T * : ^t+*i5ra Digitized by the Internet Archive in 2011 with funding from LYRASIS Members and Sloan Foundation http://www.archive.org/details/agnesscottalumna3940agne tfrimjcKy THE CONTENTS m 1 S i lili%J %~i0^k ' ' (s^-^- mm\ tM colt 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? pa pie 4 4'0| M v 5r v S^^^SMj AGNES SCOTT HUSBANDS SPEAK UP page 8 r * K^ *N I fL.r-. -* % > ; iy X ' NL 4gr^ Ik ft*/ 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 tr 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 n \ A. 92 1 1 i w L in f 90 1 L 85 75 70 1 I J J r J 3 a E ii> c u > c HI l/> -- < < < 3 CD 3 < cn o o c o a; E o OS i c o E o 3 Q O -i (J a > c a) a> O c o u O 2 s Q. E > 0) 0) Z. Of Amount Subscribed $110,000 50,000 30,000 25,000 20,000 15,000 1 0,000 9,000 8,000 7,000 6,000 o -a 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 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. / %j L-i jv cj r y s - < FOR REFERENCE Oo Not Take From This Room '-. '';: IB I HfflE Wffl Si IK ';..',.'" ' ' ' i (Br " 1 m m BEL .'.;' i- :. > ''""''' iHil HHT