Agnes Scott Alumnae Quarterly [1966-1967]

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AGNES
SCOTT

James Ross McCain: A Special Memoit.s seepage i

ALUMNAE QUARTERLY FALL 1966

AGNES
SCOTT

THE ALUMNAE QUARTERLY

FALL 1966

VOL. 45, No. 1

CONTENTS

2 Emergence Today Toward Tomorrow

by Lynne Wilkins '67

4 James Ross McCain: A Special Memoir

by John A. Sibley

7 The Best is Yet To Be

by Pattie Patterson Johnson '41 and
Elaine Stubbs Mitchell '41

9 Class News

25 Worthy Notes

Ann Worthy Johnson '38, Editor

Barbara Murlin Pendleton '40, Managing Editor

John Stuart McKenzie, Design Consultant

STATEMENT OF OWNERSHIP, MANAGEMENT AND CIRCULATION
filed in accordance with Act of October 23, 1962; Section 4369,
United States Code. The Agnes Scott Alumnae Quarterly is published
by Agnes Scott College and owned by Agnes Scott College, Decatur,
Georgia 30030. Ann Worthy Johnson, editor. Circulation: 8,500 copies.

MEMBER OF AMERICAN ALUMNI COUNCIL

Published November, February, April and July for alumnae and friends
of Agnes Scott College. Subscription price for others $2.00 per year.
Entered as second class matter at the Post Office of Decatur, Georgia,
under Act of August 24, 1912.

FRONT COVER

Nancy M. McLean '67, from Rock
Mount, N.C., is Georgia Tech
1966-67 Homecoming Queer
Sponsored by the Tech Photof
raphy Club, Nancy is the fin
winner representing a non-fr;
ternity organization since 1951

PHOTO CREDITS

Front cover, Guy Hayes, Atlant
Newspapers, Inc. Frontispiece, pf
12, 19, 20 Ken Patterson, p. 1
Flanders Studio, p. 15 Bob Ra'
Nashville Banner, p. 23 The New
and Daily Advance, Lynchbuq
Va.

^

Carol Thomas and Susan Philips, daughter of
Mary Louise Duffee Philips '44, can smile over new
textbooks as they start their junior year.

115740

The President of the
Student Body Discusses

Emergence Today Toward Tomorrow

By LYNNE WILKINS '67

For a brief moment at Berkeley,
the machine stopped! Yet today little
seems to have changed. Berkeley goes
on and the machine continues much
as it did before. It looks quite the
same; students are the same; but these
are only appearances.

The moment's pause was sufficient
for students, for educators to step
back and take a conscientious look at
themselves. Education was forced into
painful moments of self-awareness.
Few understood.

Many were horrified and shocked.
Many chose to ignore what was hap-
pening. Some were encouraged, and
new patterns of progress were begun.

Though the following year evi-
denced far fewer dramatic episodes of
student protest against either adminis-
trative or educational policies, the sit-
uation was far from quiescent. At San
Francisco State, students conceived
and initiated their own free university,
outside the university structure, run
and taught for the most part by the
students themselves.

In more and more colleges and uni-
versities, students pressed for curricu-
lar reform, more voice in academic
policy making, and more relevance
for their education. The one-shot pro-
tests have begun to seem less import-
ant than long-range reform.

Yet in this last year, one central
fact has emerged: that students have
arrived as a new voice, "a fourth es-

tate which is taking its place beside
the traditional estates of administra-
tion, faculty, and trustees." We have
discovered that the best thing going
for change is students.

What is more, the situation is irre-
versible. No longer will students be
able to sit back and accept their edu-
cation as spoonfed. The mood is acti-
vism and the tense active, not passive.

Students are not merely demanding
a voice in education, not merely pro-
testing in negative terms, but they are
insisting that their education become
meaningful the very best that they
can make it.

What is happening is the emergence
of the "new student." The term stu-
dent itself is being re-defined, re-out-
lined, re-opened, and certainly ex-
panded.

What is actually new among st
dents is a new understanding and
new maturity about the aims of ed
cation and the methods of realizi
these aims.

No longer is the here and the n(
the only criterion. It is tomorrow, nt
year, and better worlds that have l
come the students' battlecry.

They have become concerned w:
the roots of the problem what is e
ucation? They are no longer willi
to accept, uncriticized, such trai
tional definitions as Jefferson's "t
purpose of education is to provi
adequate information to insure t
survival of democracy."

Students will not see education
a means of stereotyping. They w
to "connect education with their p
mary concerns as humans," and
make this connection increasim
more clear.

What is emerging, however, is r
only a clearer understanding of t
educational process, but the idea
a student himself.

Where can we in our own proof
of emergence approximate this ni
student? Emergence in itself can s
nify the growth of chaos, of disordi
of the assymetrical or conversely
pattern and form, of creativity a
spontaneity, of forward movement,
channeled novelty in which we ta
very careful evaluation of where '
are, and what we are.

THE ACNES SCC

Wc mark out the good and the
ad, and viewing it in perspective
ith both the past and the future, we
love forward in a process of "cre-
[ive advance."

Perhaps emergence signifies the
lovenient from the theoretical of last
jring to the actual of the fall. Per-
aps it is a movement from out of the
mited horizons of the previous years,
om our introspective past, to the in-
olvement of the future.

Perhaps it is crystallizing of this
ast with our new ideas, in terms of
nderstanding, awareness, and the

bsequent movement forward. Per-
aps it is the expansion of our con-
ern from individual to community
nd social.

Finally, perhaps it is that we move
om the immediacy of change, to the
ontinuum of planning, that we begin
) consider times as an important ele-
lent for those that come after us.

What is required first is that each
f us think deeply and honestly about

philosophy of education; that we
xamine seriously the connotations of
ur own environment, realizing that
ny educational system imposes a
omplex framework within which the
idividual must find himself.

We must understand that the prob-
:ms facing education today are the
iroblems of the individual "his at-
smpt to relate himself to the world,
D search for a self, and to come to

realization of his own individual
tyle of behavior on a continuum that
las as its poles reason and emotion."

Such a process can only be achieved
,s we accept that the responsibility
ies totally in our hands. The burdens
if this responsibility are all too heavy,
nd the guidelines all too few, so that
erhaps the best we can do is to im-
)lant the seeds of questioning. . . .

Can we regard our education as a
noratorium? "an island community
et apart from the continent of life?
he student years an interlude between
hildhood and citizenship?"

There is certainly value to this
'iew, for we each have the unique
)pportunity to develop individually,
he freedom to question without the
lemands and pressures we will meet
ater, the time for self-evaluation, and
he possibility of viewing this world

with more detachment and perspec-
tive than in later years.

Yet often times this is to deny the
fact that one becomes through being,
that education is integral, not acces-
sory. Alfred North Whitehead puts it
this way:

The mind is never passive; it is
perpetual activity, delicate, re-
sponsive to stimulus. You cannot
postpone the life of the mind
until you have sharpened it.
Whatever interest attaches to
your subject matter must be
evoked in the here and the now;
whatever powers you are
strengthening in the student must
be exercised in the here and the
now.

How can we achieve a balance?

How do we stimulate student in-
volvement? How do we create aca-
demic activism? How do we encour-
age a climate of intellectual aware-
ness?

Perhaps the novel experimental na-
ture of other student projects such as
the free universities, pass-fail systems,
non-graded systems, independent
work-study programs, and inter-dis-
ciplinary courses are beyond possi-
bility or necessity at Agnes Scott but
the principles are not.

They are based on student initia-
tive, independent study, and accept-
ance of responsibility. And in time
changes in atmosphere often bring
about changes in structure.

The dissatisfaction we register now
is not so much with the existing struc-
ture, but with ourselves for not con-
tributing to the possibility of a mean-
ingful education.

However, the evolvement of such
an atmosphere is only a part of the
emerging process. The campus is part
of the world, and the concerns of stu-
dents involve the furtherance of their
beliefs and the application of their
knowledge.

Most students are indeed vaguely
disturbed about the outside world.
But somehow it rarely gets related to
the individual educational experience.

As students we have the responsi-
bility to discover what the words in-
tegrity, dignity, and equality imply;

but as students we must also go fur-
ther than this; we must learn how to
apply these concepts.

The abolishment of Student Unions
in South America, the South African
Apartheid, the denial of the right of
assembly at universities in Barcelona,
and the dismissal of 31 professors at
St. John's are challenges to students
everywhere.

Until the equality of education both
here and abroad is reached, each stu-
dent has unfinished business. If we
cannot relate to social concern in hard
political facts, we must certainly be
able to relate as student to student.

Not to do so is to deny the very
possibility of the academic freedom
we value so highly.

To fail to question, to inquire, to
communicate, to search for truth and
to seek to attain it is to fail in one's
responsibility to oneself for personal
growth, and to fail in one's responsi-
bility to the school which has insured
this academic freedom. It is to make
education regressive rather than pro-
gressive.

Perhaps we can see vaguely where
we are going and why, but not the
how? How much student activism?
What kind?

Perhaps the only thing we can be
sure of is that the future depends in
large measure on students! "We live,"
as Thornton Wilder says, "in a world
in which every good and excellent
thing stands moment by moment on
the razor edge of danger and must be
fought for."

To fight means to honor, to listen,
to criticize, to build, to look to the
future, and to realize the potential
within the actual. It is the emergence
of a continually ongoing process.

"Quo vadimus?" we ask. The an-
swer to this depends wholly upon the
seriousness and determination we
dedicate to the tasks ahead.

What will it mean to be a student?
It will mean something beyond the
four years at Agnes Scott, beyond
even the goals of the institution or in-
dividual.

It will mean increasingly to be, to
become. If the questions are honest,
if the movement is forward, if the
concerns are involved, to be a student
is never to take no as an answer. . . .

klUMNAE QUARTERLY / FALL 1966

Mr. Sibley, splendid "elder statesman" of
Agnes Scott's Board of Trustees, of the Atlanta community
and of the State of Georgia, and long-time friend and
associate of Dr. McCain, presented this delightful
memoir to the Board's last annual meeting.

James Ross McCain

cyl Special Memoir

By JOHN A. SIBLEY

OUT of respect for the innate
modesty of Dr. McCain,
words of praise will he
avoided; out of respect for his con-
viction that death is the doorway
to life eternal, a time and an event
for worship and celebration, expres-
sions of grief and sorrow will be
omitted, notwithstanding the sense
of deep loss that his departure
brings to each of us.

An attempt will be made to give
a brief recital, taken largely from
a private account written by him
for his children only, of his back-
ground, his heritage, his e.xperi-
ences and his training that influ-
enced his life and made him the
man we knew him to be.

From his Scotch ancestors on
both sides of the family he in-
herited qualities of courage, intelli-
gence, durability, integrity and an
unshakable faith in the reality of
God and of the guiding hands of
Providence in the affairs of man.

In dealing with problems and
facing difficulties he adhered firmly
to sound principles of morality and
life but in seeking solutions his ap-
proach was always flexible, mod-
erate and reasonable. This gave him
an effectiveness seldom equalled in
influencing men, in harmonizing

differences and in getting results.

Dr. McCain's ancestors came to
America as the result of the loss of
the Battle of Culloden in which
they fought on the losing side,
escaping first to Northern Ireland,
then settling in Pennsylvania and
moving on to North Carolina and
then to South Carolina.

It is a matter of interest that Dr.
McCain owned a gavel made from
a walnut tree upon which his ances-

John A. Sibley

tor, Hugh McCain, was hanged foi
refusing to divulge the location ol
reputed hidden gold. His life wa<
saved by the kindness of his slaves
who cut him down after the
British soldiers had left.

His immediate family supported
the Confederate cause and suflferec
all the privations and hardships re-
sulting from that war and the Re-
construction Period. Their home ir
South Carolina was sold for taxe;
and purchased by a former slave
affectionately known as "Unck
Isaac," with money that "Unck
Isaac" had been permitted to earr
and accumulate during slavery.

Each year at the invitation ol
"Uncle Isaac" the family returnee
to the old home for a visit anc
were served by him in the same
courteous and kindly manner thai
existed before he became free.

From these historic and disas-
trous experiences the family hac
learned never to accept defeat a;
the final verdict nor hardship as ar
insurmountable obstacle to future
accomplishments. Always they had
the enduring asset of personal in-
tegrity and an abiding faith thai
God would be their helper in times
of difficulty and adversity.

Dr. McCain's early education.

THE ACNES SC

measured by present standards, was
' spotty.

The great lessons of life he
learned at home from his parents.
As a child he was raised under the
discipline of prayer and punish-
ment. The rod, when needed, was
never spared, nor was it relied on
solely to develop character. His
father and mother used painstak-
ing care to find opportunities to
have intimate companionship with
him as a child, using these oppor-
tunities to teach him the deeper
meaning of life.

For example, on one occasion
his mother gave him ten cents for
filling a box with stove wood. He
had often done the same job but
without pay. His mother then said:
"If you will take one penny of
this dime and give it to Jesus in
the collection box you will be a
tither and a partner of God him-
self."

From this experience a lasting
and profound lesson was taught a
little eight-year old boy, who in
after years recalled: "It seemed to
me a fine bargain and I gave the
penny gladly, and I have never
had a dime since then when I did
not give at least one penny. Of
course. I put money in the collec-
tion plate for many years money
given me by my Papa but this
was my money and it was given
with a special- thought of the Lord.
It was a good lesson, for which I
have been grateful."

In Dr. McCain's childhood
"Aunt Phyllis" had an important
place. She was an ex-slave who con-
tinued to love and serve the family
after ffeedom. She built the fires,
swept the house and cooked the
meals, always with the statement
that "the Lord Jesus might find
things in order when he visited the
home."

Dr. McCain paid "Aunt Phyllis"
this tribute: "When I get to Heaven
I think that not even Paul and
Peter will be closer to the Lord,
whom she adored, than "Aunt Phyl-
lis', who had a great influence on
my life."

Dr. McCain's father, John Ira-
enus McCain, as professor at Ers-
kine College at an annual salary of

$900. gave to his son the unpur-
chaseable assets of a home in which
learning was encouraged and
Christian virtues were respected
and practiced.

In those days of financial hard-
ship and privation kinspeople and
neighbors looked after each other
by sharing home and food and
sometimes even clothes. Out of
these conditions developed a spirit
of helpfulness and hospitality that
lasted long after the period of dire
economic distress had passed.

Those who live through such
tough times successfully developed
a stability, strength of character and
an understanding of the true values
of life that have seldom if ever
been equalled in the history of our
country.

It was a time when young people
had little opportunity to earn
money. There was some field work
such as cotton picking at 25(i a
hundred.

Grandmother Todd, however,
created a source of income by
offering to the grandchildren one
cent per verse for each verse of
the Bible that they learned. Dr.
McCain, who learned at one sitting
the 119th Psalm and received
$1.76, found this source of income
much more lucrative than picking
cotton at 250 a hundred.

Although Dr. McCain, upon en-
tering Erskine College, had no
training in arithmetic, algebra and
practically none in English gram-
mar, by hard work he was able to
overcome these deficiencies and
graduate with a creditable record.

After a year's study at Mercer
University, he was admitted to the
Georgia Bar and entered the prac-
tice of law at Spartanburg, South
Carolina.

On deciding to give up the law
he states; "So far as I am aware I
had no distinct 'call' in any par-
ticular way for either the ministry
or teaching: I was involved in the
idea of of trying to be more per-
sonally helpful than I had found
the law to be. At all events I did
decide to teach."

This was not only a momentous
personal decision but it was a
decision that unknowingly influ-

enced the history of Agnes Scott
and many thousands of its pupils.

He taught for one year at Cov-
ington, Tennessee for a salary of
$75 a month.

He was offered the principalship
of a school at Rome, Georgia in
1905. When he arrived to look the
situation over he found no students,
no buildings, no faculty just an
idea in the mind of J. P. Cooper.
It was a dreary outlook but Dr.
McCain accepted he position, en-
rolled pupils for eight classes from
the fifth through the twelfth grades
and the first year he did all the
teaching himself in an old wooden
fire station in East Rome "without
blackboard or desk simply a few
chairs".

His only helper was a janitor.
Sham Thomas, about whom Dr.
McCain writes: "He was a very re-
markable Negro, not being able to
read or write, but deeply religious
and utterly faithful to the best in-
terest of the school. I don't know
how I could have run the first year
without his assistance."

After ten years of hard work
Darlington was recognized as a
preparatory school of quality and
has so continued.

In 1914 Dr. McCain was elected
President of Westminster College,
Fulton, Missouri, effective July 5,
1915. He was inclined to accept the
position and his failure to do so was
due to the fact that he had written
the Chairman of the board asking
certain questions about the relation-
ship of the school to the church.
As the Chairman had sailed for an
extended trip to Europe before the
letter reached him, the questions
remained unanswered until the
Chairman returned after several
months absence.

In the meantime, Dr. McCain
had been offered the position of
Treasurer and Professor of Bible,
with the general understanding that
sometime in the future he would
probably succeed Dr. Gaines as
President of Agnes Scott.

Dr. McCain was impressed with

the ideals of Agnes Scott and its

location and the fact that Dr.

Gaines had emphasized that "if you

(Continued on next page)

UMNAE QUARTERLY / FALL 1966

James Ross McCain

(Continued)

train a man, you get a good citizen;
but if you train a woman, you get
a whole family."

As we know, he accepted the
position at Agnes Scott and in
retrospect he looked upon the
failure of the Chairman of the
Board of Westminster to answer his
letter as providential.

Upon Dr. Gaines" sudden death
on April 14, 1923, Dr. McCain
thereafter in May of that year
was unanimously elected President
of Agnes Scott, which position he
held until his voluntary retirement
in 1951, when he became President
Emeritus.

Dr. McCain felt strongly that his
great success as the head of Agnes
Scott was due in large to the fact
that he had the experience of an
apprenticeship under Dr. Gaines
before assuming full responsibility
for the operations of the college.

When it came Dr. McCain's turn
to select a successor, the advantages
that he had received from his ex-
perience as an understudy, he
wanted his successor also to have.
So, in inviting Dr. Alston to head
Agnes Scott, he requested Dr.
Alston first to serve as Vice Presi-
dent and Teacher of Philosophy.

This period of apprenticeship has
established a sound tradition, which
has served the institution well and
has brought to the school men of
great ability and a deep sense of
humility.

During the term of 1927-28 Dr.
McCain turned down the presi-
dency of Winthrop College without
mentioning the fact to his trustees.
Upon the news reaching them from
other sources, his salary was in-
creased to $10,000 per year.

Dr. McCain later stated; "T
thought this too much and, as a
matter of fact, I gave back to the
College on an average of $2500 per
year for nearly ten years."

Hampden-Sydney, Davidson Col-
lege and the University of Alabama
at various times indicated that they
desired Dr. McCain to head those
splendid institutions but he gave
them no encouragement to pursue
the matter. The same was tnje
with Erskine.

Dr. McCain's achievements at
Agnes Scott are so well known, the
development and the progress of
the School so outstanding that
there is no necessity for me here
to either review or appraise his
work. Materially and educationally,
the College under his administra-
tion is ranked among the soundest
and best in the Nation.

Bearing on the usefulness of the
man is not merely his connection
with Agnes Scott but his broad and
profound influence on other related
institutions, educational, religious
and philanthropic. I will name just
a few.

He was given the assignment of
chairman on the Committee on
Reports of the Southern Associa-
tion of Colleges and Secondary
Schools at a time when that or-
ganization was weak. He used this
position to upgrade the quality of
education in the member colleges
by requiring very thorough re-
porting and auditing systems in-
stalled and by employing a paid
secretary to make detailed studies
of required reports and personal
inspection of the various institu-
tions to verify the reports.

He was instrumental in 1935 in
organizing the Southern Univer-
sity Conference, an organization
whose membership was limited to
the better schools, with arts and
sciences as the core of their struc-
ture.

In 1934 he became a member
of the Executive Committee of the
Association of American Colleges
and its president in 1936.

He undertook at the request of
the Executive Secretary of Chris-
tian Education and Ministerail Re-
lief to put the educational insti-
tutions of the denomination on a
sound basis and served as President
of the Presbyterian Educational
Association in 1936-1937 and re-
mained active until 1951.

He became an Advisory Mem-
ber of the General Education
Board in 1936 and was appointed a
member in 1939 to succeed John
D. Rockefeller. Jr., and continued
to serve until he reached the retire-
ment age of sixty-five.

In 1951. the year of his re-
tirement as President of Agnes
Scott College, he was elected Mod-
erator of the General Assembly of

the Presbyterian Church, the most
honored position the Church has to
offer and one that seldom has been
held by a layman.

After his retirement in 1951, he
was appointed chairman of a com-
mittee to raise ten million dollars
for Agnes Scott. The campaign was
successfully conducted.

With all these activities he never
neglected his home. His wife, the
former Pauline Martin, was the
love of his life. She was his helper
and his inspiration. He lived to see
his children all develop into useful
men and women, and motivated by
the same Christian service that was
the guiding principle of his own
life.

We rejoice in the legacy that Dr.
McCain has left to the College and
those associated with him.

In material things the College
experienced extraordinary gorwth.
During his administration the in-
stitution was run debt free, never
incurring obligations beyond its in-
come, and all capital expenditures
and improvements, running into
millions of dollars, were paid for
with money in hand. He practiced
his belief that it was wrong to enjoy
present benefits, the cost of which
must be paid for by those who
come after.

Even greater and more important
was his legacy of the educational,
moral and spiritual values that he
maintained in the college program.
The excellence of Agnes Scott's
academic standards within the
scope of its work, ranks among the
highest in the Nation.

His ability to maintain academic
freedom without in any way getting
in conflict with the most rigid prin-
ciples of moral and intellectual in-
tegrity was an outstanding achieve-
ment.

Underneath and supporting the
entire program of education was
the motivation of service and the
practice of Christian virtues.

As his spirit is immortal, so his
work and influence will be perma-
nent.

RESOLVED that a page in the
Minutes of this meeting be set aside
in honor of James Ross McCain
and that this report be preserved as
part of the permanent records of
this institution and that a copy be
sent to his family. .

THE ACNES SCC

The Best is Yet to Be

By PATTIE PATTERSON JOHNSON '41 and
ELAINE STUBBS MITCHELL '41

AUTOBIOGRAPHY: I am married VI single wid-

)wed _ divorced My occupation isT^fcjCkcVvjTuy'

have i|- children: 3-boys, J_girls, N&grandchildren.

|_pets (what kinds) ausoif I have worked (for

)ay ) for _5 years since graduation. I have moved 5

imes. I live in a house:^, apartment , duplex , other

what other?) ^ My husband works as a

VERY PERSONAL: I have colored my hair-fiossni
ftrtr M e'^ p . I wear glasses^^^ I wear the same size

Iress I wore in college ^ ^ Larger to Kt^s ,

mailer I refer to my friends as the girls , the

romen other J^aaijtu^^' (.tvP , )

STATE OF PRESERVATION: I still participate in
ctive sports (even calisthenics count ) *| "-S . Which?

zirf\n\\ < Indoors I'm a whiz at cooking , other

i^-c.-^TV/Y Wish I could jfL^iX HtoH- <:ji >*<^-l- -

^^^

^

-o-

ik *3!U

MEN: Men, splendid in crises, really let trifles throw
hem. (Opinion) Examples Hc > -Q-^-TUA.

)oes your husband allow rollers in your hair at night?_j
ffy.^'"^ '^\AjyJ^ "IWrrx- -W 'S AJuy^'v bcvxA

Does he ever have to

<^<\^-\^:

n/ -' f

be nagged?JiO On what subject?

-^o^

WORRIES: Things I worry about trivial -f r\ . eiJ<--->'tt

priniic W'aA. L,-< ^rC\ ^ -\\ \.^r\Aj\ x ,e\_,

rri<J /

erious . ,-, , , '^n~

don't worry -fTtiicK , JljaaAjlu '

COMEDIE HUMAINE: My husband's best traif^e..
Jm^ ^S '"^ /WTi, <^ 'hg'S -v /yjrxAU What I love best about my
hildrcn r cnrfJVo irM" ?itTv^tu. aoc^ The best thing about
ne is inii a ofXt/irn->->'^v*v ,(I think) ,
My husband thinks).

FINALE: What I have enjoyed doing most since grad-
lation: " fa^5rKl.,^f\ -tV\g. m i>^"1" Tuii. <xivAvc\/!;, gy-g^i^-

Vvi^ir). "i-si

i4a_

n

Aa piAc k - o- ^ '^'

A'hat I would like to do most in the future: *i H'Cft*^

Twenty-five years after graduation from Agnes Scott,
the Class that launched Miss Scandrett on her career of
deaning, baptized Presser Hall with its first commence-
ment, and headed precipitously into World War II wanted
to take a look at itself inside and out. We contemplated
the fate of a serious questionnaire (trash basket or back
of the desk drawer) and decided on something short, gay,
easy, and disarmingly probing.

