Agnes Scott Alumnae Quarterly [1945-1946]

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AGNES SCOTT

ALUMNAE QUARTERLY

THE WILL TO PEACE

AUTUMN 1945

EXPLANATION OF THE

COVER BY THE ARTIST

ANNE ELCAN '48

Where bombs are falling, the apparently insignificant parts of nature cannot
carry on an undisturbed growth and development.

The spiral shell, like life, is ever growing and expanding beyond the
evolutionary center.

The spider's web, the integration of the life forces, is impossible with-
out peace.

A hope for the development of peace might be found in the metamorphosis
of the butterfly, seen here as a cocoon.

Peace among the little things of nature reflects a transforming process at work in
the world of men.

Officers, Staff, Committee Chairmen and Trustees of the Alumnae Association

Margaret McDoV.' MacDougall, 1924
President

Lulu Smith Westcott, 1919
First Vice-President

Patricia Collins, 1928
Second Vice-President

Elizabeth Flake Cole, 1923
Recording Secretary

Betty Medlock, 1942
Treasurer

Margaret Ridley, 1933
Alumnae Trustee

Executive Secretary
Eugenia Symms, 1936

Emily Higgins, 1945, Assistant

Frances Winship Walters, Inst.
Alumnae Trustee

Elizabeth Winn Wilson, 1934
Constitution and By-Laws

1935

Marie Simpson Rutland,
Student Loan

Jean Chalmers Smith, 1938
Newspaper Publicity

Lita Goss, 1935
Publications

STAFF

Mary Warren Read, 1929
House Decorations

Nell Patillo Kendall, 1935
Second Floor

Louise McCain Boyce, 1934
Tearoom

Charlotte E. Hunter, 1929
Grounds

Mary Crenshaw Palmour, Inst.
Alumnae Week-End

Martha Rocers Noble, 1914
Entertainment

Editor of the Quarterly
Mary Jane King, 1937

Leone B. Hamilton, 1926, Art Editor

Published four times a year (November, February, April, and July) by the Alumnae Association of Agnes Scott College at
Decatur, Georgia. Contributors to the Alumnae Fund receive the magazine. Yearly subscription, $2.00. Single copies 2.5 cents.
Entered as second-class matter at the Post Office of Decatur, Georgia under Act of August 24, 1912.

November 1, 1945

Dear Alumnae :

Let me thank you for handing over to me an
organization in such excellent shape. Last year was a crucial one
for the Agnes Scott Alumnae Association. Our leaders stepped out
boldly and initiated the Alumnae Fund Plan to replace the out-
moded system of paying dues. Their faith in you was justified,
for through your generosity the undesignated gifts totaled
$3,657 as against $900 collected from dues the previous year.

This increased income has enabled us to
employ a more adequate staff which means a more efficient
organization. We have a full-time editor for our quarterly. As this
is the chief link between you and the association, we want it to
continue on the same high level it has achieved. Our alumnae secretary,
relieved of any responsibility for publications, is free to give more
time to the Alumnae Fund, the files, correspondence with alumnae,
planning for clubs, etc.

In spite of the progress made last year,
only 11% of our alumnae contributed to the fund. We hope for a
much greater percentage of contributors this year. The amount
of your gift is immaterial; what we covet is your active partici-
pation in the association. We value your opinions on our problems
and those of the college. If you could visit the campus and
express them personally, it would be ideal; if this isn't possible,
we would appreciate a letter.

As our fund grows our secretary hopes to
visit the various clubs and also help you to organize new ones.
If you have never belonged to an Agnes Scott club you have missed
something. The fellowship and intellectual stimulation derived
from the meeting is worth the effort of organizing a club and
keeping it going.

Through these contacts you and I, as alumnae,
strive to keep alive in our hearts the ideals of Agnes Scott
the conception given us there of a larger life outside ourselves.
This vision stimulates us, as a small group who have enjoyed the
privilege of a liberal education, to pay our debt by making a
worthy contribution to the civic, cultural and religious life
within our separate spheres of influence.

Sincerely yours,

President Alumnae Association

60868

WINTER CALENDAR

MUSIC December 3 Hugh Hodgson, Music Appreciation Hour 8 P.M.

9 Christmas Carols 5 P.M.

January 7 Hugh Hodgson, Music Appreciation Hour 8 P.M.

21 C. W. Dieckmann, Music Appreciation Hour 8 P.M.

February 4 Hugh Hodgson, Music Appreciation Hour 8 P.M.

8-9 "Pirates of Penzance"

ART January Bechtell Collection of Daumier and Callot Prints

10-31 Modern Chinese Woodcuts from the American Federation of Arts

February Drawings and Paintings by Leone B. Hamilton

LECTURES January Robert Frost (Dates to be announced)

17-18 President Howard F. Lowry, Wooster College, Ohio 8:30 P.M
Thursday, 10:30 A.M. Friday

February Emile Cailliet, French scholar, author, and professor of Frencr

12-13 literature and philosophy at Wesleyan University. Subjects:

"Pascal and the Genius of France" 8:30 P.M. Tuesday

"Christianity and Naturalism" Wednesday

RELIGION December 5 Dr. Charles W. Gilkey, University of Chicago, 10:30 A.M.

February 6 Dr. Lynn Harold Hough, Drew Theological Seminary, 10:30 A. M

18-20 Campus Christian Mission

SPORTS December 7 Varsity-Alumnae Hockey Game

HOLIDAYS December 18 Christmas Vacation

February 22 Founder's Day, Alumnae Day. Full afternoon and evening!
program including dinner.

Agnes Scott Alumnae Quarterly

"The Will to Peace"

Agnes Scott College, Decatur, Georgia

Autumn 1945
Vol. 24 No. 1

CONTENTS

CAMPUS CARROUSEL

PRESENT DISCONTENTS

Ellen Douglass Leyburn

BRIGHT AUTUMN

Martha Young Bell

UNITED NATIONS CHARTER
Catherine S. Sims

PORTRAIT OF A PRESIDENT
Jane Guthrie Rhodes

ENGLAND AND FRANCE

Eliza King Paschall

WOMEN AT WAR

Wright Bryan

WORK AND COLOR

George S. Mitchell

CLUB NEWS

GRANDDAUGHTER'S CLUB

MISSING PERSONS

CLASS NEWS

PLEASE READ

12

13

19

27

30

33
37
38
38
40
55

ALUMNAE FUND REPORT

inside back cover

THE CAMPUS CARROUSEL

O&mw* Co-w>ptn

The will to peace is strong in the hearts of a few anxious Americans
who fear a recurrence of the reactionary 20s. These few want the spirit
of man to rise to meet the challenge of the atomic age. As men of science
and industrial engineers the world over cooperated to meet a deadline
with nuclear research and the practical development of the atomic bomb,
so now is the will of good men everywhere challenged to meet a deadline
with a new conception of world government and the practical development
of world citizenship. In this Quarterly we bring you the thinking of some
who have observed in far places the reactions of everyday people to the
end of war ... a careful analysis and interpretation of the most practical tool we have for establishing
world order, the United Nations Charter ... a thoughtful discussion of a two-edged domestic prob-
lem which is cutting deeply into our national unity . . . the inspiring 1945 Agnes Scott Investiture ad-
dress which suggests the means by which men may reach that proper adjustment between themselves and
other people through a more perfect understanding of the nature of man . . . and another in our dis-
tinguished series of campus portraits, portrait of our president, whose life illustrates that proper ad-
justment of man to man.

If we apply the atomic theory to the pattern of social life, we need not so much to "view with
alarm" as to grasp with comprehension the state of flux which has all the appearance of utter con-l
fusion. The human nostalgia for "normalcy," the "good old days" is ignorance of the nature of social
structure and a renouncement of responsibility. Social change is a necessity in the vital life processesH
of the fundamental values rather than a nullification of them. What is most enduring is most fluid.
Out of the confusion of our moment in time comes an opportunity for definitive action for men to|
exert their will for the accomplishment of the greatest good for the greatest number to a greater ex-j
tent than ever before. The United States which in its history has illustrated unity through diversity!
and order through chaos is uniquely prepared for leadership in the establishment of world order.

Leadership in peace must come from all our people but especially from our seven and one half mil-l
lion college trained people. Liberal education has been undergoing a rigid re-examination. A flood olH
studies, reports, conferences, magazine articles and books reflects a critical analysis of the curricula.,
the aims, mission and accomplishments of general education. This is healthy. It has strengthened
the position of liberal education in relation to world progress. Agnes Scott is a part of this movement!
Mr. Hayes representing the humanities, Miss Mell the social sciences, Mr. Christian the physical
sciences, and Mr. Stukes administration are participating in the Work Conferences on Higher Educai
tion sponsored by the Southern Association of Colleges and Secondary Schools. The report of thelj
Harvard committee on the Objectives of a General Education in a Free Society published by thfi
Harvard University Press (1945) is being studied on the campus as well as preliminary reports of thel
Yale study. This interest in the future of liberal education and its role in world affairs should bt;

[4]

shared by alumnae. Agnes Scott alumnae are 7700 of the seven and one half million college trained.
We believe that women should receive a liberal education and not merely a handsomely bound cook
book, and we believe that women so educated have a special mission to seek and to find. This year's
Quarterly in its presentation of the general theme, our college and the world, will contain articles
on movements in liberal education and on women's "place under the sun."

War Council at Agnes Scott decided not to change its name but to continue work on World War
II problems not solved by military victory. Its public instruction committee bombards the college
community with questions in the News each week which either prod to alertness or cause us to
bow in shame that our "mind is campused." A petition signed by faculty and students was sent to
President Truman expressing belief in sharing information on the atomic bomb.

Something new has been added. A bus to provide transportation for students commuting between
Agnes Scott and Emory. Majors in art and music. Informal talks on art, open to all, with an abun-
dance of illustration and a minimum of explanation. Seniors reading for honors, a program which
provides a new kind of student-faculty relationship and a certain amount of specialization. A large
number of new faculty members: Henry C. Form an from Wesleyan College, head of the art depart-
ment; Leone B. Hamilton '26, assistant in art; Anne Turner, instructor in Latin and Greek; Rachel
S. Sutton, assistant in teacher training; Margaret Buchner, assistant professor of Spanish; Claire
Buckmaster, instructor in music and director of chorus work; John F. Messick, assistant in mathe-
matics; Gertrude Natusch, instructor in economics and sociology; Mary Trammell, assistant in cata-
logue department of the library; May Lyons '44, assistant in biology; Martha Jean Gower '45, as-
sistant in physics. A new assistant in the alumnae office, Emily Higgins '45.

Distinguished visitors on the Campus. Dr. Tucker Brooke of Yale, leading American authority on
Shakespeare, speaking three times in October on Shakespeare, Marlowe and Queen Elizabeth as a
part of the program of English lectures made possible by a special grant of $2000. Dr. Will D.
Howe, former professor at Indiana and Columbia Universities, one-time editor and director of Charles
Scribner's Sons, author of Charles Lamb and His Friends and other books, speaking at the Agnes Scott
library during Book Week in November on Book Collecting as a spur to students entering the Louise
McKinney Book Contest and on several later occasions. Emil Holtzhauer, professor of art at Wesleyan
Conservatory, speaking to art students on the work of Robert Henri. Marquis Childs, Washington
correspondent and author of such books as Sweden the Middle Way and Toward a Dynamic America,
brought to the campus in November by the Lecture Association to speak on "The Politics of the Peace."
Dr. Robert Scharf, Viennese art collector, speaking on "The Differences between Classic and Modern
Art" to open the exhibition of his large collection of etchings by Renoir, Manet, Matisse, Kollwitz,
Toulouse-Lautrec and others which he managed to bring out of Nazi Germany.

The Frost Collection. To the library's growing collection of Robert Frost the kindness of the poet
and the generosity of Miss Laney have added a number of first editions and limited numbered editions
of his work, all of them inscribed with short poems or notes in his handwriting. The impressive col-
lection given to Miss Laney by the poet has been given to the library. Included are the valuable col-
lector's item, a first edition of North of Boston (1914) as first published in England, inscribed with a
quatrain of verse; A Way Out (1929) with poet's apology for a "damaged copy" of his "only prose
play so far" ; recently published A Masque of Reason wherein Job and his wife converse with God in

[5]

a kind of drama; Collected Poems (1930), "his poems in the form he has most enjoyed seeing them
in," a copy which appears to have been used by the poet; and other volumes. Also included are a
number of hand-sewn pamphlets containing single poems used as Christmas greetings by the poet and
his publisher and a catalogue of Dartmtuth's Frost exhibition in 1944. In the latter pamphlet is an
early poem "In England" below which the author confesses with characteristic humor that the climate
in England "turned out to be less oceanic" than his preconceived description in the poem implied.

The Retirement of Dr. McCain. Dr. McCain has spoken frequently during the past year to
alumnae about the approaching time for his retirement as president of Agnes Scott. Both he and the
Board of Trustees want each alumnae to be conscious of the situation and feel free to make suggestions
for a possible successor. This fall at Dr. McCain's request, the faculty elected a committee to assist the
committee of trustees in finding the right person for such significant responsibilities. The committee
consists of Miss Lucile Alexander, charman, Miss Carrie Scandrett, Mr. George P. Hayes, Mr. S. G.
Stukes, all elected, and Miss Margaret Ridley appointed to serve because of her position as member
of the faculty and an alumnae trustee. Three alumnae, therefore, represent you on this committee whose
function is to gather faculty and alumnae opinion regarding the type of person best qualified for the
presidency and to consider carefully any specific person suggested for the place. The committee asks
that you consider the matter and send your suggestions in writing to Miss Alexander or to any member
of the committee. They are now at work and hope to hear from many alumnae as soon as possible.

We are represented abroad by Professor Walter Posey, head of the history department, who is teach-
ing in the Army University Center No. 1 in Shrivenham, England, near Oxford. The Army University
gives college instruction to men waiting to return to the States. Three thousand six hundred twenty-five
GIs enrolled for the first eight-week semester for 283 courses in eight departments. Mr. Posey is seeing
England by jeep and bicycle in his free time and sometimes stops in at Oxford for a bit of tea with thej
history dons.

Thanks to the Former Editor. The Editor wishes to thank our former editor, Billie Davis Nelson
now working in a settlement house in Indianapolis, for the major portion of work on this Quarterly
which would not otherwise be available for publication. Billie maintained a high standard of excellence!)
in her work which drew praise fiom many quarters. We wish her all success in her new career.

[6]

thoughts on the causes of the

present discontents

Ellen Douglass Leyburn '27

[he title "Thoughts on the Causes of the Pres-
:nt Discontents," as some of you recognize, I
lave borrowed from Edmund Burke. The dis-
:ontents of the year 1770 were grave. Cherished
English liberties were being threatened by the
jetty narrowness and selfishness of the priv-
leged members of society causes not strikingly
lifferent from those which threaten liberty to-
lay, except that we must think in terms of the
)arliament of the world rather than of the Par-
iament of Great Britain in judging false bases
)f exclusion. What concerned Burke in the disor-
lers of the moment was to call his countrymen to
i consideration of first principles. A few years
tgo when the causes of our present discontents
vere gathering to a head, one of my classes was
tudying Burke. At the end of the hour one day,
student came to me and said with passionate
ristfulness, "If only Burke were alive now, he
rould tell us what to do." But Burke was little
nough heeded in his own day; nor is it for want
f prophets that we are in danger of perishing.

We are bombarded in the press by such sound
sentences as:

. . . he who has been able to bend the sec-
ret forces of nature to his will can impel his
own nature to the betterment not the de-
struction of mankind.
or

Young men . . . must think and live in the
knowledge that only the compulsion of their
will to peace can save them from the com-
pulsion of arms.

or

We have won one war by force of arms.
Now we must win the greater and more im-
perative one by force of ideas.
or again

We must understand that both our fears
and our hopes are centered not about the
material forces of the universe, but about
ourselves. The explosive energies of the
human personality are far greater than

[7]

those of the atom, and can have a more dev-
astating effect if released in the wrong way.

We have heard the counsels of the wise until
we are inured to their wisdom. We acknowledge
the truth that we are now one world by the com-
pulsion of science; but we continue to eat steaks
while Greeks and Frenchmen starve. We have
been told until our minds cease to register the
fact, that atomic power will destroy us utterly
unless it is used to create instead of to destroy
and that it is only by world government that it
can be directed; yet we declare that we will not
share its so-called "secret," and thus we chal-
lenge Russia to a race to make such forces of
destruction as we still only dimly conceive. It
is not, I repeat, for want of wise counselors to
guide us that we flounder in "dereliction and
dismay." It is rather, I think, for want of wis-
dom within ourselves, for want of willingness to
look at our own natures and to reckon with the
basis upon which we have to live in the world
with which we are confronted. It is at least
partly within that we must seek the causes of
the present discontents. And their resolution de-
pends upon our summoning all our powers of
intelligence and character to make effective the
counsels that are not wanting to us.

Indeed in a way we do have Burke himself
alive to tell us what to do, for Burke's own
thoughts are as pertinent to our present discon-
tents as to those of which he wrote:

. . . we are born only to be men. We shall
do enough if we form ourselves to be good
ones. It is therefore our business carefully
to cultivate in our minds, to rear to the most
perfect vigour and maturity, every sort of
generous and honest feeling, that belongs to

[8]

our nature. To bring the dispositions that
are lovely in private life into the service
and conduct of the commonwealth; so to be
patriots as not to forget that we are gentle-

men.

Then after several sentences about public
virtue, he goes on:

To be fully persuaded that all virtue
which is impracticable is spurious; and
rather to run the risk of falling into faults
in a course which leads us to act with effect
and energy, than to loiter out our days with-
out blame and without use. Public life is a
situation of power and energy; he tres-
passes against his duty who sleeps upon his
watch as well as he that goes over to the
enemy.

There is, however, a time for all things.
It is not every conjuncture which calls with
equal force upon the activity of honest men;
but critical exigencies now and then arise;
and I am mistaken, if this be not one of
them.

In the year that those words were uttere
there was born in the Cumberland hills anothe
Englishman whose voice still speaks to us. Tr.
poet Wordsworth reached manhood just in tirr
to feel as a first impact of the world of men tri
last of the great critical exigencies about whitj
Burke was to speak. The French Revolutic!
was the occasion of Burke's last major declarj
tion of himself and Wordsworth's first. Whj
the mature statesman and the young poet wro
about particular events was almost diamet!
cally opposite; but what they both want savj
alive is the spirit oi man. Wordsworth is voicii

the very essence of Burke's whole philosophy
when he declares

by the soul

Only, the Nations shall be great and free.
And souls of nations are simply the souls of so
many individuals.

Thus it is from Wordsworth that I should like
to take as it were my text. It is this :

Dust as we are, the immortal spirit grows

Like harmony in music.

It seems to me that one of the highest claims
Wordsworth makes upon our attention is his
steadfast recognition of our human condition of
being compelled to live in two worlds at once.
He voices and re-iterates it in such passages as :

Our destiny, our being's heart and home,
Is with infinitude, and only there;
With hope it is, hope that can never die,
Effort, and expectation, and desire,
And something evermore about to be.

or
The views and aspirations of the soul
To majesty.
juxtaposed to such comments as:
/ sought
For present good in life's familiar face.

and
. . . in the very world, which is the world
Of all of us, the place where, in the end,
We find our happiness, or not at all!

We all, I think, feel at times like the cynic who
mswered when one spoke to him of the kingdom
)f heaven, "One world at a time, Brother, one
vorld at a time." But we cannot have one world
it a time. We are bound by the very terms on
vhich we have life at all to live two lives at once.
We cannot if we would have the life of the flesh
oday and the life of the spirit tomorrow. While

we pursue selfish ends, we are haunted by the
awareness of our fellows; and in our most mag-
nanimous gestures, we find the taint of selfish
desires. In our very mirth we are disturbed by
a sense of our divinity; and in our most sub-
limated spiritual experiences we are conscious of
our earthiness. Donne conveys this in speaking
of prayer:

/ throw my selfe downe in my Chamber,
and I call in and invite God, and his Angels
thither, and when they are there, I neglect
God and his Angels, for the noise of a Flie,
for the ratling of a Coach, for the whining
of a doore; I talke on, in the same posture
of praying; Eyes lifted up; knees bowed
downe; as though I prayed to God; and, if
God, or his Angels should aske me, when I
thought last of God in that prayer, I cannot
tell: Sometimes I finde that I had forgot
what I was about, but when I began to for-
get it, I cannot tell. A memory of yester-
days pleasures, a feare of to morrows dan-
gers, a straw under my knee, a noise in
mine eare, a light in mine eye, an any thing,
a nothing, a fancy, a Chimera in my braine,
troubles me in my prayer. So certainely is
there nothing, nothing in spirituall things,
perfect in this world.

In our elevation we are brought low; and in
our corruption we are exalted. Our aspiration
is always for the unattainable for the very reason
that we have in our imperfect state a sense of
perfection. Consequently, entire satisfaction of
our own natures is impossible; complete fulfill-
ment is forever beyond us in so far as we are
human. As A. E. Housman puts it:

The troubles of our proud and angry dust
Are from eternity, and shall not fail.

[9]

You notice that Housman, like Wordsworth, uses
with new-wrought imagination the ancient sym-
bol of the dust, the most ephemeral form of
earth, for this earthy substance of which we are
made. But I submit to you that precisely what
troubles our dust is the sense of eternity. It is
indeed a divine discontent, a blessed curse. To
use Sir Thomas Browne's words:

There is surely a piece of divinity in us;
some thing that was before the elements,
and owes no homage unto the sun.

And this it is that compels us forever to search
for something beyond ourselves and at the same
time compels us to try to find it by bringing this
world in which we must live always into nearer
relation to the world in which we have our be-
ing's heart and home. We are driven by the
power within us, by the very condition of our
humanity, to try to find the satisfaction of our
own natures by relating ourselves in the most
significant way to other people. We are impelled
to seek harmony within ourselves by groping
for a way out of our solitariness. Indeed, the
whole lifelong process of a liberal education is
an attempt to break down the walls that isolate
us by discovering the patterns of thought that
can release our spirits; that can show us all the
varied manifestations of the being of man in
every branch of knowledge; that can reveal us
to ourselves through the ceaseless effort of art
to complete what in life seems fragmentary and
incoherent; that can in fact liberalize us and
identify our faltering separate minds with Man's
unconquerable mind, which Wordsworth speaks
of as one of the Powers that work for freedom.
And our studies, if they are liberal studies, are
not separate from experience. They are them-
selves the most quickening of experiences, part

[10]

of the very life of the spirit, showing us the way
to wisdom and generosity in private dealings
with our fellows and to faithful and large spir-
ited performance of our public duties: duties
which range from such efforts of the imagination
as the attempt to understand Russia's attitude
about the Advisory Commission in Japan to the
simpler if sometimes as difficult efforts in action
that involve finding time to write to our senators
in protest against allowing Europe to starve, or
in my case managing to get over to Decatur to
vote for the bond issue. Our self-development
cannot be a private affair. The very sense ol
our insurmountable separateness forces us to
make such conquest of it as we may. Develop-
ment must be as Burke said of liberty a gen>
eral principle. What we covet for ourselves we
are bound to covet for all men and to seek tc
make possible beyond ourselves as the conditior
of our own growth. When Burke says, "he tresj
passes against his duty who sleeps upon hii
watch as well as he that goes over to the enemy,'
he is speaking of public duty. But exactly in so
far as we fail toward others, we fail toward our
selves. If we sleep upon our watch in the effor
to fulfill "justly, skillfully, and magnanimousl;]
all the offices" required of us, we cannot find tb
inner harmony that we seek. By trying to mak
one world in Willkie's sense of this diverse am
confused world of strikes in our own country,
frustrated peace conference in London, civi
war in China, and fascism in Argentina; by real
izing that we are truly "involved in mankind
even when the men who make up mankind seei
most alien to us, we bring ourselves into somj
sort of connection with ourselves. This searci
for harmony between the two worlds that eac
of us carries about becomes in part a seeking ( :
a proper adjustment of ourselves to other peopl

with the realization that each of them also lives
always on at least two planes at once. The har-
mony in music of which Wordsworth speaks is
subtle and complex beyond the reach of art; and
yet he affirms it as a reality. If it must remain
for most of us an ideal, "still longed for, never
seen," at least the longing is inescapable and in
itself redeems our dust and compels us to trans-
cend it.

The German, Franz Kafka, has written an
allegorical novel called The Castle which seems
to me to set forth with uncanny power the feeling
of struggle within us. The hero comes to the
neighborhood of the castle feeling that he has a
duty to perform there, but he cannot reach the
castle. Nor does he know what it is like or what
his mission is. He keeps trying to get in touch
with the castle authorities, but always he is baf-
fled and thrown back upon himself. He makes
many connections in the hope of reaching his
objective; but friends turn into enemies, mes-
sages are confused and contradictory, and most

of the people he meets seem in league to thwart
him. His own weakness distracts him, and he
gets turned aside by trivial occasions. But al-
ways he comes back to whatever it is that binds
him with a strange compulsion to seek to get to
the castle. The novel is unfinished; and Kafka
may have meant anyway to leave us with the
impression that there is no reaching the casde,
only sometimes a sort of satisfaction in the midst
of bewilderment from the persistent search
the conception that Clough voiced in the line:
"Say not the struggle nought availeth."

But the true prophets, I think, offer us more
than this: the courage to deal undaunted with
the troubles of our proud and angry dust exactly
because they are from eternity and must endure,
the wisdom to listen to the

Authentic tidings of invisible things;
Of ebb and flow, and ever-during power;
And central peace, subsisting at the heart
Of endless agitation.

This article was the Investiture Address given on November 3. Ed.

[11]

BRIGHT AUTUMN

Martha Young Bell ex '36

Arise, frail heart, from shadows of the past.
This is no time for brooding or for pain.
Bright autumn brings her color box at last
To paint the earth in vividness again.

Look to the branches of the maple tree:
Her leaves are waving plumes of gold and red;
The gay wind scatters them in reckless glee
They whirl to rest at last upon earth's bed.

The golden sunbeams dance from out the sky
Where dwells this queen upon her dazzling throne.
See there a band of starlings southward fly;
One faithful brown bird stays to sing alone.

Arise, frail heart, this is a world of mirth.
There is not time to sigh your life away.
Take for your own God's gracious gift to Earth
The flaming challenge of an autumn day.

[12]

men of good will can shape a
world nearer to the heart's desire

Catherine S. Sims

ASSOCIATE HISTORY PROFESSOR AT AGNES SCOTT PREDICTS

A FUTURE FOR THE UNITED NATIONS CHARTER

International relations fall into
three great divisions security, justice
and welfare. Security means the pro-
tection of all nations, great and small,
against attack. Justice means the pro-
tection of human rights and liberties
by the development of international
law and ethics. Welfare means the achievement
of social and economic conditions under which
men can live in contentment.

These are broad generalizations; yet they
comprise within them all the specific problems of
peace; the disunity of Europe, the rising nation-
alism of Asia, the rights of small nations, the
needs of colonial peoples, the protection of racial
and religious minorities, the limitation of arma-
ments, the revival of world trade, the banishment
of hunger and want.

We have seen a war which began fourteen
years ago in Asia spread until it crossed the
Atlantic and Pacific to our own country. We
know by sad experience that no nation, not even
the strongest, can make itself secure alone; that
none, not even the richest, can achieve the maxi-
mum in welfare alone; that none, not even the

freest, can enjoy justice and lib-
erty alone.

Mindful of this, delegates of
fifty nations met in San Francisco
and there drew up a Charter of the
United Nations. They established
a General Assembly, a Security
Council, an Economic and Social Council, a
Trusteeship Council, and a Court of Justice.
These agencies are the tools with which men of
good will can shape a world nearer to their
heart's desire.

The Charter states the purposes and principles
of the United Nations. The purposes are, first,
to maintain peace and security by collective ac-
tion; second, to bring about the peaceful settle-
ment of international disputes with due regard
for justice; third, to foster friendly relations
among nations in any appropriate way; fourth,
to achieve international cooperation in social,
economic and humanitarian matters; fifth, to
encourage respect for "human rights and funda-
mental freedoms" for all without discrimination.
The principles of the organization are the recog-
nition of the sovereign equality of all member

[13]

nations and the obligation of all member nations
to settle disputes without resort to force.

The General Assembly of the United Nations
is a representative body in which each of the
fifty members will have one vote. Decisions are
to be by a two-thirds vote on important ques-
tions; by a majority vote on less important. The
Assembly will meet regularly once a year but
may meet more often in special session. Its
specific functions include the election of the six
non-permanent members of the Security Council
and all the members of the Economic and Social
Council, the admission of new members to the
United Nations, and the supervision of the Trus-
teeship Council.

Its most important general functions are to
study and recommend to member nations prin-
ciples of international cooperation. In particu-
lar, it is to seek to encourage the reduction and
regulation of national armaments; to develop a
body of international law; to encourage coopera-
tive action on economic, social, cultural, educa-
tional and other humanitarian matters; and to
promote respect for human rights and freedoms.
It is in a sense the custodian of an international
bill of rights.

The Assembly may call to the attention of the
Security Council any situation or dispute which
seems likely to endanger peace and security.
In addition, it may discuss any question within
the scope of the Charter, that is, involving se-
curity, justice, or welfare, and may make recom-
mendations on it to member nations or to the
Security Council. But if the Security Council is
already considering a specific dispute or ques-
tion, the Assembly should not make any recom-
mendations on that particular dispute or question.

[14]

Clearly, the Assembly's powers and functions
are largely limited to discussion and recom-
mendation. Its powers are very much inferior to
those of the Security Council. Yet we should do
well to wait and see before we dismiss the As-
sembly as of no value. It is the place where the
small nations, meeting on equal terms with the
great, can make their contribution to a better
world. In the Assembly not only will small na-
tions meet with great, but democracies with dic-
tatorships, American nations with European,
European with Asiatic, Asiatic with African. It
is the place, and the only place, where world
public opinion can be formed and can find ex-
pression. Out of it may some day develop that
intellectual and spiritual internationalism which
is one of the cornerstones of a just and durable
peace.

The International Court of Justice is to consist
of fifteen judges elected by the Assembly and the
Security Council, voting separately, from nomi-
nees suggested by members of the United Na-
tions and by those states belonging to the Perm- {
anent Court of Arbitration (established in
1899). The duties of the Court are to render
decisions on cases submitted by member nations
and to give advisory opinions on legal questions
submitted by other agencies of the United Na-
tions. The Court has no power to enforce its
decisions and, certainly, its jurisdiction is lim-
ited. For the present it will be only a secondary
agency of the United Nations. Yet, the growth
of an abiding peace will march with the growth j
of the Court. A kind of peace can be kept by.
force. A just peace can be kept only by law,
We should work to make the Court the custodian |
of a body of international law, binding all na

lions, punishing each for its misdeeds, protect-
ing each in its liberty.

The real authority of the United Nations is
rested in the Security Council, which both makes
Dolicies and executes them. The Council con-
sists of eleven member nations. Five of these
vill be permanent: the United States, Great
Britain, Russia, France, and China. Six addi-
ional member nations will be elected by the
General Assembly for a two-year term. The
Council will function continuously and members,
)Oth permanent and non-permanent, must be rep-
resented at its place of meeting at all times.

The Council has a variety of functions. For
ixample, it is to recommend to the General As-
sembly the admission of new members to the
Jnited Nations and the suspension or expulsion
)f existing members for violations of the Char-
er. It also nominates the Secretary-General who
s to be elected by the Assembly.

The chief duties of the Security Council, how-
ever, are the promotion of the peaceful settle-
nent of disputes and the prevention of aggres-
sion. In these matters it has primary responsi-
)ility and all members of the organization are
)bligated to accept and carry out its decisions.

In the first instance, member nations are urged
o seek of their own accord some peaceful means
)f settling disputes between themselves. They
nay resort to arbitration, negotiation, or submis-
sion of the dispute to the Court of Justice. The
Council will enter the situation only under one
)f two conditions. First, if it is requested to
ntervene by the General Assembly or by any
nember of the United Nations. In addition, a
lation which does not belong to the United Na-
ions may ask the Council to intervene in a dis-

pute to which it is a party. The nation in ques-
tion must agree, in advance and for that particu-
lar dispute, to follow peaceful means of settle-
ment. Second, the Council may intervene of its
own motion if the parties to a dispute have not
tried to settle it peacefully or if, having tried,
they have failed. The Council can act on its own
motion in any case where it believes that inter-
national peace is in danger.

When a dispute does come before the Council,
it may recommend procedures for peaceful set-
tlement, such as reference of the dispute to the
Court of Justice or to impartial mediators. It
may also, after investigation, recommend speci-
fic terms of settlement. In any case, every mem-
ber of the United Nations is obligated by the
Charter to accept and carry out in good faith
the recommendations of the Council.

It has the additional duties of preventing ag-
gression where possible, and punishing it where
it has already occurred. Any nation which re-
fuses to attempt peaceful settlement of a dispute
or which refuses to accept recommendations for
peaceful settlement is liable to punitive action by
the Council. The same is true of any nation
which resorts to force in violation of the Charter.

The Charter envisages three types of sanctions
or penalties which the Council may order in case
of threatened or actual aggression. It may order
all members of the United Nations to break off
diplomatic relations with the guilty party. It
may order them to break off economic rela-
tions and to sever sea, land and air communi-
cations. Finally, it is empowered to use land,
sea, and air forces against the guilty party.

All members of the organization are obligated
to place at the disposal of the Council certain
land, sea, and air forces and facilities, in accord-

[15]

ance with their ability. In particular, national
air contingents are to be kept in readiness at all
times for immediate use by the Council. The
number and type of such forces and facilities
are to be arranged by individual agreements to
be concluded with the Security Council. Na-
tions with greater resources will have corres-
pondingly heavier responsibilities in this respect.

The Council will be assisted in concluding
these agreements and in making use of the forces
and facilities by the Military Staff Committee,
which will consist of the chiefs of staff of the five
permanent members of the Council.

This collective agreement for security does
not prevent any nation from using force in its
own defense against attack before the Security
Council comes to its aid. Nor does it prevent
regional security agreements from functioning.
But these latter are subordinated to the collec-
tive security agreement of the United Nations.

The voting procedure in the Council provides
for an affirmative vote of any seven members on
"procedural" questions, such as the raising of a
matter for discussion by the Council. Decisions
of the Council on "all other matters" are to be
made by the affirmative vote of seven members
including all of the permanent members. Thus,
each great nation has a broad power of veto on
the acts of the Council.

Anyone can see that this discriminates against
the small nations. It wouldn't be allowed in
Utopia. But we don't live in Utopia. We live in
a world dominated by the concept of national
sovereignty. Since, for a long time to come,
peace must be kept by military force or at least
by force in reserve, the real burden of keeping the
peace rests on those countries which are strong-

?-'-r-

est in a military sense, that is, the United States,
Russia, and Great Britain, and, at a secondary
level, France and
China. In the pres-
ent low state of
international moral-
ity, they are entitled
to a veto on the use
of their military
forces.

The Economic
and Social Council will consist of eighteen
members elected by the Assembly for a three-
year term. Voting in the Council will be
by a simple majority. The presence of this
Council in the organization reflects recognition
of the fact that some of the basic causes of war
lie in economic and social matters. Hungry
neighbors make bad neighbors. The race for
power between nations is partly at least a race
for oil wells, coal mines, rubber plantations,
wheat-producing lands, and arteries of communi-
cation. Furthermore, the foreign policy of na-
tions is influenced by internal social and eco-
nomic problems. It is easy to lead into a war of
aggression any nation whose people can be told
that their troubles have been caused by the poli- j
cies of other countries and who believe that their!
troubles can be solved by conquering the terri-i
tories of their neighbors.

The chief duties of the Council are to collect i
and disseminate information on social, eco-
nomic, and humanitarian matters, to make rec-
ommendations to the General Assembly and in-
dividual member nations, and to coordinate the
work of special agencies in its field.

It is easy to see that the Economic and Socia
Council could carry out a fruitful program o!

1

[16]

research and recommendation through its own
efforts and through the work of specialized agen-
cies like the International Labor Organization
and the International Committee on Food and
Agriculture. It could work on such different
matters as health problems, tariff policies, labor
standards, nutrition, and international finance.
Its work could be the basis for international co-
operation with a view to creating social and eco-
nomic conditions favorable to justice and wel-
fare, and so to peace.

However, the root of world economic and so-
cial problems lies in national policies. No pro-
gressive policy on an international scale will be
possible if national policies are backward. In
fact, two obvious barriers now exist to construc-
:ive international cooperation in social, eco-
nomic, and related matters. One is the fact that
the countries of the world are at different stages
of development. The same policy or procedure
is neither possible nor desirable for every coun-
try. The second barrier is the fact that for the
predictable future the control of social and eco-
nomic policies will remain in the hands of na-
tional governments. The Economic and Social
Council can only study and recommend. The
opportunity exists for the Council to mirror the
most enlightened world opinion and to do some
missionary work on the nations which need it
big nations and little, rich and poor. The ful-
fillment of this opportunity rests with the mem-
bers of the United Nations.

The Trusteeship Council is intended to deal
with another basic cause of war, imperialism.
The dependent or colonial areas of the world
have been, by reason of their strategic or eco-
nomic value, or both, a cause for conflict among
the independent nations, especially the great

powers. In addition, the peoples of some of
these colonial powers have come to resent their
dependent status and to demand self govern-
ment.

In recognition of the danger to peace from
imperialist rivalries and to promote the well-
being of colonial peoples, the Charter of the
United Nations binds all member nations who
have colonies to put the interests of the native
peoples first; to assist them in a progressive ad-
vance toward self-government; and to govern
them with regard for the interests of the rest of
the world, allowing equal access for all nations
to colonial resources.

Members of the United Nations may place
under the supervision of the Trusteeship Coun-
cil any colonies or mandates which they now hold
or which they may acquire. Any colony so put
in trust will continue to be administered by the
ruling power as at present, but the Trusteeship
Council will exercise general supervision over
the colony, may receive an annual report from
the governing power, and may also receive and
investigate petitions from the residents of such a
colony. Certain colonial territories may be des-
ignated in whole or in part as strategic areas.
Such strategic areas would come under the sup-
ervision of the Security Council, rather than the
Trusteeship Council. The membership of the
latter Council is not determined in the Charter
but will include nations which govern colonies
placed in trust, the great powers, and additional
members of the United Nations who do not ad-
minister colonies in trust.

The system of trusteeship thus provided is
optional with imperial powers. They "may,"
not "must," place their colonies under the Coun-
cil. In addition, the Council's powers are limited

[17]

to investigation and recommendation. But, like
the Economic and Social Council, it is poten-
tially capable of making a real contribution
toward removing some of the basic causes of war.

The Charter of the United Nations is not a
perfect document. The Security Council is too
strong and the Assembly too weak. The special
position given to the United States, Great Britain,
Russia, France and China, including their right
to veto amendments to the Charter, is undemo-
cratic. If the organization is to function at all,
the great powers must maintain and increase
their unity. If it is to function constructively
they must show a high degree of wisdom and
must cease to exalt sovereignty above all else.

Yet the agencies established by the Charter
are only tools. It is men who must use them, for
good or evil. According to their use the General
Assembly may be a sounding board, or a world
legislature, and the Security Council may be a
great power dictatorship, or a police force pro-
tecting all people in the enjoyment of security,
justice, and welfare. The principles and pur-
poses of the United Nations are set forth in elo-
quent phrases. They must be translated into
deeds. The reality of the support of the Charter
by this and every other nation will be demon-

strated by a constructive and cooperative atti-
tude in the meetings of the Security Council, the
Assembly and the other agencies. The new or-
ganization will be no better and go no further
than the nations which belong to it. World order
will not be accomplished in a single act but
through the continuous and mature cooperation
of nations.

Let us not make a bogey of the power which
the United Nations can mobilize through this
Charter. There is nothing necessarily evil about
power itself, but only about the use of power.
Used well, with regard for justice and welfare,
power can keep a peace which all nations will
wish to preserve. We cannot give the small na-
tions security and justice by ignoring the exist-
ence of power or by attempting to give formal
equality where real equality does not exist.
Rather, we Americans and the citizens of the
other great nations must realize that power is
more a responsibility than a privilege. The
small nations must help us to learn how to use
our power justly and wisely. "Justice without
power," said Pascal, "is inefficient. Power with-
out justice is tyranny. Justice and power must be
brought together so that whatever is just may be
powerful, and whatever is powerful may be just."

[18]

PORTRAIT OF A PRESIDENT

JAMES ROSS McCAIN

Jane Guthrie Rhodes '38

It is four o'clock on a very warm July after-
noon, in the year 1891. Below the house on the
hill, the little town of Due West, South Carolina,
stoically endures what is correctly referred to in
that region as a "scorcher." Like a great red
eye the sun stares down from the sky. The
ground beneath lies parched and baked. And
the cotton fields and the pine woods beyond the
town swim together in the shimmering heat.

Cool and green, like a desert mirage, the
house on the hill rises from its vantage over-
looking the town. In the yard shaded by mossy
cedars, old Spot dozes peacefully, unaware of
the torments of his city cousins below. While
from a window of the study annexed to the
house comes the rustling of paper as Dr. John
Ireneaus McCain diligendy prepares for the
approaching college term. But not another sound
issues from the spacious high-ceilinged rooms
within. Not a soul can be seen on the wide pil-

lared veranda without. Could it be that the rest
of this energetic family are actually enjoying an
afternoon nap? Alas, not while John McCain's
eldest son is about!

Out of the house he comes now with a thun-
derous clap of the screen door that sends the
doves flying from their nests in the ancient
cedars. Tanned and husky, barefoot and whistl-
ing he comes, clearing the porch steps with a
leap that only a ten year old could survive. And
the whirlwind of yellow fur that greets him in the
yard is Spot.

"Hi, Boy, good dog. Want to go with me?"
his master asks. And Spot answers with a par-
oxysm of tail wagging and barking.

"Well, hold still a minute then," strong young
hands grasp the dog's head and blue eyes look
sternly down, "now listen we're going straight
to Due West and straight home again. No rabbit
chasing, no squirrel hunting, no stopping by the

[19]

creek on the way. Do you understand? I've got
chores to do when I get back."

But the wise old dog grins, pulling away im-
patiently, and presently the two are off on what
he knows will be much more than just a trip to
town. Behind them the red dust settles slowly,
part of it drifting up toward the silent house.
Now the doves return to their nests, and Dr.
McCain, with a deep sigh, takes up his reading
again. For James Ross has gone to Due West for
the mail and it will be some time, thank good-
ness, before he returns.

This road running a dusty half-mile into town
is no stranger to the boy. Three times a day he
must cover its distance to fetch the mail. For in
each of Due West's three daily deliveries there
is usually something for his father who, as Pro-
fessor of English at Erskine College, founder of
the Charlotte, N. C. public schools, and a mem-
ber of the State Education Board, is an important
man in the community. These trips, drawing the
family's supply of water and keeping the kitchen
woodbox filled constitute his household duties.
They are substantial, not too strenuous tasks for
a boy of ten.

Today, however, the way to town seems end-
less. And more enticing than ever the little creek
that runs bubbling and playing through a nearby
pasture. Gradually the boy's footsteps falter and
then, when Spot returns with his muzzle cold and
dripping, the temptation becomes too great. Up
from the road, through tall pasture grass he
races and falling prone on the bank of the creek,
plunges his face and his arms into the clear cool
water. Sputtering and laughing aloud he rises
to point out a school of tiny minnows that hovers
like a patch of silver over the stones of the creek
bed.

[20]

"Watch me catch one with my bare hands!"
the boy announces, rolling up his trousers and
wading into the stream. But from his place on
the bank, Spot waits in vain. Each time his
master bends over the water, hands cupped and
tense. Each time with a shout and a sudden
splash, he comes up empty handed. Soon the
shallow water lies churned and muddy, the fish
having long ago sought a quieter part of the
stream. Then from a distance comes the whistle
of the afternoon train, reminding the boy of his
mission. And he takes to the road again, cool
and refreshed, with Spot at his heels.

The road to town also passes by the place
where the gang plays ball. Here in an open field,
they are already congregated Robert Lathan,
Jim Young, Jamie Pressly, Calvin Todd and a
good many others. To their fellow member just
coming into view they give a rousing welcome.

"Here's Ross!" someone shouts, "come on
Ross, we need you! It's two strikes with the bases
loaded."

Who could refuse such an invitation? Into
the game our hero goes and the sky over Due
West is filled with the noise of the fray. So'
evenly matched are the sides, so exciting the
contest, that no one is prepared for the sound of
a supper bell ringing out from a nearby farm.:
And no amount of pride in his, the winning
team, can compensate for the boy's discovery of
a setting sun and approaching evening.

Straight to town it is now, and no fooling!
Spot has all he can do to keep up with his flying
master. Past the scattering players along the
road, around a curve and into Main Street he
speeds, cheering at the sight of the Post Office
door still open. Up the steps and out again he
runs with a packet of mail under his arm. And

he way home is cleared in a fraction of the time
t took to come.

But it is too late. Already lights are burning
n the dining room of the house on the hill where
he evening meal is in progress. Slowly, with
>eating heart, the boy climbs the back steps and
inters the kitchen. Here the air is heavy with
he aroma of country ham, buttered yams, turnip
preens and hot cornbread. He stands sniffing
lungrily and eyeing the broad back of Kitty the
:ook.

"You is late agin as usual and yo' Poppa is
>owerful displeased, and you is gonna git a
hrashin' as usual!" the old colored woman an-
lounces without turning around. After a mo-
nent of silence the boy offers hopefully, "Shall

bring in the water for the dishes now and fill
he woodbox, Kitty?"

"Master Paul done already done yo' chores,
faster James Ross," is the firm reply, "and de
3ible says him dat don't work don't eat, and yo'
3 oppa says would you kinely wait fer him in de
itudy."

Now on a straight-back chair in the darkening
itudy, the boy waits dejectedly. More tormenting
han the promise of impending punishment is
he knowledge that he has displeased his father.
Presently, down the hall comes a firm familiar
read and Dr. McCain stands in the doorway
sternly regarding his son.

"Where have you been, James Ross?" he asks
[uietly.

'I've been for the mail, sir. I I put it on
our desk."

'What kept you so long this time?"

'The meadow brook, father, it was very hot

today, you know. But I stopped just for a little
while. Then . . . down the road a piece the fel-
lows were all playing ball. One side was short a
player they really needed me. So I stayed to
help them out and the first thing I knew, the sun
was going down! I guess I let the time slip up
on me . . ."

"I see. And who do you suppose did your
work while you were gone?"

"Paul, sir. Kitty told me."

"Do you think it is fair to let Paul do your
chores in addition to his own?"

"Oh, no sir!"

There is a pause and then the father con-
tinues. "What question do I usually ask you
children at the beginning of every evening meal,
son?"

"You always ask us, 'Have you kept up the
reputation of the family today?' "

"Do you know what our reputation is?"

Slowly the boy ponders the question. "Well
... we are great church-goers, sir, and we believe
in the Bible and in helping others . . . and I
guess we don't believe in playing while there's
work to be done."

"You guess rightly. In the Battle of Culloden,
many of your Scottish ancestors died fighting
for these beliefs. It's a reputation we must live
up to every day of our lives. And now, James
Ross, you know what I must do?"

"Yes sir."

"Then bend over!"

The sound of a hickory switch echoes through
the house. In the parlor, where the rest of the
family waits for evening devotions to begin, one

[21]

of the boy's sisters sighs, "My goodness, Mother,
you'd think he'd learn some day!" The mother
smiles down at her daughter with the serenity for
which she is noted and answers, quietly, "He
will."

At the age of 14, James Ross McCain entered
Erskine College for Men. Since the school lay
just over the hill from home, and since his father
taught English there, it seemed a most natural
thing to do. And although Dr. McCain assures
us that neither the entrance requirements nor
the academic standards were as strict then as
they are now, we are still impressed by his grad-
uating at the age of 19 with a straight A record,
especially when we are told that he had no for-
mal preparation for college but was schooled at
home or by various aunts who somewhere along
the line missed the subject of mathematics en-
tirely. Imagine taking college algebra before
basic arithmetic! Dr. McCain says he found it
"not too difficult."

