Agnes Scott Alumnae Quarterly [1960-1962]

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FALL 196 Vol. 39, No.

ALUMNAE QUARTERL

Ann Worthy Johnson, Editor
Dorothy Weakley, Assistant Editor

Agnes Scott Admissions,

Vintage 1960 Dorothy Cremin Read 4

To Listen and To

Understand Ellen Douglass Leyburn 7

The Freedom of Association . . Madge York Wesley 10

Class News Eloise Hardeman Ketchin 12

Worthy Notes 27

COVER :

The line drawing by Mary Dunn Evans '59 depicts the dilem-
ma of a high school junior in the decision between mother's
alma and a host of other colleges. (See p. 4). Frontispiece,
opposite, by Kerr Studio.

THE ALUMNAE ASSOCIATION OF AGNES SCOTT COLLEGE

Officers

Eleanor Hutchens '40, President

Doris Sullivan Tippens '49. Vice-President

Kathleen Buchanan Cahell '47,

Vice-President
Sarah Frances McDonald '36.

Vice-President
Marybeth Little Weston '48,

Vice-President
Gene Slack Morse '41, Secretary
Betty Jean Ellison Candler '49,

Treasurer

Staff

Ann Worthy Johnson '38,

Director of Alumnae Affairs

Eloise Hardeman Ketchin
House Manager

Dorothy Weakley '56,

Assistant Director of Alumnae Affairs

Alumnae Trustees

Bella Wilson Lewis '34

Catherine Wood Marshall LeSourd '36

Chairmen

Guerry Graham Fain '56

Class Council
Jane Meadows Oliver '47, Constitution
Man' Wallace Kirk '11, Education
Louisa Aichel Mcintosh '47, Entertain!
Mary Reins Burge '40, House
Jean Bailey Owen '39, Nominations
Virginia Brown McKenzie '47, Propert
Dorothy Cremin Read '42. Publication
Elizabeth Blackshear Flinn '38

Special Events
Susan Coltrane '55

Vocational Guidance

The Agnes Scott Alumnae Quarterly is published four times a year (November,
February, April and July) by the Alumnae Association of Agnes Scott College
at Decatur, Georgia. Yearly subscription, $2.00. Single copy 50 cents. Entered
as second-class matter at the Post Office of Decatur, Georgia, under Act of
August 24. 1912. MEMBER OF AMERICAN ALUMNI COUNCIL

Students frequenting The Hub listen to political debates

92555

Tensions are rampant and tempers are ruined, say

parents and their college-age children. Here is a refreshing
clear, straightforward interview report on

Agnes Scott Admissions
Vintage I960

Dorothy Cremin Read '42

The gates of paradise seem not so far away in
these highly competitive days as do the entrance
portals of colleges and universities. Never before
have so many young people possessed the necessary tui-
tion money and never before have there been so manv
boys and girls approaching college age.

These factors, plus the forward surge of technology
and the increasing emphasis placed by employers on the
college degree, have produced a splendid formula for
frenzy. Hysteria stalks abroad. Even seventh and eighth
graders, propelled by eager, anxious parents, are quizzing
colleges about entrance requirements and admissions
possibilities.

Miss Laura Steele '37, Agnes Scott College's busy regis-
trar and director of admissions, deplores much of the
hurly-burly. She says it is unrealistic and unnecessary.
It's true, she admits, that the "hand-picked group" is
much more closely culled than it was in the days when
you and I were young, Maggie. It is also true, Miss
Steele emphasizes, that once a student is in the hallowed
halls, professors and instructors "expect more of the
students and they are getting more."

But you certainly don't have to drown your pre-Agnes

Line Illustration by Mary Dunn Evans

Scott daughters in despair. Not yet, anyway. Nor is I
advisable to go about visiting colleges with the girl
before they have even entered high school, in Mil
Steele's opinion. The freshman year in high school I
soon enough to write for college catalogues. On-campiji
interviews with college admissions officials are moi
fruitful, she has found, if they are held after the soph*
more year in high school.

However, she cited a statement by the director of al
missions at Princeton University that the college entrani)
picture is indeed one of "tension and confusion." rl
says: "The tension rises out of the tremendous emphasf
put on admission to college. To many the importali
thing today is getting into college, rather than gettiii
the most out of it . . . Worse even than tension is ttt
almost total confusion about admission in peoples' minlJ
. . . for every fact you hear, you'll hear a hundred rumoil
misstatements, half truths, and out-right falsehoods."

In an effort to dispel some of these storm clouds. Mil
Steele has answered several questions surrounding tfl
admission problem. "We do not solve admissions 11
formula, and no two cases are weighed in exactly til
same way," she declared. "It is the combination of m
factors that concerns us: evidence of academic ability, I
academic interest, and of readiness for effective parti*
pation in Agnes Scott's community life."

"Because college admissions deals with human beinjl
not just a column of statistics," Miss Steele added. '
is an exciting, challenging, often rewarding process ail
sometimes a most disheartening one. President Low!
of the College of Wooster has stated that the future I
the college comes through the door of the admissiol
office. It is this responsibility, a fearful one, that und
a;irds every decision we make." (Continued on Page M

THE AGNES SCCf

ii general, what are the present standards for
idmission to Agnes Scott?

"Our admissions committee sets as its goal the ad-
nission of students who, according to our best judgment,
vill be capable of succeeding in and profiting by the aca-
lemic program at Agnes Scott and, at the same time, will
)e contributing members of the college community. We
ire concerned with admitting the whole person, and not
ust a brain. We make a genuine effort to be fair to all
ipplicants and this very definitely means not accepting
ome who apply. We know very well that the student who
ails will be unhappy not only with herself, but with us
and so will her parents and the school that sent her."

low are a prospective student's qualifications
udged ?

"We take into account her high school courses and
;rades, placing special emphasis on English, foreign
anguages, science, mathematics, and history. We rely
i great deal on recommendations, particularly the report
hat comes from the high school. We do not want the
tudent who is recommended as 'most likely to do a better
ob next year.' We find the College Entrance Examina-
ion Board test results useful. Their correlation with aca-
lemic success here justifies the weight we give them,
'ersonal interviews, alumnae appraisals all of these
actors contribute to a complete picture of the candidate.
ler credentials are thoroughly studied by themselves and
d comparison with those of other candidates."

ISTiat part do the College Entrance Examination
itoard tests play in admitting a student to Agnes
icott?

"The Scholastic Aptitude Test of the College Entrance
I examination Board, which we require all candidates for
idmission to take, measures basic factors in college
luccess: ability to read with comprehension and ability

to reason. In addition we require three Achievement Tests
which measure the candidate's actual knowledge in special
subjects. All of these test results can be interpreted in the
light of scores made by the high school seniors over the
country."

How important are grades must a candidate be
an "A" student?

"She should be a good student. Grading systems vary
from school to school, and with the type of school. A
student with an 'A' earned in a school that sends few
graduates to college may not do as well in college as the
one with the 'B' record from the school sending a high
percentage to college. In our freshman class entering in
September of last year, 70 per cent were known to be in
the top 10 per cent of their high school classes and 96
per cent in the top fourth."

What are the relative weights of grades and Col-
lege Board scores?

"There is no single item more important than the rec-
ord of achievement in high school. The most effective
objective criterion is, however, the combination of school
grades and College Board results. We have learned
through experience the 'risk' areas in College Boards.
We scrutinize with special care any scores below 500,
looking with particular interest for compensation in
school grades and recommendations.

"The student who has worked beyond her capacity in
high school may well find the strain too great in a de-
manding college program. In one case, a principal who
thought he was helping an applicant gain admission actu-
ally helped us make what we consider a wise decision to
reject her. He stated that he had never had a student
work harder (day and night and during the week end)
for her excellent grades. This, he felt, should offset with
us a low IQ and low entrance test results."

Is preference given to daughters of alumnae?

"Alumnae daughters must, of course, meet the academ-
ic and other requirements. However, if there were two
applicants (one of them an alumna daughter) with the
same qualifications and only one opening, the daughter
of an alumna very definitely would be accepted. If the
daughter of an alumna is applying for admission, you
may be assured that we will have a special interest in her
and want her here if at all possible. In all matters of ad-
mission we ask for understanding and patience. Some
decisions may be difficult to understand, since files are
confidential and alumnae cannot know the quality of the
other applicants with whom their candidates must be
compared.

What can alumnae do to help in the admissions
process?

"Suggest Agnes Scott to able students: ask them to

LUMNAE QUARTERLY / FALL 1960

Admissions

I Continued from page 5)

write us for information; follow up their inquiries with
written appraisals of them mailed to us. Advise a student
to take the initiative in writing us herself. We like to see
indications of personal and intelligent interest in college
plans.

"Our greatest asset is the way we are represented by
our alumnae in their homes, communities, churches and
work. In a recent survey of a freshman class, we found
that over 90 per cent indicated they knew one or more of
our alumnae. Alumnae interest in the students we admit
is coveted, and the alumna's interpretation to them of
what Agnes Scott has meant to her is invaluable. Also,
many alumnae, as individuals or as clubs, have contrib-
uted to the college's scholarship fund. This is one great
need alumnae can and do help fill.'

Are "better qualified" freshmen coming to Agnes
Scott?

"'Yes. We have better ways of predicting success in
college, and high schools have better ways of giving
informed guidance to their students and to the colleges
in which they are interested. At Agnes Scott, more selec-
tive admissions policies have resulted in fewer dropouts
for academic reasons, in an increase in the number of
superior students eligible for the program of independent
study, and in the strengthening of our graduation re-
quirements."

Are there students who, though seemingly well
qualified and well recommended, should not come
to Agnes Scott?

"Yes. One of the intangibles of admission is the effect
of the climate of a particular college upon an individual
student. The academic and psychological environment of
the college does affect student performance and attitude."

What is the admissions situation at Agnes Scott for
the 1960-61 and 1961-62 academic years?

"Agnes Scott is completely filled for 1960-61 that in-
cludes freshmen and transfers. Formal applications for
admission may not be made at Agnes Scott until fall of
the students senior year in high school, so the 1961-62
figure are not available now."

Are all colleges filled today?

"No. I doubt that any really able student is failing to

secure admission to college this fall: that is. any abb
student who has had wise guidance from her high school
She ma) not have been admitted to the college of hei
first choice, but if the counsel given her has been sound
she had at least one alternative and possibly two."

What has caused most of the furor over getting
into college?

"A factor has been the release of figures reporting tin
large numbers of applications to and rejections bj tht
various colleges. Such figures often may be misleading
For example, 'applicants' may merely be preliminary ap
plicants or the number having College Board scores sen
to a particular institution.

"These figures have resulted in students applying indis
criminately to four, five and six colleges and sometime:
being admitted to all six! The six applications are then
counted as separate ones at each of the six institutions
but the candidate actually will be a student at only on*
and a 'uhost" at the other five."

Is Agnes Scott expanding to meet the growinjj
need for college space?

"Agnes Scott has 20 per cent more dormitory spac
than it had five years ago. However, we are still a smal
college, and we want and expect to remain so."

What is the best advice, in summary, to giv
alumnae daughters or others who want to com
to Agnes Scott?

"Read wisely and widely: plan a high school curricul
lum emphasizing English, language, mathematics, sciencl
and history: achieve well in school: write for colleg
catalogues before the end of the tenth grade; consult thlj
school counselor. If possible, visit several college carrj
puses, preferably during or after the eleventh grade: aci
missions officers like for appointments to be made wit]
them in advance of the visit. If a visit to a campus is iirl
possible, sometimes a member of admissions staffs cal
have a conference with the individual at her school.

"The prospective student should take the preliminarl
Scholastic Aptitude Test of the College Entrance Examl
nation Board in the fall of the eleventh grade. If inteJ
ested in Early Decision I some colleges, including Agnel
Scott, have inaugurated an Early Decision Plan designel
to give early assurance of admission to able candidate)-
who choose a single college by October of their seniol
year in high school I . a girl is wise to take the entire Col
lege Board series in the spring of her junior year in higl
school. In the fall of the twelfth grade, she should consul
the counselor again; write for application forms, prefeil
ably to no more than three colleges, and to only one 1
Early Decision is recommended and desired. Finally, an
plication-form instructions should be followed carefullv.l I

THE AGNES SCOII

At the Convocation when members elected to the
1960-61 chapter of Mortar Board were announced,
Miss Leyhurn, beloved professor of English,
brought us up short to the anguished realization of our
Mutual dilemma: loss of power to communicate.

TO LISTEN AND
TO UNDERSTAND

Ellen Douglass Leyburn '27

ELLEN DOUGLASS LEYBURN '27

. AM not under the illusion that anybody listens to the
eeches on these occasions, which appear to me some-
nes as much a matter of mere formal propriety as the
wns we wear. I, too, am eager to be through these
xt ten minutes and to hear the names that we are all
iking to have announced.

Nevertheless, I intend to use this opportunity to speak
yeu very seriously about something that seems to me
3 most disturbing aspect of the disturbed era in which
: live. I know that this is a happy occasion for so
lemn a theme, but what we are celebrating is the ac-
ptance of responsibility; and my subject is something
at touches every man at the very roots of being and
at is the peculiar concern of people like us who are
thered here this morning, because as the educated
snority we are the only ones who can do anything
out it. We have a special burden whether we like it or
t. Like Shakespeare's Prince Hal, who through no
oice of his own was born to be king, we are com-
Ued by a profound obligation to pay the "debt we
ver promised." Matthew Arnold's phrase "the saving
mnant" for the cultivated few may have to our ears
slightly arrogant, mid-Victorian sound; but this is in
:t what we are or at least what we can be if we will
: ourselves to- the task of being saviors of the time
d not -just -a little- self -complacent-enclave of cultured

isolated from the agony of the world; if, indeed, we are
to be saving and not merely a remnant, something left
over and useless.

The great problem of our day, then, as I see it, is the
loss of the power to communicate. This is the difficulty
which makes our travail different from that of every
other period of upheaval and anguish in history. To be
sure there have been wars and rumors of wars since
the beginning of time. But when the barbarians destroyed
European civilization, to go no further back, the motive
of conquest was clear; and so it was perhaps even as
late as the second world war. But who can say that in the
confused terror of communism which has governed our
foreign policy since then we have known what we were
doing? There has always likewise been fearful oppres-
sion within given societies; but when Spartacus led his
rebellion of slaves against Rome, he knew what specific
rights he was fighting for something very different from
the colossal ferment now in progress all over Africa,
where primitive peoples suddenly seek to leap over cen-
turies without any clear notion of what they are leaping
into.

Within our own society, the fragmentation is almost
complete. And this, perhaps because it is nearest and
most constant in its impingement on our own daily life,
seems to me to be the gravest part of our worldwide

JMNAE- QUARTERLY / FALL 1960

To Listen and To Understand (Continued from page 7j

Members of Mortar Board, 1959-
60, are trying their wings at
communication, like Eve Purdom,
who is teaching . . .

Mary Hart Richardson (shown
tapping new president Patricia
Walker) is wrestling Welsh con-
sonants, as a Fulbright scholar-
ship.

"Boo" Florance Smythe is launched
upon the most rewarding human
pa*h- marriage.

as is Sybil Strupe, who also
has talent for communicat-
ing via the written word.

Nancy Duvall is tasting life
in a university as a grad-
uate student at Duke.

separation from each other. It is impossible, not just
for labor and capital to speak to each other, as the steel
strike so vividly demonstrated; for farmers to make
business interests listen to their demands; for big busi-
ness to see the value of small business. These are con-
flicts dictated by economic self interest and will perhaps
always exist. What seems to me of more serious import
is our almost total lack of any agreement as to what
constitutes the good life or even of any common concern
with what constitutes it. The confusion of our moral
standards is an example of which we are all aware, with
the conceptions of what is acceptable behavior differing
from community to community and from family to fam-
ily to such an extent that we almost shrug off as one of
the the facts of life, like the weather, the combination of
fanatical loyalty to the gang and equally fanatical hatred
of the opposing gang which leads to the murderous j
rumbles so poignantly portrayed in West Side Story.
The same confusion is even more intolerably demon-|
strated by Charles Van Doren's confession of utter break-
down of integrity when he said he thought he was serving!
the cause of learning by lying. This example of thel
mistaking of private gain for public good seems to mel
glaring proof of the validity of the dictum of Sir Joshual
Reynolds that "he who knows only himself, knows himJ
self but very imperfectly."

It is also symptomatic of what I think is the most!
disastrous of all the cleavages that separate our society!
the dichotomy between the intellectual and what he ii
likely to think of superciliously as "the ordinary man.'f
For Van Doren may indeed have thought that by inJ
creasing the appeal of mere knowledge he was making!
education attractive and thus leading people to the lif J
of the mind, ignoring the fact that all life of the mine!
depends upon truth. We do not in any case, I thinkl
need further glorification of factual knowledge. One o!
the curious phenomena of our time is the worship or
the fact in conjunction with the scorn of the life of thi
mind.

This scorn, which is peculiar to America and sharplj
contrasted with the European attitude of reverence fol
the intellect reflected in the exalted place of the profesl
sor in society, the American intellectuals have certainll
to some extent brought on themselves. The alienation ol
the poet from mankind is due in part at least to th|
poet's ceasing to speak to mankind. His function as seel
is almost forgotten as he writes on themes and in forml
intelligible only to a coterie.

Even within the intellectual world there is no longel
freedom of communication. I read last winter a movin|

THE AGNES SCOT

address by Oppenheimer to the American Council of
Learned Societies, deploring the isolation of one dis-
cipline from another which has come about as the accom-
paniment of the increase of knowledge, so that the phys-
icist can no longer speak to the biologist, much less to
the man of letters. And just recently I have read a series
of lectures by the British physicist C. P. Snow (now Sir
Charles), who is also a distinguished novelist, developing
the theme of the utter separation of what he calls "the
two cultures" of science and letters. His literary friends,
he says, would simply laugh deprecatingly as if he had
asked a question in rather poor taste if he inquired
whether they could state the second law of thermody-
namics, a question about on the level of have you read a
play of Shakespeare. And yet both groups think of them-
selves as educated men. It is exactly to do away with
such divisions that the liberal college exists. Of course,
it is impossible in this time when the body of knowledge
in every field expands so enormously almost by the hour,
for us to have any comprehensive knowledge even in one
field; but comprehensive sympathies are within our
power. The desire to listen and to understand is what
I am pleading for.

And it is possible. Douglas V. Steere, whose Agnes
Scott address on "The Power of Sustained Attention'"
you studied in freshman English, is, as you all know, a
professor of philosophy at Haverford. What you may
not all know is that he is a leader in the Society of
Friends. The Quakers have done more, I think, than
any other Protestant group to try to sustain what Martin
Buber calls the dialogue between man and man. Douglas
iSteere spends every third semester traveling to remote
parts of the world, primarily simply to bring understand-
ing and reconciliation among men of good will. Always
ithe most moving part of his accounts of these journeys
is the report of conversations in which there has been
some meeting of minds. In the last one, for instance,
chere is a typical sentence: "Our conversation went to
iche core of the issue that divides Zen from Western
:hought, and I have rarely been involved in a more
searching give and take." His effort, successful to an
istonishing degree, is always to get at the deep-lying,
nd sometimes deliberately concealed, motives and atti-
udes of his interlocutors. On a scale that is by compan-
ion infinitesimal, I have myself this year had the priv-
Iege of being part of such an effort at understanding,
m the Women's International League for Peace and Free-
dom, in the Atlanta chapter a small group of an almost
iqual number of white and Negro women, I have for the
irst time in my life sat down and frankly discussed the
ommon problems of our two races with Negroes whom

could meet quite simply as human beings.

This may still seem to you remote from the Agnes

Scott campus, where we rather boast of our homogeneity.
But I ask you to examine our common life and see if you
do not find something of the same division at work,
even a latent hostility and jealousy among groups with
varying interests. The breaking down of these walls of
disdain for what is different from us I conceive to be
the chief function of Mortar Board and of everyone who
is concerned for liberal education, not just here at Agnes
Scott, but in the world. The last thing I am advocating
is the annihilating of individual difference, which is the
very life of any community, intellectual or other. But
the effort of every true individual is to break out of the
isolation into which each of us is born ; and nobody can
accomplish this if he seeks to communicate only with
those already as like him as possible. As long as we speak
of the bookworms and the campus leaders, or make a
division between activities and the academic and social
life as if the mind did not function in all three, or his-
tory majors speak in a disparaging tone of chemistry
majors and the other way round (it is perhaps more
becoming for me not to mention the tone of English
majors) , we have no real Agnes Scott community. In this
privileged little world, one of our privileges is to learn to
speak each other's language so that we shall be better
able to carry on the so desperately needed dialogue with
more alien groups outside.

I think one reason why I derive such sustenance from
the study of the eighteenth century is that it is the last
time in our history when at least educated men could take
for granted that they were able to speak with each other.
Johnson could not only write the English Dictionary in
an effort to facilitate such communication, but he could
and did write lawyer's briefs for Boswell and an
essay on the structure of bridges to serve as the intro-
duction to a book by one of his engineering friends. You
remember Miss Larew in her essay "Time of Hesitation"
speaks of the California enthusiast, who at a funeral
when there was a lull in the eulogies of the deceased,
rose and said that if nobody wished to speak, he would
like to say a few words about the climate of southern
California. She confesses that the beauty of mathe-
matics is her "climate of southern California," which in-
trudes in all she says. Perhaps if Dr. Johnson is mine,
his real desire to communicate with all sorts and condi-
tions of men is, more than anything else, the reason.
In an age feeling already the terrible forces of disrup-
tion, he set his great frame, gigantic in mind and spirit
as well as body, as a bulwark against the divisions which
he saw would destroy in the name of individualism the
very power to be an individual which he so cherished.
When Boswell asked him if he approved of classical quo-
tation in conversation, his resounding answer was, "Yes
Sir, . . . there is community of mind in it."

1UMNAE QUARTERLY / FAIL 1960

Madge and her two children pic-
tured during a recent European
tour.

I

N the summer issue of this pub-
lication the Editor expressed an in-
terest in publishing the views of a
"staunch segregationist." Since I am
what is called a segregationist, and
have very firm convictions about the
matter, I am undertaking this state-
ment of my position. Unlike so many
who write for the other side, how-
ever, I am no writer (only a house-
wife, by profession, with two children
in public school and am not hanker-
ing after one of the new variety of
Pulitzer Prizes which are limited,
these days, to the pens which are
dedicated to remodeling the South.

First of all, the word "segrega-
tion" is a misnomer. It implies a set-
ting apart from the herd, the relega-
tion of a portion of the flock to some
sort of racial ghetto. Separation
legally permissible separation is
what southerners reallv want. We
feel that people should be free to
associate with whomsoever they
choose and that no politically-in-
spired judiciary should attempt to
abridse so fundamental a right.

In her article in the summer. 1960,
issue of the Agnes Scott Alumnae
Quarterly, Eliza King Paschall '38
stated, "I would let anv citizens par-
ticipate (in integration) or not, ac-
cording to his interests." One would
think that nobody could disagree
with his statement. In fact, its au-
thor, and those who are acting as she
does, would impose their thinking on

10

A stalwart segregationist makes her plea for
a fifth freedom. She acknowledges good writing
help from her husband, Tom, Emory alumnus.

THE FREEDOM

OF ASSOCIATION

Madge York Wesley '33

an overwhelmingly-numerous, unwill-
ing majority.

The natural desire of most peo-
ple everywhere, black or white,
northern or southern, American or
non-American, is to associate with
their own kind of people, their kind
culturally, financially, even racially.
To associate with dissimilar people
is to invite discomfort. While I
philosophically accept the "whips
and scorns of outrageous fortune," I
am totally devoid of any of the feel-
ings of racial guilt which seem to
work some people up into lathers
of self-recrimination. This natural
selection by which people choose
their associates is so basic it might
almost be called instinctive.

All people discriminate, even the
integrationists. Every act of choice
is an act of discrimination. Oscar
Hammerstein's little ditty, "You've
got to be taught to hate," might just
as well have been worded "You've
got to be taught to love." Anyone
familiar with Pavlov's Lectures on
Conditioned Reflexes and Watson's
Behaviorism., anyone with one ounce
of common sense, in fact, knows
you've got to be taught practically
everything! We like what we like
because of favorable associational
patterns. Most white people, north
and south, dislike the idea of social
mixing with Negroes. No Supreme
Court, no association of ministers,
no propagandizing news-medium is

going to change this. Time, and only
time can effect such a change. In the
meanwhile, if this is still a free coun-
try, we should be permitted freedom |
of choice of associates, provided the
choice is mutual.

The integrationists call any local
public officials with whom they hap-
pen to disagree "politicians." When
they find one with whom they agree,
he receives the kudo, "Statesman."
Thus the definition of a statesman is
no longer "a dead politician," but is
"a public official with whom we
agree!" Similarly, a politician is "a
benighted wardheeler holding his
position through the ill-gotten votes
of an ignorant and misguided elecj
torate," with whom we, incidentally^
disagree. Semantics!

Those of us who desire raciafl
separation have no objective if thisl
new self-styled intelligentsia who dej
sire integration have all of it theyj
want, for themselves and their chilj
dren. It should not, however, bd
crammed down the throats of thosej
of us who feel otherwise. The old
Roman rule, de gustibus non dis\
putantum est, is one rule Mr. Warrer
and his associates will never change
Perhaps some future generation o
do-gooders will seek the enactmen
of legislation (as a corollary to Chile
Labor Laws) which will prohibi
these over-zealous people from ex
posing their children to miscegenetii
environments. If and when this hap

THE AGNES SCOT

pens, the wheel will have completed
its cycle.

For my part, I would not legislate
for racial separation or for integra-
tion. I would, however, prohibit Ne-
gro parents (whose socio-political
motivations take precedence over
their feelings for their children)
from forcing their children into
white schools to be rejected, abused,
and humiliated. An enlightened juve-
nile court should intercede against
this type of parenthood.

Since the present Supreme Court
has, by a direct reversal of former
decisions gone into the business of
rewriting the laws; since it has de-
cided, in its august wisdom, that any
separation of the races in public
facilities is inherently discrimina-
tory, regardless of whether the facili-
ties are equal, identical, or even the
same (but used at different times),
it seems to me that any public fa-
cilities, including public schools, of
course, which we are unwilling to
operate at our expense on an inte-
grated basis, should be abandoned.
Our public schools (as well as parks,
swimming pools, golf courses, etc.)
would never have been set up in the
first place if we had been told at the
j time that integration was mandatory.
We should have public education,
of course. All children should have
an opportunity to secure an educa-
tion, even though, in some cases, it
seems to rob them of their God-given
common sense. This, however, does
not necessitate public ownership
and/or operation of educational fa-
toilities. Few, if any, people would
contend that the average public
School is remotely equal to the aver-
age private school. Many people
nake great financial sacrifices to
iend their children to private schools.
Why? A few do for religious and
)ther special reasons, of course, but
he majority are simply seeking
omething better for their children.
The cost to the public of educating
ill its children in private schools
ieed not exceed the cost of public
chools. The number of children re-
lains the same. The cost, in fact,
hould be less, with the elimination
f the vast empire-building overhead
'hich now runs the public schools.

LUMNAE QUARTERLY / FALL 1960

And the quality should be better!
Private schools, like private enter-
prise, will produce cheaper and bet-
ter education through competition.
The public can still foot the bill
through grants-in-aid to the parents.
The grant-in-aid money need not
be squandered, because the checks
would be legal tender only at ap-
proved schools and the state (county
or city) would approve only such
schools as comply with minimal cri-
teria as to curricula, plant facilities,
teacher-student ratios, etc. Public
school buildings can be sold at pub-
lic auction and purchased by local
corporations formed by the parents
of the attending children. There is
no law which requires that they be
sold at appraised value, or even book
value. Since they are only useful as
schools for the communities in which
they are saluted, the price should be
nominal.

In my opinion, this grant-in-aid
money should be made available to
all parents, whether their children
are in the present public schools or
not. Parents who have the desire
and means to afford their children
something of a superlative type of
education (costing more than the
private equivalent of our publicly
supported norm) could supplement
their public allotment to the extent
required to send their children to
Westminster, Darlington, Lawrence-
ville, etc. Under our present system
these people (who are often our
largest taxpayers) receive no public
contribution toward the education of
their children.

With a system of grants-in-aid,
there would be an absolute equality
in educational opportunity for white
and Negro. Even the integrationist
would have the opportunity of pro-
viding his children, at public ex-
pense, the "crowning experience" of
going to school and otherwise mixing
socially with their racial opposites.
These people could form their own
schools for this purpose.

Meanwhile, let us not deceive our-
selves about the reasons for the pres-
ence of a Negro on the Board of
Education of Atlanta. He got this
job, not through merit, but the same
as the other members did by run-

ning for office. Many people, like
myself, felt that the Negro popula-
tion of Atlanta is of sufficient size to
justify some representation in this
body and for this reason, alone,
voted for him.

Nor should we fail to realize that
the appointment by the Administra-
tion in Washington of Dr. Rufus
Clement (the Negro in question),
and many others like him, to posi-
tions wherein they represent our
country in national and international
matters is anything more or less
than a purely political device to se-
cure Negro votes. The social ostra-
cism of the Negroes has become a
two-edged sword, and the Negroes,
because of their exclusion, have
achieved a solidarity (implemented
through bloc-voting) which has en-
abled members of their race, who
would otherwise languish like "roses
born to blush unseen," to scale to
heights to which whites of equal, or
even superior abilities, can never
aspire.

The white intellectual who has
brought this upon us is being "hoist
with his own petard" along with the
rest of us and subordinated by a
politically articulate, culturally-infe-
rior race which has since the begin-
ning of the world made few, if any,
worth-while contributions to civiliza-
tion.

The integrationists are frequently
prone to characterize the white ma-
jority of the South as "narrow-
minded, bigoted, and superstitious."
For my part, the mores of our white
majority, based as they are on years
of environmental adaptation, show
infinitely more wisdom than is
shown by these revolutionists who
are unable to differentiate between
change and progress and who appar-
ently believe that merely to be dif-
ferent is to be superior. Alexander
Hamilton said, "Your public, sir, is
a fool." I'll take the wisdom of the
public, any time, against the im-
practical, self-assumed omniscience
of these cloistered cloud-dwellers
who speak of the benefits of integra-
tion with the same unconvincing fer-
vor as one who tries to describe a
place he has never been.

11

DEATHS

Faculty

Miss Isabel F. Randolph, former head of
the department of physical education, at
her home in Bucks County, Pa., in August.

Institute

Nina Gilliland, July 26.
Pearl Mathews Moore (Mrs. Albert SJ,
June 19.

Robert L. McWhorter, husband of Ellen
Pratt McWhorter, June 29.
Francis E. Kamper, husband of Vera Reins
Kamper, and father of Vera Kamper Rad-
ford '28 and Nancy Kamper Miller '33.
July 15.

1911

Mrs. Carrie Allen, sister of Lucile Alex-
ander and Virginia Ethel Alexander Gaines
Institute, in July.

1912

C. M. Allen, husband of Susie Gunn

Allen, in 1960.

May Joe Lott Bunkley in 1960.

1915

Mrs. Jeanette Kelly West, mother of Mary
West Thatcher, June 18.

1916

Mrs. Edward Williamson Whips, mother
of Clara Whips Dunn, July 15.

1923

Sarah Brodnax Hansell (Mrs. Granger),
August 5.

Dr. Ernest Lee Jackson, husband of Maud
Foster Jackson, June 14.

1927

Mrs. Anna Lucile Ham Bridgman, mother

of Josephine Bridgman and Lucile Bridg-
man Leitch '29, July 10.

1928

Mrs. Coral West Craighead, mother of
Frances Craighead Dwyer and Kathryn
Craighead Lavender '30, July 30.

1931

Elizabeth Hill Rogers* husband, Marbrey
L. Rogers, died suddenly from a cerebral
hemorrhage and brain operation, June 29.
Milburn H. Kane, Sr., father of LaMyra
Kane Swanson, August 1.

1935

Mrs. Juliet Neel McClatchey, mother of
Jule McClatchey Brooke, June 25.

1943

Wallace Lyons Griffin (Mrs. John A.),
September 5.

1945

Dr. Paul D. Rowden, Jr., husband of
Marjorie Cole Rowden, October 3, 1959.

1947

Dr. F. M. Kinard, father of Margaret Kin-
ard Latimer, May 1960.

1951

Frank Favatella, husband of Betty Exco
Favatella, July 20.

1952

Robert D. Hays, father of Ann Tiffin Hays
Greer, December 20, 1959.

1958

Thomas Fiournaldus Tabnadge, father of
Harriet Talmadge, June 12.

15

CHARLES F MARTIN

WELCOME TO

NEW FACULTY

MEMBERS

Nine new faculty members were appointed
for the 1960-61 session. They are Charles F.
Martin (B.A. Wayne State University, M.A.
University of Mississippi), assistant professor
of economics; Fred K. Parrish (B.A. Duke
University, M.A. University of North Caro-
lina), instructor in biology; Marion T. Clark
(B.A., M.A. Emory University; Ph.D. University
of Virginia), visiting associate professor of
chemistry; John A. Tumblin (B.A. Wake For-
rest College; M.A., Ph.D. Duke University),
visiting associate professor, sociology and an-
thropology); Sarah Evelyn Jackson (B.A. King
College, M.A. University of North Carolina,
Ph.D. Emory University), visiting instructor in
English; Michael J. Brown (B.A. LaGrange
College, M.A. Emory University) visiting in-
structor in history; Mary B. Williams (B.A.
Reed College, M.A. University of Pennsylva-
nia), instructor in mathematics; Merle Walker
(B.A. Hollins College, M.A., Ph.D. Radcliffe
College), assistant professor of philosophy;
Marlene Baver. (B.A. Gustavus Adolphus Col-
'ege; M.S.M. Union Theological Seminary,
New York), visiting instructor in music.

\ LcrU^ . . .

Assorted Campaigns Absorb Us This Fall

Such a rich experience has just been mine, that I'm
in a small quandary trying to find proper words with
which to share it. I've just returned to the campus from
a trip which took me to several areas on behalf of our
75th Anniversary Development Campaign to Athens.
Augusta. Dalton-Rome. and Macon in Georgia, and to
Asheville, N. C, Charlotte, N. C, Winston-Salem. N. C.
and Richmond, Va.

My chief delight was in "getting out amongst "em, v
renewing some acquaintances and making new ones with
those to me ever amazing creatures, Agnes Scott alum-
nae. My chief reward was the realization of the vigorous,
intelligent work you are doing in the campaign. The
area dinners, the report meetings, the knocking on doors
for contributions are being enjoyed, and the perform-
ance is thorough as it should be with alumnae under-
taking this responsibility.

But beyond the good financial results, so necessary
for the ongoing of the College, alumnae are discovering
fringe benefits of the campaign. I found that an alumna
who graduated in 1909 could communicate, with warmth
and understanding, with one of the class of 1959. 1
found busy people in each area taking time to work
for Agnes Scott to good advantage, like a teacher who
left her class to drive many miles for the training in
solicitation methods, or the alumna who is busy, as I
write this, searching out other alumnae all over the
western North Carolina mountains.

So, this experience has made me want to find new
words to say special thanks to each alumna working on
the campaign. Not all of your experience has been a
bed of roses touch a person in her pocketbook and
often out pours criticisms of the College rather than
money. This can be healthy simply because they need to
be brought out in the open. But far outweighing the
sometimes non-thinking critics are the discoveries of
other alumnae who believe in Agnes Scott and what she
undertakes to do as a college.

One bit of confusion I found which I'd like to clarify.
Your contribution to the campaign is, for the duration
of your pledge, a contribution to the Alumnae Fund.
The Alumnae Fund is the College's annual-giving pro-

ALUMNAE QUARTERLY / FALL 1960

gram, and the campaign will stretch over several years.
Some alumnae who have not been solicited yet for the
Campaign have sent contributions to the Alumnae Fund
for 1960-61, without a request being made for this. We
thank you and want you to know that such gifts are
being placed in the Development Fund and will be added
to your campaign pledge.

Also, I owe many of you thanks of another kind, for
your hearty response to "Worthy Notes" in the summer
issue of the Quarterly. I do not dare publish excerpts
from your letters, out of context, on the gravest social
issue we face today, but I can report that the over-
whelming reaction from you was approval and appreci-
ation of Eliza King Paschall \38's article, "A Southern
Point of View." And, also, I got what I asked for: a
statement from one of you of the segregationist view-
point see "The Freedom of Association," by Madge
York Wesley '33. p. 10. The impact of this issue, and
the necessity for the educated woman to take her stand,
could not be more forcibly brought straight home to us
than the fact that, as I write these puny words. The Rev.
Martin Luther King, Jr.. has been sentenced to jail by a
DeKalb County. Ga.. judge only a few feet away from
Agnes Scott.

One issue, politics, is. naturally, smothering all others
on the campus this fall. This magazine will be published
after election day, but you will be interested to know
that students are "politicking" with great vigor. From
where I sit, I see a surge of Republicanism among
students and stalwart Democrats among the faculty
which says nothing except vive la difference between
generations !

Politics aside, the 72nd session of Agnes Scott College
is in full swing, and the College is operating with an
enrollment at full capacity beyond capacity, actually,
since some students, again this year, have had to find
beds in the Alumnae House. Orientation for new students
has brought them quickly into the midst of Agnes Scott's
way of life: "Black Cat" was particularly good this
year: Alistair Cooke was a pure charmer in a two-hour,
off-the-cuff talk as the first presentation of Lecture Com-
mittee. We're off!

rr

A Tower Still Building"

Agnes Scott College
Seventy-fifth Anniversary Development Program

AREA CAMPAIGNS FALL I960

Chairmen

Asheville Jane Puckett Chumbley '52

Athens Susan Daugherty '48

Augusta Nancy Parks Anderson '49

Charlotte Jane Crook Cunningham '54

Dalton-Rome Fannie B. Harris Jones '37

Decatur Gene Slack Morse '41

Macon . Ann Herman Dunwody '52

Marietta Louise Hertwig Hayes '51

Richmond Kathleen Buchanan Cabell '47

Winston-Salem Diana Dyer Wilson '32

SHOULD

\RCHITECTURE

GO MODERN

ON CAMPUS?

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AGNES SCOTT
HUSBANDS
SPEAK UP
page 8

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The Point of View of EDWARD DURELL STOJVE

The Case for
MODERN ARCHITECTURE

on the Campus

ABOUT THE AUTHOR

Edward Durell Stone has been called "one of the
profession's freest spirits and by general consensus
the most versatile designer and draftsman of his
generation." Now in his late fifties, Mr. Stone has
been designing buildings for a long time and since
the construction of his U. S. Embassy in New Delhi
and the U. S. Pavilion at the Brussels World's Fair
the name "Stone" has become familiar to everyone
who appreciates the best in contemporary architec-
ture. He was educated at the University of Arkan-
sas, Harvard, and M.I.T. He taught architecture at
New York University from 1935 to 1940, and at
Yale from 1946 to 1951 . Among the education
buildings he has designed are the Stanford Medical
Center, student housing at Vanderbilt and the
University of South Carolina, and the Fine Arts
Center at the University of Arkansas.

A leading American architect
tells vihy modern buildings on today's
college campuses should blend with
older structures yet be examples of
excellent contemporary design.

THE AGNES SCOT,

w

A RCHITECTURE is not like milli-
/\ nery: we shouldn't change it
L \. just to be fashionable. Yet to
ne it is encouraging that most of our
alleges and universities are chang-
ng to beautiful contemporary build-
ngs, in place of the once-popular
'Collegiate Gothic" or the nonde-
cript structures that we could label
Ugly American."

To use a much-bandied and abused
vord. the contemporary architect
onscientiously tries to produce "func-
ional" buildings. ( Whether he suc-
eeds or not is another question. I He
ries to plan practically, so that his

SKETCHES BY
NANCY BATSON '61

structures will be suitable to their
proposed uses. He does not like to
warp his buildings to meet some pre-
conceived design idea.

This point of view is beginning to
prevail on campuses in all sections of
America, where formerly buildings
were often constructed as "monu-
ments" rather than as places where
education was to take place, and
where the architect was restricted by
an accepted design style. Look at the
designs for Brandeis University and
those for Wayne State University in
Detroit, and at the progressive cam-
pus done by Frank Lloyd Wright at
Florida Southern College. Even cam-
puses that we think of as "tradi-
tional" are no longer so. Yale, which
has always had a Gothic tradition,
now has modern buildings: a fine
arts building and an ice-hockey rink.
The University of Chicago, for which
I am presently doing a continuing-
education building, has seen fit to
forget its Gothic tradition. The grad-
uate school at Harvard, by Gropius.
is a radical departure from that uni-
versity's colonial traditions. In fact,
I know of no campus where a rigid
style commitment now prevails.

As my colleague Walter Gropius
has pointed out, we don't expect stu-
dents to go about in period clothes
so why should we build college build-
ings in pseudo-period design? Like
Mr. Gropius. I believe that students
reflect their surroundings, and that
the appearance and the feeling of
one's surroundings make a sreat deal

of difference. If our future architects
and future citizens are educated in
environments of beauty, perhaps they
will go to bat for beauty later in life.
(It is no secret that beauty is a
scarce commodity in America, one of
the few things we can't seem to af-
ford in our land of abundance.)

Architecture, when well done, can
create a mood and inspiration. It has
done so through the ages. Religious
buildings, for example, have inspired
religious fervor in their congrega-
tions. So it is with a college building:
here you can create an atmosphere
which is conducive to study and to
work, and which produces rapport
between teacher and student.

Indeed, the mood may vary with
the building. If you are working in
a laboratory, you want that labora-
tory to be like a machine, beautifully
equipped and immaculately finished.
In a library you want something that
gives you a relaxed feeling an oak-
paneled room, carpeting, comfortable
chairs, good light, and even an open
fireplace.

EVEN though I am heartily in
favor of the encouragement of
modern architecture on the
American campus, I think that we
architects have an obligation to blend
the new with the old. This can be
done in three principal ways.

First is the matter of scale. When
I say scale it is an architectural
term I mean size and proportion.
If a campus is made up predominantly
of three-story buildings that are, let
us say, 100 to 200 feet long, then the
new buildings should be relatively the
same size.

The second thing to consider is the
material that is used, and the color.
If a campus was started in a material
such as brick or stone, then if pos-
sible the same material should be
used for the modern buildings. If not
the same material, then certainly a
harmonizing color can be used.

The third great unifying force is
the grouping or arrangement of the
buildings. Fortunately, many colleges
were started on the quadrangle plan
an ideal grouping for educational
buildings. The quadrangle is in effect

(Continued on next page)

U.UMNAE QUARTERLY / WINTER 1961

Modern Architecture*

(Continued from page 5)

an outdoor room that unifies a group
of buildings, even though they may
differ individually in architectural de-
sign.

Of this kind of planning, the best
example I know of is Harvard. Har-
vard has adhered to the quadrangle
idea; it has used, by and large, the
red brick of the original buildings:
but it has changed the style as tastes
have changed. There are buildings in
the Harvard Yard by Richardson in
the Romanesque style; there are
buildings in the classical revival style
by McKim, Mead, and White; there
are even Victorian buildings. But be-
cause they are placed around quad-
rangles, towered over by gigantic
elms, they are harmonious.

It is highly desirable for a college
campus, which is to last hundreds of
years, to report the changing tastes
of the times. If we look to Oxford
and Cambridge, we see a record of
this changing history of architecture;
yet they are so planned and unified
by size, materials, and arrangement
that everything ties together. And
that's my preference, rather than to
saddle the architect and the institu-
tion with a preconceived idea of
style.

IN designing the medical school
and hospital at Stanford which
represents my own current tastes
and prejudices, if you will I tried
very hard to meet the conditions of
blending the new with the old. The
site was adjacent to an old quad-
rangle of low, three-story buildings
designed by Shepley, Rutan, and
Coolidge, in the tradition of Richard-
son. I felt that I was working in very
distinguished company and that my
building should be sympathetic with
its predecessors. As a result I made a
horizontal hospital a low, three-story
building which is rather unusual
for a 400-bed hospital in this day. All
the rooms are directly related to land-
scaped gardens, which in turn are
tied in with the beautiful landscaping

* Copyright 1960 by Editorial Projects for
Education.

and fine live oak trees on the 7000-
acre campus.

Because of the earthquake prob-
lem in that area of California, we
thought it desirable to use poured
concrete. To make the concrete tex-
ture sympathetic with the rough stone
of the earlier buildings, and to lend
an air of permanence as well, I hit
upon the idea of putting within the
forms a geometric pattern. This was
done by nailing wooden blocks in the
forms and then pouring in the con-
crete, much as you would pour dough
into a waffle iron. The result, I be-
lieve, is beautiful and exciting and
I hope I have caught the essence of
the older buildings, without either
copying or ignoring them.

Using surrounding buildings as a
point of departure, I find that I can
ask myself: What makes this build-
ing unique from all others? If I can
find the salient characteristic, I be-
lieve there is a much greater chance
of doing an original, creative work.
In other words, if I am working on a
campus that is predominantly red-
brick colonial, I try to create some-
thing original and contemporary, but
which retains some of the qualities
that made the colonial structure at-
tractive capturing the spirit, you
might say.

Although my tastes in architectural
design have changed since 1950, I
have always been happy with the fine
arts center at the University of Ar-
kansas. Here is a unique college
building, with all the arts theater,
music, painting and sculpture, archi-
tecture under one roof, capturing
the spirit of art and serving as an

inspiring educational institution.

I have also been concerned witli
the question of uniqueness of fund
tion in designing the center for con]
tinuing education at the University
of Chicago, to be completed in 1961
Behind it is the theory and it is
very reassuring one to a man of m
age that one doesn't stop learning
To provide a place where men cai
return to the campus to live and wor
in a highly intensive manner for
limited period, I have combined
classroom building, a hotel, and
conference-room building in a simple
unified, rectangular plan.