If the 45 of us who replied can be considered the norm,
this is what we are like. With married alumnae sharing
their children and unmarried sharing their jobs, each of
us has contributed 2.9 off'spring and worked six and a
fraction years for pay. So far only one grandchild has been
reported. While most of us work conscientiously at main-
taining our homes and improving our communities on a
volunteer basis, we also pursue careers as school teachers
(one high school principal), music teachers, systems an-
alysts, artists, real estate dealers, and one farmer! We are
married to men who teach (one seminary president), en-
gineer, sell real estate, bank, build, manufacture, represent
manufacturers, direct laboratories, and farm. (The lady
farmer wants to meet the gentleman farmer!)

We appreciate our husbands and accept their foibles
philosophically but have to nag at them about doing yard
work, not buying clothes for themselves, setting the mouse
trap, working too hard; but we never lose sight of their
fine traits such as: good looks, good natures, patience,
sense of humor, devotion, industriousness, and love of
travel.

We think they are fortunate to have wives who are so
loving, loyal, fair-minded, thrifty, energetic, enthusiastic,
durable, determined, willing to do the yard work, fond of
travel. Our pride, ambitions, and worries, and often our
exercise revolve around our children: high school grades,
choice of college, dating problems, energy. Viet Nam is
very much on our minds. We delight in their individuality,
good minds, enthusiasm, kindness to unfortunates; but
what we like about them best is that they are ours.

aUMNAE QUARTERLY / FALL 1966

The Best is \fet to Be

(Continued)

The past has been satisfying. One alumnae "would like
to do it all over again." The future holds promise of serious
study in some field, efforts to paint, play the piano and the
drums, work with handicapped children, do more of what
we're doing (including yard work); one smart alumnae is
planning to rest a little, but we're all going to travel, travel,
travel!

At the Reunion dinner, a gala affair, Elaine Stubbs
Mitchell, at the Class's request, picked up from the ques-
tionnaire report and did some splendid lotus-eating.

With twenty-five years intervening. Tine Gray came up
to me after lunch today and said, "Hey, nut!"

"What do you mean, 'nut'?"

"You haven't changed, have you?"

Anne Martin and I went to see "The Group" last night
at the Leno.x Theater. After the show, Anne said, "I think
we'd better skip tomorrow night."

I have been asked to help us eat lotus by reminiscing.
I agreed to start off with a few incidents, as I remember
only from my point of view. I hope everyone will remember
something special as we go along.

Do you remember our freshman year when Marion and
Sue Phillips ran screaming down three flights of stairs and
out of the Science Building because they had just learned
the facts of life?

Martha Moody said she never knew it was possible to
keep a neat room by throwing everything into the closet
until she lived with Wcezie Sams.

Lucile Gaines and Anne Martin once went around ask-
ing the boys at Clemson Homecoming when they had their
re-exams. They were taking Sophomore EngUsh from Dr.
Hayes.

Kaby Benefield had a car named "Passion" because she
couldn't control it.

Coming back from spring holidays after a house party
at Carolyn Strozier's, Mr. Strozier got out of the car to
let someone else drive. Carolyn and her mother had been
in a heated argument over who should drive for some
time. One of them got into the driver's seat and shot away.
A quarter of a mile down the road the guests on the back
seat were finally able to speak, to tell Carolyn they had
left her father on the side of the road.

Do you remember:

Margaret Murchison in her black riding habit?

Beryl Healey swimming?

Pattie Patterson diving?

Scottie Wilds defending the goal in hockey?

Anne Fisher returning a tennis drive?

Ethalyn Dyar arching a basketball into the net?

Ida Jane "Vaughan playing the piano?

Jeanne Davidowitz talking on the telephone?

The sounds coming forth from Miss Gooch's Spoken
English class?

Miss Scandrett, Dean of Students, said in her talk tl
she doesn't know about the things we want to reminii
about. In my case, unfortunately, Miss Scandrett <
know about most of the things I have to remember. Tha
how we got to know each other so well.

I guess I remember best the time I was sure I would
expelled, and wondered where I would go after I pack
my belongings. My freshman roommate who did not coi
back, Hilda Woodard, had sent to Anne Martin, Geor;
Poole, Nellie Richardson, Carolyn Strozier and me a b
of cheeses, with one can of beer sitting right in the midd
One night, after we had returned home from a cone
(on the street car and in evening dresses) we decided tl
our thirst for adventure had not been fully satisfied. So
thought of the can of beer.

Anne, Nellie, Georgia, and I stretched out two bs
spreads over the beds, concealed ourselves under the
and proceeded to drink the can of beer. Carolyn declin
(and I really believe this!) because she did not like 1
taste of beer. Georgia did not know that beer was
alcoholic beverage ( and anybody who knew Georgia v
beheve this! ).

Our thirst for adventure satisfied, we went on ab(
our usual routine, leaving the beer can under the bed.

Several nights later, we noticed the whole body of Si
dent Council, headed by Mary Ellen Whetsell, '39, Pre
dent of Student Government, coming seriously and rei
lutely up the stairs. Our advance guard notified Anne
dispose of the beer can, since it was under her bed. S
put it in a hat box on the top shelf of one of those hij
high Main closets. Later, Mary Ellen stopped by the dc
of my room, where we were huddled in panic, gave us
long hard stare, and walked away. That was the mom
when we were all ready to pack up and go anywhere t
home. We went flying for support to "Frank" McCal
'35, biology instructor and senior resident who had knoi
from our freshman year what good girls we really we

To make a long story short, there were three outcomf

( 1 ) Mary Ellen informed Anne that she had "ruin
a perfectly good hat."

(2) We were campused for "indiscreet conduct." (Tl
really made us suspect characters. )

(3) It was announced in chapel that "beer is an ale
holic beverage."

DEATHS

Faculty

Dr. Elizabeth Cole Stack, associate professor of
education and cfiairman of tfie department, Au-
gust 6, 1966.

Institute

Virginia Thomson Johnson (Mrs. Y. ).), Novem-
ber 7, 1965.

Florence Bishop McMulIan (Mrs. L. L.), sum-
mer, 1966.

Mary Lou Patton Napier (Mrs.), |une 3, 1966.
lulia Watson, sprmg, 1966.
Emma taura Wesley, June 15, 1966.

Academy

Winifred McKinnon Lord (Mrs. Daniel M.) sister

of Gladys McKinnon Morgan, Special, June 23,

1966.

Louise Gaines Oates (Mrs. |. C), sister of tfie first

president of Agnes Scott, Dr. Franl< Gaines, 1964.

1907

Virginia Wells Logan (Mrs. R. Newton), March
13, 1966.

1913

Elizabeth (Lily) loiner Williams (Mrs. L. D. B.),
May, 1966

1915

Margaret Anderson Scott (Mrs. Legh), mother of
Margaret Scott Cathey '46 and sister of Ruth
Anderson O'Neal '18, summer, 1966

1917

Mary Elizabeth Gammon Davis (Mrs. A. L.),
January 4, 1966

1920

Emilie Keyes Evans (Mrs. F. W.), May 27, 1966.

1922

Mary Elizabeth Nisbel Marty (Mrs. S. C), 1966.
Sue Thompson Curelon, sister of Gladney Cure-

ton '30, Pauline Cureton Perry '34, and
Cureton Prowell '36, Sept. 18, 1966. ;|

1924 I

lanice Stewart Brown, August 27, 1966.
Sarah Dunlap Bobbin (Mrs. William H.), Oct

25, 1965.

1928 i

Mary Crenshaw McCullough (Mrs. Laurel

sister of Juliet Crenshaw Winship '26, Au

1966.

Eugenia Gobere De Leon (Mrs. Roger M.),

6, 1966. j

1931 I

J. W. Watson, father of Martha North W;
Smith, spring, 1966.

1933

Dr. Harry Lange, husband of Letitia Rocki
Lange, September 3, 1966, >

1934 '

Marguerite Kennedy Griesemer (Mrs. Dot

Jr.), July 30, 1965

1937

Howard F. Custafson, husband of Nellie Mar
Gilroy Custafson, May 28, 1966.

1939

Rosalinde Richards Grimes (Mrs. William H.,
sister ot Lois Richards Kennedy '36, Augus
1966.

1957

other of Margie

Mrs. lames M. Hill
Kraulh, |une 13, 1966.

1960

Mrs. M. W. Starrett, mother of Martha St,
Stubbs, July 30, 1966

::-Wyu_kUWl|HH-..J>.:

\ LcnX^

"all Happiness is Freshmen, Politics, New Faculty and Fund-Raising!

Vhether I AM reeling from a recent bout with minor
urgery or from the state of politics in my native state,

eorgia. I am not quite sure; but this fall of 1966 finds me
I bit shaky undaunted, however, 1 assure you.

My private brand of tranquilizer, the best, is named
^gnes Scott College. Amazingly enough, to me, there are
lew students. 234 of them, successfully launched on an
^gnes Scott career with little help from me, and the
Alumnae Office is functioning splendidly without my min-
strations thanks to Barbara Murlin Pendleton '40, as-
istant director of alumnae affairs, Pattie Patterson Johnson
41, secretary, and Margaret Dowe Cobb '22, house mana-
!er and class news editor.

Politics somehow just do not work as smoothly as the
ollege. Regardless of my own political beliefs (with
vhich I shall magnanimously not bore you), I had planned
he possibility of devoting this column to Beth Walton
!!;alloway '47 being Georgia's new first Lady. Now I cling
o the possibility that by the time the winter issue of the
Quarterly goes to press we'll all know who is Governor
)f Georgia maybe?

But let's get back to the campus. Enrollment in this
78th session, 754, is the largest in Agnes Scott's history.
The good news about this statistic is that more upper-
lassmen have returned, which means we will have more
graduate alumnae" than in past years. (Did you know
hat there are approximately two-thirds more non-graduates
han graduates of Agnes Scott?)

Among new students are thirty daughters of alumnae
ee p. 11 and nine sisters of current students or alumnae.

Among new faculty and staff appointments (also the
argest number in history) are three alumnae: Mildred Love
Petty '61, instructor in history (part-time); Alice Airth '66,
:lerical assistant in the library, and Judy Stark Romanchuk
64, secretary to the registrar-director of admissions.

Scheduled for retirement at the end of this session
ire George P. Hayes, professor of English, Janef N.
Preston '21, assistant professor of English, and Llewellyn
iVilburn '19, associate professor of physical education and
lead of the department. Faculty promotions this year in-
;lude Mary L. Boney to professor of Bible, Margaret W.
Pepperdene to professor of English, and W. Edward Mc-
Sair to associate professor of English.

Faculty members who are on leave during 1966-67 are
Nancy P. Groseclose, associate professor of biology who
is teaching on the U. S. -India Women's College Exchange
Program at Miranda House, Delhi; Julia T. Gary, asso-
ciate professor chemistry and assistant dean of the faculty,

and Eleanor N. Hutchens '40, associate professor of English.
The college community was shocked and grieved by the
sudden death, on August 6, of Elizabeth Cole Stack, asso-
ciate professor of education and chairman of the depart-
ment. The memorial minute to her adopted by the faculty
states in part:

Mrs. Stack was an excellent teacher with a
deep personal interest in the students who came
to her. On more than one occasion her special
insight and guidance helped a student realize her
full potential. As a scholar she won the respect
of her colleagues for herself and for the study
of education. Never a narrow specialist, she made
the education courses she taught a challenging
and an integral part of the liberal arts education
for women .... Her enthusiasm for living was
equally great, and for those who knew her well,
this is the characteristic most vividly remembered.

The national academic renown which Agnes Scott en-
joys, and in which we as alumnae take particular pride is
due in great measure to the succession through the years
of great faculty members like Elizabeth Stack, teachers
committed to the liberal arts and the high purpose of
Agnes Scott College.

And today it is up to alumnae to insure the continuity
of great teachers for the student of today and tomorrow.
This is the reason that the College appeals to alumnae,
through the annual fund, for money to help increase faculty
salaries. By the time you read this, each of you will have
received information about the 1966-'67 Agnes Scott
Fund. I beg your indulgence (because this fall I've been
so deeply involved in the annual-giving program) to em-
phasize the current situation.

We have chosen "67 in '67" as the theme for this fund
year we are shooting high, to 67% participation by
alumnae. Last year about 25% of the total alumnae body
contributed, or, as I prefer to say it, invested in Agnes
Scott College.

All gifts lo the annual Agnes Scott Fund go directly to
faculty salaries.

Please do make your investment today!

ftyv*uCoJ*^\W ^^^Jf^'^^f^'*-"^ '^T

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY, AGNES SCOTT COLLEGE, DECATUR, GEORGIA 3003(

DECATUR, GA,, 30030

Alumnae Club Directory 1966-67

Atlanta Jackie Simmons Gow (Mrs. Wm. F., Jr.)

Decatur Betty Medlock Lackey (Mrs. David)

Young Atlanta Diane Snead Gilchrist (Mrs. Kenneth W.)

Baltimore Nancy Anderson Benson (Mrs. Wm. L.)

Birmingham Margaret McRae Edwards (Mrs. Sterling)

Boston Harriett Talmadge Mill (Mrs. W. Robt.)

Charleston, W. Va. Lura Johnson Watkins (Mrs. Wm.)

Charlotte Martha Jane Mack Simons (Mrs. Henry)

Chattanooga Jennie Dixon Philips (Mrs. Harry)

Columbia Eva Wassum Cunningham (Mrs. Robt. B.)

Columbus, Ga. Mary Louise Duffy Philips (Mrs. Frank A., Jr.)

Greenville, S.C Kitty Williams Stall (Mrs. Newton, Jr.)

Hampton-Newport News Margaret Hartsook Emmons (Mrs. M. A., Jr.)

Jackson Louise Sams Hardy (Mrs. James D.)

Jacksonville, Fla. Dorothy Dyrenforth Gay (Mrs. James E.)

Los Angeles Dorothy Grubb Rivers (Mrs. Wm. R.)

Louisville, Ky. Elizabeth Allen Young (Mrs. Edward P.)

Marietta, Ga. Grace Olert Daily (Mrs. Robt.)

Memphis Alice Reins Boyd (Mrs. John S.)

Miami, Fla. Helen Hardie Smith (Mrs. Wm. H., Jr.)

Nashville, Tenn. Katherine Hawkins Linebaugh (Mrs. Mack S., Jr.)

New Orleans Evelyn Baty Landis (Mrs. F. S.)

New York, N.Y. Celia Spiro Aidinoff (Mrs. M. Bernard)

Richmond Anne Thompson Rose (Mrs. Ben L.)

Roanoke Betty Patrick Merritt (Mrs. Wm. R.)

Shreveport Louise Brewer Branch (Mrs. Jack E., Jr.)

Washington, D.C. Pauline Wertz Wechsler (Mrs. Nathan)

Westchester-Fairfield, Conn. Kitty Reid Carson (Mrs. Robt.)

' 'iJtllt.ia M :. : . '^A^'&Uki;

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AGNES
SCOTT

Florene Dunstan Compares

Two Contemporary Novels see page 2

ALUMNAE QUARTERLY WINTER 1967

MM

AGNES
SCOTT

THE ALUMNAE QUARTERLY

WINTER 1967

Vol. 45, No. 2

CONTENTS

2 Balun-Canan and To Kill a Mockingbird

by Florene J. Dunstan

8 How To Write Class Notes Without Really Lying

by Barbara Muhs Walker

11 Campus Scenes

12 Alumnae Sponsor Freshmen

13 Class News
29 Worthy Notes

Ann Worthy Johnson '38, Editor

Barbara Murlin Pendleton '40, Managing Editor

John Stuart McKenzie, Design Consultant

MEMBER OF AMERICAN ALUMNI COUNCIL

Published November, February, April and July by Agnes Scott

College, Decatur, Georgia for alumnae and friends of Agnes Scott

College. Subscription prices for others $2.00 per year. Entered as

second class matter at the Post Office of Decatur, Georgia, under
Act of August 24, 1912.

FRONT COVER

Dr. Wallace Alston, President of
Agnes Scott, and his secretary,
Bertie Bond 'S3, are happy to be
in his handsome new office.

BACK COVER

Freshmen and sponsors are Mary
Agnes Bullock, Marilyn Wootton,
Betsy Shepley Underwood '61,
Gail Lindstrom, Kathy Mollis, and
FHelen Everett Smith '61, and son
Everett.

PHOTO CREDITS

Front cover, p. 1, Guy Hayes, p.
3, courtesy The Silhouette, p. 11,
photos by Bucher, and Morgan of
Morgan Studios, courtesy The Sil-
ouette, p. 13, 17, 20, 24, 27, Billy
Downs, p. 24, Rappoport Studios,
Inc., NY.

AMERICAN ALUMNI COUNCIL

1966
General Award

For distinguished achievement in institutional content
the judges in the Annual Publications Competition of the
American Alumni Council award this Distinctive Merit
citation to

President

^.

Director for Alurrfm PubUcadons

The Alumnae Quarterly was the recipient of a
distinguished achievement award at the annual meeting
of the American Alumni Council held last summer.
The award concerned the concept of the College,
and was fudged on the basis of writing as well
as layout, design, and photography.

AND

By FLORENE J. DUNSTAN

WHEN two young women one
from Monroesville, Alabama,
U.S.A. and the other from Comitan,
Chiapas, Mexico write their first
novel dealing with the same theme,
from the same point of view that of
a child during the same period of
time that of the 1930's and when
both works are recognized immedi-
ately and win prizes and international
attention, a study and comparison of
the two novels is e.xciting.

To Kill a Mockingbird, by Harper
Lee, was published in 1961, and sud-
denly climbed to the best-sellers' lists,
despite the fact that it was Miss Lee's
first novel and she was an unknown
writer. Its success amazed critics, but
the enthusiasm of what Newsweek
called a "volunteer claque," along with
its intrinsic worth, quickly led to the
publication of more than a half mil-
lion copies and the awarding, in 1961,
of the Pulitzer prize to the author. It
became a selection of the Literary
Guild and the British Book Society
and a condensation appeared in the
Readers' Digest. Jonathan Daniels
wrote: "To Kill a Mockingbird is an
authentic and nostalgic story which
in rare fashion at once puts together
the tenderness and the tragedy of the
South. They are inseparable ingredi-
ents of a region so much reported, but
seldom so well understood."

The Mexican novel. Baliin-Candn,
by Rosario Castellanos, had been pub-
lished four years earlier, that is, in
1957, and the English translation by
Vanguard Press in 1960, one year be-

fore the publication of To Kill a
Mockingbird. Already known in liter-
ary circles as a poet, with many of her
poems appearing in anthologies. Miss
Castellanos immediately attracted at-
tention as a novelist. Balun-Candn
was voted the best work of fiction in
Mexico in 1959 and since has been
translated into English, French, Ger-
man, and Polish.

The title Balun-Canan is a Mayan
expression meaning "the nine guar-
dians". Its setting is in Chipas in the
southernmost state of Mexico, and the
author's sensitivity and art reveal the
tragedy of that remote district which,
as our Southland, is often misinter-
preted.

Both writers are sensitive and artic-
ulate in describing events from the
point of view of a child. In Mocking-
bird, the child is Scout Finch, a little
girl of eight years who lives in May-
comb, Alabama. She and her brother
are left largely to the care of the fam-
ily cook, Calpurnia, because their
mother is dead and their father, Atti-
cus Finch, is a lawyer. In recalling
those days Scout says:

We lived on the main residen-
tial street in town Atticus, Jem,
and I, plus Calpurnia our cook.
Jem and I found our father satis-
factory: he played with us, read
to us, and treated us with cour-
teous detachment.

Calpurnia was something else
again. . . . She had been with us
since Jem was born, and I had
felt her tyrannical presence as
long as I could remember.

The narrator of Balun-Candn is ;
little girl of seven. Her name is neve:
mentioned, but her brother, younge
than she, is Mario. She introduce:
herself:

I'm a little girl and I'm seven
years old. All five fingers of the
right hand and two of the left.
And when I stand up straight I
can see mv father's knee just in
front of me. . . . My brother I can
see from head to foot, because he
was born after me, and when he
was born I already knew lots of
things which I explain to him
now very carefully. This for
example:

'Columbus discovered America.'

Mario looks at me as if I didn't

deserve his attention, and shrugs

his shoulders indifferently. I'm

choked with rage. As usual, I feel

the injustice of it all.

Both novels take place in a smal

town, and the nineteen-thirties forn

the background for each story. South

erners who lived through those year;

feel a twinge of nostalgia when Scou

mentions the radio "soap opera," Om

Man's Family, Book VI, Chapte

XXV. She tells about Mr. Bob Ewell'i

acquiring and losing a job in a mattei

of days, and she thinks it unique ii

the annals of the nineteen-thirties be

cause he was the only man she ha(

heard of who was fired from thf

WPA for laziness. By the end of Oc

tober of the year in which the actioi

takes place, she says that Maycomt

was itself again after the excitemen

of the trial, except for one or twc

minor changes. One change was tha

THE ACNES SCOT

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Editors Note: Florene Dunstan, head of the
Spanish department at Agnes Scott, has done
post-graduate study at the National University
of Mexico, and at the Universities of Mexico,
Havana, Madrid and Paris. She is currently Presi-
dent of the Georgia Chapter of Teachers of
Spanish and Portuguese.

eople had removed from the store
'indows and automobiles the stickers
hich said, "NRA WE DO OUR
ART." "I asked Atticus why, and
e said it was because the National
ecovery Act was dead. I asked who
illed it; he said nine old men." The
ctual date of 1935 is given during
le trial of Tom Robinson, a Negro
cused of rape, whom Atticus is
efending:

One more thing, gentlemen,
before I quit. Thomas Jefferson
once said that all men are created
equal, a phrase that the Yankees
and distaff side of the Executive
Branch in Washington are fond
of hurling at us. There is a ten-
dency in this year of Grace, 1935,
for certain people to use this
phrase out of context, to satisfy
all conditions. . . . We know that
all men are not created equal in
the sense some people would have
us believe Some people are
smarter than others, some people
have more opportunity because
they are born with it. . . . But
there is one way in this country
in which all men are created
equal there is one institution
that makes a pauper the equal of
a Rockefeller, the stupid man the
equal of an Einstein. . . . That
institution, gentlemen, is a court.
Atticus' defense shows that there is
o real evidence of the guilt of Tom
obinson, but prejudice and fear pre-
ail. A worthless white man's word
accepted over the testimony of a
lack man, and Tom Robinson is de-
lared guilty of a crime which almost
veryone in the courtroom, deep in

his heart, believes Tom did not com-
mit.

Baliin Candn is also set in the nine-
teen thirties, in the difficult times dur-
ing the regime of President Lazaro
Cardenas, from 1934-1940, when
there were prejudice, hatred, and
racial strife. Efforts to break up the
large estates and distribute the land
among the Mexican peasants had not
been effective in many places. Chiapas
was so very remote and roads were
practically non-existant. The difficul-
ties experienced by the Cesar Ar-
guello family show that roads were
bad and the Indians impassive and un-
friendly. A new federal law requiring
any landowner who had as many as
five workers on his hacienda to set up
and run a school a secular school
is used by the author to portray the
difficulties faced by the landowners
and by the Indians who were eager
for their children to have "schooling."
During a part of this period all
churches were closed by government
order and teaching of the three R's or
of the catechism, or anything resem-
bling religion, had to be done clan-
destinely. For instance, the children's
mother, Zoraida, had to arrange with
her friend Amalia to prepare the chil-
dren secretly for communion, and
when the priest went to see Mario, as
he was dying, the military arrested
the priest.

In the two novels the similarities
are not only found in the narrators,
the setting, and the period of time,
but also in the characters, which offer

the most striking parallels, with a few
divergencies. Each author has skill-
fully presented well rounded, three-
dimensional characters, products of
their milieu. Both books have a strong
central character, the father in each
instance, a protective nurse figure who
is like a member of the family, the
two children always in the center of
the story, and even a sex-starved per-
son whose hunger for affection causes
tragedy.

The strong character in Mocking-
bird is Atticus Finch, wise in the ways
of the world and in the psychology of
children, and a lawyer in the small
town of Maycomb, some twenty miles
from Finch's Landing the family
homestead. Atticus was the first to
break the tradition of living on the
land when he decided to study law
and practice it in Maycomb. Scout
mentions his fondness for Maycomb:
During his first five years in May-
comb, Atticus practiced economy
more than anything else; . . . but
after getting Uncle Jack started
[in medicine] Atticus derived a
reasonable income from the law.
He liked Maycomb, he was May-
comb County born and bred; he
knew his people, they knew him;
. . . and Atticus was related by
blood or marriage to nearly every
family in town.