On graduation day Professor McCain pre-
sented his son with a gold watch and some sound
advice.

"So . . . now that you've graduated, you want
to become a teacher!" The father pauses and
looks around at the campus which he loves and
has never left except for a year at Princeton
where he took his Ph.D. and enjoyed the com-
panionship of a young instructor by the name
of Woodrow Wilson. "Well, son, teaching is a
satisfying profession but not a very lucrative
one. A salary of $100 a month for 9 months or
$900 a year is not enough to feed, clothe and
send five children to school on. I couldn't have
made it without the farm and your mother's ex-
pert managing. We want you to have an easier
time. And I was thinking there is a good deal

[22]

more money in practicing law. You could enter
Mercer University this fall and begin practicing
next year."

The young man took his father's advice. And
in 1901, upon completion of his law course at
Macon, entered the firm of Johnson and Nash at
Spartanburg, S. C. Here his main duties con-
sisted of settling family disputes over wills and
estates. It was a new and disillusioning experi-
ence for the carefully nurtured young man. Fin-
ally politics entered into the picture and after
only two years of practice, he gave up the whole
thing. As Dr. McCain puts it today, "No one
comes to a lawyer unless he is in trouble or plan-
ning to get someone else in trouble. I decided
that teaching would be a more constructive life
work."

In 1903 as principal of the Covington, Tenn-
essee, High School, he at last entered the profes
sion for which he was intended. After two years j
at Covington, he was called by Mr. J. P. Cooper
to Rome, Georgia, to found the now famous j
Darlington School for Boys. He worked literally j
night and day that first year, organizing the !
private boarding school, acting as both father I
and teacher to the 30 boys then enrolled, and
even coached them in football until McCallie
High School from Chattanooga came down to
beat them 69-0. This, Dr. McCain smilingly as-
serts, ended his coaching career and the services
of an athletic instructor were acquired for the
following year.

The new head of Darlington still found time,
however, to visit on week-ends and holidays a
young lady by the name of Pauline Martin. They
first met when she was a Junior at Erskine Col
lege for Women and he, a student at law school,
home for Christmas vacation. Dr. McCain re<

i

calls their long courtship with a sigh. For it was
not until 1906 that the lovely blue-eyed brunette
whose vivacity, sincerity and good comradeship
had attracted him from the beginning, set their
wedding date. They were married in June of
that year and after a honeymoon in Chicago re-
turned to the campus of Darlington.

Now his work as head of the school became
interspersed with studies for M.A. and Ph.D.
iegrees. We think it interesting to note that
ivhile at Chicago University, Dr. McCain chose
The History of Slavery in Georgia for his mas-
:er's thesis, and also devoted his work for a
loctor's degree at Columbia University to the
study of Georgia history. Significant choices,
hese, for the man who was to spend his next
hirty years as president of an outstanding Geor-
gia college for women.

By 1915 two other institutions had their eyes
)n the young founder of Darlington School for
Boys. Westminister College in Fulton, Missouri,
wanted him for their next president. And Agnes
Scott College in Decatur, Georgia, sought his
services as registrar and professor of Bible.
Dnly a quirk of fate, Dr. McCain says, kept him
from accepting the Westminister offer. But,
aeing staunch Presbyterians, we believe he was
predestined for Agnes Scott.

What a bustling and flurry of preparations
here must have been at Ansley Cottage on the
;dge of the campus that fall, 1915! For the new
egistrar, his wife and family were coming down
rom Rome shortly to take up residence there,
tfary Cox, faithful college servant, must have
elt her labors amply rewarded when they finally
rrived and the new mistress looked around with
n approving smile, the children ran out excit-
dly to inspect the grounds, and the master of

the house, satisfied that all was in order, set off
in the direction of President Gaines' office.

The campus which Dr. McCain walked along
then was vastly different from the campus of
today. Inman and White House, Main and
Rebekah Scott, the science hall and the old li-
brary were the principal buildings then. On the
southern side of the Quadrangle, towering lob-
lolly pines, clumps of wild honeysuckle and
blackberry vines covered the place where Butt-
rick, Presser Hall, the gymnasium and new li-
brary now stand. But if the campus of 1915
would look strange to us today, the faculty list
would not. For Miss Hopkins as Dean, Mr. Tart
as Treasurer, and Mr. Cunningham as Business
Manager were already launched on their cele-
brated careers. You would find on the faculty
list of 1915 other names which have become a
part of Agnes Scott history Dr. Armistead,
Miss Alexander, Mr. Dieckmann, Mr. Johnson,
Miss Lewis and Miss Gooch. And the very eligi-
ble bachelor teaching psychology then was Mr.
Stukes.

To the new professor entering their ranks that
fall, they turned watchful and hopeful eyes. Foi
they recognized in him the qualities of leader-
ship which few possess. He had, they agreed,
everything it takes a quick mind, a pleasing
appearance, an attractive personality. He
walked humbly and worked tirelessly. He stood
up for his beliefs with a sincerity and convic-
tion that even his opponents admired. Above all,
he knew how to get along with people.

It was no surprise to them when he became, in
1919, vice-president of Agnes Scott and an active
leader in the college's second major campaign.
The drive for an endowment of $500,000 was in
capable hands. All over the state the new vice-

[23]

president and his aides went, telling the people
of Georgia about a Southern college of high
intellectual standards for young women. If the
idea of sending girls to college was new then,
the idea of educating them in the South was even
more startling. But the response of the people
of Georgia was overwhelming. Many gave, even
those who were financially unable to send their
daughters to Agnes Scott. Dr. McCain remem-
bers particularly one country woman who lis-
tened patiently to the long explanation, went
back into her house and returned with a half dol-
lar in her work-worn hands. "This is for your
Agnes Scott," she said, "it sounds like a mighty
fine school to me."

In 1923 without warning, Dr. Gaines, first
president of Agnes Scott, collapsed from a heart
attack and died a few days later. His death was
a severe shock to the college community. But he
left behind him a hand-picked faculty and a
young protege whom he had selected and care-
fully trained to carry on his work. In summing
up Dr. Gaines' achievements for Agnes Scott,
Dr. McCain said simply, "When I sat down to
his desk there was not a piece of unfinished work
upon it." This, to us, says volumes about the
man who gave up a well-established career as a
Presbyterian minister to become our first presi-
dent, whose faithful devotion to the college in
her most difficult years is largely responsible for
Agnes Scott's success today.

The next 22 years may well be called the ex-
pansion era of Agnes Scott. Because of the influ-
ence of her new president, nationally known
philanthropists and educators were attracted to
the campus, Agnes Scott's academic rating and
reputation increased and buildings almost mush-
roomed into place. By 1925 stately Bucher

[24]

Scott Gymnasium had been erected, adding to
the Agnes Scott ideal of high intellectual attain-
ment and simple religious faith a third point,
that of physical well being. In 1925, having
been since 1920 a member of the Association of
American Universities, the college won her chap-
ter of Phi Beta Kappa, too. And a few years
later, Buttrick Hall and the new library came
into being. Because of the war the building pro-
gram came to a halt with the erection of Presser
Hall in 1940. But funds are already on hand
for the construction of Hopkins Hall, a new
science hall and infirmary.

Looking at the record from a financial view-
point alone, we find that since Dr. McCain be-
came president in 1923, Agnes Scott's resources
have risen from $822,000 to $5,100,000. But
Dr. McCain places the credit for this elsewhere.
"I have done nothing alone," he says earnestly,
"the trustees, faculty, students, alumnae and
friends of the college have made Agnes Scott
what she is today. I have only worked along with
them. And this partnership has been the most
enjoyable side of my work."

In his desire to see Agnes Scott take her place
with other colleges and universities, Dr. McCain
has attended conferences and conventions all
over the country and has taken an active part in
numerous educational movements. He is a trus-
tee of the General Education Board of the Rocke-
feller Foundation, a senator of the United Chap-
ters of Phi Beta Kappa, past president of the
Association of American Colleges and of the
Southern University Conference, trustee of the
John Bulow Campbell Foundation of Atlanta
and Chairman of the Committee of Presidentsij
for Atlanta's University Center, to name only a
few. His work has brought him into contact with

many notables. He has visited in the home of
John D. Rockefeller, Jr., lunched with the late
President Roosevelt at Warm Springs, served on
educational boards with President Conant of
Harvard, President Hutchins of the University
of Chicago, Winthrop Aldrich, Chairman of the
Board of the Chase National Bank, and many
others. "But," Dr. McCain states, "I have found
the company of our own faculty members just
as stimulating."

We think alumnae will be interested also in
the work which Dr. McCain has done outside his
regular college activities. In church work we
find that he is vice-chairman of the Board of
Columbia Theological Seminary in Decatur, a
member of five committees of the General As-
sembly of the Presbyterian Church, U. S., recent
moderator of the Synod of Georgia and of the
Presbytery of Atlanta, Clerk of the Session at
the Decatur Presbyterian Church for the past 25
years and recent president of the Presbyterian
Education Association of the South. In civic
affairs he has given of his time generously, too.
He is a trustee of the Atlanta Community Fund,
a director of the Atlanta Art Association and
High Museum, a member of the Ten Literary
Club, director of the DeKalb Chamber of Agri-
culture and Commerce, member of the Board of
DeKalb Department of Public Welfare and of
Governor Arnall's staff.

As a result of his outstanding contributions to
the field of education, Dr. McCain has been
awarded four honorary LL.D. degrees, one each
from Davidson College, Erskine College, Emory
University, and Tulane. But perhaps more im-
portant than this recognition from the outside
world is the love and esteem which every Agnes
Scott student feels for her president. She dis-

covers while still a freshman his keen interest
in her as an individual. She finds that he is
never too busy to listen to her problems, that his
advice is practical, down-to-earth, rich in experi-
ence. Many a graduate carries away with her the
memory of Dr. McCain not as a college president
or a leader in Southern education, but as a
friend who read the Bible in chapel every morn-
ing, whose favorite hymn was Come Thou Fount
of Every Blessing, who entered with enthusiasm
into the faculty-varsity hockey games, who en-
joyed his role as St. Peter in the faculty Red
Cross play as much as any member of the audi-
ence.

Today at 64, in spite of his strenuous life,
Dr. McCain is still a young-looking man. He
attributes his excellent health to a simple diet,
regular hours and to the fact that he never wor-
ries. His office hours are long from 9 to 9
"but when I leave my desk in the evening," Dr.
McCain says, "I leave my problems behind me.
I am usually in bed by 10 and I sleep!" His fav-
orite foods he admits with true Southern fervor
are turnip greens, cornbread and buttermilk.
His favorite students, girls. "When you train a
girl," he points out, "you are training a whole
family." He considers his children his most
important achievement. "Any number of men
could have been president of Agnes Scott but
only Mrs. McCain and I could raise little Mc-
Cains." And he has a right to be proud of his
family for each member is carrying on the Mc-
Cain tradition today. Louise, Dr. McCain's eld-
est daughter, is married to Dr. E. M. Boyce, an
ensign in the Navy, and has two children. John
is an Army doctor in Paris. Isabel and her hus-
band, Rev. W. C. Brown, were missionaries in
Tokyo at the outbreak of the war, and are sta-
tioned at Hazard, Kentucky, as home mission-

[25]

aries for the present. Paul, a captain in the
Army, is teaching military history at West Point.
Charles is in his third year at the Union Theo-
logical Seminary in Richmond, and Mildred, the
youngest, is a senior at Agnes Scott.

"Large families," Dr. McCain muses, "are
expensive. But Mrs. McCain and I have enjoyed
every minute of it and we have never been lonely.
Now that our children are grown," he adds hum-
orously, "I have started drinking coffee before
church on Sundays again. There is nothing like
having a little one beside you to keep you awake
during the morning service."

In this brief sketch we have endeavored to
give you impressions of Dr. McCain as a boy, a
young man, a college president and a father.
But we have saved until last his role as devoted
husband. For all the world loves a love story
and the story of Pauline and James Ross McCain
ranks with the great romances of history. People
who knew Mrs. McCain before she became an
invalid say that she literally wore herself out in
service to her family, her church and community.

As a victim of heart trouble she has been forced
to spend the last eleven years in bed. But she has
met this confinement with an inspiring courage.
Allowed few visitors, she is plied with flowers
and cards, with delicacies from the neighborhood
kitchens. In the room which is her world, she
spends her day writing, resting or reading. At
night, she begins to listen for a familiar footstep
on the stairs, for the moment when her husband
comes to sit on the edge of her bed and discuss
the events of the day. This is their time together.
This, and a few days in the summer when the
back seat of the car is converted into a bed for
Mrs. McCain and the two drive off for a quiet
vacation. This summer they enjoyed a week in
the lovely mountainous section of North Caro-
lina known as Montreat. Surely if John Ireneaus
McCain could have been with his son then, as
he sat beside his wife or walked over the wind-
ing mountain trails, he would have had no need j
to ask his favorite question but would have
known by the peace and strength in his son's face
that he has indeed kept up the family reputation

Portrait sketch by Leone Bowers Hamilton, '26

[26]

"Greater love hath no alumna than that five days before my wedding
I should write that article for the Quarterly."

ELIZA KING WATCHES THE LIGHTS GO ON IN

ENGLAND AND FRANCE

When I returned to the United States this
spring after 14 months in England and 9 months
in France, Belgium, and Germany, one of the
things which impressed and encouraged me
most was the widespread interest in the United
Nations conference and the world organization
which we hope will grow from it. Since then I
have been equally impressed with the difficulties
of dramatizing the problems of peace and sus-
taining that interest which is vital for the success
of such an organization.

As members of the American Red Cross, at-
tached to the U. S. Army, our contact with
civilian populations particularly on the con-
tinent were not normal ones, and it is difficult
to write fairly of the "views of the British and
the French towards the United Nations." We
were so absorbed by the actual physical war
that I hesitate even to attempt to express the
American soldiers' attitudes toward the peace.
I prefer rather to emphasize certain impres-
sions about the British, the French and about
the American GI which I believe that we as mem-
bers of a World Security Organization must
keep in mind as we work together.

I was surprised when I arrived in England

at the criticism of the British by our soldiers,
some of which has been quoted to me since my
return. Much of this should be discounted as
normal complaining about any place where a
soldier happens to be stationed. They com-
plained just as bitterly about places in our coun-
try where they "soldiered," and in the United
Kingdom, they were that much farther away
from home, they were in a foreign country which
was enough like America for the differences to
be irritating rather than dramatic, and for
months and years they had been waiting and
preparing for a battle which we all knew we
must endure before we returned home. The nor-
mal civilian restrictions in England were greatly
increased by the presence of millions of Ameri-
cans, and though I never once heard any intima-
tion of such a feeling, I am sure that the English
were just as anxious to have their little island
back to themselves as we were to "give it back
to them." Food, beer, hotel rooms, theater tic-
kets, train seats, taxis, laundries all had to be
shared with Americans who had much more
money to spend and who used civilian goods to
supplement army food and clothes and cigarettes
and candy and other supplies far superior to

[27]

the goods so strictly rationed among the British
civilians.

Britain is keenly aware that her entire econ-
omy and her position as a world power is in
jeopardy. Her first concern, naturally, is with
her own survival and the results of the recent
elections prove that with all his respect for pomp
and circumstance the average Englishman is
ready to adapt his government and economy to
his needs. In fact, today one is more conscious
of a progressive society in Great Britain than in
the United States.

Americans need much education about the
United Kingdom and the British Commonwealth
of Nations. Too many of us think of Canada
and Australia as colonies, too many of us cite
isolated examples of Lease-Lend which we do
not understand and which create ill-will, too
many of us get an inferiority complex when we
hear an English accent and try to cover it up by
loud talk about "fighting England's war."

The English, as I saw them, are eternally
aware of and grateful for the material aid which
we have given them. If, as some Americans
claim, they have any feeling that we owed them
that and more, then they are a nation of actors.
To the working man, America is still a land of
untold wealth and opportunity. Some of us may
not like the English, their formalities and re-
straint may grate against our naturally more im-
petuous and superlative nature, but our riches
should bring with it humility, particularly in
the presence of their wartime suffering. No one
who has lived with them through blackouts and
bombings, who has heard air raid sirens and
enemy planes, who has seen children's eyes grow
large at the sight of candy and watched people
standing in line for their first orange in years, no

[28]

one who has traveled across that tiny island and
seen the ruins of homes and industries can fail
to acknowledge their right to say "Long live
Britannia."

We lived in England as guests and partners.
We went through France as liberators. They
lined the roads and streets to wave us welcome.
They showered us with flowers, champagne and
kisses. They wept with joy, even when our com-
ing had destroyed their homes and villages. But
as the armies swept past, to most of them the
war was over and there developed difficulties.
While military operations remained our prime
concern, civilians wanted to resume their normal
activities. They were free from the Germans,
but Paris was colder last winter than at any time
during the occupation and for some time after
the liberation of the city there was no transpor-
tation to bring in food from the provinces. Each
civilian group wanted to control and jealously
guarded its prestige rather than cooperate will-
ingly to create unity. The FFI who did such
spectacular work in the underground refused to
turn in their weapons, for they had old scores
which they wanted to settle personally. Work-
men trained for four years in sabotage found it
difficult to meet the army timetable, and for peo-
ple who had been forced to operate in the black
market or perish, it was child's play to elude the
new military and civil restrictions.

The sight of men returning to civilian occupa-
tions did not go well with American soldiers who
still faced death on the battlefield. Much of their
internal dispute seemed to us, like the quarreling
of adolescent children, exasperating and unnec-
essary, and they seemed foolishly "touchy." Yet,
to the French it was more than a physical libera-
tion, for the restoration of their dignity as a i
nation was as important as food and shelter

and the signs of suffering under the Germans
were not as apparent to us as bomb craters. We
could only hear the tales of oppression and tor-
ture, of the Gestapo and the concentration camps
from the lips of those who had survived. We
could only feel it when they sang the Marseilles,
in fishing villages and at the Opera in Paris.

The American soldiers talked often of peace
and a United Nations, but usually with a note of
cynicism. They wanted to believe and were
afraid to, not trusting what "they" would do at
home. They are a realistic lot, fully aware of
the problems ahead, possessing the ability to
solve those problems but lacking confidence in

their ability. They have seen the proof of Am-
erica's might. They are proud of our wealth, our
resourcefulness, our efficiency, but like so many
Americans, are not ready to face the responsi-
bilities that this power brings. They, like Amer-
ica, are magnificent. They are America strong,
courageous, generous, gay, impulsive young.
Like America, many of them have yet to learn
that with all our strength, we too are indebted to
other peoples, that we should give thanks for the
natural defenses which have stood "between our
loved homes and the war's desolation," that as
we try to lead a world in peace, even Americans
must bring to the task "an humble and a contrite
heart."

Eliza is now Mrs. Walter Paschall. Ed.

[29]

I SAW WOMEN AT WAR

Wright Bryan

The editor of The Atlanta Journal tells his ex-
periences as a war correspondent in Europe

It was mid-August of 1944
and we were on the road to
Paris. From the moment the
Allied forces broke out of
the Normandy beachhead
and started fanning out

across France, Paris was the objective of every

war correspondent.

It was not so with the armies. Paris to them
was incidental. General Eisenhower's objective
at all times was the destruction of the German
army as a military force. Geographical places
were incidental.

I wrote in one dispatch during the rush across
France that "the glittering name of Paris" was
obscuring the true mission of our forces, which
was to eliminate Germany's power and will to

resist.

But for individuals, and especially for war
correspondents who knew that Paris was one of
the most beloved capitals of the civilized world
and that its liberation would be a great symbol
of the success of Allied arms, the city itself
became a goal.

John MacVane of the National Broadcasting
Company and I spent the better part of several

[30]

weeks jockeying for position as the armies ap-
proached Paris and finally, with luck on our
side, managed to get into the city on the morn-
ing of its liberation with the advance elements
of General LeClerc's French Second Armored
Division, which was fighting as part of an Am-
erican corps and was assigned the mission of
going into the center of the city.

A few days before all this took place John and
I, with a GI driver, were pushing our jeep east-
ward along one of the poplar-lined roads of cen-
tral France. Ahead of us was a big U. S. Army
two and one-half ton truck. It was just like any
other GI "six-by-six" truck, except that painted
on the canvas tarpaulin was: "American Red
Cross Clubmobile Service."

So I said to John, "Come on, let's pass that
truck. I want to see who is in the driver's seat.
Maybe it's Eliza and Jess."

After several miles we were able to come
alongside the truck. To our disappointment,
there were no girls in the front seat, but only
two GIs.

But my eagerness to see Eliza and Jess, whom
I had not met since we left England, indicated
how they had come to represent for me the work!
that American women were doing in the battle
zone. I finally met them in Paris the following
week and we watched together the celebration of
Paris' freedom.

Eliza was, of course, Eliza King (now Mrs.
Walter Paschall of Atlanta) whom so many
Agnes Scott girls know, and Jess was her friend
and co-worker Jessie Leonard (now Mrs. Ray
Hill).

Shortly after I arrived in England in the au

tumn of 1943, to report the air war and to wait
for the invasion of western Europe, I had re-
ceived a note from Eliza. She welcomed me to
the ETO, and added, as a postscript, "If you
want to see GI life from an interesting angle,
spend a day with us in the clubmobile."

I decided that was a good hunch. My first
day in the clubmobile I had so much fun that I
spent three days there instead of one, and later
went back again to help give some Christmas
parties for personnel at the air bases which that
particular clubmobile was serving.

No one who wasn't there can ever comprehend
what the work of those Red Cross girls and hun-
dreds of others like them meant to the American
soldiers overseas. It was a little touch of home
every time those girls brought their clubmobile
onto an American base.

They brought coffee and doughnuts and home-
town newspapers and swing bands on their
phonograph. But most of all they brought the
wisecracks and the banter of American girls to
a dreary spot that seemed and was very far
from home.

At that time the clubmobile was rigged up in
a cumbersome old British truck, driven by an
English civilian. Not long after that Eliza and
Jess left the air base to prepare for clubmobile
work on the continent of Europe, serving the
ground forces as they advanced.

Then the clubmobile apparatus was set up in
one of the big GI trucks, because that was the
only type of vehicle sturdy enough to keep up
with the armies. The girls learned to drive and
service the trucks, and they went along with our
troops all the way across Europe.

The clubmobile was only one phase of the Red
Cross work; and Red Cross work was only one
small phase of the manifold job that American

women, overseas and at home, did in this war.

The American army and navy nurses formed
another group which was always close to, and
sometimes actually in, the battle lines.

But even with our knowledge of the tremen-
dous job that American women did in the war,
how they kept their homes together, and did in-
dustrial jobs, and went overseas with our forces,
we still have only a faint comprehension of the
mobilization of women in European countries.

Less than an hour after we landed in Glasgow
after a voyage from New York we saw British
women handling baggage and servicing railway
locomotives on the line which led to London.

After I had been in England a few weeks and
had seen how every British woman had a war
job, I remarked to the commander of an Ameri-
can heavy bombardment group, "I've seen Brit-
ish women doing every type of work I can think
of except digging ditches."

"Look there," was his reply as he pointed out
the window of his office.

Just outside the little Nissen hut which con-
stituted the station headquarters were a dozen
or so English women in overalls, up to their
knees in mud, digging a drainage ditch to help
make that air field usable.

Later I learned how all the British women
were registered with the government for war
service and how they were directed into the
proper jobs by much the same type of procedure
that our Selective Service used to enroll men for
the armed forces.

The story of how British women kept all the
public services of London functioning through
the blitz is one you have read elsewhere, but it
cannot be over-emphasized.

On the continent of Europe we were to see how
the French women never let the tides of battle

[31]

deter them from tending their homes and farms.
The first battle of any consequence which I ob-
served was the fighting by the British and Ca-
nadian forces for the town of Caen on the left
flank of the Normandy beachhead.

As we were stretched out in a wheat field
along a ridge overlooking the town, waiting for
the offensive to begin, a prim old French lady
in a black silk dress, carrying a large black
handbag, strode up the road toward the front
line. Nothing stopped her. We watched with
amazement as she unconcernedly walked through
a crossroads on which the German artillery was
zeroed. The last we saw of her she was pro-
ceeding along the ridge and over the hill with
bullets whizzing around her in every direction.
I'll wager she reached her destination, which
must have been her home and family.

Many months later, after I had been a pris-
oner of war in Germany and Poland, we were
liberated by the Russian Army and saw the part
that Russian women played in its prowess.

Some of my friends saw a Russian tank outfit
in the front lines, commanded by a woman officer.

That was rare, but Russian women were ev-
erywhere just behind the lines. Twelve of us
Americans spent three weeks in a Russian mili-
tary hospital near Warsaw.

Virtually the entire staff of that hospital con-
sisted of women. We met a male colonel who
was commanding officer and another who was
chief surgeon. All the other staff members we
met were women. The doctor in charge of our
ward was a woman, a major in the Russian med-
ical corps.

Katie was a middle-aged woman from Lenin-
grad who spoke a little English and served fre-
quently as our interpreter. She had lost her
father and mother, her brother, her husband, and
her son in the siege of Leningrad. She knew why
Russia was fighting the war.

All the Russian women warriors were not so
grim. I remember one night, in the staff car on
our train which carried a thousand liberated
prisoners to Odessa, an American major teach-
ing a Russian WAC to sing "Pistol Packing
Mama."

In Odessa, where we were far behind the
front, the Russian ballet and opera companies
put on performances to entertain the American
guests.

And then, when our ship took us out through
the Bosporus and the Dardanelles, there was
the American woman who came on board at
Istanbul. She was a teacher in a college there.
Since there was no U.S.O., she had set one up,
and, like the Red Cross girls elsewhere, was
giving a taste of home to the American soldiers
who came through Turkey.

She told us about the American and British
flyers, interned in Turkey when that country
was neutral. They were in the same hotel with
some German diplomats. They had fun at the
hotel dinner dances bribing the orchestra to play
"God Bless America" and "There'll Always Be
An England," and then watching the expression
on the German faces.

She, like so many others, had the saving in-
gredient of humor, to salt the tenderness and self-
lessness with which she served our soldiers.

[32]

George S. Mitchell

WORK AND COLOR

a sociologist points out
a path

Wherever two or more races live in the same
area the fact of difference has some effect on
the way the work gets done. That's a simple way
of saying that race is a factor in economics.

Also, economics is a factor in race; how the
work is divided has a lot to do with how the
races get along together.

Here are two examples: one of status and
arbitrary discrimination; one of flexibility and
reward to merit in partial disregard of the race
factor. Both came from organized industries.
A Negro machinist's helper who had

worked for thirty years in a railroad repair

shop, said: "Three times in

my work here the master

machinist has come to me,

bringing along a half-grown

white boy. 'John,' the mas-
ter machinist would say, 'I

want you to teach this young

fellow the trade.' I was a

helper making forty cents

an hour, and not allowed to

do machinist's work. But

I'd teach the young man the

f\))))^

r fA.

trade, and inside of a year he'd be a ma-
chinist, drawing his eighty cents, and I'm
old John, still drawing my forty cents."

A white man running a complicated ma-
chine died. He had a Negro helper. The
white man's job paid ninety cents. The
helper's job paid forty-five. Running the
machine had always been a white man's
job. The helper talked with some leading
Negroes in the union, and asked if they
could help him get the job. They went to
the white leaders and said:

"You know Mister Tom died."
"Yes, we're mighty sorry."
"John Williams (the helper) has been
hoping he could get Mister Tom's job."

"Well, that's always been a white man's
job."

"Yes, but John Williams can do it."
"Well, I reckon he can, but we don't

know whether the white fellows will stand

for it."

"Well, our fellows like the union and
been paying along to it right good, and some
of them are saying the union ought to do
something about getting some of these bet-
ter jobs for the colored.
Don't you suppose you could
bring it up in the meeting
and see what about it?"

Before next meeting time
the question had been talked
over with the company and
with many of the white mem-
bers. The whites in the union
realized that their bargain-
ing strength depended on
holding the Negroes with

[33]

them, and, on the whole, thought it only fair
that a Negro capable of doing a well-paid
job should get the job. When the meeting
came off the matter went through with little
discussion and John Williams got the
ninety-cent job.

In the first situation, custom, prejudice and
selfishness had put a ceiling on what Negroes
could do. Many white people complain that a
high proportion of Negroes show lack of ambi-
tion and improvidence. Why not, in a situation
where ambition and skill and self-discipline get
you nowhere?

In the second situation, by democratic and
peaceful means, ability was rewarded. A single
case like that spreads ambition to all the hun-
dreds who discuss it. A habit of handling pro-
motions democratically and fairly would be a
powerful lever in improving the status and
morale of any minority group.

Employers handle the matter with the same
difference that unions show. . Some insist on
status; some open channels of promotion with
little or no regard to color.

The unions affect race relations in other ways
Even where they insist upon separate unions on
a two-race job, some gain results. Where both
races join the same union and go to the same
meetings, two interesting things occur: among
the rank and file members, acquaintance and
respect grow; among the leaders of both groups,
mutual confidence is often so highly developed
that many forms of community progress can be
built upon it.

Union meetings are schools in themselves.
Many southern working people learn in them
their first lesson in doing things together, in
electing trustworthy officers, in managing a treas-

ury, in their responsibilities as a group to other
groups around them. Also, the members for the
first time deal with members of the other race in
terms of respect instead of terms of fear or con-
tempt. You will hear interesting snatches of con-
versation in the talk-it-overs after the meeting.
A white man will say, "I worked next to Bill
Jackson (colored) for five years, but I never
knew Bill had that much sense. Bill Jackson got
up in front of that meeting tonight and made the
best speech of any man, colored or white." Seg-
regation and many minor forms of discrimina-
tion continue in the mixed union meeting, but
each race is there because it needs the help of
the other, and human courtesy shines through.

Each group pushes to the fore its abler men.
Since the two groups have a common problem,
their leaders naturally do a good deal of confer-
ring. It is here that the confidence takes root.

I went once with a treasurer of a local union
in Birmingham, Alabama, out to his home in the
suburbs. He and his neighbors lived in neat,
white-painted houses on a hill. We stood in his
yard and looked down into a bottom where some
unpainted black shacks were dotted around. He
pointed to the settlement and said that was where
most of the colored lived who worked in his shop.
Then he said:

"Can you see a little path running through
the bushes between those houses and this hill?"

Sure enough a close look showed a path. I
asked him how it came to be there. He said
before the union came there was no path, but it
took so much talking back and forth to hold the
colored and the white together in the union that
many a night he and his friends went down that
path and sat out with the colored people till ten
and eleven o'clock; and sometimes if something

[34]

lappened some of the colored would come up
ind talk at his place until they got everything
straight. That path has its counterpart now in
mndreds of southern communities. White work-
ng people and colored working people have
found that by using the paths literally or figura-
ively, they can often obtain friendly instead of
Mivious action from the other races. Most people
will grant that in the South we need every such
jhannel we can get.

Unions have their faults, certainly. They are
mman institutions, and they are in all stages
)f development. Democracy has its faults. Who
would praise every county government or city
government, or every branch of State or Federal
government? And yet who would fight our Am-
;rican method of governing ourselves?

The war has emphasized the part that unions
play in factory personnel management. The
modern union has active machinery for handling
grievances through committees and shop stew-
ards. Draw together fifteen or twenty thousand
workpeople at a mushroomed industrial site, and
then start taking the heat of their complaints.
You will need nearly as many personnel officers
as you have employees, unless the employees
combine to do the job themselves. No company
personnel officer is half as useful at convincing
in employee that his "grievance" is fancied or
readily curable as is a committee of fellow em-
ployees elected by the people in the shop. Many
mployers who fought the unions bitterly came
n a few months time to lean on them heavily for
)lant discipline and full production. That is a
;ain in industrial management that peace cannot
ake away. The same thing applies in handling
>roblems of color.

Whether we like it or not, the dividing line
etween economics and politics becomes each

year more blurred. Those who preached free
and unregulated competition always admitted it
would work only if investors genuinely risked
their money, and workers and technical and pro-
fessional people risked their investment in skill.
Progressively, we have taken the risks on govern-
ment shoulders. When mortgage companies
faced bankruptcy, we made a Home Owners
Loan Corporation that bailed them out. When
the banks broke, the RFC took the load. We met
unemployment with social insurance. We met
competition from abroad with tariffs. When
cotton dropped, we guaranteed the price. The
next few years will probably see a settled policy
of meeting deficits in employment with public
provision.

All of these things mean that the ultimate de-
ciding factor in prosperity is the will of the peo-
ple. We get the will of the people expressed
through democratic government.

Thus it becomes more important, if we are to
have steady full employment in the postwar
world, for the voice of all who want it to be
effective in government.

It has long been a growing custom for various
economic interests to make their wishes known
to government in an organized way. Lobbies are
by no means pure vice. Any honest legislator
will tell you that he gladly depends on the tech-
nical knowledge of lobbies as to the effect of this
or that clause in a bill upon this or that matter.
All lobbies urge their members to vote and to
vote in an informed way which will further their
interests. Unions now begin to do the same thing,
for more people.

Many people look with fear on the work of
pressure groups. What will happen, they say, if
each economic interest pushes just for its own
good? The answer lies partly in the fact that

[35]

each group tempers its drive somewhat in the
public interest. It lies finally in common citizen-
ship and the supremacy of the will of us all.

In the South, now that we begin to recognize
the role of government in organizing prosperity
through private enterprise and, if need be, public
investment, it begins to be clear that we shall
have to have means of consulting the democratic
wishes of all our people, Negro and white.

In an era when the public's interest in govern-
ment is the final guarantee of prosperity, we
might remember again Booker T. Washington's
famous sentence about the white man not being
able to get up in the world if he spends all of
his time holding the black man in the ditch. In
this age we will all get further if we work for
progress together, in agriculture, industry, and
government.

[36]

A PROMISE AND THREE REQUESTS
FROM THE EDITOR

A.BOUT Class News After due praise of the new type of articles and art work in recent numbers
Df the Quarterly, an alumna ended her letter with this paragraph:

"BUT the class notes are as vague and tantalizing as ever. For instance: 'Jane Jones is still
at the same job.' Why not say nothing or else say, 'Jane Jones continues as ad writer at Rich's
in Atlanta.' There is an awful lot of burble and a dearth of substance in those notes."

That is a challenge to action. In order to eliminate the burble and add to the substance we shall
whittle the news down to bare facts. We shall omit editorial embellishment of marriages, births,
deaths, honors, etc. We shall attempt to tell you who, what, where and when. In order to do this,
however, we must get the facts from you.

In the past, news has been relayed from group leader to class secretary and finally to the alumnae
office with the result that often the news was stale when published.

Therefore, we make the following suggestions:

TO ALL ALUMNAE: Send the facts about yourself direct to the alumnae office. Write us the
things about your friends which they might hesitate to tell us about themselves. Be specific and
give complete details. The form on the reverse side of this page will show you some of the things
we want to know and a way to arrange them in most convenient form for our files. Be a clip-
ping bureau for us and mail clippings from local newspapers about yourself or other Agnes Scott
people. We want a file as complete as that of the F.B.I, except we won't need fingerprints! When
you move, send us a change of address card which you can get from the post office.

TO CLASS SECRETARIES AND GROUP LEADERS: Please urge members of your class to
send news direct to the alumnae office. Check each Quarterly and stimulate those who need a
reminder. Emphasize the need for concrete facts. Set as your goal at least one piece of news
about each member of your class each week. Send us any facts you know personally about
alumnae regardless of their class. It isn't necessary to put the news in literary form or even in a
letter. Just list the facts. There are no dead-lines. Keep the news flowing and it will always go
in the next Quarterly. If you haven't an accurate list of names and addresses write to the office
for one. Keep your list up to date by the new addresses published in the Quarterly. Urge your
class to contribute 100 percent to the Alumnae Fund so that we can make the association rep-
resentative of all alumnae. Each member of your class should be an active alumna. You are
the link between Agnes Scott and her daughters.

[55]

MEMO TO THE ALUMNAE OFFICE

Maiden Name Married Name-

Class Address-

Item: (Include details of new occupation, wedding plans, announcement of birth of children, post-graduate
study, travel experiences, social, civic, or religious activities, books, articles, or poetry published, public
Item: offices to which appointed or elected, hobbies, honors received, conferences attended, special projects.)

About Letters A factual statement of the news will leave considerable space in the Quarterly
which we feel should be used to publish letters from alumnae expressing your opinions and suggestions
about college matters, alumnae problems, world affairs, reactions to articles in the Quarterly or what-
ever is in your thinking. We are especially interested in letters on present trends in public education.
Through these letters we can maintain our unity as a small group within the larger group of college
educated women and share with each other what is most meaningful or practical in our experience.

About Future Students Mr. S. G. Stukes, our college registrar, will be glad to receive from
alumnae the names of high school students who might be interested in attending Agnes Scott. Your
opinion about these prospective students will be valued. Send the name and date prospect will be
ready to enter College. The girl's name will be placed on a mailing list without any obligation. It
is often helpful for girls to consult Mr. Stukes about entrance requirements in their junior year at high
school and receive guidance in their choice of subjects.

[56]

SUMMARY OF 1944-1945
ALUMNAE FUND

Undesignated gifts

$3,657.63

Semi-Centennial payments

1,537.49

Life Memberships

150.00

Scholarships

1,100.00

Gift for Infirmary

100,000.00

number

class of gifts amount

INSTITUTE 29 $100,232.00

ACADEMY 8 37.00

COLLEGE

1906 3 32.00

1907 1 3.00

1908 1 10.00

1909 1 10.00

1910 7 42.00

1911 5 55.50

1912 6 29.00

1913 6 85.00

1914 13 104.00

1915 5 1,040.00

1916 8 78.25

1917 15 52.00

1918 10 50.00

1919 8 69.00

1920 5 21.50

1921 16 91.50

1922 10 97.00

1923 17 86.50

1924 16 93.50

1925 18 137.00

1926 19 92.00

1927 23 487.00

1928 18 76.00

1929 20 181.00

1930 26 232.00

1931 27 128.00

1932 16 147.00

1933 25 227.02

1934 19 104.00

1935 21 133.45

1936 34 135.50

1937 19 108.02

1938 34 167.00

1939 38 338.50

1940 41 320.75

1941 40 221.75

1942 54 454.50

1943 30 139.25

1944 39 110.25

1945 56 108.88

1946 4 10.50

1947 1 5.00

OTHERS 22 62.00

cJLadt U/ear

750 alumnae contributed $3,657
ideMqnated qifti

in uni

^Jhis Ulear

Our QoJ i> $4,500

In unaedianatea alftd
^ena Ulour \~jift C*arlu

&

ecewe al

iiiuei of the -Sttumnae (afuarterlu
flSe an active member of the -Srlumnae ^riSociation
C*nlarae the iervicei of uour aiiociation
^hare in the annual gift to the C^oaege

834

$106,445.12

-increase Vfour L^laSi f^ercentaae

AGNES SCOTT

ALUMNAE QUARTERLY

^ r, f

{>

WOMEN ON THE HORIZON

WINTER 1946

THE ART WORK IN THE QUARTERLY

The art work in our Quarterly is largely the work of the students
because we feel that alumnae are interested in what they are doing and
that the magazine offers an outlet for student work that may lead to
greater creative development. This student-alumnae link is a happy
one for both. Student artists do not read the articles and attempt to
illustrate them. Such procedure would be a form of specialization in
art and would be an attempt to force the creative impulse which for
perfect expression must remain free. The art work is used, instead,
simply to add interest to the pages and provide enjoyment for the
reader.

Line drawings in this number are by (cover) Frances Sholes '47

Betty Allen '47

Peggy Pat Home '47

Anne Woodward '48

Mia Gage '49

Leone B. Hamilton '26

Officers, Staff, Committee Chairmen and Trustees of the Alumnae Association

Margaret McDow MacDougall, 1924
President

Lulu Smith Westcott, 1919
First Vice-President

Patricia Collins, 1928
Second Vice-President

Elizabeth Flake Cole, 1923
Recording Secretary

Betty Medlock, 1942
Treasurer

Margaret Ridley, 1933
Alumnae Trustee

Executive Secretary
Eugenia Symms, 1936
Emily Higcins, 1945, Assistant

Frances Winship Walters, Inst.
Alumnae Trustee

Elizabeth Winn Wilson, 1934
Constitution and By-Laws

Marie Simpson Rutland, 1935
Student Loan

Jean Chalmers Smith, 1938
Newspaper Publicity

Lita Goss, 1936
Publications

STAFF

Editor of the Quarterly
Mary Jane Kinc, 1937

Mary Warren Read, 1929
House Decorations

Nell Patillo Kendall, 1935
Second Floor

Louise McCain Boyce, 1934
Tearoom

Charlotte E. Hunter, 1929
Grounds

Maky Crenshaw Palmour, Inst.
Alumnae Week-End

Martha Rogers Noble, 1914
Entertainment

Art Editors
Leone B. Hamilton, 1926
Peggy Pat Horne, 1947

'

Published four times a year (November, February, April, and July) by the Alumnae Association of Agnes Scott College at Decatur,
Georgia. Contributors to the Alumnae Fund receive the magazine. Yearly subscription, $1.00. Single copies, 25 cents. Entered as
second-class matter at the Post Office of Decatur, Georgia, under Act of August 24, 1912.

Send your nominations for next year's Executive Board Members to the Alumnae Office Now!

Agnes Scott Alumnae Quarterly

Agnes Scott College, Decatur, Georgia
"Women on the Horizon"

CONTENTS

SPRING CALENDAR

CAMPUS CARROUSEL

ABC's AND AN A.B.

Jane Guthrie Rhodes

GO INTO GOVERNMENT
Malvina Lindsay

AAUW AND EDUCATION

Elizabeth F. Jackson

EXPERIENCING ART

Leone B. Hamilton

UNITED CHURCH WOMEN
Mrs. A. H. Sterne

ASSIGNMENT IN REALITY
Lita Goss

WOMEN VOTERS

Louise Johnson Blalock

PERSONALLY SPEAKING

Vol. 24 No. 2
Winter 1946

2
3

11

15

19

22

25

30

33

AT OUR HOUSE

37

ALUMNAE HERE AND THERE

38

FAC FINDINGS

40

CLASS NEWS

42

MISSING PERSONS

inside back cover

SPRING CALENDAR

DANCING
MUSIC

DRAMA

ART

LECTURES

SPORTS
HOLIDAYS

March

March 29

April

May

April

1
15

4
6

February 28

March 4-15

April 2

10-30

Dance Recital 8:30 P.M. Presser Hall

Pirates of Penzance 8:30 P.M. Presser Hall
Agnes Scott and Georgia Tech Glee Clubs

Hugh Hodgson, Music Appreciation Hour 8 P.M.

C. W. Dieckmann, Music Appreciation Hour 8 P.M.

Senior Opera

Hugh Hodgson, Music Appreciation Hour 8 P.M.

Blackfriars Play Hotel Universe by Philip Barry 8:30 P.M.
Presser Hall

The Chinese Theater in a play by Pearl Buck 8:30 P.M.
Presser Hall

Dr. Richard Aldrich, Subject: Chinese Painting

Display of Large Color Prints from Prothmann, New York

Emil Holzhauer, demonstration 2 P.M.

Contemporary Watercolors from the Whitney Museum of Amer-
ican Art, New York

11 Philip Raymond Noble, Subject: The England We Have Known

April 29 John Mason Brown 8:30 P.M. Presser Hall

May 16 Reinhold Niebuhr 8:30 P.M. Presser Hall

April 16 Swimming Meet 8 P.M. Gymnasium

March 15-21 Spring Vacation

All announcements above should be verified before the date scheduled
to avoid inconvenience resulting from cancellations and postponements.

CAMPUS CARROUSEL

["he Old Argument about woman's place is
hreadbare, but it still goes on. Woman's place
nay be the home, the cockpit, or quiet; but the
lampus of a modern women's college is strong
evidence that women are be-
coming more creative. The con-
test as to woman's place is being
waged on a dozen fronts, but this
Quarterly has no report on the
tides of battle. We present to
you the spirit of woman standing
on the horizon of a new indi-
viduality woman about to be-
come articulate, woman con-
tributing something to her world
that is of the essence of her own
Dersonality, woman alive, whatever her job,
ivherever her berth. Settle down into your best
jhair and observe how she balances off with a
3aby's bottle in one hand and a college degree
in the other, how she organizes to secure her pur-
poses, how she satisfies the inner thirst for a
deeper draught.

Your Publications Committee introduced al-
most in the flesh through Jane Guthrie Rhodes'
dramaturgy (see page 5) also speak for them-
selves in this number with the exception of Betty
Stevenson who is a past and future (we hope)
contributor. Being the only member of the here-
inafter indicted "career girls" with the oppor-
tunity for rebuttal, the editor is duly becalmed
and able only to mutter: venisti, vidisti vicisti.
While Winter Wrought Its Worst, life across

the quadrangle went its abundant as usual way
Blackfriar's November 21 presentation of Pride
and Prejudice, starring Alice Beardsley, Mar-
garet McManus and Helen Currie . . . drama
critic Paul Jones of the Atlanta
Constitution reviewing it the fol-
lowing Sunday with the mention
of Hollywood scouts . . . Marquis
Childs wisely suggesting under-
standing and tolerance of Russia,
answering numerous questions
posed by students of public af-
fairs . . . examinations!! . . .
carols and candlelight in the old
chapel all week before the holi-
days . . . campus parties with open
fires, coffee and friendliness . . . the beautiful
carol service of the Glee Club, a tradition of
thirty-three years under the inspired leadership
of Mr. Johnson, directed this year by Claire
Buckmaster and Walter Herbert whose Georgia
Tech club participated ... a debating tourna-
ment in which 16 teams from Georgia, Emory,
Tech, Georgia Junior College, Berry and Agnes
Scott argued free trade with Tech capturing high-
est honors and Agnes Scott's Jane Meadows and
Dale Bennett placing second ... a water pageant
in December complete with elves, Jack-in-the-
Box and Santa Claus . . . the inevitable sneak
attack of flu . . . publication of a devotional
booklet entitled "Our Father" by the Christian
Association . . . exhibit of woodcuts descriptive
of Chinese village life made by the members of

[3]

the Chinese 8th Route Army . . . Dr. Garber's
comparative religions class visiting Greek, Jew-
ish and other churches in Atlanta . . . students
Doris Kissling and Claire Kemper performing
with the Atlanta Youth Symphony as concert
mistress and assistant c. m. . . . a new course in
statistics introduced by the Department of Eco-
nomics and Sociology . . . marriage classes for
seniors and engaged students . . . chapel an-
nouncement by Dr. McCain of five new buildings
planned for the campus including a $350,000
science hall to be the largest building on the
campus . . . Gloria Anne Melchor of Atlanta
elected May Queen . . . James Vernon Mc-
Donough, G.S.C.W. Fine Arts chairman, lec-
turing on "What to Look for in Modern
Painting."

When Carolyn Hewitt begins a conversation
over the long distance wire with "This is Caro-
lyn Hewitt at Agnes Scott . . ." the almost in-
evitable response is a weary "What's wrong
now?" This is not because Carolyn is a Calamity
Jane but because she is one of the nurses at the
infirmary and by the time mothers have sent
several girls to Agnes Scott they become accus-
tomed to Carolyn's calling to announce that Susie
has sprained her ankle or developed the measles.
Carolyn has the sunshine of Florida in her voice
to reassure worried mothers, and she is a real
friend of her student patients.

A Campus Christian Mission replaces Religious
Emphasis Week this year at Agnes Scott with
four speakers spending three days addressing
various groups. The visitors are Dr. J. A. Jones,
Presbyterian minister from Charlotte, N. C;
Dr. J. M. Garrison, Presbyterian minister from
Greensboro, N. C; Mrs. Martha Stackhouse
Grafton '30, alumna of Agnes Scott and dean
of Mary Baldwin College; and William Hall
Preston, worker among Baptist young people.
Robert Frost's Three-Day Visit as resident
poet has become a pleasant tradition. This year
the students greeted him with camellias from
South Georgia and enthusiasm for his poetry and
charm.

