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LIBRARY

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Digitized by the Internet Archive

in 2011 with funding from

LYRASIS IVIembers and Sloan Foundation

http://www.archive.org/details/agnesscottalumna43agne

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ALUMNAE QUARTERLY FALL 1964

THE ALUMNAE QUARTERLY VOL. 43, No. 1

FALL 1964

CONTENTS

4 "Don't Put Your Daughter on the Stage'
Alice Beardsley

10 A Letter from A Paul In Rome
Paul Leslie Garber

13 Like Mother Used to Do

16 Class News

Nile Moore Levy

31 Worthy Notes

FRONT COVER

Susan Duffee Philips '68

Ann Worthy Johnson '38, Editor
Mariane Wurst '63, Managing Editor
John Stuart McKenzie, Design Consultant

MEMBER OF AMERICAN ALUMNI COUNCIL

The Agnes Scott Alumnae Quarterly
is published jour times a year (No-
vember, February, April and July) by
the Alumnae Association of Agnes
Scott College at Decatur, Georgia jar
alumnae and friends. Entered as second-
class matter at the Post Office oj
Decatur, Georgia, under Act oj August
24, 1912. Subscription price, $2.00 jier
year.

PHOTO CREDITS

Front and hack covers. Frontis-
piece, pp. 13-15, p. 22, p. 24,
by Ken Patterson. Pages 4, 5,
7, 8 and 9, courtesy of Alice
Beardsley. Pages 11, 12, and
13, courtesy of Paul L. Garber.
Page 28, Ed Bucher.

.-K|> V-

Eager Freshman

FALL 1964

As she faces the myriad facets of first
days at Agnes Scott, she finds at
her disposal the heritage of centuries
in man's search for truth.

10?098

Don't Put Your Daughter
On the Staere . . .

BY ALICE BEARDSLEY '47

Don't put your daughter on the stage, Missis
Worthington;
Don't put your daughter on the stage.
The profession is overcrowded and the struggle's

pretty tough,
And admitting the fact,
She's burning to act,
That isn't quite enough.

Regarding yours, dear Missis Worthington,

Of Wednesday the twenty third;

Although your baby

Maybe

Keen on a stage career.

How can I make it clear

That this is not a good idea?

For her to hope, Dear Missis Worthington,

Is on the face of it absurd.

Her personality is not in reality

Inviting enough.

Exciting enough

For this particular sphere.

Don't put your daughter on the stage.

Missis Worthington;
Don't put your daughter on the stage.
Tho' they said at the School of Acting she was

lovely as Peer Gynt
I'm afraid on the whole an ingenue role
Would emphasize her squint.

She's a big girl and tho her teeth are fairly good
She's not the type I ever would
Be eager to engage.
On my knees. Missis Worthington;
Please, Missis Worthington,
Don't put your daughter on the stage.

When Noel Coward put this impassioned plea to
music, he did further damage to an already ques-
tionable career possibility for proper young ladies.
(As far as proper old mothers are concerned.) But
to a hapless few of their proper daughters, the world
of bright lights and make-believe woos with strange
song and in the fall they flood New York in waves
of shining womanhood. And nobody's mother seems
to approve.

Now I understand you're mostly mothers and
I've been asked to bring the old Agnes Scott spirit
of objective reporting (I say "old" because we cer-
tainly used to have it; I don't know what they're
doing to it these days) , to this subject of a theatre
career for your daughters. In asking me to make
this report, your Committee has not exactly had a
choice. I seem to be their only pioneer in this jungle
of the star-driven unemployed.

Actually, I'd just as soon you did keep your
daughters off the stage. Just to be honest about it.
Fellows I don't mind, but keep the girls away. It's
a matter of work. There are 13,500 members of
Actors Equity, the stage union, and only 1/6 to 1/3
of them are at work at any given time. So you see
why many of us take a dim view of any further
feeding from the provinces. I'm sure that's the
reason Mr. Coward talked so tacky to poor Mrs.
Worthington. He had a young friend whose job he
was protecting. I accepted this assignment because
I believe the truth will set your daughter free of
her yearnings. And I am for truth.

The first truth is a financial one. Though you'd
better not mention money first. She'll think you're
not very "hip" to bring her down to such a mim-
dane level from lofty soaring heights of creativity.

I only ineiition money first because I've been here
awhile. Some time sneak in the fact that somebody
as marvelous as Moss Hart told the graduating class
of the American Academy that the first and most
important art in theatre is the art of survival.

If you can survive through the years, everything
is possible. If you cannot, no amount of soaring

ABOUT THE AUTHOR-Since her graduation from
Agnes Scott, Alice has been heaci of the radio depart-
ment of the Ohio Farm Bureau, has made bicycle tours
of New England, England and France, but primarily
has launched herself in a career as actress on and
off Broodway. Some words of Tennessee Williams
about his play "Comino Real" in which Alice played
Nursie, reflect her attitude toward the theater: "Life
Is an unanswered question, but let's still believe in the
dignity and importance of the question."

creative talent will be of use. Tell your daughter
the to\vu is full of talent and full of those willing
to train the talent. l)ut nobody will teach her sur-
vival technique.

The years she must survive have been set at a
legendary seven . . . seven years before her star
shoots or she begins to work more frequently than
infre(]uently. You can see, therefore, how thought-
ful it would be if you would give her a private in-
come. If you're not that thoughtful, then give her
a skill. Teach her to be a short-order cook or a
typist. In any case, give her a skill of mind, a
curiosity and vitality able to ward off the long days
of eiHuii that ilami)en and dnig the spirit.

I suppose anyone interested in a stage career is
aware of the relentless focus on the self. While the
artist is separated from the crowd by canvas or
clav, the writer by a bookshelf or newsstand, a
musician by instrument of wood or brass, the

(Continued on next page) 5

"Don't Put Your Daughter on the Stage"

(Continued)

actress' instrument is her own body. When she de-
livers her product to be judged, it is her own legs
which must dance the dance, her own voice which
must sing the song and speak the speech. It is her
own body which must communicate. And those who
judge have a just right to say those devastating
things denied to anyone except a politician in the
white heat of campaign or a town's most virulent
and fearless gossip.

(Brooks Atkinson, formerly revered and feared
critic of The New York Times once said of an

actress I knew, "Miss is an

actress of no temperament." I thought, at the time,
that was the worst. I know now Mr. B.A. to be a
tender-hearted, loving-spirited old dear. Inciden-
tally, having no temperament on stage should not
be confused with having plenty of it off stage. It's
a significant distinction. But another story. Remind
me to tell it to your daughter when she gets here.)
This focus on one's self requires, it seems to me,
two adjustments. You have to protect yourself. And
you have to remain vulnerable.

Way of Protection

I recall the advice of a casting director who tried
to prepare me to protect myself. "Alice, you have
to look at yourself like a package of cigarettes," he
told me. "If someone says 'no' to you, you have to
think 'He wanted Camels instead of Pall Malls.'
And you have to think 'Someone else will want
Pall Malls.' " And so you do begin to think of your-
self as a product. You are a product tall, or short,
or round or skinny. You are a product too old for
this part and too young for that. You are not beau-
tiful enough to be that leading lady or too beautiful
to be the funny girl.

The failure to develop soon enough one's own
way of protection has sent many talented young
ladies fleeing from the big Town back to the hamlets
of shelter and solace.

But you also have a remain vulnerable. No mat-
ter what attitude you develop to protect yourself
from the "slings and arrows," the fundamental

vision has to remain honest and open. The word
"vulnerable," as we use it, means "willing to let
things happen to you and willing to be affected by
them."

I have seen some who rebel against the necessity
of this continuing vulnerability. I once worked with
an actress who played the drab, spinster sister of
Emily Dickinson. She allowed her imagination to
play with the reality of her own life and produced
an exciting portrait. But some years later I saw her
making the "roimds" (that grim or happy walk
around the Town to agents and producers who
frown or smile). She wore little girl black patent
shoes with black, grosgrain bows, a little girl dress
with puff sleeves, and her long graying hair flew
loose around her shoulders. I remember being sad-
dened at seeing her like this for in rebelling against
the reality of herself, she relinquished the pos-
sibility of vital creativity.

A Blessed Unrest

By daring to stay vulnerable to all experience,
one may fashion an instrument seasoned to make
one's own peculiar statement. I know of no one who
has put the high call quite as well as Martha Gra-
ham (italics mine) :

There is a vitality, a life-force, an energy, a
quickening that is translated through you into
action, and because there is only one of you in
all of time, this expression is unique and if you
block it, it will never exist through any other
medium and be lost. The world will not have it.
It is not your business to determine how good it
is nor how valuable nor how it compares with
other expression. It is your business to keep it
yours clearly and directly to the urges that moti-
vate you. Keep the channel open. No artist is
pleased nor has he any satisfaction at any time.
There is only a queer divine dissatisfaction, a
blessed unrest that keeps us marching.
Of course this all sounds very significant and
challenging and we must avoid that, for nothing will
seem more attractive to your daughter than sig-
nificance and challenge. You see, you musn't try
to keep your daughter off the stage by attempting to
dispel the myth of its attendant glamour.

Glamour might still appeal to you, but not to her.
She could care less. Significance is the big thing.

THE AGNES SCOH

I

Glamour, as a luro. went out willi the era of tlic
great lluUywood stars ami the grand ladies ol the
stage. As awe inspiring as Vivien Leigh is as one
of the greatest of grand ladies, your daughter will
he led toward theatre by a Joan Plowright who adds
significanco to already significant plays (Taste of
Honey). She will dismiss the actress photographed
in hiliowing chifTon and embrace the actress photo-
grapiicd ill hhie jeans sitting on a ladder. She
won't care about champagne in slippers as much as
black beer in the corner bistro. And instead of
mink, she miglit just prefer raccoon. Not that blue
jeans, ladders, black beer or raccoon are any more
significant than chiffon, champagne, slippers or
mink. They just feel more dedicated and earnest.

Den of Triviality

It seems to me that the best approach for you in
the ligiit of these developments is to convince your
(laughter that should she choose to go into theatre,
site would be entering a den of triviality. She might
even be forced to have fun, and would therefore
suffer great guilt. Tell her it's bad enough to have to
(lance and sing around the country' or on camera.
But on top of that she will have to be paid for it.

To show her what she's in for, I'll tell you about
one of my recent jobs. I had to put on a 19th cen-
tury dress and drape a ten foot string of garlic
buds around my neck (I was warding ofT disease) ;
put on an 18th century dress and capture a big
rul)l)er spider (that wasn't much fun, but they let
me scream) ; turn cartwheels for an hour; sneak
melodramatically away from imaginary assailants;
and play tennis. Now that tennis game I must tell
you about. The stage hands all linetl up and threw
balls at me. There was no such thing as chasing
gone balls a great improvement, as you can see,
over the real game. Those big, burly, wizened, blase
stage hands chased all over the set picking up balls
while I stood in the lights on camera vollying back
the fruits of tiieir frantic efforts. They may not use
tliat bit. The director told me that in real life
people don't have hysterics while playing tennis.

And for these days of delight, I got money. I
used to suffer so much that occasionally I would
express myself. Once I told Sid Caesar's producer,

(Continued on next page)

"Don't Put Your Daughter on the Stage"

(Continued)

"I get to dance with Sid and you're going to pay
me too?" He seemed very willing to relieve me of
part of my guilt so I decided that in the future I
would repress my true feeling and become more
stoical about my problem. Warn your daughter she
must be ready for repressions and stoicism.

As I said, stress fun and triviality. Be concerned
for her. Be concerned that her days and years will
be squandered in insignificance; that the quality
of her mind will be tested by no greater challenge
than selling soap suds, deodorants and ointments;
that slowly her talent will be atrophied in a morass
of inanities. Well . . . maybe you'd better not say it
that strongly. It sounds a little overproduced. Make
it a little lower key, but you get the idea.

Now for your information, the truth is not quite
like that about the morass of inanities, I mean.
But I don't suggest you tell the truth, because in
this case I'm not at all sure it's going to set her free.

You see, if your daughter has acted at all, and
depending on the quality of her natural talent, she
may have experienced creating a character who
takes off from her in a life of its own. She will
remember finding a walk for the character, a way
of talking, perhaps a few mannerisms. She will find
out what the character wants in life and in each
moment of time of the play. And then all of a
sudden, the character becomes a person who lives
apart from its mother's apron strings. If your
daughter has made too many characters into people,
I'm afraid this aid to you comes too late. For this
can only happen when she gives to a character the
dignity of respect as a symbol of living being. And
whenever that communion occurs between her and
the character she creates, she has experienced some-
thing of unforgettable significance. With just one
experience of that nature she can withstand endless
sessions with soap suds.

And the trouble is that that kind of significant
experience is a potential in each role she is given,
no matter how great or small, no matter the play-
wright's renown. For instance, for a long time I
figured that the great, glowing experiences of my

"This may look a little illegitimate, but It's from Brecht's A Man's
A Man the Eric Bentley version. I was Mrs. Galy Gay, and I'm
getting my Irish bath in my Irish rain barrel. . . ."

career would be the great, glowing plays the
Shakespeares, the Giraudoux's, the Williams, the
Brechts. I thought I would never again experience
anything like being in The Wall, adapted by Mil-
lard Lampell from John Hershey's novel about the
uprising of the Polish Jews against Hitler.

The play wasn't exactly full of easy cheer and
after about four months it announced its closing. In
the audience that night of the announcement was
Mrs. Isaac Stem whose husband, the violinist, had
just finished saving Carnegie Hall. I guess she fig-
ured it was her turn to save something that mat-
tered, and much to our producer's astonishment
she began to save The Wall. When, through her,
people began to hear of the play's plight, mail
began to pour into the producer's office: "I am send-
ing $2.00 from my pension of $34.00" kind of
mail. Students who had been allowed inexpensive
seats sent back 50 cents and dollars. For those of
us who acted in it, it began to feel something like a

THE AGNES SCOTT

religious mission. As I said, I thought I would never
again experience anylliiiig like it.

But soon afterwards I IkuI to create the role of
a maid. The play was sligiit and the maid was
rather strange. Maggie was hrash ami no^cv and ^hr
wore hair curlers during the day. I tried to cover
the curlers with a cap. hut Darren McGavin. who
had cast me in the play, told me to take off the cap.
All the time I was emharrassed for this terrihle
maid, like heing responsihle for a had mannered
child and not knowing how to control it. Then one
day when we were going to a movie in Falmouth.
Massachusetts. I saw some native women with hair
curlers hlossoming forth unashamedly. And then
I understooil my maid. She had a great night in
front of her, that's all. The day with its responsibili-
ties was just a trifling journey toward the evening.
Then everything else began to fall into focus. \'i hat
1 hadn't realized was that I had gotten ahold of one
of those free spirits who still can swing through life
by her own very personal antenna. Maggie wasn't

brash. .She was helping people solve their prob-
lems and leading them toward sanity and perspec-
tive. She wasn't nosey. She was gathering the facts
she needed in order to help. And the large-sized
basketball sneakers? Well, there was a corn and
rather than limp through on a half-job basis, she
wore liiose sneakers (her ne])hcw's) so she could
run through life with her usual dedication.

When the curtain came down on Maggie for the
last time, I was very sad. She had been such fun
to have around, and in the way she tackled life with
love and energy and her own kind of dignity, I
lound in her some things I always want to remem-
ber. I have known some marvelous beings in the
magic world oi "If." hut nobodv will haunt me
with more delight than Maggie.

Well, we'll hope, won't we, that your daughter
hasn't yet changed too many characters into people.
That's a heady happening to resist. And another
thing the provinces of this country used to be
safely devoid of live theatre, so that even if a girl
had talent, the neighbors would have to say, "You
ought to go to Hollywood and be in movies." But
now the theatre is becoming more decentralized and
even the most isolated town is invaded by profes-
sional productions. So that now a girl is in danger
of being told by the neighbors, "You ought to go
on the stage in New York and be significant." So
watch out for the neighbors.

BUT FINALLY, if your daughter dances to
music alone, and sings while w'ashing dishes; if
her heart quickens and wildness is in her eyes at
8 o'clock every evening when players walk through
stage doors; if she can pay for fun by bearing
guilt; if she is susceptible to significance and aller-
gic to boredom: if you have seen her make char-
acters into people; if she has seemed transfixed by
the lone, raw light bulb that stands on an empty
stage when the players and people have gone, then
I hate to liavc to tell you the diagnosis, but your
daughter is breeding fatal yeanlings. You can use
the techni(]ues I've indicated and they'll work on
most daughters, but every once in a while there
will come one for whom truth is no dispeller of
yearnings. You will not have to put this daughter
on the stage. Missis \^ orthington. She will find it
herself.

ALUMNAE QUARTERLY / FALL 1964

A Letter

from a Paul

in Rome

BY PAUL LESLIE GARBER

1 OW the good news was car-
ried from Jerusalem to
Rome" is a way the compo-
sition of the Book of Acts has been
described. Athens to Jerusalem and
back to Rome, these cities and their
lands on the eastern edges of the
Mediterranean, which together form
the geographical background of the
New Testament, were areas of my in-
vestigations during the academic year
1963-1964. The previous year rounded
out a full score years for me at Agnes
Scott. It was with much regret that
my family and I had to miss the Col-
lege's seventy-fifth anniversary but,
our careful, lengthy, calculated pro-
jections of the needs and wants of
our five persons of different sizes and
ages seemed to indicate that this was
the year to undertake a joint pro-
gram. With the approval of the Col-
lege for a year's leave of absence and
some financial help, Mrs. Garber and
I took our life-savings and all our
courage and attempted to realize the
dreaming of a decade and more, a
fifteen month tour of Europe and the
Middle East with our three teenage
sons, Leslie who became nineteen at
Massada, David who had his seven-
teenth birthday at Abu Simbel and

Carter who ate his twelfth birthday
cake in Vatican City. Through the
school term I was to have opportunity
to pursue in several American re-
search centers a reading program on
the cultural backgrounds of the New
Testament and. as a family, we would
visit archaeological sites relevant to
my reading. The two summers we re-
served for motoring and camping in
Europe.

To economize on travel costs and
to enable us to get to the more re-
mote New Testament sites, we or-
dered "out of a catalog" a vehicle the
British call a "motorized caravan,"
meaning a sedan-trailer body built on
a small commercial chassis. By day
it's a car. At night it becomes a
trailer. It carries us and all our gear
for fifteen months, sleeps five under
a solid roof and has gas stove, water
tank and sink. Mrs. Garber, two of
our sons and I took delivery on the
caravan in London in June 1963.
Leslie ohose to miss his graduation
exercises at Druid Hills High School
to meet an early sailing of a student
ship with some of his school friends
with whom he "hostelled" until he
met us in August. The four of us had
six weeks to tour England, Scotland

and Ireland as gradually we broke
in the Morris motor. During August
we crossed: France where at Besan-
con we weer briefly with Frances
Clark Calder (Mrs. Wm. A.) ('51),
Switzerland which we greatly en-
joyed, charming little Lichtenstein,
easy-going Austria with its incom-
parable Vienna and through com-
munist ( ? ) Yugoslavia to Greece.

The Lord blessed us in numerous
ways, not the least of which has been
freedom from accidents and our gen-
erally good health. All of us had to
experience intestinal upsets in the
Middle East at least once. For this we
were prepared. We were not prepared
for the two minor operations in Greece
and the major surgical procedure
Mrs. Garber had to have in Beirut.
Her surgeon's mother was Marie Hen-
derson Bickers who attended Agnes
Scott in 1893 and 1894. Even more
trying for Mrs. Garber was a stub-
born and complicated internal infec-
tion which drained her energy be-
fore it was discovered; getting over
it kept her out of things for about ten
weeks. Help received at Hadassah
Hospital in Jerusalem put her on her
feet again, and the riot of color of
wild flowers on the Galilean hills at
Eastertime gave her renewed zeal for
traveling. The caravan has taken us
through narrow ways and diiBcult
places as well as rolling down wide
motonvays without stumbling or dif-
ficulty. Even the boys' clothing has
held up with few needed replace-
ments. Truly we have been blessed.

Athens to Jerusalem

For September-October we were
located in a pension in Athens where
I worked in the library of the Amer-
ican School of Classical Studies, a
splendid facility. During those months
on short excursions, several camping
trips and an Aegean cruise, we saw
much of both classical and Christian
Greece and her islands. On the cruise
ship we enjoyed seeing Josephine
Douglass Smith (Mrs. Alden H.)
( '25 ) and her husband from Nash-
ville, Tenn. From Athens we moved
overland more than 3,000 miles to
Jerusalem, steadily and slowly, camp-
ing for nearly six weeks of "Indian
summer" as we explored the present

10

THE AGNES SCOH

day byways which in New Testament
times were the main ixipulation cen-
ters in today's nortlieni (/reece, Tur-
key, Syria, I^ehanon and Jordan. At
Istanbul we spent a weekend with
Knox Jones ( x-62 ) who is finishing
a missidiiarv-matli. teacher term at
the American Girls' School. We also
saw Belsy Boatwright ('62) who is
teaching at the school of which until
recently Dr. Catherine S. Sims was
head.

Christmas in Bethlehem

At the American School of Oriental
Research, Jerusalem, Jordan, where
we lived in llie hostel, as at other
places this year, I was able to intro-
duce my family to places and people
I had known on my previous two
trips to Palestine. \^'e were in Beth-
lehem on Christmas Eve. Being on
that particular night with shepherds
and their flocks in fields outside Beth-
lehem and overlooking Jerusalem was
an especially thrilling experience.
Arab choirs sang familiar tunes with
their own words. The Lord's Prayer
was said in half a dozen languages.
Under the brilliant stars the tradi-
tional words of scripture took on
added meaning "Unto you is bom
this day in the city of David a Savior
which is Christ the Lord." The family
of Helen Salfiti Muna ( '58 1 was most
kind to us; Helen who lives in Ku-
wait had her second child, a girl, in
February. Before we left Jordan we
had traveled from northern Taanach
and Dothan to southern Petra and
Aqaba I where "Lawrence of Arabia"
was filmed i .