Atticus does not have much time to
spend with the children, and when
they are young he entrusts them to
the Negro maid, Calpurnia. When
Scout is eight and Jem twelve, Atticus
(Continued on next page)

LUMNAE QUARTERLY / WINTER 1967

Balun-Ganan and To Kill a Mockingbird

(Continued)

begins to worry about leaving them
while he is serving in the State legis-
lature. He thinks that Scout should
have some "feminine influence," so he
asks his sister Alexandria to come and
live with them "for a while." Sensing
the lack of joy on the part of the chil-
dren and feeling it necessary to justify
to the children his invitation to Alex-
andria, Atticus tried to tell them the
"facts of life" and finds the telling
difficult. Finally, in his lawyer's voice
he says:

Your aunt has asked me to try
to impress upon you and Jean
Louise that you are not the run-
of-the-mill people, that you are
the product of several genera-
tions' gentle breeding . . .
The fine distinctions that make the
Finch family "quality" are not clearly
understood by Scout and Jem; but
everyone in Maycomb knows that At-
ticus Finch belongs to one of the "first
families." He is a person of good will;
he has a sense of humor which he
needs in dealing with his children ,
and a strong conviction about the dig-
nity and worth of human life. That
he has a sense of compassion is seen
in his warning to his children that it
is a sin to kill a mockingbird, because
mockingbirds harm no one and give
great pleasure.

A tticus' moral courage

His moral courage is evident when
he defends a Negro unjustly accused
of rape, knowing full well that he and
his children will suffer. He shows
physical courage as he sits propped
against the front door of the jail,
clearly outlined in the light cast by
the single light bulb, and reads his
newspaper, seemingly oblivious to the
nightbugs flying around his head or to
the danger from the menacing group
of men who had come to "get" Tom
Robinson and take justice into their
own hands. We learn more and more
about Atticus as we look through his
children's eyes and see his true great-
ness. As they gradually realize the
various facets of their father's life
and personality, the dominant thread
of the novel his humanity and wis-
dom becomes visible.

The strong central figure in Balun-

Candn is Cesar Arguello. Like Atticus
he belongs to one of the old landown-
ing families, and like all the sons of
well-to-do Mexican families he had
been sent to Europe to study. He had
no "head" for such things and did not
get a degree, but he did enjoy himself
thoroughly as long as his parents
lived and kept him in funds. There-
after, however, he had to return to
Comitan, and he arrived just in time
to rescue the ranch Chactajal from
falling into the hands of a dishonest
overseer. Even in Paris he had missed
Comitan and the ranch, and had the
family send him coffee, chocolate and
sacks of sour posol.

Character of Cesar
Cesar was certainly not a rolling
stone, for despite his wanderings, he
always found his way home. He was
proud of his family name and had
complete self confidence because, in
the past, the Arguello name had meant
something, and the family fortune was
equal to or greater than that of any
of his neighbors. In former years he
had inspired respect, sometimes fear,
and, in some instances, love on the
part of many of the Indians. One of
these is the Indian nurse. Nana. The
little girl narrator tells about seeing a
soft reddish wound disfiguring one of
Nana's knees. When questioned about
it. Nana explains that she had been
hurt because of her relation to the
Arguello family: "I was brought up
in your house. Because I love your
parents, and Mario and you."
"Is it wicked to love us?"
"It is wicked to love those who give
orders and have possessions. That's
what the law says."

Cesar is physically strong and knows
no fear. When one of the Indians sets
fire to the canefields and thousands of
pesos are lost in the blaze, Cesar shows
physical stamina and complete lack of
fear in trying to bring the fire under
control before it reaches the living
quarters.

Though Cesar and his family live
in Comitan, he keeps in touch with
Chactajal and goes every year to su-
pervise the grinding of the corn and
the branding of the sheep and cattle.
The Indians come into Comitan pe-

riodically from the ranch to bring
sacks of maize and beans, bundles of
salt beef, and cones of brown sugar.
Lounging in the hammock on the ve-
randa, Cesar receives them.

They approach one by one and
offer their foreheads for him to
touch with the three middle fin-
gers of his right hand. Then they
return a respectful distance where
they belong. My father talks to
them about the business of the
farm. He knows their language
and customs.

Cesar symbolizes the old regime,
adverse to any change which will re-
sult in loss of power. Felipe Carranza
represents the traditionally underpriv-
ileged Indians. When Felipe informs
Cesar that "it is the law" that he must
have a school for the Indian children,
Cesar agrees to it, thinking that he car
appease them by starting somethinj
which may be called a school and be-
ing sure that the interest of the Indian;
will not persist. Cesar makes hii
nephew, the illegitimate son of hii
dead brother Ernesto, agree to be th(
teacher. Ernesto tells him that he ha!
only a fourth grade education am
knows not a word of Tzeltzal, th(
language of the Indians. Cesar insist;
that this makes no difference; and Er
nesto, flattered by the attention o
Cesar, and at the thought of associat
ing intimately with the family whicl
had never recognized him consent
to go. The family set out on the jour
ney to the ranch, experiencing alon]
the way the enmity of the Indian
when they are refused even the bares
lodging as they struggle to find shelte
from the severe weather. When th
opening of school can be delayed m
longer, Ernesto has to go to the schoc
house where the Indian childrer
scrubbed and clean, are expectant!
awaiting some miracle from th
"school." Ernesto reads out of th
Almanac in Spanish to Indian childre
who speak only Tzeltzal and who ur
derstand not one word he reads. Th
tragic outcome can be foretold onl
too clearly.

Cesar's dilemma

Cesar, unlike Atticus, clings to cus
torn and wishes to keep the status que
He resists change and is honestly cor
vinced that every one will be bette
served if the Indian is "kept in hi
place," allowed no education, an
given only what the landowners thin
best for him. Cesar simply cannc

THE AGNES SCOT

sario Castellanos, contemporary Mexican novelist, considered by critics the most
tinguished woman writer in Mexico today.

ne to terms with the Revolution;
i when his property at the ranch
iestroyed, he goes personally to seek

from the governor. He meets the
remor at a barbecue party on a
m near the capital, and the gover-
r promises to see him the next day.
len he presents himself formally at

Government Palace, the aides tell
n that the governor has had to make
unexpected trip to Mexico City to
i with President Cardenas, ' and
sar has to continue to wait.
The dilemma of Cesar can be more
ily seen and understood than re-
ved. For centuries the head of the
guello family had been the patron,
nember of one of the criollo fami-
; who have been leaders in a closed
iety. They cannot understand the
akening desires of the Indians, their
ermination that their children are
be educated, and their need to be
ated with dignity as human beings,
e criollos resistance to change is
;tly and inevitably doomed to break-
vn; but Cesar Arguello, a descend-

of Spanish pioneers, a patron with

inheritance and a name he wants
leave to his son Mario, can do
hing but resist its coming,
rhe family servant in both novels
;rs another parallel in characteriza-
1 and is integral to the story. In
lun-Candn it is Nana, the Indian
m Chactajal, who looks after the
Idren, sees that they are clean and
iperly dressed, and accompanies
m to school. When the little girl

wants to know anything, it is to Nana,
rather than to the mother, Zoraida,
that she goes. Nana tells the children
the old folk tales, legends, and stories
which reveal her own belief in the
superstitions of Indian lore. When the
preparations are made for the family
journey to Chactajal to set up the
school and attend to the annual
chores. Nana assists in the preparation,
but she refuses to return to the ranch
because she is afraid of sorcerers.

Shortly before the time for depar-
ture Nana takes the little girl aside
to say goodbye. The new law has
caused all churches to be closed for
worship, but the two slip into the
small chapel. They kneel before the
statues on the altar; Nana crosses the
forehead of the child and utters a
prayer which shows her deep faith in
God, her devotion to the child, her
realistic approach to life, and her wis-
dom about things of the world:
I come to dehver my little child
to thee. Lord; thou art witness
that I can no longer watch over
her now that distance will divide
us. But thou who are here, and
there also, protect her. . . . Pro-
tect her, as up to now I have pro-
tected her, from breathing scorn.
. . . May she also stoop to pick
that precious flower which is giv-
en to few to gather in this world,
and which is called humility. . . .
Open her understanding, broad-
en it so that truth may find ample
space there, that she may pause
before raising the whip, knowing
that every lash that falls prints

a scar on the chastiser's shoul-
der. . . . May she never be found
wanting in gratitude. ... I com-
mend her to Thee.
The goodbye is tearfully said by Nana
and the little girl, and on the trip the
little girl misses Nana greatly. Though
Nana has been with the Arguello fam-
ily all of her life, when, later in the
story, she has a "vision" and foretells
the death of Mario, the varon of the
family, she is abruptly dismissed by
her distraught mistress, Zoraida.

In To Kill a Mockingbird the family
maid, Calpurnia, according to Scout,
was "something else again. . . . She
was all angles and bones. . . . She was
always ordering me out of the kit-
chen. . . ." Calpurnia was responsible
for rearing the children, which in-
cluded keeping them clean, teaching
them manners, and instilling charac-
ter into them. When Jem invited one
of the poorest and proudest children
in town, Walter Cunningham, to eat
with them, he accepted. He was ob-
viously hungry and ate voraciously.
He poured syrup on his vegetables
and meat, and would have poured it
into his milk glass, thought Scout, if
she had not asked him what the sam-
hill he was doing. Calpurnia heard her
and requested her presence in the kit-
chen. "She was furious, and when she
was furious Calpurnia's grammar was
erratic." She gave Scout a verbal
thrashing, ending with;

That boy's yo' comp'ny and if
he wants to eat up the table cloth
you let him, you hear? . . . Don't
matter who they are, anybody
sets foot in this house's yo' com-
pany, don't you let me catch you
remarkin' on their ways like you
was so high and mighty!
When Atticus was in Montgomery,
one Sunday, in an emergency session
of the legislature, Calpurnia, evidently
remembering a rainy Sunday when the
children were fatherless and teacher-
less and got into mischief, suggested
they go to church with her. They were
delighted at the prospect, and Cal-
purnia stayed overnight with them, on
Saturday, sleeping on a folding cot in
the kitchen, so that she could "look
after their clothes." When they were
finally dressed to her satisfaction, they
set out for First Purchase African
M.E. Church so-called because it
was paid for from the first earnings of
freed slaves. Scout recalls; "The warm
bittersweet smell of clean Negro wel-
comed us as we entered the church
{Continued on next page)

JMNAE QUARTERLY / WINTER 1967

Balun-Ganan and To Kill a Mockingbird

(Continued)

yard. Hearts of Love hairdressing
mingled with asafoetida, snuff, Hoyt's
Cologne, Brown's Mule, peppermint,
and lilac talcum." After a most in-
teresting service at which the hymns
were "lined" because most of the con-
gregation could not read. Scout and
Jem learned that Calpurnia was one
of four folks at First Purchase who
could read, and that she grew up at
Finch's Landing and had worked for
the Finch family all of her life.

In addition to the strong central
character of the father and the nurse
or family servant who is so much a
part of the family, there is also to be
found in each novel a sex-starved fig-
ure who, in her hunger for affection,
transgresses the laws of the society in
which she lives, with inevitable trag-
edy as the result.

Transgression of moral code
In Mockingbird Mayella Ewell ad-
mits that she has no friends. So starved
is she for kindness or affection that
she tempts a Negro. She does some-
thing that is unspeakable in that com-
munity: she kisses a black man. When
Tom Robinson rejects her advances
she accuses him of rape and he is put
on trial for his life. Atticus is assigned
to defend him and in his speech to
the jury he says:

I have nothing but pity in my
heart for the chief witness for the
state, but my pity does not ex-
tend so far as putting a man's
life at stake, which she has done
in an effort to get rid of her own
guilt. . . . She has committed no
crime, she has merely broken a
rigid and time honored code of
our society, a code so severe that
whoever breaks it is hounded
from our midst as unfit to live
with. She is the victim of cruel
poverty and ignorance . . . but she
wishes to destroy the evidence of
her guilt.

It becomes a question of a white girl's
word against that of a black man's,
and the white person always wins. Un-
reasoning prejudice wins, and Tom
Robinson is declared guilty. His case
is appealed; but Tom. distrustful of
his chances with white men, decides
to take his own chance, and, in trying
to escape, is killed, with seventeen bul-
let holes in him.

In Balun-Candn the transgression
of the moral code also leads to trag-
edy. En route to Chactajal, the Cesar
Arguello family stop at Palo Maria,
a cattle farm belonging to Cesar's first
cousins. There are three of them. Aunt
Romelia, the solitary one who shuts
herself in her room whenever she has
migraine, which is frequently; Aunt
Matilda, a spinster who blushes when
she is spoken to and who cannot keep
her eyes off the illegitimate Ernesto,
who is traveling with Cesar's family:
and Aunt Francisca, who is in charge
and who has the reputation of being
a witch. They have lived at Palo Maria
for years and, since their parents died,
Francisca has run things, even though
there have been troubles with the In-
dians. They made only occasional trips
to town, staying with Cesar's family
for a week or so, returning to the
ranch, and infrequently communicat-
ing with their relatives thereafter.

Fear oj Matilda

Sometime after the Arguellos' arri-
val at the ranch, peddlers showed up
with their wares, and "in their wake
came a woman riding a fine white
mule, her head and face veiled with a
transparent scarf." It was Matilda who
had fled from Palo Maria because she
was afraid her sister Francisca would
kill her. Orphaned early in life, she
had clung to Francisca and to the
memory of her mother. She had been

lonely all of her life, and the remote
ness of the farm accentuated her isola
tion. Now that Francisca was doin
queer things to frighten the Indians
she had indeed frightened her sistei
Matilda begged them to let her sta
and not to let her sister know that sh
was there. She tried to fit into the lif
at Chactajal and not be a burdei
Mealtimes which was when they a
met were a torture for her and, o
the pretext of supervising the serving
she joined the family less and less.

Matilda's tragedy
She insisted on cleaning Ernesto
bedroom herself. One day, as she w
making the bed, she put a bunch c
herbs under the pillow. Ernesto cam
into the room, saw what she was d(
ing, and accused her of coming t
Chactajal to find him. When she pn
tested his familiarity and treatment (
her as an equal, he reminded her th;
he. too. was an Arguello, and reveale
the suffering he had endured all of h
life as a bastard. She was touched l
his plight and when she spoke tei
derly. he interpreted it as admissic
of her love for him. "Yes, it's tru
I saw it from the first, from the w
you looked at me." Although o
enough to be his mother, and, mo:
importantly, from a different soci
class, her hunger for affection ar
her passion were stronger than hi
pride, and she submitted to h
embraces. Surprised at herself ar
ashamed she thereafter avoided co
tact with Ernesto and no one kne
of the incident until she tried to drew
herself. Ernesto saves her, and she
furious. She tells him that she wantt
to die because she did not want
bear his child. She has transgresst
the laws of her social class and in tl
breaking of the code, only tragec
can result. Ernesto is killed, indirect
because of her; then she admits wh
she has done. "She went in disarr:
and threw herself weeping onto E
nesto's breast, intact in death." Whi
she tells Cesar and Zoraida that si
was his lover, there is a threatenii
silence. "Aren't you going to kill me

THE AGNES SCO"

ir finally shakes his head, turns
back on her and says, "Go." Ma-
. kisses Ernesto's cheek again and

up. She starts to walk, in the hot

across the scorched moor, and
3ne follows her. Like Dona Bar-
, in Romulo Gallegos' novel, she
:ed on and on and no one knew
t became of her. That night the
jello family returned to Comitan.
he last parallel to be discussed is

of the injury or serious illness
iring lo the boy in each novel,
t the very last of Mockini^hird
1 Scout and Jem are returning
e from the program at school,

is seriously hurt his face has

igly gash cut in it and his arm is

en and both of them would have

killed if it had not been for

' Radley, their next door neigh-

whose real name was Arthur.

is unconscious, and Scout is

d he is dead. She is assured that

I'm live, however, and the book

s lo a dramatic and highly mov-

limax as the sheriff and Atticus
about who is to be blamed. We

through Scout's eyes, justice ac-

ished and, after escorting Mr.

ur home, she stands on the Rad-

lorch and sees the situation from

point of view. With many inci-
passing in review through her
she has a different feeling for

Arthur and a new appreciation of

ather.

Prediction of servant

Baliin-Candn the tragic ending is
d", not by individuals directly,
y superstition and ignorance. One
^ana begins to sob and, in great
ss, predicts that Mario will die.
he will never reach manhood.
1 Mario's mother presses her for
cplanation she sobs:
How should I be saying so,
king against my own entrails?

others who've said it. The an-
nts of the tribe of Chactajal
/e gathered in conference. For
:h one of them has heard in the
ret of his dreams, a voice say-

: "May they not prosper or be

perpetuated. May the bridge
they have thrown into the future
be broken." . . . And they have
marked Mario for condemnation.
Nana's belief in the sorcerers is so
strong that threats of physical vio-
lence and her dismissal cannot force
her to admit that what she has just
predicted is a lie.

Role of superstition and ignorance

Naturally the mother, Zoraida, is
greatly distressed. She refuses to be-
lieve that her only so a varon can
die. In desperation she goes to a crook-
back and superstitiously asks her to
read the cards. When spades mean-
ing trouble, and spades, and still more
spades turn up. Zoraida stares at them
in horror. Although Mario seems to
be in perfect health. Zoraida trembles
with fear as she returns home.

Some few days later Mario has no
appetite. He says he is sleepy and will
be all right tomorrow and wishes only
to be left alone. During the night he
screams with pain and shows unmis-
takeable signs of appendicitis. Dr.
Mazariegos, a "short, stout, childish-
looking man with an innocent smile
and chubby cheeks," arrives, examines
the patient, is baffled, and then says
it is too early to diagnose. They must
wait until symptoms are clearer. When
the mother shows much concern and
says urgently, "We've got to help him.
Doctor," the physician answers:

Of course we'll help him. But
calmly, Senora. It's just as well
you called me. If this case had
fallen into the hands of a young
doctor, one of those full of long
words and not very thorough, he
wouldn't have had the least hesi-
tation in giving the condition a
name, one of those outlandish
names you've never heard of.
They'd rather eradicate the trou-
ble at its root than have the pa-
tience to attack it with other and
slower remedies that are more ef-
fective and less harmful in the
long run. Experience shows, you
see, that surgical intervention al-
ways has its risks, and then, too,
the consequences are unforesee-

able. For instance, it's been calcu-
lated that a high percentage of
patients who have their appendix
removed go deaf.

Although the family has the means,
and although there still is time to get
Mario to a hospital in Tuxtla-Gutier-
rez, the capitol, before his appendix
ruptures, the doctor does not recom-
mend the journey and sheepishly gives
Zoraida a prescription for quinine
just in case it is malaria and advises
cautious waiting. They choose to fol-
low his advice and within a matter of
days Mario dies. Superstition and ig-
norance take their toll and the book
ends, leaving the reader with a sense
of the magnitude of the problems to
he faced in Chiapas before the Revo-
lution brings a sense of dignity and
worth to every human being in the
Deep South of Mexico.

Universality of problems and values

In an effort to evaluate the two
novels, it should be said that the basic
theme of both is the dignity and worth
of man, and although there are diver-
gencies in details, the sameness of
people everywhere, in their basic de-
sires, is revealed in these two books.

Both are autobiographical. Miss Lee
states frankly that the character of
Atticus is based on that of her father,
whom she greatly admires. Through
her excellent characterization, folksy
dialogue, keen sense of humor, and
knowledge of the way a child's mind
works, she has created a novel with
its setting in the Deep South. U.S.A.,
but with universal value. Rosario Cas-
tellanos has used a period of history,
conflicts between classes, and personal
incidents in her own life such as the
death of her brother Mario to weave
a novel which artistically shows the
various facets of life in Chiapas, with
fear, superstition, and selfish pride as
the outstanding threads. She has pen-
etrated deeply into the life of Chiapas,
and although certain ideas and beliefs
are local, she shows, as does Harper
Lee, that the problems and values are
all embracing.

NAE QUARTERLY / WINTER 1967

How to Write Glass Notes .

By BARBARA MUHS WALKER

MY counsel is addressed to the
thousands of educated women
who suffer on those "difficult days"
from a run-down, logy feeling a
feeling of tired back, tired front, tired
hlood. and general comprehensive fail-
ure in the Highly Competitive Society
in Which We Live. By "difficult days"
I refer to the four or five times yearly
when the morning mail that daily
reminder of man's inhumanity to man
brings, along with the orthodontist's
bill and a Distinguished Publishing
event, the Alumnae Magazine. To put
it aside is as easy as forgetting a fes-
tering hangnail or keeping one's
tongue from a newfound dental fis-
sure. I say this (brava, Editor, for
resisting censoring!) not because of
the very worthwhile "Chaucer for
Children" or "A Vassar Grandmother
re-examines Her Faith," which one is
always too busy to read at the time,
but because of that insidious institu-
tion known as Class Notes, which one
is rarely busy enough to ignore. To
the female. Class Notes have all the
attraction of Screen Romances for a
shopgirl, except for one important dif-
ference. In Screen Romances and
Cholly Knickerbocker the shopgirl
and waitress can read endlessly of di-
vorce, desertion, mental breakdown,
bankruptcy, and alcoholic stupor, and

Editors Note: Barbara Muhs Walker, Vas-
sar, '48, writes a tongue-in-cheek autobi-
ography following the advice of her
article: "[and] has pursued a brilliant ca-
reer ... in the field of housing, architec-
ture, and city planning, sharing her
meagre talent and training with those
even less fortunate . . . and has resisted
intellectual flabbiness by researches in
Dr. Spock and Woman's Day. . . ."
Copyright by Editorial Projects for Edu-
cation, Inc.

rejoice in the superior sane serenity
of their own lives. Not so with the
Educated Woman, whose college gos-
sip sheet is a .series of success stories
about her friends, discreetly suppress-
ing the sordid details and calculated
to throw her into a fit of despair, feel-
ing that she alone has failed to realize
the glamorous potential of her high
birth and higher education. For sheer
masochism, the reading of Class Notes
outruns attending P.T.A. meetings or
giving four-year-old birthday parties.
No one else in your class, it seems,
is bothered with overweight, over-
drawn checks, Dutch elm disease,
stopped-up plumbing, or a third-grade
roseola epidemic. They are all in
Kuala Lumpur with the U.N., or
teaching madrigals to the Navajos, or
editing significant magazines, or help-
ing the Johnsons found the Great So-
ciety. Their husband is not one of a
million-and-a-half insurance men, but
the Only Missionary Doctor in Mada-
gascar; they have seven ruddy chil-
dren, as opposed to your allergy-riden
3.2: rheir household seems to care for
itself as they canvass the globe for ad-
venture and enlightenment. Reading
their sparkling sagas over morning
Clorox is likely to cast a pall that
lingers until the next issue arrives
with new and more terrible tidings.
Some alumnae have attempted to
solve the problem of "difficult days"
by cutting off the College without a
cent and the Class Correspondent
without a scent, only to find the same
Glad News cropping up in an occa-
sional letter from a friendly classmate.
But as any modern adult particularly
any modern mother should know,
there is only one way to keep from
being bested in this game. It is, in the
simple language of the schoolyard, to

Fight Back. Instead of reading invid
ious Class Notes, he one!

The technique is easy, as anyon
driven to a career in public relation
will try to deny. It requires no chang
in your dull daily routine, simply
the way you report it. It involves nc
the denial of truth but the discriminaf
ing choice of it a kind of survival b
fitting, or process of unnatural selet
tion. It operates on the age-old prir
ciple of putting your best foot foi
ward to obscure the clubfoot behint
With a little careful reportage, th
most lackluster alumna can becom
the kind of Class Note that will
her peers with awe, envy, shame, an
most important a deep sense
inadequacy.

To demonstrate this technique let
take a typical note from a typic:

"over the morning Clorox"

THE AGNES SCO!

Without Really Lyini

i

"a burgeoning, bustling family"

imber of a typical class. To the
lical reader, scanning it on time
rrowed from the day's chores, it
sears for all the world as a simple,
leless communication, tossed off
h one hand while the other pushes

snow plow. To the grateful corre-
mdent it obviously seemed a jewel
spontaneous expression, worthy of
batim quotation. Only the writer
ows that it is the result of three
ifts and four hours' editing, an ef-
t worthy of Drama 270, carefully
/eloped along the lines elucidated in
: footnotes that follow.