TOO OFTEN, I am afraid, con]
temporary architects use thj
excuse of "functionalism" t
indulge their current enthusiasms!
We are all guilty of enthusiasms, oj
course. To some architects redwood
is God's greatest gift to man. T<
others, plate glass has a place todaj
that Pentelic marble did in the titni
of the Greeks. Steel in tension hold
another architect's world together. |
am not given to flexing my structural
muscles in public and am content t<t
hobble along on the old post an<|
beam. All of these points of view an
healthy, but they should not becomi
standardized and arbitrary on thi
college campus or anywhere else.

If members of the boards of col
lege trustees are apprehensive at thi
mention of using "modern" design a
their institutions, it is because they
have seen some horrible examples o I
architecture passing under that label!
I am willing to admit that the stand
ards of contemporary architecture ir

THE AGNES SCOT

this country are not as high as they
might be.

In a country with some 177 million
people, there are only about 22,000
architects. Obviously their efforts
cannot even approximate the needs
for building and rebuilding in the
United States. Also, of the approxi-
mately $60 billion spent each year on
construction, less than one-third is
for buildings designed by architects.
It is a strange paradox that designing
and planning are the most important
(and the least expensive) part of any
project, yet are not considered indis-
pensable.

By and large, universities offering
training in architecture fulfill their
mission very successfully, arousing
enthusiasm and a love of architecture
in their students. But since the de-
mand for architects' services is not
high, they are beset by the temptation
to compromise good design in favor
of economic survival. How many col-
lege buildings are not what the archi-
tect intended but a composite of
what boards of trustees, administra-
tors, faculty members, and legislators
demanded !

Then, too, the architects them-
selves are not always capable of good
design. They may be too hot in their
pursuit of novelty. We unnecessarily
complicate our buildings in an effort
to do something different, so that the
results are too self-conscious, too full
of effort to be new and world-shaking.
Restraint is important in art as well
as in living.

A related fault is the hasty accept-
ance of the fashionable, so that we
have the "glass box" copied every-
where^ like a new bonnet the ladies
are wearing this season. Obviously
the glass building is not suitable to
some climates and locations, particu-
larly where there are extreme tem-
peratures. Also, I happen to believe
that the glass box fails to fulfill a
fundamental need within the heart of
man, some inner need for enrichment
and embellishment of his surround-
ings what I have facetiously called
"moxie." I do not mean decoration
for its own sake, but the psycholog-
ical satisfaction that comes, for ex-
ample, from the pattern of light and
shade.

All of these abuses have under-
standably made some of our colleges
leery of embarking upon the "mod-
ern" course of campus architecture.

Fortunately, the colleges them-
selves can help correct these con-
ditions. How? By teaching our
cultural heritage, and by themselves
serving as examples of what long-
range planning can mean in archi-
tecture.

One of the functions of education
is to teach us the appreciation of and
the uses of the past. If one knows
about the history of architecture, he
will also know that modern architec-
ture is adolescent. We have been
working on this for only about thirty
years. The Greeks produced the Par-
thenon which is, after all, a simple
building after 300 years of working
with the problem.

With so many rapidly changing
conditions of construction such as
air conditioning, new kinds of heat-
ing, and the development of the
aluminum or glass curtain wall the
architect today has many more
chances to go wrong than did the
Greek builder. We simply have not
yet mastered the fabulous vocabulary
with which we have to work. The
educated man knows the best of the
past, and he knows that he should not
be premature in judging the work of
the present.

It is part of the obligation of an
educational institution to bring to
all students this knowledge of the

arts and their relationships, no mat-
ter what the specialization. When
Winston Churchill lectured at M.I.T.,
he said that he was gratified that
such a great scientific and engineer-
ing institution found a place for the
humanities, giving scientists a back-
ground in other things of the spirit
which are challenging to every man.

When colleges and universities
raise the general level of apprecia-
tion of architecture, the results will
eventually be seen everywhere. Stu-
dents become the community lead-
ers who serve on school boards and
decide about new buildings; who
have ideas for civic improvements
in the business districts, in the parks,
on the highways. Through general
education our people should be taught
the importance of beautiful surround-
ings which are, after all, a national
asset.

In addition, the campuses them-
selves can serve as good examples
of what architectural planning should
be. Probably the thing that has caused
the most difficulty in the campus of
today is that no long-range provi-
sions were made for the campus's de-
velopment. Because many founders
and leaders did not foresee the rapid
growth of education, cities have grown
up around many institutions and they
no longer have elbow room. A crowd-
ed, hemmed-in campus is hard-put to
be a thing of beauty, even with the
best of buildings.

Every educational institution should
have a master plan one that, inso-
far as it can be, is the vision of able
professionals for a future of fifty to
one hundred years. Naturally, such a
plan will undergo modification as
time passes, but at least you are build-
ing with some conscientiousness and
a final conception in mind. Too many
college buildings have been arbitra-
rily put in the wrong places at the
whim of a president or trustee; too
many designs and materials have been
selected without regard to the appear-
ance of the whole.

Given a plan for the future, every
university and college can make a
place for the new architecture which
will evolve without being prey to
every passing fashion. It is never too
late to start.

ALUMNAE QUARTERLY / WINTER 1961

Alumnae Husbani

JAMES STUART

EWING HUMPHREYS, JR.

A young minister, a young
advertising executive, and an
experienced insurance man
speak to alumnae and their
husbands at an Atlanta
Alumnae Club dinner.

BEALY SMITH

THE REVEREND JAMES STUART:

Perhaps like each member of this panel. I have been
concerned as to my authority to speak. However, after
careful contemplation of this dual subject printed in the
program, '"The Image of an Ideal" and '"Investing in the
Ideal," I have concluded I eminently qualify on two
counts.

The first takes me back to the day I took a short cut
across the Scott campus and was caught by "the image
of an ideal." Having courted this image, it finally became
mine and I have been "investing" in it ever since. It
ought to go without saying that this was the best invest-
ment I have ever made and I will offer the two dividends
running about our house as certain proof.

However, I am aware that being one of the pastors in
a church where thirty-one graduates of Agnes Scott are
members gives me a second qualification. This is the
unique opportunity to examine the "profile of an ideal'
in action and to contrast the depth and intensity of this
"profile" as it competes in leadership over other so-called
profiles.

In this observation there are some general definite
aspects to note. One is the depth of conviction which per-

meates this profile. In a time when so much is superficial
facade and veneer, it is easy to notice depth.

I don't mean to imply that this conviction is alwayl
religious or Christian. As a matter of fact, by somJ
standards of conventional organized religion it would noi
be. I am speaking about a conviction that gives meaning
and purpose to life and which, accompanied by indi|j
vidual initiative, brings these goals into being.

For instance, here is a graduate, who as a student did
independent study in T. S. Eliot, yet who six years latea
is teaching Spanish in kindergarten to 5-year olds. ThJ
motive, not monev, but to better communication in ail
ever-shrinking world and the enjoyment of seeing chill
dren respond.

Here is a philosophy major, who emerges from thi|i
classroom where she has struggled to see how Hume an
Kant destroyed the arguments for the existence of Godl
but finally came to realize that personal conviction transfc
cends philosophy and even theology. So she goes into th<i
primary department of the church not trying to provcl
existence, but to show the necessity of love, and how thtj
openness in love makes us receptive instruments of thtl
Holy Spirit.

Here is a mother of six who sings solo parts in thf

8

THE AGNES SCOT

an Talk, Too and Do

choir, directs a youth choir and no money is involved.
There is just a deep conviction that she has the responsi-
bility to contribute her talents to the Christian group.

Another interesting aspect of this profile is that al-
though individual conviction is deep there is an openness
to new ideas. At this time we are endeavoring to evaluate
the primary department of our church in which 6 of the
20 teachers are Agnes Scott graduates. It is interesting to
observe that in spite of the poor teaching habits which
have been formed in the past years, there is an openness
to self-evaluation and response to change.

We hear so much about change that we take it for
granted, but the church is rapidly changing especially in
the South. What with industrialization and unionization
and social change, the church is also in a state of meta-
morphosis. Even in the brief span of my ministry I have
seen new counseling technique, new curriculum material,
new patterns of evangelism, new attitudes in youth de-
velopment.

But the greatest struggle is still to come. There is a
great need for mature leadership which will give stability
in trying times. Never before have I been so aware of the
need for liberal arts colleges with the uniqueness of com-
bining scholarship with Christian principle. There are no
ready answers to current problems, yet with conviction,
openness, and scholarship we have a framework to face
the future.

I suppose that's what makes it a pleasure to invest in
this "Profile of an Ideal."

EWING S. HUMPHREYS, JR.:

I MUST ADMIT that although I am a loyal husband, there
is another woman in my life, the one I am trying to sell
through mass media advertising. Like my own wife, she
never ceases to amaze me. After much study of the sub-
ject, the first conclusion I reached is that women are
different; they don't even speak the same language as
men. To illustrate: "Most men, I'm sure, think of knives
and forks, but a woman thinks of silver. Men think of
glasses, but a woman thinks of crystal. A woman pre-
pares sauce for the meat, but he eats gravy, and she
may make a lovely casserole, but he complains about the
leftovers. She serves potatoes lyonnaise, he eats potatoes
with onions, and she may think another woman is rather
pretty, but to him she's a living doll." (I am indebted to

Mrs. Bernice Conner of the Ladies Home Journal for
furnishing me these "statistics.")

Different words conjure up different images. "To a
man range may mean scope, ranch, firing range, Home
on the Bange ( if he's musical ) ; but to a woman it's a
beautiful new built-in oven. Base to him means air base
or first base, a bag somebody slid into but not in time to
be called 'safe' by the umpire; but to a woman it is a
lovely new makeup just put on the market. China to him
means trouble or Communists; but to her it's the Lenox
pattern, for example, she has had her heart set on for
years. And, gentlemen, a tomato to a woman is some-
thing that goes into a salad."

The fact that women are different is often used in argu-
ments against quality education for women. We men
certainly like to feel that we are the captains in our
households, but I must admit I am bored ad nauseum
with reading and hearing about how much better women
in other countries manage as housewives and sweethearts.
I think it is about time the American man and par-
ticularly the husband of an Agnes Scott graduate began
to take some pride in his female counterpart, and it is
high time we did something about expressing our pride
and appreciation to her and about her. I submit that an
Agnes Scott girl is more interesting, more stimulating,
more exciting, more intelligent, more companionable,
more compatible, more attractive, more feminine, more
womanly, and more to be appreciated than any woman
in any other country of the world !

Fellows, some of you may not have taken the time to
find out what the average American mother is up against.
In one month's time these are some of the things she is
involved in :

90 meals she plans them, makes them, cleans up

after them.

She takes a shine to 1,500 dishes, makes and shakes
about 150 beds.

Washes, mends, irons, keeps track of 450 pieces of
assorted clothing from husband's tattered argyles to
Junior's birdman suit . . . And speaking of suits 60
times a month she pulls the snowsuits on her strug-
gling youngsters and 60 times a month she pulls
them off again, always soaking wet . . .

(Continued on next page)

ALUMNAE QUARTERLY / WINTER 1961

Husbands Speak Up (continued)

In the course of a month she gets involved with
cleaning 1,500 square feet of carpet . . .

Stopping 43 brawls and squalls . . .

124 arguments feel the justice of her big stick
policy . . .

And she plays young Dr. Malone 7 times a month
for the latest set of colds, bugs and mystery viruses,
the chief symptoms of which are whining, complain-
ing and staying home from school.

She writes about 13 chatty letters to relatives and
friends and then again . . .

Writes 19 checks, on an account that often sees too
much month left over at the end of the money.

She manages to keep the kids out of the shopping
cart long enough to get involved with 102 pounds of
groceries on regular shopping trips . . .

And with 24 additional pounds on unpremeditated
shopping trips.

And she's always attending meetings . . . one regular
membership, PTA . . . one executive committee,
PTA . . . one secret caucus to plan strategy for the
finance committee . . .

one Agnes Scott Alumnae meeting . . .

one Cub Scout Pack meeting . . .

one Brownie "flying up" ceremony . . .

one workshop to make posters for the library or
garden club . . .

and 13 house-to-house calls to collect funds for the
local community chest.

As a part of the necessary preparation for this
busy schedule, she applies lipstick 93 times . . .

gets involved with 470 pincurls . . .

and makes 63 gallant attempts at parallel parking.

And the reason she gets involved with all these things
is simple. She has three children to care for, and then
there is that husband she wants to care for her.

And for those of you who like to measure things
by statistics, try these on your slide rule.

There are 720 hours in a month, but it would take
913 hours to do what she actually does. Like the
bumble bee that doesn't know he can't fly, she gets
it done anyway, somehow.

Let's face it, men, these Agnes Scott wives of ours are
teachers, home appliance experts, chauffeurs, political or-
ganizers, church workers, child psychologists, financiers,
artists, secretaries, musicians, cooks, landscape gardeners,
interior decorators, and many, many other things all
rolled up into one. The time has come to recognize that

the investment "in the ideal" at Agnes Scott has not only
enriched her life but it has also enriched the lives of oui
children, the community, and all those many people with
whom she is in contact. For a woman to become the life
companion of one of tomorrow's educated young execu-
tives without higher education is as ill advised as going
into the poultry business without a rooster.

We have a wonderful ideal in women's education at
Agnes Scott. Each of you has demonstrated your aware-
ness of this fact by your attendance here tonight. Start
ing right now there is something each one of us can do
to support the tremendous investment which has already!
been made in the ideal. We can take cognizance of the
fact that Agnes Scott has grown into one of America's
foremost women's colleges. It has a physical plant and
faculty second to none, but what is more important it has
over the years proven its ability to inspire the thousands
of young women who have walked its campus.

It has given them "ideals," ideals that have now been]
passed on to others and multiplied throughout the com-
munity and the nation.

We should be aware of what is new and different at
Agnes Scott and look for opportunities to show our
friends and associates that we are proud of this college
If some uninformed person speaks ill of your Alma Mater
defend it. Try to change their erroneous impressions. We
husbands who love to cheer our college football team
can certainly find opportunities to cheer the school which
has indirectly made its mark on us. If we bear witness
to the high esteem in which we hold this fine institution,
many others will come to recognize its value. You may
think that what you say is not important, but it is. The
community will certainly not be impressed with the im
portance of this ideal if you who are closest to it are not
enthusiastic in your support and anxious to tell others
about it.

Let's talk it up! I have two sons who will certainly
wear us down before long. I hope Agnes Scott will pro-
vide the wives to share their lives when they reach man-
hood.

BEALY SMITH:

Calvin Coolidge once said: "To place your name, by
gift or bequest, in the keeping of an active university or
college is to be sure that the name and project with which
it is associated will continue down the centuries to
quicken the minds and hearts of youth and thus make a
permanent contribution to the welfare of humanity."

This brings to mind vividly that a lot of someones over
many years in the past have done just this, just so that
Agnes Scott is today what it is. Mind you it wasn't me,
it wasn't you, but them!

Thank goodness for those someones, for I am a direct
beneficiary of just such foresight and generosity of people

10

THE AGNES SCOTT

like you and me who have gone before us. And you, too,
have been just such a beneficiary.

How? Because I have lived in a family of three Agnes
Scotters, including my wife and two of my daughters,
and none of us has been a part of the actual creating and
bringing about that which Agnes Scott is and what it
represents today. Many people invested in an ideal, the
like of which perhaps even they didn't fully realize, and
I am a direct beneficiary along with three other members
of my family. This makes me most grateful.

Why and how does Agnes Scott represent such an
ideal? Why did Betty Lou and I want our daughters to
go there, and how can we now invest in this ideal to per-
petuate it for the benefit of others just as we have been
and are being blessed?

Agnes Scott is but the lengthened shadow of the
home-church-school combination. All in one, in the high-
est sense. In some ways it's superior; the soundness,
vitality and vivid realism of its Christian teachings set it
up and apart as truly an institution of higher yet nobler
learning.

Also, it maintains the balance under pressure of "the
times," of the proper set of values and where and how
they fit in, challenged though they are from so many
sources and in devious ways. It's a "bulwark never fail-
ing." While fostering book "larninV' Agnes Scott weaves
into its teaching program the process of Christian think-
ing, thus engendering proper self-reliance and self-de-
termination in light of the true principles of life. This be-
comes especially apparent in later life when the storms
begin to blow harder and harder, challenging even the
strongest.

Part of the way this is accomplished is surely due to
the people who guide the College. It's been my pleasure
and good fortune to meet almost all of the administration
and faculty and know them in some degree in a personal
way. That I prefer that they and their type continue to
teach my children and inculcate in them ways of life as
well as learning is the highest and most deserving compli-
ment that a father can bestow. These faculty members
bless 'em all are most worthy of this, for they are dedi-
cated to the proposition that each student is an entity
a God-given and God-created entity at that, and the fac-
ulty thus responds and follows through to this end, in-
spiring them in this and solidifying this in them.

Other parts of the program at Agnes Scott are im-
portant, too. It is a well-rounded program, with athletics,
arts, outside activities, social activities yes, and boys!
Jo Allison said with a wry smile, just this past weekend,
that she's majoring in extra curricular activities this
quarter. Sally once remarked with a twinkle in her eye,
"The College lets us major in boys once in a while."

Thus, on that campus there is balance, variety, inter-
ests apart from mere learning, yet all pointing to the one
cherished ideal, "The complete development from girl to

womanhood couched in Christian concepts," as the Col-
lege has stated.

Now how can you and I invest in continuing this ideal,
and even in improving on it if that's possible? There's
one thing sure: growth and supplying facilities and assur-
ing top flight Christian faculties have got to come about
to afford this wonderful privilege to more and more girls.
I can answer the question in one short sentence: By doing
like our predecessors have done GIVE! Just as we are
beneficiaries, let's see that posterity will be too.

There are several ways to give. The usual ways that
come to my mind are a lump sum cash gift during life
or installment cash gifts during life.

But there are other adequate and economical ways in
addition to the usual ones, which perhaps some of us do
not know about. I call them "imaginative giving." The
first of these ways is through your will. And there are
at least two methods of using your will for imaginative
giving. One is to make an outright bequest to Agnes Scott,
and the other is to make a final bequest naming Agnes
Scott College as final beneficiary where there are no other
living beneficiaries to receive this money. Such gifts are
free of estate taxes. So, think on your will, and suggest to
others when you can that they do likewise.

A second way of imaginative giving is through life
insurance. You simply name the college as beneficiary of
your insurance. You own the policy and have the right
at any time to change the beneficiary. Or, you can ir-
revocably assign a policy to Agnes Scott College. If you
choose the latter method, the cash value of the policy is
a deductible gift for income tax purposes. Also, future
premiums are deductible; in effect you make the equiv-
alent of an annual gift, but it can mean much more to the
College in dollars and cents than the premiums paid.
Also, proceeds are not included in your estate at death.

The third way of imaginative giving is to make contri-
butions of stocks or other marketable securities. This is
an important way especially when the value of such se-
curities is greater than the purchase price. Uncle Sam, by
statutory regulation, is delighted to subsidize this gift by
permitting you to deduct the present higher value rather
than what you paid for it.

The fourth way is what is known as private annuities.
You can give a single substantial sum to Agnes Scott,
and Agnes Scott in turn will guarantee you an annuity
for life. The details can be worked out between the donor
and the college's Board of Trustees.

This has been a quick review of methods of giving.
On any of these, discuss them with your attorney and the
College, if you so desire.

As you contemplate giving to Agnes Scott, remember
that as you were privileged and fortunate to enjoy the
bounty of others coming before you, just so can you pro-
vide and perpetuate a bounty for the many others coming
after you. This is truly "an investment in the ideal."

ALUMNAE QUARTERLY / WINTER 1961

11

THE STUDIO

Gouache

New

Arts

Gallery

presents

paintings by Ferdinand Warren, n.J

A summer in Savannah, Georgia, a college glee
club, a gallery studio. Stone Mountain these
are some of Ferdinand Warren s experiences
from which the artist often paints in various
media. An Atlanta art gallery featured recently
a one-man show by the head of Agnes Scott's
art department.

CANTATA

PHOTOGRAPHS BY DWICHT ROSS

The artist in his fourth floor Buttrick studio

GULLAH LULLABY

Lithograph

SIX FIGURES

Encaustic

BLUE GRANITE

ALUMNAE QUARTERLY / WINTER 1961

13

DEATHS

Institute

1935

Isabel Alexander Van der Veer (Mrs. F.
E.), Dec. 10, 1960. Ruth Candler Pope
(Mrs.), Nov. 5, 1960. She was the mother
of Lucia Pope Green '23 and the sister of
Claude Candler McKinney. Nelle Johnston
Pottle (Mrs.), Nov. 29, 1960. Jean Rams-
peck Harper (Mrs. Wm. Ross), Nov. 19,
1960. Her stepdaughters are Frances Har-
per Sala '22 and Marian Harper Kellogg
'20. Maud M. Wallace Young (Mrs. Aaron
T.), in 1960. Mary Zenor Palmer (Mrs.),
Nov. 13, 1960.

1914

Robina Gallacher Hume's husband,
ward Stockton Hume, Sept. 17, 1960.

Ed-

1921

Ben Grisard, father of the late Avery Gris-
ard, May 17, 1960.

1923

Dr. R. T. McLaurin, husband of Margaret
McLean McLaurin, Aug. 18, 1960.

1924

Robert L. MacDougall, husband of Mar-
garet McDow MacDougall, Dec. 6, 1960.

1925

1 A. Fryxell, son of Lucille Gause
, Oct. 5, 1960.

1927

Georgia Mae Burns Bristow, (Mrs. Julian
M.) Nov., 1960, after surgery for a brain
tumor.

Mrs. I. H. Hertzka, mother of Katherine
Hertzka '35 and Ruth Hertzka '39, Nov.
23, 1960.

1938

Dr. R. Lincoln Long, father of Martha
Long Gosline and Caroline Long Arm-
strong '42, Sept. 8. 1960. W. C. Sutten-
field, father of Dr. Virginia Suttenfield,
Sept., 1960.

1939

Mrs. O. W. Porter, mother of Julia Por-
ter Scurry, in May, 1960.

1940

S. W. Enloe, father of Anne Enloe, Feb.
27, 1960.

1945

Dr. James B. Kay, father of Kittie Kay
Pelham and Lois Sullivan Kay, June, 1960.

1947

Graham Hill Smith, son of Anne Jackson
Smith and Jim, Oct. 17, 1960. Mary Brown
Mahon Ellis (Mrs. W. B. Ill), Sept. 24,
1960.

1951

Henry Chesley Hollifield, father of Ann
Hollifield Webb (Mrs. James E.), and
Betty Hollifield Leonard (Mrs. Glenn),
Sept. 15, 1960.

1955

Caroline Cutts Jones' mother, Dec. 1, 1960.

15

Dr. Janet L. MacDonald '28, head of the histo
department and chairman of the division
social sciences at Hollins College, has won a
other feather for her academic cap. She is 01
of twenty Americans awarded Fulbright grar
for study and travel in India, during the sui
mer of 1961.

)r. John A. Tumblin joined the faculty as a vis-
ing associate professor in sociology and an-
hropology. He has taught at Duke and at
landolph Macon Woman's College, and has
leen serving as interim president of the Baptist
heological Seminary of Northern Brazil.

I Lotsj^

Exhortations, Commendations and Lamentations

I have just, literally, slid into the office from my little
ouse, Harrison Hut. on the back campus by the Ob-

rvatory. Atlanta and Decatur are covered with a sheet
f ice and snow, but, as always, classes go on at Ao-nes
cott though several are probably being cut today by
reshmen from Florida.

Since this is my one chance to "have at" all of you, I

g your indulgence while I put on my exhortatory mood
>r a few sentences. All alumnae are hereby invited to the
rmpus for Alumnae Week End, April 22. Reunion class
lembers will get more information from their reunion
lairmen. All alumnae will receive a notice, an invitation,
ith a listing of the day's events. For the first time this
;ar. each of you is responsible for telling me know if
du are coming, by the deadline date which will be on
sur invitation. Another innovation this year will be that
le Alumnae Luncheon will be served as an al fresco
iffet. and we trust everybody will have the opportunitv
> see everybody there.

Alumnae Week End is scheduled to coincide with the
hal days of a Fine Arts Festival which the students are
fanning for a week in April, and their work merits
lecial commendation. The first Festival, held in 1958.
eluded participants from other colleges and universi-
es, but the 1961 festival will place "emphasis upon
eative and critical work by the Agnes Scott Corn-
unity." states Festival Chairman Betty Bellune '61.
'ork in drama, music, art. dance, and creative writing
ill be featured this year. On April 14, Blackfriars pre-
ts the world premiere of a new play, a comedy. "Uncle
am's Cabin" by alumna Pat Hale '55.

The alumnae program for Saturday, April 22, includes
i hour's informal discussion with President Alston on
e role of the educated woman, the alumna, in today's
|iciety; a panel discussion by faculty members on sev-
'al areas of concern to them in the College's life; the

fresco Alumnae Luncheon : the Annual Meeting of the
lumnae Association; and special reunion events.

UMNAE QUARTERLY / WINTER 1961

But long before we plunge into this full schedule,
alumnae will celebrate Founder's Day, February 22. in
various ways and in various spots around the globe. At
the College. President Alston has asked Dr. Eleanor
Hutchens '40, president of the Alumnae Association, to
make an address at a convocation that morning. To this
will be invited alumnae who are members of the five
alumnae clubs in the Atlanta area: after Convocation,
they will attend the class of their choice and then meet
for lunch in Evans Dining Hall.

To wrench you from what is to be. let me give reat
words of praise, and thanks, to alumnae who have, are,
and will perform so well as leaders in the college's 75th
Anniversary Campaign. (See the chart on the back cover. I
Mr. William C. French, Campaign Director, who has
guided many other college fund raising efforts, reports
that the job Agnes Scott alumnae are doing is "almost
unbelievable." He also makes a progress report, as we
go to press, of the total amount of $2,355,862 raised from
the 17 area campaigns so far conducted plus advance
gifts from other areas, individuals, businesses, and foun-
dations. So, we are beyond the half-way mark on our
goal of $4,500,000!

And now I must jump to a lament, and an apology,
for several typographical errors in Madge York Wesley
"33's article in the fall issue of the Quarterlv. Printer and
proofreaders were guilty of a dire lack of communica-
tion! There was also a "typo" on a picture caption which
still rankles my editorial soul.

A different sort of lament, and a different sort of com-
mendation, was the letter signed by 90% of Agnes Scott's
faculty and sent to the faculty of the University of Geor-
gia upon the occasion of the recent riot on the Athens
campus. It states in part: "We . . . take this occasion to
associate ourselves in sympathy and comradeship with
the faculty of the University of Georgia." President Alston
wired President 0. C. Aderhold that the letter was in the
mail and said: "I heartily concur in what our facultv has
done. '

92555

Agnes Scott College
Seventy-fifth Anniversary Development Program

Performance Report
Area Campaigns

Percent

of Prospects

Solicited

100%

99

:

96
95

I

1

1

1

r m

i l

Tj

94 1 1

l

93 1

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90 1

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Amount
Subscribed

$110,000

50,000

30,000

25,000

20,000

15,000

1 0,000

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7,000

6,000

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5,000

4,000

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Key:

Amount Subscribed
Percent of Prospects Solicited

'Active and Incomplete

SPRING 1961

nes

A Special Feature:

THE COLLEGE
STUDENT

ALUMNAE QUARTERLY

1

THE

eott

SPRING 1961 Vol. 39, No.

ALUMNAE QUARTERL

Ann Worthy Johnson, Editor
Dorothy Weakley, Assistant Editor

CONTENTS

4 An Affirmation of the Worth of Every Human Being
by Joen Fagan '54

7 Agnes Scott Alumnae European Tour

8 Principle versus Expediency

lay Eleanor Hutchens '40

11 Worthy Notes

12 The Agnes Scott Student

13 The College Student: A Special Feature

29 Fine Arts Festival

30 Class News

Eloise Hardeman Ketchin

FRONT COVER:

Nancy Bond '62 is doing what lies eternally at the heart of an Agnes ScJ
education reading in the McCain Library stacks. This issue of the Quartet]
features a special supplement (see p. 13) on the American college studen
prepared by the combined efforts of several alumni magazine editors.

(Photograph by Gabriel Benzul

The Agnes Scott Alumnae Quarterly is published jour times a year (November,
February, April and July) by the Alumnae Association of Agnes Scott College
at Decatur, Georgia. Yearly subscription, $2.00. Single copy 50 cents. Entered
as second-class matter at the Post Office of Decatur, Georgia, under Act of
August 24, 1912. MEMBER OF AMERICAN ALUMNI COUNCIL

The Student

SPRING 1961

moves outside, individually and

in classes, to study, answering the call

of dogwood, crab apple, new-mown grass,

and the promise of magnolias.

The academic year moves to

the climax of Commencement.

Rejection of another person on the bo
of external characteristics
seriously injures both people

An Affirmation

of the Worth <

Joen Fagan is a Phi Beta Kappa graduate of Agnes Scott, class of 1954,
daughter of Elizabeth Pruden Fagan '19. She was awarded the Quenelle
Harrold Fellowship for graduate study and earned her M.A. and Ph.D.
degrees in psychology at Penn State University. She has been a clinical
psychologist on the staff of the Veterans Administration Hospital in
Atlanta, and she is now on the staff of Atlanta's Child Guidance Clinic,
is in private practice, and is teaching at the college level.

JL have asked for space to reply to
Mrs. Wesley's article entitled "The
Freedom of Association" in the Fall.
1960 issue of the Agnes Scott Alum-
nae Quarterly, because the ideas ex-
pressed in it concerned me in three
respects: as a teacher, as a psy-
chologist, and as a human being. ]
am responding both to specific state-
ments in the article and to genera,
ideas that are found in many differ
ent contexts.

As a teacher, I feel that one of m)
main functions is to help people
learn to think, and I am concernec
when I see evidence of the misuse o:
intelligence. I am not bothered b)
differences of opinion, and try to en
courage individual expression an<
ideas, as long as these are not grossly
removed from factual knowledge an<
evidence, and do not violate valic
ways of arriving at logical conclul
sions. There is something very grati
fying in the knowledge that peopli
think and act differently. Uniquenes:
implies that any human being is ir
replaceable and affirms the worth o
everv man. Democracy assumes tha
people will think differently : authori
tarian forms of government try to in
sure that everyone thinks alike. Wha
I am trying to say is that I do no
find it necessarv to demand tha
everyone think like I do. but I di
feel that I can demand that they think

I have vet to see a statement de

THE AGNES SCOT

)EN FAGAN '54

/ery Human Being

fending segregation or discrimination
on racial or religious grounds that is
solidly based upon factual statements
or logical thinking. In Mrs. Wes-
ley's article there are a number of
contradictions and fallacies. For ex-
ample, the "integrationalists" are
variously described as "self-styled in-
telligentsia," "cloistered cloud-dwell-
;rs," who show "impractical, self-as-
sured omniscience.'" and who are
"hankering after .... Pulitzer Prizes
. . . ." This is the old fallacy of ad
hominem. paraphrased as if you
ion't think you can shake the argu-
ment, attack the person who ad-
vances it.

Fallacies of Generalizations

There appears to be a direct con-
tradiction between statements in suc-
ceeding paragraphs. "The natural de-
sire of most people everywhere . . .
is to associate with their own kind
of people, their kind culturally, fi-
nancially, even racially. . . . This
natural selection by which people
choose their associates is so basic it
might almost be called instinctive."
Then in the next paragraph, we are
told, "... anyone with one ounce
of common sense, in fact, knows
you've got to be taught practically
everything." In addition to the obvi-
ous contradiction here, there are
good examples of the fallacies of
overgeneralization. and of the self-

evident truth if I say, "Everybody
knows ...'". then no other proof is
necessary. There is also the ques-
tion of how this natural desire to
associate with one's own kind cul-
turally jibes with Mrs. Wesley's tour
of Europe, and with one's own kind
racially fits with the Agnes Scott
welcome of Mongoloid students and
faculty as well as Caucasoid.

Freedom of Association?

A much less obvious but wide-
spread example of poor thinking is
the uncritical acceptance of the
phrase "freedom of association."
This has a nice sound, since we all
believe in freedom, and so we tend
to accept it uncritically. But what
does it mean? Do we really have, or
want, freedom of association? Even
for those people closest to us, the
amount of choice we have is limited.
We did not "pick" our relatives, and
there are probably some "friends of
the family" that we have inherited
with some reluctance. When we go
to the level of acquaintance or group
membership or proximity we have
very little choice. No one has full
choice of all those with whom they
or their children go to school, the
people at the next table in a restau-
rant, or the members of the church
circle. All of us has said something
akin to. "I wish he didn't work
here." or "I wish she didn't belong

to my bridge club." What we are
saying is not, "I am free to choose
my associates," but rather. "There
are many people I have some kinds
of dealings with that I do not know
much about, but whose right to be
here I respect as long as they do not
bother me too much." If they do
bother me, and I cannot challenge
their right to be there. I have the
choice of putting up with them or
getting out myself. We can also
work with, go to church with, etc.,
main people that we would not want
to choose for close friends. (I am
reminded of a statement attributed to
a Negro girl who said she wished
that she did not have to marry the
restaurant owner or the student in
the next seat just because she wanted
lunch or an education.)

Criteria for Membership

What about this phrase, "right to
be there" that was left dangling in
the last paragraph? This leads to a
consideration of criteria for group
membership. For example, what are
some of the rational bases for admit-
ting a child to a particular public
school? Some of the qualifications
that come to mind immediately are
proximity of residence, certain levels
of intelligence and emotional stabil-
ity, freedom from communicable

(Continued on next page)

ALUMNAE QUARTERLY / SPRING 1961

An Affirmation

(Continued from page 5)

disease, lack of gross physical or
sensory handicaps. While there are
probably some others that could be
added, they would have to meet the
test of rationally pertaining to the
child's ability to conform to the pur-
pose of the public schools. Not on this
list are such characteristics as whether
or not the child has freckles, is left
handed, has athletic ability, how he
spells his name, or what color his
skin is. I am not denying that the
latter characteristic causes strong
emotional reactions which may inter-
fere with the functioning of other
children in school, disrupt the school,
and therefore the child himself. What
I am saying is that denial of admis-
sion on such bases and the reaction
to a child otherwise qualified is ir-
rational. Nor do I wish to imply that
other groups may not logically find
characteristics that are extraneous as
far as schools are concerned to be
important for their different pur-
poses. Athletic ability becomes an
important requirement for football
team membership. In any event, such
criteria are relative to the purpose
of any group.

Viewpoint of a Therapist

My second area of concern is from
the standpoint of a psychologist and
therapist. What is the effect of re-
jection because of external character-
istics beyond the control of the in-
dividual, both on the person who is
rejected and the person who is re-
jecting? This is not merely a prob-
lem of race or religion all of us
have experienced rejection any num-
ber of times because of some external
characteristic or group membership.
When we reject someone on some
"obvious" basis, without any knowl-
edge of him as an individual, then
we save ourselves a lot of thinking,
exploration, pain, joy, discovery, and
anxiety. We can stay secure in the
status quo without having to grow
or change. What kind of a society
might we have when we carry this
rej ection-or-acceptance-on-sight idea
to its ridiculous extreme? Let us
mark all attitudes, values, and be-
liefs, clearly on a person's exterior.

Let Democrats have red noses, and
Presbyterians, green hair. Let a gold
earring on the left ear mean a pref-
erence for modern art, and a short
thumbnail indicate an income of
$10,000. Then we would be able to
determine on sight whether we
wished to associate with someone,
or if we should avoid him because
an argument on foreign policy would
be forthcoming. Each person would
then have the choice of staying in a
corner by himself because of obvious
incompatabilities, or possibly finding
someone exactly like himself and
being bored to death.

As a therapist, I have seen what
the effects of hatred and fear are
upon the human personality, and I
have trouble condoning these under
any guise. I have also found con-
sistently that people are mor,e alike
than they are different. Jersild says
this much better than I can:

Those who are prejudiced against
each other tend to lose sight of the
fact that people in the rejected group
are also human beings with the same
sensitiveness, the same fears and griev-
ances, the same desire to be accepted,
the same bitter revulsion against being
rejected as they themselves possess.
As a result of his prejudice against
another, a person tends, in effect, to
dehumanize this other person, and this
means that by the same process and
to the same extent he dehumanizes
himself. The deeper a prejudice is,
the less room there is left for compas-
sion. When a person is prejudiced it
means that he is to a degree repudi-
ating the humanity he has in common
with others. This is all the more true
by reason of the fact that prejudice
often hinges upon what we have called
the externals of personality: skin
color, family history, and the like. On
the other hand, the more a person
realizes his own selfhood and draws
freely upon his own resources for feel-
ing, the less likely he is to emphasize
these externals. The more he looks in-
ward, the more he finds in common
with others, for he will realize that
fear in a black person is just as fright-
ening as fear in a white person, shame
in a Jew is just as painful and debas-
ing as shame in a Gentile, grief and
loneliness are just as hard to bear in
the rich as in the poor, pain is just
as agonizing in a Protestant as in a
Catholic. 1

!

x Jersild, Arthur T., Child Psychology,
Fourth Edition. Prentice-Hall, 1954. pp.
295-296.

As a human being, I am con
cerned for myself, my community
and ultimately, mankind. I know tha
hate, once raised, does not work it
self out in orderly or rational ways
Violence, riots, physical attack, wars
all have their start in just "talking.'
"Talking against" can easily grov
into such violence, especially sup
ported by the kind of "rational'
thinking that depends upon fallacies
Consider New Orleans, where hat<
spread in an uncontrolled way int<
verbal and physical attacks upon j
minister, a priest, six-year olds, dogs
public property, and churches.

Fear of Injustice

I am also concerned over the pro
tection of my own rights. As long a
denial of legal rights is possible oi
irrational grounds, then no one i
safe, including myself. Today darl
skin may be grounds for denyin;
educational or job opportunities; tc
morrow it is possible that havin.
blue eyes, belonging to the Methodis
church, or being a psychologist ma
be grounds for discrimination or dis
missal. Does this sound ridiculous
More Christians than Jews died i
Nazi concentration camps. Mor
white students than Negro were dt
nied admission to state supporte
colleges in Georgia because of th
age limit bill. As long as people ar
willing to affirm their own righl
under the law, they are not denyin
my rights; rather they are increa:
ing the probability that my own fret
dom is being safeguarded. As Ion
as injustice exists for any person i
my society, then I cannot escape tli
fear that this can also happen to mi|

Freedom to Communicate

I would hope that this article, i
the final analysis, is not simply a
intellectual rebuttal nor an unequivi
cal plea for integration. Rather,
would decry everything, be it cond
tions imposed upon the individual (!
conditions that he feels compelled I
impose, that restricts his openness II
experience, limits his willingness ar
ability to participate in life as ful
as possible, obstructs his freedom l|
communicate with other huma
beings, or prevents his growth.

THE AGNES SCO

Europe with the

Agnes Scott Alumnae Tour

Oct. 6-22, 1961

Tremendous
Savings

The entire trip including plane fare,
First Class Hotels with private baths.
2 meals a day, sightseeing, tips, etc.
will cost only $770.00 per person.
This means that a couple will save at
least $300.00 by going with the Agnes
Scott Alumnae Tour.

Visiting England, Holland, Germany,
Austria, Switzerland, Italy and France

Yes, a tour of Europe especially for Agnes Scott Alumnae and their families
offered in cooperation with Holiday Travel, Inc. You will leave New York
on October 6th by overnight plane for London and return to New York on
October 22nd by plane from Paris.

Send for Details

For a copy of the exciting day-by-
day itinerary and other pertinent in-
formation on the tour, fill in the
enclosed form below and mail to
Holiday Travel, 51 Forsyth Street,
N.W., Atlanta 3, Ga.

+ SKETCHES BY NANCY BATSON, '60

AGNES SCOTT ALUMNAE TOUR

Holiday Travel, Inc.
51 Forsyth Street, N.W.
Atlanta 3. Georgia

Please send me the day-by-day itinerary and other information on the
Agnes Scott Alumnae Tour.

Name

Add ress

City

Principle Versus
Expediency

BY ELEANOR HUTCHENS '40

Here is the Founder's Day,
1961, Convocation Address

o.

F all the annual observances of any institu-
tion, Founder's Day can be the most important. Its
nature calls for a review of the original aims and
fundamental principles of the institution, with an
assessment of the extent to which they still animate
it and will continue to distinguish it in the future.
Founder's Day is a time to ask ourselves whether
we are keeping faith or whether we are turning
our inheritance to purposes it was not meant to serve
and forgetting the principles that constitute its real
identity. There are always pressures against keep-
ing faith. The present always seems so different
from the past, the future so much more perilous
than the present, that we are never without voices to
warn us that the old values will no longer do and
that we had better get new ones to fit the unique age
in which we live and the even more astonishing one
into which we are moving. Founder's Day is the
time to look back over our history which in the
case of Agnes Scott covers very remarkable times
indeed and to note how well our principles and
aims have weathered change and emergency. Al-
though there have been periods when to cling to
them seemed suicidal, the College has always man-
aged to keep firmly in view the. fact that the real
suicide would be to give them up, because they are
the College; and in the end they have always proved
superior to whatever improvised remedy has been
proposed to meet die needs of the hour. It is well to
remind ourselves of these things on Founder's Day.

Dr. Hutchens, President of the Agne]
Scott Alumnae Association.

This morning, however, I should like to talk nol
about Agnes Scott's principles but about principlejl
in general and their standing in popular though!
today. It seems to me that there is today not only th< j
simple ignoring of principle that is observable ill
any age; there appears to be active and conscioul
opposition to it, not merely by the schools of thinkeril
who doubt its validity and usefulness but by thil
ordinary man going about his business.

Not long ago I attended a meeting at which tin!
owners of commercial real estate in my home towra
confronted a group of storekeepers who were trying!
to secure passage of a law permitting the city tfl
condemn any downtown property it chose, take ifl
from its owner at a price not set by him, tear dowi ]
any buildings it might include, and use it for park) J
ing space. The property owners of course werB
motivated by a desire to save their property, just all
the storekeepers were motivated by a desire to tunl
it to their own uses; but the property owners did
come to the meeting prepared to argue their casB
on principle. They were ready to point out thalB
whereas in cases of highway routes and slum cleaiB
ance the power of condemnation operates impaiH
tially against those whose property is in the wa)H
in this case the victims could be singled out, foil
political or other reasons, and deprived of theitj
property in an exercise of arbitrary and discriminaji
tory power. Therefore, their argument ran, the law
would be a bad one not only in its possible immj

3

THE AGNES SCOTi

liate effects but on the principle that one's property
mght not to be rendered subject to seizure indi-
idually, by the arbitrary choice of others. This was
yhat they came to say; but they did not have a
hance to say it. The leader of the storekeepers
lemanded of them, at the opening of the meeting,
: Can you give a single reason this law shouldn't be
assed, outside of ideology?" The tone in which he
aid "ideology" made it clear that no abstractions,
10 matters of principle, would be counted admis-
ible. The property owners shifted quickly to prag-
aatic grounds and won, but the idea that justice
hould prevail in such affairs was never voiced and
n fact was tacitly denied.

We have seen the same denial, on a very much
arger scale, in the opposition to the attempts of the
Jnited States over the last few years to rally the
ree world to a common policy based on moral
rinciples. Our allies have shown more irritation
nth us for trying to act on principle than for any-
hing else we have done. Europeans in particular
irge us to grow up, to cast off our youthful idealism
ind adopt the opportunistic methods which have
nade Europe a battleground during most of its his-
ory. And there are those in America who echo
hem. On this country's Founder's Day, the Fourth
)f July, it would be well for us to recall that our
dentify from the first has resided in the principles
enunciated at our birth, and that an America which
ibandons those principles will be America no longer.

We see in our domestic affairs a daily disregard
)f principle which sometimes turns into hostility
oward it. In the bitter emotionalism of the segrega-
ion fight, both sides have shown themselves ready
o violate the principles of unbiased news reporting,
he rights of private property, and a good many
j)ther elements of American justice in order to gain
heir ends. At election time we are assured more
'tnd more often that the independent voter, the citi-
pen who votes by principle radier than by party, is
"useless;" he ought to join a party and work for it.
|)ne asks what campaigns would be like if all voters
Vere already committed. Parties would have no
incentive to offer programs for the approval of the
'mpartial mind, and their competition would be-
ome entirely a matter of hauling voters to the

LUMNAE QUARTERLY / SPRING 1961

polls. One further asks what America would become
if its candidates for leadership did not have to
appeal to considerations more basic than party
loyalty. It is true that the uncommitted voter may
eventually make his decision on self-interested or
pragmatic grounds; independent voting and prin-
cipled voting are not necessarily the same. My point
is, however, that those who call the independent
voter useless are betraying a resentment of the kind
of person who acts on principle: loyalty to a party
right or wrong is a direct denial of principle, and a
thoughtful refusal to commit oneself to a party is
veiy likely to be based on principle.

It seems to me diat I notice in the classroom an
increasing dislike for the abstract. The men and
women in my classes are nearly all past the usual
college age; their average age is 28, and their
experience and responsibilities make them rather
serious about their academic work. The strange
thing to me is that so many of them regard any dis-
cussion of die abstract as frivolous or worse. This
quarter, teaching the course which at Agnes Scott
would be English 211, I encountered a strong
resistance to the Romantic poets because of their
Platonism. The first sign came one night as I fin-
ished a lecture on Wordsworth's Immortality Ode.
I had tried to explain the concept of the ideal world
of which the material world is only a poor imita-
tion, and I had descanted with much enthusiasm on
Wordsworth's success in adapting an aspect of this
idea to the question of his personal change of feel-
ing about natural beauty. As I made an end, a man
at the back of the room held up his hand. ( I have
noticed that materialists often sit at the back of the
room. )

"You told us some people thought Blake was
crazy," he said. "Now, this guy was really crazy."