Pope Paul made a history-making
pilgrimage to Jordan and Israel the
first of January. We observed the
preparations made for him and for
the Patriarch of the Greek Orthodox
church. Before these dignitaries ar-
rived, we were compelled by prior
arrangments to proceed to Cairo
where I was to work in the American
University, the American Research
Center and the Coptic Librar)'. We
had tried to "follow the sun" and
were surprised by the penetrating,
cold weather. We were really warm
only during a southern Nile cruise
from Aswan with its dam. to .Abu
Simbel. the much-discussed mortuary

AlUMNAE QUARTERLY / FALL 1964

temple of Ramses II, and back again
til iiKuinnicnlal Luxor. During that
tri]) particularly, ancient Egyptian his-
tory and culture came alive for us.
Later as we traveled across the Suez
canal and the peninsula to Mt. Sinai
and historic St. Catherine's mon-
astery, then as we toured the Land
of (Joshen and, still later, the western
Delta down to .Alexandria, contem-
porary Egypt and its varied living
conditions spoke significantly to us
of life as it was known to Israel and
the Jews in Egypt both under the
Pliaraohs and at later times.

W hen we came again to Jerusalem,
Jordan, to resume touring in our own
car. an unusual oiiportunity opened,
to spend a dav with archaeologists
who were exploring the remote caves
of Wadi Dalyeh. Here in one cave
Samaritan scrolls of the fourth cen-
turv B.C. were found with the food,
dishes, clothing, and bones of people
who escaped the attack of 333 B.C.
bv Alexander the Great on the city of
Samaria only to be cornered and ap-
parentlv suffocated by the fires the
pursuing soldiers built in the mouth
of the cave.

Holy W^eek in Galilee

When spring finally came, we were
in Israel. I found much to do in the
libraries of the Hebrew University
and the Pontifical Biblical Institute,
and also at the American Institute for
Biblical Studies where our three boys
had opportunity to learn potter)-
mending by working on fifth century'
B.C. Persian-period sherds. Leslie and
David spent two weeks helping with
Dr. Yadin's exciting excavation of
Massada, Herod's spectacular palace-
fortress near the Dead Sea.

We spent Holy Week in Galilee.
On the way we just missed Miriam
/n/jar Rosenberg ( Spec. '.t7-".58 I who
lives in Holon. a suburb of Tel Aviv.
James Smith, who with his wife Betty
Flanders ( x-"4y I heads Baptist work
in Nazareth, provided a memorable
experience for us by inviting me to
preach at the Easter sunrise service
on the Sea of Galilee. The Smiths
spent a recent furlough in Decatur.
The service was held in the partially
reconstructed synagogue of Caper-
(Continued on next page)

The Arch of Titus in the Romon Forum.

The Mount of Olives Jerusolen

The Gorbers at the Acropolis in Athens.

11

I

*!**'-

A Letter f rora a
Paul in Rome

(Continued)

naum which occupies the site of the
place Jesus knew. The choir was led
by a Presbyterian Korean layman.
The setting and the scripture (John
21) gave the message. We spent
Easter day along the shores of the
lake, reading the scriptures, enrap-
tured by the spell of the time and
place. While in Galilee we went to
the kibbutz Maayan Barch where
Evelyn Elkon Bauman (x'46) lives.
She has two children and uses her
Hebrew name, Chava Banai.

Our journey to Rome was by ship
from Haifa, stopping at Cyprus,
Rhodes, and Athens, to Venice and
thence via the "Romeo and Juliet"
country (Padua and Verona) and St.
Francis' Assisi. Rome has been called
the "eternal" city at several periods in
her history with consequently dif-
ferent meanings given to the word.
By my study at the American Acad-
emy, the Waldensian Theological
Faculty, and the Pontifical Biblical
Institute, and by our sightseeing, de-
tails in our picture of ancient history
have been added which are especially
helpful to my studies of the sig-
nificant share Rome played in the
earliest history of the Christian
movement. The far-reaching and posi-
tive contributions of the Second Vati-
can Council to interchurch relations
have opened new possibilities for

/,! ,'7 ' >

ABOUT THE AUTHOR-Paul teslie Garber,
professor of Bible, holds the B.A. degree
from the College of Wooster, the B.D. and
Th.M. degrees from touisvllle Presbyterian
Seminary, and the Ph.D. from Duke Uni-
versity. He has devoted years to research
In Old Testament lands and constructed a
model of Solomon's Temple which is unique.
Now he has traveled and studied for
fifteen months to steep himself in studies
and sites of the New Testatment world.

On David's seventeenth birthday, January 26, the Garbers were in upper Egypt and poesd
for this photograph at Abu Simbel.

work by a Bible student in Rome. We
leave with the feeling of much being
left yet undone, a feeling which, as a
matter of fact, has been mine as we
have taken our leave from each place
where we have spent some time.

This letter-report has been made
informal and brief. It could be ex-
panded many-fold by anecdotes of
amusing, exciting, irritating and em-
barrassing episodes. I wish I might
tell of the American Protestant
church jjeople abroad who extended
friendship and help when sometimes
we greatly needed it, of academic folk
in many lands to whose interest and
concern an introduction as a "pro-
fessor" is an effective key, and of
Americans abroad whose attitudes
and activities as we observed them

are far from what has been tagged
"ugly." However I will add only this
simple but deeply felt conviction. The
time-honored academic scheme of
sabbaticals for teachers is good for
both teachers and schools. We have
met high school teachers from New
England, the Middle West, and Cali-
fornia who were traveling for the
year on full salary. I hope Agnes
Scott may speedily come to the posi-
tion President Alston hopes for when
sabbatical opportunities can be made
widely available to members of the
Faculty whose dedication and teach-
ing skills, it is acknowledged, have
constituted a major factor in the
honored academic status the College
has attained, and which rightly has
been recognized in this her 75th year.

12

THE AGNES SCOn

Freshmen Follow in
Mothers' Footsteps

LIKE MOTHER
USED TO DO

Susan and her roommate, Carol Thomas from Fort Leavenworth, Kansas,
unpacked in Inman dormitory.

Mary Louise (Mrs. Frank A. Philips) and Susan look much alike as
these pictures prove.

Mory Louise Duffee graduated in
1944,

I

ALUMNAE QUARTERLY / FALL 1964

Susan registered at Agnes Scott in
1964.

DN the next few pages we follow Susan DuflFee
throufih her first days as an Agnes Scott
student. Although many changes have been made
since "Mother" came to college. Susan finds that
the essentials have remained the same as she
begins to make new friends, to explore new in-
tellectual and spiritual paths, to become a part
of all that is Agnes Scott.

The class of "68 is the largest in the history
of the college. Of the 222 freshmen, 22 are
daughters of alumnae. 16 are sisters of present
students or alumnae. Twenty per cent were ad-
mitted on the Early Decision Plan. There are
3 National Merit Scholars and one General
Motors Scholar in the class. One of the Merit
Scholars in among the 121 Presidential Scholars
in the nation.

(Continued on next page)

13

e

The delicious food in the dining hall was welcome after a long morning of orientation,
lunch with Louise Lewis, a senior from Monroe, Georgia.

LIKE MOTHER USED TO DO continued

Vespers in the amphitheatre brought a busy day to a satisfying close.

After lunch, Suson stopped to shore a laugh with a new friend.

Watson's Drugstore is a favorite place of students os Suson, Candy Hodges
(1.) and Sarah Boykin (daughter of Sarah Lewis Boy kin X-'40) soon learned.

Books and supplies all purchased, a tired and happy frsehmon reads
that first letter from home.

ALUMNAE QUARTERLY / FALL 1964

15

DEATHS

Faculty

Irene Leftwich Harri:i iMra. Uobt-rt OlinJ, in-
tlructor in music, September 4.

Institute

Carrie Brown, sister of Myrtice Sue Brown,

Octnt.,.r 10.

Love Haywood Donaldson (Mrs. Will), summer

Grare Hollis L<iwrance (Mrs. Robert S.>. mother
of Isabel Lnwrance lirookshcr "iA, and Krand-
mothcr of D'Nena Lowrance Moore '63, Septem-
ber ;{0.

Mary Pate, in July-
Teresa Somer\ille Price I. Mm. Relbue). May 22.

Academy

Mai Horine Carlock (Mrs. Floyd D.), sister of
Laurence Horine rhilippo. Academy, July 3.
Walter L. Haynic. husband of Eudora Camp-
bell Haynie. March IH.

Frank Ford, husband of Amanda Taylor Ford,
summer Idfii.

MarfTuerite Minter Fnvett (Mrs. W. C), spring
ly64. in an automobile accident.

1907

Bfssie Rea Walker (Mrs. Gcorce B.l. May 21.

1914

Helen Louise Speer Miles ( Mrs. George Hol-
land), January In. 1963.

Ltdie Torrye Minter, sprinp 1964, in an auto-
mobile accident.

1915

Rundle Smith, husband of Cherry Barnes Smith.
April 3. 1963. of a heart atUck.

1917

Virginia Scott Pugues (Mrs. James). April 28.

1920

Alice Cooper Bell (Mrs. Chariest, sister of Cor-
nelia Cooper "12, Laura Cotiper Christopher '16,
and Belle Cooper 'IK, in late August.

1921

Dr. Charles Morton Hanna. husband of Mar-
iraret Bell Hanna. June 7. of a heart attack.

1922

Alice LonUe Travis Aiken (Mrs. William
While). April 20.

1924

Marion Louise Hendrix Buchanan (Mrs. Thad
M.I. Sept. 5.

1925

Clyde PaRsmore Dyson (Mrs. John), May 3.
Louise Thomasson Taylor (.Mrs. William C).

.^uKust 6.

1926

Mm. D. A. Shaw, mother of Elizabeth Shaw
McCIamroch, Mamie Shaw Flack *27, and Jean-
nette Shaw Harp '31, in March.

1927

Mary DbvIh Johnson < Mrit. J. P'rcd. Jr.), in
June.

1928

Captain John P. flerman, U.S.C.G., husband of
Lila Purcher German. June. 19(3.
Dr. Jesse Cox Kllinuton, husband of Elizabeth
Koark Ellink't'>n. October H, 1963.
Charles H. Girardeau, brother of Louise Girard-
eau Cook, June 14.

Mr. K. H. Kalmon. brother of Hilda Kalmon
Slatrer and Knthryn Kalmon Nussbaum. in
April.

Ruth Evans Masen^ill Wiley (Mrs. John Fain).
July 17, followinn a brief illness.

1931

Caroline Jones Johnson's sixteen year old son.
summer 1964.

Mary Winter Wrijtht (Mrs. Charles P.). sister
of Roberta Winter '27, June 6.

1936

Maxine Crisler Johnston ( Mrs. Charles L.),
AuKUst 8.

1943

Sara Burke Addison, dauehter of Dorothy Hol-

loran Addison, October 1.

1947

John Charles Cross, 2^-j year old son of Jane

Cooke Cross, June 12.

Dr. Herbert Newman, father of Alice Newman

Johnson. sprinK 1964.

1950

Mr. and Mrs. James Mullen Goode. parents of
Julia Goode, in an automobile accident. Septem-
ber 1964.

1952

J. Wrieht Brown, father of Barbara Brown

Waddell and Judy Brown '56, September 30.

1962

Mi-s. John W. Huffhston, mother of Beth Hufcbs-
ton Carter, iti September.

John Smith, brother of Margaret Annette Smith.
in an automobile accident, July 22.

1963

Charles F. Abernethy. father of Nancy Faye
Abernethy, in July.

1964

Linda Ann Griffin Smith (Mrs. Robert), Sep-
tember 2S.

E. R. Hall, father of Viruina Mae Hall, in
AuKust.

W. Holt Wooddell, father of Jane Wooddell. in
July.

Poet Archibald MacUish, three limes Pulitzer Prize winner, lectured at Agnes Scott this fall.
Backstage after his address he talks with Jean Jarret (1), Blaine Garrison (c) and Lynn Maxwell.

28

I LctGj^ . . .

Renovations onCainpiis arcPvainpaiit

One September Monday mom became suddenly bright
for nie ulieii I receixeil an fiiv('|i)|)e addressed to the
Alumnae Office, postmarked Decatur, Georgia, contain-
ing a witty bit of verse signed "Cant sign my name!"

TOO MUCH SMILING?

Methinks there's too much smiling on Alumnae Day at

Agnes Scott.
Could it be they're all pretending that things are as

they're not?
Can their houses really be so big, and hubby's love

so hot?
Or am I the only woebegotten fraud amongst the lot?

Of all the reams of words being printed today about
the changing image of women, these do a better job of
honest communication than most. As an editor. I must
say that 1 regret the author's anonymity, but here are my
public thanks to her. Anv replies or rebuttals from any
of you? I'll give you a quote from Pearl Buck to start
you thinking. She says "Now is the time for all good
men and women."

Tliis cheerful note started my new year on the campus.
The summer was not onlv long and hot but also full of
aml)itious activitv for us. The College renovated the
Alumnae House from top to bottom, including the Alum-
nae Office. 1 have written before in these columns about
the unexpected and often alien demands mv work as
director of alumnae affairs entails. Last summer I be-
came a variety of instant interior decorator, and I now
have fresh respect for the real, percolator, professional
person in this field.

Rut having lived through and with the constant pro-
cession of carpenters, plumbers, painters, electricians, and
all their helpers. I can rejoice in new quarters even a
new desk helps. I I'll admit that when the carpenters
came that first July day and applied a buzz saw to the
floor under my old desk. I did run to the mountains for a
week. I .Mso. I take great pleasure in announcing the
appointment of two new members on mv staff. Mrs. Mil-
ton Lew is managing the Alumnae House, and Mrs.
Roger Gallion is secretarv in the Alumnae Office.

So, we welcomed change and were, thankfully, ready
to welcome the 76th session of .Agnes Scott College which
is bringing changes of a different sort as each new aca-
demic year inevitably does. This year the largest student

body in the College's historv is enrolled. There are 723
students including 222 fii-shmen of whom 10 per cent, or
22, are daughters of alumnae. I .See granddaughter's list-
ing, p. 18. and picture story, pp. 13-15.1

There are over one hundred alumnae in the greater
Atlanta area who are sening this vear as "alumnae
sponsors" for freshmen boarding students. With the help
of Mollic Merrick '.t7. assistant to the dean of students,
we assigned two freshmen, roommates, to an alumna.
The alumnae came to the campus to meet their fresh-
men informally on Oct. 26, and since then have pro-
vided all kinds of splendid occasions for new students
a meal, perhaps a whole week end in the alumna's home,
a shopping expedition, or an opportunity to see and hear
concerts, theater, and art exhibitions in Atlanta. Both
freshmen and alumnae are responding splendidK to this
new program, and I predict it will become a permanent
part of the Alumnae .Associations efforts to invigorate
relationships within the various groups of individuals
com[)rising the college communitv.

Another effort is the iirogram of continuing education
for alumnae and their husbands provided by faculty
members. This fall we are presenting three courses of
lectures, and another series is planned for late winter.
More than one hundred "students" are registered in the
fall series. TTiey have to choose among "Introduction to
James Joyce." given by Eleanor N. Hutchens '40, asso-
ciate professor of English: "The Cultural Background of
Modern Turkev." given bv Catherine S. Sims, professor
of history and political science: and "The Page and the
Pick: a Practicum in the Contributions .Archaeology
Makes to Bible Studv." bv Paul L. Garbcr. professor of
Bible. The comment from alumnae about this series is
not a criticism but a lament (the same kind 1 hear regard-
ing the facultv lectures on Alumnae \^'eek EndK a cry of
woe that one must choose rather than be involved in all
three courses.

A new kind of involvement for students and faculty
this vear is the pri\ilege of ha\ing two distinguished
scholars on campus for an entire academic quarter. This
fall, Theodore M. Greene is visiting professor of philos-
ophy, and during the winter quarter George A. Buttrick
will be visiting professor of Bible.

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY, AGNES SCOTT COLLEGE, DECATUR, GEORGIA

.^

UyU^^'H

Beautiful weather this fall has kept construction of the
Charles F. Dana Fine Arts Building right on sched-
ule. The new huilding will be finished in January.

FHE

Iron Curtdin SliidriUs I >,, ,,^, /

ALUMNAE QUARTERLY WINTER 1965

THE ALUMNAE QUARTERLY

VOL. 43, NO. 2

WINTER 1965

CONTENTS

4 Africans Behind the Iron Curtain
Celia Spiro AidinofiF

9 Alumnae and Freshmen Form Friendships

10 Alienation, Spurious and Authentic
Theodore M. Greene

14 Class News

Nile Moore Levy

23 Worthy Notes

FRONT COVER

Dana Fine Arts Building

STATEMENT OF OWNERSHIP, MANAGEMENT
AND circulation filed in accordance with Act
of October 23, 1962; Section 4369, Title 39, United
States Code. Owned by Agnes Scott College, Decatur,
Georgia 30030. Ann Worthy Johnson, editor. Circula-
tion: 8200 copies.

Ann Worthy Johnson '38, Editor

Mariane Wurst Schaum '63, Managing Editor

John Stuart McKenzie, Design Consultant

MEMBER OF AMERICAN ALUMNI COUNCIL

Published four times a year (November^ February,
April and July) by the Alumnae Association of
Agnes Scott College, Decatur, Ga. for alumnae and
friends. Entered as second class matter at the Post
Office of Decatur, Georgia, under Act of August
24, 1912. Subscription price $2.00 per year.

PHOTO CREDITS

Front and Back Covers, pp. 15,
20, 21, Ken Patterson. Page 7,
Wide World Photo. Frontis-
piece, pp. 9, 17, Emory Univer-
sity Neivs Bureau.

Alumnae Sponsors

WINTER 1965

Alumna Sponsor Gene Slack Morse "41
meets her freshman sponsorees, and
ihey begin to establish a relationship
whioh ran ripen into frienclship for
students and alumnae.

Africans Behind
The Iren Curtain

ly Cella Spin tidiniff '51

THE craving for higher education among
young people in the new African nations
transcends all reason and ideology, and edu-
cation is the most sought-after and desired asset
in Africa today. The lure of a university degree,
any degree, has prompted many students to seize
the only opportunity open to them: study in a
Communist country.

To capitalize on this apparent eagerness on the
part of the Africans, the Communist bloc has de-
vised an elaborate, costly and complicated system
of recruitment; and, as a result, there has been a
sizable growth in the past two years in the number

ABOUT THE AUTHOR: After Agnes Scott, "Cissie" was press
representative of the Pakistan Mission to the United Nations,
editor of Near East Magazine, and coordinator of publications
for the Institute of International Education. Her husband, Bernie,
is an attorney in New York City, and they have a son and a
daughter. Cissie is currently Vice-President of the Alumnae As-
sociation.

4

of foreign students at eastern European univer-
sities.

The Communist scholarship program for Afri-
cans began in earnest in 1960. Even though their
general scholarship program dates back to the
early 1950's, students were then only recruited
from Communist Korea and North Vietnam. Slow-
ly the emphasis shifted in the mid-fifties to near
and middle eastern students; and in 1960 atten-
tion again shifted, this time to the Africans. (To-
day there is a special stress on Cubans and Latin
Americans.) Before 1960 there were not more
than 6,000 to 8,000 students from developing
countries behind the Iron Curtain; last year the
number had reached 18,500. The students were
divided with approximately 8,000 in the Soviet
Union; 3,000 in Communist China; 2,200 reported
from Czechoslovakia; 2,000 from East Germany;
1,.300 in Poland; 1,000 in Hungary; and Bulgaria
and Rumania had 500 each.

Four basic methods are used to find students for

THE AGNES SCOH

llic scholarships: ]) tlirouj^h ciiltuial agreements
between iiidividiial Hloc countries and the develop-
ing countries; 2) througli (loinmnnist or (lotn-
nnniisl-lront student and yontli organizations; .3)
using the t'onlacts ot east-l)h>c diphiinats; and 4)
h\ reluming foreign students (alreatly "politically
reliable" in the Eastern Bloc). Some of the African
stiulenls are selected through Communist and jiro-
Comnumist organizations such as the World
Federation of Trade Unions. The World Associa-
tiiin of Democratic Youth in Builapcst. and ihc In-
teniational Union of Students in Prague. They
establish contact at international conferences and
congresses with national organizations in the
developing countries and then work together to
select the "proper" students.

It is also coninion for stuih'uts to cross their
national borders, witiiout any papers, and then be
sent on to tlie Comnumist countries. A student
might not know where he is going until he reaches
his lin li destination. According to Kenneth Hol-
land, president of the Institute of International
Education, there are two well-known routes: to the
Sudanese border, then on to Khartoum, to Cairo
and then behind the Iron Curtain destination un-
known; or first to \enezuela and on to Mexico,
from Mexico to Cuiia. and tlicn on behind the
Iron Curtain.

But what happens to these students wIkmi they
get behind the Curtain?

Insults and Violence

\\ hen the fust large group of Africans arrived
in Bulgaria, they were shocked at the controls
and resented being handled, in effect, like ciiildren.
Living conditions were not good; they were un-
happily cramped into small 14 by 9 foot enclaves
four to a room, and the cold European winter
caught the students in their tropical weight cloth-
ing. Of tiie 24 living allowance. U> went for
board and the remainder for books and incidentals:
there was no money left for heavv clotliing.
(Eventually, their home goveniment gave the
Ghanaian students an extra living allowance of
10.)

The Bulgarian authorities refused to listen to

the students' problems; and alllidugii the students
seemed to be scrounging on this living allowance
of only 1121 a month, by Bulgarian standards they
were being well kept. The Bulgarian students
resented the comparatively higli li\ing of the
African students; conflicts developed, and liarass-
ment o| the Mricans began. African boys were
spat upon I roni buses or trains; students walking
along the streets heard not infrecjuently names
such as "black monkeys" and "jungle people." An
ugly and \iolent inciilent occurred when six of the
Ghanaian students were preyed ujimi by a few
dozen Bulgarian youths in a student restaurant. One
of the students was dancing with a girl when a
soldier walked over to them and asked the girl,
"Aren't you ashamed to dance with a black mon-
key?" The student left the girl, and as he sat down
another Bulgarian jiulled the chair from under
him. He toppled to the floor and a furious free-for-
all began. The police were called and came, hut
they just watched the fight and took no action.

Education or Politics?

Faced with tiiis lack of police protection and
inadequate living conditions, the students took de-
cisive steps to defend their interests. But to main-
lain strict control over the students, the Bulgarian
government had been using a "divide and rule"
principle, dealing with the students only by na-
tionalities. There had been an active Ghanaian
Student Union, an Ethiopian Association and
others, but never an autonomous, strong, and cen-
tralized group. "We had gone to Bulgaria to study,
not to engage in politics." Robert Kotev. secretarv-
of the Ghanaian Student Union says. That is why
we resisted "the formation of an All-African or-
ganization for fear that it might become involved
in politics." But survival became more important,
and the All- African Students' Union (AASU) had
to be organized. At first the Bulgarian goveniment
ignored the students' request to have the AASU
recognized; and, eventually, after several requests,
official jiermission to form the union was denie<l.
Tetteii Tawiali. the |iresident-eleit of AASl . was
expelled from the University when the Minister of

(Continued on next page)

ALUMNAE QUARTERLY , WINTER 1965

Africans Behind The Iron Curtain

(Continued)

Education declared that the Union was against the
"principles" of Bulgaria.