Dr. Howard F. Lowry of The College of Wooster
in Ohio made January memorable with two days
of his infectious wit, powerful relating of litera-
ture to life and insistence upon placing Chris-
tianity at the center of education. Dr. Lowry's
address on "The Mind's Adventure" will appear;
in the spring Quarterly. We salute Wooster and
her new president.

We Applaud four campus-dwelling alumnae,
Roberta Winter, Margaret Phythian, Margaret
Ridley and Betty Bowman, who constitute a fac-
finding board to comb the campus and report 1
their results to you regularly. The first reporl
may be found in this Quarterly. Don't miss it!

[4]

ABC's and an 2tJ8.

Jane Guthrie Rhodes '38

Well . . . you are fifteen minutes late again.
But nobody seems to mind. That's one of the
beautiful things about being a mother. No one
really expects you to get anywhere on time or
looking like anything. And when you finally do
make your customary breathless entrance, you
simply wave a lone glove at the waiting com-
pany, say cheerfully that Junior ate the other
one and little Clementine just fell down three
flights of stairs, and everyone understands
perfectly.

But, as we were saying, you arrive fifteen
ninutes late for the Alumnae Quarterly edito-
rial board meeting to find the rest of your fellow
Members deep in a discussion of the next issue.

"We have just concluded," Chairman Lita
l^oss brings you up-to-date, "that very few alum-
Jiae today are really using their college educa-
lions."

"That's right! For instance " and career-
;irl Elizabeth Stevenson fixes you with a sus-
picious eye, "how many alumnae vote regularly,

take an active part in civic affairs, have an in-
telligent grasp of world events, or ever reread
the classics they studied at college?"

I know one alumna who has organized a
Shakespeare Club in her neighborhood . . . '
artist Redd Hamilton offers pensively.

"Good!" Quarterly Editor Mary Jane King
cries, waving her pencil. There's the kind of
contributor we want for this next issue which I'd
like to entitle Women on the Horizon. Let's fill
it with ways in which alumnae can build on their
educations for their own good and for the better-
ment of their communities. Let's contact active
club workers, church workers, leaders in the
PTA and AAUW."

"And let's not forget the famous 90%*!" you
add, getting into the spirit of things.

"The what?" comes a startled chorus.

Concerning old Agnes Scott adage that 90% of her grad-
uates marry. Actually around 67% do.

[5]

"Why the alumnae homemakers and mothers,
of course!" you answer. "Take it from us, they
need everything they ever learned at college in
their jobs, and probably wish they knew more."

"Come, come," one of the group finally breaks
the stunned silence, "don't tell us alumnae
mothers and housewives are using that! Why all
they ever talk about is washing and cooking and
when baby cut his first tooth ..."

"And how husband John leaves his clothes
lying around "

"And the maid shortage "

"And how many times in the last year they've
had to let out little Susiebell's hems "

"Yes, you never catch any of them brushing
up on Milton or Moliere."

"I should say not what good is a liberal arts
education to a homebody anyway?"

Well! If you are the calm restrained type you
can take a barrage like this in a calm restrained
manner. But if you have been alone with your
little stairsteps ever since Mollie the maid de-
cided to become a riveter back in 1942 your
nerves are probably not what they should be.
Besides, you are getting a little tired of the gen-
eral public opinion that it takes no great amount
of brains to make a house into a home that
anyone can settle down and rear a family. The
memory of your own business-girl days when
you had an hour off for lunch (you are thankful
now for fifteen minutes with a sandwich while
the washing machine is running), when you wore
slinky black frocks untouched by pablum or
sticky fingers, when you paid regular visits to
the beauty shop and could spend your monthly
salary on such trifles as cereal bowls inscribed
in French the memory of this carefree past

does not soothe your present indignation.

So you rise, with a look that would do justice
to Joan of Arc before the English Tribune, and
prepare to enlighten this little group of career-
girls concerning the famous 90% who, after all,
are embarked on a rather important career,
themselves namely, the training of the next
generation.

"Have you ever tried to figure out a baby's
formula?" you demand. "Did you know that
each ounce of milk, water, and dextrose must be
in a correct ratio to the infant's age, weight,
height, and number of feedings over a 24-hour
period? And that the solution requires either a
year of college math or a good pediatrician?"

"Have you ever tangled with a three-year-
old?" you continue, "concerning Man and the
Universe, and had such information required of
you as: 'Where does the sun go at night? Why
are some stars red and some blue? What is fire,
air, water made of? Why can't little boys have
babies? Do I have pipes inside of me like the
plumbing?' If you are planning to spend a day
with one of your nieces or nephews in the near
future, you'd better review your college physics,
chemistry, astronomy, Bible, biology, and sociol-
ogy, not to mention history, foreign languages
and geography. You'll need at least a general
knowledge of these fields in addition to an en-
cyclopedia.

"Did you know that the relaxation exercisf
you learned in Spoken English is a beautifull)
simple way to get three yelling pillow-throwinjj
little demons in the proper mood for sleep? Thaj
all those hours spent in Zoology lab will enabk
you to feel the difference between a slippery fish !
ing worm, a fuzzy caterpillar and a "tickly'i

[6]

beetle without the slightest tremor? That Wil-
liam Blake's Little Black Boy read from your
old poetry textbook will cure a five-year-old of
taunting the garbage man? Did you know that
even Chaucer is good for a whole rainy after-
noon because children tire of their vocabularies
just as we do of ours? That kindergartners ap-
preciate good music and paintings because there
is always something new to listen and look for?
"How can an alumna mother help passing
along to her children what she has learned at
college? Her education has become as much a
ipart of her as the mechanics of driving or the
i rules of etiquette. Maybe you don't see her
I browsing over Shakespeare. Maybe at the end
of a long day of the most strenuous work any
iwoman can do, she'd just rather go to bed than
iread the Dialogues of Plato or listen to a Shos-
takovich symphony. But don't worry about her
mental development. For the next eighteen years
at least she'll be learning something new every
day.

"If there's a young mechanic in the house

(she's going to find out all about hydraulics,

(Dower transmission and jet propulsion whether

line's mechanically-minded or not. If there is

[he promise of a musician, artist or ballerina,

he will search out the best teachers, suffer

hrough endless practice hours, accompany her

| r oung prodigies to concerts, exhibitions, recitals.

bid every new book, play or movie that comes

o town will be appraised in this light : is it good

nough for my children? In all of this she will

e growing and developing with her family. For

fter you have taught your children all you know

ley begin teaching you. Perhaps this is why of

U the careers open to women, "mothering" is

the most popular. There's no chance to get into
a mental rut. There's no greater thrill than to
see your child through the proper nourishment
of body, mind and soul develop into a useful
adult personality. If doctors and lawyers and
teachers are required to study a number of years
before entering their professions, then certainly
mothers and fathers, too, should have all the
training they can get before being allowed to
rear children who may make or mar the world of
tomorrow."

Having uttered these sentiments, you sit down.
Not because you've run out of ideas but because
you're out of breath. And the career-girls to
whom you've been lecturing continue to survey
you in awed silence. Finally one of them says,
"Well, of course . . . but you're an exception.
The average mother doesn't really do all the
things you said." And this comment makes you
even more indignant because you can think of
dozens of mothers in your own graduating class
who are doing a far better job. But before you
have gathered sufficient strength to take up this
argument, Editor Mary Jane rises with a new
light in her eyes and announces, "Of course we
must have the 90% represented in our next
Quarterly and you will be the one to do it!"

Then it is too late. Not only your own reputa-
tion but that of the 90% is at stake now. You'll
have to back up what you've been saying. And
you wander home, wondering sadly when you'll
find time to write an article and if you'll ever
learn to keep quiet.

The next evening you strike a bargain with
friend husband. If he'll do the dinner dishes
and put the three children to bed every night for
a week so you can write, you'll let him go on

[7]

that fishing trip to Florida next month. It is
agreed, and aside from such minor interruptions
as: "Do these pajamas button behind or in front,
Mother?" "I want Momie to kiss me good-
night." "Momie, I think I'm going to frow
up!" the following evenings are spent in sweet
communion with your typewriter. And you find
that there were dozens of other examples you
could have used at the board meeting to prove
that a liberal arts education is almost a basic
necessity for the woman with a family. For in-
stance, how could you begin to read today's news
or pronounce the far-away places in soldier
Uncle Gaines' letters without that background of
three or four foreign languages? And speaking
of foreign languages, remember the time you
brought home a loaf of French bread from the
bakery just to vary the family menu and dis-
covered that three little mouths could not only
consume the tough rinds with gusto but also pro-
nounce French words with astonishing ease?
Isn't dinner on "French night" the only meal you
never worry about because the children will eat
anything as long as they are allowed to carry
out the entire conversation in French?

And what about those pictures on the nursery-
room wall? It may be true that the smallest one
chose Goya's Boy With Birds because the cats
in the background "gloom" at you, that the mid-
dle one selected John Steuart Curry's Line
Storm because he has always wanted to ride atop
a wagon-load of hay, and that the eldest prefers
Pieter Breughel's Peasant Wedding because he
loves to eat. Not exactly artistic reasons, any of
them. But at least they are looking at good pic-
tures and not at the stereotyped nursery prints
you might have bought for them had it not been
for your year of Art Appreciation in college.

Your course in Music Appreciation, the col-
lege music room's splendid collection of records
and all of the concerts by famous artists some
campus official took the trouble to arrange
these have a bearing on your family life, too.
For one rainy afternoon the five-year-old is
finally allowed to place the needle on one of
"Momie's symphony records" and you are sur-
prised at the rapt attention which it and the
three successive movements receive. So Music
Hour becomes an indispensable part of the daily
routine, and you watch proudly as your chil-
dren's interpretation of a favorite classic grows
from "it's a jungle, Momie, with lots of growls
in it" to "it's the way I felt when Beau Tate (a
pet cat) died and went to Heaven."

When a knowing Junior-Highschooler begins
to call the miracles of the Bible fairy tales, that's
where your college Bible course comes in handy.
When a beginning reader asks if all Germans
and Japanese are bad, you can answer him from
experience, remembering the exchange students
you went to school with tall blonde Liselotte
Ronnecke from Hanover, who stared at you in
amazement when you were looking up a word in
the dictionary one day, ("Do you mean to say

[8]

you don't know all the words in your own lan-
guage?"), and Lucie Hess from Stuttgart, who
couldn't get used to the luxury of owning a Bible
again, and Tamiko Okamura, who begged the
"honor of a visit" if you were ever in Tokyo.

On Christmas and birthdays you lose yourself
in an orgy of book-buying, choosing from today's
dazzling array of exquisitely illustrated books
the ones which you, as an English Major, know
will be read again and again. On stay-in days
you construct army tents out of sheets, an upper
and lower Pullman berth from two chairs and
the davenport cushions with an ease that could
come only from your experience in college skits
when you duplicated the whole front of Main
Building with fifteen cents' worth of wrapping
paper and a can of red paint and created a rea-
sonable facsimile of Gainsborough's Blue Boy
with a package of lace-paper doilies and a pair
of blue satin pajamas.

But more important than the specific bits of
college training you pass on to your family, are
the general benefits derived from four years of
college community dwelling. First there is the
cosmopolitan outlook you acquire as a result of
living and working with people from all sections
of the country and from various foreign nations.
Perhaps never again will you be required to
adapt yourself to as many different personalities,
tastes, religious beliefs and sectional accents.
You pass the tomahtoes to the girl from Charles-
ton, discuss gyardening with the Virginian, ex-
change ideas on the race question with the New
Yorker. Your room-mate is from Shanghai and
you live in an atmosphere of mandarin coats,
embroidered slippers, Buddahs, rice prints,
white jade, tapestries and folk tales told by an

old Chinese nurse named Dongh-Sao until you
fall completely under the spell of the Oriental.
Across the hall, the missionary's daughter from
Africa finds her mattress too comfortable for
sleep and considers the instant hot water, which
you have taken for granted all your life, a lux-
ury. In the mornings, in the bathroom you lay
your American tube of toothpaste down beside
the French girl's less hygenic but infinitely more
exciting metal case of pink savon de dents. At
teas you munch on crystallized violets and rose
leaves, preserved lotus buds, snails and locusts
(if you are brave) with the aplomb of a seasoned
globe-trotter. In all of these experiences you are
learning the most valuable lesson college can
teach you the art of understanding and getting
along with your fellow men.

And secondly, during these four years, you
learn the true meaning of culture. You find that
professors are human beings who enjoy a good
movie or a game of tennis after classes as much
as you do. That it takes the qualities of character
and leadership as well as a high I.Q. to make
Phi Beta Kappa. That the epithets, "stuffed-
shirt" and "long-hair," are applied by the un-
educated to the partially educated, neither
realizing that the purpose of higher learning is
simply to increase one's enjoyment of life. Upon
how well you learn this lesson depends your
adjustment after graduation to a business office
where perhaps none of your fellow workers or
even your immediate superior are college grad-
uates, where, at first, the very fact that you hold
an A.B. degree is one strike against you. Equal-
ly dependent upon this lesson is your adjustment
to the average neighborhood where you will be
lucky if you find one other housewife who speaks

[9]

your language and where even a modest collec-
tion of books brands you as a high-brow. But
remembering that the most cultured minds on
your campus were also the friendliest, the most
unassuming, will guide your behaviour in both
these situations and pave the way for later im-
provements which you as a college graduate
should prompt. It will also save you from rear-
ing little monstrosities who chant Greek at the
age of five and are trotted out at every adult
gathering to show off their precocious talents.
A third general benefit derived from a college
education is the element of time. For during the
Four Years of Grace, as you now regard this
period of your life, you outgrew many adolescent
ideas. You shudder to think of the names you
might have bestowed upon your innocent chil-

dren, of the spectacular decorating schemes you
might have carried out if you had married a year
after graduating from high school.

Yes, the more you consider the question, the
more convinced you are that every mother should
have a college education. And you know that
every one of the 90% is using her education in
many more ways that you have been able to show
here. And you decide, as you wind up your
article, that you will have plenty to say the
next time Great-aunt Sophronia, comfortably
ensconced in the company wing-chair, glances
around at the crayon-marked walls, the battered
lamp shades and at your three little Indians
bouncing up and down on the davenport, and
remarks with a sympathetic smile "Poor dear,
a lot of good going to college did you!"

[10]

GO INTO GOVERNMENT, YOUNG WOMEN

r v

Malvina Lindsay

Washington Post columnist urges college women
to help this democracy prove that government by
the people can work.

The prewar American girl in considering a
future vocation was apt to ask but two questions
concerning it: "What chances for success will it
offer me?", "Will it be interesting?"

Today, if she is at all aware of the uncertain
status to which her Nation and even her planet
have been brought through worldwide war and
revolution and the release of atomic power, she
will ask a third question of any considered ca-
reer: "Is it a spot where I can give my best to
save what civilization has gained?"

We in the United States believe that one thing
civilization has gained is the experiment in
democratic government begun here more than
150 years ago. The recent war has brought us a
freshened awareness of its value, a renewed de-
termination to keep it alive and make it grow.
Hence, many young women are thinking of gov-
ernment careers, not merely as livelihoods, but
also with a sense of noblesse oblige, such as that

which so long has led the British upper classes
into public life.

What opportunities does the serving of the
state offer such young women?

During the war many girls with college back-
grounds found inspiring and even lucrative jobs
in the government. But since V-J Day, govern-
ment work, like the old gray mare, "ain't what
she used to be." This is a low ebb of opportunity
for ambitious girls who would help Uncle Sam
run things. The United States Civil Service Com-
mission has closed its examinations and has an-
nounced that, until further notice, applications
for federal jobs will be accepted only from per-
sons with veteran preference. Most of the tem-
porary agencies offering "interesting" work are
closing their doors. Peacetime retrenchment is
taking place in most regular departments as Con-

[11]

gressmen loudly call for a saving of the tax-
payers' money.

However, the long range picture is brighter.
Federal government machinery is bound to en-
large as the Nation grows. The United States, as
a great world power, will be constantly taking on
new enterprises. Its foreign service must expand.
Agencies for international collaboration in va-
ried fields must develop. Now that the United
Nations headquarters is to be situated in the
United States, there will be opportunities in its
structure for American girls. Many of these, of
course, will be clerical. But in time there will
also be professional work for women to do in the
Social and Economic Council, in the Food Or-
ganization (which has set for itself the stu-
pendous goal of abolishing poverty in the world)
and in the Educational and Cultural Commission.

This government also must expand many of
its domestic activities to keep up with a rapidly
moving world. It is planning now to give spon-
sorship to scientific research. In most govern-
ment departments there will be an increasing call
for technicians. Professional opportunities will
open up in such fields as architecture, engineer-
ing, chemistry, physics, metallurgy, agriculture,
home economics. The draft revealed the need of
more public health service and of federal aid to
education. Economists, statisticians, labor ex-
perts, public relations authorities are inevitable
needs in meeting tomorrow's problems. Mem-
bers of Congress eventually will have technical
staffs to assist them. The care of veterans will
make necessary more hospitals, nurses, doctors,
psychiatric and social workers and teachers.

Always a supreme need of the government will
be the person gifted as an administrator (the
leader as opposed to the martinet) who can or-

ganize, direct and inspire and thus help to lift
government service out of its too frequent tread-
mill status.

It is not the purpose of this article to describe
government jobs and salaries in detail. These
change with new conditions. The United States
Civil Service Commission is the best source of
up-to-date information.

In the general Civil Service picture, it should
be emphasized that if a girl is looking for money,
fame or glamour, the government is not the place
for her. But neither is the average private in-
dustry. In fact, where is the guaranteed place
for such achievement?

Government salaries are not high compared
with those in some private industries, especially
in the higher executive classifications. But they
compare favorably with the average salary in
school teaching and in many pursuits open to
women. For example, a beginner in the profes-
sional class of government employes starts at
$2,320 a year (under rules at this writing).
Yearly raises of $100 are given for a certain
number of years if her work is satisfactory. Or
if she has special ability, she may be able to get
reclassified into a job having a higher basic
salary.

Government workers have a liberal pension
system and generous sick leaves and vacations.
They have, as a rule, more security than private
industry as they are less subject to general eco-
nomic upsets. They cannot be fired so easily on
the whim of a boss. Yet their advancement may
be influenced, as it would be in any private of-
fice, by office politics and personal factors.

The biggest danger the government worker
faces is that of becoming a typical Civil Service
robot. Offices in Washington are full of persons

[12]

who complain of frustration, who constantly pro-
test, "If only I could feel that my work meant
something!" Many older women of ability in
high positions often feel they have been defeated
by tradition and red tape in accomplishing the
big things they had hoped to do in their jobs.

Yet college women considering government
careers should not be stopped or discouraged by
this situation. For a democratic nation cannot
afford to have its government run by robots. Let
business have its assembly line, but not the gov-
ernment. Here is a challenge that must be met.
Indeed it often is met and conquered by those
who have enough skill, initiative and determina-
tion. Moreover, these bafflements vary with
agencies. Some of these are more progressive
than others. Often the resourceful employe can
scout around, find herself the place in which she
can best work, and get transferred to it.

Also some things are being done to raise the
standard of government service and to make
freer and happier those in it. The widespread
government personnel organization is grappling
with the problem. The government counselling
service was extended during the war, and now
in many departments, alert and sympathetic
counsellors help employes with their personal
problems, or in adjusting to their jobs, or in
finding the right openings for their talents.

An effort to put government work on a career
basis is being made through the National Insti-
tute of Public Affairs, an endowed enterprise
which trains prospective government employes
through a program of internships. Outstanding
students with interest in government service are
nominated by colleges and submitted to a com-
mittee on appointments from the institute. The
best qualified are selected after personal inter-

views. Classes number around 35. These interns
work without pay in federal offices for nine
months, with an educational director of the insti-
tute as adviser.

Seven of the current interns are with Senators,
Representatives and Congressional committees,
seven in agencies dealing with international re-
lations, four in agriculture, three in housing and
three in labor agencies. Most of the past interns
have gone on in government service and achieved
important positions.

The young woman in a hurry will probably
not find government work to her liking. It is no
place to become copy for a magazine success
story. For that she might better investigate mod-
eling, the fashion field, or Hollywood. Nor can
the earnest neophyte come into a government
office and "reform" it overnight. She will find
that much of the routine and red tape in the
government as in all big business has a rea-
son for being and is designed to save her future
unhappy experiences.

But if she brings to her job some patience, as
well as specialized training and a consuming
interest in what she wants to do, she will find a
special satisfaction in a government career. Its
security will give her a chance for living and
thinking. She will feel that what she is doing is
eddying out into the lives of millions of Amer-
icans. She will have a personal sense of being
a part of the Nation, rather than a spectator
citizen talking of what "they" ought or ought not
to be doing in Washington. She will have the
assurance that as a citizen she is helping to fill
one of her country's most desperate needs.

In all the discussion of what's wrong with
Civil Service, which goes on constantly in Wash-
ington (just as similar discussions of "manage-

[13]

ment" go on in every restroom and cafeteria in
private industry) the solution always comes
back to one thing better people in government.
Especially needed are those with capacity for
leadership, those with the talent for human re-
lationships, and those who not only have special
knowledge but the ability to transmit to others
what they know. For democratic government

must increasingly explain itself to its stockhold-
ers, the people, and keep alive their interest in
its doings. Otherwise, the road leads either to
wasteful inefficient bureaucracy or to dictator-
ship. Only if more promising young people are
willing to go in for government can these evils
be averted and this Nation prove to history that
government by the people can work.

Drawing of the Frances Winship Walters Infirmary to be built as soon as materials are available.

The new infirmary will have thirty beds, more contagious wards than the present building, and
a well-baby clinic in the basement which will probably be operated by a group of doctors in connection
with the Decatur Clinic. Donation of $100,000 by Frances Winship Walters makes this buildings
possible.

[14]

Miss Jackson, associate history professor at Agnes Scott, speaks with
devotion and authority about the organization which she has served well
as regional vice-president of the South Atlantic section for ten years.

THE AMERICAN ASSOCIATION OF UNIVERSITY WOMEN

LIFTS EDUCATIONAL STANDARDS

Elizabeth Fuller Jackson

Two thousand years ago in the parable of the
talents, our Lord set forth the principle that to
keep a talent one must use and develop it. In
1881 seventeen young women, graduates from
eight institutions of higher learning, realizing
this principle and experiencing a sense of frus-
tration and loneliness, caught the vision of the
possibilities that uniting their efforts in practical
educational work might achieve and issued the
call for the organization which today we know
as the AAUW. Today's college graduates do
not suffer from the same loneliness that those
young women experienced in 1881, but it is not
less true now than then that with lack of use in
study their minds get rusty and soon drop back
to freshman level.

Graduates of colleges or universities on the
approved list of the AAUW need not suffer such
retrogression if they have the imagination neces-
sary to become members of the association and
take part in its study program. AAUW is an

adult education association which uses the edu-
cation of its members as a lever to improve the
quality of education in the country as a whole.
The achievements in the past sixty-five years
resulting from the vision and initiative of those
original pioneer girls have greatly influenced all
phases of education in this country. In such short
space as is allotted to me here it is impossible to
give even a brief account of the activities and
accomplishments of this, the oldest national
association of women in this country. Its mem-
bership now includes approximately 80,000
graduated from 250 institutions.

One of the ways of rendering practical service
to education today is still what it was in 1882,
that of raising educational standards. Today the
desire of institutions admitting women to be on
the approved list of the AAUW and the associa-
tion's refusal to admit any institutions but those
having certain basic requirements in the liberal
arts and adequate equipment, both in the physi-

[15]

cal plant and in endowment, together with aca-
demic freedom and high qualification for the
faculty are effective in raising standards. Oc-
casionally it is necessary to drop an institution
from the approved list for failure to maintain
these standards, but usually the threat of this
drastic action brings about reform. While the
work of investigating institutions is entrusted to
a committee chosen for special qualifications,
every member of the association has a part in
this work through the payment of her annual
dues.

Each branch of the association has autonomy
in its own dues, but it must transmit to National
Headquarters in Washington two dollars for
each national member. What those two dollars
achieve is amazing. One portion pays dues for
the individual to the International Federation of
Women, which was organized in 1921 to im-
prove understanding between university women
of the member nations. Part of each two dollars
goes to pay the expenses of the standing commit-
tees, the committees on Education, International
Relations, Social Studies, Membership and
Maintaining Standards, Fellowship Awards,
Fellowship Endowment, Legislative Program,
and Economic and Legal Status of Women. An-
other part goes to pay for the publication of The
Journal. A further fraction goes to the main-
tenance of the national club house and Head-
quarters Building at 1634 Eye Street, N.W.,
Washington, D. C, and the salaries of the Head-
quarters Staff.

Women who are interested in improvement of
educational standards should know about the
work of our Headquarters Staff. At its head is
the General Director, Dr. Kathryn McHale,
whom AAUW took from Goucher College, where

she was Professor of Education and Philosophy
and had made an important name as a leading
educator. Since Dr. McHale became General
Director in 1929, the association's membership
has increased from 32,000 to 80,000. The
branches have risen from 462 to well over 900,
and the association's program has been expanded
to encourage study and understanding of na-
tional and international problems as well as
contemporary arts. Dr. McHale's interest in
higher education has strengthened the associa-
tion's efforts in behalf of higher standards. She
initiated and directed a comprehensive study of
changes and experiments in 315 liberal arts col-
leges that was published as the 1932 Yearbook
of the National Society for the Study of Educa-
tion, which speaks for its importance. She has
written and directed many others since then.

Under Dr. McHale's direction are eight major
staff members: Associates in Childhood Educa-
tion, Higher Education, Social Studies, Interna-
tional Education and a Secretary to the Com-
mittee on Economic and Legal Status of Women,
who keep a watchful eye out for advancement of
women and cases of discrimination against
women. (The work of this committee represents
one of the oldest interests of the association.)
The Secretary to the Committee on Membership
and Maintaining Standards and the Committee
on Fellowship Awards also makes major con-
tributions to the association. I assure you that
there is very little that goes on in the institutions
on our approved list or in colleges that wish to
be on it pertaining to standards that escapes the
attention of Mary H. Smith. She has one of the
most remarkable memories that I have ever en-
countered, and it is completely devoted to the
advancement of the interests of AAUW. As Sec-

[16]

retary to the Committee of Fellowship Awards,
her fund of information concerning research
projects being carried on throughout the country
is amazing. In considering candidates for awards
the committee she serves works not only with the
leading institutions of higher learning but with
the leading scholars of the country. Mrs. Ruth
Wilson Tryon combines the function of Editor of
The Journal and Secretary of the Fellowship
Endowment Committee. Under her editorship
The Journal has become one of the most impor-
tant magazines in the educational field, inciden-
tally the only magazine which I religiously read
from cover to cover.

Besides these experts the Headquarters Staff
includes that most necessary officer, the Comp-
troller. Mrs. J. K. McClintock has held this
position for many years and, besides being most
efficient in her office, has brought the association
prestige and recognition through her interest in
Pan-American affairs. She is no less proficient
in Spanish and art than in finance.

Under the direction of these ten major staff
members, who correspond in training to the sen-
ior members of a college faculty, are a corps of
clerks, stenographers and secretaries who keep
the records and assist in carrying forward the
work of the association with loyalty, persever-
ance and pride that one must have witnessed to
appreciate. The small size of this group is one
of the surprising things about it.

Several thousand members pay national dues
and are not affiliated with any local group, but
the most generally known part of the AAUW is
the local branch. As noted before, there are well
over 900 of these branches throughout the coun-
try; scarcely a month passes without the forma-
tion of a new one. It is through the activities of

these branches that improvement of educational
standards in their communities has been carried
forward. Some of the larger branches have study
programs in all phases of the national program
as well as local projects, but small branches
usually choose to concentrate upon some one
phase. The branches vary in size from ten mem-
bers to more than 1,200 members. The only
phase of the national program in which every
branch participates is the Fellowship Endow-
ment Fund. Since 1888 the association has been
awarding fellowships to graduate women of out-
standing merit and promise. From the first, the
association realized that undergraduate aid was
much easier to obtain than aid for mature schol-
ars who had already demonstrated their ability.
Only one Agnes Scott alumna has as yet held one
of these fellowships, Elizabeth Juanita Greer
White of the class of 1926. The work of our
fellows during the period of World War II has
been most conspicuous and has thoroughly justi-
fied the judgment of the Committee on Awards.
Who would have thought that a study of Ice-
landic sagas might have important bearing on
the winning of the war? Yet, when the War De-
partment wanted a phrase book in Iceland for
the use of our soldiers stationed there, they
turned to our fellow who had studied the Ice-
landic sagas.

In addition to raising the permanent Fellow-
ship Endowment Fund, the association today is
raising funds to help bring women scholars from
the occupied countries over here to study and
catch up with developments in their fields. Our
State Department considers this a most impor-
tant practicable piece of international education.
During the war, funds for the relief of women
refugee scholars were raised and sent to the As-

[17]

sociation of University Women in neutral and
allied countries where many were saved for fu-
ture usefulness.

In higher education AAUW maintains that for
the majority of students the surest means of se-
curing well-rounded and cultural minds is

through the study of the liberal arts. Conse-
quently, AAUW requires that its members shall
be graduates of institutions of high standards
and also holders of approved degrees degrees
for which at least half of the work is in the gen-
eral, broad, liberal arts.

The Award of Merit below was given to Agnes Scott's Alumnae Quarterly for illustrations and
special layout features. The staff for last year's magazine included Billie Davis Nelson '42, Editor,
and Art Editors Howard Thomas and Leone Bowers Hamilton '26. Agnes Scott's magazine won

further recognition among the

For Outstanding Editorial Achievement
In publication of an alumni magazine

AWARD OF MERIT

In the 1945 Magazine Awards Competition
among alumni magazines in the United
States and Canada sponsored by the Ameri-
can Alumni Council

CO 'P.. . ... O ^-4-Mrv,

Director for Magazines

merican Alumni Council

170 colleges submitting their
publications in the American
Alumni Council's competition. In
the classification of Magazine of
the Year for the Robert Sibley
Award won by the Ohio State
University Monthly our Quar-
terly was cited as "close behind
in the scoring" with eight others
which included only one other
woman's college. Agnes Scott con-
gratulates Ohio State for its out-
standing achievement for 1945.

[18]

'The work demonstrates the mentality
and spirituality of the artist."

EXPERIENCING ART

Leone Bowers Hamilton '26

Talk made at the campus art appreciation
hour in response to the invitation to tell

ABOUT SUMMER SCHOOL AT HANS HoFMANN

School of Fine Arts.

Art is too personal to consider any one period
of study as a separate entity. Each new vision is
based on and intertwined with the preceding ex-
periences. The roots of my art education reach
down into childhood. My mother encouraged the
ability to see and value beauty as the Creator
presents it. No day was too crowded for time to
enjoy the radiant sunset against the emerald sky
of evening. No errand was so hasty but the russet
top or blushing underside of a toadstool upheld
on a slender, cream-colored stem could be ap-
preciated as it glistened in the morning dew.

The history of my art schooling dates back to
1914 when I was placed under Miss Emma Jones
at the Birmingham Seminary. I hear her often
as I work at my easel:

"Learning to draw is learning to see!"
Or again, with much force:

'How long before you learn to paint?' Why,

you can paint until the cows come home and
never be a painter."

From her I absorbed an undying enthusiasm
for art and a habit of rejecting any but the high-
est standard in my work.

Graduation later from old Central High meant
breaking with childhood ties. The next fall I
entered Agnes Scott and had the joy of under-
standing and sympathetic study with Miss Louise
Lewis. From her I learned respect for good
drawing and clean color, also to value the fact
that individual interpretation and personal tech-
nique were safeguarded.

When college days were over I went to the
Pennsylvania Academy, then to Chester Springs,
where the famous painter, Daniel Garber, was
instructor. He was kind in encouraging me and
praised past schooling by noting the use of cor-
rect values in painting.

The two following years I worked again under
Miss Lewis, for I had married and Decatur be-
came our home town. Since training in commer-
cial art had been left out of my experiences, I
decided to join the group at High Museum in
Atlanta. Mr. Robert Rogers was the instructor
there under whom I enjoyed life classes.

Gradually I came to understand that mere
technical perfection is not great art and that any
formula for working is deadening to creative
development. The years passed with painting
always uppermost in my thinking, and I prac-
ticed whenever I could. Miss Lewis' patience
with me through these years may yet bear fruit.

1943 found me enrolled in the class of Mr.
Howard Thomas, to whom I owe the acquiring
of an open-minded perception of the work of
other artists, a freedom from the object painted,
color controlled understandingly and an aware-

[19]

ness of negative and positive space in composi-
tions. The kindness of Mr. Lamar Dodd in dem-
onstrating the use of paint textures as well as the
textures of the objects depicted was another val-
uable experience in the years 1943 to 1945.

All of these serious teachers gave me to under-
stand that art is a real study and that honesty
must be the basis of creative work.

And now we come to summer 1945! A sum-
mer so meaningful because of what had pre-
ceded not only knowledge in a special field but
a balanced education gained at a liberal arts
college. Without a basic understanding of psy-
chology, physics, chemistry, music, mathematics,
literature, sociology and history the approach
would not have meant so much and possibly not
have been comprehended. To Agnes Scott I owe
the privilege of study under a master painter,
internationally recognized as an intrepid pio-
neer, Mr. Hans Hofmann. Fortunate for me that
he has had to leave his native land, for I should
never have gotten to go to his former winter
school at Munich or his summer school at Capri.

Mr. and Mrs. Hofmann met me when I ar-
rived at night in Provincetown, Massachusetts
and found a room for me at Casa Gernika. Mr.
Hofmann thoughtfully carried my bags up to the
third floor and left me with the invitation to
come to school the next day and get acquainted
with the students.

I found the school and sought out Mr. Hof-
mann in his studio. He stopped work on an
article entitled "Realism of Today Is Spiritual,"
which he was preparing for print and twinkled a
welcome to me. Beautifully sensitive original
abstractions were around the walls of the studio.
When he saw my evident delight, he said,
"Teaching is my bread and butter, Mrs. Hamil-

ton." He told me that if I intended to teach I
must not only be sensitive but also give out in-
spiration. Be at home with plasticism make no
mistake in it. A print by Picasso was on the wall
and a large book opened at reproductions by
Braque and Leger was propped up on a table.
Mr. Hofmann explained, "I keep that book open
and turn to a new page every day." The inspira-
tion of other good painters is very helpful. I
was told to report to class the next day with
"chare," paper, drawing board and portfolio.

From an informal journal (a habit of writing
down impressions acquired in English 101) I
shall read notes on the first day in class:

Evening July 5, 1945

School in temporary quarters. Ten students in
class.

Problem: spacial relations, positive and nega-
tive; volumes suspended and planes to be ad-
justed.

Criticism by teacher as he went from student
to student:

"If space relations are right, then it looks
good."

"Too complicated. Simplify!"

"You know even simplicity has its limita-
tions."

"These areas must be clear so that they do
not interfere with each other."

" 'Mondrain?' So many critics write about
him, but they all say 'wonderful pattern,' never
what he was after, which was spacial relations."

"You must experience this."

The large still life covers ten feet of wall
space and reaches from the floor almost to the
ceiling. The objects are arranged in rhythms and
with meaning as to planes, volumes and masses.

[20]

The teacher is kindly and helpful in under-
standing of student effort. He encourages in-
dividual interpretation but expects one to under-
stand the principles of creative painting.

On the wall were these sign-large notices:

Use easel and stool
how you see them
and

All drawings not placed in
portfolio will be destroyed.

I am anxious for tomorrow so that I can work
again.

By the end of the week I had come to know
the students, a group of advanced thinkers, ma-
ture painters, art teachers and heads of art
schools. They came one each from Texas, Ten-
nessee, West Virginia, Ohio, Maryland, Pennsyl-
vania, Missouri, Colorado, New Jersey, New
York, Connecticut, Canada, Iceland, fifteen stu-
dents by now, men and women. There was Mrs.
Gordon, elderly understanding teacher from
Canada; dark, handsome Nicky Carone, just re-
leased from the Air Corps ; pretty talented south-
ern Janie Goolsby from Texas State College for
Women; big, blonde Oscar Weisbuck, head of
an art school in Utica, N. Y. ; small, very blonde
Drefa from Iceland and pleasing, spotlessly
groomed, sensitive Pillow Lewis of the Memphis
Academy of Art. So was the class made up a
grand, small group of intelligent, well-balanced
people.

The evening I left for New York the members
of the class dropped by Casa Gernika singly or
in pairs until ten o'clock, when those of us gath-
ered together went to the Weisbuck's apartment
for a farewell cup of coffee.

Now I do want to talk a little while of Mr.

Hofmann's teaching. He is modern and not
academic in his approach, but, with the true tol-
erance of the great, he has no scathing criticism
for those who choose another school. He believes
each person has a right to his own conviction.
As he taught I understood him to say the fol-
lowing:

"It isn't the planes in modern painting that
makes it modern but the plastic concept." Plas-
ticity he stresses: "The plastic is everything in
relation to space! Every line within the picture
space must be related to the four sides of the
plane." Of subject matter he says: "It is not a
question of what is on the outside of the picture
plane but a question of how you use what is on
the outside when you plan the inside of your
surface plane. The artist must be the architect
of space. The inherent quality of the picture
plane lies in the quality of infinity that may be
created within the limited area. When the sub-
ject matter is only sky and water and there is
only a horizon line, then space must be created."

"The main thing is relationships. A good com-
position must have plastic unity and powerful
simplicity. Color must not imitate the flatness of
the area but must create a greater depth. Not
the modulation but the negative space is im-
portant."

"The work demonstrates the mentality and
spirituality of the artist."

Summer school days passed so fast. I worked
morning and afternoon for six days a week. It
was worth every effort. No certificate or report
could possibly have meant as much to me as Mr.
Hofmann's remark made the last day in school:
"Mrs. Hamilton, your progress has been rapid,
very rapid indeed. I wish you did not have to
leave."

[21]

A member of the National Board of the United Council of Church
Women challenges college women to erase prejudice with a "new
social outlook to which the future of mankind belongs."

THE UNITED COUNCIL OF CHURCH WOMEN

Mrs. A. H. Sterne

Victor Hugo once said that no army could
withstand the strength of an idea whose time had
come. If we are to have a new world one
world then the idea of a united effort of all
Christian people becomes an imperative. Chris-
tion citizenship with its implications is not a
denominational task but one for all Christian
women, and it is only as they are willing to unite
their strength and efforts in creating public opin-
ion that they can be a real dynamic force.

The United Council of Church Women is the
latest step in the development of the women's
movement in the church. It came into being
through the merger of women's interests in the
committee on women's work of the Foreign Mis-
sions Conference of North America, the Council
of Women for Home Missions, and the National
Council of Church Women. It is a listening post
and a voice, a clearing house and a channel. It
challenges a new devotion to the Christ. It urges
loyalty to the local church but provides a way
for this strength to unite with that of other women

jlCUu

of the community and the nation to work for
social, industrial and racial understanding and
justice and for unselfish attitudes which alone
can bring real peace. It keeps horizons broad
and lifts eyes and hearts to world visions. It
abounds in the fellowship of the World Church.
It is a channel for the power of Protestant wom-
en. Ten million Protestant church women work-
ing together can change the world. They can
accomplish on a local, state and national level
what no single denominational group can do
alone.

Local and state Councils of Church Women
are together the United Council of Church Wom-
en. The growth has been nothing short of amaz-
ing. We began four years ago with a suggested
budget of $15,000 and one office secretary. It
was eventually decided that $12,000 would cover

[22]

that first year. Today we have a budget of
,000 with a proposed budget for 1946 of
000. Our one office has grown to six rooms,
156 Fifth Avenue, New York, all crowded with
our staff of five secretaries and ten office workers.
But this national staff does not make the work.
The United Council of Church Women is in local
communities, 11,000 of which are reached by
the World Day of Prayer and 1,200 of which are
organized into some type of interdenominational
organization. Every day brings inquiries about
how to organize a local community, for women
across the nation are beginning to see that the
broken world cannot be bound together by a
divided church. Our goal is to establish a local
council in every community.

The Council sponsors the World Day of
Prayer, the first Friday in Lent, which has be-
come a tie binding peoples of more than fifty
countries together across all barriers. The power
of their prayers becomes globe-encircling. It may
become world-changing. The organization spon-
sors May Fellowship Day, the first Friday in
May, which gives opportunity each year for com-
munities to face issues that can be solved only
unitedly. May Fellowship points up the need for
a more united Protestantism and shows what can
be done by beginning in the local community.
Members learn that women in many other com-
munities are acting on the same problems. The
Council also sponsors World Community Day
the first Friday in November, at which time it
urges study of what it will cost and require to
have a truly peaceful world. Peace, racial equal-
ity and economic security cannot be established
on a world level unless the attitudes and activ-
ities on the community level give them reality
and vitality.

Significant among the things which we are and
have been stressing are better understanding
among peoples of all races and religions here in
our own country and concern over children and
their protection both in the matter of labor and
in the type of education and recreation that our
nation provides for them. This means all chil-
dren. We have worked hard for fair employment
for all peoples irrespective of race and religion.
Internationally, we have put forth great effort for
sharing the materials of life with other countries
that are in such desperate need and have re-
peatedly expressed our willingness to do without
things and be rationed in order that the rest of
the world may have food for their very lives. On
behalf of the United Nations Organization we
have carried on a continuous educational cam-
paign circulating the charter into our 11,000
communities, sending with it a program designed
to make every woman aware of her responsi-
bility in making the United Nations Charter
work. Undergirding our whole program has been
the complete faith in God as the Ruler of the
world. Statesmen of the world have established
the United Nations Organization; Christians
must make it work.

These foundations of a new international fel-
lowship laid in prayer through our World Day
of Prayer have impelled us to work hard for the
sending of Christian messages around the world.
We believe that only as the world organization is
built on the principles which God gave us long
ago in the first two great commandments "Thou
shalt love thy God and thy neighbor" and
only when the world is willing to live by them,
can we have peace. For that we are working in-
telligently, we hope.

We feel that the most important thing at this

[23]

moment is to feed the hungry. We cannot talk,
we, with our strong well-fed bodies, to a man
who is so hungry that he scarcely has the breath
of life within him. We feel that women in all
communities, if they could only see the terrific
need of the dying in Europe and of the Orient,
would cast aside all lesser things and work in
their communities toward the sharing from our
bounty of the things which God has given to us
for the comfort of all men.

Women who come into the Council are those
who have a world vision and are willing to be
used of God in carrying out His great purposes.
Who knows but like Esther of old they have
"come to the Kingdom for such a time as this?"
They have found that the things that separate us
denominationally are secondary to those that
unite us. They may be called the plus Christians
because they are willing to go that extra mile to
stand for right in the service of the Master even
though it be not a popular thing to do. They
realize that before we can have "One World,"
that before we have a right to pray "Our Fa-
ther," they must be busy doing away with iso-
lationism, anti-Semitism, religious intolerance
and racial prejudice. They have dedicated them-
selves to try to interpret the mind of Christ until
there develops a real ecumenical spirit in the
churches.

If we follow our Lord's command, we will lift
up our eyes, looking from the place where we
are northward and southward, eastward and
westward, convinced that the world mission of the
church today is the task of the world church.
Therefore, we pray unitedly that God may stir
our souls with a divine discontent for the status
quo. Old ways and customs are obsolete. With
the poet Lowell we believe that "new occasions

[24]

teach new duties (and) time makes ancient good
uncouth."

In recent reading I have found evidence that
this basic philosophy of the council is a wide-
spread feeling:

Humanity desperately needs a new purpose
to establish a world order founded on a broth-
erhood of all mankind under the fatherhood
of God. To do this requires a sincere subordi-
nation of our traditional racial, cultural, de-
nominational and social superiority that will
result in the surrender of our iron smugness,
our brittle complacency, our overbearing self-
satisfaction to the understanding and sym-
pathy of an impelling love and cooperation.
As Christians, haven't we kept closed minds
because we failed to allow the mind of Christ
to lead us into new attitudes of mind toward
the truth?

In the dangerous days ahead much depends
on our attitudes of mind toward new ideas and
to a new social outlook to which the future of
mankind belongs.

Because our minds are filled with old prej-
udices, old mental habits, old class interests,
old forms of patriotism, let our prayer be that
prejudice and selfishness die within us and
that the open-mindedness of Jesus will have
right of way in our hearts until we as united
Christian women be prepared to lead in mak-
ing our fellowship with all people so real that
our oneness in Christ will come first and our
differences second.

Mr. John D. Rockefeller in an article on "The
Church Versus the Churches" says that a life, not
a creed, is the test. "The Church must be a true
democracy, cooperation, not competition, its

(Continued on Page 29)

ASSIGNMENT IN REALITY

Lita Goss '36

When classroom assignments are over
there comes

To THE graduate who has loved her college and
the time of slow, ripening growth spent there, an
experience occurs and recurs after graduation
which is likely to make those four years recede
into a mist of the unreal and illusory almost.
As she enters upon the task of adjusting to a
world of hurry and job, of concentrating upon
"practical" results and living with "people" and
getting some "sense" knocked into her as she
faces "real" life, in other words she may eas-
ily fall into acceptance of the smug, common-
place, vegetative theory of the dichotomy be-
tween college living and life.

Enveloped by the atmosphere around her, a
graduate may lose sight of the elementary fact
that the kind of living she experienced for four
years at college was a part an integral part
of her life. A great many forces unite to tempt
her into the delusion that those four years were
simply a period of marking time, an enjoyable
vacation at an ivy-covered resort. She may know
deep within her that the time of concentration on
study and intellectual pursuits was a period for
enriching her with equipment and resources to
be utilized in a different environment, an en-
vironment which would make for a shifted em-
phasis on things intellectual but not for a dis-

carding of them. She may have a disturbing
feeling that the things she now learns to call
"real" appear rather shoddy and unsatisfying in
contrast to the studies and ideas absorbing her
mind and spirit a few years before. She may, in
fact, experience a definite and keen nostalgia for
a return to the academic atmosphere.

[25]

Perhaps there will follow, then, a seeking of
that atmosphere in book clubs or study groups
or public lectures all of which continue to have
a flat taste, by no means resembling the fresh
tang of the stuff which fed her hunger earlier.
At this point, such a graduate may despondently
wish that someone would turn out a tidy, pocket-
size little manual entitled How to Remain Edu-
cated Though Graduated. Of course, the trouble
may be that she has narrowed too greatly her
conception of the term "education," she may
have made synonymous the labels "academic"
and "intellectual" as applied to growth; but she
does have the distinct feeling that it is very easy
to become transformed from a college student
into a cabbage. A great many college graduates
look upon such a transformation as desirable,
and without doubt it is a comfortable way of
adaptation to the conventional environment. Far
be it from me to enlist from that group either
converts to a different outlook or readers in-
terested in continuing the quest upon which a
freshman English teacher lured them with a
wicked assignment for an outline on "The Aims
of the Liberal Arts College."

For those, however, who discovered on grad-
uation that the aims of both that essay and teach-
er were to drive deeper into our being the goad
of "divine discontent," for them I have a sense
of fellowship in consequent wanderings along
paths indicated to us during college.

Like them, I remember that with the approach-
ing end of college came the beginning of the
realization that most of our learning lay before
us. The past four years had brought us to the
awareness that we had just begun upon a
search the search for an understanding of
what mankind, ourselves, human living really

are in the fullest sense of being. The studies
which we had just completed had only raised
questions; they were never meant to provide the
answers. The biggest challenge of all that they
offered was: what were we going to do to dis-
cover the meanings behind those questions?
Were we going to continue to seek the guidance
of the great spirits to whose wisdom we had been
directed? Would we willingly undertake the
self-discipline involved in progressing from an
intellectual to a spiritual illumination? Com-
mencement had simply brought us to the point
where, like Kierkegaard, we felt the longing
within us: ". . . the thing to do is to find a truth
which is true for me, to find the idea for which
I can live and die."