Since our time was up, I said that we would post-
pone the sanity hearing on Wordsworth to the next
meeting. I went home wondering what the man at
the back of the room would say when we got to
Shelley.

He made no comment when I gave my summing-
up on Wordsworth, and he bided his time through
Coleridge and Byron. On the night we were to begin

(Continued on next page)

Principle Versus Expediency
(Continued from page 9)

Shelley, I took Plato's Republic to class and read
from the seventh hook the wonderful part ahout the
cave: how if men were chained so that they could
see only shadows they would take the shadows for
reality and would resent and deride any of their
number who had gone out of the cave and looked
upon reality and returned to tell them that their
reality was only shadows. Having done this very
slowly and impressively, I proceeded to Shelley's
Hymn to Intellectual Beauty, which the class had
read as part of its assignment, and tried to do it full
justice. At the end, the man in the back of the room
raised his hand.

"Another nut," he said.

Well, Shelley was something of a nut, but I was
determined that he should not be convicted of being
one because he believed in ideal truth and beauty.
Calling to mind the involvement of many of my
students in the scientific and technological work of
the guided missile and space flight centers in Hunts-
ville, I shifted my ground and said that the idea of
an immaterial world corresponding more or less to
the world we know was not confined to philosophy
and poetry. I cited the modem theory of anti-matter,
in physics: the idea that our galaxy of matter may
be exactly matched by one of anti-matter its re-
verse or mirror-image and that if the two ever
met they would cancel each other out and annihila-
tion would result. I said that as far as I knew the
idea of anti-matter was pure speculation, and that
it presented an interesting parallel in science to the
philosophical concept of the ideal. The man in the
back of the room raised his hand.

"You mean poets aren't the only crazy ones," he
said.

I was glad to escape into the Victorian period the
following week.

The refusal to consider the existence of an abso-
lute is closely linked, it seems to me, with the rejec-
tion of principle as a guide in human conduct. The
validity of principle cannot be proved. Even to point
out that adherence to principle has worked well in
the past to say, for instance, that honesty is the
best policy is to turn aside into pragmatism. The

10

value of principle cannot, perhaps, even be stated
"Thy light alone," says Shelley of absolute beauty
"Thy light alone . . . Gives grace and truth to life'
unquiet dream." Perhaps the best way to defem
principle is to say diat it gives meaning to life.

A straight line rarely occurs in nature. But with
out the straight line the peqDendicular, the rigr.l
angle, rectitude in the concrete sense man coul
have done very little in mastering his physics
environment. Material civilization to a great exter
is founded on the concept of the straight line-4
unnatural though it is.

Principle is seldom if ever natural in huma
affairs. But principle is one of the chief means, J
not the chief, by which man has mastered his pel
sonal and social life to the extent that he has. Ill
Tightness, rectitude, straightness are the foundation
of civilized society unnatural though they are.

"We can have no dependence," says Dr. Johnsol
"upon that instinctive, that constitutional goodnel
which is not founded upon principle." FoundeJ
Day, as I have tried to suggest, is a time to thiij
about being worthy of dependence. Burke calls
human institution "a permanent body composed
transitory parts." As members of Agnes Scott,
Americans, even as members of the human race, ^
are such transitory parts. Our identity, our ul
mate success and worth will depend not on whetb
we get what we want or even on whether we me
well. They will depend on whether we prove 01
selves worthy of our inheritance by referring o|
decisions to principle and acting in accordance wjb
it, applying it to all the new problems that aril
however alarming they may be.

Someone has said that if we simply counter eal
move of Soviet Russia with a similar move, we sh
become a mirror-image of the enemy. Is this ^
true of all evil, if we try to meet it with acts
expediency? When we respond to the need of
moment on its own terms, we allow it to shape
and a series of such responses leaves us with
shape of our own at all. On Founder's Day, let
think of the principles which give us our identi
both individual and corporate; and let us tak<
firmer grasp of them as we go forward into
unknown.

THE AGNES SC

\ Lcrts^ . . .

Atlanta Alumnae Are Now Quarterbacking the Campaign

Agnes Scott's Seventy-Fifth Anniversary Development
Campaign rolls merrily, merrily along. We have passed
he half-way mark in both funds pledged and areas so-
icited. Since the Christmas holidays, areas in which
solicitation has been or is being conducted include Knox-
dlle (Peggy McMillan Moore '55, Chairman): College
Park, Ga. (Mary Helen Phillips Hearn '49, Chairman I :
Savannah, Ga. ( Geraldine LeMay '29, Chairman I : New
Means, La. (Helen Lane Comfort Sanders '24, Chair-
nan) ; Mobile, Ala. (Mrs. E. B. Frazer. mother of a stu-
lent, Chairman I ; Atlanta, Ga. (more about this later) ;
Birmingham, Ala. (Frances Bitzer Edson '25, Chairman) ;
Vlontgomery, Ala. (Marion Black Cantelou '15, Chair-
nan) ; and Columbus, Ga. (Mary Louise Duffee Phillips
44, Chairman ) .

From alumnae in communities where the Campaign
las not yet reached have come inquiries about how- they
nay contribute. Let me assure each alumna that she will
)e solicited, if she lives in a spot that is not included in
Dur area personal solicitation organization, she will be
reached by mail.

The Atlanta Area Campaign, currently in progress, has
rjeen organized along somewhat different lines because of
ts size. The General Chairman is Hal L. Smith. Chair-
man of the College's Board of Trustees ( husband of Julia
rhompson Smith "31 I . There are three divisions in the
arganization. Special Gifts, Business and Industry and
general Solicitation. Mary Warren Read '29 is chair-
man of General Solicitation ; she has built a corps of
llumnae, over 200 strong, who are soliciting approxi-
nately 1100 alumnae, parents, and friends of the Col-
ege and who are performing this task with enthusiasm
md dedication.

To kick off the Atlanta Campaign, the Board of Trus-
ees and Chairman Smith gave a magnificent dinner at a
lowntown Atlanta hotel, and after dinner John A. Sibley,
i member of the Board of Trustees for many years and a
nan who is rapidly becoming a beloved "elder statesman"
|n Georgia, gave a great address: "The LJnique Role of
^gnes Scott College in Education Today.'' I quote Mr.
Sibley :

"May I ask the pointed question: Is it possible to equip
|he student to form just judgments, to discriminate

LUMNAE QUARTERLY / SPRING 1961

among values, to break the strangle-hold of the present
upon the mind, while denying to the student knowledge
of religious truth and the values that spring therefrom
as revealed through Judaism and Christianitv? . . .

"Is it not our religious heritage that has shaped our
western civilization, laying the foundations for our free-
doms and mothering and undergirding our great insti-
tutions that preserve and protect these freedoms ? . . .

"Is it not this heritage that gives meaning, significance
and purpose to every phase of life and learning? . . .

"It was the aim and purpose of the founders of Agnes
Scott to establish an institution of high intellectual at-
tainments 'abreast of the best institutions of the land' in
an atmosphere in which spiritual values would be recog-
nized and in which the Kingdom of God would be ad-
vanced upon earth by the students who drank deeply at
the fountain of knowledge while kneeling at the throne
of God.

"This double purpose of combining scholastic excel-
lence and religious truth, so faithfully adhered to and
so intelligently administered at Agnes Scott, is a singular
and unique attainment among educational institutions
in the twentieth century. The presentation of religious
truth and spiritual values as revealed in the Bible has not
lowered the standards of scholastic excellence but en-
riched them. Nor has it interfered with academic free-
dom. Religious faith and practice and intellectual cu-
riosity and the pursuit of secular knowledge go hand in
hand. Upon this foundation of scholastic excellence and
religious faith Agnes Scott has made its progress. . . .

"This is a difficult period the South is now experiencing.
Neither protest nor resentments will solve our problems.
Superior schools and colleges and high character among
the people will be our salvation. Qualities of merit,
stamina, good will and forbearance will bring us through.
Agnes Scott is a training ground for the development of
these qualities and is an example of that excellence that
demands respect everywhere. Let us, therefore, my fellow
Atlantans. join hands and hearts and resources in the
progress of our great college. For in a real sense Agnes
Scott's future rests in our hands."

A few copies of Mr. Sibley's speech are available, in
published form. Write the Alumnae Office if you want one.

THE

AGNES SCOTT

STUDENT

is, we believe, a young person who rather than
deserving the appellation "apathetic," deserves an accolade
for being able to deal nobly with the tensions of ideas and other
human beings. Here is part of the editorial in the fall issue of Aurora,
by Joan Byrd '6l.

'"T" , o those of you who are part of this issue of the
AURORA and to those of you whose work was
almost included, I should like to say "Well done!" May
Sarton tells of one of her early teachers whose only words
of praise were the simple "Bien senti" this praise, I be-
lieve, belongs to each of you whose work is included here.
Feeling is the beginning of art, and we have begun.

It is difficult to know what to say to the rest of you.
We have produced this magazine without you. It is thin
quantitatively, but it is good ; thus far we have managed
alone. But art is a reciprocal process. The so-called appre-
ciation of art is not passive but profoundly creative; only
the individual who himself lives intensely is capable of the
response which it demands. And without you the
AURORA has no right to exist.

Must we concede that insensitivity is the cause of the
deplorable lack of creativity at Agnes Scott? We may well
stop to wonder whether fraternity pins mean anything at
all, if visiting children in the hospital and old people who
seem only to sit and watch each other die has really touched

us in the least, if death has touched us, or if life. Here i
our city students like ourselves are struggling for the fre>
dom of a whole people ; are we not moved ? I cannot believ
we are thus damned, but where are our poets?

I do not mean to imply that all true feeling results i I
art per se. There are times when action is the purest poetr
and I am certain that differential calculus done with love
art in its own way. What concerns me is that feeling, likj
all good, can be held to oneself until it is smothered. Th
is a terrible wrong, and I believe it is what is happening j|
Agnes Scott. It is our responsibility always not only
deepen our own experience of life but to deepen the exper
ence of others. And for many of us, other than offering o
hand in the dark, art is the only way.

It is because we believe in this communion that th
AURORA exists. It may embarrass you to know we bi
lieve in you, but it is true; and the trust which others plac
in you never comes without responsibility. Feel what w
are saying and respond. We ask only that you live art-
and then to each his respective lyre or slide rule.

12

SUSAN GREENBURG

Times have changed.
Have America's college students?

THE

COLLEGE

STUDENT,

they say, is a young person who will . . .

. . . use a car to get to a library two blocks away,
knowing full well that the parking lot is three blocks
on the other side.

. . . move heaven, earth, and the dean's office to
enroll in a class already filled; then drop the course.

. . . complain bitterly about the quality of food
served in the college dining halls while putting down
a third portion.

. . . declaim for four solid years that the girls at
his institution or at the nearby college for women are
unquestionably the least attractive females on the face
of the earth; then marry one of them.

BUT there is a serious side. Today's students, many
professors say, are more accomplished than the
average of their predecessors. Perhaps this is
because there is greater competition for college en-
trance, nowadays, and fewer doubtful candidates get
in. Whatever the reason, the trend is important.

For civilization depends upon the transmission of
knowledge to wave upon wave of young people and
on the way in which they receive it, master it, employ
it, add to it. If the transmission process fails, we go
back to the beginning and start over again. We are
never more than a generation away from total ignor-
ance.

Because for a time it provides the world's leaders,
each generation has the power to change the course of
history. The current wave is thus exactly as important
as the one before it and the one that will come after
it. Each is crucial in its own time.

What will the present student generation do?
What are its hopes, its dreams, its principles?
Will it build on our past, or reject it? Is it,
as is so often claimed, a generation of timid organiza-
tion people, born to be commanded? A patient band of
revolutionaries, waiting for a breach? Or something
in between?

No one not even the students themselves can
be sure, of course. One can only search for clues, as
we do in the fourteen pages that follow. Here we look
at, and listen to, college students of 1961 the people
whom higher education is all about.

Scott Thompson

Barbara Noi

Robert Schloredt

Arthur Wortm

What are
today'' s students
like?

To help
find out, we
invite you to join

A semina>

PHOTOS: HERB WEITMAN

bert Thompson

Roy Muir

Ruth Vars

Galen linger

Parker Palmer

icia Burgamy

Kenneth Weaver

David Gilmour

Martha Freeman

Dean Windgassen

THE fourteen young men and women pictured
above come from fourteen colleges and universi-
ties, big and little, located in all parts of the
Jnited States. Some of their alma maters are private,
iome are state or city-supported, some are related to a
ihurch. The students' studies range widely from science
ind social studies to agriculture and engineering. Outside
he classroom, their interests are similarly varied. Some
ire athletes (one is All-American quarterback), some are
ictive in student government, others stick to their books.
To help prepare this report, we invited all fourteen,
is articulate representatives of virtually every type of
:ampus in America, to meet for a weekend of searching
liscussion. The topic: themselves. The objective: to ob-

tain some clues as to how the college student of the
Sixties ticks.

The resulting talk recorded by a stenographer and
presented in essence on the following pages is a reveal-
ing portrait of young people. Most revealing and in a
way most heartening is the lack of unanimity which the
students displayed on virtually every topic they discussed.

As the seminar neared its close, someone asked the
group what conclusions they would reach about them-
selves. There was silence. Then one student spoke:

"We're all different," he said.

He was right. That was the only proper conclusion.

Labelers, and perhaps libelers, of this generation
might take note.

f students f^m coast to coast

Ft

'

2S|^bPr*"'

^

*y* ]

MMi .

'. 5

ig--

11

5?

ERICH HARTMANN, MAGNUM

[tudentis a wonderful thing. "

Student years are exciting years. They are excit-
ing for the participants, many of whom are on
their own for the first time in their lives and
exciting for the onlooking adult.

But for both generations, these are frequently
painful years, as well. The students' competence,
which is considerable, gets them in dutch with their
elders as often as do their youthful blunders. That
young people ignore the adults' soundest, most heart-
felt warnings is bad enough; that they so often get
away with it sometimes seems unforgivable.

Being both intelligent and well schooled, as well
as unfettered by the inhibitions instilled by experience,
they readily identify the errors of their elders and
they are not inclined to be lenient, of course. (The
one unforgivable sin is the one you yourself have
never committed.) But, lacking experience, they are
apt to commit many of the same mistakes. The wise
adult understands this: that only in this way will they
gain experience and learn tolerance neither of which
can be conferred.

it

They say the student is an animal in transition. You have to
wait until you get your degree, they say; then you
turn the big corner and there you are. But being a student
is a vocation, just like being a lawyer or an editor
or a business man. This is what we are and where we are.''

ui The college campus is an open market of ideas. I can walk
around the campus, say what I please, and be a truly free person.
This is our world for now. Let's face it
we'll never live in a more stimulating environment. Being a
student is a wonderful and magnificent and free thing. 9

a

You go to college to learn, of cours\

\

i

SUSAN GREENBURG

A student's life, contrary to the memories that alumni
and alumnae may have of "carefree" days, is often de-
^ scribed by its partakers as "the mill." "You just get
in the old mill," said one student panelist, "and your head
spins, and you're trying to get ready for this test and that
test, and you are going along so fast that you don't have time
to find yourself."

The mill, for the student, grinds night and day in class-
rooms, in libraries, in dining halls, in dormitories, and in
scores of enterprises, organized and unorganized, classed
vaguely as "extracurricular activities." Which of the activities
or what combination of activities contributes most to a
student's education? Each student must concoct the recipe for
himself. "You have to get used to living in the mill and finding
yourself," said another panelist. "You'll always be in the mill
all through your life."

3ut learning comes in many ways.

99

'Td like to bring up something I think is a fault in
our colleges: the great emphasis on grades."

"I think grades interfere with the real learning process.
Tve talked with people who made an A on an exam
hut next day they couldn't remember half the material.
They just memorized to get a good grade.''''

"You go to college to learn, of course. But learning
comes in many ways not just from classrooms
and books, but from personal relations ivith people: holding
office in student government, and that sort of thing."

"It's a favorite academic cliche, that not all learning
comes from books. I think it's dangerous. I believe
the greatest part of learning does come
from books just plain books."

ERICH HABTMANN, MAGNUM

It 's imp or tan t to know you !
can do a good job at something.

It's hard to conceive of this unless you've been
through it . . . but the one thing that's done the
most for me in college is baseball. I'd always been
the guy with potential who never came through. The
coach worked on me; I got my control and really
started going places. The confidence I gained carried
over into my studies. I say extracurricular activities
are worthwhile. It's important to know you can do a
good job at something, whatever it is."

"No! Maybe I'm too idealistic. But I think college
is a place for the pursuit of knowledge. If we're here
for knowledge, that's what we should concentrate on."

"In your studies you can goof off for a while and
still catch up. But in athletics, the results come right
on the spot. There's no catching up, after the play is
over. This carries over into your school work. I think
almost everyone on our football team improved his
grades last fall."

"This is true for girls, too. The more you have to
do, the more you seem to get done. You organize your
time better."

"I can't see learning for any other purpose than to
better yourself and the world. Learning for itself is of
no value, except as a hobby and I don't think we're
in school to join book clubs."

"For some people, learning is an end in itself. It can
be more than a hobby. I don't think we can afford to
be too snobbish about what should and what shouldn't
be an end in itself, and what can or what can't be a
creative channel for different people."

"The more you do, the more

you seem to get done.

You organize your time better

SUSAN GREENBURG

"In athletics, the results come

right on the spot. There's

no catching up, after the play."

*'-., .

e

*-*#

/,

- .*.

"It seems to me you're saying tha

College is where many students meet the first great
test of their personal integrity. There, where one's
progress is measured at least partly by examinations
and grades, the stress put upon one's sense of honor is
heavy. For some, honor gains strength in the process. For
others, the temptation to cheat is irresistible, and honor
breaks under the strain.

Some institutions proctor all tests and examinations.
An instructor, eagle-eyed, sits in the room. Others have
honor systems, placing upon the students themselves the
responsibility to maintain integrity in the student com-
munity and to report all violators.

How well either system works varies greatly. "When
you come right down to it," said one member of our student
panel, "honor must be inculcated in the years before college
in the home."

"A'\-

ST. LOUIS POST -DISPATCH

"Maybe you need a Bin a test,

or you dont get into

medical school. And the guy ahead

of you raises the average by

cheating. That makes a real problem.^

wnor works only when it's easy. "

"Fmfrom a school ivith an honor system that works.

But is the reason it works maybe because of the tremendous

penalty that's connected with cheating, stealing,

or lying? It's expulsion and what goes along with that

is that you cant get into another good school or

even get a good job. It's about as bad a punishment

as this country can give out, in my opinion.

Does the honor system instill honor or just fear?"

"At our school the honor system works even though the

penalties arent that stiff. It's part of

the tradition. Most of the girls feel they're given

the responsibility to be honorable, and they accept it.''''

"On our campus you can leave your books anywhere

and they'll be there when you come back. You can even

leave a tall, cold milkshake Tve done it and when you

come back two hours later, it will still be there.

It wont be cold, but it will be there.

You learn a respect for honor, a respect that will carry

over into other fields for the rest of your life.''''

"Td say the minority who are top students dont cheat,
because they're after knowledge. And the great
majority in the middle dont cheat, because
they're afraid to. But the poor students, who cheat to
get by . . . The funny thing is, they're not afraid at all.
I guess they figure they've nothing to lose."

"Nobody is just honest or dishonest. Tm sure
everyone here has been guilty of some sort of dishonest
act in his lifetime. But everyone here would
also say he's primarily honest. I know if I were
really in the clutch Fd cheat. I admit it
and I dont necessarily consider myself
dishonest because I would."

"It seems to me you re saying that honor works
only ivhen it's easy."

"Absolute honor is 150,000 miles out, at least.

And ive' re down here, walking this earth with all our

faults. You can look up at those clouds of honor

up there and say, 'They're pretty, but

I cant reach them.'' Or you can shoot for the clouds.

I think that's the approach I want to take.

I don't think I can attain absolute honor,

but I can try and Fd like

to leave this ivorld with that on my batting record."

"It's not how we feel about issues-

W:

E are being criticized by other people all
the time, and they're stamping down on us.
'You're not doing anything,' they say. I've
noticed an attitude among students: Okay, just keep
criticizing. But we're going to come back and react.
In some ways we're going to be a little rebellious.
We're going to show you what we can really do."

Today's college students are perhaps the most
thoroughly analyzed generation in our history. And
they are acutely aware of what is being written about
them. The word that rasps their nerves most sorely is
"apathy." This is a generation, say many critics, that
plays it cool. It may be casually interested in many
things, but it is excited by none.

Is the criticism deserved? Some college students
and their professors think it is. Others blame the times
times without deprivation, times whose burning
issues are too colossal, too impersonal, too remote
and say that the apparent student lassitude is simply
society's lassitude in microcosm.

The quotation that heads this column is from one
of the members of our student panel. At the right is
what some of the others think.

"Our student legislature fought most of the year

about taking stands. The majority

rationalized, saying it wasn't our place; what good

would it do? They were afraid people would

check the college in future years and if they took

an unpopular stand they wouldn't get security

clearance or wouldnt get a job.

I thought this ivas awful. But I see indications of an

awakening of interest. It isnt how we feel

about issues, but whether we feel at a//."

"Vm sure it' s practically the same everyivhere.
We have 5,500 full-time students, but only fifteen
or twenty of us ivent on the sit-dotims."

"I think there is a great deal of student opinion
about public issues. It isnt always rational,
and maybe we don I talk about it, but I think most of
us have definite feelings about most things."

"Tvefelt the apathy at my school. The university

is a sort of isolated little world. Students

don t feel the big issues really concern them. The

civil rights issue is close to home,

but youd have to chase a student down to get him

to give his honest opinion."

"We re quick to criticize, sloiv to act."

"Do you think that just because students in America
dont cause revolutions and riots and take
active stands, this means . . .?"

"I'm not calling for revolution. Ym calling
for interest, and I dont care what side the student
takes, as long as he takes a side."

"But even ivhen we went doivn to WoolwortKs
carrying a picket sign, what were some of the motivi
behind it? Was it just to get a day away from classe

ut whether we feel at all. "

"I attended a discussion where Negro students
presented their views. I have never seen a group of
more dynamic or dedicated or informed students"

"But they had a personal reason."

"That's fust it. The only thing I can think of,
where students took a stand on our campus,
was when it was decided that it wasn't proper
to have a bravery sponsor the basketball team on
television. This caused a lot of student discussion,
but it's the only instance I can remember."

"Why is there this unwillingness to take stands?"

"I think one big reason is that it's easier not to.
It's much easier for a person just to go along."

"I've sensed the feeling that unless it really burns

within you, unless there is something where you

can see just what you have done, you might as well just

let the world roll on as it is rolling along.

After all, people are going to act in the same old way,

no matter what we try to do. Society is going to

eventually come out in the same ivay, no matter

what I, as an individual, try to do."

"A lot of us hang back, saying, 'Well, why have an idea
now? It '11 probably be different when Ym 45.' '

"And you ask yourself , Can I take time away from

my studies? You ask yourself, Which

is more important? Which is more urgent to me?"

"Another reason is fear of repercussions fear

of offending people. I went on some sit-downs and I

didn't sit uneasy just because the manager of

the store gave me a dirty scowl but because my friends,

my grandparents, were looking at me

with an uneasy scowl."

We need a purpose other than
security and an $18, 000 job. 1

"Perhaps 'waiting' is the attitude of our
age in every generation."

"Then there comes the obvious question,

With all this waiting, ivhat are we waiting for?

Are ive waiting for some disaster that will

make us do something? Or are we waiting for some

'national purpose'' to come along,

so ive can jump on its bandwagon? So we are at

a train station; what's coming?''

HERB WE!TMAN

[guess one of the things that bother us is that
there is no great issue we feel we can personally
come to grips with."

The panel was discussing student purposes. "We
\eed a purpose," one member said. "I mean a purpose
ther than a search for security, or getting that $18,000-
-year job and being content for the rest of your life."
"Isn't that the typical college student's idea of
is purpose?"

"Yes, but that's not a purpose. The generation of

the Thirties let's say they had a purpose. Perhaps
we'll get one, someday."

"They had to have a purpose. They were starving,
almost."

"They were dying of starvation and we are dying
of overweight. And yet we still should have a purpose
a real purpose, with some point to it other than self-
ish mediocrity. We do have a burning issue just plain
survival. You'd think that would be enough to make
us react. We're not helpless. Let's do something."

Have students changed?

o

.H, yes, indeed," a professor said recently, "I'd
say students have changed greatly in the last
ten years and academically, at least for
the better. In fact, there's been such a change lately
that we may have to revise our sophomore language
course. What was new to students at that level three
years ago is now old hat to most of them.

"But I have to say something negative, too," the
professor went on. "I find students more neurotic,
more insecure, than ever before. Most of them seem
to have no goal. They're intellectually stimulated, but
they don't know where they're going. I blame the
world situation the insecurity of everything today."

"I can't agree with people who see big changes
in students," said another professor, at another school.
"It seems to me they run about the same, year after
year. We have the bright, hard-working ones, as we
have always had, and we have the ones who are just
coasting along, who don't know why they're in school
just as we've always had."

"They're certainly an odd mixture at that age a
combination of conservative and romantic," a third
professor said. "They want the world to run in their
way, without having any idea how the world actually

Some professors ' opinion.

runs. They don't understand the complexity of things
everything looks black or white to them. They saj,
This is what ought to be done. Let's do it!'"

"If their parents could listen in on their chi
dren's bull sessions, I think they'd make an interes
ing discovery," said another faculty member. "Th
kids are talking and worrying about the same thind
their fathers and mothers used to talk and worry aboij
when they were in college. The times have certain!
changed, but the basic agony the bittersweet agon
of discovering its own truths, which every generatio
has to go through is the same as it's always been

"Don't worry about it. Don't try to spare tr
kids these pains, or tell them they'll see things diffe
ently when they're older. Let them work it out. Th
is the way we become educated and maybe eve
civilized."

"I'd add only one thing," said a professor emei
tus who estimates he has known 12,000 students ov<
the years. "It never occurred to me to worry aboi
students as a group or a class or a generation. I ha
worried about them as individuals. They're all diffe
ent. By the way: when you learn that, you've made
pretty profound discovery."

The College Student"

i ^T~^l_ _ /"*! _ 1 1 _ _ C 1 j J _ a. J J The material on this and the preceding 15 pages is the product of a cooperative endeavor

in which scores of schools, colleges, and universities are taking part. It was prepared
under the direction of the group listed below, who form editorial projects for educa-
tion, a non-profit organization associated with the American Alumni Council. All rights reserved: no part of this supplement may be reproduced without
express permission of the editors. Copyright 1961 by Editorial Projects for Education, Inc., 1785 Massachusetts Ave., N.W., Washington 6, D.C.
Printed in U.S.A.

DENTON REAL DAVID A. BURR DAN ENDSLEY DAN H. FENN, JR. RANDOLPH L. FORT

Carnegie Institute of Technology The University of Oklahoma Stanford University Harvard Business School Emory University

J. ALFRED GUEST L. FRANKLIN HEALD CHARLES M. HELMKEN WALDO C. M. JOHNSTON JEAN D. LINEHAN

Amherst College The University of New Hampshire St. John s University Yale University American Alumni Council

MARALYN ORBISON ROBERT L. PAYTON FRANCES PROVENCE ROBERT M. RHODES

Swarthmore College Washington University Baylor University The University of Pennsylvania

VERNE A. STADTMAN FREDERIC A. STOTT FRANK J. TATE ERIK WENSBERG

The University of California Phillips Academy (Andover) The Ohio State University Columbia University

CHARLES E. WIDMAYER REBA WILCOXON ELIZABETH B. WOOD CHESLEY WORTHINGTON CORBIN GWALTNEY

Dartmouth College The University of Arkansas Sweet Briar College Brown University Executive Editor

April 14

Agnes Scott College

Fine Arts Festival

1961 Program

John Gassner, professor of playwriting, Yale University School of Drama, 3:00 p.m.,
'"The Well-made Play: Its Nature and Status in the Modern Theatre"

Exhibition of stage designs and light plots by Arch Lauterer, through April 22

Premiere of "Uncle Sam's Cabin," by Pat Hale '55, presented by Agnes Scott Black-
friars, 8:00 p.m. (admission charge)

Two one-act plays by Agnes Scott students Beth Crawford and Molly Schwab,
10:15 a.m.

Playwriting Panel Critique of "Uncle Sam's Cabin"' and the one act plays: John
Gassner, Robert Porterfield of the Barter Theater, Leighton Ballew, University of
Georgia, Margaret Bland Sewell, Agnes Scott College, 11:00 a.m., Rebekah Scott Hall

Auditions for Apprentices, The Barter Theater, summer 1961, 2:00 p.m., Robert
Porterfield

Opening of exhibition of art featuring Atlanta artists who teach, Buttrick Gallery,
3:00 p.m., Monday-Friday 2-5 p.m., through April 22

ADTI 1 O W J orLn Ciardi, poetry editor, Saturday Review, 8:00 p.m., "How Does a Poem Mean?"

April 19

April 15

April 16

April 20, 21
April 20

April 21

Literature Panel on Aurora, Agnes Scott student publication, John Ciardi and Flan-
nery O'Conner, Georgia author. 4:00 p.m., Rebekah Scott Hall

Program of Contemporary Music, performed by Agnes Scott students, 10:30 a.m.
(Stravinsky. Hindemith. Bartok and others)

William Newman, University of North Carolina. University Center Visiting Scholar
in music. 8:00 p.m.

Dance films by Martha Graham and Co.. "Appalachian Spring" (music by Aaron
Copland) and "Dancer's World" (music by Cameron Mitchell) 2:00 and 4:00 p.m.,
Campbell Hall

Contemporary Music and Dance, "Medea," by Virgil Thomson, presented by Agnes
Scott Glee Club; "The Magnificat," by R. Sterling Beckwith, Emory University, pre-
sented by Sigma Alpha Iota music fraternity; "The Only Jealousy of Emer," by
William B. Yeats, presented by Agnes Scott Dance Club, 8:00 p.m. (admission charge)

Ann I 2? ^ Art auction, 3:00 p.m., Rebekah Scott Hall

Unless otherwise indicated, events will be held in Presser Hall.

JMNAE QUARTERLY / SPRING 1961 29

DEATHS

Faculty

1919

Alma Willis Sydenstricker, professor of
Bible, emeritus, and former head of the
Bible department, at her son's home in
Augusta, Ga., Dec. 3, 1960.

Institute

Arabella Crane Deschamps, Jan. 12. Annie
Lou Harralson Pritchett, sister of May
Belle Harralson Walker, Jan. 26. M. Reese
Hunnicutt, Sr., husband of Lillian John-
son Hunnicutt, in January. Nelle Johnston
Pottle. Nov. 30, 1960.

1911

Arm Sue Patillo, Dec., 1960. Count D. Gib-
son, husband of Julia Thompson Gibson.
Jan. 20.

1914

Dr. Albert G. Hogan, husband of Theo-
dosia Cobbs Hogan, Jan. 25.

1915

Mary Helen Schneider Head, Jan. 1.

Martha Nathan Almon, Nov. 11, 1960.
1921

Mrs. A. Paul Brown, Sr., mother of Thelma
Brown Aiken. Feb. 5.

1936

Mrs. John C. Hollingsworth, mother of
Marjorie Hollingsworth and Ruth Hollings-
worth Scott '27, Dec. 23, 1960.

1937

B. F. Eldredge, husband of Cornelia Chris-
lie Eldredge, October, 1960.

1941

Dr. George L. Mitchell, husband of Elaine
Stubbs Mitchell, Jan. 23.

1946

George Parkhurst Lee, father of Anne Lee
McRae and Adele Lee Dowd '50, Jan. 28.

1953

Mary A. Hamilton, Jan. 6. Her mother is
Sarah Smith Hamilton Academy.

31

Alumna Publishes Book

Jane Cough lan Huff '42 has wi.
ten the story of her husband. J
Huff's, life in Whom the Lo
Loveth. published by McGraw-Hill
February 28. Jim entered the m
istry when he was over forty, a]
although he soon became incural
ill, he poured into his work his gri
reserves of enthusiasm and streng
Jane says: "I feel that Jim's p
longed and painful illness was p
of his Christian witness, a sort
"ministry through suffering.' ' :

MRS. CHARLES WILLIAM WALDEN
465 CHELSEA CIRCLE, NE
ATLANTA 7 GA.

APRIL 22-23

Alumnae Week End

Robert M. Thrall, University of Michigan, University Center
Visiting Scholar in mathematics, 8:00 p.m.,
Campbell Hall

John Adams, violinist, 8:00 p.m.

APRIL 27

Robin Williams, Jr., Cornell University, University Center
Visiting Scholar in sociology and anthropology, 4:00 p.m.

Georgia Academy of Science

Herbert H. Farmer, Cambridge University, University
Center Visiting Scholar in religion. 4:30 p.m.

JUNE 4

JUNE 5

Baccalaureate sermon, Marcel Pradervand, General
Secretary, World Alliance of Reformed Churches,
Geneva, Switzerland, 11:00 a.m.

Commencement exercises, Eugene R. Black, President.
International Bank for Reconstruction and Development.
Washington, D. C. 10:00 a.m.

Unless otherwise indicated, events will be held in Presser Hall

SUM M E R 196 1

ines

3f

ALUMNAE QUARTERLY

Eugene R. Black Speaks on
America's Major Concern

See page 8

Ai^jii

THE

rc\\t summer i961 voK 39 - n

V\/|/|/ ALUMNAE OUARTERI

L

Ann Worthy Johnson, Editor
Dorothy Weakley, Assistant Editor

CONTENTS

4 Campus Compendium

6 Tension and Equilibrium
by Julia T. Gary

8 America's Overriding Concern Today
by Eugene R. Black

1 1 Class News

Eloise Hardeman Ketchin

23 Worthy Notes

FRONT COVER

The daisy chain marks the beginning of Agnes Scott's commencement fest
ties. Sophomores Sally Rodwell and Lelia Jones weave hundreds of daisie
enchain the seniors at Class Day ceremonies.

/Photograph by Divight Ri

The Agnes Scott Alumnae Quarterly is published four times a year (November,
February, April and July) by the Alumnae Association of Agnes Scott College
at Decatur, Georgia. Yearly subscription, $2.00. Single copy 50 cents. Entered
as second-class matter at the Post Office of Decatur, Georgia, under Act of
August 24, 1912. MEMBER OF AMERICAN ALUMNI COUNCIL

Elliott's Studio

The Student

SUMMER 1961

travels, studies, works for Daddy,

or just relaxes at home.

With diploma in hand, one hundred

twenty-three new alumnae

scatter far and wide, beginning new lives

in many settings.

"For he's a jolly good fellow," serenaded the students upon the return of Moderator Wallace M. Alston.

Campus
Compendium

Spring Quarter ivas full of firsts,
for students of the arts, for President Alston,

for the new Class of 1961

A tlanta it seems to us, has evil
l-\ been blessed with a special sol
*- -* of Spring, and the campus a j
nually reflects this. That certain feel
ing was never more evident than l
the Arts Festival held during a t<|
short April week. Betty Bellune '6|
student chairman, wrote in the lek
tival brochure: "This is to be a tin!
of recognition of our artists. But mcl
important, this week is to be one I
involvement for us all the non-artil
and the artist alike/"

It did, indeed, involve us all-
lightfully. Would that we might cl
vote all four issues of this masazil

Kudos to new Ph.D. degree holders: Miss Chloe Steel, assistant professor of French. Miss Nancy Groseclose, assistant professor of biology, tU

Mr. C. Benton Kline, Jr., dean of the faculty and assistant professor of philosophy.

sxt year to the festival events; all
b can do here is list some, not all
them: Blackfriars' world premiere
irformance of Pat Hale '55's play,
ncle Sam's Cabin; a discussion of
is and student playwrights' efforts
r a panel composed of John Gassner,
ale University; Margaret Bland
well '20, Agnes Scott; Leighton
dlew, University of Georgia; and
)bert Porterfield, Barter Theater of
rginia; John Ciardi's lecture "How
oes a Poem Mean?" Mr. Ciardi is
etry editor of Saturday Review and
ofessor of English at Butgers Uni-
rsity; and an astounding presenta-
)n of Yeats' play, The Only Jeal-
sy of Emer, combining the arts of
ntemporary dance, speech and
usic.

Spring also brought high honor to
esident Wallace M. Alston. He
s elected to the highest office in his
urch, Moderator of the General
sembly of the Presbyterian Church,
S. Upon the occasion of his elec-
>n, the student body serenaded him,
id the faculty gave him a rising
>te of congratulations and sym-
thy. It is an awesome responsibility
l| addition to his myriad duties as a
Illege president, but we join manv
lices in prayers of thanksgiving that
I is chosen to lead this church as it
Igins its second century in a year
Bat finds Christian principles, even,
ling questioned in the South. In
''m are combined the virtues of wis-
tai, moderation, and love, and alum-
le all over the world will rejoice
he assumes his new position.
Dr. Alston's talk to the 400 alum-
e gathered for reunions on April
! was, from all comments, the great
ent of the day even out-shining
e first outdoor Alumnae Luncheon.
e spoke without manuscript, and
raight from his heart, on what
umnae can expect from the College
id what the College expects from
umnae. He said that Agnes Scott
umnae "have lifted my sights," and
Ivised us to "continue to be some-

fine Arts Festival opened with the world pre-
>ere performance of Uncle Sam's Cabin, a comedy
Pat Hale '55. Here's one of the cafe scenes.

Belgium and France have been chosen for next year by Fulbright Scholars Judy Clark Brandeis '61
and Anne Broad 61. Both are honor graduates and members of Phi Beta Kappa.

body, to value intellectual processes,"
to assume leadership in our communi-
ties, to read, to think, in short, to
be "real people."

In the President's Charge to the
Class of 1961 at Commencement, he
also asked them, as they assume alum-
nae status, to "stand for something"
and we think they will. There are
now 123 brand new alumnae, and
this is our opportunity to welcome
them. Many of them will plunge into
more study next year in graduate
schools; two will be abroad on Ful-
bright scholarships. Anne Broad,

from Jackson, Miss., will study em-
bryology at the Free University,
Brussels. Belgium. Judy Clark Bran-
deis (sister of Frances Clark '51 and
Claire Clark Kelly '54) will be at
Aix-Marseille, Faculte des Lettres, in
France, pursuing further French
study.

Not to be outdone by the good
class of '61, nor by their students next
year, eighteen members of the faculty
and staff are studying across the na-
tion this summer, and their subjects
range from "Cellular Differentiation"
to the Chinese language.

TENSION AND
EQUILIBRIUM

This scientist can, indeed,
communicate with others

By Dr. Julia T. Gary, Associate Professor of Chemistry

IT is the exception rather than the
rule, I think, when one, having
been asked to speak on a par-
ticular occasion, is given complete
freedom as to the choice of a sub-
ject. Finding myself in this enviable
and at the same time awesome posi-
tion, I would feel disloyal to the area
of my primary interest and training

ABOUT THE AUTHOR

Miss Gary, who holds the A.B. degree from
Randolph-Macon Woman's College and the M.A.
and Ph.D. degrees from Emory University, is
making an enviable place for herself in Agnes
Scott's life. She came to the College with the
Class of 1961, and was faculty sponsor for the
1961 chapter of Mortar Board. {This article is her
Mortar Board Convocation address.) She is fac-
ulty chairman of Sophomore Parents' Week End
and also is chairing one of the committees in
the College's self-study program, that on student
personnel student activities and organizations.

if I were not to speak about chemis-
try, or at least about something scien-
tific. This is to say nothing of the
fact that I like to talk about chem-
istry.

The particular aspect of chemistry
that I have chosen is equilibrium.
The recognition of this phenomenon,
operative in chemical, physical, and
biological systems, and the principles
which have been deduced from it,
make equilibrium one of the most
fundamental concepts of scientific
thought. And I would like to suggest
to you that this concept, in its quali-
tative aspects, is equally valid for us
as individuals and for the society in
which we live.

When one observes a rapid chem-
ical reaction or a simple physical
transformation take place in a sys-
tem, one sees the reactants in their

\

H

c I

initial states and, finally, the pi
ucts in an apparent state of rest,
what one does not see is equally
important as what is visible
system, after the reaction has ta
place, is not a static one; on the c
trary, it is dynamic. What appe B
to be a static restful system is
reality, the net result of two oppos |
reactions, proceeding with ei
speeds but in opposite directions. 1
is called a state of equilibrium. T
for example, the simple process
sweetening iced tea. The first
spoon of sugar dissolves, on stirri
with considerable ease. The sec<
teaspoon of sugar is more difficul
dissolve, and, on addition of
third, repeated stirring will not fc
solution of the sugar. The syst
iced tea plus sugar, is now in a s'
of equilibrium. Two reactions, It

THE AGNES SCI

sible to the eye, are taking place
I equal rates. One is the solution
.E tiny grains of sugar and the other
j the passage of sugar from solution
ck to the solid state. Or take the
fer-pressing problem of weight con-
ifol. An equilibrium exists and weight
J constant when the rate at which
glories are expended by the body in
metabolism is equal to the rate at
fhich calories are supplied by the in-
like of food. If these two rates are
ot equal, weight loss or weight gain
Ipsults.

i For any given system, the state of
fluilibrium is the state of maximum
;ability and all systems proceed
pontaneously toward this state.
I I would like now to suggest that we
>pply this concept of equilibrium to
idividuals and to society.
Not one of us is so naive as to

fail to realize that there is some op-
position to everything. There are
forces operative against communism,
against democracy, against atomic
experimentation, against some of our
rules here at Agnes Scott. But our
system of education and of freedom
of thought encourages criticism and
questioning. The observable stable
state results when these forces are
balanced by those which act in the
opposite direction.

If this were all that could be said
about equilibrium I would be pro-
posing a stagnant society in which
change and progress and regression
are impossible. This, however, is not
the case. A French chemist, Le Cha-
tclier, made a deduction from obser-
vations which is familiar to every stu-
dent of even elementary chemistry.
Le Chatelier's principle tells us that
if we change the conditions under
which a system is operating, the sys-
tem will shift its equilibrium posi-
tion in a way that is forced by the
stress. Temporarily, the state of equi-
librium is upset, but as soon as the
system adjusts to change, equili-
brium is once again established, but
in a new position. Chemically, these
stresses which affect a system are
changes in the concentration or quan-
tity of one of the substances present,
changes in temperature, and changes
in pressure. If we return to our glass
of iced tea in which sugar would no
longer dissolve and warm the con-
tents, even slightly, more sugar dis-
solves and a new position of equili-
brium is reached, this one represent-
ing more dissolved sugar and less un-
dissolved sugar than the previous
state.

Perhaps you read an article in the
February, 1961, issue of The Atlantic
Monthly in which Dr. Carl Binger
discusses "The Pressures on College
Girls Today." Here, I think, we can
see some of the stresses which cause
an upset in the state of human equili-
brium the career, can it or can it
not be successful for those who
marry; the desire for a special kind
of security; depression resulting
from poor academic performance;
questions and disappointments re-
garding relations with men. Dr. Bin-
ger throws out a challenge to col-

leges when he says that a college is
doing only a part of its job if it dis-
regards these stresses and is con-
cerned only with an "intellectual con-
ditioning" that might be mistaken
for education.

In the realm of social action, eco-
nomics, politics, and international re-
lations, we can see numerous causes
for upsets in the state of equilibrium.
And, in many instances, in relatively
short periods of time, there is evi-
dence of a shift in position and a re-
turn to a stable state. Just a few
months ago, the equilibrium at the
University of Georgia was disturbed,
thrown into chaos, when a court rul-
ing forced the admission of two Ne-
gro students to the university. Now
a new stable state has been attained,
one which may or may not last for a
long time. But it will, to be sure, re-
main stable until some pressure is
exerted when the point of equilibrium
will once again shift to relieve the
stress.

What, then, of catalysts for attain-
ing the point of equilibrium? Chem-
ically, a catalyst is a substance which
increases the speed of a reaction, en-
abling the state of equilibrium to
be reached more easily and thus more
rapidly than if the catalyst were not
present. In a recent article deploring
what he calls "averagemanship" as a
product of American education, Dr.
Joseph J. Mathews, professor of his-
tory at Emory University, speaks of
the "well-rounded man with the short
radius" and of the person who
"knows less and less about more and
more." This individual, because he
or she has been molded into the
American scheme of averages, is
unable to assume positions of leader-
ship in any area and moves along
with the tide instead of in front of
it. The one who is not just average
and who is able to move in front of
the tide, because of the catalyst she
possesses, is increasing the ease and
the speed with which the state of
maximum stability is reached. We here
and others who are likewise fortunate,
have within our reach the most pow-
erful catalyst conceivable. This
catalyst is an intimate mixture of
factual information, sound judgment,
and an unselfish concern.

ALUMNAE QUARTERLY / SUMMER 1961

America

mmk

WHWI

Elliott's Studio

Eugene R.

XV OBERT FROST remarked th.j
other day that "Education doesn'j
change life much. It just lifts troubltj
to a higher plane of regard." In de
livering himself of that cheerfully
fli])pant aphorism, he probably mean
primarily to imply that in acquin
ing an education we also acquin
I whether we like it or not I a greate
awareness of our own and othe]
people's problems. But his point als|
draws attention to an odd fact
people living the supposedly cloisj
tered life of students or academic^
particularly at colleges which, likj
this one, are devoted to the study o]
the liberal arts, are often far morl
aware of important issues than pen
sons who have graduated into life ij
the supposedly wider outside world

I suppose it is inevitable that moi
of us narrow our mental horizon]
when we complete our formal educJ
tion. Paradoxically, in emerging inU
the adult world, we usually conceJ
trate our powers within a more rl
stricted range than heretofore. TrI
demands of a new job to be learnel
or perhaps of a new family ol
cupy much of our thoughts. Othd
people's interests, other people!
troubles, sink to a lower plane I
regard.