Early in 1963 real trouble began. Tawiah was
given 12 hours to leave the country he was an
agitator. As the news spread, 150 Africans marched
to the Prime Minister's house. The Prime Minister
never saw them; instead a member of the Kom-
somol (the Young Communist League) told them
to return to their hostel and officials would see them
on Monday. Later in the afternoon the Sofia police
commissioner informed the students that the type
of "demonstration" they conducted was illegal.
After the meeting with the police commissioner,
the Monday confrontation became futile.

Friendship University

At 3 o'clock Tuesday morning, 100 policemen
quietly surrounded the hostel and at gun point
arrested several AASU leaders. "Friends had
warned us that the police might attempt to arrest
our leaders," Kotey said, and Tawiah hid in
another's room and was not found. Two hundred
African students packed their baggage and marched
down Lenin Street through a heavy snowfall to-
ward the Ministry of Education. A brigade of
jeeps with some 700 armed militia appeared and
circled around the marchers. Kotey, who was in
the thick of it, described what happened: "The
policemen poured from the jeeps, and all traffic
came to a halt. The police were soon joined by
civilians who came down from the halted buses.
Together they began attacking us indiscriminately,
beating and slapping the boys. One Togolese girl
was hit so hard on the face that she bled from her
nose and mouth, and many other students were in-
jured, some of them seriously." The police started
herding the students into waiting police vans. In
the excitement, a civilian informer pointed out
Tawiah, and as the police charged him, the stu-
dents clustered around him. "It was only by bru-
tally breaking their way through a solid human
wall," Kotey declares, "that the police were able
to take him."

Most of the students were released later in the
day. The Ghanaian ambassador to Bulgaria, along
with a new student delegation, negotiated with the
government, and exit visas were issued.

Later in the winter, six Ethiopians left Czecho-
slovakia after studying veterinary medicine in
Brno for less than a year. They said their studies
had consisted mainly of Communist indoctrination
and manual work in a factory. In Prague, there
were two brawls during which African students
were beaten by Czech youths. During the first
brawl, an African student and a middle eastern
student were attacked by a crowd of 300 young
Czechs at noon on Saturday in Wenceslas Square
the center of Prague. The police, although present,
did not interfere. Later that day, two African stu-
dents were beaten by three Czechs when a remark
they made to some Cuban students about the
Soviet Union was overheard by the Czechs.

In the Soviet Union itself, the "Larissa Affair"
in the summer of 1963 proved that all was not
well with the approximately 2,000 African stu-
dents at Patrice Lumumba Friendship University
in Moscow. Established in 1960, Friendship Uni-
versity was specially organized for students from
underdeveloped areas. (The University has two
main objectives: to teach Communist ideology and
techniques to students from Asia, Africa, and the
middle east, and to keep these students separate
from the Soviet and satellite students at the Soviet
universities.) Recently, many African students in
Moscow have been complaining to their embassies
about inadequate living conditions, attempted
Communist indoctrination, and racial discrimina-
tion. Most of the racial incidents involved Africans
who dated Soviet girls and were subjected to public
abuse.

The Larissa Affair

Soviet government attempts to discourage Afri-
can-Soviet social relationships were climaxed by an
article in Komsomolskaya Pravda, the paper of the
Young Communist League, telling of a young girl
named Larissa who met a foreign student, Mah-
moud, at a party, married him, and returned with
him to his country. She was then sold into a harem.

THE AGNES SCOH

African students demonstroted in Mos-
cow, Dec. 18, 1963, to protest what
they claimed to be the "stabbing to
death" of a Ghanaian student. They
carried a wreath surrounding o pic-
ture of the dead student. The banner
reads "Friends today, devils tomor-
row." The Soviet government claimed
the student froze to deoth on a Mos-
cow street.

Wide World Photo

and lier sordid story was printed in the student
paper. It soon became apparent that the editors had
made up the storA" (as a warning to Soviet girls!).
African students at Friendship Universilv put on
mass demonstrations and demanded a retraction.

The Africans" experiences in Bulgaria. Czecho-
slovakia, and in the Soviet Union it.self clearly in-
dicate that the Communists are not willing merely
to "educate'' foreign student-. \t the verv least,
the foreign student under east-bloc scholarship
must compromise himself p(diticallv or otherwise
be hampered in the pursuit of his studies. But. un-
fortunately, the longer the student stays, the greater
his investment in getting a degree, and the more
difficult it is for him to resist the always increasing
pressure to put himself publiclv in the Communist
camp.

According to a studv bv the Association of Ger-
man Student Unions (Deutscher Bundesstudenlen-
rinp). which has helped 177 .African students who
have fled from Communist countries (hiring the
past two years, foreign students in Soviet bloc
countries are permitted to complete their courses
only if they appear "won over to the Communist
system." Based on inter\'iews with students, the
German report says: 1) political indoctrination
cannot be avoided as it is incoqiorated in the
general studies: 2) students are closely observed
and rated on their "political reliaiiility." which
determines whether thev will be allowed to finish
their university work: and 3) students are re-
lentlessly pressured to involve themselves in Com-

munist activities, thus making the students aware
that they would be unajjlc to take an indcpcnilcnt
|)olitical position later.

Economic pressure also plays a jjart in the in-
doctrination proces-s, according to the report.
'"Scholarshi|) allowances of the east-bloc are close-
ly calculated. These, however, may be raised by
premiums of 'efficiency scholarships." .\n 'efficiency
scholarsbip" allnwanrc is onlv awarded to those
who become politically acti\e. The writing of
articles or radio comments is described as prof-
itable extra work to students from developing
countries. ... In this way the students become en-
tangled with the Communist system."

Political indoctrination usually starts soon after
arri\al in the east-bloc counfrv. Just when this in-
tlirect method is turned into ptditical pressure
"is detenu IihnI fnun case to case. The language
courses use textbooks witli politicals tintcil ((in-
tent . . . individual subjects in the upper grade of
the language courses are interpreted according to
the theory of Marxism-Leninism.'" .Mtliough man-
datory study of such |i(i]iti(ally-loaded subjects as
sociology and itolitical cconomv has been dropped
"for psychological reasons." participation in these
lectures is enforced by indirect pressure. If the
student is obstinate, he can expect "bad ratings in
his periodic examinations which may force him
out of his studies."

Throughout their studies the students are care-
fully scrutinized by students of the host country
who are appointed "counselors."

ALUMNAE QUARTERLY / WINTER 1965

Africans Behind Tiie Iron Curtain

(Continued)

At most, the African students have completed
only two years or less of courses lasting five or six
years. Therefore, it is too early for these students
to know the full pressure. The practice does not
seem to be to insist immediately that students at-
tend political lectures and other direct political in-
doctrination activities. But later, when the student
is deeply involved in his studies and less prepared
psychologically to leave, the pressure is applied.
And then it gradually becomes clear that a com-
mitment to Communism is the miavoidable price
for the much-desired university degree.

"A report on the success of political indoctrina-
tion efforts," the student union study says, must be
submitted by the counselors to determine those
students who are to complete their education.
"Those students are disqualified who could not be
won over to the idea of world Communism, as well
as those who have not made the grade because of
poor class work or character."

Police State

What makes a student who has received a
scholarship from a Communist country suddenly
pack up and leave? There is no single answer to
this question, although political pressure is usually
considered the biggest problem. Typical comments
from Africans who have left Communist uni-
versities include: "They wanted to make us Com-
munist spies." "We are to become propagandists."
"It is not really safe to be absent from certain
political meetings." "You are forced to become a
Communist." "Too much political pressure is
exerted on the students."

Other problems are mentioned. A frequent com-
plaint is the sub-standard living conditions. Most
students find the economic situation a total contrast
to what they had been led to expect, and some say
conditions are much better at home. But the most
important problem, as in Sofia, is the lack of per-
sonal freedom. The students find particularly
galling the spying by pro-Communists among them,

the opening of their mail, surveillance by the police
and Young Communist League (Komsomol)
activists, and the general restriction of their move-
ments. The degree of freedom which the students
had at home contrasted with their experiences in
the Communist bloc. "Aside from the fear many
of them experienced one time or another when they
felt the pressure of a police-state," says a worker
with the Social Sei'vices Branch of the German Stu-
dent Unions, "many of them were shocked at the
controls they experienced."

A Liberian engineering student who was ex-
pelled from Friendship University in Moscow after
two and a half years' study, reported several in-
cidents in which Africans were beaten, particularly
by Komsomols. But he got a measure of satisfac-
tion when he argued with Russians a practice
which he thinks led to his expulsion.

What Next?

Increasing numbers of African students in Iron
Curtain countries are applying at western embas-
sies for scholarship aid; and the U.S. Embassy
in Moscow has been receiving and forwarding let-
ters requesting information on scholarships from
African students who want to finish their studies in
the United States. After the Bulgarian exodus,
Waldemar Nielsen, president of the African-
American Institute, said that the lamps are burn-
ing late at the education ministries in eastern
Europe to see that these incidents do not take place
again. In this, as in other areas, the Communists
have already made too great an investment to let
the students get out of hand. The effects of the
demonstrations on the students and on the people
at home cannot be treated lightly; and the Com-
munists cannot allow the Communist wooing of
Africa to be marred by these events. At a time
when the United States is being embarrassed in-
ternationally by racial discrimination, the Soviet
Union and its satellites will want to do all it can
to win more young, black friends. Taking more
students to eastern Europe doesn't seem to be the
answer, so one can only wonder what the new
Soviet leaders will do to convert African students
to the Communist way of life.

8

Saroh Frances McDonold 36 is alumna sponsor for Margaret Long of
Forrest City, Alo. (center) ond Marnie Henson ol Huntsvllie, Ala. (right).

Mary Beth Epes (left) from Lynchburg, Vo. and Lee Smith from Ft.
Lauderdale, Fla. are Winnie Strozier Hoover's '52 freshmen sponsorees.

Aliininae
and Frcsliiiicii
Form FrieiKlsliips

THE Alumnae Sponsor Program was Ijegun at Agnes
Sfott in ]')6'.i as an effort In create more mean-
ingful relationships between alumnae and students.
One hundred alumnae in the Atlanta area were asked
to be sponsors each alumna sponsored a pair of
freshman roommates.

Response to the new program was overwhelmingly
good. It was hard to tell who was having the most fun
the alumnae or the freshmen, .\lumnae took students to
trains and planes when vacation times came, had their
freshmen out to dinner, took them to movies and con-
certs and church. Sometimes a sponsor would just drop
li\ the campus and leave a note and a box of cookies in
her freshmen's room. The students volunteered their
services as baby sitters and asked their sponsors out to
the campus to enjoy Glee Club concerts, plays, and
chapel programs.

Last spring alumnae and freshmen were asked to
evaluate the program's first year. We learned that many
lasting friendships had been made and we were
heartened to know that even the people who did not quite
"hit it off" I there were bound to be a few of those)
thought the program an excellent idea and oflered
splendid suggestions for ways to improve it.

During the summer months we worked closely with
the Dean of Students office, and hours of planning, match-
ing, letter-writing, telephoning, and crossing-fingers
culminated in the initial meeting of alumnae and the
class of 1968 one bright October morning on the campus.
The pictures on this page were taken when the alumnae
came out to meet their new sponsorees you can see
from the smiles that it was a pleasant experience indeed!
All reports indicate that the program is working even
better this year: and we are very hopeful that it will be-
come an integral part of campus life.

Kitty Doniel Spicer '37 is the sponsor for Loura Worlick of Carterjville,
Go stonding) and Lucy Homillon from Lancoster, S.C.

Alienatioi

ABOUT THE AUTHOR: Dr. Theodore M. Greene was professor of philosophy at
Agnes Scott this fall, the first visiting professor to spend a full quarter on campus.
He made the 1964 Honor's Day address from notes this article contains. As an
educator, philosopher, author and lecturer, he is known internationally, and we
ore pleased that he and his wife are now settled permanently in Decatur. Alumnae
will enjoy reading his book Moral Aesthetic and Religion Insight (1958).

ALIENATION has become a
familiar, almost fashionable,
concept. It signalizes our con-
temporary Western spiritual predica-
ment our characteristic Weltsch-
merz, our feeling that things are not
what they should be, that there is
something profoundly wrong with
our society, and that we, personally,
are in an unhappy, perhaps even a
tragic, fix. This is the central theme
of Existentialism, the most dynamic
literary-philosophical-cultural move-
ment of our time. It is a basic concern
of psychiatrists and psychoanalysts,
who are sometimes called alien-
ists. But, more significantly, the term
"alienation" signifies a state of
mind and being which is not re-
stricted to sophisticated or academic
circles but is to be found in many of
our "normal" high school and col-
lege students, and in many of their
equally "normal" parents who may
never have heard of Existentialism
or, indeed, of alienation. It is this
rather vague concept and this wide-
spread modern phenomenon that I
would like to discuss.

How. first of all. might alienation
be defined? I should define it as a
deplorable separation of what might
and should be joined. Alienation is
the human predicament of being es-
tranged, divorced, cut off from some-
thing. But from what? From some-
thing with which we should in fact be

10

THE AGNES SCOTT

I

5piirioiis and

/<v THEODorjK M. Ckeene

united, to uhicli we should he af-
firmatively and beneficially related.
Alienation is, therefore, an unwel-
come, an unhappy, a deplorahic
separation, estrangement, or divorce.
It is a failure to achieve or main-
tain a needed communit\ : it is a
failure to achieve, or a lajise from.
or a breakdown of. a healthv rapport
or union.

Since the onlv tvpe of alienalicm
which we are here considering: is
human alienation, the beinjr who is
thus alienated is man. Mv definition
of alienation presujiposes. therefore,
a certain conception of man. and a
corresponding conception of what-
ever there is within him or outside
of him uith which he could and
should he united and from whirli he
is or may he unhappily cut off. Anv
clear notion of alienation must rest
upon an equallv clear nnlicm of
human nature and of man's total
significant environment.

For example, we can he unhappily
alienated from our fellow men onlv
if it is possible and desirable for us
to be meaningfully related to them.
If we can presume that a vital and
refreshing bond can and should
exist between husband and wife,
parent and child, friend and friend,
man and his fellowmen. we can then
meaningfullv conceive of. and de-
plore, matrimonial or parental alien-
ation, or the failure of a friendship.

or llic absence of universal bonds of
iiunian svm])athv. Oiih' if we coii-
cci\e of the self as a being ca|)able
of inner harmonv and peace can we
conceixc of. and deprecate, a state
of inner aliejiation in which one is at
odds with ones self a person with
a bad conscience, someone wlm lacks
r-cif respect.

Our sense of alienation, then, will
reflect our understanding nf luiman
nature and of mans total einiron-
ment- -the wurld of nature, mankind
taken both indi\iduall\ and col-
lecli\el\. and \\hate\er ultimate
nnstery there ma\ be in the unixerse
which men commonlv call (iod. And
siiK e men differ. particularK in a
free societv. in their estimates of all
these components of the human situa-
tion, their judgment as to the presence
or absence of alienation will varv ac-
cordingU. ViTiat I regard as tragic
alienation, you may regard as normal
and. perhaps, desirable independence.
What you protest. I may accejjt:
what I deprecate, vou mav well ap-
prove.

.\ few illustrations should make
this clear. .Albert Camus, the French
Fxislentialist. was an angui^he(I
atheist who bitterly deplored man's
unhappy fate in having to live in a
(iodless universe. The later Bertrand
Russell, in contrast, gives everv in-
dication of being a reconciled, if not
a happy, atheist. Neither man believes

in (iod. but their reading of human
nature differs shar|)lv; Camus is con-
vinced that man needs and hungers
for (iod. whereas Hussell. the con-
fident humanist, believes that man is
basicallv self-sufficient and better off
nil his own.

Men differ, similarh. as regards
man s relation to nature, .'^ucrales
was an incorrigible urbanilc with no
apparent im|)ulse In ciijov or com-
mune with nature, unlike, sav. the
romantic Penimore Cooper or a con-
templative Chinese sage. Socrates
did. however, believe profoundiv in
what he refers to as "the gods or
god." and in an ultimate principle
of justice in the universe to which
the human soul can an<l should be
atuiicd. and from which it can be and
often is alienated.

Or. as one more illustration.
Hioreau of \^'alden and Sinclair
I^wis" F?abbitt would certainU have
verv different notions of social har-
mon\ and social alienation. What
Thoreau welcomed as restful and re-
freshing solitude. Rabbilt and his
kind would hate as unbearable lone-
liness: the togetherness which the
Habbills crave is anathema to the
reflectixe individualist.

Tliis brings us to the imporlanl
distinction between two different
tvpes of alienation which, for con-
venience. I shall label "spurious" and
(Conlinued on next page)

ALUMNAE QUARTERLY / WINTER 1965

11

Alienation (Continued)

"authentic." By "authentic" aliena-
tion I mean a real separation or
divorce of what in fact can and
should be united. Such alienation is
therefore really deplorable and often
really tragic. By "spurious" aliena-
tion I mean an alienation which
rests, at least in part, on a miscon-
ception of the relevant situation and
which is, at least in principle, un-
necessary and open to alleviation or
correction. This is not. as we shall
see, an absolute distinction, nor is it
free from serious ambiguities, but it
is, nonetheless, often applicable and
useful.

Authentic Alienation

The distinction between "authen-
tic" and "spurious" alienation is an
application of the familiar distinc-
tion between reality and appearance,
between what is in fact the case and
what, more or less mistakenly, seems
to be the case. What I am claiming
is that our sense of alienation may
be more or less well founded or ill
founded, and that our laments may
therefore be more or less justified or
unjustified. The alienation we feel
and which, no doubt, is actual in
some degree, ma}' not be as pro-
found, as lasting, or as inevitable as
we believe it is. If this is so, our
alienation is, to this extent, "spuri-
ous." But, alternatively, we may, in
fact be profoundly alienated from
some crucial part or aspect of our
total environment or from a basic
part of ourselves without being aware
of it, or with only a dim and fleeting
awareness. This is what I would call
"authentic" alienation. So defined,
"authentic" alienation is, of course,
far more serious and tragic than
"spurious" alienation, though the lat-
ter is certainly important and worthy
of our attention and concern.

Let me try to illustrate what I
mean by "spurious" alienation. Take
the case of a discerning parent who
realizes that adolescence is a difficult
period of readjustment during which
the adolescent is impelled to achieve
greater independence from his par-
ents and greater self-sufficiency. The
best efforts of such a parent may fail

"Alienation is a deplorable separation
of what might and should be joined."

to keep a son or daughter from re-
senting the parent and from feeling
alienated from him. This is a good
example of what might be called one-
^vay or partial alienation. The
father's hand remains outstretched
and understanding, but the son mis-
judges him and, no doubt also him-
self. The son's sense of alienation is,
of course, psychologically real; in-
deed, his sense of alienation does
reflect a certain degree of actual
alienation. But the latter is due to
the son's misreading of his father
and is. therefore, in principle at
least, subject to correction. The son's
complaints, while they may be quite
sincere, are thus objectively un-
justified; he is not being treated as
badly as he imagines himself to be.
His alienation from his father is, in
this sense and to this degree,
"spurious."

Spurious Alienation

A similar case of "spurious"
alienation might easily arise between
father and son because of the father's
parental possessiveness and blind-
ness, and despite the son's compara-
tive understanding and maturity. In
such a situation it is the father who
misjudges the son, or who tries to
keep him indefinitely under close
parental control, when in fact the son
should be helped to learn how to
stand on his own feet. Here the
father would feel alienated and
would doubtless lament his fate in
having so ungrateful a son. and here
again the father and son might well
become really alienated, at least for
a while. But such an alienation
would, once again, be unnecessary,
and the parent's lament would be
quite unjustified, since he would have
no one to blame but himself.

Other examples of "spurious"

alienation come to mind in many
different areas of human enterprise.
A student may feel alienated from
his teacher because the latter, for
the student's own good, puts him on
his own more than the student likes.
A teacher, in turn, may misinterpret
healthy student criticism and, as a
result, unjustifiably feel alienated
from his class. The beatnik type of
artist often feels alienated from his
society because he demands of it,
and of life, some sort of unrealistic
Utopia. A serious and able artist, on
the other hand, may well be critical
of his society on various counts and
yet not feel, or be, alienated from it.
What might be called cosmic alien-
ation provides perhaps the clearest
example of what may be (but need
not necessarily be) a case of "spuri-
ous" alienation. If we assume, with
the believer, that there is a God and
that He has in fact manifested Him-
self to man, the widespread Western
sense of cosmic alienation is mis-
taken and unnecessary. Many a col-
lege student, for example, can be
said to have "lost his faith" because
he has had to discard a rigid and
untenable theology and has not dis-
covered a more dynamic and mature
theology to take its place. // God is
real and manifest, and if such a
superior theology is in fact available,
this student's loss of faith need not
have occurred, and his laments (if
he does lament) are really un-
justified. His alienation from God is
his own doing (though it is also
partly attributable, no doubt, to his
unduly inflexible theological back-
ground). If. on the other hand, the
agnostic's theological bafflement is
justified, or if the atheist's radical
denials are in fact valid, it is
religious faith that becomes ob-
jectively spurious. In this case we

12

THE AGNES SCOTT

should indeed feel authentically
alienated from a cosmos which, in
its vast impersonality, is in fact in-
(liircrent to all our human needs anil
aspirations.

It is the European Existentialists,
notahly Kafka, Camus, and ."^arlre.
lio have most deepiv and poijinantiv
Implored man's authentic alienations
fmni God, from nature, fnmi his fel-
low men. and even from himself.
They (iifler in their dej;rees of pes-
simism, that is. in their conviction
that our human |)rodirament is one
of ho])eless and incorrigible aliena-
tion. Kafka's mouliipiece in "The
Castle"' keeps on believing in a
Divine Being, the master of the
castle, and despite all rebuffs keeps
on trying to establish contact uitli
him. Camus seems to have had a far
greater faith in the ])ossibility of
authentic human bonds between man
and man than his brilliant contem-
porary, Sartre. But even Sartre would
not bother to converse, write, or
publish were he persuaded that
men's alienation from each other is
absolute.