It was most disconcerting, I can remember, to
wake up that June morning just before Com-
mencement and suddenly realize that I didn't
know anything. At least, in comparison with all
the things that I wished I could read and study
and assimilate, the acquisition of four years'
study might as well be nothing. Now, all the
orderly pattern for learning and study was to
be disrupted, and there would be no more kind-
ly attention and direction along the unfollowed
paths of reading which I still longed to take.

It was on that morning, while I was still in
cap and gown after exercises, that an Agnes
Scott professor tossed out an invitation "to do
some reading next fall." When that fall came 1
learned to the fullest what reading and study
were. Here there was not any prop from class-
room routine to keep up the desire for study:
there was no prodding from test or term papeij
deadlines to force my attention away from othei
activities to the completion of a piece of reading!
There was only the compulsion of curiosity. Bui

[26]

this was not the curiosity of merely wanting to
know, with knowledge an end in itself. It had
been directed toward knowledge which had ac-
quired value in the light of something eternal,
so that I began to apprehend the supremacy of
that knowledge by which it is possible to "be
transformed by the renewing of your mind" for
the proving or understanding of that which is
"that good and acceptable, and perfect will of
God." And during that year I found this com-
pulsion the most relentless, driving one I had
ever experienced. That teacher gave me, not a
topic or a subject, really, to read about, but an
idea, an idea of a way of living, and there was
awakened in me a feverish eagerness to examine
more and more books and people and places
which could be strung onto this idea, like vari-
colored beads on a chain. At times, I had dim
forebodings as to what would happen when I had
exhausted the parts of the beaded chain and com-
pleted the circle. By this time I had tasted the
joy of reading hugely anywhere and everywhere,
yet with a set goal in mind. That taste had given
me a Faustian thirst, and I shrank from the pos-
sibility of draining the cup.

What I had learned from that shared reading,
though, was that ideas are not strung like a circle
of beads and that the thing that satisfies thirst
does not come from an exhaustible cup. As I
read and studied, I found a lengthening chain
which connected the ideas, so that when I had
fumbled my way along the beads of one group
of ideas, I came to another which led me con-
tinually forward in my thinking. The result was
that "education" began to be symbolized for me
by a guiding thread on which you took a firm
hold and followed if you so desired, with the
result that you were led from the darkness of a

cave to a light in the distance, somewhat as
Curdie was led out of the goblin- infested black-
ness of the mountain depths in The Princess and
the Goblins.

For several years when I was thus following
a path of study and reading, I was fortunate
enough to be among companions interested in
going in the same direction. That, of course,
made the adventure much easier. When we met
in groups, there was still the stimulation of ex-
changing viewpoints, of heated debates and
arguments, of clarification of thought by the
necessity of defining points. Such group study
was an expansion of the college classroom, an
arrangement without the necessary limiting and
confining which accompanies conformity to a
curriculum but with the continuing zest of com-
mon growth and discovery.

The real test of whether I had taken a firm
grasp upon that thread of ideas leading from
darkness to light came when I gradually dis-
covered that my reading companions had drifted
along other paths of their own or had taken root
in vegetable gardens by the wayside or for some
reason or other were no longer there. That first
part of the struggle of continuing an intellectual
development without the support of a community
of interests is the thing that causes so many
people to decide that while such activities are
proper enough in the academic atmosphere, they
are cumbersome luggage, not integral parts of
the people themselves, when they move into more
oppressive regions. Having followed that thread
of reading and study so far along a path, I could
not possibly turn my back on it and retrace my
steps to a more sociable place where I might find
plenty of companions engaging in activities that
had tempted but not satisfied me before. There

[27]

was nothing to do except to read on my own, but
even as I settled down to an isolated study group
of one, I determined to try to track down people
who might be feeling the same isolation yet de-
sired the same fellowship of study and reading.
In other words, I wanted participation in a study
group, but a group that came together to study,
not one that studied as a pretext for coming to-
gether. That kind of study group is not very
popular.

In the first place, study itself is not popular.
A graduate desiring such a group will find few
companions. There are plenty of "soaking
groups," where a crowd of people like to sit in
rows of chairs and be told what to think of the
latest book without the bother of having to read
it, or, on a more cultural plane, where they may
have enumerated for them the recent trends in
American literature without the painful neces-
sity of learning what is American literature. If
she wishes to substitute "soak" for "study," a
graduate may find plenty of companions with
similar interests. Otherwise, a great scarcity
confronts her.

Accompanying the unpopularity of study as a
respectable form of enjoyment is the ridicule
that greets interest in such an activity. The fur-
ther away a graduate gets from her college years
the more she may expect to find belittlement of
any sort of disciplined intellectual activity. All
sorts of disparaging labels may be plastered
upon her, such as "intellectual snob," "theo-
rist," "idealist," "crank," "introvert," "ivory
tower tenant," for such odd reasons as reading
Milton, checking out library books other than
those recommended by the Literary Guild, know-
ing the difference between psychology and
philosophy, and recognizing an infinitive when

it is not split. If the intellectual interests of a
graduate can survive the accumulated pressure
of conventional apathy toward study and ridi-
cule of mental activity, then she may possibly
persist until she finds people who will drift into
the formation of a study group.

If that happens, then two other problems yet
face her. After a zestful beginning of a study
project and a truly enriching period spent on it,
the group faces the inevitable wear and tear of
waning enthusiasm and shrinking time. It is sel-
dom that an entire group of people can remain
as intensely interested in a line of thought as
one or two individuals. When that first slacken-
ing of interest is felt, it is natural for a study
group to appear more and more time-consuming
to some individuals composing it, so that they
will discover less and less time to give it. Then,
just as the group had drifted together to form a
temporary pattern, so it will break up and the
parts drift in other directions. None of this spells
"finis" either to studying itself or to an interest
in studying with groups.

The passing of the test as to whether we have
taken a firm grip on the thread that leads from
darkness to light is the recognition that even in
these groups we are isolated students undertak
ing an individual discipline. Each one of us is
fingering a different section of that thread, an
it is seldom that we stay for any great length of
time within talking distance of others. If we can
accept this loneliness and solitude of study, this
self-discipline inherent in the pursuit of knowl-
edge, then we are on the path to a communion
of students. If we have a strong, persistent in-
terest or idea which we follow in our intellectual
development, that interest acts as a magnet to
draw others, whose companionship we may enjoy

[28]

for as long as it lasts. When they fall away, we
are no more alone in our pursuit than we were
before, and most likely we have been greatly
refreshed and strengthened by the contact with
them so that the problems of others' apparent
waning of enthusiasm for once common interests,
scarcity of fellow students and ridicule of the
quest for light these fade into the shadows we
leave behind us.

The question, therefore, is not hoiv we are to
continue the process of our education, the proc-
ess of being led from darkness to light, but one
of do we will to continue it. The process itself
is not one confined to a four-year part of our

living but one requiring a lifetime. It is not just
an acquisition from social grouping; it is also
an achievement in isolation. Study groups may
aid us in continuing to follow the guiding of
that thread, but each individual must herself
make the decision to follow its lead toward the
light in the distance. If she is willing to accept
the guidance of that thread, if she practices the
discipline involved in following it, she will dis-
cover the purpose that was defined both for her
liberal arts college and for her living: the com-
ing forth from shadows into the fullness of
light an enlightenment which proves to be not
just of the mind but even more of the spirit.

(Continued from Page 24)

aim." He sees the church through its members
molding the thought of the world and leading in
all great world movements, literally establishing
the Kingdom of God on earth.

What a challenge and an opportunity to all
Christian women, especially to those who have
leisure time, education and leadership ability! It
is a call to arms for those who have the courage
to stand for right and truth.

On August 6, 1945, the door of the old era
closed as the atomic bomb was dropped on
Japan. We can never again open that door to
the kind of world we had before that date. We
must learn to live together with our fellow man
or we must face the consequences. There is no
other way except Christ's way. The United Coun-
cil of Church Women is trying to follow that way
and to make His prayer for a united family of
mankind a reality. We urge all Christian women
to join our forces.

[29]

Louise Johnson Blalock '20 The president of the Georgia League tells how and why

in high octane prose.

THE LEAGUE OF WOMEN VOTERS

WORKS FOR BETTER GOVERNMENT

"Pantaloons and Politics" as associated with
women and the vote have long since ceased to be
a laughing matter. Having observed the good
results of organized, non-partisan effort in the
League of Women Voters over a period of twen-
ty-five years people have come to respect the
work of women for better government. They
realize that the League has no axe to grind and
is fearless in presenting facts and intelligent in
spotlighting political issues.

While the League of Women Voters was or-
ganized for the purpose of educating women to
use their newly acquired franchise wisely, the
League has, as an organization, grown into an
effective pressure group for good government.
Realizing with Herbert Agar that government
must be "accountable, responsible and under-
standable" and that modern government is com-
plicated and difficult for the average voter to
comprehend, the League works to explain the
mechanics of government, to interpret important

[30]

issues and to urge elected representatives to act
in the interest of the public good rather than for
special interest.

On the premise that national government is
only as strong as its smallest local branch, the
League is set up on the three levels of govern-
ment: municipal, state and national. A National
League with office in Washington, thirty-five state
organizations and more than 350 local ones serve
to ferret out the problems and issues on these
three levels, inform the electorate and prod the
elected.

In order that the voice of the League may
represent the voice of every member of every
local league, the organization practices the
democracy that it preaches by adopting a pro-
gram of action only after a long period of care-
ful study followed by full discussion and a vote
in convention by representatives of the various
local leagues. This procedure of adopting and
working under a well-thought-out program serves

two purposes: 1) it safeguards the League from
going off half-cocked on issues and reforms and
2) it protects it from being tempted to get on
every bandwagon of public enthusiasm that
might excite its officers or members from time to
time.

Once a program of action is adopted the
League then trains every gun it has toward that
objective until it is accomplished. Sometimes it
may take six months, sometimes six years (in the
case of revision of the Georgia Constitution, the
League worked more than 20 years) ; but League
people are noted for their persistence and even-
tually they accomplish a surprising number of
results.

Many methods are used to further a program.
Articles are written for local, statewide and na-
tional publication. Talks are made by members
to various organizations such as Rotary, Civitan,
PTA, church and civic groups in order to arouse
public opinion on important issues. Recently
twelve speakers in Atlanta reached over 5,000
listeners in a brief campaign to secure a county-
manager form of government for Fulton County.
League members also interview public officials
to explain the League point of view or to per-
suade them to change their minds if they have
publicly declared a course of action that is con-
trary to the public good. This behind-the-scenes
method of approach is effective because more
often than not our public officials are conscien-
tious and anxious to do what the people want if
they could just know what that is.

Two characteristic League devices for in-
forming the electorate as well as holding public
officials accountable are the questionnaires reg-
ularly sent to candidates and the pre-election

information published in newspapers. Many
people have said that if the League did nothing
else but publish pre-election information it
would justify its existence. The questionnaires
are based on the League program (which it urges
the candidate to indorse) as well as on popular
issues (on which the League takes no stand but
points out the pros and cons). The answers, to-
gether with the public record (if the candidate
is an incumbent or has previously held public
office) and a brief biography of each candidate
are sent to each League member and also pub-
lished in the newspapers as a guide to all voters.
One of the aims of the League is to foster
active citizen participation in government. In
order that League members may become familiar
with the processes of government and actually
see the wheels go 'round, they make it part of
their routine activity to sit in regularly at meet-
ings of city council, county commissioners,
boards of education, state legislatures and the
Congress of the United States. Because these
visitors make it clear that they are present not to
ask favors nor to interfere in any way, but mere-
ly to observe, they are always welcome. How-
ever, since the League observers keep a record
of the actions of the individual members of each
body as well as the actions of the body itself, and
later publish these as part of their record should
they run for office again, the presence of these
observers frequently serves as a deterrent to ac-
tion that is not in the public interest.

Besides the program of work and various ac-
tivities planned to help its members become more
effective citizens, the League also endeavors to
encourage a larger, more representative elec-
torate. "Get-out-the-vote" campaigns are regu-
larly sponsored to stimulate registration. Car

[31]

cards, front page newspaper spotlight notices
and radio announcements urge citizens to reg-
ister and call their attention to time limitations,
places to vote, etc. League members even round
up prospective voters and actually take them to
the registrar's office.

Because the program, as well as the issues for
which the League is constantly working, involves
the whole pattern of our daily lives as well as
the future welfare of our children and our chil-
dren's children in our effort to safeguard our
democratic way of life, League work is ever new
and alive and fascinating. Problems of govern-
ment are not abstract matters to be solved by the
student of political science, as the League ap-
proaches them, but resolve themselves into ques-
tions of pure drinking water, fire protection,
good schools, living wages, fair prices, full em-
ployment and lasting peace among nations.

League membership is not a matter of per-
sonal invitation. All women interested in better
government are urged to join. The League
makes a real effort to see that its membership
represents a cross section of every community.
For the most part, women first join the League
merely "in order to become an intelligent voter,"

but before long most of them discover some
specific program item that challenges their in-
terest and ability. This is especially true of
college women whose liberal arts training equips
them with valuable background for League work.
In Georgia, the only state in which the eight-
een-year-olds are permitted to vote, Leagues have
been organized in five colleges at the request of
the students. In one college alone there are more
than 150 registered voters. Agnes Scott organ-
ized a League last fall which has approximately
twenty members. Jane Meadows of Atlanta, a
member of the present junior class, is president.
The new League began its work by encouraging
student registration for voting. In all, there are
over 400 student League members actively in-
terested in their government. These young wom-
en are a source of hope and inspiration to other
League members. Not only will they go forth
from the college campus to their local com-
munities infused with a sincere interest in better
government, but also, in those communities, they
are potential leaders who can arouse greater
citizen participation, which is the lifeblood of
our democracy.

[32]

PERSONALLY SPEAKING

a just and durable peace

(This institutes our section devoted to your letters.
If you enjoy these, or if you would like to heckle the
editor, write one yourself for the next issue long or
short, pro or con.)

Dear Mary:

As you know, the November meeting of the Federal
Council's Commission on a Just and Durable Peace in
Philadelphia was my first, and so there were a number
of things in which I was interested.

There were about fifty people present, six of them
women. Most of the men were clergy of various de-
nominations and college professors, among them some
known to you, I'm sure Dr. John MacKay of Prince-
ton, Dr. Henry P. Van Ducen of Union and Dr.
Reinhold Niebuhr. Dr. Georgia Harkness was cer-
tainly the outstanding woman there. And of course,
presiding was John Foster Dulles with his keen, analy-
tical mind, unfailing patience and good humor, and
his Christian approach to the problems.

The meeting opened with a long and frank account
by the chairman of the London Ministers' Conference,
from which he had recently returned, and of conditions
as he found them in Europe. Concerning the former,
our spirits were raised as Mr. Dulles explained that
he felt it was not the complete failure it seemed, we
had maintained the principles on which we had agreed
before, refusing to compromise what we felt were
fundamental issues, and that though it ended without
agreement, the groundwork was laid for future con-
ferences of which there will probably be many before
the first peace treaties are worked out.

Concerning the conditions in Europe, we felt very
depressed about the areas of our own administration
and more so about the Eastern areas. A great deal
has come out since revealing the disease, starvation
and death among the refugees who now are a much
larger number than during the war and of the actual

persecution which is being allowed. Mr. Dulles urged
that we do all possible to relieve these distressed areas
and eventually to eliminate the causes. He also felt
that in working together on some of the social and
economic problems of the world common to us all,
we could gradually forget our differences and grow in
international fellowship.

An address was given on the atomic bomb by Dr.
Hagness of Chicago. We were rather surprised that
he spent so little time on the scientific details and so
much on the political implications. He told us that
the one hope lay in international agreement on its
control, that to keep it a secret was impossible as
scientists in other countries had been working along
the same lines, and it is only a question of time, per-
haps a few years, before they all work out the manu-
facture of the bomb. The Federal Council had already
gone on record in favor of international control. It
has been interesting that our scientists, a group usually
uninterested in politics, have taken the lead in the fight
in Washington against some of the early legislation
introduced by those who would attempt to keep the
secret to ourselves.

In the general discussion before the meeting ad-
journed, it was decided to ask the Federal Council to
call a meeting of nation-wide scope, somewhat similar
to the earlier Delaware and Cleveland conferences. It
was felt that such a conference should not deal just
with international questions but with fundamental
Christian principles which too many of us who call
ourselves by that name have forgotten. We are be-
ginning to feel now the relation between our belief
and our social actions and to realize that only a true

[33]

Christian faith can bring hope to a stricken and dis-
illusioned world.

The task that lies ahead is not an easy one; in some
ways it seems unattainable. But we are not discour-
aged; we shall move on, however slowly, confident,
not in any ability of our own but in God's might, that
a peace of true Christian fellowship shall finally come.
Sincerely,
Cama Burgess Clarkson '22

old friends and places

Dear Mary Jane:

The cards with '37 names and addresses came yes-
terday. It was fun to go through them and try to
recall faces my mind is pretty blank! I don't know
that I can help any if others find it a Jonah to collect
news, but after eight years of wondering what some
of the crowd are doing, I shall at least write, and if
anything interesting results I shall let you know. I
plan to start with twenty letters and see what they
bring.

The Quarterly is certainly fine and I wouldn't miss
it. The articles have been worthwhile and the art
work most enjoyable. I can't understand the lack of
response to the fund. After checking over the location
of our class geographically and finding that half of
us are in Georgia I wonder if many of the alumnae
aren't too close home to appreciate old friends and
places. Try living for eight years among strangers
who of course become friends, but try it and you can't
help wishing for the old friends. Sending news direct
to the office is good, for everyone knows that address,
and the class secretaries' names and addresses prob-
ably don't have a place in many address books.

I can't say that I'd like the news by topics instead
of classes. I'd be lost in such a system unless the '37
were in extra large type, for I simply cannot put names

and faces together any more without locating by
classes, and even then I'm a bit hazy. What would
happen if you used the topics under geographical
headings put all the Virginia alumnae news under
VIRGINIA perhaps that would help get groups
together.

As to the type of news available, you specify inter-
esting and important things. I went through our class
and three-fourths of us are married, which means that
in most instances little Susie's first tooth is of utmost
importance to about half the class, and keeping a
house going with perhaps a few club meetings, church,
and the usual social activities of the locality is prob-
ably the sum and substance of most of our everyday
living. I'm not too bad an example. I had three years
in Congo, and that would be in the interesting and
important class of news now I am one of the three-
fourths with two children, and although I don't love
housekeeping, I find that raising these two and making
a home really constitute a day's work. I offered to do
some letter-writing because I had wanted something for
diversion which could be done at home but which in a
sense would take me away from home. I couldn't send

[34]

any news to the office if we hadn't moved and had
another offspring! Don't you think that there are
many more like that? Bill had some interesting ex-
periences since taking his job, but I missed them be-
cause Billy needed his Mama, and so did Alicia. Until
they are in school I can't see much hope for anything
but the usual household routine. Don't you think that
the majority, whether we like it or not, fall pretty
much into the same pattern of life establish a home,
which is certainly vital, participate in the usual round
of community activities and become one of the pillars
of the community? In other words, there are a lot
more Mrs. Trumans among us than "Eleanors."

Although some would probably snort, you wouldn't
be far off in starting a homemakers' column favor-
able recipes what to do with Junior I'll trade you
this for that (I was thinking about writing you all,
namely, the Alumnae Office, to find out where I could
get some good pecans). Now you know I'm crazy;
but when you figure up just what your readers are
doing, you could probably lump them in three groups :
housewives, business, teachers. Perhaps this is where
your entire letter idea would work in.

Dear me, it is almost eleven. This letter has had a
time I nearly boiled the nipples for Billy's bottle to
pulp, let the fire go down much too low with a snow-
storm due in the middle of the night, fed the cat, and
finally fixed formula all this between paragraphs.
Bill is in Rochester, Minn, tonight doing a round of
meetings with salesmen. He has some sort of talk with
lantern slides on the genetics of corn, production and
reproduction, which he gives. This company is an off-
spring of Henry Wallace, and they really go for re-
search. They have just built a new laboratory and
seem willing to put out everything Bill asks for in his
work. One more look at the furnace and then I must
get to bed. I wish you'd find out how all the other
mamas spend their day. Perhaps you have help in
that neck of the woods, but at sixty and seventy cents
an hour plus carfare I prefer to wear callouses on my
own hands!

Sincerely,

Alice Hannah Brown '37

reconversion

Dear Editor:

Rowland, aged five, and I spent the summer in a
one-hundred-year-old house built by his great-grand-
parents in a small town in the mountains near Spring-
field, Massachusetts. Belle Cooper '18 came up for a
month's visit with us. She greatly improved our work-
ing facilities by abandoning the wood stove in favor
of an inverted electric iron which we used as a hot
plate. Her ability to make trains out of blocks of
stovewood and to convert a truck into a derrick that
boasted a pulley and scoop endeared her to Rowland.
For her own pleasure Belle did a lovely pastel portrait
of Rowland and an oil painting of the house and the
colorful red barns.

We are spending the winter in Atlanta with mother
and dad and plan to return to our home in Washington
next September.

Kenneth Maner Powell '27

teaching at Stephens
college

Dear Eugenia:

John and I are teaching in college in the same com-
munity. As a rule, husband and wife can't teach in
the same college, you know; so what we needed was a
town with more than one college. In Columbia, Mis-
souri, there are three colleges. John teaches anthropol-
ogy and European history in one (Christian College),
and I teach English literature and masterpieces of
world literature in another (Stephens College) . Yes,
Stephens is the one you've seen in Life and elsewhere,
the one with the courses in personal appearance, radio,
aviation in short, everything imaginable. Fortunate-
ly, that "everything" includes literature, and the de-
partment of literature includes some of the most zeal-
ous teachers I've ever seen. Teaching with all the

[35]

paper work, conferences, and other tasks commonly
associated with classroom work, and with other re-
sponsibilities springing from the Stephens emphasis
on EACH INDIVIDUAL GIRL is only one part of
our function here. "Advising" is considered a major
function of each teacher; so is "research." (To ex-
plain why I put those words in quotation marks would
require an essay.) In short, I am learning the full
significance of something I once read somewhere; that
the difference between the traditional college and the
progressive schools is that in the former the students
kill themselves and in the latter the teachers do.

Much about the life here is delightful. Among a
large faculty, which includes Maud Adams, Jane Fro-
man's mother, several N. Y. models, and specialists in
make-up and hair-do, John and I have found some
extremely interesting people talented and enthu-
siastic young actors, directors, pianists, writers, paint-
ers who are clearly on their way. And the setting!
The modern ballroom, reception rooms, tea-room, and
dormitories are lavish, like something out of a Techni-

color movie except that they are in better taste. The
college owns all of the most beautiful country for miles
around; some of the dormitories are on country es-
tates. I am told that the Easter sunrise service is
held at the lake, and that if the sun fails to rise by
gum, the "lightning" subdivision of the drama depart-
ment is on hand to produce an artificial sunrise nearly
as good as the Creator's own!

I should add, perhaps, that after six years of rooms
and small apartments, we have a house (well, half a
house it's a duplex). In September our furniture
consisted of one broken coffee-table, but we are adding
a little each month and are even now quite com-
fortable. In the rather barren stage, John's water-
colors in the living room and his bright mural paint-
ings of the Maya gods in the kitchen have made the
place cheerful. How I should love for some of my
Agnes Scott friends to come see us here, and soon!

Sincerely,

Mildred Davis Adams '38

[36]

[o gtiNfl no unc quM Nffc house oil
I)

at our house

The Postman comes twice a day. Students and
faculty gather for lunch, teas, meetings and
Wednesday and Friday night dinners. College
lecturers and visitors come for overnight
Robert Frost who roguishly slipped out for a
walk and directed, if anyone called, "Just say
I'm asleep" and opera stars Lucielle Browning
and Adelaide Abbott who wanted to know if it
would be all right to "vocalize a little." Parents
visiting students for a few days stay with us.
Alumnae from everywhere come for a visit
"home" in our house. And our house with its
polished brass and its red-rose wallpaper bids
welcome to all.

The Agnes Scott Junior Club was organized at
the House on November 28 with 32 present.
Martha Dunn Kerby '41 was elected president.
Other officers are Betty Glenn '45, vice-president ;
Jane Stillwell Espy '42, secretary; and Dorothy
Webster Woodruff '42, treasurer. The club will
meet monthly on the second Tuesday night.

Miss McKinney, who is our best authority on
matters concerning the early days of the college
and constantly helps us locate "lost" alumnae,
has collected data on the organizations and ac-
tivities of the students through the years, com-
piled it into notebook form with the title "Agnes
Scott Traditions" and presented it to the Alum-

nae office. From the section on "Senior Opera"
we quote: "This first opera, Madame Butter-
milk, was given on Saturday night, the last night
of Grand Opera in Atlanta, May 1917. When
Emma Jones was called before the curtain re-
peatedly she coyly threw her glove to Mr. Mac-
lean (who was observing the performance from
the front row through a telescope) as a reward
for his very appreciative applause." Some of
the titles of operas listed are: The Frying
Dutchman (1918), Doras Goodnuff (1924),
Tsh Sk'er (1934), Girl on a Golden Quest
(1943). Miss McKinney also gave us a clip-
ping containing a brief sketch of the life of Mrs.
Margaret McBryde Walthall (1859-1944) who
as teacher of voice was one of the members of
the first faculty at Agnes Scott Institute and
founder of the Mnemosynean Literary Society.

Miss Lillian Smith answered our inquiry
about Frances Markley Roberts in the summer
Quarterly and in her letter recommended to
alumnae an article entitled "American Alma
Maters in the Near East" published in the August
1945 National Geographic Magazine.

The office has been blessed this year with
Emily Higgins '45 and substitutes Earline Mil-
stead '45 and Montene Melson '45 as full-time
file clerk to run the many changes of address

[37]

(1,000 received last fall) through three separate
files and make new stencils. This paragraph
should be called the headache department. Poor
Emily's troubles keeping correct addresses for a
mailing list of 5,000 and some are endless. It
doesn't help (though the humor is appreciated)
to receive addresses such as care May, care Cato,
or in hieroglyphics that cannot be deciphered,
or a choice between two addresses, a perfectly
blank postal card or a birth announcement also
blank! Often we pay 4 cents postage on one of
our business reply envelopes only to find noth-
ing inside not even the name of the sender!
So it goes!

Our thanks for your Christmas and New Year
greetings and letters of good will. These en-

courage us, and we wish all could be answered
personally.

O ye who read this page, repent!
If you are somehow negligent
In sending news for us to print.
And grant us this, when you have sent
Us some, the time to check it through
And keep our files complete on you.
And if you really wish to please,
Write on one side only, PLEASE!
Spread the word! By the end of January 545
alumnae had contributed $2,792.00 in undesig-
nated gifts to the Alumnae Fund. Our goal is
$4,500.00 this year. The fiscal year is July to
July. If gifts are sent early in the year, we can
plan our budget and assure everyone of all
issues of the Quarterly.

ALUMNAE HERE AND THERE

FRANCES WOODALL '45, who works at Radio
Station WRDW in Augusta, Ga., played the female
lead in Kind Lady produced by the Augusta Players
November 15 and 16.

MADELINE HOSMER '44 designed and directed
the ballet in the presentation of Romeo and Juliet by
the Emory Players last July. Madeline is on the AP
staff in Atlanta. Recently when the Ballet Russe was
in Atlanta and Editor McGill of the Constitution was
touring Europe and therefore unavailable for inter-
viewing the star of the ballet and reviewing the per-
formance, the Constitution put in a rush call for
Madeline, whose 15 years in ballet qualified her for
the job. Madeline was invited by Ballerina Alexandra
Danilova to take part in one of the performances. Her
review in the paper received praise as being "free
from the usual phrases found in reviews."

ELLEN LITTLE LESESNE '38 was a winner in
the Georgia Power Company's Better Home Towns
tourist contest. Contestants wrote a letter on the sub-

[38]

jeot: The Tourists Are Coming! How Can My Com-
munity Attract Them? Ellen was one of the second
prize winners who received $300.00 each.

WEENONA (NONIE) PECK BOOTH '24 has

a short story called "Hotel Fire" published in the
Birmingham News-Age-Herald's short story depart-
ment for November 25, 1945. Stories published on
this page have to be between 1,000 and 1,500 words.
"Hotel Fire" has suspense and a laugh on human
nature. Nonie has written some feature articles inter-
views and book reviews for the Anniston Star, but this
is her first fiction sale.

KITTY WOLTZ GREEN '33 was sent by the
national headquarters of Mortar Board to speak on
Student Government at L. S. U.'s Leadership Day on
December 5.

LUCY MAI COOK MEANS '28 represented
Agnes Scott at the inauguration of President Joe J.
Mickle at Centenary College January 20 and 21.

3ERALDINE HOOD BURNS '11 is doing an
ixcellent job as program chairman of the Atlanta
jranch of AAUW. She planned a program on Geor-
gia's Public Schools for the January meeting, which
yas open to the public. A letter stating the issues in
juestion form was circulated widely among those in-
:erested in the state's school system before the meeting,
rhe meeting ended in a question-and-answer period.

ALICE QUARLES HENDERSON '32, director
jf Region V of the Association of Junior Leagues of
\merica, was guest speaker at the January meeting of
the Atlanta League. A five-column biographical sketch
3f Alice was published in the Charlotte Observer last
year under the headline "Interesting Carolinian,"
which included this sentence: "To a large extent (her
unviable record of service) is accounted for by her
conviction that every person owes an obligation to the
community in which he lives."

LOUISE JOHNSON BLALOCK '20 (read her
article in this Quarterly) is a member of the newly
created Georgia State Board of Corrections, the only
woman on the Board. For a picture of Governor
Arnall administering the oath to the Board see the
Atlanta Journal of November 28.

HENRIETTA THOMPSON '40 was made As-
sistant Director of the Young People's Division and
Supervisor of Senior Work in the Southern Presby-
terian Church in October. She began her new work
January 1. Henry had been Director of Religious
Education at the First Presbyterian Church in Hunt-
ington, W. Va. Her new job includes editing program
material, assisting in forming policies and guiding the
activities of organized youth work.

DIANA DYER '32 is one of two delegates from
the United States to attend the Western Hemisphere
training workshop for Girl Scouts and Girl Guides to
be held in Havana, Cuba February 4-9. Diana is a
member of the Winston-Salem Girl Scout Council and
of the National Board of Directors of Girl Scouts. The
purpose of the meeting is to promote a strong girls'
character-building program in the Western Hemisphere
and to provide a medium of exchange of training
methods, administrative procedure, program material
and ways of securing community support. A world
conference will be held next year.

MARY LOUISE CRENSHAW PALMOUR
(Institute) attended a board meeting of the National
Federation of Women's Clubs in Washington in De-
cember. She is National Chairman of Conservation of
Natural Resources. In Washington she attended a tea
at the White House.

ANNETTE CARTER COLWELL '27 is now
the wife of the President of the University of Chicago.
Dr. Colwell succeeded Robert M. Hutchins last July
when Dr. Hutchins became Chancellor of the univer-
sity. Dr. Colwell was one of the speakers at Emory
University's twelfth annual Ministers' Week in Janu-
ary, delivering the Quillian lectures.

ALLIE CANDLER GUY'S ('13) husband was
honored by friends and former students who presented
Emory University Library a valuable collection of
books in December as an expression of affection for
Dr. Guy. The presentation was made at a meeting of
the Georgia section of the American Chemical Society.
A handsome bookplate was designed especially for the
Guy collection.

[39]

FAC FINDINGS

Dean of Students Carrie Scandrett, who represents the National Association of Deans of Women, is
on the Planning Committee of the Council of Guidance and Personnel Associations, Inc. meeting
in Atlanta March 15.

At the Junior Class Square Dance for the freshmen, Miss Hunter and the
Formans (Art Department) were chaperones. Dr. Forman said he learned
so much from the freshmen!

Dr. Walter Posey, History Department Head, after teaching G.I.'s for six months in England and
spending Christmas in Paris, is now at Biarritz awaiting re-assignment.

"Back home for keeps", Clara Morrison has returned from service with the W AC in
the South Pacific. "And the man in the picture" is Lt. Col. Labon Backer.

Miss Laney was the guest of the Atlanta Club January 15 when she talked on the work of two poets,
John Crowe Ransom and Byron Herbert Reece, from whose work she read selections.

She's lovely! She's engaged! She uses ??? Virginia Humphreys of the library staff.

Miss Marion H. Blair is instructing in the English Department during the winter and spring quarters.
An alumna of Wellesley, Miss Blair has done graduate work at Columbia, the University of North
Carolina and Cambridge, England. Formerly teacher of English and registrar at Salem College in
Winston-Salem, she came to Agnes Scott from the University of North Carolina, where she was
working on her Ph.D. and serving as vocational counselor for 850 undergraduate women.

Roberta Winter during animated conversation with a freshman confessed that her birthday
was "right between two of those signs. So I'm constantly torn between opposing tendencies."
Or words to that effect. "You probably," said the freshman, completely objective, "have

the body of a lion and the head of a scorpion."

Miss Margaret Trotter, Assistant Professor of English, recently read a paper on Sir John Harington's
Italian Reading at the meeting of the South Atlantic Modern Language Association at the University
of South Carolina.

Mrs. Catherine Sims, Associate History Professor, is co-chairman of a committee to plan a Book Fair
for Atlanta in May during which leading publishers will bring outstanding authors to speak at the
three-day fair. On the planning committee are also Dr. J. R. McCain and two alumnae, Katherine
Brown Hastings and Anne Hart Equen.

Quote from George P. Hayes: "Oh, we had such a big
crowd at the Faculty Square Dance last night! Forty
people: two circles of ten each." End quote.

Three newcomers have been added to Science Hall since Christmas. Roberta Kilpatrick Stubblebine,
ASCotter of the class of 1933, is assisting in the Chemistry Department. Mrs. Stubblebine has her

[40]

M.A. from Emory; she worked as a medical technologist for several years; her husband is an engi-
neer for the Georgia Power Company; she has two children. Betty Sands, of Daisy, Ga., after
graduating in 1945 from the University of Tennessee, has come to Agnes Scott as assistant in Biology.
Ruth Gray Walker, who graduated from Agnes Scott in 1945 and whose husband is the brother of
Mary Walker Fox, is also assisting in Biology.

Jane Stillwell Espy is proudly wearing her Navy braid on the left arm again.

The recently acquired Alumnae Recording for 1944 features Mrs. Alma Sydenstricker and Miss
Mary Stuart MacDougall. These records may be borrowed by Alumnae Clubs.

The first official trip for the great big beautiful new bus (bearing the neat lettering

Agnes Scott College) was made when Dr. McCain set out for Emory to meet nineteen

educators from Virginia and Dr. Jackson Davis of the General Education Board when

they arrived to study the University Center with the idea of creating a similar center

around Richmond.

Miss Catherine Torrance, since retiring from Head of Classical Languages, has been teaching some
classes at Atlanta University; she has two courses in Latin, a course in the Classics in translation
and the opportunity to guide graduate students.

Miss Mildred Mell, in a fall on the campus just before Christmas, fractured

the acetabulum and had the distinction of being Ed Cunningham's first

patient to suffer such an injury. Miss Mell went straight to the dictionary

and found that "acetabulum" means "a little saucer for vinegar" but

applied to the anatomy is the cup-shaped socket of the hipbone. Back

at school, she is about to discard her crutches.

Laura Steele temporarily left the President's office the last of January to continue work on her
Master's, started last summer at Columbia.

Margaret Phythian lias killed no rattlesnakes
since last summer in Highlands, when she
slew one with her trusty broom.

Llewellyn Wilburn, Georgia Chairman of the National Section on Women's Athletics, has an article
on a Sports Program for High School Girls in the January issue of The Georgia Education Journal.

CLUB NEWS

Greetings to all of the clubs and groups that are meeting on Founder's Day this year! We are proud
of the new groups meeting for the first time. A full report of the Founder's Day meetings every-
where will be published in the next Quarterly. Please send the news about your meeting to the office
promptly.

[41]

NECROLOGY

Institute

Mary Draper North (Mrs. Harvey H.) died April 20,
1940, according to information recently received in
the Alumnae Office.

Mary McPherson Alston's husband died last fall.

1911

Helen Hilliker Robinson (Mrs. Loren T.) died in
Detroit May 5, 1941.

Mary Louise Leech died in South Nashville, Tenn.,
last November.

1926

Dessie Kuhlke Ansley's husband died in December.

1928

Mary Sayward Rogers' father, the architect who
planned the Agnes Scott Library, Buttrick and Presser
Halls, died in December.

1939

Alice Caldwell Melton's father died last October.

1943

Mamie Sue Barker Woolf's father, superintendent of
the Georgia Baptist Hospital in Atlanta, died in
January.

[56]

BUREAU OF MISSING PERSONS

Can you help us to locate any of these people? If you have any clues, follow them up and send your
results to the Alumnae Office.

1924

Mary Evelyn King (Mrs. H. D. Wilkins)

Ida Bearden (Mrs. T. C. Forehand)

Mary Lee Bell

Maude Boyd

Sarah P. Brandon (Mrs. H. W. Rickey)

Augusta Cannon (Mrs. Clarke Hungerford)

Mary Wood Colley (Mrs. James G.

Kershaw)
Carolyn Covington (Mrs. Scott McDonald

Thomas)
Ruth Craig

Helen Crocker (Mrs. Helen McElwain)
Kathleen Doris Denney (Mrs. W. D.

Young)
Gertrude Fainbrough
Elsie Bryden Fairley
Frances Fender (Mrs. Austin)
Sarah Elizabeth Flowers (Mrs. A. W.

Beasley)
Ann Hertzler
Frances Jones
Lydia Lamont Kimbrough
Anna Lewis

Rosalie Long (Mrs. B. W. Speight)
Elizabeth McCarrick
Mildred Lawrence McFall
Virginia McGehee (Mrs. Miller Van Allen)
Marguerite Milburn (Mrs. M. H. Hays)
Annie Will Miller
Mary Nickles
Eleanor Parker
Elizabeth Parker

Priscilla Porter (Mrs. R. V. Richards)
Bessie 0. Ratcliff (Mrs. E. L. Blue, Jr.)
Marcelle Robinson (Mrs. G. D. Rabun)
Frances Young (Mrs. J. C. Bryan)

1925

Anna Margaret Hines (Mrs. C. W.

Gallaher)
Ruth Whining Owen
Marianne Wallis Strouss (Mrs. T. J.

McConnell)
Carolyn Blue

Elizabeth Ann Bond (Mrs. C. S. Steen)
Mary Neely Breedlove (Mrs. C. G.

Fleetwood)
Mary Anderson Brown (Mrs. Marcus

Brougham)
Norma Burke (Mrs. Murray Hearn)
Frances Formby (Mrs. M. P. Manley)
Dorothy Fulghum

Eleanor Field. Hardeman (Mrs. J. D. Cain)
Cordelia Henderson
Sue Hill

Hattie Elizabeth Hood (Mrs. M. B. Park)
Laura Margaret Mitchell
Adelle Moss

Harryette Payne (Mrs. Britton Johnson)
Louise Powell

Lilla Sims (Mrs. 0. A. Kneeland)
Fay Douglass Tate
Mildred Juanita Usher
Lucy C. Walters (Mrs. Frank Allen)
Nana W. Wolfle (Mrs. 0. L. Chatham)

Mary Evelyn Wright (Mrs. J. E. Atkinson)
Alicia Hart Young

1926

Louisa DeSaussure Duls

Elise Shepherd Gay (Mrs. Paul V. Reed)

Eleanor Spencer Gresham (Mrs. John

Steiner)
Emily Capers Jones
Nellie Bass Richardson
Katherine Clyde Speights (Mrs. P. U.

Craig)
Celeste Bailey

Lorraine Beauchamp (Mrs. W. F. Harris)
Hannah Bell Benenson (Mrs. Hannah Bell

Benenson)
Katherine Gatewood Cannaday (Mrs.

Frederick Oscar McKenzie)
Marjorie Clinton
Dorothy Eastman Connelly
Mary Frances Conner (Mrs. Dean

Blackmon)
Mary Louise Dargan
Agnes Dinwiddie (Mrs. Warn)
Zala Elder (Mrs. Hailey Walcott)
Sarah Elizabeth Hallum (Mrs. J. S. Beall)
Zona Martha Hamilton (Mrs. J. M.

Watson)
Martha Ivey (Mrs. F. N. Farrell)
DcCourcy Jones (Mrs. Wm. Broadus

Martin)
Cloah Kelly (Mrs. R. E. Shealy)
Louise Mahoney (Mrs. King Whitney)
Nellie Kate Martin
Mildred Pitts

Loulie Redd Pou (Mrs. H. L. Dunn, Jr.)
Helene Ramsey

Elizabeth Randolph (Mrs. J .D. Rivers)
Elizabeth Roberts (Mrs. Brittain)
Jane Smith
Louise Smith
Sarah Elizabeth Spiller (Mrs. J. B.

Mitchell, Jr.)
Marie Cornelia Thomas
Frances Watterson (Mrs. J. Tracy

Walker)
Catharine Whittenberg (Mrs. A. T.

Crumbley)
Lucy Kathryn Winn (Mrs. Seabord

Lafayette Faulk)
Mary Frances Wright (Mrs. W. B.

Warnell)

1927

Ruth Casey

Emily Daughtry (Mrs. Jose de la Torre

Bueno, Jr.)
Mae Erskine Irvine (Mrs. Alex D. Fowler)
Elizabeth McCallie (Mrs. S. W. Snoots)
Ruth McMillan (Mrs. R. S. Jones)
Hulda McNeel (Mrs. Peyton Dandridge

Bibb)
Margaret Neel (Mrs. M. W. Fox)
Martha Frances Baldwin (Mrs. Garretson)
Martha Carlisle (Mrs. James Small)

Mary Virginia Carson

Martha Rebecca Chapin (Mrs. Charles

Adamson)
Lillian DeLamar

Elizabeth Dennis (Mrs. E. Newton Nowell)
Helen Farmer

Catherine Goodrich (Mrs. J. D. Hull)
Martha Havis (Mrs. E. Beall)
Louise Harvey (Mrs. R. H. Hall)
Marjorie Hughes (Mrs. Weston W.

Morrell)
Eunice B. Johnson (Mrs.)
Evelyn Eugenia Leonard
Laura Frances Lewis
Hazel Lichtenstein (Mrs. Simon Abeloff)
Mary Ruth Logan (Mrs. M. A. Cambell)
Virginia MacDonald
Margaret Rankin Martin (Mrs.

Wain wright)
Audrey C. Peacock (Mrs. H. B. Lott)
Lena Stein (Mrs. Milton S. Lew)
Sarah Tatum
Rebie Twitty
Mildred Wiggins

1928

Dorothy Va. Coleman (Mrs. Jack Leighman

Cohen)
Carolyn Essig (Mrs. Holmes Walter

Frederick)
Eloise Gaines (Mrs. Clifton Benjamin

Wilburn)
Mary Virginia Owen
Mary Riviere
Rosaltha Sanders

Sara Anderson (Mrs. R. M. Carter)
Grace Chay (Mrs. Daniel Song)
Jennie Irene Clinkscales
Duth De Wandelaer
Margaret Louise Dyer (Mrs. E. D.

Register)
Dorothy Ferree (Mrs. E. T. Selig, Jr.)
Louise Geeslin (Mrs. D. W. Brosnan, Jr.)
Margaret Gerig (Mrs. Harry J. Mills)
Mary Agnes Gill

Louise Harrison (Mrs. M. G. Witty)
Carolyn Howell

Leila Mae Jones (Mrs. Howard White, Jr.)
Mary Junkin

Ruth Livermore (Mrs. Howard Norton)
Helen McCorkle (Mrs. C. J. Posey)
Lillie Pearl McElwaney (Mrs. Richard

Ernest Asher)
Katherine McKinnon (Mrs. Robert Lea)
Lillian Patterson
Emily Vandiver Ramage
Mabel Robeson
Charlotte Slayton (Mrs. T. D.

Houghtaling)
Mary Elizabeth Stegall (Mrs. Herschel

Stipp)
Bessie Evelyn Tate
Ruth Thomas (Mrs. John Millard

Stemmons)

| ALUMNAE QUARTERLY

SPRING 1946

LIBERAL EDUCATION

TO ALUMNAE WHO HAVE REQUESTED PICTURES

We have found that it is not practical to use drawings and photographs together in
a single number of the Quarterly since a different type of paper is required for best
results. We hope that you have enjoyed the heavy, antique finish paper we have been
using and that the drawings have been of interest. The summer number of the Quarterly
will contain photographs of campus scenes and activities of the year. We think that you
will enjoy these.

Officers, Staff, Committee Chairmen and Trustees of the Alumnae Association

Margaret McDow MacDougall, 1924
President

Lulu Smith Westcott, 1919
First Vice-President

Patricia Collins, 1928
Second Vice-President

Elizabeth Flake Cole, 1923
Recording Secretary

Betty Medlock, 1942
Treasurer

Margaret Ridley, 1933
Alumnae Trustee

Frances Winship Walters, Inst.
Alumnae Trustee

Elizabeth Winn Wilson, 1934
Constitution and By-Laws

Marie Simpson Rutland, 1935
Student Loan

Jean Chalmers Smith, 1938
Newspaper Publicity

Lita Goss, 1936
Publications

Mary Warren Read, 1929
House Decorations

Nell Patillo Kendall, 1935
Second Floor

Louise McCain Boyce, 1934
Tearoom

Charlotte E. Hunter, 1929
Grounds

Mary Crenshaw Palmour, Inst.
Alumnae Week-End

Martha Rogers Noble, 1914
Entertainment

Staff

Executive Secretary
Eugenia Symms, 1936

Editor of the Quarterly
Mary Jane King, 1937

Art Editor
Leone B. Hamilton, 1926

Publications Committee
Lita Goss, 1936
Jane Guthrie Rhodes, 1938
Elizabeth Stevenson, 1941

YOUR ALUMNAE FUND operates on a fiscal year that becins july 1 and ends June 30. a gift of any amount entitles
you to membership from the date of your gift to the following june 30. contributions made in july ctve you a full year's
membership in your association.

Published four times a year (November, February, April and July) by the Alumnae Association of Agnes Scott College at Decatur,
Georgia, Contributors to the Alumnae Fund receive the magazine. Yearly subscription, $1.00. Single copies, 25 cents. Entered as
second-class matter at the Post Office of Decatur. Georgia, under Act of August 24, 1912.