To a great extent this is only rigl
and proper. The wholeheartednel
with which most Americans attaoj
the problems of their work, the wa
in which they are prepared to devol
all their efforts to the achievemel
of a single objective, goes far. I h|

ABOUT THE AUTHOR

Mr. Black, president of the International Bank I
Reconstruction and Development, known mil
familiarly as The World Bank, is a native AtlJ
tan and a graduate of the University of Georgi
When Dr. Alston introduced him as Agnes Scol
1961 Commencement speaker, he characteri;
him as "one of the most useful and distinguish
American citizens. . . ."

THE AGNES SCC

jverriding Concern Today

\ses our moral responsibility for all the world's peoples

liieve, toward explaining this coun-
try's present wealth and international
stature.

On the other hand, our own per-
sonal lives may be the poorer. Even
[if the work we undertake is congenial
find worthwhile, it alone is unlikely
f:o make the fullest use of our abili-
ies and training. A good many of
Ifou will have to face this problem
Lhen you marry bringing up a
family is infinitely rewarding, but it
,s also confining.

' We all need to try to keep those
vider horizons which were opened
lp for us in our college days. Man
s not an island, nor is each country
iufficient unto itself. Our participa-
tion in the world cannot be limited
o our own backyard if we are to do

worthwhile job as citizens or as a
lation.

It is a truism that today America
annot live apart from the rest of the
corld. The United States must now
rade and work as part of the in-
ernational community; science and
echnology have reduced the sig-
nificance of the gaps of time and dis-
ance that once limited our communi-
lations with other peoples, and often
ffectively insulated us from their dif-
iculties.

Those other peoples, too, have
hanged. Their concerns have be-
ome less remote from our own.
here are new forces at work among
lem, often released by our own ex-
mple. Some of these forces we can
r elcome as corresponding with our
wn ideas and ideals, while others
e must recognize as being hostile to
ur own interests and to everything
)r which we believe our society
:ands.

Just as we are forced to become
ware of other nations, so they are
lcreasingly aware of us. And the
icture they have is not always flat-
ting. Most of the older nations
nd Europe in particular long ago

decided that we were rich, friendly,
uncultured, materialistic and rather
naive fellows, with a talent for mak-
ing money and treading on people's
corns. The younger countries those
which have matured or achieved na-
tional consciousness in recent years
often have a more distorted and
less innocuous picture. There is a
widespread belief among the poorer
nations that when we Americans look
outside our own country we do so
chiefly in the hope of furthering quite
selfish interests; that however inno-
cent and kindly our deeds may ap-
pear, our real motive is to impose
our own commerce and culture, our
own diplomacy and strategy, on the
rest of the world. Naturally this is
an interpretation that our enemies do
all they can to encourage. It is a
tragedy that with so much evidence
to prove that the picture is false, we
ourselves often seem almost equally
determined to prove that it is true.

The evidence of its falsity is clear
enough to us and to the more sophis-
ticated of our friends. In Europe, for
instance, the generosity and dazzling
success of the Marshall Plan, by
which we helped to restore the war-
shattered economies of more than a
dozen nations, made a genuine im-
pression that no amount of propa-
ganda, or of clumsiness on our own
part, is likely to erase. And we can
point to plenty of other examples of
American financial, material and
technical help given with no expecta-
tion of a direct return in increased
military security, or commercial or
political advantage.

Moreover, our aid has not been
provided without some sacrifices. Be-
cause the United States is a very rich
country, we have not felt too acutely
the pinch of giving on such a scale.
But it has cost us a higher level of
taxation than might otherwise have
been needed.

Much of the money we spend over-

seas, we do of course spend directly
in our own interest. A great part of
it goes to strengthen our own and
our allies" armed forces, in the name
of achieving a common security.
Some of the loans made by American
agencies are straightforwardly in-
tended to finance exports of Ameri-
can-made goods. And some foreign
aid is extended in the hope of keep-
ing or winning friends in the arena
of international politics.

But anyone who knows America
knows that these are not the decisive
reasons why the foreign aid program
has continued. Taken singly or taken
together, they would not be enough
to explain our assistance to other
countries. There is another reason
that is fundamental to all the rest: at
bottom, we act trom a conviction that
as human beings we have a re-
sponsibility to help our fellow human
beings when help is needed. What
moves us most is not the prospect of
building armies, or increasing ex-
ports, or even winning friends for
our diplomacy. What moves us most,
I am convinced, is the desire to do
something about the hunger, the sick-
ness and the poverty that is the lot of
most of mankind.

We are strangely reluctant to ad-
mit this. Some Americans, in fact,
seem to find altruism shameful. They
apparently believe that generosity is
more soft-headedness, and that they
have shown unpardonable weakness
in not behaving like the hard-hearted
capitalist exploiters of the poor our
enemies would have people believe us
to be. I suppose that it is understand-
able that a hard-pressed politician
should tell the people he represents
that it is to "fight communism" or to
boost exports that he agrees to the
spending in distant lands of the taxes
they reluctantly contribute. But so
long as we say this and nothing else,

(Continued on next page)

LUMNAE QUARTERLY / SUMMER 1961

America's Concern

(Continued)

it can hardly be wondered that people
abroad should become convinced that
our ends are entirely selfish, that our
true intention is to prosper at their
expense. We stand convicted out of
our own mouths.

Nor is it much better if abroad
we explain our help chiefly by refer-
ences to a belief in encouraging the
institutions of freedom, democracy,
or free enterprise. These ideas mean
a great deal to us, but they can have
little meaning to a peasant whose
main concern is to stay alive, who
has too little to eat, too little to wear
and only a wretched hovel in which
to sleep, and who is almost always
in poor health. We must recognize that
if we can explain our motives only
in terms of abstract political con-
cepts, we shall not be able to make
ourselves understood by most people
in the two-thirds of the free world
that is underdeveloped.

And if neither we nor the re-
cipients are clear about our motives,
the chances are that any help we
give will be largely wasted. Unless
we have as our first and overriding
concern the welfare of the people
we are trying to help, our efforts are
likely to be useless: if we go into a
country with muddled motives we
shall almost certainly also muddle
our objectives. Aid given on this
basis will fall far short of what might
reasonably be done to bring about a
real improvement in living standards.
The only rewards we reap may be
mutual misunderstanding, frustration
and, eventually, resentment.

If we are to make our help ef-
fective, we must make our moral con-
cern count; we must concentrate all
our efforts on the real needs of the
people we are helping. We must make
their well-being our first objective,
instead of thinking of it as the tail
to the kite of our military, commer-
cial or diplomatic policy. If we do
that, we can be pretty confident that
our aid will do the most for these
people that it possibly can, and will
also foster a mutual respect between
them and us which in the long run
is more likely to help us toward our

national objectives than any attempt
to buy or subsidize their support. On
these terms, and in this spirit, I be-
lieve that we can work far more ef-
fectively in the poorer countries.

America today provides a standing
challenge to these countries, making
it impossible for them to be content
with their former lot. Almost every-
where, the traditional fabric of their
societies has been weakened, and
sometimes destroyed. Western com-
munications, western industry and its
products, western commerce, western
manners and notions of status and
perhaps most important of all west-
ern medicine have all played a part.
Throughout the underdeveloped
world, changes have come about that
cannot be reversed, and hopes have
been lighted that will not easily be
extinguished. If these hopes are to be
realized, the developing countries are
going to need a great deal of as-
sistance from America and from the
other industrialized nations of the
West in the years immediately ahead.
If we choose to help them, we have
much to offer.

And we ought to help them.

In our own material interest, we
ought to help. We cannot hope for a
peaceful world if we leave so many
people in want of even the barest ne-
cessities for decent living. If only for
this reason, the effort to bring these
people out of poverty must concern
you directly. Your own future, and
the future of your husbands and
families, will depend on whether we
succeed or fail. If we succeed if we
can work along with the poorer coun-
tries, and can convince them that we
are concerned about their needs and
willing to make continuing sacrifices
to help them then we can hope to
still the worst pangs of their discon-
tent. But if we fail, then we must
expect that, sooner or later, they will
align themselves against us, and very
probably with our enemies. Then the
outlook will be black indeed. In this
severely practical sense, I believe the
problem of world poverty to be quite
as important to you and to our coun-
try as any military problems we have
to face.

But there is another reason why
we ought to help the poorer coun-

tries, and why I have chosen to speak
to you about their needs. I believe
that, at bottom, this is a moral prob
lem. Let the experts, the engineers
and economists, deal with technical
arguments; it is you as citizens, act-
ing in all the ways open to citizens,
who will ultimately decide what is
the right thing to do.

Now it seems to me self-evidently
right that we should care about the
millions of people who are struggling
against hunger, ignorance and dis-
ease, and that we should give prac
tical expression to our concern. It
seems to me that if we cease to care,
and so turn our backs on their need,
we shall deny something of great
value to ourselves and weaken the
moral basis of our own American so-
ciety. I think President Kennedy had
the same thought when in his hi'
augural address last January, he in>
sisted that we must continue to help
these countries because: "If the free
society cannot help the many who are
poor it can never save the few who
are rich."

This is admittedly simple idealism,
and idealism is often mocked by
those who consider themselves sophis-
ticated. Yet I fancy that there is more
than a tinge of envy in the mockery.
Idealism is traditional among Amer-
icans; it is one of the best strands
in our national character. There is
real danger, however, that we may
lose it in our preoccupation with the
demands of everyday life, and so h
come (as some accuse us of ahead
being) mere selfish materialists. In th
sense, the health and value of Amer
ican society may be measured by the
concern we show for the needs of
the poorer countries. We might, pe
haps, temporarily achieve greate:
peace of mind if we let the trouble:
of other societies sink to a lowe:
plane of regard. But we should do
injury to ourselves, as well as to the
hopes of these apparently-remote
peoples, if we chose to ignore their
needs. Without American participa-
tion in the international effort to
raise living standards, much of th
world would be poorer. But in
moral sense, it is we who would b
poorest of all.

10

THE AGNES SCOT

Mr. and Mrs. Lewis H. Johnson were honorec
at the Miami area campaign dinner in May
Mr. Johnson is associate professor emeritus o
music and Mrs. Johnson (Gussie O'Neal) is at
alumna of the class of 1911.

DEATHS

Institute

Lottie Ramspeck, April 15.

Academy

Eppy Clarke, April 10, 1960.
1922

Robert Murphy Smith, husband of Lois
Polhill Smith and father of '"Rookie"
Polhill Smith Koenig '56, March 11.

1926

n Clarke Martin Wilson, Feb. 10.

1927

Georgia Mae Burns Bristow, Nov. 22, 1960.

1934

Robert Price McConnell, husband of Helen
Boyd McConnell, Aug. 4, 1960.

1938

Mr. T. D. Dunn, Jr., father of Doris Dunn
St. Clair and Martha Dunn Kerby '41,
March 30.

1944

Dr. William H. Kirkland, husband of
Miriam House Kirkland, Dec. 23, 1960.

1952

Barbara Grace Palmour's mother, April 9.

15

^

The Alumnae Office will indeed welcome Emily
Pancake '61 as a full-time member of its staff
on September 1. Emily, who has worked in the
Alumnae Office for four years on a Student
Service Scholarship, will be Secretary in the
Alumnae Office and a Senior Resident.

\ \jKxa, . . .

A Campaign Fringe Benefit: The Image of an Alumna

he usual long, hot summer in Georgia has not yet ap-
eared. Actually, my hands are so cold, on this late June
ly, that it is difficult to hold my pencil. It is somehow
isturbing to have the scent of magnolias in full bloom
lown into the Alumnae Office on a sharp shaft of cold air.

Perhaps the unseasonable weather is good for one of
jr major concerns, the 75th Anniversary Campaign,
eports flowing in from the six areas which are winding
p their efforts now are all good ones Miami, Fla.,
\ugusta King Brumby '36, chairman ) ; Thomasville.
a., (Bobbie Powell Flowers '44, chairman); Washing-
n, D. C, (Comdr. Sybil Grant '34, chairman) ; Phila-
;lphia, Pa., (Helen Fox '29, chairman) ; New Jersey
VTitzi Kiser Law '54, chairman ) and New York ( Cissie
piro Aidinoff '51. chairman).

The current campaign report shows a total of
3,474,759 in pledges and cash, received toward our
even-year goal of $11,000,000. Or, to say it another
ay, at this point we must raise $1,525,241 by January,
364, to complete this, Agnes Scott's greatest effort.

Cold statistics, though, say nothing of the warmth the
rea campaigns have engendered, the recognition of, re-
>onsibility for, and belief in the kind of education
gnes Scott offers. Augusta King Brumby '36, Miami
rea Chairman, expresses this much better than I can.
be writes :

"You know, to me, this isn't just another Alumnae
ssociation Campaign for funds. I have a sense of mis-
on about this a sense of urgency, because when we
ive our dollars to a college like Agnes Scott, the primary
ling we're saying is that we believe Christian education
i be the hope of the world. You know without my tell-
lg you that we are in a life and death struggle, and you
now that the atheism, secularism and humanism rife
i so many of our institutions [of higher education],
lay into the very hands of our enemies both within and
ithout. When I give to Agnes Scott, I believe that I am
otually placing my dollars on the first line of defense
gainst most of the ills that beset us today.

". . . Maybe I sound as if I am off the deep end. Well.

LUMNAE QUARTERLY / SUMMER 1961

I am! Deep in the faith that you couldn't give your
money to a better cause."

Augusta asked the alumnae in her area to fill out a
questionnaire about themselves, and I want to share some
of these with all alumnae would that this page could
magically expand to include all the comments. Each
alumna was asked at the end of the questionnaire to com-
plete two sentences: 1. As I look back to college, I am
grateful for - - - ; 2. I regret that at Agnes Scott I did
not - - - . In the "grateful for" category fall answers like
"a wonderful liberal arts education. It opened many
doors and gave keys to others;" and "placing me squarely
upon my feet as a complete and valuable thinking in-
dividual and challenging me to use my intellect in all of
life;" and "its background of knowledge that makes one
want to keep on learning and the hard-to-describe charm
that lies in its surroundings and in most of the persons
there." My own favorite statement is the short but pro-
found "I am grateful to Agnes Scott for teaching me the
meaning of my life."

In the regrets column fall such comments as "spend
more time working for the welfare of the college. I was
too engrossed in all that I was receiving to give very
much;" and "finish." or "stay longer," or "graduate be-
fore I married;" and "take advantage of the wonderful
courses offered in religion and philosophy, and so many
others, that I want so badly now;" and "If I have a re-
gret, it is that my sense of values was so established that
I have chosen a life which makes it unlikely I can afford
for my daughter's four years at Agnes Scott! !"

The most heartening result, to me, of the answers to
the entire questionnaire was proof of my oft-expressed
belief in what the "image" of an Agnes Scott alumna
truly is. I'm sure that South Florida has no power to
make this sampling invalid so that this image would hold
true in any other location. The Agnes Scott alumna is a
woman who keeps herself intellectually alive and who
gives of herself unstintingly to her family and to leader-
ship in myriad community activities churches, schools,
welfare services, children's groups, the arts.

MISS JOSEPHINE BRIDGMAN
AGNES SCOTT COLLEGE
DECATUR, GA.

Visit Europe with the

Agnes Scott Alumnae Tour

England, Holland, Germany, Austria,
Switzerland, Italy and France

Only $770.

Our Alumnae Tour of Europe will leave New York on

October 6, 1961 by regularly scheduled jet for London and return

on October 22 by scheduled jet from Paris.

A Bargain Price

The total cost of the Tour is only $770.00 including all
transportation, first class hotels with private baths, sight-seeing,
two meals a day and tips. Arrangements will be made
for a visit to one of the leading fashion houses of Paris.

Send for Details

The Agnes Scott group is limited to twenty-five so be sure to make
your reservations early if you plan to join this interesting
and exciting Tour. For a day-by-day itinerary simplv fill in the
form below and send to Holiday Travel. Inc.

AGNES SCOTT ALUMNAE TOUR
Holiday Travel, Inc.

51 Forsyth Street, N.W.
Atlanta 3, Georgia

Please send me the day-by-day itinerary and other information on the
Agnes Scott Alumnae Tour.

Name

Add ress

City

Ml

4*'j

FALL 196 1

ALUMNAE QUARTERLY

Does Education

Bring Disillusionment ?

See page 6

m

THE

eott

FALL 1 9 6 J Vol. 40, No.

ALUMNAE OUARTERL'

Ann Worthy Johnson '38, Editor
Dorothy Weakley '56, Managing Editor

CONTENTS

4 Commitment to Learninc

by C. Benton Kline, Jr.

6 Beyond Disillusionment

by William F. Quillian, Jr.

10 Welcome. Class of '65

12 Class News

Eloise Hardeman Ketchin

27 Worthy Notes

FRONT COVER

Perhaps one of the highlights of the freshmen orientation activities is a picnl
and dance with the Georgia Tech Freshmen. (Photograph by Fred Powledgei

Frontispiece (opposite! : John Kline, son of Dean and Mrs. C. Benton Klirl
Jr.. and President and Mrs. Alston enjoy the fun of Black Cat Day.

The Agnes Scott Alumnae Quarterly is published jour times a year (November,
February, April and July) by the Alumnae Association of Agnes Scott College
at Decatur, Georgia. Yearly subscription. $2.00. Single copy 50 cents. Entered
as second-class matter at the Post Office of Decatur, Georgia, under Act of
August 24. 1912. MEMBER OF AMERICAN ALUMNI COUNCIL

Moment of Mirth

FALL 1961

Black Cat Community Day
requiring the endeavors of many,
symbolizing the acceptance of the new,
culminating in merriment for all.

COMMITMENT

TO

LEARNING

ABOUT THE AUTHOR

C. Benton Kline, Jr., associate pro-
fessor of philosophy and dean of
the faculty, delivered the address
at the Phi Beta Kappa Convocation.
He came to Agnes Scott in 1951 as
assistant professor of philosophy. An
ordained Presbyterian minister, he
holds the B.A. degree from the Col-
lege of Wooster, the B.D. and Th.M.
degrees from Princeton Theological
Seminary, and the Ph.D. degree from
Yale University. His particular field
is the philosophy of religion. He and
his wife, Chris, their two children,
John, 10, and Mary Martha, 5, have
recently moved to "Kennedy House,"
341 South Candler Street, Decatur,
where students are always welcome.

ONE OF THE PERSISTENT IDEAS
which occurs in that segment
of contemporary thought
known as existentialism is character-
ized by the term engagement. To be
engage is to be involved. To be in-
volved is to exist truly to enter
into the fullness of human existence.
And only through involvement is it
possible for one to attain true knowl-
edge of the nature of human exist-
ence. One cannot be human or know
humanly if one is detached.

The notion of involvement is of-
fered in direct rebuttal to the ideal
of classical science, where detachment
is the necessary condition of knowl-
edge and of truth. The scientist seeks
to avoid personal involvement in the
process which he studies. The experi-
menter spoils the experiment if he or
his person is in any way involved in
it. Only under the conditions of most
rigorous control can scientific knowl-
edge be won. And the heart of the
scientific process lies in its repeata-
bility by any person or group of
persons. Who makes the discovery,
performs the experiment, takes the
data, has nothing to do with the real-
ity of the discovery, the result of the
experiment, the accuracy of the data
or should not.

Against this scientific ideal of de-
tachment the existentialist sets his

plea for involvement. The classic ex
pression of this is in the statemen
of the Danish philosopher and fathe:
of contemporary existentialism, Sorei
Kierkegaard: "Truth is subjectivity.'
This is not to say that truth is sub
jective or that truth is what I wish i
to be. What Kierkegaard means i
that truth involves the subject, th
self, the person. Truth that counts no
only lays its claim upon me but is
attained only through my self-corn
mitment, my self-involvement.

The contemporary philosopher
Karl Jaspers, advances a similar no>
tion in his conception of philosophis
che Glaube, literally translated as
philosophical faith. Most philoso
phers are annoyed if not horrified al
the idea of faith having anything to
do with philosophy. For philosophy
modeled on science, seeks truth ob
jectively. But Jaspers is saying that
commitment, or faith, lies at the very
heart of the philosophical enterprise.
The attainment of truth about the na-
ture of reality and the meaning of
existence requires the involvement of
the philosopher.

Lest we assume that this attitude
is only a phenomenon of the recent
past and the present, we must recall
that St. Augustine, in the late fourth
and early fifth century, suggested
that understanding follows upon faith,

THE AGNES SCOTT

x. C. Benton Kune, Jr.

bat a man cannot truly know any-
hing which matters most until he as

person stands in a proper relation
o moral ideals and to God. A man's
ision of reality is clear or distorted
s his life, his whole being, is.

It is not my purpose to convert you
o existentialism but to make you
hink a little about the importance of
nvolvement in learning. For I am
onvinced that your involvement is
diat makes learning vital and indeed
iossible at all. The fact that this col-

ln his Phi Beta Kappa address,
the Dean of the Faculty proposes
that to be involved is to exist truly

By C. BENTON KLINE, JR

lege is committed to learning can
have only marginal impact unless and
until you become involved. Learning
does not take place because of the
commitment of the institution; learn-
ing requires the commitment of the
individual.

To be involved in learning is to
commit yourself to the life of the
mind. Those of us on the faculty have
committed ourselves professionally to
this life. This is our life and also
our livelihood. And though we all
hope that some of you will also com-
mit yourselves professionally to learn-
ing, what we expect and desire most
is that you will come to make the per-
sonal commitment that learning re-
quires. Our hope and ideal is that you
will move beyond the merely external
relation to the academic and become
involved in the process of learning.

Only in this way can you discover
what learning really is and taste for
yourself its delights. I contrasted a
little while ago the detachment of
science with the involvement of ex-
istential truth. But while science has
detachment as its method, the scien-
tist is not detached from science. He
is deeply committed, deeply involved.
So also is the mathematician, the
philosopher, the artist, the historian,
the economist, the literary critic. On
their commitment and involvement

depends the energy of their life and
their attainment.

Let me take another cue from the
existentialist, who frequently finds the
key to the meaning of reality in hu-
man life and in personal relations.
Think of the sequence of the rela-
tionship of young man and young
woman. One begins with a blind date,
a relation with very little involve-
ment. Then comes a "real date",
where the commitment is more per-
sonal. One progresses to being pinned,
a more or less permanent involve-
ment. Then comes engagement, a
rather deep commitment. And the
relation is made permanent and
reaches the full extent of commit-
ment and involvement in marriage.

None of you, or I hope none, came
to Agnes Scott on a blind date with
learning. You began at least with a
date proper, an invitation issued and
accepted. By now I hope that you
are pinned to the learning process,
to the adventure of the mind. Some
of you, I trust, have by now come so
far that you are engaged. And before
you leave this campus, it is our earn-
est hope that you may give that deep-
est commitment of marriage to learn-
ing. For then you will continue to grow
in your involvement in learning and
enjoy through all the days of life the
rich rewards that learning brings.

KLUMNAE QUARTERLY / FALL 1961

BEYON

Is the goal of a college to upset
many of the ideas and beliefs
the students bring ivith them?
The Honors Day speaker tells
how this disillusioning
experience is valuable.

By DR. WILLIAM F. QUILLIAN, JR.

President of Randolph-Macon
Woman's College

ISILLUSIONMENT

\,

bout A month AGO I was chatting with a recent
andolph-Macon graduate and in the course of our con-
ization she commented: "The one unmistakable con-
ibution of a college education is that one can no longer
dogmatic you realize that there is another side to
/ery issue; that there are other ways of looking at any-
ring. Many of the ideas and beliefs that you brought to
)llege are upset." And then she added: "This is a dis-
lusioning experience."

Her words have kept ringing in my ears espe-
ally the statement that this "unmistakable contribution
E a college education" results in "a disillusioning expe-
ence." Does this mean that "disillusionment" is the goal
f our colleges and universities?

Student Goal

Let me say somewhat parenthetically that I am not
Iways sure just what goal the student has in mind when
le comes to college. A few weeks ago the Sunday At-
inta Journal-Constitution had a one-page feature spread
n "The Kind of Man Girls Are Looking For." One of
le cute young things pictured in the story was quoted
s saying: "I'm a sophomore in college. Frankly, I'd quit
1 a minute if the right man came along. Most girls go
) college to get a MRS. degree or to get away from
ome." I do not believe this was an Agnes Scott student,
ind yet I wonder if the average freshman at Agnes Scott
r Randolph-Macon or Wellesley or Northwestern Univer-
ity or wherever has a very clear notion of what she
xpects college to do for her. And often her parents are
ven less clear about this. She has finished her secondary
chool, she is not yet ready for the responsibilities of
larriage, we don't know what to do with her at home.
d off to college she goes to let somebody else take
ver our worries about her.

However vague the student and her parents may be
.s to what they expect college to do for their daughter,
t is not that college will make her disillusioned. The all
oo typical parental notion of what college should or
hould not do for a son or daughter is depicted in the
artoon in which the father is saying: "I will not send
ny daughter to Vassar. They might give her some ideas."
'arents may not intend that college bring disillusionment
o a daughter; nevertheless, as my recent alumna stated,
ollege can and does bring disillusionment. Many of us
lave known this experience. If any of you have not known

it, you will experience it. Throughout history such disil-
lusionment has been the product of education of the
honest search for truth. Who can forget the experience
of Socrates? You remember that in Plato's Apology we
are told that the oracle at Delphi had declared Socrates
to be the wisest of all men. Upon learning of this and,
aware of his own limitations, Socrates went to man after
man who had the reputation for wisdom and questioned
him but only to conclude that "the men most in repute
were all but the most foolish." In many of Plato's writ-
ings we are brought face to face with the limitations of
our own knowledge. For example, there is that delightful
dialogue, Euthyphro, in which Socrates is pressing for
an adequate answer to the question, "What is piety?"
Back before my "fall" from the lofty estate of the teacher
to the lowly role of college administrator, I had my be-
ginning students in Philosophy read Euthyphro and I
remember their despair and disillusionment and irri-
tation as they followed the argument of this dialogue.
Some of you will recall that Socrates' companion in this
discussion, Euthyphro. is one who early in the dialogue
unhesitatingly acknowledges that what distinguishes him
from other men is "his exact knowledge" of piety and
impietv. However, as we follow this discourse, we find
that Socrates gently but firmly reveals the fallacies in all
the proposed meanings of piety which Euthyphro sug-
gests. Now. what disturbed my students was that they
originally had shared Euthyphro's confidence that "piety"
could be easily and readily defined but Socrates' ques-
tioning had shattered this confidence.

Disillusionment Throughout History

This disillusionment with one's own knowledge or
beliefs has been occasioned throughout history by new
break-throughs and advances in man's knowledge of his
world. The names of Copernicus and Galileo call to mind
the challenges presented to the Christian world view
which had prevailed for centuries and had been formu-
lated with such precision and certainty by the medieval
theologians and philosophers. Just a hundred years ago
Darwin's formulation of the theory of evolution again
shook the confidence of the Christian in his world view.
Your studies in anthropology and sociology will probably
challenge some of your ideas about race. The same thing
happens with respect to your ideas in economics, politics
and religion. And all of this makes us uncomfortable.

aUMNAE QUARTERLY / FALL 1961

Man's whole approach

to knowledge has undergone

a radical shift causing

a general disillusionment.

BEYOND
DISILLUSIONMENT

Continued from page 7

Today you and I are confronted by another great
challenge to man's understanding and knowledge a
challenge brought by the rapid and radical changes in
the basic assumptions which underlie our outlook on life
and thus are reflected in our science, philosophy, theol-
ogy, art, morality, etc. An excellent treatment of this
challenge appeared in the August 26 issue of The Satur-
day Evening Post in the form of an article by Huston
Smith, Professor of Philosophy at M. I. T. (and one of
the most constructive minds among today's philosophers) .
In this article entitled, "The Revolution in Western
Thought," Dr. Smith first identifies what he considers to
be the three controlling presuppositions of the "modern
outlook," these being (in abbreviated form) :

1. That reality is ordered; 2. That man's reason can
discern this order in the laws of nature, and 3. Human
fulfillment comes from utilizing and complying with these
laws of nature. Then, Dr. Smith expresses the belief that
this "modern outlook" has had its day because "reflective
men are no longer confident of any of these three pre-
suppositions." In place of this "modern outlook" which
has characterized western thought since the time of the
Renaissance, he sees the emergence of a post-modern
mind as one which questions whether reality is ordered
and whether man's reason can understand it.

Recent advances in various fields reflect a corrobo-
ration of this questioning of the presuppositions of an
ordered ivorld of reality which man's reason can embrace.
In science, for example, we find physicists like P. W.
Bridgman of Harvard suggesting:

. . . the structure of nature may eventually be
such that our processes of diought do not corres-
pond to it sufficiently to permit us to think about it
at all. . . . 'Ihe world fades out and eludes us. . . .
We are confronted with something truly ineffable.
We have reached the limit of the vision of the great
pioneers of science, the vision, namely, that we live
in a sympathetic world in that it is comprehensible
by our minds.

Philosopherg Approach Change

And the student of philosophy finds that after havin
debated for 2500 years over which theory of reality, -
Naturalism, Idealism, Realism, Materialism, that i
which metaphysical system is true, philosophers toda
have turned away from efforts to construct such logica
coherent interpretations of the universe as a whole. It :
probably safe to say that the two dominant philosophic!
movements today are those of the logical analysts and th
existentialists, and though they be opposites in almos
every respect, they are in agreement on one essentu
point namely, in doubting that reality has an absolut
order which man's understanding can comprehend. Sim
larly, theology has come to affirm that reason is incapE
ble of adducing support for beliefs about God, freedon
immortality and other ultimate questions. Art in its vai
ious forms also reflects this move away from the ordere
and the ultimate. In contrast to the period when grea
paintings dealt with sublime subjects and themes, cubisr
and surrealism have done away with the distinction be
tween trivial and important subjects. Alarm clocks, drill
wood, pieces of broken glass or almost anything els
become suitable subjects for the serious painter. Aaroi*
Copeland, one of our finest modern composers, sees thii
development in music, the work of our young composer >
being characterized by him as a "disrelation of unrelatee
tones. Notes are strewn about like membra disjecta
there is an end to continuity in the old sense and an em
of thematic relationships."

Now, I have an uncomfortable feeling at this poin
it is that for the past few minutes I have been flyin;
rather high, so much so that some of vou mav have gottei
lost. If this is true, it is no fault of yours but rather o
mine for having tried to condense too much into a shor
span of time.

A brief resume, however, should bring all of us to
gether again. What we have been saying is that, w-hethei
or not it is the goal of our colleges and universities. we
cannot escape the fact that education brings disillusion
ment. We have shown this to appear in two ways: As
with Socrates' friend. Euthvphro. the questions which art
raised by our teachers bring disillusionment. Here I an
interpreting "teachers" broadly to include not only the
professor in the classroom but the books and magazines
w T e read, the experiments performed, the visiting lecture]
or preacher, or our fellow student in a bull session. These

3

THE AGNES SCOT!

uestions bring disillusionment when they cause us to
jcognize that some of our cherished and most confirmed
eliefs may represent something less than the whole
uth. Also, we have tried to describe a radical shift in
lan's whole approach to knowledge and to show that this
lift has brought about a general disillusionment with
re belief in an ordered world and in a mind capable of
nderstanding that world, presuppositions which have
;rved as a basis for our science, philosophy, theology
nd art for generation after generation.

What can you do about this disillusionment which
as probably already caught up with some of you and
diich will eventually come to all of you?

There are three suggestions that I would like to leave
rith you.

One, avoid an irresponsible disillusionment which
ads to moral and intellectual neutralism. Such a view
egards this disillusionment as being the "end of the
oad." This mood was expressed in a bit of verse com-
osed for a class play while my wife was a senior at
/assar. Sung to the catchy little tune from the hit musical
omedy, "Anything Goes," these Vassar lines are:
The freshman when she goes to college
Is seeking for higher knowledge.
Each senior knows,
"Anything Goes."

Two, welcome such disillusionment as one of the
nost valuable and important experiences which will come
o you. There can be no disillusionment where there was
lot some illusion. And illusion, as we know, is a false
mpression, an unreal or misleading image, a deceptive
ippearance. Such illusions result in prejudice, i.e., judg-
ng an individual or a group or a situation without ex-
imining the relevant facts, and they result in dogmatism.

Personal Commitment

Three, go beyond disillusionment by being willing to
make a personal commitment while at the same time be-
ing always open to new insights. The mature person is
one who has learned to combine commitment with open-
mindedness. Probably the greatest source of unfruitful
disillusionment is the practice of an attitude of pseudo-
objectivity by many teachers and then by their students.
Such a teacher feels that his job is simply to lay ideas out
before the student, dissect them with all the instruments
of criticism at his disposal and then leave them there for
dead. But, by refusing to take a stand, either the instruc-
tor is teaching that "Anything Goes" or he is allowing
his students to be indoctrinated with the dogma of con-
ventional values. The teacher who replaces such pseudo-
objectivity with enlightened subjectivity or commitment
thereby offers the student the opportunity for responsible
decisions. The task of the economics professor is not
finished when he has outlined the strengths and weak-
nesses of the free enterprise and the social welfare sys-

tems. His task has ended only when he has shared with
his students his own decision as to the merit of these
systems as the reasons for his decision.

To the student, I would say: Beware if you find a
teacher who seeks to stand behind the "authority" of a
supposedly objective presentation of an issue and de-
mands submission of students to that authority. Bather,
be thankful for the teacher who, having analyzed a situa-
tion or a position carefully, passes beyond the point of
deliberation to decision and responsibility, but who also
displays a readiness, indeed an eagerness, to examine any
new evidence and to revise his decision if the evidence
requires this. Only through the resulting encounter of the
student with the true and full self of the instructor can
free and responsible citizens be produced.

Half-way House

One may wonder how we can reconcile personal
commitments and open-mindedness. The answer is that
beyond our disillusionment about particular matters there
is a basic faith which does not attach itself to specific
doctrines but is a generalized orientation toward the
world as a whole and toward all life. This is the faith
that our ideas and beliefs are not complete and also that
they will not reverse their present direction, but rather
that additional insights will enlarge, clarify and refine
our present ideas and beliefs. Non-Euclidean geometry
has not overthrown Euclid; it has merely enlarged the
field, showing Euclid's findings to be but a special in-
stance of more general principles. The Darwinian theory
of evolution has not destroyed the Creator God; it has
merely caused man to refine his understanding of the
working of the creative power operative in the universe.
Such enlargements of one's perspectives are constantly
taking place and they corroborate the basic faith that any
particular idea or belief is incomplete and thus subject to
refinement.

In Western North Carolina there is a mountain which
I have climbed many times and part way up this moun-
tain there is a house which we have come to call the
"half-way house." After leaving the half-way house in
one's ascent of this mountain the trail becomes very steep
and the going is difficult. But no one who has reached the
top and experienced the thrill of the view from the sum-
mit could ever be satisfied with stopping his climb at the
half-way house. This is a kind of parable illustrating the
experience of the college student. You may have already
experienced the half-way house of disillusionment or
this experience may still be ahead for vou. Beyond the
half-way house, beyond disillusionment the climb is not
easy but the reward is a rich and meaningful life. You
are fortunate to be in a college which will bring disillu-
sionment to you but also whose basic faith will lead you
on beyond disillusionment.

ALUMNAE QUARTERLY / FALL 1961

Fried chicken was in abundance for the Georgia Tech-
Agnes Scott freshmen at the annual picnic and dance.

The amphitheater had a new look when the rat-capped freshmen
gathered before dinner for a jam session, complete with combo.

WELCOME,
CLASS of '6i

Georgia Tech "ram
brighten orientatic
activities on campjjj

"Where are you from" and "Do you know . . ." is probably
first topic of conversation when each freshman locates his I
her group, which is composed of about twelve couples

Photographs by Fred Powledge.

Jepteinber 15, 1961 marked the be-
inning of higher education for the 213
lembers of the Class of 1965. These
reshmen joined a campus community
f 426 other students.

The freshmen come from 143 high
ohools 124 public and 19 private,
he geographic distribution is, of
ourse, quite varied, with South Caro-
na having the largest representation
utside of Georgia. Columbia, South
iarolina has the largest group of fresh-
ien, and Lynchburg, Virginia is sec-
nd.

Statistics are revealing, but they can-
ot describe the many facets that the
rientation program encompasses. The
reshmen arrived five days before the
cademic session began and were bom-
arded with activities ranging from
icnics to stimulating discussions of the
ovel To Kill A Mockingbird.

One of the highlights of the social
ccasions is a picnic and dance on the
gnes Scott campus with the freshmen
fom Georgia Tech. The Tech students
rrived on the campus at 5:00 p.m.
nd after a few minutes of getting ac-
uainted in small groups they gathered
i the amphitheater for a jam session.
. picnic supper on the hockey field fol-
>wed, after which there was an in-
ternal dance.

I This year for the first time, the
lumnae Association honored the new
tudents with an off-campus Open
louse. Freshmen were invited to the
bme of Betty Lou Houck Smith '35
i Atlanta, where the members of the
xecutive Board of the Alumnae As-
iciation assisted in entertaining them.

ew students talk with Ann Worthy Johnson
8, Director of Alumnae Affairs, and Eleanor
utchens '40, President of the Alumnae Asso-
ation (extreme right) at the Open House
iven by the Association.

Betty tou Houck Smith '35 (seated, center) and her daughter, Jo Allison '62 (seated,
right) enjoy entertaining the freshmen in their home. The students pictured are:
(standing) Renee Crooks, Sandra Wallace, Lebby Rogers, (seated) Libby Malone.

LUMNAE QUARTERLY / FALL 1961

11

!

1

DEATHS

Institute

Mary McAshan Gibbs, June 1958. Osmond
L. Barringer, husband of Alice Cowles
Barringer, June 29. Gen. Eugene Mead
Caffey, son of Helen Mead Caffey, May 30.
Amy Seay Lawson (Mrs. Lewis J.), March
10. Susie May Thomas Jenkins (Mrs. W.
Franklin), June 12.

1913

Eleanor Pinkston Stokes, June 3. She was
the mother of Regina Stokes Barnes '43.

1917

Georgianna White Miller (Mrs. Walter I),
May 27, 1960.

1920

Marian McCamy Sims, July 10. F. R. Jolly,
husband of Gertrude Manly Jolly, last
spring.

1924

Ralph E. Mouson, husband of Madre
Rodgers Mouson, in May.

1926

Nan Lingle, sister of Caroline Lingle Les-
ter '33, was drowned at Myrtle Beach,
S. C, June 14.

1931

Mr. Edward E. Smith, father of Elizabeth
Smith Crew, in July.

1932

H. Lacey Smith, father of Sara Lane Smith
Pratt, July 6.

1947

Robert Galloway Fontaine, eight-year-old
son of Dorothy Nell Galloway Fontaine
and her husband, Eugene V., July 17.

1951

Betty Esco Favatella lost her husband this
year.

1960

Louise Ruth Leroy, June 25, in an auto-
mobile accident.

1962

Lucile Benton, in August. She was the
sister of Margaret Benton Davis '57.

13

Elizabeth Stevenson
Writes Third Book

"Lafcadio Hearn" written by Elizabeth
Stevenson '41, is a full-length biog-
raphy of the talented, erratic man now
best remembered for his writings on
Japan. This is her third book and was
published by The MacMillan Company
August 14, 1961.

In order to complete this biography,
she travelled to many places where
Hearn lived, and spent several months
in Japan.

Her first book, "The Crooked Cor-
ridor: A Study of Henry James," was
published in 1949. In 1950, while work-
ing on her second, "Henry Adams," she
received a Guggenheim Fellowship. For
this biography, published in 1955, she
won a Bancroft Prize (the first woman
to do so), given annually by Columbia
University "for distinguished writings
in American history."

At present she is employed by

ELIZABETH STEVENSON

Emory University as secretary to tht
Dean of the College of Arts anc
Sciences.

\ \jt3j^

A Salute to Area Chairmen, President Alston, and Others

As I write this column, "October's bright blue
leather" has enveloped the campus in spendthrift
nanner. The dogwoods are a resplendent red, bearing
heir rich color beautifully against the varied archi-
ecture but consistent color of red brick and white
imestone which are Agnes Scott buildings.

The only complaint 1 must register has to do with
an eternal feminine question, "What to wear?" 1
*liave been traveling this fall, on behalf of the col-
lege's Seventy-fifth Anniversary Campaign, and have
'found my fall woolens excruciatingly hot in the
mountains of Charleston, W. Va., Lynchburg and
Roanoke, Va., and my bedraggled summer cottons
inadequate in the lowlands of Jacksonville, Orlando,
and Tampa. Fla.

Alumnae serving as area chairmen for these six
[area campaigns this fall are: Charleston, W. Va
BLura Johnston Watkins (Mrs. William) '46; Lyneh-
pjurg, Va., Mary Jane Auld Linker (Mrs. J. Burton I
143; Roanoke, Va., Louise Reid Strickler I Mrs. J.
>Glenwood) '46; Jacksonville, Fla., Margaret Hopkins
Martin (Mrs. Ralph) '40: Orlando, Fla., Joyce Roper
fMcKey (Mrs. John D.) '38; Tampa, Fla., Mrs. Bar-
[bara Connelly Rogers '44. These six campaigns are
(making excellent progress. A report on total cam-
paign progress will be mailed in January to all who
[have pledged.

To me, a most rewarding aspect of the area cam-
paigns is the opportunity at the area dinners for
alumnae to be with President Wallace McPherson
(Alston, to hear him speak, to get to know him a bit
[or a bit better. I would like to take this moment, as
rhe begins his eleventh year as the third president of
Agnes Scott College, to salute him for his leadership
during his first ten years.

Dr. Alston's Annual Report for 1960-61 is in your
hands now. I commend to you his introductory sec-
tion. But his factual account of accomplishments of
the College during his administration says nothing
l about the man himself. He embodies the very pur-
pose of the College: he combines intellectual
strength and deep Christian concern for ever)' human
j being. It is in his relationships with other people
that the worth of this man comes forth, and this is
why one must know him words on paper help but

ALUMNAE QUARTERLY / FALL 1961

cannot truly say it. His attributes of wisdom and
warmth are, indeed, rare in these troubled times.

1 find myself wondering why, seemingly suddenly,
1 must say these things to him and about him. Partly
because. 1 believe, he is and must be away from the
campus so much this year. We just plain miss him.
and thus think about him we being faculty, stu-
dents, staff, and alumnae. And we, who are alumnae
should certainly never take him for granted but grant
him our ardent support as he leads both his college
and his church through days fraught with numberless
uncertainties for the South, the nation and the world.
He stands staunchly committed among hundreds of
anxious waverers.

One way he is leading the College this year is into
an intensive period of self-study. Planned at the insti-
gation of our accrediting agency, the Southern Asso-
ciation of Colleges and Secondary Schools, the study
comprises all aspects of the College's life. For the first
time in Agnes Scott's history, alumnae have been
asked to serve on each of the several self-study com-
mittees. Concurrently with this effort, the Alumnae
Association, through its executive board, is conduct-
ing a self-study, and members of the faculty's Com-
mittee on Alumnae Affairs will serve on the three as-
sociation self-study groups.

You will have an opportunity to put in an oar, too:
questionnaires will be mailed to all alumnae some-
time after the first of the year. In the meantime, if
vou awake in the middle of the night, as I do some-
times, with a clear and brilliant thought about the
College, don't go back to sleep until you write it
down and (later! ) mail it to me.

The self-study of the Alumnae Association is less
arduous for me than I'd thought 'twould be because
Eleanor Hutchens '40, president of the association,
is here to share this. So, I owe her a special salute for
taking time out from English classes to lend her par-
ticularly good mind and experience to our project.

Finally, I want you to share my delight in the news
that this column placed second in national competi-
tion among alumni magazines for 1960-61. Aside from
the fact that coming in second seems to be the story
of my life, I'm pleased both for myself and the
Alumnae Association about this award.

Europe with the

Agnes Scott Alumnae Tour

July 13-August I, 1962

Visiting England, Holland, Germany,
Austria, Switzerland, Italy and France

Yes. a 7 country tour of Europe especially for you and your family
offered in cooperation with HOLIDAY TOURS, INC. You will fly
by jet from New York to London in just 6V-> hours. You may return
either bv jet flight from Paris or by steamer from a French port.

m

yWA : ^

--ill

Bargain Price

The entire trip including plane fare, all transportation First Class
Hotels with private baths, two meals a day, sightseeing, tips, trans-
fers and other extras, is only $995.00 per person. You will have a
tour host with you throughout Europe who, in addition to handling
sightseeing, will take care of baggage, help you through Customs, etc.

Send for Details

A colorful, descriptive folder has been prepared for the tour. It
describes in detail the exciting day-by-day itinerary and other per-
tinent information on the trip. For your folder, simplv fill in the
form below and mail to Holidav.

AGNES SCOTT ALUMNAE TOUR

Holiday Tours, Inc.
51 Forsyth Street, N.W.
Atlanta 3, Georgia

Please send me the day-by-day itinerary and other information on
the European Tour.

Name

Addr

City

hi

HE

WI NTE R 1962

[ties

BROTHER RAT

ALUMNAE QUARTERLY See page 9

THE

COtt

WINTER 1962 Vol. 40, No. Si

ALUMNAE QUARTERLY

Ann Worthy Johnson '38, Editor
Dorothy Weakley '56, Managing Editor

CONTENTS

4 Has America Neglected Her Creative Minority?
by Arnold Toynbee

9 Brother Rat

by George E. Rice, Jr.

12 God and Mammon

by Charles F. Martin

16 Tobacco Road Is Now Paved
by Betsy Fancher

18 Class News

Eloise H. Ketcbin

31 Worthy Notes

FRONT COVER

Dr. George E. Rice, Jr., chairman of Agnes Scott's psychology department,
admires a "brother rat." (See p. 9) Cover photograph and photographs on
pages 9, 10, 11, 13,16 by Fred Powledge.