Feeling or Being?

We certainly encounter authentic
alienation among the most seriously
ill mental patients patients whose
illness has cut them off from relatives
and friends and, frequentlv. even
frcmi the doctors who are trving to
help them. This tragic alienation
may. at least at present, be incurable.
There is nothing "spurious" about
this kind of human predicament.

This must suffice to illustrate the
distinction between "authentic" and
"spurious" alienation. It is. as 1 have
said, a somewhat vague and rather
relative distinction for three reasons.
First, it is not easy to know with any
assurance the norm of "proper" rap-
port between man and the various
components of his total environment,
and it is clear that the concept of
alienation depends upon this prior
and more basic concept of a
"normal." "healthy,'" affirmative re-
lationship. Secondly, it is not easy to
know how "spurious" or "authentic"
a special instance of alienation actu-
ally is. Thirdly, where a mistake has
been made and the resultant aliena-

tion is more or le,<is spurious, it is
oflcM liaii! lo kiio\s ulio is to blame
and. ill aildilion, how the mistake
laii liol 111- corrected, if at all.

^'el. despite these difficulties, the
broad distinrtion still seems to me
to be valid and verv useful because
our sense of alienatiim is so often
untrustworthy. The alienation we
feel, and suffer from, and lament, is
freipientlv a more or less spurious
alienation, whereas we all too often
remain iiiicn\aie of our ilee|ier ami
more aulheiitie alienations. In sliort.
we tend to demand from ourselves,
our fellowmen. and the universe,
what we happen to want, rather than
what we reallv need, and without
regard to whether it is in fact avail-
able or not. and then, when our un-
enlightened cra\ iiig is not salisfieil
we feel frustrated, abused, and
alienated. Tliis happens whenever we
expect the unreasonable, or the im-
possible, from parent or child, hus-
band or wife, friend or neighbor,
our human institutions, or the uni-
verse. In all such situations we may
sincerely jeel alienated, and we may
also be partially alienated because
we have alienated ourselves, and so
our situation may indeed be very
miserable and unhappy. But all this
is. at least to some degree, our own
doing and therefore remediable.
Such alienation need not be per-
manent or chronic.

Spiritual Predicament

It therefore beliooves us. whenever
we jcci alienated and therefore sorry
for ourselves, to ask ourselves how
authentic, that is. how real and
avoidable, this alleged alienation
reallv is and whether, on our own
initiative or with the help of others.
we cannot do something about it.
Vt'hat wo howl about most lnuilly is
often, in fact, childish, trivial, and
unnecessarv. It also behooves us to
consider the areas where we tend to
feel most assured and complacent
lest, precisely here, we are in fact
alienated without knowing it. We are
all too prone, individually and col-
lectivelv. to embrar-e a shadow in-
stead of a substance, to prefer the
easv ai.d unnourishinsr substitute for

the real thing. Witness our frequent
acceptance of a smiling conviviality
as a reliable index of real friend-
-liip. or |)assive obedience as filial
di-Milion. or the mechanics of edu-
cation in place of authentic intel-
lectual growth, or sentimental amuse-
ment art instead of authentic art. or
a facile religious conformism as
though it were authentic Christianity.
In sliiirt. we may well be really and
iKiiiiciiUy alienated without knowing
il. I his is mans most serious s|)iril-
ual predicament which deserves our
most serious concern.

Enlightenment

Is there an answer to alienation?
Can it be cured, or mitigated? This
(le|)en(ls, of course, upon the nature
of the alienation in (jueslion. and
u|iiin the individual and his social
environmenl. In general, the more
"spurious" the alienation, the more
curable it is: the more deep-seated
and authentic it is, the more stub-
born and incurable it tends to be. We
can. however, say with great as-
surance that the chief cure for alien-
ation is better understanding, and
lliat lieller understanding, in turn,
can best be promoted by authentic
education. "Education'" must be here
defined as inclusively as possible, to
embrace all types of achievable en-
lightenment. One might well define
the ultimate goal of liberal educa-
tion, for example, as the attempt to
help young people to learn really to
want what they really need and what
is really available to ihem. instead of
craving, childishly, what they do not
need for their own welfare and what
is. in fart. Utopian. The practical
i|iii'stioii as to |)re<iselv how much a
lii'ller understanding can do to re-
lieve or dispel anv particular in-
stance of alienation can onlv be
answered in practice. There are too
many variables here to make a
sweeping generalization possible. But
we can be sure that enlightenment
\\ill lielp more than anything else
that man can supply, that it often
helps a very great deal, anil that
i-ilucation. if il performs its proper
fiiiiition. is the chief, though cer-
tainly not the only, source of such
enliiihtenment.

ALUMNAE QUARTERLY / WINTER 1965

13

DEATHS

Institute

Ella Rae Boylan. 1961.

Elfrida Everhart Van Wormer (Mrs. Ralph

B.). September 1964.

Louise Reese Inman (Mrs. Frank), December

9, 1964.

Susan Lancaster, August 1964.

1911

Gussie O'Neal Johnson (Mrs. Lewis H.), No-
vember 1964.

1913

Florence Preston, sister of Janef Preston '21,
December 1964.

1924

Norman Sydney Buck, husband of Polly Stone
Buck, April 11, 1964.

1927

Dr. Murdock S. Equen, husband of Anne Hart
Equen, father of Anne Equen Ballard '45 and
Carol Equen Miller '48, November 11, 1964.
Fairman Preston St. Clair, son of Miriam
Wiley Preston St. Clair, and brother of Mimi
St. Clair Gerard '63. in an automobile accident,
October 1964.

1929

Hortense Elton Carver (Mrs. Carl), October
23, 1964.

1931

Dr. W. Taliaferro Thompson, father of Julia

Thompson Smith and Anne Thompson Rose '38,
grandfather of Nancy Rose Vosler '63, Novem-
ber 1964.

1935

Mrs. Charles E. Pattillo, mother of Nell Pattillo
Kendall, October 1964.

1940

Charlotte Golden Boyd (Mrs. John Thomas,

Sr.), October 1964.

1950

Roy Evans, father of Charlotte Evans Will-
iams, October 1964.

1952

Myrtice Howard Cunningham, mother of Nimmo
Howard Mahlin, March 1963.
Charles Parker, father of Ann Parker Lee,
June 1964.

1957

Ralph T. Holtsclaw, father of Frances Holts-
claw Berry, November 6, 1964.

1958

Gregory Carl Garrett. 5 year old son of Mary
Grace McCurry Garrett, December 5, 1964,
after a long illness.

1963

Mrs. Robert G. Faucette, mother of Letitia
Faucette, November 1964.

In Memoriam

Louise McKinney

Miss McKin.nkv ( ame to Afrnes Smli
to tpail) Kiiijlisli in 1!W1. She spent
seventy-lhree fruilful years on the
campus, and when she died cm Janu-
ary 26. 196.1. a pranrl cliapliM in tlic
college's history was finished.

Muriel Horn

Mi-s I1m!\ di.-d January 26. 196.i.
.^lu' came to Aunes Scott in I')2I as
associate ])rofessor in the department
of ri>niance lanpiuages and retired in
VHyX as (hairman of the departments
of (>crmati and Spanish.

107098

19

lJ<

iiliiic Aliiiiinac Vicwpoinls (Voiii aVaiilagc l^oiiil

W'k RECFIVFD o\f, rhymed response to tVie anonymous
lament we [luljlislied in tliis idlumn in tlie fail issue. Em
llldridge Ferguson 10 says, in rebuttal:

A Difrereiu-o in the Point of View

W f liu\e had troubles and trials galore.

W e've bitten our nails and paced the floor.

And \et. 'tis true, the smiles of returning alumnae

Often hide things that wuulil make you sigh --

Hut ah! (Uir smiles are for memories of the cherished
past

And for thanks that our Alma Mater taught us to ever
stand fast!

I'erhaps these words say that the making of an alumna
takes a lifetime, as a truly liberal education does. They
certainly say. placed with the other verses, that there is
no standard recipe which the College can use to turn out
a standard alumna. I rejoice and give thanks for dif-
ferent points of view, for the Agnes Scott alumna's
ability to hold and to articulate her own.

From where I sit at the moment, my view turns more
and more to the alumna of the future. Tbe current stu-
dent may have, in ten years, a viewpoint completely
alien to anv held before, and 1 want to be aware of how
this occurs.

."^o. it has been heartening to me this vear to know a
little of what a student looks forward to. what her ex-
pectations are for herself as an indi\idual human being.
And what I find is a major change in vieu'jjoint from
that of ten years ago.

\^1ien I came back in lO-iJ-.i."). it seemed to me that,
for most students, if l)v graduation dav a ring was not
safely on a finger, and steps to the altar of marria;;e all
carefuUv paced, life was over - or. worse, could never
begin.

\ow. you mav ijuibblc with mv over-simplification of
what a student is concerned with now. ten years later.
She seems to be struggling more with how to find her
own identity as a woman than with how to find a sort
of instant bus!)anil. Mistake me not: marriage is still tlic
state of the future!

This is not a debate on How to be Happv if Not lor
if I Married. It is more of a continuing conversation
within each student about where she's going as a per-
son. Linda Marks, a sophomore who is chairman of

Christian Association's vocational guidance program,
came to me early this fall uith a reijuest for help for
students from alumnae in the broad area of thinking
about vocation not as a specific job but as being an in-
dividual, educated woman today.

Linda and Blythe Posey Ashmore .18, vocational guid-
ance chairmen of the Alumnae Association, planned three
occasions for alumnae and students to tackle this con-
cern together. At the first chapel program after the
Christmas holidavs. four members of the Association's
Executive Board discussed "Quo \'adis?" Once again,
viewpoints were as individual as their holders. Gene
Slack Morse '4L Jane Meadows Oliver "47. and Mary
.Anne Garrard Jernigan 'r>3. Frazer Steele Waters '.57
was moderator and came armed with questions, should
discussion lag. which she never had a chance to use.

The second occasion, in late .Ianuar\ . was one of two
""tireside chats." (These informal discussion groups are
planned by and for students and are held in one of the
College's lounges in late afternoon. I Susan Coltrane
Lowance ".S.t spoke at the January fireside chat, tracing
her '"states of being " as a senior at Agnes Scott, as a
career seeker and finder after college, and as a wife.
Earlv in March. Jean Bailev Owen .V) will share her
experience and thought at the second fireside chat.

These three occasions mav be small ripples on a huge
pond, and 1 may have jumped to an unverified general-
ization about current student thinking. But other ripples
attest these continuing conversations. There was a chapel
program last fall on Bettv Friedans The Feminine
Mystique, and the Agnes Scott Bookstore infonns me
that demand is still strong for copies of this bodk.

.Mso. Nb)rtar Board has included this year, in the
"marriage classes" thev sponsor annuallv. one class for
which thev chose the title. "The Well .Adjusted Single
\^ oman. " Tliev invited Sarah Frances McDonald ".'^6. an
attorney in Decatur, former president of the Alumnae
Association, now an alumna trustee of the College, to
speak at this class. Publicitv on the marriage classes ap-
peared in a Decatur newspaper, and .'^arah Frances has
had some delightful ribbing from her friends about this
title in such a series of talks.

I

RETURN POSTAGE GliARANTEED BY ALUMNAE QUARTERLY, AGNES SCOTT COLLEGE, DECATUR, GEORGIA

THE LlSRARY

AGNES SCOTT COLUGE

Looking down the courtyard between the pierced brick wall and
the building proper, this photograph catches the combination of
gothic arches and contemporary lines which characterizes the Dana
Fine Arts Building.

THE

The Plight of the Humanities

see page 15

ALUMNAE QUARTERLY SPRING 1965

THE ALUMNAE QUARTERLY VOL. 43, NO. 3

SPRING 1965

CONTENTS

2 Building the Faculty at Agnes Scott

C. Benton Kline, Jr.

5 The Complexities of Choice

Eleanor N. Hutchens

8 Thumbs Out

Ruth Shepherd

11 Miss McKinney

James Ross McCain

13 The Plight of the Humanities

A Special Report

29 Class News

Nile Moore Levy

41 Worthy Notes

ANN WORTHY JOHNSON '38, Editor

MARIANE WURST SCHAUM '63, Managing Editor

JOHN STUART McKENZIE, Design Consultant

MEMBER OF AMERICAN ALUMNI COUNCIL

Published four times a year (November, February,
April and July) by the Alumnae Association of
Agnes Scott College, Decatur, Ca. for alumnae and
friends. Entered as second class matter at the Post
Office of Decatur, Georgia, under Act of August
24, 1912. Subscription price $2.00 per year.

COVER

A photographic representa-
tion of the libera! arts
some current students en-
gaged in various aspects of
the Agnes Scott education.

PHOTO CREDITS

Front and Back Covers, Fron-
tispiece, pp. 6, 11, 31, 32,
33, 34, 35, 36, 37, 38, 39, 41,
Ken Patterson. Page 3, Pho-
tos by Bucher. Page 5, Fred
Powledge.

I

HOSE of us who hear responsibility for such a college as
Agnes Scott are aware thai the validation of our efjorts is to be
found in our product. Are we able to do something for
young people that is. in any sense, distinctive and determinative?
Is it factual that the home, the church, the immediate and
larger community receive persons from our campus who are
disciplined to think, liberated from prejudice and narrow
provincialism, and who are prepared to stand up to life
with resourcefulness and courage?"

President Wallace M. Alston
Agnes Scott College

Building
the Faculty
at
Affnes Scott

C. Benton Kline, Jr., Dean of the Faculty, delineates the
perennial perplexities of securing a splendid faculty.

BEGINNING each year in the early fall and con-
tinuing into the spring there goes on a search
not, as you might imagine, for the next freshman
class, but for new teachers, to replace those who are
retiring or resigning, to fill in for those who are going
on leave, to expand the staff in this department or that.
This annual search is a stark necessity if the quality of
the Agnes Scott faculty is to be maintained and hope-
fully improved over its present high standard. The se-
lection of new faculty members is the most important
task of the president, dean, and department chairmen
in terms of the long-term well-being of the College.

The Kind of People We Seek

Each year the task seems more difficult, and the
prospect for the years ahead is awesome. At least 15
faculty members will retire in the next decade, most of
them senior members of their departments with many
years of service at Agnes Scott. During each year other
faculty members will leave for various reasons, many
because their specific terms of service have been ful-
filled, some because of more attractive offers at other

institutions. But each year five to ten new faculty mem-
bers must be found and induced to come to Agnes
Scott.

What sort of people do we look for? The answer is
simple: the sort of people we have on the Agnes Scott
faculty. This means men and women who have a strong
liberal arts education and graduate study with a Ph.D.
degree from one of the best graduate schools. This
means men and women who are primarily interested in
teaching but who know how to do research, who be-
lieve in the liberal arts college and in the moral and
spiritual values of Agnes Scott. This means men and
women with rich personalities and warm concern for
students as persons, who understand that learning in-
volves not only the formal class but also the informal,
personal meeting in office or dining hall or faculty home.

Such people are not easy to find, for they are very
much in demand by other colleges and universities.
Some of them are already on the faculties of other
colleges; others are completing graduate study. We seek
the help of graduate department chairmen in locating
prospects. We work through the learned and profes-
sional societies. We are hoping that the Cooperative
College Registry, a service of the agencies of higher

THE ACNES SCOTT

Dean Kline's office is always open to students with academic or personal problems and to those who just want to chat.

education for a number of church groups, will prove
a great help, as its representatives call on graduate stu-
dents and attend professional meetings seeking men and
women who are interested in teaching in the church
related colleges.

In recent years we have found that it is more and
more difTicult to secure friim graduate schools the really
first-rate candidates. These men and women are being
more and more strongly pushed in the direction of re-
search and toward positions in the uni%ersities with
graduate programs of their own. The prestige of the
graduate department is helped far more by placing able
doctoral students in other universities, where they will
write and turn out graduate students at the master's
level, who may then feed hack to the prestige university.
Some graduate department chairmen look with disdain
on the liberal arts college and recommend only their
less able students for openings we have.

One of the representatives of the Cooperative College
Registry was talking recently with the chairman of a
graduate department of a major university. The chair-
man stated flatly that he would never recommend that
one of his able students go to a liberal arts college be-
cause the opportunities for research and publication and

professional advancement were few and unfavorable. A
moment later, however, he mentioned that his own
daughter was in a church related liberal arts college.
"Why did you send her there?" asked the C.C.R.
man. "Because she would find good teaching and close
faculty-student relationships," replied the chairman.
"And who do you expect to be teaching her? You won't
send your own best students to teach there," needled
the C.C.R. representative. To the credit of the chair-
man, he saw the contradiction immediately, and a new
climate exists at least in that department.

Graduate students generally, however, are being
taught that the greatest professional rewards lie in
iinivcrsiiy teaching and more than that in research and
publication. Teaching is really secondary io scholarly
output, so the argument goes. And, the graduate student
is ad%ised. put all your energy into your discipline and
do not get attached to any particular institution. Both
of these attitudes are antithetical to the purposes of a
college like .Agnes Scott, where teaching is the principal
occupation and where the service of the institution and
its purposes is the end for which the particular disci-
pline exists. We must make our institution attractive,

(Continued on next pai^e )

ALUMNAE QUARTERLY / SPRING 1%5

Building the Faculty

(Continued)
and we must reward good and dedicated teaching,
so that graduate students and young instructors can
look at what we are doing and be attracted to it.

When we actually find some candidates and begin to
write them or interview them, some further difficulties
arise. One is the matter of the woman's college. This is
a problem particularly to male candidates, but also
occasionally to women as well. It centers more in cer-
tain disciplines, where women are not so strongly at-
tracted and where the prospect of numbers of able
students who may themselves go on to advanced work
is somewhat dim. But a woman's college also calls up
other ideas isolation, lack of seriousness on the part
of students, tendency to drift into early marriage.

Here our situation with reference to other colleges
and universities helps to dispel part of the uneasiness.
And the manifest quality of the students, their dedica-
tion to learning, their seriousness of purpose, the num-
ber who go on to graduate study these realities can
set at ease the doubts of the candidates.

Another problem is "the South." For many a pros-
pective teacher, especially one educated in a northern
college and university, Georgia is the end of the road.
The Deep South is misunderstood and feared. It is too
often, alas, regarded as the intellectual and cultural
backwater of the nation. The hardest reality we face is
the placement forms of candidate after candidate, which
state on the line for preferred geographical location,
"anywhere but the South." The case is different with the
candidate educated in the South. For him or her, At-
lanta and Agnes Scott are attractions recognized as a
great metropolitan area, which is alert and growing, and
a college of recognized standards of excellence. And
these positive characteristics are what we try to get
across to the candidate from the East or Midwest. We
do succeed with the help of graduate professors who
know Atlanta, Agnes Scott, and members of our faculty.

Faithless Brilliance

Increasingly, however, in recent years we have drawn
more of our faculty from southern graduate schools.
These graduate schools are in many cases excellent,
and they are getting better steadily. The quality of
preparation of our faculty has not declined by any
means. But we are concerned to continue to have Har-
vard, Yale, Columbia, Chicago, and the great state uni-
versities of the Midwest represented in our faculty along
with Duke, Vanderbilt, Virginia, Emory, and other first-
rate southern universities. Our student body is regional,

though the proportion as well as the numbers from out-
side the South is increasing. Our faculty has always
been national indeed international and this keeps
us from narrow provincialism.

Still another point of difficulty sometimes is our
Christian commitment as a college. There are candi-
dates whom we interview who are troubled about Agnes
Scott's honest avowal of the Christian faith. And there
are candidates whose own lack of commitment at this
point leads us to pass them by. This should not be
misunderstood. We are looking for the best prepared
teachers we can find, and piety is no substitute for
professional competence. We do not want committed
Christians who are poor teachers and sorry scholars.
But it is equally true that faithless brilliance does not
interest us a bit. A Christian college maintains itself in
the faith and commitment of its faculty and staff, which
is the enduring center for each succeeding group of
students. So it is that we ask probing questions of
prospective teachers questions about their own com-
mitments and about how these may contribute to the
commitment of the College. Some resent this and some
do not measure up and often they are very competent
people. But in their place we find others equally com-
petent who do share what Agnes Scott stands for.

The Saddest Problem of All

Finally, the situation today, "the academic market-
place," is highly competitive, and in such a situation
price becomes a factor. In this case the price is salaries
and fringe benefits. We have made real progress on
faculty salaries the average salary has increased about
100% in the last ten or twelve years. Yet we have not
come far enough. There are some good people we
would like to have join the faculty who feel they simply!
cannot afford to. They are attracted by teaching, by the;
excellent students, by the location in Atlanta, by the
ideals of the College, but the salary is not enough. This
is the saddest problem of all, and yet in some ways the
one about which most can be done by those who read
this, for one solution to it is the program of annual
giving on the part of alumnae and parents and friends.

Agnes Scott through the years has been fortunate
in the quality of the teaching faculty. In the years ahead
we shall seek to continue the high standard that has
been set. For in the end what makes Agnes Scott dis-
tinctive is nothing less than the able group of teachers
who serve here, dedicated to the joint search for truth
with young women and to the conviction that students i
and their intellectual and moral and spiritual growth
are the principal reasons for the existence of this or
any college.

THE ACNES SCOTT

The Investiture

speech addresses ahimnae

as well as seniors.

I The Complexities of Choice

By ELEANOR N. HUTCHENS, '40

ABOUT THE AUTHOR: Eleanor Newman Hutchens. associate profes-
sor of English, exemplifies the excellent faculty member who can
combine good teaching and rewarding research. She celebrates this
April her 25th Class Reunion and the publication of her book.
Irony in Tom Jones, University of Alabama Press, University, Alabama.

THERE is no way of addressing directly the feel-
ings and thoughts of a hundred and forty complex,
intelligent human beings who know that the de-
cisions they form in the next few months may make, as
Robert Frost says in a poem quoted often on this cam-
pus, "all the difference."

As far as we know. Investiture is a ritual peculiar to
Agnes Scott. The justification for it. the reason for all
the ceremon\ with which it is carried out. is not at
once apparent to the practical mind. I have often ques-
tioned it myself. The seniors have carried their campus
responsibilities since last spring. They have entered fully
into their dignity as leaders in student life. They are well
launched into the last year of their academic work with
us. The first Saturday in November cannot fairly be
considered a turning point at which they are metamor-
phosed from juniors into seniors in the eyes of their
fellow members of the college community. Why then

ALUMNAE QUARTERLY / SPRING 1%5

Complexities of Choice

(Continued)

do we find ourselves here, confronting one another in
this solemn fashion?