After a long silence a breezy
note from Tipsy Poltergeist
Brumbaugh ( 1 ) . Tip, you may

ecall (2), went on to Columbia
for her M.A. (3), and there met
ind married Bruce Brumbaugh.
Their household in Battle Creek,
Michigan, by now includes Bruce
Fr., 8. Beverly, 6, four parakeets

and three hamsters (4), which
Tip often manages alone while
Bruce travels (5). He is a sales
e.\ecutive for a firm that helped
to outfit Col. Glenn for his his-
toric space flight (6). Tip, who
has been nursing a sick child
most of the winter (7), protests
she's grown inert (8), but it
doesn't sound that way to us (9).
She supplements the children's
schooling with home teaching
(10), and is active with the local
Fight for Sight organization (II).
Her chief recreation, she says, is
making fudge of all kinds she
was just named Fondant Queen
of the local Presbyterian Church
(12). Tipsy drives in a car pool
three times a week (13) and is a

"just named Fondant Queen"

regular visitor to Battle Creek
Home for the Infirm (14). Now
that the children are getting on
in age she is thinking of pursuing
her doctorate in microbiology
(15). She urges all of us to make
Battle Creek a stop in our vaca-
tion sojourn (16) and promises,
in addition to some of that fudge,
a fascinating glimpse of how
shredded wheat is made (17).
There it is, a seemingly simple home-
ly statement by an average classmate
that nonetheless exudes an aura of
Capable Mother, Loveable Helpmeet,
Competent Executive. Servant of Hu-
manity, Fun-loving Lass, and Indom-
itable Intellect. Here is a girl, you
say. who, unlike yourself, does much
more than merely cope.

In fact the secret of this success is
one you can easily learn, at home in
a dignified manned in your spare
time. Let us examine the dynamics of
this little bit of dynamite.

( 1 ) Use of youthful nickname im-
mediately establishes a gay, informal
schoolgirl tone. Actually no one at
college ever called Thelma Polter-
geist "Tipsy," but who can prevent
her using the sobriquet on herself?
( 2 ) Nobody really recalls. Was she
mousey lunchwait at the next table
or the ravishing blonde in Body Fun-
damentals? The doubt is unsettling to
the reader. (3) Columbia is in this
case Coulmbia, South Carolina, home
of University of. The implication is
that Thelma got her Master's, which
she didn't, being an indifferent stu-
dent who spent most of her time at
the Dixie Bowlarama, where Bruce
ran the shoe rental concession. Note
the telescoping of these superfluous
details. (4) Two children is actually
below her classmates' standard for
(Continued on next page)

UMNAE QUARTERLY / WINTER 1967

How to Write Glass Notes (conmued)

Sketches by Vicki Justice

procreation, but note how the juxta-
position of other numbers mere pets,
to be sure conjures up the picture of
a burgeoning, bustling family. (5) A
good example of the careful turn of
Phrase. While a salesman's wife may
normally feel left alone, she need not
confess this to the world. "Managing
alone" evokes the image of the pio-
neer woman rather than the bereft
spouse. (6) Another way of saying
it is, "Bruce is an underwear sales-
man," but why so unpoetic? (7) A
clumsier writer might gracelessly refer
to her daughter's recurring impetigo.
(8) The self-deprecating, I'm-not-do-
ing-enough stamp is essential to au-
thentic Class Notes. Without it the
work might be suspect as that of an
imposter from another college. (9) A
little awe and wonder and gee-whiz
on the part of the Class Correspond-
ent is always a help. Most corres-
pondents are willing to pay this small
price for a genuine Class Note. (10)
Would you have thought that helping
hopeless kids with homework could
be so nobly described? (11) Last year
Thelma contributed seven pairs of
eyeglasses after clearing out her par-
ents' house. Perhaps "active" is over-
stating the case. (12) It is important
to brandish hobbies, since only poor
managers and disorganized types like
you, the reader, lack time for fun and
games. The fudge is ready-mix, of

"three times a week"

course, and why shouldn't she be
winner in an uncontested field? (13)
We all drive in car pools, but how
many of us think to credit ourselves
for it? (14) Another necessity-turned-
virtue: Thelma's father-in-law is a
patient at the Home. (15) This is an
excellent device whereby one earns
points for mere fantasies. Anyone can
think of winning a Nobel prize, be-

"contributed seven pairs"

coming a Metropolitan Opera star, c
being the first woman on the moor
An opportunity for self-aggrandizmer
not to be missed when the action stor
is thin. (16) A grand woman-of-th
world gesture which one can easil
afford to make from an unlikely ou
post like Battle Creek. (17) The prir
ciple at work here is, Embracing th
Existing and Earning Credit for Whs
Is. Kellog has been running dail
tours of the shredded wheat factor
since before Thelma was born.

Using this simple essay as a pa
tern, you too can weave of the warp an
woof of your daily routine a tapestr
of dazzling whole cloth, fit for th
most discriminating Corresponder
(and what Correspondent dares dii
criminate?) Before you take pen i
hand, however, a few general rule
must be stated.

The first regards when to writ(
Don't do it just after reading you
current Class Notes, when you are i
your lowest ebb. If you do, make
a draft to be put away for at least
week before reviewing. Second, us
the note-topic method to organiz
your thoughts. It will give you th
warm sensation of putting your co
lege education to use, help you dii
pose of surplus topic pads, and ai
you in discarding thoughts that wer
better left unsaid.

Third, test your draft on a confi
dante, if you are lucky enough t
have one. Be sure it is someone sup
portive like a psychiatrist or a pries
and not competitive, like your bes
friend, your oldest daughter, or th
nextdoor neighbor. Your husband i
the least likely counsel, since h
doesn't understand why you suffe
over such trivia and will surely thin
the whole thing is silly. Fourth, mak
sure the final version for the Corre
spondent has the proper air of hast
and insignificance. Use lined yello\
tablet paper or the back of an ol
grocery list instead of monogramme
stationery, and put the stamp o
slightly askew. If possible, arrange t
write it on the train the next tim
you go to town to luncheon or th
theatre mentioning only that you ar
writing "in transit."

Whatever you do, don't neglect t
write something occasionally. How
ever faltering your prose, your ow
contribution is surely better tha
abandoning yourself to the mercy o
well-meaning classmates or a des
perate correspondent.

10

THE AGNES SCOT

Ida Cophenhaver and Barbara lohnson
ha\x' pul [he bunson burner to one of its
tinie-honorecl uses in the chemistry lab
that of making coffee.

Student Life -
Vintage 1967

The quiet and tranquility of the library

is contrasted with the noise and

confusion of the mail room.

Bebe Guill (right) and Dede Bollinger
otter col^ee to Sarah Frances McDonald
'36.

Alumnae Sponsor
Freshmen

*-;

Sally Fortson Wurz '57 is greeted at the
front door ot Hopkins by Rita Wilkins
(left) and Susan Ketchin

Mary Warren Read '29 reminisces about
Miss Hopkins to Sally Skardon and
loan Bell

THE AGNES SCOT

DEATHS

Faculty

Miss Ethel Curry, assistant in voice culture T920-
21, September 22, 1966.

1928

Dan M. Boyd, husband of Sarah Glenn
Aprd 1, 1966.

Institute

Josephine Burroughs Taylor (Mrs. Clyde A.),
May, 1965.

Olive Carolhers Blake (Mrs. John), 1966.
Nancy Caroline Strother Dodd (Mrs. Fair), De-
cember 11, 1966.

1908

Olive Hay Hay (Mrs. O.P.), April 12, 1965.

1933

Dr. James A, Jones, husband of Mary Boyd
Jones and lather of Mary Jones Helm '57 and
Ina Jones Hughs '63, November 17, 1966.

1934

John Southern Austin, Sr., husband of Ruth
Shippey Austin and brother of Sarah Austin Zorn
'34, December 4, 1966.

1911

Eliza MacDonald Muse (Mrs. Joseph K.), mother
of Ora Muse 'J7, September 24, 1966.
Willie Lea Johns Hunter (Mrs. Earl T.) August
25, 1966.

1912

Eunice Ernestine Briesenick Sloan {Mrs. VV. L.)
July 24, 1966, sister of Gertrude Briesenick Ross
'15 and Clara Briesenick Gardner '16.

1936

First Lieutenant Frank C. Packer, son of Ann
Coffee Packer in a military plane crash,
November, 1966.

1939

Clyde Shepherd, Sr., father of Elizabeth Shepherd
Green and Margaret Shepherd Yates '45, Septem-
ber 25, 1966.

Mrs. Roger D. Flynl, mother of Jeanne Flynt
Stokes, December 6, 1966.

1917

Mary Ganson Brittain (Mrs. Max C), sister
Mary Hough Clark '28, October 6, 1966.

1918

Myra Scott Eastman (Mrs.
19, 1966.

E. Guerry) October

1920

Margaret Shive Bellingrath, (Mrs. George),
mother of Jean Bellingrath Mobley, '48 and sister
of Rebecca Shive Rice '25, Edith Shive Parker
'21, and Mary Shive '27, November 16, 1966.
Lurline Torbelt Shealy (Mrs. Crawford S.) Janu-
ary 3, 1966.

1924

Claudia Sentell Wilson (Mrs. Page G.), sister
of Eulalie Sentell Cappel, Academy, Bess Sentell
Martin Coppedge '08, Marguerite Sentell Flesh-
man '22, October 20, 1965,

1925

Frances Summerlin, October 7, 1966.

1927

Dr. William Z. Bradford, husband of Mary Speir
Bradford October 16, 1966.

Douglas Crenshaw, husband of Mable Dumas
Crenshaw, July 6, 1966.

1940

Edna Lewis Cotton (Mrs. James A.), September
30, 1966.

Mrs. Leia Wilson, mother of Claire Wilson
Moore, September 26, 1966.

1941

Dr. M. H. Stuart, father of Ellen Stuart Ration,
October, 1966.

1945

Otto A. Leathers, father of Marion Leathers
Daniels, and Sarah Leathers Martin '53, Septem-
ber 16, 1966.

1949

Mrs. h. C. Ammons, mother of Mary Jo Ammons
Jones, September, 1966.

William K. Inman, husband of Johanna Wood
Inman, summer, 1966.

1952

Dr. Anita Coyne Adams, November 1, 1966.

I960

Mrs. VV. D. Richardson, mother of Mary Hart
Richardson Brilt, November, 1966.

1969

Barbara Lee Bates, November 24, 1966.

18

h)

\ \jyju\^ . . .

How Would ^u Direct Alumnae Affairs ?

OMETiMEs I've had the fleeting wish that Agnes Irvine
cott might have had her son. George Washington Scott,
orn on a day other than February 22. She, dear lady.
Quid not have foreseen that we would annually he fran-
cally involved in getting faculty members out to speak to
dumnae Clubs on his birthday, usually in the worst winter
'eather.

This February in Atlanta has been deceptively mild, and

can only hope that planes can fly and roads will be
pen. Alumnae Club Founder's Day speakers are: Presi-
ent Wallace M. Alston. Charlotte, N.C.; Miss Georgia
iillis '65. assistant in admissions. Tampa-St. Petersburg.
la.: Dr. George P. Hayes, professor of English. Colum-
ia, S. C: Dr. Marie Huper Pepe, associate professor of
ft, Greenville. S. C: Dr. Margaret W. Pepperdene. pro-
;ssor of English. Marietta. Ga.: Dr. Walter Posey, prc-
sssor of history, Birmingham; Ala.: Dean Carrie Scan-
rett, Washington. D.C. and Roanoke, Va.; Dr. Margret
rotter, associate professor of English, Louisville, Ky: and
)r. John Tumblin. professor of sociology and anthropol-
gy, New York City and Boston. Mass.

The Jacksonville, Fla. Club accommodated me by mov-
ig their meeting into early February. I've just returned

and wish I were still there. I spoke at their splendid
incheon after Barbara Murlin Pendleton '40, assistant
irector of alumnae affairs, and I had attended the South-
astern District Conference of the American Alumni
Council at Daytona Beach.

What is the Council? Let me answer with another
uestion. Have you ever heard one of your children re-
lark, "Mother, when I grow up I want to be an
lumni/ae secretary?" Or, I've never seen a Ph.D. degree
ffered in Alumnae Affairs much less a high school
iploma!

So, The American Alumni Council, a national organi-
ation. gives those of us who are making careers in this
ebulous alumnae work the chance to be with our col-
;agues and peers, to swap ideas and "how-tos", to get
irofessional help in administering offices and programs, in
und raising, in editing magazines and other publications.

Perhaps most important, the Council gives me the op-
lortunity to discover changes and trends in higher educa-
ion today. It is difficult enough for me to keep up with
onstant change on my own campus to say nothing of the
icreasingly intensive pace, or race, of change at other
olleges and universities.

When I was a novice in the alumnae business at my
rst Council Conference, an older alumnae director said,

"Ann Worthy, take Agnes Scott College and your posi-
tion as director of alumnae affairs very, very seriously
but never, never take yourself seriously."

I try not to, but I return from AAC conferences in-
spired to look afresh, at least, at the job I do in interpret-
ing Agnes Scott today to alumnae and vice-versa. No
human being, no college, is flawless. I prefer to recognize
the flaws, do my bit to correct rather than cover them
and thus free myself to dwell upon the splendid strengths
in an institution or an individual.

Perhaps I'm caught in the "generation gap" but I
don't believe it! Agnes Scott students, vintage 1967, are
more open in communication with adults than ever.
Granted that they are often so honest their words hurt,
and experience has not yet turned their direct and con-
cerned questioning of every phase of their college life
into wisdom.

But they can laugh, too. at themselves. For instance,
each alumna, no matter what her college year, can re-
member the crush in the mailroom. Today the mail-
room has not increased markedly in size, but the student
body has. I quote from an editorial, "Mailroom Mess"
in a recent issue of "The Profile," the student newspaper
(italics mine).

. . . Something should be done to ease the problem.
. . . Until that day comes, however, we are stuck.
We may be stuck for a long time; we are certainly
stuck for this year. So. for the duration, may we offer
a few suggestions to help things out. Do not pull out
your mail piece by piece and read slowly everything
from the stamp and postmark to the zip code in the
return address. . . .

Do not pick the most crowded hours to check out
the wedding announcements, or see which faculty
member wants a babysitter or a buyer for his '32
Ford.

Do not open packages and try on the clothes your
mother has sent . . .

Do not stand there and deliver a 10-minute im-
passioned speech on how you hate your boyfriend
who didn't write you for the fifth time this week . . .
In short, be careful and considerate of others. Only
throuiih the efforts of individuals can the mess created
by students be helped.

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

6yy^. ^c"^^^^-^ '^^-y-.^^

^^ J ; 3

AGNES
SCOTT

A Special Report: ''Life zvit/i Uncle"- sec page 13

ALUMNAE QUARTERLY SPRING 1967

._ . .vmi

.mmaSCTMV-

AGNES
SCOTT

THE ALUMNAE QUARTERLY

SPRING 1967

VOL. 45, NO. 3

CONTENTS

2 Things They Didn't Tell Us

Gay Swagerty Guptlll '41

4 Response to the Founders

Rufus Carrollton Harris

7 Class News

Margaret Dowe Cobb '22

13 Life with Uncle

Editorial Projects for Education, Inc.

41 Worthy Notes

Ann Worthy Johnson '38, Editor

Barbara Kturlin Pendleton '40, Managing Editor

John Stuart McKenzie, Design Consultant

Member of American Alumni Council

Published four times yearly: November, February, April and July by
Agnes Scott College, Decatur, Ca. Second class postage paid at
Decatur, Ca. 30030.

FRONT COVER

Dr. Michael J. Brown of the History
Department is a willing victim of
the "slave sale" during Junior
Jaunt. (See p. 33)

BACK COVER

Spring draws Miss Boney's Bible
students outside the classroom.

PHOTO CREDITS:

Front Cover, p. 10, Billy Downs;
p. 1 Kirby Freeman; p. 4 Joe De-
Crandis, Jr.; pp. 9, 30, 33, 38,
Charles Pugh; p. 34, courtesy The
Silhouette and Ed Bucher, Taylor
Pub. Co.; Back Cover, The Profile.

Governor Sanders, Barbara Dowd '67, Jack Hamilton, Mayor of Decatur, Georgia

he State of Georgia must live up to its responsibilities to make

urban life in our state truly urban. It has been said that 'nothing
is more powerful than an idea whose time has come.' I tell you
today that the idea of a gracious city, a city which can meet the
needs of her people, and the demands of the time is coming."

Former Georgia Governor Carl Sanders

Symposium on the City: "The Conscience of a Blackened Street"

Agnes Scott College March 28-30, 1967

Gay writes from Hagerstown, Md., "I wanted to come home xery much, hut we do miss
it. It was very easy to become as time-unconscious as the Nigerians, and we are having an
awful time getting anywhere on time."

Things They Didn't Tell Us

By GAY SWAGERTY GUPTILL '41

PREPARING to go overseas for a
two year period is quite an under-
taking. First we had to find Enugu in
eastern Nigeria on a map it does not
appear on all maps. What shots must
we take? What were living conditions?
What could we get or must we take
in the way of food? What kind of
schools were available? There were
a hundred other things we needed to
find out about that we take for granted
here. Our information had to be
gleaned from many sources. We read
everything we could find about Ni-
geria (there is not much available)
and talked to a few people who had
been there. Paul dredged his memory
(he was born in the Belgian Congo
and lived there until he was seven)
for details about Africa. We armed
ourselves with a considerable amount
of information and set out for our
two year stint fairly confident that
we had thought of everything. But,
oh my, there were things they didn't
tell us.

English is the official language of
Nigeria, but we were there several
months before we were really con-
vinced that Nigerians were not speak-
ing a language quite unrelated to Eng-
lish. English is a second language to
most Nigerians and it is learned by
rules that are unvariable. Try saying
every four-syllable word with the ac-
cent on the second syllable except some
like development where they change
the accent to the third syllable. Words
like delicacy (de-lick-a-sy), categories
(ca-tag-ories), controversy (con-trav-

Where is Enugu, Nigeria?

esy) really stumped us temporarily.
We were convulsed the night we heard
Mis-siss-sippi on a news telecast.

We took only summer clothes with
us. Many of these were wash and wear
garments that would require a mini-
mum of care. They didn't tell us there
was a peculiar sort of bug that lays
its eggs in freshly washed clothes dry-
ing in the sunshine. These eggs hatch
out with the warmth of the body and
burrow into the skin making a very
painful sore. Consequently, everything
must be ironed that is hung outside.
This played havoc with wash and wear
clothes. Underwear was nearly impos-
sible to obtain, and soon we were all
needing to pin up the waistbands of

our underpants because all of the elas
ticity was gone. I drew the line a
ironed socks and had them hung in
side the house.

They didn't tell us that Nigerian
have no regard for time. Life pro
gresses at a very leisurely pace. N(
one is ever in a hurry. The simples
operation can drag out for many time
its normal completion time. The firs
time I invited a Nigerian guest fo
dinner, I was distinctly disturbed whei
he showed up very late. As a hostes
I was concerned for my dinner an
my nine other guests. It was not unt
our tour was nearly over that I learne
there is a definite code the Nigerian
follow in timing their arrival for dir
ner. If the invitation is from a ver
close friend, he might not appear ur
til the next day or even a week late
than the appointed time. If he wishe
to express the epitome of Nigeria
promptness, he shows up exactly on
hour late. My first Nigerian dinnt
guest was exactly one hour late.

The Nigerians are wonderful!
friendly, happy, healthy looking, an
quickly sympathetic. Our house stev
ard, a most intelligent young ma
named Manday Inyany, always greete
us in the morning with "Good mori
ing Madame, Good morning, Maste
Good morning Stephen, Good mori
ing Roger, Good morning Miriam
He always met us at our door aftt
we were away from the house ar
time with "Welcome." If any sm;
accident happened like a bump or
broken fingernail, he immediately sa

THE ACNES SCO

They didn't tell us there's a bug that lays eggs in clean clothes.

cerely, "Sorry, Madame." They
ln"t tell us that every Nigerian ex-
:ts and wants to be greeted with

ood morning." A crew of fourteen
rkmen putting screens on our house
'eral months after we arrived was
le to continue happily only after
idame (Gay) had greeted each one
th "Good morning" every single
)rning. A man urinating on the side

the road (the usual custom) will
d to you and say "Good morping"
d expect a cordial "Good morning"
ck. We got used to many things.
They didn't tell us that Nigerians
ve a very definite place conscious-

s or, in slang, a pecking system.

is mysterious to a foreigner (ex-

patriot is the term) exactly how this
is decided, because the place is not
designated by birth or by wealth. Ed-
ucation might have some connection,
but again, not complete control. Our
introduction to this came at Paul's
office. He was one of two American
advisors in Enugu, Nigeria, working
with modern aids to education on a
USAID contract with Washington
County, Maryland. There were seven
men with this contract in various parts
of Nigeria. Paul worked with teachers
of various rank (decided by the gov-
ernment) in all sorts of visual aids,
radio, and particularly, television. A
shipment came from Washington
County that was long overdue. All of
the Nigerians sat or stood around and
looked at the box, speculating among
themselves about the things that might
be included. Someone went for the
custodian. Paul and the other Ameri-
can got hammers and pry bars and
began to open the boxes themselves.
The Nigerians watched in amazement.
None of them would consider doing
such menial work.

On another occasion when a new
section of the building was completed,
not one of the "teachers" would move
any furniture or books, even his own.
Sometimes the house servants had hi-
larious arguments with each other that
only "Master" (Paul) or Madame
could settle about the "proper" per-
son to assign tasks, or the "appro-
priate" task for a certain rank.

Nobody told us that the Nigerian
national anthem is played after every

Illustrations by

Mary Dunn Evans '59

movie, and we were expected to stand
at attention during this time. One In-
dian couple (the woman was preg-
nant) was almost forced to leave
Nigeria because they failed to stand
once. We learned, too, all about bar-
gaining. Except in a very few stores
with set, high, prices, everything must
be haggled over until a price is agreed
upon. A spirited ex-patriot bargainer
is a delight to a seller. Of course, a
white face automatically doubles or
triples the price. My own trick was to
take my steward "shopping" and show
him exactly what I wanted at the mar-
ket. I would send him back alone the
next day and he could buy the article
for a fraction of what I would have
had to pay. (By the way if you are
willing to look, you can find anything
from any place in the world at an
African market.)

They didn't tell us many wonderful
things about Nigeria that we loved
discovering for ourselves. Africa is
beautiful, and we fell in love with it
all over again every time we saw the
bright blue heavens filled with billowy
clouds during the rainy season, or a
tropical sunset so brilliant it was start-
ling, or a little naked Nigerian boy
smiling at us with perfect teeth.

Each individual must be greeted.

Lije progresses very leisurely.

Editor's Note: Dr. Rufus C. Harris, a distinguished educator, is president
of Mercer University, former president of Tulane Uni-
versity, and holds the A.B. degree from Mercer, the LLB
and Juris D. degrees from Yale University, and numerous
honorary degrees. He made the Founder's Day address,
February 22, 1967 at Agnes Scott.

Response to The Founders

By RUFUS CARROLLTON HARRIS

IT is fitting that colleges should
celebrate their founding. In a
very real sense one should not speak
of a college as having been founded.
As it grows and improves, it is in
the unending process of being
founded in each stage of its life.
I am pleased to take part in this
Founders' Day convocation observ-
ing the completion of 78 years of
service by Scott College. I am
obliged to President Alston for his
invitation, and to you for your pres-
ence here.

I have known and admired many
of your distinguished predecessors
in the ranks of students, alumnae
and officers. Their contributions to
the good life, and to the educational

advancement of this area, have been
limidess. Any list of outstanding
figures in the leadership of Southern
education would carry the name of
James Ross McCain, who for 28
years was the President of this Col-
lege, and who died a year ago. No
more stalwart figure than he ever
paced the ranks of the Southern
Association of Colleges and Schools
in the quest for educational integrity
and excellence.

As an educator, I am concerned
primarily with good education per-
formance and adequate opportunity
regardless of who provides these or
where they may be found. This area
should take considerable pride in
the performance of Scott College
which has brought her to the level
of service and achievement which
it occupies. She now must spend
herself in the service of this new
period of our life and time as faith-
fully as she has served that which
has gone before.

An ancient Roman poet, Lucre-
tius, several centuries ago wrote that
"rolling time" affects the status of
all things, so that what once was
"held in high esteem from honor
falls," and something new emerges,
sometimes out of scorn, to become
each day more desired. It is obvious
that many Southern folkways once
held in high esteem in the areas
known to most of these students are
giving way to something new, as Lu-
cretius wrote, emerging perhaps out
of scorn. The unwritten laws of
color, caste and discrimination are

disappearing. The ceaseless ti^
are turning. Our region is beginn
to comprehend that in order to '
come an organic, functioning p
of the United States, unified ir
new society for national greatm
some of its ways once held in h
esteem must from honor fall

Concern over Leadership

Much, however, of our region
mains uncertain. Uncertainty nov
the condition of Georgia. Do 5
have anxious concern over Georgi
leadership during the next few yea
The uncertainty of our region gi
erally is apparent in leaders!
What sources will afford it unselfi
thoughtful and compassionate dir
tion? Instead of backward throi
the embers of love to hate, bittern
and empty revenge, where forw;
must leadership take us to find
inspiration, unselfishness and ]
tience by which we may advam
What is the depth of our conci
over the lingering problems in ]
litical integrity? Will this reg:
manage to find an agreeable, p
gressive and rational consensus,
must we fall back to an ancient a
untimely racial posture? Shall 1
smart political operators read
reach their offices by the exploi
tion of the area's traditional p
vincial fears and hates? Must Gei
gians continue the unchastened a
senseless abuse by politicians of 1
President of the United States a
the government which he heac

THE ACNES SC(

Aren't we weary of observing the
txange condition of an area whose
conomy and education would stag-
er without federal assistance, but
/ith such assistance it becomes
trong enough to pretend denuncia-
ion! Aren't you dismayed by an
lected public official who con-
smptuously labels editors and oth-
rs who discourse on public action
s being those who are best quail-
ed to "stick their noses in other
leople's business," as if the public
lusiness of his office belongs to him
nd is not the business of anyone
Ise? Government is everybody's
usiness! These are questions which
lust involve the concern of all col-
;ge students in our area.