Frontispiece (opposite) : Mirni St. Clair '63 (daughter of Miriam Wiley Preston
'27) takes a snapshot of Mel Laird in Decatur's first 1962 snow. Photograph by
Ken Patterson.

The Agnes Scotl Alumnae Quarterly is published jour limes a year (November,
February, April and July) by the Alumnae Association of Agnes Scott College
at Decatur, Georgia. Yearly subscription, $2.00. Single copy 50 cents. Entered
as second-class matter at the Post Office of Decatur, Georgia, under Act oj
August 24, 1912. MEMBER OF AMERICAN ALUMNI COUNCIL

ffP^^iv.

., .

Moment of Disbelief

WINTER 1962

A four-inch snow visits
Decatur and paralyzes all of
greater Atlanta with one exception-
the Agnes Scott community.

ARNOLD TOYNBEE

states that it is vital

for any society to give a fair chance to potential creativity and asks

Has Americ
Neglected Her Creativ

A

America has been made the great country that
she is by a series of creative minorities: the first
settlers on the Atlantic seaboard, the founding
fathers of the Republic, the pioneers who won the
West. These successive sets of creative leaders dif-
fered, of course, very greatly in their backgrounds,
outlooks, activities, and achievements: but they had
one important quality in common: all of them were
aristocrats.

They were aristocrats in virtue of their creative
power, and not by any privilege of inheritance,
though some of the founding fathers were aristo-
crats in conventional sense as well. Others among
them, however, were middle-class professional men.
and Franklin, who was the outstanding genius in
this goodly company, was a self-made man. The
truth is that the founding fathers' social origin is
something of secondary importance. The common
qualitv that distinguished them all and brought
each of them to the front was their power of
creative leadership.

In any human society at any time and place and
at any stage of cultural development, there is pre-
sumably the same average percentage of potentially
creative spirits. The question is always: Y\ ill this
potentiality take effect? Vi hethei a potentiallv

creative minority is going to become an effectivelv
creative one is, in every case, an open question.

The answer will depend on whether the minority
is sufficiently in tune with the contemporarv ma-
jority, and the majority with the minority, to estab-
lish understanding, confidence, and cooperation
between them. The potential leaders cannot give a
lead unless the rest of society is ready to follow it.
Prophets who have been 'without honour in their
own country-" because they have been "before dieir
time" are no less well-known figures in history than
prophets who have received a response that has
made the fortune of their mission.

This means that effective acts of creation are the
work of two parties, not just one. If the people have
no vision, the prophet's genius, through no fault of
the prophet's own. will be as barren as the talent
that was wrapped in a napkin and was buried in
the earth. This means, in turn, that the people, as
well as the prophet, have a responsible part to play.
If it is incumbent on the prophet to deliver his mes-
sage, it is no less incumbent on the people not to
turn a deaf ear. It is even more incumbent on them
not to make the spiritual climate of their society so
adverse to creativity that the life will have been
crushed out of the prophet's potential message be-

THE AGNES SCOTT

Copyright 1961 by Editorial Projects for Education

Wf

I

linority ?

fore he has had a chance of delivering it.

To give a fair chance to potential creativity is a
matter of life and death for any society. This is all-
important, because the outstanding creative ability
of a fairly small percentage of the population is
mankind's ultimate capital asset, and the only one
with which Man has been endowed. The Creator
has withheld from Man the shark's teeth, the bird's
wings, the elephant's trunk, and the hound's or
horse's racing feet. The creative power planted in a
minority of mankind has to do duty for all the
marvellous physical assets that are built into eve y
specimen of Man's non-human fellow creatures. If
society fails to make the most of this one human
asset, or if, worse still, it perversely sets itself to
stifle it, Man is throwing away his birthright of
being the lord of creation and is condemning him-
self to be, instead, the least effective species 0:1 the
face of this planet.

Whether potential creative ability is to take effect
or not in a particular society is a question that will
be determined by the character of that society's
institutions, attitudes, and ideals. Potential creative
ability can be stifled, stunted, and stultified by the
prevalence in society of adverse attitudes of mind
and habits of behavior. What treatment is creative

ABOUT THE AUTHOR

Probably the world's besf-known historian, Dr. Arnold Toynbee, has
written especially for alumni magazines on a topic integral to his theory
of history and to the future of America. His theory, advanced in the
best-selling A Study of History, is that civilizations arise from a
challenge-and-response. Progress and growth occur when the response
to the challenge, which can be human or enrivonmental, is successful;
part of the success is always due to leadership by a creotive minority.

Professor Toynbee retired in 1955 as Director of Studies in the
Royal Institute of International Affairs and Research Professor of
International History in the University of London. His newest book is
Recons/c/eraf/ons, the twelfth volume of the famous A Study of History.
The first three volumes of the Study appeared in 1 934.

Agnes Scott welcomed him as a visiting lecturer in February, 1958.

ALUMNAE QUARTERLY / WINTER 1962

Creative Minority

(Continued)

ability receiving in our Western World, and par-
ticularly in America?

There are two present-day adverse forces that
are conspicuously deadly to creativity. One of these
is a wrong-headed conception of the function of
democracy. The other is an excessive anxiety to con-
serve vested interests, especially the vested interest
in acquired wealth.

Function of democracy

What is the proper function of democracy? True
democracy stands for giving an equal opportunity
to individuals for developing their unequal capaci-
ties. In a democratic society which does give every
individual his fair chance, it is obviously the out-
standingly able individual's moral duty to make a
return to society by using his unfettered ability in
a public-spirited way and not just for selfish per-
sonal purposes. But society, on its side, has a moral
duty to ensure that the individual's potential ability
is given free play. If, on the contrary, society sets
itself to neutralise outstanding ability, it will have
failed in its duty to its members, and it will bring
upon itself a retribution for which it will have only
itself to blame. This is why the difference between
a right and a wrong-headed interpretation of the
requirements of democracy is a matter of crucial
importance in the decision of a society's destiny.

There is at least one current notion about de-
mocracy that is wrong-headed to the point of being
disastrously perverse. This perverse notion is that
to have been born with an exceptionally large
endowment of innate ability is tantamount to hav-
ing committed a large prenatal offence against
society. It is looked upon as being an offence be-
cause, according to this wrong-headed view of de-
mocracy, inequalities of any and every kind are
undemocratic. The gifted child is an offender, as
well as the unscrupulous adult who had made a for-
tune at his neighbour's expense by taking some mor-
ally illegitimate economic advantage of them. All
offenders, of every kind, against democracy, must
be put down indiscriminately according to this mis-
guided perversion of the true democratic faith.

There have been symptoms of this unfortunati
attitude in the policy pursued by some of the loca
educational authorities in Britain since the Seconc
World War. From their ultra-egalitarian point ol
view, the clever child is looked askance at as a kinc
of capitalist. His offence seems the more heinou
because of its precocity, and the fact that the child's
capital asset is his God-given ability and not an]
inherited or acquired hoard of material goods, is
not counted to him for righteousness. He possesses
an advantage over his fellows, and this is enougr
to condemn him, without regard to the nature of the
advantage that is in question

It ought to be easier for American educationa
authorities to avoid making this intellectual anc
moral mistake, since in America capitalists are no
disapproved of. If the child were a literal grown-up
capitalist, taking advantage of an economic pull tc
beggar his neighbour, he would not only be toleratec
but would probably also be admired, and public
opinion would be reluctant to empower the authori
ties to curb his activities. Unfortunately for the
able American child, "egg-head" is as damning
word in America as "capitalist" is in the British
welfare state; and I suspect that the able child fares
perhaps still worse in America than he does ir
Britain

-

Protection of able child

If the educational policy of the English-speaking
countries does persist in this course, our prospects
will be unpromising. The clever child is apt to be
unpopular with his contemporaries anyway. His
presence among them raises the sights for the
standard of endeavour and achievement. This is, o:
course, one of the many useful services that the out
standingly able individual performs for his society
at every stage of his career; but its usefulness wil
not appease the natural resentment of his duller 01
lazier neighbours. In so far as the public authorities
intervene between the outstanding minority and the
run-of-the-mill majority at the school age, they
ought to make it their concern to protect the abl
child, not to penalise him. He is entitled to protec
tion as a matter of sheer social justice; and to do
him justice happens to be also in the public interest
because his ability is a public asset for the com

THE AGNES SCOTT

munity as well as a private one for the child him-
self. The puhlic authorities are therefore commit-
ting a twofold breach of their public duty if, in-
stead of fostering ability, they deliberately dis-
courage it.

Thwarted creativity breeds antisocialist

In a child, ability can be discouraged easily; for
children are even more sensitive to hostile public
opinion than adults are, and are even readier to
purchase, at almost any price, the toleration that is
an egalitarian-minded society's alluring reward for
poor-spirited conformity. The price, however, is
likely to be a prohibitively high one, not only for
the frustrated individual himself but for his step-
motherly society. Society will have put itself in
danger, not just of throwing away a precious asset,
but of saddling itself with a formidable liability.
When creative ability is thwarted, it will not be
extinguished; it is more likely to be given an anti-
social turn. The frustrated able child is likely to
grow up with a conscious or unconscious resent-
ment against the society that has done him an
irreparable injustice, and his repressed ability may
be diverted from creation to retaliation. If and
when this happens, it is likely to be a tragedy for
the frustrated individual and for the repressive
society alike. And it will have been the society, not
the individual, that has been to blame for this
obstruction of God's or Nature's purpose.

This educational tragedy is an unnecessary one.
It is shown to be unnecessary by the example of
countries in whose educational system outstanding
ability is honoured, encouraged, and aided. This
roll of honour includes countries with the most
diverse social and cultural traditions. Scotland.
Germany, and Confucian China all stand high on
the list. I should guess that Communist China has
remained true to pre-Communist Chinese tradition
in this all-important point. I should also guess that
Communist Russia has maintained those high Con-
tinental European standards of education Uiat pre-
Communist Russia acquired from Germany and
France after Peter the Great had opened Russia's
doors to an influx of Western civilization.

A contemporary instance of enthusiasm for giv-
ing ability its chance is presented by present-day

Indonesia. Here is a relatively poor and ill-
equipped country that is making heroic efforts to
develop education. This spirit will put to shame a
visitor to Indonesia from most English-speaking
countries except, perhaps, Scotland. This shame
ought to inspire us to make at least as good a use of
our far greater educational facilities.

II a misguided egalitarianism is one of the
present-day menaces in most English-speaking
countries to the fostering of creative ability, an-
other menace to this is a benighted conservatism.
Creation is a disturbing force in society because it
is a constructive one. It upsets the old order in the
act of building a new one. This activity is salutary
for society. It is, indeed, essential for the mainte-
nance of society's health; for the one thing that is
certain about human affairs is that they are per-
petually on the move, and the work of creative
spirits is what gives society a chance of directing its
inevitable movement along constructive instead of
destructive lines. A creative spirit works like yeast
in dough. But this valuable social service is con-
demned as high treason in a society where the
powers that be have set themselves to stop life's tide
from flowing.

Japanese social history

This enterprise is fore-doomed to failure. The
classic illustration of this historical truth is the
internal social history of Japan during her two hun-
dred years and more of self-imposed insulation
from the rest of the world. The regime in Japan
that initiated and maintained this policy did all
that a combination of ingenuity with ruthlessness
could do to keep Japanese life frozen in every field
of activity. In Japan under this dispensation, the
penalty for most kinds of creativity was death. Yet
the experience of two centuries demonstrated that
this policy was inherently incapable of succeeding.
Long before Commodore Perry first cast anchor in
Yedo Bay, an immense internal revolution had
taken place in the mobile depths of Japanese life
below the frozen surface. Wealth, and, with it, the
reality of power, had flowed irresistibly from the
pockets of the feudal lords and their retainers into
the pockets of the unobtrusive but irrepressible
business men. There would surely have been a

ALUMNAE QUARTERLY / WINTER 1962

Creative Minority

(Continued)

social revolution in Japan before the end of the
nineteenth century, even if the West had never
rapped upon her door.

The Tokugawa regime in Japan might possibly
have saved itself by mending its ways in good time
if it had ever heard of King Canute's ocular demon-
stration of the impossibility of stopping the tide
by uttering a word of command. In present-day
America the story is familiar, and it would profit
her now to take it to heart.

In present-day America, so it looks to me, the
affluent majority is striving desperately to arrest the
irresistible tide of change. It is attempting this im-
possible task because it is bent on conserving the
social and economic system under which this com-
fortable affluence has been acquired. With this un-
attainable aim in view, American public opinion
today is putting an enormously high premium on
social conformity; and this attempt to standardise
people's behaviour in adult life is as discouraging
to creative ability and initiative as the educational
policy of egalitarianism in childhood.

Forces working against creativity

Egalitarianism and conservatism work together
against creativity, and, in combination, they mount
up to a formidable, repressive force. Among
American critics of the present-day American way
of life, it is a commonplace nowadays to lament that
the conventionally approved career for an Ameri-
can born into the affluent majority of the American
people is to make money as the employee of a busi-
ness corporation within the rigid framework of the
existing social and economic order. This dismal pic-
ture has been painted so brilliantly by American
hands that a foreign observer has nothing to add
to it.

The foreign observer will, however, join the
chorus of American critics in testifying that this is
not the kind of attitude and ideal that America
needs in her present crisis. If this new concept of
Americanism were the true one, the pioneers, the
founding fathers, and the original settlers would all
deserve to be prosecuted and condemned posthu-

mously by the Congressional committee on un
American activities.

The alternative possibility is that the new con
cept stands condemned in the light of the historic
one; and this is surely the truth. America rose tc
greatness as a revolutionary community, following
the lead of creative leaders who welcomed and
initiated timely and constructive changes, instead
of wincing at the prospect of them. In the course of
not quite two centuries, the American Revolution
has become world-wide. The shot fired in Apr;]
1775 has been "heard around the world" with a
vengeance. It has waked up the whole human race.
The Revolution is proceeding on a world-wide scale
today, and a revolutionary world-leadership is what
is now needed.

America must return to original ideals

It is ironic and tragic that, in an age in which the
whole world has come to be inspired by the original
and authentic spirit of Americanism, America her-
self should have turned her back on this, and
should have become the arch-conservative power in
the world after having made history as the arch-;
revolutionary one.

What America surely needs now is a return to
those original ideals that have been the sources of
her greatness. The ideals of 'the organisation man'
would have been abhorrent to the original settlers,
the founding fathers, and the pioneers alike. The
economic goal proposed in the Virginia Declaration
of Rights is not "affluence;" it is "frugality." The
pioneers were not primarily concerned with money-
making; if they had been, they could never have
achieved what they did. America's need, and the
world's need, today, is a new burst of American
pioneering, and this time not just within the conn
fines of a single continent but all round the globe.

America's manifest destiny in the next chapter of
her history is to help the indigent majority of man-
kind to struggle upwards towards a better life than
it has ever dreamed of in the past. The spirit that is
needed for embarking on this mission is the spirit
of the nineteenth-century American Christian mis-
sionaries. If this spirit is to prevail, America must
treasure and foster all the creative ability that she
has in her.

THE AGNES SCOTT

A psychologist tells
the results of his
research on altruism
in albino rats

BROTHER RAT

By GEORGE E. RICE, JR.

ABOUT THE AUTHOR

George E. Rice, Jr., professor of psychology and
chairman of the psychology department, came to
Agnes Scott in 1957. He received his B.A. degree
from Dartmouth College; the M.S. and Ph.D. de-
grees from The Pennsylvania State University.
Dr. Rice has this to say about the title of his
article: "It is remotely related to the talking
chimpanzee at the Yerkes laboratory in Orange
Park, Florida, who was heard to say at the height
of the Scope's trial, 'Am I my keeper's brother?' "

THE WHOLE THING started when
Pris Gainer '60 didn't want to
study spiders. She had heen
discussing her 1959-60 independent
study project with me at a time when
I had just been reading of some ex-
citing new work being done on spider
training. I had originally suggested a
problem making use of our lazy rat
colony at Agnes Scott (just sitting
around eating and growing fat to no
particular purpose at the moment I
and Pris had looked a little dubious
so I suggested spiders. With alacrity
the decision was made to work with
rats. Actually, she had already been
interested in the general psychologi-
cal problem of cooperation and in

studying some of the variables that
would affect this kind of behavior so
it was simply a matter of settling on
the procedure, which, of course, is
not simple at all. We were familiar
with W. C. Allee's work fairly clearly
supporting the view that the law of
the jungle is not simply "dog eat
dog" but rather that there is a great
deal of cooperation found in nature
from the beneficial effects of the
grouping of paramecia and the
schooling of fish to the sentinels of
the prong-horned antelope. However,
when our procedure evolved it turned
out not to really involve cooperation
at all but rather a form of altruism.
Altruism is denned by Webster as

ALUMNAE QUARTERLY / WINTER 1962

An "operator" rat and a "distressed" rat
are examined by psychology students Judy
Hawley '63, Kaki White '62 and Dr. Rice.

Brother Rat

(Continued)

I

"regard for, and devotion to the in-
terests of others."

The apparatus for studying the
problem was arranged as follows:
One rat. presumably "distressed,"
was suspended by means of an in-
genious harness which was sewed by
Pris and hung from a string which
was in turn raised and lowered by
an Erector set motor, the result being
that the rat could be lifted off the
floor of its compartment or lowered
onto the floor. A lever that worked
the mechanism was in an adjoining
compartment in full view of the "dis-
tressed" rat and an "operator" rat
could, if it so wished, press this bar
and consequently lower the suspended
rat to the floor and also momentarily
relieve its distress until the whole
procedure was repeated by rehoisting
the harnessed rat. Forty potential op-
erator rats took part in the experi-
ment, of which twenty were trained
to press the bar by avoidance condi-
tioning (they were shocked until
they pressed the bar to avoid being
shocked I ; this was followed by ex-
tinction training until the trainees no
longer automatically pushed the bar
on placement in the "operator" com-
partment. Ten of the trained rats

were faced with the suspended rat
and a control group of ten with a
suspended white block about rat size.

Those faced with a suspended rat
pressed the bar significantly more
often than those faced with a block,
and, strangely enough, another un-
trained twenty rats similarly faced
with suspended block and rat reacted
in the same way but even more
strongly that is, they lowered the
rat more often than did the trained
operators. (For a detailed report on
this study see an early 1962 issue
of the Journal of Comparative and
Physiological Psychology.)

This behavior, we felt, might eas-
ily be considered homologous to what
we call altruism in humans, but we
feel happier terming this "aiding be-
havior" in albino rats.

In the summer of 1961 the Na-
tional Institute of Mental Health
awarded us one of their small grants
to examine further the variables of
this "altruistic" behavior in animals,
and a second phase of the study was
initiated in which Kaki White '62.
assisted. Two major procedural
changes were made. First, since all
forty subjects of the first study had
been petted and handled dailv from

the age of six weeks on, half of the
1961 rats were petted similarly and
half were simplv fed and watered.
The other major change was in the
cause of distress, since sometimes the
suspended rat had failed to squeak
and wriggle satisfatcorily and had tc
be poked with a pencil. In the new
version the "distressed" rat was in
the same compartment as before but
was subjected to electric shock in-
stead of suspension. Again, the shock
could be turned off by depression of
the bar in the adjoining compart-
ment. Of the twenty "handled" rats,
ten saw and heard through the plexi-
glass partition a distressed rat dancing
and squeaking from shock and ten
were placed with a non-shocked rat
next door. The twenty non-handled
rats were divided in the same man-
ner.

We found from this experiment
that handling made no difference
whatever in bar pressing behavior,
but there was a difference in those
rats faced with a shocked rat and
those simply confronted bv another
rat. This time the bar was practically
broken while being pressed with a
non-shocked rat next door and prac-
tically none of the rats pressed the

10

THE AGNES SCOTT

A I ii. ;
Operator rat contemplates pressing bar to relieve brother rat.

bar to turn off the shock for a poor,
dancing, upset rat. Once again this
was a significant difference but in the
wrong direction, at least from the
point of view of the hypothesis that
a rat would help a fellow rat in need
or lend a helping paw.

This has led us to the next stage of
the investigation, for the behavior of
the operator rats who did not press
the bar while brother rat was being
shocked was odd in at least one more
respect. These rats cowered in a
corner as far as possible from the
shocked rat (and the bar) while the
rest of the operator rats wandered
normally about their compartment
when an unshocked rat was present.
This makes us suspect that the elec-
tric shock caused fear in our op-
erating subjects while the suspension
did not. Our next step will be to try
to cause distress in one animal and to
vary the ferocity of the distress to
the potential Sir Walter Raleighs
among our usually compassionate
Agnes Scott rats.

In addition, a future stage of the
study will possibly encompass star-
lings, crows, and or porpoises since
all these animals possess some repu-
tation for "caring."

ALUMNAE QUARTERLY / WINTER 1962

"Koki, do you think I am your keeper's brother?"

GOD

AND
MAMMON

For three hundred yeat

a contradiction revolving around tyra

Can ive live this constant coi

Has Christianity failed in its
leadership rsponsibilitv in
the United States?

As a Christian I think that all the
good things that we have today in
this country have sprung from the
teachings of Christ. But these teach-
ings are directly opposed to the way
most of the world has made its liv-
ing in the past five hundred years.

And it has put the United States
in an untenable position. We have
been in a sense living a contradiction
for the last three hundred years.

"Now the trumpet sounds again
not as a call to arms . . . but a call
to bear the burden of a long twilight
struggle . . . against the common
enemies of man: tyranny, poverty,
disease and war itself."' said Presi-
dent Kennedy in his inaugural speech.

Our contradiction revolves around
these four enemies of mankind
tyranny, poverty, disease and war.
Probably it was Jesus Christ who
first made the world conscious of
these enemies by supporting the dig-
nity of man as opposed to tyranny,

charity as opposed to greed, peace as
opposed to war.

Christianity preaches that the more
selfless I unselfish I you are. the more
Christian you are. But is this capital-
ism? Capitalism proclaims that self-
ishness is good for mankind. What is
best for me is best for others. Then
there is a continual struggle between
God and money. This conflict seems
to grow more crucial every day. Can
one live a constant contradiction and
survive for very long?

How did we get into this untenable
position? The early Christian church
attempted something like Utopian
communism and failed. Then dur-
ing feudalism the church became an
apologist for the feudalistic system.
It developed what we now know as
a "personalized" religion concentrat-
ing on the individual. It was a pie-
in-the-sky religion : worry not about
your material conditions, the other
world will reward you.

As materialism developed, the
church recognized that it was being
challenged and talked of a "just

price" and. for example, considered
the taking of interest on money as
being a sin. But the forces of busi
ness w r ere overpowering.

This contradiction, then, was an
important factor in the division of
the church during the Reformation
and out of it grew the advocacy by
some of the early reformation re-
ligions of the eminent respectability
of financial enterprises.

In addition to facing changes
within the bailiwick of the Christian
church a physical challenge by the
so-called heathens from the Middle
East was met. Commerce was a thorn
in the side of religious leaders, but
with the coming of industrialization
it w r as the back breaker. In the proc-
ess it also destroyed the land aristoc-
racy. Unable to fight the materialis-
tic world once again, the church
turned into an apologist for the sys-
tem. So, by the latter part of the
nineteenth century some religious
leaders were saving that the rich
were moral and the poor were im-
moral. God rewarded the moral.

12

THE AGNES SCOTT

esigns by Lil Martin

been living

rty, disease, and tear.

survive?

Capitalism was supported by most
of the early economists. It was theo-
retically rationalized. The deductive
logic was unassailable. Poverty,
tyranny, colonialism, greed, wars
were all just in a world of perfect
competition. Critics appeared, but
they were quickly suppressed as
being incompetent. Yet in spite of the
blunders of capitalism, ideas of lib-
erty, the rights of man, the hope for
an end of disease, and the hope of
peace developed. It was an under-
current, an undercurrent of practical
Christianity and the study of nature,
which put man ultimately above mere
accumulation of wealth for wealth's
sake.

The American Revolution was
probably the major factor in stem-
ming the tide of mercantilism and
emphasizing political independence.
The old industrial and commercial
powers of the world have waged a
defensive battle since that time. The
retreat continues today in Africa,
South America and Asia.

(Continued on next page)

By CHARLES F. MARTIN

ABOUT THE AUTHOR

An assistant professor of economics, out of his concern about
the leadership responsibility of Christianity in the United States,
gives us this article with good food for thought. Charles F. Mar-
tin came to Agnes Scott in 1960 and in this brief time he has
made an enviable place for himself as a teacher, not only in
the Agnes Scott community but In Atlanta and Decatur. This
fall he gave a series of lectures on communism for the Adult
Education Program at All Saints Episcopal Church in Atlanta.
He received the B.A. degree from Wayne State University, his
M.A. from The University of Mississippi and is currently complet-
ing the requirements for his Ph.D. from Louisiana State Univer-
sity. He, his wife (who created the illustrations for this article),
and five-year-old son live in Decatur on the edge of the campus.

ALUMNAE QUARTERLY / WINTER 1962

13

God and Mammon

(Continued from page 13)

Physical revolt became the means
of showing that the down trodden
would not be suppressed by the
minority or the majority forever.
The ideas of socialism, communism,
and to some degree fascism are all
reactions to Adam Smith's pure com-
petition which was entitled capital-
ism. These opposing ideas were de-
veloped in an age of poverty and dis-
pair. As communications and educa-
tion developed, these ideas slipped
out into the world.

Discontent develops

Missionaries hoping to convert the
heathen spread the concepts of broth-
erly love, the respectability of man,
and the hope for the poor. Idealistic
religious sects started and failed in
all parts of the world, but their effort
was not in vain.

As the world grew older, the people
of the world became more intelligent,
the capitalistic nations became wealth-
ier, and the poorer countries be-
came more poverty stricken. This led
to more and more discontent.

Then two things happened which
added to the strain of the contra-
diction. The first was the great world
depression of the nineteen twenties
and thirties. No longer could even
the economic theorists defend capital-
ism in its pure form. Government had
to be injected into the system either
directly or indirectly. The second and
final factor was World War II. It was
reluctantly admitted that an even
greater injection of government in-
tervention could improve at least the
material position of the populations.
Old commercial and governmental
ties were disrupted. The Asians liked
the idea brought to them by the Jap-
anese of "Asia for Asians." Russia
and China emerged as world powers.
The United States, long a neutralist
nation, found itself in a position of
world leadership, by default from the
British, which it was reluctant to
accept.

The world's population became
conscious of nationality, color, wealth
and political determination. The ques-

14 THE AGNES SCOTT

tion suddenly arose as to the method
of asserting yourself. Shall we utilize
unadulterated capitalism? Obviously,
no. Who can wait three hundred
years when the odds are that you will
never catch up? But if you don't
utilize individualistic capitalism, this
automatically implies government in-
tervention. The free world continues
to shudder today watching the ma-
jority of the world's population make
their decision as to the extent of the
government intervention.

Government intervention implies
some limiting factor to democracy.
But this is no problem to the four-
fifths of the world who are largely
underfed, overworked, uneducated,
poorly cared for medically, who have
never really known freedom or, as far
as that goes, social equality. They
point to what Russia has done in
forty years. Capitalism may be bur-
ied by a wave of numbers in the
world.

And the church which has followed
the teachings of the Man who gave
the spark of hope to mankind in the
battle against tyranny, poverty, sick-
ness and war has been in a sense
losing ground. Why have the peoples
of the world accepted the teachings
but not the Teacher?

Answer in church history

The answer can be traced to
church history. The church as a body
has seemingly done very little to lead
the struggle. It has taught, although
not whole-heartedly, but not acted.
Millions have been killed in denom-
inational wars. Governments have
had to provide charity, since little is
provided by churches. Churches have
only scratched the surface in provid-
ing for the sick through hospitals,
research, and clinics. Politically they
have supported, by non-action, politi-
cal tyrants. Few denominations ac-
tually practice social equality. The
churches themselves present a con-
fused front to the world in that they
all have somewhat different beliefs
and methods of worship. Christian-
ity as practiced by most churches is
confusing. It seems to take away
older beliefs of non-Christians but it
does not replace them with anything
firm.

Today the avowed advocates of
atheism are ostensibly practicing
more Christian beliefs than the Chris-
tians, with the exception of belief in
war and world domination. It is the
atheists, the communists, who are the
real challenge to the United States,
which is the richest and one of the
most Christian countries in the world.
The socialist countries, with excep-
tions, are falling behind in the eco-
nomic race.

Rich get richer

The much heralded race between
India and China is an example. After
little more than ten years, China is
the sixth largest producer of steel
and the third largest producer of
coal in the world. Granting the gains
in India under its present socialistic
government, it would seem that the
race may be a run-away in the next
ten years with continued Russian sup-
port. The rich nations of the world
get richer and the poorer ones
poorer. South America, Asia, Africa,
and the Middle East will probably be
doomed to perpetual poverty unless
they obtain more and more assistance
which does not seem to be forthcom-
ing currently.

The United States in the eyes of
the world appears to support colonial-
ism as evidenced by the recent fiasco
in the United Nations between France
and Tunisia when we supported
France. We appear to support dicta-
tors as evidenced by military and
material aid to Franco, Chang Kai-
Shek and Sigmund Rhee. We appear
indifferent to poverty when we let
food rot in warehouses while the
world is hungry. We appear to con-
done sickness when the wealthiest
nation of the world is indifferent to
needs of many of its own people. We
appear to be a war monger by en-
circling Russia and China with air
bases and troops for our protection.

As a nation we seem to stand for
the very opposite of the things that
Christ advocated and the church ap-
pears to have no concern or respon-
sibility in this. For example, wh^
hasn't the church been a leader in the
peace movement? Why is it always
left up to governments to advocate
peace? The church does pray,

granted, but moves, oh so slowly,
toward action.

For many years the United States
was an active leader in the struggle
for freedom and other ideals, but it
is losing face today in the eyes of the
world. The church may not be grow-
ing in relation to the growth of the
populations of the world because it
is caught in the eternal conflict of
condoning selfishness and preaching
selflessness.

Would there be any Marxian com-
munists if ive had all acted like
Christians?

Some have also questioned whether
capitalism is compatible with Chris-
tianity? This is debatable, but it
would work if we followed more the
slogan which Marx and the com-
munists may have stolen from the
life of Christ, and roughly trans-
lated into "to each according to his
ability and to each according to his
need."

New moral leadership

Today some groups must be mar-
tyrs. The church must decide the
moral way on many or all contem-
porary problems, such as social prob-
lems, charity and medical aid, par-
ticularly to the aged. It must even
be prepared to martyr itself as its
Leader did once before. It is up to
the church to lead the population of
this country and the world toward
the goals of ending tyranny, poverty,
sickness and wars.

Without this leadership by the
church, western nations can only pre-
sent themselves as a Dr. Jekyll and
Mr. Hyde to the world a world
which is primarily non-white, basic-
ally non-Christian, illiterate but
learning fast, poor but ready to work,
daily leaning more toward Russia
and China for leadership.

There would be many changes
with such a new moral leadership,
but if we don't adjust, there will be
changes anyway. The major changes
may be brought about by the col-
lapse of a civilization which does not
know what it is fighting for and
which may ultimately collapse be-
cause of the contradiction of selfless-
ness and selfishness.

ALUMNAE QUARTERLY / WINTER 1962

15

Tobacco Road
Is Now Paved

Erskine Caldwell

Author meets author Betsy Fancher and Mr. Caldwell

ABOUT THE AUTHOR

Betsy Fancher came to Agnes Scott in
September as director of publicity.
Before accepting this position she
was a writer for the Atlanta Constitu-
tion. This fall she published an article
in the Atlanta Journal-Constitution
Magazine on Erskine Caldwell. A
graduate of Wesley an College in
Macon, Georgia, she is the author of
a book of short stories titled Blue
River. She and her husband Jimmy, a
lawyer, and their three daughters,
Laurie, Amelia and Martha live In
Atlanta.

A well-identified Agnes Scott student gets Mr.
Caldwell's autograph after his campus lecture.

Georgia-born
Erskine Caldwell
visits campus and
describes the hardshi
of being a writer

By

BETSY

FANCHER

AUSTERELY dressed in a black suit,
/\ black vest and black tie,
A. A. Erskine Caldwell today looks
more like a middle-aged banker than
the hotly denounced author of the
century's two most controversial best
sellers, God's Little Acre and Tobacco
Road.

At 57, he wears his sandy hair
close cropped. Freckles dot his red-
dish skin. His glance is intense, his
manner reserved and his speech is
softened by a lingering Georgia ac-
cent.

Visiting the Agnes Scott campus
in November, he faced an audience of
500 students, few of whom had read
the novels which shocked and out-
raged the thirties. Fewer still were
familiar with the starkly impover-
ished world of which Caldwell wrote.
Tobacco Road is paved now. Its
crumbling tenant shacks have given

16

THE AGNES SCOTT

way to comfortable farm houses, and
the specter of hunger no longer
haunts the blighted east Georgia
fields.

But if the fictional world of Erskine
Caldwell seems far removed from the
affluent sixties, the writer himself has
a profoundly relevant message for
the younger generation. No one,
with the possible exception of John
Steinbeck, has penned with greater
frankness and force the harsh facts
of human suffering and spiritual dep-
rivation. And it is no accident that
some 60,000,000 copies of his 36
novels are now in print in almost
every country of the world.

Walked tobacco roads

Few frankly regional writers have
had a more widespread appeal. Why?
Because the South of Erskine Cald-
well is as universal as hunger and
despair.

As a preacher's son in Wrens. Ga.,
Caldwell walked the desolate tobacco
roads with "hungry people wrapped
in rags, going nowhere and coming
from nowhere." To Caldwell, the
South was Jefferson County and the
cotton ginnery at Wrens, it was
sharecroppers and absentee land-
lords, it was hunger and a poverty
that crushed the human spirit and
threatened the essential dignity of
man.

He never saw the moonlight and
magnolias.

"I could not become accustomed to
the sight of children's stomachs bloat-
ed from hunger and seeing the ill
and aged too weak to walk to the
fields to search for something to
sat," he recalls.

Caldwell's concern has always been
with people, his driving ambition to
write of them "as they are, with-
3Ut regard for fashions in writing
ind traditional plots."

Quietly, but not without passion,
aldwell says "Every man must write
lis own story in his own way." This
le has done despite the bitter criti-
cism of fellow Georgians who have
ried to ban his books, censor his
jlays and once succeeded in driving
he Hollywood movie crew of God's
Little Acre away from Augusta, Ga.,

and the "peanut curtain."' ( The movie
was finally filmed in California.)

Discussing his craft. Caldwell
speaks with the authority of the com-
pletely dedicated writer who "never
wanted to do anything but close the
door and write," and who, with 36
books behind him, still hews to a
rigid seven-day-a-week work schedule.

"Writing is not easy at least for
me it is not" he told Scott students,
and then, with a trace of bitterness,
"no, I would not advise anyone to be
a writer. The hardships are too
great."

Few writers have put in a more
trying apprenticeship. In 1926.
when Caldwell left a reporter's job
on the Atlanta Journal for a distant
spot on the map Mt. Vernon, Maine
he was prepared to devote five
years to learning his craft. There, in
a drafty farmhouse, he worked
through bone chilling winters writ-
ing short stories and collecting re-
jection slips some of them accom-
panied by a terse note advising the
author that fiction was not his forte.

Sells first stories

When at last the late Maxwell Per-
kins, then editor-in-chief of Scrib-
ner's, wrote him that he would buy
one of his stories for Scribner's mag-
azine, Caldwell packed a sheaf of
manuscripts, boarded a bus for New
York and delivered them in person
to Perkins' secretary.

When Perkins called him the next
day, the lank and hungry young au-
thor protested only feebly an offer of
"two-fifty" for two stories.

Perkins upped the price to "three-
fifty."

Caldwell said he'd hoped the stories
would bring a little more than three
dollars and fifty cents.

Perkins of course meant three hun-
dred and fifty dollars.

Tobacco Road, his first major
work, was written in a furnished
room in New York, where Caldwell
frequently worked through the night
living on bread and cheese and oc-
casionally feasting on lentil soup.

The novel's publication was greeted
with a flurry of reviews, contradic-
tory enough to cancel out each other

and to convince Caldwell once and
for all that it is the reader, not the
reviewer, who matters.

Well over six feet tall, Caldwell
weighed less than 100 lbs. when To-
bacco Road was published. In five
years he had acquired little more
than a nickname. "Skinny." But he
had become a writer. He had forged
out of the everyday speech of men a
strong, sure, simple prose; he had
mastered the coarse raw material of
poverty and human suffering and had
written one of the most starkly hon-
est, if shocking, novels of the twen-
tieth century.

Cains international fame

By 1933, the dramatic version of
Tobacco Road had opened what was
to be a seven-and-a-half year run on
Broadway, and Caldwell had finished
the best selling novel of all time,
God's Little Acre. Ahead lay over two
dozen more books, an episode of
high excitement as a journalist in
the Russo-German war, and a succes-
sion of far-ranging travels and lav-
ishly paid stints as a Hollywood
writer.

His almost legendary popularity
not only in the United States but in
Japan. Russia. France, Great Bri-
tain and Spain, has never extended
to his native state. Irate Georgians,
full of a bitter sense of betrayal, have
denounced his work as flagrantly ob-
scene and dishonest.

Yet the preacher's son from Wrens
is still deeply rooted in east Georgia's
sandy soil; he visits this state almost
yearly, he intends to go on writing
about southern life, and he would
advise other southern writers to do
the same.

"The field is wide open, and the
world is eagerly waiting for it to be
productive," he says today. "The ra-
cial upheavals, the economic changes
and the social conglomerate provide
materials for fiction that cannot be
found anywhere else in the world.
The young southern writer has
enough materials at hand now to
work with for the rest of his life. I
hope he will get at it with honesty
and courage and with a perceptive
view of life in the South."

M.UMNAE QUARTERLY / WINTER 1962

17

DEATHS

Institute

Florence Quillian Bishop McMullan (Mrs.
L. L.), Oct. 12, 1961. Alice Cummings
Greene, March 15, 1961. Jessie Hall Fitz-
gerald (Mrs. B. Davis), Nov. 13, 1961. Mary
McPherson Alston (Mrs. R. A.), Sept. 28,
1961, mother of President Wallace Mc-
Pherson Alston. Clara Mae Smith, Nov. 2,
1961. Mary Somerville Bishop (Mrs. D. H.)
in October. Her sisters are: Ella Somer-
ville, Academy, and Teresa Somerville
Price, Institute.

Academy

Lucy McCutchen Armstrong. Nov. 7, 1961.
Marguerite Brantley Griffin (Mrs. Harvey),
Dec. 31, 1960. Zowella King Lykes (Mrs.
T. M.) in 1961. Anne Pope Mitchell (Mrs.
C. BJ, Oct. 22, 1961.

1906

Ethyl Flemister Fife (Mrs. Paul B.), Dec.
6, 1960. She was the mother of Martha
File Wink '40.

1909

Edith Lott Dimmock (Mrs. E. W), date
unknown.

1910

Isabel Nunnally Knight lost her husband
in November.

1915

Herbert L. Thornton, husband of Lorinda
Farley Thornton. Aug. 7.

1917

Edna Cohen, August, 1960.

1923

Elizabeth Dickson Steele (Mrs. W. T.),
Sept. 30, 1961.

1924

guerite Dobbs Maddox (Mrs. C. V.),
uly 20, 1961.

1926

Mrs. Jennie Hopwood Slaughter, mother
>f Sarah Q. Slaughter, Dec. 10, 1961.

1928

Janet MacDonald's mother, in November.

1932

Margaret Hirsch Strauss (Mrs. O. R., Jr.)
in 1961. Dr. Henry C. Collins, husband of
Olive Weeks Collins and father of Mar-
garet Collins Alexander '60, on Nov. 23,
1961.

1935

Fain Wilson Ingram, husband of Fidesah
Edwards Ingram, Sept. 25, 1961.

1936

John McKamie Wilson, Sr., husband of
Elizabeth Burson Wilson, in an automobile
accident, Oct. 23, 1961.

1941

Mrs. William J. Franklin, mother of Louise
Franklin Livingston and Virginia Franklin
Miller '42, May 14, 1961. Nellie Richard-
son Dyal (Mrs. Milton) in 1961.

1947

Isabel Asbury Oliver (Mrs. C. M., Jr.),
Oct. 12. 1961.

1949

Stanhope E. Elmore, father of Kate Durr
Elmore, Oct. 13, 1961.

1957

Cemille Miller Richardson's father in
April, 1961.

1959

Kathleen Brown Efird's father, in October.

1960

Cameron P. Cooper, husband of Jill Imray
Cooper, in a plane crash in September.
1961. Janie Matthews' mother, 1961.

Specials

Kate Rea Garner (Mrs. A. W.), Oct. 17,
1961. Margaret L. Scott, November, 1961.

19

Guy Hayes

President Wallace Alston talks with General Carlos Romulo. General Romulo, a former representative
to the U.N. from the Philippines, spoke at Agnes Scott on January 4, sponsored by Lecture Comrmttee.

The college welcomed back to the campus this
month May Sarton, distinguished American poet
and novelist. In 1958, she came to Agnes Scott
to participate in the first Fine Arts Festival. Her
new novel The Small Room, published by W. W.
Norton and Co., Inc., is a perceptive study of a
small liberal arts college for women and the re-
lationship between teacher and student.

\ LcrfciA, . . .

Countdown Time for The Agnes Scott Fund

'ime seems telescoped in this winter quarter, for me at
ast. and it is good to rest quietly for a moment and try
) put all this activity into some sort of perspective. As
lis issue of the magazine began to come into focus. I
ealized that it was an excellent example of the myriad
ressures of our times. The diversity of these articles
effects but a portion of the pulls in diverse directions
diich face each of us in the second half of the twentieth
entury.
Let us rejoice that as educated women we have from
ur Agnes Scott heritage the capacity to stand steadfast
s sane and humane human beings, prepared to deal with
le tumult of the world around us and in us. And, as we
leasure it, we have arrived swiftly at this vantage point.
fot too long ago, Ellen Glasgow, in her novel, Virginia,
escribed southern education for women in somewhat
cathing terms:

Education was founded upon the simple theory that the less
a girls knows about life, the better prepared she would be to
contend with it. Knowledge of any sort . . . was kept from her
as rigorously as if it contained the germs of contagious disease
. . . the chief object of her upbringing was to paralyze her
reasoning faculties so completely that all danger of mental
"unsettling" or even movement, was eliminated from her future.

ran across this quotation in a news release from the
iditorial and Research Service of the Southern Regional

ducation Board. The release is headed "Women and
Iducational Dollars" and decries the fact that it is difficult
3 funnel the educational dollar into higher education for
ramen in the South but insists that ways must be found
o do this. The final paragraph of the release states:

As the South moves toward the 21st century with its new
problems of industrialization, space exploration, and urbaniza-
tion, it will demand the trained talents of every citizen. The
universities and colleges of the South have a special challenge
in the preparation of women to serve the region and the nation.

Agnes Scott is about to launch a new annual-giving pro-
ram, and we have high hopes that it will be a major
tieans of chaneling that educational dollar into the best
ind of higher education for women. To the Alumnae
'und. our former annual-giving program, we have said

1UMNAE QUARTERLY / WINTER 1962

goodbye, and February 17, 1962, will be the birth date of
the new Agnes Scott Fund. The Fund will have several
divisions: alumnae, parents, friends, business and indus-
try, foundations.

The alumnae division of the new program will be acti-
vated first, as is fitting since annual giving by alumnae is
the very cornerstone of all volunteer financial support of
Agnes Scott. A member of each alumnae class has been
asked to serve as fund agent for her class, with Elizabeth
Blackshear Flinn '38 as Alumnae Fund Chairman, and we
will hold the first fund agents' workshop on the campus
on February 17. A brochure describing the Agnes Scott
Fund is in preparation now and will be mailed to each of
you in the spring.

President Wallace M. Alston has decided that the Agnes
Scott Fund will go into faculty salaries. The heart of any
great college, and certainly of Agnes Scott, is great teach-
ing. It is just here, as the teachers mind strikes upon the
student's mind, that the educational process begins. Presi-
dent Alston, in the ten years of his administration has
raised faculty salaries over 100% but they were quite
low and inflation has eaten into the raises. Now, to further
plans for more increment in faculty salaries, he will de-
pend on an increased annual-giving program.

The ultimate goal for faculty salaries at Agnes Scott
must be to make them commensurate with the best in the
nation. It is imperative that we take steps now to provide
adequate compensation for the experienced and proven
members of the faculty as well as for new members as
they grow in their teaching capabilities.

As we salute the Agnes Scott Fund, we continue the
area campaigns for the Seventy-fifth Anniversary Develop-
ment Program. This winter we face to the Southwest,
where alumnae are, again, taking leadership in this
capital-gifts fund raising. The area campaigns and their
alumnae chairmen are: Little Rock, Arkansas, Mary
Amerine Stephens (Mrs. Jack) '46; Shreveport, La., Julia
Grimmet Fortson (Mrs. W. Alvin) '32: Dallas, Texas,
Peggy Pat Home Martin (Mrs. Harry W.) '47; Houston,
Texas, Betty Brown Ray (Mrs. Paul 0.) ; Jackson, Mis-
sissippi, Louise Sams Hardy (Mrs. James D.) '41.

Europe with the

Agnes Scott Alumnae Tour

July 13-August 1, 1962

An Exciting Twenty-Day, Seven Country Tour of Europe
Visiting England, Holland, Germany, Austria, Switzerland,
Italy, and France.

1st Day Leave NEW YORK by air for LONDON, ENGLAND.

2nd Day LONDON Arrive and travel to WINDSOR, ETON
COLLEGE and other places of interest outside of LONDON.

3rd Day LONDON Full day of sightseeing, visiting all of the
colorful and interesting points in LONDON.