There must be a reason. Folkways which are not
rooted in human need do not survive; and Investiture
has survived many college generations here. I have
now been forced to look for the reason, and I have
arrived at one which I now offer and upon which I
shall base what I have to say.

Investiture is an occasion for thinking about Com-
mencement before it is too late.

The most obvious thing about the prospect of Com-
mencement is also the most unsettling to those who
face it. Seniors can name it without hesitation. It is that
for the first time in your lives a predetermined, pre-
dictable, and prepared future is not before you. I will
leave aside the question of your liking for this arranged
future which is about to become the orderly past. The
fact is that the habit of security is very powerful, and
the danger is that when one kind of security is taken
away we may leap to another kind which is permanent
and permanently limiting. The kind we have before
Commencement leads to freedom and multiplicity of
choice, by its nature; it is so designed. Up to a point,
the longer we put off our last graduation, the wider will
be the choice. Conversely, the sooner we make a final
choice after graduation from college, the fewer will
be the possibilties still open within that choice. The
degrees, the travel, the experience of the years interven-
ing between Commencement and the final choice will
load that choice with further opportunity.

Sound Private Decisions

I am sure you are making a specific application of
these general remarks. In an effort to disarm you I
shall invoke the authority of the Wife of Bath, certainly
no foe to early matrimony. The Wife of Bath, you will
remember, expresses a very low opinion of the enter-
prise of that mouse who has only one hole to jump to.
Whatever the specific nature of your choice, it is im-
perative that between now and June you become hon-
estly sure that you are not making it in the spirit of
that pusillanimous rodent.

Once having adopted the resolute and ranging eye
of the Wife of Bath, how are you to make your initial
choice among the openings visible to you? My sugges-

"Investiture is an occasion for thinking about Commencement
before it is too late."

tion on this point may seem irresponsible. I should
hesitate to make it if you had not so often been re-
minded of your obligations to society that you probably
feel that any major personal decision you make must
have social justification. I am going to urge that you
relieve your consciences of this burden or that you
deny yourselves this means of rationalization, as the
case may be. Your consciences have had good training.
They have been enlarged to include fidelity to your
aesthetic sensibilities and to a strictly examined view of
truth as well as to a greatly expanded and refined ethi-
cal sense. In this unified field of vision the violation of
one standard is seen to involve the others. That which
seems moral but is certainly ugly is probably not moral;
that which seems true but is not moral is probably not
ultimately true; and so on. You can be trusted to make
sound private decisions without the aid or the hindrance
of public pressure; in being right for you they will in
the long run be right for society.

THE AGNES SCOTT

This idea can be dangerous, of course, when acted
upon by tlie possessor of an imperfect conscience. Once
years ago when I was in newspaper work, 1 look part
ill a quiet investigation which revealed that an elected
county olliciai had been enibe//hng money from the
county fi>r a long time. Among the three or four people
who gathered the evidence and planned the prosecution
was the county attorney, a lawyer who was paid a re-
tainer to act in legal matters for the county whene\er
the need arose. We knew that it would be hard to get
a conviction, because the culprit had great political in-
fluence; but there was no doubt whatever about his
guilt, and it certainly was in the public interest that he
be renuned from othce. Very shortly before the trial
date, the county attorney announced that he had under-
taken the defense of the accused man. This meant, of
course, that the prosecution would be greatly handi-
capped because all its plans would be known to the
defense beforehand. The county attorney had simply
sold out. On the da\ he made his announcement, I
went to his office and demanded to know how he could
have betrayed his trust as he had. As I look back now,
I can see that the scene had its comic aspects: I was
about twenty-five and pounding on his desk; he was
about si.\ty-fi\e and leaning back in his swi\el chair
smiling at me with the maddening smile the corrupt old
so often turn upon liie idealistic \oung. When I paused
in my pounding, he pointed to a framed inscription that
hung on his office wall. "That's what I've gone by all
my life," he said, "and it's never failed me." The in-
scription was:

This above all: To thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man.
"Now do you understand?" he asked me. "No," I
said, "but I do understand now why that speech was
given to Polonius." (Shakespeare vindicated once
more.)

"A waste of breath"

With this warning in mind, we may go back to the
original proposition: that the developed conscience can
free its possessor to do as she wishes because her
wishes can be trusted.

Your decisions may sometimes be hard to explain
in fashionable terms, ^'eats imagined this kind of dif-
ficulty for Robert Gregory, an Irishman who in World
War I jiMned the British Royal Air Force. The Irish,
most of them, felt anything but loyalty toward England;
why should this promising young man fight for her in
one of those dangerous flying machines? Yeats answers
for Gregory:

ALUMNAE QUARTERLY / SPRING 1%3

I know that I shall meet my fate

Somewhere among the clouds above;

Those that 1 light 1 do not hate.

Those that 1 guard I do not love;

My country is Killartan Cross,

My countrymen Kiltartan's poor,

No likely end could bring them loss

Or leave them happier than before.

Nor law, nor duly bade me fight.

Nor public men, nor cheering crowds,

A lonely impulse of delight

Dnne to this tumult in the clouds;

I balanced all, brought ail to mind.

The years to come seemed waste of breath.

A waste of breath the \ears behind

In balance with this life, this death.

Now, Gregory has joined public action in its ultimate
form. But private moti\ation gi\es ihe action its valid-
ity; the public good is not here seen in the usual way
as validating the individual deed.

Decisions with Open Ends

"A lonely impulse of delight." By this time you must
have discovered what, for you now, is the source of
this. If you have not consciouslv identified it. if you
have ignored it for something easier tt) explain, now
is the time to let it assert itself. It must provide the cen-
ter of intensity without which the years to come will
be waste of breath.

It is very probable that you are not now sure how
to house this source in a practical plan. Some experi-
mentation, or some further preparation, may be nec-
essary. Therefore it is important that your decisions
have open ends, ends thrinigh which you can pass
either to new decisions, or to further development of
the original ones.

You arc now to be invested as seniors. Something is
usually said at this time about your public responsibili-
ties as the ranking students on the campus. You are
already discharging them well and we arc confident
that as a class you will leave Agnes Scott better than
you found it. "\'ou deserve the respect you have. In the
next few months you may feel a growing incongruity
between the assurance and ease with which you have
learned to move in this world and the doubts with
which you contemplate entering the unmapped maze
beyond. My best wish for you. each one of you. is that
you take as your chief clue to that maze the lonely
impulse of delight that tells you who you arc. You have
earned the right to trust it. Let your investiture today
be the sign and seal of that right in your own eyes.

THUMBS
OUT

By RUTH SHEPHERD/62

ABOUT THE AUTHOR: After her graduation in
1952, Ruth joined the American National Red
Cross and was assigned to Korea for a year with
the Red Cross Clubmobile program. Then she
hitch-hiked her way around the world, arriving
home at Christmas this year. This spring she is
"tal<ing a look at my own country," with an Israeli
girl whom she met last year.

CrtA, MJi-Iaju aiMi <mY^- jpOfK^

DESPITE initial apprehensions and a queer feeling
of ineptness is it really the gauche act of wag-
ging one's thumb which makes a successful hitch
hiker? my auto-stopping career was launched at the
Cairo end of the desert road to Alexandria, Egypt.
My comrade-in-comedy was a California girl with whom
I had worked during my year with the American Red
Cross in Korea.

Neither of us felt confident of what we were doing
even with all the assurances of fellow-travelers from
the Youth Hostel in Cairo. "Hitching this stretch is
easier, faster and better than taking an express bus!"
they said. So throwing caution to the winds and many
accusing glances at each other, we dragged our suit-
cases the eight or ten blocks to the bus stop and
wormed in among the press of dark-eyed Egyptians
boarding the local bus.

It was wrapped in the many-tentacled throngs on
Egyptian buses that we learned some of the subtle arts
of self-defense. If one stands facing a seated WOMAN,
has a large purse hanging from one shoulder, a pro-
jected elbow protecting the other side, and steps back
to slowly shift one's weight onto the toe of any op-
pressor from the rear, one can attain the status of
"untouchable" a most valued state in a touchy crowd.

On this particular morning we quickly accustomed
the jostling mass to our presence on the bus and some-

THE AGNES SCOTT

a dd^W^UcV:---

how at the appropriate spot on Cairo's outslvirts were
squeezed out onto the street, suitcases still in tow. A
short walk brought us to a good spot on the highway.
This I can say only in retrospect, for at the time we
could only guess at the science of finding the perfect
auto-stopping spot. (It must be far enough from the
road junction to allow any car. traveling in the right
direction, to see you but not so far that the car would
have a chance to pick up too much speed to be bothered

to stop. The spot should be free from trafTic-hazard
curves and have a convenient strctcii on whicli the
driver can pull ofT the road. )

With beginner's luck we picked a perfect place,
though we didn't know it at the time. The first two
cars passed us by: and Pat and I entertained a mild
stage of panic. Picking up our suitcases, we began
lurching vaguely in dilTerent directions, when out of
nowhere on a nearly deserted highway appeared a
middle-aged man in a business suit. He crossed over
to us: we watched him come with mingled curiosity
and confusion. He didn't have a car, he wasn't in a
policeman's uniform, what could he want with us?

Hitch Hiker's Sprint

He speak "leetle English," he said. Could he help us?
We going Alexandria? "No bus here . . . RO.-XD! " he
repeated with increasing \olume, wild from-the-heart
gestures, and a pleading look in his big brown eyes. We
were pretty sure of what he was trying to tell us. and
we already knew that the bus to Alexandria traveled
on the thriuigh-town road and not on this one: but
how to tell this man that we knew about the bus on
the other road but wanted to hitch hike on this road?

About the time we were winding up our explanation
complete with our broken English, pleading eyes, and
from-the-heart gestures, we were joined by a couple of
young workmen, appearing also out of nowhere, plus
one burro and one small, big-eyed boy. .Apparently the

VV-tok V.:kyrs> 'S a WiA^ f

ALUMNAE QUARTERLY / SPRING 1%5

Thumbs Out

(Continued)

man in the business suit Iiad understood our story and
our hopes to stop a car; and apparently the recent ad-
ditions to the group made the same inquiries that the
first man had. So the business-suit man, the workmen,
the boy and the burro, and Pat and I began a three-
ringed conversation of Arabic, broken-EngHsh, wild
gestures and pleading looks and were about to be joined
by two policemen strolling toward us from their guard
shack some 50 yards away, obviously attracted by the
confusion, when Praise Be! a car pulled up.

Of course the car stopped some 20 feet away from
us, so I had to disentangle myself from "the group''
and make the Hitch Hiker's Sprint (a 20 or 30 foot
quick sprint with a heavy suitcase or rucksack, the
manner in which it is done being an indication of the
enthusiasm, interest, school-boy charm and desirability
of the hitch hiker). I approached the opened window to
ask breathlessly for a lift only to discover that this was a
well-meaning middle-aged German couple who saw two
girls in the midst of a growing commotion and stopped
to see if anything was wrong and could they help us?

As some who knew me at Agnes Scott may recall, I
was one exceedingly poor German student. But believe
me, I dug up enough spoken German and sign language

(iu luirs^ ^ kJCkXQ,

10

to make that couple understand what we were doing on
that desert road and where we wanted to go. To our
great relief and joy, the driver got out and put our suit-
cases in the trunk and we were treated to a swift ride
across the desert in a brand new Volkswagen (a new
style not yet imported into the USA), complete with
radio and good company. Moreover, when we reached
Alexandria we were driven to the heart of the city, given
a short tour and let off near the Youth Hostel. What
more could anyone ask from a 10 minute wait on a
highway with no money down and no money to go!

This was only my first hitch hiking experience. But
it was far from the first or the last occasion when I re-
ceived such kind attention from people who, whether
they could or could not speak my language, went out
of their way to offer me assistance and friendship. I
often wonder if I would have so many fond memories
and friends from other countries if I had gone the
"Hilton route," to use a term of Youth Hostelers. So
many people who opened their homes and hearts to me
I would never have met had I traveled by plane from
city to city, taken cabs to hotels, joined tourist sight-
seeing groups and merely traveled without coming to
know the peoples of other lands.

That Special and Different World

There are so many people I could describe, like an
old Ceylonese man who took us to his shop, fed us
a meal and gave us our first lesson in eating with the
fingers of our right hands (the only courteous way to
eat in some sections of Ceylon and India); the Indian
woman who met us on a train and took us home to
stay with her family for two days; the Syrian U.N.
doctor who gave us a lift to Damascus, showed us his
city and gave us a valuable insight into the Arab-Israel
problems. There must have been at least one such
amazingly beautiful experience a day for the entire
nine months of my travels.

For my time and effort, traveling by auto-stopping,
bus, third class train and hiking, staying in Youth Hos-
tels, cheap hotels or camping out, and being receptive
to friendships of peoples in all walks of life with as-
sorted dress, languages and customs is the most exhila-
rating, happiest way to see the world that any person
could dream of doing! If it's sometimes hard to live
with different customs, eat strange foods, and learn
smatterings of the language of each new country, it is
harder still to even think of visiting and leaving a
country without discovering the peoples' courtesies, their
unique foods and ways, without making a friend to put
that special and different world into a personal focus
for you.

THE AGNES SCOTT

Ok

By James Ross McCain

ALiriLE more than ten years ago, when the beloved
Dr. Mary Frances Sweet left us, I was given the
privilege of accompanying the body to Syracuse, N.Y.,
and of holding a service there for her friends. I asked
Miss McKinney, "What shall I say for the occasion?"
W ithout a moment's hesitation she replied, "Don't try
to eulogi/e. Just tell the facts, and by all means don't
make it sad." With these suggestions from her still in
mind, 1 am glad to give Agnes Scott alumnae some
recollections about our \ery remarkable Miss McKinney
herself.

Only a few months ago, I was reading the Minutes
of the Board of Trustees for Agnes Scott Institute, as it
tlien was named: and I came across this item recorded
in the spring of 1891: "On motion Miss Louise Mc-
Kinney, of Farmville, Va., was elected Professor of
English, at a salary of S800 per year." That was really
a very good salary for that day. (When I first taught
school in 1903. my salary was only $675 per year.)
However. .-Xgnes Scott Institute was not able to give
much increase in salaries. When I came to the College,
twent\-four years after Miss McKinney, she was then
getting only SI. 000. and this did not include room and
board. After the death of Colonel George W. Scott,
who gave so generously, the institution had lean years;
and when I came in 1915, its total assets of every kind
were only $450,000. and there was a debt of $65,000.
This explains the slowness in salary increases.

The McKinney Room

In ;idditii^n to her teaching. Miss McKinney had
many other duties. She was a chaperone and house
mother. She served as Registrar, and some of the best
records we have had in seventy-six years are those
which she kept. She was Chairman of the Admission
Committee for many years. When I came to the College
fifty years ago. Dr. Gaines, who was President, wanted
me to get really acquainted with the life of Agnes
Scott, so he suggested. "I'll appoint you as a member
of the Admission Committee, and you will learn more
from Miss McKinney than in any other way." I found
this to be entirely true.

It was just fun to watch her work. She was very strict.
In a day when the catalogues of most institutions were
mere window dressing, she insisted that the Agnes
Scott publication must be taken literally. If it stated

Miss McKinney on her 95th birthday anniversary.

that "Macbeth" were required, it would never do to
offer "Hamlet."' If four books of "Caesar" were re-
quired, pages from Sallust could not be used. It was
such meticulous care that won for Agnes Scott a great
reputation for fine, dependable work. It was tough on
the students; but, when the institution claimed in 1906
to be a coUei;e, it was immediately admitted to mem-
bership in the Southern Association of Schools and
Colleges, the first college or university in Georgia to
have this honor. Miss McKinney had a large part in
this.

In 1891 the west end of Main Building was a chapel.
In 1906 Rebekah Scott Hall was erected, and the
Chapel was located there. After that, the west end of
Main was divided into classrooms, and Room 42. the
southwest corner of the first floor, where Miss McKin-
ney taught, became a legend. Thousands of students
found inspiration there, and Room 42 is now named
The McKinney Room. It is appropriate that her por-
trait should hang in the room now, just over the point
where her desk stood and where she presided for
so long.

Miss McKinney had graduated from State Teachers
College in Farnnille. Virginia, but it did not confer
degrees. She had planned to go to Vassar to complete
work for the B.A. degree, but the call from Agnes Scott
caused her to defer the plan, and she never seemed to
ha\c time to secure a degree. She was the only professor,
man or woman, of my acquaintance who was the head
of a major department in what came to be a major
college, who had no degree and who did not need one.
She might have had an honorary doctorate, but she said.
"No. " She was largely self-educated, with an e.xtraordi-

(Continued on next page)

ALUMNAE QUARTERLY / SPRING 1%5

11

Miss McKinney (continued)

nary capacity to read and to interpret good literature.
It is quite right that she should have been honored with
the establishing of "The McKinney Book Award," given
annually to the student who acquires the best collection
of books and who owns them intellectually as well as
physically.

Miss McKinney had a genius for friendship. This was
shown most clearly in her long association with Dr.
Mary F. Sweet, who came to Agnes Scott in 1908 as
college physician. The two were immediately attracted
to each other. David and Jonathan never had closer
ties. They roomed together in the old White House for
years. Today when one teacher may have a whole house
to herself, it is hard to understand how two full pro-
fessors would share one small room and think nothing
of it. When Miss McKinney and Dr. Sweet moved to
165 South Candler Street and finally had at least a
whole cottage, they were most delighted.

Miss McKinney never had an opportunity to be
thrown much with children, but they seemed strangely
attracted to her. For ten years, I and my family lived
next door to Miss McKinney, Dr. Sweet, and later "Mr.
Fred," brother of Dr. Sweet; and they spoiled my
children. My youngsters would run away at any time
just to get next door. On one occasion. Miss McKin-
ney, with great dignity, brought over one of our daugh-
ters who had very wet hair and not a stitch of clothing.
She had been taking a bath at home and was suddenly
overcome with great longing "to see Miss Kinney."

That Lovely White-haired Woman

Students were often afraid of her when they came
into her classes for the first time. Her bright blue eyes
seemed almost to emit sparks when she stirred, and
she could be stern when there was misconduct or poor
work. However, her students nearly always came to love
her. During our recent 75th Anniversary Campaign, it
was my privilege to visit more than thirty cities in all
parts of the country, and in each there were alumnae
asking about Miss McKinney and sending their love
to her.

She was a very striking-looking member of our fac-
ulty. Even from her early days, she had beautiful white
hair. She always dressed neatly and was vigorous in
movement and attitude. She rarely went to professional
meetings away from the campus, for they seemed tire-
some to her; but, whenever she did so, many would
inquire, "Who is that lovely white-haired woman?"

When she and Dr. Sweet retired, it was upon our
special insistence that they continued to live on the
campus. After the death of Dr. Sweet, Miss McKinney
felt that the College ought to have the use of the cot-
tage, and several times she spoke of moving. I, and
later Dr. Alston, assured her always that there could
not be any possible use of the cottage which would
compare with the value of having her live in it. The
cottage at 165 South Candler came to be a favorite
stopping place for returning alumnae and other friends.
She recognized immediately an amazing number of
the old-timers and could recall for many of them inci-
dents of their college days.

While she would never write articles, she spent a
good deal of time in compiling information about the
early days of the College, especially the dates and
development of special Agnes Scott events such as the
origin of Blackfriars, the earliest college newspaper, the
Black Cat, and other traditions. It is fortunate that
Edna Hanley Byers, the College Librarian, has pre-
served some of these papers which Miss McKinney
gave her.

It was interesting to hear her talk of politics. Her
brother, Mr. C. D. McKinney, a very fine Decatur
citizen, was an ardent Democrat, and she felt in
loyalty to him that she also must vote that ticket. But
she had a hard time on various occasions trying to make
excuses for one or another of the local or national
leaders.

Seventy-four Years

She was an earnest Christian but was timid in any
outward expression of it. I never heard her lead in
public prayer. She loved the Decatur Presbyterian
Church. At her death, she was the oldest member of
the congregation and had been a member longer than
anyone else. She took great pride in the number of
Agnes Scotters who went into full-time Christian service
from that Church. When I visited her, she always
wanted a word of prayer together before I left. She
always wanted members of the Session of the Church
to come and hold the Lord's Supper with her.

Miss McKinney shared with us seventy-four of the
seventy-six years of the life of Agnes Scott. There can
never be another such influence. No single person now,
however remarkable, could touch a whole community
as she did. She came at just the right time to set her
impress on the standards and ideals of the young insti-
tution. We do not lose a founder like her. She is away
from us, and we miss her, but her life is hid in the
hearts of so many Agnes Scotters that she still lives in
spirit among us. What a blessing!

12

THE ACNES SCOTT

THE

PLIGHT

"4. HUMANITIES

SPECIAL
REPORT

COPYRIGHT 1965 BY EDITORIAL PROJECTS FOR EDUCATION, INC,

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midst great

material well-being,

our culture stands in danger

of losing its very soul.

WITH the greatest economic prosperity
ever known by Man;
With scientific accompHshments
unparalleled in human history;

With a technology whose machines and methods
continually revolutionize our way of hfe:

We are neglecting, and stand in serious danger of
losing, our culture's very soul.

This is the considered judgment of men and women
at colleges and universities throughout the United
States men and women whose life's work it is to
study our culture and its "soul." They are scholars
and teachers of the humanities: history, languages,
literature, the arts, philosophy, the history and com-
parison of law and religion. Their concern is Man
and men today, tomorrow, throughout history.
Their scholarship and wisdom are devoted to assess-
ing where we humans are, in relation to where we
have come from and where we may be going, in
light of where we are and have been.

Today, examining Western Man and men, many
of them are profoundly troubled by what they see:
an evident disregard, or at best a deep devaluation,
of the things that refine and dignify and give meaning
and heart to our humanity.

H

-ow IS IT NOW with us?" asks a group of
distinguished historians. Their answer: "Without
really intending it, we are on our way to becoming a
dehumanized society."

A group of specialists in Asian studies, reaching
essentially the same conclusion, offers an explanation:

"It is a truism that we are a nation of activists,
problem-solvers, inventors, would-be makers of bet-
ter mousetraps. . . . The humanities in the age of
super-science and super-technology have an increas-
ingly difficult struggle for existence."

