:.?x>K-: 115740 ' , ni Digitized by the Internet Arciiive in 2011 with funding from LYRASIS IVIembers and Sloan Foundation http://www.archive.org/details/agnesscottalumna45agne ^ -i 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->'^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. 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; nfiBi f ^;^-- 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 ^fw^-' If ' IHuJl * 9^^:'W^ fci mm ^ IM ^H^^^^^HM-^ ^^^^^v, ^'^^^ 0^.. ' ^'^^ ^^^^^^^^^^L ^^^^^^H^^^H ^ Y x ^^Hl. * Bte^ ^^Kf^^^i^j ^i^Hl^^H ^^H 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