4th Day- LONDON Leave LONDON by rail for HARWICH
for overnight steamer to HOLLAND.

5th Day AMSTERDAM Travel by private motor coach to
VOLENDAM, MARKEN, and other towns outside of AMSTER-
DAM.

6th Day AMSTERDAM In the morning a complete tour of the
city by motor coach. Afternoon at leisure.

7th flay BONN Leave AMSTERDAM by private motor coach
along the Rhine to BONN.

8th CavCOBLENZ /FRANKFURT Leave BONN by Rhine
steamer to COBLENZ. Continue journey by motor coach via
MAINZ and WIESBADEN to FRANKFURT.

9th Day LUCERNE Leave FRANKFURT by private motor
coach for LUCERNE via GERMANY'S beautiful forest region
and the lake section of SWITZERLAND.

10th Day LUCERNE Morning at leisure,
excursion to MOUNT PILATUS.

Afternoon steamer

12th Day INNSBRUCK Morning tour of city. Afternoon at
leisure.

13th Day ROME Leave INNSBRUCK by rail to ROME.

14th Day ROME Morning free for shopping. Afternoon city
sightseeing.

15th Day ROME Full day of sightseeing.

16th Day ROME Full day at leisure. Leave ROME by over-
night train to NICE.

17th Day NICE Motor coach tour of NICE, MONTE CARLO.
VILLEFRANCHE, and BEAULIEU.

18th Day PARIS Travel by train fr

NICE to PARIS.

11th Day- INNSBRUCK Travel by rail via ZURICH to INNS-
BRUCK.

19th Day PARIS Morning at leisure. Afternoon motor coach
excursion to VERSAILLES.

20th Day PARIS Full day tour of PARIS by private motor
coach. Evening jet flight to NEW YORK. If you desin-. yon
may return by steamer from CHERBOURG.

AGiN'ES SCOTT ALUMNAE TOUR

Holiday Tours, Inc.
5th Floor, Red Rock Building
187 Spring Street. N.W.
Atlanta 3, Georgia

Please send me the day-by-day itinerary and other information on
the European Tour.

Name

Addr

City.

333T.00 J.IO0S S"

SEND FOR DETAILS

A colorful, descriptive folder has
been prepared for the tour. It de-
scribes in detail the exciting dav-
by-day itinerary, and other perti-
nent information on the trip. For
your folder, simply fill in the form
and mail to Holiday Tours. Inc.

SPRING 1962

ry Evmt

50

THE

P(\t\ SPRING 1962 Vol. 40, IN

VVl/p ALUMNAE QUARTER

No.
L

Ann Worthy Johnson '38, Editor
Dorothy Weakley '56, Managing Editor

CONTENTS

4 The Fun in Fund Raising

7 Gulliver Now: The Exceptional Woman
by Eleanor Hutchens

10 They Cared Enough to Come

12 The College of Tomorrow

29 Class News

Eloise H. Ketchin

39 Worthy Notes

FRONT COVER :

"Come one, come all to the Carnival," shouts Kate McKemie, assistant profei
sor of physical education. (See p. 4) Cover photograph by Ken Patterson.

Frontispiece (opposite) : The Agnes Scott Glee Club presents a joint conce
with the Virginia Military Institute Glee Club. Photograph by Ken Pattersoi

The Agnes Scott Alumnae Quarterly is published jour times a year (November,
February, April and July) by the Alumnae Association of Agnes Scott College
at Decatur, Georgia. Yearly subscription, $2.00. Single copy 50 cents. Entered
as second-class matter at the Post Office of Decatur, Georgia, under Act oj
August 24, 1912. MEMBER OF AMERICAN ALUMNI COUNCIL

VEoment of Song

SPRING 1962

Spring is welcomed with
many moments of song by the
Agnes Scott Glee Club. After
a concert with the Virginia Military
Institute Glee Club on campus, the
Agnes Scott Glee Club made its
first spring tour and presented joint
concerts with Davidson and V.M.I.

A campus carnival, complete with side shows
and rides, proves to be

THE FUN IN
FUND RAISING

As a "slave for the day," Mr. George P. Hayes sweeps the floor for his owners.

How often does an alumna
Agnes Scott College get i
volved in a community o
ganization which must devise son
means of raising money? The quic
est answer we've had to this is fro
an alumna who said: "around tl
clock." She added that she w;
drowning in a sea of Girl Scout coo
ies, church bazaars, and calls on he
neighbors to discuss dread disease
For some fresh ideas in this are
we take a leaf from the annals
student activities at Agnes Scot
Once a year, usually in January, fun
raising is done through an evei
sponsored by the Junior Class an
called "Junior Jaunt."

Preparation for Junior Jaunt b<
gins with a decision by the studen
about which of the myriad reques
for funds, from every known agenc
they can support. This year the mone
was divided among three organiz;
tions, the Georgia Mental Health A
sociation, the Marian Howard Schoi
for Exceptional Children in Decatu
and the American Medical Mission i
Korea. (Marian Howard is an alumn
who, handicapped herself, is devo
ing her life to educating handicappe
children.)

"Suppressed Desires Day,"' whic
launches Junior Jaunt, has becorrt
an Agnes Scott tradition it needs
special article to do it full justict
Suffice it to say that students ma;
for a whole day, with prior approvs
from the faculty of a list of request-
for uninhibited actions and upon th
payment of one dollar, "unsuppress
some of their desires. The trends i
such unsuppressions, annually, an
toward such things as calling facultl
members by their first names, shorn
ing in the McCain Library, wearin
whatever attire they may choose am
eating in the faculty dining room
The only "suppressed desires" re
quests we've ever heard refused b
the faculty were denied for reason
of health and safety or unnecessar
interruption of the academic proces
-like climbing the tower of Mai
Building or chewing bubble gum i
class.

And sometimes the students can b
very, very helpful, if subtly so, t
the faculty on Suppressed Desire

THE AGNES SCO!

PHOTOS BY KEN PATTERSON

Mr. William A. Colder gives a student a
scooter tour of the campus for a fee.

)ay. For example, this year a group
f Seniors who had taken their fresh-
lan English course from Ellen Doug-
iss Leyburn '27 presented Miss Ley-
urn with a rubber stamp for use on
tudent themes which reads: "Marred
y careless errors." (An aftermath
f this was that on Valentine's Day,
ome of Miss Leyburn's current
'reshmen presented her with a stamp
ad.)

In many of the publications issuing
om Agnes Scott, there are references
) the close relationships among stu-
ents and faculty. Nothing in the
cademic life can portray this as
learly as the willingness of both
roups to enter wholeheartedly into
le activities comprising Junior Jaunt,
his year there was a "faculty slave
uction" the night before Suppressed
esires Day, in which certain faculty
lembers were auctioned to the high-
5t student bidders and had to be at
leir masters' command for The Day.
he handsomest of the slaves brought
le highest price Michael Brown, a
oung member of the history depart-
lent faculty. For $80.00, he had to
ike a history quiz (his grade is not
1 yet) and received orders to kiss
Jch member of his class.

Mr. George Hayes, head of the
nglish department, performed such

IUMNAE QUARTERLY / SPRING 1962

duties as sweeping floors, attending
certain classes for his owners, recit-
ing lines from Chaucer in Old Eng-
lish and taking an English quiz on
which he made a B.

Harriet Talmadge '58, assistant to
the Dean of Students, drew the ardu-
ous duty of slaving over an ironing
board set up in "The Hub," the stu-
dent activities building. After she had
finished many shirts, blouses and
dresses, her owners demanded that
she do the twist and the limbo. Her
performance was so excellent that
she got time off for "circular be-
havior."

Each year the highlight of Sup-
pressed Desires Day is the skit pre-
sented during chapel time by stu-
dents who "take-off" faculty mem-
bers, usually including the President
of the College. One of the delights for
the audience is in watching George
Hayes, for instance, go into gales of
laughter as he watches himself being
caricatured on the stage. In the skits
students, with amazing intuition, pin-
point foibles as well as strengths of
faculty members; this year a portion
of the skit depicted members of the
Class of 1930 who were still waiting
for their papers to be returned from
a certain member of the faculty.

The innovation in the 1962 Junior
Jaunt was a carnival, held the day

Could the palmist be telling Dr. Alston there
are millions of dollars in the college's future?

Two students, portraying class of '30 alun
nae, are still waiting for their papers!

after Suppressed Desires Day. which
sounds tame enough until you know
that the side shows for the carnival
were composed of faculty members.
Held in the gymnasium, the carnival
proved to be a gala combination of
circus and Mardi Gras. Members of
the physical education department
had done some gentle persuasion
among the faculty for participants,
after a sudden lack of volunteers
when plans for the carnival were an-
nounced in a faculty meeting.

Kate McKemie. assistant professor
of physical education, dressed in a
flamboyant polka-dot clown costume,
acted as barker and town crier for
the carnival. She hustled people into
the gym: faculty and their families:
students and their dates from Georgia
Tech and Emory. Miss McKemie also
amazed the campus community with
her fire-eating act. We did not know
about her hidden ability to gulp down
lighted cigarettes.

A highly popular side show was
Ferdinand Warren, head of the art
department, who came as a beatnik
artist, complete with red wig. tarn
and gaudy cigarette holder, and "tat-
tooed" students' arms with riotously
colored abstract designs.

Led by Kwai Sing Chang, asso-
(Continued on page 6)

THE FUN IN FUND RAISING

(Continued)

** ir* If'

Artist Ferdinand Warren "tattoos" Elizabeth McCain, granddaughter of Dr. McCain.

There is no record of Dr. Alston's score on the hugging machine.

ciate professor of Bible and philos
ophy, and a native Hawaiian. som>
of the men on the faculty, Hendrik R
Hudson, assistant professor of phys
ics and astronomy and associate di
rector of Bradley Observatory, Rober
E. R. Nelson, instructor in mathe
matics. and John A. Tumblin. Jr, !
associate professor of sociology am
anthropology, made a passing grad>
on their hula dance and an A plu
on their attire, authentic grass skirt
and bright leis.

One side show attraction had to bi
outside. William A. Calder, profes
sor of physics and astronomy and di
rector of the Bradley Observatory
rode in his motor scooter to the doo:
of the gymnasium. Carnival attend
ers could hitch-hike with him on i
tour of the campus, for a fee. Alum
nae will recall that the motor scoote)
is Mr. Calder's normal mode of trans
portation. He would like for you tc
know that he has a new machine
beautiful red and cream colored 196S
model which averages about 20(
miles to a gallon of gas.

Back in the gym, two side-shows
stayed crowded. One was a fortune
telling booth manned by a foreigr
alumnus borrowed from Georgia Tech
President Wallace M. Alston con-
suited this seer but declined, prop
erly, to divulge the secrets he heard
Dr. Alston also swelled the crowd al
the other booth, where a "hugging
machine" was the great attraction
but there is no record of his record
here.

After the faculty members had
done their assigned stints, they strug-
gled home to recuperate, and the
1962 version of Junior Jaunt was cli
maxed with assorted contests for the
students, such as dances and a most
involved game in which the boys
raced carrying their dates piggyback
The girls carried eggs, and the con-
test was to smash opponents' eggs
while protecting your own.

A grand total of $1,600 was
realized from all this ingenious ac-
tivity; three most worthwhile organ-
izations were aided financially, and,
best of all, Junior Jaunt this year
proved to be a time when faculty and
students could relax together and en-
joy informal good fun.

THE AGNES SCOTT

EDITOR'S NOTE: Eleanor N. Hutchens '40 was the
speaker for the special Founder's Day meeting of the
Washington, D. C. Alumnae Club, of which Priscilla
Sheppard Taylor '53 is president. This article was
adapted from Eleanor's speech. She is an associate
professor of English at Agnes Scott and is president of
the national Agnes Scott Alumnae Association.

Gulliver

Now:

The Exceptional Woman

By ELEANOR N. HUTCHENS, '40

W

TEJ

E remember Gulliver as an intensely aver-
age Englishman: the middle son in his middle-class
family, a man of middling means and middling
success, who starts his travels with a conventional
set of unexamined ideas about the English society
which has produced him. But the Gulliver who is
born, so to speak, into the "several remote nations
of the world" to which his unluckier voyages take
him is an exceptional individual. He comes into each
of these countries a stranger and alone, with some
glaring difference setting him apart from the native
inhabitants. In each of them, in various ways, he
suffers as the exceptional individual in society.

The picture of a huge Gulliver bound to earth
by hundreds of tiny ligatures is so familiar to us

as to feel like an archetypal image, which perhaps
it is. We remember widi almost equal vividness the
Lilliputians mounting his chest to make speeches
to him, and being taken up into his hands to give
him orders. There is the search of his pockets, from
which he manages to save his spectacles and a small
spyglass. There is Gulliver towing the enemy fleet
amid a shower of needle-like arrows, and there are
notable instances in which he helps his hosts in
other ways. Finally comes his disillusionment as he
learns diat he is condemned to be first blinded and
then starved to death. As the exceptional individual
in Lilliputian society, then, a man twelve times nor-
mal size, he is born shackled by innumerable petty
restrictions. He is subjected to the will of lesser

ALUMNAE QUARTERLY / SPRING 1962

Gulliver Now

(Continued from page 7)

men. He is deprived of his superior tools, keeping
only his powers of observation. He is used for un-
worthy ends. Once demonstrated, his outstanding
ability arouses fear and suspicion, and he is marked
for destruction.

Gulliver's next incarnation takes place in a land
where he is one-twelfth normal size. For the pur-
poses of our thesis, let us consider this fact as
meaning that the exceptional person is at a dis-
advantage before sheer mass: he is a minority of
one. Gulliver is played with as a toy, he is ex-
hibited for money, he is subjected to such ridiculous
indignities as stumbling over a crust and being
dropped into a bowl of cream, he is bought and
sold, and he is at the mercy of children, of a dwarf,
and of small animals. He is regarded at best with
affectionate amusement. So just as his "soul's im-
mensity" may be said to have been denied by the
Lilliputians, his soul's autonomy is denied by the
giants of Brobdingnag. In his helplessness before
the mass, he is used and abused, he is not taken
seriously, and he is persecuted by the lesser mem-
bers of conventional society. His only remedy is
escape by chance, and as the eagle carries him
away we are reminded of the flight of the soul from
earthly oppression.

Among the theorists of Laputa and Balnibarbi,
Gulliver is introduced to distortions and perver-
sions of the intellect which deny a reality that only
he can see (except for one native, who confides
that he too will soon be compelled to adopt the in-
sane practices of the majority in order not to be
condemned for pride, singularity, and other faults
usually ascribed to the superior individual). Here
are the planners, those who would force mind and
matter into strained and useless shapes and who
are thereby wrecking their own society. All is
theory; nothing works. Even when in Glubbdubdrib
the dead are called up and even though some people
in Luggnagg are marked for immortality on earth,
the point is that theory by itself is wrong: the dead
prove history and criticism mistaken, and the im-
mortals prove to be not Olympian as one might

imagine but the extreme opposite. Despite all thi
the exceptional man who recognizes reality is an
counted stupid. Gulliver is a sort of tourist hen
an uninvolved observer who is astonished at wh;
he sees.

Gulliver comes at last to a land where the Hi
of reason is led by horses and where the other, H
unworthy aspects of human life are exemplified i
terrible manlike beings known as Yahoos. Hei
Gulliver is the exception in that, while made lik
a Yahoo and while sharing some Yahoo traits, b
is in some degree capable of reason and decency
He is faced with a choice, and he makes it: he turr
his back on the disgusting creatures who seem to b
his own kind and becomes a servant of the Houyhr
hums, the noble horses who condescend for
limited time to allow him their company. Even,
ually told by them that he must go, he returns tl
England apparently a madman, one who cannc
bear the sight of other human beings and who find
peace and companionship only with horses. Ther
is too much of the Yahoo in him to permit him t
lead the life of pure reason, and not enough t
allow him to be content as a member of Yahoo sc
ciety. His position is hopeless. Very gradually, h
slips into a partial tolerance of those he thinks o
as Yahoos.

Individuality in Overorganized World

If this is an account of the exceptional indivio
ual in society, it is a discouraging one, the mon
discouraging because we recognize the parallels s-
easily. But I am not going to set up the usual en
about conformity in modern life, the impossibility
of being oneself in an overorganized world. I think!
in fact, that the person who really has a self to &>
stands a better chance of maintaining his individ
uality now than ever before. (And if he has no sell
to be, he can become an organization man and b
happy as one. )

I should like, however, to make a few observa
tions about the exceptional woman, who, while sb
is in a better position than she has ever been ii
before, still suffers from many of the plagues o
Gulliver: the petty restrictions, the being in a smal
minority, the demand that her mind be shaped ii

THE AGNES SCOT

conventionally "feminine" ways not congenial to it,
the forced choices, the general jealous vigilance
which accompanies her every departure from a
very limited pattern. The gist of what I have to say
is this: the woman's college, which some people
thoughtlessly say no longer has a reason to exist,
is the great hope for the exceptional woman. In it,
as never before or afterwards in her life, she can
be herself and be looked upon as herself. She is
judged as a unique person, worth while in herself,
and she is seen as the person for whom the society
she lives in that is, her college exists.

Freshman essays I have read this year have sup-
ported this conviction about the woman's college in
a strikingly immediate, autobiographical way.
Alumnae will remember that in the fall of their first
year they were asked to write about one or more
memorable experiences they had had experiences
which changed them in some way or gave them new
insight. I have been surprised to see how very
often the experience chosen by the freshman has
been one of resisting group pressure in high school.
The conflict has usually been agonizing. The pres-
sure to cheat, for instance, is applied with all the
terrific force adolescents can bring to bear on each
other: the threat of ostracism or of ridicule, the
charge of personal disloyalty. The pressure to take
easy, non-academic courses and to abandon ambi-
tious college hopes is reinforced by the inner temp-
tation not to work hard. The pressure not to make
high grades operates in a similar way; and the pres-
sure to relax standards of behavior in personal re-
lationships carries likewise an extra strength in
the form of temptation from within. But these pres-
sures have been successfully resisted by the few
girls who have built the sort of records which ad-
mit them to colleges like Agnes Scott.

Individuality at Agnes Scott

Now, with all this struggle behind her, the Agnes
Scott freshman suddenly enters a world in which
1 she is no longer exceptional: a world in which honor
'prevails, in which her religious life is respected,
in which hard work is the rule, in which society
helps her, on the whole, to fight temptation instead
of urging her to yield to it. Her exceptional quali-

r ALUMNAE QUARTERLY / SPRING 1962

ties are now her assets, not her liabilities. If she
is elected to office or otherwise honored, if she gains
friendship and approval, it is because of these
qualities, not in spite of them. Her personal ambi-
tions are encouraged, not looked upon as odd. Life
is still a struggle, but in a different way a way
which stimulates the growth of her individuality
rather than inhibiting it. Competition is hard, but it
is directed toward her kind of goals and mounted
upon her set of values. And in the competition she
is free, for probably the only time in her entire
life, from the sort of discrimination that operates
against women as women. She is a first-class citi-
zen, able to develop fully as an individual. She is
released in a way she has never been before and
may never be again.

New Reading of "Sheltering Arms"

At this point, amid this talk of freedom, alumnae
may be thinking of the "sheltering arms" of the
Alma Mater, those arms of which we have sung so
often, sometimes with ironic reservations. I should
like to propose a new reading of this metaphor. It
has come to seem to me more and more that a col-
lege like Agnes Scott is a shelter not for its stu-
dents, primarily, but for the values they are to
confirm there and carry with them thenceforth: in-
tellectual excellence, moral strength, a transcending
faith, and finally a sense of their own worth as
individuals. These values, in the Twentieth Century
no less than in the Eighteenth, must be nurtured
and sheltered safe somewhere in order to go on
being infused into society in general. Otherwise
they can be dissipated and lost.

The college like Agnes Scott, then, for a certain
kind of exceptional woman, is the land Gulliver
never found the land which sends the sojourner
away fortified rather than driven mad. "May thy
strength and thy power ne'er decline," we sing at
the end of the Alma Mater. On Founder's Day, as
the College moves toward its seventy-fifth anni-
versary stronger than it has ever been before, we
celebrate its intrinsic and rare worth. As long as
we uphold its strength and its power, the excep-
tional woman for whom it exists will not wander
the world a stranger and alone.

PHOTOS BY FRED POWLEDGE

Julia Napier North '28, Dorothy Cheek Callaway '29, and
Allene Ramage Fitzgerald '26.

Grace Walker Winn '41, Eleanor Hutchens '40, President of the Alumnae Associa-
tion, Betty Medlock Lackey '42 (seated), Helen Gates Carson '40 and Dorothy
Holloran Addison '43 (standing).

THEY CARED
ENOUGH TO COMEl

to the first Class Fund Agents' Workshop

ON SATURDAY, February 17,
thirty-six alumnae from seven states,
came to Agnes Scott for an historic
occasion the first class fund agents'
workshop. This event launched the
alumnae division of Agnes Scott's
new annual giving program, The
Agnes Scott Fund.

Last October, a committee with
Elizabeth Blackshear Flinn '38 as
Alumnae Fund Chairman, began
selecting one person from each class
to serve as the class fund agent. The
agent's responsibility is to corre-
spond with her classmates and en-
courage them to join in annual giv->
ing to Agnes Scott. Fifty alumnae ac-
cepted this responsibility, and mem-
bers of this group came to the campus
for their orientation. (See Class
News section for other pictures of
fund agents.)

Janie McGaughey '13, Emily Winn, Institute, W. Ed-
ward McNair, Director of Public Relations and Devel-
opment, and Annie Tait Jenkins '14.

Louise Hill Reaves '54, Mary Ann Garrard Jernigan '53, Julia
Beeman Jenkins '55, and Betty Richardson Hickman '56.

Louise Hertwig Hayes '51, Sara Jane Campbell Harris '50,
Elizabeth Blackshear Flinn '38, Fund Chairman, and Ann
Herman Dunwody '52.

Eleanor Hutchens '40, president of
re Alumnae Association, presided
ver the workshop. Speakers for the
ession were Mr. W. Edward McNair,
)irector of Public Relations and
development; Ann Worthy Johnson
58, Director of Alumnae Affairs;
nd President Wallace M. Alston.

Many alumnae will be receiving
;tters from their fund agent and
rill rejoice in hearing from a
voice from the past." We urge you
iot only to rejoice but to be grateful
or the time and effort these agents
re giving to Agnes Scott.

Jo Smith Webb '30, Ann Worthy Johnson '38, Director
of Alumnae Affairs, LaMyra Kane Swanson '32, Jean
Grey Morgan '31 (standing).

Amelia Calhoun Nickels '39, Lucile Dennison Keenan '38, Car-
rie Phinney Latimer Duvall '36, and Sarah Frances McDonald
'36, Regional Vice-President of the Alumnae Association.

Jane King Allen '59, Harriet Talmadge '58, Carolyn Mason
Nowlin '60, (seated) Nancy Stillman '61, Mollie Merrick '57
(standing).

^

"A

LL AMERICAN COLLEGES should have a
new department for studies in cave-dwelling. They
should train storytellers and soothsayers. No radio,
no TV, no electric light. Darkness and poetry,
what a beautiful world it would be," wrote Niccolo
Tucci in a recent issue of Saturday Review. American
higher education is not contemplating educating for
cave-dwelling but must train many million more
storytellers and soothsayers in the next ten to fifteen
years. If your child will be ready for college within
this time, the following article was written especially
for you. Prepared by a group of college editors, it
forms an authoritative answer to what is going to
happen if we make it happen. Read, digest and take
heart about the future and the potential it holds.

Who will go to college and where?

What will they find?

Who will teach them?

Will they graduate?

What will college have done for them?

Who will pay and how?

EGE

TOMORROW

"W

ILL MY CHILDREN GET INTO COLLEGE?"

The question haunts most parents. Here is
the answer:
Yes . . .

If they graduate from high school or preparatory
ichool with something better than a "scrape-by" record.
\f If they apply to the college or university that is right
or them aiming their sights (and their application
brms) neither too high nor too low, but with an individu-
ility and precision made possible by sound guidance both
n school and in their home.

If America's colleges and universities can find the
"esources to carry out their plans to meet the huge de-
nand for higher education that is certain to exist in this
country for years to come.

The </'s surrounding your children and the college of
:omorrow are matters of concern to everyone involved
:o parents, to children, to alumni and alumnae (whatever
Jieir parental status), and to the nation's educators. But
resolving them is by no means being left to chance.

The colleges know what they must do, if they are to

meet the needs of your children and others of your chil-
dren's generation. Their planning is well beyond the hand-
wringing stage.

The colleges know the likely cost of putting their
plans into effect. They know this cost, both in money and
in manpower, will be staggering. But most of them are
already embarked upon finding the means of meeting it.

Governments local, state, and federal are also
deeply involved in educational planning and financing.
Some parts of the country are far ahead of others. But
no region is without its planners and its doers in this
field.

Public demand not only for expanded facilities for
higher education, but for ever-better quality in higher
education today is more insistent, more informed than
ever before. With this growth of public sophistication
about higher education, it is now clear to most intelligent
parents that they themselves must take a leading role in
guiding their children's educational careers and in
making certain that the college of tomorrow will be
ready, and good, for them.

This special report is in the form of a guide to parents. But we suspect that every read-
er, parent or not, will find the story of higher education's future remarkably exciting.

I

improved testing methods and on improved understanding
of individual colleges and their offerings.

Better definitions, by individual colleges and univer-
sities, of their philosophies of admission, their criteria for
choosing students, their strengths in meeting the needs of
certain types of student and their weakness in meeting the
needs of others.

Less parental pressure on their offspring to attend: the
college or university that mother or father attended; the
college or university that "everybody else's children" are
attending; the college or university that enjoys the greatest
sports-page prestige, the greatest financial-page prestige,
or the greatest society-page prestige in town.

More awareness that children are different from one
another, that colleges are different from one another, and

that a happy match of children and institutions is withii
the reach of any parent (and student) who takes the pain
to pursue it intelligently.
Exploration but probably, in the near future, n<
widespread adoption of a central clearing-house for col
lege applications, with students stating their choices o
colleges in preferential order and colleges similarly listin
their choices of students. The "clearing-house" woul
thereupon match students and institutions according t
their preferences.

Despite the likely growth of these practices, applying t
college may well continue to be part-chaos, part-panic
part-snobbishness for years to come. But with the aid c
enlightened parents and educators, it will be less sc
tomorrow, than it is today.

\/y hat will they find

in college?

The college of tomorrow the one your children
will find when they get in is likely to differ from
the college you knew in your days as a student.
The students themselves will be different.
Curricula will be different.

Extracurricular activities will be different, in many
respects, from what they were in your day.

The college year, as well as the college day, may be
different.

Modes of study will be different.
With one or two conspicuous exceptions, the changes
will be for the better. But for better or for worse,
changes there will be.

THE NEW BREED OF STUDENTS

it will come as news to no parents that their children
are different from themselves.

Academically, they are proving to be more serious than
many of their predecessor generations. Too serious, some
say. They enter college with an eye already set on the
vocation they hope to pursue when they get out; college,
to many, is simply the means to that end.

Many students plan to marry as soon as they can afford
to, and some even before they can afford to. They want
families, homes, a fair amount of leisure, good jobs,
security. They dream not of a far-distant future; today's
students are impatient to translate their dreams into
reality, soon.

Like most generalizations, these should be qualifiec
There will be students who are quite far from the averag<
and this is as it should be. But with international ter
sions, recurrent war threats, military-service obligation;
and talk of utter destruction of the race, the tendency i
for the young to want to cram their lives full of living-
with no unnecessary delays, please.

At the moment, there is little likelihood that the urge t
pace one's life quickly and seriously will soon pass. This i
the tempo the adult world has set for its young, and the
will march doubletime to it.

Economic backgrounds of students will continue t
grow more diverse. In recent years, thanks to scholai
ships, student loans, and the spectacular growth c
public educational institutions, higher education ha
become less and less the exclusive province of the son
and daughters of the well-to-do. The spread of scholarshi
and loan programs geared to family income levels will ir
tensify this trend, not only in low-tuition public college
and universities but in high-tuition private institutions.

Students from foreign countries will flock to the U.S. fo
college education, barring a totally deteriorated interna
tional situation. Last year 53,107 foreign students, froi
143 countries and political areas, were enrolled in 1,66
American colleges and universities almost a 10 per cer
increase over the year before. Growing numbers
African and Asian students accounted for the rise; th
growth is virtually certain to continue. The presence c

such students on U.S. campuses 50 per cent of them are
undergraduates has already contributed to a greater
international awareness on the part of American stu-
dents. The influence is bound to grow.

Foreign study by U.S. students is increasing. In 1959-60,
the most recent year reported, 15,306 were enrolled in 63
foreign countries, a 12 per cent increase in a period of 12
months. Students traveling abroad during summer vaca-
tions add impressive numbers to this total.

WHAT THEY'LL STUDY

studies are in the course of change, and the changes will
affect your children. A new toughness in academic
Standards will reflect the great amount of knowledge that
must be imparted in the college years.

In the sciences, changes are particularly obvious. Every
decade, writes Thomas Stelson of Carnegie Tech, 25 per
cent of the curriculum must be abandoned, due to
obsolescence. J. Robert Oppenheimer puts it another
way: nearly everything now known in science, he says,
"was not in any book when most of us went to school."

There will be differences in the social sciences and
humanities, as well. Language instruction, now getting
new emphasis, is an example. The use of language lab-
oratories, with tape recordings and other mechanical
devices, is already popular and will spread. Schools once
preoccupied almost entirely with science and technology
We.g., colleges of engineering, leading medical schools)
have now integrated social and humanistic studies into
their curricula, and the trend will spread to other institu-
tions.

I International emphasis also will grow. The big push will
Ibe related to nations and regions outside the Western
World. For the first time on a large scale, the involvement

of U.S. higher education will be truly global. This non-
Western orientation, says one college president (who is
seconded by many others) is "the new frontier in Ameri-
can higher education." For undergraduates, comparative
studies in both the social sciences and the humanities are
likely to be stressed. The hoped-for result: better under-
standing of the human experience in all cultures.

Mechanics of teaching will improve. "Teaching ma-
chines" will be used more and more, as educators assess
their value and versatility (see Who will teach them? on
the following pages). Closed-circuit television will carry a
lecturer's voice and closeup views of his demonstrations to
hundreds of students simultaneously. TV and microfilm
will grow in usefulness as library tools, enabling institu-
tions to duplicate, in small space, the resources of distant
libraries and specialized rare-book collections. Tape
recordings will put music and drama, performed by
masters, on every campus. Computers, already becoming
almost commonplace, will be used for more and more
study and research purposes.

This availability of resources unheard-of in their
parents' day will enable undergraduates to embark on
extensive programs of independent study. Under careful
faculty guidance, independent study will equip students
with research ability, problem-solving techniques, and
bibliographic savvy which should be of immense value to
them throughout their lives. Many of yesterday's college
graduates still don't know how to work creatively in un-
familiar intellectual territory: to pinpoint a problem,
formulate intelligent questions, use a library, map a re-
search project. There will be far fewer gaps of this sort in
the training of tomorrow's students.

Great new stress on quality will be found at all institu-
tions. Impending explosive growth of the college popula-
tion has put the spotlight, for years, on handling large
numbers of students; this has worried educators who
feared that quality might be lost in a national preoccupa-
tion with quantity. Big institutions, particularly those with
"growth situations," are now putting emphasis on main-
taining high academic standards and even raising them
while handling high enrollments, too. Honors pro-
grams, opportunities for undergraduate research, in-
sistence on creditable scholastic achievement are symp-
tomatic of the concern for academic excellence.

It's important to realize that this emphasis on quality
will be found not only in four-year colleges and universi-
ties, but in two-year institutions, also. "Each [type of
institution] shall strive for excellence in its sphere," is
how the California master plan for higher education puts
it; the same idea is pervading higher education at all levels
throughout the nation.

WHERE'S THE FUN?

extracurricular activity has been undergoing subtle

changes at colleges and universities for years and is likely

to continue doing so. Student apathy toward some ac-
tivities political clubs, for example is lessening. Toward
other activities the light, the frothy apathy appears to
be growing. There is less interest in spectator sports, more
interest in participant sports that will be playable for most
of a lifetime. Student newspapers, observes the dean of
students at a college on the Eastern seaboard, no longer
rant about band uniforms, closing hours for fraternity
parties, and the need for bigger pep rallies. Sororities are
disappearing from the campuses of women's colleges.
"Fun festivals" are granted less time and importance by
students; at one big midwestern university, for example,
the events of May Week formerly a five-day wingding
involving floats, honorary-fraternity initiations, faculty-
student baseball, and crowning of the May Queen are
now crammed into one half-day. In spite of the well-
publicized antics of a relatively few roof-raisers {e.g.,
student rioters at several summer resorts last Labor Day,
student revelers at Florida resorts during spring-vacation
periods), a new seriousness is the keynote of most student
activities.

"The faculty and administration are more resistant to
these changes than the students are," jokes the president of
a women's college in Pittsburgh. "The typical student
congress wants to abolish the junior prom; the dean is the

one who feels nostalgic about it: 'That's the one event
Mrs. Jones and I looked forward to each year.' "

A QUEST FOR ETHICAL VALUES

education, more and more educators are saying, "should
be much more than the mere retention of subject matter."

Here are three indications of how the thoughts of many
educators are running:

"If [the student] enters college and pursues either an
intellectual smorgasbord, intellectual Teutonism, or the
cash register," says a midwestern educator, "his educa-
tion will have advanced very little, if at all. The odds are
quite good that he will simply have exchanged one form ol
barbarism for another . . . Certainly there is no incom-
patibility between being well-informed and being stupid;
such a condition makes the student a danger to himsell
and society." >

Says another observer: "I prophesy that a more serious
intention and mood will progressively characterize the
campus . . . This means, most of all, commitment to the
use of one's learning in fruitful, creative, and noble ways.''

"The responsibility of the educated man," says the
provost of a state university in New England, "is that he
make articulate to himself and to others what he is willing
to bet his life on."

yy ho will teach them?

Know the quality of the teaching that your children
can look forward to, and you will know much
about the effectiveness of the education they will
receive. Teaching, tomorrow as in the past, is the heart of
higher education.

It is no secret, by now, that college teaching has been
on a plateau of crisis in the U.S. for some years. Much of
the problem is traceable to money. Salaries paid to college
teachers lagged far behind those paid elsewhere in jobs
requiring similarly high talents. While real incomes, as
well as dollar incomes, climbed for most other groups of
Americans, the real incomes of college professors not
merely stood still but dropped noticeably.

The financial pinch became so bad, for some teachers,
that despite obvious devotion to their careers and obvious
preference for this profession above all others, they had to
leave for other jobs. Many bright young people, the sort
who ordinarily would be attracted to teaching careers,
took one look at the salary scales and decided to make
their mark in another field.

Has the situation improved?

Will it be better when your children go to college?

Yes. At the moment, faculty salaries and fringe benefits
(on the average) are rising. Since the rise started from ar
extremely disadvantageous level, however, no one is getting
rich in the process. Indeed, on almost every campus the
real income in every rank of the faculty is still considerably
less than it once was. Nor have faculty salary scales,
generally, caught up with the national scales in competitive
areas such as business and government.

But the trend is encouraging. If it continues, the
financial plight of teachers and the serious threat to
education which it has posed should be substantially
diminished by 1970.

None of this will happen automatically, of course. Foi
evidence, check the appropriations for higher education
made at your state legislature's most recent session. II
yours was like a number of recent legislatures, it "econo-
mized" and professorial salaries suffered. The support
which has enabled many colleges to correct the most
glaring salary deficiencies must continue until the problem
is fully solved. After that, it is essential to make sure that

he quality of our college teaching a truly crucial element
n fashioning the minds and attitudes of your children is
^ot jeopardized again by a failure to pay its practitioners
tdequately.

There are other angles to the questionof attracting
and retaining a good faculty besides money.
The better the student body the more challeng-
pg, the more lively its members the more attractive is the
pb of teaching it. "Nothing is more certain to make
leaching a dreadful task than the feeling that you are
lealing with people who have no interest in what you are
talking about," says an experienced professor at a small
Jollege in the Northwest.

"An appalling number of the students I have known
(vere bright, tested high on their College Boards, and
^till lacked flair and drive and persistence," says another
professor. "I have concluded that much of the difference
between them and the students who are 'alive' must be
traceable to their homes, their fathers, their mothers.
Parents who themselves take the trouble to be interesting
and interested seem to send us children who are
interesting and interested."

| The better the library and laboratory facilities, the
bore likely is a college to be able to recruit and keep a
good faculty. Even small colleges, devoted strictly to
undergraduate studies, are finding ways to provide their
faculty members with opportunities to do independent
Reading and research. They find it pays in many ways: the
faculty teaches better, is more alert to changes in the
subject matter, is less likely to leave for other fields.
The better the public-opinion climate toward teachers
in a community, the more likely is a faculty to be strong.
Professors may grumble among themselves about all the
invitations they receive to speak to women's clubs and

alumni groups ("When am I supposed to find the time to
check my lecture notes?"), but they take heart from the
high regard for their profession which such invitations
from the community represent.

Part-time consultant jobs are an attraction to good
faculty members. (Conversely, one of the principal check-
points for many industries seeking new plant sites is,
What faculty talent is nearby?) Such jobs provide teachers
both with additional income and with enormously useful
opportunities to base their classroom teachings on
practical, current experience.

But colleges and universities must do more than
hold on to their present good teachers and replace
those who retire or resign. Over the next few years
many institutions must add to their teaching staffs at a
prodigious rate, in order to handle the vastly larger
numbers of students who are already forming fines in the
admissions office.

The ability to be a college teacher is not a skill that can
be acquired overnight, or in a year or two. A Ph.D.
degree takes at least four years to get, after one has
earned his bachelor's degree. More often it takes six or
seven years, and sometimes 10 to 15.

In every ten-year period since the turn of the century,
as Bernard Berelson of Columbia University has pointed
out, the production of doctorates in the U.S. has doubled.
But only about 60 per cent of Ph.D.'s today go into
academic life, compared with about 80 per cent at the turn
of the century. And only 20 per cent wind up teaching
undergraduates in liberal arts colleges.

Holders of lower degrees, therefore, will occupy many
teaching positions on tomorrow's college faculties.

This is not necessarily bad. A teacher's ability is not
always defined by the number of degrees he is entitled to

\

write after his name. Indeed, said the graduate dean of one
great university several years ago, it is high time that
"universities have the courage ... to select men very
largely on the quality of work they have done and soft-
pedal this matter of degrees."

In summary, salaries for teachers will be better, larger
numbers of able young people will be attracted into the
field (but their preparation will take time), and fewer
able people will be lured away. In expanding their faculties,
some colleges and universities will accept more holders of
bachelor's and master's degrees than they have been ac-
customed to, but this may force them to focus attention
on ability rather than to rely as unquestioningly as in the
past on the magic of a doctor's degree.

Meanwhile, other developments provide grounds for
cautious optimism about the effectiveness of the teaching
your children will receive.

THE TV SCREEN

television, not long ago found only in the lounges of
dormitories and student unions, is now an accepted
teaching tool on many campuses. Its use will grow. "To
report on the use of television in teaching," says Arthur
S. Adams, past president of the American Council on
Education, "is like trying to catch a galloping horse."

For teaching closeup work in dentistry, surgery, and
laboratory sciences, closed-circuit TV is unexcelled. The
number of students who can gaze into a patient's gaping
mouth while a teacher demonstrates how to fill a cavity
is limited; when their place is taken by a TV camera and
the students cluster around TV screens, scores can watch
and see more, too.

Television, at large schools, has the additional virtue of
extending the effectiveness of a single teacher. Instead of
giving the same lecture (replete with the same jokes) three
times to students filling the campus's largest hall, a pro-
fessor can now give it once and be seen in as many
auditoriums and classrooms as are needed to accommo-
date all registrants in his course. Both the professor and
the jokes are fresher, as a result.

How effective is TV? Some carefully controlled studies
show that students taught from the fluorescent screen do
as well in some types of course (e.g., lectures) as those
sitting in the teacher's presence, and sometimes better.
But TV standardizes instruction to a degree that is not
always desirable. And, reports Henry H. Cassirer of
UNESCO, who has analyzed television teaching in the
U.S., Canada, Great Britain, France, Italy, Russia, and
Japan, students do not want to lose contact with their
teachers. They want to be able to ask questions as instruc-
tion progresses. Mr. Cassirer found effective, on the other
hand, the combination of a central TV lecturer with
classroom instructors who prepare students for the lecture
and then discuss it with them afterward.

TEACHING MACHINES

holding great promise for the improvement of instruc
tion at all levels of schooling, including college, am
programs of learning presented through mechanical self
teaching devices, popularly called "teaching machines."
The most widely used machine, invented by Professo
Frederick Skinner of Harvard, is a box-like device witJ

:

three windows in its top. When the student turns a crank
an item of information, along with a question about it
appears in the lefthand window (A). The student writes
his answer to the question on a paper strip exposed ir
another window (B). The student turns the crank again
and the correct answer appears at window A.

Simultaneously, this action moves the student's answei
under a transparent shield covering window C, so thai
the student can see, but not change, what he has written,
If the answer is correct, the student turns another crank,
causing the tape to be notched; the machine will by-pass
this item when the student goes through the series of que*
tions again. Questions are arranged so that each item
builds on previous information the machine has given

Such self-teaching devices have these advantages:

Each student can proceed at his own pace, whereas
classroom lectures must be paced to the "average" student
too fast for some, too slow for others. "With a ma-
chine," comments a University of Rochester psychologist,
"the brighter student could go ahead at a very fast pace."

The machine makes examinations and testing a re
warding and learning experience, rather than a punish'
ment. If his answer is correct, the student is rewarded
with that knowledge instantly; this reinforces his memory
of the right information. If the answer is incorrect, the
machine provides the correct answer immediately. In large
classes, no teacher can provide such frequent and indi
vidual rewards and immediate corrections.

The machine smooths the ups and downs in the learo

ing process by removing some external sources of anxie-
ties, such as fear of falling behind.
If a student is having difficulty with a subject, the
teacher can check back over his machine tapes and find
the exact point at which the student began to go wrong.
Correction 1 of the difficulty can be made with precision,
not gropingly as is usually necessary in machineless
classes.

Not only do the machines give promise of accelerating
the learning process; they introduce an individuality to

learning which has previously been unknown. "Where
television holds the danger of standardized instruction,"
said John W. Gardner, president of the Carnegie Corpora-
tion of New York, in a report to then-President Eisen-
hower, "the self-teaching device can individualize instruc-
tion in ways not now possible and the student is always
an active participant." Teaching machines are being
tested, and used, on a number of college campuses and
seem certain to figure prominently in the teaching of your
children.

YY ill they graduate?

Said an administrator at a university in the South
not long ago (he was the director of admissions, no
less, and he spoke not entirely in jest):

"I'm happy I went to college back when I did, instead
!of now. Today, the admissions office probably wouldn't
let me in. If they did, I doubt that I'd last more than a
semester or two."

Getting into college is a problem, nowadays. Staying
there, once in, can be even more difficult.

Here are some of the principal reasons why many
students fail to finish:

Academic failure: For one reason or another not
always connected with a lack of aptitude or potential
Scholastic ability many students fail to make the grade.
[Low entrance requirements, permitting students to enter
College without sufficient aptitude or previous preparation,
ftlso play a big part. In schools where only a high-school
diploma is required for admission, drop-outs and failures
during the first two years average (nationally) between 60
and 70 per cent. Normally selective admissions procedures
Usually cut this rate down to between 20 and 40 per cent.
Where admissions are based on keen competition, the
Attrition rate is 10 per cent or less.

future outlook: High schools are tightening their
academic standards, insisting upon greater effort by
Students, and teaching the techniques of note-taking, ef-
fective studying, and library use. Such measures will
pnevitably better the chances of students when they reach
college. Better testing and counseling programs should
help, by guiding less-able students away from institutions
jwhere they'll be beyond their depth and into institutions
better suited to their abilities and needs. Growing popular
acceptance of the two-year college concept will also help,
as will the adoption of increasingly selective admissions
procedures by four-year colleges and universities.

Parents can help by encouraging activities designed to
6nd the right academic spot for their children; by recog-

nizing their children's strengths and limitations; by creat-
ing an atmosphere in which children will be encouraged to
read, to study, to develop curiosity, to accept new ideas.

Poor motivation: Students drop out of college "not only
because they lack ability but because they do not have
the motivation for serious study," say persons who have
studied the attrition problem. This aspect of students'
failure to finish college is attracting attention from edu-
cators and administrators both in colleges and in secondary
schools.

future outlook: Extensive research is under way to
determine whether motivation can be measured. The
"Personal Values Inventory," developed by scholars at
Colgate University, is one promising yardstick, providing
information about a student's long-range persistence,
personal self-control, and deliberateness (as opposed to
rashness). Many colleges and universities are participating
in the study, in an effort to establish the efficacy of the
tests. Thus far, report the Colgate researchers, "the tests
have successfully differentiated between over- and under-
achieves in every college included in the sample."

Parents can help by their own attitudes toward scholas-
tic achievement and by encouraging their children to

develop independence from adults. "This, coupled with
the reflected image that a person acquires from his
parents an image relating to persistence and other
traits and values may have much to do with his orienta-
tion toward academic success," the Colgate investigators
say.

Money: Most parents think they know the cost of send-
ing a child to college. But, a recent survey shows, rela-
tively few of them actually do. The average parent, the
survey disclosed, underestimates college costs by roughly
40 per cent. In such a situation, parental savings for col-
lege purposes often run out quickly and, unless the
student can fill the gap with scholarship aid, a loan, or
earnings from part-time employment, he drops out.

future outlook: A surprisingly high proportion of
financial dropouts are children of middle-income, not
low-income, families. If parents would inform themselves
fully about current college costs and reinform them-
selves periodically, since prices tend to go up a substan-
tial part of this problem could be solved in the future by
realistic family savings programs.