"Soberly," reports a committee of the American
Historical Association, "we must say that in Ameri-
can society, for many generations past, the prevailing
concern has been for the conquest of nature, the pro-
duction of material goods, and the development of a
viable system of democratic government. Hence we
have stressed the sciences, the appUcation of science
through engineering, and the application of engineer-
ing or quantitative methods to the economic and
political problems of a prospering republic."

The stress, the historians note, has become even
more intense in recent years. Nuclear fission, the
Communist threat, the upheavals in Africa and Asia,
and the invasion of space have caused our concern
with '"practical" things to be "enormously rein-
forced."

Says a blue-ribbon "Commission on the Humani-
ties," established as a result of the growing sense of
unease about the non-scientific aspects of human life:

"The result has often been that our social, moral,
and aesthetic development lagged behind our material
advance. . . .

"The state of the humanities today creates a crisis
for national leadership."

T

HE CRISIS, which extends into every home,
into every life, into every section of our society, is
btest observed in our colleges and universities. As
both mirrors and creators of our civilization's atti-
tudes, the colleges and universities not only reflect
what is happening throughout society, but often
indicate what is likely to come.

Today, on many campuses, science and engineering
are in the ascendancy. As if in consequence, important
parts of the humanities appear to be on the wane.

Scientists and engineers are likely to command the
best job offers, the best salaries. Scholars in the hu-
manities are likely to receive lesser rewards.

Scientists and engineers are likely to be given finan-
cial grants and contracts for their research by govern-
ment agencies, by foundations, by industry. Scholars
in the humanities are likely to look in vain for such
support.

Scientists and engineers are likely to find many of
the best-qualified students clamoring to join their
ranks. Those in the humanities, more often than not,
must watch helplessly as the talent goes next door.

Scientists and engineers are likely to get new build-
ings, expensive equipment, well-stocked and up-to-
the-minute libraries. Scholars in the humanities, even
allowing for their more modest requirements of phys-
ical facilities, often wind up with second-best.

Quite naturally, such conspicuous contrasts have
created jealousies. And they have driven some persons
in the humanities (and some in the sciences, as well)
to these conclusions:

1) The sciences and the humanities are in mortal

competition. As science thrives, the humanities must
languish -and vice versa.

2) There are only so many physical facilities, so
much money, and so much research and teaching
equipment to go around. Science gets its at the ex-
pense of the humanities. The humanities" lot will be
improved only if the sciences' lot is cut back.

To others, both in science and in the humanities,
such assertions sound like nonsense. Our society,
they say, can well afibrd to give generous support to
horh science and the humanities. (Whether or not it
will, they admit, is another question.)

A committee advising the President of the United
States on the needs of science said in 1960:

"". . . We repudiate emphatically any notion that
science research and scientific education are the only
kinds of learning that matter to America. . . . Obvi-
ously a high civilization must not limit its efforts to
science alone. Even in the interests of science itself,
it is essential to give full value and support to the
other great branches of Man's artistic, literary, and
scholarly activity. The advancement of science must
not be accomplished by the impoverishment of any-
thing else. . . ."

The Commission on the Humanities has said:

"Science is far more than a tool for adding to our
security and comfort. It embraces in its broadest
sense all etTorts to achieve valid and coherent views
of reality; as such, it extends the boundaries of ex-
perience and adds new dimensions to human char-
acter. If the interdependence of science and the hu-
manities were more generally understood, men would
be more likely to become masters of their technology
and not its unthinking servants."

None of which is to deny the existence of differ-
ences between science and the humanities, some of
which are due to a lack of communication but others
of which come from deep-seated misgivings that the
scholars in one vineyard may have about the work
and philosophies of scholars in the other. Differences
or no, however, there is little doubt that, if Americans
should choose to give equal importance to both
science and the humanities, there are enough ma-
terial resources in the U.S. to endow both, amply.

T

Hus FAR, however, Americans have not so
chosen. Our culture is the poorer for it.

the humanities' view:

Mankind
is nothing
without
individual
men.

"Composite man, cross-section man,
organization man, status-seeking man
are not here. It is still one oj the
merits oj the humanities that they see
man with all his virtues and iceak-
nesses, including his first, middle, and
last names."

DON CAMERON ALLEN

WHY SHOULD an educated but practical
American take the vitality of the
humanities as his personal concern?
What possible reason is there for the
business or professional man, say, to trouble himself
with the present predicament of such esoteric fields
as philosophy, exotic literatures, history, and art?
In answer, some quote Hamlet:

What is a man
If his chief good and market of his time
Be but to sleep and feed? a beast, no more.

Others, concerned with the effects of science and
technology upon the race, may cite Lewis Mumford:

". . . It is now plain that only by restoring the
human personality to the center of our scheme of
thought can mechanization and automation be
brought back into the services of life. Until this hap-
pens in education, there is not a single advance in
science, from the release of nuclear energy to the
isolation of DNA in genetic inheritance, that may
not, because of our literally absent-minded automa-
tion in applying it, bring on disastrous consequences
to the human race."

Says Adlai Stevenson :

"To survive this revolution [of science and tech-
nology], education, not wealth and weapons, is our
best hope that largeness of vision and generosity of
spirit which spring from contact with the best minds
and treasures of our civilization."

T

m HE

HE COMMISSION on the Humanities cites five
reasons, among others, why America's need of the
humanities is great:

"I) All men require that a vision be held before
them, an ideal toward which they may strive. Ameri-
cans need such a vision today as never before in their
history. It is both the dignity and the duty of hu-
manists to offer their fellow-countrymen whatever
understanding can be attained by faUible humanity
of such enduring values as justice, freedom, virtue,
beauty, and truth. Only thus do we join ourselves
to the heritage of our nation and our human kind.

"2) Democracy demands wisdom of the average
man. Without the exercise of wisdom free institutions

and personal liberty are inevitably imperiled. To
know the best that has been thought and said in
former times can make us wiser than we otherwise
might be, and in this respect the humanities arc not
merely our, but the world's, best hope.

"3) . . . [Many men] find it hard to fathom the
motives of a country which will spend billions on its
outward defense and at the same time do little to
maintain the creative and imaginative abilities of its
own people. The arts have an unparalleled capability
for crossing the national barriers imposed by language
and contrasting customs. The recently increased
American encouragement of the performing arts is
to be welcomed, and will be welcomed everywhere
as a sign that Americans accept their cultural respon-
sibilities, especially if it serves to prompt a corre-
sponding increase in support for the visual and the
liberal arts. It is by way of the humanities that we
best come to understand cultures other than our own,
and they best to understand ours.

"4) World leadership of the kind which has come
upon the United States cannot rest solely upon su-
perior force, vast wealth, or preponderant technology.
Only the elevation of its goals and the excellence of
its conduct entitle one nation to ask others to follow
its lead. These are things of the spirit. If we appear
to discourage creativity, to demean the fanciful and
the beautiful, to have no concern for man's ultimate
destiny if, in short, we ignore the humanities then
both our goals and our elTorts to attain them will be
measured with suspicion.

"5) A novel and serious challenge to Americans
is posed by the remarkable increase in their leisure
time. The forty-hour week and the likelihood of a
shorter one, the greater life-expectancy and the earlier
ages of retirement, have combined to make the bless-
ing of leisure a source of personal and community
concern. 'What shall I do with my spare time" all-too-
quickly becomes the question 'Who am 1? What shall
I make of my life?' When men and women fmd
nothing within themselves but emptiness they turn
to trivial and narcotic amusements, and the society
of which they are a part becomes socially delinquent
and potentially unstable. The humanities are the im-
memorial answer to man's questioning and to his
need for self-expression; they are uniquely equipped
to fill the 'abyss of leisure.' "

The arguments are persuasive. But, aside from the

scholars themselves (who are already convinced), is
anybody listening? Is anybody stirred enough to do
something about "saving" the humanities before it
is loo late?

"Assuming it considers the mailer at all," says
Dean George C. Branam, "the population as a whole
sees [the death of the liberal arts tradition] only as
the overdue departure of a pet dinosaur.

"It is not uncommon for educated men, after
expressing their overwhelming belief in liberal educa-
tion, to advocate sacrificing the meager portion found
in most curricula to get in more subjects related to
the technical job training which is now the principal
goal. . . .

"The respect they profess, however honestly they
proclaim il, is in the final analysis superficial and
false: they must squeeze in one more math course
for the engineer, one more course in comparative
anatomy for the pre-medical student, one more ac-
counting course for the business major. The business
man does not have to know anything about a Bee-
thoven symphony; the doctor doesn't have to com-
prehend a line of Shakespeare; the engineer will
perform his job well enough without ever having
heard of Machiavelli. The unspoken assumption is
that the proper function of education is job training
and that alone."

Job training, of course, is one thing the humanities
rarely provide, except for the handful of students
who will go on to become teachers of the humanities
themselves. Rather, as a committee of schoolmen
has put it, "they are fields of study which hold values
for all human beings regardless of their abilities,
interests, or means of livelihood. These studies hold
such values for all men precisely because they are
focused upon universal qualities rather than upon
specific and measurable ends. . . . [They] help man to
find a purpose, endow him with the ability to criticize
intelligently and therefore to improve his own society,
and establish for the individual his sense of identity
with other men both in his own country and in the
world at large."

I

.5 THIS reason enough for educated Americans
to give the humanities their urgently needed support?

# The humanities: "Our Hves are

"Upon the humanities depend the
national ethic and morality. . .

the substance they are made of."

. . . the national use of our

envirunnietit and mir material accomplishments.''''

. . . the national aesthetic and
beauty or lack oj it . . .

# ^^A million-dollar
project without
a million dollar s^^

THE CRISIS in the humanities involves people,
facilities, and money. The greatest of these,
many believe, is money. With more funds,
the other parts of the humanities' problem
would not be impossible to solve. Without more,
they may well be.

More money would help attract more bright stu-
dents into the humanities. Today the lack of funds is
turning many of today's most talented young people
into more lucrative fields. "Students are no different
from other people in that they can quickly observe
where the money is available, and draw the logical
conclusion as to which activities their society con-
siders important," the Commission on the Humanities
observes. A dean puts it bluntly: "The bright student,
as well as a white rat, knows a reward when he sees
one."

More money would strengthen college and uni-
versity faculties. In many areas, more faculty mem-
bers are needed urgently. The American Philosophical
Association, for example, reports: "... Teaching
demands will increase enormously in the years im-
mediately to come. The result is: (1) the quaUty of
humanistic teaching is now in serious danger of de-
teriorating; (2) qualified teachers are attracted to
other endeavors; and (3) the progress of research and
creative work within the humanistic disciplines falls
far behind that of the sciences."

More money would permit the estabhshment of
new scholarships, fellowships, and loans to students.

More money would stimulate travel and hence
strengthen research. "Even those of us who have
access to good libraries on our own campuses must
travel far afield for many materials essential to
scholarship," say members of the Modern Language
Association.

More money would finance the pubhcation of long-
overdue collections of literary works. Collections of
Whitman, Hawthorne, and Melville, for example,
are "officially under way [but] face both scholarly
and financial problems." The same is true of transla-
tions of foreign literature. Taking Russian authors as
an example, the Modern Language Association notes:
"The major novels and other works of Turgenev,
Gogol, Dostoevsky, Tolstoy, and Chekhov are readily
available, but many of the translations are inferior
and most editions lack notes and adequate introduc-

tions. . . . There are more than half a dozen transla-
tions of Crime and Punishment. . . . but there is no
English edition of Dostoevsky's critical articles, and
none of his complete published letters. [Other] w rilers
of outstanding importance. . . . have been treated
only in a desultory fashion."

More money would enable historians to enter areas
now covered only adequately. "Additional, more
substantial, or more immediate help,"" historians say,
is needed for studies of Asia, Russia, Central Europe,
the Middle East, and North Africa; for work in intel-
lectual history; for studying the history of our West-
em tradition "with its roots in ancient, classical.
Christian, and medieval history"; and for "renewed
emphasis on the history of Western Europe and
America." "As modest in their talents as in their
public position," a committee of the American His-

THUS PROFESSOR GAY WILSON ALLEN, OnC of thc

editors, describes the work on a complete edition
of the writings of Wall Whitman. Because of a
lack of sufficient funds, many important literary
projects arc stalled in the United States. One in-
dication of the state of alTairs: the works of only
two American literary ligurcs l:mily Dickinson
and Sidney Lanier are considered to have been
collected in editions that need no major revisions.

torical Association says, "our historians too often
have shown themselves timid and pedestrian in ap-
proach, dull and unimaginative in their writing. Yet
these are vices that stem from public indifference."

More money would enable some scholars, now en-
gaged in "applied" research in order to get funds, to
undertake "pure" research, where they might be far
more valuable to themselves and to society. An ex-
ample, from the field of linguistics: Money has been
available in substantial quantities for research related
to foreign-language teaching, to the de\elopment of
language-translation machines, or to military com-
munications. "The results are predictable." says a
report of the Linguistics Society of America. "On
the one hand, thc linguist is tempted into subterfuge
dressing up a problem of basic research to make it
look like applied research. Or, on the other hand, he
is tempted into applied research for which he is not
really ready, because the basic research which must
lie behind it has not yet been done."

More money would greatly stimulate work in
archaeology. "The lessons of Man's past are humbling
ones," Professor William Foxwell Albright, one of
the world's leading Biblical archaeologists, has said.
"They are also useful ones. For if anything is clear,
it is that we cannot dismiss any part of our human
story as irrelevant to the future of mankind." But,
reports the Archaeological Institute of America, "the
know ledge of valuable ancient remains is often per-
manently lost to us for the lack of as little as $5,000."

MORE money: that is the great need. But
where will it come from?
Science and technology, in America,
owe much of their present financial
strength and, hence, the means behind their spec-
tacular accomplishments to the Federal govern-
ment. Since World War II, billions of dollars have
flowed from Washington to the nation's laboratories,
including those on many a college and university
campus.

The humanities have received relatively few such
dollars, most of them earmarked for foreign language
projects and area studies. One Congressional report
showed that virtually all Federal grants for academic
facilities and equipment were spent for science; 87
percent of Federal funds for graduate fellowships
went to science and engineering; by far the bulk of
Federal support of faculty members (more than $60
million) went to science; and most of the Federal
money for curriculum strengthening was spent on
science. Of $1,126 billion in Federal funds for basic
research in 1962, it was calculated that 66 percent
went to the physical sciences, 29 percent to the life
sciences, 3 percent to the psychological sciences, 2
percent to the social sciences, and 1 percent to "other"
fields. (The figures total 101 percent because fractions
are rounded out.)

The funds particularly those for research were
appropriated on the basis of a clearcut quid pro quo:
in return for its money, the government would get
research results plainly contriliuting to the national
welfare, particularly health and defense.

With a few exceptions, activities covered by the
humanities have not been considered by Congress to
contribute sufficiently to "the national welfare" to
qualify for such Federal support.

I

-T IS on precisely this point that the humanities
are indeed essential to the national welfare that
persons and organizations active in the humanities
are now basing a strong appeal for Federal support.

The appeal is centered in a report of the Commis-
sion on the Humanities, produced by a group of dis-
tinguished scholars and non-scholars under the chair-
manship of Barnaby C. Keeney, the president of
Brown University, and endorsed by organization
after organization of humanities specialists.

"Traditionally our government has entered areas

where there were overt difficulties or where an oppor-
tunity had opened for exceptional achievement," the
report states. "The humanities fit both categories,
for the potential achievements are enormous while
the troubles stemming from inadequate support are
comparably great. The problems are of nationwide
scope and interest. Upon the humanities depend the
national ethic and morality, the national aesthetic
and beauty or the lack of it, the national use of our
environment and our material accomplishments. . . .

"The stakes are so high and the issues of such
magnitude that the humanities must have substantial
help both from the Federal government and from
other sources."

The commission's recommendation: "the establish-
ment of a National Humanities Foundation to
parallel the National Science Foundation, which is so
successfully carrying out the public responsibilities
entrusted to it."

s,

UCH A PROPOSAL raises important questions
for Congress and for all Americans.

Is Federal aid, for example, truly necessary? Can-
not private sources, along with the states and mu-
nicipalities which already support much of American
higher education, carry the burden? The advocates
of Federal support point, in reply, to the present
state of the humanities. Apparently such sources of
support, alone, have not been adequate.

Will Federal aid lead inevitably to Federal control?
"There are those who think that the danger of

^^ Until they want to^
it wonH he done.^^

BARNABY c. KEENEY (opposite page), unlvcrsity
president and scholar in the humanities, chairs
the Commission on the Humanities, which has
recommended the estabhshment of a Federally
financed National Humanities Foundation. Will
this lead to Federal interference? Says President
Keeney: "When the people of the U.S. want to
control teaching and scholarship in the humani-
ties, they will do it regardless of whether there is
Federal aid. Until they want to, it won't be done."

Federal control is greater in the humanities and the
arts than in the sciences, presumably because politics
will bow to objective facts but not to values and
taste," acknowledges Frederick Burkhardt, president
of the American Council of Learned Societies, one
of the sponsors of the Commission on the Humanities
and an endorser of its recommendation. "The plain
fact is that there is always a danger of external con-
trol or interference in education and research, on
both the Federal and local levels, in both the public
and private sectors. The establishment of institutions
and procedures that reduce or eliminate such inter-
ference is one of the great achievements of the demo-
cratic system of government and way of life."

Say the committeemen of the American Historical
Association: "A government which gives no support
at all to humane values may be careless of its own
destiny, but that government which gives too much
support (and policy direction) may be more danger-
ous still. Inescapably, we must somehow increase the
prestige of the humanities and the flow of funds. At
the same time, however grave this need, we must
safeguard the independence, the originality, and the
freedom of expression of those individuals and those
groups and those institutions which are concerned
with liberal learning."

Fearing a serious erosion of such independence,
some persons in higher education flatly oppose Fed-
eral support, and refuse it when it is offered.

Whether or not Washington does assume a role in
financing the humanities, through a National Hu-
manities Foundation or otherwise, this much is cer-
tain: the humanities, if they are to regain strength
in this country, must have greater understanding,
backing, and support. More funds from private
sources are a necessity, even if (perhaps especially if)
Federal money becomes available. A diversity of
sources of funds can be the humanities' best insurance
against control by any one.

Happily, the humanities are one sector of higher
education in which private gifts even modest gifts
can still achieve notable results. Few Americans are
wealthy enough to endow a cyclotron, but there are
many who could, if they would, endow a research
fellowship or help build a library collection in the
humanities.

I

.N BOTH public and private institutions, in both
small colleges and large universities, the need is ur-
gent. Beyond the campuses, it affects every phase of
the national life.

This is the fateful question :

Do we Americans, amidst our material well-being,
have the wisdom, the vision, and the determination
to save our culture's very soul?

The report on this and the preceding 15
pages is the product of a cooperative en-
deavor 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 EDUCATION, a non-profit organization

associated with the American Alumni
Council. (The editors, of course, speak for
themselves and not for their institutions.)
Copyright 1965 by Editorial Projects for
Education, Inc. All rights reserved; no
part may be reproduced without express
permission of the editors. Printed in U.S.A.

DENTON BEAL

Carnegie Institute of Technology

DAVID A. BURR

The University of Oklahoma

DAN ENDSLEY

Stanford University

BEATRICE M. FIELD

Tulane University

MARALYN O. GILLESPIE

Swarthmore College

CHARLES M. HELMKEN

American Alumni Council

JOHN 1. MATTILL

Massachusetts Institute of Technology

KEN METZLER

The University of Oregon

RUSSELL OLIN

The University of Colorado

JOHN W. PATON

Wesleyan University

ROBERT L. PAYTON

Washington University

ROBERT M. RHODES

The University of Pennsylvania

VERNE A. STADTMAN

The University of California

FREDERIC A. STOTT

Phillips Academy, Andover

FRANK J. TATE

The Ohio State University

CHARLES E. WIDMAYER

Dartmouth College

DOROTHY F. WILLL^MS

Simmons College

RONALD A. WOLK

The Johns Hopkins University

ELIZABETH BOND WOOD

Sweet Briar College

CHESLEY WORTHINGTON

Brown University

CORBIN GWALTNEY

Executive Editor

JOHN A. CROWL

Associate Editor

DEATHS

Faculty

Miss Muriel Ham, professor emeritus of Ger-
man and Spanish, January 2G, 1965.
Miss Louise McKinney, professor emeritus of
English. January 2(>, 1965.

Institute

Hattie Erwin Perkins (Mrs. Howell Eugene).

December 12, 1964.

Maude Martin Wright (Mrs. Stobo James),

June 20, 1964.

1910

Willie Clements, February 4, 19G5,

1911

Mary Elizabeth Radford in January, 1965.

1912

Sina White Emerson (Mrs. Cherry L.), Febru-
ary 22, 19li6.

1913

Florence Preston, sister of Janef Preston '21,
January 3, 19(;5.

1916

Dr. Loch in Minor Winn, husband of Mary
Bryan Winn. January 5. 1965.

1927

Luther D. Wrig:ht, husband of Mildred Cowan
Wrirzht and father of Eleanor Wriprht Linn '57,
August S, 1964, of a cerebral hemorrhage.

1929

Raymond A. Hogan, husband of Bertie Fergu-
son, May 1964.

1931

James McMullen Roberts, husband of Knoxie
Nunnally Roljerts, February 11, 1965.

1937

Royston Jester, Jr.. father of Dorothy Jester
and Helen Jester Crawford '41, January 21,
1965.

1945

Mrs. S. M. Kahn, mother of Dorothy Kahn

Prunhuber, in 1964.

Mrs. L. W. Mack, mother of Martha Jane

Mack Simmons, in 1964.

Lewis H. Cottongim, father of Geraldine Cot-

lungim Richards, in 1964. ,

1952 I

John W. Finney, father of Betty Finney Ken-
nedy, January 19, 1965.

1953

Mrs, Y. Melvin Hodges, mother of Betsy
Hodges Sterman, September 1964,

\ LcnX^ . .

Spi'ins' Sharpens a T^ook al llic Liberal Ails (Irisis

I I iMi II iHMiniT to concentrate on current problems
in liberal arts cilucation because the campus is calling
me to come out, come out.

Decatur's and Atlanta's doguoiHls are at the height of
their bloom, and I'nc ne\er behekl more beaut\ than this
spring of l')65 has brought. Remember the huge old crab-
apple tree in tront ol Sturgis Cottage? Its fragrance keeps
Ikn^ing through the .Alumnae OlTice, and I keep struggling
to sit at my desk.

