an \nunsolved mystery. Each \nwoman's case is different \nand the simplistic cam- \npaigns of fear are rarely \nhelpful. They foster denial \nof the real issues and place \nan unreasonable burden on \nall women. \n\nOf course, many cam- \npaigns for \"awareness,\" \nsponsored by non-profit \ngroups such as the Susan G. \nKomen Foundation, are \nhonestly motivated and \nuseful in raising funds for \nresearch. But there is a \ngrowing resistance among \nwomen to what has become \nan annual pink-ribboned \nmarketing frenzy for mam- \nmography, a screening \ntechnique that is not uni- \nversally efficacious and cer- \n\n\n\ntainly not a means of pre- \nvention. \n\nUnfortunately, the \nAmerican breast cancer \nmythos of \"awareness\" is \nmore geared toward denial \nof feeling than toward heal- \ning. Women who experi- \nence breast cancer are not \nmartyrs, heroines or icons, \nwe are women  that is our \ngreatest strength. The \nalumnae magazine editors' \ndecision to distort my work \nto support current cliches \ninsulted all of us who strug- \ngle with illness. Pink rib- \nbons represent girlhood, \nnot mature femininity and \ncertainly not the womanly \ndepth of feeling that recov- \nery calls us to experience. \n\nAs a woman and a pro- \nfessional, the editor's \nsideshow vision of my work \nhurts. I worked hard to \navoid sensationalism and to \nrespect my own privacy as \nbest I could in presenting \nmany devastating aspects of \nmy experience. The med- \nical reporting 1 produced \nwas excellent and original. \nTo have such careful work \ncompared in the headline, \n\"baring the breast cancer \nmyths,\" to another wom- \nan's decision to expose her \nmastectomy scar is unac- \nceptable. \n\nPreparing the piece was \na good experience. It was a \nprivilege to interview alum- \nnae breast cancer survivors. \nI will not forget their wis- \ndom and bravery or the \nsupport of so many others \nwho helped in my research. \n\nSadly, after what the \neditors produced, I am \nrelieved that most alumnae \ninterviews did not appear. I \nwish that I also could have \nbeen spared the indignity \n\n\n\nof being included in the \npackage. It is deplorable. If \nI could withdraw my work \nnow, I certainly would. \n\nMuch of what I pre- \npared survived, but the edi- \ntors particularly crippled \nthe lead essay. From the \nfirst paragraph, my voice is \nmanipulated and shackled. \nMost tellingly, the piece's \nwit was vacuumed out. \nSubstantive and grammati- \ncal mistakes were also \ngtafted into the essay. \n\nFinally, the irresponsi- \nble comment about alleged \n\"health risks\" of breast \nreconstruction is tremen- \ndously disturbing in light of \ncurrent medical under- \nstanding. Ignorance like \nthis is a pathetic but real \nthreat to the healing \noption ot reconstruction. \n\nI am a woman. \nPresuming to present my \nexperience as a \"portrait\" \not breast cancer was wrong. \nSomething positive was \nreplaced by a vision of fear. \nThis is a great loss to me \nand to the Agnes Scott \ncommunity. \n\nCarol Wilky '80 \n\nEditor's Note: Carol \nWilley's article on breast \ncancer was indeed \"excellent \nand original.\" The College is \nproud to have had her work \nincluded in its publication. \nThe College regtets any \nmisinterpretation which \nmay have been attributed to \nits presentation of the \ninformation. \n\nIf you would like a copy \nof the original version of \nCarol Willey's article, write \nto: Office oj Publications. \n.\\gnes Scott College. \n141 E. College Are.. \nDecatur. GA 30030. \n\n\n\nAGNES SCOTT COLLEGE  SI 'MMER/FALL 1 W6 \n\n\n\nGIVING ALUMNA \n\n\n\nAfter an investment of 18 years, an investment in Agnes Scott's future. \n\n\n\n\nlen and Mary Christine Kline: \"The people are the greatest thing. I want them to see someone from the old days [still] cares \n\n\n\nC. BENTON KLINE \n\n\n\nHome: Atlanta, Georgia \n\nAge: 71 \n\nOccupation: Officially retired but teaches part-time at \n\nColumbia Theological Seminary \nWife: Mary Christine \"Chris\" \nChildren: Two children, tive grandchildren \n\n\n\nDespite his affiliation \nwith institutions such \nas Yale and Columbia \nTheological Seminary, C. \nBenton Kline Jr., former \ndean of faculty at Agnes \nScott College, remains a \nstrong supporter of the \nCollege. \n\nThis is evidenced by the \ncharitable annuity trust that \nhe and his wife, Mary \nChristine, recently set up to \naugment two existing schol- \n\n\n\narship funds named for their \nmothers and to create the \nMary Christine Kline Fund, \na special gift that will help \nASC faculty to defray the \ncosts of entertaining stu- \ndents. \n\nKline first came to ASC \nin 1951 as an assistant pro- \nfessor of philosophy and \nBible. In 1957, he became \ndean of the faculty, a post \nhe held until 1968, when \nhe resigned to become dean \n\n\n\nof the faculty and professor \nof theology at Columbia \nTheological Seminary. \n\nOver the years, Kline \ncontinued his contact with \nASC as a visiting professor. \n\nKline and his wife estab- \nlished the Jessie Lawrie \nJohnston Hicks Fund and \nthe Wilma St. Claire Hout \nKline Fund during the \nCollege's 75th anniversary \ncampaign. \n\nThe Klines established \nthe Mary Christine Kline \nFund because they wanted \nto encourage the kind of \nfaculty-student contact they \nenjoyed  they entertained \nstudents every Sunday \nnight throughout the fall \nand winter. \"I thought that \n\n\n\nit was worth having a little \nbit of a fund as a stimulus \nfor this kind of exchange,\" \nKline says. \n\nNow officially retired, \nKline recalls his \"invest- \nment of 1 8 years\" at ASC \nas being an investment in \npeople. \"As dean, I hired \nmany young faculty, some \nof whom are still active. My \nwife and I also developed \nclose relationships with stu- \ndents who are now alum- \nnae. The people are the \ngreatest thing about Agnes \nScott. I want them to see \nthat someone from the old \ndays continues to care.\" \n\n Teresa Marie Kelly '94, \nMAT '96, is a school \nteacher in Atlanta. \n\n\n\nott College \n141 E. College Ave. \nDecatur, GA 30030 \n\n\n\n'\"\"\"-\"  H.I...III....H |,|7m \n\n\n\n\nThe class of 1966 showed up lr \nforce (55 members) to applaud the \naccomplishment of their classmate \nMary Brown Bullock '66, who was \ninaugurated in April as the first \nalumna president of Agnes Scott \nCollege. The remarks of President \nBullock on the occasion of her \ninauguration are just part of our \nextensive report on the historic \nevent, beginning on page 5. \n\n\n\nQ Printed on recycled paper "}],"pages":{"current_page":3,"next_page":4,"prev_page":2,"total_pages":38,"limit_value":10,"offset_value":20,"total_count":373,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":373}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Agnes Scott College","hits":319},{"value":"Agnes Scott Institute","hits":24},{"value":"Alston, Wallace M., 1934-","hits":4},{"value":"Gaines, Frank Henry, 1852-1923","hits":4},{"value":"McCain, James Ross","hits":3},{"value":"Noble, Betty Pope Scott","hits":2},{"value":"Christine Cozzens, Christine S.","hits":1},{"value":"James Ross McCain","hits":1},{"value":"McNair, Walter 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