MEMBER AMERICAN ALUMNI COUNCIL

Agnes Scott Alumnae Quarterly

Agnes Scott College, Decatur, Georgia Vol. 24, No. 3

"Liberal Education" Spring 1946

COMMENCEMENT PROGRAM 2

CAMPUS CARROUSEL 3

CONTENTS

LIBERAL EDUCATION

Elizabeth Stevenson

FOR A FREE SOCIETY

Merle G. Walker

9

THE MIND'S ADVENTURE

Howard F. Lowry

15

DIEGO RIVERA

Henry Chandlee Forman

21

PERSONALLY SPEAKING

24

CLUB NEWS

26

AT OUR HOUSE

29

ALUMNAE HERE AND THERE 32

REUNION IN PRINT, 1930 35

CLASS NEWS 39

YOUR BALLOT 52

TRUSTEES' LUNCHEON inside back cover

COMMENCEMENT PROGRAM

JUNE 1, SATURDAY

1 :00 P.M. Trustees' Luncheon to the Alumnae
and the Senior Class

2:00 P. M. Annual Meeting of the Alumnae

4:00 P.M. Class Day Exercises

8:30 P.M. Program presented by the Departments
of Speech and Voice

JUNE 2, SUNDAY

11:00 A.M. Baccalaureate Sermon

Vice-President William A. Benfield, Jr.
Presbyterian Theological Seminary
Louisville, Kentucky

5:30 P.M. Senior Vespers

6:30 P.M. Dessert-Coffee, Alumnae Garden

JUNE 3, MONDAY

10:00 A. M. Address to the Senior Class

President Francis Pendleton Gaines
Washington and Lee University
Lexington, Virginia
Conferring of Degrees

CAMPUS CARROUSEL

If You in the class of 1916 or 1930, YOU in
Los Angeles or Detroit could have seen the
special chorus rehearsing for the Founder's Day
broadcast at WSB in Atlanta seen their eyes
brimming with intelligence and eagerness, their
faces radiant with sincerity and the happiness of
being young you would have said: "There
again are my classmates. There am I." Agnes
Scott alumnae have always been able to recog-
nize each other whenever their paths happened
to cross. There is some bond between them that
leads them to know each other although neither
can name the exact clue. It is the same with
students. At first glance, the bobby socks ma}
seem alien to those who wore the middy blouse,

the 1946 "hank of hair" may not resemble the
elaborate ear puffs of 1919, but something con-
stant looks out from the eyes Eyes that steal
through the windows of Buttrick and rest for a
moment on Main tower while someone is reading
a line from Dover Beach. Eyes that watch an
academic procession and remember dark blue
velvet. Eyes that fill with laughter when the
chapel speaker is intent on fun. Eyes that watch
a busy squirrel for half an hour at a time. Eyes
that peer through a microscope. Eyes that devour
Shakespeare. Eyes that shoot fire in debate.
Eyes that read proof. Eyes that guide arrows
to a target. Eyes that burn from the contempla-
tion of beauty.

[3]

The proof of the pudding is in the eating.
To form your opinion of a college you want
more that a copy of the catalogue, a picture of
the plant, or a speech from a member of the
administration. You want to see and hear an
alumnus. To form an accurate opinion of the
work of the college you must see and hear many
alumni representing many classes. In the lives
of its generations of alumni is the spirit and
strength of the college manifested. It is the order
of the day for colleges to re-examine their pro-
gram and their product. This is liberal educa-
tion charting its course upward through the con-
fused present with its sense of historical per-
spective. This activity of the college has been
dynamic enough to become headline news. Edu-
cational policy is no longer left to the scholar
alone. Hutchins' "great books" plan and the
Harvard report are controversial copy for edi-
torialists and columnists. Americans are begin-
ning to see that education can no longer be
neglected and that it cannot be separated into
the elementary, secondary, college and univer-
sity levels. If it is a continuous process from the
nursery to the graduate school it must be the
concern of the citizenry rather than of isolated
groups.

The conclusions of those who have been study-
ing higher education are interesting reading.
They stress the joint responsibility of the entire
faculty for the end-product of the college pro-
gram and the necessity for questioning what
kind of person the college wishes to produce
and planning the whole program around the
answer. Emphasis is on the production of the
citizen. Courses are to be revamped to provide
integration and broad understanding rather than

[4].

exploration of a field for pre-professional pur-
poses. Every student, not the would-be chemist
only, must know the meaning of science as it re-
lates to life. The Social Sciences are to receive
equal emphasis with the humanities, and the fine
arts are being greatly developed as a part of
every student's college experience. Approxi-
mately half of the student's program must be
carefully controlled to see that he becomes fa-
miliar with the major areas of learning through
a central core of studies while greater independ-
ence in the last two years will be encouraged
with several colleges, notably Princeton, adopt-
ing senior theses, oral reports or special projects
as the culmination of individual effort. Yale
gives its Scholars of the House upperclassmen
freedom of the university with few formal re-
quirements. The need for better individual coun-
selling is strongly felt, and the tendency is, there-
fore, toward larger faculties.

The Agnes Scott faculty has studied with in-
terest the new plans of Harvard, Princeton, Yale,
Wooster and others. Several are participating in
a series of work conferences on education in the
South. Our curriculum has consistently followed
a plan of general education developed around
the group system. The three groups of arts and
sciences, conforming rather closely to those now
known as the humanities, the social sciences and
the physical sciences, have been a means of con-
trol of the student's academic program. The re-
quired courses distributed among the three
groups have comprised a little more than half
the work required for the degree. The specific
course requirements, now freshman English and
Bible, have varied from time to time, including
hygiene, spoken English, two philosophy courses
and psychology. The student elects the remain-

ing courses, including the choice of a major field,
with the approval of the Electives Committee.
The required work is normally taken in the first
two years and elected courses the last two.
There has always been a limitation on the num-
ber of hours allowed in any one field to prevent
too heavy concentration. In 1919 majors offered
were English, German, Latin, History, Biology,
Chemistry, Physics, Sociology, Mathematics,
Philosophy and Bible. The 1946 catalogue of-
fers these with the exception of Philosophy and
the addition of Art, Music, Greek, History and
Political Science combined, Psychology, Span-
ish and, through an arrangement with Emory
University, Business Economics and Journalism.
There are also inter-departmental majors in
Science, Social Science and the Classics. A
change for 1946 is the substitution of a second-
ary major or a group of related hours for the
minor. Related hours consist of at least eighteen
hours in one subject and a possible nine in other
subjects and are planned by the student, the ma-
jor professor and the Committee on Electives.
The Senior Honors program for those whose
previous scholastic records warrant provides
concentrated study in a special field and culmi-
nates in a paper or report and in oral and writ-
ten examinations. The tendency toward basic

a witty reminder for
the students to observe
''the quiet ad still air
of delightful studies"
in the library.

requirements for the first two years, the group
system, the control of specialization, the Senior
Honors program and interdepartmental majors
are conspicuous features of the new plans of
many colleges that have previously followed the
free electives system.

Louise Hughston Sievers '40 is making a sur-
vey this year of alumnae of the classes of 1927-
1940 and the summer issue of the Quarterly will
carry the first preliminary report of her study.
Recently hundreds of Wellesley and Smith
alumnae responded to questionnaires which
sought to evaluate their education. We quote
some of the interesting replies from Smith's pub-
lished booklet Alumnae Opinion: I think this
is an interesting questionnaire and an extremely
good idea, for it gives the ordinary alumna the
feeling that she has something to do with the
College and provides an opportunity to express
herself. Personally, I'm not in favor of ques-
tionnaires in general, and I can't think that opin-
ions of us who are out of touch with college as
it is today can be of much value. The world
was never more strikingly in need of education
which results in true spiritual development of
an appreciation of values, of a realization of
individual as well as group responsibilities, of
an understanding of our heritage and what it
could mean if enlarged and aggressively applied
particularly to our own social and economic
problems. A dynamic college of liberal arts is
the best institution for such education if it keeps
alive, keeps self-critical, and "divinely dissatis-
fied." Vocational education is no substitute.
When I went to college the girl who was going
to work was not in the majority. Now the girl
who isn't, is unusual. Therefore, Smith should
take on herself the duty of training her children
for work. The guidance should begin in the

[5]

freshman year, and the girl should be ready for
a job the day she leaves the campus. To meet
modern problems, it seems to me that a good
course in American history including govern-
ment should be required. A philosophy course
should, I believe, be compulsory for every en-
tering freshman and transfer student. I don't
think any specific courses should be compulso-
ry. Wouldn't it be well to require spoken Eng-
lish as well as written English? The college
might well encourage the students to use summer
vacations for specific job-training especially,
secretarial training. I favor interdepartmental
studies provided the material is not spread too
thin. I wish that something could be done to
show the student that she is not studying sepa-
rate groups of isolated facts, but that in order
to appreciate their true and only significance she
must see them in relation to all the rest of
knowledge and the world. From what I have
been able to observe of scientists, bringing them
together is going to be about as difficult as unit-
ing the many branches of the Protestant Church.
I should like to see in each student's total pro-
gram some small group courses in which the
content is handled on a discussion basis. I do
not think students integrate ideas, facts, or prin-
ciples until they can talk about them. Too often
lecture courses demand little more than suffi-
cient memorizing of data to answer the exami-
nation questions. Students need opportunity for
thinking about what they hear, see, read through
writing and speaking. I believe the honors sys-
tem to be infinitely more efficient educationally
than classwork and should like to see more peo-
ple persuaded to do it. I don't think it neces-
sary to be above average grades to get a lot out
of it and believe the method should be followed
in many courses that are now regular classes.

The inspiring teacher is the source of vitality in
college training. I feel it of paramount impor-
tance to raise our salaries in order to attract
men professors and retain them. Recently a
criticism of Smith's being "intellectually snob-
bish" has come my way more than once. Draw-
ing from more groups might help. I strongly
recommend that women should be given further
education in fundamentals necessary for success-
ful marriage: financial management, health fun-
damentals, emotional and physical foundations.
I believe that the liberal arts tradition does
produce the thoughtful, meditative person that
is the balance wheel of our civilization, but the
basis of the liberal arts college has shifted from
spiritual to material values, and until we again
have an education based upon religious founda-
tions, we shall continue to have a false liber-
alism.

We, Agnes Scott alumnae have lived through
English 101, endless weekly reading for Bible,
freshman history, the language and science re-
quirements, studies in a major field. We have
had our part in Mardi Gras or Junior Joint, May
Day or Senior Opera. Perhaps we have led
chapel or vespers. Educated for fullness of life,
we have tried our mettle in the competitive
world of exact techniques. Today, we believe
many different kinds of things about the liberal
education to which we were exposed. In this
Quarterly, we attempt to define, defend and to
analyze critically liberal education. In two let-
ters from alumnae we evaluate our own educa-
tion and challenge YOU to speak your own mind
from the experience of your years: If Agnes
Scott is to educate your daughters, how shall it
be done? The next Quarterly belongs to YOUR
letters. This is a formal invitation to YOU.

[6]

LIBERAL EDUCATION: a definition

by Elizabeth Stevenson '41

''The wisdom of the liberal arts breeds
largeness of mind which is the only freedom."

The melodramatic world that we live in today
does not know what is good for it. It does not
want liberally educated men and women. It
wants artisans, technicians, honest craftsmen, but
could not tell you what it wants them for. The
twentieth century environment is something less
than ferocious in its attitude toward the kind of
education that we should like to preserve; it is
indifferent to it.

Even the self-consciously-liberal-arts-minded
graduate (the graduate of Agnes Scott, for ex-
ample) develops a shell, collects a set of apolo-
gies made to herself and to others for having
spent four precious years in a school which is
for nothing. Some of these graduates, fighting
hard to keep their heads above water in the
bitter competition of the business or professional
world, find that considered as a utility, the four
years' badge as a graduate of such a school as
Agnes Scott, has only put her four years behind
in the scramble in which equally talented, trained
competitors have got the head start.

Again, the ability to do one particular thing
well is such an easily exhibited advantage. A
skill is a palpable thing. A liberal aits gradu-
ate has a tendency, backed into a mental corner

by kindly, well-meaning employers, friends,
husbands, to speak a lie and agree. Even at the
risk of falling in with cliche and platitude, it is
worth it to try again to say what the liberal arts
education means.

As a preface to a set of suggestions, let it be
said in the beginning that such an education will
not make one prosperous, popular, famous, or
even comfortable. Such considerations are be-
side the point.

First, consider the beautiful word, comprehen-
sion. It means an un-self-regarding understand-
ing. The end of education is understanding; the
end of the liberal education is the understanding
of the human dilemma. It is an attempt not
only to know but to be the human being. It
. demands the private bravery of speculation. But
the one who begins to see soon knows that he is
doomed, as Mark Van Doren says, always to
want more knowledge than he will ever get.

Seen from another viewpoint, the liberating
education provides the educational equivalence
of imagination. This is the rare ability to walk

[7]

all around oneself and others; that is, mentally,
morally, esthetically to be able to touch all the
degrees of the good and the bad, the beautiful
and the ugly, the shallow and the deep. It insures
discrimination of judgment as well as range of
choice.

The liberally educated person is not neces-
sarily a poet, a philosopher, or an artist, but he
is the leavening mass out of which these remark-
able ones come. They are due his support.

The wisdom (not the knowledge) of the lib-
eral arts breeds largeness of mind, which is the
only freedom. It means independence to choose
an allegiance. The adjective, magnanimous, ap-
plies. The quality was more often praised and
better understood in the eighteenth century than
in the present one when the good intentions of
the propagandist of high-minded causes excuse
mental and moral obtuseness. Magnanimous is a
word to add to liberal, large, and free in de-
scribing an attitude.

In addition to reverence for learning, there is
room for this paradox, the perception of the
highest beauty in the ignorant, or the primitive;
the turnabout by which the educated person sees
all the sham involved in pedantry or the cult of
the academic life and the humility with which he
recognizes the genius of human life in all the
common places.

Finally, the liberal arts education has a
quality that relates it to what is good and true
in democracy. It contains within itself its own
principle of criticism. It lives and grows, it lops
off its own stupidities and excesses by its own
inner light.

The short list of books following is an antidote
to vagueness. These authors discuss the subject
practically as well as theoretically.

Mission of the University, Jose Ortega y Gasset

Liberal Education, Mark Van Doren

Education for Freedom, Robert M. Hutchins

Liberal Education in a Democracy,

Stewart G. Cole

The Nature of a Liberal College,

Henry M. Wriston

The Function of Higher Education,

William Allan Neilson and Carl Frederick Wittke

Education for Responsible Living,

Wallace Brett Donham
Vitalizing Liberal Education,

Algo D. Henderson
The Humanities After the War,

Wendell L. Willkie, Norman Foerster,
Theodore M. Greene and others

The first three I have read, the others I have
turned through to see how they handled the sub-
ject. Ortega y Gasset in a pre-Civil War book
of proposals for the reform of the University of
Madrid, writes with distinction and fervor, what
he calls "cool passion" for the bare, stripped
beauty of essential learning. Hutchins' book is
pugnacious, the homely, impatient wording of a
man in the grip of an idea that must be expressed.
Van Doren, balanced and eloquent, is perhaps the
soundest. He examines the question in its closest,
most natural relation to the particular American
environment. Of course, all three do what I
shirked: they treat the subject not only ideologi-
cally, but practically. The curriculum, the books,
the teachers, the college, the university, all come
under examination of three diverse intellects who
divest these abstractions of any artificial sanctity
and find under the words what is really there.

[8]

The author of this article, a graduate of Hollins with her M.A . and Ph.D.
in Philosophy from Radcliffe, taught English and Philosophy at the
University Center in Atlanta for seven years. She analyzes the value
and the weakness of the Harvard report on liberal education and calls
for the rescue of spiritual values.

FOR A FREE SOCIETY:the harvard report

Merle G. Walker

Successful educational theory, like the suc-
cessful life, is achieved largely through the
courageous acceptance and effective resolution
of paradox. Unity and diversity; identity and
difference; novelty and permanence; freedom
and responsibility; ideal and fact; privacy and
communion these are the origin of intellectual
urgency as well as the most immediate facts of
human experience. Certain ages have attempted
to live simply at one of the poles, to adapt to
the frigid climate of unity, permanence, re-
sponsibility, ideal and communion, or to the
torrid zone of diversity, novelty, freedom, fact
and individualism. But the thrust of great
crisis has always forced man again to the op-
posite pole, to rediscover those areas of truth
and life which he had summarily dismissed.
For mankind is both one and many; truth is both
permanent and changing; the human animal
seeks both freedom and responsibility, is moved
by both ideal and stubborn fact, seeks both in-
dividual expression and social commitment.

The value of the Harvard report on education,
General Education for a Free Society, lies in
its vigorous determination to face these essential
paradoxes as irreducible. The disputes concern-
ing the aims, content and methods of education
which have enlivened thought since 1870 have
tended to center discussion at one of the poles.
The Pragmatist has favored free electives, early
specialization and concentration, the centering
of learning and the curriculum upon the in-
dividual student's needs and interests. He has
therefore emphasized diversity, individualism,
freedom and change. He has met change with
change; individuality with individualism. The
humanist, on the contrary, has sounded a clear,
if often irritated, call for a few liberal and basic
studies, thought to be a portmanteau for a per-
manent culture, strong enough to enrich the
quality of life and to bind man to man in com-
mon loyalties. The aims of education, he has
thought, are less a nervous self-concern than a
serene contemplation of the security behind

[9]

change. Each has sacrificed to the partiality of
his view; the pragmatist has sacrificed wisdom;
the humanist, democracy and variety. The group
of Harvard educators, asked by President
Conant in 1943 to study the educational needs
of a free society, have attempted to cut through
this division of purpose and to find a plan of
education that shall achieve "change within

commitment", elastic-
ity within pattern.

The fact of change
sets the inscrutable
problem. In the mod-
ern industrial democ-
racy common aims and
loyalties have been
dimmed by the more
vivid fact of intense individual differences. It
is useless merely to bid school and student look
behind the shifting scenes and find the stability
beyond. The more difficult problem is how to
educate widely different students living in a
fluid world so that they can develop the
powers of the individual self, yet become a part
of the common society of mankind. Democratic
premises demand the education of all, not only
for responsibility in government and policy, but
for contributing to variety and richness of the
common life through the unhampered perfection
of personal talents, abilities and labors. Plans
like those of Mr. Hutchins and of St. John's Col-
lege assume one set of needs for the intellectually
able, another for the homespun. But in a true
democracy the plan that some shall read the
great books and others do the heavy work is no
longer either adequate or realistic. Between
1870 and 1940, although the population had
only tripled, the enrollment of high schools mul-

tiplied about 90 times and that of the colleges
about 30 times. Students no longer came from
homogeneous backgrounds, intending to go into
professions or public service. Three-fourths of
the high school students looked forward, not to
college but to active and largely unskilled work.
Their intellectual capacities were varied: some
were fast, some were slow, some were, apparent-
ly, almost immovable. Some came from rural
areas where the home, community and church
helped in the educational function; some came
from industrial areas where the school was bur-
dened with personal growth, recreation and
spiritual health as well as with formal instruction.
The inevitable happened; the curriculum simply
fell to pieces. The stable core of "required sub-
jects" grew smaller, the number of electives,
usually dictated by the students' vivid but un-
formed taste, grew larger, until almost any odd
collection of "units" led to graduation. Worse
still, all this passed as being "education for life",
and thus emphasized the flux and confusion which
it reflected as the solitary truth about man's
essential condition.

The Harvard report stoutly asserts that this
confused diversity cannot simply be lamented
out of existence. Full provision must be made
for the special courses serving individual ability
and need, and aptitude tests to discover more
exactly the individual's requirements must be
devised. But the specialization which educates
each person intensively in his own talent alone
is not only incoherent and vague; what is worse
for a democracy, it is at heart competitive. As
education becomes more diversified, each per-
son not only achieves a larger degree of private
freedom, but he is also forced to take more on
trust. He is free, but in fewer respects. Sur-

[10]

rounded by other specialists who know what he
does not know, he is compelled to take their
judgments, in the faith that they know their
"field" as he knows his. By what standard can
he distinguish the expert from the quack? Or
as a worker, allied with the needs and policies
of a group or class, how is he to judge the inter-
ests and demands of other segments of society?
Specialism by its laudable ideal of fulfilling the
individual atomizes society. Therefore the great
need of a nation growing rapidly centrifugal is
for general education, not as a substitute for
special training, but as a bond among the isolated
members of a free society, driven in upon them-
selves by exaggerated egoism. The sensitiveness
to change, the appetite for novelty, the need for
self-expression must be preserved as a part of
the vigor and liveliness of the democratic way.
But in an age that has overemphasized change
and individuality, a reconsideration of per-
manence cannot be longer delayed.

But this general education that shall amal-
gamate men must be in the main the concern of
the secondary school. Only 10% of the jobs in
America are professional or managerial; only
25 to 30% are even technical. For the remain-
ing majority of labor no previous training of any
kind is necessary. To leave the humane concerns
of men to the college or technical schools to
develop is to leave them entirely, so long as the
largest segment of society learns to think and act
outside the influence of such institutions. The
crying need of American society is for education
in the good, sharable life of mankind at the high
school level. The Harvard plan for general
education in the secondary school is in outline
quite simple. In addition to all special courses,
the student shall be required to take a core of

general work equivalent to half his course of
study, with English distributed throughout the
entire period and the remainder of the core
divided among the three fields of mathematics
and science, literature and language, and social
studies. The over-all aim shall be that the
student, according to his needs and abilities, his
interests and his environment, be acquainted at
the very highest level possible to him with the
physical world which is the context of his action,
with the corporate life and traditions of his fel-
lows and with those inner visions and standards
which express man's deepest needs.

The difference between the general and the
special, however, is not primarily a difference in
content. The whole attempt to ally the "liberal"
or the "humane" with certain "great books" or
with specific courses is in error. Those who have
graduated from our general high schools, our
liberal arts colleges and the graduate schools
of our universities show convincingly that
acquaintance with English literature, world
thought, philosophy or political theory does not
necessarily produce a good man, a humane point
of view, nor a citizen. The difference between the
general and the special is not a difference in
what is learned, but in habit of mind and being;
it is not a distinction between the humanities and
sciences but between different outlooks and
methods. The report points out that every field
of knowledge has both a general and a special
phase. In our day the humanities themselves
have tended to become atomic specialties: the
study of literature as ideas, insights, valid ex-
perience has split into an often sterile philology
and a scientistic concern with sources and in-
fluences. On the contrary, science does not auto-
matically insure freedom of inquiry, nor even

[11]

acute awareness of change. "There is a sterile
specialism which hugs accepted knowledge and
ends in bleakest conservatism." By a general
education is meant, not a patchwork of "courses",
but "that part of a student's whole education
which looks first of all to his life as a human
being and as a citizen." In this endeavor the
sciences and mathematics, properly taught, have
as large a part as do literature or philosophy.
Certain books and courses will be more effective
in generating awareness of the human situation
than others. Sophocles may be more explosive
than, say, Ben Jonson, and physics than botany,
but the aim cannot be primarily content, or the
effort falls back again into imparting informa-
tion rather than stimulating creative outlook.

The attitudes of mind which the Harvard re-
port sets up as the chief aims of general education
are four: The first is logical, effective thinking.
By this is meant, not the rigid systems of formal
logic but the average man's potential ability to
weigh evidence, draw conclusions from it, and
act consciously on the basis of the conclusions
drawn. To avoid prejudice, man must learn to
examine and weigh evidence; to decide coherent-
ly he must be able to think with the evidence
toward its implications ; to act effectively he must
use these conclusions to determine the direction
of effort. In developing the required accuracy,
discrimination and power of analysis, the
sciences are valuable discipline. For reasoning
involving implication among principles and for
valid deduction a right study of geometry is
relevant. The social sciences, literature and the
arts furnish abundant evidence for those de-
cisions where the problems grow out of human
factors, rather than the measurable or abstract.
The objective is logical thinking grounded in
examined evidence. The debated principle of

"transfer of training" is openly assumed, and to
those who object, it may be simply answered that
if general knowledge and training do not effect
proper habits of thought transferable to think-
ing and living, the whole process of education is
trivial and irrelevant. It becomes merely glori-
fied play.

Because democracies must always persuade,
never force, they presuppose the further habit
of clear and adequate communication. Good
speech and writing are the final test of good
thinking, and the free exchange of clear ideas
among all classes is the citizen's sole protection
against both propaganda and the irresponsible
blatancy of press and radio. The teaching of
English must therefore be continuous with the
student's entire program and should be the con-
cern, not only of the English teacher, but of the
scientist combatting the vague use of technical
jargon and of the social scientist in his effort to
control the use of those loose generalizations
that have reduced his field to a pseudo-science.
A further habit of mind points more clearly to
the field of action: the ability to apply the per-
ceived relationships among ideas and principles
to the whole of life. Use of the past, of tradition,
of moral principles, aesthetic truths and scientific
generalizations in immediate and personal prob-
lems both produces and is the result of inner
freedom, through which the perplexed individual
is able to break the "stranglehold of the present"
upon the mind and will. For the person faced
with the necessity for action, the present is usually
confused. There is always the clash of alterna-
tives, the "other side." The lessons of the past,
the clear realization of the kind of world he
lives in, the imaginative power to foresee the
implications of action for the future are the only
way to perspective and forceful decision.

[12]

The final attitude is the discovery of and posi-
tive commitment to real values. This habit of
loyalty to value involves the assumption that the
primary concern of general education is the good
man, dedicated to certain permanent principles
which are not arbitrary, but objective. Man is
free, but "freedom is not permission to flout the
:ruth, but to regulate . . . life in the knowledge
:>f it." Man is committed, not in spite of being
free, but in order to be man. "There are truths
which none can be free to ignore if one is to
have that wisdom through which life can become
useful. There are truths concerning the structure
Df the good life and concerning the factual con-
ditions by which it may be achieved, truths com-
prising the goals of a free society." Democracy,
for example, means toleration ; but the very habit
af toleration presupposes conviction. The early
pears of the war have taught us that the vaguely
right is always at the mercy of the clearly
wrong, that weak vacillation on principles can-
not prevail over even vicious conviction. The
softness of most modern education has lain in its
tendency to leave the student floundering in a
welter of uncriticized alternatives. The high
school and college alike have set forth a banquet
of every moral, spiritual and practical fare, un-
aware that a democracy simply in order to be a
democracy, and that a rational, free human be-
ing in order to be so, must of necessity be allergic
to certain convictions. The result has been, not
an increased tolerance, but a lack of sturdy be-
lief, inevitably followed by reliance on prejudice,
emotionalism and private confusion. The one
thing we cannot have is a cozy world in which
sverybody is right and nothing is contemptible.
Hie very belief that everyone is right according
o his own standard is the assumption of an in-
aerent chaos at the heart of things.

The weakness of the Harvard theory of educa-
tion lies in its decided vagueness concerning what
these ideals and principles are. At times it
almost assumes we know them, and that is pre-
cisely what, thanks to our unfocussed system of
education, we have forgotten. Two values do
stand out from the discussion as permanent: the
search for truth, which preserves the values of
experimentalism and secures from dogma, and
the dignity of man, which is the premise of the
democratic way. This dignity does not come
solely through the possession of reason, or
through the potential sympathy and sensitiveness
which the arts can foster. It is rather what every
man can be: a kind of creature responsible to
the values to which he can freely commit himself;
with that will and fidelity of purpose "without
which the best intellectual gifts come to nothing" ;
with imagination to understand his fellows and
himself; with power to choose in the light of
examined knowledge and to make himself, not
circumstances, responsible. These things are not
the rights of man ; they are man. But this essen-
tial dignity and worth itself rests on higher
values: in a totalitarian state they are not ad-
mitted, and to say that they are consequent on

Decatur car ride

Anne Woodward
[13]

the democratic way is circular. The democratic
way is the belief in the dignity of man and can-
not justify it. The report cries out for a discus-
sion of the ground for this dignity which has
been so recently under attack.

The discussion of ultimate values, however, is
precisely what the report refuses to consider. It
assumes that it is possible to build a system of
education on ideals which just miss finality. The
aim of education, so it says, is to produce "agree-
ment on the good of man at the level of
performance without the necessity of agree-
ment on ultimates." The loyalties of man, ap-
parently, lie on three levels: at one extreme are
the divergent interests, needs and opinions of
individuals in their private sphere of action; at
the other lies the realm of ultimates, with which
the report has no concern; between is the area of
common beliefs, like the dignity of man, to
which our tradition validly commits us, sufficient
for unifying action and for promoting the com-
mon good. But it is precisely on the level of
performance that a basic agreement on ultimates
is imperative. Our significant actions, concern-
ing the race problem, for example, are not the
expression of a conventional agreement as to
what will work in a democracy, but an admission
of our most embedded convictions about the
nature of man. What is the equality which black
and white, Jew and Nordic, Catholic and
Protestant share? If it be mere agreement on a
working level or common tradition, the totali-
tarian state or the Southern demagogue is free
to follow another tradition or to make a new

agreement. The only thing that will carry the
weight of action is an ultimate loyalty.

The Harvard educators openly admit the rea-
son for their total abstinence from ultimate
values: such a discussion leads directly to re-
ligion. They admit that we are, or can be, a
democracy; they are unwilling to admit that by
profession at least we stand also as a Christian
civilization, and that historically our belief in
the dignity of man rests upon Christian as well
as secular sanctions. But what they further for-
get is still more ominous: that ultimates cannot
be simply held in abeyance; if they are not as-
serted, what is asserted becomes itself an ulti-
mate. If the program which the report sets up
begins in the secondary school and continues
through the college and university, ultimates will
not be avoided. What is taught will become the
only ultimate available to those who learn. We
shall have a religion, but the religion of human-
ism, devoted to the secular ideal with which the
report concludes, "the dedication of the self to
an ideal higher than self devotion to the truth
and to one's neighbor." This is the Greek, the
classicist ideal; it supposes that man is enough
for man, that reason and intelligent good-will
are sufficient for the good life. The Harvard
scholars have, indeed, achieved an ultimate by
default. Refusal to discuss uniquely spiritual
values is in effect to dismiss them as irrelevant
to life and to the springs of action, and to assign
them to the place they do in fact too much en-
joy: the funeral oration, the commencement ad-
dress, the formal occasion, the empty gesture.

[14]

THE MIND'S ADVENTURE

by Howard F. Lowry

The President of The College of Wooster, a former Guggenheim Fellow, professor
of English at Princeton and chairman of Princeton's committee on postwar edu-
cation, calls Christianity "an adventure in freedom" and the crown of intellect.
This article is Dr. Lowry s inaugural address delivered at Wooster in October
1944 and at Agnes Scott in January 1946. It is printed here upon request and
with the permission of the author.

At the Heart of Christian Education the
deep source from which it draws its life is a
clear (to some a preposterous) commitment.
And we who have elected to complicate our
minds, do well to remember what it is. A church
college holds that behind all life is a great and
loving Father who works through man, who gave
man the free choice of good and, therefore, the
possibility of evil; who exacts justice but loves
mercy; and who, through the sheer miracle of
love, gave His only begotten Son that man might
have everlasting life. The logical result of any
such belief is evangelical Christianity. It has to
be, because evangelical Christianity is the only
kind of Christianity there is. The mark of the
true follower of Christ is ( 1 ) a desire to change
his own life and to better his own practice, and
(2) to see such a change in the lives of others.
In inviting you to an adventure in Christianity,
the church college will not assume that Chris-
tianity is something that can necessarily be
studied any more than one can make a person
moral, as it has been said, by spraying him two
hours a week with a course in ethics. In a sense,

Christianity cannot be studied at all. It is a
laboratory experiment, and you have to try living
it with what power you can summon, if you want
to know what it is. John Hunter, the great
eighteenth-century physician and scientist, always
asked his research students, "Have you per-
formed the experiment?" Weary of dissection
and ready to rush to unfounded hypotheses, they
always heard Hunter's sharp rebuke, "Gentle-
men, do not think; try to be patient." So the
church college summons you not merely to a life
of Christian thought, but also to a life of Chris-
tian action. It does not ask you, either, to
escape the world, but to draw, as you can, from
the spiritual world that which floods the physical
world and transforms it. It asks of you some of
those great creative renunciations that lie at the
heart of Christian ethics not that your lives
may be thin and meagre, but that they may be
fulfilled. Frankly, it should invite you to prayer
and, as more than one man has learned, for a
very simple reason that Christ, who was the
great expert in these matters and whose insight
went deeper than any man's of whom the world

[15]

has record, prayed; and it seems at least a fair
proposal to follow His example if we are to
know, for ourselves, the things He knew.

Now all this is very shocking to some secular
educators. They say they have no dislike for
Christianity though I recall Dr. Flexner's re-
minder of the captain in Lord Nelson's navy who
said, "My Lord, I have no prejudices, but God
knows I hate a Frenchman." Liberal education,
they say, cannot sully itself with religion and
philosophy with things that lead to commit-
ment. Such things, they say, involve the emotions
and a whole array of feelings that are pure dyna-
mite. During the past two years I have listened
to more than one institution debate its future
policy. They all know that education today
stands convicted of one cardinal sin multiplic-
ity of means and poverty of ends and general
purpose. We have multiplied discovery on dis-

covery, fact upon fact, gadget on gadget with
no more general sense of deep satisfaction than
the world has today in the face of its own tragedy
for having done precisely the same thing. Above
all, education, if it is to have any order or mean-
ing, must brood on one great question: "What is
man?" A hard question, involving the whole
human activity the intellect, the will, the emo-
tions. Little wonder there is temptation to dodge
it and enchant ourselves with things and mere
empirical knowledge. Many institutions do
dodge it under one good pretext or another;
either that, or they give it a purely intellectual or
historical treatment, gingerly holding the eterni-
ties at arm's length between thumb and finger.
They permit students to develop unrelated

IMHMW

specialties and learn all manner of bright tricks
without any over-all purpose or directing belief
whatsoever. One of my own students, last term,
put it to me straight: "You ask us what we want
after this war? We want an education that, by
the end of sophomore year, has at least raised for
us the questions worthy to be asked by a man.
The answers are another matter. But we'll settle
for nothing less than an education concerned with
the total implication of things. We are tired o
heaped-up fragments. All this is our right as
men." I thought it a fair request. Paradoxicallj
enough, a university that cuts short the mind's
adventure is really not a university at all. Th
church college allows to education the ful
human adventure the search for an under
standing of what man really is in the light of th'
full powers of man the intellect, the emotions
the will, and (if I may add) that deep quietness
at the center where we hear the inner voice tha
comes at last, if we listen carefully, to teach us
all, the voice that has spoken to anyone who ha

[16]

ever learned anything very much worth knowing.

There is, of course, a defense of Christian edu-
cation as liberal education on very practical and
secular grounds. Three great cultures the
Greek, the Roman, and the Hebrew have
formed the Western world. Why be ignorant of
one of the three? How far can one go in art, in
music, in literature, in history, in social thought,
without a knowledge of the Bible and the great
documents of the Church? One of the poverties
of our contemporary mind is our lack of common
symbols for expressing our great ideas. Part of
this poverty came with the decline of classical
learning and with the advent of anthologies of
English literature where Zeus and Apollo have to
be annotated and painfully described as if they
were something wanted by the government, and a
simple phrase like "pater noster" has actually
to be translated. We experience a similar pov-
erty from our religious illiteracy. Slowly the
great secular books which have used these sym-
bols for nineteen hundred years are closing to
men who cannot read them with any ease or
pleasure. Moreover, there is a matter of common
honesty here. Men who would never think of
pronouncing upon secular matters without con-
sulting the sources and the prime authorities,
easily conclude about Christianity without ex-
amining the evidence the Old and New Testa-
ment. There are very few vagaries of college
students that one, with a little time and patience,
cannot understand. But there is one that has
always stumped me completely. Why is it that
students who will sit up far into the night talk-
ing about the philosophy of religion or the psy-
chology of religion are content to remain in al-
most abysmal ignorance of the Bible, which is
the great original document in these matters. In

no other department of learning would such
flimsy research procedure be even tolerated.

Such are the secular grounds for including
religion in any liberal education. But the real
ground is better still for only through such
study does the mind of man complete its human
adventure.

This adventure is, among other things, an ad-
venture in profundity the profundity that con-
sists, not in impressive learning, but in the effort
to retain perspective in the effort to keep a
few fundamental ideas constantly checking on
the rest of the mind's activity. These ideas are
the pillars of philosophy or the polar stars,
if you will, by which we steer. They cut across
red tape, order our confusion, and let fresh air
blow through our speculations. Let me illus-
trate. Alexander Meiklejohn, the distinguished
ex-president of Amherst, has written a three-hun-
dred-page book in which he seeks to find a decent
principle for all higher education. With more
learning than most men can summon, he deplores
the fade-out of Christianity. He tells us, how-
ever, that some hope is left. The guiding star of
all future education will be Humanity (with a
capital "H") an idea of universal brother-
hood that every teacher will serve. Yet nowhere
in his learned book does Dr. Meiklejohn raise the
one simple fundamental question that any child
would want to know: Who fathered all those
brothers?

Another example. We probably face no more
depressing fact in our philosophy than the awful
waste of Nature. How, amid this terrible
fecundity, can I think of individual man or even
man as a class as marked for any special dis-
tinction let alone as a creature little lower
than the angels and crowned with glory and

[17]

honor? "Twenty-one civilizations," says Mr.
Toynbee, "are recognized by the historian, of
which fourteen have already disappeared en-
tirely." The scientist can count over two million
species, of which man is one. Depressing data.
But wait for the voice of the philosopher cutting
through to first principles. And here it comes.
"Yes, this is all very discouraging," says Mac-
neile Dixon. "But we have one important point
yet to consider. If man is but one of two million
species, he still has this great distinction. He is,
as far as we know, the only one of the two million
who has ever been depressed by the fact." What
would you say, if urged, is the chief intellectual
defection of our time? I think I should say it is
our general neglect of the idea of the First Cause.
Behind our mass of facts and our empirical data
there are still the ancient questions Why?
How? By whom? In our busyness, our pride
of discovery, our learning, we forget these lode-
star questions that, difficult though they may be
to answer, do keep our minds straight and deliver
us from hopeless superficiality. These questions
are the stock in trade of philosophy and religion.

They keep alive in us, also, the great sources
of wonder that ought to form and so rarely
form our estimate of life. To me, one of our
real problems arises from the fact that all the
really impressive things which happen to us, gen-
erally take place in our experience very early
and become trite before we ourselves have be-
come reflective beings. By the time we are ready
to form our philosophy of life, we are thoroughly
accustomed to the miracles of love and pity, the
beauty of holiness, the grandeur of sacrifice, the
sky, the earth, and sea. All the great and noble
parts of man and earth are, by that time, common
and often jaded material. But suppose you were

Plato's man coming from your dark cave to your
full faculties and were then allowed what you
and I too seldom have the fresh, unspoiled
view of elementary things. Suppose it were the
first afternoon of the world and the shadows be-
gan to form, and darkness began to stride
across the land, and the sun go down. What a
miracle it would be to you if, in a few
hours, that Sun should rise and on the
other side of the earth. In fact, if anybody
dared prophesy, in that first great twilight, that
the sun would rise, you would execute him on the
spot as a "wishful" thinker. Yet, having once
seen the returning dawn, with the full faculties
of the mind, when would you forget it? There
is a quiet, elementary way a great original
way of looking at things that is the basis of
all right thinking. The presence in our minds of
the leading questions raised by philosophy and
religion keeps those full faculties for the dis-
covery of truth alive. "They make us," as one
says, "the friends and companions of the images
of wonder."

The mind's adventure that is born of religion
will never permit us, moreover, to take that
jaunty view of the world that is a frequent mark
of the modern temper the view that morality
is all relative to time and place, changing with
the customs of tribes and peoples. How many a
man, when things get a little rough for him, begs
to be excused from certain of our culture-con-
quests on the ground that the Eskimos think
otherwise about it and what's good enough
for the Eskimos is good enough for him. Let us
grant that there are "mores" and "conventions'
wrongly inflated to the rank of morals ; but there
is another perverse tendency in us to write of
as "mores" and "conventions" whatever is dif

[18]

ficult for us as morals. Samuel Butler, the seven-
teenth-century satirist, condemned the Presby-
terians :

Who condone the sins they are inclined to
By damning others that they have no mind to.
If we look firmly at the matter, we discover that
the moral alarm clock is probably better marked
and better set than we think; the problem is
really the problem of what to do when it rings.
Surely the mind sensitive to religious values
knows that there are truths and commitments
living in the depths of our being truths to
which, as Pascal said, we have no title, but to
which we are bound for ever. Jonathan Ed-
wards what a hard head he had! used to
say "there are things in this world that are more
than intellect and more than feeling. They are
pure supernal light!" One of my favorite pas-
sages in all literature is that remarkable insight
of Bishop Wilson's "The joy of righteousness
is so great that it would be a kind of debauch-
ery were it not so difficult."

Christianity is not merely an adventure in pro-
found and adequate ideas. It is an adventure in
freedom. Free choice is at the heart of the Chris-
tian conception man given the dignity of
choosing good and evil that he may have the
honor of free commitment, the honor of being
not a puppet but a person. "The gift of God is
eternal life" one of my old teachers used to
remind me out of the New Testament; and what
is the very essence of a gift? the fact that we
don't have to accept it. A desperate choice, given
to us at the total risk of ourselves. Little wonder
that so many of our English liberties go back to
those men in the seventeenth century who took
political freedom as a simple matter of course, a
deeper, original freedom already being theirs at

so great a wager. Such freedom creates that auto-
matic respect for personality out of which de-
mocracy thrives. We can preach tolerance at
home and hold international conferences abroad
till the end of time, and all our work will be in
vain unless men of good will possess the world
men who value themselves as immortal persons
bought at a price, and who, thus valuing them-
selves, value other persons also. This is the
mind's adventure in brotherhood that follows the
mind's adventure in true freedom.

All liberal education is, finally, an adventure
in humility. And so, in the final adventure of the
liberal mind, he learns again the wisdom of the
humble. He first loses his life and then he finds
it again. Surrendering himself to God, he re-
ceives from Him the return of infinite love
flooding every portion of his life till there is a
new light upon the land and on every human
face, and in his own heart a peace the world
cannot give. This is the final humility, and it is
the crown of intellect.

In this final act of liberation man is not alone.
With him is the living companionship of Christ
who knew, better than anyone else, the secret of
the humble and the lonely insights of bitter reve-
lation. During four years in college you will
come on many great figures in the books of the
world Oedipus going home to Colonus in the
twilight; Lear with the dead Cordelia in his
arms; Pasteur quietly triumphant in his labora-
tory; Faust brooding at midnight the mysteries
of moral satisfaction; the dying Hamlet and the
profound soul of Abraham Lincoln. These are
our liberal education. But where will you find a
man who, dying between two thieves, takes cap-
tive the world's imagination for two thousand
years the Son of God who says: "Come unto

[19]

me, all ye who are weary and are heavy laden.
For I am meek and lowly of heart, and I will
give you rest unto your souls." In Him is the
end and the beginning of your liberal education ;
for the highest value you know is the value of a
person. And where is there a person like Him?
In Him is the beginning and the end of the mind's
adventure. In Him the thoughts of God do be-
come our thoughts; and His ways our ways.
"Higher than Him," said Carlyle, "human
thought simply cannot go."

Let me conclude with a symbol. When I was a
boy, I went, one summer, on a camping trip to
the Carter County Caves in Kentucky. One day,
far back in the dark of one of the caves, I found
myself crawling along on a ledge with a guide
and a few companions. The light from our lan-

terns flashed back from stalactites and stalag-
mites upon the wall of the cave nearest us. Sud-
denly, turning a corner, I came upon one wall
covered with the initials of campers who had pre-
ceded us. Among these names I discovered, to
my complete surprise, the name of my father
carved there many years before. I leave to your
imagination the impression this made on a four-
teen-year-old boy. And this is my symbol for
you today. Your education, at the moment, is
going forward in a cave. For the world just now
does not wholly permit us to live in the full,
clear light of the sun. Even so, you may proceed.
The church college will give you light and put a
lantern in your hand. But your journey will
hardly be complete unless, at some turning, you,
too, may have the joy of discovering your Father's
name.

[20]

THE PHILOSOPHY OF DIEGO RIVERA

Henry Chandlee Forman *

At last the great Saturday had arrived. As is
the custom in Mexico City, the bus conductor,
perched outside on the rear bumper of his
camion, banged away briskly on the window in
arder to signalize the moment of departure. We
were off to San Angel, a suburb celebrated for
its "salubrious air" and "vast orchards" if
Terry's Guide may be believed. The three of us,
the writer, his wife Caroline, and George Gil-
more, a Harvard graduate, one of a group of
college students whom we had taken to Mexico,
were on our way to visit Sefior Diego Rivera.

Earlier in the week we had struck up an ac-
quaintanceship with this Mexican painter while
he was working on some large murals in fresco
in the National Palace. There, Rivera, a large,
jovial, friendly man, had invited us to his studio
for four o'clock on the following Saturday.

The camion thundered along the dusty eight
miles which separate the Zocalo, or square in the
heart of Mexico City, from the suburb of San
Angel. Numerous stops were punctuated by the
loud yelling of "Vdmonos; Paguen; Bajen"
"Let's go; pay up there; get off." When we

* Apropos of this article on Mexico, Dr. Forman,
new head of the Agnes Scott department of art, will
offer next year a course in the Art of Latin America:
He is a professional archaeologist and architect, and
his recent watercolors of Canada will be exhibited this
spring by the University of Pennsylvania. Educated
at this University, at Princeton and in Europe, he
held the Comer Chair of Fine Arts at Wesley an College
for foiir years before coming to Agnes Scott.

finally arrived in the "salubrious" settlement of
the Holy Angel, it was to discover that we had
taken an autobus to the wrong part of the town
and would have to wander about various calles
in search of the studio of Diego Rivera.

At the foot of the high cactus fence sur-
rounding the painter's home we realized that we
were already three-quarters of an hour late. Not
having seen a photograph of the residence, we
were unprepared for what looked like a factory
of stucco-concrete, standing on poles, somewhat
in the manner of prehistoric Swiss lake dwell-
ings. This is an example of the so-called Inter-
national Style, as it flourishes in Mexico. But
seriously, are we not predestined to accept the
new architecture and to see it replace eventually
most of our pseudo, false-Gothic and Classic
fronts?

Unfortunately we were late. This fact was
brought home to us by our looking up the spiral,
concrete, hanging stairway, which "spatially"
wound its way up to the front door, perched
high on the second floor, only to see the back of
another visitor as he was being ushered inside.

After a period of grace by the cactus hedge
we ourselves circled up the stairs. Rivera
smilingly opened the door. He conducted us to
his studio and introduced us to Borowsky, the
Polish concert orchestra leader, of Chicago and
New York, and to a Brazilian couple from Rio
who were connected with the diplomatic staff in

[21]

Mexico. The studio was a large room with the
north wall all of glass. Scattered about on tables
were great and small archaic figurines, collected
by young boys for Rivera. These distorted
objets d'art, we believe he told us, were found
beneath the San Angel lava fields, which geol-
ogists claim to be about ten thousand years old.
Obviously the figurines, since they were beneath
the volcanic beds, were older than ten mil-
lenia.** Around the studio were also three or
four large oil interpretations of a nude Negro
dancing girl, done in bright yellows and reds.

While Senor Diego held the floor, the rest of
us took seats around the room. In a convivial
mood and speaking Spanish fluently, he paced
up and down restlessly. Evidently our arrival
had broken into a conversation on music, which
was now resumed. Our friend Gilmore knew a
great deal about music, and hence he was in his
element with the musician and with the painter.
According to Rivera, Chinese primitive music is
the best in the world, because it does not resort
to melody in order to create an emotion.

After about half an hour of hearing about
music we became anxious to learn some of
Rivera's ideas on the fine arts. In reply to our
queries, he launched into the subject of painting,
but frequently interspersed his remarks with
opinions about economics, politics, the war and
the like.

"England," he somewhat dryly declared, "is
no good for painters because it has too much
fog and atmosphere. Ah! But it is conducive to
poetry. English and American poetry are the

Back in the States, the writer consulted a well-
known Middle American archaeologist about the age
claimed for these figurines. The archaeologist's answer
was "Bah!"

best in the world." Then, continuing after a
moment's pause, "You know, even the houses
and telegraph poles in England look dirty and
are unclear. But in Mexico they look all right.
Turner was not such a good painter, but he did
invent certain painting techniques . . . William
Blake, I think, was the father of Sur-realism."

Rivera then became sidetracked on sociology.
"Sur-realism," he said, "is really an art phase
of international society based on the French."
Looking out the window a moment, he continued,
"But before you can become international, you
must become national. You must have roots in
your own culture." Here was a cosmopolitan
artist, who in his lifetime has dug deeply into the
past of his own country. He has covered perhaps
half a mile of walls with glittering, colorful
frescoes, depicting in many cases the Indian
"roots" of the oldest nation in the New World.