But I do want to explore for a moment some of the
implications for .Agnes Scott College and its alumnae
in the so-called crisis of the liberal arts, or ""The Plight of
the Humanities" as the special report beginning on page
1 .1 is titled.

It is sometimes dilTicult for us who were reared and
educated in a liberal arts tradition to realize that such
problems as this article presents could be prevalent at
our own college. What responsibility do we. as both
alumnae and members of the society creating these prob-
lems, have toward them?

In the first place we can become aware that they do
exist even at Agnes Scott and in each of our com-
munities. The one looming largest for the College, regard-
less of the national battle between the sciences and the
humanities, is the struggle to recruit and retain an excellent
facultN. This is why I asked Dr. Kline. Dean of the
Faculty, to write for this issue of The Qtiarlcrly. As he
says, and as alumnae should know. "The selection of
new facult\ members is the most important task of the
president, dean, and department chairmen in terms of the
long-term well-being of the College."

In the second place, we can he and often are. as liberally
educated women, those whom I term caretakers of cul-
ture in our communities. I'm using the word culture in its
broadest sense, but I'm thinking of our attitudes even in
the small "dailies " which add up to our lives. As one
alumna expressed it. "Well, at least I've helped raise the
standard of the devotionals at the Garden Club."

.And in the third place, we can act in one area: we can
gi\e education in the liberal arts urgently needed financial
support. If it is true that scientific education has received
in recent years more than its fair share of funds, it is
equally true that every national study shows, in both the

private and public sectors of the economy, ample material
resources in the U.S.A. to support cilucaiion in the sciences
and in the humanities. If Americans are not adequately
supporting liberal arts education, it doesn't mean that we
cannot it simplv means we have not chosen so to do.
Every appeal for funds to you from Agnes Scott, no matter
what form it takes, is predicated upon the belief th.il each
individual alumna will make this choice.

So. there are mv three exceedingly brief comments on
but a portion of the alumna's responsibililv in this crisis oi
the liberal arts. President Lvndon Jtihnson said recently
(as reported in Alma Malcr: Journal of the American
Alumni Council. Vol. XXXII: No. 2; March. 1965).
"We have in this country today some 20 million alumni of
2500 accredited colleges and universities. The men and
women who have had the benefit of a higher education have
for all of their lives. I think, a very special responsibility,
not only to the colleges from which they graduated but to
the country of which they are citizens." i Italics mine)

Let's turn now back to the campus in spring and discover,
for reassurance, that the Agnes Scott community is con-
tinually revitalizing the liberal arts. We may be beset
w ith problems but we are by no means beleaguered by them.

Alumnae Week End, next week, will pro\ide intellectual
stimulation for alumnae in se\eral of the humanities.
Alumnae will choose to hear two among eight special lec-
tures prepared by facult\ members for us. There are two
lectures in each of lour fields: English (Shakespeare and
Keats), philosophy (Tillich and student beliefs), science
(chemistry and astronomy), and history (Biblical arche-
ology and Europe today).

The Alumnae Association's Executive Board and The
Class Council will meet to discuss alumnae responsibility
to the College and vice-versa. Then at the .Annual Meet-
ing President .Alston will answer questions from ahimnae
about any area of this institution's particular kind of edu-
cation. Even I. mired at the moment in the myriad de-
tails of preparation for .Alumnae Week End, am awaiting
all this goodness with anticipation!

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY, AGNES SCOTT COLLEGE, DECATUR, GEORGIA

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THE ALUMNAE QUARTERLY VOL. 43, NO. 4

SUMMER 1965

CONTENTS

2 What's Going On Here?

Mariane Wurst Schaum

6 Alumnae Are Insatiably Curious

Marybeth Little Weston

8 The Emerging of a Whole Woman

Cathe Centorbe

12 They Dance at Church

Betsy Fancher

14 A Senior Looks at the College

Nancy Yontz Linehan

16 Alumnae Week End

19 Class News

Nile Moore Levy

33 Worthy Notes

ANN WORTHY JOHNSON '38, Editor

MARIANE WURST SCHAUM '63, Managing Editor

JOHN STUART McKENZlE, Design Consultant

MEMBER OF AMERICAN ALUMNI COUNCIL

Published four times a year (November, February,
April and July) by the Alumnae Association of
Agnes Scott College, Decatur, Ga. for alumnae and
friends. Entered as second class matter at the Post
Office of Decatur, Georgia, under Act of August
24, 1912. Subscription price $2.00 per year.

COVER

Four Agnes Scott students
interpret the 150th Psalm be-
fore the altar at Holy Inno-
cents Episcopal Church. They
are Debbie Potts '66 in the
foreground; Ann Rogers '66;
Mary Barnett '67 and Paula
Savage '65.

PHOTO CREDITS

Front Cover, page 13, Floyd
Jillson. Frontispiece, pp. 2, 6,
8, 16, 17, 18, 20, 24, 27, 29,
30, Ken Patterson. Pp. 3, 4,
5, courtesy the Agnes Scott
PROFILE. Page 26, U.P.I. Page
28, Dorothy Travis Joyner '41 .

Greetings as exuberant as those of freshmen mark this meeting; of Eloise Lennard Smith
'40 and a (purposely nameless) former classmate. Thus began a splendid 25th Reunion for
the Class of 1940 on and off campus during Alumnae Week End in April.

Wbats
going
On

By MARIANE WURST SCHAUM, '63

Louisa Phiipott '67 reigned over the homecoming festivities at Georgia
Tech last fall as the 1964-65 Homecoming Queen.

WHEN faculty and administrative representatives
went out from the college in February for Foun-
der's Day talks to alumnae all over the country, the one
consistent question they heard was, "What's happening
on the campus?" Of course, it would be impossible
ever to assemble a complete record of what went on
at Agnes Scott during the 1964-65 academic year, but
with the help of the Agnes Scott Profile we have been
able to gather information about some of the highlights
of the year. So here is what you wanted: a resume of
activities at Agnes Scott, brief and sketchy though it be!

Despite heavy teaching loads, the faculty managed
to stay quite busy in extracurricular activities (and
gain a few kudos in the process). Faculty publications
this year include Irony in Tom Jones (University of
Alabama Press) by Eleanor N. Hutchens '40, Religious
Strife on the Southern Frontier (Louisiana State Uni-
versity) by Walter B. Posey, and Koenraad Swarfs
Sense of Decadence in 19th Century France (M. Nij-
hoff, P.O. Box 269, The Hague, Netherlands). All these
books can be ordered from the Agnes Scott bookstore;
allow at least six weeks for delivery.

Receiving the Ph.D. degree from Harvard Univer-
sity during the year was Jack L. Nelson, instructor in
English; and Richard Hensel, Assistant Professor of
Music, received the D.M.A. degree from the University
of Illinois.

Melissa Cilley, Assistant Professor of Spanish, Emer-
itus, presented the college a very valuable collection of

materials from Spain. The collection includes items dat-
ing from 204 B.C. to the present. It is on permanent
display in Buttrick Hall.

Janef N. Preston '21, Assistant Professor of English,
was named "Poet of the Year" by the Atlanta Branch
of the American Pen Women; and Llewellyn Wilburn
'19, chairman of the physical education department,
was presented the Georgia State Honor Award by the
Georgia Association for Health, Physical Education,
and Recreation for her outstanding work in these areas.
Ferdinand Warren, head of the art department, was
honored with a one-man exhibition of his paintings in
the Georgia State College Art Gallery throughout the
month of October. In May Mr. Warren was presented
the "Atlanta Beautiful Award" by the Atlanta Beau-
tiful Commission and Mayor Ivan Allen, Jr. for a mural
he did for an Atlanta ofi&ce building. Mr. Warren was
also commissioned by the sophomore class to do a
painting in memoriam to sophomore Laurie Bane who
was killed in an automobile accident during the Christ-
mas holidays. The painting, a beautiful still life which
Mr. Warren did "with Laurie in mind," will hang in the
Dana Fine Arts Building and was dedicated to her
memory this spring in ceremonies at which Laurie's
parents were present.

Other faculty and staff news includes the appoint-
ment of Mary Carrington Wilson '60 as Director of
Publicity. Carrington attended Agnes Scott for two
years and graduated from the University of North Caro-

THE AGNES SCOTT

Professor George P. Hayes is the Debate Team
Coach. He is shown here with two o( his prize
dcbalors, Margaret Brawner '55 (seated) and
Sarah Coodale '67.

Miss Florence Smith, Associate Professor of His-
tory and Pohlical Science, retired in June after
thirty-six years on the faculty.

The Arts Council is a vital new campus organi-
zation. Member Cathe Centorbe '66 is shown
working on her contribution for the Art Auction
sponsored by the Council in October.

lina. She holds the Master's degree from Northwestern
University and has done post graduate work at the
Sorbonne.

The only faculty member who retired in June is
Florence E. Smith, Associate Professor of History and
Political Science, who taught at Agnes Scott for 36
years. Mrs. Ethel Hatfield, dietitian for 16 years, and
Mrs. Lillian McCracken, who was a member of the
Dean's Staff and a senior resident for 14 years, also
retired at the end of the academic year. Mrs. RofT
Sims, professor of history, who came back to Agnes
Scott after four years at the American College for Girls
in Istanbul, has left us again, this time to become Dean
of the Faculty at Sweet Briar College.

The reapportionment of the Georgia Legislature gave
William Cornelius. Associate Professor of Political Sci-
ence, an opportunity to get into politics. He won the
Democratic party primary nomination for a seat in the
legislature and was narrowly defeated by the Republi-
can party opposition in the election. Mr. Cornelius
made a name for himself in this election, and we expect
to hear more about him in political news.

An innovation at Agnes Scott this year was the ap-
pointment of a consulting psychiatrist. Dr. Irene A.
Phrydas, who is in private life Mrs. D. T. Papa-
george. mother of Maria Papageorgc '67 and sister-in-
law of Evangeline Papageorge '28. Dr. Phrydas is avail-
able for conferences with students, and she is becoming
an integral part of the college community.

Agnes Scott students, as always, were busy, busy
people this year. One splendid new student project is
The Arts Council which began the year (according to
the Agnes Scott Profile, formerly The Ai;nes Scott
News, formerly The Agonistic) with "thirteen talented
members, four advisors, ten represented organizations,
a hundred original plans but, alas, only 28 cents!"
The Arts Council, which has as its purpose coordinating
the fine arts and stimulating awareness of and partici-
pation in the arts on campus, managed during the year,
however, to increase its treasury and the prestige of
both the arts and the organization on campus by spon-
soring ( 1 ) "Vestibule Vermilion" for the campus
community and guests, which featured, among a thou-
sand other lucrative and/or amusing items, a dramatic
reading (?) by Roberta Winter '27, Associate Profes-
sor of Speech and Drama; on the spot caricature
drawings by art students; home-baked goodies made
by Sigma Alpha lota (the music fraternity); a library
from which could be rented "matted and ready to
hang" paintings done by art students; an auction of
student art work; and private studios where students
could exercise their "own talents in spontaneous artis-
tic expression via the medium of finger paint," (2) art
movies followed by faculty led discussions. (3) a pres-
entation of Dylan Thomas's play. "Under Milk Wood,"
(4) a calendar of fine art productions in the Atlanta
area with critical articles on selected productions, and

(Continued on next page)

ALUMNAE QUARTERLY / SUMMER 1%S

Koenraad Swart, Associate Professor of History,
saw the fruits of years of research and work this
spring with the publication of his book on 19th
century France.

Dr. and Mrs. Alston (Madelaine Dunseith '28) chat with Day Morecock '67, president of the Sophomore
Class, and her parents during Sophomore Parents Week End.

Whafs Qoing On J-fere^ {Continued)

(5) chapel programs featuring student drama, poetry,
short stories and dance.

Many students were also active participants, as in-
dividuals, in an eflfort to bring about understanding and
communication between the races. Christian Associa-
tion's program for the year included fostering Inter Col-
legiate Council where students from all Atlanta colleges
and universities discussed current issues, conferences in
which white and Negro students participated, and
a three-day exchange program with Atlanta's Spelman
College (named for Laura Spelman Rockefeller), a
small, independent, liberal arts college for Negro women
affiliated with the Baptist Church. Christian Association
also sponsored a tutorial project in which Agnes Scott
students acted as tutors for white and Negro elementary
school students, and a project for clearing a playground
which was equipped by the city for use by Negro
chOdren.

In April the Harvard University debating team visited
the campus to debate with the Agnes Scott team on the
topic, "Resolved: That Co-Education is No Education."
(Harvard, affirmative; Agnes Scott, negative.) Seniors
Margaret Brawner and Jean Hoefer firmly trounced
the opposition by citing evidence that "women excel
men by being constitutionally stronger, healthier,
smarter, and emotionally stronger." They went on to
say that "women are prettier, have better figures, and
are nicer, because they never swear or fight and sel-
dom get drunk." Furthermore, "girls suffer when forced

to be educated with male dolts." Harvard just didn't
have a chance against such incontestable proof of fe-
male superiority!

Other items of interest: Under the auspices of
Christian Association's Vocational Guidance Chairman,
Linda Marks '67, and the Alumnae Association's Vo-
cational Guidance Chairman, Blythe Posey Ashmore
'58, alumnae Jean Bailey Owen '39, Susan Coltrane
Lowance '55, and Jane Guthrie Rhodes '38 came to
the campus to speak to students on various aspects of
seeking, getting, and keeping jobs and careers. Mortar
Board sponsored an Alma Mater contest; original music
and lyrics for the new school song were submitted by
two people and sung by the Glee Club and the student
body in convocations throughout the winter and spring
quarters. No decision has been made yet, but this long
needed project has been begun. In the campus mock
election preceding the national election in November
the Agnes Scott community gave the Johnson-Hum-
phrey ticket 467 votes, the Goldwater-Miller ticket 294
votes. (The cry of "Fraud" from the campus's Young
Conservatives was never validated by evidence.)

Several Agnes Scott students attended the Southern
Literary Festival in Oxford, Miss., April 22-24 and
heard talks by Eudora Welty, Robert Penn Warren,
and other famous southern artists. At the Festival Kath-
erine Bell '66 won first place in the formal essay di-
vision for her critical article, "Marianne Moore's Use
of Whimsy."

THE ACNES SCOTT

e Agnes Scott-Spelman exchange program
fated new friendships and set the stage for
il communication between white and Negro
liege students.

William Cornelius, Associate Pro-
fessor of Political Science, was a
candidate for a seal in the Geor-
gia legislature last spring.

The Harvard Debate Team was a handsome addition to
the campus scene in April, but the young men were
no match for Agnes Scott beauty and brains.

Ferdinand Warren, Professor of Art, dis-
plays one of the paintings that has made
him famous all over the country.

Bonnie Jo Henderson "66 was awarded an honorable
mention for her short story, "Here I Raise My Ebe-
nezer," in the Third Annual Student Literary Magazine
Contest cosponsored by the Saturday Review and the
United States National Student Association.

Fifteen seniors were elected to Phi Beta Kappa,
among them alumna daughter Elizabeth McCain (Vivi-
enne Long '37 ) who is the granddaughter of President
Emeritus James Ross McCain. Grace Walker Winn "67,
daughter of Grace Walker '41, was named Stukes
Scholar for ranking first academically in her class; and
Mary Brown "66. daughter of Mardia Hopper "43, won
the Jennie Sentelle Houghton Scholarship which is
awarded on the basis of future promise as indicated by
character, personality, and scholarship. Six seniors grad-
uated with high honor and twelve with honor.

Graduate fellowships were awarded to Elaine Orr
(Woodrow Wilson) who will go to the University of
Indiana, Elizabeth McCain (Fulbright) who will study
at Besancon, France next year. Margaret Brawner and
Johanna Logan (National Defense Education Act) both
of whom are going to the University of Washington in
St. Louis, and University Fellowships were awarded to
Karen Moreland ( University of Washington ) and Lynn
Maxwell (University of North Carolina).

The 1965-1966 sessions is almost here, and although
plans are far from complete, there are quite a few ideas
aboiling in the pot:

Orientation committee has selected two books for

incoming freshman to read this summer Viktor
Frankl's Man's Search for Meanint^ and A Separate
Peace by John Knowles. (Have you read them?)

The Dana Fine Arts Building, an architectural gem,
will be dedicated in October; and the fine arts will have
the center of the stage on campus next year. A com-
mittee composed of faculty, staff, and students is already
at work to mesh emphasis on the arts with the regular
events scheduled on the college calendar throughout
next year.

Agnes Scott has been approached by the General
Electric College Bowl (NBC-TV) for an appearance
next year. Although a formal invitation has not been
issued. Dr. Alston has sent in tentative dates for winter
and spring quarters. Eleanor Hutchens "40 is the team"s
coach.

Dr. and Mrs. Alston (Madclainc Dunseith "28) left
July 2 for three months" study and travel in Europe.
For the first time since he became president of Agnes
Scott, Dr. Alston will miss the opening of college next
year.

Margaret Dowe Cobb '22 has been appointed Alum-
nae House Manager for the 1965-1966 term. She is
working as secretary in the Alumnae Office this summer.

Space is short, and so is time. The best way to find
out what is going on at Agnes Scott is to pay us a
visit. And by the way. Alumnae Week End next year
is April 22-23. See you then?

ALUMNAE QUARTERLY / SUMMER 1965

Mary be th Little Weston '48
President, Agnes Scott Alumnae
Association, Says

Alumnae Are Insatiably
Curious About The College

ABOUT THE AUTHOR: Marybeth says of her life
as assistant editor of House and Garden maga-
zine: "I love the place, the people, and the
topics of the articles I'm writing, at long last,
and the kids like their new school and Bill
likes me even with circles under my eyes. . . .
Will not give up ASC unless impeached."

WE who are alumnae might be described as keenly
interested stockholders in this college. Our in-
herited shares in it and the values we continue to re-
ceive from it are of inestimable worth to each of us.
But contrary to the usual stockholder doubts about
management, the Executive Board of the Alumnae As-
sociation would like to convey its warmest thanks to
you, the board of directors here, the Trustees and Ad-
ministrative Officers of the College.

Of course, as Dr. Alston can tell you, alumnae are
not merely interested stockholders; we are also vocal
ones, often cancelling out one another in our letters of
commendation or criticism about this or that. Neverthe-
less, there is a real dialogue between the alumnae of
Agnes Scott and its faculty and administration, an open-
ness born of respect and affection that is increasingly
rare in academic life today. I am sure that as each of
us read newspaper reports this year from all over the
country about student protests against overlarge and
impersonal academic worlds where teachers and stu-
dents no longer know each other, or where students
felt the administration permitted them no voice in de-
cisions affecting their lives, or where academic honor
systems were so insensitively flouted that outside com-
mittees had to come in to suggest guidelines, that each
could not help but be grateful that Agnes Scott suc-
ceeds in retaining in a complex world a closeness and
almost familial interest in the welfare of each person
and each group in the college community.

The purpose of the Agnes Scott Alumnae Associa-
tion is "the furtherance of the aims of the college in-
tellectually, financially, and spiritually." It is therefore
understandable that many Agnes Scott alumnae are
insatiably curious about the college and its aims, its
intellectual and spkitual direction, its financial needs.

By knowing more about the college we hope to im-
prove the services we render in exchange for the en-
during personal values the college gave us and con-
tinues to give.

I would like to report briefly on some of the Alumnae
Association's efforts during the past year to further the
aims of the college intellectually and spiritually. Work-
ing with the Agnes Scott administration and faculty, the
Association for the third year offered a series of night-
time continuing education courses to alumnae and their
husbands in the greater Atlanta area. A superb and
generous faculty gave of its time last faU: Dr. Eleanor
N. Hutchens '40 who lectured on James Joyce, Dr.
Catherine Sims, whose subject was the Cultural Back-
ground of Modern Turkey, and Dr. Paul L. Garber
who gave new insights on Archaeology and Bible Study.
Plans are now being made for next fall's courses.

Nationwide Scope and Vision

At the Association's request, faculty members also
gave eight special lectures for alumnae on the morning
of the Alumnae Luncheon in April, thereby pleasing
their listeners but frustrating all who could necessarily
hear only two of the eight, and who, however happy
with their choices, could not help being wistful about
the intellectual and spiritual fare they had to miss!

Alumnae Clubs also serve the college by keeping
scattered alumnae informed and interested. During i
Founder's Day Week End, nine faculty and adminis- |
tration people visited alumnae clubs throughout the
South, in Washington and New York, at the request of i
alumnae in those areas. (Alumnae club members in the \
Atlanta area gathered on campus Founder's Day to
catch up with news of the college. ) I would like to add
that I've found it astounding to see with what alacrity

THE ACNES SCOTT

alumnae can rally when there is a chance to visit with
a representative from the campus and that "a repre-
sentative" should most certainly include Trustees. If
trustees, administration, and faculty members will ac-
cept such a blanket and open invitation and let the
Alumnae Otfice know when a business or vacation trip
would permit you to meet with alumnae, we promise
a warm welcome.

As you may know, three of us on the Executive
Board of the Alumnae Association live in the New York
area; and alumnae in Boston and in California are
equally interested in keeping in close touch. As is typi-
cal of our time and age. Agnes Scott alumnae are scat-
tered all over the country, indeed throughout the world,
and this adds to our interest in the college's nationwide
scope and vision.

Alumnae Association Programs

Tntellectually and spiritually, alumnae-student re-
lationships have also flourished during the past year.
Over 100 greater Atlanta area alumnae have partici-
pated in the second year of the Freshman Sponsor Pro-
gram. Each participating alumna has invited freshmen
roommates to her home or to an event in Atlanta. The
purpose of this program is twofold: to enable students
to know both graduates and Atlanta better and to help
alumnae know and understand the college student of
today.

The Alumnae Association has also continued its
long-term program of helping students vocationally.
This year the emphasis has been on raising their sights
to the many professions, not mere stop-gap jobs, open
to college-trained women and also to encourage stu-
dents to consider careers that combine successfully with
marriage, since today, as you know, one half of all
women college graduates in this country do eventually
work outside the home because of desire or need.

Still another way in which alumnae try to keep up
with the current changes, plans, and needs of Agnes
Scott is through the alumnae magazine. The Quarterly
which, of course, also serves alumnae intellectually
by publishing articles of high calibre written by alum-
nae and members of the faculty and administration. I
would like particularly to praise Ann Worthy Johnson
'38, Director of Alumnae Affairs, for her many ac-
complishments in drawing alumnae closer to the col-
lege. We also share her hope, in fact have all but
insisted, that the Quarterly be a journal of alumnae and
campus opinion as well as news. We are also grateful
for the special newsletters that the college's News Serv-
ice publishes from time to time and hope that news-
letters can be sent out more frequently.