In some ways our region already
> a conspicuous part of a new age.
n these years, for instance, many
Dreign journalists visit the United
tates. They come to broaden their
rofessional horizons, and to be-
ome better acquainted with us.
hese journalists, sometimes more
eadily than we, have become aware
f the strategic importance of South-
rn higher education and its respon-
ibility for human freedom and pub-
c leadership. They are forming and
onveying their impressions to oth-
rs, day by day. We are thus touch-
ig the lives and aspirations of men
nd women in remote parts of the
'orld. In similar fashion, hundreds
f students from scores of countries
round the world are enrolled in
ieorgia colleges. Here they are gain-
ig their vivid, personal impressions
f our life, favorable or not, to take
ack to their people. A number of
lem may be in this student body
t Scott College. We should be
leased if we are able to note an
ppreciation acquired by them of
ur new competence, valor and
ompassion.

Colleges' Role of Leadership

Our colleges and universities, by
le hard way, have come to compre-
end their role of leadership in
outhern life, and its intimate iden-
fication with educational oppor-
anity. Their hands have been so

full of difficult problems residing
largely in regional impoverishment
and outlook, they could scarcely
cope with the problems of inade-
quate schooling. There have been
not only the two known worlds of
white and color within the South,
but also several others the world
of the rich and the world of the
poor; the world of fact and the
world of fancy; the world of prog-
ress and the world of worship of
the past. Since Appomattox the
South has carried the complicated
burdens of racial disarrangements,
as well as the uneven burdens of
pride, poverty, prejudice, and ig-
norance Thus without adequate
preparation, the swelling of college
enrollments and the shortage of
competent scholars and adequate
facilities have crippled the sources
of strength needed by Southern
higher education.

Several Promising Answers

Where is the South to find assist-
ance and strength? Oppressed by
huge areas of poverty, addicted
sometimes to a cultural enslavement
of itself, harangued by some poli-
ticians who mislead the people,
overly sensitive even to fair criti-
cism, what are the best sources of
hope for our advancement? What-
ever else our old way of life af-
forded, it assured consistency of ex-
pectation. This too now is gone. It
is doubtful if any Scott College stu-
dent body has encountered more
pertinent questions. But these stu-
dents need not feel hopeless.

There are, I believe, several
promising answers: first, there is a
new enlightened self-interest grow-
ing in the region. Prominent in this
growth has been the strength and
sense of confidence given to the
state by the excellent administration
of Governor Carl Sanders. This is
observed, for instance, in the more
positive assumptions of responsible
leadership in our area by business
and industry, as well as by local
government. Secondly, citizens in
the non-South are learning at last
that their own long-range interest

depends in some measure upon help-
ing us in a comradely, not a conde-
scending way. Happily, the South
with all of America is developing a
"consciousness of kind," with no
section feeling beset by the others.
We now see that all of us are in the
center of contemporary world life
together. Third, while distrusted by
many Americans, there is a power-
ful new source of help in federal
assistance. This source is affirmed
by the widespread support for the
Economic Opportunity Act, legisla-
tion authorizing federal money for
widespread education, and the fed-
eral attack on national poverty.

Character of Social Action

The proposal by the federal gov-
ernment to attack poverty is the
most sensible, necessary and timely
project proposed by govrenment in
this part of the twentieth century.
It is the logical response to the years
which brought the population ex-
plosion, the riotous determination
of millions of Americans to gain
better employment and housing op-
portunities, and the sensational rev-
olution of modern industry and tech-
nology. These new conditions deton-
ated vast needs for change in the
character of social action and wel-
fare responsibilities required of gov-
ernment. These changes will not go
away because we dislike or despise
them. Indeed the attack on poverty
is not only timely but also it is
necessary. There are countless signs
of its increasing need. One should
think that the incidents in the Watts
district in Los Angeles, as well as
the outbursts in Chicago, Cleveland,
Dayton and Atlanta last summer are
convincing enough. With new and
more complex problems in urbani-
zation, automation, diffusion of
skills, training and health, if this
poverty is neglected there may be
no effective escape from the danger-
ous disarrangements which it in-
vokes. It was unfortunate that the
war on poverty was given the fatu-
ous name "The Great Society."
More aptly its label is "The Great
(Continued on next page)

LUMNAE QUARTERLY / SPRING 1%7

Resi)()nse to The Founders

(Continued)
Necessity." There is no way for us
to escape that war. We must fight
it and win with our resources or pay
for it in blood, death and disorder.
We may well doubt if huge numbers
of people can be left without train-
ing, health, hope or employment in
the ghetto areas of American Hfe,
wherever those areas lie. It is esti-
mated that there are more than 30
million such persons in the nation.
A political rallying cry of "Poor
Power" instead of "Black Power"
from these people should arouse
much more apprehension in the
American political mind.

The chief obstacle to a good so-
ciety is ignorance. It abounds pri-
marily from poverty. The children
of poor families are difficult to edu-
cate, largely because their homes
lack the needed cultural advantages
not because they are less bright
than the others. Their schools are
more overrun, more neglected, and
they have more inept teachers than
do the schools of more fortunate
children. These facts are not diffi-
cult to comprehend. Mr. Marvin
Wall, writing for The Atlanta Con-
stitution, has demonstrated that
there is a cycle of poverty. Families
living in deprivation are likely to
pass their deprivation on to their
children, and thence to subsequent
generations What many interpret as
laziness and lack of ambition is often
the pessimism and defeatism estab-
lished by years of failure and self-
pity, producing the school dropouts,
the sub-marginal employment, the
neighborhood delinquency and the
impassive acceptance of a lifetime
of slum existence.

The Explosion Potential

As our country enters upon an
increasingly bewildering and explo-
sive generation, ignorance and pov-
erty add seriously to the explosion
potential. This is dangerous to gov-
ernment and to order. We were
slow to comprehend their peril be-
cause the population explosion and

the effects of the industrial and sci-
entific revolutions were slow in their
manifestations. They concealed dan-
gerous leadership and educational
deficiencies which now reveal the
fact that the total forces of educa-
tion in our area, public, private and
church-related, are inadequate for
the needs of our time. This does not
seem adequately to be understood,
at least by those controlling the
church schools where these control-
lers seem so unconcerned over their
meager support. These dangers re-
veal a deep chasm between what we
are and what we wish to be. In these
fat years all is not well with us if
solicitude and responsibility are re-
placed by disregard, ignorance and
self-indulgence. Nevertheless our re-
gion is capable of adequacy. If the
essential insight, stamina and cour-
age are found, its future is bright
not gloomy.

Needed Personal Product

I wish to invite the attention of
these students and the leadership of
this College to what I regard as the
essential, personal product needed
by the South from the necessary ed-
ucational resources. This could be
the finest response to any obligation
felt by the college to its founders.
An important function of educa-
tional institutions is to encounter
and to debate ideas. Such function
is vital to the quest for truth. This
debate will sometimes arouse wide
and active disagreement and dis-
pute, which everyone should expect.
Learning advances that way.

In a period when so many stri-
dent voices are demanding that we
follow them, and where so actively
they are seeking to confuse us, and
in a time when there is so much
being presented to evoke bad taste
and breeding, our culture needs an
improved image of gracious life and
deportment! This image can well be
established by an educational ex-
perience which patiently seeks un-
obtrusive ease of manner, breeding,
poise and relaxed assurance. This
art is now suffering in many col-
leges. It has been kept alive, how-

ever, by those concerned with its
cultivation. Its relevance lies in the
area of inner qualities of character
which contain the ability to bear ac-
complishment lightly. It implies con-
tempt for the notion that one must
prove good birth, or make known
great learning, or claim great virtue,
or assert personal opulence, or pro-
claim superior accomplishments.

Manner of Living Life

If you find the moderate and the
disciplined more to your liking than
the boorish and the promiscuous; if
you prefer discrimination and taste
to vulgarity and crassness; if you
favor the silent commitment over
self-advertisement; if you believe
well-doing is superior to well-know-
ing, if you insist that an important
matter in life is the manner of living
it, this portrayal of relaxed poise
and confidence which I urge is your
cup of tea! It is purpose, ability, and
duty, integrated into a matchless
composite of harmony. It has been
displayed in one form or other by
great people in every age, and it is
a luxury which this generation can
afford. It stresses dimension in per-
sonal character.

You have sensed by now the
parallel between the quality and dis-
cipline implied in the program I have
suggested, and the quality and dis-
cipline involved in the heart of the
liberal arts tradition. This tradition
avows something more to education
than accumulation and display. It is
the ideal possession for the person
who has everything! While it is
neither bought nor sold in the mar-
kets of the world, yet you can read-
ily find the ingredients for its culti-
vation. They are not vaunted, nor
are they puffed up, but neither are
they hidden in the vapors of a mys-
tic culture! Indeed they are here.
May God bless you and help you
to find from your Scott experience
this bright promise of something
new and better for Georgia life,
which each day should be more
desired. This could be your finest
response to the founders of this
College.

THE ACNES SCOTI

w

T HAT 1

America's colleges and universities,

recipints of billions in Federal funds,

have a new relationship:

Life
with Uncle

HAT WOULD HAPPEN if all the Fed-
;ral dollars now going to America's colleges and
miversities were suddenly withdrawn?

The president of one university pondered the ques-
ion briefly, then replied: "Well, first, there would
)e this very loud sucking sound."

Indeed there would. It would be heard from
Berkeley's gates to Harvard's yard, from Colby,
vlaine, to Kilgore, Texas. And in its wake would
;ome shock waves that would rock the entire estab-
ishment of American higher education.

No institution of higher learning, regardless of its
ize or remoteness from Washington, can escape the
mpact of the Federal government's involvement in
ligher education. Of the 2,200 institutions of higher
earning in the United States, about 1 ,800 partici-
pate in one or more Federally supported or spon-
;ored programs. (Even an institution which receives
lo Federal dollars is affected for it must compete
"or faculty, students, and private dollars with the
nstitutions that do receive Federal funds for such
hings.)

Hence, although hardly anyone seriously believes
that Federal spending on the campus is going to stop
Dr even decrease significantly, the possibility, how-
ever remote, is enough to send shivers down the na-
tion's academic backbone. Colleges and universities
Dperate on such tight budgets that even a relatively
slight ebb in the flow of Federal funds could be
serious. The fiscal belt-tightening in Washington,
caused by the war in Vietnam and the threat of in-
flation, has already brought a financial squeeze to
some institutions.

A look at what would happen if all Federal dollars
were suddenly withdrawn from colleges and univer-
sities may be an exercise in the absurd, but it drama-
tizes the depth of government involvement:

The nation's undergraduates would lose more
than 800,000 scholarships, loans, and work-study
grants, amounting to well over $300 million.

Colleges and universities would lose some $2 bil-
lion which now supports research on the campuses.
Consequently some 50 per cent of America's science
faculty members would be without support for their
research. They would lose the summer salaries which
they have come to depend on and, in some cases,
they would lose part of their salaries for the other
nine months, as well.

The big government-owned research laboratories
which several universities operate under contract
would be closed. Although this might end some
management headaches for the universities, it would
also deprive thousands of scientists and engineers
of employment and the institutions of several million
dollars in overhead reimbursements and fees.

The newly established National Foundation for
the Arts and Humanities for which faculties have
waited for years would collapse before its first
grants were spent.

Planned or partially constructed college and uni-
versity buildings, costing roughly $2.5 billion, would
be delayed or abandoned altogether.

Many of our most eminent universities and medi-
cal schools would find their annual budgets sharply
reduced in some cases by more than 50 per cent.
And the 68 land-grant institutions would lose Fed-

A partnership of brains^ money^ and mutual need

eral institutional support which they have been re-
ceiving since the nineteenth century.
Major parts of the anti-poverty program, the new
GI Bill, the Peace Corps, and the many other pro-
grams which call for spending on the campuses would
founder.

T

.HE FEDERAL GOVERNMENT is nOW the "Big

Spender" in the academic world. Last year, Wash-
ington spent more money on the nation's campuses
than did the 50 state governments combined. The
National Institutes of Health alone spent more on
educational and research projects than any one
state allocated for higher education. The National
Science Foundation, also a Federal agency, awarded
more funds to colleges and universities than did
cdl the business corporations in America. And the
U.S. Office of Education's annual expenditure in
higher education of $1.2 billion far exceeded all
gifts from private foundations and alumni. The
$5 billion or so that the Federal government will
spend on campuses this year constitutes more than
25 per cent of higher education's total budget.

About half of the Federal funds now going to
academic institutions support research and research-
related activities and, in most cases, the research is
in the sciences. Most often an individual scholar,
with his institution's blessing, applies directly to
a Federal agency for funds to supp)ort his work. A
professor of chemistry, for example, might apply to
the National Science Foundation for funds to pay for
salaries (part of his own, his collaborators', and his
research technicians'), equipment, graduate-student
stipends, travel, and anything else he could justify
as essential to his work. A panel of his scholarly
peers from colleges and universities, assembled by
NSF, meets periodically in Washington to evaluate
his and other applications. If the panel members
approve, the professor usually receives his grant and
his college or university receives a percentage of the
total amount to meet its overhead costs. (Under
several Federal programs, the institution itself can

Every institution, however small or remote, jeels the
ejects of the Federal role in higher education.

request funds to help construct buildings and grants
to strengthen or initiate research programs.)

The other half of the Federal government's ex-
penditure in higher education is for student aid, for
books and equipment, for classroom buildings, labo-
ratories, and dormitories, for overseas projects, and
recently, in modest amounts for the general
strengthening of the institution.

There is almost no Federal agency which does not
provide some funds for higher education. And there
are few activities on a campus that are not eligible
for some kind of government aid.

c

LEARLY our Colleges and universities now
depend so heavily on Federal funds to help pay for
salaries, tuition, research, construction, and operat-
ing costs that any significant decline in Federal sup-
port would disrupt the whole enterprise of American
higher education.

To some educators, this dependence is a threat to
the integrity and independence of the colleges and
universities. "It is unnerving to know that our sys-
tem of higher education is highly vulnerable to the
whims and fickleness of politics," says a man who
has held high positions both in government and on
the campus.

Others minimize the hazards. Public institutions,
they point out, have always been vulnerable in this

ense yet look how they've flourished. Congress-
aen, in fact, have been conscientious in their ap-
)roach to Federal support of higher education ; the
('roblem is that standards other than those of the
iniversities and colleges could become the deter-
nining factors in the nature and direction of Federal
upport. In any case, the argument runs, all aca-
lemic institutions depend on the good will of others
o provide the support that insures freedom. Mc-
Jeorge Bundy, before he left the White House to
lead the Ford Foundation, said flatly: "American
ligher education is more and not less free and strong
)ecause of Federal funds." Such funds, he argued,
ctually have enhanced freedom by enlarging the
pportunity of institutions to act; they are no more
ainted than are dollars from other sources; and the
/ay in which they are allocated is closer to academic
radition than is the case with nearly all other major
ources of funds.

The issue of Federal control notwithstanding,
"ederal support of higher education is taking its
)lace alongside military budgets and farm subsidies
s one of the government's essential activities. All
vidence indicates that such is the public's will.
Education has always had a special worth in this
ountry, and each new generation sets the valuation
ligher. In a recent Gallup Poll on national goals,
Americans listed education as having first priority,
jovemors, state legislators, and Congressmen, ever
ensitive to voter attitudes, are finding that the im-
)rovement of education is not only a noble issue on
vhich to stand, but a winning one.

The increased Federal interest and support reflect

DRAWINGS BY DILL COLE

another fact: the government now relies as heavily
on the colleges and universities as the institutions
do on the government. President Johnson told an
audience at Princeton last year that in "almost every
field of concern, from economics to national security,
the academic community has become a central in-
strument of public policy in the United States."
Logan Wilson, president of the American Council
on Education (an organization which often speaks
in behalf of higher education), agrees. "Our history
attests to the vital role which colleges and universities
have played in assuring the nation's security and
progress, and our present circumstances magnify
rather than diminish the role," he says. "Since the
final responsibility for our collective security and
welfare can reside only in the Federal government,
a close partnership between government and higher
education is essential."

T

-HE PARTNERSHIP indeed exists. As a re-
port of the American Society of Biological Chemists
has said, "the condition of mutual dependence be-

tween the Federal government and institutions of
higher learning and research is one of the most
profound and significant developments of our time."

Directly and indirectly, the partnership has pro-
duced enormous benefits. It has played a central
role in this country's progress in science and tech-
nology and hence has contributed to our national
security, our high standard of living, the lengthen-
ing life span, our world leadership. One analysis
credits to education 40 per cent of the nation's
growth in economic productivity in recent years.

Despite such benefits, some thoughtful observers
are concerned about the future development of the
government-campus partnership. They are asking
how the flood of Federal funds will alter the tradi-
tional missions of higher education, the time -honored
responsibility of the states, and the flow of private
funds to the campuses. They wonder if the give and
take between equal partners can continue, when one
has the money and the other "only the brains."

Problems already have arisen from the dynamic
and complex relationship between Washington and
the academic world. How serious and complex such
problems can become is illustrated by the current
controversy over the concentration of Federal re-
search funds on relatively few campuses and in
certain sections of the country.

The problem grew out of World War II, when the
government turned to the campuses for desperately
needed scientific research. Since many of the best-
known and most productive scientists were working
in a dozen or so institutions in the Northeast and a
few in the Midwest and California, more than half
of the Federal research funds were spent there.
(Most of the remaining money went to another 50
universities with research and graduate training.)

The wartime emergency obviously justified this

The haves and have-not

concentration of funds. When the war ended, how-
ever, the lopsided distribution of Federal research
funds did not. In fact, it has continued right up to
the present, with 29 institutions receiving more than
50 per cent of Federal research dollars.

To the institutions on the receiving end, the situa-
tion seems natural and proper. They are, after all,
the strongest and most productive research centers
in the nation. The government, they argue, has an
obligation to spend the public's money where it will
yield the highest return to the nation.

The less-favored institutions recognize this ob-
ligation, too. But they maintain that it is equally
important to the nation to develop new institutions
of high quality yet, without financial help from
Washington, the second- and third-rank institutions
will remain just that.

In late 1965 President Johnson, in a memorandum
to the heads of Federal departments and agencies,
acknowledged the importance of maintaining scien-
tific excellence in the institutions where it now exists.
But, he emphasized. Federal research funds should
also be used to strengthen and develop new centers
of excellence. Last year this "spread the wealth"
movement gained momentum, as a number of
agencies stepped up their efforts to broaden the
distribution of research money. The Department of
Defense, for example, one of the bigger purchasers
of research, designated $18 million for this academic
year to help about 50 widely scattered institutions
develop into high-grade research centers. But with
economies induced by the war in Vietnam, it is
doubtful whether enough money will be available
in the near future to end the controversy.

Eventually, Congress may have to act. In so
doing, it is almost certain to displease, and perhaps
hurt, some institutions. To the pessimist, the situa-
tion is a sign of troubled times ahead. To the op-
timist, it is the democratic process at work.

R

-ECENT STUDENT DEMONSTRATIONS have

dramatized another problem to which the partner-
ship between the government and the campus has
contributed: the relative emphasis that is placed

ompete fo7^ limited funds

on research and on the teaching of undergraduates.

Wisconsin's Representative Henry Reuss con-
ducted a Congressional study of the situation. Sub-
sequently he said: "University teaching has become
a sort of poor relation to research. I don't quarrel
with the goal of excellence in science, but it is pursued
at the expense of another important goal excellence
of teaching. Teaching suffers and is going to suffer
more."

The problem is not limited to universities. It is
having a pronounced effect on the smaller liberal
arts colleges, the women's colleges, and the junior
colleges all of which have as their primary func-
tion the teaching of undergraduates. To ofifer a first-
rate education, the colleges must attract and retain
a first-rate faculty, which in turn attracts good stu-
dents and financial support. But undergraduate col-
leges can rarely compete with Federally supported
universities in faculty salaries, fellowship awards, re-
search opportunities, and plant and equipment. The
president of one of the best undergraduate colleges
says: "When we do get a young scholar who skill-
fully combines research and teaching abilities, the
universities lure him from 'us with the promise of a
high salary, light teaching duties, frequent leaves,
and almost anything else he may want."

Leland Haworth, whose National Science Founda-
tion distributes more than $300 million annually
for research activities and graduate programs on the
campuses, disagrees. "I hold little or no brief," he
says, "for the allegation that Federal support of re-
search has detracted seriously from undergraduate
teaching. I dispute the contention heard in some
quarters that certain of our major universities have
become giant research factories concentrating on
Federally sponsored research projects to the detri-
ment of their educational functions." Most univer-
sity scholars would probably support Mr. Haworth's
contention that teachers who conduct research are
generally better teachers, and that the research en-
terprise has infused science education with new sub-
stance and vitality.

To get perspective on the problem, compare uni-
versity research today with what it was before
World War II. A prominent physicist calls the pre-
war days "a horse-and-buggy period." In 1930, col-
leges and universities spent less than $20 million on
scientific research, and that came largely from pri-

vate foundations, corporations, and endowment in-
come. Scholars often built their equipment from in-
geniously adapted scraps and spare machine parts.
Graduate students considered it compensation
enough just to be allowed to participate.

Some three decades and $125 billion later, there
is hardly an academic scientist who does not feel
pressure to get government funds. The chairman of
one leading biology department admits that "if a
young scholar doesn't have a grant when he comes
here, he had better get one within a year or so or
he's out; we have no funds to support his research."

Considering the large amounts of money available
for research and graduate training, and recognizing
that the publication of research findings is still the
primary criterion for academic promotion, it is not
surprising that the faculties of most universities spend
a substantial part of their energies in those activities.

Federal agencies are looking for ways to ease the
problem. The National Science Foundation, for ex-
ample, has set up a new program which will make
grants to undergraduate colleges for the improve-
ment of science instruction.

More help will surely be forthcoming.

T

.HE FACT that Federal funds have been
concentrated in the sciences has also had a pro-
nounced effect on colleges and universities. In many
institutions, faculty members in the natural sciences
earn more than faculty members in the humanities
and social sciences; they have better facilities, more
frequent leaves, and generally more influence on the
campus.

The government's support of science can also
disrupt the academic balance and internal priorities
of a college or university. One president explained:

"Our highest-priority construction project was a
$3 million building for our humanities departments.
Under the Higher Education Facilities Act, we could
expect to get a third of this from the Federal govern-
ment. This would leave $2 inillion for us to get from
private sources.

"But then, under a new government program, the
biology and psychology faculty decided to apply to
the National Institutes of Health for $1.5 million
for new faculty members over a period of five years.
These additional faculty people, however, made it
necessary for us to go ahead immediately with our
plans for a $4 million science building so we gave
it the No. 1 priority and moved the humanities
building down the list.

"We could finance half the science building's cost
with Federal funds. In addition, the scientists pointed
out, they could get several training grants which
would provide stipends to graduate students and
tuition to our institution.

"You see what this meant? Both needs were valid
those of the humanities and those of the sciences.
For $2 million of private money, I could either
build a $3 million humanities building or I could
build a $4 million science building, get $1.5 million
for additional faculty, and pick up a few hundred
thousand dollars in training grants. Either-or; not
both."

The president could have added that if the scien-
tists had been denied the privilege of applying to
NIH, they might well have gone to another institu-
tion, taking their research grants with them. On the
other hand, under the conditions of the academic
marketplace, it was unlikely that the humanities
scholars would be able to exercise a similar mobility.

The case also illustrates why academic adminis-
trators sometimes complain that Federal support of
an individual faculty member's research projects
casts their institution in the ineffectual role of a legal
middleman, prompting the faculty member to feel
a greater loyalty to a Federal agency than to the
college or university.

Congress has moved to lessen the disparity be-
tween support of the humanities and social sciences
on the one hand and support of the physical and
biological sciences on the other. It established the
National Foundation for the Arts and Humanities
a move which, despite a pitifully small first-year al-
location of funds, offers some encouragement. And
close observers of the Washington scene predict that

The affluence of research

the social sciences, which have been receiving some
Federal support, are destined to get considerably
more in the next few years.