"However," he kept on saying, "international
society in Mexico is the worst kind in the world,"
and gave as examples many of the tided refugees,
of Monte Carlo fame, who had come to the Mexi-
can capital. It must be realized, of course, that
Rivera himself once belonged to the Communist
party.

Next, without warning, he commenced speak-
ing in English as though it were the most natural
thing in the world ; but the change did not trouble
the Pole nor the Brazilians, who at once switched
over to English. The painter's thoughts turned to
war, and in reply to our query asking if he did
not think Americans Norte-americanos are
as a group naive and unsuspicious, he declared,
"No, they have a pioneer openness on the ex-
terior, but are not naive on the interior." Then,
quick as a flash, he remarked that "the Japanese
were the most cunning people in the world."

[22]

Worried lest the conversation get away from
the fine arts, as it seemed to be doing, we asked
the artist how he was able to work publicly on his
murals when so many persons interrupted by
speaking to him. He admitted that he could not
work when friends addressed him; "but never-
theless," he went on, "I enjoy having them accost
me, because I like people. After all ... I paint
people."

Painting itself, he defined, is simply color.
"Painting is color."

It develops that Rivera enjoys all primitive
art, especially African cave painting, and archaic
Chinese and Mexican sculpture. In spite of
having studied with Picasso of Paris, he does not
seem to like his work too much; nor does he
care for the sentimental masterpieces of Murillo
of Spain. Asked if he thought that the Spanish
painter, Velasquez, was the first impressionist,
he replied in the negative, observing that the
honor should go probably to Vermeer and some
of the other Dutchmen. He likes Renoir, Cezanne
and Henri Rousseau ("wonderful"), and espe-
cially Georges Seurat, the Neo-Impressionist.
Seurat, it seems, is not too mathematical and
scientific a painter for Rivera.

He likewise has a strong preference for El
Greco, Modigliani and Goya. "Ah!" he effused,
"Goya is Spain." Then Rivera's thoughts flew
fast, and he declared that "no man is a real
artist if he copies", nor does "the artist have to
have a subject in order to paint." And he added,
"Art grows out of art." Quickly changing the
subject to Mexico, he related that when Hernan

Cortes, the conqueror, was sick, the only thing
that would make him well was gold so Cortes
told the Indians. Further, he thought that the
Mexican mestizos, the mixtures, were largely no
good, although those that have a small percent-
age of Indian blood were all right. How he
glorifies the pure-blooded Indians!

"Psychology, you know, is based on the
stomach and the liver." It was soon after this
statement by the artist that the musician asked
for a drink of water, and in that way Diego left
the studio with his music friend. In a few minutes
we descended the spiral hanging staircase to find
Rivera saying farewell to Borowsky, who was
sitting in an automobile between the steel house
poles. A little later we emerged through the
high cactus fence into the lane.

"Painting is color . . ." These words ran
through our minds as we travelled back in the
late afternoon sunshine between pink, white, blue
and yellow houses, dotted with wrought-iron
rejas and great wooden doors. How many con-
temporary painters are there, we mused, whose
works, covered with tonal browns, silvers and
greys, refute that definition of the art of painting?

Our little excursion that day into the fields
of music, archaeology, architecture, sculpture and
painting will ever be with us in retrospect. It
was as though an exhilarating door had been
opened. We had heard with our own ears some
of the philosophy of Diego Rivera, superb tech-
nician, world traveller, wise humanist, today the
most noted artist in all the Americas.

[23]

PERSONALLY SPEAKING

Agnes Scott as I see it

Dear Mary Jane:

When you asked me to write you in a letter what I
thought of Agnes Scott, whether I would change it,
whether I thought it gave a real preparation for life
my first reaction was to say, "Yes, but how in the
world can I tell you in one little letter all I got out of
four years at college?" Then, after reading Jane
Guthrie Rhodes' article in the Winter Quarterly, my
second reaction was just to say "Amen" to everything
she said. I, too, am a mother and a housewife and I
think she most feelingly and adequately spoke for all
of us who have forsaken the office and classroom for
the kitchen and nursery; the typewriter and yardstick
for the sewing machine and hickory switch (or hair-
brush, pony whip or just plain old palm of your
hand!) the flag of patriotism and WACs' bars for the
diaper and sign of the safety pin.

But, upon further consideration, and being a true
woman, I decided I wanted to put in my two cents'
worth. What woman can resist adding her own
opinion, no matter how many others have done so!
Can't you just hear them saying, "Well, that's all right
but this is what / think."

So, here goes for me. Yes, I felt Agnes Scott gave
me a real, well-rounded, broad experience that, not
"finished" me, nor "educated" me (for I am far from
being a finished product and I lay no claim to being
completely educated) but an experience that prepared
me for further experiences. No, I would not change
Agnes Scott. In saying that, I'm not foolish enough to
say I wouldn't change anything because change means
progress and I take pride in Agnes Scott as she pro-
gresses and takes her place in the world of today.

Am I glad I went four years to Agnes Scott and why
am I glad? For a myriad number of reasons, too
numerous to list in a letter. However, I feel very
definitely that without my Bible 205, "Life of Christ", I
could not have attempted to teach my twelve-year-old
boys and girls' Sunday School Class. Miss Laney's

novel course taught me how to read and what to read.
Her insistence upon outlines has been a "life saver" in
my Book Review Study Club. And, in spite of the
fact I rely on the adding machine for my accounting,
yet I feel my Math major certainly did a little toward
training me so I can now make out the income tax for
my doctor husband including all the professional
deductions, earned income, credit and surtax (although
I'll admit I am a little jaded after wrestling with it
each March).

When you have to get up stunts at camps, school or
scouts, you're so glad you have Senior Opera or the
sophomore stunts to fall back on for a basic idea!
And I don't believe I could have ever digested the
Anatomy of Peace without a background of Dr. David-
son's American History and Miss Jackson's European
course, plus all the English 101 in analyzing and dia-
gramming sentences, plus the fortitude gained by
getting thru physics !

You can have all your home economics courses.
My contention is that anyone who has a fair amount of
brawn can read a cookbook and plow through the
home duties. But it is all those little extras you got
that, when you return to the campus to one of those
marvelous lectures, make you proud that you once were
an integral part of it all, and even now are a part (be
it ever so humble) as a lowly alumna.

I believe you've gotten an inkling from this that I
approved of the old school and hope, and I trust not
vainly, that my three daughters will have the same
opportunity to approve in the not too distant future.

To end on a serious note, these are the reasons for
which I am proud of Agnes Scott: That it is first,
Christian; second, conservative; and third, a small,
democratic school. That she insists on standards and
maintains them both its faculty and students.

The friends I made there are a continual source of
joy and comfort. The contacts that come, even now,
are pleasing, instructive and satisfying.

Penelope Brown Barnett, '32

[24]

PERSONALLY SPEAKING
Agnes Scott as I would have it

Dear Editor:

It's been a long time since I read Newman on the
Aims of a Liberal College. I no longer recall what its
aims presumably are; I forgot its precise elements.
Even after ten years, despite one thing and another,
I am theoretically one of its effects, and I am
deeply aware that something
should be done about it.

To begin with, entrance re-
quirements should be kept as
high as possible in an effort to
discourage girls who have four
years to waste and can afford to
waste them at Agnes Scott. The
student body would naturally
tend toward Serious Mindedness
though not necessarily, I hope,
toward Brilliant Scholarship as
well. Once accepted, freshmen
would be put through a series
of intelligence tests designed to
discover bents and lacks; after
the first two years, students
would plan their courses on the
findings of these tests. Through-
out the four years a flexible
system of grading would be
used so that the student's knowl-
edge would be reflected on her reports and not just
the amount of her "education."

Freshman and sophomore courses would be the
same for all students: English as it was in my day
with perhaps more grammar than I had as a freshman ;
European history and history of the American conti-
nents with more attention to the countries south of us
than mere reference when the United States has been
concerned; and elementary courses in physiology,
economics, sociology, psychology, government and

Agnes Scott is a small Southern college
for women which through the years has
emphasised those values that have seemed
most fundamental to the good life in a
democracy and in a Christian civilisation.
As the South meets its destiny in the changes
of this security-seeking age, Agnes Scott
must be more than ever before a place where
women are prepared for creative living.
We have assumed a place of leadership in
education in the South and in America.
Hundreds of alumnae are teaching in pub-
lic schools, colleges and universities. Others
are the wives of teachers. Thousands are
interested in education as parents. Agnes
Scott's future leadership in education will
depend partly on how strong an interest
alumnae feel in that future. We are saving
space in the next Quarterly for your
opinions, criticisms, reactions and sugges-
tions about Agnes Scott. We believe that
these opinions will be important to the
administration, faculty and trustees of the
college. As there will be little time before
the summer Quarterly should go to press,
zve. urge you to write your letter to the Edi-
tor today. The Publications Committee.

philosophy.

Math and languages would be strictly elective. I'm
convinced that a talent is prerequisite for these as
much as for voice and music. I've soothed myself that I
lacked foundation in math and so couldn't accommo-
date the higher branches, like
fractions. There is no such
comfort possible to me in my
ignorance of German, in which
I had access at least to proper
foundation and in which I
majored against the advice of
my German professor. Today
I can speak glibly and in
the original, too, the words
wanderlust and weltschmerz
but obviously the conversation
must be brought around. Both
math and languages would be
there for those who wanted
them and showed abilitv for
such, but I'd cease to clutter
up the classroom with students
who took the courses because
it was required of them.

I'd like for Agnes Scott
to be known for her social
sciences department. There should be courses in all
phases of community and national and international
governments, peoples, history and customs. I'd have a
course in propaganda technics followed by a course
in advertising based on Consumer Research methods. A
logical and practical connection could then be possible
between academic work and extracurricular activities,
and extracurricula would no longer be sniffed at.

I, along with the administration and other alumnae,
am proud of the 80% of ASC graduates who marry;

[25]

high as this percentage is, it's undoubtedly leaped
during the war years. With matrimony, then, as their
end, though not necessarily their goal, students should
have intelligent courses in marriage as a profession,
including sex, household management, family relations,
child care and rearing, everything indeed short of
laboratory experience. There would be no courses in
sewing and cooking; a girl who can take a college
degree can read a cookbook and follow directions, and
the same applies to sewing.

After four years at such an Agnes Scott, women

probably still wouldn't be wholly prepared for living in
the Atomic Age, said to be upon us now, but they
would have a better conception than I did of what they
could expect as citizens and what would be expected
of them in return. In short, what would likely come
forth from such an Agnes Scott is, I suspect, a flock
of strong-minded, intelligent, capable people who hap-
pened to be women. And, from where I sit, I can't
believe this would be a bad thing for the country.

Lulu Daniel Ames, '36

CLUB NEWS

LEXINGTON, KY. ". . . hard, slow, painful though the
process be, the continued development of your mental
powers is the obligation which your diplomas lay upon
you. It is part of your obligation as citizens. The
country and this world have been asking of men and
women, too, that they should give their lives. It is
asked of them now that they should give their minds
to problems on the solution of which depends the con-
tinuance of our civilization." This quotation which ap-
peared on the invitations of the Founder's Day lunch-
eon meeting of the Lexington club indicates the tone
of the meeting which was concluded with a talk by
Elsa Jacobsen Morris on "Our Obligations as College
Women." The meeting was held at the La Fayette

Hotel on February 23 with fourteen alumnae present:
Ruth De Zouche '24, president; Elise Derickson '30,
secretary; Mildred Bradley Bryant '38, Elsa Jacobsen
Morris '27, Miriam Preston St. Clair '27, Mabel
Marshall Whitehouse '29, Anne Frances Pennington
Moore '34, Helen Yundt '42, Helen Donnell Blake
Schu '46, Rosemary Honiker Rickman '32, Mary
McCann Hudson '38, Nevelyn Parks Acton '36, Anne
Chambers Alcorn, Carrie Lena McMuilen Bright '34.

GROUP I TENNESSEE. Alice Virden arranged a
luncheon meeting in Memphis the day after Founder's
Day. The Alumnae Fund plan was discussed, records
were played and greetings from the campus read. Ruth
Hall Bryant gave the group some information about re-
cent changes at the college. Annie Leigh McCorkle was
elected president for next year. Ten alumnae were
present: Rose Harwood Taylor '18, Ruth Hall Bryant
'22, Margaret Smith Lyon '22, Elizabeth Lambdin
Shaeffer '19, Rebekah Harrison Inst., Anna Peek Rob-
ertson Inst-, Annie Leigh McCorkle '28, Louise Capen
Baker '27, Julia Jameson '22, and Alice Virden '23.

[26]

TAMPA, FLA. Sixteen alumnae and eight guests at-
tended the luncheon on February 23 at which Virginia
McWhorter Freeman '40 was elected president for
1946-47, Violet Denton West '34, vice-president and
Mary Louise Robinson Black '33, secretary. Nina An-
derson Thomas told the club of her visit to the campus
last fall. Several prospective students were entertained.
Alumnae attending were Rosalind Wurm Council '20,
Ethlyn Coggins Miller '44, Mary Louise Robinson
Black '33, Virginia McWhorter Freeman '40, Violet
Denton West '34, Nina Anderson Thomas '11, Nellie
Blackburn Airth Inst., Margaret Deaver '32, Susan
Glenn '32, Nell Frye Johnston '16, Marie Ledule Myers
'09, Ruth Marion Wisdom '09, Elizabeth Parham Wil-
liams '23, Helen Smith Taylor '13, Ruth Peck Smith
'31, Grace Anderson Cooper '40, Sabine Brumby '41,
Beth McClure McGeachy '23.

MACON, GA. Nine alumnae attended the Founder's
Day tea to hear the records and greetings from the
campus. The High School was visited by two alumnae
who were scouting for prospective students. Alumnae
at the tea were Hazel Solomon Beazley '40 (who ar-
ranged the meeting) , Ann Henry '41, Miriam Talmadge
Vann '36, Betty Fleming Virgin '33, Margaret Edel-
mann '44, Ruth Johnston '25,, Sara Johnston Carter
'29, Elizabeth Riley Adams '18, Gladys Burns Willing-
ham, '35.

WASHINGTON, D. C. Thirteen alumnae attended the
Founder's Day meeting at which Mary Maxwell '44
gave a sketch of Agnes Scott and introduced a round-
table discussion of old and new traditions. Those
present were Janice Brown '24, Mildred Clark '36,
Kathleen Stanton Truesdell '21, Anne Coffee Packer
'36, Frances James Donohue '36, Mary Munroe '45,
Dorothy Cassel Fraser '34, Laura Spivey Massie '33,
Georgia Hunt '40, Jessie Watts Rustin '23, Kittie
Burress Long Inst., Helen Handte Morse '36, and Mary
Estill Martin '43. The Washington club met again in
March while Miss Laney was visiting in Washington,
and she talked to them on Southern poets. The next
meeting of the club will be a round-table discussion
led by Pat Collins '28 on the obligations of the alumnae
to the Association and to the college and the services
that the Association can and should render to the
alumnae. The club feels that the Association might
supply information as to the business qualifications of
graduates, be a source of speakers for clubs, P. T. A.'s,
etc., and compile reading lists for children, adult
groups and the alumnae.

MONTREAT, N. C. Six alumnae met February 19 at
the president, Margery Moore Macaulay's home to hear
greetings from the campus and discuss current plans
of the Alumnae Association. Present were Elizabeth
Grier Edmunds '28, Lucy Grier '28, Margery Moore
Macaulay '20, Annie Webb '13, Margaret Wade '21,
and Ruth Farrior '44.

AUGUSTA, GA. A reorganization meeting was held
March 20 at which Margaret Sheftall was elected
president, Louise Buchanan Proctor, secretary, and
Sallie Carrere Bussey, treasurer. Eugenia Symms, Ex-
ecutive Secretary of the Association, talked to the club
about present activities of the association, and Maggie
Toole of the present senior class at Agnes Scott, presi-
dent of Mortar Board, spoke of campus activities. The
enthusiastic discussion following these talks led to the
club's decision to undertake a campaign to secure
100% participation in the Alumnae Fund by Augusta
alumnae. The five students present were Maggie
Toole, Mary Jo Amnions and Nancy Hardy, Susan
Richardson and Sally Bussey. Alumnae present
were Sally Carrere Bussey '15, Eugenia Symms
'36, Margaret Sheftall '42, Mary Elizabeth Hutchinson
Jackson '35, Hazel Scruggs Ouzts '41, Jane Cassels
Stewart '35, Lois Sullivan Kay '45, Minnie Clarke
Cordle '23, Helen Barton Claytor '22, Louise Buchanan
Proctor '25, Gena Calloway Merry '22, Frances
WoodalL Mardie Friend Stewart '34, Ruth Hillhouse
Baldwin '19, Helen Daniel Chandler '28, Julia Abbot
Neely '18. The next meeting of the club will probably
be in the fall when prospective students will be
entertained.

CHICAGO, ILL. Martha Brenner Shryock '15, Ruth
McDonald Otto '27, Ruth Hunt Little '37, Mary Louise
Dobbs '40, Virginia Carrier '28, and Margaret Doak
Michael '42 met for luncheon February 16 at Emile's, a
French restaurant. Margaret Michael is enthusiastic
about getting more Chicago alumnae together for meet-
ings and wishes all those in that vicinity not receiving
notices of meetings to contact her. The address is 180
E. Delaware, Chicago, 11. Margaret feels that strong
interest in the college among alumnae living away
from the campus is vital to the growth of the college.

SHREVEPORT, LA. Lucy Mai Cook Means enter-
tained Helen Nelson Ohl '30, Julia Grimmet Fortson
'32, Susan Russell Rachal '23, and Nanette Schuler Bell
Inst, at tea on Founder's Day.

[27]

CHARLESTON, S. C. Louise Scott Sams Inst., her
daughter Louise Sams '41 and Betty Daniels were
hostesses at open house on Founder's Day.

GREENVILLE, S. C. An organization meeting was held
March 15. Three meetings a year are planned, the
fall meeting to be devoted to the purpose of interesting
High School students in Agnes Scott. Officers elected
were Mary Ann Cochran Abbott, president; Emily
Winn, vice-president; and Virginia Norris, secretary-
treasurer. Present at the meeting which was held at
Emily Winn's home were Margaret Keith '28, Dorothy
Keith Hunter '25, Elizabeth Curry Winn '07, Peggy
Ware Elrod '38, Polly Ware Duncan '40, Sarah Mil-
ford '45, Ruth Anderson '45, Ida Buist Rigby '36,
Emily Winn '03, Mary Ann Cochran Abbott '43, Susie
Stokes Taylor '25, and Virginia Norris '28.

NEW ORLEANS, LA. Sarah Turner Ryan '36 enter-
tained at tea March 12 at her home. Eugenia Symms
and Mary King from the office staff were lucky enough
to attend this meeting and received a great deal of
inspiration from the enthusiastic and heated discussion
of "our Agnes Scott education in retrospect." The
Quarterly dodged brickbats and accepted gratefully the
favorable comments. Alumnae present were Blanche
Copeland Jones '19, Betty Harbison Edington '34,
Helen Lane Comfort Sanders '24, Hilda Woodward
Prouty, Vivian Iverson Gammon '47, Mary Cath-
erine Matthews Starr '37, Lilly Weeks McLean '36, the
hostess and two staff members.

BIRMINGHAM, ALA. The annual luncheon of the
club was held on the day after Founder's Day. Par-
ticipation in the Alumnae Fund was stressed.

NEW YORK CITY. The club met on February 15 for
dinner in order to hear Dr. McCain speak while he
was in the city on business. New officers were elected :
Dean McKoin 36, president; Mary Hamilton McKnight

'34, vice-president; Margaret McColgan '23, secretary;
and Nan Lingle '26, treasurer.

BATON ROUGE, LA. Julia Heaton Coleman '21 and
Elizabeth Heaton Mullino '35 entertained alumnae in
Baton Rouge on Founder's Day.

LYNCHBURG, VA. A meeting was held on Founder's
Day. Report will be published later.

CHARLOTTE, N. C. Miss Laney met with the club on
Founder's Day and spoke to them on Southern poets.
She also brought news from the campus.

LOCAL CLUBS. Approximately a hundred alumnae
from Decatur and Atlanta clubs had dinner in the
college dining room on Founder's Day. The Grand-
daughters served coffee after dinner, and the group
gathered in Maclean Chapel to hear the broadcast
from WSB. Dr. McCain spoke on the radio program
on The Postwar Education of Women in the South
and the Glee Club sang a number of songs. Roberta
Winter read the continuity. After the broadcast
alumnae visited the art gallery where Leone Bowers
Hamilton's ('26) work was on exhibit. Leone ex
plained that the exhibit covered her work from her
earliest lessons to the present. The Atlanta Club
planned eight meetings for this year. One of the most
interesting programs of the year was a talk by Mr,
Stukes on "Current Psychological Problems." Em-
phasis has been placed on a study of the South anc
its problems throughout this year. The Decatur club
held six meetings this year. One of the chief projects
was the study of a committee to provide for closer
student- alumnae relations on matters affecting loca,
alumnae and the campus community. Recommendation
for the formation of such a committee was made to
the national board. The Junior Club formed this year
plans for the April meeting an open forum led by the
officers of the club on what alumnae should be con-
tributing to the college and to society through the
Alumnae Association.

[28]

at our house

POSTMEN MUST FEEL somewhat like Santa
Claus! A postman's bag with its assortment of
post cards, money orders, small packages, let-
ters, bills and commercial enticements is just as
exciting as that of the good old Saint, and the
postman comes every day!

Elizabeth Lynn '27 sent us the amount of her
income tax refund commenting, "Uncle Sam re-
turned this amount to me and I know of no better
disposition to make of it." She enclosed a clip-
ping which interested us: "Some of our return-
ing war veterans will apparently have to go to
small colleges for their education, whether or
not they like the idea. This is, whether they now
realize it or not, an enviable prospect, for there
are few more pleasant stopping places in life.
The small college is usually, although not al-
ways, set upon a hilltop. There are stately elms
and oaks and chestnuts, perhaps. (Or pines and
magnolias!) The company is good, the atmos-
phere warm and friendly, and the experience
forever after unforgettable. Some of our large
Eastern universities realized that something had
been lost as they grew beyond the college fence,
and sought to regain this lost paradise by recre-
ating small colleges within their larger entity.

For in the small college that intimate life exists
which, to an unusual degree, makes possible
what Pope described as the proper study of man-
kind: man." New York Times.

Our postal card tracer has space for maiden
and married names. We enjoyed the special
sense of humor of one alumna's father who re-
turned a tracer to us with the line for married
name completed to read "find him and then fill
in."

Mary Gene Sims' mother who stayed in our
House while she visited Mary Gene, a member
of the class of 1948, sent us a beautiful bath set
"to use in your attractive Alumnae House and
think of my lovely times there." After visiting
Agnes Scott, Mrs. Sims felt that Mary Gene was
happy here and wrote, "I'm more than proud to
have her in your school."

Mrs. Alma Sydenstricker had hoped to be at
Agnes Scott and stay in the House for a while in
April but she writes that she was drafted to teach
a six-weeks course in Bible to some public school
teachers whose classes are dismissed each spring
to allow the pupils time to pick berries. The
regular faculty of Arkansas College in Bates-
ville where Mrs. Sydenstricker lives was over-

[29]

loaded with ex-GIs. She expressed as always
her deep interest in alumnae and her apprecia-
tion of their thoughtful cards and letters to her
"so many seem like my very own."

Hilda McConnell Adams (Mrs. B. R.) '23 is
anxious to start an Agnes Scott Club in Colum-
bia, S. C. Her address is 2917 Gervais St. We
hope that alumnae in that vicinity will contact
Hilda. We also wish to nominate her for the
DSM for sending us news about eight alumnae
in Columbia representing classes all the way
from '19 up to '42 written most legibly and ar-
ranged in beautiful form with complete informa-
tion as to single and married names, addresses
and classes. Our news coverage would be much
more interesting and extensive if all alumnae
would write us and send clippings about people
in their town.

When Mildred Beatty Miller (Academy) saw
the announcement in the last Quarterly of our
special award for layout and illustrations and
Ohio State's winning the "magazine of the year"
award, she wrote: "Since I am a graduate of
Ohio State University, I am proud that the maga-
zine of the year was won by Ohio State Univer-
sity Monthly and equally proud that the Agnes
Scott Quarterly won special mention for 1945 as
I have many cherished memories of Agnes
Scott." This alumna with two alma maters re-
minds us to mention our definition of an Agnes
Scott alumna as anyone who attended the acad-
emy, the institute or the college at any time.
We are as proud of our loyal alumnae who at-
tended other institutions also as we are of our
holders of the Agnes Scott B.A. We do not feel
that achievement is confined to our campus or
that love and loyalty to the ideals of the college
can be measured in years or courses attended.

One of the things that we want you to see when
you visit the House is our shelf of alumnae pub-
lications from other colleges. These bring daily
inspiration from campuses stretching from
Washington State to Florida large universities,
state, church and private colleges, the tradi-
tional, the progressive, the famous. Through
these and our membership in the American
Alumni Council we are spurred on toward the
achievement of bringing our alumnae into closer
fellowship with the body of college trained peo-
ple in America and making some more vital con-
tribution to the strength of Agnes Scott and the
cause of liberal education in our society.

This year your Quarterly has received several
requests for permission to reprint articles.
Wright Bryan's / Saw Women at War and Ellen
Douglass Leyburn's Thoughts on the Causes of
the Present Discontents from the fall issue were
reprinted in the February 1946 Alumnae News
of Sweet Briar College and the March 1946
Mortar Board Quarterly respectively. Quota-
tions from the reactions of Raemond Wilson
Craig, Betty Stevenson and Mary Wallace Kirk
to Howard Mumford Jones' article on women's
colleges were included in an article Education in
a New Age by Helen M. Hosp in the Winter
1946 number of the AAUW Journal. Miss Hosp
finds widespread the "belief that educated wom-
en will participate increasingly in activities that
have a direct bearing on the richness and sta-
bility of our culture," and quotes the Radcliffe
study of general education which calls the ac-
tivities of women college graduates "in a true
sense the cultural dividend with which women
repay society for their education."

The very interestingly edited Newcomb Alum-
nae News which we read avidly to improve our

[30]

own magazine has an Exchange page as a regu-
lar feature with the purpose as stated by the
editor of informing "alumnae of the excellent
features of other alumni publications, and to
pass on interesting and unusual items that turn
up in them." We hope that you will forgive our
vanity in quoting the Winter News' flattering
reference to our Quarterly, because we are so
proud that we can't keep silent: "These old eyes
enjoyed sliding over the attractive pages of the
Agnes Scott Quarterly. Here, certainly, is some-
thing to appeal to widely varying tastes. There's
plenty of class and club news (but it doesn't take
a stranglehold on the magazine), and timely and
interesting articles by alumnae and 'outside' con-
tributors. One issue was illustrated by student-
made block prints, and featured a witty article
by Howard Mumford Jones Are Women's Col-
leges for Women? Picking his way delicately
around a direct 'No,' Mr. Jones wonders why the
liberal education served to students in a women's
college isn't focussed 'a little more carefully
upon girls as girls rather than upon girls as boys
who chose the wrong sex at first?' It would be
interesting to see a few spirited answers to his
question, or denials of its validity." (The spir-
ited answers were published in the Summer 1945
issue.)

The Alumnae Secretary and Quarterly Editor
felt amply repaid for a trip in a drenching rain
to the Sophie Newcomb Alumnae Office while in
New Orleans in March by meeting Lucie Wallace
Butler, Newcomb's competent and attractive
Alumnae Secretary. Mrs. Butler gave us many
helpful suggestions and a friendly welcome that
made us conscious once again of the many others
who are finding inspiration in alumni work.

Last fall a letter arrived from the Population
Reference Bureau in Washington, D. C. request-
ing that a survey be made of the classes of 1921
and 1936 to determine the number of children
born to these classes. The Bureau stated that the
result would be important to studies of our fa-
ture population. One of the Sociology classes at
Agnes Scott assumed the responsibility for send-
ing out the questionnaires to members of these
classes.

Some alumnae do not know of the alumnae
privileges in use of the House. We have heard
that alumnae spent hours trying to get hotel
rooms in Atlanta, not realizing that they would
be welcome guests in the House where the charge
to them for overnight is only one dollar. Mem-
bers of the association may entertain in the
House at luncheons, teas or dinners without pay-
ing a charge for the use of the House. The Tea
Room hostess will make arrangements for re-
freshments, maid service and decorations at
reasonable cost. Recently Crystal Hope Well-
born Gregg '30 solved the problem of giving
Alva Hope a seventh birthday party by giving
a luncheon in the Tea Room for eleven little
first-graders who were as excited over the beau-
tiful table and seeing where Alva Hope, Lynn
and Bobby's mothers went to school as they
were over being taken to the zoo afterward.

Three additional awards of the DSM for ex-
ceptionally meritorious service this spring be-
long to Nell Candler (Academy), Marion
Bucher (Institute) and Mrs. Hunter, mother of
Charlotte Hunter '29, Assistant Dean at Agnes
Scott, for their splendid help in getting out a
reminder to 5,000 alumnae who had not con-
tributed to the Alumnae Fund by March 1st.

[31]

ALUMNAE HERE AND THERE

LULU SMITH WESTCOTT *19 , first vice-presi-
dent of the Alumnas Association, was chosen as the
"number one civic leader" of Dalton, Ga. by unani-
mous vote of the committee in charge of the selection.
The award was based chiefly on Lulu's work as chair-
man of the Dalton Public Library Board. She was
cited as having instituted bookmobile service for Whit-
field County, library service for negroes in Dalton,
secured an increased appropriation for library services,
raised the standard of the library to qualify for state
funds by doubling the stock of the library and doubling
the circulation of books.

MARY LAMAR KNIGHT '22 who was one of the

top assistants to Byron Price in the Office of Censor-
ship during the war wrote a long and interesting
article about her experiences as censor for the Wash-
ington Post last winter. The article is reprinted in the
March 1946 Reader's Digest under the title The Secret
War of Censors Versus Spies. The story of censoring a
million pieces of mail a day with only 24 hours' delay
for air mail and 48 hours for surface mail is an in-
triguing one for all of us who invented codes to find
out where Johnny was or were disappointed to find
holes cut in our letters. Mary has told the thrilling
stories of catching spies and the amusing stories of
ordinary human beings trying to tell too much.

ELEANOR HUTCHENS '40 is the new editor of
the Mortar Board Quarterly. Mortar Board has elected
KITTY WOLTZ GREEN '33 national treasurer. The
Mortar Board Quarterly for January 1946 lists five
Agnes Scott alumnae among the hundred Mortar Board
authors whose works are listed: Margaret Bland
Sewell '20, Pink and Patches, The Princess Who
Could Not Dance, The Spinach Spitters; Pocahontas
Wight Edmunds '25, Rutherford B. Hayes, E. H.
Harriman, Land of Sand; Julia Lake Skinner Kel-
LERSBERGER '19, Watered Gardens, Congo Crosses,
Betty, A Life of Wrought Gold, God's Ravens; EvelN
Wood Owen '29 (who received her bachelor's degree
from The University of Alabama) Camp and Picnic
Warbler; Marian McCamy Sims '20, Morning Star,
World with a Fence, Memo to Timothy Sheldon, City
on a Hill, Call It Freedom, Beyond Surrender-

POLLY HEASLETT '40 came home in February
after a year in the Pacific Theater with the Hospital
Service of the Red Cross. She was stationed on the
history-making islands of Saipan, Iwo Jima, and Guam.
On Iwo she met Margaret Murchison '41 who was
assigned to Club Service. Polly plans to marry Edwin
Hunt Badger Jr. of Wilmette, 111. whom she also met
on Iwo, when he returns from Saipan.

MARY FICKLEN BARNETT '29 lives in the
beautiful old Tupper home in Washington, Ga. A pic-
ture of the house appeared in the Atlanta Constitution
February 10 with a feature article on Washington
where "you can still find peace in the quietness of
secluded gardens and be charmed by the hospitable
manners of the people you meet as you walk down
avenues Lined with ash, elm, maple and great red oaks."

EVANGELINE PAPAGEORGE '28 has been
elected treasurer of the Emory chapter of Phi Beta
Kappa. She is president of the Emory chapter of the
society of Sigma Xi for the year 1946. She recently
joined the Atlanta Zouta Club and enjoys the opportu-
nity of meeting women in other fields than her own.
In April she attended the American Chemical Society
meeting in Atlantic City.

ELIZABETH LYNCH '33 is Managing Director
of the Florida Credit Union League and was the
speaker for the banquet at the twelfth annual meeting
of the District of Columbia Credit Union League held
March 16. Her subject was "Examples of Effective
League Service." Elizabeth said that "Congressman
Jerry Voorhis dropped in on this session just long
enough to make a few excellent and dramatic com-
ments about the importance of the cooperative move-
ment."

MARY CLAIRE OLIVER COX '32 has "many
irons in the fire." She has a daughter nine years old,
is secretary of Christian Social Relations in the
Nebraska Conference Women's Society of Christian
Service of the Methodist Church, state corresponding
secretary of the Nebraska Society of the Children of
the American Revolution, chairman of the Christian
Family Area of the Lincoln Council of Church Women,

[32]

a member of the Adult Homemaking Council of the
Lincoln Board of Education, member of the Social
Action Committee of the Nebraska Conference of the
Methodist Church, a member of the Women's Interna-
tional League for Peace and Freedom, and is active in
the D. A. R. and P. T- A. Her husband is an Emory
alumnus and a member of the faculty of the University
of Nebraska.

BETH PARIS '40 has gone to the Philippines to
serve as an assistant program director for the Red
Cross.

CORNELIA WALLACE '31, who is director of
case work at Connie Maxwell, a large children's insti-
tution in Greenwood, S. C, delivered a paper at one
of the sessions of the Southern Regional Conference
of the Child Welfare League in Nashville, Tenn.
recently.

FRANCES CRAIGHEAD DWYER '28, who
practices law in Atlanta, is a member of the Georgia
Citizens' Council and general counsel for the Atlanta
Legal Aid Society, is a candidate for Fulton County
representative to the Georgia legislature to succeed
Mrs. Helen Mankin recently elected to Congress.

ANNE HART EQUEN '21 recently gave a party
of friends a good laugh on herself. About twenty years
ago she and some friends formed a sewing club which
was disbanded about eight years ago. Recently the
group got together for a farewell party for one of the
members of the former club and Anne carried her sew-
ing box as a sort of gesture to the past. When she
opened the box at the party, exposed on top was
was a little girl's half-finished blue dress with a
threaded needle stuck in it. Everyone recognized the
piece of material, for it lay in the box exactly as Anne
had put it there at the conclusion of the club's last
meeting. It had been intended for her daughter Carol,
now a junior in college.

LOUISE CAPEN BAKER '27 was Career Woman
of the Week in the Memphis Commercial Appeal of
February 24. Louise follows the unusual profession
of seed-testing in her home laboratory. She entered
the field because seed-testing is so important to farmers
and there are almost no testing laboratories in the
South- Louise has three full-time assistants and three
part-time helpers. Her husband is head of the Biology
Department at Southwestern, head of the biological

station at Reelfort Lake near Memphis and is an
alumnus of Emory. Louise is a member of the Com-
mercial Seed Analysts' Association of North America
and is Southern legislative representative for the
association.

ANNA MAY DIECKMANN MONTGOMERY
'25, who is Mr. C. W. Dieckmann's niece, graduated
from Washington University in St. Louis after leaving
Agnes Scott. She then trained for social work at the
University of Missouri and spent several years in
teaching and in social work. Her husband, Lewis, is
an alumnus of Millikin University and the University
of Illinois and is a farmer. Anna May writes, "I love
farm life and don't believe I would exchange it for
anything. We have no children, but I find plenty to do
at home and working with the Farm Bureau, a national
organization for promoting the interests of farmers.
The Montgomerys have named their farm in Dexter,
Mo. "Walnut Lane Farm."

CHRISTINE EVANS MURRAY '23 represented
Agnes Scott at the inauguration of Dr. Arthur H.
Compton as Chancellor of Washington University on
February 22.

MARY DONNA CRAWFORD '29 overseas more
than three years with Red Cross is now handling the
"buck basket" in Yokohama, Japan. The "buck
basket" is an information and service center which
specializes in catching what everyone else tries to pass
on the buck. All the impossible requests of service
men are referred to the "buck basket" which locates
everything and obtains anything- They know what
time it is in Topeka, how much it costs to stay in a
Japanese inn, what movies are playing in every G. I.
theater in the area, where to hire a judo expert, where
to apply for a civil service job, where to find a long-
lost cousin, what types of Japanese film are depend-
able. One interesting project Mary worked out was an
exhibit of the best articles suitable for souvenirs. She
publishes a weekly shopping guide, conducts shopping
tours and advises G. I.'s on purchases made.

MARYELLEN HARVEY NEWTON '16 has
recently accepted a position on the Decatur City Board
of Education.

CAMA BURGESS CLARKSON '22 is a mem-
ber of the Board of Education of Charlotte, N. C.

[33]

LAURA COIT JONES '38 has been giving
Laura Jr. a liberal education at an early age by show-
ing her all of the celebrities who pop into Washington,
and Laura reports that she "eats it up." She went with
Laura to see General Wainwright and General Eisen-
hower parade down Constitution Avenue and loved
the bands. She has seen Lord and Lady Halifax,
President Truman, Congress in session, the Supreme
Court and many other unusual sights for a one-year-
old. Laura is afraid that the "quiet" life in Atlanta

will seem a little dull to such a gad-about, unused to
playing on a lawn.

MILDRED THOMSON *10 represented Agnes
Scott at the inauguration of President James Lewis
Morrill at the University of Minnesota in April.

LOUISE KATHERINE BROWN HASTINGS
'23 and LOUISE JOHNSON BLALOCK '20 are

members of the executive committee of Atlanta's
Woman-of-the-Year organization for 1946.

NECROLOGY

Institute

Academy

Laura Boyd Shallenberger (Mrs. William F.) died in
Atlanta in April.

Julia Smith Sherrill's husband, Elva Sherrill, was
killed in a railroad accident in October 1945.

Katharine Logan Good's mother who celebrated her
97th birthday July 5, 1945 died just eight weeks
afterward.

Florence Stokes Henry's husband, a folk-song expert
and for many years an English teacher at the Dickin-
son High School in Jersey City, died in Ridgefield,
N. J. at the age of 72 on January 31. Professor
Henry wrote on outdoor life for the New York Evening
Post and edited Songs Sung in the Southern Appala-
chians, Beech Mountain Ballads, and Bibliography of
American Folksongs. Folksongs from the Southern
Highlands which he edited and published in 1938 was
described by a reviewer in the New York Times as
having "lasting value in that it preserves something in
American literature that will not be met with again."

Lucy Mable LeSeur died in Virginia in January and is
buried in Hollywood Cemetery in Richmond, Va.

Effie Virginia Strickler Timmons died August 31, 1944.

Carrie Hulsey died in San Diego, Cal., February 10,
1946.

[34]

Lucy Broyles McArthur is dead according to informa-
tion received in the Alumnae Office. The date of her
death is not known.

Mert Koplin Hancock Hope is dead. The date of her
death is not known.

Pattie Howard Blair Davenport died October 31, 1945-

1919
Margaret Leech Cook died February 20 after an illness
of several months.

1923
Elizabeth Hoke Smith's husband, Charles Dan Smith,
died while serving in the Special Services division of
the Army in Key West, Fla. in August 1945 on their
third wedding anniversary.

1926
Margaret Marvin Selman's husband, John Selman,
died in February.

1944
Julia Scott Bailey's husband was killed in an auto-
mobile accident in April the same week Julia's baby
was born.

1945
Barbara Frink Hatch's husband was killed in a plane
crash in Germany April 1, the day Barbara was
scheduled to leave for Germany. The sailing date of
her boat had been delayed, and she did not leave this
country.

THE CLASS OF 1930

vital statistics

REUN ION IN PRINT

DEDHAM, MASS.
SPRINGFIELD, MASS.
NEW YORK, N. Y.
WASHINGTON, D. C.
MARION, VA.
CHATTANOOGA, TENN.
GLASGOW, KY.
SAVANNAH, GA.

GRADUATES 94 MARRIED 73 SINGLE 21

NON-GRADUATES 82 MARRIED 58 SINGLE 24

DECEASED 3 NON-GRADUATES LOST 3

WE LIVE IN 27 STATES, WASHINGTON, D. C, AND ABROAD

Alabama 10 Kansas 1

California 4 Kentucky 4

Colorado 1 Louisiana 3

Connecticut 2 Maryland 3

Delaware 3 Massachusetts 3

Florida 8 Michigan 1

Georgia 51 Mississippi 2

Illinois 2 Nebraska 1

Indiana 1 New Jersey 2

Peru 1 In Europe with Red Cross 1

New York 2

North Carolina 17

Ohio 4

Pennsylvania 4

South Carolina 4

Tennessee 11

Texas 2

Virginia 16

West Virginia 3

NUMBER ATTENDING THJS REUNION 31

NUMBER CONTRIBUTORS TO ALUMNAE FUND SO FAR 25

ALL aboard from Dedham, from Glasgow, from Kingsport . . . Your trip conductor, class secretary
Crystal Hope Wellborn Gregg, has assembled about a third of the class on Inman porch (in spirit, of
course) for that long overdue reunion. All present will speak for themselves in their own words and
fill in some of the blanks of the last fifteen years. As to television, listen to class president, SARA
TOWNSEND PITTMAN ...

[35]

Dear Chums:

Fifteen years is a long time, es-
pecially to hips, hair, and honey com-
plexions. But since this reunion is by
the written word, relax. I frankly
give a good gusty gasp each time I
realize we finished college fifteen
years ago, for the second thought as-
sures me we're all crawling up to
forty. Ah, but let us not fiddle with
fate and rather wallow in memories
of the solid shenanigans that grand
ole class of '30 created. Time and
wrinkles can never change those. In
spirit I draw you all close. Now let
us join in one chorus of "Shoo fly,
don't bother me, ole '30 was a won-
der!"

Always,

Sara Townsend Pittman.

sara townsend pittman : "I've stayed
in a happy trot these last fifteen years
I taught Latin one year, worked in
Macy's basement the next, became ?.
private secretary for three years ant
then took on my present job, that <\f
the happy housewife. My hours ate
full, but my boss is wonderful. Our
two projects are a daughter Clarice 8
and a son Pit 6. Both are in school
and my education has really started
over. New England is full of nice
people but has only two seasons, July
and winter." 25 Marion St., Ded-
ham, Mass.

marie baker: "To summarize the
past fifteen years, the first four after
graduation were spent in a depart-
ment store and law offices for the
most part, then for more than eight
years I was a correspondent for a
well known textbook publishing house
(Scott-Foresman). Came the war and
an opportunity to do the kind of work
that's always been my basic interest:
welfare. For three years I've been in
prison work at the Federal Reforma-
tory for Women in Alderson, W. Va.
where I was employment director.
Came the reorganization of the Geor-
gia penal system and an invitation to
help which I did a little more than a
year. Returned to Atlanta to the U. S.
Penitentiary where I'm classified as a
parole officer. Changes are antici-
pated and at the moment I'm wonder-
ing what this year will develop into.
I've also been doing gray lady work
at Veterans' Hospital #48. All in all
these years have flown really. Kath-
erine Leary Holland wrote me re-
cently that she plans to visit me in
April. It will be good to see her again.
Agnes Scotters I've seen and talked
with recently include : Elizabeth Ham-
ilton Jacobs, Katherine Crawford Ad-
ams, Polly Vaughn Ewing, Mary Say-
ward Rogers, Mary Trammel, Frances
Messer, Peggy Sunderland, Helen
Respess Bevier." 254 Glendale Ave.,
Decatur, Ga.

mary mccallie ware: I taught school
and then married Dr. Robert L. Ware
(M. C.) U.S.N, in 1933. We have two
children, Robert Lewis, aged 10 and
Mary Fairfax, aged 6. We have lived
in Richmond, Virginia, Philadelphia,
China, Philippines, Annapolis, Quan-
tico, Mare Island, etc. Bob has been
overseas three times and I lived in
Chattanooga the first time and Flor-
ida the last two times. I've lived in
large beautiful houses, a Quonset hut,
palatial hotels, mountain cabins, band-
box apartments; travelled by day
coach, drawing room, river boat, ocean
liner; ridden in calesas, cwrramatos,
chairs and rickshas. I've had seven
servants at once and have at other
times not even had a laundress. My
life has been full of ups and downs
but never a dull moment. We have
bought a home in Arlington, Va. at
2625 N. 18th St., Lyon Village, and
expect to be settled by April first. We
expect to be there two or three years
which will make us feel like old-tim-
ers. I wish I had some accomplish-
ments which I could point with pride,
but the skills I've acquired in the past
few years I prefer not to mention."

MARTHA SHANKLIN COPENHAUER :

"This is what I have spent most of
my time on for the last nine years - "
Marion, Va.

Martha Roberta Francis

Ann Lucile Joseph

Age 9 Age 6 Age 4

janice Simpson: "Since I left the
University of Chicago (Ph.D. 1935)
I've done Federal personnel work
(nothing to do with hiring people, but
fixing salaries and qualifications)
principally for the Federal Security
Agency which administers Federal
health and welfare legislation. I had
my start with the War Department in
1942 and 1943. At present I do a
good bit of traveling made Chicago,
Springfield, Mo., San Antonio and
New Orleans last year on assignments
as different as spending a while in a
prison and holding personnel confer-
ences for the field staff. Washington
is a delightful place, but one doesn't
have too much spare time; between
pottery, photography and occasional
week ends in Annapolis and New York
schedule is heavy. Always manage to
drive through the A.S.C. campus at
least once a year but never seem to
make it at reunion time." 2139 R
St., N. W., Washington, D. C.

anne D. TURNER: "I changed jobs last
summer in June left the Post Office
Department where I had been for
seven years on June 20 and went to
work for the Committee on Un-Amer-
ican Activities of the House of Rep-
resentatives. There's been so much
work to do on the new job I haven't
been able to take any time at all so
far. My title on this job is Librarian
and Classification Expert, and so long
as I can keep them fooled about the
"expert" business everything will be
fine. The work is intensely interesting
and calls for a lot of research work
(sometimes I think all the emphasis
should be put on search too) and care
and classification of books, pamphlets,
card indices, periodicals, newspapers,
many, many files and other miscella-
neous items. Have one assistant work-
ing for me and could use three more
easily." 1725 New Hampshire Ave.,
N. W., Washington, D. C.

BELLE WARD STOWE ABERNETHY : "Time

certainly gets by! I can scarcely re-
alize that we've been out of A. S. C.
sixteen years. Sid and I have been
married eleven years. We have three
children Margaret Ward, 8, Rob,
6, and Sally, 3. We lived in the coun-
try eight years and loved it, then
moved to town so I'd be near Mother
and a little free nursing when Sid
went into the service. He didn't go
and we're still very crowded and wait-
ing to build out again when it becomes
practical. I see lots of old college
friends every summer in Montreat.
The Abernethys have a place up there
so we take our crowd up for a visit
every year." 129 Providence Rd.,
Charlotte 4, N. C.

HARRIET WILLIAMS: "I'm still teach-
ing at the Patrick Henry School here
in Richmond. I'm planning to go to
Emory to summer school this summer.
I did enjoy going out to see Alice Jer-
nigan Dowling when I was in Wash-
ington a couple of weeks ago." 3403
Chamberlayne Ave., Richmond, 22,
Va.

mary trammell: "My news i.e.,
that I am at A. S. C. has already
appeared in the Quarterly. Frances
Messer, Gussie Dunbar, Polly
Vaughan Ewing, and I had lunch and
a pow-wow at Rich's not long ago. I
see Marie Baker now and then. I have
just been to visit Jo Bridgman '27 at
Limestone College in S. C."

mary Jordan Riley: "The year 1946
brought us Elizabeth Boardman born
January 9. This makes a feminine
majority in our family by one. Our
daughters expect to reach Agnes Scott
in due time, say seven and seventeen
years from now. Our son is a blond
bomber and thinks only of bombs at
this age 5 years." 19 - 36th Ave.,
S., Jacksonville Beach, Fla.