We on the Executive Board of the Association are
proud of what the Association as an organization has

tried to do to "further the aims of the college intellectu-
ally and spiritually." and we are particularly proud of
what alumnae are doing individually by the very lives
they lead in their communities. We have accomplished
less as a group in serving the college financially, but it
is our sincere hope that we can help stimulate a higher
percentage of alumnae to give annually and can raise
the sights of what an individual alumna considers an
adequate gift. This, as you know, is a peculiar problem
for all women alumnae, not just Agnes Scott alumnae.
Many tend to think in terms of "dues" rather than
financial support of independent institutions of higher
education, or some, for example, fail to realize that their
or their husbands' business firms may have a program
of matching a contribution to higher education.

We want to continue to help, too, in the college's An-
nual Giving Program by encouraging the staff charged
with this to discover and use the best in techniques of
fund-raising. A major portion of our most recent Board
meeting and of the April Class Council meeting, at-
tended by several class fund agents, was devoted to
this subject. The consensus was that many alumnae
who participate in church and civic fund-raising, or
whose business and professional experience has given
them a knowledge of direct mail, advertising, or public
relations methods, could be a resource to tap occasion-
ally for new approaches to an annual-giving program
for Agnes Scott.

A Lovely Light

Agnes Scott's alumnae are an intelligent and loyal
group of women, many of whose lives are a testimony
to the special leaven of an Agnes Scott education. The
insights 1 have gained as president of their association
this year have been humbling and inspiring. 1 truly
believe that through informed and concerned alumnae
you add strength to yourselves as trustees and through
increased friendship between the Board of Trustees and
the alumnae's Executive Board, alumnae can do much
more in the furtherance of the college's best aims. We
welcome your suggestions and criticisms, just as we
hope you do not shudder at ours.

Those of us who knew Agnes Scott as students, who
have kept close ties with the college and its alumnae,
and who have also had the opportunity to know other
colleges and their alumnae well, arc increasingly as-
sured that Agnes Scott stands proudly with the best.
Now our challenge is to back this conviction with a
little missionary spirit, both in terms of alumnae fi-
nancial support and of less modesty about that lovely
light hiding under a sometimes overly-regional bushel.
In the furtherance of the aims of this college, intel-
lectually, financially, and spiritually, you have our
fullest cooperation.

ALUMNAE QUARTERLY / SUMMER 196S

9ht Emeroin^ of

WtiOiE

\A/t)MN

ABOUT THE AUTHOR: Calhe Centorbe '66, art major from Atlanta, is one of
twenty college guest editors for Mademoiselle magazine's August issue. Here is
her delightful guidebook for freshmen, which shows why she won it's also, for
alumnae, a humorous peek into current student life. When asked about the pros-
pect of a summer in the maze of New York's magazine world, Cathe grinned and
said: "I've never been outside of Georgia except for an enlightening trip home
with my roommate to Candor^ N. C, city of 500. Do you think that will help my
cosmopolitan image?"

^Ui^ 18 your worldly

U friendly JUNIOK Smoi

w-aiimq^ patieiify to iMeyou under
her win(J,.

ThS buildmcr in front oj which 6he iS
waiting iS uUed MMN

tto ls I^ec^istrauon

^your new roommate

who tortile Ubt jew months has

bcerCiwnienMvJhA you wuuld

iGoK^Ke ^

WHAT a HORROR g

a umc^w expenence -a constructive
preparatton for course setectton-

naw^audrc lu the swiiiij oj IhiiiiJS

THE ACNES SCOTT

Read left to right and discover how a freshman combines brains and beauty

NAME: Cathe Center be
age: 20>jrsoid.
ZoLLECrE : Agnes Scott ColLe(je
Decatur, Georgia

GRADUMION YEAR- 196G

MAJOR : Art

NMNOR- None

EXTRAaiRRlCULA,R ^alVIT|ES
HoTstback ridiTig nnanacjer
Mhle+K ^SSoclauon Board
Retired member of Social G^unciL
Associated LoLththeAtlanta ftrjyClub

JOB EXPERIENCE-
4c|ears LT\artdepartrrie'nt(2^earsas
the head)c>f the Fritz Orr GampCAtianU)
3 Hears as neadof cheerlead.in2,<ind
tumblinodiviSiOTi o-^ FritlOrr^rlsCamp

Home ADDRTSS. _ , _

4Z4i PtachtrteVu-muoody Koad

Atlanta J Georgia 3o3or

PHONE: 231-3340

'^^ EmeroiniJ of Tfes

LS you

a \V^OLE WOKAN ^^ thej^ianta J\Lrport-

Vour Scrst t^st^ ^1 Culture

the Twsic dfipartment recltaL

l[\ hunor (^ the /res/i/'W/i t-tdss
JoUowcd (flj the fciUy mc&yin^ Line

and Ihen- ^ ^ ^

J^ourJ^ursl taste 'iWOilK ' "ReC-^^^ ^

v^^

accompanLed in, <^reat
aspirations

Grreat

TUnker

ALUMNAE QUARTERLY / SUMMER 1%5

ifKi Emenjin^ of a"W^0LE\v5MN

(Continued)

and becomes that paragon of virtue, the "well-round

De-^eVo? 3 green T\\ujnfc

in Che

GKEENHOUSE

(Growj^Dur Lhrislm* presents )

' i R EAT^ - then tW-e J.S Plys. eL

%he SurWvaLc^iHefLttest'

Become a J"amoos sculptress oi-mcnter why not LiyhocKty

or-"

This IS you with an eng^

He taKea^u LoJootbaLL oames-

SometLmes he helpsyou with your math-
Sometimesyou heipnim with Kis EneLish

J\LL of a sudden, yoa
become aware

VOC/RSELF

as a

Social Beincj

YOU BECOKE

a tt-ue

WOn.iVN of the -^ORLD

You discover sotlXrepe.feniLmne ruffles,
5iaured hose, Uure.heeli,Jaibe eyelashes and.
you even (Jtt your Cars pierced; .

10

THE AGNES SCOTT

J

)man/' a simultaneously academic-social creature

teiter St ILL-
Join the elite'

^Thost who ntt dl llu Voul bl-lWib
.'.ii4 I't-tttr ,ta( UiuM w/io hunll(oiei)
wtih Tki Louurr fluNi Lll

H^-youareonW^i^^jht... t^J^^^

i"*^

a liL(5,htY LiiteLLectuaL ^attotc
t>eaui/- a Scc^ sensation

of the^ear ,

a Georgia Tech. rush party

dtemiiy rush,ofc
IL LS here that you dMuire a new method
ofdancC' ic weJ^onKey The movements
are SLinUar to Uiusc ft"t)n driimai 'j the
same name -very tncKy

You Even BecoD^e

a utile hlOhbrOW at Umes

when you naKc a ravisiiaia appeardncc
at opening ni^^ht oj the Of^fiW

WHEN t^eyEAR

COnEStoduEI^D i you
STOp'^ LOOKBACK-

you WILL REALIZE

with ^reit satisjacuon

that
you H/\.VE EAVEROED

a WhoLe Wfinian

ALUMNAE QUARTERLY / SUMMER 1%S

Tl

ABOUT THE AUTHOR: Betsy, formerly Director of the College's News Service,
wrote this article on Agnes Scott's Contemporary Dance Group for the Atlanta
Journal-Constitution magazine; it is reprinted with permission. We miss Betsy on
campus, but our great good wishes go with her to the Southern Regional Educa-
tion Board and for her free-lance writing.

They Dance at Church

By BETSY FANCHER

RELIGION and the dance were once inseparable.
Through movement, man conveyed his joy, his
-blazing convictions and profound reverence in
a tribute to the glory of God.

But as the organized church grew in power, dance
lost its place in the ritual of worship. Now, however,
under the leadership of Miss Kay Osborne, a stun-
ningly beautiful blonde dancer, Agnes Scott College's
dance group has brought the art again into the
church where it has taken on a new and profound
significance for worshippers.

In the chancels and youth halls of churches of
every denomination, the Agnes Scott dancers this past
term interpreted hymns, psalms, religious poems and
dramas in free, spirited and reverent movement to both
music and dramatic readings.

At the opening of the Ecumenical Council at St.
Mark's Methodist Church, they interpreted "In Christ
There Is No East Nor West." They have translated
into movement the epic of Moses, the exodus, the
trials, the oppression of the Israelites, the plagues, the
period in the wilderness and the receiving of the Ten
Commandments. They have danced to the dramatic
poem, "Judas Barabas Iscariot," and conveyed the
raising of Lazarus from the dead and the Crucifixion.
They have interpreted most of the psalms, have evolved
suites of dances for the religious seasons and have been
widely hailed for their moving renditions of the familiar
Christmas carols.

Their instructor. Miss Osborne, of the Physical Edu-
cation Department, choreographed these original dances
from the geometric shapes in stained glass windows,
from religious characters and themes and the natural
gestures of worship praying hands, the sign of the
cross, kneeling, genuflecting, bowing the head.

"Modern dance is an art form based on every-day
movements," explains Miss Osborne. "There are no

12

prescribed motions. One uses the natural gestures. It's
an expressive and totally unlimited art form. One is
free to create many movements, to shape any design."

To the young people and their parents who think
in terms of the frug and the jump, these dances have
been a revelation. "Dance has degenerated so through
the years, it has been so terribly abused," says Miss
Osborne. "It carries a stigma people have assumed
it is a sinful pastime. Of all the art forms, the public
is least oriented to the dance. Our audiences are al-
ways so surprised, so enthusiastic. It's a very significant
experience for them."

It has also been a significant experience for the
Agnes Scott dancers, eru-iching their religious lives.
"What you believe in your total being shows through
in motion," says Miss Osborne. "The girls love to do
programs. They never say no, even though it means
breaking a date or staying up all night to study for a
test."

The petite instructor, who has studied with Martha
Graham, Ted Shawn and Pauline Koner, shares their
conviction that for the true dancer, dance and religion
are inseparable.

"The arts reflect the needs, emotions, and feelings ]
of a people at a given time and place," says Miss Os-
borne. "If religion is a way of life for a person, it
cannot be separated from the way in which she uses
her talents."

She believes, as do a growing number of other lead-
ing dance figures and college groups, that dance is a
natural form of worship. "Movement communicates
the true feelings of people better than words," she
says. "Dance was the first communicative art it was
used by primitive man, by the Egyptians and the
Greeks to express their emotions. Those who love to
dance, and have been given a talent for it, should recog-
nize it as a fine art to be used for the glory of God."

THE AGNES SCOTT

I

I

A Senior Looks At The College

Analytical Tools

Honed By
Liberal Arts

By NANCY YONTZ LINEMAN '65

TO convey in words the interests, attitudes, and at-
mosphere of the Hfe of a campus to anyone who
does not hve on that campus is, inevitably, to distort
reality. Accurate knowledge of the Agnes Scott com-
munity comes only with living in it in seeing the
vociferous class debates on the early British novel; the
ensuing (and equally vociferous) discussions on the
same topic in the dining hall; the political debates in
the Hub between the Democrats and the Republicans;
the subsequent mock election in which the former party
prevailed all of these moments are the true image of
Agnes Scott, and if we could have you with us for a
year, we would leap eagerly at the opportunity. For we
would have you know Agnes Scott as we do. But since
this happy circumstance cannot be so, I will attempt
to forge an image for you.

In a recent letter to my parents, I said that the great-
est lesson which I have learned at Agnes Scott is never
to fear analysis. If something is good, it can withstand
the scrutiny of questioning. In the academic life of this
college, we are asked to probe, to question, to analyze
everything which comes into our ken. There are no
holds barred in our demands on novelists and poets who
are not even here to defend themselves . . . yet, and
quite justly so, their works must be their only defense.
We are required through our studies to form definite
opinions and yet to keep our minds completely open to

14

conflicting evidence. The difficulty of this double de-
mand puts one in a perilous position, yet a position
which increasingly frees the student from the narrow-
ness of a subjective viewpoint. For a student to attain
full academic maturity at Agnes Scott, she must even
utilize her critical capacity when, in the classroom, she
is confronted with the considered opinions of learned
professors.

Parents, faculty, administration, Board of Trustees,
and society all assume a risk. Knowledge beyond a sur-
face understanding may well prove a threat to existing
ideas and beliefs. The student in questioning and ana-
lyzing may come up with other views which are not in
agreement with traditional ones. Yet no one ever con-
siders taking this privilege away. The risk of upheaval is
balanced by the fact that independent thinking and
sound judgment on the part of the student are being
cultivated. Thus, in our academic life we are treated as
women with the ability to make our own decisions, to
use our own judgment, to assume responsibility for our
own mistakes.

It becomes a natural event that the analytical tools
honed by liberal arts training are also applied to the
extracurricular life on the campus. It is because of the
freedom to rethink the status quo that we were able to
restructure student government three years ago. The
channeling of the legislative and judicial responsibilities

THE ACNES SCOtT

into two separate bodies has served the campus much
nu)re effectively. The freedom to engage in analysis en-
courages us to rethink every aspect of self-government,
not to be entirely satisfied with things as they are. .At
fall retreat every year, we ask student leaders to rethink
their organizations under student government; to ana-
ly/e what they believe to be the essence of Agnes Scott;
to suspend, kn the moment, the framework of or-
ganized government and to look again at the core, the
essence, the raison d'etre. Out of this close scrutiny
come many constructive ideas. I would ask to be al-
lowed to tell you of two of them: Student Curriculum
Committee and Arts Council.

Student Curriculum Conimittee grew from the ideas
of Mortar Board and Student Government in 1962-63.
The purpose of the Committee is the study of present
curriculum so that informed suggestions for improve-
ment might be submitted to the faculty curriculum
committee. The president of the student body appoints
the chairman who then selects her committee, with the
approval of the president. Students of high academic
standing who represent diverse fields of concentration
compose the Committee. Information made available by
the National Student Association, by the Health, Edu-
cation, and Welfare Department of the federal govern-
ment, and by other colleges and universities with
similar student committees was very helpful in the
initial organization.

Students are vitally concerned with strengthening the
academic effectiveness of the College through creative
analysis of curriculum. Working closely with the Dean
of the Faculty. Student Curriculum Committee serves
as a channel for the expression of student suggestions
on academic matters.

Areas in which the thought and effort of this Com-
mittee are applied include;

1. Compiling and evaluating student proposals for
course changes, addition of courses, or schedule
rearrangement.

2. Analysis of requirements for the degree and con-
sideration of the possibilities of a stronger program with
major and minor fields, instead of a major and related
hours.

3. Examination of the independent study program.

4. Distribution of instruction booklets to facilitate
pre-rcgistration in the spring and booklets prepared in
conjunction with department chairmen to aid rising
juniors in the selection of majors.

5. Discussion of coordination of the Agnes Scott
curriculum with that of Emory University.

Student concern for a vital, pertinent, intellectual
program at Agnes Scott led to the initiation this fall
quarter of one-hour-a-week non-credit study groups
designed to supplement the academic curriculum in the

best interests of an informed student body. Eighty
students were registered for this first \cnture in "educa-
tion for the interested." Faculty members volunteered
their time to lead in reading and discussion on two
issues: "The Civil Rights Movement" and "Issues and
Candidates, 1964."

The "profit" of a liberal arts education is essentially
a creative and analytical reasoning capacity. The func-
tioning of this Committee is but one example of the
feeding back into the institution of this invaluable
"profit."

Another committee of which I am most proud is the
Arts Council formed in the fall of 1963. The member-
ship consists of one representative from each of the
fine arts organizations on campus: drama, dance, mu-
sic, creative writing, the plastic arts. Its purpose is to
serve as a clearing house for all activities in the arts
both at Agnes Scott and in the Greater Atlanta area.
Among its numerous ideas is an arts calendar, listing
events to take place throughout the year. A student art
exhibit room in which art work of students can be sold
year round is another of the Council's plans. The
establishment of a student painting rental system will
allow the tumbling walls of Rcbekah to be brightened
with a student painting for only 500 a week. The Arts
Council last year commissioned an Agnes Scott student
to write a short story ti) be presented to the student
body in a chapel program. The project which we hope
will be in effect by winter quarter is that of bringing
foreign arts films to our campus with subsequent semi-
nars on these films led by faculty members. We feel
that this project will be most edifying for Agnes Scott
students and for interested people in the Greater At-
lanta area. These are but a few of Art Council's ideas,
and they ask only for a chance to actualize them for
the benefit of the campus.

In a very short time, I have endeavored to give you
some idea of the atmosphere of the Agnes Scott cam-
pus. In a word, Agnes Scott endeavors to lead in the
field of education. She refuses to compromise with a
sometimes ignorant world; she insists on remaining in
the light of understanding through learning. I am re-
minded of a poem by the late friend of the College,
Robert Frost. As he passes by a wood at night, he
reflects :

Far in the pillared dark

Thrush music went

Almost like a call

To come into the dark and lament.

But no, I was out for stars:
I would not come in.

Editor's Note: This article is edited from a talk Nancy,
President of Student Government, made to the Board
of Trustees in October. 1964.

ALUMNAE QUARTERLY / SUMMER 1965

15

Dr. Alston posed with Jean McCurdy '64 (left) and Caryl
Pearson '64 who were back for their 1st reunion.

THE AGNES SCOTT

J

<:;*-^?^'>.

*"' <1^^

Donna Dugger Smith '53, Class Council Chairman, introduced reunion
classes at the Alumnae Luncheon. Seated in front of the lectern were
Ann Worthy Johnson '38 and Marybeth Little Weston '48.

Kn excited and happy crowd of alumnae gathered on campus for the
Oumnae Luncheon and other alumnae week end activities

Dr. C. Benton Khne, Jr., chatted with his former students Barbara
Chambers Donnelly '64 (lelt) and Mary Womack '64 after his lecture
on Paul Tillich's theology.

ryc^^'-'i

Dean Emeritus 5. Cuerry Slukes was a smiling, familiar figure to all
alumnae. Barbara Callion (left), a member of the alumnae office staff.
Gene Slack Morse '41, Regional Vice-President, and Sarah Frances
McDonald '36, former Alumnae Association President, enioyed talking
with him at the luncheon.

17

Alumnae Week End

(Continued)

Nearly 500 alumnae enjoyed the delicious luncheon in beautiful Letitia Pate
Evans Dining Hall.

The Class of 1940 was well represented at its 25th Reunion.
In fact, so many members of the class were here that the
photographer had to take two pictures to get them all in!

18

THE AGNES SCOTT

AL

Louise Sams Hardy Ml was elected a Vice-Presi-
dent of the Alumnae Association at the annual
meeting on April 24. "Weezie" is currently presi-
dent of the Jackson, Miss., Alumnae Club.

DEATHS

Faculty

Byers M. Bachman, former treasurer of Agnes
Scoll College and brother of Ijllie Bachman
Harris 'OO, December 25, 1%-t.
Helen Marie Carlson, former member of French
Department, April 18, 1965

Institute

Stella Austin Slannard (Mrs. M. L.) M.irch 25,
1%5

Annie Lynn Bachman McClain (Mrs. W. A.), sister
ol Lillie Bachman Hams 09, February 11, 1%5.
Dr. Phinizy Calhoun, husband of Marion Peel
Calhoun. May 9, 1965

Alice Coffin Smith (Mrs. W. Frank), mother of
Sarah Sm lli Slurry lb M.irih I'l, 1965.
Martha Harris Prentice (Mrs. R. H.), December 1,
196-).

Mary Eliubeth (Bessie) lones, Ajiril 15, 1965.
Kathleen Kirkpalrick Daniel (Mrs. |. L.), mother
of Kathleen Daniel Spicer '^7 and Elizabeth Dan-
iel Owens '45, May 18, 1965.

1911

Sidney Carr Mize, husband of Erma Montgomery

Mize, April 26, 1965.

Mary Eliiabeth Radford, lanuary 19, 1965.

1912

Marie Maclnlyre Alexander (Mrs. W. A.), mother
of .Marie Louise Scott O'Neill '42 and Rebekah
Scott Bryan '48, lanuary 1965
Fannie G. Mayson Donaldson (Mrs. D. B.), sister
of Annie Ntavson Lynn 16, and Venice Mayson
Fry '1, March 1965.

1918

Belle Bacon Cooper, iter of Cornelia Cooper

'12, and taura C.'.oper Christopher '16, April 28,

1%5.

Lee Bond Taylor, husba.id oi Rose Harwood

Taylor, January 12, 196.''

1920

Kalherine Reid, sister of Fthel Reid '08 and Grace
Reid '15, May 1, 1%5.

1921

Isabella Currie Hope (Mrs. Edward B.), March 15,
1%5.

1924

Harry Ryals Stone, brother of Polly Stone Buck,
March lb, 1%5.

1927

David J. McMahan, husband of Lucia Nimmons
McMahan, April 20, 1%5.

1929

William Sheffield Owen, husband of Evelyn
Wood Owen, April 18, 1%5.

1931

William Johnston, husband of Martha Ransom
lohnston, October 1%4.

1933

Waller S. Kilpatrick, father of Roberta Kilpalrick
Stubblebine, February 1%5.

1934

Mary Evelyn Winterbotlom, March 11, 1%5.

1935

Cyrus Scott Kump, husband of Hazel Turner
Kump and brother ol Peggy Kump Roberts,
February, 1964.

1937

R. D. Kncale, (ather of Mary Kneale Avrelt this
past winter.

1938

Mrs. A. 5. King, mother of Eliza King Paschall,
April 3, 1965.

1941

Dr. Madison Lee, Jr., brother of Sara Lee Jack-
son, Stratlon Lee Peacock '46, and Nancy Lee
Riffe '54, April 1965.

1942

Frank Q. O'Neill, husband of Marie Louise Scott
O'Neill '42, December 1954.

1943

Georgiana Tate Kauffman (Mrs. Dale), November

13, 1964.

1946

W. H. Spragens, father of Dorothy Spragens
Trice, summer 1964.

1954

Marion Tennant Moorfield (Mrs. James), January

1965.

1960

Pete John Bagiatis, father of Hytho Bagiatis and
Angelina Bagiatis Demos '63, May 22, 1965.

I

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Seo^OT

FOR REFERENCE

0 Not Take From This Rmh