Other probabilities: growing federal and state (as
well as private) scholarship programs; growing private
and governmental loan programs.

Jobs: Some students, anxious to strike out on their
own, are lured from college by jobs requiring little skill but
offering attractive starting salaries. Many such students
may have hesitated about going to college in the first
place and drop out at the first opportunity.

future outlook: The lure of jobs will always tempt
some students, but awareness of the value of completing
college for lifelong financial gain, if for no other reason
is increasing.

Emotional problems: Some students find themselves
unable to adjust to college life and drop out as a result.
Often such problems begin when a student chooses a col-
lege that's "wrong" for him. It may accord him too much
or too little freedom; its pace may be too swift for him,
resulting in frustration, or too slow, resulting in boredom;
it may be "too social" or "not social enough."

future outlook: With expanding and more skillful
guidance counseling and psychological testing, more
students can expect to be steered to the "right" college
environment. This won't entirely eliminate the emotional-
maladjustment problem, but it should ease it substantially.

Marriage: Many students marry while still in college
but fully expect to continue their education. A number do
go on (sometimes wives withdraw from college to earn
money to pay their husbands' educational expenses).
Others have children before graduating and must drop
out of college in order to support their family.

future outlook: The trend toward early marriage
shows no signs of abating. Large numbers of parents
openly or tacitly encourage children to go steady and to
marry at an early age. More and more colleges are provid-

ing living quarters for married undergraduate students
Some even have day-care facilities for students' youn
children. Attitudes and customs in their "peer groups
will continue to influence young people on the questio:
of marrying early; in some groups, it's frowned upon; i
others, it's the thing to do.

Colleges and universities are deeply interested i:
finding solutions to the attrition problem in all it
aspects. Today, at many institutions, enrollmen
resembles a pyramid: the freshman class, at the bottort
is big; the sophomore class is smaller, the junior class stii
smaller, and the senior class a mere fraction of the fresh
man group. Such pyramids are wasteful, expensive, inef
ficient. They represent hundreds, sometimes thousands, o
personal tragedies: young people who didn't make it.

The goal of the colleges is to change the pyramid into
straight-sided figure, with as many people graduating a
enter the freshman class. In the college of tomorrow, th
sides will not yet have attained the perfect vertical, but a
a result of improved placement, admissions, and aca
demic practices they should slope considerably less thai
they do now.

yA/hat will college

have done for them?

If your children are like about 33 per cent of today's
college graduates, they will not end their formal educa-
tion when they get their bachelor's degrees. On they'll
;o to graduate school, to a professional school, or to an
tdvanced technological institution.

There are good reasons for their continuing:
I In four years, nowadays, one can only begin to scratch
he surface of the body of knowledge in his specialty. To
each, or to hold down a high-ranking job in industry or
government, graduate study is becoming more and more
iseful and necessary.

f Automation, in addition to eliminating jobs in un-
killed categories, will have an increasingly strong effect on
iiersons holding jobs in middle management and middle
echnology. Competition for survival will be intense.
Vlany students will decide that one way of competing
idvantageously is to take as much formal education be-
rond the baccalaureate as they can get.

One way in which women can compete successfully
vith men for high-level positions is to be equipped with a
graduate degree when they enter the job market.

I Students heading for school-teaching careers will
ncreasingly be urged to concentrate on substantive studies
h their undergraduate years and to take methodology
Bourses in a postgraduate schooling period. The same will
pe true in many other fields.

Shortages are developing in some professions, e.g.,
!nedicine. Intensive efforts. will be made to woo more top
pndergraduates into professional schools, and opportuni-
ties in short-supplied professions will become increasingly
lttractive.

"Skills," predicts a Presidential committee, "may be-
come obsolete in our fast-moving industrial society. Sound
Education provides a basis for adjustment to constant and
ibrupt change a base on which new skills may be built."
rhe moral will not be lost on tomorrow's students.

' In addition to having such practical motives, tomor-
row's students will be influenced by a growing tendency
K) expose them to graduate-level work while they are still
Undergraduates. Independent study will give them a taste
of the intellectual satisfaction to be derived from learning
bn their own. Graduate-style seminars, with their stimulat-
ing give-and-take of fact and opinion, will exert a strong

appeal. As a result, for able students the distinction be-
tween undergraduate and graduate work will become
blurred and meaningless. Instead of arbitrary insistence
upon learning in two-year or four-year units, there will
be more attention paid to the length of time a student
requires and desires to immerse himself in the specialty
that interests him.

A nd even with graduate or professional study, educa-
/-% tion is not likely to end for your children.
* -^ Administrators in the field of adult education
or, more accurately, "continuing education" expect that
within a decade the number of students under their wing
will exceed the number of undergraduates in American
colleges and universities.

"Continuing education," says Paul A. McGhee, dean
of New York University's Division of General Education
(where annually some 17,000 persons enroll in around
1,200 non-credit courses) "is primarily the education of
the already educated." The more education you have, the
more you are likely to want. Since more and more people
will go to college, it follows that more and more people
will seek knowledge throughout their lives.

We are, say adult-education leaders, departing from the
old notion that one works to live. In this day of automa-
tion and urbanization, a new concept is emerging: "time,"
not "work," is the paramount factor in people's lives.
Leisure takes on a new meaning: along with golf, boating,

and partying, it now includes study. And he who forsakes
gardening for studying is less and less likely to be regarded
as the neighborhood oddball.

Certain to vanish are the last vestiges of the stigma that
has long attached to "night school." Although the con-
cept of night school as a place for educating only the il-
literate has changed, many who have studied at night
either for credit or for fun and intellectual stimulation
have felt out of step, somehow. But such views are
obsolescent and soon will be obsolete.

Thus far, American colleges and universities with
notable exceptions have not led the way in providing
continuing education for their alumni. Most alumni have
been forced to rely on local boards of education and other
civic and social groups to provide lectures, classes, discus-
sion groups. These have been inadequate, and institutions
of higher education can be expected to assume un-
precedented roles in the continuing-education field.

Alumni and alumnae are certain to demand that they
take such leadership. Wrote Clarence B. Randall in The
New York Times Magazine: "At institution after institu-
tion there has come into being an organized and articulate
group of devoted graduates who earnestly believe . . . that
the college still has much to offer them."

When colleges and universities respond on a large scale
to the growing demand for continuing education, the
variety of courses is likely to be enormous. Already, in
institutions where continuing education is an accepted
role, the range is from space technology to existentialism
to funeral direction. (When the University of California
offered non-credit courses in the first-named subject to
engineers and physicists, the combined enrollment reached
4,643.) "From the world of astronauts, to the highest of
ivory towers, to six feet under," is how one wag has
described the phenomenon.

Some other likely features of your children, after
they are graduated from tomorrow's colleges:
They'll have considerably more political sophisti-
cation than did the average person who marched up to get
a diploma in their parents' day. Political parties now have
active student groups on many campuses and publish
material beamed specifically at undergraduates. Student-
government organizations are developing sophisticated
procedures. Nonpartisan as well as partisan groups, oper-
ating on a national scale, are fanning student interest in
current political affairs.

They'll have an international orientation that many of
their parents lacked when they left the campuses. The
presence of more foreign students in their classes, the
emphasis on courses dealing with global affairs, the front
pages of their daily newspapers will all contribute to this
change. They will find their international outlook useful:
a recent government report predicts that "25 years from
now, one college graduate in four will find at least part of

his career abroad in such places as Rio de Janeiro, Dakar
Beirut, Leopoldville, Sydney, Melbourne, or Toronto."

They'll have an awareness of unanswered questions
to an extent that their parents probably did not have
Principles that once were regarded (and taught) as in
controvertible fact are now regarded (and taught) as sub
ject to constant alteration, thanks to the frequent topplinj
of long-held ideas in today's explosive sciences an(
technologies. Says one observer: "My student generation
if it looked at the world, didn't know it was 'loaded 1
Today's student has no such ignorance."

They'll possess a broad-based liberal education, bu
in their jobs many of them are likely to specialize mon
narrowly than did their elders. "It is a rare bird toda;
who knows all about contemporary physics and all abou
modern mathematics," said one of the world's most dis
tinguished scientists not long ago, "and if he exists,

haven't found him. Because of the rapid growth of scieno
it has become impossible for one man to master any larg
part of it; therefore, we have the necessity of specializa
tion."

Your daughters are likely to be impatient with thl
prospect of devoting their lives solely to unskilled labor a
housewives. Not only will more of tomorrow's womei
graduates embark upon careers when they receive thei:
diplomas, but more of them will keep up their contact
with vocational interests even during their period of child
rearing. And even before the children are grown, more o
them will return to the working force, either as pai<
employees or as highly skilled volunteers,

Depending upon their own outlook, parents a
tomorrow's graduates will find some of the pros
pects good, some of them deplorable. In essence
however, the likely trends of tomorrow are only continua
tions of trends that are clearly established today, anc
moving inexorably.

V/y ho will pay and how?

Will you be able to afford a college education
for your children? The tuition? The travel ex-
pense? The room rent? The board?
In addition:

Will you be able to pay considerably more than is
ritten on the price-tags for these items?
The stark truth is that you or somebody must pay,
f your children are to go to college and get an education
is good as the education you received.

Here is where colleges and universities get their
money:
From taxes paid to governments at all levels:
|aty, state, and federal. Governments now appropriate an
:stimated $2.9 billion in support of higher education
:very year. By 1970 government support will have grown
;o roughly $4 billion.

From private gifts and grants. These now provide nearly
51 billion annually. By 1970 they must provide about
52.019 billion. Here is where this money is likely to come
xom:

Alumni $

Non-alumni individuals

Business corporations

Foundations

Religious denominations

Total voluntary support, 1970.. $2,019,000,000

505,000,000 (25%)
505,000,000 (25%)
505,000,000(25%)
262,000,000 (13%)
242,000,000 (12%)

From endowment earnings. These now provide around
!210 million a year. By 1970 endowment will produce
iround S333 million a year.

From tuition and fees. These now provide around $1.2
)illion (about 21 per cent of college and university funds).
3y 1970 they must produce about $2.1 billion (about 23.5
jer cent of all funds).

From other sources. Miscellaneous income now provides
iround $410 million annually. By 1970 the figure is ex-
acted to be around $585 million.

These estimates, made by the independent Council for
Financial Aid to Education*, are based on the "best
ivailable" estimates of the expected growth in enroll-
nent in America's colleges and universities: from slightly
ess than 4 million this year to about 6.4 million in the

*To whose research staff the editors are indebted for most of the
financial projections cited in this section of their report. CFAE
Statisticians, using and comparing three methods of projection, built
pieir estimates on available hard figures and carefully reasoned
assumptions about the future.

academic year 1969-70. The total income that the colleges
and universities will require in 1970 to handle this enroll-
ment will be on the order of $9 billion compared with
the $5.6 billion that they received and spent in 1959-60.

WHO PAYS?

virtually every source of funds, of course however
it is labeled boils down to you. Some of the money, you
pay directly: tuition, fees, gifts to the colleges and univer-
sities that you support. Other funds pass, in a sense,
through channels your chunh, the several levels of
government to which you pay taxes, the business corpora-
tions with which you deal or in which you own stock.
But, in the last analysis, individual persons are the source
of them all.

Hence, if you wished to reduce your support of higher
education, you could do so. Conversely (as is presumably
the case with most enlightened parents and with most col-
lege alumni and alumnae), if you wished to increase it,
you could do that, also with your vote and your check-
book. As is clearly evident in the figures above, it is es-
sential that you substantially increase both your direct
and your indirect support of higher education between
now and 1970, if tomorrow's colleges and universities are
to give your children the education that you would wish
for them.

THE MONEY YOU'LL NEED

since it requires long-range planning and long-range
voluntary saving, for most families the most difficult part
of financing their children's education is paying the direct
costs: tuition, fees, room, board, travel expenses.

These costs vary widely from institution to institution.
At government-subsidized colleges and universities, for

*^m~

In sum:

When your children go to college, what will
college be like? Their college will, in short, be
ready for them. Its teaching staff will be compe-
tent and complete. Its courses will be good and, as you
would wish them to be, demanding of the best talents
that your children possess. Its physical facilities will sur-
pass those you knew in your college years. The oppor-
tunities it will offer your children will be limitless.

If.

That is the important word.

Between now and 1970 (a date that the editors arbi-
trarily selected for most of their projections, although
the date for your children may come sooner or it may
come later), much must be done to build the strength of
America's colleges and universities. For, between now
and 1970, they will be carrying an increasingly heavy
load in behalf of the nation.

They will need more money considerably more than
is now available to them and they will need to obtain
much of it from you.

They will need, as always, the understanding b
thoughtful portions of the citizenry (particularly the:
own alumni and alumnae) of the subtleties, the sensitive
ness, the fine balances of freedom and responsibility
without which the mechanism of higher education cannq
function.

They will need, if they are to be of highest service t
your children, the best aid which you are capable c!
giving as a parent: the preparation of your children tj
value things of the mind, to know the joy of meeting an
overcoming obstacles, and to develop their own persons
independence.

Your children are members of the most promisin
American generation. (Every new generation, properlj
is so regarded.) To help them realize their promise is
job to which the colleges and universities are dedicatee
It is their supreme function. It is the job to which you, a
parent, are also dedicated. It is your supreme functior

With your efforts and the efforts of the college of tc
morrow, your children's future can be brilliant. If.

"The College
of Tomorrow"

The report on this and the preceding 15 pages is the product of a cooperative endeavor in which scores of
schools, colleges, and universities are taking part. It was prepared under the direction of the group listed
below, who form editorial projfcts for education, a non-profit organization associated with the Ameri-
can Alumni Council. Copyright 9 1962 by Editorial Projects for Education, Inc.. 1707 N Street. N.W.,
Washington 6, D.C. All rights reserved; no part of this supplement may be reproduced without express permission of the editors. Printed in U.S.A.

JAMES E. ARMSTRONG

The University of Noire Dame

DAVID A. BURR

The University of Oklahoma

RANDOLPH L. FORT

Emory University

WALDO C. M. JOHNSTON

Yale University

DENTON BEAL

Carnegie Institute of Technology

MARALYN O. GILLESPIE L. FRANKLIN HEALD

Swarthtnore College The University of New Hampshire

JEAN D. LINEHAN JOHN W. PATON ROBERT L. PAYTON

American Alumni Council Wesleyan University Washington University

DANIEL S. ENDSLEY <

Stanford University

CHARLES M. HELMKEN

American Alumni Council

FRANCES PROVENCE

Bailor University

ROBERT M. RHODES STANLEY SAPL1N

The University of Pennsylvania New York University

CHARLES E. W1DMAYER REBA VVILCOXON

Dartmouth College The University of Arkansas

CHESLEY WORTHINGTON

Brown University

VERNE A. STADTMAN

The University of California

RONALD A. WOLK

The Johns Hopkins University

CORBIN GWALTNEY

Executive Editor

FRANK J. TATE

The Ohio State University

ELIZABETH BOND WOOD

Sweet Briar College

DEATHS

ERRATUM: We deeply regret publishing,
in the Winter, 1962, Quarterly, the incor-
rect notice of the death of Zowella King
Lykes, Academy. With sincere apologies to
her and her family and friends, we can
only paraphrase Mark Twain and say that
reports of this death were greatly exag-
gerated. The Editors

Institute

Nettie Jones Alexander (Mrs. D. M.), Jan.
26, 1961. Martha E. Schaefer Tribble (Mrs.
Albert H.), June, 1961. Willie Tanner Ben-
nett (Mrs. W. CJ, Dec. 14, 1961.

1913

Annie Webb, the summer of 1961.

1926

Sara Will Cowan Dean (Mrs. William I.)
Dec. 15, 1961.

1930

Sallie Peake's mother, in January, 1962.

1933

J. Spencer Love, husband of Martha Esk-
ridge Love, Jan. 20.

1941

Frank Martin Spratlin, father of Frances
Spratlin Hargrett, Dec. 14, 1961.

1946

Stratton Lee Peacock and Nancy Lee
Riffe '54, lost their mother in 1961.

1947

Isabel Asbury Oliver (Mrs. Creighton MJ,
October, 1961.

1948

W. R. Kitts, father of Betty Kitts Kidd,
Feb. 13.

1949

Gene Akin Martin and Fred lost their one-
year-old son in July, 1961.

1951

Margaret Hart Denny lost her father in
1962.

1956

Marijke Schepman deVries' father, in an
accident, Aug. 16, 1961.

1961

Mr. I. Ernest Seay, father of Joyce Seay
Rankin, Jan. 10.

30

\ LctUa. . .

We Celebrate Founder's Day and Peer Into the Future

SVER WOULD I quibble about anything Colonel George
ashington Scott did without him and his mother there
)uld be no Agnes Scott College except about the day-
chose to be born, February 22, and I do that only
cause of bad weather that usually surrounds this day.
Of course, he could not forsee that we would be, in
'62, taking for granted travel in flying machines from
lanta to several distant spots to celebrate his birthday
the College's Founder's Day. This year was no excep-
>n; we did have anxieties about the weather, but some
3ut faculty and staff hearts did wing their respective
iys to special alumnae club meetings both north and
uth.

Miss Leslie Gaylord found some happy sunshine and
ippy alumnae in Tampa, Fla. Eleanor Hutchens '40
ok a train instead of plane to assure prompt arrival for
e Washington, D. C, Alumnae Club meeting (see p. 7
r her article written from her speech in Washington) .
ean C. Benton Kline came back from his trip to Colum-
ia, S. C, to report that the alumnae number at this
eeting was swelled by mothers of current students.
Mrs. Bryant Scudder (the former Marie Huper) spoke
a luncheon meeting of the Birmingham Club; after-
ards. she found the Birmingham airport closed to all
affic, so she had the extra dividend of time to see the
ew Birmingham Museum of Art. Llewellyn Wilburn '19
'urneyed to Chattanooga, Tenn., and Roberta Winter '27
d double duty by speaking at two meetings, for one of
e oldest and one of the newest clubs. She went first to
darlotte, N. C, and then to Roanoke, Va. The Roanoke
lub came into being as a nice aftermath of the 75th
nniversary Development Campaign held in that area last
11: the campaign area chairman, Louise Reid Strickler
Vtrs. J. Glenwood) '46 is the club's first president.
I went on steady wings but through several flight can-
illations to Miami, Fla., to be present at the formation
I our newest alumnae club. Again, this one is an out-
:owth of the campaign held in Miami late last spring,
he campaign chairman, Augusta King Brumby (Mrs.
imes R. I '36 arranged a luncheon meeting, at which the
ub was organized and co-presidents were chosen, Helen
ardie Smith (Mrs. William H.) '41 and Eugenia Mason
atrick (Mrs. George S.) '46.

LUMNAE QUARTERLY / SPRING 1962

Founder s Day 1962 on the campus was the occasion
of an historic annual meeting of the College's Board of
Trustees. The Trustees issued a policy statement: the full
news release on which we publish here:

The Agnes Scott College Board of Trustees Thursday re-
affirmed its policy that all applicants for admission to the
college will receive equal consideration, and that the best
qualified will he admitted.

The Trustees, in their annual meeting for the 1961-62
session, issued the statement as the result of an application
filed last December by a Negro student.

Dr. Wallace Alston, President of Agnes Scott, pointed out
that students and their parents have always been given notice
well in advance of any major changes in practice or pro-
cedure, including tuition increases. Therefore, Negro appli-
cants will not be accepted for the 1962-63 school year, he
said.

"This obligation to our patrons, and the fact that registra-
tion for the fall of 1962 is almost complete, led the administra-
tion to make the decision regarding applications for the
1962-63 session," explained Dr. Alston.

The Trustees' statement says: "Applications for admis-
sion to Agnes Scott College are considered on evidence of
the applicant's character, academic ability and interest, and
readiness for effective participation in the life of our rela-
tively small Christian college community that is largely
residential. Applicants deemed best qualified on a considera-
tion of a combination of these factors will be admitted with-
out regard to their race, color, or creed."

May 1 commend to you the special article on the future
of higher education in the LJnited States (see p. 12), pre-
pared by a distinguished group of editors of alumni mag-
azines working with the American Alumni Council.
Closer to home, for us, is the excellent report, "Within
Our Reach," published recently by the Commission on
Goals of the Southern Regional Education Board. It
makes recommendations for higher education in the
South for the next ten to twenty years.

Perhaps Lt. Col. John H. Glenn, Jr., summed it up
best, for all of us. when he said in his address to a Joint
Session of Congress, on February 26, 1962: "Knowledge
begets knowledge. The more I see, the more impressed
I am not with how much we know but with how tre-
mendous the areas are that are as yet unexplored. . . .
As our knowledge of the universe in which we live in-
creases, may God grant us the wisdom and guidance to
use it wisely."

)i\aaa> ~X^M&^ . ku/Wfr*J

The Alumnae Luncheon and Annual Meeting
of the Agnes Scott Alumnae Association

PROGRAM April 28. 1962

10:00-11:00 a.m. Class Council Meeting

-III Class Presidents. Secretaries, and Fund Agents) Alumnae House

11:00-12:00 noon Faculty Lectures for Alumnae

I Like Inflation Mr. Charles F. Martin. Assistant Professor of

Ecoiioj
Antony and Cleopatra: A Tragedy of Love Mr. George P.

Hayes, Professor of English
The French Are They Individualists? Mr. Koenraad Swart.

Associate Professor of History
Twentieth Century Thought: Existentialism Mrs. A. J.

Walker. Assistant Professor of Philosophy
Mothers. Sons and Daughters Mrs. Melvin Drueker. Associate

Professor of Psychology
The Effects of Radlation in Genetics Miss Josephine Bridg-

man. Professor of Biology

12:30-2:30 p.m. Alumnae Luncheon and Annual Meetins

Letitia Pate Evans Dining Hall
2:30-3:30 p.m. Faculty Lectures for Alumnae

African Gods in American Garbs Mr. John A. Tublin. Jr..
Associate Professor of Sociology and Anthropology

The Imagery in T. S. Eliot's Four Quartets Mrs. Margaret W.
Pepperdene. Associate Professor of English

Democracy in the Southeast Mr. William G. Cornelius. Asso-
ciate Professor of Political Science

The Development of Chinese Thought Mr. Kwai Sing Chang.
Associate Professor of Bible and Philosophy

What Do You Mean. "Act Your Age?" Mr. Lee B. Copple.
Associate Professor of Psychology

Recent Developments in Astronomy Mr. W. A. Calder. Pro-
fessor of Phy^

3:30-4:00 p.m. Coffee Honoring Faculty Walters Recreation Room

4:00 p.m. Class Reunion Functions

SUMMER 1962

mes

SENSE AND
SENSIBILITY

ALUMNAE QUARTERLY See page 4

^H

' %;"-

SR^

^5^*-

H

\

THE

eott

SUMMER 1962 Vol. 40, No. 4

ALUMNAE QUARTERLY

Ann Worthy Johnson '38, Editor
Dorothy Weakley '56, Managing Editor

CONTENTS

4 Sense and Sensibility in the Education of Women
Anne Gary Pannell

8 "A Voyage and Not a Harbor"
Anna Greene Smith

11 Mr. Tart, Miss Christie Retire

12 M.R.S. Helped Them Get B.A.

Jean Rooney

14 Class of '12 Celebrates Fiftieth Reunion

Cornelia Cooper

15 Alumnae Day Lecturers Suggest Reading

16 Worthy Notes: Paris Plane Crash

17 What Do You Mean, "Act Your Age?"

Lee B. Copple

21 Class News

Eloise H. Ketchin

FRONT COVER :

Mr. J. C. Tart, treasurer of Agnes Scott for 48 years, discusses the books with
his successor, Richard Bahr (husband of Helen Huie Bahr '52 I . Cover photo-
graph and photographs on pp. 3, 13, 14, 16, 22, 23, and 33 by Ken Patterson.

Frontispiece ( opposite) : Mr. and Mrs. Tom Hutchinson of LaGrange, Ga.,
share the joy of graduation with their daughter, Ann (sister of Virginia
Hutchinson Ellis '57).

The Agnes Scott Alumnae Quarterly is published jour times a year (November,
February, April and July) by the Alumnae Association of Agnes Scott College
at Decatur, Georgia. Yearly subscription, $2.00. Single copy 50 cents. Entered
as second-class matter at the Post Office of Decatur, Georgia, under Act of
August 24, 1912. MEMBER OF AMERICAN ALUMNI COUNCIL

Moment of Rejoicing

SUMMER 1962

The long-awaited day in June
arrives and four years
culminate in joy for
grateful graduate and
proud parents.

SENSE

and SENSIBILIT1

By DR. AXVE GARY PANl

I

ABOUT THE AUTHOR

Dr. Anne Gary Pannell, president of Sweet Briar College, was Agnes
Scott Founder's Day convocation speaker this year. We wanted to shore
with alumnae her thoughts on the education of women in our world
today. Mrs. Pannell become the fifth president of Sweet Briar in 1950.
At Barnard College she was elected to Phi Beta Kappa, won the Gerard
Gold Medol in American History, and the Barnard international fellow-
ship. She continued her groduate studies at St. Hugh's College, Oxford,
where she was awarded the Ph.D. degree. Before she became president
at Sweet Briar, Mrs. Pannell was academic dean ond professor of history
at Goucher College. She holds honorary degrees from the University of
Alabama and from Woman's College, University of North Carolina. Presi-
dent Pannell is o Senator-ot-large of Phi Beta Kappa; member, adminis-
trative committee, Southern Fellowship Fund; vice-president, Southern
Association of Colleges for Women; ond she is a trustee of the Institute
for College and University Administrators. Twice Mrs. Pannell has been
appointed to small groups of American educators who have conferred
with similar European groups regarding educational matters, in France
ond Norway in 1957 and in Germany in 1953. Mrs. Pannell has been an
active member of the American Association of University Women since
1934 ond more recently of the International Federation of University
Women, of which she has been the American Council member, and
served several years on the Relief Committee. This article is edited from
her speech at Agnes Scott.

have a tenacious faith in the value of educa
tion for everyone most particularly for women
Most especially today. I have a tenacious faith h
the value of a liberal education in a good college
and above all in a good woman's college. Today as
never before we must hope to give the kind of edu
cation that will make the world a steadier place
which to live. So educated women must cease not
using dieir talents to the fullest extent and do some
thing with their sense and sensitivity. I hold dial
every college woman today, no matter what hei
calling in life, must in effect "go into government'"
and that is both perilous, and folly, to limit oui
concerns only to those like ourselves or to what ii
comfortable and easilv comprehensible.

Twentieth century need-
In choosing die title "Sense and Sensibilty in the
Education of \^ omen" I was not. as some present-
day film goers may think, referring to die viewpoint
of Federico Fellini's La Dolce J ita. that savage
parable which paraphrases the seven days and
nights of creation to tell the story of mankind"
present-day waste of life. Instead. I borrowed a
title from that candid and wise genius. Jane Austen,
my favorite novelist. Though I borrow Jane Austen's
terms. I am putting my own construction on them
for this article dealing with our immediate twen-
tieth centurv needs in the higher education of
women. I am taking "sense"" as covering the intel-
lectual capacity which such education must stimu-
late, feed, and discipline. And I use "sensibility"
to cover the sensitivity to odiers. die warmth of feel-
ing, and die moral integrity which make the other
focus of the balanced education which I am advo-
cating for women. The need for sense and sensi-
tivity, as the two sides of the coin in die education
of women today, is heightened by the disappearance
of leisure for women, which creates die need for a
new emphasis in their education, to produce an

THE AGNES SCOTT

i the Education of Women

unselfish sharing of responsibility for the common
good and interest. This generation is a generation
of testing not only atomic testing but testing to
see if education can prepare women for this new
world. Women as homemakers and mothers may
have to take back from overworked schools some of
the cultural and ethical responsibilities once dis-
charged in the homes. If women marry early, they
may wish and need to plan for work outside the
home after their children are grown. Today's de-
mand for brains to meet contemporary needs will
be met only if women play a greater part. The dis-
covery that brains are essential for survival in the
[atomic world increases the seriousness with which
the education of women is being considered today.
Our bizarre, complex world offers limitless possi-
bilities for creative adventures in education. We
are free, have been reared in a free society, but the
I question that confronts us is "Will we enjoy and
increase the fruits of freedom?"

Manifold roles of women

To return to my borrowing of the words of Jane
Austen let me recall to you that Kipling so loved
Jane Austen that he wrote a charming poem about
her entrance into heaven, imagining her welcomed
there by fellow-craftsmen, and offered by attendant
archangels the thing she most desired. Jane chose
love, she who had once written, "There are such
beings in the world, perhaps one in a thousand, as
the creature you and I should think perfection,
where grace and spirit are united to worth, where
the manners are equal to the heart and understand-
ing, but such a person may not come in your way."
On earth he hadn't come Jane's way, so she shaped
her life without him. Her abilities and character,
her sense and sensibility, found another and wider
channel in her writing.

Women today no longer question as they did in
Jane Austen's day their ability to combine manifold

roles marriage, children and a job. It is difficult,
but necessary, they find, to wear many hats grace-
fully, to be a good chauffeur, shopper, housewife,
cleaner, hostess, volunteer worker, job holder. Yet
one of the charges brought yes, even today
against the education of women at high levels is
that of its lack of so-called "practical" usefulness.
May not a woman, after being educated in such
fields as Greek or philosophy, find herself at a loss
in a world wherein things of the intellect count for
less than she had supposed ? May the college woman
prove too cerebral for "reality"? While I challenge
this kind of attack upon liberal education for
women, I cannot help but admit that Inez Robb had
a point when she wrote recently that along with
liberal education women should be taught "how to
keep the mechanized, push-button household in
working order . . . (and that often) what the mod-
ern woman needs is mastery on the monkey wrench,
watts and amperes, hammer, saw, level and screw
driver and the ability to do a little lathe and plaster
work on the side."

Liberal education-

-something extra

But I am thankful to say I believe strongly that
the liberally educated woman is here to stay and is
much needed, respected, admired and sought for.
Naturally, women no less than men, live by the
strength of "die things eternal." But besides that, as
Elizabeth Bowen knows so well, the well-educated
woman has something "extra" with which men can
not only fall in love, but remain in love, because if
her sense and sensitivity have been cultivated she
will have developed a needed patience and vision,
humor and understanding all made greater by
intelligence.

Women have a very special quality which I diink
they need to capitalize on in their education. In

(Continued on next page)

ALUMNAE QUARTERLY / SUMMER 1962

Sense and Sensibility

(Continued)

ii What is iU thi

is

woman's intuition? Intuition

is the ability to sense
more quickly than is
common; I think it is
often a logical deduction
based on a quick, even
lightning, perception of
facts, with the deduction
made so quickly that the
thought processes
cannot be analyzed
carefully P '

developing sense and sensibility, or sensitivity, a
the two sides of the coin, 'woman's intuition" is j
substantial asset. What is it, this woman's intuition'
Intuition is the ability to sense more quickly thai
is common; I think it is often a logical deductioi
based on a quick, even lightning, perception o:
facts, with the deduction made so quickly that thi
thought processes cannot be analyzed carefully. Sr
viewed, I think it is a form of higher intelligence
It is interesting that President Woodrow Wilson':
Secretary of State when analyzing Wilson's men
tality labelled as feminine this quality of intuition-
Value of women's intuition

"When one comes to consider Mr. Wilson's men
tal processes, there is the feeling that intuitior
rather than reason played the chief part in the way
in which he reached conclusions and judgments. Ir
fact arguments, however soundly reasoned, did no
appeal to him if they were opposed to his feeling oi
what was the right thing to do. Even establishec
facts were ignored if they did not fit in with this
intuitive sense, this semi-divine power to select the
right. Such an attitude of mind is essentially
feminine."

Of course, in calling attention to the value oi
women's intuition, I am not arguing for women tc
act irrationally, blindly, or without examining evi
dence, but rather, I am urging women to use simul
taneously sense and sensitivity and so make tht
contribution that they are uniquely capable of mak
ing. Then nobody would need to wail with Henry
Higgins of "My Fair Lady": "Why can't a womar

3e more

like

a man :

"Death of a saleswoman"

i
Our times desperately need what women aa
women can give if their sense is stimulated and
trained while their sensibility is fostered. Our times
demand the flexibility that such women can demon-
strate in replying to the multiplicity of new chal-
lenges. In some cases, they do this so continually
that it is taken as a matter of course. Everyone is
sorry for a man left to rear children alone, yet I
have rarely heard similar sorrow expressed for a
widow or divorcee, Why? Nor, as Diana Trilling
points out, has a playwright cared to entitle a play
"Death of a Saleswoman." In other cases, the poten-
tial contribution of women is so little realized that
methods for implementing it have not yet been
devised.

There is an element of tragedy in the fact diat
Senator Margaret Chase Smith's proposal for inter-

THE AGNES SCOTT

national Distaff Peace Sessions stands alone and
sounds so strange. Senator Smith has suggested that
a month-long conference be attended by such women
as Eleanor Roosevelt and Clare Booth Luce, from
the United States; Ekaterina Furtseva of Russia;
Queen Elizabeth and Lady Reading, of Great
Britain; Madame Pandit, of India; Israel's Foreign
Minister, Golda Meir; Ceylon's Prime Minister,
Sirimaro Bandaranaike; and Queen Juliana, of
Holland. She said, "I would like to see women
leaders of the nations around the world exert them-
selves and take the initiative to hold an interna-
tional conference on ways and means of achieving
peace.

"I propose that women throughout the world aim
at such a conference while the men leaders in the
United Nations and various countries of the world
continue to deal with the threat of war."

Interest in world affairs

Education today must confront the realities of
our interlocked world. Women today must be re-
sponsibly interested in world affairs and the devel-
opment of other peoples. Efforts for the advance-
ment of emerging regions require both charity and
concern. This demands interest in foreign students,
professors and visitors in our midst, and a desire
to study and learn foreign languages and histories.
Our college curriculum must look more and more
beyond the confines of our western world. We must
study international economics, law and government,
if we are to understand current economic and gov-
ernmental problems. We must broaden many basic
college courses to deal with the political situations
of the whole world and to convey the relation of
democratic situations to world government, and the
involvement of government with science. Conse-
quently, women must train themselves to wide intel-
lectual interests, to be good citizens and to recognize
the interaction of American and world affairs. The
president of Harvard states:

"A great number of Americans are asking a very
basic question about our national purpose, the Com-
munist challenge to a free society, and the ability
of a democracy to survive. Most of the people ask-
ing these questions are agreed that the future of our
nation depends ultimately on the character of our
young people."

As never before in our history, our country must
have available a substantial supply of persons
highly trained in those fields that deal with die rela-
tions of the United States with other regions and
nations of the world. The supply of such women is
woefully short at the present time and the dearth

cannot be remedied by a short-term program, how-
ever well financed. Since the need will be con-
tinuous and expanding, provision must be made for
long-range programs that will provide specialists
in fields such as international politics, organization,
law, business and social and cultural movements.
And they can and will be found and educated in
colleges like Agnes Scott, I believe.

Farsightedness in educational vision

But, in trying to avoid nearsightedness in our
educational vision, we must prepare not only for
effectiveness on die international level. Within our
own country, college women must today confront
honestly and forthrightly new and extra needs of
the second half of the twentieth century.

For one thing, we here in the South know how
unceasingly we confront the race problem. Count-
less new situations test our ability to grow and to
contribute a Christian answer to one of the United
States' most complex situations. To seek continually
to build a good world for all our fellowmen and to
confront reality in this area and to feel equal con-
cern for all mankind requires adaptation to new
conditions. I think that much of the ultimate answer
to these perplexing problems will and can be solved,
in great measure, as educated southern women are
willing to take the leadership in Christian, flexible
approaches. There is also an especially serious,
continuing shortage of adequately trained teachers
at every level, which demands that more girls go to
college and more college students prepare to teach
if our country's educational needs for the future
are to be met.

Dedication of interest

If the U. S. is to move forward and to make its
proper contribution to its young people and to the
world, its women must be willing to dedicate a
much larger share than ever before of their time,
dieir interest and their resources to their own educa-
tion and that of others. There is no point in search-
ing for an alternative if we are serious in our desire
to preserve our liberty and enrich our culture. Only
"if we can discipline ourselves to do hard work in
behalf of mankind's future, to act from principle,
not out of die demands of expediency; if we can
become known because of our absorption with peo-
ple, not pay, with issues, not filibusters;" only then
can education for women make an unprecedented
contribution of sense and sensitivity to our times. It
has been well said: ''No one can cheat his way
through history."

ALUMNAE QUARTERLY / SUMMER 1962

A sociologist

reveals the results

of attitude tests

distributed to current

Agnes Scott students

ABOUT THE AUTHOR

Miss Anna Greene Smith, associate professor
of economics and sociology, received her B.A.
degree from Cumberland University; the M.A.
at George Peabody College for Teachers; and
the Ph.D. from the University of North Caro-
lina. Dr. Smith was chairman of the Committee
on Higher Education, Atlanta branch, American
Association of University Women and is a mem-
ber of the research committee of the Southern
Sociological Society. She was visiting professor
of sociology at Emory University last summer.

'A VOYAGE
AND NOT A
HARBOR'

By DR. ANNA GREENE SMITH

ARNOLD Toynbee says: "Civiliza-
/ \ tion is a movement and not
X A. a condition, a voyage and not
a harbor." What Toynbee is stress-
ing is the significance of dynamic
social and cultural change and the
processes of group interaction. For
it is these forces of change, rather
than the complexity of a civiliza-
tion's material culture traits and
richness of natural and economic re-
sources, that give us an understand-
ing of the development of a society.
Our culture, then, is the sum total of
the processes and the products of the
societal achivements of any given
people at a given time.

For those of us who work in the
ever-growing areas of the sciences,
especially the social sciences, con-
temporary life changes at such short
intervals that we must constantly
unlearn or transform to fit the new
state of knowledge or practice.

To the multiple functions of an
educational system, which in slowly
changing societies were variously
performed, we have added, often re-
luctantly, a quite new function; edu-
cation for rapid and self-conscious
adaptation to a changing world.
Whitehead in The University and
World Affairs has said: "In a time
of relative tranquility education in a
free society can be a handmaiden to
tradition. In a time of turbulent

change, the universities in free so
cieties must press . . . into new field
of knowledge and fresh perspective
of policy, if they are to enlarge thi
horizons of judgment and anticipati
the needs of a changing world."

The most vivid truth of our ag<
is that no one will live all his lifi
in the world in which he was born
and no one will die in the world ir
which he worked in his maturity.

If we, as college women are to b
more than ships on the turbulent cur
rents of our cultural change, we neec
to make imperative affirmation to ouil
belief that our Christian faith makesl
us our brother's keeper and that wq
must look at our world through clean
and informed thinking. Only tha
ignorant are today fearless. The!
college woman who is sensitive tol
her responsibilities seeks answers tol
the inescapable issues of modern life!

As we endeavor to face these chal-l
lenges we are reminded of Pascal's!
statement in The Philosophers:

Man is but a reed, the most feeble thing
in nature. But he is a thinking reed . . .
All our dignity, then, consists of thought.
Let us endeavor to think well: this is
the principle of morality. By space the
universe encompasses and swallows me
up like an atom; by thought I com-
prehend the world.

To Pascal's comprehension through
thought I would like to add our in-
volvement in mankind. More and

8

THE AGNES SCOTT

more in recent years the college
woman has become conscious of the
oneness of mankind, and that for
purposes of the common good, now
even for national and international
survival, mankind is not divisible into
racial and national parts. We are
groping toward our fellow men and
believing with Donne that "No man
is an island entire of itself."

New theories, new methods

To believe that we are involved in
mankind commits us to a life of
learning, adjusting, serving. It is
especially in the fields of social
sciences that we must be learners of
new theories and new methods of in-
stitutional change and social plan-
ning. It is through the use of new
behavior patterns, which Dr. Howard
Odum called the "social technicways
i of our world," that we forge toward
imore adequate social planning. Even
| in this area the sociologist does not
j say to regional groups or national
I groups, "We will force you to do
(these things." The sociologist shows
ihow to study group interaction and
to measure the costs to a society of
i certain ways of behaving in insti-
Itutional life. These costs may be
(measured in terms of damage to hu-
iman personality, or the malfunction-
ling of sopial institutional life, or loss
through migration to other geo-
graphic areas of some of the best
educated of our minority groups. It
is not difficult to show the cost to
the southern region of the United
States of its human resources who
earn two-thirds of the national per
capita income. These are the kinds of
studies which sociologists seek to put
into the life stream of functioning
society.

When the college woman of the
South looks at this region, which may
or may not be the one in which
she was born or reared, she sees the
enormity of change which has oc-
curred and she faces the realities of
the future. If she is truly thoughtful
and concerned her task is more
than an examination of personal
reactions. She will attempt to gain
as much understanding of her re-
gion as possible. She will note its
strengths and its weaknesses. She

will become conscious of the South
composed of "many Souths." For
there is a South of the plantations
and an upland South, an urban and
a rural South, with many variations
of each. She will find some wonderful
new studies done in recent years.
There is The Southerner As Ameri-
can, edited by Charles G. Sellers,
Southern Tradition and Regional
Progress by William H. Nicholls, The
Emerging South by Thomas Clark.
Especially fine is the new study of the
Southern Appalachians done by a
group of sociologists and edited by
Thomas Ford, entitled Southern Ap-
palachian Region, which contains an
article by Dr. Rupert Vance that
should be required reading. Also,
there is reading available from the
great pioneering works such as
Odum's Southern Regions, Vance's
Human Geography of the South,
Myrdal's An American Dilemma.
And there is the wonderful world of
fiction, biography, and drama. Set
yourself a program of reading the
entire works of Wolfe or Faulkner or
Green. Try some of the more recent
writers, too. Compare the world of
Eudora Welty with that of Ellen
Glasgow, or of Elizabeth Maddox
Roberts. Perhaps you can "live" the
life of a woman across the color line
when you read Zora Neale Hurston's
Their Eyes Were Watching God, the
story of an all Negro community in
Florida. Zora Neale Hurston was a
student of Franz Boas, the anthro-
pologist who taught Ruth Benedict.
Miss Hurston, a Negro writer, can
give you insight into another world
of human experience.

Discovering the South

This fascinating and important job
that you set for yourself of discover-
ing the South makes you see the
difficulty in finding neat little answers
to the South's problems. Their com-
plexity almost overwhelms you.

Those of you who had my course
called Southern Regional Sociology
may remember this quote from W. J.
Cash:

The South, one might say, is a tree with
many age rings, with its limbs and its
trunk bent and twisted by all the winds
of years, but with its tap root in the Old
South. Or, better still, it is like one of

those churches one sees in England. The
facade and towers, the windows and
clerestory, all the exterior and super-
structure are late Gothic of one sort or
another, but look into its nave, its aisles,
and its choir and you will find the old
mighty Norman arches of the twelfth
century. And if you look into its crypt,
you may even find stones cut by Saxon,
brick made by Roman hands.
And in his final pages of The Mind

of the South Cash assesses our

strength and weakness:

Proud, brave, honorable by its lights,
courteous, personally generous, loyal,
swift to act, often too swift, but signally
effective . . . such was the South at its
best. And such at its best it remains to-
day despite the great falling away in some
of its virtues. Violence, intolerance, aver-
sion and suspicion toward new ideas, an
incapacity for analysis, an inclination to
act from feeling rather than from thought,
an exaggerated individualism and a too
narrow concept of social responsibility,
attachment to fictions and false values,
sentimentality and a lack of realism
these have been its characteristic vices
in the past. And despite changes for the
better, they remain its characteristic vices
today.

Cash takes the story of the South
up to 1940. Here is an examination of
the characteristics of Southern cul-
ture given by Nicholls in a new book,
Southern Tradition and Regional
Progress:

What are the key elements in the dis-
tinctively Southern tradition, way of life,
and state of mind which have hampered
regional economic progress? The list is
long but can be classified for convenience
into five principal categories: (1) the
persistence of agrarian values, (2) the
rigidity of the social structure, (3) the
undemocratic nature of the political
structure, (4) the weakness of social
responsibility, and (5) conformity of
thought and behavior.
Even the poet grapples with this
characterization of the South. My
favorite is John Brown's Body where
Benet states:

It wasn't slavery,
That stale red-herring of Yankee knavery,
Nor even states-rights, at least not solely,
But somethng so dim that it must be holy.
A voice, a fragrance, a taste of wine,
A face half seen in old candleshine,
A yellow river, a blowing dust,
Something beyond you that you must

trust,
Something so shrouded it must be great.
One way in which social scientists
study the South is through attitude
tests. Alumnae will be interested in
what we found out about ourselves at
Agnes Scott last winter, when the
class in Introductory Sociology asked
the college students a few key ques-
tions concerning their reactions to
desegregation of dining places in the

ALUMNAE QUARTERLY / SUMMER 1962

A Voyage

(Continued)

South. There were 502 questionnaires
which were marked and returned.

Three key questions were asked:
1 1 ) Are you in sympathy with the
lunch counter and restaurant de-
segregation movement? (2) Would
vou be willing to eat in a restaurant
or lunch counter where a Negro was
allowed to eat? (3 I If all the tables
were filled, and you were asked to
accept a place at a table where a
Negro was sitting, would you do
this?

We secured information concern-
ing the state in which the girl lived,
the size of town or city, the occupa-
tion or profession of her father or
mother, and her class at Agnes
Scott.

The answers we received were in-
teresting and valuable. This is not
to be accepted as a definitive study of
our attitudes at Agnes Scott, but per-
haps it is most useful as a straw in
the wind, which will show us where
we stand at this time.