[36]

IONE GUETH BKODMERKEL: "The most
important news about me, in my opin-
ion, is my five-month-old baby boy,
Gary Lee. Since I live away up here
I never have much contact with Agnes
Scot alumnae. I still keep in touch
with Emily Moore Couch and hope to
see her now that she lives in Cincin-
nati and gas rationing is off. I always
look at the news to se eif anyone I
know lives in Pittsburgh but have
never found anyone." East McKees-
port, Penn.

anne ehklich Solomon: "Fifteen
years is a lot of time to try to cover
in this brief space. I'll just try to give
a picture of me now gosh! I'm get-
ting old. I have a swell husband and
three girls, ages 6, 8, and 11 maybe
future Hottentots. Arthur is out of
the army now and we are back in Sa-
vannah after having lived at Maxwell
Field for three years out of his five
years in the army. We were very
lucky. I belong to some organizations
but don't have time to do a lot of
work in them. Taking care of my
house, my husband, my children and
4 dogs and myself (I've been in the
hospital three times in the last year)
keeps me busy. Doesn't sound too ex-
citing but we have a lot of fun." 2 E.
39th St., Savannah, Ga.

CLEMINETTE DOWNING RUTENBEE : "Fif-
teen years they have been glorious
ones from a personal point of view.
(1)1 married a young idealistic school
master. (2) Anne Downing Rutenber
and John Downing Rutenber were
born. (3) We bought the MacDuffie
School for Girls in Springfield, Mass.
Tt is one of the oldest college prepara-
tory schools in the East. We have 100
students and need rooms for many
more. We adore our work and would
lik eso much to see someone from Ag-
nes Scott, particularly class of 1930."
168 Central St., Springfield, Mass.

CLARENE DORSEY: "I am at the home
of my parents for a week's spring
vacation before beginning one of the
busiest, most hectic quarters ever
known at Ohio State. The idea of a
"special news section" for our class
in the next Quarterly appealed to me
greatly, for I am full of questions
about my friends. As for myself, I
fear the last 15 years have been much
too prosaic to offer interesting read-
ing material. I have taught in high
schools, in a prep school, have taken
graduate work and library science at
Cornell University, University of Ken-
tucky, and University of Illinois.
After receiving a degree in library
science at Illinois, I went in October
1940 to Ohio Sate University in Co-
lumbus. There I still have charge of
the English Department Library,
which is all too much a growing con-
cern in these days."

KATHERINE CRAWFORD ADAMS : "As for
the last 15 years, I have been keep-
ing house for 12 of those years with
Garden Club, S.S. teaching and an
occasional, job at Emory University
as outside interests. Since I had no
brothers our 8% year old son Jimmy
is educating me in the ways of boys.
His interests just now are kites and
comics; however, we have just fin-
ished reading together the Odyssey
for Boys and Girls he loved it.
Guess you knew that we lost our baby
boy two years ago he was two years
old at that time we lost his twin sis-
ter at birth. My husband missed the
war partly because of his age, partly
because of a severe and serious oper-
ation. He is fine though now." 2046
Chelsea Circle, Atlanta, Ga.

3ARA armfield HILL: "As for our fam-
ily, we have been spending the last
two years here in New England. Tom
has been working on a research fel-
lowship at Harvard. We like it fine-
so many interesting things to see.
Our children are almost grown now.
At least, they look it. I was shocked
when you mentioned the 15th anniver-
sary reunion of our class, but then
when I look at Sara, I guess you must
be right." 20 Mansfield St., E. Lynn,
Mass.

Frances messer: "Teaching 3 years,
Lee St. School, Atlanta, 12 years,
O'Keefe Junior High School, Atlanta,
M.A. in history, U. of Ga., 1935. Cer-
tificate from National Recreational
Institute, _Emory University. Medal-
lion for best Camp Fire Report in
S.E. one year. President of Atlanta
English Club one year. Member of
Board of Directors, National Council
of Teachers of English. Now a mem-
ber of Radio and Photoplay Commit-
tee of N.C.T.E., Delta Kappa Gamma,
national educational honor society.
Still think Agnes Scott is the finest
place in the world." 310 Augusta
Ave., S. E., Atlanta, Ga.

Frances brown milton : Housewife.
Husband works at Georgia Sate Em-
ployment Agency. Home address: 28
Collier Rd., N. E., Atlanta, Ga.

bee miller rigby: "Taught in Biology
Department at Agnes Scott until June
1943. Took M.A. at Emory University
during summers and while working at
A.S. Studied at Woods Hole and
Mountain Lake two different sum-
mers. Went to Europe one summer
with Miss Gaylord's and Miss Scan-
drett's party. Married an engineer
whose hobby is making furniture for
our house. I am now much involved
in church and civic affairs. Will be
happy to hear about others in that
good ole class of '30." 1440 Bright-
ridge Dr., Kingsport, Tenn.

MARTHA STACKHOUSE GRAFTON : "Wish

I could see all 94 of the members of
the Class of 1930. In February I
spent three days at Agnes Scott in
connection with a Campus Christian
Mission. It was wonderful to see old
friends again and also the many im-
provements in physical equipment.
Mary Trammel of our class is on the
library staff now. You asked about
my life since June 3, 1930. Chief
facts: husband acquired 1932, twin
daughters 1935, M.A. in history from
Northwestern in 1936, another daugh-
ter 1941. Job at Mary Baldwin Col-
lege since graduation. (Now Dean)
It doesn't sound too exciting statisti-
cally but has been." Mary Baldwin
College, Staunton, Va.

jane hall HEFNER: Husband is Meth-
odist minister. They live at 439 N.
Ridge St., Kannapolis, N. C.

sallie peake: "I have found in the
past four years that a country gal
can be happy in the city, too. My
mother and I are very comfortably
situated in an apartment in Richmond.
Since moving here, I have taken a
business course at the Pan-American
School and am now secretary to the
Executive-Secretary of East Hanover
Presbytery." 2316A Grove Ave.,
Richmond 20, Va.

INEIL HEARD KELLEY Mrs. W. A.

Kelley) lives at 2610 Buford High-
way, Atlanta, Ga.

Eleanor bonham: "Have just re-
turned from two years overseas with
the Red Cross in England and France
running service clubs. Flew to Italy
before I came home. Worked for Red
Cross Hospital Service a year before
that, mostly at Lawson General Hos-
pital in Atlanta. Worked for the Girl
Scouts for eight years, 4 in Atlanta.
Marjorie Stukes and Adele Dieck-
mann were two star Scouts and camp-
ers. Now I am going to school again
at Columbia studying group work.
My old brain is really creaking." 241
E. 60th St., New York 22, N. Y.

LILLIAN dale thomas: "This is the
chronicle : 1930 Worked as assistant
librarian of Mayme Williams Library
in Johnson City, Tenn. during sum-
mer. 1930-31 Taught English, his-
tory and French in Forsyth, Ga. 1931-
32 Taught Latin and French in Eat-
onton, Ga. 1932 (summer) Began
work at Emory on M.A. 1932-33
Returned to Eatonton. 1933-34
Taught Latin in Fort Valley, Ga.
Continued summer study on degree at
Emory. 1934-36 Taught Latin in
Fort Valley. Completed M.A. in sum-
mer. 1936-37 Accepted membership
in Kappa Delta Epsilon. Taught Lat-
in in Fort Valley. 1937 Began teach-

[37]

ing Latin in Atlanta Girls' High.
1943-44 Became member of Delta
Kappa Gamma. 1946 Moved to 236
Elizabeth St., N.E., Atlanta, Ga."

ELIZABETH DAWSON SCHOFIELD: "These

about sixteen years have flown by
with the result that I feel little old
until I look in the mirror. I have been
a resident of Maryland for ten years
with home, eighteen acres, gardens,
animals, two daughters and my great
big husband. As though that isn't
enough, I succeed in being involved in
extra-family activities. There is never
time enough and never a moment of
boredom." Elizabeth visited on the
campus in April. Her daughters are
8 and 3. Her husband is a research
chemist, and their home between An-
napolis and Washington, D. C. is his
old boyhood home. The address is
Lanham, Md.

HARRIET todd is still working in the
public library in Spartanburg, S. C.
and spends most of her week ends at
her home in Greenwood, S. C.

NANCY SIMPSON PORTER: "John and I
married in 1935. Have Johnny, aged
6 and Nancy Jr. aged 3%. (She was
born on my birthday.) Nancy was

born in Pontiac, Mich. We lived in
Michigan seven months during 1942.
We came back to Atlanta when Nancy
was 6 weeks old, so she took a train
ride very early in life. I taught school
nine years." 2260 Cottage Lane, N.
W., Atlanta, Ga.

KATHERINE GOLUCKE CONYERS: "After

graduation from Agnes Scott I taught
in the Atlanta public schools until my
marriage to Major E. T. Conyers of
Atlanta. The next several years were
spent on various cavalry centers, our
son Chris Jr. arriving while we were
at Ft. Riley. Col. Conyers returned
last year from foreign service and we
are now living at 2406 Peachtree Ed.,
Atlanta, Ga.

ALICE GARRETSON BOLLES : "M.S. from

Emory University, 1932. Laboratory
technician Grady Hospital 1931-38.
Married 1934 Hamilton T. Bolles.
Alice G. Bolles born 1939. Hamilton
T. Bolles Jr. born 1942. Joan G.
Bolles born 1944. We bought the
home we have now before Alice was
born and have lived here seven years.
Of course, most of my time is taken
up with my family, but I enjoy the
few outside activities I indulge in,
particularly my garden club work. I

also enjoy the Agnes Scott Club,
League of Women Voters, and The
Mother's Club. This last club is com-
posed of mothers of pre-school chil-
dren. We discuss our problems and
have lecturers or professional people
talk to us about subjects pertaining to
children in which we are particularly
interested." 2039 Tuxedo Ave., N.E.,
Atlanta, Ga.

CRYSTAL HOPE WELLBORN GREGG: "I

have been studying voice with Mr.
Johnson off and on since I graduated
and am studying with him now. Am
a member of the Morningside Presby-
terian choir. Taught school 2% years
in Atlanta. Married June 27, 1934
and have lived mostly in S. C. in Mul-
lins and McClellanville. Alva Hope
was born April 22, 1939 and Wellborn
was born June 24, 1942. Alva was a
chaplain in the army almost five
years, and the two children and I fol-
lowed him over the country. We were
in California 18 months. I came back
to Atlanta in May 1944. Alva is out
of the army now and studying for his
Master's in divinity at Princeton. I
am teaching the Bible study for my
missionary circle and serving as sec-
retary of the class of 1930." 1281
Middlesex Ave., N. E., Atlanta, Ga.

the dinner bell is ringing and chatter must yield to chow. It was a wonderful reunion, thanks to Crystal Hope.
It is clear that the Class of 1930 is carrying on with high honor the Agnes Scott ideals of service and scholarship
in their homes, their offices, their school rooms and their communities.

[38]

VOTE BY PROXY

It is hoped that all members of the Association entitled to vote will exercise this privilege. If you
cannot be present at the annual meeting on Saturday, June 1, following the Trustees' Luncheon,
please vote on the ballot printed below and mail it to the office immediately.

ELECTION OF OFFICERS AND COMMITTEE CHAIRMEN

OF
ALUMNAE ASSOCIATION OF AGNES SCOTT COLLEGE

The Nominating Committee Mrs. Myrtis Trimble Pate '40, chairman ; Mrs. Jo Clark Fleming '33,
Mrs. Julia Pratt Smith Slack '12, and Mrs. Jane Harwell Rutland '17 presents the following
candidates :

PRESIDENT

Mrs. Walter Paschall
(Eliza King '38)

SECOND VICE PRESIDENT

Margaret Ridley '33

TREASURER

Betty Medlock '42

PUBLICATIONS AND RADIO

Lita Goss '36

NOMINATIONS FOR 1946-48
HOUSE DECORATIONS

Mrs. Asa Warren Candler Sr.
(Hattie Lee West, Inst.)

ENTERTAINMENT

Mrs. Al B. Richardson
(Alice McDonald '29)

ALUMNAE WEEK END

Mrs. J. Harry Lange
(Letitia Rockmore '33)

2ND FLOOR HOUSE COMMITTEE

(To fill unexpired term of Nell Patillo Kendall)
Mrs. Charles Molton
(Nelle Scott Earthman '38)

Additional Nominations may be added in proper spaces.

The Student Loan Committee has recommended that the Student Loan Fund be transferred as a
gift from the Alumnae Association to the College to be administered by the College preferably the
graduate work. This fund may be increased at any time by gifts through the Alumnae Fund. The
above recommendation has been approved by the Executive Board, and your approval may be indi-
cated by checking the following change in the By-Laws:
Article LII. Officers and Committees.

Section 3. (n) Leave out Student Loan Committee. Change other numbering in this section
to conform.

Signed

[52]

THE TRUSTEES OF THE COLLEGE

WILL ENTERTAIN

MEMBERS OF THE ALUMNAE ASSOCIATION

AND THE SENIOR CLASS

AT LUNCHEON IN THE COLLEGE DINING HALL

SATURDAY, JUNE 1, AT ONE O'CLOCK

PLEASE REPLY TO MISS CARRIE SCANDRETT

BY TUESDAY, MAY 28

[HE AGNES SEOTT

ALUMNAE QUARTERLY

summer 19 4 6

buttrick hall

NOW IS THE TIME TO REGISTER YOUR INTEREST FOR NEXT YEAR

The new fiscal year 1946-47 began July 1. All memberships should be renewed
now to insure a full year's participation in the progress of your Alumnae Associa-
tion. A gift of any amount will register your interest and entitle you to all alumnae
privileges, including the next four issues of the Alumnae Quarterly. Write the office
today and let us keep your stencil in the active file.

Officers, Staff, Committee Chairmen and Trustees of the Alumnae Association

Eliza King Paschall. 1938
President

Lulu Smith Westcott, 1919
First Vice-President

Margaret Ridley, 1933
Second Vice-President

Elizabeth Flake Cole, 1923
Recording Secretary

Betty Medlock, 1942
Treasurer

Margaret McDow MacDoucall, 1924
Alumnae Trustee

Frances Winship Walters, Inst.
Alumnae Trustee

Elizabeth Winn Wilson, 1934
Constitution and By-Laws

Jean Chalmers Smith, 1938
Newspaper Publicity

Lita Goss, 1936
Publications

Hat tie Lee West Candler, Inst.
House Decorations

Nelle Scott Earthman Molton, 1938
Second Floor

Louise McCain Boyce, 1934
Tearoom

Charlotte E. Hunter, 1929
Grounds

Letitia Rockmore Lance. 1933
Alumnae Week End

Alice McDonald Richardson, 1929
Entertainment

Staff

Alumnae Secretary

Mary Jane King, 1937

Alumnae Fund Director
Eugenia Symms, 1936

Editor oj the Quarterly
Mary Jane King, 1937

Tearoom Manager
Marie P. Webb

Publications Committee
Lita Goss, 1936
Jane Guthrie Rhodes, 1938
Elizabeth Stevenson, 1941

YOUR ALLMNAE FUND operates on a fiscal year that begins july 1 and ends june 30. a gift of any amount entitles
you to membership from the date of your gift to the following june 30. contributions made in july give you a full year's
membership in your association.

Published jour times a year (November, February, April and July) by the Alumnae Association of Agnes Scott College at Decatur.
Georgia. Contributors to the Alumnae Fund receive the magazine. Y early subscription, $1.00. Single copies, 25 cents. Entered as
second-class matter at the Post Office of Decatur. Georgia, under Act of August 24, 1912.

MEMBER AMERICAN ALUMNI COUNCIL

The Agnes Scott Alumnae Quarterly

4gnes Scott College, Decatur, Georgia Vol. 24, No. 4

'Today At Agnes Scott" Summer 1946

CAMPUS CARROUSEL 3

PORTUGAL AND SPAIN

Emily MacMorland Midkiff 6

ALUMNAE SURVEY

Louise Hughston 10

APOLLO AND DAPHNE, POEM

Elizabeth Carrington Eggleston 15

THE NEW BOOKS

Elizabeth Stevenson 17

MR. HOLT

Virginia Heard Feder 20

PERSONALLY SPEAKING 23

ALUMNAE HERE AND THERE 36

AT OUR HOUSE 38

NECROLOGY 39

CLASS NEWS 40

BRSira

^ Cfi,

I

ii

r* r .

1 II

1 1

LOOKING THROUGH THE COLONNADE TOWARD THE LIBRARY

CAMPUS CARROUSEL

Summer School at Agnes Scott. Yes, you
can believe the telephone directory! Agnes
Scott is housing and feeding women students
from Emory University summer school. A bus
operates between the two campuses. Thus our
college shares in the educational emergency.
The colleges are now experiencing a pressure
on facilities comparable to that endured by the
railroads since 1941. The unprecedented num-
ber of students seeking higher education create
a demand for more housing, more faculty
members and more courses. The demand is
greater than the colleges can meet in spite of
prodigious efforts. Some high school gradu-
ates will have to wait a year or so, some girls
will have to give place to boys and some vet-
erans will not find room. In all, an estimated
half million will have to be turned away by the
colleges this fall.

Commencement Awards. The Hopkins Jewel
was won this year by Dorothy Spragens of
Lebanon, Kentucky who also received the Laura
Candler prize in mathematics. The collegiate
scholarship was won by Sophia Pedakis of
Pensacola, the piano scholarship by Nancy
Dendy of Orlando, the voice scholarship by
Helen Currie of Rocky River, Ohio and the
speech scholarship by Reese Newton of Decatur.
The Louise McKinney Book Award went to
Mary Beth Little of Wichita Falls, Texas and
Nancy Parks of Durham, N. C. won the $50
Rich prize for the best freshman record.
Faculty Notes. Mr. Strikes, head of the phil-
osophy and education department, registrar and
dean of faculty, received the honorary degree
of Doctor of Pedagogy from his alma mater,
Davidson, last spring. Mr. Forman, head of the
art department, received a grant to do some

MISS LANEY AND MISS LEYBURN

look at the interesting collection of Canter-
bury pilgrims carved from wood in Miss
Laney's office. Many English majors have
looked with envious eyes at this collection.

Miss Trotter, assistant professor of English,
is a newcomer. Miss Jackson has taught hun-
dreds of alumnae English History.

MISS MARGRET TROTTER

AND

MISS ELIZABETH JACKSON

HOWARD F. LOWRY

OF

WOOSTER COLLEGE

President Lowry was one of the most popular
visitors to the campus last year. He spent several
days in informal conversations with students.

archaeological work in Mexico during the sum-
mer, and took his family on the trip. Miss
Phythian, associate professor of French, had
an offer made by the French government to
100 teachers of French to go to France for the
summer with expenses paid one way and a
small stipend while there. However, it was too
late to cancel her plans to spend June at a
cottage on top of Busby Face Mountain in
Highlands, North Carolina with Miss Leyburn,
Miss Laney, Miss Alexander and Miss Scan-
drett and to visit relatives in Ohio and Kentucky
afterward. Miss Laney drove to Cincinnati with
Miss Phythian in July and then went on to
Denver for the rest of the summer. Miss
Phythian, Miss Mell, professor of economics
and sociology, and Miss Leyburn plan to attend
the triennial meeting of the Phi Beta Kappa
national council at Williamsburg, Virginia in
September. Miss Cilley is teaching Spanish at
the University of Tennessee in Knoxville and
the second session at George Washington Uni-
versity in Washington, D. C. Miss Glick, act-
ing head of the classical department, will go to
Indiana to spend some time at home. Her
chief desire in June was for plenty of sleep.
Mrs. Sims, associate professor of history, is
spending the vacation in Atlanta with the excep-
tion of a week at the beach and a week in New
York City. Miss Gaylord is enjoying her
Decatur apartment and expects to spend some
time in Winchester, Virginia and New York
City. Miss Alexander expected to go to Boston
and New London in July and "hoped she
wouldn't have to fly!" Miss Florence Smith is
gardening and resting at home in Decatur.
Miss Jackson drove to South Weymouth, Massa-
chusetts. Miss Trotter of the English depart-
ment is teaching at Ohio State University and
thought she might take some voice lessons for
fun. Miss Dexter drove the Runyons, formerly
of the Botany department, to Boston in July

and went on for a two weeks tour of New
England and a visit to Wisconsin. Mr. John-
son finds that summer voice pupils break too
many appointments and so is resting all summer.
Mr. Robinson will be back next fall as head of
the mathematics department after several years
with the army.

Our Last Cover. The cover of the spring
Quarterly was the work of Betty Abernathy,
sophomore. This information is given in answer
to a number of requests received. Betty's draw-
ing was not signed.

In This Issue. We are proud of the letters
received from alumnae expressing opinions
about Agnes Scott and share them with you
enthusiastically. They indicate that you have
received much and expect much from your
college, that you are interested in education
and in Agnes Scott. The pictures are from The
Silhouette and were made available to us by
Peggy Willmon '46, editor of this year's annual.
They were chosen to give you a picture of the
college as it is today how the campus looks,
what the students are doing, and how the college
continues its emphasis on intellectual, physical,
religious and social development. We know that
you will be interested in reading some of the
answers to Louise Hughston's questionnaire sent
to the classes of 1927-1940. You will enjoy
Emily MacMorland Midkiff's story of her ex-
periences in Portugal between VJ-Day and
Christmas. Besides, there is poetry, the book
review section and Virginia Heard Feder's read-
able account of Mr. Holt's classroom manner.
Next Issue. The fall Quarterly will be an
exciting issue on "Our Agnes Scott Heritage"
with articles on our founder, his mother for
whom the college was named, the college ideal,
the trustees and alumnae all over the world.
Watch for this super-special number, and send
us any change of address so that you won't
miss it.

my trip to portugal and spain

Dear Agnes Scott,

The Alumnae Association has requested that
I write a letter about my trip to Portugal last
year and when I remember I almost flunked
English Composition, I quake at the thought of
it. Well, if you can bear with me, I shall attempt
to do so.

My husband was in the Navy, and as a
Naval Officer he had the extreme good fortune
to be stationed first in Rio de Janeiro for three
years and then in Portugal, because few are
the men in the Navy who speak Portuguese as
well as he does, to put it modestly. I was for-
tunate enough to be with him on both assign-
ments, though the Portuguese episode was the
result of delayed action.

After eight months of waiting for the Navy
to make up its mind about sending wives over
to so-called neutral countries in Europe, they
finally told the four wives falling in that category
they could go. After three months of negotiating
with the State Department for our Diplomatic
passports and proper visas, the Navy gave us
a sailing date. After five sailing dates were set,
we finally left from Norfolk (of all places!)
on a troop transport which had never carried
women before. V-E Day had passed but V-J
Day was still a dream. We discovered after
leaving the States that it was all a mistake and
we four wives and the 250 WACs aboard were

supposed to have gone on the BRAZIL. But
this was an experience I wouldn't have traded
for anything.

We were lucky in that we were given officer's
quarters. There were only 14 of us in one
cabin. Since there were only four civilians
aboard, we were the darlings of the Ship's
Officers. We ale in the Wardroom and were
given the run of the ship except, of course,
lo the quarters of the 700 sailors who were to
man the EUROPA. The WACs, being under
military discipline, were a little miffed by all
the privileges we enjoyed and promptly named
us the "4 Fr's." But they were much feted too,
because the officers, not knowing quite how to
behave with women aboard, decided to make
the best of it and have dances every night on
the superstructure. A good time was had by all.

We finally arrived in Bremerhaven where we
disembarked the sailors for the EUROPA,
Bremerhaven was given a 20 minute bombing
during the war, and it was a shambles
except for the dock area, strange as it may
seem. In other words, they missed their target.
We were not allowed ashore, and all the ship's
officers had to carry side arms. The people
were very submissive, but maybe that was be-
cause of the side arms. Many of the officers
stationed in Bremerhaven came aboard and
were amazed to find women and most of all,

four civilians. I believe we were the first
civilian women to visit that area. They all
wanted to know how we did it and when their
wives would he allowed to come over.

After leaving Bremerhaven, we headed for
Le Havre, which was our port of debarkation.
Upon arrival in Le Havre which really was
a mess we discovered that not a thing had
been done about transporting us to Madrid and
Lisbon, which were our destinations. We
couldn't see ourselves stranded there and were
resolving to go to Paris ( which is only a four
hour drive from there) where we thought we
could do better. No one knew for sure when we
were coming; so our husbands couldn't do
much about it. However, I think Jack Stevenson,
one of the husbands, must have had a sixth
sense, because he arranged for leave just about
then and drove from Madrid to Paris. He
arrived in Paris the day we arrived in Le
Havre and word was sent through the Navy
that we had arrived; so he drove right over to
Le Havre and got us out of that place. He then
laid the ground work for Margaret and me
to get to Lisbon and left Paris, taking Pat
and Dotty with him.

Now, they say Paris is a romantic city, and
most interesting. I'm afraid my first impression
of the place was most depressing. We had no
idea how long we would be there, and my
finances were running low. We had a place to
stay and eat and hoped to get aboard an ATC
plane for Lisbon, but everything was so fouled
up we had no official orders, we were civil-
ians, transportation all over Europe was tied
up, we had no right to a priority because the
GFs were in too big a hurry to go home, there

was only one train in two weeks from Paris
to Lisbon, and only one plane a week. We
ran to the Navy for help but it was the Army
and Princeton University that finally came to
the rescue. We climbed aboard the next ATC
plane for Lisbon (after a week in Paris) upon
paying an exhorbitant fare more even than
Pan American charges and after five hours
in the air we landed in Lisbon.

What a difference in Lisbon! Paris is such
a dark city. The buildings are all old and in
need of a face-lifting, or rather, cleaning. Lisbon
has a law that all buildings must be painted once
every four years. In order to get around that
regulation, many of the houses have tile
fronts sometimes very pretty designs. It
makes for a very tidy and colorful city. Lisbon
is built on hills, just as Rio is. Living there very
long would turn one into a mountain goat.

Immediately upon our arrival we entered the
diplomatic swirl. We dined at the Embassy that
night something that I never had the pleasure
of doing throughout my entire stay in Rio.
Billy Whiskers (the ambassador) his real
name is Hermann Baruch, brother to Bernard
was in top form, because he was about to return
to the States for a little visit the very next day.

Mid had found a nice little apartment and
I didn't have to worry a bit about house hunt-
ing. The biggest objection I had to life there
was that there wasn't enough to do. Studying
French and music (would that I had worked a
little harder in Miss Alexander's French class
for I really needed it there. Portuguese and
English were not enough in that international
set) helped pass the time away. Wish I could
have stayed a little longer because it was the

land of opportunity for me in a musical sense.
I haven't been able to get to first base in the
U. S. because this is my own country. There I
was a foreigner, a member of the diplomatic set,
etc., and to boot, I really was better than most
of the poor benighted singers there.

But, after four months, the Navy finally de-
cided to let Mid go. We arrived in Lisbon on
V-J Day, incidentally, and Mid could have
got out of the Navy anytime after that. But it
took me so long to get over there that we
thought it would be a shame to return so soon.

We covered the whole country and part of
Spain too. Portugal is very small, but you get
tremendous contrasts there. I think it should
become a very popular tourist country after the
war. People still wear their costumes even
in Lisbon and progress doesn't exist. It will
be the last country in the world to change.
They are living in the era of the discoveries
and are most proud of their glorious past, but
when you ask them about the future, they can't
suggest a thing. But we like the Portuguese
people much better than the Spanish. They
are friendly, and though their stupidity ex-
asperates you at times, they will surprise you
once in awhile. They have a keen sense of
humor and they are loyal. They are tenacious
in purpose too for how could they have
remained independent of Spain so long? Eng-
land has an economic hold on the country, but
the Portuguese love America. When they mi-
grate, it's either to the U.S.A. or to Brazil,
and many of them do because the average
family size is 10 children and little Portugal
just can't support too large a population. I
daresay it's one of the few countries in the

world suffering from unemployment right now.

*
The number of beggars in Lisbon is nauseating,

and they aren't all professional. It was so

refreshing to return to the States and not be

besieged on all sides by begging children. All

the children in Portugal beg. And we noticed

the same thing was true of Spain.

Our trip to Spain was most worthwhile, be-
cause now we feel we are authorities when talk
comes up of Franco's dictatorship. Both Mid
and I remarked at the tremendous number of
men under arms right now all stationed
around Gibraltar. Spain was not in this war;
so why should she maintain such a large army?
She seems frightened to death of invasion from
the south even now. Who is going to invade
her? Germany got everything she wanted out
of Spain; so invasion was not necessary. They
had an airfield for training pilots near
Granada, and when we visited there, our guide,
who was Puerto Rican and felt free to speak to
us in English, said that only a year ago every-
one was rushing to learn German. Now, since we
won the war, they all want to learn English.
He remarked about the number of German
aviators stationed right there in Granada. Yet,
everywhere we went we were assured that
Franco was very pro-allied, etc. We were even
told that the Nazi salute was illegal, but we
saw it on all sides. Of course, what could we
expect when we chose to stay in Government
hotels. By doing so, we were not regarded with
too much suspicion, and they thought they were
convincing us that Franco meant well. And, too,
the Government hotels were the best and most
reasonable in Spain. Portugal's Government
hotels are good too. Guess that's one of the

8

things dictators do in a constructive way. Sala-
zar encourages good roads too, but poor Spain!
I've never ridden over a worse road than that
between Ayamonte and Sevilla. The others
weren't much better.

Madrid is a fantastic capital. It is the gayest
in Europe now, but I'd collapse under the
strain of dining at 10:30 in the evening and
having to go to work the next morning at 9.
At least in Portugal, you eat at 9 in the evening
and don't show up for work until 9:30 or 10
in the morning and you have a two hour

lunch period. The Spanish are more energetic
than we give them credit for. They have lots of
nervous energy and take it out on one another.
After our return from Madrid, we were ready
to go home; so two days after Christmas we got
a place on a Pan American plane. The return
trip to New York took 24 hours the trip over
to Lisbon took me three weeks. Aviation is a
wonderful thing. And we're still trying to
collect from the Navy! Oh well, it was worth it.

Sincerely,
Emily MacMorland Midkiff '39

INMAN HALL, FRESHMAN DORMITORY

9

AGNES SCOTT ALUMNAE

MEASURED THEIR EDUCATION BY EXPERIENCE

Louise Hughston '40

Agnes Scott alumnae generally find their lib-
eral arts training more adequate to their daily
needs than any other type of education, but
they find their belief in the value of a liberal
education often threatened by the necessity for
acquiring vocational and professional skills in
order to succeed in their chosen careers, ac-
cording to an alumnae survey now in progress.
The survey, sponsored by the Institute for
Research in Social Science of the University
of North Carolina, was planned under the guid-
ance of President McCain and Dr. Stukes for
the double purpose of learning about the occu-

pations and problems of graduates during their
first five years out of college, and of obtaining
the mature opinions of alumnae as to the ade-
quacy of their Agnes Scott training. Since
budget limitations made it impossible to send
questionnaires to all alumnae, the classes of
1927 through 1940 were selected, including
three "pre-depression" classes, eight "depres-
sion" classes and three "pre-war" classes.

Questionnaires were distributed to 1,241
graduates, and 769 replies were received a
return of 62%. The distribution of replies by
classes is shown in the accompanying table.

DISTRIBUTION OF QUESTIONNAIRES BY YEAR OF GRADUATION

Number Eliminated

Year of

Number of

Graduation

Graduates

Total

1,268

1927

103

1928

102

1929

95

1930

93

1931

78

1932

83

1933

92

1934

86

1935

85

1936

100

1937

87

1938

79

1939

87

1940

98

Dead

No
Address

Mail
Returned

13

1
3
3

Total

27
1
5
6

6

2

Total

Questionnaires

Replies

Distributed

Received

1,241

769

102

56

97

57

89

60

93

54

72

48

81

42

92

50

85

47

85

53

100

61

85

51

77

56

87

59

96

75

10

The editor of the Quarterly requested a pre-
liminary report for this issue summarizing
alumnae answers to the question, "What has
been the value cultural, financial, or other
of your Agnes Scott training?" It was in
answer to this question that the majority of the
alumnae studied reaffirmed their belief in lib-
eral arts education.

Answers ranged from "I would not change
that training if I could enter college as a Fresh-
man today" and "At no time have T felt that
my basic Agnes Scott training was inadequate
to the needs of the moment" to "Much too
much valuable time was spent on matter remote
from or unadjustable to the problems and needs
of the life most graduates lead" and "I should
have gone to a business or an agricultural
school." An enthusiastic member of one of
the earliest classes included in the group even
went so far as to say: "I feel that I have ridden
through life on the magic of Agnes Scott's
reputation. It has helped me to get everything
that I have wanted even my husband!"

Expressions of general dissatisfaction with
college training were so few as to be statistically
insignificant, but a large minority of alumnae
expressed the wish that some "practical" train-
ing had been available in addition to "cultural"
subjects. Graduates who chose homemaking as
a career the largest single group urged
the inclusion in the curriculum of courses in
home management, interior decoration, home
nursing, marriage and the family, and "a child
psychology course with laboratory experience."

Greatest satisfaction with their college train-
ing as preparation for a career was expressed
by the second largest group: graduates who

entered the teaching profession. This group
found that their training excelled in its thor-
oughness and variety, but some said they had
felt a need for more study of teaching methods.

The fact that the number of persons engaged
in high school teaching each year during the
first five years after graduation decreased more
rapidly than could be accounted for by marriage
rates and other usual factors in occupational
change seemed to support the statement of many
alumnae that they were practically forced into
teaching, because after graduation they were
faced with the necessity for getting (or desire
to obtain) a job, yet they were told by prospec-
tive employers that without further training they
could qualify for nothing but teaching in secon-
dary schools. As one person expressed it: "In
a country where potential financial independence
seems to have become necessary for the woman
as well as the man 1 wonder if it would not be
possible to include in the college years some-
thing of more practical value. As it now stands
a liberal college education, except with perhaps
a science major, requires more training before
it can lead to a good job. I've seen this very
clearly after almost three years of work in the
employment service. I think more help in
vocational guidance is needed at Agnes Scott
and also the opportunity for training in specific
vocational lines. For example, in the employ-
ment service the most discouraging applicant
to handle is the young English, French (lan-
guage), History major fresh from school and
eager for work that will utilize her background.
The business world is not interested or at best
will offer general clerical work for which they
are equally willing to take a high school gradu-

11

ate ... It seems to me that a college girl
should be able to expect a better opportunity
for making a living than she can at present.
Most of us can't afford four years for pure
culture. Would there be a middle ground where
some practical work could be worked in with
the maximum in cultural training?"

The need for vocational guidance and coun-
seling, especially during the sophomore and
junior years, was stressed by the majority of
alumnae who worked in fields other than
teaching. Some suggested that courses in typ-
ing, shorthand and bookkeeping be made avail-
able during college years, even if no academic
credit is given for them. Opinion seemed almost
unanimous that any business or home manage-
ment courses should if possible be given in
addition to, not instead of, the liberal arts
curriculum.

Few persons attempted to answer the problem
of how to add "practical" courses to an already
crowded curriculum. One suggested the physi-
cal training program be trimmed to make
room for extra courses; another said that "litera-
ture, language and science courses could be
streamlined to take less hours, while giving the
same value." Several spoke vaguely of "use-
less courses" which could have been eliminated
from the curriculum.

In addition to the criticism on "practical"
grounds, the Agnes Scott curriculum was charged
with being "restricted" or "narrow", and with
being "separated from life." The latter charge
was made in two ways, one represented by the
person who said, "It separated from rather than
prepared for actual life experiences or situa-
tions; eighteen years later I am still flounder-

ing. . . " and the other represented by "I only
wish I could have taken more courses that would
have prepared me to understand all classes of
people better and to have adjusted myself more
quickly to the world of the average person and
to his viewpoint; it was a jolt to come from a
campus such as Agnes Scott to an N.Y.A. Resi-
dent Project and find my fellow faculty mem-
bers good-hearted but uneducated plumbers,
welders and electricians."

The viewpoint of the group who felt that the
curriculum was too restricted is expressed in the
following: "I feel that too much time was taken
up with Bible etc. and not enough time devoted
to Art Appreciation, Music etc.; in other words,
I think that, for a liberal arts college, we were
too restricted in our choice of subjects and had
too many required courses to take." "I regret
that I did not spend the years in a school that
would have offered a wider range of knowledge
something akin to the survey courses in the
first two years of the college at the University of
Chicago, for instance. I left Agnes Scott without
knowing that some common fields of study (of-
fered at any university) even existed." Specific
fields in which a greater selection was most often
desired were philosophy, anthropology, sociolo-
gy, economics and "community study."

The statement most frequently made by alum-
na; in evaluating their college training was that
they acquired "culture" at Agnes Scott. Possibly
the use of the word without definition was en-
couraged by the phrasing of the question; in any
case, about half the replies were worded in such
general terms as "my Agnes Scott training has
been of great cultural value to me."

Among the specific values most frequently

12

mentioned were the broadening of mental hori-
zons, the development of varied appreciations,
the inspiration of contact with great minds, the
enjoyment of learning within a variety of fields
as contrasted with specialization, the stimulation
of personal contact with faculty members, the
encouragement of '"high ideals", the develop-
ment of perspective (especially for homemak-
ing), the inspiration of a religious atmosphere,
making friendships, the prestige associated with
"an Agnes Scott degree", the thorough training,
the development of a scientific attitude and the
personal satisfaction of gaining social poise and
a sense of security and independence. The list
is given approximately in the order of frequency.

The following statements given by two alum-
nae are rather inclusive summaries of the opin-
ions of the majority:

""The liberal arts education which I received
at Agnes Scott cannot be evaluated in dollars
and cents though I feel that it is largely respon-
sible for my present income. The chief benefits
of liberal education are personal and intangible.
I feel that I shall be able to accomplish more in
business because of my college training; how-
ever, I feel a definite need for further specialized
training in Business Administration. Some of
the intangible results of my training which can-
not be measured accurately are: improved abil-
ity to get along with people, greater tolerance,

THE JUNIOR BANQUET BRINGS FUN

irlotte Hunter, 29, assistant dean of students, pours coffee and keeps the conversation going.

greater patience, a non-materialistic attitude, a
truer sense of values, an enlarged enjoyment of
life and simple everyday things. My college
training has given me perspective and the tools
for gaining education from experience. It gave
me a method for research and study, and, per-
haps more important than a method, a stimulus
to investigate and learn which I believe will
persist. It gave me a poise and sense of well
being which makes pretense and affectation un-
necessary; in other words it has given me the
confidence to be myself."

"Through its predominantly liberal-arts cur-
riculum, through those members of the faculty
who were living parts of the Christian-humanist
tradition which that curriculum represents, and
through the many parts of the community life
which were in harmony with that tradition,
Agnes Scott was of such tremendous value to me
as a person a human being in this bewildering
and exciting world that I cannot measure and
describe that value, much less tag it "cultural",
"financial", etc. For me, the fact that satisfying,
remunerative jobs have never failed to turn up

when 1 wanted them is almost irrelevant here;
and 1 say that out of no ignorance of poverty.
The "bread" by which alone we do not live, is
the concern of innumerable groups, institutions,
training schools, publications, etc. Only a few
institutions Agnes Scott still among them, I
trust are intelligently devoted to keeping avail-
able all that we do live by. I hope with all my
heart that however difficult it may be to resist
the pressure of mass opinion, Agnes Scott will
not yield an inch from her position in the liberal
arts tradition. Change she should, but in the di-
rection of an ever richer and better-integrated
liberal arts curriculum.

"Perhaps this statement will carry more
weight if I add that I speak, not as one obliged
by extraordinary talent, physical deformity, ex-
treme wealth or poverty, or personal sorrow and
frustration, to be outside the conventional ca-
reer-woman or home-woman pattern; but rather,
as a quite unremarkable product of a middle-
class family and Southern public schools, who
is healthy, extremely happily married, and loves
her home and friends."

ABOUT THE AUTHOR

Louise Hughston is a Sociology and History Major of the class of 1940. She was
Y. W . C. A. Secretary in Kansas City, worked a year in the Neiv York Public Library,
later held a job in the reference department of the St. Louis Post-Dispatch, and has
just completed two years graduate work at the University of North Carolina.

14

APOLLO AND DAPHNE

Elizabeth Carrington Ecgleston '19

Elizabeth Carrington Eggleston is the daughter of Dr. Joseph D. Eggleston,
retired president of Hampden-Sydney College in Virginia, and lives in
Hampden-Sydney, Va. She attended Agnes Scott for one year and received
her B.A. from Siveet Briar College, her Master's degree from Syracuse
University. She has studied at the Honour School of English Language
and Literature at Oxford University in England. Her poetry has been pub-
lished in The North American Review and in The Saturday Evening
Post. In this poem she retells a Greek myth with remarkable freshness of
imagery and swift dramatic movement.

Daphne was a River's daughter
Long bright hair and eyes of jade;
Drew her life from running water,
Dwelt in cool green forest shade.

But Daphne was a River's daughter,

She loved no Prince of Earth or Stream;

Her heart was cool as flowing water,

Her life untouched as a young child's dream.

Where she played, the soft winds drifted;
Little green frogs would hop to see,
On golden feathers of sunlight sifted,
If they might hear her company.

Then, upon a sun-drenched day,

Following wings of fluttering light,

She left her shadowy woods to play

On a rock-strewn hillside warm and bright.

Water-spirits whirled to greet

The flash of her foam-white dancing feet;

Princes flocked from many a land

To sue for the toss of a snow-light hand.

All that day under shining skies

She raced after yellow butterflies;

She ran. The circling butterflies flew

To a sudden slope where sunflowers grew.

15

A thousand sunflowers blooming there
On a rock-bound slope that before was bare.
She watched the dazzling troop until
Sunflowers, bursting the rock-bound bill,
Stretched for miles and miles away.

A strange, a magic sight
Miles of sunflowers flashing light,
Their petals rayed like the setting sun.
The golden butterflies whirled and spun,
And lit on the sun-bright tallest one.

But Daphne was a River's daughter,
Her soft lips parched for flowing water;
Sun-dazed eyes saw his quiet pool
And his stone-dark cave, so deep, so cool.

Half blind, bewitched by dazzling light,
The circling butterflies drew her still
To the tallest sunflower on the hill.

She groped at her feet until she found
A knife-sharp flint on the rocky ground.
"I'll cut for my Father this tallest one;
These petals rayed like the setting sun
Will make his cool dark cavern gay."

Was it the Wind that whispered sound?

"Peril, peril ends the day,

Run swiftly, daughter, from this play."

Stunned before the radiant sight
Her pulses leaped, then froze rock-still
Yield her flesh to his burning will?
Fear lent wings to her feet in flight.

Apollo's feet came striding after,

Beat to the ring of his mighty laughter.

But never a fox ran swift as she,

No antelope could ever flee

Nor any hounded, stricken, hare,

As Daphne, winged by her despair.

She reached the forest, she reached the stream,

Her Father heard the girl's wild scream.

Apollo's hand was on her shoulder

She felt her body cold and colder.

She could not break his fierce embrace

Her feet were rooted to the place.

The world grew dark.

Her foam-white skin felt rough, like bark.
She raised her hands in fear and grief
They were heavy with branch and leaf.

Daphne was a laurel tree.
None so fair, so green as she
Still the River's daughter,
Heart as cool as flowing water.

But her ears were shut to the wind's dark talk.
She hacked at the sunflower's great, rough stalk.
At her touch, there was no flower
In sudden, spinning, golden light
Apollo blazed, in all his power.

Yet great Apollo grieves,
When he looks on laurel leaves.
Reflected in her Father's pool
The Sun-god touches tenderly
Her blossoms, virginal and cool.

16

THE NEW BOOKS

IVY GRIPPED THE STEPS, ELIZABETH BOWEN

THE STRANGER, ALBERT CAMUS

MEMOIRS OF HECATE COUNTY, EDMUND WILSON

by Elizabeth Stevenson '41

dislocation OF the individual in three socie-
ties, the English, the French, and the American,
is the common theme of three recent works of
fiction, Elizabeth Bowen's Ivy Gripped
the Steps, Albert Camus' The Stranger,
and Edmund Wilson's Memoirs of
Hecate County, It is interesting to see
related forms of uneasiness at work in
English, French, and American minds.
A comparison of the degree of dislo-
cation described should help a reader
to understand each in its turn.

Although the displacement of the
characters in Elizabeth Bowen's novel
from ordinary modes of existence is
actual and material, and takes the
form of neurotic men and women and
neurotic ghosts, it is not absolute. The
strict artist's mind sees the other side,
pie soul's gain in being stripped. These stories
belong to the war years and record like a seismo-
graph the internal convulsions of the spirit rather
than the external violence. They take place in
the shocked lull of the hours between raids. In

THE EDITORS TALK IT OVER
Agnes Scott students publish a weekly newspaper, a
literary magazine quarterly, and the annual.

her preface, Elizabeth Bowen says, ". . . through
the particular in wartime, I felt the high-voltage
current of the general pass."

Through spiritual disturbance, she conies out
into something. That fact is worth noting when

17

you read Camus" novel. Reading The Stranger is
like walking innocently, unwarned, onto mined
land.

Mersault, "the stranger" of the novel's title, is
as obscure as a snail, a small, dehumanized
bourgeois: it is as if he and the world did not
exist together on any terms at all. This world of
his is a petty, peaceful world. Yet in it, all is
weariness: all actions whether the most niggling
or the most gigantic in Mersault's life, seems dis-
emboweled of significance.

The setting is Algiers. Mersault (you never
learn his first name) is a clerk, once an ambi-
tious student. "All that," seems unimportant
now. Whether his indifference to stimulus came
gradually or as a result of psychic shock one
never learns. But he lives sentiently, he eats,
sleeps, all as if it were too much bother not to
do so.

The events in his life call for emotion, but a
universal greyness covers his responses, whether
to his mother's death in an old people's home to
which he sent her, the violent quarrel between a
friend and his friend's mistress in which he has
become involved, a casual love affair of his own,
or even his own shooting of an Arab, an event
which pitches his life into notoriety.

Almost by accident, without malice, Mersault
shoots the Arab. At once, society sits in judg-
ment upon him. The prosecuting attorney makes
a great deal of the defendant's callousness. It is
evident that in the trial scenes Camus is showing
up the dirtiness, the deceit, the cruelty of con-
ventional law and order. Mersault, as the nega-
tion of society, appears comparatively better,
and Camus slips quite near sentimentality for his
spiritually featureless victim.

But he does not play fair. The book, revolv-
ing as it does around a cypher, is without mean-
ing except in reference to some particular point
of view outside the frame of the novel, obviously
the author's secularized "existentialism." The
book conveys a sense of nausea for the world as
it is, but that is simply all that it does. As a story,
The Stranger holds the interest of clear, straight-
forward action. But it is devious in philosophy,
although the philosophy is never argued, only
implied by a kind of void of sense in the midst
of a simple story.

Wilson's loosely connected sketches of Ameri-
can suburban existence are just as disturbing,
but they offer the relief of justifiable conclusions
tied to close observation. Whatever one gets out
of the Memoirs the author put there to be ex-
tracted. His description of the damnation of the
rich and gifted in our own society is as well
documented as a sociological study. And to this
is added critical acuteness and imagination.

He has no narrative sense, and his stories do
not have the movement of good fiction. They
travel in a straight line, episode behind episode,
each one a degree more terrible than the preced-
ing one so that in the end climax comes from
accumulation rather than the winding and un-
winding of complications.

"A world superabundant in possibilities auto-
matically produces deformities, vicious types of
human life. . . " (Ortega Y Gassett). This de-
scription fits the imaginative vision of Hecate
County. It is an exhibition of the demoniacal
side of plenty, the corruption in the guarded,
cushioned reservations of "conspicuous con-
sumption." The neuroses of the Ivy characters
were caused by real deprivation, those of Wil-

18

son's privileged ones by the possession of too
many rather than too few things.