E

Ifforts to cope with such difficult prob-
lems must begin with an understanding of the nature
and background of the government-campus partner-
ship. But this presents a problem in itself, for one en-
counters a welter of conflicting statistics, contradic-
tory information, and wide differences of honest
opinion. The task is further complicated by the
swiftness with which the situation continually
changes. And the ultimate complication there is
almost no uniformity or coordination in the Federal
government's numerous programs affecting higher
education .

Each of the 50 or so agencies dispensing Federal
funds to the colleges and universities is responsible
for its own program, and no single Federal agency
supervises the entire enterprise. (The creation of the
Office of Science and Technology in 1 962 represented
an attempt to cope with the multiplicity of relation-
ships. But so far there has been little significant im-
provement.) Even within the two houses of Congress,
responsibility for the government's expenditures on
the campuses is scattered among several committees.

Not only does the lack of a coordinated Federal
program make it difficult to find a clear definition
of the government's role in higher education, but it
also creates a number of problems both in Washing-
ton and on the campuses.

The Bureau of the Budget, for example, has had to

siren song to teachers

Wrestle with several uncoordinated, duplicative Fed-
eral science budgets and with different accounting
systems. Congress, faced with the almost impossible
task of keeping informed about the esoteric world
of science in order to legislate intelligently, finds it
difficult to control and direct the fast-growing Fed-
eral investment in higher education. And the in-
dividual government agencies are forced to make
policy decisions and to respond to political and other
pressures without adequate or consistent guidelines
from above.

The colleges and universities, on the other hand,
must negotiate the maze of Federal bureaus with
consummate skill if they are to get their share of the
Federal largesse. If they succeed, they must then
cope with mountains of paperwork, disparate sys-
tems of accounting, and volumes of regulations that
differ from agency to agency. Considering the mag-
nitude of the financial rewards at stake, the institu-
tions have had no choice but to enlarge their ad-
ministrative staffs accordingly, adding people who
can handle the business problems, wrestle with
paperwork, manage grants and contracts, and un-
tangle legal snarls. College and university presidents
are constantly looking for competent academic ad-
ministrators to prowl the Federal agencies in search
of programs and opportunities in which their institu-
tions can profitably participate.

The latter group of people, whom the press calls
"university lobbyists," has been growing in number.
At least a dozen institutions now have full-time
representatives working in Washington. Many more
have members of their administrative and academic
staffs shuttling to and from the capital to negotiate
Federal grants and contracts, cultivate agency per-
sonnel, and try to influence legislation. Still other
institutions have enlisted the aid of qualified alumni
or trustees who happen to live in Washington.

T

HE LACK of a uniform Federal policy pre-
vents the clear statement of national goals that might
give direction to the government's investments in
higher education. This takes a toll in effectiveness
and consistency and tends to produce contradictions
and conflicts. The teaching-versus-research contro-
versy is one example.

Fund-raisers prowl
the Washington maze

President Johnson provided another. Last sum-
mer, he publicly asked if the country is really get-
ting its money's worth from its support of scientific
research. He implied that the time may have come
to apply more widely, for the benefit of the nation,
the knowledge that Federally sponsored medical re-
search had produced in recent years. A wave of ap-
prehension spread through the medical schools when
the President's remarks were reported. The inference
to be drawn was that the Federal funds supporting
the elaborate research effort, built at the urging of
the government, might now be diverted to actual
medical care and treatment. Later the Secretary of
Health, Education, and Welfare, John W. Gardner,
tried to lay a calming hand on the medical scien-
tists' fevered brows by making a strong reaffirmation
of the National Institutes of Health's commitment
to basic research. But the apprehensiveness remains.
Other events suggest that the 25-year honeymoon
of science and the government may be ending. Con-
necticut's Congressman Emilio Q. Daddario, a man
who is not intimidated by the mystique of modern
science, has stepped up his campaign to have a
greater part of the National Science Foundation
budget spent on applied research. And, despite pleas
from scientists and NSF administrators, Congress
terminated the costly Mohole project, which was
designed to gain more fundamental information
about the internal structure of the earth.

Some observers feel that because it permits and
often causes such conflicts, the diversity in the gov-
ernment's support of higher education is a basic
flaw in the partnership. Others, however, believe
this diversity, despite its disadvantages, guarantees
a margin of independence to colleges and univer-
sities that would be jeopardized in a monolithic
"super-bureau."

Good or bad, the diversity was probably essential
to the development of the partnership between Wash-
ington and the academic world. Charles Kidd, ex-
ecutive secretary of the Federal Council for Science
and Technology, puts it bluntly when he points out
that the system's pluralism has allowed us to avoid
dealing "directiy with the ideological problem of
what the total relationship of the government and
universities should be. If we had had to face these
ideological and political pressures head-on over the

past few years, the confrontation probably would
have wrecked the system."

That confrontation may be coming closer, as Fed-
eral allocations to science and education come under
sharper scrutiny in Congress and as the partnership
enters a new and significant phase.

F

.EDERAL AID to higher education began with
the Ordinance of 1787, which set aside public lands
for schools and declared that the "means of educa-
tion shall forever be encouraged." But the two forces
that most shaped American higher education, say
many historians, were the land-grant movement of
the nineteenth century and the Federal support of
scientific research that began in World War II.

The land-grant legislation and related acts of
Congress in subsequent years established the Ameri-
can concept of enlisting the resources of higher edu-
cation to meet pressing national needs. The laws
were pragmatic and were designed to improve edu-
cation and research in the natural sciences, from
which agricultural and industrial expansion could
proceed. From these laws has evolved the world's
greatest system of public higher education.

In this century the Federal involvement grew
spasmodically during such periods of crisis as World
War I and the depression of the thirties. But it was
not until World War II that the relationship began
its rapid evolution into the dynamic and intimate
partnership that now exists.

Federal agencies and industrial laboratories were
ill-prepared in 1940 to supply the research and
technology so essential to a full-scale war effort.
The government therefore turned to the nation's
colleges and universities. Federal funds supported
scientific research on the campuses and built huge
research facilities to be operated by universities
under contract, such as Chicago's Argonne Labora-
tory and California's laboratory in Los Alamos.

So successful was the new relationship that it
continued to flourish after the war. Federal re-
search funds poured onto the campuses from military
agencies, the National Institutes of Health, the
Atomic Energy Commission, and the National
Science Foundation. The amounts of money in-
creased spectacularly. At the beginning of the war
the Federal government spent less than $200 million
a year for all research and development. By 1950,
the Federal "r & d" expenditure totaled $1 billion.

The Soviet Union's launching of Sputnik jolted

Even those campuses which traditionally stand apar
jrom government find it hard to resist Federal aid.

the nation and brought a dramatic surge in supp>or
of scientific research. President Eisenhower namec
James R. KilHan, Jr., president of Massachusetts In
stitute of Technology, to be Special Assistant to th
President for Science and Technology. The Nationa
Aeronautics and Space Administration was estab
lished, and the National Defense Education Act c
1958 was passed. Federal spending for scientific re
search and development increased to $5.8 billion
Of this, $400 million went to colleges and universi
ties.

The 1960's brought a new dimension to the rela
tionship between the Federal government and high(
education. Until then, Federal aid was almost syn
onymous with government support of science, an
all Federal dollars allocated to campuses were t
jneet specific national needs.

There were two important exceptions: the GI Bi
after World War II, which crowded the colleges an
universities with returning servicemen and spent $1
billion on educational benefits, and the National D(
fense Education Act, which was the broadest legii
lation of its kind and the first to be based, at lea;
in part, on the premise that support of education i
self is as much in the national interest as suppoi
which is based on the colleges' contributions to som(
thing as specific as the national defense.

The crucial turning-points were reached in th
Kennedy-Johnson years. President Kennedy saic
"We pledge ourselves to seek a system of higher edi

ition where every young American can be edu-
ited, not according to iiis race or his means, but
ccording to his capacity. Never in the life of this
juntry has the pursuit of that goal become more
nportant or more urgent." Here was a clear na-
onal commitment to universal higher education, a
ublic acknowledgment that higher education is
orthy of support for its own sake. The Kennedy
nd Johnson administrations produced legislation
hich authorized:

$1.5 billion in matching funds for new con-
ruction on the nation's campuses.

$1 51 million for local communities for the build-
ig of junior colleges.

$432 million for new medical and dental schools
nd for aid to their students.

The first large-scale Federal program of under-
aduate scholarships, and the first Federal package

Jmbining them with loans and jobs to help indi-
dual students.

Grants to strengthen college and university li-
raries.

Significant amounts of Federal money for
promising institutions," in an effort to lift the entire
'Stem of higher education.

The first significant support of the humanities.
In addition, dozens of "Great Society" bills in-

uded funds for colleges and universities. And their
amber is likely to increase in the years ahead.
The full significance of the developments of the
ast few years will probably not be known for some
me. But it is clear that the partnership between the

Federal government and higher education has en-
tered a new phase. The question of the Federal gov-
ernment's total relationship to colleges and univer-
sities avoided for so many years has still not been
squarely faced. But a confrontation may be just
around the comer.

T

-HE MAJOR PITFALL, around which Presi-
dents and Congressmen have detoured, is the issue
of the separation of state and church. The Constitu-
tion of the United States says nothing about the Fed-
eral government's responsibility for education. So
the rationale for Federal involvement, up to now,
has been the Constitution's Article I, which grants
Congress the power to spend tax money for the com-
mon defense and the general welfare of the nation.

So long as Federal support of education was spe-
cific in nature and linked to the national defense,
the religious issue could be skirted. But as the em-
phasis moved to providing for the national welfare,
the legal grounds became less firm, for the First
Amendment to the Constitution says, in part, "Con-
gress shall make no law respecting an establishment
of religion. ..."

So far, for practical and obvious reasons, neither
the President nor Congress has met the problem
head-on. But the battle has been joined, anyway.
Some cases challenging grants to church-related col-

i new phase in government-campus relationships

Is higher education losing control of its destiny?

leges are now in the courts. And Congress is being
pressed to pass legislation that would permit a cit-
izen to challenge, in the Federal courts, the Con-
gressional acts relating to higher education.

Meanwhile, America's 893 church-related colleges
are eligible for funds under most Federal programs
supporting higher education, and nearly all have
received such funds. Most of these institutions would
applaud a decision permitting the support to con-
tinue.

Some, however, would not. The Southern Baptists
and the Seventh Day Adventists, for instance, have
opposed Federal aid to the colleges and universities
related to their denominations. Furman University,
for example, under pressure from the South Carolina
Baptist convention, returned a $612,000 Federal
grant that it had applied for and received. Many
colleges are awaiting the report of a Southern Bap-
tist study group, due this summer.

Such institutions face an agonizing dilemma:
stand fast on the principle of separation of church
and state and take the financial consequences, or
join the majority of colleges and universities and
risk Federal influence. Said one delegate to the
Southern Baptist Convention: "Those who say we're
going to become second-rate schools unless we take
Federal funds see clearly. I'm beginning to see it so
clearly it's almost a nightmarish thing. I've moved
toward Federal aid reluctantly; I don't like it."

Some colleges and universities, while refusing
Federal aid in principle, permit some exceptions.
Wheaton College, in Illinois, is a hold -out; but it
allows some of its professors to accept National
Science Foundation research grants. So does Rock-
ford College, in Illinois. Others shun government
money, but let their students accept Federal schol-
arships and loans. The president of one small church-
related college, faced with acute financial problems,
says simply: "The basic issue for us is survival."

R

-ECENT FEDERAL PROGRAMS havc sharp-
ened the conflict between Washington and the
states in fixing the responsibility for education.
Traditionally and constitutionally, the responsibility
has generally been with the states. But as Federal
support has equaled and surpassed the state alloca-

tions to higher education, the question of responsi-
bility is less clear.

The great growth in quality and Ph.D. production
of many state universities, for instance, is undoubtedly
due in large measure to Federal support. Federal
dollars pay for most of the scientific research in state
universities, make possible higher salaries which at-
tract outstanding scholars, contribute substantially
to new buildings, and provide large amounts ol
student aid. Clark Kerr speaks of the "Federal
grant university," and the University of California
(which he used to head) is an apt example: nearly
half of its total income comes from Washington.

To most governors and state legislators, the Fed'
eral grants are a mixed blessing. Although they hav(
helped raise the quality and capabilities of state in
stitutions, the grants have also raised the pressure or
state governments to increase their appropriation:
for higher education, if for no other reason than tc
fulfill the matching requirement of many Federa
awards. But even funds which are not channelec
through the state agencies and do not require thi
state to provide matching funds can give impetus t(
increased appropriations for higher education. Fed
eral research grants to individual scholars, for ex
ample, may make it necessary for the state to pro
vide more faculty members to get the teaching done

"Many institutions not only do not look a gift hor,
in the mouth; they do not even pause to note whetht
it is a horse or a boa constrictor." ^John Gardne

Last year, 38 states and territories joined the
Compact for Education, an interstate organization
designed to provide "close and continuing consulta-
tion among our several states on all matters of educa-
tion." The operating arm of the Compact will gather
information, conduct research, seek to improve
standards, propose policies, "and do such things as
nay be necessary or incidental to the administra-
don of its authority. ..."

Although not spelled out in the formal language
Df the document, the Compact is clearly intended
:o enable the states to present a united front on the
uture of Federal aid to education.

I

N TYPICALLY PRAGMATIC FASHION, WC Amcri-

ans want our colleges and universities to serve the
jublic interest. We expect them to train enough
lectors, lawyers, and engineers. We expect them to
irovide answers to immediate problems such as
vater and air pollution, urban blight, national
lefense, and disease. As we have done so often in
he past, we expect the Federal government to build
I creative and democratic system that will accom-
)lish these things.

A faculty planning committee at one university
tated in its report: " . . .'A university is now re-
arded as a symbol for our age, the crucible in which
by some mysterious alchemy man's long-awaited
Jtopia will at last be forged."

Some think the Federal role in higher education
s growing too rapidly.

As early as 1952, the Association of American Uni-
ersities' commission on financing higher education
varned: "We as a nation should call a halt at this
ime to the introduction of new programs of direct
ederal aid to colleges and universities. . . . Higher
iducation at least needs time to digest what it has
ilready undertaken and to evaluate the full impact
>f what it is already doing under Federal assistance."
The recommendation went unheeded.

A year or so ago. Representative Edith Green of
Oregon, an active architect of major education legis-
ation, echoed this sentiment. The time has come,
he said, "to stop, look, and listen," to evaluate the
mpact of Congressional action on the educational
ystem. It seems safe to predict that Mrs. Green's
varning, like that of the university presidents, will
ail to halt the growth of Federal spending on the
ampus. But the note of caution she sounds will be
veil-taken by many who are increasingly concerned

about the impact of the Federal involvement in
higher education.

The more pessimistic observers fear direct Federal
control of higher education. With the loyalty-oath
conflict in mind, they see peril in the requirement
that Federally supported colleges and universities
demonstrate compliance with civil rights legislation
or lose their Federal support. They express alarm
at recent agency anti-conflict-of-interest proposals
that would require scholars who receive government
support to account for all of their other activities.

For most who are concerned, however, the fear is
not so much of direct Federal control as of Federal
influence on the conduct of American higher educa-
tion. Their worry is not that the government will
deliberately restrict the freedom of the scholar, or
directly change an institution of higher learning.
Rather, they are afraid the scholar may be tempted
to confine his studies to areas where Federal support
is known to be available, and that institutions will
be unable to resist the lure of Federal dollars.

Before he became Secretary of Health, Education,
and Welfare, John W. Gardner said: "When a gov-
ernment agency with money to spend approaches a
university, it can usually purchase almost any serv-
ice it wants. And many institutions still follow the
old practice of looking on funds so received as gifts.
They not only do not look a gift horse in the mouth ;
they do not even pause to note whether it is a horse
or a boa constrictor."

T

.HE GREATEST OBSTACLE tO the SUCCeSS of the

governinent-campus partnership may lie in the fact
that the partners have different objectives.

The Federal government's support of higher
education has been essentially pragmatic. The Fed-
eral agencies have a mission to fulfill. To the degree
that the colleges and universities can help to fulfill
that mission, the agencies provide support.

The Atomic Energy Commission, for example,
supports research and related activities in nuclear
physics; the National Institutes of Health provide
funds for medical research; the Agency for Interna-
tional Development finances overseas programs.
Even recent programs which tend to recognize higher
education as a national resource in itself are basi-
cally presented as efforts to cope with pressing
national problems.

The Higher Education Facilities Act, for instance,
provides matching funds for the construction of

academic buildings. But the awards under this pro-
gram are made on the basis of projected increases
in enrollment. In the award of National Defense
Graduate Fellowships to institutions, enrollment ex-
pansion and the initiation of new graduate programs
are the main criteria. Under new programs affecting
medical and dental schools, much of the Federal
money is intended to increase the number of practi-
tioners. Even the National Humanities Endowment,
which is the government's attempt to rectify an
academic imbalance aggravated by massive Federal
support for the sciences, is curiously and pragmati-
cally oriented to fulfill a specific mission, rather than
to support the humanities generally because they are
worthy in themselves.

Who can dispute the validity of such objectives."*
Surely not the institutions of higher learning, for
they recognize an obligation to serve society by pro-
viding trained manpower and by conducting applied
research. But colleges and universities have other
traditional missions of at least equal importance.
Basic research, though it may have no apparent
relevance to society's immediate needs, is a primary
(and almost exclusive) function of universities. It
needs no other justification than the scholar's curi-
osity. The department of classics is as important in
the college as is the department of physics, even
though it does not contribute to the national de-
fense. And enrollment expansion is neither an in-
herent virtue nor a universal goal in higher educa-
tion; in fact, some institutions can better fulfill their
objectives by remaining relatively smaU and selec-
tive.

Colleges and universities believe, for the most

Some people fear that the colleges and universities are
in danger oj being remade in the Federal image.

Vhen basic objectives differ^ whose will prevail?

art, that they themselves are the best judges of
hat they ought to do, where they would like to go,
id what their internal academic priorities are. For
ds reason the National Association of State Uni-

rsities and Land-Grant Colleges has advocated
lat the government increase its institutional (rather
lan individual project) support in higher education,
lus permitting colleges and universities a reasonable
titude in using Federal funds.

Congress, however, considers that it can best

termine what the nation's needs are, and how the
xpayer's money ought to be spent. Since there is
;ver enough money to do everything that cries to
; done, the choice between allocating Federal funds
r cancer research or for classics is not a very diffi-
ilt one for the nation's political leaders to make.

"The fact is," says one professor, "that we are
ying to merge two entirely different systems. The
)vernment is the political engine of our democ-
cy and must be responsive to the wishes of the

ople. But scholarship is not very democratic. You
>n't vote on the laws of thermodynamics or take a
)11 on the speed of light. Academic freedom and
nure are not prizes in a popularity contest."

Some observers feel that siich a merger cannot be
xomplished without causing fundamental changes

colleges and universities. They point to existing
:ademic imbalances, the teaching-versus-research
mtroversy, the changing roles of both professor
id student, the growing commitment of colleges
id universities to applied research. They fezir that
le influx of Federal funds into higher education
ill so transform colleges and universities that the
;ry qualities that made the partnership desirable
id productive in the first place will be lost.

The great technological achievements of the past
3 years, for example, would have been impossible
ithout the basic scientific research that preceded
lem. This research much of it seemingly irrele-
mt to society's needs was conducted in univer-

sities, because only there could the scholar find the
freedom and support that were essential to his quest.
If the growing demand for applied research is met
at the expense of basic research, future generations
may pay the penalty.

One could argue and many do that colleges
and universities do not have to accept Federal funds.
But, to most of the nation's colleges and universities,
the rejection of Federal support is an unacceptable
alternative.

For those institutions already dependent upon
Federal dollars, it is too late to turn back. Their
physical plant, their programs, their personnel
are all geared to continuing Federal aid.

And for those institutions which have received
only token help from Washington, Federal dollars
offer the one real hope of meeting the educational
objectives they have set for themselves.

H

. OWEVER DISTASTEFUL the thought may
be to those who oppose further Federal involvement
in higher education, the fact is that there is no other
way of getting the job done to train the growing
number of students, to conduct the basic research
necessary to continued scientific progress, and to
cope with society's most pressing problems.

Tuition, private contributions, and state alloca-
tions together fall far short of meeting the total cost
of American higher education. And as costs rise, the
gap is likely to widen. Tuition has finally passed the
$2,000 mark in several private colleges and univer-
sities, and it is rising even in the publicly supported
institutions. State governments have increased their
appropriations for higher education dramatically,
but there are scores of other urgent needs competing
for state funds. Gifts from private foundations, cor-

porations, and alumni continue to rise steadily, but
the increases are not keeping pace with rising costs.

Hence the continuation and probably the enlarge-
ment of the partnership between the Federal gov-
ernment and higher education appears to be in-
evitable. The real task facing the nation is to make
it work.

To that end, colleges and universities may have to
become more deeply involved in politics. They will
have to determine, more clearly than ever before,
just what their objectives are and what their values
are. And they will have to communicate these most
effectively to their aluinni, their political representa-
tives, the corporate community, the foundations,
and the public at large.

If the partnership is to succeed, the Federal gov-
ernment will have to do more than provide funds.
Elected officials and administrators face the awesome
task of formulating overall educational and research
goals, to give direction to the programs of Federal
support. They must make more of an effort to under-
stand what makes colleges and universities tick, and
to accommodate individual institutional differences.

T

.HE TAXPAYiNG PUBLIC, and particularly
alumni and alumnae, will play a crucial role in the

evolution of the partnership. The degree of their
understanding and support will be reflected in future
legislation. And, along with private foundations and
corporations, alumni and other friends of higher
education bear a special responsibility for providing
colleges and universities with financial support. The
growing role of the Federal government, says the
president of a major oil company, makes corporate
contributions to higher education more important
than ever before; he feels that private support en-
ables colleges and universities to maintain academic
balance and to preserve their freedom and indepen-
dence. The president of a university agrees: "It is
essential that the critical core of our colleges and
universities be financed with non-Federal funds."

"What is going on here," says McGeorge Bundy,
"is a great adventure in the purpose and perform-
ance of a free people." The partnership between
higher education and the Federal government, he
believes, is an experiment in American democracy.

Essentially, it is an effort to combine the forces
of our educational and political systems for the com-
mon good. And the partnership is distinctly Ameri-
can boldly built step by step in full public view,
inspired by visionaries, tested and tempered by
honest skeptics, forged out of practical political
compromise.

Does it involve risks? Of course it does. But what
great adventure does not? Is it not by risk-taking
that free and intelligent people progress?

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 pre-
pared under the direction of the group listed
below, who form editorial projects for
EDUCATION, a non-profit organization associ-
ated with the American Alumni Council.

DENTON BEAL

Carnegie Institute of Technology

DAVID A. BURR

The University of Oklahoma

GEORGE H. COLTON

Dartmouth College

DAN ENDSLEY

Stanford University

MARALYN O. GILLESPIE

Swarthmore College

CHARLES M. HELMKEN

American Alumni Council

GEORGE C. KELLER

Columbia University

JOHN I. MATTILL

Massachusetts Institute oj Technology

KEN METZLER

The University of Oregon

RUSSELL OLIN

The University oJ Colorado

Naturally, in a report of such length and
scope, not all statements necessarily reflect
the views of all the persons involved, or of
their institutions. Copyright 1967 by Edi-
torial Projects for Education, Inc. All rights
reserved; no part may be reproduced without
the express permission of the editors. Printed
in U.S.A.

JOHN W. PATON

Wesleyan University

ROBERT M. RHODES

The University of Pennsylvania

STANLEY SAPLIN

New Tork University

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. WILLIAMS

Simmons College

RONALD A. WOLK

The Johns Hopkins University

ELIZABETH BOND WOOD

Sweet Briar College

CHESLEY WORTHINOTON

Brown University

CORBIN GWALTNEY

Executive Editor

JOHN A. OROWL

Associate Editor

WILLIAM A. MILLER, JR.

Managing Editor

DEATHS

Faculty

Frances K. Gooch, associate professor ot speech,
emeritus, February 28, 1967.

Institute

Anais Cay Jones {Mrs. Selden Bryan), mother ol
Anais Jones Ramey '28, November 21, 1966.
Mary Elizabeth Branan Dunwoody (Mrs. Robson),
lanuary, 1967.

Orra Hopkins, Agnes Scott's oldest alumna, sis-
ter of Nanette Hopknis, first dean of students,
and great-aunt of Sweetie Galley Story '47,
February 22, 1967.
Evelyn Ramspeck Glenn (Mrs. John), April, 1966

Academy

Dora Elizabeth Dunwody McManus (Mrs. Leon-
ard), September 22, 1%6

Ruth Abbot Burton (Mrs. K. L.), sister of lulia
Abbot Neely '18, February IB, 1967

1907

Haltie Lee West Candler (Mrs. Asa Warren, Sr.),

February 9, 1967.