Agues Scott thinking

One might think of two parts of a
value. One may be identified when
it is articulated in an expressed ver-
bal statement. There is another part,
the overt conduct. We sampled ver-
bal statements; we found that we
need to know much more about the
second part, the overt conduct.
Thoughtful study is being given over
the country to changes in expressed
verbal statements. Samuel Stouffer in
The American Soldier shows the
change in expressed values in a
military situation. Melvin Tumin's
Segregation and Desegregation sam-
ples changing values in an urban
community in North Carolina and
finds one large group which ex-
pressed verbal values of one type
and then seemingly changed these
when they conflicted with pressure
groups which had taken aggressive
action, or which represented domin-
ant political or social elements. And
Philip Jacob's Changing Values in
College, analyzes the influence of
social science on student attitudes.

What are some of the things that
we learned about Agnes Scott
students and their thinking? The low
number of students who answered,
"unconcerned" or "I couldn't care
less" was very significant. We had
ten such answers. College women on
our campus are not the "apathetic
generation."

Many Souths represented

Are we thinking alike on all these
three questions? Decidedly not.
Here are all the many Souths rep-
resented in our answers. And here
are those from other regions and
countries. By a three to one vote we
were in sympathy with the movement
for desegregation of lunch rooms and
restaurants. Over half of us would be
willing to eat in a desegregated
lunch room. (You will note the dis-
crepancy in this and the three to one
vote to question one.) One third of
us would be willing to sit at a table
with a person of a minority racial
group. (Here one gets into the area
of close social relations that are
implied in seating.)

Another significant trend was that
more Juniors and Seniors marked
"Yes" than did Freshmen and
Sophomores in all their answers. The
why for this trend must be explored
further. It may well be a composite
of the influence of faculty, curri-
culum, student contact on students,
the four year process of maturation
in a college with certain values which
are constantly held before the
students.

Deep South vs. Upper South

A surprising factor was the lack
of high correlation between occupa-
tions which one might think of as
"liberal" and the reaction of college
students. Teaching, ministry, social
work these occupations of fathers
and mothers seemed to have no over-
whelming influence on a daughter's
attitudes.

So, too, were the findings on size
of cities. Students who lived in
larger cities tended to mark more
questions with a "Yes" and this was
true of Atlanta residents. But the
size of the city did not have a high

correlation. Perhaps this reflects the
extreme mobility of Southern popula
tion from farm areas and smallei
cities.

We found from tabulating oui
material by states that there is still e
Deep South and an Upper South
The attitudes of women from Missis
sippi. Arkansas, Louisiana, South)
Carolina, and Alabama differ fro
the attitudes of those who live i:
North Carolina, Kentucky. West Vir
ginia, Tennessee, or Virginia.

What did we find out about thel
girls who came from other regions?]
Three-fourths of them marked "Yes'l
in all the statements. And what did
the students from other countries
think? They did not earn a perfect
score of "Yes" for all three question
but did score higher than the girls
from other regions.

Future climate

What does this mean for us in the]
future, as events which are inevi-l
tably waiting in the wings? We showl
that we are concerned. We represent
the many Souths and a goodly num-
ber of people who bring their in-
visible baggage of a different cul-
tural conditioning. What will lie
ahead ?

I like to think there is a peculiar
potency in our way of life at Agnes
Scott. There is one part of Changing
Values in College that interested me
very much. Do you think this
description might fit us?

Where there is unity and vigor of ex-
pectation, students seem drawn to live I
up to the college standard, even if it
means quite a wrench from their previous
ways of thought, or a break with the
prevailing values of students elsewhere.

A climate favorable to the redirection of
values appears more frequently at pri-
vate colleges of modest enrollment . . . . I
an institution acquires a 'personality' in
the eyes of its students, alumni and
staff. The deep loyalty which it earns
reflects something more than pride, sen-
timent or prestige. Community of values |
has been created. Not every student sees
the whole world alike, but most have
come to a similar concern for the values
held important in their college.
We sang at Commencement this
year one of my favorite hymns. I
should like to close this article with
a line from it: "Grant us wisdom,
grant us courage, for the living of
these days."

10

THE AGNES SCOTT

Mr. J. C. Tart

Miss Annie May Christie

Mr. Tart, Miss Christie Retire

\Ir. J. C. Tart, Treasurer of the College since
1914, retired on July 1 after 48 years of service. He
ivas treasurer for all three of Agnes Scott's presi-
ients, working nine years under Dr. Frank Gaines,
:wenty-eight years under President Emeritus James
i. McCain, and eleven years under President Wal-
ace M. Alston.

Alumnae will recall the lights burning in Mr.
tart's office far into the night. Alumnae may not
mow that more often than not he worked on Sun-
lays and holidays, too. As he says, quite simply,
'The College has been my life." As his wife said
pnce: "I diought you married me, but I found out
rou married a college!"

President Alston honored him with a dinner at
he College on May 31, at which it was announced
hat the Board of Trustees had presented Mr. Tart
vith funds to purchase a new automobile the
rustees didn't dare choose a car for him. He and
Ars. Tart have moved into a house at 121 Glenn
Circle, Decatur.

Also retiring this year is an associate professor of
English, Miss Annie May Christie. She has taught
Agnes Scott students for thirty-nine years, having
joined the faculty in 1923.

Miss Christie holds the B.A. degree from Brenau
College, the M.A. degree from Columbia Univer-
sity, and the Ph.D. degree from the University of
Chicago. Her major field is American literature.

President Alston honored Miss Christie at a din-
ner at the College on June 4, at which Mr. George
Hayes read selections from Charles Lamb's essay,
"The Superannuated Man" (which he, by the way,
commends to alumnae for their reading). Also at
the dinner, the establishment of the Annie May
Christie Fund was announced. The income will be
used to purchase books for the McCain Library in
the field of American Literature. Alumnae may
make contributions to the Fund.

Miss Christie's mother died recently, but she is
still living in the old Christie home at 355 Adams
Street, Decatur.

aUMNAE QUARTERLY / SUMMER 1962

11

M.R.S. Helped Them Get B.A.

This article is a reprint from the
Atlanta Constitution of May 28. Jean
Rooney, an alumna, is a Constitution
staff writer.

By JEAN ROONEY x-'4<

WHAT DOES it take to make Phi
Beta Kappa?

A husband may not be a necessity,
three married Phi Betas at Agnes
Scott College report. But a mate
doesn't hurt a smart student's
chances.

Caroline Askew Hughes, Letitia
Lavender Sweitzer and Beverly Ken-
ton Mason are the three married

members of the select, 10-student
group of Agnes Scott seniors tapped
for the national scholastic society,
highest honor a collegiate can
achieve.

How to keep up your grades while
keeping up with housework and a
husband?

It makes for a busier life and more
pleasure, the trio agree.

Studying mouse bone tissue consumed many hours of Caroline Askew Hughes' senior year.

Caroline, a former Druid Hills gir
who moved to Westchester County
New York in high school days, goe
so far as to advocate marriage fo
every college girl half jokingly.

"I tell everybody to go ahead an
do likewise," the bright-eyed, bus
22-year-old says.

In addition to her new Phi Bet
Kappa key, she holds a Nationa
Science Foundation fellowship to pur
sue microbiology studies at Emon
University next year.

Married to Rufus R. Hughes,
Georgia Tech graduate and young ari
chitect. Caroline admits to "putting
in horrible hours" in biology lal
this year.

Like her other two married col
leagues she has pursued "independ
ent study" this year, a special Scot'
program allowing top seniors to carry
through a research project on theii
own in place of formal class work.

Caroline has researched a tongue
twisting biological study involving
the effects of radiation on "develop
ing mouse bone tissue."

After graduation, Caroline hopes
to combine "raising a good size fam
ily" with continuing scientific re-
search in a medically allied field
perhaps cancer research.

No ivory tower scholars, all three
wifely Phi Betes head for the kit-
chen each evening and claim they
like it.

Letitia, an attractive brunette from
Richmond, Virginia, says her hus-
band can tell when school is going
well.

"I give him home-made biscuits,"
she reports.

The dark-eyed young wife, mar-
ried to a U. S. Public Health Engi-

12

THE AGNES SCOTT

"He realizes that school is more
important than housekeeping at this
time. He's helped out wonderfully,"
she quickly compliments.

She is now putting her mathe-
matics major to work operating "me-
chanical brains" in the computor de-
partment of Southern Bell Telephone
Company.

All three did most of the work on
their independent research projects
at home. They were allowed to check
out as many books from the library
as necessary.

"Books all over the apartment and
late meals and sort of sad housekeep-
ing, but he understood," Beverly
says.

In the final analysis, an under-
standing mate is a prime factor in
their scholastic success, the brainy
trio believes.

(Letitia's baby was born on June 4. She
ran by Miss Phythian's house, on her way
to the hospital, to turn in her independent
study paper. And she marched in the aca-
demic procession on June 11 to receive
her diploma at Commencement. The Edi-
tors)

Commencement week was particularly exciting
for the Sweitzers their first child was born on
June 4.

Beverly Kenton Mason says Rausey helped out
wonderfully with the housekeeping.

neer, credits "elaborate scheduling"
ijof school work with balancing her
married life and campus life.

A French major, she manages to
keep week ends free from study free
for her husband, friends and outings
jat Lake Allatoona.

"She's a full-time wife as far as
I'm concerned," her husband John
confirms her success.

Expecting her first child soon,
[Letitia quickly assures she wants to
be a mother and homemaker only,
at least for a while, perhaps using
her language knowledge in a trans-
lating job later.

Beverly credits her former Geor-
gia Tech football star-husband, Rau-
sey Mason, with much of her col-
legiate success.

ALUMNAE QUARTERLY / SUMMER 1962

'- v -a?"

Here they are fifty years later!

The Fire Brigade in 1912

Ei3i& ^

The Baseball Team complete with coach

Fifty years ago The Wild Westerners

CLASS OF 12
CELEBRATES
50th REUNION

By CORNELIA COOPER '12

FROM the TIME that Ruth Slack
Smith wrote her first pep letter
to the scattered members of the class
of 1912 and made her first pep talk
to the Atlanta members, enthusiasm
increased rapidly. The first to arrive
were Martha Hall Young, Mary
Crosswell Croft, and Susie Gunn
Allen.

Saturday morning, Ruth and these
three were joined by the six mem-
bers from Atlanta and the vicinity.
Happily they pinned on the pompons
of purple and white and gold made
by Carol Wey and started to class.

What a pleasure to catch up on
contemporary knowledge, to hear
authoritative lectures on important
subjects, from Existentialism to
heights "Higher than Glenn," even
though shades of past lessons in
freshman English, history, and math
kept hovering around!

Out on the campus, they joined
the milling crowd around the dining
hall. What matter overweight and
gray hair when meeting old friends?

In the dining hall they enjoyed the
delicious lunch, tried to smile for the
photographer, and fitted names to the
girlish faces and antique costumes in
the pictures of old days they found
placed on the table. The total at the
luncheon was ten: those already men-
tioned by name and Marie Mclntyre
Alexander, Fannie G. Donaldson,
Julia Pratt Slack, Hazel Murphy El-
der, and Cornelia Cooper. Mail, wire,
and long distance phone had brought
messages from those who could not
come Antoinette Blackburn Rust.
Annie Chapin McLane, and Nellie
Fargason Racey.

Suddenly, President Eleanor Hut-
chens' voice rang out from the speak-

ers' table: "Will each member of tht
class of 1912 please come forwarc
as her name is called." Gold medal|
lions to commemorate their fift)j
years! The presentation was the high!
light of the reunion.

Meeting over, came a relaxations
period in Julia Pratt's home, and a|
trip to see Miss McKinney, the only]
faculty member living close by who]
had taught the class. Hazel Elder pre-j
sented her a humorous tribute inl
verse which she had composed.

Next, THE TEA given to the class]
by President and Mrs. Alston in the]
President's home. The "girls" enjoy-]
ed talking to them and to Dr. Mc-I
Cain, Dean and Mrs. Kline, Dean
Scandrett, Dr. Stukes, and other]
friends.

The reunion banquet given by Ruth
Smith in her home was a great affair.
The table was beautiful, the repast
delicious. Four husbands, Donald-
son, Slack, Wey and Judge Croft
added to the "feast of language and
flow of soul" also the hilarity of
the occasion. Each guest was asked
to tell of an experience or an accom-
plishment of the past year. They
varied from the ridiculous to almost
the sublime. Written contributions
were Hazel Elder's tribute to Miss
McKinney and Martha Young Bell's
poem, "Fifty Years Ago," read by
her mother, Martha Young.

Sunday afternoon the class and the
husbands were guests of Carol Wey
and Fannie G. Donaldson in Fannie
G. and Dowse's beautiful garden. A
number of alumnae from other
classes were present.

By six o'clock the fiftieth reunion
of the class of 1912 had passed into
history.

THE AGNES SCOTT

Alumnae Day Lecturers Suggest Reading

ECONOMICS

Mr. Charles F. Martin

Galbraith, John K., The Affluent Society (Houghton

Mifflin Co.)
Theobald, Robert, The Rich and The Poor (MD314

Mentor)
* Burns, Arthur, Defense Against Inflation
*Heilbroner, Robert, The Worldly Philosophers (8321

Simon & Schuster, Inc.)

SOCIOLOGY

Mr. John Tumblin

Deren, Maya, Divine Horsemen: The Living Gods of
Haiti (Thames and Hudson)

Landes, Ruth, The City of Women (Macmillan)

Pierson, Donald, Negroes in Brazil (University of Chi-
cago Press)

Puckett, Newbell N., Folk Beliefs of the Southern Negro
(Oxford University Press)

Tallant, Robert, Voodoo in New Orleans (Macmillan)

T. S. ELIOT
Mrs. Margaret W. Pepperdene

*Drew, Elizabeth, T. S. Eliot: the Design of his Poetry

SL34 Charles Scribner's Sons)
Gardner, Helen, The Art of T. S. Eliot (D43 Dutton

Everyman Paperbacks)
Matthiessen, F. 0., The Achievement of T. S. Eliot

(22 Galaxy Books)
Preston, Raymond, "Four Quartets" Rehearsed (Sheed
& Ward)

SHAKESPEARE
Mr. George P. Hayes

ISewell, Richard B., The Vision of Tragedy (Y56 Yale

University Press)
Harrison, George B., Shakespeare's Tragedies (Oxford

University Press)
*Goddard, Harold C, The Meaning of Shakespeare

(P50, P51 Phoenix Books)
Stauffer, Donald A., Shakespeare's World of Images
(W. W. Norton Co.)

HISTORY
Mr. Koenraad Swart

Tannenbaum, Edward R., The Netv France
Thomson, David, Democracy in France (Oxford Uni-
versity Press)
*Luethy, Herbert, France Against Herself (MG8 Merid-
ian Books)

POLITICAL SCIENCE
Mr. William G. Cornelius

Maclver, Robert M., The Web of Government (Mac-
millan )

Heard, Alexander, A Two-Party South? (University of
North Carolina Press)

Organski, A. F. K., World Politics (Alfred A. Knopf)

Claude, Inis L., Jr., Swords Into Plowshares (Random
House)

CHINESE THOUGHT
Mr. Kwai Sing Chang

"Fung, Yu-Lan, A Short History of Chinese Philosophy

(22 Macmillan)
"Creel, H. G., Chinese Thought (MD269 Mentor Books)
Lin, Yu-tang, Wisdom of China and India (Random
House)

EXISTENTIALISM
Mr. C. Benton Kline

*Kaufmann, Walter, ed. Existentialism from Dostoevsky
to Sartre (M39 Meridian Books)

"Heinemann, F. H., Existentialism and the Modern Pre-
dicament (TB28 Harper Torchbook)

"Blackham, H. J., Six Existentialist Thinkers (TB-1002

Harper Torchbook)
Barrett, William, Irrational Man (Doubleday)

CHILD PSYCHOLOGY
Mrs. Melvin B. Drucker

Bettelheim, Bruno, Dialogues With Mothers (The Free

Press of Glencoe, Inc.)
Garner, Ann M. and Wenar, Charles, The Mother-Child

Interaction in Psychosomatic Disorders (University

of Illinois Press)
Harris, Irvin D., Normal Children and Mothers (The

Free Press of Glencoe, Inc.)
Sears, Robert R., Maccoby, Eleanor E. and Levin, Harry,

Patterns of Child Rearing (Row, Peterson & Co.)

ADOLESCENT PSYCHOLOGY
Mr. Lee B. Copple

Stone, L. Joseph and Church, Joseph, Childhood and
Adolescence: A Psychology of the Growing Person
(Random House)

Wattenberg, William W., The Adolescent Years (Har-
court, Brace)

Bernard, Harold W., Adolescent Development in Amer-
ican Culture (World)

Seidman, Jerome M., ed., The Adolescent: A Book of
Readings (Holt, Rinehart, and Winston)

Landers, Ann, Since You Ask Me (Prentice-Hall)

ASTRONOMY
Mr. W. A. Calder

*Sciama, D. W., The Unity of the Universe (A247

Anchor Books)
*Thiel, Rudolph, And There Was Light (MT290 Men-
tor Books)
Vaucouleurs, Gerard de, Discovery of the Universe
(Macmillan)

GENETICS

Miss Josephine Bridgman

Bruce, Wallace and Th. Dobzhansky, Radiation, Genes

and Man (Henry Holt & Co.)
Crow, James F., Effects of Radiation and Fallout (Pub-
lic Affairs Pamphlet No. 256, 22 East 38th St., New
York 16, N. Y.)

Paperback

ALUMNAE QUARTERLY / SUMMER 1962

15

I

Pudden Bealer Humphreys '46 (center) at th
Alumnae Luncheon on April 28 when she wc
elected regional vice-president.

\ LcKIa. . .

Twelve Alumnae Killed in Paris Plane Crash

As I WRITE THESE WORDS, we in Atlanta are coming out
of shock and numbness into pain and grief. I shall not
attempt to write about the plane crash in Paris on June 3
in which 122 members of the Atlanta Art Association,
including 12 Agnes Scott alumnae, were killed. I would
commend to you Life magazine's coverage of this, in the
issue of June 15, particularly the superbly written article
by Ralph McGill, publisher of the Atlanta Constitution
(p. 38.)

I shall simply try to write a little about each alumna.
Lydia Whitner Black (Mrs. David C, Jr.), graduated
with me in 1938. She was a former president of the At-
lanta Junior League and was one of the organizers of
the ill-fated tour. She is survived by her husband and
two sons, 3567 Paces Valley Rd., N.W., Atlanta 5.

Mary Mann Boon (Mrs. Harry M.) 1924 and her hus-
band, an Atlanta dentist, were both killed. Mary was
serving this year as vice-president and program chairman
of the Atlanta Agnes Scott Club. Survivors include a
daughter and a son, Harry Boon, Jr., 167 Boiling Rd.,
N.E., Atlanta 5.

Frances Holding Glenn (Mrs. E. Barron) x-1929 and
her husband, an Atlanta businessman, both died. She was
an artist and a member of the League of Women Voters.
They had no children. Her mother is Mrs. Charles Hol-
ding, 70 Sheridan Dr., N.E., Atlanta 5.

Mary Ansley Howland (Mrs.) x-1929 had been living
for several years with her mother, Reba Goss Ansley
Inst. (Mrs. W. S.) at 212 S. Candler St., Decatur, Ga. She
was a member of the Art Association, Junior League and
League of Women Voters. Her survivors include three
children.

Mary Louise ''Pudden" Bealer Humphreys (Mrs.
Ewing, Jr.) 1946 had served an unprecedented two-year
term as president of the Atlanta Agnes Scott Club and
was elected April 28 as a vice-president of the National
Alumnae Association. She had recently developed her tal-
ents for painting. She is survived by two sons and her
husband, 3167 Downwood Circle, N.W., Atlanta 5. Her
sister-in-law, Mrs. Walter Bealer, was also killed.

Frances Stokes Longino (Mrs. Hinton F.) x-1922, a
native Atlantan, was a member of several civic and cul-

16

tural organizations. She is survived by two marriec
daughters and her husband, a retired official of Retai
Credit Co. who resides at 2982 Habersham Rd., N.W.
Atlanta 5.

Anne Garrett Merritt (Mrs. William E.) x-1941 grad
uated from the University of Ga. She was an organizer
of the tour and active in other Art Association affairs.
Her husband survives her and resides at 184 Peachtree
Battle Ave., Atlanta 5.

Elizabeth Carver Murphy (Mrs. David J.) 1943, and
her husband, an Atlanta architect, were killed. Both were
active in Art Association work, and Betty was also a
member of the League of Women Voters and the Altar
Society of the Cathedral of Christ the King. Four chil
dren survive.

Helen Camp Richardson (Mrs. William ) Academy had
toured Europe with her ward, Betty Howell Traver (Mrs.
Daniel C.) 1946. Helen had taught school in Atlanta for
48 years and recently retired. She is survived by her
husband, a retired engineer, whose address is: 38 Peach-
tree Circle, N.E., Atlanta 5.

Rosalind Janes Williams 1925 had an outstanding
career in advertising in Atlanta. She was a former mem-|
ber of the Alumnae Association's Executive Board, was a
vice-president and copy chief of Tucker- Wayne Co., and
was Atlanta's Women of the Year in Business in 1955.
She is survived by a married daughter, two grandchildren
and a son, Bill Williams, a student at St. Johns Uni-
versity, Collegeville, Minn.

Louise Taylor Turner (Mrs. Robert) x-1934, from
Marshallville, Ga., and her husband were killed. He,
a banker and businessman, made a hobby of growing
camellias and she of painting them. She had an art
exhibit hung at St. Simons Island this spring. They are
survived by two sons; the elder, Robert, Jr., is a student
at Georgia Tech.

Anne Black Berry (Mrs. D. Randolph) Special 1941-2's
husband, an executive of Scripto, Inc., had joined her
in Paris for the flight home after a business trip in
Europe. They are survived by two sons and Randy's two
brothers, Tom and Henry Berry, Rome, Ga.

First in a series of faculty lectures for alumnae

WHAT DO YOU MEAN
"ACT YOUR AGE ? "

By DR. LEE B. COPPLE,

Associate Professor of Psychology

Thirteen's no age at all," says Poetess Phyllis
McGinley. And that's only the beginning. For
the next seven or eight years our adolescents
flounder in a status quo so filled with ambiguities that
lit is no wonder they take refuge in a world we can sel-
dom understand or even approach.

The "not that, not this" (also Miss McGinley's phrase I
which is true of thirteen would be somewhat more endur-
able if this thirteen-year-older could be sure that, come
fourteen, or sixteen, or even beyond, this anomalous role
would suddenly blossom into something having more
definite shape and boundaries and definitions and value.
The fact is, sadly, otherwise.

Each year as I undertake to introduce students of
developmental psychology to the study of this period of
life which we call "adolescence," I am re-impressed by
the admission I must make, that I am about to discuss
something for which we have no very good definitions, or
rather for which we have so many definitions that we
often do not realize how contradictory they are. Now,
ask me what I mean by "adolescence" and I think I
know that it is a period somewhere between childhood
and adulthood on that we can generally agree but
pin me more closely by asking, "But when does child-
hood end?" or "When does adulthood begin?" and you
see that the boundaries become more fluid, or disappear
altogether.

When does childhood end? The lines are almost im-
possible to draw. Time was, perhaps, when they might
have been sensibly drawn in terms of the physical growth
patterns of the child, or when some seemingly spontan-
eous shifts in the patterns of his interests could be ob-
served. Increasingly, childhood seems to end when the
parents of a given sub-stratum of our culture agree that
it should end and thrust their children into behaviors and
dresses and interests which were once considered the
province of adult lives: so that, in effect, the children
mimic adults.

But. you may protest, even though these children ape
adult ways, nobody really takes them seriously. It's kind

of cute, really; aren't we making a lot of fuss over noth-
ing? Everybody still knows they are children, and that's
true even after they become honest-to-goodness adoles-
cents. Leaving that question for the moment, then, let's
take a look at the question of how we establish the time
when a child does leave childhood.

Consider with me some of the differences just the
most visible ones, not really subtle ones including such
imponderables as "maturity," "responsibility," or the like
and see how fuzzy the image of "adult" becomes. We
expect, for examples, that an adult may: 1 1 embark upon
an indendepent vocational course, with its corollary;
2) earn an independent income; 3) set up an independ-
ent household, either as a single or as a married person,
with its corollary; 4) release from responsibility to, and
dependence upon, parents; 5) receive recognition as a
citizen having the franchise, being able to make inde-
pendent and legally binding decisions, own property, or,
I what is often more immediately desirable to adolescents
than any of thesel, have the more visible rights to 6)
own and drive a car legally, 7 1 purchase and consume
if desired alcoholic beverages, 8 1 enter without ques-
tion, or fear of reprisal or embarrassment, any place of
entertainment or of other type which claims the right to
confine its clientele to "adults only."

Now, all of these would seem to be legitimate, or at
least semi-legitimate, examples of what we psychologists
call "operational definitions" of adulthood. That is, one
can establish unequivocally whether one does or does not
qualify under there criteria. But when does one become
adult under such definitions? Depending on the state in
which one lives, the answer is anywhere from 13 to 21,
by law and depending on the financial or social or edu-
cational circumstances in which one finds himself, often
well past the age of 21 by actual practice.

Let us consider some of these possible operationally
defined bases for claiming "adult" status. When, for ex-
ample, is a person free, either legally or practioally, to
pursue an independent vocational course for himself,
earning an income sufficient to maintain himself inde-

ALUMNAE QUARTERLY / SUMMER 1962

17

"Act Your Age ? " (Continued)

pendently? This question has many ramifications, includ-
ing those of (a I when he is free to leave school; (b)
when he is free to seek employment outside the home;
and (c) when whatever these legal rights it is realistic
to suppose that he can do either of these. Without enter-
ing into a detailed consideration of legislation pertinent
to these questions, let me simply remind you that every
state in our union has compulsory school attendance
laws except, Mississippi, and it has permissive legislation.

The other side of the coin concerned with pursuing an
independent vocation, earning an independent wage, has
to do with work laws. Here both federal and state laws
apply. Federal legislation, principally the Fair Labor
Standards Act of 1938 and its 1949 amendments, forbids
"oppressive" child labor in firms whose products are sold
across state boundaries. State legislation, applicable to
firms producing goods not. sold in interstate commerce,
supplements these federal laws, in some cases making the
employment of adolescents equally difficult but in about
half the states lowering the minimum age to 14, while
limiting the work week to 48 hours.

What can be said by way of supplement to these legal
restrictions is of virtually as much importance as these
minimum safeguards. As a matter of fact, we are almost
daily reminded now that the rapid march of automation
and other technological advances have made the "hand"
( in the sense we of southern cotton-mill town back-
grounds used to know him) an almost unemployable in-
dividual. The consequence is that, for practical purposes,
the days of continued dependence on parents, while an
adolescent pursues further general or professional or vo-
cationally-oriented training, extends this entry into the
adult world for millions of our youngsters until age 21
or 25 or well beyond. By this sort of definition, then,
both law and the realities of the employment picture make
it difficult for large numbers of our young people to claim
"adult" status in the vocational realm until well into the
third decade of their lives.

Marriage legislation and custom

Or take the matter of marriage legislation and custom.
We have suggested that another operational definition of
"adult" status is the right to set up an independent house-
hold in this case with a mate which is both financiallv
and psychologically independent from parental control.
Here the legislative picture and the social custom are
even more confused. Georgia recently enacted legislation
which raised the minimum age for marriage in our state
from 17 to 18 years for males and from 14 to 16 for
females. In other states of the union, one arrives at adult
status by this criterion anywhere from age 13 lowest in
the nation, found in New Hampshire to age 21 as a girl.
or from age 14 again in New Hampshire to age 21
for a boy. No state permits marriage for either males or
females without parental and/or court consent under
age 18.

Despite these legal provisions, it does not take much
imagination for one to believe that any child who gets
married at an age lower than that which he can hope to
find legal employment outside the home has much hope
of attaining immediate and genuine psychological inde-
pendence in his marriage relationship. And indeed it is
probable, statistically speaking, that not only does such

a marriage have a far poorer chance for survival as a
marriage, but that individuals who engage in such a mar-
riage probably have far less chance of securing training
necessary to learn their ways vocationally and otherwise
as independent adults. Thus to permit an adolescent to
marry before one permits him to pursue his vocation or
to earn the income which would give his home stability
and self-respect is to hand him a piece of candy and
snatch it back in a single gesture.

Or take the matter of citizenship rights. We in Georgia
have seen fit to give the right to vote to 18-year-olds, one
of two states (the other is Kentucky I to do so, al-
though Alaska permits the vote to 19-year-olds and
Hawaii to 20-year-olds. While I applaud this lowering of
the voting age, I confess to a certain feeling of inappro-
priateness in a recent suggestion which I heard by radio
that these young voters be given released time from high
school studies in order to register to vote!

The adolescent's dilemma

Those of you who have awaited with mixed feelings
the arrival of a sixteenth birthday, glad to relinquish
some of your chauffering duties but worried about how
your adolescent son or daughter will act "behind the
wheel," will not need to be reminded that "adulthood
begins at 16" for many young people. The last time I got
my driver's license renewed I was told by the woman in
charge about an adolescent girl who had arrived bright
and early that morning ( in the rain I , her sixteenth birth-
day, only to be told that no driving tests were admin-
istered on rainy days. "You would have thought," she
told me, "that the world was coming to an end. The girl
burst into tears because she had to go to school that
day and therefore would have to postpone getting her
license one more day." But some of you who have chil-
dren coming-of-age so far as driving a car is concerned
have been shocked, as some friends of mine recently
were, to find that their automobile insurance nearly
doubled as a result. One cannot quarrel with the actuarial
tables which make such a penalty necessary, but one
can say that here is another example of how we reward
and punish a youngster at the same time or at least we
punish his parents for allowing him this new "adult"
privilege.

Getting into a theatre to see a film "for adults only"
may well be an easier trick to manage than some of
these other coming-of-age criteria to meet, but I can't
resist mentioning this if only to tell you a good story.
A psychologist friend of mine was passing the local
"art theatre" in Nashville. Tenn.. with his young son,
who looked up and read one of the "For Adults Only"
labels on the billboard. "Gosh," he child exclaimed, "that
picture must be scary."

From this confusing welter of legal statutes and social
customs, how can we draw some role for the adolescent?
I'm sure you see the difficulty, and his dilemma. By
statute he can take a wife before he can drive a car for
his honeymoon or purchase the champagne with which
to toast his bride; he can earn an income before he can
use this income to buy certain tvpes of property in his
own name: he can pay taxes before he can vote; he can
quit school before he can get a job; and so on, endlessly.
No wonder many adolescents have a feeling of "not that,
not this," for such is precisely their status.

From a psychological standpoint there is a considera-

18

THE AGNES SCOTT

[ tion overshadowing all the ambiguities surrounding the
role of adolescent from legal or conventional standpoints
namely, when does an adolescent get treated as a per-
son of worth? One might well here paraphrase Eliza
Dolittle's comment to Col. Pickering about a lady: "...

i the difference between a lady and a flower girl is not how
she behaves, but how she's treated. I'll aways be a flower
girl to Professor Higgins, because he always treats me
as a flower girl, and always will; but I know I can be a
lady to you, because you always treat me as a lady, and
' always will." Just so with the adolescent. He is not par-
ticularly concerned with whether we define him as child
or as adult. He may be occasionally concerned and frus-

I trated, of course, with the legal and other ambiguities
surrounding his role, but he is far more concerned that,
as a society, we have not quite decided whether we like
him or not, whether we have any positive value for him
as an individual or continue to regard him as a nuzzling
and vexing "problem." In his plight he may well take
comfort although cold comfort it is in the fact that,
as a culture, we have not entirely made up our minds
about the value of other age sub-groups, either. We are
not just too sure what we think of children (although
most people genuinely like little babies, when they aren't
teething or colicy or demanding too much attention, but
are ornamental and passive).

The golden age: 21-35

And certainly we are having long second thoughts
about the old. In fact, if you will think of it a moment,
there is only one group in our culture which we do rather
thoroughly approve of, and that is the young adult say
the individual between 21 and 35. Having now passed
through that most desirable of age periods, I am begin-
ning to be somewhat resentful of this prejudice, but I am
forced to acknowledge it. I can readily enough see who
is chosen to sell me my toothpaste and my new car, my
deodorant and my television set. This sort of thinking
colors us all; persons under 21 long for that golden age
which lies ahead, and persons over 35 are all too pathe-
tically prone to attempt to maintain the illusion that
they still qualify.

But it is more than that the adolescent is simply out-
side this golden age; he is much more the target for
abuse than, say, the relatively innocuous school child or
even the slightly annoying aged parent. He is most par-
ticularly disturbing because he poses a threat to all of us
which none of these others do. We can speak of children
as the "rising generation" and have some twinge of envy
for their lot, but they aren't pressing us, and they are so
far from having "arrived" that we are really not threat-
ened by this distant prospect. As for those past the golden
age, it is apparent to all that they are more to be pitied
than envied, and hence one can dismiss them without a
second thought. But this "new crop" ah, that's a differ-
ent matter!

"Young upstarts, of course. Still wet behind the ears."
But so bright, so vital, so damnably good-looking! "And
yet," we comfort ourselves, "so naive, so idealistic, so
full of illusions." But so courageous, so concerned for
right, so willing to give themselves! And so it goes. Who
are these kids, anyway? How should one treat them?

The answer to these questions lies partly, at least, in
an answer to a prior one: are we content that the present
state of armed truce continue to obtain, or are we really

concerned to improve relationships between adults and
adolescents or between what is more properly described
as "older adults" and "younger adults?" However this
latter idea may rankle however difficult you may find
it to acknowledge that the child you held in your arms
only yesterday now has every right to be regarded as a
"young adult," you will get nowhere with this bridge-
building between the generations if you are not willing
to examine objectively such claims to "adulthood" as this
adolescent group has.

And the claims are impressive. Psychologists have prob-
ably done as much as any to buttress these claims. It has
long been recognized, for example, that intelligence does
not grow markedly after about age 15 or 16. This does
not mean, of course, that learning cannot continue in-
definitely your reading this faculty article as an Agnes
Scott alumna is based on this premise but you are.
merely sharpening and utilizing an intelligence which
was virtually complete in its growth in your early ado-
lescence.

More readily visible, of course, is the physical growth
and vitality of these young adults. Those of you who
have sons and daughters who look you in the eye or
tower over you and whose sheer animal vitality permits
them seemingly to burn the candle at both its ends with-
out suffering the aching eyes and bodies you would have
under a similar routine need not be' reminded that, phy-
sically, these young people have arrived.

Sexually, it has long been known that boys reach the
peak of their sexual interest and potency in early adoles-
cence. This is not as true with most girls, at least from
a psychological standpoint, but of course the advent of
menarche makes it apparent that girls will soon be
capable of sexual responses and of motherhood with
equal or greater physical vitality than are older women.

The process of maturing

And socially! Who has not been overwhelmed with the
poise, the good manners, the conversational skills not
to mention the bridge games and dancing prowess of
young people? I shall never forget a faculty reception for
high school seniors competing at Davidson for the col-
lege's scholarship awards. We who went because of duty,
expecting to have a rather painful evening with shy,
gawky adolescent boys, found ourselves being put at ease,
our interests being inquired after, our lives being laid out
for inspection.

And on down the list ... To each of these, I am sure
you have been giving some sort of assent, grudging
though it may be. But in each case I am sure that you
have also had some mental reservations: a "Yes, but . . ."
feeling. And of course there are some "buts" in the pic-
ture. I was careful to acknowledge and no adolescent
would deny it that these are young adults. Indeed, they
wear the badge rather proudly, not to say somewhat
smugly, upon occasion. Now let us examine some of the
"buts."

Bright they may be. but this often has the quality of
"smart-aleck" brightness, of unjustified and trigger-happy
readiness to engage in wholesale criticism and condemna-
tion of all that they do not immediately approve which
is usually, at one time or another, almost everything not
of their own making. If this is a vice, it is also a virtue.
But when I am talking to adolescent audiences on the
theme of "maturity," I always emphasize that maturity is

ALUMNAE QUARTERLY / SUMMER 1962

19

"Act YOUr AgG? " (Continued)

a two-step process. First, one must "appreciate" his cul-
ture, then criticize it. In their enthusiasm, some adoles-
cents do neglect their homework in this first phase and
all too readily seize upon their new-found right to criti-
cize. But though youth can be pretty irritating to us some-
what defensive older adults, we may jolly well know that
we have botched a good many things but don't par-
ticularly welcome, and rightly so, having the fact pointed
out so gleefully.

Or take the matter of sexual maturity. The "Yes,
but . . ." in this case has to do with the older adult's per-
ception of what is all too often tragically true, that the
young adult often does not have the proper framework
into which he may thoughtfully insert this sexual pre-
cocity so that it may take its place as an important
but not the a//-important element of a secure love rela-
tionship. Here again, the charge that we make that our
children do not see the sexual act and sexual behavior
generally within the context of a socially-approved and
God-blessed marriage relationship ought to bring shame
to our hearts as we make it with our lips. Why don't
they see it so? Didn't we make it clear in our daily ex-
amples before them these several years? But if they don't,
whoever is to blame, it is a "Yes, but . . ." of considerable
importance, and adolescents are often as troubled by their
insecurity in not knowing what use they should make of
these sexual stirrings as their elders are concerned about
what use they will make of them. And by and large, they
are an eminently teachable lot, given sound information,
early enough, in a context of love and frankness and non-
judgment.

And so it goes down the line. "Yes, they are socially
skilled," BUT "they surely can run over the feelings of
others." Oh, "Yes, they are grown up enough physically,"
BUT "I find all this animal good spirits a little nerve-
racking, frankly." Don't you see? We haven't quite made
up our minds about these folks.

"Youth will be served"

But, meanwhile, over in the adolescent camp . . . Do
they await with patience ours and the culture's judgment
on them? Do they even care what we think? All too often
we get the feeling that they do not. I don't know that
psychologists can accept the blame for it, but somebody
has been spilling the beans to them. To the admissions
we have just made, those followed by all the "buts"
that these youngsters are bright, physically big and vital
and good-looking, sexually matured, and socially poised
somebody has tipped them off. They know what their
claims to recognition are, that they are legitimate claims
and that "youth will be served" and they will not await
our approval for their folkways. But since, being pretty
good reality testers, they often cannot practice these folk-
ways within the view of older adults, they practice them
all too often in a world peopled exclusively by persons of
their own age. This denies them the satisfaction of open
and fair recognition of their claims, but at least it pre-
vents them from being censured and frustrated. From our
standpoint, it denies to us the benefit of the fresh view-
point and vital concern which they have for social issues,
and it prevents us from exercising that moderate wisdom
which we may have acquired through some rather bitter
trials-and-errors. And from both positions, there is some-

thing of tragedy in this failure to find common ground.
And this brings me back to a question I asked earlier:
are we really concerned to bridge this barrier? Or are
we willing to continue indefinitely these ambivalent feel-
ings feelings so often interpreted by a sensitive, spoil-
ing-for-a-fight adolescent as altogether hostile and reject-
ing? If we mean what we say about trying to understand
our adolescent "young adults," we cannot hope to do this
without first giving credit where credit is so undeniably
due that, if we do not give it, it will be claimed anyway
and we, its deniers, will be rejected.

Depths of self-mistrust

Yet the "buts" have validity, too, and the surprising
thing (surprising to many parents who somehow never
can read beneath the very thin disguises of bravado) is
that these adolescent "young adults" are often so ruth-
lessly honest with themselves and with others that they
are tempted to let the "buts" outweight the "yeses" in
their own self-views. It may come as something of a shock
to you to learn that beneath these cocky facades lie such
depths of self-mistrust and even self-hate that (except for
the very old and infirm I the suicide rate is higher among
adolescents than among any other age group in our cul-
ture. And for every youngster who takes his own life
physically, ten thousand take that which is most vital
about their lives their own view of themselves as per-
sons of dignity and worth and trample on this view,
or subject it to a thousand denials daily. You think that
your adolescent son or daughter spends all that time in
the bathroom or before the mirror because he or she is
so narcissistic? More likely it is that these minutes
stretching into hours sometimes are minutes of search-
ing self-examination. Who lies behind that face, that fig-
ure? Who is the real me? What about all those "buts"
which my parents and my friends' parents are so ready
with?

With this quality of honesty and these kinds of self-
doubts, an adolescent is really in a far more teachable
position than has generally been recognized to be the
case. That he seems so urc-teachable is very natural, really.
Why should he accept instruction from anyone who has
not really made up his mind whether he is a "problem"
or a "person?" Why should he accommodate himself to
a society which has shown no readiness to accept him?
Why should he respond with affection and candor and
openness to people whom he has found to have more res-
ervations than acceptance?

The moral is clear, I hope, but let me summarize it
using the theme with which I entitled these remarks. How
dare we say "Act your age" to a human being whose age
we have neither defined nor accepted? Have we not
usually meant, "Act my age?" Or "Act any age except
that awful adolescent age?" Until we as individuals and
as a culture give him a role which can be played with
sureness and dignity, until we acknowledge that every age
of life has its legitimacy and its value, until we can say
"Act your age" and mean your exact age, with all its
"yeses" and its "buts," until these come about we shall
continue to look upon them as "crazy, mixed-up kids,"
and they will continue to look upon us as "intolerant has-
beens," and the rich relationships of understanding be-
tween older adults and younger adults which might be
possible will be reserved for those very few who do "get
the picture" and know its satisfactions.

20

THE AGNES SCOTT

The Class News Editor Retires

This issue of the Quarterly is the swan song for Eloise Hardeman Ket-
chin's services as Class News editor. She retired on the first of July.

The position of Alumnae House Manager and Class News Editor has sort
of grown like Topsy. When Mrs. Ketchin joined the alumnae staff in 1950,
she willingly went through the drudgery of learning to type so that she might
perform her editorial duties more effectively.

She would be the first to tell delightful stories on herself about various
slips, inadvertent typographical errors, inaccurate information which haunt
the waking and sleeping hours of any editor like the time she blithely mar-
ried an unmarried alumna to the very happily married husband of another
alumna. But we will miss her real knowledge of alumnae relationships who
is "kissing kin" to whom gleaned from twelve years of writing about us.

Her first responsibility was managing the Alumnae House. Although she
had scant funds with which to manage, no detail was too small for her to
attend to for the comfort of her guests. As Ann Worthy Johnson, Director of
Alumnae Affairs, said at a farewell dinner for Mrs. Ketchin, given by Dr. and
Mrs. Alston, "I would like to sum up Mrs. Ketchin's service to the College in
one word, stewardship."

She has moved only across the street, to an apartment at 120 S. Candler
Street, so we're happy to have her near next year.

21

Ga. Labor Department

Honors Americus Alumna

For Dedicated Service

Reva I. DuPree x-'20, now asso-
ciated with the Georgia Department
of Labor in Americus, was awarded
a 20-year service pin by Georgia
Commissioner of Labor Ben T. Huiet.
"Your dedicated service over the
years has contributed greatly to the
effective administration of Georgia's
Employment Security Program. You,
no doubt, realize that we are for-
tunate to be able to be a part of a
program that contributes so much
to the economy of the state and helps
tide so many families over temporary
periods when the breadwinners are
unemployed," Commissioner Huiet
said in making the presentation.

DEATHS

(See page 16 for the list of the victims of the Paris plane crash.)

Faculty

Mary Wyatt Lovelace Hurt (Mrs. John
W.), former member of the faculty at
Agnes Scott, March 4.

Institute

Mary Mack Ardrey (Mrs. Wm. BJ, April
4, 1962. Lucie Vance Siewers (Mrs. W .
LJ, April 14, 1961. Adah Williams Chap-
man (Mrs. Cliff), March 6.

Academy

Maggie McLean Coulter (Mrs. V. A.),
April 17, 1961.

1907

Nell Lewis Battle Booker (Mrs. John M.),
in March.

1923

Mrs. Hardeman Meade, mother of Anna
Meade Minnigerode, in March.

1928

Edna Volberg Johnson's mother, Jan. 21.

1930

Elizabeth Bennett Woodford (Mrs. John V.
M.). I960.

1931

Margaret Askew Smith's husand, Oct. 8,
1961.

1934

Esther Coxe Wirsing (Mrs. Thomas, Jr.),
date unknown.

1939

Ann Marshall Hoivell Watson (Mrs. Cndv
V.), April, 1960.

1942

John I. Scott, father of Louise (Deezy)
Scott O'Neill and Rebakah Scott Bryan
'48, May 9.

1949

David J. Arnold, fahr of Miriam Frances
Arnold Newman, March 29.

1955

Mrs. Ben F. Stovall, mother of Harriett
Stovall Kelley and Eugenia Stovall '63,
May 10.

1956

Barbara Huey Schilling's father. March 25.

1960

Eileen Johnson's father, in April.

26

Four Awards Go to

r

e Daughters of Alumnae

cr

Three daughters of alumnae receive
annual awards presented by or in hone
of alumnae. The George P. Hayes D
bate Trophy, offered by Louisa Aich<
Mcintosh (Mrs. Preston) '47 and Dal
Bennett Pedrick (Mrs. Larry) '47 wen

e to Sarah Adams '62. The Bennel

Award for Best Acting, given in hono

, of Estelle Chandler Bennett (Mr;

Claude S.) x-'24, went to Marian Fori
son '62, daughter of Julia Grimme
Fortson (Mrs. W. Alwui, Jr.) '32. Th

r Kimmel Award, offered by Nancy Kim

t mel Duncan (Mrs. Harry A., Jr.) '5i

and her mother also went to Mariai
Fortson. The Winter-Green Scholai
ship (named for faculty member
Boberta Winter '27 and Elvena Green
for summer study at the Barter Thealr
or Flat Bock Theatre went to Margare
Boberts '63, daughter of Peggv Kum
Boberts (Mrs. D. B.) '35. The Jacksoi
Fiction Award, established by Mau>
Foster Jackson (Mrs. Ernest Lee) '2.
(see Class of '23 news) was given t
Cvnthia Hind '62, daughter of Mariai

r

I-

e Lee Hind (Mrs. Edwin) '31.

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