The best of these stories are Ellen Terhune
and The Princess with the Golden Hair, the for-
mer, like Elizabeth Bowen's, a ghost story in the
Jamesian sense, the latter almost a novel, an ex-
tended dissection of the Hecate County mind of
the central ego, the "I" of the book who oscil-
lates between two women, Imogen, the false
ideal, and Anna, who represents besides the de-
pressed classes, reality and warmth. Her igno-
rant, harassed city life finally overcomes the
image of false "princess", Imogen, but the nar-
rator's rejection of Anna and return to Hecate
County represents retreat from reality.

To conclude, here are three books, all "se-
rious", treating in fiction the modern disease of
insecurity. Camus, however, fails to objectify
his critical principal, his point of reference, so
he succeeds only in writing a disturbing, puz-
zling, readable anecdote. Wilson has written
searching criticism but applies it to an unimpor-
tant fringe of society. Ivy is an achievement be-
yond the other two, for it treats with sensibility

Elizabeth Bowen, Ivy Gripped the Steps, Knopf, 1946

Albert Camus, The Stranger, Knopf, 1946

Edmund Wilson, Memoirs of Hecate County, Doubleday. 1946

of a central rather than peripheral dislocation
of the modern mind.

The stories in Ivy Gripped the Steps come
from an integrated mind. The author has first-
rate narrative ability, her words are her own,
her vision is that of the common sight enlightened
by imagination. All her implications, the deeper
levels of meaning in her stories, seem unforced
and true. Her best story, Mysterious Kor, dis-
cusses two levels of meaning interchangeably
and without embarrassment. One level is that
inconvenience suffered by "a pair of lovers with
no place in which to sleep in each other's arms."
The other is the fruitful displacement of the in-
convenience of the world by the vision of "a pure
abstract empty timeless city" rising "out of a
little girl's troubled mind."

The three books have in common the contem-
porary impatience with reason, logic, system and
the welcoming of intuition, mystery, instinct
(both the higher mysticism of Kor and the one-
ness in the flesh of the Princess). This is not
religion nor a return to religion, but it is related
to religion and estranged from science and eco-
nomics.

The New Books by Betty Stevenson, reviewer for The Atlanta Journal and member
of the Publications Committee of the Alumnae Association, will appear regularly here-
after.

19

Robert B. Holt, professor of chemistry at Agnes Scott for twenty-eight years,
retired this year under the automatic retirement plan of the college. He will
be head of the Chemistry Department at Mary Baldwin College in Staunton,
Virginia next year.

MR. HOLT

MAKES TH I NGS EASY

Virginia Heard Feder '33

the subject of chemistry has always been
regarded as exclusively a man's field because it
is considered to be too deep and complicated for
the more delicate mind to comprehend. During
the past twenty-eight years statistics show that
Agnes Scott College has been proving the mock-
ery of the foregoing statement by graduating
students who have liked, understood, and en-
joyed chemistry courses. In fact, there has been
an unusual number of chemistry majors, a large
proportion of whom were inspired to go on into
graduate fields of chemistry, research, and medi-
cine where they have distinguished themselves.
And why? Because of one man Mr. Holt, a
most modest, unassuming, and patient gentle-
man with twinkling eyes and a genial laugh who

has been an unexcelled teacher, skillful coun-
selor, and friend to the entire campus.

In the class room Mr. Holt is successful be-
cause he possesses the extraordinary ability of
making hard things seem simple. How many
times he would exclaim, "Why, my dear young
ladies, that is not difficult!" and proceed to un-
tangle a page of so of technically couched
phrases, laws, and equations. Strange as it may
seem, at the end of the period the students who
had entered the class room chattering that they
had not been able to make "head or tail out of
that lesson for today" left with a clear under-
standing of the subject. Several of his explana-
tions I think are clever and famous enough to be
included here. One is about a catalyst, a cata-

20

lyst being a substance which changes the rate of
a reaction without entering into the reaction it-
self. Mr. Holt said to imagine yourself a child
again, that you wanted some money from your
mother to buy some candy, but that you knew it
would take some time to persuade her to give it
to you. If, on the other hand, company happened
to drop in, you knew she would give it to you
immediately if you asked for it in front of the
company. In the episode just related the com-
pany was the catalyst who "increased the rate
of the reaction but actually took no part in it."
And then, of course, I'll always remember Mr.
Holt's startling statement, "Run out young girls
before I vocalize!" which was the mnemonics he
gave for remembering the order of colors in the
spectrum red, orange, yellow, green, blue, in-
digo, and violet. Another rather vivid scene that
Mr. Holt portrayed was that of a few husky
football players standing outside our class
room throwing tennis balls through the window
for us to catch and throw back. Naturally, il
would take more of us of the weaker sex to keep
the balls in motion than it would of the boys
all of which illustrated quite clearly about chem-
ical reactions coming to an equilibrium.

Neither in the class room nor in the labora-
tory is Mr. Holt a taskmaster but an inspiring
teacher who invites questions and then has the
patience to take hours, if necessary, to answer
them. When students approach him in his of-
fice they are assured of a ready smile and an
inviting "Come in and sit down and lets talk this
over!" Such a session proves to be not only
instructive but enjoyable, and the student leaves
wondering why she had thought she had a prob-
lem.

In the laboratory two primary requisites for
a good scientist are cleanliness and order. Mr.
Holt and his most able department, which, in-
cidentally, grew during his years at the college,
certainly instilled these traits in the students
without their being conscious of the training.
Once a student entered graduate work, however,
she was quick to realize that her technique in
these routine matters was superior. If it is the
little things that count, this is just an example
of the innumerable little things which together
ultimately spell success; chemistry majors will
always be indebted to Mr. Holt for a careful
and thorough preparation.

Science students are not the only ones on the
campus who know and appreciate Mr. Holt.
Serving for many years as chairman of the Com-
mittee on Electives, he counselled upper-class-
men in selecting their courses, and in the sum-

CHEMISTRY LAB

Students put classroom theories to the test.

21

mer he helped to register freshmen and transfers.
In these positions he did not automatically check
off some prescribed course but seemed to take a
genuine interest in each girl and try to map out
a combination of courses that was best adapted
to the girl's individual needs. The student
sensed his friendliness and would not hesitate to
consult him further for guidance or even stop
him on the campus to report how things were pro-
gressing. Coupled with his opportunity of know-
ing nearly all the members of the campus, Mr.
Holt has that rare gift of remembering names
and faces for years. I believe that for almost
any graduate, no matter how far back, he can
give a description of the girl, her home town,
and something about what she did. And she need

not necessarily have been a chemistry major.

Mr. Holt holds a unique position in the life
of Agnes Scott. He, a single professor, through
his winning personality has influenced a count-
less number of graduates and thus in no small
measure has he helped to mold the very history
of the college. The Agnes Scott News expressed
the sentiments of the ever appreciative Alumnae:
"His friendliness has gone beyond the bounds of
his department and touched many others who hold
him very dear. His contributions cannot be
measured, however, in terms of school scholar-
ship, of warmth, of humor, of interest, for he
has given even more. Few desire to give so
much . . . few can give so much . . . few will be
missed as Mr. Holt will be."

Virginia Heard Feder has a Masters degree in Chemistry from Emory University
and a Ph.D. in Chemistry from the University of Michigan where she studied on
the Lewis Beck competitive scholarship. She taught at Furman University and
Wells College in Aurora, N. Y. and assisted iti the Bio-chemistry Department at Emory.

PHILIPPA GILCHRIST '23
GOES TO WELLESLEY

Philippa has been a member of the faculty
at Agnes Scott since her graduation. Next
year she leaves Agnes Scott as associate
professor of chemistry to teach at Wellesley
College. Philippa has her Ph.D. from the
University of Wisconsin. Her special field
is food chemistry.

22

PERSONALLY SPEAKING

We are publishing excerpts from ten letters from alumnae who express then-
opinions and suggestions about Agnes Scott. Reactions to any of the ideas
expressed will be published as space permits and should be mailed to the
editor. Letters on any subject are always welcome.

Ruth Simpson
(standing) reads
a poem to
other members of
poetry club.
Gaines cottage
is seen in the
background.

RUTH SIMPSON '46 (Ruth, an English major
and member' of Phi Beta Kappa, has a fellowship for
graduate study at Duke next year.)

You ask me what these college years have meant.
They have a meaning like the joy of music:
Too deeply felt, not easily expressed
Coming to me in moments far above
The wrinkled forehead of the busy day.
And Agnes Scott abounded in such moments.
Time and again I felt this deeper meaning,
This thing beyond myself, this ecstasy,
"Light intellectual full-charged with love."*

* Dante's Divine Comedy, Paradiso XXX.

23

PERSONALLY SPEAKING

There was a sunny April afternoon

When spring was smiling from each small green leaf.

Our class in Goethe met beneath a pine

And near the flowering dogwood. All the air

Seemed blue and gold and white and green ali\ e

And quivering with bird-song, and the sound.

Far-off and faint, of organ music Bach.

To meet outdoors was a rare treat. We sat.

Or lay, chins propped by elbows, in a ring

And felt our teacher's voice create its spell

Around us, and we sensed the wonder of it

As he read Faust. There was the aspiration,

Great in itself, and love of life, and laughter,

Now all suffused with sunlight and white blossoms.

And bird-notes and faint organ-tones. He read

The Latin hymn in the cathedral scene,

And then I seemed to be in that great church.

The stirring Dies Irae came to me

As from a mighty choir: periphery

Of still white light, that of eternity.

This was the light-gleam. In how many ways

Was light full-charged with love? First in the love

Of our professor for the work, and then

The deep-down tenderness I think he felt

For us, his students, and his love of teaching.

All my young love seemed more intensely real

When mixed with light less vague, more broad.

more deep
Love for the work, love for the one who taught,
And for my class-mates, love for humankind,
Love for God's world and for the human spirit,
Love from my wondering soul for a great truth
Call it Divinity or Mystery
That goes beyond me into the sublime.

JANE TAYLOR WHITE '42 (Major in Eco-
nomics and Sociology, winner of the Hopkins Jeivel,
Jane did graduate work in English at L.S.U., was
Director of Religious Education in Baton Rouge and
is now a housewife.)

emphasis on being

It seems to me that the liberal arts college's lack of
emphasis upon professional training, but rather upon
'"attitudes of mind based upon ultimate values"
(Merle G. Walker), presupposes the conception that
"being" is more important than "'doing." This is
not to say that the two can be separated, but that, in
the last analysis, it is what we "are", the quality of
life we develop, rather than the quantity of physical
deeds we accomplish along any line, which marks
our true value. It is to reiterate that "as a man
thinketh in his heart (no matter what his calling),
so is he."

It has been my observation that some seem able
to achieve "the abundant life" without the necessity
for deep, integrating thought, analytical study, the
search for truth along purely academic lines, which
the liberal arts college would foster. These individ-
uals, intelligent and capable, appear not to be equipped,
in inclination or interest, for this type of mental
activity. Yet they possess the rare gift of an inner
glow and serenity the result, it would seem, of
having accepted themselves for what they are, en-
trusted themselves to a loving Providence, so that
their lives literally sparkle with the joy and zest of
living, and their relations with their fellows are

24

PERSONALLY SPEAKING

characterized by a warmth of love, free of the envy
and greed which daily eat out the heart of our world.

It is difficult to believe in the presence of such
individuals that anything else is important except
''the loving heart", which, free of selfish conflicts
and tensions, can radiate happiness and health to a
world in dire need of both. And so I would not
change the predominant spiritual quality of Agnes
Scott's atmosphere, exemplified in her President, others
of her leaders, teachers, programs, and activities.
Agnes Scott's strength lies in her Christian founda-
tion, based on the great commandment, "Thou shalt
love the Lord thy God with all thy heart, and with
all thy soul, and with all thy strength, and with all
thy mind; and thy neighbor as thyself." A spiritual
framework is essential to the successful fulfillment of
all aims of the college.

Within this framework, the liberal arts college has
certain definite responsibilities to those who choose
her. For upon some must devolve the task and high
privilege of assimilating, carrying forward, and add-
ing to the cultural heritage of the ages. The liberal
arts college must challenge her students with this rich
basis for "being", for "thinking in their hearts." My
husband and I have decided that the most one can
hope to gain from four years spent in this effort
is ( 1 ) a brief insight into the total field of human
knowledge and endeavor, (2) a burning zeal to
explore this field until time's end in the search for truth
and richest enjoyment. (3) a degree of development
and discipline of the physical, mental, emotional,
social, and spiritual self.

be required which have not heretofore been com-
pulsory at Agnes Scott. Every student, whatever
her chief interest, should have a survey of English
literature, a course in the history of science and some
laboratory work, some Bible and philosophy
probably comparative religions, a dip into the social
sciences sociology, psychology, economics, gov-
ernment, and exposure to the fine arts.

historyas integration

I have omitted what I consider to be the most
important single field in the college curriculum
history, for I wish to give it special attention. I would
not insist that every student take advantage of every
history course offered, though my own experience
since college has led me to believe that nothing
would have been more profitable for me. But cer-
tainly every student should have at least a general
survey of world history and of American history.

I do not see how the liberal arts college can "chart
its course upward through the confused present with
a sense of historical perspective" if its products know
nothing of the limitations and progress of past ages
upon which to build a sense of perspective. I wonder
how many alumnae have felt the bewilderment and
anxiety of attempting to cope mentally and spiritually
with recent and present world turmoil, without any
background or knowledge of the problems and coun-
tries involved. I doubt if anything except religion can
give the wisdom and stability to thought and life
which a genuine insight into history can.

required courses

In the interest of gaining some insight into the
varying branches of human knowledge and en-
deavor, it seems to me inevitable that certain courses

inspiring professors

For gaining a burning zeal for continuing study
through life. I feel that there are two prerequisites
stimulating and inspiring professors, and the acquisi-

25

PERSONALLY SPEAKING

tion of a technique of study, which makes it, while
never an easy project, one of joy and satisfaction,
rather than extreme hardship. This leads to the next
and final point.

MARJORIE NAAB is the life
president of the class of 1946.
Marjorie was president of stu-
dent government last year.

discipline

Every student should gain from the liberal arts
college some measure of development and disci-
pline physically, mentally, emotionally, socially,
and spiritually, though, of course, these phases of the
personality are never completely separate and
distinct.

individual needs

In spite of her "handpicked student body," or
perhaps because of it, Agnes Scott numbers among
her girls many varying backgrounds, levels of
experience and development. Some, therefore, come
with a great need for devlopment in one of these
particular ways while others are more deficient in
another. And the college must be prepared to satisfy
individual needs. It seems to me that Agnes Scott
approaches adequacy in this, unless it be that some
few girls miss a richness of social contact, which is
valuable and satisfying, but which I'm not sure is
the responsibility of the college entirely. Two sug-
gestions I would make are that the psychology depart-
ment take some part in the emotional guidance and
counselling of the girls, and that every student be
required to study speech for a year.

My strong feeling is that, while no phase of devel-
opment should be neglected, and all should take
place within a spiritual framework, four years in a
liberal arts college offers special and rare opportunity
for development of the mental and intellectual powers.
As Dr. McCain said when introducing Alfred Noyes

to the graduating class of '42, though I cannot quote
him exactly, "Realizing that it is the thinkers rather
than the doers, who, in the last analysis, leave the
strongest and most lasting imprint upon their genera-
tion, we have invited Alfred Noyes to address you."

comprehensive

examinations

And so, I would suggest that one not be graduated
from the liberal arts college of high standards unless
he can demonstrate ability to read with understand-
ing, and to integrate the material he deals with, with
other fields of knowledge and with life itself. To this
end, I suggest that more writing take place in every
department of study as I am convinced that the
student is certain of thinking clearly and integrating

26

PERSONALLY SPEAKING

effectively only if he can express himself on paper.
Freshman English is a fine start in this direction. To
avoid parrot-like memorizing for tests and exams,
and to encourage the obtaining of an over-all perspec-
tive of at least the fields in which a student is mainly
interested, I strongly recommend comprehensive ex-
amination for every student in his major subject.

No Agnes Scott alumna will be satisfied unless
her children are great improvements upon herself. So
we pass on to our Alma Mater something of the
responsibility for assuring the progress of the gen-
erations, in the liberal arts tradition.

ADELAIDE CUNNINGHAM '11 (Teacher of
English at Commercial High School in Atlanta.)

g row i ng

with the college

I was reared at Agnes Scott, having attended the
Institute and later the Academy before we became
a college. I say "we" because I grew with Agnes
Scott, from the day in my infancy when Dr. and
Mrs. Gaines called upon my parents, who were
visiting my grandmother at her home in Decatur,
and I was pledged as a future student, after the
manner of Eton in England- When I was a very little
girl, attending Sunday School in the Episcopal Chapel
located then on Church Street, I used to run to the
window between Sunday School and Church, to watch
the Agnes Scott girls go by. At the age of twelve
I sat at the feet of Miss McKinney in a class that
was studying a book entitled "Masterpieces of Brit-
ish Literature, and Miss Lucille Alexander taught me
to multiply.

As the years went by and the curriculum was
raised, as we said in those days, I found myself being
lifted up to meet the new standards, so that I received
my degree in 1911. I have done graduate work at
three American universities, Emory, Chicago, and

Columbia, where I received the Master's degree; and
I have combined two trips to Europe with one
summer at Oxford and another at Cambridge. During
the thirty-five years of my teaching career Agnes
Scott has remained my guiding light, not only for
the eight years of preparation within her walls, but
for the privilege that has been mine to visit the
college, to participate in alumnae activities, and to
watch the growth of my Alma Mater.

citizenship

In the Spring Quarterly you say that those who
have been studying higher education place emphasis
upon the production of the citizen. Agnes Scott is a
good citizen. Her daughters go from active participa-
tion in the life of the college community to make
contributions in their home towns and cities, in the
larger state and national groups, and, in an increasing
number of cases, in service overseas. The faculty teach
citizenship and live it. Unselfishly they give their
time and interest to such organizations as the Ameri-
can Association of University Women, the Atlanta
English Club, and the Southern Association of
Teachers of Speech, particularly when Atlanta is host
to regional or national conventions of these organi-
zations. Last spring when Atlanta launched her first
Book Fair, it was an Agnes Scott professor, Mrs.
Roff Sims, who was chairman of the executive
committee. As I write this letter, I can see from my
window the Junior League Speech School, of which
Dr. McCain is a trustee. Our president believes that
citizenship should begin (though certainly not end)
at home, and the college has on many occasions
opened her doors to the townspeople of Decatur for
their civic meetings and to the citizens of the entire
Atlanta area for programs conducted by the college.
As faculty advisor of the Student Lecture Association
Miss Laney has introduced to us great thinkers and
great speakers.

27

PERSONALLY SPEAKING

art and music

I am glad to see, among the subjects added as
majors, Art and Music. I believe in the power of
beauty in molding our lives. Furthermore, if we are
to develop an understanding of other nations, we
should have the ability to appreciate their works of
art. And we know that music is the universal
language.

character

Agnes Scott is answering the challenge of this secur-
ity-seeking age. because she is throwing the emphasis
upon character, as she has done since her foundation.
In 1910 and 1911 my teacher of Bible was a Presbyte-
rian minister, Mr. John I. Armstrong. He taught us
to have faith in humanity by, himself, having faith
in us. Before each examination he would always
give his pupils a briefing that was marvelously help-
ful. A new feature was added, however, the day he
gave instructions for the final examination. We were
to memorize the map of Palestine and then draw it
with our books closed, putting in all the towns, rivers,
seas, and mountains. We were to bring the finished
map to the examination. Although we teachers today
can not always place so great a strain upon the
honesty of our younger pupils, we can inspire them
by the simple faith and trust like that shown by
Mr. Armstrong. The same principle obtains with
nations. When we can care about the children of
the world as we care about our own, when we can
have enough faith in each other to cease hating and
killing, then only can we live in a peaceful world.
Agnes Scott is doing her part in training for world
citizenship.

ANNE NOELL '46 (Major in Economics and
Sociology, member of Phi Beta Kappa.)

more vocational

counselling

It seemed to me that every senior with whom I talked
this spring was more or less worried about what she
would do after graduation. We had several "sessions"
on the subject of "for what have we been educated"
and "is it worth the cost?" I dare say none of us
would hand back our four years at Agnes Scott for
anything else, even if it were possible, but we do
feel that more could be done to dispel the despondency
of seniors. Mr. Stukes insists that Agnes Scott gradu-
ates can do anything that any college graduate can
do, but no one bothers to tell us specifically what
some of those jobs are. Why not have other members
of the faculty also and nearby alumnae talk to
seniors about some of the openings there may be
immediately after graduation and make suggestions
as to steps to take to find out what we can do. Mortar
Board's vocational guidance tests are good, but they
usually reveal our inclinations in general directions
only which we should already know after living
with ourselves for twenty-one years.

Most of us marry after a few years, and then we
can put our education to real service in the training
of children, one of the most important and difficult
jobs anyone can attempt. As matrons we can fit our-
selves into the pattern of church, club, and civic
work and be of use to the community. Thus the
breadth of vision and the depth of understanding
which we absorbed all unawares from English 211,
social problems, or our wonderful lectures are
brought into full play. But what are we to do in the
meantime?

28

PERSONALLY SPEAKING

home town prophet

Are we to use our broadened vision simply to
increase our own enjoyment of life or is there some
way in which we can render some service even before
we have put our roots down? A lot of us come
from small towns, as I do, and thev seem fertile ground
for sowing the seeds of liberalism; but most such
towns are too smug in their own conceits to tolerate
any '"smart aleck's"' coming home from college and
trying to tell them how to run things. And in a
town like this there are so few kindred souls that
stimulating conversation is an impossibility. If you
dont wish to be classed as a snob, you try to forget
that you ever read a book or studied international
relations, thus bringing yourself to the same level of
the crowd's conversation. Surely, we could start a
slow revolution, but that is a matter of time, and I
fear most of us are too impatient for that. Besides,
our parents have to live in the town, even if we can
leave. That is probably why a lot of us will prefer
to work in a city somewhere and meet a few people
who can talk. Call it selfishness, if you will, but that
is the way it seems to stand now. We have the liberal
ideal, all right, and we are thankful for it; but we
need some suggestions and inspiration as to how to
put it into a way of practical, everyday living.

FRANCES KAISER '43 (English major, member
of Mortar Board and Phi Beta Kappa, secretary to
the dean of Emory Law School since gradu-ation.J

spiritual values

I feel a keen satisfaction in realizing that, in an age
which has failed to stress ultimates, our own college
has always lead us to consider the spiritual values that

are desperately needed if liberal education, to say noth-
ing of civilization itself, is to survive. It is even more
heartening to know from past experience that Agnes
Scott will continue to crusade for the recognition of
Christian values on the part of its students and thus
maintain and probably enlarge the scope of the spirit-
ual impetus which it is giving to the community.

i te ra t u re

integration

Being an English major. I find it hard not to be
biased in favor of the subject matter which came with-
in my grasp. And vet to me the most satisfying and
exciting period of my college life was that in which the
panorama of European classics was spread before me.
Whether justifiably or not. I find myself feeling sorry
for my classmates who missed this spiritual feast be-
cause they were majoring in other fields. It seems to
me that they lost the opportunity to understand some
of the fundamentals for which we must fight through-
out our lives, regardless of what our occupations may
be. The Bible is the bedrock upon which we can build
our philosophy of life, it is true; but the knowledge of
how great minds through the centuries have interpreted
and illumined the Christian fundamentals in literature
adds to our ability to grasp the profundity of basic
ideals.

practical cou rses

There is a great deal of controversy today on the
subject of adding more "practical" courses to the
curriculum such things as training for married life,
for the business world, or for leadership in politics
and civic affairs. It seems to me impossible to include

29

PERSONALLY SPEAKING

such training without sacrificing some of the essen-
tials we now have. We would be confronted in the
final analysis with one of two types of graduates:
(1) those well-trained in the mechanics of getting to
a goal, but lacking the purpose for going and the
ability for enjoying the achievement after having
reached the goal; or (2) those partially trained in
method and partially imbued with purpose, lacking
sufficient skill in either to be capable of attaining the
goal they set for themselves. The only exception I
would make to this objection is in the field of psy-
chology. It seems to me that the ability to understand
what motivates ones fellow man and to associate
with him in a way that will bring out the best in
him is essential to marriage, a business career, or
leadership in community affairs. It is my hope that
Agnes Scott will soon require at least one course in
psychology.

responsibility

Finally, at the risk of sounding an all-too-familiar
note, it is my hope that both Agnes Scott and its
Alumnae Association will continue to remind students
and alumnae of the privileges which they enjoy in
being able to go to college and of the consequent
obligation which lies upon them to make the effects
of their education felt in a tangible, creative way
wherever they go after leaving school. The time and
effort spent in crossing the threshold of learning may
tempt us to accept education as its own compensa-
tion and end; but we do not deserve to sit back
comfortably after graduation and selfishly feast on
our treasure when the very communities in which
we live are starving spiritually for the things we
have acquired. In a civilization haunted by the
spectre of the atomic bomb, intangible concepts and
attitudes take on powerful significance. They cannot
be imposed from the top down but must be inspired

from the lowliest individual up through the whole
population. If we can do nothing more than com-
municate to our associates a fraction of the ultimates
which Agnes Scott has made vivid for us, our four
years have not been in vain. If we do less, we shall
be undermining our own security.

EVANGELINE PAPAGEORGE '28 (Member
of Phi Beta Kappa, holder of Master's degree from
Emory University and Ph.D. from University of
Michigan, Evangeline is Assistant Professor of Bio-
Chemistry at Emory University.)

the small

woma n's college

Agnes Scott, like any man-made institution, is by
no means perfect. There are valid criticisms of
women's colleges which apply to Agnes Scott. I shall
not discuss these, however, but rather I shall try to
tell you why if my life were to be lived over again
I would no doubt still choose Agnes Scott for my
undergraduate work. My viewpoint can't be too
prejudiced because my graduate work was done
chiefly at a large co-educational university where I
was very happy. Furthermore, I have been connected
for many years with a university which has co-educa-
tion in many of its divisions. Nevertheless, in my
opinion, there is still a definite place in this present
day world for the small woman's college. From my
personal standpoint, the three chief arguments for
Agnes Scott are these: (1) its high academic stand-
ards; (2) its atmosphere; (3) the opportunity to
know the faculty.

academic foundation

The emphasis on basic fundamentals in under-
graduate training cannot be stressed too greatly. In
my own experience this was achieved at Agnes

30

PERSONALLY SPEAKING

Scott. It is true that there is need for more labora-
tory work in some of the science courses, and one
could discuss improvements as to course content in
general. No course ever attains perfection anywhere.
On the whole, however, I feel that the basic training
I received in my science courses at Agnes Scott laid
an excellent foundation for my graduate work.

tions do freshmen and sophomores get more than a
glimpse of these outstanding personalities? Then, too,
at colleges like Agnes Scott a student has the oppor-
tunity to know teachers under whom she may never
take a course but from whom she nevertheless derives
the benefit of stimulating friendship and kind under-
standing.

atmosphere

By "atmosphere"' I mean the fostering of a religious
viewpoint and an introduction to cultural subjects
which are too often neglected in this age of science
and pragmatism. No matter to what denomination
one belongs or what creed one holds, an introduction
to the historical background of the dominant religion
of the West is, in my opinion, essential in higher
education. As for the so-called impractical cultural
subjects I will simply say that although my field of
specialization is biochemistry, I am very glad for the
courses in Greek and Latin which were included in
my undergraduate program at Agnes Scott.

faculty

My third argument for my Alma Mater is partly
involved in the first and second points discussed
above. No matter what else a college or university
or any educational institution for that matter may
have, in the final analysis, all depends on its faculty.
What I got at Agnes Scott which students in larger
institutions seldom get, was the opportunity to know
so many of the faculty. There is nothing that warms
the heart of an alumna more than to go back to one's
Alma Mater and be greeted as a friend by those
whose influence helped shape the nebulous thoughts
of college days. The larger college and university
may have a greater number of eminent men and
women on its faculty but how often in these institu-

VERA PRUET LE CRAW '35 (Interested in
drama, ivon a summer scholarship for study at the
London School of Speech in 1937-)

speech is important

Since it is equally as important to speak one's lan-
guage correctly as to write it, shouldn't Spoken
English be one of the required subjects in Agnes
Scott's curriculum?

"Most people talk like badly cooked rice, all the
grains sticking together," says a contemporary nov-
elist. How much more influential is the college
graduate whose vocal expression vividly portravs the
strength of her personality. Now that serious thinkers
put so much stress on people understanding one
another, good speech is surely an essential weapon
in our fight for a better world.

When I picture my daughter, Vera Clarissa, at
Agnes Scott, I'd like to know that she would acquire
a love for the spoken language as well as the disci-
pline of its effective use.

MARGUERITE TOOLE '46 (Member of Mor-
tar Board, English-History major.)

education for action

I believe that every college graduate should have a
basic course in Biology. I have never had Biology,
either in high school or college. This is a handicap,
for every person should be able to appreciate the fas-

31

PERSONALLY SPEAKING

cinating story of life, even if it means a lab in senior
year.

It is also important, I think, that each graduate
understand our economic system. I cannot expound
on the merits of a basic economics course, because I
missed that, too. But this would be very helpful in
understanding our way of life. Many students steer
clear of certain subjects because they think them dull.
Usually, however, one finds subjects dull only when
he knows nothing about them. Until my senior year
in college I had had but two years of history one in
high school and one in college. Both were world his-
tory. The summer before my senior year I worked on
a newspaper and was amazed to find that I had no
basis for understanding what was happening in the
world. The news didn't mean much to me, for I had
no background for understanding events. By the end
of the summer I was determined to take some courses
which would help me to understand world problems.
When one realizes that with modern transportation we
are nearer to all parts of the world than the early
American colonist in Georgia was to those in Massa-
chusetts, he sees that our world is truly "one world.
Under our form of government public opinion forms
our foreign policy. We cannot, therefore, afford ig-
norance of world affairs. Every college graduate
should have a course in international relations.

Nor should we be ignorant of our domestic govern-
ment and its problems. Since we live in a country
governed by popular will, it is essential that we, the
people, have sound opinions concerning governmental
affairs. Every student should take a course in Ameri-
can government to learn how it works, what is wrong
with it. and how changes can be made. People permit
bad government and politics only if they are indiffer-
ent. In my home town, Augusta, Georgia, a well
organized group of intelligent and civic-minded people
have, after a long fight, evicted a corrupt political

machine which had been entrenched here for over
twenty years. Such things can and must be done. A
course in government would give students the impetus
and the foundation to study world problems and come
to intelligent conclusions.

I am glad that most students at Agnes Scott take
the survey course in English literature. Perhaps we
should each have a course in American literature.
Knowledge of our national cultural heritage gives us
a criterion by which to judge modern culture.

A college should insure its students an introduction
to the study of spiritual things, both religious and
philosophical. A person cannot face life's set-backs
with a minimum of difficulty unless he has something
to sustain him. Everyone needs a set of values to live
by. I don't mean that a person chooses a philosophy
that does not change. One's philosophv grows with
him. else he becomes what Thomas Wolfe calls "the
eternal trifler." But a general course in philosophy
would create an interest in acquiring a set of values.
The enthusiasm with which our campus received Theo-
dore Greene ( professor of philosophy at Princeton
who visited the campus in 1945) indicates that Agnes
Scott students feel the need of an enlarged philosophy
department. A course that has created enthusiasm at
Agnes Scott is Comparative Religions. Such a course
is necessary to understand the beliefs of our fellow
men.

There is nothing objective about education. It is an
intensely personal matter. The desire for education is
a part of a person, a driving force. It begins before
college and continues afterward. I like to think of
people going to college to get a sound introduction to
learning, to open their eyes to new fields of learning,
and to study under advanced students on particular
fields of learning. Thank heaven there are still those
who go to learn not how to make an enjoyable living,
but how to make living enjoyable.

32

PERSONALLY SPEAKING

KATE LOGAN GOOD, Inst. (Teacher in Ac-
north, Ga.)

an ideal to f o I low

To begin with I loved Agnes Scott for the atmosphere.
Some very inquisitive person will ask, "What is at-
mosphere?" To this question I counter, ''What is
personality?" If you know, you know, and if you
don't no one can define it. Even in the early days
when we were in the house across the railroad track
and Main was in process of construction, Miss Hop-
kins and Miss Cook the only teachers, we were con-
scious of an aura of superior thought and conduct.
I am trying to say that their influence was so lofty
and strong that we were influenced by it unconsciously.
As time went on and the college grew, the courses of
study became more delightful, and the teachers were
charming. To me, it seemed that each of my teachers
was interested in me personally. Maybe I was a prob-
lem child. The thought had never occurred to me
before. What a blow to my vanity. The teachers were
my friends, and I loved them. As the school has grown,
these close relations have not always been possible.
But I am talking about the former days, not the
present.

As Agnes Scott attracted and still does- -a superior
class of girls, the friendships formed there were not
the ephemeral kind, but have deepened and strength-
ened as the years have gone by. Nothing in this world
can take the place of friendship, and friendship is one
of the most beautiful memories we have of Agnes
Scott. It is more than a memory; it is a lovely, living,
immortal thing. These are some of the reasons I love
Agnes Scott.

FRANCES WILSON HURST '37 (Now a home-
maker and mother, with a background of newspaper
work and affiliation with the War Labor Board,
"Willie" lives in Madison, Wisconsin. She is a mem-
ber of Phi Beta Kappa and has her Master's degree in
History from Mount Holyoke.)

for womanly character
and a trained mind

Did you really mean it when you asked Quarterly
readers to answer your question, "If Agnes Scott is
to educate our daughters, how shall it be done?" Be-
ause I took you at your word, and here's my answer.

Shortly after our graduation, Alice Taylor Wil-
cox and I were discussing whether we would send
our daugters (if any) to Agnes Scott. Alice gave an
unqualified "yes." She liked the democracy of the
mall college; she liked its standards, its friendly
srofessors and their teaching methods; she liked the
?mphasis less often found in northern colleges of
:omparable scholastic rating on making "ladies"
of us.

I agreed that, for many of the same reasons, I was
glad I'd attended Agnes Scott. But whether I'd send
ny daughter there would depend on what happened
o our Alma Mater in the intervening years.

Now I have a daughter four weeks old, and I hereby
give notice to Agnes Scott that, some seventeen years
hence, I'll recommend it to young Deborah if it
fulfills these standards:

1. Emphasis on methods rather than on facts, or
Make 'em think don't let 'em be parrots.

College courses should go beyond high school, not
merely in the amount of knowledge crammed into the

33

PERSONALLY SPEAKING

student but in the way the student is trained to think.
Granted that facts are needed as groundwork, these
facts (or merely information on where to find them)
should be given during freshman and sophomore
years in survey courses. Most of the junior and senior
years could then be devoted to what I call methods:
learning how to think critically and independently,
to form independent judgments, to evaluate material.
Some professors tried to give such training back in
my day (the thirties) but even they gave it only as
an extra; you still made A on their exams if you
merely crammed the page with facts. Possibly the
honors program, instituted recently, meets the need
I have expressed. I will want to make sure that it
does before Debbie enrolls in 1963.

2. Either discontinuance of the required Bible
courses or a liberalizing of them.

I had looked forward to my college courses in Bible
as an opportunity to ask questions on sources of
Biblical literature, why such-and-such was included in
the Book and something else wasn't, whether such-
and-such was to be taken literally or figuratively, and
so on. To my extreme disappointment, I found the
two courses were given dogmatically, with no chance
to question. The result was that anyone who had
attended Sunday School and knew the Bible stories
learned little or nothing and wasted a year. I hope
the situation may have changed by now.

3. Creation of a philosophy department and en-
largement of the economics department, or access
to adequate courses in these fields at other schools in
the University System.

Frankly, I never wanted to take any economics. It
is as foreign to my nature as chemistry, and Mr. Holt
can testify that I was a dolt there. But I think in this
day and age economics is so important to our daily
lives that I'd like my daughter exposed to it. And
philosophy seems to me the very essence of the liberal
arts; there should be more than a single course in it.

DOROTHY SPRAGENS
Winner of the Hopkins Jewel

In the non-curricular, I'll look for

4. Continuance of the present religious emphasis.
Not I alone but many of us were grateful to Dr.

McCain for the strongly Christian and yet tolerant
atmosphere of Agnes Scott. The voluntary evening
vespers and Freshman Bible class (which I was
sorry to see ended) are rich memories. I cannot join
those who opposed compulsory morning chapel; it
after all was more an assembly where announcements
important to the entire student body could be made
than it was a religious service. Perhaps there is more
reason for criticizing compulsory attendance at Sun-
day church, lenient though the cut system was.
Possibly the right of near-adult juniors and seniors to
make their own decision as to whether or not to attend
church should be recognized by abolishing the re-
quirement for the upper classes.

5. Liberalizing of some social rules.
That smoking and dancing should be forbidden,

and punished as if they were morally wrong, is the

34

PERSONALLY SPEAKING

one respect in which I am ashamed of my college.
Enforcement of these rules has taken time and energy
which might be given to more important matters. To
paraphrase Voltaire, I do not smoke myself but I
will give my life for your right to do so. There no
doubt is some point to the statement made by Dr.
VIcCain recently in announcing a slight modification
)f the dancing rules. He said that many students
ome from homes where dancing is frowned on. If
;o, let the home, not the college, impose the standard.

6. Maintenance of some of the social strictures.

While some of the chaperonage rules might well be
elaxed, I am willing, even eager, that my daughter
ind more restrictions than she'll have been used to

at home. She, like most Agnes Scotters, will be young,
will be in a bigger city than her home town, and will
be going with strangers rather than with boys known
to her family. Yes, there is some reason for those
chaperonage rules under which we all chafed.

Admittedly, my last three points are dragged in by
the heels to a discussion on how college should edu-
cate our daughters. But since they have been much
discussed in some alumnae groups lately, I wanted
to add my bit.

And despite my criticisms, the fact remains that
to help my daughter develop both a womanly char-
acter and a trained mind, I know of no college to
which Td rather send her than my own Alma Mater.

iiv

ARTHA BAKER is the first five-year secretary for the
iss of 1946. She was editor of the Agnes Scott News last
ar and is headed for a career in journalism.

35

ALUMNAE HERE AND THERE

ELIZA KING PASCHALL '38 heads the eight
new officers of the Alumnae Association elected at the
annual meeting in June. The new president of the
Association is a member of the Executive Board of
the Atlanta League of Women Voters and of the
Atlanta Y. W. C. A. Other officers elected were
Margaret Ridley, '33, second vice-president; Betty
Medlock '42, treasurer; Lita Goss '36, chairman of
the Publications Committee; Hattie Lee West Can-
dler Inst., chairman of the House Decorations Com-
mittee; Alice McDonald Richardson '29, chairman
of the Entertainment Committee; Letitia Rockmore
Lange '33, chairman of Alumnae Week End; and
Nelle Scott Earth man Molton '38, chairman of
the Second Floor House Committee. All of these offi-
cers will serve for two years with the exception of
Nelle Scott Molton, who fills the unexpired term oi
Nell Patillo Kendall.

ANNIE LOUISE HARRISON WATERMAN,
Inst., visited on the campus as a guest of the college
for several days in the latter part of April. She was
invited to speak in chapel and chose as her subject
"The Three Knows." She continues her enthusiastic
interest in good speech and sponsored a speech contest
during her visit. Bet Patterson, a member of next
year's senior class, won the prize of a 825 dictionary
which Annie Louise gave. She made the trip both
ways by plane.

MARY ANNE DERRY '45 stopped by the campus
to visit Miss Gaylord and came to the Alumnae House
in June on her way from Australia to Washington.
D. C. where she will attend George Washington
University. She was delayed so long en route that
she missed the summer session and planned to visit
relatives in Macon, Ga. Mary Anne plans to prepare
for the consular service. She gave us the information
that Australian colleges and universities do not accept
credits from colleges in the United States.

MARY WALLACE KIRK '11 was re-elected to
membership on the Agnes Scott Board of Trustees in
May. She spent a few days in the Alumnae House
just before commencement and left for a month's trip
to Mexico with Marion Black Cantelou '15. The plans
were de luxe and included having a chauffeur and

private car to take them on trips of varying length.
This, they explained, was the most economical way
of seeing Mexico, and it sounds to us like the most
enchanting way!

MARGARET MCDOW MACDOUGALL '24

was elected Trustee of Agnes Scott College in May
for a term of two years.

RUTH KOLTHOFF '44 has been awarded a
fellowship in the American College of Oriental Re-
search in Jerusalem for the collegiate year of 1946-47.
She will be the third woman to receive the Bachelor
of Divinity degree from Princeton Theological Semi-
nary. Ruth is engaged to marry Rev. Thomas W.
Kirkman Jr. of St. Paul, Minn, who graduated this
vear from Princeton Theological Seminary.

ELEANOR DAVIS '46 flew to Hawaii after
graduation to be married to William Scott Jr. onl
June 15. Bill received his degree in business admin-
istration from Emory University and is now servine
as a communications officer with the navy at Pearl
Harbor.

MARGARET SHEFTALL '42 crossed the At
lantic to be married in Geneva, Switzerland May 231
to George Miller Chester. They will be at home afteil
July 15 at Greenwood Lee, Nashotah, Wisconsin.

MARTHA EAKES MATTHEWS' ('24) son
Frank, was elected to the National Honor Society foil
High School students this spring and was one of 25(1
boys from all over Georgia chosen to attend a week'
citizenship institute held at Georgia Military Acadf
emy in June. The project, called Boys' State, wan
sponsored by the American Legion to increase thl
boys' understanding of state government. Only on||
boy was chosen from any one school. A member oh
the junior class was chosen so that the boys coull,
apply their new citizenship during the senior year alp
school. A part of the project was setting up a modeL
state government.

ANNE HART EQUEN'S ('21) husband wifj
honored by the creation of the Murdock Equen Scho fj

36

arship of the Thomas A. Edison Foundation. The
scholarship is permanent and is named for Dr. Equen
"in view of his great achievement in science and
laryngology, and his contribution to the development
and use of the Alnico magnet for the removal of
foreign bodies from the stomach and lungs. '

EVA WASSUM CUNNINGHAM'S ('23) son,
Robert, gained further recognition of his journalistic
career in June when Robert St. John told the story
of the 13-year old boy's neighborhood newspaper on
his program "Facts and Faces." The fifteen minute
program was on a national hook-up.

ADELAIDE CUNNINGHAM '11 enjoys the
letters received by her students at Commercial High
School in Atlanta from English students. One English
girl after receiving a picture of the Federal Peniten-
tiary in Atlanta wrote: "I think your city is a really
wonderful place. My father says the view of the
penitentiary would make people turn criminal to have
a further view." The comment of one correspondent
on the subject of juke boxes seems strange to us
in this land of canned music: "Do you have juke
boxes where you live? The nearest one to us is
about fifty miles away in a little seaside town. When
I first saw it (which was last year), I was so fas-
cinated by it that I stood putting money into it for
almost an hour. I'm looking forward to going there
again." The Pen-Friends Club organized by Adelaide
is doing much to spread understanding and friend-
liness between students of the two countries. The
Atlanta Journal Magazine of May 26, 1946 carried a
story about the club with pictures of the officers.

EVELYN HANNA SOMMERVILLE '23 spoke
at the Writers' Club in Atlanta in April and before
many other groups. A collection of her newspaper
and magazine articles will soon be published in book
form.

RUSHA WESLEY, Inst., has taught in the At-
lanta city schools for forty-three years and is to
retire this year. For twenty years she has been
principal of the Lee Street School. She recalls
beginning her career on a salary of $300 for the first
year. After her retirement, Rusha plans to spend her
leisure time on genealogy, a life-long hobby of hers.
The Atlanta Journal of May 7, 1946 had a picture of
Rusha with some of her pupils and a feature story
on her service to the schools of Atlanta,

RACHEL PAXON HAYES '29 is the author
of the devotionals for May 6-1 1 which appeared in the
Presbyterian Devotional Quarterly. Day by Day, and
were later reprinted in a booklet published by the
United Religious Education Advance of the Presbyte-
rian Church for Christian Family Week. A copy of
this booklet may be secured from the Presbyterian
Committee of Publication, 8 N. Sixth St., Richmond,
9. Va.

FLORENCE BRINKLEY '14 has been awarded
a travel grant by the American Philosophical Society
to continue her work on Coleridge. She will go to
Kngland this summer to study some Coleridge manu-
scripts.

EUGENIA SYMMS '36 has been appointed Alum-
nae Fund Director for next year. Eugenia will also
continue as Hostess of the Alumnae House.

JAROSLAVA BIENERTOVA '33 is now mar-
ried. Her address is Jaroslava Putterlikova, Rakovnik.
zavody "Rako", Czechoslovakia. She has written a
moving account of the liberation of Kunovice, where
she and her family lived during the war. Since it is
not permissible to send money out of Czechoslovakia
yet. Jaroslava has sent the story of the village to the
Alumnae Association as her gift for 1945-46. Since
the fall number of the Alumnae Quarterly is sent to
all alumnae and not contributors to the Fund only, we
are saving her letter and the story of Kunovice for that
issue.

MARTHA STACKHOUSE GRAFTON '30 has
been elected acting president of Mary Baldwin College
in Staunton, Virginia, where she has been a member
of the faculty and administrative staff since 1930. She
is secretary and treasurer of the Conference of Aca-
demic Deans of the Southern States.

LEONE BOWERS HAMILTON '26 spent a
month in Provincetown, Massachusetts this summer
studying at the Hans Hoffman School of Art. "Redd"
had two pictures selected for an exhibit at the Mint
Museum in Charlotte, N. C. this spring. Her work was
also exhibited in the All-Southern Show at the High
Museum in Atlanta.

37

Archery is part of spring's lure at Agnes Scott.

at our house

Nelle Scott Earthman Molton "38, newly
elected chairman of the Second Floor House
Committee, is already hard at work. She has
purchased a hot water heater to be used in the
summer so that rooms in the Alumnae House
are now available the year round. Nelle's next
problem is to find someone willing to give or
lend the association a bedroom suite. One of
the rooms had been furnished with a suite
borrowed from a friend who now has need of
the furniture. Nelle requests anyone with extra
bedroom furniture and a kind heart to write or
call her at the Alumnae House. The rooms in

the Alumnae House are for the convenience of
all alumnae and the guests of students, and
the rent received from them is greatly needed
toward the maintenance of the house.

Mrs. Marie P. Webb, who was tearoom man-
ager last year, is returning this year. Alumnae
are invited to use the house and the facilities of
the tearoom for entertaining. Mrs. Webb will
make all arrangements for refreshments and
decorations at reasonable cost. Dinner is served!
in the tearoom two nights a week, and alumnael
with their family and friends are always wel-J
come.

38

ROUND HOUSE which served in the past as a cabinet room for
Y.W.C.A., for morning watch and other devotional services is still a
favorite spot for quiet and meditation.

NECROLOGY

Institute

Lucy Durham Goss' husband, Dr. John Hamilton

Goss, died in May after a continued illness.

Emily Divver Moorer died suddenly on May 26 and
was buried in Anderson, S. C.

1924
Josephine Havis died in Atlanta after a brief illness

in March.

1933
Alma Earle Ivy's father Dr. F. Price Ivy died on
April 3, 1946.

1937
Martha Head Conlee's father, Mr. William Head, died
in June.

39

TENNIS IS FUN FROM THE BANK

^1

THE SWIMMING MEET

LES SYLPHIDES AND PIRATES OF PENZANCE

Two of the most interesting programs of the
year were the ballet recital which featured Les
Sylphides and the annual spring Gilbert and Sulli-
van operetta.

44

THE CARNEGIE LIBRARY

The present library was built in 1936. The 1946 Silhouette states that
it is the perfect habitation for any type of concentration.

48

ofU

For Reference

NOT TO BE TAKEN FROM THIS ROOM