1911

Mattie Love Blau Smith (Mrs. Cliff D.), Fall,

1966.

Willie Lea Johns Hunter (Mrs. Earl T.), August

25, 1966.

1916

Florine Lewis Griffin Carmichael (Mrs. J. Floyd),
November, 1966.

1917

Mary Ellen Stanley McCoy (Mrs. W. Clifford),

September 24, 1966.

1922

C, J. Laniiiiers, husband of Helene Norwood
Lammers, )anuary 6, 1967.

1924

Mrs. James W. Morton, mother of Cora Morton
Durrelt, January 5, 1967.

1927

Altred D, Day, husband of Mary Ferguson Day,
March, 1966.

Mrs, Dora Jacobsen, mother of Elsa Jacobsen

Morris and Elaine Jacobsen Lewis '29, March,

1966.

Mr. Wilkinson, Courtney Wilkinson's father,

August, 1966.

1928

Mrs. Joseph Brooke Overton, mother of Martha
Lou Overton, October 11 ,1966.
Mrs. Roxie Campbell Miller, mother of Mary
Virginia Miller Jchnson, January 21, 1967.

1930

Janice C. Simpson, June, 1966.

1931

Mrs. E. L. Duke, mother of Helen Duke Ingram,
lanuary 29, 1967.

1932

Milton O. Mollis, father of Sarah Hollis Baker,
December 2, 1966

1933

Mrs. David B. Bell, mother of Margaret Bell
Burt and Mary Bell Garner '41, September 1,
1966.

1943

Peter G. Walker, III, husband of Leona Leavitt
Walker, January 26, 1967.

1946

Barbara Perez Westall, February 15, 1967.

1947

Mary Emily Harris, February 26, 1967.

Dr. Claude Squires, father of CaroNne Squires

Rankm, December, 1966.

1948

Eleanor Bowers Slaughter (Mrs. A. Harris), daugh-
ter of Grace Anderson Bowers (Mrs. W. E.)
'13, February 8, 1967.

1960

A. L. Moses, father of Anita Moses Shippen, Janu-
ary 30, 1967.

1961

Molly Jane Schwab, January 7, 1967.

\ Lmx^

How Would You Conduct a Christian College Today?

is DIRECTOR of aluiTinae affairs and editor of this maga-
ine, I am aware that it is my "bounden duty" to report
3 alumnae on Agnes Scott's faculty hiring policy which
as, in recent months, stirred discussion in the press and
Isewhere.

Discussion may not be an apt word a restatement of
le policy by the Board of Trustees has caused shouting
nd recriminations rather than reasoned dialogue. In such
n emotionally charged atmosphere, it is almost insur-
lountably difficult to report objectively, which is my duty,
now ask your forgiveness for any misrepresentation my
/ords may convey.

May I commend to your careful attention the statement
ssued by the Board of Trustees on January 27, 1967:

Since its inception in 1889, Agnes Scott College has
leen a Christian liberal arts college, striving for excellence
n the higher education of women. As stated in its charter,
t was established for the purpose of
perpetuating and conducting a college for the higher
education of women under auspices distinctly favorable
to the maintenance of the faith and practice of the
Christian religion, but all departments of the Col-
lege shall be open alike to students of any religion or
sect, and no denominational or sectarian test shall be
imposed in the admission of students.
"In order that the purposes for which the College was
bunded and the principles upon which it has been operated
or seventy-eight years may be most effectively imple-
nented, it is essential to sustain on the campus conditions
distinctively favorable to the maintenance of the faith
ind practice of the Christian religion.' The Trustees of
^gnes Scott College therefore believe it is imperative to
:ontinue to secure for the faculty of the College men and
A'omen of the most competent scholarly training and teach-
ing ability who are sincerely committed to the Christian
faith as it is expressed historically in the mainstream of
Christian thought and action, and in the ecumenical nature
of the contemporary Christian Church. Other than this
commitment, the Trustees do not require of faculty or
administration any theological, sectarian, or ecclesiastical
preference."

Let's see if we can put this statement into a larger con-
text, where it properly belongs, as one area of the College's
whole existence. President Alston did this, in far better
words than I have at my command, for over 550 alumnae

gathered on April 22 for the Annual Meeting of the Alum-
nae Association.

He titled his remarks "Agnes Scott's Educational Task"
and spoke of the attributes necessary to accomplish this
task attributes which, in combination, also make up the
College's particular personality. The first of these is in-
sistence on academic excellence in an atmosphere of aca-
demic freedom where the search for truth, as we can know
it, is a continuous commitment. Then comes the insistence
on treating each person, each student, as an individual
human being deeply involved in the process of growing
and maturing. And, since the human being is not a dis-
embodied intellect, or merely an amazingly wondrous bio-
logical-chemical-physical phenomenon, a part of Agnes
Scott's educational task is the making of an environment in
which spiritual values, in their widest, most freeing sense,
within the contemporary ecumenical Christian movement,
are reflected.

(The last point Dr. Alston made has relevance to the
College's future and its location in the greater Atlanta
area.)

The crux of the question of whether Agnes Scott should
hire faculty members who are Christians is another ques-
tion: How would you, an Agnes Scott alumna, conduct a
Christian College today? There are many of you who say,
in all kinds of terminology, that a "Christian college" can-
not exist anno domini 1967. that this joining of words
is an anachronism straight out of the 19th century and is
meaningless, particularly offensive to non-Christians, and
(the word you've used most often in your letters) parochial.

I do not want to get bogged down in semantics, and I
have no pretenses about being a theologian. The only way
that I know to conduct a Christian college today is by
having the leadership on campus, the faculty, being able
to identify positively with all the purposes of the college,
including its Christian commitment.

After all, it is people who make Agnes Scott's purposes
live. Let's rejoice that for 78 years Agnes Scott has had
men and women leading it who are concerned with a true
tolerance of all faiths, all human beings, which is not
inconsistent with their own Christianity. If you know any
other way to conduct a Christian college, let us know!

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY. AGNES SCOTT COLLEGE, DECATUR, GEORGIA 30030

^

Alumnae Gather during April Week-End. . . see page 8

\ ALUMNAE QUARTERLY SUMMER 1967

-^S^

m"

AGNES
SCOTT

THE ALUMNAE QUARTERLY

SUMMER 1967

VOL. 45, NO. 4

CONTENTS

2 A Tribute to Frances K. Gooch

Memye Curtis Tucker '56

4 Winston Churchill

Michael J. Brown

8 Alumnae Week-End in April

11 50th Class Reunion

Martha P. Dennison '17

13 Class News

Margaret D. Cobb '22

29 Worthy Notes

Ann Worttiy Johnson '38, Editor

Barbara Murlin Pendleton '40, Managing Editor

John Stuart McKenzie, Design Consultant

Member of American Alumni Council

Published four times yearly: November, February, April and July by
Agnes Scott College, Decatur, Ca. Second-class postage paid at
Decatur, Ga. 30030.

FRONT COVER

New alumnae officers: Jane M(
Curdy, president, and Marsh
Davenport, secretary of the Cla!
of 1967.

PHOTO CREDITS

Eront Cover Bucher Studios, p.
Bill Wilson, pp. 8, 9, 10, 11, 12 Ke
Patterson, p. 16 Charles Pugh, p. 1
The Virginian Pilot, Robie Ray,
20 Joe McTyre, p. 27 Kirby Fref
man. Back Cover, Ken Pattersoi
Line drawing, p. 4, C. D. Hartlin

^:

^

l^HnR

Llewellyn W Wilburn 19 Retires

Well think of you, and miss you, Llewellyn, when hockey
sticks clash, when a golf club connects with a ball, when a
basketball drops straight through the hoop, when memory
conjures up former May Days . . . but most of all we'll miss
you and your hearty good humor on campus.

BLACKFRIARS FOUNDER

A Tribute to Frances K. Goocti

1880-1967

ON this Fiftieth Anniversary of
Blackfriars. we come to pay trib-
ute to its founder, Frances K. Gooch.
Miss Gooch. as you know, now hves
in Tennessee and is unable to be with
us tonight, so it is less for her sake
than for our own that we pause a mo-
ment to remember the one whose
spirit so greatly influenced Black-
friars' ti^dition of excellence.

In preparing this tribute I talked
with many alumnae who had studied
with Miss Gooch during her years at
Agnes Scott, from 1915 to 1951. Al-
though each mentioned a different
aspect of her contribution to the col-
lege, there were two ways in which
those with whom I spoke were strik-
ingly alike: they were articulate and
they were loyal to Miss Gooch. grate-
ful, as one put it, for "what she has
helped us to become."

Perhaps the simplest explanation for
their continuing love, as well as for
the quality of the dramatic group she
established, is that in her Agnes Scott
found, as it does so often, a truly fine
teacher. She knew her subject, be-
lieved in its value and in the value
of the individuals she taught.

It was obvious to all that Miss
Gooch knew her field. She held the
BA and MA from the University of
Chicago and was a graduate of the
Boston School of Expression, perhaps
the foremost school of speech and
drama of the time. During her sum-
mers she traveled in Europe; studied
at Oxford, Cambridge, the Central

Editor's Note: Miss Gooch died on Feb.
28, 1967. Memye Curtis Tucker '56 wrote
and delivered this tribute to her upon
the occasion of Blackfriars' Golden Anni-
versary Celebration, April 22, 1956.

School of Speech in London, and the
University of Wisconsin; and taught
speech workshops. Her talents were
widely recognized. The only director
at a Southern school invited to par-
ticipate in the first National Univer-
sity Theatre Tournament, in 1924, she
saw her group of Blackfriars take high
honors, as they were to do again in
1928 at The Little Theatre Tourna-
ment in New York, when they were
leaders in the Belasco Cup Competi-
tion and where their production of
"Pink and Patches," by Margaret
Bland Sewell, won the Samuel French
award for an unpublished play. Hon-
ored among her colleagues, she was
vice-president of the American Speech
Association; president and many times
vice-president of the Southern Speech
Association, of which she was a char-
ter member; and founder of the Geor-
gia Speech Association, which on its
twentieth anniversary, in 1951, paid
special tribute to her.

More compelling to some than her
degrees and offices were her own pub-
lic readings. For several years she
played a leading role in an early radio
serial in Atlanta. She read and spoke
widely. And several of her students,
from earlier and later years, have said
that it was Miss Gooch's readings, es-
pecially from As You Like It, which
brought them to Agnes Scott that they
might study under her. I remember in
particular an evening in the Hub, after
her retirement, when with a reading
from Much Ado About Nothing she
enthralled a group of students with
her grace and power. To any who
would say that those who can, do, and
those who can't, teach, one must reply
that Miss Gooch could both do and
teach.

Training both the imagination and
the medium through which its insights
must be communicated, and feeling
that the finer the mind and body the
more meaningful the communication,
Miss Gooch saw her task as a cause
worthy of dedication and hard work.
Her defense against those who seemed
to her to challenge its worth in the
curriculum may sometimes have been
carried on with an unsettling direct-
ness. But even those who disagreed
with her admired her abilities.

Not only did she know her subject,
she was able to impart to others her
knowledge of the theatre, of dramatic
literature, of pantomime and vocal
modulation, of standard English dic-
tion. In directing a play, for example,
she led her students toward empathy
with the characters they were to por-
tray toward "othering themselves,"
as she termed it in one of her articles
in the Journal of Expression. And she
also taught them the fundamental
techniques of acting by which they
could convey to the audience their
empathic understanding, for she re-
alized, like Pope, that in all the arts,
"those move easiest who have learned
to dance." If these experiences made
her students more effective persons,
so did the practical lessons in speech
and diction. Miss Gooch's reputation
as a teacher of speech was such that
ministers, teachers, and men and
women in business and industry came
individually and in organized groups
to study privately under her during
her years at the college and after her
retirement. At Wesleyan, before com-
ing to Agnes Scott, she taught Mme.
Chiang Kai-shek. And today at Agnes
Scott, the ability and achievements of
Miss Roberta Winter, who succeeded

THE ACNES SCOTT

An enlargement of this photograph now hangs in the Dana Fine Arts Building

liss Gooch, are themselves a testa-
lent to the powers of her teacher.
Miss Gooch was in many ways a

pioneer. She organized the first speech
courses at Agnes Scott. In her writings
she stressed the importance of educa-

tional theatre in the American college
curriculum, pointing out among its
merits that it could help lead students
to approach literature with a "deeper
seriousness" than that of the London
charwoman who, having seen a Shake-
spearean play the previous evening,
said to a friend, "I've been thinking
about them 'Amlets. They 'ad a 'or-
rible 'ome life!" From the first, when
she produced plays with a scant bud-
get and untrained actresses on a nar-
row platform with trains whistling by,
she inspired her students by doing "so
much with so little." She managed to
create her illusions not on a bare
stage, like the exquisite new one where
her portrait now hangs, but in spite
of not having a stage bare of other
associations. She somehow made be-
lievable As You Like It besides Re-
bekah and an elopement out of Dr.
Gaines' study window. Dynamic, wel-
coming challenge, generous in giving
of herself but never lowering her high
standards, she was. one student has
said, "a great spirit, not a blithe
spirit." She combined the creativity
and the capacity for hard work of
which it is said genius is made.

Her moments of teaching seem to
have been infused with the vision of
what was to come: women whose
poise would enhance their contribu-
tions to the world beyond college and
whose power to "other themselves"
would enlarge their understanding and
compassion; audiences who would
grow through the experience of good
drama; and a continuing privileged
group known as Blackfriars, whose per-
formances and ideals would through
the years to follow draw upon the
legacy of excellence which she has
given us.

LUMNAE QUARTERLY / SUMMER 1967

The Incomparable

Winston Churchill

By MICHAEL J. BROWN

v>.

'

r\

Wr\

ILLUSTRATION BY C. D. HaXRTLINE

About the Author: Michael lohn Brown
is associate professor of history at Agnes
Scott. Born in Wallasey, Cheshire, Eng-
land, he married Lee Hale of LaCrange,
Ca., and was graduated from LaCrange
College in 1956. He holds the M.A. and
Ph.D. degrees from Emory University. He
has taught at LaCrange, Davidson and
Agnes Scott, rejoining our faculty in 1965.

Much of Winston Churchill's career
is, of course, well known to everyone,
so I want to stress, for the most part,
the less known years. I hope you will
excuse me for quoting often from Mr.
Churchill, but I will try to tell his
story largely in his own words.

Because of the speed with which
today's news media invent their cli-
ches, it had become a commonplace
almost before Churchill was in his
grave to speak of him as "the man
of the century."" But I confess to you.
here at the beginning, an ever wider
admiration; for in all history I find
only half a handful of men who can
bear comparison with him, and even
they fall short in this; that for sheer
variety of genius, range of talents,
universality of experience and just
plain old longevity he stands alone.
He was a soldier and a poet; a states-
man and an artist; an historian and
a bricklayer, a politician and an orator
without parallel. He was a remarkable
combination of action and sensitivity,
of energy and poetry.

When he was born (rather unex-
pectedly, in one of the small rooms
of his uncle's palace at Blenheim),
Queen Victoria occupied the English
throne. Lincoln was newly dead. There
were men alive who had seen Na-
poleon and Washington. The auto-
mobile, the aeroplane and the electric
light bulb still lay in the future. Eng-
land was the mightiest nation in the
world. Her society was frankly aristo-
cratic and. as Churchill himself said,
"the world was for the few and the
very few."

His mother was American. Her
name had been Jenny Jerome and she
was one of the celebrated beauties of
her day. His father was a younger son
of the Duke of Marlborough and one

of the leading figures on the Britisl
political scene. He loved them both-
but from a distance. The aristocracy
of those years were far too busy to bs
bothered with raising children, so
nurse (a woman named Mrs. Everest)
became the central figure in younc
Churchill's life. When he was seven
he was bundled off to boarding school
to the spartan, rigorous life that th(
aristocracy customarily inflicted or
their sons.

He hated school and made verj
little progress with his lessons:
counted the days and the hours to
the end of every term, when I should
return home from this hateful servi-
tude and range my soldiers in line oi
battle on the nursery floor." When he
was twelve, he was sent to Harrow,
one of Britain's most famous schools.
There he found himself (as he put
it): "in the third, or lowest, division
of the bottom form. The names of the
new boys were printed in alphabetical
order: and, as my correct name, Spen-
cer-Churchill, began with an "S," I
was only two from the bottom of the
whole school; and these two, I regret
to say, disappeared almost imme-
diately through illness or some other
cause."

Many Rigors of Schooling

His complaints will have a familiar
and timely ring. "I now entered the
inhospitable regions of examinations.
They were a great trial to me. I would
have liked to be examined in history,
poetry and writing essays. The ex-
aminers were partial to Latin and
mathematics. And their will prevailed.
Moreover, the questions they asked
on both these subjects were invariably
those to which I was unable to sug-
gest a satisfactory answer. I should

THE AGNES SCOTT

ive liked to be asked to say what

knew. They always tried to ask me
hat I did not know. When I would
ave willingly displayed my knowledge,
ley sought to expose my ignorance,
his sort of treatment had only one
;sult; 1 did not do well in examina-
ons."

But he tells us that there were com-
:nsations. "By being kept so long
1 the lowest form I gained an im-

ense advantage over the cleverer
jys. They all went on to learn Latin
id Greek and splendid things like
lat. But I was taught English. We
ere considered such dunces that we
)uld learn only English. We did it
ally; and as I remained in the Third
orm three times as long as anyone
se. 1 had three times as much of it.

learned it thoroughly. Thus I got
ito my bones the essential structure
f the ordinary British sentence
hich is a noble thing. Naturally. I
n biased in favor of boys learning
nglish. 1 would make them all learn
nglish. and then I would let the
ever ones learn Latin as an honour;
nd Greek as a treat. But the only
ling I would whip them for would
e for not knowing English. I would
hip them hard for that.""

After four and a half years at Har-
3w he took the entrance examinations
3r the Royal Military College. He
liled them twice, but on the third
ttempt he passed and was admitted
) the British equivalent of West
oint. He loved it from the start. He
ad always had military inclinations,

natural thing in view of the fact
lat he was descended from Britain"s
reatest soldier, the Duke of Marl-
orough. His collection of toy soldiers
ad become something more than a
hild's plaything; it had grown by now
) fifteen hundred, and he organized
lem into troops and battalions and
laneuvered them across the floor with
rofessional skill. At Sandhurst he felt
hat he was making a new start. He
i'as no longer handicapped by his
arlier neglect of Latin, French and
lathematics. Now he was learning
hings he liked. (There had never been
,ny doubt about his mental ability:
vhen he was a young boy he had
von a prize for reciting without a
nistake 1200 lines of Macaulay"s Lays
>f Ancient Rome. )

He graduated from Sandhurst with
lonors, eighth in a class of 150. He
vas full of ambition, hungry for ad-

venture, but without any real hope of
finding it. The world had become too
peaceful and unexciting for his taste:
"It seemed such a pity that this study
of divisions, armies, bases, supplies
and lines of communication should all
have to be make believe, and that the
age of wars between civilized nations
had come to an end for ever. If it had
only been a hundred years earlier!
What splendid times we should have
had! Imagine being nineteen in 1793
with more than twenty years of war
against Napoleon in front of you! But
all that was finished. The world was
growing so sensible and pacific and
so democratic too the great days
were over. Luckily, however, there
were still savages and barbarous peo-
ples in remote places. There were
Zulus and Afghans and Dervishes;
and some of these might, if they were
well disposed, put up a fight one day.
There might even be a mutiny in
India, and we all fastened hopefully
upon an article in the Spectator which
declared that perhaps in a few months
we might have India to reconquer."
From Sandhurst he went in search
of adventure. He was assigned to the
Fourth Hussars, one of those glam-
orous old cavalry regiments with mag-
nificent horses and uniforms of blue
and gold, so gay they looked as though
they had come out of an operetta. He
heard there was fighting in Cuba,
where the Spanish were struggling
against a rebellion. He was given per-

mission to go there, fought on the
side of the Spanish and on his twenty-
first birthday aatnc 'V'.nder enemy fii-(-.
for the first t:mfe.'.^ - . . '
In the autumn of 1895 he was sent
with his regiment- tfr India Beln^-a
guardian of Empire can never have
been more delighiful. 'He has de-
scribed his life there. He "lived- With
two friends in a palatial bungalow,
"all pink and white with heavy tiled
roof and deep verandahs sustained by
white plaster columns wreathed in
purple bougainvillea." There were
three butlers to look after them, and
stables for thirty horses and polo
ponies. The day began when a valet
came to shave them as they lay in
bed; then it was parade at six, fol-
lowed by drill and maneuvers. They
were back in the bungalow well before
noon, for at that hour the sun made
work unthinkable. They ate lunch and
slept until five, and then came "the
hour for which we had been living all
day long time for polo."" This went
on until nightfall; and then "as the
shadows lengthened over the polo
ground, we ambled back, perspiring
and exhausted, to hot baths, rest and,
at 8:30, dinner to the strains of the
regimental band and the clinking of
ice in well-filled glasses. Thereafter
we sat smoking in the moonlight until
half-past ten or eleven, when we went
to bed. This was a typical day for us
in India.""

Lively Desire for Learning

But he was not really cut out for
this kind of leisurely and lazy exist-
ence, and it was while he was in India
that Churchill first felt a lively desire
for learning. He was always conscious
of not having gone to University and
of having missed a liberal education.
He became conscious of great gaps in
his knowledge; he wrote home asking
for books and with the enormous gusto
and zest that was always his trademark
he began to read the great works that
helped shape his thinking and cer-
tainly to fashion his speech. As you
would expect, they were works cast
in the heroic mould. First came Gib-
bon's Decline and Fall of the Roman
Empire. "1 was immediately domi-
nated, both by the story and the style.
All through the glistening middle
hours of the Indian day, I devoured
Gibbon. I rode triumphantly through
it from end to end and enjoyed it all,"

aUMNAE QUARTERLY / SUMMER 1967

Vv'instorif/liiirchill

(CorUnued)

Fo" four or fivp hours a day he read,
inostly hii^ciy and philosophy: Gib-
bon, Macaulay, Plato, Aristotle, Dar-
win and many others. His mind found
its stride in these years, and they were
crucial in the forming of Winston
Churchill. His pervading sense of his-
tory; his noble and even exaggerated
eloquence; his great sensitivity to the
human condition these things grew
out of the liberal education that he
hammered out for himself during the
hot middle hours of the Indian day
from hooks sent from home.

Simple and Honorable Creed

His reading led him to ask himself
some questions about religion, a mat-
ter to which he had not given much
thought and something about which
most of his writing is silent. He had
been to this point rather impish and
irreverent about it. He had been made
to go to Church regularly at least once
a week, and as a result had accumu-
lated what he called "a fine surplus in
the Bank of Observance so fine, in
fact, that I have been drawing confi-
dently upon it ever since. Weddings,
christenings and funerals have brought
in a steady annual income, and I have
never made too close an inquiry about
the state of my account. It might well
even be that when I go to meet my
Maker I shall find an overdraft." Like
many young men he passed through
an aggressive anti-religious phase and
doubted the e.xistence of God. But he
found that whenever he was in danger
he did not hesitate to ask for special
protection or to feel sincerely grateful
when he got home safe to dinner. He
came across the French quotation to
the effect that the "heart has its rea-
sons which the mind doesn't know"
and concluded that it was foolish to
discard a thing just because you
couldn't explain it. "The idea that
nothing is true except what we com-
prehend is silly." He didn't let him-
self get dragged into mental torments
by religious questioning but, as he
put it, "yielded myself complacently
to a broad-minded tolerance and orth-
odoxy. If you tried your best to live

an honourable life and did your duty
and were faithful to friends and not
unkind to the weak and poor, it did
not matter much what you believed
or disbelieved." This is hardly a dec-
laration of white-hot Christianity, but
a simple and honorable creed, and the
world would be a better place if more
men practiced it. Churchill appears to
have been content with it to the last.
He certainly retained a sort of puckish
irreverence: in his twilight years he
declared: "I am ready to meet my
Maker: whether my Maker is pre-
pared for the great ordeal of meeting
me is another matter."

A Comet Giving off Sparks

In 1897 Churchill heard about plans
for an expedition that was to be sent
to Egypt to wage war against the
tribesmen of the Sudan who had re-
cently slaughtered an English garri-
son under the command of General
Gordon. He used his influential family
connections to get himself transferred
to this force and, as a result, he took
part in the very last of the old cavalry
charges: three hundred horsemen,
launching themselves with lances
against a mass of native tribesmen
and losing a quarter of their number,
fighting hand to hand in the old fash-
ioned way.

