LIBRARY AGNES SCOTT COLLEGE Digitized by the Internet Archive in 2011 with funding from LYRASIS Members and Sloan Foundation http://www.archive.org/details/agnesscottalumna24agne / 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