From this point on his story be-
comes almost too good to be true, and
his energy almost overpowering. Al-
ready, at the age of twenty-four, he
seems larger than life. From the Sudan
to England and back to India, where
his regiment won the long-coveted
polo championship, with Churchill
scoring three of the winning goals in
the final game. Then he resigns from
the army and tries to get himself
elected to Parliament. He was de-
feated, but almost at once he flew ofl"
on a new tangent, a comet giving off
sparks, to South Africa where the
Boer War had just started. Within two
weeks he had been captured by the
Boers, and within two more he had
escaped. A public relations man
couldn't have invented a better
script, yet his exploits are historically
documented; they are not glamorous
fiction concocted to give color to the
early life of a popular hero: they
happened.

The story of his escape is a remark-
able one. He climbed the prison wall
when the sentry's back was turned and

walked brazenly down the centre o

the road through the enemy's capital

He jumped aboard the first movinj

train he saw and it carried him in ths

right direction. He wandered abou

hundreds of miles behind the enem^

lines, and at last hungry and desperate

gave himself up to a man who mi

raculously turned out to be an English

sympathizer. Posters were up by this

time, offering twenty-five pounds

for the capture, dead or alive, of

Winston Churchill, Englishman,

twenty-five years old, about five

feet eight inches tall, indifferent

build, walks with a forward stoop,

red-brownish hair, talks through

his nose, and cannot pronounce

the letter "s" properly.

Churchill, meanwhile, was hiding out
in an abandoned mine-shaft, readine
by candle-light Robert Louis Steven-
son's Kidnapped. After many more ad
ventures he made his way back to
England where his story made a sen-
sation. Churchill capitalized on hi;
new fame by writing a stream of dis-
patches to a newspaper which payed
him very well. For the rest of his
life he was to make his living from
his pen newspaper articles, a bad
novel, and volume after volume of his-
tory, magnificently written but with
some serious defects as to content.
In 1953 he was awarded the Nobel
Prize for Literature.

A Potent Political Career

He returned from South Africa a
hero and in 1900 he was elected to
Parliament for the first time, thus
beginning a political career that is
certainly one of the most remarkable
in English history. He had the strength
of his convictions and always stood
up for what he believed to be the
right; in the House of Commons he
turned against his party in an impor-
tant vote and was considered by some
to be a traitor to his class. In 1908 he
"married and lived happily ever after-
wards." The same year he was given
an important position on the cabinet,
and during the remaining years of his
long life he held almost every vital
post in the inner circle of British gov-
ernment. In 1911 when he was just
37. he was put in charge of the Ad-
miralty and given the enormous re-
sponsibility of preparing the Royal
Navy for the war with Germany that
was already being anticipated. He

THE ACNES SCOTT

rfornied magnificently, and when
le war came in 1914 the Navy was
ady.

From that time on, Churchill's
ireer was very much in the public
.e. There was the disaster of the
allipoli campaign which he had
rongly advocated; his exile from
gh office; some months in the
uddy trenches of France in 1916,
id then back to the highest circles

government as Minister of Muni-
Dns. With his usual exuberance he
arned to fly. and in the later days of
le war he developed the habit of
sing early, finishing his work in the
orning and then buzzing over to
ranee in the afternoon to learn at
st hand how things were going.

For almost ten years after the war
: continued to hold a variety of high
>vernment posts. These were difficult
;ars for Britain, and Churchill came

for his full share of the criticism
lat inevitably focussed on the gov-
nment. He was the Chancellor of
le Exchequer when the country's
;onomic fortunes reached their low-
t point, and he was never completely
)rgiven for that.

Call To Be Prime Minister

Nineteen-thirty saw the beginning
f ten years without office for^Chur-
lill; ten years in the political wilder-
ss, "the void." as he called it. The
lan of action was cut off from the
ats of power, and he felt a kind
impotent fury at his inability to
feet the course of events. He took up
aiming (and became very good at it)
id amused himself by building water-
ills and a complicated brick wall on
is country estate at Chartwell in Kent,
fter the rise of Hitler he thundered
arnings in the House of Commons,
ut the policy of appeasement went on
spite of all he could say and he
'as more than once branded as a war-
longer for his insistence that Britain
lust arm. But when the inevitable
ecame obvious, the country turned
gain to Churchill, and he was sent
ack to his old (and favorite) govern-
lent post at the Admiralty. And then,
f course, as the war went from initial
verses to full-scale catastrophes he
'as called upon to take the full
urden of supreme command and be-
ame Prime Minister. He has recorded
is feelings at that moment. "As I
'ent to bed at about 3 a.m. 1 was

conscious of a profound sense of re-
lief. At last I had the authority to give
directions over the whole scene. I felt
as if I were walking with Destiny, and
that all my past life had been but a
preparation for this hour and for this
trial. I was sure I should not fail.
Therefore, although impatient for the
morning, I slept soundly and had no
need for cheering dreams. Facts are
better than dreams."

Humour a Churchill Trademark

The rest of his career is well known;
the war-time leader; the stunning de-
feat in 1945 when the people turned
him out of office; the comeback in
1951; retirement and a gracious old
age; finally, in 1965. death under the
eyes of a watching world. I will simply
flick out some random personal im-
pressions about this man.

He once said that a man cannot di-
rect the great serious affairs of life
without understanding the humour of
life, and humour has always been a
Churchill trademark, humour that, as
often as not, was wrapped up in the
grand Churchillian phraseology. When
his political opponent, Mr. Attlee. fi-
nally agrees with him on an important
point, he says that Mr. Attlee is exer-
cising his usual talent for belated con-
version to the obvious. He is told that
another Labour minister, his bitter
rival, Aneurin Bevan, is absent from
the House of Commons because of
illness. Churchill's comment: "Noth-
ing trivial, I trust!" To call a man
a liar in the House of Commons
would be unthinkable, so Churchill on
one occasion accused an opponent of
"terminological inexactitude." On a
visit to Montgomery in the North
African desert the general boasts that
he doesn't smoke, doesn't drink, and
is 100% fit. Churchill's reply is that he
"smokes like a chimney, drinks like a
fish, and is 200% fit." Once, Lady
Astor. after a long, hard argument,
said to him in exasperation: "If you
were my husband, Td put poison in
your coffee." "If you were my wife,"
Churchill replied, "I'd drink it."

One cannot sum up a man like
this; to say he was great sounds
totally inadequate. He seems in every
way to have been larger than life. His
physical size, his enormous cigars,
his tremendous emotional range, the
length of his life, the variety of his
works, the grandeur of his language,

his family connections, the breadth of
his thought (ranging from the atomic
bomb to "putting milk into babies")
any two or three of these would
have made him remarkable: all of
them together make him. in my judg-
ment, unique.

What was the secret of his success?
That of course, is one of those mysti-
cal things we shall never understand.
But I think that at the height of his
career his unique ability was to give
the man-in-the-street the feeling that
he could make history. "This is one
of the most awful hours in the long
history of our island; but it is with-
out doubt the most sublime. Let us so
hear ourselves that if the British Com-
monwealth and its Empire last for a
thousand years, men will still say.
this was their finest hour." It was
this power to look beyond the danger
to the challenge, to look beyond the
immediate to the broad judgment of
history. Churchill always wanted to be
famous; but he was not interested in
mere popularity. He wanted fame of
an historical quality.

A Challenge to Young Folks

Here are some words of Winston
Churchill which were written a long
time ago, but they have about them
the ring of an epitaph and also of a
challenge, a challenge to young men
and women to live life as he had lived
it, sampling it full, with gusto and en-
thusiasm:

"When I look back across the years,
I cannot but return my sincere thanks
to the high gods for the gift of exist-
ence. All the days were good and each
day better than the other. Ups and
downs, risks and journeys, but always
the sense of motion, and the illusion
of hope. Come on now. all you young
folks, all over the world. You have not
an hour to lose. You must take your
places in Life's fighting line. Twenty
to twenty-five! Those are the years!
Don't be content with things as they
are! Enter upon your inheritance, ac-
cept your responsibilities. Don't take
'No' for an answer. Never submit to
failure. Do not be fobbed off with
mere personal success or acceptance.
You will make all kinds of mistakes;
but as long as you are generous and
true and brave you cannot hurt the
world or even seriously distress her.
She was made to be wooed and won
by youth."

lUMNAE QUARTERLY / SUMMER 1%7

Friends Find Each Other

Alumnae greet Llewellyn Wilburn 19, chairman of the physical
education department.

Llewellyn Wilburn gets a bear hug from an alumna on th
Colonnade.

Ferdmand Warren art department chairman chats wit
former students.

Professor George Hayes laughs with lane Stillwell Esp
'42 and Myree Wells Maas '42.

President Alston jokes with members of '66, returning fc
their first reunion.

Members of the Young Atlanta and the Decatur Alumnae Clubs
handled registration.

it Alumnae Week-End in April

Crowded into a few precious hours,
April 21-23, 1967, Alumnae Week End,
were Blackjriars performances of
Liliom, Class Council Meeting, Faculty
Symposium on "What's 'New' about
the New Morality?" , an informal meeting
with faculty on the Colonnade, the
annual Alumnae Luncheon, President
Alstons address, "Agnes Scott's
Educational Task," at the Annual

(Continued)

rs. Kline (philosophy), Pepperdene (English), Drucker (psychology), Chang
ibie and Philosophy) gave a splendid symposium on the "New Morality."

Kwai Sing Chang clarifies a point.

Alumnae Week-End

(Continued)

Meeting of the Alumnae Association,
plus special events held by reunion
classes. Over 550 ahannae participated-
and your director of ahunnae affairs
is exhausted all over again just
writing about the Week End!

'66ers admire Dr. Alston's new office in Buttnck

Catching-up chatter holds sway during luncheon at Class Reunion tables.

Gay and charming ladies of the Class of 1917.

50th Glass Reunion

HIS REPORT on our reunion is for
ose 1917ers who requested it oth-
s probably have trash baskets!

For me it began on Tuesday the
Ith when Ruth Nisbet Jarrell from
horn we had heard nothing for years,
rived. On Thursday Agnes Scott
onaldson. much to our delight, called
I say she was at the Biltmore. She
id Janet Newton had lunch with me
id Ruth at my apartment on Friday.

By Friday night the Alumnae House
id admitted: Agnes, Janet, Amelia
lexander Greenawalt, Claude Martin
ee, Anne Kyle McLaughlin, Mary
jottswood Payne, and Elizabeth Ring
ehling. Mildred Hall Pearce and
ine Harwell Rutland had also ar-
ved to stay with Willie Belle Jack-
in McWhorter.

Several of us had dinner together
I Decatur, all talking at once, and
len saw the Blackfriars present "Lil-
im" in the theater of the beautiful
ew Dana Fine Arts Building. It was
iteresting and very well done.

The weather for the weekend was
ot the best we can produce in April
nd, for those who hoped to see dog-
cod, it and most other spring flowers
ime early and were gone. When I
rrived on the campus about 10 a.m.
n Saturday, it was sprinkling rain.

nn Worthy Johnson said it was be-
ause Dr. McCain was no longer here
) speak to God about it. Well, I had
joken but it looked as if He hadn't
eard me. Then, just as the sym-
osium on The New Morality broke
p about noon, and we had to cross
le campus, the sun came out and
le rest of the day was beautiful.

By MARTHA P. DENNISON '17

Expectation

and
Exhilaration

There were 19 in our group at lunch
Augusta Skeen Cooper, Sarah Web-
ster, Katharine Simpson, Regina Pinks-
ton, Isabel Dew, Frances Thatcher
Moses, and Margaret Phillips Boyd
had joined those listed above. (Later
Dr. Alston told us were the largest
and best looking 50th reunioners ever.
To which Amelia whose gorgeous
eyes and dimples are undimmed by
time and great grandmotherhood re-
torted, "ril bet he says that to all the
ladies!" Well I'll bet that, if he does,
he means it at the time.)

The luncheon was beautiful and
oh, what a mob! Including us (Yes,
strangely enough there were other
classes there!) and the class of '67
there were over 550 "daughters"
packed in the dining room. We had
delicious food, fine speeches, introduc-
tions of classes, photographs and the
presentation of charms to the 50th
reunioners. (The charms resemble Phi
Beta Kappa keys which some of us
were too dumb or too lazy to earn.)
One thoughtful gesture which added
to our pleasure: Sarah Fulton, '21,
had made small book marks for each
of us "To mark a happy memory."

Departing from custom (money is
seldom mentioned at reunions), Sarah
Frances McDonald '36, Alumnae

Fund Chairman and a beautiful blonde
lady, made an urgent appeal for con-
tributions. She stressed percentages
of contributing Alumnae even $1.00
makes you a contributor! They had
hoped to report 67% in '67 but didn't
quite make. Surely we can each give
something!

Then we held a brief business meet-
ing of our own, on the side steps out-
side the dining room. Details of the
Class Council decisions Saturday
morning will probably be furnished
you by the Alumnae Office. We de-
cided henceforth to have only one
officer, a Class Representative. No one
wanted this job. Neither did I but
they sort of "ganged up" on me so
I'm it. (Ah me! Why did I never learn
to say No loud and clear! )

I plan to get out a reminder, long
enough before each issue of The
Quarterly goes to press, to have some
news each time of some of us. It's so
disappointing to open your magazine
eagerly to '17 and find nothing there.
It doesn't have to be world-shaking
news: a new grandbaby, a hobby or
trip any items such as you would
like to hear about your friends. (Any-
one who is not interested in being
thus circularized let me know and I
won't bother you further.)

Then we walked along S. Candler
St. which, near the College, looks
much as it used to, to Dr. Alston's
lovely home which was designed by
Augusta's Sam. There we had a beau-
tiful party and enjoyed becoming bet-
ter acquainted with our new President

(Continued on next page)

LUMNAE QUARTERLY / SUMMER 1967

50th Class Reunion

(Continued)

Augusta Skeen Cooper gave a beautiful
dinner at the Driving Club.

Isabel Dew was a sparkling '17er present.

and his charming wife, who was Mad-
elaine Dunseith '28.

Back at the Alumnae House we
collapsed on beds, where some napped
and others shared impressions. ( My
chief criticism of our wonderful re-
union is that there wasn't enough time
just to talk to each other. ) Before we
knew it. we were rushing to get to
the Piedmont Driving Cluh for Au-
gusta's dinner.

That party was beautiful and fun,
from beginning to end. The surprise
of the evening was our mascot, Ed
Cunningham. Do you remember the
sweet, small boy who used to play
tennis with Isabel? He is now a well-
known, busy doctor in Decatur and
looks exactly like his father as we
knew him at A.S.C. We turned over
the job of snapping pictures to him
since our expert. Gjertrud, couldn't
"make it" and he got us some honies.
Augusta brought along Sam for com-
pany for Ed and he added much to
our pleasure all evening.

This is growing much too long to
give you all the details, but Augusta
hadn't missed a trick! The three lovely
arrangements of "our daisies" down
a long, gold-cloth-covered table with
golden candles and precious little
golden packages at each place (these
were golden book marks engraved
ASC and our dates) show up beauti-
fully in several pictures. The place
cards (made by Jan who had been
pouring over old annuals for weeks)
were pictures of our young selves
mounted on gold lace paper fans and
supported by tiny golden owls. (Some

of us had difficulty recognizing our-
selves!) As for the food well, if I
ever get to Heaven and I'm asked, I'll
say "No milk and honey for me,
please. Just let Augusta plan my
menus."

As a final surprise, Augusta had
brought a record player, and Sam
played records she had made of Agnes
Scott voices, some we knew long ago
and many now silent: Dr. McCain,
so natural, he might have been stand-
ing right behind me; Miss McKinney
and Dr. Sweet, Miss Lillian Smith and
Miss Torrance. Miss Alexander, Miss
Scandrett. Mr. Dieckmann, Mr. John-
son. Mr. Cunningham and two of our
long-time maids, Mary Cox and Ella
Carey. Their conversations were de-
lightful. Ella was asked why she had
never married and replied, "Miss Hop-
kins never married and what was
good enough for her, was good enough
for me!" It ended with our Alma
Mater, and being there on our feet,
we departed for our respective beds,
after a lovely day.

Sunday was dreary and showery,
but when we reached Willie Belle's
lovely home, she had a bright wood
fire going in lieu of sunshine, she
said. She, Mildred and Jane were
charming and gracious hostesses and
we had a wonderful gab-fest around
the fire, before and during brunch.
Her table too was beautiful, with a
most lovely arrangement of roses and
sumptious food (as you can see, we
ate our way through the week-end!
In between-times (?) we nibbled two
huge boxes of Russell Stover choco-

lates which Katharine Lindamood
Catlett had sent us. )

From Willie Belle's some of us went
to relatives in Atlanta, some had to
start home for, surprisingly, some of
us are still "working girls" and some
returned to the campus to look more
closely at the changes and the lovely
new buildings. Some of us, especially
Ruth, were disappointed that the can
containing mementoes of '17 which
we buried near White House and
planned to dig up at this reunion,
could not be located. White House
is no more and the space is covered
by Hopkins Hall, a dormitory named
for Miss Hopkins, and a cement park-
ing lot.

Ten of us were still around for
Isabel's supper I knew she had gone
to a great deal of trouble for us and
I was worried for fear we would be
unable to eat anymore. But do you
know? Everything was so good we ate
as if we were famished! This, too, was
a lovely party and the most relaxed
and informal get-together of all per-
haps because there were fewer of us,
perhaps because the push was over.
Anyway, we might have sat around
indefinitely, discussing life experiences
and reactions but, about nine o'clock,
a clap of thunder warned us we'd
better get going. Everyone made it
home before the heavens opened and
Georgia got the heavy rain it so
urgently needed.

By 10:30 Monday morning, when
I called the Alumnae House, every-
one had checked out and our 50th re-
union had become a Golden Memory.

THE ACNES SCOTT

DEATHS

Faculty

1935

Susan Robinson Walker (Mrs. Larry), instructor in
art. In an accident on campus, April 26, 1967.

Institute

Bessie Dul<e Carter (Mrs. Walter S.), December,

1966.

Anna Emery Flinn (Mrs. Ricliard Orme), mother

of Elizabeth FImn Eckcrt '30, April 13, 1967.

iSee p. 13.)

Lucy Shute Ewing (Mrs. Paul L.), May 12, 1967.

1905

May McKowen Taylor (Mrs. B. B.), September 8,
1966.

1915

Fannie Marcus Revson (Mrs. Alfred F., St.), March
IS, 1967,

1919

lane Bernhardt Stryker (Mrs. William S.), February
6, 1967.

1925

Harllee Branch, Sr., tather of Elizabeth Branch

King '25 and Virginia Branch Leslie '29, March

15, 1967.

Frances Lincoln Moss, March 24, 1967.

)oe Moss, husband of Frances Lincoln Moss,

February 1, 1967.

1926

Walter Turner Candler, husband of Rebekah
"-en Candler, April 23, 1967.

1929

tha Broadhurst Brooks (Mrs. Francis A.),

uary 3, 1967.
Joe B. Harrison, husband of Ruby Hendnx Harri-
son, January 18, 1967.

1930

Dr. Charles Sterhng Jemigan, tather of Alice
Jernigan Dowling, May 16, 1967.

Dr W Evans Goodyear, husband of Juha Ann
Clark Goodyear, October, 1966.

1936

Mrs. F. B. Derrick, mother of Marion Derrick

Gilbert, April, 1967.

Dorothy Lyons Johnson (Mrs. William H.),

March 5, 1967.

1937

Mrs. Josephine Kirkup Malone, mother of Mary
Malone Martin, May 4, 1967.

1938

George Seldon Waldo, son ol Tommy Ruth
Blackmon Waldo, in an automobile accident,
May 2, 1967.

1940

Gene McLarty Roberts, husband of Nell Moss
Roberts and father ot Ann Roberts '67, April
20, 1967.

Dr. Lee George Sannella, husband of Nell Pinner
Sannella, November 16, 1966.

1942

Williams Collins Lee, son of Mary Dean Lott Lee,
March 18, 1967.

1945

Mr Thad M. McConnel, father of Sylvia Mc-
Connel Carter, Vtay 15, 1967.

1946

Dr- B. F. Reynolds, father of Eleanor Reynolds

Verdery, April 10, 1967.

Dr, Robert Vinsant, father of Mary Vinsant

Grymes, March, 1967.

Mrs. French Wright, mother of LaNelle Wright

Humphries, March, 1967.

Dr. George P, HdNi-s iociks \\,th dulighl at the new car his students present and former gave him upon his retirement this June.

Also retiring this year is Janef N. Preston
'21. She and Dr. Hayes will be sorely
missed in the English department, but
they leave a legacy of distinguished
teaching and Inspiration to their stu-
dents over the years.

THE ACNES SCOTT

Cmdr. Sybil Grant '34 was awarded the Legion of Merit (a medal that usually goes to
admirals) when she retired in April after almost twenty-five years in the Navy.

5. C. Stukes shows the silver tray presented to him as "Senior Citizen of the Year '
ecatur, Ga. The fourth annual award was in recognition of his distinguished career
5C and in public service.

.Li

\ LcfUA. . . .

Great and Stalwart Campus Figures l^eacli Retirement

The most desolate day of the year on campus, for me,
is the Monday after Commencement Sunday. Students
and facuhy members have gone, and only the "adminis-
trative ones" are left to face the long summer.

One way I hurdle this Monday is to concentrate on re-
joicing in having brand new alumnae. So here's a hearty
welcome to the Class of 1967, 140 strong, and may each
of you hold close, always, your experiences and friend-
ships at Agnes Scott. The Alumnae Association is here to
help you do just this.

This year. The Monday was particularly dreary be-
cause with it came the realization that four stalwart cam-
pus figures had retired: Geprge P. Hayes, professor of
English; and poet, Janef N. Preston '21, assistant pro-
fessor of English; Pierre Thomas, assistant professor of
French; Llewellyn W. Wilburn '19. associate professor of
physical education.

Their impact, each in his or her own way, on the life of
this college is immeasurable. And it helps to know that
even though they have reached emeritus status and will
not be with us in their former capacities, they will all
be nearby in Decatur. If you want to write, here are
addresses:

The Hayeses, 162 McLean St.. Decatur, Ga. 30030;

Miss Preston, 128 Winnona Dr., Decatur, Ga. 30030;

The Thomases, 347 Mimosa Dr.. Decatur, Ga. 30030;

Miss Wilburn, 1213 Oldfield Rd., Decatur, Ga. 30030.

On a bright Wednesday in May Athletic Association
held its annual spring picnic on the hockey field, a time
for the entire college community to participate in and/ or
be spectators of sports events and athletic awards. The
whole day was dedicated to Llewellyn Wilburn, and "Miss
Wilburn Day" was climaxed with a gift of a color TV set
to her from "her girls," marking her forty-one years of
service to the College.

On a cool June evening, at a delightful party held in the
home of an Atlanta alumna. Dr. Hayes was surprised
and stunned by a gift of a new automobile. I quote from

an article published in The Atlanta Journal written by
Carrington Wilson '60, the College's news director and
headed "Women in His Life Unite in Tribute."

"It's not often that a man is genuinely loved by 4,000
women and even rarer if these women unite to honor him.

"But such was the case when more than 100 former stu-
dents of Dr. George P. Hayes, professor of English at
Agnes Scott College, gathered here to express their devo-
tion to the man who is retiring after forty years of bring-
ing Shakespeare and Dante alive to approximately 100 stu-
dents each year.

"A week ago the celebration was just an idea among sev-
eral students on campus, but within days the word and
enthusiasm had spread not only locally but by long-
distance calls to alumnae across the country . . .

"For a man whose gravelly voice boomed out daily
from the Gothic windows of Buttrick Hall, there were
few words when he saw the . . . car . . . and the crayoned
sign in one window, 'We Love Dr. Hayes.'

"But the proverbial quip wasn't long in coming: 'This
looks as if it's for a bride,' he smiled. 'Thank you, thank
you very much.' "

Gifts are one way for us to say thank you to great teach-
ers as they retire. Another way is to honor them at the
Alumnae Luncheon and Annual Meeting. We were fortunate
this year to have Mr. and Mrs. Hayes, Miss Wilburn and
Mrs. Annie Mae F. Smith, former supervisor of dormi-
tories, who retired January 1. The first order of business
was the recognition of and tribute to retiring faculty and
staff members, beautifully expressed by Reese Newton
Smith '49, Class Council Chairman.

But the best way to honor retired faculty is to have
something permanent to enrich the life of the College.
The Board of Trustees has acted on this, and you'll hear
about it in the fall.

RETURN POSTAGE GUARANTEFiD BY ALUMNAE QUARTERLY, AGNES SCOTT COLLEGE, DECATUR, GEORGIA 30030

7

DECATUR, GA., 30030

The Alumnae Luncheon, Letitia Pate Evans Dining Hall, April 22, 1967

ii.

I

11 57/1 <^

For Reference

Not to be taken from this room